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LESSON PLAN
CLASS 9TH
LESSON PLAN 01
BIO (Grade 9)
Lesson Plan: Blood Typing
Teacher
Name:M.saddique
Grade: Grade 9
Topic: Blood Typing, predicting blood type offspring, determining possible donors/receivers
blood-typing, Punnett square, universal donor, universal receiver, compatibility, genotype,
Content:
phenotype
Students will be able to predict possible blood types of offspring. Students will be able to
Goals:
determine what blood types are compatible.
TLW use Punnett squares to disprove the paternity of offspring based on blood types. TLW
Objectives:
describe why an injured person can or cannot receive blood from certain doners and why.
smart board presentation cups blood type chart red food coloring
http://www.lessonplanspage.com/SciencePEBloodTypeCompatibilityDemonstration512.htm
Materials: (print off)
http://www.biology.arizona.edu/human_bio/problem_sets/blood_types/blood_types.html
computer internet blood typing worksheet blue food coloring
Scenario 1 - teenager questions whether her sister has the same father as she. Scenario 2 - a
Introduction:
person is rushed to the hospital and is given the wrong type of blood.
1. Review how to use Punnett squares 2. Show ALL possible genotypes and phenotypes for
Development: blood. 3. Show 2 practice problems to determine possible genotypes and phenotypes of
offspring 4. smart board presentation showing how blood typing is done. 5. Show pictures of

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what happens when the wrong blood types are mixed. 6. Discussion on how mixing blood
types can kill a patient.
1. Give genotypes of parents and use Punnett squares to determine genotypes and
Practice:
phenotypes of possible offspring. 2. blood typing lab with food coloring
Give students a print off of the smart board questions and notes. Allow students to work
Accommodations: with a partner when completing the independent practice. Give gifted students more difficult
questions and ask them to explain their answers.
1. Students will write a paragraph explaining why it is important to know a patient's blood
Checking For type before giving them blood and explain what blood types are the best for donating and
Understanding: receiving. 2. Students will write a paragraph explaining how Punnett squares using blood
typing cannot prove someone is the parent, just that someone is not the parent.
Ask students to write in their notes what they learned in class and why it is important to
Closure:
them.
Check their practice and read and respond to their paragraphs. Students should be able to
Evaluation:
answer the smart board questions and worksheet questions correctly.
Were students able to determine the best blood type to receive and donate and back their
Teacher
explaination? Were students able to support how to determine why someone is not the
Reflections:
parent of a child?
LESSON PLAN 02
BIO (Grade 9)
Lesson Plan: Cell division part 1
Teacher

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LESSON PLAN
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Name:M.saddique
Grade: Grade 9
Topic: BINARY FISSION AND MITOSIS
Despite differences between prokaryotes and eukaryotes, there are several common
features in their cell division processes. Replication of the DNA must occur.
Content: Segregation of the "original" and its "replica" follow. Cytokinesis ends the cell
division process. Whether the cell was eukaryotic or prokaryotic, these basic events
must occur.
Goals: TSWD the understanding of the terms and process involved with cellular replication.
Students will demonstrate understanding by drawing and labelling the stages of fission
Objectives:
and mitosis.
Unlined paper (1 sheet), colored pencils, pencil, crayons, light microscope, slides,
Materials: cover slips, onion (fresh), toothpicks, knife (used by teacher only), iodine stain,
overhead projector.
Prokaryotic Cell Division Prokaryotes are much simpler in their organization than are
eukaryotes. There are a great many more organelles in eukaryotes, also more
chromosomes. The usual method of prokaryote cell division is termed binary fission.
The prokaryotic chromosome is a single DNA molecule that first replicates, then
attaches each copy to a different part of the cell membrane. When the cell begins to
Introduction: pull apart, the replicate and original chromosomes are separated. Following cell
splitting (cytokinesis), there are then two cells of identical genetic composition (except
for the rare chance of a spontaneous mutation). Eukaryotic cells Due to their increased
numbers of chromosomes, organelles and complexity, eukaryote cell division is more
complicated, although the same processes of replication, segregation, and cytokinesis
still occur.
Boardwork and or overhead projector. Illustrate the stages of division and ky
Development:
vocabulary.
Procedure Part A: Slide Preparation Onion Skin a. First take a piece of onion skin off
the onion. b. Put it flat on a slide. c. Bring the slide to the leader for a drop of iodine
Practice:
stain. d. Carefully put on a cover slip remembering to angle it. e. Examine the cell
under low then medium power. f. Adjust your microscope to a higher power.
Accommodations: Prepare slides if needed.
Checking For Have students restate lesson throughout. Check slide preps, illustrations and

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Understanding: discriptions.
Closure: Check for understanding by questioning the main points covered.
Evaluation:
Teacher Reflections:
LESSON PLAN 03
BIO (Grade 9)
Lesson Plan: Cellular Division
Teacher
Name:M.saddique
Grade: Grade 9
Topic: CEllular division
Cell Cycle, DNA Replication, synthesis, spindle fibers, centrioles, centromeres,
Content: telomeres, chromosomes, interphase, prophase, metaphase, anaphase, telophase,
nucleolus, reduction division, variation, meiosis
Students will understand the importance of mitosis and meiosis as the means by which
Goals:
living organisms reproduce.
1. Students will be able to recognize and reproduce the stages of mitosis and meiosis,
Objectives:
and be able to distinguish between the two processes.
Materials: Powerpoint Slide Presentation of topic and concepts.
Introduction: Intro to slideshow presentation
Development: Use Inquiry/Problem model as presentation is viewed.
Look at presentation slides depicting cells in various stages of mitosis. Have students
Practice:
count, draw and label cells in different stages in their notebooks. Quantify class results

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to develop an estimate of percentage of cells in the different phases.
Use inquiry and cooperative group models to allow for verbal/linguistic learning. The
Accommodations: presentation and computer exercises will provide visual learning opportunities, and the
experiment/research work will allow plenty of hands-on learning.
Checking For Students will write up the presentation, experimental, and research efforts in their
Understanding: notebooks, and then incorporate this work into a research term paper.
Closure: Class and teacher will discuss the research results in
Have students use their notebooks, reports, and term papers to answer quiz questions
Evaluation: covering the presentation. See if class can come up with additional material to improve
the presentation.
Analyze the presentation and class interactions. Go over what worked, what didn't,
Teacher Reflections: and revise presentation to reflect this analysis. Incorporate relevent student revisions of
material.
LESSON PLAN 04
BIO (Grade 9)
Lesson Plan: Characteristics of Mussel Species

Teacher
Name:M.saddique
Grade: Grade 9
Topic: Mussel Identification
This lesson is an in-class, hands-on, and an online interactive activity created in Flash
Content: technology that allows users to identify species of mussels by choosing sets of
characteristics of the mussels in question through a series of choices.
Students will be able to identify 5 species of various mussels, by sets of physical
Goals:
characteristics as they use a dichotomous key.
Objectives: Students will be able to identify species of animals, such as various mussels, by sets of

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physical characteristics as they use a key.
Instructor to introduce concepts of mussel shell anatomy using actual mussel shells or
Materials: digital images of mussels shells of five different species identification guide sheet
printout or interactive game.
1. Instructor will introduce the activity by presenting a short discussion of sets of
characteristics that can be used to identify things, using an example the students are
Introduction: familiar with (dogs: size, color, shape, hair type, ear shape, etc.) and tell students that
they are going to use sets of characteristics presented by the interactive game to choose
which characteristics a mussel has as it goes through the steps of identification.
The instructor or leader will help students read about mussels in the Illinois River and
look at mussel species in the online database. The instructor will place the
Development: identification guide poster on a table and line up five mussel shells of different species
(or color cut-outs of the specified mussel species from the online collection printouts)
across the top.
Students will read aloud and define each set of key characteristics that will help them
Practice: to identify each species. Students will move one species of mussel through the sets of
identifying characteristics of the chart.
Accommodations:
Students will realize that they have successfully identified their mussel at the end of
the activity, or they will be allowed to back up and try again to correct an error.
Checking For Students will list the characteristics their mussel(s) exhibit. They can check it against
Understanding: the descriptions of the mussel on the Harvesting the River Web site and in the online
database. Students should be able to explain what they did, how sets of characteristics
are used to identify living things or species, and how a key helps them.
The instructor will point out that there are many hundreds of species, some of which
Closure: may have other sets of identifying characteristics, but the principles still apply to them
and to other animals.
Students will move one species of mussel through the sets of identifying
Evaluation: characteristics of the chart. When the mussel reaches a characteristic at the bottom of
the chart, the mussel has been identified.

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LESSON PLAN
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LESSON PLAN 05
BIO (Grade 9)
Lesson Plan: Communities, Biomes, and Ecosystems.
Teacher
Name:M.saddique
Grade: Grade 9
Topic: Communities, Biomes, and Ecosystems
Vocabulary: climax community, community, ecological succession,limiting factor,
primary succession, secondary succession, tolerance,latitude, tundra, boreal forest
temperate forest, weather, climate, tropical rain forest, woodland, primary succession,
Content:
desert, tropical suvanna, abyssal zone, aphotic zone, benthic zone, estuary, interidal
zone, limnetic zone, littoral zone, photic zone, plankton, profundal zone, sediment
wetlands
Limiting factors and ranges of tolerance are factors that determine where terrestrial
Goals:
biomes and aquatic ecosystems exist
Section 3.3 Objectives: 1. Identify the major abiotic factors that determine the aquatic
ecosystems. 2. Recognize that freshwater ecosystems are characterized by depth and
Objectives:
water flow. 3. Identify transitional aquatic ecosystems and their importance. 4.
Distinguish the zones of marine ecosystems.
Chapter 3 Vocabulary Word Search Launch Lab Chapter, p. 76 Mini Lab Chapter 3, p.
77 Video Lab Chapter, DVD, Bio L. 79 Real World Biology - Analysis,p.81 Handout /
Materials:
Careers in Biology, p. 82 Webb Site Enrichment - HO, Homework - Mapping - p. 84.
Chapter 3 Study Guide - Section 3.3 - Homework
Introduction: Interactive Classroom 1. Power Point Presentation Chapter 3, Section 3.3 Aquatic

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Ecosystems 2. TLW - Read Chapter 3 for Homework Assignment before class
Start - up Activities A. Foldable Study Organizer, Used with Section 3.1 to study what
Development:
we learn about primary succession and secondary succession. Fun Activty
Chapter 3, Study Guides for guided practice and home work Assessment at the end of
Practice:
the chapter
Teaching strategies and activities have been coded for ability level appropriateness. A
Accommodations: competency level is given for each activity using different coding systems for each
student.
Checking For Daily Quiz, Formative Assessments Chapter 3 Assessment Practice Chapter 3 Quick
Understanding: Check Chapter 3 Test, Standardized Testing
Review the BIG Idea Check for understanding of main idea's Check vocabulary
Closure:
Assign Next Chapter
Evaluation:
LESSON PLAN 06
BIO (Grade 9)
Lesson Plan: Destruction from Earthquakes
Teacher
Name:M.saddique
Grade: Grade 9
Topic: Earthquakes
Earth and Space Science CONTENT STANDARD D As a result of their activities in
grades 9-12, all students should develop an understanding of � Energy in the earth
Content:
system � Geochemical cycles � Origin and evolution of the earth system � Origin
and evolution of the universe Vocabulary: earthquakes, seismic waves, destruction,

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seismic vibrations, landslides, fires, tsunaamis
Competency Goal 2: The learner will build an understanding of lithospheric materials,
tectonic processes, and the human and environmental impacts of natural and human-
Goals: induced changes in the lithosphere. Objective 2.04a � Analyze the seismic waves
including velocity and refraction to: - Locate earthquake epicenters - Measure
earthquake magnitude - Evaluate the level of seismic activity in North Carolina
TLW differentiate between the various destruction caused by earthquakes. (Analysis)
Objectives: TLW create a Earthquake preparedness plan using their knowledge of earthquakes.
(Synthesis)
Power point lecture notes, computer (teacher), Triple Venn- Diagram per student,
Modeling Liquefaction Lab worksheet per student, Earthquake Preparedness activity
sheet, computers with internet (students), overhead projector, transparencies,
Destruction from Earthquakes worksheet, chalk, chalkboard, chalk eraser, four-
Materials:
column-chart per student Demonstration Materials: large, round rubber balloon, large
drinking straw, rubber stopper with hole for drinking straw, filter paper, scissors, all-
purpose glue, funnel, 500g clean, dry, medium grained sand, 250ml graduated
cylinder, tap water, measuring cup, vacuum pump
Upon entering the classroom, students will retrieve a Triple Venn-Diagram from the
center table to complete the Bell Ringer. The Bell- Ringer will state that each student
should compare and contrast P, S, and surface (L) waves. The first five minutes will be
Introduction:
devoted to completing the Bell Ringer and then as a group the student and the teacher
will make a class Triple Venn-Diagram on the overhead. During this session students
will be called on randomly for answers using the playing cards by the teacher.
Teacher Presentation: At the start of the power point lecture, teacher will ask students
to explanation how they think earthquakes destroy things, have seen earthquakes
destroy things, or have heard how earthquakes destroy things. Class will formulate a
list of the different types of destruction caused by earthquakes. Teacher will explain
how seismic waves affect build designs during an earthquake, whether it is minor or
Development:
destructive. Teacher will explain the concept of liquefaction in which students will
have a closer glimpse in a later demonstration. Teacher will elaborate on what a
tsunami is and clear up the misconception that most people have about it being tidal
waves. Explaining that this is not true because they are neither a tidal effect of the sun
or moon, rather they are due to destructive seismic sea waves. Teacher will also

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elaborate on how earthquakes can cause fires and landslides. Teacher will inquire if
students know how earthquakes can cause a fire before explaining that earthquakes can
cause gas or electrical lines to be cut. Teacher will be sure to stop periodically
throughout lecture to ask questions to determine student comprehension by calling on
students randomly using the playing cards.
Guided Practice: Students will be divided into pairs to observe a teacher
demonstration that will model liquefaction. Each pair will be required to complete the
questions pertaining to the demonstration on the Modeling Liquefaction Lab worksheet
for evaluation of the concepts they should have obtained and concluded from
observation. Each pair will then have the task of creating and writing down an
earthquake preparedness plan and checking websites to see if their plan is in
accordance with the plans of the professionals. They will be required to write down the
plan found on the website and cross reference it with their own plan, putting checks
next to the steps they have tat were also found in the plan from the chosen site.
Demonstration Preparation: Teacher Preparation- The teacher will gather all materials
for the demonstration and put them where students will not get to them Teacher will
gather safety apron and safety eye wear to prepare for demonstration. Teacher will
Practice: read all lab procedures and be familiar with all materials prior to demonstration. Safety
Precautions: Teacher will need to use safety apron and safety eye wear during teacher
demo. Students must remain attentive to the instructor at all times during the lesson in
case of any unexpected emergencies. (for demonstration) Demonstration Grouping-
Students will work in pairs from their assigned seats as they observe the liquefaction
model demonstration performed by the teacher. Students must remain seated while the
demonstration is presented. Pre Lab: Students have received, signed, and returned all
Safety Contracts. Class has reviewed rules previously and taken a quiz on the rules.
Teacher will elaborate on the concepts of liquefaction prior to the demonstration
through lecture. Lab: Teacher will follow all procedures from beginning to end in front
of students to familiarize them with lab safety procedures, in which they already know
(safety contract) to prepare them for the next lab. Post Lab: Teacher will elaborate on
what students should have observed during the demonstration through class discussion.
Students will visual disabilities will be provided with notes and worksheets in large
Accommodations: print. These students will also have preferential seating (front of the room). Students
classified as SLD will receive extended time on assignments and modified assignment

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(abbreviated number of problems covering the same amount of concepts).
Checking For The closure activity and the periodic lecture questions will serve as an evaluation of
Understanding: the mastery level reached by the students on the concepts covered for the lesson.
Teacher will briefly review the concepts covered in the lesson. Teacher will ask
Closure: questions from the day�s lecture and lab calling on students randomly using the
playing cards they received at the beginning of class.
LESSON PLAN 07
BIO (Grade 9)
Lesson Plan: DNA and protein synthesis
Teacher
Name:M.saddique
Grade: Grade 9
Topic: DNA, RNA and Protein Synthesis
Subject Matter: Components and function of DNA, RNA and proteins Key Terms:
chromosome DNA RNA protein nucleotide adenine (A) guanine (G) cytosine (C)
thymine (T) uracil (U) deoxyribose ribose base pairing replication transcription mRNA
Content:
rRNA tRNA translation codon polymerase promoter intron exon mutation
nondisjunction Griffith Avery Hershey & Chase Chargaff Franklin Watson & Crick
double helix
Washington State Life Science Objectives: Objective 9-11 LS1C Students will know
that: "Cells contain specialized parts for determining essential functions such as
Goals:
regulation of cellular activities, energy capture and release, formation of proteins,
waste disposal, the transfer of information, and movement." Students will be expected

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to: "Draw, label, and describe the functions of components of essential structures
within cells (e.g., cellular membrane, nucleus, chromosome, chloroplast,
mitochondrion, ribosome)." Objective 9-11 LS1E Students will know that: "The
genetic information responsible for inherited characteristics is encoded in the DNA
molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The
sequence of subunits in a gene specifies the amino acids needed to make a protein.
Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell
function." Students will be expected to: "Describe how DNA molecules are long
chains linking four subunits (smaller molecules) whose sequence encodes genetic
information. Illustrate the process by which gene sequences are copied to produce
proteins." Upon completion of the unit, students will have an understanding that DNA
and RNA contain instructions for life on genes, and are involved in protein synthesis,
and that mutations cause positive, negative or no effect on genetic variations.
Students will be able to.... 1. identify the components of DNA 2. replicate a sequence
ofDNA 3. identify the components of RNA 4. transcribe a sequence DNA into RNA 5.
Objectives: explain the process of translation 6. utilize the Codon chart to translate a sequence of
RNA and 7. describe the role of proteins in cells/body systems 8. identify key
scientists involved in the discovery of DNA and its capabilities
Textbook, presentation/lecture material (PPT, Smart Notebook file, or ActiveInspire
Materials: Flipchart, video clips), paper/manipulatives activities, online activities
(http://learn.genetics.utah.edu and http://www.explorelearning.com)
Students will view video clips about the structure and role of DNA in determining
Introduction:
genetic information.
(Based on classes that are <60 min) Following the video clips on genetics and
DNA/RNA, students will: Days 1-2 1. view a presentation (PPT or Flipchart)about
DNA 2. complete an online activity (ExploreLearning.com) about DNA components
and replication 3. complete a paper manipulative activity on DNA structure and
Development: replication Days 3-4 1. view a presentation (PPT or Flipchart) about RNA and Protein
Synthesis 2. complete an online activity (ExploreLearning.com) about RNA
components, transciption and translation 3. complete a worksheet activity on RNA
transcription and translation Days 5+ 1. Complete online activities using
http://learn.genetics.utah.edu (online notes and activities)
Practice: Each day will begin with a warm-up/bell ringer to either find out previous knowledge,

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to practice or to assess knowledge obtained throughout the unit. SMART presentations
(using SMART response system remotes)or Flipchart presentations (using ActiVote or
ActivExpression remotes) could contain questions that monitor student understanding
throughout the unit.
ELL students or students with IEPs may require a less rigorous version of the online
activities, paper/manipulative activities, and assessments (modified according to their
language acquisition or specific IEP goals). GT students can be given additional
opportunities to demonstrate their understanding, through more rigorous versions of
Accommodations:
the previously mentioned items (requiring more
application/evaluation/analysis/synthesis). GT students could also be required to
perform research on various fields of genetics (DNA fingerprinting, karyotyping,
genetic diseases/disorders, genetic engineering of plants and animals, etc.)
Checking For Individual assignments, quizzes and tests will have an answer key or a rubric
Understanding: provided.
Depending on the scope and sequence of the course, this unit could lead into more
Closure: genetics (Mendelian), cellular reproduction (mitosis and meiosis), or evolution and
natural selection.
Warm-ups, assignments, labs, etc. can be marked for completion and accuracy.
Traditionally formatted tests can be given to students of all ability levels (with
Evaluation: questions modified for specific student needs/abilities). Additional projects for GT
students will require specific rubrics based on the type of formal evaluation
required/chosen (PPT, poster, brochure, oral presentation, etc.).
Questions to consider after the completion of the unit: 1. How well did the students
comprehend the key terms from the presentations? 2. Were the students effectively
able to demonstrate protein synthesis (from replication to transcription to translation)?
3. How was the pacing of the unit? (Could more activities be used in this time frame?
OR Should less activities be used in this time frame?) 4. How affective was the use of
online activities versus pencil and paper activities?
LESSON PLAN 08
BIO (Grade 9)
Lesson Plan: DNA Replicaion

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Teacher
Name:M.saddique
Grade: Grade 9
Topic: DNA Replication
Content:
Standard II (Life Science): Understand the properties, structures, and processes of
living things and the interdependence of living Things and their environments. 9-12
Goals:
Benchmark II: Understand the genetic basis for inheritance and the basic concepts of
biological evolution
• Students will understand the importance of DNA replication in the creation of new
cells in an organism. • Students will understand the actions of enzymes in DNA
Objectives: replication such as primase, polymerase, helicase, and ligase. • Students will recognize
replication as being able to add bases in the 5' to 3' direction and how this leads to the
formation of Okazaki fragments.
• Overhead projector for teacher demo • Large pony beads and floral or electrical wire
Materials:
• Petri dish to hold demo beads
• Diagnostic Assessment o Each student will write three things in that they know
about DNA replication. o Each student will also write three questions they now have
Introduction: about DNA and how a cell makes more DNA. • Hook (Engage) o A model of DNA
made out of candy will be shown to the class and a brief introduction as to how DNA
can replicate itself will be presented. • Introduction to Goals o We will explain the

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importance of understanding DNA replication in biotechnology. o We will also discuss
the importance of making simple models of complex processes in order to explain
what is happening, something each student will have a chance to do.
• What should they know? o DNA synthesis can only occur in the 5' to 3' direction. o
Ligase must piece together Okazaki fragments on the lagging strand due to the
direction of replication. o DNA must be replicated accurately so that new cells can
form with complete, identical DNA. o Each enzyme has a specific function that is
critical to accurate DNA replication. • How will it link to other ideas in Biology? o
Replication is an important element of cell mitosis and meiosis. o Replication is one of
the processes that can result in genetic mutations, leading to a variety of conditions. o
Development:
Replication demonstrates the importance and function of enzymes in biological
processes. • Are you bringing in any other skills from other disciplines? o Students will
have to create models in order to explain the process of replication. o Students will be
responsible for written explanations of how their models represent replication. • How
will it link to the real world? o DNA replication is important to the utilization of many
different biotechnological methods. o Some common diseases can be caused by
mutations in DNA replication.
When scientist Rosalind Franklin first saw the model of DNA created by Watson and
Crick based on her research, Ms. Franklin exclaimed, "All that matters is the beauty."
By creating jewelry models of DNA, you too can experience Ms. Franklin's delight in
the beauty of the master molecule of life. Part 1 - Creating a DNA Jewelry Model
While creating your DNA model jewelry, keep the following hints in mind: • Your
teacher's demonstration model is there to serve as a guide - refer to it if you need to! •
Remember that the "uprights" (helixes) in the model will be double threaded. Be sure
to pick beads with large enough holes to accommodate both wires. (Can test by using
Practice:
second wire as a blind, as you thread, and pull the extra through after both sugar-
phosphate strands are complete.) • Using needle-nose pliers to "tie-off" the or twist the
ends of each wire will save your fingertips. Also, remember that it is easier to thread
the wire directly through the beads while they are in the dish rather than trying to pick
up the beads with your fingers. NOTE: Except where noted otherwise, the procedure of
making key chains, earrings, bracelets, etc.. is exactly the same. To make earrings, you
might prefer the small (1.5 mm dia.) seed beads; to make key chains, use the larger (3
mm dia.) E-beads. Procedure: • Step 1: Decide which colors you want to use for your

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model (you will need to choose beads of six different colors - two different colors for
the sugars and phosphates, and four different colors for the base pairs. • Step 2: To
make a keychain, earrings, pendant, or central molecule for a silk cord necklace,
bracelet, or ankle bracelet, cut two 15 cm (6") strands of wire. Twist two wires
together at one end to prevent beads from slipping off as you string them. These
strands of wire will be the helixes, or "uprights" of your DNA model. • Step 3: String
an equal and even number of beads of alternating colors onto each of the wires, to
represent alternating sugars and phosphates. Make sure to start with the same color
bead on each wire. When you have strung the beads on each of the wires, twist a loop
at the tops of the "uprights" separately to prevent the beads from falling off. Use a
minimum of 26 beads for the basic 2 inch molecule. (when twisted) (Leave one inch of
"slack" at the top. If you bead right to the top, it'll be very difficult to wire the bases.) •
Step 4: Cut 30 cm (12") of wire and fold it in half to make an elongated "U". Next,
string and center two different colored beads on the wire (or each wire, for earrings), to
form the first "rung" or pair of nitrogenous bases. • Step 5: Thread each end of the wire
with the "bases" beads through the third and fourth beads from the bottom of each of
the sugar and phosphate "uprights" and pull tight. You've made the first rung. Be sure
that the "u-wire's" ends are even. • Step 6: Pull the ends of the bases wire into the
center of the ladder and thread two more bases onto one side of the bases wire and take
the other bases wire and thread through the two just-threaded bases to make rung at a
right angle to the uprights. *** Important!! The bases wires go through each other in
opposite directions.*** (These additional complementary bases can be either the same
or different colors from the first two sets of bases you used, depending on your
personal preference.) • Step 7: Continue threading the bases wire up through the next
sugar and phosphate on each "upright". Now add two additional complementary bases
to the bases wire as you did in Step 6. (At the end of this activity, you will use
whatever combination of bases you decided on to determine the amino acids coded for
in your model.) Thread the bases wire through the next sugar and phosphate set, and
add another base pair. • Steps 5-7 repeat!! Basic pattern is: Up two on both sides Add
two in the middle Cross through the two in the middle Up the next two on both sides.
And again, and again, and again... • Step 8: Repeat steps 6 and 7 until you have
attached alternating base pairs to each sugar and phosphate set of the "uprights". You
should do at least thirteen base pairs to have a large enough molecule to twist. • Step 9:

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Twist all of the wires at the top of the ladder together. You can twist and cut closely or
finish with one last pony-bead or E-bead around the point where the wires form the
model and the keychain or earring holder connect. If the molecule is loose, untwist the
bottom two wires and gently pull on each . This will tighten the sides and make the
bases perpendicular to the sides. Retwist together and trim after tightening. (Not too
tight because you still need to twist into a double helix!) • Step 10: Twist your model
into the Double Helix, and tape it onto the accompanying worksheet. Make sure you
tape the model so that the top of it corresponds to the order of the colors listed in your
color key. • Step 11: Then complete Part 2 of your model and decode your model. The
jewelry you created will be yours to keep and wear/use after you have handed in this
completed worksheet and your teacher has corrected it. NOTE: Provided you have the
optional materials needed, you can also use this pattern to make necklaces, bracelets,
tie clips, or other pieces of DNA jewelry. To make larger models, start with two
lengths of wire for the sugars-phosphates strands approximately double the desired
length of the finished piece of jewelry. String the beads as directed, (Steps 1-9). Hint:
Thread the bases in sections--18" of wire in the u-shape for base threading is
manageable. Finish off the necklace or bracelet with a barrel clasp, a keychain, or
earring wires, as directed in Step 9. Some students might want to make the standard
two inch DNA model and use cording to finish into a necklace or bracelet.
The student with ED will participate on a choice of individually or with a group. I will
encourage the group choice to develop social skills. All other achievement levels will
Accommodations:
remain intact.If any problems during the lesson occur the protocol in the IEP will be
followed.
The model and the decoding sheet can be quickly checked for accuracy. Since the
Checking For
activity usually takes two hours to complete. I would assess and grade this based on
Understanding:
the completion of the model and its accuracy. SEE Pass/Fail check list
o While using their models, the students will have a worksheet which will guide them
through the process of replication. o The worksheet will include a diagram of
replication on which the students will label where each enzyme in replication acts in
Closure: the process. o The worksheet will also ask questions about potential problems in DNA
replication and why it is so important for DNA to be copied accurately. The worksheet
will allow for a better assessment of the verbal learning group while creating the
models will allow for a better assessment of the visual learning group. • Summarize o

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The students will write in their journals three things that they learned about DNA
replication in the day's lesson and three new questions they have about DNA.
Check List Yes No Model resembles DNA Model has correct colors Model shows
Evaluation:
accuracy to distance Model can be used for study
Teacher Reflections: To be completed at the end of the lesson.
LESSON PLAN 9
BIO (Grade 9)
Lesson Plan: DNA Structure
Teacher
Name:M.saddique
Grade: Grade 9
Topic: Structure of DNA
The basic structure of DNA, learning key terms: Double Helix Deoxyribose
Content:
Nitrogenous Base Adenine,Thymine Guanine,Cytosine
Strand II: The Content of Science Standard II (Life Science): Understand the
properties, structures, and processes of living things and the interdependence of living
Goals:
things and their environments.9-12 Benchmark II: Understand the genetic basis for
inheritance and the basic concepts of biological evolution.

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Students will know the basic structure of a DNA molecule and be able to apply them
Objectives:
to building a model
Materials: Toothpicks (2 colors) Mini Marsh mellows (4 colors) Licorice
Teacher will give a short history of DNA. Then will diagram the molecule on the
Introduction:
board for the students for students.
Teacher will describe and draw the molecule for the students and present a completed
Development:
model of DNA using candy.
Practice: The students will gather their materials in accordance to what they need.
Accommodations: I will provide any accommodations for any exceptionality via IEP
Checking For Each student will show me their model and answer a series of oral questions before
Understanding: they are allowed to eat their model.
We will review the terms on the board by each student answering one "exit" question.
Closure:
Specifically one they weren't able to answer before for the model consumption.
Evaluation: Pictures of their models will be taken and used for a semester-long portfolio.
Teacher Reflections: To be completed after lesson.
LESSON PLAN 10
BIO (Grade 9)
Lesson Plan: Ecosystem
Teacher
Name:M.saddique
Grade: Grade 9
Topic: The Ecosystem Review
Content: Review of ecosystem and the important terms and components including the food

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chain the food webs. Energy pyramids and the interaction of the ecosystem between
the living and the nonliving.
To review for the final exam the section covering ecology and the ecosystem
Goals: including review of important vocabulary terms and check for understanding on how
these terms are used in describing an ecosystem
Students will review through teacher guided discussion the important concepts of the
Objectives: ecosystem. After review the students will create flashcards to be used for study for the
final exam.
Materials: Glencoe textbook Biology, student textbook and study guide.
Warm-up: students will write in there notebook the definition of ecosystem listed on
Introduction:
the board.
Teacher will ask students for terms and meaning of terms of the major components of
Development:
the ecosystem: Terms will be put on the whiteboard for further class development.
Teacher will create an ecosystem on the board and display the path of energy from the
Practice:
sun through the ecosystem and out. The role of the food chain discussed at this point.
Second language learners are given the class textbook with visuals and highlighted
Accommodations:
terms to aid in understanding vocabulary and concepts of the ecosystem.
Checking For Review in class and respond on question of vocabulary and understanding of how
Understanding: food webs are composed.
review kinds of ecosystems: land and water. Remind the students to use cards for final
Closure:
exam review.
Teacher will ask students to bring cards to the next session . Cards will collected and
Evaluation:
graded then handed back.
LESSON PLAN 11
BIO (Grade 9)
Lesson Plan: Enzymes in Action

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Teacher
Name:M.saddique
Grade: Grade 9
Introduce students to the concept of enzyme and substrate reactions by using everyday
Topic:
foods.
Gelatin is made from a protein called collagen which comes from the joints of
animals. Gelatin may be dissolved in hot water. As the dissolved gelatin mixture cools,
the collagen forms into a matrix that traps the water; as a result, the mixture turns into
the jiggling semi-solid mass that is so recognizable as Jell-O�. Pineapple belongs to a
Content:
group of plants called Bromeliads. Kiwi, papaya, and figs are other types of
Bromeliads. The enzyme in pineapple juice that is responsible for the breakdown of
collagen is bromelin. The process of canning pineapple denatures the bromelin,
rendering it incapable of catalyzing the break down of gelatin.
2.04 Investigate and describe the structure and function of enzymes and explain their
Goals: importance in biological systems. 1.02 Design and conduct scientific investigations to
answer biological questions.
Students will use pineapple juice as an enzyme and Jell-O� as a substrate to illustrate
Objectives: an enzyme/substrate complex. Students will discover that the processing of food will
denature enzymes.
Materials: see lab
Introduction: Review yesterday's activity toothpickase with students-build on previous knowledge.
Development: Go over the lab-give examples
Practice: PINEAPPLE ENZYMES & JELLO MOLDS Lab-
Accommodations:
Checking For
Approve lab set up
Understanding:

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Closure: Concept map of enzymes? If have time and or Quiz Remind students of homework
Evaluation: Quiz
LESSON PLAN 12
BIO (Grade 9)
Lesson Plan: Factors That Affect Photosynthesis
Teacher
Name:M.saddique
Grade: Grade 9
Topic: What are some of the key factors that affect the rate of photosynthesis?
This lesson plan would be suitable for a high school biology class. Applicable
standards: California Content Standards for Biology/Life Sciences, Cell Biology 1f and
Content: 1h, and Investigation and Experimentation 1a and 1d. Key vocabulary: photosynthesis
rate, relationship, light intensity, CO2 concentration, water intake, temperature,
humidity, stomate, saturation point, optimum level, limiting factor
1. To know how the five factors, light intensity, CO2 Concentration, water intake,
temperature, and humidity affect the rate of photosynthesis. 2. To use a computer-
Goals: based simulation of photosynthesis to explore how these five factors affect
photosynthesis rate. 3. To prepare graphs of data showing the effect of the five factors.
4. To answer key content questions relating to the data collected.
1. Working in groups, students will use a computer-based simulation of
photosynthesis to explore how the five factors affect the rate of photosynthesis in order
Objectives: to determine the optimum conditions for photosynthesis. 2. Each student will graph
data the group has collected for each of the factors. 3. Each student will questions
showing how each of the factors affects photosynthesis rate and define saturation

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point, optimum level, and limiting factor.
1.A classroom set of computers, one per table group of 4-5 students. 2.Computer
Materials: program: Logal Explorer Biology: Photosynthesis. 3.Printed
directions/questions/worksheet to go with the activity.
Using the comuter simulation program projected onto a large screen, the teacher will
introduce the question of what happens to the rate of photosynthesis if various
Introduction:
environmental factors are varied. Ideas from the class may be solicited and quickly
"tested" with the simulation program in order to set the stage for the lesson.
1. Using direct instruction, the teacher can briefly introduce and discuss the five key
factors that affect the rate of photosynthesis. 2. Using the photosynthesis simulation
Development:
projected onto the screen, the teacher can demonstrate how to use the program to
investigate the five factors, collect data and graph the results.
1. Before starting the activity, students will briefly practice how to run the simulation
program, with teacher guidance using the overhead projection on the screen. 2. After
Practice: the students collect their first set of data, the teacher will review the basics of proper
graphing using the overhead projector, and guide students in correctly graphing their
data.
1. Extended learning opportunities using the photosynthesis computer simulation
program could easily be provided. Possible extensions might include investigating the
effects of additional environmental factors such as the color of light to which the plants
Accommodations:
are exposed. 2. Students who need additional time to complete either the initial or the
extension activity could come into class at lunch or after school to work on the
computers, or conduct independent research at home.
1. While students are using the computers, the teacher will circulate from table to table
Checking For checking for understanding and providing assistance as needed. 2. Specific content
Understanding: questions that analyze and interpret the results will be answered after the computer
data has been collected and graphed.
At the close of the lesson, the teacher will briefly query the class as the results they
Closure: found on the effects of the five factors, using the on-screen projection of the simulation
if necessary to reinforce the concepts.
Students will be evaluated using the worksheet they prepare and turn in. The
Evaluation: worksheet will contain data tables of the data they collected, properly labeled graphs of
the data for each of the five factors, and answers to specific questions relating to the

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content of the activity.
Folllowing the activity and the grading of the worksheets, the teacher will reflect as to
whether or not students met the stated objectives. Reteaching opportunities could be
Teacher Reflections: provided by reviewing the outcomes of the activity with the class, showing and going
over the activity using the big screen projector and/or by repeating the direct
instruction component of the activity.
LESSON PLAN 13
BIO (Grade 9)
Lesson Plan: Flowers have Sex
Teacher
Name:M.saddique
Grade: Grade 9
Topic: How Flowers Have Sex
Reproductive anatomy of flowers, [and how Mendel mated flowers to produce the
Content:
wrinkled, smooth, yellow and green peas. Thus, he discovered genetics.]
Students will know that flowers have reproductive organs. They will identify the
female and male pistils and stamens. They will know that flowers have ovaries with
Goals:
eggs that are fertilized by pollen. They will incidentally learn the variety of ways the
pollen gets to the stigma.
Students will complete Vocab sheet. Students will draw and label outline drawing of
Objectives:
flower provided. Students will dissect lily type flower to locate ovary.
Vocab sheets, flower diagram, coloring pencils. Lab: flowers, sharp blades, blank
Materials:
drawing paper. Textbook.

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QOD: Why is there a paintbrush in the textbook, p. 219, near Mendel's pea flower?
Introduction:
Read caption for the figure to get a clue.
Allow students to write the definitions on Vocab sheets. Present note-taking lecture
Development:
with Powerpoint presentation illustrating the flower parts and their functions.
Students then integrate their new knowledge by coloring and labeling the diagram
Practice:
provided.
Advanced students are invited to explain how the pollen travels, how the flower
Accommodations: avoids self-pollination, how different plants have sex different ways. They explain the
basic anatomy to fellow students.
The teacher walks the room, observing the labels and asking students what they are
Checking For
seeing. Students are asked about other flowers tehy have seen, and how those flowers
Understanding:
might differ.
Back to the Question of the Day, I ask why there's a paintbrush in the picture. Answer:
Closure: because man pollinates flowers as he wishes, using a paintbrush to transfer the pollen.
This is what Mendel did.
Evaluation:
LESSON PLAN 14
BIO (Grade 9)
Lesson Plan: Living and Non-Living Things

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LESSON PLAN
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Teacher Name: M.saddique

Grade: Grade 9
Topic: Vertebrates
Different Kinds of living things, plants& animals. Animals are divided into two parts-
Vertebrates and invertebrates. Words to know: vertebrates, backbone, vertebra,
Content:
ligament, nerve, hip-girdle, collar-bone, tibia / fibula, radius / ulna,ball and
socket,phalanges.
At the end of the lesson students will know what is a vertebrate,the major difference
Goals:
between vertebrates and invertebrates and the importance of the backbone.
Students will be able to identify the backbone on their own bodies and point out other
Objectives:
major bone structures. They will also name other animals they think have backbones.
A replica of a human skeleton.Pictures of the parts of the bone system of
Materials: mammals.Transparencies with different bones of the human body.Video presentation
on vertebrates
Teacher introduces topic by asking : What system in our bodies keeps us straight and
Introduction: upright? Do humans alone have this system? What makes all these animals similar to
us?
Feel your backbone.Where does it start and where does it end?Is it important to us?
Development: Why is it important?. Teacher shows a skeleton. Students name the bones they know
and teacher lists them. Teacher also adds to the list bones that students do not know

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and also identify them on the replica. Students look at bone structure of different
animals.
Students make labels of the names of different bones and label the replica of the
Practice:
human skeleton.
Accommodations:
Checking For Students recap by answering questions based on the identification of the different
Understanding: bones in the body and identify similar bones in different animals.
Closure: Coloring and filling up the body drawn.
Students are given a picture of a human skeleton and are asked to identify ten given
Evaluation:
bones. Students name 5 animals with backbones.
Teacher recaps the importance of the backbone and other bones in the body. He looks
at the purposes of bones and names of the different bones.
LESSON PLAN 01
The Savior of Man Kind
Grade: Grade 9
Subject: English
Objectives Time Resoure Assessment

Plan (Methodology)

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By the end of Brainstorming: 5 min Students
the lesson A circle will be drawn on the board will be
students will with The Holy Prophet (SAW) written assessed on
be able to: inside it. Students will be asked to tell their ability
what they know about the Holy to:
Prophet’s personality and character.
Teacher will note them on the board in
a web form. 20 min
-Know about Laptop or
H.P.
the life of the multi media
Holy for power
Prophet(SAW) point
as a role presentation
model for all Teacher’s Exposition:
mankind to Teacher will share the objectives and
follow will clarify the points written on the 50 min
board. (30 mins) For
Using a power point presentation, making describe the
teacher will further explain about the presentations, Drafting qualities of
life and personality of Prophet 20mins for sheets for Prophet’s
-describe the Muhammad (pbuh) and how he presentation key points personality
qualities of became a role model for mankind to and
Prophet’s follow. character
(SAW) Flip charts with
personality Activity: examples in
and character Students will then be divided into Markers their
with examples groups (4-5 mixed ability). Each 3 min presentation
group will be given a specified section
from pages: 24-26, for reading and
jotting down the main points. They
will also be informed that they will be
presenting them before the class. Time 2 min
for completing the activity will also be
communicated.

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According to the sequence, one Worksheet
student from each group will present
their key points before the rest of the
class. Teacher will give explanation
where needed.
Wrap Up:
Once all the presentations are done,
the teacher will ask the students to
summarise what they have learnt
about the life of the Holy Prophet.
Homework:
Students will provide a worksheet
(attached) related to the information
given on pages: 24-26 which they
will solve individually.
Evaluation of Student’s Learning: Evaluation of Teaching

What did the children learn in this lesson? If you were to teach this lesson again, what
would you do differently?
(Comment on any ONE aspect of your
teaching or planning)
What did they actually do? Or What were they not able
to do / understand?
LESSON PLAN 02
Patriotism
Teacher
Name:M.saddique

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LESSON PLAN
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Grade: Grade 9
Subject: English
Celebrate your patriotism with this action-filled lesson plan. Students will read a text lesson explaining what
patriotism is and ways to show it, then filter through stations to create a patriotic classroom.
Learning Objectives
After this lesson, students will be able to:
define 'patriotism'
explain how and why we show patriotism
Length
1 - 1.5 hours
Materials
Copies of the lesson What is Patriotism? - Lesson for Kids, one for each student
Red, white, and blue construction paper, cut into banner triangles
Rope, string, or yarn to hang banner
Colored pencils
Patriotic stationary
Index cards
Craft sticks
Glue
Copy of the Pledge of Allegiance
Songs from the lesson, such as The Star Spangled Banner
Key Vocabulary
Patriotism
Salute
Military
Curriculum Standards
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
3 topic or subject area.
Preparation
Prepare the classroom for the four stations as follows:
Patriot Banner - construction paper cut into triangles like a banner, markers

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Patriotic Acrostic Poems - paper and colored pencils
Letter to a Veteran - patriotic paper, pencils, and crayons
Flag and Pledge - index cards, colored pencils, copy of the Pledge of Allegiance, craft sticks, glue
Direct Instruction
Distribute the lesson What is Patriotism? - Lesson for Kids and read the first section 'What Is Patriotism?' with
students.
Define the word 'patriot' and discuss:
Why are you proud to be an American?
What responsibilities do we have to other Americans and our country? Why?
Next read 'How You Can Show Patriotism' with students. Have students stand and practice saluting the flag,
then ask them to turn and discuss with a partner:
How do you show patriotism?
Share as a whole group.
Next read the section 'Patriotic Holidays' with students and allow them to share their family traditions and
experiences at patriotic holidays.
Play a few samples of patriotic songs and allow students to sing along.
Read the 'Lesson Summary' with students and take the quiz.
Activity
Instruct students to visit each station and do the activities.
LESSON PLAN 03
Media
Teacher
Name:M.saddique
Grade: Grade 9
Subject: English
What is mass media and how does it factor into everyday life? This lesson plan uses a video lesson to outline
key ideas for students. An activity asks students to compare and contrast different mass media outlets.
Learning Objectives
Upon completion of this lesson, students will be able to:
define mass media
list and explain the different types of mass media
discuss the pros and cons of mass media in terms of its influence on people
Length
45 to 60 minutes

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Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
Compare and contrast treatments of the same topic in several primary and secondary sources.
Materials
Paper copies of the worksheet from the associated video lesson
A recent newspaper article on a current event
Audio from a radio broadcast about the same current event
Video of a television report on the same current event
An Internet resource on the same current event
Instructions
Begin by asking the students to share the sources they use to receive news on current events.
How many different sources were listed?
How are they similar? Different?
Play the video lesson What Is Mass Media? - Definition, Types, Influence & Examples for the class, pausing it
at 0:55.
What is mass media?
Do each of the sources of news mentioned in class align with the concept of mass media? Why or why not?
Play the video lesson again, pausing it this time at 2:10.
Which type of mass media was the first on the scene?
What replaced the newspaper as the main source of news?
Which type of mass media overtook the radio as a main source for news and information?
How has the Internet changed mass media?
Play the video lesson. Pause it at 3:57.
How does the mass media influence people?
What are some positive influences of mass media?
Are there any negative influences of mass media?
Play the remainder of the video lesson for the class.

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How has mass media influenced your life?
Distribute the worksheet to the class, one to each student.
Have students work independently to complete the worksheet using what they learned about mass media in the
video lesson.
When all students have completed the worksheet, review the questions and answers in an open class discussion
with students defending their answer choices.
Activity
Instruct students to visit each channel and do the activities.
LESSON PLAN 04
Daffodils
Teacher
Name:M.saddique
Grade: Grade 9
Subject: English
1.Poem Contain
4 Stanza
2.Major Learning Items
A. Reading
B. comprehension
C. vocabulary
D. Grammar in use
E. writing skill
F. verbal communication.
3 General Objectives
a. To enable the students to understand to read to write and to express their fault in correct English.
b. Proper understanding at the language and spirit of the poem.
c. Listening to poetic language in its proper pronunciation stress and intonation.
d. To enable the student to get an idea about the writing skill and use in the poetic text.
e. To enable the student to get an idea about sentences and rhythmic lines at their own.
4.Behavioral objectives
A. Knowledge - The students will be able to ---
a. Identify the meanings at the words in the text.
b. Reorganize a nature poem.
c. Reorganize a ballad measured

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d. Recognize some words.
B. Comprehension - The students will be able to -----
a. Comprehend the meanings of the stanza as a whole.
b. locate specific information .
C. Application - The students will be able to ----
a. Use of words they have learnt in the text in new situation.
b. Relate them to their personal experience.
D. Psychomotor - The students will be able to ---
a. Read the text poetry with reasonable speed.
b. Communicate their feelings to their friends and the teacher in English in the class - room.
5.Aids and Equipments
A. Usual -
Usual classroom aids like chalk duster black board pointer stick etc.
B. Specific -
A picture of a lake and daffodils in its side will be used to draw the attention of the students. It will also
help the students to have an idea of daffodils which are seen in our country.
6. Introduction to Class by the Teacher
By way of introduction the teacher will ask the following questions to make the students interested in the
Lesson. To draw their attention and to motive them towards learning the day's lesson. At this stage he may draw
a picture or draw attention of the students towards a picture. He may ask questions that help him to come to the
topic. The main principle should be something old to something new from known to unknown.
Introduction question:-
a. What do you see in the picture?
b. Where are they growing?
c. How do they look?
d. What are the flowers you like?
e. Name a few natures. Poems either in your tongue or English you have already read?
7. Announcement
Today we shall read the poem 'Daffodils' by William Wordsworth. The pupils will be open this text books.
8.General background to Wordsworth and this poetry
William Wordsworth (1770 -1850) was the son of lawyer. After tacking his degree at Cambridge University he
traveled in France. At first he hailed the French Revolution but later he become disillusioned with its excess and
violence. On his return to England, he wrote poems about the scenery and people of the English countryside.
Wordsworth's genius was recognized and he was made poet Laureate in 1843.

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9. General background to the poem
The flowers in the picture are called Daffodils. They are golden yellow in colour . It is the miniature from of the
sunflower. The colour is like that of our oleander. They grow wild in spring. Englishmen like the flowers very
much
One day while walking about a riverside the poet saw a large member of Daffodils shaking their heads in the
wind. They spread out in a long row along the border of a lake. The Daffodils looked very happy. Later in his
vacant or pensive mood the poet remember the scene and felt happy.
10. Broad Strategy
Functional communicative approach with interactive question answer method will be adopted.
11.Teaching Strategy and Presentation
Step 1.
Learning items: Stage -1 Loud reading of the poem by the teacher with proper pause, Stress, intonation and
emotion.
Teacher's behaviour: The teacher will not hold text book in hand.
He will look at the student and recite the poem. If necessary, teacher will repeat the same lesson instructions.
Learner’s behaviour: The students will listen to and follow the teacher
attentively
Step 2.
Learning items: Stage -2 loud reading of the poem by the students.
Teacher's behaviour: The teacher will listen to the students and if necessary ask them to read again. At to be
active enough to note whether any student fails the poem properly .The teacher will make necessary
correction.
Learner’s behaviour: The students will read
aloud and seek teacher's
Help if necessary.
Step 3.
Learning items: Stage -3 silent reading by the students.
Teacher's behaviour: The teacher will ask the students to read silently for a few minutes and mark the words
and phrases unknown to them.
Learner’s behaviour: The student will read silently and do
accordingly.
Step 4.
Learning items: Stage - 4 teaching word meanings as a means of meaning of the text .The following words
seem to be new to be new to the students.

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Teacher's behaviour: The teacher will ask them meaning of the words.
Interested student must guess. They must be encouraged even if they fail to guess. Then teacher will write down
the meaning of the words on the black - board. This point the teacher may bring in the intervention of the
mother tongue if necessary:
wandered - walked about
lonely-
withoutcompanion
vales - vally .
breeze - gentle wind .
beneath-
under.
Learner’s behaviour: The student will be alert and active enough to take down the meaning and form their own
expression and
thoughts.
Step 5.
Learning items: stage - 5 Telling stanza as a
whole Teacher's
behaviour: one day the poet was - - -
Learner’s behaviour: The students will listen the meaning and illustration of the verse lines
attentively.
12.Use of Writing Board
The teacher will use the writing board to write ----------
a. The meaning of the words
b. Some specific information from the text.
13. Evaluation
The following questions will be asked in order to ascertain how far the pupils have understood and
appreciate the poem ----------
a. why does the poet compare himself to a cloud ?
b. what did he see beside the lake ?
c. How did they look?
d. Read out the lines which express that the daffodils were moving gently in the breeze.
e pick out the words which rhythm with each .

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CLASS 9TH
14. Home - work
The pupils will be asked to reproduce in their own words the substance of the stanza.
LESSON PLAN 05
Stopping by Woods on a Snowy Evening
Teacher
Name:M.saddique
Grade: Grade 9
Subject: English
In this lesson, students explore the poem 'Stopping by Woods on a Snowy Evening' by Robert Frost. After
considering different interpretations of the poem, students will work in groups to choose and defend their own
analyses. The lesson concludes with a creative writing assignment.
Learning Objectives
As a result of this lesson, the student will be able to:
explain at least two interpretations of the theme of the poem ''Stopping by Woods on a Snowy Evening''
defend their own interpretation of the poem
write a creative narrative inspired by the events of the poem
Length
1-2 hours
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear
pronunciation.
Materials
Copies of ''Stopping by Woods on a Snowy Evening'' by Robert Frost, one for each student
Copies of the video lesson quiz worksheet
Lesson Instructions
Introduce the Poem
Introduce the poem ''Stopping by Woods on a Snowy Evening'' by showing the beginning of the video
lesson Stopping by Woods on a Snowy Evening: Summary, Theme & Analysis, pausing at 0:39.
Distribute copies of the poem. Give students a few moments to read it silently.

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Different people read and experience poetry differently. Ask for two or three volunteers to read the poem aloud.
Have students listen for differences in their tone, pace and emphasis. Briefly discuss these differences.
Classroom Activities
The following activities and questions are designed to help your students use their noticing skills to move
through the poem and develop their thinking about its meaning with confidence, using what they’ve noticed as
evidence for their interpretations. Read more about the framework upon which these activities are based.
1. Warm-up (pair share): Draw a picture of a snowy evening. Be sure to include as many vivid images as you
can. Share your picture with a partner and describe the images that you included.
2. Before Reading the Poem (noticing and pair share): Look carefully at the image of the photograph “Horse
and sleigh on Valdez Trail to Fairbanks.” What do you notice first? Look again. What else do you see? What
might be going on in this image?
3. Reading the Poem: Read the poem “Stopping by Woods on a Snowy Evening” by Robert Frost silently.
What do you notice about the poem? Annotate for any words or phrases that stand out to you or any questions
you might have.
4. Listening to the Poem (enlist two volunteers to read the poem aloud): Listen as the poem is read aloud
twice, and write down any additional words and phrases that stand out to you. Call back the lines that you like
by saying these lines aloud with your group.
5. Small-group Discussion: Share what you noticed in the poem with your partner and another pair of students.
Based on the details you just shared with your small group, how might the image from the beginning of class
relate to the poem? What images stand out to you in the poem? What might the woods symbolize?
6. Whole-class Discussion: How would you describe the mood in the poem? Why? What promises do you
think that the speaker might have to keep? Why might the speaker repeat the final line?
7. Extension for Grades 7-8: Reread the first stanza. Why might the speaker say he thinks he knows “Whose
woods these are”? Write a postcard to the owner of the woods from the speaker. What might this speaker tell
the owner?
8. Extension for Grades 9-12: (Teachers, if you haven’t already, now might be a good time to introduce rhyme
scheme.) Reread the poem and pay close attention to the rhyme scheme. Write an emulation of this poem where
you mimic the rhyme scheme. Or, rewrite the poem in a different season.
LESSON PLAN 06
Drugs
Teacher
Name:M.saddique
Grade: Grade 9
Subject: English

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LESSON PLAN
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Objectives:
To learn about various drugs.
To identify risk factors and protective factors associated with substance abuse (drugs and alcohol).
To discuss what addiction is and the consequences of it.
To determine behaviours that increase well-being and allow students to achieve life goals.
Material:
Reference documents are found at the end of this lesson plan.
Activity #1: Name that Drug (9-10.1 Reference)
Activity #2: Recognizing the Risks (9-10.2 Reference)
Activity #3: Path to Addiction (9-10.3 Reference)
Activity #4: Consequences of Addiction (9-10.4 Reference)
Handouts:
Activity #1: Name that Drug (9-10.1 Handout)
Activity #5: Now, it's Your Choice (9-10.5 Handout)
Other Materials:
SMART board/chalk board to summarize responses on
Chart paper and markers for groups to use
Computer/projector to display slides (optional)
Masking tape
Time:
Introduction: 5 minutes
Activity #1: Name that Drug 10 minutes
Activity #2: Recognizing the Risks 15 minutes
Activity #3: Scale of Addiction Use 10 minutes
Activity #4: Consequences of Addiction 15 minutes
Activity #5: Now, it's Your Choice 5 minutes
Conclusion 5 minutes
Total: 60 minutes
Presenter Preparation:
Review the Drugs and Alcohol section of the Centre for Youth Crime Prevention.
Review the Objectives of this lesson plan.
Identify ways in which you are personally linked to the subject matter. This presentation is general in nature,
and will be more effective if you tailor it to your personal experiences, the audience and your community.

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LESSON PLAN
CLASS 9TH
Guest speakers can really have an impact. If there is someone in your community who has been impacted by
substance abuse, invite them to speak with the youth. You may also want to consider inviting an RCMP
member from the drug section. Please note: Activities will need to be removed or modified to ensure that the
time allotment is respected.
Print the lesson plan and reference documents.
Print required handouts. Make a few extra copies just to be sure.
Ensure your location has any technology you require (computer, projector, SMART board, etc.)
Lesson:
A) Introduction
Introduce yourself.
Tell the students about your job and why you are there to talk to them. Tell students that in today's class, they
will talk about substance abuse, its impacts and ways they can deal with peer pressure related to substance use
and abuse. Additionally, different supports to help them deal with the issue will be addressed.
If you are a police officer, briefly discuss the role of police officers when it comes to substance abuse (i.e. your
experience dealing with youth and substance abuse issues).
Pass out one index card to each student. Explain that this card is to be used for students to write down any
question they may have. The presenters will collect them towards the end of the presentation and answer the
questions anonymously in front of the group.
B) Activity #1: Name that Drug
Goal: Students will learn about various drugs (including short and long-term health impacts).
Type: Information chart and discussion
Time: 10 minutes
Step #1:
Cut out the drug types and their matching definitions from Activity #1: Name that Drug (9-10.1 Reference) and
place them out of order on the board.
Explain to students that different types of drugs have different effects on our bodies.
Let students know that most drugs can be broken down into three categories:
Stimulants: Drugs that make the user hyper and alert.
Depressants: Drugs that cause a user's body and mind to slow down.
Hallucinogens: Drugs that disrupt a user's perception of reality and cause them to imagine experiences and
objects that seem real.
Step #2:
Ask students to match up the fact with the drug as a class. Go over the answers.

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LESSON PLAN
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Ask the students to read over the handout Activity #1: Name that Drug (9-10.1 Handout) and start a discussion
based on what the students read. Encourage all students to participate to the discussion by asking questions,
such as: "What is a drug?" "What do drugs do?" "What happens when a person uses drugs?" "What are drugs
used for?" "Do drugs affect everyone in the same way?" "Can drugs be prescribed by a doctor?"
C) Activity #2: Recognizing the Risks
Goal: Students will recognize protective and risk factors associated with substance abuse and addiction and
learn the importance of resilient factors.
Type: T-chart and group activity
Time: 15 minutes
Step #1:
Ask students to define the following terms:
Resiliency: The ability to become strong, healthy and successful after something bad happens to you
(www.merriam-webster.com 2014).
Risk Factors: Factors that can lead to drug use.
Protective Factors: Factors that can shield from drug use.(http://www.rcmp-grc.gc.ca/docas-ssdco/guide-kid-
enf/page3-eng.htm).
Ask the students to get into groups of 3 or 4.
Step #2:
Create a chart on the SMART board, chalkboard or overhead with two titles: (1) Risk Factors & (2) Protective
Factors. Ask students to identify examples of risk factors when it comes to substance abuse, alcohol and
addiction and record their answers. Then ask students to identify some examples of protective factors that could
be associated with not using drugs and alcohol or getting addicted. Use Activity #2: Recognizing the Risks (9-
10.2 Reference) as a guide.
Step #3:
If time allows, give each group playing cards and tell them to work together to make a card house for 5 minutes.
Explain that in this activity, each card represents a protective and resilience factor, and when those factors fail
or diminish the structure will fall.
D) Activity #3: Path to Addiction
Goal: Students will discuss how addiction can impact a person's lifestyle.
Type: Discussion and group activity
Time: 10 minutes
Step #1:
Ask students to define what addiction is as well as the substances a person can become addicted to.

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LESSON PLAN
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Make sure to include that both drugs and alcohol can be addictive.
Explain to students that addiction is an ongoing process. Addiction may present its challenges at different times
over many years in a user's life.
Write each stage on a different piece of paper. Ask for 5 volunteers to come to the front of the class and give
each student a stage.
Have the student volunteers work together to arrange themselves in the order that they think the scale of
addiction occurs in.
Step #2:
With the students, define each stage of addiction. Discuss the answers with students and use Activity #3: Path to
Addiction (9-10.3 Reference) as a guide.
E) Activity #4: Consequences of Addiction
Goal: Students will examine the consequences of addiction on all facets of life.
Type: 5 corners activity and group discussion
Time: 10 minutes
Step #1:
Separate the students into 5 different groups.
Have the students get into their groups and give each group a piece of chart paper. Assign each of the five
groups one of the topics: (1) Family, (2) Friends & Recreation, (3) School & Jobs, (4) Physical & Emotional
Health, and (5) Financial. Have each group write the topic on their piece of chart paper.
Ask each group to brainstorm and record the consequences of an addiction relating to their topic.
Give the groups 5 minutes to come up with a hashtag that represents how they might be affected in that aspect
of their life.
Discuss answers with the group.
F) Activity #5: Now, it's Your Choice
Goal: Students will commit to a healthy lifestyle
Type: 5 corners activity and group discussion
Time: 15 minutes
Step #1:
Distribute Activity #5: Now, it's Your Choice (9-10.5 Handout)and ask the students to answer the question.
Step #2: (Homework)
As part of their homework from the presentation, ask all the students to make the pledge to say no to drugs on
the National Anti-Drug Strategy website: http://nationalantidrugstrategy.gc.ca/prevention/youth-
jeunes/index.html and click on "Make a Pledge." Tell them to print the pledge they submitted and display them
around the classroom or school.

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G) Conclusion
To conclude the lesson, summarize the important points and highlights of your discussion throughout the
session.
Collect all index cards from students. Take some time to answer any questions from the cards that the students
may have had.
Leave students with information about how to contact you if they have any follow up questions they didn't want
to ask in class.
LESSON PLAN 07
NOISE
Teacher
Name:M.saddique
Grade: Grade 9
Subject: English
Students’ Learning Outcomes
Differentiate between noise and sounds.
Explore the effects of noise on human health.
Suggest ways to reduce noise pollution and plan an awareness campaign on any one.
Information for Teachers
Noise is an unpleasant sound.
Sources of noise pollution are road traffic, jet plans, construction machinery and manufacturing
machines etc.
Noise pollution affects human health very badly.
Not only hearing ability is affected but other body systems are also disturbed.
Fatigue, headache, hypertension, angry behavior, disorders in digestive and nervous systems are
caused by prolonged exposure to noise.
Material / Resources
Chair, table, plastic bottle, textbook
Worm up activity
Ask the students what kind of sounds they hear every day. Make a list of different sounds on the
board and then ask the students to different pleasant and unpleasant sounds.
Ask a student to dreg a chair on the floor while ask another student to sing a song.
Now ask what kind of sounds they hear around them. Ask them which sounds are pleasant and which
are unpleasant. Conclude that the sounds which produce pleasant sensation in our ears are pleasant
sounds and unpleasant sounds are noise.

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Development
Activity 1
Divide the class into groups and ask the students to discuss in each group: Why do we like to go to
quiet places?
After 5 minutes, ask one student from each group to state the main points of discussion.
Write the answers of the students on the board such as:
We can sleep well in quiet places.
We can study
We can think better
We can talk with each other
Then ask the students to discuss again in groups: What do we feel in noisy places? You may create a
noisy place by playing a recorded cassette of busy road traffic.
After 5 minutes, ask one student from each group to state important points of discussion.
Write the students’ comments on board such as:
We can’t sleep due to noise
We can’t study due to noise
We can’t hear each other well when there is noise.
It may cause headache.
It may damage ears.
Ask the students groups to comment one by one: should we avoid noise? How and why?
Conclude the topic after their comments.
Activity 2
Step 1:
Open all the windows and doors of your classroom.
Ask a student to take your chair outside the classroom.
Give him/her an empty plastic bottle and ask him/her to go outside the classroom and strike it against
the chair repeatedly.
Ask the whole class, do you hear a low or a high sound?
Step 2:
Then ask the first student to take the chair further away from the classroom and make a sound with
the bottle again.
Then ask the class: Do you hear a low or high sound this time?
Step 3:
Ask the students; close all the windows and doors of classroom.

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LESSON PLAN
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Ask the first student to carry the chair inside the classroom again and strike the bottle against the
chair.
Then ask the class students, do you hear a low or high sound now?
(Draw out the conclusion that: The greater the distance between the source of noise and listener, the less is
the noise. In a closed room the noise increases due to reflections from the walls, ceiling and floor).
Activity 3
Draw the following table on the board and ask the students to tell about their noise effects and ways
to reduce them and write the correct answers in the boxes.
Noise Its Effects Ways to reduce it
Loud TV
volume
Horns
Loud
speaker
Traffic
sounds
Street
hawkers
Students’ response:
Noise Its Effects Ways to reduce
it
Loud TV Disturbing Keep volume low
volume
Horns Unpleasant Should be
banned except in
emergency
Loud Hearing Should be
speaker problems banned or the use
should be
restricted
Traffic Mental Increasing green
sounds disorders, area/tree
fatigue, plantation

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LESSON PLAN
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pains
Street Disturbing Close the door
hawkers
Sum up / Conclusion
Ask students: What you have learned from the lesson? And write their answers on the board.
The voice which doesn’t feel good to our ears is a noise.
Noise may cause a headache.
We can’t study in noise.
The noise may damage our ears.
We can reduce noise.
By increasing green area/tree plantation around sources of noise such as factories, motorways,
railways and airports.
Building industrial area, railway stations and airports away from the towns.
Avoiding the use of loud speakers.
Avoiding excessive use of vehicle horns.
We can reduce noise pollution in our community by awareness campaigns for the people.
Assessment
What are the sources of noise pollution?
How can we reduce noise pollution in our city?
Explain the effects of noise on human health?
Follow up
Different type of problems do you face due to the noise when you are in school, at home and on the
road?
Ask the students to make posters showing the noise sources and their effects.
Launch a campaign in your locality to make the people aware of noise pollutants, their effects on our
health and the ways to reduce noise pollution.
LESSON PLAN 08
Chinese New Year
Teacher
Name:M.saddique
Grade: Grade 9
Subject: English
This highly engaging Social Studies lesson on Chinese New Year is integrated with elements of performing arts
(drama). This lesson is appropriate for students in K-3, as it can be easily modified.

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Objectives & Outcomes
After a lesson on Chinese New Year, the learner will act out (role play) a 30 second scene from a traditional
family visitation tradition using oranges, tangerines, and sweets. The learner will use at least three details that
we discussed.
Materials Needed
American New Year paraphernalia (e.g., glitter glasses, beaded necklace, horns)
“Chinese New Year: Festival of New Beginnings” by Terri Sievert
8 tangerines
8 oranges
Various wrapped fruit candies.
Procedure
Opening to Lesson
Without much explanation, teacher will begin by acting out the countdown segment of a typical American New
Year celebration. Teacher will turn the lights off in the classroom and wear typical American New Year party
paraphernalia (glasses, beaded necklaces, horns) in order to create the setting. Teacher will excitedly count
backwards from 10-1, then finally proclaim HAPPY NEW YEAR!
Teacher will invite students to partake in discourse regarding the scene that was just performed. Have you
experienced anything like that before? What was familiar about it? What did my performance remind you
of? What types of feelings were evoked when you watched my performance? Teacher will dictate students'
responses on to chart paper.
Body of Lesson
Instructional Activity/Development
Teacher will read “Chinese New Year: Festival of New Beginnings” by Terri Sievert.
Teacher and students will discuss the gifts of oranges, tangerines, and sweets that were present in both the story.
Oranges represent money and wealth while tangerines are symbols of good luck
Students will be invited to discuss the similarities and differences between American New Year and the Chinese
New Year Celebrations.
Teacher will introduce the phrase gung hay fat choy, which is the traditional Chinese New Year greeting that
means “May you prosper”.
Guided Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New Year's Day
(oranges, tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that was described in
the book.

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LESSON PLAN
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The tradition is to visit family members within three days of the new year. At the visitation, it is customary to
take sweet treats to family members’ homes. This is to symbolize wealth and good fortune in the new year.
Independent Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New Year's Day
(oranges, tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that was described in
the book.
The tradition is to visit family members within three days of the new year. At the visitation, it is customary to
take sweet treats to family members’ homes. This is to symbolize wealth and good fortune in the new year.
Closing
At this time, we will gather back on the rug to discuss new concepts that were learned in the lesson. Teacher
will dictate student responses onto chart paper.
Assessment & Evaluation
Performance Assessment
The role play section will be used as a performance assessment. This provides students an opportunity to
convey their understanding through gestures, sounds, and physical movement. This provides students with a
deeper connection to the material.
Informal/Anecdotal Assessment
Informal teacher observation of student participation as they create their scene (record will be kept in teacher
log).
LESSON PLAN 09
First Aid
Teacher
Name:M.saddique
Grade: Grade 9
Subject: English
Do your students know the basics of first aid? A video lesson gives key facts about injuries and first aid while a
role-playing activity gives students a chance to show what they've learned. Optional extensions and related
lessons are included for ongoing instruction.
Learning Objectives
Upon completion of this lesson, students will be able to:
define 'first aid'
identify different types of injuries
outline the appropriate first aid measures for several different types of injuries

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LESSON PLAN
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role-play first aid scenarios
Length
45 minutes to 1 hour
Materials
A first aid kit
Assorted slips of paper (enough for each student to have one) with the following words written on them: Injury:
Bleeding; Injury: Puncture wound; Injury: Fracture; First aid responder (about half of the papers should be 'first
aid responder' slips)
A bowl or container
CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex
process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.9-10.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text.
NGSS Engineering Design Standard: HS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for
a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and
environmental impacts.
Key Vocabulary
First aid
Severe bleeding
Puncture wound
Fracture
Instructions
Begin by asking the class if any of them have had an injury that required first aid.
Have the students share their experiences with the class for discussion.
Now ask the class what should be done if they come across someone who is bleeding, again having them share
their ideas during a brief class discussion.
Now play the video lesson Bleeding, Puncture Wounds & Fractures: First Aid, pausing it at 2:39.
Were the students on target with their ideas on how to deal with someone who is bleeding? Fill in any missing
information now by reviewing what was stated in the video lesson.
Now ask the class what a puncture wound is and how they might treat one. Discuss this as a class.

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LESSON PLAN
CLASS 9TH
Next play the video lesson, this time pausing it at 3:50.
Review the class discussion on puncture wounds and fill in missing information by reviewing the tips presented
in the video lesson.
Now ask the students to imagine that they encountered someone with a fracture. What would they do? Discuss
their ideas a class.
Now play the remainder of the video lesson.
Were the students correct in their ideas of how to treat a fracture?
Discussion Questions
What are the most important things to remember when providing first aid?
What should we do if we have no idea what to do with an injured person?
Activity
Place the slips of paper in the bowl or container.
Have each student draw a slip of paper from the bowl or container.
Next, have the students who drew an injury pair up with another student who drew first aid responder.
Now have the responders use the first aid kit to role-play the correct response to the specific injury.
Extensions
Give students different injury scenarios and have them create a list of key first aid steps for each.
Ask a paramedic, nurse, or other health care provider speak to the class about first aid.
LESSON PLAN 10
Rain
Teacher
Name:M.saddique
Grade: Grade 9
Subject: English
Learning Objectives
Students will be able to understand why rain falls from clouds.
Students will be able to follow multi-step directions.
Students will be able to make predictions.
Introduction
(10 minutes)

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LESSON PLAN
CLASS 9TH
Tell students that today they will be learning about the weather.
Invite students to step outside and observe the weather. Great guiding questions include: Is it sunny or cloudy
today? What do the clouds look like?
Have students make predictions about whether or not it will rain today. Ask them to identify what the sky looks
like on a rainy day.
Then, tell students that they will have the chance to observe a rainy day in class today.
Explicit Instruction/Teacher modeling
(15 minutes)
Read The Rainy Day by Anna Milbourne and Sarah Gill.
Model the experiment for the class.
First, fill your jar almost to the top with water. You can place a heavy figurine inside the jar to create the
illusion that the person will get rained on.
Then, ask students what they think clouds are. Explain that clouds are tiny water droplets that come together in
the sky. Tell your students that there are various types of clouds such as cumulus, stratus, and cirrus.
Show your students the Types of Clouds worksheet to give examples of what these clouds look like. Read the
descriptions to your students.
After this discussion, fill the top of your jar with shaving cream. Explain that these represent clouds.
Then, tell the students that when the water is too heavy for the clouds to hold, it begins to rain. Drop about 5
droplets of blue food coloring on top of the clouds, and watch what happens!
Guided Practice
(5 minutes)
Tell your students that they will now have a chance to create their own rainy day.

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Give each student the materials that they need to complete the experiment on their own.
Independent working time
(10 minutes)
Give your students time to complete the experiment.
Have students work with a partner to discuss what happened.
Tell each group to discuss things they can do on a rainy day.
Differentiation
Enrichment:
Have students make predictions about what causes thunder and lightning. Observe their predictions to plan for
future lessons.
Support:
Have students work with a partner if they are unable to complete this activity independently.
Have them draw pictures of what they saw outside. Label their pictures for them.
Assessment
(10 minutes)
Observe students as they complete this activity to see if they understand the process of how clouds and rain
form.
Then, give them the Rain Count worksheet to complete in class.
Review and closing
(5 minutes)
To summarize the lesson, invite students to share the process of the experiment with you.
Ask them questions about what each step represented. For example: What was the shaving cream? What did the
blue food coloring represent?
LESSON PLAN 11
Newspaper
Grade: Grade 9
Subject: English
Walk your students through the steps of writing a newspaper article with this lesson plan. Students will read our
informational lesson explaining what a newspaper is and how to write an article, then put concepts to the test in
a writing activity.
Learning Objectives
define and explain the components of a newspaper

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LESSON PLAN
CLASS 9TH
discuss the steps necessary to write an article for a newspaper
work in cooperative groups to identify components of a newspaper
Length
50 minutes for the lesson plus time for the activity
Materials
Copies of the lesson How to Write a Newspaper Article, one for each student
Copies of newspapers
Highlighters
Chart paper
Marker
Copies of the quiz, one for each student
Key Vocabulary
Structure
Topic sentence
Closing sentence
Title
Byline
Content
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs,
or larger portions of a text (e.g., a section or chapter).
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that
point of view or purpose.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their
own clearly and persuasively.
Instructions
Divide students into partner pairs and give each a newspaper article for analysis. Allow students to look at the
article in an open-ended way without specific guidance, recording what they notice.
Have students share their observations about the newspaper article and discuss.
Tell students that newspaper articles have common styles and strategies for creating. Preview vocabulary, then
distribute the lesson How to Write a Newspaper Article.

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LESSON PLAN
CLASS 9TH
Have students read the first section 'Newspaper' and discuss:
Is the newspaper a dying art?
What value does a newspaper still have? What was its value prior to the internet?
Read 'Step 1: Structure' together. On chart paper, list the components of a newspaper article.
Next have groups revisit their newspaper article to locate and identify each component and highlight/label.
When groups are finished, have them combine with another pair to share and discuss their article components.
Encourage students to check and discuss one another's work.
Read 'Step 2: Content' and ask groups to determine the who, what, when, why, where, and how of their articles.
When finished, combine into new groups to check.
As student groups work walk around to offer suggestions and make sure groups are on task.
Have students read 'Step 3: Other Information' and repeat the identification/checking process.
Read the 'Lesson Summary' together and administer the quiz to check for understanding. Reteach if necessary.
Assessment
Observe students as they complete this activity to see if they understand the process of newspaper.
LESSON PLAN 12
Peace
Teacher
name:M.saddique
Grade: Grade 9
Subject: English
Teach your students aspects of peace and pacifism with this video-based lesson plan. Students will discuss inner
peace and nonviolent activism, taking a look at pacifists through history.
Learning Objectives
define and explain 'peace' and 'pacifism'
discuss peaceful leaders in history
explain different types of pacifism
Length:
50 minutes
Materials
Access to technology for research
Key Vocabulary
Peace
Inner peace

lOMoARcPSD|39681694
LESSON PLAN
CLASS 9TH
Pacifism
Dr. Martin Luther King, Jr.
Mahatma Gandhi
Absolute pacifism
CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
Instructions
Begin by having students respond in writing to the question 'What does it mean to be peaceful?' Allow students
to briefly share answers with their seatmates, then preview vocabulary for this lesson.
Start the video lesson Peace & Pacifist Views.
Pause at 00:45 and ask:
Why is violence bad? What are some examples?
Why is peace 'one of the most sought-after and yet elusive ideals in human history?'
Have students discuss and debate the question 'Is peace practical or is it just a word used by hippies?'
Resume the lesson and pause at 1:50. Discuss:
What is the most basic aspect of peace?
Why is this the 'most basic?'
What else can peace be?
Have students give examples of how peace can be a goal and share methods of finding inner peace.
Restart the lesson and pause at 5:01. Ask:
Why is peace just a state of being or ideal?
What is pacifism's relationship to peace?
Why is pacifism NOT turning a blind eye?
How do pacifists deal with violence?
Have students compare and contrast absolute and conditional pacifism in their groups, then share and compare
as a class.
Play the Lesson Summary and conclude discussions.
Assessment
Observe students as they complete this activity to see if they understand the process of peace.

‫‪lOMoARcPSD|39681694‬‬
‫‪LESSON PLAN‬‬
‫‪CLASS 9TH‬‬
‫سبق پالن ‪01‬‬

‫عنوان‪ :‬کسان‬
‫استاد کا نام‪: M.saddique‬‬
‫کالس‪: 10‬‬
‫مضمون ‪:‬اردو‬
‫کھیتوں ہیں اور وہ ہماری روزمرہ کی زندگی کو کس طرح متاثر کرتے ہیں؟ کسی سرگرمی سے طلبا کو‬
‫مقامی کاشتکاروں کا باضابطہ شکریہ ادا کرنے کا موقع ملنے سے قبل اس سبق کا منصوبہ کھیتوں سے‬
‫متعلق اہم حقائق کو اجاگر کرنے کے لئے متن کا سبق استعمال کرتا ہے۔‬
‫سیکھنے کے مقاصد‪:‬‬
‫اس سبق کی تکمیل پر ‪ ،‬طلباء‪:‬‬
‫فارم پر کیا ہوتا ہے اس کی وضاحت کریں‬
‫مختلف قسم کے کھیتوں میں تمیز کرنا‬
‫جدید معاشرے میں کھیتوں کی اہم بات کا خالصہ بنائیں‬
‫لمبائی‬
‫‪ 60‬سے ‪ 90‬منٹ‬
‫نصاب کے معیارات‪:‬‬
‫کسی متن کی تفہیم کا مظاہرہ کرنے کے لئے سواالت پوچھیں اور جوابات دیں ‪ ،‬واضح طور پر جوابات‬
‫کی بنیاد کے طور پر متن کا حوالہ دیتے ہیں۔‬
‫کسی متن کے مرکزی خیال کا تعین کریں۔ اہم تفصیالت دوبارہ بیان کریں اور بتائیں کہ وہ کس طرح‬
‫مرکزی خیال کی حمایت کرتے ہیں۔‬
‫تاریخی واقعات ‪ ،‬سائنسی نظریات یا تصورات ‪ ،‬یا کسی متن میں تکنیکی طریقہ کار کے اقدامات کے‬
‫درمیان تعلقات کی وضاحت کریں ‪ ،‬جس کی زبان ‪ ،‬وقت ‪ ،‬ترتیب ‪ ،‬اور اسباب ‪ /‬اثر سے متعلق ہو۔‬
‫گریڈ ‪ 3‬کے عنوان یا مضمون کے عالقے سے متعلق کسی متن میں عام تعلیمی اور ڈومین سے متعلق‬
‫مخصوص الفاظ اور جملے کے معنی بتائیں۔‬
‫)‪Downloaded by Ayesha eman ([email protected]‬‬

‫عکاسی (جیسے نقشے ‪ ،‬تصاویر) سے حاصل کردہ معلومات اور متن کے الفاظ کو متن کی تفہیم کو‬
‫ظاہر کرنے کے لئے استعمال کریں (جیسے ‪ ،‬کہاں ‪ ،‬کب ‪ ،‬کیوں ‪ ،‬اور اہم واقعات کیسے واقع ہوتے‬
‫ہیں)۔‬
‫مواد‪:‬‬
‫فارموں کی مختلف تصاویر‬
‫متن کے اسباق کی کاپیاں فارم کے حقائق‪ :‬بچوں کے لئے سبق‬
‫متعلقہ متن سبق سے کوئز کا استعمال کرتے ہوئے ایک ورک شیٹ بنائی گئی‬
‫مقامی طور پر اگائی جانے والی پیداوار ‪ ،‬جس میں سے ہر ایک کا نام فارم کے نام کے ساتھ ہے‬
‫مقامی طور پر تیار شدہ پیداوار (مثال کے طور پر نام ‪ ،‬مالکان ‪ ،‬مقام ‪ ،‬پتہ ‪ ،‬فارم کا سائز ‪ ،‬بڑھتی ہوئی‬
‫مصنوعات اور اسی طرح) کے ذریعہ ہر ایک کھیت کے لئے ایک مختصر حقائق شیٹ۔‬
‫لکھے ہوئے کاغذ‬
‫لفافے‬
‫ڈاک ٹکٹ‬
‫حوالہ جات ‪:‬‬
‫کتاب صفحہ نمبر ‪128‬‬
‫پچھلے سبق کی تالوت ‪:‬‬
‫طلباء کو صفحہ نمبر پر ‪ Q2‬کو فوری حل کرنے کو کہہ کر ان تصورات کو سمجھنے کی جانچ کریں۔‬
‫‪2‬طلباء کی کتاب۔‬
‫اساتذہ کا اظہار ‪:‬‬
‫طلباء سے فارمنگ کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی عالقوں میں فرق کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق شہری اور دیہی عالقوں میں لکھیں۔‬
‫‪:‬‬ ‫کالس کا کام‬
‫کاپیاں پر درج ذیل سواالت کریں‪:‬‬
‫ایک کسان کیا ہے؟‬

‫شہری عالقہ کیا ہے؟‬
‫دیہی عالقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬
‫لپیٹ ‪:‬‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
‫سبق آموز منصوبہ ‪02‬‬
‫عنوان ‪:‬عالمہ اقبال‬
‫استاد کا نام ‪:M.saddique‬‬
‫کالس‪: 10‬‬
‫سیکھنے کے مقاصد ‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے ‪:‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫عالمہ اقبال کی تاریخ اور علیحدہ ریاست میں ان کے شراکت کے بارے میں جانیں‬
‫بک پیج نمبر ‪ 9‬پاکستان کے مختلف ہیروز کے فلیش کارڈز‬
‫پاکستان کا نقشہ‬
‫‪.‬رنگ‬
‫طالب علم کا پچھال علم اس بارے میں پوچھیں کہ وہ پاکستان کے بارے میں کیا جانتے ہیں ان سے یہ‬
‫پوچھیں کہ پاکستان کے پیدا ہونے پر ہمارے قائدین کون تھے؟ پاکستان کا قومی شاعر کون تھا؟ طلباء‬
‫سے ان سواالت کے بارے میں پوچھیں کیوں کہ وہ پہلے کی جماعتوں میں ہی اسے پڑھ چکے ہیں؟‬
‫طلباء سے ہمارے ہیرو کے بارے میں تبادلہ خیال کریں۔ آزادی حاصل کرنے میں کون اپنا‬
‫تعاون کرتا ہے؟‬

‫عالمہ اقبال کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫انھیں بتائیں کہ عالمہ اقبال پہلے شخص تھے جنہوں نے پاکستان کا خواب دیکھا۔‬
‫عالمہ اقبال کے بارے میں طلباء کو بیان کریں اور بتائیں کہ وہ کہاں پیدا ہوا تھا اور وہ کب پیدا‬
‫ہوا تھا؟‬
‫عالمہ اقبال کی ابتدائی تعلیم کے بارے میں ان سے تبادلہ خیال کریں اور یہ کہ انہوں نے علیحدہ‬
‫ریاست کے حصول میں اپنی زندگی میں کیا کردار ادا کیا۔‬
‫کسی بے ترتیب طالب علم سے طلبہ کے کتاب صفحہ نمبر ‪ 9‬پر عالمہ اقبال کے بارے میں متن‬
‫پڑھنے کو کہیں۔‬
‫کالس کا کام ‪:‬‬
‫تحریری کتاب پر مندرجہ ذیل سواالت کریں‪:‬‬
‫پاکستان کا خواب کس نے دیکھا؟‬
‫عالمہ اقبال کی پیدائش کب ہوئی؟ پاکستان کا قومی شاعر کون تھا؟‬
‫گھر کا کام ‪:‬‬
‫عالمہ اقبال کے بارے میں ‪ 10‬الئنیں لکھیں۔‬
‫طلباء کو مندرجہ ذیل سواالت کے بارے میں پوچھ کر سبق کا اختتام کریں‪:‬‬
‫پاکستان کا خواب کس نے دیکھا؟‬
‫عالمہ اقبال کی پیدائش کب ہوئی؟‬
‫وہ کب مر گیا؟‬
‫عنوان ‪:‬قائداعظم ‪ ،‬حفیظ جالندھری‬
‫کالس‪: 10‬‬

‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫تاریخ قائداعظم اور حفیظ جالندھری کے بارے میں جانیں اور الگ ریاست حاصل کرنے میں ان کے‬
‫تعاون کے بارے میں جانیں‬
‫پاکستان کا نقشہ‬ ‫بک پیج نمبر ‪ 9‬اور ‪ 10‬پاکستان کے مختلف ہیروز کے فلیش کارڈ‬
‫‪.‬رنگ‬
‫پچھال سبق کی تالوت ‪:‬‬
‫پاکستان کے کچھ ہیروز کا نام طلبہ سے پوچھ کر سبق شروع کریں؟ طلباء سے پوچھیں کہ وہ عالمہ‬
‫اقبال کے بارے میں کیا جانتے ہیں ‪ ،‬ان سے قائد اعظم کے بارے میں پوچھیں ‪ ،‬وہ کب پیدا ہوا؟ وہ‬
‫قائداعظم کے بارے میں کیا جانتے ہیں؟ بانی پاکستان کون تھا؟‬
‫قائداعظم کے بارے میں طلباء سے گفتگو کریں۔‬
‫ان کے ساتھ بات چیت کریں وہ بانی پاکستان تھے اور وہ ساری جدوجہد کی رہنمائی کرنے والے‬
‫رہنما تھے‬
‫اس الگ ریاست کو انجام دینے کے لئے۔‬
‫قائداعظم کی کتابیات کے بارے میں طلباء سے گفتگو کریں؟ جب وہ پیدا ہوا؟ جہاں وہ تھا‬
‫پیدا ہونا؟‬
‫قائداعظم کی تعلیم کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫قائداعظم نے علیحدہ ریاست کے حصول میں ادا کیا کردار کے بارے میں مختصر گفتگو کریں۔‬
‫حفیظ جالندھری کے بارے میں بھی تبادلہ خیال کریں اور طلبا کو بتائیں کہ وہ ہمارے قومی ہیرو‬
‫تھے۔‬
‫طلبا کو بتائیں کہ حفیظ جالندھری نے پاکستان کا قومی ترانہ لکھا ہے جسے اب ہم گاتے ہیں‬
‫ایک دن‬

‫ایک بے ترتیب طالب علم سے طلبہ سے متعلق قائد اعظم اور حفیظ جالندھری کے متعلق متن پڑھنے‬
‫کو کہیں‬
‫کتاب کا صفحہ نمبر ‪ 9‬اور‪ 10‬۔‬
‫نوٹ بک پر مندرجہ ذیل سوال کریں‪:‬‬
‫جب قائداعظم؟ پیدا ہوئے؟‬
‫پاکستان کے بانی والد کون تھے؟‬
‫قائد کی وضاحت کریں۔‬
‫قائداعظم؟ کو کہاں دفن کیا گیا؟‬
‫قائداعظم؟ کا کیا مطلب ہے؟‬
‫طلباء سے قائد کی وضاحت کے لئے سبق کو ختم کریں؟ وہ کہاں پیدا ہوا؟ اس کا انتقال کب ہوا؟ محمد‬
‫علی جناح کو قائد اعظم کیوں کہا گیا؟ حفیظ جالندھری کون تھا؟‬
‫عنوان ‪:‬شہری عالقہ بمقابلہ دیہی عالقہ‬
‫کالس‪: 10‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫شہری عالقوں اور دیہی عالقوں کے مابین فرق کو سمجھیں۔‬
‫‪ 15‬رنگ‬ ‫کتاب صفحہ نمبر ‪، 14‬‬

‫طلباء کو صفحہ نمبر پر ‪ Q2‬کو فوری حل کرنے کو کہہ کر ان تصورات کو سمجھنے کی جانچ کریں۔‬
‫‪2‬طلباء کی کتاب۔‬
‫طلباء سے برادری کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی عالقوں میں فرق ‪ b / w‬کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق ‪ b / w‬شہری اور دیہی عالقوں میں لکھیں۔‬
‫پیہوائی کام ‪:‬‬
‫طلبہ کتاب کے پی جی نمبر ‪ 16 ،‬پر کیو ‪ 3‬کریں ‪ ،‬طلبا جوڑے میں بیٹھیں گے اور ایک دوسرے سے‬
‫بات چیت کرکے اس سوال کو حل کریں گے۔‬
‫کاپیاں پر درج ذیل سواالت کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری عالقہ کیا ہے؟‬
‫دیہی عالقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬
‫شہری اور دیہی عالقوں میں کیا فرق ہے؟‬
‫شہری عالقوں میں کون سی سہولیات میسر ہیں لیکن دیہی عالقوں میں نہیں؟‬
‫دونوں شعبوں میں ماحول کیسے مختلف ہے؟‬
‫نقل و حمل‬
‫کالس‪: 10‬‬

‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫نقل و حمل کے مختلف طریقوں کے بارے میں جانیں‬
‫ورکشیٹ‬ ‫‪.‬رنگ‬ ‫کتاب صفحہ نمبر‪16‬‬
‫طلباء کو ورک شیٹ نمبر ‪ 6‬اور ان سے کہیں کہ ہم ان گاڑیوں سے میچ کریں جو ہم نقل و حمل میں‬
‫ہیں۔‬ ‫کرتے‬ ‫استعمال‬
‫طلباء کو آمدورفت کے بارے میں پوچھیں کیونکہ انہوں نے نقل و حمل کے بارے میں پہلے ہی‬
‫سیکھا تھا کہ پچھلی کالس ہیں۔‬
‫ان کی وضاحت کریں کہ نقل و حمل کا طریقہ وہ ہے جس سے لوگ ایک جگہ سے دوسری‬
‫جگہ جاتے ہیں۔‬
‫مختلف گاڑیوں کے فلیش کارڈز استعمال کریں جو ہم سفر کے لئے استعمال کرتے ہیں۔‬
‫تیز چلتی گاڑیوں اور آہستہ چلتی گاڑیوں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو ان گاڑیوں کے بارے میں بتائیں جو شہروں میں استعمال ہوتی ہیں۔‬
‫شہروں میں ہم کون سی گاڑیاں استعمال کرتے ہیں یہ ظاہر کرنے کیلئے فلیش کارڈز کا استعمال‬
‫کریں۔‬
‫طلبا کو ان گاڑیاں کے بارے میں بھی بیان کریں جو ہم دیہی عالقوں میں استعمال کرتے ہیں۔‬
‫ان کی وضاحت کریں کہ لوگ عام طور پر ایک جگہ سے دوسری جگہ جانے کے لئے چلتے‬
‫ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں میں سب سے عام گاڑیاں یا نقل و حمل کا ذریعہ ہیں‬

‫گدھا گاڑی ‪ ،‬موٹرسائیکلیں اور سائیکل۔‬
‫ان کی وضاحت کریں کہ ہوائی جہاز کسی گاؤں میں نقل و حمل کے طور پر استعمال نہیں کرے‬
‫گا۔‬
‫پی جی نمبر پر کیو ‪ 4‬کریں۔ ‪ 17‬طلباء کی کتاب۔‬
‫طلبا کو مختلف ٹرانسپورٹیشن کے فلیش کارڈ دکھا کر سبق کو ختم کریں اور ان سے نقل و حمل کو‬
‫بتانے کو کہیں جو شہری عالقوں اور دیہی عالقوں میں استعمال ہوتی ہے۔‬
‫عنوان ‪:‬ہمارے عالمتوں کا احترام کرنا‬
‫کالس‪: 10‬‬
‫ہمارے جھنڈے کے بارے میں جانیں‬
‫طلبا کو ہمارے جھنڈے کی اہمیت کو سمجھنے یا پہچاننا‬
‫گلو‬ ‫رنگ‬ ‫پاکستانی پرچم‬ ‫‪ 12‬گرین اور وائٹ چیٹ پیپرز‬ ‫کتاب صفحہ نمبر‬
‫شروعاتی سرگرمی ‪:‬‬
‫طلباء کو گرین اور سفید رنگ کے کاغذات مہی‪ .‬ا کریں اور انھیں پاکستان کا جھنڈا بنانے کے لئے‬
‫کلر پیپر کاٹنے کو کہیں۔‬
‫طلبہ سے گفتگو کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔‬

‫ان کی وضاحت کریں کہ ہمارے جھنڈے کا احترام کرنا بہت ضروری ہے کیونکہ اس سے ہماری‬
‫قومیت یا شناخت کی شناخت ہوتی ہے۔‬
‫طلباء کے ساتھ قومی عالمتوں پر تبادلہ خیال کریں‬
‫ان کی وضاحت کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔‬
‫انہیں ہدایت دیں کہ وہ جھنڈا نہ پھاڑیں اور جھنڈا زمین پر نہ پھینکیں۔‬
‫گروپ کام ‪:‬‬
‫طلبا کو چارٹ پیپرز مہیا کریں اور ان سے یہ پوائنٹس لکھیں کہ ہم اپنی عالمتوں کا احترام کیسے‬
‫کرسکتے ہیں۔ ہر گروپ کا ایک ایک فرد اپنے خیاالت کو کالس کے سامنے پیش کرے گا۔‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ عالمت کیا ہے؟ ہمیں کیا پہچانتا ہے؟ ہم اپنی عالمتوں کا‬
‫احترام کیسے کرسکتے ہیں؟‬
‫عنوان ‪:‬تہوار‪-1‬‬
‫کالس‪: 10‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫کتاب صفحہ نمبر‪56‬‬
‫دماغی طوفان ‪:‬‬
‫بورڈ پر" تہواروں "کا لفظ لکھیں اور طلبا سے ان کے ذہن میں آنے والے چپچپا نوٹ پر لکھنے کو‬
‫کہیں۔ ایک بار ہو جانے کے بعد طلبہ سے بورڈ پر چپچپا نوٹ چسپاں کرنے کو کہیں۔‬

‫طلباء کے علم سے ان کے ساتھ تہواروں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو بتائیں کہ میلہ منایا جاتا ہے جب لوگ خوش ہوتے ہیں۔‬
‫ان کی وضاحت کریں کہ میلہ ہمیں لوگوں کے بارے میں بہت کچھ بتاتا ہے۔‬
‫ثقافت کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ ثقافت ہی لوگوں کے رہنے ‪ ،‬بولنے اور لباس پہننے کا طریقہ ہے۔‬
‫طلباء سے پاکستان کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫ان کی وضاحت کریں کہ پاکستان میں ہر صوبے کا کلچر مختلف ہے۔‬
‫ان سے پنجاب ‪ ،‬سندھ ‪ ،‬بلوچستان اور کے پی کے کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫صفحہ نمبر سے ‪ 56‬اور طلباء سے متن پڑھنے کو کہیں۔‬
‫طلبا کو یہ بتانے کے لئے کہ ثقافت کیا ہے کے ذریعہ اس سبق کو ختم کریں؟ پاکستان کی ثقافت کیا‬
‫ہے؟ پنجاب کی ثقافت کیا ہے؟‬
‫عنوان ‪:‬تہوار‬
‫استاد کا نام‪: M.saqqique‬‬
‫کالس‪: 10‬‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫سمجھیں کہ ہم عید الفطر کیوں مناتے ہیں‬
‫کتاب صفحہ نمبر‪56‬‬

‫طلبہ سے پوچھ کر سبق شروع کریں ‪:‬تہوار کیا ہوتا ہے؟ آپ ثقافت کے بارے میں کیا جانتے ہیں؟‬
‫ثقافت کسی معاشرے کے بارے میں کیا ظاہر کرتی ہے؟‬
‫طلبا کو ان تہواروں کے بارے میں بیان کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو دو بڑے تہواروں کے بارے میں بیان کریں جو مسلمان مناتے ہیں۔‬
‫عیدالفطر کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ عید الفطر ماہ شوال میں منائی جاتی ہے۔‬
‫ان کی وضاحت کریں کہ یہ ‪ ౫അ‬کا تحفہ ہے۔‬
‫ان کی وضاحت کریں کہ یہ مذہبی عید( مسلم مذہبی تہوار )مہینے کا پہال اور واحد دن ہےشوال کا جس‬
‫کے دوران مسلمانوں کو روزہ رکھنے کی اجازت نہیں ہے۔ چھٹی اختتام کا جشن مناتی ہے‬
‫رمضان کے پورے مہینے میں طلوع آفتاب سے غروب آفتاب کے ‪ 29‬یا ‪ 30‬دن میں سے ‪.‬‬
‫عید الفطر کے بارے میں طلباء کی وضاحت کریں۔‬
‫گفتگو کریں کہ وہ اس عید کو کس طرح مناتے ہیں۔‬
‫آپ عید الفطر کیسے مناتے ہیں اس کے بارے میں ‪ 10‬الئنیں لکھیں۔‬
‫طلباء کو عید الفطر کے بارے میں بتانے کے لئے سبق کا اختتام کریں۔ مسلمانوں نے یہ عید کب‬
‫منائی؟ مسلمان اس امداد کو کیوں مناتے ہیں؟‬
‫سبق آموز منصوبہ‪9‬‬
‫اسالمی دن‬
‫کالس‪: 10‬‬

‫پاکستان میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫کتاب صفحہ نمبر ‪57، 56‬‬
‫طلباء سے پوچھ کر سبق شروع کریں ‪:‬ہم کیا تہوار کرتے ہیں؟ ہم پاکستان میں کون سا تہوار مناتے‬
‫ہیں؟ اساتذہ کا اظہار‪:‬‬
‫طلباء سے ان تہواروں کے بارے میں تبادلہ خیال کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کی وضاحت کریں کہ مسلمان مسلمان میں اہم تہواروں اور تاریخوں کی شناخت کے لئے اسالمی‬
‫تقویم کا استعمال کرتے ہیں‬
‫تاریخ‪.‬‬
‫ان کی وضاحت کریں کہ جب اسالمی نبی اکرم صلی ‪ ౫അ‬علیہ وسلم تشریف الئے تو اسالمی تقویم کا‬
‫آغاز ہوتا ہے‬
‫مدینہ منورہ سے۔‬
‫ان کی وضاحت کریں کہ مسلمان اسالمی تقویم اور مغربی تقویم کے لئے پیروی کرتے ہیں۔‬
‫طلباء کو ان اسالمی تہواروں کے بارے میں بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو عید میالد النبی( ص )کے بارے میں بتائیں۔‬
‫ان تہواروں کے بارے میں ان کی تفصیل بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫انہیں قومی تہواروں کے بارے میں بتائیں جس کو ہم مناتے ہیں۔‬
‫انہیں بتائیں کہ یوم پاکستان ‪: (23‬مارچ )‪ ،‬یوم آزادی ‪: (14‬اگست )‪ ،‬پاکستان کا دفاع‬
‫دن ‪: (06‬ستمبر )‪ ،‬عالمہ محمد اقبال کی سالگرہ ‪: (09‬نومبر )‪ ،‬قائداعظم کی یوم پیدائش ‪*: (25‬‬
‫دسمبر )کو پاکستان میں تہواروں کی طرح منایا جاتا ہے۔‬
‫طلبا کو ان ثقافتی تہواروں کے بارے میں بتائیں جو لوگ پاکستان میں مناتے ہیں۔‬
‫انہیں بتائیں کہ لوگ بسنت ‪ ،‬میلہ چراغان ‪ ،‬لوک میلہ مناتے ہیں۔‬

‫صفحہ نمبر ‪ 1‬پر کیو ‪ 1‬کریں۔ ‪ 57‬طلباء کی کتاب۔‬
‫ہم پاکستان میں منائے جانے والے تہواروں کو بتانے کے لئے طلبہ سے سبق کا اختتام کریں۔‬
‫سبق پالن ‪10‬‬
‫عنوان ‪:‬ہمارا پاکستان‬
‫کالس‪: 10‬‬
‫پاکستان ‪ ،‬اس کی خصوصیات اور عالمتوں کے بارے میں جانیں جو پاکستان کو خصوصی بناتی ہیں۔‬
‫پاکستان کی عالمت عالمتوں کے بارے میں جانئے‬
‫‪.‬رنگ‬ ‫پاکستان کا نقشہ‬ ‫کتاب صفحہ نمبر‪7‬‬
‫دماغی طوفان ‪:‬‬
‫میںاس باب کو طلبہ کے سامنے پیش کریں اور ذہنی سرگرمی کے ساتھ بورڈ پر پاکستان کا لفظ لکھیں‬
‫اور طلباء سے پوچھیں کہ وہ اس کے بارے میں کیا جانتے ہیں؟ ان کے جواب کا استعمال کرتے ہوئے‬
‫ایک لفظ بادل بنائیں اور بورڈ پر ایک ایک کرکے پوائنٹس لکھیں۔‬
‫طلبہ کو اپنے سابقہ علم کو استعمال کرتے ہوئے اس موضوع کو متعارف کروائیں۔‬
‫انھیں پاکستان کے چاروں صوبوں کا نام بتائیں۔‬
‫ان سے آزاد اکائیوں کے بارے میں تبادلہ خیال کریں جو آزادکشمیر اور گلگت بلتستان ہیں۔‬
‫تحریری بورڈ پر پاکستان کا نقشہ چسپاں کریں اور پڑوسی ممالک کے بارے میں طلباء کی‬
‫وضاحت کریں کہ‬

‫ایران ‪ ،‬افغانستان ‪ ،‬چین اور ہندوستان ہیں۔‬
‫طلباء کے ساتھ نقشوں کے اجزاء پر تبادلہ خیال کریں۔‬
‫طلبہ کو یہ بتائیں کہ پاکستان میں آبادی بہت زیادہ ہے۔‬
‫آبادی کی اصطالح ان سے یہ بتائیں کہ آبادی کل تعداد میں ہے‬
‫کسی عالقے میں رہ رہے ہیں۔‬
‫تحریری نقل پر پاکستان کا نقشہ کھینچیں اور نقشہ کو لیبل کریں۔‬
‫گھر کا کام ‪:‬‬
‫ایلطالب علمی کی کتاب کے صفحہ نمبر ‪ 8‬پر پاکستان کا نقشہ ایبل کریں۔‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ پاکستان کے چاروں صوبے کیا ہیں؟ پاکستان کی دو آزاد‬
‫اکائیوں کا نام بتائیں؟ آبادی کے لحاظ سے ان کا کیا مطلب ہے؟‬
‫عنوان ‪:‬دیہی عالقہ کیا ہے؟‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔ نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫دیہی عالقوں کے بارے میں سمجھنا‬
‫‪.‬رنگ‬ ‫ورکشیٹ‬ ‫کتاب صفحہ نمبر‪15‬‬
‫طلبہ سے پوچھ کر سبق شروع کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری عالقے سے آپ کا کیا مطلب ہے؟ ہم کس شہر میں رہتے ہیں؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں۔‬
‫ان کی سمجھ کو جانچنے کے لئے بے ترتیب طلباء سے ذکر کردہ سواالت پوچھیں۔‬

‫دیہی عالقوں کے بارے میں طلباء کی وضاحت کریں۔‬
‫انہیں بتائیں کہ دیہی عالقہ یا گاؤں ایک شہر سے چھوٹی جماعت ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں کی آبادیاتی آبادی شہری عالقوں سے مختلف ہے۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں کی زندگی شہری عالقوں سے مختلف ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقے صاف ہیں اور ہوا پاک ہے۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں میں ‪ ،‬کھیت ہیں اور لوگ جانوروں کو اپنے کھیتوں میں یا اپنے‬
‫گھروں میں رکھتے ہیں۔‬
‫طلباء سے کچھ فارم جانوروں کے نام بتانے کے لئے کہیں۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں میں قدرتی خصوصیات زیادہ ہیں۔‬
‫ورلڈ گائیڈ سوشل اسٹڈیز‪2‬‬
‫طلباء کو" قدرتی خصوصیات "کی اصطالح بتائیں اور ان کی وضاحت کریں کہ قدرتی خصوصیات وہ‬
‫چیزیں ہیں جو ہم فطرت سے حاصل کرتی ہیں۔‬
‫طلباء کی وضاحت کریں کہ ایک گاؤں میں ہوا ‪ ،‬ماحول صاف اور پاک ہے۔‬
‫طلبا کی وضاحت کریں کہ لوگ حفظان صحت سے متعلق مصنوعات کھاتے ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی عالقے شہری عالقوں سے کم آلودہ ہیں۔‬
‫طلباء کو واضح کریں کہ دیہی عالقوں میں زندگی بہت آسان ہے۔‬
‫یہ بھی واضح کریں کہ دیہی عالقوں میں صحت ‪ ،‬تعلیم کی سہولیات اچھی نہیں ہیں کہ لوگ کیوں آتے ہیں یا‬
‫بہتر تعلیم اور بہتر طبی سہولیات کے ل ‪ cities‬شہروں میں منتقل ہوجائیں۔‬
‫کالس کا کام‪:‬‬
‫طلباء کو ورک شیٹ نمبر ‪ 5‬اور ان سے اس کو حل کرنے کو کہیں۔‬
‫‪a‬دیہی عالقہ کیا ہے؟‬
‫قدرتی خصوصیات سے آپ کا کیا مطلب ہے؟‬
‫دیہی عالقوں میں صحت اور تعلیم کی کس قسم کی سہولیات میسر ہیں؟‬

‫پانی کی الشیں‬
‫کا‬ ‫استاد‬

‫نام‪:M.saddique‬‬
‫درجہ‪:‬‬ ‫گریڈ‪10 :‬‬
‫مضمون‪:‬‬ ‫اردو‬
‫موضوع‪:‬‬ ‫پانی کی الشیں‬

‫میں نے ٹیم کے ذریعہ نمبر کے سربراہان کا ڈھانچہ منتخب کیا۔ میں نے اس ڈھانچے کا‬
‫انتخاب کیا ‪ ،‬کیونکہ طلباء پانی کے ایک جسم کو سیکھنے کے ذمہ دار تھے ‪ ،‬اور انہیں مواد‪:‬‬
‫کالس کو بھی تعلیم دلوانا پڑتی تھی۔ ‪-‬تقریب ‪:‬دریائے ‪ ،‬جھیل ‪ ،‬خلیج‬
‫اہداف‪:‬‬ ‫ٹیکس )‪: (6‬جغرافیہ۔‬
‫‪-‬طالب علم اس کی وضاحت کر سکے گا کہ ایک ندی ‪ ،‬جھیل اور خلیج کیا ہے۔ ‪-‬طالب علم‬
‫ایک اہم ندی ‪ ،‬جھیل اور خلیج کی شناخت کر سکے گا۔ ‪-‬طالب علم ہمارے جسمانی پانی کو مقاصد‪:‬‬
‫محفوظ کرنے کے طریقوں کی نشاندہی کرنے کے قابل ہو گا۔‬
‫تعمیراتی کاغذ ‪-‬مارکرز ‪-‬رنگین پنسلیں ‪-‬کریونس ‪-‬ٹیکسٹ بک ‪-‬کالس روم الئبریری میں‬
‫مواد‪:‬‬
‫واقع پانی کی الشوں پر روایتی وسائل کی کتابیں‬
‫تعارف‪:‬‬ ‫پانی کا جسم کیا ہے؟ یہ زمینی مواقع کی طرح کیسا ہے جیسے ہم مطالعہ کر رہے ہیں؟‬
‫‪ -‬جو طلبا نصابی کتب بانٹ رہے ہیں ‪ ،‬اس گروپ کے بطور متن کو دیکھیں۔ تصاویر کے‬
‫ذریعے دیکھو اور متن کو پڑھیں۔ پانی کی الشوں کی قسم پر تبادلہ خیال کریں اور سواالت‬
‫ترقی‪:‬‬
‫پوچھیں ‪ :‬ندی کی کیا مثال ہے؟ کیا ہمارے پاس فورٹ ورتھ میں ندیاں ہیں؟ ہم اپنے دریاؤں کو‬
‫کیسے بچاسکتے ہیں؟‬
‫پانی کے پوسٹر کے جسم کے لئے معیار بنائیں‪. -‬کریمیریا )‪: 1‬عنوان )‪2‬پانی کے جسم کی‬
‫تعریف )‪3‬مثال )‪4‬تحفظ )‪5‬درسی کتاب کے عالوہ کسی اور وسیلہ سے متعلق حقائق ‪a‬کسی‬
‫مشق‪:‬‬
‫تعریف ‪ ،‬مثال کی مثال کے طور پر تبادلہ خیال کریں ‪ ،‬اور وضاحت کریں کہ تحفظ کیا ہے۔‬
‫طلباء کو تحفظ کی ایک گروپ مثال کے طور پر پہچانیں۔‬
‫‪-‬میری کالس میں آٹزم کا طالب علم ہے۔ وہ بہت اعلی کام کرنے واال ہے اور ہر دوسرے‬
‫طالب علم کی طرح زیادہ سے زیادہ حصہ لیتا ہے۔ میں نے مستقل طور پر اس کے گروپ پر‬
‫مزید جانچ پڑتال کی تاکہ یہ یقینی بنایا جاسکے کہ وہ ایک گروپ کی حیثیت سے کام کررہے رہائش‪:‬‬
‫ہیں اور ہر ممبر اس میں شریک تھا۔ خصوصی ضروریات کا طالب علم آسانی سے مشغول‬
‫ہوجاتا ہے اور طلباء اسے گھومنے دیتے ہیں ‪ ،‬لہذا میں نے ان سے مستقل طور پر پوچھا کہ‬

‫وہ گروپ کے طور پر کیسے کام کررہے ہیں اور اگر ہر ایک حصہ لے رہا ہے تو اس کی‬
‫نگرانی کی جاسکتی ہے۔‬
‫تفہیم کے لئے جانچ‬
‫طلباء نے پوسٹر میٹنگ کی نشاندہی کی معیارات کا اندازہ کیا۔‬
‫پڑتال‪:‬‬
‫طلباء پوسٹرز کالس میں پیش کرتے ہیں اور کالس کو اپنے لینڈفارم کے بارے میں پڑھاتے‬
‫بندش‪:‬‬
‫ہیں۔‬
‫طلباء کا اندازہ اس بات پر کیا جاتا ہے کہ آیا ان کے پوسٹرز کی شناخت شدہ معیار پر پورا‬
‫تشخیص‪:‬‬
‫اترتا ہے یا نہیں۔‬
‫سبق اچھا چال گیا۔ انہوں نے اپنے گروپوں میں بہتر کام کیا اور میں ان کے گروپ میں‬
‫"شراکت کار " ہونے کے ذمہ دار کی مدد کرتا ہوں۔ طلباء نے اسے ایک ذمہ داری کے طور‬
‫پر سنجیدگی سے لیا۔ انہوں نے سبق سے لطف اٹھایا اور ایک دوسرے سے بہت کچھ سیکھا۔ اساتذہ کی عکاسی‪:‬‬
‫مجھے واقعی نہ صرف طلبا کو سیکھنے میں ہی لطف آتا ہے ‪ ،‬بلکہ ان کے ساتھ مل کر کام‬
‫کرتے ہوئے دیکھنے اور تنازعات کو حل کرنے کے انتظام کرنے میں۔‬

‫دنیا بھر میں ‪:‬عالمی براعظم اور بحر ہند‬
‫کا‬ ‫استاد‬
‫نام‪:M.saddique‬‬
‫درجہ‪:‬‬ ‫گریڈ ‪10‬‬
‫مضمون‪:‬‬ ‫اردو‬
‫جائزہ اور مقصد‪:‬طلباء زمین اور جغرافیائی عالقوں کے اہم عالقوں کو سمجھنے کے لئے کام کریں گے۔‬
‫مقاصد‪:‬‬
‫‪St.‬محرک سمجھ جائے گا دنیا ان خطوں سے بنی ہے جو آب و ہوا ‪ ،‬جغرافیہ ‪ ،‬جانوروں کی زندگی اور ثقافت کے لحاظ‬
‫سے ایک دوسرے سے بہت مختلف ہے۔‬
‫‪Students.‬طلباء ریاستہائے مت ‪itself‬حدہ کی مختلف اقسام اور جغرافیائی خصوصیات ‪ ،‬جانوروں کی وافر زندگی‬
‫اور بہت ساری ثقافتوں پر مشتمل سمجھیں گے۔‬
‫‪ Students.‬طلباء سات برصغیروں اور چار بڑے سمندروں کو تلفظ ‪ ،‬ہجے اور ان کی نشاندہی کرنے کے اہل ہوں۔‬
‫کلیدی الفاظ میں شامل ہوں گے ‪:‬شمالی امریکہ ‪ ،‬جنوبی امریکہ ‪ ،‬انٹارکٹک ‪ ،‬آسٹریلیا ‪ ،‬افریقہ ‪ ،‬یورپ ‪ ،‬ایشیا ‪ ،‬بحر‬
‫الکاہل ‪ ،‬بحر اوقیانوس ‪ ،‬بحر ہند اور جنوبی بحر‬

‫حوالہ جات‪:‬‬
‫عالمی نقشہ ‪ ،‬انٹارکٹیکا ‪ ،‬آسٹریلیا ‪ ،‬نیپال اور چین کی تصاویر ‪ ،‬اور عمان ‪ ،‬پاورپوائنٹ جس میں ان تمام ممالک کے‬
‫موسم ‪ ،‬زمینی اور جانوروں کی زندگی کے بارے میں معلومات کا ایک ٹکڑا ہے۔‬
‫طریقے‬
‫تعارف‪:‬‬
‫‪1.‬ثقافت کی تعریف کا جائزہ لیں۔‬
‫‪2.‬طلبہ سے پوچھیں "آپ کے خیال میں موسم ‪ ،‬زمینی اور جانوروں کی ثقافت پر کیا اثر پڑتا ہے؟"‬
‫‪ Ant.‬انٹارکٹیکا کی تصاویر دکھائیں اور طلبا کو اندازہ لگائیں کہ ان کے خیال میں اس براعظم میں ثقافت کیسی ہے۔‬
‫طلبہ کو یہ سمجھاؤ کہ انٹارکٹیکا میں لوگوں کی ثقافت کے بارے میں کیا کہنا ہے اس کا اندازہ لگانا مشکل ہے کیوں کہ‬
‫وہاں بہت کم لوگ آباد ہیں۔ بہر حال ‪ ،‬طلبہ سے ان لوگوں کے بارے میں سوچنے کے لئے کہیں جن کو انٹارکٹیکا میں‬
‫کچھ دوسرے لوگوں کے ساتھ کئی مہینوں تک مسلسل کام کرنے کے لئے بھیجا گیا ہے۔ پوچھیں ‪" ،‬دوسرے افراد کی‬
‫طویل عرصے تک بہت کم تعداد میں رہنے کے کیا فوائد اور نقصانات ہیں؟"‬
‫‪.‬طلبہ سے پوچھیں کہ وہاں کتنے براعظم ہیں۔ جوابات سفید تختہ پر گراف کریں۔‬
‫‪.‬طلبا سے پوچھیں کہ امریکہ میں کتنے پیدا ہوئے ہیں (ہاتھ دکھائیں )وہ کس براعظم میں پیدا ہوئے تھے؟ پوچھیں کہ‬
‫امریکہ سے باہر کتنے پیدا ہوئے (انفرادی جوابات ‪ ،‬کہاں؟ )وہ کس براعظم میں پیدا ہوئے تھے؟‬
‫مشغولیت‪:‬‬
‫‪1.‬چارٹ پاس کریں جس میں ایک طرف ممالک ہوں اور اس میں موسم ‪ ،‬زندگی کی شکل ‪ ،‬جانور اور ثقافت ہو۔‬
‫مظاہرہ کریں کہ طلبا کو چارٹ کس طرح پُر کرنا چاہئے۔ وہ حقائق کو پاورپوائنٹ اور اپنی تحقیق سے چارٹ میں‬
‫رکھیں گے۔‬
‫‪2.‬ممالک پر پاورپوائنٹ سالئیڈز دکھائیں۔‬
‫‪De.‬مظاہرہ کریں کہ طل باء کس طرح متن سے ممالک کے بارے میں مزید معلومات تالش کرسکتے ہیں اور ان کے‬
‫ساتھ ان کے ساتھ بات چیت کرسکتے ہیں کہ ان کے خیال میں ان ممالک میں ثقافت کیسی ہوگی۔ انہیں بتائیں کہ وہ متن‬
‫کو دیکھ کر حقیقت کی تصدیق کرسکتے ہیں۔‬
‫‪4.‬طلباء کو لیبل لگا براعظموں کے ساتھ عالمی نقشہ دکھائیں۔‬
‫‪5.‬دنیا سے نقشے کا رشتہ دکھائیں۔‬
‫کالس پریکٹس‪:‬‬
‫‪1.‬کوآپریٹو سیکھنے کی سرگرمی ‪:‬طالب علموں کو اکٹھا کرنے کے ل ‪life‬زندگی کا سائز کا جیگاس پہیلی کا نقشہ۔‬
‫‪2.‬طلباء کو شراکت داروں کے ساتھ مل کر کام کریں اور چارٹ کو مکمل طور پر پُر کریں۔‬
‫آزاد مشق‪:‬‬

‫‪1.‬طلبا کو دنیا کا ایک خالی خاکہ نقشہ دیں ‪ ،‬رنگ بنائیں اور ‪7‬براعظموں اور ‪4‬بحروں کی شناخت کریں۔‬
‫‪ .‬طلبہ سے یہ تصور کرنے کی درخواست کرتا ہے کہ وہ ان ممالک کا دورہ کررہے ہیں۔ ان کو ایک ملک کے رواج‬
‫اور ان کے اپنے درمیان تین مماثلتیں اور تین اختالفات لکھیں۔‬
‫رہائش (مختلف ہدایت‪):‬‬
‫‪1.‬طلباء کو کمپیوٹر سافٹ ویئر ‪/‬گیم کو استعمال کرنے کی اجازت دیں ‪ ،‬براعظموں کی صحیح تلفظ سن کر ‪،‬‬
‫براعظموں کی شناخت کرنے کا اشارہ دیں۔‬
‫براعظموں کا گانا سنیں۔‬
‫سیکھنا چیک اپ‪:‬‬
‫‪1.‬طلبا کو جوڑے جوڑیں اور طلباء کو مشق کریں۔‬
‫‪.‬طلبہ سے پوچھیں کہ "آپ کو ثقافتوں کے بارے میں کیا دلچسپ معلوم ہوا؟"‬
‫‪.‬یہ ثقافت ہمارے اپنے جیسے کیسے ہیں؟ ان میں کیسے فرق ہے؟‬
‫لپیٹ‪:‬‬
‫‪1.‬طلبا سے پوچھیں "امریکہ میں کس قسم کی ثقافتیں ہیں؟"‬
‫‪2.‬کالس کے ساتھ ثقافتوں کا جائزہ لیں۔‬

lOMoARcPSD|39681694
LESSON PLAN
CLASS 9TH

lOMoARcPSD|39681694
LESSON PLAN
CLASS 9TH

lOMoARcPSD|39681694
LESSON PLAN
CLASS 9TH

lOMoARcPSD|39681694
LESSON PLAN
CLASS 9TH

40 Lesson Plan Bio Eng Urdu Converted 2

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40 Lesson Plan (Bio, Eng, Urdu)-converted 2

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Lesson Plan: Characteristics of Mussel Species

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Teacher Name: M.saddique

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Objectives Time Resoure Assessment

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Evaluation of Student’s Learning: Evaluation of Teaching

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