Flipped Classroom Lesson Plan

Ashley Cross

READINESS
I. Goals/Objectives/Standard(s)
B. Objective: While learning about religion, students will be able identify historical origins and
central beliefs in the Hindu religion.
C. Standard(s):
• IAS: 6.1.2
o Describe the historical origins, central beliefs and spread of major religions.
• ISTE: 8.d5 The candidate incorporates curricula, materials, and instructional practices that
foster the understanding of diverse cultures.

II. Home Based Study – DAY 1 –

o Google Trek: Students will fill out the K-W-L Google Document before and after
watching the videos posted in the Home Exploration Tab in the Hinduism Google
Trek. Students will also point out any other information they find in the exploration
tabs on the Google Trek.
o Link
§ https://drive.google.com/open?id=1oq7LXYixbfw5LT6yc38RIQLetVX3j5Kc&usp=s
haring
III. In-Class Lesson Study –DAY 2
o Anticipatory Set— We get into groups of 3-4 and students discuss the most
interesting fact they learned about Hinduism. Have two or three discussion
questions on the board as a guideline to continue conversations if they run out of
things to say. (5 Minutes)
§ Discussion Questions:
§ What kinds of festivals do Hindu’s celebrate?
§ Do Hindu’s believe in one God or multiple Gods?
§ What do Hindu’s do to worship the Gods?
o Bring Students Together and have students share what they learned. Write each
fact on the board. Answer any questions students might have about Hinduism.

III. Purpose:
o We are looking into Hinduism, so we can understand how it started and the central
beliefs of this religion. 2.23 Million people in the United States hold Hindu beliefs, so
it is important for us to understand what they believe and practice.

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

• Activity: In their discussion groups students will be given a color which matches up with
one of the Google Trek topics. They are to create a section in the Hinduism tab in the
classroom Google Site on Religion. (25 minutes)
o Sections include: Places of Pilgrimage, Holy Rivers, Lakes and Oceans, The Char
Dham, The Hindu Trinity, The Vedas, and Hindu Worship.


• Each student has a role in their group and have to work together as a team to create this
team.
o Roles include:
§ Designer/Researcher: This student will design their web page and assist
group with research.
§ Presenter/Researcher: This student will present their web page to the class
and assist group with research.
§ Graphics/Researcher: This student will find all graphics to amplify the
research for the web page and assist group with research.

VII. Closure/ Conclusion/Review Learning Outcomes

• Students will have three minutes each to present their web page on their topic.
• After the presentation, go back up to the board and ask students what core belives that
they written earlier in the day were the most important to Hinduism. Erase all unimportant
traits, and add students responses to the main Hinduism page of the Religion Google Site.

PLAN FOR ASSESSMENT

Formative: Assessment will mostly consist of monitoring the students as they discuss with partners
about what they learned and how they work in group on the Religion Website
Summative: After learning about the four main religions in the world, students will have to
complete an unit project.

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
7. Were the student given enough time to finish the website?
8. Did they need more encouragement to move along group discussions?