Phase: | After/Explain/Elaborate |
Activity: | Students will create a mind map using the website bubbl.us comparing and contrasting the four main divisions of biological molecules - carbohydrates, lipids, proteins, and nucleic acids. This mind map will include the structure or composition of the biological molecule, its function, a description of the category of a biological molecule, and an example of a molecule in the division of biological molecules. Students should also include any other important facts about the specific category. If there are subdivisions for the particular division, the student will include the subdivisions, their composition or structure, their function, a description of each subdivision, and an example of each of the subdivisions. Students should be encouraged to include pictures/graphics from the internet. An example mind map demonstrating what is to be included using the division of carbohydrates is shared below. A suggested terminology list is also included below. The student will use the digital tool, bubbl.us, to complete the mind map, and will then publish the mind map to a common site (Google Classroom, etc.) in order to share it with the class. Each student will review two other mind maps on the published site. The student will give the other student suggestions on improving his or her mind map. After returning the reviewed mind map to the correct student, each student will revise his or her mind map and submit the finished project. |
Assessment Strategies: | The students' mind maps can be assessed summatively by the teacher after the student is finished with the assignment. Each student's mind map should include all pertinent information about each division of biological molecules along with any subcategories of that division of biological molecule (example: division - carbohydrate - three subdivisions of carbohydrates - monosaccharides, disaccharides, and polysaccharides. Carbohydrates, in general, need to be described and defined as well as each subdivision). The student will have to share his/her mind map with the teacher and the class in order for an assessment to take place. The teacher can formatively assess the students as they are working on the assignment as he/she is monitoring student progress. The technology standard can be assessed by the teacher examining the completed mind map on bubbl.us and through the completed sharing of the mind map with the teacher and the class. If the student completes both of these aspects of the assignment, he or she will have demonstrated the use of a digital tool, bubbl.us, to publish curriculum-related content. Each student will be responsible for critiquing two other students' mind maps. After receiving the student critiques, he or she will make revisions to this mind map and submit those changes and revisions to the appropriate student. Each student will make the revisions to his or her own mind map and then will submit the finished product to the common site used. The teacher can use the following rubric for the assessment of this portion of the assignment. |
Advanced Preparation: |
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Variation Tips (optional): |
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Notes or Recommendations (optional): | A "classroom" mind map can be created by combining all of the various correct student responses. A copy of this class mind map could be provided to all students for a study guide. |
Keywords and Search Tags: | biochemistry, biological molecules, carbohydrates, concept map, lipids, mind map, nucleic acids, proteins |