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

When it lived

Size Diet

* Condense and organize data about multiple traits, fact, or attributes associated in a single topic * Useful for basic brainstorming about a topic or simply listing all the major traits related to a theme
Who When STORY Where

Claws

T - REX

Teeth

Arms

Where fossils found

Skin

* Can be used to create a graphic display describing all you know about something (dinosaurs) when they lived, what kinds there were, how big they were, what they ate, where fossils have been found, etc.

What

Why

* 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 why)

THE HERRINGBONE MAP or 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 topics that require more details to be enumerated

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.

* 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.

Detail Detail

Detail Detail

TOPIC
Detail
Detail

Detail
Detail

* Used to prepare for a writing assignment; list the big ideas concerning the topic, and think of the attributes/qualities/functions associated with each of these ideas

* 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
CAR EXHAUST

LUNG DISEASE

PLANTS AFFECTED

EFFECTS
HYDRO

* To create a cluster diagram, the POWER AIR CAUSES SOLUTIONS student first thinks of as many terms POLLUTION WIND or ideas relating to the stimulus topicFACTORIES POWER as possible and then writes the POLLUTION second-level ideas in circles attached to the main topic. The student then RAW PROCESS explores each of these new second- SEWAGE SEWAGE WATER level ideas in turn, and for each, find SOLUTIONS CAUSES POLLUTION as many related ideas as possible OIL BETTER OIL
SPILLS
TANKERS

* Color coding can be very helpful in making an easy-to-understand cluster diagram

EFFECTS SICK PEOPLE

SICK FISH

 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.

CONTINUUM OR TIMELINE DIAGRAMS are a type of graphic organizer that are used to represent a continuum of data 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

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

6 7 8 5 4 3

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 main

9
10 11 12 1 2

events 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

CYCLE DIAGRAMS

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

FLOWCHART DIAGRAMS
Direction of flow Starting, stopping, or control point Decision point Processing takes

This type of graphic organizer visually display a chain of instructions used to complete an algorithm or other complicated process

Flowcharts have a beginning, multiple possible outcomes at some nodes, rules at some nodes and possible multiple endings In flowcharts, different symbols have different meanings

Input or output

PEOPLE

ANIMALS

PLANTS

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.

# legs

#body # segmen antennae ts

Exampl e

CHART/MATRIX DIAGRAM is used if the task involves condensing and organizing data about traits of many items can be used to show attributes of items, to compare and contrast topics, and to evaluate information can be used to show key inventions, noting who invented them, when, where and why they were invented

Insect Arachnid
Crustacea

6 8
10

3 2
2

2 0
4

Ant Spider
crab

Y CHART DIAGRAM
Y-CHARTS are a type of three-part chart - Used if it involves condensing and organizing data about traits of many items

LOOKS LIKE Long Thin scaly SOUNDS LIKE FEELS LIKE quiet smooth hisses cold

- Used to help organize what they know about a topic

 If the task involves analyzing or comparing with two aspects, use a T-CHART - making a decision by comparing advantages and disadvantages GETTING A CAT
PROS CONS
FUN CLEAN COMPANIONSHIP LITTER BOX SNUGGLING COST OF FOOD VET TRIPS

- evaluating pros and cons of a topic

- enumerating the problems and solutions 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

FACT/OPINION DIAGRAM
FACT
Diamonds are hard

OPINION
Diamonds are pretty

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 person fells about something - opinions do not have to be based upon logical reasoning
Fact Opinion Why?

Rubies are scarce

Rubies are nicer than topaz

Opals are bad luck

Opals are costly

This is a useful tool for developing critical thinking skills

 If the task is making a decision, use a Decision to be made Alt.1 Alt. 2 Alt. 3 Alt. 4

graphic organizer to enumerate possible alternatives and the pros and cons of each

+ -

+ -

+ -

Make the Decision

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 the consequences (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

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

PLUS Many jobs Museums Restaurants Parks

MINUS Expensive Traffic Pollution Crime

INTERESTING More people Mass transit Shopping close to airport

 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.
Cat Noisy? Dog Goldfish Parrot

Has to be walked?
Sheds hair?

+ +

+ + +

+ -

Battery?
Dead Missing Stuck Off

Bulb?
Broken Missing Corroded Broken

Flashlight doesnt work EFFECT

Switch?

Wiring?

CAUSES

Cause and Effect diagrams are also called sequence of events diagrams that describe how events affect one another in a process

DISJOINTED EVENTS in which each cause has one effect

Cause Effect Effect Cause Effect

ONE CAUSE LEADING TO MULTIPLE EVENTS-

in in

which one cause has multiple effects

MULTIPLE CAUSES LEADING TO ONE EVENT-

Cause
Cause Cause/ Effect

which multiple causes have one effect (Fishbone diagram)

Cause

Effect

Cause/ Effect

Effect

CHAIN OF EVENTS in which one event causes another, which triggers another, etc., like the domino effect CYCLE OF EVENTS in which a cyclic causes/effects are repeated, like a feedback loop MORE COMPLEX EVENTS - in which multiple causes and effects interact

Cause/Effect

Cause/ Effect

Cause/ Effect

NOW

DINOSAURS
What We KNOW
Dinosaurs are large Dinosaurs are dead

What We WANT to Find Out

How long ago did they live? Why did they die? How do we know what they looked like? Who are the people who study dinosaurs?

What We LEARNED

HOW Can We Learn More

Research Museums

ANT

An archeologist has an exciting life Dinosaurs eat plants and some eat meat Some dinosaurs were gigantic but had small brains

Field Trips
Archeological digs Videos Internet computer search

EARN

They lived a long time ago

OW

There is a movie about dinosaurs

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, gives help in obtaining more information, and makes the students ready to write about what theyve learned

PIE CHART (CIRCLE GRAPH) DIAGRAM

Black Olive 10%

* PIE CHART DIAGRAMS are useful

for displaying information about the percentages or parts of a whole

Pepperoni Cheese 30 %

60 %

VOCABULARY MAP GRAPHIC ORGANIZER * These diagrams can be useful in

helping a student learn new vocabulary words * For each new vocabulary word, the student 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

Definition
Part of Speech Synonym Antonym

WORD

Draw a picture

Use the word in a sentence

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

Where

When

STORY

TOPIC
What Why

What

Why

What happened? Where did it Happen? When did it happen?

Who was involved In the event? Why did it happen?

How did it happen?

 These can be very useful for collecting and organizing the information used to write a biography Guide the student through finding pertinent information about a person and after listing it all, a biography can now be easily written

NAME

 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 covered in 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

Can be used to help formulate and organize a scientific experime 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

FACT 1: FACT 2:

FACT 3:
FACT 4:

CONCLUSION:

Record the main idea at the center of the bulls eye. Add questions about the heading in the second ring and graphics in the outer ring. Answer the questions as you read.

PRIOR KNOWLEDGE TOPIC SURVEY

Instruction: Respond to each statement twice- once before the lesson and again once after the lesson * Write A if you agree with the statement * Write B if you disagree with the statement Response Before

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

Response After

Thank you
BERNADETTE R. BEDIS BAYASONG NATIONAL HIGH SCHOOL