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Science Literacy & Concept Mapping. Sue Klemmer Cosee 9/25/2010. Sue Klemmer Camden Hills Regional High School 25 Keelson Drive Rockport, ME 04856 (207)236-7800 ext 317 [email protected],net /. Mapping for Myself.

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science literacy concept mapping

Science Literacy & Concept Mapping

Sue Klemmer Cosee 9/25/2010


Sue Klemmer

Camden Hills Regional High School

25 Keelson Drive

Rockport, ME 04856

(207)236-7800 ext 317

[email protected],net


Mapping for Myself

  • identify key concepts & relationships
  • weed out peripheral information
  • re-sequence instruction
mapping with students
Mapping with Students

If you really want students to learn how to make concept maps …

then you have to be willing to take the time to teach them how.

map 1 dependent links
Map 1: Dependent Links

Can you spot the misconception?

map 2 finding symmetry
Map 2: Finding Symmetry

Can you spot the missed concept?

map 2 finding multiple links
Map 2: Finding Multiple Links

Can you spot the SAME missed concept?

teaching mapping
Teaching Mapping
  • start small and familiar
  • provide feedback & samples
  • have students share & combine maps
  • provide opportunities for revisiting maps
  • contrast maps with other reading comprehension techniques
  • have clear teaching & learning goals
  • have clear expectations (rubrics)
concept map rubric
Concept Map Rubric


  • Maps meet the standards in reading (comprehending vocabulary) and higher order thinking skills (applying & analyzing knowledge) when:
        • all required concepts are present.
        • all concepts are linked to at least one other concept.
  • all links have labels that make nontrivial, valid connections between concepts.
concept map rubric cont d
Concept Map Rubric - cont’d.


  • Maps exceed standards when they demonstrate use of the higher order thinking skill of synthesis. This can be shown as:
        • extra concepts that validly link given concepts to other topics.
        • extra links that show multiple valid connections between concepts.
  • a hierarchy or symmetry of concepts.
concept map rubric cont d1
Concept Map Rubric - cont’d.


Maps partially meet the standards when they show limited comprehension of vocabulary from context (reading) or limited demonstration of application or analysis (HOTS).

  • One concept is missing or unconnected OR 1-2 links are invalid/trivial. (B-)
  • One concept is missing/unconnected AND 1-2 links are invalid/trivial. (C)
concept map rubric cont d2
Concept Map Rubric - cont’d.


Maps do not meet the standards when they show lack of comprehension of vocabulary from  context (reading) or demonstrates little/no evidence of application or analysis (HOTS) or lack of understanding of concept mapping.

  • More than one required concept is missing OR >2 links are invalid OR the links do not form coherent “concept-link-concept” sentences. (C-)
  • More than one required concept is missing AND >2 links are invalid. (D)
  • The links are not labeled.(F)