Chapter 10: Modeling with Semantic Networks Activity

Modeling with Semantic Networks Activity

 

Name:  Billie Perez

Topic:  Animal Behavior Patterns

Audience Grade:  7th Grade

Learning Objectives:  Students will be able to observe natural behavior patterns in animals and draw conclusions about how animals communicate and live among one another; also examining many different facets of their interactive behavior in relation to their environment.

Semantic Networking Tool:  MindMeister


My concept mapping activity displays how you would teach the conceptual content knowledge regarding patterns of animal behavior to a seventh grade science class.  The TEKS that are addressed are 7.10B and 7.11B, and they pertain to animal competition, courtship behavior, and behavior cycle mechanisms that allow different species of animal’s to have the greatest possibility of surviving and reproducing in their preferential habitat.  This concept mapping mindtool was created with MindMeister to demonstrate how each section of animal behavior can be broken down into smaller pieces that are easier for the student to digest and comprehend.

The rationale for creating my concept map is that the structure of the content is presented in a simple foundation that includes basic content knowledge.  As the students study the declarative knowledge that is presented in the concept map, then they will begin to construct procedural knowledge to question and determine why animal’s behave in a certain way.  Modeling domain knowledge using semantic networking tools such as MindMeister, will allow students to collaborate and build concept maps over long temporal periods that will lead to conceptual change and new ideas that build foundational change in their knowledge structures.  Structural knowledge will help students develop the ability to solve problems that they may otherwise not have felt they had the ability to do.

In regard to the evaluation of my concept map using the guide created by Jonassen, that rests upon the tenet of ensuring that the cognitive processes of students are engaged and apparent I state the following measures.  Students can make meaningful connections to the content material because the nodes are organized based on a network that concentrates the information into discrete packets of main important topics that include additional supplemental details.  The information is accurate and there is consistency that is apparent throughout the formation and use of links.  I would incorporate lessons into this animal behavior module in my classroom that included the use of similar concept mapping activities in conjunction with videos and internet activities and simulations that show animal behavior in action.  Animal behavior is a fascinating concept and topics such as communication and migration can be individualized based off of particular species of animals, such as gorillas and humpback whales, which are excellent examples of these particular phenomena.

My Concept Map Regarding Patterns of Animal Behavior