Professional Documents
Culture Documents
Lesson Plan
Analysis
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Table of Contents
Assignment 2: QT Analysis Template .................................................................... 3
Lesson Plan Modification ........................................................................................ 5
Academic Justification .......................................................................................... 12
References ............................................................................................................. 14
Learning Portfolio Link.......................................................................................... 15
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102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template
Evaluate the lesson plan according to the following NSW Quality Teaching model elements.
Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)
1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: The scientific concepts of the freezing points of water, salt water and sugar
5 water are clearly stated. This practical will provide students with deep knowledge on
chemical reactions.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: The practical states various metalanguage; for example, compounds, predict,
5 solutions, elements and periodic table.
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2.6 Student direction
1 – 2 – 3 – 4 – Comments: Students are not given the opportunity to direct their own participation as their
5 roles are allocate to them by their teachers.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The interactive brainstorm activity in the beginning of the lesson will allow
5 students to gain some background knowledge on the concepts covered within the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: The practical lesson does not cover much on cultural knowledge however, this
5 could also be difficult to incorporate into a science lesson.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: The practical allows students to experience a variety of classroom roles such as
5 the timer, retriever, handler and the recorder.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The YouTube video used at the end of the lesson mentions real life situations on
5 why salt reduces the freezing point of water with similarities to the foam models. This allows
students to connect to the concepts covered within the lesson more.
3.6 Narrative
1–2–3–4– Comments: A narrative is not demonstrated in the practical lesson.
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Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) Student direction 2)Engagement
3)Narrative 4) High order thinking
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Lesson Plan Modification
Topic area: Stage of Learner: Stage 4 Syllabus Pages:
Temperature, Freezing Outcomes: 81-83
points and Chemical Students learn about:114-
reactions. 115
Students learn to: 104-106
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.
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and individually produces everyday life. hypotheses
a plan to investigate Teachers can that can be
questions and problems observe student A. identify investigated
participation when a scientifically
throughout the chemical
experiment, to get change is
SC4-6WS
follows a an understanding taking place B. predicting
sequence of instructions to on their level of outcomes
by
safely undertake a range knowledge. based on
observing a observation
of investigation types, change in
collaboratively and Formal and
assessment temperature scientific
individually
, the knowledge
The end of term appearance
SC4-9WS
presents exam which will of new
science ideas, findings cover some of the substances SCLS-4WS: Asks
and information to a given concepts in this or the questions that can
audience using lesson. disappearan be tested and
appropriate scientific ce of an makes predictions
language, text types and original (New South
representations substance Wales. Board of
Studies, 2012).
Chemical world
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finding solutions too t of particles
science-related personal, and
social and global issues, reversibility
including shaping of the
sustainable futures
process
Explain the
differences between
a physical and
chemical reactions.
Demonstrate the
ability to record and
analysis the data
collected from the
experiment as they
engage in critically
thinking about the
topic.
Use Padlet to create an interactive brainstorming lesson. This can allow teachers
to understand the current knowledge their students have on freezing point and
chemical reactions.
Students can then add what their answers in regards to the questions on Padlet.
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Preparation:
Teacher:
Teachers can organise the Padlet before students come to class, with the
questions already set up. Once students are ready, teachers should instruct
students on how to use Padlet and what questions they will be addressing.
Student:
Students can use their laptops or smart devices to login into Padlet.
Learning resources:
https://padlet.com/17464491/oetxupcqfhw4
Pin: 88127464
Laptop, computers or phones
5 Narrative
min
Introduce a YouTube video to the class to demonstrate a narrative to the students
on the concepts that will be studied.
The video for the lesson does not cover all the concepts throughout the lesson,
however it sets the tone for the lesson as, it is a video on the Artic. Therefore,
students get introduced to something that relates to the word ‘freeze’.
Preparation:
Teacher:
The teacher must ensure that the link to the video is ready. The teacher can
explain to the students why this particular video was chosen. The teacher can
also ask students questions as to what they believe the video is about and how it
relates to their experiment.
Students:
Students are given the opportunity to prepare themselves for the concepts that
will be covered in the experiment. As well as, allows them to relate to real life
scenarios on the word ‘freeze’ and gives them a visual representation of what it is.
Resources:
Computer or a smart device that will allow the video to play.
YouTube link: https://www.youtube.com/watch?v=HTq7HkixZGc
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Explain what to do in the practical and too follow the methods sheet that was
handed out.
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.
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.
Preparation:
Teacher:
Provide students with clear instruction on the experimental procedure. Assist
students where assistance is required. Ensure that all students are in equal
groups and have all been allocated a role.
Ensure that the periodic table is available and accessible for use. The teacher
must ensure that the required equipment for the experiment is available, an easier
alternative is organising the equipment out on the benches before the students
enter the class.
Student:
Students are required to negotiate among themselves which roles they believe
each student should do. They must also ensure that their groups have an equal
number of members. In doing group work, student class participation and
engagement can increase.
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Resource:
The required equipment for the experiment and the periodic table.
Discussion and evaluation of the practical.
30 Preparation:
min
Teacher:
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.
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.
Discuss and compare the video with the experiment the student preformed and
demonstration with the class.
Engage students in a Think pair share activity, teachers can implement this by
engaging the students in being able to relate the results of the experiment to the
previous narrative. This can be achieved by asking the students, “how do you
believe mammals found in the artic survive extreme cold conditions and do not
freeze?”
If the teacher finds the students confused, additional questions can follow such
as, “do you think mammals would have a higher salt concentration or sugar
concentration in their blood composition?”.
Students:
Students will be able to reflect on the experiment and see what ways they could
improve it. Students can individually think about the questions asked and then
after gathering their thoughts they can share them collaboratively within their
groups in a classroom discussion.
Resources:
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.
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How am I measuring the outcomes of this lesson?
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Academic Justification
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and thoughts on the lesson content in a fun and interactive way. It also allows
students to use their technological devices, therefore developing another skill
in using Information and communication technologies (ICT). The use of ICT
particularly in the 21st century is becoming a popular way of teaching and
learning; as it has the ability to increase flexibility and construct innovative
teaching and learning practices (Khan, Butt and Zaman, 2013).
Dimension three of the lesson plan, under Significance the narrative component
was lacking throughout the lesson. Therefore, as part of the modification
process a narrative using a YouTube video on the artic was established. This
gives students a brief insight on the knowledge that will be covered throughout
the lesson as well as provides them with a visual representation of the main
concept they will be exploring which is ‘freeze’. By setting the tone, students
are able to base the information they gather from the experiment and relate it
to real-life situations, for example the Artic. This creates an engaging, fun and
dynamic learning environment (Hannam, 2015).
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as professional role models within society.
References
Board of studies. (2017). Syllabus K-10 [Ebook]. (pp. 122-123). New South
Wales.
Gore, J., & Ludwig, J. (2009). Quality teaching in NSW public schools: An
assessment practice guide (2nd ed.). Ryde, NSW: Professional
Learning and Leadership Development Directorate.
Khan, S. M., Butt, M. A., & Zaman, M. (2013). ICT: Impacting teaching and
learning. International Journal of Computer Applications, 61(8), 7-10.
Retrieved from
https://pdfs.semanticscholar.org/7703/5b4356d50f0f34a74f3d451c19e1
3f21e45b.pdf
Parker, F., Novak, J., & Bartell, T. (2017). To engage students, give them
meaningful choices in the classroom. Phi Delta Kappan, 99(2), 37-41.
doi: 10.1177/0031721717734188
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Learning Portfolio Link
https://rdeeb.weebly.com
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