This week's thinking map is the bubble map. What topic did
you place in the middle circle and what words or phrases did your students use
to describe that topic? Was their frame of reference accurate or did you
have to guide their frame of reference? Did your students have a higher
or lower knowledge of the topic than you expected?
Going a bit further –
After the students have provided many adjectives to describe your topic, have
the class come to a consensus of the two best adjectives.
We did a bubble map on velocity as a review prior to the test for some of my fast-track classes. They described it with the formula, examples, and also how it is found through graphing.
ReplyDeleteWere they able to remember the concepts for the test?
ReplyDeleteI did a bubble map on Fitness of organisms (which is how well an organism can survive and reproduce)as a review for the test. The students filled in their frame of reference with things like T.V., books, the class, etc. They filled in the descriptions with reproduction, survival, natural disasters killing certain organisms, etc. They covered most of the topics that I thought they should have.
ReplyDeleteI used a bubble map to reenforce the concept of Natural Selection in my Honors Biology 1 class. I used it immediately after lecture to put our thoughts together on the subject. The "honors" kids like to wait until the teacher tells them what to write because they don't want to write down the wrong thing.
ReplyDeleteI did a bubble map on Forces as a bellwork question after we studied forces. We had a lot of descriptions, but ultimately chose "F=ma" and "push/pull" as the best two adjectives. The students all did a good job, but again it was a review; I am curious to try a different map where the students don't necessarily have any prior knowledge.
ReplyDeleteAfter watching a video on the Scopes Monkey trial, students completed a bubble map on the trial. Adjectives added were: fake, money-driven, disruptive, hoax, etc. Fake and money-driven were the best two adjectives they chose.
ReplyDeleteAP chm is studying a unit on electrochemistry....they used the bubble map to describe the different aspects of electrochemistry.
ReplyDeleteAP Biology used a double bubble map this week to look at differences in the structure and function of plant xylem and phloem.
ReplyDelete