Assignment 2- Lesson Plan Analysis

Title: Science Lesson plan Analysis and Revision on Bin Liners

Submitted by: Ojasvita Handa

Student ID: 19617057

Index

Table of content Page number

Lesson plan analysis (using QT template from vuws) 2

Modified lesson plan (with specific changes highlighted in yellow) 5

Academic justification 8

Reference list 12

URL web link to learning portfolio 13

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 QUALITY TEACHING ANALYSIS TEMPLATE (PART A)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: Knowledge is deep as emphasis is laid on the key concept of
HDPE (high density polyethylene) as a part of Earth and Space topic and its
harmful effects on the environment throughout the lesson. Reasoning
addressing the key concept is provided by the teacher and students through
various thinking tools such as cause and effect map, MAS strategy and pros
and cons questions along with its application through designing bin liners.

1.2 Deep understanding

1 – 2 – 3 – 4 – 5 Comments: The students demonstrate deep understanding, which is ensured
by the teacher while taking rounds, by a range of opportunities provided to
them throughout the lesson. Deep understanding is evident, for instance,
through discussions and analysis of the causes and effects of using plastic
bags by the students, with probable solutions and alternatives, in a
systematic manner.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: Knowledge is socially constructed. Multiple perspectives are
explored where the students present their modified bin liner designs and
identify ways to improve the bin liners using MAS sheet as well as by cause
and effect map through which they explore reasons and effects of using
plastic bags.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: Most of the students demonstrate higher order thinking in the
student centred activity on the modification of existing bin liners design
demonstrated by the teacher. Students use MAS strategy and employ
different ways to modify existing design, add new features to the design and
by resizing it.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: Metalanguage is low. During the lesson teacher explains the
relevance of usage of the term biodegradable to some extent and makes
valuable judgement around it, however, there is no explicit talk in the form
of definitions or explanations centred around terms like renewable and non
renewable sources and HDPE (high density polyethylene).

1.6 Substantive communication

1 – 2 – 3 – 4 – 5 Comments: Substantive communication occurs throughout the lesson where
the flow of communication between the students and the teacher carries a
line of reasoning around activities such as cause and effect map, think pair
share or while designing bin liners. Teachers and students scaffold the
instructions related to the activities undertaken.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Detailed criteria regarding the quality of work are made explicit

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 especially when the teacher demonstrates the process of designing
biodegradable bin liner step by step, by clearly stating the instructions.
Furthermore, there is evidence of students examining the quality of their
own work not only while following the instructions but also while
modifying the existing design of the bin liner, using MAS strategy, in
relation to the criteria set by the teacher.
2.2 Engagement
1–2–3–4–5 Comments: Serious engagement and deep involvement of the students can
be seen throughout the lesson. The student engagement, for instance, is
evident in the cause and effect map activity where they analyse various
reasons for usage of plastic bags and the sub effects of its usage; or while
designing and modifying bin liners.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: All students participate individually and in the group, in
activities and in class discussions, throughout the lesson. The teacher
encourages them to think further on the activities while taking rounds and
engages in discussions to enable them to undertake risks with the
expectation of students achieving the desired outcome.

2.4 Social support

1 – 2 – 3 – 4 – 5 Comments: Social support is strong with no conflicts throughout the lesson.
Supportive behaviour and collaboration can be seen, especially when the
teacher encourages students to applaud during the presentation of modified
bin liners design, and ensures cooperative learning among students in
various activities.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – 5 Comments: All students, during a course of various paired activities,
demonstrate autonomy and initiative in regulating their own behaviour.
Smooth progression of the lesson takes place where teacher as facilitator,
takes rounds and engages in constructive discussions to enhance the
learning experience.

2.6 Student direction

1 – 2 – 3 – 4 – 5 Comments: Some student direction can be seen in the form of students
redesigning biodegradable bin liners after incorporating the modifications
according to their own understanding in the MAS sheet. Students exercise
some control in relation to this aspect of the lesson, however, they have
limited control over the choice of activity undertaken.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: The lesson plan incorporates students’ background knowledge
in relation to the substance of the lesson at the time of the true and false
worksheet as a part of think pair share activity and while stating the causes
and effects of using plastic bags, giving them an opportunity to draw
answers from their past knowledge. Some connection can be seen to out-of-
school background knowledge in the form of logical connections made in
relation to the steps taken by the government and individuals to reduce the
use of plastic bags.
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3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: Some cultural knowledge is recognised and valued in the
lesson, which is evident when the teacher discusses briefly about the
reduction of plastic bags in South Australia, within the framework of
dominant Australian culture. A cultural link could have been included as a
part of the discussion with focus on comparison of average consumption of
plastic bags in Australia in the city and countryside or in aboriginal families
while also focusing on other sub cultures.

3.3 Knowledge integration

1 – 2 – 3 – 4 – 5 Comments: Meaningful connections are made during the lesson by the
teacher and students between topics or subject areas in relation to plastic
bags and biodegradable bin liners. This includes the linkage being made
with the impact of plastic bags on marine animals in the environment as a
part of Geography KLA; and mention of shapes (triangle and square) while
giving instructions to the students to design a bin liner as a part of Math
KLA.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: Students from all groups are included in a significant way in
different activities with tasks designed in a manner that all students get an
opportunity to participate. However, there appears to be limited inclusion of
cultural aspects of different social groups.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Students are made to explore connections between classroom
knowledge on HDPE and situations outside the classroom in relation to
steps undertaken by the government and on individual level to curb the
usage of plastic bags thus creating personal meaning and highlighting the
significance of the topic. Moreover, students designing and modifying the
design of biodegradable bin liner is a step towards involvement of students
to influence the audience beyond the classroom

3.6 Narrative
1–2–3–4–5 Comments: There is no use of narrative at any point in the lesson. This
could have easily been incorporated at different stages, for instance, while
talking about the current usage of plastic bags in Australia by linking it with
average consumption of plastic bags by previous generations.

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 MODIFIED LESSON PLAN ON BIN LINERS (PART B)
Syllabus: Science Stage: Stage 4 Topic: Earth and Space

Outcomes Assessment Students learn about Students learn to

SC4-13ES Explains Informal formative ES3 Scientific Classify a range of the

how advances in assessment and knowledge influences Earth’s resources as
scientific homework the choices people renewable or non-
understanding of
make in regard to the renewable.
processes that occur
within and on the Earth use and management of
influence the choices the Earth’s resources.
people make about Investigate some
resource use and strategies used by
management.
people to conserve and
manage non-renewable
resources, e.g.
recycling and the
alternative use of
natural and made
resources.

Note: Not all activities may be captured by the video. Assume they were covered by the teacher.

Time Teaching and Learning Actions

3 min Lesson Preliminaries/Administration (key terminologies)

Settle students into the classroom, greet them and ask them to be seated in
groups allocated in the previous class
 Mark the roll and meanwhile ask a student to write the following key words in
order to develop a subject glossary that will be used in the lesson on the
whiteboard:
 Renewable
 Non renewable
 High density polyethylene
 Plastic bag
 Biodegradable
 Environment
12 mins Direct Instruction and interaction by probing questions

 Introduce students to high density polyethylene by giving its definition and

explaining the meaning of the term “high density” contrasting it with “low

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 density” as a non-renewable resource used to make plastic bags. Compare
renewable sources with non renewable sources with suitable examples.
 Key ideas for this lesson:
 Cause and effect with questions being “why do we use so many plastic bags in
Australia ?” and “what is the effect on the environment?”
 Ask different students about per day consumption of plastic bags in their
families and neighbourhood area(across different cultures)
 Compare usage of plastic bags in city areas and the countryside; and ask students
how its usage has changed over the years. Also give a brief overview of its
average usage in Aboriginal families.
 Another key idea is solutions with questions being “what have governments
done to solve problems caused by plastic bags?” and “what can citizens do to
solve problems caused by plastic bags?”
 Give overview of activity:
 Designing renewable alternatives to plastic bags using newspapers.
Flipped classroom activity: Students are asked to draw from a set of
cards containing their names and the student whose name is drawn,
undertakes the activity. The student will demonstrate their own bin liner
design and other students shall follow the process. (Students having been
asked to explore ways to design bin liners as a part of homework activity
assigned to the them the previous week). Teacher will give feedback and
intervene by modifying the instructions if required.
 Give overview of thinking tools to be used:
 Discuss-Group-troops
 Cause-effect map
 Pros-Cons-Questions

10 mins Discuss-Group-troops Activity


Narrate a short story to students on usage of plastic bags by previous
generation and its impact on marine life over the years(3 minutes)
 Give students seated in groups true/false statements worksheet with questions
like “the average plastic bag is used for only 5 minutes but can take up to 1,000
years to break down in the environment.”
 Students have 2 minutes to discuss and arrive at answers to the questions
(discuss).
 Troops come up and share their response backed by logical reasoning of the
answer with the rest of the groups based on worksheets, for 5 minutes (Group
troops). Teacher corrects them or adds to the points wherever necessary.
10 mins Cause-Effect Mapping Activity

 Give every group cause-effect map worksheet.

 Students have 2 minutes to think of as many reasons for why we use so many
plastic bags in Australia.
 Go around the class to check student understanding. Highlight the link between
the causes identified and the production of high density polyethylene bags.
 Students have 2 minutes to list as many sub-effects of the production and use of
plastic bags. Circulate to assist groups.
 Teacher leads brief class discussion to summarise the environmental effects

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 identified by the students.

5 mins Student directed Instruction

 Student to demonstrate step by step to other students how to construct a

biodegradable bin liner. Teacher modifies the instructions given wherever
required and gives feedback.The bin liner will fit into the teacher’s waste-paper
basket.
5 mins Pros-Cons Activity


Teacher invites students to highlight the pros and cons of the biodegradable bin
liners.
12 mins Student-Centred Activity

 Students to identify ways to improve the bin liners using the MAS sheet.
 Students to work in groups to refine the newspaper bin liners. Circulate around
the room to assist students.
 Students demonstrate their improved designs to each other and to the teacher,
using the teacher’s waste paper basket as a test.
 Teacher to encourage peer support during demonstrations.
3 mins Recapitulation and homework

 Summarise and close the lesson. Students to explain the key terminologies such
as HDPE in their own words.
 Homework-
 A basic questionnaire on ways to reduce plastic consumption to be filled
by students’ family and relatives suggesting alternative ways
 Read the case study on “plastic bags becoming a health hazard” and
the same to be discussed in next class

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

SC4-13ES Informal questioning of student understanding as the

lesson progresses and homework

ACADEMIC JUSTIFICATION (PART C)

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Introduction

The stage 4 lesson plan on Bin Liners explores the choices undertaken by the people in

relation to the management of Earth’s resources and the strategies employed to conserve

those resources. The lesson is deemed comprehensive with effective inclusion of a majority

of the NSW Quality teaching elements. Academic justification of the four elements has been

provided, which have been modified in the lesson plan on account of not being addressed

adequately in the lesson.

Metalanguage

Metalanguage element focuses on the lesson incorporating a high level of language

discussion with frequent commentary of language usage; and about how the text works.

Providing explanations of language through definitions or word banks is an effective way to

address this element. In this lesson, the element of metalanguage stands weak on account of

absence of explicit talk on key terminologies, such as high density polyethylene, renewable

or non renewable sources, that are addressed in the lesson. This has been addressed by

developing a subject glossary at the onset, which is elaborated upon further as the lesson

proceeds. In addition, besides defining high density polyethylene, meaning of term high

density is also explained by contrasting it with the term low density. Moreover, students

explain these terms in their own words at the end of the lesson to ensure better understanding.

This is supported by the view that incorporating useful metalanguage in the lesson provides a

means of explaining how the students’ knowledge is presented in specific language

(Schleppegrell, 2013).

Student direction

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This element acknowledges the opportunities provided by teachers for students to take lead in

the teaching-learning process; by exercising control over aspects such as the choice of

activities, time spent on activities, the lesson pace and assessment criteria. Neill and

McMahon (2005) emphasise on students’ choice not only in what to study but also in how

and why of studying a particular subject.

Some student direction is evident in the form of students modifying their existing bin liners

design in the latter part of the lesson; however, most part of the lesson includes teacher

directed activities, along with an inclusion of direct instructions at the onset. This has been

addressed by including students in discussions and by reducing the time allotted to direct

instruction. Moreover, a flipped classroom concept, where the student takes the lead in

demonstrating their innovative bin liner design, based on prior preparation is incorporated.

Furthermore, students are assigned groups from the beginning to ensure better involvement

and discussions in various activities undertaken, ensuring better learner centred approach.

Dochy, Struyven, Parmentier and Vanderbruggen (2016) also believe in cooperative learning

approach, stating the variation in students’ interpretations, based on their previous knowledge

and past experiences.

Cultural Knowledge

The presence of this element is seen in the lesson to a certain extent, when brief discussion

takes place on the reduction of plastic bags in South Australia. Cultural knowledge is

considered high when the lesson values and accepts knowledge of diverse social groups; and

social groupings are identified in relation to the dominant culture.

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Modification is incorporated through comparative analysis of average usage of plastic bags in

the city area and the countryside. Furthermore, this has also been viewed from the perspective

of plastic consumption in Aboriginal families. Moreover, information is drawn from the

students belonging to different social groups, on average daily consumption of plastic bags by

their family members to ensure culturally responsive teaching and to promote cultural

awareness. Gay (2015) asserts that education can function smoothly if it is based on the

cultural perspectives of the group of people for whom it has been designed.

Narrative

There is absence of narrative in the current lesson. Use of narrative is high when knowledge

of a topic is supported, connected and enhanced by stories which may include biographies or

case studies. Norris, Guilbert, Smith, Hakimelahi and Phillips (2005) state the use of

narrative in science as expansion of meaning or providing justifications or descriptions that

can enhance the learning process. The modified plan relates the topic with a short story on the

usage of plastic bags by previous generations and its impact on marine life over the years.

Furthermore, a case study on plastic bags becoming a health hazard is assigned in the

modified lesson to the students as a part of homework assessment task to be discussed in the

next lesson. Metz, Klassen, McMillan, Clough and Olson (2006) emphasise on the use of

narratives in conveying meaningful ideas. Furthermore, focus on historical perspectives is

considered as an effective way to address science in an authentic manner.

Conclusion

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The lesson on bin liners, an extremely well planned lesson, has been modified to further

strengthen the teaching- learning outcomes. An evidence based justification provided for the

four elements modified, contributes effectively to the quality of teaching.

References

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Baeten, M., Dochy, F., Struyven, K., Parmentier, E., & Vanderbruggen, A. (2016). Student-

centred learning environments: an investigation into student teachers’ instructional

preferences and approaches to learning. Learning Environ Res, 19 (1), 43-62. Doi:

10.1007/s10984-015-9190-5

Gay, G. (2013). Teaching To and Through Cultural Diversity. Curriculum Inquiry, 43(1), 48-

70. Doi: 10.1111/curi.12002

Metz, D., Klassen, S., McMillan, B., Clough, M., & Olson, J. (2007). Building a

Foundation for the Use of Historical Narratives. Science & Education, 16 (3-5), 313-

334. Doi: 10.1007/s11191-006-9024-z

Norris, S., Guilbert, M., Smith, M., Shahram, H. & Phillips, L. (2005). A Theoretical

Framework for Narrative Explanation in Science. Science Education 89(4), 535–554.

O’Neill, G. & McMahon, T. (2005). Student-centred learning: What does it mean for students

and lecturers?. In O’Neill, G., Moore, S., & McMullin, B. (Eds.). Emerging issues in

the practice of university learning and teaching (pp. 27-36). I. Dublin: AISHE.

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

Development. A Journal of Research in Language Studies, 63(1), 153-170. Doi:

10.1111/j.1467-9922.2012.00742.x

URL WEB LINK TO LEARNING PORTFOLIO:

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https://ojasvitahanda.weebly.com/

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