Name of Strategy: Double Bubble Map


  • Rationale:
• Double bubble maps are much like a venn diagram. Unlike a venn diagram, you have to have one-to-one correspondence between the differences. Double bubble maps solve the issue with not having enough space to write the similarities that venn diagrams have. Double bubble maps can also be used to compare three topics. I don’t want my students to focus solely on the difference, I want them to see the similarities as well.
  • Courses in which it could be implemented:
• Double bubble maps can be used in any subject area. Some ideas are as follows:
• Social Studies—compare the Oregon Trail and the Trail of Tears, compare Abraham Lincoln and George Washington, compare our community with another community we’ve read about
• Science—compare vertebrates and invertebrates, compare tornadoes and hurricanes, compare plants and animals, compare matter and energy
• Math—compare operations, compare quadrilaterals and parallelograms
• Reading—compare two three little pig stories, compare two different stories, compare two different characters, compare yourself to a character in a story
• Language arts—compare nouns and verbs and adjectives
• At the beginning of the year to get to each other.
  • Diverse learners:
• Double Bubble Maps are for visual learners. They also can be adapted in size to aid students who have OT issues with their fine motor skills, double bubble maps are only limited by how the kids can draw them, not by how I draw them.
  • Procedure:
1. We first read the book Yatandau—a story about a young girl in Mali, Africa who helps her mother and the women of her village purchase a machine that grinds millet.
2. I made two separate circles on the board. In one circle I wrote you and in the other I wrote Yatandau.
3. I explained to students that we were going to compare and contrast our lives with Yatandau’s life in Mali. Everything that was similar I would write in the center between the two circles. Everything that was different I would write on the outside of the two circles—making sure I had one-to-one correspondence between the differences. For example, if I write that Yatandau lives in Mali outside of her circle, I would than write that I live in the United States outside of my circle.
4. Have students share their ideas and record on the board.

  • Potential Issues:
• Students are use to doing venn diagrams, the double bubble map took a little getting use to doing. Now students will choose which ever one they prefer to use when comparing and contrasting. There is still some who do not understand the one-to-one correspondence, but that will come with practice.

  • References
Thinking Maps Workshop Materials
Double Bubble Map Template