Western Sydney University

Assessment 2
Science Lesson Plan Analysis
and Revision

Ayeh Abdulkareem, Student Number: 18354137

102086 | Designing Teaching and Learning

 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)

QT Analysis

1 Intellectual quality

1.1 Deep knowledge

1–2–3–4– Comments: Students will not be provided with superficial quantities of information

5 regarding chemical reactions and the impact of elements on freezing point. Students will

be asked to demonstrate their understanding of the topic at a basic level prior to

commencing the experiment. The topic “freeze” will majorly be focused on throughout the

lesson and discussion questions will be consistent of the topic throughout the lesson.

Lesson will include active participation due the constant use of activities (mind map,

experiment) and the use of discussion and pop-up questions throughout the lesson which

creates deep understanding and building on knowledge to take place.

1.2 Deep understanding

1–2–3–4– Comments: After the first set of results, teacher may initiate argumentative questions to

5 assess and guide their thoughts of the topic and initiate deep understanding to get students

to start thinking about the factors that influence such chemical changes. However, students

may not be provided with opportunities such as problem-solving freezing point formulas,

hence it will not require students to demonstrate deep understanding of the topic, instead

students will present the knowledge gained briefly.

 1.3 Problematic knowledge

1–2–3–4– Comments: Teacher offered the students with correct formula, students will be acquired to

5 provide solutions to solve the formula, giving opportunities for different perspectives of

solving formulas to take place. However, this is only present towards the end of the lesson

when they discuss the results, rather than throughout it.

1.4 Higher-order thinking

1–2–3–4– Comments: Student will be asked to discuss their prior knowledge of the topic, as discussion

5 question are asked in the beginning, during and towards the end of the lesson. The topic

freeze is a topic most student that are at stage 4 are familiar with, hence, they will be able

to discuss and elaborate on a topic that they are already aware of, working in their groups

of 4-5 students in order to perform the experiment and understand the topic. Students will

also be asked to develop an aim the beginning of the experiment. Moreover, the students

will be offered with a video presentation that is related to the topic being taught where

they must compare and discuss the video’s relation to the experiment along with

continuous discussion questions throughout the lesson.

1.5 Metalanguage

1–2–3–4– Comments: The teacher’s addition of chemical formulas and interaction to the periodic

5 table introduces a form of meta-language at a lower level. This lesson plan is mostly

procedural rather than theoretical hence, meta-language may be evident in the beginning

of the lesson where students are asked to discuss their prior knowledge and towards the

ends where their asked to discuss the results.

 1.6 Substantive communication

1–2–3–4– Comments: As it is a practical and theoretical lesson, students will be able to engage with

5 their peers and discuss topics they are familiar with. The use of mind map in the beginning

of the lesson ensures whole-class cooperation. Discussion question will be constantly raised

throughout the lesson which will promote student engagement. Group work will allow

continuous purposeful communication.

Quality learning environment

2.1 Explicit quality criteria

1–2–3–4– Comments: Teacher did not specify a specific quality of work or results the students are

5 expected to produce. They are provided with a method sheet and told to follow it. They will

not be directed by the teacher of the procedure of the experiment nor will be provided with

past exemplars. Students may not be told the outcomes of the syllabus and what is

expected outcomes that should be achieved by the end of the lesson.

2.2 Engagement

1–2–3–4– Comments: Sustained interest and attention may be present as teacher plans to

5 continuously raise questions that are open for discussions. Because it’s a practical lesson

and is a performance-based group task, students will be able to contribute to class

discussions and help peers, roles are also divided throughout the experiment meaning that

all students will be engaged. Student activeness may also be present due to the use of the

mind map in the beginning of the students where most students will be able demonstrate

their knowledge of the topic.

 2.3 High expectations

1–2–3–4– Comments: Risk taking will be slightly encouraged, students are given the opportunity to

5 hypothesize and develop two aims however when necessary and when the students are

challenged, teacher will provide them with the aim. They are told to fellow a method sheet

and assigned to certain roles, rather than analyze their understanding of the experiment.

Teacher will provide them with the correct formula rather than encouraging them to find

resources to obtain the correct formula themselves.

2.4 Social support

1–2–3–4– Comments: There will be positive support for learning in the classroom. Students will be

5 given the opportunity to discuss previously learnt knowledge and share it with their peers.

As the teacher uses brainstorming, there will be no incorrect answers, students will be able

to share their ideas on the board while using accessible language where they are not

intimidated. Respect between teachers and students will be present as all will have a voice

throughout the lesson. Cooperative learning will ensure consistent student contribution.

Teacher will offer assistance to those who are more reluctant for example when struggling

with the aim and by circulating around the class. However, teaching does not give them the

power to select their own role as the teacher gave the students roles within the group.

2.5 Students’ self-regulation

1–2–3–4– Comments: Experiments are tasks that promote positive student regulation. As it is a

5 practical, most students will be engaged in order to complete the task and hence minimal

to no distraction may occur throughout the lesson. Hands-on lessons will optimize the

outcomes of the collaboration approach which will promote peer communication and

interaction during the lesson which minimizes distractions. Students will be acquired to

answer questions constantly throughout the lesson excluding op-topic instances to take

place and keep students engaged in the classroom.

2.6 Student direction

1–2–3–4– Comments: Student has some to little control on performing the experiment. The majority

5 of the lesson is conducted and guided from the teacher’s perspective. Student’s will be

expected to follow the sheet given to them and follow it, while being assigned to perfume

certain roles. However, students are given the opportunity to develop their own aim and

hypothesize. Student’s will be expected to complete the task in groups 4-5 which ensures

that all students including those who are reluctant to complete and have a voice and an

input throughout the lesson.

3 Significance

3.1 Background knowledge

1–2–3–4– Comments: Students will be acquired to discuss their previous understanding of the topic.

5 Lesson discussion of the previous knowledge will take oral and written forms. Lesson is

started by building on the student’s background knowledge and activities such as the mind

map and the experiment will build on their background knowledge. Teacher will link the

experiment to the periodic table so build on already learnt chemistry basics. The lesson may

not acquire student to provide superficial quantities of background information as the

teacher mainly focused on the topic freezing and not temperatures, elements and effects

of chemical reactions on freezing molecules.

3.2 Cultural knowledge

1–2–3–4– Comments: Lesson does not incorporate any diversity. Teacher failed to provide any

5 historical relevance onto the importance of the topic being taught. Teacher lacked to link

the experiment to a theorist that discovered and developed the experiment. Cultural origins

will not be incorporated in the lesson to the students.

3.3 Knowledge integration

1–2–3–4– Comments: Minor connections will be made to the students – Student will connect this plan

5 to mathematics and chemistry and build on prior knowledge to problem solve. Students will

link their prior knowledge of the period table and its elements and use it to understand the
 effects of the elements on reactions. Previous knowledge of solving equations will also be

included in this lesson to solve the chemical reactions formula. Links to geography will also

be present as the students will be asked to link the elements to the spheres.

3.4 Inclusivity

1–2–3–4– Comments: Students from all groups will be included in most aspects of the lesson due to

5 the accessible language and resources being used. Some students who are reluctant about

the topic may put less effort in joining the discussion. Support will be offered to those who

will struggle in performing and understanding the topic as the teacher will rotate around

the classroom and provide them with the aim if they are too challenged. Consistent

discussion questions will be present throughout the lesson ensure that all students all

understanding the topic and building knowledge.

3.5 Connectedness

1–2–3–4– Comments: little of connections to the outside world of the topic will be made. However,

5 after the experiment, students will be able to distinguish different types of chemical

reactions and their rates. Video provided to the students can be some out related to outside

world.

3.6 Narrative

1–2–3–4– Comments: Because this is an experimental lesson, the use of narrative will not be

5 considered. The lesson will not provide throughout the lesson, no links to a particular story

will be made. The teacher will not provide a narrative to illustrate the concept and will not

offer the opportunity to allow students to structure their newly learned knowledge in a

narrative form. A multi-media resource will be used towards the end of the lesson which

will be used as a discussion point where students will discuss its relevance to the topic being

taught.

Identifying Areas for Improvement

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

QT model

1) Problematic Knowledge 2) Student Direction

3) Cultural Knowledge 4) Narrative

lesson Plan – Modified

Topic area: Stage of Learner: Syllabus Pages:

Temperature, Freezing Stage 4 60-62

points and chemical reactions

Date: Location Booked: Lesson Number: /

17/05/2019 Laboratory classroom

Time: Total Number of students: Printing/preparation:

50 minutes 28 Materials for students:

Effects of salt and sugar on freezing

point experiment:

- 100 mm clear test tubes

- Test tube lids or cork
- test tube rack
- Water at 10 degrees Celsius
- Salt and Sugar
- Stop watch
- permanent marker
- teaspoon
- Thermometers
- digital weighing scale

Foam sphere model

Foam sphere in different

Sizes and colours to represent

The elements Na, Cl and H2O

Small wooden sticks


Outcomes
Chemical World 4 (CW4):
Different types of chemical
reactions are used to produce a
range of products and can
occur at different rates and
involve energy transfer (New
South Wales. Board of Studies,
2012).
Additional Materials:
Freezer, monitor in front of the
classroom, access to internet, large
bottles of water at 10 degrees celsius,
correct chemical and physical formula
for both salt water and sugar water and
a hazardous paper that explain the
physical and biological hazards – risk
assessment
Provide method sheet for students to
follow
YouTube video to introduce the topic
Image/ diagram on the adaptations
of penguins
A computer or a smartboard
Assessment Students learn Students learn to
about
Assess prior The students will: C. Describe the
knowledge through effects of factors, e.g.
of the topic, by Explain how temperature and
using the word dissolving salt and sugar catalysts, on the rate of
freeze in a mind- into water will affect some common chemical
map context to the freezing point reactions (New South
initiate discussion. depression of water. Wales. Board of Studies,
2012).
 SC4-1VA, SC5-1VA: Students
appreciates the importance of interaction to the
science in their lives and the activities and the
role of scientific inquiry in discussions
increasing understanding of the throughout the
world around them lesson.
SC4-4WS: identifies Students
questions and problems that cooperation in
can be tested or researched solving the formula
and makes predictions based and developing the
on scientific knowledge aim.
End of term
written
SC4-6WS: follows a examination that
sequence of instructions to will cover what was
safely undertake a range of learnt today
investigation types,
collaboratively and individually Formative
assessment
Take home
SC5-16CW: explains how work sheet in
models, theories and laws relation to
about matter have been refined chemical reactions
as new scientific evidence and a reflection on
becomes available SCLS-23CW freezing and
explores how common temperature. To be
chemicals affect everyday life submitted the next
lesson
Predict the freezing
points of the water
solutions containing SCLS-4WS: Asks
either salt or sugar and questions that can be
which will freeze first. tested and makes
predictions (New South
Demonstrate the Wales. Board of Studies,
ability to record and 2012).
analysis the data
collected from the
experiment as they
engage in critically
thinking about the
topic.
Display the ability to
formulate equations of
salt dissolved in water
and sugar dissolved in
water.
Explain the
differences between a
physical and chemical
reactions.

SC4-17CW: explains how

scientific understanding of, and
discoveries about the
properties of elements,
compounds and mixtures relate
to their uses in everyday life

Time Teaching and learning actions

10 Establish a purpose for the lesson by explaining the sequence of the lesson and the expected
Minutes outcomes of the syllabus that must be met. Propose an inquiry question that relates to the overall topic
e.g. “how can we tell we have made something new?”, start the classroom with a question to initiate
whole-class engagement.
 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 comes to mind when you think about the word freeze?”

Write the word freeze on the board with a circle around it (Mind Map). Ask student to come up and
describe the term to the best of their ability.

Guide their thoughts to the lesson focus without influencing their responses by asking

How does something freeze? Why does it freeze? temperature drop? is it sudden? What happens
when something freezes?

Different states of matter? Ask how it relates to the topic chemical world.

Ask the students to provide examples of chemical reactions that they might encounter every day.

e.g. addition of salt to water when making pasta as apparently it makes the water boil faster?

Present examples (videos) of the new lesson e.g. how water freezes.

Link to video: https://www.youtube.com/watch?v=zJ5B24ucvZk

Theory of freezing? who initiated it? link back to origins

5 Expand more on what was discussed in the video about the fish and penguins, and how they will be
Minutes impacted if water was to freeze completely. use the YouTube video and this picture to demonstrate
penguin’s adaptation the Antarctic climate. If water was frozen completely, it will be hard for the polar
bears and penguins to swim under the surface of water to hunt. Students will learn how the water
freezes; however, sea or ocean water consists of salt molecules dissolved in it, lowering freezing point.
Whereas, rivers are sweet.

Teacher will use animals to explain why it is important to learn about the wild life culture and
adaptations of animals. The use of the image will allow the students to visualise the narration and relate
it to real life experiences, grasping the content of the experiment.
 (Zhanwel, 2011)

5 Read out the safety sheet before commencing the experiment. Explain what is expected to be
Minutes obtained by the end of the experiment.

Ask questions to ensure that all students are aware of the safety requirements and how to correctly
handle the equipments

Assign the students into groups of 4-5. Allow students to choose their roles with the group: Timer
(Keeps track of the time), recorder (writes down. results), handler (mixing the solutions together) and
10 retriever (takes and places the test tube rack in the freezer). Allow them to negotiate who takes what
Minutes role so they are given a voice to take their own roles and ensure equity. Ensure the students are
culturally different to promote diversity. Working in a group will allow the students to stay engaged and
promotes deep understanding to occur

Ask 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 aim
help them factor it out, and if still challenged, use a whole-class approach where the entire class will
come up with the aim.

Walk around the classroom, guide and provide assistance at the start of the experiment without
influencing the students thought processes. walk around the classroom. Inform students that the
periodic table is available when needed to be referred to.

After the students record the first lot of results for the practical introduce the boxes foam spheres
representing the elements: Na (Sodium), Cl (Chloride), C12 H22 O11 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. Allow students to predict the
answers and guide them when necessary.

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 made 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.
Refer them back to the periodic table where they use the colours of the elements to make the molecules
out of the periodic table to visualise the topic.

20 Create a spreadsheet on the smartboard or the computer and create a table to insert the results
Minutes obtained. Inform the groups to assign a member to insert their groups results in the spreadsheet.

Discuss the predictions and errors from each group and compare them will all the class. Guide the
students to correct any misconceptions they may have made. Raise questions to why they thought that
way and how it relates to the topic.

Discuss if by dissolving salt and sugar is a chemical change or a physical change referring back to the
experiments the students performed and the foam model. Make each group come to the front of the
class and demonstrate their made-up sphere foam models and reward them.

Make the students relate the experiment and the foam-model back to the video that was placed in
the beginning of the lesson (components of water found in the oceans and rivers), relate how the
elements can save the wild life. Reflect on the experiment and it relates to real-life instances.

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.

Allow students to problem-solve the formula given, guide them to the correct answer without
influencing their understanding. Ensure that the entire class is being involved by not only focusing on
one student to solve the formula and give equal chances to all students.
 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

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-1VA, SC5-1VA Students will understand the importance of science in their

lives and the role of scientific inquiry in increasing understanding
of the world around them

SC4-4WS Students will make predictions of what will happen to the

solutions based on scientific knowledge and students will be able
to produce the aim.

SC4-6WS Students will follow the method supplied and collaborate

with peers to perform the experiment.

SC4-17CW Students will understand the properties of the elements and

how they relate to everyday life uses.

SC4-16CW Students will understand how crystals are formed and the
arrangements of the particles. Students will appreciate the
composition of water in ocean and rivers and its impact on the
wild life.
Academic Justification

Pedagogical approaches used in the classroom majorly shape our students learning ability.

Elements of the Australian Professional Standards for Teaching (APST) and Quality Teaching

Framework (QTF) play a major role when creating an enriched lesson plan. The QFT model is used by

teachers as a self-reflection to critique and discover the strengths and weaknesses to allow for

further enhancement of current pedagogical strategies, therefore, enhancing learning outcomes

(Butler et al., 2004). Though the original lesson plan fulfilled some of the criteria provided by the QT

model, there is still some room for enhancement in the science lesson plan. Areas of concerns in the

plan were the following: Problematic knowledge, student direction, cultural knowledge and

narrative.

In the original lesson plan, the use of ICT was hardly evident, little to no use of technologies. The

lesson’s modification ensures the use of ICT components such as the use of smart board and a

computer are available. According to NESA (2017), ICT has become an easily accessible, meaning

that due to its accessibility, it can be used as a powerful tool that can enhance the outcomes of

learning and participation of students in the classroom (Hennessy, Harrison and Wamakote, 2010).

Implementation of ICT allows students to use cognitive skills to challenge ways of learning and

explore ways to integrate the use of technology when problem solving. The original lesson plan

majorly focused on the teachers use of ICT, the students were not provided with any opportunities

to implement the use of ICT. The use of ICT should be moderate throughout the lesson, excel sheets

will be offered to allow students to insert results and develop a graph of the different results

obtained to incorporate and build on student’s ICT skills. The engagement of appropriate amounts of

ICT stimulates an enriched learning setting and allows for knowledge build up (Olakulehin, 2007).

Offering the students, the chance to figure ways by linking to previous mathematical and chemistry

learn knowledge allows for independent learning. Ensuring that all students have a go at solving the

correct formula, without direct a teacher’s direct influence on answers, allows the students to link

between subjects and find ways to problem solve on their own.

 A necessary change had to take place to ensure that students are using their cognitive skills to

their maximal potential. Guiding students and promoting a whole-class approaches ensures higher-

order thinking. This can be achieved due to the minor modification of allowing student to develop

their own understanding of the aim and guiding those who are challenged by offering assistance

without manipulating their thoughts and using the help of their peers to initiate a whole-class aim, if

majority struggled. When students are asked to take control of the lesson and activities and have

support present when necessary, students tend to feel more confident and in control. According to

Decker, Dona and Christenson (2006), students feel more powerful when are self-directed and in

control. Having the power to self-assign a role in the group and taking lead when demonstrating the

foam model in front of the classroom, creates a more engaged environment. Adjusting lesson plans

to include self-direction can be achieved by the teacher allowing the students to choose their roles

within a group, as they would feel more confident and comfortable in being able to contribute to a

successful experiment. giving students opportunities to be able to choose their own choices allows

for increased engagement and motivation (McFadden & Munns, 2002).

To embrace cultural knowledge teachers are to assign the groups strategically by randomly

picking students and placing them in groups, this would open students to contribute in diverse

mixed group (Decker et al., 2006), rather than grouping them based on their already-built circles.

Teachers would achieve a collaborative group consisting of different personalities and strengths that

would be working all together as a group (Mcclure, 2016). Strategically, assigning groups will cancel

out any conflict between students, as it promotes students to have an increase of acceptance, trust

and support (Mcclure, 2016). Students will also view the content from a different perspective due to

the diversity of the group. Having an inclusive classroom will ensure that students would value and

respect other students from different social standings. Students would also develop the ability to be

able to construct relationships with students regardless of their differences.

 The original lesson plan failed to demonstrate any forms of narrative throughout the lesson.

Relating the lesson to scenarios that are relevant to the students’ knowledge and life is the best way

to introduce narrative into the lesson plan as it creates an interesting and alive learning environment

(Mcclure, 2016). The use of narrative about the freezing points of the oceans and rivers and the

survival of the Antarctic animals during the harsh situations allows for the development of personal

connections to the topic. The integration of the picture of the penguins and their survival during the

extreme weathers especially when hunting, brings the students to appreciate the animals and the

changes that are occurring every day without direct impact on them. Linking to outside world allows

for a more meaningful and valued learning space and educational outcomes.
Reference List

Board of Studies NSW. (2013). Science K-10 Syllabus. NSW syllabus for the Australian curriculum.

Retrieved 15th May from http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf

Butler, L. D., Lauscher, N. H., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and Self-regulation

in Teachers’ professional development. Teaching and Teacher Education, 20(5), 435-455.

Decker, M. D., Dona, P. Daria., & Christenson, L. S. (2006). Behaviourally at-risk African American Student:

The importance of student-teacher relationships for student outcomes. Journal of School Psychology, 45(2),

83-109. doi: 10.1016/j.jsp.2006.09.004

Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher Factors influencing classroom use of ICT in

Sub-Saharan Africa. Itupale Online Journal of African Studies, 2(1), 39-54.

Mcclure, 4. K. (2009). Resurrecting the Narrative Paradigm: identification and the Case of Youth Earth

Creationism. Rhetoric Society Quarterly, 39(2), 189-211. DOI: DOI: 10.1080/02773940902766771

McFadden, M., & Munns, G. (2002). Student Engagement and the Social Relations of Pedagogy. British

Journal Of Sociology of Education, 23(3), 357-366.

New South Wales, Department of Education and Training. (2006). A classroom Practice Guide. Quality

teaching in NSW public schools. Retrieved 15th May from https://app.education.nsw.gov.au/quality-teaching-

rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf ‘

Zhanwei. (2011). Adaption of Penguin [image]. Retrieved from

https://www.slideshare.net/ZhanWei/mind-map-3penguin
Reference List

Learning portfolio Link

https://ayehabdulkareem.weebly.com