102088 Secondary Curriculum 1B

Assignment 1 Extension Science

By Paige Bishop 17288141

Contents
Lesson Plan 1: Designing a water filtration system. ..........................................................................................2
Lesson Script...................................................................................................................................................3
Lesson Resources ...........................................................................................................................................6
Lesson Plan 2: Constructing a water filtration system. .....................................................................................9
Lesson Script.................................................................................................................................................10
Lesson Resources .........................................................................................................................................13
Lesson Plan 3: Testing a water filtration system. ............................................................................................14
Lesson Script.................................................................................................................................................15
Lesson Resources .........................................................................................................................................18
Justification ......................................................................................................................................................20
References .......................................................................................................................................................23

Page | 1
Lesson Plan 1: Designing a water filtration system.
KLA: Science Stage of Learner:
Safety Nil.
Considerations:
Knowledge and Chemical World
Understanding(K&U) Strand: Design and Technology
K & U outcome(s): CW3 Mixtures, including
solutions, contain a
combination of pure
substances that can be
separated using a range of
techniques.
4.4.1 identifies innovative,
enterprising and creative
design ideas and solutions
K & U context statement: Students:
K& U content descriptor(s): a. describe the importance of
water as a solvent in daily
life, industries and the
environment
b. describe aqueous mixtures
in terms of solute, solvent
and solution
c. relate a range of
techniques used to separate
the components of some
common mixtures to
the physical principles
involved in each process,
including filtration,
decantation, evaporation,
crystallisation,
chromatography and
distillation
Highlight any areas addressed within lesson:
General capabilities
Critical and creative Ethical understanding Information and
communication
thinking
technology capability
Learning Intentions:
-Describing the importance of water
-Know the difference between aqueous mixtures and
solvents
Stage 4 Lesson Duration: 60 minutes
Printing / Print and modify worksheets to
Preparation: student’s ability (larger font), create
kahoot online quiz, gather small
quantities of materials for examples
(1L and 2L plastic soft drink bottles,
sand, large rocks, little pebbles,
activated charcoal, fabric cloth,
coffee filters, water, soil, leaves,
rubber bands, grass and water jug)
Working Scientifically (WS) Planning Investigations
Strand(s):
WS outcome(s): collaboratively and
individually produces a plan
to investigate questions and
problems
SC4-5WS
WS context statement(s): WS5.2 Students plan first-
hand investigations by:
WS content descriptor(s): a. collaboratively and
individually planning a range
of investigation types,
including fieldwork,
experiments, surveys and
research
b. outlining a logical
procedure for undertaking a
range of investigations to
collect valid firsthand
data, including fair tests
c. identifying in fair tests,
variables to be controlled
(held constant), measured
and changed
d. describing safety and
ethical guidelines to be
addressed
Intercultural Personal and social
Literacy Numeracy
understanding
capability
Success Criteria:
-By knowing why water is important to us including
environmental and industrial use.
-Can differentiate between mixtures and solutions and can
identity solutes and solvents.
Page | 2
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. 1.2 Deep understanding 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher- 1.3 Problematic knowledge 1.6 Substantive communication
order thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly 2.2 Engagement 2.5 Students’ self-regulation
focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear 3.2 Cultural knowledge 3.5 Connectedness
connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways 3.3 Knowledge integration 3.6 Narrative
of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.4 High-order This is evident in the lesson by students researching various ways to design and build a water filtration system.
thinking

2.2 Engagement Engagement is illustrated by providing fun and engaging activities.

3.1 Background Students will acquire a sound knowledge of solute, solvent and solution thus assisting them in constructing their water
knowledge. filtration system.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 mins Instruct students to be seated and have Be seated with their equipment Nil.
their equipment ready.
Participate in discussion about aqueous
Ask the students if they know what an mixtures and solutions and provide other
aqueous mixture is, present them with an examples of aqueous mixtures to the
idea of aqueous solutions by using saline class verbally.
water to demonstrate a solute, solvent
and solution.

Ask students if they can think of any other

aqueous solutions or mixtures, especially
ones involving water.

This is part of formative assessment and

the teacher can see what they students
already know or what they could work on.
Body of Lesson:
Time Teacher Activity Student Activity Resources
10 Instruct students to find the definitions of Acquire a dictionary and find the Smartboard, workbook,
mins solute, solvent, solutions and mixtures, definitions of solute, solvent, solutions dictionaries
using a dictionary and write their answers and mixtures. Write answers in
in full sentences into their workbooks. workbooks. Answers must be in full
sentences.
If students are struggling to find the
words, provide them with the page
number of each word.
15 Distribute the solutions worksheet to Students are to complete the solutions Solutions worksheet, glue,
mins students, assist students who may be worksheet, glue worksheet into workbook workbooks, Venn diagram
struggling. then show teacher once completed. worksheet.

Page | 3
 Check student’s worksheets when they
have finished to assess their
understanding then give them the Venn
diagram worksheet.
Ask them to complete the Venn diagram
worksheet on solutions and mixtures. If
students are struggling, explain or remind
students what a Venn diagram entails.
Students must complete the Venn
Diagram worksheet to compare and
contrast solutions and mixtures. Show the
teacher their Venn diagram worksheet
once completed.
Then complete the clean water
worksheet.

Then give students the clean water
worksheet to complete.
25 Explain to students that over the next
mins couple of days they will be carrying out an
experiment to design and create a water
filtration system to produce clean and
clear water, students will also be required
to test the water quality before and after
filtration to determine if water is
drinkable.
Place the materials that students can use
for their filtration systems at the front of
the class on a table for students to
observe and ask them to design their
water filtration system and draws their
design into their workbooks including the
labelling of the materials used and
measurements.
Once all three worksheets are completed,
students must glue them into their
workbooks.
Students are to create or design a mini Workbooks and small
water filtration system using household quantities of materials for
recyclable materials. Students can use the display (1L and 2L plastic
materials at the front of the class to help soft drink bottles, sand,
with their designing process to give them large rocks, little pebbles,
assistance or they can use other materials activated charcoal, fabric
they would want to bring from home. cloth, coffee filters, water,
soil, leaves, rubber bands,
Students need to draw their water grass and water jug)
filtration designs into their workbooks
and include labelling of materials and the
length and thickness of each material.
Students must write a list of materials
they need to build their water filtration
system and give it to the teacher.

Wander around the classroom, assisting

students by trying to prompt their
imagination while looking at the materials
at the front of the class.

Teacher tells students to write a list of

materials that they require to build their
water filtration systems, ensuring they
can be easily obtained and are recycling
materials.
Conclusion:
Time Teacher Activity Student Activity Resources
5 mins Set up kahoot quiz Participate in the kahoot quiz. Smartboard, laptops or
other electronic devices

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

By knowing why water is Through the answers that students give at the start of the lesson.
important to us including
environmental and
industrial use.

Can differentiate By examining the worksheets that the students completed and by circulating the classroom to
between mixtures and see what exactly they know or if they are copying their peers.
solutions and can identity
solutes and solvents.

Page | 4
Reflection:
What have I learned about I have learnt how difficult it is to judge how long an activity is going to take as I have not
teaching and learning processes taught this lesson previously.
when preparing this lesson?

Other Considerations:
Complete the table below by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
2.2 content This is observed in this lesson by scaffolding content and the lesson on prior knowledge and by choosing
selection and the water filtration experiment it is easier to implement STEM.
organisation
3.1 Establish This is evident in the lesson by asking students to design a water filtration system using the materials
challenging that are set out at the front of the classroom.
learning goals

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student
handouts, etc.).

Mixture and solutions kahoot quiz

https://play.kahoot.it/#/intro?quizId=0980b469-2889-47f0-bda1-a5422b54e98b

Page | 5
Lesson Resources

Name: _______________ Date:___/___/____

Solutions Worksheet

1. On the line at the left, write the letter of the definition that best matches each
term.

_______ 1. solution a. capable of being dissolved

_______ 2. solute b. solution with water as the solvent

_______ 3. solvent c. substance that is dissolved in a solution

_______ 4. soluble d. substance that dissolves in water to form a solution that conducts
an electric current
_______ 5. alloy e. solid solution containing two or more metals

_______ 6. aqueous solution f. homogeneous mixture of two or more substances in a single

physical state
_______ 7. electrolyte g. substance that does the dissolving in a solution

Answer each of the following questions in the space provided.

2. Describe the properties of a solution

_________________________________________________________________________________
_________________________________________________________________________________

3. Give two examples of solutions in nature and explain why each is important.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Page | 6
Page | 7
Name: ___________________ Date:___/___/___

List four ways that we use water.

1. ___________________________ 2. ____________________________

3. ___________________________ 4. ____________________________

What makes water dirty?

1. ___________________________ 2. ____________________________

3. ___________________________ 4. ____________________________

Why do you think is it important to have clean water?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Page | 8
Lesson Plan 2: Constructing a water filtration system.
KLA: Science Stage of Learner:
Safety Students acting inappropriately and wet
Considerations: other students while conducting their
experiment.
Knowledge and Chemical World
Understanding(K&U) Strand: Design and Technology
Measurement and Geometry
(Length)
K & U outcome(s): CW3 Mixtures, including
solutions, contain a
combination of pure
substances that can be
separated using a range of
techniques.
4.4.1 identifies innovative,
enterprising and creative
design ideas and solutions
MA4-12MG calculates the
perimeters of plane shapes
and the circumferences of
circles
K & U context statement: Students:
K& U content descriptor(s): d. investigate the application
of a physical separation
technique used in everyday
situations or industrial
processes, eg water filtering,
sorting waste materials,
extracting pigments or oils
from plants, separating
blood products or cleaning
up oil spills
-find the perimeters of a
range of plane shapes,
including parallelograms,
trapeziums, rhombuses, kites
and simple composite figures
Highlight any areas addressed within lesson:
General capabilities
Critical and creative Ethical understanding Information and
communication
thinking
technology capability
Learning Intentions:
Investigate the application of water filtration techniques in
everyday situations
4 Lesson Duration: 60 minutes
Printing / Look at what materials students
Preparation: require before class and gather
them unless they are going to bring
them, make sure that the pH strips
and turbidity charts are available.
Working Scientifically (WS) Conducting Investigations
Strand(s):
WS outcome(s): follows a sequence of
instructions to safely
undertake a range of
investigation types,
collaboratively and
individually SC4-6WS
WS context statement(s): WS6 Students conduct
investigations by:
WS content descriptor(s): a. collaboratively and
individually conducting a
range of investigation types,
including fieldwork
and experiments, ensuring
safety and ethical guidelines
are followed
b. assembling and using
appropriate equipment and
resources to perform the
investigation,
including safety equipment
c. selecting equipment to
collect data with accuracy
appropriate to the task
d. following the planned
procedure, including in fair
tests, measuring and
controlling variables
Intercultural Personal and social
Literacy Numeracy
understanding
capability
Success Criteria:
By demonstrating how water filtration works and the use
within everyday life.
Page | 9
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. 1.2 Deep understanding 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher- 1.3 Problematic knowledge 1.6 Substantive communication
order thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly 2.2 Engagement 2.5 Students’ self-regulation
focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear 3.2 Cultural knowledge 3.5 Connectedness
connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways 3.3 Knowledge integration 3.6 Narrative
of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.4 Problematic This is evident in the lesson as students are required to build their water filtration system design using the actual
knowledge materials which will require problem solving knowledge to overcome hurdles with their design.

2.6 Student This is indicated in the lesson when students decide the design for their water filtration systems.
direction

3.4 Inclusivity This is evident as every student is required to construct and test their water filtration system.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 mins Instruct students to be seated and get out Be seated quietly and get out necessary Workbooks.
their equipment. Express your equipment for the lesson. Listen to the
expectations with the students. teacher’s expectations and understand
what they entail.
Explain to students that in this lesson they
will be constructing their water filtration Open workbook to the page with the
systems and will be testing to ensure they diagram of their water filtration system
work correctly. Ask students to have their and have it laid open in front of them.
drawn design on the table in front of
them.
Body of Lesson:
Time Teacher Activity Student Activity Resources
5 mins Instruct three students at a time to come Once the teacher has specified, student is Materials available- 1L
up to the front and gather the equipment to go up to the front of the class and and 2L plastic soft drink
and materials they require. gather the equipment and materials bottles, sand, large rocks,
little pebbles, activated
If students have a low ability level they charcoal, fabric cloth,
can choose to be placed in pairs, chosen coffee filters, water, soil,
by the teacher, or they can do it leaves, rubber bands,
individually. Teacher will place students in grass and water jug
pairs with other students of similar
capabilities or with a student who had
designed a similar filtration system.
25 Observe the students constructing their Once students have returned to their seat Equipment they require
mins water filtration systems, assist any with their materials they are to construct for construction based on
students who may look lost or require their water filtration system according to their design.
extra guidance. their diagram. Once completed show the
teacher to move onto the next step.

Page | 10
 15 Once the students have shown their built
mins filtration system, instruct them to fill their
jug with water, add soil and stir, the pour
the mixture into their filtration systems
and observe what happens. Ask students
to also time how long it takes the water
to flow through the system.
If student’s filtration systems work the
first three times they put water through
it, students can put their filtration device
away and complete the extension
worksheet activity.
5 mins Instruct students to put their names on
their filtration system and ask a couple of
student at a time to place them in a
designated cupboard.
Conclusion:
Time Teacher Activity
5 mins Ask student to return to their seats.
Start class discussion with the students
about their designs, referring to things
that worked or did not work with their
original design and discuss how long it
took the water to flow through their
systems.
Students are to fill their water jugs or Equipment they require
containers with water, add some soil and for construction based on
stir the mixture then pour the mixture their design, stop watch
into their filtration systems. Students are or timer on their phones,
also required to time the water flow and water, workbooks, and
to observe if the filtration system is extension worksheet
successful or unsuccessful. Students must
test their systems a minimum of three
times to ensure accuracy.
Students must record the time it takes for
water to flow through the system (3
times) and any changes they made to
their original design in their workbooks.
Students must put their name on their Water filtration system,
filtration systems using a permanent permanent marker.
parker or label and place it in the
designated cupboard when asked.
Student Activity Resources
Discuss with the class what worked with Nil.
their design or what they had to change
to make their original design better and
have water flow through clearer and
cleaner, also discuss how long it took the
water to flow through their systems.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

By demonstrating how By designing and constructing a working water filtration system out of recycled materials and
water filtration works explaining how this technique may be beneficial to them and society.
and the use within
everyday life.

Reflection:
What have I learned about
teaching and learning processes
when preparing this lesson?
That preparation is key to a successful lesson and to also design a lesson plan that is fun
and engaging to the students, otherwise they might be defiant. It is also difficult to
predict how long an activity will take, so also be prepared for students to complete work
early.

Other Considerations:
Complete the table below by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
2.2 Content By dedicating a whole lesson to constructing their water filtration systems allows for students to be
selection and creative and modify and test their designs before the actual experiment.
organisation
3.1 Establish This is evident by allowing students to construct their previously designed water filtration systems, with
challenging the criteria that their filtration system must work.
learning goals

Page | 11
References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student
handouts, etc.).

Page | 12
Lesson Resources

Name: _______________ Date: __/__/___

Fill in the table below based on your own water filtration system design.

Part of the water filtration system What does it do?

How does a filtration system work?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Where do you think the water from your house originates and how is it so clean?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Page | 13
Lesson Plan 3: Testing a water filtration system.
KLA: Science Stage of Learner: 4 Lesson Duration: 60 minutes
Safety water spillage on tables or ground or getting Printing / Gather pH strips, turbidity charts,
Considerations: water in eyes Preparation: water, soil and sand, water jugs,
make sure tables are set up to
accommodate experiment.

Knowledge and Chemical World Working Scientifically (WS) Conducting Investigations

Understanding(K&U) Strand:
K & U outcome(s):
K & U context statement:
K& U content descriptor(s):
Statistics and Probability
(Single variable data analysis)
CW3 Mixtures, including
solutions, contain a
combination of pure
substances that can be
separated using a range of
techniques.
MA4-1WM communicates
and connects mathematical
ideas using appropriate
terminology, diagrams
and symbols
MA4-2WM applies
appropriate mathematical
techniques to solve problems
MA4-3WM recognises and
explains mathematical
relationships using reasoning
MA4-20SP analyses single
sets of data using measures
of location, and range
Students:
d. investigate the application
of a physical separation
technique used in everyday
situations or industrial
processes, eg water filtering,
sorting waste materials,
extracting pigments or oils
from plants, separating
blood products or cleaning
up oil spills
۰Calculate mean, median,
mode and range for sets of
data and interpret these
statistics in the context of
data
۰Investigate the effect of
individual data values,
including outliers, on the
mean and median
۰Describe and interpret data
displays using mean, median
and range
Strand(s):
WS outcome(s):
WS context statement(s):
WS content descriptor(s):
follows a sequence of
instructions to safely
undertake a range of
investigation types,
collaboratively and
individually SC4-6WS
WS6 Students conduct
investigations by:
a. collaboratively and
individually conducting a
range of investigation types,
including fieldwork
and experiments, ensuring
safety and ethical guidelines
are followed
b. assembling and using
appropriate equipment and
resources to perform the
investigation,
including safety equipment
e. recording observations
and measurements
accurately, using appropriate
units for physical
quantities
f. performing specific roles
safely and responsibly when
working collaboratively to
complete a task within the
timeline

Highlight any areas addressed within lesson:

General capabilities

Page | 14
 Critical and creative Ethical understanding Information and Intercultural Personal and social
communication Literacy Numeracy
thinking understanding
technology capability capability

Learning Intentions: Success Criteria:

Investigate the application of water filtration techniques in Demonstrating how water filtration works and the use within
everyday situations everyday life.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. 1.2 Deep understanding 1.5 Metalanguage
Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher- 1.3 Problematic knowledge 1.6 Substantive communication
order thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly 2.2 Engagement 2.5 Students’ self-regulation
focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations 2.6 Student direction
and students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear 3.2 Cultural knowledge 3.5 Connectedness
connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways 3.3 Knowledge integration 3.6 Narrative
of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.4 High-order This is indicated throughout the lesson as students will construct their previously designed water filtration system,
thinking which must also work, however, if it fails then students can perfect their design.

2.2 Engagement As this practical task is fun and interactive, high engagement from the students would be evident.

3.3 Knowledge This is evident within this lesson as the outcomes and content cover cross curriculum disciplines to achieve STEM.
integration

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 mins Ask students to be seated. Sit quietly and listen to the teacher’s Smartboard.
instructions.
Go over expectations with students and
explain that today they will be testing the
water quality of their water filtration
systems by using water quality testing
kits.

Type the instructions for the pH strips and

turbidity chart on the smartboard so
students have a reference while they are
performing the experiment.
5 mins Give students a demonstration of how to Watch the teacher’s demonstration on pH meter, turbidity
use the pH meter and turbidity chart. how to use the pH meter and turbidity charts, water with sand
chart. and soil added and mixed,
jars
Body of Lesson:
Time Teacher Activity Student Activity Resources
20 Instruct a couple of students at a time to Students gather their filtration systems Student’s previously
mins collect their filtration systems, pH meter from the cupboard, when instructed to, constructed water
and turbidity charts. filtration systems, water

Page | 15

Hand out worksheets while the students
set up their experiment.
Wander around the classroom,
monitoring and assisting students if they
require any help.
Observing students perform their
experiments as formative assessment.
5 mins Ask students to dispose of their waste
materials and pack up their experiments.
Also instructing them to bring the
turbidity charts and pH meters up to the
front desk.
20 Ask students to log into the laptops, to
mins access the shared excel spreadsheet and
enter the data from their experiments.
Then ask the students to open a new
spreadsheet and to calculate the mean,
mode and range of everyone’s results for
pH, turbidity and time, must include units.
Request that the students then type the
aim, methods and materials, results and
conclusion for their experiment into a
word document.
Instruct students that once they have
finished they must raise their hand and
you will bring the usb so they can save
their work on it.
then return to their desk to set up their and soil mixture, pH
apparatus. meter, turbidity chart,
stop watch, water
Students must then make the water dirty filtration experiment
by mixing the water and soil. Once the worksheet, spare cloths
mixture is made, students use the pH and rubber bands
meter to measure the pH and the
turbidity chart to measure the turbidity of
the dirty water mixture and record the
data in the table on the worksheet
including units.
Students then set up their stop watch and
press start when the start to pour the
dirty water mixture into their filtration
systems. Press stop on the stop watch
when the water has finished flowing
through and record this time on the
worksheet provided.
Students are to then re-test the newly
cleaned water using the same methods as
previously and record the data into the
table on their worksheet.
The students change the cloth on their
filtration systems and pour the recently
cleaned water through the filtration
system again, timing the water flow and
then test the water again, recording the
data into the table. Students can repeat
this process three or more times,
depending on time, until they are
satisfied with their results.
Students need to dispose of waste Student’s previously
products appropriately and can pack constructed water
away their filtration systems to take filtration systems, water
home and soil mixture, pH
meters and turbidity
Students must also bring the turbidity charts
charts and pH meters back at the front of
the classroom.
Students must place their results (time, Laptops, worksheet, usb
pH and turbidity levels) next to their
name on the class excel spreadsheet.
Once every student has added their
results, students must open a new
spreadsheet and calculate the mean,
mode and range of each category (pH,
turbidity and time) for their 3 attempts
AND the whole class data. Students can
choose to represent this data in a table or
graphs.
Students then type a scientific report
including the aim, methods and materials,
results (tabulated or graphed with
appropriate units) and conclusion into a
Page | 16

Teacher will use their scientific report as
formative assessment.
Conclusion:
Time Teacher Activity
5 mins Allow students to have a class discussion
about their results and how this
experiment has shaped their
understanding about aqueous mixtures
and solutions.
Also ask students for feedback for the
past three lessons.
word document. Once completed save
onto the teachers usb
Student Activity Resources
Participate in class discussion about their Nil.
experiments and discuss if this has helped
you understand aqueous mixtures and
solutions.
Give teacher feedback about the lessons.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Demonstrating how This will be measured when students construct their water filtration systems, that actually filter
water filtration works the water and identify through discussion and worksheets how this can benefit our lives.
and the use within
everyday life.

Reflection:
p

What have I learned about Practical activities are important for students learning as it allows for a better
teaching and learning processes understanding of topics in science, especially with concepts that are difficult to visualise.
when preparing this lesson?

Other Considerations:
Complete the table below by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence
from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
2.5 Literacy This is evident in this lesson when students have to write up the experiment using ICT and when
and numeracy calculating results from the data obtained from their experiment.
4.2 Manage Teachers explain expectations to the students before the class commences and circulates the classroom
classroom while the students are completing the experiment and using ICT.
activities

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student
handouts, etc.).

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Lesson Resources

Turbidity chart

Source: http://www.learnnc.org/lp/editions/mudcreek/6594

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Name: _______________ Date: __/__/___

Before Filtering:

pH Turbidity

Original sample

2nd attempt

3rd attempt

After Filtering:

pH Turbidity

Original sample

2nd attempt

3rd attempt

Time:

Time (mins/secs)

Original sample

2nd attempt

3rd attempt

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Justification
The three sequenced lesson plans designed above follow the NSW K-10 Science, Mathematics and Design
and Technology stage 4 syllabuses, emphasising on the chemical world, measurement and geometry,
statistics and probability and the design and technology strands to design and construct an effective water
filtration system. These three lessons are based around STEM integration, inquiry based learning, literacy,
numeracy and information and communication technology (ICT) skills, differentiated learning and the
Cambridge learning model.

The Cambridge learning model was the pedagogical strategy implemented throughout the lesson three
plans, which focusses on connecting the learning, sharing new information, demonstrate understanding
and review and reflect processes (Cambridge Park High School, n.d). The lessons connected the learning by
relating the topic of water to their everyday use and why clean water especially is important, shared new
information by getting the students to explore processes of cleaning water, students demonstrated new
understanding by designing and constructing their own water filtration system, review and reflect was
achieved at the end of each lesson through discussions on what the students found difficult with
constructing a filtration system, what they found interesting or fun.

STEM education is focussed on teaching student’s science, technology, engineering and mathematics using
an interdisciplinary approach (NSW Education Standards Authority, 2017b). STEM lessons demonstrate to
students that all subjects are integrated and rely on each other to complete certain tasks, which is
beneficial for students as they can see the relevance of every subject they are taught (Froschauer, 2015).
The science component throughout these lessons are based on chemistry in terms of water composition
and the testing of pH and turbidity levels, biology, which is related to the motives behind building a water
filtration system and sustainability as the materials used to construct the filtration device were recycled
materials which promotes sustainability. The internet was used throughout the lesson plans, specifically at
the conclusion of the first lesson, in terms of the kahoot online quiz to examine students’ knowledge of the
lesson, where the students were required to use an electronic device of their choice to participate and
during the third lesson as students used Microsoft excel spreadsheets to record and calculate the results
from their experiment and Microsoft word documents were used to write their scientific report. Using
technology, especially computers to complete these activities strengthen the student’s literacy, numeracy

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and information and communication technology (ICT) skills (Livingstone, 2012; NSW Education Standards
Authority, 2017a). A pH meter was strategically used as opposed to pH strips to also increase the student’s
technology exposure.
The designing and construction of the water filtration system during the second lesson satisfies the
engineering component of STEM education as students were required to draw detailed and labelled
diagrams of their chosen water filtration system design, with opportunity to modify the design if the
filtration system was unsuccessful and were required to physically build their own filtration system based
on their original or modified designs. The mathematics component of STEM was satisfied over the second
and third lessons when students had to measure the length of the materials they used to build their
filtration systems and by measuring the volume of water, soil, sand and charcoal that they needed.
Students were also required to calculate the mean, mode and range of the recorded results, using either
formulas from the excel worksheet or their calculators to determine accurate validation of results.
Analysing the data using these processes strengthened the student’s numeracy and information and
communication technology (ICT) skills. Literacy was an affluent component throughout these lessons as
students were required to use proper grammar and punctuation when they were writing their scientific
reports and while also building their comprehension skills through worksheets.

Differentiated learning was demonstrated throughout all three lessons by providing extension activities for
students once they have completed the set tasks, allowing all students to undertake the extension
activities not just advanced students and by offering guided instruction for students who may be struggling
to envision a filtration system design. Worksheets used within the lesson plans above were modified prior
to class to accommodate students who had visual impairments by enlarging font size or using pictures or
simpler words during activities for students with language barriers (Friend & Bursuck, 2002). Allowing
students to choose whether they want to work collaboratively or individually for the filtration experiment
promotes equity and equality within the classroom (Morgan, 2014). Working collaboratively is important in
education, especially science lessons, as majority of occupations have some form of collaborative working
and they may be forced to work along people they dislike, which is why the lesson plans stated that if
students chose to work in pairs or groups the teacher decided who they worked with. Collaborative
working is beneficial to students as it not only builds peer support and interpersonal relationships, it
encourages a deeper understanding of content as students tend to receive more information from their
pupils than the teacher (Kempa & Ayob, 1995).

Formative assessment was measured over the course of the three lessons by observing the students while
they completed the set activities, especially in the second and third lesson when the students were
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designing and building their filtration systems and by reading through the scientific reports that they
submitted at the end of lesson three. Formative assessment was also accomplished by initiating a class
discussion about what they learnt about each lesson and about their experimental results. By conducting
formal and informal formative assessments during the lesson, enables feedback from the students,
without them realising, as they demonstrate their knowledge from the previous lesson (Keefer et.al, 2014).
Feedback is important in education as it allows teachers to identify pedagogical strategies that were
successful and unsuccessful to make modifications and improvements to deliver a more beneficial lesson
(Keefer et.al, 2014).

Inquiry based learning incorporates inquiring, demonstrating meaning and connections between content
to encourage higher-order thinking and processing skills and can improve student’s confidence,kempa
(Gormally et.al, 2009) especially with scientific literacy and research skills while also improving literacy and
numeracy skills (Bessinger & Carfora, 2015; Pearson et.al, 2015). These three lessons were majorly
focussed around inquiry based learning as the students were encouraged to use higher-order thinking
when designing their filtration systems and during the construction and testing phase of their systems as
they question how to modify an unsuccessful design.

These three science lesson plans above provide the foundations of inquiry based learning and STEM
education while supporting and strengthening the student’s literacy, numeracy and ICT skills and providing
differentiated learning to promote equity and equality within these lessons.

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References

Bessinger, P., & Carfora, J.M. (Eds) (2015). Inquiry-Based Learning for Science, Technology, Engineering,
and Math (STEM) Programs: A Conceptual and Practical Resource for Educators. Emerald Group Publishing
Limited, Bingley.

Cambridge Park High School. (n.d). The Cambridge Learning Model. Retrieved from:
http://www.cambridge-h.schools.nsw.edu.au/what-makes-cphs-different/cambridge-learning-model.
Viewed on 01/08/2017.

Friend, M., & Bursuck, W. D. (2002). Including students with special needs: A practical guide for classroom
teachers. Allyn & Bacon, A Pearson Education Company, Boston.

Froschauer, L. (2015). STEM. Science and Children. 53(1).

Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students’
science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning.
3(2).

Keefer, M., Wilson, S., Dankowicz, H., & Loui, M. (2014). The Importance of Formative Assessment in
Science and Engineering Ethics Education: Some Evidence and Practical Advice. Science and Engineering
Ethics. 20(1). p249-260. DOI:10.1007/s11948-013-9428-5

Kempa, R.F., & Ayob, A. (1995). Learning from group work in science. International Journal of Science
Education. 17(6). pp. 743-754. http://dx.doi.org/10.1080/0950069950170606

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education.
30(1), 9-24. DOI: 10.1080/03054985.2011.577938

Morgan, H (2014) Maximizing Student Success with Differentiated Learning, The Clearing House: A Journal
of Educational Strategies, Issues and Ideas, 87:1, 34-38, DOI: 10.1080/00098655.2013.832130

NSW Education Standards Authority, (2017a). Integrating ICT Capability. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-
curriculum/programming/integrating-ict. Viewed on 5/08/2017.

NSW Education Standards Authority, (2017b). Integrating STEM. Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/$project/Coding%20across%20the%20curriculum%20-
%20DSSP-26166/nesa/k-10/understanding-the-curriculum/programming/stem-support. Viewed on
5/08/2017.

Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the
other. Science, 328(5977), 459-463.

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