Concept Mapping

Concept maps are graphic organizers that allow students and teachers to organize ideas and concepts.  This concept map allows students to visualize the flow of religion, technology, and art throughout the regions of the Silk Road. 

Cities of the Silk Road

Name: Amber Schaffer	Date:10/02/10
Lesson Title: Cities of the Silk Road	Grade/Level: 6
TN State Learning Accomplishments: : http://www.state.tn.us/education/curriculum.shtml  6.2. Spi.2.Identify major trade routes (i.e., silk roads, Persian trade routes, African trade routes, Mediterranean trade routes, ocean routes). 6.3.01 Understand the characteristics and uses of maps. a. Use the basic elements of maps and mapping. b. Identify the locations of certain physical and human features and events on maps and globes.
NETS-S Performance Indicators: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm  #3 Research and Information Fluency b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
NETS-T Performance Indicators:  http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm #3. Model Digital-Age Work and Learning c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
TN State Computer Technology Learning Accomplishments: http://www.state.tn.us/education/ci/computer/index.shtml 6.2.1. Students will understand the ethical, cultural, and societal issues related to technology. a. Practices ethical and legal behaviors when using information and technology, and discuss ramifications of misuse. d. Demonstrate knowledge of responsible, safe, effective and efficient use of telecommunication/Internet. e. Demonstrate knowledge of responsible, safe, and ethical use of networked digital information. 6.5.1. Students will use technology to locate, evaluate, and collect information from a variety of sources. a. Apply appropriate electronic search strategies in the acquisition of information including keyword and/or Boolean search strategies. b. Use on-line help and other documentation.
Essential Question: What are the major cities of the Silk Road and their characteristics?
Concept Map Integration Plan: A concept map will be used by students to help identify examples of political and physical characteristics of maps to be used in the development of their group project.  The third tier of the map can be brainstormed by the class or provided by the teacher.  Each student will get a copy to be used for later review.
Brief description of the Instruction Plan: The class will go on a virtual field trip to the Silk Road.  The teacher will answer questions as they arise during the virtual field trip.  After the field trip is completed there will be a brief discussion on transmission of ideas, culture, technology, and again student questions.  Each student will be given a copy of a blank concept map.  The students will break into three groups.  Each group will be assigned a region of the Silk Road (Asia, Europe, Middle East).Each group must fill in the blank sections of their concept map.  They must first fill out top bar which is the region.  The arrows show the three types of things that were transmitted along the Silk Road.  Then the students will fill in the ovals to give examples of technology, art, and religion that their assigned region transmitted.  The students can use the virtual field trip, books (including the text), and the internet to find the answers.  When each group has finished they will present their findings to the class.  Copies of the concept maps will be given out to use as study guides.
Additional Technology Integration to be Used: The virtual field trip is created on Microsoft Power Point.  Computers and internet can be used for researching.
Description of the ‘relative advantage’ of all technology being used in this lesson: The virtual field trip is created on Power Point.  I decided to use this method over an internet field trip for several reasons.  The first reason is due to differences in firewalls from system to system.  The second reason is there may be no internet connection available.  The students are to, text books, the library, and the internet to research their projects.  I feel that students should learn how to use different sources to garner information.  In using the internet students must use search engines to find information and must decide whether or not a website is provides accurate information.  I would like to present the concept map on a Smart Board of projector so that all of the students are able to look at it and work on it collectively.  I like to always plan an alternative in case the technology is not working or unavailable.