Concept MapsConcept Maps

Strategic Science Teaching © 2012 Used with Permission from the Los Angeles County Office of EducationLos Angeles County Office of Education http://sst.lacoe.edu

1.A pictoral way of important information you need to understand, remember, or write about.

1.An excellent first step in the writing process.

1.By creating, reading, and rereading, you're ready to write paragraphs, essays, or study a chapter for a test!

Concept Maps Concept Maps (also called “Graphic Organizers”)(also called “Graphic Organizers”)

1.Harness the power of our vision to understand complex information "at-a-glance."

Concept MapsConcept Maps

1.It is easier for the brain to make meaning when information is presented in visual formats

2.Concept maps assist students in handling complex information

Practical ApplicationsPractical Applications

1.Supplements Cornell notes; left side

2.Excellent aid to group brainstorming.

3.Planning course objectives and careers4.Providing graphics for presentations and

term papers5.A way to outline term

papers and presentations.

6.Refines creative and critical thinking.

Concept Map Concept Map for Defining in Contextfor Defining in Context

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Main Topic

Concepts you

know about it

Boundaries to the

brainstorming process

Reading Skills: Context clues; identifying bias

Concept Map Concept Map for describing, using adjectivesfor describing, using adjectives

Adapted from “Thinking Maps® - Tools for Learning” © 1995

MainConceptAdjective

1Adjective

4

Adjective2

Adjective3

Adjective5

Adjective6

Reading Skills: Vocabulary growth; identifying properties

Concept MapConcept Map for Comparing & Contrastingfor Comparing & Contrasting

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Concept 1

Concept 2

Compare

Contrast

Contrast

Contrast Contrast

Contrast

Contrast

Compare

Compare

Reading Skills: comparing critical properties & emphasis

Concept MapConcept MapFor Classifying and GroupingFor Classifying and Grouping

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Reading Skills: Main Ideas & Details; Taxonomy

The Fishes

Agnatha Chondrichthyes Osteichthyes

EXTINCT Lampreys

Hagfish

Coelocanths

Lung Fish

Teleosts

Gars, Bowfins

Elasmobranchs ChimerasOstracoderms Agnathians Ray-finned Lobe-finned

Sharks

Rays

Short-nose Ratfish

Long-nose Ratfish

Concept MapConcept MapFor Analyzing Objects and PartsFor Analyzing Objects and Parts

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Reading Skills: Spatial Descriptions & Anatomy

Galaxies

M types: Red Giants

A type: White Dwarfs

G type: Yellow stars

Comets

Solar Systems

Stars

Suns

Planets

Moons

Concept MapConcept MapFor Sequencing & OrderingFor Sequencing & Ordering

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Step 1 Step 2 Step 3

Step 1a Step 1b Step 2a Step 2b Step 3a Step 3b

Reading Skills: Descriptions of Order & Physiology

Flow MapFlow Map

Concept MapConcept MapFor Causes and EffectsFor Causes and Effects

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Problem

Cause 1

Cause 1 Effect 1

Effect 1

Reading Skills: Reason/Consequence & Prediction

Concept MapConcept MapFor Seeing AnalogiesFor Seeing Analogies

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Reading Skills: Vocabulary & Analogical development

asaselectricity sunlight

machine chloroplast

Creative TipsCreative Tips1. Review available visual materials

2. Focus upon a visual language approach

3. Consider possible formats

4. Relax and allow your mind to "free associate"

5. Draw informal sketches of your impressions

6. Experiment with a variety of visual layouts

7. Color shapes, arrows or words for emphasis

8. Imagine a bird's eye overview of the subject

9. Look with fresh eyes: are the visuals compelling? - Do they help convince the viewer that the subject

matter is important and inviting?

Making MapsMaking Maps

"Should there be logging in old growth forests?”

1.Make a map for comparing & contrasting to represent the pro's and con's

1. On one side of this issue are topics like biodiversity and spotted owls

2. On the other side of the issue are topics related to the towns and families; issues of logging, foreign trade, and recreation

2.Try to come up a with a map that represents the whole issue.

Revising MapsRevising Maps

1.Are they clear? Logical? Attractive?

1.Good maps are like good writing; they are usually the product of several drafts

2.Share, get feedback

Resources for TeachersResources for Teachers

Thinking MapsThinking MapsTMTM Training Training1. The "Thinking Maps" name and graphic

organizers have registered trademarks. 2. This Powerpoint presentation, which

includes copyrighted materials from "Thinking Maps", is not a substitute for the 3-day training offered by Innovative Learning Group.

3. For further information regarding a 3-day training on Thinking Maps, go to:

http://thinkingmaps.com/

Resources for TeachersResources for Teachers

Concept Maps: Web ResourcesConcept Maps: Web Resources1. sitesforteachers.com

2. teacherweb.com

3. blackboard.com

4. Download inspiration.com or

mindtools.com software to be able

to create concept maps

Resources for TeachersResources for Teachers

General Science Writing:General Science Writing:

1. “Write to Learn Science” NSTA

book by Bob Tierney

Concept MapsConcept Maps

1. NSTA Concept map book

2. Learning How to Learn by

Novak

DesignedDesigned byby

Anne MabenAnne MabenAP Science CoachAP Science Coach