Assessment 2

Contents
Section 1: Australian Professional Standards for Teachers .................................................................... 2
1 Know students and how they learn ................................................................................................. 2
2 Know the content and how to teach it ............................................................................................ 2
3 Plan for and implement effective teaching and learning ................................................................ 2
4 Create and maintain supportive and safe learning environments .................................................. 2
5 Assess, provide feedback and report on student learning .............................................................. 3
Section 2: NSW Quality Teaching Model ................................................................................................ 3
1 Intellectual quality ........................................................................................................................... 3
2 Quality learning environment .......................................................................................................... 3
3 Significance ...................................................................................................................................... 4
Section 3: Identifying Areas for Improvement........................................................................................ 4
Science Education Lesson Plan ............................................................................................................... 5
Justification: .......................................................................................................................................... 10
Weebly account ................................................................................................................................ 12
References: ........................................................................................................................................... 13

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I have chosen the science lesson plan.

Section 1: Australian Professional Standards for Teachers

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1234 Comments: The teaching within this lesson is very universal while not aiming at any culture
5 backgrounds science is universal in many cultures and backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments: As stated above science lessons arent usually connected to any specific culture
5 or background and is very universal. Giving it a average mark for 1.3 and 1,4 seemed right
given the lesson plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: Gifted and talented students are asked to look up extra chemical structures ad
5 share them to the whole class.
1.6 Strategies to support full participation of students with disability
1234 Comments: If students with vision impairment are in the class all the work is done using
5 bigger fonts and for other students with disability a lot of the class work in done in groups
which will help those with learning difficulties and disabilities.
2 Know the content and how to teach it
2.2 Content selection and organization
1234 Comments: Ask the students throughout the lesson what they think will happen and their
5 thoughts prior to prac or group work, then asks what they found out after helping the lesson
to run smoothly and keeps the students up to the same point.
2.3 Curriculum, assessment and reporting
1234 Comments: Links the lesson to the correct content point and makes all the activities
5 throughout the lesson relevant to the content point and outcomes.
2.6 Information and Communication Technology (ICT)
1234 Comments: ICT is in the lesson plan but mention it is only used if enough time is available
5 at the end of the lesson. This seems impractical as it could be used more effectively prior to
the prac helping the student identify what they should be looking for.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1234 Comments: at the start of the lesson achievable goals are set and discussed what each student
5 will learn, also gifted students are also given extra tasks to keep them active and set goals.
3.2 Plan, structure and sequence learning programs
1234 Comments: This lesson has a variety of different teaching structure to assist in the learning
5 of all students ranging from: class mind map, group work, practical and the foam elements to
build bonds.
3.3 Use teaching strategies
1234 Comments: As stated above in 3.2 a variety of strategies are used to assist in the teaching of
5 all students and it is a mixture of teacher and student lead learning.
3.4 Select and use resources
1234 Comments: While a variety of resources are used ICT it not used as effectively as it could be
5 for this lesson.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1234 Comments: The use of class mind map, group work and foam build block supports the
5 building of group work and student participation.
4.2 Manage classroom activities
1234 Comments: The teacher instructions are clear and with a practical manual for the students to
5 follow for the practical the lesson was managed pretty well.
4.3 Manage challenging behavior
1234 Comments: While the class was watched during the group work and practical by the teacher
5 there as still possibilities of students playing up and nothing is discussed on what to do or
how to resolve issues.

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4.4 Maintain student safety
1234 Comments: At the start of the lesson all safety requirements and procedures are discussed and
5 during the lesson the teacher goes over the safety requirements to the students.
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 Comments: This isnt discussed during the lesson nor is it mentioned prior. Only a mention
of watching a YouTube video but whether thats on the students smart device or overhead it
5 doesnt say.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1234 Comments: A lot of questions and comparing is used throughout the lesson to see how the
5 students are progressing and if further discussion needs to be applied and if the lesson is
working on the students.
5.2 Provide feedback to students on their learning
1234 Comments: Offers help/assistance throughout the lesson and gives feedback during mind map
5 task and at the end of the lesson discussing the results.

Section 2: NSW Quality Teaching Model

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 Comments: With bonds, freezing and other elements involving deep knowledge for the
5 students.
1.2 Deep understanding
1 2 3 4 Comments: With the results, feedback and mind map this allows for deep understanding for
5 the students.
1.3 Problematic knowledge
1 2 3 4 Comments: While the practical is structured, the results could still vary if something isnt
5 done right which will lead to problem thinking of reasons, also the building with foam blocks
is also problematic for the students
1.4 Higher-order thinking
1 2 3 4 Comments: To use higher order thinking within the students the use of mind maps, building
5 blocks for elements and changes, predicting of results and problematic thinking.
1.5 Metalanguage
1 2 3 4 Comments: Use of periodic table, element names and coding is used throughout the lesson
5 showing signs of metalanguage.
1.6 Substantive communication
1 2 3 4 Comments: While the lesson is structured the teacher just guides the students allowing for a
5 lot of communication between students and building of students scaffolding.
2 Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 Comments: While during the lesson the teacher checks on the quality of work of the students
5 it isnt very detailed prior to the activities.
2.2 Engagement
1 2 3 4 Comments: A wild variety of engaging activities are used during this lesson, all students
5 participate and are active throughout the whole lesson.
2.3 High expectations
1 2 3 4 Comments: A students participate in challenging activities and those gifted students are
5 encouraged to do harder more challenging work.
2.4 Social support
1 2 3 4 Comments: As majority of the lesson is group work or a practical it shows that students need
5 to be social with each other to complete each tasks.
2.5 Students self-regulation
1 2 3 4 Comments: while this lesson is self-regulating, it doesnt mention at all for behavior
5 correction or disciplining.
2.6 Student direction

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 1234 Comments: While students can chose what to right in the mind map or what to build with the
5 blocks, the entire lesson is structured with very little chance of the students changing any part
of the lesson or having input.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: The lesson starts with a mind map for students to see what kind of background
5 knowledge they already have and where they are up to for the topic. This also allows students
who are behind to catch up with the rest of the class.
3.2 Cultural knowledge
1 2 3 4 Comments: As stated in APST 1.3 and 1.4 science and freezing is a universal topic and has
5 no links or ties to any cultural background so giving this a 1 is the only option.
3.3 Knowledge integration
1 2 3 4 Comments: Using the mind map the teacher makes suggestions that link the students to what
5 the topic is about and helps assist with starting the lesson.
3.4 Inclusivity
1 2 3 4 Comments: All student within the class are included even those that are gifted or with a
5 disability. The lesson plan covers changes that can be made to allow inclusivity.
3.5 Connectedness
1 2 3 4 Comments: The lesson is connected to how freezing changes with sugar or salt added to water
5 and connected it to items like ice cubes and ice cream, but other than that it isnt connected
or discussed further.
3.6 Narrative
1 2 3 4 Comments: No use of narratives are used throughout this lesson but if the video is shown then
5 that could be counted as some sort of narrative for the students in a minor way.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 2.6 2) 4.3
QT model
1) 2.5 2) 3.6

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 Science Education Lesson Plan
Stage and Topic

Stage 4: Temperature, Freezing points and Chemical reactions.

Big Ideas Associated with the Topic

The common concept is that water freezes at 0oC degrees without much thought as to why and how it occurs.
There are certain factors that contribute to why water changes from liquid to solid which include atmosphere
pressure, the excited of water molecules and crystallization reaction point of water. Salt will reduce the freezing
point of water when it is dissolved. The salt ionic bonds break making sodium and chlorine in the solution
which, then the water molecules are attracted to these elements preventing them to re-join together again. This is
also the reason why the freezing point of water reduces when salt is added and is classified as a chemical
reaction. Although when sugar is dissolved in water it is a physical change as sugar simply change form a solid
to a liquid in the water.

Alignment with Outcomes

Chemical World 4 (CW4): Different types of chemical reactions are used to produce a range of products and can
occur at different rates and involve energy transfer (New South Wales. Board of Studies, 2012).

Students:
C. Describe the effects of factors, eg temperature and catalysts, on the rate of some common chemical reactions
(New South Wales. Board of Studies, 2012).

SCLS-4WS: asks questions that can be tested and makes predictions (New South Wales. Board of Studies,
2012).

Lesson Objectives

The students will:

Explain how dissolving salt and sugar into water will affect the freezing point depression of water.
Predict the freezing points of the water solutions containing either salt or sugar and which will freeze
first.
Demonstrate the ability to record and analysis the data collected from the experiment as they engage in
critically thinking about the topic.
Display the ability to formulate equations of salt dissolved in water and sugar dissolved in water.
Explain the differences between a physical and chemical reactions.

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Materials and Preparation Before Class
Materials for students: 100mm clear plastic test tubes, test
tube lid or cork, test tube rack, water at 10 oC, salt, sugar,
periodic table, freezer, teaspoon., marker, timer, foam
spheres of different sizes and colours to represent the
elements: Na, Cl and H2O. Small wooden sticks to represent
connections for the elements and compound.
Additional Materials: Freezer, monitor in front of
classroom, access to the internet, large bottles of water at
100C, correct chemical and physical equations for both salt
water and sugar water.
Safety Issues Addressed
Students may get water, salt or sugar into their
eyes. All students must wear safety glasses. If
contact with eyes, wash out at eye wash station.
Students may play around with the
thermometers inappropriately. Student will be
asked to keep thermometer on the tables unless
in use. Must wear glasses to prevent being
poked in the eyes. If injury occurs call first aid
stuff or send to nurse if present with another
student.
Paper can be thrown and potentially cause
minor eye injury. Monitor class thoroughly to
reduce the chances of the hazard. If injury
occurs call first aid stuff or send to nurse if
present with another student.

Potential for students to bump into each other as

they place and remove the test tube racks from
the freezer. Address before the experiment that
they must line up and wait for the other group to
get their rack first and to walk not run in the
classroom.

Foam spheres and wooden sticks are a

potentially eye hazard. Monitor class thoroughly
to reduce the chances of the hazard. If injury
occurs call first aid stuff or send to nurse if
present with another. Wear safety glasses.
Time Teachers Work Students Work Assessment
5 min Start the classroom with a brain storm to draw out Participate in the brain Review the
students current understanding and knowledge of storm. responses of the
freezing points and common chemical reactions. Possible responses: students and
Ice address them within
Ask the question Ok class what come to mind Ice cream this lesson or in
when you think about the word freeze? Ice block future lessons.
Liquid to solid
Write the word freeze on the board with a circle Because its cold Record the
around it. Temperature misconceptions the
students have and
Ask how is relates to the topic chemical world. address them in the
lesson.
Guide their thoughts to the lessons focus without Write down the
influencing there the responses. responses from the broad The responses the
into their books. student wrote
By asking: down will be
How does something freeze? reviewed in the
Why it freezes? next lesson to see
What happens when something freezes? if their ideas and
misconceptions
have changed.

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5 min Explain to the class the aim of the today lesson will Listen to the teachers The students are
be on the freezing points of water, salt water and instructions. able to follow the
sugar water. instructions
throughout the
Explain safety procedures of the experiment before lesson.
commences.

10 min Assign students into groups. 4-5 students per group. Listen to the teachers Check the
Give the students roles within the group: timer instructions. students methods
(keeps track of the time), recorder (writes down sheets to gauge the
results), handler (mixing the solutions together) and progress and if
retriever (takes and places the test tube rack in the they are on task.
freezer).

Ask questions
Perform the experiment
Explain what to do in the practical and to fellow the
the according to the
methods sheet that was handed out.
methods sheet.

Students agree to rules

Explain the rules and discipline to student that
during practical before
misbehaviour during practical. This will be enforced
allowed into lab. 2
with zero tolerance. 2

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15 min Ask the students to make their predictions on what Perform the assigned roles To/and evaluate the
will happen to the three solutions before and during within the group. students thought
the practical. Predict the aim of the experiment, if process and
students are confused or havent identified the direction.
correct aim help them factor it out or provide the aim
if necessary. Record and analysis the Questions to ask:
results from the Can you explain to
experiment. Me why you come
Guide or provide assistance at the start of the
up with that
experiment without influencing the students thought
prediction?
processes. Walk around the classroom.

After the students record the first lot of results for the Predict the results of the
practical introduce the boxes foam spheres Thats an interesting
experiment before and
representing the elements: Na (Sodium), Cl concept (name of
during the task in the
(Chloride), C12H22O11 and H2O to each group. student) what made
prediction section of the
you think of that?
methods sheet.
Start with saying: Ok class lets zoom in on whats
happening to the three solutions in the freezer. I have
a box of elements and compounds of the water, salt
and sugar Observe and record
Predict the possible basic
the foam sphere
chemical or physical
Ask if the students know the common names of models the students
formulas for water, salt
elements and compounds of chemical symbols on the water and sugar water are making to
foam spheres. Allow them to refer to their periodic evaluate their level
using the foam spheres
table for guidance. of understanding of
and wooden sticks from
elements or
the box provided.
Use sugar as an example: formulas.

Sugar is make up of these elements Carbon,

Hydrogen and Oxygen which of the spheres has Predict the possible errors
these elements? of the experiment during
the task in the possible
Followed by: Now what can Hydrogen and Oxygen errors section of the
make and which of the spheres represents water? methods sheet.

Instruct the student to predict what is happening to

all three solutions using the foam spheres.
Teacher will let
Students match up
Another activity for the student to pick from are students know if the
pictures of frozen and
images of different items frozen and unfrozen asking unfrozen items to see if matches are correct
the students to match them up. 4 and ask how they
freezing changes other
4 worked out which
Give student a bit of free time to allow them to look structures. goes with each
up other elements, build other combinations or other. 4
resources other kinds of freezing, letting the student Students are allowed to
a few mins of self-regulated time. 3 do what they like for a Behaviour is
few mins as long as it is monitored. 3
topic related. 3

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20 min Discussion and evaluation of the practical. Contribute to the class Participation in class
discussions. discussion.
Prepare a table for the combined results of the all
class. Have the recorder of each group write down
their result on the table.

Discuss the predictions and errors from each group

and compare them with all class. Correct any
misconceptions the students may have.
Ask questions to why the thought that way and how Listen to the teacher.
it relates to the topic.

5 min Discuss if by dissolving salt and sugar is a chemical Observe the Observe the
Change or physical one referring to the experiment demonstration. students level of
the student preformed and foam modals. attention to
demonstration and
Watch the video. Students discussions.
Demonstrate what the correct formula for salt water take down notes to the
and sugar water and the how the freezing point of similarities from the video
water is reduced using the foam spheres. to their practical results. 1 Look at notebooks
before letting them
leave the
Video representation of why salt reduces the classroom.
freezing point of water with similarities to the foam
Ask questions throughout
Models. Video must be watched to
the lesson.
assist student learning via ITC 1. Link
to video:
https://www.youtube.com/watch?v=JkhWV2uaHaA
Similarities in 0:50 seconds to 1:12 minutes of the
video. Write down notes form
the broad.
Discuss and compare the video with the experiment
the student preformed and demonstration with the
class.

Adaptations / Accommodations for Students Needs

Gifted and talented students: Ask them to identify other common chemical reactions and physical changes
using the internet and their devices if they have them or use the computer in the classes. Have them share the
discoveries with the class during the discussion period.

Students with disabilities: Student has visual impairments display larger font methods sheets, have a student
read out the introductions and provide a large timer on the display in front of the classroom.
Student has reading difficulties provide visual representation of methods sheet for them and have a student
explain to them the procedure and encourage them to participate during the discussion period.

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Justification:
The lesson plan used for this assessment was the science one given in the assessment folder.

Majority of it was high average or higher grading for the Australian Professional Standards of

Teaching (APST) and the Quality Teaching Model (QTM). Also to mention that this lesson

didnt rate high in culture background categories due to science being a very neutral subject

when it comes to mixing with culture and religious background, for that reason I didnt pick

those to be fixed up in the lesson plan but needed to make a note as to why they werent

chosen even though they had the lowest scores. Lastly just a mention that with each change it

is numbered to make it easier when commenting on the changes, the APST changes were 2.6

ICT1 and 4.3 behaviour management2 and the QTM changes were 2.5 self-regulation3 and 3.6

Narrative4.

Even though this lesson is well thought out and planned it seemed that the use of ICT wasnt

involved except for a video at the end which also stated that only use if there is time. So it

was changed that the video must be watched as it would also assist in helping the students to

understand the changes and what things they should have found within their practical.

While using ICT has been proven to assist teachers within lessons to build information and

delve deeper into subject content, this has been proven by studies like Granberg (2011),

which talks about the link in teaching using e-portfolios, blogs and simulations have grown

over the years but so has the education within schools for students due to these applications.

Law and Chow (2008) also show that as ICT is beneficial it must be used correctly and in the

right manner by teachers in their pedagogical teaching, after these article it showed that while

ICT it useful within the classroom it still needs to be thought out and well planned to the

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content. With these thoughts in mind that is the reasoning to why these ICT changes were

made.

Behaviour management is a vital part of any lesson, the lesson plan didnt have any mention

of what to do if students play up, especially when a practical and group work is involved. By

adding in what should happen if student play up or misbehave this shows that the teacher is

prepared for any situation, this also helps in keeping the lesson going and makes it easier for

a teacher who is covering the lesson due to the main teacher being unwell.

Emmer (1994), states that behaviour management is a key set in the whole overall

management of the class, it goes on the say that keeping students aware of what happens can

actually keep students from playing up. This was also backed up by Luiselli, Putnam,

Handler, and Feinberg (2005), who stats that by formulation behaviour expectations and

reinforcing positive performance these can assist in student learning and may assist in

students misbehaving. It was with these thoughts that the changes were made within this

lesson.

For most teachers a structured lesson is a practical way for teaching but student need to be

self-regulating at some points to help keep interest and to reinforce inquiry based learning, in

this lesson plan the whole thing was structured and every min filled with activities not

allowing many chances for students to look outside the box. With the change of giving

student a few mins for self-regulated learning it allows for their imagination to think outside

the box and see what they would be more interested in for future lessons.

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It has been shown in various studies that self-regulation assist in learning but also helps the

teacher in understanding their students and build on student teacher relationships in a positive

manner, studies such as Zimmerman and Martinez-Pons (1988), showed that self-regulation

improves students awareness and allows to build on student interest within the topic or

lesson. This was also reinforced by van Grinsven and Tillema (2006), which in their study

showed an improvement in content interest and student motivation by adding self-regulating

aspect to each lesson. Using these studies it was the reasoning for the changes made to the

lesson plan in this assessment.

Lastly the use of narratives within the classroom can be useful and even though it isnt

primary school narrative isnt just a book, it can be any form for image or activity that assist

in visual learning for the students. By adding another activity to the lesson it give the students

choices which links to self-regulating, but also the visual activity helps in narrative learning.

Studies like Booker (2012), have shown that using narrative to help assist in learning is

becoming more popular and beneficial for students, it also states that using these tools can

help improve student learning. Also there are studies that explain that visual learning is a

fascination for people and that in a psychoanalysis of people it has been seen that visuals help

in people learning, (Mulvey, 1989).

With all the evidence backing the changes to the lesson plan, it seemed like the changes

where done for the better of both the teacher and students. In a separate note the ICT for

APST and narrative for QTM could be linked as they both are based on visual learning and

interaction for students.

Weebly account: jamescauz.weebly.com

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References:
Booker, K. (2012). Using picturebooks to empower and inspire readers and writers in the upper
primary classroom. Literacy Learning: The Middle Years, 20(2), i.
Emmer, E. T. (1994). Classroom management for secondary teachers: ERIC.
Granberg, C. (2011). ICT and learning in teacher education: The social construction of pedagogical ICT
discourse and design. Interaktiva medier och lrande (IML), Ume universitet.
Law, N., & Chow, A. (2008). Teacher characteristics, contextual factors, and how these affect the
pedagogical use of ICT. Pedagogy and ICT use, 181-219.
Luiselli, J. K., Putnam, R. F., Handler, M. W., & Feinberg, A. B. (2005). Wholeschool positive
behaviour support: effects on student discipline problems and academic performance.
Educational Psychology, 25(2-3), 183-198.
Mulvey, L. (1989). Visual pleasure and narrative cinema Visual and other pleasures (pp. 14-26):
Springer.
van Grinsven, L., & Tillema, H. (2006). Learning opportunities to support student self-regulation:
Comparing different instructional formats. Educational Research, 48(1), 77-91.
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student
self-regulated learning. Journal of Educational Psychology, 80(3), 284.

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