Framing Our Reading IV

From the past three articles I have posted under Framing Our Reading, Framing Our Reading II, and Framing Our Reading III, I have chosen to look at the vocabulary words photosynthesis, metabolism, and inner-inner core. I chose the words photosynthesis and metabolism because not only are they key words to understanding the article, Plants Do Math to Survive The Night (found here: http://news.discovery.com/earth/plants/plants-do-math-to-survive-the-night-130624.htm), but they are also important concepts in biology. The vocabulary word inner-inner core is the main concept in the article Earth's Inner Core Had Its Own Inner Core (found here: http://news.discovery.com/earth/earths-inner-core-turns-out-to-have-its-own-inner-core-inside-it-150211.htm). While this word isn't a key factor in biology, it is important for other science fields.

To understand these vocabulary words I would use a Concept of Definition Map. The Concept Definition Map is a great way to let students focus on questions such as "What is it?" and "What's it like?" Students can organize the information that pertains to these three vocabulary words that will help them better understand these definitions. An example of one can be seen below.

The Concept Definition Map is organized with the vocabulary word in the middle and specific questions pertaining to the word on the outside, connected to the word in the middle. Student are, then, supposed to try and come up with the answers, which will make the vocabulary word easier to understand. This concept map is good for utilizing the Schema Theory in the classroom. The Schema theory embodies the concept of organizing knowledge into units. By understanding new vocabulary, there are new concepts that students can understand. By connecting new vocabulary to old vocabulary and concepts, the Schema Theory is used in the classroom. 

Figure 1. Concept of Definition Map of Photosynthesis

References

California State University, (n.d.). Schema Theory. California State University. Retrieved from http://www.csus.edu/indiv/g/gipej/teaparty.pdf