Presentation- Graphic Organizers

7/29/2019 Presentation- Graphic Organizers

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WHY USE GRAPHIC ORGANIZERS?

* They help you understand how things go together

* They help you remember information better

* They make it easier to write your final draft

* They help organize any type of writing


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Who

Where

WhyWhat

When

STORY

* Condense and organize data

about multiple traits, fact, orattributes associated in a single

topic

* Useful for basic brainstorming

about a topic or simply listing allthe major traits related to a theme

T - REX

Size

Diet

Teeth

SkinWherefossils

found

Arms

Claws

When it

lived

* Can be used to create a graphic display describing

all you know about something (dinosaurs) when theylived, what kinds there were, how big they were, what

they ate, where fossils have been found, etc.

* Another use is a STORY STAR which describes the KEY

POINTS of a story or event noting the 5 Ws (who, when,where what and wh


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THE HERRINGBONE MAPor fishbone map

Supporting details

Main Idea

Supporting details* Used to explore the many aspects or effects of a complex topic,

helping the students to organize their thoughts in a simple, visual

way

* This is like the spider map, but it works for more complex topicsthat require more details to be enumerated


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Use a spider map to visualize an idea. Start with a main idea in the center.Each Branch will be a supporting idea which will then be branched for more

relating details.

TOPIC

Detail

Detail

Detail

Detail

Detail

Detail Detail

Detail

* Used to investigate and enumerate

various aspects of a single theme or

topic, helping the students to

organize their thoughts

* It also helps point out the areas

where the student must investigate

more

* Used to find methods that help your

study skills like taking notes,reading, memorizing, etc.

* Used to prepare for a writing

assignment; list the big ideas

concerning the topic, and think of the

attributes/qualities/functionsassociated with each of these ideas


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SICK FISH

POLLUTION

AIR

POLLUTION

WATER

POLLUTIONCAUSES

EFFECTS

SOLUTIONS

EFFECTS

CAUSES SOLUTIONS

LUNG

DISEASEPLANTS

AFFECTED

HYDRO

POWER

WIND

POWER

SICK

PEOPLE

OIL

SPILLS

RAW

SEWAGE PROCESSSEWAGE

BETTER OIL

TANKERS

FACTORIES

CAR

EXHAUST

* CLUSTER/CLOUD DIAGRAMS are a

type of non-linear graphic organizer

that can help to systematize the

generation of ideas based upon a

central topic

* Using this type of diagram, the

students can more easily brainstorm a

theme, associate about an idea, or

explore a new subject

* To create a cluster diagram, thestudent first thinks of as many terms

or ideas relating to the stimulus topic

as possible and then writes the

second-level ideas in circles attached

to the main topic. The student then

explores each of these new second-level ideas in turn, and for each, find

as many related ideas as possible

* Color coding can be very helpful in

making an easy-to-understand cluster

diagram


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Tree Diagrams are a type of graphic organizer that shows how

items are related to one another. The trees trunk represents the

main topic and the branches represent relevant facts, factors,

influences, traits, people, or outcomes.

If the topic involves a chain of events with a beginning and with

multiple outcomes at each node (like a family tree), use a tree

as your graphic organizer.


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1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992

* CONTINUUM OR TIMELINE DIAGRAMS are a type of

graphic organizer that are used to represent a continuum ofdata that occur in chronological (time) order or in sequential

order

* If the topic has a definite beginning and/or ending points,

and the data points are not discrete, use a continuum/timeline

* For example, a continuum or timeline diagram can be used

to display milestones in a persons life

* In making a timeline, the student must first determine

appropriate endpoints for the timeline and important

points/dates to label on the continuum


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65

4

3

2

112

11

10

9

8

7

CLOCK DIAGRAMS are used if the

topic involves a clock-like cycle. These

show how items are related to one

another in a time-oriented cycle

The students must identify the mainevents in the cycle, how one event

leads to another, and, if appropriate,

how the cycle repeats

For example, a story clock

organizer helps students depict the

plot development of a story (by writing

summaries and perhaps drawings in

the segments of the clock


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CYCLEDIAGRAMS

CYCLE DIAGRAMS show how items are related to one

another in a repeating cycle

These are used if the topic involves a recurring cycle of

events, with no beginning and no end

In making the cycle, the students must identify the main

events, how they interact, and how the cycle repeats


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FLOWCHART DIAGRAMS

Direction of flow

Starting, stopping,

or control point

Decision point

Processing takes

Input or output

This type of graphic

organizer visually display a

chain of instructions used to

complete an algorithm or other

complicated process

Flowcharts have abeginning, multiple possible

outcomes at some nodes, rules

at some nodes and possible

multiple endings

In flowcharts, different

symbols have different

meanings


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PEOPLE

PLANTSANIMALS

If the task involves examining the similarities and

differences between two or three items, use a VENN

DIAGRAM

This graphic organizer is made up of two or three

overlapping circles. In mathematics, Venn Diagrams are used

to visualize the relationship between two or three sets

It can be used to compare and contrast the characteristics

of any other items like group of people, individual people,

books, characters, animals, etc.


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#

legs

#body

segments

#

antennae

Exampl

e

Insect 6 3 2 Ant

Arachnid 8 2 0 Spider

Crustacea 10 2 4 crab

CHART/MATRIX DIAGRAM

is used if the task involvescondensing and organizing

data about traits of many

items

can be used to showattributes of items, to

compare and contrast topics,

and to evaluate information

can be used to show keyinventions, noting who

invented them, when, where

and why they were invented


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Y CHART DIAGRAM

LOOKS LIKE

Long

Thin

scalySOUNDS LIKE

quiet

hisses

FEELS LIKE

smooth

cold

Y-CHARTS are atype of three-part

chart

- Used if it involves

condensing and

organizing data

about traits of many

items- Used to help

organize what they

know about a topic


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PROS CONS

FUN

COMPANIONSHIP

SNUGGLING

CLEANLITTER BOX

COST OFFOOD

VET TRIPS

GETTING A CAT

If the task involves analyzing or

comparing with two aspects, use

a T-CHART

- making a decision by comparingadvantages and disadvantages

- evaluating pros and cons of a

topic

- enumerating the problems andsolutions associated with an action

- listing facts vs. opinions of a

theme

- explaining the strengths and

weaknesses of a piece of writing

- listing any two characteristics

of a topic


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FACT/OPINION DIAGRAMFACT OPINION

Diamondsare hard

Rubies arescarce

Opals arecostly

Diamonds arepretty

Rubies arenicer than

topaz

Opals are

bad luck Fact Opinion Why?

Used to help distinguish FACTS vs.

OPINIONS- FACTS are statements that can be

shown to be true or can be proved, or

something that really happened

- OPINIONS express how a personfells about something - opinions do

not have to be based upon logical

reasoning

This is a useful tool for

developing critical thinking

skills


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Alt.1 Alt. 2 Alt. 3 Alt. 4

+ + + +

- - - -

Decision to be made

Make the Decision

If the task is making a decision, use a

graphic organizer to enumerate possible

alternatives and the pros and cons ofeach

This is very useful in making a decision

because they force the student to think

about what the problem is, what the

possible alternatives are, and what theconsequences (positive and negative) of

each alternative could be. Then the

decision can be more easily analyzed

FOUR-STAGE DECISION-MAKING PROCESS

1 - State the decision that needs to be made

2 - List all possible alternatives

3 - List the pros and cons (the consequences) associated with each of the

alternatives


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PLUS MINUS INTERESTING

Many jobs

Museums

Restaurants

Parks

Expensive

Traffic

Pollution

Crime

More people

Mass transit

Shopping close to

airport

In this graphic organizer a student examines the Plusses, Minuses and

Interesting things (or Implications) associated with a topic, decision, or idea

* helps organize the students thought about making a decision

* evaluating the pros and cons of a debate topic

* comparing the advantages and disadvantages of an action

* for more complex decision in choosing from multiple alternatives

MOVING TO A BIG CITY


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Cat Dog Goldfish Parrot

Noisy? + + - +Has to bewalked?

- + - -

Sheds hair? + + - -

Semantic Feature Analysis is used in comparing

characteristics among a group of items, people, events, etc.

This examines the similarities and differences for simple

logic puzzles

A plus (+) or minus (-) or checkmark is generally used, but

a simple rating system (1,2,3) may also be used.


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Cause and Effect diagrams are also called sequence of

events diagrams that describe how events affect one

another in a process

Battery?

Switch?

Bulb?

Wiring?

DeadMissing

StuckOff

Broken

Missing

CorrodedBroken

Flashlight

doesnt work

CAUSESEFFECT

DISJOINTED EVENTS i hi h h


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DISJOINTED EVENTSin which each

cause has one effect

ONE CAUSE LEADING TO MULTIPLE EVENTS- in

which one cause has multiple effectsMULTIPLE CAUSES LEADING TO ONE EVENT- in

which multiple causes have one effect

(Fishbone diagram)

CHAIN OF EVENTSin which one eventcauses another, which triggers another,

etc., like the domino effect

CYCLE OF EVENTSin which a cyclic

causes/effects are repeated, like a

feedback loop

MORE COMPLEX EVENTS - in which

multiple causes and effects interact

Effect

Cause Effect

Cause

Cause

Cause

Cause

Effect

Effect

Cause/

Effect

Cause/

Effect Effect

Cause/Effect

Cause/

Effect

Cause/

Effect


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NOW

ANT

EARN

OW

What WeKNOW

What WeWANT toFind Out

What WeLEARNED

HOW CanWe Learn

More

Dinosaurs

are largeDinosaursare dead

They lived along time

ago

There is amovie aboutdinosaurs

How long

ago didthey live?

Why didthey die?

How do we

know whatthey lookedlike?

Who are thepeople who

studydinosaurs?

An

archeologisthas anexciting life

Dinosaurs eatplants andsome eatmeat

Somedinosaurswere giganticbut had small

brains

Research

Museums

Field Trips

Archeolo-

gical digs

Videos

Internetcomputersearch

DINOSAURS


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WHEN TO USE KWLH CHART?

If it involves analyzing and organizing what

you know and what you want to learn about a

topic before and after the research is done

Filling out this chart prepares a student for

reading about a topic, helps in reviewing what

has been learned about the material, giveshelp in obtaining more information, and

makes the students ready to write about what

theyve learned


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Cheese

60 %

Pepperoni

30 %

Black

Olive

10%* PIE CHART DIAGRAMS are usefulfor displaying information about thepercentages or parts of a whole

VOCABULARY MAP GRAPHICORGANIZER

Definition

Draw a

pictureWORD

Use the word in a sentence

Part ofSpeech

Synonym

Antonym

* These diagrams can be useful in

helping a student learn new vocabulary

words

* For each new vocabulary word, thestudent writes the word, its definition, its

part of speech (noun, verb, adjective,

adverb, etc.), a synonym, an antonym,

draws a picture that illustrates the

meaning of the word, and writes a

meaningful sentence using the word

PIE CHART (CIRCLE GRAPH) DIAGRAM


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This is used when the task involves analyzingthe five Ws (Who, What, When, Where and Why)

STORY

When

Who

Where

WhyWhat

Where

Who

When

TOPIC

What Why


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Where did itHappen?

Whathappened?

When did ithappen?

Who wasinvolved

In the event?

Why did ithappen?

How did ithappen?


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NAME

These can be veryuseful for collecting and

organizing the

information used to

write a biography

Guide the student

through finding pertinentinformation about a

person and after listing

it all, a biography can

now be easily written


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Many graphic organizers are useful to help

prepare for writing a report on animals. Before

writing, the student should think about and list the

major topics that will be researched and coveredin the report

Some of the topics may include the animals

anatomy, habitat and range, diet, enemies,lifespan, scientific name and classification, its

endangered status, method of reproduction or life

cycle, and other interesting facts


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Can be used to help formulate and organize a scientific experim

1. Observe, State Experimental Questions

2. Gather information

3. Formulate a Hypothesis

4. Design an Experimental to Test your Hypothesis

5. Perform the Experiment

6. Collect Data

7. Summarize Results

8. Draw Conclusions


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FACT 1:

FACT2:

FACT 3:

FACT4:

CONCLUSION:


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Record the main ideaat the center of the

bulls eye. Addquestions about theheading in the

second ring andgraphics in the outer

ring. Answer thequestions as you

read.


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PRIOR KNOWLEDGE TOPIC SURVEYInstruction: Respond to each statement twice- once before thelesson and again once after the lesson

* Write A if you agree with the statement

* Write B if you disagree with the statement

ResponseBefore

ResponseAfter

Topic : DINOSAURS

Dinosaurs are the most successful group

of land animals ever to roam the Earth

Paleontology is the study of fossils

Dinosaurs ruled our planet for over 150

million years


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Thank youBERNADETTE R. BEDIS

BAYASONG NATIONAL HIGH SCHOOL

Presentation- Graphic Organizers

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