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How are the quality teaching elements you have identified achieved within the lesson?
2.4 Social Social support is evident in the think, pair and share activity, students are invited to participate in class
Support discussion and help one another when someone isnt sure of what the answer might be and students work
together during the worksheet activity.
3.1 Background As this is the beginning of the Chemical World module, a diagnostic assessment (in the form of a think-pair
knowledge share activity) is used in the start of the lesson to assess students prior knowledge of particles.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0-10 Teacher directs students to walk into Students walk into the classroom, sit Teachers laptop
the classroom and tells them to unpack down at a desk and chair and, unpack
their equipment once they have found their bags and take out their exercise White/SMART board
a desk and chair to sit on. books, pencil cases etc.
Whiteboard markers
Teacher would have equipment and Students will listen to teacher
material already prepared before the instruction and ask questions for Whiteboard eraser
beginning of the lesson. clarification.
Teacher will outline the list of activities Students will be asked to answers
to be completed for the lesson. questions by the teacher about the
properties of particles and the states of
Teacher addresses to students that matter.
they are going to be learning a new
topic. Soon after, the teacher Students would think of their answer to
introduces the lesson by asking them the question, pair up with students next
questions in order to gauge their to them and share their answers in
previous knowledge about particles hopes that all students have multiple
and states of matter as an informal perspectives of what the answer to a
diagnostic assessment. There are four question could be.
questions to be asked and they are
written on the white/SMART board for During the think-pair-share task,
all students to see. Students are to students will respond to their name as
think what they think a particle means, the teacher is marking the roll.
pair up with the student(s) next to them
and share their ideas. Sample answers:
1. Small/tiny objects floating
As the students are engaging in the around us, air/dust particles,
think-pair-share activity, the teacher molecules, gases, compounds
marks the class roll. etc.
2. They are continuously moving
The think-pair-share activity would take and interacting because we
up 5-7 minutes of the introduction. In can sometimes see dust
the last 3-5 minutes of the introduction, particles floating in the air.
the teacher asks the students to come 3. Particles are affected by
together as class to share a few of their physical changes. A physical
answers to the questions. Teacher change is when the
provides constructive feedback and arrangement of the particles of
highlights keywords from the different a particular matter changes to
definitions. a different state of matter (the
substance/chemical make-up
Questions: stays the same). Chemical
1. What is a particle? What do change is when the new object
you think it is or what it is formed (one of the ways you
means? can tell if it is a chemical
2. Do you think particles are change is when there is a
continuously moving and change in colour).
interacting around us or are 4. Solid, liquid, gas and plasma.
they staying still and not doing Plasma can be found in our
anything? How can you tell? blood. Basically it is super-
3. Are particles affected by heated gas particles. (Students
physical changes, chemical may be confused on what
changes or both? What is the plasma is and therefore the
difference between physical teacher would clear up the
and chemical changes? misconception and explain the
4. What are the four states of which plasma to use in the
matter? (follow-up question: new topic).
What is plasma?)
Body of Lesson:
Time Teacher Activity Student Activity Resources
10-20 Explicit teaching instruction Explicit teaching instruction Teachers laptop
Teacher invites to the students to come During the discussion, each student White/SMART board
together as a class in order to discuss marks their work as they are going
the answers to the worksheet activity. through each question. Whiteboard markers
Teacher provides appropriate feedback
on students responses and elaborates Students answers to the questions of Whiteboard eraser
on them. If a student is unsure about the task and can ask the teacher
their response, the teacher can ask further questions for clarification.
other students in the class to help that
student out (social support).
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Reflection:
What have I learned about
It is important to relate the content with the students lives
teaching and learning
Provide effective questioning through thinking tools and activities
processes when preparing
Social inclusion should be used as a tool to get students to work together
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.
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
Lesson Plan 2
KLA: Science Stage of Stage 4 Year 7 Lesson 60 minutes
Learner: Group: Duration:
Safety N/A Printing / N/A
Considerations: Preparation:
How are the quality teaching elements you have identified achieved within the lesson?
2.2 Engagement Students pairs will work together to construct a simple, yet presentable particle model using ICT. The top 3
student pairs with the best particle model will be granted an award and their model will get displayed around
their classroom.
3.6 Narrative Students should use their own knowledge to provide correct information of the effects of heat transfer on
particle behaviour and movement in their own words. The purpose of employing narrative in this task is to
enhance their significance and enrich student understanding.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0-10 Introduction Introduction Teachers laptop
Teacher directs students to walk into Students walk into the classroom, sit White/SMART board
the classroom and tells them to unpack down at a desk and chair and, unpack
their equipment once they have found their bags and take out their exercise Whiteboard markers
a desk and chair to sit on. books, pencil cases etc.
Whiteboard eraser
Teacher would have equipment and Students listen to learning objectives
material already prepared before the and explicit instruction by the teacher
beginning of the lesson. and can ask questions for clarification.
Teacher will outline the list of activities Students name will be marked from the
to be completed for the lesson. Before roll. They are to respond to the
moving to the main part of the lesson following questions:
(which is about physical changes that
affect particles in matter), the teacher Quiz questions:
engages students with a short set of
1. What is a physical change?
quiz questions.
Correct answer: physical
change occurs when an object
Quiz questions:
retains its chemical properties
1. What is a physical change? but changes its
2. Which of the following options structure/appearance/shape,
are examples of physical thus changing its state of
changes in matter? matter.
3. What is a chemical change? 2. Which of the following options
4. Physical changes affect the are examples of physical
way particles in matter behave. changes in matter? Correct
(True/False) answers: dissolving sugar in
5. How many states of matter are tea, breaking glass, melting an
there in the observable ice cube etc.
universe? 3. What is a chemical change?
Chemical change occurs when
the object produces an object
that different from the original
object. Examples of chemical
changes are burning wood,
heating sugar into caramel,
cooking an egg etc.
4. Physical changes affect the
way particles in matter behave.
(True/False). Answer: True.
5. How many states of matter are
there in the observable
universe? Answer: Four (solid,
liquid, gas and plasma).
Body of Lesson:
Time Teacher Activity Student Activity Resources
10-20 Explicit teaching/reflective questioning Explicit teaching/reflective questioning Teacher-developed
learning resource: Heat
Teacher discusses the Energy, Heat Students listen to explicit instruction by energy and Changing
and Heat transfer lecture slides on the the teacher, answer questions and can states PowerPoint slides
SMART board. There are inquiry ask questions for clarification.
questions in the PowerPoint:
Questions:
Some questions:
- Kinetic energy or energy is the
- Kinetic energy or energy is the capacity of a physical system
capacity of a physical system to perform work. Heat is a type
to perform work. Heat is a type of energy that we call thermal
of energy that we call thermal energy. How do we measure
energy. How do we measure heat? (Hint: when we check
heat? the weather, how can we tell if
- Temperature is a the day will be a hot or cold
measurement of the average day?) Answer: temperature
kinetic energy of the particles - Temperature is a
which compose in matter. We measurement of the average
commonly use degrees kinetic energy of the particles
Celsius in Australia. What are which compose in matter. We
some other units of commonly use degrees
temperature that you may Celsius in Australia. What are
have heard of? some other units of
- List the everyday uses of a temperature that you may
thermometer. have heard of? Example
- As heat energy answers: Fahrenheit and
increases/decreases, what Kelvin (students can ask why
happens to the states of and when would we use these
matter? E.g. what happens to units and how to convert F to
a solid like ice or metal when C and K to C).
you heat it up? E.g. what - List the everyday uses of a
happens if you heat up liquid thermometer. Answer: when
like water? E.g. Melting point we cook food, when we are
of water is 0C, what do you sick, during some lab
think would happen if water experiments, in the house etc.
was placed in a temperature of - As heat energy
below 0C? increases/decreases, what
- Where would you see happens to the states of
condensation in your day-to- matter? Answer: Solid melts
day life? into liquid as heat energy
increases. Liquid turns into gas
Heat energy has an effect on particle
when boiling. Liquid freezes
movement. E.g. If we are adding more
when placed in temperature of
heat energy (increasing the
0C or lower.
temperature) of matter, what do you
- Where would you see
think will happen to the particles?
condensation in your day-to-
day life? When you have a hot
Presentation contains images to
shower and the glass and
provide visual stimuli alongside the
mirror fogs up, when its a cold
content. Teacher can pause and think
and raining outside and you
and provide annotation to break down
blow out warm air towards the
the content.
car window etc.
20-30 Explicit teaching instruction Explicit teaching instruction Teacher-developed
learning resource: Heat
Introducing the terms: melting, Students listen to explicit instruction by energy and Changing
freezing, boiling, evaporating and the teacher, answer questions and can states PowerPoint slides
condensing and its effect on particle ask questions for clarification.
movement. What do each term mean
in relation to the arrangement and
movement of particles?
Teacher tells students to work in pairs Students are to work in pairs with
during this activity. Their task is to someone in their class or with the
construct a simple particle model using person next to them.
their laptops and/or devices.
Students must portray their model by
Teacher scaffold students knowledge using graphics found on the internet
and understanding in this task by and students should use their own
providing sample websites for them to understanding to provide correct
research and use for their model. information of the effects of heat
transfer on particle behaviour and
To engage and motivate students, the movement. Students can research said
teacher will tell the students that the 3 information on the reliable websites
best particle models, in terms of visual and must use the terms: melting,
presentation and description of heat freezing, boiling, evaporating and
transfer on particle movement, will be condensing, in their particle model.
given an award (1st, 2nd or 3rd place)
and their model will be displayed on Students send their particle model to
the wall of the classroom. teachers email upon completion.
Conclusion:
Time Teacher Activity Student Activity Resources
50-60 Summative assessment Summative assessment Teacher-developed
learning resource: Heat
Since students should have a better Before they are allowed to pack their energy and Changing
understanding of heat energy and how equipment away, students explain what states PowerPoint slides
it is involved in changing matter, the happens to each state as it transitions
teacher would revisit the PowerPoint into a different one when heat energy
slides that were used to teach the class is applied.
throughout the lesson. Teacher puts up
on the SMART/board the last After they have satisfied the teacher
presentation slide on Heat energy and with their responses, they are allowed
Changing states and tells the students to pack up and remain seated until the
to explain what is happening in each bell rings. Once the bell rings and the
state of matter. student has settled down, they can be
dismissed in an orderly fashion.
After that, teachers allow the students
to pack up and stay behind their desk
before the bell rings. Once the bell
rings and every student has settled
down, the teacher can orderly dismiss
the students from the classroom.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Reflection:
What have I learned about
Ask relevant and effective questions throughout the lesson in order to
teaching and learning consolidate their learning
processes when preparing Displaying large font and visual stimuli for all students to read and look at.
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.
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
How are the quality teaching elements you have identified achieved within the lesson?
2.5 Student Students assemble and use appropriate equipment to carry out the experiment, including safety equipment.
direction Students accurately measure correct quantities and record their observations and results in their scientific
reports.
3.4 Students closely encounter everyday examples of heat energy and movement of particles in matter as they
Connectedness participate in the investigation, which demonstrates the three states of matter transitioning from one state to
another all in one experiment.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0-10 Introduction Introduction Teachers laptop
Teacher directs students to walk into Students walk into the classroom, sit White/SMART board
the classroom and tells them to unpack down at a desk and chair and, unpack
their equipment once they have found their bags and take out their exercise Whiteboard markers
a desk and chair to sit on. books, pencil cases etc.
Whiteboard eraser
Teacher would have equipment and Students must listen to teacher
material already prepared before the instruction in order to work properly
beginning of the lesson. during the practical. Students may ask
questions for clarification.
After the teacher marks the roll, se/she
will outline the list of activities to be Students will respond to their name as
completed for the lesson. the teacher is marking the roll.
Teacher and students discuss the Class discussion about experimental White/SMART board
observations that occurred in terms of results. During this time, students can
physical properties of matter, heat ask questions, add more information in Whiteboard markers
energy and particle movement. their books and/or fix up any mistakes.
Whiteboard eraser
Conclusion:
Time Teacher Activity Student Activity Resources
50-60 Conclusion Conclusion
Reflection:
What have I learned about
Provides explicit teaching instruction, especially when writing a scientific
teaching and learning report and follow a planned procedure of the experiment/investigation
processes when preparing Ensures the students are learning in a safe working environment
this lesson? Class discussion is use to report back to the class on their findings.
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.
References
For any lesson resource that is not a web-link, you need to list it here in APA format.
NOTE: Check your resources are attached
You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
Justification
In order to successfully plan for and implement effective teaching and learning, a graduate teacher must be able to
select, plan and utilise for a range of appropriate teaching strategies in their lesson activities. This is an essential
teaching standard in the development of a teachers professional practice and this statement is specifically addressed in
the graduate level of Standard 3.3 of the Australian Institute of Teaching and School Leadership Professional Standards
(AITSL, 2014). In the three consecutive lesson plans, the teacher has outlined and demonstrated teaching strategies
which emphasises on inquiry based learning and the 5Es teaching and learning model by means of effective
questioning, collaboration and working scientifically. Also, pedagogical content knowledge is evident in the lesson plan
as the teacher uses different types of thinking tools, incorporates information and communication technology (ICT) and
recognises areas of differentiated learning and provide scaffolding that is both positive and constructive to the students.
With these teaching strategies in mind, it allows students to possess the four important skills that are necessary to be a
21st century learner, which are critical thinking, communication, collaboration, and creativity, so that one day they can
become successful scientists, critical thinkers and problem solvers of the future.
The principle learning theory of inquiry based learning (IBL) is of a constructivist approach; people construct their own
understanding and knowledge of the world, through experiencing things and reflecting on those experiences. IBL can be
applied in the classroom environment where students are actively learning and solving problems whilst improving on
their skills (Educational Broadcasting Corporation, 2004. Rather than directing students to the product by transmitting
information, the teachers role in this paradigm of student learning is to facilitate and guide students throughout the
process to their goal(s). This assignment justifies use of inquiry-based learning and 5Es in a class-based context as
well as demonstration of pedagogical content knowledge, and provides evidence of how this teacher has incorporated
these teaching strategies in their lesson plans.
Inquiry based learning can be defined as a seeking for truth, information or knowledge seeking information by
questioning (Lutheran Education Queensland, 2017). Effective questioning (standards 3.5, 4.1-4.2) is indicated in the
three coherent lesson plans as the teacher uses a short quiz in lesson plan 2, poses the inquiry questions throughout
lesson plans 1 and 2, and evaluates the experiment design of lesson plan 3. The overarching goal of the investigation is
observing the three states of matter transitioning from one state to another state due to the effect of heat energy on
particle movement. Therefore, the details of the task require students to construct their learning and display their
working scientifically skills by communicating with their partner during the experiment using scientific language and
follows the planning procedure in their scientific reports, assembling and using appropriate equipment to carry out the
experiment, including safety equipment, and accurately measuring correct quantities and record their observations and
results in their scientific reports.
A teacher uses their pedagogical content knowledge to consider how the students think about the discipline and
develop skills, and using that knowledge to inform their practice. This teacher has identified and provided differentiation
and scaffolding in the three lessons through the natural progression and difficulty of the addressed questions.
Scaffolding through active supervision and posing questions allows for engagement in the group activities, and the
sharing their personal knowledge in activities that use thinking tools such as the think, pair and share activities as well
as the no-putting down of students evident in lesson plan 1 and 2 ensures the quality learning environment domain of
the NSW Quality Teaching Framework, particularly with social support, student direction and student regulation
(ACARA, 2016; Carneigie Mellon University, 2015; Department of Education NSW, 2017).
It is inherent that the 5Es (Engage, Explore, Explain, Elaborate and Evaluate) teaching and learning model is the
driving force behind any inquiry based learning task (PrimaryConnections, 2017). The objective of the introduction is to
capture student interest by engaging them with an activity (i.e. a quiz and think, pair and share) or questions (through
questions asked by the teacher in a worksheet) and provides opportunities to express their knowledge and
understanding being developed, and help them to make connections between that they know and the new ideas.
Students explore the concept or skills by carry out hands-on activities (i.e. their planning of their scientific report and
conducting of the experiment). Students explain what they have experienced with their groupmates and with the guiding
facilitator. As discussing and comparing their ideas with each other in the elaboration phase, they are applying what
they have learned to new situations and so develop a deeper understanding of the concept of greater use of the skill.
The last process is to evaluate their learning and it is the time where students review and reflect on their own learning
and new understanding and skills. This can be seen at the end of lesson plan 3 where students are asked what
conclusion(s) did they come across towards the end of the experiment, did their results support or reject their hypothesis
and what improvements can be addressed if they were to replicate the experiment again. The 5Es instructional model
can be an incredibly powerful way to excite students about learning a subject like science and can be used to guide
students to become effective inquiry-based learners when it comes to using their general capabilities and 21st century
learning skills to solve problems in the future (PrimaryConnections, 2017).
In conclusion, this teacher has planned and used a variety of teaching strategies in order to meet certain professional
teaching standards in their lessons. IBL is the central approach in the three lesson plans as each lesson justifies how
the teacher engages, explores, explains, elaborates and evaluates students previous and new knowledge and
understanding as they immerse themselves in the learning process. Students achieve collaboration and using a
multitude of skills during the planning, conducting and presentation phases of their tasks and experiments.
Implementing IBL and the 5Es teaching and learning models in an inquiry-based learning task such as the particle
model activity involving ICT and cloud-making experiment allows students to develop the required skills to become
critical and creative members of Australian society and worldwide.
References
1. PrimaryConnections, 2017, 5Es teaching and learning model. Retrieved from:
https://primaryconnections.org.au/about/teaching
2. Department of Education NSW, 2017, STEM: Science, Technology, Engineering and Mathematics. Retrieved
from http://www.stem-nsw.com.au/
3. ACARA, 2016, General capabilities, retrieved from: https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities
4. Lutheran Education Queensland, 2017, Approaches to Learning | INQUIRY BASED LEARNING, retrieved from:
https://www.australiancurriculum.edu.au/media/1360/lutheran-education-queensland-inquiry-based-learning.pdf,
accessed on August 10, 2017
5. Educational Broadcasting Corporation, 2004, What is constructivism? Retrieved from:
http://www.thirteen.org/edonline/concept2class/constructivism/
6. Australian Institute for Teaching and School Leadership. 2014. Australian Professional Standards for Teachers.
Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
7. Carnegie Mellon University. 2015. Why should assessments, learning objective, and instructional strategies be
aligned? Retrieved from: https://www.cmu.edu/teaching/assessment/basics/alignment.html