FLIPPED CLASSROOM ACTIVITY USING EXISTING CONTENT This work created by Ms. Pranoti Khanolkar is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Table of Contents SECTION SLIDE NO ABOUT ME 3 OUT-OF-CLASS SEGMENT 5 IN-CLASS SEGMENT 11 EVALUATION 18

Pranoti Joshi - Khanolkar Presently Assistant Professor of Environmental Studies in K J Somaiya College of Engineering Completed post graduation in Environmental Science rom Institute of Science, Mumbai Have done Post graduate diploma in Environmental Law from National Law School India University (NLSIU) Bharatnatyam Visharad , in Kalakhestra style, presently learning Tanjavar style Choreographer in Indian Folks and Classical dances

Topic - Acid rain deposition and pollution control "Acid rain" is a popular term referring to the deposition of a mixture from wet (rain, snow, sleet, fog, cloudwater, and dew) and dry (acidifying particles and gases) acidic components. Acid rain has many ecological effects, but none is greater than its impact on lakes, streams, wetlands, and other aquatic environments.  It causes them to absorb the aluminum that makes its way from soil into lakes and streams. Control of pollutants by introducing technological solutions would be accelerated if it is legally binding . The selection of control technologies depends on environmental, engineering, economic factors and pollutant type.

Pranoti Joshi - Khanolkar Acid rain deposition and pollution control Environmental Studies Domain – Bioscience and allied (Environment ) F.Y.B.Tech students K J Somaiya college of Engineering

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity After watching the video, The student will be able to Understand concept of acid rain and its deposition process Describe causes and effects of acid rain Explain laws and technologies used for prevention of pollution Key Concept(s) to be covered Acid rain deposition Air pollution control technologies

Out-of-class Activity Design - 2 Main Video Source URL https://8.2 Outdoor Air Pollution part 2 License of Video Creative Commons Attribution license (reuse allowed) CC-BY-SA Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Acid rain deposition process 0.00 - 1.47 1.47 Causes and effects of acid rain 1.48 – 7.00 5.52 Laws and technologies for reduction 7.01 – 12.08 5.07 TOTAL DURATION : 12.08 min

Guideline for Designing Assessments It is recommended to provide few assessment with each video resource. The assessment has to be at lower cognitive levels (Recall – Apply), aligned to the learning objectives. It is recommended that you evaluate these assessments before the in-class to understand the level of students.

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Acid rain deposition process Explain various pollutants involved in deposition process 5 min Expected activity duration 5 min

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Causes and effects of acid rain Provide 2 causes of acid deposition and 3 effects on vegetation, material and humans 5 min Instructions Expected activity duration 5 min

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Laws and technologies for reduction Explain the working of smoke stack scrubbers 10 min Instructions Expected activity duration 10 min

In-class Segment This section helps you design the in-class segment of Flipped Classroom Strategy.

About In-Class Segment Make sure that In-Class segment contain activities for effective learning In active learning student goes beyond listening, copying of notes. Execution of prescribed procedures. Students are required to talk, write, reflect and express their thinking. Engage students in higher-order thinking (Analyze-Evaluate-Create). Ensure that students get feedback on their work, either from peers or you. Ensure to provide summary that connects Out-of-Class and In-Class activities.

In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, The student will be able to Write the processes of smokstack scrubbers and electrostatic precipitators Identify which technology to be used for particular air pollutant depending on source Key Concept(s) to be covered Technology selection for pollutant trapping Anti air pollution laws

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think – pair – share for problem solving Followed by peer instruction for clarification

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide recap of video shared Q 1: What all technologies can be used for removal of particulate pollution ? Smokstack scrubbers Electrostatic precipitators Catalytic convertors

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: What was the Taj trapezium case? What was the decision under air pollution control act? And what were the decisions made to recover the loss? Hint - Delhi CNG case - Relocation of tanneries

In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first write individually. Then they will find out the answers in peers and complete the answer (They may take help of internet if they need) Listen to instructors explanation.

In-class Activity Design -2 TPS Strategy – What Instructor does Provide a brief description on types of particulates and need for removal Also, give some examples of cases from India and outside regarding implementation of air pollution act Examples will include causes, effects and mandatory solutions provided legally

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Think individually and identify the correct technology to be used for particulate pollution along with justification.

In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and find answers for both the questions. Complete your final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing.

In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback and elaborates the answer This will be done for both the questions

In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. There is also feedback provided (either through peer discussion or instructor summary)

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