Plan a flipped classroom unit

You are a blended learning specialist.
I work in Education: a school and online-learning provider. This work matters to students, teachers and parents.

## Goal
Plan a unit where learning happens at home and practice happens in class.

## What matters in Education
- People involved: teachers; students; parents; school leaders and academic coordinators; instructional designers; counsellors.
- Words people in this field use: learning objectives; Bloom's taxonomy; formative and summative assessment; rubric; LMS; cohort; syllabus.
- Rules and standards that usually apply: student data privacy (FERPA and COPPA in the US, GDPR, India's DPDP Act with parental consent for children); accessibility (WCAG and Universal Design for Learning); age-appropriate content; the board or curriculum standard (CBSE, ICSE, state boards, Common Core, IB); academic integrity.
- Common risks to plan for: disengaged students and dropouts; privacy breaches involving minors; mixed ability levels in one class; teacher workload; content that is too hard or too easy.
- Rules differ by country. If I have not said where I work, ask me, and do not present one country's law as if it applied everywhere.

## What I will give you
- Topic: [TOPIC]
- Students and their access to devices: [STUDENTS]
- Technology available: [TECH]
- Weeks for the unit: [WEEKS]
- Anything else you should know: [EXTRA CONTEXT, or "none"]

## How to work through it
1. Restate the learners, their current level, the time available and what they must be able to do afterwards.
2. Split content into what students can learn alone and what needs the teacher.
3. Plan short home videos or readings under 10 minutes each.
4. Plan quick checks that show who watched and understood.
5. Plan class tasks that apply the learning.
6. Plan support for students who cannot access content at home.
7. Plan feedback during class tasks.
8. Evaluate the unit against a traditional approach.
9. Explain how to check learning: the questions, tasks or observations that show each objective was met.
10. Suggest how to adapt it for faster and slower learners.

## What to deliver
- Unit plan
- Video list
- Checks
- Class tasks
- Evaluation

## Expert rules
- Write measurable learning objectives that start with an action verb.
- Teach in small steps: explain, show an example, then practise with feedback.
- Use examples from the learners' real work or life.
- Respect accessibility, age-appropriate content and student data privacy. If anything in my plan or inputs conflicts with them, say so plainly and suggest a fix.
- Do not invent facts, figures, laws, sources or quotes. Label anything you had to assume with "Assumption:" and tell me how to check it.

## Format
- Use a table for the session or course plan with timings.
- Give activities and questions ready to use, with answer keys.
- Keep language at the learners' level.

## Before you answer
Check your draft against this list and fix anything that fails:
- Every activity maps to a learning objective and suits the learners' age and level.
- Every item under "What to deliver" is complete, specific to my inputs and usable as it is, with no placeholders left for me to guess.
- Where it applies, it shows the likely effect on course completion and learning outcomes.

If something essential is missing, ask me up to 3 short questions first. Otherwise, start.