102086- Designing, Teaching & Learning

Assignment 2- Lesson Plan Analysis

Contents

Original Lesson Plan………………………………………………...2

Lesson Plan Analysis………………………………………………..4
Modified Lesson Plan…………………………………………….....7
Academic Justification……………………………………………...11
References………………………………………………………….13
Appendix…………………………………………………………...14
Learning Portfolio link……………………………………………..15

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Original Lesson Plan
Lesson Plan

Title: Natural Selection in Action

Grade Level: 9-12th
Time: 90 minutes
Area Addressed

1. Goal/Rationale: Natural Selection is one of the cornerstones of biological evolution. This

lesson will help students to understand what natural selection is, and how it affects
populations of animals and plants.

2. Objectives:
a. TEKS – 112.34 (c) (7) (C) ...analyze and evaluate how natural selection produces
change in populations, not individuals; (D) analyze and evaluate how the elements of
natural selection, including inherited variation, the potential of a population to produce
more offspring than can survive, and a finite supply of environmental resources, result in
differential reproductive success.
b. Overall Teaching Objective: The student will be able to...
1. Define natural selection
2. Explain how natural selection acts on populations
3. Discuss the elements of natural selection
4. Simulate the effects of natural selection on Biston Betularia

3. Materials/Resources:
a. Cutouts of various plants and animals with info written on each (eats, eaten by,
habitat)
b. A worksheet with examples of environments and populations for student group
work
c. Internet access
Source: http://www.techapps.net/interactives/pepperMoths.swf

Procedures and Instructional Sequence

4. Anticipatory Set (Focus) – When students enter the classroom, they will see
many projected images of real-life animals commonly known as examples of natural
selection (Ex. Darwin's finches, peacocks, nylon-eating bacteria). The teacher will
ask students what the pictures have in common.

5. Instructional input – The lesson will begin with direct instruction. The entire class
will participate in an activity to illustrate one aspect of the lesson. Then, students
will break up into groups facilitated by the teacher to cover the other aspects.

6. Modeling/Guiding Practice – The teacher will:

a. Explain the aspects of natural selection:
1. Variation among individuals- Color, Pattern, Behavior, Size, etc.
2. Inheritance- heritable traits versus non-heritable
3. High rate of population growth- more organisms produced than can be
supported.
4. Differential survival- some organisms better suited to environment, and
they go on to reproduce.
b. Provide examples of each aspect

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 1. Variation- students each have different height, eye color, hair color etc.
But some things remain unchanged: 2 eyes, 2 ears, 5 fingers, etc.
2. Inheritance- we gain traits from our parents. “You look just like your
mother!”
3. High rate of population growth-not enough resources for all to make it.
If we didn't grow food on purpose, we wouldn't have enough for our
whole population to survive.
4. Differential survival- taller trees get more sunlight; longer legs allow a
frog to jump farther.
c. Guide the class in an activity to illustrate how natural selection acts on an
example environment.
1. Each student will receive a cut-out with a single plant or animal. Each
card with have information on what that species eats or needs for
nutrition, what it is eaten by, and what habitat it lives in.
2. The teacher will introduce an environmental change (amount of
precipitation, sunlight, temperature change, etc.)
3. The group will begin by predicting how each species will be affected
by the change based upon the information on the cards. They will follow
the ripple effect (Water disappears > amphibians die out > insect
populations boom) to illustrate how natural selection is working in that
environment.
d. In small groups, students will complete a worksheet that will help apply the
lesson in a broader scope. The teacher will journey between groups to guide them
and answer questions.

7. Monitoring and Adjusting – The teacher will guide the class through the group
example activity, asking leading questions to get the students actively engaged. The
teacher will walk between groups, answering questions, checking for
understanding, and re-teaching as necessary.

8. Independent Practice – Students will complete a group activity under teacher

supervision. They will then work in small groups to complete a worksheet that will
provide examples of natural selection, and help them apply the lesson to different
species of plants and animals.

9. If Time Remains – Students will be instructed to create their own beginning

environment. They will then pick an environmental change, and apply it to their
creation, showing how the change will affect the species living there.

10. Closure – As a class, we will review the objective. Students will be called on to
provide definitions for important terms in their own words. Students will share
some of their own observations about our current world, and provide examples of
animals and plants that are the product of natural selection.

11. Evaluative Assessment – Students will be given a sample environment, with a

few different populations of animals and plants. They will determine how the
populations change when specific environmental actions are taken (one species
goes extinct, a wildfire occurs, etc).

12. Extension/Enrichment – Students could research historically significant events

that provided a catalyst for natural selection to act. They could also visit the website
listed in “materials” to play a game involving the peppered moths.

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Lesson Plan Analysis
102086 Designing Teaching & Learning 1H 2017
Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers. Only
standards directly addressed in Designing Teaching & Learning that are relevant to this assignment have been
included. However, this does not mean the other standards are irrelevant to lesson planning and evaluation
more generally.

Evaluation score – 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1–2–3–4– Comments: It just states that there will be instructional input from the teacher. The
5 students are expected to follow accordingly.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1–2–3–4– Comments: Not mentioned throughout, but there is scope to incorporate it into the lesson
5 plan.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1–2–3–4– Comments: There are other activities to do if they have time left before the lesson ends,
5 but, it is not specific to meet the learning needs of students across the full range of abilities.
1.6 Strategies to support full participation of students with disability
1–2–3–4– Comments: there are no strategies specific for the participation of students with a disability
5 but group work has been included, and it can be seen a strategy to include students of
various capabilities.
2 Know the content and how to teach it
2.2 Content selection and organisation
1–2–3–4– Comments: The overview of the content clearly shows that the lesson plan is planned
5 according to the relevance to the unit. Mentions what the student should be able to do by
the end of the lesson.
2.3 Curriculum, assessment and reporting
1–2–3–4– Comments: An evaluative Assessment has been included at the end where students should
5 be able to determine the reasons for population change.
2.6 Information and Communication Technology (ICT)
1–2–3–4– Comments: Most of the work carried out is to be done with pen and paper. There is an
5 extension task where students are given the opportunity to conduct further research by
visiting a website but not every student will b able to get to that stage.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1–2–3–4– Comments: One goal is mentioned in the plan and it can be executed well with the activities
5 planned for the lesson. The students should be able to process the information well,
although the lesson is 90 minutes, perhaps another goal wouldn’t stretch their limits too
much.
3.2 Plan, structure and sequence learning programs
1–2–3–4– Comments: The lesson has been planned out well, with an organized and structured flow.
5 It provides a good framework for new knowledge well.
3.3 Use teaching strategies
1–2–3–4– Comments: Most of the activity appears to be teacher led. There is some group work
5 organized however there could be room for more enquiry based methods, especially for a
science subject.
3.4 Select and use resources

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 1–2–3–4– Comments Most of the activity seems to be done with pen and paper. There is no ICT
5 interaction within the activities created.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1–2–3–4– Comments: group work can help to elevate student participation but can also be a cause
5 for them to lose focus on task. There is a class discussion at the end of the lesson where the
students come together and discuss their findings and observations.
4.2 Manage classroom activities
1–2–3–4– Comments: The classroom activities are well detailed as it is teacher driven. The is a good
5 flow from the new knowledge learnt and the task given to complete.
4.3 Manage challenging behavior
1–2–3–4– Comments: no specific behavioral challenges were outlined. No expectations were given
5 either.
4.4 Maintain student safety
1–2–3–4– Comments: There was no safety instructions given, granted it there wasn’t anything more
5 than a pair of scissors.
4.5 Use ICT safely, responsibly and ethically
1–2–3–4– Comments: No particular mention of ICT safety.
5
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1–2–3–4– Comments: The teacher has mentioned that he/she will ask questions to each group,
5 throughout the lesson as he/she walks around the room. This helps to keep the students
focused on task
5.2 Provide feedback to students on their learning
1–2–3–4– Comments: Feedback is given through the class discussions and assessment the evaluative
5 results. This is not specific to each individual student but the the whole class itself.

Section 2: NSW Quality Teaching Model

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: No reference to prior knowledge. It is solely focused on natural selection.
5
1.2 Deep understanding
1 – 2 – 3 – 4 – Comments: Even though the lesson is predominantly teacher led, there are room for
5 comprehension within the group work and the class discussion at the end.
1.3 Problematic knowledge
1 – 2 – 3 – 4 – Comments: The discussion can give in to various perspectives, but it cannot be considered
5 problematic knowledge.
1.4 Higher-order thinking
1 – 2 – 3 – 4 – Comments: Again, the discussion component of the lesson plan can allow for thinking but
5 the lesson is prepared to achieve one main goal.
1.5 Metalanguage
1 – 2 – 3 – 4 – Comments: Natural selection, inheritance, variation, differentiation and population are all
5 examples of Metalanguage used continuously throughout the lesson.
1.6 Substantive communication
1 – 2 – 3 – 4 – Comments: The lesson has been planned for continuous communication with peers and the
5 teacher
Quality learning environment
2.1 Explicit quality criteria

5
 1 – 2 – 3 – 4 – Comments: The lesson plan covers the area of topic well. It explicitly talks about every
5 method given to the student.
2.2 Engagement
1 – 2 – 3 – 4 – Comments: Most of the lesson allows for high engagement among the students and the
5 teacher.
2.3 High expectations
1 – 2 – 3 – 4 – Comments: Expectations for behavior and safety aren’t set out out but it is implied that
5 there should be inclusivity among the students in the group work component.
2.4 Social support
1 – 2 – 3 – 4 – Comments: As group work has been part of the lesson plan, thus it is implied that a certain
5 level of respect and support is shared among the students.
2.5 Students’ self-regulation
1 – 2 – 3 – 4 – Comments: Though most of the lesson is teacher led, students are given the chance for self
5 regulation in groups.
2.6 Student direction
1 – 2 – 3 – 4 – Comments: Not much room for students to direct themselves in the activities but the group
5 work can allow for that.
3 Significance
3.1 Background knowledge
1 – 2 – 3 – 4 – Comments: Lesson plan centers around a part of a bigger topic of biological evolution. This
5 gives the idea of building on prior knowledge.
3.2 Cultural knowledge
1 – 2 – 3 – 4 – Comments: No reference made to cultural or other traditional groups. Minimal scope in the
5 topic of natural selection, although can be useful when teaching about biological evolution.
3.3 Knowledge integration
1 – 2 – 3 – 4 – Comments: There is no integration of cross curricular activities.
5
3.4 Inclusivity
1 – 2 – 3 – 4 – Comments: it is not specifically mentioned, but it is implied when working in groups.
5
3.5 Connectedness
1 – 2 – 3 – 4 – Comments: Group work and class discussions can bring all the ideas together and this will
5 provide a framework for working towards connectedness.
3.6 Narrative
1 – 2 – 3 – 4 – Comments: No stories, whether personal or narrative has been mentioned in the plan.
5

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for improvement.

APST
1) 1.4 Strategies for teaching Aboriginal and Torres Strait 2) 1.5 Differentiate teaching to meet the specific learning
Islander students needs of students across the full range of abilities
QT model
3) 2.6 Information and Communication Technology (ICT) 4) 2.6 Student direction

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Modified Lesson Plan
Topic area: Science
Date: 1-05-2017
Time: 90 minutes
Outcomes
Syllabus outcomes
BIO11-11
Analyses the ecosystem
dynamics and the
interrelationships of organisms
within the ecosystem.
BIO11/12-5
Analyses and evaluates primary
and secondary data and
information.
Cross Curriculum themes & General
capabilities
Critical and creative thinking
Aboriginal histories and cultures- Looking at their history
introduces cultural knowledge.
Information and communication technology capability-
visiting webpages and videos
Lesson Plan
Stage of Learner: stage 6
Location Booked: Science Rooms Lesson Number: 3/5
With computers
Total Number of students: 25
Assessment
Lesson assessment
Fill out the worksheet
(open book quiz)
Questioning throughout
the lesson to ensure that
students are engaged
and focused on the task
given.

Syllabus Pages: Biology Stage 6
Syllabus
Printing/preparation:
Cut outs of various plants and
Animals with information written
On each (i.e. eats, eaten by,
Habitat) for the modelling
Activity.
Print out Webpage from
appendix 1 and Worksheet from
appendix 2.
Internet Access- for webpages
And YouTube
Students learn about Students learn to
Investigate and Determine Students explain the changes in
relationships between population due to
abiotic factors in an natural selection
ecosystem.
E.g. Peppered Moth Develop skills in applying the
processes of working scientifically.
The Aboriginal’s beliefs about
the totems and the Develop Knowledge and
time where land understanding of the Earth’s
began biodiversity and the effect of
evolution.
Explicit subject specific concepts and skills
Processing data and information
Analyzing data and Information
Students have prior knowledge of natural selection and the theory of
evolution. These activities enable them to dig further into the process
of natural selection
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 Time Teaching and learning actions Organisation Centred
T/S
Intro Teacher- Welcomes everyone into class. Teacher: A brief outline of the content of the current Teacher
lesson
5 minutes Let students know to grab a laptop each from the back of
the room.

Student: Gets laptops and logs in

Resources: Laptop
Body a. Explain the aspects of natural selection: Teacher: Hand out the cut outs of the modelling activity Teacher-
1. Variation among individuals- Color, and display the example for the whole class and then break Student
30 Pattern, Behavior, Size, etc. out into their new groups.
minutes 2. Inheritance- heritable traits versus non-
heritable Student:
3. High rate of population growth- more
organisms produced than can be Negotiation of behavior
supported. Establish clear expectations
4. Differential survival- some organisms Group work to induce social support and high quality
better suited to environment, and learning.
they go on to reproduce.
b. Provide examples of each aspect Resources:
1. Variation- students each have different
height, eye color, hair color etc. But some Hand outs for modelling activity.
things remain unchanged: 2 eyes, 2 ears, 5
fingers, etc.
2. Inheritance- we gain traits from our
parents. “You look just like your mother!”
3. High rate of population growth-not
enough resources for all to make it. If we
didn't grow food on purpose, we wouldn't
have enough for our whole population to
survive.
4. Differential survival- taller trees get more
sunlight; longer legs allow a frog to jump
farther.
c. Guide the class in an activity to illustrate
how natural selection acts on an example
environment.
1. Each student will receive a cut-out with a
single plant or animal. Each card with have
information on what that species eats or
needs for nutrition, what it is eaten by, and
what habitat it lives in.
2. The teacher will introduce an
environmental change (amount of
precipitation, sunlight, temperature change,
etc.)
3. The group will begin by predicting how
each species will be affected by the change
based upon the information on the cards.
They will follow the ripple effect (Water
disappears > amphibians die out > insect
populations boom) to illustrate how natural
selection is working in that environment.

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 Follow up questioning on the aspects of
8 minutes natural selection
What are the aspects of natural selection?
What are some examples of variation?
EXTENSION QUESTION
What is the significance of variation?
Comprehension activity
25
minutes Worksheet (see appendix 2)
The History of Aboriginal evolution by
20 looking at the stories of dreaming.
minutes
For example, Aboriginals believe that the
rainbow serpent made the mountains and
rivers. The ancestral spirit came to the earth
in human form and as they roamed through
the land, they created the animals, plants,
rocks and so forth.
Explain the importance of the Indigenous
spirituality
Conclusion Quick wrap up of todays lesson and
provide homework
2 minutes
Teacher: asks students to begin to take some notes as they Teacher
start to discuss some notes
Student: Prepares to write notes
Resources: Books and pens
Teacher: Visit the webpage on the link given on Peppered Student
moths.
Student: read the information on the webpage and answer
questions on the worksheet (appendix 2) given.
Resources:
http://www.mothscount.org/text/63/peppered_moth_and_natural_selection.html
Teacher: Instruct the students to visit the page and find a Teacher-
story and explain the phenomena to the class of that story Student
which they think is important about Indigenous spirituality.
Student: works with the person next to them. Finds a story
and identifies and explains an important aspect of the story
in relation to indigenous spirituality.
Resources: Internet.
Teacher: if you haven’t finished anything from class today, Teacher
please finish before the next lesson. Teacher will be
collecting the peppered moth worksheet next lesson.
Student: notes down homework for next lesson.
Resources:
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?

In modifying the lesson plan, I have found that it is valuable to incorporate ICT, group work
and Aboriginal culture into the lesson plan since these weren’t included in the original
lesson plan. Integrating aboriginal culture into a lesson on natural selection can be quite
difficult, however there are a lot of emphasis on the importance to include Aboriginal
Spirituality and cultural beliefs within Australian culture. Including it within a lesson can be a
good way to promote students to acknowledge the traditions of the land.

I had also think about my teaching styles and the resources that I should use in order to
focus on all types of learners. The inclusion of ICT and hands on work can help with the
learning process of all types of students.

Overall, I found this assignment quite challenging than originally thought. I feel like I now
have a profound knowledge and understanding of the teaching standards and the quality
teaching model. Deconstructing and then modifying a lesson plan has taught me the
valuable elements that should be in place for a class to run efficiently.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

BIO11-11 Analyses the ecosystem dynamics and the
interrelationships of organisms within the ecosystem.

BIO11/12-5 Analyses and Evaluates primary and secondary data and

information.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?

Viewer discretion advised for Aboriginal students in the classroom. The videos or
stories they see, may contain footage of deceased persons within.

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Academic Justification

The original lesson plan was comprehensive and can contribute to an effective learning
environment for the students. Although, these is always room for improvement as per the
Australian Professional Standards for Teachers (AITSL, 2016) for creating an inclusive and a
quality learning environment for the students.

I have kept the modelling exercise from the original lesson plan, since I think its a great way
to get hands on about natural selection. The utilisation of Information and Communication
Technologies (ICT) was poor in the original lesson plan, therefore Standard 2.6 has been
improved by providing work for them to do online through the comprehension exercise on
the Peppered Moths (see appendix 1 & 2). ICT is a general capability (NESA, 2012) and the
integration of ICT with science has been successful in the classroom setting (Demkanin,
Kibble, Lavonen, Mas & Turlo, 2008). This also ensures that there is participation across the
entire classroom, thus promoting engagement and focus on task. There is also room for the
students to conduct their own research which allows them to be in control of their learning.
When students take control of their learning, it can significantly enhance their ability to learn
and comprehend from the experience provided (Kolb & Kolb, 2005).

Standard 1.5 was addressed by the addition of using laptops in order to make sure that the
lesson targets both students who excel at physical modelling work and who are
technologically advanced. Group work and class discussion were included in the original
lesson plan and I chose to keep it in my modified lesson plan, because this will give students
an opportunity to come up with new perceptions about the topics taught. This type of learning
can contribute to the different needs and learning styles of the students at a classroom level.
The modifications made to the lesson plan do not alter the curriculum outcomes and still
maintains an honour to achieve expectation set by APST (AITSL, 2016).

The original lesson plan was mostly teacher led and had very little student direction. With the
modifications that I have made, the lesson now allows for student led research as well. They
are also able to address specific scientific skills, as set out by NESA, such as processing and
analysing data and information. The teacher is still present in their activity but will be only
monitoring them, leading to the class discussions. This modification permits them to take
responsibility for their learning and understand how they learn best, and this will then allow

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them to acquire the skills necessary to continue to in the future (Kolb & Kolb, 2005). The
addition of group work on can promote collaborative learning and help them understand the
importance of being able to carry their own studies and work cooperatively during their
higher education.

I realised that there was only one outcome assessed on the 90-minute lesson plan. There is a
chance for students to lose focus and disengage from class if the lesson is only focusing on
one particular outcome. Therefore, this issue ties in with the final modification that I have
made to standard 1.4 –strategies to incorporate Aboriginal and Torres Strait Islander students.
There was no acknowledgement of another culture or traditional group within the original
lesson plan. I added another outcome, BIO11/12-5, analyses and evaluates primary and
secondary data and information as it is a broad dot point. That outcome allowed me to
include the syllabus dot-point on Aboriginal history and culture in accordance with the cross
curriculum priorities. The activity can promote the cultural awareness within the classroom in
an entertaining manner. I have asked students to research stories of the Dreaming, that relates
to Aboriginal Evolution and their beliefs in the creation. This gives them an opportunity to
also work in groups and discuss their ideas to the rest of the class. The Aboriginal students
can also benefit from this as they will feel relevant and included.

Overall, the modified lesson plan ensures a good pedagogical practice where, the students
also get a turn at taking charge of their learning. It introduces research and the importance of
it in higher education. The teacher stands as the role model instead of a dictator, thus
providing some relaxed and organized atmosphere within the classroom. Students will
different learning styles are targeted and utilised in order to give them better understanding of
the content. There are strategies in place to also include Aboriginal students, consequently
giving them a quality learning environment, among the rest of the students.

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References

Australian Institute for Teaching and School Leadership. (2016). Retrieved May 05, 2017,
from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.

Demkanin, P., Kibble, B., Lavonen, J., Mas, J.G. & Turlo, J. (2008) Effective Use of ICT in
Science Education. Edinburgh: University of Edinburgh.

Kolb, A. Y. & Kolb, D. A. (2005) Learning Styles and learning Spaces: Enhancing Experimental
Learning in Higher Education, Academy of Management Learning and Education, 4(2), pp
193-212.

Natural Selection Lesson Plan. (2017). Share My Lesson. Retrieved May 05, 2017, from
https://sharemylesson.com/teaching-resource/natural-selection-lesson-plan-251657.

NSW Education Standards Authority. (2012). Science. Retrieved 06 May, 2017 from
http://syllabus.nesa.nsw.edu.au/science/

Peppered Moth and natural selection - Moths Count. (2017). Mothscount.org. Retrieved May
06, 2017, from
http://www.mothscount.org/text/63/peppered_moth_and_natural_selection.html.

Worksheet. (2017). Retrieved 05 May, 2017, from

http://websites.pdesas.org/sethtriggs/2011/3/28/295219/file.aspx.

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Appendices

Appendix 1

Background Research on Peppered Moth and Natural Selection

http://www.mothscount.org/text/63/peppered_moth_and_natural_selection.html

Appendix 2

Name ___________________________________________ Date _______________

Peppered Moth Worksheet

Directions: Answer each question in complete sentences.
1. What does variation mean?
___________________________________________________________________________
___________________________________________________________________________

2. What variation in peppered moths does this article describe?

___________________________________________________________________________
___________________________________________________________________________

3. Why were dark-colored peppered moths successful during the Industrial Revolution in
England?
___________________________________________________________________________
___________________________________________________________________________

4. What do you think would have happened to the peppered moth population during the
Industrial Revolution if a dark variety of the species had not existed?
___________________________________________________________________________
___________________________________________________________________________

5. Why are dark-colored peppered moths rare today?

___________________________________________________________________________
___________________________________________________________________________

Directions: Answer the following question in a paragraph on a separate sheet of paper. Use
the following words in your paragraph: variation, adaptation, and natural selection.

6. How is the peppered moth story an example of natural selection

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Learning Portfolio link

http://hnasokan.weebly.com/

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