QAED Mianwali

Lesson Plan
By
Tehreem Rasool

Roll no : 117909

Lesson Plan 1
Teacher Name: Tehreem Rasool Class: 7
Subject: Math Topic: Union of two set
Time: 35 mint
Learning Out Comes:
After this students will be able to
 Find the Union of two sets
Resources &AV aids
White board, Duster
Methodology
Demonstration Method
Previous Knowledge.
 What is complement of a set?
 What is Universal of set?
Announcement of topic & introduction
Union of set contain all elements in set A or in set B ( or in
both A& B).
Presentation:
If A = {a,b} & B {b,c,d } then Union of sets Is
AUB {a,b,c,d }
U={3,6,9} & V= {1,3,4,5} Union of sets
U u V {1,3,4,5,6,9}
Activity of Teacher
First of all teacher will solve the question on board about the topic
and he will involve the students.
Activity of students
Teacher will make seven groups of class and each group contain
4-5 students and they will solve question in groups
Assessment:
Teacher will call one student from each group and they solve question
on board .
Conclusion:
Union of set contain all elements in set A or in set B ( or in
both A& B) Written as AUB
Home Work:
Write Union of sets of Following
 A={2,4,5}- B {1,2,3}
 X={4,6,8,10}- Y {1,3,5,6,8}

Lesson Plan 2
Teacher Name: Tehreem Rasool Class: 4
Subject: Math Topic: Measurement
Time: 35 mint

Learning Out Comes:

After this student will be able to:
 Use standard metric units
 Convert larger into smaller metric units
Resources and AV aids:
White board,duster
Methodology
Demonstration Method
Previous Knowledge
 Which units are used for measurements of things?
Announcement of Topic and Introduction
For measuring the length of classroom we will use measuring tape and it can
be measured in different units of length
Presentation
We measure the length of short objects in centimetres and length of long
objects in meters.
The distance between two places is measured in Kilometres.
1km=1000m 1m=100cm 1cm=10mm
Convert 7km into meter
As 1km is equal to 1000m so we will multiply7 with 1000 and answer will be
7000m.
Activity of teacher
Teacher will solve different questions of conversion on whiteboard and actively
engage the students.
Activity of students
Teacher will give flashcards of objects(ribbons,ropes) with different length and
ask them to separate them according to their unit of lengths.
Assessment
Teacher will form groups of student and assign them, the conversion questions
to solve.
Conclusion
The standard unit used for distance measurements are km,m,cm,mm.The
choice of unit depend upon the length.
Homework
Write the correct units of length for following
1. Pencil 2.House 3.Road 4.Rope
Convert these units of length
12km into m  3.2cm into mm
88m into cm 5m into cm
 Lesson Plan 3
Teacher Name: Tehreem Rasool Class: 6th
Subject: Math Time: 35 mint
Topic: Types of Natural numbers

Learning Out Comes:

At the end of session students will be able to
 Understand the types of natural numbers
 Identify types of natural numbers
Resources and AV aids
White board,duster,marker and chart
Methodology
Lecture-cum- discussion method
Previous Knowledge
 What are natural numbers?
 Is 0 a natural number?
 What are multiples and factors?
Announcement of Topic and Introduction
Today we are going to learn about types of natural numbers.Natural numbers
are classified as even,odd,prime and composite numbers
Presentation
Even numbers are divisible by 2 and are denoted by E. e.g.. 2,4,6,8etc
Odd numbers are not divisible by 2 and are denoted by O. e.g..1,3,5,7etc
Prime numbers have two factors and denoted by P. e.g..4,6,10etc
Composite numbers have more than two factors and denoted by C.
Activity of teacher
Teacher will write different numbers on board and teach student how to
categorize them into even, odd,prime and composite numbers
Activity of students
Students are asked to come to the board to identify different types of number
one by one.
Assessment
 What are prime numbers?
 What is difference between odd and even?
Conclusion
Natural numbers are divided into even ,odd,prime and composite numbers.
Homework
 Separate them into even and odd
5000,275,130,900
 Lesson Plan 4
Teacher Name: Tehreem Rasool Class: 2
Subject: Math Topic:shapes
Time: 35 mint

Learning Out Comes:

After this students will be able to
 Identify different shapes
Resources and AV aids:
White board,duster,paper
Methodology
Demonstration method
Previous Knowledge
What are different shapes in classroom
Announcement of Topic and Introduction
Today we are going to study different shapes like circle,triangle rectangle and
square
Presentation
Shows the children different shapes through making them through coloured
paper
Activity of teacher
Draw different shapes on board and write name below each shape
Activity of students
Make groups of student and ask each group to draw one shape
Assessment
Draw shape and ask the students to write the name of shape
Conclusion
Shapes are of different types but main are circle,rectangle,triangle and square.
Homework
Colour the rectangle red,square blue,circle yellow and triangle green.
 Lesson Plan 5
Teacher Name: Tehreem Rasool Class: 5
Subject: Math Topic:Perimeter and area
Time: 35 mint
Learning Out Comes:
At the end of this students will be able to
 Differentiate between perimeter and area
 Calculate the area and perimeter
Resources and AV aids:
White board,duster,marker
Methodology
Lecture-cum-discussion method
Previous Knowledge
Do you know what is shape of our playground?
What will be the length of wall if constructed on playground?
Announcement of Topic and Introduction
Today we are going to study perimeter and area,you knew that ,the shape of
playground is square shape because its length and width are equal and length
of wall should be equal to its perimeter.
Presentation
 The space covered by any 2 dimensional space is called area and it is
measured in m2 and cm2.
 The total length of boundary of closed region is called perimeter and it is
measured in m and cm.
 To calculate the area multiply width with length and to calculate the
perimeter we will add all the lengths and widths
Activity of teacher
Teacher will draw the rectangle and square shapes and labelled on them which
region is perimeter and which is area

4m
 5m
5m
To calculate the area
l×w=4m×5m=20m2
To calculate Perimeter

Above shape is rectangle so its two sides will be equal to each other,so its

perimeter will be 2l＋2w. 2(4m)+2(5m)=18m

Student Activity
Teacher will ask the students to draw square and rectangles of different
measurements on notebook,use colour pencils to show perimeter and area
Also calculate its area and perimeter

Assessment
Calculate the area and perimeter of given shape.

6m

8m
Conclusion 5m
A closed shape is measured in terms of its area and perimeter.
Homework
 Find the perimeter of given squares
7m 4m
7m 13cm
4m 4m

13cm
 Lesson Plan 6
Teacher Name: Tehreem Rasool Class: 7
Subject:Science Topic: Blood vessels
Time: 35 mint

Learning OutComes:
After this students will be able to
 Explain the structure and function of blood vessels.
Methodology
Lecture Method
Previous Knowledge.
 What is Heart?
 What is Blood ?
Announcement of topic & introduction
The blood travels throughout the body through blood vessels
Presentation:
 Arteries
 Capillaries
 Veins
Activity of Teacher
Teacher will explain the difference point and work of blood vessels in
human system. He also write main point on chart.
Activity of students
Teacher will make seven groups of class and each group
contain 4-5 students and they will discuss in groups
Assessment:
Teacher will call one student from each group and ask some
question
What is Arteries?
What is Veins?
Conclusion:
The blood travels throughout the body though blood vessels.
 Arteries
 Capillaries
 Veins
Home Work:
Write a note on Blood Vessels?

Lesson Plan 7
Name: Tehreem Rasool Class: 7
Subject: Science Topic: Habitat and kinds
Duration.35 mint

Learning Outcomes:
After this lesson student will be able to:
 Describe Habitat
 Explore the kinds of Habitat
Previous Knowledge Test:
What is ecosystem?
What is What is difference between biotic and a biotic part ?
Methodology:
Lecture Method, Demonstration method by using book, chart.
Introduction:
A habitat is an ecological or environmental area that is inhabited by a
particular species of animal, plant, or other type of organism.
Presentation:
Ponds
Ponds are small bodies of freshwater with shallow and still water, marsh, and
aquatic plants.They can be further divided into four zones: vegetation zone,
open water,bottom mud and surface film.The size and depth of ponds often
varies greatly with the time of year; many ponds are produced by spring
flooding from rivers. Food webs are based both on free-floating algae and upon
aquatic plants.Lake ecosystems can be divided into zones. One common
system divides lakes into three zones. The first, the littoral zone, is the shallow
zone near the shore. This is where rooted wetland plants occur. The offshore is
divided into two further zones, an open water zone and a deep water zone. In
the open water zone (or photic zone) sunlight supports photosynthetic algae,
and the species that feed upon them. In the deep water zone, sunlight is not
available and the food web is
based on detritus entering from the littoral and photic zones.
Activity 1.
Teacher will describe and write main points of Habitat of plants its with
examples and explore each them
Activity 2.
Teacher will ask to the students to read topic and share its importance points
with each others.
Assessment:
 What is Habitat?
 What is pound Habitat ?
Conclusion:
A habitat is an ecological or environmental area that is inhabited by a
particular
species of animal, plant, or other type of organism.
Home Work:
Describe habitat.
Explore the kinds of Habitat

Lesson Plan 8
Teacher Name: Tehreem Rasool Class: 7
Subject:Science Topic: Chemical change
Time: 35 mint

Learning Out Comes:

After this students will be able to
 Identify the Chemical change taking place in Environment
Resources &AV aids
Black board Duster
Methodology
Demonstration Method
Previous Knowledge.
 What is Change?
 What is physical Change?
Announcement of topic & introduction
Today we read topic Chemical change. Chemical change is one in which a new
substance is formed
Presentation:
 Chemical composition is permanent.
 Cooking of food and rusting of iron are example of physical change.
Activity of Teacher
First of all teacher will take iron and water.he put a few iron nails in
half filled glass of water .iron is reacted with oxygen in water is a chemical
change.
Activity of students
Teacher will make seven groups of class and each group contain
4-5 students and they will solve Discuss the topic in groups
Assessment:
Teacher will call one student from each group and ask question.
 Give an example of Chemical change?
 What is chemical change?
Conclusion:
Chemical change is one in which a new substance is formed Chemical change
are
permanent and are not easy to reverse
Home Work:
Write a note on Chemical change

Lesson Plan 9
Teacher Name: Tehreem Rasool Class: 7
Subject:Science Topic:Transverse waves
Time: 35 mint

Learning Out Comes:

After this students will be able to
 Design and Explain Transverse Waves
Resources &AV aids
Rope
Methodology
Demonstration Method
Previous Knowledge.
 What is Waves?
 What is types of waves?
Announcement of topic & introduction
A wave in which particulars of the medium move perpendicularly to the the
direction of wave .
Presentation:
 Crest ( Normal position )
 Trough( Below of N.p)
Activity of Teacher
Teacher will call two students of class, he give a rope they will move it free, it
can produce Transverse Waves
Activity of students
Teacher will make seven groups of class and each group contain
4-5 students and they will discuss in groups
Assessment:
Teacher will call one student from each group and ask some question
What is Crest?
What is Trough ?
Conclusion:
A wave in which particulars of the medium move
perpendicularly to the the direction of wave .
 Crest ( Normal position )
 Trough( Below of N.p)
Home Work:
Write a note on Transverse Waves ?

Lesson Plan 11
Teacher Name: Tehreem Rasool Class: 4
Subject:English Topic:Countable and uncountable nouns
Time: 35 mint

Learning Out Comes:

After this students will be able to
 Understand countable and uncountable nouns
 Differentiate between countable and uncountable nouns
Resources and AV aids
White board,marker,book
Methodology
Discussion+lecture method
Previous Knowledge.
What are nouns?
Do you know about word countable and uncountable?
Announcement of topic & introduction
Today we are going to study about countable and uncountable nouns.Before
studying them, ask students to count the things in class.
Presentation:
Countable nouns are words for things that we can count.they have singular and
plural form.
e.g. ball,girl,doll etc
Uncountable nouns are words for things that we cannot count.they don't have
plural form.
e.g.water weather,furniture etc
Activity of Teacher
Write on the board different countable and uncountable nouns
Activity of students
Ask the students to identify countable and uncountable nouns in given chapter
of their book
Assessment:
Teacher will ask the students to write five countable and uncountable nouns in
their notebook
Conclusion:
Countable nouns can be counted an uncountable can't.
Home Work:
Identify countable and uncountable nouns among following words
Rice,swings,,butterflies,hair,flowers
 Lesson Plan 12
Teacher Name: Tehreem Rasool Class:6
Subject:English Topic:Present perfect tense
Time: 35 mint

Learning outcomes:
After this students will be able to
 Understand the present perfect tense
 craft sentences using the present perfect tense.
 apply the present perfect tense in writing.
Resources and AV aids:
Whiteboard & markers,Handouts with examples
Methodology
Lecture-cum- discussion method
Previous knowledge
What do know about present,past tenses?
What are simple past and continuous tense?
Announcement and Introduction of topic
Start the lesson with a question to engage students, "Have you ever been to a
park?" Introduce the present perfect tense as a way to talk about experiences.
Presentation:
Outline the formula for the present perfect tense (has/have + past participle)
and its use for describing actions that occurred at an unspecified time in the
past.
Show examples on the whiteboard and explain how they demonstrate the
present perfect tense.
Activity of teacher
Engage students by asking them to convert simple past tense sentences to
present perfect tense.
Activity of students
In pairs, students will brainstorm and write down three sentences about things
they have done in their lives using the present perfect tense.:
Conclusion:
Quickly summarize the key aspects of the present perfect tense.
Assessment:
Have a short interactive Q&A to assess understanding.
Homework:
Assign the students to write a short paragraph using the present perfect tense
about a recent accomplishment
 Lesson plan 13
Teacher Name: Tehreem Rasool Class:8
Subject: English Topic:Articles
Time: 35 mint.

Learning outcomes:
After this students will be able to
 understand the functions and uses of articles in English grammar.
 learn to use indefinite (a, an) and definite (the) articles correctly in
sentences.
 apply their knowledge through writing and speaking exercises.
Resources and AV aids:
Whiteboard and markers,Example sentences displayed or printed
Methodology
Discussion+Activity method
Previous knowledge
What are parts of speech?
Tell about names of parts of speech.
Announcement of topic and Introduction:
Start with a question to the class, such as, "Why do we say 'a car' but 'an
apple'?" to pique interest in the topic of articles.
Explain the importance of using articles correctly to enhance clarity in
communication.
Presentation :
Introduce the three articles in English - a, an, and the. Explain the use of 'a'
and 'an' for indefinite articles and 'the' for a definite article, including basic
rules for their usage.
Provide examples on the board, illustrating the difference between 'a', 'an', and
'the', such as using 'an' before a vowel sound and 'a' otherwise.
Activity of teacher
Teacher will ask the students in pairs to create lists of nouns and practice
writing them in sentences with the correct articles. For example, "a dog", "an
apple", "the sun".
Activity of students:
Split the class into small groups. Each group receives a paragraph with
missing articles to fill in correctly.
Conclusion :
Summarize the key points on the use of articles in English, emphasizing
common errors to avoid.
Assessment and Feedback:
Have a short interactive Q&A session to clarify any doubts and assess
students' comprehension.
Homework:
Assign a short paragraph writing task where students have to use articles
appropriately. They could describe their favourite place, object, or person.

Lesson plan 14
Teacher Name: Tehreem Rasool Class:9
Subject: English Topic:The Rain
Time: 35 mint.

Learning outcomes:
After this students will be able to
understand the thematic elements and imagery within the poem "The Rain".
develop analytical skills by interpreting the poem's meanings and its language.
Resources and AV aids:
Text of the poem "The Rain",Whiteboard and markers,Handouts with questions
for group discussion,Audio recording of the poem (optional)
Methodology
Discussion method
Previous Knowledge
What do you know about rain
What is imagery
Announcement of topic and introduction:
Begin with a short discussion on weather phenomena, focusing on rain. Ask
students about their personal experiences and feelings related to rain
Presentation:
Read the poem "The Rain" aloud to the class. Optionally, play an audio
recording.
Have students read the poem silently to themselves.
Discuss the imagery and themes present in the poem. Highlight how the poet
uses language to evoke sensory experiences and emotions related to rain.
Activity of teacher:
Use a Socratic seminar or a fish-bowl discussion technique to encourage
students to share their interpretations of the poem.
Activity of student:
Divide the class into small groups and hand out questions related to the
poem's meaning, the emotions it evokes, and the use of descriptive language.
Conclusion:
Recap the key themes and literary devices discovered during the analysis.
Suggest students explore more poems about natural phenomena and consider
how different poets convey their subjects.
Homework Assignment:
Ask students to write a few lines about their own feelings or experiences with
rain, inspired by "The Rain". Encourage creativity and personal voice.

Lesson plan 15
Teacher Name: Tehreem Rasool Class:5
Subject: English Topic:conjunctions
Time: 35 mint.

Learning outcomes:
After this students will be able to
 define and identify conjunctions in sentences.
 use conjunctions correctly in their own writing.
Resources and AV aids:
Whiteboard and markers,handout with examples of sentences that
demonstrate the use of conjunctions.
Methodology
Discussion method
Previous Knowledge
What are joining words?
Announcement of topic and introduction:
Start the lesson by asking students what they know about conjunctions.
Write the definition of conjunctions on the board: "Conjunctions are words that
connect words, phrases, or clauses."
Provide examples of conjunctions, such as: and, but, or, nor, for, yet, so.
Presentation:
Show students examples of sentences that use conjunctions correctly.
Discuss the function of conjunctions in each sentence.Write the sentences on
the board and have students repeat them.
Activity of teacher
Distribute the handout with sentences that require the use of conjunctions.
Activity of students
Have students work in pairs to read the sentences and determine the
appropriate conjunction to use.
Check the answers as a class and provide feedback.
Conclusion
Review the main points of the lesson with students.
Ask students to share what they learned about conjunctions.
Assessment:
Review the worksheets completed during independent practice to assess
students' ability to use conjunctions correctly in their writing.
Homework
Have students create their own sentences using conjunctions and share them
with the class.

Lesson plan 16
Teacher Name: Tehreem Rasool Class: 9
Subject: Chemistry Topic:Solubility
Time: 35 mint.

Learning Outcomes
After this student will be able to
 define solubility.
 identify factors that affect solubility.
 perform a simple experiment to demonstrate the concept of solubility.
Resources and AV Aids:
Whiteboard or chart paper,Markers,Beakers,Water,Salt,Sugar,Measuring
cups,Spoons
Methodology:
Lecture+Activity method
Previous Knowledge
 Begin by reviewing the previous lesson on solutions.
 Ask students to recall what a solution is.
Announcement and introduction of topic
Introduce the topic of solubility and explain that it refers to the ability of a
substance to dissolve in a solvent.
Presentation
Discuss the factors that affect solubility, such as temperature, pressure, and
the nature of the solute and solvent.
Use examples to illustrate each factor.
Activity
 Divide students into groups of 3-4.
 Provide each group with a beaker of water, salt, sugar, measuring cups, and
spoons.
 Instruct students to perform the following experiment:
 Measure out 100 mL of water into a beaker.
 Add 1 teaspoon of salt to the water and stir until dissolved.
 Continue adding salt, 1 teaspoon at a time, until no more salt will dissolve.
 Record the amount of salt that was dissolved.
 Repeat the experiment with sugar.
 Have students share their results with the class.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the concept of solubility in their own words.
Assessment
Ask students to answer the following questions:
 What is solubility?
 What factors affect solubility?
 Describe the experiment you performed in class and explain the results.
Homework:
Have students read the chapter on solubility in their textbook.
Ask students to find examples of solubility in everyday life.

Lesson plan 17
Teacher Name: Tehreem Rasool Class: 9
Subject: Chemistry Topic:Isotopes
Time: 35 mint.

Learning outcomes:
After this students will be able to
 define the term "isotope."
 identify the three subatomic particles that make up an atom.
 explain how isotopes differ from each other.
Resources and AV Aids:
Whiteboard or chart, Markers,Periodic table,Computer with internet access,
Projector
Methodology:
Discussion+activity method
Previous Knowledge
Begin by reviewing the previous lesson on atoms.
Ask students to recall the three subatomic particles that make up an atom:
protons, neutrons, and electrons.
Announcement and Introduction of Topic
Introduce the topic of isotopes and explain that isotopes are atoms of the
same element that have the same number of protons but different numbers of
neutrons.
Presentation
Use the periodic table to show students examples of isotopes.
Explain how isotopes differ from each other in terms of their atomic mass.
Discuss the different ways that isotopes can be used, such as in medicine and
archaeology.
Activity
 Divide students into groups of 3-4.
 Provide each group with a computer with internet access.
 Have students research a specific isotope and its uses.
 After 10 minutes, have students share their findings with the class.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the concept of isotopes in their own words.
Assessment
Ask students to answer the following questions:
 What is an isotope?
 How do isotopes differ from each other?
 Give an example of how isotopes can be used.
Homework:
Have students write a short report on a specific isotope of their choice.

Lesson plan 18
Teacher Name: Tehreem Rasool Class: 9
Subject: Chemistry Topic:Ionization energy
Time: 35 mint.
Learning Outcomes:
After this students will be able to
 define ionization energy.
 explain the factors that affect ionization energy.
 use the periodic table to predict the ionization energy of an element.
Resources and AV Aids:
Whiteboard or chart,Markers, Periodic table,Computer with internet
access,Projector
Methodology:
Lecture method
Previous Knowledge
Begin by reviewing the previous lesson on atomic structure.
Ask students to recall the concept of atomic number and electron
configuration.
Announcement and Introduction of Topic
Introduce the topic of ionization energy and explain that it refers to the energy
required to remove an electron from an atom.
Presentation
Use the periodic table to show students how ionization energy varies across
the periodic table.
Explain the factors that affect ionization energy, such as atomic size, nuclear
charge, and electron configuration.
Activity
 Divide students into groups of 3-4.
 Provide each group with a computer with internet access.
 Have students research the ionization energy of a specific element.
 After 10 minutes, have students share their findings with the class.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the concept of ionization energy in their own words.
Assessment
 What is ionization energy?
 What factors affect ionization energy?
 How can you use the periodic table to predict the ionization energy of an
element?
Homework:
Have students write a short report on the ionization energy of a specific
element of their choice.
 Lesson plan 19
Teacher Name: Tehreem Rasool Class: 9
Subject: Chemistry Topic:Metals
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define what a metal is.
 distinguish between metallic and non-metallic elements.
 explain some of the physical and chemical properties of metals and how
they vary among different metals.
Resources and AV Aids:
Whiteboard or chart,Markers,Periodic table,Metallic and non-metallic samples
(e.g., aluminum foil, magnesium ribbon, copper wire,
sulfur) ,Water,Towels,Hydrochloric acid
Methodology:
Lecture+activity method
Previous Knowledge
Begin by reviewing the previous lesson on ionization energy.
Ask students to recall the concept of ionization energy and how it relates to
metals.
Announcement and Introduction of Topic:
Introduce the topic of metals and explain that metals are elements that are
good conductors of electricity and have a shiny appearance.
Presentation
 Use the periodic table to identify metallic and non-metallic elements.
 Explain some of the physical properties of metals, such as conductivity,
ductility, and malleability.
 Discuss some of the chemical properties of metals, such as reactivity and
ability to lose electrons.
Activity
 Divide students into groups of 3-4.
 Provide each group with a metallic and non-metallic sample.
 Have students perform the following experiments:
 Light a piece of magnesium ribbon and observe the reaction.
 Place aluminum foil in water and observe the reaction.
 Ask students to hypothesize why these reactions occurred.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the concept of a metal in their own words.
Assessment
 What is a metal?
 How do metallic and non-metallic elements differ from each other?
 Explain why magnesium reacts with water.
Homework:
Have students research a specific metal and its uses.

Lesson plan 20
Teacher Name: Tehreem Rasool Class: 9
Subject: Chemistry Topic:Coordinate Covalent Bond
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define a coordinate covalent bond.
 identify the characteristics of a coordinate covalent bond.
 draw Lewis structures of molecules with coordinate covalent bonds.
Resources and AV Aids:
Whiteboard or chart,Markers,Periodic table,Molecular models
Methodology:
Previous Knowledge
Begin by reviewing the previous lesson on covalent bonds.
Ask students to recall the concept of a covalent bond and how it is formed.
Announcement of topic and Introduction
Introduce the topic of coordinate covalent bonds and explain that they are a
type of covalent bond in which one atom contributes both electrons to the
bond.
Presentation
 Use examples to illustrate the formation of coordinate covalent bonds.
 Explain the characteristics of coordinate covalent bonds, such as the fact
that they are usually formed between a metal and a nonmetal.
Activity
Divide students into groups of 3-4.
Provide each group with a set of molecular models.
Have students build models of molecules with coordinate covalent bonds, such
as [Cu(NH3)4]2+ and [Fe(CN)6]4-.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the concept of a coordinate covalent bond in their own
words.
Assessment
 What is a coordinate covalent bond?
 What are the characteristics of a coordinate covalent bond?
 Draw the Lewis structure of a molecule with a coordinate covalent bond.
Homework:
Have students research a specific molecule with a coordinate covalent bond
and write a report on its properties and uses.

Lesson plan 21
Teacher Name: Tehreem Rasool Class: 10
Subject: Chemistry Topic: Law of Mass action
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 state the law of mass action.
 use the law of mass action to predict the direction of a reaction.
 calculate the equilibrium constant for a reaction.
Resources and AV Aids:
Whiteboard or chart,Markers,Periodic table,Computer with internet
access,Projector
Methodology:
Discussion Method
Previous Knowledge
Begin by reviewing the previous lesson on chemical equilibrium.
Ask students to recall the concept of chemical equilibrium and how it is
achieved.
Announcement and Introduction of Topic
Introduce the topic of the law of mass action and explain that it is a
mathematical expression that describes the relationship between the
concentrations of reactants and products at equilibrium.
Presentation
Use the law of mass action to explain how the concentrations of reactants and
products change over time.
Explain the concept of the equilibrium constant and how it can be used to
predict the direction of a reaction.
Activity
 Divide students into groups of 3-4.
 Provide each group with a computer with internet access.
 Have students research a specific reaction and use the law of mass action
to calculate the equilibrium constant.
Conclusion
Summarize the main points of the lesson
Ask students to explain the law of mass action in their own words.
Assessment
 What is the law of mass action?
 How can the law of mass action be used to predict the direction of a
reaction?
 How can the equilibrium constant be calculated?
Homework:
Have students write a short essay on the law of mass action and its
applications.

Lesson plan 22
Teacher Name: Tehreem Rasool Class: 10
Subject: Chemistry Topic:Lewis concept of acid and bases
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define acids and bases according to the Lewis concept.
 identify Lewis acids and bases.
 explain the role of Lewis acids and bases in chemical reactions.
Resources and AV Aids:
Whiteboard or chart,Markers,Periodic table,Molecular models
Methodology:
Lecture method
Previous Knowledge
Begin by reviewing the previous lesson on Bronsted-Lowry acids and bases.
Ask students to recall the concept of a Bronsted-Lowry acid and base.
Announcement and Introducion of Topic:
Introduce the topic of Lewis acids and bases and explain that it is a more
general theory of acids and bases.
Presentation
Use examples to illustrate the formation of Lewis acid-base complexes.
Explain the characteristics of Lewis acids and bases, such as the fact that
Lewis acids are electron-pair acceptors and Lewis bases are electron-pair
donors.
Activity
 Divide students into groups of 3-4.
 Provide each group with a set of molecular models.
 Have students build models of Lewis acid-base complexes, such as BF3-
NH3 and H+-OH-.
Conclusion:
Summarize the main points of the lesson.
Ask students to explain the concept of a Lewis acid and base in their own
words.
Assessment
 What is a Lewis acid?
 What is a Lewis base?
 How do Lewis acids and bases interact with each other?
Homework:
Have students research a specific Lewis acid-base reaction and write a report
on its mechanism and applications.

Lesson plan 23
Teacher Name: Tehreem Rasool Class: 10
Subject: Chemistry Topic: Pollutants
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define a pollutant.
 identify different types of pollutants.
 explain the effects of pollutants on the environment and human health.
Resources and AV Aids:
Whiteboard or chart,Markers,Pictures or videos of different types of pollution,
Computer with internet access,Projector
Methodology:
Discussion Method
Previous Knowledge
Begin by asking students what they think of when they hear the word
"pollution."
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define pollution as the contamination of the environment with harmful
substances.
Presentation
Discuss different types of pollutants, such as air pollutants, water pollutants,
and land pollutants.
Use pictures or videos to illustrate the effects of pollutants on the environment
and human health.
Activity
 Divide students into groups of 3-4.
 Provide each group with a computer with internet access.
 Have students research a specific type of pollutant and its sources, effects,
and solutions.
Conclusion
Summarize the main points of the lesson.
Ask students to share what they learned from their research.
Assessment
Ask students to answer the following questions:
 What is a pollutant?
 What are the different types of pollutants?
 What are the effects of pollutants on the environment and human health?
Homework:
write a short essay on the importance of reducing pollution.

Lesson plan 24
Teacher Name: Tehreem Rasool Class: 10
Subject: Chemistry Topic:Salts
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define a salt.
 classify different types of salts.
 explain the properties of salts.
Resources and AV Aids:
Whiteboard or chart,Markers,Periodic table,Samples of different salts (e.g.,
sodium chloride, potassium nitrate, copper sulfate),Water,Beakers,Stirring rods
Methodology:
Lecture Method
Previous knowledge
Begin by reviewing the previous lesson on acids and bases.
Ask students to recall the concept of neutralization.
Announcement and Introduction of Topic:
Introduce the topic of salts and explain that they are ionic compounds formed
by the neutralization of an acid and a base.
Presentation
Use the periodic table to identify the different types of salts.
Explain the properties of salts, such as their solubility, conductivity, and
melting point.
Activity
 Divide students into groups of 3-4.
 Provide each group with a sample of a different salt.
 Have students dissolve the salt in water and observe its properties.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the concept of a salt in their own words.
Assessment
 What is a salt?
 How are salts classified?
 What are the properties of salts?
Homework:
Have students research a specific salt and write a report on its properties and
uses.

Lesson plan 25
Teacher Name: Tehreem Rasool Class: 10
Subject: Chemistry Topic:Proteins
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define proteins.
 identify the different functions of proteins.
 explain the structure of proteins.
Resources and AV Aids:
Whiteboard or chart, Markers, Pictures or models of proteins,Computer with
internet access,Projector
Methodology:
Lecture+ Discussion Method
Previous Knowledge
Begin by asking students what they know about proteins.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define proteins as complex organic molecules that are essential for life.
Presentation
Discuss the different functions of proteins, such as structural support, enzyme
catalysis, hormone regulation, and immune response.
Use pictures or models to illustrate the structure of proteins, including the
primary, secondary, tertiary, and quaternary structures.
Activity
Divide students into groups of 3-4.
Provide each group with a computer with internet access.
Have students research a specific protein and its function.
Conclusion
Summarize the main points of the lesson.
Ask students to share what they learned from their research.
Assessment
Ask students to answer the following questions:
What are proteins?
What are the different functions of proteins?
What is the structure of proteins?
Homework:
write a short essay on the importance of proteins in living organisms.

Lesson plan 26
Teacher Name: Tehreem Rasool Class: 10
Subject: Computer Topic:Programming Basics
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define programming.
 identify the different types of programming languages.
 write a simple program.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access,Projector
Methodology:
Discussion+activity method
Previous Knowledge
Begin by asking students what they know about programming.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define programming as the process of creating instructions for a computer to
follow.
Presentation
Discuss the different types of programming languages, such as high-level
languages and low-level languages.
Explain the basic structure of a program, including the input, processing, and
output stages.
Activity
 Divide students into groups of 3-4.
 Provide each group with a computer with internet access.
 Have students write a simple program, such as a program to calculate the
area of a triangle.
Conclusion
Summarize the main points of the lesson.
Ask students to share their programs with the class.
Assessment
 What is programming?
 What are the different types of programming languages?
 What is the basic structure of a program?
Homework:
Have students research a specific programming language and write a report on
its features and uses.
 Lesson plan 27
Teacher Name: Tehreem Rasool Class: 6
Subject: Computer Topic:Types of Virus
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define a computer virus.
 identify different types of computer viruses.
 explain how to prevent computer virus infections.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access,Projector
Methodology:
Demonstration Method
Previous Knowledge
Begin by asking students what they know about computer viruses.
Write their responses on the board or chart.
Announcement and introduction of Topic:
Define a computer virus as a malicious software program that can damage or
disable a computer system.
Presentation
Discuss the different types of computer viruses, such as file infectors, boot
sector viruses, and macro viruses.
Explain how computer viruses spread, such as through email attachments,
infected websites, and USB drives.
Activity
 Divide students into groups of 3-4.
 Provide each group with a computer with internet access.
 Have students research a specific type of computer virus and its symptoms,
methods of infection, and prevention measures.
Conclusion
Summarize the main points of the lesson.
Ask students to share what they learned from their research.
Assessment
 What is a computer virus?
 What are the different types of computer viruses?
 How can you prevent computer virus infections?
Homework:
Have students create a poster or brochure on how to protect their computers
from viruses.
 Lesson plan 28
Teacher Name: Tehreem Rasool Class: 7
Subject: Computer Topic: Artificial Intelligence
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define artificial intelligence.
 identify different types of AI.
 explain the benefits and risks of AI.
Resources and AV Aids:
Whiteboard or chart, Markers,Computer with internet access, Projector
Methodology:
Lecture+Discussion Method
Previous Knowledge
Begin by asking students what they know about artificial intelligence.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define artificial intelligence as the simulation of human intelligence processes
by machines, especially computer systems.
Presentation
Discuss the different types of AI, such as machine learning, natural language
processing, and computer vision.
Explain the benefits of AI, such as its use in healthcare, education, and
transportation.
Activity
 Divide students into groups of 3-4.
 Provide each group with a computer with internet access.
 Have students research a specific application of AI and its benefits and
risks.
Conclusion
Summarize the main points of the lesson.
Ask students to share what they learned from their research.
Assessment
Ask students to answer the following questions:
 What is artificial intelligence?
 What are the different types of AI?
 What are the benefits and risks of AI?
Homework:
Have students write a short essay on the future of AI.

Lesson plan 29
Teacher Name: Tehreem Rasool Class: 7
Subject: Computer Topic: Decimal and Binary System
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 convert decimal numbers to binary numbers.
 convert binary numbers to decimal numbers.
 explain the advantages and disadvantages of each number system.
Resources and AV Aids:
Whiteboard or chart,Markers,Computers with internet access,Projector
Methodology:
Lecture method
Previous Knowledge
Begin by asking students what they know about number systems.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Explain that there are many different number systems, but the most common
are the decimal system and the binary system.
Presentation
Explain the decimal number system, which uses 10 digits (0-9).
Explain the binary number system, which uses only two digits (0 and 1).
Show students how to convert decimal numbers to binary numbers and vice
versa.
Activity:
 Divide students into groups of 3-4.
 Have students practice converting decimal numbers to binary numbers and
vice versa.
Conclusion:
Summarize the main points of the lesson.
Ask students to explain the advantages and disadvantages of each number
system.
Assessment :
Ask students to answer the following questions:
 How do you convert a decimal number to a binary number?
 How do you convert a binary number to a decimal number?
 What are the advantages and disadvantages of the decimal number system?
 What are the advantages and disadvantages of the binary number system?
Homework:
Write the applications of the decimal and binary number systems in real-world
scenarios.

Lesson plan 30
Teacher Name: Tehreem Rasool Class: 6
Subject: Computer Topic: Input and Output Devices
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define input and output devices.
 identify different types of input and output devices.
 explain the functions of input and output devices.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access, Projector, Various
input and output devices (e.g., keyboard, mouse, printer, scanner)
Methodology:
Discussion Method
Previous Knowledge:
Begin by asking students what they know about input and output devices.
Write their responses on the board or chart.
Announcement and Introduction of topic:
Define input devices as devices that allow users to enter data into a computer
system.
Define output devices as devices that allow users to view or interact with data
from a computer system.
Presentation
Discuss the different types of input devices, such as keyboards, mice,
scanners, and webcams.
Discuss the different types of output devices, such as monitors, printers,
speakers, and headphones.
Activity
 Divide students into groups of 3-4.
 Provide each group with a variety of input and output devices.
 Have students identify each device and explain its function.
Conclusion
Summarize the main points of the lesson.
Ask students to share what they learned about input and output devices.
Assessment
 What is an input device?
 What is an output device?
 What are some examples of input devices?
 What are some examples of output devices?
Homework:
Have students research a specific input or output device and write a report on
its features and uses.

Lesson plan 31
Teacher Name: Tehreem Rasool Class: 9
Subject: Biology Topic:Organ and Organ System
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define an organ and an organ system.
 identify the different organs and organ systems in the human body.
 explain the functions of the different organs and organ systems.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access,ProjectorModel of
the human body (optional)
Methodology:
Lecture+discussion method
Previous Knowledge
Begin by asking students what they know about organs and organ systems.
Write their responses on the board or chart.
Announcement and Introduction topic
Define an organ as a group of tissues that work together to perform a specific
function.
Define an organ system as a group of organs that work together to perform a
specific function
Presentation
Discuss the different organs and organ systems in the human body, including
the circulatory system, respiratory system, digestive system, nervous system,
and skeletal system.
Explain the functions of each organ and organ system.
Activity
 Divide students into groups of 3-4.
 Provide each group with a model of the human body (optional).
 Have students identify the different organs and organ systems in the model.
Conclusion
Summarize the main points of the lesson.
Ask students to share what they learned about organs and organ systems.
Assessment
What is an organ?
What is an organ system?
What are the different organs and organ systems in the human body?
What are the functions of the different organs and organ systems?
Homework:
Have students create a diagram of the human body and label the different
organs and organ systems.

Lesson plan 32
Teacher Name: Tehreem Rasool Class: 9
Subject: Biology Topic:Photosynthesis
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define photosynthesis.
 explain the process of photosynthesis.
 identify the reactants and products of photosynthesis.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access,Projector,Model of
a plant (optional)
Methodology:
Lecture+demonstration method
Previous Knowledge
Begin by asking students what they know about photosynthesis.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define photosynthesis as the process by which plants use sunlight to convert
carbon dioxide and water into glucose and oxygen.
Presentation:
Explain the process of photosynthesis in detail, including the following steps:
Light energy is absorbed by chlorophyll in the plant's leaves.
The energy from the sun is used to split water molecules into hydrogen and
oxygen.
The hydrogen from the water molecules is used to combine with carbon
dioxide to form glucose.
The oxygen from the water molecules is released into the atmosphere.
Activity
 Divide students into groups of 3-4.
 Provide each group with a model of a plant (optional).
 Have students trace the path of carbon dioxide and water through the plant
during photosynthesis.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the importance of photosynthesis for life on Earth.
Assessment
What is photosynthesis?
What are the reactants and products of photosynthesis?
What is the importance of photosynthesis for life on Earth?
Homework:
Have students write a short essay on the process of photosynthesis.

Lesson plan 33
Teacher Name: Tehreem Rasool Class: 10
Subject: Biology Topic:Immunity
Time: 35 mint.
Learning Outcomes:
After this students will be able to
 define immunity.
 explain the different types of immunity.
 describe how the immune system protects the body from infection.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access,Projector,Model of
the human immune system (optional)
Methodology:
Discussion method
Previous knowledge:
Begin by asking students what they know about immunity.
Write their responses on the board or chart.
Announcement and Introduction of topic
Define immunity as the body's ability to protect itself from infection.
Presentation
Discuss the different types of immunity, including:
Innate immunity: The body's natural defenses against infection, such as the
skin, mucous membranes, and white blood cells.
Adaptive immunity: The body's ability to recognize and fight specific
pathogens.
Activity
 Divide students into groups of 3-4.
 Provide each group with a model of the human immune system (optional).
 Have students trace the path of a pathogen through the immune system.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the importance of the immune system for maintaining
health.
Assessment
What is immunity?
What are the different types of immunity?
How does the immune system protect the body from infection?
Homework:
Have students write a short essay on the importance of the immune system.
 Lesson plan 34
Teacher Name: Tehreem Rasool Class: 10
Subject: Biology Topic:Recombinant DNA Technology
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define recombinant DNA technology.
 explain the process of recombinant DNA technology.
 identify the applications of recombinant DNA technology.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access,Projector,Model of
a DNA molecule (optional)
Methodology:
Lecture method
Previous Knowledge:
Begin by asking students what they know about recombinant DNA technology.
Write their responses on the board or chart.
Announcement and introduction of topic
Define recombinant DNA technology as the process of combining DNA from two
different sources to create a new DNA molecule.
Presentation
Explain the process of recombinant DNA technology in detail, including the
following steps:
DNA from two different sources is isolated.
The DNA is cut using restriction enzymes.
The DNA fragments are combined using DNA ligase.
The recombinant DNA is inserted into a host cell.
The host cell produces the protein encoded by the recombinant DNA.
Activity
 Divide students into groups of 3-4.
 Provide each group with a model of a DNA molecule (optional).
 Have students create a recombinant DNA molecule by combining DNA
fragments from two different sources.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the importance of recombinant DNA technology for
medicine and biotechnology.
Assessment
 what is recombinant DNA technology?
 What are the steps involved in recombinant DNA technology?
 What are the applications of recombinant DNA technology?
Homework:
Have students research a specific application of recombinant DNA technology
and write a report on its benefits and risks.

Lesson plan 35
Teacher Name: Tehreem Rasool Class: 10
Subject: Biology Topic: The Heart
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 identify the different parts of the heart.
 explain the function of the heart.
 describe the path of blood through the heart.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access,Projector,Model of
a heart (optional)
Methodology:
Lecture+demonstration method
Previous Knowledge
Begin by asking students what they know about the heart.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define the heart as the organ that pumps blood throughout the body.
Presentation
Discuss the different parts of the heart, including:
The four chambers of the heart: the right atrium, right ventricle, left atrium,
and left ventricle.
The valves of the heart: the tricuspid valve, pulmonary valve, mitral valve, and
aortic valve.
The coronary arteries: the arteries that supply blood to the heart muscle.
Activity
 Divide students into groups of 3-4.
 Provide each group with a model of a heart (optional).
 Have students label the different parts of the heart.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the importance of the heart for maintaining life.
Assessment
 What are the different parts of the heart?
 What is the function of the heart?
 What is the path of blood through the heart?
Homework:
Have students create a diagram of the heart and label the different parts.

Lesson plan 36
Teacher Name: Tehreem Rasool Class: 9
Subject:Biology Topic: Xylem and Phloem Tissue
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define xylem and phloem tissue.
 explain the functions of xylem and phloem tissue.
 identify the different types of xylem and phloem cells.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet
access,Projector,Microscope slides of xylem and phloem tissue (optional)
Methodology:
Discussion+Activity method
Previous knowledge:
Begin by asking students what they know about xylem and phloem tissue.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define xylem as the tissue that transports water and minerals throughout the
plant.
Define phloem as the tissue that transports food throughout the plant.
Presentation
Discuss the functions of xylem and phloem tissue in detail, including the
following:
Xylem: Transports water and minerals from the roots to the leaves.
Phloem: Transports food from the leaves to the rest of the plant.
Activity
 Divide students into groups of 3-4.
 Provide each group with microscope slides of xylem and phloem tissue
(optional).
 Have students observe the different types of xylem and phloem cells.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the importance of xylem and phloem tissue for plant
growth and survival.
Assessment
Ask students to answer the following questions:
What is xylem tissue?
What is phloem tissue?
What are the functions of xylem and phloem tissue?
Homework:
Have students create a diagram of a plant stem and label the xylem and
phloem tissue.

Lesson plan 37
Teacher Name: Tehreem Rasool Class: 10
Subject:Biology Topic: Drugs
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define drugs.
 classify different types of drugs.
 describe the effects of drug use on the body.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet
access,Projector,Handouts on different types of drugs (optional)
Methodology:
Lecture+discussion method
Previous Knowledge
Begin by asking students what they know about drugs.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define drugs as substances that can change the way the body functions.
Presentation
Classify different types of drugs, including:
Stimulants: Drugs that increase alertness and energy levels.
Depressants: Drugs that slow down the body's functions.
Hallucinogens: Drugs that alter perception and mood.
Opiates: Drugs that relieve pain.
Activity
 Divide students into groups of 3-4.
 Provide each group with handouts on different types of drugs (optional).
 Have students research the effects of each type of drug on the body.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the dangers of drug use.
Assessment
What are drugs?
What are the different types of drugs?
What are the effects of drug use on the body?
Homework:
Have students write a short essay on the dangers of drug use.

Lesson plan 38
Teacher Name: Tehreem Rasool Class: 9
Subject: Topic:The Scientific Method
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define the scientific method.
 explain the steps of the scientific method.
 apply the scientific method to solve problems.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet
access,Projector,Handouts on the scientific method (optional)
Methodology:
Lecture Method
Previous Knowledge:
Begin by asking students what they know about the scientific method.
Write their responses on the board or chart.
Announcement and introduction of Topic:
Define the scientific method as a systematic approach to solving problems and
testing hypotheses.
Presentation
Explain the steps of the scientific method in detail, including the following:
Observation: Making an observation about the world around you.
Question: Asking a question about the observation.
Hypothesis: Developing a hypothesis, or possible answer, to the question.
Experiment: Conducting an experiment to test the hypothesis.
Analysis: Analyzing the results of the experiment.
Conclusion: Drawing a conclusion based on the results of the experiment.
Activity
 Divide students into groups of 3-4.
 Provide each group with a handout on the scientific method (optional).
 Have students work together to apply the scientific method to solve a
problem, such as:
 How does the amount of sunlight affect plant growth?
 What is the effect of different types of music on mood?
Conclusion
Summarize the main points of the lesson.
Ask students to explain the importance of the scientific method for
understanding the world around us.
Assessment
What is the scientific method?
What are the steps of the scientific method?
How can the scientific method be used to solve problems?
Homework:
Have students write a short essay on the importance of the scientific method
in science.

Lesson plan 39
Teacher Name: Tehreem Rasool Class: 9
Subject: Topic:Mitosis
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define mitosis.
 explain the stages of mitosis.
 identify the importance of mitosis.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet access,Projector,Model of
a cell (optional),Microscope slides of cells undergoing mitosis (optional)
Methodology:
Lecture+Demonstration method
Previous Knowledge
Begin by asking students what they know about mitosis.
Write their responses on the board or chart.
Announcement and Introduction of Topic:
Define mitosis as the process by which a cell divides into two identical
daughter cells.
Presentation
Explain the stages of mitosis in detail, including the following:
Prophase: The chromosomes become visible and the nuclear envelope breaks
down.
Metaphase: The chromosomes line up in the center of the cell.
Anaphase: The chromosomes separate and move to opposite poles of the cell.
Telophase: The nuclear envelope reforms around each set of chromosomes and
the cell membrane pinches in the middle, dividing the cell into two daughter
cells.
Activity
Divide students into groups of 3-4.
Provide each group with a model of a cell (optional) and microscope slides of
cells undergoing mitosis (optional).
Have students observe the different stages of mitosis.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the importance of mitosis for growth, development,
and repair.
Assessment
Ask students to answer the following questions:
What is mitosis?
What are the stages of mitosis?
What is the importance of mitosis?
Homework:
Have students create a diagram of the stages of mitosis.

Lesson plan 40
Teacher Name: Tehreem Rasool Class: 9
Subject: Topic: Binomial Nomenclature
Time: 35 mint.

Learning Outcomes:
After this students will be able to
 define binomial nomenclature.
 explain the rules of binomial nomenclature.
 apply binomial nomenclature to identify and classify organisms.
Resources and AV Aids:
Whiteboard or chart,Markers,Computer with internet
access,Projector,Handouts on binomial nomenclature (optional)
Methodology:
Lecture Method
Previous Knowledge
Begin by asking students what they know about binomial nomenclature.
Write their responses on the board or chart.
Announcement and introduction of Topic:
Define binomial nomenclature as the system of naming organisms using two
words, the genus and the species.
Presentation
Explain the rules of binomial nomenclature, including the following:
The genus name is always written first and capitalized.
The species name is always written second and is not capitalized.
The scientific name is always written in italics.
Activity
 Divide students into groups of 3-4.
 Provide each group with a handout on binomial nomenclature (optional).
 Have students work together to identify and classify organisms using
binomial nomenclature.
Conclusion
Summarize the main points of the lesson.
Ask students to explain the importance of binomial nomenclature for
scientists.
Assessment
What is binomial nomenclature?
What are the rules of binomial nomenclature?
How can binomial nomenclature be used to identify and classify organisms?
Homework:
Have students create a list of 10 organisms and their scientific names.