Thinking Maps
Session 3
Bubble Maps
Bubble Map Basics
 Name

Bubble Map
 Definition

Describing using adjectives/adjective phrases
 Thought

Process
Identifying sensory, logical and emotional
qualities of topic or concept
How to draw a bubble map?
 Large

inside circle
Word being described (topic or concept)
 Lines
extend from inside circle to smaller
outside circles


Adjectives to describe the noun in the center
Adjective phrases to describe the noun in the
center
Guiding Questions for Bubbles
 How
would you describe this person,
place, thing, idea, concept, picture, feeling,
etc?
 What characteristics can be used to
describe this noun?
 What are the attributes of this number or
concept?
 What qualities are important in this
concept?
 What are the properties of this scientific
element?
Key Information on Bubbles
 Adjectives
and adjective phrases only
 Effective vocabulary development beyond
“nice” and “good”
 Descriptors from five sensory qualities
 Descriptors using comparisons (heavy,
light; tall, short)
 Emotional or aesthetic qualities (happy,
beautiful, melancholy, dejected)
 Describe personal values and views on
topics
Adding a Frame of Reference
Page 20
Classroom Applications
 Listen
to the story of Tacky: The Penguin
 Each table will create a bubble map with
Tacky in the center bubble
 Frame of reference for point of view




One = Hunter’s POV
Two = Tacky’s POV
Three = Companions’ POV Before
Four = Companions’ POV After
 Combine
all four into one bubble map
Page 11
4TH Grade
Special
Education
Class
Middle
School
Social
Studies
Page 11
High
School
English
Science
Bubbles for ELLs
 Begin
with sensory questions and single
adjectives


Picture of object in center
Word cards to choose accurate adjectives
 Create
sentences from bubble maps using
is/are
 Create bubble maps from sentences in a
passage
Bubbles for Inference
 Create





riddles
Leave center blank
Uncover one adj/phrase at a time
Students list what it can/cannot be
Infer the correct item for center
May create center item from description
 Use
at all levels with concepts after skill
developed with concrete objects
Bubbles to Extend and Select
Precise Vocabulary
 Picture
in center (Santa)
 Three bubbles
 Three choices for each bubble with
pictures for each



Bony cheeks
Sallow cheeks
Rosy cheeks
Valuing and Evaluating
 Display
map and allow students to put as
many adj/phrases as possible
 Create second map with only 3 bubbles
 Discuss to select 3 most accurate and
reasons why
 Put in those chosen and justification in
frame next to each
Decision Making
 Bubble
map of ideal presidential candidate
 Bubble map of each candidate comparing
attributes against the ideal
 Bubble with a line through means
candidate does not have that attribute
 Evidence or justification outside in frame
for each bubble
 Assists in rationale, fact-based decisions
Literary Extensions/Character Attributes
 Name
of character in story in center
 Surround with adjectives to choose from


Some accurate
Some inaccurate
 Students
select which ones go on the map
 Must justify those chosen and those not
chosen with evidence and reasons
Fact and Opinion
 Draw
two bubble maps
 Place frame of reference on each


Label one fact
Label one opinion
 Select
person from history, literary figure,
animal, science chemical, etc.
 Circle map brainstorm adj/phrases
 Place on correct bubble map
Assignment for Practice
 Talk
at your table about some ideas for
using a bubble map in your upcoming
lessons. (You could use a circle map to
gather ideas.)
 Within the next month, use the map and
collect student samples
 Work to show higher order thinking,
justification, and/or decision-making