The document outlines a lesson plan for teaching 7th grade students about sporophytes and gametophytes. It will begin with introducing the concepts through interactive digital avatars called Vokis and a podcast. Students will then work together to label plant images as either sporophyte or gametophyte regions. After class, students will comment on additional plant images on the class Facebook page to further their understanding. The goal is for students to be able to accurately label and explain the difference between sporophyte and gametophyte regions by the end of the lesson.

1. Plant Growth and Reproduction:
Day 4: Sporophytes and Gametophytes
Introduction
The ASSURE model is an instructional guide for planning and conducting
lessons that integrate media and technology while focusing on the learner's
needs. It is based on six classroom procedures that Analyze Learners, State
Objectives, Select Methods, Media, and Materials, Utilize Media and Materials,
Require Learner Participation, and Evaluate and Revise.
Analyze Learners
Learner’s General Characteristics
The instructional unit is designed for an average 7th grade classroom. The
students range from 12 to 14 years old. The students come from various
socioeconomic statuses with 70% of the students being white, while 20% African-
American and 10% Hispanic. 10 of the students are boys, while 7 are girls.
Entry Competencies
The students have knowledge and experience with:
1. Interacting with Vokis
2. Working with Twitter.
3. Listening to Podcasts
4. Using Facebook.
5. The basic reproductive parts of a flower (Obtained from Day 2).

2. Learning Styles
The students for the most part slightly under their reading level. They do not
respond to oral lecturing and instead prefer audio and visual means as a way to
present and learn material. Most do not test well making rubrics the most
popular means for grading objective achievement.
State Objectives
At the end of this lesson which is estimated to last one class day, the students
will have learned difference between a sporophyte and a gametophyte and how
they relate to plant reproduction. At the end of the class, my students will be able
to successfully label various plant parts as either a sporophyte or a gametophyte
region with a 100% proficiency.
Select Methods, Media, and Materials
The Method chosen for this lesson was large-group instruction followed by
individual work by means Facebook response. The lesson will begin with the
instructor introducing the students various Voki’s who will explain various
definitions. The teacher will then play a podcast that will aid the students
understanding of the difference between a sporophyte and gametophyte. The
lesson will conclude the teacher using the SMART Board to view various
examples of sporophytes and gametophytes on different flowers. At the end of

3. class, the students will be asked to respond to the class Facebook page by
commenting on various pictures of whether or not the picture is of the sporophyte
or gametophyte region.
Utilize Media and Materials
Preview the Materials
The teacher samples the Vokis and podcasts to ensure they are functioning
properly
Prepare the Materials
The teacher locates several plant images from the internet that clearly show
sporophyte and gametophyte regions.
Prepare the Environment
The Vokis are loaded onto the SMART Board for student interaction.
Prepare the Learners
The students are told that they will be learning from various digital avatars the
differences between sporophytes and gametophytes
Provide the Learning Experience
The teacher will begin by having the Vokis define sporophytes and
gametophytes. The teacher will then play the podcast explaining how the two
work together. The teacher will then have the class participate together in naming
the regions of plant pictures found on the internet. The teacher will then instruct

4. the students to comment on various pictures uploaded to the class Facebook
page.
Require Learner Participation
Large Group Activities
Students will intetract with various Vokis on the SMART Board
Students will listen to a podcast
Small Group Activities
Students will navigate comment on the class Facebook page after class
Technology
Students interact with various Vokis
Podcasts
The class Facebook page will be used after class follow-up to the days lesson
The class Twitter page will be used at the beginning of the class as a “bellringer”
to see what was leaned from the previous day’s assignment on Bean Planting.
Evaluate and Revise
Assessment of Learner Achievement
Students’ knowledge of the lesson can be gaged watching their interaction with
Vokis as well as their Facebook Responses
Evaluation of Media and Methods

5. The students will be asked at the end of the day what part of the lesson they
liked the most and what part they liked the least.
Evaluation of Overall Instruction
At the end of the lesson students will be able to label a blank diagram of the
flower and explain the difference of the sporophyte and gametophyte regions.