Daily Lesson Plan
AY 2024 – 25 Term 1
Day/Date: 30-1-25/Thrusday Subject: GK Class: 1
Duration: 70 minutes Week: 13 Teacher:Dua Sania-Zainab_Mehreen
Topic: Wild and Garden Plants on NBKs
Learning Objectives: Learners will be able to Learning outcomes / Success Criteria
To recall, name, differentiate and write 3-4 common wild By the end of the lesson, students will recall and name 3-4
common wild and garden plants.
and garden plants on NBKs independently. Differentiate between wild and garden plants based on
features and growing conditions.Draw, label, and
write about the plants independently in NBKs.
Resources: - -flashcards-realia-NBKs
Cross-curricular Links:
Vocabulary, prefixes, motor skills
Learning Activities:
Starter Activity: (10 minutes)
Brainstorming
Garden plants are grown by people, while wild plants grow naturally on their own. Ask students:
What plants do you see in a garden?
Have you seen plants growing outside in the wild? What are they like?
Guided Practice: (20 minutes)
. Name Tag Activity
Divide the class into two groups: Wild Plants and Garden Plants.
Hand out name tags (flashcards) to each student with a plant name (e.g., Rose, Fern).
Students with wild plants stand on one side and garden plants on the other.
Each student reads their plant name aloud and shares one fact or feature about it (with help if needed).
HOT: Why do you think some plants are found in gardens while others grow freely in the wild?
Independent Practice (20 minutes)
Draw and Write Wild and Garden Plants on NBK
Task 1: Write Garden plants and one sentence about each (e.g., Rose is a garden plant with beautiful flowers.).
Task 2: Write wild plants and write one sentence about each.
Wrap-up (15 minutes)
Exit Ticket
3 things they learned about garden plants 2 name any two wild plant 1 feature of wild plants.
Assessment Opportunities: (10 minutes)
1 minute Summary:
Allow a few students to share their 1-minute summaries with the class.
HOT: Why do you think garden plants need special care compared to wild plants?
Homework: incomplete class work cannot be assigned as homework: Revision
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson.
WWW:
EBI:
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TCS SIQA Handbook /Lesson plan format/AY2024-25
Daily Lesson Plan
AY 2024 – 25 Term 1
Day/Date: 31-1-25/Friday Subject: GK Class: 1
Duration: 35 minutes Week: 3 Teacher: Dua Sania-Zainab_Mehreen
Topic: Evergreen and Deciduous Trees on NBKs
Learning Objectives: Learners will be able to Learning outcomes / Success Criteria
To recall, differentiate, name and write 3-4 evergreen By the end of the lesson, students will be able to: Identify
Earth as a planet and recognize other planets in the solar
and deciduous trees on NBKs independently. system. Understand the basic attributes of planets (e.g., they
orbit the Sun, they are spherical, etc.). Demonstrate their
understanding by writing the names of planets and sharing
facts about them.
Resources:Tear-off - flashcards
Cross-curricular Links: Phonics, articles, motor skills
Learning Activities:
Starter Activity: (5 minutes)
Brainstorming
Start with an open-ended question to engage the class: What types of trees do you see around you during different
seasons? Write their responses on the board under two headings: Evergreen Trees and Deciduous Trees.
Discuss Evergreen trees keep their leaves all year long (e.g., Pine, Fir). Deciduous trees lose their leaves in
the fall and grow new ones in spring (e.g., Oak, Maple).
Guided Practice: (10 minutes)
Seasonal Tree Chart
Create a simple chart showing Winter, Spring, Summer, and Fall as the seasons. Draw examples of each tree type in the
chart and label them.
HOT: Why do evergreen trees keep their leaves in winter?
Independent Practice (10 minutes)
Write 3-4 Evergreen and Deciduous Trees on NBKs
Task 1: Draw and label evergreen and write a short sentence about each tree (e.g., Pine trees are evergreen
because they keep their needles all year.).
Task 2: Draw and label deciduous and write a short sentence about each tree.
Wrap-up (5 minutes)
Leaf Sorting Game
Have the students stand in front of the two labeled areas: Evergreen and Deciduous.
Ask them to look at their leaves and decide if they belong to an evergreen tree or a deciduous tree.
Assessment Opportunities: (5 minutes)
Self-assessment
HoT: Why is it important for deciduous trees to lose their leaves in fall?
Homework: incomplete class work cannot be assigned as homework: Revision
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson.
WWW:
EBI:
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TCS SIQA Handbook /Lesson plan format/AY2024-25
Daily Lesson Plan
AY 2024 – 25 Term 2
Day/Date: 27-01-25/Monday Subject: GK Class: 1
Duration: 35 minutes Week: 3 Teacher: Dua Sania-Zainab_Mehreen
Topic: Life Cycle of Plants on NBKs
Learning Objectives: Learners will be able to Learning outcomes / Success Criteria
To recall, name, order, draw and write the basic stages of plants life By the end of the lesson, students will Recall
and name the stages of a plant's life cycle.
cycle on NBKs independently.
Draw and write the basic stages of the plant life
cycle.
Understand how plants grow and change over
time.
Resources:- flashcards-realia-NBKs
Learning Activities:
Starter Activity: (5 minutes)
Brainstorming
Begin the lesson by asking students to think about how plants grow. Discuss seeds, sunlight, water, and soil.
Show pictures of a seed, sprout, plant, and flower to initiate curiosity.
HOT: How does sunlight help a plant grow?
Guided Practice: (10 minutes)
Plant Observation Journal
Show a potted plant or a sprouting seed. Let students observe and share what they see (e.g., roots, stem, leaves).
Ask them to imagine what will happen to the plant next..
HOT: Why is this plant a living thing?
HOT: Which stage comes first in a plant's life? Why?
Independent Practice (10 minutes)
Drawing and Writing on NBKs
Task 1: Students will draw and label the basic stages of a plant's life cycle (seed, sprout, plant, flower).
Task 2: Student will write a few sentences about each stage in their NBKs
Wrap-up (5 minutes)
Reflection Time
Have students reflect on the importance of the plant life cycle and share one new thing they learned.
Encourage them to share how they would take care of a plant.
Hot: How can we help plants grow healthy?
Hot: Why do plants need a life cycle?
Students take turns answering, reinforcing the concepts
Assessment Opportunities: (5 minutes)
Pair and Share
Encourage them to share their thoughts on how the plant reaches this stage and why it is important in the plant's growth.
Each pair will then present their stage to the class, explaining its importance in the plant life cycle.
Homework: incomplete class work cannot be assigned as homework:Revision
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson.
WWW:
EBI:
WF
Daily Lesson Plan
AY 2024 – 25 Term 2
TCS SIQA Handbook /Lesson plan format/AY2024-25
Day/Date: 28-01-25/Tuesday Subject: GK Class: 1
Duration: 35 minutes Week: 3 Teacher: Dua Sania-Zainab_Mehreen
Topic: Edible Plants (Introduction)
Learning Objectives: Learners will be able to Learning outcomes / Success Criteria
To identify and describe the characteristics of 3-4 common edible plants By the end of the lesson, students will
be able identify and describe 3-4
and importance of edible plants safety, draw, label and write them on tear- common edible plants and their edible
off pads independently. parts. Understand the importance of
edible plant safety (e.g., washing and
adult supervision).Independently draw,
label, and write about edible plants.
Resources-flashcards-realia-Tear-off pads
Learning Activities:
Starter Activity: (5 minutes)
Plant Mystery Bag
A bag with real or fake plant parts (e.g., carrot, spinach, apple, potato). Pass the mystery bag around. Each student will
pull out one plant part without looking. They will guess what it is, whether it's edible, and which part of the plant
it is (root, leaf, fruit, or seed).
HOT: Why do we eat plants? What is your favorite food made from plants?
Guided Practice: (10 minutes)
Edible Plants Discussion
Introduce 3-4 common edible plants (e.g., carrot, apple, spinach, wheat). Talk about plant safety: Not all plants
are safe to eat—always check with an adult before eating something from a plant.
Highlight the importance of washing fruits and vegetables before eating.
HOT: How does this plant help us stay healthy?
Independent Practice (10 minutes)
Draw, Label, and Write on Tear-Off Pads
Task 1: Ask students to pick their favorite edible plant. Draw the plant and label its edible part(s).
Task 2: Write few lines about plant safety.
Wrap-up (5 minutes)
Sharing Time
Allow students to present their drawings and share their favorite edible part of a plant.
Encourage students to explain why they like it and how it helps them.
Assessment Opportunities: (5 minutes)
Be Your Own Teacher
To encourage students to take ownership of their learning by teaching their peers about edible plants.
HOT: Why should we always wash it before eating?
Homework: incomplete class work cannot be assigned as homework: Watch video
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson.
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EBI:
WF
Daily Lesson Plan
TCS SIQA Handbook /Lesson plan format/AY2024-25
AY 2024 – 25 Term 1
Day/Date: 29-1-25/Wednesday Subject: Gk Class: 1
Duration: 70 minutes Week: 3 Teacher: Dua Sania-
Zainab_Mehreen
Topic: Edible Plants on NBKs
Learning Objectives: Learners will be able to Learning outcomes / Success Criteria
1.7.3 To recall and describe the characteristics of 3-4 common edible students will be able recall 3-4 edible
plants and their edible parts.
plants and importance of edible plants safety, draw, label and write
Understand the importance of safety
them on NBKs independently. when eating plants (e.g., washing).
Demonstrate understanding by
drawing, labeling, and writing in
notebooks. Participate in a group
activity to reinforce memory.
Resources: -- flashcards-realia-NBKs
Learning Activities:
Starter Activity: (10 minutes)
Brainstorming
Show flashcards one by one, asking students to Can you name the different parts of a plant we can eat (roots, leaves, fruits,
seeds)? Examples to guide the discussion: Carrot (Root, crunchy and sweet). Apple (Fruit, juicy and tasty).
HOT: What do you see in this picture? Is it a human or physical feature?
HOT: How can we tell the difference between a human feature and a physical feature?
Guided Practice: (20 minutes)
Edible Plants Taste Test Adventure
Small, safe samples of common edible plants (e.g., carrot slices, apple chunks, spinach leaves). Let each student taste a
sample of the plant. Ask them to describe its texture, flavor, and which part of the plant they think it is.
HOT: How does eating plants help our bodies stay healthy?
Independent Practice (25 minutes)
Draw and Write Edible Plants on NBKs
Task 1: Draw the plant in their notebooks and label its edible part
Task 2: Write a short sentence about why they like it or why it’s important
Wrap-up (10 minutes)
Memory Game
Shuffle the cards and place them face down. Students take turns flipping two cards to find matching pairs (e.g.,
Carrot + Root, Apple + Fruit). Each time a match is found, the student must say one fact about the plant before
keeping the pair.
HOT: Why is it important to wash these before eating?
Assessment Opportunities: (10 minutes)
Reflection and Discussion
Ask students to share their drawings and thoughts about edible plants.
Homework: incomplete class work cannot be assigned as homework: Watch video
Lesson Evaluation: reflection what went well and what needs to be improved in the next lesson.
WWW:
EBI:
WF
TCS SIQA Handbook /Lesson plan format/AY2024-25
TCS SIQA Handbook /Lesson plan format/AY2024-25
