Flintchem's+Tweaking+Flipping

=Flipping atomic structure and nuclear unit=


 * **Title**: ||< Flipping atomic structure and nuclear unit ||
 * **Subject**: ||< Science ||
 * **Grade**: ||< 10-12 ||
 * **Time Frame**: ||< 2-2.5 weeks ||
 * **Summary:** ||< Students watched videos of lessons at home for homework and then when they came to class we worked on activities. ||
 * **Tasks**: ||< 1) Student's got their [[file:2013 PAP Atomic Structure notes.docx]] and their homework was to watch atomic structure part 1 on edmodo. I made the video and uploaded it to youtube and then embedded it to edmodo.

2) When student came in the next day, I walked around their 1) Students took mulitple formal quizzes and a final test at the end of the unit 2) As students worked on the activites, I was able to walk around and answer questions and see what students were doing as a form of informal assessment. 3) I placed students at lab tables to work on their activites so they had another informal assessment of being able to ask each other questions and check themselves against their group members. 4) Students had a structured informal assessment, in which they had to discuss atoms, ions and isotopes and figure out how to fill out a Venn Diagram comparing and contrasting them. ||
 * Be sure to highlight opportunities for students to practice/employ an "early adopter" or lifelong learning skill ||
 * Objectives: ||< * C6A, C6D, C5B, C6E, C5C, C5A, C12A, C12B, C12C ||
 * Assessment: ||< During the unit we had a variety of assessment strategies used:
 * Resources: ||< * Videos of each lesson
 * Activities and Worksheets that go along with each video ||
 * **Teacher**
 * Reflections:** || Students came in with very good questions usually. Many of the students would say I didn't understand why you did ... or I don't understand what we did .... So students were more aware of what they were understanding if not when they walked in then when they started doing their activity.

Many of the students did watch their video for HW. If they didn't watch the video they were "kicked" outside to watch the video on the iPads or their phone and they recived a late grade on the activity and they might have to come in after school to finish the activity if they didn't have time to finish (which is possible since they were outside for about 20 minutes).

Some students didn't have access to the internet at home. We do have access before school, after school, and during lunch in the library and my room, but some students couldn't/didn't take advantage of these opportunites. I think next time we will have flashdrives with the videos for students that have computers but no internet service and have students be able to borrow an I-pod touch for the night to watch the video and bring them back the next night so they have no excusses.

I also think that we tried to do TOO many activites which caused to the students to rush more than we planned and wanted. So scaling back what we think we can accomplish in one day would have helped the success of the students. || **Discussion:** include component="comments" page="page:Flintchem's Tweaking Flipping" limit="100"
 * **Examples**: ||< * Links to teacher or student work examples. ||