Flipped Classroom Lesson Plan

Name _______________________________________

READINESS
I. Goals/Objectives/Standard(s)
B. Objective
Students will examine cells going through mitosis and learn the differences between the IPMAT
phases by completing the onion root lab.
C. Standard(s):
IAS: B.4.4 Use a model to illustrate the role of cellular division (mitosis) and
differentiation in producing and maintaining complex organisms.
ISTE: 6 Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
II. Home Based Study DAY 1
Students view and/or interact with content via a video of the PowerPoint with my voice over the slides.
The students will answer the questions within the video and write a thoughtful observation or question
on our class website before they get to class.

III.In-Class Lesson Study DAY 2

Anticipatory Set
Students will get into discussion groups and will be assigned one of the questions posted
by their peers on the class web site (5 minutes)
Students will present their answers to the questions and share them with the class. The
Teacher will then take any questions that the students have and lead a group discussion to
find the answers. If no answer is found by peers, the teacher will provide the answer. (5-
10 minutes)

IV.Purpose:
Today we will be physically observing different cells in their phases of mitosis! We will do a
microscope lab where you will learn which phase of mitosis takes the longest amount of time to finish.
We will then discuss your findings as a class to find out why that phase takes the longest to complete!

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

Activity: The students will conduct a lab in which they will use microscopes to observe the cells from
an onion root tip that are going through the phases of mitosis. We will then convene as a class and
discuss the results and the students will learn why that phase (prophase) is the longest.
VII. Closure/ Conclusion/Review Learning Outcomes

PLAN FOR ASSESSMENT Develop a plan for assessing the degree to which your students have mastered
the learning outcomes from this lesson. Your plan should include formative assessments at a minimum, and
may also include summative and/or authentic assessments depending on the nature of the learning outcomes
and the placement of the lesson within the context of the unit.
Formative: Leading class discussion and having the students answer their peers questions as review of what
the video lesson covered. This will let me know if I need to cover any of the material from the night before
again.

Summative: Questions at the end of the lab assess how much that the students know about what they
observed in the lab.

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Authentic: I will make my way around to each of the lab groups and assess how well they were able to focus
their microscopes and if they are using the correct lens.

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. Blooms Taxonomy
b. Gardners Multiple Intelligences