Science Literacy & Concept Mapping Sue Klemmer Cosee 9/25/2010.

Science Literacy & Concept Mapping

Sue Klemmer Cosee 9/25/2010

Sue KlemmerCamden Hills Regional High School25 Keelson DriveRockport, ME 04856(207)236-7800 ext 317sue_klemmer@fivetowns,nethttp://klemmer-science.wikispaces.com/

identify key concepts & relationships

weed out peripheral information

re-sequence instruction

Mapping for Myself

Mapping with Students

If you really want students to learn how to make concept maps …then you have to be willing to take the time to teach them how.

Map 1: Links as Definitions

Map 1: Definitions as Concepts

Map 1: Dependent Links

Can you spot the misconception?

Map 1: Nicely Done!

Map 2: Finding Symmetry

Can you spot the missed concept?

Map 2: Finding Multiple Links

Can you spot the SAME missed concept?

Teaching Mapping

start small and familiarprovide feedback & sampleshave students share & combine mapsprovide opportunities for revisiting mapscontrast maps with other reading

comprehension techniqueshave clear teaching & learning goalshave clear expectations (rubrics)

Concept Map Rubric

MEETS STANDARDS:• Maps meet the standards in reading

(comprehending vocabulary) and higher order thinking skills (applying & analyzing knowledge) when:

– all required concepts are present.– all concepts are linked to at least one other

concept.

• all links have labels that make nontrivial, valid connections between concepts.

Concept Map Rubric - cont’d.

EXCEEDS STANDARDS:• Maps exceed standards when they

demonstrate use of the higher order thinking skill of synthesis. This can be shown as:

– extra concepts that validly link given concepts to other topics.

– extra links that show multiple valid connections between concepts.

• a hierarchy or symmetry of concepts.

Concept Map Rubric - cont’d.

PARTIALLY MEETS STANDARDS:Maps partially meet the standards when they

show limited comprehension of vocabulary from context (reading) or limited demonstration of application or analysis (HOTS).

– One concept is missing or unconnected OR 1-2 links are invalid/trivial. (B-)

– One concept is missing/unconnected AND 1-2 links are invalid/trivial. (C)

Concept Map Rubric - cont’d.

DOES NOT MEET STANDARDS:Maps do not meet the standards when they show

lack of comprehension of vocabulary from  context (reading) or demonstrates little/no evidence of application or analysis (HOTS) or lack of understanding of concept mapping.

• More than one required concept is missing OR >2 links are invalid OR the links do not form coherent “concept-link-concept” sentences. (C-)

• More than one required concept is missing AND >2 links are invalid. (D)

• The links are not labeled.(F)