Assignment 1: Professional Task (Science)

Student Number: 17701352

Lesson Plan 1
KLA: Science Stage of Learner: 5 Lesson Duration: 60 minutes
Safety General classroom safety Printing / Ohm’s Law Worksheet
Considerations: Preparation: Conductor/Insulator Worksheet

Knowledge and Physical World Working Scientifically (WS) Problem Solving

Understanding(K&U)
Strand:
K & U outcome(s):
K & U context statement:
K& U content descriptor(s):
Strand(s):
WS outcome(s):  Applies scientific
 Applies models,
understanding and
theories and laws to
critical thinking skills to
explain situations
suggest possible
involving energy, force
solutions to identified
and motion SC5-10PW
problems SC5-8WS
 Explains how scientific
understanding about
energy conservation,
transfers and
transformations is
applied in systems SC5-
11PW
PW3: Scientific WS context statement(s): WS8: Students solve
understanding of current problems by:
electricity has resulted in
technological
developments designed to
improve the efficiency in
generation and use of
electricity
a. Describe voltage, WS content descriptor(s):  Using models to
current and resistance explain phenomena
in terms of energy and make predictions
applied, carried and
dissipated
b. Describe qualitatively
the relationship
between voltage,
resistance and current

Highlight any areas addressed within lesson:

General capabilities

Critical and Ethical Information Intercultural Literacy Numeracy Personal and

creative understanding and understanding social capability
thinking communication
technology
capability
 Learning Intentions: Success Criteria:
- Understand the basics of electricity (voltage, - Students can describe the relationship between
current, resistance and conductors/insulators). voltage, current and resistance.
- Understand the relationship between voltage, - Students can apply Ohm’s law to mathematical
current and resistance (Ohm’s Law). problems.
- Students can differentiate conductors and
insulators.

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
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.2 Deep understanding 1.5 Metalanguage
construction and requires students to engage in higher-order thinking and to communicate
1.3 Problematic knowledge 1.6 Substantive
substantively about what they are learning.
communication

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
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.2 Engagement 2.5 Students’ self-regulation
expectations and develops positive relationships between teacher and students and among
2.3 High Expectations 2.6 Student direction
students.

Significance 3.1 Background knowledge 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to students.
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural knowledge 3.5 Connectedness
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge integration 3.6 Narrative

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 to apply Ohm’s Law to mathematical problems.
Knowledge

1.4 Indicated using scientific language such as voltage, current, resistance and conductor. Student
Metalanguage demonstrate this through note taking and answering worksheets.

3.3 Knowledge Demonstrated in the Ohm’s Law worksheet. Students are asked to apply their basic understanding of
Integration algebra (mathematics) to solve electrical problems.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5min Teacher outlines what the class will Students will enter the classroom and
be doing in the lesson. take their seats assigned to them.

10min Teacher instructs students to Students will complete a mind map

complete introductory mind map. regarding their knowledge of
electricity. (5min)

Will lead the class in a combined mind Contribute to a combined class mind
map for formative assessment of map. (5min)
prior knowledge.
Body of Lesson:
Time Teacher Activity Student Activity Resources
15min Teacher will use PowerPoint to Listening to teacher and writing notes. Electricity PowerPoint
explain Voltage, Resistance and
Current. Student will be instructed to
take notes.
10min Instruct students to work with the Working with student next to them to Ohm’s Law worksheet
person next to them and complete complete worksheet.
the question sheet.

Teacher will walk around classroom

and provide assistance.
5min Lead classroom discussion regarding Mark worksheet and correct any
the answers to question sheet. errors.
Contribute to class discussion.
10min Provide examples of materials and get Will take notes and answer Conductor/Insulator
students to determine if it is a Conductor/Insulator table. Work Sheet
conductor or insulator.
Zinc, wood, rubber band….
Conclusion:
Time Teacher Activity Student Activity Resources
5min Instruct student complete exit cards: Write down 2 things they learnt and 2
2 things they learnt and 2 things they things they are not sure of.
are not sure of.
Preview the next lesson

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

Success Criteria: How this will be measured?

Students can describe Students completing exit cards (formative assessment) at the end of the lesson.
the relationship All students will participate in discussion after PowerPoint explanation of electricity.
between voltage,
current and resistance.

Students can apply The mathematical questions in the Ohm’s Law worksheet and discussion of answers.
Ohm’s law to
mathematical problems.
 Students can Completing the insulator or conductor table in worksheet.
differentiate conductors
and insulators.

Reflection:
What have I learned about Putting together an effective lesson is harder than first envisioned as it require a lot
teaching and learning processes more time and effort.
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

2.2 Curriculum, Through a variety of formative assessment methods (exit cards and classroom discussion).
assessment and
reporting

3.3 Use Using a PowerPoint uses a variety of explanations and introduces students to lecture style teaching.
teaching
Teacher lead discussion allows both teacher and student input.
strategies

4.1 Support Students work together to solve mathematical problems.

student
Students encouraged to participate in discussion.
participation

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

N/A

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.).
Resources
Electricity PowerPoint Part 1

Electricity
PART 1

What is electricity
• Electricity is the movement of electrons
• Electrons create charge.
• There are 3 basic building blocks required to be manipulate and
utilize electricity:
VOLTAGE
Current
Resistance

Voltage
• Is an electric force that causes free electrons to move from one
atom to another.
• It is a measure of potential difference between two points in a
circuit.
• Measured in volts (V).
• Can come from a battery or a power plant.
Current
• Is the flow of an electric charge.
• In circuits this charge is often carried by moving electrons in a wire.
• Measured in amperes (I).

Resistance
• A measure of the difficulty to pass an electric current through a
conductor.
• It measures how well a material or object conducts electricity.
• Low resistance means the object conducts electricity well.
• High resistance means the object does not conduct electricity well.
• Measured in Ohms (Ω).

OHMS Law
 V = I.R

VOLTAGE (V) = CURRENT (I) X RESISTANCE (R)

OR
CURRENT (I) = VOLTAGE(V)/RESISTANCE(R)
OR
RESISTANCE (R) = VOLTAGE (V)/CURRENT (I)

Example of OHM Law

Current = 5.6A
Resistance = 2Ω

Calculate the voltage?

Voltage = 12V
Resistance = 2Ω

Calculate the current?

 Conductors and Insulators
Conductor– An object or type of material that allows the flow of an
electrical current in one or more directions. Commonly made out of
metal materials.

Insulator – The opposite of a conductor. It opposes (resists) the flow

of electricity. Insulators are important as they keep us safe from
electricity. Generally non metallic materials like rubber.

AC and DC
• AC = Alternating current
 Current that can go in either direction.

• DC = Direct current
 Current that keeps a constant direction.

Ohm’s Law Practice Worksheet

Conductor versus Insulator Worksheet

 A conductor is a substance which allows electricity to pass through them.

 An insulator is a substance which resists electricity.
 Using your own knowledge or the help of the internet answer the table below.

Object Metal/Non-Metal Conductor/Insulator

Copper Coin

Eraser

Glass Lens

Key

DVD

Pencil (Wooden Part)

Pencil (Lead Part)

Empty Coke Can

Tin Foil

Paper Plane

Rubber Gloves

Nail

Potato

Magnet

Paper Clip

Water

Plastic Cup
Lesson Plan 2
KLA: Science Stage of Learner:
Safety Students will be using electricity. Ensure
Considerations: all equipment are checked and tested
before student use.
Knowledge and Physical World
Understanding(K&U)
Strand:
K & U outcome(s):
 Applies models,
theories and laws to
explain situations
involving energy, force
and motion SC5-10PW
 Explains how scientific
understanding about
energy conservation,
transfers and
transformations is
applied in systems SC5-
11PW
K & U context statement: PW3: Scientific
understanding of current
electricity has resulted in
technological
developments designed to
improve the efficiency in
generation and use of
electricity
K& U content descriptor(s):
c. Compare the
characteristics and
applications of series
and parallel electrical
circuits
Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural
creative thinking understanding communication understanding
technology
capability
5 Lesson Duration: 60 minutes
Printing / Circuits method and questions
Preparation: worksheet
Working Scientifically (WS) Conducting Investigations
Strand(s):
WS outcome(s):
 Undertakes first-hand
investigations to
collect valid and
reliable data and
information,
individually and
collaboratively SC5-
6WS
WS context statement(s): WS6: Students conduct
investigations by:
WS content descriptor(s): A: Individually and
collaboratively using
appropriate investigation
methods, including
fieldwork and laboratory
experimentation, to collect
reliable data (ACSIS165,
ACSIS199).
B: Safely constructing,
assembling and
manipulating identified
equipment.
D: Using appropriate units
for measuring physical
quantities
Literacy Personal and
Numeracy
social capability
 Learning Intentions: Success Criteria:
- Understand the difference between series and - Students can differentiate between series and
parallel circuits. parallel circuits.
- Students can build a series and parallel circuit.

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
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.2 Deep understanding 1.5 Metalanguage
construction and requires students to engage in higher-order thinking and to communicate
1.3 Problematic knowledge 1.6 Substantive
substantively about what they are learning.
communication

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
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.2 Engagement 2.5 Students’ self-regulation
expectations and develops positive relationships between teacher and students and among
2.3 High Expectations 2.6 Student direction
students.

Significance 3.1 Background knowledge 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to students.
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural knowledge 3.5 Connectedness
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge integration 3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

1.5 The use of scientific language such as series, parallel, circuits and alligator clips.
Metalanguage

2.2 Engagement Students are encouraged to participate in a hands on practical to gain greater understanding of circuits.

2.4 Social Students working together to complete experiment.

Support
Students working together to answer post experiment questions.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5min After settling class down teacher will Will take their seats and recap content
lead a recap of the content from from previous lesson.
previous lesson.
 5min After recap teacher will provide details Will listen to teacher.
of the lesson
- Lesson intention
- Student Success criteria
Body of Lesson:
Time Teacher Activity Student Activity Resources
10min Introduce the concept of Series and Take notes. Circuits PowerPoint.
Parallel circuits.

10min Outline the method and safety Listen to teacher and once instructed Circuits practical method
precautions for the circuits practical. collect equipment required for and questions worksheet
practical.
Place students into groups of 3 or 4 Equipment
and instruct 1 member from each - Wires
group to collect equipment. - Alligator Clips
- Voltage
adjustable
Battery Pack
- 3 Lightbulbs

20min Walk around the classroom assisting Work together with other students to
students with their circuits. build a variety of circuits.

Inform students that all questions from Observe what happens in each circuit
worksheet must be completed before set up and answer corresponding
the next lesson. questions.

Conclusion:
Time Teacher Activity Student Activity Resources
10min Instruct students to pack up their Return equipment to their assigned
equipment. Each member of the group places.
is responsible for putting back at least
one piece of equipment.

Ask students “what difference did they

notice between series and parallel Answer teachers question.
circuits?”

Preview the next lesson

- Go over the responses to the
practical questions.
- Research task
- Kahoot quiz (formative
assessment) on what has
been learnt in previous
lessons

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

Success Criteria: How this will be measured?

Students can Students will demonstrate success through completion of experiment questions correctly.
differentiate between
 series and parallel
circuits
Students can build a Demonstrated by following the practical method and correctly building the circuits.
series and parallel circuit

Reflection:
What have I learned about In practical lessons, there are many elements that must looked at to ensure student
teaching and learning processes safety. The practical must also continue to build upon student knowledge in
when preparing this lesson? relation to the syllabus outcome.

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

3.3 Use Teacher uses both PowerPoint presentation and practical demonstration.
Teaching
Strategies

4.4 Maintain Teacher outlines the safety consideration in lesson plan.

Student Safety
During lesson teacher explains to students how to be safe when conducting experiment as seen in circuits
method worksheet.

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

N/A

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.).
Resources
Electricity PowerPoint Part 2
Slide 1

Electricity
Part 2

Slide 2

Circuits
• A circuit is a path in which electrons from a voltage or
current source flow.
• They combine components, wires and electricity.

This Photo by Unknown Author is licensed under CC BY-SA

Slide 3

Drawing a circuit.

This Photo by Unknown Author is licensed under CC BY-SA

Slide 4

Series and Parallel Circuits

• Series • Parallel
• There are no branches • Multiple branches
• There are multiple • There are multiple
components one after the components connected to
other. different branches.
Slide 5

What next?
• You will build your own circuits and observe the
differences.
• Think about?
What differences are their in light?
What happens if the circuit is missing a light bulb?
When would we use a series circuit and when would we use a
parallel circuit?

Slide 6

Reference
• All images taken from
http://www.bbc.co.uk/bitesize/ks3/science/e
nergy_electricity_forces/electric_current_volt
age/revision/4/
Circuits practical method and question sheet
Lesson Plan 3
KLA: Science Stage of Learner: 5 Lesson Duration: 60 minutes
Safety General classroom safety. Printing / Emissions research worksheet
Considerations: Preparation:

Knowledge and Physical World Working Scientifically (WS) Communicating

Understanding(K&U)
Strand:
K & U outcome(s):
K & U context statement:
K& U content descriptor(s):
Strand(s):
WS outcome(s): Presents science ideas and
 applies models,
evidence for a particular
theories and laws to
purpose and to a specific
explain situations
audience, using
involving energy, force
appropriate scientific
and motion SC5-10PW
language, conventions and
 explains how scientific
representations SC5-9W
understanding about
energy conservation,
transfers and
transformations is
applied in systems SC5-
11PW
PW3 Scientific WS context statement(s): WS9: Students
understanding of current communicate by:
electricity has resulted in
technological
developments designed to
improve the efficiency in
generation and use of
electricity.
WS content descriptor(s): Selecting and using in
a. describe voltage,
presentations, for different
current and resistance
purposes and contexts,
in terms of energy
appropriate text types
applied, carried and
including discussions,
dissipated b.
explanations, expositions,
b. describe qualitatively
procedures, recounts or
the relationship
reports.
between voltage,
resistance and current
c. compare the
characteristics and
applications of series
and parallel electrical
circuits
d. outline recent
examples where
scientific or
technological
developments have
involved specialist
teams from different
branches of science,
engineering and
technology, e.g. low
emissions electricity
 generation and
reduction in
atmospheric pollution

Highlight any areas addressed within lesson:

General capabilities

Critical and Ethical Information Intercultural Literacy Numeracy Personal and

creative understanding and understanding social capability
thinking communication
technology
capability

Learning Intentions: Success Criteria:

- Understand the different types of energy - Student can identify the different types of
generation. energy generation.
- Research low-emission electricity generation. - Students can describe the basics of low-emission
- Understand and apply content from previous electricity generation.
lessons. - Students can recall and apply knowledge from
previous lessons.

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
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.2 Deep understanding 1.5 Metalanguage
construction and requires students to engage in higher-order thinking and to communicate
1.3 Problematic knowledge 1.6 Substantive
substantively about what they are learning.
communication

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
in an environment clearly focused on learning. Such pedagogy sets high and explicit 2.2 Engagement 2.5 Students’ self-regulation
expectations and develops positive relationships between teacher and students and among
2.3 High Expectations 2.6 Student direction
students.

Significance 3.1 Background knowledge 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to students.
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural knowledge 3.5 Connectedness
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge integration 3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

1.2 Deep Demonstrated in the research task and kahoot quiz. Requires students to demonstrate understanding of
Understanding content through formative assessment.
2.6 Student Research task allows students to make their own decisions in regard to the specific areas they learn.
Direction

3.3 Knowledge Students demonstrate ICT knowledge in the form of a PowerPoint to present their research.
Integration

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
5 min Introduce details of lesson. Take their seats and listen to teacher.
- Lesson intention
- Student success criteria

Body of Lesson:
Time Teacher Activity Student Activity Resources
10min Check that all students have Present their worksheet with completed
completed practical questions from answers.
previous lesson.

Lead class discussion regarding the
practical questions and answer any
questions to help students understand
last lessons content.
Possible questions:
- Why does the brightness
differ in series circuits?
- Why do the lightbulbs still
work in parallel even if one is
removed?
25min Explain the research task and hand out
worksheet that has instructions.
Partner students together and walk
around the room providing assistance.
Discuss the answers from practical and ask
questions regarding areas that need
clarifying.
Students will go to Emissions Worksheet
http://www.resourcesandenergy.nsw.gov.au/
energy-consumers/energy-sources/coal-
innovation-nsw/low-emissions-coal-
technologies and http://www.world-
nuclear.org/nuclear-basics/electricity-
generation-what-are-the-options.aspx and
build a PowerPoint that summarises each
type of energy.

Students will follow the instructions on

17min Explain the rules of the Kahoot
(formative assessment) and instruct
students to log in.
worksheet.
Using a electronic device students will Kahoot Quiz
complete the kahoot quiz that summarises https://play.kahoot.it/#/
the teachings of the last 3 lessons. k/5e67d9c3-6ea3-41fa-
b237-fd3bd51346fd

Conclusion:
Time Teacher Activity Student Activity Resources
 3min Will preview the next topic students Write down homework
will be covering.

Inform students that their research

task is to be submitted via email
before the next lesson.

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

Success Criteria: How this will be measured?

Student can identify the Students will submit a PowerPoint summarising the different types of energy.
different types of energy
generation.
Students can describe Students will submit a PowerPoint that describes low-emission electricity generation.
the basics of low-
emission electricity
generation.
Students can recall and Demonstrated through the Kahoot quiz (formative assessment)
apply knowledge from
previous lessons.

Reflection:
What have I learned about At a stage 5 level, students still require guidance when performing research tasks. It
teaching and learning processes is important to scaffold the questions that will guide students to the desired
when preparing this lesson? outcome.

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

2.6 Information Students use the internet to research and build a PowerPoint presentation.
and
Teacher uses the online Kahoot quiz as formative assessment.
Communication
Technology
(ICT)

5.1 Assess Formative assessment is conducted using the Kahoot quiz and also students PowerPoint submissions.
Student
Learning
Resources
Emissions research worksheet

Research Task
1. Open PowerPoint. Create a PowerPoint answering the following questions.
2. Define Low-emissions electricity generation.
3. Go to http://www.world-nuclear.org/nuclear-basics/electricity-generation-what-are-the-
options.aspx.
4. Summaries each type of energy generation. Use one slide for each type of energy.
5. You are to choose one type of energy and answer the following:
- Is this a renewable source of energy?
- How much carbon dioxide does it produce?
- How popular is this energy?
- Name 3 positives and 3 negatives to this energy source.
6. Go to http://www.resourcesandenergy.nsw.gov.au/energy-consumers/energy-sources/coal-
innovation-nsw/low-emissions-coal-technologies
7. Summarise the information provided using the following titles:
- What are low emissions coal technologies?
- What is carbon capture and storage?
- Why do we need these technologies?
8. If we do not decrease emissions what could happen to the world we live in?
- Think about the different environments we live in.
9. Once completed you are to save this document and send the PowerPoint to your teacher.
Justification
As teachers, developing an effective lesson is more than just delivering correct content but how the

content can be delivered. To maximise student learning their learning experience must but positive

(Nagel, 2013) These lesson plans have been designed using a variety of methodologies in order to

maximise the learning experience of students. These methods have been incorporated into the

lesson plans with respect to the Australian Professional Standards for Teachers (APST) and the NSW

Quality Teaching Model.

The purpose of the syllabus is assist teachers in deciding what to teach in a clear logical order. These

three lessons focus on the two knowledge and understanding (K & U) syllabus learning outcomes

(applies models, theories and laws to explain situations involving energy, force and motion SC5-

10PW and explains how scientific understanding about energy conservation, transfers and

transformations is applied in systems SC5-11PW) from the stage 5 Physical World unit and a mixture

of working scientifically outcomes. It is unrealistic to teach an entire set of outcomes in three lessons

however, when broken down building three lessons around one context descriptor (PW3: Scientific

understanding of current electricity has resulted in technological developments designed to improve

the efficiency in generation and use of electricity) is more attainable.

Each lesson builds upon the lesson before it, demonstrating progression. This concept is based off

Bloom’s Taxonomy of Cognitive Processes and cognitive constructivism which falls into inquiry based

learning. These teaching frameworks are widely accepted as appropriate methods for guiding

students to learn content piece by piece without them being solely reliant on the teacher (Godinho,

2013, Krathwohl, 2002). Choosing the appropriate teaching method is crucial when going off the
syllabus. At a base level, simple activities are best as student are able understand the concept better

Moss, 2013). Lesson one acts as the first building block and lessons two and three continue to build

upon this. When looking at each lesson using blooms taxonomy, there are six levels to build on. The

first lesson starts with knowledge and comprehension. The use of mind maps, PowerPoints and the

basic comprehension worksheet allow student to meet these requirements. The second lesson

targets application and analysis. This lesson has a practical element that allows student to apply what

they have learnt and analysis why there is a difference between circuits. The third and final lesson

allows student to do a research task. This targets the final two levels, synthesis and evaluation.

Students make judgements based of their own research and what they have been taught previously.

Overall students in these lessons are encouraged to research instead of being fed all the content.

Choosing the appropriate teaching method is crucial when going off the syllabus. At a base level,

simple activities are best as student are able understand the concept better

Building effective lessons also require teachers to consult both the APST and NSW quality teaching

model. These lessons have also aimed to meet the standards for teaching. A wide range of activities

have been chosen to meet 3.3 Use Teaching Strategies. The variety of approaches such as

PowerPoints, research tasks, comprehension worksheets and practical experiments aims to keep

students engaged, which is considered to be a part of the quality teaching model (2.2). Evidence

suggest that students tend to perform better when they are able to engage in activities (Katz, 2013

and Duchesne, McMaugh, Bochner & Krause, 2013). Another standard targeted is 2.6 Information,

Communication and Technology (ICT). There is a current trend that encourages the use of ICT in the

classroom. Given modern society its transitioning into a digital age the integration of ICT skills into

learning will assist students in reaching their potential (Donnelly, McGarr, O`Reilly, 2011 and Chu and
Kennedy, 2011). However, it is still important to use a variety of avenues to keep students engaged

such as the practical experiment.

Another standard is 5.1 Assess student learning. Feedback is essential for teachers as it demonstrates

where a student is at in regards to their knowledge and ability to understand content (Nicol and

Macfarlane-Dick, 2006). Each lesson has some form of formative assessment. The first lesson uses

exit cards which asks student to demonstrate what they have learnt and what they need help with.

The second lesson is a simple class discussion to gauge understanding. The third lesson is a Kahoot

quiz which aims to draw upon content from all three lessons. This final formative assessment is a fun

way that uses ICT and keeps students engaged but will provide the best and most valuable feedback

to the teacher.

Apart from the standards for teaching, these lessons are designed using the NSW quality teaching

model. There will many different skill levels in the class and it is important to design lessons that are

all inclusive (3.4 Inclusivity). The aim of inclusion is to increase 2.2 engagement and decrease

exclusions and the barriers of learning (Moss, 2013). The three lessons use tasks that incorporate

individual (comprehension worksheets) and group (Practical experiment) that allow student at all

levels to continue to grow. For the advance student’s, the research task allows them to produce work

that does not restrict their abilities. For students that may struggle, the group tasks allow them to

work with other students that can assist them without feeling uncomfortable. Having the teacher

walking around the class during activities also allows students to receive additional help without

drawing attention away from the rest of the class.

Moreover, these lessons have been designed to provide an inclusive education to all students. By

using a variety of teaching techniques students are able to engage more with the content and thus

retain more knowledge. Using formative assessment in lessons allows the teacher to gauge how the

students are progressing through the content.

References

Nagel, M. (2013). Student Learning. In R. Churchill, P. Ferguson, S. Godhino, N. F. Johnson, A. Keddie, W. Letts,
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