Concept Mapping 2.0

Concept mapping is a wonderful tool for helping students to work through and master key concepts without having to rely solely on direct instruction. For more information on concept mapping and its use, click here.

 What follows is a lesson designed around the use of concept mapping. It was created for a 7th grade Language Arts class, but could easily be modified to work for several grade levels.  

Greek Mythology Concept Map Lesson Plan

Name:   Andrea Cannon	Date:   February 19, 2012
Lesson Title:   Populating the Pantheon: Getting to Know the Greek Gods and Goddesses	Grade/Level:   Seventh
Curriculum Standards
0701.4.2 Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys. 0701.8.1 Read and comprehend a variety of works from various forms of literature.
Big Idea/Focus Question/Goal
Who were the gods and goddesses that made up the Greek Pantheon, what were their titles, and what were their relationships to each other?
Instruction
This unit is going to serve to introduce students to Greek mythology by introducing students to the gods and goddesses that make up the Greek Pantheon. To organize and focus student efforts, a blank, teacher-generated concept map designed with spaces for each god/goddess’ name and title, and arrows that will serve to show the interrelationship between the gods/goddesses will be pulled up on the SmartBoard, explained and then handed out to students at the beginning of the unit. Over the course of the unit, students will identify those gods/goddesses that belong in the Pantheon, discover their titles, and establish the proper relationship of each to the other, and finally, demonstrate that understanding by placing each member of the Pantheon in the correct spot on the concept map. To accomplish this, diverse activities will be employed that have been specifically designed to accommodate the varied learning styles and multiple intelligences of the members of the class. Included in these activities are online web quests, streaming video, and jigsaw reading groups. This map will serve as a study guide in preparation for the final assessment, which will be correctly filling in another blank concept map of the Greek Pantheon. As an informal assessment tool, and to ensure that students are all on the same page, at the end of each day’s lesson, the concept map will be pulled up on the SmartBoard and information added to it as a class. This will also work to provide needed information to any students who might be absent at any point during the unit.
Concept Map Integration Plan
A blank, teacher-generated concept map designed with spaces for each god/goddess’ name and title, and arrows that will serve to show the interrelationship between the gods/goddesses will be handed out to students at the beginning of the unit. Over the course of the unit, students will identify those gods/goddesses that belong in the Pantheon, discover their titles, and establish the proper relationship of each to the other, and then finally, demonstrate that understanding by placing each member of the Pantheon in the correct spot on the concept map. This map will serve as a study guide in preparation for the final assessment, which will be correctly filling in another blank concept map of the Greek Pantheon.
TN State Computer Technology Learning Accomplishments
7.1.1. Students will demonstrate an understanding of the nature and operation of technology systems. a. • Demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components.       2. Use different software programs (word processor, spreadsheets, etc.). b. Use technology terminology appropriate to the task. c. Use appropriate Internet terminology. 7.1.2. Students will be proficient in the use of technology. a. Compare, contrast, and appropriately use various input, output, and primary/secondary storage devices.       1. Use a mouse, keyboard, and scanner correctly. c. Perform basic software application functions.       1. Type, edit, and print a document.
ISTE NETS-S Performance Indicators
2. Communication and Collaboration       a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.       d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency       b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.       d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making       c. collect and analyze data to identify solutions and/or make informed decisions. 5. Digital Citizenship       b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.       c. demonstrate personal responsibility for lifelong learning. 6. Technology Operations and Concepts       a. understand and use technology systems.       d. transfer current knowledge to learning of new technologies.
ISTE NETS-T Performance Indicators
2. Design and Develop Digital-Age Learning Experiences and Assessments       a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity       d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 3. Model Digital-Age Work and Learning       d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
Adaptations to Meet Individual Needs
Several modifications or adaptations are possible in this unit:      1.    Modifying the concept map to include the names of the gods/goddesses already listed in their proper place on the map.      2.    Including a word bank on the concept map that will help guide student efforts by providing a more narrow focus.      3.    Allowing students to pair up as needed when conducting the web quest portion of the lesson.      4.    Providing additional time to complete tasks/assessments.
What is the ‘relative advantage’ of technology integration in this lesson?
There are multiple advantages to integrating technology into this unit. First of all, it helps to enliven a topic and area of study that when taught through traditional means, generally results in diminished student interest. Secondly, the use of technology makes it possible to take a constructivist approach to this unit which allows students to be the driving force behind   their acquisition of new knowledge. Also, integrating technology in this unit will allow the teacher to model the proper and ethical use of multiple technologies by making them a part of an authentic and relevant instructional experience.

Here is an image of the concept map that I designed to accompany this lesson:

And finally, here is an image of the web activity that I mention in the lesson plan: