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102086 Designing Teaching & Learning 2H 2017

Assignment 2:

Ryan Hamilton
Student No. 91641872

Tutorial – Wednesday 9am


Dr Nathan Berger

Table of Contents
APST and QT Analysis Template .............................................................................. 2
Section 1: Australian Professional Standards for Teachers ................................... 2
Section 2: NSW Quality Teaching Model ............................................................... 4
Section 3: Identifying Areas for Improvement ......................................................... 6
Lesson Plan (Simplified for DTL) ............................................................................... 7
Outcomes .................................................................................................................. 9
Assessment ............................................................................................................... 9
Students learn about .................................................................................................. 9
Students learn to ........................................................................................................ 9
Academic Justification ............................................................................................. 17
Reference ................................................................................................................ 19
Figures ..................................................................................................................... 20
Learning Portfolio Web Link ..................................................................................... 20
APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers.
Only standards directly addressed in Designing Teaching & Learning that are relevant to this
assignment have been included. However, this does not mean the other standards are irrelevant to
lesson planning and evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)


Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn


1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4 Comments: The lesson plan does not makes reference to students with diverse
–5 linguistic, cultural, religious and socioeconomic backgrounds. The only concession
within the lesson plan is directed toward student who have visually challengers or
have reading difficulties.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4 Comments: No reference in the lesson plan to the education of students from
–5 Aboriginal and Torres Strait Islander background indigenous studies.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4 Comments: The lesson has a variety of tasks which are laid out for students to
–5 explore, experiment and engage with the concepts and principles of chemical
reactions which underpinning the key learning outcomes. There is opportunity
throughout the lesson for the development of higher-order thinking and creative
thinking skills through the experiment.

Additional information required for differential teaching beyond the ‘Gifted and
Talented’ and ‘Disabilities’ students noted on the lesson plan.

1.6 Strategies to support full participation of students with disability


1–2–3–4 Comments: The lesson plan does address the need of disability students through
–5 the ‘Adaption an Accommodation for Students” section and offers visually imparted
students instructions in a larger font and reading ‘visually representative’ method to
follow. This information is required to address students with other disabilities
including hearing, physical and other learning disabilities.

2 Know the content and how to teach it


2.2 Content selection and organisation
1–2–3–4 Comments: Simple modification such as moving the video and chemical modelling
–5 sections to before the experiment would provide a more effective learning sequence,
scaffold the lesson and conceptualize the learning content before the students apply
this in the experiment. Alternatively, if you want the students to explore, scaffold it.

2.3 Curriculum, assessment and reporting


1–2–3–4 Comments: The lesson uses and engages the curriculum. The design learning
–5 sequence could be moved to before the experiment to scaffold the learning
experience. End of the lesson limits assessment to an informal discussion about the
results and errors within the experiment.

2.6 Information and Communication Technology (ICT)


1–2–3–4 Comments: The use of ICT within the lesson plan is limited to a video only. The
–5 lesson has the potential to be expanded to data logger for the recording of the
freezing temperature. This would give the students a greater amount of scientific
data to interrupt and assess, and computer literacy skill to download and interpret
the data on computer software, graphing data.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4 Comments: Five learning objectives are clearly stated at the beginning of the lesson
–5 plan.

3.2 Plan, structure and sequence learning programs


1–2–3–4 Comments: The inclusion of an experiment that involves freezing water presents a
–5 timing issue as the length of time to freeze the water would be greater than the length
of the lesson itself - only 20 mins. With the addition of ICT resources (temperature
loggers) to record the temperature, this experiment could be conducted over two
days and provide additional information to the students to interpreted.

3.3 Use teaching strategies


1–2–3–4 Comments: Good mix of teaching strategies between group discussions, watching
–5 the video, playing with the spheres and finally the experiment itself (in groups). A
mix of teacher and student lead activities.

3.4 Select and use resources


1–2–3–4 Comments: ICT resources limited to within the lesson. Potential to utilise additional
–5 ICT resources within the lesson including a smart board for group discussions, and
data loggers for the temperature recordings.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation


1–2–3–4 Comments: Good mix of class room discussion, individual work and small groups
–5 for the experiment. By reducing the group size to a maximum of three would ensure
all students are actively participating in the experiment.

4.2 Manage classroom activities


1–2–3–4 Comments: The classroom activities are well organise and have clear directions.
–5
4.3 Manage challenging behaviour
1–2–3–4 Comments: Some class room behaviour has been noted in the ‘Safety Issued
–5 Addressed’ section. General class room behaviour to be monitored without the
lesson. Additional attention could be applied to positive student behaviour and how
this would be rewarded.

4.4 Maintain student safety


1–2–3–4 Comments: The lesson plan has a well-documented ‘Safety Issue’ section. This
–5 section address the possible injuries which may occur, the risk associated with it and
the action required to minimize the risk and required action if an event was to occur.
Additional information is required with regards the risk of glass cut injury as the
experiment utilizes test tubes. This is not documented

4.5 Use ICT safely, responsibly and ethically


1–2–3–4 Comments: ICT limited to the use of video and YouTube clip. The clips have been
–5 vetoed to ensure the content is appropriate.

5 Assess, provide feedback and report on student learning


5.1 Assess student learning
1–2–3–4 Comments: Assessment strategies are limited to informal questioning of students,
–5 with no formal or summative testing. There is potential to expand this with the
students generating a scientific report based on the data they have collected with
the experiment.

5.2 Provide feedback to students on their learning


1–2–3–4 Comments: Feedback provided in the form of ‘class discussion’. A review of the
–5 students notebook is limited to the teacher ‘Looking at the notebook before letting
them leave the room’. A de-brief of the class towards the end of the lesson would be
a timely session to bring home the key learning points, correct and update students
with any outstanding questions about the experiment task. The addition of an
electronic ‘voting box’ would give students an avenue to indicate whether they
understood the content.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 Comments: The lesson involves complex thought through a number of key areas
–5 including the ‘dissolved and dissolution’ of solutions and understanding what is
happening at a molecular level.

1.2 Deep understanding


1 – 2 – 3 – 4 Comments: The lesson is teacher lead with student participate and this could be
–5 improved. It is important for the teacher to lead the conversation in group and during
the experiment.

1.3 Problematic knowledge


1 – 2 – 3 – 4 Comments: Problematic knowledge is limited to the students requiring to ‘predict’
–5 the outcome of the experiment as to which solution will freeze. Problematic
knowledge could be enhanced by changing the lesson so that the students have to
identify the different liquid rather than knowing the identity of each liquid.

1.4 Higher-order thinking


1 – 2 – 3 – 4 Comments: Good opportunity for high learning thinking but this would depend on the
–5 students prior knowledge of the topic and how engaged they are within the
discussion.

1.5 Metalanguage
1 – 2 – 3 – 4 Comments: Does the tasks require the use of metalanguage, commentary on
–5 language use and the various contexts of differing language uses.

The lesson plan makes good use of metalanguage. One correction is to refer to the
commentary is that sugar ‘dissolute’ in water not ‘dissolve’. It is important to build on
the correct concepts for students early learning to minimize any miss-understanding.

The lesson opens up the opportunity to introduce students to the metalanguage for
scientific writing by having the students not only presenting a ‘prediction and aims
for the exercise but also integrating this with the method, results and discussion.

The punctuation throughout the lesson plan shows room for improvement.

1.6 Substantive communication


1 – 2 – 3 – 4 Comments: The lesson is limited to oral communication, through group discussion,
–5 and ‘looking at workbooks’ at the competition of the lesson. This can be improved
with the introduction of ICT resources like One Note, Google Classroom, or Voting
Box and the creation of a scientific report from the results obtained.

Quality learning environment


2.1 Explicit quality criteria
1 – 2 – 3 – 4 Comments: The lesson plan analyses the outcomes of the experiment through a
–5 discussion of what results were obtained and what errors were observed. No
reference to what is considered ‘quality work’. The addition of a written scientific
report from the results would formalise the exercise and enable a more substantial
assessment of the exercise.

2.2 Engagement
1 – 2 – 3 – 4 Comments: Wide range of tasks to engage the students. Most students should be
–5 on-task as there are timely and varied.

2.3 High expectations


1 – 2 – 3 – 4 Comments: The lesson has high expectations of students having to conceptualise
–5 content, especially with the ability to formulate equations and explaining the
difference between physical and chemical reactions.

2.4 Social support


1 – 2 – 3 – 4 Comments: The lesson plan has a good variety of group and individual tasks, with
–5 group tasks encouraging collaborative learning environment through group
discussions. I would change the group size to 3 to ensure participation from all
member of the group throughout the activity.

2.5 Students’ self-regulation


1 – 2 – 3 – 4 Comments: The lesson is structured with an introduction (5mins) explanation of
–5 today’s tasks (5mins) group work (20 mins) discussion (20 mins) which is a good
breakdown for the students to self-regulate. The experiment allows students the
opportunity to work autonomously. Teacher only needs to supervise these
behaviours and guide students who need to be re-focused.

2.6 Student direction


1 – 2 – 3 – 4 Comments: There is no scope for the students to direct their own activities. Due to
–5 the structure of the lesson, all tasks are directed by the teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 Comments: The lesson’s ‘Big Idea’s associated with the Topic’ gives a good
–5 description of the topic and the principles behind it.

3.2 Cultural knowledge


1 – 2 – 3 – 4 Comments: The lesson does not incorporate any cultural knowledge related to
–5 economic class, gender, ethnicity, race, sexuality, disability, language and religion.

3.3 Knowledge integration


1 – 2 – 3 – 4 Comments: The lesson does not incorporate any knowledge integration and focuses
–5 on the key scientific outcomes. It could be modified to include such topics as
Sustainability .

3.4 Inclusivity
1 – 2 – 3 – 4 Comments: Although not specifically mentioned, the lesson is constructed to be
–5 inclusive of all student. It is recommended that the group size be reduced from 4
student to three students to give students a more activity role within the experiment.

3.5 Connectedness
1 – 2 – 3 – 4 Comments: The concepts of freezing water and its relation to Temperature, and
–5 Chemical reactions is applicable outside the lesson. The inclusion of a written
science report by the students with the data gained from the experiment would
enable students to express their experience to an audience outside of the classroom
where the activity took place.

3.6 Narrative
1–2–3–4 Comments: No reference to any person reflection or experience to the lesson
–5
Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1)Information and Communication 2) Plan, Structure and Learning Sequence
Technology (ICT)
QT model
1) Meta-Language 2) Problematic knowledge
Lesson Plan (Simplified for DTL)
Topic area: Stage of Learner: Syllabus Pages:
Science Stage 4 CW4 a, b
SCLS-4WS, 5WS, 6WS, 7WS
Date: 16/09/2017 Location Booked: Lesson Number: 2 (Part A)
Science Laboratory #1
Time: 60 minutes Total Number of students Printing/preparation
24 Kathoot quiz,
Solutions of Saline, fresh and sugar water pre-fro
with calibrated USB Temperature data log
imbedded.
Equipment
Salt (NaCl), Sucrose (sugar), Water
Freezer, Plastic containers
USB Waterproof Temperature Data
Logger with associated
Computers and associated
Computer software

Materials for students:


clear plastic test tubes,
test tube lid or cork,
test tube rack, water at 10oC,
salt, sugar, periodic table, freezer,
teaspoon, marker, timer, foam spheres of diffe
sizes and colours to
represent the elements: Na, Cl and H2O. S
wooden sticks to represent
connections for the elements
and compound.

Additional Materials: Freezer,


monitor in front of classroom,
access to the internet,
large bottles of water at room
temperature, correct chemical
and physical equations for both
salt water and sugar water.
Outcomes Assessment Students learn Students learn to
Syllabus outcomes about
Lesson Questioning and
The students will: assessment Syllabus Predicting (Part A)
• Explain how dissolving salt CW4 - In a chemical WS4 Students question
and sugar into water will affect Informal – class change, new and predict by: a.
the melting point depression of room questioning, substances are formed, identifying questions and
water. Kathoot quiz to which may have specific problems that can be
summaries the properties related to investigated scientifically
• Predict the melting points of lesson their uses in everyday (ACSIS124, ACSIS139) b.
the water solutions containing life. making predictions based
either salt or sugar and which Questions – on scientific knowledge
will freeze first. Students: and their own
What is ‘Dissolve’? observations (ACSIS124,
• Demonstrate the ability to CW4 a. identify when a ACSIS139)
record and analysis the data What is chemical change is
collected from the experiment ‘Dissolute’? taking place by Conducting
as they engage in critically observing a change in Investigations WS6
thinking about the topic. What happens to temperature, the Students conduct
the NaCl appearance of new investigations by: d.
• Display the ability to formulate compound when it substances or the following the planned
equations of salt dissolved in enters the water? disappearance of an procedure, measuring and
water and sugar dissolved in original substance controlling variables
water. What bond is (ACSIS126, ACSIS141)
broken during this
• Explain the differences process? Additional content Communicating (Part B)
between a physical and WS9 Students
chemical reactions. What happens to Additional content is not communicate by: a.
the sugar prerequisite knowledge presenting ideas, findings
SCLS-4WS compound when it for following stages, but and solutions to problems
Asks questions that can be enters the water? may be used to broaden using scientific language
tested and makes and deepen students' and representations using
predictions Where in Australia skills, knowledge and digital technologies as
would be see understanding in Stage appropriate (ACSIS133,
SCLS-5WS participates in issues with saline 4. ACSIS148)
planning to investigate of water?
questions or problems
(Hypothesis)
SCLS-6WS participates in an Extension exercise
investigation by for students who
following a sequence finish the
(method) experience early –
SCLS-7WS collects, records
and interprets data and Question 1 – Are
information icebergs fresh or
salt water?
IMPORTANT: Due to the time
restrictions of the What is significant
lesson and the time about Lake Natron
required to freeze the in Africa (in
water samples, the relation to this
focus of the lesson has topic)?
changed to focus on the
“Melting Point” of pre- Part B –
prepared frozen
solutions rather than the Collation of
“Freezing Point” of the temperature data
water solutions. Please and production of
note that the freezing a scientific report.
point of the water and
the melting point of the
ice will be the same
with each solution. This
enables the lesson to
be conducted in an
acceptable timeframe.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Sustainability – Water is essential for life and a healthy The common concept is that water freezes at 0oC
environmental. Discussions into the worlds use of degrees without much thought as to why and how it
water and how salinity can impact it, giving global and occurs. There are certain factors that contribute to
Australian examples. Discuss how salt can be used to why water changes from liquid to solid which include
melt ice in cold climates. atmosphere pressure, the excited of water molecules
and crystallization reaction point of water. Salt will
reduce the freezing point of water when it is
General Capabilities ICT capability – USB Waterproof dissolved. The salt ionic bonds break making sodium
Temperature Data Logger for recording freezing and chlorine in the solution which, then the water
temperatures (and associated computer software). molecules are attracted to these elements preventing
them to re-join together again. This is also the reason
Critical thinking – Interpretation of results and issues why the freezing point of water reduces when salt is
experienced throughout the experiment. added and is classified as a chemical reaction.
Although when sugar is dissolute dissolved in water
Results discussion literacy – Introduction to scientific it is a physical change as sugar simply change form a
writing skills, key terms – Aim, Method, Results, solid to a liquid in the water.
Discussion, Conclusion.
Time Teaching and learning Organisation Centred
actions T/S
Intro Start the classroom with a Teacher: Initially Teacher
brain storm to draw out Record the misconceptions the students have centred with a
5 min students current and address them in the lesson. transition to
understanding and knowledge student centred
of freezing points and Student: through the
common chemical reactions. discussion.
Participate in the brain storm – mind map.
Ask the question “Ok class Possible responses:
what come to mind when you Ice, Ice cream, Ice bergs, Ice block, Liquid to
think about the word freeze? solid
Because its cold, Temperature
Write the word freeze on the
board with a circle around it. Mind-map responses on the smart board

Ask how is relates to the topic Write down the responses from the smart board
chemical world. into their books. Transfer this information
electronically to those with electronic devices.
Where in the world do we see
sustainability problems with Review the responses of the students and
water quality? Give Australian address them within this lesson or in future
examples (Murray Darling lessons.
Rivers)
The responses the student wrote down will be
Guide their thoughts to the reviewed in the next lesson to see if their ideas
lessons focus without and misconceptions have changed
influencing there the
responses. Resources:
Smartboard
By asking: How does
something freeze? Why it
freezes? What happens when
something freezes? What is
the difference between the
freezing temperature and
melting temperature?

Video representation of why Teacher: Set up the YouTube clip and play - Students
5 min salt reduces the freezing point
of water with similarities to the Link to video:
foam models (only if time is Youtube -
available) Dissociation of salt (sodium chloride) in water
https://www.youtube.com/watch?v=EBfGcTAJF4o
Discuss and compare the
video with the experiment the Dissolving sugar
student preformed and https://www.youtube.com/watch?v=fwjvwoFHTbg
demonstration with the class.
Student: Watching the video.

Resources: YouTube set up on screen ready to


play clip.

Body Explain to the class the aim of Teacher: Direct the students are able to follow the Teacher
the today lesson will be on the instructions throughout the lesson.
5 min melting points of water, salt
water and sugar water. Student: Listen to the teacher’s instructions.

Explain safety procedures of Resources: Laboratory safety sheet and


the experiment before experiment
commences.

12
5 mins Student
Demonstrate what the correct Teacher: Instruct student how they are to
formula for salt water and construct their models
sugar water and the how the
freezing point of water is Ensure all students have the necessary
reduced using the foam equipment to conduct the modelling
spheres.

After the students record the Student:


first lot of results for the
practical introduce the boxes Listen to the teacher’s instructions.
foam spheres representing the
elements: Na (Sodium), Cl Predict the possible basic chemical or physical
(Chloride), C12H22O11 and formulas for water, salt water and sugar water
H2O to each group. using the foam spheres and wooden sticks from
the box provided.
Start with saying: Ok class lets
zoom in on what’s happening Materials for students:
to the three solutions in the timer, foam spheres of different sizes and colours
freezer. I have a box of to represent the elements: Na, Cl and H2O. Small
elements and compounds of wooden sticks to represent
the water, salt and sugar connections for the elements
and compound.
Ask if the students know the
common names of elements
and compounds of chemical
symbols on the foam spheres.
Allow them to refer to their
periodic table for guidance.

Use sugar as an example:

“Sugar is make up of these


elements Carbon, Hydrogen
and Oxygen which of the
spheres has these elements?”

Followed by: “Now what can


Hydrogen and Oxygen make
and which of the spheres
represents water?”

Instruct the student to predict


what is happening to all three
solutions using the foam
spheres.

Assign students into groups 4- Teacher: Ensure all groups are working as Teacher lead,
20 min 5 three students per group. groups and on task. Check the students’ methods then student
Give the students roles within sheets to gauge the progress and if they are on focus
the group: timer (keeps track task.
of the time), recorder (writes
down results), handler (mixing Ensure all groups have the necessary equipment
the solutions together) and to conduct the experiment
retriever (takes and places the
test tube rack in the freezer).
Student:

Explain to the students that Listen to the teacher’s instructions.


due to the time required to
freeze the water this will be a Perform the experiment the according to the
two-part experiment over two methods sheet.
days. Today’s part will
conclude when the solutions Perform the assigned roles within the group.
are placed into the freeze to
freeze. Explain what to do in
the practical and to fellow the

13
methods sheet that was Predict the results of the experiment before and
handed out. Ask the students during the task in the prediction section of the
to predict their predictions on methods sheet.
what will happen to the three
solutions before and during Predict the possible basic chemical or physical
the practical. Students are formulas for water, salt water and sugar water
then required to document a using the foam spheres and wooden sticks from
Hypothesis, aim and attach the box provided.
the method to their workbook.
Students should also prepare Predict the possible errors of the experiment
a result section and during the task in the possible errors section of
discussion for the following the methods sheet.
days results. If students are
confused or haven’t identified
the correct aim help them Resources: Printing/preparation
factor it out or provide the aim
if necessary. Each groups Equipment
predictions are to be Salt (NaCl)
documented on the smart Sucrose (sugar)
board Water
USB Waterproof Temperature Data
Guide or provide assistance at Logger with associated
the start of the experiment Computers and software
without influencing the Freezer
students’ thought processes. Plastic containers
Walk around the classroom. Pre-frozen solution of fresh, saline and sugar
The method has been water with a pre-calibrated USB temperature
modified to include two drops logged embedded.
of different food colouring into
each solution to differentiate it Materials for students:
from each other (Water – blue, timer, foam spheres of different sizes and colours
Saline/Salt – yellow, and to represent the elements: Na, Cl and H2O. Small
sugar – green) This will not wooden sticks to represent
impact the melting point of connections for the elements
each solution but will give the and compound.
students a visually
representation of what each
solution is.

Discussion and evaluation of Teacher: Teacher/Student.


20 min the practical. Instigate and drive discussion about today’s
experiment, including the idea’s and theory
Prepare a table for the behind it.
combined results of the all
class. Have the recorder of Student:
each group write down their
result on the table. Contribute to the class discussions.
Discuss the predictions and Listen to the teacher.
errors from each group and
compare them with all class. Ask questions throughout the lesson.
Correct any misconceptions
the students may have. Ask Write down notes form the broad.
questions to why the thought
that way and how it relates to Resources: Smart board
the topic.
Kahoot Questions –
Discuss if by dissolving salt
and sugar is a chemical What is ‘Dissolve’?
change or physical one
referring to the experiment the What is ‘Dissolute’?
student preformed and foam
models.

14
What happens to the NaCl compound when it
Students to participate in a enters the water?
Kahoot quiz
What bond is broken during this process?
Conclude the lesson on with a
Voting box on the students What happens to the sugar compound when it
understanding of the content. enters the water?

Where in Australia would be see issues with


saline of water?

Ask the students to fill in an electronic ‘voting


box’ on whether they understood the learning and
whether they require further assistance. The work
books of those who indicated they did not
understand will be reviewed as a priority.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording


SCLS-4WS asks Hypothesis to be record for each group as too what solutions
questions that can be tested will freeze first, second and third.
and makes predictions

SCLS-6WS participates in Observation of students reading and following the prescribed


an investigation by following a method. Assistance to be given as required.
sequence

SCLS-7WS collects, The collation of class data as a whole and the preparation of
records and interprets data and a scientific report into these results by individual student. This
information report is to include an Aim, Hypothesis, Method, Results,
Discussion and Conclusion.

Adaptations / Accommodations for Students’ Needs

Gifted and talented students: Ask them to identify other common chemical reactions and physical changes
using the internet and their devices if they have them or use the computer in the classes. Have them share
the discoveries with the class during the discussion period.

Students with disabilities: Student has visual impairments display larger font methods sheets, have a
student read out the introductions and provide a large timer on the display in front of the classroom. Student
has reading difficulties provide visual representation of methods sheet for them and have a student explain to
them the procedure and encourage them to participate during the discussion period.

15
EAL – Provide students with a visual method and follow-up with a demonstration to the whole class. Follow-
up question at random to ensure that the each group has an understanding of what is required. Invite a
Language support teacher into the lesson if required.

16
Academic Justification

Introduction
The Science Stage 4 lesson plan provided, is a comprehensive and in-depth lesson which is seeking
to introduce students to the scientific concepts of freezing at the molecular level. After reviewing this
document against the Australian Professional Standards for Teachers (APST) and NSW Quality
Teaching Model (NSW QTM) we can identify area’s to enhance the quality learning experience
(Bellocchi, et al, 2014). The areas of Information and Communication Technologies (ICT), Meta-
language, Sequence Learning Program, and Problematic Knowledge have been identified as
opportunities for improvement.

APST Standards 2.6 & 4.5 - Information and Communication Technologies (ICT)
The rate of change in Information and Communication Technology (ICT) can open up many
opportunities for educators in the classroom. The APST acknowledges this and requires ICT to be
used to expand curriculum learning through its safe and ethical use in a classroom environment
(AITSL, 2016). When ICT is used effectively it provides a pedagogical infrastructure framework to
the lesson and bring technical, social, epistemological and cognitive structure to support learning
outcomes (Lakkala, et al, 2015). The original lesson plan was limited to a single video as part of the
demonstration. The addition of USB Temperature Data
Loggers (Figure 1) for temperature readings would greatly
improve the ICT construct of the lesson. It would enable
temperatures to be taken over time and this data to be
processed using computer software. This use of
technology enables ‘good teaching’ (Adams, 2011) and
enables teachers to stay current with enhance science
teaching (Greenspan, 2016).

(Figure 1 – USB Temperature Data Logger)

APST Standards 3.2 - Plan, structure and sequence learning program


To encourage active learning, it is necessary for teachers to focus on ways to engage their students
and construct lessons that have systematic learning objectives. The lesson plan provided contains
a lot of material, but it lacks a sequence which would build on the students learning. The APST
Standard 3.2 states that lessons should be sequenced with effective teaching strategies to enrich
student understanding (APST, 2016). The lesson would be improved by moving the video
presentation and compound modelling sections to before the commencement of the experiment.
Constructing learning in this manner can eliminate students’ misconceptions or misunderstandings

17
with the theory before engaging with the practical element with further learning (Greenspan, 2016).
This is important as many of the concepts being taught are on a molecular levels and the students
to conceptualise what is happen to understand the relationship it has on the freezing temperature.
Further to this, the compound modelling should start as an instructive exercise lead by the teacher
before the students take charge. This is to ensure that the time their send modelling the compounds
is constructive.

QTM Standard 1.5 - Meta language/ higher order thinking/Deep Understanding


Meta-language is an important tool in Science as it assist student structure their knowledge when
learning scientific concepts. This is supported through the NSW QTM Standard 1.5, which requires
lesson to use metalanguage to build an understanding of the learning material (Ludwig & Gore,
2003). This lesson plan make a poor use of metalanguage but does offers the teacher an opportunity
to open the dialogue to include the full range of multimodal meanings (Cope & Kalantzis, 2000). The
use of Independent and Depended Variables in the dialogue, develop the metalanguage with the
students to bring together scientific principles to construct and bridge learning. Expanding the
metalanguage in conjunction with the actual experiment allow students to engage with the content,
rather than inhibit it (Cloonan, 2011). The expansion of metalanguage has cross-curricula effect. As
students are requested to compile a scientific report on their experiment, they are engaged with
science, math, statistics, and English. This further assists students to build their knowledge when
meta language is used to convey the information correctly. This create ‘opportunities to enrich
learning with more open-ended, constructive, collaborative, reflective, and cognitively complex
learning tasks’ (Freiman, et al, 2011).

QTM Standard 1.3 Problematic Knowledge


The ability to “solve scientific problems is regarded as one of the key competencies in science
education” (Scherer, Tiemann, 2012). Students are required to analyse alternative perspectives and
solutions to problems, demonstrating an applied knowledge to their understanding (Ludwig & Gore,
2003). This problem solving knowledge is critical to the learning process and knowing when to apply
it (Scherer, Tiemann, 2012). It is important to create space within the lesson plan for problematic
learning through different tasks (Taylor, et al, 2015). Students need to be able to make decisions in
search for solutions, which organizes knowledge so it can be easily remembered (Reif, 1982). The
current lesson plan limits students to follow the method to achieve a predicted result, in this case, a
freezing temperature. If the current lesson plan was modified so that the solutions were pre-frozen
and unknown, then students had to determine which liquid was fresh/saline/sugar by applying their
knowledge about freezing/melting point. This would encourage them to use their problematic
knowledge and develop deeper thinking in the process.

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Figures
USB Waterproof Temperature Data Logger – Likecool. Retrieved from

http://www.likecool.com/USB_Waterproof_Temperature_Data_Logger--Gadget--Gear.html

Learning Portfolio Web Link


http://91641872.weebly.com/

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