(SUE WEARS? Cevist ay Directorate of Staff Development, Wahdat Colony, LahorePROFESSIONAL DEVELOPMENT FOR QUALITY EDUCATION scence Teacher's “aa Guide Directorate of Staff Development, Wahdat Colony, Lahore,Preface ‘The Government of Punjab has a strong desire to improve the quality of teaching and learning and bring it at par with International Standard. Various initiatives have been undertaken for the uplift of education sector and imparting modern education to the new generation. Providing quality education at the Elementary Level is the first step towards building an education system which can contribute meaningfully to the development of our society. To achieve the desired results, training primary school teachers on modern teaching methodologies has been considered imperative and crucial by the Provincial Government, Directorate of Staff Development (DSD) has been training in-service and pre-service public school teachers and developing educational material since its inception in 1959, DSD has already prepared Basic Foundation Module-| in 2006 and Basic Foundation Module lin 2010 to provide support in the areas of pedagogy and content to Primary School Teachers (PSs), DSD has worked in collaboration with over two hundred professionals from public and private education institutes to develop these modules. Considering the quality work produced over the years, the task of development of the Teachers’ Guides for Elementary school teachers in the subjects of English, Science, and Mathematics were assigned to the Directorate of Staff Development by Government of Punjab. Teachers, Material Developers, and Teacher Trainers in the field of English Language Teaching, Science, and Mathematics worked in group to develop comprehensive lesson plans. These Teachers' Guidesare aimed to achieve Students’ Learning Outcomes (SLOs) through the teaching materials and methodologies which suit varying teaching and learning contexts of Punjab. These Teachers’ Guides will help Elementary school teachers to deliver and further plan their content lessons, seek basic information on given concepts and topics, and assess students’ understanding of the taught concepts. ‘The Programme Director of DSD, Additional Programme Director, Faculty Members and Material Development team acknowledges the cooperation extended by various Public & Private, National and International Organizations in the preparation of Teacher's Guides. DSD is especially grateful to GIZ German International Cooperation Agency, for extending their full cooperation and support in conducting workshops, development, quality management layout and designing of these Guides. DSD is also grateful to World Bank, DFID and Pak-UK Task Force for theirtimely inputs in the completion of the task. Our special thanks are to UNICEF for providing us photographs, DSD also recognizes the contribution of all developers and reviewers belonging to the organizations including IER, Punjab University Lahore, Govt. Science College, International School of Choueifat, Crescent Model Higher Secondary School, Punjab Text Book Board, Lahore Grammar School, Kinnaird College, HELP Foundation, Ali Institute of Education, Beacon House School Systems, Lahore, Govt. Higher Secondary Schools and Govt. College for Elementary Teachers, Punjab. Programme Director Directorate of Staff Development, PunjabTable of Content No. Topic Page e- Introdietion ot Hi a Br ap ~ @ OQ cLessonPlans ce 2. O. LESSONS (BIOLOGY) Unit 1: Photosynthesis & Respiration in Plants a Topic 1: Internal Structure of Leaf be 1 Topic 2: Respiration in Plants Z . 6 Topic 3: Comparison between the Processes of Photosynthesis 40 and Respiration Unit 2: Respiratory System ee Topic 1: Mechanism of Respiration Ri te Topic 2: Common Diseases of Respiratory System Unit 3: Nervous System Topic 1; Structure and Function of Nervous System __ | oS Topic 2: Reflex action s i Unit 4: Hereditary in Organism Se esee eae Topic 1: Process of Mitosis and Meiosis = Unit 5 : Biotechnology i Topic 1: Biotechnology and Its Applications Topie2: DNA Replication and Relationship among DNA, _f Genes and Chromosomes Topic 3: Process of Genetic Engineering 8 Unit 6 : Pollutants and Their Effects on Environment a7 Topic 1: Air Pollutants a7 Topic 2: Deforestation and Our Environment 52Table of Content No. Topic Page LESSONS (CHEMISTRY) Unit.7: Acids, AlkalisandSalts = = Topic 1: Properties and uses of Acids ff , Fs Topic 2: Properties and uses of Alkalis Ba . Ca Topic 3: Properties and uses of Salts — fe 70 Topic 4: Indicators and their Uses __ a 4 Unit 8 : Atoms, Molecules, Mixtures and Compounds 83) Topic 1: Introduction to atoms and molecules 8 Unit 9 : Solutions and:Suspensions——— _ 69) Topic 1: Difference between solutions and suspensions __—=-_— 89 __ I 3 93 Unit 10 : Chemical Reactions tient Topic 1: Energy changes in chemical reactions LESSONS (PHYSICS) Unit 11: Measurements of Physical Quantities _ 98 Topic 1: Physical Quantities and SI Units 98 Unit 12 : Forces and Pressure r 104 Topic 1: Units of pressure and its application 104. Topic 2: How Gases Behave Under Pressure 110 Unit 13 : Space and.Satellites — 115. Topic 1: Satellite 15 Topic 2: Natural Satellites (Asteroids, Comets, Meteors 19. Topic 3: Artificial Satellites and Geostationary 25Page Topic 4: Kinds of Artificial Satellites £2. Gr Topic 5: Stars, Galaxies (Milky Way and Black Holes) 434 Topic 6: The Life of Stars (The birth & death of our sun) 438. Topic 7: Star Distances/Looking at Stars a a2 Topic 8: Space Exploration _ = 146 Topic 9: Telescopes, Space Crafts, Spectroscopes 150 Unit 14.: Electric Current 184 Topic 1: Circuits and Electric Current — 154 Topic 2: Effects of Electric Current (Heating & Magnetic Effects) 157 Topic 3: Measuring Current Meet + DT 6 Topic 4: Generating ElectricityTeacher's Guide UNIT TOPIC. | ) Internal Structure of Leaf Lesson Plans Class 6th,7th,8th iu Photosynthesis & Respiration in Plants & Students Learning Outcomes ‘+ Aleafis made up of many layers that are sandwiched between two layers i.e. the * Compare theinternal structureof Leaf. upper epidermis and lowerepidermis. ‘* The upper epidermis secreatcs @ waxy Ws substance cuticle and lower epidermis TET roe ‘© In plants, leaves are the major site of photosynthesis. ‘+ They are often referred as food factories ofnature. G) have stomata pores. Most food production takes place in elongated cells called palisade mesophyll. Gas exchange occurs in the air spaces between the cells of the spongymosophyle. support the leaf and have vascular tissues that transport food, water and mineral in plants. Concept Map Leaf, rae Bl / Exteral Strvture Internal Stoctre \ >| Midrib (Veins ) Epidermis Mcospihyl Tissues " q Keep the Leaf i 1 expended which makes them suitable ‘Upper epidermis [_Lower epidermis | forphoonteis | ae | Secrets proicstive |] Have stomata for layer eutiele exchange of gases Lamina Providing large surface { JV area to abso light and Palisade Tissue Spongy Tissue cA Ao Leaf apex Help to prepare |Help in storage of the food food +) Margin ¥ Give shape and boundary tothe plant Ci Xylem Phloem Responsible or || Responsible for transport of water |] transport of foodTeacher's Guide (SS Duration/Number of periods 80 minutes By DEE ed Different leaves, chart showing the internal structure of leaf, prepared slide showing TS of leaf, microscope. a ‘* Bringsomeleavestothe class ‘+ Show them to the students and ask the following questions. — What is the role of a leaf in a plant? (Expected response: to prepare food) — Why is the colour of leaf green? (Expected response: due to chlorophyll) = Name the structures visible on the surface of the leaf? (Expected response: lamina expanded green portion and midrib) ‘+ Facilitate the students to get to the right response and then introduce the today's topic Lesson Plans Class 6th,7th,8th Development Show the students. prepared slide of the internal structure of a leaf under the microscope. Display 2 chart showing a diagram ofthe internal structure ofaleaf. Ask the students to observe the chart showing the diagram of the internal structure of a leaf and observe the prepared slide under the microscope one by one. Ask them to compare the internal parts of the TS of leaf with the diagram displayed on the chart. Now explain the parts of the internal section of a leaf as shown on the chart. and explain the function of each part. During the activity ask the students ‘to observe the chart of the internal structure of leaf and draw on their notebooks.Draw the internal structure of leaf on board and explain the role of stomata, mesophyll tissues, xylem, phloem andcuticle. ‘© Explain how the internal and external structure of leaf facilitates photosynthesis. ‘+ Draw this figure on board, and ask the students to complete these boxes by suitable answers given below: = Carbondioxide itenergy — Oxygen Structure of Leaf = Glucose = Water ‘Taken in from the ™ Up as food es [Type a quote from Given out into the air Absorbed by roots ‘+ Make a line drawing on the board to. 3—) show the internal structure of the leaf and ask thestudents to lable it. 4Teacher's Guide Lesson Plans Class 6th,7th,8th ‘+ Drawatableon the board andask the students to filland copy on their notebooks. ETM avarice) role in photosynthesis What is the role of stomata in photosynthesis? Write these questions on the board and ‘ask them to copy and solve as home work on their notebooks. * Why more chloroplasts are present in upper mesophil tissues rather than the lower mesophyllissues? ‘+ Why stomata are usually more abundant inthe lower epidemis of leaf? ‘+ Howlamina can help in photosynthesis? ‘+ Doesthe arrangement of leaves, play any °Teacher's Guide Lesson Plans Class 6th,7th,8th Say ig TOPIC, Respiration in Plants & Students Learning Outcomes carbon dioxide from their bodies. * Explain the importance and process of ‘© During day time plants utilize the respiration in plants. carbon dioxide (produced during respiration) in photosynthesis and for aly respiration, they utilize the oxygen eae produce during photosynthesis. ‘+ Plants do not have'specialized breathing ‘+ Like all other organisms, plants require mechanism for gaseous exchange like oxygen for getting energy from food. animals, They also require to release extra ©)Concept Map Respiration in slants Energy is released for performing different Balance the amount of, carbon dioxide in atmosphere Source of oxygen for other organisms Used by plants Released Used to for outside perform photosynthesi environmen different life s t processes (Sm 80 minutes * Ask the following questions to the class = What do you need to grow? (Expected By Material/Resources required response: food and energy) — From where do you get this energy? © Germinating seed, flask, thermometer, {Expected response: by the breakdown stand of food)— Do you know the name of the process involve in getting energy from food? (Expected response: Respiration) ‘+ Nowintroduce the today's topicto the lass. PE an = Askthe questions — How the chemical energy stored in food molecules is made available for life process? (Expected response: by chemical reactions) tion. — Inform the students that these chemical reactions are collectively called respi = Link the above discussion by explaining the process of respiration in terms of a simple equation. ‘+ Drawthis equation on the board. Oxygen +Glucose <———————> Carbondioxide + Water + Energy — le OE Raw material Products ‘© Draw this diagram on the board and explain that this experiments used to investigate the release of energy (heat) during respiration. * Now conclude this activity by asking the following questions. retor stand = Why germinating seeds are used- in’ this eee experiment? (Expected response: In germinating seeds the process of respiration is goingon) germinating peas cotton wool — What will be the change in the reading of the thermometer after the experiment? (Expected response: by increase in the reading of the thermometer) thermometer — How does the measurement of thermometerindicates that the seeds have release energy? (Expected response: In germinating seeds the process of respiration is carrying out during the process of respiration the energyis release) ‘+ Ask about the importance of respiration and enlist the points on the board and ask the students to copyontheir notebooks. 1. Why you feel suffocation while sleeping under trees at night?Teacher's Guide & Students Learning Outcomes TOPIC Comparison between the Processes of Photosynthesis and Respiration Compare and contrast the process of photosynthesis & respiration in plants. Respiration is quite the opposite of photosynthesis, Photosynthesis is a constructive process in which the organisms absorb energy Lesson Plans Class 6th,7th,8th Sa 3 and gain weight. The raw materials for photosynthesis are glucose, water and oxygen while. in respiration itis reverse. Photosynthesis is localized only to the green plants during day time while respiration occurs both, during night and day inall living cells ofan organism. Photosynthesis depends mainly on solar ‘energy while respiration is a continuous and uninterrupted process.