Employing Databases for Business Optimization

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Name (as applicable):

  Artificial Intelligence (AI) Foundations

  Course Title:

  Applications of Artificial Intelligence

  Course Number:

  9401010

  Career Cluster:

  Engineering & Technology

  CIP Number:

  0611010200

  Course Type:

  High School - Technology

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “The Joy of Music.” See CPALMS resource ID#221961.

• Career Connection

  
  

  This lesson teaches students about data optimization. The students will use abstraction to build databases aimed at increasing profits and limiting stagnant inventory. Students will work together practicing cooperation and collaboration while also improving their mindfulness by creating databases to represent the data their group is given. The students will manipulate the databases to streamline business operations. The students must be creative to find solutions for bringing an old business into the 21st century.

• Learning Objectives

  
  

  Students will be able to:

  • Understand and show ability to represent and manipulate data/databases.
  • Create, modify, and manipulate databases.
  • Upload the database to an online collaborative platform and use that information to tailor a plan specific to the needs of a company.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Computer science vocabulary related to spreadsheet apps; column, databases, data types, row, sort, table.
  • Explaining and using design thinking to solve a problem.
  • Understanding the role that computers play in storing and accessing data.
  • Give an oral presentation, using credible evidence and coherent taking points.

• Guiding Questions

  
  
  • Why are data so important to companies today?
  • What are the effects of inefficient data collection?

• Procedure

  
  
  1. Split the students into small groups prior to starting the lesson.
  2. To introduce the lesson, the teacher may pose the following question: “What could cause good data to be unusable for a business?”
     • Allow students time to discuss. Once groups have had a few minutes, the teacher can record student answers on the board.
  3. Before introducing the case study, the teacher can ask the students to provide vocabulary words they think are important to databases and data analytics. The teacher can write these words on the board.
     • Some examples of vocabulary words include: algorithm, correlation, data architecture, data integration, predictive, etc.
     • Provide the students with the case study (“The Joy of Music,” see CPALMS resource ID# 221961)
     • The teacher can pick the 3-5 most vital words and have the students write them in the margins on the case study. Allow the students time to read and identify any other pre-selected vocabulary terms.
     • Begin a discussion with the students about the vocabulary. The teacher will provide student friendly definitions. Ask, “What do you already know about these words and their meanings? What can we add to these definitions that will help us better understand their meanings?”
  4. After whole group vocabulary discussion, allow students time to discuss and analyze the Case Study: “The Joy of Music.” See CPALMS resource ID# 221961. Students can be provided with a copy of the guided discussion questions, (see the attachment Discussion Question Handout). Students can orally discuss these or take notes in the provided section of the handout for the following questions:
     • Why is the record store failing?
     • Which of Dave’s data collection techniques is the most harmful to The Spins?
     • How can databases affect inventory, ordering, profits, and customer experience?
     • How can Joy discuss digitizing data collection with her boss, without overstepping her role as an employee?
  5. Afterwards, provide each group with completed versions of the Inventory List, Receipt Template, and Store Floor Plan handouts (see attachments).
     • Each group will decide how to complete the three following tasks based off of the information provided:
       1. Build a database that will assist in organizing in-store inventory
          • Students can be guided with questions such as: "What does inventory mean?" or "What kind of information would a business owner need to know quickly before or during ordering more stock?"
       2. Create a database for sales trends
          • If students need help the teacher can prompt them with, "What information is included on the receipts?" or What patterns, or trends, are seen on the receipts?".
       3. Manipulate the sales and inventory databases to devise an improved store layout (labeled shelves, point of sale, and shelf location cannot be changed)
          • The teacher may cue the students with questions. For example, "How does the music app on your phone organize music?" or "What frustrated the customer, Kyle?"
     • Students can then present their store layouts to the class. The following information should be included in their presentation:
       1. How did the group decide to filter the information into individual databases?
       2. How did manipulating the data help plan the layout of the store?
       3. Why can creating databases and abstracting data transform the future of businesses?
  6. Students should complete the peer presentation rubric (see attachment Peer Review) while they are listening to the other groups present.
  7. To bring the lesson to a close, the teacher can pose the following future career connection questions for small or whole group discussion:
     • Think about a dream job, what types of data does that job need, use, or create?
     • What are a few aggregate groups those data can be abstracted into?

• Teacher Notes

  
  
  • This lesson can be completed over two class periods as needed.
  • This lesson can be sped up by giving one database task to each group. Minor changes to be made if done this way:
  • Each group will build either the sales or inventory database.
  • Upload results to a file sharing website so they can be viewed by other students.
  • The students organize store inventory, and create presentations as homework.
  • The Inventory List and Sales Receipts need to be filled out before starting the lesson
  • The teacher can fill out the inventory list and sales receipts themself.
  • The teacher can have the students fill them out with their favorite artists for a more engaging lesson.
  • To go along with the story, the teacher may place the sales receipts in an envelope and write the name of the month in which they are completing this assignment.