102086 DESIGNING TEACHING AND LEARNING

Assessment 2 - lesson plan

Mary-Magdalene Saad
18391767

Table of Contents
QT Analysis Template .....................................................................................................................1
Modified lesson plan ......................................................................................................... 4
Academic justification ...................................................................................................... 9
Reference list ....................................................................................................................11
learning portfolio URL .....................................................................................................12

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102086 Designing Teaching & Learning
Assignment 2: QT Analysis Template

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.
Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments:
5 multiple aspects of the information provide to the students feels shallow, emphasis is being
placed in irrelevant areas with no in-depth discussion about actual learning outcomes. The
Students are guiding the discussion with little influence from the teacher.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments:
5 Students are given the opportunity to come up with a hypothesis for the experiment.
Students are provided with molecular models to help aid their understanding of the
reactions taking place.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments:
5 The students are given the opportunity to hypothesis what would happen in the
experiment. They would have also had the chance to explain their views further during the
discussion.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments:
5 The only opportunity students are given to participate in higher order thinking is when they
come up with a hypothesis for the experiment.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments:
5 Had the opportunity to use scientific jargon throughout the lesson but only used freezing
point. The reactions that where occurring could have been shown using the chemical
equations for each experiment, the correct chemical name for the substances used could
have been incorporated e.g. Sodium chloride instead of salt.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments:
5 Students are only being asked routine questions that require single word responses, instead
students should be encouraged to question the topic and have a discussion. Questions
should be framed in such a way that requires an in depth response from the students.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments:
5 A brief explanation of the practical is given, and students are told to follow the procedure
that was given to them. Further explanation should be provided to ensure that students
completely understand what is expected of them.
2.2 Engagement
1 – 2 – 3 – 4 – Comments:
5 The lesson appears to be engaging, the students are given the opportunity to perform an
experiment to justify what they have learnt.
2.3 High expectations
1 – 2 – 3 – 4 – Comments:
5

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 Students where only expected to do the tasks that where set out for them. They could have
been given the opportunity to question their learning and apply it to different salts not just
table salt.
2.4 Social support
1 – 2 – 3 – 4 – Comments:
5 Students worked in groups to complete some of the tasks. There was a class discussion
which would have been a n opportunity for students to voice their opinions.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments:
5 The tasks provided appear interesting enough to keep students on task, each student within
the group is given a task to complete. At the beginning of the class students are briefed on
safety procedure

2.6 Student direction

1 – 2 – 3 – 4 – Comments:
5 Each task has been designated a limited amount of time, students could have been given
the option to complete that task at their own pace.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments:
5 students are given the opportunity to draw on previous knowledge and show their current
understanding as an introduction to the lesson.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments:
5 Cultural knowledge cannot be legitimately incorporated into this lesson and would not
strengthen the substance of the lesson.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments:
5 No connections are being made between different topis/ subjects. ……………..
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments:
5 Looking at the lesson plan all students appear to be involved, there would be no reason for
any of students being excluded. Students are also given the opportunity to work in small
groups.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments:
5 The only connection between what is being taught and out of school contexts of what is
being learned is in the YouTube video that explains how salt is often used to melt ice on the
road. Could the importance of being able to predict the freezing points of solutions could
have been explained
3.6 Narrative
1 – 2 – 3 – 4 – Comments:
5 There is no use of narrative during the lesson. The use of narrative in the lesson may have
felt disjointed and detracted from the intended learning outcomes.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.
QT model
1) 1.4 higher order thinking 2) 1.5 metalanguage
3) 1.6 substantive communication 4) 3.5 connectedness

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 Lesson Plan

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

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

Time: Total Number of students Printing/preparation

Materials for students: 100mm clear

plastic test tubes, test tube lid or
cork, test tube rack, water at 10oC,
salt, sugar, periodic table, freezer,
teaspoon., marker, timer, foam
spheres of different sizes and colours
to represent the elements: Na, Cl and
H2O. Small wooden sticks to
represent connections for the
elements and compound.

Additional Materials: Freezer,

monitor in front of classroom, access
to the internet, large bottles of water
at 100C, correct chemical and physical
equations for both salt water and
sugar water.

Outcomes Assessment Students learn about Students learn to

Chemical World 4 (CW4): Different The students will: C. Describe the effects of
types of chemical reactions are factors, eg temperature and
used to produce a range of  Explain how catalysts, on the rate of
dissolving salt
products and can occur at different some common chemical
and sugar into
rates and involve energy transfer reactions (New South
water will affect
(New South Wales. Board of the freezing point Wales. Board of Studies,
Studies, 2012). depression of 2012).
water.
 Predict the
freezing points of SCLS-4WS: Asks questions
the water
solutions that can be tested and
containing either makes predictions (New
salt or sugar and South Wales. Board of
which will freeze Studies, 2012)
first.
 Demonstrate the
ability to record

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 and analysis the SCLS-6WS Participates in an
data collected investigation by following a
from the sequence
experiment as
they engage in
critically thinking
about the topic. SCLS-7WS: Collects, records
 Display the ability and interprets data and
to formulate information
equations of salt
dissolved in water
and sugar SCLS-22CW: Recognises the
dissolved in properties of common
water. substances
 Explain the
differences
between a
physical and
chemical
reactions.

Time Teaching and learning actions

5 min

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

Write out key words such as: temperature, freezing point, melting point, endothermic, exothermic, kinetic
energy, ask students if they know what they mean, if not provide a definition.

If students find it hard to distinguish between endothermic and exothermic tell them to remember that
exothermic is linked to exterior therefore it gives of heat.

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

Write the word freeze on the board with a circle around it.

Ask how is relates to the topic chemical world.

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

By asking:

How does something freeze?

Why it freezes?

What happens when something freezes?

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 Is freezing a chemical of physical change?

Is it an endothermic or exothermic reaction?

Explain the importance of needing to know the physical properties of substances e.g.

 When a chemist is trying to figure out the purity of a substance

 being able to change the physical properties can give a substance new uses an example is when
making metal alloys
 Provides knowledge on storage and handling of chemicals - can it be stored at room temperature?
 Clean up and disposal of spills

10 Explain to the class the aim of the today lesson will be on the freezing points of water, salt water and
min sugar water.

Ask if anyone can think of an experimental design to test the freezing point of the different water
solutions

Explain safety procedures of the experiment before commences.

Tell students to attempt to write out the correct chemical equation for salt water and sugar water.

Demonstrate what happens when you put salt on ice. Ask them why they think this happens

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

Tell students to attempt to write out the correct chemical equation for salt water and sugar water in their
groups. Go around to each group and check their equations, help students that are struggling.

Explain what to do in the practical and to fellow the methods sheet that was handed out.

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

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

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

Start with saying: Lets zoom in on a molecular level to gain a better understanding of what is happening in
each reaction. I have a box of elements and compounds of the water, salt and sugar

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

Use sugar as an example:

“Sugar is 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.

20 Discussion and evaluation of the practical.

min

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

Have the students graph the temperature of the substances in relation to time

Discuss the predictions and errors from each group and compare them with all class. Correct any
misconceptions the students may have.

Ask questions to why the thought that way and how it relates to the topic.

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

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

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

https://www.youtube.com/watch?v=YglP2El_cqU

shows how changing the freezing point can be used in the food industry

end the class using http://www.scootle.edu.au/ec/viewing/L9122/index.html

this will test is students have understood the experiment

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SCLS-4WS: Asks questions that Students should be able to design their own experimental
can be tested and makes method
predictions

SCLS-7WS: Collects, records and

interprets data and information

SCLS-22CW: Recognises the

properties of common
substances

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academic justification

1.4 higher order thinking

Within science education the promotion of higher thinking skills enhances students’ critical

thinking, decision making and problem solving. Strategies’ that are commonly employed by

teachers that foster higher order thinking include; short inquiry-based experiments

performed in groups, dealing encouraging class discussions, and dealing with real world

cases (Miri, David & Uri, 2007). The lesson plan was modified to include higher order

thinking by asking questions that might result in a student discussion as they try to reach a

conclusion, a short period of time was also given for students to come up with ideas on how

the experiment could be conducted before the procedure sheet was handed back and as

they examined the effect salt had on ice. Strategically posed questions encourage students

to further investigate the topic leading to a deeper understanding through application,

evaluation, and analysis leading to more scholarly views (Nappi, 2017). Asking higher order

questions also provides teachers with further information regarding the understanding of

the students. Metacognition can also be developed by constantly posing higher level

questions this provides students with the ability to discern between questions that require

reasoning and those that require recall.

1.5 metalanguage

Metalanguage is of importance when trying to be explicit about language (Schleppegrell,

2013). The original lesson had very limited exposure to the scientific terminology associated

with the learning out comes. This was edified by adding some key words that are strongly

related to the lesson, these words would have a recurring theme in the lesson. Definitions
alone can often be forgotten and will not enhance the learning of the student. Instead

teaching students new vocabulary is easier to accomplish by teaching the ideas they

represent (Driver, Elliott & Wilson, 2015). The use of correct terminology is concerned with

the relationship between concepts and their designation. It is Inextricably linked with

specialist knowledge and specific purposes.

1.6 substantive communication

Substantive communication is achieved from moving from single word responses to a more

discussion-based lesson. Students are encouraged to think critically, evaluate and question

what is being taught. Substantive communication has the ability to switch the paradigm so

that teachers gain a better understanding of the students understanding of the topic which

helps better guide their thoughts. The students are asked to communicate their

understanding in a variety of modes including a discussion, graphicly, and visually

(DET,2008).

3.5 connectedness

Learning becomes more meaningful to learners when it is personalised. The ability to

connect student learning to the real world increases its value and the student’s ability to

conceptualize it. Science can often feel like a chore to students as they are often tasked

with memorising content they fail to see the relevance of on their own lives (Prain, Waldrip,

Sbaglia & Lovejoy, 2018). This was done in this lesson by explaining the importance of being

able to predict the physical properties of different substances by applying it to different

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fields. A short clip explained that the physical properties of ice cream can be changed by

adding salt making it more creamy or icy by altering the freezing point. Being able to apply

chemistry to other fields elicits the attention of students who believe that the lessons being

learnt are not applicable to themselves.

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References

Driver, A., Elliott, K., & Wilson, A. (2015). Variation theory based approaches to

teaching subject-specific vocabulary within differing practical

subjects. International Journal For Lesson And Learning Studies, 4(1), 72-90.

doi: 10.1108/ijlls-10-2014-0038

Miri, B., David, B., & Uri, Z. (2007). Purposely Teaching for the Promotion of

Higher-order Thinking Skills: A Case of Critical Thinking. Research In

Science Education, 37(4), 353-369. doi: 10.1007/s11165-006-9029-2

Nappi, J. (2017). The Importance of Questioning in Developing Critical Thinking

Skills. Delta Kappa Gamma Bulletin, 84(1), 30-41.

Prain, V., Waldrip, B., Sbaglia, R., & Lovejoy, V. (2018). Towards personalising

learning in school science: Making this learning more relevant. Teaching

Science, 63(1), 27-33.

Schleppegrell, M. (2013). The Role of Metalanguage in Supporting Academic

Language Development. Language Learning, 63(1), 153-170. doi:

10.1111/j.1467-9922.2012.00742.x

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Learning portfolio URL

https://marysaad.weebly.com/

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