Humans, the Environment, and the Great Plains
Living More Lightly
Background:
The world is in a constant state of change. Research over the past
three decades show that our planet's atmosphere is changing and the
resulting transformation is affecting our weather patterns.
This plan will assist students in making choices for their
future and for generations by understanding the impact all of us have
on the Earth. Perhaps we can live 'more lightly' on our home planet,
but we certainly cannot live on this planet and have no impact
whatever on it. It is, therefore, important that we figure out the
best course of action with the information we have now.
Objective:
A particularly good way to organize information about a problem or
subject is to construct a "concept map." Construction of concept maps
helps pull together information previously known about a subject and
assist in the understanding of new information.
Plan:
Discuss concept maps with students.
- Concept maps consist of nodes and labeled lines. Node is the
name for important terms or concepts. Nodes are usually depicted
with circles drawn around the term or concept, such as the node
for "Water" drawn below. Lines between nodes illustrate which
concepts are related. The label on the line explains how or in
what way the concepts are related. For example, living beings
"depend upon" water. Concept maps are used when we begin working
on a problem, during the problem solving steps, and at the end of
problem solving.
Steps to constructing a Concept Map:
- Have students write down the major terms or concepts
they know about a selected topic. For example, if you are studying
water and water uses, some of the terms might include: drinking
water, water bodies, pollution, living beings.
- Have students write each concept or term on a separate
piece of paper or 3x5" card.
- Sort through the cards, having students put terms they
DO NOT understand to one side. Also set aside those NOT related to
any other term. The remaining cards will be used to construct the
concept map.
- Arrange the cards so terms are close to each other.
- Have students stick the cards to a piece of paper when
you are satisfied with the arrangement. Leave space for lines.
- Have students draw lines between terms they believe are
related.
- Next, have them write on each line the nature of the
relationship between the terms. Below is what a concept map might
look like if you use terms from the box on the right:
- Have the students go back to the cards set aside in step
3. See if some will now fit into the concept map they have
created. If they do, be sure to add the lines and relationships of
the new items.
- Summary: The concept map illustrated above is very
simple. Maps can become increasingly more complex and may require
a great deal of your time and attention. They are, however, useful
in organizing, learning, and demonstrating acquired knowledge
about a particular topic.
Testing, Grading, and Evaluation:
Have students initiate a problem, preferably related to water and
think of some new terms. Next, go through the exercise of
constructing a concept map on their own with minimum guidance from
the instructor. Grading should be based on completeness of thought,
class participation, and final project.
Lesson plan adapted from On Concept Maps as Potential Authentic
Assessments in Science by R.J. Shavelson, National Center for
Research on Evaluation, Standards, and Student Testing, UCLA, Los
Angeles.
Primary Course: Social Studies
Applicable Grades: 4-8
Materials Needed: Paper, pencils, 3x5" index cards.
Related Courses: Language Arts
Time Required: Two 45-minute sessions.
Terms Students Should Know:
- Water
- Living Things
- Humans
- Animals
- Plants
- Drinking Water
- Water Bodies (streams, rivers, lakes, ponds)
- Industries
- Pollution
- Agriculture
- Trade
- Competition for Resources
- Hunter-Gatherer
- Early Settlers
- Warfare
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