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Discussion
Mind Maps give students an image of a problem, subject, or topic, and helps the learner
retain this information.
Background
Tony Buzan
late 1960's
Graphical technique of taking notes or visualizing thoughts or ideas.
Structured around one central concept, word or idea, with branches and sub-branches of
related ideas.
Mind Mapping
Used to focus meetings, define business strategies, and streamline productivity
Organize notes and thoughts to improve retention and understanding of a subject
Teachers create as handouts to students during the learning process to aid in focusing
Pre-mapping diagrams for students to fill in during the learning process
Students create as they read to see structure of topic and retain information
Class collaboration is natural progression in the use of Mind Maps
Adapting the Think-Pair-Share model to the Think-Rap-Map model
Further discussion can be found at
http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdf.
Mind Maps focus information around a central main idea, point, or topic with details radiating
outward. Research shows that this is more in keeping with the natural way our brains work.
Students can then see these maps in their minds eye as they are tested on the information.
A list appears in Wikipedia comparing various software/shareware available for Mind Mapping.
Seehttp://en.wikipedia.org/wiki/List_of_mind_mapping_software.
Bubbl.us
Free, on-line, asynchronous, collaborative mind mapping
http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://en.wikipedia.org/wiki/List_of_mind_mapping_softwarehttp://en.wikipedia.org/wiki/List_of_mind_mapping_softwarehttp://en.wikipedia.org/wiki/List_of_mind_mapping_softwarehttp://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://en.wikipedia.org/wiki/List_of_mind_mapping_software -
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Options allow the thinking and note taking to be the focus rather than the tool
Try it without registering
Register with just an e-mail address to allow collaboration and invite others to view
sheets. E-mail Password
Tested and ran on Windows 98 with only 95 MB RAM.
Bubbl 2.0 Beta, a second version is now available on line
Using Bubbl.us
To begin, open a New Sheet and enter the main idea or topic in the center bubble. As you place
you cursor on the bubble, other tools will appear. These disappear when not in use.
To add other ideas, use the sibling (on the right) or child buttons (on the bottom).
You can move and rearrange bubbles by clicking and dragging. Or you may pin it all together
and move the entire map to view just a small section.
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Changing colors is accomplished by using the button in the lower left corner.
To delete a bubble, simply click on the X in the upper right corner. Turn you sound up to hear it
blow up.
Your completed map can be saved or printed using the menus as they appear. When you invitefriends, their name will appear on your friends list. To collaborate with them, add their names
to the pages you wish to share with them. In the window to the right of their names click on the
icon on the far right for full edit and the one closest to their name for read only privileges.
You may scroll in and out and set print screen to any size.
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Additional lines may be added to show relationships within various parts of the map by clicking
on the blue swirly in the bottom right-hand corner and drag an arrow to another bubble.
Conclusion
Mind mapping is an interactive, active, collaborative, visual organization of ideas that can beused by students and teachers to improve learning, understanding, and retention of concepts and
important data.
A few shameless plugs:
Presentation created atwww.Prezi.com
Opening Graphic created at www.wordle.com
T-shirts created at www.Customink.com
References
(2004). PA teacher's guide mind mapping. Retrieved from
http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdf
Eddelman, K,, & Amelyan, L. (n.d.).Bubbl. Retrieved from http://bubbl.us/
. (n.d.). List of mind mapping software. Wikipedia. Retrieved (2009, September 20) from
http://en.wikipedia.org/wiki/List_of_mind_mapping_software
http://www.prezi.com/http://www.prezi.com/http://www.wordle.com/http://www.customink.com/http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://en.wikipedia.org/wiki/List_of_mind_mapping_softwarehttp://www.prezi.com/http://www.wordle.com/http://www.customink.com/http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://en.wikipedia.org/wiki/List_of_mind_mapping_software -
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. (n.d.). Mind map. Wikipedia. Retrieved (2009, September 20) from
http://en.wikipedia.org/wiki/Mind_mapping
US Trademark, USPTO Trademark Application and Registration Retrieval system
Mind Mapping Rubric
4 3 2 1
Comments
made to the
Mind Map
Comments madeare relevant and
show a high
degree of
understanding ofthe main topic.
Several levels of
informationshow depth of
understanding.
Comments madeare relevant and
show a high
degree of
understanding.Comments are
made in a
general level andlack depth of
understanding.
Someinformation is
added to the
chart showing an
generalunderstanding of
the main topic.
Information isfaulty or added at
the wrong level
showing a lack of
understanding ofthe main topic.
Connections
made on the
Mind Map
Comments made
on several levels
showing clearunderstanding of
the relationships
between thetopics.Additional
relationship lines
are addedshowing cross
relationships.
Comments made
on a few levels
showing anunderstanding of
levels of
importance ofinformation.
Comments made
relate to the topic
but are missinglevels of
information or
are listed on thewrong level.
Comments made
do not relate
directly to themain topic to
which it is
connected.
Additions made
on Time
Several
comments are
added within the
time frame
Some comments
are added within
the time frame
showing research
Time prohibited
the posting of
comments
although
Research was
incomplete
leading to lack of
time to post
http://en.wikipedia.org/wiki/Mind_mappinghttp://tarr.uspto.gov/servlet/tarr?regser=serial&entry=73823774&action=Request+Statushttp://en.wikipedia.org/wiki/USPTOhttp://en.wikipedia.org/wiki/Mind_mappinghttp://tarr.uspto.gov/servlet/tarr?regser=serial&entry=73823774&action=Request+Statushttp://en.wikipedia.org/wiki/USPTO -
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showing efficientresearch and
understanding of
the assignment.
was completed. research wascompleted as
shown with
evidence.
comments.
Technology Student is able to
add bubbles andcomments with
speed and
accuracyshowing properkeyboarding
skills.
Student is able to
add commentswith very few
mistakes and
uses properkeyboardingskills.
Student has some
difficulty inusing the tool to
add comments.
Keyboardingskills showerrors.
Student is unable
to keyboard anduse input devices
to successfully
complete theassignment.
Bubbl Stuff
Regions of the U.S. Students are broken up into groups and each given a topic (naturalresources, agriculture, landforms, cities, attractions, etc.) to research and add to the bubbl chart.
Writing Students can brainstorm and plan main ideas and supporting details of paragraphs.
Beginning Sounds Students can use cards to build words with certain beginning sounds and
then type them into a bubbl. This can be used as a center activity.
Parts of Speech Students can input modifiers of nouns and verbs. They can list the adjectives
of one specific noun, ex: words that describe a dog or create lists of particular types of words,
ex: other words for big or other words to use instead of say or prepositions. Afterwards thestudents can write a paragraph using all of the words they discovered. Another fun activity
would be to write a preposition poem.
Continents Students can list languages, religions, cities, etc. of a particular country in on a
continent or the countries in a continent.
Causes of Revolutionary War (WWI, WWII, etc.) Causes can be listed as well as major
battles, people involved and their roles, and also the after effects of a particular war.
Mammals/Reptiles/Amphibians This can be easily adapted to grade levels from something asbasic as listing different species to body parts, or even different breeds.
Prehistoric Eras Students can research the eras separately and list major happenings andwhatever life may have existed. The class can then create a timeline from the completed Bubbl.
Multiplication Facts
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Homophones and homographs
Steps in a Process Students can list steps in preparation for writing a how-to composition.
The People in My Community The teacher creates the central Bubbl and the studentsresearch a job to add to the Bubbl with at least three details of the services provided.
Mind Mapping Lesson Plan
Social Studies 5th grade
Objective: The students will be able to identify the states, landforms and geographical sites,
cities, natural resources, climate, and vegetation of the five regions of the United States.
TEKS:
SS 5.1 History. The student understands the causes and effects of European
colonization in the United States. The student is expected to:
(A) explain when, where, and why groups of people colonized and settled in the United
States
SS 5.6 Geography. The student uses geographic tools to collect, analyze, and
interpret data. The student is expected to:
(A) apply geographic tools, including grid systems, legends, symbols, scales, andcompass roses, to construct and interpret maps; and
SS 5.7 Geography. The student understands the concept of regions. The student is
expected to:
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(B) describe a variety of regions in the United States such as landform, climate, and
vegetation regions that result from physical characteristics; and
(C) locate the fifty states on a map and identify regions such as New England and the
Great Plains made up of various groups of states.
SS 5.8 Geography. The student understands the location and patterns of settlement
and the geographic factors that influence where people live. The student is expected to:
(A) identify and describe the types of settlement and patterns of land use in the UnitedStates;
(B) describe clusters of settlement in the United States and explain their distribution;(D) explain the geographic factors that influence patterns of settlement and thedistribution of population in the United States, past and present.
SS 5.9 Geography. The student understands how people adapt to and modify their
environment. The student is expected to:
(B) identify reasons why people have adapted to and modified their environment in theUnited States, past and present, such as the use of human resources to meet basic needs;
and
(C) analyze the consequences of human modification of the environment in the UnitedStates, past and present.
SS 5.25 Social studies skills. The student applies critical-thinking skill organize and
use information acquired from a variety of sources including electronic technology.The student is expected to:
(B) analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions;(C) organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps
Lesson Preparation:
*Previous classroom reading and discussion (Scott Foresman Social Studies OverviewLessons 4 and 5), and/or United Streaming video: From Sea to Shining Sea Pacific
West Region, Southwest Region, South Central Region, Middle Atlantic Region,
Mountain West Region, Midwest and Great Plains Regions, and New England Region).
*Research either in the library and/or computer lab.
Materials:
*Research materials
*Pencil & Paper
*At least on computer connected to the Internet
*Atlas
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Guiding Questions
Why do we use regions to identify states and places on a map?
What are the characteristics (landforms, resources, vegetation) of each region?
How does the climate affect the vegetation in each region?
What is the difference between renewable and nonrenewable resources?
How did geography and economic opportunities influence where people settle (land use
and proximity to water)?
Academic Language
Landform Region
Vegetation Climate
Precipitation Environment
Settlements Population
Agriculture Renewable resources
Nonrenewable resources Geography
Procedure:
1. Divide the students into groups of no more than 4 and assign the following jobs:
Input (types data into computer), Recorder (records information to be input into
computer), Researcher (locates data to input), Time-keeper (makes sure everyone is on
task and keeps an eye on the computer for availability). Even though there is a
designated researcher everyone in the group is to help in locating information to add to
the mind map.
2. Each group is assigned a region and within the group each person is assigned either a
state or an attribute such as agriculture, climate, landforms, etc.
3. Students research their assignment using the Internet or library.
4. Groups compile and consolidate their contributions and prepare them so that the Input
person can easily add the information to the Bubbl.
5. Groups take turns adding their data on the mind map. Groups will be given an order
of which one will go first. They have a 15 minute time limit to get their information onto
a Bubbl.
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6. Once each group has completed their mind map they will print one out for the group
to use to create some sort of product such as a power point presentation, a poster,
diorama, brochure, etc.
7. The groups will be graded on accuracy of information, participation, and quality of
end product. See rubric.
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Making A Brochure : U. S. Regions Brochure
Teacher Name: Ms. Bryant
Student Name: ________________________________________
CATEGORY 4 3 2 1
Writing -Organization
Each section inthe brochure has
a clear beginning,
middle, and end.
Almost allsections of the
brochure have a
clear beginning,
middle and end.
Most sections ofthe brochure have
a clear beginning,
middle and end.
Less than half ofthe sections of the
brochure have a
clear beginning,
middle and end.
Writing -
Grammar
There are no
grammatical
mistakes in the
brochure.
There are no
grammatical
mistakes in the
brochure afterfeedback from an
adult.
There are 1-2
grammatical
mistakes in the
brochure evenafter feedback
from an adult.
There are several
grammatical
mistakes in the
brochure evenafter feedback
from an adult.
Spelling &
Proofreading
No spelling errors
remain after oneperson other than
the typist reads
and corrects the
brochure.
No more than 1
spelling errorremains after one
person other than
the typist reads
and corrects thebrochure.
No more than 3
spelling errorsremain after one
person other than
the typist reads
and corrects thebrochure.
Several spelling
errors in thebrochure.
Content -
Accuracy
All facts in the
brochure areaccurate.
99-90% of the
facts in thebrochure are
accurate.
89-80% of the
facts in thebrochure are
accurate.
Fewer than 80%
of the facts in thebrochure are
accurate.
Attractiveness &
Organization
The brochure has
exceptionallyattractive
formatting and
well-organized
information.
The brochure has
attractiveformatting and
well-organized
information.
The brochure has
well-organizedinformation.
The brochure's
formatting andorganization of
material are
confusing to the
reader.
Graphics/Pictures Graphics go well
with the text andthere is a good
mix of text and
graphics.
Graphics go well
with the text, butthere are so many
that they distract
from the text.
Graphics go well
with the text, butthere are too few
and the brochure
seems "text-heavy".
Graphics do not
go with theaccompanying
text or appear to
be randomlychosen.
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HyperStudio/Powerpoint Appearance and Content : U. S. Regions Power Point
Teacher Name: Ms. Bryant
Student Name: ________________________________________
CATEGORY 4 3 2 1Text - Font Choice
& Formatting
Font formats (e.g.,
color, bold, italic)have beencarefully plannedto enhancereadability andcontent.
Font formats have
been carefullyplanned toenhancereadability.
Font formatting
has been carefullyplanned tocomplement thecontent. It may bea little hard toread.
Font formatting
makes it verydifficult to read thematerial.
Content -Accuracy
All contentthroughout thepresentation isaccurate. Thereare no factualerrors.
Most of thecontent isaccurate but thereis one piece ofinformation thatmight be
inaccurate.
The content isgenerallyaccurate, but onepiece ofinformation isclearly flawed or
inaccurate.
Content is typicallyconfusing orcontains morethan one factualerror.
Spelling andGrammar
Presentation hasno misspellings orgrammaticalerrors.
Presentation has1-2 misspellings,but nogrammaticalerrors.
Presentation has1-2 grammaticalerrors but nomisspellings.
Presentation hasmore than 2grammaticaland/or spellingerrors.
Sequencing ofInformation
Information isorganized in aclear, logical way.It is easy toanticipate the typeof material that
might be on thenext card.
Most informationis organized in aclear, logical way.One card or itemof informationseems out of
place.
Some informationis logicallysequenced. Anoccasional card oritem of informationseems out of
place.
There is no clearplan for theorganization ofinformation.
Use of Graphics All graphics areattractive (sizeand colors) andsupport thetheme/content ofthe presentation.
A few graphics arenot attractive butall support thetheme/content ofthe presentation.
All graphics areattractive but afew do not seemto support thetheme/content ofthe presentation.
Several graphicsare unattractiveAND detract fromthe content of thepresentation.
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Cooperation Group delegatestasks and sharesresponsibilityeffectively all ofthe time.
Group delegatestasks and sharesresponsibilityeffectively most ofthe time.
Group delegatestasks and sharesresponsibilityeffectively some ofthe time.
Group often is noteffective indelegating tasksand/or sharingresponsibility.
Transitions All of thetransitions wereuniform andappropriatelytimed.
Most of thetransitions wereuniform andappropriatelytimed.
Some of thetransitions wereuniform andappropriatelytimed.
None of thetransitions wereuniform andappropriatelytimed.