Luckily in my student teaching placement, we have a lot of access to technology, but students are not able to take that technology home with them that would be necessary for a truly flipped approach to be successful. The lesson I would have students do is this Google Slides presentation that is also interactive! The best part of this Slides presentation is that it is interactive, and has places for students to type and move arrows around on the screen built into the presentation, making it much more engaging than a traditional PowerPoint presentation. You would somehow have to share this presentation with students, with Google Classroom or a class blog of some kind being the best option for sharing a Google Slides presentation.
This lesson has five stages: Engagement, Exploration, Explanation, Elaboration, and Evaluation. The first part of the lesson, Engagement, has students watch 2 videos that that explains how energy moves in a food chain. This is a good way to introduce new material to students in this flipped format because they can go back and re-watch any parts of the video that they missed, or did not initially understand. Following the video, there is a place for students to record any words that students did not know when they watched the videos. These are both good videos for introducing a new topic to students, as they put the academic vocabulary that goes along with Ecosystems and food chains into very kid-friendly language and the videos are interesting and engaging for students to watch on their own.
The next three parts of the activity, Exploration, Explanation, and Elaboration all have students doing a variety of different activities that have to do with Food Chains. The one that I like the best that I would want to use as an evaluative tool instead of the test at the end of the presentation is the choice board that comes with the Elaboration section of the activity.
This has students show me in a way that works best for them what they learned about Food Chains during this lesson that they completed on their own. This activity would also be a good way to tell me where specific students’ misunderstandings were, and would be a good way to plan how to differentiate instruction when students come into class the next day.
For the in-class part of this flipped lesson, I would plan some sort of extension activity that has students work together to build their own food chain or food web, and I could help individual students with misunderstandings surrounding the topic for those who need that individual scaffolding.