Secondary Curriculum 1A - Science

Clara Dziedziczak – 18319297

Secondary Curriculum 1A – Science

Semester 2 - 2017

Clara Dziedziczak
18319297

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 Secondary Curriculum 1A - Science
Clara Dziedziczak – 18319297

Lesson 1
KLA: Science Stage of 4 – Year 8 Lesson 60
Learner: Duration: minutes
Safety For practical: Long hair tied back, Printing / Set up experiment stations
Considerations: closed shoes, safety goggles, Preparation: prior to class
demonstrating safe use to students. Experiment Handouts – 30
copies.

Knowledge and Chemical World Working Scientifically Conducting Investigations

Understanding(K&U)
Strand:
K & U outcome(s): 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 CW2 Scientific
statement: knowledge and
developments in
technology have changed
our understanding of the
structure and properties
of matter.
K& U content A. describe the
descriptor(s): properties and uses of
some common elements,
including metals and
non-metals
(WS) Strand(s):
WS outcome(s): follows a sequence of
instructions to safely
undertake a range of
investigation types,
collaboratively and
individually SC4-6WS
WS context WS6 Students conduct
statement(s): investigations by:
WS content f. performing specific roles
descriptor(s): safely and responsibly
when working
collaboratively to
complete a task within the
timeline

Highlight any areas addressed within lesson:

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

Learning Intentions: Success Criteria:

1. Students will investigate different physical and
chemical properties of different materials and be
able to differentiate between physical and
chemical properties of elements.
2. Students will collaboratively complete a first-
hand investigation and as a group decide on the
1. Students will be able to correctly identify that
different materials have different properties and
that these properties may be chemical or physical.
2. Students will work effectively a group to work
through a first-hand investigation to test different
materials for different properties and will

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method to use to discover different properties construct a table recording their observation of
about materials. different properties.

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 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
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 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

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

Teaching Indicators of presence in the lesson

element
2.6 Student Students are able to exercise their own direction during the experiment and the method they
direction choose to use and how they test the different materials.
3.1 Students are able to draw on their background knowledge at the beginning of the lesson in the
Background mind mapping activity, by recalling information learnt in previous years and from any other
knowledge knowledge that they may have and discussing this with their peers and contributing to a class
discussion.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Teacher prepares equipment for class Student routine – Students line up
mins before students arrive – setting up outside the classroom.
stations for experiment.

Student Routine Students enter classroom once

Invite students to enter, and instructs invited, and unpack bags and sit at
to unpack bags and sit at desks. their desks – answer to name when
called.
Mark Roll
10 Introduce to students what we will be Students to copy down new title into
mins looking at today – write up heading on their books.
white board – “Elements”

Think-Pair-Share activity.
Instruct students to independently
construct a mind map in their books
on what they already know about

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Clara Dziedziczak – 18319297

elements. Give an example as a

starting point.

Draw up an example of the mind map Students independently complete the

- Freyer model method on the white mind map in their books, using the
board. Advise students that they have Freyer model of mind mapping.
2 mins to independently work on the
mind map in their books.

After 2 mins advise students to pair
up with the person next to them and
share their ideas with their partner –
write their shared answers in another
colour on their original mind map.
Advise students they have 3 mins to
do this.
After time is up – ask for volunteers
for students answers to add to the
mind map on the white board. Discuss
student answers and address any
misconceptions or incorrect
assumptions if they arise.
Body of Lesson:
Time Teacher Activity
30 Introduce Inquiry Experiment -
mins Exploring properties of different
material
Hand out worksheets to students.
Teacher demonstrates how to use the
various stations that were set up and
discusses the safety considerations of
using each station, advising students
to write down safety considerations
onto their worksheet.
Properties of Material Experiment –
Teacher instructs that they will be
working in groups of three. Teacher to
assign groups – groups based on
providing support to those students
who need it.
Advise students to discuss and assign
roles for each student within their
groups. One student to be the
recorder/data collector, another to
complete the task and another
student to be making observations.
Instruct students to move to benches
Students work collaboratively with the
student next to them on their desks to
share their own answers and discuss
what they came up with and add any
additional points to their mind maps.
Students offer answers when directed
to contribute to the class mind map
on the white board at the front.
Student Activity
Students observe demonstration from
desks and ask questions when
necessary. Students volunteer
potential safety considerations and
copy down safety considerations onto
their worksheet
Students arrange themselves into
groups selected by the teacher and
assign each student a role within the
group.
One student per group comes to
Resources
Enough equipment for
each group to test for:
- electrical conductivity
(transformer, alligator
clips, leads, light bulb,
switch)
- flammability (Bunsen
burner, matches, tongs,
safety goggles)
- magnetism (magnets)
- solubility (beaker, water,
stirring rod)
- strength (hammer or
something heavy)
Experiment worksheet:
Exploring Properties of
Materials
https://1drv.ms/w/s!AjHQ
U50lHVEZjs0rxchqOybmt0
uQEQ

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and for one student from each group
to come up and grab the equipment
while the other students set up and
discuss how they will start the
experiment and discuss and record an
aim.
collect materials for experiment.
Other students in the group discuss
how they are going to test the
different materials and how they will
record data.

As students are completing the Students complete the experiment in

experiment, float around to different their groups. Students construct a
groups to provide assistance or table to present information gathered
supervision as needed. from the experiment.

Pose question to students about why

different materials do different things,
they don’t all do the same thing,
discuss that some changes are
permeant and others are not.
10 Teacher differentiates between Students provide some of their results
mins chemical and physical properties to participate in the discussion as a
providing examples from the class.
experiment just completed. Teacher
formulates a definition of both
chemical properties and physical
properties with student input.

Write the definition for both physical
properties and chemical properties on
the white board. Advise students to
copy this definition into their books.
Discusses students results from the
experiment – some of the properties
tested were physical, others were
chemical.
Students copy down the definitions
for chemical properties and for
physical properties. Students
contribute to class discussion of
chemical and physical properties and
some of the different things they
found from their experiment, adding
examples of each to the definitions.

Instruct students to qualify some of

the properties they tested as either
physical or chemical and add
examples to their definitions.
Conclusion:
Time Teacher Activity Student Activity Resources
5 Recap lesson - exit activity Students complete exit activity and to Post-it notes.
mins Hand out exit Post-it. hand in experiment worksheets.
Instruct students to fill out a post-it
note with their name, one thing they
learnt, one thing they need
clarification on, one thing they are
interested in learning more about in
this unit.

Pack up ready for end of class

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Instruct students to pack up once they

have completed their slip and hand to
teacher along with their experimental
worksheet for marking and providing
feedback.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
Success Criteria: How this will be measured?
2. Students will work effectively a Exploring Properties of Materials Worksheet, collecting this worksheet at
group to work through a first-hand the end of the class to check student progress and to provide feedback to
investigation to test different students on their work and their methods used.
materials for different properties
and will construct a table recording
their observation of different
properties.
1. Students will be able to correctly From teacher observations, from class discussions and input from students
identify that different materials and from the exit post-it notes.
have different properties and that
these properties may be chemical or
physical.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
While preparing this lesson I have learnt that it is important to keep in
mind how the students work together in different groups so that when
putting students into groups you know which combinations of students
work well together and what groups do not.

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
4.1 – Support Student participation is supported in this lesson through the teacher selecting the groups
Student that the student are in and deliberately assigning students in groups that will assist in
participation students staying on track and so that students that require additional support receive
that from their peers.
4.4 Maintain Student safety is maintained in the practical aspect of this lesson through explicitly
Student Safety addressing the safety precautions before beginning the practical and including students
in coming up and addressing the safety concerns. Student safety is also maintained
through the teacher conducting a demonstration of the experimental stations prior to
the students completing the activity.

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

Zhang, J., Alford, D., Hopley, S., & Tilley, C. (2014). Oxford insight science 8 (pp. 170-172). Melbourne:
Oxford University Press.

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Lesson 2
KLA: Science Stage of
Learner:
Safety General Lab safety
Considerations:
Knowledge and Chemical World
Understanding(K&U)
Strand:
K & U outcome(s): 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 CW2 Scientific
statement: knowledge and
developments in
technology have changed
our understanding of the
structure and properties
of matter.
K& U content A. describe the
descriptor(s): properties and uses of
some common elements,
including metals and
non-metals
Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural
creative thinking understanding communication understanding
technology
capability
Learning Intentions:
1. Students will learn to differentiate between
physical and chemical properties.
Secondary Curriculum 1A - Science
Clara Dziedziczak – 18319297
4 – Year 8 Lesson 60
Duration: minutes
Printing / Class set of:
Preparation: matching cards, worksheet
for flow chart and worksheet
for metals and non-metals
Working Scientifically Processing and Analysing
(WS) Strand(s): Data and Information
WS outcome(s): processes and analyses
data from a first-hand
investigation and
secondary sources to
identify trends, patterns
and relationships, and
draw conclusions SC4-
7WS
WS context WS7.1 Students process
statement(s): data and information by:
WS content d. constructing and using a
descriptor(s): range of representations
to honestly, clearly and/or
succinctly
present data and
information including
diagrams, keys, models,
tables, drawings, images,
flowcharts, spreadsheets
and databases
Literacy Personal and
Numeracy
social capability
Success Criteria:
Students can correctly identify chemical properties
and physical properties.
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2. Students will learn to describe the different Students can identify the different properties of
properties of metals and non-metals metals and non-metals.

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 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
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 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

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

Teaching Indicators of presence in the lesson

element
1.1 Deep Deep knowledge is achieved in this lesson through links between concepts and ideas explored
knowledge the last lesson and continuing and expanding on them through this lesson allowing students to
revise and practice the new concepts.
2.2 Student engagement is fostered in this lesson through the use of a number of different activities
Engagement to keep student interest and provide opportunity for solidifying learning, providing scaffolding
for tasks and drawing on knowledge learnt from last lesson.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Student Routine Student routine – Students line up outside the
mins Invite students to enter, classroom.
and instructs to unpack
bags and sit at desks. Students enter classroom once invited, and unpack
bags and sit at their desks – answer to name when
Mark Roll called.
5 Heads and Tails Game Students participate in heads and tails game. List of True/False
mins True/false game to Questions:
recap concepts from last https://1drv.ms/w/s!AjHQ
lesson and to introduce U50lHVEZjs0uPYbLHpZwxT
new concepts that we qJ7Q
will be looking at in
today’s lesson.
Asking students to stand
up and if they think the
answer is true – put
hands on head, and if
they think the answer is
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Clara Dziedziczak – 18319297

false – hands on
bottoms.
Body of Lesson:
Time Teacher Activity Student Activity Resources
10 Introduce Properties Students work in pairs to sort the correct properties Cut up laminated
mins Matching activity under the correct heading, discussing each different matching cards – one set
Advise students to work property with their partner and asking for between two. :
in pairs to complete the clarification if they do not know what any of the https://1drv.ms/w/s!AjHQ
matching activity. properties means. U50lHVEZjs0p2Z_Z7QLdBu
Advise students they will lKDg
have 5 mins to complete
the activity. Recap from Students contribute to answers to the task when
last lesson. prompted and offer up any examples of items that
have specific properties and what those items are
Teacher will float used for.
around the room
assisting students as
needed.
Discuss answers as a
class.

Elaborate on the
different properties and
how these properties
relate to the use for
some items, ask
students for any
examples they can think
of - give examples – i.e.
copper wire, iron etc.
how some of their
properties are used.
15 Flow chart activity Students use devices to create a flow chart of Flow chart template
mins Instruct students to different properties of materials and upload to a worksheet – for students
individually construct a google drive. that require additional
flow chart for chemical support on how to
and physical properties construct a flow chart
on their iPad/laptop. https://1drv.ms/w/s!Aj
Include definition of HQU50lHVEZjs0w5yChu
each – from last lesson 6GznS_5dQ
and some of the
examples of the
different properties
under each branch.

Give students the

heading and a rough
guide if they get stuck.
Hand out scaffolded
worksheet for students
if they need it.

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After 10 mins debrief

activity and discuss
answers

Get students to upload

their flow charts to a
google drive for
feedback.
15 Difference between Students contribute to class discussion of metals Worksheet scaffold for
mins Metals and Non-Metals and non-metals. Students construct a table in their students that need
As a class discuss some books comparing the properties of metals and non- assistance:
of the general metals. https://1drv.ms/w/s!Aj
properties of metals and HQU50lHVEZjs0tZ_9EPE
non-metals. After 2qiYFPNg
discussion write on the
white board the
different properties to
compare and instruct
students to create a
table in their workbooks
comparing these
properties.

If any student requires

additional help or
scaffolding, distribute
worksheet to students.
Conclusion:
Time Teacher Activity Student Activity Resources
5 Kahoot quiz Students use devices to participate in the Kahoot Kahoot Quiz link:
mins Questions to recap from quiz. Students create a username that is related to https://play.kahoot.it/#/k/0
the lesson. Advise elements. df9e8e9-2e41-4bd5-
students to create a a247-03e6b1192c2c
username that relates to
something they have
learnt this term.
5 Pack up Students pack up for the end of the class
mins Instruct students to pack
up and ready for the end
of class.

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 correctly Construction of the flowchart and class discussion answers. Teacher to provide feedback
identify chemical on flow charts after collection.
properties and physical
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properties.
Students can identify The table that students have constructed in their books or the completed worksheet
the different
properties of metals
and non-metals.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
While preparing this lesson I have learnt that it is important to have alternatives
for students to complete if they need assistance or are unable to complete a
particular task so that students are still able to engage with the work and the
content being presented.

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 Standards Evidence within this lesson

1.5 Differentiate teaching The teaching has been differentiated in this lesson by preparing additional worksheets
to meet the specific and scaffolded help for students that may
learning needs of
students across the full
range of abilities
2.6 Information and A number of different ICT strategies are used for both engagement in learning via the
Communication kahoot quiz and for creating the flow chart.
Technology (ICT)

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

Zhang, J., Alford, D., Hopley, S., & Tilley, C. (2014). Oxford insight science 8 (pp. 174-176). Melbourne:
Oxford University Press.

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Clara Dziedziczak – 18319297

Lesson 3
KLA: Science Stage of 4 – Year 8 Lesson 60
Learner: Duration: minutes
Safety General Lab Safety Printing / Print and prepare bingo cards
Considerations: Preparation: and word list to be randomly
drawn out of a hat. Print out
worksheets and reserve
textbooks.

Knowledge and Chemical World Working Scientifically Processing and Analysing

Understanding(K&U)
Strand:
K & U outcome(s): 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 CW2 Scientific
statement: knowledge and
developments in
technology have changed
our understanding of the
structure and properties
of matter.
K& U content (d) Explain why
descriptor(s): internationally recognised
symbols are used
for common elements
(WS) Strand(s): Data and Information
WS outcome(s): processes and analyses
data from a first-hand
investigation and
secondary sources to
identify trends, patterns
and relationships, and
draw conclusions SC4-
7WS
WS context Students process data and
statement(s): information by:
WS content a. summarising data from
descriptor(s): students' own
investigations and
secondary sources
(ACSIS130,
ACSIS145)
d. accessing information
from a range of sources,
including using digital
technologies

Highlight any areas addressed within lesson:

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

Learning Intentions: Success Criteria:

Students will learn that there are many different Students will be able to explain why different

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symbols used for different elements and why some symbols are used for elements and be able to
of the elements are named that way. identify the symbols of some common elements.

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 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
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 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

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

Teaching Indicators of presence in the lesson

element
1.6 Substantive Throughout this lesson there is the opportunity for students to engage in substantive
communication communication through small group discussion and collaboration as well as cooperative learning
through the group research activity and the presentation of the groups posters.
2.2 Engagement is present in this lesson through the variety of different activities prepared for
Engagement students to allow them to participate in the content of the lesson. The roles assigned to students
in the groups allows them to have a sense of responsibility in the group and the different
activities organised allows students to not become bored from doing the same task for too long.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 Student Routine Student routine – Students line
mins Invite students to enter, and instructs to up outside the classroom.
unpack bags and sit at desks.

Mark Roll Students enter classroom once

As roll is being marked as for a volunteer
to hand out bingo sheets.
10 Element Bingo!
mins Teacher distributes bingo cards to the class game.
and a periodic table to each student.
Explain and run bingo game first person to
get one row completed – calling out the
names and symbols for each element.
invited, and unpack bags and sit
at their desks – answer to name
when called.
Students participate in bingo Bingo Cards
https://1drv.ms/b/s!AjHQ
U50lHVEZjs0qcGirdNzCFsG
iSA
Bingo Word List:
https://1drv.ms/w/s!AjHQ

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U50lHVEZjs0vCka6w4AlatX
As a class debrief bingo and discuss the HmA
periodic table and some of the symbols
discovered from the bingo game. Periodic tables for
Discuss why the students think there are Students ask any questions if any students
different names for elements? arise and contribute to class
discussion about
Body of Lesson:
Time Teacher Activity Student Activity Resources
15 Group Research Activity Students move to allocated Class set of laptops or
mins Teacher assigns students into groups of 3 groups and assign roles to the booked computer lab.
(based on students that work well students in the group.
together and assist one another in group
work) and gives each group either: Students complete activity as
directed by teacher, working
- Elements named after scientists
collaboratively on their devices
(and what that scientist
using a google doc.
discovered/contributed)
- Elements named after places
(which place and why)
To research and find out which elements
are named in their particular group and
why.

Students are to create a PowerPoint that

they will show to the rest of the class.
Instruct students to assign roles within the
group – one student find information on
the internet, another to find information in
books and another to present to the class
and create a PowerPoint. Students use
their device to find information and work
collaboratively from a google doc that can
be uploaded and shared with the teacher.
15 Presentation of PowerPoint The assigned presenter from each
mins Groups to present their research and group presents their PowerPoint
PowerPoint to the class. Advise they have and the information they found
2 minutes to speak about their research about the group of elements they
and what information they found. were researching.

10 Worksheet – Element Symbols Students independently use their Worksheet – Element

mins Instruct students to complete the device or the textbook to Symbols
worksheet using the periodic tables given complete the worksheet. https://1drv.ms/w/s!AjHQ
and their devices or textbook U50lHVEZjs0s2vODMUiyFi
Students hand worksheet back xf1w
after completion.
Go through answers as a class Periodic tables
Textbook – Science Focus
And discuss again why students think that 2: Rickard, G.
there are different names for elements – (2009). Science focus
lead discussion to discuss why 2 (2nd ed.). Port

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internationally recognised symbols need to Melbourne, Vic.: Pearson

be used. Australia.
Conclusion:
Time Teacher Activity Student Activity Resources
5 Reflection Log Students complete reflection log
mins Students complete a reflection log in their in their workbooks.
workbooks addressing:
- One thing they have learnt today Pack up once finished and hand in
- One thing they are a bit confused about sheets and return any textbooks
- How what they have learnt might apply or equipment used to the front of
to their lives the class.

Pack up and ready for end of class

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 explain why Group posters and presentations and individual worksheets as
different symbols are used for well as class discussion.
elements and be able to identify the
symbols of some common elements.
Reflection:
What have I learned about While preparing this lesson I have learnt that it is important to develop
teaching and learning scaffolded worksheets for students to complete to assist in staying on task
processes when preparing and promote engagement in the task as well as provide direction to
this lesson? students who require assistance.

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
2.5 Literacy This lesson allows students to develop their literacy strategies through the poster activity
and and completing research and communicating that research to their group members and
numeracy other students in the class as well as individually completing a worksheet which aims to
strategies also build up their scientific literacy.
3.3 Use This lesson includes a number of different teaching strategies to engage and motivate
teaching students.
strategies

References
For any lesson resource that is not a web-link, you need to list it here in APA format.
Rickard, G. (2009). Science focus 2 (2nd ed.). Port Melbourne, Vic.: Pearson Australia.

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Justification
This justification will explore some of the reasoning behind the choice of activities and the range of
different teaching strategies utilised throughout the three lesson plans. Models of pedagogy for effective
learning and how inquiry based learning is achieved will be discussed, alongside how strategies for
improving literacy skills are incorporated into the lesson plans. Research from educational literature will be
discussed to support particular decisions made in constructing the lesson plans with evidence based
research. IIII

The three lesson plans developed for the stage 4 Chemical World unit have been designed around inquiry
based learning. Inquiry based learning is a student centred method where students are able to make their
own discoveries, develop strong arguments and justifications, as well as being able to construct
information (Aktamiş, Hiğde & Özden, 2016). Inquiry based strategies are able to support meaningful
learning in science by allowing students to develop critical thinking skills as well as improving student
achievement and their attitudes towards science (Aktamiş, Hiğde & Özden, 2016). In these lessons, inquiry
based learning is achieved using a number of different strategies.
Collaborative group work is one particular strategy that has been used to encourage inquiry based
learning. Collaborative group work provides social supports to students and allows students to learn from
one another and gain an insight into different perspectives of students, which is an important element of
the Quality Teaching Framework. Coll, Francis & Taylor (2005) discuss the importance of peer discussion,
stating that it is a “vital component of successful teaching to enhance students’ cognitive and
metacognitive thinking skills” (Coll, France & Taylor, 2005 p. 195). The teacher assigning students into
groups based on mixes abilities within the groups allows for student social support and creates high
expectations of every group. This allows students who work with the peers that will best support their
learning and contribute to different ideas and ways of thinking within the groups. Independent student
research also allows students to critically analyse different sources of information for accuracy and
reliability and help to build up a student’s independent problem solving skills (Ku, Ho, Hau, & Lai, 2013). I

The 5 E Instructional Model has been utilised to structure the lessons to maximise student learning. This
model of instruction is supported by extensive research which shows that the sequence of lesson content
and instruction has a big impact on student learning (Brown, Friedrichsen & Abell, 2012). Starting each
lesson with an engaging activity to hook the students into the new concepts they will be learning, or to
revise and connect key ideas from last lesson allows for deeper engagement and for the students to
question and start thinking about how and why, before constructing explanations with teacher support.
After the engagement step of the lesson, students are provided with the opportunity to explore concepts
for themselves before they are explained by the teacher. Students are involved in the elaboration process
to construct further definitions and provide examples that resonate with them. Allowing students to have
the opportunity to reflect on what they have learnt during the lesson gives the teacher an insight into how
the students have gone grasping the lesson content and provides guidance to the teacher to set
challenging learning goals for students. II I

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A variety of different strategies have been used throughout the lessons to increase student literacy. The
poster activity found in lesson two requires students to find and process information from different
sources and create a poster to relay this information to their peers. Both the group work elements and the
individual components of the lesson have been scaffolded in a way to foster student engagement with the
content as well as inclusion of all students with a range of different abilities. In some of the lessons,
additional worksheets have been created to provide support to student who requires further help with
concepts or skills to ensure inclusion of students at all levels of ability. ICT is incorporated within various
aspects of the lessons. Students utilise their devices to access information as well as use various software
programs to promote collaborative learning, for example a Google Doc. This allows students to develop
their literacy skills through not only processing and interoperating information, but also through
communicating and presenting their ideas through various forms, including tables, flow charts and
PowerPoint Presentations. I I

In order to assess student learning and gauge student understanding of content, there are a number of
opportunities for formative assessment to occur throughout various points in the lessons. By observing
group work and the contribution of individual students, teachers are able to see how students are
progressing with the content based on their responses and participation within the groups. More formal
forms of formative assessment can be obtained through collection of worksheets as well through exit slips
and marking of student work books. Collecting worksheets after they have been completed allows the
teacher the opportunity to provide feedback to students about their work. Feedback is a vital part of
improving student learning as well as enhancing teaching quality (AITSL, 2017). Providing timely feedback
on the worksheets gives students the opportunity to reflect on their work and establish areas for
improvement or also for extension. During these lessons, feedback will also be given during class
discussions as in the moment feedback on student answers to address any misconceptions that students
may have about particular topics or ideas. I

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References
Aktamiş, H., Hiğde, E., & Özden, B. (2016). Effects of the Inquiry-Based Learning Method on Students’
Achievement, Science Process Skills and Attitudes towards Science: A Meta-Analysis Science. Journal
Of TURKISH SCIENCE EDUCATION, 13(4), 248-261. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/education

Australian Institute for Teaching and School Leadership. (2017). Australian Professional Standards for
Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Australian Institute for Teaching and School Leadership. (2017). Feedback. Retrieved 10 August 2017, from
https://www.aitsl.edu.au/teach/improve-practice/feedback

Board of Studies NSW (2012). Science K-10 Syllabus. Sydney; Board of Studies

Brown, P., Friedrichsen, P., & Abell, S. (2012). The Development of Prospective Secondary Biology Teachers
PCK. Journal Of Science Teacher Education, 24(1), 133-155. http://dx.doi.org/10.1007/s10972-012-
9312-1

Coll, R., France, B., & Taylor, I. (2005). The role of models/and analogies in science education: implications
from research. International Journal of Science Education, 27(2), 183-198, DOI:
10.1080/0950069042000276712

Gore, J. M., & Ladwig, J. G. (Eds.). (2009). Quality teaching in NSW public schools: An classroom practice
guide. Ryde, Australia: Dept. of Education and Training, Professional Learning Directorate.

Ku, K., Ho, I., Hau, K., & Lai, E. (2013). Integrating direct and inquiry-based instruction in the teaching of
critical thinking: an intervention study. Instructional Science, 42(2), 251-269. DOI:
http://dx.doi.org/10.1007/s11251-013-9279-0

Nokes-Malach, T., Richey, J., & Gadgil, S. (2015). When Is It Better to Learn Together? Insights from
Research on Collaborative Learning. Educational Psychology Review, 27(4), 645-656. DOI:
http://dx.doi.org/10.1007/s10648-015-9312-8

Education.vic.gov.au (2017). The e5 Instructional Model. Retrieved 10 August 2017, from

http://www.education.vic.gov.au/school/teachers/support/Pages/e5.aspx

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