Insects
Mind Mapping

Step 1:	Write or draw your main idea in the middle of the page and frame it. Use colour.	
Step 2:	Draw a branch off your main idea, on it write or draw a main topic related to your main idea.	
Step 3:	Continue to branch off from your main topic.	
Step 4:	From your main topics, branch off with sub-topics (continue to use colour).	
Step 5:	From your sub-topics, branch off with supporting details (write and/or draw). Continue to add more details - you are free to add more topics, sub-topics or any other items.	

Mind Mapping Sites:

·	How to Mind Map (see http://www.peterussell.com/MindMaps/HowTo.html)
·	Learning Resources: Mind Mapping (see http://www.tld.jcu.edu.au/netshare/learn/mindmap/)

MIND MAPPING - MAXIMISE YOUR BRAIN'S POTENTIAL

·	USE COLOUR 
·	PICTURES 
·	SHAPES AND SYMBOLS 
·	KEY WORDS 
·	CAPITAL LETTERS 

Robyn Boswell 1995 Advantages of mind mapping:

·	Eliminates unnecessary words. 
·	Emphasises links and connections. 
·	Easy recall. 
·	Clarifies thinking. 
·	Allows planning before writing. 
·	Focuses on main ideas. 
·	A huge amount of information on one page. 
·	Easy to read over. 
·	Doesn't waste time. 
·	Allows ideas to flow. 
·	Additions can be made easily. 

MIND MAPPING WITH JUNIORS

As a Whole Class
Cut out strips and circles from cardboard. Discuss the main topic, write on a circle of cardboard and place on the middle of the mat. Each child gives a main idea about the topic, and goes away and draws this idea on another circle of cardboard. Each child also writes several words about their main idea on separate slips of cardboard. As children finish, the mind map is assembled on the mat with connections being made with the strips of cardboard. This can be stapled to the wall. 

Individually
Each child has a sheet of newsprint, folded in quarters. Discuss the topic. The children draw or write this in the centre of the paper. One main idea is discussed and the teacher models by developing one branch of a mind map. The children go away and in one quadrant, draw their ideas about this main topic. The class then come together again and discuss another main idea. This is then drawn on the next quadrant. Continue until the four quadrants have been completed. Links and connections do not need to be emphasised although some children will put them in as a result of the teacher's modelling. 

Robyn Boswell 1995

© Ministry of Education, Wellington, New Zealand (First published 1998)