SR.

NO GRADE SUBJECT TOPIC

1 8TH Science Changes in state of matter
2 8th Science Metals and non-metals
3 8th Science Sources of heat
4 8th Science Physical Quantities
9th
9th
 Lesson plan for Science Class 8th:
 Lesson plan No 1:
 Subject: General Science
 Grade level / Class: 8th
 Text book: Khyber Pakhtunkhwa textbook board Peshawar
 Topic and sub topic: Changes in state of matter
 Time duration: 40 minutes
 General Objectives:
At the end of period, Students should be able to
 To promote understanding of matter
 To promote the basic knowledge of states of matter and how they are
interconvertible.
 Show willingness to help each member on assigned group activities
 Specific / Instructional objectives:
Students will be able to know the
 Definition of matter
 States of matter
 How matter changes from one state to another?
 Resources / Material:
 Whiteboard
 Interactive posters
 Interactive video
 Water
 Ice
 Utensil and burner
 Procedure:
-Introduction:
Student’s attention in the start is grasped by asking what is matter? Write topic on
the board.
-Teaching procedure:
Creating a consistently engaging, exciting experience for students while teaching the
matter. Engaging the students by asking them whether matter is created or not? By
giving different examples I will explain the states of matter. By using different
posters and experiments I can easily keep them interested in topic.
-Student participation:
Displaying the poster on the board and ask the student’s What do they notice about
water in poster? What do they think causes water to become steam or ice? After this
We will do experiment by heating a water on burner and change its state from liquid
to gas.

-Formative check:
Encouraging the students to participate in an activity to look for changes the state
of matter from solid to liquid and from liquid into gas.
-Closure /summarizing:
Quick review of the lesson and by asking different examples of solid, liquid and gas.
 Assignment / Homework:
Students are ask to fill the worksheet and revise the lesson.

 Assessment of students learning:

 The assessment of student learning can be checked by worksheet and revising the
lesson.
 Lesson plan No 2:
 Subject: General Science
 Grade level / Class: 8th
 Text book: Khyber Pakhtunkhwa textbook board Peshawar
 Topic and: Metals and non-metals
 Sub topic: Rusting process
 Time duration: 40 minutes
 General Objectives:
At the end of the period, students will be able to
 Differentiate between metals and non-metals.
 Learn about rusting process.
 Specific / Instructional objectives:
Students will be able to:
 Describe rusting process by an experiment.
 Mention example of rusty objects in the environment.
 Methods of preventing rusting.
 Resources / Material:
 White Board
 Marker/Pen
 Rusty objects
 Chart
 Procedure:
-Introduction:
Student’s attention in the start is grasped by showing roofing sheets that have
changed color to browning. Write topic on the board. And telling them what is
difference in color of new and old roofing sheets and other iron. Iron sheets
look silvered color but with the passage of time they become reddish, brown, it
is because of rusting.
-Teaching procedure:
Lecture Method, use of white board, use of charts, old and new iron rod and
questioning with students to develop their attention and interaction in the
lesson.
-Student’s participation:
Showing charts and rusty objects and asking questions about rusting process
and causes of it.
-Formative Check:
Students understanding can be checked by asking about questions about the
previously explained part of the topic and helped them to revise what they have
learnt.
-Closure/ Summarizing:
 Quick review of the lesson and asking questions about rusting process and
conditions necessary for rusting process.
-Assignment/ Homework:
Find the objects that are become rusty.
-Assessment of student learning:
Student’s assessment will be done at the end of lesson through a short objective
quiz and observation by asking subjective questions, class participation.
I. What is rusting process?
II. Give an example of rusting from environment around us.
III. What methods are used to avoid rusting?
 Lesson plan No 3:
 Subject: General Science
 Grade level / Class: 8th
 Text book: Khyber Pakhtunkhwa textbook board Peshawar
 Topic and Sub topic: Sources of heat
 Time duration: 40 minutes
 General Objectives:
At the end of this lesson, Students will be able to:
 Describe the meaning of heat
 What are the main sources of heat?
 How heat effects different things?
 Specific / Instructional objectives:
 Describe Heat
 Sources of heat
 Effect of heat
 Resources / Material:
 Writing board
 Board marker
 Textbook
 Activity sheets
 Flow sheet diagram of sources of heat.
 Procedure:
-Introduction:
First of all, I will write the topic name on the board and ask the students what
comes in their mind by the word heat? For engaging the students, I’ll ask
them have they ever feel cold? What they do when they feel cold?
-Teaching procedure:
I’ll explain the students heat is an important requirement of our life. In
addition, to keep our bodies warm, we need heat for ripening crops and fruits,
keeping the Earth's environment warm, melting of ice on the mountains and in the
preparation of many industrial products.
-Student participation:
Engaging the student by asking them what is the main source of heat?
Obviously the answer is Sun. Then I’ll ask them in which form the sun’s heat reaches
the earth? Sun's heat reaches the Earth in the form of radiations. Solar radiations keep
the Earth environment warm at a suitable temperature for the survival of life
-Formative check:
Divide the class into six groups and assign them activity sheets and ask them
to complete the sheet
 -Closure /summarizing:
Call the student from each group to present their work.
 Assignment / Homework:
The students are ask to write answers of the questions on their notebook.
Where do we use heat in our daily life?
Briefly explain some sources of heat.
 Assessment of students learning:
For assessment purpose, I will ask the following questions:
What is the biggest source of heat production?
Where is the heat produced during metabolism?
What are the different methods of heat production?
 Lesson plan No 4:
 Subject: Science
 Grade level / Class: 8th
 Text book: Khyber Pakhtunkhwa textbook board Peshawar
 Topic and sub topic: Physical quantities
 Time duration: 40 minutes
 General Objectives:
At the end of this lesson, students will be able to:
 Define physical quantities
 Example of physical quantities
 Resources / Material:
 Charts
 Activity sheet
 Calculator
 Pens/pencils
 Writing board
 Textbook
 Measuring tape
 Bricks
 Measuring cylinder
 Wall clock
 Cardboard
 Procedure:
-Introduction:
To start the lecture, I will work with students to define the physical
quantities. I will ask the student how far is your school from your home? I will
explain them that such questions can be answered by only when we are able to
measure physical quantities.
-Teaching procedure:
I will explain the student physical quantities. The quantities which can be
measured are called physical quantities. Length, mass, time, volume, etc., are the
examples of physical quantities. Physical quantities have at least two things in
common. One is the size or magnitude and the other is the unit in which the quantity
is measured. For example, to describe a brick, its length, width, height, and mass are
measured. These are called physical quantities.
-Student participation:
Engaging the students by asking them how long is the duration of the day?
-Formative check:
Divide the class into five groups and ask each group to work on the following
activity sheet.
-Closure /summarizing:
Ask the students to redefine the physical quantities.
 Assignment / Homework:
The teacher will write the following questions on the board as homework and ask the
students to write short answers to these questions on their notebooks.
Q.1. What are the two things in common which every physical quantity has?
Q.2. How can we describe a brick?
Q.3. Give some examples of physical properties.
 Assessment of students learning:
The teacher will ask the following questions to assess students' learning:
What are physical properties?
Give some examples of physical properties.
 Lesson plan for Chemistry Class 9th:
Lesson plan no 1: