102086 DESIGNING TEACHING & LEARNING

ASSIGNMENT 2
(18918928_1H/2017)

LESSON PLAN ANALYSIS

Content Page

1. Original Lesson Plan 2

2. Lesson Plan Analysis 4

3. Modified Lesson Plan 8

4. Academic Justification 18

5. References 21

6. Annexure-I 24

7. Annexure –II 25

8. Learning Portfolio Web Link 26

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Source - http://www.capthat.com.au/resources/overcoming-co2-pollution

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102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only standards
directly addressed in Designing Teaching & Learning that are relevant to this assignment have been included. However,
this does not mean the other standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4–5 Comments: The plan explicitly instructs students to direct their attention towards important sections,
summarizes prior-learning to ensure similar level of understanding, and also encourages inclusivity
through group discussion. However, it lacks diagnostic assessment to inform the teacher about students’
existing knowledge and also excludes student-teacher interaction and teacher supervision of the groups to
address the differential learning needs of individual students.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4–5 Comments: It lacks culturally responsive pedagogy which is critical for effective and meaningful learning
in Indigenous students. Interlinking the lesson content with indigenous culture and their daily practices has
a great potential in engaging the Indigenous students by generating a sense of relatedness.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4–5 Comments: It is planned in a generalized way for the whole class and does not take into consideration the
need for inclusion of advanced piece of information or challenging activity for gifted and talented
students. Only the home work task at the end of the lesson may present an opportunity to self-reflect and
enhance their knowledge pool by indulging in evidence based research.
1.6 Strategies to support full participation of students with disability
1–2–3–4–5 Comments: Information is presented both orally and visually to accommodate students with visual or
auditory impairments. The formation of student groups also supports full participation.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4–5 Comments: The selected content is built upon students assumed pre-existing knowledge of global
warming, is consistent in organization and flows sequentially to develop student learning. However, the
visual resources employed to deliver the content are not equally effective and may result in
disengagement.
2.3 Curriculum, assessment and reporting
1–2–3–4–5 Comments: The content fits perfectly under section ACSHE230 of Australian Curriculum for describing
the use and influence of science. The plan does not include any diagnostic or formal formative assessment
strategy; working in small groups at the end of the lesson to clarify doubts serves as a strategy of informal
peer assessment. Only the homework task may allow for an informal formative assessment to evaluate
learning.
2.6 Information and Communication Technology (ICT)
1–2–3–4–5 Comments: ICT is planned and integrated effectively throughout the lesson by use of two videos and web
diagram; however, the choice of videos (crucial to initiate intellectual thinking) is not appropriate. The
first video vaguely describes global warming and does not focus on its negative impacts or need for
scientific research; the second video although presents essential information from native experts, but is
mostly in Dutch language which may result in student disengagement and demotivation.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4–5 Comments: Clearly specifies two learning goals – understanding the carbon capture technology, its pros
and cons (in class) and conducting research for another suitable technology and comparing it with carbon
capture (homework).
3.2 Plan, structure and sequence learning programs
1–2–3–4–5 Comments: The lesson is planned and structured in a sequential manner. However, the plan does not

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 specify the time allocated to each component of the lesson; group discussions among students may
consume more time than expected and prevent timely completion of the lesson, if not planned effectively.
3.3 Use teaching strategies
1–2–3–4–5 Comments: Utilizes students’ prior-knowledge and summarizes the existing schema to ensure consistency
in level of understanding as a preliminary step to construct new schemas. It allows students to make notes
independent of teacher intervention and engage in group discussions, thereby encouraging self-regulation;
however, it lacks student-teacher discussion to ensure the formation of learning.
3.4 Select and use resources
1–2–3–4–5 Comments: Utilizes both aural (verbal explanation and elaboration by teacher) and visual modes (videos
and pictures) of information presentation. It effectively integrates ICT into the lesson structure.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4–5 Comments: Attempts to create an inclusive learning environment for all students by employing aural and
visual modes of presentation and also by allowing students’ to work in groups. However, by ignoring the
individual needs of Indigenous, gifted and diverse background students’, it may result in loss of focus and
disengagement.
4.2 Manage classroom activities
1–2–3–4–5 Comments: Follows an organized sequential approach with each component transitioning smoothly into
the other. The lesson has both teacher and student driven activities as it allows students to make their own
notes and also engage in group discussions and evidence based research. However, it lacks support from
teacher in terms of student-teacher interaction and supervision to address individual concerns and manage
student learning.
4.3 Manage challenging behaviour
1–2–3–4–5 Comments: Instructions are given repeatedly in the lesson to allow students to focus on content but, no
expectations are set in regards to student behaviour or learning. Group discussion within students can
easily disrupt the classroom environment in the absence of a clear code of conduct and teacher
supervision.
4.4 Maintain student safety
1–2–3–4–5 Comments: Does not mention anything about student safety.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4–5 Comments: No instructions are given to students to use ICT safely and responsibly for their homework
research task. However, the inclusion of an extension lesson in school computer lab can generate an
opportunity to raise student awareness on responsible use of ICT and even track their online behaviour.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4–5 Comments: Does not allow for assessment of prior-learning or formation of new schemas during the
lesson and leaves the students to clarify their doubts among themselves without any teacher supervision or
discussion. However, the homework task allows for some informal formative assessment.
5.2 Provide feedback to students on their learning
1–2–3–4–5 Comments: No feedback provided during the revision of previous content or at the end of the lesson to
inform student learning.

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Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – 5 Comments: The focus is sustained throughout to address the key concept of global warming. The
information on carbon capture allows students to connect and support their understanding on CO 2
pollution and how it relates to global warming.
1.2 Deep understanding
1 – 2 – 3 – 4 – 5 Comments: Teacher’s one sided discussions and recap on global warming, only allows students to
develop shallow understanding. However, inclusion of homework task gives them an opportunity to
demonstrate their deep understanding by linking different concepts to find a solution.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – 5 Comments: While initially the task only presents factual information on global warming, but later it
allows students to engage in group discussion and address multiple perspectives.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – 5 Comments: The task predominately requires students to develop low-order thinking by recalling their
prior knowledge, making notes and presenting them with factual information. However, the homework
task requires high order thinking as it provides opportunity to engage in problem solving to demonstrate
their deep understanding.
1.5 Metalanguage
1 – 2 – 3 – 4 – 5 Comments: It requires the students to discuss the contents of the presented video but does not require
them to comment or refer to the usage of language.
1.6 Substantive communication
1 – 2 – 3 – 4 – 5 Comments: Allows oral communication among students by engaging in group discussion. It also requires
them to elaborate their understanding in a sustained manner by researching solutions to the presented
problem and summarizing it. However, it lacks reciprocal interaction among students and teacher.
Quality learning environment
2.1 Explicit quality criteria
1 – 2 – 3 – 4 – 5 Comments: Does not provide any clear criteria referring to the desired quality of work. Only provides
procedural criteria at one stage by stating what they will need to do.
2.2 Engagement
1 – 2 – 3 – 4 – 5 Comments: By utilizing videos to present information and requiring students to participate in group
discussion, the lesson attempts to create an engaging environment. However, the lack of student-teacher
interaction and teacher’s monitoring has a potential to result in disengagement and disruption.
2.3 High expectations
1 – 2 – 3 – 4 – 5 Comments: The task does not clearly mention teacher’s expectations during the lesson or for the
assigned homework.
2.4 Social support
1 – 2 – 3 – 4 – 5 Comments: Any statement for undermining or supportive behaviour cannot be observed as such.
However, inclusion of group discussions allows students to undergo cooperative learning and thus
support each other.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – 5 Comments: The lesson gives two opportunities to students in order to demonstrate their autonomy and
initiative to regulate their behaviour in class during group discussions. However, absence of clear
expectations and monitoring by teacher can easily lead to disruption of the lesson resulting in need of
regulatory action.
2.6 Student direction
1 – 2 – 3 – 4 – 5 Comments: The lesson is mostly teacher driven. The group discussion among students allows some
control to direct their pace of learning. However, teacher monitoring is crucial to evaluate the
appropriateness of this control.
3 Significance

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3.1 Background knowledge
1 – 2 – 3 – 4 – 5 Comments: The lesson clearly focusses on students’ prior learning and sequentially builds the new
information around it.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – 5 Comments: It does not incorporate students’ local or cultural knowledge and also does not take into
consideration their personal experiences. These have a potential to strengthen the knowledge base and
encourage deep understanding.
3.3 Knowledge integration
1 – 2 – 3 – 4 – 5 Comments: The presented information does not connect with any other KLA. However, there is a huge
scope of establishing explicit connections with different subjects like environmental education and
aboriginal education.
3.4 Inclusivity
1 – 2 – 3 – 4 – 5 Comments: The group activities tend to include most of the students in class, but lack of cultural
knowledge and differentiated teaching may result in exclusion of certain students from different social
and cultural backgrounds.
3.5 Connectedness
1 – 2 – 3 – 4 – 5 Comments: Global warming is discussed as a big environmental issue to establish a global connection.
The homework task allows students to only weakly connect and share their research.
3.6 Narrative
1 – 2 – 3 – 4 – 5 Comments: Only one of the videos partially addresses this element by using a case study for carbon
capture, however, the use of Dutch in the video has the potential to detract from the lesson.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.
APST
1) 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 2) 5.1 Assess student learning
QT model
1) 2.1 Explicit quality criteria 2) 3.5 Connectedness

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 MODIFIED LESSON PLAN
(OVERCOMING CO2 POLLUTION)

Topic area: Science Stage of Learner: Syllabus Pages:

Stage 5 WS7.1 b, e; WS8 b, g; WS9a (Page 121)
PW4c, d, ES3c
Date: Location Booked: Lesson Number:
20/04/2017 Sc101 2/4
Time: Total number of Printing/preparation:
60 minutes students:
20 1. Preparing power point slides
2. Organizing the sequence of video resources to be played during the lesson
3. Getting the class activity ready for calculating individual Carbon footprint
4. Photocopies for extended reading resource on Carbon capture and instructions for homework
5. Organize the classroom seating plan for students to sit in groups of 4, each group facing the white
board.

Outcomes Assessment Students learn about Students learn to

A student:
SC5-1VA
Appreciates the importance of science
in their lives and the role of scientific
inquiry in increasing understanding of
the world around them
SC5-2VA
Shows a willingness to engage in
finding solutions to science-related
personal, social and global issues,
including shaping sustainable futures
Diagnostic assessment by
asking questions for
reviewing prior
knowledge.
Informal formative
assessment using activity
on carbon footprint.
Randomly questioning and
class discussion during the
lesson to ensure student
engagement and formation
of learning.
- Global warming and the need - Identify CO2 as the major contributor
to address it towards global warming
- Human activities and their - Identify solutions to overcome CO2
impact on climate pollution
- Role of CO2 in climate - Define carbon capture
change - Identify the potential and challenges
- Carbon Capture as a potential of carbon capture technology
method of overcoming
increasing levels of carbon WS7.1 b - selecting and extracting
dioxide in the atmosphere. information from tables, flow diagrams,
other texts, audio-visual resources and
Syllabus content: graphs, including histograms and column,
sector or line graphs
PW4 c - discuss, using examples,

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SC5-7WS
Processes, analyses and evaluates data
from first-hand investigations and
secondary sources to develop evidence-
based arguments and conclusions
SC5-8WS
Applies scientific understanding and
critical thinking skills to suggest
possible solutions to identified
problems
SC5-9WS
Presents science ideas and evidence for
a particular purpose and to a specific
audience, using appropriate scientific
language, conventions and
representations.
Informal formative
assessment (in class) and
formal formative
assessment (homework)
to check students’ ability
to undertake
investigations,
performance in a group,
gather, process, analyse
and evaluate data to solve
the problem and to justify
their conclusion with
evidence.
Informal formative
assessment by presenting
discussion data in front of
the class.
how the values and needs of
contemporary society can
influence the focus of scientific
research
PW4 d - discuss viewpoints and
choices that need to be considered
in making decisions about the use
of non-renewable energy
resources
ES3 c - evaluate scientific
evidence of some current issues
affecting society that are the result
of human activity on global
systems, e.g. the greenhouse
effect, ozone layer depletion,
effect of climate change on sea
levels, and loss of biodiversity.
WS7.1 e - identifying data which
supports or discounts a question or
hypothesis being investigated or a
proposed solution to a problem
WS8 b - assessing strategies that have
been identified as possible solutions to an
identified problem
WS8 g - evaluating different approaches
used to solve problems
WS9 a - selecting and using in
presentations, for different purposes and
contexts, appropriate text types including
discussions, explanations, expositions,
procedures, recounts or reports
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Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Cross Curriculum themes
- Aboriginal and Torres Strait Islander histories and cultures:
Indigenous perspectives on global warming; interlinking
Indigenous traditional knowledge with climate science
- Sustainability: Relation between global warming and climate
change; impact of human activities on levels of CO2 in the
atmosphere
Students are completing the unit ‘Needs of contemporary society and
scientific research’, and this is their second lesson in which they will learn
about ‘Overcoming CO2 pollution’.
They have prior knowledge on global warming and its relation to climate
change, renewable and non-renewable energy resources, completion of online
activities and use of online resources to gather information.

General Capabilities
- ICT capability: Interactive activity on carbon footprint; use of
video resources; making a multimodal presentation
- Critical and Creative thinking: Classroom and homework task to
encourage scientific thinking, problem solving and deep
understanding
- Literacy: Discussion and presentation to develop scientific
communication; introducing new technical words
- Ethical understanding: Contribution of humans to global warming;
activity on carbon footprint
- Intercultural understanding: Interlinking Indigenous traditional
knowledge with climate science to demonstrate how scientists
work with different cultures to solve global problems
Students learn how human activities are contributing towards CO2 pollution
and how carbon capture technology can be used to reduce the atmospheric
levels of CO2. They will develop critical thinking by identifying the challenges
of the technology and comparing it with the others.
Students will be able to understand the role of scientific research in addressing
global issues. They will also be able to work scientifically by identifying the
problem, selecting and gathering the required data to address it, processing
and analysing the obtained data, evaluating the data for addressing the
problem and finally, justifying their conclusion.

Centred
Time Teaching and learning actions Organisation
T/S
Intro Lesson briefing Teacher: Welcomes the students and asks them to settle down in groups of Teacher
five. While settling, the teacher puts on the power-point slide highlighting
3 minutes Explain the structure of the lesson,
the structure of today’s lesson and its outcomes
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 mention the topic to be covered, sections to
be focussed on and the potential learning Student: Settle down in groups of five and get ready for briefing
outcomes

Resources: Smart board, laptop and prepared power-point slide

Body Assessing the prior knowledge on global Teacher: Informs the students that they will have a quick discussion on what Teacher
warming and pollution – class discussion do they already know about global warming and pollution. Specifies that the and
5 minutes
students will raise their hands to answer Student
1. What do they know about global
warming? While starting discussion, the teacher puts up the power-point slide for
revising the meaning of known technical terms – global warming,
2. What is the relation between global
environmental pollution, renewable and non-renewable energy resources and
warming and climate?
fossil fuels.
3. What human activities contribute to
environmental pollution?
Student: Engage in discussion by responding to the asked questions and
4. What are the gases involved?
hear different perspectives from their classmates
5. How does the use of non-renewable
sources like fossil fuels impact CO2
pollution? Resources: Smart board, laptop and prepared power-point slide
6. Can it be controlled or reversed, their
perspective?
5 minutes 1. Refreshing and summarizing the prior Teacher: Plays the selected video on global warming (3 minutes) Teacher
knowledge The teacher specifies that the students are expected to be quiet and listen
2. Students will watch a short video on carefully to the videos played during the lecture. Stops the video and
YouTube to refresh their knowledge on summarizes the key points.
global warming. Encourage students to Puts up the web link for extended reading https://www.epa.gov/climate-
independently write notes while watching change-science/overview-climate-change-science
the video.
Encourage students to ask questions
3. Summarise the key points from the video
to the class to ensure all students have a
similar level of understanding of global Student: Watch the video, take independent notes and after the video, they
warming. Highlight the fact that it is
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 because global warming is widely seen as ask questions related to the topic (if any).
a big issue that there is now much research The students who are interested in learning more , take note of the web link
and development focussed in this area of for extended reading
science.
4. Encouraging students to ask questions
gives opportunity to assess the formation Resources: Smart board, laptop, the selected video
of learning and critical thinking https://www.youtube.com/watch?v=hq_TXc9xMjo, power-point slide with
web link of extended reading
5. The option of extended reading allows
differentiated learning
5 minutes Intercultural understanding and Teacher: Plays the selected video (2 minutes). Stops the video and engages Student
Aboriginal education students in a quick discussion
Students will watch a short video on
Indigenous perspectives on global Student: Watch the video and write down questions /perspectives (if any).
warming and climate change. Encourage After the video they engage in discussion by responding to the asked
students to write questions or perspectives questions and hear different perspectives from their classmates
that they connect to.
Engage in questions -
Resources: Smart board, laptop and the selected video
1. If they or their family/ community has https://www.youtube.com/watch?v=rXoBAIrb0Fc
experienced any climate change?
1.
2. How has it impacted them?
3. What have they done to overcome CO2
pollution?
Student
4 minutes Activity on Carbon footprint Teacher: Informs the students that they are going to do an interactive
activity. Instructs the students to take out their smart devices and puts up the
Students will perform the task individually
power-point slide specifying the web link for the activity.
to understand how their daily activities
contribute to CO2 pollution. Directs the students to do the activity by using the link and instructs them
that they have 3 minutes to complete.
Their interaction with teacher will allow
the assessment of their understanding on Teacher takes a round of the class to make sure that every student is doing
correlation between human activities and the activity and check if someone needs help. After completion, the teacher

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 increasing CO2 levels.
This will allow students to engage with the
issue and develop deep understanding on
the severity of CO2 pollution and the need
to address it.
5 minutes Introduction to strategies for
overcoming CO2 pollution – Carbon
Capture
Students will get to know different
strategies that can be employed for
reducing carbon emissions - carbon
capture, renewable energy resources (solar
and wind energy), biofuels, afforestation
and the meaning of these terms to enhance
scientific vocabulary.
Introduce the concept of carbon capture by
focusing their attention on the diagram and
the explanation of this technology
Differentiated learning through extended
reading
Video demonstration – carbon capture
7 minutes
working
Students will watch a short video on
YouTube to understand how carbon
capture can be applied in industries and
how it works
randomly asks students about their Carbon footprint
Student: Take out smart devices, assess the link and perform the task
Resources: http://www.wwf.org.au/get-involved/change-the-way-you-
live/ecological-footprint-calculator#gs.7n7lFYw
Teacher
Teacher: Puts up the slide with pictures of different strategies that can be/are
employed. Briefly introduce the strategies and inform the students that the
focus will be on carbon capture.
Puts up the slide for the new technical words to be learnt – carbon capture,
afforestation and biofuels, and introduce the words along with their brief
meaning.
Asks one student volunteer to distribute the printed extended reading sheets
throughout the class. Put up the diagram for carbon capture and explain how
the technology works.
Encourages students to ask questions and make notes
Student: Watch the pictures on smart board, take individual notes and ask
questions (if any)
Resources: Print outs for extended reading and diagram from
http://cmi.princeton.edu/resources/pdfs/carbon_plan.pdf
Student
Teacher: Plays the selected videos (5 minutes)
https://www.youtube.com/watch?v=4v2_4Dr2Gds
Stops the video and engages students in a quick discussion.
Encourages students to improvise their notes
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 Questions:
What have students learnt about the
technology and its working?
What may be the challenges of the
technology?
5 minutes Carbon capture challenges
Students will watch a short video on
YouTube to understand potential
challenges as narrated by the scientists and
environmentalists.
Teacher summarizes challenges to ensure a
similar level of understanding.
15 minutes Alternatives to carbon capture and their
efficiency
(10 minutes
for group
task + 5
The students will work in groups and
minutes for
select one strategy apart from carbon
volunteers capture which can be utilized to overcome
to speak) CO2 pollution. They will gather data to
describe how this technology works to
overcome CO2 pollution and how will this
be beneficial for their local community.
They will then summarise their analysis in
front of the class
Student: Watch the video, improve their notes and write down questions (if
any). After the video they engage in discussion by responding to the asked
questions and hear different perspectives from their classmates
Resources: Smart board, laptop and the selected video
Teacher
Teacher: Plays the selected videos (2 minutes)
and
https://www.youtube.com/watch?v=4v2_4Dr2Gds student
Stops the video and engages students in a quick discussion
Student: Watch the video and write down questions (if any). After the video
they ask teacher to address their engage in discussion by responding to the
asked questions and hear different perspectives from their classmates
Resources: Smart board, laptop and the selected video
Student
Teacher: Informs the students that they are now going to perform a group
task. Explains the task and meanwhile puts up the power-point slide
displaying the instructions and expectations for the task (Annexure-I)
Teacher walks around the class to observe the progress, briefly stops at every
group to see if they need help and offer guidance.
After 10 minutes, teacher instructs every group to stop their discussions and
encourage volunteers to present their data one by one. Listens to all groups.
Student: Listen and read the instructions and expectations. They open their
smart devices and engage in group work by finding information for the task.
They nominate their presenter
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 This activity will encourage scientific and Resources: Power-point slide presenting above instructions and expectations
collaborative working in students, develop
critical thinking for problem solving and
allow them to engage with real world
problems to address sustainability.
Teacher
Conclusion Feedback and Homework Teacher: Informs the students about their performance during the lesson and
the assigned task. Suggests areas of improvement for scientific working.
2 minutes Students will get to know what areas they
Informs the class about homework task and distributes the instruction sheet
need to focus to develop scientific thinking
(Annexure-II)

Homework task
Student: Listen to the teacher and take instruction sheet for homework
The students will perform the same task as
performed in class but will work
independently to present their work this Resources: Prints of instruction sheet
time in front of the class in the form of a
multimodal presentation.

4 minutes Reflection Teacher

Students will watch a short video on
YouTube to interlink traditional knowledge
with climate science.
Encourages class to engage in discussion
and share their views.
1. What role does traditional knowledge
play in today’s times?
2. How can we bring together traditional
knowledge and modern scientific research
to address contemporary issues?
Teacher: Plays the selected video (2 minutes). Stops the video and engages
students in a quick discussion about how the intercultural knowledge can
address climate issues. Incorporates aspects of Indigenous traditional
knowledge and geography as part of discussion.
Student: Watch the video and share their perspectives
Resources: Smart board, laptop and the selected video
https://www.youtube.com/watch?v=dYJC22XnSqw

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

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The preparation of this lesson plan has allowed me look into the minute details of the planning process which were absent from the original
lesson. From selection of the lesson content/ resources and their potential outcomes, to the selection of specific scientific skills that can be taught
and assessed through this theory based lesson, this task has made me re-think of my teaching strategies. I found it easy to select the right ICT
resources to increase student involvement with the subject, especially with respect to Indigenous culture and perspectives.

However, it was hard to plan the classroom task effectively, to allow students to get the maximum control on their leaning without disrupting the
class environment. Adoption of culturally responsive pedagogy by inclusion of Indigenous perspectives, traditional knowledge and audio-visual
modes of presentation can increase student engagement and inclusiveness in all. Inclusion of extended reading resources and interactive
activities can target the talented students in class. Regular interaction with the class and encouraging students to ask questions and reflect on their
perspectives will allow me to assess the formation of learning. The lesson preparation has also made me realize the significance of laying down
the explicit instructions and high expectations. These will not only allow students to adhere to a code of conduct in class but also encourage them
to engage in challenging work.

Overall, through the lenses of APST and QT model I can now see what is required from me as a teacher. They have guided me to adopt teaching
strategies that can be included at every step of the lesson to bring about effective learning in students.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Diagnostic assessment by asking questions for reviewing prior knowledge.
SC5-1VA
Randomly questioning and class discussion during the lesson to ensure student engagement and formation of
learning.
Informal formative assessment using activity on carbon footprint, classroom task for alternative strategies for
SC5-2VA
overcoming CO2 pollution and questions during the lesson for interaction and engagement
Informal formative assessment (classroom task) and formal formative assessment (homework), covering
SC5-7WS, SC5-8WS, SC5-9WS
alternative strategies for overcoming CO2 pollution

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WHS

What are the key risk issues that may appear for and need to be reduced/ eliminated in this lesson? Using your syllabus and support
documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

The key risk issue that may appear in the class is linked with student behaviour. The absence of clear instructions and teacher supervisions during
group discussions and video clips may result in disruption of the class. However, constant student-teacher interaction, short class discussions, and
explicit instructions and expectations can eliminate the issue. Also, the amount of online research and multimodal presentation preparation during
the homework task may result in visual fatigue and stress.

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 ACADEMIC JUSTIFICATION

Even though the original lesson was planned and structured in a sequential manner and exhibited a

sustained focus for development of deep knowledge, it did not fully adhere to the included teaching

standards and superficially met only a few elements of quality teaching. Targeting the Australian

Professional Standards for Teachers [APST] (Australian Institute for Teaching and School

Leadership [AISTL], 2016), improvements were made under the standards 1.4 and 5.1 covering

teaching strategies in Aboriginal students and assessment of learning, respectively.

In order to have meaningful and effective learning in Aboriginal students, the modified lesson

stresses on the use of explicit instructions, high expectations, has incorporated challenging tasks and

encourages cultural engagement, reflecting a culturally responsive pedagogy (Lewthwaite et al.,

2015). The inclusion of the subject vocabulary by an explanation of the known and new technical

words was also done for the development of scientific literacy (Frigo et al., 2004). By including

videos showcasing indigenous culture, perspectives and traditional knowledge, the lesson content

was linked with their daily life practices to generate relatedness, increase engagement and develop

deep understanding (Sarra, 2011). Teacher-student discussions throughout the lesson and

encouragement of student response were incorporated to reduce the risk of dialect linked shame and

reprimand and increase motivation (Harrison, 2004). Literature suggests that “Aboriginal students

preferred the imaginal end of verbal-imaginal spectrum” (Lloyd, Lewthwaite, Osborne and Boon,

2015, p, 7). In consideration to this, interactive activity and pictures were included before the

introduction of scientific concepts to allow effective learning in Aboriginal students.

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Assessment is an important aspect that can inform teaching and enhance learning achievements in

students (Black and William, 2012; Jones and Moreland, 2005). Studies suggest that students bring

pre-existing instructional knowledge and perceptions to science class and then construct their own

conceptual understanding on top of their prior learning (Tregust, 2006). Incorporating a set of

response questions and engaging the class in a brief discussion at the start of the lesson allows the

diagnosis of prior knowledge at an early stage of the learning process (Taber, 2001). Questioning and

discussions not only guide the teacher to assess and remediate students’ pre-built concepts but, also

motivates the students and increases their engagement (Cauley & McMillan, 2010; Taber, 2001). To

informally assess the formation of learning, class discussions (whole class and group based) were

incorporated throughout the lesson. This provided students with a supportive learning environment to

regulate their own learning (Brookfield & Preskill, 1999). Teacher’s offered guidance to group task

and oral feedback to the whole class at the end of the lesson can effectively shape student’s thinking

(Hardman, 2008). Modification of the homework task to include formal formative assessment was

done to understand and address the individual formation of learning (Athanases & Achinstein, 2003).

In order to provide a quality learning environment to the students, elements 2.1 and 3.5 in the Quality

teaching model (Gore, 2007), were addressed, explicit statements were made and a sense of

connectedness was developed. By initiating the lesson with what the lesson is about, areas to focus

upon and what will the students learn from it, a learning goal was set for students (Lewthwaite et al.,

2015). This also allowed them to link the classroom activities with the subject knowledge and have

sustained focus (Paris & Paris, 2010). Studies suggest that scaffolding the instructions accurately can

allow students to develop complex skills without overloading their working memory (Sweller, van

Merrienboer and Paas, 1998). Explicitly defining the quality of work desired also allows them to

develop deep understanding, achieve higher success rates and move systematically towards

independent skill development (Archer & Hughes, 2011). In order to sequentially build the scientific

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working skills, procedural and conditional scientific knowledge, a structured set of instructions and

expectations were provided for the classroom and homework task.

Sweller and his co-workers (1998), have emphasised on the effective design of the learning resources

for increasing student engagement and connectedness. Keeping this in mind, the originally used

video resources that had a potential to cause disinterest and disengagement were removed and the

new engaging links were added. Studies on the specialisation of scientific knowledge and skills

suggest that students attain deeper levels of understanding when the lessons connect them to the

subject by exposing them to problem solving activities (Newmann, 1996). Inspired by the study, a

similar strategy was adopted in the lesson during the classroom group task and assigned homework

to develop a sense of connectedness. As per Gore (2007), a lesson that covers problematic knowledge

and its analysis, tends to exhibit high connectedness and generate meaningful learning. Lewthwaite

et al (2009), also discusses the importance of connecting the learning to students’ lives and local

community. By including the interactivity task to find their carbon footprint, the lesson not only

connected students with the global issue but also encouraged them to reflect on their daily practices

and find solutions to real-world problems.

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ANNEXURE I

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ANNEXURE II

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LEARNING PORTFOLIO WEBLINK

http://jkaneja.weebly.com/

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