What are the goals for this module?
There are 6 parts:
The unit is called Genetics and Variation. Genetics and Variation (PDF 144KB)
In the unit, students are asked to read ‘Chapter 13-2 Genes at Work’, Genes at Work Chapter 13-2 (PDF 2MB) from Hook, P., Stannard, P., & Williamson, K. (1999). Science World 10 for the New Zealand Curriculum. pp. 270-272. Auckland: Macmillan.
To successfully complete this unit, students need to:
Science textbooks often contain a lot of information in a confined space. They frequently contain more than one text type within sections and chapters.
For example, the ‘Chapter 13-2 Genes at Work’, Genes at Work Chapter 13-2 (PDF 2MB) includes an explanation and instructions. These two text types need to be read quite differently.
Once you and your students are familiar with the different text types and how to go about reading them, teaching should become a very brief part of any lesson with new text.
Introduce the ‘Chapter 13-2 Genes at Work’, Genes at Work Chapter 13-2 (PDF 2MB) by identifying the different text types within the chapter. For example:
In the activity, the students must read each instruction carefully. The steps need to be followed in order and they will need to keep referring back to them as they complete each step.
You will need to have questions ready that can help the students to identify and respond differently to the text types:
Look for students who are able to articulate their understanding of text types, features, and purposes. Notice when they answer questions accurately.
Introduce new text types that your students will read in science. Continue to discuss text types as students encounter new texts, for example, news articles, websites.
Using text features (for example, headings, illustrations) to provide information about the content will help students to:
Model how to preview information from text features. Use these questions and answers to guide your teaching:
Q: If you read all the information in the text features, what do you know about the topic already?
A: It will tell me how the genes in the chromosomes of fish determine the skin colour. It shows that there is a gene on each chromosome of the pair of chromosomes that determines colour. One of the genes is dominant and one is recessive. The babies’ genes come from the parents. Some babies get a combination of genes that gives them a red colour, but more babies get a combination of genes that gives them a black colour. This is because the gene for black colour is dominant.
Q: Why has the author used these text features?
A: To give the reader a better understanding of genes. For example, in the diagrams you can see what they mean by the different combinations. It would be harder to write that in paragraphs.
Q: Which text features tell you the most important ideas?
A: The title, diagrams, and the captions. Often the pictures on their own don’t tell you very much.
Q: How could you use text features to make sure you have understood what you’ve read in the paragraphs?
A: You read the diagrams and captions, then read the paragraphs and look back at the diagrams to see if what you think is right, makes sense.
Look for previews that include all the important information from the text features. Students should begin by writing these so you can see they are making sense of the information by combining and linking ideas. When they have more experience, students will begin to preview in their head as preparation for reading new texts.
Use previews to analyse text features in a range of science texts.
Science uses vocabulary and language that many students may not understand. However, it is often possible for them to work out the meanings using vocabulary problem solving clues.
Introduce important science vocabulary and language, and provide opportunities for students to use it in their reading and writing.
Effective Literacy Strategies in Years 9 to 13 Effective Literacy Strategies in Years 9 to 13 pages 44-45 (PDF 130KB) describes strategies that can help students recall and use new vocabulary.
Teach the clues for problem solving and provide opportunities for practice. Provide instructions (verbal and written) that contain different types of clues.
Using the sentence definition (This is very common in science.). “The physical characteristics of an organism, or what it looks like, is called its phenotype.”
“The fish with genotype BB is said to be homozygous, or a pure breeder, because both genes for skin colour are the same.”
Using context clues in science. “The gene for red colour, which is masked by the dominant gene, is called the recessive gene.”
“What is a Punnett square?”
Using morphemic clues
“Genotype”
“Offspring”
Look for fewer requests from students to explain word meanings as students become more familiar with the vocabulary used in science. Notice an increased use of these words in quickwrites and other writing tasks.
Continue to ask students “How did you work that out?”.
The science textbook, like many science texts, uses a combination of text features (for example, diagrams and tables) and paragraph writing to explain information.
Many students are unaware that they need to read and combine information from all the sources to help them understand the information. This is a more difficult skill, but very important in science in years 9–13.
Ask students questions that require them to find literal information. Explain that sometimes it is possible to read and easily find the item of information required to answer a question or learn something new. It might be bolded or at the start of a paragraph or even be a number or fact that stands out or is shown on a diagram.
Ask students to read ‘Chapter 13-2 Genes at Work’, Genes at Work Chapter 13-2 (PDF 2MB) and answer the following questions. Follow up by asking students how they worked out the answer.
In order to understand more complex ideas, concepts, and processes, the author needs readers to locate and gather relevant information from several places in the text, then to combine these ideas together to create the answer. This is what a reader does to synthesise information.
Model this process to begin with. It may be useful for students to make notes about key pieces of information as they read.
Ask students to read ‘Chapter 13-2 Genes at Work’ Genes at Work Chapter 13-2 (PDF 2MB) and answer the following question.
Explain that first you need to think about what the question asks.
Next look for information about how the mother’s genes and father’s genes combine.
Look for students who are increasingly able to understand, find, and use information from the text. Notice when they explain the process of combining and synthesising by answering questions such as: “How did you get that?” and “What pieces of information told you that?”.
Keep teaching this skill using other texts. Ask the question: “What pieces of information did you combine to get this information?”
Quickwriting is a form of note making that helps students to remember what they know and understand.
Quickwrites support students to:
Quickwrites can also provide ongoing information about students’ developing understanding of science concepts and use of science specific vocabulary.
Give students a short amount of time to write their reactions, feelings, and ideas in response to prompts. These can be specific or generic, for example:
Quickwrites can be more open-ended. You might ask students to write about something they have just learned in class and how this has helped their learning, or a science concept that they find challenging.
Module 2 Part C will help you see how you can use the quickwrites as effective “of the moment” evidence of learning. ( The New Zealand Curriculum).
Continue to use quickwrites. Ask students to design the prompts and highlight the science vocabulary they have used.
Published on: 09 May 2016
