Assignment 1: Professional Task (Science Extension)

Student Number: 17701352

Lesson Plan 1
KLA: Science Stage of 4 Lesson 60 minutes
Learner: Duration:
Safety General classroom safety Printing / Nil
Considerations: Preparation:

Knowledge and Chemical World Working Scientifically Questioning and

Understanding(K&U) (WS) Strand(s): Predicting
Strand:
K & U outcome(s): WS outcome(s):
Describes the Identifies questions
observed properties and problems that
and behaviour of can be tested or
matter, using researched and
scientific models and makes predictions
theories about the based on scientific
motion and knowledge SC4-4WS
arrangement of
particles SC4-16CW
Explains how
scientific
understanding of,
and discoveries
about, the
properties of
elements,
compounds and
mixtures relate to
their uses in
everyday life SC4-
17CW
K & U context statement: CW3: Mixtures, WS context WS4: Students question
including solutions, statement(s): and predict by:
contain a combination of
pure substances that can
be separated using a
range of techniques.
(ACSSU113)
K& U content WS content
a. Describe the a. Identifying
descriptor(s): descriptor(s):
importance of water questions and
as a solvent in daily problems that can
life, industries and be investigated
the environment scientifically
b. Describe aqueous (ACSIS124,
mixtures in terms of ACSIS139)
solute, solvent and b. Making predictions
solution based on scientific
knowledge and
 their own
observations
(ACSIS124,
ACSIS139)

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal
Numeracy
creative understanding communication understanding and
thinking technology social
capability capability

Learning Intentions: Success Criteria:

- Understand the importance of water.
- Understand the concepts of solvents,
solutes and solutions.
- Students can comment on why water is important.
- Students can differentiate between solvents, solutes
and solutions.
- Students can identify various materials as solvents,
solutes or solutions.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
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 1.2 Deep understanding 1.5 Metalanguage
construction and requires students to engage in higher-order thinking and to communicate
1.3 Problematic knowledge 1.6 Substantive
substantively about what they are learning.
communication

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
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 2.2 Engagement 2.5 Students self-
expectations and develops positive relationships between teacher and students and among regulation
2.3 High Expectations
students.
2.6 Student direction

Significance 3.1 Background knowledge 3.4 Inclusivity

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 3.2 Cultural knowledge 3.5 Connectedness
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge integration 3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

1.5 Through the use of scientific language applicable to the content being learnt e.g.
Metalanguage solvent, solute, solution.
1.6 Substantive Students ae encouraged to participate in discussion. Communication is also evident in
Communication the exit cards.

2.2 Engagement Students participate in various discussions and an interactive ICT task.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5min Settle class and go through required Take their seats.
admin.

5min Outline what will be happening in the Listen to teacher.

lesson.
- Lesson intention
- Student success criteria
Body of Lesson:
Time Teacher Activity Student Activity Resources
10min Instruct students to start a mind map Create a mind map answering
Why is water important? the teachers question. (5min)

Discuss students answers to mind map Contribute to class discussion.

and build a class mind map. (5min)
15min Teacher will explain the importance of Listen to teachers explanation Water PowerPoint
water as a solvent, and the terms solute, and take notes that
solvent and solution. Accompanied by correspond with the
PowerPoint. PowerPoint.

Instruct students to take notes.

20min Instruct students to visit Go to the instructed website
http://www.sciencekids.co.nz/ga and follow the instructions in
mesactivities/reversiblechanges.html the interactive program.
And predict is each material is soluble.

Conclusion:
Time Teacher Activity Student Activity Resources
5min Ask students to write one thing they Complete exit card.
learnt and one thing they are not sure of
in the form of an exit card.

Conclude lesson by outlining the next

lesson:
- Techniques used to separate
- Filtration experiment
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Students can comment Demonstrated in discussion, the mind map and possibly exit cards depending on
on why water is what students write.
important.
Students can Students answer example questions in the PowerPoint and possibly in the exit
differentiate between cards depending on what students write.
solvents, solutes and
solutions.
Students can identify Students contribute to discussion and possibly in the exit cards.
various materials as
solvents, solutes or
solutions.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
Effective lessons take more time and effort than first expected. Building
resources from scratch require a deeper understanding of the content
being taught.

Other Considerations:
Complete the table below by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

2.3 Formative assessment is demonstrated using class discussion and exit cards.
Curriculum,
assessment
and reporting

3.1 Establish Learning intentions and student success criteria is outlined to student at the start of class.
challenging
learning goals

References
For any lesson resource that is not a web-link, you need to list it here in APA format.
N/a
Resources
Slide 1

Water
Solvents and Solutes

Slide 2

Why is water important?

You need water to live.

Water makes up the majority of most organisms.

Some organisms are made up of 95% water but almost all are at least 50%.

Why else do we need water?

Slide 3

Solvents, Solutes and Solutions

Many compounds dissolve in water.

A solution is when one substance dissolves into another.

You have two aspects to a solution:

- Solvent

- Solute

Think of a substance you use in everyday life that is a solution?

Slide 4

Solvents

A solvent dissolves other substances

Water

What else?

Slide 5

Solutes

Solutes dissolve in a solvent

Salt

What else?

Slide 6

Also

For a solvent to break down a solute, it must be in contact with the surface area of
the solute

The more surface are the solvent is exposed to, the quicker it can break down the
solute.
Slide 7

Examples

Solution Solvent Solution

Hot chocolate

Lemonade

Salt water
Lesson Plan 2
KLA: Science Stage of 4 Lesson 60 minutes
Learner: Duration:
Safety General classroom safety. Printing / Separation techniques
Considerations: Alum is hazardous if Preparation: worksheet
swallowed/inhaled. (Teacher will Filtration experiment
distribute this) worksheet

Knowledge and Chemical World Working Scientifically Conducting

Understanding(K&U) (WS) Strand(s): Investigations
Strand:
K & U outcome(s): WS outcome(s):
describes the Follows a sequence
observed properties of instructions to
and behaviour of safely undertake a
matter, using range of
scientific models investigation types,
and theories about collaboratively and
the motion and individually SC4-
arrangement of 6WS
particles SC4-16CW

explains how
scientific
understanding of,
and discoveries
about, the
properties of
elements,
compounds and
mixtures relate to
their uses in
everyday life SC4-
17C

K & U context statement: CW3: Mixtures, including WS context WS6: Students conduct
solutions, contain a statement(s): investigations by:
combination of pure
substances that can be
separated using a range
of techniques.
(ACSSU113)
K& U content WS content
descriptor(s): c. Relate a range of descriptor(s): a. Collaboratively and
techniques used to individually
separate the conducting a range
 components of of investigation
some common types, including
mixtures to the fieldwork and
physical principles experiments,
involved in each ensuring safety and
process, including ethical guidelines
filtration, are followed
decantation, (ACSIS125,
evaporation, ACSIS140)
crystallisation, d. Following the
chromatography planned procedure,
and distillation including in fair
tests, measuring
and controlling
variables
(ACSIS126,
ACSIS141
e. Recording
observations and
measurements
accurately, using
appropriate units
for physical
quantities

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information Intercultural Literacy Personal and
Numeracy
creative understanding and understanding social
thinking communication
capability
technology
capability

Learning Intentions: Success Criteria:

- Understand the reasons for separation - Describe the different types of
techniques. separation.
- Understand the difference between - Can demonstrate correct experimental
separation techniques. procedure.
 - Students learn to conduct experiments - Produce accurate data collection and
and collect appropriate data. graph.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.2 Deep understanding 1.5 Metalanguage
requires active construction and requires students to engage in higher-order thinking and 1.3 Problematic 1.6 Substantive communication
to communicate substantively about what they are learning. knowledge

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
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 2.2 Engagement 2.5 Students self-regulation
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations 2.6 Student direction
among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
students. Such pedagogy draws clear connections with students prior knowledge and 3.5 Connectedness
3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge integration

Teaching Indicators of presence in the lesson

element

2.2 Student engage in a variety individual and group activities. Practical experiment is a hands on task
Engagement requiring student engagement.

2.4 Social Students working together in practical experiment to collect data and answer questions relating to
Support data collection.
 3.1 Lesson content builds upon the content learnt in previous lesson. Student learn about solvents,
Background solutes and solutions in previous lesson. This lesson student learn about separation techniques.
Knowledge

How are the quality teaching elements you have identified achieved within the lesson?

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5min Recap the content from previous Listen to teacher and ask
lesson. Invite students to ask questions about the previous
questions regarding areas they need lessons content.
clarifying.

5min Outline the lesson Listen to teacher.

- Lesson intention
- Student success criteria

Body of Lesson:
Time Teacher Activity Student Activity Resources
15min Introduce the concept of Answer the possible questions Separation
separation, the processes of asked by teacher. Techniques Sheet
separation and why would we use
these processes. Research the different separation
Possible question to ask: techniques
- Has anyone heard of the
term Separation?
- Does anyone know what
separation is?
- Why do we think it is
important?
- Where do we uses these
processes?
Ask students to use their computers
to research the answers to the
worksheet.

Instruct student that any incomplete

work is for homework.
25min Outline the details of experiment.
Place students into groups of 3 or 4
and instruct students to go to their
work bench.
Once students are at bench ask for
one student from each group to
collect the required equipment.
Follow the teachers instructions. Filtration experiment
worksheet
With the assistance of
experiment method complete
filtration experiment and record
results in their book.
Once complete answer the
questions in worksheet and graph
 the results in the form of a bar
Instruct students to begin their graph.
experiment. One student is to
record time and observations in
their book for the results.

Walk around the room providing

assistance to students.

5min Instruct students to pack up their Pack up equipment.

equipment.
Any incomplete work is to the Record any homework.
completed for homework.

Conclusion:
Time Teacher Activity Student Activity Resources
5min Ensure the classroom is clean and Take their seats and listen to
students are back in their seats. teacher.

Outline the content for the next

lesson.

- Check homework
- Discuss the observations
from experiment
- Research task
- Three facts and a fib task

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Describe the different Students will answer Separation Techniques Worksheet.
types of separation.
Can demonstrate During the experiment students will be able to build a simple filtration device that
correct experimental produces the desired results.
procedure.
Produce accurate data Student will collect data during experiment. Data is presented with appropriate
collection and graph. units and in a bar graph format.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
Designing a practical lesson requires the teacher to cover multiple variables
such as safety and equipment. Additionally the practical must build upon
the content learnt and not detract from the syllabus.
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 Evidence within this lesson

Standards

2.2 Content Teacher recaps the content from previous lesson and progresses systematically to the next
selection and dot point in that syllabus outcome. This demonstrates continuity and progressive teaching.
organisation

4.1 Support Students participate in hands on activities that promote student participation.
student
participation

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

N/a

Resources

Separation Techniques Worksheet

Filtration Experiment Worksheet

Experiment
Aim:
________________________________________________________________

________________________________________________________________

________________________________________________________________

Safety:

________________________________________________________________

________________________________________________________________

________________________________________________________________

Equipment:

- 1L Swamp water
- 1 cup fine sand
- 1 cup coarse sand
- 1 cup small pebbles
- Filter paper
- Rubber bands
- Stopwatch
- 5 Beaker
- Funnel
Method

1. Place the filter paper at the bottom of the funnel and seal using
rubber band.
2. Poor 250ml swamp water through funnel and time how long it
takes for the water to pass through.
 3. Once the process is complete add 1 cup of pebbles and repeat step
2.
4. Replace the pebbles with fine sand and repeat step 2. Once this is
complete use coarse sand.
5. Place all items in the funnel and see if it makes any difference.
6. Compare all the beakers to determine which method filtered the
water the best.
Results:
Material Time
Just filter paper
Pebbles
Fine sand
Coarse sand

Graph:
In the space below place the data collected into BAR graph
Discussion question:
In your opinion which filter produced the cleanest water and why?
Lesson Plan 3
KLA: Science Stage of 4 Lesson 60
Learner: Duration: minutes
Safety General classroom safety Printing / Separation instruction
Considerations: Preparation: worksheet

Knowledge and Chemical World Working Problem Solving

Understanding(K&U) Scientifically (WS)
Strand: Strand(s):
K & U outcome(s): WS outcome(s):
Describes the selects and uses
observed appropriate
properties and strategies,
behaviour of understanding
matter, using and skills to
scientific models produce
and theories creative and
about the plausible
motion and solutions to
arrangement of identified
particles SC4- problems SC4-
16CW 8WS
Explains how
scientific
understanding
of, and
discoveries
about, the
properties of
elements,
compounds and
 mixtures relate
to their uses in
everyday life
SC4-17CW
K & U context CW3: Mixtures, WS context WS8: Students solve
statement: including solutions, statement(s): problems by:
contain a
combination of pure
substances that can
be separated using a
range of techniques.
(ACSSU113)
K& U content WS content e. evaluating the
descriptor(s): d. investigate the descriptor(s): appropriateness of
application of a different strategies
for solving an
physical
identified problem
separation
technique used
in everyday
situations or
industrial
processes, eg
water filtering,
sorting waste
materials,
extracting
pigments or oils
from plants,
separating
blood products
or cleaning up
oil spills
e. research how
people in
different
occupations use
 understanding
and skills from
across the
disciplines of
Science in
carrying out
separation
technique

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social
technology
capability
capability

Learning Intentions: Success Criteria:

- Apply separation techniques to - Students will be able to assess

everyday situations. separation techniques in everyday
- Research everyday processes of situations.
separation - Students will demonstrate
knowledge of separation in
everyday situations.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of important, substantive thinking
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.2 Deep understanding
construction and requires students to engage in higher-order thinking and to communicate 1.5 Metalanguage
1.3 Problematic knowledge
substantively about what they are learning.
1.6 Substantive
communication

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
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 2.2 Engagement 2.5 Students self-
expectations and develops positive relationships between teacher and students and among regulation
2.3 High Expectations
students.
2.6 Student
direction

Significance 3.1 Background knowledge 3.4 Inclusivity

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 3.2 Cultural knowledge 3.5 Connectedness
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge integration 3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson
element

1.1 Deep Lesson recaps previously learnt content and moves forward according to the syllabus.
Knowledge Lessons focus is applying separation techniques to everyday situations. Requires student
to research.

2.6 Student Students are guided to a topic (research task) however, they are given the freedom to
Direction decide where their information and research is found.

3.1 Student are required to recall content learnt in previous lessons. The lesson starts with a
Background recap and discussion of the previous lesson.
Knowledge

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5min Go through daily admin and outline Listen to teacher.
the details of the lesson.

- Lesson intention
- Student success criteria

Body of Lesson:
Time Teacher Activity Student Activity Resources
10min Check students have completed Present their completed
homework from previous lesson. homework
 Discuss the observations from last Discuss their observations.
lessons practical with the class.

30min Inform students that they will be
researching an everyday use of
physical separation (accompanied
by question sheet). Each student
will be assigned 1 of 5 areas.
Instruct students to create 1
PowerPoint slide that answers the
questions.
Research their assigned topic and Separation instruction
answer questions in 1 PowerPoint worksheet
slide.
Work together with other
students to create 4 more slides
on the remaining areas they did
not research.

After 15 minutes place students in

groups of 5 with each group
covering all 5 areas researched.

During the task teacher is to walk

around the classroom making sure
students are on task and providing
assistance.

10min Ask students to write down 3 things Write down 3 facts and 1 fib.
they have learnt and make up 1 fib.
Join with 2 other students and
Once completed instruct students share their facts/fib.
to form groups of 3 and share their
facts/fib. Determine which are facts and
which is a fib.
While students are sharing facts,
walk around the room to hear what
students are saying.

Conclusion:
Time Teacher Activity Student Activity Resources
5min Ask students to share some of their Share facts they learnt in this
facts. topic.

Provide a quick preview of the new

topic for the next lesson.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Students will be able to The research task asks students to make judgement on the separation process
assess separation they have been assigned. Formative assessment is carried out in the three facts
techniques in everyday and a fib activity.
situations.
Students will Students answer questions in the research task. May be demonstrated in the
demonstrate three facts and a fib activity.
knowledge of
separation in everyday
situations.

Reflection:
 What have I learned about Time management is essential to an effective lesson. The hard part is being
teaching and learning able to predict how long each activity will take.
processes 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 Evidence within this lesson

Standards
2.6 Information Research task requires students to use PowerPoint to present their findings.
and
communication
technology (ICT)

4.2 Manage Before any student begins an activity, the teacher provides clear instructions to ensure the
classroom student know what they need to do. Once student begin their activity teacher continues to
activities manage by walking around class to provide assistance.

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

N/A

Resources
- You will be assigned one of the following process and create one
PowerPoint slide answering the questions below.
Water filtering
Sorting waste materials
Extracting pigments or oils from plants
Separating blood products
Cleaning up oil spills

1. Describe what the process is.

2. What separation technique is used in this process?
3. Identify the industry/job this process is used in.
4. Why is this process important?
5. Can you identify any other industries/jobs this process would be
used in?
6. Extension: Can you design a quick and simple experiment that can
test if this separation technique works?

- Once these questions are answered you will be assigned a group to

share your information and complete the rest of the PowerPoint.
Justification
The aim of these lessons is to maximise the students learning experience by incorporating

science, technology, engineering and mathematics (STEM) (D`Angelo, Rutstein and Harris,

2014). The three lessons have been designed to allow students to develop cross-curricular

skills while still focusing in on the science syllabus outcomes. Apart from incorporating STEM

into the lessons, they have been designed to meet the Australian Professional Standard for

Teachers (APST) and correlate with the NSW Quality Teaching Model. Finally, the lessons

aim to provide students the opportunity to become inquiry based learners.

Regarding STEM, the first area targeted is science. These lessons demonstrate the use of

science by meeting the requirements of the syllabus outcomes. Each lesson is built around

the knowledge and understanding strand, chemical world and outcomes SC4-16CW and

SC4-17CW and also multiple working scientifically outcomes. These lessons have been built

using Blooms Taxonomy levels of progression (Godinho, 2013). The first lessons activities

target the base levels of blooms taxonomy (Mind Map, Teacher lead discussions and

interactive ICT task) and teach the basics of water mixing such as solvents, solute and

solutions. The second lesson builds on the previously learnt content and teaches students

physical separation techniques (Separation techniques worksheet and practical experiment).

This lesson is also important as it has a focus on the working scientifically outcomes such as

investigating and conducting experiments. This demonstrate the third and fourth levels of

blooms taxonomy. The third lesson targets the last two levels by getting students to

research the application of separation techniques in everyday life.

Given the lessons planed are based off the science syllabus, incorporating technology,

engineering and mathematics requires the teacher to become more creative with their

lesson activities. Technology is evident in these lesson plans through the use of ICT tasks.

The interactive website activity and the PowerPoint research task require student to call

upon their ICT skills. This addresses the professional standard 2.6 Information and

communication technology and 3.3 Use teaching strategies. Engineering can be interpreted

in a variety of ways. By using practical experiments, students are encouraged to build their

own filtration device and test which materials work best. Students having a hand on

approach to learning promotes participation and engagement. Increasing student

engagement has been shown to elevate performance and knowledge retention (Katz, 2013

and Duchesne, McMaugh, Bochner & Krause, 2013). Mathematics is demonstrated in the

practical experiment by having students record times (WS content descriptor: e. Recording

observation and measurements accurately, using appropriate units for physical quantities)

and present data in the form of a bar graph. These are skills that are taught in stage 4

mathematics that can be practiced in a science setting.

Another aspect that must be accounted for in every lesson is inclusion. This is apart of the

NSW quality teaching model (QTM) (3.4 Inclusivity) and is about promoting student

engagement to maximise the learning experience (Moss, 2013 and Gore, 2007). Inclusion is

evident for both the advanced learners and also students with special needs. For advanced

learners they are provided opportunities to maximise their potential. This is demonstrated

in the research task (lesson three), where students are given the freedom to build their own

information PowerPoint. This same task caters for students that need extra assistance as

there are a set of questions that will guide them to their answers. Another task for advanced

learners to grow is in the practical experiment. Students are allowed work at their own pace

and make judgements based on what they observe. Making judgements demonstrate higher

order thinking which addresses the QTM (1.1 Deep knowledge). Every lesson has some form

of social support which allows for students that need assistance to ask their peers for help

instead of the teacher which can be more daunting.

These lessons place an emphasis on inquiry based learning. By placing an onus on the

student to control their learning experience its allows them to engage in the content greater

(Healey, 2005). However, it is important to recognise that in stage 4 students still require

guidance and teacher-led instruction. Balancing these two aspects are essential to help

develop the skill and knowledge required to need the standards expected in the syllabus. In

accordance with the QTM, effective teacher-student relationships are built around a quality

teaching environment (Liberante, 2012). The lessons demonstrate teacher-led learning

through explicit quality criteria that details to students what is required of them and how

they are going to be successful (2.1 Explicit quality criteria, 2.3 High expectations). Inquiry
based learning is evident in these lessons by allowing students to work autonomously and

also in groups (2.4 Social support, 2.5 Students self-regulation, 2.6 Student direction). The

third lesson involves a research task that requires students to work individually and then

work as a group to collaborate their knowledge.

The final aspect considered in the lesson was identifying methods for feedback to track

student progress. This is one of the standards for teachers (5.1 Assess student learning) to

meet to be an effective teacher. Each lesson incorporates some form of formative

assessment (exit cards, classroom discussions and three facts and a fib) that will let the

teacher know if the student are understanding the content being taught and if the difficulty

should be altered (Nicol and Macfarlane-Dick, 2006). These methods of assessment are

informal and students do not know they are being assessed. This is good because it reduces

the stress placed on students in comparison to summative assessment where students

know they are being assessed and can potentially choke under pressure.

Moreover, these lessons aim to cater for a variety of aspects such as; inclusion, the APST

and NSW QTM. Each activity aims to cater to the individual needs of each student to ensure

they all can have a positive learning experience.

DAngelo, C., Rutstein, D., Harris, C., Bernard, R., Borokhovski, E., & Haertel, G. (2014).

Simulations for STEM learning: Systematic review and meta-analysis. Menlo Park: SRI

International. Retrieved from

https://pdfs.semanticscholar.org/6bf2/15af93f56403e2fe8cb8affe798d65b1142d.pdf
Godinho, S. (2013). Planning for practice: connecting pedagogy, assessment and curriculum.

In R. Churchill, P. Ferguson, S. Godhino, N. F. Johnson, A. Keddie, W. Letts, J. Mackay, M.

McGill, J. Moss, M. C. Nagel, P. Nicholson, M. Vick (eds.), Teaching Making A Difference. (pp.

210-249). Milton, QLD: John Wiley & Sons Australia Ltd.

Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging

students in inclusive education. Canadian Journal of Education, 36(1), 153-194.

Retrieved from https://search-

proquestcom.ezproxy.uws.edu.au/docview/1440186282?accountid=36155

Duchesne, S., McMaugh, A., Bochner, S., Krause, K. (2013). Educational Psychology For

Learning And Teaching. Melbourne, VIC: Cengage Learning Australia.

Gore, J. (2007). Improving Pedagogy. In J. Butcher & L. McDonald (Eds.), Making a

difference: Challenges for teachers, teaching, and teacher education (pp. 15-33).

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