Demonstrating and Interpreting Data Mining Findings BIM 1 Business Management & Administration Lesson Plan
Performance Objective The student understands and is able to recall information on data mining basics. Specific Objectives  The student is able to demonstrate basic data mining techniques.  The student is able to interpret data mining findings. Terms No new terms for this lesson, only review of terms from Lessons 6.1 and 6.2 Time When taught as written, this lesson should take approximately 250 minutes to teach. Preparation
TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. 130.114 (c) Knowledge and Skills (9) The student applies data mining methods to acquire pertinent information for business decision making. The student is expected to: (c) discuss the importance of ethics in data mining. Interdisciplinary Correlations English‐English IV  110.34(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.  110.34(b)(17) Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.  110.34(b)(18) Students will write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.  110.34(b)(19) Students are expected to spell correctly, including using various resources to determine and check correct spellings. Copyright © Texas Education Agency, 2014. All rights reserved.
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110.34(b)(12) Students use comprehension skills to analyze how words, images, graphics, and sounds work together to impact meaning. 110.34(b)(22) Students clarify research questions and evaluate and synthesize collected information. 110.34(b) (23) Students organize and present their ideas and information according to the purpose and research and their audience. Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Geographic Information Systems Technicians O*Net Number: 15‐1199.05 Reported Job Titles: GIS Analyst, GIS Specialist, GIS Technician Tasks 
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Analyze Geographic Information Systems (GIS) data to identify spatial relationships or display results of analyses, using maps, graphs, or tabular data. Maintain or modify existing Geographic Information Systems (GIS) databases. Enter data into Geographic Information Systems (GIS) databases, using techniques such as coordinate geometry, keyboard entry of tabular data, manual digitizing of maps, scanning or automatic conversion to vectors, or conversion of other sources of digital data. Soft Skills: Critical Thinking, Complex Problem Solving, Judgment and Decision Making Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology, all website links, and any resource materials required.  Have materials and websites ready prior to the start of the lesson. References None Instructional Aids  Lesson 5.3 Presentation  Data Gathering Tool (spreadsheet)  Instructor Computer/Projection Unit  Online Websites listed in the References Section Copyright © Texas Education Agency, 2014. All rights reserved.
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Introduction
The main purpose of this lesson is to help students demonstrate basic data mining techniques (manually and electronically) and then interpret their data mining findings. Say Now that we basic data mining techniques (manually and electronically) and then interpret their data mining findings. studenoing to gather some information using both manual and electronic methods, and then we will take time to analyze this gathered data into useful information to help us draw conclusions based on the gathered data. Say Once this lesson is completed, you will have been given the opportunity to learn firsthand what it means to mine data. Copyright © Texas Education Agency, 2014. All rights reserved.
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Outline
I. Assignment Introduction and Explanation II. Introduction (Say)  Instructions and Rubric provided III. Data Gathering/Input IV. Data Analysis V. Data Reporting V. Review and Evaluation Students will use the words from Lessons 6.1 and 6.2 (if necessary). Specifics are listed in both this document and in the Review
presentation. Introduce the assignment with an overview and cover the grading rubric (document provided). Students will have time (during class) to gather the information on other students in the class. You may want to give them a certain number of students on which they need to gather information. This can be done electronically by using the provided document and having students move from one computer to the next. Or they can gather the data any method they want; the only parameters are that information must come from students within the classroom and they need to complete the task by the end of the period. Once students have gathered their information, they will need to draw conclusions/assumptions based on their gathered data. Three samples have been included in the Data Gathering Tool document provided with this lesson. Students will create a report and make recommendations based on their evidence and conclusions. This report can be done using anything method you would like—as a document, as a presentation, as a speech, etc. A sample report has been provided using charting within a presentation. Review and evaluate the assignment. Two extensions provided in the presentation file. VI. Extensions Copyright © Texas Education Agency, 2014. All rights reserved.
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Multiple Intelligences Guide Kinesthetic/ Logical/ ialist Interpersonal Intrapersonal Bodily Musical/Rhythmic
Mathematical
Naturalist Verbal/Linguistic Visual
Application
Data Gathering/Input Students will use the data gathering tool provided with this lesson to gather and record information on their classmates. Analyses Once students have gathered their data, they will then come up with three original conclusions that will either provide reasons to say “yes” or say “no” to offering an online spirit store for the district. Review/Assessment Data Mining Project‐ Specifics are given in the document. Summary
Review and Lesson Evaluation Review the lesson’s purpose and evaluate its effectiveness. Evaluation
Informal Assessment  Data Gathering/Input  Analyses  Charts  Recommendation Formal Assessment Data Mining Project Presentation Enrichment
Extensions Copyright © Texas Education Agency, 2014. All rights reserved.
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Online Store Timeline If your recommendation is “yes” to providing a district online spirit store, create a timeline as to your plans over the next 12 months. Online Store Alternatives If your recommendation is “no” to providing a district online spirit store, make a list of alternate recommendations that will help provide affordable spirit wear to the community in user‐friendly ways. Copyright © Texas Education Agency, 2014. All rights reserved.
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Data Mining Project Objective: To provide you the opportunity to gather, analyze, report, and make recommendations based on their own research. You are employed by a data mining company. Your company has been hired by ABC ISD to help determine if they should establish an online school store in order to help promote school spirit and offer spirit wear/items to current students, former students, families, etc. You will use the document provided (Data Gathering Tool spreadsheet) to collect information on your fellow classmates. Below is what you will need to complete for this project:  Collect and record data from at least 80% of your class using the Data Gathering Tool  Pick at least five pieces of information from this data; this should be data that you think will help determine whether or not the school district should offer an online school store.  From the information you select, create three charts using any software options you have available to you.  Based on the charted information, draw at least one conclusion for each chart.  Based on each of your conclusions, report back to your boss either “yes” or “no” on offering an online spirit store in the district.  Provide your recommendations to your boss as a report in whatever means determined by your boss (your teacher). You may use any options you have to report your findings. Please use the rubric below to help guide you for this project. If you have questions, please notify your boss. Timeline:  Day 1= Introduction and Explanation of Job  Day 2= Data Gathering/Input  Day 3= Data Analysis and Charting  Day 4= Data Reporting/Recommendations  Day 5= Present Findings and Make Recommendations Rubric Exceptional
Admirable
Acceptable
(20 points)
(17-19 points)
(15-16 points)
Amateur
(14- points)
Data
Gathering
Tool
Completed data collection
of 80% or more of the
class.
Completed data collection of
75%-79% of the class.
Completed data
collection of 70%-74%
of the class.
Completed less than
70% data collection of
the class.
Data
Accuracy
Completely accurate; all
facts were precise and
explicit.
Mostly accurate; a few
inconsistencies or errors in
information.
Somewhat accurate;
more than a few
inconsistencies or
errors in information.
Analyses/
Conclusions
Went above and beyond to
develop and state
analyses and conclusions.
Did a very good job in
developing and stating
meaningful analyses and
conclusions.
Charting
All three charts are
present, easily read, errorfree, easily understood,
and have advanced
formatting.
All three charts are present:
they are mostly easy to
read, and all are easy to
understand, error-free, and
have minimal formatting.
On Time?
Turned in prior to the due
date.
Turned in by the due date,
no matter what.
Did an acceptable job
in developing and
stating meaningful
analyses and
conclusions.
At least two of the
charts are present,
easy to read, easy to
understand, error-free,
and have advanced
formatting.
Turned in one day late.
Completely
inaccurate; the facts in
this project were
misleading to the
audience.
Did not effectively and
meaningfully analyze
and state data.
One of the charts is
present: it is easy to
read, easy to
understand, error-free,
and has minimal
formatting.
Turned in two or more
days late.
Copyright © Texas Education Agency, 2014. All rights reserved.
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Copyright © Texas Education Agency, 2014. All rights reserved.
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