Concept Maps

Concept Maps are great ways to teach items to students as well as help them organize their thoughts . Below is my lesson plan using concept maps.

MEDA5400 Concept Map Lesson Plan Format

Name:  Teresa P. Cunningham	Date: December 1, 2013
Lesson Title: Fact or Fiction: Learning about Worms using Diary of a Worm.	Grade/Level: 2
Curriculum Standards
http://www.state.tn.us/education/curriculum.shtml CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, andhow to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
Big Idea/Focus Question/Goal
What idea(s), question(s) and/or goals drive your instruction? Do worms live underground? Are they good diggers? Can they really read and write? When reading Diary of a Worm, students begin to separate facts from the fictional details.
Instructional Setting/Brief Instructional Plan
Briefly describe how you intend to engage the students in the content of this lesson; give a summary of the lesson content and delivery method; consider problem-based learning; closure planned/assessment; and materials/resources needed. Students and teacher will begin the lesson brainstorming what is already known about worms. The book will be examined in layers. Four read aloud sessions will seek to engage students by focusing on different features of the text in each session. This lesson will focus on session 3: Informational Text Students will read the book once again and gather information about worms. Students will be introduced to the concept map with “worms” written in the main concept box. Students will be told to focus on information which can be placed in this organizer as the story is read once again. The students will listen specifically for: attributes-specific information about a worm (what is it like?), category-definition of a worm (what is it?) and Cousins-other types of worms (what other animals belong in the same category as worms?)Teacher and students read thru the book, stopping to add items to the concept map and discuss. Students are encouraged to raise their hands when needing to add more to the concept map. If they offer items that do not belong ask them, “”What did I read that makes you say that?” After reading, ask the students if there is anything else in the text that should be added to the concept map and remind them it is ok if it is not completely filled in. Students are asked to write in their response journals what they know so far about worms. Environment:  Students will have book and complete a picture walk and will reread for concept map to be completed. Students will be in pairs to work together. Grouping: Pairs are grouped according to level of comfort anticipated by lesson as well as reading skills. Students are also grouped according to know well they work with other peers.
Technology Integration Plan
Describe the type of concept map (brainstorming, organization, student assessment) used and the intended results hoped for Pre-Technology Activities: Teacher will brainstorm with students and list on smart board things we already know about worms. Technology Activities: The Smart board will also be used to view the lesson components, book online, and concept map. Concept map will be used as a modeling visual for the students by way of the Smart board. Post Technology Activities: Students may later participate in a web quest in science regarding living and nonliving things
ISTE NETS-S Performance Indicators
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities
Adaptations to Meet Individual Needs
How will you adapt the instructional procedures to meet the needs of individual students? Are there management/safety issues that need to be considered when teaching this lesson?  If so, list them. Student needs are addressed by working in pairs and with teacher modeling and collaborating. All learning needs will be addressed and students will have peer and instructor assistance thru out lesson
What is the ‘relative advantage’ of technology integration in this lesson?
Briefly describe how integrating technology provides a solution to a learning problem in this lesson It assists students by allowing great visuals to complete the task . It also allows teacher to model as well.
Evaluation and Revision:
This is the plan for how you will evaluate your students and yourself. Student Evaluation: Concept maps, oral responses, and response journals . Teacher Evaluation: According to TEAM model , the above will provide means to determine if skill was mastered in the lesson.