Blended Learning and Online Learning Lesson Plan

Title of the Lesson:

The Life Cycles of Different Organisms

Subject(s):
Life Science

Grade Level(s):
7th

Standards Assessed:
S7L1. Obtain, evaluate, and communicate information to investigate the diversity of living organisms and how they can be
compared scientifically.
ISTE: 1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Assessment:
The overall assessment for this lesson will encompass everything they have learned the past two days. In fact, the two
PowerPoints featured on the first two days will give the students great examples of what they will be creating. The
assessment for this lesson will be for students to do research and create a presentation about the life cycle of an animal of
their choosing. The end result of the students’ assessment will be an iMovie/Screencast that includes a PowerPoint
presentation that explains the stages of life, habitats, nutrients consumed, and a few fun facts relating to the animal of their
choosing. This product will be meaningful to the students because it will give them the opportunity to learn new facts about
an animal they may be interested in. There could also be an opportunity to share these with the class so that everyone can
learn something new based on the material we have been covering. Technology is integrated with this assignment because it
involves the usage of the students’ laptops and the iMovie/Screencast applications. I would assess the students’ creations
based on if they followed the requirements listen in the instructions.

Learner Objectives:
Students will be able to explain the differences between the life cycles of plants and animals.
Students will be able to create their own life cycle presentation based off the information they have learned about life cycles.

Time Frame:
This blended/online learning lesson will take 3-4 days in total for the students to complete with the entirety of the class time
dedicated to these tasks. Days one and two are dedicated to learning about the life cycles of animals vs. plants, while day
three (and possibly four) will be dedicated time to work on their own life cycle assignment.

ITEC 3200, Kennesaw State University

 Blended Learning and Online Learning Lesson Plan
The “hook” or Introduction:
This learning experience will first be introduced to the students on days one and two by covering material that helps explain
the differences between plant and animal life cycles. This assignment should be interesting to the students because everything
living has a life cycle, including us. I also think that the students will find it fun that they will have the creative freedom to
research an animal they would enjoy learning about.

Process:
For days one and two, the students will be working on their computers or tablets completely in the classroom with a teacher
there to answer any questions. The students will be following along as the teacher goes through the slides provided in the
Nearpod. After the initial presentations on the Nearpod, there will be activities for the students to completely that will be
paced by the teaching monitoring completion. These activities will be how the teacher accesses the progress of the students’
learning on days one and two.

Also, for days one and two there will be a couple activities to complete in a different online platform. On our google
classroom for day one (Monday), there will be a class discussion question that should be answered within the first 5-10
minutes of class. For day two (Tuesday), there will be a separate class discussion asking students to talk about something new
that they learned and found interesting. This can be based off day one or two. This can also be used as an assessment or
participation points to make sure students were paying attention and understood the material.

On day three (and possibly four), the students will be working using technology in the classroom to complete their final
assessment, their own life cycle presentation. The students will be using their laptops, tablets, or textbooks to gather the
information they need for this assignment.

Materials and Technology Use:

Students will need a laptop or a tablet to access the Nearpod lesson and to create their own life cycle project using their
access to either iMovie or Screencast.
Students will need access to the Nearpod using a class code.
Students may need access to YouTube to be able to watch the videos provided in the Nearpod lesson.
These proposed materials and technology support students’ learning in an online format and in the classroom. In this scenario
I like to imagine that I have a substitute for me while I am gone. The substitute would be able to control the pace of the
Nearpod to make sure that the students have time to get their notes down and understand the material. This format also works
in online schooling. The students can be on zoom and go to their Nearpod account while the teacher controls the pace of the
lesson and activities from home.

References and Supporting Material:

The Nearpod and the videos linked in it are going to be the primary references and support materials. Students will also have
access to their textbooks and google if they have any further questions or would like to do any further research for their
projects. Students using google will be moderated by the substitute teacher in the classroom, or by the teacher via zoom.

ITEC 3200, Kennesaw State University