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K–12 teaching and learning · from the UNC School of Education

Election Time Database

After using various methods of researching information, students will create a database and use it to answer questions about the current election. At the conclusion, students will create a poster or Hyperstudio presentation of their findings.

A lesson plan for grade 5 English Language Arts, Information Skills, and Social Studies

By Lee Yahnker

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Learning outcomes

Teacher will direct a class discussion on the candidates for the current election. Class will suggest a list of facts to be researched on each candidate. Using various methods of research, students will find answers. Students will create a database and use it to answer questions. At the conclusion, students will create a poster or HyperStudio presentation of their findings.

Teacher planning

Time required for lesson

3+ days

Materials/resources

  • List of candidates for public office
  • Newspapers, news magazines
  • Optional: TV news
  • Paper and pencil
  • Database program
  • Poster Board and/or HyperStudio

Technology resources

Computer with database software, Internet (optional), HyperStudio (optional)

Pre-activities

Students will need a knowledge of the election process and which candidates are running for public office.

Students will need to know how to skim articles for specific information.

Activities

Day 1: Research Preparation

  1. Make a list of candidates that you want students to research. They can be national, state, or local candidates. Assign students to groups. (Be sure to have a computer literate student in each group).
  2. Tell students that they will be researching two types of information about their candidates: demographic information and positions on issues. List these responses on the board or chart paper. Demographic information includes facts such as age, party, occupation, education, gender, ethnic background, marital status, children. Issues includes the candidates positions for or against specific issues in the election, such as increasing school funding, cutting taxes, etc.
  3. Direct a class discussion on what students would like to learn about the candidates in terms of demographic information and positions. Ask students to rate the importance of each category of information in deciding whom to vote for.
  4. Either have students list the information you want them to research on paper, or the teacher (or student) could type list in a word processor and make copies for each group.

Day 2: Researching candidates

  1. Have students use a variety of ways to search for information: Internet, newspapers, news magazines, TV news (homework assignment).

Day 3: Creating an election database

  1. After students have completed research, as a class create an election database. Show students how to set up the database using the categories they researched as their fields.

Databases can be created in Microsoft Works or Microsoft Excel. Instructions for creating a database using Microsoft Works:

  • From the Task Launcher Window, Choose Works Tools, and Choose Database.
  • In the Field Name Box, type a field name up to 15 characters.
  • Continue clicking the ADD button and typing a name for your field until you have all your fields.
  • Click the DONE button.
  • For each record, enter the data, pressing the TAB key to move between fields.

Day 4: Finding Specific Information:

  1. Sort the candidates by Last Name
    • Go to Record
    • Choose Sort
    • Use the drop down box to choose your field: Last Name
    • Choose ascending or descending
    • Click OK

    Note: These directions are only for those using a database created in Microsoft Works. Users of databases created on other software would need to be familiar with their software.

  2. Answer the following questions:
    • How many candidates are Republican?:
      --Go to Tools
      --Filter
      --Name Filter 1: Republican
      --For Field Name, use the drop down box and choose Party.
      --Type in the compare to box: Republican.
    • How many candidates are Democrat?
      --Go to Tools
      --Filter
      --Name the filter: Democrat
      --For Field Name, use the drop down box and choose Party.
      --Type in the compare to box: Democrat.
    • Create other questions based on the criteria your students researched.

    Have the most computer literate group go first; then they can assist other groups. Save work after each group finishes.

  3. Final Product: Have each student select the 3-5 most important categories for choosing a candidate. Students will then create a poster, Hyperstudio, or Powerpoint presentation comparing the candidates in these categories.

Assessment

Assessment: Each group will be graded on 4 criteria:

  1. Did students complete all the research correctly on their candidate?
  2. Did each group successfully enter and save their data into a database?
  3. Were students able to answer questions correctly?
  4. Final Product: Are the important facts about the candidates clearly and accurately depicted?

Supplemental information

None

Related websites

Website of the Democrat Party http://www.democrats.org/index.html

Website of the Republican Party
http://www.republicans.org/

North Carolina General Assembly
http://www.ncga.state.nc.us/homePage.pl

U.S. House of Representatives
http://www.house.gov/
Includes links to members’ websites

Comments

None listed

North Carolina Curriculum Alignment

Information Skills (2000)

Grade 5

  • Goal 1: The learner will EXPLORE sources and formats for reading, listening, and viewing purposes.
    • Objective 1.08: Select and use independently, both within and outside the school, a variety of resources (print, non-print, electronic) and formats (print, graphical, audio, video, multimedia) to extend content of resources used.
  • Goal 2: The learner will IDENTIFY and USE criteria for excellence to evaluate information and formats.
  • Goal 4: The learner will EXPLORE and USE research processes to meet information needs.

Social Studies (2003)

Grade 5

  • Goal 2: The learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society, and influence behavior.
    • Objective 2.02: Describe the similarities and differences among the local, state, and national levels of government in the United States and explain their legislative, executive, and judicial functions.
    • Objective 2.05: Assess the role of political parties in society.

Computer Technology Skills (2005)

Grade 5

  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.01: Use knowledge of database terms/concepts and functions to find information in prepared content area databases and describe strategies used. Strand - Database
    • Objective 2.03: Create/modify simple content area databases to enter/edit, collect, organize, and display content data for class/group assignment/project, citing resources. Strand - Database
    • Objective 2.13: Plan, discuss, and use search strategies with two or more criteria to find information for assignments/projects/products about the Western Hemisphere. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 5

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use oral and written language to:
      • formulate hypotheses.
      • evaluate information and ideas.
      • present and support arguments.
      • influence the thinking of others.
    • Objective 4.03: Make oral and written presentations to inform or persuade selecting vocabulary for impact.