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The 1st 7 are for Secondary. The 8th and 9th are for JC.

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Since the venue is at the laboratory, I thought it will be better to allow all students to do the experiments.

For LR, I will get them to pair up to do the experiments and discuss the answers to the questions in the tiered worksheet.
For HR, I will get them to do the experiments individually and complete the questions in the worksheet. If they are done, I will then get them to complete the workbook as a time filler.

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I thought that the pre-assessment should be done as an assignment before the lesson, so that groupings can be assigned (or students can choose to work with peers within group for LR-MR-HR)

I wonder about the role of the teacher in this lesson. It seems like students will be tasked to work on the assignment during the lesson, and the teacher will move around to provide support?

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I think that models and Phet simulation will be helpful for both the MR and LR. Hence is there a need to differentiate between them?

We could assess the students' readiness & preferred mode of learning, then group them accordingly.

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I like the tiered worksheet for LR and HR. Both groups of students are doing the same tasks however different levels of scaffolding is provided.

I also like the choice of concept map as a pre-assessment to check their understanding. The probe and exit pass is interesting too.

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What will the teacher do to consolidate learning at the end of the lesson? since questions were already attempted during the lesson.

it doesn't seem likely to give additional questions to check for understanding.

perhaps teacher can show the success criteria and get students to give an example of their interpretation of the success criteria (i.e., akin to rewriting the criteria in their own words)?

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question - would confidence in completing the task also be considered "readiness"?

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I wonder if checking on writing formulae is a good pre-assessment for teaching balancing chemical equation. Perhaps for LR, they need to use Write formula app to first brush up on chemical formula first.

Personally, I do find that students can understand pHet simulation well, but when it comes to balancing equation worksheet, they cannot really translate. So perhaps pair work may be suitable for MR.

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have tried this out in class. students started by watching a video of the test (i do), then they did it as a pair (we-do) and they repeated the task on their own (I-do).