Edtechiwu.weebly.com



Flipped Classroom Lesson PlanREADINESSGoals/Objectives/StandardsGoal: Students will understand the life cycle of a butterfly and frog.Objective: Through the flipped classroom video and an activity in the classroom, students will be able to identify and communicate the life cycle of a butterfly and frog and recognize what they have in common.Standards:1.LS.1 Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Home Based Study—Day 1—Students will view, at home, a video explaining the life cycle of a butterfly and the life cycle of a frog. After watching the video, students will come to class the next day prepared to discuss the similarities between the two life cycles. In-Class Lesson Study—Day 2—Anticipatory Set—“Hello students! Does anyone remember what animals you learned about last night in the video?” Allow time for 3-4 students to answer.“Great job! Last night you learned about frogs and butterflies. Can someone come up to the board and point to which animal is a butterfly?” Allow for a student to choose. “Can someone come up to the board and point to which animal is a frog?” Allow for a student to select.“Awesome! We learned that both butterflies and frogs have four parts to their life cycle and they all start as an egg. Now let’s focus on the butterfly, does anyone remember what comes after the egg?” Allow time for two students to answer. “Can anyone point to the next steps on the screen?” Allow for students to point out the next steps of the butterfly life cycle. “Now let’s focus on the frog, what comes after the egg?” Allow for students to answer and point to the different stages of life on the screen.Purpose:Today we are going to learn more about the life cycle of frogs and butterflies. We will look at the similarities between their life cycles so that we can understand what all animals’ life cycles have in common with each other. Lesson Presentation (Input/Output) (40 Minutes)Activity:Students will create their own life cycle diagram of both a butterfly and a frog. For the egg, students will use a dried pinto bean for both the butterfly and frog. Next, for the butterfly students will us a couple of small pom-pom balls to make a caterpillar, then students will draw their own chrysalis, and then use bowtie pasta to create the butterfly. Students will draw arrows between the steps to assure that they understand the life cycle of a butterfly.For the frog, students will use a leaf to represent the tadpole, and then they will add legs to a smaller leaf to represent the froglet. Lastly, students will color in their own frog for the last step. Students will draw arrows between each of the steps to assure that they understand the life cycle of a frog. Adaptations in Activity:Because my class is a special education classroom, all students’ needs will be met. Students will have assistance through assistant teachers and myself. Some students may receive a larger platform for their life cycle diagram to be made if they have vision of fine motor skill disabilities.Students with sensory problems will be able to feel all of the stages with their hands to hopefully better understand the life cycle and the similarities between the two life cycles. Closure/ Conclusion/ Review Learning OutcomesPlan for Assessment:Formative Assessment: I will walk around while students are creating their life cycle diagrams to insure that they understand what they are doing. Formative Assessment: I will ask students questions to make sure they understand what the two life cycles have in common. Authentic Assessment: Did students create their diagrams correctly?REFLECTION AND POST-LESSON ANALYSISHow many students achieved the lesson objective(s)? For those who did not, why not?What were my strengths and weaknesses?How should I alter this lesson?How would I pace it differently?Were all students actively participating? If not, why not?What adjustments did I make to reach varied learning styles and ability levels?Bloom’s TaxonomyGardner’s Multiple Intelligences ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download