102086 Designing Teaching and Learning

Assessment Two
Emily Wilson, 18006647

Lesson Plan selected:

 Science

Evaluation of the Science Lesson Plan

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – 1 (poor) – 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: Knowledge is classified as deep as the students are engaged in a variety of aspects
5 of the topic. The lesson is also addressing a key concept of science which is asking questions
and from those questions forming predictions.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: It is hard to score higher than a 3 without observing the lesson being performed.
5 From the template it is imagined that this will score between a 4 and a 5 from the stimulating
questions proposed throughout the lesson.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: Students are prompted to think critically throughout the lesson and ask questions
5 based on their assumptions. More than one tool has been used by the teacher to ensure that
key concepts of the chemical world are grasped by all students.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: Again, this is hard to properly assess without seeing the lesson being performed.
5 It is predicted that the score will be a 4 due to a range of activities being performed by the
students as well as stimulating their critical thinking skills.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Correct scientific terminology is used and is encouraged to be used from the
5 students. This occurs in the beginning and end of the lesson and could be incorporated more
throughout the lesson.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: This is seen as students are working in groups so discussion will occur student to
5 student. Also, there are large amounts of the lesson stimulating discussion between students
and the teacher.

Quality learning environment

2.1 Explicit quality criteria
1–2–3–4– Comments: It wasn’t mentioned throughout the lesson what quality of work was to be met
5 but instead general statements made about what to do. It also says that the teacher is to guide
the students in the right direction but does not allow them to reach this quality on their own.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: This is assumed, without seeing the lesson performed it is hard to gauge an
5 accurate response. It is predicted that students will be engaged from the stimulating material
that is presented throughout the lesson plan.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: This could be improved upon seeing the lesson performed but based on the plan
5 there isn’t any real challenging aspect to the lesson. All sections are discussed as a class and
the answers given.

2.4 Social support

1 – 2 – 3 – 4 – Comments: The teacher does walk around the classroom helping where needed and guiding
5 students towards the answers. This is implemented to ensure those students who may be more
reluctant to participate and ensure that everyone is understanding the lesson.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: This is assumed from the constant changing of tasks. Students are encouraged to
5 maintain focus in the lesson by being given a variety of tasks to complete.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: Student direction is seen throughout the discussions where students are
5 encouraged to contribute their knowledge and guide the discussion throughout the topic. In
terms of activities and what is carried out students are following what the teacher has planned.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Prior knowledge is only addressed in the beginning of the lesson when
5 brainstorming about the word freeze. It could be incorporated throughout the lesson more
through finding out students out of school knowledge of the topic the chemical world.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: The only knowledge perspective that is showcased is through what is known in
5 the scientific world. This could be improved upon by showing how different cultures may use
this knowledge in their everyday lives.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: The information presented throughout the lesson is purely based on the topics
5 temperature, freezing points and chemical reactions. It could be more integrated with real
world examples or with other aspects of Science and the unit the chemical world.

3.4 Inclusivity
1–2–3–4– Comments: This is assumed as the lesson needs to be seen in order to give a definite mark.
5 The lesson plan indicates that the teacher is moving around and checking on students but
mainly talks to those that need the push outside of discussions.

3.5 Connectedness
 1–2–3–4– Comments: This score could be improved upon by watching the lesson but based on the plan
5 there is no real connection to the outside world. Only at one point does the teacher ask the
student how what they are doing relates to their topic chemical world.

3.6 Narrative
1–2–3–4– Comments: There is no reference throughout the lesson of narrative being used it is purely
5 all informational about what they are doing in that experiment.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) 2.1 Explicit quality criteria 2) 2.3 High expectations
3) 2.6 Student Direction 4) 3.5 Connectedness

Lesson Plan

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Chemical and Physical reactions in 158-159
the real world.
Date: Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

40 mins
Materials for students: 100mm clear
plastic test tubes, test tube lid or cork,
test tube rack, water at 10oC, salt,
sugar, freezer, teaspoon., marker,
timer, ice, tubs to put ice in (3 per
group), cup, crushed cans, paper
crumbled, ice melting (not for
experiment 1-2), projector,
computer/tablet, access to internet.

Outcomes Assessment Students learn about Students learn to

SC4-17CW: Assessment for this lesson is
Using a scientific informal.
understanding and The following will be
knowledge of element conducted throughout the
properties, compounds lesson:
and mixtures for use in  Gauging the
everyday life. (New students’ reactions
and ensuring they
The students will: CW4.C
 Make predictions Investigate some examples
and aims for two of chemical change
experiments. occurring in everyday life.
 Explain how CW4.D
dissolving salt Compare physical and
chemical changes relating to
and sugar into
 South Wales Board of
Studies, 2012).
SCLS-4WS: Asks questions
that can be tested and
makes predictions
(New South Wales.
Board of Studies,
2012).
are understanding water will affect particle arrangement and
the information the freezing point reversibility.
being presented. depression of
 The aims and water.
predictions that are  Explain the
written for the reaction of salt,
experiment by the sugar and water
students show if
on ice.
they really
 Demonstrate the
understand what is
ability to record
being done or not.
and analyse the
This also represents
ability to think
data collected
critically. from the
 At the end of the experiments as
lesson a short quiz they engage in
on quiziz will be critically thinking
done. about the topic.
 Think critically in
terms of applying
learned
knowledge in
experiments into
real life scenarios.
 Explain the
differences
between a
physical and
chemical reaction.

Time Teaching and learning actions

5 min Start the class by setting out what will be achieved in this lesson and the standard that is required.
1. Discussion on chemical and physical changes
2. Experiment
3. Discussion on results and how these principles can be related to real world scenarios
4. Quiz on quiziz

5 min Discussion
Ask the students what they know about chemical and physical changes. Draw on the board the two words
physical and chemical and make a mind map of what the students respond with.
Ensure that particle change and reversibility is addressed.
After a couple of minutes of discussion provide students with a definition to write in their books if they
have not come to the right answer:
Chemical = In a chemical change there is a chemical reaction and a new substance is formed. Arguably this
can be reversed in some cases but not all.
Physical = A change that occurs to the physical nature of an element but does not change the chemical
nature of the item. For example, ice melting to water, the properties remain the same H 2O, but the state has
gone from solid to liquid. This can be reversed back to its original form in most cases.
15
min Hand out the printout containing the methodology for the 3 activities being undertaken today stating that it
is expected for you to fill in the aims and predictions before starting.
*included at end of document in appendix*
 Assign students into groups of 3-4 and tell them this is the time to fill in the blanks on their sheets.

Explain the safety for this experiment and briefly the methodology and then get students started. Explain to
students that while experiment one is running they should be working through the other two experiments.

Guide or provide assistance throughout the experiment. Walk around the classroom.

Give students 10 minutes to complete the experiments and to record their results.

Then have students packing the materials they used away.

Give students two real world scenarios, one physical and one chemical.
15
min 1. Chemical = It is winter and there is ice all over the road. Cars still need to be able to travel this
way. How can we help this to still happen?

2. Physical = You have only been given a small recycling bin by council, but you always find you
have more than what can fit. What physical change could be done to ensure that all recycling fits in
the bin?

Allow them in their groups to choose one scenario and then discuss with themselves how the results they
got in their experiment can help to overcome the problem presented. For those wanting more of a challenge
they are given the option to create their own scenario and solution based on the principles of what they have
learned today (5 minutes).

Bring the class together and ask what groups did which scenario and ask the groups what their solutions
were for the problem.

Show the video to answer the first scenario after discussion.

Video representation of why salt reduces the freezing point of water

Link to video: https://www.youtube.com/watch?v=JkhWV2uaHaA
Video contains answers to post work questions for experiment 1

If time permits get students to perform the Quiz on Quiziz to test their understanding on chemical and
physical changes and how these apply to real world problems.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-17CW: After the experiments real life scenarios are presented to
Using a scientific understanding the students where they must interpret the results they get
and knowledge of element
from there own research and apply these to the scenarios
properties, compounds and
mixtures for use in everyday life.
presented.
(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
This will be assessed informally through the students
developing their own aims and predictions for two of the
experiments.

Resources for Lesson

Worksheet to be handed out

Experiment Write Up.

Read the methodology of each experiment and then write your aim for the experiment
and your predictions.
Experiment 1 – Freezing points of water solutions
Aim: -
___________________________________________________________________________
___________________________________________________________________________
Predictions:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1. Place 10ml of water into 6 plastic test tubes

2. Add 1 teaspoon of salt to two test tubes and 1 teaspoon of sugar to another two.
3. Label with the marker which test tubes contain water and salt, water and sugar and
water. Mix the solution by hand by gently rotating the test-tube in a clockwise motion.
Seal the top with the stopper/cork supplied.
4. Place all 6 test tubes into the test tube rack and then into the freezer and start the
stopwatch.
5. Check solutions every 2 minutes to check for signs of freezing.
6. Record any activity and at what time this occurred

Post work - If not done in class to be done as homework.

Q1. Is the salt being added to the water a chemical or physical change?

Q2. Is the sugar being added to the water a chemical or physical change?
___________________________________________________________________________
Experiment 2 – Melting of Ice
Aim:
___________________________________________________________________________
___________________________________________________________________________
Predictions:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1. Collect ice from the front of the room and split between the three containers at your
work bench.
2. Sprinkle sugar on top of one container.
3. Sprinkle salt on to the second container.
4. Pour 1 cup of water on the third container of ice.
5. Write down any observations that can be seen in the reactions.

Experiment 3 – Observing some physical changes

Out the front of the classroom there are some examples of physical changes that you need to
observe and take note of how they have changed. It should be observed that the objects have
not undergone any chemical changes.

Quiz questions to be made in Quiziz

1. A physical change is?

a) a change on the molecular level
b) a change that occurs to the nature of a substance
c) adding salt to water
2. What sort of change does water undergo when salt is added?
a) Chemical
b) Physical
3. Which reaction can be more easily reversed?
a) Physical
b) Chemical
4. Which strategy would be best for solving the problem of ice on the road based on the
experiments carried out today?
a) Just drive on it anyway
b) Take a sick day
c) Have a truck deliver salt over the road
d) Have a truck deliver sugar over the road
5. According to the video which of the following ions does salt break into?
a) Na+ (sodium) and H2O (water)
b) Cl- (chloride) and Na+ (sodium)
c) O (oxygen) and H2O (water)
d) Cl- (chloride) and K (potassium)
Academic Justification
Although the lesson plan that was analysed scored highly in some aspects of the Quality
Teaching elements it was also lacking, specifically within the quality learning environment
and significance areas. The highlighted modifications to the lesson plan aim to better the
aspects of; explicit quality criteria, high expectations, student direction and connectedness.
An explanation of the modification to the lesson plan to meet the four select criteria will now
be discussed

In the initial lesson plan there were not many guidelines set out by the teacher to reinforce the
quality of work that is expected of the students. The modified lesson plan has added such
guidance both at the beginning and through the duration of the lesson to increase the explicit
quality criteria aspect of the Quality Teaching Framework (QTF). For the last part of the
lesson no expectation was said directly to the students but, it is to be observed if the students
are now thinking along the path that was set out for them earlier in the lesson. This allows
students to self-regulate and builds on their critical thinking, allowing them to reach a higher
standard of learning. Ladwig and Gore (2006) reinforces this notion by stating that in some
cases explicit criteria should not be stated but instead students allowed to develop these skills
and create their own work.

High expectations are an important aspect that needed to be addressed in the modified lesson
plan, to ensure that the students are strongly encouraged to undertake more challenging work.
Researchers suggest that to enable enthusiastic learning from students they needed to be
treated in such a way (Ladwig & Gore, 2006). To address this issue in the lesson plan, some
details of the experiment were modified to not be included so the students had to fill in the
blanks on what the aims and predictions of the experiments are. This was implemented to
encourage them to think more critically and question the known. In the first discussion
students are encouraged to say what they think chemical and physical change relates to. This
is to gauge what prior knowledge the students have on this topic and if they are unsure an
explanation and definition is given.

There is a desirability present from both teachers and students to have the students involved
in the negotiation of planning the lesson (Bron et al., 2016). According to Ladwig and Gore
(2006) student direction can be seen through a choice in activities, the amount of time spent
on said activities, the pace at which the lesson is going and the criteria that is assessable. By
allowing the students to have some control over some aspects of the lesson it creates a more
enhanced learning environment (Smith, 2017). For this lesson plan control was given to the
students in the final discussion where they got to choose a scenario or create another one if
they could think of one. This gives the students a voice and makes them more involved in the
lesson and the content being taught. It also targets those students at different stages in
learning without directly isolating them from their peers. This gives all students the chance to
decide what level they may be at, accommodating differentiated learning but also tying back
to the Quality Teaching Framework of student direction.
The original lesson plan content was lacking both stipulated and unstipulated connection to
the world beyond the classroom (Ladwig & Gore, 2006). Waters et.al. (2010) identified that
if a student has a satisfactory connectedness with the school and what is being taught it gives
them a sense of belonging which can help an adolescents health and academic outcomes. To
try and improve the level of connectedness a few things were changed in the lesson plan. The
outcome was changed to SC4-17CW to try and bring a more everyday life aspect to the
lesson. The original content CW4 has been kept but modified to match the new main outcome
of the lesson. In the last part of the lesson real life scenarios are being presented to students
where they can choose one and then implement strategies to help. This is a criterion from the
highest score presented by Ladwig and Gore (2006). Therefore, a applicable connection from
what students have learnt in the classroom and the outside world has been identified
improving the Quality Teaching Framework connectedness.

In conclusion, the original lesson plan was lacking in some areas but with modification of the
outcomes and content more quality teaching elements have achieved a higher evaluation
score. To ensure lessons follow the guidelines set out by Ladwig and Gore (2006) the quality
of that lesson has been raised and student learning will become more stimulating and
engaging.

URL link to Learning Portfolio

https://ekwilson.weebly.com

References

Bron, J., Bovill, C., Vliet, E., & Veugelers, W. (2016). “Negotiating the curriculum”:
Realizing student voice. The Social Educator, 34(1), 39-53, Retrieved from
https://search.informit.com.au/fullText;dn=212540;res=AEIPT

Ladwig, J.G., & Gore. J. (2006). Quality teaching in NSW public schools: An assessment
practice guide (2nd ed.). Sydney, Australia: NSW Department of Education and Training.

Smith, C. (2017). The flipped classroom: Benefits of student-led learning. Nursing 47(4), 20-
22. Retrieved from http://ovidsp.tx.ovid.com.ezproxy.uws.edu.au/sp-
3.29.1a/ovidweb.cgi?QS2=434f4e1a73d37e8c50b21927d035aa271eb1767be92b4faf040ce16
ddd0f8ce0077d3d783fa50ac64d4604f65680414c956b7ff37ead6f74b3e18952b45035aba0985
cd72bf6ff806cc25a5cc9db44b00643fa186583f9694d984ca7d8ee2414958e1452b2b1fc36385
6348152e00b5d8ff3833fd6a0245315232362845772239cc7b25b3e1fef9f7908c92804b637216
247a9a3a20a6d59bb7451c5f2285121ccd7f71380ee01be597eb42fc041f54813fbdc98dfab8ec9
ed0b8fca20ee26b098674ba45f2dcbb37c5dae9950ae6be87499a071ae47691c9a45184cc2840b
80c93b05e0e832f95139e56efd761094c5b240b5da237a8335fed3fb68ef5a2fd9f8526c9ce8f03
66307702e2cc2bbd322

Waters, S., Cross, D. & Shaw, T. (2010). Does the nature of schools matter? An exploration
of selected school ecology factors on adolescent perceptions of school connectedness. British
Journal of Educational Psychology, 80(3), 381-402. Retrieved from https://onlinelibrary-
wiley-com.ezproxy.uws.edu.au/journal/20448279