Flipped Classroom Lesson Plan

Name: Rylei Walsh

READINESS
I. Goals/Objectives/Standard(s)
A. Goals: Students will compare and contrast Native American housing in North America at the start of
European exploration.

B. Objective: Students will be able to produce a list of the similarities and differences of Native
American housing across North America and participate in a discussion of those similarities and
differences.

C. Standard(s):
IAS: 5.1.3 Compare and contrast historic Indian groups of the West, Southwest,
Northwest, Arctic and Sub-Arctic, Great Plains, and Eastern Woodlands regions at the
beginning of European exploration in the late fifteenth and sixteenth centuries.
ISTE: Empowered Learner- Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals, informed by
the learning sciences. Computational Thinker- Students develop and employ
strategies for understanding and solving problems in ways that leverage the power of
technological methods to develop and test solutions.
II. Home Based Study DAY 1
Google Trek: https://drive.google.com/open?id=1CL-TmpykpWEWalfFvjTjt9TiMIY
Online instructions given for Google Trek Native American housing exploration given verbally on a
recording on the class website (Weebly).
Students complete the Google Trek and accompanying worksheet and bring in to school the next day.
Students will only need to complete the first page of the worksheet.

III.In-Class Lesson Study DAY 2

Anticipatory Set (15-20 minutes)
Check for completion of the first side of the worksheet.
(5 minutes) Think-Pair-Share
Ask students to share the most interesting fact they learned about Native
American housing.
(5-10 minutes) On each table I have placed a white poster board and markers. In your
table groups I would like you to brainstorm important elements of shelters that humans
can live in. Think about aspects of shelters that protect from weather, the amount of
space on the inside, and what materials are needed to make a shelter. Once your table
has made a list please bring your poster and pin it on the front board.
Allow students to work in groups and create poster boards.
You all have done a great job of brainstorming. Now, how did the lists you made of
important elements of shelter apply to the Native American housing you learned about
last night? What types of accommodations or arrangements did the Native Americans
make so their houses would withstand different weather, would have enough space for a
family, or so their houses would last for a certain duration of time?

IV.Purpose:
Today we are going to discover the different housing types of Native American at the start of
European exploration so we can see how different they lived compared to how we do today.

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

1
 Activity:
(25 minutes) I will assign each table group a type of Native American housing. The students
will then, in table groups, create that type of Native American housing with given materials.
Students will collaborate on the construction of a model of Native American housing that they
learned about on the Google Trek.
(15 minutes) Each group will then present their model to the class. They will highlight the
features of the housing type and explain how it was built and why Native Americans used the
materials they did.
Students will complete other half of Native American Housing Exploration worksheet while
groups present.
Active participation-
As students work on housing models I will walk around and question their knowledge.
I will allow students to ask questions as I walk around.
Each student will take part in the construction of the house.
When presenting each student must share one piece of information about the housing
type.
Adaptations to Diverse Students-
For students who struggle to retain material, I will allow them to use computers to find
information on the Google Trek to help them complete their projects.
Collaboration on important features of shelters allows students of all social and
developmental levels to participate.
Google Trek work allows students to progress at their own pace to accommodate
different developmental levels.
Struggling learners have the support of their group members as they complete the
Native American housing model.
Students may use computers to look up additional information on housing types.
Modeling/ monitoring-
During the in-class lesson study I will show students an example of a type of Native
American housing and highlight key aspects of the type of shelter.
I will monitor student work and conduct informal assessment by walking around each
group.
Check for understanding-
While students are working in groups I will be walking around forming questions as to
what students notice about each housing style.
Reteach-
After the groups have presented I will pick out key pieces of information from each
presentation to reteach the material.
Guided practice-
The worksheet accompanying the presentations allows for the I do, we do, you do
approach where I guide students to learning objectives through questioning, and then
allow them to answer their own questions.
VI. Closure/ Conclusion/Review Learning Outcomes
I will conduct a classroom discussion forming questions about the different housing styles. Exit slip
with 3 pieces of information they learned during the class.

PLAN FOR ASSESSMENT

Formative: The whole class will brainstorm a list of necessities in shelters. I will be walking around and
observing during group work and construction of housing. I will ask students what they notice about certain
Native American Housing styles.

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Summative: The Native American Housing Exploration worksheet will perform as a form of assessment.
The students creations of housing types and presentation will show their understanding. The class discussion
on at the end of the class will tell me what knowledge students acquired. Exit slips given to me at the end of
the unit with three pieces of information they learned.

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