102086 Designing Teaching & Learning

18816730 Melanie Eade

Assignment 2
Lesson Plan Analysis

Contents
Original Lesson Plan..................................................................................2
Adapted Lesson Plan.................................................................................4
Lesson Plan Analysis...............................................................................10
Modified Lesson Plan...............................................................................15
Academic Justification............................................................................22
References................................................................................................24
Learning Portfolio Web Link....................................................................25

Original Lesson Plan

gravity

YEAR 7 SCIENCE
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES

AC SSU1181 Earths gravity pulls objects towards the centre of the Earth.

RESOURCES REQUIRED

Gravity music video2 captioned on YouTube. (Duration: 4 minutes.)

What is gravity? video3 captioned on YouTube. (Duration: 1 minute.)
Physics suite101 website4

LESSON OUTCOME: Students learn about the force of gravity and develop an
understanding of its importance.
Lesson outline:
1.
2.
3.
4.
5.
6.
7.
8.

Introduce lesson with gravity music video.

Teacher asks students what key ideas they have learnt from the clip and collates these on
the board as a reminder.
Students break into small groups and work on the following key words: mass, energy,
attractive force, gravitational force, proportional. Students collate meanings and write a mini
script to be presented to class the goal being a simple definition of the terms.
Teacher collates definitions on IWB or board and class discuss definitions until they come to
a consensus of meaning.
Show second clip to students for reinforcement of key concept. Ensure that you stop that clip
at the 1:04 mark so as to not confuse them with information about energy and photons.
Facilitate class discussion based on clarifying your students understandings of gravity. Play
second clip again and pause frequently check student level of understanding (this is a fast
moving clip).
Explain that you can demonstrate the force of gravity right in the classroom. Work through a
series of gravity-focused demonstrations which involve the students. Example
demonstrations can be found at Physics suite101.
After each demonstration, ensure that students have understood the key concept and are
able to write a short explanation of what happened and the significance of gravity in the
demonstration.

1 http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACSSU118
2 http://www.youtube.com/watch?v=u7KpH9_I2Dw&feature=relmfu
3 http://www.youtube.com/watch?v=p_o4aY7xkXg&cc=1
4 http://carol-wells.suite101.com/science-experiments-for-kids-learning-about-gravity-a279805

HOMEWORK/EXTENSION
Students design their own experiment which demonstrates the force of gravity.

OPPORTUNITY FOR FURTHER ACTIVITY

Students could develop a presentation which explains the force of gravity to their peers or
to a younger year at the school. A requirement of this presentation would be to include
multiple interesting demonstrations.
Source:
Gravity: Year 7 Science (n.d). Retrieved from
http://www.capthat.com.au/sites/default/files/Gravity lesson plan.docx

Adapted Lesson Plan

Lesson Plan
Topic area:
Date:
25 September 2016
Time: 60 minutes

Stage of Learner:
Stage 4
Location Booked: N/A

Lesson Number: 1 /

Printing/preparation
Total Number of students:

Outcomes

Assessment

Syllabus outcomes

Lesson
assessment
Questioning
understanding of
material.
Students present
to class to see if
key concepts have
been understood.

Students learn about the

force of gravity and develop
an understanding of its
importance.

Syllabus Pages:

Cross Curriculum themes & General

capabilities

Students learn
about

Students learn
to

Explicit subject specific concepts and

skills
Knowledge and understanding about
the force of gravity in our world.

Quality Teaching Elements (lesson focus) Highlight the appropriate

areas
INTELLECTUAL QUALITY
This refers to pedagogy focused on producing deep understanding of
important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
QUALITY LEARNING ENVIRONMENT
This refers to pedagogy that creates classrooms where students and
teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
SIGNIFICANCE
This refers to pedagogy that helps make learning more meaningful and
important to students. Such pedagogy draws clear connections with
students prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing all cultural perspective.

1.1 Deep knowledge

1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High
Expectations

2.4 Social Support

2.5 Students self
regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How are the quality teaching elements you have identified achieved
within the lesson?
Teaching
Indicators of presence in the lesson
element

Time
Intro

Teaching and
learning actions
Introduce lesson with gravity
music video.

Organisation

Centr
ed
T/S

Teacher:
Student:
Resources:

http://www.youtube.com/watch?
v=u7KpH9_I2Dw&feature=relmfu
Body

Teacher asks students what

key ideas they have learnt
from the clip and collate
these on the board as a
reminder

Teacher:

Students break into small

groups and work on the
following key words: mass,
energy, attractive force,
gravitational force,
proportional. Students collate
meanings and write a mini
script to be presented to
class the goal being a
simple definition of the terms
Teacher collates definitions
on IWB or board and class
discuss definitions until they
come to a consensus of
meaning

Teacher:

Show second clip to students

for reinforcement of key
concept. Ensure that you
stop that clip at the 1:04
mark so as to not confuse
them with information about
energy and photons
Facilitate class discussion
based on clarifying your
students understandings of
gravity. Play second clip
again and pause frequently
check student level of
understanding (this is a fast
moving clip).

Teacher:

Explain that you can

demonstrate the force of
gravity right in the
classroom. Work through a
series of gravity-focused
demonstrations which
involve the students.
After each demonstration,
ensure that students have
understood the key concept

Teacher:

[Type here]

Student:
Resources:

Student:
Resources:

Teacher:
Student:
Resources:

Student:
Resources:

http://www.youtube.com/watch?
v=p_o4aY7xkXg&cc=1

Student:
Resources: Example Demonstration

http://carol-wells.suite101.com/science-experiments-forkids-learning-about-gravity-a279805
Teacher:
Student:

and are able to write a short

explanation of what
happened and the
significance of gravity in the
demonstration.
Conclus
ion

Resources:

Teacher:

HOMEWORK/EXTENSION
Students design their own
experiment which
demonstrates the force of
gravity

Student:
Resources:

Students could develop a

presentation which explains
the force of gravity to their
peers or to a younger year at
the school. A requirement of
this presentation would be to
include multiple interesting
demonstrations.

[Type here]

Reflection
What have I learned about the teaching and learning process when preparing
this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome

Method of measurement and recording

Other considerations
Complete the table blow by inserting the AISTL graduate standards
that you are demonstrating and indicates the evidence from this lesson
that should comply with the standard.
Graduate
Standard
s

Evidence within this lesson

WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support documents
as well as other WHS policy- Outline the key WHS considerations that are to be
applied in this lesson?

References (In APA)

You must list all references that you have used for the content and resources of
this lesson in this space.

[Type here]

Resources Attached:

http://www.youtube.com/watch?v=u7KpH9_I2Dw&feature=relmfu
http://www.youtube.com/watch?v=p_o4aY7xkXg&cc=1
http://carol-wells.suite101.com/science-experiments-for-kids-learning-about-gravity-a279805

[Type here]

Lesson Plan Analysis

102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template
Student name: Melanie Eade
Student ID: 18816730

Section 1: Australian Professional Standards for Teachers

Evaluate the adapted lesson plan according to the following Australian Professional Standards for Teachers. Only standards directly addressed in Designing Teaching &
Learning that are relevant to this assignment have a rating scale. You can ignore the other standards for this assignment. However, this does not mean the other standards are
irrelevant to lesson planning and evaluation more generally.
Standard
1 Know
students and
how they learn

Evaluation score
1 (poor) 5 (excellent)
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 STUDENTS WITH DIVERSE LINGUISTIC,
CULTURAL, RELIGIOUS AND SOCIOECONOMIC
BACKGROUNDS
1.4 STRATEGIES FOR TEACHING ABORIGINAL
AND TORRES STRAIT ISLANDER STUDENTS
1.5 DIFFERENTIATE TEACHING TO MEET THE
SPECIFIC LEARNING NEEDS OF STUDENTS
ACROSS THE FULL RANGE OF ABILITIES

2 Know the
content and

[Type here]

1.6 STRATEGIES TO SUPPORT FULL

PARTICIPATION OF STUDENTS WITH DISABILITY
2.1 Content and teaching strategies of the teaching area
2.2 CONTENT SELECTION AND ORGANISATION

Comments incl. evidence for evaluation score (2 sentences maximum)

Not mentioned
1 2 3 4 5 NA
Not mentioned
1 2 3 4 5 NA

1 2 3 4 5 NA

Group discussion on meanings of key terms may provide opportunity to discuss ideas
at various levels of complexity. Homework/extension task provides the opportunity of
more gifted students to work at a higher cognitive level.
Not mentioned

1 2 3 4 5 NA
1 2 3 4 5 NA

Suitable collection of activities that sequenced to enhance learning of new material.

10

how to teach it

3 Plan for an
implement
effective
teaching and
learning

4 Create and
maintain
supportive and
safe learning
environments

5 Assess,
provide
feedback and
report on
student
learning

6 Engage in
professional
learning

[Type here]

1 2 3 4 5 NA
Shows link to the curriculum.
2.3 CURRICULUM, ASSESSMENT AND
REPORTING
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
1 2 3 4 5 NA
Basic and traditional use of ICT
2.6 INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT)
1 2 3 4 5 NA
Basic learning goal stated. Not differentiated to suit individual goals for students to
3.1 ESTABLISH CHALLENGING LEARNING
ensure learning is challenging.
GOALS
1 2 3 4 5 NA
Clear sequence of activities that lead on from one another well.
3.2 PLAN, STRUCTURE AND SEQUENCE
LEARNING PROGRAMS
1 2 3 4 5 NA
Good use of a variety of teaching strategies such as group work, practical activities
3.3 USE TEACHING STRATEGIES
and opportunity to practice skills and collaborate with peers.
1 2 3 4 5 NA
Appropriate but basic use of resources to engage students. ICT could be used more
3.4 SELECT AND USE RESOURCES
effectively to enhance understanding and engagement.
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
1 2 3 4 5 NA
Group activities may encourage student participation. Class discussion provides
4.1 SUPPORT STUDENT PARTICIPATION
opportunity for active listening and acknowledgement of efforts.
1 2 3 4 5 NA
Lesson has a clear introduction and appropriately sequenced activities. Some activities
4.2 MANAGE CLASSROOM ACTIVITIES
may require more time than allowed.
1 2 3 4 5 NA
Not mentioned
4.3 MANAGE CHALLENGING BEHAVIOUR
1 2 3 4 5 NA
Not mentioned
4.4 MAINTAIN STUDENT SAFETY
1 2 3 4 5 NA
Not mentioned
4.5 USE ICT SAFELY, RESPONSIBLY AND
ETHICALLY
1 2 3 4 5 NA
Students are to write short explanations of practical demonstrations to determine
5.1 ASSESS STUDENT LEARNING
understanding. This is informal without explicit instruction.
1 2 3 4 5 NA
Group feedback provided during class discussion. Does not show areas for
5.2 PROVIDE FEEDBACK TO STUDENTS ON
improvement or provide individual feedback on comprehension of task.
THEIR LEARNING
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning

11

7 Engage
professionally
with colleagues,
parents/carers
and the
community

[Type here]

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities

12

Section 2: NSW Quality Teaching Model

Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please justify in your
comments.
Dimension

Element

Intellectual
quality

Deep knowledge

Code
(refer to QT model
documentation for
criteria for each
number)
1 2 3 4 5 NA

Deep understanding

1 2 3 4 5 NA

Problematic knowledge

1 2 3 4 5 NA

Higher-order thinking

1 2 3 4 5 NA

Metalanguage

1 2 3 4 5 NA

Substantive communication

1 2 3 4 5 NA

Explicit quality criteria

1 2 3 4 5 NA

Engagement
High expectations

1 2 3 4 5 NA
1 2 3 4 5 NA

Social support

1 2 3 4 5 NA

Students self-regulation

1 2 3 4 5 NA

Student direction

1 2 3 4 5 NA

Background knowledge

1 2 3 4 5 NA

Quality
learning
environment

Significance

[Type here]

Comments incl. evidence for code (2 sentences maximum)

Students are required to learn and focus on key concepts of gravity

throughout the lesson.
Students develop a deep understanding through action, demonstration
and discussion.
Students learn known facts about gravity with minimal discussion as to
possible differences in meaning.
Students are learning facts and reinforcing understanding of factual
knowledge to build a basic foundation of understanding of gravity.
Students are asked to learn key terms related to the topic. They are
required to describe the meaning of key terms and comment on and
discuss definitions seen and heard in video.
Students and teacher communicate throughout the lesson through
discussion of key terms to come to mutual definitions requiring active
listening and turn taking. Small group discussions provide opportunity
for students to cooperate to come up with mini script to present ideas to
class.
General comments provided as to the goal of activity, but criteria of the
quality expected is not explicit.
Activities are varied and should promote a high level of engagement.
There is an expectation the definition of key terns will be understood
and demonstrated as a group. Expectations are not explicitly
communicated. Not all students are required to produce work
individually.
Group presentation promotes social support. Discussion to elicit
consensual definitions requires active listening and acknowledgement.
Writing mini scrip to present to class provides an opportunity to
practice self-regulation.
All tasks are set by the teacher with minimal student choice over
presentation of set task.
Background knowledge is not addressed within the lesson.

13

[Type here]

Cultural knowledge
Knowledge integration
Inclusivity

1 2 3 4 5 NA
1 2 3 4 5 NA
1 2 3 4 5 NA

Connectedness

1 2 3 4 5 NA

Narrative

1 2 3 4 5 NA

Cultural knowledge is not addressed within the lesson.

Connections to other topic areas is not mentions.
All students are encouraged to participate. No specific group is
addressed or possible issues raised.
Practical application and demonstration of gravity. Extension activity
provides opportunity for students to explain and demonstrate gravity to
peers or younger grade.
Students are required to write a script and present their understanding
of gravity to the class

14

Modified Lesson Plan

Lesson Plan
Topic area:
Physical World
Date:
29 September 2016
Time: 60 minutes

Outcomes
Syllabus outcomes
SC4-10PW

Stage of Learner:
Year 7 - Stage 4
Location Booked: N/A

Syllabus Pages:
107-108
Lesson Number:

Total Number of students:

Printing/preparation

Assessment

Students learn
about

Students learn
to

Lesson assessment
Questioning
understanding of
material.
Students present
to class to see if
key concepts
have been
understood.

ACSSU118
Students identify that
the Earths gravity pulls
objects towards the
centre of the Earth

Define terms relating to

gravity
Demonstrate the force of
gravity.

Cross Curriculum themes & General

capabilities
Critical and Creative Thinking:
Inquiring identifying, exploring and
organising information and ideas.
Literacy:
Word Knowledge

Explicit subject specific concepts and

skills
Knowledge and understanding about
the force of gravity in our world.
Knowledge of key terms relating to
gravity and the effects gravity has on
earth.
Learn to demonstrate gravitational
force.
Quality Teaching Elements (lesson focus) Highlight the appropriate
areas

INTELLECTUAL QUALITY
This refers to pedagogy focused on producing deep understanding of
important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
QUALITY LEARNING ENVIRONMENT
This refers to pedagogy that creates classrooms where students and
teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
SIGNIFICANCE
This refers to pedagogy that helps make learning more meaningful and
important to students. Such pedagogy draws clear connections with
students prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing all cultural perspective.

1.1 Deep knowledge

1.2 Deep
understanding
1.3 Problematic
knowledge

1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication

2.1 Explicit quality

criteria
2.2 Engagement
2.3 High
Expectations

2.4 Social Support

2.5 Students self
regulation
2.6 Student direction

3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration

3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How are the quality teaching elements you have identified

achieved within the lesson?

[Type here]

15

Teaching
element

[Type here]

Indicators of presence in the lesson

16

Time

Teaching and
learning actions

Intro
5mins

Body
10mins

8mins

Organisation

Centre
d
T/S
Teache
r

Introduce lesson with

gravity music video.
Before playing video
give explicit
instruction to students
to listen for key
concepts to focus
their attention and
write on board for
future reference

Teacher: Play video

Teacher asks students

what key ideas they
have learnt from the
clip and collate these
on the board as a
reminder. Give
feedback on answers.
Ask students what
they already know
about these concepts
and use Blooms
Taxonomy to scaffold
questioning to
promote higher-order
thinking.
Students break into 5
small groups and work
on the following key
words: mass, energy,
attractive force,
gravitational force,
proportional. Students
collate meanings and
write a mini script to
be presented to class
the goal being a
simple definition of
the terms.
Each group will work
on one key word. New
groups formed with
one person from each
previous group so
they can teach their
new group the
meaning of the term
discussed, to promote
participation.
Ask each group to
present definition for
one term. This may be
written on board or
presented verbally for
teacher to write up.

Teacher: Ask direct questions about what

students learnt from the video in relation to the
key concepts using Blooms Taxonomy. Provide
explicit feedback.
Student: Answer questions asked. Active
listening

[Type here]

Student: Watch video and write down key

points
Resources:
http://www.youtube.com/watch?
v=u7KpH9_I2Dw&feature=relmfu

Teache
r

Resources: White Board and markers.

Teacher: Break students into groups. Give clear

and specific expectations about task to ensure
students know reason for activity and desired
outcome.
Move around classroom offering help or
assistance to groups as required. Use Bloom
Taxonomy to ask questions to encourage higher
order thinking.
Write definitions determined by group work.
Student: Collaborate with each other to
determine meanings for terms outlined on
board.
Write up definition your group has decided to
present to next group.
Resources: Paper and pens

17

Stude
nt

2mins

10mins

10mins

Teacher collates
definitions on IWB or
board and class
discuss definitions
until they come to a
consensus of meaning
Show second clip to
students for
reinforcement of key
concept. Ensure that
you stop that clip at
the 1:04 mark so as to
not confuse them with
information about
energy and photons
Facilitate class
discussion based on
clarifying your
students
understandings of
gravity. Play second
clip again and pause
frequently check
student level of
understanding (this is
a fast moving clip).
Provide positive
feedback

Teacher:

Teacher: Assess student understanding of key

terms. Play video again at a slower pace,
stopping frequently after each term is
presented. Ask class questions relating to key
term discussed in video.
Student: Participate in class discussion talking
about video and key terms.
Resources:
http://www.youtube.com/watch?
v=p_o4aY7xkXg&cc=1

Teache
r

Ask students if they

know of other school
subjects where the
effects of gravity can
be demonstrated
(e.g.: sport/PE, art,
food tech, music)
Explain that you can
demonstrate the force
of gravity right in the
classroom. Work
through a series of
gravity-focused
demonstrations which
involve the students.
Example
demonstrations can
be found at Physics
suite101.
Students can choose
which demonstrations
they would like to be
a part of to
demonstrate to the
class.
Outline possible risks
from falling objects so
students are more
aware of possible
injury if care is not
taken during task.
After each

Teacher: have activities set up at the front of

the classroom with instructions on how to
perform experiment. These experiments will
range from simple to more complex to allow for
differentiation. Each activity has a worksheet
with scaffolded questions to assess
understanding.

Teache
r

[Type here]

Student:
Resources:
Teacher: Present second video

Teache
r

Student: Watch video using active listening

skills
Resources:
http://www.youtube.com/watch?
v=p_o4aY7xkXg&cc=1

Student: Think about other subjects that use

the forces of gravity and how it is important.
Decide on activity to be involved in, work
through instructions and evaluate using
worksheet to present to class.
Resources: Example Demonstration
http://carol-wells.suite101.com/science-experimentsfor-kids-learning-about-gravity-a279805

Teacher: Walk around classroom offering

Teache

18

10mins

Conclus
ion
5mins

demonstration,
ensure that students
have understood the
key concept and are
able to write a short
explanation of what
happened and the
significance of gravity
in the demonstration.
Use worksheet with
questions of
increasing difficulty to
scaffold their written
explanations. This will
show understanding
and depth of
knowledge. Include
questions that ask
students to
hypothesise about
other scenarios or if
one aspect of the
demonstration
changed.
Students demonstrate
their chosen activity
to the class as a
group and share their
explanations.
HOMEWORK/EXTENSI
ON
Students design their
own experiment which
demonstrates the
force of gravity
Students could
develop a
presentation which
explains the force of
gravity to their peers
or to a younger year
at the school. A
requirement of this
presentation would be
to include multiple
interesting
demonstrations.

[Type here]

assistance where required and asking questions

to assess understanding and to promote higher
order thinking about task. Ask students
questions after their demonstration to assist
presentation if required.

Student: Students: demonstrate the gravity

experiments to the class and use worksheet to
explain to the class the significance of gravity
in the demonstration.
Resources: As outlined in the demonstration
tasks e.g.: marble

Teacher: Explain homework task. Answer any

questions students may have about the lesson
or the homework task.

Teache
r

Student: Ask questions if needed to clarify own

understanding.
Resources: Homework sheet outlining main
points discussed in the class activity and
explaining the task with explicit instructions.

19

Reflection
What have I learned about the teaching and learning process when
preparing this lesson?
When preparing this lesson, I have realised how multifaceted the
teaching process is. When thinking about teaching a concept many
areas have to be considered. Starting with the curriculum, a teacher
needs to ensure they are teaching the concepts they are required to
teach for students to reach the specified outcomes. Then pedagogy
needs to be considered. How am I going to teach this new
knowledge in a professional way that provides the best quality
teaching to ensure optimal learning? What resources will enhance
this learning experience and how can engagement be sustained
throughout the lesson?
It is important to consider each individual student and what they
bring to the class in terms of previous knowledge, cultural
understandings, and learning abilities. Students need to be
addressed individually to ensure each child is reaching his/her
potential and is engaged in the learning process.
It is also important to be aware that students are learning in a social
environment and they can learn a lot from each other and be more
engaged in learning if peer support is provided.
Not only does a teacher have to ensure that the content they are
teaching is appropriate and set an appropriate level, you also need
to consider how engaging a lesson might be and how to manage
any behaviours that are not conducive to learning either through
disengagement or disruption.

How am I measuring the outcomes of this lesson?

Learning Outcome

Method of measurement and recording

SC4-10PW

Formative assessment used throughout

lesson to provide immediate feedback on
learning and to adjust lesson as required.
This will be in the form of questioning and
the completion of a short summary of
gravity demonstration using scaffolded
questioning to gain insight into depth of
understanding for future lesson progression.

Other considerations

[Type here]

20

Complete the table blow by inserting the AISTL graduate

standards that you are demonstrating and indicates the
evidence from this lesson that should comply with the
standard.
Graduate
Standards

Evidence within this lesson

WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Teaching is taking place in regular classroom and not a science
laboratory, thus reducing risks.
Students will be walking around room to form groups. Ensure isles
between desks are unobstructed and clear to avoid tripping hazard.
Risk of falling is minimal with possible minor injury associated with
possible fall.
Demonstration of gravity task contains falling objects. Ensure
students are aware of progression of task to keep a safe distance
from falling objects. The duration of this risk will be for
approximately 20 minutes, with minor risk of mild injury.
Ensure lighting is adequate to see obstacles that may present.

References (In APA)

You must list all references that you have used for the content and
resources of this lesson in this space.
Resources Attached:
You must list all the resources that you have created or found in this
space.
http://www.youtube.com/watch?v=u7KpH9_I2Dw&feature=relmfu
http://www.youtube.com/watch?v=p_o4aY7xkXg&cc=1
http://carol-wells.suite101.com/science-experiments-for-kids-learning-aboutgravity-a279805

[Type here]

21

Academic Justification
The changes made to this lesson plan aim to improve the Australian
Professional Teaching Standards and the quality of the teaching. By
using the Australian Professional Standards for Teachers Analysis
Template and the Quality Teaching Analysis Template areas for
improvement could be determined.
This lesson plan displayed a low evaluation score on Standard 1
Know students and how they learn. This standard is important to
consider as understanding the individual differences between
students, there different learning styles, their differing abilities and
cultural differences, will enable a teacher to plan lessons that
ensure equal learning opportunities for all students to reach their
individual potential. By doing this, engagement in lessons is more
likely to occur.
Students in Stage 4 are going through physical and cognitive
developmental changes. It is important to understand the cognitive
stages of development to differentiate the tasks to support cognitive
growth.
This lesson plan was modified to improve Standard 1.5, to provide
more differentiation in the delivery of the material and the
subsequent facilitation of discussions. By using Blooms Taxonomy
(Bloom et al. 1956 as cited in Clarke & Pittaway, 2014), the teacher
is able to scaffold questions from simple to more complex to cater
for differences in understanding of the content and to support
cognitive growth by modelling higher level questions and answers
from more capable students. By using differentiated instruction all
students can be engaged and participate at their own level and
engage in learning (Algozzine & Anderson, 2007).
By modifying the way the group activity was constructed in the
lesson plan, individual participation was supported and thus leading
to an improvement of Standard 4.1 Support student participation.
Frisby et al (2014) suggest that increasing student participation
leads to an increase in engagement and learning. By giving all
members of the group a role, students are required to participate in
a meaningful way. Ames (1992) found that when students see a
meaningful reason to the task they are more likely to engage in the
learning. They are also given the opportunity to teach and explain
to others in a small group thereby creating a deeper level of
learning as this has been shown to increase long term memory of
concepts (Blankenstein, et al. 2011) and to achieve the greatest
amount of learning (Rosenshine, 1982 as cited in Astin, 1999).
The lesson plan was also changed to improve the Intellectual Quality
element in the Quality Teaching Model by increasing opportunities
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for Higher-order Thinking. Differentiating the lesson provided the

opportunity for higher-order thinking to develop. By providing
scaffolded questioning, students can be elevated from more simple
to more complex thoughts. Activities that contain higher-order
thinking have been found to be more engaging (Zito, et al., 2010).
Vygotsky used the notion of the zone of proximal development to
explain the gap between what a student knows and what they do
not know. He suggested the use of scaffolding instruction to provide
the support a student needs to reach higher level of understanding
(Clarke & Pittaway, 2014)
The Knowledge Integration element of the Quality Teaching Model
was also improved within the lesson plan by asking student to
reflect on and discuss other subjects at school that can demonstrate
the use of gravity. As this was an introductory lesson, the scope for
knowledge integration was not in depth, but could be used to link
the new ideas to concepts they already understand. By doing this,
learning can be enhanced by improving the ability of working
memory to process new information. Linn, et al. (2006) also
discovered that linking ideas taught in science to other contexts,
can deepen the learning as it helps them make sense of the new
concepts. It can also lead to an improvement in Connectedness as
they can see connections between scientific concepts and real-life
situations increasing meaning and significance.
By analyzing the lesson plan using the Australian Professional
Teaching Standards and the NSW Quality Teaching Model, a more
professional lesson can be achieved by altering classroom practice,
resulting in an increase in the quality of the teaching and
subsequent student learning.

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References
Algozzine, B., & Anderson, K. M. (2007). Tips for teaching:
Differentiating instruction to include all students. Preventing School
Failure: Alternative Education for Children and Youth, 51(3), 49-54.
Ames, C. (1992). Classrooms: Goals, Structures, and Student
Motivation. Journal of Educational Psychology, 84(3), 261.
Astin, A. (1999). Student involvement: A developmental theory for
higher education. Journal of College Student Development, 40(5),
518.
Blankenstein, F., Dolmans, M., Vleuten, D., & Schmidt, H. (2011).
Which cognitive processes support learning during small-group
discussion? The role of providing explanations and listening to
others. Instructional Science, 39(2), 189-204.
Frisby, B., Weber, K., & Beckner, B. (2014). Requiring Participation:
An Instructor Strategy to Influence Student Interest and Learning.
Communication Quarterly, 62(3), 308-322.
Linn, M., Lee, H., Tinker, R., Husic, F., & Chiu, J. (2006). Teaching and
Assessing Knowledge Integration in Science. Science, 313(5790),
1049-1050.
Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a
teacher (6th ed.). Frenchs Forest, Australia: Pearson.
Zito, N., & McQuillan, P. J. (2010). Cheating themselves out of an
education: assignments that promote higher-order thinking and
honesty in the middle grades. Middle School Journal, 42(2), 6-16.

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Learning Portfolio Web Link

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