Lesson Plan Template

KLA: Science Stage of 4 Year 8 Lesson 60 minutes

Learner:
Safety Students must take care
Considerations: when entering and exiting the Preparation:
classroom, as well as
unpacking and
placing/removing their bags
from the designated bay.
No rubbish nor clutter should
be within the walkways, and
all chairs should be placed
correctly to avoid trip
hazards.
Students must be made
aware of the hazards of
incorrect ICT usage.
Group: Duration:
Printing / Printing: No printing required.
Preparation:
Nearpod presentation
(https://app.nearpod.com/library/
preview/lesson-L35553767.
Classroom Roll.
Laptop (Teacher).
Smartboard.

Knowledge and Physical World. Working Problem Solving

Understanding(K&U) Scientifically (WS)
Strand: Strand(s):
K & U outcome(s): Discusses how scientific WS outcome(s): Selects and uses appropriate
understanding and strategies, understanding and
technological skills to produce creative and
developments have plausible solutions to identified
contributed to problems.
finding solutions to
problems involving energy
transfers and
transformations SC4-11PW.
K & U context Energy appears in WS context Students solve problems by:
different forms including
statement: statement(s):
movement (kinetic
energy), heat and
potential energy, and
causes change within
systems.
K& U content a. identify objects that WS content a. using identified strategies to
possess energy because suggest possible solutions to a
descriptor(s): descriptor(s):
of their motion (kinetic) or familiar problem
because of other c. using scientific knowledge and
properties (potential). findings from investigations to
evaluate claims
e. investigate some d. using cause and effect
everyday energy relationships to explain ideas and
transformations that cause findings.
change within systems,
including motion,
electricity, heat, sound and
light.

Highlight any areas addressed within lesson:

General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability
 Learning Intentions: Success Criteria:
Given the assumptions of prior understanding,  Outlines definitions and examples of
independently potential and kinetic energy
transformations.
 Explain the terms kinetic and potential energy,
identifying examples of each.
Given the knowledge of potential and kinetic energy  Identifies components of simulation
transformations, (height, length of ramp).
 Complete varying simulations of energy  Conducts simulation and
transformation during task provided. demonstrates understanding of
relationship with motion.
 Demonstrate understanding of the relationship
between external factors of gravity and mass with  Describes why variables of mass and
energy transformations. velocity affect motion data.
Given prior knowledge of energy transformations,  Demonstrate sufficient knowledge
to answer and complete allocated
 Describe examples of everyday energy
questionnaire relating to energy
transformations that act to cause change within
transformations.
our systems, including motion, heat, electricity and
sound.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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

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

Teaching Indicators of presence in the lesson

element
1.6 Substansive Sustained interaction occurring between teacher and student. Reciprocal student
Communication. communication occurs in a large portion of the lesson. Teacher extends beyond IRE pattern
with participation in group discussion, generating further responses from students.
2.2 Engagement Student behavior is on-task, sustaining interest and attentiveness, enthusiasm for activity, and
showing initiative through raising questions, and helping peers.
3.3 Knowledge Meaningful connections made between linking topics and concepts. Students address concepts
Integration that require knowledge of multiple subject areas, including mathematics and engineering.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0 Prepares Nearpod resource on N/A https://app.nearpod.com/libr
minutes smartboard. ary/preview/lesson-
L35553767.
Prepare questionnaire document
Questionnaire document
3 Instructs students to enter classroom, Enter classroom and Student smart
minutes unpack their smart device, books and gather appropriate devices/stationary.
pencil case. resources before
taking their seats.
Directs students to place bags in
designated bays within the classroom
before taking their seats.

2 Teacher marks attendance on the roll. Listens for their Roll

minutes name during roll
call.
Body of Lesson:
Time Teacher Activity Student Activity Resources
5 Explain to students the content Open smart devices Smartboard.
minutes learned within the lesson, including and connect to Laptop (teacher).
kinetic and potential energy, and Nearpod link Nearpod presentation.
common energy transformation (slide provided (if Smart devices.
1). preferred).

Instruct students to prepare smart

devices and connect to provided
Nearpod link. Advise students that
key simulations and information will
be presented upon smartboard but
students may follow using the
provided Nearpod link on their
devices.

Outline that students are expected to

participate in all activities within the
lesson, and to provide their
understanding of content as a class
group.

15 Open nearpod presentation to slides Smartboard.

minutes 2 & 3 (Potential & Kinetic energy Laptop (teacher).
definitions). Before displaying slides Read information Nearpod presentation
on screen, ask the classroom whether and listen to teacher Smart devices.
any students understand the meaning explanation of Pens.
slides. Describe prior Paper.
 of these terms. Lead student understanding of the
understanding towards the concepts. terms potential and
kinetic energy. Take
Open Kinetic vs potential motion notes where
simulation (slide). Ask students to necessary.
describe the scene, using questions
such as ‘what form of energy is Describe what is
occurring in this object?’, and ‘What ifseen within the
it were to be moved?’ simulation. Discuss
as a group the
Direct students back to the topic of factors occurring
potential and kinetic energy, within the
explaining what each term refers to. simulation such as
Repeat the question of ‘what happens energy presence,
if the object is to move?’. and what is meant
by the terms
Run simulation to make the object potential and
move down the slope. Demonstrate kinetic.
to students the occurrence of energy
transformation before explaining the Take notes where
causes of such transformation, such necessary relating to
as gravity, speed, and friction. Repeat influences on energy
the simulation with differing objects, transformations,
allowing time for students to take and the changes
notes where needed. that occur when
altering initial
factors in simulation
such as velocity of
angle and mass of
objects.

10 Allow students to run simulations on Smart devices.

minutes their own devices. Instruct students Pens.
to alter the initial object used, as well Carry out simulation Paper.
as angle of velocity on the ramp. Walk on smart device. If https://phet.colorado.edu/en/
around the room questioning device is not simulation/legacy/the-ramp.
students on why their individual present, pair with
simulations showed varied distances nearby student with
with questions such as ‘Why did a a device. Take notes
sharper angle provide faster on the differences in
movement?’, and ‘What changes results of simulation
when you add a heavier object to the when initial
ramp?’. variables are
changed.
20 Instruct students to pair up with a Smartboard.
minutes partner on their table. Laptop (teacher).
Allocate 5 minutes for students to Participate in group Questionnaire document.
individually view the questionnaire activity. Actively
and formulate ideas and answers. discuss with
classmates opinions
 Instruct students to share ideas with on the content of
their partner over a period of 5 questions.
minutes.
Allow students to demonstrate their
understanding of each question over
a period of 10 minutes.
Discuss each response thoroughly
before advancing to next question. If
questions are not completed within
time limit, students will be emailed
document to be completed as
homework activity (homework copy
must contain student name, class &
date).
Conclusion:
Time Teacher Activity Student Activity Resources
5 Instruct students to pack away smart Close smart device N/A
minutes devices. Inform students that their and pack away
responses to the completed group belongings.
document will be emailed to them for
further study material. Ask teacher any
questions if unsure
Answer any remaining questions of of content.
content learned.

Thank and congratulate the students

for their contributions to the lesson.

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

Success Criteria: How this will be measured?

Outlines definitions and examples of Participating in group discussions as a class, before
potential and kinetic energy demonstrating further understanding during completion
transformations. of the motion simulation provided.
Accurately describing the relation and impacts of velocity
 Identifies components of simulation
and mass and how they will affect the motion of the
(height, length of ramp).
object within the simulation.
 Conducts simulation and
Successfully completes simulation activity.
demonstrates understanding of
relationship with motion.
 Describes why variables of mass and
velocity affect motion data.
Successful completion of the worksheet provided.
 Demonstrate sufficient knowledge
Accurately demonstrating understanding of the content
to answer and complete allocated
provided, with detailed answers elaborating on prior
questionnaire.
foundations.
Accurately describes examples of energy transformations
involving heat, motion, sound, and electricity.
Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
Whilst preparing this lesson, I found that there is more to the teaching
process than simply writing a Powerpoint presentation with the content
ready to go. I found it challenging yet rewarding to design activities that
would greater engage the students and make the lesson more enjoyable
for both students and myself.

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 Standards Evidence within this lesson

1.5 Differentiate Differentiation of gifted students and emotionally/behaviourally challenging
teaching to meet students occurs within the simulation sector of lesson. Allowing students the
the specific learning option to work in pairs acts to assist needs of both gifted and EBC students. Open
needs of students group discussion allows for students of all academic ability the opportunity to
across the full range voice their knowledge in a less pressurized environment.
of abilities. Usage of Nearpod allows for greater engagement of vision-impaired students as
they can view the content within their devices.
2.6 Information and ICT-dominated lesson. Students allocated the chance to use smart devices to
Communication further engage with content. Teacher utilizes computer-based activity including
Technology (ICT) interactive simulation to demonstrate content taught in lesson.

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

The turning page bookshop. (2000). Business profile. Retrieved from X

Reid, S., Adams, W., Loeblein, T., Perkins, K., & Wieman, C. (2017). The Ramp. PHET Interactive
Simulations. University of Colorado. Retrieved from
https://phet.colorado.edu/en/simulation/legacy/the-ramp.

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.).

Slide 1:
Slide 2:

Slide 3:
Slide 4:
Questionnaire:
 Lesson Plan Template
KLA: Science Stage of 4
Learner:
Safety Students must take care when
Considerations: entering and exiting the classroom, Preparation:
as well as unpacking and
placing/removing their bags from
the designated bay.
No rubbish nor clutter should be
within the walkways, and all chairs
should be placed correctly to avoid
trip hazards.
Students must be made aware of
the hazards of incorrect ICT usage.
Knowledge and Physical World Working
Understanding(K&U) Scientifically
Strand: (WS) Strand(s): Problem solving
K & U outcome(s): Discusses how scientific
understanding and
technological developments
have contributed to
finding solutions to problems
involving energy transfers
and transformations.
K & U context Energy appears in different
forms including movement
statement:
(kinetic energy), heat and
potential energy, and causes
change within systems.
K& U content c. relate electricity with
energy transfer in a simple
descriptor(s):
circuit.
e. investigate some everyday
energy transformations that
cause change within
systems,
including motion, electricity,
heat, sound and light.
Year 8 Lesson Duration: 60
Group: minutes
Printing / Printing: No printing required.
Preparation:
Nearpod presentation
https://app.nearpod.com/library
/preview/lesson-L35564295.
Classroom Roll.
Laptop (Teacher).
Smartboard.
Questioning and predicting.
Communicating.
WS outcome(s): identifies questions and problems
that can be tested or researched
and makes predictions
based on scientific knowledge
Selects and uses appropriate
strategies, understanding and skills
to produce creative and plausible
solutions to identified problems.
presents science ideas, findings and
information to a given audience
using appropriate
scientific language, text types and
representations.
WS context A student:
statement(s):
Students solve problems by:
Students Communicate by:
WS content WS4.a identifying questions and
problems that can be investigated
descriptor(s):
scientifically.
WS8.d using cause and effect
relationships to explain ideas and
findings.
WS9.a presenting ideas, findings
and solutions to problems using
scientific language and
representations using digital
technologies as appropriate
Highlight any areas addressed within lesson:
General capabilities
Critical and Ethical Information and Intercultural Literacy Personal and
Numeracy
creative thinking understanding communication understanding social capability
technology
capability

Learning Intentions: Success Criteria:

Given prior foundational knowledge of energy  Correctly identifies examples of differing
transformations, energy transformations, including electrical
circuits and the energy transformation
 Accurately identify examples of differing
associated.
energy transformations.
 Describe the process of electrical circuits
and their key components.
Given a basis understanding of electrical circuits,  Identifies components of simulation (wire,
correctly battery etc)
 Construct an electrical circuit simulation  Conducts simulation and demonstrates
containing all necessary components. understanding of components and their
 Demonstrate understanding of the use.
relationship between components in  Demonstrates understanding of differing
electrical energy transformation. result when components are altered.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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

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

Teaching Indicators of presence in the lesson

element
1.2 Deep Students demonstrate a grasp of central concepts, exploring relationships between energy
understanding transformations and drawing conclusions of electrical energy in integrated ways via simulation
activities.
2.1 Explicit Detailed emphasis outlined by teacher regarding the quality of work expected from students
quality criteria throughout lesson. Teacher consistently monitors participation via usage of poll questions,
student activity during Nearpod presentation and simulation activity.
3.4 Inclusivity High inclusivity present within lesson plan as students of all cultural and social backgrounds given
equal opportunity to participate in activity. Students given opportunity to remain anonymous if
preferred during poll activity. All students encouraged to participate in simulation activity.
Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0 minutes Prepares Nearpod resource on N/A https://app.nearpod.com/library
smartboard. /preview/lesson-L35564295.
Smartboard.
Laptop (teacher).

3 minutes Instruct students to enter Enter classroom and Student smart

classroom, unpack their smart gather appropriate devices/stationary.
device, books and pencil case. resources before
taking their seats.
Directs students to place bags
in designated bays within the
classroom before taking their
seats.

2 minutes Teacher marks attendance on Listens for their name Roll.

the roll. during roll call.
*If homework activity was *If required, student
allocated from prior lesson, hands their
collect completed completed homework
questionnaire sheet from each activity with name,
student. class & date attached.
Body of Lesson:
Time Teacher Activity Student Activity Resources
5 minutes Instruct students to open their Connect smart device https://app.nearpod.com/library
smart device and connect to to allocated Nearpod /preview/lesson-L35564295.
provided Nearpod link. link Smartboard.
Laptop (teacher).
Explain to students the content Smart devices.
learned within this lesson.
Outline that students will
participate in a recap quiz of
energy transformations before
learning about the concept of
electrical energy in a simple
circuit.
Explain that all students are to
participate in both activities
with utilization of their smart
device to monitor participation.

15 Complete recap activity from https://app.nearpod.com/library

minutes prior lesson with students using Participate in poll /preview/lesson-L35564295.
(20 polling questions from questions activity. Smartboard.
minutes if Nearpod. Discuss thoughts with Laptop (teacher).
neccesary) Ensure to allow time for students on table Smart devices.
students to think about their before submitting
answers.
 answer before assisting if
necessary.

15 Instruct students that the https://app.nearpod.com/library

minutes remaining content for the Take notes where /preview/lesson-L35564295.
(10 lesson revolves around necessary. Ensure to Smartboard.
minutes if electricity. ask teacher any Laptop (teacher).
necessary) Open slides 6-9 on Nearpod questions if required. Smart devices.
link. Allow students to view
these slides and take notes as
teacher discusses content.
Ensure student understanding
is sufficient before continuing
to next slide, openly inviting
them to ask any questions
required of each slide’s
content.

5 minutes Open PHET DC circuit Close smart devices. https://phet.colorado.edu/en/

construction simulation. Watch teacher activity simulation/legacy/circuit-
Instruct students to monitor on smartboard. construction-kit-dc.
smartboard as teacher Smartboard.
demonstrates how to use Laptop (teacher).
simulation tools.
10 Instruct students to use their https://phet.colorado.edu/en/
minutes smart devices to create their In pairs where simulation/legacy/circuit-
own circuits, using; necessary, design DC construction-kit-dc.
circuit, ensuring to Smart devices.
 Wire
include all required
 Battery
components. If
 Light bulb
completed early, re-
 Switch
design a second
 Resistor circuit with multiple
Instruct students to make batteries and
predictions on what will happen compare differences
in their circuit prior to in speed of energy
activation. between circuits using
If smart devices are not data gathered in
present, instruct students to simulation.
work in pairs.
Allow students time to
complete this activity before
circling around the room
assisting where necessary. Ask
students questions such as
‘what happens if you remove
the resistor?’, and ‘What would
happen if you removed the
battery? Would the circuit still
flow?’.

Conclusion:
 Time Teacher Activity Student Activity Resources
5 minutes Instruct students to pack away Close smart device N/A
smart devices. Inform students and pack away
that their next lesson will belongings.
involve creating electrical
circuits of their own and hence Ask teacher any
students should take care to questions if unsure of
study their notes from this content.
lesson.
Answer any remaining
questions of content learned.

Thank and congratulate the

students for their contributions
to the 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 complete polling activity on Nearpod
 Correctly identifies examples of differing
presentation. Teacher can monitor student
energy transformations, including electrical
performance and understanding in an informal
circuits and the energy transformation
manner.
associated.

Students complete simulation activity, accurately

 Identifies components of simulation (wire,
explaining their results achieved using
battery etc)
appropriate metalanguage. Students
 Conducts simulation and demonstrates
demonstrate understanding of transformations
understanding of components and their use.
by outlining the causes for differing results when
Demonstrates understanding of differing result components are changed within the simulation.
when components are altered.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
Whilst preparing this lesson, I reflected upon the density of content
allocated in my prior lesson, and noted that less may prove more
beneficial. Thus, I attempted to focus on greater quality in depth of
content whilst not over-loading the students with too much content.

Other Considerations:
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
 Graduate Evidence within this lesson
Standards
4.1 Support Teacher incorporates multiple activities and strategies to support inclusive participation
student from all student backgrounds. Usage of polling activities and simulation activities allows
participation for students to work together and share ideas whilst maintaining a fun learning
environment.
4.2 Manage Teacher outlines explicit quality of content expected from students, emphasizing clear
classroom direction on time spent within each activity. Allocation of extra time if necessary on
activities polling activity demonstrates increased management of activity, by allowing room for
error if extra time is required on specific content.

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

Reid, S., Adams, W., Dubson, M., Perkins, K., & Wieman, C. (2017). Circuit Construction Kit (DC Only).
PHET Interactive Simulations. University of Colorado. Retrieved from
https://phet.colorado.edu/en/simulation/legacy/circuit-construction-kit-dc.
Reid, S., Adams, W., Loeblein, T., Perkins, K., & Wieman, C. (2017). The Ramp. PHET Interactive
Simulations. University of Colorado. Retrieved from
https://phet.colorado.edu/en/simulation/legacy/the-ramp.

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.).

Poll question #1
Poll question #2

Poll question #3

Poll question #4
Poll question #5

Slide #6

Slide #7
Slide #8

Slide #9
Slide #10 (Simulation)
 Lesson Plan Template
KLA: Science Stage of 4
Learner:
Safety Students must take care when
Considerations: entering and exiting the
classroom, as well as unpacking
and placing/removing their bags
from the designated bay.
No rubbish nor clutter should be
within the walkways, and all
chairs should be placed correctly
to avoid trip hazards.
Students must be made aware of
the hazards of incorrect ICT
usage. Students must be aware of
risks involving electrical circuit
experiment and ensure not to
place themselves nor others at
risk of harm from electrical
shocks, not being cut by wire-
ends.
Knowledge and Physical World
Understanding(K&U)
Strand:
K & U outcome(s): discusses how scientific
understanding and
technological developments
have contributed to
finding solutions to problems
involving energy transfers
and transformations
K & U context Energy appears in different
forms including movement
statement:
(kinetic energy), heat and
potential energy, and causes
change within systems
K& U content c. relate electricity with
energy transfer in a simple
descriptor(s):
circuit
d. construct and draw
circuits containing a number
of components to show a
transfer of
electricity
Year 8 Lesson Duration: 60 minutes
Group:
Printing / (per group)
Preparation:
 2 x 6V battery.
 8 x insulated wire (15cm).
Ensure to shave insulation
off ends of wire using
wire strippers.
 Masking tape.
 Scissors.
 4 x small light bulbs.
 2 x Simple switch.
Nearpod presentation
(https://app.nearpod.com/library
/preview/lesson-L35571049).
Classroom roll.
Laptop (teacher).
Working Questioning and predicting
Scientifically
(WS) Conducting investigations
Strand(s):
WS identifies questions and problems that
can be tested or researched and makes
outcome(s):
predictions
based on scientific knowledge.
follows a sequence of instructions to
safely undertake a range of
investigation types,
collaboratively and individually.
Students question and predict by:
Students conduct investigations by:
WS context Students question and predict by:
statement(s):
Students conduct investigations by:
WS content
 WS4.b making predictions
descriptor(s): based on scientific knowledge
and their own observations.
 WS6.a collaboratively and
individually conducting a range
of investigation types, including
fieldwork and experiments,
ensuring safety and ethical
guidelines are followed.
 WS6.b assembling and using
appropriate equipment and
 resources to perform the
investigation, including safety
equipment.
 WS6.f performing specific roles
safely and responsibly when
working collaboratively to
complete a task within the
timeline.

Highlight any areas addressed within lesson:

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

Learning Intentions: Success Criteria:

Given the aim of an experiment, collaboratively;
 Uses scientific ideas to make testable
 Predict the assumed outcome of an predictions.
investigation.  Identifies the most appropriate method of
 Construct a functional electrical circuit. investigating.
 Discuss reasoning of differing composition  Constructs three finalised circuits.
of circuit types.  Highlights prior learned knowledge to
Given prior foundational knowledge of prior complete all assigned tasks at a satisfactory
content, level.

 Successfully demonstrate examples of

energy transformations in everyday life.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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

Teaching Indicators of presence in the lesson

element
1.5 Consistent use of appropriate metalanguage throughout the lesson. Both teacher and students
Metalanguage make use of relative words and images at key points in the lesson. Student descriptions of results
during experiments makes frequent use of metalanguage.
2.4 Social Classroom high in social support for all students. All students encouraged by teacher to
support participate and have fun with classroom content. Students support one another in designing
their experiments with encouragement, and expression of one’s views in learning.
3.3 Knowledge Meaningful connections are made within and between different topics of knowledge. Students
integration address themes which require understanding of differing subject areas built from prior
foundations.

Lesson Script
Introduction:
Time Teacher Activity Student Activity Resources
0 Prepares Nearpod resource on N/A https://app.nearpod.com/library
minutes smartboard. /preview/lesson-L35564295.
Smartboard.
Prepare practical experiment materials. Laptop (teacher).

3 Instruct students to enter classroom, Enter classroom Student smart

minutes unpack their smart device, books and and gather devices/stationary.
pencil case. appropriate
resources before
Directs students to place bags in taking their
designated bays within the classroom seats.
before taking their seats.

2 Teacher marks attendance on the roll. Listens for their Roll.

minutes name during roll
call.
Body of Lesson:
Time Teacher Activity Student Activity Resources
5 Present information for slides 1 and 2. Laptop (teacher).
minutes Allow students to take notes where Complete recap Smartboard.
necessary. activity of prior Nearpod presentation.
lesson, taking Smart devices.
notes where
required
5 Open attached YouTube video from https://www.youtube.com/
minutes Nearpod presentation. Allow students Watch YouTube watch?v=INBYuA6KoLA.
time to ask any relevant questions video.
before repeating video if required.

10 Open Nearpod presentation to slide 4. Electrical circuit materials.

minutes Instruct students to pair up and that Pair with Smartboard.
they are to complete a circuit as noted students and Laptop (teacher).
in slide 4. complete Nearpod presentation.
 Outline that whilst one student designs assigned Smart devices.
a circuit, the other student is to take experimental Books.
notes and predict whether the circuit task as directed
will succeed before completion. by teacher. Take
Observe activity whilst ensuring to let notes in books or
students figure out content with less in smart devices
help given. and discuss
Confirm with each group once circuit design of circuit
has been created and praise students with partner.
when successful.

10 Open slide 5 of Nearpod presentation. Electrical circuit materials.

minutes Instruct students to take not of the Complete the Smartboard.
diagram and to follow the instructions addition of a Laptop (teacher).
provided to add a switch to their switch into Nearpod presentation.
circuits. Repeat that as before, electrical circuit, Smart devices.
students are to take turns building a taking notes Books.
circuit with their partner taking notes where required.
before swapping roles. Actively discuss
Observe and patrol the classroom components of
monitoring student ability, assisting the circuit and
where required. how they
Question the students on why the function with
circuit is stopped when the switch is one another.
turned off.

10 Open slide 6 of Nearpod presentation. Electrical circuit materials.

minutes Instruct students that they will finish Complete the Smartboard.
the activity by creating an additional addition of a Laptop (teacher).
path to the circuit. switch into Nearpod presentation.
Open slide 7 of Nearpod presentation. electrical circuit, Smart devices.
Instruct students to follow procedure taking notes Books.
allocated on slide 7 to complete task. where required.
During this period, do not offer Actively discuss
assistance to students in their activity, components of
but rather patrol the room and monitor the circuit and
ability. how they
Question students once activity is function with
complete on why the switch interacts one another.
with both paths of electricity.

10 Instruct students to pack equipment to Smartboard.

minutes the sides of their desk and open their Participate in Laptop (teacher).
smart devices to provided Nearpod link final quiz activity Smart devices.
(slide 8). using smart Nearpod presentation.
Advise students that they must devices.
perform a final quiz before completing
the lesson. Note student completion
and grade achieved to assess student
ability learned during lesson process.
 Conclusion:
Time Teacher Activity Student Activity Resources
5 Congratulate students on their efforts Pack away smart n/a
minutes for the previous lessons, allocate final devices.
period of time for any questions that Ask teacher any
may be required. remaining
Instruct students to pack away smart questions of
devices and get ready to exit classroom content learned.
in a safe manner.

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

Success Criteria: How this will be measured?

Students discuss during construction of experiment
 Uses scientific ideas to make testable
whether their circuit will be successful and the
predictions.
reason behind this.
Students discuss plans of construction of electrical
 Identifies the most appropriate method of
circuits, following teacher instructions but given the
investigating
freedom to design any pattern preferred.
Students participate and design all three required
 Constructs three finalised circuits.
circuits at a satisfactory level.
Students show understanding of electricity in
 Highlights prior learned knowledge to
construction of their circuits, before demonstrating
complete all assigned tasks at a
learned knowledge in completion of final quiz
satisfactory level.
activity.

Reflection:
What have I learned about
teaching and learning
processes when preparing
this lesson?
From preparing this lesson, I have learned that a lot of preparation goes
into preparing and designing practical-based lessons. As a student, it was
as simple as walking into the room and having a bit of fun, but as a
teacher it also involves preparation, buying necessary equipment and
outlining all procedures in an effective manner.
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 Standards Evidence within this lesson

1.5 Differentiate Teacher utilizes both ICT usage and collaborative learning to meet the learning
teaching to meet needs of differing student abilities. Group collaboration allows students to
the specific learning demonstrate their understandings in a less intensive environment whilst ICT
needs of students usage allows students to follow notes and participate in activity in a more
across the full range personal sense.
of abilities
2.2 Content Teacher proceeds lesson with summary of content learned in the prior lesson as a
selection and mental refresh for students. Experimental activity draws upon understanding
organisation. learned from prior lesson, before a final quiz is issued to assess student learning
across three prior lessons. Teacher designs lesson with effective sequence in
activity.

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

Science Beyond. (2011, July 5th). Simple Circuit: A fun, at-home science experiment [Video file]. Retrieved
from https://www.youtube.com/watch?v=INBYuA6KoLA.

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.).

Nearpod presentation:
Slide 1:
Slide 2:

Slide 3:
Slide 4:

Slide 5:
Slide 6:

Slide 7: Quiz activity

 Part 2: Written explanation

Within these sequential lesson plans, I believe that I have adequately addressed multiple elements of the
Quality Teaching Model, and hence provided differentiation in learning for multiple student learning
groups. These elements were achieved through the construction of activities based upon learnings of
differing pedagogical theories. These lessons involve utilization of inquiry based learning tasks, as well as
emphasis of the 5 E instructional model. Such pedagogical theories allow myself as a teacher to assist
student learning and to provide a stronger foundation of learning than simply following textbook learning
strategies such as worksheets (Leat & Higgins, 2010).

Differentiation in diverse learning needs is crucial in allowing for academic success of all student learning
abilities (Tomlinson, 2014). To address such needs, particularly through engagement of different
collaborative tasks and activities, is shown to positively influence academic outcomes of students (Cabrera,
Nora, Crissman & Terenzini, 2002; Ullman, 2015). Furthering literature has found that student engagement
within a classroom environment is greater when collaborative, team-based tasks are introduced (Ramsden,
2003). With this in mind, it was essential for myself as a future teacher to embrace pedagogical theories
and to design my lessons in a manner that addresses such engagement.

Inquiry based learning models play an essential role in enhancing student success and ability (Wang, Lin,
Spalding, Klecka, & Odell, 2011). Opposed to standardized methods of teaching such as copying notes from
a whiteboard, inquiry based learning acts to create active learning involvement within a classroom
(Blessinger & Carfora, 2014). Providing this framework as a teacher will allow my students to make
observations, analyze findings, and draw conclusions across multiple fields of content, offering the
development of creativity in thinking (Blessinger & Carfora, 2014). It is essential that I focus my approach
to lesson planning in a manner that

Utilization of the 5 E’s approach will allow me to identify levels of student understanding, identify any
misconceptions, but most importantly allow me to build experiences to assess their knowledge of a
concept. Using this approach, I can allow my students to define, organize, elaborate, and reflect upon their
learnings through interaction with their peers and environment (Bybee, 1997). With specific reference to
science, students can connect with classroom content through practical activity, allowing for enhanced
inquiry-based learning. Within these specific lesson plans, I believe that students meet all goals of the 5 E
instructional model. Students

Highlight WHAT and WHY I’ve included things in my lesson, e.g examples of 5 E’s, engage students with tech – diverse
learning needs, assist students with visual impairments. Scaffolding through lessons – lesser help available to students in
second and third lessons. Learning tools – think pair share with students in lesson 2 & 3 allows students to develop ideas
amongst eachother, enhanced collaborative learning, positive framework.

In the reflection unit planning choices, resources and differentiation approaches are critically supported by the
literature and theories from the teaching area.

Well-structured paper or innovative presentation; explicitly identifies the key issues; cohesive, grammatically correct
structure
References

Blessinger, P., & Carfora, J.M. (2014). Inquiry-based learning for faculty and institutional development: A
conceptual and practical resource for educators. Galston. Emerald Group Publishing Limited.

Bybee, R. (1997). Achieving scientific literacy: From purposes to practises. Portsmouth, NH. Heinemann
Publications.

Cabrera, F.F., Nora, A., Crissman, J.L., & Terenzini, P.T. (2002). Collaborative learning: Its impact on college
students’ development and diversity. Journal of College Student Development, 43(1), 20. Retrieved from
https://search.proquest.com/docview/195179672?accountid=36155.

Leat, D., & Higgins, S. (2010). The role of powerful pedagogical strategies in curriculum development. The
Curriculum Journal, 13(1), 71-85. DOI: 10.1080/09585170110115286.

Ramsden, P. (2003). Learning to Teach in Higher Education (Ed.). Griffith: Routledge.

Tomlinson, C.A. (Ed). (2014). The differentiated classroom: Responding to the needs of all learners. Virginia.
ASCD.

Ullman, J. (Comp). (2015). Applying educational research: How to read, do, and use research to solve
problems of practise (Custom ed.). Sydney, Australia: Pearson.

Wang, J., Lin, E., Spalding, E., Klecka, C.L., & Odell, S.J. (2011). Quality teaching and teacher education: A
kaleidoscope of notions. Journal of Teacher Education, 62(4), 331-338. DOI: 10.1177/0022487111409551.