Lesson Plan
Course Title: Business Information Management I
Session Title: Databases
Performance Objective:
After completing this lesson the student will be able to navigate through a database and
comfortably learn how to learn to plan and create a new database using a table object.
Specific Objectives:
 Renaming field names in a database table.
 Alternating views imputing field names and deleting fields.
 Changing field properties of specific field names.
Terms:
Field properties – Characteristics of a field that determine how long an entry can be,
how the entry will be formatted, whether there should be a default entry, and what can
be entered (for example, numbers only or valid dates only).
Caption – an alternate, “friendly” name for a field. For example, the FNAME field might
have a caption of First Name.
Input Mask – a field template to validate how each character is entered into the field,
such as parentheses and dashes in a phone number.
Validation Rule – a rule that defines what data may be entered into a certain field. It can
specify a number of characters and/or a range of values.
Database – is an organized collection of information about a subject.
Access Database – is a computer-based equivalent of a manual database.
Database Management System – such as Access includes both the database
information and the tools to use the database.
Table – a collection of database fields designed to be used together.
Datasheet – a grid showing the data in a table, with the field names as column headings
and the records in rows beneath them.
Form – a window showing the data in a table with one record’s fields appearing at a
time in individually labeled boxes.
Blank database – a database file that does not yet contain any objects.
Preparation
TEKS Correlations:
 130.110.c.5.B – improve touch-system skills using the keyboard and keypad to input data…
 130.114.c.2.B&C – explain issues involved in designing and developing systems for different
environment; use hardware and software flexibility needed to produce documents to
address different computer applications
 130.110.c.5.D – demonstrate writing techniques generating ideas and gathering information
relevant to the topic and purpose, maintaining accurate records of outside sources…
 130.110.c.6.B-E – explain the nature of tools that can be used to access information in the
database system; choose appropriate software; define fields and type of data; enter
database structure
 130.110 (c) (7) (C-F – create a meaningful data set; enter data into databases, tables, and
forms; edit data in databases, tables, and forms; create an interface user form for easier
entry of data
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English:
 110.31.b.19 – Students are expected to spell correctly, including using various resources to
determine and check correct spellings.
 110.31.b.22.B&C – evaluate the relevance of information to the topic and determine the
reliability, validity, and accuracy of sources and implement changes as the need occurs and
is identified
Research and Technical Writing:
110.53.b.3.B&E – compile information from primary and secondary sources using available
technology; compile written ideas, representations, and interpretations into reports, summaries,
or other formats and draw conclusions
Speech Communications:
110.56.B.3.D&H – analyze roles assumed by group members and their influence on group
effectiveness; prepare, organize, and present group discussions for an audience
Public Speaking:
110.57.b.3.D – research topics using primary and secondary sources, including electronic
technology
Teacher Preparation:
 Teacher will review the terms in the outline, power point and handouts to become familiar
with lesson.
 Teacher should become aware of all the field properties in an Access Database.
 Teacher should locate and evaluate various resources and websites before the lesson.
 Teacher will have assignments and website information ready to distribute to students.
 Teacher will review British Monarchs history, this activity is a cross curriculum assignment
between 2007 Access and World History.
References:
 www.britannia.com/history/h6f.html
 www.fact-index.com/l/li/list_of_british_monarchs.html
 http://www.royal.gov.uk/
Instructional Aids:
 Display for PowerPoint, websites for assignments and class discussion
 Learning Microsoft Office 2007 Deluxe Textbook Prentice Hall
Materials Needed:
 Printer paper or Notebook paper for internet research
 Assignments and website information ready to distribute to students
 Internet access
Equipment Needed:
 Computer with PowerPoint and Internet Access
 Projector to Show Internet Sites
 Computers for Students to complete Access Cross Curriculum Assignment.
 Computer software Access.
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Learner Preparation:
Ask students to imagine that they live among royalty and the town has appointed them to record
the British history.
Introduction
Introduction (LSI Quadrant I):
SHOW: Show students the 2:00 minute video of British Monarch. The video has no words but
the students will be able to envision lifestyle and clothing of British Monarch during their time
period. http://www.youtube.com/watch?v=PnelfLQS5mg&feature=player_embedded#at=69
ASK: Ask students to describe the different characteristics of the individuals in the video.
SAY: When creating a blank database what might you name the overall file pertaining to the
subject matter?
ASK: What would you want you ancestors or future family members to know about their past
family history?
SAY: Actions of past has shaped today’s society, with government, past wars, family values and
beliefs.
(At this time the teacher may need to lead students into creating field names for the database.)
ASK: What could our first field name be listed as?
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, videos, and note pages in conjunction
with the following outline.
MI
Outline
Notes to Instructor
I. Why is keeping track of records important?
A. Record keeping is crucial for organizing client
information, generating reports, and keeping
track of financial records.
B. You can use a database program to store, sort,
retrieve and display information stored as
records. You might select a database program to
keep track of addresses, customers' buying
habits, music CDs, or any other collection of
items.
Use PowerPoint and
current events as aids.
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Discuss with students
that access is a
relational database.
Within a relational
database it allows the
user to store specific
categorized data.
Data that can be
stored in tables. When
data is stored in an
order that is easily
categorized, a user
can sort by ascending
and descending order.
Therefore, retrieving
data, by date, name,
or ID can be found in a
timely manner. There
are four common
objects used with a
database tables,
queries, forms,
reports.
II. Access and British Monarchs
A. In a DBMS you can create many tables to
reference each other and to share relative
information.
B. Discuss other means and factors that are
involved in creating a database table. Students’
may need to create flow charts to determine the
mathematical number of how many tables and/or
field required completing the database.
C. Guide students’ into creating databases field
names for other subjects that pertain to their
busy lives.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Use PowerPoint as aid
Suggest to students to
use the website
references listed in the
lesson plan. Make the
connection between
customer record and
recording Monarch
history in a database.
Refer to Slide 10 in the
What is Access?.ppt, a
video link will be
provided to walk
students to visualize a
functional database.
Discuss with students
the importance of
planning a database
and the elements
involved, such as how
many records that you
or a client may have,
specific field names,
and the contents of the
field properties.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will break the class into groups and ask students to conduct research using the Internet
to research an assigned British Family. This will give students the opportunity to work in a
cooperative environment with their peers to collaborate and share the information gathered.
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Independent Practice (LSI Quadrant III):
 Divide the class into small groups and ask each group to conduct research. (A class period
or two maybe feasible for the research.) After a day of research students will be asked to
present to the class their findings.
 Teachers will navigate the classroom to ask groups questions and assist students with
creating field names for their database.
 Students will be asked to log into their assigned computers and create a functional,
organized database of the Monarchs.
 Teachers will explain the importance of organizing data and determining a key source to
connect all data materials with the information entered into the database.
Summary
Review (LSI Quadrants I and IV):
 Question: Why do you think that database file management is important in today’s business
organizations?
 Question: What contributes to a well designed database?
 Question: How will characteristics of a subject, record and/or manual record shape a
database?
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor should observe students involved in the group projects. Instructor should move
around the classroom to make sure that students are participating in the independent group
project. All students are required to complete the research project involving the Monarchs.
Formal Assessment (LSI Quadrant III, IV):
Students will be evaluated on their “Monarch Database” by using the assigned rubric.
Enrichment
Extension/Enrichment (LSI Quadrant IV):
 Have students create a “How To” paper explaining the specific objectives in today’s lesson.
Students should be able to portray the lesson in writing by explaining the steps in detail on
how to create and plan a database. To make the assignment relevant, students’ are to be
assigned a topic or choose a subject of their own.
 This assignment will be evaluated using the assigned rubrics.
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Copyright © Texas Education Agency, 2011. All rights reserved.
British Monarchs
Lesson #1 Research Assignment
Groups should be assigned with no more than 3 Students per Group)
Informal Assessment (LSI Quadrant III):
Cross Curriculum Access Assignment
World History
Directions: Research the listed Monarchs (more may be added if time allows). When
researching, include the following (if applicable):
 The House or Plantagenet which they belonged
 Date of Birth
 Time Periods
 Web links (cite your sources)
 Church History
 Years served
France
England
Central / East
Europe
Southern
Europe
Louis XIV
Henry VIII
Frederick the
Great of Prussia
Philip II of Spain
Catherine d’Medici
Elizabeth I
Frederick I of
Prussia
Charles V of
Spain
Louis XV
James I
Maria Theresa
of Austria
Medici Family of
Florence
Cardinal Richelieu
Charles I
Joseph II of
Austria
Pope Julius II
Cardinal Mazarin
James II
Peter the Great
of Russia
Borgia Family
Cesare Borgia
Jean Baptiste Colbert
Oliver Cromwell (?)
Catherine The
Great of Russia
Henry IV
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Lesson #1 Research Cross Curriculum Access Assignment
British Monarchs Assignment Rubric
Part
Content
Content
Content
Content
(Site your
sources)
Content
Content
Exemplary 3
A House or
Plantagenet
where listed
for at least
20-24 of the
Monarchs
Time Periods
where listed
for at least
20-24 of the
Monarchs
Satisfactory 2
A House or
Plantagenet
where listed
for at least
15-23 of the
Monarchs
Time Periods
where listed
for at least
15-23 of the
Monarchs
Unsatisfactory 1
A House or
Plantagenet
where listed for
at least 15 or
less of the
Monarchs
Time Periods
where listed for
at least 15 or
less of the
Monarchs
Rating
Weight Score
3
Date of Birth
where listed
for at least
20-24 of the
Monarchs
Web links
where listed
for at least
20-24 of the
Monarchs
Church
History
where listed
for at least
20-24 of the
Monarchs
Years served
where listed
for at least
20-24 of the
Monarchs
Date of Birth
where listed
for at least
15-23 of the
Monarchs
Web links
where listed
for at least
15-23 of the
Monarchs
Church
History
where listed
for at least
15-23 of the
Monarchs
Years served
where listed
for at least
15-23 of the
Monarchs
Date of Birth
where listed for
at least 15 or
less of the
Monarchs
Web links where
listed for at least
15 or less of the
Monarchs
3
Church History
where listed for
at least 15 or
less of the
Monarchs
3
3
3
Years served
3
where listed for
at least 15 or
less of the
Monarchs
Total Points Earned
Total Points Possible
Percentage
7
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Extension/Enrichment (LSI Quadrant IV)
“How to” Rubric
Creating a Database
Part
Writing
Skills
Exemplary 3
Sentences
are effective.
Very few
errors in
mechanics,
punctuations,
and word
usage.
Content
Accuracy
90-100% of
the facts in
the paper are
accurate.
Satisfactory 2
Sentences
are usually
controlled.
There are
minor errors
in mechanics,
punctuations,
and word
usage.
80-89% of
the facts in
the paper are
accurate.
Unsatisfactory 1
Sentences are
generally
adequate.
There are
lapses in
mechanics,
punctuations,
and word usage.
Rating
Weight Score
5
Fewer than 80%
5
of the facts in
the paper are
accurate.
Total Points Earned
Total Points Possible
Percentage
8
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