Flipped Classroom Lesson Plan

Name ___Bella Bumbaca_____

READINESS
I. Goals/Objectives/Standard(s)
A. Goals: Students will understand the difference between the three states of matter.

B. Objective: At the completion of this lesson, the student will be able to identify the differences between
a solid, liquid, and gas.

C. Standard(s):
IAS: 1.PS.1 Characterize materials as solid, liquid, or gas and investigate their
properties, record observations and explain the choices to others based on
evidence (i.e., physical properties).
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 and/or interact with content via one or more of the following items: video clips, text
selections, comic strips, podcasts, images, etc. Teacher provides direction for the student about how to
utilize the upload resources.

III. In-Class Lesson Study DAY 2

Anticipatory Set
Lets make a list of some of the things you guys found in your house that were a solid or a
liquid. (5 minutes)
What is a solid? A liquid? A gas? Why could you not find any gases in your house? Can you
think of something that can come in all three forms? (5-10 minutes)

IV. Purpose:
Today we are going to talk more about what are solid, liquids, and gases so that you can identify them!

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

Activity: The students will be given various object which they will have to identify as a solid, liquid, or
gas and explain why. After this, they will be given a worksheet to help them further identify objects
correctly.
VII. Closure/ Conclusion/Review Learning Outcomes

PLAN FOR ASSESSMENT

Formative: While getting their answers of items they found at home, I will listen to their answer and help
them understand if they mislabeled something. During the worksheet, I will also walk around to each student
and check their work.

Summative: At the end of the unit, student will take a test identifying solids, liquids, and gases.

Authentic: When asking why they could not find gases in their house and if they can think of something that
can have all three forms, I will take note of which students are thinking critically.

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 weakness?

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. Blooms Taxonomy
b. Gardners Multiple Intelligences
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