40 Lesson Plan

Title: Teaching Practice
Topic: Lesson Plans
Submitted To:
Sir Sajid Hussian
Submitted By:
Noreen Shafqat
Roll No: BY630940

B.ed (3th Semester)
Session: 2019-2021
Department of Education
Allama Iqbal Open University Islamabad
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CONTENTS
Lecture No. Topics Page No.

1 Disorder Of Digestive System 3
2. Disorder Of Respiratory System 5
3. Physical Change 7
4. Chemical Change 9
5. Reversible Change 11
6. Blood Circulatory System 13
7. Heart Diseases 15
8. Pollination And Its Kinds 17
9. Transverse Waves 20
10. Longitudinal Wave 22
11. Balanced Diet 24
12. Blood Vessels 26
13. Biotic And Abiotic Components 28
14. Food Web 30
15. Habitat and Its Kind 33
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Lecture # 1
Class: 7th Subject: Science
Duration of periods: 35 mint student strength: 25
Topic: Disorders of Digestive system
General objective:
After this lesson student will be able to:
i. Describe Disorders of digestive system

ii. Describe its disadvantages
Specific objective:
i. Causes of disorders of digestive system

ii. Preventive measurements
Previous Knowledge Test:

 What is digestive system?
 Why we ill?
Methodology:
Lecture Method, Demonstration method
A/V Aids:
Book, chart, etc.
Introduction:
Dear students! A human body is make up of several kind of systems from which a system
is, we are going to read that is “Digestive System”. Some common disorders are
Diarrhea
Heartburn
Constipation
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Ulcer
Diarrhea. It cause by infection eating contaminated food we prevent it by always wash your
hands with soap .Do not eat uncooked meat and eggs.
Constipation.it is painful passing faces. During the periods of constipation some persons may
pass faces less week.
Group activity:
Teacher show a chart with labeled with disorders of digestive system and describe its
disadvantages with example.
Individual activity
Teacher call students and ask them to recognize the different disorders of digestive system.
Conclusion/ Sum up
Discuss with students that diarrhea is causes by infection eating contaminated food we
prevent it by always wash your hands with soap .Do not eat uncooked meat and eggs. And
constipation is painful passing faces. During the periods of constipation some persons may pass
faces less week.
Evaluation:
i. What is role of Diarrhea?
ii. Define constipation?
iii. What is ulcer?
Home Work:
Write the disorders of digestive system and its preventive measurements on note books.
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Lecture # 2
Topic: Disorders of Respiratory system
General objective:
After this lesson student will be able to:
Describe Disorders of Respiratory system
Describe its disadvantages
Specific objective:
Causes of disorders of respiratory system
Previous Knowledge Test:

 What is respiratory system?
 Why we take breath?
Methodology:
Lecture Method, Demonstration method
A/V Aids:
Book, chart white board etc
Introduction:
A human body is make up of several kind of systems from which a system is, we are going
to read that is “Respiratory system”. Some common disorders are common cold pneumonia.
Common cold can spread from person to person by coughing sneezing touching things of
common cold patients Pneumonia is a infection that affects the lungs The lungs are
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made of small sacs called alveoli which are filled with air some common are fever, nasal, rapid
breathing chest pain ate
Group activity:
Teacher show a chart with labeled with disorders of respiratory system and describe its
disadvantages with example by making groups of 5 students each.
Individual activity
Teacher call students and ask them to recognize the different disorders of respiratory system.
Conclusion/ Sum up
Discuss with students that common cold can spread from person to person by
coughing, sneezing and touching things of common cold patients. Pneumonia is an
infection that affects the lungs. The lungs are made of small sacs called alveoli which
are filled with air some common are fever, nasal, rapid breathing chest pain atc.
Evaluation:
What is role of common cold?
Define pneumonia.
Home Work:
Write the disorders of respiratory system on note books.
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Lecture # 3
Topic: Physical Change
General objective:
At the end of the lesson, students will be able to;
Identify the physical change taking place in Environment.
Specific objective:
Describe the physical change different examples from surrounding.
Methodology:
Demonstration method
Previous Knowledge Test
What is Change?
What is physical Change?
A/V Aids:
Book, chart, white board, water, salt rusted nails
Introduction:
Today we read topic physical change. Change in material are going on around us all time.
Leaves change their color, tress shed their leaves, milk change to curd and iron nails rust in
moisture. In physical change chemical composition remains same. Size shape & color are
physical properties. In physical change substances do not loss their identity. The new substance
has the properties of mixing substances. Physical change can be reversed.
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Group activity:
First of all teacher will take some water in beaker and dissolve some amount of table salt in
the water and give heat water is solve in salt is a physical change.
Teacher will make seven groups of class and each group contain 4-5 students and they will solve
Discuss the topic in groups
Individual activity
Teacher call students and ask them to tell at least one example of physical change.
Conclusion/ Sum up
Discuss with students physical change in material are going on around us all time. Leaves
change their color tress shed their leaves milk change to curd and iron nails rust in moisture.
Evaluation:
What is physical change?
Give an example of physical change
Home Work:
Write at least 10 examples of physical change on note books.
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Lecture # 4
Topic: Chemical change
General objective:

Identify the chemical change taking place in Environment.
Specific objective:
Describe the chemical change and its different examples from surrounding.
Methodology:
What is Change?
What is chemical Change?
A/V Aids:
Book, chart, white board, water, iron nails, etc.
Introduction:
Today we read topic Chemical change. Chemical change is one in which a new substance is
formed. Chemical composition is permanent. Cooking of food and rusting of iron are example of
physical change. During chemical change mixing substances lost their identity and new substances
are formed that have new composition and new changed properties.
Chemical change cannot be reversed.
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Group activity:
First of all take some water in beaker and put some iron nails in the water and
leave them foe few days. Nails react with the oxygen and moisture and become rusted. This is a
chemical change.
Discuss the topic in groups.
Individual activity
Ask the example of chemical change by students individually.
Conclusion/ Sum up
Chemical change is one in which a new substance is formed Chemical change
are permanent and are not easy to reverse.
Evaluation:
What is chemical change?
Give an example of chemical change.
Home Work:
Write at least 10 examples of chemical change on note books.
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Lecture # 5
Topic: Reversible change
General objective:

Identify the reversible change taking place in Environment.
Specific objective:
Describe the reversible change and its different examples from surrounding.
Methodology:
What is Change?
A/V Aids:
Book, chart, white board, water, ice, etc.
Introduction:
Today we read topic Reversible change. A change that can go forwards or backwards
is called Reversible change. Reversible change is a temporary change. Melting of ice into is the
example of reversible change. Ice melt into water and if let the water to freeze then it become
ice. There are number of example of reversible change in our surrounding.
Group activity:
First of all take some ice cube and keep for some time. After some time ice cube melt
into liquid water. Then take this water and keep it in refrigerator. We will see that water freeze
into ice.
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and discuss the topic in groups.
Individual activity
Ask the example of reversible change by students individually.
Conclusion/ Sum up
Reversible change are those changes which go forward and backward as well. These
changes are temporary.
Evaluation:
What is change?
Give an example of reversible change.
Home Work:
Write at least 5 examples of reversible change on note books.
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Lecture # 6
Topic: Blood Circulatory system
General objective:

Describe Blood circulatory system.
Digestion & its importance.
Specific objective:
Parts of blood circulatory system and function of every part in blood

circulatory system.
Methodology:
Demonstration method, lecture method.
What is blood?
Can we live wit out blood?
Why we need energy
A/V Aids:
Book, charts, white board,
Introduction:
A human body is make up of several kind of systems from which a system is, we are
going to read that is “Blood circulatory system”. It is a system comprise the heart blood vessels
and blood our heart is a pumping organ it pumps in blood vessels.
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Our heart is a muscular organ about the size of our fist the heart is found in our chest it pumps
oxygen poor blood to the lungs and oxygen rich blood to the body. There are four chambers of our
heart two chambers called atria and two lower chambers called ventricles. The blood circulatory
system (cardiovascular system) delivers nutrients and oxygen to all cells in the body. It consists of
the heart and the blood vessels running through the entire body. The arteries carry blood away
from the heart; the veins carry it back to the heart.
Part of Blood circulatory system
Heart
Bleed vessels (Arteries, Veins, and Capillaries)
Group activity:
Teacher show a chart with labeled human heart and describe the way where we get blood in
body.
Individual activity
Teacher show another un-labeled chart and call students and ask them to recognize the
different parts of Respiratory system.
Conclusion/ Sum up
Blood circulatory system”. It is a system comprise the heart blood vessels and blood our
heart is a pumping organ it pumps in blood vessels Our heart is a muscular organ about the size of
our fist the heart is found in our chest it pumps oxygen poor blood to the lungs and oxygen rich
blood to the body There are four chambers of our heart two chambers called atria and two lower
chambers called ventricles.
Evaluation:
What is Heart?
Define ventricles.
What is Atria?
Home Work:
Draw the diagram of human heart and label their parts and write the function of every part of
heart on note book.
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Lecture # 7
Topic: Heart Diseases
General objective:

Describe Diet Affects our circulatory
Digestion & its importance
Specific objective:
Describe the causes of heart attack and high blood pressure
Methodology:
What is blood?
What is Capillaries?
What is veins?
A/V Aids:
Introduction:
Our diet and life style affect our circulatory system and cause many diseases such as heart
attack blood pressure diabetes asthma etc.
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Heart Attack:
A hard substance in the heart is plague can build up in the lives in walls of coronary arteries
sometime a blood may become narrow due to plaque and blood clot forms on plaque and blocks
coronary arteries and blood cannot reach the heart it case heart attack.
High Blood Pressure:
High blood pressure can damage blood vessels and result may be failure of kidneys and
heart Food in fat salt intake smoking rise blood pressure
Group activity:
Teacher will describe and write Diet affects our circulatory of human system each point.
Individual activity
Teacher will ask to the students to read topic and share its importance points with each
other’s.
Conclusion/ Sum up
Heart Attack. A hard substance in the heart is plague can build up in the lives in walls of
coronary arteries sometime a blood may become narrow due to plaque and blood clot forms on
plaque and blocks coronary arteries and blood cannot reach the heart it case heart attack. High
Blood Pressure High blood pressure can damage blood vessels and result may be failure of kidneys
and heart Food in fat salt intake smoking rise blood pressure.
Evaluation:
What is Heart attack?
Define Blood pressure.
Home Work:
Write the diets that affects our circulatory system on note book.
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Lecture # 8
Topic: Pollination and its kinds
General objective:

Describe pollination
Explore kinds of pollination.
Specific objective:
Procedure of pollination.
Importance of pollination.
Methodology:
What Reproduction.
What is basic characteristic of living things?
A/V Aids:
Introduction:
The transfer of pollen grains from another of flower to the stigma of the carpel is called
pollination with the help of this process the male sex cell reaches to the female sex cell
Pollination is the process by which pollen is transferred to the female reproductive organs of a
plant, thereby enabling fertilization to take place. Like all living organisms, seed plants have a
single major goal,
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to pass their genetic information on to the next generation. The reproductive unit is the seed, and
Pollination is an essential step in the production of seeds in all spermatophytes (seed plants).
For the process of pollination to be successful, a pollen grain produced by the anther, the male part
of a flower, must be transferred to a stigma, the female part of the flower, of a plant of the same
species. The process is rather different in angiosperms (flowering plants) from what it is in
gymnosperms (other seed plants). In angiosperms, after the pollen grain has landed on the stigma,
it creates a pollen tube which grows down the style until it reaches the ovary. Sperm cells from the
pollen grain then move along the pollen tube, enter the egg cell through the micropyle and fertilise
it, resulting in the production of a seed.
Two kinds of pollination
The transfer of pollen grains from another flower to the stigma of the carpel is called
pollination with the help of this process the male sex cell reaches to the female sex cell
Pollination is the act of transferring pollen grains from the male anther of a flower to the female
stigma. The goal of every living organism, including plants, is to create offspring for the next
generation. One of the ways that plants can produce offspring is by making seeds.
Group activity:
Teacher will describe and write main points of pollination and its kinds with examples and
explore each of them.
Individual activity
Teacher will ask to the students to read topic and share its importance points with each
other’s.
Conclusion/ Sum up
The transfer of pollen grains from the another of flower to the stigma of the carpel is
called pollination with the help of this process the male sex cell reaches to the female sex cell The
transfer of pollen grains from the another of flower to the stigma of the carpel is called pollination
with the help of this process the male sex cell reaches to the female sex cell.
Evaluation:
What is pollination?
Define cross pollination.
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Home Work:
Write pollination with examples on note book.
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Lecture # 9
Topic: Transverse wave
General objective:

Design and explain Transverse Wave
Specific objective:
Describe amplitude, wavelength, crest and trough in transverse wave
Methodology:
What is Wave?
What are types of waves?
A/V Aids:
Book, charts, white board, rope etc
Introduction:
A wave in which particles of the medium move perpendicularly to the direction of wave.
Crest the part of the medium which is above the mean position. Trough is the part of medium
which is below the mean position. Amplitude is the maximum distance from mean position.
Wavelength is the distance between two consecutive crest or trough.
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Group activity:
Teacher will call two students of class he give a rope they will move it free it can produce
Transverse Waves.
Individual activity
Teacher will make seven groups of class and each group contain 4-5 students and they will
discuss in groups.
Conclusion/ Sum up
A wave in which particles of the medium move perpendicularly to the direction of
wave. Crest the part of the medium which is above the mean position. Trough is the part of
medium which is below the mean position. Amplitude is the maximum distance from mean
position. Wavelength is the distance between two consecutive crest or trough.
Evaluation:
What is crest?
What is trough?
Home Work:
Draw the diagram of transverse wave on note book and label the crest, trough and amplitude.
Also write the definition of transverse wave, crest, trough and amplitude.
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Lecture # 10
Topic: Longitudinal wave
General objective:

Design and explain Longitudinal Wave
Specific objective:
Describe wavelength, compression and rarefaction in longitudinal wave
Methodology:
What is Wave?
What are types of waves?
A/V Aids:
Book, charts, white board, spring etc
Introduction:
A wave in which particulars of the medium move back and forth parallel direction of wave.
Compressions is the region in which particles of the medium are close to each other in longitudinal
wave. Rarefaction is the region in which the particles of the medium are far apart from each other
in longitudinal wave. Wavelength is the distance between two consecutive compression or
rarefaction.
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Group activity:
Teacher take a spring and he pull it. Spring produce longitudinal waves.
Individual activity
discuss in groups
Conclusion/ Sum up
A wave in which particulars of the medium move back and forth parallel direction of wave.
Compressions is the region in which particles of the medium are close to each other in longitudinal
wave. Rarefaction is the region in which the particles of the medium are far apart from each other
in longitudinal wave. Wavelength is the distance between two consecutive compression or
rarefaction.
Evaluation:
What is compression?
What is rarefaction?
Define wavelength?
Home Work:
Draw the diagram of longitudinal wave on note book and label the compression, rarefaction
and wavelength. Also write the definition of transverse wave, compression, rarefaction and
wavelength.
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Lecture # 11
Topic: Balanced Diet
Objectives
General objectives
i. What is heathy food?
ii. Which type of food items are present in healthy food?
Specific objective
i. Student can be able to:
ii. Identify healthy food and know its importance for them.
iii. Name different fruits and vegetables.
iv. Understand that junk food is not good for their health.
v. Appreciate that cleanliness is important for health.
Material required
Chart, Laptop, Board, Book, Duster, Sample of some fruits and vegetables and junk food
Procedure
Demonstration, discussion
Previous knowledge
Students know that milk is good to drink and fruit is good to eat.
Introduction
Food give us the energy to work and play. All food have different values. Some food help to
grow. Some food give energy. Other food build up the fat in body. Some food help body to fight
against germs and infections. When we eat all the proper foods. We say that we have balanced
diet.
Food groups
Carbohydrate
Proteins Fates
Mineral
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Vitamins
Carbohydrates
These are the main energy giving group. Grains, bread rice, potato and cereal etc are
carbohydrates.
Proteins
These gives us energy and help our body to build up and repair tissues and miscles. Fish,
meat, beans, eggs, dairy etc are proteins.
Fats
Fats gives us energy and help to keep the body warm. Butter, cheese nuts and oil are fats.
Minerals
These are needed in very small amount by various parts of the body. Iron, calcium and iodine
are some important minerals.
Vitamins
Vitamins are also needed in very small amount. Vitamins keeps our bones and skin healthy.
Vitamins are A, B, C, D, E and K.
Evaluation
Students will solve the question from the exercise
Students will answer the questions asked by teacher

Home work
Learn and write the question no.1, 2, 3, 4 and 5 given in the exercise on note
books. Make a chart of food items present in balanced diet.
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Lecture # 12
Topic: Blood vessels
General objective:
After this students will be able to
Explain working of blood vessels.
Specific objective:
Explain the Structure blood vessels
Explain the Functioning of blood vessels
Methodology:
Lecture Method
What is Heart?
What is Blood?
A/V Aids:
Chart, duster, white board, text book etc
Introduction:
The blood travels throughout the body though blood vessels. There are three types of blood
vessels
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1. Arteries
2. Veins
3. Capillaries
Arteries
Those blood vessels that carry blood from heart to the body are called arteries.
Veins
Those blood vessels that carry blood from body to the heart are called veins.
Capillaries
Those blood vessels through which material exchange like food, gases, waste material etc are
called Capillaries. These vessels are this walled so that material cab exchange easily.
Group activity:
Teacher will explain the difference point and work of blood vessels in human system. He also
write main point on chart.
Individual activity
discuss in groups.
Conclusion/ Sum up
The blood travels throughout the body though blood vessels. There are three types of blood
vessels. Arteries, Veins, Capillaries. Those blood vessels that carry blood from heart to the body
are called arteries. Those blood vessels that carry blood from body to the heart are called veins.
Those blood vessels through which material exchange like food, gases, waste material etc are
called Capillaries. These vessels are this walled so that material cab exchange easily.
Evaluation:
What is Arteries?
What is Veins?
Home Work:
Write a note on Blood Vessels?
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Lecture # 13
Topic: Biotic and abiotic components
General objective:
After this students will be able to Know about ecosystem?
Explain components of ecosystem
Specific objective:
Explain biotic components and give example
Explain abiotic components and give example
Methodology:
Lecture Method, demonstration method
What is ecosystem?
What is habitat?
A/V Aids:
Introduction:
A habitat is an ecological or environmental area that is inhabited by a particular species of

animal, plant, or other type of organism.
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An ecosystem consist of two components
Biotic components
Abiotic components
Biotic components
The living things of ecosystem is called biotic components. For example plans, animals,
bacteria, fungi etc.
Abiotic components
The non-living things of ecosystem is called abiotic components. For example sun, soil, light,
earth etc.
Group activity:
Students will work in group and write at least 10 biotic things and 10 abiotic things present
in school.
Individual activity
Teacher will give flash cards to every student and ask them to tick the biotic components and
cross the abiotic components
Conclusion/ Sum up
animal, plant, or other type of organism. An ecosystem consist of two components.
1. Biotic components
2. Abiotic components
The living things of ecosystem is called biotic components. For example plans, animals,
bacteria, fungi etc. The non-living things of ecosystem is called abiotic components. For
example sun, soil, light, earth etc.
Evaluation:
Differentiate b/w biotic and abiotic components of ecosystem?
Give example of abiotic components?
Home Work:
Student will make a table of biotic and abiotic components of their home.
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Lecture # 14
Topic: Food web
General objective:
After this students will be able to Define Food web
Explore the Food web with example
Flow of energy from one level to another
Specific objective:
Describe Food web
Explain the examples of food web
Importance of food web to maintain ecosystem
Methodology:
What is food?
What is food chain?
A/V Aids:
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Introduction:
A food web (or food cycle) is the natural interconnection of food chains and generally a
graphical representation (usually an image) of what-eats-what in an ecological community.
Another name for food web is a consumer-resource system. Ecologists can broadly lump all life
forms into one of two categories called trophic levels: 1) the autotrophs, and 2) the heterotrophs.
To maintain their bodies, grow, develop, and to reproduce, autotrophs produce organic matter
from inorganic substances, including both minerals and gases such as carbon dioxide Food chain
refers to the sequence of events in an ecosystem, where one organism eats another and then is
eaten by another organism. It starts with the primary source like the sun or hydrothermal vents
where producers make food, continues with consumers or animals who eat the food, and ends
with the top predator.
Group activity:
Teacher will describe and write main points of Food web its with examples and explore each
them
Individual activity
Teacher will asked the students to draw at least one food chain on their copies.
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Conclusion/ Sum up
A food web (or food cycle) is the natural interconnection of food chains and generally a
graphical representation (usually an image) of what-eats-what in an ecological community.
Another name for food web is a consumer-resource system. Ecologists can broadly lump all life
forms into one of two categories called trophic levels: 1) the autotrophs, and 2) the heterotrophs.
To maintain their bodies, grow, develop, and to reproduce, autotrophs produce organic matter
from inorganic substances, including both minerals and gases such as carbon dioxide Food chain
refers to the sequence of events in an ecosystem, where one organism eats another and then is
eaten by another organism. It starts with the primary source like the sun or hydrothermal vents
where producers make food, continues with consumers or animals who eat the food, and ends
with the top predator.
Evaluation:
Define food chain?
Define food web?
Give an example of food chain?
Home Work:
Students will write the question of food chain from the exercise.
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Lecture # 15
Topic: Habitat and its kinds
General objective:
After this students will be able to Know about ecosystem?
Define habitat?
Specific objective:
After this students will be able to Describe Habitat?

Explore the kinds of Habitat?
Methodology:
What is ecosystem?
Difference between biotic and abiotic components
A/V Aids:
Introduction:

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Ponds are small bodies of freshwater with shallow and still water, marsh, and aquatic plants.
They can be further divided into four zones: vegetation zone, open water, bottom mud and surface
film. The size and depth of ponds often varies greatly with the time of year; many ponds are
produced by spring flooding from rivers. Food webs are based both on free-floating algae and
upon aquatic plants. Lake ecosystems can be divided into zones. One common system divides
lakes into three zones. The first, the littoral zone, is the shallow zone near the shore. This is
where rooted wetland plants occur. The offshore is divided into two further zones, an open water
zone and a deep water zone. In the open water zone (or photic zone) sunlight supports
photosynthetic algae, and the species that feed upon them. In the deep water zone, sunlight is not
available and the food web is based on detritus entering from the littoral and photic zones. Some
systems use other names.
Group activity:
Teacher will describe and write main points of Habitat of plants it’s with examples and
explore each them.
Individual activity
Teacher will ask to the students to readd topic and share its importance points with each
other’s.
Conclusion/ Sum up
Ponds are small bodies of freshwater with shallow and still water, marsh, and aquatic plants.
They can be further divided into four zones: vegetation zone, open water, bottom mud and surface
film. The size and depth of ponds often varies greatly with the time of year; many ponds are
produced by spring flooding from rivers. Food webs are based both on free-floating algae and
upon aquatic plants. Lake ecosystems can be divided into zones. One common system divides
lakes into three zones. The first, the littoral zone, is the shallow zone near the shore. This is
where rooted wetland plants occur. The offshore is divided into two further zones, an open water
zone and a deep water zone. In the open water zone (or photic zone) sunlight supports
photosynthetic algae, and the species that feed upon them. In the deep water zone, sunlight is not
available and the food web is based on detritus entering from the littoral and photic zones. Some
systems use other names.
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Evaluation:
Define habitat?
What is pond habitat?
Home Work:
Student will write the different type of habitat on their note books.
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Subject English
Class 8th
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Lecture # 16
Subject: English Class: 8th

Number of students: 25 Duration of class: 35mints
Topic: The verb
General objective
By the end of this topic student will be able to:
Recognize the conjunction.
Share ideas about topic
Identify and uses of conjunction.
Specific objective:
Explanation of conjunction with examples.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Give brief discussion about the previous lesson by questioning.
Define noun with example.
How many kinds of noun?
Formative Evaluation:
Conjunction:
Conjunction are used to connect words phrases or sentences together.
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Example:
1) Hamid and Ahmad are brothers
2) He cannot work because he is tired.
And lest too either and until

Are all conjunction.
Group activity:
Teacher ask the student to discuss conjunction and more examples.
Individual activity:
Teacher call student and ask them to define conjunction with examples.
Conclusion:
Discuss with students importance of verb
Home work:
Write 5 examples of conjunction.
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Lecture # 17

Number of students: 25 Duration of class: 35 mints
Topic: the verb
General objective
Recognize the types of verb in sentence.
Specific objective:
Define types of verb with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Give brief discussion about the verb by questioning.
Define verb with example.
Give example of verb?
Kind of verb:
1) Principle verb
2) Helping verb
3) Transitive verb
4) Intransitive verb:
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1) Principle verb:
The verb which express the action of noun or pronoun.
Example:
Present: abide
Past: abode
Past participle: abode
2) Helping verb:
Helping verb is also calls auxiliary verb the verb which is used for making tense or
making the sentence negative or interrogative is called helping verb.
Group activity:
Teacher ask the student to discuss kinds of verb and more examples.
Teacher call student and ask them to define kinds of verb with examples.
Conclusion:
Review all the topic again with students.
Home work:
Write kinds of verb.
Write definition of helping verb with example.
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Lecture # 18

Topic: The verb
General objective
Recognize the verb in sentence
Share information and ideas about verb.
Identify and uses of verb in our daily life.
Specific objective:
Define the verb with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
A verb is a word which expresses an action of a noun that is it tells something about a
person place or thing.
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Example:
He is an obedient boy.
We learn grammar.
Explanation:
In the above sentences “is” and “learn” is a verb.
Group activity:
Teacher ask the student to discuss the verb and more examples.
Teacher call student and ask them to define verb with examples.
Conclusion:
Home work:
Write 5 examples of verb.
Write definition of verb.
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Lecture # 19

Topic: The verb
General objective
Specific objective:
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Conjunction:
43
Example:

Group activity:
Conclusion:
Home work:
44
Lecture # 20

Topic: The verb
General objective
Recognize pronoun in sentence.
Share information and ideas about topic
Identify and uses of pronoun.
Specific objective:
Define pronoun with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
How many kinds of verb?
Pronoun:
A pronoun is a word that takes the place of a noun.
45
Examples:
he, she, it, they, someone, who.
Pronouns can do all of the things that nouns can do. They can be subjects, direct objects,
indirect objects, object of the preposition and more.
Group activity:
Teacher ask the student to discuss topic and more examples.
Teacher call student and ask them to define topic with examples.
Conclusion:
Home work:
Write and learn pronoun with example.
46
Lecture # 21

Topic: The verb
General objective
Recognize the verb in sentence
Share information and ideas about verb.
Identify and uses of verb in our daily life.
Specific objective:
Define the verb with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
A verb is a word which expresses an action of a noun that is it tells something about a
person place or thing.
47
Example:
He is an obedient boy.
We learn grammar.
Explanation:
In the above sentences “is” and “learn” is a verb.
Group activity:
Teacher ask the student to discuss the verb and more examples.
Teacher call student and ask them to define verb with examples.
Conclusion:
Home work:
Write 5 examples of verb.
48
Lecture # 22

Topic: the verb
General objective
Recognize the types of verb in sentence.
Specific objective:
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Give brief discussion about the verb by questioning.
Define verb with example.
Give example of verb?
Kind of verb:
1) Principle verb
2) Helping verb
3) Transitive verb
4) Intransitive verb:
49
1) Principle verb:
The verb which express the action of noun or pronoun.
Example:
Present: abide
Past: abode
Past participle: abode
2) Helping verb:
Helping verb is also calls auxiliary verb the verb which is used for making tense or
making the sentence negative or interrogative is called helping verb.
Group activity:
Teacher ask the student to discuss kinds of verb and more examples.
Teacher call student and ask them to define kinds of verb with examples.
Conclusion:
Home work:
Write kinds of verb.
Write definition of helping verb with example.
50
Lecture # 23

Topic: The verb
General objective
Recognize pronoun in sentence.
Identify and uses of pronoun.
Specific objective:
Define pronoun with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
How many kinds of verb?
Pronoun:
A pronoun is a word that takes the place of a noun.
51
Examples:
he, she, it, they, someone, who.
Pronouns can do all of the things that nouns can do. They can be subjects, direct objects,
indirect objects, object of the preposition and more.
Group activity:
Teacher ask the student to discuss topic and more examples.
Conclusion:
Home work:
Write and learn pronoun with example.
52
Lecture # 24

Topic: The verb
General objective
Specific objective:
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Conjunction:
53
Example:

Group activity:
Conclusion:
Home work:
54
Lecture # 25:

Topic: The verb
General objective
Recognize interjection.
Identify and uses of interjection.
Specific objective:
Define interjection with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define conjunction with example.
Interjection:
A interjection is a word which expresses some sudden feelings or emotions.
55
Example:
Hurrah oh alas ha ha bravo and hallo etc.
Alas! He is ruined.
What a good news!
Group activity:
Teacher ask the student to discuss interjection and more examples.
Teacher call student and ask them to interjection with examples.
Conclusion:
Discuss with students importance of interjection
Home work:
Write 5 examples of interjection.
56
Lecture # 26

Topic: The verb
General objective
Recognize preposition in sentence.
Identify and uses of preposition in our daily life.
Specific objective:
Define preposition with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Preposition:
Preposition is a word that shows the relation of one noun or pronoun with another
noun or pronoun.
57
Example:
On,in,under and above etc are all example of preposition.
The pen is under the table.
I say my fajr pryer at 6: am.
Group activity:
Teacher ask the student to discuss preposition and more examples.
Teacher call student and ask them to define preposition with examples.
Conclusion:
Discuss with students importance of preposition
Home work:
Write 5 examples of preposition
Write definition of preposition
58
Subject Chemistry
Class 9th
59
Lecture # 27
Subject: Chemistry Class: 9th

Topic: The verb
General objective
Explain solution
Identify and uses of solution in our daily life.
Specific objective:
Define solution with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define chemistry.
How many kinds of chemistry.
Solutions:
A solutions is a homogeneous mixture of two or more substances.
60
Example:
Air we breath is a solutions of several gasses
Brass is a solid solution of zn and cu
Sugar dissolved in n water is another example of solution.
It is considered that a mixtures
1) It shows yhe properties of its components
It has variable composition

Group activity:
Teacher ask the student to discuss the solution and more examples.
Teacher call student and ask them to define solution with examples.
Conclusion:
Discuss with students importance of solution
Home work:
Write 5 examples of solution.
Write definition of solution.
61
Lecture # 28

Topic: The verb
General objective
Recognize the solute in solution.
Share information and ideas about solute.
Identify and uses of solute and aqueous solution in our daily life.
Specific objective:
Define the solute and aqueous solution with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define solution with example.
Aqueous solution:
The solution which is formed bu dissolving a substance in water is called aqueous
solution.
In aqueous solution water is always present I greater amount and termed as solvent.
62
Solute:
The component of solution which is present in smaller quantity is called solute.
Example:
Salt solution is made by dissolving salt in water so salt is a solute and water is solvent.
Group activity:
Teacher ask the student to discuss the solute and aqueous solution with more
examples.
Teacher call student and ask them to define solute and aqueous solution with
examples.
Conclusion:
Discuss with students importance of solute and solution.
Home work:
Explain solute and aqueous solution.
63
Lecture # 29

Topic: The verb
General objective
Recognize the solvent and saturated solution.
Specific objective:
Define the solute with example.
Define the saturated solution with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Give brief discussion about solute and aqueous solution.
Solvent:
The component of solution which is present is larger quantity is called solvent.
For example:
Soft drink water is absolvent white other substance like sugar salt and co2 are
solutes.
64
Saturated solutions:
When a small amond solute is added I slot solute dissolve very easily in the
solvent if the addition is kept om a stage is reached when solvent cannot dissolver any
more sou.at this stage further added solutes remains undissolved and it settle down at the
bottom of the container.
Solute (crystallized) ↔ Solute (dissolved)
At this stage equilibrium attained.
Group activity:
Teacher ask the student to discuss the solvent and more examples.
Teacher call student and ask them to define solvent and saturated solution with
examples.
Conclusion:
Discuss with students importance of solvent.
Home work:
Write and explain solvent and saturated solution.
65
Lecture # 30

Number of student Duration of class: 35mints
Topic: The verb
General objective
Difference unsaturated and supersaturated solution.
Specific objective:
Define unsaturated and supersaturated solutions.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
What is solvent and saturated Solution.
Unsaturated solution:
A solution which contains lesser amount of solute than that which is required to
saturate it at a given temperature is called unsaturated solution such solutions have the
capacity to dissolve more solute to become a saturated solution.
66
Supersaturated solution:
When saturated solutions are heated ,they develop further capacity to dissolve
more solute such solutions contain grater amount of solute than is required to form a
saturated solutions and they become more concentrated the solution that is more
concentrated than a saturated solution is known as supersaturated solution super saturated
solution are not stable.
For example:
A saturated solution of sodium thiosulphate in water has 20.9g of salt per
100cm^3 of water a solution having more than 20.9g of salt per 100cm^3 of water will be
a supersaturated solution.
Group activity:
Teacher ask the student to discuss unsaturated and supersaturated solution.
Teacher call student and ask them to define unsaturated and supersaturated
solution.
Conclusion:
Discuss with student about topic.
Home work:
Write and explain unsaturated and supersaturated solution.
67
Lecture # 31

Topic: The verb
General objective
To understand difference between diluted and concentrated solution.
Specific objective:
Define and explain diluted and concentrated solution.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Difference between unsaturated and supersaturated solution.
Dilution solution:
The solution which contains relatively small amount of dissolved solute in the
solution.
Concentrated solution:
The solution which contain relatively large amount of dissolved solute in the solution.
Example:
Brine is a concentrated solution of common salt in water.
68
Group activity:
Teacher ask the student to discuss dilute and concentrated solution and more
examples.
Teacher call student and ask them to define dilute and concentrated solutions with
examples.
Conclusion:
Discuss with students importance of topic.
Home work:
Write and explain diluted and concentrated solution.
69
Lecture # 32

Topic: The verb
General objective
Recognize types of solution.
Specific objective:
Define and explain types of solution.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define and explain dilute and concentrated solution.
TYPES OF SOLUTION:
1) Gas solution:
The solution in which salute and solvent are gases.
Example:
Air mixture of H2 in weather balloons.
70
2) Gas liquid solution:
The solution in which solute is gas and solvent is liquid.
Example:
Oxygen in water carbon dioxide in water.

3) Gas solid solution:
The solution in which solute is gas and solvent is solid.
Example:
Hydrogen absorbed on pollution.

4) Liquid gas solution:
The solution in which solute is liquid and solvent is gas.
Example:
Mist fog liquid air pollution.

5) Liquid solution:
The solution in which solute and solvent is liquid.
Example:
Alcohol in water benzene in toluene.
Group activity:
Teacher ask the student to discuss types of solution and more examples.
Teacher call student and ask them to define each type of solution with examples.
Conclusion:
Discuss with students importance of solutions
Home work:
Write and learn types of solutions.
71
Lecture # 33

Topic: The verb
General objective
Types of solutions.
Specific objective:
Define the types of solution with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define solution and its types.
Types of solution:
1. Liquid solid solution:
The solution in which solute is liquid and solvent is solid.
Example:
Butter cheese.
72
2. Solid gas solution:
The solution in which solute is solid and solvent is gas.
Example:
Dust particle or smoke in air.

3. Solid liquid solution:
the solution in solute is solid and solvent is liquid.
Example:
Sugar ion water.

4. Solid solution:
Solution in which solute and solvent is solid.
Example:
Metal alloys (brass, bronze) opals.

Group activity:
Teacher ask the student to discuss types of solutions and more examples.
Teacher call student and ask them to define solution and its types with examples.
Conclusion:
Discuss with students importance of topic
Home work:
Write and learn types of solutions.
73
Lecture # 34

Topic: The verb
General objective
Recognize the concentrated unit and its types.
Specific objective:
Define the concentrated unit and its types with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define solution and its types.
Formative Evaluation
Concentration unit:
It is the proportion of a solute in a solution.it is also a ratio of the amount of solute

to the amount of solution or ratio of amount of solute to the
AMOUNT OF SOLVENT.
74
Example:
A sample taken from the bulk solution will have the same concentration.
Types of concentration unit:

1) Percentage
2) Molarity
3) Problems involving the molarity of a solution.
1) Percentage:
It refers to the percentage of a solute present in a solution.it can be expressed in
term of mass or volume.
It can be expresses in term of percentage composition by four different ways.

Group activity:
Teacher ask the student to discuss the concentrated unit and more examples.
Teacher call student and ask them to define concentrated unit with examples.
Conclusion:
Home work:
Write and explain concentrated unit and its types.
75
Lecture # 35

Topic: The verb
General objective
Understand the Ways of percentage.
Specific objective:
Discuss ways of percentage.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define and explain concentrated unit and its types.
Ways of percentage:
1) Percentage –mass/mass(%m/m):
It is the amount of grams of solute in 100 grams of solution.
76
For example:
10% m/m sugar solution means that 10g of sugar is dissolved in 90g of
water to make 100g of solution then given value multiply by 100 to get percentage
mass/mass.
2) Percentage –mass/volume(%m/v):
It is the number of grams of solute dissolved in 100cm^3 (parts by volume) of
the solution.
For example:
10%m/v sugar solution contains 10g of sugar in 100cm^3 of the solution the given
value is multiply by 100.
Group activity:
Teacher ask the student to discuss the percentage and more examples.
Teacher call student and ask them to define percentage with examples.
Conclusion:
Discuss with students importance of percentage.
Home work:
Write and learn percentage and its ways.
77
Lecture # 36

Topic: The verb
General objective
Recognize the ways of percentage.
Specific objective:
Define kinds of percentage with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define and explain percentage.
1) Percentage –volume/mass(v/m):
It is the volume in cm^3 of a solute dissolved in 100g of a solution.
For example:
10% v/m alcohol solution in water means 10cm^3 of alcohol is dissolved in

(know) volume of water so that total mass of the solution is 100g.
78
2) Percentage –volume/volume(%v/v):
It is the volume in cm^3 of a solute dissolved per 100cm^3 of the
solution.
For example
30 percent alcohol solution means 30cm^3 of alcohol dissolved in

sufficient amount of water so that the total volume of the solution becomes
100cm^3.
Group activity:
Teacher ask the student to discuss ways of percentage and more examples.
Teacher call student and ask them to define ways go percentage with examples.
Conclusion:
Discuss with student importance of topic.
Home work:
Write and earn ways of percentage.
79
Lecture # 37

Number of student: 25 Duration of class: 35mints
Topic: The verb
General objective
By the end of this topic student will be able to.
Recognize Molarity
Specific objective:
Define the molar with formula.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Give baref discussion about the previous lesson by questioning.
Define and explain percentage.
Molarity:
It is a concentration unit defined as number of moles of the solute dissolved in one
dm^3 of the solution.
It is represented by the M.
Molarity is the unit mostly used in chemistry and allied science.
80
The formula for this is as:
Mass of solute
_______________________________
Molarity (M) = Molar mass of

solute (gmol-1) = no of moles of solute
______________________________
___________________
Volume of the solution (dm3) volume of
solution (dm3)
Group activity:
Teacher ask the student to discuss the molarity and more examples.
Teacher call student and ask them to define molarity with examples.
Conclusion:
Discuss with students importance of topic
Home work:
Write and explain molarity with formula.
81
Lecture # 38

Topic: The verb
General objective
Understand how to prepare solution.
Specific objective
Explain how to prepare solution with example.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define molarity with example
Preparation of molar solution:
One molar solution is prepared by dissolving 1 mole (molar masss) of the solute in
sufficient amount of water to make the total volume of the solution upto 1 dm3 in a
measuring flask.
82
For example:
1M solution of NaOH is prepared by dissolving 40g of NaOH in sufficient water to
make the total volume 1dm3.
As amount of solute is increased its concentration or morality also increases.2M solution is
more concentrated than 1 M SOLUTION.
Group activity:
Teacher ask the student to discuss the topic and more examples.
Conclusion:
Home work:
Write and learn to prepare solution.
83
Lecture # 39

Topic: The verb
General objective
Understand what is solubility.
Specific objective:
Define solubility and factors affecting on it.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Prepare the solution.
SOLUBILITY:
The number of grams of solute dissolved in 100g of a solvent to prepare a saturated
solution at a particular temperature the concentration of a saturated solution is referred to as
insolubility of the solute in a given solvent.
84
Factors affecting the solubility of solutes:
The general principle of solubility is like dissolve like.
 The ionic and polar substances are soluble in polar solvent ionic solid and polar
covalent compound are soluble in water e. g KClNa2 CO3 and sugar are all soluble in
water.
Non-polar substances are not soluble in polar solvent .non-polar covalent bond are
not soluble in water such as ether benzene and petrol are all in soluble in
water.
Group activity:
Conclusion:
Discuss with students importance of solubility.
Home work:
Write and learn solubility and factors affect on it.
85
Lecture # 40

Topic: The verb
General objective
Which factors affects solubility.
Specific objective:
Explain factors affecting.
Teaching aids:
Lecture method
Discussion method
AV-aids:
Text book
White board
Marker
Duster
Classroom
Previous knowledge:
Define solubility and its factors.
Factors affecting the solubility of solute:
1. Non polar covalent substances are soluble in non-polar solvents (mostly organic
solvents).grease, pints, naphthalene are soluble in ether or carbon tetrachloride etc.
2. Solute-solvent interaction
3. Temperature
Solubility and solute-solvent interaction:

To dissolve one substance (solute) in another
86
substance (solvent) following three
events must occur:
I. Solute particles must separate from each other.
II. Solvent particle must separate o provide space of solute particles.
III. Solute and solvent p-articles must attract and mix up.
Group activity:
Conclusion:
Home work:
Write and learn factors affecting on solubility.
87

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40 Lesson Plan

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Title: Teaching Practice

Topic: Lesson Plans

Roll No: BY630940

Allama Iqbal Open University Islamabad

Lecture No. Topics Page No.

6. Blood Circulatory System 13

8. Pollination And Its Kinds 17

10. Longitudinal Wave 22

11. Balanced Diet 24

12. Blood Vessels 26

13. Biotic And Abiotic Components 28

14. Food Web 30

15. Habitat and Its Kind 33

Class: 7th Subject: Science

Duration of periods: 35 mint student strength: 25

Topic: Disorders of Digestive system

After this lesson student will be able to:

i. Describe Disorders of digestive system

i. Causes of disorders of digestive system

Previous Knowledge Test:

Book, chart, etc.

Class: 7th Subject: Science

Duration of periods: 35 mint student strength: 25

Topic: Disorders of Respiratory system

After this lesson student will be able to:

Describe Disorders of Respiratory system

Describe its disadvantages

Causes of disorders of respiratory system

Previous Knowledge Test:

Book, chart white board etc

Class: 7th Subject: Science

Duration of periods: 35 mint student strength: 25

Topic: Physical Change

At the end of the lesson, students will be able to;

Identify the physical change taking place in Environment.

Describe the physical change different examples from surrounding.

Previous Knowledge Test

What is physical Change?

Book, chart, white board, water, salt rusted nails

Class: 7th Subject: Science

Duration of periods: 35 mint student strength: 25

Topic: Chemical change

At the end of the lesson, students will be able to;

Previous Knowledge Test

What is chemical Change?

Book, chart, white board, water, iron nails, etc.

Class: 7th Subject: Science

Duration of periods: 35 mint student strength: 25

Topic: Reversible change

At the end of the lesson, students will be able to;

Book, chart, white board, water, ice, etc.

Class: 7th Subject: Science

Duration of periods: 35 mint student strength: 25

Topic: Blood Circulatory system

At the end of the lesson, students will be able to;

Parts of blood circulatory system and function of every part in blood

Previous Knowledge Test

Can we live wit out blood?

Why we need energy

Book, charts, white board,

Part of Blood circulatory system

Bleed vessels (Arteries, Veins, and Capillaries)

Class: 7th Subject: Science