Cameron Rodgers 18381766

102086 Designing Teaching & Learning

Assignment 2: Science Lesson

Evaluation:

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Knowledge is focused on the key ideas and concepts of the topic of freezing. This deep
knowledge is sustained throughout the entire lesson, therefore the lesson contains deep knowledge.

1.2 Deep understanding

1–2–3–4–5 Comments: Whilst it is difficult to fully comprehend the deep understanding of students as the
lesson was not directly observed, the strategies used by the teacher ask and explore the insight of
knowledge the students have obtained. However, this is only achieved for a major portion lesson,
not throughout it.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – 5 Comments: The topic of freezing was open to multiple factual perspectives. However, the
information was presented as facts and not presented as socially constructed, disallowing students
to explore other ideas that are associated with freezing.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – 5 Comments: Students were engaged in high-order thinking throughout a significant portion of the
lesson as students had to create a hypothesis on the experiment through their knowledge of freezing.
However, some of this information (particularly in the last section) did not entice all students higher
order thinking as they were not enabled to apply and evaluate knowledge

1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: There is meta-language is used throughout the lesson as the students explore the
meaning and understanding of freezing. However, the ideas of elements and the chemical world are
mentioned but not further explored which may be confusing to students as they may not fully
understand the language.

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Students were highly engaged with substantive communication whether it be through
artistic, written or oral means. This was achieved through the mind map, class discussion and
working with teams, whilst having consistent communication with the teacher.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: There were no explicit statements made regarding to the quality of the students’ work
at any point in the lesson. The lesson only contained instructional and technical criteria that were
made explicit.

2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: Whilst it is difficult to observe the actual engagement by students, the techniques used
by the teacher enabled all students to be engaged. This was achieved through class discussions,
specific roles and individual analysis.

2.3 High expectations

1 – 2 – 3 – 4 – 5 Comments: Throughout the lesson, all students participated in challenging work for most of the
lesson. However, the students were not encouraged to take risks and try hard at any time throughout
the lesson.

2.4 Social support

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 1–2–3–4–5 Comments: Social support is positively given in the lesson as class discussion which allows a
positive student-teacher relationship and through the teacher walking around the class. However,
there is no explicit ideas to include reluctant students, but this is difficult to fully state as the lesson
was not observed.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: Whilst it is difficult to tell the students self-regulation without observation, techniques
were used to ensure that students’ self-regulation. This is achieved through the use of roles being
given during the experiment and also giving individual and class tasks in the lesson.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: The students did have some control of the lesson through the time they were enabled to
complete tasks. However, students influence on the timing and aspects of the lesson were not stated
or trivial.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: Students background knowledge on the scientific ideas of freezing were made
throughout the lesson, by asking them questions about freezing and using their knowledge of the
chemical world. However, there is only trivial ‘out of school’ background knowledge that is
explored during the lesson.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – 5 Comments: The lesson does not incorporate the cultural knowledge of diverse social groupings.
Other than knowledge of the dominant culture, no diverse or cultural views are evident in the lesson.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: The lesson contains elements that include the integration of knowledge from other
lessons. This is evident in the exploration of the chemical world and elements. However, this
integration is mainly facilitated by the teacher, rather than the student.

3.4 Inclusivity
1–2–3–4–5 Comments: All students have been significantly and equivalently included in all aspects of the
lesson, regardless of their cultural and/or social status. This is achieved through full class
discussions and team work being used during the experiment.

3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: The lesson does not provide opportunities to voice ideas of where the learnt knowledge
can be applied outside the classroom. The teacher does not make clear connections from the lesson
to anything beyond school.

3.6 Narrative
1–2–3–4–5 Comments: Narrative is used throughout the lesson to enrich and optimise the students learning.
This is achieved by the teacher introducing the topic, applying the knowledge and concluding
through discussion.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) 2.1 Explicit quality criteria 2) 2.6 Student direction
3) 3.2 Cultural knowledge 4) 3.5 Connectedness

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 Lesson Plan

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Temperature, Freezing points and
Chemical reactions.
Date: Location Booked: Lesson Number: /

Time: Total Number of students Printing/preparation

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 colours
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.

Text books and additional

presentation prepared in order to meet
student direction needs

Outcomes Assessment Students learn about Students learn to

Chemical World 4 (CW4): The students will: C. Describe the effects of
Different types of chemical  Explain how factors, eg temperature and
reactions are used to produce a dissolving salt catalysts, on the rate of some
range of products and can occur at and sugar into common chemical reactions
different rates and involve energy water will affect (New South Wales. Board of
transfer (New South Wales. Board the freezing point Studies, 2012).
of Studies, 2012). depression of
water. SCLS-4WS: Asks questions
 Predict the that can be tested and makes
freezing points of predictions (New South
the water Wales. Board of Studies,
solutions 2012).
containing either
salt or sugar and
which will freeze SC4-1VA: Develop an
first. appreciation of the
 Demonstrate the contribution of science to
ability to record finding solutions to personal,
and analysis the social and global issues
data collected relevant to their lives now
from the and in the future (Board of
experiment as Studies, 2012).
they engage in

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 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.
 develop an
appreciation of
the contribution
of science to
finding solutions
to personal, social
and global issues
relevant to their
lives now and in
the future (Based
from SC4-1VA)

Time Teaching and learning actions

5 min
Start the classroom with a brain storm to draw out students current understanding and knowledge of
freezing points and common chemical reactions.

Ask the question “Ok class what come to mind when you think about the word freeze?

Write the word freeze on the board with a circle around it. (Explicit Quality Criteria) Ask the students to
come up with at least four ideas that are related to the concept of freezing.

Ask how is relates to the topic chemical world. (Connectedness) Ask how this relation to the chemical
world can be applied in the real world.

Guide their thoughts to the lessons focus without influencing there the responses.

By asking:
How does something freeze?
Why it freezes?
What happens when something freezes?

(Cultural Knowledge) After these questions, proceed to explain how in ancient China ice houses were made
by evaporation of water onto surfaces along with cold temperatures of the night to make a cool climate.
Begin to explain that freezing is also a main source of preserving and serving food in modern Chinese
cuisine.
5 min Explain to the class the aim of the today lesson will be on the freezing points of water, salt water and sugar
water.

(Student Direction) Ask the students whether they would prefer to learn about the freezing points of water,
salt water and sugar water through an experiment, a presentation or through the text book.

Explain safety procedures of the experiment before commences.

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10
min Assign students into groups. 4-5 students per group. Give the students roles within the group: timer (keeps
track of the time), recorder (writes down results), handler (mixing the solutions together) and retriever
(takes and places the test tube rack in the freezer).

Explain what to do in the practical and to follow the methods sheet that were handed out. (Explicit Quality
Criteria) Explain to the students the optimal steps that must be taken in order to achieve the completion
experiment. Write these on the board.

Ask the students to make their predictions on what will happen to the three solutions before and during the
practical. Predict the aim of the experiment, if students are confused or haven’t identified the correct aim
help them factor it out or provide the aim if necessary.

Guide or provide assistance at the start of the experiment without influencing the students’ thought
processes. Walk around the classroom.

After the students record the first lot of results for the practical introduce the boxes foam spheres
representing the elements: Na (Sodium), Cl (Chloride), C12H22O11 and H2O to each group.

Start with saying: Ok class lets zoom in on what’s happening to the three solutions in the freezer. I have a
box of elements and compounds of the water, salt and sugar

Ask if the students know the common names of elements and compounds of chemical symbols on the foam
spheres. Allow them to refer to their periodic table for guidance.

Use sugar as an example:

“Sugar is make up of these elements Carbon, Hydrogen and Oxygen which of the spheres has these
elements?”

Followed by: “Now what can Hydrogen and Oxygen make and which of the spheres represents water?”

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

20 Discussion and evaluation of the practical.

min
Prepare a table for the combined results of the all class. Have the recorder of each group write down their
result on the table.

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.

Discuss if by dissolving salt and sugar is a chemical change or physical one referring to the experiment the
student preformed and foam modals.

Demonstrate what the correct formula for salt water and sugar water and the how the freezing point of water
is reduced using the foam spheres.

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 Video representation of why salt reduces the freezing point of water with similarities to the foam models
(only if time is available)
Link to video: https://www.youtube.com/watch?v=JkhWV2uaHaA
Similarities in 0:50 seconds to 1:12 minutes of the video.

Discuss and compare the video with the experiment the student preformed and demonstration with the class.

(Connectedness) Create a class discussion on how this new information gained can be applied in the real
world.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

CW4.C Informal formative assessment of the experiment results
and class discussion
SCLS-4WS Informal formative assessment of the hypotheses made
and the observation of results
SC4-1VA Informal formative assessment during class discussion

WHS: Whilst the compounds used in this experiment are not toxic or harmful to the body, there are
still risks imposed during the experiment. Glass is a hazard as it may be easily broken, thus care must
be taken when handling glassware. Also, water is a potential slip hazard, therefore spills should be
identified and cleaned up.

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Academic Justification:

Whilst the original lesson plan meets the requirements of the Board of Studies (2012), curriculum regarding
the topic of the chemical world. Improvements can be made in terms of meeting the NSW Quality teaching
model (NSW Department of Education, 2003), particularly the areas of explicit quality criteria and student
direction in creating quality learning environments, and the cultural knowledge and connectedness
contributing to the significance of the lesson.

One standard in attaining a quality leaning environment that the original lesson plan did not meet, is by
ensuring explicit quality criteria is attained during the lesson. Explicit quality criteria is whereby, specific and
comprehensive statements of the quality of work are made to students to ensure the quality of work is met
and maintained in a lesson (Allen & Tanner, 2006). Creating an explicit quality criterion was achieved in the
modified lesson plan by giving the students standards, that they had to meet before creating a mind map
and prior to the experiment. For example, students were give the steps they must make to achieve the
optimal completion of the experiment. Developing an explicit quality criterion creates reference points for
both the teacher and the students, where they can refer to the explicit quality criteria to complete a high-
quality body of work. Torrance (2007) states, that creating explicit quality criteria allows a student to become
autonomous in their work, whilst being under the guidance of the standards of the teacher, and this
ultimately optimises a students’ learning. Therefore, implementing an explicit quality criterion within the
modified lesson plan must be done to optimise the students learning.

Student direction is another standard of creating a quality learning environment that the original lesson plan
does not achieve. McInerney, Cheng, Ching Lok & Hap Lam (2012), define student direction as the level of
control students have in terms of the choice, time, pace and criteria of activities that are conducted
throughout the lesson. The modified lesson plan utilises student direction in the form of giving the students a
choice of how they learnt about freezing points, with the choices of the experiment, a presentation or text
book work given. These alternative approaches were outlined in the preparation of the lesson plan. Giving
students a choice over how lesson progresses, allows a student-centred approach whereby the students are
given a sense of ownership of the lesson. Hume & Coll (2008), found that when students are given a choice
over how they learn, they feel more connected to the lesson and pay more attention, which in terms allows
an optimal learning environment. Thus, implementing student direction within the new lesson plan allows the
students to take ownership over their own learning.

Cultural knowledge is an area of significance that the original lesson plan did not apply. Ladson-Billings
(2009), defines cultural knowledge within the classroom context as, a lesson that identifies and respects the
traditions, skills and beliefs of diverse cultural groups. The modified lesson plan applies the principle of
cultural knowledge, to achieve the significance of a lesson. This was accomplished by explaining how
ancient Chinese used freezing techniques to make ice houses and also how freezing food is used in modern
Chinese cuisine. This not only contributes to the significance of the lesson but also meets cross-curriculum
priorities. Integrating the ideas and beliefs of other cultures within the classroom, breaks down the
segregation of the dominant discourse, and recognises and values the knowledge from other cultures, other
than the students own (Gay, 2002). This broadens a students’ mindset and allows them to gain knowledge
of a topic from a different perspective. Thus, integrating cultural knowledge in the lesson plan, enhances
student learning.

Another area of significance that the original lesson failed to recognise, was the connectedness to the
outside world. Connectedness within the classroom is whereby lessons exhibit high connectedness through
addressing real world problems, or situations and experiences that students may face in their lives (NSW
Department of Education and Training, 2003). The modified lesson plan implements the principle of
connectedness to achieve significance within the lesson by, asking the students about how the concepts of
freezing can be applied in the real world. Gordon (2008), states that applying real world experiences into a
lesson through connectedness, exposes students to real world problems and gives them the tools and
experience to solve these problems. This creates an experiential learning experience for students which
prevents boredom in the lesson, stimulates abstract thinking and promotes problem solving. Therefore,
implementing connectedness within the lesson is vital in terms of achieving significance of a lesson.

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Utilising methods to create quality learning environments and create significance, using explicit quality
criteria, student direction, cultural knowledge and significance, contributes to the formation of a holistic
lesson. The original lesson plan did not meet the requirements of these principles, therefore creating a
modified lesson plan that includes these principles using the NSW quality teaching model contributes to
achieving a better lesson.

Words: 819

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References:

Allen, D., & Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for
both teachers and learners. CBE—Life Sciences Education, 5(3), 197-203. doi:10.1187/cbe.06-06-0168

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/0022487102053002003

Gordon, M. (2008). Between constructivism and connectedness. Journal of Teacher Education, 59(4), 322-
331. doi:10.1177/0022487108321379

Hume, A., & Coll, R. (2008). Student experiences of carrying out a practical science investigation under
direction. International Journal of Science Education, 30(9), 1201-1228.
doi:10.1080/09500690701445052

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory
Into Practice, 34(3), 159-165. doi:10.1080/00405849509543675

McInerney, D. M., Cheng, R. W., Ching Mok, M. M., & Hap Lam, A. K. (2012). Academic self-concept and
learning strategies: Direction of effect on student academic achievement. Journal of Advanced
Academics, 23(3), 249-269. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/1932202X12451020

NSW Board of Studies. (2012). Science K-10 (incorporating science and technology K-6) syllabus. Retrieved
from https://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_s4.pdf

NSW Department of Education and Training. (2003). Quality teaching in NSW public schools: A classroom
practice guide. Retrieved from
http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf

Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment
criteria and feedback in post‐secondary education and training can come to dominate learning.
Assessment in Education: Principles, Policy & Practice, 14(3), 281-294.
doi:10.1080/09695940701591867

Learning portfolio: https://ctrodgers.weebly.com/