Literacy Tool

If I use a Concept Grid with Year 9 Science does it positively support student Learning?ANTHONY BURT 126389921 JUN 2015

Introduction The year 9 class had 26 students with mixed abilities. I had been

teaching the class the light unit which is framed around the question “Why is the sky blue?”

The learning outcomes for the topic included; Explain that white light is made up of different colours.

To cover this topic I wanted to try some group learning I decided to use a concept frame to help them gather thoughts

and then present to the class as a group I had a double period of 2 hours which was a great opportunity to

try this “If a tool evokes the same type of thinking as is required to read,

write, or discuss a particular text, then it is probably best used when students read, write, or discuss that type of scientific text.” Whitehead (20??) Literacy and Thinking Tools for Science Teachers Chapter 2

Tool Design – Concept Frame I developed a list of learning areas for

investigation In each area I used key scientific words

that they may not understand such as spectrum, pigment, dispersion.

I then developed an example of what I was expecting.

A two A4 page document split into 4 sections.

The example was related to the previous Learning Outcome about how the eye works, answering a question raised about the blind spot.

The four sections were;

Tool Design four sections of the Concept Frame

EXPLAINATION EXAMPLE

DEMONSTRATION WHY IS THIS IMPORTANT

WHY DO HUMANS HAVE A BLIND SPOT Explanation The Retina is the part of the eye that has photoreceptors, these detect light and send a signal to your brain so that you can see. In humans the retina has a blind spot where the optic nerve connects to the retina because there are no photo receptors. The brain corrects for the blindspot or “tricks” you so you do not perceive it.

Although all vertebrates have this blind spot. Octopus do not as the optic nerve comes from behind the receptors, so it does not create a break in the retina. 4) denotes the human blind spot, which is notably absent in the octopus eye. 1 denotes the retina and 1 Retina 2 the nerve fibers, 2 Nerve Fiber the optic nerve (3) in both diagrams,

Finding your Blindspot

Your blind spot is the area in the retina where nerve fibres join the optic nerve. It does not contain light-sensitive cells, rods and cones, and is therefore 'blind'. To find the blind spot in your eye, close your right eye and stare at the cross below. Slowly move towards the image, staring at the cross all the time. Where it is about 10cm away, the dot will suddenly vanish. The image is now falling on the blind spot on your retina.

Why It is important to know how eyes work as well as how eyes of different species are similar and different. The blind spot is important to understand how we can sometime miss seeing things. It also shows how the brain processes images.

How it was used I explained the task I presented my version to the class I gave them a copy of the instructions Each group had to choose a topic, with

no more than two groups per topic I had previously assigned workgroups.

As several students were away I had to reassign two of these groups

Enclosed is the instruction sheet

COLOUR Main Task In your workgroups Prepare a two page document on Dispersion of light or colour. Pick one of the following learning areas of investigation. No more than two groups doing the same area. Put your group Number in the table on the Teachers desk

Topic Options Group Group 1. What is dispersion of light? 2. How can we mix coloured light? 3. What happens when coloured

pigments are mixed? What colour is black?

4. What is the absorption of light? 5. What happens when coloured light is

reflected?

Step 1 - Pick key scientific words in the learning outcome and others that you find in your research and write the meanings Step 2 - Find information in the books (use computers and/or chrome books) that your group can use to explain what is happening Step 3 - Write 3 questions students in the class might ask that you have covered your topic, find answers and/ or Write 2-3 questions that occurred during your research (you do not need answers for these ones) Step 4 - Use the equipment provided to create a demonstration that you can do in front of the class (or have the class do?) The two page document needs to have four areas coved as shown below On each page have your TITLE Team members names and todays date Explanation one or two paragraphs Diagram or pictures of demonstration

notes Example Why is this important

Students have 70 min to complete their investigation and two pages to present Then each group gets 5 min to present/ show work and answer questions for 2-3 min

How it was used We then went to the Library for 1 hour I made sure all the groups were working. Only two groups needed me to assign a team leader and a section of

the grid to team members I circulated the groups and assisted After 1 hour we came back to the lab. With 20 min to go we started the presentations The last group started the next lesson with their presentation

Group 1

Group 5

Group 2

EVALUATION OF THE TOOL/TASK

Something I could do different was have a list of websites to start the students off

My associate teacher and I decided not to pre-assign roles and see how the groups reacted, who were the natural leaders in this situation

Depending on the groups assigning a team leader and tasks to individuals may be required

I was surprised at the quality of the work output given only 1hr 30min to complete the task

The class were respectful of each other during the presentation The disruptive class members (2 boys) were engaged in the lesson

and well behaved