Lesson Plan (Final) Code 8608-1

LESSON PLAN
CLASS 9TH
Course Code:8608
Program:B.ed
Student Name: Sidra Saleem
Roll No. : by628031
Registration No. : 19pts03766
Semester : Autumn 2020
School Name as Trainee teacher work:Govt Girls High School Chak No 672/13 G.B
Total Lesson Plans : 40 ( Bio 14, English 13, Urdu 13)
Workshop Coordinator/ Supervisor Name: Zareen Akthar
Lesson plan:1
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Lesson Plan: Cell division part 1

LESSON PLAN
CLASS 9TH
Teacher Name :Sidra Saleem

Grade: Grade 9
Topic: BINARY FISSION AND MITOSIS
Despite differences between prokaryotes and eukaryotes, there are several common
features in their cell division processes. Replication of the DNA must occur.
Content:
Segregation of the "original" and its "replica" follow. Cytokinesis ends the cell division
process. Whether the cell was eukaryotic or prokaryotic, these basic events must occur.
Goals: TSWD the understanding of the terms and process involved with cellular replication.
Students will demonstrate understanding by drawing and labelling the stages of fission
Objectives:
and mitosis.
Unlined paper (1 sheet), colored pencils, pencil, crayons, light microscope, slides,
Materials: cover slips, onion (fresh), toothpicks, knife (used by teacher only), iodine stain,
overhead projector.
Prokaryotic Cell Division Prokaryotes are much simpler in their organization than are
eukaryotes. There are a great many more organelles in eukaryotes, also more
chromosomes. The usual method of prokaryote cell division is termed binary fission.
The prokaryotic chromosome is a single DNA molecule that first replicates, then
attaches each copy to a different part of the cell membrane. When the cell begins to
Introduction: pull apart, the replicate and original chromosomes are separated. Following cell
splitting (cytokinesis), there are then two cells of identical genetic composition (except
for the rare chance of a spontaneous mutation). Eukaryotic cells Due to their increased
numbers of chromosomes, organelles and complexity, eukaryote cell division is more
complicated, although the same processes of replication, segregation, and cytokinesis
still occur.
Boardwork and or overhead projector. Illustrate the stages of division and ky
Development:
vocabulary.
LESSON PLAN
CLASS 9TH
Procedure Part A: Slide Preparation Onion Skin a. First take a piece of onion skin off
the onion. b. Put it flat on a slide. c. Bring the slide to the leader for a drop of iodine
Practice:
stain. d. Carefully put on a cover slip remembering to angle it. e. Examine the cell
under low then medium power. f. Adjust your microscope to a higher power.
Accommodations: Prepare slides if needed.
Checking For Have students restate lesson throughout. Check slide preps, illustrations and
Understanding: discriptions.
Closure: Check for understanding by questioning the main points covered.
Evaluation:
Teacher Reflections:
Lesson plan:2
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Lesson Plan: Cellular Division
Teacher Name:Sidra Saleem

Grade: Grade 9
Topic: CEllular division
Cell Cycle, DNA Replication, synthesis, spindle fibers, centrioles, centromeres,
Content: telomeres, chromosomes, interphase, prophase, metaphase, anaphase, telophase,
nucleolus, reduction division, variation, meiosis
LESSON PLAN
CLASS 9TH
Students will understand the importance of mitosis and meiosis as the means by which
Goals:
living organisms reproduce.
1. Students will be able to recognize and reproduce the stages of mitosis and meiosis,
Objectives:
and be able to distinguish between the two processes.
Materials: Powerpoint Slide Presentation of topic and concepts.
Introduction: Intro to slideshow presentation
Development: Use Inquiry/Problem model as presentation is viewed.
Look at presentation slides depicting cells in various stages of mitosis. Have students
Practice: count, draw and label cells in different stages in their notebooks. Quantify class results
to develop an estimate of percentage of cells in the different phases.
Use inquiry and cooperative group models to allow for verbal/linguistic learning. The
presentation and computer exercises will provide visual learning
Accommodations:
opportunities, and the experiment/research work will allow plenty of hands-on
learning.
Checking For Students will write up the presentation, experimental, and research efforts in their
Understanding: notebooks, and then incorporate this work into a research term paper.
Closure: Class and teacher will discuss the research results in
Have students use their notebooks, reports, and term papers to answer quiz questions
Evaluation: covering the presentation. See if class can come up with additional material to improve
the presentation.
Analyze the presentation and class interactions. Go over what worked, what didn't, and
Teacher Reflections: revise presentation to reflect this analysis. Incorporate relevent student revisions of
material.
Lesson plan:3
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
LESSON PLAN
CLASS 9TH
Lesson Plan: Characteristics of Mussel Species

Grade: Grade 9
Topic: Mussel Identification
This lesson is an in-class, hands-on, and an online interactive activity created in Flash
Content: technology that allows users to identify species of mussels by choosing sets of
characteristics of the mussels in question through a series of choices.
Students will be able to identify 5 species of various mussels, by sets of physical
Goals:
characteristics as they use a dichotomous key.
Students will be able to identify species of animals, such as various mussels, by sets of
Objectives:
physical characteristics as they use a key.
Instructor to introduce concepts of mussel shell anatomy using actual mussel shells or
Materials: digital images of mussels shells of five different species identification guide sheet
printout or interactive game.
1. Instructor will introduce the activity by presenting a short discussion of sets of
characteristics that can be used to identify things, using an example the students are
Introduction: familiar with (dogs: size, color, shape, hair type, ear shape, etc.) and tell students that
they are going to use sets of characteristics presented by the interactive game to choose
which characteristics a mussel has as it goes through the steps of identification.
The instructor or leader will help students read about mussels in the Illinois River and
look at mussel species in the online database. The instructor will place the
Development: identification guide poster on a table and line up five mussel shells of different species
(or color cut-outs of the specified mussel species from the online collection printouts)
across the top.
Students will read aloud and define each set of key characteristics that will help them
Practice: to identify each species. Students will move one species of mussel through the sets of
identifying characteristics of the chart.
Accommodations:
Checking For Students will realize that they have successfully identified their mussel at the end of
Understanding: the activity, or they will be allowed to back up and try again to correct an error.
LESSON PLAN
CLASS 9TH
Students will list the characteristics their mussel(s) exhibit. They can check it against
the descriptions of the mussel on the Harvesting the River Web site and in the online
database. Students should be able to explain what they did, how sets of characteristics
are used to identify living things or species, and how a key helps them.
The instructor will point out that there are many hundreds of species, some of which
Closure: may have other sets of identifying characteristics, but the principles still apply to them
and to other animals.
Students will move one species of mussel through the sets of identifying
Evaluation: characteristics of the chart. When the mussel reaches a characteristic at the bottom of
the chart, the mussel has been identified.
Lesson plan:4
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Lesson Plan: Communities, Biomes, and Ecosystems.

Grade: Grade 9
LESSON PLAN
CLASS 9TH
Topic: Communities, Biomes, and Ecosystems
Vocabulary: climax community, community, ecological succession,limiting factor,
primary succession, secondary succession, tolerance,latitude, tundra, boreal forest
temperate forest, weather, climate, tropical rain forest, woodland, primary succession,
Content:
desert, tropical suvanna, abyssal zone, aphotic zone, benthic zone, estuary, interidal
zone, limnetic zone, littoral zone, photic zone, plankton, profundal zone, sediment
wetlands
Limiting factors and ranges of tolerance are factors that determine where terrestrial
Goals:
biomes and aquatic ecosystems exist
Section 3.3 Objectives: 1. Identify the major abiotic factors that determine the aquatic
ecosystems. 2. Recognize that freshwater ecosystems are characterized by depth and
Objectives:
water flow. 3. Identify transitional aquatic ecosystems and their importance. 4.
Distinguish the zones of marine ecosystems.
Chapter 3 Vocabulary Word Search Launch Lab Chapter, p. 76 Mini Lab Chapter 3, p.
77 Video Lab Chapter, DVD, Bio L. 79 Real World Biology - Analysis,p.81 Handout /
Materials:
Careers in Biology, p. 82 Webb Site Enrichment - HO, Homework - Mapping - p. 84.
Chapter 3 Study Guide - Section 3.3 - Homework
Interactive Classroom 1. Power Point Presentation Chapter 3, Section 3.3 Aquatic
Introduction:
Ecosystems 2. TLW - Read Chapter 3 for Homework Assignment before class
Start - up Activities A. Foldable Study Organizer, Used with Section 3.1 to study what
Development:
we learn about primary succession and secondary succession. Fun Activty
Chapter 3, Study Guides for guided practice and home work Assessment at the end of
Practice:
the chapter
Teaching strategies and activities have been coded for ability level appropriateness. A
Accommodations: competency level is given for each activity using different coding systems for each
student.
Checking For Daily Quiz, Formative Assessments Chapter 3 Assessment Practice Chapter 3 Quick
Understanding: Check Chapter 3 Test, Standardized Testing
Review the BIG Idea Check for understanding of main idea's Check vocabulary
Closure:
Assign Next Chapter
Evaluation:
Lesson plan:5
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
LESSON PLAN
CLASS 9TH
Lesson Plan: Destruction from Earthquakes

Grade: Grade 9
Topic: Earthquakes
Earth and Space Science CONTENT STANDARD D As a result of their activities in
grades 9-12, all students should develop an understanding of Energy in the earth
Content: system Geochemical cycles Origin and evolution of the earth system Origin and
evolution of the universe Vocabulary: earthquakes, seismic waves, destruction, seismic
vibrations, landslides, fires, tsunaamis
Competency Goal 2: The learner will build an understanding of lithospheric materials,
tectonic processes, and the human and environmental impacts of natural and human-
Goals: induced changes in the lithosphere. Objective 2.04a Analyze the seismic waves
including velocity and refraction to: - Locate earthquake epicenters - Measure
earthquake magnitude - Evaluate the level of seismic activity in North Carolina
TLW differentiate between the various destruction caused by earthquakes. (Analysis)
Objectives: TLW create a Earthquake preparedness plan using their knowledge of earthquakes.
(Synthesis)
Power point lecture notes, computer (teacher), Triple Venn- Diagram per student,
Modeling Liquefaction Lab worksheet per student, Earthquake Preparedness activity
sheet, computers with internet (students), overhead projector, transparencies,
Destruction from Earthquakes worksheet, chalk, chalkboard, chalk eraser, four-
Materials:
column-chart per student Demonstration Materials: large, round rubber balloon, large
drinking straw, rubber stopper with hole for drinking straw, filter paper, scissors, all-
purpose glue, funnel, 500g clean, dry, medium grained sand, 250ml graduated cylinder,
tap water, measuring cup, vacuum pump
Introduction: Upon entering the classroom, students will retrieve a Triple Venn-Diagram from the
center table to complete the Bell Ringer. The Bell- Ringer will state that each student
LESSON PLAN
CLASS 9TH
should compare and contrast P, S, and surface (L) waves. The first five minutes will be
devoted to completing the Bell Ringer and then as a group the student and the teacher
will make a class Triple Venn-Diagram on the overhead. During this session students
will be called on randomly for answers using the playing cards by the teacher.
Teacher Presentation: At the start of the power point lecture, teacher will ask students
to explanation how they think earthquakes destroy things, have seen earthquakes
destroy things, or have heard how earthquakes destroy things. Class will formulate a
list of the different types of destruction caused by earthquakes. Teacher will explain
how seismic waves affect build designs during an earthquake, whether it is minor or
destructive. Teacher will explain the concept of liquefaction in which students will
have a closer glimpse in a later demonstration. Teacher will elaborate on what a
Development: tsunami is and clear up the misconception that most people have about it being tidal
waves. Explaining that this is not true because they are neither a tidal effect of the sun
or moon, rather they are due to destructive seismic sea waves. Teacher will also
elaborate on how earthquakes can cause fires and landslides. Teacher will inquire if
students know how earthquakes can cause a fire before explaining that earthquakes can
cause gas or electrical lines to be cut. Teacher will be sure to stop periodically
throughout lecture to ask questions to determine student comprehension by calling on
students randomly using the playing cards.
Practice: Guided Practice: Students will be divided into pairs to observe a teacher demonstration
that will model liquefaction. Each pair will be required to complete the questions
pertaining to the demonstration on the Modeling Liquefaction Lab worksheet for
evaluation of the concepts they should have obtained and concluded from observation.
Each pair will then have the task of creating and writing down an earthquake
preparedness plan and checking websites to see if their plan is in accordance with the
plans of the professionals. They will be required to write down the plan found on the
website and cross reference it with their own plan, putting checks next to the steps they
have tat were also found in the plan from the chosen site. Demonstration Preparation:
Teacher Preparation- The teacher will gather all materials for the demonstration and
put them where students will not get to them Teacher will gather safety apron and
safety eye wear to prepare for demonstration. Teacher will read all lab procedures and
be familiar with all materials prior to demonstration. Safety Precautions: Teacher will
need to use safety apron and safety eye wear during teacher demo. Students must
remain attentive to the instructor at all times during the lesson in case of any
LESSON PLAN
CLASS 9TH
unexpected emergencies. (for demonstration) Demonstration Grouping- Students will
work in pairs from their assigned seats as they observe the liquefaction model
demonstration performed by the teacher. Students must remain seated while the
demonstration is presented. Pre Lab: Students have received, signed, and returned all
Safety Contracts. Class has reviewed rules previously and taken a quiz on the rules.
Teacher will elaborate on the concepts of liquefaction prior to the demonstration
through lecture. Lab: Teacher will follow all procedures from beginning to end in front
of students to familiarize them with lab safety procedures, in which they already know
(safety contract) to prepare them for the next lab. Post Lab: Teacher will elaborate on
what students should have observed during the demonstration through class discussion.
Students will visual disabilities will be provided with notes and worksheets in large
print. These students will also have preferential seating (front of the room). Students
Accommodations:
classified as SLD will receive extended time on assignments and modified assignment
(abbreviated number of problems covering the same amount of concepts).
Checking For The closure activity and the periodic lecture questions will serve as an evaluation of
Understanding: the mastery level reached by the students on the concepts covered for the lesson.
Teacher will briefly review the concepts covered in the lesson. Teacher will ask
Closure: questions from the days lecture and lab calling on students randomly using the playing
cards they received at the beginning of class.
Lesson plan:6
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Lesson Plan: DNA and protein synthesis

LESSON PLAN
CLASS 9TH

Grade: Grade 9
Topic: DNA, RNA and Protein Synthesis
Subject Matter: Components and function of DNA, RNA and proteins Key Terms:
chromosome DNA RNA protein nucleotide adenine (A) guanine (G) cytosine (C)
thymine (T) uracil (U) deoxyribose ribose base pairing replication transcription mRNA
Content:
rRNA tRNA translation codon polymerase promoter intron exon mutation
nondisjunction Griffith Avery Hershey & Chase Chargaff Franklin Watson & Crick
double helix
Washington State Life Science Objectives: Objective 9-11 LS1C Students will know
that: "Cells contain specialized parts for determining essential functions such as
regulation of cellular activities, energy capture and release, formation of proteins,
waste disposal, the transfer of information, and movement." Students will be expected
to: "Draw, label, and describe the functions of components of essential structures
within cells (e.g., cellular membrane, nucleus, chromosome, chloroplast,
mitochondrion, ribosome)." Objective 9-11 LS1E Students will know that: "The
genetic information responsible for inherited characteristics is encoded in the DNA
Goals: molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The
sequence of subunits in a gene specifies the amino acids needed to make a protein.
Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell
function." Students will be expected to: "Describe how DNA molecules are long chains
linking four subunits (smaller molecules) whose sequence encodes genetic information.
Illustrate the process by which gene sequences are copied to produce proteins." Upon
completion of the unit, students will have an understanding that DNA and RNA contain
instructions for life on genes, and are involved in protein synthesis, and that mutations
cause positive, negative or no effect on genetic variations.
Objectives: Students will be able to.... 1. identify the components of DNA 2. replicate a sequence
LESSON PLAN
CLASS 9TH
ofDNA 3. identify the components of RNA 4. transcribe a sequence DNA into RNA 5.
explain the process of translation 6. utilize the Codon chart to translate a sequence of
RNA and 7. describe the role of proteins in cells/body systems 8. identify key scientists
involved in the discovery of DNA and its capabilities
Textbook, presentation/lecture material (PPT, Smart Notebook file, or ActiveInspire
Materials: Flipchart, video clips), paper/manipulatives activities, online activities
(http://learn.genetics.utah.edu and http://www.explorelearning.com)
Students will view video clips about the structure and role of DNA in determining
Introduction:
genetic information.
(Based on classes that are <60 min) Following the video clips on genetics and
DNA/RNA, students will: Days 1-2 1. view a presentation (PPT or Flipchart)about
DNA 2. complete an online activity (ExploreLearning.com) about DNA components
and replication 3. complete a paper manipulative activity on DNA structure and
Development: replication Days 3-4 1. view a presentation (PPT or Flipchart) about RNA and Protein
Synthesis 2. complete an online activity (ExploreLearning.com) about RNA
components, transciption and translation 3. complete a worksheet activity on RNA
transcription and translation Days 5+ 1. Complete online activities using
http://learn.genetics.utah.edu (online notes and activities)
Each day will begin with a warm-up/bell ringer to either find out previous knowledge,
to practice or to assess knowledge obtained throughout the unit. SMART presentations
Practice: (using SMART response system remotes)or Flipchart presentations (using ActiVote or
ActivExpression remotes) could contain questions that monitor student understanding
throughout the unit.
ELL students or students with IEPs may require a less rigorous version of the online
activities, paper/manipulative activities, and assessments (modified according to their
language acquisition or specific IEP goals). GT students can be given additional
opportunities to demonstrate their understanding, through more rigorous versions of the
Accommodations:
previously mentioned items (requiring more application/evaluation/analysis/synthesis).
GT students could also be required to perform research on various fields of genetics
(DNA fingerprinting, karyotyping, genetic diseases/disorders, genetic engineering of
plants and animals, etc.)
Checking For
Individual assignments, quizzes and tests will have an answer key or a rubric provided.
Understanding:
Depending on the scope and sequence of the course, this unit could lead into more
Closure: genetics (Mendelian), cellular reproduction (mitosis and meiosis), or evolution and
natural selection.
LESSON PLAN
CLASS 9TH
Warm-ups, assignments, labs, etc. can be marked for completion and accuracy.
Traditiona tests can be given to students of all ability levels (with questions modified
Evaluation: for specific student needs/abilities). Additional projects for GT students will require
specific rubrics based on the type of formal evaluation required/chosen (PPT, poster,
brochure, oral presentation, etc.).
Questions to consider after the completion of the unit: 1. How well did the students
comprehend the key terms from the presentations? 2. Were the students effectively able
to demonstrate protein synthesis (from replication to transcription to translation)? 3.
How was the pacing of the unit? (Could more activities be used in this time frame? OR
Should less activities be used in this time frame?) 4. How affective was the use of
online activities versus pencil and paper activities?
Lesson plan:7
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Lesson Plan: DNA Replicaion

LESSON PLAN
CLASS 9TH

Topic: DNA Replication
Content:
Standard II (Life Science): Understand the properties, structures, and processes of
living things and the interdependence of living Things and their environments. 9-12
Goals:
Benchmark II: Understand the genetic basis for inheritance and the basic concepts of
biological evolution
• Students will understand the importance of DNA replication in the creation of new
cells in an organism. • Students will understand the actions of enzymes in DNA
Objectives: replication such as primase, polymerase, helicase, and ligase. • Students will recognize
replication as being able to add bases in the 5' to 3' direction and how this leads to the
formation of Okazaki fragments.
• Overhead projector for teacher demo • Large pony beads and floral or electrical wire
Materials:
• Petri dish to hold demo beads
• Diagnostic Assessment o Each student will write three things in that they know about
DNA replication. o Each student will also write three questions they now have about
DNA and how a cell makes more DNA. • Hook (Engage) o A model of DNA made out
of candy will be shown to the class and a brief introduction as to how DNA can
Introduction:
replicate itself will be presented. • Introduction to Goals o We will explain the
importance of understanding DNA replication in biotechnology. o We will also discuss
the importance of making simple models of complex processes in order to explain what
is happening, something each student will have a chance to do.
Development: • What should they know? o DNA synthesis can only occur in the 5' to 3' direction. o
Ligase must piece together Okazaki fragments on the lagging strand due to the
LESSON PLAN
CLASS 9TH
direction of replication. o DNA must be replicated accurately so that new cells can
form with complete, identical DNA. o Each enzyme has a specific function that is
critical to accurate DNA replication. • How will it link to other ideas in Biology? o
Replication is an important element of cell mitosis and meiosis. o Replication is one of
the processes that can result in genetic mutations, leading to a variety of conditions. o
Replication demonstrates the importance and function of enzymes in biological
processes. • Are you bringing in any other skills from other disciplines? o Students will
have to create models in order to explain the process of replication. o Students will be
responsible for written explanations of how their models represent replication. • How
will it link to the real world? o DNA replication is important to the utilization of many
different biotechnological methods. o Some common diseases can be caused by
mutations in DNA replication.
Practice: When scientist Rosalind Franklin first saw the model of DNA created by Watson and
Crick based on her research, Ms. Franklin exclaimed, "All that matters is the beauty."
By creating jewelry models of DNA, you too can experience Ms. Franklin's delight in
the beauty of the master molecule of life. Part 1 - Creating a DNA Jewelry Model
While creating your DNA model jewelry, keep the following hints in mind: • Your
teacher's demonstration model is there to serve as a guide - refer to it if you need to! •
Remember that the "uprights" (helixes) in the model will be double threaded. Be sure
to pick beads with large enough holes to accommodate both wires. (Can test by using
second wire as a blind, as you thread, and pull the extra through after both sugar-
phosphate strands are complete.) • Using needle-nose pliers to "tie-off" the or twist the
ends of each wire will save your fingertips. Also, remember that it is easier to thread
the wire directly through the beads while they are in the dish rather than trying to pick
up the beads with your fingers. NOTE: Except where noted otherwise, the procedure of
making key chains, earrings, bracelets, etc.. is exactly the same. To make earrings, you
might prefer the small (1.5 mm dia.) seed beads; to make key chains, use the larger (3
mm dia.) E-beads. Procedure: • Step 1: Decide which colors you want to use for your
model (you will need to choose beads of six different colors - two different colors for
the sugars and phosphates, and four different colors for the base pairs. • Step 2: To
make a keychain, earrings, pendant, or central molecule for a silk cord necklace,
bracelet, or ankle bracelet, cut two 15 cm (6") strands of wire. Twist two wires together
at one end to prevent beads from slipping off as you string them. These strands of wire
will be the helixes, or "uprights" of your DNA model. • Step 3: String an equal and
LESSON PLAN
CLASS 9TH
even number of beads of alternating colors onto each of the wires, to represent
alternating sugars and phosphates. Make sure to start with the same color bead on each
wire. When you have strung the beads on each of the wires, twist a loop at the tops of
the "uprights" separately to prevent the beads from falling off. Use a minimum of 26
beads for the basic 2 inch molecule. (when twisted) (Leave one inch of "slack" at the
top. If you bead right to the top, it'll be very difficult to wire the bases.) • Step 4: Cut
30 cm (12") of wire and fold it in half to make an elongated "U". Next, string and
center two different colored beads on the wire (or each wire, for earrings), to form the
first "rung" or pair of nitrogenous bases. • Step 5: Thread each end of the wire with the
"bases" beads through the third and fourth beads from the bottom of each of the sugar
and phosphate "uprights" and pull tight. You've made the first rung. Be sure that the "u-
wire's" ends are even. • Step 6: Pull the ends of the bases wire into the center of the
ladder and thread two more bases onto one side of the bases wire and take the other
bases wire and thread through the two just-threaded bases to make rung at a right angle
to the uprights. *** Important!! The bases wires go through each other in opposite
directions.*** (These additional complementary bases can be either the same or
different colors from the first two sets of bases you used, depending on your personal
preference.) • Step 7: Continue threading the bases wire up through the next sugar and
phosphate on each "upright". Now add two additional complementary bases to the
bases wire as you did in Step 6. (At the end of this activity, you will use whatever
combination of bases you decided on to determine the amino acids coded for in your
model.) Thread the bases wire through the next sugar and phosphate set, and add
another base pair. • Steps 5-7 repeat!! Basic pattern is: Up two on both sides Add two
in the middle Cross through the two in the middle Up the next two on both sides. And
again, and again, and again... • Step 8: Repeat steps 6 and 7 until you have attached
alternating base pairs to each sugar and phosphate set of the "uprights". You should do
at least thirteen base pairs to have a large enough molecule to twist. • Step 9: Twist all
of the wires at the top of the ladder together. You can twist and cut closely or finish
with one last pony-bead or E-bead around the point where the wires form the model
and the keychain or earring holder connect. If the molecule is loose, untwist the bottom
two wires and gently pull on each . This will tighten the sides and make the bases
perpendicular to the sides. Retwist together and trim after tightening. (Not too tight
because you still need to twist into a double helix!) • Step 10: Twist your model into
the Double Helix, and tape it onto the accompanying worksheet. Make sure you tape
LESSON PLAN
CLASS 9TH
the model so that the top of it corresponds to the order of the colors listed in your color
key. • Step 11: Then complete Part 2 of your model and decode your model. The
jewelry you created will be yours to keep and wear/use after you have handed in this
completed worksheet and your teacher has corrected it. NOTE: Provided you have the
optional materials needed, you can also use this pattern to make necklaces, bracelets,
tie clips, or other pieces of DNA jewelry. To make larger models, start with two
lengths of wire for the sugars-phosphates strands approximately double the desired
length of the finished piece of jewelry. String the beads as directed, (Steps 1-9). Hint:
Thread the bases in sections--18" of wire in the u-shape for base threading is
manageable. Finish off the necklace or bracelet with a barrel clasp, a keychain, or
earring wires, as directed in Step 9. Some students might want to make the standard
two inch DNA model and use cording to finish into a necklace or bracelet.
The student with ED will participate on a choice of individually or with a group. I will
encourage the group choice to develop social skills. All other achievement levels will
Accommodations:
remain intact.If any problems during the lesson occur the protocol in the IEP will be
followed.
The model and the decoding sheet can be quickly checked for accuracy. Since the
Checking For
activity usually takes two hours to complete. I would assess and grade this based on the
Understanding:
completion of the model and its accuracy. SEE Pass/Fail check list
o While using their models, the students will have a worksheet which will guide them
through the process of replication. o The worksheet will include a diagram of
replication on which the students will label where each enzyme in replication acts in
the process. o The worksheet will also ask questions about potential problems in DNA
Closure: replication and why it is so important for DNA to be copied accurately. The worksheet
will allow for a better assessment of the verbal learning group while creating the
models will allow for a better assessment of the visual learning group. • Summarize o
The students will write in their journals three things that they learned about DNA
replication in the day's lesson and three new questions they have about DNA.
Check List Yes No Model resembles DNA Model has correct colors Model shows
Evaluation:
accuracy to distance Model can be used for study
Teacher Reflections: To be completed at the end of the lesson.
LESSON PLAN
CLASS 9TH
Lesson plan:8
Class strength: 30
Timing : 45 minutes
The Savior of Man Kind
Teacher Name: Sidra Saleem

Grade: Grade 9
Subject: English
Objectives Time Resoure Assessment

Plan (Methodology)
By the end ofBrainstorming: 5 min Students will
the lessonA circle will be drawn on the board with be assessed on
students will beThe Holy Prophet (SAW) written inside their ability to:
able to: it. Students will be asked to tell what
they know about the Holy Prophet’s
personality and character. Teacher will
note them on the board in a web form.
20 min
H.P.
-Know about the Laptop or
life of the Holy multi media
Prophet(SAW) for power
as a role model point
for all mankindTeacher’s Exposition: presentation
to follow Teacher will share the objectives and
will clarify the points written on the
board. 50 min describe the
Using a power point presentation,(30 mins) For qualities of
teacher will further explain about themaking Prophet’s
LESSON PLAN
CLASS 9TH
-describe thelife and personality of Prophetpresentations, Drafting personality
qualities ofMuhammad (pbuh) and how he became20mins forsheets for keyand character
Prophet’s a role model for mankind to follow. presentation points with examples
(SAW) in their
personality andActivity: presentation
character withStudents will then be divided into Flip charts
examples groups (4-5 mixed ability). Each group
will be given a specified section from Markers
pages: 24-26, for reading and jotting 3 min
down the main points. They will also be
informed that they will be presenting
them before the class. Time for
completing the activity will also be
communicated. 2 min
According to the sequence, one student
from each group will present their key
points before the rest of the class. Worksheet
Teacher will give explanation where
needed.
Wrap Up:
Once all the presentations are done, the
teacher will ask the students to
summarise what they have learnt about
the life of the Holy Prophet.
Homework:
Students will provide a worksheet
(attached) related to the information
given on pages: 24-26 which they will
solve individually.
Evaluation of Student’s Learning: Evaluation of Teaching

What did the children learn in this lesson? If you were to teach this lesson again, what
LESSON PLAN
CLASS 9TH
would you do differently?
(Comment on any ONE aspect of your
teaching or planning)
What did they actually do? Or What were they not able to
do / understand?
Lesson plan:9
Class strength: 30
Timing : 45 minutes
Patriotism
Grade: Grade 9
Subject: English
Celebrate your patriotism with this action-filled lesson plan. Students will read a text lesson explaining what
patriotism is and ways to show it, then filter through stations to create a patriotic classroom.
Learning Objectives
After this lesson, students will be able to:
define 'patriotism'
explain how and why we show patriotism
Length
1 - 1.5 hours
Materials
Copies of the lesson What is Patriotism? - Lesson for Kids, one for each student
LESSON PLAN
CLASS 9TH
Red, white, and blue construction paper, cut into banner triangles
Rope, string, or yarn to hang banner
Colored pencils
Patriotic stationary
Index cards
Craft sticks
Glue
Copy of the Pledge of Allegiance
Songs from the lesson, such as The Star Spangled Banner
Key Vocabulary
Patriotism
Salute
Military
Curriculum Standards
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
3 topic or subject area.
Preparation
Prepare the classroom for the four stations as follows:
Patriot Banner - construction paper cut into triangles like a banner, markers
Patriotic Acrostic Poems - paper and colored pencils
Letter to a Veteran - patriotic paper, pencils, and crayons
Flag and Pledge - index cards, colored pencils, copy of the Pledge of Allegiance, craft sticks, glue
Direct Instruction
Distribute the lesson What is Patriotism? - Lesson for Kids and read the first section 'What Is Patriotism?' with
students.
Define the word 'patriot' and discuss:
Why are you proud to be an American?
What responsibilities do we have to other Americans and our country? Why?
Next read 'How You Can Show Patriotism' with students. Have students stand and practice saluting the flag,
then ask them to turn and discuss with a partner:
How do you show patriotism?
LESSON PLAN
CLASS 9TH
Share as a whole group.
Next read the section 'Patriotic Holidays' with students and allow them to share their family traditions and
experiences at patriotic holidays.
Play a few samples of patriotic songs and allow students to sing along.
Read the 'Lesson Summary' with students and take the quiz.
Activity
Instruct students to visit each station and do the activities.
Lesson plan:10
Class strength: 30
Timing : 45 minutes
Media
Grade: Grade 9
Subject: English
What is mass media and how does it factor into everyday life? This lesson plan uses a video lesson to outline
key ideas for students. An activity asks students to compare and contrast different mass media outlets.
Learning Objectives
Upon completion of this lesson, students will be able to:
define mass media
list and explain the different types of mass media
discuss the pros and cons of mass media in terms of its influence on people
Length
45 to 60 minutes
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
LESSON PLAN
CLASS 9TH
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
Compare and contrast treatments of the same topic in several primary and secondary sources.
Materials
Paper copies of the worksheet from the associated video lesson
A recent newspaper article on a current event
Audio from a radio broadcast about the same current event
Video of a television report on the same current event
An Internet resource on the same current event
Instructions
Begin by asking the students to share the sources they use to receive news on current events.
How many different sources were listed?
How are they similar? Different?
Play the video lesson What Is Mass Media? - Definition, Types, Influence & Examples for the class, pausing it
at 0:55.
What is mass media?
Do each of the sources of news mentioned in class align with the concept of mass media? Why or why not?
Play the video lesson again, pausing it this time at 2:10.
Which type of mass media was the first on the scene?
What replaced the newspaper as the main source of news?
Which type of mass media overtook the radio as a main source for news and information?
How has the Internet changed mass media?
Play the video lesson. Pause it at 3:57.
How does the mass media influence people?
What are some positive influences of mass media?
Are there any negative influences of mass media?
Play the remainder of the video lesson for the class.
How has mass media influenced your life?
Distribute the worksheet to the class, one to each student.
LESSON PLAN
CLASS 9TH
Have students work independently to complete the worksheet using what they learned about mass media in the
video lesson.
When all students have completed the worksheet, review the questions and answers in an open class discussion
with students defending their answer choices.
Activity
Instruct students to visit each channel and do the activities.
Lesson plan:11
Class strength: 30
Timing : 45 minutes
Daffodils
Grade: Grade 9
Subject: English
1.Poem Contain
4 Stanza
2.Major Learning Items
A. Reading
B. comprehension
C. vocabulary
D. Grammar in use
E. writing skill
F. verbal communication.
3 General Objectives
a. To enable the students to understand to read to write and to express their fault in correct English.
b. Proper understanding at the language and spirit of the poem.
c. Listening to poetic language in its proper pronunciation stress and intonation.
LESSON PLAN
CLASS 9TH
d. To enable the student to get an idea about the writing skill and use in the poetic text.
e. To enable the student to get an idea about sentences and rhythmic lines at their own.
4.Behavioral objectives
A. Knowledge - The students will be able to ---
a. Identify the meanings at the words in the text.
b. Reorganize a nature poem.
c. Reorganize a ballad measured
d. Recognize some words.
B. Comprehension - The students will be able to -----
a. Comprehend the meanings of the stanza as a whole.
b. locate specific information .
C. Application - The students will be able to ----
a. Use of words they have learnt in the text in new situation.
b. Relate them to their personal experience.
D. Psychomotor - The students will be able to ---
a. Read the text poetry with reasonable speed.
b. Communicate their feelings to their friends and the teacher in English in the class - room.
5.Aids and Equipments
A. Usual -
Usual classroom aids like chalk duster black board pointer stick etc.
B. Specific -
A picture of a lake and daffodils in its side will be used to draw the attention of the students. It will also
help the students to have an idea of daffodils which are seen in our country.
6. Introduction to Class by the Teacher
By way of introduction the teacher will ask the following questions to make the students interested in the
Lesson. To draw their attention and to motive them towards learning the day's lesson. At this stage he may draw
a picture or draw attention of the students towards a picture. He may ask questions that help him to come to the
topic. The main principle should be something old to something new from known to unknown.
Introduction question:-
a. What do you see in the picture?
b. Where are they growing?
c. How do they look?
d. What are the flowers you like?
e. Name a few natures. Poems either in your tongue or English you have already read?
LESSON PLAN
CLASS 9TH
7. Announcement
Today we shall read the poem 'Daffodils' by William Wordsworth. The pupils will be open this text books.
8.General background to Wordsworth and this poetry
William Wordsworth (1770 -1850) was the son of lawyer. After tacking his degree at Cambridge University he
traveled in France. At first he hailed the French Revolution but later he become disillusioned with its excess and
violence. On his return to England, he wrote poems about the scenery and people of the English countryside.
Wordsworth's genius was recognized and he was made poet Laureate in 1843.
9. General background to the poem
The flowers in the picture are called Daffodils. They are golden yellow in colour . It is the miniature from of the
sunflower. The colour is like that of our oleander. They grow wild in spring. Englishmen like the flowers very
much
One day while walking about a riverside the poet saw a large member of Daffodils shaking their heads in the
wind. They spread out in a long row along the border of a lake. The Daffodils looked very happy. Later in his
vacant or pensive mood the poet remember the scene and felt happy.
10. Broad Strategy
Functional communicative approach with interactive question answer method will be adopted.
11.Teaching Strategy and Presentation
Step 1.
Learning items: Stage -1 Loud reading of the poem by the teacher with proper pause, Stress, intonation and
emotion.
Teacher's behaviour: The teacher will not hold text book in hand.
He will look at the student and recite the poem. If necessary, teacher will repeat the same lesson instructions.
Learner’s behaviour: The students will listen to and follow the teacher
attentively
Step 2.
Learning items: Stage -2 loud reading of the poem by the students.
Teacher's behaviour: The teacher will listen to the students and if necessary ask them to read again. At to be
active enough to note whether any student fails the poem properly .The teacher will make necessary
correction.
Learner’s behaviour: The students will read
aloud and seek teacher's
Help if necessary.
Step 3.
Learning items: Stage -3 silent reading by the students.
LESSON PLAN
CLASS 9TH
Teacher's behaviour: The teacher will ask the students to read silently for a few minutes and mark the words
and phrases unknown to them.
Learner’s behaviour: The student will read silently and do
accordingly.
Step 4.
Learning items: Stage - 4 teaching word meanings as a means of meaning of the text .The following words
seem to be new to be new to the students.
Teacher's behaviour: The teacher will ask them meaning of the words.
Interested student must guess. They must be encouraged even if they fail to guess. Then teacher will write down
the meaning of the words on the black - board. This point the teacher may bring in the intervention of the
mother tongue if necessary:
wandered - walked about
lonely-withoutcompanion
vales - vally .
breeze - gentle wind .
beneath-under.

Learner’s behaviour: The student will be alert and active enough to take down the meaning and form their own
expression and thoughts.
Step 5.
Learning items: stage - 5 Telling stanza as a
whole Teacher's
behaviour: one day the poet was - - -
Learner’s behaviour: The students will listen the meaning and illustration of the verse lines
attentively.
12.Use of Writing Board
The teacher will use the writing board to write ----------
a. The meaning of the words
b. Some specific information from the text.
13. Evaluation
The following questions will be asked in order to ascertain how far the pupils have understood and
appreciate the poem ----------
a. why does the poet compare himself to a cloud ?
b. what did he see beside the lake ?
LESSON PLAN
CLASS 9TH
c. How did they look?
d. Read out the lines which express that the daffodils were moving gently in the breeze.
e pick out the words which rhythm with each .
14. Home - work
The pupils will be asked to reproduce in their own words the substance of the stanza.
Lesson plan:12
Class strength: 30
Timing : 45 minutes
Stopping by Woods on a Snowy Evening

Grade: Grade 9
Subject: English
In this lesson, students explore the poem 'Stopping by Woods on a Snowy Evening' by Robert Frost. After
considering different interpretations of the poem, students will work in groups to choose and defend their own
analyses. The lesson concludes with a creative writing assignment.
Learning Objectives
As a result of this lesson, the student will be able to:
explain at least two interpretations of the theme of the poem ''Stopping by Woods on a Snowy Evening''
defend their own interpretation of the poem
write a creative narrative inspired by the events of the poem
Length
1-2 hours
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
LESSON PLAN
CLASS 9TH
Materials
Copies of ''Stopping by Woods on a Snowy Evening'' by Robert Frost, one for each student
Copies of the video lesson quiz worksheet
Lesson Instructions
Introduce the Poem
Introduce the poem ''Stopping by Woods on a Snowy Evening'' by showing the beginning of the video
lesson Stopping by Woods on a Snowy Evening: Summary, Theme & Analysis, pausing at 0:39.
Distribute copies of the poem. Give students a few moments to read it silently.
Different people read and experience poetry differently. Ask for two or three volunteers to read the poem aloud.
Have students listen for differences in their tone, pace and emphasis. Briefly discuss these differences.
Classroom Activities
The following activities and questions are designed to help your students use their noticing skills to move
through the poem and develop their thinking about its meaning with confidence, using what they’ve noticed as
evidence for their interpretations. Read more about the framework upon which these activities are based.
1. Warm-up (pair share): Draw a picture of a snowy evening. Be sure to include as many vivid images as you
can. Share your picture with a partner and describe the images that you included.
2. Before Reading the Poem (noticing and pair share): Look carefully at the image of the photograph “Horse
and sleigh on Valdez Trail to Fairbanks.” What do you notice first? Look again. What else do you see? What
might be going on in this image?
3. Reading the Poem: Read the poem “Stopping by Woods on a Snowy Evening” by Robert Frost silently.
What do you notice about the poem? Annotate for any words or phrases that stand out to you or any questions
you might have.
4. Listening to the Poem (enlist two volunteers to read the poem aloud): Listen as the poem is read aloud
twice, and write down any additional words and phrases that stand out to you. Call back the lines that you like
by saying these lines aloud with your group.
5. Small-group Discussion: Share what you noticed in the poem with your partner and another pair of students.
Based on the details you just shared with your small group, how might the image from the beginning of class
relate to the poem? What images stand out to you in the poem? What might the woods symbolize?
6. Whole-class Discussion: How would you describe the mood in the poem? Why? What promises do you
think that the speaker might have to keep? Why might the speaker repeat the final line?
7. Extension for Grades 7-8: Reread the first stanza. Why might the speaker say he thinks he knows “Whose
woods these are”? Write a postcard to the owner of the woods from the speaker. What might this speaker tell
the owner?
LESSON PLAN
CLASS 9TH
8. Extension for Grades 9-12: (Teachers, if you haven’t already, now might be a good time to introduce rhyme
scheme.) Reread the poem and pay close attention to the rhyme scheme. Write an emulation of this poem where
you mimic the rhyme scheme. Or, rewrite the poem in a different season.
Lesson plan:13
Class strength: 30
Timing : 45 minutes
Drugs
Grade: Grade 9
Subject: English
Objectives:
To learn about various drugs.
To identify risk factors and protective factors associated with substance abuse (drugs and alcohol).
To discuss what addiction is and the consequences of it.
To determine behaviours that increase well-being and allow students to achieve life goals.
Material:
Reference documents are found at the end of this lesson plan.
Activity #1: Name that Drug (9-10.1 Reference)
Activity #2: Recognizing the Risks (9-10.2 Reference)
Activity #3: Path to Addiction (9-10.3 Reference)
Activity #4: Consequences of Addiction (9-10.4 Reference)
Handouts:
Activity #1: Name that Drug (9-10.1 Handout)
Activity #5: Now, it's Your Choice (9-10.5 Handout)
Other Materials:
SMART board/chalk board to summarize responses on
Chart paper and markers for groups to use
Computer/projector to display slides (optional)
Masking tape
LESSON PLAN
CLASS 9TH
Time:
Introduction: 5 minutes
Activity #1: Name that Drug 10 minutes
Activity #2: Recognizing the Risks 15 minutes
Activity #3: Scale of Addiction Use 10 minutes
Activity #4: Consequences of Addiction 15 minutes
Activity #5: Now, it's Your Choice 5 minutes
Conclusion 5 minutes
Total: 60 minutes
Presenter Preparation:
Review the Drugs and Alcohol section of the Centre for Youth Crime Prevention.
Review the Objectives of this lesson plan.
Identify ways in which you are personally linked to the subject matter. This presentation is general in nature,
and will be more effective if you tailor it to your personal experiences, the audience and your community.
Guest speakers can really have an impact. If there is someone in your community who has been impacted by
substance abuse, invite them to speak with the youth. You may also want to consider inviting an RCMP
member from the drug section. Please note: Activities will need to be removed or modified to ensure that the
time allotment is respected.
Print the lesson plan and reference documents.
Print required handouts. Make a few extra copies just to be sure.
Ensure your location has any technology you require (computer, projector, SMART board, etc.)
Lesson:
A) Introduction
Introduce yourself.
Tell the students about your job and why you are there to talk to them. Tell students that in today's class, they
will talk about substance abuse, its impacts and ways they can deal with peer pressure related to substance use
and abuse. Additionally, different supports to help them deal with the issue will be addressed.
If you are a police officer, briefly discuss the role of police officers when it comes to substance abuse (i.e. your
experience dealing with youth and substance abuse issues).
Pass out one index card to each student. Explain that this card is to be used for students to write down any
question they may have. The presenters will collect them towards the end of the presentation and answer the
questions anonymously in front of the group.
LESSON PLAN
CLASS 9TH
B) Activity #1: Name that Drug
Goal: Students will learn about various drugs (including short and long-term health impacts).
Type: Information chart and discussion
Time: 10 minutes
Step #1:
Cut out the drug types and their matching definitions from Activity #1: Name that Drug (9-10.1 Reference) and
place them out of order on the board.
Explain to students that different types of drugs have different effects on our bodies.
Let students know that most drugs can be broken down into three categories:
Stimulants: Drugs that make the user hyper and alert.
Depressants: Drugs that cause a user's body and mind to slow down.
Hallucinogens: Drugs that disrupt a user's perception of reality and cause them to imagine experiences and
objects that seem real.
Step #2:
Ask students to match up the fact with the drug as a class. Go over the answers.
Ask the students to read over the handout Activity #1: Name that Drug (9-10.1 Handout) and start a discussion
based on what the students read. Encourage all students to participate to the discussion by asking questions,
such as: "What is a drug?" "What do drugs do?" "What happens when a person uses drugs?" "What are drugs
used for?" "Do drugs affect everyone in the same way?" "Can drugs be prescribed by a doctor?"
C) Activity #2: Recognizing the Risks
Goal: Students will recognize protective and risk factors associated with substance abuse and addiction and
learn the importance of resilient factors.
Type: T-chart and group activity
Time: 15 minutes
Step #1:
Ask students to define the following terms:
Resiliency: The ability to become strong, healthy and successful after something bad happens to you
(www.merriam-webster.com 2014).
Risk Factors: Factors that can lead to drug use.
Protective Factors: Factors that can shield from drug use.(http://www.rcmp-grc.gc.ca/docas-ssdco/guide-kid-
enf/page3-eng.htm).
Ask the students to get into groups of 3 or 4.
Step #2:
LESSON PLAN
CLASS 9TH
Create a chart on the SMART board, chalkboard or overhead with two titles: (1) Risk Factors & (2) Protective
Factors. Ask students to identify examples of risk factors when it comes to substance abuse, alcohol and
addiction and record their answers. Then ask students to identify some examples of protective factors that could
be associated with not using drugs and alcohol or getting addicted. Use Activity #2: Recognizing the Risks (9-
10.2 Reference) as a guide.
Step #3:
If time allows, give each group playing cards and tell them to work together to make a card house for 5 minutes.
Explain that in this activity, each card represents a protective and resilience factor, and when those factors fail
or diminish the structure will fall.
D) Activity #3: Path to Addiction
Goal: Students will discuss how addiction can impact a person's lifestyle.
Type: Discussion and group activity
Time: 10 minutes
Step #1:
Ask students to define what addiction is as well as the substances a person can become addicted to.
Make sure to include that both drugs and alcohol can be addictive.
Explain to students that addiction is an ongoing process. Addiction may present its challenges at different times
over many years in a user's life.
Write each stage on a different piece of paper. Ask for 5 volunteers to come to the front of the class and give
each student a stage.
Have the student volunteers work together to arrange themselves in the order that they think the scale of
addiction occurs in.
Step #2:
With the students, define each stage of addiction. Discuss the answers with students and use Activity #3: Path to
Addiction (9-10.3 Reference) as a guide.
E) Activity #4: Consequences of Addiction
Goal: Students will examine the consequences of addiction on all facets of life.
Type: 5 corners activity and group discussion
Time: 10 minutes
Step #1:
Separate the students into 5 different groups.
Have the students get into their groups and give each group a piece of chart paper. Assign each of the five
groups one of the topics: (1) Family, (2) Friends & Recreation, (3) School & Jobs, (4) Physical & Emotional
Health, and (5) Financial. Have each group write the topic on their piece of chart paper.
LESSON PLAN
CLASS 9TH
Ask each group to brainstorm and record the consequences of an addiction relating to their topic.
Give the groups 5 minutes to come up with a hashtag that represents how they might be affected in that aspect
of their life.
Discuss answers with the group.
F) Activity #5: Now, it's Your Choice
Goal: Students will commit to a healthy lifestyle
Type: 5 corners activity and group discussion
Time: 15 minutes
Step #1:
Distribute Activity #5: Now, it's Your Choice (9-10.5 Handout)and ask the students to answer the question.
Step #2: (Homework)
As part of their homework from the presentation, ask all the students to make the pledge to say no to drugs on
the National Anti-Drug Strategy website: http://nationalantidrugstrategy.gc.ca/prevention/youth-
jeunes/index.html and click on "Make a Pledge." Tell them to print the pledge they submitted and display them
around the classroom or school.
G) Conclusion
To conclude the lesson, summarize the important points and highlights of your discussion throughout the
session.
Collect all index cards from students. Take some time to answer any questions from the cards that the students
may have had.
Leave students with information about how to contact you if they have any follow up questions they didn't want
to ask in class
‫‪LESSON PLAN‬‬
‫‪CLASS 9TH‬‬
‫‪LESSON PLAN 14‬‬

‫عنوان‪ :‬تہوار ‪1-‬‬
‫استاد کا نامسدرہ سلیم‪:‬‬
‫کالس‪10 :‬‬
‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪56‬‬
‫دماغی طوفان‪:‬‬
‫بورڈ پر "تہواروں" کا لفظ لکھیں اور طلبا سے ان کے ذہن میں آنے والے چپچپ‪€€‬ا ن‪€€‬وٹ پ‪€€‬ر لکھ‪€€‬نے ک‪€€‬و‬
‫کہیں۔ ایک بار ہو جانے کے بعد طلبہ سے بورڈ پر چپچپا نوٹ چسپاں کرنے کو کہیں۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء کے علم سے ان کے ساتھ تہواروں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو بتائیں کہ میلہ منایا جاتا ہے جب لوگ خوش ہوتے ہیں۔‬
‫ان کی وضاحت کریں کہ میلہ ہمیں لوگوں کے بارے میں بہت کچھ بتاتا ہے۔‬
‫ثقافت کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ ثقافت ہی لوگوں کے رہنے ‪ ،‬بولنے اور لباس پہننے کا طریقہ ہے۔‬
‫طلباء سے پاکستان کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫ان کی وضاحت کریں کہ پاکستان میں ہر صوبے کا کلچر مختلف ہے۔‬
‫ان سے پنجاب ‪ ،‬سندھ ‪ ،‬بلوچستان اور کے پی کے کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫صفحہ نمبر سے ‪ 56‬اور طلباء سے متن پڑھنے کو کہیں۔‬
‫لپیٹ‪:‬‬
‫طلبا کو یہ بتانے کے لئے کہ ثقافت کیا ہے کے ذریعہ اس سبق ک‪€€‬و ختم ک‪€€‬ریں؟ پاکس‪€€‬تان کی ثق‪€€‬افت کی‪€€‬ا‬
‫ہے؟ پنجاب کی ثقافت کیا ہے؟‬

‫عنوان‬
‫کالس‪10 :‬‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫‪ ‬سمجھیں کہ ہم عید الفطر کیوں مناتے ہیں‬
‫‪ ‬کتاب صفحہ نمبر ‪56‬‬
‫پچھلے سبق کی تالوت‪:‬‬
‫طلبہ سے پوچھ کر سبق شروع ک‪€‬ریں‪ :‬تہ‪€‬وار کی‪€‬ا ہوت‪€‬ا ہے؟ آپ ثق‪€‬افت کے ب‪€‬ارے میں کی‪€‬ا ج‪€‬انتے ہیں؟‬
‫ثقافت کسی معاشرے کے بارے میں کیا ظاہر کرتی ہے؟‬
‫طلبا کو ان تہواروں‪ €‬کے بارے میں بیان کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو دو بڑے تہواروں کے بارے میں بیان کریں جو مسلمان مناتے ہیں۔‬
‫عیدالفطر کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ عید الفطر ماہ شوال میں منائی جاتی ہے۔‬
‫ان کی وضاحت کریں کہ یہ ہللا کا تحفہ ہے۔‬
‫ان کی وضاحت کریں کہ یہ مذہبی عید (مسلم مذہبی تہوار) مہینے ک‪€€‬ا پہال اور واح‪€€‬د دن ہےش‪€€‬وال ک‪€€‬ا جس‬
‫کے دوران مسلمانوں کو روزہ رکھنے کی اجازت نہیں ہے۔ چھٹی اختتام کا جشن مناتی ہے‬
‫رمضان کے پورے مہینے میں طلوع آفتاب سے غروب آفتاب کے ‪ 29‬یا ‪ 30‬دن میں سے‪.‬‬
‫‪‬عید الفطر کے بارے میں طلباء کی وضاحت کریں۔‬
‫‪‬گفتگو کریں کہ وہ اس عید کو کس طرح مناتے ہیں۔‬
‫کالس کا کام‪:‬‬
‫آپ عید الفطر کیسے مناتے ہیں اس کے بارے میں ‪ 10‬الئنیں لکھیں۔‬
‫طلباء کو عید الفطر کے بارے میں بتانے کے لئے سبق ک‪€€‬ا اختت‪€€‬ام ک‪€€‬ریں۔ مس‪€€‬لمانوں نے یہ عی‪€€‬د کب‬
‫منائی؟ مسلمان اس امداد کو کیوں مناتے ہیں؟‬

‫عنوان ‪:‬اسالمی دن‬
‫استاد کا نام سدرہ سلیم‪:‬‬
‫کالس‪10 :‬‬
‫پاکستان میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫‪ ‬کتاب صفحہ نمبر ‪57 ، 56‬‬
‫طلباء سے پوچھ کر سبق شروع کریں‪ :‬ہم کیا تہوار ک‪€€‬رتے ہیں؟ ہم پاکس‪€€‬تان میں ک‪€€‬ون س‪€€‬ا تہ‪€€‬وار من‪€€‬اتے‬
‫ہیں؟ اساتذہ کا اظہار‪:‬‬
‫طلباء سے ان تہواروں کے بارے میں تبادلہ خیال کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کی وضاحت کریں کہ مس‪€€‬لمان مس‪€€‬لمان میں اہم تہ‪€€‬واروں اور ت‪€€‬اریخوں کی ش‪€€‬ناخت کے ل‪€€‬ئے اس‪€€‬المی‬
‫تقویم کا استعمال کرتے ہیں‬
‫تاریخ‪.‬‬
‫ان کی وضاحت کریں کہ جب اسالمی نبی اکرم ص‪€€‬لی ہللا علیہ وس‪€€‬لم تش‪€€‬ریف الئے ت‪€€‬و اس‪€€‬المی تق‪€€‬ویم ک‪€€‬ا‬
‫آغاز ہوتا ہے‬
‫مدینہ منورہ سے۔‬
‫ان کی وضاحت کریں کہ مسلمان اسالمی تقویم اور مغربی تقویم کے لئے پیروی کرتے ہیں۔‬
‫طلباء کو ان اسالمی تہواروں‪ €‬کے بارے میں بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو عید میالد النبی (ص) کے بارے میں بتائیں۔‬
‫ان تہواروں کے بارے میں ان کی تفصیل بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫انہیں قومی تہواروں کے بارے میں بتائیں جس کو ہم مناتے ہیں۔‬
‫انہیں بتائیں کہ یوم پاکستان‪ 23( :‬مارچ) ‪ ،‬یوم آزادی‪ 14( :‬اگست) ‪ ،‬پاکستان کا دفاع‬
‫دن‪ 06( :‬ستمبر) ‪ ،‬عالمہ محمد اقبال کی سالگرہ‪ 09( :‬نوم‪€€‬بر) ‪ ،‬قائ‪€€‬داعظم کی ی‪€€‬وم پی‪€€‬دائش *‪25( :‬‬
‫دسمبر) کو پاکستان میں تہواروں کی طرح منایا جاتا ہے۔‬
‫طلب‪€€€€‬ا ک‪€€€€‬و ان ثق‪€€€€‬افتی تہ‪€€€€‬واروں کے ب‪€€€€‬ارے میں بت‪€€€€‬ائیں ج‪€€€€‬و ل‪€€€€‬وگ پاکس‪€€€€‬تان میں من‪€€€€‬اتے ہیں۔‬
‫انہیں بتائیں کہ لوگ بسنت ‪ ،‬میلہ چراغان ‪ ،‬لوک میلہ مناتے ہیں۔‬
‫صفحہ نمبر ‪ 1‬پر کیو ‪ 1‬کریں۔ ‪ 57‬طلباء کی کتاب۔‬
‫ہم پاکستان میں منائے جانے والے تہواروں کو بتانے کے لئے طلبہ سے سبق کا اختتام کریں۔‬

‫عنوان‪ :‬ہمارا پاکستان‬
‫کالس‪10 :‬‬
‫پاکستان ‪ ،‬اس کی خصوصیات اور عالمتوں کے بارے میں جانیں جو پاکستان کو خصوصی بناتی ہیں۔‬
‫پاکستان کی عالمت عالمتوں کے بارے میں جانئے‬
‫‪ .‬رنگ‬ ‫‪ ‬پاکستان کا نقشہ‬ ‫‪ ‬کتاب صفحہ نمبر ‪7‬‬
‫دماغی طوفان‪:‬‬
‫میںاس باب کو طلبہ کے سامنے پیش کریں اور ذہنی سرگرمی کے ساتھ بورڈ پر پاکستان ک‪€€‬ا لف‪€€‬ظ لکھیں‬
‫اور طلباء سے پوچھیں کہ وہ اس کے بارے میں کیا جانتے ہیں؟ ان کے جواب کا استعمال کرتے ہوئے‬
‫ایک لفظ بادل بنائیں اور بورڈ پر ایک ایک کرکے پوائنٹس لکھیں۔‬
‫طلبہ کو اپنے سابقہ علم کو استعمال کرتے ہوئے اس موضوع کو متعارف کروائیں۔‬
‫انھیں پاکستان کے چاروں صوبوں کا نام بتائیں۔‬
‫ان سے آزاد اکائیوں کے بارے میں تبادلہ خیال کریں جو آزادکشمیر اور گلگت بلتستان ہیں۔‬
‫تحریری بورڈ پر پاکستان ک‪€‬ا نقش‪€€‬ہ چس‪€€‬پاں ک‪€€‬ریں اور پڑوس‪€€‬ی ممال‪€€‬ک کے ب‪€€‬ارے میں طلب‪€€‬اء کی‬
‫وضاحت کریں کہ‬
‫ایران ‪ ،‬افغانستان ‪ ،‬چین اور ہندوستان ہیں۔‬
‫طلباء کے ساتھ نقشوں کے اجزاء پر تبادلہ خیال کریں۔‬
‫طلبہ کو یہ بتائیں کہ پاکستان میں آبادی بہت زیادہ ہے۔‬
‫آبادی کی اصطالح ان سے یہ بتائیں کہ آبادی کل تعداد میں ہے‬
‫کسی عالقے میں رہ رہے ہیں۔‬
‫تحریری نقل پر پاکستان کا نقشہ کھینچیں اور نقشہ کو لیبل کریں۔‬
‫گھر کا کام‪:‬‬
‫ایلطالب علمی کی کتاب کے صفحہ نمبر ‪ 8‬پر پاکستان کا نقشہ ایبل کریں۔‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ پاکستان کے چاروں صوبے کیا ہیں؟ پاکستان کی دو آزاد‬
‫اکائیوں کا نام بتائیں؟ آبادی کے لحاظ سے ان کا کیا مطلب ہے؟‬

‫عنوان‪ :‬دیہی عالقہ کیا ہے؟‬
‫کالس‪10 :‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔ نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫دیہی عالقوں کے بارے میں سمجھنا‬
‫‪ .‬رنگ‬ ‫‪ ‬ورکشیٹ‬ ‫‪ ‬کتاب صفحہ نمبر ‪15‬‬
‫طلبہ سے پوچھ کر سبق شروع‪ €‬کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری عالقے سے آپ کا کیا مطلب ہے؟ ہم کس شہر میں رہتے ہیں؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں۔‬
‫ان کی سمجھ کو جانچنے کے لئے بے ترتیب طلباء سے ذکر کردہ سواالت پوچھیں۔‬
‫دیہی عالقوں کے بارے میں طلباء کی وضاحت کریں۔‬
‫انہیں بتائیں کہ دیہی عالقہ یا گاؤں ایک شہر سے چھوٹی‪ €‬جماعت ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں کی آبادیاتی‪ €‬آبادی شہری عالقوں سے مختلف ہے۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں کی زندگی شہری عالقوں سے مختلف ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقے صاف ہیں اور ہوا پاک ہے۔‬
‫ان کی وض‪€€‬احت ک‪€€‬ریں کہ دیہی عالق‪€€‬وں میں ‪ ،‬کھیت ہیں اور ل‪€€‬وگ ج‪€€‬انوروں ک‪€€‬و اپ‪€€‬نے کھیت‪€€‬وں میں ی‪€€‬ا اپ‪€€‬نے‬
‫گھروں میں رکھتے ہیں۔‬
‫طلباء سے کچھ فارم جانوروں کے نام بتانے کے لئے کہیں۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں میں قدرتی‪ €‬خصوصیات‪ €‬زیادہ ہیں۔‬
‫ورلڈ گائیڈ سوشل اسٹڈیز ‪2‬‬
‫طلباء کو "قدرتی‪ €‬خصوص‪€€‬یات"‪ €‬کی اص‪€€‬طالح بت‪€€‬ائیں اور ان کی وض‪€€‬احت ک‪€€‬ریں کہ ق‪€€‬درتی خصوص‪€€‬یات وہ‬
‫چیزیں ہیں جو ہم فطرت‪ €‬سے حاصل کرتی ہیں۔‬
‫طلباء کی وضاحت کریں کہ ایک گاؤں میں ہوا ‪ ،‬ماحول صاف اور پاک ہے۔‬
‫طلبا کی وضاحت کریں کہ لوگ حفظان صحت سے متعلق مصنوعات کھاتے ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی عالقے شہری عالقوں سے کم آلودہ ہیں۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں میں زندگی بہت آسان ہے۔‬
‫یہ بھی واضح کریں کہ دیہی عالقوں میں صحت ‪ ،‬تعلیم کی سہولیات اچھی نہیں ہیں کہ لوگ کیوں آتے ہیں یا‬
‫بہتر تعلیم اور بہتر طبی سہولیات کے ل ‪ cities‬شہروں میں منتقل ہوجائیں۔‬
‫طلباء کو ورک شیٹ نمبر ‪ 5‬اور ان سے اس کو حل کرنے کو کہیں۔‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
‫‪ a‬دیہی عالقہ کیا ہے؟‬
‫قدرتی خصوصیات سے آپ کا کیا مطلب ہے؟‬
‫دیہی عالقوں میں صحت اور تعلیم کی کس قسم‪ €‬کی سہولیات میسر ہیں؟‬

‫پانی کی الشیں‬
‫کالس‪10 :‬‬
‫پانی کی الشیں‬ ‫موضوع‪:‬‬

‫میں نے ٹیم کے ذریعہ نم‪€€‬بر کے س‪€€‬ربراہان ک‪€€‬ا ڈھ‪€€‬انچہ منتخب کی‪€€‬ا۔ میں نے اس ڈھ‪€€‬انچے ک‪€€‬ا‬
‫انتخاب کی‪€€‬ا ‪ ،‬کی‪€€‬ونکہ‪ €‬طلب‪€€‬اء پ‪€€‬انی کے ای‪€€‬ک جس‪€€‬م ک‪€€‬و س‪€€‬یکھنے کے ذمہ دار تھے ‪ ،‬اور انہیں‬ ‫مواد‪:‬‬
‫کالس کو بھی تعلیم دلوانا پڑتی تھی۔ ‪-‬تقریب‪ :‬دریائے ‪ ،‬جھیل ‪ ،‬خلیج‬
‫ٹیکس‪ )6( :‬جغرافیہ۔‬ ‫اہداف‪:‬‬
‫‪ -‬طالب علم اس کی وضاحت کر سکے گا کہ ایک ندی ‪ ،‬جھیل اور خلیج کی‪€‬ا ہے۔ ‪ -‬ط‪€‬الب علم‬
‫ایک اہم ندی ‪ ،‬جھیل اور خلیج کی شناخت کر سکے گا۔ ‪ -‬طالب علم ہمارے جس‪€€‬مانی‪ €‬پ‪€€‬انی ک‪€€‬و‬ ‫مقاصد‪:‬‬
‫محفوظ کرنے کے طریقوں کی نشاندہی‪ €‬کرنے کے قابل ہو گا۔‬
‫تعمیراتی کاغذ ‪ -‬مارکرز‪ - €‬رنگین پنسلیں ‪ -‬کریونس ‪ -‬ٹیکسٹ بک ‪ -‬کالس روم الئ‪€€‬بریری میں‬
‫مواد‪:‬‬
‫واقع پانی کی الشوں پر روایتی‪ €‬وسائل کی کتابیں‬
‫پانی کا جسم کیا ہے؟ یہ زمینی‪ €‬مواقع کی طرح کیسا ہے جیسے ہم مطالعہ کر رہے ہیں؟‬ ‫تعارف‪:‬‬
‫‪-‬جو طلب‪€‬ا نص‪€‬ابی کتب ب‪€‬انٹ رہے ہیں ‪ ،‬اس گ‪€‬روپ کے بط‪€‬ور‪ €‬متن ک‪€‬و دیکھیں۔ تص‪€‬اویر‪ €‬کے‬ ‫ترقی‪:‬‬
‫ذریعے دیکھو‪ €‬اور متن کو پڑھیں۔ پانی کی الشوں کی قسم پر تب‪€€‬ادلہ خی‪€€‬ال ک‪€€‬ریں اور س‪€€‬واالت‬
‫پوچھیں‪ :‬ندی کی کیا مثال ہے؟ کیا ہمارے پاس فورٹ‪ €‬ورتھ میں ندیاں ہیں؟ ہم اپنے دریاؤں کو‬
‫کیسے بچاسکتے ہیں؟‬
‫پانی کے پوسٹر کے جسم کے لئے معیار بنائیں‪- .‬کریمیری‪€€‬ا‪ )1 €:‬عن‪€€‬وان ‪ )2‬پ‪€€‬انی کے جس‪€€‬م کی‬
‫تعریف ‪ )3‬مثال ‪ )4‬تحفظ ‪ )5‬درسی کتاب کے عالوہ کسی اور وسیلہ سے متعلق حقائق ‪ a‬کسی‬
‫مشق‪:‬‬
‫تعریف ‪ ،‬مثال کی مثال کے طور پر تبادلہ خیال کریں ‪ ،‬اور وضاحت کریں کہ تحف‪€€‬ظ کی‪€€‬ا ہے۔‬
‫طلباء کو تحفظ کی ایک گروپ مثال کے طور پر پہچانیں۔‬
‫‪-‬میری کالس میں آٹ‪€€‬زم ک‪€€‬ا ط‪€€‬الب علم ہے۔ وہ بہت اعلی ک‪€€‬ام ک‪€€‬رنے واال ہے اور ہ‪€€‬ر دوس‪€€‬رے‬
‫طالب علم کی طرح زیادہ سے زیادہ حصہ لیتا ہے۔ میں نے مستقل طور پر اس کے گروپ پر‬
‫مزید جانچ پڑتال کی تاکہ یہ یقینی بنایا جاسکے کہ وہ ایک گروپ کی حیثیت سے کام کررہے‬
‫ہیں اور ہر ممبر اس میں شریک تھا۔ خصوصی ضروریات کا ط‪€€‬الب علم آس‪€€‬انی س‪€‬ے مش‪€€‬غول‬ ‫رہائش‪:‬‬
‫ہوجاتا ہے اور طلباء اسے گھومنے دیتے ہیں ‪ ،‬لہذا میں نے ان سے مستقل طور پر پوچھ‪€€‬ا کہ‬
‫وہ گروپ کے طور پر کیسے کام کررہے ہیں اور اگر ہر ای‪€‬ک حص‪€‬ہ لے رہ‪€‬ا ہے ت‪€‬و اس کی‬
‫نگرانی کی جاسکتی‪ €‬ہے۔‬
‫تفہیم کے ل‚‚‚‚‚‚ئے ج‚‚‚‚‚‚انچ‬
‫طلباء نے پوسٹر‪ €‬میٹنگ کی نشاندہی کی معیارات کا اندازہ کیا۔‬
‫پڑتال‪:‬‬
‫طلباء پوسٹرز کالس میں پیش کرتے ہیں اور کالس کو اپنے لینڈفارم‪ €‬کے ب‪€€‬ارے میں پڑھ‪€€‬اتے‬
‫بندش‪:‬‬
‫ہیں۔‬
‫طلباء کا اندازہ اس بات پر کیا جاتا ہے کہ آیا ان کے پوسٹرز‪ €‬کی شناخت ش‪€€‬دہ معی‪€€‬ار پ‪€€‬ر پ‪€€‬ورا‬
‫تشخیص‪:‬‬
‫اترتا ہے یا نہیں۔‬
‫س‪€€‬بق اچھ‪€€‬ا چال گی‪€€‬ا۔ انہ‪€€‬وں نے اپ‪€€‬نے گروپ‪€€‬وں میں بہ‪€€‬تر ک‪€€‬ام کی‪€€‬ا اور میں ان کے گ‪€€‬روپ میں‬
‫"شراکت کار" ہونے کے ذمہ دار کی مدد کرتا ہوں۔ طلباء نے اسے ایک ذمہ داری کے ط‪€€‬ور‬
‫پر سنجیدگی‪ €‬سے لیا۔ انہوں نے سبق سے لطف اٹھایا اور ایک دوسرے‪ €‬سے بہت کچھ س‪€€‬یکھا۔‬ ‫اساتذہ کی عکاسی‪:‬‬
‫مجھے واقعی نہ صرف طلبا کو سیکھنے میں ہی لطف آتا ہے ‪ ،‬بلکہ ان کے ساتھ مل ک‪€€‬ر ک‪€€‬ام‬
‫کرتے ہوئے دیکھنے اور تنازعات کو حل کرنے کے انتظام کرنے میں۔‬

‫د‪€‬ن‪€‬ی‪€‬ا‪ €‬ب‪€‬ھ‪€‬ر‪ €‬م‪€‬ی‪€‬ں‪ €:€‬ع‪€‬ا‪€‬ل‪€‬م‪€‬ی‪ €‬ب‪€‬ر‪€‬ا‪€‬ع‪€‬ظ‪€‬م‪ €‬ا‪€‬و‪€‬ر‪ €‬ب‪€‬ح‪€‬ر‪ €‬ہ‪€‬ن‪€‬د‪€‬‬
‫کالس‪10 :‬‬
‫جائزہ اور مقصد‪:‬طلباء زمین اور جغرافیائی‪ €‬عالقوں کے اہم عالقوں کو سمجھنے کے لئے کام کریں گے۔‬
‫مقاصد‪:‬‬
‫‪.St‬محرک سمجھ جائے گا دنیا ان خطوں سے بنی ہے جو آب و ہوا ‪ ،‬جغرافیہ ‪ ،‬جانوروں کی زندگی اور ثقافت کے لحاظ‬
‫سے ایک دوسرے سے بہت مختلف ہے۔‬
‫‪ .Students‬طلباء ریاستہائے مت ‪itself‬حدہ کی مختلف اقس‪€€‬ام اور جغرافی‪€€‬ائی خصوص‪€€‬یات ‪ ،‬ج‪€€‬انوروں کی واف‪€€‬ر زن‪€€‬دگی‪€‬‬
‫اور بہت ساری ثقافتوں پر مشتمل سمجھیں گے۔‬
‫‪ .Students‬طلباء سات برصغیروں اور چار ب‪€‬ڑے س‪€€‬مندروں ک‪€€‬و تلف‪€€‬ظ ‪ ،‬ہجے اور ان کی نش‪€€‬اندہی ک‪€€‬رنے کے اہ‪€‬ل ہ‪€€‬وں۔‬
‫کلیدی الفاظ میں شامل ہوں گے‪ :‬شمالی امریکہ ‪ ،‬جن‪€€‬وبی‪ €‬ام‪€€‬ریکہ ‪ ،‬انٹارکٹ‪€€‬ک ‪ ،‬آس‪€€‬ٹریلیا ‪ ،‬اف‪€€‬ریقہ ‪ ،‬ی‪€€‬ورپ ‪ ،‬ایش‪€€‬یا ‪ ،‬بح‪€€‬ر‬
‫الکاہل ‪ ،‬بحر اوقیانوس‪ ، €‬بحر ہند اور جنوبی‪ €‬بحر‬
‫عالمی نقشہ ‪ ،‬انٹارکٹیکا‪ ، €‬آسٹریلیا ‪ ،‬نیپ‪€‬ال اور چین کی تص‪€‬اویر ‪ ،‬اور عم‪€‬ان ‪ ،‬پ‪€‬اورپوائنٹ جس میں ان تم‪€‬ام ممال‪€‬ک کے‬
‫موسم ‪ ،‬زمینی اور جانوروں کی زندگی کے بارے میں معلومات کا ایک ٹکڑا ہے۔‬
‫ط‪€‬ر‪€‬ی‪€‬ق‪€‬ے‪€‬‬
‫تعارف‪:‬‬
‫‪ .1‬ثقافت کی تعریف کا جائزہ لیں۔‬
‫‪ .2‬طلبہ سے پوچھیں "آپ کے خیال میں موسم ‪ ،‬زمینی اور جانوروں کی ثقافت پر کیا اثر پڑتا ہے؟"‬
‫‪ .Ant‬انٹارکٹیکا کی تصاویر‪ €‬دکھائیں اور طلبا کو ان‪€€‬دازہ لگ‪€€‬ائیں کہ ان کے خی‪€€‬ال میں اس ب‪€€‬راعظم میں ثق‪€€‬افت کیس‪€€‬ی ہے۔‬
‫طلبہ کو یہ سمجھاؤ کہ انٹارکٹیکا میں لوگوں کی ثقافت کے بارے میں کیا کہنا ہے اس کا اندازہ لگانا مشکل ہے کی‪€€‬وں کہ‬
‫وہاں بہت کم لوگ آباد ہیں۔ بہر حال ‪ ،‬طلبہ سے ان لوگوں کے بارے میں س‪€€‬وچنے کے ل‪€€‬ئے کہیں جن ک‪€€‬و انٹارکٹیک‪€€‬ا میں‬
‫کچھ دوسرے لوگوں کے ساتھ کئی مہینوں تک مسلسل کام کرنے کے لئے بھیجا گی‪€€‬ا ہے۔ پ‪€€‬وچھیں ‪" ،‬دوس‪€€‬رے‪ €‬اف‪€€‬راد کی‬
‫طویل عرصے تک بہت کم تعداد میں رہنے کے کیا فوائد اور نقصانات ہیں؟"‬
‫‪ .‬طلبہ سے پوچھیں کہ وہاں کتنے براعظم ہیں۔ جوابات سفید تختہ پر گراف کریں۔‬
‫‪ .‬طلبا سے پوچھیں کہ امریکہ میں کتنے پیدا ہوئے ہیں (ہاتھ دکھ‪€€‬ائیں) وہ کس ب‪€€‬راعظم میں پی‪€€‬دا ہ‪€€‬وئے تھے؟ پ‪€€‬وچھیں کہ‬
‫امریکہ سے باہر کتنے پیدا ہوئے (انفرادی جوابات ‪ ،‬کہاں؟) وہ کس براعظم میں پیدا ہوئے تھے؟‬
‫مشغولیت‪:‬‬
‫‪ .1‬چارٹ پ‪€‬اس ک‪€‬ریں جس میں ای‪€‬ک ط‪€‬رف ممال‪€‬ک ہ‪€‬وں اور اس میں موس‪€‬م‪ ، €‬زن‪€‬دگی‪ €‬کی ش‪€‬کل ‪ ،‬ج‪€‬انور‪ €‬اور ثق‪€‬افت ہ‪€‬و۔‬
‫مظاہرہ کریں کہ طلبا کو چارٹ کس طرح پُ‪€€‬ر کرن‪€€‬ا چ‪€‬اہئے۔ وہ حق‪€€‬ائق ک‪€‬و پ‪€‬اورپوائنٹ اور اپ‪€€‬نی تحقی‪€‬ق س‪€‬ے چ‪€€‬ارٹ میں‬
‫رکھیں گے۔‬
‫‪ .2‬ممالک پر پاورپوائنٹ‪ €‬سالئیڈز دکھائیں۔‬
‫‪ .De‬مظاہرہ کریں کہ طلباء کس طرح متن س‪€‬ے ممال‪€‬ک کے ب‪€‬ارے میں مزی‪€‬د معلوم‪€‬ات تالش کرس‪€‬کتے ہیں اور ان کے‬
‫ساتھ ان کے ساتھ بات چیت کرسکتے ہیں کہ ان کے خیال میں ان ممالک میں ثقافت کیس‪€€‬ی ہ‪€€‬وگی۔ انہیں بت‪€€‬ائیں کہ وہ متن‬
‫کو دیکھ کر حقیقت کی تصدیق کرسکتے ہیں۔‬
‫‪ .4‬طلباء کو لیبل لگا براعظموں کے ساتھ عالمی نقشہ دکھائیں۔‬
‫‪ .5‬دنیا سے نقشے کا رشتہ دکھائیں۔‬
‫کالس پریکٹس‪:‬‬
‫‪ .1‬کوآپریٹو‪ €‬سیکھنے کی سرگرمی‪ €:‬طالب علموں کو اکٹھا کرنے کے ل ‪ life‬زندگی کا سائز‪ €‬کا جیگاس پہیلی کا نقشہ۔‬
‫‪ .2‬طلباء کو شراکت داروں کے ساتھ مل کر کام کریں اور چارٹ کو مکمل طور‪ €‬پر پُر کریں۔‬
‫آزاد مشق‪:‬‬
‫‪ .1‬طلبا کو دنیا کا ایک خالی خاکہ نقشہ دیں ‪ ،‬رنگ بنائیں اور ‪ 7‬براعظموں اور ‪ 4‬بحروں کی شناخت کریں۔‬
‫‪ .‬طلبہ سے یہ تصور‪ €‬کرنے کی درخواست کرتا ہے کہ وہ ان ممالک ک‪€‬ا دورہ ک‪€€‬ررہے ہیں۔ ان ک‪€€‬و ای‪€€‬ک مل‪€‬ک کے رواج‬
‫اور ان کے اپنے درمیان تین مماثلتیں اور تین اختالفات لکھیں۔‬
‫رہائش (مختلف ہدایت)‪:‬‬
‫‪ .1‬طلب‪€€‬اء ک‪€€‬و کم‪€€‬پیوٹر‪ €‬س‪€€‬افٹ وی‪€€‬ئر ‪ /‬گیم ک‪€€‬و اس‪€€‬تعمال ک‪€€‬رنے کی اج‪€€‬ازت دیں ‪ ،‬براعظم‪€€‬وں کی ص‪€€‬حیح تلف‪€€‬ظ س‪€€‬ن ک‪€€‬ر ‪،‬‬
‫براعظموں کی شناخت کرنے کا اشارہ دیں۔‬
‫براعظموں کا گانا سنیں۔‬
‫سیکھنا چیک اپ‪:‬‬
‫‪ .1‬طلبا کو جوڑے جوڑیں اور طلباء کو مشق کریں۔‬
‫‪ .‬طلبہ سے پوچھیں کہ "آپ کو ثقافتوں کے بارے میں کیا دلچسپ معلوم ہوا؟"‬
‫‪ .‬یہ ثقافت ہمارے اپنے جیسے کیسے ہیں؟ ان میں کیسے فرق ہے؟‬
‫‪ .1‬طلبا سے پوچھیں "امریکہ‪ €‬میں کس قسم کی ثقافتیں ہیں؟"‬
‫‪ .2‬کالس کے ساتھ ثقافتوں کا جائزہ لیں۔‬
LESSON PLAN
CLASS 9TH

Lesson Plan (Final) Code 8608-1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan (Final) Code 8608-1

Uploaded by

Copyright:

Available Formats

LESSON PLAN

Lesson Plan: Cell division part 1

Teacher Name :Sidra Saleem

Lesson Plan: Cellular Division

Teacher Name:Sidra Saleem

Lesson Plan: Characteristics of Mussel Species

Lesson Plan: Communities, Biomes, and Ecosystems.

Teacher Name:Sidra Saleem

Lesson Plan: Destruction from Earthquakes

Teacher Name:Sidra Saleem

Lesson Plan: DNA and protein synthesis

Teacher Name:Sidra Saleem

Lesson Plan: DNA Replicaion

The Savior of Man Kind

Teacher Name: Sidra Saleem

Objectives Time Resoure Assessment

Evaluation of Student’s Learning: Evaluation of Teaching

Stopping by Woods on a Snowy Evening

‫‪LESSON PLAN 14‬‬

‫‪LESSON PLAN 15‬‬

‫‪LESSON PLAN 16‬‬

‫‪LESSON PLAN 17‬‬

‫‪LESSON PLAN 18‬‬

‫‪LESSON PLAN 19‬‬

‫پانی کی الشیں‬ ‫موضوع‪:‬‬

‫‪LESSON PLAN 20‬‬

You might also like