Flipped Classroom Lesson Plan

Name: Tirzah Bannach

READINESS
I. Goals/Objectives/Standard(s)
B. Objective
- students will be able to successfully sort objects provided and divide them into groups based on their
characteristics.

C. Standard(s):
 IAS:
 ISTE: K.DA.1: Identify, sort, and classify objects by size, number, and other attributes.
Identify objects that do not belong to a particular group and explain the reasoning used.

II. Home Based Study – DAY 1 –

On my blog, in the homework section I will provide directions to watch two attached YouTube videos about sorting and
identifying. I will let parent know that after watching the videos, they should help their child find a few things
around the house they can sort together.
 I will also send home a paper copy of the assignment directions, just in case some parents do not check the blog
post
Video one
https://www.youtube.com/watch?v=uATf5EhLebM

Video two
https://www.youtube.com/watch?v=6BzmzF7_7uQ

III. In-Class Lesson Study –DAY 2

 Anticipatory Set—
- I will play the video I asked the students to watch at home
- Once the video finishes, I will ask students to share what they learned from the video and what they sorted at
home with their parents

IV. Purpose:
“Today we are learning about identifying and sorting objects based on how they look the same or different.
This is important when comparing numbers, objects and qualities in everyday life.”

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

A. Activity: Egg Hunt and Sorting
(each student should only be allowed to find 4 eggs)

 Egg Hunt
- As a class, we will either go outside or to the gymnasium (depending on the weather) and the students
will all participate in an egg hunt
- The eggs will be placed around the area provided and the students will be made aware of the
boundaries so they know where the eggs will be and how far they can go from where the teacher is
- “I have hidden eggs around the area inside of the cones. Each of you needs to find four eggs
and then meet back here by me. You have twenty minutes. Go!”
- After the students have each found four Easter eggs, they will meet back up and all go back to the
classroom together.
 Sorting

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 - After coming inside, the students will go back to their tables and there will be buckets laid out on the
table representing different groups that they will sort the plastic animals in
- The students will sort by color, then by animal and then by size (each group will have one category to
sort by)
- After sorting, the students will discuss why they put each animal in the appropriate bucket
B. Check for understanding:
“We are now going to use our knowledge of sorting for a worksheet. I am going to pass out the
worksheet, and I need you to take your scissors and cut out the animal pictures at the bottom of the page. Once
all your animals are cut out, your worksheet has two categories, plants and animals. We are going to glue the
animals down on the page, but before you glue you need to put the animals in their correct category.”
- Pass out the worksheets and give students time to cut and sort before passing around glue sticks
 Walk around the groups to keep students on task and answer any questions
 Once a student has cut and sorted correctly they may have a glue stick to stick the animal pictures in
place
 When a student is finished cutting, sorting, and gluing they may color the animals while they wait for
further instruction.

VII. Closure/ Conclusion/Review Learning Outcomes

PLAN FOR ASSESSMENT

Formative:
 I will be walking around the room as they sort the animals from their eggs to assess whether they
understand the concept.
 I will be walking around the classroom as the students do the animal sorting worksheet. I will observe
and take mental notes on how the students seem to comprehend the material. I will also help students
when necessary.

Summative: There will be an in-class worksheet and a take-home worksheet to assess the student progress.

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. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences

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