Professional Documents
Culture Documents
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.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1234 Comments: Does not comment on ATSI students in lesson plan.
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1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1234 Comments: The teacher incorporates well oral discussion, practical experiments, written
5 work, and includes additional ICT research work for GAT students, to try and meet a variety
of specific learning needs. Plans for assessment of participation, attentiveness and
contribution of students with different learning levels and needs with prompting questions and
discussion, but does not strategize how to engage disengaged students or slower learners.
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: The knowledge being conveyed throughout the lesson is rather deep and focused
5 on the lesson outcomes listed in the beginning of the lesson plan. Apart from a lack of
presentation of knowledge addressing the syllabus point CW4, the lesson does aim to fulfil
the outcomes well and holistically.
1.5 Metalanguage
1 2 3 4 Comments: Parts of the lesson involve metalanguage with the discussions regarding chemical
5 symbols and chemical reactions and what they represent.
2.2 Engagement
1234 Comments: The potential for engagement is very high in this lesson. There is plenty of group
5 work, brainstorming and class discussion involving all the students.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: During the discussion and brainstorming at the beginning of the class, the teacher
5 aims to allow the students to link the current lessons new knowledge with what they have
previously learnt about the Chemical World.
3.4 Inclusivity
1234 Comments: All students are allowed the opportunity to participate in several discussions.
5 Also all students are given a role in their groups for the experiment to ensure they are all
included in the work being done and the lesson throughout the majority of the time.
3.5 Connectedness
1 2 3 4 Comments: Lesson is not connected to anything outside of scientific analysis except
5 knowledge of freezing effects on water when someone adds a chemical or physical change to
it.
3.6 Narrative
1234 Comments: Narrative can be seen during the discussion and brainstorming sections of the
5 lesson where students can share stories, thoughts, or ideas relating to the topic of freezing.
Also the narrative in the video ICT resource, if used, can help assist the students
understanding of this subject and topic.
Section 3: Identifying Areas for Improvement
Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 4.3 Manage Challenging Behaviour 2) 2.3 Curriculum, Assessment and Reporting
QT model
1) 2.6 Student Direction 2) 3.3 Knowledge Integration
Lesson Plan (Simplified for DTL)
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Differences between elements, compounds and
mixtures can be described at a particle
level(ACSSU152 )
Chemical change involves substances reacting to
form new substances (ACSSU225)
Time Teaching and learning actions Organisation Centre
d
T/S
Intro Teacher:
Start the classroom with a brain-storm to draw out students
Review the responses of the students
current understanding and knowledge of freezing points and
and address them within this lesson or
common chemical reactions.
in future lessons.
5 mins
Ask the question Ok class what come to mind when you
Record the misconceptions the
think about the word freeze?
students have and address them in the
Write the word freeze on the board with a circle around it. lesson.
Ask how it relates to the topic chemical world. The responses the student wrote down
will be reviewed in the next lesson to
Guide their thoughts to the lessons focus without influencing see if their ideas and misconceptions
there the responses. have changed.
Resources:
Body Teacher:
Explain to the class the aim of the today lesson will be on
Ensure the students are able to follow
the freezing points of water, salt water and sugar water.
the instructions throughout the lesson.
Explain safety procedures of the experiment before
5 mins
commences. Question students about what they think should Student:
be done in certain given scenarios of safety issues in the lab. Listen to the teachers instructions.
Testing their knowledge from previous lessons on lab safety
procedures and first aid instruction. SAFETY CAPTAIN
TEAM LEADER ETC. Resources:
Teacher:
Assign students into groups. 4-5 students per group. Allow
Students to choose their roles in the group/choose group Student:
leader to delegate tasks: timer (keeps track of the time), Listen to the teachers instructions.
5 mins recorder (writes down results), handler (mixing the solutions
together) and retriever (takes and places the test tube rack in Perform the assigned roles within the
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the freezer). Group leader will be instructed to act as safety group.
captain to ensure the group follows instruction and prevent
misbehavior (potential risks) and keep the group on task.
Teacher:
After the students record the first lot of results for the
Questions to ask: Can you explain to
practical introduce the boxes foam spheres representing the
elements: Na (Sodium), Cl (Chloride), C12H22O11 and me why you come up with that
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Instruct the student to predict what is happening to all three sheet.
solutions using the foam spheres.
Predict the possible basic chemical or
physical formulas for water, salt water
and sugar water using the foam
spheres and wooden sticks from the
box provided.
Resources:
Teacher:
Discussion and evaluation of the practical.
Observe the students level of
15mins
Prepare a table for the combined results of the whole class. attention to demonstration and
Have the recorder of each group write down their result on discussions.
the table.
Participate and monitor in class
Discuss the predictions and errors from each group and discussion.
compare them with all class. Correct any misconceptions the
students may have.Ask questions to why the thought that Student:
way and how it relates to the topic. Contribute to the class discussions.
Use video representation of why salt reduces the freezing Listen to the teacher.
point of water with similarities to the foam models
https://www.youtube.com/watch?v=JkhWV2uaHaA Observe the demonstration.
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saltwater lakes and geographical influences on freezing. Ask Question: Do you think there would
students to look up some points on this for homework for be a difference between freezing
discussion at the beginning of next class. points in freshwater v saltwater
lakes?
Student:
Answer worksheet questions
Resources:
Worksheet
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. Can pair students with physical or reading
capabilities with known GAT students to aid peer assisted and self-directed learning.
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How am I measuring the outcomes of this lesson?
Explain how dissolving salt Assessed through observing and correcting post experiment
and sugar into water will and post video discussion of results and understanding of
affect the freezing point the method of the experiment.
depression of water.
Demonstrate the ability to Teacher checks and records groups results and their
record and analysis the data discussion of the results.
collected from the
experiment as they engage
in critically thinking about
the topic.
Display the ability to Demonstrated through students ability to model the
formulate equations of salt formulas using skewers and foam spheres and the teacher
dissolved in water and checks and corrects the students models
sugar dissolved in water.
Academic Justification:
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Section 2.3 Curriculum, Assessment and Reporting of the APST guide requires knowledge of
curriculum, assessment and reporting to be utilised in designing lessons (AITSL, 2011). The
curriculum outcomes this lesson plan lists were lacking and were updated to ensure the
lesson reflected section 2.3 (ACARA, 2017). As for assessment, the group work was well
structured however the addition of the worksheet at the end was used in order to help aid the
teacher assess the knowledge retention of the students together with their planned
observations and planned reviews of student contribution to discussion in future lessons.
This worksheet also allows for individual assessment and reporting on individual student
work contrasted with only the group work and results that were used in the original plan.
The APST guide (2011), by the AITSL, states that for standard 4.3 Manage Challenging
Behaviour a proficient level teacher should be able to manage behaviour issues by
establishing and negotiating clear expectations with students and address discipline issues
promptly, fairly and respectfully (AITSL, 2011). The original lesson plan briefly mentions that
students may throw paper at one another in the class and this may cause harm, however, as it
is a science lab, more pre-emptive planning regarding misbehaving has been introduced.
Science labs coupled with challenging behaviours are very high-risk environments and it is
imperative that the plan outlines a strategy to deal with these possibilities. Firstly, the teacher
will address the safety aspects of the experiment then they will question the students
knowledge of what protocol to follow in certain situations to ensure students are aware of
safety procedures, safe behaviours and safe practices in the lab to ensure learning is not
disrupted. Secondly, the teacher will also address the serious nature of the students
behaviour during the lab, and that equipment and chemicals are not objects which agree with
misbehaviour, ending with the teacher entrusting the students with the responsibility to act
accordingly, and ensure instructions are followed. Finally, the group leader will also be
entrusted with ensuring their group maintains good behavioural practices to avoid any issues
and ensure expectations are established as the APST Guide (2011) encourages (AITSL, 2011).
2.6 Student Direction is an important part of both teaching and learning (DET, 2008).
According to Situational Leadership model of Hersey and Blanchard (1988), learners advance
through stages of increasing self-direction and that teachers can help or hinder that
development (Grow, 1991). Keeping this in mind, the lesson was changed to allow either the
students or the teacher to select a group leader for each group who would then take on a
managerial responsibility, delegating tasks and directing the experiment for the group. This
activity allows the teacher to assess the students ability to follow self directed learning
initiatives and leadership skills according to the Hersey-Blanchard model (1988). According
to the QT Guide (Quality Teaching in NSW Public Schools, 2009), this task provides students
with a choice of how they conduct activities and learning in this lesson. Their influence on the
criteria of the lesson becomes somewhat more flowing during the discussion section where
students are allowed to bring forward their ideas of freezing from 3.1 Background
Knowledge (DET, 2008). Self-direction of criteria and time is also evident during the
designing of their skewer and foam sphere models of what they had learnt, as there is less
room for this during the initial experiment. Also, the teacher can pair students with physical
or reading capabilities with known GAT students to aid peer assisted and self-directed
learning
One of the areas where this lesson plan fell short was section 3.3 Knowledge Integration of
the QT model (DET, 2008). Under the Knowledge Integration section of the Quality Teaching
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in NSW Schools classroom practice guide (Quality Teaching in NSW Public Schools, 2009),
there is note of the importance of linking knowledge between subject areas, topics and
curricula in order to enhance student learning and knowledge application. It is for this reason
that the lesson plan has been updated to include a task where students are introduced to the
idea of the application of their newfound knowledge of freezing points in Science, and the
freezing of saltwater v. freshwater lakes and rivers in Geography. This task is also to be given
at the end of the lesson so that the students can continue their thought integration of this
knowledge at home through the homework task of researching more into this topic. This task
is designed to allow students the freedom of exploring further details of the topic of freezing
they have just taken in science and also apply it toward their understanding of water bodies
freezing in geography. Students then bring their findings for discussion in the next lesson,
reinforcing the knowledge learnt, and also enhancing section 3.1 Background Knowledge as
well as 3.3 Knowledge Integration in the process (DET, 2008).
Reference List:
Australian Institute for Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers (pp. 8-20). Victoria: AITSL.
Australian Professional Standards for teachers. (2014) (1st ed.). Sydney. Retrieved from
http://www.tsa.det.nsw.edu.au/docs/Australian_Professional_Standards_for_Teachers.
pdf
DET, Department of Education and Training (2008) Quality Teaching to support the NSW
Professional Teaching Standards
Grow, G. (1991). Teaching Learners To Be Self-Directed. Adult Education Quarterly, 41(3),
125-149. http://dx.doi.org/10.1177/0001848191041003001
Quality teaching in NSW public schools. (2009). Sydney, N.S.W. Department of Education and
Training
http://muntheral-hinti.weebly.com/
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