40 L.P (M.s.i)

‫ لیسن پالن‬40
‫غالم مصطفی‬ ‫ٹیچر‬
‫عاصمہ خانم‬ ‫نام‬
BT616764 ‫رولنمبر‬
18PLE15992 ‫رجسٹریشن نمبر‬
B.ED(2.5 YEAR) ‫پروگرام‬
Autum,2020 ‫سمسٹر‬
8608 ‫کوڈ‬
Math,Science,Islamic Studies ‫لیسن پالن‬
03066303273 ‫عاصمہ خانم‬
Lesson Plan of Math

No.# Table of contents Pg#No
1 Drawing Nets of 3 Dimensional Objects 3
2 Finding Square Footage 4
3 Percentages 5
4 Anti-differentiation 6
5 Graphing relations and functions 7
6 Counting Principles and Probability 8
7 Reflections and Translations as Transformations 9
8 Introduction to Solving Equations using Addition and Subtraction 10
9 Equations and Inequalities can be solved Algebraically, 11
graphically,
10 Solving Quadratic Expressions using many methods 12
11 How to reason 13
12 Measurement 15
13 Fractions 17
Lesson Plan of Science
1 Sorting and Classifying 18
2 Hubble Telescope 20
3 Earth Matters 22
4 Floating Plates on the Earth 24
5 Our Physical Environment 26
6 Stress and Strain 28
7 The Lunar and Terrestrial Tug of War 29
8 Understanding Rotation 30
9 What On Earth 32
10 Differentiate between Weather 34
11 Plants 35
12 Reptile adaptations 36
13 Animal Habitats 37
14 The Human Body/Bones 38
Lesson Plan of Islamic Studies

1 Allah, My lord 39
2 God Almighty and His attributes 42
3 Allah, the Most Kind (Al-Lateen) 44
4 The All-Aware One ( Al-Khyber) 46
5 Honoring the Parents 48
6 Obedience to parents 50
7 Etiquette of entering or leaving a house 52
8 Thics of Islam 54
9 Seurat Al-Infitaar-1 58
10 Seurat Al-Infitaar-2 60
11 The true Book (Surat As-Sajdah: 1-12) 63
12 The last Sermon of Holy prophet 66
13 Shah Abdul Leif 69
LESSON PLAN 01
MATH (Grade 9-10)
Teacher Name: Asma khanam
Subject: Math
Date: January 26, 2021
Topic : Drawing Nets of 3 Dimensional Objects
Age Range:
Grade 9 through Grade 12 (High School)
Class Strength : 35
Overview and Purpose:
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 02
MATH (Grade 9-10)
Subject: Math
Topic: Finding Square Footage
Age Range:
Class Strength: 35
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 03
MATH (Grade 9-10)
Subject : Math
Topic : Percentages
Age Range:
Class Strength: 35
Students will be able to apply percentages to real life situations by figuring the amount of
income tax that will be withheld from a salary. Students will learn about credit and credit
scores. They will learn what will impact their scores and what will help their scores. Make sure
the students will learn about all the aspects of credit, and that they will be able to make informed
decision regarding credit.
Objective:
The student will be able to
*calculate how much they will pay in federal, state, and local income tax for a year when they
are paid for doing their dream job.
*Research salary information on the Internet.
Students will understand the concept of credit
They will understand the concepts of a credit score.
They will learn the importance of having good credit.
Concept of interest, and learn how to analyze interest.
Resources:
Internet access
Tax percentages for your area
Math journals
Calculators (optional)
Activities:
1. Open by asking if any of the students have a credit card. If not ask if their parents have credit
cards, and if they understand how they work.
2. Next write these words on the board: Credit, credit card, credit risk, interest, APR, and credit
limit. Make sure I discuss this with the class in detail.
3. Explain how credit cards work. Explain to them how the interest works if they do not pay
off the balance of the card when it is due.
4. Discuss the difference between credit cards, debit cards, and cash. Explain how each of them
work.
5. Ask how banks make decisions on if they want to offer you credit.
Begin a discussion about credit scores, how lenders use them, and what makes up an
individual's credit score. Explain that a credit score is a number calculated using a number of
different variables. The resulting score helps lenders determine how likely a borrower is to pay
a loan or credit card back on time. In other words, a score is a snapshot of "credit risk" at a
given time. Ask students if they know which organizations calculate credit scores: is it the
banks, the government, or private organizations? (Answer: Private organizations calculate
credit scores. One well-known organization is the Fair Isaac Corporation, which produces the
"FICO score" -- the most widely used credit score. Other scores include Next Gen, Vantage
Score, and the CE Score.)
Have students look up the average salary for their dream job. Explain that they will have to pay
taxes on that salary to the local, state and federal government. They can either research the tax
percentages or you can give them to them. Have them calculate how much each week, month,
and year they will pay in taxes and record the amount in their journals.
Graph the different amounts and have them draw conclusions about the amount of taxes people
pay.
Closure:
Homework could include having students calculate and graph the amount paid in taxes for
salaries at least $25,000 apart. More advanced students may also want to research the amount
of other taxes withheld (Social Security, Workman's Compensation) and analyze how that
affects salaries.
LESSON PLAN 04
MATH (Grade 9-10)
Anti-differentiation
TeacherName: Asma khanam
Grade: Grade 9 -12
Subject: Math
Class Strength:35
Topic: Anti-differentiation
Anti-differentiation Indefinite integrals Introduction to

Integration (Students have completed lessons on
Content: differentiating both by 1st principles and by the rule. This is
the lesson that introduces the reverse concept (ie f'(x) back
to original function f(x), the beginning of integration).
Students will develop an understanding for the basic
concept of anti-differentiation. They will apply rules for find
Goals:
the outcome of several different system based problem
types.
Identify appropriate rule to use for anti-differentiation
Correct application of rule Notation Use of the C constant
Objectives:
Student teacher focus - - Clear and concise - Accurate with
content - Confident – Approachable
Whiteboard, markers textbook My notes, includes
Materials:
questions to ask, examples to show
General discussion of what Anti-derivative is. Lead
discussion, prompt questions include "What was f'(x) giving
Introduction:
us"? - GRADIENT FUNCTION "What if we are given f'(x) and
want to go back to f(x)"?
Development: Rules and examples - see handwritten notes
Students will take a ten question pre-quiz to establish a
baseline of current knowledge. Students will then take a
Practice:
quiz at the beginning of the second day to determine if the
past class was successful.
Accommodations:
Feedback from students with regards to understanding Ask
for questions from class Walk around, see how they are
Checking For Understanding:
working Beginning of following class ask for homework
questions and/or problems and work through them.
Closure:
A 6 page test will be taken three days after this lesson is
Evaluation:
taught.
I would like to include a hands-on activity in a future
Teacher Reflections: lesson. Also I would like to integrate technology more in my
lessons.
LESSON PLAN 05
MATH (Grade 9-10)
Coordinate Graphs with y-intercept
Teacher Asma khanam
Name:
Grade: Grade 9-10
Subject: Math
Class Strength; 35
Topic graphing relations and functions
Using y-intercept to graph lines. If time permits, I will introduce
Content: "perpendicular" lines. terms: y & x axis, ordered pairs, coordinate pairs,
reciprocals(neg. & pos.), rise over run(remind that rise can be negative)
Students will graph lines using the y-intercept formula. After graphing
Goals:
lines students will find ordered pairs which cross the y & x axis.
Have students demonstrate ability to find pertinent information
needed to successfully graph a line from the y-intercept formula.
Objectives:
Students will have the opportunity to use whiteboard to show work
from previous days assignment.
Materials: graphing activity from 2-23-09, worksheet 4-4, rulers, whiteboard
Ask students to describe the two ways we have used to graph lines. We
Introduction: first used table or charts. We then learned how to use the y-intercept
method. Ask which method takes the least amount of time.
Model using whiteboard. Explain that in today's activity they will need
Development: to find the value for y if it isn't given. If the number in front of x is a
whole number it needs to be thought of as a fraction.
Practice: Complete first 2-3 problems from 4-4 on whiteboard.
Shorten assignment if necessary. Work independently with students if
Accommodations:
necessary.
Checking For Ask students for questions or concerns with assignment. Ask students
Understanding: to use terms in a sentence.
Let students know that they will have one more day working with
Closure:
graphing lines and then we will begin reviewing for our exam.
Evaluation:
Teacher
Reflections:
LESSON PLAN 06
MATH (Grade 9-10)
Counting Principles and Probability

Grade: Grade 9-12
Subject: Math
Date: February 01, 2021
Class Strength:35
Topic: Counting Principles and Probability
Calculate the odds of an event occurring. Determine and justify the
Content: validity of a probability. Identify sample space,simple events,
compound events,independent events and mutually exclusive events.
Probability is the relative likelihood that an event will occur. Probability
Goals: is used in many real-world fields, fundamental counting principal can be
used to find the number of ways in which an event can occur.
Introduction to Probability-find the theoretical probability of an event.
Apply the counting principle. Solve problems involving linear
Objectives: permutations. Solve problems involving combinations,permutations
and combinations. Find the probabilities of mutually exclusive events
and inclusive events.
Holt Algebra 2 book, Pacemaker Algebra 1 book, calculator, math
Materials:
manipulatives (cards, fake money, dice, pebbles)
Do NOw-Math Journal Question-15 min Quick Warm UP pg 628 Review
of prior week assignment-mean,median,mode Review vocabulary-
Introduction: Pacemaker Algebra 1, trial,experiment,sample space,event,theoretical
probability, experimental probability,fundamental counting principle, P
A Standards2.2F,2.7A,2.7C,2.7D,2.7E,2.7.8A,2.7.8E
Activity-Students will analyze manipulative discuss
likely,unlikely,impossible or certainty of events. -Question approximate
how many times a coin is flipped determine how many times coin lands
Development:
on heads, keep track of flips (group project-numa vs. subtracto)
WEEKLY THEME WEDNESDAY-Problem solving using pictures see
handout.
Practice: See attached Guided Practice Sheet
manipulatives, calculator, extended time, simplified directions,
Accommodations:
decoding of words, vocabulary graphic organizer
Checking For
Quick Quiz-understanding the terms,
Understanding:
Closure: Review-tie to next lesson, check for understanding of concepts
vocab quiz,group project probability, mean ,median mode class group
Evaluation:
project (Do you Measure UP!)
Teacher I would like to include a hands-on test of some kind. I need to learn
Reflections: more about the possibilities of this.
LESSON PLAN 07
MATH (Grade 9-10)
Geometry Transformations
Grade: Grade 9-10
Subject:
Math
Class Strength:35
Topic: Reflections and Translations as Transformations

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
Development:
become lines 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,-2
Practice:
D(4,-1)-->T1,-6 D'( )5,-7
Reflections hold distance, not orientation visual diagram Translations
Accommodations:
hold distance and orientation visual diagram
Questions: What's necessary for a reflection? Compare and Contrast -
Checking For
Line of Reflection/Line of Symmetry Compare - bisects into 2 equal
Understanding:
parts; mirrors other side Contrast - 1 object (Sym) vs. 2 objects (Refl)
Explored transformations using concepts of reflection and translation;
Closure: next will use concepts of dilation and rotation. H.W. - Pg. 467 ex. 1-6, 8-
11, 25-29 Pg. 472 ex. 15-22, 24, 37-39
Evaluation:
Teacher
Reflections:
LESSON PLAN 08
MATH (Grade 9-10)
Introduction to Solving Equations
Grade: Grade 9-10
Subject: Math
Class Strength: 35
Topic: Introduction to Solving Equations using Addition and Subtraction
- 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
Development:
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
Practice: to the 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 who are not grasping the material fully are sent to the
Accommodations:
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
Checking For
students and teacher 3. Visual Observation of student work at the
Understanding:
board 4. Exit card 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.
Evaluation: 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 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
MATH (Grade 9-10)
Solving Equations and Inequalities Using Different Methods

Grade 9-10
Grade:

Subject:
MATH
Class Strength:
35
Equations and Inequalities can be

solved algebraically,graphically, and
Topic:
numerically. Linear Relationships
model real world situations.
Extrapolate a requested data point
for a given scatter plot, determine
the equation of a line, given two
Content: points on the line or the slope of a
line and point of a line. Extrapolate
requested data values from lines of
best fit in scatter plots.
Aim:Create scatter plot and draw an
informal inference about any
correlation between the variables.
Goals: Use a graphing calculator to find an
equation for the least squares line
and use it to make predictions or
estimates.
Students will learn to make a
scatter plot. Students will be able to
define what a scatter plot is.
Objectives:
Students will formulate data and
create a scatter plot. PA Standards
2.2C,2.8K,2.8L,2.8M,2.8P,2.8.8F
Text:Holt Algebra 2 Book Page 37
Materials: Lesson 1.5, , Pacemaker Algebra 1
book page 215. Graphing Calculator.
Weekly Theme Review-Graphs
Weekly Theme- Warm UP-Do Now
Introduction:
Journal Entry 5-10 min Quick Warm
Up -Inequalities Review 10-15 min
Activity-Students will formulate a
graph using a x-axis and Strategy-
Students will explore the concept of
scatter plots, expand their
knowledge of graphing coordinates,
relate real world problems to the
scatter plot process. y-axis graphing
Development:
the coordinates A(1,400),B(3,300), C
(6,150), D (8,50) Vocabulary-positive
correlation, negative correlation, no
reliable correlation, least squares
line, scatter plot page 215
Pacemaker book, Algebra 2 Book
copy examples of the correlations.
Exercise 1,2 Algebra 2 book,
Practice: Pacemaker book page 227 Try These
Guided Practice
Extended time,direct instruction,
Accommodations: repeated directions,
highlighter,Pacemaker Book.
Homework Review definitions,
matching definitions,
Compare/contrast using Venn
Checking For
diagram negative correlation
Understanding:
positive correlation. Student
Technology Guide-1.5 (Due
Thursday)
Review Correlations-
positive,negative, scatter plots,
Closure: graphing using calculator. Chapter
Quiz 9,10 Pacemaker book Unit
review number 1,2,3.
Quiz-Definitions Identify the types
Evaluation: of correlations. Graphing a scatter
plot on graphing calculator. Creating
a scatter plot after gathering data.
Scatter plot group project Due
November 2007 using data from
sports, weather or other
demographics.
Teacher
Refer to Time line Schedule book.
Reflections:
LESSON PLAN 10
MATH (Grade 9-10)
Solving Quadratic Equations

Asma khanam
Teacher Name:

Grade:
Grade 9-10
Class Strength:
35
Topic: Solving Quadratic Expressions using many methods

Methods: Factoring, Completing the Square, Quadratic Formula,
Content:
Graphing Calculator
Students will solve quadratic equations using various methods.
Students will understand what their answers mean and the different
Goals: possible types of answers we can have. Students will understand that
some methods are more useful than others depending on the type of
quadratic equation.
The learner will solve quadratic equations by applying the zero product
property The learner will solve quadratic equations by completing the
Objectives:
square and the quadratic formula. The learner will solve quadratic
equations by utliizing the graphing calculator.
Materials: SmartBoard, TI SmartView 84 Plus calculator emulator
The class will begin with a warm up on simplfying quadratic
expressions. Then, the students will be presented with a soccer
Introduction:
problem that describes the path of the soccer ball and they will solve it
to find out how long it takes to hit the ground.
I will show the students that there are many ways to solve this
problem. We will discuss the different ways that they came up with.
Development: Then I will tell them how some methods will allow us to solve all
quadratic equations. I will chunk the different methods and allow time
for the students to practice and solve.
Students will have 4 problems of each method to solve. I will place one
Practice: on the board, walk around and help if needed, then show them how to
do it. I will have students put their answers on the board.
It may be helpful to show students what the visual representation of
Accommodations: quadratic functions look like and how where it crosses the x axis is
where the solution lies.
I will have students write on note cards a problem that they create
Checking For
themselves. They must really understand it in order to creat their own
Understanding:
equation.
Students will have a summarizer problem that they must solve before
Closure: they leave. It will be a tough equation and they will be able to use any
method they want to sovle.
The students will have homework problems over solving and a quiz the
Evaluation:
next day.
The students did great. I was only able to cover two methods because
Teacher of time but the students really enjoyed creating their own problems. I
Reflections: should have started the soccer problem out using a graph instead of
factoring. Overall, it was successful.
LESSON PLAN 11
MATH (Grade 9-10)
Teacher Name Asma khanam
Class 9th
Subject mathematics
Date February 08, 2021
Duration 45 mins
Class Strength: 35
Topic how to reason
Objectives Students wil learn to make conclusions from facts in a logical way, or
to reason.
Material Needed none
Methodology Geometric Shapes Have the students draw and cut out paper shapes
of rectangles, squares, trapezoids, and triangles. Discuss their
different properties. For example, talk about the number of equal
and unequal sides. Then, ask questions about the shapes. For
example, How are they alike or different? or Which do you see
more/less of? Have the students look around their houses,
apartments, or neighborhoods for examples of shapes. place value
Review the following fact: the place of a digit in a numeral tells its
value. 325-3 has the place value of hundreds, 2 has the place value
of tens, 5 has the place value of ones Have students look for
numbers in everyday experiences. For example, the values of page
numbers in a book or on a restaurant menu. Then, ask questions
about the place value of digits, such as What place do you think the 3
is in the number 36? Even/Odd Numbers Review the following facts:
Even numbers end with 0, 2, 4, 6, or 8. Odd numbers end with 1, 3,
5, 7, or 9. Help the child to recognize even/odd numbers in everyday
life.
Evaluation Ask how the child applied reasoning to his or her recognition.
LESSON PLAN 12
MATH (Grade 9-10)
Class 9th
Subject Math
Duration 45 mins
Class Strength: 35
Topic Measurement
Objectives Children will be able to know different formal units of measure like
metre, litre and kilogram
Material Needed Different objects in the classroom, cups, jug and measuring tape
Methodology Start the lesson by discussing the informal units of measurement
such as, we measure cloth with an arm's length, distance with
footsteps and length of table with handspan. Have an interactive
discussion on formal units of measurement such as we measure
cloth in metres, show them the measuring tape and they can
measure each others' height in metres. In the same way show how
capacity is measured in litres e.g milk, water and oil. Also show them
how weight is measured in kilograms like vegetables, sugar and rice.
You can even bring a litre jug and a weighing scale in the classroom
to show the children.
Evaluation Let the children write different units of measurement and list the
things under the headings.
LESSON PLAN 13
MATH (Grade 9-10)
Class 9th
Subject Maths
Duration Depend upon the size of the class

Class Strength: 35
Topic Fractions
Objectives Students will use problem solving skills and knowledge of fractions
to help them solve riddles about fractions.
Material Needed None
Methodology Write some riddles about fractions for students to solve. For
example, "The sum of the digits in my numerator and denominator is
12. I am equivalent to ¸. What fraction am I?" (4/8). The same
question can be used over and over again with different numbers.
Also, make up similar riddles that involve fractions in a similar way.
The questions can be typed up on a worksheet for individuals or
groups to work on, or they can be presented to the class to allow for
them to think colletively.
Evaluation Nill
LESSON PLAN 01
Caboodle Bags for Science
Grade: Grade 5-8
Subject: Science
Class Strength: 30
Topic: Sorting and Classifying

Content: Scientific Observations of Items; sorting, classifying, Venn Diagram
Goals: TLW sort and classify.
TLW sort items based on similarities and differences. TLW construct
Objectives:
rules for sorting based on similarities of objects
bags with various items such as a feather, wood, bottle cap, string, etc...;
Materials:
magnifying glass smart board for examples paper to record
Hold up a toy car, toy train, and toy airplane. Have students compare how
Introduction: these items are the same and different. Have them record responses on
sticky notes.
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
Development:
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.
Have students look through caboodle bags and sort items that have
Practice: similarities. Have students place in the appropriate part of the Triple Venn.
Have students creat rules for how they sorted.
Some students will receive a closed sort where they are given the rules
Accommodations: and have to try to sort them correctly. Advanced students will have to try
to sort them in more than one way.
CheckingFor Informal assessment will be given by the teacher as s/he walks around
Understanding: and gives feedback about the sorting rules.
Students will think-pair-share what rules should be used to sort several
Closure:
items that the teacher puts up on the board.
Evaluation is based on how many students could effectively sort the items
Evaluation: and create rules for sorting. An additional way to assess is to see how
many can think of more than one way to sort.
This is an effective lesson. The students loved manipulating the items and
using the magnifying glass. High motivators that kept all engaged. Some
Teacher
students couldn't think of more than one way to sort so I know that they
Reflections:
need more opportunities in lessons to look for the answers that are less
obvious.
LESSON PLAN 02

Grade: Grade 5-8
Subject: Science
Class Strength: 30
Hubble Telescope
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.
Objective:
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.
Resources:
PowerPoint presentation of pictures from the Hubble telescope
Internet access for the students
Activities:
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).
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.
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.
Closure:
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. 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 03
Earth Matters
Grade: Grade 5-8
Subject:
Science
Class Strength:
30
Description
Students will understand and be able to identify the Earth's equator, prime meridian, lines of
latitude, lines of longitude, parallels, and meridians.
Objectives
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.
Materials
-12- 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 .
Preparations
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.
Procedures
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 materials 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.
Assessments
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.
Extensions
This lesson is continued in another Beacon teacher lesson plan called Pinpointing Particular
Places.
LESSON PLAN 04
Floating Plates on the Earth
Teacher Name: Asma Khanam
Grade: Grade 5-8
Subject: Science
Class Strength: 30
Description
Science students develop a concept map to help them organize information, on Plate Tectonics,
after reading a selection. Students then organize notes into an outline to further demonstrate
knowledge of this topic.
Objectives
The student knows that the solid crust of Earth consists of slow-moving, separate plates that
float on a denser, molten layer of Earth and that these plates interact with each other, changing
the Earth's surface in many ways (e.g., forming mou
Materials
-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
-CD Beth’s Rock collection Volume 1 – Songs of Science for Our Times at
Preparations
1. Locate a source on plate tectonics including an explanation of the types of boundaries.
2. Review teacher notes and selection you will be using.
3. Make copies of the concept map. (Attached file)
Procedures
Day 1
Have “Isn’t it Ironic” from Beth’s Rock collection Volume 1, playing as the students enter
the classroom.
(Great CD for science teacher!!!)
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.
9. Using class discussion, construct a concept map. Include types of movement, names of the
boundaries, the effects of the boundaries.
10. Review outline format and requirements.
11. Have students individually prepare an outline detailing the information gained.
12. Circulate as students prepare outlines to answer questions and provide feedback.
13. Circulate and check student outlines for required information:
Definition of Plate Tectonics.
Description of the composition of the plates, and layers involved.
Description of the three types of plate movement.
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.
Assessments
Formative assessment is ongoing during the concept map activity and the development of the
individual outlines.
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 05
Our Physical Environment
Grade: Grade 5-10
Subject: Science
Class Strength: 30
At the the completion of the lesson pupils must be able to identify the
Goals:
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.
Objectives:
name isolated peaks 4. join all mountain with a dotted line. 5. label the
mountain ranges and isolated peaks
Materials: ICT- film viewing, Maps, Atlas
Teacher will make pupils watch a small film on the relief of Mauritius.
Introduction: Then teacher asks pupils about what they have seen. The teacher explains
that the mountain ranges form part of the reliefs of Mauritius
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
Development: 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.
Teacher ask pupils to join all the mountain ranges and peaks together to
Practice: make a circle. Then teacher explains that it form part of a big volcno
which formed Mauritius.
Teacher bring pupils in the yard and ask pupils to look around them and
Accommodations: to look for mountain ranges or mountain peaks and find from their atlas
which mountain range or peak it is
Checking For Teacher ask pupils to trace the map and then to mountain ranges and
Understanding: peaks and to label them
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
Closure:
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.
1. Trace an outline map of Mauritius along with the Mountain Ranges
and isolated peaks. 2. Mark and name 3 mountai ranges, two mountain
Evaluation:
peaks and three isolated peaks. 3. Join all the mountain and find out which
shape it does have.
Teacher
Reflections:
LESSON PLAN 06
Stress and Strain
Teacher Name : Asma khanam

Grade level- 5-10
Subject: Science
Class Strength: 30
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 materials effect the movement of the earth's crust.
Materials needed:
The following materials 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.
Strategy:
INSTRUCTOR'S PREPARATION:
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 materials.
CLASS ACTIVITIES:
1. On the tension and shearing models the students are to place masses on the
strings in equal increments and note the movement of materials 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 materials 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.
Expected results:
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.)
Conclusions
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 07
The Lunar and Terrestrial Tug of War
Teacher Name: Asma khnam
Grade: Grade 5-8
Subject: Science
Class Strength: 30
Description
Students work in groups to locate, comprehend, interpret, and evaluate information about
celestial bodies that influence ocean tides on Earth. Students apply this information through
graphic representations.
Objectives
The student understands the relationships between events on Earth and the movements of the
Earth, its Moon, the other planets, and the Sun.
Materials:
-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
Preparations
1. Prepare one copy per student of the checklist in the associated file.
2. Purchase and assemble these materials 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).
Procedures
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.
7. 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.
8. Tell the students to use captions along the side or bottom of charts to define terms and
explain the relationships.
9. 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.
10. Tell students to use the checklist to ensure all related information is included.
11. As each group completes the lesson, take up the charts and assess the work based on the
checklist and accuracy of the charts.
Assessments
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. 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.
LESSON PLAN 08
Understanding Rotation
Grade: Grade 5-8
Subject: Science
Class Strength: 30
Description
This lesson helps students develop a better understanding of the rotation of the earth through a
hands-on experiment.
Objectives
The student knows that night and day are caused by the rotation of the Earth.
Materials
-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
Preparations
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.
Procedures
Morning:
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.
7. 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?
8. Explain that the rest of the lesson will be done outside and in pairs.
9. 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.
10. 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.
11. Have students stand next to each other to make sure their shadows don’t overlap.
12. Now, have students trace their partner’s shadow. Make sure the students write their name
inside their shadow.
13. Return to classroom.
Afternoon:
14. After a few hours return outside. Point out the differences from the morning light to the
afternoon and the location of the sun. Let students predict what will happen when they step
on their shadow. Have students stand on their shadow and once again outline their shadow.
Have students explain what happened to their shadow from the morning to the afternoon. Ask
questions to monitor comprehension.
15. Explain that this process occurs everyday and as a result we get day and night, sunrise
and sunset. Ask students where will their shadow be if they were to come back and stand on
their shadow at 8pm? How will the lighting be different from the morning? Also, ask students
what will the see at night that they can’t see in the morning?
16. Return to classroom. Give each student a white construction paper and crayons. Have
them fold it twice to create three columns. In the first column they will draw a picture of
where they sun was at in the morning and how their shadow looked at that point. In the
second column they will draw a picture to show where the sun was located when they went
outside in the afternoon. In the last column they will draw a picture of how things will look at
8pm. Encourage them to use details and shades to demonstrate the changes throughout the
day.
17. Collect students’ work and once again demonstrate the earth’s rotation.
Assessments
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. 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.
3. In the last column the moon should replace the sun and stars may be added. All three columns
must be completed in the time provided by the teacher.
LESSON PLAN 09
What On Earth
Grade: Grade 5-8
Subject: science
Class Strength: 30
Description
What on Earth Is Earth science? That is what students discover in this lesson through concept
mapping, discussion, and self-discovery.
Objectives
The student knows that the disciplines of science provide in depth study and information that
becomes available for all to share and use.
Materials
-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)
Preparations
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.
4. Copy the K-W-L Chart on Earth Science for each group of 4 students. (See Associated File)
5. Make an overhead of the Concept Map of Science. (See Associated File)
6. Copy the Goal 3 Standards Checklist. (See Associated File)
Procedures
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.
17. Invite groups to share their ideas with the class and record them on the L section of the
class chart. At this time, you should address any misconceptions that were mentioned in the K
section. Guide students to understand why something was or was not an example of Earth
Science. This is a good opportunity to provide feedback and to formatively assess student
understanding.
18. Now it is time to explain the poster project to the students. Pass out a rubric to each student
and read it with the students so they know what criteria will be assessed. (See Associated File)
Make sure students understand that the poster must include all four disciplines of Earth Science
(Geology, Astronomy, Meteorology, and Oceanography). Caution them that when drawing
pictures to support each category, they should not include other sciences. For example, the
oceanography drawings should not include marine animals because oceanography is not the
study of marine animals. That would be a life science called marine biology. Remind students
that they can use their concept map as a tool and/or revisit the boxes around the classroom for
ideas. Inform the students that each person must complete his or her own poster.
19. Pass out poster paper and crayons so that students can get started. They will not finish the
poster in this time period. You may want to assign it as a homework assignment or allow them
time to finish the following day.
Assessments
1. The K-W-L Chart is used as a diagnostic tool as well as a formative assessment tool during
the lesson.
2. As a summative assessment, 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)
3. The students construct a response to a journal question that is used as a summative
assessment for this lesson. (See Associated File for further details)
4. A checklist is used to assess the Goal 3 Standards. (See Associated File)
Extensions
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.
LESSON PLAN 10
Differentiate between Weather
TeacherName Asma khanam
Grade: Grade 5-9
Subject: Science
Class Strength: 30
Topic: Weather
hurricane, eye, spiral, eyewall, rain, wind, waves, ocean, storm, radar,
Content: storm surge, thunder, lightning, tropical storm, marine flag, flood, tide,
water
Goals: 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
Objectives:
will be able to describe the structues of a hurricane 4. The learners will
define vocabulary related to hurricans and weather
weather and hurricane worksheets, bowl, food coloring, paper, pencils,
Materials:
crayons, markers or colored pencils
The teacher use a visual graph on the board to introduce the weather unit.
Introduction: The students will use what they know about weather and identify words
that relate to weather.
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
Development: 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.
The students will create a hurricane using a bowl of water and food
Practice:
coloring to understand the structures of a hurricane.
The lower group will listen and write words relating to weather and
Accommodations: hurricanes. The upper group will read about weather and hurricanes. Both
groups will create a hurricane in a bowl.
CheckingFor The teacher will verbally ask basic questions about weather and
Understanding: hurricanes.
Closure: The teacher will ask what they learned and list it on the board.
Evaluation:
Teacher
Reflections:
LESSON PLAN #11

Class 10th
Subject Science
Class Strength: 30
Material Needed Students will need the following: • Variety of seeds • Magnifying glass
or microscope • Meter stick • Fan • Small dry seed, one for each
student (bean or watermelon) • Paper (to be cut for winddispersed
seed demonstration)
Methodology dispersed seed mechanism for their seed. The wind-dispersed seed
should be designed to travel the farthest distance. All students should
use the same supplies for their seed design: feathers or paper, tape or
glue. 7. Have the students drop their seed designs, all from the same
height, in front of a room fan. Next, have them measure the distance
their seed traveled. Repeat trials should be made, with calculations of
the average distance traveled. 8. Have students discuss what design
worked best. How would they improve their design? The students
could research to find a naturally occurring seed that is similar to their
designed seed.
Discuss results with the class and evaluate students on their oral
contributions. Display the students’ seed sketches and grade them on
the amount of scientific information shown. The seed dispersal lab
can be evaluated as a traditional lab report.
dispersed seed mechanism for their seed. The wind-dispersed seed should be designed to
travel the farthest distance. All students should use the same supplies for their seed
design: feathers or paper, tape or glue. 7. Have the students drop their seed designs, all
from the same height, in front of a room fan. Next, have them measure the distance their
seed traveled. Repeat trials should be made, with calculations of the average distance
traveled. 8. Have students discuss what design worked best. How would they improve their
design? The students could research to find a naturally occurring seed that is similar to
their designed seed.
Evaluation Discuss results with the class and evaluate students on their oral contributions. Display the
students’ seed sketches and grade them on the amount of scientific information shown.
The seed dispersal lab can be evaluated as a traditional lab report.
LESSON PLAN #12
Class 9th
Subject Science
Class Strength: 30
Material Needed • Chalkboard or chart paper • Marker • Classroom Worksheet •

Research resources (e.g., Internet, CD-ROMs, encyclopedia, etc.) • Construction paper • Pencil
Methodology 1. Share an amazing fact with students: At one time, giraffes came in a variety of neck lengths.
Some giraffes had much shorter necks than modern giraffes. Ask students to brainstorm why
short-necked giraffes did not survive. Then offer an explanation of natural selection: The
giraffes with shorter necks couldn’t compete with long-necked giraffes. Explain that the
giraffes were not in an actual contest that they could win by changing their physical
characteristics or behavior; they were unknowing participants in a competition that takes place
every day in nature: Food supplies are limited so animals must compete for them with other
species and like animals. Unlike the giraffes with long necks, short-necked giraffes couldn’t
reach leaves and twigs up high as well as the ones closer to the ground. Because many animals
could eat the low-lying vegetation, fewer shortnecked giraffes got enough to eat. Over
generations, giraffes with longer necks grew stronger and healthier. The long-necked giraffes
had more and more babies that, like their parents, inherited long necks and were better able
to survive when food was scarce; no other animal could reach the high leaves as well as they
could. Over time, more and more short-necked giraffes died before they could reproduce more
short-necked babies. Eventually, only long-necked giraffes were born. This process of change,
called “natural selection,” happens in all species. 2. Explain that a giraffe’s long neck is an
adaptation, a trait that helps it fit in and survive in its environment. Tell students that
sometimes different species within the same family have very different adaptations that
depend on location. For example, the Siberian tiger has striped fur while the snow leopard
sports a
white and black coat. These adaptations allow each species of cat to meet the challenges of its
different environment. The Siberian tiger’s striped fur keeps it disguised in the dense forest of
China; the snow leopard’s white fur helps it hide in its snowy environment. 3. On the
chalkboard or chart paper make three columns. Label the first column “Animal,” the second
column “Adaptation,” and the third column “Effect.” Fill in the first two columns with some
sample animals and their adaptations. Then, ask students the effect of each animal’s
adaptation. Encourage students to add their own ideas to the list. Here are a few examples to
start the list: Animal Adaptation Effect Giraffe Long neck Can eat leaves in tall trees (the parts
of plants other animals can’t reach) Bird Flies south in winter Warmth Porcupine Sharp, stiff
quills Can defend itself against enemies Chipmunk Hibernate Can avoid winter food shortages
Dolphin Tail Helps it swim 4. Point out the two types of adaptations: physical and behavioral.
A polar bear’s thick fur, which protects it from the cold, is an example of a physical adaptation.
A lizard that “plays dead” to avoid predators is displaying a behavioral adaptation. 5. Invite
students to review the adaptations discussed earlier and identify each as either behavioral or
physical. 6. Ask students to brainstorm about reptiles, noting their responses on the
chalkboard. Add the following traits to the list if the students haven’t already (or circle them if
they’re already on the list), explaining that these are definitive traits of all reptiles: · breathe
through lungs, · have an internal skeleton with a central backbone (vertebrate), · are cold-
blooded (body temperature is directly related to its surroundings). 7. Explain to the class that
reptiles have been living on Earth for over 300 million years. They’ve been able to survive
because of specific traits, both physical and behavioral, that enable them to live in their
environments. Then, introduce students to the following types of living reptile with these fun
facts: · Turtles spend most of their lives in the water and have plated shells covering their
bodies. · Lizards have great vision and use their tongues to taste their surroundings. ·
Crocodiles lose their teeth chomping on prey, but new sets always grow in. · Snakes can go a
long time without eating, but when they do, their meal is usually another animal. · The tuatara
is similar to a lizard, but the tuatara has a third eye and an extra row of teeth. 8. Divide the
class into groups of two or three students. Assign each group one of the following reptiles to
research: snapping turtle, rattlesnake, iguana, American alligator, chameleon, tuatara, sea
turtle, python, Nile crocodile. You might allow them to select a different reptile of their own
choice. 9. Print out and distribute the Classroom Worksheet: Reptile Research to help guide
students’ research. They will be creating a description of the reptile including what it looks like,
where it lives, what it eats, what eats it, and its adaptations. 10. When groups complete their
research, instruct them to make a diagram of their reptile with labeled descriptions of the
animal’s adaptations. Be sure they draw lines from the illustration to each description. If
necessary, show models of other types of
diagrams.
Evaluation You can evaluate your students on their research and diagrams using the following three-
point rubric: · Three points: research report includes a thorough and well-written description
of the reptile including what it looks like, its preys, its predators, and a description of two or
more adaptations and how they have helped the animal survive; the accompanying diagram
is labeled accurately and includes thorough descriptions of the reptile’s various features and
adaptations · Two points: research report is adequate and includes some description of the
reptile and an explanation of at least one of the animal’s adaptations; the diagram is partially
labeled with some description of the labeled parts · One point: little research was completed,
and descriptions are poorly written; no adaptations are described, or they are described
incorrectly; diagram is sketchy and does not included labels with descriptions. You can ask
students to contribute to the assessment rubric by determining criteria for well-written
research reports and diagrams.
LESSON PLAN #13

Class 10th
Subject Science
Duration 45 minutes
Class Strength: 30
Topic Animal Habitats
Objectives Students will understand the following: 1. The Earth supports many different habitats, each
of which has distinct features and distinct plant and animal populations. 2. Animals and
plants are adapted to the conditions of the habitats in which they live.
Material Needed For this lesson, you will need: • Research materials on habitats • Computer with Internet
access • Materials needed by groups for their projects
Methodology 1. Tell students they are going to form groups to research different habitats of the world.
Each group will produce a report on its habitat including the following information: 1. A
physical description of the habitat 2. Examples of the habitat
(geographical locations) 3. Examples of animals and plants that live in the habitat In
addition, each group will be given a specific assignment that will require the group to show
how the animals in the assigned habitat are adapted for life there. 2. On the chalkboard,
write the names of the different habitats students will investigate: grasslands (or savanna),
temperate forest, tropical rain forest, desert, polar ice, tidepools. Then divide your class
into six groups, assigning each group one of those habitats to research. Following are
specific assignments for each group. 3. Grasslands (savanna): Research the speeds of
animals that live in the African grasslands. Project: Create a display that compares the
different speeds of these animals. Write an explanation for why speed is important for
survival in the grasslands. (There are few trees or places for animals to hide in grasslands
habitats. Therefore, speed is important for both predators that are hunting and animals
that are fleeing predators.) 4. Temperate forest: Explain to students that in the winter, less
water is available for trees to take in through their roots, because much of the water in the
ground is frozen. Since trees lose water through their leaves, losing leaves is a way for a
tree to conserve water. Coniferous trees do not lose nearly as much water through their
needles as deciduous trees lose through their leaves. Project: Put a twig from a coniferous
tree (cone-bearing tree with needles instead of leaves) in a cup of water, and tightly fasten
a clear plastic bag around its needles. Put a twig from a deciduous tree (leafy tree that loses
its leaves in the fall) in a cup of water, and tightly
fasten a clear plastic bag around the leaves. Observe what happens. Draw pictures and write
an explanation for what you observed. (There will be more water droplets on the inside of
the bag covering the leaves, showing that leaves lose more water than do needles.) 5.
Tropical rain forest: Describe the three main levels of the rain forest—canopy, understory,
and forest floor. Project: Make a diagram or model showing examples of animals and plants
that live on each level. Choose an animal or plant from each level and explain how it is
adapted to its particular place in the tropical rain forest. (Canopy examples: monkeys can use
arms and legs and sometimes even tails to swing from branch to branch; birds such as parrots
have specialized feet with two curling front toes and two curling back toes to help them hang
on to branches. Understory example: snakes such as boa constrictors spend their days curled
around branches or vines. Forest floor example: jaguars’ spots help them to be better hunters
by making them hard to see among the speckled shadows of the rain forest floor.) 6. Desert:
Choose a desert animal or plant. Project: Make a model of it, draw it, or describe it. Explain
how it is particularly well adapted to survive in a place where there is very little water. (Plant
example: the saguaro cactus has an expanding trunk that allows it to take in a great deal of
water when water is available. The saguaro has stored-up water during the long desert dry
periods. Animal examples: many desert animals dig burrows in the sand to stay cool in the
intense heat; many desert animals sleep during the day and are active at night, when the
temperature is lower.) 7. Polar ice: Research both the polar bear (North Pole) and the penguin
(South Pole). Project: Draw or make a model of each animal. For each animal, explain at least
three ways—physical or behavioral
characteristics—in which it is well adapted for life in a very cold and snowy climate. (Polar
bear examples: two layers of fur and an extra layer of fat under its skin keep it warm; ears are
very small so that very little heat can escape from them; paws are huge to help spread out its
weight over the snow and keep it from sinking in; it builds snow dens to keep its babies warm
in winter; it has white fur that helps it blend in to its surroundings.) 8. Tidepool: Explain how
a tidepool is formed, and describe several animals that are found in tidepools. Project: Make
two models of a tidepool—one at high tide and one at low tide. Use sand, rocks, salt water,
and other materials (e.g., modeling clay) for your models. Draw at least three tidepool
animals and explain how they survive in a constantly changing habitat (sometimes wet,
sometimes dry). (Examples: periwinkles, limpets, and barnacles attach themselves to rocks
by suction so they will not be swept away when the tide goes out; the incoming tide brings
food to clams, oysters, and mussels—all they have to do is open up their shells and tiny bits
of animals and plants flow in.) 9. When students have completed their assignments, have
each group present its project to the class. Discussion Questions: 1. Compare a cheetah to a
top athlete. In what types of sports would cheetahs excel? 2. Many trees grow in the
temperate forest. Talk
about several ways in which the animals that live in the temperate forest depend on trees. 3.
The tropical rain forest is home to more species of animals than any other habitat, and yet
the rain forest is in danger because so many rain-forest trees and other plants are needed for
many products we use. Can you devise a plan to preserve the rain forest without depriving
human beings of products on which they depend? 4. Humans, as well as animals, live in the
desert. Compare and contrast the ways in which humans and animals have adapted to life in
this habitat. 5. Many scientists believe that, as a result of global warming, the polar ice cap is
beginning to melt. Discuss what the effects that the melting of the polar ice cap might have
on the rest of the world. Can anything be done to stop or slow down the process of global
warming? 6. Imagine that you are a tidepool animal, and describe a day in your life in the
tidepool. What difficulties do you have to overcome? What are the positive aspects of life in
a tidepool?
Evaluation You can evaluate groups on their projects using the following three-point rubric: Three points:
fulfills all requirements of assignment; project carefully prepared; group works well together;
presentation well organized Two points: fulfills most requirements of assignment; project
satisfactorily prepared; group works well together most of the time; presentation satisfactory
One point: fulfills few requirements of assignment; project carelessly prepared; group has
problems working together; presentation disorganized
LESSON PLAN #14
Class 9th
Subject Science
Class Strength: 30
Material Needed • paper • pencils • markers or dot stickers • large construction paper or bulletin board
paper
Methodology 1. To begin the lesson, ask your students if any of them have ever broken a bone. Lead a
short discussion on broken bones and the treatments that students received. Then ask your
students the following question: Do you think it takes a large bone longer to heal than it
takes a short bone to heal? Accept student responses as guesses for this question. Then tell
students that they are going to try to answer that question by gathering information from
their schoolmates. 2. Next, ask your students to work as a class to generate a list of questions
for a survey on broken bones and healing time. (Questions might include: Name and age?
Have you ever broken a bone? Which bone did you break? Did you have a cast? How long
was the cast on? How long did it take your bone to heal? Did you require any physical therapy
or special exercises afterwards?) 3. When the class has decided on questions, take your
students to other classes to conduct the survey. (You will obviously need to get permission
from other teachers to visit their classes beforehand.) Try to visit as many classes as possible,
because the more data you have, the more information you can organize. 4. When the
survey is complete, have your students plot their data on a large graph. The vertical axis
should be labeled “Length of Healing Time” and divided into weeks. The horizontal axis
should be labeled with the different bones that appeared in the survey. Using markers or
dot stickers, have your students plot points for the healing times for each broken bone; there
should be several points for each kind of broken bone, and some of the points may overlap.
The collection of points above each bone should give a clear sense of the approximate
average healing time. 5. Lead a discussion about the graph. Ask the class to note whether
there seems to be a relationship between the size of the bone and the length of healing time.
You can also ask students to consider why (or why not) a relationship exists.
Evaluation You can use a five-point rubric to evaluate student work: Five points: survey questionnaire
designed; survey completed with 15 responses; graph designed correctly; data entered
correctly on the graph; student participates in discussion. Three points: survey questionnaire
partially complete; survey completed with 10 responses; graph designed correctly, but with
minimal labeling; some participation in discussion. One point: survey questionnaire
incomplete; survey completed with five responses; graph partially designed, not labeled;
student does not participate in discussion.
LESSON PLAN# 01
Subject: Islamic studies Teacher’s Name Asma khanam Class Strength: 40

Name of
Allah, My lord Grade level 9 Date: February 27, 2021
Lesson
Standard MOE
Relevance to
PAKISTAN
culture and The learner shows awareness and belief in the foundations of faith in God Almighty and His
everyday life: attributes, angels, books and messengers.
(My Identity
standard)
Implementation of
STEM and HOTS Reading, Memorizing, Thinking
Student
competency
Believing in God. Thanking Him for His gifts
Framework
standard/Theme
Moral education God is Lord of the worlds; God is the master of everything.
Standard
Perquisite and
Prior Knowledge
required
Lesson Objectives By the end of the Lesson students would be able to :

(in bullet points)
Use Bloom  Some of the students find out that God is the Lord of the Universe.
taxonomy  Almost discover that God is the master of everything.
Resources
required
textbook, smart board,
(to accomplish your
Objectives)
STARTER I will bring my students to my Lesson by:
Max 10 min. The teacher presents a video showing the universe and its creatures, and then the students
discuss:
- Who created mountains, seas, heaven and earth?
- Who created man, animal and plant?
Development of Teacher Role

lesson
[Steps taken for - The teacher presents the introductory activity Student Role
teaching & learning (I notice and find), and draws the students' Students notice photos, answer
process] attention to the pictures, and then asking questions to conclude that God is the
including: questions Lord of all creatures, the Lord The
- Cooperative Who is the Lord of these animals and birds? Who is World team work
learning the Lord of these birds?
- Activities - The teacher displays activity pictures, then Students notice photos Activity, and
asks about answer every time He is God, To
- The teacher discusses the students in the find that God is the Master of
family picture, and what they are doing. Then everything in this universe.
asks Who lets it to train?
- The teacher displays the activity pictures (I
notice and discover)
students discuss it, using the questions
 Who created the sun?
 Who makes them shine and disappear every
day?
 What happens if the sun does not shine?
Plenary
[ √ ] kagan activity [ ] Quiz [ ] Writing main points
[Formative
[ ] T or F [ ] MCQ [ ] Drawing [
Feedback]
] Writing Key words [ ] Labeling [ ] other (specify)
Max 10 mins.
.........................................................................................................................................
Differentiation in For Intervention
For High Achievers Students For Average Students
Teaching & Students
What happens if you are without Who looks after the embryo in
Learning Who keeps flying birds
your right hand? the womb of his mother?
from falling?
SEN students Names: Accommodations : Notes
Independent
learning Drawing some of God’s made to differentiate between His and man-made
21st Century Skills
Practiced: Creation, thinking, collaborative learning.
Methods of
Self- Assessment Summative Assessment
Assessment of Formative Assessment
Thumb sign The lesson activities
Learning
Integration of
Integration with …………Arabic. to read the Arabic letters well……………….
subjects
Mechanism:
Use of Technology [ √ ] Yes
[ ] No
Mechanism: (Both teacher and student use)
Home Assignment
/ Research work
Comments and
carry over if
needed:
HOD’s / Academic Advisor

Remarks:
LESSON PLAN #02
Subject: Islamic studies Teacher’s

Asma khanam Class Strength: 40
Name
Name of
God Almighty and His attributes Grade level 9 Date: March 01, 2021
Lesson
Standard MOE
Relevance to
PAKISTAN
The learner shows awareness and belief in the foundations of faith in God Almighty and His
culture and
attributes, angels, books and messengers.
everyday life:
(My Identity
standard)
Implementation of
Reading, Memorizing, Thinking
STEM and HOTS
Student
competency
Believing in God. Thanking Him for His gifts
Framework
standard/Theme
Moral education God is Lord of the worlds, God is the master of everything.
Standard
Perquisite and
Prior Knowledge
required
(in bullet points) .
Use Bloom  Almost discover that God is the master of everything.
taxonomy  All of the students mention that Allah is the Lord of the world.
Resources
required
textbook, smart board,
(to accomplish your
Objectives)
Max 10 min. The teacher presents a video showing the universe and its creatures, and then the students
discuss:
- Who created mountains, seas, heaven and earth?
- Who created man, animal and plant?
lesson
Student Role
[Steps taken for
teaching & - The teacher asks the students to look to the pictures, then students say how to keep
learning process] they are asked to thank Allah for His gifts (eye, their organs in safe, for
heart,……) and how to express about their love to Allah. example: I keep On my eyes,
including: - The teacher displays and utters the alphabets for the I do not watch For late, or
students . and ask them to repeat to know how to read not Take a look at the
- Cooperative Qur’an. devices
learning - The teacher conclude the lesson checking what the Electronic ... etc.
- Activities students learned. team work
- listen and repeat.

Then answer the
Questions the
teacher is saying.
- Answer the
questions, tick the
suitable picture.
Plenary
[Formative [ √ ] kagan activity [ ] Quiz [ ] Writing main points
Feedback] [ ] T or F [ ] MCQ [ ] Drawing [
] Writing Key words [ ] Labeling [ ] other (specify)
Max 10 mins. ...........................................................................................................................................
Differentiation in For High Achievers Students For Average For Intervention Students
Teaching &
Students
Learning
What happens if you are without Who looks after the Who keeps flying birds from falling?
your right hand? embryo in the
womb of his
mother?
SEN students Names: Accommodations : Notes
Independent
Drawing some of God’s made to differentiate between His and man-made
learning
21st Century Skills
Creation, thinking, collaborative learning.
Practiced:
Methods of Self- Assessment Formative Assessment Summative Assessment
Assessment of
Learning Thumb sign The lesson activities
Integration of
Integration with …………Arabic. to read the Arabic letters well……………….
subjects
Mechanism:

[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:
Remarks:
LESSON PLAN #03
Subject: Islamic studies Teacher’s Name Asma khanam Class Strength: 40
Grad
Name of
Allah, The Most Kind (Al-Lateef ), e 9 Date: March 02, 2021
Lesson
level
Standard MOE
Relevance to
PAKISTAN  Love the homeland and preserve its gains
culture and  The rights and duties of the individual
everyday life:  Take responsibility
(My Identity
standard)
Implementation of Reading, Memorizing, Thinking
STEM and HOTS
Student
competency Believing in God. Thanking Him for His gifts
Framework
standard/Theme
Moral education Believing that God is The Most Kind (Al-Lateef ), The All-Aware One ( Al-Khabeer)
Standard
Perquisite and
Prior Knowledge
required
Lesson Objectives
(in bullet points) By the end of the Lesson students would be able to :
Use Bloom  Conclude that Allah, glory be to Him is the Most Kind , the All-Aware.
taxonomy  Indicate the manifestations of Allah’s Kindness to His servants.
Resources
required Textbook, smart board,
(to accomplish your
Objectives)
Max 10 min. The teacher displays some pictures of a group of birds, and then discusses the following:
- What happens if the bird does not have wings to fly?
- What is the use of flying birds? Who taught flying birds?
Development of Teacher Role Student Role
lesson
[Steps taken for
teaching & - The teacher presents the introductory- They answer questions to find out that Allah is
learning process] activity (I notice and conclude), and draws the Kind of his servants, an All-Aware Which
including: the students' attention to Rashid’s doing benefits them and what harms them.
- Cooperative with a fan, then ask questions, and listened- Students note photos, They answer questions,
learning to students' answers to access to the desired so they can find that: God is a gentle servant,
- Activities conclusion expert their need, their livelihood, and
- T. goes to the I notice and conclude activity ridiculed them.
p14. Then discuss them using the questions- Students read the dialogue, and they answer for
below; To reach the desired conclusion with questions, then they come to conclusion that:
them. God is gentle to His slaves, Knowing what is
going on in them.
- T. move to I read and answer activity to read
the dialogue and reach to the conclusion.
Plenary [ √ ] kagan activity [ ] Quiz [ ] Writing main points
[Formative [ ] MCQ [ ] Drawing [ ] Writing Key words [ ]
Feedback] other (specify) ...................................................................................................................................
Max 10 mins.
Differentiation in
Teaching &
Learning
Why is the human being born without teeth? What if apples were as hard as rocks?
SEN students Names: Accommodations :
Independent Try to go with your parents to visit a sick friend, write down from which he
learning suffers, and how to thank Allah for His bliss upon you.
21st Century Skills Creation, thinking, collaborative learning.
Practiced:
Methods of Formative
Assessment of Self- Assessment Assessment Summative Assessment
Learning Thumb sign The lesson activities
Integration of Integration with …………………Arabic and science………………………….

subjects Mechanism:

[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:
HOD’s / Academic
Advisor Remarks:
LESSON PLAN# 04
Subject: Islamic studies Teacher’s Asma khanam

Class Strength: 40
Name
Name of
The All-Aware One ( Al-Khabeer) Grade level 9 Date: March 03, 2021
Lesson
Standard
MOE
Relevance to
PAKISTAN
culture and
everyday life:  Love the homeland and preserve its gains
 The rights and duties of the individual
(My Identity  Take responsibility
standard)
Implementation of Reading, Memorizing, Thinking

STEM and HOTS
Student Believing in God. Thanking Him for His gifts
competency
Framework
standard/Theme
Moral education Believing that God is The Most Kind (Al-Lateef ), The All-Aware One ( Al-Khabeer)
Standard
Perquisite and
Prior Knowledge
required
Lesson Objectives
Use Bloom  Indicate the manifestations of Allah’s Kindness to His servants.
taxonomy  Show how to be kind in treating others
Resources
required
(to accomplish your
Objectives)
Max 10 min.
lesson
[Steps taken for
teaching & learning  T. asks the students to move to  They start doing it. saying what they
process] the (we think and answer) should do for these situations.
activity. Showing how to
including: perform it.
 T. present the words in the (I  Repeat and practice.
- Cooperative
train to recite the Holy Qur’an)
learning
activity repeating the words to  They cite examples of kindness
- Activities in dealing with others.
practice how to recite alone.
 T. writes I should be kind with
the others and ask. Are you
kind? Do you love Allah? What
should you do to be so?
Plenary [ ] kagan activity [ ] Quiz [ ] Writing main points [

[Formative ] MCQ [ ] Drawing [ ] Writing Key wor [ ] Labeling
Feedback] ...........................................................................................................................................
Max 10 mins.
Differentiation in
Teaching &
Learning
Why is the human being born without teeth? What if apples were as hard as rocks?

Independent Try to go with your parents to visit a sick friend, write down from which he suffers,
learning \ and how to thank Allah for His bliss upon you.
st
21 Century Skills Creation, thinking, collaborative learning.
Practiced:
Methods of Formative Assessment

Assessment of
Learning
Integration of Integration with …………………Arabic and science………………………….
subjects Mechanism:

[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:

Remarks:
LESSON PLAN #05

Teacher’s Asma khanam
Subject: Islamic studies Class Strength: 40
Name
Name of Grade
Honoring the Parents 9 Date: March 04, 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN
culture and
Students demonstrate an understanding and representing individual and
everyday life:
collective of Islamic values in their behavior.
(My Identity
standard)
Implementation of
STEM and HOTS
Student
Obedience to parents and take care of them, and treating them good is th
competency
e obligatory worship.
Framework
standard/Theme
Moral education
Standard Honoring parents all times.
Perquisite and
Prior Knowledge
required
Lesson Objectives
Use Bloom  Talk about the parents’ grace favor and reward of honoring them.
taxonomy  Conclude that obeying and doing well to parents is a type of worship.
Resources
required
Textbook, board, projector, worksheets
(to accomplish your
Objectives)
Max 10 min. The teacher distributes labels on the groups with unordered words,
and asks each group to arrange the words and make a sentence
Within two minutes, the teacher then asks each group to read the sentence and
display it on the blackboard… eg the ..life .. satisfaction…. Good…is.. their… with….
lesson
[Steps taken for  T. asks students to notice the (I notice and expect)  Answer the questions to
teaching & learning activity Then discuss them around through activity extract the ways of
process] questions, What happens if these creatures do not honoring the parents.
including: find care adequate?
- Cooperative  T. shows the (I read and find out )activity. Ask
learning them to read to conclude the best ways of honoring  Read and express to the
- Activities the parents. image of parents’
 T. shows the (I read and act ) activity asking on of honoring.
the students to take the role of Rashid and put a
word instead the picture to complete the meaning.  Say the right behavior to
be a good boy.
Plenary
[Formative
MCQ [ ] Drawing [ ] Writing Key words [
Feedback]
...........................................................................................................................................
Max 10 mins.
Differentiation in
Teaching & For High Achievers Students
For Average Students
Learning
What does the prophet, peace be upon him,
What is the punishment of those who do not
order us not to do?
honor their parents?

Independent
learning What did your parents do for you? How to honor them?
21st Century Skills
Methods of
Self- Assessment Self- Assessment Self- Assessment
Assessment of
Thumb sign Thumb sign The lesson activities
Learning
Integration of
Integration with …………………Arabic ………………………….
subjects
Mechanism:
[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:

Remarks:
LESSON PLAN# 06
Name
Name of Grade
Obedience to parents 9 Date: March 05, 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN
culture and
Students demonstrate an understanding and representing individual
everyday life:
and collective of Islamic values in their behavior.
(My Identity
standard)
Implementation of
Student
Obedience to parents and take care of them,
competency
and treating them good is the obligatory worship.
Framework
standard/Theme
Moral education
Standard Honoring parents all times.
Perquisite and
Prior Knowledge
required
Lesson Objectives
Use Bloom
taxonomy  Conclude that obeying and doing well to parents is a type of worship.
 Express in his/her own words how to honor their parents.
Resources
required
(to accomplish your
Objectives)
Max 10 min. The teacher distributes labels on the groups with unordered words, and asks each group to arrang
Within two minutes, the teacher then asks each group to read the sentence and display it on th
Good…is.. their… with….
lesson
 T. asks the students to read the old man  They work together to solve the problem.
[Steps taken for situation with his son, and find the
teaching & learning problem and try to solve it.
 Recite the verse.
process]  T. supports the previous situation
with the verse ّ‫"وقضى ربك أالّ تعبدوا إال‬
including:  Listen the their teacher reading and give
"‫إیاه وبالوالدین إحسانا‬. And ask them to
examples of keeping their good relation to
- Cooperative recite
their parents forever.
learning
- Activities  T. display the (My behavior is My
responsibility) sentence and ask them
if they love and obey their parents.
Plenary
[Formative [ ] T or F [ ] MCQ [ ] Drawing [
Feedback] ] Writing Key words [ ] Labeling [ ] other (specify)
..........................................................................................................................................
Max 10 mins.
Differentiation in
Teaching & For High Achievers Students
Learning
What does the prophet, peace be upon him,
What is the punishment of those who do not
order us not to do?
honor their parents?

Independent
learning What did your parents do for you? How to honor them?
21st Century Skills
Methods of
Self- Assessment Self- Assessment
Assessment of
Learning
Integration of
Integration with …………………Arabic ………………………….
subjects
Mechanism:
[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:
HOD’s / Academic
Advisor Remarks:
LESSON PLAN# 07
Teacher’s
Subject: Islamic studies Asma khanam
Class Strength: 40
Name
Name of Grade
Etiquette of entering or leaving a house 10 Date: March 06, 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN
culture and
everyday life: The learner shows understanding and application of the ethics of Islam.
(My Identity
standard)
Implementation of
Student
competency
Keeping and practice the ethics of getting in or out the house.
Framework
standard/Theme
Moral education
Standard Remember to supplicate while entering in or leaving home.
Perquisite and
Prior Knowledge
required
(in bullet points)
Use Bloom
 Learn the supplication of entering and leaving the house.
taxonomy
 Apply the etiquette of entering and leaving the house.
Resources
required
(to accomplish your
Objectives)
Max 10 min. The teacher discusses his students as follows:
What do you say if you leave the house? What do you say when you enter it?
Is there a du'aa 'to be said when going out or entering the house?
lesson
[Steps taken for  T. plays the father role and the student Ahmad’s role  Play the role and answer the
teaching & learning to plant the desired value in the student’s soul by the questions
process] teacher.
including:  T. displays the supplications of the activity and  Read the supplications and
- Cooperative discuss it with the student letting him to get the check which one is suitable for
learning supplication of entering and leaving home. this activity.
- Activities  T. asks the student to read the sentences imitate the
activity pictures.  Read and imitate.
[Formative MCQ [ ] Drawing [ ] Writing Key words [
Feedback] ...........................................................................................................................................
Max 10 mins.
Differentiation in For High Achievers Students

Teaching &
Learning In a piece of paper write down the du’aa’ of For Average StudentsA
entering home. What should you do before going out home?
Independent
learning
What would happen if community members do not follow proper etiquette at home.
21st Century Skills

Practiced: Self-direction, the responsibility, Critical thinking, Contact and
cooperation, Problem Solving, Digital Culture.
Methods of Self- Assessment Formative Assessment Summative Assessment

Assessment of
Learning
Integration of Integration with …………………… Arabic……………………….
subjects
Mechanism:

[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:

Remarks:
LESSON PLAN #08

Subject: Islamic studies Class Strength:
Name 40
Name of Grade
Ethics Of Islam 10 Date: March 08, 2021
Lesson level
Standard
MOE
Relevance to
PAKISTAN
culture and
The learner shows understanding and application of the ethics of Islam.
everyday life:
(My Identity
standard)
Implementation of
Student
competency
Keeping and practice the ethics of getting in or out the house.
Framework
standard/Theme
Moral education
Standard Remember to supplicate while entering in or leaving home.
Perquisite and
Prior Knowledge
required
(in bullet points)
Use Bloom
 Learn the supplication of entering and leaving the house.
taxonomy
 Apply the etiquette of entering and leaving the house.
Resources
required
(to accomplish your
Objectives)
Max 10 min. The teacher discusses his students as follows:
What do you say if you leave the house? What do you say when you enter it? Is there a du'aa 'to b

lesson Student Role
[Steps taken for  T. asks the students to write down
teaching & learning the good deeds he/she does at  They are doing what the teacher asked.
process] home. (I cooperate with my
including: classmate)  They are checking to each other
- Cooperative  T. asks the students to write the
learning benefits he/she will get from  listen and imitate reciting
- Activities commitment of ethics of
entering/leaving home (I think).
 T. recite the verse while the
student repeat.

[ ] T or F [ ] MCQ [ ] Drawing [
[Formative ] Writing Key words [ ] Labeling [ ] other (specify)
Feedback] ...........................................................................................................................................
Max 10 mins.

Teaching &
Learning In a piece of paper write down the du’aa’ of For Average Students
entering home. What should you do before going out home?
Independent
learning
What would happen if community members do not follow proper etiquette at home.
21st Century Skills

Practiced: Self-direction, the responsibility, Critical thinking, Contact and cooperation,
Problem Solving, Digital Culture.
Methods of Self- Assessment

Formative Assessment Summative Assessment
Assessment of Thumb sign
The lesson activities
Learning

subjects
Mechanism:

[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:
LESSON PLAN# 09
Asama khanam
Teacher’s
Name
Name of Surat Al-Infitaar-1 Grade

10 Date: March 09, 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN
culture and
everyday life:
Thanking for Allah for His gifts and believing in the Day of Judgment.
(My Identity
standard)
Implementation of
STEM and HOTS
Student
competency
Framework Conclusion of how a man can judge himself in the other life fields.
standard/Theme
Moral education Belief in Baath Day and its impact on human behavior.
Standard
Perquisite and
Prior Knowledge
required
(in bullet points)
Use Bloom  recite the Holy verses, taking into account the rulings of recitations.
taxonomy  Explaining the meaning of the Holy verses.
 Find out the signs of the Day of Judgment.
Resources
required
Textbook, worksheet, smart board
(to accomplish your
Objectives)
Max 10 min. Asking the students to read the Hadeeth Shareef and get from it the three
names of chapters that the prophet mentioned.

lesson  T. recites the first part of the Sura, and asks  He reaches to the universal
[Steps taken for some students to read it a typical reading,  changes that come within the day of
teaching & learning then explain the vocabulary in it, and ends
process] by extracting the most important meanings
including: contained in the verses.  He answer to the questions
- Cooperative  T. imagines that one asks him about some  to the related points.
learning matters he should reply; religion,
- Activities homeland, family. And so on. What  They recite and get the
should/not be done?
 T. goes to the second part of the Surah,  main points in the Ayaat.
recites and ask the students to recite too.
Plenary [ ] kagan activity [ ] Quiz [ ] Writing main points
Feedback] ...........................................................................................................................................
Max 10 mins.

Teaching &
Mention some of the major signs of the day of For Average Students
Learning
Judgment
Write other names for the Day of Judgment as
stated in the Qur’an
Independent
In a piece of paper write the fate of the humans in the Day of Judgment.
learning
21st Century Skills
Practiced:
Self-direction, the responsibility, Critical thinking, Contact and cooperation,
Problem Solving, Digital Culture.
Methods of Self- Assessment Methods of Assessment of Self- Assessment

Assessment of Learning
Thumb sign Thumb sign
Learning

subjects
Mechanism:

[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:

Remarks:
LESSON PLAN #10
Teacher’s
Subject: Islamic studies Asma khanam Class Strength: 40
Name
Name of Surat Al-Infitaar-2 Grade

10 Date: March 10, 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN
culture and
everyday life:
Thanking for Allah for His gifts and believing in the Day of Judgment.
(My Identity
standard)
Implementation of
STEM and HOTS
Student
competency
Framework Conclusion of how a man can judge himself in the other life fields.
standard/Theme
Moral education Belief in Baath Day and its impact on human behavior.
Standard
Perquisite and
Prior Knowledge
required
Lesson Objectives
By the end of the Lesson students would be able to :
(in bullet points)
Use Bloom  Count some of the blessings of Allah, Glory be to Him, on man.
taxonomy  Explain the reward of man on the Day of Judgment.
 Accurately recite the Holy verses from memory.
Resources
required
(to accomplish your
Objectives)
Max 10 min. Asking the students to read the Hadeeth Shareef and get from it the three names
of chapters that the prophet mentioned.

lesson
[Steps taken for
teaching & learning  T. recites the third part of  They repeat and try to find the facts mentioned
process] the Surah and search for the  in the Ayaat. And how to improve their practical be
three facts in them
including:  Mention some of the minor and
- Cooperative  T. gives a conclusion to
learning what has learnt.  major signs of the Day of Judgment.
- Activities
 Guide the students to  Write the answer in his book
answer the activities in his
book.
Feedback] ...........................................................................................................................................
Max 10 mins.

Teaching & Mention some of the major signs For Average Students
Learning of the day of Judgment Write other names for the Day of Judgment as
stated in the Qur’an
Independent
learning In a piece of paper write the fate of the humans in the Day of Judgment.
21st Century Skills
Practiced:
Self-direction, the responsibility, Critical thinking, Contact and cooperation
, Problem Solving, Digital Culture.
Methods of Self- Assessment Methods of Assessment Self- Assessment

Assessment of Thumb sign of Learning Thumb sign
Learning

subjects Mechanism:

[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:

Remarks:
LESSON PLAN# 11
Teacher’s
Subject: Islamic studies Asma khanam Class Strength: 40
Name
Name of Grade
The true Book (Surat As-Sajdah: 1-12) 10 Date: March 11, 2021
Lesson level
Standard MOE
Relevance to
PAKISTAN
culture and
everyday life: Reciting the Holy Qur’an, applying the command and forbidden
(My Identity
standard)
Implementation of
Student
competency
Discussion and dialogue
Framework
standard/Theme
Moral education Love of God, and faith in Him.
Standard
Perquisite and
Prior Knowledge God’s Guidance to mankind
required

(in bullet points)
Use Bloom  recite the Holy verses, taking into account the rulings of recitations.
taxonomy  Explaining the meaning of the Qur’anic vocabulary
 Explaining the meaning of the Holy verses.
Resources
required
(to accomplish your
Objectives)
Max 10 min.
Show a movie about the importance of prostrating to Allah

lesson  T. asks the students to read  They read the passage and discuss about the
[Steps taken for the passage and mention  Surah name.
teaching & learning why this Surah named Al-
process] Sajdah  Listen and repeat and read alone. (R
including:  T. presents the Ayaat
- Cooperative (Audio) then reads them and  Discuss the new vocabularies together
learning asks the students to read by
- Activities themselves.  r then ask me. (rally robin)
 T. asks the students to
highlight the new
vocabularies they do not  Listen to the teacher then get some proofs
know to study them.  out of the Ayaat.
 T. discusses the first three
Ayaat and asks the students
to get the proof out of them.
Plenary
[Formative
MCQ [ ] Drawing [ ] Writing Key words [
Feedback]
...........................................................................................................................................
Max 10 mins.
Teaching &
What is the miraculous nature of
Learning What is the duty of Muslims towards the prophets.?
the Holy Qur’an?
Independent
learning
Search for the number of planets orbit the sun and how many moons
there are in the solar system.
21st Century Skills Self-direction, the responsibility, Critical thinking, Contact and cooperation
Practiced: , Problem Solving, Digital Culture.
Methods of Formative
Assessment of Assessment
Learning
Thumbs up Activities
Integration of Integration with …………………………science and Arabic………………….

subjects
Mechanism:
[ ] No
Home Assignment
/ Research work
Comments and
carry over if
needed:

Remarks:
LESSON PLAN #12

Class: 10 Date: Date: March 12, 2021
Subject: Islamiat Teacher Name. Asma khanam Duration: 40 mint
Topic: The last Sermon of Holy prophet Class Strength: 40
SPECIFIC OBJECTIVES:
a. Students will be to explain the three principles of the Islamic society i.e., all powers belong to god,
Muhammad ‫ ﷺ‬is his prophet and Muslims are brother to one another.
b. Students should be able to describe that the Muhammad ‫ ﷺ‬raised women status from chattel to
complete legal equality with men.
c. Students will be able to define that in the eyes of Allah; the most righteous is the most honourable
among people.
ATTITUDE:
Students should be able to explain that all human beings are equal in eyes of Allah.
TEACHING RESOURCES:
Chart paper. Black board, chalk, book.
PROCEDURE:
a. INITIATION ACTIVITY:
Teacher will ask the question regarding to last sermon of holy prophet ‫ ﷺ‬.
b. DEVELOPMENT:
 Teacher integrate knowledge with the previous knowledge of last sermon of Muhammad ‫ﷺ‬.
 Teacher discus the problems and difficulties faced by Muslims in period Makkah with students.
 Teacher clarifies the misconception of Islam ideology / studies.
 Teacher describes the women rights in Islam.
 Teacher explains that the no one is superior in the basis of tribe, nation, fair skin etc; only goodness of a
person makes him superior to others.
c. RECAPITULATION:
Teacher summarize the whole lesson and ask to the students what others they want to know, clear the all points
before the end of her lesson.
d. EVALUATION:
The Last Sermon of the Holy Prophet (PBUH)
Hazrat Muhammad (PBUH) asked the Quraish not to worship their false gods. He told them he was the Prophet
of God and asked them to worship the one and only true God.
a. Where is the passage from?
b. What did the Holy Prophet (PBUH) ask the Quraysh?
c. What did the Quraysh answer to the Holy Prophet?
“There is no god except Allah. He is the only God. None shares His authority and power. He fulfilled His promise
and helped His Prophet against the forces of evil.”
b. Who said these lines?
c. What does ‘His promise’ refer to?
On this historic occasion, he addressed a very large gathering of Muslims on Mount Arafat. This address proved
to be his last Hajj sermon.
b. Where did he address the Muslims?
c. Name any one message from his speech.
EXTENSION AND ADAPTATION:
The last sermon of the holy prophet is complete life style or pattern of a balanced society; after this lesson
student will be able to follow the whole rules and regulation of Quran and sunah.
REFLECTIONS:
Based on the following:
1. Briefly state how the lesson proceeded
The lesson plan proceeded in a smooth way.
2. Strengths of the lesson
Teacher discussed all important points of the last sermon of the holy prophet peace be upon him and students
easily understood with zeal and interest.
3. Area of Improvement
Teacher should improve her face to face communication with students.
LESSON PLAN# 13
Class: 10 Date From March 13, 2021
Subject: Islamiat teacher Name. Duration: 40 min
Topic: Shah Abdul Latif . Asma khanam Class Strength:40
2. SPECIFIC OBJECTIVES:
 Students will be able to define the efforts of sofi saints in Islam.
 Students will be able to explain that Shah Abdul Latif was very sensitive and kind hearted that’s why
people love with him.
 Students will be able to discuss that the Shah Abdul Latif was not only the poet for common people but
he also a musician, he invented a musical instruments called “tambooro”.
3. ATTITUDE:
Students will be able to describe the efforts, simple life style of sofi saints; their love and affection with people.
4. TEACHING RESOURCES:
Flash card, Chart paper, Black board, chalk, book.
5. PROCEDURE:
Initiation Activity:
Teacher shows the flash cards of shrine and tambooro that are directly relate to Shah Abdul Latif.
Development:
 Teacher integrates previous knowledge about Shah Abdul LAtif with new knowledge.
 Teacher discuses the simple life style, life history of the Shah Abdul Latif.
 Teacher defines that why people love with Shah Abdul Latif.
 Teacher discusses about his poetry, music, invention of musical instrument, shrine and urs.
Recapitulation:
In the end teacher summarize the lesson and ask question to clarify the misconception of the students.
EVALUATION:
a. Tick the right answer:
i. Where is Bhit Shah?
 It is at a distance of 55 kilo meters from Hyderabad
 It is a village near Karachi
 It is a town
ii. What changes did Shah Abdul LAtif make in the music of those days?
 He made it more complicated
 He simplified it
 He did not invent any new tunes.
iii. Why did Shah Abdul Latif love the lake which is near the mount?
 He prayed near it
 He loved the peace and quiet of the scene
 He liked to sit near it because it was cool
Short question and answers of Shah Abdul latif
The great saint Shah Abdul Latif, who is lovingly called Lal Latif by his devotees, was born in 1102, Hijra in a
small village called “Hala Haveli”.
a. Give the name of the passage?
b. Where was Shah Abdul Latif born?
c. Explain the word ‘devotees’
When his father died, Shah Latif left his home and went to live on a mound at some distance from his village. A
mound of sand is called “Bhit” in Sindhi.
b. Why did Shah Latif leave his home?
c. What is a ‘mound of sand?’
Lal Latif died in 1165 Hijra on the mound where he had lived and was buried there. A famous king of Sindh,
Ghulam Shah Kahloro, was so devoted to him that he built a shrine over his grave.
b. When did he die?
c. Who built the shrine over his grave?
Shah Latif had a very sensitive mind. His heart was soon filled with love of God. The beauty of nature aroused
his feelings strongly.
b. Why was Shah Latif’s heart filled with the love of God?
c. Name one accomplishment of Shah Latif?
6. EXTENSION AND ADAPTATION:
After this lesson students will be able to illustrate the message of shah abdul latif; he believed in the brother hood
and equity of men and in pleasing God by good deeds.
7. REFLECTIONS:
Based on the following:
4. Briefly state how the lesson proceeded
Lesson proceeded very smooth.
5. Strengths of the lesson
Students got interest in the life history of Shah Abdul Latif and discussed his love massage and equality for all.
6. Area of Improvement
While teaching, teacher should give attention to students.

40 L.P (M.s.i)

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‫ لیسن پالن‬40

‫غالم مصطفی‬ ‫ٹیچر‬

‫عاصمہ خانم‬ ‫نام‬

18PLE15992 ‫رجسٹریشن نمبر‬

B.ED(2.5 YEAR) ‫پروگرام‬

Math,Science,Islamic Studies ‫لیسن پالن‬

03066303273 ‫عاصمہ خانم‬

Lesson Plan of Math

Lesson Plan of Islamic Studies

Anti-differentiation Indefinite integrals Introduction to

Counting Principles and Probability

Teacher Name: Asma khanam

Topic: Reflections and Translations as Transformations

Date: February 03, 2021

Solving Equations and Inequalities Using Different Methods

Date: February 04, 2021

Equations and Inequalities can be

Solving Quadratic Equations

Date: February 06, 2021

Topic: Solving Quadratic Expressions using many methods

Date February 08, 2021

Topic how to reason

Teacher Name Asma khanam

Date February 09, 2021

Date February 10, 2021

Duration Depend upon the size of the class

Topic: Sorting and Classifying

Teacher Name: Asma khanam

Stress and Strain

Teacher Name : Asma khanam

LESSON PLAN #11

LESSON PLAN #12

Teacher Name Asma khanam

Material Needed • Chalkboard or chart paper • Marker • Classroom Worksheet •

LESSON PLAN #13

Teacher Name Asma khanam

LESSON PLAN #14

Teacher Name Asma khanam

Subject: Islamic studies Teacher’s Name Asma khanam Class Strength: 40

Lesson Objectives By the end of the Lesson students would be able to :

Development of Teacher Role

HOD’s / Academic Advisor

LESSON PLAN #02

Subject: Islamic studies Teacher’s

- listen and repeat.

Use of Technology [ √ ] Yes

LESSON PLAN #03

Subject: Islamic studies Teacher’s Name Asma khanam Class Strength: 40

SEN students Names: Accommodations :

Integration of Integration with …………………Arabic and science………………………….

Use of Technology [ √ ] Yes

Subject: Islamic studies Teacher’s Asma khanam

Implementation of Reading, Memorizing, Thinking

Plenary [ ] kagan activity [ ] Quiz [ ] Writing main points [

SEN students Names: Accommodations :

Methods of Formative Assessment

Use of Technology [ √ ] Yes

HOD’s / Academic Advisor

LESSON PLAN #05

SEN students Names: Accommodations :

HOD’s / Academic Advisor

SEN students Names: Accommodations :

Differentiation in For High Achievers Students