Concept Mapping is a way for students to organize information needed to solve a problem, or understand a concept. Problem based learning is gaining popularity in modern education because research has shown that it is an effective and engaging way for students to learn. Concept mapping allows students to organize information in a visual and logical manner, and encourages students to pare down information to the most relevant points. It allows students to show their thought process behind solving a problem to others.
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The following is a lesson plan that incorporates the production of a concept map by students:
Name: Catherine Vaughan | Date:10/3/2010 |
Curriculum Content: Art | Grade/Level: 10 |
TN State Learning Accomplishments: http://www.state.tn.us/education/curriculum.shtml Tennessee Department of Education Visual Art Standards, Learning Expectations, and Performance Indicator · 4.1 Demonstrate an understanding of how historical and contemporary works of art reflect and influence societies/cultures · 4.2 Interpret the function and explore the meaning of specific art objects within varied cultures · 4.3 Demonstrate how history and culture influence the production of art | |
NETS-S Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm · 3.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. · 3.d. process data and report results. · 6.a. understand and use technology systems. | |
NETS-T Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm · 1.a promote, support, and model creative and innovative thinking and inventiveness. · 2.a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. | |
TN State Computer Technology Learning Accomplishments: http://www.state.tn.us/education/ci/computer/index.shtml · 4.2 Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. · 5.1 Students use technology to locate, evaluate, and collect information from a variety of sources. · 5.2 Students use technology tools to process data and report results. | |
Essential Question: What cultural and historical factors contributed to the development of ceramic technology and design in Greece, China, and North America? What comparisons can be made between the three cultures? | |
Concept Map Integration Plan: Each group will use bubbl.us to create a concept map that organizes the time period’s they have chosen chronologically. The concept maps will also include information the students deem to be of particular importance. This additional information may be regarding aesthetics, development of ceramic technology, use of ceramics or cultural factors. The concept map will be used by the students as an organizational tool, and should help them edit their research down to the most important points. The concept maps will be assessed on the relevance of each included item. The students may be asked to defend the inclusion of any particular item. | |
Brief description of the Instruction Plan:. · The students will be divided into three groups and will be assigned a culture on which to focus. · The students will identify at least four distinct consecutive time periods or movements within in their assigned culture that can be studied through that time period’s ceramics. · The students will collect and organize information about each time period and state how the events and culture of the time period contributed to the design or aesthetics of the ceramics of the period. · The students will use books and teacher-approved web sites to find information. · Each group member will post information they think is relevant to the time periods their group has chosen to WallWisher. · Each group will then use bubbl.us to pare down their information to the most important factors and organize their information into a concept map. · The students should include pictures of exemplary ceramic work for each of the time periods they choose when they present their work. These can be posted on WallWisher, or can be shown from books. · Each group will present their concept map, information on WallWisher, and pictures to the rest of the class. · The class will compare and contrast what they present to find differences, similarities, and correlations between the three cultures in a whole-class discussion. | |
Additional Technology Integration to be Used: This lesson will make use of Internet search within teacher-approved web sites, and two Web 2.0 tools; WallWisher and bubbl.us. | |
Description of the ‘relative advantage’ of all technology being used in this lesson: When the students are gathering information, anything that they find particularly interesting or important can be posted to WallWisher. They can include pictures, which will add visual stimulation and support students who are visual learners. Having all their posts organized in a highly visual way, that is accessible to all the students will promote inclusion of everyone in the group, and will make the information easier to organize. The teacher can also track the activity of each student to see the quality and quantity of each student’s work. The teacher can control what is allowed to be posted, and what is not. This makes the teacher’s supervision of all the students much more efficient, effective and direct. The students will be able to access their WallWisher information from anywhere that has a computer, so there will be no need for multiple copies of notes or the organization study groups outside of class time. | |
Click here to view a sample concept map for the lesson plan above.
Just for fun, here is one more concept map:
Just for fun, here is one more concept map:
