presentation- graphic organizers
TRANSCRIPT
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WHY USE GRAPHIC ORGANIZERS?
* They help you understand how things go together
* They help you remember information better
* They make it easier to write your final draft
* They help organize any type of writing
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Who
Where
WhyWhat
When
STORY
* Condense and organize data
about multiple traits, fact, orattributes associated in a single
topic
* Useful for basic brainstorming
about a topic or simply listing allthe major traits related to a theme
T - REX
Size
Diet
Teeth
SkinWherefossils
found
Arms
Claws
When it
lived
* Can be used to create a graphic display describing
all you know about something (dinosaurs) when theylived, what kinds there were, how big they were, what
they ate, where fossils have been found, etc.
* Another use is a STORY STAR which describes the KEY
POINTS of a story or event noting the 5 Ws (who, when,where what and wh
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THE HERRINGBONE MAPor fishbone map
Supporting details
Main Idea
Supporting details* Used to explore the many aspects or effects of a complex topic,
helping the students to organize their thoughts in a simple, visual
way
* This is like the spider map, but it works for more complex topicsthat require more details to be enumerated
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Use a spider map to visualize an idea. Start with a main idea in the center.Each Branch will be a supporting idea which will then be branched for more
relating details.
TOPIC
Detail
Detail
Detail
Detail
Detail
Detail Detail
Detail
* Used to investigate and enumerate
various aspects of a single theme or
topic, helping the students to
organize their thoughts
* It also helps point out the areas
where the student must investigate
more
* Used to find methods that help your
study skills like taking notes,reading, memorizing, etc.
* Used to prepare for a writing
assignment; list the big ideas
concerning the topic, and think of the
attributes/qualities/functionsassociated with each of these ideas
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SICK FISH
POLLUTION
AIR
POLLUTION
WATER
POLLUTIONCAUSES
EFFECTS
SOLUTIONS
EFFECTS
CAUSES SOLUTIONS
LUNG
DISEASEPLANTS
AFFECTED
HYDRO
POWER
WIND
POWER
SICK
PEOPLE
OIL
SPILLS
RAW
SEWAGE PROCESSSEWAGE
BETTER OIL
TANKERS
FACTORIES
CAR
EXHAUST
* CLUSTER/CLOUD DIAGRAMS are a
type of non-linear graphic organizer
that can help to systematize the
generation of ideas based upon a
central topic
* Using this type of diagram, the
students can more easily brainstorm a
theme, associate about an idea, or
explore a new subject
* To create a cluster diagram, thestudent first thinks of as many terms
or ideas relating to the stimulus topic
as possible and then writes the
second-level ideas in circles attached
to the main topic. The student then
explores each of these new second-level ideas in turn, and for each, find
as many related ideas as possible
* Color coding can be very helpful in
making an easy-to-understand cluster
diagram
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Tree Diagrams are a type of graphic organizer that shows how
items are related to one another. The trees trunk represents the
main topic and the branches represent relevant facts, factors,
influences, traits, people, or outcomes.
If the topic involves a chain of events with a beginning and with
multiple outcomes at each node (like a family tree), use a tree
as your graphic organizer.
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1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992
* CONTINUUM OR TIMELINE DIAGRAMS are a type of
graphic organizer that are used to represent a continuum ofdata that occur in chronological (time) order or in sequential
order
* If the topic has a definite beginning and/or ending points,
and the data points are not discrete, use a continuum/timeline
* For example, a continuum or timeline diagram can be used
to display milestones in a persons life
* In making a timeline, the student must first determine
appropriate endpoints for the timeline and important
points/dates to label on the continuum
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65
4
3
2
112
11
10
9
8
7
CLOCK DIAGRAMS are used if the
topic involves a clock-like cycle. These
show how items are related to one
another in a time-oriented cycle
The students must identify the mainevents in the cycle, how one event
leads to another, and, if appropriate,
how the cycle repeats
For example, a story clock
organizer helps students depict the
plot development of a story (by writing
summaries and perhaps drawings in
the segments of the clock
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CYCLEDIAGRAMS
CYCLE DIAGRAMS show how items are related to one
another in a repeating cycle
These are used if the topic involves a recurring cycle of
events, with no beginning and no end
In making the cycle, the students must identify the main
events, how they interact, and how the cycle repeats
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FLOWCHART DIAGRAMS
Direction of flow
Starting, stopping,
or control point
Decision point
Processing takes
Input or output
This type of graphic
organizer visually display a
chain of instructions used to
complete an algorithm or other
complicated process
Flowcharts have abeginning, multiple possible
outcomes at some nodes, rules
at some nodes and possible
multiple endings
In flowcharts, different
symbols have different
meanings
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PEOPLE
PLANTSANIMALS
If the task involves examining the similarities and
differences between two or three items, use a VENN
DIAGRAM
This graphic organizer is made up of two or three
overlapping circles. In mathematics, Venn Diagrams are used
to visualize the relationship between two or three sets
It can be used to compare and contrast the characteristics
of any other items like group of people, individual people,
books, characters, animals, etc.
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#
legs
#body
segments
#
antennae
Exampl
e
Insect 6 3 2 Ant
Arachnid 8 2 0 Spider
Crustacea 10 2 4 crab
CHART/MATRIX DIAGRAM
is used if the task involvescondensing and organizing
data about traits of many
items
can be used to showattributes of items, to
compare and contrast topics,
and to evaluate information
can be used to show keyinventions, noting who
invented them, when, where
and why they were invented
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Y CHART DIAGRAM
LOOKS LIKE
Long
Thin
scalySOUNDS LIKE
quiet
hisses
FEELS LIKE
smooth
cold
Y-CHARTS are atype of three-part
chart
- Used if it involves
condensing and
organizing data
about traits of many
items- Used to help
organize what they
know about a topic
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PROS CONS
FUN
COMPANIONSHIP
SNUGGLING
CLEANLITTER BOX
COST OFFOOD
VET TRIPS
GETTING A CAT
If the task involves analyzing or
comparing with two aspects, use
a T-CHART
- making a decision by comparingadvantages and disadvantages
- evaluating pros and cons of a
topic
- enumerating the problems andsolutions associated with an action
- listing facts vs. opinions of a
theme
- explaining the strengths and
weaknesses of a piece of writing
- listing any two characteristics
of a topic
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FACT/OPINION DIAGRAMFACT OPINION
Diamondsare hard
Rubies arescarce
Opals arecostly
Diamonds arepretty
Rubies arenicer than
topaz
Opals are
bad luck Fact Opinion Why?
Used to help distinguish FACTS vs.
OPINIONS- FACTS are statements that can be
shown to be true or can be proved, or
something that really happened
- OPINIONS express how a personfells about something - opinions do
not have to be based upon logical
reasoning
This is a useful tool for
developing critical thinking
skills
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Alt.1 Alt. 2 Alt. 3 Alt. 4
+ + + +
- - - -
Decision to be made
Make the Decision
If the task is making a decision, use a
graphic organizer to enumerate possible
alternatives and the pros and cons ofeach
This is very useful in making a decision
because they force the student to think
about what the problem is, what the
possible alternatives are, and what theconsequences (positive and negative) of
each alternative could be. Then the
decision can be more easily analyzed
FOUR-STAGE DECISION-MAKING PROCESS
1 - State the decision that needs to be made
2 - List all possible alternatives
3 - List the pros and cons (the consequences) associated with each of the
alternatives
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PLUS MINUS INTERESTING
Many jobs
Museums
Restaurants
Parks
Expensive
Traffic
Pollution
Crime
More people
Mass transit
Shopping close to
airport
In this graphic organizer a student examines the Plusses, Minuses and
Interesting things (or Implications) associated with a topic, decision, or idea
* helps organize the students thought about making a decision
* evaluating the pros and cons of a debate topic
* comparing the advantages and disadvantages of an action
* for more complex decision in choosing from multiple alternatives
MOVING TO A BIG CITY
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Cat Dog Goldfish Parrot
Noisy? + + - +Has to bewalked?
- + - -
Sheds hair? + + - -
Semantic Feature Analysis is used in comparing
characteristics among a group of items, people, events, etc.
This examines the similarities and differences for simple
logic puzzles
A plus (+) or minus (-) or checkmark is generally used, but
a simple rating system (1,2,3) may also be used.
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Cause and Effect diagrams are also called sequence of
events diagrams that describe how events affect one
another in a process
Battery?
Switch?
Bulb?
Wiring?
DeadMissing
StuckOff
Broken
Missing
CorrodedBroken
Flashlight
doesnt work
CAUSESEFFECT
DISJOINTED EVENTS i hi h h
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DISJOINTED EVENTSin which each
cause has one effect
ONE CAUSE LEADING TO MULTIPLE EVENTS- in
which one cause has multiple effectsMULTIPLE CAUSES LEADING TO ONE EVENT- in
which multiple causes have one effect
(Fishbone diagram)
CHAIN OF EVENTSin which one eventcauses another, which triggers another,
etc., like the domino effect
CYCLE OF EVENTSin which a cyclic
causes/effects are repeated, like a
feedback loop
MORE COMPLEX EVENTS - in which
multiple causes and effects interact
Effect
Cause Effect
Cause
Cause
Cause
Cause
Effect
Effect
Cause/
Effect
Cause/
Effect Effect
Cause/Effect
Cause/
Effect
Cause/
Effect
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NOW
ANT
EARN
OW
What WeKNOW
What WeWANT toFind Out
What WeLEARNED
HOW CanWe Learn
More
Dinosaurs
are largeDinosaursare dead
They lived along time
ago
There is amovie aboutdinosaurs
How long
ago didthey live?
Why didthey die?
How do we
know whatthey lookedlike?
Who are thepeople who
studydinosaurs?
An
archeologisthas anexciting life
Dinosaurs eatplants andsome eatmeat
Somedinosaurswere giganticbut had small
brains
Research
Museums
Field Trips
Archeolo-
gical digs
Videos
Internetcomputersearch
DINOSAURS
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WHEN TO USE KWLH CHART?
If it involves analyzing and organizing what
you know and what you want to learn about a
topic before and after the research is done
Filling out this chart prepares a student for
reading about a topic, helps in reviewing what
has been learned about the material, giveshelp in obtaining more information, and
makes the students ready to write about what
theyve learned
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Cheese
60 %
Pepperoni
30 %
Black
Olive
10%* PIE CHART DIAGRAMS are usefulfor displaying information about thepercentages or parts of a whole
VOCABULARY MAP GRAPHICORGANIZER
Definition
Draw a
pictureWORD
Use the word in a sentence
Part ofSpeech
Synonym
Antonym
* These diagrams can be useful in
helping a student learn new vocabulary
words
* For each new vocabulary word, thestudent writes the word, its definition, its
part of speech (noun, verb, adjective,
adverb, etc.), a synonym, an antonym,
draws a picture that illustrates the
meaning of the word, and writes a
meaningful sentence using the word
PIE CHART (CIRCLE GRAPH) DIAGRAM
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This is used when the task involves analyzingthe five Ws (Who, What, When, Where and Why)
STORY
When
Who
Where
WhyWhat
Where
Who
When
TOPIC
What Why
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Where did itHappen?
Whathappened?
When did ithappen?
Who wasinvolved
In the event?
Why did ithappen?
How did ithappen?
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NAME
These can be veryuseful for collecting and
organizing the
information used to
write a biography
Guide the student
through finding pertinentinformation about a
person and after listing
it all, a biography can
now be easily written
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Many graphic organizers are useful to help
prepare for writing a report on animals. Before
writing, the student should think about and list the
major topics that will be researched and coveredin the report
Some of the topics may include the animals
anatomy, habitat and range, diet, enemies,lifespan, scientific name and classification, its
endangered status, method of reproduction or life
cycle, and other interesting facts
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Can be used to help formulate and organize a scientific experim
1. Observe, State Experimental Questions
2. Gather information
3. Formulate a Hypothesis
4. Design an Experimental to Test your Hypothesis
5. Perform the Experiment
6. Collect Data
7. Summarize Results
8. Draw Conclusions
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FACT 1:
FACT2:
FACT 3:
FACT4:
CONCLUSION:
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Record the main ideaat the center of the
bulls eye. Addquestions about theheading in the
second ring andgraphics in the outer
ring. Answer thequestions as you
read.
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PRIOR KNOWLEDGE TOPIC SURVEYInstruction: Respond to each statement twice- once before thelesson and again once after the lesson
* Write A if you agree with the statement
* Write B if you disagree with the statement
ResponseBefore
ResponseAfter
Topic : DINOSAURS
Dinosaurs are the most successful group
of land animals ever to roam the Earth
Paleontology is the study of fossils
Dinosaurs ruled our planet for over 150
million years
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Thank youBERNADETTE R. BEDIS
BAYASONG NATIONAL HIGH SCHOOL