Assignment 2- Lesson Plan Analysis

Contents

Original Lesson Plan.2

Lesson Plan Analysis3
Modified Lesson Plan7
Academic Justification...11
References..13
Learning Portfolio Link14

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 Original Lesson Plan

Topic area: Evolution Date: Period 2, Term 3, 21/8/16 Class: Year 10 Science (Stage 5)
Duration: 40 mins Location Booked: Classroom Lesson number: 6/8
NSW Science Syllabus- ACSSU185 (Australian Curriculum)
Australian Curriculum LW4 a, c, d
Outcomes (Stage 5):
Overview of content: As part of the topic Evolution students are to work independently to complete the set activities on the worksheet.
In students own time and as part of homework, students are required to think about and answer 2 questions based on climate change and
biodiversity on the worksheet provided.
In class time students work from the textbook and answer the 5 subsequent questions on the worksheet which requires them to think critically about
the topic.
This activity allows students to independently think about their views on climate change and allows them to generate ideas about its relationship
with adaptation and evolution (prior knowledge students have).
Resources/Equipment: Class roll, whiteboard markers, printed worksheets (x 24), textbook
Learning goals and Students recognise the role of climate change in evolution, and understand how climate change is causing some organisms to evolve.
outcomes: Students build their thinking and questioning skills.

Time: Teaching actions Student Actions Resources

4 minutes Teacher instructs students to sit down at seats and get out equipment. Students sit at appropriate Whiteboard, whiteboard
seats and get equipment out. markers
1 minute Roll call. Students answer to their name. Class roll
10 minutes Handout worksheets to students. Explain tasks required to complete for lesson. Students listen to teacher, ask Worksheet, student
questions for clarification. workbooks, textbook
Check students have answered first 2 questions and discuss queries.
Instruct students to answer the next 5 questions from the worksheet in
workbooks using the textbook provided.

25 minutes Students answer subsequent 5 questions using textbook. Students work on given Worksheet, student
questions. workbooks, textbook
Reflection
Were students engaged within the lesson? Why/why not?

How might I change this lesson in the future?

Where the outcomes achieved by students?

Reference: This lesson plan was sourced from a high school and was given by a science teacher at the school. For ethical reasons, personal information
has been removed. 2
Lesson Plan Analysis
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the 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 been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation
more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
12345 Comments: Does not mention teacher assistance for activity. Textbook could be confusing
to some students with diverse linguistic, cultural and religious backgrounds as the
information may be centred around one culture they are not familiar with.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments: Not mentioned, however can be implemented within lesson plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments: Teaching strategies are not differentiated to suit individual needs of students.
Same instruction and activity is given to all students.
1.6 Strategies to support full participation of students with disability
12345 Comments: Not mentioned, however modification to activity for these students needs will
assist in inclusivity.
2 Know the content and how to teach it
2.2 Content selection and organisation
12345 Comments: The lesson follows the course structure as it is a continuation of previously
learnt content on adaption and evolution.
2.3 Curriculum, assessment and reporting
12345 Comments: Students answering the 2 questions is an example of informal formative
assessment to test their prior knowledge and see if students can relate to the questions.
However, a true representation of knowledge cannot be evaluated as they answer the
questions at home and could have got assistance.
2.6 Information and Communication Technology (ICT)
1 2 3 4 5 Comments: No use of ICT skills within lesson plan however, can be implemented.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
12345 Comments: Two achievable learning goals are established within the lesson plan.
3.2 Plan, structure and sequence learning programs
12345 Comments: Structure of the lesson plan is jumbled as students answer the first two
questions at home. This could be beneficial for some students but others may struggle
which effects the subsequent in class lesson plan.
3.3 Use teaching strategies
12345 Comments: The teaching strategy is teacher led with no variation.

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3.4 Select and use resources
12345 Comments: No ICT resources are utilised, only the textbook.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
12345 Comments: Activity is individual work however, engagement could be minimal due to
resources used (textbook). More interactive strategies can be used to increase student
participation.
4.2 Manage classroom activities
12345 Comments: Clear instructions by teacher is shown but demonstrates minimal teacher
involvement to assist students.
4.3 Manage challenging behaviour
12345 Comments: No mention of approaches to manage challenging behaviour or expectations.
4.4 Maintain student safety
12345 Comments: No mention of student safety in classroom and expectations.
4.5 Use ICT safely, responsibly and ethically
12345 Comments: No use of ICT skills within lesson plan therefore, is not integrated within lesson
plan.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
12345 Comments: Informal diagnostic assessment was conducted at the beginning of the lesson
to test student knowledge before the lesson.
5.2 Provide feedback to students on their learning
12345 Comments: No feedback is stated in lesson plan on the activity.

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Section 2: NSW Quality Teaching Model

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 5 Comments: Concepts of adaption and climate change are focused for the whole lesson. It
covers the specific outcomes in the Australian Curriculum (LW4 a, c, d).
1.2 Deep understanding
1 2 3 4 5 Comments: Questions in the activity implement 21st Century learning. Students think
critically and creatively. Needs more time than 30 minutes recommended per student to
demonstrate deep knowledge.
1.3 Problematic knowledge
1 2 3 4 5 Comments: Questions are relatively problematic as some questions but not all allow
students to have multiple perspectives.

1.4 Higher-order thinking

1 2 3 4 5 Comments: Most questions provide higher order thinking in relation to Blooms Taxonomy.
However, some questions could have been worded differently to provide more higher order
thinking.
1.5 Metalanguage
1 2 3 4 5 Comments: No metalanguage is used, language was not discussed during the activity.

1.6 Substantive communication

1 2 3 4 5 Comments: Teacher is delivering information, no communication between students and
teacher noted as it is individual textbook work.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 5 Comments: No explicit explanation of quality of work made or reinforced in lesson.

2.2 Engagement
12345 Comments: It seems some students could be engaged whereas most others can be off-task
as it is textbook work.

2.3 High expectations

1 2 3 4 5 Comments: Some students may participate in some challenging questions

2.4 Social support

1 2 3 4 5 Comments: No group work is in the activity however, comments by the teacher or students
which result in put downs are not tolerated.

2.5 Students self-regulation

1 2 3 4 5 Comments: No mention of students showing autonomy

2.6 Student direction

1 2 3 4 5 Comments: No student direction, lesson is designated by the teacher for the students

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3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments: Prior school knowledge is mentioned

3.2 Cultural knowledge

1 2 3 4 5 Comments: No cultural knowledge is recognised in the lesson

3.3 Knowledge integration

1 2 3 4 5 Comments: One connection to sustainability is made

3.4 Inclusivity
12345 Comments: Some students could be excluded (e.g. students with learning difficulties) as
teaching is not differentiated

3.5 Connectedness
1 2 3 4 5 Comments: No mention of connections to areas outside lesson

3.6 Narrative
12345 Comments: No narrative is used in the lesson

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 2.6 Information and Communication Technology (ICT) 2) 3.3 Use Teaching Strategies
QT model
1) 1.6 Substantive communication 2) 2.2 Engagement

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Modified Lesson Plan

Topic area: Science- Evolution Stage of Learner: Stage 5 Syllabus Pages: LW4 a, c, d

Date: Period 2, Term 3, Location Booked: Classroom Lesson Number: 6 /8

21/8/16

Time: 60 minutes Total Number of students: 24 Printing/preparation:

- 24 work sheets printed
- Laptop with HDMI cord
to project video.
- Textbooks
- Make 6 groups of 4 mixing
learning abilities

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
SC5-14LW
Analyses interactions between
components and processes
within biological systems
SCS-8WS
Applies scientific understanding
and critical thinking skills to
suggest possible solutions to
identified problems
Lesson assessment LW4 a-describe scientific WS8 d- use cause-and-effect
evidence that present-day relationships to explain ideas
organisms have evolved from
organisms in the past WS8 f- apply critical thinking in
Informal formative considering suggested proposals,
assessment by solutions and conclusions,
answering 2 questions including a consideration of risk
individually at beginning LW4 c- explain, using examples,
of lesson shows what how natural selection relates to
students know about changes in a population, e.g. in
climate change and its the development of resistance
effects on biodiversity. of bacteria to antibiotics and
insects to pesticides
Questioning throughout
lesson to see if students LW4 d- outline the roles of
are engaged and genes and environmental
understanding. factors in the survival of
organisms in a population

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Cross curriculum: Activity is part of the Evolution unit of work.

Sustainability- OI.2- All life forms, including human Prior knowledge on climate change, adaption and
life, are connected through ecosystems on which evolution. Students will recognise the role of climate
they depend for their wellbeing and survival. change in evolution, and understand how climate
change is causing some organisms to evolve and build
General capabilities:
their thinking and questioning skills.
ICT- YouTube clip

Literacy- writing responses to questions.

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 Time Teaching and learning actions Organisation Centred

T/S
Intro Teacher instructs students to sit down at seats and get Teacher: Calls out names of students Teacher
out equipment. and marks it on the roll

Roll call
Student: Students sit at appropriate
2 mins seats and get equipment out and
answer to their name when called

Resources: Class roll

Body Handout worksheets to students. Explain activity for Teacher: Handout worksheets to Teacher
lesson and high expectations of students. students and explain activity for
Explain and write on board that students are required to lesson
answer the first two questions from the worksheet
individually in their work books. Then as a class watch a
3 mins YouTube video Can wildlife adapt to climate change? Student: Listen to teachers
Erin Eastwood explanation
https://www.youtube.com/watch?v=ZCKRjP_DMII. Tell
students they should take notes while watching to help
them answer the other 5 questions. Instruct them they
will be placed into groups of 4 where they will answer the Resources: Worksheet, white board,
5 questions as a group and will share their answers with white board markers
the rest of the class.
Students answer the first two questions on worksheet, Teacher: Sets time for students and Student
informal formative assessment to see if they can apply make sure everyone is on track.
their prior knowledge to questions. Answers questions asked but not
giving the answers away.

10 mins
Student: Answer the questions
individually.

Resources: Workbooks, worksheets

Students watch the YouTube video YouTube video Can Teacher: Plays video, pauses to Student
wildlife adapt to climate change? Erin Eastwood discuss content if need be
https://www.youtube.com/watch?v=ZCKRjP_DMII

Student: Listen and take notes

5 mins

Resources: Laptop, HDMI cord

Teacher breaks up class into groups of 4 with mixed
learning abilities that have been previously assigned
before the lesson.
Students work as a group to answer the next 5 questions
30 mins based in the video, from the textbook and prior
knowledge.
Teacher: Assists students by walking Student
around the groups and helping each
individual group and keeping them
on track.
Student: Work together to complete
questions and nominate a speaker to

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Conclusion: Teacher stops students from writing and randomly
nominates a group to share their answers first.
10 mins
Other related questions from the teacher and students
are discussed.
discuss their answers with the rest of
the class.
Resources: Worksheet, workbooks,
textbook
Teacher: Listens to students answers Student
and questions them to test their
understanding (informal formative
assessment).
Student: One student from each
group shares answers with rest of
the class and answer other verbal
questions. Take down notes from
what other groups have gathered.
Resources: Worksheet, workbooks
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Reflection

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

When preparing this modified lesson plan, I have learnt the importance of student engagement and participation as
well as teacher guidance which I felt was lacking in the original lesson plan. By including ICT, it engages students and
caters to diverse learners as visual representations may make it easier to understand. Furthermore, group work was
utilised for student based learning as this is a beneficial way to convey learning.

Also, teacher involvement by making students aware they can ask questions and will be helped is essential for the
students leaning process. However, not only waiting for the students to ask for help but the teacher taking the
initiative to ask the students if they need assistance is beneficial by being involved and illustrating a safe learning
environment.

This assignment required me to think from a teacher and student point of view. By thinking in this way, it helped me
develop a stronger lesson plan that would be engaging and illustrates teacher guidance.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC5-14LW Informal assessment of formative assessment at the end of
the lesson when groups have to share answers and are
offered questions.

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?

Care when students move into groups should be taken. To avoid any trip hazards, students
bags should all be placed at the front of the classroom.

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Academic Justification:
According to the evaluations from the Australian Profession Teaching Standards (APST) and the
NSW Quality Teaching Model (QTM), it is evident that the original lesson plan lacked in essential
key areas. In reference to the APST, standard 2.6 referring to ICT and 3.3 referring to teaching
strategies were identified as areas of improvement in the modified lesson plan (AITSL, 2011).
Furthermore, 1.6 referring to substantive communication and 2.2 referring to engagement from the
QTM were addressed in the modified lesson plan (Department of Education and Training, 2003).

Several modifications were made to the original lesson plan to achieve these identified areas of
improvement according to the APST. One of the major changes to the lesson plan was the
inclusion of ICT in the form of a YouTube video (Eastwood, 2016). This addressed standards 2.6
(ICT), 3.4 (select and use resources) and 4.5 (use ICT safely, responsibly and ethically) in the
APST (AITSL, 2011). In the original lesson plan, students only used the textbook as a resource
comparing to the modified lesson plan where ICT and textbooks were included as resources and
allowed for differentiated learning. Benefits of using ICT in science lessons are that it engages and
motivates students (Betts, 2003). It is a requirement that ICT should be used in a safe, responsible
and ethical manner. The video in this lesson plan is used to not only help engage and motivate the
students but it is included because it helps to achieve the lesson objectives (Betts, 2003).

Different teaching strategies are needed for students with varying learning abilities (Freeman et
al., 2014). The modified lesson plan complies with standard 3.3 in the APST as a range of
inclusive teaching strategies were used compared to the original (AITSL, 2011). By incorporating
group based learning as a teaching strategy in the modified lesson plan, it allows students of
mixed abilities to help one another and achieve deeper learning (Freeman et al., 2014).
Furthermore, students sharing their answers with the rest of the class at the end of the lesson
allows all students to listen and analyse the work of their peers and reflect on their own group
work. This is beneficial as they have the opportunity to include any ideas they may have missed
throughout the lesson. The calibration of ideas in the classroom is a useful teaching strategy to get
students engaged and included in the activity (Freeman et al., 2014).

In regards to the QTM the evaluation of the original lesson plan was low in some areas (Ludwig &
Gore, 2003). Substantive communication (1.6) is an area which was lacking in the original lesson
plan as communication was little to none as it was individual work and there was no mention of
teacher interaction areas (Ludwig & Gore, 2003). In the modified lesson plan this improved as the
teacher and students are encouraged to regularly engage with one another about the activity and
the topic they are learning. Substantive communication in this lesson is through different forms
including written when writing down their answers and oral when teacher and students interact

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about the activity, when students talk in groups and when sharing their answers with the whole
class (Ludwig & Gore, 2003). The lesson is also sustained at the end of the lesson where the
teacher may ask the groups presenting different questions relating to the topic (Ludwig & Gore,
2003). However, teachers do not ask questions directly relating to the questions they have
answered but more about the topic in general which can cause a flow on effect with other students
who may want to contribute (Ludwig & Gore, 2003).

Student engagement (2.2) in the original lesson plan appeared to be low as the lesson did not
have much interaction or variability (Ludwig & Gore, 2003). Including ICT and group work in the
modified lesson plan promoted student engagement and motivation to complete and participate in
the task (Betts, 2003). To maintain on-task behaviours, the teacher would assist each group
individually when participating in the group work (Betts, 2003). By using this method, it
demonstrates the teachers initiative to help in the students learning in a non-intrusive and safe
environment as the groups are small and they do not feel threatened (Freeman et al., 2014)
Furthermore, setting high expectations at the beginning of the lesson will encourage students to
engage in the activity as they have a goal to strive for and work towards (Freeman et al., 2014).
The first part of the activity where students answer the first two questions at home was altered in
the modified lesson plan. Students answered the two questions individually in class to allow more
teacher student interaction where students can ask questions to the teacher if need be. This
change makes the lesson more inclusive by catering to individual needs (Freeman et al., 2014).

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References:
AITSL. (2011). Australian professional standards for teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Betts, S., 2003. Does the use of ICT affect quality in learning science at Key Stage 3? Studies in
Teaching and Learning, pp.9-17
Department of Education and Training. (2003). Quality teaching in NSW public schools.
(Publication No. 0 7313 8255 2). Retrieved from http://www.darcymoore.net/wp-
content/uploads/2012/02/qt_EPSColor.pdf

Eastwood, E. (2016, March 3). Can wildlife adapt to climate change? [Video file]. Retrieved from
https://www.youtube.com/watch?v=ZCKRjP_DMII

Freeman, S., Eddy, L., McDonough, Smith, M.K., Okoroafor, N., Jordt, H, & Wenderoth, M.P.
(2014). Active learning increases student performance in science, engineering and mathematics.
PNAS, 23(111), 8410-8415. doi:10.1073/pnas.1319030111

Ludwig, J., & Gore, J. (2003). Quality teaching in NSW public schools a classroom practice guide.
Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

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Learning Portfolio Link

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