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Concept Mapping
| Grade Level | 5th Grade |
| Content Area | Social Studies |
| Purpose | For the students to learn about the different events of the Civil War. |
| Brief Description | The students will make a concept map of the Civil War. The main bubble will be titled Civil War and the students will have to have 5 other sub bubbles that contain 5 different major events/battles of the Civil War. Then, underneath those sub-bubbles the students will have to have 5-7 details and specifcs about the significant event they chose. |
| Recources | Social Studies textbook. BrainPop video on the Civil War. 3 additional websites about the Civil War that each individual student chooses from yahooligans. Microsoft Word or Inspiration for the actual creaton of the concept map |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's that is reached is Analyzing because the students are organizing and breaking the information into different parts within the concept map. |
| Which learning styles are addressed? How? | Visual- The students will be reading and looking at the different resources online and in their textbook. Kinesthetic- The students will be creating their concept map on the computer. |
| Which MIs are addressed? How? | Intrapersonal- The students will be doing this individually and will be writing in their thoughts for the 5 different significant events/battles that they chose to concentrate on for their map. Spatial- The student will have to create their map in some organized matter. Verbal- The student can verbally talk about why they chose their events for their concept map. |
| Student's Name | Lindsey Pavlik |
| Grade level | 3rd and up |
| Content Area | Language arts - Essay writing, main idea and thesis production, and supporting sentences and elaboration |
| Purpose |
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| Brief Description |
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| Resources | http://www.gliffy.com/ A easy to use online diagramming application http://www.explorewriting.co.uk/TypesOfEssays.html A site the provides a wealth of information, hints, tools, and how to's for writing essays http://depts.gallaudet.edu/englishworks/writing/essay.html A kid friendly site that provides definitions and attributes of different types of essays http://www.teachingenglish.org.uk/think/write.shtml A helpful resources that gives key advice for teaching writing and writing strategies such as mapping |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension The students are being asked to order and group ideas cohesively. They will have to understand the information they are using and translate the knowledge they have into new content. The concept map will help them to extend their topic and find revelant information associated with their essay. |
| Which learning styles are addressed? How? | Visual Learners Students will be using the concept mapping software to visually organize and their ideas that will make it easier for them to construct a cohesive essay. Kinesthetic Learners The students will have to use the mouse and keyboard to input information into the concept map. Kinesthetic learners prefer tactile tasks. |
| Which MIs are addressed? How? | Visual/Spatial The students will be making a concept map that will help them to visually organize their ideas and guide them as they make plan and outlines for their essays. Logical/Mathematical The students will have to make connections between concepts and classify and categorize information within the concept map. Logical/mathematical learners think conceptually and make connections between pieces of information. Bodily/Kinesthetic The student will be navigating the mouse and typing on the keyboard to input information into the concept map. |
| Student's name | Toshira Popo |
| Grade Level | 2nd Grade |
| Content Area | Science |
| Purpose | The purpose of this activity is to create a Venn diagram comparing and contrasting the characteristics and needs of living things (plants vs animals). Sunshine State Standards Processes of Life • understands that living things can reproduce, and nonliving things cannot reproduce. • knows some factors that influence the growth of living things (for example, amount of water, amount of light, amount and type of food, type of soil). • understands that structures of living things are adapted to their function in specific environments. • knows some characteristics of the vertebrate groups (mammals, reptiles, birds, amphibians, fish). • knows the main parts of plants (stems, leaves, roots, flowers). • knows that the structural characteristics of plants and animals are used to group them. |
| Brief Description | The students will learn about the needs of living things by categorizing the various characteristics of both plants and animals. After researching this information, the students will list the characteristics and needs of plants and animals, and then create a Venn diagram comparing and contrasting plants and animals. |
| Resources | gliffy.com |
| Highest level of Bloom's Taxonomy reached | The highest level of Bloom's Taxonomy reached is Analysis. This level is reached as the students are creating a Venn Diagram that allows them an opportunity for comparing and contrasting the needs of living things. |
| Learning Styles addressed | Visual: This learning style is addressed because the students are making a concept map on the computer which makes the concept visual as they must view it on the computer screen . Kinesthetic: The student will use the computer to make the concept map, utilizing their fine motor skills of the hands. |
| Multiple Intelligences | Verbal/Linguistic: This MI is addressed as the students type in the characteristics of living things into a concept map. Visual/Spatial: The concept map allows the students to visualize the comparison and contrast of the needs of living things, as they are separated into different circles. Bodily/ Kinesthetic: The students type in the information, utilizing motor skills. Naturalist: The students are learning about plants and animals, which has to do with nature. |
| Student Name | Amber Bush |
| Grade Level | 4th grade |
| Content Areas | All areas |
| Purpose | To help the study gather ideas and concepts from a chapter or unit of study and make a study tool. |
| Brief Description | The students will learn how to make a concept map at first guided by the teacher, so they understand what one looks like as well as how it is used. They will then make them on their own for study tools for different chapters or units in each subject area. An example in Social Studies would be Florida as the main point. Areas they might pick to stem off is Government, Population, Race, Climate, ect. |
| Resources | www.gliffy.com textbooks or text used for that unit computer with internet access |
| Highest Level of Blooms | Comprehension is the highest since the children understand the words they are using and know why they are grouping in that paticular way. They might use the concept map later on for higher blooms levels during discussions with the class. |
| Learning Styles Addressed | Visual- Children are able to see the words and how they are connecting them. Kinesthtic- Children will be moving around as they arrange and rearrange the words and lines of their map on the screen. |
| ML's Addressed | Visual- Students will see images and words as well as making the concept map. Verbal- Students can explain their concept map to the class and justify why they placed items the way they have. Kinesthetic- Students are engage in the program, typing information, and moving the mouse around. |
| Student Name | Heather Hord |
| Grade Level(s) | 2nd-3rd |
| Content area(s) | Social Studies |
| Purpose | For students to understand the importance of occupations and how they are a part of life. |
| Brief Description | Before Career Day, students will make 1 concept map as a class using Gliffy. This concept map will discuss why people need jobs, why people have jobs, characteristics of jobs, and examples of jobs. Then, the students will be broken into groups. Each group will research one occupation that they are interested in pursuing in the future (particularly one that will be discussed at Career Day as well). On the concept map, they will include important information such as the characteristics of this job, why they are interested in the job, and why it can be considered a great job. After Career Day, the students will edit their concept maps and share their information with the rest of the class. |
| Resources | Gliffy Children's Dictionary of Occupations on CD-ROM |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level is Comprehension because the students will interpret facts and compare and contrast them once they have learned more about the occupation. |
| Which learning styles are addressed? How? | Visual- The students get to use the computer to put together a concept map. They also get to use the CD-ROM to gather information. Auditory- The students get to discuss the information with others and listen to their group members. They also get to listen to the guest speakers on Career Day as well as listen to parts of the program on the CD-ROM. Kinesthetic- These types of learners get to be active by moving the mouse when creating the concept map on Gliffy. They also get to interact with the program. |
| Which MIs are addressed? How? | Visual/Spatial- Students get to think in images and will be able to contribute to making the concept map. Verbal/Linguistic- Students get to explain their information to other students as well as type in the information on the concept map. Bodily/Kinesthetic- Students get to engage in the program, type information in Gliffy, and move the mouse in this lesson. Interpersonal- The students get to work in groups and communicate with the guest speakers on Career Day. |
| Student's name | Jill Pluchino |
| Grade level(s) | 2-3 |
| Content area(s) | Science, Processes of Life |
| Purpose | For students to understand the characteristics of vertebrate groups (mammals, reptiles, birds, amphibians, and fish). |
| Brief description | Students will create a concept map consisting of the different vertebrate groups. Each group will be linked to the characteristics that describe and make up that group. Students will use the concept map as they learn about specific animals throughout the year. They will classify each animal introduced into the correct group by reviewing their concept maps. |
| Resources | Wellington Zoo Animal Groups - nicely distinguishes the five vertebrate groups http://www.wellingtonzoo.com/learn/teacher/groups.html#vertebrate |
| What is the highest level of Bloom's taxonomy reached? Explain | Understanding is the highest level of Blooms because students are connecting the information they gather to create their concept maps and then classifying animals into their proper vertebrate group. |
| Which learning styles are addressed? How? | Visual- Students read about and observe the different characteristics that make up the vertebrate groups. |
| Which MIs are addressed? How? | Linguistic- Students gather information through reading text to create the concept map and classify animals. Logical- Students are connecting information using reasoning and logic. |
| Student's name | Sara Zabaroni |
| Grade level(s) | 4th and up |
| Content area(s) | Social Studies |
| Purpose | To review the information that was presented in the chapter and used as a study guide for the test |
| Brief description | After students (or whole class) reads a section of the unit in the social studies text, they will create a concept map about the section of reading. The students would include people, vocabulary words, important events, etc. Then, the class would review their concept maps as a form of review of the chapter. |
| Resources | They could use http://gliffy.com/ or create one themselves |
| What is the highest level of Bloom's taxonomy reached? Explain | Understanding because the students are not using the knowledge acquired yet, but they might reach higher levels in the discussion. |
| Which learning styles are addressed? How? | Visual: students will be able to see the information is an organized form |
| Which MIs are addressed? How? | Linguistic: students will be reading to gather information Spatial: Viewing the information in a different/creative manner |
| Student's name | Clary Rucker |
| Grade level(s) | 2nd through 4th |
| Content area(s) | Science, Writing, Vocabulary |
| Purpose | To help students learn how to observe using their five senses and to compile their observations in an organized manner. |
| Brief description | Students will be given different items that they are to observe. Examples of these items may include both edible and non-edible items. Students must observe these items and make a concept map of observations. For example, if the item they are observing is an apple slice, they must list observations related to touch, smell, sight, hearing, and taste. After students complete the concept maps, they can share their observations with the class and their descriptive words can be used to make a Word Wall that can be used as reference during future writing assignments. |
| Resources | www.gliffy.com is a good resource to help students create concept maps. http://thesaurus.reference.com is a useful tool to help students discover more descriptive words to use. |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension Students understand the words that they are using to describe the items, and they are able to group them under which of the five senses the word relates to. Being able to order and group are skills demonstrated in the comprehension level. |
| Which learning styles are addressed? How? | Visual Students will create an organized map that they can use for future reference while doing writing assignments. It will be a good visual representation of adjectives. |
| Which MIs are addressed? How? | Spatial: Students will brainstorm adjectives and compile them in an organized format. Bodily-kinesthetic: Students must use their senses in order to complete the observations. Linguistic: Students must use words effectively to describe their objects. |
| Student's name | Callie Williams |
| Grade level(s) | 4th | |||
| Content area(s) | Geography | |||
| Purpose | To give children a tool to organzine information. End of a unit summmary or a way to organize new information. | |||
| Brief description | I will read a story to present different geographical land forms. Students will all create a concept map using Inspiration. Then we will construct one as a class with all student inputting information and why they put it in the group they did. | |||
| Resources | http://www.enchantedlearning.com/geography/landforms/glossaryprintable.shtml | |||
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis- students organize information presented in a story or lesson. It is arranged according to how students group ideas and items. However, the organization should be justified and clear if asked to explain it. | |||
| Which learning styles are addressed? How? | Oral- a story is read and information is presented orally, Visually- there are pictures to show what each landform and bodyform look like. Last for kinesthetic. the actual construction of the concept map appeals to their learning style | | | |
| Which MIs are addressed? How? | Visual/Spacial- The construction of the map uses spacial skills to present the information in a visually pleasing way. Also, looking at maps appelas to visual/spacial intelligences. Verbal- linguistic- studdents explain and justify why they organized the items in the manner they did. Bodily/kinesthetic- using the computer. | | | |
| Student's name | Alli Fields |
| Grades | 3-5 |
| Content area(s) | Literature: Genres/different literary forms |
| Purpose | To provide children with a learning technique in which they may organize the different characteristics of literary genres they have learned about in class. Complies with Sunshine State Standards for literature grades 3-5 |
| Brief description | The students have learned about various literary forms. For example: poetry, fiction, nonfiction, and drama. The students must organize the characteristics of each genre including the similarities and dissimilarities in a concept map of their choice. It is important to note that there is no one particular type of concept map that they must use. |
| Resources | www.gliffy.com : Provides concept maps for students to use. http://classes.aces.uiuc.edu/ACES100/Mind/c-m2.html : Describes different types of concept maps so students have an idea of different ways to organize their information |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension because you are asking the students to summarize what they have learned. Although the students are creating something, this would not be considered synthesis. An example of synthesis would be to have the students create their own piece of nonfiction or poetry. |
| Which learning styles are addressed? How? | Visual because the students are creating a visual to help them learn. Kinesthetic because they are using physical activity to move the mouse and type the concept map. They are not merely recopying information but compiling it on their own. |
| Which MIs are addressed? How? | Visual/Spatial because the students are using charts and maps to retain information. Logical/Mathematical because the students are categorizing the information. |
| Student's name | Allison Buit |
| Grade level(s) | Third Grade |
| Content area(s) | Science ---> Matter |
| Purpose | Students to acquire knowledge about matter and create a reference tool that they can refer to in the future. |
| Brief description | Students will create a concept map which will consisting of the states of matter, a definition of matter, and other characteristic of matter. Each category within the concpet map will be composed of characteristic that describe and make up that group. For example, in the category "liquid", students would write characteristics such as less dense, can take shape of surrounding, and etc. |
| Resources | www.glify.com : this is a good resource tool to help students create concept maps chem4kids.com : this is an interactive and informative website that allow students to acces information pertaining to the subject of matter |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension is the highest level of Bloom's Taxonomy that can be reached. Students will gather information from the resources above; classifying, explaining, and placing information into a concept map. |
| Which learning styles are addressed? How? | The learning styles that are addressed here are the Visual and Kinesthetic Learning Styles. Visual learners learn through seeing, when creating the concept map students have the ability to see the information. Kinesthetic learners learn through moving, doing, and touching. This learning style is met by students having the physical ability to create the concept map and search for the information. |
| Which MIs are addressed? How? | The Multiple Intelligence that is addressed is the Visual/Spatial Intelligence. Students with this intelligence are able to perceive information visually. They sometimes think in pictures and need to create vivid mental images to retain information. The concpet map is a prime example of a resource that students of the intelligence could learn from. The information in the concept map of laid out in a picture type form. |
| Student's name | Tiffany Brown |
| Grade level(s) | Grade 5 |
| Content area(s) | Social Studies |
| Purpose | The purpose of this activity is to meet the Sunshine State Standard benchmark that states "The student uses a variety of methods and sources to understand history (e.g., interpreting diaries, letters, newspapers, and reading maps and graphs) and knows the difference between primary and secondary sources.(Benchmark SS.A.1.2.2)" It addresses the SSS which states the student, "compares and contrasts primary and secondary accounts of selected historical events (for example, diary entries from a soldier in a Civil War battle and newspaper articles about the same battle)." |
| Brief description | For this activity, the students will use concept mapping, specifically a Venn diagram, to compare and contrast a primary and secondary source. Specifically, students will use their textbook's account of the Holocaust and of Anne Frank's experience and compare that with diary entries from Anne Frank: The Diary of a Young Girl. The students will compare and contrast the information from both sources and put the information into a Venn diagram. |
| Resources | gliffy.com, Anne Frank: The Diary of a Young Girl |
| What is the highest level of Bloom's taxonomy reached? Explain | I believe the highest level of Bloom's taxonomy reached is Evaluation. I believe this to be true because in this activity the student must read both sources, compare and contrast the information, organize the information into a chart, and then evaluate the difference between the primary and secondary sources. |
| Which learning styles are addressed? How? | Visual- The students are reading information, as well as organizing the information into a concept map on the computer. Tactile/Kinesthetic- The students are typing the information on the computer, implementign the use of their body in the learning process. |
| Which MIs are addressed? How? | Visual/Spatial- This MI is addressed in that the students are actually making a concept map that involves spatial intelligence. After organizing their information into the Venn diagram, the students will be able to visualize the information in the concept map, making it easier for them to retrieve the inforamtion at a later date. Verbal/Linguistic- The students will be writing about what they read in the two sources. Logical/Mathematical- The logical side of this intelligence is addressed in that the students will be organizing the information into categories. Bodily/Kinesthetic- This type of intelligence is addressed in that the students will be typing the information into the computer, utilizing their body in the learning process. |
| Student's name | Katie Vallillo |
| Grade level(s) | Grades K-2 |
| Content area(s) | Science; Animal Habitats |
| Purpose | The purpose of this activity is for students to discover the different habitat categories animals fall under. This addressed the Science Sunshine State Standard SC.G.1.1.3. |
| Brief description | This concept mapping activity will serve as a visual representation for the categorization of animals by habitat. Here the students will design their own map incorporating picture links for the animal itself as well as the habitat that it lives in. This map will include the categories farm animals, mountain animals, jungle animals, and ocean animals. |
| Resources | Animals - Vertebrates Animals - A to Z |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy that is addressed through this activity is Knowledge. Students are asked to name, relate, and label the information for each animal. While this does not encompass a high level of Bloom's taxonomy, it does give the students the ability to classify the data. |
| Which learning styles are addressed? How? | The two learning styles that are addressed in this activity are visual and kinesthetic. Visual students will benefit from this activity because the concept map serves as a visual representation of the animals and their habitats. These students will appreciate the organization of information in a visual manner. Kinesthetic students will benefit from this activity because of the use of the mouse and keyboard to create the concept map. |
| Which MIs are addressed? How? | There are three multiple intelligences that are addressed in this activity. The first is visual/spatial. These students will benefit from the image the concept map creates. They will then have a picture to look at when attempting to mental chunk animals into different habitat categories. The second intelligence addressed is verbal/linguistic. These students will benefit from the words used in each "bubble" of the concept map. Students may also choose to use multiple branches to describe the animal habitat. The third multiple intelligence that is addressed is bodily/kinesthetic. These students will benefit from the act of actually creating the concept map. To do this, they will have to use the mouse and keyboard. |
| Student's name | Jacqueline Edge |
| Grade level(s) | 2nd-3rd |
| Content area(s) | Science - Reptiles |
| Purpose | To help students learn the characteristics of turtles, snakes, crocodiles, and lizards. |
| Brief description | Students will use the two websites provided, along with their science textbook, to learn about the general characteristics of snakes, turtles, crocodiles, and lizards. The students will gather information on the reptiles and then will organize their information into a concept map using Dreamweaver software. The center of the concept map will be labeled “Reptiles.” Then there will be four divisions of reptiles labeled, “turtles,” “snakes,” “crocodiles,” and “lizards.” From here students will map characteristics of each reptile. |
| Resources | Dreamweaver software http://kidsplanet.org/ - This website provides links to all different types of animals. From this site students will be able to learn the specific characteristics of turtles, snakes, crocodiles, and lizards. |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis- The highest level of Bloom’s reached is synthesis. Students will take the information they have found on reptiles and will organize it into a concept map. |
| Which learning styles are addressed? How? | Visual- This lesson addresses visual learners because students will be viewing and reading the internet sites, their textbook, and the computer software. Students will be visually engaged in all aspects of the material and in the assignment. |
| Which MIs are addressed? How? | Linguistic- Students will be using their linguistic abilities when researching the reptiles. They will be engaged in reading and writing about the reptiles. Spatial- Students will be using spatial abilities to visualize and create their concept map. Environmental- Students who have environmental intelligence will be deeply engaged in this lesson as it pertains to nature and animals. |
| Student's name | Jennifer Weber |
| Grade level (s) | 2nd Grade |
| Content area (s) | science, plants |
| Purpose | The purpose of this activity is to familiarize students with concept maps and different types of vegetables. (Some grow above the ground and some grow below the ground) |
| Brief description | Teacher will read the book "Tops and Bottoms" by Janet Stevens. While reading the book the class will discuss different types of vegetables. Some vegetables that grow above the ground like lettuce and some that grows below the ground like potatoes. (This book and discussion was borrowed from Ms. Bynum and her 2nd grade class in fall of 2006). After discussion students will create a concept map using glify.com. The concept map will feature a center concept of vegetables and branches that stretch out to vegetables that grow above the ground and stretch down to vegetables that grow below the ground. Students can design and create any concept map the choose as long as it incorporates the vegetable concept. |
| Resources | Tops and Bottoms, by Janet Stevens computers www.glify.com |
| What is the highest level of Bloom's taxonomy reached? explain. | The highest level of Bloom's taxonomy reached in this activity is comprehension. In this activity students will classify different vegetables, describe, explain, and identify the different types through the discussion. |
| Which learning styles are addressed? how? | The learning styles that are addressed in this activity are visual, kinesthetic, and auditory. Visually students will view concept maps of others and view pictures in the book. Kinesthetically students will be working on the computer using the mouse and applications on the website glify.com to create concept maps. Auditory students will listen to the book "Tops and Bottoms" and listen to the discussion the class develops. |
| Which MI's are addressed? how? | The multiple intelligences that are addressed in this activity are the following: Verbal and Linguistics: Students will discuss and listen to the book. Spatial: Students will create a diagram to show what they have learned. Bodily-Kinesthetic: Students will be using computers to create the concept map. Using the mouse and various applications that glify.com provides. The site is very hands on. Intrapersonal: Students will have the opportunity to be imaginative and original while creating their concept map. |
| Name | Ashley Rhodes |
| Grade level(s) | Second Grade |
| Content area(s) | Science |
| Purpose | Students will use the concept map to gain a better understanding of the life cycle of a caterpillar. |
| Brief description |
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| Resources | gliffy.com, textbook, computers |
| What is the highest level of Bloom's taxonomy reached? Explain |
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| Which learning styles are addressed? How? |
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| Which MIs are addressed? How? |
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| Student's name | Jennifer Martin |
| Grade level(s) | Grade 5 |
| Content area(s) | Science |
| Purpose | The purpose is to review what all the parts of a flower are in a new and more visual way so that students can use another effective tool for studying. |
| Brief description | Based on previous instruction, students will create a concept map on all the different parts of a flower. This will be a review “factsheet” for them so that they can study for a test on the parts of a flower. They will work with a partner. They will each create their own concept map but they will be collaborating ideas for the most effective concept map for studying. |
| Resources | www.gliffy.com |
| What is the highest level of Bloom's taxonomy reached? Explain | Understanding- The students are using the information that they already know and using it in a useful way to study for their test. This shows that they understand the information and how it should be arranged. |
| Which learning styles are addressed? How? | Visual- The student will be able to see a his or her information in a form that is organized categorically. |
| Which MIs are addressed? How? | Visual/Spatial- The students will be drawing a representation of the material that they have learned. It is now going to be seen in a “visual” form. Linguistic- The students will be able to read the information in the concept map form. Interpersonal-The student will be working with another student. |
| Student's name | Cheryl Jensen |
| Grade level(s) | Third Grade |
| Content area(s) | Science |
| Purpose | The students will use the concept map to group what they have learned about the Layers of the Earth. |
| Brief description | After learning about the Layers of the Earth (Core, Crust, and Mantle) the students will put all the information they have learned into a concept map. |
| Resources | Notes, textbooks, computer use to make the concept map (with Inspiration, Word, or Gliffy.com) |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis- The students are organizing information into the concept map. |
| Which learning styles are addressed? How? | Visual- The students are using the concept map to visaully map out information on the Layers of the Earth. |
| Which MIs are addressed? How? | Visual/Spatial- The students are creating the concept map using circles and lines to connect ideas. Bodily/Kinesthetic- the studnets are using their hands and fingers to type and use the computer to create the concept map. |
| Student's name | Stacy Tsimpedes |
| Grade level(s) | 2nd |
| Content area(s) | Solar system (science) |
| Purpose | This project has a dual purpose. For the students, it will allow them to synthesize knowledge and connect their new knowledge to their prior knowledge for stronger bonds into their long-term memory. For the teacher, this activity will be a good means of evaluation, since it will allow him/her to see how much the students have learned since the beginning of the unit. |
| Brief description | Before starting a unit on the solar system, students will construct a prior knowledge concept map on the planets and stars. The teacher will then look over each student’s concept maps to determine what needs to be taught. During the teaching of the solar system unit, students will add onto a copy of their existing concept map and be able to see the connections between their old facts and more mature new facts, as well as the specific ways in which they are related. Afterwards, the teacher will look at and compare their pre-unit and post-unit concept maps to determine how much knowledge they have acquired from before the unit and assess learning that way. |
| Resources | Gliffy.com |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis – This activity separates components into different parts so that it’s easier to see the structure and understand how they relate to each other. It also gathers information in a way that is easily accessible, using diagrams. |
| Which learning styles are addressed? How? | Visual – The finished concept map will serve as a visual cue. Kinesthetic – Students are actively deciding and inscribing where each component relates to another. |
| Which MIs are addressed? How? | Spatial - Benefits students because they have their own personal web of understanding written out/drawn out in front of a person. |
| Student's name | Anne Hwang |
| Grade level(s) | Fourth or Fifth |
| Content area(s) | Science |
| Purpose | To help students clarify and organize their understanding of the ways the systems in the human body operate and interact. This activity will meet the Science SSS for Grades 3-5: Processes of Life, Standard 1: specifically: 1. knows that the human body is made of systems with structures and functions that are related. |
| Brief description | After studying the various systems in the human body (circulatory, respiratory, etc.) at an introductory level, students will be asked to create a concept map that labels the major components of each, and shows how these systems work together. |
| Resources | Charts, pictures, or internet resources illustrating the body's systems, text explaining details and vocabulary, concept map software or materials (www.gliffy.com or paper and pencils/markers/rulers) http://www.kidshealth.org/kid/how_the_body_workds.html |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: Students are being asked to explain and makes sense of the ways the systems in the body work on a basic level. |
| Which learning styles are addressed? How? | Visual: Students will be writing down their understanding of the systems, and will be able to see a visual representation fo how they are organized and related in concrete terms. |
| Which MIs are addressed? How? | Logical/Mathematical: creating a concept map that requires students to analyze and classify data on a logical and systematic basis Bodily/Kinesthetic: Although the activity itself is not a physical one, students with this type of intelligence will most likely be interested in understanding how the body works. Spatial: The format of the concept map will help students see the information in a fluid and multi-dimensional way. |
| Student's name | Nicole Knox |
www.gliffy.com
http://hubblesite.org/explore_astronomy/black_holes/
| Grade level(s) | 2nd/3rd | |
| Content area(s) | Science | |
| Purpose | To teach students about what makes a black hole to expand thier knowledge of space. To help students organize information in a way that helps visual learners while learning about science. | |
| Brief description | Students will watch a video online about black holes and then go through a game that helps them learn more about black holes. Students will work in partners to complete a concept map of their choice to demonstrate what they have learned from the lesson. | |
| Resources | www.gliffy.com http://hubblesite.org/explore_astronomy/black_holes/ | |
| What is the highest level of Bloom's taxonomy reached? Explain | This activity assesses the comprehension level of Bloom’s Taxonomy. Students are asked to form a chart of the information they learned which may include restating. The activity of forming a concept map may lead to analysis and application depending on the types of discussions the students have together but at this age they may need to be prompted into these stages of Bloom’s for this activity. | |
| Which learning styles are addressed? How? | Visual learning styles are addressed by forming concept maps to group information. Auditory learning styles are addressed by listening to the video and audio during the game. | |
| Which MIs are addressed? How? | Linguistic, as students are using words to form information into a meaningful way. Visual spatial, as students are using charts and maps as well as picturing the black hole during the lesson. | |
| Student's name | Tavia DeLisle |
| Grade Level(s) | 3rd-5th |
| Content Area(s) | History |
| Purpose | For students to learn, review, and display knowledge about specific historical events covered in class and in the book. Students will use the concept map to study a historical event. |
| Brief Description | Based on previous instruction, knowledge from book, and interbet research students will create a concept map on particular events. This will be a review for them so that they can study, learn, and visualize information about histroy. They will each create their own concept map and they will be collaborating ideas for the most effective concept map for studying and learning. |
| Resources | www.gliffy.com |
| What is the highest level of Bloom's Taxonomy reached? Explain | Understanding -is the highest level of Bloom's Taxonomy that can be reached. Students are gathering information from their textbooks, computer, and any other resource. Students are classifying, explaining, and placing information into a concept map. |
| Which learning styles are addressed ? How? | Visual – The finished concept map will serve as a visual reference for learning. Kinesthetic – Students are actively manipulating the mouse, keyboard, and graphics. |
| Which MI's are addressed ? How? | Linguistic- Students gather information through reading text to create the concept map and explain, breakdown, and map out historical events. Logical- Students are connecting information using reasoning and logic. |
| Student Name | Matt Forrest |
| Grade level(s) | K – 3 |
| Content area(s) | History |
| Purpose | The purpose of this project is twofold – to have younger kids discover their family roots and to introduce them to concept mapping. |
| Brief description | In class, explain to students what a concept map is, and what purpose it serves – to organize ideas on paper to better understand how they relate to other things. However, it also can be used as a tool to organize and understand families. Show students how to create a family tree using the concept map format: starting with the student at the very top, then working down, connecting people. Have students sit down with their family members to figure out where their ancestors were from. Create a family tree, allowing students to include pictures if they wanted, and also encourage the use of different colored papers to separate generations. |
| Resources | How to start a family history |
| What is the highest level of Bloom's taxonomy reached? Explain | Application – Students are using concept mapping in a way that is different from what they were originally taught. They are applying this tool to another part of their life (organizing family members). |
| Which learning styles are addressed? How? | Visual – Students are able to visually see the finished product with the organized circles, lines, and who connects to whom. Kinesthetic – Kids are working together with family members to discover where their roots lie. |
| Which MIs are addressed? How? | Interpersonal – Students are dealing with other people, cooperating with family members to find out information. Intrapersonal - Students are discovering things about their heritage and ancestors and thus, about themselves. Spatial – Students are able to visualize these organized words on a page and organize it in such a way that other people viewing the project will be able to understand as well. |
| Student's name | Anne Hwang |
| Grade level(s) | 5th |
| Content area(s) | Social Studies |
| Purpose | Using a concept map, the students will be able to understand the social and economic impacts of the Great Depression. |
| Brief description | Students will be divided up into groups and will work with their groups to research the Great Depression. Using the internet and books, they will research facts about the Great Depression and how American society was impacted socially and economically. They will use the information that they gathered as a group and individually will create a concept map that shows the social and economic impact of the Great Depression on American society. |
| Resources | Concept map, internet, books on the Great Depression. Resources to get students started: Explorations children and the Great Depression: http://www.digitalhistory.uh.edu/learning_history/children_ depression/depression_children_menu.cfm Overview: the Great Depression: http://www.marist.edu/summerscholars/96/ovs.htm United States: The Great Depression: http://edhelper.com/US_Great_Depression.htm |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's Taxonomy that is reached is analysis. This is the highest level reached because students are using information that they gathered to examine the economic and social impacts of the Great Depression by making a concept map. |
| Which learning styles are addressed? How? | Visual: Students are reading information about the Great Depression from the internet and books. The concept map enables them to visually see the relationships and information. Kinesthetic: Students are using their hands when they are on the computer and when they are creating their concept maps. |
| Which MIs are addressed? How? | Linguistic: Students collect information from websites and books by reading text. Spatial: Students are using a diagram/concept map to display information. Bodily kinesthetic: Students are using their hands when gathering information from the computer and when they create their concept maps. Interpersonal: Students work together to collect information. Intrapersonal: Students work individually to create their concept maps. |
| Student's name | Rosanna Dugan |
| Grade level(s) | 4-5 |
| Content area(s) | Social Studies |
| Purpose | In small groups, students will research information about Florida and learn basic facts, then organize the information in a comprehensible manner onto a concept map. |
| Brief description | Students will research interesting facts about Florida (climate, geography, vacations/theme parks, beaches, history, etc.) and examples of each. For example, under the heading "climate", students can explain temperature, rainfall, and seasonal information. Then, students will create a concept map about Florida and why people may want to live here or visit here and why it is such a popular spot for vacationing. |
| Resources | internet, gliffy.com, books about Florida including: Florida by DK Publishing; Weird Florida by Charles Carlson; and Lonely Planet Florida by Kim Grant. |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension- Students will gain knowledge about facts of Florida by researching online. They will also be able to summarize the information and apply it to a concept map. |
| Which learning styles are addressed? How? | Visual- Students will observe the concept map and gather knowledge about Florida from a visual representation of data. Kinesthetic- Students will work together and navigate websites, click the mouse, find/read books, and surf the web in order to find information about Florida. |
| Which MIs are addressed? How? | Bodily-Kinesthetic- Students will use their hands to click the mouse, flip the pages in the books, and form the concept map. Linguistic- Students will read the information online and in the books to collect information about Florida. Interpersonal- Students learn and understand what makes Florida appealing to others. |
| Student's name | Stephanie Hasden |
| Grade level(s) | 3rd-5th grade |
| Content area(s) | Science |
| Purpose | The purpose is to help students learn and display the different parts of the water cycle. They can also use their concept map as a review tool. |
| Brief description | After visiting websites about the water cycle and after a class discussion/lesson, students will make a concept map of what they learned about the water cycle. On their concept map they will be asked to lable the different parts of the water cycle and explain why each stage is important. |
| Resources | http://www.first-school.ws/activities/science/drippy.htm http://www.epa.gov/safewater/kids/flash/flash_watercycle.html |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis- The students will organize the information that they have been taught and found on their own through the internet into a concept map. They will compare and differentiate between the different stages of the water cycle to make an accurate concept map. |
| Which learning styles are addressed? How? | Visual- Sudents are looking through the websites and once the concept mao id completed it can sever as a visual to help them review water cycles Kinesthetic- The are using their hands to type and move the mouse around |
| Which MIs are addressed? How? | Linginistic- The are reading information from the internet and textbooks/handouts from class Spatial- The students are using the concept map to display their information Bodily Kinesthetic- Students are using their hands to move the mouse and type |
| Student's name | Kari Parrish |
| Grade level(s) | 3rd - 5th |
| Content area(s) | Science - Water Cycle |
| Purpose | Students will be creating a concept map that illustrates the water cycle and the different levels of connections between the different parts of the cycle. They will be improving understanding by having to recreate a visual they often see into a process and representation they can understand easily. The finished map can be used as a study guide for students. |
| Brief description | After learning about the different forms of water and its changes throughout the water cycle, students will use a concept map to illustrate the water cycle. Concept maps should include explanations about why each transformation occurs, the state changes present, and examples of this part of the water cycle. Students will be given a rubric detailing the number of items which must be included in the map. Students are also expected to add visual elements or illustrations to their concept map. |
| Resources | www.gliffy.com http://epa.gov/climatechange/kids/water_cycle_version2.html Microsoft Power Point |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis -is the highest level of Bloom's Taxonomy that can be reached. Analysis occurs because students will be classifying and organizing the information they are gathering about the water cycle through the concept mapping activity. |
| Which learning styles are addressed? How? | Visual – The concept map allows students to visually represent their knowledge about the water cycle. Kinesthetic – Students are actively using the mouse and keyboard to create and navigate. |
| Which MIs are addressed? How? | Bodily-Kinesthetic- Students will be creating the concept maps through their own physical activity using the mouse and keyboard. Logical- Students are connecting the information they are observing from the different websites and textbooks. Spatial- Students are visually connecting the information about the water cycle into a visually formatted project. |
| Student's name | Jennifer Krause |
| Grade level(s) | 2nd and 3rd |
| Content area(s) | science, weather |
| Purpose | for students to understand the all the different types of weather |
| Brief description | In class, we will learn about different weather patterns that are seen in Florida. Then they will make a concept map with different seasons and different types of weather that correspond with each season. This will give students an idea of what type of weather to expect during different times of the year. |
| Resources | www.gliffy.com www.gcrio.org/gwcc/booklet1.html |
| What is the highest level of Bloom's taxonomy reached? Explain | comprehension: students will understand the concept of weather |
| Which learning styles are addressed? How? | visual: students will see all of the different types of weather displayed kinesthetic: students will have to navigate the web to make the concept map |
| Which MIs are addressed? How? | Linguistic: students will be reading and putting together information spatial: students have to find a way to display these figures onto one concept map |
| Student's name | Elizabeth Lyons |
| Grade level(s) | 1st Grade |
| Content area(s) | Health/Science |
| Purpose | The purpose of this activity is for the students to learn about the different parts of the body and how to take care of them. |
| Brief description | The students will have to make a concept map with a simple picture of a body in the middle and they will have to name different parts of the body, like the mouth, hands, etc. They will then have to connect those parts to answering questions like, how can you take care of them and keep them clean? So for example you can take care of your mouth by always brushing your teeth, etc. They will use fun and simple websites to look up their information on the computer. This will teach the students how to stay clean and have good personal hygiene. |
| Resources | http://www.scrubclub.org/home.php http://www.colgate.com/app/LatherUpForGoodHealth/US/HomePage.cvsp |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy the students will reach is analysis because the students will have to create a diagram that outlines and identifies the different parts of the body and how to take care of them. |
| Which learning styles are addressed? How? | Visual: The students will have to look up information on how to take care of the different parts of the body. Kinesthetic: The students will have to look up information on the computer. |
| Which MIs are addressed? How? | Spatial: The children will have to create a concept map and put it together in an organized manner. Bodily-Kinesthetic: The students will have to use a computer to look up information. |
| Student's name | Annabel Alban |
| Grade Level | 2nd grade |
| Content Area | Science- Living things |
| Purpose | Decide what animal would be best for our classroom |
| Brief Description | Our class will break up into groups of 1-2 people. Each person will pick an animal they would like us to have in our classroom as a pet. Using Gliffy.com they will create a concept map that either answers why that pet would be a good class pet or create a Vin diagram listing the pros and cons of that pet. |
| Resources | Internet gliffy.com books about different animals from library |
| What is the highest level of blooms taxonomy reaches? Explain. | Application- students are learning information they either know or have learned about a certain type of animal and use that information to make a decision of whether or not that animal would be a good pet. |
| Which Learning styles are addressed? How? | Visual- The arguments for each animal are presented as a visual. Kinesthetic- The children will use the computer to create the maps. |
| Which ML styles are addressed? How? | Visual- Students can use visual representation to express their opinions instead of writing. Kinesthetic- Students are hands on through out the entire project. Logical- Students are deciding if a animal would make a good pet based on knowledge of that animal. |
| Student Name | Jessica WAgner |
| Grade Level(S) | 3rd Grade |
| Content Area | Science |
| Purpose | Students will develop a comprehensible way to remember similarities and differences between animals cells and plant cells through a concept map. |
| Brief Description | Each student will be provided adequate information about cells from a previous lecture and reading from the textbook and will be assigned to create a concept map of their observations. The concept maps will be designed in Inspiration and will be presented to the classroom. Assessment will involve creativity of concept map and variety differences and similarities. |
| Resources | Textbook Computer Inspiration Software |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension is the highest because the students would have to understand the concepts they use and why they are grouping in that particular way. During the presentation to the class they would need comprehension in order to clearly portray what they found. |
| Which learning styles are addressed? How? | Visual- Students will be able to view the textbook and words they read to develop understanding of the reading. Kinesthetic- Students will be able to use the computer's mouse and utilize the textbook information to form their personalized concept map. |
| Which MIs are addressed? How? | Visual/Spatial- Students will be able to connect their understanding of cells into a visual representation of the concept map. Verbal/Linguistic- Students will be able to communicate their concept maps to the class and write while constructing their concept map. Bodily/Kinesthetic- Students will be able to use the mouse on the computer and type their information into Inspiration. Interpersonal- Communication is required to associate with the rest of the classroom what they did and how they did it while making their concept map. |
| Student's Name | Dustin Trahan |
| Grade level(s) | 4th |
| Content area(s) | |
| Purpose | The students will have a tool to organize all of their ideas in a clear, easy to read form. This activity is part of a larger unit on the fundamentals of creating and running a store in real life. |
| Brief description | The students will be broken up into groups of 4. Each group's assignment will be to come up with a concept for a store in a mall. As a group, they will brainstorm ideas for products, advertising, controlling finances, role of employees, payroll, etc. They will create a concept map using Inspiration to lay-out their plan for the store. Each group should then turn in their concept maps to be approved by the teacher in order to move on the next portion of the unit. |
| Resources | Computers with Inspiration |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis - The students will be comparing and contrasting ideas between one another. Then they will categorize their ideas on the concept map. |
| Which learning styles are addressed? How? | Auditory - The students will be talking with each other and listening to others' ideas. Visual - The concept map will serve as a visual aid for the group's ideas for the store. Kinesthetic - Students will be working on the computer, creating the concept map, typing on the keyboard, and moving the mouse. |
| Which MIs are addressed? How? | Interpersonal - The students will be working in small groups and interacting with one another. Bodily - Kinesthetic - Same as above. |
| Student's name | Erin Byrne |
| Grade level(s) | 3-5 |
| Content area(s) | History - Colonial life |
| Purpose | Students will expand and organize their knowledge of colonial life through research and the production of a concept map. |
| Brief description | The teacher will begin by dividing up the class into small groups. The number of groups will depend on how many categories the teacher chooses to focus on. The teacher will assign each group a category of colonial life. Some examples include: food, jobs, education, clothing, housing, and leisure activities. Each group will be responsible for researching their topic using provided resources. The group members will decide on subcategories (if necessary), and a minimum of seven facts. When the groups are ready, they will add to a concept map started by the teacher. After all groups have contributed, the teacher will display the concept map for the entire class to see and discuss. Students will also be given a copy of the finished map to keep as a resource. |
| Resources |
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| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: Students will learn information and then group and categorize their new knowledge. |
| Which learning styles are addressed? How? | Visual: Students will create a visual representation of their learning and be able to view how concepts are related and organized. |
| Which MIs are addressed? How? | Logical/Mathematical: Students will use their logic skills to organize information into categories and subcategories Spatial: A concept map will benefit students with this intelligence as it is represents the relationship between information in a visual format Interpersonal: Students will benefit by working in a group and dividing up the research and tasks amongst themselves. The students will also have to discuss what facts are important for the concept map. |
| Student's name | Molly Shoniker |
| Grade level(s) | 2nd Grade |
| Content area(s) | Science and Language Arts |
| Purpose | The purpose of this activity is for children to further explore the five senses. |
| Brief description | Students will use a concept map to further explore all of the five senses. The students will begin by going outside and taking a barefoot walking trip. You will then ask them to talk to each other about their experiences on the trip to help them remember everything they can about the trip. Students go on a walk for at least 15 minutes. Once the class returns to the classroom, have students brainstorm by describing what they experienced, describing their trip. If the students don't mention each of the five senses, ask questions: Did you smell something? What did you hear? See? What did you feel? When you smelled the cafeteria food, could you taste it? Did you see a dog (some other animal)? How did you know it was a dog? Did you see the mountains? How far are they? What color is the sky? Did you see any cars? What were they doing? What parts of your bodies did you use to get all this information? Discuss how they learn from seeing, hearing, touching, smelling and tasting. Then have your students record their ideas in the form of a concept map. |
| Resources | Nature Gliffy |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: Students will gather the information that they observed and use it in order to create a concpet map. |
| Which learning styles are addressed? How? | Auditory- Students will be listening to each others thoughts and ideas. Visual- Students will be observing nature. Kinesthetic- Students will be using all of their five senses. |
| Which MIs are addressed? How? | Verbal- Students will be listening to their classmates. They will also be listening to the teacher as she asks questions that will help them remember their experience. Visual/Spatial- Students will have to organize information in various categories. They will also be observing nature in order to get the information they need to put in their concept map. Bodily/Kinesthetic- Students will be using all of their five senses. They will be listening for sounds, etc. Naturalist- The students will be taking a short nature walk. These students work best through interactions with the outdoors. |
| Student's name | Ingrid Amezquita |
| Grade Level | 2-4 |
| Content Area(s) | Science; Nutrition |
| Purpose | Students will develop ideas about what foods they can eat that correspond with the five food groups of their “My Pyramid.” |
| Brief Description | After being introduced to the My Pyramid and learning about each food group, students will create concept maps on the computer. The main idea of the maps will be “My Pyramid Food Groups.” The sub-categories should include the 5 food groups, grains, vegetables, fruits, dairy, and protein. The next sub-category should include the different types of foods in each group (i.e. Dairy: milk, yogurt, cheese). The next sub-categories could include foods the individual students like to eat (cheese: grilled cheese sandwich, cheese and crackers). The students can share their ideas through blogs and class discussions. This will allow students to learn different foods and snacks they can eat in order to fill their nutritional needs. |
| Resources | MyPyramid.gov Computer software to make concept maps |
| What is the highest level of Bloom’s taxonomy? Explain. | Application is the highest level of Bloom’s taxonomy reached because students will apply what they know about the food groups to what they eat in real life. |
| Which learning styles are addressed? How? | Visual learners are addressed because they are able to visually see the different how the food groups relate to the actual foods they eat. Auditory learners are addressed in the class discussion where students’ ideas are discussed. Kinesthetic learners are addressed by getting to use the mouse to create the concept map. |
| Which MI’s are addressed? How? | Linguistic intelligences are addressed by getting to describe their ideas for foods using words. Spatial intelligences are addressed because students are able to interpret and represent information visually. Bodily-kinesthetic intelligences are addressed by getting to use the mouse to create the concept map. |
| Student’s Name. | Marissa O’Keefe |
| Grade level(s) | 5th Grade |
| Content area(s) | Science |
| Purpose | The purpose of this activity is for students to learn what an electrolyte is and why and how it is important for the human body. |
| Brief description | The students will watch a Gatorade commercial and analyze what is being lost when the athletes are sweating out the Gatorade. The students will then look at a Gatorade bottle and relate how Gatorade, electrolytes, and the human body all interact and need each other. |
| Resources | Computer http://www.gatorade.com/ http://www.geocities.com/coqcon/may02c.html |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy the students will reach is analysis because the students will have to create a diagram that relates electrolytes to the human body and Gatorade. |
| Which learning styles are addressed? How? | Visual: The students will have to look up information on how electrolytes relate to the human body and what it is and how and why we need it. Kinesthetic: The students will have to look up information on the computer. |
| Which MIs are addressed? How? | Spatial: The children will have to create a concept map and put it together in an organized manner. Bodily-Kinesthetic: The students will have to use a computer to look up information. |
| Student's name | Annabel Alban |
| Grade level(s) | 5th Grade |
| Content area(s) | Mathematics |
| Purpose | To develop smart consumer thinking for real life situations. |
| Brief description | Students will be faced with a real life problem where students will act as recently-graduated college students who have to budget their money while providing the following: adequate housing, transportation, food, meanwhile saving at least 10% of their paycheck for a safety fund. The students will draw locations, jobs and their beginning salary from a collection provided by the teacher so that every student will be on their own individual journey. Finally, students will present their concept maps and future pretend lifestyles to the class. |
| Resources | The internet can be used to obtain realistic prices for their final concept map. A software program like "Gliffy" that makes concept maps. |
| What is the highest level of Bloom's taxonomy reached? Explain | Students will have to collect, organize, and work with numbers and information to balance out a specific amount of money. Working and analyzing with the information, I believe that the highest level of Bloom's taxonomy is Analysis. |
| Which learning styles are addressed? How? | All three learning styles are addressed. Visually, learners will be occupied with a plethora of images and websites to navigate through. Auditorally, students will be listening to other presentations as well as given the opportunity to work alongside their peers and discuss how they are tackling their budget. Finally, kinesthetically, students will be "surfing" the web (using the mouse to navigate through web pages) as well as typing up a concept map, keeping their hands occupied and in motion. |
| Which MIs are addressed? How? | Linguistically, the learner uses his or her use of language to read and find quality and cost-efficiency. Secondly, and most importantly, logically-mathematically, the learner must be able to calculate and budget his or her paycheck accordingly and efficiently, using a spreadsheet to organize the numbers. |
| Student's name | Meagan Gaffney |
| Grade level(s) | 3rd grade |
| Content area | spelling |
| Purpose | Students will use a concept map to help them study for a spelling test by grouping spelling words that have ee, ea, or nether. Students will construct a Venn diagram using inspiration. |
| Brief Description | The teacher will introduce the new spelling words for the week. Students will practice reading them in stories in the class, and doing homework such as writing sentences and doing word pyramids for homeword. Students will then be required to construct a Venn Diagram using Inspiration to group words with vowel pairs such as ee, as in the word deer, and ea, as in the word near. Students will use this diagram to study for the test. |
| Resources | Spelling list with vowel pairs using ee, and ea. Inspiration Books with the spelling words |
| What is the highest level of Bloom's taxonomy reached? Explain | Knowledge, as students are constructing new knowledge about vowel pairs and sorting words into corresponding vowel pairs to study from. |
| Which learning styles are addressed? How? | Visual: Students read books with the spelling words. Kinesthetic: Students use Inspiration to construct their concept map. |
| Which MIs are addressed? How? | Linguistic: Students read and write spelling words. Spatial: Students see spelling words in the concept map. Bodily-kinesthetic: Students use the computer. |
| Student's Name | Tavia DeLisle |
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