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OER4Schools/Concept mapping: Difference between revisions
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{{Related resources|text= | {{Related resources|text= | ||
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic for a concept mapping activity. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods. Slide 15 of the ''Growing Maize'' resource shows the beginning of a flowchart ''from seed to nshima''. Flowcharts, like concept maps, are a useful method for organising material and finding relationships and connections between ideas. Completing the ''seed to nshima'' flowchart is a useful activity that will help students to focus on the main ideas to include in their concept map. Students could work collaboratively in groups to construct | The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic for a concept mapping activity. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods. Slide 15 of the ''Growing Maize'' resource shows the beginning of a flowchart ''from seed to nshima''. Flowcharts, like concept maps, are a useful method for organising material and finding relationships and connections between ideas. Completing the ''seed to nshima'' flowchart is a useful activity that will help students to focus on the main ideas to include in their concept map. | ||
'''Other ideas for using this resource''' | |||
You may wish to bookmark this resource and use it later when you have completed more of the OER4Schools course. Other ways that it could be used include: | |||
* Students could work collaboratively in groups to construct a flowchart (either manually or using software) of the traditional process for growing maize. | |||
* They could also complete an enquiry task (before watching slides 17-27) on how the process might be modernised. This could be a short task that harnesses students ideas either as a whole class activity or working in small groups and feeing back to the class. (There is more information on enquiry based learning in Unit 5.) | |||
* An interactive lesson with a combination of these activities could be designed. (There is more information on designing interactive lesson plans at the end of Unit 3.) | |||
[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]] | [[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]] | ||
