Samuel Barton (19953843)

‘Bin Liners’

Science Lesson Plan analysis and revision

102086 Designing Teaching & Learning

Assignment 2: QT Analysis Template

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

Evaluation score – refer to NSW QTM Classroom Practice Guide for each element

Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 – 2 – 3 – 4 – Comments: Most of the content is deep, however at some points the focus appears to be
5 more on ‘playing around’ with the paper bags than keeping focused on why the task is
important for science.

1.2 Deep understanding

1 – 2 – 3 – 4 – Comments: The lesson provided a good opportunity for all students to demonstrate their
5 critical thinking skills and showed understanding of the key reason why they were designing
new bin liners.

1.3 Problematic knowledge

1 – 2 – 3 – 4 – Comments: While not easy with fact-based science, the teacher made it clear that best
5 science available changes over time and although plastic was once thought of as the best
material, more knowledge led to changing views. Could have explained further with other
examples.

1.4 Higher-order thinking

1 – 2 – 3 – 4 – Comments: the design and improvement of bin liners activity that dominated the lesson gave
5 students a substantial opportunity to demonstrate higher order thinking on their own terms.
The teacher also gave students the opportunity to explain their line of thinking for each
improvement.

1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: low metalanguage. The teacher spent a brief time explaining the background of
5 plastic bags and the terms that are used in that context, but for the rest of the lesson no
meta language is used or explained.

1.6 Substantive communication

1 – 2 – 3 – 4 – Comments: There is great communication between the teacher and individual groups
5 undertaking the task. The students are tasked with directing their own designs and are
praised when thinking outside the box and taking control of the lesson. The communication
is sustained, reciprocal and remains focused on the key point of the lesson.

Quality learning environment

2.1 Explicit quality criteria
1 – 2 – 3 – 4 – Comments: students are made aware and engage with a scaffold for the lesson and
5 demonstrate understanding of what is expected for the lesson. Some students sometimes
may need to be reminded more at some points in the lesson and a clearer link made from
the content of the lesson to the broader topic area.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Students appear fully engaged with the lesson with no distractions. Students are
5 consistently working collaboratively to achieve the goals in front of them.

2.3 High expectations

1 – 2 – 3 – 4 – Comments: Most students are engaged with challenging work including making
5 improvements to a design and thinking critically and collaboratively about issues with a
design. Most students are recognized for their hard work and contribution and this persists
for most of the lesson. Some parts such as the true/false do not have clear reason given to
students for providing thoughtful answers.

2.4 Social support

1 – 2 – 3 – 4 – Comments: Social support is very high. During explanations from the teacher the class is free
5 from disruption and students are respectful of the teacher’s expertise. Meanwhile, the
teacher ensures he praises students’ effort and includes a variety of opinion points.

2.5 Students’ self-regulation

1 – 2 – 3 – 4 – Comments: from what is shown there are no interruptions and all students always remain on
5 task. There is, however, the possibility with this kind of lesson structure that a different
cohort on a different day may have struggled to stay on task at certain points during the
lesson; such as when they break into groups to work on designs. If some students felt
distracted, perhaps from external factors, it would be difficult for the teacher to keep them
busy once they felt they had done the minimum required work.

2.6 Student direction

1 – 2 – 3 – 4 – Comments: students have some control over the lesson in terms of design and what kind of
5 additions they want to add to the final product, but this is tightly controlled, and the timing
scaffold of the lesson is strictly adhered to. As a note, this is, in my opinion, a good balance
for this age group.

3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: The vast majority of the lesson is built on the foundation of students’
5 background knowledge of the uses and features of plastic bags in every day modern life. This
is referenced multiple times and the teacher brings the students attention to knowledge they
perhaps had but didn’t notice often.

3.2 Cultural knowledge

1 – 2 – 3 – 4 – Comments: The lesson is completely seen from the perspective of Anglo-Australians and how
5 they use plastic bags. No mention or interaction of students’ who may have different
practices at home or how other nations/cultures tackle this problem.

3.3 Knowledge integration

1 – 2 – 3 – 4 – Comments: although somewhat restricted for this age group, there is only small mention of
5 the role this lesson plays in the wider context of subject areas. The teacher mentions that
this is part of a broader unit about resource management but could take steps to ensure it is
clear what part plastic plays in the wider issues and how this interacts with other areas (for
example the history of plastic use)

3.4 Inclusivity
1–2–3–4– Comments: despite not having large amounts of diversity, it is clear the teacher treats all
5 groups and students in the class with equal respect and attention.

3.5 Connectedness
1 – 2 – 3 – 4 – Comments: students are consistently shown how individual choices at home are impactful
5 on the issues discussed. The students are encouraged to try their designs at home and even
think of better ones that could be used in various contexts (e.g. larger alternatives for larger
bins). The teacher also subtly encourages the students to be part of solving large problems
such as this in the future, using the skills they employ successfully now.

3.6 Narrative
1–2–3–4– Comments: A single narrative flows through the lesson but is only used as a reminder of the
5 significance of the hands-on tasks the students are undertaking. Broader impacts and origins
of this narrative could also be discussed such as; why doesn’t everyone stop using plastic?
What are some other solutions that are used globally? Etc.

Identifying Areas for Improvement

Identify the four NSW QT model elements you are targeting for improvement.

QT model
1) 1.5 Metalanguage 2) 2.6 Student direction
3) 3.2 Cultural knowledge 4) 3.6 Narrative
 Lesson Plan (changes in red)

Topic area: Earth and Space Stage of Learner: Stage 4 Syllabus Pages: 109-110

Date: 12/05/2020 Location Booked: DTL Lesson Number: 3/5

Time: 60 minutes Total Number of students 20 Printing/preparation 3 sheets

Outcomes Assessment Students learn about Students learn to

Informal formative ES3 Scientific knowledge Classify a range of the

Syllabus outcomes assessment. influences the choices Earth’s resources as
SC4-13ES people make in regard to renewable or non-renewable.
the use and management
of the Earth’s resources.
Life Skills outcomes
Investigate some strategies
Environmental responsibility used by people to conserve
and manage non-renewable
Critical thinking
resources, e.g. recycling and
Collaboration the alternative use of natural
and made resources.
Creative design

CCP & GCs - N/A subject specific concepts

cause & effect, sustainability, material properties

Discipline specific skills scientific method, functional design, scientific language

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking
Intellectual Quality
1.2 Deep understanding 1.5 Metalanguage
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and knowledge communication
to communicate substantively about what they are learning.

2.1 Explicit quality criteria 2.4 Social Support

Quality Learning Environment
2.2 Engagement 2.5 Students’ self-regulation
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.

3.1 Background 3.4 Inclusivity

Significance knowledge
3.5 Connectedness
This refers to pedagogy that helps make learning more meaningful and important to
3.2 Cultural knowledge
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Discussion on plastic bags discourse in media vs in science, define terms like ‘poly’ more
Metalanguage
deeply.
Choice of activity between hands on design task and critical discussion, flexible timing at
Student
multiple points for student directed discussions on key points (e.g. how much plastic
Direction
students use at home).

Cultural Compare and contrast Australia with other countries talking point, and recognition of native
knowledge Australians.

History of plastic use and its many unforeseen problems, increased relevance by drawing on
Narrative
student personal experience.
Tim Teaching and learning actions Organisation Centred
e
T/S
5 Lesson Preliminaries/Administration Teacher up front of class, students in T
seats (pairs)
 Settle students into the classroom.
 Mark the roll.

10 Direct Instruction Teacher using board while students T

take notes. Teacher moves between
 Welcome students and remind them of the groups while demonstrating design.
topic.
 Introduce students to high density
polyethylene as a non-renewable resource
used to make plastic bags. Polyethylene is
primarily used in packaging and includes
around 1/3 of all plastics used in the world.
Focus on the fact it comes primarily from
petroleum and natural gas – both non-
renewable resources.
 Define poly as ‘many’ and ethylene as a
hydrocarbon chain.
 Key ideas for this lesson are cause and
effect with questions being “why do we use
so many plastic bags in Australia?” and
“what is the effect on the environment?”
Does Australia produce more or less
plastic waste than other nations? See if
students can guess based on how much
Teacher moves between groups while
they use at home. Acknowledge that there demonstrating design
are many possible solutions and Australia’s
15
native inhabitants did not use plastic bags.
 Another key idea is solutions with
questions being “what have governments
done to solve problems caused by plastic
bags?” and “what can citizens do to solve
problems caused by plastic bags?” ask
students who they believe should have
responsibility to fix the problem: Scientists?
Companies? Government? Everyone?
Clarify that even though most polyethylene
is used in packaging for companies, it is a
shared responsibility to ensure that earth
remains liveable for all.
  Give overview of activity:
 Designing renewable alternatives to
plastic bags using newspapers.
Encourage creative thought.
Perhaps we will discover a new
material that works almost as well as
plastic without the problems. Until
then we need to find a responsible
solution. Teacher will show students
a design and they will improve that
design. See if students seem
engaged in the material. Provide
alternative option if hands on activity
seems less effective (e.g. a
prepared experiment on testing the
durability and functions of various
alternatives to plastic).
 Give overview of thinking tools to be used:
 Think-pair-share
 Cause-effect map
20 Think-Pair-Share Activity Teacher hands out sheets and then S
stands at back of class while students
 Give students true/false statements answer questions.
worksheet with questions like “the average Teacher then moves to front of class to
moderate discussion and provide
plastic bag is used for only 5 minutes but
answers.
can take up to 1,000 years to break down
25 in the environment.”
 Students have 2 minutes to individually
answer the questions (think).
 Students then have 1 minute to discuss
their responses with the student sitting next
to them (pair).
 Teacher will then lead class discussion
based on worksheets for 5 minutes
(share).
 Incorporate explanation on how we talk
about plastic in everyday contexts and how
this differs from specialist scientific
information.
30 Cause-Effect Mapping Activity Teacher engages with student T
discussions and moves from group to
 Give students cause-effect map group to join in as a member of
worksheets. discussion.

 Students have 2 minutes to think of as

many reasons for why we use so many
plastic bags in Australia. Ask students to
Compare and contrast to other
cultures/nations. Ask students if they feel
like they use much plastic at home and
35
what alternatives their family might use.
Does this change based on how much
money people can spare to buy more
expensive alternatives (socioeconomic
constraints)
 Go around the class to check student
understanding. Highlight the link between
the causes identified and the production of
high density polyethylene bags.
 Students have 2 minutes to list as many
sub-effects of the production and use of
plastic bags. Circulate to assist students.
 Teacher leads brief class discussion to
summarise the environmental effects
identified by the students.
 Possible talking points if students are
listening intently include the cause (science
created a useful item but also an
environmental problem) and an effect
(environmental problems, lack of resources
for future, biodegradability). Mention some
other effects such as plastic bags being
mistaken for Jellyfish by marine animals
and choking on plastic bags. Could this
have been predicted? Why/why not.

40 Direct Instruction Students get out of their seats and T

come up the front to get good view of
 Teacher to show students how to construct a teacher demonstration and to decide
biodegradable bin liner by folding 4 sheets of on next activity as a class.
Students move back to seats with
newspaper. The bin liner will fit into the
resources for activity.
teacher’s waste-paper basket.
 OR
 Teacher to demonstrate various alternatives to
plastic – larger more in-depth discussion to
take place.
45  (Remove Pros-cons activity and leave more time for
student driven discussion and flexibility)

50 Student-Centred Activity Students are encouraged to work S

collaboratively and engage with the
 Students to identify ways to improve the teacher to get ideas. Teacher moves
bin liners using the MAS sheet. around the class ensuring students
remain focused toward end of lesson.
 Students to work in pairs to refine the
60 newspaper bin liners. Circulate around the S
room to assist students.
 Students demonstrate their improved
designs to the teacher, using the teacher’s
waste paper basket as a test.
 Teacher to encourage peer support during
demonstrations.
 Spend final 2 minutes summarising what
was learned and address the timeline of
plastic and how it may change in the
future. Remind class of the importance of
the cause and effect relationship in
science.

Introduction
This lesson plan has been modified to incorporate a more Problem-Based Learning (PBL)
approach to address the lack of student autonomy and the possibility of multiple perspectives on the
topic. “In a typical PBL process, students develop a product for a particular target audience by working
through a given problem and then evaluate both the project and the development process” (Tsybulsky &
Oz, 2019). Using PBL, students and teacher are more collaborative and reflective on the learning process
in its own right and incorporate a shared goal of the finished product. PBL is a technique to make
learning a group effort where the teacher and students work together to solve a problem rather than the
traditional master giving information to the novice system. A second goal was to modify the plan to
incorporate more dialogical elements (see John, 2006) and provide more flexibility in the plan. In their
paper, John (2006) outlines the rationalistic paradigm that has dominated lesson planning in education
for the past 50+ years. John argues that “that this model leads to a limited view of teaching and learning
as well as a restricted approach to learning to teach.” They instead offer an alternative dialogical model
based on a more natural, cyclic planning process. To discuss how these models have been used to alter
the ‘Bin Liners’ lesson plan I will inspect the Quality Teaching areas identified that needed most work;
metalanguage, student direction, cultural knowledge, and narrative.

Metalanguage
Metalanguage involves conveying the additional information and meaning behind the core
knowledge taught in the lesson. This gives the students more depth to their understanding and reduces
misunderstandings that can come about when meaning is assumed to have been transferred. For
example, spending time describing the background that explains ‘why’ polyethylene is named as such
may help students recall and make connections the next time the word is used. Metalanguage can also
be incorporated with a PBL approach by asking students to contribute their personal experiences with
language used and help add to rather than replace their current understanding. In this lesson plan I
decided to add a brief discussion on the language used around plastic at home and in the media, and
contrast this with how scientists talk about plastic. Terms such as renewables and sustainability may have
mixed meanings depending on political and layman discourse and this should be discussed openly. Rose
(Rose, 2019) discusses more ways metalanguage can be applied to teachers and students such as
language with different social purpose (engaging, informing, and evaluating) and how these can impact
understanding of genres.

Student Direction
A key component in quality classrooms is some level of student mediated direction of the lesson.
Scobie (Scobie, 1983) describes this approach as “situational teaching” whereby students are
encouraged to engage with self-direction in academic pursuits, while still ultimately mediated by the
teacher. The basic idea is that students must be allowed freedom to choose direction, with teachers
acting as safety nets so that students stay on track. Different variables such as students’ level and
background knowledge will determine to what extent a teacher will encourage direction, always trying
to balance pushing students to move outside their comfort zone, without making them feel
overwhelmed. In this lesson there is room for more student direction. This can be introduced in the form
of a choice of activity between a ‘showing’ and a ‘doing’ lesson that may assist in gauging student
confidence with the topic area and willingness to participate on their own terms (Biggers & Forbes,
2012). Another method to increase student direction is to allow spare time in the lesson for spontaneous
discussion about interesting ideas. By allowing students to ‘show off’ what they know and engaging
meaningfully is discussion of their own making allows students to feel more in charge of their own
learning.

Cultural Knowledge
Even in topics such as maths and science, which deal with facts and formulas, there are areas
with different perspectives and approaches which must be acknowledged, if students are to gain a full
understanding of the content and skills involved. Cultural knowledge includes not only race/ethnicity and
nationality, but also demographics such as gender, sexuality, age, disability, and socioeconomic status. In
this case, it is important to both convey the influence each of these groups has on the plastic issue, but
also the degree to which resulting environmental problems may affect these groups disproportionately.
For example, it would be productive to compare the Australian use of plastic bags with the use of plastic
bags overseas (such as Thailand, see Hohmann et al., 2020), or how different genders and cultures use
plastic in different ways and amounts (Braun & Traore, 2015). It is also important to highlight the
different difficulties any solutions may have depending on socioeconomic status and take special
consideration for Australia’s native population whose traditional land will be negatively impacted.

Narrative
In addition to cultural knowledge, narrative is another area which helps bring the significance of
content to the students. The power of language and storytelling on imparting complex ideas and
problem solving is well documented (Martin & Rose, 2005). It is important that any lesson is
contextualised in the narrative and scope of its focus curricula and life more broadly. In this case they key
elements that would assist in building narrative around plastic bags include: the history of plastic
production and use, places and people impacted by its production, other consequences (e.g. marine life)
and political/economic influences on the topic (Sutton & Turner, 2012). Encouraging students to
participate in a global story and feel they have an important part to play is an honest representation of
scientific citizenship which teachers should impart on students.

Conclusion
The key goal of changes to the ‘bin liners’ lesson plan is to increase student-centred PBL and add
more dialogical elements to the lesson. By adding more focus on elements such as the origin of
Polyethylene and asking who is affected, allows students to think critically about their own experience
with this material and contribute meaningful discussion. Giving the lesson more flexibility in terms of
time and task focus allows students more direction in the lesson and encourages them to ‘step-up’ in
terms of their own learning. Integration of metalanguage with collaborative tasks assists students who
may have misunderstood initially, reframe their understanding by utilising peer cognition effects. Using
interesting facts and stories allows for increased engagement and contribution from students who may
have anecdotes of their own to add. All these factors comprehensively increase the quality of the lesson
and allow for a more research driven pedagogical approach.

References
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Globalization and Environmental Responsibility in Mali. Gender & Society, 29.
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Hohmann, R., Wattana, C., Sracheam, P., Siriapornsakul, S., Ruckthum, V., & Clapp, R. (2020). An
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Thailand.
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