102086 Designing Teaching & Learning

Assessment 2:
Lesson Plan Analysis
Xintong Wu

19517836
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Table of Contents
Front Page ........................................................................................................................ 1

Part A: Original Lesson Plan .............................................................................................. 3

Part B: Analysing and Modifying the Lesson Plan .............................................................. 5

Part C: Academic Justification ......................................................................................... 12

Reference ....................................................................................................................... 15
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Part A: Original Lesson Plan

Lesson Plan

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

Temperature, Freezing points and
Chemical reactions.
Date: Location Booked: Lesson Number:
Time: Total Number of students Printing/preparation

Materials for students: 100mm

clear plastic test tubes, test tube
lid or cork, test tube rack, water
at 10oC, 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.

Outcomes Assessment Student learn about Students learn to

Chemical World 4 The students will: C. Describe the effects of
(CW4): Different types of  Explain how factors, eg temperature
chemical reactions are dissolving salt and catalysts, on the rate
used to produce a range and sugar into of some common
of products and can occur water will affect chemical reactions (New
at different rates and the freezing South Wales. Board of
involve energy transfer point depression Studies, 2012).
(New South Wales. of water.
Board of Studies, 2012).  Predict the SCLS-4WS: Asks
freezing points questions that can be
of the water tested and makes
solutions predictions (New South
containing either Wales. Board of Studies,
salt or sugar and 2012).
which will
freeze first.
 Demonstrate the
ability to record
and analysis the
data collected
from the
experiment as
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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.

Time Teaching and learning actions

5min Start the classroom with a brain storm to draw out students current understanding and knowledge of
freezing points and common chemical reactions.

Ask the question “Ok class what come to mind when you think about the word freeze?

Write the word freeze on the board with a circle around it.

Ask how is relates to the topic chemical world.

Guide their thoughts to the lessons focus without influencing there the responses.

By asking:
How does something freeze?
Why it freezes?
What happens when something freezes?

5min Explain to the class the aim of the today lesson will be on the freezing points of water, salt water and
sugar water.

Explain safety procedures of the experiment before commences.

10min
Assign students into groups. 4-5 students per group. Give the students roles within the group: timer
(keeps track of the time), recorder (writes down results), handler (mixing the solutions together) and
retriever (takes and places the test tube rack in the freezer).

Explain what to do in the practical and to fellow the methods sheet that was handed out.

Ask the students to make their predictions on what will happen to the three solutions before and
during the practical. Predict the aim of the experiment, if students are confused or haven’t identified
the correct aim help them factor it out or provide the aim if necessary.

Guide or provide assistance at the start of the experiment without influencing the students’ thought
processes. Walk around the classroom.

After the students record the first lot of results for the practical introduce the boxes foam spheres
representing the elements: Na (Sodium), Cl (Chloride), C12H22O11 and H2O to each group.
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Start with saying: Ok class lets zoom in on what’s happening to the three solutions in the freezer. I
have a box of elements and compounds of the water, salt and sugar

Ask if the students know the common names of elements and compounds of chemical symbols on the
foam spheres. Allow them to refer to their periodic table for guidance.

Use sugar as an example:

“Sugar is make up of these elements Carbon, Hydrogen and Oxygen which of the spheres has these
elements?”

Followed by: “Now what can Hydrogen and Oxygen make and which of the spheres represents
water?”

Instruct the student to predict what is happening to all three solutions using the foam spheres.

20min Discussion and evaluation of the practical.

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 it relates to the topic.

Discuss if by dissolving salt and sugar is a chemical change or physical one referring to the experiment
the student preformed and foam modals.

Demonstrate what the correct formula for salt water and sugar water and the how the freezing point of
water is reduced using the foam spheres.

Video representation of why salt reduces the freezing point of water with similarities to the foam
models (only if time is available)
Link to video: https://www.youtube.com/watch?v=JkhWV2uaHaA
Similarities in 0:50 seconds to 1:12 minutes of the video.

Discuss and compare the video with the experiment the student preformed and demonstration with the
class.

How am I measuring the outcomes of this lesson?

Learning Outcomes Method of measurement and recording

Part B: Analysing and Modifying the Lesson Plan

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template
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Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: Deep knowledge is obtained through chemical experiments in the lab. Key
5 ideas and concept are focused on freezing points of salt water and sugar water.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: The lesson is engaging with chemical labs in which students can explore and
5 understand the key concepts. Discussion is also involved after labs. However, time plan
is not sufficient for students to demonstrate deep understanding.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Opportunities are provided for students to construct their own knowledge,
5 allowing students to question the assumptions.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: High order of thinking is achieved through content discussions and allocated
5 classroom activities.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Timetables is a form of metalanguage and is communicated periodically
5 throughout the lesson with commentary of the aspects of the language.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: Constant communication and teacher-student interaction before and after
5 experiments. Sufficient time is given on discussion and reflection of the experiments.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: Lab results are recorded in the table and compare them with all class,
5 allowing the teacher to aid in reviewing their work.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students are assigned to different roles within the group to do the
5 experiments, ensuring all class deeply engaged.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: Students participate in classroom discussions about their lab results. They are
5 encouraged to figure out the correct formula for salt water and sugar water.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Teacher gives detailed instructions and safety procedure of the experiment ,
5 and provides support for students during experiment.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Little information is given about student self-regulation. As the experiment
5 involves working in groups, inappropriate behaviour may be present but not addressed in
the lesson plan.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: The lesson is designed and scaffolded by the teacher including discussions
5 and activities performed. The experiment is done in groups by students independently
with support and assistance from the teacher.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Student background knowledge is mentioned in the introduction part of the
5 lesson and the discussion part after the experiment. There is some connection to real
world background knowledge.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: Other cultures are not mentioned or incorporated. The scope is difficult to
5 incorporate culture.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: some connections are made between the chemical topics and subject of with
5 life science, physics, and earth science.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: Students from all groups are included in the experiment, but probably not all
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5 students would like to be included in the discussion part.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Students are able to connect with the content being addressed to real life
5 aspects through the video presented.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: No narrative techniques present, no mention of personal stories throughout
5 the lesson plan.

Identifying Areas for Improvement

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

QT model
1) 2.5 Student’s self-regulation 2) 3.4 Inclusivity
3) 3.3 Knowledge integration 4) 3.6 Narrative

Modified Lesson Plan

Lesson Plan
Topic area: Stage of Learner: Stage 4 Syllabus Pages:
Temperature, Freezing points and
Chemical reactions.
Date: 10/10/2018 Location Booked: Lab Room Lesson Number: 4/6
Time: 40 minutes Total Number of students: Printing/preparation

20 Kahoot quiz on prior knowledge

of freezing point and common
chemical reactions.

Experiment Materials for

students: 100mm clear plastic
test tubes, test tube lid or cork,
test tube rack, water at 10oC, 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.

Printing worksheet that includes

tables for experiment results, and
also extended questions for those
gifted and talented students.

Youtube Video link.


Outcomes
SC4-16CW
Describes the observed
properties and behaviour
of matter, using scientific
models and theories
about the motion and
arrangement of particles.
SC4-4WS
Identify questions and
problems that can be
tested or researched and
make predictions based
on scientific knowledge.
SC4-7WS
Processes and analyses
data from a first-hand
investigation and sources
to identify trends,
patterns and
relationships, and draw
conclusion.
SC4-6WS
Follows a sequence of
instructions to safely
undertake a range of
investigation types,
collaborate lively and
individually
SC4-17CW
Explains how scientific
understanding of, and
discoveries about, the
properties of elements,
compounds and mixtures
relate to their uses in
everyday life.
Time Teaching and learning
actions
Intro Introduction of the topic area
2min
8
Assessment Student learn about Students learn to
The students will: Students understand
Informal formative  Explain how how different substances
assessment via Kahoot dissolving salt affect freezing point of
quiz. and sugar into the solution, and how
water will affect temperature affect the
Questions being the freezing rate of some common
addressed throughout point depression chemical reactions.
the lesson to ensure of water.
students are engaging in  Predict the Life Skills:
freezing points
class activities. SCLS-22CW: Recognizes
of the water
how common chemicals
solutions
Provide extended containing either affect everyday life.
questions and activity for salt or sugar and
students whom are gifted which will SCLS-23CW: Investigates
and talented. freeze first. a variety of chemical
 Demonstrate the changes.
Eg. “In the winter, salt is ability to record
spread on icy roads. and analysis the
Why?” 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.
Organization Centred
T/S
Teachers: starts the classroom with a brain Student
storm to draw out students current
understanding and knowledge of freezing
points and common chemical reactions.
Ask the question “Ok class what come to
mind when you think about the word
freeze?
Then, explain to the class the learning

Body Recap of Freezing point and
5min common chemical reactions.
Which one of the following
represents a physical change?
You can tell a chemical reaction
because it always produces…
Which one of the following is a
chemical equation?
Is the temperature, 0 degrees
Celsius, show the melting, freezing,
or boiling point of water?
Each of the following scenarios
demonstrates (shows) freezing
point EXCEPT –
What unit of measurement is used
when recording the temperature of
water?
What is the freezing point
depression?
Which one of the following
represents a physical change?
“Pure water freezes at?” (Bonus
question for every student!)
3 min Negotiation of Safety
Hand out the experiment worksheet.
Read through the safety procedures.
Describe how it is a risk and then
explain how to prevent the risk.
12 min Experiment
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outcomes of the today lesson will be on
the freezing points of water, salt water
and sugar water.
Students: Answer the questions.
Resources:
Projector and Kahoot log in screen
Teacher asks students to take out their Student
smart device. Teacher directs students to
kahoot.it and gives the game pin 2740920.
Remind class that this is revision of prior
knowledge.
Student: Takes out devices and opens to
Kahoot.
Resources:
https://play.kahoot.it/#/k/47612054-
d730-4fef-851d-18f9727628ca
Pin: 2740920
Teacher: Hand out the worksheet, set up Teachers
projector to display the information of
equipment list and safety procedures.
Answer students’ questions in related to
detailed safety rules.
Students: Carefully read through about
the safety procedures. Ask question about
the safety rules that they are not clear.
Resources: Experiment worksheet
Teacher: Assign students into groups. 4-5 Student

Teacher reads through the method
steps as a class, directing students
to read their hard copy worksheet
as well. The teacher should direct
students to the equipment while
reading the method, interjecting to
emphasize key points to students.
Eg. Slowly pour the sugar into your
plastic test tubes and shake it
gently until the sugar is totally
dissolved.
3min Results recording
10
students per group. Give the students roles
within the group: leader (maintain group
cohesion) timer (keeps track of the time),
recorder (writes down results), handler
(mixing the solutions together) and
retriever (takes and places the test tube
rack in the freezer).
Explain what to do in the practical and to
fellow the methods sheet that was handed
out.
Ask the students to make their predictions
on what will happen to the three solutions
before and during the practical. Predict the
aim of the experiment, if students are
confused or haven’t identified the correct
aim help them factor it out or provide the
aim if necessary.
Guide or provide assistance at the start of
the experiment without influencing the
students’ thought processes. Walk around
the classroom. Ensure safety and wellbeing
of students. Also make sure every student
in the class are engaged in their group
experiment.
Students: Work in group for the
experiment with assigned roles and follow
the instructions in the methods sheet. Ask
question or ask approval during the
experiment when they are not sure about
the procedure.
Resources: Equipment needed for
experiment. Experiment worksheet.
Teachers: Ask students to record the Students
results of the time needed and
temperature at the freezing points of the
three solutions. Prepare a table for the
combined results of the all class. Have the
recorder of each group write down their
result on the table.
Student: Record experimental results and
hand them in.

5 min Connections to chemical elements:
Na (Sodium, Cl(Chloride), Na
(Sodium), Cl (Chloride), C12H22O11
and H2O.
10 min Discussion and Reflection
Discussion and evaluation of the
practical.
Guide the discussion with questions
and encourage class participation：
“why they thought that way and
how it relates to the topic.”
“If by dissolving salt and sugar is a
chemical change or physical one
referring to the experiment the
student preformed and foam
modals.”
“What is the correct formula for salt
water and sugar water and the how
the freezing point of water is
reduced using the foam spheres.”
11
Teachers: Introduce the boxes foam Studnet
spheres representing the elements: Na
(Sodium), Cl (Chloride), C12H22O11 and
H2O to each group.
Start with saying: Ok class lets zoom in on
what’s happening to the three solutions in
the freezer. I have a box of elements and
compounds of the water, salt and sugar
Ask if the students know the common
names of elements and compounds of
chemical symbols on the foam spheres.
Allow them to refer to their periodic table
for guidance.
Use sugar as an example:
“Sugar is make up of these elements
Carbon, Hydrogen and Oxygen which of
the spheres has these elements?”
Followed by: “Now what can Hydrogen
and Oxygen make and which of the
spheres represents water?”
Students: Follow the teacher’s instruction
and answer the question with predictions
of what is happening to all three solutions
using the foam spheres.
Teachers: Discuss the predictions and Both
errors from each group and compare them teachers
with all class. Correct any misconceptions and
the students may have. students
Allow 2 minutes’ group discussion time
for students.
Wrap up today’s lesson with examples in
the real world. Eg. Why people spread salt
on the road in Winter? How does freezing
affect our environment?
Ask for one take message from the lesson
from each student. Hand out the quiz sheet
for homework before students leave the
classroom.
Students: Think critically, participate in
group discussion. Ask questions if they do
not understand any concepts in today’s
lesson.
Resources: Experiment results gathered.
Quiz Sheet with extended questions for
gifted and talented students.
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Part C: Academic Justification

Although the original lesson plan was comprehensive with sufficient learning content and

well-structured class planning, there are four standards that can be improved with respect

to the Australian Professional Standards for Teachers(AITSL,2016) and Quality Teaching

Guide (DET, 2003). These four standards are 1.3 deep understanding, 2.5 student’s self

regulation, 3.3 knowledge integration and 3.6 narratives.

Standard 2.5 for students’ self-regulation is not mentioned enough in the original lesson

plan. The main class activity in the lesson plan is group experiment of 4-5 students. Different

roles are given to each student, and these roles are timer, recorder, handler, and retriever.

One more role is added as modification is the leader. Group cohesion is critical during

cooperation since conflicts between group members can cause extra time for group task

and failure to the lesson goal. To ensure every student fully participate in the experiment,

time management is critical for both teacher and students. Therefore, how to maintain a

friendly and positive class environment should be focuses on to ensure students to

“demonstrate autonomy and initiative in relation to their own behavior in ways that allow

the class to ‘get on’ with learning” (DET, 2003). If there are five students in the group, then

one student can take the role of leader who is in charge of other students in the group to

finish their tasks smoothly. Group of four students can allow one of them to take double

roles.

Standard 3.3 knowledge integration can be improved by making alterations to questions

during class discussion section. In the original plan, there is limited connections made

between lesson topics and other subjects. Adjustments to further improvement include
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bring out questions such as “how freezing can affect our environment?” followed by answer

“freezing can cause some animals to lose their habitats, it can cause danger on roadways,

etc.” This question links the concept of freezing points in chemical world to the

environmental science, and it is also relevant to our daily life. Another example of question

is “how the concept of freezing can be used in our daily life?”, and the answers for that

include the use of salt to melt ice on roads during the winter and also the use of ice and salt

in an old-fashioned ice cream maker.

Several improvements are added to in regards to Standard 3.4 inclusivity throughout the

entire lesson plan. First of all, Kahoot quiz is an effective teaching tool for all students

because it not only increases students’ enthusiasm about learning but also their class

participation. Anonymity during the quiz game alleviates some students’ uneasiness

compared to answering questions face to face. Providing reward such as candies and

chocolates for the winner is also a good way to encourage participation. Secondly, asking

the recorder of each experiment group to write down the results also help to ensure all

groups take part in the experiment. Last but not the least, asking one take home message

learned from each student provides the opportunity for students to be included in the class

activity, and it also can be use as an evidence for teachers to know how well the students

learn.

In respect to the NSW quality teaching coding model (DET, 2008), adjustments have been

undertaken to the element 3.6 narratives. In the original lesson plan, there is no use of any

narrative components during the whole lesson. Neither the teacher talks about her or his

relevant personal experiences or imagined story, nor the students are asked to write down
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or give presentation about their own stories related to the content of the lesson. Therefore,

a quiz worksheet handed out as homework to each student provide the opportunity

illustrate key concepts of the lesson and assist them to demonstrate their understanding

using abstract constructs. Moreover, students are encouraged to talk in a narrative form

about their feelings and experiences from the experiment in the group discussion to

strength their understanding of learning and procedures of experiment.

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Reference

Australian Institute for Teaching and School Leadership. (2011) Australian Professional

Standards for Teachers (APST). Retried from https://www.aitsl.edu.au/docs/default-

source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Catholic Education Office (2013). Gifted and talented students (A resource guide for teacher

in Victorian catholic schools). Retried from

http://www.cecv.catholic.edu.au/getmedia/0d923109-6fb2-4f32-a2e6-

c437073dfccf/Gifted-and-Talented-handbook.aspx?ext=.pdf

Department of Education and Training (DET), Professional Learning and Leadership

Development Directorate. (2008). Quality teaching in NSW public schools: A

classroom practice guide. Retrieved from:

https://app.education.nsw.gov.au/qualityteachingrounds/Assets/Classroom_Practic

e_Guide_ogogVUqQeB.pdf

NSW Education Standards Authority (n.d.). Science in kindergarten to Year 10. Retrieved

from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/science

NSW Education Standards Authority (n.d.). Gifted and talented students. Retrieved from:

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-

learning/gifted-and-talented-students

Quality teaching in NSW public schools. (2003). A classroom practice guide. Retried from

https://app.education.nsw.gov.au/quality-teaching-

rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf
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Learning Portfolio Link

www.wuxt.weebly.com