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Nora Jennings

EDU 610 Final Project


Flipped Lesson
A flipped classroom is one in which students receive direct instruction at home,
typically through online videos, and then spend class time in engaging and
application-driven activities (http://www.flippedlearning.org/domain/46). Flipped
learning fits the Differentiated Instruction model because it allows students multiple
approaches to acquiring content and demonstrating their knowledge and
understanding (Tomlinson p. 4). Because I teach in a combined 3 rd and 4th grade
classroom, I often have students with varying levels of background knowledge about
a topic, so I think it would be most effective for me to utilize flipped learning in a
way to either refresh a students background knowledge to set the stage for in-class
application and enrichment, or to introduce a new topic and then provide students
the opportunity to receive additional support and practice in class.
My flipped lesson consists of the following parts: an instructional latitude/longitude
video I created, the pre-assessment I will use the next day to determine student
readiness based on the topic, a three-tiered plan based on Chapman and Kings
Adjusted Assignment Model (p. 157), and my end-of-class assessment to determine
if my students successfully met the lesson objectives and to guide my future
planning. In her webinar on Mass Customized Learning, Bea McGarvey made the
point that it is more efficient and effective for educators to borrow ideas that work
for their learning activities, as opposed to trying to create everything all over again.
For that reason, I am utilizing a combination of premade worksheets from reputable
sources such as National Geographic which I feel will meet the needs of my
students in conjunction with adapted worksheets and content I have created myself.
I want to make sure the tools I am using fit the needs of my students without
reinventing the wheel!
Grade: 3rd and 4th
Subject: Social Studies
Topic: Geography
Objectives: The student will be able to identify the difference between latitude and
longitude, and locate places on a map using latitude and longitude.
*Video file is attached to Discussion Board post. Students will watch the Latitude
Longitude video at home for homework the night before we do our in-class activity.
Students who do not have access to the appropriate technology to watch the video
at home may come in before school to watch or will start the lesson watching the
video on individual tablets.
Pre-assessment: I will give students a short latitude/longitude pre-test for morning
work. The purpose of the pre-test is to determine the level at which students can
correctly identify a location given latitude and longitude coordinates and supply
coordinates for given locations. According to Chapman and King, pre-tests should
challenge every learner and include items which range from simple to complex (p.
81). For that reason, I have modified a latitude and longitude worksheet I found
online at Education.com. Students will be asked to identify the name of a location
situated at the exact intersection of two grid lines, identify locations given

coordinates between grid lines, and supply the coordinates for locations both on and
between grid lines. This will provide students multiple opportunities to practice the
skill and provide a challenge for all learners. Based on the results of my preassessment, I will divide the class into three main groups: emerging, proficient, and
advanced. Students in need of extra instruction and support reading and identifying
locations with simple coordinates will be in the emergent group, students who can
accurately identify locations given coordinates will join the proficient group, and
students who can identify both locations and coordinates in addition to supplying
realistic coordinates for the unlabeled city of Denver on the map will be in the
advanced group.
Standard: Latitude and Longitude Formative Assessment Tools: Latitude and
Longitude quiz
Student focused assignment time: 25-30 minutes
Level 1: Emerging
Level 2: Proficient
Level 3: Advanced
Using individual
Alone or with a
Independently,
tablets, students
partner, complete
create own puzzle
will re-watch
National
using Where in
lat/long video and
Geographic A
the world?
complete
Summer Day
worksheet (Level 3
Education.com
worksheet (Labeled
Advanced class
What Is latitude
as Level 2
activity Word
and longitude, and
Proficient class
document).
how do you use
activity PDF). If
Students may use
it? worksheet
they finish early,
atlases to find
(Labeled as Level
they may start to
locations, research
1 Proficient reteach
create their own
distinguishing
activity PDF) with
puzzle with latitude
characteristics, and
initial teacher
and longitude
create answer key.
support. Alone or
clues. Teacher will
Trade with a
with a partner in
be walking around
partner when
the group, use
the provide
finished and
atlases and maps
support, answer
correct each
to complete
questions, and
others work.
National
make observations
Teacher will be
Geographic
about student
walking around the
Earths Grid
understanding.
provide support,
System puzzle
answer questions,
activity (Level 1
and make
Emergent class
observations about
activity PDF). If
student
students finish
understanding.
early, they may
create their own
coordinate puzzle
to exchange with a
partner. *Note: any
student who did
not watch the
video for

homework will
watch at the start
of the activity
before moving on.
End of class assessment: The worksheets will be collected and corrected to assess
for understanding. The Level 1 Earths Grid System is self-correcting, and students
in Level 3 will be correcting each others work, both of which will make this an
efficient assessment. Based on the data, I will modify future instruction as needed
to allow more opportunities for practice and enrichment, and clear up any remaining
misconceptions.
Extension: Tomlinson describes the use of Learning Centers as differentiated tools
which allow students to practice different skills at their individual level (p. 103).
Following our latitude and longitude lesson, I will create a Where in the World?
center where students can continue to practice that skill. It will have atlases and
maps to allow students to practice identifying locations with different coordinates.
The student-created latitude and longitude puzzles will also be there so they can
complete the puzzles created by their peers. Students can also create their own
puzzles to add to a collection in the center.

References
Chapman, C., & King, R. (2005). Differentiated assessment strategies: One tool
doesn't fit all. Thousand Oaks, Calif.: Corwin Press.
Definition of Flipped Learning. (2014, March 12). Retrieved August 5, 2015, from
http://www.flippedlearning.org/domain/46
A Latitude/Longitude Puzzle. (2014, June 13). Retrieved August 10, 2015, from
http://education.nationalgeographic.com/activity/latitudelongitude-puzzle/
Latitude and Longitude. (n.d.). Retrieved August 10, 2015, from
http://www.education.com/worksheet/article/latitude-and-longitude/
McGarvey, B. (2012, January 30). Mass Customized Learning [Webinar]. Retrieved
from http://une.wimba.com/check_wizard.pl?
channel=_UNE_Education_Webinar_2012_0130_1902_02&credential_2=&.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms
(2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum
Development.