Teaching Practice (8608)
Department of Elementary Teacher Education Allama Iqbal Open University Islamabad
Lesson Plan (Science)
LESSON
PLAN 1
1. General Objectives
There
are following objectives that are listed below,
To
understand the basic knowledge about chemical
reaction.
Students will know how important is it and to
execute various steps of chemical reaction.
To identify the importance of chemical reaction.
2.
Specific
objectives
To define the term chemical reaction.
To explain the rearrangement of atoms.
Describe balancing of a chemical reaction.
3.
Previous
knowledge
What is chemical reaction also write down the
examples of this reaction.
What is the application and rearrangement of atoms
in chemical reaction and also gives the equation.
4.
Teaching
method
Lecture in inductive method.
5.
A.V
aids
Chart, textbook, board marker or permanent marker.
6.
Announcing
the topic
We are going to learn the chemical reaction.
7. Presentation
A chemical reaction involves the breaking of chemical bonds between
the atoms or groups of atoms of reacting substances and rearrangement of atoms
making new bonds to form new substances.
Examples: Iron and oxygen combining to make
rust. Vinegar and baking soda combining to make sodium acetate, carbon dioxide
and water. Digesting sugar with the amylase in saliva are
the common chemical
changes. Types: There are different
types of reactions is the product formed. Combustion reaction, Neutralization
reaction, Decomposition reaction, Redox reaction.
Chemical reaction with
examples and equation, and rearrangement: Reactants: nitrogen and hydrogen.,
product is ammonia. Reactants: magnesium hydroxide and nitric acid., product is
magnesium nitrat and water. Substances which take part in a chemical reaction
called reactants. Products which formed as a result of reactioncalled products.
Fuel on its burning in vehicle engine produces different gases. During
photosynthesis of plants,carbon dioxide and water react to produce glucose and oxygen.This
reaction takes place in the presence wof sunlight and green pigment
chlorophyll.Conversion of milk into yogurt and formation of baking products
involves the chemical changes which are brought about microrganisms such
chemical changes or reaction called fermentation reactions.
1. Recapitulation
What
do you mean by chemical reaction.
Two
molecules when react with eachother and form new bond or new substances.
2. Home task
Write
the different ten examples of chemical reaction?
What
application of chemical reaction gives a paragraph of seven reactions?
LESSON PLAN 2
1. General objectives
What
is microorganisms?
Describe
different types of microorganism?
What
is structure and different types of bacteria?
2. Specific objectives
In
which we discuss the viruses and different shapes of viruses.
We
understand about the structure of viruses.
We
define knowledge about bacteria and different shapes of bacteria.
3. Previous knowledge
We know about the basic knowledge
about the microorganisms in which we also learn about structure of
microorganisms and mode of nutrition. Microorganisms in which include different
kinds of organisms, viruses,bacteria, unicellular plants and animals algae and
some fungi.
4. Teaching method
Lecture in inductive method.
5. Presentation
Microorganisms
means small and organisms means living things. Microorganisms are those
organisms that are so small and they cannot be seen with nakes eye. In order to
observe them,we need a light microscope or an electron microscope. It forms a
diverse group which include different of organisms like
viruses,bacteria,unicellular plants and animals, algae and fungi. It differ
from one another wth regard to structure and mode of nutrition.
Viruses:
Viruses are so small that they cannot observed with light microscope but can
studied with electron micrope and biochemical tests.They are different shapes,
rounded, fer rod shaped, some polyhedral, some look like tadpoles. Structurally
viruses are not cellular and made up o nucleic acid, proteins. It consists of
two parts outer coat and inner core.
Bacteria:
Bacteria are found everyehere, in air, in water, living and dead bodies of
organisms, even in glaciers and hoty springs. It has shapes and form, bacteria
are four types round,rod like, spiral, comma shaped. Bacteria are found singly
or in groups, beaded form. Bacteria are unicellular microscopic organisms.
Nucleus is absent in bacteria. Only a single large, circular molecule of DNAis present. This is not bounded in nuclear
membrane, its cell is surrounded y a cell wall. Some are autotrophs while
majority of them are heterotrophs.
6. Recapitalization
We
are also discuss about the mode of transmition of viruses and bacteria.
Also
define the sourse of food of viruses and bacteria.
We
learn knowledge about the cause of deseases in plant and animals being viruses
produce.
7. Home Task
What
is parasitic bacteria?
Discuss
at least nine deseases that affect human being through viruses?
LESSON
PLAN 3
1. General objectives
We
understand the knowledge about names of two major groups of plants.
Salient
features and examples of different groups of non flowering plants.
Define
the groups of plants like algae, fungi, ferns, mosses, conifers.
2. Specific objectives
In
which we discuss about plant kingdom.
Structure
of these non flowering plant also discuss in this topic.
Also
discuss about the characteristics of all non flowering plants.
3. Previous knowledge
We understand the
knowledge about plants, some of them are large and some are small and some
cannot be seen without microscope. Plants are divided into two groups for
example flowering and non flowering plants but in this topic we discuss about
the non flowering plants in details with examples.
4. A.v aids
Charts,
text book, white board, board marker,
5. Presentation
Non
flowering plants There are many different plants that
flowers are not produced are listed below: Algae
are the simplest group of plant kingdom, they are found in fresh water and sea,
either float in water or are attached to stones. As regard the structure, algae
are both unicellular and multicellular algae are in form of filaments. Cells of
algae contain nucleus and other structure. Fungi
are composed of numerous thread like structure called hyphae, its are always in
the form of groups calle mycelium. They lack chlorophyll. The mode of nutrition
they are heterotrophs. They cannot manufacture their own food, fungi are
thousands of kinds of which some are useful while some are harmful to mankind,
many fungi mushrooms are used as food by man. Fungi, like bacteria act as
decomposers. They convert complex compound into simplest one.
Mosses
the are small, non
vascular flowerless plants that typically
form dense green clumps or mats, often in damp or shady locations. The
individual plants are usually composed of simple leaves that are
generally only one cell thick, attached to a stem that
may be branched or unbranched and has only a limited role in conducting water
and nutrients. Although some species have conducting tissues, these are
generally poorly developed and structurally different from similar tissue found
in vascular
plants. the tallest moss in the world,
can grow to 50 cm (20 in) in height. Ferns is a member of a
group of vascular
plants that reproduce via spores and have
neither seeds nor flowers.
They differ from mosses by
being vascular, having specialized tissues that conduct water and nutrients and
in having life cycles in which the sporophyte is
the dominant phase. Ferns have complex leaves called
megaphylls, that are more complex than the microphylls of clubmosses. Conifers are a division of vascular land plants containing a single extant class,
Pinopsida. They are cone bearing seed plants a subset of gymnosperms. All extant conifers
are perennial woody plants with secondary growth. The great majority are trees, though a few
are shrubs.
Examples include cedars, Douglas firs, cypresses, firs, junipers, kauri, larches, pines, hemlocks, redwoods, spruces,
and yews, the
division Pinophyta was estimated to contain eight families, 68 genera, and 629
living species.
6. Recapitalization
We
understand the basic knowledge about the non flowering plant.
Characteristics
of the all non flowering plants.
7. Home Task
Write
paragraph on the habitat of non flowering plants?
Structure
of non flowering plants?
LESSON PLAN 4
1. General objectives
Salient
features of different groups of invertebrates with example.
Understand
the basic knowledge about invertebrates
Also
discuss the identification of animals.
2. Specific objectives
Understand
the animals are belonging to different groups.
We
learn invertebrates division into sub groups with examples.
3. Previous knowledge
In
previous knowledge we learn the name two major groups of animals.
The
first group is invertebrates are discuss with examples.
What
are the invertebrates.
4. A.v aids
Diagrams,
charts, samples, textbook, projector, paper handouts.
5. Announcement of the topic
We
are going to learn the invertebrates with
examples.
6. Presentation
Invertebrates
In this topic we discuss the invertebrates some are examples are listd below, Worms are
many different distantly related animals that typically have a long cylindrical
tubelike body, no limbs, and
no eyes.
Worms vary in size from microscopic to over 1 metre 3.3 ft in length for
marine polychaete worms, 6.7 metres 22 ft for the African giant
earthworm and 58 metres 190 ft for the marine nemertean
worm Various types of worm occupy a small variety of parasitic niches,
living inside the bodies of other animals. Free living worm species do not live
on land, but instead, live in marine or freshwater environments, or underground
by burrowing. Sponges are similar to
other animals in that they are multicellular, heterotrophic, lack cell walls and
produce sperm cells. Unlike other animals, they lack true tissues and organs. Some
of them are radially symmetrical, but most are asymmetrical. The shapes of
their bodies are adapted for maximal efficiency of water flow through the
central cavity, where the water deposits nutrients and then leaves through a
hole called the osculum. Many sponges have internal skeletons of spongin and
spicules of calcium carbonate or silicon dioxide. All sponges are sessile aquatic animals, meaning that they attach to an
underwater surface and remain fixed in place. Although there are freshwater
species, the great majority are marine
species, ranging in habitat from tidal zones to depths exceeding
8,800 m. A seashell also known simply as
a shell, is a hard,
protective outer layer usually created by an animal that lives in the sea. The
shell is part of the body of the animal. Empty seashells are often found washed
up on beaches by beachcombers. The shells are empty
because the animal has died and the soft parts have been eaten by another
animal or have decomposed.
A seashell is usually the exoskeleton of an invertebrate, and is typically
composed of calcium carbonate or chitin. Most shells that are found on
beaches are the shells of marine mollusks, partly because these shells are
usually made of calcium carbonate, and endure better than shells made of
chitin. Spiny animals in mammals include the prickles of hedgehogs and
among rodents, the quills of both New World and Old World porcupines as well as
the prickly fur of spiny mice, spiny pocket mice and spiny rats. They are also found
on afrotherian tenrecs, marsupial spiny bandicoots
and on echidnas, of the monotremes.
7. Recapitalization
Draw
the structures of all invertebrates?
Charateristics
of all invertebrates?
Define Mode of nutrition and habitat?
8. Home task
Write
down the paragraph of invertebrates.
LESSON PLAN
5
1. General objectives
We understand the basic knowledge about
the vertebrates.
Also discuss about vertebrates are
divided into five sub groups.
We learn about different examples of the
vertebrates.
2. Specific objectives
Characteristics of vertebrates animals.
Lifecycle of these animals that are
include in vertebrates.
Mode of nutrition and habitate of these
animals.
3. Previous knowledge
What we know about vertebrates.
Are you know about the animals that are
include in vertebrates.
4. A.V aids
Videos, flip charts, motion pictures,
film recording.
5. Announcement of the topic
Today we will discuss about the topic of
vertebrates.
6. Presentation
Vertebrates
Vertebral coloumn is present in vertebrates.Vertebrates
are divided into sub groups like fishes, amphibians, reptiles, birds, mammals. Fishes body consist of head, trunk, and
tail. In most cases body is convered with slimy scales. They posses many fins
which help them in swimming gills are present for respiration in water fishes
are cold blooded animals because their body temperature changes with that of
the environment water examples are sharks,rohu,thaila, and trout. Amphibians are also cold blooded. They
live in water and on land therefore called as amphibians they lay their eggs in
most places or in water. They spend early stages of life in water and as an
adult live either in water or in land also have moist and slimy skin, examples
are toad and salamander. Reptiles
are also cold blooded animals they are also called creeping animals their skin
is thick, dry, rough. Body is covered with dryy scales, lims have claws and
jaws bear teeth. The common examples of reptiles are lizard, snake, tortoise. Birds are warm blooded animals they
maintain their body temperature constant in seasons, their body temperature
does not change in the temperature of environment. Feathers are present on
their bodies forelimb are modified into wings for flying and hind limbs are
used for walking,swimming and sitting, they have horny beak without teeth. Mammals posses hair and female feed
their young ones on their milk. They are warm blooded animals and can maintain
constant body temperature, they are further divided into three groups are egg
laying mammal, pouched mammals, placental mammals.
7. Recapitalization
Mammals
are divided into how many groups?
What
are egg layng mammals?
Differentiate
between pouched and placental mammals?
8. Home task
I
will assign the Draw the food chain of these animals on a chart.
LESSON PLAN 6
1. General objectives
What
do you mean by human impact on environment.
Define
the relation between overconsumption and overxploitation.
What
are the major impacts of human on the environment.
2. Specific objectives
What
is the environmental degradation.
Differenciate
between ecological crisis and ecological collapse.
3. Previous knowledge
I
will ask the simple question about the damage of environment for check the
previous knowledge of the students.
4. A.V aids
Charts,
pictures, pamphlets, textbook, paper hanouts, video on environment.
5. Teaching method
Lecture
are in deductive method or pair group.
6. Announcement of the topic
Today
we are going to discuss about the topic of human impact on the environment.
7. Presentation
Human impact on the environment includes changes
to biophysical environments and ecosystems, biodiversity,
and natural resources caused directly or
indirectly by humans, including global
warming, environmental degradation such as ocean acidification mass extinction and biodiversity
loss, ecological crisis, and ecological collapse. Modifying the environment
to fit the needs of society is
causing severe effects, which become worse as the problem of human overpopulation continues. Some
human activities that cause damage either directly or indirectly to the
environment on a global scale include population
growth, overconsumption, overexploitation, pollution,
and deforestation, to name but a few. Some of the
problems, including global warming and biodiversity loss pose an existential
risk to the human race, and human overpopulation is strongly
correlated with those problems.
The term anthropogenic designates
an effect or object resulting from human activity. The term is sometimes used in the context of pollution emissions that are produced from human activity since
the start of the Agricultural
Revolution but
also applies broadly to all major human impacts on the environment. Many of the
actions taken by humans that contribute to a heated environment stem from the
burning of fossil fuel from a variety of sources, such as electricity, cars,
planes, space heating, manufacturing, or the destruction of forests.
8. Recapitalization
Define
the destruction of forests.
9. Home task
What
is the worlds largest forest description on notebook for home task.
LESSON PLAN 7
1. General objectives
What
are acids.
What
are the properties of the acids.
Define
the examples of the acids.
2. Specific objectives
What
are the importance of the acids.
What
are use of acids in the human body.
3. Previous knowledge
Explain
the characteristics of the acids.
Also
telling the basic knowledge about the acid.
4. A.V aids
Charts,
pictures, textbook, duster, marker, whiteboard.
5. Teaching method
Lecture
are in deductive method.
6. Announcement of the topic
Today
we are going to introduce the topic of acids.
7. Presentation
Acids are ionic compounds that, when
dissolved in water, produce positive hydrogen ions.When dissolved in water
acids taste acidic conduct electricity and react with metals to create hydrogen
gas. Certain indicator compounds may be used to detect acids such as litmus.
Acids transform red paper into blue litmus.
Properties of
Acids
Acids are corrosive in nature. They are good
conductors of electricity.Their pH values are always less than 7. When reacted
with metals, these substances produce hydrogen gas. Acids are sour tasting
substances. Examples: Sulfuric acid, Hydrochloric acid, Acetic acid.
Uses of Acids Vinegar, a diluted solution of acetic
acid, has various
household applications. It is primarily used as a food preservative. Citric
acid is an integral part of lemon juice and orange juice. It can also be used
in the preservation of food. Sulfuric acid is widely used in batteries. The
batteries used to start the engines of automobiles commonly contain this acid. Importance Acids play
significant roles within the human body. The presence of hydrochloric acid in
the stomach helps digestion by breaking down large and complex food molecules.
Amino acids are required for protein synthesis needed to grow and repair body
tissues.
8. Recapitalization
Explain
the significance of the acids also discuss the examples of acids with students
at the end of the lesson.
9. Home task
I
will assign the students for home work uses of acids in daily life on charts.
LESSON PLAN 8
1. General objectives
What
do you mean by base.
Properties
of bases.
Explain
the base reaction with acids.
2. Specific objectives
What
are the uses of bases.
Differenciate
the relation between sodium hydroxide and calcium hydroxide.
What
are the uses of base in our daily life.
3. Previous knowledge
I
will ask the simple question to the students about the base for check the
previous knowledge.
4. A.V aids
Charts,
pictures, textbook, white board, marker, duster.
5. Teaching method
Lecture
are going in deductive method.
6. Announcement of the topic
Today
we are going to discuss the topic of base.
7. Presentation
Base
the sodium
hydroxide, calcium carbonate and potassium oxide are examples of bases. A base
is a substance that reacts with hydrogen ions and can neutralize the acid. Most
bases are minerals which form water and salts by reacting with acids. Bases
include the metal oxides, hydroxides, and carbonates.
Uses
of Bases
The
manufacturing of soap and paper involves the use of sodium hydroxide is also
used in the manufacture of rayon also known as slaked lime or calcium
hydroxide, is used to manufacture bleaching powder. Dry mixes used in painting or
decoration are made with the help of calcium hydroxide. Magnesium hydroxide also known as milk of magnesia is commonly
used as a laxative. It also reduces any excess acidity in the human stomach and
is therefore used as an antacid. Ammonium
hydroxide is a very important reagent used in laboratories.
Properties of
Bases like a bitter taste are owned
by all bases. The bases feel slippery, too. Dream on what slippery soap looks
like. And this is a foundation. when immersed in water bases conduct
electricity because they consist of charged particles in the solution.They are
found to have a soapy texture when touched.
These substances release hydroxide ions when dissolved in water. In their aqueous solutions bases act
as good conductors of electricity. The pH values corresponding to bases are
always greater than 7. Bases are
bitter tasting substances which have the ability to turn red litmus paper blue.
8. Recapitalization
At
the end of lesson discussion on the uses of base in our daily life with the
students and the section of questionnaire are held.
9. Home task
Writing
the properties of base on charts for home task.
LESSON
PLAN 9
1. General objectives
What
do you mean by carbon and its compounds.
What
is the catenation.
Explain
the occurance of the carbon.
2. Specific objectives
What
is organic chemistry.
Define
allotropes.
Classification
of the carbon.
3. Previous knowledge
I
will ask the simple questions about carbocation and carboanion to the students
for check the previous knowledge.
4. A.V aids
Pictures,
charts, textbook, duster, marker, whiteboard.
5. Teaching method
I
will explain my lesson by group work.
6. Announcement of the topic
Today
I will discuss the topic of compounds of carbon.
7. Presentation
Compounds carbon are
defined as chemical substances containing carbon. More compounds of carbon exist than any other chemical
element excepfor hydrogen. Organic carbon compounds are far more numerous than inorganic carbon compounds. In general bonds of carbon with other elements are covalent
bonds. Carbon is tetravalent but carbon free
radicals and carbenes occur as short lived intermediates. Ions of carbon
are carbocations and carbanions are also short lived. An important carbon property
is catenation as
the ability to form long carbon chains and rings.
It was once thought that organic
compounds could only be created by
living organisms. Over time, however, scientists learned how to synthesize
organic compounds in the lab. The number of organic compounds is immense and
the known number of defined compounds is close to 10 million. However, an
indefinitely large number of such compounds are theoretically possible. The
known inorganic chemistry of the allotropes of carbon diamond, graphite, and the fullerenes blossomed with the discovery as additional fullerenes and
their various derivatives were discovered. One such class of derivatives
is inclusion compounds in which an ion is enclosed by the all carbon shell of the
fullerene.
8. Recapitalization
At
the end of lesson we learn the uses and properties of the carbon and its
compound.
9. Home task
Explain
the crystalline and non crystalline form of carbon for home work.
LESSON
PLAN 10
1. General objectives
What
do you mean by carbon dioxide.
Determine
the preparation of carbon dioxide.
Define
physical properties of the carbon dioxide.
2. Specific objectives
Explain
the laboratory and industrial method for the preparation of carbondioxide.
What
are the chemical properties of the carbon dioxide.
3. Previous knowledge
I
will ask the simple questioning about the preparation of the carbon dioxide.
4. A.V aids
Charts,
for activity samples, textbook, duster, whiteboard.
5. Teaching method
Lecture
is in deductive method.
6. Announcement of the topic
Today
we discuss the topic of carbon dioxide.
7. Presentation
Carbon
dioxide is a colorless gas with
a density about higher than that of dry air. Carbon dioxide molecules consist
of a carbon atom covalently double bonded to
two oxygen atoms.
It occurs naturally in Earths atmosphere as
a trace gas.
The current concentration is about four by volume having risen from pre
industrial levels of 280 ppm. Natural sources include volcanoes
hot springs and geysers and
it is freed from carbonate
rocks by dissolution in water and acids. Because
carbon dioxide is soluble in water it occurs naturally in groundwater rivers and lakes ice caps glaciers and seawater. It
is present in deposits of petroleum and natural gas.
Carbon dioxide has a sharp and acidic odor and generates the taste of soda water in
the mouth at normally encountered
concentrations it is odorless. As the source of available carbon in the carbon cycle atmospheric carbon dioxide is the primary
carbon source for life on Earth and
its concentration in Earth. Plants algae and cyanobacteria use light energy to photosynthesize carbohydrate from
carbon dioxide and water with oxygen produced as a waste product. CO2 is
produced by all aerobic organisms when they metabolize organic compounds to
produce energy by respiration. It is returned to water via the gills of fish and
to the air via the lungs of air breathing land animals including humans. Carbon
dioxide is produced during the processes of decay of
organic materials and the fermentation of
sugars in bread, beer and wine making. It is produced by
combustion of wood, peat and other organic materials
and fossil fuels such
as coal petroleum and natural gas.
It is an unwanted byproduct in many large scale oxidation processes,
for example, in the production of acrylic acid
8. Recapitalization
What
are the uses of carbon dioxide.
At
the end of the lesson different examples of the carbon dioxide.
9. Home task
I
will assign the students write the topic of carbon dioxide for home work.
LESSON PLAN 11
1. General objectives
What
is the raw material.
How
different products of daily use are manufactured from common raw material.
What
are the uses of the raw materials.
2. Specific objectives
Relate
between manufacture of soaps and detergents.
Method
are used to make useful products by changing the shapes of available materials.
3. Previous knowledge
Computer
chips can be made from raw materials available in the form of silicon dioxide
is it right or not.
Also
ask simple question to the students from the topic.
4. A.V aids
Charts,
notes, pictures, textbook, duster, marker, board.
5. Announcement of the topic
Today
we are going to discuss the topic manufacturing things from the raw materials.
6. Presentation
A raw material
also known as a feedstock unprocessed material or primary commodity is a basic material
that is used to produce goods, finished products, energy, or intermediate materials
that are feedstock for future finished products. As feedstock, the term
connotes these materials are bottleneck assets and are required to produce
other products. The term raw
material denotes materials in unprocessed or minimally processed
states e.g. raw latex, crude oil, cotton, coal, raw biomass, iron ore, air, logs, water, any product of
agriculture, forestry, fishing or mineral in
its natural form or which has undergone the transformation required to prepare
it for international marketing in substantial volumes. The term secondary raw material denotes
waste material which has been recycled and injected back into use as productive
material. While pottery originated in many
different points around the world it is certain that it was brought to light
mostly through. That is important mostly because of its ability to store and
carry a surplus of supplies for the first agrarian. Although most jars and pots
were fire clay ceramics
communities created kilns that
were able to fire such materials to remove most of the water to create very stable and hard materials. Many
raw metallic materials used in industrial purposes must first be processed into
a usable state. Metallic ores are
first processed through a combination of crushing, roasting,
magnetic separation, flotation, and leaching to make them suitable for use in
a foundry. Foundries then smelt the ore into usable
metal that may be alloyed with
other materials to improve certain properties. Places with plentiful raw
materials and little economic development often show a phenomenon, or the resource curse which occurs
when the economy of a country is mainly based upon its exports because of its
method of governance.
7. Recapitalization
What
are compounds are used for this purpose for manufacture products.
8. Home task
What
are the three methods can be used to make useful products on notebook for home
work.
LESSON PLAN 12
1. General objectives
What
do you mean by rocks.
Determine
how is it made up of the rocks.
What
is the chemical composition of rocks.
Identify
the recrystallization.
2. Specific objectives
Explain
the how many types of rocks.
How
many layers of the rocks.
Differenciate
the relation between igneous and sedimentary rocks.
3. Previous knowledge
I
will ask the simple question about the rocks.
4. A.V aids
Textbook,
marker, whiteboard, duster, pictures, charts.
5. Announcement of the topic
Today
we are going to introduce the basic knowledge about rocks.
6. Presentation
A rock is any naturally occurring solid mass
or aggregate of minerals or mineraloid matter. It is
categorized by the minerals included its chemical
composition and the way in
which it is formed. Rocks are usually grouped into three main groups: Types of rocks Igneous
rocks, sedimentary
rocks and metamorphic
rocks. Rocks form the Earths outer solid
layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. Igneous rock derived from the Latin word igneus, meaning of fire, is formed
through the cooling and solidification of magma or lava. This magma may be derived from partial melts of pre
existing rocks in either a planets mantle or crust, the melting of rocks is caused by one or more of three
processes an increase in temperature, a decrease in pressure, or a change in
composition. Sedimentary rocks are formed at the earths surface by the
accumulation and cementation of fragments of earlier rocks, minerals, and
organisms or as chemical precipitates and organic growths in water. This
process causes clastic sediments ( or organic particles to settle and accumulate or for minerals to
chemically precipitate from a solution. Metamorphic rocks are formed by subjecting any rock type
sedimentary rock, rock or another older metamorphic rock to different temperature and pressure conditions than those in which the original rock was
formed. This process is called metamorphism meaning to change in form. The result is a profound change
in physical properties and chemistry of the stone. The original rock known as
the protolith
transforms into other mineral types or other forms of the same minerals
by recrystallization.
7. Recapitalization
What
are metamorphic rocks.
What
do you mean by protolith.
To know about the metamorphism.
8. Home task
I
will assign the write types of rocks on notebook for home work.
LESSON PLAN 13
1. General objectives
Know
the basic knowledge about the galaxy.
What
is the types of galaxy.
Identify
the mass and diameter of the galaxy.
2. Specific objectives
Describe
the big bang theory.
What
is the active galaxy.
Differenciate
the relation between interacting and starbust.
3. Previous knowledge
I
will make the groups of students to discuss the topic of galaxy then I will ask
the students questionnaire.
4. A.V aids
Charts,
pictures, textbook, notes, marker, whiteboard, duster.
5. Announcement of the topic
Today
we are going to introduce the topic of galaxy.
6. Presentation
A galaxy is a gravitationally bound system of stars, stellar
remnants interstellar gas, dust, and dark
matter. The word galaxy is derived
from the Greekword literally
milky a reference to the Milky
Way. Galaxies range in size from dwarfs with just a few hundred million stars to giants with one hundred trillion stars each orbiting its galaxys center
of mass. Types of galaxy: interacting is interactions between galaxies are relatively
frequent and they can play an important role in galactic evolution. Near misses between galaxies result in warping distortions
due to tidal interactions and may cause some exchange of gas and dust. Collisions
occur when two galaxies pass directly through each other and have sufficient
relative momentum not to merge. Starburst
Stars are created within galaxies from a reserve of cold gas that forms into
giant molecular clouds. Some galaxies have been observed to form stars at an
exceptional rate, which is known as a starburst. Active galaxy A portion of the observable galaxies are classified
as active galaxies if the galaxy contains an active galactic nucleus. A
significant portion of the total energy output from the galaxy is emitted by
the active galactic nucleus, instead of the stars, dust and interstellar medium of the galaxy.
7. Recapitalization
What
are the significance of the galaxy.
Explain
the size of the galaxy reference to the milky way.
8. Home task
I
will assign the homework to the students diagram of the galaxy milky way.
LESSON PLAN 14
1. General objectives
What
are the stars, and they are countable or not?
Determine
the designation of the star.
2. Specific objectives
What
is the astrology.
Explain
the structure of the star.
What
is the chemical composition of the star.
3. Previous knowledge
I
will ask the simple question to the students about the stars for check the
previous knowledge of the star.
4. A.V aids
Charts,
pictures, videos, film on stars, duster, textbook, whiteboard.
5. Announcement of the topic
Today
we are going to discuss the topic of star.
6. Presentation
A Star is
an astronomical object consisting of a luminous spheroid of plasma held together by its own gravity. The nearest star to Earth is the Sun. Many other stars are visible to the naked eye at night but due to their immense distance from Earth they appear
as fixed points
of light in the sky. The most prominent stars are grouped into constellations and asterisms and many of the brightest stars have proper names. Astronomers have assembled star
catalogues that identify the known stars
and provide standardized stellar designations. The observable Universe contains an estimated stars, but most are
invisible to the naked eye from Earth including all individual stars outside
our galaxy the Milky
Way. Designation the
concept of a constellation was known to exist during period. Ancient sky
watchers imagined that prominent arrangements of stars formed patterns, and
they associated these with particular aspects of nature or their myths. Twelve
of these formations lay along the band of the ecliptic and these became the basis of astrology. Many of the more prominent individual stars were also given
names, particularly with Arabic or Latin designations. Chemical
composition When stars form in the present Milky Way galaxy they are
composed of about hydrogen and helium, as measured by mass, with a small
fraction of heavier elements. Typically the portion of heavy elements is
measured in terms of the iron content of the stellar atmosphere as iron is a
common element and its absorption lines are relatively easy to measure. The
portion of heavier elements may be an indicator of the likelihood that the star
has a planetary system.
7. Recapitalization
What
is the chemical composition of the star.
8. Home task
I
will assign the homework to the students is diagram of universe.
LESSON PLAN 15
1. General objectives
What
do you mean by sun.
What
is the most important source of energy for life on earth.
Determine
the importance of the sun.
2. Specific objectives
What
is the diameter of the sun.
Identify
the total mass of the sun.
What
are the three quarters of the sun mas.
3. Previous knowledge
Sun
is the important source of vitamin D identify it.
Ask
the different simple questions to the students for check the previous
knowledge.
4. A.V aids
Charts,
pictures, videos, film, textbook, duster, marker, whiteboard.
5. Announcement of the topic
Today
we are going to discuss the topic of sun.
6. Presentation
The Sun is the star at the center of the Solar System. It is a nearly
perfect sphere of
hot plasma, heated to incandescence by nuclear fusion reactions
in its core radiating the energy mainly as visible light and infrared radiation. It is
by far the most important source of energy for life on Earth. Its diameter is about 1.39 million
kilometres that of Earth. Its mass is about 330,000
times that of Earth and accounts for about 99.86% of the total mass of the
Solar System. Roughly three quarters of the Suns mass consists of hydrogen the rest is
mostly helium with much smaller
quantities of heavier elements, including oxygen, carbon, neon, and iron. Composition
The Sun is composed primarily of the chemical elements hydrogen and helium. At this time in the
Suns life they account for 74.9% and 23.8% of the mass of the Sun in the
photosphere respectively. All heavier elements called metals in
astronomy account for less than 2% of the mass, with oxygen carbon (0.3%), neon
(0.2%), and iron (0.2%) being the most abundant. structure and fusion the Sun contains the following layers: Core the
innermost 20–25% of the Suns radius where temperature and pressure are
sufficient for nuclear fusion to occur. Hydrogen fuses
into helium. The fusion process releases energy, and the core gradually becomes
enriched in helium. Radiative zone Convection cannot occur until much
nearer the surface of the Sun, between about 20–25% of the radius, and 70% of
the radius, there is a radiative zone in which energy transfer occurs by means
of radiation rather than by convection. Tachocline the boundary
region between the radiative and convective zones. Convective zone Between
about 70% of the Sun’s radius and a point close to the visible surface the Sun
is cool and diffuse enough for convection to occur and this becomes the primary
means of outward heat transfer similar to weather cells which form in the
earths atmosphere.
7. Recapitalization
What
are the composition of the sun.
To
exlain the structure and fusion of the sun.
We
also learn about the following layers of the sun are in list.
8. Home task
I
will assign the home work to the students is movement of the sun in around
other planets on charts.
LESSON
PLAN 16
1. General objectives
What
do you mean by solar system.
Determine
the structure of the solar system.
Identify
the how does it works in local areas.
2. Specific objectives
Explain
the chemical composition of the solar system.
What
are the importance of the solar system on earth.
3. Previous knowledge
I
will make the groups of students and ask the questions for check the previous
knowledge.
4. A.V aids
Charts,
pictures, textbook, animated videos, marker, whiteboard. Duster.
5. Announcement of the topic
Today
we are going to learn the topic of solar system.
6. Presentation
The Solar System is the gravitationally bound
system of the Sun and the
objects that orbit it either directly or indirectly. Of the objects that
orbit the Sun directly the largest are the eight planets with the
remainder being smaller objects the dwarf planets and small Solar System bodies. Of the objects that orbit the Sun indirectly
the natural satellites two are larger than the smallest planet, Mercury. Structure and composition the
principal component of the Solar System is the Sun a G2 main sequence star that contains
99.86% of the systems known mass and dominates it gravitationally. The Suns
four largest orbiting bodies the giant planets
account for 99% of the remaining mass with Jupiter and Saturn together
comprising more than 90%. The remaining objects of the Solar System (including
the four terrestrial planets, the dwarf planets, moons, asteroids,
and comets)
together comprise less than 0.002% of the Solar System’s total mass. Most large
objects in orbit around the Sun lie near the plane of Earths orbit known as
the ecliptic.
The planets are very close to the ecliptic whereas comets and Kuiper belt objects
are frequently at significantly greater angles to it.
7. Recapitalization
What
is the ecliptic.
What
is the total mass of the solar system.
8. Home task
I
will assign the diagram of solar system on charts for home work.
LESSON PLAN 17
1. General objectives
What
is earth and how is it start.
Describe
the earths history of life.
Movement
of earth on the other planets in a one year.
2. Specific objectives
What
is magnetic field.
In
this topic we learn the basic knowledge about the earth.
3. Previous knowledge
We
ask the simple questions to the students for check the previous knowledge of
the students.
4. A.V aids
Charts,
pictures, movement of earth animated video, textbook, marker, board.
5. Announcement of the topic
Today
we are going to discuss about the topic of Earth.
6. Presentation
Earth is the third planet from
the Sun and
the only astronomical object known to harbor life. About 29% of Earths
surface is land consisting
of continents and islands.
The remaining 71% is covered with water mostly by oceans but also
by lakes
rivers
and other fresh water which together constitute the hydrosphere.
Much of Earths polar regions are covered
in ice.
Earths outer layer is divided into several rigid tectonic
plates that migrate across the surface over many millions of
years. Earths interior remains active with a solid iron inner core a liquid outer core that generates Earths magnetic field and a
convecting mantle that drives plate tectonics.
According to radiometric dating estimation and other
evidence Earth formed over 4.5 billion years ago. Within the first
billion years of Earths history life appeared
in the oceans and began to affect Earths atmosphere and surface leading to the
proliferation of anaerobic and later aerobic
organisms. Some geological evidence indicates that life may have
arisen as early as 4.1 billion years ago. Since then the combination of
Earths distance from the Sun physical properties and geological history have allowed life
to evolve and
thrive.
In the history of life on Earth biodiversity has
gone through long periods of expansion occasionally punctuated by mass
extinctions. Over 99% of all species that
ever lived on Earth are extinct. Almost
8 billion humans live on Earth and depend on its biosphere and natural
resources for their survival. Humans increasingly
impact Earths hydrology atmospheric processes and other life. Earths atmosphere consists mostly of nitrogen and oxygen. More
solar energy is received by tropical regions than polar regions and is
redistributed by atmospheric and ocean circulation. Greenhouse gases also play
an important role in regulating the surface temperature. A regions climate is
not only determined by latitude but also by elevation and by proximity to
moderating oceans among other factors.
7. Recapitalization
Determine
the biodiversity on earth.
Identify
the how many layers of the earth.
8. Home task
I
will assign the homework to the students the diagram of the earth on charts.
LESSON PLAN 18
1. General objectives
What
is poliomyelitis.
What
are the sign and symptoms of the poliomyelitis.
Identify
the prcausion about the polio.
2. Specific objectives
In
every year how many peoples are affected by the polio.
What
are the prevention of the poliomyelitis.
3. Previous knowledge
I
will ask the simple questions to the students about poliomyelitis to check the
previous knowledge.
4. A.V aids
Charts,
pictures, pamphlets, marker, board, duster.
5. Announcement of the topic
Today
we are going to introduce the topic of poliomyelitis.
6. Presentation
Poliomyelitis commonly shortened to polio is an infectious disease caused by the poliovirus. In about 0.5 percent of cases it moves from the gut to
affect the central nervous system and there is muscle
weakness resulting in a flaccid
paralysis. This can occur over a few
hours to a few days. The weakness most often involves the legs but may
less commonly involve the muscles of the head neck and diaphragm. Many people fully recover. In those with muscle
weakness, about 2 to 5 percent of children and 15 to 30 percent of adults die. Signs and symptoms The term
poliomyelitis is used to identify the disease caused by any of the three serotypes of poliovirus. Two basic patterns of polio infection
are described a minor illness which does not involve the central nervous system sometimes called abortive poliomyelitis and a major illness
involving the CNS which may be paralytic or nonparalytic. Prevention Hammon proposed
the gamma globulin which contained antibodies to poliovirus could be used to
halt poliovirus infection prevent disease and reduce the severity of disease in
other patients who had contracted polio. The results of a large clinical
trial were promising the gamma
globulin was shown to be about 80 percent effective in preventing the
development of paralytic poliomyelitis. It was also shown to reduce the
severity of the disease in patients who developed polio. Treatment the focus of modern treatment has been on providing
relief of symptoms speeding recovery and preventing complications. Supportive
measures include antibiotics to
prevent infections in weakened muscles, analgesics for pain moderate exercise and a nutritious
diet. Treatment of polio often requires long term rehabilitation including occupational therapy, physical
therapy, braces, corrective shoes and, in
some cases, orthopedic surgery.
7. Recapitalization
What
are the treatment of the polio and supportive measures.
8. Home task
I
will take the campaign about the awareness of the poliomyelitis.
LESSON PLAN 19
1. General objectives
What
is dengue fever.
How
it is affected to the human being.
What
are the symptoms of dengue.
2. Specific objectives
What
are the causes and prevention of dengue fever.
Dengue
is spread by which specie?
3. Previous knowledge
We
ask the simple questions to the students for observing the previous knowledge.
What
kind of preventions are use in homes for dengue.
4. A.V aids
Charts,
pictures, pamphlets and posters, dengue fever notes, writing material.
5. Announcement of the topic
Today
we are discuss about the topic of dengue fever.
6. Presentation
Dengue fever is
a mosquito borne tropical disease caused by
the dengue virus. Symptoms
typically begin three to fourteen days after infection. These may include
a high fever, headache, vomiting, muscle and joint pains, and a
characteristic skin rash. Recovery
generally takes two to seven days. In a small proportion of cases the
disease develops into severe dengue
resulting in bleeding, low levels of blood platelets and blood plasma leakage or
into dengue shock syndrome
where dangerously low blood pressure occurs. Dengue is spread by several
species of female mosquitoes of the Aedes genus principally Aedes aegypti. The
virus has five serotypes infection with one type usually gives
lifelong immunity to that type but only short term
immunity to the others. Subsequent infection with a different type
increases the risk of severe complications. A number of tests are
available to confirm the diagnosis including detecting antibodies to
the virus or its RNA.
A vaccine for dengue
fever has
been approved and is commercially available in a number of countries, the
vaccine is only recommended in individuals who have been previously infected or
in populations with a high rate of prior infection by age nine. Other
methods of prevention include reducing mosquito habitat and limiting exposure
to bites. This may be done by getting rid of or covering standing water
and wearing clothing that covers much of the body. Treatment of acute
dengue is supportive and includes giving fluid either by mouth or intravenously for mild or moderate disease.
7. Recapitalization
At
the end of the lesson we take the campaign about the awareness of dengue fever.
We
learn the treatment and Vaccine for the dengue fever.
8. Home task
I
will assign the charts and pamphlets about the dengue fever for the home work.
LESSON PLAN 20
1. General objectives
What
do you mean by computer.
Differenciate
between the computer programme and complete computer.
Also
determine the uses of computers.
2. Specific objectives
Identify
the parts of computer with diagram.
What
is computer system.
3. Previous knowledge
What
is the purpose of computer.
Determine
the importance of computer.
4. A.V aids
Sample
or pictures of computer parts, textbook, charts, pictures.
5. Announcement of the topic
Today
we are going to discuss the topic of computer.
6. Presentation
A computer is
a machine that
can be instructed to carry out sequences of arithmetic or logical operations
automatically via computer programming. Modern computers have the
ability to follow generalized sets of operations called programs. These
programs enable computers to perform an extremely wide range of tasks. A
complete computer including the hardware
the operating system and peripheral equipment
required and used for full operation can be referred to as a computer
system. This term may as well be used for a group of computers that are
connected and work together in particular a computer network or computer cluster.
Computers are used as control systems for
a wide variety of industrial and consumer devices. This includes simple special
purpose devices like microwave
ovens and remote controls
factory devices such as industrial robots and computer aided design and also general purpose
devices like personal computers and mobile devices such
as smartphones.
The Internet is
run on computers and it connects hundreds of millions of other computers and
their users. Early computers were only conceived as calculating devices. Since
ancient times, simple manual devices like the abacus aided
people in doing calculations. Early in the Industrial Revolution some mechanical devices were
built to automate long tedious tasks such as guiding patterns for looms. More sophisticated electrical machines did
specialized analog calculations in the early 20th
century.
7. Recapitalization
What
is the internet and how we run on a computer.
8. Home task
I
will assign the home work to students makes the charts on computer.
Name:
Farwa Sharif Subject:
English No. of Students: 32
Grade:
8th Duration
of class: 30 min
LESSON
PLAN 21
1. General objectives
Write
down the application of sick leave.
Determine
the steps of the application.
2. Specific objectives
We
learn the writing skills of the application.
Practices
in writing the application on notebook.
3. Previous knowledge
We
also learn the spelling mistake skills.
We
also practice of writing application in class activity for previous knowledge.
4. A.V aids
Charts,
pictures, handouts material, textbook, board marker, whiteboard.
5. Announcement of the topic
Today
we are going to learn the topic of application of sick leave.
6. Presentation
Application sick leave
To,
The principal,
Govt. Boys Sec. School,
Hydrabad ,
Sir,
Respectfully I beg to say that I am
a student of class VIII-A. I have been suffering from fever since yesterday. My
doctor has advised me rest for two days. So I cannot attend the school. Kindly
grant me leave from 12-09-20 to 13-09- 20 . I shall be very grateful to you.
Thanking you,
Your obediently,
7. Recapitalization
At
the end of the lesson students will be able to write the application.
8. Home task
I
will assign the home work for students write character certificate application.
LESSON PLAN 22
1. General objectives
We
understand the essay on Illama Iqbal.
We
learn the essay writing skills in this topic.
2. Specific objectives
Determine
the beginning point of the essay, and how we write.
Identify
the steps of the writing essay.
3. Previous knowledge
We
ask the simple question to the students on the essay writing for observing the
previous knowledge of students.
4. A.V aids
Textbook,
whiteboard, charts, marker, duster.
5. Announcement of the topic
Today
we are introduce the topic of essay on Illama iqbal.
6. Presentation
Allama Iqbal
Allama Iqbal was our great
National hero. He is the poet of East. He was born in Sialkoat on November 9,
1877. He received his early education in Sialkoat. He passed intermediate
examination from Murrey College Sialkoat. Then he went to Lahore for higher
studies.
After that, he went to England
and Germany. He got Ph.D. in Philosophy. He wrote many poems in praise of the
Muslim culture. He reminded the Muslims of their glorious past. The names of
some of his books are Bang-e-Dara, Bal-e-Jibril, Payam-e-Mashriq and
Asrar-e-Khudi. He gave the idea of Pakistan. He requested Quaid-e-Azam to accept the leadership of the Muslims. He was indeed a
great leader. He died on April 21, 1938. He was buried near the Badshahi Mosque
in Lahore.
7. Recapitalization
After
lesson I will take an oral test of students about vocabulary.
8. Home task
At
the end I will assign students to write essay on their notebooks for home work.
LESSON PLAN 23
1. General objectives
In
this lesson we understand the essay on punctuality.
We
also understand the writing skills of essay.
2. Specific objectives
To
increase the English reading skills.
To
improve their writing skills.
To
improve the English vocabulary.
3. Previous knowledge
I
will ask the simple question on steps of essay writing for the previous
knowledge.
4. A.V aids
Charts,
pictures, posters, flaxes on punctuality, marker, board.
5. Announcement of the topic
Today
we are going to understand the topic of punctuality.
6. Presentation
Punctuality
Punctuality is an
integral part of everyones character. It is a virtue by which people are noted
and sometimes highly regarded no matter who they are and what they do being
punctual means doing your work on time. To be punctual one needs to have the
habit of doing things regularly on time and not occasionally. That is the only
way one can be punctual. Punctuality does not require anyone to put in any
extra effort. There is no exercise involved. It
is all about proper time management so that you can meet your deadlines.
Deadlines are what govern our world today. Not meeting a period can be
disastrous for both students and adults. Therefore no one should aim to be not
punctual or occasionally punctual. That can be harmful. To be punctual, two
things are important, routine, and discipline. If someone follows a strict
routine and is extremely disciplined from a very early age, usually that kind
of person turns out to be very punctual. Punctuality helps to build a
strong character. Punctuality requires discipline. Punctuality involves doing
things on time. It is important to be punctual to be successful in life. Not
being punctual can be harmful. Not being punctual can ruin someones career.
Students should always try to be punctual.
7.
Recapitalization
Enhance the level of
their vocabulary.
8.
Home
task
I will assign the essay write on
charts.
LESSON PLAN 24
1. General objectives
To
write story greedy dog.
To
improve their writing skills.
To
increase their vocabulary.
To
create English reading skills.
2. Specific objectives
I
will explain my lesson through grammar translation method.
I
will begin my lesson by writng story name on white board.
I
will ask students to share what they understand by the name of story, then I will
start my lesson.
3. Previous knowledge
I
will simple oral questions to the students for the test of previous knowledge.
4. A.V aids
Charts,
pictures, paper handouts, notes of story, whiteboard, marker, duster.
5. Announcement of the topic
I
will explain my lesson through grammar translation method.
6. Presentation
The Greedy Dog
Once there was a dog. He
wandered from door to door. One day he stole a place of meat from a butchers
shop. He ran away with it. He ran out of the town. There was a stream close by.
It was a good place for him to enjoy the piece of meat. When he was passing
over the plank, he saw his reflection in the water. He thought it was another
dog with a larger piece of meat. He was very greedy. His mouth watered. He
wanted to get that piece also.
7. Recapitalization
I
will make groups of students and ask students to discuss story in groups. Then
they will make sentences and will write story in their own words.
8. Home task
At
the end I will assign students to write story on notebook.
LESSON PLAN 25
1. General objectives
In
this lesson students to enable to students with 80% accuracy.
To
know about the use of nouns.
To
introduce them to grammer of English.
2. Specific objectives
We
learn the simple question about the topic noun and use of sentences.
Identify
the examples of the noun.
To
know the types of noun in this lesson.
3. Previous knowledge
I
will start my lesson by asking some question about previous knowledge and
giving simple examples relate to topic.
4. A.V aids
Charts,
textbook, pictures, notes on noun, board, marker, duster.
5. Announcement of the topic
Today
we are going to introduce the topic of noun.
6. Presentation
A noun is
a word that functions as the name of a specific object or set
of objects such as living creatures, places, actions, qualities, states of
existence, or ideas. However noun is
not a semantic category so that it cannot be characterized in terms of its
meaning. Thus actions and states of existence can also be expressed by verbs
qualities by adjectives and places by adverbs. Linguistically a noun is a member of a large open part
of speech whose members can occur as
the main word in the subject of a clause the object of a verb or the object of a preposition. A noun is
a word that describes a person, place, thing, or idea. Examples of nouns include names, locations,
objects in the physical world, or objects and concepts that do not exist in the
physical world for example
a dream or a theory. Nouns come in a lot of different shapes and sizes. The
major ones are common nouns, proper nouns, abstract nouns, and
collective nouns. If you can put the word the in front of a word and it sounds
like a unit, the word is a noun.
For example, the boy sounds like a unit, so boy is a noun.
7. Recapitalization
I
will ask at the end to arrange in pairs and have questions and do practice on
nouns.
8. Home task
I
will assign home work to write 5 sentences using noun.
LESSON PLAN 26
1. General objectives
What
do you mean by essay writing.
What
are the importants steps are used n essay writing.
Determine
the classification of the essay writing.
2. Specific objectives
Explain
the types of essay writing.
Identify
the different examples of the essay writing.
3. Previous knowledge
I
will ask simple questions to the students for your writing to check spelling
and grammar.
4. A.V aids
Whiteboard,
board marker, duster, notes, textbook.
5. Announcement of the topic
Today
we are going to introduce the topic of essay writing.
6. Presentation
Essay Writing are
common in elementary, middle, high school, and college, and one may even need
to write essays in the business world. An essay is defined as a short piece of
writing that expresses information as well as the writers opinion. An essay is
generally a piece of writing that gives the authors own argument but the
definition is vague overlapping with those of a paper an article, a pamphlet,
and a short story. Essays have traditionally been sub classified as formal and
informal. Types of essay writing Persuasive Essay: Convince the
reader of some point of view. Comparative Essay: Compare two or more different
things. Expository Essay: Explain to the reader how to do a given process. You
could, for example, write an expository essay with step-by-step instructions on
how to make a peanut butter sandwich. Decide what kind of essay to write.
Brainstorm your topic, Do research, Outline your essay., Focus on Coherence of
idea. Edit your writing to check spelling and grammar.
7. Recapitalization
I
will make the groups of students and do practice on the writing skills on essay
writing.
8. Home task
I
will assign the home work write the types of essay writing on charts.
LESSON PLAN 27
1. General objectives
In
this lesson to differenciate among preposition.
Will
be able to use various kinds of preposition.
2. Specific objectives
I
will explain my lesson to motivate students by insisting importance of grammar
in our life then will start related topic.
3. Previous knowledge
I
will start my lesson by simple examples
on board and then ask students that how much have knowledge about topic and
check previous knowledge.
4. A.V aids
Charts,
pictures, textbook, paper handouts, pamphlets.
5. Announcement of the topic
Today
we are going to discuss about the topic of preposition.
6. Presentation
Definition of Preposition A
preposition is a word that is placed before a noun or a pronoun and establishes
the positional relation with other words in the sentence.
e.g. He is sitting on a chair. The ball went across the boundary. She committed
the mistake in spite of great care. Types of Preposition. The following
types of preposition are given below
Simple Preposition On, onto, in, into, to, from, by, with. Compound
Preposition
Among, between, about, beside, across, before etc. Upon To show a movement which is directed upwards, e.g. She fell
upon him. Buses move upon the hilly roads.Used before day and date
e.g. I shall go there on Tuesday. She was born on 30th July.
7.
Recapitalization
At the end of the lesson
I will ask students to solve the exercise in book relate to the topic.
8.
Home task
I will assign home work to prepare the
charts on voices.
LESSON
PLAN 28
1. General objectives
Definition
of the pronoun and its types.
To
understand the accuracy of the lesson.
To
known about the use of pronoun.
2. Specific objectives
To
introduce them to grammar of English.
To
explain the examples of the pronoun.
3. Previous knowledge
I
will start my lesson by asking some question about previous knowledge and
giving simple example relate to the topic to check their previous knowledge.
4. A.V aids
Textbook,
duster, marker, board, helping book of grammar.
5. Announcement of the topic
Today
I will discuss the topic of pronoun and uses in sentences.
6. Presentation
Definition of Pronoun A pronoun is a word that is used in
place of a noun and does the work of a noun, e.g Ram is
a boy. Ram reads in
class seventh. Ram is
a good athelete.
Ram works hard. Ram obeys his parents. Ram is an ideal student. A boy
Ram has been described and a few of his qualities have been said. But, the
repeated use of a noun lets the beauty of writing fade away and hence we need
to replace the noun by a pronoun. When we use pronoun in place of the noun then
it preserves the beauty of writing. Ram is
a boy. He reads in class seventh. He is
a good athelete. He works
hard. He obeys his
parents. He is an
ideal student. Now as the pronoun ‘He’ has
replaced the noun ‘Ram’ the
sentences are very much pleasing to read. Pronoun saves the noun from getting
repeated and also beautifies the sentence. Types of Pronouns, Personal
Pronoun Pronouns that
indicate person, thing, animal etc are called personal pronouns. In English
Grammar, there are three types of person. First Person The speaker is the first person. I, we, me, us, my,
our, mine and ours are pronouns of first person. Second Person The listener is
the second person. You, your and yours are the pronouns of second person. Third Person About whom or which
the speaker is saying something. He, she, it, they, him, her, them, his, her,
its, their are pronouns of third person. Indefinite Pronouns Pronouns that show an
indefinite or an uncertain number of people, person or thing, e.g. All were hungry. None is happy these days. Interrogative Pronouns that are used to
ask questions are interrogative pronouns. e.g.What is your name?
7. Recapitalization
At
the end I will ask students to arrange in pairs and have question and do
practice on pronoun.
8. Home task
I
will assign the home work write 7 sentences using pronoun on the notebook.
LESSON PLAN 29
1. General objectives
To
learn students will be able to have a concept of healthy life.
Students
will be able to have a concept of healthy diet.
2. Specific objectives
Understand
and increase the vocabulary.
I
will ask students to come and act as sick and other as healthy person then the
rest of students will observe and discuss their condition.
3. Previous knowledge
I
will my lesson to provide some fruits to students and tell their benefits in
our daily life to check previous knowledge.
4. A.V aids
Charts
on fruits, sample of the fruits, videos on benefits, board, marker, duster.
5. Announcement of the topic
Today
we are going to understand the topic on health.
6. Presentation
Health
The World
Health Organization defines health as a state of mental, physical, and social
well being and not merely physical well being. Individuals who are healthy in
mind are automatically healthy in their bodies. Good health is mans greatest
possession. A healthy person is one who can function up to his optimal capacity
without any difficulty. Good health facilitates a lot of other body processes. Good
health helps us to handle stress and combat with increasing pressures. To help
students in writing academic essays and give speeches, we have provided long
and short essays on health in this article. We have also added ten lines about
fitness so that children can easily take part in competitions and win prizes. Yoga can be a very healthy way of taking your mind off
hectic schedules and focus on your spiritual transcendence. One must consume
meals at regular intervals and not skip meals which leads to indigestion and
weight gain. Most importantly keeping a part of your day as me time will help
to reduce stress. Being healthy facilitates our productivity and ensures that
we lead fulfilling lives.
7. Recapitalization
At
the end of lesson I will ask students to write any 3 benefits of healthy life
on their notebook.
8. Home task
At
the end I will assign homework to write some good things about cleanliness.
LESSON PLAN 30
1.
General
objectives
Improve the writing skills of story.
Improve the increase of vocabulary.
I will ask students to discuss story in
groups and write their own words.
2.
Specific
objectives
I will start my lesson by writing story
name of whiteboard and ask students to share what they understand by the name
of story.
I will practice on oral activity for the
good pronounciation.
3.
Previous
knowledge
I will take an simple oral test of
students about vocabulary for the previous knowledge of the story.
4.
A.V
aids
Charts, board, marker, picture stories,
helping book, animated video on story.
5.
Announcement
of the topic
Today we are going to discuss the topic
of A thirsty crow.
6.
Presentation
A Thirsty Crow
It
was a dry summers day. A crow was very thirsty. He flew here and there in
search of water but couldnt find it anywhere. At last he reached a garden and
spotted a pitcher lying there. It perched on it and saw that it had a little
water in it. Feeling gay he tried to drink water but his beak didnt reach it.
But the crow didnt lose heart. He thought over the matter coolly and an idea
clicked him. He decided to put pebbles lying nearby in the pitcher in order to
raise the level of water. The plan worked.
With each drop of pebble into the pitcher the water level started rising. At
last it came up to the neck of the pitcher. The crow quenched his thirst and
flew away.
7.
Recapitalization
I will ask the students discuss the
stories in groups and give the 2 morals.
8.
Home
task
I will assign the students to write the
story on notebook in two times.
Name:
Farwa Sharif Subject:
Social Studies No. of Students:
32
Grade:
8th
Duration of class: 30 min
LESSON
PLAN 31
1. General objectives
Students
will be able to understand the concept of population.
To
know the demerits of population.
What
are the types of population.
2. Specific objectives
What
are the different pyramids of the population.
Define
the relation between constrictive and stable pyramids of population.
3. Previous knowledge
I
will ask the students questions about the population for check the previous
knowledge.
4. A.V aids
Charts,
pictures, textbook, paper handouts, duster, marker, board.
5. Announcement of the topic
Today
we are discuss about the topic of population.
6. Presentation
Population A discrete assemblage of entities with identifiable
characteristics such as people, animals with the objective of analysis and data
collection is called a population.
It consists of a similar group of species who dwell in a particular
geographical location with the capacity to interbreed. To interbreed
individuals in a population must be able to mate with other individuals in
order to produce fertile offspring. Not all individuals are able to survive and
reproduce due to genetic variations in them. A local population can be
restricted to a smaller area or can occupy a larger area, making up for the entire
species. A metapopulation is when individuals in local populations scatter
between other local populations. Most of the populations are not stable due to
various physical factors prevailing in the environment which act as limiting
factors against exponential growth of the population. A graph that displays the
age sex distribution of a country’s human population at a given frame of
time is referred to as a population pyramid. It shows the variation in the
population of the male and females with age that is otherwise not feasible. It
results in a pyramidal structure where the population is on the x axis and age
is on the y axis. There are three types
of population pyramids: Expansive Pyramid, It is triangular
in shape wherein each age group displays a bar shorter than the one preceding
it symbolising that more people die as we progress through the pyramid. A large
base indicates a high birth rate. The tapering top of the graph indicates the
lesser life expectancy of a region. Constrictive Pyramid With
a slight reduction in the younger group of age, it is the opposite of expansive
pyramid. Life expectancy is higher and living conditions are better indicating
a high number of older citizens, a decrease in population is seen due to fewer
birth rates compared to the death rate. Stable Pyramid It is
rectangular in shape indicating an equal distribution of people across all age
groups. A slight tapering at the top denotes more death occurring among the older
people, which is natural. A stable birth rate indicates the use of birth
control measures.
7. Recapitalization
What
are the factors are affected the population.
What
is the metapopulation.
8. Home task
I
will assign the write types of population on notebooks for home task.
LESSON PLAN 32
1. General objectives
What
do you mean by pollution.
Determine
the forms of pollution.
In
this lesson we understand the types
of pollution.
2. Specific objectives
Differenciate
between plastic and noice pollution.
How
pollution affect the wildlife.
3. Previous knowledge
I
will ask the simple question to the students for check the previous knowledge.
4. A.V aids
Charts,
pictures, textbook, duster, paper material, marker, whiteboard.
5. Announcement of the topic
Today
we are going to introduce the topic of pollution.
6. Presentation
Pollution is the introduction of contaminants into
the natural environment that cause adverse change. Pollution can take the
form of chemical substances or energy,
such as noise, heat, light. Pollutants
the components of pollution can be either foreign substances energies or
naturally occurring contaminants. Pollution is often classed as point source or nonpoint source pollution, pollution
killed 9 million people worldwide. Major
forms of pollution, Light pollution
includes light trespass over
illumination and astronomical interference.
Littering:
the criminal throwing of inappropriate man made objects unremoved onto public
and private properties. Noise
pollution which encompasses roadway noise, aircraft
noise, industrial noise as well as high
intensity sonar.
Plastic
pollution involves the accumulation of plastic products
and microplastics in the environment that
adversely affects wildlife, wildlife habitat, or humans. Soil contamination occurs when chemicals
are released by spill or underground leakage. Among themostsignificant soilcontaminants are hydrocarbons, metals, herbicides, pesticides and chlorinated hydrocarbons. Radioactive contamination resulting from
20th century activities in atomic
physics such as nuclear power generation and nuclear weapons
research manufacture and deployment. Thermal pollution is a temperature change
in natural water bodies caused by human influence such as use of water as
coolant in a power plant.
7. Recapitalization
What
is the thermal pollution.
At
the end of the lesson I will discuss the major forms of pollution.
8. Home task
I
will assign the different types of pollution on charts.
LESSON PLAN
33
1. General objectives
What
do you mean by the pakistans industries.
How
many industries are work in public sector.
2. Specific objectives
What
are the major industries in Pakistan names the all industries.
What
do you mean by the mining and quarrying.
3. Previous knowledge
I
will ask the simple question to the students because how they have knowledge
about industries.
4. A.V aids
Charts,
pictures, textbook, duster, board, marker.
5. Announcement of the topic
Today
we are going to introduce the topic of pakistans industries sector.
6. Presentation
Pakistans industrial sector
accounts for about 64% of GDP. Cotton textile production and apparel
manufacturing are Pakistans largest industries accounting for about 65% of the
merchandise exports and almost 40% of the employed labour force. Cotton
and cotton based products account for 61% of export earnings of Pakistan. The
consumption of cotton increased by 5.7% over the past five years while the
economic growth rate was 7%, the spinning capacity increased to 15 million
spindles and textile exports hit. Other major industries include cement,
fertilizer, edible oil, sugar, steel, tobacco, chemicals, machinery and food
processing. The government is privatizing large
scale parastatal units and the public sector accounts for a shrinking
proportion of industrial output, while growth in overall industrial output has
accelerated. Government policies aim to diversify the countrys industrial base
and bolster export industries. Mining and quarrying The country has immense reserves of various minerals and natural
resources. Important minerals found in Pakistan are gypsum, limestone, chromites, iron ore, rock salt, silver, gold, precious stones, gems, marble, copper, coal, graphite, sulphur, fire clay, silica. The salt range in
Punjab Province has one of the largest deposit of pure salt founded in the
world. Balochistan province is a mineral rich area having
substantial mineral oil and gas reserves which have not been exploited to their
full capacity or fully explored recent government policies have begun to
develop this region of the country and to tap into the immense resources found
there. Fuel extraction
industry Pakistans first oil field was
discovered in Balochistan near a giant gas field at
suo Sui in Balochistan. The Toot oilfield was
discovered in the early 1960s Islamabad in the Punjab. Production has steadily
increased since then. Pakistans
first gas field was the giant gas field at
Sui in Balochistan which was discovered in the late 1952. Pakistan is also
a major producer of Bituminous coal Sub bituminous coal and Lignite.
7. Recapitalization
In
Pakistan where fuel extraction industry are located.
Pakistan
is also major producer of which thing.
8. Home task
I
will assign the students to write the briefly note on Pakistan industries on
their notebooks.
LESSON PLAN 34
1. General objectives
How
is the Pakistan agriculture system.
In
Pakistan how many important crops that are grown.
2. Specific objectives
Role
of fishery and fishing industry in economy of Pakistan.
Define
the livestock sector of the pakistans agriculture system.
3. Previous knowledge
I
will ask the simple question about the agricultural system of the Pakistan for
check the previous knowledge of the students.
4. A.V aids
Charts,
pictures, textbook, board marker, whiteboard, duster.
5. Announcement of the topic
Today
we will discuss about the topic of agriculture system in Pakistan.
6. Presentation
Agriculture system in
pakistan is considered the backbone of Pakistans economy which relies
heavily on its major crops. Pakistans principal natural resources
are arable land and
water. Agriculture accounts for about 18.9% of Pakistans GDP and
employs about 42.3% of the labour force. In Pakistan, the most agricultural
province is Punjab where wheat and cotton are the most grown. Mango orchards
are mostly found in Sindh and Punjab provinces that make Pakistan the worlds 4th
largest producer of mangoes. The most important crops are wheat, sugarcane,
cotton, and rice, which together account for more than 75% of the value of
total crop output. Crop Pakistans largest food crop is wheat. Pakistan wheat output
reached 26.3 million tonnes. Fishery and fishing industry plays an important role in the national economy
of Pakistan. With a coastline of
about 1046 km Pakistan has enough fishery resources that remain to be
fully developed. It is also a major source of export earning. Aquaculture is
also a rapidly developing industry in Pakistan. The livestock sector contributes about half of the value added in the
agriculture sector amounting to nearly 11 per cent of Pakistans GDP which is
more than the crop sector, that the national herd consists of 24.2 million
cattle, 26.3 million buffaloes, 24.9 million sheep, 56.7 million goats and 0.8
million camels. In addition to these there is a vibrant poultry sector in the
country with more than 530 million birds produced annually.
7. Recapitalization
At
the end of the lesson I will make the groups of students and discuss the
pakistans agricultural crops.
8. Home task
I
will assign the students to write the some important crops on charts.
LESSON PLAN 35
1. General objectives
In
this topic we understand the fourteen points of the Jinnah.
When
the conference is convened the problem solving.
2. Specific objectives
We
discuss the points are in details.
What
do you know about the Nehru report.
3. Previous knowledge
I
will ask the questions to the students what they know about the fourteen points
of Jinnah.
4. A.V aids
Charts,
textbook, hand outs paper, duster, marker, whiteboard.
5. Announcement of the topic
Today
I will discuss about the topic of fourteen points of Jinnah.
6. Presentation
The Fourteen Points of Jinnah were
proposed by Muhammad Ali Jinnah as a constitutional reform plan to safeguard the
political rights of Muslims in
a self governing India. In
1928 an All Parties Conference was convened to solve the constitutional
problems for Muslims. A committee was set up under Moti Lal Nehru. That
committee prepared a report which is known Nehru report. The form of the
future constitution should be federal with the residuary powers vested in the
provinces. The fourteen points are A
uniform measure of autonomy shall be guaranteed to all provinces. All
legislatures in the country and other elected bodies shall be constituted on the
definite principle of adequate and effective representation of minorities in every
province without reducing the majority in any province to a minority or even
equality. In the Central Legislature Muslim representation shall not be less
than one third. Representation of communal groups shall continue to be by
separate electorates: provided that it shall be open to any community at any
time, to abandon its separate electorate in favor of joint electorate. Any
territorial redistribution that might at any time be necessary shall not in any
way affect the Muslim majority in Punjab, Bengal and KPK
provinces. Full religious liberty shall be guaranteed to all communities. No
bill or resolution shall be passed in any legislature if three fourths of the
members of any community in that body oppose the bill. Sindh should be
separated from the Bombay
Presidency. Reforms should be introduced in the KPK and Balochistan on
the same footings as in the other provinces. Muslims should be given an adequate
share in all services, having due regard to the requirement of efficiency. The
Constitution should embody adequate safeguards for the protection of Muslim
culture, education, language, religion and personal laws as well as for Muslim
charitable institutions. One third representation shall be given to Muslims in
both central and provincial cabinets.
7. Recapitalization
At
the end of the lesson I will make the groups of students and ask the provices
of the Pakistan.
8. Home task
I
will assign the students for homework is write fourteen points on charts.
LESSON PLAN
36
1. General objectives
What
do you mean by water indus treaty.
We
relate the irrigation system of the india and pakistans.
2. Specific objectives
What
are the main tributaries that flow to Pakistan.
Define
the power generation and navigation in projects.
3. Previous knowledges
I
will ask simple question to students about the indus water treaty to check the
previous knowledge.
4. A.V aids
Charts,
pictures, textbook, marker, white board, duster.
5. Announcement of the topic
Today
we are going to introduce the topic of water indus treaty.
6. Presentation
The Indus
Waters Treaty is a water distribution treaty
between India and Pakistan
brokered by the World
Bank to use the water available in the Indus River and
its tributaries. The Indus Waters Treaty was signed in Karachi on
19 September 1960 by Indian Prime Minister Jawaharlal Nehru and
Pakistani President Ayub Khan. The Treaty gives control over the
waters of the three eastern rivers the Beas, Ravi and Sutlej with
a mean annual flow of 33 million acre feet
to India while control over the waters of the three western rivers
the Indus, Chenab and Jhelum with
a mean annual flow to
Pakistan. India was allocated about 20% of the total water carried by the
Indus system while Pakistan was allocated the remainder. The treaty allows
India to use the western river waters for limited irrigation use
and unlimited non consumptive use for such applications as power generation,
navigation, floating of property, fish culture, etc. It lays down detailed
regulations for India in building projects over the western rivers. The
preamble of the treaty recognises the rights and obligations of each country in
the optimum use of water from the Indus system in a spirit of goodwill
friendship and cooperation. This has not reduced the Pakistani fears that India
could potentially create floods or droughts in
Pakistan especially in times of war. In 1948 the water rights of the river
system was the focus of an Indo Pakistani water dispute. Since
the ratification of
the treaty in 1960 India and Pakistan have not engaged in any water wars,
despite engaging in several military conflicts. Most disagreements and disputes
have been settled via legal procedures provided for within the framework of the
treaty.
7. Recapitalization
At
the end of lesson I will make the groups of students for the discussion of the
topic, and will draw westerns rivers on the charts.
8. Home task
I
will assign students for home work write this topic on notebooks.
LESSON PLAN
37
1. General objectives
What
do you mean by import and export.
What
are the significance of the international trade.
2. Specific objectives
Define
world trade organization.
How
many types of trade are take place in international trade.
3. Previous knowledge
I
will ask simple question to the students for check the previous knowledge about
import and export.
4. A.V aids
Charts,
pictures, paper handouts, duster, marker, whiteboard.
5. Announcement of the topic
Today
we are going to introduce the topic of international trade.
6. Presentation
International
trade is the exchange of capital, goods, and services across international borders or
territories because there is a need or want of goods or services. In most
countries, such trade represents
a significant share of gross domestic product. While international trade
has existed throughout history for example Uttarapatha, Silk Road, Amber Road, scramble for Africa, Atlantic slave trade, salt roads,
its economic, social, and political importance has been on the rise in recent
centuries. Carrying out trade at an international level is a complex process
when compared to domestic
trade. When trade takes place between two or more nations factors
like currency, government policies, economy, judicial system, laws, and markets
influence trade. To smoothen and justify the process of trade between countries
of different economic standing some international economic organisations were
formed such as the World Trade Organization. These organisations work
towards the facilitation and growth of international trade. Statistical
services of intergovernmental and supranational organisations and national
statistical agencies publish official statistics on international trade.
A product that is transferred or sold from a
party in one country to a party in another country is an export from
the originating country, and an import to
the country receiving that product. Imports
and exports are accounted for in a countrys current account in the balance of payments. Trading globally may
give consumers and
countries the opportunity to be exposed to new markets and products. Almost every kind of
product can be found in the international market for example: food,
clothes, spare parts, oil, jewellery, wine, stocks, currencies, and water.
Services are also traded, such as in tourism, banking, consulting,
and transportation.
7. Recapitalization
At
the end of the lesson I will ask simple question to the students about import
export and international trades products for check the previous knowledge to
the students.
8. Home task
I
will assign home work what services are traded write on notebook.
LESSON PLAN
38
1. General objectives
What
do you mean by electricity.
What
is the importance of electricity.
Define
electromagnetism.
2. Specific objectives
Identify
electronics that associated passive interconnection technologies.
Differenciate
between the electricity and electric power.
3. Previous knowledge
I
will ask simple question about the electricity for check the previous knowledge
of students.
4. A.V aids
Charts,
pictures, textbook, whiteboard, duster, board marker.
5. Announcement of the topic
Today
we are going to discuss the topic of electricity.
6. Presentation
Electricity is
the set of physical phenomena associated
with the presence and motion of matter that
has a property of electric
charge. Electricity is related to magnetism
both being part of the phenomenon of electromagnetism
Various common phenomena are related to electricity including lightning, static electricity, electric heating, electric discharges and many others. The
presence of an electric charge which can be either positive or negative
produces an electric
field. The movement of electric charges is
an electric current and produces a magnetic field.
When a charge is placed in a location with a non zero electric field a force
will act on it. The magnitude of this force is given by Coulombs law.
If the charge moves the electric field would be doing work on
the electric charge. Thus we can speak of electric potential at a certain point in
space which is equal to the work done by an external agent in carrying a unit
of positive charge from an arbitrarily chosen reference point to that point
without any acceleration and is typically measured in volts. Electricity is at the
heart of many modern technologies, being used for Electric power where
electric current is used to energise equipment. Electronics which
deals with electrical circuits that involve active electrical components such as vacuum tubes, transistors, diodes and integrated circuits and associated passive
interconnection technologies. Electrical phenomena have been studied since
antiquity though progress in theoretical understanding remained slow until the
seventeenth and eighteenth centuries. The theory of electromagnetism was
developed in the 19th century and by the end of that century electricity was
being put to industrial and residential use by electrical engineers.
7. Recapitalization
At
the end of lesson I will make the groups of students for discussion about the
electricity also ask simplequestion to th students.
8. Home task
I
will assign write the paragraph on electricity on notebook for an home task.
LESSON PLAN 39
1. General objectives
To
know about the culture of Pakistan.
To
know Pakistan provinces culture.
Explain
the religion culture in Pakistan.
2. Specific objectives
To
know relation about the dresses and food culture in provinces.
In
Islamic practices of the culture.
3. Previous knowledge
To
exemplify the importance of various components of culture.
I
will ask the simple question to the students about culture.
4. A.V aids
Charts,
pictures, textbook, duster, marker, whiteboard.
5. Announcement of the topic
Today
we are going to introduce the topic of culture of Pakistan.
6. Presentation
Culture of
Pakistan is intertwined with the culture of South Asia and Central Asia.
Comprises numerous ethnic the Punjabis, Saraikis, Pothwaris, Kashmiris, Sindhis, Muhajirs, Makrani in
the south Baloch, Hazaras and Pashtuns west Dards, Wakhi, Baltis, Shinaki and Burusho communit es in the
north. The culture of these Pakistani ethnic groups have been greatly
influenced by many of its neighbours such as the other South Asian, Iranic, Turkic as
well as the peoples of Central
Asia and West
Asia. The region has formed a distinct unit within the main
geographical complex of South
Asia the Middle
East and Central Asia from
the earliest times, and is analogous to the intermediary position of
Afghanistan. There are differences among the ethnic groups in cultural
aspects such as dress, food, and religion, especially where pre Islamic customs
differ from Islamic practices. Their cultural origins also reveal influences
from far afield and indigenous, including Ancient India and Central Asia.
Pakistan was the first region of the Indian subcontinent to be fully impacted
by Islam and
has thus developed a distinct Islamic identity historically different from
areas further east.
7. Recapitalization
At
the end of the lesson I will make the groups of students to create the activity
and act on Pakistani culture.
8. Home task
I
will assign home work to students write the dresses, foods culture of Pakistan.
LESSON PLAN 40
1. General objectives
What
is the forest.
Define
the importance of forests.
What
are the factors that affect the forests.
2. Specific objectives
Identify
the ecological function of the forests.
What
is the composition of the forests.
3. Previous knowledge
I
will ask simple question about the forests, diversity of trees, diversity of
species are discuss with students for check the previous knowledge.
4. A.V aids
Charts,
pictures, video, textbook, paper material, marker, whiteboard.
5. Announcement of the topic
Today
I will discuss the topic of forests.
6. Presentation
A forest is
an area of land dominated by trees. Hundreds
of definitions of forest are used throughout the world incorporating factors
such as tree density, tree height, land use, legal standing and ecological
function. The Food and Agriculture Organization defines
a forest as land spanning more than 0.5 hectares with trees higher than 5
meters and a canopy cover of more than 10 percent, or trees able to reach these
thresholds in situ. It does not include land that is predominantly under
agricultural or urban land use. Using this definition found that forests
covered 4.06 billion hectares or approximately 31 percent of the global land
area in but are not equally distributed around the globe. Forests are the dominant terrestrial ecosystem of
Earth and are distributed around the globe. More than half of the worlds
forests are found in only five countries Brazil, Canada, China, Russian
Federation and United States of America. The largest part of the forest 45
percent is found in the tropical domain followed by the boreal temperate and
subtropical domains. Forests account for 75% of the gross primary production of the Earths biosphere
and contain 80% of the Earths plant biomass. Net primary production is
estimated at 21.9 gigatonnes carbon
per year for tropical
forests 8.1 for temperate forests
and 2.6 for boreal
forests. Forests at different latitudes and elevations and with different
precipitation and evapotranspiration form distinctly different biomes boreal forests around the North
Pole tropical moist forests and tropical dry forests around the Equator
and temperate forests at the middle latitudes.
Higher elevation areas tend to support forests similar to those at higher
latitudes, and amount of precipitation also affects forest composition. Almost
half the forest area 49 percent is relatively intact while 9 percent is found
in fragments with little or no connectivity. Tropical rainforests and boreal
coniferous forests are the least fragmented whereas subtropical dry forest and
temperate oceanic forests are among the most fragmented.
7. Recapitalization
At
the end of the lesson I will discuss the biomass, diversity, and temperature of
the forests with students.
8. Home task
I
will assign home work to students write the lesson on worlds largest forest on
notebooks.
