102086 Designing Teaching & Learning

Assignment 2
Lesson Plan Analysis

Contents

Original Lesson Plan 2

Lesson Plan Analysis.. 2
Modified Lesson Plan 6
Academic Justification. 10
References 12
Learning Portfolio Web Link. 13

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Original learning plan
The science education learning plan in assessment 2 folder.

Lesson Plan Analysis

102086 Designing Teaching & Learning 2H 2017
Assignment 2: 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
12345 Comments:
Only mentioned once in the plan, where at the beginning of the experiment. If
necessary help the students to understand the aim of the experiment.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
12345 Comments:
No considerations at all.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
12345 Comments:
Clearly identified the needs of talent and gifted students, however no consideration of the
ones with lower abilities, which strongly recommended to include in the planning.
1.6 Strategies to support full participation of students with disability
12345 Comments:
Clearly stated the provided support for two kinds of disabilities, visual impairment and
reading difficulties. However, no mentioned about other kinds of disabilities, such as
movement difficulties, which meant the support strategies might be insufficient.
2 Know the content and how to teach it
2.2 Content selection and organisation
12345 Comments:
Generally, the content of the class is relevant to the unit without extraneous information.
All the concepts are linked. However, the potential applications of the theoretical abstract
are missing in the lesson planning, which seems to be one of the important parts to help
students memorize and understand the concept.
2.3 Curriculum, assessment and reporting
12345 Comments:
The lesson begins with asking questions about personal reflections on freezing point,
which considers as a diagnostic assessment on pre-existed scientific knowledge.
Furthermore, the class discussions about the experiment results and errors, believe to
have functions to notify students daily achievements, alternatively a formative
assessment.
2.6 Information and Communication Technology (ICT)
12345 Comments:

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 In the lesson plan, the class is designed on traditional resources based pedagogies, like
paper instruction and foam sphere. The only mentioned ICT is the movie at the end of
lesson, which has a similar function as foam sphere, or a repeat resource. However, as the
induce of ICT can help student engage and understand the concept, strongly recommend
adding ICT into the plan.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
12345 Comments:
5 goals mentioned in the lesson plan and all relevant to the core unit.
3.2 Plan, structure and sequence learning programs
12345 Comments:
The structure of the lesson is well-organized. On one hand, the lesson starts with the pre-
owned knowledge which merges and modifies with new knowledge during the class. On
the other hand, all the contents and concepts provided are linked.
3.3 Use teaching strategies
12345 Comments:
For the introduction part of lesson, the utilization of conceptual changing strategies,
that learning activities based on pre-owned knowledge, always leads a positive
expectation on students academic outcomes. However, the body of lesson heavily relies
on teacher leading strategies, leaving small amount portion for groups, which seems to
be hard to identify specific needs for students.
3.4 Select and use resources
12345 Comments:
Most of the lesson relies on traditional resources, including paper instruction and foam
sphere. Only one ICT resource used, the movie, functions as a repeat resource as foam
sphere.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
12345 Comments:
During the lesson, students are designed to carry out the experiment by groups, and
questions are planned to ask to students through the whole lesson, which can help
student engage under the supervision. However, the large portion of teacher-led teaching
model utilized during lesson, might cause students disengagement and out of focus on the
contents.
4.2 Manage classroom activities
12345 Comments:
The activities are mainly practical experiment with a class discussion at the end. The
procedure is detailed explained in the lesson plan. However, the lesson might include
more activities to fully engage students in participation.
4.3 Manage challenging behaviour
12345 Comments:
Clear identified the possible consequence of inappropriate use of equipment and a
detailed explanation on how to prevent it happens and how to deal with it if it happened.
4.4 Maintain student safety
12345 Comments:
Clearly identified the potential risks of each equipment with an appropriate protection
way and a detailed addressing manner if it happened.
4.5 Use ICT safely, responsibly and ethically
12345 Comments:
Only use ICT at the end of the lesson as a repeat resource.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
12345 Comments:
Two kinds of assessment are considered in the plan, a diagnostic assessment at the
beginning for testing the pre-existed knowledge, and a formative assessment at the end
for checking the understanding of new knowledge. However, the assessments are all in
question format, which means only part of students have the opportunity to participate

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 into the assessment. Strongly recommend updating with a formal summative assessment
at the end of lesson, might be ICT linked.
5.2 Provide feedback to students on their learning
12345 Comments:
Feedback can provide during the class discussion period. Individual feedback can provide
during the question asking section at the end of class, but the time is limited.

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 5 Comments:
The whole class focus on the knowledge of what is freezing point and how that
happening, without extraneous information and clearly state the inter-relationship
between this two concepts. However, the lesson misses one relevant concept, how to use
the knowledge in daily life.
1.2 Deep understanding
1 2 3 4 5 Comments:
The teacher-led strategies used during the lesson hardly can encourage students to
deeply understand the concepts and their inter-relationships during the class. Even
though questions are designed to ask to students throughout the lesson, the questions
mainly focus on the understanding of knowledge superficially.
1.3 Problematic knowledge
1 2 3 4 5 Comments:
The lesson mainly relies on teacher-led strategies, which means leaving limited capacity
for students to generate their own perspectives or solutions to knowledge. Students are
designed to follow teachers instruction and listen to teacher during the lesson.
1.4 Higher-order thinking
1 2 3 4 5 Comments:
The lesson is designed to start with pre-existed knowledge about freezing point, which
will re-organize with the new knowledge to achieve a higher understanding. The
evaluation of knowledge is planned during the class discussion. However, the lesson does
not design to encourage students to apply and analyze the knowledge.
1.5 Metalanguage
1 2 3 4 5 Comments:
During the lesson, the name of atoms is the appropriate chemistry metalanguage.
1.6 Substantive communication
1 2 3 4 5 Comments:
Questions are continuously asked and the continuous guidance to the students as a
communication between teacher and students. The group based experiment design
allows communication among students.
Quality learning environment
2.1 Explicit quality criteria
1 2 3 4 5 Comments:
The plan does not state the method of the experiment and neither the expected results.
2.2 Engagement
12345 Comments:
Some students can engage as they need to answer throughout the lesson, but not most
time. Actually, most time they ask to listen to teacher.
2.3 High expectations

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 12345 Comments:
The plan clearly demonstrates the safety process and behavior during experiment, as a
result, a high expectation.
2.4 Social support
1 2 3 4 5 Comments:
Group work are assigned to students as a social environment with continuous guidance.
2.5 Students self-regulation
1 2 3 4 5 Comments:
Limited students self-regulation.
2.6 Student direction
1 2 3 4 5 Comments:
Most students cannot have their own direction on activities, as they can only follow the
teachers instruction. The talent students who finish the experiment early can research
more information online, but also follow teachers instruction.
3 Significance
3.1 Background knowledge
1 2 3 4 5 Comments:
At the beginning of the lesson, an informal diagnostic assessment is carried out by teacher
to analyze the background knowledge of students on freezing point.
3.2 Cultural knowledge
1 2 3 4 5 Comments:
The plan only focuses on learning ability diversity, but not cultural, religious or any other
diversities.
3.3 Knowledge integration
1 2 3 4 5 Comments:
No mention on interlink between subjects in the plan.
3.4 Inclusivity
12345 Comments:
Not include public value into the class at all.
3.5 Connectedness
1 2 3 4 5 Comments:
The plan focuses on knowledge only without the link with application in daily life.
3.6 Narrative
12345 Comments:
No mention on narrative techniques in the plan.

Section 3: Identifying Areas for Improvement

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

APST
1) 1.5 Differentiate teaching to meet the specific 2) 2.6 Information and Communication Technology
learning needs of students across the full range of (ICT)
abilities
QT model
1) 1.2 Deep understanding 2) 2.6 Student Direction

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Modified Lesson Plan
Stage and Topic

Stage 4: Temperature, Freezing points and Chemical reactions.

Big Ideas Associated with the Topic

The common concept is that water freezes at 0oC degrees without much thought as to why and how it occurs.
There are certain factors that contribute to why water changes from liquid to solid which include atmosphere pressure,
the excited of water molecules and crystallization reaction point of water. Salt will reduce the freezing point of water
when it is dissolved. The salt ionic bonds break making sodium and chlorine in the solution which, then the water
molecules are attracted to these elements preventing them to rejoin together again. This is also the reason why the
freezing point of water reduces when salt is added and is classified as a chemical reaction. Although when sugar is
dissolved in water it is a physical change as sugar simply change form a solid to a liquid in the water.

Alignment with Outcomes

Chemical World 4 (CW4): Different types of chemical reactions are used to produce a range of products and can occur at
different rates and involve energy transfer (New South Wales. Board of Studies, 2012).

Students:
C. Describe the effects of factors, eg. temperature and catalysts, on the rate of some common chemical reactions
(New South Wales. Board of Studies, 2012).

SCLS-4WS: asks questions that can be tested and makes predictions (New South Wales. Board of Studies,
2012).

Lesson Objectives

The students will:

Explain how dissolving salt and sugar into water will affect the freezing point depression of water.
Predict the freezing points of the water solutions containing either salt or sugar and which will freeze first.
Demonstrate the ability to record and analysis the data collected from the experiment as they engage in
critically thinking about the topic.
Display the ability to formulate equations of salt dissolved in water and sugar dissolved in water.
Explain the differences between a physical and chemical reactions.

Materials and Preparation Before Class Safety Issues Addressed

Materials for students: 100mm 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 different sizes and colors to represent the
elements: Na, Cl and H2O. Small 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
100C, correct chemical and physical equations for both
salt water and sugar water.
Students may get water, salt or sugar into their eyes. All
students must wear safety glasses. If contact with eyes,
wash out at eye wash station.
Students may play around with the thermometers
inappropriately. Student will be asked to keep
thermometer on the tables unless in use. Must wear
glasses to prevent being poked in the eyes. If injury
occurs call first aid stuff or send to nurse if present with
another student.
Paper can be thrown and potentially cause minor eye
injury. Monitor class thoroughly to reduce the chances
of the hazard. If injury occurs call first aid stuff or send
to nurse if

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 present with another student.

Potential for students to bump into each other as they

place and remove the test tube racks from the freezer.
Address before the experiment that they must line up
and wait for the other group to get their rack first and
to walk not run in the classroom.

Foam spheres and wooden sticks are a potentially eye

hazard. Monitor class thoroughly to reduce the
chances of the hazard. If injury occurs call first aid
stuff or send to nurse if present with another. Wear
safety glasses.

Time Teachers Work Students Work Assessment

5 min
Start the classroom with a video called instant water Watch the video Review the responses of
freezing-5 amazing tricks the students and address
https://www.youtube.com/watch?v=kEHdyiBMgAg them within this lesson
or in future lessons.
Brain storm on the science behind the video to draw Participate in the
out students current understanding and knowledge brain storm. Record the
of freezing points. Possible responses: misconceptions the
Liquid to solid students have and address
By asking: Because its cold them in the lesson.
Is the water actually freezing or fake? Temperature
What condition makes water freezing? The responses the
How does something freeze? student wrote down will
Why it freezes? be reviewed in the next
What happens when something freezes? Write down the lesson to see if their
responses from the ideas and
Write the word freeze on the board with a circle broad into their books. misconceptions have
around it. changed.

5 min Hand method sheet to students with detailed

procedure.
Listen to teachers
Explain to the class the aim of the today lesson will instructions. The students are able to
be on the freezing points of water, salt water and follow the instructions
sugar water. Read the method throughout the lesson.
sheet.
Explain safety procedures of the experiment before
commences.
Make a prediction on
experiment results.
Read out the steps of the experiment.

Ask students to make a prediction and provide the

reason.

10
min Assign students into groups. 4-5 students per group.
Give the students roles within the group: timer (keeps Perform the Check the students
track of the time), recorder (writes down results), experiment the methods sheets to gauge
handler (mixing the solutions together) and retriever according to the the progress and if
(takes and places the test tube rack in the freezer). methods sheet. they are on task.

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 Ask questions to/and
Guide or provide assistance at the start of the evaluate the
experiment without influencing the students students thought
thought processes. Walk around the classroom. Perform the assigned process and direction.
roles within the
Explain more to students who are confused about the group.
experimental aim and procedures and assist them to Questions to ask: Can you
finish the experiment, if necessary. Ask students to explain to me why you
feel the temperature, the freezing point of provided come up with that
Record and analysis the prediction?
three solutions.
results from the
experiment. Thats an interesting
After the students record the first lot of results for
the practical introduce the boxes foam spheres concept (name of
representing the elements: Na (Sodium), Cl student) what made you
Predict the possible basic think of that?
(Chloride), C12H22O11 and H2O to each group.
chemical or physical
formulas for water, salt
Start with saying: Ok class lets zoom in on whats
water and sugar water Observe and record the
happening to the three solutions in the freezer. I
using the foam spheres foam sphere models the
have a box of elements and compounds of the
and wooden sticks from students are
water, salt and sugar
the box provided. making to evaluate their
Ask if the students know the common names of level of understanding of
elements and compounds of chemical symbols on elements or formulas.
the foam spheres. Allow them to refer to their Predict the possible
periodic table for guidance. Question to ask:
errors of the experiment
What is the definition of
during the task in the
Use sugar as an example: physical and chemical
possible errors section of
reaction?
the methods sheet.
Sugar is make up of these elements Carbon, Check the understanding
Hydrogen and Oxygen which of the spheres has level of concepts.
these elements?
Question to ask:
Followed by: Now what can Hydrogen and Oxygen How to reduce the car
make and which of the spheres represents water? crash due to the ice on
road?
Instruct the student to predict what is happening to Implicate the potential
all three solutions using the foam spheres. applications in daily life.

Discussion and evaluation of the practical.

20
min Prepare a table for the combined results of the all
class. Have the recorder of each group write down Contribute to the Participation in class
their result on the table. class discussions. discussion.

Discuss the predictions and errors from each group

and compare them with all class. Correct any
misconceptions the students may have.
Ask questions to why the thought that way and how it
relates to the topic.

Ask talent or gifted students to demonstrate what the

Give or observe the
correct formula for salt water and sugar water and the demonstration.
how the freezing point of water is reduced using the
foam spheres. If necessary, correct the mistake.

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 Discuss if by dissolving salt and sugar is a chemical Ask questions
change or physical one referring to the experiment throughout the lesson.
the student preformed and foam modals.
Observe the students
Discuss about the potential applications. level of attention to
demonstration and
Ask students to summarize the key concept (words or Write down notes discussions.
phrases only): form the broad.
Freezing point
Water
Salt
Sugar
Physical reaction
Chemical reaction

Setup a Kahoot quiz summary of todays lecture Access to Kahoot quiz. Kahoot quiz as an
Which is the correct structure for water? informal formative
Which is the correct structure for salt? assessment on students
Which is the correct structure for sugar? learning outcome. Based
What is freezing point? on the result, design the
What is the freezing point of water? content for next lesson.
What is the freezing point of salt water?
What is the freezing point of sugar water?
Why the freezing point is different among these 3 Look at notebooks before
solutions? letting them leave the
Which reaction is chemical reaction? classroom.
Which reaction is physical reaction?
Which process is the application of freezing point?

Adaptations / Accommodations for Students Needs

Gifted and talented students: Ask them to do an extra experiment on the relationship between the concentration of salt
water and its freezing point and ask them to identify the potential applications of the freezing point. If still have time, 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 lower learning abilities: Explain more about the experimental aim and procedure as well as how the
results relevant with the scientific abstracts during the class. If necessary, provide extra journal articles about the
concepts to all students as optional homework.

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.

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Academic Justification
The original lesson plan has an enriched and compact curriculum content about freezing point, however,

the design is heavily relied on teacher-led teaching strategy with traditional resources. The traditional

teacher-led teaching model, as it named, is an approach disseminating knowledge regardless of students

specific needs, but always a higher exam result (Arora & Hashikar, 2016; Tugrul, 2017). With the

development of technology, the induce of ICT (Information and Communication Technoogy) into classroom

believes to enhance students motivation as well as learning effectiveness, compared to the traditional

resources (Tsai, Tsai, & Lin, 2015). Consequently, the modifications mainly focus on these two aspects

endeavoring to improve the respect of Australian Profession Standards for Teachers (AITSL) and Quality

Teaching model (QT model) (AITSL, 2017; Ludwig, & Gore, 2009).

Instead of teacher-led teaching model, the modifications in discussion section are based on students-

centralizing strategies, and other parts including an introduction section at the beginning and a summary

section improves by utilizing multisensory strategy and activity booklet. The major improvement in

discussion section, is to ask students to demonstrate their perspectives towards the freezing point, rather

than disseminating the correct answer directly. Since students share whatever they want, the student-led

learning activities fully cover the specific learning needs of each students (Standard 1.5 in AITSL) (Pakizer,

2016). Furthermore, Arora and Hashikar (2016) has identified the student-led environment improve

students deep understanding (Standard 1.2 in QT model) and student direction (Standard 2.6 in QT

model). However, the student-led teaching strategies are defined as a student-preferred class environment

with a lower learning effectiveness compared to teacher-led one a higher exam result without

understanding (Tugrul, 2017). To further improve this, ICT might be a solution, which will discuss later.

The substitution of freezing discussion for a movie to the introduction of the lesson utilizes multisensory

strategies, visual and aural sensory. Gathering visual and aural information simultaneously can setup two

corresponded pathways in brain resulting in a better storage of knowledge and less emotional behaviors

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(Willis, 2007), which makes multisensory a method to improve deep understanding (Standard 1.2 in QT

model) as well as reduce challenging behavior (Standard 2.5 in QT model). Similarly, during the

experiment, the addition of touch sensory, feel the temperature, also improves the memorization and

understanding. Besides that, summary the concepts of lesson using words or phrases is the application of

activity-booklet strategy. The broken down long sentences shortens the cognitive load and the time for

memorization (Fernando & Cooper, 2017), especially satisfying the needs for students with lower learning

abilities (Standard 1.5 in AITSL).

With the respect of Standard 2.6 in AITSL, Information, Communication Technology (ICT), many

researchers have identified the binary perspectives of its game-based character facilitates learning

activities by increasing students engagement and motivation (Tsai, Tsai & Lin, 2015) and alternatively

impedes learning outcomes by focusing games only rather than the concepts (John, 2005). The

modifications relevant to ICT include the substitution of movie in introduction section and a Kahoot quiz at

the end of lesson. As aforementioned, the substitution of video is the application of multisensory

strategies, in order to deepen the understanding of theoretical abstracts (Willis, 2007). The kahoot quiz

serves as an informal formative assessment for students and teachers to self-assess or assess the

understanding level respectively (Tsai, Tsai & Lin, 2015). The instance results help memorizing and

deepening the understanding of the concepts (Willis, 2007), which meets the Standard 1.2 in QT model.

The design of modifications is based on reducing drawbacks of original lesson plan with the benefits

remaining. In more detail, the original one utilizing teacher-led teaching strategies and the conceptual

alternative strategies, a strategy re-organizing pre-owned knowledge with the new knowledge, with

benefits of a higher expectation of exam results and a more easier receipt way (Hewson & Hewson, 1983).

However, the teacher-led teaching strategies overlooked the specific needs of students (Pakizer, 2016).

Consequently, modifications are a conceptual alternative strategy with student-led environment, resulting

in a lower effectiveness (Pakizer, 2016). Even though, the learning effectiveness can improve by the

inducing of ICT, the actual efficacy is still skeptical.

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In conclusion, the modification aims at satisfying the needs of whole range of learning abilities (Standard

1.5 in AITSL), inducing ICT (Standard 2.6 in AITSL), improving deep understanding (Standard 1.2 in QT

model) and increasing student direction (Standard 2.6 in QT model). The modifications remain some

drawbacks, such as a slightly lower learning effectiveness and a potential risk of out-of-focus on concept.

Consequently, with the accumulation of experiences and teaching strategies, the lesson plan needs

continuous modification until it fully covers all the standards.

References
AITSL. (2017). Australian Profession Standards for Teachers. Retrieved on 22 September 2017 from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Arora, K., & Hashikar, N.K. (2016). Effectiveness of student-led objective tutorials in pharmacology teaching
to medical students. Indian Journal of Pharmacology, 48(1). 78-82. DOI: 10.4103/0253-7613.193321
Fernando, P., & Cooper, R. (2017). Teaching strategies: Supporting EAL students in learning biology
terminology. Teaching Science, 63(1). 34-40
Hewson, M & Hewson, P., (1983). Effect of Instruction using students prior knowledge and conceptual
change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743, DOI:
10.1002/3660100804
John, P. (2005). The sacred and the profane: subject sub-culture, pedagogical practice and teachers
perceptions of the classroom use of ICT, Educational Review, 57(4), 471-4900, DOI:
10.1080/00131910500279577
Ludwig, J., & Gore, J. (2009). Quality Teaching in NSW public schools A classroom practice guide. Sydney,
Australia: NSW Department of Education and Training. Retrieved on 22 September 2017 from
http://www.rqt.edu.au/files/5514/1774/9895/NSW_DET_2003-Quality_Teaching_Guide.pdf
Pakizer, T. (2016). Student-led learning vs Teacher-led learning. Retrieved on 22 September 2017 from
http://www.simplek12.com/learning-theories-strategies/student-led-learning-teacher-led/
Tsai, F., Tsai, C & Lin, K. (2015). The evaluation of different gaming modes and feedback types on game-
based formative assessment in an online learning environment. Computers & Education. 81. 259-269.
Retrieve from https://doi.org/10.1016/j.compedu.2014.10.013
Tugrul, T.O. (2017). Perceived learning effectiveness of a course Facebook page: teacher-lead versus
student-led approach. World Journal on Educational Technology: Current Issues. 9(1). 35-39. Retrieve
from http://doi.org/10.18844/wjet.v9i1.1029
Willis, J. (2007). Brain-based teaching strategies for improving students memory, learning, and test-taking
success. Childhood Education. 83(5). 310-315
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Learning Portfolio Web Link
Mengyuanliu.weebly.com

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