This study examines the lesson plans created by ChatGPT and Google Gemini for 7th-grade mathematics, science, literature, and social studies. The research analyzes 18 lesson plans generated by these AI tools using qualitative content analysis. The findings show that the lesson plans created by both ChatGPT and Gemini are similar to human-written educational content in terms of structure, activities, and assessments. Both chatbots present teachers as facilitators, but the technology-integrated activities are limited. The lesson plans follow learning theories such as behaviorism and constructivism, with ChatGPT providing more structured and detailed lesson plans compared to Gemini. The study also highlights the importance of learning theories and models in lesson planning, with ChatGPT incorporating ARCS strategies for motivation and engagement. While both chatbots produce lesson plans that align with educational standards, the learning objectives and activities are narrower than those of the New Jersey Student Learning Standards. The study recommends that educators and policymakers be aware of the capabilities and limitations of chatbots in education and consider integrating them into lesson planning with appropriate supervision. The findings suggest that chatbots can be a useful tool for teachers, but further research is needed to explore their effectiveness in different educational contexts.This study examines the lesson plans created by ChatGPT and Google Gemini for 7th-grade mathematics, science, literature, and social studies. The research analyzes 18 lesson plans generated by these AI tools using qualitative content analysis. The findings show that the lesson plans created by both ChatGPT and Gemini are similar to human-written educational content in terms of structure, activities, and assessments. Both chatbots present teachers as facilitators, but the technology-integrated activities are limited. The lesson plans follow learning theories such as behaviorism and constructivism, with ChatGPT providing more structured and detailed lesson plans compared to Gemini. The study also highlights the importance of learning theories and models in lesson planning, with ChatGPT incorporating ARCS strategies for motivation and engagement. While both chatbots produce lesson plans that align with educational standards, the learning objectives and activities are narrower than those of the New Jersey Student Learning Standards. The study recommends that educators and policymakers be aware of the capabilities and limitations of chatbots in education and consider integrating them into lesson planning with appropriate supervision. The findings suggest that chatbots can be a useful tool for teachers, but further research is needed to explore their effectiveness in different educational contexts.