Lesson

Mind Mapping Date December 10th 2020

Title/Focus
Subject/Grade Time
Computers Grade 5 30 Minutes
Level Duration

Unit Technological Literacy Teacher Tanner Abel

Place in
Lesson 1 of 1
Sequence

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning N/A
Outcomes:
Specific
Learning N/A
Outcomes:
LEARNING OBJECTIVES
Inquiry “How can you create study materials using mind map software?”
Question:
Students will:  Students will review the learned concepts of the chemistry unit.
 Students will create a mind map that structures and organizes their learning pathways.
 Students will learn how to navigate a new software tool.

ASSESSMENTS
Observations:  The teacher will observe how well students are able to navigate the software.
 The teacher will observe how students are able to create meaningful links between
chemistry concepts.

Key Questions:  How can you create a mind-map that helps you review science material?
 How can you utilize free web software to improve your learning?

Products/Performances:  Students will create a mind-map that links key concepts of chemistry together.
 Students will learn how to navigate web-based creation software.

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT

 https://www.mindmup.com (became familiar with  Computers
the interface)  https://www.mindmup.com

PROCEDURE
Teacher Must:  The teacher must be proficient enough with the software to teach it to the students.
 The teacher must have a step-by-step guide to help students navigate the software.
 The teacher must have core-chemistry concepts listed on the guide for jumping off
points with the students.

Introduction Time
Attention Grabber “Today in computers you are going to create your own mind-maps for 1 Minute

1

Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1
Teacher Cues
Teacher Notes: Assessments/
Differentiation
Learning Activity #2
Teacher Cues
Teacher Notes: Assessments/
Differentiation
studying science. This will be a helpful tool for reviewing your
chemistry concepts.”
 The teacher will ask the students if they have ever made a mind-
map before.
 The teacher will ask the students how they think they might be able 2 Minutes
to link the chemistry concepts together.
 Students will stay on task and off of teams for the duration of the
lesson.
 Students will respect health and safety guidelines by sanitizing and
wearing masks.
N/A
“Alright students, before you log on turn around in your seats so you
can see what I am doing on my screen.” 1 Minute
Body Time
The teacher will walk through the functions and use of the software
with the students. 5 Minutes
“Okay students, when you log on to your computer you will go to
https://www.mindmup.com. The address is on your sheet if you forget
it. Once you get there you will click on ‘create a free map”.
“You will see a bubble that says, ‘Press Space or Double Click to Edit’.
You can click on it and type what you want into it. Let’s start by writing
the subject you are making this mind-map for: ‘Chemistry’.”
“From there you can click on the plus button to add a new bubble, from
there you can type you next concept. Repeat this to get all your terms
down.”
“If you want to add two bubbles from the same one you will click on the
add button that has three bubbles on it”
 The teacher can go through a couple of examples to ensure that the
students understand how to use the software.
 The teacher can do an example while the students follow along on
their computers so that they can better understand the software as
well.
The students will construct their mind-maps for the duration of the
class.
18 Minutes
“Alright, you can now complete your mind-maps with some of the
concepts listed on your sheet. If you think of more related concepts
don’t be shy to add them onto your mind-map!”
 The teacher will circulate to ensure that students are able to
smoothly use the software.
 The teacher can do a couple more demonstrations on the computer
to help out students who might be struggling.
Closure Time
2
Consolidation of “Why might these mind-maps be useful? Yes! They can help you map
Learning: out how you think and then you can easily see how the concepts link
together.” 2 Minutes

“What other uses could you think of for this software?”

Feedback From Students:  The teacher can observe how well the students are able to navigate
the software.
 The teacher can observe how well the students are able to link
important concepts together.
Feedback To Students  The teacher will circulate so that they can give feedback to the
student’s decisions for linking concepts together.
Transition To Next “Okay students, it is now time to log off and unplug your headphones.
Lesson Once you have done so you can line up to get ready to go back to class” 1 Minute

This lesson was a huge success. The instruction sheet I provided to the students was
immensely helpful as I made sure to include screenshots of the actual buttons, they had
to find so if they got confused, they could just refer to the sheet. I did a live
demonstration for the students which proved to be valuable and gave a model of what
they could achieve. It provided both a starting point for the software itself and for the
mind maps that they would be making. I was a little worried that they would have
trouble getting the software to work for them, but this was not the case at all. The
students where engaged the whole way throughout the lesson.

One thing I would do differently next time would be having the students follow along
with my demonstration while doing the steps along with me. I originally had them wait
to log in so I could show them without them getting distracted. Having them doing with
me would be great at familiarizing themselves with the software.

Overall, the lesson went great and the finished mind maps were of really good quality.
This is definitely an activity I would implement into future classrooms.

Reflections from the

lesson