Assignment # 3

Bc210211170

Sr. Grade/Class Subject Topic

No
1 8th General Human organ system(malfunctioning of
Science system)
2 8th General Sorting and Classifying
Science
3 10th Physics Telescope
4 10th Physics Earth Matters
5 9th Computer Problem solving(problem solving
science method, algorithms)
6 9th Computer Hardware Basics
science
7 9th Computer Slide Layout & Placeholders
science
8 9th Computer Application Software
science
9 10th Physics Stress and Strain
10 8th General Enzymes
Science
11 8th General Photosynthesis
Science
12 10th Physics The Lunar

Lesson plan for science class 8th

Lesson Plan 1
1. Subject: General Science

2: Class: 8th

3. Textbook: Punjab Textbook Board

4. Topic and subtopic: Human organ system (malfunctioning)

5. Time duration: 40 minutes

6. Overall objectives
 Students will be able to categorize and define the basic parts of human organ system.

7. Specific / instructional objectives

 List the body parts associated with each organ system

 Give the function of each organ system
 Describe in detail one of the organ systems

8. Resources/materials A.V aids (resources that will be used in the lesson)

 Projector
 Paper for posters
 Urinary system

 Online diagrams
 Sticky notes

9. Practice

 Introduction:
 First of all, I will draw a picture of a kidney on the board .i will include a urinary system
picture and dialysis system picture.
 I ask students to tell what they‘ve just want to learn .once someone answers kidneys, I
ask students whether or not anyone can tell the function of the kidneys.
 Teaching procedures

Producing a consistently charming, experience for students while teaching the systems of the
body can be donating. By providing my students with many hands –on inquiry. I can easily keep
them interested and motivated.

By means of models in the class room and providing openings for dissection and comparison
between organisms, all while teaching proper laboratory safety procedure. Are proven ways to
teach students about the human body

Student participation: ask the student to complete the parts of kidney worksheet independently.

 Formative check

Encourage your class to get intensive and invent a name for their human organ system.

 Closure/succinct
Invitation student to present to the class. Presence sure to share name and function of the human
organ system as well as the other parts related to human and what they used for.

10.

Grade the parts of human organ system on worksheet and student finish them. Focus on an
individual body system, or use the information for a unit introduction or a comprehensive course
review.

11. Valuation of student learning

The activities allow to build on the requisite anatomy and physiology content. Activities include
guided reading on specialized system content. Sail group hands on activities, and inquiry based
laboratory application. Every human body system activates is unique and presented in
downloadable and printable format.
LESSON PLAN 2
Sorting and Classifying
1. Class: 8th
2. Subject; General Science
3. Time : 30 mints
4. Textbook: Punjab Textbook Board
General Objectives:
TLW sort and classify
Specific Objectives:
TLW sort items based on similarities and differences. TLW construct rules for sorting based on
similarities of objects AV Aids:

bags with various items such as a feather, wood, bottle cap, string, etc...; magnifying glass smart board
for examples paper to record Previous Knowledge:

Hold up a toy car, toy train, and toy airplane. Have students compare how these items are the same
and different. Have them record responses on sticky notes.

Topic Declaration:
Some students will receive a closed sort where they are given the rules and have to try to sort them
correctly. Advanced students will have to try to sort them in more than one way.

Presentation:
Draw a Triple Venn Diagram on the board. Explain how the Venn works. Have students put the sticky
notes in the appropriate place on the diagram as you explain why it belongs there. Think aloud to
determine similarities and then create rules for why they were sorted the way they were sorted.

Summary:
This is an effective lesson. The students loved manipulating the items and using the magnifying glass.
High motivators that kept all engaged. Some students couldn't think of more than one way to sort so I
know that they need more opportunities in lessons to look for the answers that are less obvious.
Evaluation:

Evaluation is based on how many students could effectively sort the items and create rules for sorting.
An additional way to assess is to see how many can think of more than one way to sort.
Homework:
Informal Homework will be given by the teacher as s/he walks around and gives feedback about the
sorting rules.

LESSON PLAN 1
1. Topic: Telescope
2. Class : 10th
3. Subject: Physics
4. Time : 40 mints
5. Textbook: Punjab Textbook Board
General Objectives:
The Hubble telescope has provided us with many amazing images of our universe. There is always
debate among scientists, politicians, and others over the money spent on continuing to search the
universe with such an expensive telescope. This activity draws your students into that debate and asks
them to choose a side and defend it. Debates done well can be a lot of fun, so encourage your students
to relax and enjoy each other's points of view.

Specific Objectives:
The student will be able to present a PowerPoint presentation defending their opinion that either
money should be spent on a telescope like Hubble or it should be used for immediate needs here on
earth.

AV Aids:
PowerPoint presentation of pictures from the Hubble telescope
Internet access for the students Previous
Knowledge:

Show the students the pictures from the Hubble telescope. Explain that some of them came from
thousands of light years away and are our first glimpses of far away galaxies. Then present how much
has been spent on the telescope and compare it to needs that could be met here on Earth (i.e.

Gulf oil spill, finding alternative forms of energy).

Topic Declaration:
Have them research at least five discoveries scientists have made using the Hubble telescope and then
have them prepare a PowerPoint presentation defending their position.

Presentation:
Ask students to choose whether they would be for using the Hubble telescope (or another like it) to
search the universe for unknown species, planets, etc. or if they think the money should be spent here
on more immediate needs.

Summary:
There is always debate among scientists, politicians, and others over the money spent on continuing to
search the universe with such an expensive telescope. This activity draws your students into that
debate and asks them to choose a side and defend it. Debates done well can be a lot of fun, so
encourage your students to relax and enjoy each other's points of view.

Evaluation:
Encourage students to choose using the Hubble if they are uncertain about how they will appear if they
do not choose to address immediate concerns.

Homework:
Remind them all that the exercise is more about research and persuasive writing than about judging
their opinions. (If they all choose world hunger, where is the debate?)
 LESSON PLAN 2
Topic: Earth Matters
Class: 10th
Subject: Physics
Time: 30 mints
Textbook: Punjab Textbook Board
General Objectives:
This activity draws your students into that debate and asks them to choose a side and defend it.
Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's
points of view. Specific Objectives:

The students uses maps, globes, charts, graphs, and other geographic tools including map keys and
symbols to gather and interpret data and to draw conclusions about physical patterns.

AV Aids:
Round blue balloons-1 per student
Black permanent markers-1 per student
Student Learning Logs (Social Studies notebooks)
United States and Its Neighbors
Any text such The United States and Its Neighbors (5th Grade Social Studies text) with information on
equator, prime meridian, lines of latitude, lines of longitude, parallels, and meridians would be
sufficient .

Previous Knowledge:
1) Distribute to each student a 12- round blue balloon and a permanent black marker. Tell students
to blow up their balloons and tie them.
2) Read together and discuss pages 30-31 in Social Studies text (indicated in AV Aids section) 3)
Discuss and have students enter each of the key vocabulary words, see description, in the students'
Learning Logs, as they appear in the text.
4) As each word is entered and discussed, students will draw and label on the balloon a line that
will represent the vocabulary word (i.e. equator, prime meridian, lines of latitude, lines of longitude,
parallels, and meridians).
5) Students will go to a second grade classroom and, one-on-one, explain to those students what
the equator is. Their teacher has provided each of them with a blue balloon. They will then draw and
label the equator.
Topic Declaration:
Teacher will also observe students in a second grade classroom, as they instruct and explain to the
second graders what the equator is. Their teacher will need to provide balloons for each second grade
student. Presentation:

Teachers will need to locate information on equator, prime meridian, lines of latitude, lines of
longitude, parallels, and meridians that students can read and discuss with the teacher and peers.

Summary:
Teacher will observe students' balloons to confirm that they correctly drew and labeled the equator,
prime meridian, lines of latitude, lines of longitude, parallels, and meridians. Students will write a
paragraph explaining the patterns in weather and time created by the equator. Teacher will also
observe students in a second grade classroom, as they instruct and explain to the second graders what
the equator is. Their teacher will need to provide balloons for each second grade student.

Evaluation:
This lesson is continued in another Beacon teacher lesson plan called Pinpointing Particular Places.
Homework:
Their teacher will need to provide balloons for each second grade student.

LESSON PLAN 4
Topic: Floating Plates on the Earth

Grade: 8th
Subject: General Science
General Objectives:
This activity draws your students into that debate and asks them to choose a side and defend it.
Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's
points of view.
Specific Objectives:
The student knows that the solid crust of Earth consists of slow-moving, separate plates that float on a
denser, molten layer of Earth and that these plates interact with each other, changing the Earth's
surface in many ways.
 AV Aids:
-An Earth Science textbook, or a source including information on Plate Tectonics
-Concept map diagram or pattern (associated file)
-Teacher Notes (associated file)
-Sample quiz/worksheet (see associated file)
-Notebook paper
-Pencils
-Overhead or chalkboard
-Markers or chalk
Previous Knowledge:
Have “Isn’t it Ironic” from Beth’s Rock collection Volume 1, playing as the students enter the classroom.

1. Announce to the class “The ground is moving.- Ask if anyone can tell? (How?)
2. Review any prior information students have learned about this topic.
3. Discuss possible evidence that the earth’s plates are moving.
4. Read the selection on Plate Tectonics as a group. (Or have it assigned prior to class)
5. Review the information contained in the selection. (Or notes in the attached file)
6. Explain the benefit of using a concept map.
7. Draw the beginning of a concept map (using the board or overhead)
8. Title the map Earth’s Plates.
Topic Declaration:
Using class discussion, construct a concept map. Include types of movement, names of the boundaries,
the effects of the boundaries.

Review outline format and requirements.

Have students individually prepare an outline detailing the information gained.
Circulate as students prepare outlines to answer questions and provide feedback.
Circulate and check student outlines for required information:
Definition of Plate Tectonics.
Presentation:
Name the 3 types of plate boundaries.
Identify the effect on the earth’s surface of the three types of plate interaction.
Give an example of the effect of each type of plate interaction.
14. If required information is not included offer feedback for revision. Allow students to make revisions.

Day 2
1. Assess understanding of concepts presented with an active responding activity, worksheet or quiz
format.

Summary:
This activity draws your students into that debate and asks them to choose a side and defend it.
Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's
points of view.

Evaluation:
Formative Homework is ongoing during the concept map activity and the Presentation of the individual
outlines.

Homework:
Assess student understanding of the concepts presented in an active responding activity, worksheet or
quiz format, where students can demonstrate an understanding of the movement of plates, the types
of boundaries, the effects of the boundaries on the earth’s surface. A sample quiz/worksheet is
included in the associated file.

Lesson Plan for Computer Science 9th

Subject: computer science
 Grade level/class: 9th

Text book: Punjab text book board

Topic& sub topic: problem solving (problem solving method, algorithms)

Time duration: 45 minutes

General objective:

This unit introduces the idea of an “algorithm” as a set of instructions used to solve a problem
this set the context for our discussion of searching and sorting algorithm later in the unit.

Specific/instructional objectives:

The student will be able to:

Define the word algorithm

Create algorithm to solve puzzle

 Materials
 White board
 Board marker
 Projector
 Computers
 Sticky notes

Procedure

Introduction

Computer science is used for problem solving. we have a task to complete and some
rules to abide by while we`re completing it. We’re trying to get form a question and set of rules
to a solution.

Teaching procedure

Computer science as a problem solving .we wants to make step-by-step instructions

to solve categories of problems.

Algorithms are just step-by-step procedure for completing a task .performing

calculation and solving a problem.

Student participation:
 Have the student go through the handout individually, in groups, or a class .it might be
helpful to debrief. Discuss, and check-in after each of the three puzzles so that the class can be
on the same page and understand what an algorithm. I suppose to look like. some part of the
number maze and land shake puzzles or little tricky, so the instructor might have provides some
hints.

Formative check

Problem solving is at their heart of computer science .whether it’s a game or working

With data, we`re trying to create tools to help us solve whole categories of problem

.Closure/summarizing

Your algorithms should be able to help someone solve any world search ,number
maze,landshake puzzle

Assignment or homework:

What problem solving techniques did you see?

Would you right and algorithms for making algorithms?

Assessment of student learning:

Families of cognitive demand are identified that can serve as the frame works for the design of
learning teaching and testing applications. These models are intended to be implemented in
various subject matters. Next a set of key validity and fairness standard are presented to be
considered in assessing the quality of assessments.
Lesson Plan 2
Class: 9th
Subject: Computer
Topic(s): Hardware Basics
Period (s) / Time: 1 / 40 min
Students’ Learning Objectives:
By the end of the session, the students will be able to:
• Define and explain a computer and its work.
• Identify different components of computer.
• Know about hardware such as input, output, storage and
communication devices.
• Know about the software.
• Explain about system unit and its different components such as
motherboard, processor.
Equipment & Material Required:
Textbook, Whiteboard, Board Marker, Duster
Pre-Reading Activities:
After warm greetings:
• Introduce the students with the unit name.
• Tell them the purpose which things they are going to read in this unit.
Development
Model Reading:
• Do the model reading of Unit 1: “Hardware Basics”, page no. 2 to 5.
• Complete the reading of the unit, translate into Urdu and explain it in
simple words to the students.
 • Instruct the students to listen carefully, especially the pronunciation of
new terms, e.g. processes, meaningful information, hardware, software,
input, output, storage, communication devices, permanently, connect,
system unit, protects, internal electronic, damage, motherboard,
plugged, attached, human brain, efficiently, accurately, etc.
• Write the meanings of difficult words on board.
• Say aloud these words and their meanings.
• Learn these difficult words and their meanings to the students. Practice
Activities Activity 1:
• Ask the students to look at the “page no. 2, 3” picture of computer and
its components of computer such as software and hardware and ask
what they can see.
• Get answers from the students and then tell them that they are going to
tell you about computer and its components of computer such as
software and hardware.
Activity 2:
• Ask the students to look at the “page no. 4, 5” picture of system unit
and its components and ask what they can see.
• Get answers from the students and then tell them that they are going to
tell you about system unit and its components.
Assessment:
 Ask different questions from the students to assess their learning:

 Hardware Basics?
 How many different types of computers are there?
 Name three different types of computers?
 Define hardware.
 What are input devices?
 What are output devices?
 What are storages devices?
 What do you know about communication device?
 Explain system Unit.
 Name the different components of system unit.
Homework:
• Learn and revise important information and definitions of computer and its components of computer
such as software and hardware, system unit and its components.
• Write difficult words and their meanings on notebook.
Lesson Plan 3
Topic(s): Slide Layout & Placeholders
Class: 9th
Time: 40 mint
Textbook: Punjab Textbook
Students’ Learning Objectives:
By the end of the session, the students will be able to:
1.1. Use an appropriate slide layout.

Equipment & Material Required:

1. Textbook
2. Whiteboard
3. Board Marker
4. Duster
5. Computer

• Value Developed:
1. Love
2. Responsibility
3. Happiness
4. Friendship
5. Care

• Skills Developed:
1. Speaking
2. Reading
3. Writing Observational
4. Exploration
• Vocabulary:
1. Slide Layout
2. Placeholders
3. Clip Art

Suggested Teaching Methodologies:

 1. Lecture
2. Direct Method
3. Demonstration

Pre-Reading Activities:
After warm greetings:
• Ask the following question from the students as their warm up activity:
• How to add picture as background fill.

Development
• Do the model reading of the Unit 4, Topic: Slide Layout & Placeholders (pg. #123-125) in a loud
voice.
• Instruct the students to listen carefully, especially the pronunciation of new terms e.g.
Slide layout, placeholders, clip art etc.
• Explain the slide layout and placeholders.
• Describe the steps of using slide layout and placeholders.
Activity:
Students will perform Lab Activity: given on textbook, pg. # 123-125 in the lab

Sum up:
Sum up the lesson by revising the important points of the slide layout and placeholders.

Assessment:
In order to assess the students, ask them topic related questions.

Lesson Plan # 4
Class: 9th
Topic: Application Software
Textbook: Punjab Textbook
 Time: 40 mint
Students’ Learning Objectives:
By the end of the session, the students will be able to:
• Define application software.
Distinguish among different kinds of application software.
Equipment & Material Required:
1. Textbook
2. Whiteboard
3. Board Marker

• Value Developed:
1. Love
2. Responsibility
3. Happiness
4. Friendship
5. Care

• Skills Developed:
1. Speaking
2. Reading
3. Writing
4. Observational
5. Exploration

• Vocabulary
1. Documents
2. Graphics
3. Effectively
4. Efficiently
5. Word Processing Software
6. Spread Sheet Software

Suggested Teaching Methodologies:

[Link]
[Link] Method
[Link]
Pre-Reading Activities:
After warm greetings:
1. Introduce the students with the unit and topic name.
2. Tell the students about application software and some of its varieties.
3. Explain the students about entertainment and productivity software.
4. Tell the students about popular types of productivity software.
a. Word Processing Software
b. Spreadsheet Software

• Explain the meanings of new terms.

Practice Activities
• After doing model reading of the topic, ask one sharp student to read a few lines of the
text.
• Then invite one or two mediocre students and finally the slow learners.
• Give feedback / make corrections on the spot.
• Don’t forget to encourage the students and to motivate them to do better reading next
time.
Sum up:
Sum up the lesson by recalling the important information and definitions of important terms
about application software, entertainment software, productivity software.

Assessment:
Ask the students about important first two types of productivity software.

Homework:
Learn and revise important information and definitions of important terms about application
software entertainment software and productivity software.
 LESSON PLAN 1
Topic: Stress and Strain
Class: 10th
Time : 40 mint
Subject: Physics
Textbook: Punjab textbook

General Objectives:
This activity draws your students into that debate and asks them to choose a side and defend it.
Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's
points of view Specific Objectives:

1. To show the stress and strain involved in the movements of the earth's crust with the use of
working models.
2. To show how the forces of compression, tension, and shearing effect the movement of the
earth's crust.
3. To show how AV Aids effect the movement of the earth's crust.
AV Aids:
The following AV Aids are needed to construct each model:
1. compression model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30 cm), two
pieces of wood (1 in. x 2 in. x 15 cm), two bolts 30 cm long, and two wing nuts;
2. Tension model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30 cm), two
pieces of wood (1 in. x 2 in. x 15 cm) 2 pieces of screen (15 cm x 10 cm), two screw hooks, and string;
3. Shearing model - one piece of wood (30 cm x 15 cm), two pieces of wood (1 in. x 2 in. x 30 cm), two
pieces of wood (1 in. x 2 in. x 15 cm), 2 grooved pieces of wood (7 cm x 20 cm x 1 in.), two screw hooks,
and string;
4. Each model also requires nails, screws, clay, Styrofoam, rubber foam, toothpicks, and masses. Previous
Knowledge:
1. The models were made by attaching the two 30 cm pieces and one of the 15 cm pieces to the
baseboard.
2. On the compression model drill two holes the size of the bolts in each of the 15 cm pieces. Pass the
bolts through the holes and attach with the wing nuts.
3. On the tension model attach the screen to the 15 cm pieces of wood. Attach the screw hooks into the
movable 15 cm piece of wood and place the string through the hooks.
4. On the shearing model place the grooved pieces of wood on the baseboard and attach screw hooks to
the opposite ends of each grooved piece. (It may be necessary to place a thin strip of wood or plastic
along the 30 cm sides to keep the grooved pieces on the baseboard as they move.) Place the string
through the holes of the screw hooks.
5. The styrofoam, rubber foam, and clay are placed in or attached to each model. The toothpicks are
placed in each of the AV Aids.
Topic Declaration:
1. On the tension and shearing models the students are to place masses on the strings in equal
increments and note the movement of AV Aids being tested.
2. On the compression models the students are to turn the wing nuts on each side at an equal rate and
note the movement of the AV Aids being tested.
3. The force can be calculated mathematically with advanced classes or spring scales that read in
newtons can be used in place of the masses.
Presentation:
1. On all the models the students should note that the clay requires more force to move or break than
the styrofoam or the rubber foam.
2. On all the models the toothpicks in the clay not only move apart or together but also move at angles
to one another showing the forces at work below the surface. (It was suggested that other models
could be made with plastic sides to show the movement of the layers below the surface. Also by
using different colors of clay or foam the sub-surface movement might be more visible.) Summary:
This activity draws your students into that debate and asks them to choose a side and defend it.
Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's
points of view.

1. To show the stress and strain involved in the movements of the earth's crust with the use of
working models.
2. To show how the forces of compression, tension, and shearing effect the movement of the
earth's crust.
3. To show how AV Aids effect the movement of the earth's crust.
Evaluation:
This movement causes some plates to come together as in the
case of Pakistan and Asia forming the Himalayas, while other plates move apart as in the case
of the Mid-Atlantic Ridge, while still others move along each other as in the case of the San Andreas
Fault.
Homework:
The movement of the earth's crust is caused by convection currents below the surface.
This movement causes some plates to come together as in the case of Pakistan and Asia
forming the Himalayas, while other plates move apart as in the case of the Mid-Atlantic
Ridge, while still others move along each other as in the case of the San Andreas Fault.
LESSON PLAN 2
Topic: What on Earth
Time: 40 mint
Textbook: Punjab Textbook
Grade: 10
Subject: Physics

General Objectives:
What on Earth Is Earth science? That is what students discover in this lesson through concept mapping,
discussion, and self-discovery.

Specific Objectives:
The student knows that the disciplines of science provide in depth study and information that becomes
available for all to share and use.

AV Aids:
-One K-W-L Chart for each group of 4 (See Associated File)
-Class K-W-L on chart paper
-Concept Map of Science (See Associated File)
-Four Xerox boxes
-Books, magazines, and learning material about Oceanography, Astronomy, Geology, and
Meteorology
-Colored construction paper
-Crayons and/or colored pencils
 -Goal 3 Standards Checklist (See Associated File) Previous
Knowledge:

This is a good lesson for the start of the year.

1. Group students into heterogeneous groups of four.
2. Activate student interest by asking the students if they have ever used or heard the phrase “What on
Earth?” Ask students to think of different examples of how one might use the phrase, “What on Earth?”
Call on students to share their ideas with the class.
3. Next, excite the students by informing them that they are going to be finding out the answer to the
phrase...“What on Earth is EARTH SCIENCE?”
4. Pass out one K-W-L Chart to each group of four students. (See Associated File) Begin by asking students
to work with their group to write down all the things they think they know about Earth Science in the K
section of the K-W-L Chart. Remind them that all answers are to be recorded, not debated or discussed
at this stage. (You may need to assign a recorder if students are having difficulty selecting a person to
write for the group.)
5. After students have recorded their ideas, ask groups to share their ideas with the class. Record student
ideas on a class K-W-L Chart. (In this process, the teacher does not adjust student ideas, or provide
input at this time. The teacher is simply recording what the students think they know about Earth
Science, misconceptions and all!)
6. The next part of the activity involves the students thinking of things they wonder about Earth
Science. Allow students time to brainstorm and record things they want to know about Earth Science in
the W section of the K-W-L Chart.

7. Invite the groups to share their questions and record student questions on the class K-W-L Chart.
8. Now that the K and the W sections are complete, you can begin to teach the various areas of science
using a concept map to graphically organize the information. (See Associated File)
9. To begin the discussion using the concept map, start at the top with Science. This is where you inform
students that science is the process of observing, explaining, and understanding the world in which we
live. Also, it is key to mention that all of the disciplines of science are alike in that they provide in depth
study and information that becomes available for all to share.
10. Continue to discuss the concept map with the students. Provide some background information on each
topic and give the students examples of each. Save the Earth Science section until the end so that you
can elaborate on each of the four disciplines.
11. After you have talked about each component on the concept map, ask the students to think about all
the different subcategories of science. Ask them to consider why it is important to break science down
into the different categories. (This allows for people to specialize in one area and to discover all that can
be learned about that area to improve our understanding of the larger picture.)
12. Ask students to think about reasons why it is important to share information and new discoveries. Ask
them to think about what might happen if science information was not shared. After a brief discussion,
have the students write down and respond to the following journal question: “Why is it important to be
able to share information made available to us by science?
Give one example to support your answer.”
13. For the next activity, divide the students into four groups by having them count off 1,2,3,4,1,2,3,4, etc.
Then instruct the students to move to the area of the classroom that is designated by number. (Note:
This will not be the same grouping as the K-W-L.)
14. Once students have circulated to the correct area of the room, pass out a box to each group.
Explain to the students that each box contains learning information about one area of Earth Science.
They should look through the material to gather information and ideas for a follow-up poster project
and the L section of the K-W-L Chart. (The poster project is an individual activity, but the remaining K-
W-L Chart is done with their original group and shared as a class.)
15. Allow groups 5-8 minutes to check out the material in the box, then rotate the groups until each group
has viewed all four boxes.
16. After the activity, have students return to their K-W-L group to complete the L portion of the K-W-L
Chart by naming at least five things that they learned about Earth Science. The students can discuss
things they have learned with one another as they record the information on the chart.
Topic Declaration:
1. Gather books, magazines, and learning material for each discipline of Earth Science and place the
material into boxes by content. Box #1 Oceanography, Box #2 Geology, Box #3 Meteorology, Box #4
Astronomy
2. You may want to check the local library for additional reading material at various reading levels.
(The children’s science section can often be a good resource area.) 3.
Create a class K-W-L Chart on large poster paper or chart paper.

Presentation:
1. This would be a great opportunity to incorporate Gardner’s Theory of Multiple Intelligence. In addition
to the poster project, you could allow students to create another model or display of the four
 disciplines of Earth Science. For example the Logical/Mathematical student could create a PowerPoint
slide show, the musical/rhythmic student could create a musical interpretation, the bodily/kinesthetic
student could act out the four disciplines, the naturalist student could gather real samples to display,
etc.
2. To modify this lesson if you do not teach Earth Science as a yearly curriculum, but rather teach an
integrated curriculum, you could use the concept map as a kick-off and have the students choose which
branch of science they would like to investigate. This might help them distinguish between the sciences
and recognize them during the integrated studies.
Evaluation:
The students construct a response to a journal question that is used as a summative Homework for this
lesson. (See Associated File for further details)

A checklist is used to assess the Goal 3 Standards. (See Associated File)

Homework:
The K-W-L Chart is used as a diagnostic tool as well as a formative Homework tool during the lesson. As
a summative Homework, the students create a poster containing all four disciplines of Earth Science
(Astronomy, Oceanography, Geology, and Meteorology). There is a Poster Project
Rubric to assess if students have met the criteria. (See Associated File)
LESSON PLAN 12
Enzymes
Grade: 8th
Time: 40 mint
Textbook: Punjab Textbook
Subject: General Science

General Objectives:
Investigate and describe the structure and function of enzymes and explain their importance in
biological systems. Design and conduct scientific investigations to answer biological questions.

Specific Objectives:

Students will use pineapple juice as an enzyme and Jell-O as a substrate to illustrate an
enzyme/substrate complex. Students will discover that the processing of food will denature enzymes.
AV Aids:

See lab
Previous Knowledge:
Pineapple enzymes & jello molds lab

Topic Declaration:

Review yesterday's activity toothpickase with students-build on previous knowledge.

Presentation:
Go over the lab-give examples

Summary:

Approve lab set up

Evaluation:

Quiz
Homework:
Concept map of enzymes? If have time and or Quiz Remind students of homework

LESSON PLAN 4
Topic: Photosynthesis

Text book: Punjab text book

Grade: 8th
Subject: General Science
Time: 40 mint
General Objectives:
1. To know how the five factors, light intensity, CO2 Concentration, water intake, temperature, and
humidity affect the rate of photosynthesis. 2. To use a computer-based simulation of photosynthesis to
explore how these five factors affect photosynthesis rate. 3. To prepare graphs of data showing the
effect of the five factors. 4. To answer key content questions relating to the data collected. Specific
Objectives:

1. Working in groups, students will use a computer-based simulation of photosynthesis to explore

how the five factors affect the rate of photosynthesis in order to determine the optimum conditions for
photosynthesis. 2. Each student will graph data the group has collected for each of the factors. 3. Each
student will questions showing how each of the factors affects photosynthesis rate and define
saturation point, optimum level, and limiting factor.
AV Aids:
1.A classroom set of computers, one per table group of 4-5 students. [Link] program: Logal
Explorer Science: Photosynthesis. [Link] directions/questions/worksheet to go with the activity.
Previous Knowledge:

1. Before starting the activity, students will briefly Previous Knowledge how to run the simulation
program, with teacher guidance using the overhead projection on the screen. 2. After the students
collect their first set of data, the teacher will review the basics of proper graphing using the overhead
projector, and guide students in correctly graphing their data.

Topic Declaration:
Using the comuter simulation program projected onto a large screen, the teacher will introduce the
question of what happens to the rate of photosynthesis if various environmental factors are varied.
Ideas from the class may be solicited and quickly "tested" with the simulation program in order to set
the stage for the lesson.

Presentation:
1. Using direct instruction, the teacher can briefly introduce and discuss the five key factors that affect
the rate of photosynthesis. 2. Using the photosynthesis simulation projected onto the screen, the
teacher can demonstrate how to use the program to investigate the five factors, collect data and graph
the results.

Summary:
 1. Extended learning opportunities using the photosynthesis computer simulation program could easily
be provided. Possible extensions might include investigating the effects of additional environmental
factors such as the color of light to which the plants are exposed. 2. Students who need additional time
to complete either the initial or the extension activity could come into class at lunch or after school to
work on the computers, or conduct independent research at home.

Evaluation:
Students will be evaluated using the worksheet they prepare and turn in. The worksheet will contain
data tables of the data they collected, properly labeled graphs of the data for each of the five factors,
and answers to specific questions relating to the content of the activity.

Homework:
At the close of the lesson, the teacher will briefly query the class as the results they found on the
effects of the five factors, using the on-screen projection of the simulation if necessary to reinforce the
concepts.

LESSON PLAN 4
Topic: The Lunar
Class: 10
 Subject: Physics
Time: 40 mint
Textbook: Punjab
General Objectives:
This activity draws your students into that debate and asks them to choose a side and defend it.
Debates done well can be a lot of fun, so encourage your students to relax and enjoy each other's
points of view.

Specific Objectives:
The student understands the relationships between events on Earth and the movements of the Earth,
its Moon, the other planets, and the Sun.

AV Aids:
-Science textbooks
-Internet access [Link] and [Link]
-White or cream-colored construction paper approximately 18” X 24” (two per group)
-Colored pencils/1 box per student
-Protractor or compass/1 per student
-Ruler/1 per student
Previous Knowledge:
1. Divide the class into groups of two students each.
2. Ask students if any of them have ever participated in a tug-of-war? Give a few minutes for students to
respond and briefly discuss their replies. Additional questions may include the following: How does a
team win a tug-of-war? Are there any factors that would give a team an advantage?
3. Ask students what factors usually determine who wins? What part does strength or size play in a
tug-of-war?
4. Tell the students there is a tug of war going on between the Earth and the moon. 5. Tell students that it
would seem that the Earth would easily win in a tug-of-war game with the moon since the Earth is
much larger that the moon. Examples of contests between large and small people or things include a
weight lifting contest between a light-weight person and one who is clasified as a heavy-weight or a
collision between a car and a large truck. In both of these examples, we usually think of size as being
the most important factor. Does the gravitational pull of the moon have any observable effect on the
earth? Note: Be prepared to add possible responsible responses to the questions and enhance what the
students might say.
6. Distribute a copy of the Tug-of-War checklist to each student. The checklist is located in the
associated file.

Topic Declaration:
Explain to the students to use their textbooks and the Internet to research, graphically represent, and
describe the factors that are involved in the tidal effects seen primarily at high and low tides. Tell the
students to use captions along the side or bottom of charts to define terms and explain the
relationships. Direct the students to write two paragraphs: the first, explaining the effects of the Sun’s
gravitational pull on the Earth’s oceans, and the second, explaining the effects of the moon’s gravity on
the Earth. Tell students to use the checklist to ensure all related information is included. As each group
completes the lesson, take up the charts and assess the work based on the checklist and accuracy of the
charts.
Presentation:
1. Prepare one copy per student of the checklist in the associated file.
2. Purchase and assemble these AV Aids for the poster:
-construction paper (two sheets per student)
-colored pencils (one pack per student) -protractors
or compasses (one per student, and -rulers (one per
student).
3. Access the Internet at [Link] and [Link]. At the latter site, use
their search tool and input How do tides work? Select the option that reads Tides and the Moon (nice
animation).
Summary:
Direct the students to write two paragraphs: the first, explaining the effects of the Sun’s gravitational
pull on the Earth’s oceans, and the second, explaining the effects of the moon’s gravity on the Earth.
Tell students to use the checklist to ensure all related information is included. As each group completes
the lesson, take up the charts and assess the work based on the checklist and accuracy of the charts.

Evaluation:
The diagrams will be checked to determine if information was located and comprehended during the
students' research using their textbooks and the Internet web-sites listed as resources for this lesson

Homework:
Students will be required to draw diagrams that will be assessed as to the requirements set forth on the
checklist located in the associated file.