Graphic organizers are a great technique to help students understand a vocabulary word (McLaughlin, 2015). When choosing the right graphic organizer for our word, metabolic diseases, we used a process of elimination. First, we eliminated the semantic feature analysis chart because it didn't seem like the right fit. Next, we looked at the remaining ones and saw that they were very similar to one another. However, we decided that the semantic question map and the concept definition map would be the most helpful for 'metabolic diseases.' Both of these options would allow students to organize their ideas of what the word was and dig deeper into the subject (McLaughlin, 2015).
I used the semantic question map and Rebecca used the concept definition map for this assignment. The semantic question map is used as a front loading activity before students read a text (McLaughlin, 2015). This graphic organizer involves three to four questions stemming off of the chosen vocabulary word (McLaughlin, 2015). The questions can either be designed by the teacher or students (McLaughlin, 2015). I decided to create the questions for my students so I can guide what they focus on. The four questions I chose was "What is metabolism and how does it work?," "What are some metabolic diseases?," "How does one get a metabolic disease and how does it affect their body?," and "Is there a cure?"
When I went through each question and researched some answers, I learned a lot about metabolic diseases. Previously, I thought that there were only a few metabolic diseases and that they were inherited and untreatable. After reading informative websites such as WebMD and MedlinePlus, I learned that there are numerous metabolic disorders and that they can affect different parts of the body. Not all metabolic disorders are inherited, someone can get develop a metabolic disorder if one of their organs start failing, like diabetes (Medline Plus, 2017). Most of the inherited disorders are caused by a missing enzyme (WebMD, n.d.). Metabolic diseases can be treated by a change in diet, replacing missing enzymes, or received chemicals that counteract a toxin that is created (WebMD, n.d.)
I think the semantic question map (McLaughlin, 2015) was very effective for this particular activity. After completing the map myself, I would definitely use this organizer in a classroom to help students familiarize themselves with a topic. If I use this activity in a classroom, I plan to draw the graphic organizer on the board and have students complete the web in either groups or individually. Students will then come together as a class and discuss the research they found.
References
Inherited Metabolic Disorders. WebMD. Retrieved from http://www.webmd.com/a-to-z-guides/inherited-metabolic-disorder-types-and-treatments#1-2
Metabolic Disorders. (2017, February 7). Medline Plus. Retrieved from https://medlineplus.gov/metabolicdisorders.html#cat_42
McLaughlin, M. (2015). Content Area Reading: Teaching and Learning for College and Career Readiness. Boston, MA: Pearson.
