GO--+Concept-Inquiry+Map

Type
PRESENT

Description
A **graphic organizer** lists the constituent elements of a topic, generally as words or phrases within closed shapes, and then shows connections among those elements and between those elements and the topic, generally as lines drawn between the shapes. In this case, a branching tree diagram begins with the word //Organism// and ends with //examples// of Needs and Characteristics of organisms.

Purpose
In general, to illustrate the components of an idea, behavior, or object. Also, to examine the relationships between those components. In this case, to build an understanding of the Needs and Characteristics of Living Things.

Range
Grade 3+

Fruitility
**Concept mapping** focuses student thinking on the //connective tissue// that binds factual details and procedures together to form larger, more complex ideas and processes. Understanding the relationships among an idea's facets helps to develop a more detailed picture of the concept being studied, and that more detailed picture will carry more meaning and survive longer in a student's memory. Creating this **concept map** focuses student thinking on //the reasons why// something is an essential Need and //the results of having// a certain Characteristic, making this project a good exercise in critical thinking.

Features
I asked my students to make a **concept map** as the main activity for their study of the Four Needs and Six Characteristics of All Living Things. We used the online mapping site bubbl.us, which has colorful tools and a much gentler learning curve than the (excellent Freemind) program that was installed on their powerbooks. I provided three basic questions that were meant to guide the growth of their maps from an organism's Needs and Characteristics to the //consequences// of having those attributes to an //example// of each of these attributes. This goal of this lesson was simply to know and remember those ten attributes. Making a **concept map** brought higher levels of thinking into the game while highlighting the //process of classification// itself, an idea that is central to the students' next unit: the taxonomy and diversity of the kingdom //Animalia//.