Concept
mapping is a learning strategy that was developed
by Joseph Novak at Cornell
University during the late 60’s. Concept mapping
engages learners in drawing visual maps of
hierarchically arranged concepts and their
connections. Concepts are represented within boxes
while the relationships between concepts are
represented with labeled link lines. For many
years, students learned to concept map using paper
and pencil. More recently, Inspiration Software
has developed a software tool that facilitates the
concept mapping process.
Use
of Inspiration software is easy to learn.
However, concept mapping strategies take
multiple experiences to develop. Students must
learn how to identify and categorize concepts,
how to define relationships between concepts,
and must, through repeated practice, learn to
organize concepts and propositions defined
through relationships between concepts in a
hierarchical fashion.
 The
learning benefits are exceptional.
Concept mapping facilitates depiction of
the structure of ideas within a domain, explicit
description of concepts and their
interrelationships, and active relating of new
ideas to previous knowledge (Jonassen, Peck,
& Wilson, 1999).
This lesson serves as an introduction to
concept mapping using Inspiration where students
are challenged to map important concepts and
ideas from Watershed Radio’s January 4, 2002
“Underwater Grasses” article (see URL in
resources section of lesson plan). Due to the
introductory nature of the lesson, it is highly
structured. Less scaffolding should be provided
for students who are experienced concept mappers.
Where concept mapping software or computer
resources are not available, this lesson can
alternatively be adapted as a paper and pencil
learning experience.
The
student will be able to:
1.
use basic customization features of
Inspiration.
2.
create concept boxes, make links between
boxes, and label links.
3.
arrange map concepts hierarchically,
staying within page limits for printing.
4.
create and use text boxes.
5.
save files to specified folder locations.
6.
use the Windows task bar to switch
between applications (Internet Explorer and
Inspiration for example) as needed in order to
complete a learning task. (optional)
Science
and ELA ILO’s
The
student will be able to:
1.
define, giving examples: concepts,
relationships, propositions.
2.
given text,
(a)
select important concepts and order from
most general to most specific.
(b)
define relationships between concepts.
(c)
relate new ideas presented through text
to previous knowledge.
3.
define: submerged aquatic vegetation (SAV)
4.
describe importance of underwater grasses
to estuary ecology.
5.
identify species for which SAV’s
provide habitat.
Corresponding
NYS Performance Indicators
MST:
Computer Technology 5.3 Computers,
as tools for design, modeling,
information
processing, communication, and system control,
have greatly increased human productivity
and
knowledge.
MST:
Information Systems 2.1
Information
technology is used to retrieve, process, and
communicate information and as a tool to enhance
learning.
Corresponding
NYS Performance Indicators
ELA:
Listening and Reading 1.1
Listening
and reading to acquire information and
understanding involves collecting data, facts,
and ideas; discovering relationships, concepts,
and generalizations; and using knowledge from
oral, written, and electronic sources.
ELA:
Speaking and Writing 1.2
Speaking
and writing to acquire and transmit information
requires asking probing and clarifying
questions, interpreting information in one’s
own words, applying information from one context
to another, and presenting the information and
interpretation clearly, concisely, and
comprehensibly.
MST:
Living Environment 4.6
Plants
and animals depend on each other and their
physical environment.
MST:
Living Environment 4.7
Human
decisions and activities have had a profound
impact on the physical and living environment.
Materials
1.
Internet Resource: Watershed Radio, January 4,
2002, “Underwater Grasses.” Online. Available:
http://www.watershedradio.org/january2002/010402under.htm
Ó
Sierra Club and the Smithsonian Institution (Either
pre-print this article with important concepts set
in boldface or direct students to access it by Web
browser.)
2.
Inspiration Softwareâ
(See Inspiration Software, Inc. Web Site at
http://www.inspiration.com/home.cfm
for ordering information.)
3.
Pre-made, display size sample concept map that
depicts some aspect of your class.
4.
“Introduction to Concept Mapping Using
Inspiration: Why are Underwater Grasses
Important?” sheets (see attached file)
Procedures
Establish set by showing a sample concept
map that you have made. The map should be large
enough for display purposes or projected onto a
screen. Select some aspect of your class to depict
(ie. a recent funny incident, student
characteristics, areas of study).
Explain to students that they will be
making their own concept maps. Discuss the meaning
of concept (person, place, thing, idea, or event)
and have students list the concepts in the concept
map. Ask students to identify related concepts
that could be included on the map. Next, explain
how relationships between concepts are defined on
a concept map. Have students suggest ways that
additional concepts could be added to the map.
The introductory paragraph of Watershed
Radio’s “Underwater Grasses” article is the
basis for students’ first concept maps. Read
through the paragraph together. Then have the
students select important concepts from it. Next,
engage students in determining which concepts are
the most general and inclusive and which are more
specific, thus establishing a hierarchy.
While at the computers, students will
follow directions on their “Introduction to
Concept Mapping Using Inspiration: Why are
Underwater Grasses Important?” sheets in order
to create their own concept maps. As written, the
direction sheets provide lots of scaffolding.
Important concepts are identified for students.
They only have to determine appropriate links and
link labels.
This skill is difficult at first. Many
students will need teacher help as they work to
define relationships between the concepts. More
advanced students can be challenged to add more to
their maps as they read other parts of the
“Underwater Grasses” article. Students also
should be encouraged to add related concepts from
previous learning. For example, a student who has
recently learned about blue crabs knows that
underwater grasses provides habitat for blue
crabs. The student should add this information to
the concept map even though it is not mentioned in
the “Underwater Grasses” paragraph.
In
order to make this introductory concept mapping
learning experience easier, you may choose to make
paper copies of the “Underwater Grasses article
from Watershed Radio (http://www.watershedradio.org/january2002/010402under.htm
). This reduces the cognitive load on students in
two ways. First, they will not need to use the
Windows task bar to switch back and forth between
applications. Second, with important concepts
already identified in boldface, students can focus
on arrangement and defining links between
concepts.
Assessment
During
class instruction, question students frequently in
order to get a sense for their understandings of
concepts and relationships (ELA and Science ILO #
1). You may wish to have students create
mini-concept maps using paper and pencil before
using the computers in order to assess their
initial concept mapping skills (ELA and Science
ILO #2).
During
individual work time at the computers, keep track
of student questions and the problems that they
run into (Computer Use ILO #’s 1 – 5, 6 opt.).
Use this information to plan further experiences.
The goal is to gradually reduce scaffolding as
students grow in skills.
Completed
concept maps will serve as formative assessment of
student abilities to:
(a)
identify concepts, establish conceptual
hierarchies, define relationships between
concepts, and relate new knowledge to previous
knowledge (ELA and Science ILO # 2),
(b)
define submerged aquatic vegetation,
describing its importance in the balance of nature
(ELA AND SCIENCE ILO #’s 3 – 5), and
(c)
Use Inspiration software in order to create
concept maps (Computer Use ILO #’s 1 – 5, 6
opt.).
Design
quiz, test, or summary worksheet items in order to
further assess science content knowledge
acquisition (ELA and Science ILO #’s 3 –5).
Teacher
Resources
Novak,
Joseph D. and Gowin, D. Bob. (1984). Learning
How to Learn. Cambridge University Press.
Plotnick
, Eric. (June 1997). “Concept Mapping: A
Graphical System for Understanding the
Relationship Between Concepts.”
ERIC Clearinghouse on Information and
Technology. Online.
Available: http://ericit.org/digests/EDO-IR-1997-05.shtml
June 1997. Accessed
February 5, 2002.
Freeman,
Greg. “Concept Map.” Graphical Organizer
Homepage. Online Available:
http://www.graphic.org/concept.html
Accessed February 5, 2002.
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