Venn Diagrams are perhaps the best known Graphic Organizer (link to Wikipedia), and are meant to give students an better idea of the connection between two or more things (vocabulary terms, ideas, places, people, events, etc.) by comparing the qualities they share and contrasting the qualities in which they differ. This is shown in the diagram by two intersecting circles – the are where the circles overlap is where the student fills in the similar qualities, while the are of the circles which are separate (the left and right sides in this example) are where the differing qualities are written.
For this diagram, the teacher can either provide the things being compared/contrasted, or allow the students to find their own (i.e. have the student use their favorite and their least favorite characters in a novel, and see how they are similar or different).
This diagram can easily be copied as a double sided handout.
This Frayer Chart is meant to be copied double-sided and included in the student’s folder or binder. It features sections for each new word being learned: Vocab Term, Definition, Example, Non-Example, and Illustration.
The teacher gives students a list of vocabulary terms (or has the student compile a list of new vocabulary form the reading), and the students fill in the rest. The teacher can optionally give the definition as well, but I typically have to students practice using glossaries and dictionaries in this process.
Examples will hopefully be a memorable archetype of the vocabulary term to help the student remember the characteristics of the term. In contrast, the Non-Example should be something which, without knowing the term, may be confused with the term, but is decidedly distinct from it (i.e., if the term is “Heat,” the example might be ‘Energy moving from my hand into a snowball’ whereas the non-example might be ‘Temperature, like when my hand is cold after holding a snowball’).
This project is meant for 10th-12th grade Chemistry students, and (as written) covers lab topics normally beyond the means or scope of a high school course. The students research a topic and create a video to teach their peers, and then a quiz developed by the students over all the material is given. It is designed for 1 day of in-class research and planning, 11 days (2 weekends included) of out-of-class work with daily check-ins on progress, and 1 day of presentation, 13 days in total.
Objective: The students will be able to research a chemistry topic at the level of a college freshman, and will demonstrate the ability to outline, draft, and properly cite a research project.