Blended Learning Lesson Plan

Lesson Title: Science of Life: Cells & Organ Classification

Objectives:
-Students will be able to describe different types of cells as well as identifying them
-Students will be able to support claims about the cells in different organisms
-Students will be able to develop a cell model
-Students will be able to support claims about bacteria and how they can be helpful and harmful
-Students will be able to develop and use models to show how organs serve the needs of the
animal
-Students will be able to explain how the human body functions and supports life
State Standards:

Standard 7.L.3: The student will demonstrate an understanding of how the levels of organization
within organisms support the essential functions of life.

7.L.3B. Conceptual Understanding: Multicellular organisms (including humans) are complex

systems with specialized cells that perform specific functions. Organs and organ systems are
composed of cells that function to serve the needs of cells which in turn serve the needs of the
organism.

Context:
I am teaching this lesson because students should have an understanding of how cells work and
how they make up greater things in the human body and how they all work cohesively together.
Before this lesson the students learn about matter and how matter makes up all things living and
non-living. They will have knowledge that atoms are a part of everything, and atom makes up
molecules, which makes up everything else. They will also have learned about density and mass
of certain things. In the next unit the students will be learning about DNA and how organisms
reproduce. By learning about cells and how they make up organs, and then how organs work it
will give the students an understanding of what goes into making up certain things in the body
and how DNA is contained within cell parts.
Data:
My students will be grouped based on how they did on the quiz/test from the last unit that was on
matter. I will have three groups all a mix of middle of the road, students that did very well, and
students who did poorly. I want to do this because this way the groups are balanced, and they can
then help each other out when they are in a group not meeting with me. At the end of the unit, I
plan on making groups in the same way for the next topic.
Materials:
-Intro will be teacher led and I will be using an electronic whiteboard to do so and show a
PowerPoint giving a basis of information on the topic
-Teacher Directed I will be using the electronic whiteboard again to let the students do an
interactive lesson game on a PowerPoint so that they can each get a turn and be engaged because
it is a game setting
-Independent Work My students will use their computers to label parts of a cell and organs
through a drag and drop website
https://www.purposegames.com/game/this-animal-cell-needs-labelling-quiz
https://www.geoguessr.com/seterra/en-an/vgp/3801
-Collaborative The students will have a worksheet that I will print out and they will round robin
read it then answer questions about what they just read
https://www.ducksters.com/science/the_cell.php
-Closure I will have the students participate in a Kahoot after doing a recap of the lesson
https://create.kahoot.it/details/ad15ecf7-c692-4db1-869f-75d9c463bc81

Detailed paragraphs from here on down.

Procedures:
Introduction (25minutes): My lesson will be during our designated science time for the
day. It will start at 10:00am and I will have the PowerPoint uploaded on to the interactive white
board so that the title slide is showing “Science of Life: Cell and Organ Classification” so the
students will know what we are learning for the day. I will then ask if the students know
anything about cells and what that means for the lesson. I will then give an overview of what
they will be learning during the group rotations. They will learn the parts of a cell and their
functions along with the functions of organs as well. After they have an understanding, I will
break the students into their groups.

Teacher Directed (10 minutes): The students with me will come up to the whiteboard
where I have an interactive game pulled up and participate in that. It will be a drag and drop
game, so the students have to beat each other’s times. This will encourage competitive learning
because what kid doesn’t want to play a game. This way they are also getting interaction with
different forms of technology.

Collaborative (10 minutes): During this time the students will do round robin reading
which is when each student reads a predetermined amount of time such as a paragraph or page.
They are going to sit in a circle while doing this so they can all see and hear each other clearly.
Then once they are done reading the passage, I have printed out then I have 5 questions I created
printed out so they can answer those. Then I will have the students turn them in so I can see if
they are grasping the topic or not.

Independent Digital (10minutes): During this time the students will go to the links I have
provided and complete the games I have posted. They will prove they have done this by
screenshotting the completed times from the labeling games.

Closure (20minutes): I will close the lesson by briefly going back over key points that I
feel are important. This way they can think about everything they have learned. They will be
participating in a kahoot based on the lesson. This gets the students excited to want to participate
and they will be given a reward at the end.

Rationale: You must have at least two paragraphs (one for each mandatory piece of
multimedia)

1) I chose the matching websites for the students to use for their individual lesson time. I
chose this because it is something the students are into. No matter what age games are a great
way to get the students to engage because they do not view it as just learning. It also helps them
memorize because its fun and they are actually paying attention rather than just learning to
memorize but learning because you want to do well in the game also.
I think it is a good way of learning but the websites were not necessarily “high quality” but
they are effective in teaching the students. I think that the websites I have chosen are easy to use
and do exactly what they are supposed to do, challenge the student. I believe all learners can use
it because it works at your pace, and you are just competing with yourself, so the less
competitive students aren’t stresses out. On the LORI criteria it ranks mainly middle of the road
except for the content getting down but the websites were not the best.

(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this
piece of multimedia? How does it support student learning and your standards and
objectives? How do you know it is of high-quality? Evaluate this multimedia against the
LORI criteria in the 406: Evaluating Multimedia module to support your rationale. How
does this multimedia choice differentiate instruction for all learners (consider
differentiation and assistive technologies)?
2) I am using Kahoot for my students because it is another example of fun for the students.
This is a different type of fun; it is competitive and also creates reward for the students. There is
an array of different kahoots you can pick for just one topic so it makes it inclusive for
whichever learning level the students are on. I think it is a well-known website and the kids get
amped up for it which makes review fun.
I think this is a great resource for students and is free and has easy access for all. It is user
friendly and kids who have never played grasp it fairly quickly. Against the LORI criteria it
ranks pretty highly due to its aesthetic and user ability. Overall all students can use this and
usually enjoy unless they are not competitive. They also get the satisfaction of winning which a
lot of students enjoy.