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EDUC9406: Differentiation and Inclusive Educational Practices Assignment 1: Tiered Lesson Georgia Wells (2164847)

LESSON CONTEXT

Curriculum Area: Science

Lesson Topic: Chemical Changes Year Level/s: 8

In Year 8 Science, the Australian Curriculum specifies ‒three strands vital in developing scientific skills and knowledge (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.). One of these strands, Science Understanding, highlights the content to be covered throughout one year. This lesson has been based on a content descriptor from the Chemical Sciences: Chemical change involves substances reacting to form new substances (ACSSU225) (ACARA, n.d.). Overall, the content defined in the Chemical Sciences presents an overarching theme. It focuses on developing understanding for:

- how substances form (from the particle level) - how substances can be described (in terms of their state of matter and the particle

arrangement) - how properties influence characteristics - how substances can be represented (in terms of symbols and formulas - how change can produce new substances (ACARA, n.d.).

Prior to this unit, students have developed their understanding of elements and the structure of substances, molecules and compounds. This would require exploration of descriptive scientific language ‒ which will be beneficial in this task.or necessary ? expression not clear This unit on chemical change involves providing students with opportunities to learn about:

- how their senses can help them make observations - how chemical and physical changes are vital and occur all around us - how different everyday processes are examples of reactions - how not all these reactions are wanted - how equations can be used to describe reactions - the difficulty in reversing some reactions - how reaction rate and properties can be used to describe and change reactions.

This lesson would fit early in this unit, as key terms and ideas are introduced and explored. Prior to this lesson, students will explore the idea of change. The learning in this lesson will be further supported in the following lessons, where students will engage in practical exploration of simple chemical reactions and learn more about specific observations that can be made in relation to chemical reactions. The overarching theme in this unit would link the ideas of how different reactions result in the breakdown and destruction of everyday objects, and how through changing different elements, we can slow this down or prevent it entirely. Clearly explained

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LEARNING OBJECTIVES

As a result of engaging with the lesson, students will: Understand: Students will understand that our ability to make observations can

inform us of changes around us. Students will understand that reactions can result in the formation of new substances. Good

Know: Students will know that a chemical reaction is a process where a substance/s (called a ‘reactant’) are changed to form a different substance/s (called a ‘product’). Students will know how observations can be made by taking our senses into account. Appropriate amount

Be able to (do): Students will be able to discuss the basic theory behind chemical reactions. Students will be able to identify different examples and non-examples of everyday chemical reactions. Skills ‒ good

Essential Questions: How do we prevent destruction of things we care about?yes excellent ‒ a hook ! How do we control change? Make this authentic too ‒ open and provacative and link to understand ‒ well done

PRE-ASSESSMENT

The pre-assessment task for this lesson will be implemented a week prior, in the form of a small worksheet distributed and collected towards the end of a lesson. The worksheet for this pre-assessment has been developed in reference to examples provided in Handout 3.1 (Jarvis, 2016) and is provided in Appendix 1. In order to gain the maximum participation and detail from this activity, students are given the option to use words and diagrams to support their explanations. Well considered It is very open. Some cleaner guidelines may help some students to give you more information. This pre-assessment is unlikely to inform me about all the information students know in relation to this topic. As students begin to engage with the learning process, they are likely to have more of their prior knowledge activated. However, pre-assessment will provide a baseline for me to work with as I look at student growth in learning from the beginning of the learning process until the end (Jarvis, 2017a).

LESSON PLAN (90 minutes) Lesson Sequence Explanatory Notes Daily organisation (~3 minutes)

- Roll - Engage in simple discussion with

students (continuing to build relationships)

What the teacher will do: - This time is critical for the continual

development of a safe, supportive classroom climate. Use this time to welcome each student to the classroom as they enter.

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- Prepare materials/resources/demonstration

Prioritise name use and inquire about weekends/interests.

- Prepare demonstration, resources and materials for the lesson. Ensure you have protective gear nearby.

- Take the roll as students enter. (If this lesson is taken by a relief teacher, roll taking may need to be completed more formally.)

This lesson is assuming that students have gone through the process of developing class expectation contracts and discussed the importance of safety while in the science laboratories. Good What the student will do:

- Enter the classroom, participate in welcoming discussion.

- Seat themselves at a desk with all the materials necessary (demonstrating their expected organisation).

Specify Learning Intentions (~2 minutes) - Use this time to clearly articulate

what the purpose/aims of this lesson are.

What the teacher will do: - Explain the purpose of the lesson, for

example: ‘In this lesson we are learning about chemical reactions and how they are important features in our everyday lives. We are going to explore chemical reactions through a practical demonstration, activity and class discussion.’

- Write a simple version of this statement on the whiteboard to provide students with a visual representation that can be referred back to during the lesson. Good ‒ source this This may be done by writing ‘Everyday Chemical Reactions’ as a heading on the board, and creating a numbered list: 1) Demonstration, 2) Activity, 3) Discussion and closing.

- Making lesson intentions clear to students provides some ownership and is important in making students feel welcome in the classroom. Again acknowledge source

What the student will do:

- Listen as the teacher explains the purpose/aims of the lesson.

- Ask questions if they need clarification.

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Engage: Demonstration (~15 minutes) Demonstration of Elephant Toothpaste reaction. While conducting the demonstration, Ask the question: What happened here? Wait Time, Discuss. Link in the ideas of our senses and how our senses inform our observations. Interesting and engaging and good modelling

This demonstration is an excellent and engaging way to engage students with the ideas of chemical reactions. In this case, hydrogen peroxide is converted to a foam substance that looks like frothy toothpaste. The teacher can explain, that through this demonstration, we have pressed the ‘fast-forward’ button to make the reaction occur quicker than it does in real time. Discussion can also include emphasis on the use of detergent to visual the decomposition and gas release. What the teacher will do:

- Demonstration can only be completed by a trained Science teacher who knows the safety procedures in the laboratories. Demonstrations require the completion and submission of appropriate risk assessments at least 1 week prior. Teacher must ensure that all students are wearing protective wear and complying with the safety rules of the laboratory.

- If the teacher is Science-trained: Follow the instructions provided in the demonstration manual (ABC Elephant Toothpaste Practical Manual). Ensure the classroom is arranged for this demonstration. This requires newspaper to be spread over the demonstration space and arrangement of desks to ensure all students can see the demonstration. If the technology is present in the classroom, a video feed may be set up to assist students viewing.

- If the teacher is not Science-trained (i.e. unable to conduct the demonstration), this demonstration should be substituted with a video: Elephant Toothpaste Demonstration excellent consdideration of contingenciesVideo. This video is a demonstration of Elephant’s Toothpaste from American TV. (It does have a small disruption about the event it is produced in conjunction with, however, the descriptions are quite simple ‒ and it should lead into the next discussion activities nicely.)

- The demonstration/video should be supported with a short discussion. Time frame ?This discussion may ask students to:

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o Explain what they think happened, how the detergent helped

o Describe what they observed when the reaction occurred

o Discuss why this reaction is not visible if you buy hydrogen peroxide from the supermarket (think concentration, opaque packaging, reaction rate). Use this as a springboard for later in the unit.

- Provide a brief description/definition of ‘Chemical Reactions’, for example: ““A chemical reaction is a process. In this process one substance is changed into another substance that is different. These reactions are often irreversible.”

o Draw this definition back to the demonstration/video. What was the initial substance/final substance? Could we get the hydrogen peroxide back? Good linking back to objectives

What the student will do:

- Wear appropriate safety gear throughout the entire demonstration (if Science teacher present).

- Watch the video on Elephant Toothpaste (if Science teacher absent).

- Follow teacher instructions to ensure their safety.

- Pay attention to the demonstration. - Participate in the discussion about what

they saw in either the demonstration or video and through introduction to the definition.

Tiering Activity Introduction (~10 minutes)n good to allow organisation time Explain the purpose of the tiering activity, and how groups have been organised to support student entry to the task based on the pre-assessment completed last week.

What the teacher will do: - Introduce tiered activity, explain purpose. - Assign groups using the cards provided in

Appendix 2. (These cards can be laminated, and student names written on the back to assist with grouping.)

- Assign areas to each group to work.

What the student will do: - Listen to instructions

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- Three tiers (high, medium and low readiness in relation to chemical reactions)

- Tiers labelled after animals to reduce the likelihood of students assigning themselves to categories based on their ‘presumed ability’.

- Move into groups, in the space assigned for their animal.

PENGUINS (High readiness)

Students demonstrated their ability to define chemical reactions, describe how we make observations and

provided some examples of everyday chemical reactions.

ELEPHANTS (Medium readiness)

Students demonstrate some understanding when defining

chemical reactions and explaining how we observe the world, but find difficulty

in identifying everyday chemical reactions (provision

of 1-2 examples, some incorrect).

SPIDERS (Low readiness)

Students demonstrate

minimal understanding of chemical reactions, how we use our senses to observe events around us and how everyday chemical reactions are significant (unable to provide, or provision of

incorrect examples). Clear criteria

Students provided with: - Instruction sheet - A3 template - Everyday reactions

worksheet with 8 examples provided and 10 blank spaces

Students in this group will:

- Ensure they understand the terminology used when discussing chemical reactions

- For the 8 examples provided, discuss observations that may be made. How is something provided ? Glossary or similar

- Classify these examples as chemical or non-chemical reactions based on the observations

Students provided with: - Instruction sheet - A3 template - Everyday reactions

worksheet with space for observations provided.

In small groups, students will:

- Review the definition of a chemical reaction

- Consider and record the observations they could make when each reaction occurs

- Classify the reactions as chemical or non-chemical based on these observations

- Discuss classifications to ensure consensus.

Well organised

Students provided with: - Instruction sheet - A3 template,

containing an example - Everyday reactions

worksheet with observations divided into see, smell and hear.

With teacher support, well donestudents in this group:

- Review the definition of a chemical reaction

- Consider and record how our senses (see, hear and smell) can inform us of change

- Classify the reactions as chemical or non-chemical based on these observations

- Discuss classifications to ensure consensus.

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- Determine 10 more examples of everyday reactions (aiming to find 5 chemical and 5 non-chemical)

- Classify and justify their classification.

Explore: Tiering Activity (40 minutes)

Each group is provided with an instruction packet that contains all the information/resources they need to continue with the task. (Resources are provided in Appendix 2.) What the teacher will do:

- Work primarily with the SPIDER group. - Support all groups in their learning ‒

demonstrating teacher presence and with-it-ness.

- Maintain appropriate classroom volume. - Collect all resources and reorganise the

classroom at the end of the session in preparation for discussion.

What the student will do:

- Actively contribute and work in their groups, with appropriate noise levels, to complete the task.

- Ask question if uncertain. - Clean up their area at the end of the

task.good

Discussion (10 minutes)

What the teacher will do: - Direct student discussion about everyday

examples of chemical reactions. Use ‘Think, Pair, Share’ if students are not completely responsive/engaged in discussion.

o What sorts of things are common between examples of chemical reactions? What about non-examples?

o How did you describe the observations you made?

o Can you think of any other examples? - Review learning, linking back to the

aim/purpose of the lesson from the beginning.

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What the student will do: - Participate in the class discussion.

Exit Ticket + Closure (10 minutes) What the teacher will do: - Provide students with a copy of the Exit

Ticket (Appendix 3) - Encourage students to fill the exit ticket out

to the best of their ability. - Before allowing students to leave, collect all

exit tickets and bring the lesson to a formal close (preferably instead of allowing students to stand/walk out the door as the bell goes).

- Ensure the classroom/whiteboard is clear before ending the lesson. Some overall class review / summation or discussion good here

What the student will do:

- Complete exit ticket and give to the teacher before leaving the classroom.

- Ensure the area around their work space is clear.

LESSON CLOSURE

An exit ticket (Appendix 3) will be used to check students understanding and gain feedback on how students felt about the format of the lesson. Exit cards are one method of formatively assessing students at the closure of a lesson (Jarvis, 2017a). Good that you have referenced throughout Through development this task, students demonstrate their knowledge, skills and understanding in relation to chemical and non-chemical reactions by identifying the reactions highlighted in the image. This requires students to transfer their understanding about the difference between these reaction types, and to use their ability to analyse an image in order to make judgements about the reactions occurring. This will provide me with information about whether the students have achieved the learning intentions through this activity, or whether further support and explanations are required to solidify their understanding.

EXPLANATION Differentiation according to readiness is a key strategy for teachers to use in their classrooms in order to create a learning environment that supports students in their learning and embraces individual differences (Doubet & Hockett, 2015; Tomlinson & McTighe, 2006). Differentiation according to readiness allows teachers to respond to students’ prior knowledge, understanding and skill in relation to a specific topic and specific learning intentions (Doubet & Hockett, 2015). By determining prior knowledge, the teacher can adapt learning activities to suit a variety of entry points and to ensure all students are appropriately challenged in learning (Jarvis,

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2017b). Key to understanding student readiness is recognising that for each different topic, with specific learning intentions, student readiness will vary. Therefore, generalist assumptions cannot be made and implemented across an entire subject. good Determining student readiness in relation to a particular topic can be achieved by a pre-assessment task that focuses on the specific learning intentions that are targeted (Tomlinson & McTighe, 2006). Pre-assessment enables teachers to utilise flexible grouping strategies and tiered activities to provide a range of entry points to the lesson (Jarvis, 2017b). In this lesson, a pre-assessment task (Appendix 1) was implemented in order to structure a chemical reactions activity into three tiers. Each tier responded to a different stage of student readiness, and created appropriate challenge and supports so all students could reach the lesson targets. Appropriate challenge is a crucial element when differentiating according to readiness as it ensures that students extending themselves beyond their current capabilities in the area (Jarvis, 2017b). Without consideration of appropriate challenge students can become disengaged, bored or frustrated with the classroom activities (Jarvis, 2017b). yes good ecvidence Whether or not this is the first time tiering by readiness has been used in the classroom, it is important to provide some time to allow students to understand the purpose and intent behind the activity. For this reason, a short amount of time in the lesson was allotted for introducing the tiered activity, and organising the classroom. This may be particular valuable when student friendship groups are separated in order to emphasise that all students will be completing a common task, with the same intended outcomes (referring back to the learning intentions at the beginning of the lesson), however with different entry points to support the responses they gave during the pre-assessment last week (Doubet & Hockett, 2015). This was very well done In reference to the ideas presented in Tomlinson (2004), Doubet and Hocket (2015) and Sousa and Tomlinson (2010), the tiers used in the activity were constructed to ensure:

- the tasks provided to each tier were similar, - each tier allowed students to meet the same learning goals, - each of the tasks were respectful, - that higher readiness tasks did not simply increase the level of work to be

completed.excellent understanding of tiering Taking into account these key characteristics of differentiation by readiness, a number of key decisions were made:

- The group determined to have lower readiness in relation to this task are supported by the teacher, while groups with higher readiness are working more independently, either in small groups or individually. The tiers were constructed this way to create slightly greater challenge to those with higher readiness. However, this does not mean that groups with higher readiness were not supported by the teacher. As part of a teacher’s responsibility in the classroom, they will keep observing how each group progresses and will rotate around the classroom occasionally to ask students how they are going with the task (Sousa & Tomlinson, 2010).

- Each of the instruction sheets provided to the tiers are slightly different. While the lower tiers have numbered instructions, to provide more structure, the high readiness tier is provided with a set of statements ‒ from which they can determine their goals. This slight

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increase in complexity aimed to challenge students within the higher readiness tier. This difference in complexity was also integrated into the task sheets that students were provided with.

- The activity prioritises the use of everyday reaction examples in order to demonstrate to students where chemistry is applicable in their lives. Helping students find relevance in their learning is key to engagement and facilitating transfer of ideas into other contexts.yes authentic and interesting !

- Source ?

Prior to the tiered activity, a demonstration was conducted in order to engage students and provide a common starting point in the lesson. Demonstrations, such as Elephant Toothpaste, provide an introductory activity that benefits all students (Doubet & Hockett, 2015). For this reason, this demonstration was included within this lesson. A class discussion is used at the end of the activity, prior to the exit card, to bring the learning together (Doubet & Hockett, 2015). The provides an opportunity to draw together all the learning within the class and make it clear to students that differentiating according to readiness results in the same learning outcomes.good modelling and engaging ! This lesson was designed without a particular class in mind, and as a result, predictions had to be made about the types of comments student may make in the pre-assessment. To use this lesson within an actual class, true pre-assessment data would have to be collected and used to adapt the lesson.

REFERENCES Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.). Science.

Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/science/ Doubet, K., & Hockett, J.A. (2015). Differentiating according to student readiness. In K.

Doubet & J.A. Hockett, Differentiation in middle and high school: strategies to engage all learners (pp. 173-206). Alexandria, Virginia: ASCD.

Ewing, G. (2017). Illustrations. Retrieved from http://www.garenewing.co.uk/work/illust/index_ill.php

ISTscience (2016, August 30). Rainbow elephant’s toothpaste [Video file]. Retrieved from https://www.youtube.com/watch?v=ei5kGOW1wT8

Jarvis, J. (2016). EDUC9406: Differentiation & inclusive educational practices [Workshop materials]. School of Education, Flinders University, Adelaide, Australia.

Jarvis, J. (2017a). EDUC9406: Differentiation & inclusive educational practices, module 3 notes [PowerPoint slides]. Retrieved from https://flo.flinders.edu.au/pluginfile.php/2374935/course/section/822773/Lecture%203%20Assessment%202016_handouts.pdf

Jarvis, J. (2017b). EDUC9406: Differentiation & inclusive educational practices, module 4 notes [PowerPoint slides]. Retrieved from https://flo.flinders.edu.au/pluginfile.php/2374935/course/section/822774/Lecture%204%20Handouts_Readiness%202016_9406.pptx.pdf

Meeman, R. (2009). Teacher demonstration 26: Elephant’s toothpaste. Retrieved from http://www.abc.net.au/science/surfingscientist/pdf/teachdemo26.pdf

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Sousa, D.A., & Tomlinson, C.A. (2010). Differentiating in response to student readiness. In D.A. Sousa & C.A. Tomlinson, Differentiation and the brain: how neuroscience supports the learner-friendly classroom (pp. 85-109). Bloomington, IND: Solution Tree Press.

Tomlinson, C.A. (2004). The how to's of planning lessons differentiated by readiness. In C.A. Tomlinson, How to differentiate instruction in mixed-ability classrooms (2nd ed.) (pp. 45-51). Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: connecting content and kids. Heatherton, VIC: Hawker appropriate ‒ well done Brownlow Education.

IMAGE ATTRIBUTION ‒ ANIMAL CARDS

The illustration of a cartoon penguin (by lemmling) used in the animal cards was downloaded from http://www.freestockphotos.biz/stockphoto/11520 and is licensed under the public domain. No adaptions were made to the photo. The spider monster image used in the animal cards was downloaded from http://www.publicdomainpictures.net/view-image.php?image=155202&picture=spider-monster and is licensed under a CC0 Public Domain license. No adaptions were made to the photo. The elephant cartoon (by mohamed1982eg) used in the animal cards was downloaded from https://pixabay.com/en/elephant-cartoon-character-zoo-2375697/ and is licensed under a CC0 Public Domain license. No adaptions were made to this image. Very thorough and professional

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APPENDICES Appendix 1 Pre-assessment worksheet

Appendix 2 Resources used in the tiering activity, based on classifying and describing everyday reactions. Subsections: 2.1 ‒ Animal Cards choose older images and names . need to be age appropriate here 2.2 ‒ SPIDER materials 2.3 ‒ ELEPHANT materials 2.4 ‒ PENGUIN materials

Appendix 3 Exit card clear layout

APPENDIX 1: PRE-ASSESSMENT WORKSHEET

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APPENDIX 2: RESOURCES FOR TIERING ACTIVITY Subsection 2.1: Animal Cards Images a little young for year 8 These cards can be used as a resource to help group students according to the pre-assessment activity, and their entry points designed based on the information gained. By laminating these cards, student names can be recorded on the back to assist with organising groups simply during this activity. This resource provides 30 cards (10 per animal), however this could easily be adjusted to suit the class numbers and grouping required. Alternatively, teachers could choose to group students by reading out name lists.

Subsection 2.2: SPIDER materials This section contains all the materials required for the group determined, via the pre-assessment task, to have low readiness. The collection of materials includes: an instruction sheet (which can be provided individually as A5, or collectively as A4), everyday reactions worksheet, and a template (with an examples). The template could be provided in A4 or A3. Each student needs a copy of the worksheet and template.

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Subsection 2.3: ELEPHANT materials This section contains all the materials required for the group determined, via the pre-assessment task, to have medium readiness. The collection of materials includes: an instruction sheet (which can be provided individually as A5, or collectively as A4), everyday reactions worksheet, and a template. The template could be provided in A4 or A3. Each student needs a copy of the worksheet and template. Lots of work ! Would like to be able to see them better to give you feedback

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Subsection 2.4: PENGUIN materials This section contains all the materials required for the group determined, via the pre-assessment task, to have high readiness. The collection of materials includes: an instruction sheet (which can be provided individually as A5, or collectively as A4), everyday reactions worksheet, and a template. The template could be provided in A4 or A3. Each student needs a copy of the worksheet and template.

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APPENDIX 3: EXIT TICKET

Good that it was quick for gathering information and gave a chance for opinion