CONCEPT MAP

Concept Map

Submitted by Alison MacKenzie, Lindsey Spurrell & Ryan Thornton












An Assignment for EDUC 5105

submitted in partial fulfillment of the requirements

for the Diploma in Education (Technology)



Cape Breton University

August 3, 2014
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CONCEPT MAP

Project Description
For the web-based module and lesson plan, which will be created at the conclusion of
EDUC 5105, our group has chosen to design a project based learning lesson plan using the
construction of the great pyramids as context for this activity. Project-based learning is a
comprehensive instructional approach to engage students in sustained, cooperative investigation
(Bransford & Stein, 1993). There are two essential components of project based learning
activities, a driving question or problem and a culminating project (Brown & Campione, 1994).
Our module is being designed with elementary math and science students as the primary
learners, with reference to grade five Nova Scotia Department of Education curricular outcomes.
The main driving question which the students will attempt has to do with how the Great
Pyramids were constructed. This will culminate with a visual representation of their solution,
which will be shared with others.
Our group was attracted towards this idea because it creates an environment where the
outcomes, which the students become proficient in, are not predetermined. This is an essential
component of any PBL activity. The students are free to ask their own questions and then
generate their own solutions. This also leads into a key goal of PBL. As Chard explains, a project
is an in-depth investigation of a real-world topic worthy of childrens attention and
effort (2001). Investigating how the pyramids were constructed is a real historical problem that
also opens to general construction knowledge needed in the real world.
Our concept map was created in order to help identify all key components that our project
will require. This not only relates to the actual lesson which will be created, as it also helps us
identify whether we have covered all essential goals of PBL activities, brainstorms how our
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CONCEPT MAP

activity accommodates for multiple intelligences and shows the relationship to the curriculum for
which it is intended. The section of the concept map we intend to focus on for the web-based
format is the visual representation of the pyramids and the guided research with pre-chosen
resources. We want teachers to be guides throughout the searching process of this PBL. Our
webpage will focus on giving students the right tools to research. The research and explanations
of the construction of the pyramids will accommodate the mathematical-logical intelligence. Our
webpage will also focus on the sharing of what students have learned. The webpage will include
a project page where the teacher will document the sharing process with photos and videos. The
visual representation will accommodate the visual-spatial and bodily-kinesthetic intelligences.
Conclusion
Creating a project based learning lesson plan will allow students to become fully engaged
in the learning processed. They are given the opportunity to critically think about how pyramids
were constructed. Having students investigate these answers and collaborate together are
valuable skills that will help them in the present and future.













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CONCEPT MAP

References

Bransford, J. D., & Stein, B. S. (1993). The IDEAL problem solver (2nd ed.). New York:
Freeman.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K.
McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp.
229-272). Cambridge, MA: MIT Press.
Chard, S. C. (2001). Project Approach: Three Phases [Online] www.project-approach.com/
development/phases.htm
Project-Based Learning Space. (n.d). Retrieved from http://college.cengage.com/education/pbl/
project/project.html