Child pages
  • 6. Educational Applications
Skip to end of metadata
Go to start of metadata

How could the application be used within an educational/learning situation? For example, generate multiple content area lesson plans for each of the following areas:

Lesson Plans for Elementary:

Paper Brainstorming.doc

Paper Brainstorming.pdf

Grade 1 

Paper Brainstorming (EX. All About Me) 

Overview

Students will be asked to fill in bubbles on a blank bubbl.us mind map as a form of pre-writing for an All About Me paper.

* The teacher may choose to pick a different topic for the students to write about.  The students do not have to write about themselves.  The teacher may choose for the topic to write about to be the students favorite animal or toy, types of animals, different careers, etc.

Objective

  1. Using the blank mind map provide for the students, they will organize their ideas about themselves to use in their writing assignment by filling in every bubble.
  2. Using descriptive words, the students will write down words that describe themselves into every bubble.
  3. After the students have completely filled in the blank mind map, the students will write at least a page about themselves using the descriptive words they used in their mind map.

Standards

1.4.2 Use various organizational strategies to plan writing.

1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.

1.5.4 Use descriptive words when writing.

Materials

  • Teacher
    • Computer and Internet access
    • Printer acces


  • Student
    • Blank bubbl.us mind map
    • A paper or pencil
    • Blank paper for the "All About Me" paper

Procedure

  1. Hand out one blank bubbl.us mind map to each student.
  2. Instruct the students to touch the bubble in the center of the page.
  3. Then have the students write their name in that bubble (or whatever the topic of the paper is).
  4. Next have the students touch a bubble that is connected to the bubble with their name (or different topic) in it.
  5. Instruct the students to write either a word or a sentence that describes themselves (or the topic specified).
  6. Repeat steps 4 and 5 until the students have filled in all the bubbles attached to their name (or topic).
  7. Next hand out a blank piece of paper for the student to write their paper on.
  8. Direct the students to write a page long paper about themselves (or the topic) using all their information from their bubbles.
  9. After the students have finished writing their paper, tell the students that they need to bring their finished papers up to your desk and place in a pile.

Evaluation

The students will be evaluated on how well they meet the objectives listed above.  Below is an example rubric.
----

Objective 1- Using the blank mind map provided for the students, they will organize their ideas about themselves to use in their writing assignment by filling in every bubble.
* Students fill in their name in the center bubble (1 pt)
* Students fill in all of the bubbles located on the page (1 pt)

** Total 2 pts
----

Objective 2- Using descriptive words, the students will write down words that describe themselves into every bubble.
* Students fill in each bubble attached to their name with a word or a sentence that describes themselves (1/2 pt per bubble)

** Total depends on how many bubbles are attached to the main topic bubble.
----

Objective 3- After the students have completely filled in the blank mind map, the students will write at least a page about themselves using the descriptive words they used in their mind map.
* Students write at least a page (1 pt)
* Students use the words or sentences off of their mind map (5 pts)
* Students write a well descriptive paper (5 pts)

** Total 11 pts
----


Grand Total 13 pts plus the amount that depends on how many bubbles are attached to the main topic bubble.

Geography Brianstorming Map.doc

Geography Brianstorming Map.pdf

Grade 3

Geography Brainstorming Map

Overview

With the assistance of the teacher, the students will use bubbl.us to make a brainstorming map of the Midwest. This will help the children later when they label a map of the Midwest.

Objective

  1. The students will list all of the Midwest states in their own bubble.
  2. The students will list all major rivers in their own bubble.
  3. The students will list all major lakes, including the Great Lakes, in their own bubble.

Standards

3.3.1 Use labels and symbols to locate and identify physical and political features on maps and globes. Label a map of the Midwest, identifying states, major rivers, lakes and the Great Lakes.

Material

  • Textbook or map with a list of all Midwest states, rivers, and lakes.
  • Computer and Internet access for all students.
  • Blank map of the Midwest for each student.
  • Writing utensil for each student.

Procedure

  1. The teacher will explain the assignment to the students.
  2. Have the students start with the main bubble labeled "The Midwest"
  3. Next, have the students make three bubbles branching off of the main bubble. There should be a bubble labeled "states", another labeled "major rivers", and the other labeled "major lakes".
  4. The students should then use a textbook or map to find all states, major rivers, and major lakes located in the Midwest.
  5. The students will make a bubble for each state, river, or lake branching off of their respective category.
  6. Finally, the students will use the brainstorming map to assist them in labeling a map of the Midwest.

Evaluation

The students will be evaluated on the how well they completed the objectives listed above. The following can be used as an example rubric.
----

Objective 1. The students will list all of the Midwest states in their own bubble.
* 1 bubble labeled "states". (1 pt)
* 1 bubble for each state. (1/2 pt a piece)
* Naming the correct states. (1/2 pt a piece)

** Total 13 pts
----

Objective 2. The students will list all major rivers in their own bubble.
* 1 bubble labeled "rivers". (1 pt)
* 1 bubble for each major river. (1/2 pt a piece)
* Naming correct rivers. (1/2 pt a piece)

** Total 6 pts
----

Objective 3. The students will list all major lakes, including the Great Lakes, in their own bubble.
* 1 bubble labeled "lakes". (1 pt)
* 1 bubble for each major lake. (1/2 pt a piece)
* Naming correct lakes. (1/2 pt a piece)

** Total 16
----


Grand Total 35 pts

Problem Solving Equation.doc

Problem Solving Equation.pdf

Grade 5

Problem Solving Equation

Overview

Students will work in groups, or as a class, and use bubbl.us to complete a problem solving equation. 

Objective

  1. Students will work as a group to break the problem up into relevant and irrelevant information.
  2. The students will work as a group to break the relevant information by sequence, priority, or patterns.
  3. The students will use the steps to calculate or configure the answer to the problem. 

Standards

5.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

5.7.2 Decide when and how to break a problem into simpler parts.

Material

  • A problem solving equation.
  • Computer and Internet access for each group or one for the class. 

Procedure

  1. The teacher will assign a problem solving equation to each group or to the entire class.
  2. The teacher will then explain the tasks that need to be completed on bubbl.us. (I.E. Each bubble that needs to be made and filled in.)
  3. Allow each group (or the class) time to work out the equation on bubbl.us.

Evaluation

The students will be evaluated as a group on how well they completed the objectives listed above and as an individual. The following can be used as an example rubric.

Group
----
Objective 1. Students will work as a group to break the problem up into relevant and irrelevant information.
* One bubble for relevant and one bubble for irrelevant information. (1/2 pt a piece)
* Placing each piece of information into the correct bubble. (1 pt for each piece of information)

** Total 2 pts + Each piece of information.
----

Objective 2. The students will work as a group to break the relevant information by sequence, priority, or patterns.
* One bubble for each piece of relevant information. ( 1/2 pt a piece)
* Placing information in correct order. (1/2 pt a piece)

** Total ((# of correct information) x 1/2) + ((# of correct order) x 1/2)
----

Objective 3. The students will use the steps to calculate or configure the answer to the problem.
* Answer bubble. (1 pt)
* Correct Answer. (5 pts)

** Total 6 pts
----


Grand Total 8 pts + varied point amounts

Lesson Plans for Secondary:

Books Comparison.doc

Books Comparison.pdf

Grade 11

Books Comparison ( EX. Huckleberry Finn vs. Othello)

Overview

Students will read and compare and contrast two different books with a similar topic. Using bubbl.us, the students will make three different graphs. The first graph will be points from the first book, the second will be points over the second book, and the third will be over how the points in the books are similar or different. The activity could also be expanded to use a ven diagram.

Objective

  1. Using examples from the text, the students will make at least two references to the different subgenres found in each book.
  2. Using examples from the text, the students will make at least four comparisons on how the themes from each book are similar or different.
  3. Thinking about the time period in which each book was written, the students will make four comparisons on the topic of racism.

Standards 

11.3.1 Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
    - Satire: using humor to point out weaknesses of people and society.
    - Parody: using humor to imitate or mock a person or situation.
    - Allegory: using symbolic figures and actions to express general truths about human experiences.
    - Pastoral: showing life in the country in an idealistic - and not necessarily realistic - way.

11.3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

11.3.5 Analyze or evaluate works of literary or cultural significance in history (American, English, or world) that:
    - Reflect a variety of genres in each of the respective historical periods.
    - Were written by important authors in the respective major historical periods.
    - Reveal contrasts in major themes, styles, and trends.
    - Reflect or shed light on the seminal philosophical, religious, social, political, or ethical ideas of their time.

Material

  • Two books with similar topics.
  • Computer and Internet access for all students.

Procedure

  1. Explain assignment to students
  2. Have the students read each book, one at a time.
  3. While students are reading each book, have class discussions and have the students make notes on different parts of the text that they may want to reference later.
  4. Once done with all of the books, have the students use bubbl.us to make their ven diagram comparing the two books. 

Evaluation

The students will be evaluated on how well they meet the objectives listed above. Below is an example rubric.
----

Objective 1 - Using examples from the text, the students will make at least two references to the different subgenres found in each book.
* Two bubbles for each book. (1/2 pt a piece)
* Four bubbles for the different subgenres from each book. (1pt a piece)
* Examples from the text in each bubble. (1 pt a piece)

** Total 10 pts
----

Objective 2 - Using examples from the text, the students will make at least four comparisons on how the themes from each book are similar or different.
* Four bubbles listing the comparisons. (1/2 a point a piece)
* Four different comparisons between the books. (1 pt a piece)
* Examples from the text to support each comparison. (1 pt a piece)

** Total 10 pts
*** Bonus points could be given for more then one text example. Point amounts at teacher discretion.
----

Objective 3 - Thinking about the time period in which each book was written, the students will make four comparisons on the topic of racism.
* Four bubbles listed. (1/2 pt a piece)
* A different comparison in each bubble. (1 pt a piece)
* Reference to the time period in each bubble. (1 pt a piece)

** Total 10 pts
----


Grand Total 40 pts possible (not including bonus points)

Outline Paper Brianstorming.doc

Outline Paper Brianstorming.pdf

Grade 11-12
Composition

Outline Paper/ Brainstorming

Overview

Students will be asked to create a mind map on bubbl.us as a form of pre-writing for an response to a literary work.

Objectiv

  1. Using bubbl.us free online accounts, the students can share their mind maps with peers and the teacher as read only access so that peer reviews can be made, paper can be conserved and students cannot make changes on other students' papers, in addition to the teacher being able to grade the students work.
  2. Using bubbl.us, the students will create a mind map to organize the point of view, characterization, style, and related elements for specific narrative and aesthetic purposes.
  3. Using the information that the students typed out on their bubbl.us mind maps, they will write an essay with no less than 600 words.
  4. Within the essay, the students should use a varied and extended vocabulary to appropriately convey their information from their bubbl.us mind map.

Standards

CMP.1.1 Engage in conversations with peers and the teacher to plan writing, to evaluate how well writing achieves its purposes, and to explain personal reaction to the task. [11.4.1/12.4.1]

CMP.1.3 Use point of view, characterization, style, and related elements for specific narrative (communication) and aesthetic (artistic) purposes. [11.4.3/12.4.3]

CMP.2.2 Write responses to literature that: [11.5.2/12.5.2]
    - Demonstrate a comprehensive understanding of the significant ideas in works or passages.
    - Analyze the use of imagery, language, universal themes, and unique aspects of the text.
    - Support statements with evidence from the text.
    - Demonstrate an understanding of the author's style and an appreciation of the effects created.
    - Identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

CMP.2.7 Use varied and extended vocabulary, appropriate for specific forms and topics. [11.5.6/12.5.6]

Material

  • Computer and Internet access
  • A free bubbl.us account

Procedure

  1. Instruct the students to log onto the bubbl.us website
  2. Tell the students to create a free online bubbl.us account.
  3. Then instruct the students to add their peer evaluator as a friend on their bubbl.us account.
  4. Walk the students through how bubbl.us mind maps work.
  5. Allow the students time to construct their mind maps.
  6. At the end of the class period, show the students how to share their mind maps with their peer evaluator as read only access.
  7. Assign the students to make comments on a piece of paper at home to bring to class the next day for the creator to read the comments.
  8. Allow the students to read their comments and make changes to their mind maps online.
  9. Instruct the students to print out their mind map once they have made all of their revisions.
  10. Then assign the students to work on writing their essay with whatever time they have left in class.
  11. Encourage the students to use varied and extended vocabulary at the end of the class period
  12. Assign the students to complete the paper at home if they did not finish it in class.

Evaluation

The students will be evaluated on how well they meet the objectives listed above.  Below is an example rubric.
----

Objective 1- Using bubbl.us free online accounts, the students can share their mind maps with peers and the teacher as read only access so that peer reviews can be made, paper can be conserved and students cannot make changes on other students' papers, in addition to the teacher being able to grade the students work.
* Students create a bubbl.us account and share their mind map with their peers and the teacher (2 pt)
* Students share their mind map as read only access (2 pt)

** Total 4 pts
----

Objective 2- Using bubbl.us, the students will create a mind map to organize the point of view, characterization, style, and related elements for specific narrative and aesthetic purposes.
* Students create a mind map (1/2 pt)
* Students create bubbles off of the main parent bubble (1 pt per bubble)(5 pts total)

** Total 5.5 pts
----

Objective 3- Using the information that the students typed out on their bubbl.us mind maps, they will write an essay with no less than 600 words.
* Students turn in a paper (1/2 pt)
* Students write no less than 600 words (5 pts)
* Students' papers is a relevant response to the literary work that the students read (10 pts)

** Total 15.5 pts
----

Objective 4- Within the essay, the students should use a varied and extended vocabulary to appropriately convey their information from their bubbl.us mind map.
* The students use a varied and extended vocabulary to respond to their literary work using words such as point of view, characterization, style, and narrative and aesthetic purposes. (5 pts)

** Total 5
----


Grand Total 30 pts

Comparison of Types of Rocks.doc

Comparison of Types of Rocks.pdf

Grade 9-12
Earth/Space Science

Comparison of Types of Rocks and Minerals

Overview

The students will categorize all the rocks and minerals presented to them into three different categories, Igneous, Sedimentary, and Metamorphic.  In addition the students will list 3 characteristics and at least one use of each type of rock or mineral that are presented to them.

Objective

  1. Using bubbl.us, the students will compare rocks and minerals, and classify them into their respective types, Igneous, Sedimentary, and Metamorphic.
  2. Within the students bubbl.us mind map, the students will write down at least 3 characteristics of each rock and mineral that will help them show characteristics of each type.
  3. In addition the students, will write down at least one use of each rock and mineral if available.

Standards

ES.1.22 Compare the properties of rocks and minerals and their uses.

Material

  • Computer and Internet access
  • Different types of rocks and minerals

Procedure

  1. Instruct the students to log onto bubbl.us.
  2. Once on bubble.us, direct the students to make two main parent bubbles, labeled rocks and minerals.
  3. Instruct the students to make 3 bubbles underneath the rock main parent bubble labeled Igneous, Sedimentary, and Metamorphic.
  4. Then pass out a sheet of paper with the names of all the rocks and minerals.
  5. Tell the students that they need to make bubbles under rocks and minerals with the names of the respective rocks and minerals.
  6. Then direct the students to conduct at least 3 tests on each rock and mineral to distinguish what type of characteristics each rock and mineral has.
  7. Then have the students put the characteristics from the tests which were conducted in bubbles attached to the rock and mineral's names.
  8. Instruct the students to print out their mind map when they have finished putting all their information into their mind map.

Evaluation

The students will be evaluated on how well they meet the objectives listed above.  Below is an example rubric.
----

Objective 1- Using bubbl.us, the students will compare rocks and minerals, and classify them into their respective types, Igneous, Sedimentary, and Metamorphic.
* Students create bubbles labeled:  Rocks, Minerals, Igneous, Sedimentary, and Metamorphic. (1 pt per bubble)(5 pts)

** Total 5 pts
----

Objective 2- Within the students bubbl.us mind map, the students will write down at least 3 characteristics of each rock and mineral that will help them show characteristics of each type.
* Students write at least 3 characteristics for each rock and mineral. (3 pts per rock and mineral)

** Total pts depends on the amount of rocks and minerals that are given to the students.
----

Objective 3- In addition the students, will write down at least one use of each rock and mineral if available.
* Students write at least one use for each rock and mineral if available (1 pt per rock and mineral)

** Total pts depends on the amount of rocks and minerals that are given to the students.
----


Grand Total 5 pts + 4(number of rocks and minerals)

Lesson Plans for Post-Secondary:

Brainstorming with Research Data.doc

Brainstorming with Research Data.pdf

Undergraduate

Brainstorming with Research Data

Overview

Students will be asked to create a mind map on bubbl.us as a form of organization for their research information.

Objective

  1. Using bubbl.us free online accounts, the students can save their mind maps online so that they can continuously add onto what information they have discovered.
  2. Using bubbl.us, the students can create a mind map to organize the data that was observed and categorize their information into individual sections.
  3. Using the information that the students typed out on their bubbl.us mind maps, it will be easier for the students to write out their findings in a formal report.

Material

  • Computer and Internet access
  • A free bubbl.us account

Procedure

  1. Instruct the students to log onto the bubbl.us website
  2. Tell the students to create a free online bubbl.us account.
  3. Walk the students through how bubbl.us mind maps work.
  4. Encourage the students to continuously add their data to the online mind map as they conduct their research.
  5. Allow the students time to conduct their research and collect data.
  6. At the end of the research period, instruct the students to print out their mind map.
  7. Have the students turn in their mind map attached to their finished final lab report.

EDCI 270 Project 2 Research.doc

EDCI 270 Project 2 Research.pdf

Undergraduate

EDCI 270 Project 2 Research (Purdue)

Overview

At this point in the semester, your instructional design and technology integration skills will be used to help design, develop, and present a team-based project.  This project will give you the opportunity to research and explore a specific Web 2.0 application and create instructional materials on how it could/should be utilized within a classroom/training environment.  The finished project will consist of a full collaboratively written online chapter of a Web 2.0 application (including examples of its use, training materials on how to use it, as well as educational materials to inform others of its potential) and a professional live presentation at the concluding "Web 2.0 Showcase."  The research and outline of the finished project will consist of a full collaboratively created online bubbl.us mind map.  Team members will consist of all members of the EDCI 270 lab sections, graduate and undergraduate teaching assistants, and international partners (Professor Tim Newby)

Objective

  1.  Using bubbl.us, have the students conduct research and add at least 3 bubbles with research information to a skeleton mind map setup by the project manager.

Material

  • Computer and Internet access
  • A free bubbl.us account.

Procedure

  1. Instruct the team members to create a free online account on bubbl.us.
  2. Encourage the team members to add each other as friends to their accounts.
  3. Have the project manager create a basic skeleton, with the title of the Web 2.0 application as the main parent bubble and all the topics that need to be covered attached to the parent bubble, for the team to use for adding their ideas.
  4. Then have the project manager share the basic skeleton with all the team members as Full Edit access.
  5. Next notify the team members that they have had the skeleton shared with them and they can access the skeleton.
  6. Then have the team members access the skeleton and add on information from their research.
  7. Over the next several days have the team members revise the skeleton and the information added so that only the information on the skeleton is relevant to the website that is going to be created.
  8. After all the important information is added to the skeleton, have the team members transfer information from their assigned topic bubble to add the information to the wiki page.

Evaluation

The students will be evaluated on how well they meet the objectives listed above.  Below is an example rubric.
----

Objective 1- Using bubbl.us, have the students conduct research and add at least 3 bubbles with research information to a skeleton mind map setup by their project manager.
* A minimum of 3 posting on the mind map must be made.  Each posting must include at least one unique reference to web and/or other sources that discuss the use of the team's specific Web 2.0 application. (6 pts)

** Total 6 pts
----

 
Grand Total 6 pts

Thesis.doc

Thesis.pdf

Graduate

Thesis

Overview

Students will use bubbl.us to gather ideas for what specific topics are going to be included in their thesis.

Objective

  1. Bubbl.us allows the students to organize what ideas and how in depth they want to cover topics for their thesis.
  2. Using bubbl.us free online accounts, the students can save their mind maps online so that they can continuously add onto what information they want to include into the paper.
  3. The students can use bubbl.us in addition to outline the content of their paper by allowing the graduate student to print out their mind map in an outline format.

Material

  • Computer and Internet access
  • A free bubbl.us account

Procedure

  1. The students will log onto bubbl.us and create a free online account.
  2. Instruct the students to put the topic of their thesis in the main parent bubble.
  3. Then the student can put bubbles attached to the main parent bubble containing what specific information they want to include in their thesis.
  4. Next the students can add bubbles off of the bubbles that they just created to show how in depth they want to go with the content of their thesis.
  5. After the student has completely created their mind map, instruct the student to print out their mind map in an outline format so that they can use it for how to structure the paragraphs.
  6. Finally the student can turn in their mind map and outline if the instructor specifies if they want all the pre-writing and research/sources turned in with the final paper.

 Lesson Plans for Business/Industry:

Product Development.doc

Product Development.pdf

Business/Industry

Product Development

Overview

The developing committee for a new product will use bubbl.us to work together to come up with and organize their thoughts.

Objective

With a brainstorming map the committee will be able to organize information for:

  1. Advertisement
  2. Prospective sales
  3. Distribution
  4. Production
  5. ETC.

Materials

  • New product
  • Product information
  • Computer and Internet access for all committee members

Procedure

  1. Committee chairman will begin brainstorming map on bubbl.us
  2. Members will go onto the page and add their input.
  3. As the product continues to develop, members will continue to update map.
  4. When completed, the committee will have an organized and detailed map of how the product developed.

Business Meeting.doc

Business Meeting.pdf

Business/Industry

Business Meeting

Overview

Members of a business meeting will use bubbl.us to organize an agenda and to keep notes.

Objective

Members of a business meeting will use a brainstorming map to:

  1. Make an organized meeting agenda.
  2. Keep detailed notes of the meeting.
  3. Allow all members to add input.

Materials

  • Computer and Internet access for all members of the business meeting.

Procedure

  1. Meeting leader will form original agenda on bubbl.us.
  2. During meeting, designated person will add detailed notes in different bubbles.
  3. Meeting members can add own notes or ideas to map as meeting continues.

Product Company Sales.doc

Product Company Sales.pdf

Business/Industry

Product/Company Sales

Overview

The Sales Committee of a company will use bubbl.us to map out the sales of all their products.

Objective

The committee will use a map to keep track of the following:

  1. All company products.
  2. Sales of each product.
  3. Other important information about each product.

Materials

  •  Product information.
  • Computer and Internet access for all committee members.

Procedure

  1. Members will first make bubbles of all products within the company.
  2. Next, they will go throw and add information bubbles for each product.
  3. Use map for presentations or personal organization.

Writers:  Brittany Jones, Wendy Towle

  • No labels