Assignment 2- Lesson Plan Analysis

Title: Science Lesson plan Analysis and Revision on Bin Liners

Submitted by: Ojasvita Handa

Student ID: 19617057

Index

Table of content Page number

Lesson plan analysis (using QT template from vuws) 2

Modified lesson plan (with specific changes highlighted in yellow) 5

Academic justification 8

Reference list 12

URL web link to learning portfolio 13

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 QUALITY TEACHING ANALYSIS TEMPLATE (PART A)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Knowledge is deep as emphasis is laid on key concept of HDPE (high
density polyethylene) as a part of Earth and Space topic and its harmful effects on
environment throughout the lesson. Reasoning addressing the key concept is
provided by the teacher and students through various thinking tools such as
cause and effect map, MAS strategy and pros and cons questions.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: The students demonstrate deep understanding, which is ensured by
the teacher while taking rounds, by a range of opportunities provided to them
throughout the lesson. Deep understanding is evident through discussions and
analysis of the causes and effects of using plastic bags by the students, with
probable solutions and alternatives, in a systematic manner.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Knowledge is socially constructed. Multiple perspectives are explored
where the students present their modified bin liner designs based on multiple
perspectives and identifying ways to improve the bin liners using MAS sheet as
well as through cause and effect map they explore reasons and effects of using
plastic bags.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Most of the students demonstrate higher order thinking in the
student centred activity on modification of existing bin liners design
demonstrated by the teacher. Students use MAS strategy and employ different
ways to modify existing design, add new features to the design and by resizing it.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Metalanguage is low. During the lesson teacher explains the
relevance of usage of the term biodegradable to some extent and makes valuable
judgement around it, however, there is no explicit talk centred around terms like
renewable and non renewable sources and HDPE (high density polyethylene).

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Substantive communication occurs throughout the lesson where flow
of communication between the students and the teacher carries a line of
reasoning around activities such as cause and effect map, think pair share or
while designing bin liners. Teachers and students scaffold the instructions related
to the activities undertaken.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Detailed criteria regarding quality of work are made explicit especially
when teacher demonstrates the process of designing biodegradable bin liner step
by step, by clearly stating the instructions. Furthermore, there is evidence of
students examining the quality of their own work not only while following the
instructions but also while modifying the existing design of the bin liner, using
MAS strategy, in relation to the criteria set by the teacher.

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2.2 Engagement
1–2–3–4–5 Comments: Serious engagement and deep involvement of the students can be
seen throughout the lesson. The student engagement, for instance, is evident in
the cause and effect map activity where they analyse various reasons for usage of
plastic bags and the sub effects of its usage; or while designing and modifying bin
liners.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: All students participate individually and in group, in activities and in
class discussions, throughout the lesson. The teacher encourages them to think
further on the activities while taking rounds and engages in discussions to enable
them to undertake risks with the expectation of students achieving desired
outcome.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Social support is strong with no conflicts throughout the lesson.
Supportive behaviour and collaboration can be seen, especially when teacher
encourages students to applaud during the presentation of modified bin liners
design, and ensures cooperative learning among students.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: All students, during a course of various paired activities, demonstrate
autonomy and initiative in regulating their own behaviour. Smooth progression of
lesson takes place where teacher as facilitator takes rounds and engages in
constructive discussions to enhance the learning experience.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Some student direction can be seen in the form of students
redesigning biodegradable bin liners after incorporating the modifications
according to their own understanding in the MAS sheet. Students exercise some
control in relation to this aspect of the lesson, however, they have limited control
over the choice of activity undertaken.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: The lesson plan incorporates students’ background knowledge in
relation to the substance of the lesson at the time of think pair share activity and
while stating the causes and effects of using plastic bags, giving them an
opportunity to draw answers from their past knowledge. Some connection can be
seen to out-of-school background knowledge in the form of logical connections
made in relation to steps taken by the government and the individuals to reduce
the use of plastic bags.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: Some cultural knowledge is recognised and valued in the lesson,
which is evident when the teacher discusses briefly about the reduction of plastic
bags in South Australia, within the framework of dominant Australian culture. A
cultural link could have been included as a part of the discussion with focus on
comparison of average consumption of plastic bags in Australia in the city and
countryside or in aboriginal families while also focusing on other sub cultures.

3.3 Knowledge integration

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1–2–3–4–5 Comments: Meaningful connections are made during the lesson by the teacher
and students between topics or subject areas in relation to plastic bags and
biodegradable bin liners. This includes the linkage being made with the impact of
plastic bags on marine animals in the environment as a part of Geography KLA;
and mention of shapes (triangle and square) while giving instructions to the
students to design a bin liner as a part of Math KLA.
3.4 Inclusivity
1–2–3–4–5 Comments: Students from all groups are included in a significant way in different
activities with tasks designed in a manner that all students get an opportunity to
participate. However, there appears to be limited inclusion of cultural aspects of
different social groups.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students are made to explore connections between classroom
knowledge on HDPE and situations outside the classroom in relation to steps
undertaken by the government and on individual level to curb the usage of plastic
bags thus creating personal meaning and highlighting the significance of the
topic. Moreover, students designing and modifying the design of biodegradable
bin liner is a step towards involvement of students to influence the audience
beyond the classroom

3.6 Narrative
1–2–3–4–5 Comments: There is no use of narrative at any point in the lesson. This could have
easily been incorporated at different stages, for instance, while talking about the
current usage of plastic bags in Australia by linking it with average consumption
of plastic bags by previous generations.

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 MODIFIED LESSON PLAN ON BIN LINERS (PART B)
Syllabus: Science Stage: Stage 4 Topic: Earth and Space

Outcomes Assessment Students learn about Students learn to

SC4-13ES Explains Informal formative ES3 Scientific Classify a range of the

how advances in assessment and knowledge influences Earth’s resources as
scientific homework the choices people renewable or non-
understanding of
make in regard to the renewable.
processes that occur
within and on the Earth use and management of
influence the choices the Earth’s resources.
people make about Investigate some
resource use and strategies used by
management.
people to conserve and
manage non-renewable
resources, e.g.
recycling and the
alternative use of
natural and made
resources.

Note: Not all activities may be captured by the video. Assume they were covered by the teacher.

Time Teaching and Learning Actions

3 min Lesson Preliminaries/Administration (key terminologies)

 Settle students into the classroom, greet them and ask them to be seated in
groups allocated in previous class
 Mark the roll and meanwhile ask a student to write the following key words in
order to develop subject glossary that will be used in the lesson on the
whiteboard:
 Renewable
 Non renewable
 High density polyethylene
 Plastic bag
 Biodegradable
 Environment

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12 mins Direct Instruction and interaction by probing questions

 Introduce students to high density polyethylene by giving its definition and

explaining meaning of the term “high density” contrasting it with “low density”
as a non-renewable resource used to make plastic bags.
 Key ideas for this lesson:
 Cause and effect with questions being “why do we use so many plastic bags in
Australia ?” and “what is the effect on the environment?”
 Ask different students about per day consumption of plastic bags in their
families and neighbourhood area(across different cultures)
 Compare usage of plastic bags in city areas and countryside; and ask students
how its usage has changed over the years. Also give a brief overview of its
average usage in Aboriginal families.
 Another key idea is solutions with questions being “what have governments
done to solve problems caused by plastic bags?” and “what can citizens do to
solve problems caused by plastic bags?”
 Give overview of activity:
 Designing renewable alternatives to plastic bags using newspapers.
Flipped classroom activity: Students are asked to draw from a set of
cards containing their names and the student whose name is drawn,
undertakes the activity. The student will demonstrate their own bin liner
design and other students shall follow the process. (Students having been
asked to explore ways to design bin liners as a part of homework activity
assigned to the them the previous week).
 Give overview of thinking tools to be used:
 Discuss-Group-troops
 Cause-effect map
 Pros-Cons-Questions

10 mins Discuss-Group-troops Activity

 Narrate a short story to students on usage of plastic bags by previous

generation and its impact on marine life over the years(3 minutes)
 Give students seated in groups true/false statements worksheet with questions
like “the average plastic bag is used for only 5 minutes but can take up to 1,000
years to break down in the environment.”
 Students have 2 minutes to discuss and arrive at answers to the questions
(discuss).
 Troops come up and share their response backed by logical reasoning of the
answer with the rest of the groups based on worksheets, for 5 minutes (Group
troops). Teacher corrects them or adds to the points wherever necessary.
10 mins Cause-Effect Mapping Activity

 Give every group cause-effect map worksheet.

 Students have 2 minutes to think of as many reasons for why we use so many
plastic bags in Australia.
 Go around the class to check student understanding. Highlight the link between
the causes identified and the production of high density polyethylene bags.
 Students have 2 minutes to list as many sub-effects of the production and use of

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 plastic bags. Circulate to assist groups.
 Teacher leads brief class discussion to summarise the environmental effects
identified by the students.

5 mins Student directed Instruction

 Student to demonstrate step by step to other students how to construct a

biodegradable bin liner. The bin liner will fit into the teacher’s waste-paper
basket.
5 mins Pros-Cons Activity

 Teacher invites students to highlight the pros and cons of the biodegradable bin
liners.
12 mins Student-Centred Activity

 Students to identify ways to improve the bin liners using the MAS sheet.
 Students to work in pairs to refine the newspaper bin liners. Circulate around the
room to assist students.
 Students demonstrate their improved designs to the teacher, using the teacher’s
waste paper basket as a test.
 Teacher to encourage peer support during demonstrations.
3 mins Recapitulation and homework

 Summarise and close the lesson. Students to redefine the key terminologies such
as HDPE in their own words.
 Homework-
 A basic questionnaire on ways to reduce plastic consumption to be filled
by students’ family and relatives suggesting alternative ways
 Read the case study on “plastic bags becoming a health hazard” and
the same to be discussed in next class

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-13ES Informal questioning of student understanding as the

lesson progresses and homework

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 ACADEMIC JUSTIFICATION (PART C)

Introduction

The stage 4 lesson plan on Bin Liners explores the choices undertaken by the people in

relation to the management of Earth’s resources and the strategies employed to conserve

those resources. The lesson is deemed comprehensive with effective inclusion of majority of

the NSW Quality teaching elements. Academic justification of the four elements has been

provided, which have been modified in the lesson plan on account of not being addressed

adequately in the lesson.

Metalanguage

Metalanguage element focuses on the lesson incorporating high level of language discussion

with frequent commentary of language usage; and about how the text works. Providing

explanations of language through definitions or word banks is an effective way to address this

element. In this lesson, the element of metalanguage stands weak on account of absence of

explicit talk on key terminologies, such as high density polyethylene, renewable or non

renewable sources, that are addressed in the lesson. This has been addressed by developing a

subject glossary at the onset, which is elaborated upon further as the lesson proceeds. In

addition, besides defining high density polyethylene, meaning of the term high density is also

explained by contrasting it with the term low density. Moreover, students explain these terms

in their own words at the end of the lesson to ensure better understanding. This is supported

by the view that incorporating useful metalanguage in the lesson provides a means of

explaining how the students’ knowledge is presented in specific language (Schleppegrell,

2013).

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Student direction

This element acknowledges the opportunities provided by the teachers for students to take

lead in teaching-learning process, by exercising control over aspects such as choice of

activities, time spent on activities, lesson pace and assessment criteria. Neill and McMahon

(2005) emphasise on students’ choice not only in what to study but also in how and why of

studying a particular subject.

Some student direction is evident in the form of students modifying their existing bin liners

design in the latter part of the lesson; however, most part of the lesson includes teacher

directed activities, along with an inclusion of direct instructions at the onset. This has been

addressed by including students in the discussions and by reducing the time allotted to direct

instruction. Moreover, a flipped classroom concept, where student takes the lead in

demonstrating their innovative bin liner design, based on prior preparation is incorporated.

Furthermore, students are assigned groups from the beginning to ensure better involvement

and discussions in various activities undertaken, ensuring better learner centred approach.

Dochy, Struyven, Parmentier and Vanderbruggen (2016) also believe in cooperative learning

approach, stating the variation in students’ interpretations, based on their previous knowledge

and past experiences.

Cultural Knowledge

The presence of this element is seen in the lesson to a certain extent, when brief discussion

takes place on reduction of plastic bags in South Australia. Cultural knowledge is considered

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high when the lesson values and accepts knowledge of diverse social groups; and social

groupings are identified in relation to the dominant culture.

Modification is incorporated through comparative analysis of average usage of plastic bags in

the city area and the countryside. Furthermore, this has also been viewed from the perspective

of plastic consumption in Aboriginal families. Moreover, information is drawn from the

students belonging to different social groups, on average daily consumption of plastic bags by

their family members to ensure culturally responsive teaching and to promote cultural

awareness. Gay (2015) asserts that education can function smoothly if it is based on the

cultural perspectives of the group of people for whom it has been designed.

Narrative

There is absence of narrative in the current lesson. Use of narrative is high when knowledge

of a topic is supported, connected and enhanced by stories which may include biographies or

case studies. Norris, Guilbert, Smith, Hakimelahi and Phillips (2005) state the use of

narrative in science as expansion of meaning or providing justifications or descriptions that

can enhance the learning process. The modified plan relates the topic with a short story on the

usage of plastic bags by previous generations and its impact on marine life over the years.

Furthermore, a case study on plastic bags becoming a health hazard is assigned in the

modified lesson to the students as a part of homework assessment task to be discussed in the

next lesson. Metz, Klassen, McMillan, Clough and Olson (2006) emphasise on the use of

narratives in conveying meaningful ideas. Furthermore, focus on historical perspectives is

considered as an effective way to address science in an authentic manner.

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Conclusion

The lesson on bin liners, an extremely well planned lesson, has been modified to further

strengthen the teaching- learning outcomes. An evidence based justification provided for the

four elements modified, contributes effectively to the quality of teaching.

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References

Baeten, M., Dochy, F., Struyven, K., Parmentier, E., & Vanderbruggen, A. (2016). Student-

centred learning environments: an investigation into student teachers’ instructional

preferences and approaches to learning. Learning Environ Res, 19 (1), 43-62. Doi:

10.1007/s10984-015-9190-5

Gay, G. (2013). Teaching To and Through Cultural Diversity. Curriculum Inquiry, 43(1), 48-

70. Doi: 10.1111/curi.12002

Metz, D., Klassen, S., McMillan, B., Clough, M., & Olson, J. (2007). Building a

Foundation for the Use of Historical Narratives. Science & Education, 16 (3-5), 313-

334. Doi: 10.1007/s11191-006-9024-z

Norris, S., Guilbert, M., Smith, M., Shahram, H. & Phillips, L. (2005). A Theoretical

Framework for Narrative Explanation in Science. Science Education 89(4), 535–554.

O’Neill, G. & McMahon, T. (2005). Student-centred learning: What does it mean for students

and lecturers?. In O’Neill, G., Moore, S., & McMullin, B. (Eds.). Emerging issues in

the practice of university learning and teaching (pp. 27-36). I. Dublin: AISHE.

Schleppegrell, M.J. (2013). The Role of Metalanguage in Supporting Academic Language

Development. A Journal of Research in Language Studies, 63(1), 153-170. Doi:

10.1111/j.1467-9922.2012.00742.x

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URL WEB LINK TO LEARNING PORTFOLIO:

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