concept map

1. C.S.I. COLLEGE OF EDUCATION
L.M.S. COMPOUND, PARASSALA
D
AY
RECORD OF COGNITIVE MAP
SEMESTER - IV
2019-20021
SUBJECT:
NAME OF STUDENT: bhilash.N..
OPTIONAL SUBJECT: .Anglish..
CANDITATE CODE: ..651935/00....
CERTIFIED THAT THIS IS A BONAFIDE RECORD
Principal
Member of Faculty
OLLEGEOF EDUQ
ICATIOA Place: Parassala
Place: Parassala
SThirmvamanthapurem. Date:
Date: 95 S92.
LAS
rs cOMPG RASSALA
P A R A
PCUND.

2. CONCEPT MAP

3. INTRODUCTION
A concept map is a visual diagram of a topic that can help you organize and process
information. When building a
concept map, you are often working with the flow of thought,
and a diagram allows you to move off onto tangents, group and sort ideas. Graphic organizers
are powerful tools because they force you to think outside the traditional outline. A concept
map can be a stand-alone document or used as a springboard for writing an essay, research
paper or a website.
Concept map refers to a visual organizer that can enrich students understanding of a
new concept. It is similar to
brainstorming and mind mapping, since it challenges students to
articulate the essential concepts or ideas. However, unlike brainstorming and mind mapping,
concept mapping defines how these essential components relate to each other. It results in
maps that are structured and complex, but also more informative. Concept maps are visual
representations of information. They can take the form of charts, graphic organizers, tables,
flowcharts, Venn Diagrams, timelines, or T-charts. Concept maps are especially useful for
students who learn better visually, although they can benefit any type of learner. They are a
powerful study strategy because they help you see the big picture by starting with higher-
level concepts, concept maps help you chunk information based on
meaningful connections.
In other words, knowing the big picture makes details more significant and easier to
remember. Concept maps work very will for classes or content that have visual elements or in
times when it is important to see and understand relationships between different things. They
can also be used to analyze information and compare and contrast.
The assignmentcontainsa concept map for Plus one and Plus Two students based on
the units Harmony of Life aHd Heights of Harmony respectively.

4. Preparation
Concept
mapping
is
brainstorming
with
a
purpose.
You
start
with
an
overarching
onceDt
that
you
break
down
into
its
smaller
parts,
using
arrows
and
linking
words
to
show
how
ideas
are
connected.
Common
in
education,
concept
maps
are
helpful
in
any
field
by
driving
creative
and
visual
thinking.
The
process
of
concept
mapping
involves
three
major
steps.
Step
1:
List
key
concepts/
terms
related
to
the
topic
Step
2:
Build
up
concepts
to
elaborate
key
concepts
Step
3:
identify
links
between
concepts
The
units
taken
for
concept
mapping
were
"Words
and
Deeds"
and
"Live
and
Let
Live".
The
unit
Words
and
Deeds
contains
three
chapters
which
includes
a
speech,
a
short
story
and
a
poem.
The
unit
Live
and
Let
Live
comprises
three
chapters
a
speech,
a
poem
and
a
essay.
At
the
outset,
key
concepts
and
themes
related
to
the
topics
are
enumerated.
The
main
themes
of
these
units
are
Symbiotic
relationship
between
Words
and
Deeds
and
health
and
hygiene.
Each
chapter
contains
sub-themes
too,
like
Develop
and
empathetic
attitude,
The
importance
of
values
in
life,
About
the
glory
of
deed,
Conservation
of
natural
resources,
Environmental
issues,
Healthy
lifestyle
etc.
These
concepts
are
listed
down.
Links
are
identified
between
these
concepts
and
appropriate
activities
that
could
be
given,
while
dealing
with
each
chapter
is
given.
Keeping
all
these
in
mind,
an
outline
was
created
and
based
on
the
outline.
The
concept
map
is
drafted

5. B E N E F I T T S
A
concept
map a visual organization and representation of knowledge. It shows concepts
and
leas and the relationships among them. There are several benefits of using concept
aps.
A concept map:
Helos visual learners grasp the material (however all learners benefit from the
activity)
Helos students see relationships between ideas, concepts, or authors
Uilizes the full range of the left and right hemispheres of the brain
Helps memory recall
Helps toclarify and structure ideas.
Aids in developing higher-level thinking skills (create, analyze, eveluate)
. Helps students synthesize and integrate information, ideas and concepts.
Encourages students to think creatively about the subject.
.Let's students do self-evauation of beliefs, values, socialization, etc.
Helps studentsevaluateassumptions
Concept maps require a lot of cognitive work on the part of the student, and a lot of
preparation and analysis on the part of the instructor. Be sure you have tested the concept
map activity yourself and given the class the appropriate amount of time to complete the
activity. Usually this means twice the amount of time it took you, the expert, to complete.
This activity is useful in any course with high theoretical content, courses with large amounts
of facts and principles.

6. Outline
Topic: Words and Deeds
Key Coneepts. Sub themes and Aetivities:
. And then Gandhi Came (Speech)
a) Good citizenship
b) Develop and empathetic attitude
i. Letter Writing
i. Group Discussion
ii. Think and Write
iv. Speech
2. The Price of Flowers (short story)
a) The importance ofuphold
b) The importance of values in life
c) Impact of words in ones life
i. Charactersketch
ii. Webdiagram
ili. Writeup
iv. Letter
Role play
V.
3. Death the Leveller (Poem)
a) Maintain the unity between words and deeds
b) About the glory of deed
i. Anatysis
i. Appreciation
ii. Collection

7. i v en t l c t
L i v e
When
A Sapling
Is Planted (Speceh)
a)
Reverential
love for nature
b)
Conservation olnalural resources.
i. Foral speech
Lets edit Adverb/ udverb plhrase/ adverbh clausc
ii.
2. Rice (Pocm)
a) Food productionn
b) Environment issues
Critical appreciation
.
ii. Writeup
ii. Paragraph writing
3. Dangers of Drug Abuse (Essay)
a) Healthy lifestyle
b) Awareness on drug abuse
i. Paragraph writing
ii. Group discussion
ii. Letter
V. Seminar
V. Powerpoint presentation

8. Explanation
heme of the unit "words and Decds 1s the necessity of the symbiotic
veen words and deeds. The unit aims at inculcating the right values through a
relationship between
few
examples,
lt consists of the essav
Price of Flowers', written by Prabhat Kumar Mukhopadhyay, and translated by
l e s lt consists of the essay 'And Then Gandhi Came' by Jawaharlal Nehru; the
story
a v : and the poem Death the Leveller, by James Shirley. The texts and the activities
are
dsioned to help the learmers imbibe the values of good citizenship. They enable them to
acauire a strong linguistic foundation that will improve their application of the language in
other contexts.
The dissemination of knowledge in the present day has provided us a fund of
information about health and hygiene. We know for certain that good health is not merely the
absence of disease, but the readiness to live with healthy mental attitudes and to let others
live. But this is the time to think aloud. What are we actually doing to protect the world
around us and to maintain healthy life-styles? Any individual attempt at creating imbalance
within our body or the world around us will lead to total destruction. The unit raises the
question, 'what do we do to preserve the indigenous and the natural?" The unit includes a
speech "When a Sapling is Planted" by Wangari Maathai, a poem Rice" by Chemmanam
Chacko, and an essay "Dangers of Drug Abuse" by Hardin B. Jones.

9. Main Theme
Symblotic relationship betueen words and
Deeds
Words and Deeds
Read and rafiec:
LetterWriting
Analysis
Group DisCussion Output
DeathTheLeveller-James
Shirley
Output
ThePriceof Flowers- Prabhat
Kumar Mukhdopdhay
Appreciation c* the poem
AnThen Gandhi Came
Jawanlal Nehru
Think and Write -
J
Speech-
Colection
The Uncertain Condition Of India English Glrl Mr Gupta Frank Crystal Ring Death Money to buy flowers Deeds are armour against fate
iThe glory Of Deeds Our action smeiis Swse
Arrival of Gandhi. Moulding of India
His teaching and Methods
Read and respond
Output Analysis
Read and Rescond
XMind ITrial Mode

10. P
a
r
a
g
r
a
p
h
W
r
a
n
g
Write
UP
Critical
appreciation
The
role
of
trees
in
providing
ecologlcal
b
a
l
a
n
c
e
O
u
t
p
u
t
Rice
-Chemmanam
Chacko
Theme
what
are
druga
LIVE
AND
LET
LIVE
Distinction
between
Drugs
andM
Forest
Dangers
of
Drug
Absue
D
r
Hardin
B
J
o
n
e
s
on
Brain
and
Body
When
a
sapling
is
planted-
Wangari
Mathai
Destruction
of
Forest
Sensory
Tree
as
a
symbol
of
Peace
Sympto
Give
back
our
Children
a
world
of
beauty
and
Wonder
Ouput
Output
Paragraph
Writing
Speech
GD
Editing
Letter
of
Enquiry
Concord
Semianr&
Semianr
Report
XMind
I
Trial
Mode

11. cONCLUSION
concept map,
based on the units, 'Words and Deeds' and Live and Let Live'
detailed inform
rmation on the key concepts,
sub themes and activities. The map is
o n t a i n s
nd, which is an online design
software. The concept map can help students as
repare i n X m i n d ,
well as
teachers
grasp
the mat
naterial along with the links and connections. It can help visual
lerstand the concept easily. It can help students see the "big-picture" and
learners to unders
.icualize
relationships. It will help those process
and store large amounts of information
REFERENCE
.Bryan Bradley. "Concept Mapping." Concept Mapping/CENTER FOR TEACHING
AND LEARNING, ctl. byu.edu/tip/concept-mapping.
Farah Najam et al. "Concept Maps: Classroom Strategy." Reading Rockets, 3 Jan.
2 0 2 0 , w w w . r e a d i n g r o c k e t s . o r g / s t r a t e g i e s / c o n c e p t _ m a p s .