102086 : Designing Teaching and Learning

Science Lesson Plan

Author: Joshua Redmayne

ID: 17429173
1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: The knowledge is presented is highly focused, minimizing breadth of
5 knowledge and increasing depth. The lesson identifies students prior knowledge initially
and highlights key concepts, such as the disruption of the crystal structure, evenly
throughout the whole lesson whilst including a variety of sources of information.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: Students are asked to make predictions about the impact of salt and sugar in
5 freezing water. There is some depth of knowledge presented and time is allocated in the
lesson for questions and discussing the predictions and errors from each group and
comparing this with the class.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: Comments: Students are presented with information as pure fact without
5 analysis of where the information has come from, there is only one interpretation given the
set experiment parameters. Science is a journey of discoveries, and that journey is not
present as a problem that needs to be solved.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: The predictions students make are based upon their own knowledge being
5 synthesised with the rest of the class at the start of the lesson. The discussion of the
practical and formulation of ideas takes up a significant portion (5 mins + 20 mins) of the
lesson. The practical component itself is effectively rote learning.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Students are asked to identify elements on the periodic table and name the
5 compounds water, sugar and salt using foam spheres. There is an assumption that students
understand terms such as elements and compounds but there is no mention of energy
transfer in the lesson, or attributing the changes to energy.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: The initial part of the lesson is a simple initiate-respond-evaluate style of
5 communication with questions like “How does something freeze?” which require little
input from students and is entirely teacher driven. The experiment and discussion, which
occupies a majority of the lesson, is left open ended for students to ask questions and for
continued reciprocated communication to occur, focusing on the main substance of the
lesson.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: There is no mention of the quality of work demanded for this lesson, as the
5 lesson only outlines the procedure required to complete the work. An aim for the lesson is
presented, but again is a superficial statement that makes no explicit comment on quality.

2.2 Engagement
1 – 2 – 3 – 4 – Comments: Whilst it is difficult to comment on engagement without observing the lesson,
5 there is little room left for disengagement during the experiment itself as each student is
assigned a role. However, during the discussion, only a few students may dominate
engagement leaving the rest of the class disengaged.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: The experiment and lesson overall provides little opportunity for students to be
5 challenged or to push themselves, as the lesson structure is fairly rigid. The opportunity for
challenging work to be presented comes from the quality of the predictions made, however
the teacher does not demand a high quality and potentially provides the answers to students
anyway.
2.4 Social support
1 – 2 – 3 – 4 – Comments: Whilst difficult to score without observing the teacher interaction with
5 students, there is a clear focus on group work throughout the experiment with each student
having a role to fill. In addition to this, the teacher explicitly states they will walk around
the classroom, and encourage class discussions “the combined results of the class.”
2.5 Students’ self-regulation
 1–2–3–4– Comments: Whilst difficult to observe class behaviour without observing the lesson, the
5 majority of the lesson allows for student autonomy with regards to their interaction with the
lesson. It can be assumed that the teacher would have control over the classroom during a
practical lesson, and that the nature of the experiment will keep students occupied and
prevent interruption.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Students are offered no choice other than whether or not they engage in
5 discussions and offer answers to questions. The entire lesson is teacher directed, the
experiment is an explicit procedure, students are given roles by the teacher, and the timing
of the experiment is determined by the teacher.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Students are invited to present background knowledge at the start of the lesson,
5 drawing out their current understanding of freezing points and common chemical reactions.
There are few requests for background knowledge throughout the lesson save small
examples such as knowing the common names for elements and compounds.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: There is no reference or explicit recognition of culture within the lesson.
5
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: There is no knowledge integration into other KLA’s explicitly stated in the
5 lesson plan, nor are any of the cross curricular knowledge such as sustainability mentioned.

3.4 Inclusivity
1–2–3–4– Comments: Whilst difficult to observe class behaviour without observing the lesson, there
5 is an attempt made to promote inclusion by the teacher selecting student roles for the
experiment. In addition to this there are no activities that would exclude specific groups
from engaging with the lesson, however some self-exclusion may occur.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: The lesson demonstrates connectedness through the students background
5 knowledge to the introductory questions, but does not make this explicitly defined. The
video also excellently demonstrates connectedness as it gives an application of the
knowledge in the lesson, however it is only one activity, and, due to being optional, may
not even occur during the lesson.

3.6 Narrative
1–2–3–4– Comments: The attached video link is an excellent use of narrative but is an optional extra
5 activity, and without it there is no use of narrative stated within the lesson plan.

Identifying Areas for Improvement

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

QT model
1)Student direction 2)Knowledge integration
3)Explicit quality criteria 4)Narrative
 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, weigh
balance, thermometer. 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. “x”
1mmx1mm graphs paper

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): The students will: C. Describe the effects of
Different types of chemical  Explain how factors, eg temperature and
reactions are used to produce a dissolving salt catalysts, on the rate of some
range of products and can occur at and sugar into common chemical reactions
different rates and involve energy water will affect (New South Wales. Board of
transfer (New South Wales. Board the freezing point Studies, 2012).
of Studies, 2012). depression of
water. Accurately record and
 Graph the mathematically graph the
difference of data sets collected during
sugar vs salt and experiment
the impact that
this has on SCLS-4WS: Asks questions
freezing point that can be tested and makes
 Predict the predictions (New South
freezing points of Wales. Board of Studies,
the water 2012).
solutions
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
dissolved in water
and sugar
dissolved in
water.
 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.

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?

Have a short discussion on the importance of freezing for society

Why is freezing necessary?
When do we freeze things?
Are there situations when we don’t want something to freeze?

Present a short story about what America does to prevent frozen roads. Giving context to what the students
are about to learn.

5 min Explain to the class the aim of the today lesson will be on the freezing points of water, salt water and sugar
water. Explain that the students will be expected to present their findings to the class, record these in their
books by means of a graph(s) and to answer a few questions at the end of the class in their books.

Explain safety procedures of the experiment before commences.

10
min Allow students to assign themselves into groups. 4-5 students per group. Let the students pick their 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).

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, asking questions about students predictions and thoughts on the
experiment, and monitoring each groups progress.

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: 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

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.

10 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 students copy at least 3 sets of results down and ask them “Now why did we get
each group to do the whole experiment?” “Why do you need to copy down three sets of results?”

Explain how repeating experiments is good scientific practice.

While Students are gathering their data quickly graph their collected data and draw trend line on board

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.

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.
Briefly mention balancing equations in chemistry when you write the formula on the board
.
Describe the phenomenon observed as freezing point depression

10
min Video representation of why salt reduces the freezing point of water with similarities to the foam models
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

Ask the students to answer the following questions in their books. Minimum of 2 sentences per question.
What has the greatest effect on freezing point, sugar or Salt? Why?

What application might this have in the real world?

Ask students to reflect on the experiment and how this has changed or enhanced their understanding of
freezing.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

CW4 Students can answer the questions of applications of
freezing point depression in the real world.
Accurately record and mathematically graph the data sets
collected during experiment
Students can answer questions to explain how dissolving
salt and sugar into water will affect the freezing point
depression of water.

Teachers are help guided by the Quality Teaching Model to continue to develop current and future
skills by means of critical self analysis (Department of Education, 2008). Using this model gives
larger insights into the different brackets that ultimately form lesson plans. The following lesson plan
analysis’ main KLA is Science, with a minor KLA in mathematics has been analysed and justified
using references where amendments have been made and overall to improve the quality of the lesson
plan.

Improving student direction is a simple yet effective method of increasing student engagement. An
increase in student directed learning is a critical way to substantially increase understanding in
learning outcomes (sumantri 2017). International comparative studies have found that countries with
low competence in self-regulation is reflected in academic performance for respective age groups.
Zimmermans (2000) cyclical model of self-regulation, named after the cyclical thought processes that
students undergo which adapt them to their environment, involves performing, self-monitoring and
reflection/ evaluation of a student’s own learning process. Boekaerts (1999) model of self-directed
learning is an interactive layered approach. Students cognitive strategies, learning process and
motivations all interact to create a learning environment and maintaining and controlling student’s
concentration and focus enhances their learning. Combining direct and indirect self-direction of
learning is effective in scaffolding effective learning (Paris & Paris 2001).By allowing the students
choice in their role within the experiment students are more likely to engage due to having a self-
assigned interest in the project, whilst asking them to reflect on the experiment at the end invites
them to think critically about their own role and understand what they have learned.

By explicitly detailing the quality of work expected, students are able to work to a specified idea of
how their work should look Bamburg (1994). By demanding a high level of quality for students, they
can work collectively through the experiment, which allows students to learn off each other and, in
effect, designs the classroom such that the interactions and shared experiences of students increases
the quality of the work completed. Like Vygotsky’s Zone of proximal Development, through this
students can then complete tasks outside of their current understanding and achieve a higher level of
quality (Rose & Martin, 2012). Bamburg (1994) identifies that raising student expectations is key to
improving student learning. By outlining clear goals for each lesson, teachers are able to better assess
student learning throughout each lesson as well as at the end of a lesson, which prevents over or
underestimating students understanding of the content presented (Bamburg, 1994). In the lesson, the
goals of the lesson are explicitly identified, and the quality of work can be checked throughout by the
teacher asking questions.

Integration of knowledge is way for schoolwide knowledge to be cohesively applied which links
curriculum and students learning needs. As opposed to a teacher centered approach a curriculum
centered approach capitalises on linking learning to the real world (Hudson, 2012). By integrating
knowledge from other curriculum, it can be acknowledged that this information does not exist in
isolation. The skills and tools acquired in one subject, such as mathematics and information computer
technology, can be applied to other subjects such as science. English, mathematics and science all
overlap, and should be explored together (Hudson, 2012). This overlap is represented through data
analysis such as graphing techniques that are present in both science and mathematics, and
storytelling techniques such as narrative in English.

Narrative is a grounded method for making scientific education more meaningful and accessible
(Avraamidou & Osborne, 2009). The language of science becomes increasingly difficult for students
to understand, graphs, symbols and diagrams are all instrumental to communicating ideas in modern
science. There is almost a prerequisite for a science teacher to act as a translator for the metalanguage
being presented, and as such the one of the most common form of texts presented to students is
narrative (Avraamidou & Osborne, 2009). Narrative structures allow for simple processing of
complex ideas that is, it transforms scientific information into readily consumable ideas that make
sense. It allows classroom science to be brought into the real world, thus giving purpose to the
information that is often theoretical and detached (Gilbert, Hipkins, & Cooper, 2005). By using the
video and describing real world scenarios of the application of the knowledge gained in the
experiment, students can grasp the concepts presented throughout the lesson easier.

The revisions that have been made to the initial lesson plan align more clearly with an increase of
engagement from the students through practical and self-directed learning as well as engaging
students to become more self-aware of their learning and therefore allows a more impactful and
knowledge-based learning experience for all.

References

Avraamidou, L., & Osborne, J. (2009). The role of narrative in communicating science.
International Journal of Science Education, 31(12), 1683-1707.

Bamburg, J. D. (1994). Raising Expectations To Improve Student Learning. Urban

Monograph Series.

Department of Education (2008) Quality Teaching to support the NSW Professional

Teaching Standards.

Gilbert, J., Hipkins, R., & Cooper, G. (2005, May). Faction or fiction: Using narrative
pedagogy in school science education. In artículo presentado en la conferencia Redesigning
Pedagogy: Research, Policy, Practice en Singapore en junio del.

Hudson, P. (2012). A model for curricula integration using the Australian Curriculum.
Teaching Science,58(3), 40-45.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated
learning. Educational Psychologist, 36(2), 89–101.

Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and
pedagogy in the Sydney School. Sheffield: Equinox.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.

Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San
Diego: Academic Press.