Flipped Classroom Lesson Plan

4th Grade, Life Science and Environmental Science, 4.LS.3 (Life Science)
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: to inform students about their environment and to equip them to solve real world
problems
B. Objective:
 students will define vocabulary about animals and nature
 students will analyze their impact on the environment
 students will research real world environmental problems and provide possible
solutions

C. Standard(s):
 IAS: 4.LS.3 Construct an argument that plants and animals have internal
and external structures that function to support survival, growth, behavior,
and reproduction in different ecosystems.
 ISTE: 3d Students build knowledge by actively exploring real-world issues
and problems, developing ideas and theories and pursuing answers and
solutions.
II. Home Based Study – DAY 1 –
• Students view the assigned video and answer the questions listed. There are clear
instructions listed along with the video. The teacher will show the students how to access
the video before assigning it.

III. In-Class Lesson Study –DAY 2

 Anticipatory Set—
 The teacher walks around room and checks to make sure that every student
has answered the assigned questions. The answers do not have to be in
complete sentences, and the teacher is simply checking for completion.

IV. Purpose:
 This lesson is important because it shows students real environmental problems and
shows how they are solved. Students learn about the world around them, they learn new
vocabulary, and they are inspired to think about how they can positively impact their
environment. Students are learning how their actions affect the world around them and
they are learning how to be global citizens.

V.Lesson Presentation (Input/Output) (40 minutes)

 Activity: The teacher quickly goes over the assigned questions and receives answers
from the class. The teacher then asks more in-depth questions to prompt discussion such
as:
• Why is it important to protect the environment?
• What are actions that hurt the environment? What are actions that help the
environment?
• What other animals might need to be rescued? Why?
 Divide students into groups of four and give them access to an iPad or laptop (whatever
technology is available). Each group receives one technological device to research an
 animal that is endangered or in need of help. They will design a simple poster that lists
the following:
• Where the animal is found
• The natural habitat of the animal
• Why the animal is in danger
• A plan(s) to help the animal
The poster should have color and the students should be encouraged to decorate the
poster and draw their animal. At the end of the activity students will be asked to briefly
present their poster to the class.

VII. Closure/ Conclusion/Review Learning Outcomes

PLAN FOR ASSESSMENT

Formative: Students will be assessed based on their completion of the questions asked on the
video. They will also be assessed based on the content and creativity of their poster. They will
also be given points based on the amount they choose to participate in the discussion.

Summative:
Authentic:

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences