Biología de las Especies Capturas Incidentalmente

week seven of the data collection. The focus for the Michael Recycle modeling activity was identifying and displaying pictorial data in a more abstract form. Each of the four tasks that comprised Michael Recycle (Figure 4.9) and their implementation is presented next.

Figure 4.9 Component tasks for modeling activity 2, Michael Recycle.

4.3.1 Task 1: Warm-up – Reading the Picture Story Book

Task 1 was a whole class warm-up designed to familiarise the children with the problem context for Michael Recycle Task 2 and 3. The picture story book,

Michael Recycle (Bethel, 2008) was a commercially available book. The picture

story book was read to the class by the teacher. Immediately following the reading, the children were invited to offer questions and comments about the story. Next, the children were invited to respond to any questions that were posed.

2. MICHAEL RECYCLE

Task 1. Whole class picture book reading Task 2. Whole class warm –up: drawing

pictures of objects

Task 3. Small group data modeling problem Task 4. Whole class reporting of modeling

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4.3.2 Task 2: Warm –Up – Creating Pictorial Representations Task 2 was a whole class warm-up designed to create the pictorial

representations of objects for use in Michael Recycle Task 3. The task began with a re-reading of the picture story book from Task 1. Next, the data modeling problem was posed. A group of real objects were presented to the children as having been found by Michael Recycle and the problem was that he needed help to sort the objects. The task required the children to draw pictures of the objects on sticky notes that would be sorted into categories in Task 3.

Nine real objects were distributed across three tables where the children sat to draw their pictures. Next to each object was a printed card with the name of the object. The grouping of the objects on each table was informed by the children’s sorting decisions in the Baxter Brown modeling activity. For example, types of objects similar to those that had been classified as “throw away” in Baxter Brown were placed on Table 1: orange peel, old bread and an empty snack food packet. Type of objects that were similar to those classified as reuse or throw away in Baxter Brown were placed on Table 2 and 3. Table 2 had a paper bag, a cardboard box, and an empty drink can and Table 3 had an empty plastic bottle, a glass jar and a cereal packet. One child from each of the four groups formed for small group work for the study (section 3.5.3.3, p. 87) was selected to work at each table of objects. This ensured that each group for Task 3 would have drawings of a variety of objects for use. The children were each provided with two 12.5 x 7.5 cm sticky notes. They were asked to choose two objects to draw, one on each sticky note, and to write the name of the object if they wished to. Coloured pencils were available to the children in pencil caddies on each table.

4.3.3 Task 3: Data Modeling Problem – Finding a Solution

This small group task presented the data modeling problem. The children were asked to help Michael Recycle sort out the objects he had found, using the pictures they had drawn.

Each child in a group had drawn two objects they had selected from those on the tables in Task 2. For groups with three children, there were six pictures to sort and represent, for groups of four children there were eight pictures to sort and

115 represent. A cardboard cut-out of the character Michael Recycle from the picture story book was placed on each group’s table. The children were asked to sort and display the pictures in a way that would make it easy for Michael Recycle to see how the objects had been sorted. During the task, Carl from Group 1 asked for the terms

recycle, reuse and throw away to be written on the electronic whiteboard. All groups

used the terms to label their categories. The list written by the teacher is shown in Figure 4.10.

Figure 4.10 List of words requested by Group 1.

4.3.4 Task 4: Small Group Reporting

Task 4 was a whole class task where the children reported each small group’s organisation and representation of the data modeling problem solution. Children sat on the floor in a circle with the teacher. The group reporters spoke from their places in the circle and used the data model the group had developed to report the group’s solution.

4.3.5 Children’s Models

Each of the three data models developed by three of the groups is shown as a photograph and a diagram in Figure 4.11, Figure 4.12 and Figure 4.13. The fourth group’s model was developed while a school support officer unexpectedly engaged with the children and was not used as she influenced the children’s models. The children labelled all of the pictures they drew with the name of the object. Two types of models were identified on the basis of the organisation, display and representation of the pictorial data.

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Recycle reuse throw away

Box paper Snack

jar cereal box

Peel

Figure 4.11 Michael Recycle data model for Group 1.

throw away recycle and

throw away

Recycle

Peel bottle Can

Snack Box

Jar

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Reuse recycle throw away

Peel plastic bottle Bread

paper Jar

Box

Figure 4.13 Michael Recycle data model for Group 3.

Model 1. This model was created by Group 1 (Figure 4.11) and Group 3 (Figure

4.13). The model addressed the three categories, recycle, reuse and throw away. The pictorial data were displayed in columns with written category labels at the head of each column.

Model 2. Group 2 (Figure 4.12) addressed two categories, recycle and throw away.

The pictorial data were displayed in two overlapping Venn diagram circles.

Drawings for each category were grouped together in each circle. One drawing was placed in the intersection of the circles. The group members attempted to label the categories on drawings in each circle.

4.4 Modeling Activity 3: Litterbug Doug Data Modeling Activity