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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
YEAR 7 SCIENCE
AUSTRALIAN CURRICULUM LEARNING OBJECTIVES
AC SSU1181 Earths gravity pulls objects towards the centre of the Earth.
RESOURCES REQUIRED
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.
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.
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.
Syllabus Pages:
Students learn
about
Students learn
to
1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication
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:
Teacher:
Teacher:
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:
Resources:
Teacher:
HOMEWORK/EXTENSION
Students design their own
experiment which
demonstrates the force of
gravity
Student:
Resources:
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Reflection
What have I learned about the teaching and learning process when preparing
this lesson?
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
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?
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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]
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
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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
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
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12
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
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
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13
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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
14
Outcomes
Syllabus outcomes
SC4-10PW
Stage of Learner:
Year 7 - Stage 4
Location Booked: N/A
Syllabus Pages:
107-108
Lesson Number:
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
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.
1.4 Higher-order
thinking
1.5 Metalanguage
1.6 Substantive
communication
3.1 Background
knowledge
3.2 Cultural
knowledge
3.3 Knowledge
integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
[Type here]
15
Teaching
element
[Type here]
16
Time
Teaching and
learning actions
Intro
5mins
Body
10mins
8mins
Organisation
Centre
d
T/S
Teache
r
[Type here]
Teache
r
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:
Teache
r
Teache
r
[Type here]
Student:
Resources:
Teacher: Present second video
Teache
r
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.
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Teache
r
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.
SC4-10PW
Other considerations
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20
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.
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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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22
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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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