Blended Learning Lesson Plan

Lesson Title: Living with dinosaurs

Objectives:
Students will be able to depict and recognize the differences certain ways of living and learn
about the ways we used to do things to survive
Students will be able to judge and analyze the way we live now as opposed to thousands of years
ago

State Standards:
Standard 1: Utilize the college and career skills of a historian to study continuity and change
over time for one’s personal history and one’s community.
K.H.1 Identify similarities and differences between oneself and others.
K.H.1 This indicator was developed to encourage inquiry into students’ individual characteristics
in relation to those of their classmates.

Context: I am teaching this particular lesson to get kids interested in the past, the ways we lived
before civilization, and the most exciting part to the class, the animals that once lived. A similar
history lesson on other cultures and how they have advanced to today’s technologies comes
before this lesson in the larger unit. Some previous knowledge that will help with this lesson are
the kid shows that involve dinosaurs, many kids are obsessed with them. This lesson will prepare
students for the next topic because it serves as a fun little topic before getting to the other lessons
they may not have as much of an interest for. It is like a little ice breaker lesson plan; the next
lesson plan will be more advanced.
Data: Students will be grouped in pairs of three and will be able to brainstorm together some
similarities and some differences from the humans that lived millions of years ago as opposed to
how we live today. The hypothetical data that will be grouping the students will be how they are
performing earlier that day, if they are confused for example a student will get paired with
someone who had more of an understanding so that they can help each other. Data will be
collected by seeing how well the students do after they are paired up, if they are still struggling
there will be an additional PowerPoint presentation to help them understand.
Materials: Worksheets, pencils, colored pencils, markers, crayons
Procedures:
Introduction (5 minutes):
I will explain anything that they need to know before we start with the lesson, like class
information, important dates, and then I will begin the lesson by asking the students what they
already know about the prehistoric ages. I will teach the students how and why learning about
the way people used to live is so important. The advancing of technology is a great thing to learn
and how to familiarize yourself with it because technology is the future.
Teacher Directed (10 minutes):
The teacher directed part of the lesson will be an interactive PowerPoint which will go right into
the collaborative part of the lesson. The PowerPoint will show them facts, pictures for
brainstorming ideas, the history of cavemen and dinosaurs, and everything you need to know
about prehistoric life. This also includes them making fire, eating and hunting, fishing, making
shelter and clothes, etc.,. This part of the lesson will be fun, but also very informative about
everything they need to know for the rest of the lesson.
Collaborative (15 minutes):
This part of the lesson is when we get hands on with the interactive PowerPoint, there will be
pictures, quizzes, and interactive slides, to keep the kids interested. Once they are finished with
the PowerPoint and the quiz, they will move onto group work. The group work will start off by
them working together to come up with their own dinosaur, making a new name for it, what
color will it be, can it fly, things like that. After that they will be able to
Independent Digital (15 minutes):
I will have the students quietly go back to their desks and have them take out their devices. If a
student does not have an iPad, tablet, or an iPhone, they will be instructed to use the computers
that we have in the classroom already. I will have them watch the video that is down below and
have them become familiar with the app. They will be able to try out all the features that the app
has to offer and the students will quietly do their own thing until it is time to regroup. This will
give them time to work independently and on their own pace.
Closure (5 minutes):
I will wrap up the end of the lesson by going around the classroom and asking the students what
they have learned or what fun facts that they may have already known about prehistoric times. I
will tell them how they did on the lesson, if they did good or if we may need another day to learn
about this. Then I will ask them if they have any questions that need to be answered and then I
will talk about any upcoming important dates they need to know.
Rationale: https://apps.apple.com/us/app/kids-dinosaur-join-and-connect-the-dots-puzzles/
id980169201?mt=12
The educational game/app, Dinosaur join and connect the dots puzzles, is easy access on the
iPads, tablets, and phones. It is a free app that has many different minigames to play while also
learning about stuff like shapes, colors, and numbers, all at the same time. It supports student
learning and my standards and objectives because it gives the students an alternative way to find
learning about something more fun and interesting, it gives them a different perspective. This
app is high quality because of its many accessible features and games. This app passes LORI
criteria because the ideas are clean and the content is up to par, when we have spoken about in
Module 406, I would definitely use this app for my kids in the future.

Prehistory | Educational Video for Kids

This video could be beneficial to the lesson because it gives a different perspective of the lesson,
the video may include some things that I may have forgotten to mention or never thought about.
Kids also love watching videos as opposed to something that’s hands on, it’s the generation. It is
a high-quality video because it goes over all the points it needs to, the actual video itself is high
quality, it comes from a reliable account, and it has real likes and comments on it. This video
also passes when it comes to the critiques of LORI criteria when looking at Module 406 because
it has an appropriate level of detail and the information is reliable. This multimedia would
differentiate for all learners because some students are naturally better when visually learning as
opposed to learning in other ways. Assistive technology can come into place because subtitles
can be put on the screen for students who may be hearing impaired and the volume can be
increased or decreased for a student who may be visually impaired.