The Concept Map
The purpose of this activity is to examine differing types and structures of activities within the context of the inquiry cycle and see how these might be used to support inquiry process skills and content learning in an inquiry-based curriculum unit. The following example lesson is representative of other lessons of this type. Please review this lesson to address the following questions, which you will then post in this discussion thread: 1. Briefly describe what you think the primary focus of this TYPE of lesson is (in the context of the inquiry cycle). Don’t focus on the content of this lesson specifically, but the type of thinking and learning that this type of lesson encourages. 2. What are the critical components of this type of lesson? What seems to need to be included in the lesson to make it work? 3. When would this type of lesson seem to work best in the learning cycle? 4. What aspects of instruction with this type of lesson might a teach need to consider regarding pacing, media, grouping, assessment, materials, or other aspects of teaching? 5. What three things might you suggest to a teacher who is considering using this type of lesson?

Learning Set 2 Session 2

Session 2 Integrating Concepts
• • Integrate and refine understanding of motion, reference point, force, and Newton's 1st Law of motion. Relate Newton's 1st Law of motion and force to the anchoring experience and the driving question. • concepts on their list, and construct individual concept maps. Group Concept Maps: Students work together to create a group concept map they agree on. Students then construct an individual explanation paragraph for their group maps.

Lessons 2 • Newton’s 1st law and the Egg and Cart: Students relate the concepts learned to the driving question by revisiting the 4 questions and writing a response to “Why did I keep going when my bike stopped?”

The goal of the last two sessions was to define Newton’s First Law of Motion. Students have used such words as, force, motion, stopping, push, pull, and mass to explain phenomena they have observed. Newton’s 1st law has also been applied to the question “Why did I keep going when my bike stopped?” During this session students represent their understanding through concept mapping. Students will brainstorm a list of ideas or concepts related to Newton's 1st Law, and write statements that relate the ideas. Each student will first construct their own concept map then student groups will construct a group concept map. As students construct their group maps students must discuss the common or different ideas or concepts in their map, how the concepts are related, and come to an agreement on a group map. If a student does not agree with an aspect of the concept map they can note this and why. Ideas are applied to the anchoring experience when the egg and cart demonstration is repeated. The students write a paragraph that describes their concept map and how it relates to “Why did I keep going when my bike stopped?” Lessons 1 • Individual Concept Maps: Students individually brainstorm a list of concepts related to motion, construct relationship statements between the

Home session • • Work on individual concept maps Construct explanation paragraph for group concept map and answer to “Why did I keep going when my bike stopped?”

Inclined plane Cart Plastic egg Support stand 2 support rods Clamp

Two fifty minute periods

For Lesson Two Set up inclined plane for egg and cart demonstration re-enactment.

Summer 2001


Learning Set 2 Session 2

Lesson 1 Objective
Connecting motion, force and 1st law Using words and ideas developed during this learning set (motion, relative motion, force, 1st law), students design a concept map to illustrate how these ideas are related and describe the group concept map. Assessment criteria Concept maps will include the ideas related to motion, relative motion, force, and 1st law as defined in this learning set. Maps will include a hierarchy of ideas and links with connecting ideas. Descriptions will identify and explain points of disagreement with group members about final maps.

Lesson One

Integrating Concepts Individual Concept Maps
Post the question “Why did I keep going when my bike stopped?” Have students brainstorm a list of concepts or ideas they have learned that help to answer this question. Have a number of students share their responses. Then give each student one more chance to add to his or her list. Set-up the task “Over the last couple of sessions we have observed a number of demonstrations and have done a few experiments to help us answer the question “Why did I keep going when my bike stopped?” You have just brainstormed a list of ideas and concepts that you have learned. Today and tomorrow you will construct a concept map or graphic organizer to show how all the ideas or concepts you learned are related. You will first work independently to make a list of statements that relate one concept to another and then you will actually construct your map.” NOTE: If your students have never done concept mapping or graphic organizers, model through one concept mapping exercise using a topic familiar to them. An example to use if your students need a review: Have students brainstorm a list of ideas that come to mind when you say the word dog. Place the list on the board. dog, head, tail, growl, fear, trust, paws, leash, collar etc. Have the class group the words in to broad categories. Place the categories on the board.

Artifacts This is an opportunity for students to create an artifact that demonstrates their understanding.

Modeling Concept Mapping By modeling the concept mapping and the thought process behind it, you will be able to remind students of how to do a concept map. The depth of the explanation is dependent on the knowledge of the class.

Summer 2001


Learning Set 2 Session 2 parts, feelings, accessories Work as a class to write relationship statements for the concepts using linking words. Write the relationships on the board. dog has parts head is a part tail is a part dogs make me fearful fear is a feeling dogs can growl dogs wear accessories such as a leash dogs wear accessories such as a collar Work as a class to organize the concepts into a concept map. Draw map on board.

dog has parts is a is a head tail paws collar leash is a such as such as wear accessories

Creating Individual Maps
Concept mapping. Concept mapping supports students in thinking about concepts and how concepts are related. Have students brainstorm a list of ideas or concepts related to Newton's 1st Law and “Why did I keep going when my bike stopped?” They may generate a list such as: Newton's 1st Law Force object Push at rest Pull in motion Stopping • • • • Students’ lists will vary depending on the student’s level of understanding. Students may not include all of the concepts above or they may include additional a concepts. Students may use other words to represent the same concept. For example, some students will use the word weight as opposed to mass. Some students may add Newton’s Law or Newton's 1st Law

Concept Maps Concept maps are good tools for assessing students’ understanding. These maps show how students are grouping and relating ideas. Using a rubric will make

Summer 2001


Learning Set 2 Session 2 scoring concept maps easier. Also, write comments for students so they will be able to improve their work. Law. Have students construct relationship statements between concepts on their list. For example: (This relationship list is not complete and student relationships statements may vary.) Scoring Rubrics Scoring rubrics for student concept maps are included in appendix A. Two different types of scoring schemes are offered. You may decide to modify the items on one of the rubrics. In order for student to perform well according to your rubric students should be given a copy of the final rubric before they begin their concept maps. Newton's 1st Law is related to force Force is a push Force is a pull Force may cause motion Objects can be in motion Objects can be at rest Reference point defines motion Reference point defines rest Have students construct their concept maps. Students should draw relationships between concepts and include any linking words that will help to explain the relationship. For example: (This map is not complete and student maps do not have to look like this.)

Home Session If you had to do a review of concept mapping, class will finish before they get a chance to complete their individual concept maps. For home session students should finish their relationship statements and draw their concept map If no review was done of concept mapping at the beginning of the class then students are probably at some stage of work on their individual maps and should continue to work on them for home session.

Summer 2001


Learning Set 2 Session 2

Integrating Concepts Group Concept Mapping Overview
Collaborative Concept Mapping Collaborative concept mapping supports students to strengthen the understanding they developed when constructing individual concept maps. Collaboration provides students the opportunity to exchange ideas, ask questions, offer explanations and justifications, and to negotiate meaning. Today students will create a group concept map, revisit the egg and cart demonstration, and revise their answers to the 4 questions.

Group Concept Mapping
Have students review their individual concept maps and make any last minute changes. For those who did not complete their home session they have about ten minutes to get something on paper. Set-up the task The students worked on their individual concept maps during the previous class and for home session. Today they work on group concept maps. When they get into their groups they must work together to come up with a concept map that they all agree on. This concept map must show all the concepts they have learned and how they are related as they did for their individual maps; BUT this time they must also write a paragraph that describes their group concept map for home session. They have to explain what their concept map shows. If anyone disagrees with a part of the group concept map and they cannot come to an agreement then that student must write down what they disagree with and why. At the end of class everyone must hand in their individual brainstorm list, relationship statements, and concept map in addition to the group concept map packet. Note: Review with the students how they should work in their groups. This is important, especially if this is their first time working through this process. Have students work with their groups to construct a group concept map.

Summer 2001


Sign up to vote on this title
UsefulNot useful