Group Work

1. Literacy Tool
If I use a Concept Grid with
Year 9 Science does it positively
support student Learning?
ANTHONY BURT 1263899
21 JUN 2015

2. 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

3. 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;

4. 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.

5. 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

6. 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

7. Group 1

8. Group 5

10. Group 2

13. 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