web 2.0 presentation documents

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Discussion

Mind Maps give students an image of a problem, subject, or topic, and helps the learner

retain this information.

Background

Tony Buzan

late 1960's

Graphical technique of taking notes or visualizing thoughts or ideas.

Structured around one central concept, word or idea, with branches and sub-branches of

related ideas.

Mind Mapping

Used to focus meetings, define business strategies, and streamline productivity

Organize notes and thoughts to improve retention and understanding of a subject

Teachers create as handouts to students during the learning process to aid in focusing

Pre-mapping diagrams for students to fill in during the learning process

Students create as they read to see structure of topic and retain information

Class collaboration is natural progression in the use of Mind Maps

Adapting the Think-Pair-Share model to the Think-Rap-Map model

Further discussion can be found at

http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdf.

Mind Maps focus information around a central main idea, point, or topic with details radiating

outward. Research shows that this is more in keeping with the natural way our brains work.

Students can then see these maps in their minds eye as they are tested on the information.

A list appears in Wikipedia comparing various software/shareware available for Mind Mapping.

Seehttp://en.wikipedia.org/wiki/List_of_mind_mapping_software.

Bubbl.us

Free, on-line, asynchronous, collaborative mind mapping
http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://en.wikipedia.org/wiki/List_of_mind_mapping_softwarehttp://en.wikipedia.org/wiki/List_of_mind_mapping_softwarehttp://en.wikipedia.org/wiki/List_of_mind_mapping_softwarehttp://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://en.wikipedia.org/wiki/List_of_mind_mapping_software


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Options allow the thinking and note taking to be the focus rather than the tool

Try it without registering

Register with just an e-mail address to allow collaboration and invite others to view

sheets. E-mail Password

Tested and ran on Windows 98 with only 95 MB RAM.

Bubbl 2.0 Beta, a second version is now available on line

Using Bubbl.us

To begin, open a New Sheet and enter the main idea or topic in the center bubble. As you place

you cursor on the bubble, other tools will appear. These disappear when not in use.

To add other ideas, use the sibling (on the right) or child buttons (on the bottom).

You can move and rearrange bubbles by clicking and dragging. Or you may pin it all together

and move the entire map to view just a small section.


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Changing colors is accomplished by using the button in the lower left corner.

To delete a bubble, simply click on the X in the upper right corner. Turn you sound up to hear it

blow up.

Your completed map can be saved or printed using the menus as they appear. When you invitefriends, their name will appear on your friends list. To collaborate with them, add their names

to the pages you wish to share with them. In the window to the right of their names click on the

icon on the far right for full edit and the one closest to their name for read only privileges.

You may scroll in and out and set print screen to any size.


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Additional lines may be added to show relationships within various parts of the map by clicking

on the blue swirly in the bottom right-hand corner and drag an arrow to another bubble.

Conclusion

Mind mapping is an interactive, active, collaborative, visual organization of ideas that can beused by students and teachers to improve learning, understanding, and retention of concepts and

important data.

A few shameless plugs:

Presentation created atwww.Prezi.com

Opening Graphic created at www.wordle.com

T-shirts created at www.Customink.com

References

(2004). PA teacher's guide mind mapping. Retrieved from

http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdf

Eddelman, K,, & Amelyan, L. (n.d.).Bubbl. Retrieved from http://bubbl.us/

. (n.d.). List of mind mapping software. Wikipedia. Retrieved (2009, September 20) from

http://en.wikipedia.org/wiki/List_of_mind_mapping_software
http://www.prezi.com/http://www.prezi.com/http://www.wordle.com/http://www.customink.com/http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://en.wikipedia.org/wiki/List_of_mind_mapping_softwarehttp://www.prezi.com/http://www.wordle.com/http://www.customink.com/http://publicachievement.org/TeacherGuide/pdfs/MindMapping.pdfhttp://en.wikipedia.org/wiki/List_of_mind_mapping_software


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. (n.d.). Mind map. Wikipedia. Retrieved (2009, September 20) from

http://en.wikipedia.org/wiki/Mind_mapping

US Trademark, USPTO Trademark Application and Registration Retrieval system

Mind Mapping Rubric

4 3 2 1

Comments

made to the

Mind Map

Comments madeare relevant and

show a high

degree of

understanding ofthe main topic.

Several levels of

informationshow depth of

understanding.

Comments madeare relevant and

show a high

degree of

understanding.Comments are

made in a

general level andlack depth of

understanding.

Someinformation is

added to the

chart showing an

generalunderstanding of

the main topic.

Information isfaulty or added at

the wrong level

showing a lack of

understanding ofthe main topic.

Connections

made on the

Mind Map

Comments made

on several levels

showing clearunderstanding of

the relationships

between thetopics.Additional

relationship lines

are addedshowing cross

relationships.

Comments made

on a few levels

showing anunderstanding of

levels of

importance ofinformation.

Comments made

relate to the topic

but are missinglevels of

information or

are listed on thewrong level.

Comments made

do not relate

directly to themain topic to

which it is

connected.

Additions made

on Time

Several

comments are

added within the

time frame

Some comments

are added within

the time frame

showing research

Time prohibited

the posting of

comments

although

Research was

incomplete

leading to lack of

time to post
http://en.wikipedia.org/wiki/Mind_mappinghttp://tarr.uspto.gov/servlet/tarr?regser=serial&entry=73823774&action=Request+Statushttp://en.wikipedia.org/wiki/USPTOhttp://en.wikipedia.org/wiki/Mind_mappinghttp://tarr.uspto.gov/servlet/tarr?regser=serial&entry=73823774&action=Request+Statushttp://en.wikipedia.org/wiki/USPTO


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showing efficientresearch and

understanding of

the assignment.

was completed. research wascompleted as

shown with

evidence.

comments.

Technology Student is able to

add bubbles andcomments with

speed and

accuracyshowing properkeyboarding

skills.

Student is able to

add commentswith very few

mistakes and

uses properkeyboardingskills.

Student has some

difficulty inusing the tool to

add comments.

Keyboardingskills showerrors.

Student is unable

to keyboard anduse input devices

to successfully

complete theassignment.

Bubbl Stuff

Regions of the U.S. Students are broken up into groups and each given a topic (naturalresources, agriculture, landforms, cities, attractions, etc.) to research and add to the bubbl chart.

Writing Students can brainstorm and plan main ideas and supporting details of paragraphs.

Beginning Sounds Students can use cards to build words with certain beginning sounds and

then type them into a bubbl. This can be used as a center activity.

Parts of Speech Students can input modifiers of nouns and verbs. They can list the adjectives

of one specific noun, ex: words that describe a dog or create lists of particular types of words,

ex: other words for big or other words to use instead of say or prepositions. Afterwards thestudents can write a paragraph using all of the words they discovered. Another fun activity

would be to write a preposition poem.

Continents Students can list languages, religions, cities, etc. of a particular country in on a

continent or the countries in a continent.

Causes of Revolutionary War (WWI, WWII, etc.) Causes can be listed as well as major

battles, people involved and their roles, and also the after effects of a particular war.

Mammals/Reptiles/Amphibians This can be easily adapted to grade levels from something asbasic as listing different species to body parts, or even different breeds.

Prehistoric Eras Students can research the eras separately and list major happenings andwhatever life may have existed. The class can then create a timeline from the completed Bubbl.

Multiplication Facts


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Homophones and homographs

Steps in a Process Students can list steps in preparation for writing a how-to composition.

The People in My Community The teacher creates the central Bubbl and the studentsresearch a job to add to the Bubbl with at least three details of the services provided.

Mind Mapping Lesson Plan

Social Studies 5th grade

Objective: The students will be able to identify the states, landforms and geographical sites,

cities, natural resources, climate, and vegetation of the five regions of the United States.

TEKS:

SS 5.1 History. The student understands the causes and effects of European

colonization in the United States. The student is expected to:

(A) explain when, where, and why groups of people colonized and settled in the United

States

SS 5.6 Geography. The student uses geographic tools to collect, analyze, and

interpret data. The student is expected to:

(A) apply geographic tools, including grid systems, legends, symbols, scales, andcompass roses, to construct and interpret maps; and

SS 5.7 Geography. The student understands the concept of regions. The student is

expected to:


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(B) describe a variety of regions in the United States such as landform, climate, and

vegetation regions that result from physical characteristics; and

(C) locate the fifty states on a map and identify regions such as New England and the

Great Plains made up of various groups of states.

SS 5.8 Geography. The student understands the location and patterns of settlement

and the geographic factors that influence where people live. The student is expected to:

(A) identify and describe the types of settlement and patterns of land use in the UnitedStates;

(B) describe clusters of settlement in the United States and explain their distribution;(D) explain the geographic factors that influence patterns of settlement and thedistribution of population in the United States, past and present.

SS 5.9 Geography. The student understands how people adapt to and modify their

environment. The student is expected to:

(B) identify reasons why people have adapted to and modified their environment in theUnited States, past and present, such as the use of human resources to meet basic needs;

and

(C) analyze the consequences of human modification of the environment in the UnitedStates, past and present.

SS 5.25 Social studies skills. The student applies critical-thinking skill organize and

use information acquired from a variety of sources including electronic technology.The student is expected to:

(B) analyze information by sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, finding the main idea, summarizing, making

generalizations and predictions, and drawing inferences and conclusions;(C) organize and interpret information in outlines, reports, databases, and visuals

including graphs, charts, timelines, and maps

Lesson Preparation:

*Previous classroom reading and discussion (Scott Foresman Social Studies OverviewLessons 4 and 5), and/or United Streaming video: From Sea to Shining Sea Pacific

West Region, Southwest Region, South Central Region, Middle Atlantic Region,

Mountain West Region, Midwest and Great Plains Regions, and New England Region).

*Research either in the library and/or computer lab.

Materials:

*Research materials

*Pencil & Paper

*At least on computer connected to the Internet

*Atlas


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Guiding Questions

Why do we use regions to identify states and places on a map?

What are the characteristics (landforms, resources, vegetation) of each region?

How does the climate affect the vegetation in each region?

What is the difference between renewable and nonrenewable resources?

How did geography and economic opportunities influence where people settle (land use

and proximity to water)?

Academic Language

Landform Region

Vegetation Climate

Precipitation Environment

Settlements Population

Agriculture Renewable resources

Nonrenewable resources Geography

Procedure:

1. Divide the students into groups of no more than 4 and assign the following jobs:

Input (types data into computer), Recorder (records information to be input into

computer), Researcher (locates data to input), Time-keeper (makes sure everyone is on

task and keeps an eye on the computer for availability). Even though there is a

designated researcher everyone in the group is to help in locating information to add to

the mind map.

2. Each group is assigned a region and within the group each person is assigned either a

state or an attribute such as agriculture, climate, landforms, etc.

3. Students research their assignment using the Internet or library.

4. Groups compile and consolidate their contributions and prepare them so that the Input

person can easily add the information to the Bubbl.

5. Groups take turns adding their data on the mind map. Groups will be given an order

of which one will go first. They have a 15 minute time limit to get their information onto

a Bubbl.


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6. Once each group has completed their mind map they will print one out for the group

to use to create some sort of product such as a power point presentation, a poster,

diorama, brochure, etc.

7. The groups will be graded on accuracy of information, participation, and quality of

end product. See rubric.


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Making A Brochure : U. S. Regions Brochure

Teacher Name: Ms. Bryant

Student Name: ________________________________________

CATEGORY 4 3 2 1

Writing -Organization

Each section inthe brochure has

a clear beginning,

middle, and end.

Almost allsections of the

brochure have a

clear beginning,

middle and end.

Most sections ofthe brochure have

a clear beginning,

middle and end.

Less than half ofthe sections of the

brochure have a

clear beginning,

middle and end.

Writing -

Grammar

There are no

grammatical

mistakes in the

brochure.

There are no

grammatical

mistakes in the

brochure afterfeedback from an

adult.

There are 1-2

grammatical

mistakes in the

brochure evenafter feedback

from an adult.

There are several

grammatical

mistakes in the

brochure evenafter feedback

from an adult.

Spelling &

Proofreading

No spelling errors

remain after oneperson other than

the typist reads

and corrects the

brochure.

No more than 1

spelling errorremains after one

person other than

the typist reads

and corrects thebrochure.

No more than 3

spelling errorsremain after one

person other than

the typist reads

and corrects thebrochure.

Several spelling

errors in thebrochure.

Content -

Accuracy

All facts in the

brochure areaccurate.

99-90% of the

facts in thebrochure are

accurate.

89-80% of the

facts in thebrochure are

accurate.

Fewer than 80%

of the facts in thebrochure are

accurate.

Attractiveness &

Organization

The brochure has

exceptionallyattractive

formatting and

well-organized

information.

The brochure has

attractiveformatting and

well-organized

information.

The brochure has

well-organizedinformation.

The brochure's

formatting andorganization of

material are

confusing to the

reader.

Graphics/Pictures Graphics go well

with the text andthere is a good

mix of text and

graphics.

Graphics go well

with the text, butthere are so many

that they distract

from the text.

Graphics go well

with the text, butthere are too few

and the brochure

seems "text-heavy".

Graphics do not

go with theaccompanying

text or appear to

be randomlychosen.


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HyperStudio/Powerpoint Appearance and Content : U. S. Regions Power Point

Teacher Name: Ms. Bryant

Student Name: ________________________________________

CATEGORY 4 3 2 1Text - Font Choice

& Formatting

Font formats (e.g.,

color, bold, italic)have beencarefully plannedto enhancereadability andcontent.

Font formats have

been carefullyplanned toenhancereadability.

Font formatting

has been carefullyplanned tocomplement thecontent. It may bea little hard toread.

Font formatting

makes it verydifficult to read thematerial.

Content -Accuracy

All contentthroughout thepresentation isaccurate. Thereare no factualerrors.

Most of thecontent isaccurate but thereis one piece ofinformation thatmight be

inaccurate.

The content isgenerallyaccurate, but onepiece ofinformation isclearly flawed or

inaccurate.

Content is typicallyconfusing orcontains morethan one factualerror.

Spelling andGrammar

Presentation hasno misspellings orgrammaticalerrors.

Presentation has1-2 misspellings,but nogrammaticalerrors.

Presentation has1-2 grammaticalerrors but nomisspellings.

Presentation hasmore than 2grammaticaland/or spellingerrors.

Sequencing ofInformation

Information isorganized in aclear, logical way.It is easy toanticipate the typeof material that

might be on thenext card.

Most informationis organized in aclear, logical way.One card or itemof informationseems out of

place.

Some informationis logicallysequenced. Anoccasional card oritem of informationseems out of

place.

There is no clearplan for theorganization ofinformation.

Use of Graphics All graphics areattractive (sizeand colors) andsupport thetheme/content ofthe presentation.

A few graphics arenot attractive butall support thetheme/content ofthe presentation.

All graphics areattractive but afew do not seemto support thetheme/content ofthe presentation.

Several graphicsare unattractiveAND detract fromthe content of thepresentation.


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Cooperation Group delegatestasks and sharesresponsibilityeffectively all ofthe time.

Group delegatestasks and sharesresponsibilityeffectively most ofthe time.

Group delegatestasks and sharesresponsibilityeffectively some ofthe time.

Group often is noteffective indelegating tasksand/or sharingresponsibility.

Transitions All of thetransitions wereuniform andappropriatelytimed.

Most of thetransitions wereuniform andappropriatelytimed.

Some of thetransitions wereuniform andappropriatelytimed.

None of thetransitions wereuniform andappropriatelytimed.