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Flipped Classroom Lesson Outline

Name: Jackie Gier | Date: 07/01/2020
Lesson Title:Earth’s Atmosphere
Subject Area:Earth Science
Grade Level: 9  | Time Needed: 25-30 minutes
Materials:
FlipGrid Lesson
ESRT
cK12 Textbook https://flexbooks.ck12.org/cbook/ck-12-middle-school-earth-science-flexbook-2.0/section/10.4/related/rwa/discovering-atmospheric-layers/
Video https://www.youtube.com/watch?time_continue=4&v=X4SJZZLOwmA&feature=emb_title

NGSS Standard
5-ESS2-1. | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Learning Objectives:
Students will gain background knowledge about Earth’s Atmosphere including how to navigate page 14 of the ESRT, the layers of the atmosphere, and how the layers of the atmosphere were discovered.
Home Learning Assignment:Students will access google classroom. Google classroom will contain all of the assignments needed for them to complete their flipped lesson.
1. Watch the FlipGrid Lesson -Review of previous material, and introduction into topic of atmosphere. Students will be instructed to take out their ESRT table.
2. Read the cK12 assignment
3. Watch the video posted on cK12
4.Complete reflection

Home Reflection Assignment:Answer the following questions:
1. What feature caused de Bort to separate the lower atmosphere from the upper atmosphere?
2. What did de Bort describe as the features of the lower atmosphere?
3.What did he name the lower atmosphere and why?
4.What did he name the upper atmosphere (as much as he could see) and why?
5.What is the outermost layer of the atmosphere
In- Class Differentiated Activities:NASA LAB Activity: Students make a six-page-high chart showing five layers of Earth ’s atmosphere. They cut out pictures of NASA aircraft, satellites, and spacecraft and graph where these NASA vehicles fly or orbit.

https://er.jsc.nasa.gov/seh/How.High.Is.It.Educator.Guide.pdf - Use Pages 22-37.
Students will work in groups to create a six page-high chart. This will help them identify the activity that occurs at each layer of the atmosphere. It will also help them to become more familiar with identifying temperature and pressure levels in the atmosphere. This also provides them with a real life application of engineering in the atmosphere.

Assessment:The following are assessment questions asked in the NASA lab. This is a summative assessment. 1. Which vehicles fly in the Troposphere? 2. Which vehicles fly in the Stratosphere? 3. Which vehicles fly in the Mesosphere? 4. Which vehicles fly in the Thermosphere? 5. Which vehicles fly mostly in the Exosphere? 6. Where do you think Earth-observing satellites orbit? What determines their orbital altitude? 7. Why do you think the Hubble Space Telescope orbits in the Exosphere? 8. The lines on the chart are about 2.5 cm apart. What is the scale of this chart? Explain how you determined this. 1 cm = ___ km 9. What scale could you use so that this chart fits on one page? Explain how you determined this. 10. Finish this sentence: “One thing I learned from this activity was....” 11. Finish this sentence: “One thing I was surprised to learn was....” 12. Finish this sentence: “Something I’m still confused or have a question about is....”

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https://www.edutopia.org/article/boosting-student-engagement-through-project-based-learning

This article titled "Boosting Student Engagement Through Project Based Learning" explores a research based examination of the impact of PBL on middle school science students. I liked this article and the associated videos because it organized the research of PBL and its impact around 5 Phases:

Engage: Students’ interest is piqued with novel ideas.

Explore: Hands-on activities deepen understanding.

Explain: Students describe ideas in their own words.

Elaborate: Ideas are applied to a broader context.

Evaluate: Students provide a rich picture of their understanding.

These phases helped me to understand the different levels involved in PBL and they give me a better understanding how how PBL can be implemented in a science classroom setting.

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I can remember when SMART boards were first introduced into my classrooms in middle school and high school. It was always so exciting! I remember how cool it felt to be the student picked to re-calibrate the SMART board (often times, not me because I wasn't tall enough). SMART boards are cool, but, at this point in time, I think they are outdated. As a teacher, I do not use the SMART board for any purpose other than a nice backdrop for a video. They are difficult to write neatly on, and present challenges with calibration

Now, we have interactive whiteboards. Basically, a giant touch screen computer. I use these all the time in my classroom, and students still get that giddy feeling if they are able to write on the board or press a button.  I especially like the interactive whiteboards that are connected to a smaller touch screen computer. These are my favorite things to utilize because I can easily write on a screen and have it show up on the interactive whiteboard.

I have used interactive whiteboards for:
-Google earth exploration
- Writing down math problems
- Multimedia presentations
-Showing student work
- Plotting graphs
-Jeopardy

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Benefits for Teachers Using Educational Videos

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Benefits for Teachers Using Educational Videos

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http://www.zaneeducation.com/educational-video/education-and-video.php

94% of teachers effectively use video at least once per week. Videos are effective because they are able to engage students due to audio and visual aspects. Additionally videos can utilize subtitles. These multiple modes of learning act as a trifecta that holds student interests for longer periods of time. Students can gain a deeper understanding and experience through videos because they receive a sensory experience that is guided by adventure. Students can also re-watch videos and pause and rewind them at a pace that suits student needs.
The most effective way to utilize video is when enhancing a lesson. This means that videos should be provided alongside instruction.

How and when to use video:
- Always use subtitles
- Plan  videos within lessons alongside content instruction
- Share the video with the class so students can view it again
-Ensure the video is appropriate and right for the topic you are learning

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Internet ethics is a broad term with multiple definitions. In a nutshell, internet ethics refers to the role that the internet plays in the development of the good life. Is the internet positively impacting our development? Or is it weighing us down? Within these questions, several key components of internet ethics are important including privacy, big data, net neutrality, and access to the internet. Is the internet a machine for creative expression, or a tool of mass surveillance? Where does the data from our internet searches go and who controls big data? Who can control what we see? Who gets access to the internet? Is it now a human right?

Internet ethics brings a lot of questions to the forefront of the technological revolution. It is important to consider all of these questions when making choices about how and why we should incorporate the use of the internet in our classroom. It is also important that we provide a foundational background knowledge about these questions for our students.
https://www.scu.edu/ethics/focus-areas/internet-ethics/resources/what-is-internet-ethics/

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Addressing Technology Related Ethical Issues - Blog 2b

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Addressing Technology Related Ethical Issues - Blog 2b

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https://study.com/blog/ethical-issues-with-using-technology-in-the-classroom.html
Teachers must apply best practices when enrolling students in the use of technology. Teachers should always use professional judgment and be sure to monitor student use of technology.  In addition, teachers should create clear boundaries for technology rules using real life situations. For example, it may be helpful to share a real life story about students getting in trouble for cyber bullying.
One way to to implement rules is by creating "10 Commandments" for computer use and having these 10 commandments posted in the classroom to reference at all times.

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Ethical use of technology in the classroom - Blog 2c

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Ethical use of technology in the classroom - Blog 2c

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https://online.nwmissouri.edu/articles/education/ethics-technology-use-classroom.aspx
Students experience the Internet inside and outside the classroom. Some students may have their internet usage watched or monitored at home, while some may have complete open access with no rules. When students enter any classroom, it is important that all rules regarding internet usage be made clear. Students should learn how to ethically utilize technology. There are many important components to learning ethical classroom technology usage. The following is a list of important components relating to ethical technology that students should be aware of:

Taking care of technology equipment

Using safe and appropriate sites for learning and research

Copyright law and citations

Cyberbullying

Self-image

Netiquette

Thoughtful digital creation

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ISTE 10 Ways to Nurture the Top Skills of the Future - Blog 2a

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ISTE 10 Ways to Nurture the Top Skills of the Future - Blog 2a

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Necessary workplace skills will always change to meet the times; however, many necessary and crucial skills will always remain the same. The following list is an overview of essential key skills that should be nurtured in every classroom.

Top 10 Skills to Nurture the Future

1. Complex Problem Solving

2. Critical Thinking

3. Creativity

4. People Management

5. Coordinating with Others

6. Emotional Intelligence

7. Judgment and Decision Making

8. Service Orientation

9. Negotiation

10. Cognitive Flexibility

10 Ways to Nurture the Top Skills of the Future