Assignment 2 (102086 Designing Teaching & Learning)

Name: Alka Rani

Student Number: 17596741

Science Lesson Plan Analysis and Revision

Assignment: 2 “Bin Liners”

1 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

Analysis and revision of the lesson plan “ Bin Liners”

This essay is based on the analysis of the lesson plan “Bin Liner” that is evaluated on

the framework of the Quality Teaching Model. It will highlight and include four areas

of improvements in the modified lesson, and justify the reforms with the help of

scholarly articles.

Lesson plan analysis using QT Analysis Template

1 Intellectual quality
1.1 Deep knowledge
Comments:

5 Knowledge is deep as the student’s prior experiences were identified through

true-false questions, and an overview of the lesson was presented. Different
tools, such as think-pair-share, cause-effect mapping, and MAS sheet,
identified and clarified the student’s knowledge and addressed the key ideas
throughout the lesson.

1.2 Deep understanding

Comments:

4 The majority of the students show deep understanding when they critically
analysed, explained, and provided reasoned arguments on true and false
questions, causes and the effects of plastic bags. They also expressed their
knowledge of the improved design of the paper bag by telling its pros and
cons. Their knowledge was continuously assessed through discussion with
the teacher.

1.3 Problematic knowledge

Comments:

4 Knowledge in the lesson was socially constructed when students asked

questions to each other and the teacher. Students showed some demerits of
using a paper bin liner at home and questioned the true-false statements that
75% of waste should come from somewhere else instead of a supermarket.

2 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

Similarly, one student asked another student about the power that is required
to break down the plastic bags.

1.4 Higher-order thinking

Comments:

4 Most students were involved in constructing and modifying bin liner by

keeping in mind the cons of the paper bin liner and tried to avoid these cons.
Then, they manipulated and synthesised the information to make judgements
by adding more paper or attaching stripes to reform the paper bin liner.

1.5 Metalanguage
Comments:

1 There was no precise talk on the language used in the class except defining
the meaning of biodegradable and high-density polyethylene. Different
symbols and language could be discussed in the class, or students could
develop their word bank while learning.

1.6 Substantive communication

Comments:

4 Students worked in pairs and were reporting back to the class on their
discussed knowledge. The teacher also picked one of the reasons told by
students such at the lightweight feature of the plastic bag, and encouraged
him to state the effect of it to develop communication.

Quality learning environment

2.1 Explicit quality criteria
Comments:

4 Detailed criteria regarding the quality of work have been made where
students were involved in reflecting on the improved design of the bin liner
through the MAS sheet and modified the design. At the beginning of the
lesson, a clear overview of the expectations from students have been
described and restated throughout the lesson, and also mentioned in the
written form of the lesson plan.

2.2 Engagement

3 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

Comments:

Students seemed deeply engaged, interested, and on-task while taking part in
5
different activities. They were sharing their ideas and showing their group
contribution during discussing true-false questions, constructing paper bin
liner, filling the MAS sheet, or asking questions to their peers.

2.3 High expectations

Comments:

4 Expectations in this lesson were high even though it was not vocalised by the
teacher that was not necessary. The expectations were expressed clearly in
the lesson plan for the student’s stage. Plus, prior learning of student
identified through true-false questions, and the majority of students took part
in challenging work of modifying paper bin liner.

2.4 Social support

Comments:

4 The majority of tasks were conducted in groups, and the teacher provided
positive feedback on student’s activities and encouraged them to share their
ideas on plastic bags and paper bin liner. Students collaborated via think-pair-
share activity, and provided them with a sense of ownership by letting them
create their paper bin liner.

2.5 Students’ self-regulation

Comments:

5 All students were able to do the task and clear about the task was given.
Students were discussing and expressing their ideas without interrupting the
class. Student’s self-regulation was also enhanced through purposeful
activities, collaboration with their group members, and decision-making
authority to bring modification in the paper bin liner.

2.6 Student direction

Comments:

3 Some student direction is evident when they exercised some control in

4 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

relation to some significant aspects of the lesson. For instance, modifying the
bin liner according to them, and presenting the modifications in front of the
class in their style. Moreover, students took responsibility for their work in
various activities; however, the teacher controlled the choice and timing of
activities that can be improved by providing them flexibility in completing
their activity.

3 Significance
3.1 Background knowledge
Comments:

5 The teacher provided various chances to check the student’s previous

knowledge via true and false questions or telling the pros and cons of the
paper bin liner. Students also connected knowledge to their everyday life
when they told that the paper bin liner was not suited to liquid kitchen waste.

3.2 Cultural knowledge

Comments:

2 Cultural knowledge is presented only at a superficial level when the teacher

stated South Australia in one of the true-false statements. Students explored
the reasons for using plastic bags in Australia and their effect on the
environment. It could have linked to other countries or cultures.

3.3 Knowledge integration

Comments:

4 High knowledge is integrated when systematic connections were made with

science, as plastic bags are an invention of science, and it affects the
environment. Creative art skills were also incorporated to enhance the
understanding of the effectiveness of the paper bin liner. Similarly, students
utilised mathematic skills to measure the paper bin liner such as considering
square, triangle shapes.

3.4 Inclusivity
Comments:

4 High inclusivity is presented when the teacher created opportunities for

5 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

students to experience different classroom roles. For example, it is shown

through their involvement in cooperative learning with other classmates,
think-pair-share task, and developing presenting skills. The teacher asked
questions, personally check the student’s work, but the teacher did not seem
to move back to the class.

3.5 Connectedness
Comments:

5 High Connected is marked when students tried to make the paper bin liner for
everyday use, and make it bigger for commercial bins to relate their
knowledge outside of the class. Also, students told the causes and effects of
plastic bags, and the pros and cons of paper bin liners, based on their
everyday experiences.

3.6 Narrative
Comments:

1 The teacher did not use any story to connect and support the fundamental
concepts of the lesson. The teacher could ask for any story such as what
happened to a plastic bag when bought to home.

Identifying Areas for Improvement

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

QT model

1) 1.5 Metalanguage 2) 2.6 Student direction

3) 3.2 Cultural knowledge 4) 3.6 Narrative

6 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

Modified lesson plan

Lesson Plan – Bin Liners

Syllabus: Science Stage: Stage 4 Topic: Earth and Space

Outcomes Assessment Students learn about Students learn to

SC4-13ES Explains Informal formative ES3 Scientific Classify a range of the
how advances in assessment. knowledge influences Earth’s resources as
scientific the choices people renewable or non-
understanding of make in regard to the renewable.
processes that occur use and management of
within and on the Earth the Earth’s resources. Investigate some
influence the choices strategies used by
people make about people to conserve and
resource use and manage non-renewable
management. resources, e.g.
recycling and the
alternative use of
natural and made
resources.

Note: Not all activities may be captured by the video. Assume they were covered by the teacher.

Time Teaching and Learning Actions

5 min Lesson Preliminaries/Administration
 Settle students into the classroom.
 Mark the roll.

12 mins Direct Instruction

 Welcome students and remind them of the topic.
 Introduce students the symbols of biodegradable, recyclable and high density
polyethylene as a non-renewable resource used to make plastic bags, and ask
them thier meaning, and the difference in biodegradable and recyclable products.

 Key ideas for this lesson are cause and effect with questions being “why do we
use so many plastic bags in Australia?” and “what is the effect on the
environment?”
 Another key idea is solutions with questions being “what have governments
done to solve problems caused by plastic bags?” and “what can citizens do to
solve problems caused by plastic bags?”
 Give overview of activity:
 Designing renewable alternatives to plastic bags using newspapers.
Teacher will show students a design and they will improve that design.
 Give overview of thinking tools to be used:
 Think-pair-share

7 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

 Cause-effect map, Google slides

 Pros-Cons-Questions

 Teacher introduces pre-designed Google slides with the help of a smart board
and already added all students to it. Students will use I-pads in groups to write
any problematic words related to the subject at one of the slides during the
lesson. The teacher will discuss these words after finishing every activity.

10 mins Think-Pair-Share Activity

 Give students true/false statements worksheet with questions like “the average
plastic bag is used for only 5 minutes but can take up to 1,000 years to break
down in the environment.”

 There will be some questions from other countries such as “Africa has
completely banned the plastic bag.” Or “New Zealand becomes the latest
country to ban plastic bags.”

 Students have 2 minutes to individually answer the questions (think).

 Students then have 1 minute to discuss their responses with the student sitting
next to them (pair).
 Teacher will then lead class discussion based on worksheets for 5 minutes
(share).

14 mins Cause-Effect Mapping Activity

 Give students cause-effect map worksheets.
 Students have 2 minutes to think of as many reasons for why we use so many
plastic bags in Australia.

 On a different Google slide, students have 2 minutes to think and write as many
reasons for why people use so many plastic bags across different cultures and
nationalities. Everyone can see and share their ideas altogether on the screen.

 Go around the class to check student understanding. Teacher discusses the

student’s response while they add their viewpoints on slides. Highlight the links
between the causes identified and the production of high-density polyethylene
bags.

 Students will be asked to narrate the story of a plastic bag. What happens to a
plastic bag after entering the supermarket? Students express their response.

 Students have 2 minutes to list as many sub-effects on Google slides of the

production and use of plastic bags. Circulate to assist students.

 Teacher leads a brief class discussion to summarise the environmental effects

identified by the students.

 Students will be asked to list on another slide as many solutions that

governments and citizens can adopt to reduce the use of plastic bags.
4 mins Direct Instruction
8 Name: Alka Rani
Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

 Teacher to show students how to construct a biodegradable bin liner by folding 4

sheets of newspaper. The bin liner will fit into the teacher’s waste-paper basket.

3 mins Pros-Cons Activity

 The teacher invites students to highlight the pros and cons of the biodegradable
bin liners on Google slides.

12 mins Student-Centred Activity

 Students can select a bin of varying size, out of various bins of different sizes
and shapes, to make the paper bin liner.
 Students to identify ways to improve the bin liners for selected bin using the
MAS sheet.
 Students to work in pairs to refine the newspaper bin liner. Circulate around the
room to assist students.
 Students demonstrate their improved designs to the teacher, using the teacher’s
waste paper basket as a test.
 Teacher to encourage peer support during demonstrations.
 Summarise and close the lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-13ES Informal questioning of student understanding as the
lesson progresses.

9 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

Academic justification

In the modifications, the element of metalanguage has been strengthened with the

help of the interactive whiteboard and Google slides. The curriculum framework of

Western Australian school stresses that schools should use, select, adapt technical

devices, and make students capable of using it (Dawson, 2008). Moreover, the

awareness about language helps students to evaluate communicative actions and

reactions among peers and teacher that assist reflection (Berry, 2005). This reflection

contributes in creating more inquiries about the topic; therefore, provide a deeper

understanding on the subject. Thus, the knowledge of metalanguage is essential to

involve children in higher-order thinking (Harrison, 2013). The children will be able

to explain, generalise, or conclude gained information if they are clear about the

meaning of different concepts used in the lesson. Further, the learners should take

time out to pay attention to the language features, their specific meaning, and words

that are problematic and influence the flow of the lesson (Basturkmen , Loewen &

Ellis, 2002).

Students direction has also been improved by introducing Google slides to provide

students authority to work according to their pace. Since the emphasis in a lesson

should be laid upon students apply knowledge instead of a teacher directs their actions

(Ayres, Sawyer & Dinham, 2004), the modified lesson makes students think of

various solutions to replace plastic bin liner, and the students can select the bin for

making the paper bin liner. Similarly, the narration of a story on a plastic bag helps to

make it student-centered. In students-directed learning, sharing experiences,

explanations and an expression of ideas, brainstorming, and working together makes

learning more exciting (Jones, 2007). It also improves the student’s engagement, and
10 Name: Alka Rani
Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

students become more devoted to the studies that help them to learn efficiently

(Gibson, 2011; Jones, 2007). Further, the teaching of science can be made more

authentic, relevant, and exciting with the help of ICT, and increase the chances of

collaboration and communication (Dawson, 2008). It also assists in developing the

quality of learning, teaching and school management, resulting in raising standards

(Livingstone, 2012). However, the need for a teacher is still required to supervise the

student’s activities (Breunig, 2017; Ayres, Sawyer & Dinham, 2004).

Another amendment in the lesson is the introduction of narratives to narrate the story

of the life of a plastic bag. The justifications for the changes are that science

education can be deepened by the utilization of auditory, visuals, and real experiences

(Ekici & Pekmezci, 2015). The narrative component, while planning and organising

lessons help children to understand the content (Lyle, 2000). Teaching is considered

as a story, so the presence of narratives in education helps teachers to effectively

deliver the meaning of content to enhance the student’s understanding

(Gudmundsdottir, 1991). Further, students always find the strategy of storytelling a

valuable tool to their learning (Ayres, Sawyer & Dinham, 2004) that helps students to

collaborate and inspire narrative thinking (Lyle, 2000). Plus, narrative-based

education facilitates to make the knowledge permanent in the student’s mind (Ekici &

Pekmezci, 2015). Additionally, the component of narratives is connected to cultural

knowledge as everyday life, and thinking manners are affected by listening and telling

stories within the culture (Beihammer & Kaisa, 2011).

Finally, attempts have been made to improve the element of cultural knowledge with

the help of questions based on different cultural locations in the lesson. Cultural

11 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

understanding is essential, as culture is a lens that helps people to understand and see

the world. Cultural knowledge is also indispensible as the primary purpose of

schooling is to socialize children with the help of cultural norms (Sarah, & Patricia,

2014). The pedagogy that is based on cultural knowledge should help to find a

connection between culture and learning (Tyrone, 2003). Similarly, educators can

develop cultural competence through an in-depth understanding of culture (Sarah, &

Patricia, 2014). It is also significant that today’s teachers become multi-culturally

educated to close the academic gaps that lasted between various students (Salmona,

Partlo, Kaczynski & Leonard, 2015). Moreover, it is vital to break the deficit thinking

about different students, especially low social-economic backgrounds, that they are

ill-behaved and unintelligent (Sarah, & Patricia, 2014). Therefore, the presence of

students from low socio-economic backgrounds produce a challenge in the

school and have a major impact on the student’s academic achievements (Ayres,

Sawyer & Dinham, 2004). Cultural knowledge integration is critical to make all

learners from low income and culturally diverse background capable of learning and

establishing a high degree of competency (Tyrone, 2003). Overall, these four

elements are connected to other factors and impact students learning.

URL web link for learning portfolio

This assignment has been uploaded in https://arhanda.weebly.com under standard 1.5

“Differentiating teaching to meet specific needs across the full range of abilities”.

12 Name: Alka Rani

Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

Reference list

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grade 12 high-stakes external examination in New South Wales,

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10.1080/01411920310001630008

Beihammer, H., & Kaisa, E. (2011). Narratives in teaching practice: Matti Raekallio

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Berry, R. (2005). Making the Most of Metalanguage. Language

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13 Name: Alka Rani

Student ID: 17596741
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Biodegradable bin liner [Video file]. Retrieved from

https://www.youtube.com/watch?v=ELLmGo9H4zw

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14 Name: Alka Rani
Student ID: 17596741
 Assignment 2 (102086 Designing Teaching & Learning)

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15 Name: Alka Rani

Student ID: 17596741