The aim of this study is searching how much the concept map biology teaching affects the students’ study when it is compared with the teacher-centered method. Two 11 grades students, whose success levels are equal, from an Anatolian High School in Erzurum are chosen as a study group. A class with teacher-centered method is determined as a control group and another class with concept map teaching method is determined as an experimental group. The test of the transport system of the plants is carried out as a pre- test and post-test(after a four-week teaching) in order to compare the effects of the two teaching methods. This study went on for four weeks. The practices are performed by the researchers. The numeric data which are taken are evaluated in SPSS-15. In the statistics evaluation, a t-test is used for unconnected variable. The results are evaluated with 0.05 stage. As a result, it is obvious that teaching the transport system of the plants with the concept map method is more effective than teaching it with the traditional teaching method.