Secondary Curriculum 1A Western Sydney University

Lesson Plan Template

KLA: Science Stage of 5 Year 9 Lesson 60
Learner: Group: Duration: minutes
Safety Bags stowed away. Printing / Self-Assessment &
Considerations: Appropriate equipment for lesson. Preparation: Success Criteria cut out.
No trip hazards (e.g. cables). Match Up – Time
Appropriate desks and chairs. Worksheet.
Whiteboard plus
markers.
The relationship
between speed,
distance and time
PowerPoint.
Computer/Laptop and
projector.
Access to YouTube.

Knowledge and Physical World Working Scientifically Problem Solving

Understanding(K&U) (WS) Strand(s):
Strand:
K & U outcome(s): SC5-10PW WS outcome(s): SC5-8WS
K & U context PW2: WS context WS8 Students solve
statement: The motion of objects statement(s): problems by:
can be described and
predicted using the laws
of physics. (ACSSU229)
K & U content b. explain qualitatively WS content b. assessing strategies
descriptor(s): the relationship descriptor(s): that have been
between distance, identified as possible
speed and time. solutions to an
identified problem.

Highlight any areas addressed within lesson:

General capabilities (must include ICT, numeracy and Literacy)
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

 Define and describe distance, time and
speed.
 Calculate and compare through problems
the relationship between distance, time
and speed using the correct units.
 Distinguish formulas presented and apply
correctly to problems.
 Identifies individual perception of distance,
time and speed.
 Explains the similarities and differences
between distance, time and speed.
 Justifies the precise formula for distance,
time and speed.

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Secondary Curriculum 1A Western Sydney University
 Demonstrates calculations to answer
problems through repetition and use of
correct formulas.
 Conversions are outlined and accurate units
are identified for answers to problems.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element (3)

1.3 Worksheets and examples presented in the lesson examine perspectives of the student to
Problematic construct solutions and demonstrate knowledge learnt to solve problems.
knowledge

1.4 Higher- Defining and describing distance, time and speed addressing their relationship with the
order thinking connection to appropriate formulas requires regular engagement to solve problems by applying,
analysing and evaluating these terms.

2.4 Social In the tasks and activities discussion between students and teachers display respect with
support appreciation for assistance or help required. In the think-pair-share student’s thoughts are not
disregarded and are free from negative personal comments or put-downs. The 3-2-1 countdown
ensures positive teacher-student support by expressing their strengths and weaknesses learnt in
the lesson.

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Secondary Curriculum 1A
Lesson Script
Introduction: 5 minutes
Time Teacher Activity
2 Lesson introductory instruction:
mins bags away, lesson content items
collected, seated appropriately
at desk, roll marked.
3 Lesson Topic Introduction:
mins Learning intentions and success
criteria for the lesson are
identified with Self-Assessment
& Success Criteria cut out.
Body of Lesson:
Time Teacher Activity
20 Think-Pair-Share (Formative
mins Assessment): Students explore
the concepts of distance, time
and speed by identifying their
individual interpretation,
providing a definition and a
description. Answers are
provided in exercise books under
the heading Distance, Time and
Speed. Groups of three or four
are allocated by choice of seating
in the classroom to discuss
opinions. A discussion of the
most suitable description and
definition is shared by choosing
three descriptions and
definitions produced individually
in the group. Each group has a
section on the board to label
their thoughts of distance, time
and speed. Assistance for
struggling students is
implemented by sharing ideas of
the meanings. Now as a class the
students view the various
answers and decide the most
suitable by raising the student’s
Student ID: 17464824
Western Sydney University
Student Activity Resources
Bags stowed away, lesson content Pens, pencils,
items collected, sit in a chair rubber, calculator,
accompanied by a desk, wait for name ruler and exercise
to be called on the roll and address book.
the teacher when name is called.
Students are provided with a cut out Self-Assessment &
labelling the success criteria for self- Success Criteria cut
assessment to stick into their exercise out.
books. This cut out is a checklist for
students to evaluate the criteria that
they have covered.
Student Activity Resources
Individually students define and Whiteboard plus
describe what distance, time and markers
speed is to themselves, then, based on
sitting position, are split into groups. Exercise books.
Each student produces three
definitions and descriptions then as a
group students select the most
suitable definition and description.
Once the definitions and descriptions
are chosen, each group writes their
answer on the white board under their
group. Students take their seat and
decide which answer is most suitable
for distance, time and speed.
The actual definition and description
of each are revealed and noted in their
exercise books, comparing the
similarities and differences.
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Secondary Curriculum 1A
hands for the most accurate
answer. When students decide
on the most favoured answer
the actual definitions and
descriptions of distance, time
and speed are revealed by the
teacher.
10 Match Up – Time Worksheet:
mins The learning intention is
emphasised on the PowerPoint
to let the students know what
will be presented to tick off their
success criteria. The Match Up -
Time worksheet is given to
students to engage their
knowledge of time. The
worksheet can be answered
individually or with a partner,
the use of calculators is allowed.
The answers are formed by
selecting the left column box
that matches the right column
box with a line connecting them.
Help is incorporated for students
to formulate the correct decimal
using division for time.
The teacher asks a different
student each time to answer the
box of time on the left column.
10 Speed = Distance/Time Activity:
mins Before revealing the slide the
teachers asks students what the
formula for speed is. The first
three dot points are revealed
explaining speed, hinting the
answer to the students.
Establishing the relationship of
speed to distance and time is
shown connecting to prior
knowledge. The units of
measurements are discussed
considering what is metric,
imperial and most appropriate to
use. Students are encouraged to
identify the formula for speed.
Students are selected until the
Student ID: 17464824
Western Sydney University
The new heading is written down, the The Relationship
relationship between distance, time between Distance,
and speed, and the Match Up – Time Time and Speed
worksheet is allocated. Students PowerPoint.
match up the left column to the right
column by a line connecting them. The Match Up – Time
matching up answers are shared worksheet.
among each other depending on the
option of sharing or not. When asked
students raise their hand to identify
the answer, they believe is correct.
From previous observation students The Relationship
write down the formula for speed. The between Distance,
first three dot points are noted in their Time and Speed
exercise books communicating a new PowerPoint.
understanding. The formula for speed
is now adjusted to what the students Whiteboard plus
believe is correct. The metric and markers.
imperial units are labelled by linking to
km/h, m/s and mph. The question: Exercise books.
what system is better to use metric or
imperial, is answered in the exercise
books then discussed between teacher
and students. The formula for speed is
discovered by a student through
teacher selection and is copied to
students exercise book.
4
Secondary Curriculum 1A
answer is unveiled then the
remaining dot point and speed
formula is exposed.
Speed = Distance/Time
Example: This example is a two-
part question to achieve a
deeper understanding. The
answer is shown in mph and is
then converted to km/h then
m/s. The cars average speed is
found elaborating why the
average is found. The answers
are not revealed until the
students provide a reasonable
solution to the question.
5 Speed, Distance and Time
mins Formulas: Students are asked to
explain the formula for distance
and time by using the speed
formula. The teacher asks the
students to clarify and justify
each formula through selection
of confident students. When
appropriate the formulas are
shown. The teacher encourages
students to write the formulas
and draw speed-distance-time
triangle in their books.
Conclusion:
Time Teacher Activity
Student ID: 17464824
Western Sydney University
By using the speed formula, the
question is answered in mph then
converted to km/h and m/s. Students
watch the demonstration on the
whiteboard of the formula and how to
convert units, this is noted in their
exercise books. Students record their
observation to why the average speed
is collected and the answer is noted
effectively with reasoning to the
average speed.
Students interpret for themselves the The Relationship
formula for time and distance, between Distance,
collected from previous work. Correct Time and Speed
formulas are applied and justified in PowerPoint.
students exercise books. The speed-
distance-time triangle is drawn and Exercise books and
labelled by the accurate formulas. ruler.
Student Activity Resources
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Secondary Curriculum 1A Western Sydney University

10 3-2-1 Countdown (Formative Students demonstrate knowledge and Whiteboard plus

mins Assessment): On the understanding through the concept of markers.
whiteboard, the teacher skills in the lesson. Provide reasonable
questions students on three responses to the 3-2-1 Countdown Exercise book.
things they did not know before questions. Students show the teacher
the lesson, two things that have their answers before packing up.
surprised them about the topic
and one thing they want to start
doing with what they have
learned. This assesses students’
knowledge and skills through
evaluation of what was learnt in
the lesson. The teacher provides
feedback if necessary on answers
and reflects on addressed needs
for next lesson. End of lesson
instruction is given, to pack away
personal items and exit safely.

Homework: A link to the Physics A link presented to view the Physics Physics Tutorial
Tutorial Speed and Calculation Tutorial Speed and Calculation Speed and
Exercises is shared with students Exercises. This YouTube video Calculation
to review over speed. This will evaluates individual student progress Exercises:
further assess students’ by answering problems presented and https://www.
knowledge and skill while still understanding the concept of speed. youtube.com
providing a better understanding Reasonable responses are noted using /watch?v=
to student who did not the correct formula and units. sDlFMf44zUQ
comprehend the lesson content.
This YouTube video accesses
prior knowledge learnt and
applies individual understanding
encouraging students to assess
their own learning.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Identifies individual Think-Pair-Share comprehends, defines and describes student’s belief of

perception of distance, time and speed. The teacher examines the student’s perception by
distance, time and overlooking their work and their provided answers on the whiteboard.
speed.

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Secondary Curriculum 1A Western Sydney University
Explains the Using Think-Pair-Share assesses the link between distance, time and speed
similarities and allowing the teacher to evaluate student understanding. This is also obtained by
differences between sharing the Speed, distance and time formulas in the PowerPoint.
distance, time and
speed.

Justifies the precise The speed, distance and time formulas slide provides the justification of correct
formula for distance, formulas and how they are used. Students label these formulas in their books
time and speed. under the correct descriptor, the teacher can then interpret student success.

Demonstrates The Speed = Distance/Time Activity and the example engage students to
calculations to implement calculations to find speed by using the speed formula. The Match Up
answer problems – Time worksheet emphasises the use of calculations to solve the problems.
through repetition
and use of correct
formulas.

Conversions are The examples and worksheets provided in the resources require numeracy to
outlined and solve the problems, therefore working out is displayed using conversions and
accurate units are formulas for distance, time and speed.
identified for
answers to
problems.

Reflection:

What have I learned about
teaching and learning
processes when preparing
this lesson?
Think-Pair-Share is a great formative assessment to engage students on
individual knowledge, collaboratively sharing this knowledge in groups
and then presenting this knowledge with the class. The 3-2-1 Countdown
is an essential evaluation tool that can effectively integrate teaching
strategies into future lessons.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

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Secondary Curriculum 1A Western Sydney University
Graduate Evidence within this lesson
Standards
(2)

2.5 Literacy The worksheet and examples provided throughout the lesson evidently require literacy
and and numeracy. The teacher uses real-world connections to engage students for solving
numeracy problems and generating a better idea of the context.
strategies

5.1 Assess The think-pair-share and 3-2-1 countdown activities assess students on their
student understanding by prior knowledge providing reasonable responses and explanations.
learning Then the student can demonstrate their own progress of concepts and skills learnt
throughout the lesson.

Student ID: 17464824 8

Secondary Curriculum 1A Western Sydney University
Lesson Plan Template
KLA: Science Stage of 5 Year 9 Lesson 60
Learner: Group: Duration: minutes
Safety Bags stowed away. Printing / Self-Assessment &
Considerations: Appropriate equipment for lesson. Preparation: Success Criteria cut out.
No trip hazards (e.g. cables). 100m Sprint!
Appropriate desks and chairs. Worksheet.
Whiteboard plus
markers.
How to Draw Speed
PowerPoint.
Exit Slip.
Computer/Laptop and
projector.
Access to YouTube.

Knowledge and Physical World Working Scientifically Problem Solving

Understanding(K&U) (WS) Strand(s):
Strand:
K & U outcome(s): SC5-10PW WS outcome(s): SC5-8WS
K & U context PW2: WS context WS8 Students solve
statement: The motion of objects statement(s): problems by:
can be described and
predicted using the laws
of physics. (ACSSU229)
K & U content b. explain qualitatively WS content b. assessing strategies
descriptor(s): the relationship descriptor(s): that have been
between distance, identified as possible
speed and time. solutions to an
identified problem.

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

 Clarify and identify a speed-distance-time  Interprets data and constructs graphs for
graph and how to plot the data appropriate data
 Extract and outline data effectively on the  Distinguishes data, graphs, units for
speed-distance-time graphs distance, time and speed
 Decide and apply the most appropriate  Includes correct calculation to solve
calculations and types of graphs problems using repetition
 Demonstrates the relationship between
distance, time and speed

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Secondary Curriculum 1A Western Sydney University

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

1.1 Deep Focusing specifically on speed, distance and time requires deep knowledge to distinguish, define
knowledge and describe these key concepts. The lesson plan addresses speed-distance-time graphs with the
acknowledgement of their relationship and clarification of terms. This is evident with in How to
Draw Speed concentrating on a small number of key concepts and ideas in this area.

2.5 Students’ Analysing Student Work demonstrates student autonomy and initiative requiring minimal
self-regulation attention using formative assessment that evaluates individual student progress. The use of
formative assessment evident in the Exit Slip promotes student self-regulation.

3.5 Real-world connections and problems engage students to share a connectedness to content to
Connectedness value their learning and attainment of information. Watching the Usain Bolt world record sprint
videos links to hobbies, sports and interests of students providing opportunities for students to
share their knowledge.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources

2 Lesson introductory instruction:
mins bags away, lesson content items
collected, seated appropriately at
desk, roll marked.
Bags stowed away, lesson content Pens, pencils, rubber,
items collected, sit in a chair calculator, ruler and
accompanied by a desk, wait for exercise book.
name to be called on the roll and
address the teacher when name is
called.

3 Last Lesson Recap: The teacher Students identify what was

mins questions the class on the topic of covered in last lesson and have
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Secondary Curriculum 1A
last lesson. The relationship
between distance, time and speed
was explored using suitable
formulas, units, examples and
problems. The teacher asks
students what the formula is for
distance, time and speed.
Lesson Topic Introduction:
Learning intentions and success
criteria for the lesson are
identified with Self-Assessment &
Success Criteria cut out.
Body of Lesson:
Time Teacher Activity
10 Usain Bolt 100m & 200m Sprint
mins Activity: The teacher introduces
the 100m sprint and the relation
to distance, time and speed. The
teacher creates an open class
discussion asking what is recorded
when a sprinter reaches the finish
line from beginning to end? Time.
What does the 100m represent?
Distance. So how do we figure out
the speed of a sprinter? Think
back to the formula for speed, it is
distance over time. The 2009
world championships for the
100m sprint where Usain Bolt
beat the world record is shown
for student engagement. Then the
2009 world championships for the
200m sprint where Usain Bolt
beat the world record is shown
for further focus.
20 How to Draw Speed: Teacher
mins hands out 100m Sprint!
Worksheet connecting to the
100m and 200m sprint on
YouTube displaying Usain Bolt
beating the world record. The
PowerPoint is started exploring
the establishment and creation of
Student ID: 17464824
Western Sydney University
the content in their exercise
books. The formula for distance,
time and speed is described,
identifying the speed-distance-
time triangle.
Students are provided with a cut Self-Assessment &
out labelling the success criteria Success Criteria cut
for self-assessment to stick into out.
their exercise books. This cut out
is a checklist for students to
evaluate the criteria that they
have covered.
Student Activity Resources
Students question the Usain Bolt, world
relationship between the 100m record 100m sprint at
sprint with distance, time and 9.58s:
speed. They suggest the correct https://www.
formula and units for distance, youtube.com/
time and speed using prior watch?v=
knowledge. Student engagement 3nbjhpcZ9_g
is obtained through the generated
interest by viewing the 2009 Usain Bolt, world
world championships of the 100m record 200m sprint at
and 200m sprint where Usain Bolt 19.19s:
beat the world record. https://www.
youtube.com/
watch?v=
tBozgYVgeDE
100m Sprint!
Worksheet.
Students assess the 100m Sprint! 100m Sprint!
Worksheet before viewing the Worksheet.
PowerPoint. Speed-distance-time
graphs are questioned and How to Draw Speed
identified by units. Through class PowerPoint.
discussion distance is appointed
to the y-axis and time to the x-axis Exercise books.
as speed (the gradient) is equal to
11
Secondary Curriculum 1A Western Sydney University
speed-distance-time graphs. The distance over time (rise over run). Whiteboard plus
main learning intention for the An interpreted version of the makers.
PowerPoint is incorporated for speed-distance-time graph is
student awareness for success presented in the students
criteria. The PowerPoint states exercise book with no data
what will be covered through plotted.
beginning, developing and
mastering. Enabling students to
read, draw and calculate speed-
distance-time graphs. The slides
demonstrate a rocket taking lift
off then landing a fair distance
away demonstrating the
relationship of distance, time and
speed. The read speed-distance-
time graphs slide explores the
identity of a variety of graphs with
distance along the y-axis and time
along the x-axis. Students are
then asked to draw the speed-
distance-time graph in their
exercise book.
Students in a group of three or
Analysing Student Work four collaboratively work together
(Formative Assessment): The to decipher the biker question.
‘mastering how to draw speed’ Each group shares ideas and
slide assesses students on the identifies correct formulas and
distance, time and speed of the units for distance, time and
biker from the beginning (when speed. Once each group has
the bike starts) to the end (when finished the group contacts the
the bike stops). The teacher teacher for assessment. An
allocates students in to groups of extension question is attempted
three or four to identify correct by students to define whether
formulas to be used and the they can further explain changes
answer for distance, time and in speed by reducing air
speed. An extension question is resistance.
asked for higher learners
explaining how air resistance can
be reduced to generate a higher
resultant of speed and time. The
problem is expressed onto the
board displaying correct formulas
answers.

15 100m Sprint! Worksheet: The application of learnt formulas 100m Sprint!

mins Previously learned formulas and and calculations is emphasised to Worksheet.
units are applied to the 100m solve problems from the 100m
Sprint! Worksheet to elaborate Sprint! Worksheet. Students Exercise books.
student understanding. Simple provide to the best of their

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Secondary Curriculum 1A Western Sydney University
division, multiplication, addition knowledge proper calculation
and subtraction are implemented formulas, methods and units. The
in the question, incorporating questions use literacy and
correct formulas to find suitable numeracy combined creating a
answers. The worksheet links to harder understanding to solve the
the Usain Bolt world records problem. The students solve the
taken place in Berlin 2009 during problems to the best of their
the 100m and 200m sprints. ability then working in their
Encouraging students to use preferred group collectively share
learnt information to achieve answers and help each other
additional learning of information. graph the appropriate data.
The questions presented are used
to graphed on the distance time
graph then students figure out
the gradient of each line and what
it represents. If students struggle
to comprehend the gradient the
homework tutorial videos will
demonstrate relative meaning to
decipher the question and graphs.
Students are encouraged to
assess their own understanding
by solving the problems and may
work in groups to graph the
information. The teacher analyses
student work and wonder around
the room for assistance.

Conclusion:
Time Teacher Activity Student Activity Resources

10 Exit Slip (Formative Assessment):
mins The exit slips are handed around
the class to each student to assess
how well students understood
content from the lesson. The exit
slip can use open ended questions
to identify what students may be
struggling through what they have
or have not learnt, thought was
interesting and questions the
students still have. After each exit
slip is completed it is handed back
to the teacher to assess
knowledge of content, through
evaluation. The teacher can use
responses collected for adapting
instruction to meet students’
needs for next lesson.
An exit slip is obtained with open Exit Slip.
ended questions relating to
individual thoughts of three
things learnt from the topic, two
things that were interesting and
one question the student has.
This task is achieved individually
as it requires a student’s own
perspective of how well they
understood the lesson. Once the
exit slip is completed it is handed
back to the teacher for
assessment evaluating individual
progress.

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Secondary Curriculum 1A Western Sydney University

Homework: A link to the Distance
Time Graphs and Return Journeys
in Distance Time Graphs is shared
with students to further evaluate
and explain the topic of the
lesson. The YouTube videos may
address any issues that were not
comprehended in the lesson
outlined in the exit slips. The
YouTube videos also integrate
further knowledge of distance
time graphs and may answer any
unanswered questions in the
lesson.
Students receive a link to the Distance Time Graphs:
homework YouTube videos https://www.
provided in resources to clarify youtube.com/watch?v=
the lesson topic. Reasonable l93-BkAJ3UY&t=18s
responses and explanations to
useful content is elaborated. This Return Journeys in
task is completed at home in their Distance Time Graphs:
own time with family or friends to https://www.
collaborate ideas of the topic youtube.com/watch?v=
learnt. p1D1WIqbJtY

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Interprets data and By analysing student work the teacher can view progress and construction of
constructs graphs for graphs labelling data relevant to the tasks and activities implemented. The
appropriate data PowerPoint presentation ensures guidelines for the interpretation, construction
of data and using the correct data.

Distinguishes data, The How to Draw Speed demonstrate the relationship and difference between
graphs, units for distance, time and speed. This is then incorporated into the students exercise
distance, time and book for evaluation.
speed

Includes correct The 100m Sprint! Worksheet provided includes problem solving capabilities
calculation to solve using repetition through calculations used to solve problems. Worksheets
problems using implemented require calculations using formulas to decipher the literacy and
repetition numeracy questions.

Demonstrates the The Usain Bolt 100m & 200m Sprint Activity accesses prior knowledge of
relationship between definitions and descriptions of distance, time and speed. This is then related to
distance, time and the 100m and 200m sprint to explore the relationship between each term, this is
speed measured as a class in an open discussion.

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Secondary Curriculum 1A Western Sydney University
Reflection:

What have I learned about
teaching and learning
processes when preparing
this lesson?
Linking speed, distance and time then being able to represent data from
problems on the worksheet requires an in-depth understanding and
guidelines for students. The Exit Slip is a formative assessment to modify
teaching approaches as it provides essential feedback relevant to a
student’s understanding of the topic.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

2.1 Content Information expressing distance, time and speed to the students is implemented in the
and teaching Usain Bolt 100m & 200m Sprint Activity to understand the concept of the 100m and
strategies of 200m sprint. This relationship is then incorporated into a speed-distance-time graph to
the teaching structure content effectively by the teaching strategy of demonstrating the concepts of
area distance, time and speed.

3.1 Establish The worksheets and formative assessments included throughout the lesson set learning
challenging goals that provide achievable challenges for students of varying abilities and
learning characteristics. The levels of difficulty vary with each question to challenge and evaluate
goals individual progress of learning. An example is the Exit Slip questioning the students level
of understanding and where assistance is required.

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Secondary Curriculum 1A Western Sydney University
Lesson Plan Template
KLA: Science Stage of 5 Year 9 Lesson 60
Learner: Group: Duration: minutes
Safety Bags stowed away Printing / Self-Assessment &
Considerations: Appropriate equipment for lesson Preparation: Success Criteria cut out.
No trip hazards (e.g. cables) Calculating Speed
Appropriate desks and chairs Worksheet.
Whiteboard plus
markers.
Newtons Laws of
Motion PowerPoint.
Smart device (BYO
device e.g. smart
phone, laptop, tablet,
iPad, etc.).
Speed Vs. Velocity &
Acceleration
PowerPoint.
Notebook (lined).
Acceleration
Worksheet.
Computer/Laptop and
projector.
Access to YouTube.

Knowledge and Physical World Working Scientifically Problem Solving

Understanding(K&U) (WS) Strand(s):
Strand:
K & U outcome(s): SC5-10PW WS outcome(s): SC5-8WS
K & U context PW2: WS context WS8 Students solve
statement: The motion of objects statement(s): problems by:
can be described and
predicted using the laws
of physics. (ACSSU229)
K & U content c. relate acceleration WS content a. describing strategies
descriptor(s): qualitatively to a change descriptor(s): to develop a range of
in speed and/or possible solutions to an
direction as a result of a identified problem.
net force.

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

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Secondary Curriculum 1A Western Sydney University
Learning Intentions: Success Criteria:

 Integrate prior knowledge to solve new  Identify the forces acting on moving
problems and concepts. objects.
 Distinguish and explain Newtons laws of  Relate the forces acting, in terms of
motion balanced and unbalanced forces, to
 Calculate and clarify acceleration relative to different kinds of motion.
speed and the act of various forces  Identify a range of forces used during
 Demonstrate the application of formulas to acceleration of an object relative to speed,
problems by assessment of content distance and time.
 Identify acceleration and velocity acting on
an object and represent forces applied.
 Identify and Clarify Newtons laws of
motion.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students’ self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

1.6 Substantive Students constantly engage in conversations by open questioning/discussions, collaborative

communication group work and the use of ‘Todays Meet’ (ICT) to clarify concepts and ideas of the lesson. The
Partner Quiz and Back-Channel are examples that integrate substantive communication.

2.2 Interest and attention is maintained by collaborative work and inquiry based learning
Engagement throughout the activities. Engagement is observed in formative assessments tasks integrated,
such as: Hand in Pass Out, to assess students’ performance of learning.

3.1 Background Background knowledge is effectively integrated to solve problems relating to force that was
knowledge learnt in previous years. This provides a link between old and new knowledge to allow further
understanding to the concept of acceleration. The Calculating Speed Worksheet is a useful
resource that examines knowledge gained from the last lesson, linking to background
knowledge.

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Secondary Curriculum 1A
Lesson Script
Introduction:
Time Teacher Activity
2 Lesson introductory instruction:
mins bags away, lesson content items
collected, seated appropriately at
desk, roll marked.
3 Last Lesson Recap: The teacher
mins encourages an open discussion of
last lessons topic. The 100m
Sprint! Worksheets are analysed to
observe students’ knowledge and
skills of speed calculations and
labelling of speed-distance-time
graphs. Using ‘Questions I still
have’ identified in the Exit Slip, the
teacher explains and outlines
misconceptions students have
recorded, using the whiteboard.
Lesson Topic Introduction:
Learning intentions and success
criteria for the lesson are
identified with Self-Assessment &
Success Criteria cut out.
Body of Lesson:
Time Teacher Activity
15 Partner Quiz (Formative
mins Assessment): The Calculating
Speed worksheet is collected,
students work on the first question
for each level together and provide
each other with feedback, then
work independently on the next
question covering same concept to
examine their knowledge and
understanding of previous content
learnt. The worksheet
encapsulates distance, time and
speed with appropriate units and
Student ID: 17464824
Western Sydney University
Student Activity Resources
Bags stowed away, lesson Pens, pencils, rubber,
content items collected, sit in a calculator, ruler and
chair accompanied by a desk, exercise book.
wait for name to be called on
the roll and address the teacher
when name is called.
Through an open discussion Whiteboard plus
students identify the success markers.
criteria covered in last lesson
and lesson content, outlined in Self-Assessment &
their exercise books. The 100m Success Criteria cut out.
Sprint! worksheet is shown with
attempted answers to problems
and labelling of graphs.
Assistance for graphing is
obtained by watching the
YouTube tutorials on how to
graph distance, time and speed.
Students are provided with a cut
out labelling the success criteria
for self-assessment to stick into
their exercise books. This cut out
is a checklist for students to
evaluate the criteria that they
have covered.
Student Activity Resources
Students collect the Calculating Calculating Speed
Speed Worksheet from the Worksheet.
teacher and assess their
knowledge and understanding Whiteboard plus
of previously learnt content, as a markers.
group then individually. The
layout of calculations is
expanded and presented for the
answer to problems. Students
raise their hand to confidently
answer on the whiteboard the
question they believe is correct.
Once the teacher has modified
18
Secondary Curriculum 1A Western Sydney University
an outline of the speed formula for the student answers to the
assistance. The worksheet is problems students record the
broken down into easy, medium, formulas and answers for future
hard and very difficult sections to enquiry.
critically analyse and evaluate
students level of knowledge and
understanding. Questions and
answers are shared and expressed
on the whiteboard with correct
calculations when students have
completed the task. Confident
students can write their answer
from a question of their choice on
the whiteboard.

15 Newtons Laws of Motion Newtons three laws of motion Newtons Laws of

mins PowerPoint: Newtons first law of are distinguished, interpreted Motion PowerPoint.
motion known as the law of inertia and explained by students
is investigated by summarising the responding to open questioning Whiteboard plus
key concepts involved linking to demonstrating understanding. markers.
force, mass (balance/unbalanced), Students record each law in
gravity, friction and velocity. This their exercise book whilst Exercise books.
first law connects to prior interacting in a positive manner
knowledge learnt from previous and discussing tentative ideas of Smart device (BYO
years, recapping content, the laws concepts. The device e.g. smart
demonstrating student PowerPoint uncovers previously phone, laptop, tablet,
understanding. The PowerPoint learnt information to iPad, etc.).
presentation creates student incorporate the discovery of
interest through guided teaching new knowledge through
by providing open questioning, Newtons laws of motion.
animations, real-world
connections and the link to prior
knowledge. Newtons second law
of motion is exposed with an
example to examine student’s
interpretation of resultant or net
force. This resultant or net force
represents the acceleration
produced and a rearranged force
formula is outlined to produce the
acceleration formula. Newtons
third law of motion explaining that
for every action there is an equal
and opposite reaction is clarified
by an engaging animation of
humpty dumpty. The exploration
of newtons laws of motion
establishes their relationship and

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Secondary Curriculum 1A
communicates new understanding
explaining each laws concept.
Back-Channel: Using the program
‘Todays Meet’ students can state
ideas, discuss thinking, and share
questions of Newtons laws of
motion. The Teacher can quickly
address questions, point out
interesting thinking and students
can build on their own
understanding through the
thinking of their peers. This is
especially useful for the shy
students as they have a voice
through technology.
15 Acceleration PowerPoint &
mins Worksheet: The teacher presents
the PowerPoint slides on ‘Speed
Vs. Velocity’ and ‘Acceleration’.
The relationship and differences of
speed, velocity and acceleration
are portrayed through examples,
calculations and formulas. The
Bugatti example for acceleration
encourages students to apply the
new concepts and skills of
acceleration and assess their
knowledge. The change in velocity
is explained on the whiteboard as
this equals final velocity minus
initial velocity to extend students’
knowledge to comprehend the
acceleration formula. The
Acceleration Worksheet is
implemented that is constructed
on information expressed in the
PowerPoint slides for students to
test their effectiveness and
efficiency of learning. The
Worksheet provides the
combination of literacy and
numeracy in each problem, which
includes an inclination of difficulty
for each problem assessing the
students learning ability. The
teacher collects student’s methods
expended to solve problems and
Student ID: 17464824
Western Sydney University
‘Todays Meet’ is a useful online
tool for students to
anonymously, or not, question
the teacher on uncertain
information and discuss
students thinking with others.
The Acceleration Worksheet is Speed Vs. Velocity &
passed around to each student Acceleration
to assess their learning on PowerPoint.
acceleration calculations.
PowerPoint slides are viewed Acceleration
with notes recorded in exercise Worksheet.
books to summarise and
distinguish speed, velocity and Exercise Books.
acceleration. The Bugatti
example for acceleration I Whiteboard plus
shared with the class for markers.
students to individually or
collaboratively solve the
problem before the answer is
revealed. Once each slides
content is noted and
comprehended the Acceleration
Worksheet is used to apply the
new terms to solve the
problems. Sensible solutions and
problem solving methods are
established to elaborate
students new understanding.
The answers to problems are
distributed from the students to
the teacher.
20
Secondary Curriculum 1A
the answer to that problem, which
is demonstrated on the
whiteboard.
Conclusion:
Time Teacher Activity
10 Hand in Pass Out (Formative
mins Assessment): The teacher
questions the students on the
topic covered in the lesson
including Newtons laws of motion
and their components (e.g. speed,
velocity, acceleration etc.). The
teacher instructs students to
respond to questions on a piece of
lined notebook paper
anonymously, then students hand
their papers in. The Teacher
immediately, randomly gives them
back to students for grading.
Students get practice grading
others work, but shouldn't know
who is who. The Teacher then
takes informal poll about how
many questions students
answered correctly.
Talk to Each Other: The teacher
creates a discussion among
students concerning the
accomplishments of tasks,
explaining a specific idea, or talk
about some knowledge they have
gained. The teacher casually walks
around the room and listens in on
the student conversations.
Student ID: 17464824
Western Sydney University
Student Activity Resources
A blank lined piece of paper in Notebook (lined).
given to students to answer
questions based on the topic of Whiteboard plus
the lesson provided by the markers.
teacher. When completed the
students give back their answers Exercise books.
anonymously that is shuffled
among other papers and handed
back for student grading. An
informal poll is engaged to
evaluate students’ progress,
maintaining student’s privacy of
their grade, demonstrating their
knowledge and understanding
of the lesson.
A collaborative class discussion
is held among the students to
communicate questions,
thoughts and/or ideas. The
lesson is discussed focussing on
information they are still
inquiring about for further
explanation and clarity.
21
Secondary Curriculum 1A Western Sydney University

Homework: The Eureka YouTube Students receive a link to the Eureka 1:

video links are shared with
students to watch at home for a
better understanding of success
criteria covered throughout the
lesson. The four videos shared
explain inertia, mass, gravity and
weight vs mass. These videos
engage students to participate as
they are 5 minutes long (each) and
present a humorous animation to
elaborate content of the lesson.
homework YouTube videos https://www.
provided in resources to clarify youtube.com/watch?v=
the lesson topic. Reasonable 2QAVAdq5aAE
responses and explanations to
useful content is elaborated. Eureka 2:
This task is completed at home https://www.
in their own time with family or youtube.com/watch?v=-
friends to collaborate ideas of LBSMy8gBGA
the topic learnt.
Eureka 6:
https://www.
youtube.com/watch?v=
W4Oq3SiVSR4

Eureka 7:
https://www.
youtube.com/watch?v=
zSJ-VCZ2ba0

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Identify the forces During the PowerPoint presentation, the teacher includes open questioning to
acting on moving questions relative to the slides on forces applied to objects.
objects.

Relate the forces Examples are expressed clarifying the difference between balanced and
acting, in terms of unbalanced objects and the relation to Newtons laws of motion with the effects
balanced and of forces.
unbalanced forces, to
different kinds of
motion.

Identify a range of The PowerPoint slides reveal and distinguish the range of forces applied
forces used during employing a class discussion to evaluate known knowledge. An example for
acceleration of an acceleration and speed is involved linking to distance and time.
object relative to
speed, distance and
time.

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Secondary Curriculum 1A Western Sydney University

Identify acceleration The Acceleration Worksheet connecting to the ‘Speed Vs. Velocity’ and
and velocity acting ‘Acceleration’ slides show explanations and responses to solve these problems
on an object and that is examined in the worksheet.
represent forces
applied.

Distinguish and The Hand in Pass Out evaluates the Newtons laws of motion anonymously whilst
Clarify Newtons laws considering what elements require more focus in the lesson.
of motion.

Reflection:

What have I learned about
teaching and learning
processes when preparing
this lesson?
Using Back-Channel with the ‘Todays Meet’ program is a successful tool to
engage all students in the class. This provides shy or nervous students to
share relevant question exploring key concepts of the topic with teacher
feedback. The Hand in Pass Out involves student to offer feedback by
marking answers to questions of the topic covered in the lesson. This
formative assessment is essential to assessing students understanding
without judgement and collaborating the differentiation of learning in the
class.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

2.6 Information Back-Channel uses the ‘Todays Meet’ program implements ICT into the lesson as an
and effective teaching strategy to uncover any unheard and nervous questions from
Communication students. This activity uses student’s personal smart devices to ask any question
Technology relating to the topic.
(ICT)

3.4 Select and Resources are allocated to the lesson implementing a PowerPoint presentation (ICT),
use resources criteria of the lesson cut out, examples and worksheets to engage and assess student
achievement. An example is the Acceleration Worksheet used for evaluation of
students’ knowledge and skills an effective formative assessment resource.

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Secondary Curriculum 1A Western Sydney University
Justification

The 5E model of instruction establishes a learning sequence to assist teachers in providing

students with an understanding of scientific concepts and skills linking to prior and new knowledge
obtained (Jun et al., 2013). The 5E model has been utilised to structure the three lesson plans that
incorporates students to engage, explore, explain, elaborate and evaluate lesson content.
Problem-based learning (PBL), a subcategory of inquiry-based learning (IBL), is an approach that
has demonstrated improved critical thinking, knowledge, self-efficacy, learning satisfaction, and
learning attitude towards collaborative problem solving tasks (Jun et al., 2013; Oğuz-ünver &
Arabacioğlu, 2011). The 5E model combined with PBL in group activities (e.g. Think-Pair-Share)
throughout the lessons effectively increases student achievement and critical thinking ability. The
combination of these strategies and forms of learning within the lessons initiates a successful
teaching pedagogy to establish a student-centred approach.

Inquiry-based learning (IBL) is an instructional model of pedagogy for teachers to develop a

student’s individual understanding of specific concepts, ideas and the investigation of the natural
world (Apedoe, Walker & Reeves, 2006). The IBL strategy progresses students to achieve better
knowledge, skill and understanding of scientific content, which is detected in the formative
assessment activities in the lesson plans. Integrating information and communication technology
(ICT) and IBL into a teacher’s pedagogy in the classroom setting establishes student engagement
through real-world problem solving, thinking, and skill building (Buckner & Kim, 2014). This is
observed in the lesson plans, such as the Back-Channel activity, combining ICT and IBL for
students to raise topic specific questions to share with other students and the teacher. Focussing
on IBL with ICT allows shy students to display confidence by questioning content using technology
to improve educational outcomes (Buckner & Kim, 2014).

The development of IBL into a teacher’s pedagogy requires modification that scaffolds new and
unusual strategies of teaching, guiding students to familiarise their learning with inquiry (Apedoe,
Walker & Reeves, 2006). Evaluating students of their knowledge and skills is examined in
formative assessments in each lesson plan. The formative assessments involved determine a
student’s understanding of lesson content that effectively encompasses IBL by providing open
questioning to gain new and access prior knowledge of the topic. IBL is a student-centred
approach that enables students to discover elements of the real-world, acquire vast
understandings and justifications of content connecting to the physical world, which is built-in into
the three lesson plans (Aktamis, Higde & Ozden, 2016). In contrast to the traditional teaching
method, IBL evidently displays a larger increase towards the effects on student academic
achievement in science lessons compared to increasing science process skills and attitudes
(Aktamis, Higde & Ozden, 2016).

The Four Cs were determined to be the most important skills of the 21 st century and are formally
known as critical thinking, communication, collaboration, and creativity (NEA, 2011). Critical
thinking is vital for students to develop scientific skills, maintain more concentration, improve
investigative abilities and understanding (NEA, 2011). Communication, revealed throughout
teacher activities and explicitly in the formative assessments, articulates perspectives, perceptions
and ideas effectively by oral, written and nonverbal types of communication (NEA, 2011).
Collaboration is essential to achieve meaningful results that is demonstrated in the lessons by
working effectively and respectfully within groups constructing knowledge as a team (NEA, 2011).
Creativity attains success through creative skills producing analytical intellectual skills and
practical intellectual skills evaluating individual ideas to improve innovation (NEA, 2011).

The differentiation of pedagogies to meet diverse needs of students is frequently researched to

indorse more constructivist approaches to improve student’s educational success (Khan, 2013).
Implementing IBL and the Four Cs into the lesson plans associates to these student-centred
Student ID: 17464824 24
Secondary Curriculum 1A Western Sydney University
(constructivist) approaches enabling collaborative and cooperative learning by integrating the 5E
model structuring a teacher’s lesson (Khan, 2013). The resources recognised in each lesson plan
frequently addresses IBL and the Four Cs by specifying a student-centred approach to benefit an
effective understanding of content for the students. Applying a student-centred approach has been
asserted through research as an essential part of teaching and significant to increased quality of
learning (Gilis et al., 2008). The identified formative assessments, linked to a student-centred
approach, is implicated in each lesson plan with the perceived outcome of students to develop
engagement, enthusiasm, applied knowledge and insight of learning scientific concepts
(Hartmeyer, Stevenson & Bentsen, 2016).

In addition to the 5E model, IBL and the Four Cs, lesson scaffolding components, pedagogical
content knowledge (PCK) is another major component that enhances a teacher’s pedagogy
creating an effective learning environment (Cochran, 1997). PCK supports a constructivist
approach as teachers critically reflect, interpret and represent lesson content improving students
developmental learning ability (Cochran, 1997). However, differentiation is needed in praxis as
different levels of student achievement and knowledge of students understanding is critical to
appropriately modify a teachers PCK (Halim, Abdullah & Meerah 2014). Students perception
evidently suggests PCK to be significant in the ability to improve academic achievement, which is
portrayed through activities, tasks and formative assessments executed into the lesson plans
(Halim, Abdullah & Meerah 2014).

Establishing literacy and numeracy skills into a lesson is an essential foundation for students to
gain higher achievement in an individual’s future (Rice, Care & Griffin, 2012). Literacy is perceived
by UNESCO (2004) as the ability to identify, understand, interpret, create, communicate, compute
with printed and written materials associated in varying contexts. UNESCO (2004) states that
numeracy is the ability to reason with numbers, mathematical concepts and logic. Both literacy
and numeracy is evidently important to be incorporated into lessons to increase student academic
achievement, the development of knowledge and to utilise these skills for future life purposes
(Rice, Care & Griffin, 2012).

The 21st century is an advancing technological period linking to increases of students to easily
attain useful information by using ICT. Employing ICT into a teacher’s lessons considers the
challenge that schools acquire new appropriate technology to achieve better educational skills and
success for students (Petras, 2010). Activities, tasks and formative assessments are increasingly
driven to include forms of ICT such as: PowerPoint presentations, online videos, simulations and
educational programs (‘Todays Meet’). The ongoing instalment of ICT within the lesson effectively
engages all students to question content and responding confidently in their own setting producing
a positive learning environment. In conclusion, evidence and research-based strategies are
consistently shaping pedagogical elements to establish the most effective technique to create a
positive learning environment for students to achieve academic success.

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Secondary Curriculum 1A Western Sydney University
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