1. FDP201X FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR
RESOURCE CREATION ASSIGNMENT (RCA02)
Bindu S. Tambe

2. Table of Contents SECTION SLIDE # 5 11 17 ABOUT YOU 3
OUT-OF-CLASS SEGMENT 5
IN -CLASS SEGMENT 11
EVALUATION 17

3. Bindu S Tambe
Hello!!! I am Mrs. Bindu S Tambe, Asst. Prof., Faculty with Pillai College of Education and Research, New Panvel. This is a flipped class design for Ecological Pyramid, a topic from Environmental Education of the B. Ed. syllabus.

4. Bindu S Tambe Ecological Pyramid Environmental Education Education
Bachelor of Education (B. Ed.)
Pillai College of Education and Research, New Panvel, Mumbai University

5. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
After watching the video, the student will be able to:
Recall the meaning and types of ecological pyramids. (Knowledge level)
Explain the various ecological pyramids. (Understanding level)
Gives reason about the shape of the ecological pyramids based on certain conditions. (Apply level)
Key Concept(s) to be covered
Energy Pyramids
Pyramid of number
Pyramid of biomass
Pyramid of numbers

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Creative Commons - Attribution
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Ecological Pyramids
0:00 – 5:21
5:21
TOTAL DURATION
5:21
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Knowledge (Recall)
Name the various types of ecological pyramid. 5
This carries 3 marks towards your assignment and it is a compulsory activity. Watch the video from the beginning.
Expected activity duration
5min

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Understanding (Explain)
1. Explain the pyramid of numbers.
2. Explain the pyramid of biomass.
3. Explain the pyramid of energy.
15 min
Watch the video from beginning. Carries 15 marks. Remember your attendance will be considered on the submission of the assignment
Expected activity duration
15 min

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Apply (Give reason, justify)
What will happen to the ecological pyramid of numbers if the number of primary consumers are more than the secondary consumers? 10
Pay attention to the explanation and the examples shown. It is compulsory to submit the assignment. Carries 5 marks
Expected activity duration
10 min

10. In-class Activity Design -1
Learning Objective(s) of In - Class Activity – At the end of the class, the student will be able to:
Justify the type of ecological pyramid that emerges if the components of the environment are changed.
Give new examples of ecological pyramid of number.
Formulate new examples of ecological pyramid of biomass.
Key Concept(s) to be covered
Inverted ecological pyramid, spindle-shaped ecological pyramid

11. In-class Activity Design -2
Active Learning activity - Ask students to come up examples on their own.
Explain the strategy – The teacher will the components of the ecosystem to create the ecological pyramid.
The students will put the various components in the order of primary producers, primary consumers, secondary consumers and so on.
Justify why the above is an active learning strategy
The students on placing the various components will have to make the pyramids in an order and see the different kinds of ecological pyramids that will be formed (triangular, spindle-shaped and inverted)

12. In-class Activity Design -2
Active Learning activity(ies) that you plan to do Since the ecological pyramids are linked to the food chain and biodiversity of the environment, real world issues of the same will be discussed using Think-pair-share method. In this activity, concept clarity will be achieved by peer instruction/interaction.

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
The teacher will poses question to the students about the shape of the pyramids depending on certain conditions and then summarizes about ecological pyramids.
What will be the shape of the ecological pyramid if the primary consumers are more than primary producers?
Triangular
Spindle-shaped
Inverted

14. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Give new examples of ecological pyramid of number, biomass and energy.

15. In-class Activity Design -2
Peer Instruction Strategy – What the Student Does
For each question they will first vote individually.
Then they will discuss with peers and come to consensus.
Listen to instructor’s explanation.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
The teacher presents a situation as – Imagine if the number of primary consumers are much more than the number of primary producers. How will the ecological pyramid of number, biomass and energy look?

17. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (time given is 3 minutes)
Instruction: Imagine if the number of primary consumers are much more than the number of primary producers. How will the ecological pyramid of number, biomass and energy look?
Think individually and identify the type of ecological pyramid that will result from the above situation.

18. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (time given is 5-7 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, the teacher goes to different pairs to see what they are doing, motivating the non-participants.

19. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (10 minutes)
The teacher asks a group to share their answer with class and see whether there are different answers. After sharing is done, teacher gives feedback on the correct answer and explains about the importance of maintaining a balance in the various components of the environment.

20. In-class Activity Design -2
TPS Strategy – What Instructor does
In the next step of TPS, in the Think Phase the teacher asks the students to come up with new examples for the ecological pyramids.
In the pair phase the students asked to compare the answers.
In the share phase again the different answers are sought.

21. In-class Activity Design -2
Justify why the above is an active learning strategy
The above activities are indicators of active learning strategy as the students are not merely listening but are actively involved in thinking strategy and are able to create new learning on their own.
All the knowledge that is transmitted is assimilated in the classroom for better learning.

22. THANK YOU!!!!!