In this part of the activity, you are a teacher:  you have to make a Didactic Unit. THE FLIPPED CLASSROOM  will be your model.

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.

Short video lectures are viewed by students at home before the class session (Bloom’s Taxonomy levels remember, understand, sometimes apply), while in-class time is devoted to exercises, projects, or discussions (apply, analyze, evaluate, create)

Find activities, videos and other resources of the unit you are working with.

Create your own resources: videos, mind maps, surveys, puzzles, comic, videos with questions in them, etc There are more options in resources.

Present the whole unit with different activities.

To make sure you include activities which work for all students, encourage, promote the multiple intelligences

Remember the Bloom's revised taxonomy: The higher levels you work with, the better, although the lower are necessary too. A good help to understand learning. 

Guide for the work:

1-Work at home or individual space: video, and questions or basic activities that help the teacher know whether the information was captured by the students or they need more help. The type of activities that fit in this group are centered in the lowest levels of the Bloom's taxonomy: remember (define, describe, list, identify and so on), understand (explain, describe, interpret,..)

Do at least 2 individual space activities.

The activities can be self-corrected (with resources like Google Forms, edPuzzle...); students can also bring the homework to class or even be checked with games or other tools. 

It is very useful to have at hand one of these infographics with verbs which will help us design our activities.

2-Work in class or group space: including: explanation of the activity, resources, multiple intelligences involved, Bloom's Taxonomy levels. In this case, the levels are higher: apply, analyze, evaluate, create. References here. This example of activities around the same topic.

Do at least 2 group space activities. (They can be part of the BIG IDEA)

3-Assessment or evaluation: rubrics specially when team work, explain the way you evaluate these activities and the percentage each one has.

The presentation must be in English, every member of the group has to explain something, learn it by heart if necessary.

Assessment will be of: realism, relevance and adequacy to the level (5-6 grade), flipped model: homework, quality of materials, creativity. Works have to be uploaded to the portfolio by the day you present them.

4.Now, you swap into a student and work on a BIG IDEA (broad concept important for you and for the community)  that is connected with your topic.

 We start questioning. Write a list of thoughtful questions about your topic. Your questions should be directed towards  the community, relationships, creativity, health, sustainability, democracy and other big ideas. This first step is the ENGAGE step. Then, during the INVESTIGATE step, you draw a journey which provides you with interesting information about the topic, so you can ACT, third step. In our case, we PLAN instead of act, which turns into a description of what we could do to reach our challenge. This activity has interdisciplinary nature in the sense that you will probably need to learn aout different subjects to reach a solution.

Present your BIG IDEA in a web tool of your choice: canva, genially, thinglink, interactive timelines, boards or augmented reality.

This activity is obligatory

The rubric below will be used for the assessment of this activity: