Designing Teaching and Learning

Clara Dziedziczak- 18319297

102086 - Designing Teaching and Learning

Assessment 2: LESSON PLAN ANALYSIS
Clara Dziedziczak - 18319297

Table of Contents
Part A – Locating and Adapting a Lesson Plan ......................................... 2
Original Lesson Plan................................................................................. 2
Adapted Lesson Plan ............................................................................... 7
Part B – Analysing and Modifying Lesson Plan - Lesson Plan Analysis ... 11
Section 1: Australian Professional Standards for Teachers .................... 11
Section 2: NSW Quality Teaching Model ............................................... 13
Modified Lesson Plan ............................................................................ 15
Part C – Academic Justification ............................................................... 20
References ............................................................................................... 22
Link to Learning Portfolio ........................................................................ 23

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Part A – Locating and Adapting a Lesson Plan

Original Lesson Plan

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Source: https://www.scootle.edu.au/ec/resolve/view/M020698?accContentId=ACSSU149

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Adapted Lesson Plan

Lesson Plan

Topic area: What are cells? Stage of Learner: Stage 4 Syllabus Pages:

Date: n/a Location Booked: n/a Lesson Number: 2 of 13

Time: 50 minutes Total Number of students Printing/preparation:

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Lesson assessment  observe onion skin cells  identify similarities and
and banana cells under a differences between the
Formative assessment
Science Inquiry Skills: ACSIS140 microscope and cells and their structures.
opportunities:
complete labelled
Science Understanding: ACSSU149 Use students' drawings diagrams of the cells
and journal entries to
assess their developing
science inquiry skills
and knowledge of cells

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills:
Sustainability -(pg. 15 of the unit plan)
Students will: To observe onion skin cells and banana cells under the
 focus on protecting environments through informed microscope and complete labelled diagrams of the cells.
individual and community action that recognises the To identify similarities and differences between the cells
interdependence of healthy social, economic and and their structures.
ecological systems
 understand that actions for a sustainable future require
us to explore and understand environments and results
from actions to preserve and restore the quality and
uniqueness of environments.
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, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate 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 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

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Teaching Indicators of presence in the lesson

element

Time Teaching and learning actions Organisation Centred

T/S
Intro Setting up: Teacher:
1. Discuss with students what they know about cells.
Student:
2. As a class, read Resource 4 – Procedural text - Cell
observations. Resources:

Body Cell observation: Teacher:

3. Complete the steps in the Resource 4 – Procedural
text - cell observations to examine onion skin cells Student:
and banana cells under a microscope and complete
labelled diagrams of the cells. Resources:

4. As a class, discuss the similarities and differences Teacher:

between the banana and the onion skin cells, and
have students note these in their science journal. Student:

Resources:

5. Create a class chart with the headings ‘cell structure’ Teacher:

and ‘function’. List some of the basic structures of
the cells observed e.g. nucleus, cytoplasm, cell wall Student:
and the function of each one.
Resources:

6. Review with students the scientific vocabulary Teacher:

pertinent to this lesson (See Resource 2 – Word bank
for suggested terms). Student:

Resources:
Conclusion 7. Students add their learning and reflections to their Teacher:
science journal. (See Resource 3 – Student
reflections for examples of sentence starters you can Student:
use to guide student reflections).
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

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Science inquiry skills - Assess students drawings and journal entries
ACSIS140
Knowledge of cells - Assess students drawings and journal entries
ACSSU149

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

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?

References (In APA)

Resources Attached:

Useful web links

 Understand your microscope activity at Color the Microscope Parts:

http://www.biologycorner.com/worksheets/microscope_coloring.html
 Onion slide preparation (using iodine) and viewing the cells using a compound light
microscope at Onion Skin Epidermal Cells: How to Prepare a Wet Mount Microscope
Slide:
https://www.youtube.com/watch?v=PrX3h-AflZI
 Methylene blue stain demonstration at How to Stain a Slide:
https://www.youtube.com/watch?v=vGjvSeJfhDs
Hint: Access and pre-load your YouTube clips before the lesson so that you can play
them immediately for students when required.

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Printable resources

 Resource 2 – Word bank

 Resource 3 – Student reflections
 Resource 4 – Procedural text -cell observations

Other resources

 Equipment listed in Resource 4 – Procedural text – cell observations

 White paper and pencils (if needed) for diagrams

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Part B – Analysing and Modifying Lesson Plan - Lesson Plan Analysis

102086 Designing Teaching & Learning 2H 2016
Assignment 2: APST and QT Analysis Template

Student name: Clara Dziedziczak

Student ID: 18319297

Section 1: Australian Professional Standards for Teachers

Evaluate the adapted 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 a rating scale. You can ignore the other standards for this assignment. However, this does not mean the other standards
are irrelevant to lesson planning and evaluation more generally.
Standard Evaluation score Comments incl. evidence for evaluation score (2 sentences maximum)
1 (poor) – 5 (excellent)
1 Know 1.1 Physical, social and intellectual development and characteristics of students
students and 1.2 Understand how students learn
how they learn The lesson plan does not contain any information for adapting or delivering the
1.3 Students with diverse linguistic, cultural, religious and 1 – 2 – 3 – 4 – 5 – NA lesson content to those students from diverse backgrounds
socioeconomic backgrounds
No strategies present for teaching Aboriginal and Torres Strait Islander Students.
1.4 Strategies for teaching Aboriginal and Torres Strait 1 – 2 – 3 – 4 – 5 – NA
Islander students
No differentiated teaching strategies or suggestions present for students with
1.5 Differentiate teaching to meet the specific learning 1 – 2 – 3 – 4 – 5 – NA different learning needs
needs of students across the full range of abilities
No strategies present for supporting students with a disability.
1.6 Strategies to support full participation of students with 1 – 2 – 3 – 4 – 5 – NA
disability
2 Know the 2.1 Content and teaching strategies of the teaching area
content and 1 – 2 – 3 – 4 – 5 – NA Reasonable progression and sequence in the lesson. Content is suitable for a Stage 4
how to teach it 2.2 Content selection and organisation learner and is not an overload of information in the one lesson; however progression
and organisation could be improved and made more explicit.
1 – 2 – 3 – 4 – 5 – NA Links to the curriculum are present as objectives, however are not explicitly linked to
2.3 Curriculum, assessment and reporting particular curriculum/syllabus outcomes. The lesson also includes opportunity for a
formative assessment.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies

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1 – 2 – 3 – 4 – 5 – NA Lesson requires the use of ICT in viewing YouTube videos for instruction on preparing
2.6 Information and Communication Technology (ICT) for the experiment.
3 Plan for an 1 – 2 – 3 – 4 – 5 – NA Learning goals are established through the objectives of the lesson, could perhaps be
implement 3.1 Establish challenging learning goals more challenging for advanced students – no differentiation present.
effective 1 – 2 – 3 – 4 – 5 – NA Lesson sequence seems to be fairly logical, some activities could be swapped
teaching and 3.2 Plan, structure and sequence learning programs however to flow better and the plan of the lesson could be more detailed in the
learning structure.
1 – 2 – 3 – 4 – 5 – NA A number of teaching strategies are evident in this lesson plan, from the use of ICT as
3.3 Use teaching strategies well as group work and whole class work.
1 – 2 – 3 – 4 – 5 – NA Lesson uses a variety of resources including ICT and scientific equipment which are
3.4 Select and use resources appropriate for the content of the lesson,
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4 Create and 1 – 2 – 3 – 4 – 5 – NA Lesson allows for elements of individual work as well as group work for those
maintain 4.1 Support student participation students who may benefit from working in groups than individually.
supportive and 1 – 2 – 3 – 4 – 5 – NA Lesson allows for students to explore how to use a microscope and allows students
safe learning 4.2 Manage classroom activities to work in group work and work as a whole class.
environments 1 – 2 – 3 – 4 – 5 – NA No strategies present in the lesson for strategies to deal with challenging behaviour.
4.3 Manage challenging behaviour
1 – 2 – 3 – 4 – 5 – NA No strategies have been identified to maintain student safety. Room for
4.4 Maintain student safety improvement particularly when handling glass and science equipment.
1 – 2 – 3 – 4 – 5 – NA ICT is utilised in the lesson plan, however there is no mention of the safe use of ICT.
4.5 Use ICT safely, responsibly and ethically
5 Assess, 1 – 2 – 3 – 4 – 5 – NA The lesson plan has a suggested formative assessment of recording what the
provide 5.1 Assess student learning students have learnt in the lesson through their drawings and journal entries.
feedback and 1 – 2 – 3 – 4 – 5 – NA Lesson allows for students to participate in creating a class chart to list what they
report on 5.2 Provide feedback to students on their learning have learnt and been able to identify. No strategies present to provide feedback to
student learning students.
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
6 Engage in 6.1 Identify and plan professional learning needs
professional 6.2 Engage in professional learning and improve practice
learning
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7 Engage 7.1 Meet professional ethics and responsibilities
professionally 7.2 Comply with legislative, administrative and organisational requirements

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with colleagues, 7.3 Engage with the parents/carers
parents/carers 7.4 Engage with professional teaching networks and broader communities
and the
community

Section 2: NSW Quality Teaching Model

Evaluate the adapted lesson plan according to the following NSW Quality Teaching model elements. If you mark an element as NA (not applicable) please justify in your
comments.

Dimension Element Code Comments incl. evidence for code (2 sentences maximum)
(refer to QT model
documentation for
criteria for each number)
Intellectual Deep knowledge 1 – 2 – 3 – 4 – 5 – NA Students will build on what they already know about cells to identify
quality differences between cells and structures of cells.
Deep understanding 1 – 2 – 3 – 4 – 5 – NA Lesson is structured to allow students to communicate in different
ways what they have learnt in the lesson, room for improvement
though.
Problematic knowledge 1 – 2 – 3 – 4 – 5 – NA Not really addressed or relevant to the lesson, there is opportunity in
the lesson for students to discuss differences in cells. Lesson is mainly
based in facts.
Higher-order thinking 1 – 2 – 3 – 4 – 5 – NA The journal allows students to express what they have learnt in their
own words, and reflect on their learning.
Metalanguage 1 – 2 – 3 – 4 – 5 – NA Key terms are defined and are an important part of the lesson.
Substantive communication 1 – 2 – 3 – 4 – 5 – NA Students have the opportunity to discuss as a class as well as
participate in the activity as a whole class and communicate what they
have learnt through the journal.
Quality Explicit quality criteria 1 – 2 – 3 – 4 – 5 – NA Criteria are well set out for the microscope activity, however not so
learning explicit for the other activities, no explicit criteria of what is expected
environment as responses from student.
Engagement 1 – 2 – 3 – 4 – 5 – NA Students are provided with a variety of activities throughout the class
which would hope to increase student engagement by focusing during
different activities and listening for instructions for future activities.
High expectations 1 – 2 – 3 – 4 – 5 – NA Expectations of students are not explicitly outlined in the lesson plan.
Social support 1 – 2 – 3 – 4 – 5 – NA The group work provided a platform for students to work together
and support one another, however explicit strategies are not outlined

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in the lesson plan.
Students’ self-regulation 1 – 2 – 3 – 4 – 5 – NA Providing students with the procedure allows students to work at
their own pace and keep on task and be able to demonstrate
autonomy within the class
Student direction 1 – 2 – 3 – 4 – 5 – NA Clear instructions from one activity to another, does not really allow
for students to direct their learning or chose activities. Could be
improved.
Significance Background knowledge 1 – 2 – 3 – 4 – 5 – NA Lesson provides space for students to share what they already know
about cells and covers this prior to moving on to new knowledge.
Cultural knowledge 1 – 2 – 3 – 4 – 5 – NA Not addressed in the lesson plan
Knowledge integration 1 – 2 – 3 – 4 – 5 – NA Students bring in prior knowledge of cells to expand on this to identify
differences in different cells, but knowledge is mostly contained to
one topic.
Inclusivity 1 – 2 – 3 – 4 – 5 – NA Whole class is engaged in the activity via group work and class
discussions; however there are no differentiated learning strategies
for different learning needs or challenging behaviour.
Connectedness 1 – 2 – 3 – 4 – 5 – NA Implications of what is learnt in the lesson is fairly trivial, however the
use of a banana and onion skin cells has some small real world
applications.
Narrative 1 – 2 – 3 – 4 – 5 – NA No evidence of narrative in lesson plan.

Areas for improvement:

Australian Professional Standards for Teachers:

 Standard 1.5 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities
 Standard 4.4 – Maintain Student Safety

Quality Teaching Model:

 Quality Learning Environment: Student Direction
 Intellectual Quality: Deep understanding

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Modified Lesson Plan

Lesson Plan

Topic area: What are cells? Stage of Learner: Stage 4 Syllabus Pages: 111-113

Date: n/a Location Booked: n/a Lesson Number: 2 of 13

Time: 50 minutes Total Number of students Printing/preparation:

Yes – see resources list

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes: Lesson assessment  observe onion skin cells  identify similarities and
and banana cells under a differences between the
Formative assessment
Science Inquiry Skills: ACSIS140 microscope and cells and their structures.
opportunities:
complete labelled
Science Understanding: ACSSU149 Use students' drawings diagrams of the cells
and journal entries to
assess their developing
science inquiry skills
and knowledge of cells.

Diagnostic assessment:

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills:
Sustainability – (pg. 15 of the unit plan)
Students will: To observe onion skin cells and banana cells under the
 focus on protecting environments through informed microscope and complete labelled diagrams of the cells.
individual and community action that recognises the To identify similarities and differences between the cells
interdependence of healthy social, economic and and their structures.
ecological systems
 understand that actions for a sustainable future require
us to explore and understand environments and results
from actions to preserve and restore the quality and
uniqueness of environments.
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, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate 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 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

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

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Teaching element Indicators of presence in the lesson

Deep Understanding Differences in ways that students demonstrate their understanding of concepts and
setting explicit criteria of what is to be learnt.
Student Direction Allowing students to choose activities and how they wish to present information.

Time Teaching and learning actions Organisation Centred

T/S
Intro Before students come into the class load YouTube Videos. Teacher: Mark Roll, inform students Teacher
5 minutes of lesson focus, load YouTube videos
Welcome class and introduce self.
Mark the roll Student: Take out books and pens

Discuss lesson board focus and sequence of class.
Body Setting up:
1. Discuss with students what they know about cells.
 Give the students the choice of class discussion
10 or group table discussion where the groups can
minutes create a mind map on butchers paper of what
they already know about cells.
2. Review with students the scientific vocabulary
pertinent to this lesson (See Resource 2 – Word bank
for suggested terms). Discuss the new terms that will
be learnt in this lesson and will be expected to know
by the end.
Resources: YouTube videos
Teacher: Give students options, show Teacher
videos and show sample slides
Student: choose activity and
participate in discussion/group work
Resources: butchers paper/markers if
needed, YouTube/screen to view.
Procedure for cell observations,
enough for one per student, pre-
prepared slides for samples,

3. As a class, read Resource 4 – Procedural text - Cell

observations. Reiterate the aim of the procedure
and ensure students know that they should be able
to draw picture of what they see under the
microscope
4. Show Youtube video of preparing slides for the
microscope.

Show samples of what the slides are supposed to

look like when prepared correctly and leave at the
front of the room for accessibility

5 minutes 5. Run through safety considerations regarding Teacher: assist groups as required Students
preparing slides and using the microscope. and provide assistance to any groups
who need it
Allow students to discuss quickly in their table groups any
safety considerations that they may need to be aware of Student: discuss in groups
for this lesson using microscopes. Give the groups
different resources such as a text book or access to Resources: Science textbooks,
laptops or just discuss within the group to come up with a laptops.
few ideas. Get each group to quickly address the class
about what they discussed – fill in any missing risks and
other safety concerns.

Cell observation: Teacher: move around the groups Student

10 6. In pairs, complete the steps in the Resource 4 – assisting students as needed
minutes Procedural text - cell observations to examine onion
skin cells and banana cells under a microscope and Student: observe the differences
complete labelled diagrams of the cells. between cells

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Resources: equipment for procedure
– as outlined in resource 4.
7. As a class, discuss the similarities and differences Teacher: facilitate discussion Student
5 minutes between the banana and the onion skin cells, and
have students note these in their science journal. Student: participate in class
discussion and write in science
Encourage all students to participate and value each journal.
other’s ideas. If there are students who require extension
activities, get them to add in their science journal why Resources: students science journal
they think the similarities or differences exist.

For those students who require help, and additional

explanations, assist these students in understanding while
the class is writing in their learning journals.
8. Allow the students to form small groups of 3 or 4 Teacher: move around classroom Student
10 and give the groups the choice of either creating an providing assistance as needed as
minutes information chart or a visual diagram of ‘cell well as feedback
structure’ and ‘function’. List some of the basic
structures of the cells observed e.g. nucleus, Student: participate in choosing
cytoplasm, cell wall and the function of each one. activity for their group and in group
work
If any groups finish before others, if the students have
laptops allow either them to find pictures of other types Resources: butchers paper and
of plant cells online and copy onto learning journal or to markers and additional resources if
work ahead and research the differences between animal required
cells and plant cells.
Conclusion 9. Students add their learning and reflections to their Teacher: take a look at the students Student
science journal. (See Resource 3 – Student learning journals and note how
reflections for examples of sentence starters you can students have gone at understanding
5 minutes use to guide student reflections). the objectives of the lesson

Student: Write in journal

Resources: students science journal,

guide for reflections

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Through preparing this lesson I have learnt that there are a variety of ways to do one different thing
which really depends on the students you have in your class. It is challenging to plan a lesson not
knowing exactly what particular students you have in your class and the different needs they have.
However this highlights the real importance within the classroom, of knowing the students in your
class well, rather than just on a superficial level to really maximise all students learning. I have also
learnt that it is important to plan for multiple activities and different ways for students to
demonstrate their learning so students are able to choose the activities and have greater control
over their learning and convey their understanding in different ways.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Science inquiry skills - Assess students drawings and journal entries
ACSIS140
Knowledge of cells - Diagnostic – at the start of the lesson student’s prior
ACSSU149 knowledge of cells, informal assessment.
Informal Formative assessments - Assess student’s
drawings and journal entries and group charts/diagrams.
Whilst walking around the room listen to group discussions

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and ask questions of groups to check understanding.
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
Standard 1.5 Activities have been modified to cater for students at different levels, and
for those students who finish work faster than others.
Standard 4.4 Creating a safe environment for learning by ensuring students are aware of
safety concerns and allowing all students to participate in class discussions
and group work.

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?

In this lesson students will be working with microscopes and preparing slides with banana and onion
cells to view under a microscope. It is important for students to be aware of how to use a microscope
and to take care when preparing the slides. A number of hazards can present during this lesson that
need to be reduced and eliminated.

Explicit safety instructions should be given to the students at the beginning and through the lesson to
ensure their safety.

 Microscopes can be heavy and are expensive items so care must be taken when moving the
microscopes around so that they do not drop onto the floor or on a student’s foot.
 If using an external light with the microscope it is important for students to not touch the globe
as it may become hot, and the power cord must not cause a trip hazard.
 When using the focus knobs students need to be aware that the glass slide may break if the
focus is adjusted too harshly. Broken glass presents a hazard and may cause cuts. Instructions on
how to use the microscope properly and how to adjust the focus should be given to the students
prior to using the microscopes.
 When preparing slides care needs to be taken when using methylene blue as it may stain
clothes. Gloves should be worn when using the methylene blue and care should be taken not to
spill.

More general safety considerations for the science classroom include ensuring students know:
 To leave their bags outside the classroom to prevent trip hazards
 No running in the classroom
 Ensure all rubbish is in the bin
 Ensure all long hair is tied up and out of the way
 If students are using laptops, to ensure chargers are out of the way and do not present a trip
hazard, preferably moving laptops to the sides of the room near power points.

In the NSW Syllabus K-10, planning investigations is a key element of working scientifically. When
students plan for investigations they are required to know how to describe safety guidelines that are
to be addressed. By alerting students to the safety instructions at the start of the lesson they become
familiar with key safety hazards that may arise when conducting different activities and experiments.

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References (In APA):

Board of Studies New South Wales. (2012). NSW Syllabus for the Australian Curriculum:
Science K-10 (incorporating science and technology K-6) Syllabus. Retrieved from
http://syllabus.bostes.nsw.edu.au/download/

Gore, J. M., & Ladwig, J. G. (Eds.). (2009). Quality teaching in NSW public schools: An
classroom practice guide. Ryde, Australia: Dept. of Education and Training,
Professional Learning Directorate.

NSW Department of Education and Training, Professional Learning and Leadership

Development Directorate. (2008). Quality Teaching to Support the NSW
Professional Teaching Standards. Retrieved from
http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%2
0Teaching%20Framework.pdf

Resources Attached:

Useful web links

 Understand your microscope activity at Color the Microscope Parts:

http://www.biologycorner.com/worksheets/microscope_coloring.html
 Onion slide preparation (using iodine) and viewing the cells using a compound light
microscope at Onion Skin Epidermal Cells: How to Prepare a Wet Mount Microscope
Slide:
https://www.youtube.com/watch?v=PrX3h-AflZI
 Methylene blue stain demonstration at How to Stain a Slide:
https://www.youtube.com/watch?v=vGjvSeJfhDs
Hint: Access and pre-load your YouTube clips before the lesson so that you can play
them immediately for students when required.

Printable resources

 Resource 2 – Word bank

 Resource 3 – Student reflections
 Resource 4 – Procedural text -cell observations

Other resources

 Equipment listed in Resource 4 – Procedural text – cell observations

 White paper and pencils (if needed) for diagrams

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Part C - Academic Justification

While the lesson created by the Great Barrier Reef Marine Park Authority (2015) has a
number of positive elements, there are a number of improvements that can be made to the
lesson plan to bring it more in line with the Australian Professional Standards for Teachers
(APST) and the Quality Teaching model. One important aspect that is missing from the
lesson plan is differentiation strategies to meet the learning needs of students of different
abilities - Standard 1.5 of the APST. To cater for the needs of these different students within
the class, the structure the lesson has been modified with activities and resources to allow
for the participation of all students in every activity through group work as well as allowing
flexibility of activities. As highlighted in the study by Young and Luttenegger (2014) and
Anderson (2007) flexibility in the width and depth of the content and the activity allows
students that require further extension to explore the topic further at a more in depth level,
and those students who require more assistance to be provided with the opportunity to
learn the core concepts in easier to understand terms as well as having the opportunity to
ask questions and be provided with assistance when required. This is also echoed in the
study by Levy (2008) which discusses how tiered lessons are an effective way of adhering to
the curriculum but also allowing for flexibility within the classroom. Young and Luttenegger
(2014) also discuss that high school students benefit greatly from collaboration and that
students learn better from each other, supporting the group work aspects of the lesson.

The lesson plan has been modified to increase student safety, addressing Standard 4.4 of
the APST. Increasing student safety is particularly important in a science classroom and
when utilising scientific equipment and other resources. The original lesson plan does not
explicitly have any guidelines or strategies for maintaining student safety within the
classroom. Strategies have been implemented for students to be aware of the risks in a
science lab and key safety procedures to ensure that they are well established and the class
can run smoothly without interruption. Creating a safe learning environment also extends to
emotional safety as well as physical safety. By fostering a positive culture in the classroom
where each student’s opinion and voice is valued and heard, students are able to have rich
classroom discussion and participate in group work without fear of being shut down or not
heard (Clarke and Pittaway, 2014).

In terms of the Quality Teaching Model, the lesson plan has been revised to create a quality
learning environment by increasing the amount of student direction within the lesson. By
allowing students to have more choice in the classroom they have the opportunity to
choose how to conduct problem solving scientifically (Peters, 2009). Scaffolding has been
utilised to help to gradually decrease the amount of support provided by the teacher so that
the students are able to conduct their own learning (Peters, 2009; Clarke and Pittaway,
2014). The lesson has been set up so the students are able to make choices in how they
conduct their learning and what resources are being used allowing learning tasks to be
negotiated by the class with the teacher. This allows students to accomplish activities and
find information and construct their knowledge through various means, and with different
social or informational contexts (Peters, 2009). Increasing student direction also is
interrelated with differentiation strategies, allowing students who are more advanced to
choose their next activity and how they are going to utilise different resources to obtain
information.

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The last Quality Teaching element that is addressed by the modifications is deep
understanding. Deep understanding is shown through the student’s ability to demonstrate
their learning of central ideas (NSW Department of Education and Training, Professional
Learning and Leadership Development Directorate, 2008). The modified lesson plan allows a
number of different ways for students to convey their understanding as well as providing
explicit criteria for students so that they know what is required by the end of the lesson.
Providing different means for students to demonstrate their understanding of the content
allows for students to apply their knowledge in different ways which can help to consolidate
their learning (Gore and Ladwig, 2009). The modified tasks during class time allow for an
informal assessment of student learning by the teacher to diagnose where the student is at
in grasping the central concepts from the lesson as well as utilising formative assessment
when assessing the students learning journals and group work.

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References
Anderson, K. (2007). Differentiating Instruction to Include All Students. Preventing School
Failure, 51(3), 49–54. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/advanced?accountid=36155

Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Board of Studies New South Wales. (2012). NSW Syllabus for the Australian Curriculum:
Science K-10 (incorporating science and technology K-6) Syllabus. Retrieved from
http://syllabus.bostes.nsw.edu.au/download/

Clarke, M., & Pittaway, S. (2014). Marsh’s Becoming a Teacher (6th ed.). Australia: Pearson
Education Australia.

Gore, J. M., & Ladwig, J. G. (Eds.). (2004). Quality teaching in NSW public schools: An
assessment practice guide. Ryde, Australia: Dept. of Education and Training,
Professional Learning Directorate.

Gore, J. M., & Ladwig, J. G. (Eds.). (2009). Quality teaching in NSW public schools: An
classroom practice guide. Ryde, Australia: Dept. of Education and Training,
Professional Learning Directorate.

Great Barrier Reef Marine Park Authority (2015), Coral bleaching: Year 8 Australian science
curriculum focus, GBRMPA, Townsville. Retrieved from
https://www.scootle.edu.au/ec/resolve/view/M020698?accContentId=ACSSU149

Levy, H. (2008). Meeting the needs of all students through differentiated instruction:
Helping every child reach and exceed standards. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 81(4), 161–164.
doi:10.3200/tchs.81.4.161-164

NSW Department of Education and Training, Professional Learning and Leadership

Development Directorate. (2008). Quality Teaching to Support the NSW
Professional Teaching Standards. Retrieved from
http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE%20UNIT/Quality%2
0Teaching%20Framework.pdf

Peters, E. (2009). Shifting to a student-centered science classroom: An exploration of

teacher and student changes in perceptions and practices. Journal of Science
Teacher Education, 21(3), 329–349. doi:10.1007/s10972-009-9178-z

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Young, K., & Luttenegger, K. (2014). Planning “Lessons for Everybody” in Secondary
Classrooms. American Secondary Education, 43(1), 25–32. Retrieved from
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Learning E-Portfolio Link:

http://claradziedziczak.weebly.com/

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