Flipped Classroom Lesson Plan

Teacher Name
Lesson Title:
Subject Area:
Grade Level:
Time Needed:

Alexa DAuria
Mapping and Directions
Social Studies and ELA
1st
30 minutes at home and 45 minutes in classroom

Standards:
Geography, Humans, and the Environment
1.5 The location and place of physical features and man-made structures can
be described and interpreted by using symbols and geographic vocabulary.
1.5a Maps and map tools, such as legends and cardinal directions, can help us
navigate from one place to the next, provide directions, or trace important
routes.
1.5b Maps are used to locate important places in the community, state, and
nation, such as capitals, monuments, hospitals, museums, schools, and cultural
centers.
1.5c Symbols are used to represent physical features and man-made structures
on maps and globes.

Students will closely read maps making use of the legends to understand
symbols and what they represent.

Common Core ELA Standards

CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
Learning Objectives: As a result of this lesson, the students will be able to,

Identify directions on a map

locate objects using a compass rose

recognize symbols on a map key

Student Learning Resources and Technology at Home:
Website:
http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_is
lands/flash/land_ms_compass.swf
Student Learning Activities at Home
The students will be given a sheet to take home with directions about
the online assignment.
Students will go to the website listed above.

Students will read and listen to instructions on how to read a compass

rose.
Students will complete the interactive activity (picking up belongings).
Students will participate in the interactive activity using the compass
rose to help the character go home (through a maze).
Students will print a certificate indicating completion of this lesson.
Next, the students will follow the arrow for map skills.
Students will click on symbols and keys. They will then click next and
complete the interactive matching activity.
Students will then click play and drag symbols back to the map key.
Students will print a certificate indicating completion of this lesson.

Classroom Activities:
Students will complete the map activity worksheet (below) with a
partner.
Each pair will be provided with a set of colored pencils.
They will then color the features on the map as directed.
Students will answer questions on a worksheet about directions of
features on the map.
Next, students sit in a circle on the rug.
By the teachers side is a large chart paper on an easel, with map
features and their corresponding symbols on a map key.
Teacher reviews each feature and its symbol with the students,
pointing out that each symbol is a different shape and color.
Near the teacher are several baskets with cut out symbols of various
map features such as houses, trees, water, schools, stores, roads, parks,
and compass roses.
On the floor in front of the students is a large poster board.
The teacher models how to draw a rectangular key, which students will
copy on their own maps.
The teacher models how to create a map using one symbol at a time
in a specified order from each basket by laying out each symbol on
the poster board/map.
Teacher instructs students that they will be creating their own maps on
a poster board with a partner. They will start by selecting roads to
place on their maps, followed by water, parks, houses, schools, stores,
and trees. The students will receive a checklist with the order of
features that will be placed on the map.
The students will be able to add other features using different colored
construction paper, cutting them out into different shapes, and add
these features and symbols to their key.
After all features are laid out on the map, students should glue the
features to the poster board.
Lastly, students will label and name each street, and the name of the
town at the top of the paper. The teacher will remind students to use
classroom resources when spelling.

Differentiation/Individualization:
The teacher will pair higher functioning students with struggling
students to work on the map worksheet. Each pair of students will be
reminded to help each other, whether the task involves reading,
identifying colors, or answering questions about directions.
For the map project, students with learning difficulties may need either
a copy of the map key that they will paste onto their poster board, or
trace each features of the map key onto their poster board.
Students who have fine motor difficulties will be paired with students
who are more capable.
Students will be allowed to work at their own pace while creating their
map/posters.
Students who struggle with writing and spelling will be given a word
bank with the words street, road, and main.
Formative Assessment
Checklist for Teacher:
1. Both students contributed and participated equally. ______
2. Students followed directions for the activity. ________
3. Students use resources in the classroom for spelling. _______
4. Their poster board shows neat and careful work. ________

Summative Assessment- Students will have an opportunity to self-assess before

the teacher assesses their understanding and performance. Students and
teacher will place a check mark to indicate that the expectation was met.
Question
We correctly placed the
compass rose on the
map.
We correctly copied the
map key.
We spelled the words
road and street
correctly.
Features were well
placed, without overlap.

Classroom Worksheet:

Students

Teacher

Name: _________________________________

Date: ________________________

1. Color the:
Cemetery- grey
City Library- brown
City Hall- red
City Court- orange
Post office- yellow
Police Station- black
Bus station- dark purple
State College, City High School, City Middle School, Elementary Schoollight pink
Fire station- peach
Community hospital- light purple
City Park, Lake Park, and River Park- green
Smith Lake, Moon River- blue
Water plant- teal
Community center- dark pink

2. What road is north of the fire station? ___________________________________

3. What building is south of the county hospital? ___________________________

4. What building is west of the state college? ______________________________

5. What school is east of City park? ________________________________________

Reflection
This flipped lesson was designed to teach first grade students about mapping and
directions. The video that the students watch at home starts with instruction about compass
directions and is followed by two interactive activities to reinforce those directions. One activity
involves using the compass rose to pick up objects based on their location. The other activity
involves getting the character out of a maze by clicking on the compass directions. Next,
instruction is provided about symbols and keys. Following verbal instruction, students would
complete an interactive matching activity, followed by dragging symbols to the map key. While
students watch and listen to the animated video, they do not have to take notes or complete a
worksheet during instruction. However, following instruction they have to participate in
interactive activities. Performance on these activities will be indicated in a certificate that the
students receive following the completion of the video. They will bring the certificate into school
to show that they have completed the home assignment.
In school the next day, there are two map activities to reinforce the instruction provided
by the video. The first is a map worksheet, where students will work with a partner to color
features on the map and answer questions about directions. The second is a map project where
students will work with a partner to create their own maps using pre-cut symbols and features.
On the rug, the teacher will model how this project will be completed.
Students with special needs or struggling learners may have difficulty with this
assignment. They may have difficulty following directions, cutting out extra symbols, copying
symbols to a map key, making the map key, and spelling correctly. The purpose of pairing a
student with special needs with a higher functioning student would be that the higher functioning
student could help the struggling learner.
It is very clear that there is a lot of thought and planning that goes into any lesson that a
teacher creates. It has to be age appropriate and meet the needs of all learners. Although a flipped
assignment may be beneficial for the teacher, it may present problems for the students.

A flipped lesson relies on a students ability to work through the lesson independently at
home. Although a student can get help at home, parents or guardians may not be available. The
students may also have difficulty following directions, even if they seem to be clear.
Additionally, not every student has the technology at home to access the website. The teacher
may have to provide the technology.
When the students return to school, they will be bringing in proof that they worked on the
web assignment at home. Although the teacher will have this proof/certificate that the student
completed the lesson at home, that proof may not be enough to show the teacher that the student
understood the concepts. Thus, the in class assignment must reinforce what the student did at
home.
As I reflect upon the flipped lesson that I designed, I believe that the video was engaging,
interactive, informative, understandable, and age appropriate. The classroom activities were also
interactive and engaging, and a good measure of the students learning. Both the video and the
classroom activities met the learning standards for social studies and ELA.
It took a lot of work to plan this lesson and differentiate it. I first had to identify the
standards that I wanted the students to meet and then I had to find a video that addressed those
standards and that was also age appropriate. This was very time consuming, but it reminded me
of the importance of connecting classroom lessons to standards.
I would definitely do a flipped assignment in my classroom. However, I would pay close
attention to my formative and summative assessments to make sure that I had some objective
way of determining whether the lesson was a good one.