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Creating Digital Graphic Organizers


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How to create digital graphic organizers to promote higher-order thinking and use of 21st century skills.

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Creating Digital Graphic Organizers

  1. 1. How to Create DigitalGraphic Organizers to meetCommon Core StandardsTeach yourself as well as your students how tocreate graphic organizers using Microsoft Word,PowerPoint and the free online website, Students will not only be learningways to help them organize their thoughts, butthey will also be integrating technology skillsinto their learning which promotes the use of21st century skills.StartStephanie Valenzuela IbarraFinal Master’s ProjectCollege of EducationCalifornia State University,FullertonSpring 2013
  2. 2. What This Digital HandbookIs For:Teaching students how toeffectively take control oftheir learning andessentially their future.Showing teachers how toengage students in higher-order thinking through theuse of graphic organizers.Showing students how touse the technologynecessary for career andcollege readiness.How to create graphicorganizers.ContinueBack
  3. 3. More About This HandbookThis handbook is organized into five sections, all of which were created toshow the user how to effectively use graphic organizers across the curriculum tofurther student thinking as to meet the anchor standard of being college and careerready. The first section, “About Graphic Organizers,” includes a bubble map thatcontains general information regarding graphic organizers and their use. This sectionalso contains a T-chart of five main graphic organizers developed by Thinking MapsIncorporation: the circle map; the bubble map; the double bubble map; the tree mapand the flow chart ( Each graphic organizer is defined in its useand a graphic is provided. Printables of each graphic organizer is also offered in thehandbook by clicking on the print button which links the user to the third of thehandbook. Section two is concluded by a combination T-chart/Flow Chart whichdescribes the connection between the graphic organizers known as “Thinking Maps”and Common Core Standards. The name thinking maps and graphic organizers are usedinterchangeably through the handbook and literature review.The second section of the handbook is very important in the sense that teachesboth the student and teacher how to create their own graphic organizer usingMicrosoft Word, PowerPoint’s SmartArt or the website Creating thegraphic organizer by means of technology meets the Common Core State TechnologyStandards integrated throughout, while engaging students in higher-order andcritical thought.The fourth section provides teachers with lesson plans for science, math andlanguage arts for multiple grade levels. This section provides graphic organizerexamples of how they are used as well as how to implement them in a lesson. Somesections provide examples of how to extend the lesson, as to meet the needs ofthose students who require additional challenges.Information and resources regarding graphic organizers, their use and properContinueBack
  4. 4. How to Navigate thisHandbookButton ActionClick on this arrowto continue to thenext slide.Click on the“Home” button toreturn to the mainmenu (pictured tothe left).Click on this arrowto return to theprevious slide.Click on this arrowbox to return to thesubmenu.Return to“AboutGO” menuContinueBackClick on the lower boxes tobe taken to the submenus.Click on the buttons to betaken directly to that page.Back Continue
  5. 5. AboutGraphicOrganizersCreatingDigitalGraphicOrganizersSampleLessons ResourcesClick on aButton toContinue…Interactive MenuBack
  6. 6. About Graphic OrganizersBrainstormingGraphic Organizersand their functionsGraphic Organizer andCommon CoreStandardsIdeas for GraphicOrganizer Use
  7. 7. Brainstorming aboutGraphic OrganizersGraphicOrganizersGraphicOrganizercan be usedfor allsubjects.GraphicOrganizershelp topromoteindependentand higherorderthinking.There aremanydifferenttypes ofgraphicorganizer.The design ofthe graphicorganizer canbe creative anddifferent tomeet the needsof the conceptbeing taught.GraphicOrganizershelpstudentsorganizetheirthoughts.GraphicOrganizersmust be taughtto studentsfirst beforethey areexpected to beuse themindependently.The names“ThinkingMaps” and“GraphicOrganizers”areinterchangeable.GraphicOrganizerscan becreated onMicrosoftWord,PowerPointor on theweb.There are 5main typesof graphicorganizersthat we willfocus on.ContinueBackReturn to“AboutGO” menu
  8. 8. Hint!This is a“T-Chart” GraphicOrganizer!PintablesReturn to“AboutGO” menuContinueBack
  9. 9. Hint!This is a“T-Chart” GraphicOrganizer!Return to“AboutGO” menuContinueBack
  10. 10. Graphic Organizers and CommonCore StandardsThis graphic organizer was created byThinking Maps, Inc. and may befound at to“AboutGO” menuContinueBack
  11. 11. Ideas for Graphic OrganizerUseCircleMapBubbleMapDoubleBubbleFlowMapTreemapCompare &Contrast(CC)•CC twocareers•CC integersand realnumbers•Cc divisionandmultiplication•CC weathersystems ofdifferentareas•CCsocieties/goTodescribe• Describethe tasteof anorange tobuildingsensorywords fordescriptive writing.•Describethe partsof a celland theirvariousworkings.•Describe aSequence•To showthe flowof theschoolday/homeday.•Biography/ majorlifeevents.•Events ofthe CivilRights Act.•Sequenceof ascienceexperimenMain Idea &SupportingDetails•Main ideaandsupportingdetails of astory.• Sharks,their eatinghabits,habitatsand otherimportantdetails.•Differentways offinding theaverage (i.e.Brainstorm•Ideas foraclassroomevent.•Ideas forsolving amathproblem.•Ideas forendingworldhunger andviolence.•Ideas forcreating adigitalBackReturn to“AboutGO” menu
  12. 12. How to Create GraphicOrganizers On…Microsoft WordPowerPoint’
  13. 13. Open MicrosoftWord and change thepage layout tolandscape and lessenthe view so that youare able to view theentire layout ofyour graphicorganizer.Creating Graphic OrganizersonMicrosoft WordContinueBack
  14. 14. Click on the “Insert”tab to find the“Shapes” option.Open “Shapes” andchoose the shape youwould like to usefor you graphicOrganizer (i.e. anarrow for a flowmap or a circle for abubble map).ContinueBackBack toSubmenu
  15. 15. TIP!Copy and paste yourshape for faster andconsistent results!CLICK HERETo learn how to Copy& PasteFor example, if you aremaking a bubble map,create the centerbubble and surroundingbubbles.Then select a line fromthe “lines” section ofthe shape box toconnect each bubble.ContinueBackBack toSubmenu
  16. 16. Now Let’s Add Text To YourBubble MapDouble click on theshape or click on theshape and click“Format.” Find the TextBox symbol and clickon it.Then begin to type.It’s that easy!TIP!Change thetext and textsize byhighlightingthe text andchanging itunder the“Home” tab.ContinueBackBack toSubmenu
  17. 17. How to create a graphicorganizer on PowerPointusing “SmartArt Graphics”Using SmartArtallows you tocreate moreintricate graphicorganizers based onneed. For moredetails of how touse SmartArt ClickHERE.All the information on this page was retrieved from: toSubmenu
  18. 18. How to create a GraphicOrganizer is a greatonline program. Itallows students andteachers to creategraphic organizersand present them tothe class.This tool takes alittle more training,so I have provided thelink to the website.What a great way touse graphicorganizers and meetCommon CoreStandards!ContinueBack toSubmenu
  19. 19. Printables!Here are some printable graphicorganizers. The great thing about thisis that they are already created andcan be used for impromptu lessons.However, remember that dependingsolely on these will not allow yourstudents to practice their computerskills! Allow them to create theirown so that they are criticallythinking as well as integrating Continue
  20. 20. Click on the graphic organizer youwould like to printCan’trememberwhat eachis used for?Click HereBackClick on animage to belinked to theprintable.
  21. 21. Name:______________________________ Date:_______________Back tosubmenuContinueBack
  22. 22. Name:______________________________ Date:_______________ContinueBackBack tosubmenu
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  26. 26. Lesson PlansLife ScienceKindergartenAlgebra 16th GradeLanguage Arts3rd Grade
  27. 27. Life ScienceKindergarten•Life Sciences•2. Different types of plantsand animals inhabit theearth.CA Standard•Production and Distribution of Writing•CCSS.ELA-Literacy.W.K.5 With guidanceand support from adults, respond toquestions and suggestions from peers andadd details to strengthen writing asneeded.•CCSS.ELA-Literacy.W.K.6 With guidanceand support from adults, explore a varietyof digital tools to produce and publishwriting, including in collaboration withpeers.CCSS •Using a graphic organizercreated on Paint, studentswill be able to describeeach of the five animalgroups with at least threedetails for each.ObjectiveLesson PlansMenuContinueBack
  28. 28. • Science book• Touch screen devise such asiPad or Nexus book with theprogram “Paint” or similar.• ELMO or projection camera.Materials•Whole class lesson on the 5 types ofanimals (day 1-7), teaching about oneanimal at a time. Teacher creates her owngraphic organizer as example for studentsusing the ELMO projection system.•Students create their graphic organizer onon the computer in pairs after each lesson.Process • Students will be assessed atthe end of the unit.• Student grades will bedetermined by the content,display, and accuracy of theirgraphic organizer.AssessmentLesson PlansMenuContinueBack
  29. 29. Types ofAnimalsBirdsFeathersBeaksFishScales GillsAmphibiansLand WaterReptilesScaly TailsMammalsHair MilkDay 1Days3-7Days7-10Lesson PlansMenuContinueBack
  30. 30. Taking it one step further!These are bubble mapsdiscussing features of eachanimal type. I used visualsprinted out from GoogleImages to help meet theneeds of my EnglishLanguage Learners (ELL).This blogger created a treechart similar to ours usinggraphics to add visuals forstudents. Adding visualshelps to meet the needs ofELL as well as the differentlearning styles present inthe classroom.Source: PlansMenuBack
  31. 31. Algebra 16th GradeCA Standards•Algebra I•Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic languageof mathematics and the sciences. In addition, algebraic skills and concepts are developed and used in a wide variety of problem-solving situations.•2.0•Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and usethe rules of exponents.CCSS•CCSS.Math.Content.6.EE.A.2CCSS.Math.Content.6.EE.A.3 Apply the properties of operations to generate equivalent expressions. For example,apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to theexpression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression3yObjective•Using a flow chart created on Microsoft Word, students will be able to demonstrate the steps and properties of operations to generate equivalentexpressions.Lesson PlansMenu Continue
  32. 32. Materials•Math text book•Computer/laptop or handheld device such as an iPad or Nexus with the Microsoft Office program, Word.•ELMO or projection camera.Process•During independent work time, the teacher will meet with five students at a time to have them teach her how to solve linearequations. She will then show them the process of creating a graphic organizer to show the process .•Students will be given two problems to solve in a group of three. They will document the steps taken to solve the problemusing Microsoft word to create the graphic organizer (day 2-3)•Students will present their graphic organizers by projecting them on the board using the ELMO projection system. Studentswill explain each step taken to solve the problem. (Days 4-5)Assessment•Students will be assessed upon the completion of the project.•Students will be assessed on their ability to accurately explain the steps taken to solve the linear equation.Lesson PlansMenu ContinueBack
  33. 33. This is a sample of whatstudents will create. Thisis a flow chart withwritten explanations foreach box.Click Here for the printableversion.Lesson PlansMenuContinueBack
  34. 34. Lesson PlansMenu ContinueBack
  35. 35. Language Arts3rd GradeCA Standards• 1.0 Word Analysis,Fluency, and SystematicVocabularyDevelopment• Decoding and WordRecognition• 1.8 Use knowledge ofprefixes (e.g., un-, re-,pre-, bi-, mis-, dis-) andsuffixes (e.g., -er, -est, -ful) to determine themeaning of words.CCSS• CCSS.ELA-Literacy.RF.3.3a• Identify and know themeaning of the mostcommon prefixes andderivational suffixes.Objective• Using a T-Chartgenerated on acomputer program orwebsite of choice,students will be able toidentify the prefix,define it and pair itwith a root word tocreate new meaning.Lesson PlansMenuContinue
  36. 36. Materials• 5 Empty shoe box• Prefxes written onindex cards for everyshoe box• Root words writtenon index cards foreach station.• iPads/ Nexus (oneper group).Process•After already teaching students alesson on prefixes, set up 5 stationseach with a prefix tissue boxcontaining 5 prefixes in each box.Also have 5 correlating words set onthe table.•Divide students into five groups (ormore depending on your class size),having 3-4 students in each group.•Start whole class in creating theoutline of the triple T-chart on eachgroup’s tablet.•As students rotate through eachsection, they will choose one prefixfrom the tissue box and the best rootword that corresponds with theprefix.•Students will record the word on theT-chart.•Each student takes turns at eachstation.•At the end of the rotation, studentsshould have one word per eachstation in their T-Chart.•Students present their T-chart as agroup to the class.Assessment• Students will beassessed viaobservation duringtheir grouppresentations.• Students will begiven a formal paperto pencil tests toassess their ability tomatch prefixes todefinitions as well astheir ability tocorrectly pair theprefixes with wordsto create newmeanings.Lesson PlansMenu ContinueBack
  37. 37. Source for words on list: Click Here1.miss-2.Pre-3.Pro-4.Re-5.Un-1.Misbehave2.Pretest3.Proceed4.Rewrite5.untie1.Wrongly2.Before3.Forward4.Again5.NotLesson PlansMenuContinueBack
  38. 38. Taking It Further: BuildingVocabularySource: www.maine.govSource: Click HereLesson PlansMenuBack
  39. 39. Resources For the TeacherCommon Core StateStandards ResourcesCalifornia StateStandardsResourcesGraphic OrganizerResourcesTechnology Resources
  40. 40. Common Core State Standardswww.corestandards.orgAmerican Association of School Librarians (AASL) Common Core Crosswalk* Association of School Librarians (AASL) Lesson Plan Database* Core Website (CCSS)http://www.corestandards.orgHoughton Mifflin Hill]Pearson for 21st Century Skills Maps* Core StateStandards ResourcesSource of this list: www.corestandards.orgResourcesMenuContinue
  41. 41. California State StandardsResourcesCalifornia Content Standards State Standards: State Standards: English Language State Standards: State Standards: History-Social friendly state standards ContinueBack
  42. 42. Graphic OrganizerResourcesThinking Maps Incorporatedwww.thinkingmaps.comCreating a double bubble map using Microsoft Word maps furthered explained Vocabulary Building; Graphic Organizer Use & Mini-Lessons,d.cGE&cad=rjaHoughton Miffilin graphic organizers per grade with graphic organizers for all subjects resource guide for graphic organizers,d.cGE&cad=rjaResourcesMenuContinueBack
  43. 43. Technology ResourcesCreate a bubble map onlinewww.bubbl.usCreate a bubble map online any type of graphic organizer online Real-time flow chart creation graphic organizers graphic organizer software flow charts, bubble maps and tree charts online graphic organizers that be shared and worked on by others top graphic organizer application
  44. 44. How to “Copy & Paste”RL-“Left Click” using the mouse on theshape.-“Right Click” on the shape and, on thekeyboard, copyit by holding down control key andtapping the “C” key.-Paste it by clicking anywhere off ofthe shape and holding down thecontrol button and tapping on “V”key-Move the shape to the location youwould like it in by clicking anddragging it. CopyPaste