1. 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.

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

3. 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

4. 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.

5. 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

6. 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

7. Out-of-class Activity Design - 2
Main Video Source URL
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
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 : min

8. 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.

9. 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

10. 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

11. 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

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

13. 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.

14. 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

15. 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

16. 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

17. 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

18. 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.

19. 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

20. 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.

21. 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.

22. 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

23. 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)

24. Thank You