LESSON

CONCEPT
REVIEW

The Concept Map

The purpose of this activity is to examine differing types and structures of activities within
the context of the inquiry cycle and see how these might be used to support inquiry
process skills and content learning in an inquiry-based curriculum unit.

The following example lesson is representative of other lessons of this type. Please review
this lesson to address the following questions, which you will then post in this discussion
thread:

1. Briefly describe what you think the primary focus of this TYPE of lesson is (in the
context of the inquiry cycle). Don’t focus on the content of this lesson specifically, but
the type of thinking and learning that this type of lesson encourages.
2. What are the critical components of this type of lesson? What seems to need to be
included in the lesson to make it work?
3. When would this type of lesson seem to work best in the learning cycle?
4. What aspects of instruction with this type of lesson might a teach need to consider
regarding pacing, media, grouping, assessment, materials, or other aspects of
teaching?
5. What three things might you suggest to a teacher who is considering using this type of
lesson?
 Learning Set 2
Session 2

Session 2
Integrating Concepts
concepts on their list, and construct
Purpose individual concept maps.
• Integrate and refine understanding of • Group Concept Maps: Students work
motion, reference point, force, and together to create a group concept map
Newton's 1st Law of motion. they agree on. Students then construct
• Relate Newton's 1st Law of motion and an individual explanation paragraph for
force to the anchoring experience and their group maps.
the driving question.
Lessons 2
Overview • Newton’s 1st law and the Egg and
The goal of the last two sessions was to Cart: Students relate the concepts
define Newton’s First Law of Motion. learned to the driving question by
Students have used such words as, force, revisiting the 4 questions and writing a
motion, stopping, push, pull, and mass to response to “Why did I keep going
explain phenomena they have observed. when my bike stopped?”
Newton’s 1st law has also been applied to
the question “Why did I keep going when Home session
my bike stopped?” During this session
• Work on individual concept maps
students represent their understanding
• Construct explanation paragraph for
through concept mapping. Students will
group concept map and answer to “Why
brainstorm a list of ideas or concepts related
did I keep going when my bike
to Newton's 1st Law, and write statements
stopped?”
that relate the ideas. Each student will first
construct their own concept map then
student groups will construct a group Materials
concept map. As students construct their Inclined plane
group maps students must discuss the Cart
common or different ideas or concepts in Plastic egg
their map, how the concepts are related, and Support stand
come to an agreement on a group map. If a 2 support rods
student does not agree with an aspect of the Clamp
concept map they can note this and why.
Ideas are applied to the anchoring Time
experience when the egg and cart Two fifty minute periods
demonstration is repeated. The students
write a paragraph that describes their Preparation
concept map and how it relates to “Why did For Lesson Two
I keep going when my bike stopped?” Set up inclined plane for egg and cart
demonstration re-enactment.
Lessons 1
• Individual Concept Maps: Students
individually brainstorm a list of
concepts related to motion, construct
relationship statements between the

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 Learning Set 2
Session 2

Lesson 1 Objective

Connecting motion, force and 1st law

Using words and ideas developed during this learning set (motion, relative motion, force, 1st
law), students design a concept map to illustrate how these ideas are related and describe the
group concept map.

Assessment criteria
Concept maps will include the ideas related to motion, relative motion, force, and 1st law as
defined in this learning set. Maps will include a hierarchy of ideas and links with connecting
ideas. Descriptions will identify and explain points of disagreement with group members about
final maps.

Lesson One Integrating Concepts

Individual Concept Maps

Post the question “Why did I keep going when my bike stopped?”
Have students brainstorm a list of concepts or ideas they have
learned that help to answer this question. Have a number of students
share their responses. Then give each student one more chance to
add to his or her list.

Set-up the task

“Over the last couple of sessions we have observed a

number of demonstrations and have done a few
Artifacts experiments to help us answer the question “Why did I
This is an opportunity for keep going when my bike stopped?” You have just
students to create an brainstormed a list of ideas and concepts that you have
artifact that demonstrates learned. Today and tomorrow you will construct a
their understanding. concept map or graphic organizer to show how all the
ideas or concepts you learned are related. You will first
work independently to make a list of statements that
relate one concept to another and then you will actually
construct your map.”
Modeling
Concept Mapping NOTE: If your students have never done concept mapping or
By modeling the concept graphic organizers, model through one concept mapping exercise
mapping and the thought using a topic familiar to them.
process behind it, you
will be able to remind An example to use if your students need a review:
students of how to do a
concept map. The depth Have students brainstorm a list of ideas that come to mind when you
of the explanation is say the word dog. Place the list on the board.
dependent on the
knowledge of the class. dog, head, tail, growl, fear, trust, paws, leash, collar etc.
Have the class group the words in to broad categories. Place the
categories on the board.

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 Learning Set 2
Session 2

parts, feelings, accessories

Work as a class to write relationship statements for the concepts
using linking words. Write the relationships on the board.
dog has parts
head is a part
tail is a part
dogs make me fearful
fear is a feeling
dogs can growl
dogs wear accessories such as a leash
dogs wear accessories such as a collar
Work as a class to organize the concepts into a concept map. Draw
map on board.

dog
has wear

parts accessories

is a is a
such as such as
is a
head paws
tail collar leash

Creating Individual Maps

Have students brainstorm a list of ideas or concepts related to

Concept Newton's 1st Law and “Why did I keep going when my bike
mapping. stopped?” They may generate a list such as:
Concept mapping
supports students in Newton's 1st Law
thinking about concepts Force object
and how concepts are Push at rest
related. Pull in motion
Stopping

Concept • Students’ lists will vary depending on the student’s level of

Maps
Concept maps are good
tools for assessing
students’ understanding.
These maps show how
students are grouping
and relating ideas. Using
a rubric will make
understanding.
• Students may not include all of the concepts above or they
may include additional a concepts.
• Students may use other words to represent the same
concept. For example, some students will use the word
weight as opposed to mass.
• Some students may add Newton’s Law or Newton's 1st
Law

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 Learning Set 2
Session 2

scoring concept maps Law.

easier. Also, write
comments for students so Have students construct relationship statements between concepts
they will be able to on their list.
improve their work.
For example: (This relationship list is not complete and student
relationships statements may vary.)

Newton's 1st Law is related to force

Scoring Force is a push
Rubrics Force is a pull
Scoring rubrics for Force may cause motion
student concept maps are Objects can be in motion
included in appendix A. Objects can be at rest
Two different types of Reference point defines motion
scoring schemes are Reference point defines rest
offered. You may decide
to modify the items on Have students construct their concept maps. Students should draw
one of the rubrics. In relationships between concepts and include any linking words that
order for student to will help to explain the relationship.
perform well according to
your rubric students For example: (This map is not complete and student maps do not
should be given a copy of have to look like this.)
the final rubric before
they begin their concept
maps.

Home Session
If you had to do a review of concept mapping, class will finish
before they get a chance to complete their individual concept maps.
For home session students should finish their relationship
statements and draw their concept map

If no review was done of concept mapping at the beginning of the

class then students are probably at some stage of work on their
individual maps and should continue to work on them for home
session.

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 Learning Set 2
Session 2

Integrating Concepts
Group Concept Mapping

Overview
Today students will create a group concept map, revisit the egg and
Collaborative cart demonstration, and revise their answers to the 4 questions.
Concept Mapping
Collaborative concept
mapping supports
Group Concept Mapping
students to strengthen the
understanding they Have students review their individual concept maps and make any
developed when last minute changes. For those who did not complete their home
constructing individual session they have about ten minutes to get something on paper.
concept maps.
Collaboration provides Set-up the task
students the opportunity
to exchange ideas, ask The students worked on their individual concept maps during the
questions, offer previous class and for home session. Today they work on group
explanations and concept maps. When they get into their groups they must work
justifications, and to together to come up with a concept map that they all agree on. This
negotiate meaning. concept map must show all the concepts they have learned and how
they are related as they did for their individual maps; BUT this time
they must also write a paragraph that describes their group concept
map for home session. They have to explain what their concept map
shows. If anyone disagrees with a part of the group concept map
and they cannot come to an agreement then that student must write
down what they disagree with and why. At the end of class
everyone must hand in their individual brainstorm list, relationship
statements, and concept map in addition to the group concept map
packet.

Note: Review with the students how they should work in their
groups. This is important, especially if this is their first time
working through this process.

Have students work with their groups to construct a group concept

map.

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