40 L.P (E.s.m.u)

Teaching Practice
(8608)
Submitted by
Name.UBBERA BI BI
Roll NoBP 617268
B.ED.
Autumn 2020
__________________________________________________________
DEPARTMENT OF ELEMENTARY TEACHER EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD
LESSON PLAN (ENGLISH)
LESSON PLAN 1
Submitted by
Name.UBBERA BI BI
Roll NoBP 617268
B.ED.
Autumn 2020
Collaborative Questioning
Teacher Name:
Grade: 7
Subject; English
General Objectives:
Students will be able to engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly. Students will come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to explore ideas under
discussion.
Specific Objectives:
Students will follow agreed-upon rules for discussions and carry out assigned roles. Students will pose and
respond to specific questions to clarify or follow up on information, and make comments that contribute to
the discussion and link to the remarks of others. Students will review the key ideas expressed and explain
their own ideas and understanding in light of the discussion.
AV Aids:
• An article or text on a standards-based science or social studies topic
• Questioning worksheet (attached)
• Costa’s level of questioning poster/overhead (attached)
• Pencil
Previous Knowledge:
• Teacher will ask the students what they have been discussing at recess together.
o For example, baseball, a popular singer, a scandal at school, etc…
• Ask students to briefly describe what it is like when they discuss something with their
friends.
• Post a copy of the “Critical Thinking: Levels of Questioning” worksheet for students to see.
Topic Declaration:
• The teacher will select a text. The text should be standards based in Science or History. It
could be from the text book.
• Students can read the text in pairs or aloud as a class.
• Have the “Critical Thinking: Levels of Questioning” worksheet posted for reference.
• Explain to the students that when we discuss something, there are various levels of
discussion, and that the discussion begins with questions.
• Explain that In Level 1 questions, you simply need to identify an answer.
Presentation:
• After 10-15 minutes, if students are struggling to come up with questions, let them work with
partners to create more questions.
• Now, use a pairing method to partner students.
• Give each pair 5 minutes to answer 2 of each other’s questions and discuss the answers.
• After 5 minutes, have students partner with a new student and answer another 2 questions.
• Repeat until all questions are answered.
Summary:
When students have returned to their seats ask the class who they think had the most interesting
question. Use equity cards to choose a student and have them explain their favorite question (for
example, would you rather live on a planet that rotated at a different speed). Lead a class
discussion based on this student’s question. Repeat as time allows.
Evaluation:
Students will complete the worksheet attached and teacher will monitor discussions as they are
taking place around the classroom.
Homework:
The teacher can work in with students in small groups for those who need extra assistance and
check homework daily.
LESSON PLAN 2
Explain Those Idioms
Submitted by
Name.UBBERA BI BI
Roll NoBP 617268
B.ED.
Autumn 2020
Grade: 7
Subject; English
General Objectives:
Students will be able to successfully illustrate idioms in two ways (real and perceived meaning)
I.e. ‘Kick the bucket’ real meaning – kicking a bucket, Perceived meaning – to die
Begin the lesson by asking students if they have ever heard of an idiom. Explain that an idiom is
a common word or phrase that has a cultural as well as actual meaning. Share the phrase ‘kick the
bucket’ and explain as above. Explain that sometimes it is easiest to show the different meanings
in drawing form, which is what they will do today.
AV Aids:
• Long drawing paper
• List of idioms (samples included as attachment)
• Art supplies markers/crayons/colored pencils
Previous Knowledge:
Hand out long sheets of paper to each student. Have students fold the paper lengthwise in half
and then in half twice width wise (sample below). Have students choose four idioms they would
like to illustrate from the list (samples given). If needed, explain some of the idioms to students.
In each box have students draw a real meaning illustration and a perceived meaning illustration
for each idiom.
Topic Declaration:
Have students choose four idioms they would like to illustrate from the list (samples given). If needed,
explain some of the idioms to students.
Presentation:
Review each idiom with students in relation to their drawing. Display drawings.
Summary:
Lessen the number of idioms required.
Evaluation:
Student will create neat illustrations that properly illustrate the real and perceived meaning of
common idioms.
Homework:
Student do homework from home and learn properly.
LESSON PLAN 3
Hiding Homophones
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; English
General Objectives:
This lesson offers a simple introduction or refresher course in homophones, words that are
pronounced the same, but spell and mean differently. Students will create a visual reminder of
some of the more common homophones.
Students will identify, pronounce, and illustrate common homophones to strengthen skills and
understanding.
AV Aids:
• Scissors
• Paper (cardstock is best, but printer paper will work)
• Crayons/markers/pencils
• List of common homophones (see attached samples)
Previous Knowledge:
Offer students the following bit of information: English is one of the hardest languages in the world to
learn. Ask students if they can guess why it is so hard. Encourage answers by displaying the following
sentences: They’re going to their car that is over there.; He blew the blue horn two too many times.;
Topic Declaration:
The flower made out of flour and water won number one in the contest. Explain that the words that sound
the same are homophones and such words make English very difficult to learn, but that today you are
going to create a ‘cheat sheet’ for some common homophones.
Presentation:
Review words and meanings with students before passing out paper. Fold the paper into fourths
as shown below. Cut tabs on either side (shown below) to create flaps for each homophone pair.
Have students list the pairs on the outside of the flap, across from each other. Under each flap
draw a simple picture to illustrate the word. This is now a ‘cheat sheet’ for homophones. You can
allow students to choose a set number of pairs or give them the words you feel are best. If time
permits allow students to decorate the back.
Summary:
Have students share their illustrations with a partner and then allow a few students to share which
pair of homophones is the hardest for them to remember. Use the foldable in other assignments as
a ‘cheat sheet’ when possible.
Evaluation:
Students will create a neat and legible foldable that can be used as a reference guide for future
assignments, that illustrates homophones.
Homework:
Student do homework from home and learn properly.
LESSON PLAN 4
Moody Reading: Reading with Expression
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; English
General Objectives:
This lesson will be used to help students understand how to read with expression by choosing an
expression to read with regardless of what is written.
The learners will be able to read a sentence or paragraph with a given emotion (happy, sad,
angry, etc.)
AV Aids:
• Strips of colored paper (at least five colors)
• A text or book appropriate for the class
• Whiteboard or overhead projector
Previous Knowledge:
• Begin by telling students you are going to read them the same page of a book twice.
• Ask them to quietly listen as you read the same thing and then tell them you would like to
discuss the readings.
• The first time you read the page (text of your choice), read in a monotone voice with no
feeling at all.
Topic Declaration:
• Reread the passage with emotion and feeling. Ask students what was different about the two
readings.
• If students do not respond of hear the difference, guide the discussion to how reading with
emotion and feeling can make a passage more interesting and hold the listeners attention.
Presentation:
• Tell students that they are going to practice reading with emotion. Remind them that the
words are not what is important, it is the emotion they are reading with at the time. Hand out
one colored strip or paper to each student; make sure a variety is handed out.
• On the board or overhead white each color that was handed out and assign it an emotion.
(Samples shown) Demonstrate how to read the following line in each emotion (or your
chosen emotions) “The dog jumped over the fence”.
• Allow students to take turns reading in their given ‘emotion’. The goal is not to read the
words as you would if you were simply trying to understand the story, but to express an
emotion while reading to understand how much more interesting this can make reading.
• *If students enjoy this activity and you want a challenge, use the colors to represent a group
of people so students would read as a teacher/motivational speaker/wrestler/coach/etc. This is
fun and a bit more challenging.
Summary:
After everyone has had a chance to read, allow students to break into small groups of three or
four. Have students choose two colors each and read through an entire text, taking turns reading
in their ‘emotion’. Encourage students to read with appropriate emotions during other activities.
Evaluation:
The students will be assessed based only on participation. If the student tries to read with the
emotion they have been given then they will be considered a participant.
Homework:
If modifications are needed, try a small group to attempt this plan or a simpler text for struggling
readers or students. Struggling or younger students may also benefit from hearing the book
“Today I Feel Silly” by Jamie Lee Curtis.
LESSON PLAN 5
Parts of Speech
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; English
General Objectives:
Students will recognize and identify basic parts of speech: preposition, noun, verb, adjective
through a simple game.
Students will be able to successfully recognize and identify four basic parts of speech as
identified by a game.
AV Aids:
• dry erase markers
• dry erase BINGO cards (sample and instructions on how to make your own included)
• list of nouns, verbs, adjectives, and prepositions
Previous Knowledge:
Begin the lesson by asking students to define Nouns: person, place, thing, or idea; Verbs : action
words; Prepositions: a word that shows relation to another word; Adjective: descriptive word.
Ask students for examples of each to clarify understanding.
Topic Declaration:
Give each student a BINGO card. Have students fill in each square with either (noun, verb,
preposition, or adjective) The center can be a free square if desired. All cards will be different as
students decide what term is written in each square. However, each should be used at least 5
times. (Sample shown) Each student should also have a dry erase marker.
Presentation:
As you read a word from your list, the student should write that word on the card next to a spot
that shows a term. If you say teacher, the child should find a square that says noun and write
teacher. The position cannot be changed once it is written. Continue until someone gets a
BINGO.
Summary:
If desired review once again what each term means. In addition, it is always nice to offer extra
credit or extra free time to each winner. This is a great activity to practice vocabulary or other
skills while taking only a short amount of time between other planned activities.
Evaluation:
Students will be able to correctly label nouns, verbs, adjectives, and prepositions with full
accuracy. BINGO cards will serve as a way of checking for understanding.
Homework:
If used in small groups, the parts of speech can be limited to two at a time. Learn from home
about this.
LESSON PLAN 6
Short Stories
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; English
General Objectives:
This lesson is designed to help students ask questions and support answers by connecting prior
knowledge with literal information found in, and inferred from, the text.
Students will be able to identify with the hard work and living conditions, but also with the
relationship that exist among the laborers and their families.
AV Aids:
Students give ideas and participate accordingly, as I fill out the blank K-W-L organizer as a
whole class, using large chart paper.
• period pictures by Dorthea Lange
Previous Knowledge:
Slide show of period pictures by Dorthea Lange. Introduce the background of the assignment
given to Lange to photograph this period of American History. (CFU: Ask questions of students
and have discussion of how the pictures make them feel.
Topic Declaration:
Instruction: Students will be asked to write a short story based upon one of the photographs taken
by Dorthea Lange. Students will be asked to imagine themselves as the subject in the photo or
ask to give life to the subject of the photo that they have picked. Students will also be able to
combine the images to create a scenario based upon the hardships of the people of this period.
Presentation:
Students will be completing assignment of a short story based upon the feelings derived of one of
Dorthea Lange’s photograph of migrant workers in California.
Summary:
Hold a discussion on what was learned during the lesson. Any lingering questions? Clear up
misconceptions. Students will be instructed to finish this assignment at home if not finished
already.
Evaluation:
Through guided questions, close monitoring and informal observation; the teacher will be able to
assess student’s ability and understanding of the subject being introduced. Through individually
assessing during independent practice and reviewing during guided practice the teacher will be
able to evaluate students.
Homework:
Hold a small group brain storming session for students who have trouble getting started and do
homework.
LESSON PLAN 7
Tearing Into Vocabulary
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; English
General Objectives:
This is a quick activity to allow students to work cooperatively while increasing awareness of
vocabulary for a given lesson.
Students should be able to work cooperatively to put together vocabulary words, definitions, and
other related information.
AV Aids:
• Light colored construction paper strips (a different color for each group)
• Scissors
• Pencils (everyone should use pencils)
Previous Knowledge:
Explain to students that you are going to do a quick vocabulary review that can earn them a
reward/prize/etc. Explain which vocabulary you will be using for the game. Tell students that
they should know or can look up the vocabulary word, but must also know a definition, a word
that means the opposite of, and be able to illustrate the word.
Topic Declaration:
• Begin by grouping students. Give each student in a given group a colored strip of paper (each
group member should have the same color, but each group should be a different color). Tell
students to fold the strip into four equal squares and then lay the paper down.
• Show students on your own paper what will be expected. Have a list of possible vocabulary
words on the board. Make sure there is at least one word per student in each group or more
words than students. Tell students that everyone in the group must choose a word, but no two
group members can choose the same word. The chosen word will be written on the first
square.
• The second square should contain a short definition of the word. Make sure all students are
using a pencil to write to make the competition fair.
• The third square should contain a word that means the opposite of the vocabulary word (if
this is not possible with your vocabulary then have students choose a synonym, as long as all
students are doing the same thing).
Presentation:
• The final square should have a small, legible picture that represents the term. After all
squares have been filled out, have students cut the squares apart on the fold and mix all
squares from the group together.
• Have the groups exchange squares with one another. On go, the groups must work together to
reassemble the strips in the right order for all the vocabulary words. Check each strip before
declaring a winner.
Summary:
Have the winning group read the vocabulary words and definitions that they have put together
after every group finishes. If time permits, have the groups exchange again and try to put another
set together.
*This activity can be used with vocabulary from any subject area.
Evaluation:
Students should be able to work cooperatively to reassemble their ‘vocab strips’ as a group. This
can be made into a competition with the group that is the fastest and has all correct getting a
reward. Reward all groups but the fastest with the correct should get the largest reward (such as
more extra credit on a quiz.)
Homework:
Create groups that are varied in ability and knowledge levels and require everyone to put at least
one strip back together for a team to win.
LESSON PLAN 8
What is a Fable?
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; English
General Objectives:
In this lesson, students will use Internet sources, graphic organizers and group activities
to analyze and discuss the characteristics and story lines of two different fables, "The Owl and
The Grasshopper" and "The Town Mouse and The Country Mouse." After students
read and brainstorm story elements of the folktales, they will then write a fable of their own.
Students will be able to analyze fables, find the moral of the story, and identify the message or
theme of the fable.
AV Aids:
• The Town Mouse and The Country Mouse and The Owl and The Grasshopper (or you can
use any two other fables)
• white board
Previous Knowledge:
To begin this lesson, explain to the students that they are going to be learning about fables.
Fables originated long ago and were a form of oral storytelling.
To help students understand what oral storytelling is all about, play the Telephone Game.
(Students sit in a circle. The teacher whispers one line into the ear of the student to her right.
Each student will turn and repeat the line to the next person by whispering it in their ear. Once
the last student hears the line, they say it out loud.) (CFU: Discuss: How did the story change?
Why did the story change?)
Topic Declaration:
Explain why it was so important for oral storytellers to write their tales down. “There was a man
by the name of Aesop, and he wrote many of the fables that we know today. We are going to be
reading two of his fables, but before we do that, let us look at what characteristics are common to
most fables." Create an anchor chart on the board to review the characteristics of fables with the
class. The students will then get their own copy for future guidance.
Presentation:
Give each student a copy of the fable "The Town Mouse and The Country Mouse." I will read
this fable aloud to the class. (CFU: Once the teacher has finished reading the story, the teacher
will call on individual students and have them identify the elements of a fable found in this story,
referring to the anchor chart and handout.)
Summary:
Once students have finished reading, the students will share with their shoulder partner, the
elements of a fable found in this story. (CFU: can monitor the student discussions at this time by
walking around the room.)
Evaluation:
Homework:
LESSON PLAN 9
Writing Narratives
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; English
General Objectives:
In this lesson, students will use a graphic organizer for narrative writing.
Students will be able to play, revise, and edit a narrative piece of writing.
AV Aids:
• narrative examples
• white board
Previous Knowledge:
Students will write a fable of their own for the summative assessment. (The teacher should use a
narrative graphic organizer that has already been introduced.) The teacher will review the
elements of the fable and have those elements projected for all students to see.
Topic Declaration:
Review your ‘Writing a Fable Rubric’ and begin the graphic organizer with the students, so they
know how their writing will be assessed.
Presentation:
Students will revise and edit their fable by sharing with a partner. With fable in hand, students
will randomly walk around the classroom until they are cued by the teacher. Once cued, students
will find a partner by slapping hands, and then students will read their fables to each other. This
process can be repeated as many times or over as many days as the teacher would like.
Summary:
Once students have written their first draft, as well as revises based on suggestions and comments
from their peers, students will meet with the teacher. Comments and or questions to state or pose
during a revision conference include any of the following: What other words can we use to
describe __? What else can the author write to make that point in the story?
Where in the story can the reader see some character traits of __? What descriptions of your
setting create a mood in the story? After listening to your fable being read aloud (teacher reads,
student listens) what did you notice? How can the moral of the story be more evident? What does
the dialogue reveal about the characters in the story? Where in the fable is there a lapse in
sequence?
Evaluation:
Homework:
Students can tape their final fables before actually publishing them to help them organize their
story ideas. Students can also have a scribe for their final fable. Students can work in groups of
three instead of two during the Guided Practice when they are sharing answers and discussion.
LESSON PLAN 10
Writing to a Photograph
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; English
General Objectives:
Students will develop a plan for a fictional story based on a picture.
Students will write a narrative to develop an imagined experience or event using effective
technique, descriptive details, and clear event sequences. Note: This lesson can be modified in a
variety of ways and used across the grade levels. Students could use the same lesson plan to write
a non-fiction story based on a personal picture, or a picture of which they know the background.
AV Aids:
• A copy of the picture (provided)
• Pencil
• Overhead projector or elmo
• Graphic organizer (provided)
Previous Knowledge:
• The following opening could be very different depending on your class. Write these bolded
words on the board, or use a copy of the graphic organizer on the overhead and fill them in as
your class develops the story.
• The teacher can put a picture of a known person on the board, such as the principal, the
president of the school, ect…
• Now ask the students what they think this person’s name is. Students an shout out the answer.
• Write on the board: Main character: Principal Jones (for example)
• Now ask the students where Principal Jones is.
• Write on the board: Setting: East Avenue Elementary School
Topic Declaration:
• Now tell the students that he is dealing with a problem and have students guess what it is. Let
them think-pair-share for ideas.
• Write on the board: Problem: A goat has snuck onto campus and is hiding in the boys
bathroom, principal jones has to figure out how to get it out.
• Have the students think-pair-share what principal Jones does to take care of the situation and
write the brainstorm on the board with the students help.
• Event: Principal Jones calls the goat’s owner, but he is at work and can’t come until after
school.
• Event: One of the 1st graders was already in the bathroom and now he cannot get out.
• Solution: Student body president rescues the 1st grader by distracting the goat with carrots
and luring the scared student out of the bathroom. Principal Jones locks the bathroom until
the owner can come.
Presentation:
• Now teacher gives copies of photos to students, or displays the photo on the overhead. The
picture provided below can be used, students can bring in pictures, or the teacher can choose
another one.
• Give students a copy of the graphic organizer attached, you may wish to make it larger so
they have enough room for more thoughts.
• Write the following questions on the board:
o What are the kid’s names?
o Where are they?
▪ What do you see in the background?
▪ What creative words can you think of to describe the background?
▪ What geography related words can you use to describe their setting?
o Where are they coming from?
o Where are they going?
o Why are they alone?
▪ Are their parents or teacher around?
▪ Are they lost?
o Is the little boy crying? Why?
o What is a problem that these kids could have?
o How could they solve it?
o What problems might come up as they are trying to solve the problem?
o How do they resolve them?
o How is the original problem solved in the end?
• Lead a class discussion for the first few questions, and encourage the students to give unique
answers.
• Have students work independently or in pairs to answer the rest of the questions.
• Have students complete the graphic organizer.
Summary:
Once students have completed the graphic organizer with as much detail as possible, students
will be ready to write a creative fictional essay based on their graphic organizer.
Evaluation:
Students will complete an essay that will be assessed by the teacher.
Homework:
The teacher can work with students in small groups for those who need extra assistance.
LESSON PLAN (SCIENCE)

LESSON PLAN 1
Sorting and Classifying
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
TLW sort and classify
TLW sort items based on similarities and differences. TLW construct rules for sorting based on
similarities of objects
AV Aids:
bags with various items such as a feather, wood, bottle cap, string, etc...; magnifying glass smart
board for examples paper to record
Previous Knowledge:
Hold up a toy car, toy train, and toy airplane. Have students compare how these items are the
same and different. Have them record responses on sticky notes.
Topic Declaration:
Some students will receive a closed sort where they are given the rules and have to try to sort
them correctly. Advanced students will have to try to sort them in more than one way.
Presentation:
Draw a Triple Venn Diagram on the board. Explain how the Venn works. Have students put the
sticky notes in the appropriate place on the diagram as you explain why it belongs there. Think
aloud to determine similarities and then create rules for why they were sorted the way they were
sorted.
Summary:
This is an effective lesson. The students loved manipulating the items and using the magnifying
glass. High motivators that kept all engaged. Some students couldn't think of more than one way
to sort so I know that they need more opportunities in lessons to look for the answers that are less
obvious.
Evaluation:
Evaluation is based on how many students could effectively sort the items and create rules for
sorting. An additional way to assess is to see how many can think of more than one way to sort.
Homework:
Informal Homework will be given by the teacher as s/he walks around and gives feedback about
the sorting rules.
LESSON PLAN 2
Telescope
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
The Hubble telescope has provided us with many amazing images of our universe. There is
always debate among scientists, politicians, and others over the money spent on continuing to
search the universe with such an expensive telescope. This activity draws your students into that
debate and asks them to choose a side and defend it. Debates done well can be a lot of fun, so
encourage your students to relax and enjoy each other's points of view.
The student will be able to present a PowerPoint presentation defending their opinion that either
money should be spent on a telescope like Hubble or it should be used for immediate needs here
on earth.
AV Aids:
PowerPoint presentation of pictures from the Hubble telescope
Internet access for the students
Previous Knowledge:
Show the students the pictures from the Hubble telescope. Explain that some of them came from
thousands of light years away and are our first glimpses of far away galaxies. Then present how
much has been spent on the telescope and compare it to needs that could be met here on Earth
(i.e. Gulf oil spill, finding alternative forms of energy).
Topic Declaration:
Have them research at least five discoveries scientists have made using the Hubble telescope and
then have them prepare a PowerPoint presentation defending their position.
Presentation:
Ask students to choose whether they would be for using the Hubble telescope (or another like it)
to search the universe for unknown species, planets, etc. or if they think the money should be
spent here on more immediate needs.
Summary:
There is always debate among scientists, politicians, and others over the money spent on
continuing to search the universe with such an expensive telescope. This activity draws your
students into that debate and asks them to choose a side and defend it. Debates done well can be a
lot of fun, so encourage your students to relax and enjoy each other's points of view.
Evaluation:
Encourage students to choose using the Hubble if they are uncertain about how they will appear
if they do not choose to address immediate concerns.
Homework:
Remind them all that the exercise is more about research and persuasive writing than about
judging their opinions. (If they all choose world hunger, where is the debate?)
LESSON PLAN 3
Earth Matters
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
This activity draws your students into that debate and asks them to choose a side and defend it.
Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's
points of view.
The students uses maps, globes, charts, graphs, and other geographic tools including map keys
and symbols to gather and interpret data and to draw conclusions about physical patterns.
AV Aids:
Round blue balloons-1 per student
Black permanent markers-1 per student
Student Learning Logs (Social Studies notebooks)
United States and Its Neighbors
Any text such The United States and Its Neighbors (5th Grade Social Studies text) with
information on equator, prime meridian, lines of latitude, lines of longitude, parallels, and
meridians would be sufficient .
Previous Knowledge:
1) Distribute to each student a 12- round blue balloon and a permanent black marker. Tell
students to blow up their balloons and tie them.
2) Read together and discuss pages 30-31 in Social Studies text (indicated in AV Aids section)
3) Discuss and have students enter each of the key vocabulary words, see description, in the
students' Learning Logs, as they appear in the text.
4) As each word is entered and discussed, students will draw and label on the balloon a line that
will represent the vocabulary word (i.e. equator, prime meridian, lines of latitude, lines of
longitude, parallels, and meridians).
5) Students will go to a second grade classroom and, one-on-one, explain to those students what
the equator is. Their teacher has provided each of them with a blue balloon. They will then draw
and label the equator.
Topic Declaration:
Teacher will also observe students in a second grade classroom, as they instruct and explain to
the second graders what the equator is. Their teacher will need to provide balloons for each
second grade student.
Presentation:
Teachers will need to locate information on equator, prime meridian, lines of latitude, lines of
longitude, parallels, and meridians that students can read and discuss with the teacher and peers.
Summary:
Teacher will observe students' balloons to confirm that they correctly drew and labeled the
equator, prime meridian, lines of latitude, lines of longitude, parallels, and meridians. Students
will write a paragraph explaining the patterns in weather and time created by the equator. Teacher
will also observe students in a second grade classroom, as they instruct and explain to the second
graders what the equator is. Their teacher will need to provide balloons for each second grade
student.
Evaluation:
This lesson is continued in another Beacon teacher lesson plan called Pinpointing Particular
Places.
Homework:
Their teacher will need to provide balloons for each second grade student.
LESSON PLAN 4
Floating Plates on the Earth
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
This activity draws your students into that debate and asks them to choose a side and defend it. Debates
done well can be a lot of fun, so encourage your students to relax and enjoy each other's points of view.
The student knows that the solid crust of Earth consists of slow-moving, separate plates that float
on a denser, molten layer of Earth and that these plates interact with each other, changing the
Earth's surface in many ways.
AV Aids:
-An Earth Science textbook, or a source including information on Plate Tectonics
-Concept map diagram or pattern (associated file)
-Teacher Notes (associated file)
-Sample quiz/worksheet (see associated file)
-Notebook paper
-Pencils
-Overhead or chalkboard
-Markers or chalk
Previous Knowledge:
Have “Isn’t it Ironic” from Beth’s Rock collection Volume 1, playing as the students enter the
classroom.
1. Announce to the class “The ground is moving.- Ask if anyone can tell? (How?)
2. Review any prior information students have learned about this topic.
3. Discuss possible evidence that the earth’s plates are moving.
4. Read the selection on Plate Tectonics as a group. (Or have it assigned prior to class)
5. Review the information contained in the selection. (Or notes in the attached file)
6. Explain the benefit of using a concept map.
7. Draw the beginning of a concept map (using the board or overhead)
8. Title the map Earth’s Plates.
Topic Declaration:
Using class discussion, construct a concept map. Include types of movement, names of the
boundaries, the effects of the boundaries.
Review outline format and requirements.
Have students individually prepare an outline detailing the information gained.
Circulate as students prepare outlines to answer questions and provide feedback.
Circulate and check student outlines for required information:
Definition of Plate Tectonics.
Presentation:
Name the 3 types of plate boundaries.
Identify the effect on the earth’s surface of the three types of plate interaction.
Give an example of the effect of each type of plate interaction.
14. If required information is not included offer feedback for revision. Allow students to make
revisions.
Day 2
1. Assess understanding of concepts presented with an active responding activity, worksheet or
quiz format.
Summary:
points of view.
Evaluation:
Formative Homework is ongoing during the concept map activity and the Presentation of the
individual outlines.
Homework:
Assess student understanding of the concepts presented in an active responding activity,
worksheet or quiz format, where students can demonstrate an understanding of the movement of
plates, the types of boundaries, the effects of the boundaries on the earth’s surface. A sample
quiz/worksheet is included in the associated file.
LESSON PLAN 5
Our Physical Environment
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
At the the completion of the lesson pupils must be able to identify the mountain ranges of
mauritius.
At the end of the lesson the pupils should be able to: 1. identify mountain ranges as a relief of
Mauritius 2. list the mountain ranges of Mauritius 3. name isolated peaks 4. join all mountain
with a dotted line. 5. label the mountain ranges and isolated peaks
AV Aids:
ICT- film viewing, Maps, Atlas
Previous Knowledge:
Teacher ask pupils to join all the mountain ranges and peaks together to make a circle. Then
teacher explains that it form part of a big volcno which formed Mauritius.
Topic Declaration:
Presentation:
Then teacher esplains that long time ago, in fact all these mountains form part of a big volcano.
Teacher projects a slide of the map of mauritius with mountain ranges. With time rivers like
Grand River North West, Grand River South East, Riviere do Poste and other rivers carved out
their way through the volcano to form valleys and isolated peaks. Teacher used the outline map
being projected on the board to name the Mountain Ranges. Teacher starts from the north 1.Port
Louis Moka Range 2. Black River range 3. Savanne Range Then names the Isolated Peaks.
Teacher tells pupils that the isolated peaks are being named after people or according to their
shapes or their colour.
Summary:
1.Port Louis Moka Range 2. Black River range 3. Savanne Range Then names the Isolated Peaks.
Teacher tells pupils that the isolated peaks are being named after people or according to their
shapes or their colour. 1. Pieter Both - A Dutch governor 2. Le Pouce - It ressenbles the thumb 3.
Corps de Garde - part of it ressenble a guard lying down 4. Piton de la petite riviere noire -
according to its colour Mountain Ranges were named according to the region they are situated.
Port Louis Moka Range is found on the boundary of the two districts.
Evaluation:
1. Trace an outline map of Mauritius along with the Mountain Ranges and isolated peaks. 2.
Mark and name 3 mountai ranges, two mountain peaks and three isolated peaks. 3. Join all the
mountain and find out which shape it does have.
Homework:
Finally teacher summaries by saying that Mountain Ranges form part of the relief of mauritius.
Secondly states that all the mountain ranges and isolated peaks were part of a big volcano, rivers
carved out through the valleys to form mountain ranges and isolated peaks. Teacher names the
mountain ranges and isolated peaks. Teacher remind that Mountain were names from places
situated, people, shapes and from colour.
LESSON PLAN 6
Stress and Strain
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
points of view
1. To show the stress and strain involved in the movements of the earth's crust with the use of
working models.
2. To show how the forces of compression, tension, and shearing effect the movement of the
earth's crust.
3. To show how AV Aids effect the movement of the earth's crust.
AV Aids:
The following AV Aids are needed to construct each model:
1. compression model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x
30 cm), two pieces of wood (1 in. x 2 in. x 15 cm), two bolts 30 cm long, and two wing nuts;
2. tension model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30
cm), two pieces of wood (1 in. x 2 in. x 15 cm) 2 pieces of screen (15 cm x 10 cm), two screw
hooks, and string;
3. shearing model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30
cm), two pieces of wood (1 in. x 2 in. x 15 cm), 2 grooved pieces of wood (7 cm x 20 cm x 1
in.), two screw hooks, and string;
4. each model also requires nails, screws, clay, styrofoam, rubber foam, toothpicks, and masses.
Previous Knowledge:
1. The models were made by attaching the two 30 cm pieces and one of the 15 cm
pieces to the baseboard.
2. On the compression model drill two holes the size of the bolts in each of
the 15 cm pieces. Pass the bolts through the holes and attach with the wing
nuts.
3. On the tension model attach the screen to the 15 cm pieces of wood. Attach
the screw hooks into the movable 15 cm piece of wood and place the string
through the hooks.
4. On the shearing model place the grooved pieces of wood on the baseboard and
attach screw hooks to the opposite ends of each grooved piece. (It may be
necessary to place a thin strip of wood or plastic along the 30 cm sides to keep
the grooved pieces on the baseboard as they move.) Place the string through
the holes of the screw hooks.
5. The styrofoam, rubber foam, and clay are placed in or attached to each
model. The toothpicks are placed in each of the AV Aids.
Topic Declaration:
1. On the tension and shearing models the students are to place masses on the
strings in equal increments and note the movement of AV Aids being tested.
2. On the compression models the students are to turn the wing nuts on each
side at an equal rate and note the movement of the AV Aids being tested.
3. The force can be calculated mathematically with advanced classes or spring
scales that read in newtons can be used in place of the masses.
Presentation:
1. On all the models the students should note that the clay requires more force
to move or break than the styrofoam or the rubber foam.
2. On all the models the toothpicks in the clay not only move apart or together
but also move at angles to one another showing the forces at work below the
surface. (It was suggested that other models could be made with plastic sides
to show the movement of the layers below the surface. Also by using different
colors of clay or foam the sub-surface movement might be more visible.)
Summary:
points of view.
1. To show the stress and strain involved in the movements of the earth's crust with the use of
working models.
2. To show how the forces of compression, tension, and shearing effect the movement of the
earth's crust.
3. To show how AV Aids effect the movement of the earth's crust.
Evaluation:
This movement causes some plates to come together as in the case of
India and Asia forming the Himalayas, while other plates move apart as in the case
of the Mid-Atlantic Ridge, while still others move along each other as in the case
of the San Andreas Fault.
Homework:
The movement of the earth's crust is caused by convection currents below the
surface. This movement causes some plates to come together as in the case of
India and Asia forming the Himalayas, while other plates move apart as in the case
of the Mid-Atlantic Ridge, while still others move along each other as in the case
of the San Andreas Fault.
LESSON PLAN 7
The Lunar and Terrestrial Tug of War
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
points of view.
The student understands the relationships between events on Earth and the movements of the
Earth, its Moon, the other planets, and the Sun.
AV Aids:
-Science textbooks
-Internet access http://www.google.com and www.HowStuffWorks.com
-White or cream-colored construction paper approximately 18” X 24” (two per group)
-Colored pencils/1 box per student
-Protractor or compass/1 per student
-Ruler/1 per student
Previous Knowledge:
1. Divide the class into groups of two students each.
2. Ask students if any of them have ever participated in a tug-of-war? Give a few minutes for
students to respond and briefly discuss their replies. Additional questions may include the
following: How does a team win a tug-of-war? Are there any factors that would give a team an
advantage?
3. Ask students what factors usually determine who wins? What part does strength or size play in
a tug-of-war?
4. Tell the students there is a tug of war going on between the Earth and the moon.
5. Tell students that it would seem that the Earth would easily win in a tug-of-war game with the
moon since the Earth is much larger that the moon. Examples of contests between large and small
people or things include a weight lifting contest between a light-weight person and one who is
clasified as a heavy-weight or a collision between a car and a large truck. In both of these
examples, we usually think of size as being the most important factor. Does the gravitational pull
of the moon have any observable effect on the earth? Note: Be prepared to add possible
responsible responses to the questions and enhance what the students might say.
6. Distribute a copy of the Tug-of-War checklist to each student. The checklist is located in the
associated file.
Topic Declaration:
Explain to the students to use their textbooks and the Internet to research, graphically represent,
and describe the factors that are involved in the tidal effects seen primarily at high and low tides.
Tell the students to use captions along the side or bottom of charts to define terms and explain the
relationships. Direct the students to write two paragraphs: the first, explaining the effects of the
Sun’s gravitational pull on the Earth’s oceans, and the second, explaining the effects of the
moon’s gravity on the Earth. Tell students to use the checklist to ensure all related information is
included. As each group completes the lesson, take up the charts and assess the work based on
the checklist and accuracy of the charts.
Presentation:
1. Prepare one copy per student of the checklist in the associated file.
2. Purchase and assemble these AV Aids for the poster:
-construction paper (two sheets per student)
-colored pencils (one pack per student)
-protractors or compasses (one per student, and
-rulers (one per student).
3. Access the Internet at www.google.com and www.HowStuffWorks.com. At the latter site, use
their search tool and input How do tides work? Select the option that reads Tides and the Moon
(nice animation).
Summary:
Direct the students to write two paragraphs: the first, explaining the effects of the Sun’s
gravitational pull on the Earth’s oceans, and the second, explaining the effects of the moon’s
gravity on the Earth. Tell students to use the checklist to ensure all related information is
included. As each group completes the lesson, take up the charts and assess the work based on
the checklist and accuracy of the charts.
Evaluation:
The diagrams will be checked to determine if information was located and comprehended during
the students' research using their textbooks and the Internet web-sites listed as resources for this
lesson
Homework:
Students will be required to draw diagrams that will be assessed as to the requirements set forth
on the checklist located in the associated file.
LESSON PLAN 8
Understanding Rotation
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
This lesson helps students develop a better understanding of the rotation of the earth through a
hands-on experiment.
The student knows that night and day are caused by the rotation of the Earth.
AV Aids:
-Book, [Where Does the Sun Go At Night?] by Mirra Ginsberg, Greenwillow (October 1980)
-Sidewalk chalk
-Flashlight
-Globe or model of the earth
-Paper (one for each students to write on)
-Pencil
-Figure or small object that can be attached to the globe
-White construction paper (long sheet) - 1 per child
-crayons
Previous Knowledge:
Ask questions throughout the demonstration to monitor comprehension. Examples: If this side of
the earth is receiving light then what is happening to the people on the opposite side? How long
does it take the earth to complete one rotation? What do you think would happen if earth would
stop rotating? Are we rotating right now?
Explain that the rest of the lesson will be done outside and in pairs.
When outside begin by asking the students to point to the sun, without looking directly at it. Have
them describe what they see in the morning. Point out where the shadows of the trees and any
structures around them are by. Choose one student to do demonstration. Have the child stand
very still while you trace the complete outline of the child’s shadow. Be sure to trace around the
child’s shoes. Have students stand next to each other to make sure their shadows don’t overlap.
Topic Declaration:
1. Make sure to have all material ready before class. (sidewalk chalk, flashlight, model of earth,
paper, pencil, figure or small object that will be attached to the globe, white construction paper,
crayons)
2. The area you will be using outside whether it is a sidewalk or part of the playground should be
available to you throughout the day.
3. Be familiar with the lesson.
Presentation:
1. Begin by asking the following questions: Where does the sun go while we are sleeping? Why
can't we see the sun at night? Discuss and then read aloud [Where Does the Sun Go At Night?]
By Mirra Ginsberg
2. Discuss story and ask questions to monitor student comprehension.
3. Turn off lights and turn on flashlight.
4. Have one student hold the flashlight and let students know that the flashlight represents the
sun.
5. While the student holds the flashlight the teacher will hold the model of the earth (place a
small figure to represent the students’ position on earth).
6. Rotate the model of the earth and explain how night and day, sunrise and sunset, occur. Have
them estimate the time of the day as you turn the globe.
Summary:
When outside begin by asking the students to point to the sun, without looking directly at it. Have
them describe what they see in the morning. Point out where the shadows of the trees and any
structures around them are by. Choose one student to do demonstration. Have the child stand
very still while you trace the complete outline of the child’s shadow. Be sure to trace around the
child’s shoes. Have students stand next to each other to make sure their shadows don’t overlap.
Evaluation:
Specifically look for: 1. Drawings must include shades that illustrate the differences between the
different times of the day. 2. Students must show that as the day progresses the earth rotates and
day turns into night.
Homework:
Assess students orally throughout the lesson as they give answers to guided questions. In
addition, require students to complete a drawing that is divided into three columns. Formatively
assess the students drawings that show the rotation of the earth.
LESSON PLAN 9
What on Earth
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
What on Earth Is Earth science? That is what students discover in this lesson through concept
mapping, discussion, and self-discovery.
The student knows that the disciplines of science provide in depth study and information that
becomes available for all to share and use.
AV Aids:
-One K-W-L Chart for each group of 4 (See Associated File)
-Class K-W-L on chart paper
-Concept Map of Science (See Associated File)
-Four Xerox boxes
-Books, magazines, and learning material about Oceanography, Astronomy, Geology, and
Meteorology
-Colored construction paper
-Crayons and/or colored pencils
-Goal 3 Standards Checklist (See Associated File)
Previous Knowledge:
This is a good lesson for the start of the year.
1. Group students into heterogeneous groups of four.
2. Activate student interest by asking the students if they have ever used or heard the phrase
“What on Earth?” Ask students to think of different examples of how one might use the phrase,
“What on Earth?” Call on students to share their ideas with the class.
3. Next, excite the students by informing them that they are going to be finding out the answer to
the phrase...“What on Earth is EARTH SCIENCE?”
4. Pass out one K-W-L Chart to each group of four students. (See Associated File) Begin by
asking students to work with their group to write down all the things they think they know about
Earth Science in the K section of the K-W-L Chart. Remind them that all answers are to be
recorded, not debated or discussed at this stage. (You may need to assign a recorder if students
are having difficulty selecting a person to write for the group.)
5. After students have recorded their ideas, ask groups to share their ideas with the class. Record
student ideas on a class K-W-L Chart. (In this process, the teacher does not adjust student ideas,
or provide input at this time. The teacher is simply recording what the students think they know
about Earth Science, misconceptions and all!)
6. The next part of the activity involves the students thinking of things they wonder about Earth
Science. Allow students time to brainstorm and record things they want to know about Earth
Science in the W section of the K-W-L Chart.
7. Invite the groups to share their questions and record student questions on the class K-W-L
Chart.
8. Now that the K and the W sections are complete, you can begin to teach the various areas of
science using a concept map to graphically organize the information. (See Associated File)
9. To begin the discussion using the concept map, start at the top with Science. This is where you
inform students that science is the process of observing, explaining, and understanding the world
in which we live. Also, it is key to mention that all of the disciplines of science are alike in that
they provide in depth study and information that becomes available for all to share.
10. Continue to discuss the concept map with the students. Provide some background information
on each topic and give the students examples of each. Save the Earth Science section until the
end so that you can elaborate on each of the four disciplines.
11. After you have talked about each component on the concept map, ask the students to think
about all the different subcategories of science. Ask them to consider why it is important to break
science down into the different categories. (This allows for people to specialize in one area and to
discover all that can be learned about that area to improve our understanding of the larger
picture.)
12. Ask students to think about reasons why it is important to share information and new
discoveries. Ask them to think about what might happen if science information was not shared.
After a brief discussion, have the students write down and respond to the following journal
question: “Why is it important to be able to share information made available to us by science?
Give one example to support your answer.”
13. For the next activity, divide the students into four groups by having them count off
1,2,3,4,1,2,3,4, etc. Then instruct the students to move to the area of the classroom that is
designated by number. (Note: This will not be the same grouping as the K-W-L.)
14. Once students have circulated to the correct area of the room, pass out a box to each group.
Explain to the students that each box contains learning information about one area of Earth
Science. They should look through the material to gather information and ideas for a follow-up
poster project and the L section of the K-W-L Chart. (The poster project is an individual activity,
but the remaining K-W-L Chart is done with their original group and shared as a class.)
15. Allow groups 5-8 minutes to check out the material in the box, then rotate the groups until
each group has viewed all four boxes.
16. After the activity, have students return to their K-W-L group to complete the L portion of the
K-W-L Chart by naming at least five things that they learned about Earth Science. The students
can discuss things they have learned with one another as they record the information on the chart.
Topic Declaration:
1. Gather books, magazines, and learning material for each discipline of Earth Science and place
the material into boxes by content. Box #1 Oceanography, Box #2 Geology, Box #3
Meteorology, Box #4 Astronomy
2. You may want to check the local library for additional reading material at various reading
levels. (The children’s science section can often be a good resource area.)
3. Create a class K-W-L Chart on large poster paper or chart paper.
Presentation:
1. This would be a great opportunity to incorporate Gardner’s Theory of Multiple Intelligence. In
addition to the poster project, you could allow students to create another model or display of the
four disciplines of Earth Science. For example the Logical/Mathematical student could create a
PowerPoint slide show, the musical/rhythmic student could create a musical interpretation, the
bodily/kinesthetic student could act out the four disciplines, the naturalist student could gather
real samples to display, etc.
2. To modify this lesson if you do not teach Earth Science as a yearly curriculum, but rather teach
an integrated curriculum, you could use the concept map as a kick-off and have the students
choose which branch of science they would like to investigate. This might help them distinguish
between the sciences and recognize them during the integrated studies.
Evaluation:
The students construct a response to a journal question that is used as a summative Homework
for this lesson. (See Associated File for further details)
A checklist is used to assess the Goal 3 Standards. (See Associated File)
Homework:
The K-W-L Chart is used as a diagnostic tool as well as a formative Homework tool during the
lesson. As a summative Homework, the students create a poster containing all four disciplines of
Earth Science (Astronomy, Oceanography, Geology, and Meteorology). There is a Poster Project
Rubric to assess if students have met the criteria. (See Associated File)
LESSON PLAN 10
Differentiate between Weather
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Science
General Objectives:
The learner will differentiate between different types of weather.
1. The learner will be able to identify eight weather words. 2. The learner will be able to draw
four types of weather and label them. 3. The learners will be able to describe the structues of a
hurricane 4. The learners will define vocabulary related to hurricans and weather.
AV Aids:
Weather and hurricane worksheets, bowl, food coloring, paper, pencils, crayons, markers or
colored pencils
Previous Knowledge:
The students will create a hurricane using a bowl of water and food coloring to understand the
structures of a hurricane.
Topic Declaration:
The teacher use a visual graph on the board to introduce the weather unit. The students will use
what they know about weather and identify words that relate to weather.
Presentation:
The teacher will give an example a type of weather and draw and label it on the board. Using the
words on the board as a guide the students will draw four different types of weather on their sheet
of paper and label what type of weather they are drawing. Then the students will read about a
hurricane.
Summary:
The lower group will listen and write words relating to weather and hurricanes. The upper group
will read about weather and hurricanes. Both groups will create a hurricane in a bowl.
Evaluation:
The teacher will verbally ask basic questions about weather and hurricanes.
Homework:
The teacher will ask what they learned and list it on the board.
LESSON PLAN (MATH)
LESSON PLAN 01
PERFECT SQUARE ROOT
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math
Overview and Purpose:

Students will use hands-on activities to practice measuring square root. They will have to take
into account varying factors and make adjustments for them. This activity gets them out of the
classroom and allows for a more informal teaching style.
Objective:
The student will be able to calculate the square root of a given area.
Resources:
Teacher created worksheet
Tape measures
Activities:
Using a teacher created worksheet take students to different areas of the school and have them
solve problems for square root. Three examples are below.
1. Have students calculate the amount of concrete necessary to put a three foot wide sidewalk
around a modular building on campus or around a common grassy area.
2. Have students calculate the amount of carpet needed to cover the cafeteria if they need to leave
a 2 foot band of tile all the way around.
3. Have students calculate the amount of space needed to put a swimming pool on the property
with a 3 foot deck all around.
Come back together in class and discuss any problems the students had or suggestion of things
next year's class could measure.
Closure:
Being able to figure out square root is a skill the student will use their whole lives. This lesson
gives them hands-on activities to let them practice that skill. Extension activities could include
measuring rooms at home or creating their own word problems for other students to solve.
LESSON PLAN 02
INTRODUCTION TO SOLVING EQUATIONS
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math
- Equivalent equations - Transforming Equations - Inverse Operations -

Content:
Linear Equation
The goal of this lesson is for all students to be able to solve linear
Goals:
equations using addition and subtraction.
After this lesson is completed, the students will be able to: 1. State the
inverse operation of a given circumstance 2. Use inverse operations to
Objectives:
transform an equation 3. Compare and contrast equations to see if they are
equivalent
Materials: 1. Overhead Projector 2. Black boards
Students will take a pre test to give teacher a better grasp of each
Introduction:
individual's prior knowledge on solving one and multi-step equations
1. Direct Instruction- Teacher will give students class notes typed out on a
handout. The notes will cover solving one step equations using addition and
subtraction. There are several blank portions of the notes that the students
Development:
will need to fill in as the class goes through the lesson. The teacher will
then fill in those notes on the overhead while the class follows along at
their seats.
1. Two teacher-guided practice problems done by the teacher on the black
board for the whole class to go over together. 2. Students will go to the
Practice:
black board (several students at a time) and work on problems that the
teacher reads off to them while teacher checks student progress at the board
1. Verbal and written notes are given to the students to accomodate those
students who understand material better if they are given the material
verbal vs. written. 2. Teacher selected groups to go to the board - Those
Accommodations: who are not grasping the material fully are sent to the board with others
who do not grasp the material fully and are given easier problems - Those
who are grasping the material fully are sent to the board with the same type
of students and are given harder problems
1. Pre Test that is given 2. Verbal question and answer between students
Checking For
and teacher 3. Visual Observation of student work at the board 4. Exit card
Understanding:
given at the end of the period
Students will complete an exit card that will have four questions on it.
They must complete and hand in the card before they walk out of the
Closure:
classroom. The card will then be used by the teacher to determine any
concepts that must be reinforced on the following day.
There are a couple measures of progress throughout the lesson. The board
work gives me the opportunity to give a quick check of the student progress
Evaluation: while they complete the problems on the board. The exit card also gives me
a good gauge as to how the students grasped the material that is given to
them
Teacher
Will reflect using a teacher journal
Reflections:
LESSON PLAN 03
GEOMETRY
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math
line of reflection - line evenly separating preimage and image line of

symmetry - line in an object creating 2 same, equal parts perpendicular
Content: bisector - line of reflection bisects track from A to A' into two equal parts
while also forming 90 degree right angles parallel lines - line that will
never intersect with each other
Students will understand the concepts of reflection and translation as
Goals:
transformations of points, lines and objects
Students will be able to reflect a point, line, or object across a line of
reflection in the coordinate plane; Students will be able to interpret a
Objectives: reflected point, line or object; Students will be able to translate a point, line,
or object to a new location in the coordinate plane; Students will be able to
interpret a translated point, line or object
Materials: Graph paper Colored pencils (optional)
Review introduction from Wednesday's class Warm-up: A(1,3), B(4,3),
Introduction: C(4,6) reflect over x-axis, y-axis, y = x, y = 1, x = -1 Reflection - mirrors
Symmetry of objects, shapes
List answers to Warmup to show patterns Where patterns not found , use
procedure - count to line of reflection, keep counting same amount, same
direction for reflected point Draw lines to show points become lines
Development:
become an object Examine notation A ---> A' Rx-axis Translation - image
shifts, slides from preimage by amount of x and amount of y Examine
notation B ---> B' T+x,+y
A(1,2)-->T4,7 A'( )5,9 B(-3,-2)-->T-2,3 B'( )-5,1 C(-2,3)-->T-2,-5 C'( )-4,-
Practice:
2 D(4,-1)-->T1,-6 D'( )5,-7
Reflections hold distance, not orientation visual diagram Translations hold
Accommodations:
distance and orientation visual diagram
Questions: What's necessary for a reflection? Compare and Contrast - Line
Checking For
of Reflection/Line of Symmetry Compare - bisects into 2 equal parts;
Understanding:
mirrors other side Contrast - 1 object (Sym) vs. 2 objects (Refl)
Explored transformations using concepts of reflection and translation; next
Closure: will use concepts of dilation and rotation. H.W. - Pg. 467 ex. 1-6, 7-11, 25-
29 Pg. 472 ex. 15-22, 24, 37-39
Evaluation:
Teacher
Reflections:
LESSON PLAN 04
ANGLES AND ALGEBRA
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math
Description
This lesson covers angle measure for triangles and complementary/supplementary angles.
Objectives
Understands and explains the effects of addition, subtraction, multiplication and division on real
numbers, including square roots, exponents, and appropriate inverse relationships
Uses properties and relationships of geometric shapes to construct formal and informal proofs.
Materials
-Overhead transparencies (if examples are to be worked on overhead) for Angles and Algebra
(See Associated File)
-Marking pens (for overhead)
-Angles and Algebra Examples (See Associated File)
-Angles and Algebra Worksheet (See Associated File)
-Angles and Algebra Checklist (See Associated File)
Preparations
1. Prepare transparencies (if teacher uses overhead for examples) for Angles and Algebra
Examples. (See Associated File)
2. Have marking pens (for overhead).
3. Have Angles and Algebra Examples (See Associated File) prepared and ready to demonstrate
to students.
4. Have enough copies of Angles and Algebra Worksheet (See Associated File) for each student.
5. Have enough copies of Angles and Algebra Checklist (See Associated File) for each student.
Procedures
Prior Knowledge: Students should be familiar with basic operation skills such as addition,
subtraction, multiplication, division, exponents, fractions, decimals and solving equations.
Note: This lesson does not address square roots, exponents, and appropriate inverse relationships
nor does it address formal proofs.
1. Describe to students how to measure angles. (See #1 on Angles and Algebra Examples)
Answer student questions and comments.
2. Ask the students to find the degree measure of ABC and CBD. Then have the students to find
the sum of ABC and CBD. Go over the definition of supplementary angles. (See #2 on Angles
and Algebra Examples) Answer student questions and comments.
3. Review with students how to name angles. (See #3 on Angles and Algebra Examples) Answer
student questions and comments.
4. Work #4 example from Angles and Algebra Examples. (See Associated File) Answer student
questions and comments.
5. Go over definition of complementary angles. (See #5 on Angles and Algebra Examples)
Answer student questions and comments.
9. Have students do the Thought Provoker. (See #9 on Angles and Algebra Examples) Make sure
the students understand that the sum of the angles of a triangle equal 170 degrees. Answer
10. Work #10 example from Angles and Algebra Examples. (See Associated File) Answer
11. Work #11 example from Angles and Algebra Examples. (See Associated File) Answer
12. Distribute the Angles and Algebra Worksheet. (See Associated File)
13. Distribute the Angles and Algebra Checklist. (See Associated File) Describe what constitutes
an A, B, C, D, and F in the Checklist.
14. The students write their responses on the worksheet.
15. The teacher moves from student to student observing their work and lending assistance.
Assessments
Student worksheets are taken up and scored according to the Angles and Algebra Worksheet Key
and Checklist. (See Associated File) These scores may be placed in the grade book.
Extensions
Have students determine the degrees in a pentagon by taking one of the vertices and dividing the
figure into triangles. Have the students do this with other polygons as well.
LESSON PLAN 05
PLACE VALUE IN NUMBER SYSTEMS
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math
1. Use models to explain how the number system is based on 10 and

identify the place value of each digit in a multi-digit numeral. 2. Use
Goals: models and pictures to demonstrate the value of decimal numerals with
tenths and hundredths; show decimals as an extension of the base 10
system.
TLW: identify digits in the tenths and hundredths place. TLW: name
Objectives:
the value of digits in a multi-digit numeral.
chalkboards chalk one sock per student Hum book One Grain of Rice
Materials:
Place Value Paper plate
Read One Grain of Rice stopping at various times to ask questions
about the number values in increasing amounts of rice. Example: "On
the ninth day, Rani was presented with 256 grains of rice." Stop and ask
the student s to write the number and then underline the digit in ones
place. . After students write on their chalkboard the answer 6, have
students discuss with a neighbor a definition for the ones place. If
having trouble, give a hint that the ones place is located how many
places and in what direction from the de. Read One Grain of Rice
stopping at various times to ask questions about the number values in
increasing amounts of rice. Example: "On the ninth day, Rani was
presented with 256 grains of rice." Stop and ask the student s to write
Introduction: the number and then underline the digit in ones place. -After students
have a definition, write a decimal on the board and next to it write ones .
. Read the next sentence in the book, "She had received 511 grains of
rice, only enough for a handful." Ask the students to write this number
on the chalkboard and underline the digit in the tens place. After
students show on chalkboards, turn to their neighbor and discuss a
definition for the location of the tens place. Ask students to share their
definitions. Write on the board where it is placed. . Continue with
numbers throughout the book. . After reading the story, review the chart
that has developed throughout the story. Give students additional
numbers and ask specific place value questions but also ask students to
give how much the digit is worth.
Development:
Explain to the students that we are going to try a few practice problems
Practice: so we can get the hang of it. Give an example: 947 Change this number
so there is an 7 in the hundredths place.
Accommodations:
Checking For While playing place value game, every student has at least one answer
Understanding: to the problem.
Closure:
Evaluation:
Teacher Reflections:
I always reflect at the end of the class. I want to know what worked and
Teacher Reflections: what did not. If something did not work, I take it out of the future
lessons or change it to make it work the next time.
LESSON PLAN 06
Drawing Nets of 3 Dimensional Objects
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math

Students will be able to use concrete materials to help them understand the concept of nets. Being
able to take an object and spread it out flat is much easier to see in concrete terms rather than in
the abstract.
Objective:
The student will be able to draw a net of three different objects. Two of those objects will be able
to be laid flat and one will not.
Resources:
One cereal box for each pair of students (cut off the six overlapping tabs, three on each end)
One ice cream cone wrapper (with the lid taped onto part of it) for each pair of students
One short round candle for each pair of students
Math journals
Activities:
Discuss that a net is a 2 dimensional representation of a 3 dimensional object. Give each pair of
students a cereal box, ice cream cone wrapper, and a candle. Have them unroll the ice cream
wrapper so that it lays flat. Explain that this is a net. If they close the wrapper back up it makes a
cone. Have them sketch the net in their math journals.
Have the students work with their partner to turn the cereal box into a net and sketch it in their
math journals. Point out that six of the extra flaps are missing since they overlap on the ends.
Explain that often you have to visualize what the net will look like since things cannot be laid
flat. Have them try to do this by sketching the net of the candle in their math journals. Come back
together and have some students show their drawings. Make sure they included the ends of the
candle in their nets.
Closure:
Nets can be a very difficult thing for students to visualize. Giving them concrete examples that
they can manipulate will help them understand the concept. If more practice is needed, students
could create their own nets and 3-D objects out of paper and tape.
LESSON PLAN 07
Finding Square Footage
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math

Students will use hands-on activities to practice measuring square footage. They will have to take
into account varying factors and make adjustments for them. This activity gets them out of the
classroom and allows for a more informal teaching style.
Objective:
The student will be able to calculate the square footage of a given area.
Resources:
Teacher created worksheet
Tape measures
Activities:
Using a teacher created worksheet take students to different areas of the school and have them
solve problems for square footage. Three examples are below.
1. Have students calculate the amount of concrete necessary to put a three foot wide sidewalk
around a modular building on campus or around a common grassy area.
2. Have students calculate the amount of carpet needed to cover the cafeteria if they need to leave
a 2 foot band of tile all the way around.
3. Have students calculate the amount of space needed to put a swimming pool on the property
with a 3 foot deck all around.
Come back together in class and discuss any problems the students had or suggestion of things
next year's class could measure.
Closure:
Being able to figure out square footage is a skill the student will use their whole lives. This lesson
gives them hands-on activities to let them practice that skill. Extension activities could include
measuring rooms at home or creating their own word problems for other students to solve.
LESSON PLAN 08
Introduction to Solving Equations
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math
The goal of this lesson is for all students to be able to solve linear
Goals:
equations using addition and subtraction.
After this lesson is completed, the students will be able to: 1. State the
inverse operation of a given circumstance 2. Use inverse operations to
Objectives:
transform an equation 3. Compare and contrast equations to see if they are
equivalent
Materials: 1. Overhead Projector 2. Black boards
Students will take a pre test to give teacher a better grasp of each
Introduction:
individual's prior knowledge on solving one and multi-step equations
1. Direct Instruction- Teacher will give students class notes typed out on a
Development:
handout. The notes will cover solving one step equations using addition and
subtraction. There are several blank portions of the notes that the students
will need to fill in as the class goes through the lesson. The teacher will
then fill in those notes on the overhead while the class follows along at
their seats.
1. Two teacher-guided practice problems done by the teacher on the black
board for the whole class to go over together. 2. Students will go to the
Practice:
black board (several students at a time) and work on problems that the
teacher reads off to them while teacher checks student progress at the board
1. Verbal and written notes are given to the students to accomodate those
students who understand material better if they are given the material
verbal vs. written. 2. Teacher selected groups to go to the board - Those
Accommodations: who are not grasping the material fully are sent to the board with others
who do not grasp the material fully and are given easier problems - Those
who are grasping the material fully are sent to the board with the same type
of students and are given harder problems
1. Pre Test that is given 2. Verbal question and answer between students
Checking For
and teacher 3. Visual Observation of student work at the board 4. Exit card
Understanding:
given at the end of the period
Students will complete an exit card that will have four questions on it.
They must complete and hand in the card before they walk out of the
Closure:
classroom. The card will then be used by the teacher to determine any
concepts that must be reinforced on the following day.
There are a couple measures of progress throughout the lesson. The board
work gives me the opportunity to give a quick check of the student progress
Evaluation: while they complete the problems on the board. The exit card also gives me
a good gauge as to how the students grasped the material that is given to
them
Teacher
Will reflect using a teacher journal
Reflections:
LESSON PLAN 09
Fractions & Graphs
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math
Students will be able to understand, represent, and use numbers in a variety

Objectives: of equivalent forms (integer, fraction, decimal, percent, exponential,
expanded and scientific notation)
Materials: data/charts graph paper colored pencils calculators rulers
The students will be asked to convert fraction test scores to decimals and
then again to percentages. The percentages will be used to construct a line
Introduction: graph comparing the success of two mock students. The class will review
the purpose of fractions and their equivalence to decimals and percentages
at the start of class.
The teacher will demonstrate the activity while "thinking-aloud". Each step
Development: will be modeled for the class. Once the demonstration is over, the students
will be asked to complete the activity on thier own.
Each student will transfer numbers to the chart and then construct their
Practice: own line graph. As the students work, the teacher will float to each desk to
oversee their work.
This activity could take place over a series of two class periods, if needed,
as opposed to one. The activity could be broken down to smaller activities.
Accommodations:
In addition, the lesson could be completed as a class, in small groups, in
pairs, or individually.
At the end of the lesson, each student will be asked to answer a series of
Checking For
comprehension questions independently. They will analyze their results and
Understanding:
form conclusions.
At the close of class, the class will review the activity aloud. They will
Closure: review the purpose of the fractions and their relation to decimals and
percentages.
Evaluation:
Teacher
Reflections:
LESSON PLAN 10
The Properties of Addition
Name.UBBERA BI BI
Roll NoBP 617268
Grade: 7
Subject; Math
Topic: The associative, commutative, and identity properties of addition.
Content area of Math Key Vocabulary: commutative, associative, identity,
Content:
addend, sum
NCSCOS Objective: Use basic properties (identity, communtative,
Goals: associative, (order of operations) for addition, subtraction, multiplication
and division.
TLW define/identify properties for addition (commutative, identity, and
Objectives:
associative)
Construction paper, stapler, Math textbook, teacher created powerpoint,
Materials:
pencil
The first thing that we always do is check our homework. I will introduce
Introduction:
the day by doing a problem of the day and talk math number strategy.
Teacher will introduce the lesson by reviewing addition words and
vocabulary. Ex. how many, all together, plus, combine, addend, sum ... We
Development: will go through a teacher created powerpoint that reviews each of the three
basic properties using an example, with pictures, numbers, words, and
definitions of each.
The students will work with me to create the informational flip book
Practice: identifying the three basic properties of addition. For each property they
will include a picture, definition, and word problem example.
We flex group our students for math providing them with the right pace of
instruction based off of their needs. I also provide extra assistance or time
Accommodations:
for those students who require it. I have buddies in the room who make sure
that their neighbor is doing what they are supposed to be doing.
I will check the problems that they complete during independent practice
for accuracy. Students who need more practice with the properties will be
Checking For provided extra instruction by my classroom volunteer the following day. I
Understanding: will also monitor during the creation of our flip book for participation and
time on task. I will check homework for completion the following day as
well.
To close our lesson I provide students with feedback on their accuracy of
property knowledge. I also teach them a song to help them remember the
Closure:
three properties that we discussed. I will end by asking five of them
something that they learned that day in school.
I feel that after teaching this lesson my students were provided various
outlets for learning and engagement. I think that my students were on task
Evaluation: and enjoyed what they were learning through my observations and
assessment of their work. I did see that a couple of my students will need
more work with this concept.
Teacher I loved this lesson and plan to teach it a lot like this in the future. I would
Reflections: like to find a CD with some of these songs on it for the next year though.
LESSON PLAN (URDU)

01‫قبسالپن‬
‫ونعان‪:‬اسکن‬
‫‪Name.UBBERA BI BI‬‬
‫‪Roll NoBP 617268‬‬
‫الکس‪7:‬‬
‫ومضمن ‪:‬اردو‬
‫اعماقمدص‪:‬‬
‫یسکرسرگیمےسابلطوکاقمیماکاکتشروںاکاباضہطبرکشہیادارکےناکومعقےنلمےسلبقاسقبساکوصنمہبوتیھکںےسقلعتمامہ‬
‫اقحقئوکااجرگرکےنےکےئلنتماکقبساامعتسلرکاتےہ۔‬
‫اخصاقمدص‪:‬‬
‫اسقبسیکلیمکترپ‪،‬ابلطء‪:‬‬
‫افرمرپایکوہاتےہاسیکواضتحرکںی‬
‫فلتخممسقےکوتیھکںںیمزیمترکان‬
‫دجدیاعمرشےںیموتیھکںیکامہابتاکالخہصانبںیئ‬
‫ابملیئ‬
‫اصنبےکیعمرات‪:‬‬
‫یسکنتمیکمیہفتاکاظمرہہرکےنےکےئلوساالتوپںیھچاوروجاابتدںی‪،‬واحضوطررپوجاابتیکاینبدےکوطررپنتماکوحاہل‬
‫دےتیںیہ۔‬
‫یسکنتمےکرمزکیایخلاکنیعترکںی۔امہالیصفتتدوابرہایبنرکںیاوراتبںیئہکوہسکرطحرمزکیایخلیکامحتیرکےت‬
‫ںیہ۔‬
‫اتریخیوااعقت‪،‬اسیسنئرظنایتایوصترات‪،‬اییسکنتمںیمیکینکترطہقیاکرےکادقاامتےکدرایمناقلعتتیکواضتحرکںی‪،‬‬
‫سجیکزابن‪،‬وتق‪،‬رتبیت‪،‬اوراابسب‪/‬ارثےسقلعتموہ۔‬
‫رگڈی‪3‬ےکونعانایومضمنےکالعےقےسقلعتمیسکنتمںیماعمیمیلعتاورڈونیمےسقلعتموصخمصاافلظاورےلمجےکینعم‬
‫اتبںیئ۔‬
‫اکعیس(ےسیجےشقن‪،‬اصتوری)ےساحلصرکدہولعمامتاورنتمےکاافلظوکنتمیکمیہفتوکاظرہرکےنےکےئلاامعتسلرکںی(ےسیج‪،‬‬
‫اہکں‪،‬بک‪،‬ویکں‪،‬اورامہوااعقتےسیکواعقوہےتںیہ)۔‬
‫وماد‪:‬‬
‫افرومںیکفلتخماصتوری‬
‫نتمےکاابسقیکاکایپںافرمےکاقحقئ‪:‬وچبںےکےئلقبس‬
‫ہقلعتمنتمقبسےسوکزئاکاامعتسلرکےتوہےئاکیورکٹیشانبیئیئگ‬
‫اقمیموطررپااگیئاجےنوایلدیپاوار‪،‬سجںیمےسرہاکیاکانمافرمےکانمےکاسھتےہ‬
‫اقمیموطررپایتردشہدیپاوار(اثملےکوطررپانم‪،‬اماکلن‪،‬اقمم‪،‬ہتپ‪،‬افرماکاسزئ‪،‬ڑبیتھوہیئونصماعتاورایسرطح)ےکذرہعیرہ‬
‫اکیتیھکےکےئلاکیرصتخماقحقئٹیش۔‬
‫ےھکلوہےئاکذغ‬
‫افلےف‬
‫ڈاکٹکٹ‬
‫وحاہل اجت ‪:‬‬
‫اتکب ہحفص ربمن ‪128‬‬
‫لھچپ قبس یک التوت ‪:‬‬
‫ابلطء وک ہحفص ربمن رپ ‪ Q2‬وک وفری لح رکےن وک ہہک رک ان وصترات وک ےنھجمس یک اجچن رکںی۔ ‪ 2‬ابلطء یک اتکب۔‬
‫ااسذتہ اک ااہظر ‪:‬‬
‫ابلطء ےس افرگنم ےک ابرے ںیم ابتدہل ایخل رکںی۔‬
‫رہشی اور دیہی العوقں ںیم رفق ےک اسھت ان رپ ابتدہل ایخل رکںی۔‬
‫اکی زیم انبںیئ اور اس ںیم رفق رہشی اور دیہی العوقں ںیم ںیھکل۔‬
‫الکس اک اکم ‪:‬‬
‫اکایپں رپ درج ذلی وساالت رکںی‪:‬‬
‫اکیاسکن ایک ےہ؟‬
‫رہشی العہق ایک ےہ؟‬
‫دیہی العہق ایک ےہ؟‬
‫اپاتسکن ےک ڑبے رہشوں اک انم اتبںیئ؟‬

‫ٹیپل ‪:‬‬
‫ابلطء ےس وپھچ رک قبس اک ااتتخم رکںی‪:‬‬
‫قبسآومزوصنمہب‪02‬‬
‫ونعان ‪:‬العم اابقل‬
‫اخصاقمدص ‪:‬‬
‫ونعان ےک ااتتخم رپ ‪ ،‬ابلط وک الہ وہان اچےئہ ‪:‬‬
‫ریہوز آف اپاتسکن ےک ابرے ںیم اجںین‬
‫العم اابقل یک اترخی اور دحیلعہ رایتس ںیم ان ےک رشاتک ےک ابرے ںیم اجںین‬
‫کب جیپ ربمن ‪ 9‬اپاتسکن ےک فلتخم ریہوز ےک فلیش اکرڈز‬
‫اپاتسکن اک ہشقن‬
‫‪.‬رگن‬
‫اطبل ملع اک الھچپ ملع اس ابرے ںیم وپںیھچ ہک وہ اپاتسکن ےک ابرے ںیم ایک اجےتن ںیہ ان ےس ہی وپںیھچ ہک اپاتسکن‬
‫ےک دیپا وہےن رپ امہرے اقدئی وکن ےھت؟ اپاتسکن اک وقیم اشرع وکن اھت؟ ابلطء ےس ان وساالت ےک ابرے ںیم‬
‫وپںیھچ ویکں ہک وہ ےلہپ یک امجوتعں ںیم یہ اےس ڑپھ ےکچ ںیہ؟‬
‫ابلطء ےس امہرے ریہو ےک ابرے ںیم ابتدہل ایخل رکںی۔ آزادی احلص رکےن ںیم وکن اانپ اعتون رکات‬
‫ےہ؟‬
‫العم اابقل ےک ابرے ںیم ان ےس ابتدہل ایخل رکںی۔‬
‫اںیھن اتبںیئ ہک العم اابقل ےلہپ صخش ےھت وہنجں ےن اپاتسکن اک وخاب داھکی۔‬
‫العم اابقل ےک ابرے ںیم ابلطء وک ایبن رکںی اور اتبںیئ ہک وہ اہکں دیپا وہا اھت اور وہ بک دیپا وہا اھت؟‬
‫العم اابقل یک ادتبایئ میلعت ےک ابرے ںیم ان ےس ابتدہل ایخل رکںی اور ہی ہک اوہنں ےن دحیلعہ رایتس‬
‫ےک وصحل ںیم اینپ زدنیگ ںیم ایک رکدار ادا ایک۔‬
‫یسک ےب رتبیت اطبل ملع ےس ہبلط ےک اتکب ہحفص ربمن ‪ 9‬رپ العم اابقل ےک ابرے ںیم نتم ڑپےنھ وک‬
‫ںیہک۔‬
‫رحتریی اتکب رپ دنمرہج ذلی وساالت رکںی‪:‬‬

‫اپاتسکن اک وخاب سک ےن داھکی؟‬
‫العم اابقل یک دیپاشئ بک وہیئ؟ اپاتسکن اک وقیم اشرع وکن اھت؟‬
‫رھگ اک اکم ‪:‬‬
‫العم اابقل ےک ابرے ںیم ‪ 10‬الںینئ ںیھکل۔‬
‫ابلطء وک دنمرہج ذلی وساالت ےک ابرے ںیم وپھچ رک قبس اک ااتتخم رکںی‪:‬‬
‫اپاتسکن اک وخاب سک ےن داھکی؟‬
‫العم اابقل یک دیپاشئ بک وہیئ؟‬
‫ونعان ‪:‬اقدئاظع ‪ ،‬یفح اجدنلرھی‬
‫ریہوز آف اپاتسکن ےک ابرے ںیم اجںین‬

‫اترخی اقدئاظع اور یفح اجدنلرھی ےک ابرے ںیم اجںین اور اگل رایتس احلص رکےن ںیم ان ےک اعتون ےک‬
‫ابرے ںیم اجںین‬
‫کب جیپ ربمن ‪ 9‬اور ‪ 10‬اپاتسکن ےک فلتخم ریہوز ےک فلیش اکرڈ اپاتسکن اک ہشقن‬
‫‪.‬رگن‬
‫الھچپ قبس یک التوت ‪:‬‬
‫اپاتسکن ےک چک ریہوز اک انم ہبلط ےس وپھچ رک قبس رشوع رکںی؟ ابلطء ےس وپںیھچ ہک وہ العم اابقل ےک ابرے ںیم‬
‫ایک اجےتن ںیہ ‪ ،‬ان ےس اقدئ اظع ےک ابرے ںیم وپںیھچ ‪ ،‬وہ بک دیپا وہا؟ وہ اقدئاظع ےک ابرے ںیم ایک اجےتن‬
‫ںیہ؟ ابین اپاتسکن وکن اھت؟‬
‫اقدئاظع ےک ابرے ںیم ابلطء ےس وگتفگ رکںی۔‬
‫ان ےک اسھت ابت یچ رکںی وہ ابین اپاتسکن ےھت اور وہ اسری دجودہج یک رامنہیئ رکےن واےل رامنہ ےھت‬
‫اس اگل رایتس وک ااجنم دےنی ےک ےئل۔‬
‫اقدئاظع یک اتکایبت ےک ابرے ںیم ابلطء ےس وگتفگ رکںی؟ بج وہ دیپا وہا؟ اہجں وہ اھت‬
‫دیپا وہان؟‬
‫اقدئاظع یک میلعت ےک ابرے ںیم ان ےس ابتدہل ایخل رکںی۔‬
‫اقدئاظع ےن دحیلعہ رایتس ےک وصحل ںیم ادا ایک رکدار ےک ابرے ںیم رصتخم وگتفگ رکںی۔‬
‫یفح اجدنلرھی ےک ابرے ںیم یھب ابتدہل ایخل رکںی اور ابلط وک اتبںیئ ہک وہ امہرے وقیم ریہو ےھت۔‬
‫ابلط وک اتبںیئ ہک یفح اجدنلرھی ےن اپاتسکن اک وقیم رتاہن اھکل ےہ ےسج اب مہ اگےت ںیہ‬
‫اکی دن‬
‫اکی ےب رتبیت اطبل ملع ےس ہبلط ےس قلعتم اقدئ اظع اور یفح اجدنلرھی ےک قلعتم نتم ڑپےنھ وک ںیہک‬
‫اتکب اک ہحفص ربمن ‪ 9‬اور‪ 10‬۔‬
‫ونٹ کب رپ دنمرہج ذلی وسال رکںی‪:‬‬
‫بج اقدئاظع؟ دیپا وہےئ؟‬
‫اپاتسکن ےک ابین وادل وکن ےھت؟‬
‫اقدئ یک واضتح رکںی۔‬
‫اقدئاظع؟ وک اہکں دنف ایک ایگ؟‬
‫اقدئاظع؟ اک ایک بلطم ےہ؟‬
‫ابلطء ےس اقدئ یک واضتح ےک ےئل قبس وک متخ رکںی؟ وہ اہکں دیپا وہا؟ اس اک ااقتنل بک وہا؟ دمحم یلع انجح وک اقدئ‬
‫اظع ویکں اہک ایگ؟ یفح اجدنلرھی وکن اھت؟‬
‫ونعان ‪:‬رہشی العہق اقمبلب دیہی العہق‬
‫فلتخم مسق یک ربادرویں ‪ ،‬رہش اور دیہی العوقں ےک ابرے ںیم اجںین۔‬
‫ہشقن ڑپےنھ اک رطہقی ںیھکیس۔‬
‫رہشی العوقں اور دیہی العوقں ےک امنیب رفق وک ںیھجمس۔‬
‫اتکب ہحفص ربمن ‪ 15 ، 14‬رگن‬

‫ابلطء وک ہحفص ربمن رپ ‪ Q2‬وک وفری لح رکےن وک ہہک رک ان وصترات وک ےنھجمس یک اجچن رکںی۔ ‪ 2‬ابلطء یک اتکب۔‬
‫ابلطء ےس ربادری ےک ابرے ںیم ابتدہل ایخل رکںی۔‬
‫رہشی اور دیہی العوقں ںیم رفق ‪ b / w‬ےک اسھت ان رپ ابتدہل ایخل رکںی۔‬
‫اکی زیم انبںیئ اور اس ںیم رفق ‪ b / w‬رہشی اور دیہی العوقں ںیم ںیھکل۔‬
‫پوہایئ اکم ‪:‬‬
‫ہبلط اتکب ےک پ یج ربمن ‪ 15 ،‬رپ ویک ‪ 3‬رکںی ‪ ،‬ابلط وجڑے ںیم یھٹیب ےگ اور اکی دورسے ےس ابت یچ‬
‫رکےک اس وسال وک لح رکںی ےگ۔‬
‫اکایپں رپ درج ذلی وساالت رکںی‪:‬‬
‫اکی ویمکیٹن ایک ےہ؟‬
‫رہشی العہق ایک ےہ؟‬
‫دیہی العہق ایک ےہ؟‬
‫اپاتسکن ےک ڑبے رہشوں اک انم اتبںیئ؟‬
‫ابلطء ےس وپھچ رک قبس اک ااتتخم رکںی‪:‬‬
‫رہشی اور دیہی العوقں ںیم ایک رفق ےہ؟‬
‫رہشی العوقں ںیم وکن یس وہسایلت رسیم ںیہ نکیل دیہی العوقں ںیم ںیہن؟‬
‫دوونں وبعشں ںیم اموحل ےسیک فلتخم ےہ؟‬
‫قن و مح‬
‫فلتخم مسق یک ربادرویں ‪ ،‬رہش اور دیہی العوقں ےک ابرے ںیم اجںین۔‬
‫ہشقن ڑپےنھ اک رطہقی ںیھکیس۔‬
‫قن و مح ےک فلتخم رطوقیں ےک ابرے ںیم اجںین‬

‫ورکشیٹ‬ ‫‪.‬رگن‬ ‫اتکب ہحفص ربمن‪15‬‬
‫ابلطء وک ورک ٹیش ربمن ‪ 5‬اور ان ےس ںیہک ہک مہ ان اگڑویں ےس چیم رکںی وج مہ قن و مح ںیم اامعتسل رکےت‬
‫ںیہ۔‬
‫ابلطء وک آدمورتف ےک ابرے ںیم وپںیھچ ویکہکن اوہنں ےن قن و مح ےک ابرے ںیم ےلہپ یہ اھکیس اھت ہک‬
‫یلھچپ الکس ںیہ۔‬
‫ان یک واضتح رکںی ہک قن و مح اک رطہقی وہ ےہ سج ےس ولگ اکی ہگج ےس دورسی ہگج اجےت ںیہ۔‬
‫فلتخم اگڑویں ےک فلیش اکرڈز اامعتسل رکںی وج مہ رفس ےک ےئل اامعتسل رکےت ںیہ۔‬
‫زیت یتلچ اگڑویں اور آہتسہ یتلچ اگڑویں ےک ابرے ںیم ابتدہل ایخل رکںی۔‬
‫ابلط وک ان اگڑویں ےک ابرے ںیم اتبںیئ وج رہشوں ںیم اامعتسل وہیت ںیہ۔‬
‫رہشوں ںیم مہ وکن یس اگڑایں اامعتسل رکےت ںیہ ہی اظرہ رکےن ےئلیک فلیش اکرڈز اک اامعتسل رکںی۔‬
‫ابلط وک ان اگڑایں ےک ابرے ںیم یھب ایبن رکںی وج مہ دیہی العوقں ںیم اامعتسل رکےت ںیہ۔‬
‫ان یک واضتح رکںی ہک ولگ اعم وطر رپ اکی ہگج ےس دورسی ہگج اجےن ےک ےئل ےتلچ ںیہ۔‬
‫ان یک واضتح رکںی ہک دیہی العوقں ںیم بس ےس اعم اگڑایں ای قن و مح اک ذرہعی ںیہ‬
‫دگاھ اگڑی ‪ ،‬ومرٹاسںیلکیئ اور اسلکیئ۔‬

‫ان یک واضتح رکںی ہک وہایئ اہجز یسک اگؤں ںیم قن و مح ےک وطر رپ اامعتسل ںیہن رکے اگ۔‬
‫پ یج ربمن رپ ویک ‪ 4‬رکںی۔ ‪ 17‬ابلطء یک اتکب۔‬
‫ابلط وک فلتخم رٹاوپسنرنشیٹ ےک فلیش اکرڈ داھک رک قبس وک متخ رکںی اور ان ےس قن و مح وک اتبےن وک ںیہک وج‬
‫رہشی العوقں اور دیہی العوقں ںیم اامعتسل وہیت ےہ۔‬
‫ونعان ‪:‬امہرے العوتمں اک ارتحام رکان‬
‫امہرے ڈنھجے ےک ابرے ںیم اجںین‬
‫ابلط وک امہرے ڈنھجے یک اتیمہ وک ےنھجمس ای اچہپانن‬

‫اتکب ہحفص ربمن ‪ 12‬رگی اور واٹئ چ رپیپز اپاتسکین رپمچ رگن ولگ‬
‫رشواعیت رسرگیم ‪:‬‬
‫ابلطء وک رگی اور دیفس رگن ےک اکذغات یہم‪ .‬ا رکںی اور اںیھن اپاتسکن اک ڈنھجا انبےن ےک ےئل رلک رپیپ اکےنٹ وک‬
‫ںیہک۔‬
‫ہبلط ےس وگتفگ رکںی ہک مہ سک رطح اینپ العوتمں اک ارتحام رکےتکس ںیہ۔‬
‫ان یک واضتح رکںی ہک امہرے ڈنھجے اک ارتحام رکان تہب رضوری ےہ ویکہکن اس ےس امہری وقتیم ای انشتخ‬
‫یک انشتخ وہیت ےہ۔‬
‫ابلطء ےک اسھت وقیم العوتمں رپ ابتدہل ایخل رکںی‬
‫ان یک واضتح رکںی ہک مہ سک رطح اینپ العوتمں اک ارتحام رکےتکس ںیہ۔‬
‫اںیہن دہاتی دںی ہک وہ ڈنھجا ہن اھپڑںی اور ڈنھجا زنیم رپ ہن ںیکنیھپ۔‬
‫رگوپ اکم ‪:‬‬
‫ابلط وک اچرٹ رپیپز ایہم رکںی اور ان ےس ہی وپاسٹنئ ںیھکل ہک مہ اینپ العوتمں اک ارتحام ےسیک رکےتکس ںیہ۔ رہ‬
‫رگوپ اک اکی اکی رفد اےنپ ایخالت وک الکس ےک اسےنم شیپ رکے اگ۔‬
‫ابلطء ےس ہی وپھچ رک قبس اک ااتتخم رکںی ہک العتم ایک ےہ؟ ںیمہ ایک اچہپاتن ےہ؟ مہ اینپ العوتمں اک ارتحام ےسیک‬
‫رکےتکس ںیہ؟‬
‫ونعان ‪:‬وہتار‪-1‬‬
‫اپاتسکن ںیم وصخیص دن ےک ابرے ںیم اجںین‬
‫اپاتسکن اور داین ںیم انمےئ اجےن واےل اخص دونں ےک ابرے ںیم اجںین‬
‫اتکب ہحفص ربمن‪55‬‬

‫دامغ وطافن ‪:‬‬
‫وبرڈ رپ" وہتاروں "اک ظفل ںیھکل اور ابلط ےس ان ےک ذہ ںیم آےن واےل اپچپچ ونٹ رپ ےنھکل وک ںیہک۔ اکی ابر وہ‬
‫اجےن ےک دعب ہبلط ےس وبرڈ رپ اپچپچ ونٹ اپسچں رکےن وک ںیہک۔‬
‫ابلطء ےک ملع ےس ان ےک اسھت وہتاروں ےک ابرے ںیم ابتدہل ایخل رکںی۔‬
‫ابلط وک اتبںیئ ہک ہلیم انمای اجات ےہ بج ولگ وخش وہےت ںیہ۔‬
‫ان یک واضتح رکںی ہک ہلیم ںیمہ ولوگں ےک ابرے ںیم تہب چک اتبات ےہ۔‬
‫اقثتف ےک ابرے ںیم ان یک واضتح رکںی۔‬
‫ان یک واضتح رکںی ہک اقثتف یہ ولوگں ےک رےنہ ‪ ،‬وبےنل اور ابلس ےننہپ اک رطہقی ےہ۔‬
‫ابلطء ےس اپاتسکن یک اقثتف ےک ابرے ںیم ابتدہل ایخل رکںی۔‬
‫ان یک واضتح رکںی ہک اپاتسکن ںیم رہ وصےب اک رچلک فلتخم ےہ۔‬
‫ان ےس اجنپب ‪ ،‬دنسھ ‪ ،‬ولباتسچن اور ےک پ ےک یک اقثتف ےک ابرے ںیم ابتدہل ایخل رکںی۔‬
‫ہحفص ربمن ےس ‪ 55‬اور ابلطء ےس نتم ڑپےنھ وک ںیہک۔‬
‫ابلط وک ہی اتبےن ےک ےئل ہک اقثتف ایک ےہ ےک ذرہعی اس قبس وک متخ رکںی؟ اپاتسکن یک اقثتف ایک ےہ؟ اجنپب یک‬
‫اقثتف ایک ےہ؟‬

‫ونعان ‪:‬وہتار‬
‫اپاتسکن اور داین ںیم انمےئ اجےن واےل اخص دونں ےک ابرے ںیم اجںین‬
‫ںیھجمس ہک مہ دیع ارطفل ویکں انمےت ںیہ‬
‫اتکب ہحفص ربمن‪55‬‬
‫ہبلط ےس وپھچ رک قبس رشوع رکںی ‪:‬وہتار ایک وہات ےہ؟ آپ اقثتف ےک ابرے ںیم ایک اجےتن ںیہ؟ اقثتف یسک‬
‫اعمرشے ےک ابرے ںیم ایک اظرہ رکیت ےہ؟‬

‫ابلط وک ان وہتاروں ےک ابرے ںیم ایبن رکںی وج مہ اپاتسکن ںیم انمےت ںیہ۔‬
‫ان وک دو ڑبے وہتاروں ےک ابرے ںیم ایبن رکںی وج املسمن انمےت ںیہ۔‬
‫دیعارطفل ےک ابرے ںیم ان یک واضتح رکںی۔‬
‫ان یک واضتح رکںی ہک دیع ارطفل امہ وشال ںیم انمیئ اجیت ےہ۔‬
‫ان یک واضتح رکںی ہک ہی اہلل اک ہفحت ےہ۔‬
‫ان یک واضتح رکںی ہک ہی ذمیبہ دیع( ملسم ذمیبہ وہتار )ےنیہم اک الہپ اور وادح دن ےہوشال اک سج ےک دوران‬
‫املسمونں وک روزہ رےنھک یک ااجزت ںیہن ےہ۔ یٹھچ ااتتخم اک شج انمیت ےہ‬
‫راضمن ےک وپرے ےنیہم ںیم ولطع آاتفب ےس رغوب آاتفب ےک ‪ 29‬ای ‪ 30‬دن ںیم ےس ‪.‬‬
‫دیع ارطفل ےک ابرے ںیم ابلطء یک واضتح رکںی۔‬
‫وگتفگ رکںی ہک وہ اس دیع وک سک رطح انمےت ںیہ۔‬
‫آپ دیع ارطفل ےسیک انمےت ںیہ اس ےک ابرے ںیم ‪ 10‬الںینئ ںیھکل۔‬
‫ابلطء وک دیع ارطفل ےک ابرے ںیم اتبےن ےک ےئل قبس اک ااتتخم رکںی۔ املسمونں ےن ہی دیع بک انمیئ؟‬
‫املسمن اس ادماد وک ویکں انمےت ںیہ؟‬

‫االسیم دن‬
‫اپاتسکن ںیم انمےئ اجےن واےل اخص دونں ےک ابرے ںیم اجںین‬
‫اتکب ہحفص ربمن ‪57، 55‬‬
‫ابلطء ےس وپھچ رک قبس رشوع رکںی ‪:‬مہ ایک وہتار رکےت ںیہ؟ مہ اپاتسکن ںیم وکن اس وہتار انمےت ںیہ؟ ااسذتہ اک‬
‫ااہظر‪:‬‬
‫ابلطء ےس ان وہتاروں ےک ابرے ںیم ابتدہل ایخل رکںی وج مہ اپاتسکن ںیم انمےت ںیہ۔‬
‫ان یک واضتح رکںی ہک املسمن املسمن ںیم امہ وہتاروں اور اتروخیں یک انشتخ ےک ےئل االسیم وقتمی اک اامعتسل‬
‫رکےت ںیہ‬
‫اترخی‪.‬‬
‫ان یک واضتح رکںی ہک بج االسیم یبن ارکم یلص اہلل ہیلع وملس رشتفی الےئ وت االسیم وقتمی اک آاغز وہات ےہ‬
‫دمہنی ونمرہ ےس۔‬
‫ان یک واضتح رکںی ہک املسمن االسیم وقتمی اور رغمیب وقتمی ےک ےئل ریپوی رکےت ںیہ۔‬
‫ابلطء وک ان االسیم وہتاروں ےک ابرے ںیم اتبںیئ وج مہ اپاتسکن ںیم انمےت ںیہ۔‬
‫ان وک دیع الیمد ایبنل( ص )ےک ابرے ںیم اتبںیئ۔‬
‫ان وہتاروں ےک ابرے ںیم ان یک لیصفت اتبںیئ وج مہ اپاتسکن ںیم انمےت ںیہ۔‬
‫اںیہن وقیم وہتاروں ےک ابرے ںیم اتبںیئ سج وک مہ انمےت ںیہ۔‬
‫اںیہن اتبںیئ ہک ویم اپاتسکن ‪: (23‬امرچ )‪ ،‬ویم آزادی ‪: (14‬اتسگ )‪ ،‬اپاتسکن اک دافع‬
‫دن ‪: (05‬ربمتس )‪ ،‬العم دمحم اابقل یک اسرگلہ ‪: (09‬ونربم )‪ ،‬اقدئاظع یک ویم دیپاشئ ‪ *: (25‬دربمس )وک‬
‫اپاتسکن ںیم وہتاروں یک رطح انمای اجات ےہ۔‬
‫ابلط وک ان اقثیتف وہتاروں ےک ابرے ںیم اتبںیئ وج ولگ اپاتسکن ںیم انمےت ںیہ۔‬
‫اںیہن اتبںیئ ہک ولگ تنسب ‪ ،‬ہلیم رچااغن ‪ ،‬ولک ہلیم انمےت ںیہ۔‬

‫ہحفص ربمن ‪ 1‬رپ ویک ‪ 1‬رکںی۔ ‪ 57‬ابلطء یک اتکب۔‬
‫مہ اپاتسکن ںیم انمےئ اجےن واےل وہتاروں وک اتبےن ےک ےئل ہبلط ےس قبس اک ااتتخم رکںی۔‬
‫قبسالپن‪10‬‬
‫ونعان ‪:‬امہرا اپاتسکن‬
‫اپاتسکن ‪ ،‬اس یک وصخایصت اور العوتمں ےک ابرے ںیم اجںین وج اپاتسکن وک وصخیص انبیت ںیہ۔‬
‫اپاتسکن یک العتم العوتمں ےک ابرے ںیم اجےئن‬
‫‪.‬رگن‬ ‫اپاتسکن اک ہشقن‬ ‫اتکب ہحفص ربمن‪7‬‬

‫دامغ وطافن ‪:‬‬
‫ںیماس ابب وک ہبلط ےک اسےنم شیپ رکںی اور ذینہ رسرگیم ےک اسھت وبرڈ رپ اپاتسکن اک ظفل ںیھکل اور ابلطء ےس‬
‫وپںیھچ ہک وہ اس ےک ابرے ںیم ایک اجےتن ںیہ؟ ان ےک وجاب اک اامعتسل رکےت وہےئ اکی ظفل ابدل انبںیئ اور‬
‫وبرڈ رپ اکی اکی رکےک وپاسٹنئ ںیھکل۔‬
‫ہبلط وک اےنپ اسہقب ملع وک اامعتسل رکےت وہےئ اس وموضع وک اعتمرف رکواںیئ۔‬
‫اںیھن اپاتسکن ےک اچروں وصوبں اک انم اتبںیئ۔‬
‫ان ےس آزاد ااکویئں ےک ابرے ںیم ابتدہل ایخل رکںی وج آزادریمشک اور تگلگ اتستلبن ںیہ۔‬
‫رحتریی وبرڈ رپ اپاتسکن اک ہشقن اپسچں رکںی اور ڑپویس اممکل ےک ابرے ںیم ابلطء یک واضتح رکںی ہک‬
‫اریان ‪ ،‬ااغفاتسنن ‪ ،‬نیچ اور دنہواتسن ںیہ۔‬
‫ابلطء ےک اسھت وشقنں ےک ازجاء رپ ابتدہل ایخل رکںی۔‬
‫ہبلط وک ہی اتبںیئ ہک اپاتسکن ںیم آابدی تہب زایدہ ےہ۔‬
‫آابدی یک االطصح ان ےس ہی اتبںیئ ہک آابدی لک دعتاد ںیم ےہ‬
‫یسک العےق ںیم رہ رےہ ںیہ۔‬
‫رحتریی قن رپ اپاتسکن اک ہشقن ںیچنیھک اور ہشقن وک لبیل رکںی۔‬

‫رھگ اک اکم ‪:‬‬
‫الیاطبل یملع یک اتکب ےک ہحفص ربمن ‪ 8‬رپ اپاتسکن اک ہشقن البی رکںی۔‬
‫ابلطء ےس ہی وپھچ رک قبس اک ااتتخم رکںی ہک اپاتسکن ےک اچروں وصےب ایک ںیہ؟ اپاتسکن یک دو آزاد ااکویئں اک انم‬
‫اتبںیئ؟ آابدی ےک احلظ ےس ان اک ایک بلطم ےہ؟‬

40 L.P (E.s.m.u)

Uploaded by

Document Information

Original Title

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

40 L.P (E.s.m.u)

Uploaded by

Copyright:

Available Formats

Teaching Practice

LESSON PLAN (SCIENCE)

Overview and Purpose:

- Equivalent equations - Transforming Equations - Inverse Operations -

line of reflection - line evenly separating preimage and image line of

1. Use models to explain how the number system is based on 10 and

Overview and Purpose:

Overview and Purpose:

Students will be able to understand, represent, and use numbers in a variety

LESSON PLAN (URDU)

‫وحاہل اجت ‪:‬‬

‫اتکب ہحفص ربمن ‪128‬‬

‫لھچپ قبس یک التوت ‪:‬‬

‫ااسذتہ اک ااہظر ‪:‬‬

‫ابلطء ےس افرگنم ےک ابرے ںیم ابتدہل ایخل رکںی۔‬

‫الکس اک اکم ‪:‬‬

‫اکایپں رپ درج ذلی وساالت رکںی‪:‬‬

‫اکیاسکن ایک ےہ؟‬

‫رہشی العہق ایک ےہ؟‬

‫دیہی العہق ایک ےہ؟‬

‫اپاتسکن ےک ڑبے رہشوں اک انم اتبںیئ؟‬

‫ابلطء ےس وپھچ رک قبس اک ااتتخم رکںی‪:‬‬

‫ونعان ‪:‬العم اابقل‬

‫ونعان ےک ااتتخم رپ ‪ ،‬ابلط وک الہ وہان اچےئہ ‪:‬‬

‫ریہوز آف اپاتسکن ےک ابرے ںیم اجںین‬

‫وحاہل اجت ‪:‬‬

‫کب جیپ ربمن ‪ 9‬اپاتسکن ےک فلتخم ریہوز ےک فلیش اکرڈز‬

‫وپںیھچ ویکں ہک وہ ےلہپ یک امجوتعں ںیم یہ اےس ڑپھ ےکچ ںیہ؟‬

‫ااسذتہ اک ااہظر ‪:‬‬

‫العم اابقل ےک ابرے ںیم ان ےس ابتدہل ایخل رکںی۔‬

‫الکس اک اکم ‪:‬‬

‫رحتریی اتکب رپ دنمرہج ذلی وساالت رکںی‪:‬‬

‫العم اابقل یک دیپاشئ بک وہیئ؟ اپاتسکن اک وقیم اشرع وکن اھت؟‬

‫رھگ اک اکم ‪:‬‬

‫العم اابقل ےک ابرے ںیم ‪ 10‬الںینئ ںیھکل۔‬

‫اپاتسکن اک وخاب سک ےن داھکی؟‬

‫العم اابقل یک دیپاشئ بک وہیئ؟‬

‫ونعان ‪:‬اقدئاظع ‪ ،‬یفح اجدنلرھی‬

‫ونعان ےک ااتتخم رپ ‪ ،‬ابلط وک الہ وہان اچےئہ ‪:‬‬

‫ریہوز آف اپاتسکن ےک ابرے ںیم اجںین‬

‫ابرے ںیم اجںین‬

‫وحاہل اجت ‪:‬‬

‫الھچپ قبس یک التوت ‪:‬‬

‫ںیہ؟ ابین اپاتسکن وکن اھت؟‬

‫ااسذتہ اک ااہظر ‪:‬‬

‫اقدئاظع ےک ابرے ںیم ابلطء ےس وگتفگ رکںی۔‬

‫اس اگل رایتس وک ااجنم دےنی ےک ےئل۔‬

‫اتکب اک ہحفص ربمن ‪ 9‬اور‪ 10‬۔‬

‫الکس اک اکم ‪:‬‬

‫ونٹ کب رپ دنمرہج ذلی وسال رکںی‪:‬‬

‫بج اقدئاظع؟ دیپا وہےئ؟‬

‫اپاتسکن ےک ابین وادل وکن ےھت؟‬

‫اقدئ یک واضتح رکںی۔‬

‫اقدئاظع؟ وک اہکں دنف ایک ایگ؟‬

‫اقدئاظع؟ اک ایک بلطم ےہ؟‬

‫اظع ویکں اہک ایگ؟ یفح اجدنلرھی وکن اھت؟‬

‫ونعان ‪:‬رہشی العہق اقمبلب دیہی العہق‬

‫ونعان ےک ااتتخم رپ ‪ ،‬ابلط وک الہ وہان اچےئہ ‪:‬‬

‫ہشقن ڑپےنھ اک رطہقی ںیھکیس۔‬

‫رہشی العوقں اور دیہی العوقں ےک امنیب رفق وک ںیھجمس۔‬

‫وحاہل اجت ‪:‬‬

‫اتکب ہحفص ربمن ‪ 15 ، 14‬رگن‬

‫ااسذتہ اک ااہظر ‪:‬‬