Lesson Plan

Topic area: Energy in our Life Stage of Learner: 4 year 8 Syllabus Pages: 107-208

Date: 15/10/2019 Location Booked: classroom Lesson Number: 1 /3

Time: 60 minutes Total Number of students 24 Printing/preparation

worksheet

Outcomes Assessment Students learn about Students learn to

Syllabus
outcomes
PW3 Energy participation in a various
appears in activity such as The scientific concept of
different forms introductory discussions. energy been everywhere The lesson is design for
including Responding to teacher’s around us. Student in this the students to observe
movement questions and showing an lesson will be able to define the different forms of
(kinetic energy), understanding how energy as the cause or the energy and recognise
heat and potential energy is existed capacity to do work or any that various change with
energy, and everywhere in live, the changes of an object. object indicate the
causes change students apply their presents of the energy in
within systems knowledge and Student will also explore everyday situations.
(ACSSU155) understanding through that energy transformation
contributing to think pair usually results in energy
Students: a. and share activity. changes and identify Students also learn how
identify objects common type of energy energy can be
that possess completion of worksheet. transformation transferred into
energy because of (condensation, such as heat different forms
their motion energy.
(kinetic) or
because of other
properties
(potential)
Life Skills
outcomes
SCLS-11PW
identifies
various
forms and
sources of
energy
and their
uses

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

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

Teaching Indicators of presence in the lesson

element
Metalanguage The lesson provides the students with the foundation to built upon their current
understanding of energy been always present around and within them.
Students can identify different form of energy. In addition, recognise and distinguish the
main character of each energy type.

social Support The lesson gives students the opportunity to interact and by part of learning. This
achieved through the use of different activities such as Think, Pair and Share activity
where students are asked to gather in a group discuss and provide a scientific
explanation of three different situations.
Background Throughout the lesson there are different parts in which students are engage with
knowledge content using class discussion. The discussions in this lesson are preparing to review
how much students actually know about the content which in turn give the teacher the
chance to assess them.
Engagement Students participated activities such as Think, Pair and shear activity, class discussion
during teacher domo activity etc….
 L- literacy focus , N- numeracy focus and ICT focus
Time Teaching and learning action Actions Students’ Action Assessments
10m Review
Start the lesson with brainstorming students current Student: Using a
understanding of energy. participate in the unit whiteboard,
Use Think, Pair, Share activity to prompt students to learning focus activity. write student’s
participate and discuss their ideas, display the response and
following questions on the board as a guide: Possible responses: address some
 List different form of energy that you knew Mechanical energy of
and see around. (Kinetic/ potential misconception
 Why energy is important in your life. Think energy) students may
of everything happening around such as Chemical energy have.
people moving, blowing winds, cars and Light energy
trucks are moving etc…... Solar energy Note student’s
 Use Think, Pair, Share activity to prompt response to be
students to participate and discuss their reviewed and
ideas. Aimed answers discussed
Lesson topic - Energy formes and changes Energy is the ability to during future
(L focus) work. It is essential for lessons to
everything we do in life. check if their
Things we do with energy- Ask students to pair up All thing happing around understanding
and write an answer to the following questions and us need energy. progress.
share it with the whole class.
(Engage) Start posing the questions by draw out students Energy can not be
respond by asking the whole class “what form of created it’s only
energy you learned about came to your mind first”? transferred

Ask students if energy is something that is formed Possible

within things or it’s only transferred. misconceptions:
Energy is only in moving
Use students answers to help in developing a objects.
definition for energy and the notion that energy can Energy cannot be
be exist in different forms. transferred.

15m
Student: students listen Engage the
(Explain) Energy formes to teacher explanation students with
Facilitate power point presentation to explicitly and in their science presentation
teach where energy comes from and the different notebook, students take and check their
ways that an object can possess energy. Use the notes of the different understanding
following example: type of energy. by posing
 Heat energy- explain how the internal motion questions. This
of atoms causes heat energy. Students involve in the includes:
 Chemical energy- explain how chemical lesson and ask or How chemical
energy is required to bond atoms together. answer teacher reaction can be
Use fuel/ food as an example of stored energy questions. observed or
and how energy is released when atoms what happens
bonds are broken. Watching the video. to substance
 Electromagnetic energy – use electricity to when reaction
explain the powerline carrying is chemical
electromagnetic energy into home. reaction is
 Nuclear energy – explain the process in occurred?
which the nuclear core (nuclei) releases
energy when it’s broken a part. What devices
can be used to
  Mechanical energy – potential and kinetic detect
energy. electromagnetic
 Use a diagram to briefly explain the units’ energy
joule (J) kilojoules (kJ) and megajoules (MJ)
used to measure energy. Relate this unit to a
litre as unit of measurement for volume.

Putting energy to work - Videoclip representation

of why energy is fundamental part of human life - All
the energy in the universe is... (short
videoclip)https://www.youtube.com/watch?v=dmce
vC55K3s

20 Energy formes and changes – Teacher

Demonstration Student:
(Explore) Prior to demonstration, provide the students with Watch teacher
activity worksheet. demonstration and
Advice students that you will randomly select participate in the class
students to answer question at the end of the discussion.
demonstration Make predication and
pose questions.
Burning candle
In front of the class light up a candle and show the
students how energy stored in chemical bonds and
how it is released during a chemical reaction. Use a
candle to demonstrate to the class the energy
conversation that occurs when candle burns and Students complete the
therefore the energy is transferred into light and first page of worksheet.
heat energy. Use the whiteboard to further explain
the law of Conservation. In the meantime.
Guide the students to answer the first page of the
worksheet.

Energy from foods

Demonstrate to the class how much energy can be
releases when a piece of food is burned. Place a 10 ml
of water in a test tube and placed into clamp with a
stand. Use thermometer and measure the initial
water temperature. Using wire holder place a piece
of food (potato crisps) in the wire holder and light it
up. A soon as the piece of food catches fire, place the
burring food under the water and when the burring
(Elaborate) stops, record the temperature of the water again.

Use this activity to illustrate and through drawing

student’s attention to initial water temperature and
link it to energy changes. provide an explanation of
law of Conservation states “Energy cannot be
created, nor destroyed”, and ask students to
record it.

Randomly select student” ask the following

questions:
 “Now you have observed the change in water
temperature, why you think the temperature
changed”?
By how many degrees the temperature of the water
increased?

15m Revise Complete the second Check

(Evaluate) Display 10min timer on the smartboard and direct page of worksheet, student’s
the students to complete the second page of the check your answers are response and
worksheet. same with the teacher the level of
Assess students by going through the worksheet and put on the whiteboard understanding.
while going through questions, display the answers and stick the worksheet
on the whiteboard. in the science notebook.

Adaptations / Accommodations for Students’ Needs

Gifted and talented students: Have students to use their devises and explore solar energy and different
process in which energy in transferred into different forms, use some natural process (photosynthesis) and
some devised by people (solar panels). Ask them to record their finding and share it with the class.

Students with disabilities: To assess students with visual and intellectual impairment, use large font,
pictures to explain the different form of energy. Use sequenced worksheet and allow enough time to read
question and write down the answers.

Materials, Resources and Preparation Before Class WHS issues addressed

 PowerPoint slides
 All the energy in the universe is... (short  Due to the use of burring
videoclip)https://www.youtube.com/watch?v=dmcevC55K3s candle student’s teacher
 Burning candle materials- candle/ candle stand, lighter will ask students to watch
 Energy from foods materials - small pieces of food, lighter, and observe teacher’s
wire to make food holder, test tube measuring cylinder, demonstration in a
thermometer, stand and clamp. proximal distance.
 Worksheet  The use of stand/ clamp
and thermometer may
cause injury if fallen on a
student. The teacher will
address this and insure
that student watching
demonstration in a safe
environment.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

PW3 Energy appears in Students demonstrate understanding of how energy if
different forms including present all around. Pari and Share activity.
movement (kinetic energy), Responds to PPT quick checking questions.
heat and potential Students ability to complete the lesson worksheet.
energy, and causes change
within systems (ACSSU155)
 Students: The use of PPT and the class discussions, Students
a. identify objects that explain why and how energy can be existed in different
possess energy because of form- explain the law of conversation.
their motion (kinetic) or The review activity/ worksheet and class discussion.
because of other Students are able to work out what kind of energy is
involved in different situations.

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 The lesson contains a diverse activity design to engage different level of
teaching learners. Also, the use of activities such as PPT, teacher demonstration
strategies off topic concept and Think Pair and Share activity allow learners from
different level to concrete the teaching content.
5.2 Provide Class discussions are highly implemented in this lesson to students with
feedback to an expanation to the content while they engage through sharing their
students on own ideas and understanding.
their learning
2.6 Information The use of ICT recourse is implemented (PPT/ videoclip) to help
and students better understand the concept of energy been significant part
Communication of life.
Technology
(ICT)
Manage Student throughout the lesson been guided to take part of learning.
classroom The students are guide through all activities and have given enough
activities details and instructions, so they can participate and complete it.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.

Resources Attached:

Resource (I)
 Lesson Plan

Topic area: Potential Vs Stage of Learner: 4 year 8 Syllabus Pages:

Kinetic Energy

Date: 17/10/2019 Location Booked: science lab Lesson Number: 2 /3

Time: 60 minutes Total Number of students Printing/preparation

25

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson Differentiate and grasp
assessment The first law of the basic science
PW3 Energy appears in thermodynamic concepts behind the
different forms including (Energy cannot create processes of potential
movement (kinetic energy), Recap cards or destroyed). and kinetic energy.
heat and potential activity.
energy, and causes change The basic definition of Define potential and
within systems (ACSSU155) Review student’s energy, how it’s kinetic energy.
Students: response to the calculated.
a. identify objects that possess question at the Describe how each type
energy because of their start of the lesson The process in which can be converted to
motion (kinetic) or because of (lesson energy conversation another.
other introductions). takes place.
Examine How both potential Demonstrate different
student’s ability and kinetic energy can situation in which
to identify be calculated. potential and kinetic
Life Skills outcomes concept and energy can be observed.
SCLS-11PW identifies various apply knowledge
forms and sources of during the prac. Establishing Demonstrate
energy and their uses. communication skills organisation skills
SCLS-7WS Collects, Students lab to preform within a through involving in a
records and interprets notes including group and share ideas range of activities –
data and information the completion of and knowledge. - Cards game.
experiment - Group
sections, collaboration
including their during Practical
calculations part experiment.
and a formula. - Class
discussions.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

 Literacy Class communications.

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

L- literacy focus , N- numeracy focus and ICT focus

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

Teaching element Indicators of presence in the lesson

Intellectual Quality This is achieved through presenting students with real life situation where they need to
use their current knowledge and skill and provide an explanation.

Quality Learning Students are given the opportunity to collaborate with their peer throughout the lesson
Environment (card game, practical experiment, class discussions). Students guided to deliver their
personal knowledge and skills learnt in the previous learning context.
Significance the content of the lesson if an extension from the last lesson. Students put energy in
action and explore how potential and kinetic energy is exist and present in the real life
situation.

Time/5 E Teaching and learning actions Student actions Assessment

5min Recap – think, pair and share mini activity Students will apply
Assign students into a group of 5 and hand out their understanding of Check student’s
questioning cards (each per group). content covered in the response to the cards
(Engage) Ask each group to write an answer to their last lesson and hone questions and correct
question on the card. team build skills as any misconceptions.
Ask each group to choose one student to share they communicate to
it with the class. share their knowledge
and presented to their
peers.
10min Lesson topic- potential/ kinetic energy
(L, N focus)

Design your own model roller coasters -

(Engage) practical experiment Students revise their
understanding of
Start the lesson with posting three different energy and participate
picturs:1) food such as apple, bread, nuts,2) to answer teacher
battery, water, 3) a student standing on a table question.
 and question the class what these three Possible answers: Review students
pictures have in common. Food contain chemical understanding of the
Draw student’s attention to standing student energy they we can use lesson content.
on the table and what energy he/she need to as fuel.
use to move down. Explain the concept of Batteries contain
potential and kinetic energy as two different electrical energy
type mechanical energy mentioned in the stored inside.
previous lesson.
Use the moving down action of the student to
demonstration the physical concept behind
potential and kinetic energy.
Give a brief definition of:
Momentum- the direction it's already going in.
Speed - how rate in which object is moving.

Explain with an example how each variable is

calculated.

Introduce to the students the object of the

lesson and explain that they in their assigned Students listen to
5min group will design their own roller coaster teacher explanation/
model to investigate how much gravitation instruction and
potential energy of marble can be converted participate in the class
into kinetic energy. discussion.

explain that each student in their group is Analyse student’s

(Explain) required to take part and role in the ability to follow
experiment. For each type of marble, instructions, ask
experiment is to be repeated 2 times and each Students follow questions about why
student is required to take turn in recording teacher guide and they come with such
the results and doing the calculation while in revise the experiment design.
the meantime other group members are worksheet and
performing the experiment. competition rubric.

Provide each student with the creativity point

task paper (instructions/ rules to complete the
practical, practical discussion worksheet with
marking rubric for class competition, A4 (1
extra A4 paper for each group to present their Students in their group
roller coaster drafted model). discuss and predict
how they should
Start by asking each group if they knew how design their model and .
roller coaster work and what would happen if achieve success.
there is a hill in the middle track. Have each Students share their
group to draw their own roller coaster on A4 ideas/draw and
paper provided earlier and name it before they present their model
built it (groups should show their proposal design to the teacher to
design to the teacher before going ahead. prove it.

At this point show a picture of simple roller

coaster with simple loops on the whiteboard
(give the groups a hint to their own design).
Advice the students that they will be
competing against each other and the most
successful group will be announced as the
winner team.
 Guide students through the creativity point as
guidance to what is desired in their model.
Also, the students that there will be marking
rubric of success they need to read.

Have each group collaborate and brainstorm Groups start Record student’s
their roller coaster and model design. Also performing the ability to apply
25min point to the groups that they will built their experiment and model understanding. Ask
model using the provided space and classroom their roller coaster students questions
materials (groups will use the side benches as following the practical about their model.
(Explore) space for their model, students are to use class worksheet/ creativity Observe students
room chair if desired). point and marking understanding of
Hand out the experiment material and let each rubric. where they went
group to proceed in building their roller With teacher guide wrong / how they can
coasters using provided classroom space/ students start testing make an adjustment /
materials. their model and apply what physical context
an adjustment if need such as gravity they
Allow 10 min for the groups to build their first it. need to consider and
model (students may need to change in the Guide students
height of the starting point and allow the through modifying
(Elaborate) marble to loop their roller coaster loop). At their model if need it.
this stage, give each group marbles/ stop Take note of most
watch to test their design and help them in successful team.
making adjustment if required.
Students in each group take part in completing
the experiment by recording the mass of each Student record/
marble, measuring the track distance to find analyse their
the speed and the starting point to grand experiment results and
needed to calculate the velocity of the marble. complete the results
Ask students to use se stopwatch to measure and discussion section
the velocity (v m/s2) of the marble “the rate of of the experiment.
travel of an object, along with its direction”
Students calculate the gravitational potential
energy GPE in J for each marble and the Kinetic
energy KE using the formula provided in the
prac worksheet where GPE = an Object mass g
X acceleration due to gravity 9.8 on earth X
height above the ground in meter (J). From the
velocity measurement and the mass of the
marbles, students are to calculate the kinetic
energy using the formula K.E. = 1/2 m v2 , the
explanation and example provided in the
experiment worksheet.

Ask group members to engage in a class Students engage Examine student’s

15min discussion. Invite one group to volunteer and through revising their understanding and
present one data from their results section of experiment data and elaborating on the
(Evaluate) the experiment as well as the calculation of finding and assessing content and their
GPE and KE. Ask students if this calculation is their understanding. participation during
correct? If not, how we go about? discussion.
Record student’s response and guide through Students contribute to
the results and calculation if required. the class discussion via
sharing their response
 Randomly select each group to answer one and evaluating
question from the discussion part of the experiment outcomes.
experiment (question is to be elected in order).
discus students’ response in form of class
discussions.

Adaptations / Accommodations for Students’ Needs

Gifted and talented students: provide the students with an opportunity to design and construct complex
model of roller coaster. Make sure that the class material and space allow the students to establish their
desired design. Challenge the students to attempt all the calculation independently before they share it with
their team.

Students with disabilities: To assess students with visual and intellectual impairment, use large font,
pictures to explain the different the concept of Potential and kinetic energy. Sequenced worksheet to provide
the students with a scaffolded instructions and requirement. Also guide student’s progress while constructing
their model and allow extra time for students to perform the experiment and finish all the calculations. Check
students understanding of content through involve them in the class discussions.

Materials, Resources and Preparation. WHS Issues Addressed

Materials  Students may swallow the marbles of pass it or
 5x 2-meter foam tube (cut long way throw aggressively to each other. Inform the
into half) students that marble can be a hazard if handed
 masking tape inappropriately.
 plastic cup for the marble to land into.  Make sure that students are not playing around
 Glass marbles (3 different sizes) with marble and ask them to only use it to
 Stop watch perform the experiment.
 Practical worksheet.  Students may get injured if they step over the
 28 x A4 paper. roller coaster/ marbles on the floor. Make sure
 Set of markers students are moving around responsibly and
Classroom materials and preparations collecting their marble immediately.
 Side benches.  Foams/ papers and masking table can be
 Classroom chairs. thrown and may cause miner accidents
 Classroom textbooks. therefore, teacher is to monitor students during
 ICT resources to post the pictures used the prac.
in the lesson.  Classroom material used in this experiment may
cause major injury therefore, make sure
students are aware of this and monitor them
during the prac.


How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

PW3 Energy appears in different Students participate in the card game to share and present their
forms including movement understanding.
(kinetic energy), heat and Students are to listen to teacher explanation and answer teacher
potential questions about their model. Teacher observe students throughout
the process of completing their model. Observe students.
 energy, and causes change within Students show effective collaboration and problem-solving skills.
systems (ACSSU155) Students are monitored while structing their model and involve in
Students: a conversation to present their ideas. Student with the group are
a. identify objects that possess continuously checking their work and guided by the teacher to
energy because of their motion understand why they are creating such model and understanding
(kinetic) or because of other of where they went wrong / how they can make an adjustment.

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

Use effective The lesson is based on promoting student’s communication and problem-solving
classroom skills. Teacher present different situation of energy use and allow the students
communication predict, show evidence.
Demonstrate a
ran
2.5 Literacy and Teacher provide the students with different task in which they improve their literacy
numeracy and numeracy skill. This includes:
strategies Card game, writing experiment method and results, recording and interpreting data,
calculating the potential / kinetic energy etc….
5.2 Provide Teacher guides the students through completing their model and provided with
feedback to scientific explanations of how where they went wrong with their model and how they
students on can improve it.
their learning
4.4 Maintain Students are informed of experiment WHS hey need to be aware of. Teacher monitors
student safety students throughout the experiment.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in
this space.
Resources Attached:

Resource (II)

Group 1. Group2.
Describe which type of energy What type of energy is stored in oil, coal and
transformation occurs when gasoline food. how they can be release? Describe
burns in an automobile? which energy transformation occurs first in a
Hint – The process involves 3 type of coal−burning power plant?
energy.
Group3. Group4.
Pair up these objects with their main energy Draw a flow map showing the flow of energy
conversions. transformations in a car from starting vehicle
torch electrical to sound to driving. You should have 5 different types of
battery electrical to light & sound energy.

light chemical to kinetic

TV chemical to heat & light
radio nuclear to electrical
solar cell chemical to electrical to
light

electric motor light to electrical

lift going up chemical to electrical
car electrical to kinetic
nuclear power electrical to kinetic to
station gravitation

Group5.
Explain the concept – Energy cannot be crated or
destroyed and give one example. Name the term
used to express the energy forms changing from
one to another?
 Lesson Plan
Topic area: Energy Stage of Learner: 4 (year 8) Syllabus Pages:
transformation

Date: 8/6/2019 Location Booked: science lab Lesson Number: 3 /3

Time: 60 minutes Total Number of students Printing/preparation

25

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
Demonstrate and
PW3 Energy appears in Lesson Energy transferee. understanding of how
different forms including assessment. Heat energy. energy can exist in
movement (kinetic energy), Recap activity. Conduction, different form.
heat and potential Convection and
energy, and causes change Insulators in Radiation. Explain scientific
within systems (ACSSU155) action -practical concept and predicate a
Students: activity. solutions.
b. describe the transfer of
heat energy by conduction, Practical report.
convection and radiation, Class discussions
including situations in which
each occurs

Life Skills outcomes

SCLS-11PW identifies
various forms and
sources of energy and
their uses

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

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

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

Teaching element Indicators of presence in the lesson

Intellectual Quality The lesson is designed as continuous serious for students to learn about energy and
how it can use in everyday life situations.

Quality Learning The practical element of the lesson is designed to allow the students to self-regulate and
Environment establish their own leaning model.
Online resources to engage students.

Lesson content such as online quiz, practical experiment

Significance Lesson context -class discussion and team work

Time Teaching and learning actions Student actions Assessment

5
Recap – Kahoot quiz

Have students to use their electronic devises and take Participate in an

part in an online quiz activity covering the pervious online quiz Assess student’s current
lesson. activity. understanding of
The quiz contains 6 questions challenging students covered content
understanding of potential and kinetic energy covered
in the last lessen.

10 Lesson topic- energy comes energy goes

(L, N, ICT focus)
Students
Start the lesson by handing out a cold spoon and start participate in the
(Engage) asking the students to describe how it feels. Draw class activity, Students can follow
student’s attention to pervious lessons when they brainstorm their instruction and make
looked at energy changes. idea and make content connection.
Ask the students if Conservation of Energy occurs in judgement.
this situation? and if so, are they transferring energy to
the spoon or they are the energy receiver.
Allow the students to predict and explain why.
Briefly revise the Energy formes and changes by
asking the students “ok class can let’s list the different Students process
types of energy we covered in the previous lessons” information, use
Guide the students to predict different way in which their existing
heat energy is transferred by writing student’s response understanding
 on the board. Select the heat energy and question the and provide
students “what substance is spoon”? look for solid term explanations.
and start to describe thermodynamic concept or the
movement of heat energy.

Use mini power point presents to Introduce the three

type of thermodynamic: Conduction, Convection and
Radiation.
Define each term and use the heat transformation from
students’ hand to the spoon as an example of
conduction.
(Explain) Ask students to take a note of the terms.
Distinguish between the concepts of heat and
temperature. Students listen to
Identify how some material can act as Conductors via teacher
allowing the heat to pass throw and how other material presentation and
such as wood glass or even natural wool can be used as take notes when
insulator. needed.
Use cooking saucepan with wood handed and metal
handed as an example to compare between both.

Distinguish the different between radiation and other

type of heat energy. Briefly identify that in radiation, the
heat energy does not require a medium instead the heat
is transmitted through electromagnetic waves (relate
this to the microwave)

Convection and Radiation in action- practical

5min activity
(Explain) Convection – teacher demo Check students
Students observe understanding
Prior to this activity fill up a beaker with water (room convection by
temperature) and leave them on the stand. looking at the food
Start the demo by putting one drop of food dye down dye moving in the
the side of the beaker. Place the Bunsen burner straight water and listen to
the dye. Heat up for about half a min. point to the teacher
student how convection occurred in the situation. explanation.
Explain to the students the concept behind convection, Students share
identify that convection happens all the time, the hot is their knowledge.
in continuous circulation.
Verbally ask if any student can give other examples of
convection?
Observe students
Insulators in action – practical action understand of the
30 Start the practical by assigning the students into a experiment
(Explore) group of 5. Advice the groups that for today’s listen to teacher requirement.
(Elaborate) experiment they will be looking at what kind of instruction to the Check students
materials can insulate heat the most. experiment. understanding of how to
construct an experiment
 Students in their design using scientific
Hand out the instruction to the experiment design and group methodology. Scientific.
report/ graphing paper (one per student). Advice the communicate to
students that for this prac, students will be establishing establish a
their own experiment design/report by using the scientific method Assess student’
instruction provided. for their communication and
Advise the students that their experiment report are to experiment. working scientifically
be handed in by the next lesson. skills.
Inform the groups that teacher approve is required Students take part
before starting the experiment. of an experiment
Take the class through the risk and safety precautions to determine
they need to be aware of. Also, the equipment they will which surface can
be using during the prac. absorb more
radiation. Students lab note to
Guide the students through the instruction and writhing check student’s ability to
their experiment design/ Title, aim, procedure section Students in their analyse data and
of the report and. group conduct the interpret outcomes.
State that they will be using: experiment.
6 cans, materials to cover the cand (newspapers,
woollen cloth, cottonwool, foam can holder, foam Students process
rubber, thermometers to take temperature their current
measurements, timer to record the time they took each information and
measurement. predict their
experiment
Monitor student progress through the experiment and outcomes.
that they on the track.
Students obtain
Review students experiment outcomes revise the report their data and
Requirement. recorded in their
note book.
Students plot their
graph.

Students interpret
their finding and
provide a brief
decision about it.

Revise Students Students response to the

10min Review students experiment outcomes revise the report participate in the questions.
(Evaluate) Requirement. activity.
Guide the students to sign into google docs, go to
knowledge test file and answer the quiz questions.
Sign student’s lab note.

Adaptations / Accommodations for Students’ Needs

Gifted and talented students: Have students to involve in the class discussion and provide an
explanation to the teacher demo activity and ask them to share it with the class. Students who finish
their lab experiment may go to https://phet.colorado.edu/en/simulation/legacy/microwaves
stimulation website and further investigate heat radiation and how microwave heat up our food.
 Students with disabilities: To assess students with intellectual impairment, use large font, pictures
to explain the content of the lesson. Use sequenced experiment instruction and allow enough time to
read through. The groups should be established with take a consideration to how to best team the
students and according the needs of all students. Provide extra instruction to experiment steps and
interpretation and data and outcomes.

Materials, Resources and Preparation Before Class WHS issues addressed

 Students may get hurt during the
 Whiteboard demonstration if they fail or
 ICT resources to be used by the teacher/ students touch the Bunsen burner. All
 Experiment instruction students must stand in a
 Graphing papers proximal distance.
 Beaker filled with water  Students may get cut from using
 Food dye the cans or the thermometer. All
 Bunsen burner students should be informed to
 Metal stand use the equipment carefully and
 6x cans per group safety.
 Can covering materials: Newspaper Woollen cloth  Students may bump into each
Cottonwool Foam can holder Foam rubber. other and cause injuries while
 Sticky tap preforming the experiment or
 Thermometers (1per can) showing their result to the
 Water Kettle filled with hot water. teacher. This issue should be
addressed before hand.
 Cans edges can be sharp and
cause injuries. Students should
be informing to take caution
while taping.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

PW3 Energy appears in different Students interaction with the class discussions.
forms including movement Recap quiz.
(kinetic energy), heat and
potential
energy, and causes change within
systems (ACSSU155)
Students:

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
Engage in Students participate in different activities such as online quiz, teacher domo and class
professional discussions, forming in a group to perform practical experiment
learning and
improve
practice
Assess student Recap quiz.
learning Class discussion and teacher assessing questions.
Google docs.
Use teaching Quiz.
strategies Power point presentation.
Teacher domo.
Practical experiment
Revising discussions
Google docx
Resources Attached:

Resource (III)
INQUIRY- BASED LEARING ADVANTAGES AND LIMITATIONS
In recent years the word nation has been characterised by increasing
globalisation, internationalisation and increasing in education mobility
leading to diversity of learners and learning opportunities within the
education system. Educators across the nation are in continuous
challenge to create effective learning to serve the multipurpose of
education. While so achieve these learning goals, educators also
required to work with multiple constituencies and adopt the different
environment (Jerrim, Oliver & Sims, 2019).
In response to these rapid changes and requirements, a considerable
amount of research offered convincing evidence to demonstrate
problem-based learning and project-based learning, which are
collectively referred to in this paper as Inquiry- Based learning IBL.
The IBL approaches that have been defined as an effective teaching
pedagogy for educators to use in the design of teaching and learning
context (Albion, 2015)
Arguably demonstrating IBL appropriately provides a logical basis for
educators to effectively design teaching and learning content.
Furthermore, as comparison to the traditional style of teaching, there
has been growing evidence from large-scaled research including
investigating experiments and queasi-experiment studies indicating a
significant improvement in students learning outcomes where IBL
approach is implemented. The IBL approaches supports the idea that
educators should integrate both, the epistemic knowledge as well as the
epistemic practice of the domains been learnt allowing the students to
engage through an authentic and meaningful learning experience
(Blessinger & Carfora, 2015).

Furthermore, IBL as a method instead of dedicated instruction (Tasior,

2015) is a collection of teaching and learning strategies that can be
adopted into various educational settings. As IBL is concerned with
learner’s inquiry and higher order thinking. It is therefore, the learning
environment within IBL that supports the students to become active
learners and inquire into the nature of the problems or questions. These
questions or problem serve as a catalyst to help students in making
observation; posing inquiry question and be able to find answers then;
using evidence; and making predications and providing answers; using
critical thinking and evaluate concept etc (Furta, et al., 2012)
Integrating IBL as constructivist assesses in empowering students as
well as the teacher. The principle of IBL as constructivist allows the
students to take an ownership of their own learning by which means
learning goals are achieved by the student’s own knowledge. This
implies that in addition IBL is oriented toward moving students from the
traditional setting and the state of been a passive receiver to become
more part of learning progress by requiring the students to take
responsibilities of their own studies through the use of purposeful
learning and presenting students with specific inquiries, questions and
problems which students can relate to. Moving from the traditional style
of learning (Blessinger & Carfora, 2015), educators in this approach
have the opportunity of development from isolated subject matter
specialists to become architects and instructional leader. In this, the
educators hold a key responsibility to create the medium or the
environment that is challenge, attractive and inclusive in a way it
enhances both the epistemics as well as the supportive environment for
students to develop their self-esteem.
Another significance of implanting IBL is its not a simple redesign or
structure of learning, it is also ongoing teacher/student self-
assessment and reflection which supports two main purpose. Firstly,
ongoing self-reflection of both students and educations. Blessinger &
Carfora (2015) illustrate this process as “learning how to learn”. This is
paly important role in fostering and understanding of themselves and
the learning process that they are a part of (P. 8). Secondly, competence
in self-evaluation as the key to assess the quality in which the learning
is established which in a sense gives educators the ability to integrate
instructional design into their practice, resources and activities
implementing into assessments in which individual epistemic
knowledge and skills are continued (Albion, 2015)
Despite the potential and ongoing persistent of IBL as the definitive
approach in teaching and learning pedagogies, numerous studies has
been conducted to exam if IBL approaches is influential to be
implemented into pedagogical practise.
Brew (2012) conducted a meta-analysis of research studies examining
the improvement of student performances in IBL setting. The studies
were designed to resynthesise a pervious study finding conducted by
Settlage & Meadows (2002) to establish a conclusion of IBL in science
curricula. The meta-analysis involved 273 students from a variety of key
learning KLA areas. Students in this study preformed in 18 different
criterions where IBL setting were present. These criteria then grouped
into five criterion measurements (problem solving skills, learning
achievement, process skills, and related skills including literacy and
numeracy skills). The measurement of student’s outcomes indicated
that there was improvement of student’s performance however, the
improvement was not present in all KLA. Additionally, the performance
of some students involved in this study showed a declining which
according to the author are results indicate that using IBL may have a
positive effect in some KLA however, traditional textbook based setting
applied in Settlage & Meadows (2002) may have similar influence on the
performance of students as IBL.
Furthermore, since IBL underlies constructivist instructional
approaches, more than a few research papers went into considering how
instruction method of teaching promotes student’s engagement and
overall leaning outcome. Witt & Ulmer (2010) article developed to
determine if instructional teaching methodology is more significant in
engaging high school students with learning content. The study showed
that although students’ engagement is more significant using
constructivist instructional approaches in comparison to the
traditionalist methods, the data from this study revealed that not all
classes had the same level of improvements. The article suggests the
different impact of instructional approaches could be due to limitation
within instructional approaches to accommodate student’s needs across
different KLA content, therefore, more research is required to determine
if the variation in KLA is the main trigger to achieve students learning
engagement.

Chung (as cited in Witt & Ulmer, 2010) approached a similar subject.
The study conducted through the use of a set of three analysis to inspect
any significant student’s educational outcomes when constructivist
teaching is used. The statistical data from Chung study showed no
correlation between implements in favour of traditional instructional
method. In addition, Burris & Garton (2007) determined that students
tend to score more in content knowledge assessments when they
receive learning through a traditional setting of instructions. This
variation occurs due to concept difference between each approach. One
of the key differences is instruction promotes content coverage while
constructivist method comprehends deeper understand of materials,
however it does not represent content knowledge level (p.113).
This problematic issue in instructional paradigm also emerged with
other researchers to challenge the effectiveness of constructivist
instructional approach of IBL. Kirschner, Sweller, and Clark (2006)
uncovered a key issue of how classroom organisation is linked to human
neuroscience cognition development. Their argument was based upon
the assumption of humans learning secondary and primary tasks at the
same rate that is claimed by constructivist instruction approach such as
IBL. However, understanding of working memory and long-term
memory have led to the argument that the way human cognitive load
processes new inquiry minimally instructed learning does not work.
Since transformation of acquired knowledge is insufficient to be moved
from working memory to long- term inquiry level. While the learner
focuses on new inquiry, the working memory is insufficient at
transferring knowledge into restrained knowledge. Therefore, applying
constructivist instruction approach can only be successful when the
leaner has efficient existing knowledge (Kirschner, Sweller, and Clark,
2006). Since all form of learning requires some sort of instruction
regardless of whether it be delivered via guided or constructivist
method. It’s the ability of the approach to provide disguised instructions
in which the disciplinary thinking strategies are exclusive. Hmelo-Silver,
Duncan & Chinn (2007) discusses this phenomenon by seeking the type
of instructional approach that promotes the foundation of instruction or
learning knowledge. Article findings analyse that providing guidance is
an essential aspect of both constructivist, constructional, IBL and
traditional instructional approaches. However, it’s the structure or the
scaffolding of learning through understanding in which composition of
learning where guided and constructivist instruction are to be
approached (Hmelo-Silver, Duncan & Chinn, 2007). Therefore. We can
conclude, that it’s critical for educators to have empirical programme
and constructivism vision about their students.

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