Documente Academic
Documente Profesional
Documente Cultură
Assignment 2:
Ryan Hamilton
Student No. 91641872
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
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.
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.
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.
1.5 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.
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.
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.
3.4 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
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.
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.
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.
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:
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.
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?
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.
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).
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.
18
Reference
Adams. P., (2011). ICT and pedagogy: opportunities missed?
Education, 3(13), 21-33.
DOI: 10.1080/03004279.2010.492353
Bellocchi. A., Ritchie. S., Tobin. K., King. D., Sandhu. M., Henderson. S., (2014). Emotional
Climate and High Quality Learning Experiences in Science Teacher Education. Journal
of Research in Science Teaching, 50(10), 1301–1325.
Cloonan. A., (2011). Creating multimodal metalanguage with teachers. English Teaching: Practice
and Critique, 10(4), 23-40.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social
futures. London, England: Routledge.
Freiman.V., Beauchamp. J., Blain. S., Lirette-Pitre. N., Fournier. H. (2011). Problem-based
scenarios with laptops: an effective combination for cross-curricular learning in
mathematics, science and language. Journal on Educational Technology, 3(3), 136-152.
Greenspan. Y., (2016) A Guide to Teaching Elementary Science - Ten Easy Steps
Sense Publishers. Rotterdam, The Netherlands.
Lakkala. M., Ilomaki. L. (2015). A case Study of Developing ICT-supported pedagogy through a
collegial practice transfer process. Computers & Education 90(1), 1-12
Ludwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools A classroom practice guide
Retrieved from
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003Quality_Teaching_Guide.pdf
Mercer. N., Hennessy. S., Warwick. P. (2010). Using interactive whiteboards to orchestrate
classroom dialogue. Technology, Pedagogy and Education, 19(2), 195-209.
DOI: 10.1080/1475939X.2010.491230
19
NESA. (2016). New NSW Syllabus Learning Across the Curriculum. Retrieved from
https://syllabus.bostes.nsw.edu.au/science/science-k10/learning-across-thecurriculum/
Relf, F. (1983). How can chemists teach problem solving?: suggestions derived from studies el
cognitive process. Journal of Chemical Education, 60(11), 948-953.
Taylor. D., Booth. S. (2015). Secondary Physical Science Teachers’ Conceptions of Science
Teaching in a Context of Change. International Journal of Science Education, 37(8), 1299–
1320.
http://dx.doi.org/10.1080/09500693.2015.1035356
Figures
USB Waterproof Temperature Data Logger – Likecool. Retrieved from
http://www.likecool.com/USB_Waterproof_Temperature_Data_Logger--Gadget--Gear.html
20