Zainab 553

EDU-632-III (Teaching Practice)
“Lesson Plans ”
Submitted to: Mam Sadia Jamil
Submitted By: Zainab
Roll No. 20-553
Semester: 7th Morning (A)
Session: 2020-2024
Program: B.Ed (hons) Elementary Education
______________________________________________
DEPARTMENT OF EDUCATION
GOVT COLLEGE WOMEN UNIVERSITY
FAISALABAD
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|| Lesson Plan-1 ||
Class: 7th Standard

Subject: English
Duration: 40 to 45 Minutes
Topic: A Terrible Earthquake
1. Student Learning Outcomes
1.1 General objectives:
At the end of this lesson students will be able:

 To use English effectively for study purpose across the curriculum.
 To analyse text pattern and identify the topic sentences and sporting details.
 To develop interest in and appreciation of literature.
 To understand meanings of unfamiliar word in the text.
1.2 Specific Objectives:

At the end of this lessons to students will be able:
 To understand the effect of natural disasters on life.
 To understand the usage of correct form of verbs.
 To know about the precautions taken during the earthquake.
 To develop a story with the help of graphic organisers.
2. Teaching Method:
 Discussion method
 Lecture method
3. Materials required:
 Board
 Chalk\marker
 Pictures
 Chart
4. Previous Knowledge:
 What are natural disasters?
 Have you ever read about a calamity?
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5. Announcement the Topic:

Today we will discuss about the Terrible Earthquake and know the about the precautions
taken during the earthquake.
6. Information for Teacher:

A natural disaster is a sudden overwhelming and unforeseen event. No two disaster are the
same, yet they all have similarities in human suffering and material loss. There are many natural
disasters that can imperial life and property. Some of them are volcanoes, earthquake, floods,
explosions, and avalanches.
These are the results of national phenomenon and strike without warning. Some disasters are
more serve than others. Some can bring more damage to the earth life and property.
7. Introduction:
 What is a natural disaster?
 Which areas were affected by the earthquake of 2005?
 What took active part in the rescue work?
8. Presentation:
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9. Development:
Activity 1: Discuss in your class how you would behave when some people are
trapped in disaster.
Activity 2: Discuss the five regulations for your school.
 What are they?
 Are they effective?
 would they work in case of emergency?
Activity 3: Discuss the information on first aid and its importance in our daily life.
10. Conclusion:
This was the deadliest earthquake in the recent history of the subcontinent. According to
reports, more than 73,000 people died and almost 2.8 million people became homeless. It
effected the major town is Kashmir and it's surrounded areas.
Disaster management is best handled by the local community and volunteers that can play active
role in disaster management other communities like Police Department, fire department and the
heavy granted gave by the international countries like USA.
11. Assessment:
 Which was the largest earthquake that struck Cortana in Kashmir in the 20th
century?
 How can people be trained for disaster management?
 Does all disaster cause equal damage?
12. Follow up:

1. Find the meaning of these word.
 Deadliest
 Magnitude
 Overwhelming
 Remote
 Volunteers
2. You are left alone after a disaster. describe what happened and write about your feeling and
what you did.
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|| Lesson Plan-2 ||
Class: 7th Standard

Subject: Science
Topic: Investigating the space

 Explain the big bang theory of the origin of the universe.
 Evaluate the evidence that supports scientific theories of the origin of the universe.
 Describe a star using properties such as brightness and color.
 Find bodies in space that emit and reflect light.
 Suggest safety methods to use when seeing the sun.

 Define the terms star, galaxy, milky way, and the black holes.
 Explain the types of galaxies.
 Explain the birth and death of our sun.
 Identify major constellations visible at night in the sky.
 Describe the formation of black holes.
 Explain the working of a telescope.
2. Teaching Method:
 Inductive method
 Demonstration method
 Board
 Chalk\marker
 Pictures
 Galaxy pinwheel
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 What are stars?
 Name the hottest plant on galaxy ?

In a clear night we see thousands of stars and other heavenly bodies twinkling in the sky.
In this chapter we shall learn about stars ✨, constellations, galaxies, and other astronomical
bodies.

According to scientists, the starting point of the universe was the Big Bang. According to the
Big Bang Theory, once the universe was packed into one giant fireball. Then a tremendous
explosion, the Big Bang scattered the matter of the universe into all directions.
 Stars are huge balls of glowing gases. Stars are extremely far away from us.
 The color of a star is related to its temperature. Blue-colored stars have higher
temperatures than yellow and red-colored stars.
 Stars emit energy in the form of light and heat. The stars which emit greater amount of
energy look brighter than other stars.
 A galaxy is a large group of stars, nebulae, gases, dust and planets. Our solar system is
the part of Milky Way galaxy.
 A black hole is the last stage in the life of a massive star. A black hole is so dense that
nothing can escape from it.
 Scientists classify galaxies in three main types based on shape. These are spiral galaxies,
elliptical galaxies and irregular galaxies.
 A star (the Sun) starts its life as a protostar in a nebula. Then it changes to a star. After
releasing its energy, the star becomes a red giant and in the end a dwarf.
 A telescope is a device that can make a faraway object appear remarkably close. We can
see many more stars in the night sky with the help of a telescope.
 The Sun emits dangerous radiation. We must see safety measures before viewing the Sun.
7. Introduction:
 An introduction to Big Bang Theory.
 What is Milky Way?
 Classification of the galaxies.
 The life of stars.
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8. Presentation:
Classification of galaxies:
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9. Development:
Activity 1: Model of an Expanding Universe
1. Cut out small circles from sticky labels. The circles will be the galaxies in your model.
2. Slowly blow up a balloon. Stop as soon as the balloon appears round. Hold the end of
the balloon to keep the air from escaping.
3. Have a classmate place the galaxies at various positions on the balloon. The balloon
now is the universe and its galaxies.
4. Blow up the balloon until it is completely inflated. As you do, see what happens to the
galaxies
Activity 2: Make Oreo Moon Phases
These Oreo "Moons" show how the Moon looks from Earth during
these phases.
10. Conclusion:
According to Islam and other Ibrahimic religions, universe was
created by Allah Almighty. According to the Holy Quran, Allah Said
(Kun) and the universe was created (Faya Kun).
But scientists have been presenting different theories of creation of
the universe from time to time. that we have been discussed in this chapter.
in addition, we have discussed about the star galaxies Milky Way and star distance along with
the birth of star.
When our Sun will become a red giant, it may become so large that it will absorb Mercury and
Venus planets. The Earth would become extremely hot. All life on the Earth would be wiped off.
11. Assessment:
 How do scientists think the universe began?
 Are blue stars young or old? How can you tell?
 How do constellations differ from galaxies?
12. Follow up:
Given that there are more low-mass stars than high-mass stars in the universe, do you think
there are more dwarfs or more black holes? Explain.
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|| Lesson Plan-3 ||
Class: 3rd
Subject: English
Topic: Saving Resources
 To use re reading strategies to predict the content vocabulary from pictures.

 To recognise, articulate and use some formulaic expression to express needs and
feelings.
 To apply critical thinking to interact what they follow in the text using content.
 To enhance the ability to speak in English with simple sentences.
1.2 Specific Objective:

 To help their students to Acquire knowledge of environmental degradation.
 To create awareness among the student on environmental problems and
conversations.
 Create awareness and promoting environmentally friendly lifestyle.
 To develop an ethic of respect and responsibility for the environment.
2. Teaching Method:
 Tutorial method
 Board
 Chalk\marker
 Pictures
 Chart
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 What are the natural resources?
 why is it necessary to save natural resources?
 do you know drinking clean water is necessity for health?
5. Announcement of The Topic:

Today we will discuss about the natural resources and how can we save our natural resources
from the wastage.
Nature provides us with many gifts such as air, water, land, sunlight’s, minerals, plants, and
animals. we need to conserve these resources. existence on earth would not have been possible
without any of these. It should be available to all in abundance. all these natural resources make
life worth living on earth. we cannot imagine life without any of these. many of the sources are
being used faster than they can be replaced. they use for these has increased cause of
overpopulation.
 Waters while drinking from cooler at school.
 Check water leakage in the house and school.
 Unplug electronics not in use.
 Turn off unnecessary lights
7. Introduction:
 What are the natural resources?
 What is the initial precaution would take to save water
electricity and paper?
8. Presentation:
Saving resources:
Nature provides us with many gifts such as air, Water, land,
sunlight, animals, plants. We cannot imagine life without any of these.
the use for these has increased because of overpopulation and they
have wasted the most. it's time to understand and take some
precautions to have undergone these natural sources to save for us for our generations.
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Water: Humans,
animals, and
plants, all need
water to survive.
9. Development:
Activity-1:
Divide students into

three equal groups,
naming them as water, electricity, and paper. each group will prepare as speech. you may take
help from the given tips.
Activity -2:
I should discussion on the topic off if you can change one thing in the world that
what will it be ?
10. Conclusion:
We almost spread awareness about conversation of natural resources. it can be achieved only
when people understand it's importance. they should know the methods to conserve water and
electricity and other natural resources. Besides, it is essential to grow more plants. we should
make every effort not to pollute air.
11. Assessment:
 How can we save wasting water?
 write two points to save electricity?
 what is paper made of?
 what causes environment pollution?
12. Follow up:
 Create a poster with the idea the school can bring about changes to conserve
water and electricity and paper.
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|| Lesson Plan-4 ||
Class: 4th
Subject: Math
Topic: Factors and Multiple

 To develop interest of student in mathematics.
 To develop observational skill amongst pupils.
 To acquaint Students with the use of math in daily life.
 To provide opportunity for development of continuous process.

 To explain about the factors.
 To explain about the multiples.
 To solve the questions relating to factors and multiples.
2. Teaching Method:
 Problem Solving Method
 Inductive Method
 Board
 Chalk\marker
 Pictures
 Textbook
4. Previous knowledge:
Ask the question to the students about:
 What are the Whole number and Prime Numbers?
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In this chapter, we will learn about they Factors and Multiples, relationship between them.
Also know about their definition with example and the difference between them in detail.
6. Information for Teacher

 What Is a Factor?
A factor is a number that divides a bigger number completely without leaving any rest.
 What Is a Multiple?
A multiple of a number is the resultant product when we multiply that number with
another natural number. You can see multiples in multiplication tables.
 How to Find Out Factors/Multiples of a Given Number
1. To get a factor of a given number, you must figure out another number that evenly
divides it.
2. To get a multiple of a given number, you multiply that number by another integer
Factors vs Multiples
Following are the key differences between factors and multiples:
Factors Multiples
1 Factors consist of a list of numbers, each of which can Multiples are the resultant products of a
divide a specific number without leaving a rest. number when we multiply that number with
other natural numbers.
2 Factors of a number are limited. There is a minimum Multiples are unlimited. Every number is a
of two factors of every number, i.e., 1 and the number multiple of 0 and itself.
itself.
3 Factors are generally less than or equal to the given Multiples are greater than or equal to the
number. given number.
4 We use division to get the factors of a number. We use multiplication to get the multiples of
a number.
7. Introduction:
 Factors
 Multiplication ✖
 Prime numbers
 composite numbers
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8. Presentation:
Activity 1: Ali wants to store 10 eggs in some baskets. How many baskets should Billy
have so that the eggs are divided evenly, and no egg is left out?
Method 1: Factors by division
Step 1: Find all the numbers less than or
equal to the given number.
Step 2: Divide the given number by each

of these smaller numbers. Pick those
numbers that divide the given number
completely. These divisors are the factors
of the given number.
In this example, the numbers less than or

equal to 10 are 1, 2, 3, 4, 5, 6, 7, 8, 9, and
10. When we divide 10 by these numbers,
we observe that only 2, 5, and 10 divide the number 10 without any remainder.
Therefore, these divisors are the factors of the number 10.
Method 2: Factors by multiplication

Write the given number as the product of two numbers in as
many possible ways as possible. The smaller numbers you get
are the factors of the given number.
For this example, we will write 10 as the product of two

numbers in multiple ways.
Thus, the factors of 10 are 1, 2, 5, and 10.
Conclusion: Ali should have 2, 5, or 10 baskets to divide the eggs evenly.
Activity 2: Aisha is preparing goodie bags for her friends.

She must put two candies in each bag. Are 5 candies
enough to prepare three goodie bags?
Since we have 3 goodie bags, and we have to put 2 candies in

each, we must find out the first three multiples of 2 to get the
answer.
The first three multiples of 2 can be found by multiplying 2 by the first three natural numbers.
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9. Conclusion: To prepare 3 goodie bags, we need 6 candies. Therefore, 5 candies will not be
enough to prepare three goodie bags.
10. Assessment:
 What factors of 36 are multiples of 4?

 Define factor?
11. Follow up:
 Solve all the questions of exercise 4.3 in textbooks.

 Write three examples of factors by division methods.
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|| Lesson Plan-5 ||
Class: 3rd
Subject: English
Topic: Healthy Habit

 To develop their intellectual, personal, and professional abilities.
 To develop positive attitude towards learning English.
 To practise class, talk to learn for formulaic expressions for efficiency in speaking
English.
 to utter tongue twister as a practise for fluency tone and pitch.

 Knowledge
Students know about the various importance of good habits
 Understanding
 Students will be able to understand about the moral value.
 Creativity
 To enhance their imaginary skill
 To enable them to create their own skills.
2. Teaching Method:
 Tutorial method
 Demonstration method
3. Material required:
 Board
 Chalk\marker
 Pictures
 Textbook
 Chart
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 How do you clean your room?
 What are your daily habits before coming to school?
5. Announcement of the topic:

Today we will learn about the good habits of your daily
life.
So today discussion is about: washing your hands,
dreaming your nails, clean your teeth, Combing your hair.
6. Information for Teachers:

It’s important to start teaching your child healthy habits as early as possible. But rather than
simply telling your child how to take care of his body or how to keep himself safe, it’s essential
to teach your child the reason behind your rules.
If he grows up understanding why these habits are important—and they become like second-
nature—it can prevent power struggles. Here are eight healthy habits you should start instructing
your child when he’s a toddler:
 Wash Your Hands
 Cover Your Mouth
 Teach your child to put tissues and trash into the garbage can.
 Take Care of Your Teeth
 Protect Your Head
 Save Water
 Save Paper
 Move Your Body
7. Introduction:
 Reading poem we wash our hands with action.
 Add tell students how to keep your clean teeth with the story highlighted a frog named
wizard.
8. Presentation:
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Activity-1: Group Activity- Make a list of actions we take every day

Activity-2: Do 10 Sit Stand during Class for the purpose of active and healthy day.
9. Conclusion:
If you do maintain a healthy lifestyle, there are many benefits, and not only for your body.
Some are maintaining a healthy weight, reducing risk of developing heart disease, increasing
energy levels, assisting a healthy immune system, and it helps you to be more social. Having a
healthy lifestyle is crucial for giving your body everything that it needs.
10. Assessment:
 Why should we eat fewer candies?
 how will we remain healthy by taking care of our teeth?
11. Follow Up:
After reading the story “The Toothy” Toad why do you think it's important to brush your
teeth? Write into three lines.
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|| Lesson Plan-6 ||
Class: 4th
Subject: Science
Topic: Force and Motion

 To develop the interest of students in learning science
 To enable them to get knowledge contained in the class.
 To develop the abilities of imagination, reasoning, and observation.
 To provide students to acquire deep insight with facts and principle of physical science

 To describe force and motion with example from daily life.
 Identify gravity as a force that draws object to earth.
 To investigate that friction works against the direction of motion.
2. Teaching Method:
 Heuristic Method
 Demonstration Method
3. Material Required:
 Board
 Chalk\marker
 Pictures
 Textbook
 Plastic Bottle
 Define energy
 Different forms of energy?
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Today we will learn about the force and motion. We surely discussed about the
 How can a toy car be moved?

The act of pushing or pulling a body is called Force. Force is used to move or stop a body. For
example, we either pull R dot awards us or push it away to open it. force can also change the
direction of motion for example applying for force ball with a cricket bat changed its direction of
motion.
An object changes its position during a movement it's called Motion. Motion is a result of
applying force on a body so this process in which an object change its position is called motion.
you may have noticed that whatever is thrown upward it returns to the ground. Earth pulls
every object towards itself with a specific force, these specific forces called the Gravity of
Earth.
7. Introduction:
 What is force?
 What is motion?
 Explain the gravity of earth?
 Explain about the friction?
 Advantages and disadvantages of friction?
 Difference between simple machine and lever?
8. Presentation:
With the help of this charter,
we can understand that the
force has change into herself
in:
 Push
 Pull
 Magnetism
 Gravity
 Friction
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Activity 1:
 Die a pencil to a piece of thread and hang it with ruler. Is gravity acting on the pencil
 now cut that thread. You see even that thread breaks the pencil falls to the ground.
 Explain the reason?
Conclusion: you may have noticed that the pencil is thrown upward it returned to the
ground the earth pulls every object toward itself with a specific force that's why it is called
the gravity of earth
Activity 2:
 Take a ruler, a pencil, and a book.
 Place on end of the ruler under the book as shown in
the figure.
 Place the pencil under the ruler near the book. Apply
force on the other hand of the ruler to lift the book.
 What do you observe.?
9. Conclusion:
in this activity the pencil acts as the fulcrum while the book is the weight that can be easily lifted
with the help of force.
10. Assessment:
 How can we walk on earth?
 What is simple machine?
 Define lever with example??
11. Follow up:

 What is gravity? On which object does it act?
 Define friction? In which direction does it act?
 What is a machine? How does it work for us?
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|| Lesson Plan-7 ||
Class:3rd
Subject: Math
Topic: Measurement of Mass, Length and Gravity

 To enable the student to solve mathematical problems of daily life.
 to develop thinking and reasoning power of student
 To give the child an insight into the relationship of different topics and branches of
subject.
1.2 specific objectives:
 To use standard metrics unit of length (kilometres, metre, end centimetre)
 To solve real life situation involving same units of Length for addition without
carrying.
 To standard metric units of mass (kilogramme and gram)
 Solve real life situation involving same units of Mars for subtraction without
borrowing.
2. Teaching method:
 demonstration method
 textbook
 scale
 whiteboard
 marker
 How can we measure an object?

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In today lesson we will learn about the mass and length.

 how can we measure it?

Mass: Mass is the amount of matter present in any physical object. Usually, mass and weight
are two different terms as the weight gets affected by gravity. The mass of the object stays the
same while the weight of the object may change from one place to another. But for elementary
classes, we assume everything on the surface of the earth and the weight and mass of objects are
considered as similar things.
How to measure Mass?
There is various equipment available in the market to measure the mass of any object. For
example, digital scales, spring scales, balance scales, kitchen scales and bathroom scales.
To perform calculations and conversions, it’s important to understand the relationship between
different units of mass.
 1 gram (g) is equal to 1000th part of the kilogram. We can stand for the same in an
expression like
 1 kg = 1000 g
 Further 1 milligram is equal to 1000th part of a gram. So, the expression becomes
 1 g = 1000 mg
Length is defined as the
measurement or extent of KM TO M M TO CM CM TO MM
something from end to end. In
other words, it is the larger of the KM M M CM CM MM
two or the highest of three 1 1000 1 100 1 10
dimensions of geometrical
shapes or objects. For example, a 2 2000 2 200 2 20
rectangle has its dimensions as
length and breadth. 5 5000 10 1000 10 100
Length Conversion Table 10 10000 50 5000 50 500
The conversion of units from one 100 100000 100 10000 100 1000
unit to another is essential while
solving many problems to
understand the parameters. Below
are the few conversions which
are basic and will help in
problem solving.
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7. Introduction:
 Instrument for measuring a mass
 Name the instruments for measuring length
 Mayor and record the length and height of the objects
 addition and subtraction of the length.
8. Presentation:
Arslan bought 4m and 70 cm cloth while Rizwan
bought 5m 20cm cloth. Find the total length of cloth
they bought?
Solve:
Arslan’s cloth = 4m 70cm
Rizwan’s cloth= +5m 20cm
Total cloth = 9m 90cm
Thus, the total length of cloth was 9m 90cm
Activity one:
Measure the length and width of your classroom with the help of measure tape also right the
units.
Activity 2:
Find the total weight of bags of three children.
which bag will have the greatest Mars mass among the bags?
9. Conclusion:
There is various equipment available in the market to measure the mass of any object. For
example, digital scales, spring scales, balance scales, kitchen scales and bathroom scales.
To perform calculations and conversions, it’s important to understand the relationship between
different units of mass.
10. Assessment
 Name two instrument for measuring length
 state the metrics units of length
 Measure correctly the length breadth and height of object in the classroom.
 Record measurements correctly including unit.
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11. Follow up:
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|| Lesson Pla-8 ||
Class:4th
Subject: Science
Topic: Solar System

 to develop skills of scientific inquiry to design and conduct scientific investigations and
evaluate scientific evidence to draw conclusions
 to encourage and enable students to develop inquiring minds and curiosity about science
and nature.
 to encourage and enable students to develop inquiring minds and curiosity about science
and nature
1.2 specific objectives:
 Describe the solar system and its planetary arrangement showing the position of the
earth in our solar system.
 Identify the sun as a source of heat and Light for the solar system
 Illustrate and explain how solar and lunar eclipse occur
 recognise that the earth has a moon that revolves around it.
2. Teaching method:
 Lecture Method
 Discussion Method
 textbook
 scale
 whiteboard
 marker
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1. The students have learned the following concepts in the earlier class:
2. We live on a heavenly body called the earth.
3. The shape of the earth is spherical.
4. The earth spins about its vertical axis which results in day and night.
5. The earth also moves around the sun known as its orbital motion.
5. Announcement of Topic:
We see many starts at night on a clear sky. the sun is one of those medium sized stars. However,
it is much larger than the earth. have you ever thought what is inside the sun??
so today lesson we will learn and explore the inside of sun.
6. Information for teachers:

We know that the earth is a planet, and the sun is a star. We also know that the earth goes
around the sun. The path of the earth around the sun is called its orbit. Earth is not the
only planet orbiting the sun. in fact, there are eight planets including the earth revolving
around the sun in almost the same plane but in different oval shaped orbits.
We can see the planets in the night sky. Unlike the stars, planets don`t give off their own light but
reflect the light of the sun.
 A few years ago, nine planets were considered to constitute the solar system. The so
called ninth planet “Pluto” is no longer
considered as a planet as it does not fit
the definition of planet.
7. Introduction:
 Why do stars shine?
 What is the difference between the sun and the planet?
 How are day and night made?
 Is our earth a star or a planet? Why?
 How many planets are there? Are they all the same size?
8. Presentation:
Now tell them that the 8 planets along with their moons and the sun make the solar system.
Our earth is a part of the solar system.
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 Mercury
 Venus
 Earth
 Mars
 Jupiter
 Saturn
 Uranus
 Neptune
Activity 1: Fix the unlabeled chart of the solar system.
Activity 2: Divide the class into groups of five each. Display a poster of the solar system.
 Each group brainstorms a list of facts they have learnt about the solar system.
 Ask each group to study the display and prepare a presentation about what they know of
the solar system.
 Ask each group to present.
 Discuss each group`s presentations
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9. Conclusion:
The Solar System is the gravitationally bound system of the Sun and the objects that orbit it.
It formed 4.6 billion years ago from the gravitational collapse of a giant interstellar molecular
cloud. The vast majority (99.86%) of the system's mass is in the Sun, with most of the remaining
mass contained in the planet Jupiter.
10. Assessment:
1. What is the Solar System?
2. What is at the center of the solar system?
3. How many planets are there in the solar system?
11. Follow up:

 The sun stops providing light and heat, what effect on the earth?
 would life be possible on earth?
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|| Lesson Plan-9 ||
Class: 4th
Subject: English
Topic: Use of IS, AM, ARE

 To develop knowledge and understanding of Grammar.
 To develop abilities to make use of the grammar in own writing English
 To develop students’ ability to use English in day-to-day life and real-life situation.
 To enable the students, comprehend the spoken form.
 To use am, is, are with different substitution and pointing words in short sentences to
identify and describe a person, place, and thing e.g. I am...
 to use 'is, am and are' correctly in simple sentences.
 To the second use of is, am, are to rename a noun or a pronoun (subject) in the present.
2. Teaching Method:
 Cooperative Language Learning Method
 Board
 Chalk/Marker
 Chart
4. Pervious Knowledge:
 Recap the concepts of nouns, verbs, pronouns, and adjectives with students.
 They must tell the definitions with examples (see lesson plans on these parts of speech
for more information)

Today we will discuss about the use of is, am, are in sentences or in our daily life speaking.
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 Substitution words or pointing words are used in place of nouns to talk about someone
or something. These are generally pronouns.
 Am, is, and are, are verbs, too.
 ‘Am, is, and are’ are form of the verb “to be” because they show a state of being.
 Is, am and are simple present forms of the verb -to be. They are used to describe the
state, feeling or condition that something or someone is in. Thus, is, am, are connect
the subject to what is being said about the subject.
 is used in present tense with third person singular subjects (he, she, it)
 am used in present tense with first person subject(I)
 are used in present tense with plural subjects. (We, You, They).
7. Introduction:
 Stand in front of the class and say: “I am a teacher”. (Repeat this two times. Then write
sentence on the board).
 Call a student to the board. Ask him/her:
 Who are you? (Response) I am a student.
 Ask a few students the same question one by one. They all must reply: “I am a student”.
 Write the sentence, ‘I am a student’, on the board.
 Tell the students that for a singular person you say: I, but for plural persons you say ‘we’.
 Ask them to say together: “we are students”.
 Repeat this singular and plural game a few times till they learn the difference.
8. Presentation:
 Make the following tables on a chart paper and
paste the chart in class. All students must copy
this table in their notebooks and learn it. Teach
the rules to all students.
 The above given tables teach the subject –verb
agreement i.e., subject of a sentence must agree
with the verb.
 These substitution words or pointing words in the first
column of the tables tell us which form of should be used
with each word.
 Teacher must link this plan with the other lesson plans
about subject-verb agreement and uses of am, is, and are.
 ‘Am, is, are’ are used for simple present tense.
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9. Development:
Activity 1.
 Ask the students: if we don`t say ‘student’, then what can be some other answer?
(Possible responses: boy, girl, child, children, class fellows)
 Call three students to the front of the class.
 Ask the following questions from them:
 Who are you? (Accepted answer: I am a girl/boy).
 Who is this? (Point to the next student. Accepted answer: This is Saad
(Take the name of the boy).
 Who are they? (They are my class fellows. They are Saad and Salman.)
 Repeat this same activity with a few more students.
 Make small groups of 3-4 students.
 Ask them to practice this activity with each other.
Activity
 Paste the table chart on the board.
 Write the list of ‘be’ verbs and their subjects as given below for practice.
 Ask students to read after you. Do this at least three times for practice.
 Ask students to add words in the end of each pair of words e.g.
 I am Ali,
 You are Saad.
 He is Usman.
 She is Samira.
 It is a book.
 We are friends.
 You are my friends.
 They are class fellows.
 Call a few students one by one to the board and ask them to complete the sentences.
 Correct them if they make mistakes. Don`t scold them.
 All students must copy these sentences in their notebooks.
10. Conclusion:
Recap the concepts learnt.
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11. Assessment:
 Ask the rules of using am, is, and are, in sentences from students.
 You can use the following exercise to assess students` progress.
Exercise
 Put in the following forms of be verb (am, is, are) in the blanks.
1. This ________a boy.
2. That ________an apple.
3. My mother _________in the kitchen.
12. Follow Up:

 Practice the use of ‘is’, ‘am’, ‘are’, by giving the following fill in the blanks for homework.
 Write a “be verb” in the blank to complete each sentence:
1. Ali and Umar ________good friends.
2. The teacher __________writing on the board.
3. We ________________tired.
4. My dog ____________so lazy!
5. I _________________a tall boy.
6. You ______________a cute girl.
7. The bird ___________flying in the sky.
 Find the exercises related to this topic in the textbook.
 Ask the students to do the exercise in their notebooks. Discuss them in class.
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|| Lesson Plan-10 ||
Class:5th
Subject: Science
Topic: Worms & Insects

 To provide students to acquire deep insight with facts and principle of biological science.
 To find out whether a worm can learn to navigate a simple maze.

 Find the differences between animal and insect life cycles Activity.
 Students will find the main insect body parts, changes as they grow, and what insects do
in the natural world.
 Students will find similarities and differences among various insects, such as caterpillars,
mosquitoes, worms, and ladybugs.
2. Teaching Method:
 Detective Method
 Question Answering Method
 Pictures of worms and insect
 Textbook
 Board
 Chalk/marker
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 Ask them do they know about the “Animals under our feet”

warms and insects
 The difference between animals
 What is the life cycle of them?
 How they grow?
6. Information for teachers:

 There is a great diversity among invertebrates. Worms and insects are the two major
invertebrates’ groups.
 The insects are characterized by three body parts
(head, thorax, and abdomen) and jointed legs.
Most of the insects also have wings that help
them to fly.
 Worms have round and elongated soft bodies.
The bodies of some worms have segments, like
compartments of train.
7. Introduction:
Insects belong to the Phylum Arthropoda with segmented bodies, while most of the worms
(read: roundworms) belong to Phylum Nemathelminths (bearing tube like unsegmented
bodies). Insects have jointed legs/limbs (meaning of the word ‘Arthropoda’) in the adult
stages, while roundworms do have not have limbs, instead they wriggle their body to move
around.
In addition, flatworms belong to the Phylum Platyhelminthes, have flattened unsegmented
bodies and are limbless.
Insects are sexually dimorphic (both sexes exist separately and distinctly in nature and are
known to mate among themselves to procreate), while in many cases, the roundworms are
hermaphrodites (both male and female gonads existing in the same individual and undertake
self-fertilization to reproduce) at least for major part of their life cycle.
Some flatworms reproduce asexually by body fission (fragmentation of the existing body). It
may be noted that some roundworms or even flatworms could be sexually dimorphic as well.
Examples:
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a) Insects: House flies, cockroaches, mosquitoes, termites, ants etc.

b) Worms:
i) Nemathelminths: earthworms, large parasitic roundworms (known
as Ascaris sp.), pinworms (ones that are commonly known to infest children).
ii) Platyhelminthes: Tapeworm (Taenia solium), Planaria etc.
8. Presentation:
9. Development:
Activity 1:
 Show some pictures of worms and insects and ask the students to classify them based on
their body shapes.
 Write students ‘response on the board.
Activity 2
 Show the pictures of insects and worms and tell them that these are different groups and
have different characteristics.
 Explain by writing on board the main characteristics of insects and worms: insects
(jointed legs, wings); worms (elongated soft body, no legs etc.)
10. Conclusion:
 Worms and insects are the two major invertebrate’s groups.
 The insects have three body parts i.e., head, thorax and abdomen. They have jointed legs
and most of them also have wings.
 Worms have round and elongated soft bodies. The bodies of some worms have segments.
11. Assessment:
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Ask the students to print the names of those insects, they see in their daily lives.
12. Follow up:
1. Ask the students to find the picture of any insect from newspaper or net. Ask them to
paste the picture on their notebooks and write at least two characteristics.
2. Ask students to collect an insect from nearby and bring it in the classroom and draw its
diagram.
3. Have students create an imaginary creature. Instruct them to draw a picture of the
creature and create a fact sheet for their creature. After all students have created their
imaginary creatures, let the class classify the creatures. First into vertebrates and
invertebrates, next into sub-groups as:
4. Classify Vertebrates into fish, amphibians, reptiles, birds, and mammals.
5. Classify invertebrates into worms and insects
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Class: 3rd Standard

Subject: Math
Topic: Subtract Units of Time

subject.
 Subtract units of time in hours.
 Solve real life problems involving subtraction of units of time in hours.
2. Teaching Method:
 textbook
 scale
 whiteboard
 marker
 How can we measure an object?

Today we will learn about the how can we subtract the units.
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 Units of time are used to measure the duration between the occurrences of two events.
 The smallest unit of time is second.
 The other units of time are minute, hour, day, week, month, and year.
 Time unit hour can be subtracted from hours.
 While teaching the lesson, also consult textbook where and when applicable.
7. Introduction:
Ask students:
 How many hours are in one day?
 If you spend 6 hours each day in school, then how many hours do you spend on other
activities?
 Explain the subtraction procedure on the board.
8. Presentation:
9. Development:
Activity 1:
 Write the following statements on the board and then ask
questions.
 Maroon and his wife reached Islam Abad from Lahore in
8 hours by train and taxi. They travelled two hours by
taxi. How long did they travel by train?
 Zara finished her homework in three hours. She
completed Math`s work in one hour. How much time
could she spare for rest of the homework?
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Activity 2
 Ask students to find the difference between the following pairs of time:
10. Conclusion:
Among hours, minutes and seconds, hour is the biggest unit of time. Hours can be subtracted
from hours through simple mathematical subtraction process.
11. Assessment:
Akram slept only 4 hours last night. How much time he remained busy during the full day?
12. Follow up:

 Nadia covered a distance in 3 hours. Ahmad covers the same distance in 2 hours. How much
more time Nadia took to cover the same distance than Ahmad?
 Ask the students to solve the questions given in the textbook.
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Class: 7th Standard

Subject: Computer Science
Topic: Computer Software

 Create interest in technology
 Key players in computer software
After completion of this lesson, you will be able to:
 Know about the software of computer.
 Key event of software of computer.
2. Teaching Methods:
 Lecture method
 Computer
 Board
 Pointer
 Textbook
1. What is computer?
2. Use of computer in daily life.

In today class we will learn about the computer software different types of computer software
and how they will work?
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Computer software or software is a group of programs, functions, objects, and classes that are
developed to receive input from the user and that are processed by a computer (CPU) to generate
output.
Types of Software:
You can define software in several ways and in types based on their work. But you can start with
understanding two main types of software:
 System Software
 Application Software or Apps
Software is important to use a computer. The operating system is important to make computer
hardware functional or live. After using the system, you can perform basic operations on
computers such as document writing, playing songs, surfing the internet, and many other
programs. In the upcoming version of Windows 11, you will be also able to run mobile apps on a
computer.
7. Introduction:
Software is the applications and programs of a computer. It is a set of instructions to perform the
tasks. These instructions are given by a software developer. They are written in such a manner
that a computer can understand it.
8. Presentation:
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9. Development:
Activity 1:
 Type your spelling words.
 Draft a story. (About family, pet, vacation, sport, book, etc.)
 Write sentences using a prepared word list.
Activity 2:
With the help of word processing program or draw a penguin with a drawing program. Here are
some ideas and resources.
10. Conclusion:
Each information system is based upon software under the form of programs and procedures
• software is needed for input, processing, output, storage and management activities Trends
in software development:
• usage of packages
• usage of non-procedural languages (4GL)
11. Assessment:
What are the two basic types of system software?
Elaborate them with examples?
12. Follow up:

What does the key feature of system software write in short with the characteristics of
application software?
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Class: 6th Standard

Subject: Social Studies
Duration: 45 Minutes
Topic: Maps
At the end of this topic students will be able:

 To develop an interest in this subject.
 To apply the knowledge practically in real life.
 Developing scientific temperament among the students.
 Student will acquire knowledge about the different types of maps.
 They will learn to define map and its types.
 Do enable the students to explain scale, cardinal points, and symbols.
2. Teaching Method:
 Lecture method
 Textbook
 Whiteboard
 Marker
 Map of Pakistan
 Globe
Teacher asked the student to have you ever seen the map of Pakistan?
Student replied: Yes, we have seen the different states capitals town and cities in map.
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Today we are going to study about map and its different types.

We use globe to understand the structure of Earth which is our planet in right manner but in
exceedingly small size as compared to its original size. It is the size, shape, direction, distance
and relation between the continents, oceans and other forms found on our Earth.
(a) Land Maps (b) Physical Map (c) Wall Maps
7. Introduction:
A map can be simply defined as a graphic representation of the real world. This representation is
always a conception of reality. Because of the infinite nature of our Universe, it is impossible to
capture all the complexity found in the real world.
8. Presentation:
9. Development:
Activity 1:
The teacher divides the class into five groups. each group will be given the names of five
different states of Pakistan. students must find and identify the States and they will them in bold
letters along with their capitals.
Activity 2:
Students must draw their home and school map.
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10. Conclusion:
Map supplies the solution of above-mentioned problems. Map is a visual representation of an
area or selected features of Earth, typically on a flat surface with the help of traditional symbols
on the scale which is reduced as compared to scale because several types of natural and
manufactured features are found on Earth and their collective representation is not possible on a
single map. An attempt in relation to above mentioned situation will make a map purposeless
and unintelligible.
11. Assessment:
What is the Famous desert in Pakistan on the map?
Difference between physical and land map?
12. Follow up:

Locating a place on the map did the help of latitudes and longitudes.
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Class: 7th Standard

Subject: Social Studies
Topic: democracy
At the end of this topic students will be able:

 To develop knowledge about the Pakistan democracy.
 To give the students’ knowledge about society and different aspects of society.
 Do create love to the on government and the country.
 To make them aware are active participants of society.
 To understand the actual meaning of our democracy.
 To ensure Everyone should be respected as an individual,
 To understand the rule and laws of the related government.
2. Teaching Method:
 Story telling method
 Whiteboard
 Board marker
 Textbook
 What is the name of our country?
 What is the duty of Pakistan citizen during election?
 In what type of government people are giving the right of vote?

Today we will study the topic democracy and its principal.
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Democracy word had its origin form two Greek words demos which means people and Kratos
which means rules, so the term democracy means rules by people.
There are two types of democracy in Pakistan
 Direct democracy
 Indirect democracy
7. Introduction:
Democracy is a form of government by the representatives of the people. It believes in their
ability to safeguard and further their interests. It is less prone to revolutionary changes and
attaches supreme importance to the aspirations of the people.
8. Presentation:
The main difference between Direct Democracy and
Indirect Democracy is that Direct Democracy where the
people vote or elect directly on the laws or other issues
that proposed. Indirect democracy where the people
representatives who vote on laws on behalf of the people.
9. Development:
Activity 1:
Choose the two groups and debates upon the current government of Pakistan and opposition of
Pakistan.
Activity 2:
Start by appointing one student as the class monarch and let them make all the rules alone (or
with a small council) and encourage that student to make rules that help him/her specifically.
Next, reorganize the classroom into a democracy, in the broadest sense of the word.
10. Conclusion:
The teacher will sum up the lesson by highlighting the important points and try to clear the
student’s doubts.
11. Assessment:
 What is the meaning of direct democracy?
 which country has direct democracy?
12. Follow up:

 Add the merits and the merits of democracy write in own words.
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Class: 7th Standard

Subject: Science
Topic: Electro-magnets

 To provide students to acquire deep insight with facts and principle of biological science.
 Make an electromagnet with the help of a cell, an iron nail and wire, and show its
working.
 Explore different electromagnetic devices used in daily life.
 Describe the relationship between electricity and magnetism in an electromagnetic device
2. Teaching Method:
 Tutorial Method
 Lecture Method
 Whiteboard
 Chalk and marker
 Textbook
 Chart
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What are worms?
write five names of insects?

In today class we will discuss about the electromagnet it's different types and their work on our
daily life.

A natural magnet is a mineral with magnetic properties (magnetite). An artificial magnet is a
body of ferromagnetic material to which the property of magnetism has been communicated. …
Temporary artificial magnets: those that produce a magnetic field only when an electric current
circulates through them.
7. Introduction:
 We can convert a piece of iron into a magnet with the help of a permanent magnet. Now
we are using electric current.
8. Presentation:
 The magnet has two poles, one north and one south, which are oppositely attracted. In
this way the North Pole attracts the South Pole and the South Pole to the north.
 The energy that we have applied to the magnetic poles will make the magnet point in
different directions, so the poles will deform
 An electric generator converts mechanical
energy into electrical energy. So, whenever
a coil rotates inside a magnet field, current
starts flowing through it. This is the
electric generator.
 There are many other electromagnetic
devices which we use in our daily life.
Such as.
 A telephone,
 A microphone,
 A loudspeaker,
 A computer,
 Fax machine and many more
9. Development:
Activity 1:
 Divide the class into suitable groups and tell them to follow the given instruction:
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1. Take an iron nail at least 10 cm long.

2. Wind an insulated copper wire very closely over it. This makes a coil.
3. Connect the two ends of the coil to the battery of three cells through a switch.
10. Conclusion:
 An electromagnet is a type of magnet in which the magnetic field is produced by the flow
of an electric current, disappearing as soon as said current ceases. Whenever we have an
electric current, a magnetic field will be present; this phenomenon is known as induction
 An electromagnet is a type of magnet that attracts metals with the help of electricity.
 Electromagnets are widely used in motors and generators, magnetic locks, loudspeakers,
and the magnetic separation of materials, among many others. To better understand the
concept of electromagnetism and how its entire mechanism works, we are going to create
our own electromagnet!
11. Assessment:
 How can an iron nail be made electromagnetic by electric current?
 Give some examples of electromagnetic devices. explain the working of any one of them.
12. Follow up:

 Make suitable groups of the students. Each group will show electromagnetic devices
which are used electromagnetism in home and other places around them.
 Each group will present its findings next day for discussion and the teacher will write
they key points on the board
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Class: 5th Standard

Subject: Math
Topic: Ascending and descending order

subject.
 Write the given set of numbers in ascending and descending order.
 To arrange the numbers from greatest to the smallest.
 To put the numbers in ascending or descending order we compare all the given numbers
2. Teaching Method:
 Deductive Method.
Writing board, chalk/marker, duster, number cards of 1000, 2000, 3000, 4000, 5000, textbook
How to subtract the unit?

In today class we will learn about the smallest to highest number and highest to smallest number.
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 In ascending order, we arrange the numbers from smallest to the greatest.
 In descending order, we arrange the numbers from greatest to the smallest.
7. Introduction:
Write the following numbers on the board:
342, 542, 78, 90, 342, 564, 1890
 Ask the students to compare these numbers and show the smallest number and the
greatest number.
 Collect their response and elicit that 567 is the greatest number and 356 is the smallest
number.
 Now ask them to arrange these numbers in two ways:
 Smallest to greatest
 Greatest to smallest
8. Presentation:
9. Development:
Activity 1:
Select five students from the class and distribute the number cards of 1000, 2000, 3000, 4000,
and 5000 to them. They will show these cards to the class.
Now ask to arrange them from smallest to greatest
Activity 2:
Demonstrate the ordering of numbers in ascending and descending order to the students, for
example:
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10. Conclusion:
Conclude that:
 In ascending order, we arrange the numbers from smallest to the greatest.
 In descending order, we arrange the numbers from greatest to the smallest.
 To put the numbers in ascending or descending order we compare all the given numbers.
11. Assessment:
Ask the students to arrange the following numbers in ascending order.
34.56,12, 10, 23, 27,56, 49
12. Follow up:

Ask the students to:
 Arrange the following numbers in ascending and descending order.
345, 786, 567, 342, 908, 453, 124, 245
 Ascending and Descending Order
 Tell what is the greatest 4-digit number?
 Tell what is the greatest 5-digit number?
 Tell what the greatest 6-digit number is
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Class:5th Standard
Subject: English
Topic: Adverb

 To develop students’ ability to use English in day-to-day life and real-life situation.
 To enable the students, comprehend the spoken form.

 To intensifies meanings of words it modifies.
 Identify and use adverbs of manner, times, place, and frequency
2. Teaching Method:
 Cooperative Language Learning Method
 Grammar book
 Whiteboard
 Marker
 Pointer
 Textbook
 Recap the concepts of nouns, verbs, pronouns, and adjectives with students.
 They must tell the definitions with examples (see lesson plans on these parts of speech
for more information)
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Today we will learn about the adverb and its different kinds.

An adverb: a word that describes or gives more information about a verb, adjective, phrase, or
other adverbs in sentence. Such as ‘he eats quickly and ‘it was extremely good’. ‘Extremely and
quickly are both adverbs.
An adverb of time: an adverb of time indicates the time of action. It may answer the question
“when”.
· An adverb of manner: an adverb of manner shows how the action takes place. It answers
the question. “How”
. An adverb of place: an adverb of place tells where the action takes place. It may answer the
question “where”.
· An adverb of frequency: an adverb of frequency tells how often the action takes place. It
may answer the question “how often”.
7. Introduction:
An adverb: An adverb can be auxiliary to a verb to alter its meaning. Commonly, an adverb
states you when, where, how, in what manner, or to what amount an action is accomplished.
· Many adverbs finish in Ly (mostly those that are used to prompt how an action is
accomplished).
· Though numerous adverbs finish Ly, lots, e.g., fast, never, well, very, most, least, more,
less, now, far, and there.
8. Presentation:
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9. Development:
Activity 1:
Draw four columns on the board and ask the students to copy them in their notebooks.
Manner Time Place Frequency
Slowly Now Here Always

Sadly Yesterday There Often
Happily Today Everywher Never
e
Excitedl Tomorrow Again
y Outside
Before Once
Loudly Inside
Activity 2:
Ask the students to write two short paragraphs on these topics, using adverbs of time, place,
frequency, and manner.
 My favourite activity during the day
 What I like to see my mother do
 What I like to see my father do
10. Conclusion:
Ask students to sum up what we have learnt today along with the samples of various kinds of
adverbs.
11. Assessment:
Ask the students to write five sentences using the following adverbs. It is better if the sentences
are connected to each other, for example: they can be written as a paragraph on ‘One day in
school’.
 Use happily, quickly, loudly, here, always, etc.
12. Follow up:

 Any related task from the textbook must be done as extension/follow up task.
 Continue to point out adverbs to students in their daily conversation.
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Class: 4th Standard

Subject: Math
Duration: 35Minutes
Topic: Compare Fraction

subject.
 Show and able to find fraction in different situations.
 Students will develop the ability to understand the concept of lowest form and
equivalent fractions.
 Students will reach the understanding on the concept of lowest form and equivalent
fractions.
 To be able to compare the fractions and put proper sign between them.
2. Teaching Method:
 Analytic-Synthetic Method
 Writing Board
 Chalk/Marker
 Duster
 Paper Strips
 Fraction Flashcards
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What will be the quotient if 24 is divided by 4?

In today's class we will learn about the different fraction function and how we compared them.?

 Fractions that have same denominator are
called like fractions
 To compare like fractions, look at the
numerator, “greater the numerator greater is
the fraction”.
 While teaching the lesson, also consult
textbook where and when applicable.
7. Introduction:
Comparing Fractions: When it comes to fractions, we usually compare two or more fractions. In
fact, we experience fractions in our day-to-day life. A simple example, if you cut an apple in two
parts, it is also a fraction. Basically, comparing two fraction means to determine the large and the
smaller fraction among them. Let us you more about fractions and their comparison. In this
article you get details on fractions definition, how to compare fractions, fraction comparison
rules, the decimal method of comparing fractions, and solved examples for quicker and better
understanding.
There are a few rules that we must follow when comparing the fractions:
1. When the denominators of the fraction are the same, the fraction with the smaller numerator is
the smaller fraction, and the fraction with the greater numerator is considered a greater fraction.
2. When the numerators are equal, the fractions are considered equivalent.
When the fractions have the same numerator, the smaller denominator is considered, the more
significant fraction
8. Presentation:
Write following incomplete expressions and ask students to
write relation signs (<,> or =).
 Read the sentence from left to right.
 Explain the signs by using vocabulary greater than and
lesser than.
 Write the following incomplete expressions and
ask students to fill the boxes with suitable
numbers e.g.
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9. Development:
Activity 1:
Ask students to write the fractions in smaller to bigger and
bigger to smaller order and use relation signs (< and >)
accordingly.
Activity 2:
 Write some fractions with same
denominator on paper strips e.g.
 Put them in a box and ask students to draw
three fractions
 Ask them to compare fractions and write in
their notebooks in ascending order (from
smaller to bigger)
10. Conclusion:
Conclude that for comparing fractions with the same denominators we compare the numerators
to see which numerator is greater. The fraction with the greater numerator is the greater fraction.
 Ask Ali shared 4/5 part of the bread with his friend. Usman shared 3/5 part of his bread.
Who shared less and who shared more?
11. Assessment:
Assign some fractions (e.g., 1/7, 2/7, 3/7, 4/7 etc.) to students and ask them to compare these
fractions.
 Also arrange fraction in ascending or descending order.
12. Follow up:

Q.1. Compare the two fractions 47 and 27.
Q.2. Compare the two given fractions: 613 and 620
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Class: 6th Standard

Subject: Computer
Topic: Computer Hardware

 To enable the student to grasp the basic knowledge needed from further study of
computer science and the related technology and
 To understand its application
 Recall and explain Hardware
 Create interest in technology
 Knowledge of Computer Hardware
 To determine faulty Computer hardware.
 Knowledge of Operating System and device Drivers
 Identify hardware Peripherals.
 Basic knowledge of safeguarding hardware.
2. Teaching Method:
 Activity based Method
 Textbook
 White board
 Peripheral devices like printer , keyboard, mouse
 Pointer
 Chart
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 What is system software?
 which feature views during operating the window 8?
 write down any five-application software? /

In today class we will learn about the different computer hardware devices and their uses.
7. Introduction:
Hardware is the ‘soul’ of the computer. It is the physical entity. Moreover, not every part of the
computer hardware is visible to us. In fact, many hardware parts are internal.
8. Presentation:
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9. Development:
Activity 1:
Drag and drop E level in the box next to the proper computer part.
Activity 2:
Split the class into two to three groups with equal participants focused on a single topic. Each
group must share their ideas on Input devices and output devices.
10. Conclusion/sum up:

Ask students to sum up what we have learnt today along with the samples of various kinds of
hardware.
11. Assessment:
 What are the output devices?
 Define hardware?
12. Follow up:

 Write short note on key features of hardware.
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Class: 5th Standard

Subject: Social studies
Topic: Human resource

 To create interesting subject
 To develop thinking and problem-solving skills
 Develop communication and collaborative skills among the students
 To make the students aware of benefits of human resources
 Required knowledge on human resources.
 Read it how climate topography affects the distribution of population
 Know about the factors that affect the population
 Understand the role and importance of healthy human resources
2. Teaching Method:
 Storytelling method
 Blackboard or whiteboard
 Chalk or marker
 Images of human skills
 Textbook
It is expected that students have at least basic knowledge of surrounding, man made in natural
resources.
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In today class we will learn about the human resources and their impact on earth planet.

 Anything which is useful to us is called resources. There are different types of resources
like
 Naturally
 Manmade and
 Human resources
There different types of natural resources examples are:
 Air
 Water
 Land
 Soil
 Sunlight
 Coal
 Iron
Also, there are many men made resources.
they are roads buildings moon and owns bridges stadium hospitals car train etc.
7. Introduction:
Human resources (HR) encompasses so many things. It is the transmission of your organization
— it is what keeps things moving. HR is responsible for your employee lifecycle, which includes
(but is not limited to) talent management, benefits administration, risk management,
compensation, and compliance. All in all, HR is responsible for your organization’s most
important assets.
8. Presentation:
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Development:
Activity-1:
Divide students into three equal groups, naming them as water, electricity, and
paper. each group will prepare as speech. you may take help from the given tips.
Activity -2:
I should discussion on the topic off if you can change one thing in the world that
what will it be ?
10. Conclusion:
We almost spread awareness about conversation of natural resources. it can be achieved only
when people understand it's importance. they should know the methods to conserve water and
electricity and other natural resources. Besides, it is essential to grow more plants. we should
make every effort not to pollute air.
11. Assessment:
 How can we save wasting water?
 write two points to save electricity?
 what is paper made of?
 what causes environment pollution?
12. Follow up:
 Create a poster with the idea the school can bring about changes to conserve
water and electricity and paper.
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Class: 8th Standard

Subject: Science
Topic: Human Brain

 To provide practical knowledge of the subject matter content.

 To develop the latest knowledge to develop scientific knowledge.
 To work according to the students science method and develop scientific views.
 To use scientific method problem, hypothesis, experiment and conclusion in
decisions making.
Describe the structure and function of nervous system.

Describe the working of the nervous system through a model.
Explain reflex action with an example.
Differentiate between voluntary and involuntary actions they have experienced.
Draw an label human excretory system.
2. Teaching Method:
 Activity Base Teaching Method
 White Board
 Board Marker
 Books
 Pictures.
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Ask the students to observe different charts of brain in the class room and write their names
5. Announcement The Topic:

Today we are going to learn about “ BRAIN “
6. Information For Teacher:

The human brain is enclosed in a Bony case called the cranium, an adult human brain weighs
about 3 pounds and consist of billions of neurons. Three layers of connective tissues called
meningeal and the fluid present in this layer protect the brain .the brain can be divided into three
main parts called Forebrain, Midbrain And Hind Brain.
 FORE BRAIN: Forebrain is the largest part of the brain. it consists of three main parts,
cerebrum thalamus and hypothalamus. Cerebrum is the topmost and the largest part of
the brain. Inside the cerebrum, there is a small structure called thalamus., add the base of
thalamus is the hypothalamus which regulates body.
 MID BRAIN: It is the central part of the brain. Its basic function is to transfer
information and impulses between the forebrain and hindbrain. This part of the brain is
associated with vision, hearing, sleep, wake and temperature regulation. the midbrain
also serves to control some reflexes such as changing size of the pupil to control the
amount of light entering the eye.
 HIND BRAIN: The hindbrain consists of three parts cerebellum pones and medulla
oblongata.
8. Presentation:
9. Development:
Activity 1: Make two groups and give them charts of brain. And ask them to label it parts
and write their functions.
Activity 2: Make three groups. Give each group the parts of brain. Ask them to label its
different parts and write their functions.
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10. Conclusion:
The human brain controls nearly every aspect of the human body ranging from
physiological functions to cognitive abilities. It functions by receiving and sending messages
through signals to different parts of the body.
11. Assessment:
Ask students to answer the following questions
What is the weight of human brain?

Which is the largest part of brain?
What is the basic function of mid brain?
How many parts hind brain has?
Which is the second largest part of brain?
12. Follow up:
Ask the students to make a chart of brain and label all of its parts and write their functions on
note book. Write first three short questions on their note books.
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Class: 7th Standard

Subject: Science
Topic: Source Of Electricity

 To provide practical knowledge of the subject matter content.
 To develop the latest knowledge to develop scientific knowledge.
 To work according to the students science method and develop scientific
views.
 To use scientific method problem, hypothesis, experiment and conclusion in
decisions making.
 Design an experiment to generate electricity.
 Explain the working of model generator.
 Identify the simple devices that generate electricity in daily life,
 list types of energy being used in power stations,
 Related problems involved in generating electricity
2. Teaching Method:
 Lecture Method
 Activity Based Method
 White Board,
 Board Marker
 Books
 Pictures
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 What is energy?
 Define different kinds of energy?

Today we are going to learn about “ Sources of electricity “

There are many different sources that can be used for the generation of electricity, some of which
are given below:
1. The Battery :-A battery is a chemical source of generating electrical energy. there
are many kinds of batteries in use nowadays. one of the most common type is the
ordinary flashlight battery, often referred as a dry cell.
2. Hydroelectric Power :-The electricity generated by the conversion of kinetic energy
called hydroelectric power. It is the cheapest and major source of electricity in
Pakistan
3. Nuclear Power :- Generating electricity by means of heat produced by nuclear
reaction in a nuclear power blonde is called nuclear power. in a nuclear power plant,
the heat generated by the fission reaction is used to convert water into steam. This
Sir team is then used to repair the steam turbine which in turn rotate the shaft of the
connected generator to produce electricity.
4. Solar Power :- Generating electricity by means of solar energy is called solar power.
Usually photovoltaic or solar cells are used for this purpose. When sunlight strikes a solar
cell, 8 develops a voltage. for the generation of electricity on large scale, solar panels are
used which comprise of many solar cells.
7. Introduction:
Electricity is a basic part of nature and it is one of our most widely used forms of energy.
Humans get electricity, which is a secondary energy source, from the conversion of other
sources of energy, like coal, natural gas, oil and nuclear power. The original natural
sources of electricity are called primary sources
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8. Presentation:
9. Development:
Activity 1: Make two groups and ask the students to make electric circuit on chart and
label it
Activity 2: Make different groups. Gave them a battery cell and ask them to learn about
their different parts
10. Conclusion:
Electricity is something that we all live by whether we notice it or not, some of us wouldnt be
able to survive without it because it is a must needed source to our everyday lives. It is used to
help save people, in education, hospitals, cities, etc., we live by this incredible creation that
mother nature has given us.
11. Assessment:
What is electric current ?
How an electric circuit be made ?
Which is the more beneficial source of electricity ?
What is solar power energy?
12. Follow up:
Ask students to make an electric circuit on copy and label its parts. Also ask them them to write
short questions on their notebooks.
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Class: 6th Standard

Subject: Science
Topic: Food Chain

 To provide knowledge of the facts, principles, concepts and laws of science.
 To develop skills in experimentation, observation, drawing, problem solving and
manipulating apparatus.
 Ability to think logically and to draw conclusions on the basis of experiments.

 Biotic and a biotic components of environment.
 Difference between predation and pray.
 Different food chains.
2. Teaching Method:
 Lecture Method
 Deductive Method
 White Board
 Marker
 Book
 Model
 Flash Cards
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 How are animals and plants dependent on one another?

 How does energy flow within an ecosystem?
Today we are going to learn about “ Food Chain”

Living component of environment are called biotic components and non living components of
are called abiotic components.
A food chain explains which organism eats another organism in the environment. The food chain
is a linear sequence of organisms where nutrients and energy is transferred from one organism to
the other. This occurs when one organism consumes another organism. It begins with producer
organism, follows the chain and ends with decomposer organism. After understanding the food
chain, we realise how one organism is dependent.
7. Introduction:
A food chain explains which organism eats another organism in the environment. The food chain
is a linear sequence of organisms where nutrients and energy are transferred from one organism
to the other. This occurs when one organism consumes another organism.
8. Presentation:
9. Development:
Activity 1: Make different groups and ask the students to make different food chains on
charts.
Activity 2: Make different groups , give them card and ask them to find biotic and a biotic
components from them.
10. Conclusion:
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The food chain is a linear sequence of organisms where nutrients and energy is transferred from
one organism to the other. This occurs when one organism consumes another organism. It begins
with the producer organism, follows the chain and ends with the decomposer organism.
11. Assessment:
Define biotic and abiotic component of environment?
What are biotic components of environment?
Define food chain?
12. Follow up:
Ask students to make different food chains on their note books
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Class: 3rd Standard

Subject: Science
Topic: Environmental Pollution

 To apply the knowledge of science in everyday life through proper use of
technology.
 To solve problems which the learner encounters systematically using the scientific
method.
At the end of this topic student will be able to:
 Define pollution.
 Describe different kinds of pollution.
 Explain causes of air, water, and land pollution.
2. Teaching Method:
 Deductive Method
 Heroustic Method
 Board
 Board Marker
 Textbook
 Pictures
 Model
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Which things make our environment dirty?

Today we going to learn about the Environment Pollution their impacts on human health and
other aspects.

Environmental pollution occurs when there is an unfavourable change in the environment that
has a negative impact on plants and animals. A pollutant is a substance that causes environmental
pollution.
Pollutants: We also have pollutants that take decades to degrade and, once released, are difficult
to remove. DDT, plastics, heavy metals, and nuclear waste are a few examples.
Effects of environmental pollution: Pollutants have been observed to originate at one location
and then be transported to other locations by the action of wind or water. Humans release some
pollutants into the environment. This results in pollution of the air, water, and soil. If the soil
becomes polluted, the beneficial microorganisms that live in it will die, and the soil’s fertility
will be lost. Crop production will be reduced. It will have a negative impact on human society if
the soil is not fertile.
7. Introduction:
Things around us makes environment. Addition of unwanted materials in the environment
called environmental pollution. The materials which pollute the environment are called
pollutants. Pollution Of air, water, and land with pollutants are called air, water, and land
pollution.
8. Presentation:
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9. Development:
Activity 1: Give pictures of smoke emitting from car, garbage, dirty water, and dying fish
to the groups and ask them to paste in columns of air, water, and land pollution.
Activity 2: Ask students to discuss and write in pairs the activities of all types of pollution
from their surroundings and how they reduce them?
10. Conclusion:
Environmental pollution is the unfavourable alteration of our surroundings, wholly or largely as
a by-product of man’s actions, through direct or indirect effects of the changes in the energy
pattern, radiation levels, and chemical and physical constitution and abundance of organisms.
11. Assessment:
 What is pollution and pollutants?
 What are the types of pollution?
 Suggest how to reduce all types of pollution?
 Ask students how they can contribute to clean the environment.
 How you can teach others to clean the environment?
 How you can aware your neighbours about harmful effects of pollution and to reduce it
by yourself.
12. Follow up:
 Ask the students to make a list of things polluting the environment and the ways to
reduce it with the help of their parents’ guidance.
 Solve Questions 2.3 (i), (ii), (iii) on their notebooks as a homework.
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Class: 4th Standard

Subject: Science
Topic: Physical States of Matter

 Better understanding of the nature of science.
 Acquisition of skills.
 Development of scientific attitudes

 Describe physical states of matter.
 Arrangement of particles in solids, liquids, and gases.
2. Teaching Method:
 Activity Based Method
 Board
 Board Marker
 Duster
 Book
 Chart
 Picture
 Model
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How ice can melt?
What is the process of evaporation?

Today we are going to learn about the different state of matter?

Matter has mass and occupies space. Matter exists in three states namely solid, liquid, and gas.
Every matter is composed of small particles.
Matter is something that occupies space and has its own mass. It is something that can be felt by
us. Some examples of matter are air, water, food, table, pen, gold, sand, fruits, plants, trees,
bottle, plastic, stones, oil, fan, chair etc. All these things occupy space and have their own
masses. Both, living things and non-living things are matter. The entire universe is composed of
matter.
7. Introduction:
 Three states of matter exist - solid, liquid, and gas.
 Solids have a definite shape and volume.
 Liquids have a definite volume, but take the shape of the container.
8. Presentation:
9. Development:
Activity 1: Arrange balls in three trays according to
solids, liquids, and gas and ask students to draw them on their
notebooks. Ask students to show the fixed arrangement.
Activity 2: Ask students that why they need bottle to
carry water but no need of anything to carry book. Ask students that how they can fill the
balloon.
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10. Conclusion:
It will interest you to know that every object in existence undergoes a state change. It is only a
question of the amount of heat supplied to the substance. If you supply enough heat, everything
on this planet can be made to change its state.
11. Assessment:
• Why liquids particles do not have fixed positions?
• What gas particles move freely in all directions?
• On what basis living organisms are classified into different groups?
12. Follow up:

Ask the students to write why the force of attraction between the particles of the gas is negligible.
Solve Questions 4.4 (i) and (ii) on their notebooks as a homework
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Class: 6th Standard

Subject: Science
Topic: Luminous and non-luminous objects

 Better understanding of the nature of science.
 Acquisition of skills.
 Development of scientific attitudes

 Differentiate between luminous and non-luminous objects.
 Identify types of non-luminous objects i.e. Transparent, opaque, and translucent
objects.
 Explain effect of light on non-luminous objects.
2. Teaching Method:
 Demonstration Method
 White board, board markers, books, candle, bulb in classroom, blinds, tissue paper, paper,
card board, and torch light.
Why liquids particles do not have fixed positions?
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Do we are going to learn about luminous and non luminous objects.

An object that emits or gives out the light of its own is called a luminous object. Other examples
of luminous objects are:- a glowing bulb, a lighted candle, stars, and a bonfire.
Non-Luminous Objects:– Objects that don’t give out light of their own are called non–luminous
objects. Most of the objects around us are non-luminous.
We see objects around us when light from the sun or any other luminous object falls on them and
then it reaches our eyes.
Examples of non-luminous objects are; the moon, a tree, a book, a pen, a chair, and a table.
Non Luminous Objects List: Planets, coal, a piece of cloth, moon, furniture, bushes, electric
poles, metals, houses, stones.
7. Introduction:
The objects which emit their own light are called luminous object while that which do not emit
their own light are called non-luminous objects. Non- luminous objects might be transparent,
opaque or translucent on the basis of passing of light through them.
8. Presentation:
9. Development:
Activity 1: Take a torch light and throw its light
on the book and then on the lighting bulb. Then ask the
students to note down the difference and write their
observation on their notebook individually. Then ask
them candle emit its own light while book did not.
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Activity 2: Ask the students to observe the window glass and door of the classroom and ask
them to discuss the difference between both regarding sunlight coming from outside. Both
objects are non-luminous but light passes from window but do not pass through the door. Then
explain them that door is opaque object and window is transparent. Blinds/curtains allow some
light to pass through them so blinds are translucent objects.
10. Conclusion:
Everything around us appears dark. In a completely dark room, we cannot see any object present
in the room. When we switch on an electric bulb or light a candle, the objects present in the
room become visible. Without light things cannot be seen Light helps us see objects. During the
daytime, sunlight enables us to see the things around us. The sun emits light of its own.
11. Assessment:
• What is the difference between candle and a pen?
• What are the examples of luminous objects in classroom and surroundings
• Why non-luminous objects are classified as transparent, opaque, and translucent objects?
• Categorize the tissue paper and card board.
Draw a table on the white board and write materials in one column i.e. sun, iron plate, aluminum
foil, tracing paper, tissue paper, glasses, water, brick wall and ask them to write down the type of
luminous and non-luminous objects in front of them.
12. Follow up:

 Ask them to write five examples of luminous objects, non-luminous objects, transparent
objects, opaque objects, and translucent objects on their notebooks.
 Solve Question 6.4 on their notebooks as a homework.
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Class: 8th Standard

Subject: Science
Topic: Electromagnets

 To provide students to acquire deep insight with facts and principle of physical
science
 Learn how electric current used in electromagnets.
 Identify magnets and electromagnets.
 Know about formation of electromagnets.
2. Teaching Method:
 Inductive Method
 Tutorial Method
White board, board markers, magnets, paper clips, plastic cap, iron nail, copper wire, and cell.
 What is Magnet?
 What is Current?

Students today we are going to learn about the electromagnets.
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Electricity and magnetism are two related phenomena produced by the electromagnetic force.
Together, they form electromagnetism. A moving electric charge generates a magnetic field.
An electromagnet is a device that creates a magnetic field when electricity is running through it.
Similar to a permanent magnet, it has a north pole and a south pole, both of which repel like
poles and attract dissimilar poles. Unlike a permanent magnet, it may or may not demonstrate
these magnetic properties depending on whether electric current agentic field induces electric
charge movement, producing an electric current.
7. Introduction:
Flow of free electrons is called electric current. There is a close relationship between electric
current and electromagnetism. Iron rod becomes a magnet when electric current passes through
the coil.
8. Presentation:
9. Development:
Activity 1: Make four groups in the class. Provide them magnets, plastic bottle caps, iron
paper clips, and card board. Ask them to place magnet near all materials and note down the
observations and explain why it happens. Then explain them that iron is attracted by the magnets.
Activity 2: Make groups in class and provide them iron nail, copper wire, and a cell.
Instruct them to coil copper wire around the iron nail and
connect wire endings with a cell or a battery. Connect the
wires (close circuit) then place iron paper clips and ask
student to note down the observation. Then disconnect the
wire (open circuit) and then observe observations for same
procedure. Then explain the students that iron nail or a rod
becomes a magnet when electric current passes through the
coil.
10. Conclusion:
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Teacher will summarize the whole lesson in few minutes that iron nail or a rod becomes a
magnet when electric current passes through the coil.
11. Assessment:
 What is electric current?
 What is magnet?
 What is electromagnet?
12. Follow up:

 Ask students to write devices in which electromagnet is used with the help of their
parents.
 Solve Questions 7.3 and 7.4 on their notebook
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Class: 9th Standard

Subject: English
Topic: Hazrat Asma (R.A)

 Develop speaking, writing, reading and listening skills.
 Improve their English vocabulary building and spellings.
 Understand the status of English as a second language.
 Communicate their ideas, feelings, and expression in English.
 Play an important role in the progress of country.

 Know about the life of Hazrat Asma (R.A)
 Know how the Muslim women's for cause of Islam.
 Learn about honesty and truthfulness.
 Learn about the valuer and generousity of Hazrat Asma (R.A)
2. Teaching Method:
 Lecture method.
 Demonstrative method.
Book, writing board, colour chalk, marker, pencils, charts, duster, pointer models, pictures.
Instrument of modern technology.
 Who is the last Prophet of God?
 Who was the first Caliph Of Islam?
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Dear students, today we will. Study about the life of. Hazrat Asma (R.A)

The Holy Prophet and his close companion Hazrat aboubaker (R.A Migrated from Makkah
Medina. When the chiefs of various tribe of Makkah Came to know about the immigration of the
Holy Prophet(S.AW) And his close companion, the goat furious and in mind more than ever to
find them. they offered huge review rewards and bounty for his capture dead or alive.
7. Introduction:
Asmāʾ bint Abī Bakr (Arabic: ‫ ;ﺃ ﺳﻤﺎ ء ﺑ ﻨ ﺖ ﺃﺑ ﻲ ﺑ ﻜﺮ‬c. 594/595 – 692 CE) was one of the
companions of the Islamic prophet Muhammad and half-sister of his third wife Aisha. She
is regarded as one of the most prominent Islamic figures, as she helped Muhammad during
the Hijrah from Mecca to Medina
8. Presentation:
‫ﮨ ﺠﺮ ﺕ ﮐ ﯽﺭ ﺍﺕ ﺍ ﯾﮏ ﻗﺒﺎﺋ ﻠ ﯽ ﺳﺮ ﺩﺍﺭ‬
‫ ﺍ ﺱ ﮐ ﯽ ﻃﺮ ﻑ ﺑﮍ ﮪﺭ ﮨﮯ ﺗ ﮭﮯ‬،‫ ﻏﺼﮯ ﮐﮯ ﻋﺎﻟ ﻢ ﻣ ﯿﮟ‬،‫ ﺍﺑﻮ ﺟﮩﻞ‬،‫ﮐﺎ ﻓﺮ‬
‫ﺣﻀﺮ ﺕ ﺍﺑﻮ ﺑﮑﺮ ﺻ ﺪﯾﻖ ﺭ ﺿ ﯽ ﺍﻟ ﻠﮧ ﻋ ﻨﮧ ﮐﺎ ﮔ ﮭﺮ ۔ ﺍ ﺱ ﻧﮯ ﺩ ﺳﺘﮏ ﺩﯾﻨﺎ ﺷﺮ ﻭ ﻉ ﮐﺮ ﺩﯼ‬
‫ ﺍﻧ ﮩﻮﮞ ﻧﮯ ﺣﻀﺮ ﺕ ﺍ ﺳﻤﺎء ﺭ ﺿ ﯽ ﺍﻟ ﻠﮧ ﻋ ﻨﮩﺎ ﮐﻮ‬. ‫ﭘﺮ ﺗ ﺸﺪﺩ ﻃﺮ ﯾ ﻘﮯ ﺳﮯ ﺩﺭ ﻭ ﺍﺯ ﮮ ﭘﺮ‬
‫ﻣ ﺨﺎ ﻃﺐ ﮐﺮ ﺗﮯ ﮨﻮﺋﮯ ﭘﻮ ﭼ ﮭﺎ ﮐﮧ ﺁﭖ ﮐﮯ ﻭ ﺍﻟ ﺪ ﮐ ﮩﺎﮞ ﮨ ﯿﮟ؟ ﺍ ﺱ ﻧﮯ ﺷﺎﺋ ﺴﺘﮕ ﯽ ﺳﮯ‬
،‫ﺟﻮﺍﺏ ﺩﯾﺎ‬
'' ‫ﻣ ﺠﮭﮯ ﮐ ﯿﺴﮯ ﭘﺘﮧ ﭼﻠﮯ ﮔﺎ ؟' ' ﯾﮧ ﺟﻮ ﺍﺏ ﺣﮑ ﻤ ﺖ ﮐﻮ ﻇﺎﮨﺮ ﮐﺮ ﺗﺎ ﮨﮯ‬
‫ﺍﻭﺭ ﺣﻀﺮ ﺕ ﺍ ﺳﻤﺎء ﺭ ﺿ ﯽ ﺍﻟ ﻠﮧ ﻋ ﻨﮩﺎ ﮐ ﯽ ﺟﺮ ﺃﺕ۔ ﺍ ﺱ ﻧﮯ ﺍ ﯾﮏ ﻧ ﮩ ﯿﮟ ﺑﻨﺎ ﯾﺎ‬
‫ ﺍ ﺱ ﻧﮯ ﺻﺮ ﻑ ﺍ ﯾﮏ ﺟﻮﺍﺑ ﯽ ﺳﻮ ﺍ ﻝ ﮐ ﯿﺎ ﺟ ﺲ ﻧﮯ‬.‫ﺑ ﯿﺎﻥ ﺟﻮ ﺍﻧ ﮩ ﯿﮟ ﺍﯾﮏ ﺍ ﺷﺎﺭ ﮦ ﺩﮮ ﮔﺎ‬
‫ﺍﺑﻮ ﺟﮩﻞ ﮐﻮ ﻣ ﺸﺘﻌ ﻞ ﮐﺮ ﺩﯾﺎ ۔‬
9. Development:
Activity 1: Discuss The Silient Feature Of The Personality Of Hazrat Asma (R.A)
10. Conclusion:
Hazrat Asma was a personification of bravery, kindness and patience. She was a true Muslim and
she did not take care of her life and served the Rasool (‫ )ﷺ‬faithfully. Therefore, her life will
always be a guiding light for all of us. The message we get from her life is that we should face all
the sufferings and dangers bravely
11. Assessment:
 What does the word migrate mean?
 what does The Word Alive mean?
 who got furious?
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12. Follow up:

The teacher will ask the student to write or do translation of this paragraph in their notebook.
Also write the questions from exercise.
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Class: 9th Standard

Subject: English
Topic: Drug Addiction

 Permote peace, tolerance, dignity, physical and mental health.
 Develop Positive attitudes towards learning English.
 Understand the importance and use of English in routine life.
 Identify strategies to overcome the difficulties in English.
 Express their ideas, feelings, and expressions in English.

 Info about drug addiction.
 Tell the dangers of being careless.
 Express their needs and feelings.
 Guess the meanings of difficult words.
 Write an essay on drug addiction.
2. Teaching Method:
 Lecture method.
 Discussion method.
Textbook, Board, coloured chalk, markers, pencils, Duster, Pointer picture an instrument of
modern technology.
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 What should be the aim of education?
 How can we remove all evils from our society.
 What is the greatest gift of Allah Almighty
 What is the common danger for human health?

Dear students, today we will going to learn about the drug Addiction.

Drug addiction has become a major cause of concern all over the globe. It is a devastating state
that has been running a riot for a decade and there is an urgent need to put an end to it. Drug
addiction is synonymous with substance disorder abuse. Victims of such abuse are in pitiable
conditions. It affects them mentally, physically and emotionally.
7. Introduction:
Drugs are considered surly harmful for human health. Countless people die every year because
of drug abuse. Drug abuse referred to the use, misuse or over use of drugs for effects that are not
creative or medical in nature.
8. Presentation:
9. Development:
Activity 1: Write a paragraph of 50-60 words on '' harmful effects of drugs''
Activity 2: divide the class into four group each group translate the every new paragraph
From the textbook.
10. Conclusion:
Drug abuse can be found in any area of the world and the overall effects can be devastating
to anyone involved. A person’s choice to use any kind of illegal drug or abusing prescribed
medicines can have a damaging impact on their overall health
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11. Assessment:
 What is the lesson about?
 Have you ever used drugs?
12. Follow up:

Summarise the harmful effects of smoking in their notebooks at home
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Class: 7th Standard

Subject: English
Topic: Paragraph My School

 understand rules ,composition and grammar of English.
 Know the status of English as a foreign language.
 Increase their general knowledge. And vocabulary building.
 Highlight the rule of English in a progress of country

 Write a paragraph about their school.
 Play an important role in the progress of school.
 Develop respect and love for school. Ask and answer questions about school.
 Develop respect and love for Pakistan.
2. Teaching Method:
 Writing method.
 Lecture method.
Textbook, Bored coloured chalk markers, pencil chart, Dstv pointer picture.
 What is your name?
 In which class do you read?
 Where do you go for study?
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Today we are going to learn about how we write paragraph on. My school.
7. Introduction:
School is a temple of learning and training ground for future Citizen. The name of my school is Bob
Junior School and College Khurrianwala. The atmosphere in which our school. Is situated is very plesent.
He's around it by a playground on one side and a garden on the other. The school has two rows of big
buildings. There are 10 classrooms in each row. There are 60 teachers. All the teachers are qualified and
experienced. The headmaster, Chaudhry Abdul Hameed, is a learned man. There are about 2000 student in
my school. The school function from 8:00 AM to 2:00 PM, classes being after a mass spared during the.
Recess our we go to playground. Some students also go to library and read newspaper. There. In games.
We play football, volleyball, eat easy. In annual examination, the students from our school show Brilliant
performance. Many students from the school have occupied glorious position in different examination.
That discipline, their sturdy atmosphere and the brilliant academic result of our school make it our grand
school of our city.
8. Presentation:
9. Development:
Activity 1: The teacher divide the class into two groups each group revised the paragraph
one by one. The others will listen carefully and the teacher will help them to save words
correctly.
Activity 2: Draw a picture of your school and describe your school in a few sentences.
10. Conclusion:
School is an integral part of everybody’s life. It helps in forming and building the base of child’s
future. The students that are genuinely concerned to learn might build healthy practices merely
in the schools. In my school, I was educated about the ways through which I can move in the
society, progress in my life and behave with others.
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11. Assessment:
 What is the name of the school?
 How many teachers are there in the school?
 Home any student rate in the school.
 Who is the headmaster of the school?
12. Follow up:

Write down some more sentence is in their notebooks about their school at home.
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Class:10th Standard
Subject: English
Topic: Try Try Again (Poem)

 To develop students ability to use English in day-to-day life and real life situation.
 To enable the students comprehend the spoken form.
 State the main idea of the poem.
 Paraphrase and summarise the peom.
 Write summary of the poem.
 Enjoy the Poetic language.
2. Teaching Method
• Cooperative Language Learning Method
• Lecture method
 Board
 Chalk/Marker
 Chart
 Book
 What is the first step of success?
 What means by struggle?
 What should we do when we fail once or twice?
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Today we will study the poem Try Again.

“Try again: you have millions of alternatives. Fill yourself with the bullets of hope and you will
kill failure with one shot.”
“Try Again” is written by W.E. Hickson. The poem teaches us a lesson of trying again and again.
The poet is of the view that we should not give up trying again and again. It is the only key to get
success in life. The message of the poem is universal and applicable everywhere in the world. If
we fail to get our goal, we should not lose heart. We shall succeed if we continue trying again
and again. Remember, a person fails only when he admits that he has failed. It takes time to learn.
The poet is of the view that when the world says, “Give up”, hope whispers, “Try it one
more time.” The road to success is dotted with many tempting parking places. So, we
should keep up trying again and again to cross this road. We should not be worried about
failure. Failure is a good teacher. Failure is not a disgrace because we learn from our
mistakes. In this way, we try again and succeed. That is why we should keep on trying
until we succeed.
“To succeed, you must never stop trying.”
7. Introduction:
The poet is of the view that we should not give up trying again and again. It is the only key to
get success in life. The message of the poem is universal. If we fail to get our goal, we should
not lose heart. We shall succeed if we continue trying again and again. A person fails only
when he admits that he has failed. It takes time to learn. We should not be worried about
failure. Failure is a good teacher. Failure is not a disgrace because we learn from our mistakes.
In this way, we try again and succeed. We should keep on trying until we succeed.
8. Presentation:
9. Development:
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Activity 1: Activity 1: the teacher will ask the students to read the story '' king bruce and
Spider'' and share what lesson did the King Learn from the spider.
Activity 2: Use the Pictionary method to for the group of class to show them autocamentary
about the story of try again we are the student must learn the lesson about we do not lose our
heart after failure
10. Conclusion:
Poet guides us that repeated twice are not shameful it is rather a Credit our focus in life
should not be on the people who failed but we should look on those who are successful
11. Assessment:
 What is the poem about?
 What should you do if at first you do not success?
 What does the word preserve mean?
 Why is trying gain important in life?
12. Follow up:
The teacher will ask the student to write the summary of the poem try again in their
notebook at home.
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Class: 9th Standard

Subject: English
Topic: Quaid's vision and Pakistan

 To use English effectively for study purpose across the curriculum.
 To analyse text pattern and identify the topic sentences and sporting details.
 To develop interest in and appreciation of literature.
 To understand meanings of unfamiliar word in the text.

 Read and understand the text.
 Guess and learn the meaning of difficult words.
 Discuss the qualities of fine oratory.
 Learn participating citizen.
2. Teaching Method:
 Demonstrative method
 Lecture method
 Textbook, writing board, coloured chalk, markers, pencil, dstv, pointer, picture
 When did Pakistan come into existence ?
 Who is the founder of Pakistan?
 What was gods role in the freedom movement of Pakistan?
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Dear students today we will study about Quaid's Vision and Pakistan

during the early and difficult months of pakistan emergency muhammad ali jinnah undertook a
countrywide tour aimed at building confidence and raising people's spirit do not be all welland
by the enormity of the task he said as speech at lahore there are many examples in the history of
young nations building themselves up by sheet determination an force of character you are made
of sterling material and second none key keep up your moral do not be afraid of death we should
face it bravely to save the owner of Pakistan and of Islam do you duty and have faith in Pakistan
it has come to stay
7. Introduction:
The teacher will translate the paragraph of English into Urdu:
‫ﭘﺎﮐﺴﺘﺎﻥ ﺍﯾﻤﺮﺟﻨﺴﯽ ﮐﮯ ﺍﺑﺘﺪﺍﺋﯽ ﺍﻭﺭ ﻣﺸﮑﻞ ﻣﮩﯿﻨﻮﮞ ﮐﮯ ﺩﻭﺭﺍﻥ ﻣﺤﻤﺪ ﻋﻠﯽ ﺟﻨﺎﺡ ﻧﮯ ﺍ ﻋﺘﻤﺎﺩ ﭘﯿﺪﺍ ﮐ ﺮﻧﮯ ﺍﻭﺭ ﻟﻮﮔﻮﮞ ﮐﮯ ﺟﺬﺑﮯ‬
‫ﮐﻮ ﺑﻠﻨﺪ ﮐﺮﻧﮯ ﮐﮯ ﻣﻘﺼﺪ ﺳﮯ ﺍ ﯾﮏ ﻣﻠﮏ ﮔﯿﺮ ﺩﻭ ﺭﮦ ﮐ ﯿﺎ ﺍﻭ ﺭ ﺍ ﺱ ﮐﺎﻡ ﮐﯽ ﺷﺪﺕ ﮐﻮ ﺩﯾﮑﮭﺘﮯ ﮨﻮﺋﮯ ﺍ ﻧﮩﻮ ﮞ ﻧﮯ ﮐﮩﺎ ﮐﮧ ﻻﮨﻮﺭ ﻣﯿﮟ‬
‫ﺗﻘﺮﯾﺮ ﮐﮯ ﺩﻭﺭﺍﻥ ﺍﻧﮩﻮﮞ ﻧﮯ ﮐﮩﺎ ﮐﮧ ﺗﺎﺭﯾﺦ ﻣﯿﮟ ﺑﮩﺖ ﺳﯽ ﻣ ﺜﺎﻟﯿﮟ ﻣﻮﺟﻮﺩ ﮨﯿﮟ ﮐﮧ ﻧﻮﺟﻮﺍﻥ ﻗﻮﻣﯿﮟ ﺍ ﭘﻨﮯ ﺁﭖ ﮐﻮ ﺷﯿﭧ ﮐﮯ ﻋﺰﻡ ﮐﮯ‬
‫ﺫﺭﯾﻌﮧ ﺧﻮﺩ ﮐﻮ ﺗﯿﺎﺭ ﮐﺮﺗﯽ ﮨﯿﮟ۔‬
8. Presentation:
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9. Development:
Activity 1: what can be the outcome of ignoring guides advice discuss in Group..
Activity 2: teacher divided the class into four groups and ask the student to read the
paragraph with or do translation one by one.
10. Conclusion:
It is crucial for Pakistanis to understand the Quaid’s vision for Pakistan, which when it was
created was the largest Muslim country in the world. He envisioned Pakistan as
a democratic, modern Muslim state with human rights, minority rights, women’s rights, and the
rule of law.
11. Assessment:
 Who led the freedom movement?
 why did guide have to take long towards during early months of independence.
12. Follow up:
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Class: 9th Standard

Subject: Math
Topic: Linear equation


 Set Notation
 Given a set in set-builder notation, explicitly specify it by listing its elements or
drawing it.
 Identify when one set is a subset of another.
 Compute and specify the result of an expression involving unions and
intersections.
2. Teaching Method:
 Board
 Chalk\marker
 Pictures
 Textbook
 How to make the factor?
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In today class we will going to learn about the linear equation and how we can solve it.

An equation is a mathematical statement, which has an equal sign (=) between the algebraic
expression. Linear equations are the equations of degree 1. It is the equation for the straight line.
The solutions of linear equations will generate values, which when substituted for the unknown
values, make the equation true. In the case of one variable, there is only one solution. For
example, the equation x + 2 = 0 has only one solution as x = -2. But in the case of the two-
variable linear equation.
Forms of Linear Equation
The three forms of linear equations are
 Standard Form
 Slope Intercept Form
 Point Slope Form
7. Introduction:
Linear Equation in One Linear Equation in Two Linear Equation in Three
variable variables variables
3x+5=0 y+7x=3 x+y+z=0
(3/2)x +7 = 0 3a+2b = 5 a – 3b = c
98x = 49 6x+9y-12=0 3x + 12 y = ½ z
8. Presentation:
Linear Equation General Form Example
Slope intercept form y = mx + b y + 2x = 3
Point–slope form y – y1 = m(x – x1 ) y – 3 = 6(x – 2)
General Form Ax + By + C = 0 2x + 3y – 6 = 0
The Identity Function f(x) = x f(x) = 3x
Constant Functions f(x) = C f(x) = 6
9. Development:
Activity 1: Solve the following linear equations:
 5y-11=3y+9
 3x + 4 = 7 – 2x
 9 – 2(y – 5) = y + 10
 5(x – 1) = 3(2x – 5) – (1 – 3x)
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Activity 2:
 What is a Linear equation?.
 What are the three forms of linear equations?.
 How do we express the standard form of a linear equation?
10. Conclusion:
Both sides of the equation are supposed to be balanced for solving a linear equation. The
equality sign denotes that the expressions on either side of the ‘equal to’ sign are equal. Since the
equation is balanced, for solving it, certain mathematical operations are performed on both sides
of the equation in a manner that does not affect the balance of the equation.
11. Assessment:
Example: Solve (2x – 10)/2 = 3(x – 1)
 Step 1: Clear the fraction
x – 5 = 3(x – 1)
 Step 2: Simplify Both sides equations
x – 5 = 3x – 3
x = 3x + 2
 Step 3: Isolate x
x – 3x = 2
-2x = 2
x = -1
12. Follow up:
 Solve x = 12(x +2)
 Solve x – y = 12 and 2x + y = 22
 Solve the questions of exercise 3.4 from question number 11 to 19.
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Class: 4th Standard

Subject: Math
Topic: Linear equation


 Understand that rational and irrational numbers are disjoint sets,
 Identify rational numbers and prove that they are rational using the above
properties,
 Identify irrational numbers such as roots of nonperfect squares or cubes and pi,
 Identify whether the solution of a simple equation will be rational or irrational
without finding its value.
2. Teaching Method:
 Board
 Chalk\marker
 Pictures
 Textbook
 How to make the factor?
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In today class we will going to learn about the irrational number and how we can solve it.

Irrational numbers are real numbers that cannot be represented as simple fractions. An
irrational number cannot be expressed as a ratio, such as p/q, where p and q are integers,
q≠0. It is a contradiction of rational numbers. Irrational numbers are usually expressed as
R\Q, where the backward slash symbol denotes ‘set minus’. It can also be expressed as R –
Q, which states the difference between a set of real numbers and a set of rational numbers.
7. Introduction:
In Mathematics, all irrational numbers are considered real numbers, which should not be rational
numbers. It means irrational numbers cannot be expressed as the ratio of two numbers. For
example, the square roots that are not perfect will always result in an irrational number.
8. Presentation:
9. Development:
Activity 1: Solve the following irrational number:
 Check if the below numbers are rational or irrational.
2, 5/11, -5.12, 0.31
Activity 2:
 What is an irrational number? Give an example.
10. Conclusion:
. The addition of an irrational number and a rational number gives an irrational number. For
example, let us assume that x is an irrational number, y is a rational number and the addition of
both the numbers x +y gives an irrational number z.
11. Assessment:
 What is the difference between rational and irrational numbers?
 Question 1: (16) − (14√2 )
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12. Follow up:

Products of the numbers are as follows
 √12 × √3 = 6 ⇒ natural number
 √4 × √3 = √12 ⇒irrational number
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‫اشاره‪|| 43‬‬ ‫|| ﺳ‬

‫ﺟﻤاﻋﺖ ‪ :‬فتم‬
‫مضﻤون‪ :‬مطالعہ ا ستان‬
‫دورانیہ‪ 35 :‬مﻨﭧ‬
‫اساس‬ ‫ﻋنوان‪ :‬نظ ہ ا ستان اور اس‬
‫ﻋﻤو مقاصد‪:‬‬
‫طلبہ کو ا ستان اور اسﻼ نظ ہ واضح کرنا‪-‬‬ ‫●‬
‫آ اه کرنا‪-‬‬ ‫طل اء کو آزادی اور اس قدر و ق مت‬ ‫●‬
‫طلبہ کو قو ہ وز خدمات آ اه کرنا‪-‬‬ ‫●‬
‫طلبہ م جذبہ حب الوط پ دا کرنا‪-‬‬ ‫●‬
‫اجا ر کرنا‪-‬‬ ‫خدمت ا جذبہ اور تعم ی صﻼحیت‬ ‫طل ا م مل‬ ‫●‬
‫مقاصد‪:‬‬ ‫خصو‬
‫عد طل اء اس قدر قا ل و جائ کہ‬ ‫اس ات کو پڑھ‬
‫ار م جان جائ ‪-‬‬ ‫● طل اء نظر‬
‫● طل اء نظ ہ ا ستان آ اه و جائ ‪-‬‬
‫ار م آ ا حاصل و س ‪-‬‬ ‫● طل اء کو عقائد‬
‫ار م آ اه وس ‪-‬‬ ‫● ع ادات‬
‫● ا م اسﻼ اقدار آ اه و سک ‪-‬‬
‫ط قہ تدر س‪：‬‬
‫● تق ں‬
‫● تح ں‬
‫معاونات‪：‬‬ ‫تدر‬
‫بورڈ‬ ‫●‬
‫بورڈ مارکر‬ ‫●‬
‫چاٹ‬ ‫●‬
‫ڈس‬ ‫●‬
‫کتاب مطالعہ ا ستان‬ ‫●‬
‫تﻤہ د‪：‬‬
‫ا‪-‬‬ ‫داخل و السﻼم عل م کہ ا اور سم ﷲ الرحمن الرح م پڑھ کر تدر س ا آغاز کر‬ ‫استاد ﻼس م‬
‫ﺳا قہ معلومات ا ﺟائزه‪：‬‬
‫ا‪-‬‬ ‫ل درج ذ ل سواﻻت کر‬ ‫معلم طلبہ تدر س ا جائزه لی‬
‫● ا ستان لوگ کہاں ر تھ ؟‬
‫قوم آ اد ت ؟‬ ‫● برصغ م کون کون‬
‫● ﻨدو کس لحاظ مسلمانوں مختلف تھ ؟‬
‫اﻋﻼن ﺳبق‪：‬‬
‫بورڈ پر ل ھ ا‪-‬‬ ‫ا اور ا‬ ‫عد استاد صاحب ا اعﻼن کر‬ ‫تمام سوالوں ا جواب مل‬
‫اﻋاده اﺳاتذه‪:‬‬
‫‪-‬‬ ‫پڑھ‬ ‫م‬ ‫ار‬ ‫ساتھ اور اسﻼ اقدار‬ ‫ع ز طلبہ آج م ل ا ستان‬
‫اﺳاس‬ ‫نظ ہ ا ستان‬

‫مسلمانوں عل حده ر است اس ل حاصل تا ہ و اں پر ﷲ قانون کو نافذ کر س جو قرآن و س ت‬ ‫برصغ‬
‫‪-‬‬ ‫مار اس موجود ہ ‪ -‬نظ ہ ا ستان اسﻼ نظ ہ ح ات پر مب‬ ‫ش لم‬
‫● ع ادات ات انصاف مساوات جمہور ت ا فروغ اخوت و بھا چاره اور شہ وں حقوق و فرائض ک ا‬
‫ہ ‪-‬‬
‫ﻋقائد و ﻋ ادات‬
‫مطابق‬ ‫کہ مسلمان اپ عقائد‬ ‫س مﻨظر م یہ س چ ار فرما ب‬
‫ا ستان ق ام ا مطالبہ ک ا گ ا تو اس‬
‫زند گزار سک ‪-‬‬
‫ﻋقائد‪ ：‬اسﻼم ب ادی عقائد انچ ہ ‪-‬‬
‫‪ .1‬توح د_ توح د ا مطلب کہ ﷲ تعا اپ ذات اور صفات م واحد ع ا ک ‪-‬‬
‫‪ .2‬رﺳالﺖ _ اسﻼم ا دو ا ک در سال تھا جس ا مطلب کہ ح ت محمد ص ﷲ علیہ وسلم ﷲ‬
‫‪-‬‬ ‫آخری پ غم‬
‫_‬
‫‪ .3‬آخرت پر ا ﻤان آخرت پر ا مان ﻻ ا مطلب یہ کہ ا ک اور دن ا ب موجود جہاں ﷲ تعا ا سان‬
‫ا‪-‬‬ ‫دن ا زند ا حساب‬
‫اح امات جا ﻻ ہ تا م اس پر ب ا مان رکھﻨا وری ‪-‬‬ ‫‪ .4‬فرشتوں پر ا ﻤان _ فرش ﷲ تعا‬
‫ا سان ہدا ت ل رسولوں پر کتاب نازل ک جن پر ا مان ﻻنا ر‬ ‫‪ .5‬الہا کتابوں پر ا ﻤان_ ﷲ تعا‬
‫مسلمان پر فرض ‪-‬‬
‫ﻋ ادات‬
‫نماز‬ ‫●‬
‫روزه‬ ‫●‬
‫زکو‬ ‫●‬
‫حﺞ‬ ‫●‬
‫تعارف‪：‬‬
‫ا ستان حاصل‬ ‫مسلمانوں‬ ‫س مﻨظر م نظ ہ ا ستان مراد وه نظ ہ جو برصغ‬ ‫تار‬ ‫برصغ‬
‫لفظوں‬ ‫ال قوم ہ دو‬ ‫ل قائم ک ا تھا‪ -‬ع مسلمانوں ا وه خ ال تھا جس بﻨا پر وه ﻨدوؤں‬ ‫کر‬
‫م نظ ہ اسﻼم‬
‫دراصل نظ ہ ا ستان ہ‬
‫نتائﺞ‪：‬‬
‫اپ ثقافت ادب مذ ب اور طرز زند‬ ‫جن‬ ‫نظ ہ ا ستان ا ب ادی تصور یہ کہ مسلمان ا ک عل حده قوم‬
‫‪ -‬انہ ک دو ی قوم م ضم نہ ک ا جا سکتا‪-‬‬
‫ﺟائزه‪：‬‬ ‫شخ‬
‫و نظر آئ ؟‬ ‫اپ آزادی کب ختم و‬ ‫● مسلمانوں کو اپ دی معامﻼت م‬
‫● تح ک خﻼفت کیوں وع گ ؟‬
‫گھر ا ام ‪：‬‬
‫‪-‬‬ ‫کہ کہ وه اسﻼ اقدار پر نوٹ اپیوں پر ل ھ کر ﻻئ‬ ‫طل ا‬
‫اشاره‪|| -44-‬‬ ‫|| ﺳ‬
‫ﺟﻤاﻋﺖ ‪ :‬پﻨجم‬
‫مضﻤون‪ :‬مطالعہ ا ستان‬
‫دورانیہ‪ 35 :‬مﻨﭧ‬
‫ﻋنوان‪ :‬ا ستان جﻨ ح ات‬
‫طلبہ کو نظ ہ ا ستان ا مقصد واضح‬ ‫‪‬‬
‫جذبہ حب الوط کو پروان چڑھانا‬ ‫‪‬‬
‫طلبہ کو ذمہ دار شہری بﻨانا‬ ‫‪‬‬
‫سبق اختتام پر طلبہ اس قا ل و جائ‬
‫‪ ‬ا ستان جﻨ ح ات پہچان کر سک ‪-‬‬
‫اس اب ب ان کرسک ‪-‬‬ ‫‪ ‬جﻨ ح ات افزا ش م‬
‫‪ ‬مختلف عﻼقوں م ا جا وا جانوروں تفص ل ب ان کر س ‪-‬‬
‫استقرا ط قہ‬ ‫‪‬‬
‫بورڈ‬ ‫‪‬‬
‫بورڈ مارکر‬ ‫‪‬‬
‫چارٹ‬ ‫‪‬‬
‫کتاب مطالعہ ا ستان‬ ‫‪‬‬
‫مختلف جانوروں تصاو ر‬ ‫‪‬‬
‫ا‪-‬‬ ‫ٰ‬
‫الرحمن الرح م پڑھ کر تدر س ا آغاز کر‬ ‫اور سم ﷲ‬ ‫و‬ ‫داخل و‬ ‫معلم ﻼس م‬
‫ا‪-‬‬ ‫ل درج ذ ل سواﻻت کر‬ ‫تدر س ا جائزه لی‬ ‫معلم طل اء‬
‫؟‬ ‫آپ کب چ ا گھر س‬ ‫‪‬‬
‫آپ چ ا گھر م کون کون جانور د کھ ہ ؟‬ ‫‪‬‬
‫جﻨ لوں م ا جا وا جانوروں کو ک ا کہ ہ ؟‬ ‫‪‬‬
‫‪-‬‬ ‫ح ات پڑھ‬ ‫جﻨ‬ ‫ا ا کہ ع ز طلبہ آج م سبق ا ستان‬ ‫پھر معلم اپ سبق ا آغاز کر‬
‫‪：‬اﻋاده اﺳاتذه‪:‬‬
‫ا ستان ﺟن ح ات‪ ：‬ا ستان ا شما حصہ ت اطراف پہاڑوں م گھرا وا ان پہاڑوں م قراقرم‬
‫مال ا اور ﻨدو کش پہاڑ سلس م شامل ہ پہاڑوں لﻨدیوں پر برفا چی ‪ ،‬اﻻ ر چھ‪ ،‬گوشت مارخور اور‬
‫پہاڑی کر ‪،‬مارک ولو‪ ،‬بھ اور چ ں د کھ کو مل ہ ‪ -‬برفا چیتا مارک ولو بھ اور بھور ر چھ تعداد م‬
‫زد م قرار د ا ‪-‬‬ ‫جانوروں کو خطر‬ ‫اس ل عال ادار‬ ‫م ور‬ ‫ت ی‬
‫قاء اور‬ ‫ح ات‬ ‫ل کن درج ذ ل وج ات جﻨ‬ ‫نوازا‬ ‫زند ح ات‬ ‫ا ستان کو انواع و اقسام‬ ‫ﷲ تعا‬
‫ا اعث بن ر‬ ‫افزا ش م مسلسل‬
‫‪ ‬غ قانو ش ار‬
‫‪ ‬ناقص مﻨص ہ بﻨدی‬
‫‪ ‬ا سا آ ادی م مسلسل اضافہ‬
‫‪ ‬جﻨ ﻼت ا کٹاؤ‬
‫‪ ‬ا‬
‫‪ ‬جﻨ پﻨاه ا وں ا خاتمہ‬
‫م‬ ‫خورا‬ ‫وجہ‬ ‫‪ ‬التو جانوروں تعداد م اضا‬
‫اد غ زم ا تصور کرنا تق ا ناممکن لہذا خ صورت‬ ‫جﻨ ح ات اس زم ا ا ک ا م حصہ ‪ -‬جﻨ‬
‫ورت ‪ -‬تا م جﻨ ح ات ا تحفظ وقت ا م ورت ‪-‬‬ ‫چا‬ ‫اد کو ت اه و‬ ‫جﻨ‬
‫ورت م ا سانوں کو‬ ‫ور ات پر قابو کر‬ ‫سب پہ اور سب ا م ات یہ کہ ا سانوں کو اپ‬
‫ورت ا ر درخت ا جا ہ تو انہ دو اره ل ا ل انا چا‬ ‫روک‬ ‫وری طور پر درختوں کٹا‬ ‫غ‬
‫تا ہ جﻨ ح ات قا اس دن ا پر ممکن ر ‪-‬‬
‫مارخور کو ا ستان م قو جانور حی ت کیوں دی گ ؟‬ ‫‪‬‬
‫جﻨ ح ات قا کس ط ح ممکن ؟‬ ‫‪‬‬
‫گھر ا ام‪：‬‬
‫ا پر حل کر ﻻئ ‪-‬‬ ‫سواﻻت کو اپ‬ ‫د گ مش‬ ‫کتاب م‬
‫اشاراه‪|| 45-‬‬ ‫||ﺳ‬

‫ﺟﻤاﻋﺖ‪ ：‬پﻨجم‬
‫مضﻤون‪ ：‬مطالعہ ا ستان‬
‫دورانیہ‪ 35 ：‬مﻨﭧ‬
‫ﻋنوان‪ ：‬ا ستان ط خدوخال‬
‫دلچس پ دا کرنا‪-‬‬ ‫ار م جان‬ ‫طلبہ کو ا ستان‬ ‫●‬
‫ار م جان سک ‪-‬‬ ‫طلبہ ا ستان تار ــخ اور ثقافت‬ ‫●‬
‫ار م علم م اضافہ کروانا‪-‬‬ ‫ا ستان جغرافیہ‬ ‫●‬
‫طل اء م حب الوط پ دا کرنا تھا کہ وه اچھ شہری بن سک ‪-‬‬ ‫●‬
‫عد طلبہ اس قدر قا ل و جائ کہ‬ ‫اس سبق کو پڑھ‬
‫ار م جان سک ‪-‬‬ ‫زم‬ ‫● ا ستان‬
‫ار م جان سک ‪-‬‬ ‫اقسام‬ ‫● ا ستان زم‬
‫● ا ستان پہاڑی سلسلوں ار م جان سک ‪-‬‬
‫ار م جان سک ‪-‬‬ ‫● ا ستان سطح مرتفع‬
‫● تق ں‬
‫● مظا ری‬
‫● انکشا‬
‫کتاب مطالعہ ا ستان‬ ‫●‬
‫چارٹ‬ ‫●‬
‫ماڈل‬ ‫●‬
‫ا ا اور جب تک‬ ‫عد تدر س ا آغاز کر‬ ‫ا اور سم ﷲ پڑھ‬ ‫معلم ﻼس م داخل و و اسﻼم‬
‫ا۔‬ ‫اعﻼن پہ طلبہ سا قہ معلومات ا جائزه سوالوں ذر جائزه‬
‫ا ستان کت صو ہ ؟‬ ‫●‬
‫ا جا ہ ؟‬ ‫ا ستان م پہاڑی سلس ز اده تر کس صو م‬ ‫●‬
‫حصوں پر مشتمل‬ ‫آ جو کہ درج ذ ل ت‬ ‫پڑھ‬ ‫م‬ ‫ار‬ ‫مختلف ط خدوخال‬ ‫ع ز طلبہ عجم ا ستان‬
‫‪-‬‬
‫‪ .1‬پہاڑی سلس‬
‫‪ .2‬م دا سلس‬
‫‪ .3‬سطح مرتفع‬
‫اﻋاده اﺳاتذه‪：‬‬
‫‪1‬۔ پہاڑی ﺳلس ‪：‬‬
‫اور نہ‬ ‫ڈھلوان ز اده سطح پتھ‬ ‫اطراف‬ ‫لﻨد و اور جس‬ ‫تق ا ‪ 900‬می‬ ‫زم ا وه حصہ جو سطح زم‬
‫موار و پہاڑ کہﻼتا ‪-‬‬
‫ا ستان م دن ا لﻨد پہاڑی سلس م ا جا ہ اور ان تقس م مﻨدرجہ ذ ل ہ ‪-‬‬
‫‪ .1‬مغر پہاڑی سلس‬
‫‪ .2‬شما مغر پہاڑی سل‬
‫‪ .3‬شما پہاڑی سلس‬
‫پہاڑ اں‬ ‫ان پہاڑی سلسلوں م کوه مالیہ‪ ،‬کوه قراقرم ‪ ،‬کوه ﻨدوکش ‪،‬کوه سف د ‪،‬کوه ک اٹ‪ ،‬اور وز رستان‬
‫کوه سل مان شامل ہ ‪-‬‬
‫‪2‬۔ م دا ﻋﻼ ‪：‬‬
‫و م‬ ‫ﻻ‬ ‫معاون در ا جہلم ‪،‬چﻨاب‪ ،‬راوی ‪ ،‬ستلﺞ اور ب اس‬‫در ا سﻨدھ ا م دان درا سﻨدھ اور اس‬
‫بﻨا ‪-‬‬
‫ا ستان م دا عﻼ دو ط ح ہ جو کہ درج ذ ل ‪-‬‬
‫● ﺳاح م دان‬
‫سا م دا عﻼقہ چھو بڑی بﻨدرا وں پر مشتمل جن م کرا سب ا م بﻨدراه ‪ -‬دوس‬
‫بﻨدراہ پورٹ قاسم گوادر اور س ا م ہ ‪ -‬عﻼقا سمﻨدر م معد ذخائر دس اب ہ ہ اور ما‬
‫گرمیوں ا مرکز بﻨا وا ‪-‬‬ ‫‪ٰ -‬لہذا یہ ساح م دان ا م معا‬ ‫گ ی صﻨعت تر کر ر‬
‫● ر گستان‬
‫حصہ ر گستا خصوص ات رکھتا ‪ -‬یہ ا ک وسیع و ع ض رق پر پھ ﻼ وا‬ ‫ا ستان ا جﻨو م‬
‫اس عﻼ م بہاولپور‪ ،‬سکھر‪ ،‬خ ور‪ ،‬سانگھڑ‪ ،‬م ورخاص اور تھ ارکر اضﻼع شامل ہ ‪ -‬ا ستان‬
‫ا پہﻼ بڑا ر گستان ان ا ستان جو کہ سﻨدھ م _تھر نام جانا جاتا ‪-‬‬
‫ا ستان ا دو ا ر گستان تھل ‪ -‬یہ ر گستان در ا جہلم اور در ا سﻨدھ درم ان واقع ‪-‬‬
‫‪ .3‬ﺳﻄﺢ مرتﻔﻊ‪：‬‬
‫در ای واد اں سطح‬ ‫سطح مرتفع خدوخال م ش ب و فراز مل ہ کہ ا ر چ جا ہ کہ م دان کہ‬
‫‪-‬‬ ‫مرتفع پر موجود و ہ ‪ -‬سطح مرتفح کچھ اطراف پہاڑی سلسلوں گری و‬
‫● سطح مرتفع پوٹھ ار‬
‫● سطح مرتفع لوچستان‬
‫تعارف ‪：‬‬
‫بڑا‬ ‫م‬ ‫مل‬ ‫مار‬ ‫پتہ چلتا کہ ا ستان م متعدد عج ب وغ ب خصوص ات ہ‬ ‫ا ستان ط مطال‬
‫‪-‬‬ ‫پہاڑوں شمال مغر پہاڑوں م دانوں سطح مرتفع اور صحرا پر مشتمل‬ ‫حصہ شمال م‬
‫نتائﺞ‪:‬‬
‫اپ‬ ‫مختلف تو م‬ ‫زم‬ ‫کہ ا ستان‬ ‫اس ا مطلب یہ‬ ‫نہ‬‫ا ستان ط خدوخال ر جگہ ج‬
‫نوع ت مختلف ‪-‬‬
‫اور س و شاداب واد اں ب‬ ‫اور زرخ زمیﻨ‬ ‫ہ‬ ‫ر‬ ‫اون اون پہاڑوں زنج ں ہ جو سال برف ڈھ‬
‫ہ ‪-‬‬
‫ا ستان م وسیع و ع ض ر گستان ب موجود ہ ‪-‬‬
‫ﺟائزه‪:‬‬ ‫شخ‬
‫‪-‬نام بتائ ؟‬ ‫تقس م ک ا گ ا‬ ‫ا ستان ط خدوخال کو کت حصوں م‬ ‫●‬
‫ا ستان سب بڑی پہاڑی ا نام بتائ ؟‬ ‫●‬
‫ا ستان م موجود مشہور بﻨدرا وں نام ل ھ ‪-‬‬ ‫●‬
‫گھر ا ام‪:‬‬
‫نوٹ ل ھ کر ﻻئی ‪-‬‬ ‫مغر پہاڑی سلسلوں پر تفص‬ ‫ا ستان‬
‫اشاره‪46-‬‬ ‫ﺳ‬
‫ﺟﻤاﻋﺖ‪ ：‬ششم‬
‫مضﻤون‪ ：‬اسﻼم ات‬
‫ﻋنوان‪ ：‬والدین حقوق‬
‫ﻋﻤو مقاصد‪：‬‬
‫● طل اء م بڑوں ا اح ام پ دا کرنا‪-‬‬
‫● طل اء م عزت جذ کو پ دا کرنا‪-‬‬
‫● طال ات کو اسﻼ تعل مات روشﻨاس کروانا‬
‫مقاصد‪：‬‬ ‫خصو‬
‫اس سبق اختتام پر طل اء اس قا ل و جائ کہ وه‬
‫● والدین ا م ت کو جان س ‪-‬‬
‫● دو وں کو ب ان قدروق مت سکھائ ‪-‬‬
‫● استقرا‬
‫● ب انیہ‬
‫ٹ کسﭧ ک‬ ‫●‬
‫ا م ن ات ا چارٹ‬ ‫●‬
‫ﺳا قہ معلومات‪：‬‬
‫ا‪-‬‬ ‫م کچھ سواﻻت کر‬ ‫ار‬ ‫سا قہ سبق‬ ‫مال مطال ات ان‬
‫● م کس بﻨدے ہ ؟‬
‫● بﻨدوں حقوق کو ک ا کہ ہ ؟‬
‫‪-‬‬ ‫ساتھ ک سا سلوک کرنا چا‬ ‫والدین‬ ‫اور م‬ ‫پڑھ‬ ‫م‬ ‫ار‬ ‫حقوق‬ ‫آج م والدین‬
‫جا تو سکون و اطمیﻨان قلب اور‬ ‫زند م اپ فرائض اور دو وں حقوق کو پہچان کر زند‬ ‫معا‬
‫پرسکون ماحول م نظر آتا جس حسن معا ت کہا جاتا ۔‬
‫ا سا تعلقات اور ل اؤ اعت ار دن اوی رشتوں م ا سان ق ب تر اس والدین اس ل ان ا درجہ اوﻻد‬
‫‪-‬‬ ‫ل سب ز اده وتا ان حقوق ادائ اوﻻد پر فرض گ‬
‫ارشاد اری تعا ٰ ‪-‬‬
‫ترجمہ‪ :‬اور م ا سانوں کو اپ ماں اپ ﺳاتھ ن ک ﺳلوک کر ا ح م د ا ‪-‬‬
‫ذات جو اپﻨا آرام و راحت اور‬ ‫ف والدین‬ ‫دن ا م‬ ‫مل‬ ‫اوﻻد کو سب ز اده مدد والدین‬
‫جو انہ مصائب ومش ﻼت زما‬ ‫چیﻨل آزاد خاطر ق ان کر دی ہ ان اوﻻد ل رحمت اری ا وه و‬
‫ا م ون مﻨت وتا ‪-‬‬ ‫عد والدین‬ ‫ﷲ تعا‬ ‫چا کر پروان چڑھا‬
‫حقوق ا سانوں پر فرض کر د ہ اور ان کو پورا کر‬ ‫اس ل قرآن ا م متعدد مقامات پر اپ عد انہ‬
‫‪-‬‬ ‫تلق فرما‬
‫‪-‬‬ ‫ٰ‬ ‫سوره ن ا ائ ل آ ت نم ر ‪ 24‬اور‪ 23‬م ارشاد اری تعا‬
‫ترجمہ‪：‬‬
‫ﺳام‬ ‫رب نام ﺟو ﺳوا اور ماں اپ ﺳاتھ بھﻼ کرو ا ر پہنچ ﺟائ ت‬ ‫اور ح م کر چ ا ت‬
‫ات ﻋدت‬ ‫یہ دونوں تو نہ کہ ان کو و اور نعﺖ ﺟڑ ان کو اور کہ ان‬ ‫بڑھا کو ا ک ان م‬
‫اور خود ان آ ﻋاﺟزی و ن ازمندی مندی اور کہ رب ان پر رحم کر ﺟ سا انہوں مجھ کو چھوڑا‬
‫ﺳا‪-‬‬
‫کہ‪：‬‬ ‫ط ح حضور ا رم ص ﷲ علیہ وسلم ا ارشاد‬ ‫ا‬
‫ا‪-‬‬ ‫محروم ر‬ ‫والدین ا نافرمان پر جﻨت خوشبو ب‬
‫فرمان مطابق اوﻻد ا فرض کہ والدین ساتھ حسن سلوک پ ش آئ خصوصا جب وه عمر‬ ‫ﷲ تعا‬
‫ات مﻨہ ن‬ ‫ات ک ں اور کو ا‬ ‫رس ده و جائ تو انہ اپ ل بوجھ نہ سمجھ ان مح ت تم‬
‫جن نفرت ا اظہار وتا وں م شہ آپ ساتھ ان پ ش آئ اور ان حق م دعا خ کر ر ہ ا ر‬
‫والدین گستاخ ا ﷲ ت ہ کر والوں کو معاف کر دیتا ‪-‬‬
‫ع اعث نجات اور سعادت ‪ -‬قرآن و حد ث روش م امت‬ ‫طرف د کھﻨا ع ادت‬ ‫اماں اپ چہر‬
‫‪-‬‬ ‫ناراض ا س ب بﻨ‬ ‫ٰ‬ ‫مسلمہ ا اتفاق کہ والدین نافرما بہت بڑا گﻨاه ‪ -‬والدین ناراض ﷲ تعا‬
‫کو بڑھا کو پہﻨچ‬ ‫دونوں م‬ ‫نہ کر چا خاص کرجو ع‬ ‫اطاعت اور فرمان داری م‬ ‫ﻻز بول‬
‫جائ تو ان کو اف نہ کہﻨا چا ‪-‬‬
‫● والدین کت حقوق ؟‬
‫م ک ا ارشاد فرما ا؟‬ ‫ار‬ ‫والدین‬ ‫● حضور ا ص ﷲ علیہ وسلم‬
‫اور ل ھ کر ﻻئ ‪-‬‬ ‫ساتھ کو ن ک عمل کر‬ ‫والدین‬
‫اشاره‪47-‬‬ ‫‪-‬ﺳ‬
‫ﺟﻤاﻋﺖ‪ ：‬نہم‬
‫ﻋنوان‪ ：‬اسﻼم‬
‫مقاصد‪：‬‬ ‫ﻋﻤو‬
‫طل اء ذ ‪ ،‬جذ ا ‪ ،‬اخﻼ اور روحا شوونما کرنا‪-‬‬ ‫‪‬‬
‫اطاعت رسول اور اطاعت ال ا جذبہ پ دا کرنا‪-‬‬ ‫‪‬‬
‫اسﻼ تعل مات اور اسﻼ اصولوں روشﻨاس کرانا ‪-‬‬ ‫‪‬‬
‫عد طل اء اس قدر قا ل و جائ کہ‪：‬‬ ‫اس سبق کو پڑھ‬
‫‪ ‬طل اء کو دین اسﻼم وسعت ا م ت وفاد ت پتہ چل س ‪-‬‬
‫لمہ کو اسﻼم جامع ت اور امل ت متعلق بتانا‪-‬‬ ‫‪‬‬
‫‪ ‬طل اء کو بتانا کہ اسﻼم ا ک مستقل نظام فکر و عمل ‪-‬‬
‫قصہ گو‬ ‫‪‬‬
‫تق ں‬ ‫‪‬‬
‫ٹ کسﭧ ک‬ ‫‪‬‬
‫بورڈ‬ ‫‪‬‬
‫وائﭧ بورڈ مارکر‬ ‫‪‬‬
‫ڈس‬ ‫‪‬‬
‫چارٹ‬ ‫‪‬‬
‫ﺳا قہ معلومات‪：‬‬
‫ج سا‬ ‫وه چﻨد ا ک سواﻻت کر‬ ‫جامع مﻨص ہ بﻨدی کر‬ ‫عﻨوان‬ ‫ل ص‬ ‫مﻼ اپ تدر س کو موثر او ر دی ا بﻨا‬
‫کہ‪：‬‬
‫م کون ہ ؟‬ ‫‪‬‬
‫‪ ‬مسلمان ک کہ ہ ؟‬
‫؟‬ ‫‪ ‬ﷲ ہاں سﻨد ده دین کون سا‬
‫گ ‪-‬‬ ‫اور اپﻨا ٹ ک اﺳﻼم بورڈ پر ل‬ ‫حوصلہ افزا کر‬ ‫ان سواﻻت درست جوا ات رات مل پر معلومات طلبہ‬
‫حوا کر‬ ‫مع اپ آپ کو اپ مال‬ ‫اﺳﻼم‪ ：‬اسﻼم ا ماده ``سلم`` ‪ -‬جس مع فرمان داری ہ ‪ -‬اس دو‬
‫ہ ‪-‬‬
‫ر ح م کو مانﻨا اسﻼم کہﻼتا ‪-‬‬ ‫فرمان داری اخت ار کرنا اور اس‬ ‫تع ف‪ ：‬ﷲ تعا‬
‫مسلم‪ ：‬وه جو ﷲ م مل طور پر اطاعت کر ‪-‬‬
‫اﺳﻼم اور قرآن ا ‪ ：‬ﷲ تعا فرما ہ ‪-‬‬
‫ترجمہ‪'' ：‬ب شک ﷲ نزد ک دین ف اسﻼم ‪''-‬‬
‫پور اسﻼم م داخل و جاؤ‪-‬‬ ‫'' اے ا مان والو تم پور‬
‫اسﻼمک ا سا مذ ب جو چوده سو سال ق ل سعودی عرب م ح ت محمد ص ﷲ علیہ وسلم پر نازل وا تھا‬
‫عد‬ ‫ب ن ع ا سان ہدا ت ل بھ جا اور اس‬ ‫مسلمانوں عقائد مطابق اسﻼم آ اد ٹ م ہ ج ﷲ تعا‬
‫و ا اور ح ت محمد ص ﷲ علیہ وسلم اور قرآن مج د ہدا ت ا چشمہ اور اخری الہا کتاب‬ ‫کو دو ا دن نہ‬
‫‪-‬‬
‫کت ار ان ہ ؟‬ ‫اسﻼم‬ ‫‪‬‬
‫لغوی مع ک ا ہ ؟‬ ‫اسﻼم‬ ‫‪‬‬
‫گر ‪：‬‬
‫متعلق دس آ ات م ارکہ ا پی تح ر ک ں‪-‬‬ ‫قرآن مج د ا مطالعہ ک ج اور اسﻼم‬
‫متعلق واضح فرق‬ ‫آ اس‬ ‫عد ک ا ت د‬ ‫اور اسﻼم‬ ‫ک ا صورتحال ت‬ ‫زما‬ ‫طل ع اسﻼم پہ عرب م جہال ت‬
‫ل ھ کر ﻻئ ‪-‬‬
‫اشاره‪49-‬‬ ‫ﺳ‬
‫ﺟﻤاﻋﺖ‪ ：‬نہم‬
‫ﻋنوان‪ ：‬طہارت و ا‬
‫اقدار پروان چڑھانا‬ ‫طل اء م اسﻼ‬ ‫‪‬‬
‫روشﻨاس کروانا‬ ‫طل اء کو ع ادات‬ ‫‪‬‬
‫م اسﻼ تعل م ا م ت واضح کرنا‬ ‫ر شع‬ ‫زند‬ ‫‪‬‬
‫اخوت روح پھونکﻨا‬ ‫طل اء م اسﻼ‬ ‫‪‬‬
‫ا م ت ب ان ک ں‪-‬‬ ‫‪ ‬اسﻼم ن اه م طہارت اور ا‬
‫پر عمل پ ا وسک ‪-‬‬ ‫‪ ‬پہارت اور ا‬
‫س ‪-‬‬ ‫ا جائزه‬ ‫‪ ‬اسﻼ تعل مات روش م طہارت اور ا‬
‫تق ں ط قہ‬ ‫‪‬‬
‫تح ری ط قہ‬ ‫‪‬‬
‫کتاب اسﻼم ات‬ ‫‪‬‬
‫وائﭧ بورڈ‬ ‫‪‬‬
‫ڈس‬ ‫‪‬‬
‫چارٹ‬ ‫‪‬‬
‫قہ معلومات‪：‬‬ ‫ﺳا‬
‫اسﻼم کت اران ہ ؟‬ ‫‪‬‬
‫وضو ا ط قہ بتائ ؟‬ ‫‪‬‬
‫آج م طہارت و ا‬ ‫بہت پڑ ل ھ ا‬ ‫ا اور ا‬ ‫عد اساتذه سبق ا اعﻼن کر‬ ‫سواﻻت جوا ات مل‬
‫ار م پڑھ‬
‫‪-‬‬ ‫اور صفا کو بڑی ا م ت حاصل‬ ‫دین اسﻼم م طہارت ع ا‬
‫کہ‪：‬‬ ‫‪ ‬ارشاد ال‬
‫‪-‬‬ ‫ترجمہ‪ ：‬اور ﷲ صاف ر والوں کو بڑا سﻨد کرتا‬
‫ا رکھو‪-‬‬ ‫ترجمہ‪ ：‬اور اپ ک‬
‫ا مان ا حصہ ‪-‬‬ ‫ترجمہ‪ ：‬ا‬
‫؟‬ ‫م ک ا ارشاد‬ ‫ار‬ ‫سور ت ہ م طہارت و ا‬ ‫‪‬‬
‫ہ نام ل ھ ؟‬ ‫طہارت کت ط‬ ‫‪‬‬
‫نوٹ ل ھ کر ﻻئ ‪-‬‬ ‫ا م ت و فض لت پر پر تفص‬ ‫طہارت‬
‫اشاره‪50-‬‬ ‫ﺳ‬
‫ﺟﻤاﻋﺖ‪ ：‬شتم‬
‫مضﻤون‪ ：‬مطالعہ ا ستان‬
‫ﻋنوان‪ ：‬ماحول ا آلود‬
‫ا ستان کو ا ستان ا م ت روشﻨاس کروانا‬ ‫‪‬‬
‫طلبہ کو ا ستان در ش مسائل آ اه کرنا‬ ‫‪‬‬
‫طل اء کو ذمہ دار شہری بﻨانا‬ ‫‪‬‬
‫‪ ‬ماحول ا آلود ا مفہوم ب ان کر س‬
‫اقسام تح ر کرسک‬ ‫‪ ‬مول آلود‬
‫اثرات وضاحت کرسک‬ ‫‪ ‬ماحول ا آلود‬
‫تق ں ط قہ‬ ‫‪‬‬
‫تح ری ط قہ‬ ‫‪‬‬
‫کتاب مطالعہ ا ستان ان‬ ‫‪‬‬
‫وائﭧ بورڈ‬ ‫‪‬‬
‫ڈس‬ ‫‪‬‬
‫چارٹ‬ ‫‪‬‬
‫قہ معلومات‪：‬‬ ‫ﺳا‬
‫ک ا مراد ؟‬ ‫آلود‬ ‫‪‬‬
‫ماحول کو آلوده کر ہ ؟‬ ‫جو آپ‬ ‫اش اء موجود‬ ‫کو‬ ‫آپ ارد گرد ا‬ ‫‪‬‬
‫‪-‬‬ ‫اقسام پ ں‬ ‫ا کہ آج م ماحول ا آلود اور اس‬ ‫عد استاد طل اء ﻻ کول ان کر‬ ‫جواب مل‬ ‫سواﻻت‬
‫قدر حالت کو ت د ل کرد‬ ‫اجزا ا سفوف شامل وجانا جو اس‬ ‫ا‬ ‫ماحول م‬
‫آلود ‪ ：‬صاف ستھر‬
‫‪-‬‬ ‫آلود کہﻼ‬
‫ورات زند بڑھ جار ہ جس‬ ‫ج ج یہ ا ا م اضافہ وتا جا را ا تﻨاسب اس‬
‫ماحول ا آلود ج مسائل جﻨم ر ہ ہ ‪-‬‬
‫اقسام درج ذ ل ہ ‪：‬‬ ‫ماحول ا آلود‬
‫‪ .1‬فضا آلود‬
‫‪ .2‬آ آلود‬
‫‪ .3‬زمی آلود‬
‫‪ .4‬شور آلود‬
‫اقسام کو ال وضاحت ساتھ ب ان ک ا جا ا‪-‬‬ ‫آلود‬
‫م ب ماروں م اضافہ وتا جا را جس وجہ‬ ‫وجہ‬ ‫اثرات‪ ：‬ماحول ا آلود‬ ‫ماحول ا آلود‬
‫مار حواس خمسہ ب متاثر ور ہ اس عﻼوه فصلوں اور‬ ‫وگ‬ ‫لوگوں اوسط عمر م‬
‫جانوروں کو ب بہت نقصانات و ر ہ‬
‫ک ا مراد ؟‬ ‫آلود‬ ‫‪‬‬
‫اقسام درج ذ ل کر ؟‬ ‫آلود‬ ‫‪‬‬
‫ا سا صحت پر ک ا اثرات ہ تفص ل ل ھ کر ﻻئ ‪-‬‬ ‫آلود‬ ‫شور‬ ‫‪‬‬

Zainab 553

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Zainab 553

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EDU-632-III (Teaching Practice)

Submitted to: Mam Sadia Jamil

Submitted By: Zainab

Roll No. 20-553

Semester: 7th Morning (A)

Program: B.Ed (hons) Elementary Education

GOVT COLLEGE WOMEN UNIVERSITY

Class: 7th Standard

At the end of this lesson students will be able:

1.2 Specific Objectives:

5. Announcement the Topic:

6. Information for Teacher:

12. Follow up:

Class: 7th Standard

At the end of this lesson students will be able:

1.2 Specific Objectives:

5. Announcement the Topic:

6. Information for Teacher:

At the end of this lesson students will be able:

 To use re reading strategies to predict the content vocabulary from pictures.

1.2 Specific Objective:

At the end of this lesson students will be able:

5. Announcement of The Topic:

Divide students into

At the end of this lesson students will be able:

1.2 Specific Objectives:

5. Announcement of The Topic:

6. Information for Teacher

Step 2: Divide the given number by each

In this example, the numbers less than or

Therefore, these divisors are the factors of the number 10.

Method 2: Factors by multiplication

For this example, we will write 10 as the product of two

Thus, the factors of 10 are 1, 2, 5, and 10.

Conclusion: Ali should have 2, 5, or 10 baskets to divide the eggs evenly.

Activity 2: Aisha is preparing goodie bags for her friends.

Since we have 3 goodie bags, and we have to put 2 candies in

 What factors of 36 are multiples of 4?

11. Follow up:

 Solve all the questions of exercise 4.3 in textbooks.

At the end of this lesson students will be able:

1.2 Specific Objectives:

5. Announcement of the topic:

6. Information for Teachers:

Activity-1: Group Activity- Make a list of actions we take every day

At the end of this lesson students will be able:

1.2 Specific Objectives:

5. Announcement the Topic:

6. Information for Teacher:

11. Follow up:

At the end of this lesson students will be able:

5. Announcement of the topic:

In today lesson we will learn about the mass and length.

6. Information for Teacher:

Length Conversion Table 10 10000 50 5000 50 500

11. Follow up:

At the end of this lesson students will be able:

6. Information for teachers:

Activity 1: Fix the unlabeled chart of the solar system.

11. Follow up:

At the end of this lesson students will be able:

5. Announcement of The Topic:

6. Information for Teacher:

12. Follow Up: