p.196 #2

I have used concept mapping in my classroom for a number of years. There are two projects that the class does that I find this resource extremely valuable.

1. Bridge Building
2. Rockets

This concept diagram, web diagram, concept map (which I use interchangeably) idea is a precursor to a writing assignment that counts for two grades.

1. 20% for the scientific knowledge component of the final project rubric
2. one of the three quarterly writing assignments, which has counted up to five points of their grade

The students form into groups of three, I go alphabetically and if any are left over the two are added to groups. They begin with the central idea of rockets, or bridges. The students are encouraged to use the writing assignment, that is given to them at the time of this assignment and I have already gone over, so they have a strong background when they do the written test, as again it is a significant grade. The writing assignment consists of the national technology education standards which they choose two out of four of the following to write a minimum of five sentences. (They are strongly urged to write more than the minimum requirement.

Standard 3: Students will develop an understanding of the relationship between technology and other fields of study

Standard 8: Students will develop an understanding of the attributes of design

Standard 9: Students will develop and understanding of engineering design

Standard 11: Students will develop an ability to apply the design process

To model this project, I do a concept map on the board using a random word from the students as a practice example (bird, boat, fish, etc.). I also show them a bad example of a project, a fair example of the project, and two excellent examples of the project. One about rockets, that I have kept for a number of years because the students drew it so it is an obvious solar system, and the class is able to see that. They are given a large sheet of paper, ruler, colored pencils, dictionary and are sent to the lab to work on the tables. I let them work on it for two periods, and encourage them to look at other groups, for ideas. Some groups are more receptive to this idea than others.

The maps are graded as a test, which is twenty-five percent of their final grade, on a rubric. The majority of the students do well on this project and it helps them relate to the final writing assignment. I an going to expand this idea to the materials processing class.