Contemporary

Teacher Leadership
2018/2H
Assignment 1

Name: Anthony Lucre

SID: 17124573
Table of Contents
Executive Summary................................................................................................................................. 3
Background Information ......................................................................................................................... 3
Comparative Table .................................................................................................................................. 4
Recommendations with Persuasive Argument..................................................................................... 10
Reconstructed Unit: .............................................................................................................................. 12
Scope and Sequence ......................................................................................................................... 12
Concept Map..................................................................................................................................... 13
Assessment Task ............................................................................................................................... 14
Redesigned Unit Outline ................................................................................................................... 17
Bibliography .......................................................................................................................................... 23
Appendices............................................................................................................................................ 24
Original Unit Outline ......................................................................................................................... 25
Half Yearly Exam and Marking Guide ................................................................................................ 30
Executive Summary
The objective of this report is to examine the strengths and weaknesses of the stage 5 year 10
Chemical World teaching program in use at Hurlstone Agricultural High School in order to
recommend improvements to the teaching program. The unit described by this program is taught
over a period of 8 weeks during the second term of the school year. It covers the second half of the
stage 5 Chemical world syllabus. In examining the unit program a number of recommendations have
been made and the program has been rewritten to reflect these recommendations.

These are:

1. redesign unit using understanding by design

a. Redesign the unit using the 5-Es pedagogical model in order to promote a more
constructivist approach to teaching and learning. This should particularly focus on
improving critical and creative thinking through allowing students to design their
own experiments
b. Improve the integration of literacy skills with the unit of work
2. create a new take home formal assessment task in order to more completely assess
students learning and provide opportunity for students to improve their personal
capabilities

Background Information
The original unit was written for Hurlstone Agricultural High School (HAHS). Hurlstone Agricultural
High School is a selective, Agricultural and Boarding school located in the suburb of Glenfield in the
south west of Sydney. According to the Myschool website HAHS has an enrolment of 951 students.
511 (54%) of these students are male and 440 (46%) are female. The school community has an index
of community socioeconomic advantage score (ICSEA) of 1124. Approximately 50% of students at
HAHS come from families in the top 25% of incomes while only 4% come from families in the bottom
25% of incomes (ACARA, 2017).

The school community is highly multicultural with 84% of students reporting a language background
other than English. During my time there I spoke with students whose country of background
included South Korea, Japan, China, India, the Philippines as well as Australia. Despite the high
proportion of students with a language background other than English the school has less than 1%
students from an Aboriginal or Torres Strait Islander Background.

The unit analysed for this report covers the chemical world module of the year 10 stage 5 science
course ( NSW Education Standards Authority, 2012). While on my second practicum I taught the
later part of the unit from SC5-CW3-d through to the end of the module. This covered approximately
5 of the 8 weeks allocated for this module.

As part of my practical experience I was provided with the unit program only. I was not provided
with a scope and sequence or concept map. Toward the end of my time at Hurlstone Agricultural
High School I was provided with a copy of the marking guidelines for the half yearly examination.
Comparative Table

Area of Strengths of the area Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration of consideration consideration concerns suggested.

Literacy is present Literacy is at no point explicitly Literacy should be embedded in Traditionally a perception has
within the unit of taught to students as part of the the unit of work in a more persisted that science as an
work (though it is not program. The teaching of deliberate manner. This will empirical learning area is focused
Literacy a specific focus of the literacy mainly takes the form of include scaffolding of experiment on the development of numeracy
unit). This is use of literacy skills which are write up to include discussion and while literacy is specifically taught
particularly true in the assumed. This includes writing conclusion sections which require in subjects such as English
latter parts of the unit up of experiments and research more than a single sentence. (Seddon, 2017). Under the
where students tasks. Research tasks can also include a Australian curriculum and
undertake research wider variety of tasks intended to National assessment program for
tasks into to use of include different aspects of literacy and numeracy (NAPLAN)
chemical processes to literacy. This can include the literacy is seen as a critical
produce new production of reports, articles, component of all subject areas.
materials. presentations or videos.
Strategies for further integrating
literacy instruction into science
programing include annotation
and note taking, reflections on
past activities including
metacognition, graphic organisers
and synthesis of scientific
research papers (Seddon, 2017).
 The unit makes As part of the rewritten program
extensive use of the emphasis on numeracy should
numeracy skills. Areas be maintained as a requirement
Numeracy of strength include the for the syllabus content.
balancing of chemical
equations and
calculations of the
rates of reactions.
These skills are
assessed during the
final examination by
requiring students to
write balanced
chemical equations.

Under the original As originally written the As part of the rewriting of the
program students are program includes a significant program a more constructivist
Critical and
required to think number of practical approach is being taken. This will
Creative
critically when experiments. In each case extend to allowing students
Thinking
researching a number students are provided with the greater input into the design of
of topics including the aim, equipment list and the experiments. It is expected
ethical, social and experimental method. Creative that students will be provided
environmental impact thinking is limited to a with less information about each
of the production and discussion of the experimental experiment as the unit
management of risks and a reflection on the progresses.
plastics. Students are results obtained. This limits the
 required to analyse opportunity for students to
information that they think creatively about how they
have found in order to could solve scientific problems
determine its validity and make accurate
and value to their measurements for experimental
project. results themselves.

The unit as written While the unit makes use of As part of the rewriting of the unit Under the Australian curriculum
includes extensive use collaboration extensively other using understanding by design personal and social capabilities
Personal and
of collaboration aspects of personal and social principles a new assessment task are defined as students learning
Social
activities during in capabilities are less embedded. is to be constructed. As opposed to understand themselves and
Capabilities
class experiments. In particular the de-emphasis on to the current program which others. This includes recognising
Students are required homework and take home assesses mainly through in class and regulating emotions,
to work in groups and assessment tasks evident in the exams this will require students understanding and building
collaborate on results. original program provides to plan and manage their own positive relationships, making
The unit also makes limited opportunity for students time. responsible decisions,
some use of small to develop self-management collaborating with others and
group and class strategies. developing leadership skills. It also
discussions. includes self-regulation and
organisation. These properties are
important for students to develop
as creative and confident
individuals who are equipped to
meet their potential (ACARA,
2018)
 The program as originally
provided displays little evidence
of being the result of the
Understanding understanding by design
by Design process. The order of content
to be covered directly mirrors
the NESA stage 5 science
syllabus rather than having
been ordered and controlled by
threshold concepts. This is
demonstrated most clearly at
several points where concepts
are applied before they have
been taught. For example point
f describes the construction of
word equations which have
previously been applied at
points d when studying
different types of chemical
reactions. Similarly at point g
students compare combustion
reactions and respiration in
terms of energy release and
reaction rates however the
concept of reaction rates and
the controlling factors are
covered in point h.
In order to improve the order in
which threshold concepts are
taught the program will be
rewritten using the understanding
by design process.
The understanding by design
process involves three stages.
Firstly the identification and
examination of the end point
students are expected to reach.
This is determined by examining
the syllabus for the module being
programed (Wiggins & McTighe,
2011).
The second stage is the
determination of evidence to be
used to ensure that students have
reached this end point. This is
embodied in an assessment task
through which students
demonstrate and apply their
knowledge (Wiggins & McTighe,
2011).
Finally the program is then written
using a backwards mapping
process to achieve a logical
progression of threshold concepts
(Wiggins & McTighe, 2011).
This process ideally results in a
program of learning in which
knowledge can be explained,
interpreted and applied both
directly and indirectly under

The program as originally
written is formally assessed
mainly as a part of the half
yearly examination. The
additional assessment task
mentioned in the program was
not provided and actually takes
the form of an in class exercise
in which students are provided
with verbal but not written
feedback. No marking rubric is
provided or used.
Approximately half of the
attached half yearly exam paper
assesses components of this
program however a significant
part of that assessment takes
the form of multiple choice
questions or short answers
requiring lower order thinking.
This reliance on a single exam
created after the unit for
assessment is further evidence
that understanding by design
has not been used in the
development of this program.
While formative assessment is
intrinsic to all teaching formal
assessment provides evidence of
learning by students in a more
structured way. For this reason a
new assessment task should be
written to assess the content of
the unit.
In this case the assessment task
will require students to identify
research and analyse chemical
reactions that occur in or around
their home environment. They
will then be required to discuss
the social, ethical and
environmental considerations of
these chemical reactions.
different circumstances (Wiggins
& McTighe, 2011).
The understanding by design
process begins by determining the
desired outcomes that students
are expected to reach. The
process places emphasis on
collection of evidence that
students have reached this end
point. This takes the form of an
assessment task (Wiggins &
McTighe, 2011). An important
component of assessment is
providing meaningful and
consistent feedback to students
so that they are able to
understand the extent of their
current knowledge and areas in
which they need to further
develop their knowledge and skills
(Hattie & Timperley, 2007).
Pedagogical The program uses The program as originally As part of the understanding by Disputed views exist between
Design utilizes direct teaching written generally favours direct design process the program will advocates of direct instruction
pedagogies such as instruction over constructivist be rewritten to utilise a greater and constructivist based
paired worked pedagogies. proportion of constructivist pedagogies. Constructivism states
examples to teach pedagogy such as inquiry or that knowledge rather than simply
While sections of the program
numeracy tasks such problem based learning. In this being transferred must be built up
such as parts d and h utilise a
as the balancing of case I have used the 5Es model. on previous knowledge by an
significant number of practical
chemical equations. active thought process (Cakir,
experiences students are first The 5-E model is an instructional
Where appropriate 2008). Under this paradigm
taught the theory behind each framework based on
this pedagogical students learn best when forced
type of reaction using direct constructivist theory. It is
approach results in a to develop solutions to problems
instruction and then provided categorised by five sections.
lower cognitive load in a process of disequilibrium and
with the method to carry out Engage, explore, explain,
for the students when adaption (Cakir, 2008). Opponents
the corresponding experiment elaborate and evaluate
learning new skills. of constructivist theory state
(Belapurkar, 2017). As students
however that this process of
move through each section the
disequilibrium is akin to cognitive
requirement for higher order
overload resulting in poor
functioning increases.
retention of new knowledge
(Kirschner , Sweller , & Clark,
2006). They instead argue that
guided direct instruction using
tools such as worked example
pairs, graphic organisers and
learning maps provides better
long term retention (Sweller,
2012). The rewritten program
makes use of a combination of
constructivist pedagogy with
direct instruction where
appropriate.
Recommendations with Persuasive Argument

When examining the original unit of work a number of weaknesses were identified. In order to
improve the unit of work the following recommendations have been made.

1: redesign unit using understanding by design. The current unit is essentially an annotated
syllabus. As a result the order in which content is covered is dictated by the order of the syllabus
rather than any logical order based on threshold concepts. It can be argued that that this constitutes
understanding by chance rather than understanding by design (Wiggins & McTighe, 2011). From
observations during my previous practicum this unit outline was rarely taught in the order in which it
is presented. In several cases within the unit threshold concepts are used before they are explicitly
taught. This includes concepts such as rates of reaction.

a. Redesign the unit using the 5-Es pedagogical model in order to promote a more
constructivist approach to teaching and learning. This should particularly focus on
improving critical and creative thinking through allowing students to design their own
experiments. When undertaking practicum I noted that this unit contained mainly direct
instruction. A significant part of the unit involves students learning about specific types
of chemical reactions. In each case the students were provided with a worksheet
describing the general equation for the chemical reaction and a number of worked
examples for the students to complete. This worksheet would then be followed by a
demonstration or practical activity in which students were provided with the equipment
list and method. Critical and creative though by students was limited to examining how
the experiment could be improved or how students could account for discrepancies in
their results from the expected outcome.
The 5-Es pedagogical model seeks to organise the learning process for students in such a
way that new knowledge builds on existing knowledge. This in theory creates more
connected knowledge base allows students to more easily apply this knowledge to new
situations (Cakir, 2008). The approach organises concepts into five categories: Engage,
Explore, Explain, Elaborate and Evaluate (Bybee, et al., 2006). The engage phase forms
the start of the program and has two objectives. Firstly the teacher is able to assess
students background knowledge from previous units and secondly to introduce the topic
using short activities (Bybee, et al., 2006). The explore and explain phases form the bulk
of the new unit. During the explore phase students undertake practical activities to allow
them to develop observations and skills (Bybee, et al., 2006). In this case each of the
chemical reaction types will be undertaken by the students. The explain phase focuses
on developing the conceptual and contextual knowledge to understand the chemical
reactions they have undertaken (Bybee, et al., 2006). This will include some aspects of
direct teaching covering the general equations as well as skills such as balancing
chemical equations using worked example pairs (Sweller, 2012). It is expected that
students will move backwards and forwards between the explore and explain phases as
each concept is taught. The elaborate phase is designed to allow students to consolidate
the knowledge they have gained and apply is to new situations. For example in this case
students will seek to apply their knowledge of chemical reactions to the production,
 management and disposal of new materials such as plastics. Finally the evaluate phase
of the program allows students and teachers to assess the knowledge gained through an
assessment task. This task is detailed in a later recommendation.
b. Improve the integration of literacy skills with the unit of work. Under the original
program literacy skills were utilised but were rarely taught. Students were expected to
know how to write up experiments to communicate using written medium. These skills
however were only assessed in a limited way with little feedback on literacy provided. As
part of the redesigned unit students are required to communicate through literacy tasks
such as reports and group presentations which will be scaffolded for them. Literacy (as
communication) is now assessed as part of the assessment task for this unit (Seddon,
2017).

2: create a new take home formal assessment task in order to more completely assess
students learning and provide opportunity for students to improve their personal
capabilities: The understanding by design process focuses on assessment as a means of
collecting evidence of students learning. As previously written the unit was mainly assessed
in a formative way through interactions between the teacher and class. Feedback provided
to the students was mainly verbal and as such was limited in its ability to provide students
with a complete understanding of their content knowledge. In addition to providing
evidence of student learning this assessment task is design to assist students in developing
skills in time management under the category of personal and social capabilities. The current
unit of work de-emphasises homework and take home assignments in favour of in class
formative assessment and exams. As a result students are not required to develop their skills
in self-management. This new assessment task requires students to plan and complete work
outside of class.

In conclusion by following the recommendations above the unit work can be improved in its
effectiveness as an outline for the stage 5 chemical world module.
Reconstructed Unit:
Scope and Sequence
Science Stage 5 Scope and Sequence
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Term 1 Earth and Space
(10 Weeks) Outcomes: SC5-ES3, SC5-ES4, SC5-12ES, SC5-13ES, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS SC5-9WS
Assessment Task: Earth and Space (15%)
Term 2 Chemical World Half Yearly Exam (20%)
Year 10

(10 Weeks) Outcomes: SC5-CW3, SC5-CW4, SC5-16CW, SC5-17CW, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS SC5-9WS
Assessment Task: Chemical World (15%)
Term 3 Living World
(10 Weeks) Outcomes: SC5-LW3, SC5-LW4, SC5-14LW, SC5-15LW, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS SC5-9WS
Assessment Task: Living World (15%)
Term 4 Physical World Yearly Exam (20%)
(10 Weeks) Outcomes: SC5-PW3, SC5-PW4, SC5-10PW, SC5-11PW, SC5-4WS, SC5-5WS, SC5-6WS, SC5-7WS, SC5-8WS SC5-9WS
Assessment Task: Physical World (15%)
Concept Map
Assessment Task
Year 10 Science
Assessment Task: Chemical World
Context
Chemical reactions are constantly encountered in everyday life. These include cooking and digestion
of food, rusting of cars and metal objects, burning of fuels for heating and fizzing bath bombs. By
studying chemical reactions in their regular environment students gain a better understanding of the
theory behind chemical interactions.

Module: Chemical World Weighting 15% of year 10 mark Time: 4 Weeks

Outcomes Assessed:
A Student:
 Students identify data to be collected for an investigation by: selecting possible sources of
data, including secondary sources, relevant to the investigation (SC5-WS5.1)
 Students communicate by: presenting scientific ideas and information for a particular purpose,
including constructing evidence-based arguments and using appropriate scientific language,
conventions and representations for specific audiences(SC5-WS9)
 Students investigate a range of types of important chemical reactions that occur in non-living systems
and involve energy transfer, construct word equations from observations and written descriptions of
a range of chemical reactions (SC5-CW3)
 Students analyse how social, ethical and environmental considerations can influence
decisions about scientific research related to the development and production of new
materials (SC5-CW4)
Nature of the Task:
Students will identify research and analyse chemical reactions that they encounter in and around
their home environment. Students will further research the factors that influence the chosen
chemical reactions and discuss the social, ethical and environmental considerations of these
reactions.
Students are required to present their findings in a scientific report consisting of two parts.
Part A: (5%) Students are required to identify 5 different chemical reactions in or around their home
environment. In each case students are required to:
 Describe the chemical reaction and the context in which it is found
 Identify the type of chemical reaction taking place as well as the reactants and products for
the chosen chemical reaction
 State the general equation for this reaction and construct the appropriate word and
chemical equations describing this reaction
Part B: (10%) Students will identify and reference (using APA style) appropriate scientific literature to
describe the way that each of the chosen chemical reactions is used in other contexts. Students will
analyse and discuss the implications of each of these reactions in terms of their social impacts (how
this reaction and its uses effects people), Ethical considerations (if the consequences and use of the
reaction can be considered moral) and environmental factors (how does the use of this reaction
effect the environment).
Feedback Provided:
To assist students with future learning feedback will consist of:
1) an annotated rubric covering the marking scheme
2) annotations and comments through the submitted report
 Year 10 Science
Assessment task: Chemical world Marking criteria
A B C D E
Students investigate a Student has accurately Student has accurately Student has accurately Student has accurately Student does not
range of types of identified and identified and identified and identified and identify or describe 5
important chemical described 5 different described 5 different described 5 chemical described some chemical reactions
reactions that occur in chemical reactions in or chemical reactions in or reactions (some may be chemical reactions found in their home
non-living systems and around their home. around their home. the same type) in or (some may be the same environment.
involve energy transfer, Student has correctly Student has for the around their home. type) in or around their Student does not
construct word identified the most part correctly Student has identified home. meaningfully identify
equations from corresponding identified the some of the Student has attempted products or reactants
observations and reactants and products corresponding corresponding to identify some of the Students does not
written descriptions of and demonstrated the reactants and products reactants and products corresponding produce any
a range of chemical correct general, word and mostly and partially reactants and products meaningful attempt to
reactions (SC5-CW3) and chemical equations demonstrated the demonstrated the and attempted to demonstrate general,
for each of the 5 correct general, word correct general, word demonstrate some of word or chemical
reactions identified and chemical equations and chemical equations general, word and equations.
for each of the 5 for each of the chemical equations for
reactions identified. reactions identified. each of the reactions
Some minor mistakes multiple errors are identified. multiple
are evident evident errors are evident

Students analyse how Students analyse and Students analyse and Students describe how Students describe how Student response does
social, ethical and discuss how each type discuss how each type each type of reaction some of the reaction not discuss social
environmental of reaction identified is of reaction identified is identified is used in types identified are ethical and
considerations can used in society in a used in society in an society in an one used in the context of environmental factors
influence decisions variety of contexts additional context context outside of the the home. of the particular
about scientific Students analyse and Students describe and home. Students describe and chemical reactions in a
research related to the discuss each of the 5 discuss each of the 5 Students describe and discuss some of the meaningful way
 A B C D E
development and reaction types and their reaction types and their discuss some of the reaction types and their
production of new applications in terms of applications in terms of reaction types and their applications in terms of
materials (SC5-CW4) their social, ethical and their social, ethical and applications in terms of at least one of their
environmental impacts. environmental impacts. their social, ethical and social, ethical and
environmental impacts. environmental impacts.
Students identify data Students support their Students support their Students support their Students support their Students argument is
to be collected for an arguments with arguments with at least arguments with at least arguments with at least unsupported by
investigation by: multiple well-chosen one well-chosen one well-chosen one academic source academic evidence or
selecting possible relevant academic relevant academic relevant academic which is referenced. secondary sources are
sources of data, sources which are source for each source for each (mistakes are present in not referenced
including secondary correctly referenced reaction which are reaction which are the style or content of
sources, relevant to the using APA style. correctly referenced referenced. (mistakes references)
investigation (SC5- using APA style. (minor are present in the style
WS5.1) referencing mistakes or content of
are present) references)
Students communicate Students present their Students present their Students present their Students present their Students work is
by: presenting scientific work clearly using the work clearly using the work using a report work in a non-report presented in a
ideas and information correct report format. correct report format. format. format and simplistic way not
for a particular Student arguments are Student arguments are Student arguments are Student arguments are complying to the report
purpose, including well reasoned and well reasoned and present using some present using scientific format
constructing evidence- concise consistently concise mostly using scientific language and language and Students work does not
based arguments and using correct scientific correct scientific conventions. conventions at some use correct scientific
using appropriate language and language and point in their report. language or
scientific language, conventions. conventions. conventions
conventions and
representations for
specific audiences(SC5-
WS9)
Redesigned Unit Outline
Chemical World | Stage 5 | Science year 10: Hurlstone Agricultural High School

Summary Duration
Chemical reactions are encountered in all aspects of life and are essential for life to exist. Term 2 for 8 weeks
They include cooking and digestion of food and they occur in cells to sustain life through
respiration. Everyday occurrences such as rusting cars, burning fires of BBQ’s and a
fizzing bath bomb are the results of chemicals interacting. Students will study chemical
reactions in both a macroscopic and at an atomic level to help better understand the world
around them.

Outcomes Unit overview

discusses the importance of chemical reactions in the production of a range of substances,
and the influence of society on the development of new materials (SC5-17CW)
Chemical reactions involve rearranging atoms to form new substances; during a chemical
reaction mass is not created or destroyed (SC5-CW3)
Different types of chemical reactions are used to produce a range of products and can occur
at different rates and involve energy transfer (SC5-CW4)
Students will undertake study a study a variety of chemical reactions, relating this to
everyday examples concentrating on examples from living and non-living systems. They
will undertake research into the production of new materials such as plastics and their
place in society. Students will develop core skills in formula writing and producing
balanced chemical equations.

Working Scientifically Outcomes Assessment overview

Develops questions or hypotheses to be investigated scientifically (SC5-4WS)
Produces a plan to investigate identified questions, hypotheses or problems, collaboratively(SC5-5WS)
Undertakes first-hand investigations to collect valid and reliable data and information (SC5-6WS)
Processes, analyses and evaluates data from first hand and second hand sources to develop evidence-
based arguments and conclusions (SC5-7WS)
Applies scientific understanding and critical thinking skills to suggest possible solutions to identified
 Pre-test suggestion – Kahoot quiz covering SC5-CW1 and
SC5-CW2 from year 9
 Post Test: Assessment task requiring students to identify,
analyse and discuss chemical reactions in their own experience
and discuss their implications in terms of social, ethical and
problems (SC5-8WS) environmental factors
Presents scientific ideas and evidence for a particular purpose to a specified audience using appropriate
scientific language, conventions and representations (SC5-9WS)  Half Yearly Exam
Content Suggested Activities Syllabus Outcomes
Engage:  Pre-test revising Year 9 chemical world module  recall that all matter is composed of atoms and
using Kahoot has mass (SC5-CW3-a)
 recall that all matter is composed of atoms
and has mass (SC5-CW3-a)  Pair share activity: identify chemicals found in  Classifies compounds into groups based on
everyday life common chemical properties and characteristics
 Examine different chemical compounds and
(SC5-CW3-c)
their properties.  Review electron configuration (revision from year
9) and use this to explain the formation of ions
 Define a chemical reaction as a reaction in which
and covalent bonding. Distinguish covalent bonds
atoms are rearranged (not created or destroyed)
from electrostatic attraction.
to form new substances
 Model chemicals using modelling kits or
Styrofoam balls
 Pair share activity followed by class discussion:
identify characteristic signs of a chemical change
(change in colour, temperature, production of gas
or precipitate)

Explore /Explain
 Conduct practical experiments to explore
each of the following types of chemical
reactions, use observations and direct
instruction to explain each of the reactions
o Oxidation and Reduction
 Combustion (metals and
Hydrocarbons)
 Corrosion
o Acid Reactions with
 Metals (test for hydrogen
 For each of the listed reaction types
o Explain the objective of the experiment
o Have students develop a plan to
observe the reaction
o Conduct a risk assessment
o Carry out the experiment
o Discuss observations from the
experiment (observed changes in
colour, temperature, composition, etc)
o Introduce the general formula for the
reaction type
 Investigates a range of chemical reactions that
involve energy transfer. Identify chemical
transfer reactions that can be either exothermic
or endothermic (SC5-CW3-d)
 Develops questions or hypotheses to be
investigated scientifically (SC5-4WS)
 Produces a plan to investigate identified
questions, hypotheses or problems,
collaboratively(SC5-5WS)
 Undertakes first-hand investigations to collect
valid and reliable data and information (SC5-
6WS)
 Processes, analyses and evaluates data from
Content
gas)
 Carbonates (test for
carbon dioxide)
 Bases (Neutralisation)
(titration)
o Precipitation (solubility rules)
o Decomposition
 Define rate of reaction as the rate of
formation of new products or the rate of
consumption of reactants
 Conduct practical experiments to explore the
concept of rates of reaction and the factors
that influence it
o Temperature
o Concentration of reactants
o In gaseous reactions the pressure of
the gas
o In solids the surface area of the
reactants
o The presence and concentration of
a catalyst
 Introduce the concept that rates of reaction is
a function of molecular collisions
Elaborate
 Use the previously identified concepts of
chemical reaction types and rates of reaction
to examine respiration as a chemical reaction
Suggested Activities
o Construct word and chemical equations
o Examine the naming of both products
and reactants
o Use worked examples to practice the
writing and balancing of word and
chemical equations
 For each of the factors influencing the rate of
reaction
o Explain the objective of the experiment
o Have students develop a plan to
observe the reaction
o Conduct a risk assessment
o Carry out the experiment
o Evaluate the results in terms of
observations and accuracy
 Introduce the concept that rate of reaction is
related to the collisions that occur between
molecules. In pairs have students seek to explain
how each factor would increase the rate of
molecular collisions within a substance
 Research task: have students individually or in
groups (maximum of 3 students) research the
chemical reactions involved in respiration and
compare them to combustion of various fuels in
Syllabus Outcomes
first hand and second hand sources to develop
evidence-based arguments and conclusions
(SC5-7WS)
 Identifies a range of compounds using chemical
names and formula (SC5-CW3-b)
 Construct word equations from observations and
written descriptions of a range of chemical
reactions (SC5-CW3-f)
 balance a range of common chemical equations
(optional content from SC5-CW)
 identify that chemical reactions involve energy
transfer and can be exothermic or
endothermic(SC5-CW4-a)
 deduce that new substances are formed during
chemical reactions by rearranging atoms rather
than creating or destroying them (SC5-CW3-g)
 describe the effects of factors, eg temperature
and catalysts, on the rate of some common
chemical reactions (SC5-CW4-c)
 identify some examples of important chemical
reactions that occur in living systems and involve
energy transfer, including respiration and
reactions involving acids such as occur during
Content
essential for life.
 Students examine the social, ethical and
environmental implications of the use of
chemical reactions to produce new materials
such as plastic or synthetic fibres.
Evaluate
 Students examine their understanding of this
topic through a take home assessment task
(see attached assessment task)
 Feedback will be provided through
comments appended to the final report and
an annotated rubric
Suggested Activities
terms of the energy released and the rate of
reaction. Students will produce a short video
explaining their findings
 Scaffolded research task and group presentation:
in groups of 3-4 students research one aspect of
plastic such as the manufacture, the recycling or
waste disposal of plastics. Students will identify
the chemical process involved in their chosen
topic and examine the social, ethical and
environmental effects that these processes entail.
Students will be required to research and suggest
possible solutions to these problems at the local,
national and global scales.
Students will work collaboratively to create a 5 –
10 minute presentation which may include
photographs, charts or graphs, tables or video
(as appropriate).
As each group presents their finding the
remainder of students will take notes using a
variety of note taking scaffolds such as cornel
notes or other graphic organisers.
 Students are required to identify describe and
analyse a range of different chemical reactions in
their home environment
 Students will identify
o The type of reaction
o The reactants and products of the
reaction
o The rate at which the reaction occurs
Syllabus Outcomes
digestion (SC5-CW3-e)
 compare combustion and respiration as types of
chemical reactions that release energy but occur
at different rates (SC5-CW4-b)
 analyse how social, ethical and environmental
considerations can influence decisions about
scientific research related to the development
and production of new materials (SC5-CW4-d)
 describe examples to show where advances in
science and/or emerging science and
technologies significantly affect people's lives,
including generating new career opportunities in
areas of chemical science such as biochemistry
and industrial chemistry (SC5-CW4-e)
 Applies scientific understanding and critical
thinking skills to suggest possible solutions to
identified problems (SC5-8WS)
 Presents scientific ideas and evidence for a
particular purpose to a specified audience using
appropriate scientific language, conventions and
representations (SC5-9WS)
 Students identify data to be collected for an
investigation by: selecting possible sources of
data, including secondary sources, relevant to
the investigation (SC5-WS5.1)
 Students communicate by: presenting scientific
ideas and information for a particular purpose,
including constructing evidence-based arguments
and using appropriate scientific language,
conventions and representations for specific
audiences(SC5-WS9)
Content Suggested Activities
 Students will construct a report examining how
this type of reaction is used as well as the social,
ethical and environmental impact it entails
Syllabus Outcomes
 Students investigate a range of types of
important chemical reactions that occur in non-
living systems and involve energy transfer,
construct word equations from observations and
written descriptions of a range of chemical
reactions (SC5-CW3)
 Students analyse how social, ethical and
environmental considerations can influence
decisions about scientific research related to the
development and production of new materials
(SC5-CW4)

Resources overview Enter your own title

CORE Science Stage 5 book – chapters 5 and 7 are relevant to sections of this
unit. The online resources are available in the e bookplus.

Evaluation
Bibliography
NSW Education Standards Authority. (2012). Science K-10 Syllabus. Retrieved 03 12, 2018, from NSW
Education Standards Authority:
http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_s5.pdf

ACARA. (2017). Hurlstone Agricultural High School. Retrieved 06 2018, from Myschool:
https://www.myschool.edu.au/school/41554

ACARA. (2018, 08). Person and Social Capability. Retrieved from The Australian Curriculum:
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-
and-social-capability/

Belapurkar, A. M. (2017). Effeciveness of 5-E instructional model on accademic achievment of

science students. Scholarly research journal for humanity science and english language,
4(19), 4334-4339.

Bybee, R. G., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N.
(2006). The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs: Office
of Science Education National Institues of Health.

Cakir, M. (2008). Constructivist Approaches to Learning in Science and Their Implications for Science
Pedagogy: A Literature Review. International Journal of Environmental & Science Education,
193-206.

Hattie, J., & Timperley, H. (2007). The power of Feedback. Review of Education Research, 77(1), 81-
112.

Kirschner , P. A., Sweller , J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does
Not Work: An Analysis on the Failure of Constructivist, Discovery, Problem-Based,
Experiential , and Inquiry-Based Teaching. Educational Psychologist, 75-86.

Seddon, M. (2017). Strategies for integrating literacy into a science classroom. University of
Northern Iowa.

Sweller, J. (2012). Human Cognitive architecture: Why some instructional procedures work and
others do not. In Publication manual of the American Psychological Association (pp. 295-
325). Washington DC: American Psychological Association.

Wiggins, G., & McTighe, J. (2011). Module A: The big ideas of UBD. In G. Wiggins, & J. McTighe,
Understanding by design guide to creating high-quality units (pp. 3-12).
Appendices
Original Unit Outline
Chemical World | Stage 5 | Science year 10: Hurlstone Agricultural High School

Summary Duration
Chemical reactions occur in cooking and digestion and they occur in cells to sustain life. Term 2 for 8 weeks
Everyday occurrences such as rusting cars, burning fires of BBQ’s and a fizzing bath bomb
are the results of chemicals interacting. Students will study chemical reactions in both a
macroscopic and at an atomic level to help better understand the world around them.

Outcomes Unit overview

Discusses the importance of chemical reactions in the production of a range of
substance, and the influence of society on the development of new materials.
Students will undertake study a study of bonding and look at a variety of chemical
reactions, relating this to everyday examples concentrating on examples from living
systems. They will undertake research into the production of new materials such as
plastics and their place in society. Students will develop core skills in formula writing
and producing balanced chemical reactions.

Working Scientifically Outcomes Assessment overview

Develops questions or hypotheses to be investigated scientifically
Produces a plan to investigate identified questions, hypotheses or problems, collaboratively
Undertakes first-hand investigations to collect valid and reliable data and information
Processes, analyses and evaluates data from first hand and second hand sources to develop
evidence-based arguments and conclusions
Applies scientific understanding and critical thinking skills to suggest possible solutions to
identified problems
Presents scientific ideas and evidence for a particular purpose to a specified audience using
appropriate scientific language, conventions and representations
 Pretest suggestion – questions located on page 225 of CORE Science
Stage 5 based on the chemistry of digestion.
 Post test could be an open ended question such as “Chemical reactions
are essential to all living things.” Analyse this statement. OR Devise a
presentation in the media of your choice to explain the chemical
reactions that occur in one day of your life.
 Plastics project
Content Teaching, learning and assessment
a. Recalls the composition of matter.
Relates the conservation of matter to chemical
reactions. (ie. deduce new substances are
formed during chemical reactions by
rearranging atoms rather than creating or
destroying them)
b. Identifies a range of compounds using
chemical names and formula.
c. Classifies compounds into groups based on
common chemical properties and
characteristics
Adjustments and extensions
Homework or brainstorming activity, recalling the
properties of matter (atoms with mass); conservation of
matter and energy and relate this to a specific chemical
reaction. Investigation page 227
Define a chemical reaction (pair, share activity) and list
the characteristics of chemical changes (a change in
colour, gas produced, new substances formed,
precipitate produced etc)
Class discussion where a list is drawn up with names
and formula of common chemical substances.
https://chemistry.boisestate.edu/richardbanks/inorganic/
common_names.htm
Review electron configuration (revision from year 9)
and use this to explain the formation of ions and
covalent bonding. Distinguish covalent bonds from
electrostatic attraction.
Write formulas for covalent compounds and
systematically name compounds when given the
formula
Write formulas for ionic compounds and systematically
name compounds when given the formula. Ionic
formula game page 190, e-book worksheet 5.7
Extension – include compounds with polyatomic ions
Research the physical and chemical properties of both
ionic and covalent compound
Balancing equations worksheets 7.1 and 7.2 on e
bookplus
Content Teaching, learning and assessment Adjustments and extensions
d. Investigates a range of chemical reactions that
Associate chemical change with inputs and outputs of Balanced chemical equations
involve energy transfer. Identify chemical energy – Brainstorm examples from reactions observed
transfer reactions that can be either exothermic in years 7-9…… carry out invest 7.2 and 7.3 pg 233-
or endothermic. 234
Write word equations and balanced chemical equations
Studies each of the following reaction types, for a range of chemical reactions studied pg 229- 231 e
expressing both word equations and balanced book activity int-0677
symbolic equations
Define combustion reactions an exothermic reactions
involving oxygen – demonstration of burning ethanol,
Combustion discuss (advantages / disadvantages) combustion to
uses with fuel and cellular respiration
Acids and metals Define acids and bases, listing properties of each
Describe the reactions of acids with metals and
Acids and carbonates carbonates. Carry out pop test for presence of hydrogen
Carry out neutralisation reactions (e.g. equal quantities
Corrosion
of equimolar HCl and NaOH), testing the pH of the
reactants and then the pH of the product. (alternative
Precipitation investigation 7.4 page 238)
worksheet 7.3 acids, bases and neutralisation e-
Neutralisation bookplus
Describe corrosion and relevant examples and discuss
Decomposition mechanisms used to avoid corrosion in engineering and
as a classification for chemicals.
e. Incorporate important examples from living Define precipitation and make use of solubility tables to
systems including respiration. predict the products of reactions between soluble salts –
f. Construct word equations from observations investigation 7.6 page 244
and written descriptions of a range of
Carry out the decomposition of a carbonate and test the
chemical reactions
carbon dioxide produced. Discuss decomposition of
organic materials in the environment (discuss the range
of chemical reactions that this involves)
Relate the nature of chemicals to the hazards associated
with their use – page 254
Content
g. Compare combustion and respiration in terms
of energy release and reaction rate.
h. Describe factors, e.g. temperature and
catalysts, on the rate of some common
chemical reactions
i. Plastics industry project (assessment task /
guided enquiry task)
Analyse how social, ethical and environmental
considerations can influence decisions about
scientific research related to the development
and production of new materials
Teaching, learning and assessment Adjustments and extensions
Research the reaction rate and energy release of A quiz that reviews much of the material
both combustion and respiration rate and prepare
Chemical World II.doc
an extended response to the question below.
Review the requirements of the compare verb.
“Compare combustion and respiration reactions”
Design an experiment to test the rate of chemical
reaction for the variance of one factor e.g. use
temperature of acid with a reaction with 1cm
pieces of magnesium.
This project could be carried as both an in class As part of this project students will investigate the
task and homework/assignment, allocating one processes involved in the production of new materials
lesson per fortnight to the completion of from synthetic fibres.
individual but guided research in class throughout
the entire time. The task is written up separately
and may be modified. `

Describe examples to show where the

advances in science and/or emerging science
and technologies significantly affect peoples’
lives, including generating new career
opportunities in areas of chemical science
such as biochemistry and industrial chemistry
Resources overview Enter your own title
CORE Science Stage 5 book – chapters 5 and 7 are relevant to sections of this
unit. The online resources are available in the e bookplus.

Evaluation
Half Yearly Exam and Marking Guide