In primary education, concept mapping is a visual teaching and learning technique where students draw key ideas as nodes and connect them to show relationships, combining what they already know with new information. These maps help students organise and deepen understanding, spark discussion, and give teachers a quick way to assess how well concepts are connected; there is no single “right” map, which supports individual meaning-making and growth. Designed for students aged six to ten, this 15- to 25-minute exercise actively builds connectedness through small, actionable steps.
Skill focus
Primary Skill Focus
- Connectedness
Complementary/Secondary Skill Focus
- Valuing people and nature
- Critical thinking,
- Creativity
| Age group | Student number | Duration |
| 6-10 years old students | Whole class in small groups | 15-25 minutes / activity |
Proposed step by step implementation of the learning activity
This activity uses one simple symbolic object to help children notice how they are connected and how they can strengthen connection through small actions.
Teachers introduce a central concept, model a simple example, then have children work alone or in small groups to build their own tiny “connection map” using a simple structure called 3–2-1.
3–2–1 rules:
- 3 WHO: name 3 people/groups connected to the object
- 2 HOW: choose 2 ways they are connected (help/share/talk/learn)
- 1 NOW WHAT: choose 1 small action to strengthen connectedness
(Optional supportive link: one way to care for shared materials/nature.)
Suggested step-by-step implementation of the learning activity:
Preparing the activity:
The teacher chooses a central idea that ties to connectedness—something children can relate to locally and beyond (e.g., “How are people in our class connected to kids in other places?”; “What helps people in our town stay healthy, and how do other places help us?”; “How do we share ideas, goods, or help others?”).
The teacher creates a simple example map on a large poster or digital board, modelling with pictures and words: start with the central concept (“Our Community” or “Helping Each Other”) and draw branches to people, places, ways to connect, and actions. Provide blank paper or pre-drawn node templates, markers, stickers, and small icon cards (globe, heart, hands, arrows) to help. Prepare guiding question cards like “Who is part of this?” “How do we help each other?” “What travels between us?” and “What can we do together?”
Instructions to give the students:
“We’re going to make a concept map to show how we’re all connected. Start with the big idea in the middle. Then add the people, places, and things that link us – like friends, family, the food we share, or messages we send. Use words, pictures, and arrows to show how things are connected. Talk with your partner or group and try to include things close to us and even far away. There is no wrong map – just show what you notice about how we belong and help each other.”
Running the activity – step-by-step practical description/instructions
Step 1: Model a map together: The teacher builds a large example with the class. For example, start with “Our School” in the centre, connect to “Friends,” “Families,” “Kids in other towns,” “Sharing books,” etc., and add simple arrows showing “send,” “help,” “learn from.” Children suggest ideas, and the teacher draws them, naming connections aloud.
Step 2: Individual or pair brainstorming: Children think or talk with peers about things that connect them to others (e.g., “My cousin in another town,” “The internet where we share pictures,” “Helping a new student”). They use icon cards or write/draw ideas on sticky notes.
Step 3: Build the concept map: Using their notes, children place the central idea in the middle of their own map and add branches: people, places, actions, feelings, and ways they connect. They draw arrows and label how things relate (e.g., “We send letters to pen pals,” “Helping makes us feel close,” “Learning from others teaches us new games”). The teacher circulates, asks guiding questions, and prompts inclusion of different levels (local/family and farther away).
Step 4: Share with a small group: Children form small groups, show each other their maps, explain one or two connections, and ask a question like “How are you connected to someone far away?” They may combine maps or add to each other’s.
Step 5: Class synthesis: Volunteers or groups add key ideas from their maps to a large class map, pointing out shared links and surprising ones. Teacher highlights how small actions or relationships reach beyond the classroom (e.g., sharing snacks means thinking of the farmer who grew the food).
Step 6: Action or reflection tie-in: Children pick one connection from their map and say or draw a small thing they can do to strengthen it (e.g., send a kind note, help a new friend, learn something from another place). They add that as a new node or note.