Lesson Plan

Student Teacher: Rukhsana Date:

Grade: 6th Subject: Science Topic: Cell

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

1. Define Cell (Knowledge)

2. Label different parts of cell (Knowledge)
Reference: National Curriculum of General Science 2006, page No.
ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

The learner will be assessed through worksheets, and oral responses of questions.
In, Worksheets they will label different parts of cell.
DATA COLLECTION: How will I gather the evidence to indicate whether the children have
met the ILO’s by the end of the lesson? I will use the following process to gather the data:

 Formative assessment ( oral questioning)

 Summative assessment (worksheets)
 Chart
METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Teacher will use the following methodology and processes:

 Interactive lecture
 Use of visual aid (chart)
1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and
interests of the children can I use to connect them to the subject matter to be taught?

Activity no 1 Motivation (2-3 minutes)

Teacher will ask questions to students:
Do you know what it is?

After getting their responses, teacher will announce the topic and write on board.
 2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will
take the children to complete each phase.

Activity No. 1: Interactive Lecture (5 minutes)

Achieved ILO’s No. 1: Define Cell.
Teacher will discuss definition of cell and write on board from the textbook.
Then she will tell students about discovery of cell and its importance in living things.
Activity No. 2: Use of Chart (Visual aid) (10 minutes)
Achieved ILO’s No. 2: Identify different parts of cell.
Teacher will display a chart and ask students, what ideas derive in your mind watching this chart.
After getting their responses teacher will explain the different parts of cell by graphics and text on
chart.
Activity No. 3 Warp up/closure (2-3 minutes)
Teacher will asks students, what are some new, cool things/words/information you learn today?
Answer their question if they have.
Activity No. 4 Assessment (10 minutes)
Teacher will distribute worksheets in pair of students and instruct them to draw different parts of
cell in and label it.

MATERIALS REQUIRED: List all the materials you will require for this lesson.

Worksheets
Lesson Plan, textbook
Chalk, Duster, Black Board
Chart

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this subject matter and how are you going to deal with these?

If students have any misconceptions, then teacher will use another alternate strategy according to
need and time in order to eliminate misconceptions of pupils.

College/University Supervisor: _______________________ Date: _______________________

 Lesson Plan
Student Teacher: Rukhsana Date:

Grade: 6th Subject: Science Topic: Animal and Plant cell

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

1. Identify different kinds of cell using microscope (Comprehension)

2. Compare and contrast an animal cell with plant cell (Analysis)
Reference: National Curriculum of General Science 2006, page No.
ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

The learner will be assessed through worksheets, and oral responses of questions.
In, Worksheets they will compare and contrast animal cell with plant cell.
DATA COLLECTION: How will I gather the evidence to indicate whether the children have
met the ILO’s by the end of the lesson? I will use the following process to gather the data:

 Formative assessment ( oral questioning)

 Summative assessment (worksheets)
 Chart
METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Teacher will use the following methodology and processes:

 Use of Chart (Visual aid)
 Use of microscope
1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and interests
of the children can I use to connect them to the subject matter to be taught?

Brainstorming (2-3 minutes)

Teacher will ask questions to students:
Do you know what this is?

After getting their responses, teacher will announce the topic and write on board.
 2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as, describe
the subject matter to be learned, the activity planned, and indicate the time it will take the
children to complete each phase.

Activity No. 1: Use of microscope (10 minutes)

Achieved ILO’s No. 1: Identify different kinds of cell using microscope.
Teacher will discuss definition of cell after it she will bring microscope in the class.
Then she will ask students to observe different cell under the microscope.
Once they have done she will further elaborate about these cells.
Activity No. 2: Use of Chart (Visual aid) (10 minutes)
Achieved ILO’s No. 2: Compare and contrast animal cell with plant cell.
Teacher will display a chart and ask students, what ideas derive in your mind watching this chart.
After getting their responses teacher will explain the different parts of cell by graphics and text on
chart.
Activity No. 3 Warp up/closure (2-3 minutes)
Teacher will asks students, what are some new, cool things/words/information you learn today?
Answer their question if they have.
Activity No. 4 Assessment (10 minutes)
Teacher will distribute worksheets in pair of students and instruct them to compare animal cell
with plant cell.

MATERIALS REQUIRED: List all the materials you will require for this lesson.

Microscope
Worksheet
Chart
Chalk, Duster, Black Board
Lesson Plan, Textbook

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that children
usually have about this subject matter and how are you going to deal with these?

If students have any misconceptions, then teacher will use another alternate strategy according to
need and time in order to eliminate misconceptions of pupils.

College/University Supervisor: _______________________ Date: _______________________

 Lesson Plan
Student Teacher: Rukhsana Date:

Grade: 6th Subject: Science Topic: Internal structure of a leaf

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

1. Describe internal structure of leaf

Reference: National Curriculum of General Science 2006, page No.

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

The learner will be assessed through worksheets, and oral responses of questions.
In, Worksheets they will color and label the leaf.

DATA COLLECTION: How will I gather the evidence to indicate whether the children have
met the ILO’s by the end of the lesson? I will use the following process to gather the data:

 Formative assessment (oral and written)

 Summative assessment (worksheets)

METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Teacher will use the following methodology and processes:

 Interactive lecture
 Inquiry based method
1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and interests
of the children can I use to connect them to the subject matter to be taught?

Startup (2-3 minutes)

Teacher will ask questions to students:
 How many parts of plant are there?
 Do you know the importance of this part of the plant?
After getting their responses, teacher will announce the topic and write on board.
 1. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will
take the children to complete each phase.

Activity No. 1: Interactive Lecture (10 minutes)

Achieved ILO’s: Describe internal structure of leaf
Teacher will explain the external and internal structure of leaf to the students and its significance
to the students with the help of chart.
Activity No. 2: Inquiry Based Method (5 minutes)
Firstly teacher will introduce chlorophyll then teacher will ask students to observe the chlorophyll
under the microscope.
Activity No. 3 Warp up/closure (2-3 minutes)
Teacher will asks students, what are some new, cool things/words/information you learn today?
Answer their question if they have.
Activity No. 4 Assessment (10 minutes)
Teacher will distribute worksheets in students and instruct them to color and label the leaf.

MATERIALS REQUIRED: List all the materials you will require for this lesson.

Worksheets
Lesson Plan, textbook
Chalk, Duster, Black Board
Microscope
Chart

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this subject matter and how are you going to deal with these?

If students have any misconceptions, then teacher will use another alternate strategy according to
need and time in order to eliminate misconceptions of pupils.

College/University Supervisor: _______________________ Date: _______________________

 Lesson Plan
Student Teacher: Rukhsana Date:

Grade: 7th Subject: Science Topic: Physical and Chemical Changes

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

1. Differentiate between physical and chemical changes. (Comprehension)

2. Identify the physical and chemical changes take place in the environment. (Knowledge)
3. Identify variety of reversible and non-reversible changes in material in their surroundings.
(Knowledge)
Reference: National Curriculum of General Science 2006, page No.
ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

Learner will assess through worksheets, oral questioning, and practical experiment.
Worksheets will use for summative assessment in which pupil will answer to open-ended
questions, tick right answers and Select right option in items.
DATA COLLECTION: How will I gather the evidence to indicate whether the children have
met the ILO’s by the end of the lesson? I will use the following process to gather the data:

 Worksheets
 Students response
 Pictures
METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Teacher will use the following methodology and processes:

 Interactive lecture
 Practical/ laboratory work (demonstration)
1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and interests
of the children can I use to connect them to the subject matter to be taught?

Activity No: 1 Brainstorming (2-3 minutes)

Teacher will ask questions to students:
 What is matter?
 How many states of matter?
 Can we change liquid state of matter into solid or gas state?
 What we called to this change occur in matter?
After getting their responses, teacher will discuss that matter undergo with two changes namely
physical and chemical change. And write the topic on board.
 2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as, describe
the subject matter to be learned, the activity planned, and indicate the time it will take the
children to complete each phase.

Activity No. 1: Interactive Lecture with visual aid (chart) (5 minutes)

Achieved ILO’s No. 1: 1: Differentiate between physical and chemical changes
Teacher will asks students their information/ thinking about physical and chemical change then
display a chart and explain the difference between physical and chemical change. Ask students to
observe in your surroundings and name the examples of physical and chemical change. Then
teacher will write examples on chart/board.
Activity No. 2: Use of ICT, PPT ( Formative assessment) (3-5 minutes)
Achieved ILO’s No. 2: Identify the physical and chemical changes take place in the environment
Teacher will display a power point presentation (PPT). Share definition of physical and chemical
change And by showing pictures asks students, picture show the physical or chemical change?
Asks to each student by showing different pictures.
Activity No. 3 Practical work (Demonstration) (8-10 minutes)
Achieved ILO’s No. 3: Identify variety of reversible and non-reversible changes by practical
work.
Teacher will set available material on table such as Matchbox, candle, Balloon, rubber band,
Scrap paper, cup of water, salt, sugar etc. and checklist for tick on categories that experiment is
reversible or irreversible and physical or chemical change, after experiment. Instruct them that
each student come here one by one and use these material to show that it is chemical or physical
change and tell the it is reversible or irreversible and why and tick on the checklist Teacher will
call the name of students and instruct them to choose any one thing like student blow the balloon
and tell it is physical or chemical change. Second student will roll or cut the paper. Similarly all
students will perform activities with listed material above.
Activity No. 4 Warp up/closure (2-3 minutes)
Teacher will asks students, what are some new, cool things/words/information you learn today?
Answer their question if they have.
Activity No. 5 Assessment (5 minutes)
Teacher will distribute worksheets in which they select the right answer in MCQs questions.
MATERIALS REQUIRED: List all the materials you will require for this lesson.

Worksheets, computer (Power point presentation)

Lesson Plan, textbook
Chalk, Duster, Black Board
Matchbox, candle
Balloon, seizer, rubber band
Scrap paper, cup of water, salt, sugar
STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that children
usually have about this subject matter and how are you going to deal with these?

If students have any misconceptions, then teacher will use another alternate strategy according to need.

College/University Supervisor: _______________________ Date: _______________________

 Lesson Plan
Student Teacher: Rukhsana Date:

Grade: 6th Subject: Science Topic: Energy

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

1. Define Energy. (Knowledge)

2. Identify different forms of energy with examples. (Knowledge)
3. Explain different forms of energy. (Comprehension)
Reference: National Curriculum of General Science 2006, page No.
ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

The learner will be assessed through worksheets, and oral responses of questions.
In, Worksheets they will define energy and find out different forms of energy in picture and write
the name of energy by picture.
DATA COLLECTION: How will I gather the evidence to indicate whether the children have
met the ILO’s by the end of the lesson? I will use the following process to gather the data:

 Formative assessment (presentation, oral and written)

 Summative assessment (worksheets)
 Chart
METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Teacher will use the following methodology and processes:

 Interactive lecture
 Use of audio visual aid (chart, video)
1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and
interests of the children can I use to connect them to the subject matter to be taught?

Motivation (2-3 minutes)

Teacher asks students, lets perform a physical exercise. Like ice breaking activity (stand-up sit-
down).
After this activity teacher will ask questions to students:
 What enables you to perform physical exercise?
 Describe the things that you do every day.
 What enables you to perform daily workouts?
After getting their responses, teacher will announce the topic and write on board.
2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will
take the children to complete each phase.

Activity No. 1: Interactive Lecture (5 minutes)

 Achieved ILO’s No. 1: Define Energy.
Teacher will discuss definition of energy and write on board from the textbook. Asks students
different Forms of energy which they know. Make a classification diagram of forms of energy on
board. Discuss that energy change from one to another form and it con not is destroy.
Activity No. 2: Use of Chart (Visual aid) (5 minutes)
Achieved ILO’s No. 2: Identify different forms of energy with examples.
Teacher will display a chart and ask students, what ideas derive in your mind watching this chart.
After getting their responses teacher will explain the forms of energy by graphics and text on
chart.
Activity No. 3: Use of ICT (audio visual aid) (5 minutes)
Achieved ILO’s No. 3: Explain different forms of energy.
Teacher will display a video and instruct students to watch and listen carefully. Explain the
content of
Activity No. 4 Warp up/closure (2-3 minutes)
Teacher will asks students, what are some new, cool things/words/information you learn today?
Answer their question if they have.
Activity No. 5 Assessment (10 minutes)
Teacher will distribute worksheets in pair of students and instruct them to find out different forms
of energy in picture and write the name of energy by picture and on separate page write the forms
of energy separately and write the impotence of each form of energy.

MATERIALS REQUIRED: List all the materials you will require for this lesson.

Worksheets
Lesson Plan, textbook
Chalk, Duster, Black Board
Computer, Video
Chart

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this subject matter and how are you going to deal with these?

If students have any misconceptions, then teacher will use another alternate strategy according to
need and time in order to eliminate misconceptions of pupils.

College/University Supervisor: _______________________ Date_______________________

 Lesson Plan
Student Teacher: Rukhsana Date:

Grade: 6th Subject: Science Topic: Photosynthesis

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

1. Define photosynthesis
2. Explain the photosynthesis process in plants
Reference: National Curriculum of General Science 2006, page No.

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

The learner will be assessed through worksheets, and oral responses of questions.
In, Worksheets they will draw the picture of photosynthetic process

DATA COLLECTION: How will I gather the evidence to indicate whether the children have
met the ILO’s by the end of the lesson? I will use the following process to gather the data:

Formative assessment (oral and written)

Summative assessment (worksheets)
Chart

METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Teacher will use the following methodology and processes:

Interactive lecture
Use of audio visual aid (chart, video)

1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and

interests of the children can I use to connect them to the subject matter to be taught?

Motivation (2-3 minutes)

Teacher will ask questions to students:
 Why plants are important?
 How do plants get food?
After getting their responses, teacher will announce the topic and write on board.
 2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will
take the children to complete each phase.

Activity No. 1: Interactive Lecture (5 minutes)

Achieved ILO’s No. 1: Define photosynthesis
Teacher will discuss definition of photosynthesis and write on board from the textbook. Then
teacher will describe photosynthesis process to the students.
Activity No. 2: Use of Chart (Visual aid) (5 minutes)
Achieved ILO’s No. 2: Explain the photosynthesis process in plants
Teacher will display a chart and ask students, what ideas derive in your mind watching this chart.
After getting their responses teacher will explain the photosynthesis process by graphics and text
on chart.
Activity No. 3: Use of ICT (audio visual aid) (5 minutes)
Achieved ILO’s No. 3: Explain the importance of photosynthesis in plants
Teacher will display a video and instruct students to watch and listen carefully. Then teacher will
elaborate it further.
Activity No. 4: Warp up/closure (2-3 minutes)
Teacher will asks students, what are some new, cool things/words/information you learn today?
Answer their question if they have.
Activity No. 5 : Assessment (10 minutes)
Teacher will ask students to work in pair and draw a figure of photosynthetic process.

MATERIALS REQUIRED: List all the materials you will require for this lesson.

Worksheets
Lesson Plan, textbook
Chalk, Duster, Black Board
Computer, Video
Chart

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this s4ubject matter and how are you going to deal with these?

If students have any misconceptions, then teacher will use another alternate strategy
according to need and time in order to eliminate misconceptions of pupils.

College/University Supervisor: _______________________ Date: _______________________

Lesson Plan
Student Teacher: Rukhsana Date:

Grade: 6th Subject: Science Topic: Necessary factors for photosynthesis

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

1. Describe the importance of photosynthesis in plants

2. Explain the factors that affect photosynthetic process
Reference: National Curriculum of General Science 2006, page No.

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

The learner will be assessed through worksheets, and oral responses of questions.
In, Worksheets, teacher will ask students to work in pair and draw a figure of photosynthetic
process.

DATA COLLECTION: How will I gather the evidence to indicate whether the children have
met the ILO’s by the end of the lesson? I will use the following process to gather the data:

 Formative assessment (oral and written)

 Summative assessment (worksheets)
 Chart

METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Teacher will use the following methodology and processes:

 Interactive lecture
 Use of audio visual aid (chart, video)

1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and

interests of the children can I use to connect them to the subject matter to be taught?

Brainstorming (5 minutes)
Teacher asks students about:
What is Photosynthesis?
After getting their responses, teacher will announce the topic and write on board.
 2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will
take the children to complete each phase.

Activity No. 1: Interactive Lecture (5 minutes)

Achieved ILO’s No. 1: Explain the importance of photosynthesis in plants
Teacher will briefly define photosynthesis.
Activity No. 2: Use of ICT (audio visual aid) (5 minutes)
Teacher will display a video and instruct students to watch and listen carefully. Then teacher will
elaborate it further.
Activity No. 3: Use of Chart (Visual aid) (5 minutes)
Achieved ILO’s No. 2: Explain the factors that affect photosynthetic process
Teacher will display a chart and ask students, what ideas derive in your mind watching this chart.
After getting their responses teacher will explain the factors that affect photosynthesis process by
graphics and text on chart.
Activity No. 4: Warp up/closure (2-3 minutes)
Teacher will asks students, what are some new, cool things/words/information you learn today?
Answer their question if they have.
Activity No. 5 : Assessment (10 minutes)
Teacher will ask students to work in pair and draw a figure of photosynthetic process.

MATERIALS REQUIRED: List all the materials you will require for this lesson.

Worksheets
Lesson Plan, textbook
Chalk, Duster, Black Board
Computer, Video
Chart

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this subject matter and how are you going to deal with these?

If students have any misconceptions, then teacher will use another alternate strategy
according to need and time in order to eliminate misconceptions of pupils.

College/University Supervisor: _______________________ Date: _______________________

 Lesson Plan
Student Teacher: Rukhsana Date:

Grade: 6th Subject: Science Topic: External structure of leaf

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

1. Describe the external structure of a leaf.

Reference: National Curriculum for General Science IV-VIII 2006

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

The Teacher will assess the students learning in a term of.

 Question Answer
 Worksheets
Data collection
How will I gather the evidence to indicate whether the children have met the ILO’s by the end of
the lesson? I will use the following process to gather the data:

 Question Answer
 Worksheets
METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

 Lecture Method
 Inquiry Based Method

1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and

interests of the children can I use to connect them to the subject matter to be taught?

Activity: 01 (Motivation) (5 Minutes)

Q: 1 Which living thing produces their own food?

Q: 2 How many parts of plants are there?
Teacher will write the students response on the board and introduce topics.

2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as, describe
the subject matter to be learned, the activity planned, and indicate the time it will take the
children to complete each phase.
Achacheived ILO’s: Describe the external structure of a leaf.

Activity No: 2 (Lecture Method) (10 Minutes)

Teacher will explain the external structure of the leaf with the help of the chart.
So, as student can easily understand the main concept of the external structure of the leaf.
Activity No:3 (Inquiry Based Method) (15 Minutes)
Teacher will play the video of External Structure of leaf and after video student after it students
will see chlorophyll by the help of microscope.
Activity No:4 (Assessment) (5 Minutes)
Teachers will distribute the individual worksheet structure will label and color the diagram of
external structure of leaf.

MATERIALS REQUIRED: List all the materials you will require for this lesson.

Curriculum
Chalk
Laptop
Microscope
Board
Book
Chart

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this subject matter and how are you going to deal with these?

If any misconception about the topic teacher use more effective activity to clear the topic.

College/University Supervisor: ______________________ Date:________________________

 Lesson Plan
Student Teacher: Rukhsana Date:

Grade: 6th Subject: Science Topic: Microscope

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –
 Define Microscope
 Describe the Different parts of a light microscope and its working.
Reference: National curriculum for General science (2006 Pages)

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:
o Question Answer
o Worksheet

Data collection
How will I gather the evidence to indicate whether the children have met the ILO’s by the end of
the lesson? I will use the following process to gather the data:
 Response
 Worksheet

METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

 Interactive lecture
 Demonstration Method

1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and

interests of the children can I use to connect them to the subject matter to be taught?

Activity No:1 Motivation (5 Minutes)

Teacher will show the real object like microscope and she will ask about it.

Achieved ILO’s No:1

2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will take
the children to complete each phase.
Activity No:2 Lecture Method (5 Minutes)
Teacher will define the concept of Microscope.
Achieved ILO’s No: 2
Activity No:3 Demonstration Method (10 Minutes)
Teacher will bring the microscope in the class and show in front of students and ask. Teacher
point out its different parts and tell it names.
 Activity No: 4 Experimental Method (15 Minutes)
Teacher will bring the microscope instruct students to take onion and peel off it. Teacher will
take a single peel of Onion set it under the microscope. Teacher will ask students to come all one
by one and observe the what you see under Microscope? Then teacher will tell them that this is
onion’s cell and we can see it only by the help of microscope.

MATERIALS REQUIRED: List all the materials you will require for this lesson.
Microscope

Onion

lesson plan

Chart

Board

Duster

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this subject matter and how are you going to deal with these?
If any misconception about the topic teacher will clear the topic they use more effective activity.

College/University Supervisor: ____________________Date: ___________________________

 Lesson Plan

Student Teacher: Rukhsana Date: -

Grade: 6th Subject: Science Topic: Sun , Earth And the Moon

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –
Understand different types of objects, including our solar System.

Recognize the position of the Sun; Earth its Moon in the solar system.

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:
Pervious Assessment through Question Answer technique.

Formative Assessment through Question Answer.

Summative Assessment through worksheet.

Data collection

How will I gather the evidence to indicate whether the children have met the ILO’s by the end of
the lesson? I will use the following process to gather the data:
Worksheet

Response

Observation

METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Observation

Interactive lecture Method

2. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and

interests of the children can I use to connect them to the subject matter to be taught?

Introduction (Connections to prior knowledge)

 Initiate a discussion to find out what students already know about the solar system. Ask question
the following
Question conduct the a class discussion.
Q: 1 What is it?
Q: 2 How are the sun, earth and the moon related?

2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will take
the children to complete each phase.
After question teacher will announce the topic today we learn about the “Earth, Sun and Moon.”
Activity No 2 Exploratory method (10-15
minutes)
Take students to the play yard and ask them to observe the sky and note the objects They see.
The student should write and / or any draw these objects. Encourage the student to draw any
Observation or conclusions about the size and number of object s or any other observation about
the sky and in General. Ask the student to make a comprehensive list of images from the day and
night skies.
Share: - Bring all the students back to the classroom and give them a change to their
observations.
Initiate a class discussion about the students experience during their sky observation. Use
following
Guiding question and write the students responses on the blackboard.
Guided question:
What are the different types of objects you saw in the sky?
Were all the object in the sky visible to us?

Might there be other Objects in the sky? Name them.

Ask the students to write down at least three things they know about the solar system.

Culminating activity
Formative assessment :Ask the students to also draw a labeled diagram of the sun earth and the
moon
In their correct position.

MATERIALS REQUIRED: List all the materials you will require for this lesson.
Black Board

Chalk

Duster

Book

Laptop
STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that
children usually have about this subject matter and how are you going to deal with these?
If there any misconception come regarding lesson teacher will clear the concept to effective
activities.

College/University Supervisor: ______________________Date: ________________________

Lesson Plan

Student Teacher: Date: -

Grade:-8th Subject: Science Topic: Reflection

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –
Explain reflection of light and its causes.

Discuss the effects of reflection.

Reference: National Curriculum of General Science 2006, page No.

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:
The teacher will assess the students learning by doing experiments.
Presentation by students.

Worksheet.

Data collection

How will I gather the evidence to indicate whether the children have met the ILO’s by the end of
the lesson? I will use the following process to gather the data:
Responses of students.

Worksheet.

Picture of experiments .
METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)
Experimental Method.

Presentation.

1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and

interests of the children can I use to connect them to the subject matter to be taught?

Teacher will take a beaker of water and dap a pencil in the beaker and ask following question.
Q: 1 / What Do you observed?
Q: 2/ How do you know?
Q: 3/ What would be the reason of this change?
After question teacher will announce the topic (Reflection).

2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will
take the children to complete each phase.
Activity no: 1 Interactive lecture (5 to 7 minutes)
Teacher will keep the topic move on and further give lecture on Reflection and note students
response on the
Board.
Activity no: 2 Experiment (5 to 8 minutes)
Teacher will give different object to student to dip in water for the experiment.
Activity no: 3 video play (visual learning style)
Teacher will demonstrate the that display the reason of refraction.
Activity no: 4 Assessment
Teacher will give worksheet to fill for the assessment.
Activity no: 5 Sum up (5 to 8 minutes)
Teacher will do the interactive discussion to review and sum up the topic.

MATERIALS REQUIRED: List all the materials you will require for this lesson.
Multimedia

Pictures

Worksheet

Board

Chalk

Duster
STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that
children usually have about this subject matter and how are you going to deal with these?
If there were any misconception that will end by activity No 3 and 5.

College/University Supervisor: ______________________Date: _________________________

 Lesson Plan

Student Teacher: Date: -

Grade: 8th Subject: Science Topic: Electricity and Magnetism

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –
Student will learn about different source of electricity.

Identify the simple devices that generate electricity in daily life.

References:- National Curriculum General science 2006 page no#

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:
Teacher will assess the student term of.
Question Answer

Worksheet

Data collection

How will I gather the evidence to indicate whether the children have met the ILO’s by the end of
the lesson? I will use the following process to gather the data:
Worksheet

Oral responses

METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Interactive lecture

Demonstration

1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and

interests of the children can I use to connect them to the subject matter to be taught?

Activity: no 1 (Brain storming)

Electricity and
 Q:1 Do you know about Electricity and Magnetism.

2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will take
the children to complete each phase.
Activity no: 2 Interactive lecture
Teacher will give interactive lecture of electricity and magnetism.
Electricity : A fundamental form of energy observable in positive and negative forms that
accurse naturally
(As a lightning or is produced as a generate or)
Magnetism: I terms of application, application magnetism is one of the most important fields in
physics.
Activity no: 4 Demonstration Method
Teacher will the instrument like , magnet galvanometer, electric blub generate model, and
explain it function and
Uses.
Activity: 4 Presentation
Teacher will make two group and give topics to students first group topic is electricity and
second group Magnetism then presentation in front of the whole class.

MATERIALS REQUIRED: List all the materials you will require for this lesson.
Board

Chalk

Duster

Text book

National curriculum

Bulb

Onion , magnet

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that children
usually have about this subject matter and how are you going to deal with these?
If there any misconception come regarding topic teacher will clear the conception by used
another strategy.
College/University Supervisor: ______________________Date: _________________________
 Lesson plan
Student teacher__________________________ Date__________________________________
Subject________________________ Grade_______ Topic __________________________
INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to
learn/understand because of this lesson? The children will be able to –

Explain the ecosystem.

Describe the relationship between biotic and aboitic components of the Environment.
Reference: National Curriculum for General Science Iv-VIII 2006 (Page No# )

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

The Teachers will Assess the student learning in term of.

Question Answer
Worksheets
Data collection
How will I gather the evidence to indicate whether the children have met the ILO’s by the end of the
lesson? I will use the following process to gather the data:

Response
Worksheets
Interest
METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Lecture Method
1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and interests
of the children can I use to connect them to the subject matter to be taught?

Activity:1 Brain Storming ( 5 Minutes)

What is Ecosystem?
2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as, describe
the subject matter to be learned, the activity planned, and indicate the time it will take the
children to complete each phase.

Activity:2 (Lecture Method 10 Minutes)

Teacher will Explain The Ecosystem and aboitic and biotic which example and then we explain
producers and Consumers with picture.
Activity:3 (Video 10 Minutes)
Teacher show the video related to the topic.
After Seeing Video Teacher will some Questions to Students.
What is Ecosystem?
Define Producer?
 Define Consumer with example.
Activity:4 (Assessment 5 Minutes)
Teacher will distribute the worksheet and give some time to solve it.
MATERIALS REQUIRED: List all the materials you will require for this lesson.

Lesson Plan
Pictures
Curriculum
Worksheets

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this subject matter and how are you going to deal with these?

If any misconception about lesson teacher use more effective activity to clear the topic.

College/University Supervisor: ____________________Date: ___________________________

 Lesson Plan
Student Teacher: Date:

Grade: 7th Subject: Science Topic: Transfer of Heat

INDIVIDUAL LEARNING OUTCOMES (ILO’s): What do I expect the children to

learn/understand because of this lesson? The children will be able to –

Explain the flow of heat hot body to cold body.

Explain conduction, convection and radiation through experimentation
Reference: National Curriculum of General Science 2006, page No.

ASSESSMENT OF STUDENT LEARNING: What strategies will I use to find out how the
children are learning throughout the lesson? I will use the following assessment approaches and
tools:

Question
Experiment/ Demo
Work sheet

DATA COLLECTION: How will I gather the evidence to indicate whether the children have
met the ILO’s by the end of the lesson? I will use the following process to gather the data:

Responses
Work sheet
Experiment Pictures

METHODOLOGY/PROCESS: (How will I guide the children toward the objectives?)

Teacher will use the following methodology and processes:

Interactive lecture method
Experiment
1. ACCESSING PREVIOUS KNOWLEDGE: What prior knowledge, experiences, and
interests of the children can I use to connect them to the subject matter to be taught?

Motivation (2-3 minutes)

Teacher asks students, lets perform a physical exercise. Like ice breaking activity (stand-up sit-
down).
After this activity teacher will ask questions to students:
 After getting their responses, teacher will announce the topic and write on board.

2. LEARNING SEQUENCES AND PACING: Name each phase of the lesson such as,
describe the subject matter to be learned, the activity planned, and indicate the time it will
take the children to complete each phase.

Activity No. 1: Experiment (15 minutes)

Teacher will do the experiment in lab “transfer of heat” step are given below.
Step:1 Burn the burner and place a pot of the water.
Step:2 Teacher say to students note the temperature of water before and a after.
Step:3 (water boiling) is the prove that heat is transferring from a hot body to a cold body.
Activity No. 2: Lecture Method (10minutes)
After Experiment teacher will give experiment about conduction connection and radiation also
give relative Example for clear understanding.
Activity No. 3: Summative Assessment (5 minutes)
Teacher will distribute worksheet among the student and give some time to solve.

MATERIALS REQUIRED: List all the materials you will require for this lesson.

Book
Burner
Candle
Water
Board

STRATEGIES FOR MISCONCEPTIONS: Are there any particular misconceptions that

children usually have about this subject matter and how are you going to deal with these?

If students have any misconceptions, then teacher will use another alternate strategy
according to need and time in order to eliminate misconceptions of pupils.

College/University Supervisor: _____________________ Date:_______________________