WGU D639 TASK 3 TEACHING IN A BLENDED
ENVIRONMENT 2026/2027 | Passed on First Attempt with
Complete Solution | Performance Assessment Guide | Pass
Guaranteed - A+ Graded
Task Overview: Teaching Context
Scenario: You are a 7th-grade science teacher at Lincoln Middle School, a suburban
public school with approximately 850 students in grades 6-8. Your class consists of 28
students with diverse learning needs:
● Grade Level: 7th Grade
● Content Area: Life Science (Cell Biology and Genetics Unit)
● Student Population Demographics:
○ 12 students with IEPs (learning disabilities, ADHD, autism spectrum)
○ 4 English Language Learners (ELL) at varying proficiency levels
○ 3 gifted learners requiring enrichment
○ 9 students reading below grade level
○ Socioeconomic diversity: 40% qualify for free/reduced lunch
○ Technology access: 1:1 Chromebooks provided by district; 85% have
reliable home internet
Learning Goals:
1. Students will identify and describe the structure and function of cell organelles
2. Students will explain the processes of mitosis and meiosis
3. Students will analyze patterns of inheritance using Punnett squares
4. Students will evaluate the relationship between DNA, genes, and traits
Technology Infrastructure:
● Learning Management System: Canvas
● Collaboration Tools: Google Workspace for Education
, ● Assessment Tools: Nearpod, Kahoot, Google Forms
● Content Creation: Canva Education, Flipgrid, Edpuzzle
● Synchronous Platform: Google Meet (integrated with Canvas)
School Context: Lincoln Middle School operates on a traditional schedule with
50-minute class periods. The school has a dedicated computer lab and mobile
Chromebook carts. Administration supports innovative instructional approaches and
provides weekly PLC time for collaborative planning.
Section 1: Blended Learning Environment Analysis
Blended Learning Model Selection: Station Rotation Model
For this 7th-grade life science unit, I have selected the Station Rotation Model as the
primary blended learning framework. This model involves students rotating through
different learning stations on a fixed schedule, with at least one station dedicated to
online learning while others include small group instruction, collaborative projects, and
individual practice .
Justification for Model Selection:
The Station Rotation Model is optimal for this instructional context for several
evidence-based reasons:
1. Developmental Appropriateness: Seventh graders benefit from structured
movement and varied activities that accommodate their developmental need for
engagement and reduced sedentary time. The rotation structure provides clear
boundaries while offering variety.
2. Differentiation Capacity: With 12 students having IEPs and diverse learning
needs, the station rotation allows for targeted small-group instruction with the
teacher while other students engage in purposeful online and collaborative
learning .
3. Technology Access Alignment: The school's 1:1 Chromebook program supports
the online station, while the fixed schedule ensures equitable access to digital
, resources without requiring all students to have reliable home internet for core
instruction.
4. Content Suitability: Cell biology and genetics concepts benefit from multiple
representations—visual simulations at the digital station, hands-on modeling at
collaborative stations, and targeted teacher clarification at the small-group
station.
Physical and Digital Learning Space Analysis:
Physical Learning Environment:
● Station 1 (Teacher-Led): Front classroom area with whiteboard and document
camera for direct instruction and guided practice
● Station 2 (Digital Learning): Rear classroom area with Chromebooks; students
use headphones for video content and simulations
● Station 3 (Collaborative): Side tables for hands-on activities (cell model building,
Punnett square practice with manipulatives)
● Station 4 (Independent Practice): Individual desks for reading, note-taking, and
reflective journaling
Digital Learning Environment:
● Canvas LMS serves as the organizational hub with structured modules for each
unit concept
● Nearpod provides interactive lessons with virtual reality cell tours and 3D models
● Edpuzzle hosts instructional videos with embedded formative assessment
questions
● Google Workspace facilitates collaborative document creation and peer
feedback
Technology Infrastructure Considerations:
1. Bandwidth Management: Rotating groups of 7 students through the digital
station prevents network overload while ensuring all students have quality digital
access during each class period.
2. Device Management: Chromebooks remain in the classroom, eliminating the
equity gap for students without home internet access. Students who miss class
can access digital content asynchronously through Canvas from home or during
study hall.
ENVIRONMENT 2026/2027 | Passed on First Attempt with
Complete Solution | Performance Assessment Guide | Pass
Guaranteed - A+ Graded
Task Overview: Teaching Context
Scenario: You are a 7th-grade science teacher at Lincoln Middle School, a suburban
public school with approximately 850 students in grades 6-8. Your class consists of 28
students with diverse learning needs:
● Grade Level: 7th Grade
● Content Area: Life Science (Cell Biology and Genetics Unit)
● Student Population Demographics:
○ 12 students with IEPs (learning disabilities, ADHD, autism spectrum)
○ 4 English Language Learners (ELL) at varying proficiency levels
○ 3 gifted learners requiring enrichment
○ 9 students reading below grade level
○ Socioeconomic diversity: 40% qualify for free/reduced lunch
○ Technology access: 1:1 Chromebooks provided by district; 85% have
reliable home internet
Learning Goals:
1. Students will identify and describe the structure and function of cell organelles
2. Students will explain the processes of mitosis and meiosis
3. Students will analyze patterns of inheritance using Punnett squares
4. Students will evaluate the relationship between DNA, genes, and traits
Technology Infrastructure:
● Learning Management System: Canvas
● Collaboration Tools: Google Workspace for Education
, ● Assessment Tools: Nearpod, Kahoot, Google Forms
● Content Creation: Canva Education, Flipgrid, Edpuzzle
● Synchronous Platform: Google Meet (integrated with Canvas)
School Context: Lincoln Middle School operates on a traditional schedule with
50-minute class periods. The school has a dedicated computer lab and mobile
Chromebook carts. Administration supports innovative instructional approaches and
provides weekly PLC time for collaborative planning.
Section 1: Blended Learning Environment Analysis
Blended Learning Model Selection: Station Rotation Model
For this 7th-grade life science unit, I have selected the Station Rotation Model as the
primary blended learning framework. This model involves students rotating through
different learning stations on a fixed schedule, with at least one station dedicated to
online learning while others include small group instruction, collaborative projects, and
individual practice .
Justification for Model Selection:
The Station Rotation Model is optimal for this instructional context for several
evidence-based reasons:
1. Developmental Appropriateness: Seventh graders benefit from structured
movement and varied activities that accommodate their developmental need for
engagement and reduced sedentary time. The rotation structure provides clear
boundaries while offering variety.
2. Differentiation Capacity: With 12 students having IEPs and diverse learning
needs, the station rotation allows for targeted small-group instruction with the
teacher while other students engage in purposeful online and collaborative
learning .
3. Technology Access Alignment: The school's 1:1 Chromebook program supports
the online station, while the fixed schedule ensures equitable access to digital
, resources without requiring all students to have reliable home internet for core
instruction.
4. Content Suitability: Cell biology and genetics concepts benefit from multiple
representations—visual simulations at the digital station, hands-on modeling at
collaborative stations, and targeted teacher clarification at the small-group
station.
Physical and Digital Learning Space Analysis:
Physical Learning Environment:
● Station 1 (Teacher-Led): Front classroom area with whiteboard and document
camera for direct instruction and guided practice
● Station 2 (Digital Learning): Rear classroom area with Chromebooks; students
use headphones for video content and simulations
● Station 3 (Collaborative): Side tables for hands-on activities (cell model building,
Punnett square practice with manipulatives)
● Station 4 (Independent Practice): Individual desks for reading, note-taking, and
reflective journaling
Digital Learning Environment:
● Canvas LMS serves as the organizational hub with structured modules for each
unit concept
● Nearpod provides interactive lessons with virtual reality cell tours and 3D models
● Edpuzzle hosts instructional videos with embedded formative assessment
questions
● Google Workspace facilitates collaborative document creation and peer
feedback
Technology Infrastructure Considerations:
1. Bandwidth Management: Rotating groups of 7 students through the digital
station prevents network overload while ensuring all students have quality digital
access during each class period.
2. Device Management: Chromebooks remain in the classroom, eliminating the
equity gap for students without home internet access. Students who miss class
can access digital content asynchronously through Canvas from home or during
study hall.
