Advance Organizer Graphic

Leon Horne

I have used a similar diagram before for the students in my chemistry and
physical science classes. (See Diagram 1) Chemistry has been offered for those junior
level students planning to enter into college after high school. Physical Science was
generally the first science sequence our students were placed in when their high school
career started. About two years ago, our curriculum changed and Physical Science moved
to the sophomore year and Chemistry included all students and is being moved to a senior
class.
This has brought a change over the past few years. I have seen a trend that
indicates students are learning about science, but that the disciplines are not seen as
interconnecting. Of course this presents each academic as being a separate compartment,
which is not overly helpful. This graphic is just one way I attempt to convey that each
science fits together to help develop a clear and detailed picture of the natural world.
The placement of the science domains within the large picture of the Universe
includes representative disciplines that all students should be aware. The graphic is
organizational and displays the hierarchy of the domains and how each is connected to
each other (Lohr, 2008). I use a similar layout when the organization of the types of
matter is discussed. (See Graphic 2) After the diagrams have been examined and
discussed by the class, I project my completed version on the screen and have students
begin to provide connections between the domains. For example, Oceanography is the
study of the oceans, the life forms in the ocean, and the changes in the ocean.
Oceanography therefore connects to Biology, Physical Science, and Earth Science. I have
even asked if anyone would like to try and create a large version including both sets of
terms.
 References

Lohr, L. L. (2008). Creating graphics for learning and performance (2nd ed.). Upper

Saddle River, NJ: Pearson Education INC.

Graphic 1
Graphic 2