Flip #1:

Standard/Objective:

DCI Chemical Reactions - The fact that atoms are

conserved, together with knowledge of the chemical
properties of the elements involved, can be used to
describe and predict chemical reactions
CCC Patterns - Different patterns may be observed at
each of the scales at which a system is studied and can
provide evidence for causality in explanations of
phenomena.
CCC Energy & Matter - The total amount of energy and
matter in closed systems is conserved.
SEP Using Mathematical & Computational Thinking - Use
mathematical representations of phenomena to support
claims.

Video that Supports

this objective:

https://drive.google.com/a/cps.edu/file/d/0BxtyNjI0
D2w0OHVvWXdVT1hKUTA/view?usp=sharing

How will students

access the video:

School Provided Chromebooks.

How will you hold

students
accountable?

Student will take the following online quick

formative learning check next class as a Do Now:
https://cahs.schoology.com/template/534426065

Flipped Lesson Link:

Student Packet:
https://drive.google.com/a/cps.edu/file/d/0BxtyNjI0
D2w0QnViQW80NXc5SG8/view?usp=sharing

Follow up lessons for

class. What will you
do for the students
who have mastered
the material? What
will you do for
students who still
need help?

All students will get an opportunity to clarify their

learning by using manipulatives. The students
who have mastered the basic skill will move
forward to the more challenging 2 and 3 step
stoichiometry problems. The students who still
require help will have an opportunity to relearn the
concept through a lesson where they will use
manipulatives to make estimations for things they
cannot count and then linking the idea of a
particular count per gram and how would that help
them use this knowledge to make a more accurate
calculation.

Flip #2:
Create a video to use with a flipped lesson and create the flipped lesson.

Standard/Objective:

Students will be able to combine the learning from

different concepts about the chemical reactions
and apply this knowledge to demonstrate
understanding of the factors that affect the rate of
reactions and collision theory.

Video you created:

https://www.dropbox.com/s/0ep8gx49ic7fdf9/2016
0603_102255.mp4?dl=0

How will students

access the video:

My school is a one-to-one school therefore, all

students have school provided Chromebooks.

How will you hold

students
accountable?

After viewing the video, students will be required

to answer one question through Schoology (the
school's social media and instructional portal).
Answering the question will be a requirement to
participate in the lab next day. They will need to
predict why the catalyst increases the rate of
reaction based on the learning they have attained
in the unit thus far.

Flipped Lesson Link:

https://docs.google.com/a/cps.edu/document/d/1q
DD335gryyFyk0KCOwuTWaJYy8F1mhGC_C0eC
EcRwoE/edit?usp=sharing

Follow up lessons for https://docs.google.com/a/cps.edu/document/d/1b

class. What will you
UIiuivdblTyk34I1MtMxRnDJtcqKx9LfHLxnKDpgsI/
do for the students
edit?usp=sharing
who have mastered
the material? What
will you do for
students who still
need help?