102086 Designing Teaching and Learning

Dhanushka Gunawardena – 17387792

Lesson plan selected: Science

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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: Lesson and activities are planned around the key concepts of physical and chemical
5 changes and relationships between them. They give students a deep knowledge through chemical
and physical experiments in the lab.
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: It is hard to determine the deep understanding of students without direct observing
5 the lesson being conducted. However, students are engaged with discussions and evaluations
throughout the lesson.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: The experiment allows students to make their predictions on the aims before and
5 during the practicals which provides students to construct their own knowledge and multiple
perspectives. However, it does not allow students a chance to critically think about their views
according to the social construction of knowledge.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: The experimental task encourages students to involve in higher order thinking as
5 they have to make the predictions on what will happen to the water, sugar solution and salt
solution before and during the practical through their knowledge of freezing and then they are
asked to discuss and compare their predictions and errors with other groups in the class.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Metalanguage is used throughout the lesson appropriately such as elements,
5 compounds, solutions and periodic table.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: Continual communication and lesson stimulation discussions between teacher and
5 students throughout the lesson and sufficient time is provided on discussions, working with teams
and reflection of the practical.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: The lesson gives students a clear practical guidance and safety procedures in the
5 method. But there is no explicit information made by teacher at any point of the lesson to improve
the quality of the work expected by students.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Whilst it is difficult to decide without direct observing the lesson being performed as
5 the students are allocated to multiple tasks inside the group, it would be assumed that students are
strongly engaged in practical tasks, discussions and evaluations throughout the lesson.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: All students engaged in challenging work mostly throughout the lesson but all parts
5 of the lesson are discussed in the class and answers are provided.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Teacher is provided in clear instructions of the experiment and provided assistance to
5 students if they need throughout the experiment ensuring everyone is understand the lesson.
Students are also engaged in group activities and discussions.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Although it is hard to decide the students’ self-regulation without observation,
5 strategies are used to encourage students ‘self-regulation so they are engaged in multiple tasks and
maintain constant focus in the lesson.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Student direction is minimal throughout the lesson as the lesson planed by the

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 5 teacher and students follow the teacher’s guidance.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: At the starting of the lesson, the interactive brainstorm questions are asked from the
5 teacher to analyse the students’ prior knowledge on freezing point.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: Cultural knowledge is not integrated with the lesson. That could be included by
5 mentioning how various cultures apply this knowledge in their daily lives.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: Some connections are made within the topic between temperature, freezing point and
5 chemical reaction.
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: All group of students are engaged in the experiment without considering their social
5 status and they are involved in full class discussions at the end of the task.
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: There is a YouTube video used at the end of the lesson which provide an evidence on
5 how the lesson can be connected with outside of the school. The video mention about the
environmental damage which can provide opportunity to the students to apply their knowledge to
outside to the class room.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: No narratives are included in the lesson except the YouTube URL which provide
5 some narrative aspect.

Identifying Areas for Improvement

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

QT model
1) Explicit quality criteria 2) Student direction
3) Cultural knowledge 4) Narrative

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 Lesson Plan
Topic area: Stage of Learner: Stage 4
Temperature, Freezing points and
Chemical reactions.
Date:10/05/2019 Location Booked:
Time: 40 minutes Total Number of students Printing/preparation
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Outcomes Assessment Students learn about
The students will:
Chemical World 4 (CW4): Different Informal assessment
types of chemical reactions are used to
produce a range of products and can Brainstorming questions
occur at different rates and involve to test students’ prior
energy transfer (New South Wales.
knowledge about the
Board of Studies, 2012).
lesson
Test the students’
knowledge by having
class discussions.
Observation of
students’ engagement
throughout the
experiment to get an
idea about their level of
knowledge.
Formal assessment
Marking students’ lab
books.
End of year exam will
test the students’
knowledge about some
concepts of this lesson.
Syllabus Pages:
Lesson Number:
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.
Students learn to
C. Describe the effects of
 Explain how factors, eg temperature and
dissolving salt catalysts, on the rate of some
and sugar into common chemical reactions
water will affect (New South Wales. Board of
the freezing point Studies, 2012).
depression of
water. SCLS-4WS: Asks questions
 Predict the that can be tested and makes
freezing points of predictions (New South
the water Wales. Board of Studies,
solutions 2012).
containing either
salt or sugar and
which will freeze
first.
 Demonstrate the
ability to record
and analysis the
data collected
from the
experiment as
they engage in
critically thinking
about the topic.
 Display the
ability to
formulate
equations of salt
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 dissolved in water
and sugar
dissolved in
water.
 Explain the
differences
between a
physical and
chemical
reactions.