Aiou Lessons plan 8608

 

LESSON PLAN 01

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson plan: Blood Typing

Teacher Name:
Grade:	Grade 9
Topic:	Blood Typing, predicting blood type offspring, determining possible donors/receivers
Content:	blood-typing, Punnett square, universal donor, universal receiver, compatibility, genotype, phenotype
Goals:	Students will be able to predict possible blood types of offspring. Students will be able to determine what blood types are compatible.
Objectives:	TLW use Punnett squares to disprove the paternity of offspring based on blood types. TLW describe why an injured person can or cannot receive blood from certain doners and why.
Materials:	smart board presentation cups blood type chart red food coloring http://www.lessonplanspage.com/SciencePEBloodTypeCompatibilityDemonstration512.htm (print    off) http://www.biology.arizona.edu/human_bio/problem_sets/blood_types/blood_types.html computer internet blood typing worksheet blue food coloring

Introduction:	Scenario 1 - teenager questions whether her sister has the same father as she. Scenario 2 - a person is rushed to the hospital and is given the wrong type of blood.
Development:	1. Review how to use Punnett squares 2. Show ALL possible genotypes and phenotypes for 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 what happens when the wrong blood types are mixed. 6. Discussion on how mixing blood types can kill a patient.
Practice:	1. Give genotypes of parents and use Punnett squares to determine genotypes and phenotypes of possible offspring. 2. blood typing lab with food coloring
Accommodations:	Give students a print off of the smart board questions and notes. Allow students to work with a partner when completing the independent practice. Give gifted students more difficult questions and ask them to explain their answers.
Checking    For Understanding:	1. Students will write a paragraph explaining why it is important to know a patient's blood type before giving them blood and explain what blood types are the best for donating and 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.
Closure:	Ask students to write in their notes what they learned in class and why it is important to them.
Evaluation:	Check their practice and read and respond to their paragraphs. Students should be able to answer the smart board questions and worksheet questions correctly.
Teacher Reflections:	Were students able to determine the best blood type to receive and donate and back their explaination? Were students able to support how to determine why someone is not the parent of a child?

LESSON PLAN 02

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Cell division part 1

Teacher Name:
Grade:	Grade 9
Topic:	BINARY FISSION AND MITOSIS
Content:	Despite differences between prokaryotes and eukaryotes, there are several common features in their cell division processes. Replication of the DNA must occur. 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.
Objectives:	Students will demonstrate understanding by drawing and labelling the stages of fission and mitosis.
Materials:	Unlined paper (1 sheet), colored pencils, pencil, crayons, light microscope, slides, cover slips, onion (fresh), toothpicks, knife (used by teacher only), iodine stain, overhead projector.
Introduction:	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 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.
Development:	Boardwork and or overhead projector. Illustrate the stages of division and ky vocabulary.
Practice:	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 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 Understanding:	Have students restate lesson throughout. Check slide preps, illustrations and discriptions.
Closure:	Check for understanding by questioning the main points covered.
Evaluation:
Teacher Reflections:

LESSON PLAN 03

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Cellular Division

Teacher Name:
Grade:	Grade 9
Topic:	CEllular division
Content:	Cell Cycle, DNA Replication, synthesis, spindle fibers, centrioles, centromeres, telomeres, chromosomes, interphase, prophase, metaphase, anaphase, telophase, nucleolus, reduction division, variation, meiosis
Goals:	Students will understand the importance of mitosis and meiosis as the means by which living organisms reproduce.
Objectives:	1. Students will be able to recognize and reproduce the stages of mitosis and meiosis, 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.
Practice:	Look at presentation slides depicting cells in various stages of mitosis. Have students count, draw and label cells in different stages in their notebooks. Quantify class results to develop an estimate of percentage of cells in the different phases.
Accommodations:	Use inquiry and cooperative group models to allow for verbal/linguistic learning. The presentation and computer exercises will provide visual learning opportunities, and the experiment/research work will allow plenty of hands-on learning.
Checking    For Understanding:	Students will write up the presentation, experimental, and research efforts in their notebooks, and then incorporate this work into a research term paper.
Closure:	Class and teacher will discuss the research results in

Evaluation:	Have students use their notebooks, reports, and term papers to answer quiz questions covering the presentation. See if class can come up with additional material to improve the presentation.
Teacher Reflections:	Analyze the presentation and class interactions. Go over what worked, what didn't, and revise presentation to reflect this analysis. Incorporate relevent student revisions of material.

LESSON PLAN 04

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Characteristics of Mussel Species

Teacher Name:
Grade:	Grade 9
Topic:	Mussel Identification
Content:	This lesson is an in-class, hands-on, and an online interactive activity created in Flash technology that allows users to identify species of mussels by choosing sets of characteristics of the mussels in question through a series of choices.
Goals:	Students will be able to identify 5 species of various mussels, by sets of physical characteristics as they use a dichotomous key.
Objectives:	Students will be able to identify species of animals, such as various mussels, by sets of physical characteristics as they use a key.
Materials:	Instructor to introduce concepts of mussel shell anatomy using actual mussel shells or digital images of mussels shells of five different species identification guide sheet printout or interactive game.
Introduction:	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 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.
Development:	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 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.
Practice:	Students will read aloud and define each set of key characteristics that will help them to identify each species. Students will move one species of mussel through the sets of identifying characteristics of the chart.

Accommodations:
Checking    For Understanding:	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. Students will list the characteristics their mussel(s) exhibit. They can check it against 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.
Closure:	The instructor will point out that there are many hundreds of species, some of which may have other sets of identifying characteristics, but the principles still apply to them and to other animals.
Evaluation:	Students will move one species of mussel through the sets of identifying characteristics of the chart. When the mussel reaches a characteristic at the bottom of the chart, the mussel has been identified.
Teacher Reflections:

LESSON PLAN 05

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Communities, Biomes, and Ecosystems.

Teacher Name:
Grade:	Grade 9
Topic:	Communities, Biomes, and Ecosystems
Content:	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, desert, tropical suvanna, abyssal zone, aphotic zone, benthic zone, estuary, interidal zone, limnetic zone, littoral zone, photic zone, plankton, profundal zone, sediment wetlands
Goals:	Limiting factors and ranges of tolerance are factors that determine where terrestrial biomes and aquatic ecosystems exist
Objectives:	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 water flow. 3. Identify transitional aquatic ecosystems and their importance. 4. Distinguish the zones of marine ecosystems.
Materials:	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 / 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 Ecosystems 2. TLW - Read Chapter 3 for Homework Assignment before class
Development:	Start - up Activities A. Foldable Study Organizer, Used with Section 3.1 to study what we learn about primary succession and secondary succession. Fun Activty

Practice:	Chapter 3, Study Guides for guided practice and home work Assessment at the end of the chapter
Accommodations:	Teaching strategies and activities have been coded for ability level appropriateness. A competency level is given for each activity using different coding systems for each student.
Checking    For Understanding:	Daily Quiz, Formative Assessments Chapter 3 Assessment Practice Chapter 3 Quick Check Chapter 3 Test, Standardized Testing
Closure:	Review the BIG Idea Check for understanding of main idea's Check vocabulary Assign Next Chapter
Evaluation:
Teacher Reflections:

LESSON PLAN 06

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Destruction from Earthquakes

Teacher Name:
Grade:	Grade 9
Topic:	Earthquakes
Content:	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 system Geochemical cycles Origin and evolution of the earth system Origin and evolution of the universe Vocabulary: earthquakes, seismic waves, destruction, seismic vibrations, landslides, fires, tsunaamis
Goals:	Competency Goal 2: The learner will build an understanding of lithospheric materials, tectonic processes, and the human and environmental impacts of natural and human- 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
Objectives:	TLW differentiate between the various destruction caused by earthquakes. (Analysis) TLW create a Earthquake preparedness plan using their knowledge of earthquakes. (Synthesis)
Materials:	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-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
Introduction:	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

	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.
Development:	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 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 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.
Practice:	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 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.
Accommodations:	Students will visual disabilities will be provided with notes and worksheets in large 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 (abbreviated number of problems covering the same amount of concepts).
Checking    For Understanding:	The closure activity and the periodic lecture questions will serve as an evaluation of the mastery level reached by the students on the concepts covered for the lesson.
Closure:	Teacher will briefly review the concepts covered in the lesson. Teacher will ask questions from the days lecture and lab calling on students randomly using the playing cards they received at the beginning of class.

LESSON PLAN 07

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: DNA and protein synthesis

Teacher Name:

Grade:	Grade 9
Topic:	DNA, RNA and Protein Synthesis
Content:	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 rRNA tRNA translation codon polymerase promoter intron exon mutation nondisjunction Griffith Avery Hershey & Chase Chargaff Franklin Watson & Crick double helix
Goals:	Washington State Life Science Objectives: Objective 9-11 LS1C Students will know that: "Cells contain specialized parts for determining essential functions such as regulation of cellular activities, energy capture and release, formation of proteins, waste disposal, the transfer of information, and movement." Students will be expected 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.
Objectives:	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. 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
Materials:	Textbook, presentation/lecture material (PPT, Smart Notebook file, or ActiveInspire Flipchart,    video    clips),    paper/manipulatives    activities,    online    activities (http://learn.genetics.utah.edu and http://www.explorelearning.com)

Introduction:	Students will view video clips about the structure and role of DNA in determining genetic information.
Development:	(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 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, 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.
Accommodations:	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 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 Understanding:	Individual assignments, quizzes and tests will have an answer key or a rubric provided.
Closure:	Depending on the scope and sequence of the course, this unit could easily into more genetics (Mendelian), cellular reproduction (mitosis and meiosis), or evolution and natural selection.
Evaluation:	Warm-ups, assignments, labs, etc. can be marked for completion and accuracy. Traditiona tests can be given to students of all ability levels (with 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.).

Teacher Reflections:

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)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: DNA Replicaion

Teacher Name:
Grade:	Grade 9

Topic:	DNA Replication
Content:
Goals:	Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living Things and their environments. 9-12 Benchmark II: Understand the genetic basis for inheritance and the basic concepts of biological evolution
Objectives:	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 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.
Materials:	Overhead projector for teacher demo • Large pony beads and floral or electrical wire Petri dish to hold demo beads
Introduction:	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 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 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.
Development:	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 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.

Practice:

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 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 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: 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.
Accommodations:	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 remain intact.If any problems during the lesson occur the protocol in the IEP will be followed.
Checking    For Understanding:	The model and the decoding sheet can be quickly checked for accuracy. Since the activity usually takes two hours to complete. I would assess and grade this based on the completion of the model and its accuracy. SEE Pass/Fail check list
Closure:	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 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 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.
Evaluation:	Check List Yes No Model resembles DNA Model has correct colors Model shows 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)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: DNA Structure

Teacher Name:
Grade:	Grade 9
Topic:	Structure of DNA
Content:	The basic structure of DNA, learning key terms: Double Helix Deoxyribose Nitrogenous Base Adenine,Thymine Guanine,Cytosine
Goals:	Strand II: The Content of Science Standard II (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.9-12 Benchmark II: Understand the genetic basis for inheritance and the basic concepts of biological evolution.
Objectives:	Students will know the basic structure of a DNA molecule and be able to apply them to building a model

Materials:	Toothpicks (2 colors) Mini Marsh mellows (4 colors) Licorice
Introduction:	Teacher will give a short history of DNA. Then will diagram the molecule on the board for the students for students.
Development:	Teacher will describe and draw the molecule for the students and present a completed 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 Understanding:	Each student will show me their model and answer a series of oral questions before they are allowed to eat their model.
Closure:	We will review the terms on the board by each student answering one "exit" question. 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)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Ecosystem

Teacher Name:
Grade:	Grade 9
Topic:	The Ecosystem Review
Content:	Review of ecosystem and the important terms and components including the food chain the food webs. Energy pyramids and the interaction of the ecosystem between the living and the nonliving.
Goals:	To review for the final exam the section covering ecology and the ecosystem including review of important vocabulary terms and check for understanding on how these terms are used in describing an ecosystem
Objectives:	Students will review through teacher guided discussion the important concepts of the 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.

Introduction:	Warm-up: students will write in there notebook the definition of ecosystem listed on the board.
Development:	Teacher will ask students for terms and meaning of terms of the major components of the ecosystem: Terms will be put on the whiteboard for further class development.
Practice:	Teacher will create an ecosystem on the board and display the path of energy from the sun through the ecosystem and out. The role of the food chain discussed at this point.
Accommodations:	Second language learners are given the class textbook with visuals and highlighted terms to aid in understanding vocabulary and concepts of the ecosystem.
Checking    For Understanding:	Review in class and respond on question of vocabulary and understanding of how food webs are composed.
Closure:	review kinds of ecosystems: land and water. Remind the students to use cards for final exam review.
Evaluation:	Teacher will ask students to bring cards to the next session . Cards will collected and graded then handed back.
Teacher Reflections:

LESSON PLAN 11

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Enzymes in Action

Teacher Name:
Grade:	Grade 9
Topic:	Introduce students to the concept of enzyme and substrate reactions by using everyday foods.
Content:	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 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.
Goals:	2.04 Investigate and describe the structure and function of enzymes and explain their importance in biological systems. 1.02 Design and conduct scientific investigations to answer biological questions.
Objectives:	Students will use pineapple juice as an enzyme and Jell-O as a substrate to illustrate 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 Understanding:	Approve lab set up
Closure:	Concept map of enzymes? If have time and or Quiz Remind students of homework
Evaluation:	Quiz
Teacher Reflections:

LESSON PLAN 12

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Factors That Affect Photosynthesis

Teacher Name:
Grade:	Grade 9
Topic:	What are some of the key factors that affect the rate of photosynthesis?
Content:	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 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
Goals:	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-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.
Objectives:	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 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 point, optimum level, and limiting factor.

Materials:	1.A classroom set of computers, one per table group of 4-5 students. 2.Computer program:    Logal    Explorer    Biology:    Photosynthesis.    3.Printed directions/questions/worksheet to go with the activity.
Introduction:	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 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.
Development:	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 projected onto the screen, the teacher can demonstrate how to use the program to investigate the five factors, collect data and graph the results.
Practice:	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 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.
Accommodations:	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 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.
Checking    For Understanding:	1. While students are using the computers, the teacher will circulate from table to table checking for understanding and providing assistance as needed. 2. Specific content questions that analyze and interpret the results will be answered after the computer data has been collected and graphed.
Closure:	At the close of the lesson, the teacher will briefly query the class as the results they found on the effects of the five factors, using the on-screen projection of the simulation if necessary to reinforce the concepts.
Evaluation:	Students will be evaluated using the worksheet they prepare and turn in. The 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 content of the activity.

Teacher Reflections:

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 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)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Flowers have Sex

Teacher Name:
Grade:	Grade 9
Topic:	How Flowers Have Sex
Content:	Reproductive anatomy of flowers, [and how Mendel mated flowers to produce the wrinkled, smooth, yellow and green peas. Thus, he discovered genetics.]
Goals:	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 eggs that are fertilized by pollen. They will incidentally learn the variety of ways the pollen gets to the stigma.
Objectives:	Students will complete Vocab sheet. Students will draw and label outline drawing of flower provided. Students will dissect lily type flower to locate ovary.
Materials:	Vocab sheets, flower diagram, coloring pencils. Lab: flowers, sharp blades, blank drawing paper. Textbook.
Introduction:	QOD: Why is there a paintbrush in the textbook, p. 219, near Mendel's pea flower? Read caption for the figure to get a clue.
Development:	Allow students to write the definitions on Vocab sheets. Present note-taking lecture with Powerpoint presentation illustrating the flower parts and their functions.
Practice:	Students then integrate their new knowledge by coloring and labeling the diagram provided.
Accommodations:	Advanced students are invited to explain how the pollen travels, how the flower avoids self-pollination, how different plants have sex different ways. They explain the basic anatomy to fellow students.

Checking    For Understanding:	The teacher walks the room, observing the labels and asking students what they are seeing. Students are asked about other flowers tehy have seen, and how those flowers might differ.
Closure:	Back to the Question of the Day, I ask why there's a paintbrush in the picture. Answer: because man pollinates flowers as he wishes, using a paintbrush to transfer the pollen. This is what Mendel did.
Evaluation:
Teacher Reflections:

LESSON PLAN 14

BIO (Grade 9)

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Lesson Plan: Living and Non-Living Things

Teacher Name:
Grade:	Grade 9
Topic:	Vertebrates
Content:	Different Kinds of living things, plants& animals. Animals are divided into two parts- Vertebrates and invertebrates. Words to know: vertebrates, backbone, vertebra, ligament, nerve, hip-girdle, collar-bone, tibia / fibula, radius / ulna,ball and socket,phalanges.
Goals:	At the end of the lesson students will know what is a vertebrate,the major difference between vertebrates and invertebrates and the importance of the backbone.
Objectives:	Students will be able to identify the backbone on their own bodies and point out other major bone structures. They will also name other animals they think have backbones.
Materials:	A replica of a human skeleton.Pictures of the parts of the bone system of mammals.Transparencies with different bones of the human body.Video presentation on vertebrates
Introduction:	Teacher introduces topic by asking : What system in our bodies keeps us straight and upright? Do humans alone have this system? What makes all these animals similar to us?
Development:	Feel your backbone.Where does it start and where does it end?Is it important to us? 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 and also identify them on the replica. Students look at bone structure of different animals.
Practice:	Students make labels of the names of different bones and label the replica of the human skeleton.
Accommodations:
Checking    For Understanding:	Students recap by answering questions based on the identification of the different bones in the body and identify similar bones in different animals.
Closure:	Coloring and filling up the body drawn.
Evaluation:	Students are given a picture of a human skeleton and are asked to identify ten given bones. Students name 5 animals with backbones.
Teacher Reflections:	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 No. Fifteen Class strength: 30

Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

The Savior of Man Kind

Teacher Name:
Grade:	Grade 9

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

	be informed that they will be presenting them before the class. Time for completing the activity will also be communicated. According to the sequence, one 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.	2 min	Worksheet
Evaluation of Student’s Learning: What did the children learn in this lesson? What did they actually do? Or What were they not able to do / understand?	Evaluation of Teaching If you were to teach this lesson again, what would you do differently? (Comment on any ONE aspect of your teaching or planning)

LESSON PLAN No. : Sixteen Class strength: 30

Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Patriotism

Teacher Name:
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 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 No. : Seventeen Class strength: 30

Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Media

Teacher Name:
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 Curriculum Standards

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. 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 No. : Eighteen Class strength: 30

Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Daffodils

Teacher Name:
Grade:	Grade 9
Subject:	English

1. Poem Contain

4 Stanza

2. Major Learning Items

1. Reading

2. comprehension

3. vocabulary

4. Grammar in use

5. writing skill

6. verbal communication.

3 General Objectives

1. To enable the students to understand to read to write and to express their fault in correct English.

2. Proper understanding at the language and spirit of the poem.

3. Listening to poetic language in its proper pronunciation stress and intonation.

4. To enable the student to get an idea about the writing skill and use in the poetic text.

5. To enable the student to get an idea about sentences and rhythmic lines at their own.

4. Behavioral objectives

1. Knowledge - The students will be able to ---

1. Identify the meanings at the words in the text.

2. Reorganize a nature poem.

3. Reorganize a ballad measured

4. Recognize some words.

2. Comprehension - The students will be able to -----

1. Comprehend the meanings of the stanza as a whole.
   

2. locate specific information .

3. Application - The students will be able to ----

1. Use of words they have learnt in the text in new situation.

2. Relate them to their personal experience.

4. Psychomotor - The students will be able to ---

1. Read the text poetry with reasonable speed.

2. Communicate their feelings to their friends and the teacher in English in the class - room.

5. Aids and Equipments

1. Usual -

Usual classroom aids like chalk duster black board pointer stick etc.

2. 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:-

1. What do you see in the picture?

2. Where are they growing?

3. How do they look?

4. What are the flowers you like?

5. 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.

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.

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 ----------

1. The meaning of the words

2. 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 ----------

1. why does the poet compare himself to a cloud ?

2. what did he see beside the lake ?

3. How did they look?

4. Read out the lines which express that the daffodils were moving gently in the breeze. e pick out the words which rhythm with each .

14. Home - work
    

The pupils will be asked to reproduce in their own words the substance of the stanza.

LESSON PLAN No. :

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Stopping by Woods on a Snowy Evening

Teacher Name:
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

Curriculum Standards

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.

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 No.:

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Drugs

Teacher Name:
Grade:	Grade 9
Subject:	English

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.

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:

1. 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.

2. 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.

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?"

3. 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.

4. 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. 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.

5. 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.

6. 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.

7. 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 No. :

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

NOISE

Teacher Name:
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.

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:

Step 2:

Step 3:

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?

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?

Ask the students; close all the windows and doors of classroom.

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 volume	Disturbing	Keep volume low
Horns	Unpleasant	Should be banned except    in emergency
Loud speaker	Hearing problems	Should be banned or the use should be restricted
Traffic sounds	Mental disorders, fatigue, pains	Increasing green area/tree plantation
Street hawkers	Disturbing	Close the door

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 No. :

Class strength: 30

Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Chinese New Year

Teacher Name:
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.

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.

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 No. :

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

First Aid Teacher Name:

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 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 Curriculum Standards

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. 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 No. :

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Rain

Teacher Name:
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)

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.

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 No. :

Class strength: 30 Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Newspaper

Teacher Name:
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

After this lesson, students will be able to:

define and explain the components of a newspaper

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

Curriculum Standards

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.

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 No. :

Class strength: 30

Timing : 45 minutes

Teaching helping materials: white board, book, board marker, chart etc

Peace

Teacher Name:
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

After this lesson, students will be able to:

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 Pacifism

Dr. Martin Luther King, Jr.

Mahatma Gandhi

Absolute pacifism Curriculum Standards

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.

سبق پالن 01

عنوان: کسان

استاد کا نام :

کالس10 :

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 60 سے 90 منٹ

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۔

کار کے اقدامات کے

طریقہ

تکنیکی

متن میں

یا کسی

یا تصورات ،

نظریات

واقعات ، سائنسی

تاریخی

درمیان تعلقات کی وضاحت کریں ، جس کی زبان ، وقت ، ترتیب ، اور اسباب / اثر سے متعلق ہو۔

سے متعلق

اور ڈومین

عام تعلیمی

متن میں

مضمون کے عالقے سے متعلق کسی

کے عنوان یا

گریڈ 3

مخصوص الفاظ اور جملے کے معنی بتائیں۔ 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 Q2 کو 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 :

کالس10 : مضمون :اردو

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

حوالہ جات :

بک پیج نمبر 9 پاکستان کے مختلف ہیروز کے فلیش کارڈز

پاکستان کا نقشہ

.رنگ

پچھلے سبق کی تالوت :

ان سے یہ

ہیں

جانتے

کیا

میں

پوچھیں کہ وہ پاکستان کے بارے

اس بارے میں

طالب علم کا پچھال علم

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؟

اساتذہ کا اظہار :

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 9 پر 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 10 الئنیں لکھیں۔

لپیٹ :

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؟

سبق آموز منصوبہ 03 عنوان :قائداعظم ، حفیظ جالندھری

استاد کا نام:

کالس10 :

مضمون :اردو

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے : 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

حوالہ جات :

پاکستان کا نقشہ

بک پیج نمبر 9 اور 10 پاکستان 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؟

اساتذہ کا اظہار :

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 9 اور10 ۔

کالس کا کام    :

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؟

لپیٹ :

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؟

سبق آموز منصوبہ 04 عنوان :شہری عالقہ بمقابلہ دیہی عالقہ

استاد کا نام :

کالس:

10

مضمون :اردو

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے :

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۔

حوالہ جات :

15 رنگ

کتاب صفحہ نمبر 14 ،

پچھلے سبق کی تالوت :

طلباء کو صفحہ نمبر پر Q2 کو فوری حل کرنے کو کہہ کر ان تصورات کو سمجھنے کی جانچ کریں۔

2طلباء کی کتاب۔

اساتذہ کا اظہار :

طلباء سے برادری کے بارے میں تبادلہ خیال کریں۔

شہری اور دیہی عالقوں میں فرق w / b کے ساتھ ان پر تبادلہ خیال کریں۔

ایک میز بنائیں اور اس میں فرق w / b شہری اور دیہی عالقوں میں لکھیں۔

پیہوائی کام :

طلبہ کتاب کے پی جی نمبر ، 16 پر کیو 3 کریں ، طلبا جوڑے میں بیٹھیں گے اور ایک دوسرے سے

بات چیت کرکے اس سوال کو حل کریں گے۔

کالس کا کام    :

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؟

لپیٹ :

طلباء سے پوچھ کر سبق کا اختتام کریں:

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؟

سبق آموز منصوبہ 05

نقل و حمل

استاد کا نام :

کالس10 :

مضمون :اردو

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے :

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

حوالہ جات :

ورکشیٹ

.رنگ

کتاب صفحہ نمبر16

پچھلے سبق کی تالوت :

طلباء کو ورک شیٹ نمبر 6 اور ان سے کہیں کہ ہم ان گاڑیوں سے میچ کریں جو ہم نقل و حمل میں

ہیں۔

کرتے

استعمال

اساتذہ کا اظہار :

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۔

کالس کا کام  :

پی جی نمبر پر کیو 4 کریں۔ 17 طلباء کی کتاب۔

لپیٹ :

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۔

سبق آموز منصوبہ 06 عنوان :ہمارے عالمتوں کا احترام کرنا

استاد کا نام :

کالس10 :

مضمون :اردو

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے : ہمارے جھنڈے کے بارے میں جانیں

طلبا کو ہمارے جھنڈے کی اہمیت کو سمجھنے یا پہچاننا

حوالہ جات :

گلو

رنگ

پاکستانی پرچم

12 گرین 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۔

اساتذہ کا اظہار :

طلبہ سے گفتگو کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔

ہماری

اس سے

کیونکہ

ضروری ہے

بہت

کرنا

احترام

جھنڈے کا

ہمارے

کریں کہ

وضاحت

ان کی

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  :

کیسے

احترام

عالمتوں کا

اپنی

کہ ہم

لکھیں

پوائنٹس

ان سے یہ

اور

کریں

مہیا

پیپرز

کو چارٹ

طلبا

کرسکتے ہیں۔ ہر گروپ کا ایک ایک فرد اپنے خیاالت کو کالس کے سامنے پیش کرے گا۔

لپیٹ :

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؟

سبق آموز منصوبہ 07

عنوان :تہوار-1

استاد کا نام :

کالس10 :

مضمون :اردو

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے : پاکستان میں خصوصی دن کے بارے میں جانیں

پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں

حوالہ جات :

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۔

اساتذہ کا اظہار :

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 56 اور طلباء سے متن پڑھنے کو کہیں۔

لپیٹ :

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؟

سبق آموز منصوبہ 08

عنوان :تہوار

استاد کا نام :

کالس10 :

مضمون :اردو

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے : پاکستان میں خصوصی دن کے بارے میں جانیں

پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں

سمجھیں کہ ہم عید الفطر کیوں مناتے ہیں

حوالہ جات :

کتاب صفحہ نمبر56

پچھلے سبق کی تالوت :

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؟

اساتذہ کا اظہار :

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 ہللا کا 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 29 یا 30 دن میں سے .

عید الفطر کے بارے میں طلباء کی وضاحت کریں۔

گفتگو کریں کہ وہ اس عید کو کس طرح مناتے ہیں۔

کالس کا کام  :

آپ عید الفطر کیسے مناتے ہیں اس کے بارے میں 10 الئنیں لکھیں۔

لپیٹ :

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

استاد کا نام :

کالس10 :

مضمون :اردو

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے : پاکستان میں خصوصی دن کے بارے میں جانیں

پاکستان میں منائے جانے والے خاص دنوں کے بارے میں جانیں

حوالہ جات :

کتاب صفحہ نمبر 56 ،57

پچھلے سبق کی تالوت :

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 ہللا علیہ 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 (23 :مارچ )، یوم آزادی (14 :اگست )، پاکستان کا دفاع

دن (06 :ستمبر )، عالمہ محمد اقبال کی سالگرہ (09 :نومبر )، قائداعظم کی یوم پیدائش (25 *:

دسمبر )کو پاکستان میں تہواروں کی طرح منایا جاتا ہے۔

ہیں۔

مناتے

میں

پاکستان

لوگ

بتائیں   جو

میں

کے   بارے

تہواروں

ثقافتی

کو ان

طلبا

انہیں بتائیں کہ لوگ بسنت ، میلہ چراغان ، لوک میلہ مناتے ہیں۔

کالس کا کام  :

صفحہ نمبر 1 پر کیو 1 کریں۔ 57 طلباء کی کتاب۔

لپیٹ :

ہم پاکستان میں منائے جانے والے تہواروں کو بتانے کے لئے طلبہ سے سبق کا اختتام کریں۔

سبق پالن 10 عنوان :ہمارا پاکستان

استاد کا نام :

کالس10 :

مضمون :اردو

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے :

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

حوالہ جات :

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۔

اساتذہ کا اظہار :

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۔

طلباء کی

میں

بارے

ممالک کے

پڑوسی

اور

کریں

چسپاں

نقشہ

پاکستان کا

بورڈ پر

تحریری

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۔

کالس کا کام    :

تحریری نقل پر پاکستان کا نقشہ کھینچیں اور نقشہ کو لیبل کریں۔

گھر کا کام :

ایلطالب علمی کی کتاب کے صفحہ نمبر 8 پر پاکستان کا نقشہ ایبل کریں۔

لپیٹ :

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؟

سبق آموز منصوبہ 11

عنوان :دیہی عالقہ کیا ہے؟

سیکھنے کے مقاصد :

عنوان کے اختتام پر ، طلبا کو اہل ہونا چاہئے :

مختلف قسم کی برادریوں ، شہر اور دیہی عالقوں کے بارے میں جانیں۔ نقشہ پڑھنے کا طریقہ سیکھیں۔

دیہی عالقوں کے بارے میں سمجھنا

حوالہ جات :

.رنگ

ورکشیٹ

کتاب صفحہ نمبر15

پچھلے سبق کی تالوت :

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۔

اساتذہ کا اظہار :

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 cities شہروں میں منتقل ہوجائیں۔

کالس کا کام:

طلباء کو ورک شیٹ نمبر 5 اور ان سے اس کو حل کرنے کو کہیں۔

لپیٹ :

طلباء سے پوچھ کر سبق کا اختتام کریں:

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؟

سبق آموز منصوبہ 12

پانی کی الشیں

استاد کا نام :
درجہ:	گریڈ: 10
مضمون:	اردو

موضوع:	پانی کی الشیں
مواد:	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 کالس کو بھی تعلیم دلوانا پڑتی تھی۔ -تقریب :دریائے ، جھیل ، خلیج
اہداف:	ٹیکس (6) :جغرافیہ۔
مقاصد:	-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 محفوظ کرنے کے طریقوں کی نشاندہی کرنے کے قابل ہو گا۔
مواد:	تعمیراتی کاغذ  -مارکرز  -رنگین پنسلیں  -کریونس  -ٹیکسٹ بک  -کالس روم الئبریری میں 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؟

ترقی:	-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 پوچھیں :ندی کی کیا مثال ہے؟ کیا ہمارے پاس فورٹ ورتھ میں ندیاں ہیں؟ ہم اپنے دریاؤں کو کیسے بچاسکتے ہیں؟
مشق:	پانی کے پوسٹر کے جسم کے لئے معیار بنائیں- .کریمیریا 1) :عنوان  2)پانی کے جسم کی تعریف  3)مثال  4)تحفظ  5)درسی کتاب کے عالوہ کسی اور وسیلہ سے متعلق حقائق  aکسی 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۔
رہائش:	-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 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 پڑتال:	طلباء نے پوسٹر میٹنگ کی نشاندہی کی معیارات کا اندازہ کیا۔
بندش:	طلباء پوسٹرز کالس میں پیش کرتے ہیں اور کالس کو اپنے لینڈفارم کے بارے میں پڑھاتے ہیں۔
تشخیص:	طلباء کا اندازہ اس بات پر کیا جاتا ہے کہ آیا ان کے پوسٹرز کی شناخت شدہ معیار پر پورا اترتا ہے یا نہیں۔
اساتذہ کی عکاسی:	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۔ 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۔

سبق آموز منصوبہ 13

دنیا بھر میں :عالمی براعظم اور بحر ہند

استاد کا نام :
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 طلباء 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:

4بحروں کی شناخت کریں۔

7براعظموں اور

1.طلبا کو دنیا کا ایک خالی خاکہ نقشہ دیں ، رنگ بنائیں اور

.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):

/گیم کو استعمال کرنے کی اجازت دیں ، براعظموں کی صحیح تلفظ سن کر ، براعظموں

1.طلباء کو کمپیوٹر سافٹ ویئر

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۔