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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 sue_klemmer@fivetowns,net /. Mapping for Myself.

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Science literacy concept mapping

Science Literacy & Concept Mapping

Sue Klemmer Cosee 9/25/2010

Science literacy concept mapping

Sue Klemmer

Camden Hills Regional High School

25 Keelson Drive

Rockport, ME 04856

(207)236-7800 ext 317


Science literacy concept mapping

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 links as definitions
Map 1:Links asDefinitions

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)