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The common concept is that water freezes at 0oC degrees without much thought as to why and how it
occurs. There are certain factors that contribute to why water changes from liquid to solid which include
atmosphere pressure, the excited of water molecules and crystallization reaction point of water. Salt will
reduce the freezing point of water when it is dissolved. The salt ionic bonds break making sodium and
chlorine in the solution which, then the water molecules are attracted to these elements preventing them
to rejoin together again. This is also the reason why the freezing point of water reduces when salt is added
and is classified as a chemical reaction. Although when sugar is dissolved in water it is a physical change as
sugar simply change form a solid to a liquid in the water.
Alignment with Outcomes
Chemical World 4 (CW4): Different types of chemical reactions are used to produce a range of products and
can occur at different rates and involve energy transfer (New South Wales. Board of Studies, 2012).
Students: C. Describe the effects of factors, eg temperature and catalysts, on the rate of some common
chemical reactions (New South Wales. Board of Studies, 2012).
SCLS-4WS: asks questions that can be tested and makes predictions (New South Wales. Board of Studies,
2012).
Lesson Objectives
Materials for students: 100mm clear plastic test tubes, test Students may get water, salt or sugar into
tube lid or cork, test tube rack, water at 10oC, salt, sugar, their eyes. All students must wear safety
periodic table, freezer, teaspoon., marker, timer, foam glasses. If contact with eyes, wash out at
spheres of different sizes and colours to represent the eye wash station.
elements: Na, Cl and H2O. Small wooden sticks to represent
connections for the elements and compound. Students may play around with the
thermometers inappropriately. Student will
Additional Materials: Freezer, monitor in front of be asked to keep thermometer on the
classroom, access to the internet, large bottles of water at tables unless in use. Must wear glasses to
100C, correct chemical and physical equations for both salt prevent being poked in the eyes. If injury
water and sugar water. occurs call first aid stuff or send to nurse if
present with another student.
Discuss the predictions and errors from each group Observe the
and compare them with all class. Correct any Listen to the students level of
misconceptions the students may have. Ask teacher. attention to
questions to why the thought that way and how it demonstration and
relates to the topic. discussions.
Gifted and talented students: Ask them to identify other common chemical reactions and physical changes
using the internet and their devices if they have them or use the computer in the classes. Have them share
the discoveries with the class during the discussion period.
Students with disabilities: Student has visual impairments display larger font methods sheets, have a
student read out the introductions and provide a large timer on the display in front of the classroom.
Student has reading difficulties provide visual representation of methods sheet for them and have a
student explain to them the procedure and encourage them to participate during the discussion period.
102086 Designing Teaching & Learning 2H 2017
Assignment 2: APST and QT Analysis Template
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.
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
1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 Comments: The focus of the lesson is on freezing of water which is there in entire lecture.
5
1.2 Deep understanding
1 2 3 4 Comments: The teacher asks questions to students which allows them to demonstrate their
5 understanding of the concept.
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 1.4 Strategies for teaching Aboriginal and Torres 2) 4.5 Use ICT safely, responsibly and ethically
Strait Islander students
QT model
1) 2.6 Student direction 2) 3.6 Narrative
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Sustainability(melting ice on roads) Students will be learning how the dissolving of sugar
ICT capability-Kahoot and youtube videos and salt affects the freezing point of water,
T/S
Intro Teacher: Ask the student to volunteer for prayer. In Teacher
the mean time teacher sets up the Kahoot for the
2 min Prayer class.
Volunteer from the students leads the prayer
Body Kahoot Quiz Teacher: Teacher asks students to take out their Student
smart device and guides them to log in to Kahoot.
What is the boiling point of water? The teacher reminds the class that it is a recall of
3 min What is the freezing point of water? what students have studied.
What is the difference between frozen water and Student: Take out their smart device and open
boiling water? Kahoot
Resources:
https://play.kahoot.it/#/lobby?quizId=f86a691a-
c5e5-45f1-bb82-b79eb3d102b5
Addressing Safety Issues and Experiment Teacher: Distributes the method sheets of Student
experiment to the students, the projector is set to
15 The teacher instructs students to wear their safety display the method sheet and instruments used in
min glasses and not to mishandle the instruments. the experiment.
Further reads the method sheet of the experiment
to the students.
5 min Youtube video: Student watch a youtube clip that Teacher: Sets up the video clip and plays. Student
helps them understand the dissolving of salt in
water. Visual representation allows for Link:
differentiated learning. https://www.youtube.com/watch?v=JAWiJKhmbQc
5 min Discussion Teacher: Observe and record the foam sphere Student
models the students are making to evaluate their
Start with saying: Ok class lets zoom in on whats level of understanding of elements or formulas and
happening to the three solutions in the freezer. I helps them where needed. Teacher also asks
have a box of elements and compounds of the further questions to assess what the students
water, salt and sugar. understood to scaffold less capable students the
teacher groups them with more capable students.
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 Student: Predict the possible basic chemical or
periodic table for guidance. physical formulas for water, salt water and sugar
water using the foam spheres and wooden sticks
from the box provided.
Use sugar as an example:
Sugar is make up of these elements Carbon, Resources: Foam spheres and wooden sticks
Hydrogen and Oxygen which of the spheres has
these elements?
20 Discussion and evaluation of the practical Teacher: Sets up the table for combined results. Student
min Guides the discussion and rectify the misconception
Prepare a table for the combined results of of the students.
the all class. Have the recorder of each group
write down their result on the table.
Student: Contribute to the class discussion, listen to
the teacher, observe the demonstration.
Discuss the predictions and errors from each
group and compare them with all class.
Correct any misconceptions the students may Resources: Discussion question sheet
have.
Ask questions to why they 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.
5 min Video representation of why salt reduces the Teacher: Sets up the Youtube clip on the screen. Teacher
freezing point of water with similarities to the foam Directs the thoughts of the student to understand
models (only if time is available) relevance of video with the experiment. Looks at
notebooks before letting them leave the classroom.
Standard 4.5 is met by the addition of the Kahoot quiz (facepalms, 2017) and YouTube videos
(Reactions 2015, USF students 2013) added in the lesson plan. Information and Communication
Technologies inclusion in teaching has shown a positive effect on the literacy of students in science
in Australia as well as Canada (Luu & Freeman, 2011). Moreover, the standards for the use of ICT are
met by the use of educational YouTube videos and the Kahoot quiz being monitored by the teacher.
The video representation helps the students to understand the topic who are visual learners.
Standard 1.4 is addressed by the addition of the method sheets and demonstration by the teacher
that would help the students providing them with visual cues. Working with students with special
needs and different abilities is a part of differentiated classroom. As indicated by the 8 Aboriginal
ways or learning (8ways, 2016) demonstrations or working non-verbally with hand on conversation
is an effective pedagogy for Indigenous and Torres Strait Islanders. This is addressed by the
demonstration given by the teacher for the experiment and later with the foam spheres.
In narrative and student direction the improvement was made with respect to NSW quality teaching
model the introduction of the YouTube video clip is narrative and allows students to think in
different dimensions linking the class lesson with the outside world (Harisson & Greenfield, 2011).
The video has a practical application of the lesson thought in class and has a narration about
different parts of the world.
References
8ways. (2016). 8 Aboriginal Ways of Learning. Retrieved 25 September 2017
http://8ways.wikispaces.com/
Harrison, N., & Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and
perspectives in classroom pedagogies. Critical Studies in Education, 52(1), 65-76.
doi:10.1080/17508487.2011.536513
Luu, K., & Freeman, J. (2011). An analysis of the relationship between information and
communication technology (ICT) and scientific literacy in Canada and Australia. Comput. Educ.,
56(4), 1072-1082. doi:10.1016/j.compedu.2010.11.008