40 Lesson PLans

submitted by: sumera

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[Link].: 1.5 years
 LESSON PLAN 1

Topic: Collaborative Questioning

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

Students will be able to engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
others' ideas and expressing their own clearly. Students will come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.

Specific Objectives:

Students will follow agreed-upon rules for discussions and carry out assigned roles.
Students will pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute tothe discussion and link to the remarks of others. Students
will review the key ideas expressed and explain their own ideas and understanding in light of
the discussion.

AV Aids:

• An article or text on a standards-based science or social studies topic

• Questioning worksheet (attached)
• Costa‟s level of questioning poster/overhead (attached)
• Pencil

Previous Knowledge:
 Teacher will ask the students what they have been discussing at recess together. For
example, baseball, a popular singer, a scandal at school, etc. Ask students to briefly describe
what it is like when they discuss something with their [Link] a copy of the “Critical
Thinking: Levels of Questioning” worksheet for students to see.

Topic Declaration:

The teacher will select a text. The text should be standards based in Science or History. It
could be from the text book. Students can read the text in pairs or aloud as a class. Have the
“Critical Thinking: Levels of Questioning” worksheet posted for reference. Explain to the
students that when we discuss something, there are various levels of discussion, and that the
discussion begins with question. Explain that In Level 1 questions, you simply need to identify
an answer.

Presentation:

After 10-15 minutes, if students are struggling to come up with questions, let them work
with partners to create more questions. Now, use a pairing method to partner students. Give
each pair 5 minutes to answer 2 of each other’s questions and discuss the answers. After 5
minutes, have students partner with a new student and answer another 2 questions. Repeat until
all questions are answered.

Summary:

When students have returned to their seats ask the class who they think had the most
interesting question. Use equity cards to choose a student and have them explain their favorite
question (for example, would you rather live on a planet that rotated at a different speed). Lead
a class discussion based on this student‟s question. Repeat as time allows.

Evaluation:

Students will complete the worksheet attached and teacher will monitor discussions as
they are taking place around the classroom.

Homework:

The teacher can work in with students in small groups for those who need extra assistance
and check homework daily.
 LESSON PLAN 2

Topic: Explain Those Idioms

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

Students will be able to successfully illustrate idioms in two ways (real and perceived
meaning) I.e. „Kick the bucket‟ real meaning – kicking a bucket, Perceived meaning – to die

Specific Objectives:

Begin the lesson by asking students if they have ever heard of an idiom. Explain that an
idiom is a common word or phrase that has a cultural as well as actual meaning. Share the
phrase „kick the bucket‟ and explain as above. Explain that sometimes it is easiest to show the
different meanings in drawing form, which is what they will do today.

AV Aids:

• Long drawing paper

• List of idioms (samples included as attachment)
• Art supplies markers/crayons/colored pencils

Previous Knowledge:

Hand out long sheets of paper to each student. Have students fold the paper lengthwise
in half and then in half twice width wise (sample below). Have students choose four idioms
they would like to illustrate from the list (samples given). If needed, explain some of the idioms
to students. In each box have students draw a real meaning illustration and a perceived meaning
illustration for each idiom.
Topic Declaration:

Have students choose four idioms they would like to illustrate from the list (samples
given). If needed, explain some of the idioms to students.

Presentation:

Review each idiom with students in relation to their drawing. Display drawings.

Summary:

Lessen the number of idioms required.

Evaluation:

Student will create neat illustrations that properly illustrate the real and perceived
meaning of common idioms.

Homework:

Student do homework from home and learn properly.

LESSON PLAN 3

Hiding Homophones

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

This lesson offers a simple introduction or refresher course in homophones, words that are
pronounced the same, but spell and mean differently. Students will create a visual reminder of
some of the more common homophones.
Specific Objectives:

Students will identify, pronounce, and illustrate common homophones to strengthen

skills and understanding.

AV Aids:

• Scissors
• Paper (cardstock is best, but printer paper will work)
• Crayons/markers/pencils
• List of common homophones (see attached samples)

Previous Knowledge:

Offer students the following bit of information: English is one of the hardest languages
in the world to learn. Ask students if they can guess why it is so hard. Encourage answers by
displaying the following sentences: They‟re going to their car that is over there.; He blew the
blue horn two too many times.;

Topic Declaration:

The flower made out of flour and water won number one in the contest. Explain that the
words that sound the same are homophones and such words make English very difficult to
learn, but that today you are going to create a „cheat sheet‟ for some common homophones.

Presentation:

Review words and meanings with students before passing out paper. Fold the paper into
fourthsas shown below. Cut tabs on either side (shown below) to create flaps for each
homophone pair. Have students list the pairs on the outside of the flap, across from each other.
Under each flap draw a simple picture to illustrate the word. This is now a „cheat sheet‟ for
homophones. You can allow students to choose a set number of pairs or give them the words
you feel are best. If time permits allow students to decorate the back.

Summary:

Have students share their illustrations with a partner and then allow a few students to
share which pair of homophones is the hardest for them to remember. Use the foldable in other
assignments as a „cheat sheet‟ when possible.
Evaluation:

Students will create a neat and legible foldable that can be used as a reference guide for
future assignments, that illustrates homophones.

Homework:

Student do homework from home and learn properly.

LESSON PLAN 4

Topic: Moody Reading: Reading with Expression

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

This lesson will be used to help students understand how to read with expression by
choosing an expression to read with regardless of what is written.

Specific Objectives:

The learners will be able to read a sentence or paragraph with a given emotion (happy, sad,
angry, etc.)

AV Aids:

• Strips of colored paper (at least five colors)

• A text or book appropriate for the class
• Whiteboard or overhead projector

Previous Knowledge:
 Begin by telling students you are going to read them the same page of a book twice. Ask
them to quietly listen as you read the same thing and then tell them you would like to discuss
the readings. The first time you read the page (text of your choice), read in a monotone voice
with no feeling at all.

Topic Declaration:

Reread the passage with emotion and feeling. Ask students what was different about the two
[Link] students do not respond of hear the difference, guide the discussion to how reading
with emotion and feeling can make a passage more interesting and hold the listeners attention.

Presentation:

Tell students that they are going to practice reading with emotion. Remind them that the
words are not what is important, it is the emotion they are reading with at the time. Hand out
one colored strip or paper to each student; make sure a variety is handed [Link] the board or
overhead white each color that was handed out and assign it an emotion. (Samples shown)
Demonstrate how to read the following line in each emotion (or your chosen emotions) “The
dog jumped over the fence”.Allow students to take turns reading in their given „emotion‟. The
goal is not to read the words as you would if you were simply trying to understand the story,
but to express an emotion while reading to understand how much more interesting this can
make reading. If students enjoy this activity and you want a challenge, use the colors to
represent a group of people so students would read as a teacher/motivational
speaker/wrestler/coach/etc. This is fun and a bit more challenging.

Summary:

After everyone has had a chance to read, allow students to break into small groups of
three or four. Have students choose two colors each and read through an entire text, taking turns
reading in their „emotion‟. Encourage students to read with appropriate emotions during other
activities.

Evaluation:

The students will be assessed based only on participation. If the student tries to read
with the emotion they have been given then they will be considered a participant.

Homework:
 If modifications are needed, try a small group to attempt this plan or a simpler text for
struggling readers or students. Struggling or younger students may also benefit from hearing
the book “Today I Feel Silly” by Jamie Lee Curtis.

LESSON PLAN 5

Topic: Parts of Speech

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

Students will recognize and identify basic parts of speech: preposition, noun, verb, adjective
through a simple game.

Specific Objectives:

Students will be able to successfully recognize and identify four basic parts of speech as
identified by a game.

AV Aids:

• dry erase markers

• dry erase
• BINGO cards (sample and instructions on how to make your own included) list of
nouns,
• verbs,
• adjectives,
• and prepositions
Previous Knowledge:

Begin the lesson by asking students to define Nouns: person, place, thing, or idea; Verbs :
action words; Prepositions: a word that shows relation to another word; Adjective: descriptive
word. Ask students for examples of each to clarify understanding.

Topic Declaration:

Give each student a BINGO card. Have students fill in each square with either (noun, verb,
preposition, or adjective) The center can be a free square if desired. All cards will be different
as students decide what term is written in each square. However, each should be used at least
5 times. (Sample shown) Each student should also have a dry erase marker.

Presentation:

As you read a word from your list, the student should write that word on the card next to a
spot that shows a term. If you say teacher, the child should find a square that says noun and
write teacher. The position cannot be changed once it is written. Continue until someone gets
a BINGO.

Summary:

If desired review once again what each term means. In addition, it is always nice to offer
extra credit or extra free time to each winner. This is a great activity to practice vocabulary or
other skills while taking only a short amount of time between other planned activities.

Evaluation:

Students will be able to correctly label nouns, verbs, adjectives, and prepositions with
full accuracy. BINGO cards will serve as a way of checking for understanding.

Homework:

If used in small groups, the parts of speech can be limited to two at a time. Learn from
home about this.

LESSON PLAN 6
 Topic: Short Stories

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

This lesson is designed to help students ask questions and support answers by
connecting prior knowledge with literal information found in, and inferred from, the text.

Specific Objectives:

Students will be able to identify with the hard work and living conditions, but also with the
relationship that exist among the laborers and their families.

AV Aids:

• Students give ideas and participate accordingly, as I fill out the blank K-W-L organizer
as a
• whole class, using large chart paper.
• period pictures by Dorthea Lange

Previous Knowledge:

Slide show of period pictures by Dorthea Lange. Introduce the background of the
assignment given to Lange to photograph this period of American History. (CFU: Ask questions
of students and have discussion of how the pictures make them feel.

Topic Declaration:

Instruction:

Students will be asked to write a short story based upon one of the photographs taken by
Dorthea Lange. Students will be asked to imagine themselves as the subject in the photo or
ask to give life to the subject of the photo that they have picked. Students will also be able
 to combine the images to create a scenario based upon the hardships of the people of this
period.

Presentation:

Students will be completing assignment of a short story based upon the feelings derived
of one of Dorthea Lange’s photographs of migrant workers in California.

Summary:

Hold a discussion on what was learned during the lesson. Any lingering questions?
Clear up misconceptions. Students will be instructed to finish this assignment at home if not
finished already.

Evaluation:

Through guided questions, close monitoring and informal observation; the teacher will
be able to assess student‟s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students.

Homework

Hold a small group brain storming session for students who have trouble getting started
and do homework.

LESSON PLAN 7

Topic: Tearing Into Vocabulary

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English
General Objectives:

This is a quick activity to allow students to work cooperatively while increasing awareness of
vocabulary for a given lesson.

Specific Objectives:

Students should be able to work cooperatively to put together vocabulary words, definitions,
and other related information.

AV Aids:

• Light colored construction paper strips (a different color for each group)
• Scissors
• Pencils (everyone should use pencils)

Previous Knowledge:

Explain to students that you are going to do a quick vocabulary review that can earn
them a reward/prize/etc. Explain which vocabulary you will be using for the game. Tell students
that they should know or can look up the vocabulary word, but must also know a definition, a
word that means the opposite of, and be able to illustrate the word.

Topic Declaration:

Begin by grouping students. Give each student in a given group a coloured strip of paper
(each group member should have the same colour, but each group should be a different colour).
Tell students to fold the strip into four equal squares and then lay the paper down. Show
students on your own paper what will be expected. Have a list of possible vocabulary words
on the board. Make sure there is at least one word per student in each group or more words
than students. Tell students that everyone in the group must choose a word, but no two group
members can choose the same word. The chosen word will be written on the first [Link]
second square should contain a short definition of the word. Make sure all students are using a
pencil to write to make the competition [Link] third square should contain a word that means
the opposite of the vocabulary word (if this is not possible with your vocabulary then have
students choose a synonym, as long as all students are doing the same thing).

Presentation:
 The final square should have a small, legible picture that represents the term. After all
squares have been filled out, have students cut the squares apart on the fold and mix all squares
from the group [Link] the groups exchange squares with one another. On go, the groups
must work together to reassemble the strips in the right order for all the vocabulary words.
Check each strip before declaring a winner.

Summary:

Have the winning group read the vocabulary words and definitions that they have put
together after every group finishes. If time permits, have the groups exchange again and try to
put another set together. This activity can be used with vocabulary from any subject area.

Evaluation:

Students should be able to work cooperatively to reassemble their „vocab strips‟ as a

group. This can be made into a competition with the group that is the fastest and has all correct
getting a reward. Reward all groups but the fastest with the correct should get the largest reward
(such as more extra credit on a quiz.)

Homework:

Create groups that are varied in ability and knowledge levels and require everyone to put
at least one strip back together for a team to win.

LESSON PLAN 8

Topic: What is a Fable?

Name:

Roll No:

Teacher Name:

Grade: 8
 Subject; English

General Objectives:

In this lesson, students will use Internet sources, graphic organizers and group activities
to analyse and discuss the characteristics and story lines of two different fables, "The Owl and
The Grasshopper" and "The Town Mouse and The Country Mouse." After students read and
brainstorm story elements of the folktales, they will then write a fable of their own.

Specific Objectives:

Students will be able to analyze fables, find the moral of the story, and identify the message or
theme of the fable.

AV Aids:

• The Town Mouse and The Country Mouse and The Owl and The Grasshopper (or
you can
• use any two other fables)
• white board
• dry erase markers

Previous Knowledge:

To begin this lesson, explain to the students that they are going to be learning about fables.
Fables originated long ago and were a form of oral storytelling. To help students understand
what oral storytelling is all about, play the Telephone Game. (Students sit in a circle. The
teacher whispers one line into the ear of the student to her right. Each student will turn and
repeat the line to the next person by whispering it in their ear. Once the last student hears the
line, they say it out loud.) (CFU: Discuss: How did the story change? Why did the story
change?)

Topic Declaration

Explain why it was so important for oral storytellers to write their tales down. “There
was a man by the name of Aesop, and he wrote many of the fables that we know today. We are
going to be reading two of his fables, but before we do that, let us look at what characteristics
are common to most fables." Create an anchor chart on the board to review the characteristics
of fables with the class. The students will then get their own copy for future guidance.
Presentation:

Give each student a copy of the fable "The Town Mouse and The Country Mouse." I will
read this fable aloud to the class. (CFU: Once the teacher has finished reading the story, the
teacher will call on individual students and have them identify the elements of a fable found in
this story, referring to the anchor chart and handout.)

Summary:

Once students have finished reading, the students will share with their shoulder partner,
the elements of a fable found in this story. (CFU: can monitor the student discussions at this
time by walking around the room.)

Evaluation:

Through guided questions, close monitoring and informal observation; the teacher will
be able to assess student‟s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students.

Homework:

Through guided questions, close monitoring and informal observation; the teacher will be
able to assess student‟s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students.

LESSON PLAN 9

Topic: Writing Narratives

Name:

Roll No:

Teacher Name:

Grade: 8
 Subject; English

General Objectives:

In this lesson, students will use a graphic organizer for narrative writing.

Specific Objectives:

Students will be able to play, revise, and edit a narrative piece of writing.

AV Aids:

• narrative examples
• white board
• dry erase markers

Previous Knowledge:

Students will write a fable of their own for the summative assessment. (The teacher
should use a narrative graphic organizer that has already been introduced.) The teacher will
review the elements of the fable and have those elements projected for all students to see.

Topic Declaration:

Review your „Writing a Fable Rubric‟ and begin the graphic organizer with the
students, so they know how their writing will be assessed.

Presentation:

Students will revise and edit their fable by sharing with a partner. With fable in hand,
students will randomly walk around the classroom until they are cued by the teacher. Once
cued, students will find a partner by slapping hands, and then students will read their fables to
each other. This process can be repeated as many times or over as many days as the teacher
would like.

Summary:

Once students have written their first draft, as well as revises based on suggestions and
comments from their peers, students will meet with the teacher. Comments and or questions to
state or pose during a revision conference include any of the following: What other words can
we use to describe __? What else can the author write to make that point in the story? Where
in the story can the reader see some character traits of __? What descriptions of your setting
create a mood in the story? After listening to your fable being read aloud (teacher reads, student
listens) what did you notice? How can the moral of the story be more evident? What does the
dialogue reveal about the characters in the story? Where in the fable is there a lapse in
sequence?

Evaluation:

Through guided questions, close monitoring and informal observation; the teacher will be able
to assess student‟s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students.

Homework:

Students can tape their final fables before actually publishing them to help them organize
them story ideas. Students can also have a scribe for their final fable. Students can work in
groups of three instead of two during the Guided Practice when they are sharing answers and
discussion.

LESSON PLAN 10

Topic: Writing to a Photograph

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

Students will develop a plan for a fictional story based on a picture.

 Specific Objectives:

Students will write a narrative to develop an imagined experience or event using effective
technique, descriptive details, and clear event sequences. Note: This lesson can be modified in
a variety of ways and used across the grade levels. Students could use the same lesson plan to
write a non-fiction story based on a personal picture, or a picture of which they know the
background.

AV Aids:

• A copy of the picture (provided)

• Pencil
• Overhead projector or elmo
• Graphic organizer (provided)

Previous Knowledge:

The following opening could be very different depending on your class. Write these
bolded words on the board, or use a copy of the graphic organizer on the overhead and fill them
in as your class develops the story. The teacher can put a picture of a known person on the
board, such as the principal, the president of the school, etc…Now ask the students what they
think this person‟s name is. Students an shout out the answer.

Write on the board:

Main character:

Principal Jones (for example). Now ask the students where Principal Jones is. Write on the
board: Setting: East Avenue Elementary School

Topic Declaration:

Now tell the students that he is dealing with a problem and have students guess what it
is. Let them think-pair-share for ideas.

Write on the board:

Problem:
A goat has snuck onto campus and is hiding in the boys bathroom, principal jones has to figure
out how to get it [Link] the students think-pair-share what principal Jones does to take care
of the situation and write the brainstorm on the board with the students help.

Event:

Principal Jones calls the goat’s owner, but he is at work and can‟t come until after

school. Event: One of the 1st graders was already in the bathroom and now he cannot get out.

Solution:

Student body president rescues the 1st grader by distracting the goat with carrots

and luring the scared student out of the bathroom. Principal Jones locks the bathroom until the
owner can come.

Presentation:

Now teacher gives copies of photos to students, or displays the photo on the overhead.
The picture provided below can be used, students can bring in pictures, or the teacher can
choose another one.

Give students a copy of the graphic organizer attached; you may wish to make it larger so they
have enough room for more thoughts. Write the following questions on the board:

• What are the kid‟s names?

• Where are they?
• What do you see in the background?
• What creative words can you think of to describe the background?
• What geography related words can you use to describe their setting?
• Where are they coming from?
• Where are they going?
• Why are they alone?
• Are their parents or teacher around?
• Are they lost?
• Is the little boy crying? Why?
• What is a problem that these kids could have?
• How could they solve it?
 • What problems might come up as they are trying to solve the problem?
• How do they resolve them?
• How is the original problem solved in the end?

Lead a class discussion for the first few questions, and encourage the students to give unique
answers. Have students work independently or in pairs to answer the rest of the questions. Have
students complete the graphic organizer.

Summary:

Once students have completed the graphic organizer with as much detail as possible,
students will be ready to write a creative fictional essay based on their graphic organizer.

Evaluation:

Students will complete an essay that will be assessed by the teacher.

Homework:

The teacher can work with students in small groups for those who need extra assistance.

LESSON PLAN 11

Topic: What is a Verb?

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:
 Students will be able to define and give examples of verbs by telling about how they
celebrate their [Link] Objectives:After a lesson on verbs, the learners will be able
to give appropriate verbs to any person or animal the teacher tells to them to describe.

AV Aids:

• small boxes
• wrapping paper
• ribbons
• tape

Previous Knowledge:

Ask the class to sing the birthday song. Encourage them to talk about how they celebrate
their birthday. This should be an introduction to tell about action words or Verbs. The purpose
is not just to introduce Verbs but to help the children understand that birthdays are special days
so we celebrate the days that someone is born.

Topic Declaration:

Remind students that verbs are action [Link] the students the procedure of how to
wrap a gift using different verbs. Students should be wrapping a box at their desk as teacher
[Link], have each student switch wrapped boxes with a partner. All must be able to have
a box. Now ask them to imagine what they wish is inside their wrapped box. What can it do
for them? Request them to make sentences that use verbs to tell how the gift they imagine can
be useful for them. Do the optional activity if desired. (Modification and Differentiation)

Presentation:

As a class, discuss many of the verbs that were used in the activity today. Write verbs on the
board or on to chart [Link] them what they will do on their next birthday.

Summary:

As a class, discuss many of the verbs that were used in the activity today. Write verbs on the
board or on to chart [Link] them what they will do on their next birthday.

Evaluation:
Students will be asked to write down five verbs (or draw - depending on grade). The verbs do
not have to be the ones that were discussed in the lesson.

Homework:

Students can be partnered up. This will allow high and low achieving students to collaborate
and work on their strengths and [Link] children to participate in academic
vocabulary. Ask students to talk to one another and describe their favorite birthday party using
verbs to describe what they did.

LESSON PLAN 12

Topic: Main Idea

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

This lesson is designed to help students' comprehension and Analysis of Grade-Level

Appropriate Text.

Specific Objectives:

Students will be able to distinguish the main idea and supporting details in expository text.

AV Aids:

Main idea and supporting detail worksheet (can be made or found online)computer and
projector with internet access

Previous Knowledge:
 The teacher will activate prior knowledge and connect the content to the students by
asking, “what are things you do at recess?” As students brainstorm ideas aloud, the teacher will
write their answers into a large bubble map outlined on the [Link] teacher will connect this
content to the new information they will learn today by explaining, “Students, you‟ve just listed
many details that support our topic “Things we do at recess. A topic is used to create a sentence
that tells what a paragraph is about. We call this sentence the main idea. Today, we will identify
main ideas and supporting details.”

Topic Declaration:

The teacher will promote the concept development by explicitly stating “the main idea is
the one idea that the passage is mostly about. A supporting detail explains, or tells more about,
the main idea.” The teacher will then show a short 1 minute video on a computer, tablet or
television that uses singing and rhyming to explain examples of the main idea and supporting
details in a creative way. The teacher will ask the students questions about the story in the
video. “What was the main idea, what was a detail that supported the main idea?” The teacher
will then provide the students with a printed copy of the lyrics. The teacher will ask the class
to read the short rhyming lyrics together as a class. The teacher will play the video one more
time, asking the students to sing along.

Presentation:

The teacher will give each student one worksheet of 6 different variations. The teacher
will promote skill development by asking the students to silently read the passage, to circle the
main idea and underline the supporting details of the passage

Summary:

The teacher will ask select students to state their answers following the prompt: “The
main idea is …” and “One supporting detail is…”

Evaluation:

Through guided questions, close monitoring and informal observation; the teacher will be
able to assess student‟s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students.
Homework:

Students can work in groups or with a partner. Teacher can provided one-on-one instruction
as needed.

LESSON PLAN 13

Topic: Good Deeds

Name:

Roll No:

Teacher Name:

Grade: 8

Subject; English

General Objectives:

This lesson is designed to help students explore the importance of being kind and doing
good deeds for others, by understanding that “A Person‟s a Person No Matter How Small.”

Specific Objectives:

Students will be able to describe their good deeds through drawing a picture and writing
about what they have done.

AV Aids:

• paper
• worksheet
• bulletin board
• butcher paper
• scissors
• Horton Hears a Who by Dr. Seuss
 Previous Knowledge:

The teacher will preface the lesson with a discussion on the importance of Dr. Seuss. The
teacher will ask the students for the names of their favorite Dr. Seuss books. The teacher will
ask the students if they notice anything about what the books have in common.

Topic Declaration:

The teacher will have students gather on the rug to listen to a “read aloud” of Horton Hears
a Who by Dr. Seuss. The teacher will prompt the students to put their listening ears on.
Throughout the story the teacher will prompt the students to participate in the reading by having
them complete each line with the correct rhyming word.

Presentation:

After the story is read the teacher will lead a discussion on the lesson of the story with the
students that, “a person‟s a person no matter how small.” Some questions that will be asked
are: What did Horton do that was so important? How do you think it made the Who‟s feel that
Horton cared so much? What would have happened to the Who‟s if Horton didn‟t protect
them? What was the lesson of this story? What does, “ a person‟s a person no matter how
small” mean? Have you ever done a good deed for someone else? How did it make them feel?
How did it make you feel? The teacher will get various responses from students.

Summary:

Have students present their clovers to the class or in pairs.

Evaluation:

Through guided questions, close monitoring and informal observation; the teacher will be
able to assess student’s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students.

Homework:

Students may work in groups or individually in order to complete their assignments. In

order to accommodate for all students, allow extra time to review for lower students and extra
worksheets to occupy the time of advanced students.
 LESSON PLAN 14

Topic: Rainbow Fish

Name:

Roll No:

Teacher Name:

Grade: 7

Subject; English

General Objectives:

This lesson is designed to teach students understand the importance of being a good friend
through literature and art activities.

Specific Objectives:

Students will be able to participate in shared viewing experiences, as well as listen to a

variety of stories by following simple directions.

AV Aids:

• "Rainbow Fish" by Marcus Pfister

• Rainbow Fish video
• Paper with fish shape on it
• Pre-cut scales of colored paper and aluminum foil
• Glue
• Coloring materials

Previous Knowledge:

Show the students the Rainbow Fish Book and walk through the book with them asking for
predictions as you show the images and share the title etc.

Topic Declaration:
 Watch the Rainbow Fish video and discuss with the students whether or not Rainbow Fish
was a good friend and what parts of the video showed it.

Presentation:

After the video I will then tell the students that they are going to make their own Rainbow
Fish. I will give them the following instructions: First, put your name on the back in the middle.
Next, glue your scales onto your fish. Then color you fish‟s head, fin, and tail. Finally, cut out
your fish.

Summary:

Hang the fish around the classroom and discuss the importance of being a good friend and
maybe discuss examples of when students have been a good friend to others or others to them.

Evaluation:

Through guided questions, close monitoring and informal observation; the teacher will be
able to assess student’s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students. Also, be sure to keep an eye out for anyone who is
misusing the magnifying glasses.

Homework:

Students may work in groups or individually in order to complete their assignments. In

order to accommodate for all students, allow extra time to review for lower students and extra
worksheets to occupy the time of advanced students.

LESSON PLAN (SCIENCE)

LESSON PLAN 1

Topic: Sorting and Classifying

Name:
 Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:

TLW sort and classify

Specific Objectives:

TLW sort items based on similarities and differences. TLW construct rules for sorting based
on similarities of objects

AV Aids:

• bags with various items such as a feather,

• wood,
• bottle cap,
• string,
• magnifying glass smart board for examples paper to record

Previous Knowledge:

Hold up a toy car, toy train, and toy airplane. Have students compare how these items are
the same and different. Have them record responses on sticky notes.

Topic Declaration:

Some students will receive a closed sort where they are given the rules and have to try to
sort them correctly. Advanced students will have to try to sort them in more than one way.

Presentation:

Draw a Triple Venn Diagram on the board. Explain how the Venn works. Have students
put the sticky notes in the appropriate place on the diagram as you explain why it belongs
there. Think aloud to determine similarities and then create rules for why they were sorted
the way they were sorted.
 Summary:

This is an effective lesson. The students loved manipulating the items and using the
magnifying glass. High motivators that kept all engaged. Some students couldn't think of more
than one way to sort so I know that they need more opportunities in lessons to look for the
answers that are less obvious.

Evaluation:

Evaluation is based on how many students could effectively sort the items and create rules
for sorting. An additional way to assess is to see how many can think of more than one way to
sort.

Homework:

Informal Homework will be given by the teacher as s/he walks around and gives feedback
about the sorting rules.

LESSON PLAN 2

Topic: Telescope

Name:

Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:

The Hubble telescope has provided us with many amazing images of our universe. There
is always debate among scientists, politicians, and others over the money spent on continuing
to search the universe with such an expensive telescope. This activity draws your students into
that debate and asks them to choose a side and defend it. Debates done well can be a lot of fun,
so encourage your students to relax and enjoy each other's points of view.

Specific Objectives:

The student will be able to present a PowerPoint presentation defending their opinion that
either money should be spent on a telescope like Hubble or it should be used for immediate
needs here on earth.

AV Aids:

• PowerPoint presentation of pictures from the Hubble telescope

• Internet access for the students

Previous Knowledge:

Show the students the pictures from the Hubble telescope. Explain that some of them came
from thousands of light years away and are our first glimpses of far away galaxies. Then present
how much has been spent on the telescope and compare it to needs that could be met here on
Earth (i.e. Gulf oil spill, finding alternative forms of energy).

Topic Declaration:

Have them research at least five discoveries scientists have made using the Hubble
telescope and then have them prepare a PowerPoint presentation defending their position.

Presentation:

Ask students to choose whether they would be for using the Hubble telescope (or another
like it) to search the universe for unknown species, planets, etc. or if they think the money
should be spent here on more immediate needs.

Summary:

There is always debate among scientists, politicians, and others over the money spent on
continuing to search the universe with such an expensive telescope. This activity draws your
students into that debate and asks them to choose a side and defend it. Debates done well can
be a lot of fun, so encourage your students to relax and enjoy each other's points of view.

Evaluation:
 Encourage students to choose using the Hubble if they are uncertain about how they will
appear if they do not choose to address immediate concerns.

Homework:

Remind them all that the exercise is more about research and persuasive writing than
about judging their opinions. (If they all choose world hunger, where is the debate?)

LESSON PLAN 3

Topic: Earth Matters

Name:

Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:

This activity draws your students into that debate and asks them to choose a side and
defend it. Debates done well can be a lot of fun, so encourage your students to relax and
enjoy each other's points of view.

Specific Objectives:

The students use maps, globes, charts, graphs, and other geographic tools including
map keys and symbols to gather and interpret data and to draw conclusions about physical
patterns.

AV Aids:

• Round blue balloons-1 per student

• Black permanent markers-1 per student
• Student Learning Logs (Social Studies notebooks)
• United States and Its Neighbours
Previous Knowledge:

Distribute to each student a 12- round blue balloon and a permanent black marker. Tell
students to blow up their balloons and tie them. Read together and discuss pages 30-31 in
Social Studies text (indicated in AV Aids section) Discuss and have students enter each of
the key vocabulary words, see description, in the students' Learning Logs, as they appear
in the text. As each word is entered and discussed, students will draw and label on the
balloon a line that will represent the vocabulary word (i.e. equator, prime meridian, lines
of latitude, lines of longitude, parallels, and meridians). Students will go to a second-grade
classroom and, one-on-one, explain to those students what the equator is. Their teacher has
provided each of them with a blue balloon. They will then draw and label the equator.

Topic Declaration:

Teacher will also observe students in a second-grade classroom, as they instruct and
explain to the second graders what the equator is. Their teacher will need to provide
balloons for each second-grade student.

Presentation:

Teachers will need to locate information on equator, prime meridian, lines of latitude,
lines of longitude, parallels, and meridians that students can read and discuss with the
teacher and peers.

Summary:

Teacher will observe students' balloons to confirm that they correctly drew and labelled
the equator, prime meridian, lines of latitude, lines of longitude, parallels, and meridians.
Students will write a paragraph explaining the patterns in weather and time created by the
equator. Teacher will also observe students in a second-grade classroom, as they instruct
and explain to the second graders what the equator is. Their teacher will need to provide
balloons for each second-grade student.

Evaluation:

This lesson is continued in another Beacon teacher lesson plan called Pinpointing
Particular Places.

Homework:
 Their teacher will need to provide balloons for each second-grade student.

LESSON PLAN 4

Floating Plates on the Earth

Name:

Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:

This activity draws your students into that debate and asks them to choose a side and
defend it. Debates done well can be a lot of fun, so encourage your students to relax and
enjoy each other's points of view.

Specific Objectives:

The student knows that the solid crust of Earth consists of slow-moving, separate plates
that float on a denser, molten layer of Earth and that these plates interact with each other,
changing the Earth's surface in many ways.

AV Aids:

• An Earth Science textbook, or a source including information on Plate Tectonics

• Concept map diagram or pattern (associated file)
• Teacher Notes (associated file)
• Sample quiz/worksheet (see associated file)
• Notebook paper
• Pencils
• Overhead or chalkboard
 • Markers or chalk

Previous Knowledge:

Have “Isn’t it Ironic” from Beth’s Rock collection Volume 1, playing as the students enter
the classroom. Announce to the class “The ground is moving.- Ask if anyone can tell?
(How?) Review any prior information students have learned about this topic. Discuss
possible evidence that the earth’s plates are moving. Read the selection on Plate Tectonics
as a group. (Or have it assigned prior to class). Review the information contained in the
selection. (Or notes in the attached file). Explain the benefit of using a concept [Link]
the beginning of a concept map (using the board or overhead) Title the map Earth‟s Plates.

Topic Declaration:

Using class discussion, construct a concept map. Include types of movement, names of
the boundaries, the effects of the boundaries. Review outline format and requirements.
Have students individually prepare an outline detailing the information gained. Circulate
as students prepare outlines to answer questions and provide feedback. Circulate and check
student outlines for required information:

Definition of Plate Tectonics.

Presentation:

Name the 3 types of plate boundaries. Identify the effect on the earth’s surface of the three
types of plate interaction. Give an example of the effect of each type of plate interaction. If
required information is not included offer feedback for revision. Allow students to make
revisions. Assess understanding of concepts presented with an active responding activity,
worksheet or quiz format.

Summary:

This activity draws your students into that debate and asks them to choose a side and defend
it. Debates done well can be a lot of fun, so encourage your students to relax and enjoy each
other's points of view.

Evaluation:
Formative Homework is ongoing during the concept map activity and the Presentation of
the individual outlines.

Homework:

Assess student understanding of the concepts presented in an active responding activity,

worksheet or quiz format, where students can demonstrate an understanding of the
movement of plates, the types of boundaries, the effects of the boundaries on the earth’s
surface. A sample quiz/worksheet is included in the associated file.

LESSON PLAN 5

Our Physical Environment

Name:

Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:

At the completion of the lesson pupils must be able to identify the mountain ranges of
Mauritius.

Specific Objectives:

At the end of the lesson the pupils should be able to: 1. identify mountain ranges as a relief
of Mauritius

2. list the mountain ranges of Mauritius

3. name isolated peaks

4. join all mountainwith a dotted line.

5. label the mountain ranges and isolated peaks

AV Aids:

• ICT- film viewing,

• Maps,
• Atlas

Previous Knowledge:

Teacher asks pupils to join all the mountain ranges and peaks together to make a circle.
Then teacher explains that it form part of a big volcno which formed Mauritius.

Topic Declaration:

Presentation:

Then teacher esplains that long time ago, in fact all these mountains form part of a big
volcano. Teacher projects a slide of the map of mauritius with mountain ranges. With time
rivers like Grand River North West, Grand River South East, Riviere do Poste and other
rivers carved out their way through the volcano to form valleys and isolated peaks. Teacher
used the outline map being projected on the board to name the Mountain Ranges. Teacher
starts from the north 1. Port Louis Moka Range

2. Black River range

3. Savanne Range Then names the Isolated Peaks.

Teacher tells pupils that the isolated peaks are being named after people or according to
their shapes or their colour.

Summary:

[Link] Louis Moka Range

2. Black River range

3. Savanne Range

Then names the Isolated Peaks. Teacher tells pupils that the isolated peaks are being named
after people or according to their shapes or their colour.

1. Pieter Both - A Dutch governor

2. Le Pouce - It resembles the thumb

3. Corps de Garde

Part of it resemble a guard lying down 4. Piton de la petite riviere noire according to its
colour Mountain Ranges were named according to the region they are situated. Port Louis
Moka Range is found on the boundary of the two districts.

Evaluation:

Trace an outline map of Mauritius along with the Mountain Ranges and isolated peaks.
Mark and name 3 mountai ranges, two mountain peaks and three isolated peaks. 3. Join all
the mountain and find out which shape it does have.

Homework:

Finally, teacher summaries by saying that Mountain Ranges form part of the relief of
Mauritius. Secondly states that all the mountain ranges and isolated peaks were part of a
big volcano, rivers carved out through the valleys to form mountain ranges and isolated
peaks. Teacher names the mountain ranges and isolated peaks. Teacher reminds that
Mountain were names from places situated, people, shapes and from colour.

LESSON PLAN 6

Stress and Strain

Name:

Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:
 This activity draws your students into that debate and asks them to choose a side and
defend it. Debates done well can be a lot of fun, so encourage your students to relax and
enjoy each other's points of view

Specific Objectives:

To show the stress and strain involved in the movements of the earth's crust with the
use of working models. To show how the forces of compression, tension, and shearing
effect the movement of the earth's crust. To show how AV Aids effect the movement of the
earth's crust.

AV Aids:

Compression model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in.
x 30 cm), two pieces of wood (1 in. x 2 in. x 15 cm), two bolts 30 cm long, and two wing nuts;
tension model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30cm),
two pieces of wood (1 in. x 2 in. x 15 cm) 2 pieces of screen (15 cm x 10 cm), two screw hooks,
and string; shearing model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2
in. x 30 cm), two pieces of wood (1 in. x 2 in. x 15 cm), 2 grooved pieces of wood (7 cm x 20
cm x 1 in.), two screw hooks, and string; each model also requires nails, screws, clay,
Styrofoam, rubber foam, toothpicks, and masses.

Previous Knowledge:

The models were made by attaching the two 30 cm pieces and one of the 15 cm pieces
to the baseboard. On the compression model drill two holes the size of the bolts in each of
the 15 cm pieces. Pass the bolts through the holes and attach with the wing nuts. On the
tension model attach the screen to the 15 cm pieces of wood. Attach the screw hooks into
the movable 15 cm piece of wood and place the string through the hooks. On the shearing
model place the grooved pieces of wood on the baseboard and attach screw hooks to the
opposite ends of each grooved piece. (It may be necessary to place a thin strip of wood or
plastic along the 30 cm sides to keep the grooved pieces on the baseboard as they move.)
Place the string through the holes of the screw hooks. The styrofoam, rubber foam, and clay
are placed in or attached to each model. The toothpicks are placed in each of the AV Aids.

Topic Declaration:
 On the tension and shearing models, the students are to place masses on the strings in
equal increments and note the movement of AV Aids being tested. On the compression
models the students are to turn the wing nuts on each side at an equal rate and note the
movement of the AV Aids being tested. The force can be calculated mathematically with
advanced classes or spring scales that read in newtons can be used in place of the masses.

Presentation:

On all the models the students should note that the clay requires more force to move or
break than the Styrofoam or the rubber foam. On all the models the toothpicks in the clay
not only move apart or together but also move at angles to one another showing the forces
at work below the surface. (It was suggested that other models could be made with plastic
sides to show the movement of the layers below the surface. Also, by using different colors
of clay or foam the sub-surface movement might be more visible.)

Summary:

This activity draws your students into that debate and asks them to choose a side and defend
it. Debates done well can be a lot of fun, so encourage your students to relax and enjoy each
other's points of view. To show the stress and strain involved in the movements of the earth's
crust with the use of working models. To show how the forces of compression, tension, and
shearing effect the movement of the

earth's crust. To show how AV Aids effect the movement of the earth's crust.

Evaluation:

This movement causes some plates to come together as in the case of

India and Asia forming the Himalayas, while other plates move apart as in the case

of the Mid-Atlantic Ridge, while still others move along each other as in the case

of the San Andreas Fault.

Homework:

The movement of the earth's crust is caused by convection currents below the

surface. This movement causes some plates to come together as in the case of
India and Asia forming the Himalayas, while other plates move apart as in the case

of the Mid-Atlantic Ridge, while still others move along each other as in the case

of the San Andreas Fault.

LESSON PLAN 7

The Lunar and Terrestrial Tug of War

Name:

Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:

This activity draws your students into that debate and asks them to choose a side and
defend it. Debates done well can be a lot of fun, so encourage your students to relax and
enjoy each other's points of view.

Specific Objectives:

The student understands the relationships between events on Earth and the movements of
the Earth, its Moon, the other planets, and the Sun.

AV Aids:

• Science textbooks
• Internet access
• White or cream-colored construction paper approximately 18” X 24” (two per
group)
• Colored pencils/1 box per student
• Protractor or compass/1 per student
• Ruler/1 per student
Previous Knowledge:

Divide the class into groups of two students each.

Ask students if any of them have ever participated in a tug-of-war? Give a few minutes for

students to respond and briefly discuss their replies. Additional questions may include the

following: How does a team win a tug-of-war? Are there any factors that would give a team
an advantage?

Ask students what factors usually determine who wins? What part does strength or size
play in a tug-of-war?

Tell the students there is a tug of war going on between the Earth and the moon.

Tell students that it would seem that the Earth would easily win in a tug-of-war game with
the moon since the Earth is much larger that the moon. Examples of contests between large
and small people or things include a weight lifting contest between a light-weight person
and one who is clasified as a heavy-weight or a collision between a car and a large truck.
In both of these examples, we usually think of size as being the most important factor.
Does the gravitational pull of the moon have any observable effect on the earth? Note: Be
prepared to add possible responsible responses to the questions and enhance what the
students might say. Distribute a copy of the Tug-of-War checklist to each student. The
checklist is located in the associated file.

Topic Declaration:

Explain to the students to use their textbooks and the Internet to research, graphically
represent, and describe the factors that are involved in the tidal effects seen primarily at
high and low tides. Tell the students to use captions along the side or bottom of charts to
define terms and explain the relationships. Direct the students to write two paragraphs: the
first, explaining the effects of the Sun‟s gravitational pull on the Earth‟s oceans, and the
second, explaining the effects of the moon‟s gravity on the Earth. Tell students to use the
checklist to ensure all related information is included. As each group completes the lesson,
take up the charts and assess the work based on the checklist and accuracy of the charts.

Presentation:

• Prepare one copy per student of the checklist in the associated file.
 • Purchase and assemble these AV Aids for the poster:
• construction paper (two sheets per student)
• colored pencils (one pack per student)
• protractors or compasses (one per student,
• rulers (one per student).

Summary:

Direct the students to write two paragraphs: the first, explaining the effects of the Sun‟s

gravitational pull on the Earth‟s oceans, and the second, explaining the effects of the
moon‟s gravity on the Earth. Tell students to use the checklist to ensure all related
information is included. As each group completes the lesson, take up the charts and assess
the work based on the checklist and accuracy of the charts.

Evaluation:

The diagrams will be checked to determine if information was located and

comprehended during the students' research using their textbooks and the Internet web-sites
listed as resources for this lesson

Homework:

Students will be required to draw diagrams that will be assessed as to the requirements
set forth on the checklist located in the associated file.

Lesson Plan 8

Topic: Understanding Rotation

Grade: 7
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:
Students will explore the concept of Earth's rotation and its effects, such as day and night
cycles. The lesson encourages students to understand and explain the Earth's rotation in a
fun and engaging manner.

Specific Objectives:

Students will understand the concept of Earth's rotation.

Students will identify the effects of Earth's rotation on daily life, particularly the day and
night cycle.

Students will create visual representations to explain the concept of rotation.

AV Aids:

• Science textbooks
• Internet access
• White or cream-colored construction paper (approximately 18” X 24”) – two sheets
per group
• Coloured pencils (one box per student)
• Protractor or compass (one per student)
• Ruler (one per student)
• Globe or a ball to represent Earth
• Flashlight to simulate the Sun

Previous Knowledge:

Group Formation:

Divide the class into groups of two students each.

Introduction:

Ask students what they know about the concept of rotation. Pose questions like, "What
is rotation?" and "Have you noticed how day changes to night?" Allow students to share
their thoughts and experiences.

Discussion:
 Discuss the idea of rotation, using examples of spinning objects such as a spinning top
or the rotation of a fan.

Demonstration:

Use a globe and a flashlight to demonstrate how the Earth's rotation causes day and
night. Explain that the side of the Earth facing the flashlight (representing the Sun)
experiences day, while the opposite side experiences night.

Topic Declaration:

Explain to the students that they will use their textbooks and the Internet to research
and describe the Earth's rotation and its effects on the day and night cycle. Students will
create diagrams to represent the rotation of the Earth and explain these diagrams using
captions and paragraphs.

Presentation:

Checklist Preparation:

Prepare and distribute a checklist for the students to use as a guide during their research
and diagram creation.

Materials Distribution:

Distribute the construction paper, colored pencils, protractors, and rulers to each group.

Research:

Direct students to use the Internet and and their textbooks to gather information about
Earth's rotation. Encourage them to find visual aids, such as animations or diagrams, to
help them understand the concept better.

Diagram Creation:

Students will use the materials provided to create a diagram representing Earth's
rotation. They should include captions to define terms and explain relationships.

Paragraph Writing:

Each group will write two paragraphs:

 • The first paragraph should explain the concept of Earth's rotation.
• The second paragraph should describe how Earth's rotation leads to the cycle of day
and night.

Summary:

After completing the diagrams and paragraphs, students will present their work to the
class. The teacher will collect the diagrams and paragraphs to assess them based on
accuracy and the completeness of the information, as guided by the checklist.

Evaluation:

The diagrams and paragraphs will be checked to determine if students located,

comprehended, and accurately represented the information about Earth's rotation using
their textbooks and Internet resources.

Homework:

Students will be required to draw their own diagrams explaining Earth's rotation and its
effects on the day and night cycle. These diagrams will be assessed based on the criteria
outlined in the checklist provided during the lesson.

Lesson Plan 9

Topic: What on Earth

Grade: 7
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

Students will explore the Earth’s structure, its components, and how they interact to sustain
life. This lesson will engage students in understanding the Earth’s layers, ecosystems, and
natural processes.

Specific Objectives:
Students will identify and describe the Earth's layers (crust, mantle, core).

Students will understand the basic components of Earth's ecosystems.

Students will explain how Earth's processes, such as the water cycle and plate tectonics,
support life.

AV Aids:

• Science textbooks
• Internet access
• Globe or a model of Earth showing its layers
• Whiteboard and markers
• Chart paper
• Colored pencils/markers
• Diagram handouts of Earth's layers and ecosystems

Previous Knowledge:

Group Formation:

Divide the class into groups of three to four students each.

Introduction:

Ask students what they know about Earth and its importance. Discuss their responses,
focusing on the Earth’s layers, ecosystems, and natural processes.

Discussion:

Introduce the concept of Earth's structure, highlighting the crust, mantle, and core. Discuss
how these layers contribute to the planet's functioning.

Demonstration:

Use a globe or a model to demonstrate the Earth's layers and show how these layers
interact. Explain that Earth's surface is made up of plates that move, leading to natural
phenomena like earthquakes.

Topic Declaration:
 Explain that students will learn about the Earth’s structure, ecosystems, and natural
processes. They will research these topics and create a visual and written presentation that
explains the Earth’s components and how they work together to support life.

Presentation:

Students will research the Earth's structure, ecosystems, and natural processes using the
provided resources. They will create a detailed diagram on chart paper, highlighting Earth's
layers, ecosystems, and how natural processes like the water cycle and plate tectonics
support life. Each group will then present their diagram and explain the key concepts,
ensuring that all aspects of Earth's functioning are clearly communicated to the class.

Summary:

After completing the diagrams and paragraphs, students will present their work to the
class. Each group will explain their diagram and paragraphs, focusing on the interaction
between Earth's layers, ecosystems, and natural processes.

Evaluation:

The diagrams and written explanations will be assessed based on accuracy, clarity, and
the completeness of the information. The presentation will be evaluated on the students’
ability to explain the concepts clearly and engage the class.

Homework:

Students will be required to write an essay on “The Importance of Earth’s Structure and
Natural Processes in Supporting Life.” They should include information about the Earth's
layers, ecosystems, and natural processes discussed in class. The essay will be assessed for
understanding and the ability to apply concepts learned during the lesson.

Lesson Plan 10

Topic: Differentiate Between Weather and Climate

Grade: 7
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

Students will learn the difference between weather and climate, understanding how
each concept affects daily life and long-term patterns. This lesson aims to clarify these
terms and their implications for the environment and human activities.

Specific Objectives:

• Students will define and differentiate between weather and climate.

• Students will understand how weather and climate impact human activities and the
environment.
• Students will create a visual representation comparing weather and climate.

AV Aids:

• Science textbooks
• Internet access
• Whiteboard and markers
• Chart paper
• Colored pencils/markers
• Sample weather reports and climate data

Previous Knowledge:

Before starting the lesson, students should have a basic understanding of the concepts
of weather and climate. Engage them in a discussion about their experiences with different
weather conditions and any observations they might have about seasonal changes over time.
Ask them to share their thoughts on how weather changes from day to day and how they
might expect it to be different from the long-term patterns they observe. Introduce the
fundamental concepts that weather is the short-term atmospheric conditions in a specific
place at a specific time, while climate refers to the long-term average of these weather
patterns over an extended period. Use sample weather reports and climate data to illustrate
these concepts and provide context for the differences they will explore.
Topic Declaration:

Explain that students will research and create a visual representation that differentiates
between weather and climate. They will use provided resources to gather information and
present their findings in a clear and engaging manner.

Presentation:

Students will conduct research to differentiate between weather and climate using their
textbooks and online resources. They will create a visual representation, such as a Venn
diagram or comparative chart, on chart paper that clearly illustrates the distinctions between
the two concepts. The visual should include definitions, examples, and the impacts of
weather and climate on daily life and the environment. Following the creation of their
diagrams, each group will present their work to the class, explaining the key differences
between weather and climate, and discussing how these factors influence various aspects
of life and the environment. This presentation will help reinforce their understanding and
provide an opportunity for interactive learning.

Summary:

After completing the diagrams and paragraphs, students will present their work to the
class. Each group will explain their visual representation and the key differences between
weather and climate, emphasizing how each concept affects life and the environment.

Evaluation:

The visual representations and written explanations will be assessed based on accuracy,
clarity, and completeness of the information. The presentation will be evaluated on the
students’ ability to clearly explain the differences between weather and climate and engage
the class effectively.

Homework:

Students will be required to write a brief report on the impact of climate change on local
weather patterns. They should use information from their textbooks and online resources
to support their report. The homework will be assessed for understanding and the ability to
apply concepts learned during the lesson.
Lesson Plan: 11

Topic: Ecosystem
Grade: 7
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

Students will gain an understanding of what an ecosystem is, including its components and
how they interact. They will learn about different types of ecosystems, the roles of
organisms within them, and the importance of maintaining balanced ecosystems.

Specific Objectives:

• Students will define the term "ecosystem" and identify its key components.
• Students will describe the interactions between biotic (living) and abiotic (non-living)
factors in an ecosystem.
• Students will create a visual representation of a specific ecosystem, showing its
components and their interactions.

AV Aids:

• Science textbooks
• Internet access
• Whiteboard and markers
• Chart paper
• Coloured pencils/markers
• Diagram handouts of different ecosystems

Previous Knowledge:

Begin by engaging students in a discussion about their understanding of ecosystems.

Ask questions like, "What do you think an ecosystem is?" and "Can you name some types
of ecosystems you are familiar with?" This discussion should help students recall any prior
knowledge about ecosystems and their components. Introduce the concept of an ecosystem
as a community of living organisms interacting with each other and their physical
environment. Discuss examples such as forests, deserts, and oceans to illustrate the
diversity of ecosystems.

Presentation:

Checklist Preparation:

Provide a checklist for students to use as a guide during their research and visual
representation creation. The checklist should include items such as identifying components
of the ecosystem, showing interactions between biotic and abiotic factors, and providing
clear labels and descriptions.

Materials Distribution:

Distribute chart paper, colored pencils/markers, and handouts to each group.

Research:

Direct students to use the Internet and and their textbooks to research:

• The definition of an ecosystem.

• Components of an ecosystem, including biotic (plants, animals) and abiotic
(sunlight, water, soil) factors.
• Different types of ecosystems and their characteristics.
• How the components of an ecosystem interact with each other.

Diagram Creation:

Students will create a visual representation of a specific ecosystem on chart paper. This
should include:

• Key components of the ecosystem.

• Interactions between living organisms and their environment.
• Descriptions of how these interactions support the ecosystem’s balance and health.

Paragraph Writing:
Each group will write a short explanation (one to two paragraphs) that describes:

• The chosen ecosystem and its components.

• The interactions between biotic and abiotic factors.
• The importance of these interactions in maintaining the ecosystem's balance.

Summary:

After completing their diagrams and paragraphs, students will present their work to the
class. Each group will explain their ecosystem diagram, focusing on the components and
interactions within the ecosystem. This presentation will help reinforce their understanding
of ecosystems and encourage discussion on the importance of maintaining ecological
balance.

Evaluation:

The diagrams and written explanations will be assessed based on accuracy, clarity, and
completeness of information. The presentation will be evaluated on the students’ ability to
clearly describe the components and interactions within the ecosystem and engage their
classmates effectively.

Homework:

Students will write a brief report on a specific ecosystem of their choice, including
details about its components, interactions, and importance. They should use information
from their research and class discussions to support their report. The homework will be
assessed for understanding and the ability to apply concepts learned during the lesson.

LESSON PLAN 12

Enzymes

Name:
Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:

Investigate and describe the structure and function of enzymes and explain their
importance in biological systems. Design and conduct scientific investigations to answer
biological questions.

Specific Objectives:

Students will use pineapple juice as an enzyme and Jell-O as a substrate to illustrate an

enzyme/substrate complex. Students will discover that the processing of food will denature
enzymes.

AV Aids:

• Lab
• Science textbooks
• Internet access
• Globe or a model of Earth showing its layers
• Whiteboard and markers

Previous Knowledge:

Pineapple enzymes & Jello Molds lab

Topic Declaration:

Review yesterday's activity toothpicks with students-build on previous knowledge.

Presentation:

Go over the lab-give examples

Summary:

• Approve lab set up

• Evaluation:
• Quiz

Homework:

Concept map of enzymes? If have time and or Quiz Remind students of homework

LESSON PLAN 13

Photosynthesis

Name:

Roll No:

Teacher Name:

Grade: 7

Subject; Science

General Objectives:

1. To know how the five factors, light intensity, CO2 Concentration, water intake,
temperature, and humidity affect the rate of photosynthesis.

2. To use a computer-based simulation of

photosynthesis to explore how these five factors affect photosynthesis rate.

3. To prepare graphs of data showing the effect of the five factors.

4. To answer key content questions relating to the data collected.

Specific Objectives:

1. Working in groups, students will use a computer-based simulation of photosynthesis to

explore how the five factors affect the rate of photosynthesis in order to determine the
optimum conditions for photosynthesis.
2. Each student will graph data the group has collected for each of the factors.

3. Each student will questions showing how each of the factors affects photosynthesis rate
and define saturation point, optimum level, and limiting factor.

AV Aids:

1.A classroom set of computers, one per table group of 4-5 students.

[Link] program: Logal Explorer Science:

Photosynthesis.

[Link] directions/questions/worksheet to go with the activity.

Previous Knowledge:

Before starting the activity, students will briefly Previous Knowledge how to run the
simulation program, with teacher guidance using the overhead projection on the screen.

2. After the students collect their first set of data, the teacher will review the basics of
proper graphing using the overhead projector, and guide students in correctly graphing
their data.

Topic Declaration:

Using the comuter simulation program projected onto a large screen, the teacher will
introduce the question of what happens to the rate of photosynthesis if various
environmental factors are varied. Ideas from the class may be solicited and quickly "tested"
with the simulation program in order to set the stage for the lesson.

Presentation:

Using direct instruction, the teacher can briefly introduce and discuss the five key factors
that affect the rate of photosynthesis.

2. Using the photosynthesis simulation projected onto the screen, the teacher can
demonstrate how to use the program to investigate the five factors, collect data and graph
the results.

Summary:
 Extended learning opportunities using the photosynthesis computer simulation program
could easily be provided. Possible extensions might include investigating the effects of
additional environmental factors such as the colour of light to which the plants are exposed.

2. Students who need additional time to complete either the initial or the extension activity
could come into class at lunch or after school to work on the computers, or conduct
independent research at home.

Evaluation:

Students will be evaluated using the worksheet they prepare and turn in. The worksheet
will contain data tables of the data they collected, properly labeled graphs of the data for
each of the five factors, and answers to specific questions relating to the content of the
activity.

Homework:

At the close of the lesson, the teacher will briefly query the class as the results they
found on the effects of the five factors, using the on-screen projection of the simulation if
necessary to reinforce the concepts.

Lesson Plan 14

Topic: Temperature and Its Measurement, Clinical Thermometer, Safety

Measures in Using Thermometers
Grade: 8
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

• To understand the concept of temperature and its importance.

• To learn how temperature is measured using different types of thermometers.

 • To understand the proper use and safety measures when using clinical thermometers.

Specific Objectives:

• Students will define temperature and explain its significance in daily life and medical
contexts.

• Students will describe how temperature is measured with different thermometers,

focusing on the clinical thermometer.

• Students will identify safety measures and proper procedures for using and handling
thermometers.

Nasal Standards:

• Understanding basic scientific concepts and their applications in daily life.

• Learning the principles of measurement and safety in scientific tools.

• Developing practical skills in using scientific equipment.

Materials:

• Science textbooks

• Clinical thermometers (digital and mercury)

• Digital thermometer models

• Whiteboard and markers

• Chart paper and colored pencils/markers

• Safety instructions handouts for thermometers

• Demonstration videos or images of thermometer use

Previous Knowledge:

Begin the lesson by reviewing basic concepts of temperature that students may have
encountered in previous lessons. Discuss how temperature affects our daily lives, such as in
weather forecasts or in maintaining health. Ask students if they have ever used a thermometer
and what they know about how it works. Introduce the idea of different types of thermometers
and their specific uses, focusing on the clinical thermometer used in medical settings.
Presentation:

1. Introduction to Temperature:

• Explain the concept of temperature and its importance in both everyday life and medical
contexts.
• Discuss how temperature is a measure of the warmth or coldness of an object or
environment.

2. Types of Thermometers:

• Introduce various types of thermometers, including clinical (digital and mercury), and
discuss their uses.
• Demonstrate how a clinical thermometer works, highlighting its components and how
it measures temperature.

3. Clinical Thermometer:

• Explain the specific features of a clinical thermometer, including its scale and accuracy.
• Demonstrate the proper use of a clinical thermometer, including placement, reading,
and recording temperatures.

4. Safety Measures:

• Discuss safety measures for using and handling clinical thermometers, especially
mercury thermometers.
• Provide students with a handout detailing safety precautions and proper disposal
methods for damaged thermometers.

5. Practical Demonstration:

• Conduct a demonstration of how to use a clinical thermometer correctly.

• Show students how to measure temperature accurately and interpret the results.

6. Group Activity:

• Divide students into small groups and provide each group with different types of
thermometers.
• Have each group practice measuring temperature using the provided thermometers and
discuss their observations.
 • Ensure that students follow safety guidelines during their practice.

Summary:

Conclude the lesson by summarizing the key points covered, including the definition
and significance of temperature, the types of thermometers and their uses, and safety measures
for using clinical thermometers. Review the importance of accurate temperature measurement
in both daily life and medical settings. Address any questions or concerns students may have.

Evaluation:

Assess students' understanding through their participation in the group activity and their
ability to accurately measure temperature using the thermometers. Evaluate their
comprehension of safety measures based on their adherence to guidelines during the activity
and their responses to related questions.

Homework:

Assign students to write a brief report on the importance of temperature measurement

in healthcare and daily life. Include information on different types of thermometers, their uses,
and safety measures. Encourage students to reference the material covered in class and any
additional research they conduct.

Lesson Plan on Pakistan study

Lesson Plan 1

topic: The Geography of Pakistan

Grade: 7
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:
 • To understand the geographical features of Pakistan.

• To analyze how geography affects the economy and culture of Pakistan.

Specific Objectives:

• Students will identify major geographical features of Pakistan, including mountains,

rivers, and deserts.

• Students will discuss how geography influences economic activities and cultural
practices.

Materials:

• Maps of Pakistan

• Whiteboard and markers

• Textbooks on geography

Previous Knowledge:

Review basic geographical concepts such as landforms, climate, and their impacts on human
activities.

Presentation:

1. Introduction:

Discuss the importance of geography in understanding a country’s economic and cultural

dynamics.

2. Geographical Features:

Describe major physical features of Pakistan, including the Himalayas, Indus River, and
Thar Desert.

Discuss how these features influence weather, agriculture, and settlement patterns.

3. Activity:

Use maps to locate and label major geographical features. Discuss their significance.

Summary:
 Recap the key geographical features and their impacts. Highlight how geography
shapes Pakistan’s economy and culture.

Evaluation:

Assess students through their participation in map activities and their understanding of
how geography influences various aspects of life in Pakistan.

Homework:

Prepare a short report on how one major geographical feature impacts daily life and
economic activities in Pakistan.

2. Lesson Plan

Topic: The History of Pakistan's Independence Movement

Grade: 7
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

• To understand the events leading up to Pakistan’s independence.

• To discuss key figures and movements in the independence struggle.

Specific Objectives:

• Students will learn about the key events and figures in the independence movement.

• Students will understand the role of the All-India Muslim League and the impact of
Partition.

Materials:

• Textbook chapters on the independence movement

• Whiteboard and markers

 • Photographs and documents from the independence era

Previous Knowledge:

Review basic concepts of colonialism and the British rule in India.

Presentation:

• Discuss the key events and figures in the independence movement, such as the Lahore
Resolution, the role of Muhammad Ali Jinnah, and the impact of the Partition.

• Use photographs and documents to illustrate key points.

Summary:

Summarize the key events and their impact on the creation of Pakistan. Engage in a
Q&A session.

Evaluation:

Evaluate students through a short essay on the significance of a key event or figure in
the independence movement.

Homework:

Ask students to research a specific event or figure from the independence movement and
prepare a brief report.

3. Lesson Plan:

Topic: The Constitution of Pakistan

Grade: 8
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:
 • To understand the basics of the Constitution of Pakistan.

• To discuss the importance and functions of the Constitution.

Specific Objectives:

• Students will learn about the key features of the Constitution of Pakistan.

• Students will understand the roles of different branches of government as outlined in

the Constitution.

Materials:

• Copies of the Constitution of Pakistan (or excerpts)

• Whiteboard and markers

• Chart paper for group work

Previous Knowledge:

Discuss the concept of a constitution and its importance in governance. Begin the
lesson by discussing the concept of a constitution and its role in governance. Ask students what
they know about constitutions in general and why they think they are important. Discuss how
a constitution serves as the supreme law of a country and outlines the structure and powers of
government, as well as the rights of citizens. Connect this general understanding to the specific
context of the Constitution of Pakistan.

Presentation:

• Provide an overview of the Constitution of Pakistan, including its preamble,

fundamental rights, and the structure of government.

• Discuss the roles and responsibilities of the executive, legislative, and judicial branches.

Summary:

Recap the key features of the Constitution and their significance. Address any questions
students may have.

Evaluation:
 Assess students through a group presentation on different sections of the Constitution
and their roles.

Homework:

Assign students to write a brief essay on how the Constitution affects their daily lives.

4. Lesson Plan:

Topic: Major Economic Sectors of Pakistan

Grade: 7
Subject: Science
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

• To understand the major economic sectors of Pakistan.

• To discuss the importance and challenges of each sector.

Specific Objectives:

• Students will identify and describe the major economic sectors: agriculture, industry,
and services.

• Students will discuss the challenges faced by each sector and their impact on the
economy.

Materials:

• Textbook chapters on Pakistan’s economy

• Whiteboard and markers

• Charts and graphs

Previous Knowledge:

Review basic economic concepts and the role of different sectors in an economy. Begin
the lesson by reviewing basic economic concepts, such as the definition of an economic sector
and its role in an economy. Discuss how economies are divided into different sectors and why
these sectors are important for national development. Refresh students' understanding of how
various sectors contribute to the overall economy.

Presentation:

• Explain the major economic sectors of Pakistan and their contributions to the GDP.

• Discuss the challenges each sector faces and the government’s efforts to address these
challenges.

Summary:

Summarize the key points about each economic sector and their significance. Engage
in a discussion on current economic issues.

Evaluation:

Evaluate students through a group discussion and a quiz on the major economic sectors.

Homework:

Ask students to prepare a report on one of the economic sectors, including its current
challenges and potential solutions.

Lesson Plan 5

Topic: Pakistan’s Foreign Policy

Grade: 7
Subject: Pakistan Studies
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

• To understand Pakistan’s foreign policy and its core objectives.

• To analyse Pakistan’s relationships with neighbouring countries and their impact on

international relations.

Specific Objectives:

• Students will describe the main objectives of Pakistan’s foreign policy.

• Students will discuss the impact of Pakistan’s foreign relations on its international
standing.

Materials:

• Foreign policy textbooks

• Maps showing Pakistan and its neighbouring countries

• Whiteboard and markers

• Projector and computer (optional, for multimedia presentations)

Previous Knowledge:

Begin the lesson by reviewing the basic concepts of foreign policy and international
relations. Discuss the role of foreign policy in shaping a country’s interactions with other
nations and its impact on global standing. Refresh students' understanding of terms such as
diplomacy, international relations, and bilateral and multilateral agreements.

Presentation:

Explain the concept of foreign policy and its importance in governing a

country’s external relations. Discuss how foreign policy influences a nation's interactions with
other countries, including trade, security, and diplomatic relations.

Highlight the role of foreign policy in achieving national objectives and maintaining
international peace and security.
Summary:

Summarize the key objectives of Pakistan’s foreign policy, emphasizing its focus on
national security, economic diplomacy, regional cooperation, and global standing. Discuss how
these objectives shape Pakistan’s interactions with neighboring countries and influence its
international relations. Address any questions students may have about the topics covered.

Evaluation:

Assess students through their participation in the group activity and their understanding
of Pakistan’s foreign policy objectives. Evaluate their ability to articulate the impact of foreign
relations on Pakistan’s international standing based on their presentations and responses.

Homework:

Assign students to write a brief report on one major diplomatic event involving Pakistan.
The report should include:

• A description of the event and its significance.

• An analysis of how the event impacted Pakistan’s foreign relations.

• Any long-term effects on Pakistan’s international standing.

Encourage students to use textbooks, class notes, and additional resources to support their
analysis. Ask them to present their findings clearly and provide insights into how the event has
shaped Pakistan’s foreign policy.

Lesson Plan 6

Topic: The Role of Islam in Pakistan

Grade: 7
Subject: Pakistan Studies
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:
 • To understand the role of Islam in shaping Pakistan’s identity and governance.

• To analyze how Islamic principles influence various aspects of life in Pakistan.

Specific Objectives:

• Students will describe the role of Islam in Pakistan’s foundation and constitution.

• Students will discuss the impact of Islamic values on Pakistani society.

Materials:

• Textbooks on Islamic studies

• Whiteboard and markers

• Relevant excerpts from the Constitution of Pakistan

Previous Knowledge:

Review the basic principles of Islam and its historical role in Pakistan’s formation.

Presentation:

1. Introduction:

Discuss the importance of Islam in Pakistan’s identity and governance.

2. Islamic Principles:

Explain how Islamic principles are reflected in Pakistan’s Constitution and laws.

3. Activity:

Analyze how Islamic values influence various aspects of life in Pakistan through group
discussions.

Summary:

Review the role of Islam in shaping Pakistan’s identity and governance. Address
questions on Islamic influence.

Evaluation:
 Assess students through their participation in discussions and understanding of the role
of Islam.

Homework:

Write an essay on how Islamic principles are reflected in Pakistan’s laws and daily life.

Lesson Plan 7

Topic: Environmental Issues in Pakistan

Grade:7
Subject: Pakistan Studies
Teacher Name:
Roll No:
Duration: 60 minutes

General objectives:

General objectives of this lesson are to help students understand the major
environmental issues facing Pakistan and to analyze how these issues impact society and the
economy.

Specific objectives

Specific objectives are to ensure students can identify key environmental issues such as
pollution, deforestation, and water scarcity, and to enable them to discuss the effects of these
issues on Pakistan’s development.

Materials:

Required for this lesson include textbooks on environmental science, a whiteboard

with markers, and charts and data on environmental issues.

Previous knowledge:

Students should have some of basic environmental concepts and the importance of
addressing environmental issues, which will provide a foundation for the lesson.
Presentation:

It will begin with an introduction to highlight the significance of environmental issues

in the context of Pakistan. This will include a brief overview of why these issues are crucial for
the country’s development. Following this, the lesson will cover major issues including air
pollution, water pollution, deforestation, and climate change. Detailed descriptions of each
issue will be provided, supported by relevant data and statistics.

Activity:

Students will be divided into small groups and given charts and data related to different
environmental issues. Each group will analyse their assigned data to understand the impacts on
society and the economy, and then present their findings to the class. This will help students
engage with the data and explore the real-world implications of environmental problems.

Summary:

Students will recap the major environmental issues discussed and their impacts. The
lesson will also address possible solutions and actions that can be taken to mitigate these issues.
A class discussion will be held to reflect on practical steps students can take to contribute to
environmental conservation.

Evaluation:

Students will be assessed based on their participation in the activity, their understanding
of the environmental issues, and their presentation skills. The effectiveness of their analysis
and discussion will be key factors in their evaluation.

Homework:

Students will prepare a report on one major environmental issue in Pakistan. This report
should include a detailed description of the issue, current data and statistics, an analysis of its
impact on society and the economy, and suggested solutions. The report should be 2-3 pages
long and submitted by the next class.

Lesson Plan 8
Topic: The Role of Media in Pakistan

Grade: 7
Subject: Pakistan Studies
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:
The aim of this lesson is to help students understand the role of media in shaping public opinion
and influencing politics in Pakistan. Additionally, students will analyze the impact of media on
Pakistani society.

Specific Objectives:
Students will describe the role of different types of media, including print, broadcast, and
digital media. They will also discuss how media influences public opinion and political
processes.

Materials:

• Textbooks on media studies

• Examples of media coverage such as newspapers, TV clips, and online articles

• Whiteboard and markers

Previous Knowledge:
Students should have a basic understanding of media concepts and the various types of media.
This background will help them grasp the specific roles and impacts discussed in the lesson.

Presentation:
The lesson will begin with an introduction to explain the significance of media in Pakistan.
This will include an overview of how media plays a critical role in shaping public opinion and
influencing political decisions.

Activity:
Divide students into small groups and provide each group with different examples of media
coverage, including newspapers, TV clips, and digital articles. Each group will analyze their
assigned examples to identify the role and impact of the media in shaping public opinion and
political processes. Groups will then present their findings to the class, highlighting key
insights and providing examples.

Summary:
Recap the main points discussed in the lesson, including the roles of print, broadcast, and digital
media, and their influence on public opinion and politics. Discuss the importance of media
literacy and critical thinking when consuming media content.

Evaluation:
Assess students based on their participation in the activity, their ability to analyze media
examples, and their understanding of media's role and impact on society and politics.

Homework:
Students will prepare a brief report on a recent media event or issue in Pakistan. The report
should include:

• A description of the event or issue covered by the media.

• Analysis of how different types of media reported on the event or issue.

• Discussion of the potential impact of this media coverage on public opinion and
political processes.

Lesson Plan 9

Topic: The Indus Valley Civilization

Grade: 7
Subject: Pakistan Studies
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:
 • To understand the significance of the Indus Valley Civilization in the context of
Pakistan’s history.

• To analyze the contributions and achievements of the Indus Valley Civilization.

Specific Objectives:

• Students will identify key features and achievements of the Indus Valley Civilization.

• Students will discuss the impact of this ancient civilization on modern Pakistan.

Materials:

• History textbooks

• Maps and diagrams of the Indus Valley Civilization

• Whiteboard and markers

Previous Knowledge:

Review the concepts of ancient civilizations and their contributions to modern society.

Presentation:

1. Introduction:

Explain the historical significance of the Indus Valley Civilization.

2. Key Features:

Discuss the major features of the civilization, including urban planning, trade, and cultural
achievements.

3. Activity:

o Use maps and diagrams to explore the geographical extent and urban layout of
the Indus Valley cities. Discuss their achievements and contributions.

Summary:

Recap the key features and contributions of the Indus Valley Civilization. Highlight its
relevance to Pakistan’s historical heritage.
Evaluation:

Assess students through a discussion and quiz on the key features and achievements of
the Indus Valley Civilization.

Homework:

Prepare a report on the daily life and technological advancements of the Indus Valley
Civilization.

Lesson Plan 10

Topic: The Role of Women in Pakistan’s History

Grade: 7
Subject: Pakistan Studies
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

• To understand the contributions and roles of women in Pakistan’s history.

• To analyze how women have influenced Pakistan’s social and political landscape.

Specific Objectives:

• Students will identify notable women in Pakistan’s history and their contributions.

• Students will discuss the changing roles of women in Pakistani society.

Materials:

• History textbooks

• Biographies and articles about notable Pakistani women

• Whiteboard and markers

Previous Knowledge:
Review basic concepts of gender roles and historical impact.

Presentation:

1. Introduction:

o Discuss the importance of recognizing women’s contributions to history.

2. Notable Women:

o Introduce significant figures such as Fatima Jinnah, Benazir Bhutto, and Malala
Yousafzai.

3. Activity:

o Students will work in groups to research and present on different notable women
and their impact on Pakistan’s history.

Summary:

Summarize the contributions of women in Pakistan’s history. Discuss their impact on society
and politics.

Evaluation:

Assess students through their presentations and understanding of the roles and contributions of
notable women.

Homework:

Write an essay on the impact of one notable woman on Pakistani society and politics.

Lesson Plan 11: The Challenges of Modern Pakistan

Grade: 7
Subject: Pakistan Studies
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:
 • To understand the current challenges facing Pakistan.

• To analyze the impact of these challenges on the country’s development.

Specific Objectives:

• Students will identify major contemporary issues such as poverty, terrorism, and
political instability.

• Students will discuss potential solutions and strategies to address these challenges.

Materials:

• Current affairs textbooks

• Whiteboard and markers

• Articles and reports on contemporary issues

Previous Knowledge:

Discuss the basic concepts of socio-economic challenges and their impacts.

Presentation:

1. Introduction:

Provide an overview of the current challenges facing Pakistan.

2. Major Challenges:

Discuss issues such as poverty, terrorism, and political instability, including their causes
and effects.

3. Activity:

Analyse case studies or current news articles to understand the impact of these challenges.
Discuss potential solutions and strategies.

Summary:

Recap the major challenges facing Pakistan and discuss potential solutions and
strategies for improvement.
Evaluation:

Assess students through their participation in discussions and understanding of

contemporary challenges.

Homework:

Prepare a report on one major challenge facing Pakistan and propose strategies to
address it.

Lesson Plan 12

Topic: Pakistan’s Cultural Heritage

Grade: 7
Subject: Pakistan Studies
Teacher Name:
Roll No:
Duration: 60 minutes

General Objectives:

• To explore and appreciate Pakistan’s rich cultural heritage.

• To understand how cultural heritage influences national identity.

Specific Objectives:

• Students will identify key aspects of Pakistan’s cultural heritage, including art, music,
and festivals.

• Students will discuss the role of cultural heritage in shaping national identity.

Materials:

• Textbooks on cultural studies

• Images and videos of cultural events

 • Whiteboard and markers

Previous Knowledge:

Review basic concepts of culture and heritage.

Presentation:

1. Introduction:

Discuss the importance of cultural heritage in shaping national identity.

2. Cultural Aspects:

Explore various aspects of Pakistan’s cultural heritage, such as traditional art, music, and
festivals.

3. Activity:

Use images and videos to showcase cultural events and traditions. Discuss their
significance and impact on national identity.

Summary:

Summarize the key aspects of Pakistan’s cultural heritage and its role in shaping the nation’s
identity.

Evaluation:

Assess students through their participation in discussions and their understanding of cultural
heritage.

Homework:

Write a report on a specific cultural tradition or festival in Pakistan and its significance
to national identity.