Flipped Classroom Lesson Plan

Please keep the template intact; do not remove parts; fill it in completely.

Lesson Plan Template

Directions: Complete the template below using the definitions/directions section at the
bottom. Pay special attention to the scope and sequence section.

Your Name: Mary Kapusinsky

Type of lesson: Flipped Classroom

Lesson Plan Title: Geometric Vessels: Part 1

Discipline/Topic: This lesson is for a Visual Arts classroom. The topic will center around
learning skills that will be necessary to assemble cut slab pieces in the future, such as preparing
clay by kneading and wedging, rolling slabs, cutting template pieces, and storing cut pieces for
use at a later time.

Target Population:

Grade Level: High School

Population Characteristics: Intro art students in 9-10th grade. Inclusive classroom of
15-20 students who receive visual arts instruction for 45 minutes, every day.
Lesson Groupings: Individual work

Curriculum Links: This lesson is situated as an introductory lesson in an interdisciplinary unit

on hand building techniques: using slabs, and geometry.

In this unit students will be:

Watching 2 video lectures at home, taking notes, and completing the in class
assignment: mindmapping the process
Creating a small square vessel to practice: rolling a slab, cutting pieces using a
template, using appropriate tools, and joining clay seams
Curate a page of images and resources that merge the definitions geometric
and vessel.
Developing a vessel template and model using geometry and construction
materials that will serve as their clay projects plan
Building a geometric vessel with clay using slab construction skills and a
predesigned template.

Unit Concept vocabulary to remember (to be copied by students in introduction; see scope and
sequence):

Handbuilding: When talking about ceramics and pottery, handbuilding refers to a way of
creating pottery without the use of a potters wheel. When done correctly, handbuilding
techniques can be used to make strong, sturdy, functional, and decorative works of art. For this
lesson we will be focusing on slab building.
Slab Construction: Assembling rolled out pieces of clay to create one cohesive piece.

Vessel: When talking about ceramics and pottery, a vessel refers to a piece that can hold
liquid and/or objects, usually with some sort of opening. It can be utilitarian, meaning it serves
a practical purpose. Or, it can be decorative, meaning it is pleasing to look at, but doesnt
necessarily do anything else physically.

Vessels with a practical purpose: Vessels with a decorative purpose:

- a cup is meant to hold liquid for - a sculpture

drinking - made with extremely thin
- a jewelry box holds jewelry clay walls
- a vase holds water and flowers - your grandmas fine China

Geometric: Something geometric may be described as having points, lines, and angles.

Examples: Diamonds, house, 3D star, stairs, box, crystals

Objectives: At the end of this lesson, students will be able to

- Show organization by taking thorough notes based on a video lecture

- Represent procedural concepts visually using concept maps on Popplet
- Collaborate by actively shared notes, ideas, responsibilities, resolving conflicts,
and/or contributing to overall group dynamics
- Show craftsmanship by paying specific attention to the edges, shapes, seems,
and overall structure of a clay box

List the ISTE Student Standards objectives with which your lesson plan aligns.

When you write the Student Standards, please take the words verbatim from the link
below. Copy and paste into your lesson plan the appropriate performance
objective/outcome.

Student Standards

3. Knowledge Constructor Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others. Students:

a. plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits

4. Innovative Designer Students use a variety of technologies within a design process to identify
and solve problems by creating new, useful or imaginative solutions. Students:

a. know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.

6. Creative Communicator Students communicate clearly and express themselves creatively for
a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals. Students:
 c. communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or simulations.

Materials and Timing:

Day one
Online: computer, iPad, or smartphone, a secure internet connection, notebook, pen/pencil,
- About 20 minutes including viewing and taking notes
Classroom: IPads, Popplet app, Projector, Concept Map directions
- Check notes, 5 minutes
- Intro to the unit, 10 minutes (see curriculum link)
- Work on concept map, 15 minutes
Day two
Classroom: clay, wood slats, rolling pins, pottery knives or other sharp clay tool, templates,
- Work on the procedures of video 1, 40 minutes
Day three
Classroom:
- Work on the procedures of video 2, 40 minutes
Scope and Sequence:

Day one
Online:
- watch lecture 1 and 2 Flipped Classroom and Lecture page
- Take notes (notes will be checked in class)
Classroom:
- The teacher will check individuals notes to see if they are completed
(individual assessment)
- After a brief unit introduction, students will work together in groups to create a
procedural concept map using Popplet that will be handed in for a grade. They may
use their notes and what they remember. (group assessment) (see Day 1 Rubric)
Note: this is important in case any students didnt, wouldnt or couldnt watch
the videos. This foundational step is so important that students will not know what to
do when it comes time to work. It may end up being redundant for students who took
good notes, but will help everyone visualize the process more clearly.
Give students a framework to begin. All concept maps must have a) a
sequential flow (ex. Step 1, step 2, etc.), b) tools used during each step c) potential
problems and how to fix them *very important

Day two
Classroom:
- Students will replicate the process from video 1
- By the end of class, students will have produced 5 squares from a slab of
clay
- Teacher will check when completed (see Day 2 rubric)
 Day three
Classroom:
- Students will finish replicating the process from the video 2
- By the end of class, students will have produced 1 clay box with sealed
seams. (see Day 3 rubric)

Evaluation of Students: (using a rubric)

Objectives Needs Improvement Good/Satisfactory Excellent

Day 1

Video notes Notes may not be Notes are completed Notes are completed
completed on time, on time at the on time at the
lack structure and/or beginning of class, beginning of class,
show coherence shows structure and shows clear
coherence structure, easily
read, and is coherent

Concept map Concept map is Concept map is Concept map is

completed and is completed and is thoroughly
easy to interpret; easy to interpret; completed and is
includes some includes most easy to interpret;
procedural steps, procedural steps, includes all
tools, problems, and tools, problems, and procedural steps,
solutions solutions tools, problems, and
solutions

collaboration Group members Most, if not all group All group members
rarely shared notes, members shared actively shared
ideas, notes, ideas, notes, ideas,
responsibilities, responsibilities, responsibilities,
resolved conflicts, resolved conflicts, resolved conflicts,
and/or contributed to and/or contributed to and/or contributed to
overall group overall group overall group
dynamics. Most work dynamics dynamics
was done by 1 or 2
students.

Day 2

Edges Edges may be torn, Edges are mostly Edges are clean, no
(craftsmanship) crooked, or smashed clean, no torn clay, torn clay, and are
in places, which is a and are mostly straight
result of poor straight
handling

Shape Pieces cut out have Pieces cut out have Pieces cut out have
not maintained their maintained their maintained their
(craftsmanship) template shape after template shape after template shape after
transfer (evidence of transfer (minimal transfer (no
fingerprints or fingerprints or fingerprints or
stretched areas, stretched areas, stretched areas,
pieces may not lay pieces lay flat) pieces lay flat)
flat)

Day 3

Seams Seams are not Seams are secured, Seams are well
secured, separate no gaps, Used secured, no gaps,
(craftsmanship) clay pieces are enough clay clean looking. Used
visible, may have enough clay, looks
gaps. Solution: use strong.
more clay in the
seams.

Box Structure Box may be tilted or Box stands upright Box is strong and
slanted in some upright, not tilted or
(craftsmanship) spots slanted
Evaluation of the lesson: The pinnacle of this lesson is to successfully create a small clay box
that demonstrates the skills they learned from the previous steps. Although students might know
the procedure very well from the videos, notes, and concept map assignment, applying that
knowledge to creating a physical piece will help them see what specific steps they need to
spend more time on. As a practice piece, the clay box serves as a way for them to perfect their
basic skills and make mistakes if they happen. The rubric will help them hone their
craftsmanship to create a stable piece. Without these basic skills, they will have less choice in
their final project because more complex geometric vessels will require more attention to detail.
If students skills dont match their level of ambition when choosing templates, they can end up
getting discouraged for choosing something too difficult. I want to give students a fair amount of
agency in this unit. I will know if this lesson was a success if students maintain high levels of
craftsmanship throughout day 2 and 3.