Lesson Plan 1, 2 and 3 by Matthew Vuong (17739391)
KLA: Science Stage of
Learner:
Safety N/A
Considerations:
Knowledge and Living World
Understanding(K&U)
Strand:
K & U outcome(s): relates the structure and
function of living things of
their classification, survival
and reproduction
explains how new
biological evidence
changes peoples
understanding of the world
K & U context Multicellular organisms
statement: contain systems of organs
that carry out specialised
functions that enable them
to survive and reproduce.
K& U content b. explain that the systems WS content
descriptor(s): in multicellular organisms descriptor(s):
work together to provide
cell requirements, including
gases, nutrients and water,
and to remove cell wastes
c. outline the role of cell
division in growth, repair
and reproduction in
multicellular organism
e. describe the role of the
digestive, circulatory,
excretory,
skeletal/muscular and
respiratory systems in
maintaining a human as a
functioning multicellular
organism
Stage 4 Year 7 Lesson 60 minutes
Group: Duration:
Printing /
Preparation:
Working Scientifically Planning investigations
(WS) Strand(s):
WS outcome(s): collaborative and
individually produces a
plan to investigate
questions and problems
WS context WS5.1 Students identify
statement(s): data to be collected in an
investigation by:
WS5.2 Students plan first-
hand investigations by:
WS5.3 Students choose
equipment or resources for
an investigation by:
WS5.1
a. identifying the purpose
of an investigation
b. proposing the type of
information and data that
needs to be collected in a
range of investigation
types, including first-hand
and secondary sources
c. locating possible
sources of data and
information, including
secondary sources,
relevant to the investigation
WS5.2
a. collaboratively and
individually planning a
range of investigation
types, including fieldwork,
experiments, surveys and
research (ACSIS125,
ACSIS140)
b. outlining a logical
procedure for undertaking
 a range of investigations to
collect valid firsthand data,
including fair tests
c. identifying in fair tests,
variables to be controlled
(held constant), measured
and changed d. describing
safety and ethical
guidelines to be addressed

WS5.3
a. identifying suitable
equipment or resources to
perform the task, including
safety equipment and
digital technologies
b. selecting equipment to
collect data with accuracy
appropriate to the task
(ACSIS126, ACSIS141)

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Planning for an investigation collaboratively:
Identify the purpose of an investigation
Collaboratively and individually plan for a range
of investigation types (i.e. research, surveys,
experiments and fieldwork)
Select valid methods and appropriate resources
for conducting an investigation
Describe safety and ethical guidelines to be
addressed
Identifies the purpose of the investigation
Identifies and justifies the most appropriate way
to investigate
Identifies the most appropriate data-gathering
instruments to record valid data
Outlines necessary safety precautions in the
investigation and conducts a risk assessment of
the proposed method
Outlines a logical procedure for undertaking the
investigation

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Deep Students are towards the end of the Living World module of Stage 4. They should have a wide understanding
understanding of each of the different body systems and the organs that make up those systems in order to keep us alive.

2.1 Explicit Explicit teaching instruction and expectation of the task and students respectively. Teacher expects students
quality criteria to understand what it is that they want to achieve in this task in order to design, create and present their
project successfully.
3.4 Inclusivity Each student is placed in a group where they are able to work together with their fellow classmates. Lower
ability students would be paired with advanced and more competent students in order to guide them
throughout the duration of the task and ensures accountability in the group.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0-15 Summative quiz about body systems Introduction and quiz Teachers laptop

After the teacher marks the roll and White/SMART board

Teacher marks the roll and outlines the outlines the checkpoints of todays
checkpoints of todays lesson, which is tasks, students are instructed to take Whiteboard markers
basically: out their devices or use the schools
laptop to sign into Kahoot. Whiteboard eraser
1. A quiz in the beginning of class
The time it takes from the introduction
2. Explanation of project
to the lesson given by the teacher to Kahoot
3. Allocating of groups when the students to successfully log
4. Getting to know your group, into Kahoot should take 5 minutes.
initial brainstorming,
scaffolding etc. Each questions should take 2 minutes
5. Conclusion to complete: 30 seconds to select their
answer, and 90 seconds to go over
The teacher carries out a summary and explain the correct answer and
assessment about body systems. The where students went right or wrong
purpose of the quiz is to gauge what (students receives positive and
the students have learned in Living constructive feedback provided by the
World 3 of the Stage 4 syllabus. This is teacher).
a short 10-minute quiz (five questions)
that comprises of mixture of multiple
choice and true or false questions.
Questions will include content from the:
1. Circulatory system
2. Digestive system
3. Respiratory system
4. Skeletal/muscular system and
5. Excretory system.
Body of Lesson:
Time Teacher Activity Student Activity Resources
15-25 Explicit teacher instruction of task Explicit teacher instruction of task Explicit teacher
instruction
This is an inquiry-based learning STEM Students carefully listen to instructions
activity towards the end of the Living on what is required of them for their
 World module, where the students major project/investigation.
have encountered and learned all of
the body systems required by the new Students are encouraged to ask
syllabus. questions and/or clarifying information
regarding the details of the project.
In your group (which we will decide in
a moment), your task is to design,
create and present a model body
system. You must also make it so that
the model works. E.g. for circulatory
system, how are you going to
represent the flowing of blood entering
and leaving the chambers of the heart?
It doesnt have to be entirely accurate, I
just want you to show me the
fundamental aspects/roles/functions of
the organs of your body system, but it
must function.
In the next few lessons, your group
should be completed with their model
and will present it to the class. You will
describe the roles of the organs of your
body system and how it works in your
model. The presentation time should
be no longer than 5 minutes long. If
you need overtime, I can give you an
extra 30 seconds for you to wrap up
your presentation.
Each member must work together
during the project and each member
must present their project together.
Each group is allocated one body
system. No two groups can have the
same body system, so we shall sort out
which group gets which system via a
random draw from the hat.
25-35 Sorting into groups Sorting into groups A hat
Allocate students that synergises well Students choose partners that know The names of body
together and encourage teamwork, as that can work well together. Some systems separately on
well as pairing advanced students with group of students, especially groups five strips of paper.
lower ability students. with advanced student(s), will have
lower ability students placed in their
Class of 20 students, 5 body systems = groups, in order to provide social
4 students per group. support and scaffolding with these
students. The optimum amount of
Random hat draw = 5 strips of paper in students per group should have 4,
the hat (one paper for each system: however groups can have no less than
digestive, circulatory, excretory, 3 members and no more than 5
skeletal/muscular and respiratory). members in a group.
 If any student who would like to change
groups for whatever reason, the
teacher discusses the matter with them
and allocates them to a different group.
35-50 Scaffolding:
Teacher can walk around to each
group and provide assistance and
feedback. Teacher can ask students on
how are they going to get along with
your groupmates and what do they like
to know about the people in their
group. Teacher can note down
equipment that students need for their
task.
Conclusion:
Time Teacher Activity
50-60 Conclusion
Pack up and the teacher reviews what
students should do for next lesson.
Homework is to further discuss with
your group mates about your project,
next time we meet you will bring in your
equipment, alternatively you can
discuss with me if you want specific
things that you want to order and I can
sort it out with the lab assistant. You
can get started on the task after this
lesson.
Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?
After groups members have been
decided, one person for the group will
pick their body system from a random
draw from the hat.
Once students are happy with their
group and their topic, they must write
the group name/no., their body system,
and the members in their group to the
teacher.
Group discussion:
Once students get together for the first
time and have been allocated a body
system, they can start doing their initial
plans for the investigation. They could
even introduce themselves to the
group and do icebreakers in order get
along with your members. Students
can use thinking tools such as concept
maps, mind-maps or flowcharts for
brainstorming and mapping out ideas.
They must decide who their group
leader is (to ensure accountability).
Students can discuss amongst their
groupmates on what they like would to
do in their investigation, what their
strengths and weaknesses are, what
kinds of materials used to make their
model body system.
Student Activity Resources
Conclusion
Students pack up and listen carefully to
what they should do for next lesson,
Their task before the next lesson is
further discussion with their friends
about their investigations. Students can
request for certain equipment to the
teacher and lab assistant. Students are
allowed to start working on their task
from this lesson onwards.
Success Criteria: How this will be measured?
collaboratively and Students work together in pairs and ensures the safety of their partner during the
individually conducts investigation.
the experiment and
ensures safety
guidelines are followed
assembles and uses Students plan and collect equipment to set up their investigation as instructed by the
appropriate equipment teacher and wears safety equipment to prevent/reduce possible harm
and resources to
perform the
investigation, including
safety equipment
assesses the method Students plan and follow a planned procedure from their method. Students can discuss
used and identify and evaluate any improvements to the design of the experiment during the planning.
improvements to the
method

Reflection:
What have I learned about
Students follow a planned procedure of the experiment/investigation
teaching and learning
Ensures the students are learning in a safe working environment
processes when preparing
Evaluation is use to report back to the class on their findings and
this lesson? improvements etc.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
4.2 Chooses and manages classroom activities and provides clear instruction
4.4 Creates and maintain a safe learning environment for students to conduct their experiment

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
Lesson Plan 2
KLA: Science Stage of Stage 4 Year
Learner:
Safety Teacher would address safety and
Considerations: ethical guidelines in a range of
investigation types where appropriate
Knowledge and Living World
Understanding(K&U)
Strand:
K & U outcome(s): relates the structure and
function of living things of
their classification, survival
and reproduction
explains how new
biological evidence
changes peoples
understanding of the world
K & U context Multicellular organisms
statement: contain systems of organs
that carry out specialised
functions that enable them
to survive and reproduce.
K& U content b. explain that the systems WS content
descriptor(s): in multicellular organisms descriptor(s):
work together to provide
cell requirements, including
gases, nutrients and water,
and to remove cell wastes
c. outline the role of cell
division in growth, repair
and reproduction in
multicellular organism
e. describe the role of the
digestive, circulatory,
excretory,
skeletal/muscular and
respiratory systems in
maintaining a human as a
functioning multicellular
organism
7 Lesson 60 minutes
Group: Duration:
Printing / Project Action Plan x 20
Preparation:
Working Scientifically Planning investigations
(WS) Strand(s):
WS outcome(s): collaborative and
individually produces a
plan to investigate
questions and problems
WS context Students identify data to be
statement(s): collected in an
investigation by:
Students plan first-hand
investigations by:
Students choose
equipment or resources for
an investigation by:
a. identifying the purpose
of an investigation
b. proposing the type of
information and data that
needs to be collected in a
range of investigation
types, including first-hand
and secondary sources
c. locating possible
sources of data and
information, including
secondary sources,
relevant to the investigation
a. collaboratively and
individually planning a
range of investigation
types, including fieldwork,
experiments, surveys and
research
b. outlining a logical
procedure for undertaking
a range of investigations to
collect valid firsthand data,
 including fair tests
c. identifying in fair tests,
variables to be controlled
(held constant), measured
and changed
d. describing safety and
ethical guidelines to be
addressed

a. identifying suitable
equipment or resources to
perform the task, including
safety equipment and
digital technologies
b. selecting equipment to
collect data with accuracy
appropriate to the task
Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Planning for an investigation collaboratively:
Identify the purpose of an investigation
Collaboratively and individually plan for a range
of investigation types (i.e. research, surveys,
experiments and fieldwork)
Select valid methods and appropriate resources
for conducting an investigation
Describe safety and ethical guidelines to be
addressed
Identifies the purpose of the investigation
Identifies and justifies the most appropriate way
to investigate
Identifies the most appropriate data-gathering
instruments to record valid data
Outlines necessary safety precautions in the
investigation and conducts a risk assessment of
the proposed method
Outlines a logical procedure for undertaking the
investigation

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?
 Teaching Indicators of presence in the lesson
element
1.3 Problematic Students are asked by the teacher and in the project action plan on what and how are they going to plan for
knowledge their investigation.

2.6 Student Groups plan their first-hand investigations. Groups choose a variety of equipment and/or resources for an
direction investigation. Groups identify data to be collected in an investigation
3.6 Narrative Students allowed to bring in their personal understanding in hopes to spark ideas on how to perform the
investigation (i.e. students could have parents that work in a particular job that could help students gather
their equipment).

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0-10 Introduction Introduction Teachers laptop
White/SMART board
Todays lesson will on focus on how to Whiteboard markers
plan investigations and if we have time Whiteboard eraser
we can over what and how you are
going to plan for your STEM project.

Teacher poses an inquiry question to

students, What is a plan?. Teacher
draws a mind-map on the board with
the question in the centre and invites
the class to brainstorm and share their
ideas. Students can come up to the
board and write their answer or allow
the teacher to write it up for them
(ensures engage and the right to pass).

Teacher provides positive and

constructive feedback upon receiving a
response from the students.
Body of Lesson:
Time Teacher Activity Student Activity Resources
10-40 Explicit teaching instruction and Brainstorming ideas in student groups Project Action Plan
scaffolding by the teacher
Does any student know where they can
What and how are you going to plan collect specific equipment?
your investigation in your group?
This is the time where students can
Identifying resources start organising their equipment and
What is the purpose of your request specific things for their STEM
investigation? (What is your project to the teacher (in order to
body system and its purpose) follow-up with the lab assistant).
What types of information and
data that your group needs to
be collected in your
investigation? Where are you
going to locate this data and
information? Name all the
 equipment that will be used to
create your investigation.
Are your tools, equipment,
resources appropriate to use
for the task? (Are they
considered safe and/or
ethical?) Identify any
dangerous or controversial
equipment/resources during
your investigation and discuss
with the teacher).
How accurate/reliable is your
source? Can you trust this
resource?
Do you need any requests that
the lab technician and I can
organise for your group?

Something to use to break up of

lesson: video, or identifying some
useful resources for students to use for
the investigation.

Working collaboratively
How are you going to work
collaboratively with your
group? What are you going to
contribute to the group?
How is your group meeting up
to work together?
How are you going to design
your investigation? (What
programs, blueprints,
sketches, schematics etc. of
what the design of your
investigation would look like?)
What does your procedure
look like so far?
How are you going to present
your project and findings at the
end/after finishing of your
investigation?

Teacher can refer to the class mind-

map at the beginning of the lesson to
remind students what is that goes into
a plan.
40-50 Class discussion: think, pair and share Class discussion: think, pair and share Teachers laptop
White/SMART board
Teacher asks students to share their Sharing your ideas and findings to the Whiteboard markers
ideas and findings to the class. teacher and class. Teacher asks each Whiteboard eraser
Teacher asks each group around the group around the room to give the Project Action Plan
room to give the class an insight on class an insight on what their overall
what their overall plan is. plan is.
Conclusion:
Time Teacher Activity
50-60 Conclusion
Since students have a better
understanding of what does into a plan,
spend 5 minutes revisiting the class
mind-map from the beginning of class.
Any there any new things that you
would like to add to the mind-map? Are
there any thing there already that you
would like to refine the meaning of?
Student Activity Resources
Conclusion
Students can add more ideas to the
mind-map from the beginning of class.
Students are asked to bring in their
equipment and resources in for next
lesson, so that they can work on their
investigation.

Teacher reminds students to bring their Students pack up and stay seated until
equipment and resources next lesson, orderly dismissed by the teacher.
as this would be the first lesson they
get to work with their group during
class time.

Teacher closes the lesson students

pack up and stay seated until bell
rings. Teacher dismisses students
orderly.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Identifies the purpose of
the investigation
Identifies and justifies
the most appropriate
way to investigate
Identifies the most
appropriate data-
gathering instruments
to record valid data
Outlines necessary
safety precautions in
the investigation and
conducts a risk
assessment of the
proposed method
Outlines a logical
procedure for
undertaking the
investigation

Reflection:
What have I learned about
Ensures the students are learning in a safe working environment for them
teaching and learning to work in.
processes when preparing
this lesson?
Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
4.1 Supports student participation and increases student motivation by working in groups
4.5 Uses ICT appropriately and safely to work on their particle models

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).

STEM Action Plan worksheet

Part I: Identifying resources

1. What is your body system and its purpose in the human body?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________
______________________________________________________________________

2. What types of information and data that your group needs to be collected in your investigation?
Where are you going to locate this data and information? Name all the equipment that will be
used to create your investigation.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________
______________________________________________________________________
______________________________________________________________________

3. Are your tools, equipment, resources appropriate to use for the task? Are they considered safe
and/or ethical? Identify any resources that you group is unsure of using during your
investigation and discuss them with the teacher.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________
______________________________________________________________________
______________________________________________________________________

4. How accurate/reliable is your source? How can you trust this resource?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________

5. What equipment requests that the lab technician and I can organise for your group?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________
Part II: Working collaboratively

6. How are you going to work collaboratively with your group? What are you going to contribute to
the group?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________

7. How is your group meeting up to work together?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________

8. How are you going to design your investigation? What would the design of your investigation
look like?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________

9. What does your procedure look like so far?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________

10. How are you going to present your project and findings after the group finishes the
investigation?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
__________________________

Lesson Plan 3
KLA: Science Stage of Stage 4 Year
Learner:
Safety Teacher and students would have
Considerations: addressed safety and ethical guidelines
in different groups investigation type(s).
Knowledge and Living World
Understanding(K&U)
Strand:
K & U outcome(s): relates the structure and
function of living things of
their classification, survival
and reproduction
explains how new
biological evidence
changes peoples
understanding of the world
K & U context Multicellular organisms
statement: contain systems of organs
that carry out specialised
functions that enable them
to survive and reproduce.
K& U content b. explain that the systems
descriptor(s): in multicellular organisms
work together to provide
cell requirements, including
gases, nutrients and water,
and to remove cell wastes
c. outline the role of cell
division in growth, repair
and reproduction in
multicellular organism
e. describe the role of the
digestive, circulatory,
excretory,
skeletal/muscular and
respiratory systems in
maintaining a human as a
functioning multicellular
organism
7 Lesson 60 minutes
Group: Duration:
Printing / Project Action Plans x 20,
Preparation: Student evaluation forms x
20
Working Scientifically Conducting investigations
(WS) Strand(s):
WS outcome(s): follows a sequence of
instructions to safely
undertake a range of
investigation types,
collaboratively and
individually
WS context Student conduct
statement(s): investigations by:
WS content a. collaboratively and
descriptor(s): individually conducting a
range of investigation
types, including fieldwork
and experiments, ensuring
safety and ethical
guidelines are followed
(ACSIS125, ACSIS140)
b. assembling and using
appropriate equipment and
resources to perform the
investigation, including
safety equipment
c. selecting equipment to
collect data with accuracy
appropriate to the task
(ACSIS126, ACSIS141)
d. following the planned
procedure, including in fair
tests, measuring and
controlling variables
(ACSIS126, ACSIS141)
e. recording observations
and measurements
accurately, using
appropriate units for
physical quantities
f. performing specific roles
safely and responsibly
when working
collaboratively to complete
 a task within the timeline
g. assessing the method
used and identifying
improvements to the
method (ACSIS131,
ACSIS146)

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Conducting investigation Collaboratively conducts the investigation and
ensures safety and ethical guidelines are
Perform specific roles safely and responsibly
followed
when working collaboratively to complete a task
within the timeline Applies appropriate equipment (including safety
equipment) and resources in order to collect
Assemble and use appropriate equipment and
accurate data while performing the investigation
resources to perform the investigation, including
safety equipment Follows the planned procedure; includes
controlled variables and measuring appropriate
Select equipment to collect data with accuracy
units for physical quantities to record data and
appropriate to the task
progress accurately.
Follow the planned procedure, including in fair
Performs specific roles safely and responsibly
tests, measuring and controlling variables
when working collaboratively to complete a task
Record observations and measurements
within the timeline and evaluates student
accurately, using appropriate units for physical
contribution in the investigation
quantities
Assesses the method used and identifying
Assess the method used and identifying
modifications/improvements to the method
improvements to the method

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic knowledge 1.6 Substantive
construction and requires students to engage in higher-order thinking and to communicate communication
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively 2.2 Engagement 2.5 Students self-regulation
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.3 High Expectations 2.6 Student direction
expectations and develops positive relationships between teacher and students and among
students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. 3.2 Cultural knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students prior knowledge and identities, with 3.3 Knowledge integration 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?
 Teaching Indicators of presence in the lesson
element
1.6 Substantive Working collaboratively with their group for the first time in the class. Ensures safety of others and encourage
communication engagement in the group project.

2.5 Student self- Students should have certain roles to play in their group. Leaders of each group have an extra role, as they
regulation should to manage their groups behaviour and involvement in the investigation.
3.3 Knowledge Students can integrate their knowledge from other curriculum areas such as mathematics, technology
integration mandatory (i.e. food/wood technology, information technology), visual arts etc.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0-10 Introduction Introduction Teachers laptop

Teacher details the checkpoints of After listening to the teacher outlining White/SMART board
todays lesson. what they will be doing throughout this
lesson, students are instructed to get Whiteboard markers
- Lesson outline (10 mins)
into their groups and can start working
- Project work (30 mins)
on their STEM project. Whiteboard eraser
- Packing up (10 mins)
- Debrief/Evaluation (10 mins)
Science lab equipment
After the introduction, teacher instructs trolley
students get into their groups so that
they can start working on their STEM
project for 30 minutes.
Body of Lesson:
Time Teacher Activity Student Activity Resources
10-40 Teacher facilitates student learning Student-centred STEM investigation Project Action Plan

The majority of this lesson is student-
centred with active supervision by the
teacher:
The teacher actively supervises,
moves around the classroom to
manage student engagement,
scaffolds, implements informal
formative assessments by asking
questions, and ensures a safe and
positive learning environment for
students throughout the student-
centred STEM project.
40-50 Packing up/preparing for closing
After 30 minutes of collaborative
project work is up, the teacher explicitly the trolley and place equipment in a
instructs the group members to pack
Students are given 30 minutes of class Science lab equipment
time to collaborative work with their trolley
group on their project after the initial
planning phase(s).
During this time, students actively
engage with their group and conduct
their investigation by solving problems
and communicating together. Students
can plan what they can achieve for this
lesson and future lessons/occasions to
work on their project. Students may be
asked questions by their teacher to
ensure productivity and students can
ask questions or share their ideas to
the teacher and/or other groups for
assistance.
Packing up/preparing for closing Science lab equipment
trolley
Return any science lab equipment into
safe location where it wont be
 away the equipment and then to sit damaged for future use or take it
back at their seats for a conclusion or home. With the equipment away and
debrief. student seated, teacher and students
will have a conclusion or debrief to the
project.
Conclusion:
Time Teacher Activity Student Activity Resources
50-60 Conclusion/Debrief Conclusion/Debrief Student evaluation form

The teacher instructs the leader of
each group to answer the questions on
the student/group evaluation form with
their groupmates. Students are to
complete this evaluation form each
time they work today in and out of
class time (justification).
Once the form has been written,
teachers allows the students to pack
away their books, pencil case etc. into
their bags and they can leave after the
school bell rings.
The group leaders fill out a short
evaluation form with their group. The
form includes questions about working
with groups members and further
planning that the group could
implement in their project.
Evaluation questions:
- How did you find working with
your groupmates in the
classroom today?
- Did each group member
engage and participate in the
project? Give a rating for each
members contribution to the
project and describe how each
group member conducted
themselves in the investigation
this time?
- What other things would you
need to plan for the next time
your group will get together to
work on this investigation?
Once the students/leaders have
finished writing up the form, they are to
pack away their books, pencil case etc.
into their bags and they can leave as
soon as the school bell rings.

Assessment:
How will I measure/assess whether students have achieved the success criteria for this lesson?

Success Criteria: How this will be measured?

Collaboratively conducts Students work together in pairs and ensures the safety of their partner during the
the investigation and investigation
ensures safety and ethical
guidelines are followed
Applies appropriate Students collect equipment from the lab equipment trolley to set up their experiment as
equipment (including safety instructed by the teacher and wears safety equipment to prevent/reduce possible harm
equipment) and resources
in order to collect accurate
data while performing the
investigation
Follows the planned Students follow a planned procedure from their method. Students can discuss and
procedure; includes evaluate any improvements that may be required if they were to repeat the experiment
controlled variables and again.
measuring appropriate units
for physical quantities to
record data and progress
accurately
Performs specific roles Students work together in pairs and ensures the safety of their partner during the
safely and responsibly investigation
when working
collaboratively to complete
a task within the timeline
and evaluates student
contribution in the
investigation
Assesses the method used Students follow a planned procedure from their method. Students can discuss and
and identifying evaluate any improvements that may be required if they were to repeat the experiment
modifications/improvements again.
to the method

Reflection:
What have I learned about
Students follow a planned procedure of the experiment/investigation
teaching and learning
Ensures the students are learning in a safe working environment
processes when preparing
Evaluation is use to report back to the class on their findings and
this lesson? improvements etc.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
4.2 Chooses and manages classroom activities and provides clear instruction
4.4 Creates and maintain a safe learning environment for students to conduct their experiment

References
For any lesson resource that is not a web-link, you need to list it here in APA format.

NOTE: Check your resources are attached

You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point
slides, entire student handouts, etc.).
Student evaluation form
 - How did you find working with your groupmates in the classroom
today?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

- Did each group member engage and participate in the project?

Give a rating for each members contribution to the project and
describe how each group member conducted themselves in the
investigation this time?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

- What other things would you need to plan for the next time your
group will get together to work on this investigation?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Justification
In order to successfully plan for and implement effective teaching and learning, a graduate teacher must be able to
select, plan and utilise for a range of appropriate teaching strategies in their lesson activities. This is an essential
teaching standard in the development of a teachers professional practice and this statement is specifically addressed in
the graduate level of Standard 3.3 | Use Teaching Strategies of the Australian Institute of Teaching and School
Leadership Professional Standards (AITSL, 2014). In the three consecutive lesson plans, the teacher has outlined and
demonstrated teaching strategies which emphasises on inquiry-based learning (IBL) and the 5Es teaching and learning
model by means of effective questioning, collaboration and working scientifically. In addition to IBL and the 5Es, a
students vibrant capacity in STEM is critical to increasing Australias productivity (PrimaryConnections, 2017;
Department of Education NSW, 2017). The implementation of these teaching strategies allow students to possess the
fundamental skills to become inquisitive scientists, critical and creative thinkers and problem solvers of the future.

The principle learning theory of IBL is of a constructivist approach; people construct their own understanding and
knowledge of the world, through experiencing things and reflecting on those experiences (Educational Broadcasting
Corporation, 2004). IBL can be applied in classrooms where students are actively learning and solving problems whilst
improving on their skills (Lutheran Education Queensland, 2017). Rather than directing students to the product by
transmitting information, the teachers role in this paradigm of student learning is to facilitate and guide students
throughout the process to their goal(s). IBL can be defined as a seeking for truth, information or knowledge seeking
information by questioning (Lutheran Education Queensland, 2017). Effective questioning in standards 3.5 and 4.1-4.2
(AITSL, 2014) is indicated in the three coherent lesson plans as the teacher uses Kahoot in lesson plan 1, poses the
inquiry question what is planning? in the introduction of lesson plan 2, provides project action plan questions in the
lesson body of lesson plan 2 and asks students to fill in the student evaluation forms in the end of lesson plan 3. The
backbone of IBL should include the 5Es as well as implementing knowledge and general capabilities from other subject
specific areas. This assignment justifies use of 5Es and STEM in a class-based context and provides evidence of how
this teacher has incorporated these in their lesson plans.

STEM education can be defined as the integration and implementation of science, technology, engineering and
mathematics learning disciplines in lesson activities (Department of Education NSW, 2017). It has a tie-in with IBL in
that STEM education allows students to gain and apply knowledge, deepen their understanding and develop creative
and critical thinking skills within the context of lesson activities and the incorporation of STEM is evident in the three
lesson plans. In order to work collaborative throughout their investigation, students bring out their science knowledge
and understanding and working scientifically skills, as well as contexts and skills of other curriculum areas, such as
technology mandatory, information technology and visual arts. Speaking of information technology, ICT and other
technologies can be introduced when students are creating initial designs of their experiment, by using computer
programs or online simulations. The engineering part of STEM comes into play as student groups design, create and
present their investigation by selecting, planning and utilising valid equipment and reliable resources. Lastly, students
can apply their mathematics skills in order to accurately measure and collect quantifiable data throughout their
investigation. Teachers across Australia that are willing to use STEM in their lesson must be prepared and well-
equipped to deliver quality course content with confidence and inspiration in order to see the full potential in all students.
This can achievable by prioritising curiosity-driven, cross-curricular knowledge, and inquiry based learning of STEM
within the explicit learning outcomes, curriculum and assessment of ones pedagogy (ACARA, 2016; Carneigie Mellon
University, 2015; Department of Education NSW, 2017).

It is inherent that the 5Es teaching and learning model is the driving force behind any IBL task. According to the
Australian Academy of Science, the 5Es is based on an inquiry-orientated teaching and learning model. In this learning
approach, students are engaged actively in the learning process, use their prior knowledge and literacies to develop
explanations for their hands-on experiences of scientific phenomena, have opportunities to represent their developing
understanding, and develop investigations skills and an understanding of the nature of science (PrimaryConnections,
2017). The 5Es can be seen and described throughout the planning and conducting of the STEM investigation of the
teachers lesson plans. The objective of the introduction is to capture student interest by engaging them with an activity
(i.e. Kahoot quiz in lesson plan 1) or question (i.e. the what is planning? mind-map in lesson plan 2) and provides
opportunities to express their knowledge and understanding being developed, and help them to make connections
between that they know and the new ideas. Students explore the concept or skills by carry out hands-on activities (i.e.
their planning and conducting of the investigation). Students explain what they have experienced with their groupmates
and teacher. As discussing and comparing their ideas with each other in the elaboration phase, they are applying what
they have learned to new situations and so develop a deeper understanding of the concept of greater use of the skill.
The last process is to evaluate their learning and it is the time where students review and reflect on their own learning
and new understanding and skills. This can be seen at the end of lesson plan 3 where students evaluate themselves
and their friends on their involvement in the group project, their thoughts after working with their group in class for the
first time, and their plans for upcoming lessons. The 5Es instructional model can be an incredibly powerful way to excite
students about learning a subject like science as it has been spoken highly by many teachers in different profession
career in order to bring out high expectations from their students (PrimaryConnections, 2017).

This teacher has planned and used a variety of teaching strategies in order to meet certain professional teaching
standards in their lessons. IBL is the central approach in the three lesson plans as each lesson justifies how the teacher
engages, explores, explains, elaborates and evaluates students previous and new knowledge and understanding as
they immerse themselves in the learning process. Students achieve collaboration and using a multitude of skills during
the planning, conducting and presentation phases of their investigation. Implementing STEM education in an inquiry-
based learning task such as this allows students to develop the necessary skills to become higher-order thinkers in
Australian society.

References
1. PrimaryConnections, 2017, 5Es teaching and learning model. Retrieved from:
https://primaryconnections.org.au/about/teaching
2. Department of Education NSW, 2017, STEM: Science, Technology, Engineering and Mathematics. Retrieved
from http://www.stem-nsw.com.au/
3. ACARA, 2016, General capabilities, retrieved from: https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities
4. Lutheran Education Queensland, 2017, Approaches to Learning | INQUIRY BASED LEARNING, retrieved from:
https://www.australiancurriculum.edu.au/media/1360/lutheran-education-queensland-inquiry-based-learning.pdf,
accessed on August 10, 2017
5. Educational Broadcasting Corporation, 2004, What is constructivism? Retrieved from:
http://www.thirteen.org/edonline/concept2class/constructivism/
6. Australian Institute for Teaching and School Leadership. 2014. Australian Professional Standards for Teachers.
Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
7. Carnegie Mellon University. 2015. Why should assessments, learning objective, and instructional strategies be
aligned? Retrieved from: https://www.cmu.edu/teaching/assessment/basics/alignment.html