1. Running head: CREATING A FLIPPED LESSON PLAN 1
Creating a Flipped Lesson Plan
Kristina Belpedio
American College of Education
2. CREATING A FLIPPED LESSON PLAN 2
Creating a Flipped Lesson Plan
When teachers flip a lesson plan, students are able to take ownership for their learning.
According to Zainuddin and Halili (2016), an “analysis of the impacts showed that flipped
classroom brought positive impacts toward students’ learning activities such as achievement,
motivation, engagement, and interaction” (p. 313). By completing homework assignments and
learning content at home, teachers are able to implement a hands-on application of learning in
the classroom. Teachers act as guides in this authentic, student-centered learning experience.
By acting as a guide for students’ learning, teachers are able to manage their time wisely and
provide differentiation and interventions for students as needed. A flipped lesson plan will be
created.
Homework Activities
Grade Level: 9-12
Content Area/Course: Family & Consumer Sciences (FACS)/Foods & Nutrition
LessonTitle: Leavening Agents: Students will learn about different leavening agents used in
baking (baking soda, baking powder, yeast). By researching leavening agents, students will
understand the chemical reactions that occur during the baking process. Additionally, students
will analyze the components required to activate the different leavening agents.
Common Core State Standards:
CC.11-12.R.I.7 Integration of Knowledge and Ideas: “Integrate and evaluate multiple
sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.”
CC.11-12.SL.1 Comprehension and Collaboration: “Initiate and participate effectively
in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
3. CREATING A FLIPPED LESSON PLAN 3
diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.”
Objectives: Students will be able to analyze and evaluate various informational resources on
leavening agents. Students will be able to observe how leavening agents work.
Activities
Instructional videos (note: Khan Academy does not have videos for FACS; these videos
are a bit complex; other short video clips were selected as they are specific towards the
topic of study)
o Khan Academy: Fermentation:
https://www.khanacademy.org/science/biology/cellular-respiration-and-
fermentation/variations-on-cellular-respiration/a/fermentation-and-anaerobic-
respiration
o Khan Academy: Acids and Bases:
https://www.khanacademy.org/science/biology/water-acids-and-bases/acids-
bases-and-ph/a/acids-bases-ph-and-bufffers
o Wilton Leavening Agents: https://www.youtube.com/watch?v=wDi5eS6ssgY
o Chef Paul Leavening Agents:
https://www.youtube.com/watch?v=Pr71p5MMNX0
o Baking 101: https://www.youtube.com/watch?v=k-un00RVbAY
o Cinnamon Roll Demo: http://www.teachertube.com/video/yeast-leavening-agent-
28263
Questions for students to answer
1. Describe fermentation and how it relates to baking.
4. CREATING A FLIPPED LESSON PLAN 4
2. Describe acids and bases as they relate to leavening agents.
3. What are characteristics of baking soda?
4. What are characteristics of baking powder?
5. What are characteristics of yeast?
Assigned topics related to lesson for further research (students take notes and bring to
class to collaborate with peers)
1. Common acids and bases used in baking
2. Double-acting and single-acting leavening agents
3. Different types of yeast (compressed cake, active-dry, etc)
In-Class Activities
Activities
In collaborative groups of four, students conduct a hands-on chocolate chip cookie
experiment. With six kitchens in the classroom, two will make cookies with baking soda,
two with baking powder, and two with yeast.
o To expedite, all ingredients will be measured. Students will combine and bake.
After cookies are baked, students will analyze the results by trading cookies and
conducting a comparison. Students will complete their comparison with their groups.
Through this collaborative dialogue, they will critique and assess the different leavening
agents in the cookies.
Assessment
Students will be assessed on their lab execution of chocolate chip cookies, as well as their
critique on the comparison.
5. CREATING A FLIPPED LESSON PLAN 5
Students will be assessed on leavening agents on a 10-question Google Form:
https://goo.gl/forms/kw4Yqjnh3WQNE8mD2
Conclusion
A flipped lesson plan has many benefits to its traditional counterpart. Additionally,
implementing hands-on and project-based activities in the classrooms allows students to apply
what they have learned at home. According to Cummins-Sebree and White (2014), students
indicated that when teachers used the flipped classroom design, “they were more prepared when
coming to class, more engaged while in the classroom, and appreciative of some of the distinct
features of the course” (p. 8). Learning content at home allows students to make connections
based on the prior knowledge they have to deepen their understanding. Finally, incorporating
technology into the classroom allows students to practice crucial twenty-first century skills.
Tingen, Philbeck, and Holcomb (2001) discuss that “educators are cognizant that being literate in
today’s digital age is not simply a matter of knowing how to read text, but also requires skills to
explore the Internet, find necessary information, and share that information with others” (p. 88).
Through the use of flipped lessons, teachers are preparing students for the future.
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References
Cummins-Sebree, S., & White, E. (2014). Using the flipped classroom design: student
impressions and lessons learned. AURCO Journal, 20(1), 1-17.
Tingen, J., Philbeck, L., & Holcomb, L. B. (2011). Developing Classroom Web Sites for 21st
Century Learning. Kappa Delta Pi Record, 47(2), 88-90.
Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different
Fields of Study. International Review In Open & Distance Learning, 17(3), 313-340.
