102086 Designing Teaching & Learning

Assessment 2

LESSON
PLAN
ANALYSIS  

Eman Chami
17972853

102086 Designing Teaching and Learning 1

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102086 Designing Teaching & Learning Assessment 2- Lesson Plan
   

Table  of  Contents  

Assignment  2:  QT  Analysis  Template  ...................................................  3  
Lesson  Plan  Modification  .....................................................................  5  
Academic  Justification  ........................................................................  10  
Reference  List  .....................................................................................  12  
Learning  Portfolio  Link  .......................................................................  14  
 
 
   

Name:  Eman  Chami   2  

Student  Number:  17972853  
102086 Designing Teaching & Learning Assessment 2- Lesson Plan
   

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 – 5 Comments:
The concepts are clearly established; the freezing points of water, salt water and sugar water. This
lesson will allow the students to gain a deeper knowledge of chemical reactions as they are only
focusing on three.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments:
The lesson plan is structured around the prior knowledge of the word ‘freeze’. This does provide
the students with the opportunity to demonstrate their understanding however, the context is not put
into real life situations so some students may not fully grasp the concepts they cannot physically
see.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments:
The lesson plan allows students to explore the assumptions as they are instructed to predict the
aim and results of experiment. The experiment provides the tools to which the students will
challenge their perspectives; but it does not allow students to question the assumptions based on
the social construction of knowledge.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments:
The lesson utilises Bloom’s taxonomy which allows for high-order thinking as students compare
results and discuss result/prediction, as well as evaluate the practical. Could benefit more if follow-
up questions were used to extended students thinking beyond recall.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments:
Throughout the lesson a continuous use of metalanguage is used. For examples Elements, predict,
compounds, aim and periodic table.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments:
Lesson is set up for good ongoing communication as teacher frequently asks questions. Group work
allows for communication between students.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments:
Provides students with clear method for experiment. But the teacher does not explicitly describe the
quality of work expected.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments:
High engagement is identified by on-task behaviours that is required for the experiment. Students
each have a given role to ensure the experiment goes well.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments:
High expectations around students following safety procedures. Teacher also encourages students
to aim higher as students are asked to make predictions of the aim themselves and only if necessary
the aim is provided.

Name:  Eman  Chami   3  

Student  Number:  17972853  
102086 Designing Teaching & Learning Assessment 2- Lesson Plan
   
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments:
This lesson allows for all students to contribute and collaborate as each person in the group has a
role. The group work nature allows for respect amongst one another.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments:
n/a cannot rate as needed to be physically present in the classroom to see the students’ initiative to
maintain behaviour.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments:
There is no evidence for students to direct their own activities. Teacher assigns group roles.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments:
The brainstorm at the beginning of the lesson will assess the background knowledge. But only
mentioned briefly.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments:
Lesson does not provide students with the opportunities to look beyond stereotypes. No mention of
other cultures or social groups.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments:
Cross-curriculum perspectives have not been intergraded into lesson.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments:
This lesson creates opportunities for all students to experience the range of classroom roles. It
utilises the strategy of group work roles, such as timer, recorder, handler and retriever
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments:
The video at the end of the lesson speaks about a real-life situation; how in America reducing the
freezing points depression clears up the roads making it safe to drive. However, lesson maybe short
and video may not be played
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments:
No mention of a story, an illustration or other narrative techniques.

Identifying Areas for Improvement

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

QT model
1) 2.6 Student direction 2) 3.2 Cultural knowledge
3) 3.3 Knowledge integration 4) 3.6 Narrative

Name:  Eman  Chami   4  

Student  Number:  17972853  
 102086 Designing Teaching & Learning Assessment 2- Lesson Plan
   
Lesson Plan Modification

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

Temperature, Freezing points and Outcomes: 81-83
Chemical reactions. Students learn about: 114-115
Students learn to: 104-106
Date: Location Booked: Lesson Number: /
22/10/18 Laboratory classroom
Time: Total Number of students Printing/preparation
50 minutes
28 Materials for students: 100mm clear
plastic test tubes, test tube lid or cork,
test tube rack, water at 10oC, salt,
sugar, periodic table, freezer,
teaspoon., marker, timer, foam
spheres of different sizes and colours
to represent the elements: Na, Cl and
H2O. Small wooden sticks to
represent connections for the
elements and compound.

Provided safety sheet for the correct

procedure of handling chemicals

Provide method sheet for students to

follow

Kahoot Quiz to assess prior

knowledge

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.

Outcomes Assessment Students learn about Students learn to

Values and Attitudes
SC4-1VA
Appreciates the importance of
science in their lives and the
role of scientific inquiry in
increasing understanding of
the world around them
Working scientifically
SC4-4WS
Identifies questions and
problems that can be tested or
researched and makes
predictions based on scientific
knowledge
Lesson assessment CW1: The properties of
Prior knowledge the different states of
-   Observation of matter can be explained
student interactions in terms of the motion
and ability during and arrangement of
the lesson. particles.
-   Assess prior c. uses a simple particle
knowledge of the model to predict the effect
word ‘freeze’ by of adding or removing heat
using the Kahoot on different states of
quiz matter
Informal assessment -   Students will explain
-   Participation on the how dissolving salt
brainstorm activity and sugar into water
will affect the
WS4: Students question
and predict by:
a. identifying questions and
problems that can be
investigated scientifically
b. making predictions based
on scientific knowledge and
their own observations
WS6: Students conduct
investigations by:
b. assembling and using
appropriate equipment and
resources to perform the

Name:  Eman  Chami   5  

Student
 Number:
 17972853
 
 102086 Designing Teaching & Learning
SC4-6WS
Follows a sequence of
instructions
to safely undertake a range of
investigation types,
collaboratively
Chemical world
SC4-16CW
Describes the observed
properties and behaviour of
matter, using scientific models
and theories about the motion
and arrangement of particles
SC4-17CW
Explains how scientific
understanding of, and
discoveries about the
properties of elements,
compounds and mixtures
relate to their uses in everyday
life
Name:
 Eman
 Chami
 
Student
 Number:
 17972853
Assessment 2- Lesson Plan
-   Ongoing observation freezing point investigation, including
of student input depression of water safety equipment
towards the -   Explain the d. following the planned
experiment differences between procedure
-   Guide students to a physical and f. performing specific roles
reaching an answer chemical reactions. safely and responsibly when
without influencing working collaboratively to
their thought process complete a task within the
CW4: In a chemical timeline
Summative assessment change, new substances g. assessing the method used
-   End of term are formed, which may and identifying
examination which have specific properties improvements to the method
will cover the related to their uses in
content learnt in this everyday life.
lesson a. identifies when a
chemical change is taking
place by observing a
change in temperature, the
appearance of new
substances or the
disappearance of an
original substance
-   Predict the freezing
points of the water
solutions containing
either salt or sugar and
which will freeze first.
b. demonstrate that a
chemical change involves
substances reacting to form
new substances
-   Students will display
the ability to
formulate equations of
salt dissolved in water
and sugar dissolved in
water.
c. investigates some
examples of chemical
change that occur in
everyday life
-   Demonstrate the
ability to record and
analysis the data
collected from the
experiment as they
engage in critically
thinking about the
topic.
6
102086 Designing Teaching & Learning Assessment 2- Lesson Plan

 
 

Time Teaching and learning actions Organisation

5 min Brainstorm- Kahoot Quiz Teacher: Set up the Kahoot before the students walk
How does something freeze? into class to avoid any ‘technical error’. As the students
Why it freezes? are getting ready for class, instruct the students to login
What happens when something freezes? in Kahoot and write the game pin on the board. To
Can you freeze water? draw out students current understanding and
At what temperature does water freeze? knowledge of freezing points and common chemical
What causes ice crystals? reactions. Ask the question “Ok class what comes to
Which elements can increase the freezing time? mind when you think about the word freeze?

Student: Use their smart devices to login on Kahoot

and play the quiz game

Resources:
https://play.kahoot.it/#/lobby?quizId=1446eee9-df2f-
468f-b22f-db6e9717e7d4
Pin- 8579843
Smart devices

5 min Narrative
(Moggeridge, 2017)
Bring the students attention
to the visual picture on the
method sheet and you tell a
narration of the Cod fish
and why understanding the
freezing point of water is important.
In the day of a Cod fish, the fish will swim about in the
water and during colder days the water will become ice.
Who agrees put their hands up?
Well what’s really happening at freezing point is that
the molecules found in the water are crashing into each
other as they begin to move slowly. Why do you think
the molecules are now moving slowly?
Well it has something to do with the lowed temperature
and conserving energy. As molecules move slowly they
become stuck and freeze. But what would happen to
our Cod fish if the water is now ice, how will it survive.
Our experiment day we will focus on the different
freezing points of water, salt water and sugar water and
how you think this will save our Cod fish’s home.
Teacher: Using the Cod fish found in Murray River
which is a part of the Aboriginal dreamtime story
(Ponde-Ngurunderi) will set the scene for why it is
important to understanding the freezing points of water
and what it means for sea life, all while highlighting
Aboriginal culture and perspectives.
Teacher will ask questions when explaining the
narration. This will allow students to grasp the concept
of today’s experiment.
Student: Will relate the content to real life situations
(what actually happens to the fish when the water is
gets too cold).
It allows students to visualise the narration and the
visual representation of the Cod fish will bring forward
the Aboriginal culture
Resources: The method handouts will have the picture
of Cod fish from the dreamtime story
Smartboard

5 min Instructions
Explain to the class the aim of the today lesson will be
on the freezing points of water, salt water and sugar
water.
Explain safety procedures of the experiment before
commences.
Explain what to do in the practical and to follow the
methods sheet that was handed out.
Teacher: Hand out safety procedure sheet and method
sheet. Use the smartboard to display the same
information on the handouts.
Student: Ask questions if they are unsure how to
handle equipment correctly, or if they need any further
clarification on steps required for a successful
experiment
Resources: Safety procedure sheet and method sheets.
Smartboard

Name:  Eman  Chami   7  

Student
 Number:
 17972853
 
102086 Designing Teaching & Learning
10 Experiment
min Allow the students to choose the roles within the group:
-   Timer (keeps track of the time),
-   Recorder (writes down results),
-   Handler (mixing the solutions together)
-   Retriever (takes and places the test tube rack in the
freezer).
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.
Assessment 2- Lesson Plan
Teacher: Assign students into groups. 4-5 students per
group make sure the groups are inclusive and
encourage students to work with students who are
culturally different.
Walk around the classroom and observes students as
they begin the experiment. Watch out for student
engagement and if they have any concerns. Teacher is
also asking extension questions throughout the
experiment to sure a deeper understanding
Makes sure the periodic table is available there for
students to refer to if need be.

Guide or provide assistance at the start of the

experiment without influencing the students’ thought Student: Negotiation amongst themselves which roles
processes. Walk around the classroom. they feel they can do justice.

After the students record the first lot of results for the Working in groups will increase student engagement as
practical introduce the boxes foam spheres representing all students have a required task which will keep them
the elements: Na (Sodium), Cl (Chloride), C12H22O11 on the job at hand.
and H2O to each group.
Hands on experiment
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 Resources: Experimental equipment, Periodic table
sugar

Ask if the students know the common names of

elements and compounds of chemical symbols on the
foam spheres. Allow them to refer to their periodic
table for guidance.

Use sugar as an example:

“Sugar is make up of these elements Carbon,

Hydrogen and Oxygen which of the spheres has these
elements?”

Followed by: “Now what can Hydrogen and Oxygen

make and which of the spheres represents water?”

Instruct the student to predict what is happening to all

three solutions using the foam spheres.

Discussion and evaluation of the practical.
20 Discuss the predictions and errors from each group and
min compare them with all class.
Discuss if by dissolving salt and sugar is a chemical
change or physical one referring to the experiment the
student preformed and foam modals.
Teacher: Open an excel spreadsheet on the smartboard
and create a table for the combined results of the all
class. Have the recorder of each group write down their
result on the table. Teacher will correct any
misconceptions the students may have had and
ask questions to why the thought that way and how it
relates to the topic.
Now that we reached the end of the experiment. Relate
the narrative of the Cod fish to its natural habitat, the

Name:  Eman  Chami   8  

Student
 Number:
 17972853
 
102086 Designing Teaching & Learning
Relate the narration of the Cod fish’s home, as the
Murry River is a river which contains salt particles,
making it salty water. As we just finished the
experiment, we saw how salt and sugar water reduced
the freezing point of water. So, this how we will save
our Cod fish’s home. The naturally occur salt water
will disrupt the formation of ice and the Cod fish can
continue on swim.
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.
Video representation of why salt reduces the freezing
point of water with similarities to the foam models
(only if time is available)
Assessment 2- Lesson Plan
Murry River and answer the question how do you think
this will save our Cod fish’s home?
Student: Will reflect on the experiment and what it
actually means in real life context, as the YouTube
video shows how in America reducing freezing points
depression of water by using salts will clear up the
roads, making it safe to drive.
Resources: YouTube clip
Link to video:
https://www.youtube.com/watch?v=JkhWV2uaHaA
Similarities in 0:50 seconds to 1:12 minutes of the
video.
Smartboard

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 Informal assessment, through observation of student’s engagement during
practical and during the discussion
SC4-4WS Informal assessment, students will make predictions about what will happen to the
solutions before the experiment, students will also predict the aim
SC4-6WS Informal assessment, observe student’s ability to read and follow method. See
how many times students asks for clarification on a step.
SC4-16CW Informal assessment, observe students throughout the duration of the experiment
and see the type of engagement and the types of questions they may ask
SC4-17CW Informal assessment, during the discussion of the results and the YouTube video
of real life snow situations
Formal assessment, end of term exam

Name:  Eman  Chami   9  

Student  Number:  17972853  
102086 Designing Teaching & Learning Assessment 2- Lesson Plan
   
Academic Justification

A core component of the teaching profession is pedagogy, the quality of pedagogy that is present in
classrooms and educational settings will shape students learning the ability. The NSW Quality
Teaching Framework (QTF) is a recognised model put in place to develop "teachers' professional
self- reflections" (NSW Department of Education and Training, 2003), as it aims to improve
pedagogy hence, ensuring successful student learning. With respect to the NSW QTF, there are three
dimensions; Intellectual Quality, Quality Learning Environment, and Significance. Each dimension
has a set of elements that represent the characteristics of quality pedagogy (Gore and Ludwig, 2009).
Within the original lesson plan, there was a comprehensive understanding of constitutes quality
teaching. However, there was definite room for improvement. Areas of particular concern were; 2.6
Student direction, 3.2 Cultural knowledge, 3.3 Knowledge integration and 3.6 Narrative. These four
NSW QTF elements were the focus for improvement in the chosen lesson plan.
Many of the lesson modifications also utilised the Information and Communication Technologies
(ICT) component such as using the smartboard instead of the whiteboard, as well as incorporating
the Kahoot quiz instead of a brainstorm will entice the students to part-take in the activity. ICT has
the potential to transform the educational system: as it plays a crucial role in increasing flexibility
and creating innovative approaches to teaching and learning (Khan, Butt and Zaman, 2013). Living
in the 21 Century should bring about change to the way teachers, teach students.

According to the coding scale, dimension 1: Intellectual Quality in the original lesson plan was
captured in quality. This dimension refers to the pedagogy that produces a deep understanding of
concepts as it engages students in high-ordering thinking (Gore and Ludwig, 2009). However,
dimension 2: Quality Learning Environment, which focuses on creating classrooms that inspire a
productive environment (Gore and Ludwig, 2009); required improvements in the specific element of
student direction. As part of the lesson plan modification, to encompass student direction required
the teacher to allow the students themselves to choose which specific roles within the group they felt
more confident in doing and felt that they could contribute better for the success of the experiment.
Allowing the students real choices in the classroom has shown significant links to higher student
engagement and motivation (Erwin, 2004). A study by Parker, Novak and Bartell (2017) has
associated student direction of choice to feel autonomous and competent; as having the choice allows
students to capitalise on their strengths and the innate human drive to reaching a set goal. As effective
teachers, we must enable our students to feel a sense of self-direction, even if it is only a perceived
choice (Patall, Cooper, and Wynn, 2010). This perceived autonomy of choosing a role whether it is

Name:  Eman  Chami   10  

Student  Number:  17972853  
102086 Designing Teaching & Learning Assessment 2- Lesson Plan
   
being the timer, recorder, handler or retriever, would create a more engaging environment within
student groups.
Majority of the modification to the original lesson plan came from the NSW QTF dimension 3:
Significance; which refers to pedagogies that draw connections to prior knowledge as well as making
learning meaningful by incorporating cultural perspectives (Gore and Ludwig, 2009). The elements
of particular concern included: Cultural knowledge, Knowledge integration and Narrative. As part of
the modification, to embrace cultural knowledge required the teacher to strategically assign the
groups, by breaking students into heterogeneous groups will provide students with the opportunity to
contribute meaningfully in a mixed group (O’Brien, 2015), compared to grouping students according
to their friendship circles. In essence, the teacher will achieve a cooperative group which is defined
as a group of students with diverse abilities and characteristics all working together, learning from
one another, to accomplish the learning task (Ward, 1987). Strategically assigning groups will
eliminate any forward responses the students may have and will ensure that no conflict between
students occurs; as it promotes greater contact, acceptance, trust and support despite their difference
race, social class and sex (Ward, 1987). A more inclusive classroom will ensure that students
recognise and value knowledge sourced from multiple social groups. Students will learn to make
connections with students regardless of their differences; which will encourage students to look past
stereotypes.

Knowledge integration and Narrative are two elements which go hand in hand with this lesson plan.
As part of the modification, the best way to incorporate a narrative into a science lesson is to think
of the bigger picture. By creating a bigger picture, the students can base the information they learn
on real-life situations; which creates a more meaningful, dynamic and engaging learning space
(Hannam, 2015). More specifically the narrative about the Codfish not only puts the concepts into an
easy to understand the story, but it also created a baseline to incorporate knowledge integration and
in particular the cross-curriculum perspectives of Aboriginal culture. As part of the eight-way
framework of involving Aboriginal pedagogy into the Australian classroom context Yunkaporta
(2009) suggested the inclusion of symbols and imagery. Integrating the image of the Codfish from
the Aboriginal Dreamtime stories on the method sheet is a tool that teachers could use, as
understanding knowledge is coded in the symbols, images and metaphor we see. Students will learn
to appreciate the Aboriginal culture, which may lead to further interest and questions. Therefore, the
narrative and knowledge integration provides students the means to improve their educational
outcomes beyond the schooling context as they begin to value the world around them.

Name:  Eman  Chami   11  

Student  Number:  17972853  
102086 Designing Teaching & Learning Assessment 2- Lesson Plan
   
Reference List

Board of Studies NSW. (2013). Science K-10 Syllabus. NSW syllabus for the Australian
curriculum. Retrieved from
http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_full.pdf

Erwin, J. C. (2004) Classroom of choice: Giving students what they need and getting what you
want. Alexandria, Virginia USA: Association for Supervision & Curriculum Development.

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.

Hannam, F. D. (2015). Teaching through narrative. Forum on public policy. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1091524.pdf

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/7703/5b4356d50f0f34a74f3d451c19e13f21e45b.pdf

Moggeridge, B. (2017). Native Fish Strategy Artwork with Murray Cod, Macquarie Perch and
Catfish [Painting]. Retrieved from
http://www.riverspace.com.au/item/ponde-the-murray-cod-river-creator/

NSW Department of Education and Training. (2003). Quality teaching in NSW public schools.
Retrieved from
http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

O’Brien, C. (2015). Letting your classroom bloom: creating a culture of questioning and
discussion. ASCD: Inservice. Retrieved from
http://inservice.ascd.org/letting-your-classroom-bloom-creating-a-culture-of-questioning-
and-discussion/

Name:  Eman  Chami   12  

Student  Number:  17972853  
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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

Patall, E., Cooper, H., & Wynn, S. (2010). The effectiveness and relative importance of choice in
the classroom. Journal of Education Psychology, 102(4), 896-915. doi:
http://dx.doi.org/10.1037/a0019545

Ward, B. A. (1987). Instructional grouping in the classroom: School improvement research series
close-up #2. Education Northwest. Retrieved from
http://educationnorthwest.org/sites/default/files/InstructionalGrouping.pdf

Yunkaporta, T. (2009) Our ways of learning in Aboriginal languages: Aboriginal pedagogies at the
cultural interface. (PhD thesis), James Cook University. Retrieved from
https://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf

Name:  Eman  Chami   13  

Student  Number:  17972853  
102086 Designing Teaching & Learning Assessment 2- Lesson Plan
   
Learning Portfolio Link

https://emanchami.weebly.com

Name:  Eman  Chami   14  

Student  Number:  17972853