Flipped Classroom Lesson Plan

Name: Christian Deeter

READINESS
I. Goals/Objectives/Standard(s)
B. Objective
To create a superhero/villain duo by applying the chemical and physical properties of different
elements in order to build this character. Students should be able to explain their reasoning
behind the characteristics of each person they created.

C. Standard(s) for a high school chemistry class:

IAS:
o C.1.2 Use chemical properties, extensive, and intensive physical properties to
identify substances.
o C.1.4 Describe physical and chemical changes at the particle level.
ISTE:
o 3.a Knowledge Constructor- Plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits.
II. Home Based Study DAY 1
Students watch the provided video which gives insight into how the Avengers have their powers, and
how their costume is designed. They answer the five questions provided, and turn those into class the
next day. They are also encouraged to research their favorite superheros backstory to see how they
received their powers.

III. In-Class Lesson Study DAY 2

Anticipatory Set
I will collect their homework which involved the answers to the questions from the video.
I will lead a short discussion summarizing what was in the video, and allow the students
to brain storm ideas for their superhero/villain writing down responses on the board
along with how they relate that to chemical properties.

IV. Purpose:
The purpose of doing this activity is to provide a fun opportunity to demonstrate what you have
learned about chemical and physical properties. It can become tedious to state what you see happening
in a reaction, so this allows you to use your imagination to create a product that incorporates
everything that we have learned so far.

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

Activity: The rest of the class period is designed for students to be able to design their
superher0/villain, and they can either work individually or in small groups. I will be walking around
answering any questions they might have, while questioning their logic to ensure that they really
understand the science behind what they are doing. Once they have mentally designed what they want
to create, students will start to draw/color their superheroes/villains, creating the final product. At the
end of class, students will be able to share what they created, showing their drawings to the class and
explaining how each power they associated with their hero applies to a property of a certain element.
Potential Ideas to share with the class:
Which elements are magnetic and how this could be used?
Colors certain elements give off?
How could fusion/combustion come into play?
Are certain elements heavier or lighter than others and how could you use this to your
advantage?
Does everything in your superhero/villain stay consistent with the chemistry going on?

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VII. Closure/ Conclusion/Review Learning Outcomes

PLAN FOR ASSESSMENT

Students will be assessed based off of the logic they are able to provide when explaining their
superhero/villain to not only myself but to the class. The class will then be able to ask questions pertaining
to what the presenters created, and they will have to defend their ideas.
Formative:
Students will receive full credit for this project by being able to explain their ideas, and showing
creativity and effort in their drawings.

Summative:
There isnt a direct authentic assessment over this material, but the concepts of chemical and physical
change will be tested on in the unit test, so students will have to know the principles behind this
information, but wont be directly tested over the superheros created.
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. Blooms Taxonomy
b. Gardners Multiple Intelligences