Gul Shair Lesson Plans

Lesson Plans of 8608
B.Ed (2.5 Year)

Course Code: 8608
Name: Gul Shair
Roll No. BU613284
Registration No. 18PMN-06724
Semester: Autumn 2020

Region: MULTAN
Lesson Plan 01
Teacher Gul Shair (BU613284)

Class 5-6
Subject English (Creative Writing)
Date Dec24,2020
Duration 45 mins
Topic Shape Poem
The Student will be able to: 1=Share and write more creactive
Objectives
ideas. 2=Describe different objects
Material Papers Pens Charts Markers Colours OHP(OHT)for the
Needed presentation of sample poem(WB can be used too)
PRESENTATION: The Teacher will ask the student following
questions.(How many of you like butterfly/balloon? Why ou like
balloons/butterfly? Do you love poems(yes/no) well,then lets try
to write one. Teacher will show an example or two like of
balloon(MY RED BALLOON IS LIKE AN AEROPLANE
WITHOUT
Methodology WINGS.IT FLOATS LIKE A BIRD IN THE SKY.A STRONG
WIND
MAKES MY BALLOON RUN FAST AND TO THE
GROUND.POP!OHNO..PIECE OF RUBBER DRIFTING TO THE
GROUND)Than SS will asked to choose shapes draw it and write a
peom inside that shape) for production you can display all the
shapes poems on the school board /bulletin board/soft board..
Evaluation production stage could be considerd as evaluation
Lesson Plan 02
Class grades 1-3
Subject mathematics
Date Dec25,2020
Duration 45 mins
Topic how to reason
Objectives Students wil learn to make conclusions from facts in a logical
way, or to reason.
Material
none
Needed
Geometric Shapes Have the students draw and cut out paper
shapes of rectangles, squares, trapezoids, and triangles. Discuss
their different properties. For example, talk about the number of
equal and unequal sides. Then, ask questions about the shapes.
For example, How are they alike or different? or Which do you
see more/less of? Have the students look around their houses,
apartments, or neighborhoods for examples of shapes. place
value Review the following fact: the place of a digit in a numeral
Methodology tells its value. 325-3 has the place value of hundreds, 2 has the
place value of tens, 5 has the place value of ones Have students
look for numbers in everyday experiences. For example, the
values of page numbers in a book or on a restaurant menu. Then,
ask questions about the place value of digits, such as What place
do you think the 3 is in the number 36? Even/Odd Numbers
Review the following facts: Even numbers end with 0, 2, 4, 6, or
8. Odd numbers end with 1, 3, 5, 7, or 9. Help the child to
recognize even/odd numbers in everyday life.
Evaluation Ask how the child applied reasoning to his or her recognition.
Lesson Plan 03
Class Pre-primary
Subject ENGLISH
Date Dec26,2020
Duration 30 minutes
Topic MUSIC Hide and seek with "Where Is Thumbkin?"
Children should be able to: -learn new vocabulary. -gain
confidence through representation. -sing and act individually and
Objectives
in groups. -learn co-ordination and taking turns in time. -enjoy
themselves..!
Material
none.
Needed
1.Teach the students the song" "Where Is Thumbkin". 2. Choose
five students to represent thumbkin, pointer, ring man, old man
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and pinkie. 3. Have the students hide somewhere in the room. 4.
The rest of the students sing "Where is thumbkin, where is
thumbkin?". The student who is "thumbkin" will stand and sing
"Here I am! Here I am!". The rest of the students will sing "How
are you today, Sir?". Thumbkin will answer by singing "Very well I
thank you!". The class will sing "Run away! Run Away!"(when the
class sings this, thumbkin will go back to his/her hiding place).
The class will repeat this process for all hiding students (pointer,
ring man, old man, pinkie). 5. Then the class will sing "Where is
everybody? Where is everybody?" and all 5 hiding students will
stand and sing "Here we are! Here we are!". The class will sing
"How are you today sir?" and the 5 students will sing "Very well I
thank you!". The class will then sing "Come back home! Come
back home!" (at that time, all 5 students will join the class). 6.
This activity can be stretched to include "groups" of students
representing the 5 parts of the song (instead of only 1 student
per part). My students love to do this activity! Enjoy!
Young children can get confused taking turns in time and in co
ordinating,teachers can evaluate if students have gained mastery
Evaluation
with repetition and practice.Shy students can be encouraged to
represent and a change in their attitude should be noticed.
Lesson Plan 04
Class 6
Subject Science
Date Dec28,2020
Duration 45mins
Topic Plants
Students will do the following: 1. Investigate how seeds are
dispersed. 2. Understand the variety of seed dispersal that exists
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in the plant kingdom. 3. Understand how factors in the natural
environment can effect how far a seed is dispersed.
Students will need the following: • Variety of seeds • Magnifying
Material glass or microscope • Meter stick • Fan • Small dry seed, one for
Needed each student (bean or watermelon) • Paper (to be cut for wind
dispersed seed demonstration)
1. Have students collect a variety of different seeds from the
school grounds, their yard at home, an unmowed field, or the
Methodology grocery store. Common seeds to collect include coconut, maple,
ash, elm, dandelion, milkweed, grasses, burdock, jewelweed,
wisteria, cedar, watermelon, pumpkin, tomato, acorn, and apple.
2. Explain that most seeds have some type of dispersal
mechanism or characteristic that enables the seed to scatter or
travel a distance from its parent plant. Seeds may disperse by
wind, water, animals, burrs, or mechanical means, depending on
the habitat. A seed’s dispersal mechanism often reflects the
conditions within the habitat. Have students consider why it is
important for plants to have their seeds dispersed away from
the parent plant. 3. Set up a number of stations in the lab for
each type of seed collected. Each station should include a
magnifying glass or a microscope so students can observe
small seeds. 4. At each station, students should · describe the
seed’s characteristics,
· sketch a diagram of the seed, · label the diagram with
significant seed parts, · hypothesize how the seed is dispersed,
and · list conditions in the habitat that affected seed dispersal. 5.
Following is a list of common seeds that may have been collected,
listed by their dispersal mechanism. (Note that seeds may utilize
more than one dispersal mechanism.) Share the list with your
students. Did they correctly identify the dispersal mechanisms
and conditions within the habitat that affected seed dispersal?
Dispersal Mechanism Seed Type water coconut wind maple, ash,
elm, dandelion, milkweed, grasses burr burdock mechanical
jewelweed, wisteria animals cedar, watermelon, pumpkin,
tomato, acorn, apple 6. Give each student a small dry seed, such
as a bean or watermelon seed. Have students design a wind
Lesson Plan 05
Class 4
Subject Science
Date Dec29,2020
Duration 45mins
Topic Reptile adaptations
Students will understand the following: 1. Adaptation describes
the changing traits that enable reptiles to live in their
environments. 2. Adaptations can be found in physical and
Objectives
behavioral traits of reptiles. Snakes and lizards, turtles,
crocodilians, and the tuatara constitute the living orders of
reptiles.
• Chalkboard or chart paper • Marker • Classroom Worksheet •
Material
Research resources (e.g., Internet, CD-ROMs, encyclopedia, etc.)
Needed
• Construction paper • Pencil
1. Share an amazing fact with students: At one time, giraffes
came in a variety of neck lengths. Some giraffes had much
shorter necks than modern giraffes. Ask students to brainstorm
why short-necked giraffes did not survive. Then offer an
explanation of natural selection: The giraffes with shorter necks
couldn’t compete with long-necked giraffes. Explain that the
giraffes were not in an actual contest that they could win by
changing their physical characteristics or behavior; they were
unknowing participants in a competition that takes place every
day in nature: Food supplies are limited so animals must
compete for them with other species and like animals. Unlike the
giraffes with long necks, short-necked giraffes couldn’t reach
leaves and twigs up high as well as the ones closer to the ground.
Because many animals could eat the low-lying vegetation, fewer
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short necked giraffes got enough to eat. Over generations,
giraffes with longer necks grew stronger and healthier. The long-
necked giraffes had more and more babies that, like their parents,
inherited long necks and were better able to survive when food
was scarce; no other animal could reach the high leaves as well
as they could. Over time, more and more short-necked giraffes
died before they could reproduce more short-necked babies.
Eventually, only long-necked giraffes were born. This process of
change, called “natural selection,” happens in all species. 2.
Explain that a giraffe’s long neck is an adaptation, a trait that
helps it fit in and survive in its environment. Tell students that
sometimes different species within the same family have very
different adaptations that depend on location. For example, the
Siberian tiger has striped fur while the snow leopard sports a
Lesson Plan 06
Class 4
Subject Science
Date Dec30,2020
Duration 3 class periods
Topic Animal Habitats
Students will understand the following: 1. The Earth supports
Objectives
many different habitats, each of which has distinct features and
distinct plant and animal populations. 2. Animals and plants are
adapted to the conditions of the habitats in which they live.
For this lesson, you will need: • Research materials on habitats •
Material
Computer with Internet access • Materials needed by groups for
Needed
their projects
1. Tell students they are going to form groups to research
different habitats of the world. Each group will produce a report
on its habitat including the following information: 1. A physical
description of the habitat 2. Examples of the habitat
(geographical locations) 3. Examples of animals and plants that
live in the habitat In addition, each group will be given a specific
assignment that will require the group to show how the animals in
the assigned habitat are adapted for life there. 2. On the
chalkboard, write the names of the different habitats students will
investigate: grasslands (or savanna), temperate forest, tropical
rain forest, desert, polar ice, tidepools. Then divide your class
into six groups, assigning each group one of those habitats to
research. Following are specific assignments for each group. 3.
Grasslands (savanna): Research the speeds of animals that live in
the African grasslands. Project: Create a display that compares
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the different speeds of these animals. Write an explanation for
why speed is important for survival in the grasslands. (There are
few trees or places for animals to hide in grasslands habitats.
Therefore, speed is important for both predators that are hunting
and animals that are fleeing predators.) 4. Temperate forest:
Explain to students that in the winter, less water is available for
trees to take in through their roots, because much of the water in
the ground is frozen. Since trees lose water through their leaves,
losing leaves is a way for a tree to conserve water. Coniferous
trees do not lose nearly as much water through their needles as
deciduous trees lose through their leaves. Project: Put a twig
from a coniferous tree (cone-bearing tree with needles instead of
leaves) in a cup of water, and tightly fasten a clear plastic bag
around its needles. Put a twig from a deciduous tree (leafy tree
that loses its leaves in the fall) in a cup of water, and tightly
Lesson Plan 07
Class 1-5
Subject ENGLISH
Date Dec31,2020
Duration 30 mns
Topic Art in English/junk art
-to foster creativity, imagination and original thinking from an
Objectives early age. -to develop a concept of recycling and reusing things
people would normally throw away.
Material used/empty boxes, cartons, bottle caps,left over art material,
Needed glue, scotch tape, scraps of card paper, buttons,etc.
Tell the students it is Junk Art Day and they can make anything
they WANT, like a submarine, or a car, guitar, etc. Provide them
with glue (teacher helps in gluing) crayons, markers, scissors,
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etc. The students have a very good imagination so they'll have no
trouble in finding something to build. They will have a BLAST!!!
Try it...
this is an excellent time filler and can be incorporated in
everyday routine.record and assess how children become
Evaluation
confident and take pride in their work...most of all note how they
enjoy the
freedom to "create"their own models.
Lesson Plan 08
Class 2
Subject Sceince
Date Jan01,2021
Duration 45mins/over two lessons
Topic Space
Students will: 1. Understand the relationship of the nine planets in
our solar system to the sun by creating a three-dimensional
Objectives
representation. 2. Understand the planets’ relative distance from the
sun and their approximate size in relation to the Earth.
For this lesson, you will need: • round balloons, different sizes •
poster paint and paint brushes • fishing line (or strong string) •
Material construction paper • newspaper torn into strips about one inch wide •
Needed papier mache paste • S-clips to suspend models from ceiling (large
paper clips bent into L shapes or strong loops of tape will work as
substitutes)
1. Before you begin the activity, you will need to make a batch of
papie mache paste. 2. When the paste is ready, divide your students
into nine groups. Assign each group a planet. Provide each student
with a copy of the 'Planet Information Sheet'. Ask your students to fill
in the sheet using information they gather from library books, the
Internet, or their text book. The Planet Information Sheet can
include: A picture of the planet and questions relating to its size,
colour and climate. 3. While they are working, turn a class bulletin
board into a huge sun using construction paper. Invite any students
who finish their research early to add solar flare designs to the sun.
4. Give each group a balloon. Explain to your students that all of the
balloons should not be blown up to the same size. Emphasize that
approximate size is all that is necessary, but that the big planets
Methodology should be noticeably larger than the smaller ones—especially Pluto.
5. Provide each group with a long piece of fishing line. Ask them to
tie the line around the end of their balloon. 6. Provide each group
with a supply of space paste and newspaper strips. Instruct them to
dip each strip into the paste, gently pull it through their fingers to
wipe off extra clumps, and then paste it onto balloon. They should
use many layers, working until the balloon is covered completely.
Encourage them to apply extra layers to make their balloons seem as
round as possible. (The planets aren’t perfect spheres, so they don’t
need to worry too much about roundness.) 7. Allow the balloons to
dry. While they are drying, students should decide how they are
going to paint the surface of their balloons. Which colors will really
bring out the physical landscape? When the balloons are ready—
which might not be for a while—have students paint them. 8. While
the painted planets are drying, meet with each group to determine
where its planet should hang in relation to the sun image. You can
use these approximations for distance from the sun: Mercury—58.9
million km, Venus—108.2 million km, Earth—149.6 million km,
Mars—227.8 million km, Jupiter—778 million km, Saturn—1,427
million km, Uranus—2,870 million km, Neptune—4,500 million
km,
Pluto—5,900 million km. When the group has chosen a location,
affix the dried planet model to the ceiling using the fishing line and
the S clips. Attach the appropriate Planet Information Sheet to each
model.
Lesson Plan 09
Class 1
Subject Mathematics
Date Jan02,2021
Duration 45mins
Topic Animals
Students will understand: 1. Elephants are the largest land
Objectives animals. 2. Adult elephants are about 11 feet tall, and newborn
elephants are about 3 feet tall.
Material For this lesson, you will need: • String and a tape measure • A
Needed ladder
1. To give students an appreciation for the size of an adult African
elephant—approximately 11 feet tall—measure and cut a length
of string 11 feet long. 2. Stand up on a ladder, chair, or table;
hold the string in your hand above your head, and let it hang
down to the floor so that students can see its entire length. 3.
Ask students if they can think of an animal that is as tall as the
string is long. Depending on how students answer, tell them that
a giraffe can grow taller than the length of the string—to 18 feet
—and that a camel is shorter—never more than 6½ feet. If
students don’t immediately identify the target animal as an
elephant, give them clues based on other prime characteristics of
the animal. You may also make the point that though a giraffe is
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taller than an elephant, elephants weigh much more. At over 6
tons, the elephant is the largest land animal. 4. Make a project of
working with the class to find other objects in the school or
outside the school that are as tall as the string is long—or
somewhere around 11 feet. Suggestions include cabinets in the
classroom or in school offices, decorative or supporting columns
inside or on the outside of the school building, and trees in the
area. 5. Now work with a string only 3 feet long—the height of a
newborn elephant—and do the same comparison activities. 6.
Help students make lists of things that are 11 feet tall and things
that are 3 feet tall. Put the words adult elephant or a picture of
one at the head of one list and the words baby elephant or a
picture of one at the head of the other list.
Conduct an informal evaluation of students’ language when they
make comparisons in this project. If they use double comparisons
Evaluation
(“An elephant is more taller than a camel”), make a note to give
students practice in correct usage.
Lesson Plan 10
Class 4
Subject Science
Date Jan04,2021
Duration 45mins
Topic The Human Body/Bones
Students will understand the following: 1. The relationship
between the size of the bone and the length of healing time. 2.
Objectives
The importance of a survey questionnaire. 3. The basics of data
collection and graphing.
Material • paper • pencils • markers or dot stickers • large construction
Needed paper or bulletin board paper
1. To begin the lesson, ask your students if any of them have
ever broken a bone. Lead a short discussion on broken bones and
the treatments that students received. Then ask your students
the following question: Do you think it takes a large bone longer
to heal than it takes a short bone to heal? Accept student
responses as guesses for this question. Then tell students that
they are going to try to answer that question by gathering
information from their schoolmates. 2. Next, ask your students to
work as a class to generate a list of questions for a survey on
broken bones and healing time. (Questions might include: Name
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and age? Have you ever broken a bone? Which bone did you
break? Did you have a cast? How long was the cast on? How long
did it take your bone to heal? Did you require any physical
therapy or special exercises afterwards?) 3. When the class has
decided on questions, take your students to other classes to
conduct the survey. (You will obviously need to get permission
from other teachers to visit their classes beforehand.) Try to visit
as many classes as possible, because the more data you have,
the more information you can organize. 4. When the survey is
complete, have your students plot their data on a large graph.
The vertical axis should be labeled “Length of Healing Time” and
divided into weeks. The horizontal axis should be labeled with the
different bones that appeared in the survey. Using markers or dot
stickers, have your students plot points for the healing times for
each broken bone; there should be several points for each kind of
broken bone, and some of the points may overlap. The collection
of points above each bone should give a clear sense of the
approximate average healing time. 5. Lead a discussion about the
graph. Ask the class to note whether there seems to be a
relationship between the size of the bone and the length of
healing time. You can also ask students to consider why (or why
Lesson Plan 11
Class 1-5
Subject English/creative arts
Date Jan05,2021
Topic creative music lessons
-Students should be able to understand how music can be used to
create ideas and pictures in a listener's mind. -Identify specific
types of sounds that make people feel specific ways. (This is a
lesson that all of my classes have loved because it lets them be
creative through listening to music. This lesson can be used with
Objectives
the same class numerous times as long as you simply change the
music played for the class.) -Students should be able to
understand how music can be used to create ideas and pictures in
a listener's mind. -Identify specific types of sounds that make
people feel specific ways.
For this lesson plan all you need is a CD/cassette player with your
Material
choice of several CDs/cassettes, one pencil and one piece of blank
Needed
paper for each student.
1. Play examples of music that represent something children are
familiar with, for example the music of "dil dil pakistan"or any
popular poem/song. 2. Have students sit at a desk or on the floor
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where they can comfortably draw while listening to music. 3.
Distribute one paper and one pencil to each student. 4. Have the
students write their names in a specific corner of the paper (I find
students always focus better and try harder when their name is
the first thing to go on the sheet). 5. Tell the students that you
will be playing short musical pieces for them and they are going
to draw imaginary pictures on their papers. They should go
through three steps: a) first, they should listen to the music for
at least ten seconds. b) second, get an idea of what the music
represents. e.g. certain places, nature, people playing, scary
monsters... c) have the students draw what the music makes
them think of. There are no rules telling them what they have to
draw as long as they can say the drawing came from what they
heard. (If you want to add one rule you may say that they can
not draw anything offensive, use your own discretion). 6. Each
example should take from one to two minutes to play and extra
time can be given for students to finish their drawings. 7. Once
the students have finished drawing, you may ask what people
came up with and compare student's ideas, stressing that in this
activity there are NO wrong ideas. ADD-ON ACTIVITIES You
may
have the students divided into groups (four students) in a
Lesson Plan 12
Class preschool
Subject English
Date Jan06,2021
Topic Respect the others
This activity helps children give and accept compliments and learn
Objectives
how to treat others.
Material
* 1 chair * 1 wrapped box (empty)
Needed
Explain to the children that we can give presents to others that
are just as nice as gifts in a box. These gifts are called
compliments. When we smile or say something nice to another
person, it's like giving a gift. Have each child sit in a "special
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chair", hold the gift-wrapped box, and say something nice to a
fellow classmate. The receiver of the compliment then takes the
"gift" (box), sits in the chair and offers a compliment to another
child. Continue until all have received a "gift".The teacher may
offer compliment suggestions such as "I like it when you play with
me" or "I'm glad you're my friend" to stimulate possible
responses from the children.
observe closely how children treat each other in the coming days.
listen to children's conversation during the school day/s to see
Evaluation them giving special compliments,being friendly and positive
towards each other. Also note how children respond to recieving
compliments.
Lesson Plan 13
Class pre-primary/ primary
Subject Sceince
Date Jan07,2021
Duration weekly theme/can be done throughout the school yea
Topic stranger danger
Objectives To teach students about the dangers of going with strangers.
Material * popsicle sticks * scraps of cloth material * glue * white chart
Needed paper
* Lesson 1: STRANGERS- Buddy system * Lesson 2:
STRANGERS- Adults do not need help from a child! * Lesson 3:
STRANGERS- Have a password * Lesson 4: STRANGERS- Know
some ways to get away * Lesson 5: STRANGERS- Know your
phone number and address Intro: Ask students if their mom or
dad have ever talked to them about going anywhere with
strangers. Have the students that answer yes tell the rest of the
class what their parents or grandparents told them. Ask them
why they think this is important for them to remember what to
do. Lesson 1: STRANGERS - Buddy system Materials: * popsicle
sticks * scraps of material * glue * white paper(sturdy).
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Discussion: Talk to students about the importance of always
going somewhere together. Every student should pick a person to
be their "buddy" for the day. Explain to the kids that it is always
important to have someone with you in case something should
happen to you. That way the other person can go for help. It is
also very important that a grown-up always knows where you
are! That way they know you are safe. If you are playing outside
it is VERY important that a grown-up or another child is with you
so no one tries to take you in their car! Activity: 1. Have each
student make two stick puppets out of paper and then use the
material to make a dress or short to put on the person they
made. Have them make two puppets each to remind them they
always need a buddy with them! Lesson 2: STRANGERS -
Adults do not need help from a child! Discussion: Talk to students
about how many bad adults try to steal children by telling them
they need help carrying something or getting something out of
their car. If someone asks them for help, say "No, but I can get
another adult to help you!" NEVER get close to a person's car to
look at something or to get something from the person, such as
candy or a game. Always walk home with someone after school or
to their cars. Lesson 3: STRANGERS - Have a password
Discussion: Talk to your students about the importance of not
listening to anyone who says your mom or dad sent them to pick
you up. Explain to students that many children have been taken
from their schools and playgrounds because they were told their
mom or dad sent someone to pick them up! Activity: 1. Have
students go home with a letter from the teacher explaining about
the weeks theme of STRANGER DANGER. Explain in the letter
the
importance of having a code word that a person has to know in
order for them to pick them up. Make sure that only the child and
the mom or dad knows that code word! Also have the mom or
dad spend some time talking to the child about what to do in case
the child should get lost somewhere such as the super
market/bazaar. 2. Have the students come back to school the
next day and talk about the discussion with their mom or dad.
Also the teacher could bring in a missing child's poster and talk
about how this child was taken and their mom and dad miss them
very much! Lesson 4: STRANGERS - Know some ways to get
away Discussion: Talk to kids about what they could do if
someone grabbed them and tried to take them to their car.
Activity: 1. Some of the best things to do are: Scream and yell
this person is taking me! Another thing to do if there is not many
people around is to bite the person very hard and then run as fast
as you can! 2. Have the kids practice yelling and saying, "This
person is trying to take me!": Get them used to being assertive!
Most children are not used to acting without thinking and the
more prepared they are the faster they will be able to react.
Lesson 5: STRANGERS- Know your phone number and address
Discussion: Many children who get lost do not know their full
name and address. Explain to the children how important it is to
talk clearly and slowly so people who can help them can
understand what they are saying. Tell children if they are lost it is
important to go to a grown-up. If a police officer or someone
who works at the place is around that is the first person they
should
go to. Activity: 1. Have on a card each child's name and address
along with their phone number. 2. Practice with them saying
their name and phone number. Make sure they are saying it
clearly and slowly so it can be understood. 3. It is also important
that
the children know their mom's and dad's first names. Have them
tell you that also. 4. I would send a home a letter to the parents
about what you are working on and have them be practicing
Lesson Plan 14
Class pre-primary
Subject Science
Date Jan08,2021
Duration 1 week(approximately an hour a day)
Topic body parts
Objectives To learn about the parts of the body.
Material * large sheets of paper/newspaper (child-sized) * crayons * black
Needed permanent marker
1. Have each child lay down on a child sized piece of newspaper/
paper. 2. Tell the children that you are going to draw the outline
of their bodies, using the permanent marker. 3. After the outlines
are drawn, have the children use the crayons to color their outfits
on to their body. The outfits should match what they are
wearing, such as blue shorts and a red shirt or the coluor of their
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4. Now have the children tell you what each body part is: such as
their legs, arms, mouth, nose, eyes, etc. 5. The teacher can label
the body parts for the children, or some of them may be able to
write their own body parts on their picture. 6. Have the children
add and color their hair, eyes, mouth, ears, shoes, etc. 7. When
the bodies are done, they look great displayed in the room. The
kids love to show people which one is them!
I did this with my kindergartners during the last half of
kindergarten. At this point, they were able to partner up and
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draw the outlines for each other. There were a few children who
required assistance from me, but most did a good job. The
partners also were able to help each other with the coloring.
Since the children did a lot of the work themselves, this project
took several class periods to complete!
Lesson Plan 15
Class 2
Subject Science
Date Jan09,2021
Duration 40 minutes
Topic Light
Light can pass through transparent materials, but it does not pass
Objectives
through opaque objects.
Material
Piece of glass, piece of wood, candle and torch
Needed
Piece of glass, piece of wood, candle and torch Switch off the
lights in the classroom and ask the children, how do they feel.
The possible responses can be, "it has become dark", "we can't
see anything". Switch on the lights and discuss few sources of
light with them. The possible responses can be tube light, bulb,
sun and candle. Tell them that now we are going to do an
activity. Light a candle and place it behind the piece of glass, ask
them whether they can see the light? Now place the candle
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behind the piece of wood and ask them, can they see the light
now? The possible responses would be, they could see the light
passing through the glass, whereas the light did not pass through
the wooden piece. Let the children try out with torch and candle
with different transparent and opaque objects like plastic, paper,
marble, book and tile if available. They can try this with different
objects in the environment.At the end of the lesson give them the
vocabulary of 'transparent' and 'opaque'.
Give them a worksheet with the statements written on light
Evaluation passing through different objects. They have to write true
and
false.
Lesson Plan 16
Teacher Imran Zafar (BU606927)
Class 2
Subject Science
Date Jan11,2021
Duration 40 minutes
Topic Shadows
Shadows are cast in the opposite direction from the source of
Objectives
light. Shadows of objects change in length during the day.
Material
Torch, pictures of shadows of morning, afternoon and evening
Needed
Switch off the lights of the classroom and show shadows of
different things in the classroom with the help of the torch. Point
out the direction of the source of light and point out the direction
of the shadow. Let the children observe. Ask them if the direction
of source of light and shadow are the same? Take the children out
Methodology of the classroom and let them observe different shadows and
discuss its length and direction. Show them pictures of different
times of the day with shadow and discuss its direction and length.
Also tell them to observe shadows of different things during
different times of the day, like morning, afternoon and evening
for two days to share in the class.
Divide the children into three groups and assign morning,
Evaluation afternoon and evening time to each group.Tell them to draw
shadows of different objects and then share with the whole class.
Lesson Plan 17
Class 3
Subject English
Date Jan12,2021
Duration 40 minutes
Topic The Conquest of Mecca
Learn synonyms Learn Opposites Make sentences Becoming
Objectives
aware of History and the origin of Islam
Material Cards with synonyms and opposites, Worksheet, Model of Masjid,
Needed small slips of paper with questions written on it.
Make the children read the lesson with jigsaw reading. Discuss
the content in the whole group. Divide children in two teams. Put
the slips with question inside the model of masjid. Let one child
Methodology from each team, pick up a slip and the other team answer the
question. Divide the children in four groups. Give synonyms card
to two and opposites cards to two groups and ask them to find
synonyms and opposites.
Design a worksheet where children have to do MCQs activity on
Evaluation
content of the chapter, synonyms and opposite.
Lesson Plan 18
Class 3
Subject Math
Date Jan13,2021
Duration 45 minutes
Topic Measurement
Children will be able to know different formal units of measure
Objectives
like metre, litre and kilogram
Material
Different objects in the classroom, cups, jug and measuring tape
Needed
Start the lesson by discussing the informal units of measurement
such as, we measure cloth with an arm's length, distance with
footsteps and length of table with handspan. Have an interactive
discussion on formal units of measurement such as we measure
cloth in metres, show them the measuring tape and they can
Methodology
measure each others' height in metres. In the same way show
how capacity is measured in litres e.g milk, water and oil. Also
show them how weight is measured in kilograms like vegetables,
sugar and rice. You can even bring a litre jug and a weighing
scale in the classroom to show the children.
Let the children write different units of measurement and list the
Evaluation
things under the headings.
Lesson Plan 19
Class KG
Subject English
Date Jan14,2021
Duration 20 minutes
Topic Song of Butterfly
To introduce a song (preparing for rhythmic and melodic learning)
about life cycle of a butterfly (through song and finger play To
Objectives
include some movement, (Children flitter around like butterfly in
the class
Song I am as little as can be You can hardly see I’m me For I’m
curled up small inside my little cocoon Watch me break right
Material
them to you Then I’ll crawl as caterpillars do Till I get my wings
Needed
and be a butterfly I’ll fly away, then I’ll fly and fly and fly so far
away
Begin lesson by talking to them about the butterfly, ask them
simple questions like Have you seen a butterfly? Do you like
butterflies? Where do you find them? Tell them a short story
about a butterfly introduce cocoon/caterpillar. Ask the children to
close their eyes and listen carefully while you play the tune of the
Methodology
song. Sing the song and ask children to join in, repeat if children
enjoy the song Movement: ask children to flitter around like a
butterfly. (While you hum the tune)and slowly going down on the
floor to sleep (to relax them) End the lesson by one of their
favourite song followed by a thank you song
Try the song at a later date to see if they remember the words
and sing the melody, did they enjoy it? Ask questions to assess
Evaluation
understanding, and encourage them to relate the life cycle of the
butterfly in their own words.
Lesson Plan 20
Class I
Subject Mathematics
Date Jan15,2021
Duration As appropriate
Topic Ten in a Circle
Objectives Counting 1-
Material A small number of counters (15-
Needed
Place the counters in a circle. One counter should be different
from the others (ex. one white bean in a group of red beans).
Starting from any counter in the circle, each player takes a turn
counting and touching each object as it is counted. If the counter
touched at the count of ten is an ordinary one (red bean), it is
removed from the circle. If it is the different counter (white
Methodology bean), that player is out. The different counter (white bean) is
not removed from the circle. The last player left is the winner. If
all the counters are gone and only the different counter remains,
then all the players left are winners. Variation: Rather than
eliminate players, they keep the bean they land on. If they land
on the different counter, they must give away a counter. At the
end of the game, the child with the most beans is the winner.
Source: Adapted from Polonsky et al. Submitted by: Mary Kabiri
Evaluation
Lincoln University, Founder's Hall Jefferson City, MO 65101
Lesson Plan 21
Class 2
Subject Mathematics
Date Jan18,2021
Duration As appropriate
Topic Turn Overs
Objectives
Material
2 sets of 0-
Needed
Place the cards in a pile, face down. Each player turns over one
card from the pile. Players alternate rolling the die. If the dots on
any players' card matches the roll of the die, that player keeps
Methodology
the card. If there is a tie, the cards are returned to the bottom of
the pile. If there is no match, the player may roll the die two
more times. If still no match, cards are returned to the bottom of
the pile, new cards are turned over and a new player rolls the die.
When all cards from the deck have been used, players count their
cards. The player with the most cards is the winner. Variations:
The range of numbers represented may be larger or smaller,
depending of the abilities of the children. The game may also be
played with a six sided dot die and numeral cards.
Source: Adapted from Currah et al. Volume I Submitted by: Mary
Evaluation Kabiri Lincoln University, Founder's Hall Jefferson City, MO
65101
Lesson Plan 22
Class KG
Subject Mathematics
Date Jan19,2021
Duration See the methodology section
Topic Calendar Communicaton
Children will learn calendar skills by using their learning calendar
log on a daily basis. Children will use their phonetic skills to fill in
Objectives
the calendar each day. This activity also leads to great
communication between home and school.
Material
Calendar
Needed
I run off a calendar for each month that has large spaces for the
days and some writing on it. At the beginning of each month we
fill in the Month and the year along with the days of the week. We
start with the first day of the month if it does not land on a day
we are in school. I ask the children what they did that day and
we fill in that block on the calendar. At the end of each day, we
talk about what we learned and pick one specific topic. We then
Methodology
phonetically fill in the number of that day and what we want to
say about it. At the end of each week, the children take home
their calendar and let their parents read it. If they want, they fill
in the days at home for the weekend and write something
significant they did while on break from school on Saturday and
Sunday. They love coming back and sharing this information. I
watch for parents notes back to me on the calendar as well.
At the end of each month we look at all the progress we have
Evaluation
made learning new things. They love this and I have gotten
wonderful response from home about these calendars.
Lesson Plan 23
Class 2-3
Subject Mathamatics
Date Jan19,2021
Duration Varies
Topic 21 Game
In the 21 Game several skills are disguised into one activity. The
Objectives first skill is addition facts to 21. The second and third skills
involve problem solving and probability.
Material
dice, paper, pencil
Needed
Description: The students must add with accuracy, then decide if
the number they have is close enough to the desired goal of 21.
When they get to the larger numbers such as 17, the students
need to decide if they are going to take another chance or stop
there. It is more risky to try for a higher score than to stop. The
person closer to 21 without going over wins the game. 1. Pick a
partner. 2. Each person has a place on the score sheet as Player
1 or Player 2, only one die per team and a pencil. You may play
three games on one score sheet. 3. One person rolls the die and
writes the number down, that person rolls the die again and
Methodology
writes the number down. Now add the two numbers together. 4.
Keep rolling the die and adding the amounts until you get close to
21 without going over. Try to get as close to 21 as you can. You
must decide when to stop playing! 5. When it is the second
person's turn to roll the die, they do the same thing. 6. Whoever
gets closer to 21 without going over, wins the game. 7. Add
carefully. You may want to check your partners addition. 8. Keep
playing until it is time to change partners and HAVE FUN!!! 9. We
will change partners every few minutes. 10. Remember, if you go
over 21 you automatically lose the game.
Evluate your own results. Source:Leslie Jones Central
Evaluation Elementary, Central R-III, Park Hills, MO
www:http://lessonplanz.com
Lesson Plan 24
Class Three
Subject Mathamatics
Date Jan20,2021
Duration Depend upon the size of the class
Topic Fractions
Students will use problem solving skills and knowledge of
Objectives
fractions to help them solve riddles about fractions.
Material
None
Needed
Write some riddles about fractions for students to solve. For
example, "The sum of the digits in my numerator and
denominator is 12. I am equivalent to ¸. What fraction am I?"
(4/8). The same question can be used over and over again with
Methodology
different numbers. Also, make up similar riddles that involve
fractions in a similar way. The questions can be typed up on a
worksheet for individuals or groups to work on, or they can be
presented to the class to allow for them to think collectively.
Nill Source: Harcourt Brace. (1994), Mathematics plus: teachers
Evaluation
edition, grade 3.
Lesson Plan 25
Class Three
Subject Mathematics
Date Jan21,2021
Duration Depend upon the size of the class
Topic Fractions
Students will use problem solving skills and knowledge of
Objectives
fractions to help them solve riddles about fractions.
Material
None
Needed
Write some riddles about fractions for students to solve. For
Methodology example, "The sum of the digits in my numerator and
denominator is 12. I am equivalent to ¸. What fraction am I?"
Lesson Plan
(4/8). The same question can be used over and over again with
different numbers. Also, make up similar riddles that involve
fractions in a similar way. The questions can be typed up on a
worksheet for individuals or groups to work on, or they can be
presented to the class to allow for them to think collectively.
Evaluation Nill
Lesson plan 26
Teacher Gul Shair(BU613284)
Class 5-6
Subject English (Creative Writing)
Date Jan22,2021
Duration 45 mins
Topic Shape Poem
Objectives The Student will be able to: 1=Share and write more creactive
ideas. 2=Describe different objects
Material Needed Papers Pens Charts Markers Colours OHP(OHT)for the
presentation of sample poem(WB can be used too)
Methodology PRESENTATION: The Teacher will ask the student following
questions.(How many of you like butterfly/balloon? Why ou like
balloons/butterfly? Do you love poems(yes/no) well,then lets try
to write one. Teacher will show an example or two like of
balloon(MY RED BALLOON IS LIKE AN AEROPLANE WITHOUT
WINGS.IT FLOATS LIKE A BIRD IN THE SKY.A STRONG WIND
MAKES MY BALLOON RUN FAST AND TO THE GROUND.POP!
OHNO..PIECE OF RUBBER DRIFTING TO THE
GROUND)Than SS will asked to choose shapes draw it and write a
peom inside that shape) for production you can display all the
shapes poems on the school board /bulletin board/soft board..
Evaluation production stage could be considerd as evaluation
Class grades 3-4

Subject English
Date Jan23,2021
Duration 30 mins
Topic telling a story
Objectives Students will learn how to use descriptive and imaginative
language to tell a story.
Material * Telling a Story pictures (allow each student to choose their own
Needed picture) * paper * pencils
Methodology Discuss with students the structure of a good story. Stress that a
good story has a beginning, middle, climax, and end. Read a
sample story to the class. Have the class discuss what you read,
particularly the structure and components of the story. Ask them
what makes the stories good or interesting. Have students select
one of the "Telling a Story" pictures about which to write their
stories. Have each student study the picture selected and think
about the story that is being told, as well as the characters and
setting. If time permits, allow students to read their stories aloud
to the class.
Evaluation Teachers will note improvements in student's memory,
concentration and listening ability through story telling and
writing. This activity will strenthen writing skills and develop the
imagination as well.
Class grades 1-3

Subject mathematics
Date Jan25,2021
Duration 45 mins
Topic how to reason
Objectives Students wil learn to make conclusions from facts in a logical
way, or to reason.
Material none
Needed
Methodology Geometric Shapes Have the students draw and cut out paper
shapes of rectangles, squares, trapezoids, and triangles. Discuss
their different properties. For example, talk about the number of
equal and unequal sides. Then, ask questions about the shapes.
For example, How are they alike or different? or Which do you see
more/less of? Have the students look around their houses,
apartments, or neighborhoods for examples of shapes. place value
Review the following fact: the place of a digit in a numeral tells its
value. 325-3 has the place value of hundreds, 2 has the place
value of tens, 5 has the place value of ones Have students look for
numbers in everyday experiences. For example, the values of page
numbers in a book or on a restaurant menu. Then, ask questions
about the place value of digits, such as What place do you think
the 3 is in the number 36? Even/Odd Numbers Review the
following facts: Even numbers end with 0, 2, 4, 6, or
8. Odd numbers end with 1, 3, 5, 7, or 9. Help the child to
recognize even/odd numbers in everyday life.
Evaluation Ask how the child applied reasoning to his or her recognition.
Class Pre-primary
Subject Science
Date Jan26,2021
Duration 30 minutes
Topic Hide and seek with "Where Is Thumbkin?"
Objectives Children should be able to: -learn new vocabulary. -gain
confidence through representation. -sing and act individually and
in groups. -learn co-ordination and taking turns in time. -enjoy
themselves..!
Material none.
Needed
Methodology 1.Teach the students the song" "Where Is Thumbkin". 2. Choose
five students to represent thumbkin, pointer, ring man, old man
and pinkie. 3. Have the students hide somewhere in the room. 4.
The rest of the students sing "Where is thumbkin, where is
thumbkin?". The student who is "thumbkin" will stand and sing
"Here I am! Here I am!". The rest of the students will sing "How
are you today, Sir?". Thumbkin will answer by singing "Very well I
thank you!". The class will sing "Run away! Run Away!"(when the
class sings this, thumbkin will go back to his/her hiding place).
The class will repeat this process for all hiding students (pointer,
ring man, old man, pinkie). 5. Then the class will sing "Where is
everybody? Where is everybody?" and all 5 hiding students will
stand and sing "Here we are! Here we are!". The class will sing
"How are you today sir?" and the 5 students will sing "Very well I
thank you!". The class will then sing "Come back home! Come back
home!" (at that time, all 5 students will join the class). 6.
This activity can be stretched to include "groups" of students
representing the 5 parts of the song (instead of only 1 student
per part). My students love to do this activity! Enjoy!
Evaluation Young children can get confused taking turns in time and in co-
ordinating,teachers can evaluate if students have gained mastery
with repetition and practice.Shy students can be encouraged to
represent and a change in their attitude should be noticed.
Class 6
Subject Science
Date Jan27,2021
Duration 45mins
Topic Plants
Objectives Students will do the following: 1. Investigate how seeds are
dispersed. 2. Understand the variety of seed dispersal that exists
in the plant kingdom. 3. Understand how factors in the natural
environment can effect how far a seed is dispersed.
Material Students will need the following: • Variety of seeds • Magnifying
Needed glass or microscope • Meter stick • Fan • Small dry seed, one for
each student (bean or watermelon) • Paper (to be cut for wind-
dispersed seed demonstration)
Methodology 1. Have students collect a variety of different seeds from the school
grounds, their yard at home, an unmowed field, or the grocery
store. Common seeds to collect include coconut, maple, ash, elm,
dandelion, milkweed, grasses, burdock, jewelweed, wisteria,
cedar, watermelon, pumpkin, tomato, acorn, and apple.
2. Explain that most seeds have some type of dispersal mechanism or
characteristic that enables the seed to scatter or travel a distance
from its parent plant. Seeds may disperse by wind, water,
animals, burrs, or mechanical means, depending on the habitat. A
seed’s dispersal mechanism often reflects the conditions within the
habitat. Have students consider why it is important for plants to
have their seeds dispersed away from the parent plant. 3. Set up
a number of stations in the lab for each type of seed collected.
Each station should include a magnifying glass or a microscope so
students can observe small seeds. 4. At each station, students
should · describe the seed’s characteristics,
· sketch a diagram of the seed, · label the diagram with significant
seed parts, · hypothesize how the seed is dispersed, and · list
conditions in the habitat that affected seed dispersal. 5. Following
is a list of common seeds that may have been collected, listed by
their dispersal mechanism. (Note that seeds may utilize more than
one dispersal mechanism.) Share the list with your students. Did
they correctly identify the dispersal mechanisms and conditions
within the habitat that affected seed dispersal? Dispersal
Mechanism Seed Type water coconut wind maple, ash, elm,
dandelion, milkweed, grasses burr burdock mechanical jewelweed,
wisteria animals cedar, watermelon, pumpkin, tomato, acorn,
apple 6. Give each student a small dry seed, such
as a bean or watermelon seed. Have students design a wind-
dispersed seed mechanism for their seed. The wind-dispersed
seed should be designed to travel the farthest distance. All
students should use the same supplies for their seed design:
feathers or paper, tape or glue. 7. Have the students drop their
seed designs, all from the same height, in front of a room fan.
Next, have them measure the distance their seed traveled.
Repeat trials should be made, with calculations of the average
distance traveled. 8. Have students discuss what design worked
best. How would they improve their design? The students could
research to find a naturally occurring seed that is similar to their
designed seed.
Evaluation Discuss results with the class and evaluate students on their oral
contributions. Display the students’ seed sketches and grade
them on the amount of scientific information shown. The seed
dispersal lab can be evaluated as a traditional lab report.
Lesson Plan 31
Class 4
Subject Science
Date Jan28,2021
Duration 45mins
Topic Reptile adaptations
Objectives Students will understand the following: 1. Adaptation describes
the changing traits that enable reptiles to live in their
environments. 2. Adaptations can be found in physical and
behavioral traits of reptiles. Snakes and lizards, turtles,
crocodilians, and the tuatara constitute the living orders of
reptiles.
Material • Chalkboard or chart paper • Marker • Classroom Worksheet •
Needed Research resources (e.g., Internet, CD-ROMs, encyclopedia, etc.)
• Construction paper • Pencil
Methodology 1. Share an amazing fact with students: At one time, giraffes came
in a variety of neck lengths. Some giraffes had much shorter necks
than modern giraffes. Ask students to brainstorm why short-
necked giraffes did not survive. Then offer an explanation of
natural selection: The giraffes with shorter necks couldn’t compete
with long-necked giraffes. Explain that the giraffes were not in an
actual contest that they could win by changing their physical
characteristics or behavior; they were unknowing participants in a
competition that takes place every day in nature: Food supplies are
limited so animals must compete for them with other species and
like animals. Unlike the giraffes with long necks, short-necked
giraffes couldn’t reach leaves and twigs up high as well as the ones
closer to the ground. Because many animals could eat the low-
lying vegetation, fewer short- necked giraffes got enough to eat.
Over generations, giraffes with longer necks grew stronger and
healthier. The long-necked giraffes had more and more babies
that, like their parents, inherited long necks and were better able
to survive when food was scarce; no other animal could reach the
high leaves as well as they could. Over time, more and more short-
necked giraffes died before they could reproduce more short-
necked babies. Eventually, only long-necked giraffes were born.
This process of change, called “natural selection,” happens in all
species. 2. Explain that a giraffe’s long neck is an adaptation, a
trait that helps it fit in and survive in its environment. Tell students
that sometimes different species within the same family have very
different adaptations that depend on location. For example, the
Siberian tiger has striped fur while the snow leopard sports a
white and black coat. These adaptations allow each species of cat
to meet the challenges of its different environment. The Siberian
tiger’s striped fur keeps it disguised in the dense forest of China;
the snow leopard’s white fur helps it hide in its snowy environment.
3. On the chalkboard or chart paper make three columns. Label the
first column “Animal,” the second column “Adaptation,” and the
third column “Effect.” Fill in the first two columns with some
sample animals and their adaptations. Then, ask students the
effect of each animal’s adaptation. Encourage students to add their
own ideas to the list. Here are a few examples to start the list:
Animal Adaptation Effect Giraffe Long neck Can eat leaves in tall
trees (the parts of plants other animals can’t reach) Bird Flies
south in winter Warmth Porcupine Sharp, stiff quills Can defend
itself against enemies Chipmunk Hibernate Can avoid winter food
shortages Dolphin Tail Helps it swim 4.
Point out the two types of adaptations: physical and behavioral. A
polar bear’s thick fur, which protects it from the cold, is an
example of a physical adaptation. A lizard that “plays dead” to
avoid predators is displaying a behavioral adaptation. 5. Invite
students to review the adaptations discussed earlier and identify
each as either behavioral or physical. 6. Ask students to
brainstorm about reptiles, noting their responses on the
chalkboard. Add the following traits to the list if the students
haven’t already (or circle them if they’re already on the list),
explaining that these are definitive traits of all reptiles: · breathe
through lungs, · have an internal skeleton with a central backbone
(vertebrate), · are cold-blooded (body temperature is directly
related to its surroundings). 7. Explain to the class that reptiles
have been living on Earth for over 300 million years.
They’ve been able to survive because of specific traits, both
physical and behavioral, that enable them to live in their
environments. Then, introduce students to the following types of
living reptile with these fun facts: · Turtles spend most of their
lives in the water and have plated shells covering their bodies. ·
Lizards have great vision and use their tongues to taste their
surroundings. · Crocodiles lose their teeth chomping on prey, but
new sets always grow in. · Snakes can go a long time without
eating, but when they do, their meal is usually another animal. ·
The tuatara is similar to a lizard, but the tuatara has a third eye
and an extra row of teeth. 8. Divide the class into groups of two or
three students. Assign each group one of the following reptiles to
research: snapping turtle, rattlesnake, iguana, American alligator,
chameleon, tuatara, sea turtle, python, Nile crocodile. You might
allow them to select a different reptile of their own choice. 9. Print
out and distribute the Classroom Worksheet: Reptile Research to
help guide students’ research. They will be creating a description
of the reptile including what it looks like, where it lives, what it
eats, what eats it, and its adaptations. 10. When groups complete
their research, instruct them to make a diagram of their reptile
with labeled descriptions of the animal’s adaptations. Be sure they
draw lines from the illustration to each
description. If necessary, show models of other types of
diagrams.
Evaluation You can evaluate your students on their research and diagrams
using the following three-point rubric: · Three points: research
report includes a thorough and well-written description of the
reptile including what it looks like, its preys, its predators, and a
description of two or more adaptations and how they have helped
the animal survive; the accompanying diagram is labeled
accurately and includes thorough descriptions of the reptile’s
various features and adaptations · Two points: research report is
adequate and includes some description of the reptile and an
explanation of at least one of the animal’s adaptations; the
diagram is partially labeled with some description of the labeled
parts · One point: little research was completed, and descriptions
are poorly written; no adaptations are described, or they are
described incorrectly; diagram is sketchy and does not included
labels with descriptions. You can ask students to contribute to the
assessment rubric by determining criteria for well-written
research reports and diagrams.
Lesson Plan32
Class 4
Subject Science
Date Jan29,2021
Topic Animal Habitats
Objectives Students will understand the following: 1. The Earth supports
many different habitats, each of which has distinct features and
distinct plant and animal populations. 2. Animals and plants are
adapted to the conditions of the habitats in which they live.
Material For this lesson, you will need: • Research materials on habitats •
Needed Computer with Internet access • Materials needed by groups for
their projects
Methodology 1. Tell students they are going to form groups to research different
habitats of the world. Each group will produce a report on its
habitat including the following information: 1. A physical
description of the habitat 2. Examples of the habitat (geographical
locations) 3. Examples of animals and plants that live in the habitat
In addition, each group will be given a specific assignment that will
require the group to show how the animals in the assigned habitat
are adapted for life there. 2. On the chalkboard, write the names of
the different habitats students will investigate: grasslands (or
savanna), temperate forest, tropical rain forest, desert, polar ice,
tidepools. Then divide your class
into six groups, assigning each group one of those habitats to
research. Following are specific assignments for each group. 3.
Grasslands (savanna): Research the speeds of animals that live in
the African grasslands. Project: Create a display that compares the
different speeds of these animals. Write an explanation for why
speed is important for survival in the grasslands. (There are few
trees or places for animals to hide in grasslands habitats.
Therefore, speed is important for both predators that are hunting
and animals that are fleeing predators.) 4. Temperate forest:
Explain to students that in the winter, less water is available for
trees to take in through their roots, because much of the water in
the ground is frozen. Since trees lose water through their leaves,
losing leaves is a way for a tree to conserve water. Coniferous
trees do not lose nearly as much water through their needles as
deciduous trees lose through their leaves. Project: Put a twig from
a coniferous tree (cone-bearing tree with needles instead of
leaves) in a cup of water, and tightly fasten a clear plastic bag
around its needles. Put a twig from a deciduous tree (leafy tree
that loses its leaves in the fall) in a cup of water, and tightly
fasten a clear plastic bag around the leaves. Observe what
happens. Draw pictures and write an explanation for what you
observed. (There will be more water droplets on the inside of the
bag covering the leaves, showing that leaves lose more water
than do needles.) 5. Tropical rain forest: Describe the three main
levels of the rain forest—canopy, understory, and forest floor.
Project: Make a diagram or model showing examples of animals
and plants that live on each level. Choose an animal or plant from
each level and explain how it is adapted to its particular place in
the tropical rain forest. (Canopy examples: monkeys can use arms
and legs and sometimes even tails to swing from branch to
branch; birds such as parrots have specialized feet with two
curling front toes and two curling back toes to help them hang on
to branches. Understory example: snakes such as boa constrictors
spend their days curled around branches or vines.
Forest floor example: jaguars’ spots help them to be better
hunters by making them hard to see among the speckled shadows
of the rain forest floor.) 6. Desert: Choose a desert animal or
plant. Project: Make a model of it, draw it, or describe it. Explain
how it is particularly well adapted to survive in a place where there
is very little water. (Plant example: the saguaro cactus has an
expanding trunk that allows it to take in a great deal of water
when water is available. The saguaro has stored-up water during
the long desert dry periods. Animal examples: many desert
animals dig burrows in the sand to stay cool in the intense heat;
many desert animals sleep during the day and are active at night,
when the temperature is lower.) 7. Polar ice: Research both the
polar bear (North Pole) and the penguin (South Pole).
Project: Draw or make a model of each animal. For each animal,
explain at least three ways—physical or behavioral characteristics—
in which it is well adapted for life in a very cold and snowy climate.
(Polar bear examples: two layers of fur and an extra layer of fat
under its skin keep it warm; ears are very small so that very little
heat can escape from them; paws are huge to help spread out its
weight over the snow and keep it from sinking in; it builds snow
dens to keep its babies warm in winter; it has white fur that helps
it blend in to its surroundings.) 8.
Tidepool: Explain how a tidepool is formed, and describe several
animals that are found in tidepools. Project: Make two models of a
tidepool—one at high tide and one at low tide. Use sand, rocks,
salt water, and other materials (e.g., modeling clay) for your
models. Draw at least three tidepool animals and explain how they
survive in a constantly changing habitat (sometimes wet,
sometimes dry). (Examples: periwinkles, limpets, and barnacles
attach themselves to rocks by suction so they will not be swept
away when the tide goes out; the incoming tide brings food to
clams, oysters, and mussels—all they have to do is open up their
shells and tiny bits of animals and plants flow in.) 9. When
students have completed their assignments, have each group
present its project to the class. Discussion Questions: 1. Compare
a cheetah to a top athlete. In what types of sports would
cheetahs excel? 2. Many trees grow in the temperate forest. Talk
about several ways in which the animals that live in the temperate
forest depend on trees. 3. The tropical rain forest is home to more
species of animals than any other habitat, and yet the rain forest
is in danger because so many rain-forest trees and other plants
are needed for many products we use. Can you devise a plan to
preserve the rain forest without depriving human beings of
products on which they depend? 4. Humans, as well as animals,
live in the desert. Compare and contrast the ways in which
humans and animals have adapted to life in this habitat. 5. Many
scientists believe that, as a result of global warming, the polar ice
cap is beginning to melt. Discuss what the effects that the melting
of the polar ice cap might have on the rest of the world. Can
anything be done to stop or slow down the process of global
warming? 6. Imagine that you are a tidepool animal, and describe
a day in your life in the tidepool. What difficulties do you
have to overcome? What are the positive aspects of life in a
tidepool?
Evaluation You can evaluate groups on their projects using the following
three-point rubric: Three points: fulfills all requirements of
assignment; project carefully prepared; group works well
together; presentation well organized Two points: fulfills most
requirements of assignment; project satisfactorily prepared;
group works well together most of the time; presentation
satisfactory One point: fulfills few requirements of assignment;
project carelessly prepared; group has problems working
together; presentation disorganized
Lesson Plan
Class 1-5
Subject Science
Date Jan29,2021
Duration 30 mns
Topic junk art
Objectives -to foster creativity, imagination and original thinking from an
early age. -to develop a concept of recycling and reusing things
people would normally throw away.
Material used/empty boxes, cartons, bottle caps,left over art material,
Needed glue, scotch tape, scraps of card paper, buttons,etc.
Methodology Tell the students it is Junk Art Day and they can make anything
they WANT, like a submarine, or a car, guitar, etc. Provide them
with glue (teacher helps in gluing) crayons, markers, scissors, etc.
The students have a very good imagination so they'll have no
trouble in finding something to build. They will have a BLAST!!!
Try it...
Evaluation this is an excellent time filler and can be incorporated in everyday
routine.record and assess how children become confident and take
pride in their work...most of all note how they enjoy the
freedom to "create"their own models.
Class 2
Subject Science
Date Jan30,2021
Duration 45mins/over two lessons
Topic Space
Objectives Students will: 1. Understand the relationship of the nine planets in
our solar system to the sun by creating a three-dimensional
representation. 2. Understand the planets’ relative distance from the
sun and their approximate size in relation to the Earth.
Material For this lesson, you will need: • round balloons, different sizes • poster
Needed paint and paint brushes • fishing line (or strong string) • construction
paper • newspaper torn into strips about one inch wide • papier mache
paste • S-clips to suspend models from ceiling (large
paper clips bent into L shapes or strong loops of tape will work as
substitutes)
Methodology 1. Before you begin the activity, you will need to make a batch of
papie mache paste. 2. When the paste is ready, divide your students
into nine groups. Assign each group a planet. Provide each student
with a copy of the 'Planet Information Sheet'. Ask your students to fill
in the sheet using information they gather from library books, the
Internet, or their text book. The Planet Information Sheet can include:
A picture of the planet and questions relating to its size, colour and
climate. 3. While they are working, turn a class bulletin board into a
huge sun using construction paper. Invite any students who finish their
research early to add solar flare designs to the sun.
4. Give each group a balloon. Explain to your students that all of the
balloons should not be blown up to the same size. Emphasize that
approximate size is all that is necessary, but that the big planets
should be noticeably larger than the smaller ones—especially Pluto.
5. Provide each group with a long piece of fishing line. Ask them to tie
the line around the end of their balloon. 6. Provide each group with a
supply of space paste and newspaper strips. Instruct them to dip each
strip into the paste, gently pull it through their fingers to wipe off
extra clumps, and then paste it onto balloon. They should use many
layers, working until the balloon is covered completely. Encourage
them to apply extra layers to make their balloons seem as round as
possible. (The planets aren’t perfect spheres, so they don’t need to
worry too much about roundness.) 7. Allow the balloons to dry. While
they are drying, students should decide how they are going to paint
the surface of their balloons. Which colors will really bring out the
physical landscape? When the balloons are ready—
which might not be for a while—have students paint them. 8. While
the painted planets are drying, meet with each group to determine
where its planet should hang in relation to the sun image. You can use
these approximations for distance from the sun: Mercury—58.9 million
km, Venus—108.2 million km, Earth—149.6 million km, Mars—227.8
million km, Jupiter—778 million km, Saturn—1,427 million km, Uranus
—2,870 million km, Neptune—4,500 million km, Pluto—5,900 million
km. When the group has chosen a location, affix the dried planet
model to the ceiling using the fishing line and the S- clips. Attach the
appropriate Planet Information Sheet to each model.
9. When the project is complete, you might want to invite other
classes to come visit.
Evaluation Were the objectives of the lesson met? Were the students able to
cooperate with each other during group work? Was the Planet
Information Sheet filled out correctly?
Lesson Plan
Class 1
Subject Math
Duration 45mins
Topic Animals
Objectives Students will understand: 1. Elephants are the largest land
animals. 2. Adult elephants are about 11 feet tall, and newborn
elephants are about 3 feet tall.
Material For this lesson, you will need: • String and a tape measure • A
Needed ladder
Methodology 1. To give students an appreciation for the size of an adult African

elephant—approximately 11 feet tall—measure and cut a length of
string 11 feet long. 2. Stand up on a ladder, chair, or table; hold
the string in your hand above your head, and let it hang down to
the floor so that students can see its entire length. 3. Ask students
if they can think of an animal that is as tall as the string is long.
Depending on how students answer, tell them that a giraffe can
grow taller than the length of the string—to 18 feet—and that a
camel is shorter—never more than 6½ feet. If students don’t
immediately identify the target animal as an elephant, give them
clues based on other prime characteristics of the animal. You may
also make the point that though a giraffe is taller than an elephant,
elephants weigh much more. At over 6 tons, the elephant is the
largest land animal. 4. Make a project of working with the class to
find other objects in the school or outside the school that are as
tall as the string is long—or somewhere around 11 feet.
Suggestions include cabinets in the classroom or in school offices,
decorative or supporting columns inside or on the outside of the
school building, and trees in the area. 5. Now work with a string
only 3 feet long—the height of a newborn elephant—and do the
same comparison activities. 6. Help students make lists of things
that are 11 feet tall and things that are 3 feet tall. Put the words
adult elephant or a picture of one at the head of one list and the
words baby elephant or a
picture of one at the head of the other list.
Evaluation Conduct an informal evaluation of students’ language when they
make comparisons in this project. If they use double comparisons
(“An elephant is more taller than a camel”), make a note to give
students practice in correct usage.
Class 4
Subject Science
Date Feb3,2021
Duration 45mins
Topic The Human Body/Bones
Objectives Students will understand the following: 1. The relationship
between the size of the bone and the length of healing time. 2.
The importance of a survey questionnaire. 3. The basics of data
collection and graphing.
Material • paper • pencils • markers or dot stickers • large construction
Needed paper or bulletin board paper
Methodology 1. To begin the lesson, ask your students if any of them have ever
broken a bone. Lead a short discussion on broken bones and the
treatments that students received. Then ask your students the
following question: Do you think it takes a large bone longer to
heal than it takes a short bone to heal? Accept student responses
as guesses for this question. Then tell students that they are going
to try to answer that question by gathering information from their
schoolmates. 2. Next, ask your students to work as a class to
generate a list of questions for a survey on broken bones and
healing time. (Questions might include: Name and age? Have you
ever broken a bone? Which bone did you break? Did you have a
cast? How long was the cast on? How long did it take your bone to
heal? Did you require any physical therapy or special exercises
afterwards?) 3. When the class has decided on questions, take
your students to other classes to conduct the survey. (You will
obviously need to get permission from other teachers to visit their
classes beforehand.) Try to visit as many classes as possible,
because the more data you have, the more information you can
organize. 4. When the survey is complete, have your students plot
their data on a large graph. The vertical axis should be labeled
“Length of Healing Time” and divided into weeks. The horizontal
axis should be labeled with the different bones that appeared in
the survey. Using markers or dot stickers, have your students plot
points for the healing times for each broken bone; there should be
several points for each kind of broken bone, and some of the
points may overlap. The collection of points above each bone
should give a clear sense of the approximate average healing time.
5. Lead a discussion about the graph. Ask the class to note
whether there seems to be a relationship between the size of the
bone and the length of
healing time. You can also ask students to consider why (or why
not) a relationship exists.
Evaluation You can use a five-point rubric to evaluate student work: Five
points: survey questionnaire designed; survey completed with 15
responses; graph designed correctly; data entered correctly on the
graph; student participates in discussion. Three points: survey
questionnaire partially complete; survey completed with 10
responses; graph designed correctly, but with minimal labeling;
some participation in discussion. One point: survey questionnaire
incomplete; survey completed with five responses; graph partially
designed, not labeled; student does not participate
in discussion.
Lesson Plan37
Class 1-5
Subject science

Topic creative lessons
Objectives -Students should be able to understand how music can be used to
create ideas and pictures in a listener's mind. -Identify specific
types of sounds that make people feel specific ways. (This is a
lesson that all of my classes have loved because it lets them be
creative through listening to music. This lesson can be used with
the same class numerous times as long as you simply change the
music played for the class.) -Students should be able to understand
how music can be used to create ideas and pictures in a listener's
mind. -Identify specific types of sounds that make
people feel specific ways.
Material For this lesson plan all you need is a CD/cassette player with your
Needed choice of several CDs/cassettes, one pencil and one piece of blank
paper for each student.
Methodology 1. Play examples of music that represent something children are
familiar with, for example the music of "dil dil pakistan"or any
popular poem/song. 2. Have students sit at a desk or on the floor
where they can comfortably draw while listening to music. 3.
Distribute one paper and one pencil to each student. 4. Have the
students write their names in a specific corner of the paper (I find
students always focus better and try harder when their name is the
first thing to go on the sheet). 5. Tell the students that you will be
playing short musical pieces for them and they are going to draw
imaginary pictures on their papers. They should go through three
steps: a) first, they should listen to the music for at least ten
seconds. b) second, get an idea of what the music represents. e.g.
certain places, nature, people playing, scary monsters... c) have
the students draw what the music makes them think of. There are
no rules telling them what they have to draw as long as they can
say the drawing came from what they heard. (If you want to add
one rule you may say that they can not draw anything offensive,
use your own discretion). 6. Each example should take from one to
two minutes to play and extra time can be given for students to
finish their drawings. 7. Once the students have finished drawing,
you may ask what people came up with and compare student's
ideas, stressing that in this
activity there are NO wrong ideas. ADD-ON ACTIVITIES You may
have the students divided into groups (four students) in a
following class and have them put all of their drawings together
into a kind of comic book story. Depending on the class you may
have them tell the story to the rest of the class while the original
corresponding music is playing.
Evaluation Have students create debates after they have come up with what
they believe the music is supposed to represent. The class can be
divided in as many as four teams with all of the members of each
team agreeing on the position of a spokesperson. It is interesting
to see why students believe certain music sounds like "nice
animals playing" and other students think the same music sounds
like "people in a war".
Lesson Plan
Class preschool
Subject English
Date Feb5,2021
Topic the giving chair
Objectives This activity helps children give and accept compliments and learn
how to treat others.
Material * 1 chair * 1 wrapped box (empty)

Needed
Methodology Explain to the children that we can give presents to others that are
just as nice as gifts in a box. These gifts are called compliments.
When we smile or say something nice to another person, it's like
giving a gift. Have each child sit in a "special chair", hold the gift-
wrapped box, and say something nice to a fellow classmate. The
receiver of the compliment then takes the "gift" (box), sits in the
chair and offers a compliment to another child. Continue until all
have received a "gift".The teacher may offer compliment
suggestions such as "I like it when you play with me" or "I'm glad
you're my friend" to stimulate possible
responses from the children.
Evaluation observe closely how children treat each other in the coming days.
listen to children's conversation during the school day/s to see
them giving special compliments,being friendly and positive
towards each other. Also note how children respond to recieving
compliments.
Class pre-primary/ primary
Date Feb6,2021
Duration weekly theme/can be done throughout the school yea
Topic stranger danger
Objectives To teach students about the dangers of going with strangers.
Material * popsicle sticks * scraps of cloth material * glue * white chart
Needed paper
Methodology * Lesson 1: STRANGERS- Buddy system * Lesson 2:
STRANGERS- Adults do not need help from a child! * Lesson 3:
STRANGERS- Have a password * Lesson 4: STRANGERS- Know
some ways to get away * Lesson 5: STRANGERS- Know your
phone number and address Intro: Ask students if their mom or
dad have ever talked to them about going anywhere with
strangers. Have the students that answer yes tell the rest of the
class what their parents or grandparents told them. Ask them
why they think this is important for them to remember what to
do. Lesson 1: STRANGERS - Buddy system Materials: * popsicle
sticks * scraps of material * glue * white paper(sturdy).
Discussion: Talk to students about the importance of always going
somewhere together. Every student should pick a person to be
their "buddy" for the day. Explain to the kids that it is always
important to have someone with you in case something should
happen to you. That way the other person can go for help. It is
also very important that a grown-up always knows where you are!
That way they know you are safe. If you are playing outside it is
VERY important that a grown-up or another child is with you so no
one tries to take you in their car! Activity: 1. Have each student
make two stick puppets out of paper and then use the material to
make a dress or short to put on the person they made. Have them
make two puppets each to remind them they always need a buddy
with them! Lesson 2: STRANGERS - Adults do not need help from a
child! Discussion: Talk to students about how many bad adults try
to steal children by telling them they need help carrying something
or getting something out of their car. If someone asks them for
help, say "No, but I can get another adult to help you!" NEVER get
close to a person's car to look at something or to get something
from the person, such as candy or a game. Always walk home with
someone after school or
to their cars. Lesson 3: STRANGERS - Have a password
Discussion: Talk to your students about the importance of not
Evaluation I really feel strongly about this subject and I hope other teachers
will use this information to help children not get abducted from
strangers. Send home a letter to the parents about what you are
working on and have them be practicing this at home also. Ask
the parents for feedback, if children have become cautious and
weather they innitiate talk about the subject themselves or not.
Lesson Plan
Class pre-primary
Subject Science
Duration 1 week(approximately an hour a day)

Topic body parts
Objectives To learn about the parts of the body.
Material * large sheets of paper/newspaper (child-sized) * crayons * black
Needed permanent marker
Methodology 1. Have each child lay down on a child sized piece of newspaper/
paper. 2. Tell the children that you are going to draw the outline of
their bodies, using the permanent marker. 3. After the outlines are
drawn, have the children use the crayons to color their outfits on to
their body. The outfits should match what they are wearing, such
as blue shorts and a red shirt or the coluor of their uniforms.
4. Now have the children tell you what each body part is: such as
their legs, arms, mouth, nose, eyes, etc. 5. The teacher can label
the body parts for the children, or some of them may be able to
write their own body parts on their picture. 6. Have the children
add and color their hair, eyes, mouth, ears, shoes, etc. 7. When
the bodies are done, they look great displayed in the room. The
kids love to show people which one is them!
Evaluation I did this with my kindergartners during the last half of
kindergarten. At this point, they were able to partner up and
draw the outlines for each other. There were a few children who
required assistance from me, but most did a good job. The
partners also were able to help each other with the coloring.
Since the children did a lot of the work themselves, this project
took several class periods to complete!
Class 2
Subject Science
Date Feb8,2021
Duration 40 minutes
Objectives Light can pass through transparent materials, but it does not pass
through opaque objects.
Material Piece of glass, piece of wood, candle and torch

Needed
Methodolo Piece of glass, piece of wood, candle and torch Switch off the lights
gy in the classroom and ask the children, how do they feel. The
possible responses can be, "it has become dark", "we can't see
anything". Switch on the lights and discuss few sources of light
with them. The possible responses can be tube light, bulb, sun and
candle. Tell them that now we are going to do an activity. Light a
candle and place it behind the piece of glass, ask them whether
they can see the light? Now place the candle behind the piece of
wood and ask them, can they see the light now? The possible
responses would be, they could see the light passing through the
glass, whereas the light did not pass through the wooden piece.
Let the children try out with torch and candle with different
transparent and opaque objects like plastic, paper, marble, book
and tile if available. They can try this with different objects in the
environment.At the end of the lesson give them the
vocabulary of 'transparent' and 'opaque'.
Evaluation Give them a worksheet with the statements written on light
passing through different objects. They have to write true and
false.
Class 2
Subject Science
Date Feb9,2021
Duration 40 minutes
Topic Shadows
Objectives Shadows are cast in the opposite direction from the source of
light. Shadows of objects change in length during the day.
Material Torch, pictures of shadows of morning, afternoon and evening

Needed
Evaluation Divide the children into three groups and assign morning,
afternoon and evening time to each group.Tell them to draw
shadows of different objects and then share with the whole class.

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Lesson Plans of 8608

B.Ed (2.5 Year)

Semester: Autumn 2020

Teacher Gul Shair (BU613284)

Teacher Gul Shair(BU613284)

Class grades 3-4

Class grades 1-3

Teacher Gul Shair(BU613284)

Teacher Gul Shair(BU613284)

Methodology 1. To give students an appreciation for the size of an adult African

Teacher Gul Shair(BU613284)

Duration 2 class periods

Material * 1 chair * 1 wrapped box (empty)

Class pre-primary/ primary

Duration 1 week(approximately an hour a day)

Material Piece of glass, piece of wood, candle and torch

Material Torch, pictures of shadows of morning, afternoon and evening

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