AIOU B.Ed 40 Lesson Plans (Bio, Eng, Urdu) 8608,8607,6554,6555 M.ed

8608 MANUAL TEACHING PRACTICE ll

                                                     

                                              

Name:___________                                    Subject: Science

Grade: 8^th                                                    Duration: 30 min.                                       

No. of students: 32

                                                 LESSON PLAN 1

1.      General Objectives

There are following objectives that are listed below,

To understand the basic knowledge about chemical reaction.

Students will know how important is it and to execute various steps of chemical reaction.

To identify the importance of chemical reaction.

2.      Specific objectives

To define the term chemical reaction.

To explain the rearrangement of atoms.

Describe balancing of a chemical reaction.

3.      Previous knowledge

What is chemical reaction also write down the examples of this reaction.

What is the application and rearrangement of atoms in chemical reaction and also gives the equation.

4.      Teaching method

Lecture in inductive method.

5.      A.V aids

Chart, textbook, board marker or permanent marker.

6.      Announcing the topic

We are going to learn the chemical reaction.

7.      Presentation

A chemical reaction involves the breaking of chemical bonds between the atoms or groups of atoms of reacting substances and rearrangement of atoms making new bonds to form new substances.

Examples: Iron and oxygen combining to make rust. Vinegar and baking soda combining to make sodium acetate, carbon dioxide and water. Digesting sugar with the amylase in saliva are the common chemical changes. Types: There are different types of reactions is the product formed. Combustion reaction, Neutralization reaction, Decomposition reaction, Redox reaction.

Chemical reaction with examples and equation, and rearrangement: Reactants: nitrogen and hydrogen., product is ammonia. Reactants: magnesium hydroxide and nitric acid., product is magnesium nitrat and water. Substances which take part in a chemical reaction called reactants. Products which formed as a result of reactioncalled products. Fuel on its burning in vehicle engine produces different gases. During photosynthesis of plants,carbon dioxide and water react to produce glucose and oxygen.This reaction takes place in the presence wof sunlight and green pigment chlorophyll.Conversion of milk into yogurt and formation of baking products involves the chemical changes which are brought about microrganisms such chemical changes or reaction called fermentation reactions.

8.      Recapitulation

What do you mean by chemical reaction.

Two molecules when react with eachother and form new bond or new substances.

9.      Home task

Write the different ten examples of chemical reaction?

What application of chemical reaction gives a paragraph of seven reactions?

                                          LESSON  PLAN  2

1.      General objectives

What is microorganisms?

Describe different types of microorganism?

What is structure and different types of bacteria?

2.      Specific objectives

In which we discuss the viruses and different shapes of viruses.

We understand about the structure of viruses.

We define knowledge about bacteria and different shapes of bacteria.

3.      Previous knowledge

           We know about the basic knowledge about the microorganisms in which we also learn about structure of microorganisms and mode of nutrition. Microorganisms in which include different kinds of organisms, viruses,bacteria, unicellular plants and animals algae and some fungi.

4.      Teaching method

            Lecture in inductive method.

5.      Presentation

Microorganisms means small and organisms means living things. Microorganisms are those organisms that are so small and they cannot be seen with nakes eye. In order to observe them,we need a light microscope or an electron microscope. It forms a diverse group which include different of organisms like viruses,bacteria,unicellular plants and animals, algae and fungi. It differ from one another wth regard to structure and mode of nutrition.

Viruses: Viruses are so small that they cannot observed with light microscope but can studied with electron micrope and biochemical tests.They are different shapes, rounded, fer rod shaped, some polyhedral, some look like tadpoles. Structurally viruses are not cellular and made up o nucleic acid, proteins. It consists of two parts  outer coat and inner  core.

Bacteria: Bacteria are found everyehere, in air, in water, living and dead bodies of organisms, even in glaciers and hoty springs. It has shapes and form, bacteria are four types round,rod like, spiral, comma shaped. Bacteria are found singly or in groups, beaded form. Bacteria are unicellular microscopic organisms. Nucleus is absent in bacteria. Only a single large, circular molecule of  DNAis present. This is not bounded in nuclear membrane, its cell is surrounded y a cell wall. Some are autotrophs while majority of them are heterotrophs.

6.      Recapitalization  

We are also discuss about the mode of transmition of viruses and bacteria.

Also define the sourse of food of viruses and bacteria.

We learn knowledge about the cause of deseases in plant and animals being viruses produce.

7.      Home Task

What is parasitic bacteria?

Discuss at least nine deseases that affect human being through viruses?

                                            LESSON PLAN 3

1.      General objectives

We understand the knowledge about names of two major groups of plants.

Salient features and examples of different groups of non flowering plants.

Define the groups of plants like algae, fungi, ferns, mosses, conifers.

2.      Specific objectives

In which we discuss about plant kingdom.

Structure of these non flowering plant also discuss in this topic.

Also discuss about the characteristics of all non flowering plants.

3.      Previous knowledge

We understand the knowledge about plants, some of them are large and some are small and some cannot be seen without microscope. Plants are divided into two groups for example flowering and non flowering plants but in this topic we discuss about the non flowering plants in details with examples.

4.      A.v aids

Charts, text book, white board, board marker, 

5.      Presentation

Non flowering plants There are many different plants that flowers are not produced are listed below: Algae are the simplest group of plant kingdom, they are found in fresh water and sea, either float in water or are attached to stones. As regard the structure, algae are both unicellular and multicellular algae are in form of filaments. Cells of algae contain nucleus and other structure. Fungi are composed of numerous thread like structure called hyphae, its are always in the form of groups calle mycelium. They lack chlorophyll. The mode of nutrition they are heterotrophs. They cannot manufacture their own food, fungi are thousands of kinds of which some are useful while some are harmful to mankind, many fungi mushrooms are used as food by man. Fungi, like bacteria act as decomposers. They convert complex compound into simplest one.

Mosses the are small, non vascular flowerless plants that typically form dense green clumps or mats, often in damp or shady locations. The individual plants are usually composed of simple leaves that are generally only one cell thick, attached to a stem that may be branched or unbranched and has only a limited role in conducting water and nutrients. Although some species have conducting tissues, these are generally poorly developed and structurally different from similar tissue found in vascular plants. the tallest moss in the world, can grow to 50 cm (20 in) in height. Ferns is a member of a group of vascular plants that reproduce via spores and have neither seeds nor flowers. They differ from mosses by being vascular, having specialized tissues that conduct water and nutrients and in having life cycles in which the sporophyte is the dominant phase. Ferns have complex leaves called megaphylls, that are more complex than the microphylls of clubmosses. Conifers are a division of vascular land plants containing a single extant class, Pinopsida. They are cone bearing seed plants a subset of gymnosperms. All extant conifers are perennial woody plants with secondary growth. The great majority are trees, though a few are shrubs. Examples include cedars, Douglas firs, cypresses, firs, junipers, kauri, larches, pines, hemlocks, redwoods, spruces, and yews, the division Pinophyta was estimated to contain eight families, 68 genera, and 629 living species.

6.      Recapitalization

We understand the basic knowledge about the non flowering plant.

Characteristics of the all non flowering plants.

7.      Home Task

Write paragraph on the habitat of non flowering plants?

Structure of non flowering plants?

 

                                          LESSON PLAN 4

 

1.      General objectives

Salient features of different groups of invertebrates with example.

Understand the basic knowledge about invertebrates

Also discuss the identification of animals.

2.      Specific objectives

Understand the animals are belonging to different groups.

We learn invertebrates division into sub groups with examples.

3.      Previous knowledge

In previous knowledge we learn the name two major groups of animals.

The first group is invertebrates are discuss with examples.

What are the invertebrates.

4.      A.v aids

Diagrams, charts, samples, textbook, projector, paper handouts.

5.      Announcement of the topic

We are going to learn the invertebrates with examples.

6.      Presentation

Invertebrates In this topic we discuss the invertebrates some are examples are listd below, Worms are many different distantly related animals that typically have a long cylindrical tubelike body, no limbs, and no eyes. Worms vary in size from microscopic to over 1 metre 3.3 ft in length for marine polychaete worms, 6.7 metres 22 ft for the African giant earthworm  and 58 metres 190 ft for the marine nemertean worm Various types of worm occupy a small variety of parasitic niches, living inside the bodies of other animals. Free living worm species do not live on land, but instead, live in marine or freshwater environments, or underground by burrowing. Sponges are similar to other animals in that they are multicellular, heterotrophic, lack cell walls and produce sperm cells. Unlike other animals, they lack true tissues and organs. Some of them are radially symmetrical, but most are asymmetrical. The shapes of their bodies are adapted for maximal efficiency of water flow through the central cavity, where the water deposits nutrients and then leaves through a hole called the osculum. Many sponges have internal skeletons of spongin and spicules of calcium carbonate or silicon dioxide. All sponges are sessile aquatic animals, meaning that they attach to an underwater surface and remain fixed in place. Although there are freshwater species, the great majority are marine  species, ranging in habitat from tidal zones to depths exceeding 8,800 m. A seashell  also known simply as a shell, is a hard, protective outer layer usually created by an animal that lives in the sea. The shell is part of the body of the animal. Empty seashells are often found washed up on beaches by beachcombers. The shells are empty because the animal has died and the soft parts have been eaten by another animal or have decomposed. A seashell is usually the exoskeleton of an invertebrate, and is typically composed of calcium carbonate or chitin. Most shells that are found on beaches are the shells of marine mollusks, partly because these shells are usually made of calcium carbonate, and endure better than shells made of chitin. Spiny animals in mammals include the prickles of hedgehogs and among rodents, the quills of both New World and Old World porcupines as well as the prickly fur of spiny mice, spiny pocket mice and spiny rats. They are also found on afrotherian tenrecs, marsupial spiny bandicoots and on echidnas, of the monotremes.

 

7.      Recapitalization

Draw the structures of all invertebrates?

Charateristics of all invertebrates?

 Define Mode of nutrition and habitat?

8.      Home task 

Write down the paragraph of invertebrates.

                                    LESSON PLAN 5

1.      General objectives

We understand the basic knowledge about the vertebrates.

Also discuss about vertebrates are divided into five sub groups.

We learn about different examples of the vertebrates.

2.      Specific objectives

Characteristics of vertebrates animals.

Lifecycle of these animals that are include in vertebrates.

Mode of nutrition and habitate of these animals.

3.      Previous knowledge

What we know about vertebrates.

Are you know about the animals that are include in vertebrates.

4.      A.V aids

Videos, flip charts, motion pictures, film recording.

5.      Announcement of the topic

Today we will discuss about the topic of vertebrates.

6.      Presentation

Vertebrates Vertebral coloumn is present in vertebrates.Vertebrates are divided into sub groups like fishes, amphibians, reptiles, birds, mammals. Fishes body consist of head, trunk, and tail. In most cases body is convered with slimy scales. They posses many fins which help them in swimming gills are present for respiration in water fishes are cold blooded animals because their body temperature changes with that of the environment water examples are sharks,rohu,thaila, and trout. Amphibians are also cold blooded. They live in water and on land therefore called as amphibians they lay their eggs in most places or in water. They spend early stages of life in water and as an adult live either in water or in land also have moist and slimy skin, examples are toad and salamander. Reptiles are also cold blooded animals they are also called creeping animals their skin is thick, dry, rough. Body is covered with dryy scales, lims have claws and jaws bear teeth. The common examples of reptiles are lizard, snake, tortoise. Birds are warm blooded animals they maintain their body temperature constant in seasons, their body temperature does not change in the temperature of environment. Feathers are present on their bodies forelimb are modified into wings for flying and hind limbs are used for walking,swimming and sitting, they have horny beak without teeth. Mammals posses hair and female feed their young ones on their milk. They are warm blooded animals and can maintain constant body temperature, they are further divided into three groups are egg laying mammal, pouched mammals, placental mammals.

7.      Recapitalization

Mammals are divided into how many groups?

What are egg layng mammals?

Differentiate between pouched and placental mammals?

8.      Home task

I will assign the Draw the food chain of these animals on a chart.

                                                         LESSON  PLAN 6

1.      General objectives

What do you mean by human impact on environment.

Define the relation between overconsumption and overxploitation.

What are the major impacts of human on the environment.

2.      Specific objectives

What is the environmental degradation.

Differenciate between ecological crisis and ecological collapse.

3.      Previous knowledge

I will ask the simple question about the damage of environment for check the previous knowledge of the students.

4.      A.V aids

Charts, pictures, pamphlets, textbook, paper hanouts, video on environment.

5.      Teaching method

Lecture are in deductive method or pair group.

6.      Announcement of the topic

Today we are going to discuss about the topic of human impact on the environment.

7.      Presentation

 Human impact on the environment  includes changes to biophysical environments and ecosystems, biodiversity, and natural resources caused directly or indirectly by humans, including global warming, environmental degradation such as ocean acidification mass extinction and biodiversity loss, ecological crisis, and ecological collapse. Modifying the environment to fit the needs of society is causing severe effects, which become worse as the problem of human overpopulation continues. Some human activities that cause damage either directly or indirectly to the environment on a global scale include population growth, overconsumption, overexploitation, pollution, and deforestation, to name but a few. Some of the problems, including global warming and biodiversity loss pose an existential risk to the human race, and human overpopulation is strongly correlated with those problems.

The term anthropogenic designates an effect or object resulting from human activity. The term is sometimes used in the context of pollution emissions that are produced from human activity since the start of the Agricultural Revolution but also applies broadly to all major human impacts on the environment. Many of the actions taken by humans that contribute to a heated environment stem from the burning of fossil fuel from a variety of sources, such as electricity, cars, planes, space heating, manufacturing, or the destruction of forests.

8.      Recapitalization

Define the destruction of forests.

9.      Home task

What is the worlds largest forest description on notebook for home task.

                                                  LESSON PLAN 7

1.      General objectives

What are acids.

What are the properties of the acids.

Define the examples of the acids.

2.      Specific objectives

What are the importance of the acids.

What are use of acids in the human body.

3.      Previous knowledge

Explain the characteristics of the acids.

Also telling the basic knowledge about the acid.

4.      A.V aids

Charts, pictures, textbook, duster, marker, whiteboard.

5.      Teaching method

Lecture are in deductive method.

6.      Announcement of the topic

Today we are going to introduce the topic of acids.

7.      Presentation

Acids are ionic compounds that, when dissolved in water, produce positive hydrogen ions.When dissolved in water acids taste acidic conduct electricity and react with metals to create hydrogen gas. Certain indicator compounds may be used to detect acids such as litmus. Acids transform red paper into blue litmus. Properties of Acids Acids are corrosive in nature. They are good conductors of electricity.Their pH values are always less than 7. When reacted with metals, these substances produce hydrogen gas. Acids are sour tasting substances. Examples: Sulfuric acid, Hydrochloric acid, Acetic acid. Uses of Acids Vinegar, a diluted solution of acetic acid, has various household applications. It is primarily used as a food preservative. Citric acid is an integral part of lemon juice and orange juice. It can also be used in the preservation of food. Sulfuric acid is widely used in batteries. The batteries used to start the engines of automobiles commonly contain this acid. Importance Acids play significant roles within the human body. The presence of hydrochloric acid in the stomach helps digestion by breaking down large and complex food molecules. Amino acids are required for protein synthesis needed to grow and repair body tissues.

8.      Recapitalization

Explain the significance of the acids also discuss the examples of acids with students at the end of the lesson.

9.      Home task

I will assign the students for home work uses of acids in daily life on charts.

                                            LESSON PLAN 8

1.      General objectives

What do you mean by base.

Properties of bases.

Explain the base reaction with acids.

2.      Specific objectives

What are the uses of bases.

Differenciate the relation between sodium hydroxide and calcium hydroxide.

What are the uses of base in our daily life.

3.      Previous knowledge

I will ask the simple question to the students about the base for check the previous knowledge.

4.      A.V aids

Charts, pictures, textbook, white board, marker, duster.

5.      Teaching method

Lecture are going in deductive method.

6.      Announcement of the topic

Today we are going to discuss the topic of base.

7.      Presentation

Base the sodium hydroxide, calcium carbonate and potassium oxide are examples of bases. A base is a substance that reacts with hydrogen ions and can neutralize the acid. Most bases are minerals which form water and salts by reacting with acids. Bases include the metal oxides, hydroxides, and carbonates. Uses of Bases The manufacturing of soap and paper involves the use of sodium hydroxide is also used in the manufacture of rayon also known as slaked lime or calcium hydroxide, is used to manufacture bleaching powder. Dry mixes used in painting or decoration are made with the help of calcium hydroxide. Magnesium hydroxide also known as milk of magnesia is commonly used as a laxative. It also reduces any excess acidity in the human stomach and is therefore used as an antacid. Ammonium hydroxide is a very important reagent used in laboratories. Properties of Bases  like a bitter taste are owned by all bases. The bases feel slippery, too. Dream on what slippery soap looks like. And this is a foundation. when immersed in water bases conduct electricity because they consist of charged particles in the solution.They are found to have a soapy texture when touched. These substances release hydroxide ions when dissolved in water. In their aqueous solutions bases act as good conductors of electricity. The pH values corresponding to bases are always greater than 7. Bases are bitter tasting substances which have the ability to turn red litmus paper blue.

8.      Recapitalization

At the end of lesson discussion on the uses of base in our daily life with the students and the section of questionnaire are held.

9.      Home task

Writing the properties of base on charts for home task.

                                        LESSON PLAN 9

1.      General objectives

What do you mean by carbon and its compounds.

What is the catenation.

Explain the occurance of the carbon.

2.      Specific objectives

What is organic chemistry.

Define allotropes.

Classification of the carbon.

3.      Previous knowledge

I will ask the simple questions about carbocation and carboanion to the students for check the previous knowledge.

4.      A.V aids

Pictures, charts, textbook, duster, marker, whiteboard.

5.      Teaching method

I will explain my lesson by group work.

6.      Announcement of the topic

Today I will discuss the topic of compounds of carbon.

7.      Presentation

 Compounds carbon are defined as chemical substances containing carbon. More compounds of carbon exist than any other chemical element excepfor hydrogen. Organic carbon compounds are far more numerous than inorganic carbon compounds. In general bonds of carbon with other elements are covalent bonds. Carbon is tetravalent but carbon free radicals and carbenes occur as short lived intermediates. Ions of carbon are carbocations and carbanions are also short lived. An important carbon property is catenation as the ability to form long carbon chains and rings. It was once thought that organic compounds could only be created by living organisms. Over time, however, scientists learned how to synthesize organic compounds in the lab. The number of organic compounds is immense and the known number of defined compounds is close to 10 million. However, an indefinitely large number of such compounds are theoretically possible. The known inorganic chemistry of the allotropes of carbon diamond, graphite, and the fullerenes blossomed with the discovery as additional fullerenes and their various derivatives were discovered. One such class of derivatives is inclusion compounds in which an ion is enclosed by the all carbon shell of the fullerene.

8.      Recapitalization

At the end of lesson we learn the uses and properties of the carbon and its compound.

9.      Home task

Explain the crystalline and non crystalline form of carbon for home work.

                                     LESSON PLAN 10

1.      General objectives

What do you mean by carbon dioxide.

Determine the preparation of carbon dioxide.

Define physical properties of the carbon dioxide.

2.      Specific objectives

Explain the laboratory and industrial method for the preparation of carbondioxide.

What are the chemical properties of the carbon dioxide.

3.      Previous knowledge

I will ask the simple questioning about the preparation of the carbon dioxide.

4.      A.V aids

Charts, for activity samples, textbook, duster, whiteboard.

5.      Teaching method

Lecture is in deductive method.

6.      Announcement of the topic

Today we discuss the topic of carbon dioxide.

7.      Presentation

Carbon dioxide is a colorless gas with a density about higher than that of dry air. Carbon dioxide molecules consist of a carbon atom covalently double bonded to two oxygen atoms. It occurs naturally in Earths atmosphere as a trace gas. The current concentration is about four by volume having risen from pre industrial levels of 280 ppm. Natural sources include volcanoes  hot springs and geysers and it is freed from carbonate rocks by dissolution in water and acids. Because carbon dioxide is soluble in water it occurs naturally in groundwater rivers and lakes ice caps glaciers and seawater. It is present in deposits of petroleum and natural gas. Carbon dioxide has a sharp and acidic odor and generates the taste of soda water in the mouth  at normally encountered concentrations it is odorless. As the source of available carbon in the carbon cycle atmospheric carbon dioxide is the primary carbon source for life on Earth and its concentration in Earth. Plants algae and cyanobacteria use light energy to photosynthesize carbohydrate from carbon dioxide and water with oxygen produced as a waste product. CO₂ is produced by all aerobic organisms when they metabolize organic compounds to produce energy by respiration. It is returned to water via the gills of fish and to the air via the lungs of air breathing land animals including humans. Carbon dioxide is produced during the processes of decay of organic materials and the fermentation of sugars in bread, beer and wine making. It is produced by combustion of wood, peat and other organic materials and fossil fuels such as coal petroleum and natural gas. It is an unwanted byproduct in many large scale oxidation processes, for example, in the production of acrylic acid

8.      Recapitalization

What are the uses of carbon dioxide.

At the end of the lesson different examples of the carbon dioxide.

9.      Home task

I will assign the students write the topic of carbon dioxide for home work.

 

                                               LESSON PLAN 11

1.      General objectives

What is the raw material.

How different products of daily use are manufactured from common raw material.

What are the uses of the raw materials.

2.      Specific objectives

Relate between manufacture of soaps and detergents.

Method are used to make useful products by changing the shapes of available materials.

3.      Previous knowledge

Computer chips can be made from raw materials available in the form of silicon dioxide is it right or not.

Also ask simple question to the students from the topic.

4.      A.V aids

Charts, notes, pictures, textbook, duster, marker, board.

5.      Announcement of the topic

Today we are going to discuss the topic manufacturing things from the raw materials.

6.      Presentation

 A raw material also known as a feedstock unprocessed material or primary commodity is a basic material that is used to produce goods, finished products, energy, or intermediate materials that are feedstock for future finished products. As feedstock, the term connotes these materials are bottleneck assets and are required to produce other products. The term raw material denotes materials in unprocessed or minimally processed states e.g. raw latex, crude oil, cotton, coal, raw biomass, iron ore, air, logs, water, any product of agriculture, forestry, fishing or mineral in its natural form or which has undergone the transformation required to prepare it for international marketing in substantial volumes. The term secondary raw material denotes waste material which has been recycled and injected back into use as productive material. While pottery originated in many different points around the world it is certain that it was brought to light mostly through. That is important mostly because of its ability to store and carry a surplus of supplies for the first agrarian. Although most jars and pots were fire clay ceramics communities created kilns that were able to fire such materials to remove most of the water to create very stable and hard materials. Many raw metallic materials used in industrial purposes must first be processed into a usable state. Metallic ores are first processed through a combination of crushing, roasting, magnetic separation, flotation, and leaching to make them suitable for use in a foundry. Foundries then smelt the ore into usable metal that may be alloyed with other materials to improve certain properties. Places with plentiful raw materials and little economic development often show a phenomenon, or the resource curse which occurs when the economy of a country is mainly based upon its exports because of its method of governance.

7.      Recapitalization

What are compounds are used for this purpose for manufacture products.

8.      Home task

What are the three methods can be used to make useful products on notebook for home work.

                                             LESSON PLAN 12

1.      General objectives

What do you mean by rocks.

Determine how is it made up of the rocks.

What is the chemical composition of rocks.

Identify the recrystallization.

2.      Specific objectives

Explain the how many types of rocks.

How many layers of the rocks.

Differenciate the relation between igneous and sedimentary rocks.

3.      Previous knowledge

I will ask the simple question about the rocks.

4.      A.V aids

Textbook, marker, whiteboard, duster, pictures, charts.

5.      Announcement of the topic

Today we are going to introduce the basic knowledge about rocks.

6.      Presentation

A rock is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. It is categorized by the minerals included its chemical composition and the way in which it is formed. Rocks are usually grouped into three main groups: Types of rocks Igneous rocks, sedimentary rocks and metamorphic rocks. Rocks form the Earths outer solid layer, the crust, and most of its interior, except for the liquid outer core and pockets of magma in the asthenosphere. Igneous rock derived from the Latin word igneus, meaning of fire,  is formed through the cooling and solidification of magma or lava. This magma may be derived from partial melts of pre existing rocks in either a planets mantle or crust, the melting of rocks is caused by one or more of three processes an increase in temperature, a decrease in pressure, or a change in composition. Sedimentary rocks are formed at the earths surface by the accumulation and cementation of fragments of earlier rocks, minerals, and organisms or as chemical precipitates and organic growths in water. This process causes clastic sediments ( or organic particles to settle and accumulate or for minerals to chemically precipitate from a solution. Metamorphic rocks are formed by subjecting any rock type sedimentary rock, rock or another older metamorphic rock to different temperature and pressure conditions than those in which the original rock was formed. This process is called metamorphism meaning to change in form. The result is a profound change in physical properties and chemistry of the stone. The original rock known as the protolith transforms into other mineral types or other forms of the same minerals by recrystallization.

7.      Recapitalization

What are metamorphic rocks.

What do you mean by protolith.

To  know about the metamorphism.

8.      Home task

I will assign the write types of rocks on notebook for home work.

                                LESSON PLAN 13

1.      General objectives

Know the basic knowledge about the galaxy.

What is the types of galaxy.

Identify the mass and diameter of the galaxy.

2.      Specific objectives

Describe the big bang theory.

What is the active galaxy.

Differenciate the relation between interacting and starbust.

3.      Previous knowledge

I will make the groups of students to discuss the topic of galaxy then I will ask the students questionnaire.

4.      A.V aids

Charts, pictures, textbook, notes, marker, whiteboard, duster.

5.      Announcement of the topic

Today we are going to introduce the topic of galaxy.

6.      Presentation

A galaxy is a gravitationally bound system of stars, stellar remnants interstellar gas, dust, and dark matter. The word galaxy is derived from the Greekword  literally milky a reference to the Milky Way. Galaxies range in size from dwarfs with just a few hundred million stars to giants with one hundred trillion stars each orbiting its galaxys center of mass. Types of galaxy:  interacting is  interactions between galaxies are relatively frequent and they can play an important role in galactic evolution. Near misses between galaxies result in warping distortions due to tidal interactions and may cause some exchange of gas and dust. Collisions occur when two galaxies pass directly through each other and have sufficient relative momentum not to merge. Starburst Stars are created within galaxies from a reserve of cold gas that forms into giant molecular clouds. Some galaxies have been observed to form stars at an exceptional rate, which is known as a starburst.  Active galaxy A portion of the observable galaxies are classified as active galaxies if the galaxy contains an active galactic nucleus. A significant portion of the total energy output from the galaxy is emitted by the active galactic nucleus, instead of the stars, dust and interstellar medium of the galaxy.  

7.      Recapitalization

What are the significance of the galaxy.

Explain the size of the galaxy reference to the milky way.

8.      Home task

I will assign the homework to the students diagram of the galaxy milky way.

                                            LESSON PLAN 14

1.      General objectives

What are the stars, and they are countable or not?

Determine the designation of the star.

2.      Specific objectives

What is the astrology.

Explain the structure of the star.

What is the chemical composition of the star.

 

3.      Previous knowledge

I will ask the simple question to the students about the stars for check the previous knowledge of the star.

4.      A.V aids

Charts, pictures, videos, film on stars, duster, textbook, whiteboard.

5.      Announcement of the topic

Today we are going to discuss the topic of star.

6.      Presentation

 A Star is an astronomical object consisting of a luminous spheroid of plasma held together by its own gravity. The nearest star to Earth is the Sun. Many other stars are visible to the naked eye at night but due to their immense distance from Earth they appear as fixed points of light in the sky. The most prominent stars are grouped into constellations and asterisms and many of the brightest stars have proper names. Astronomers have assembled star catalogues that identify the known stars and provide standardized stellar designations. The observable Universe contains an estimated stars, but most are invisible to the naked eye from Earth including all individual stars outside our galaxy the Milky Way. Designation the concept of a constellation was known to exist during period. Ancient sky watchers imagined that prominent arrangements of stars formed patterns, and they associated these with particular aspects of nature or their myths. Twelve of these formations lay along the band of the ecliptic and these became the basis of astrology. Many of the more prominent individual stars were also given names, particularly with Arabic or Latin designations. Chemical composition When stars form in the present Milky Way galaxy they are composed of about hydrogen and helium, as measured by mass, with a small fraction of heavier elements. Typically the portion of heavy elements is measured in terms of the iron content of the stellar atmosphere as iron is a common element and its absorption lines are relatively easy to measure. The portion of heavier elements may be an indicator of the likelihood that the star has a planetary system.

7.      Recapitalization

What is the chemical composition of the star.

8.      Home task

I will assign the homework to the students is diagram of universe.

                                           LESSON PLAN 15

1.      General objectives

What do you mean by sun.

What is the most important source of energy for life on earth.

Determine the importance of the sun.

2.      Specific objectives

What is the diameter of the sun.

Identify the total mass of the sun.

What are the three quarters of the sun mas.

3.      Previous knowledge

Sun is the important source of vitamin D identify it.

Ask the different simple questions to the students for check the previous knowledge.

4.      A.V aids

Charts, pictures, videos, film, textbook, duster, marker, whiteboard.

5.      Announcement of the topic

Today we are going to discuss the topic of sun.

6.      Presentation

The Sun is the star at the center of the Solar System. It is a nearly perfect sphere of hot plasma, heated to incandescence by nuclear fusion reactions in its core radiating the energy mainly as visible light and infrared radiation. It is by far the most important source of energy for life on Earth. Its diameter is about 1.39 million kilometres  that of Earth. Its mass is about 330,000 times that of Earth and accounts for about 99.86% of the total mass of the Solar System. Roughly three quarters of the Suns mass consists of hydrogen the rest is mostly helium with much smaller quantities of heavier elements, including oxygen, carbon, neon, and iron. Composition The Sun is composed primarily of the chemical elements hydrogen and helium. At this time in the Suns life they account for 74.9% and 23.8% of the mass of the Sun in the photosphere respectively. All heavier elements called metals in astronomy account for less than 2% of the mass, with oxygen carbon (0.3%), neon (0.2%), and iron (0.2%) being the most abundant. structure and fusion  the Sun contains the following layers: Core the innermost 20–25% of the Suns radius where temperature and pressure are sufficient for nuclear fusion to occur. Hydrogen fuses into helium. The fusion process releases energy, and the core gradually becomes enriched in helium. Radiative zone  Convection cannot occur until much nearer the surface of the Sun, between about 20–25% of the radius, and 70% of the radius, there is a radiative zone in which energy transfer occurs by means of radiation rather than by convection. Tachocline  the boundary region between the radiative and convective zones. Convective zone Between about 70% of the Sun's radius and a point close to the visible surface the Sun is cool and diffuse enough for convection to occur and this becomes the primary means of outward heat transfer similar to weather cells which form in the earths atmosphere.

 

7.      Recapitalization

What are the composition of the sun.

To exlain the structure and fusion of the sun.

We also learn about the following layers of the sun are in list.

8.      Home task

I will assign the home work to the students is movement of the sun in around other planets on charts.

                                      LESSON PLAN 16

1.      General objectives

What do you mean by solar system.

Determine the structure of the solar system.

Identify the how does it works in local areas.

2.      Specific objectives

Explain the chemical composition of the solar system.

What are the importance of the solar system on earth.

3.      Previous knowledge

I will make the groups of students and ask the questions for check the previous knowledge.

4.      A.V aids

Charts, pictures, textbook, animated videos, marker, whiteboard. Duster.

5.      Announcement of the topic

Today we are going to learn the topic of solar system.

6.      Presentation

 The Solar System is the gravitationally bound system of the Sun and the objects that orbit it either directly or indirectly. Of the objects that orbit the Sun directly the largest are the eight planets with the remainder being smaller objects the dwarf planets and small Solar System bodies. Of the objects that orbit the Sun indirectly the natural satellites two are larger than the smallest planet, Mercury. Structure and composition  the principal component of the Solar System is the Sun a G2 main sequence star that contains 99.86% of the systems known mass and dominates it gravitationally. The Suns four largest orbiting bodies the giant planets account for 99% of the remaining mass with Jupiter and Saturn together comprising more than 90%. The remaining objects of the Solar System (including the four terrestrial planets, the dwarf planets, moons, asteroids, and comets) together comprise less than 0.002% of the Solar System's total mass. Most large objects in orbit around the Sun lie near the plane of Earths orbit known as the ecliptic. The planets are very close to the ecliptic whereas comets and Kuiper belt objects are frequently at significantly greater angles to it.

7.      Recapitalization

What is the ecliptic.

What is the total mass of the solar system.

8.      Home task

I will assign the diagram of solar system on charts for home work.

                                        LESSON PLAN 17

1.      General objectives

What is earth and how is it start.

Describe the earths history of life.

Movement of earth on the other planets in a one year.

2.      Specific objectives

What is magnetic field.

In this topic we learn the basic knowledge about the earth.

3.      Previous knowledge

We ask the simple questions to the students for check the previous knowledge of the students.

4.      A.V aids

Charts, pictures, movement of earth animated video, textbook, marker, board.

5.      Announcement of the topic

Today we are going to discuss about the topic of Earth.

6.      Presentation

 Earth is the third planet from the Sun and the only astronomical object known to harbor life. About 29% of Earths surface is land consisting of continents and islands. The remaining 71% is covered with water mostly by oceans but also by lakes  rivers and other fresh water which together constitute the hydrosphere. Much of Earths polar regions are covered in ice. Earths outer layer is divided into several rigid tectonic plates that migrate across the surface over many millions of years. Earths interior remains active with a solid iron inner core a liquid outer core that generates Earths magnetic field and a convecting mantle that drives plate tectonics. According to radiometric dating estimation and other evidence Earth formed over 4.5 billion years ago. Within the first billion years of Earths history life appeared in the oceans and began to affect Earths atmosphere and surface leading to the proliferation of anaerobic and later aerobic organisms. Some geological evidence indicates that life may have arisen as early as 4.1 billion years ago. Since then the combination of Earths distance from the Sun physical properties and geological history have allowed life to evolve and thrive.

In the history of life on Earth biodiversity has gone through long periods of expansion occasionally punctuated by mass extinctions. Over 99% of all species that ever lived on Earth are extinct. Almost 8 billion humans live on Earth and depend on its biosphere and natural resources for their survival. Humans increasingly impact Earths hydrology atmospheric processes and other life. Earths atmosphere consists mostly of nitrogen and oxygen. More solar energy is received by tropical regions than polar regions and is redistributed by atmospheric and ocean circulation. Greenhouse gases also play an important role in regulating the surface temperature. A regions climate is not only determined by latitude but also by elevation and by proximity to moderating oceans among other factors.

7.      Recapitalization

Determine the biodiversity on earth.

Identify the how many layers of the earth.

8.      Home task

I will assign the homework to the students the diagram of the earth on charts.

                                 LESSON PLAN 18

1.      General objectives

What is poliomyelitis.

What are the sign and symptoms of the poliomyelitis.

Identify the prcausion about the polio.

2.      Specific objectives

In every year how many peoples are affected by the polio.

What are the prevention of the poliomyelitis.

3.      Previous knowledge

I will ask the simple questions to the students about poliomyelitis to check the previous knowledge.

4.      A.V aids

Charts, pictures, pamphlets, marker, board, duster.

5.      Announcement of the topic

Today we are going to introduce the topic of poliomyelitis.

6.      Presentation

Poliomyelitis commonly shortened to polio is an infectious disease caused by the poliovirus. In about 0.5 percent of cases it moves from the gut to affect the central nervous system and there is muscle weakness resulting in a flaccid paralysis. This can occur over a few hours to a few days. The weakness most often involves the legs but may less commonly involve the muscles of the head neck and diaphragm. Many people fully recover. In those with muscle weakness, about 2 to 5 percent of children and 15 to 30 percent of adults die. Signs and symptoms The term poliomyelitis is used to identify the disease caused by any of the three serotypes of poliovirus. Two basic patterns of polio infection are described a minor illness which does not involve the central nervous system sometimes called abortive poliomyelitis and a major illness involving the CNS which may be paralytic or nonparalytic. Prevention  Hammon proposed the gamma globulin which contained antibodies to poliovirus could be used to halt poliovirus infection prevent disease and reduce the severity of disease in other patients who had contracted polio. The results of a large clinical trial were promising the gamma globulin was shown to be about 80 percent effective in preventing the development of paralytic poliomyelitis. It was also shown to reduce the severity of the disease in patients who developed polio. Treatment the focus of modern treatment has been on providing relief of symptoms speeding recovery and preventing complications. Supportive measures include antibiotics to prevent infections in weakened muscles, analgesics for pain moderate exercise and a nutritious diet. Treatment of polio often requires long term rehabilitation including occupational therapy, physical therapy, braces, corrective shoes and, in some cases, orthopedic surgery.

7.      Recapitalization

What are the treatment of the polio and supportive measures.

8.      Home task

I will take the campaign about the awareness of the poliomyelitis.

                                            LESSON PLAN 19

1.      General objectives

What is dengue fever.

How it is affected to the human being.

What are the symptoms of dengue.

2.      Specific objectives

What are the causes and prevention of dengue fever.

Dengue is spread by which specie?

3.      Previous knowledge

We ask the simple questions to the students for observing the previous knowledge.

What kind of preventions are use in homes for dengue.

4.      A.V aids

Charts, pictures, pamphlets and posters, dengue fever notes, writing material.

5.      Announcement of the topic

Today we are discuss about the topic of dengue fever.

6.      Presentation

Dengue fever is a mosquito borne tropical disease caused by the dengue virus. Symptoms typically begin three to fourteen days after infection. These may include a high fever, headache, vomiting, muscle and joint pains, and a characteristic skin rash. Recovery generally takes two to seven days. In a small proportion of cases the disease develops into severe dengue resulting in bleeding, low levels of blood platelets and blood plasma leakage or into dengue shock syndrome where dangerously low blood pressure occurs. Dengue is spread by several species of female mosquitoes of the Aedes genus principally Aedes aegypti. The virus has five serotypes infection with one type usually gives lifelong immunity to that type but only short term immunity to the others. Subsequent infection with a different type increases the risk of severe complications. A number of tests are available to confirm the diagnosis including detecting antibodies to the virus or its RNA.

A vaccine for dengue fever has been approved and is commercially available in a number of countries, the vaccine is only recommended in individuals who have been previously infected or in populations with a high rate of prior infection by age nine. Other methods of prevention include reducing mosquito habitat and limiting exposure to bites. This may be done by getting rid of or covering standing water and wearing clothing that covers much of the body. Treatment of acute dengue is supportive and includes giving fluid either by mouth or intravenously for mild or moderate disease.

7.      Recapitalization

At the end of the lesson we take the campaign about the awareness of dengue fever.

We learn the treatment and Vaccine for the dengue fever.

8.      Home task

I will assign the charts and pamphlets about the dengue fever for the home work.

                                              LESSON PLAN 20

1.      General objectives

What do you mean by computer.

Differenciate between the computer programme and complete computer.

Also determine the uses of computers.

2.      Specific objectives

Identify the parts of computer with diagram.

What is computer system.

3.      Previous knowledge

What is the purpose of computer.

Determine the importance of computer.

4.      A.V aids

Sample or pictures of computer parts, textbook, charts, pictures.

5.      Announcement of the topic

Today we are going to discuss the topic of computer.

6.      Presentation

A computer is a machine that can be instructed to carry out sequences of arithmetic or logical operations automatically via computer programming. Modern computers have the ability to follow generalized sets of operations called programs. These programs enable computers to perform an extremely wide range of tasks. A complete computer including the hardware the operating system and peripheral equipment required and used for full operation can be referred to as a computer system. This term may as well be used for a group of computers that are connected and work together in particular a computer network or computer cluster. Computers are used as control systems for a wide variety of industrial and consumer devices. This includes simple special purpose devices like microwave ovens and remote controls factory devices such as industrial robots and computer aided design and also general purpose devices like personal computers and mobile devices such as smartphones. The Internet is run on computers and it connects hundreds of millions of other computers and their users. Early computers were only conceived as calculating devices. Since ancient times, simple manual devices like the abacus aided people in doing calculations. Early in the Industrial Revolution some mechanical devices were built to automate long tedious tasks such as guiding patterns for looms. More sophisticated electrical machines did specialized analog calculations in the early 20th century. 

7.      Recapitalization

What is the internet and how we run on a computer.

8.      Home task

I will assign the home work to students makes the charts on computer.

                                              

Name: Farwa Sharif                    Subject: English             No. of Students: 32

Grade: 8^th                                     Duration of class: 30 min

 

 

 

 

 

                                                LESSON PLAN 21

1.      General objectives

Write down the application of sick leave.

Determine the steps of the application.

2.      Specific objectives

We learn the writing skills of the application.

Practices in writing the application on notebook.

3.      Previous knowledge

We also learn the spelling mistake skills.

We also practice of writing application in class activity for previous knowledge.

4.      A.V aids

Charts, pictures, handouts material, textbook, board marker, whiteboard.

5.      Announcement of the topic

Today we are going to learn the topic of application of sick leave.

6.      Presentation

                                                      Application sick leave

To,

The principal,

Govt. Boys Sec. School,

Hydrabad ,

 

 Sir,

Respectfully I beg to say that I am a student of class VIII-A. I have been suffering from fever since yesterday. My doctor has advised me rest for two days. So I cannot attend the school. Kindly grant me leave from 12-09-20 to 13-09- 20 . I shall be very grateful to you.

Thanking you,

 Your obediently,

 

7.      Recapitalization

At the end of the lesson students will be able to write the application.

8.      Home task

I will assign the home work for students write character certificate application.

                                LESSON PLAN 22

1.      General objectives

We understand the essay on Illama Iqbal.

We learn the essay writing skills in this topic.

2.      Specific objectives

Determine the beginning point of the essay, and how we write.

Identify the steps of the writing essay.

3.      Previous knowledge

We ask the simple question to the students on the essay writing for observing the previous knowledge of students.

4.      A.V aids

Textbook, whiteboard, charts, marker, duster.

5.      Announcement of the topic

Today we are introduce the topic of essay on Illama iqbal.

6.      Presentation

                                                                   Allama Iqbal

Allama Iqbal was our great National hero. He is the poet of East. He was born in Sialkoat on November 9, 1877. He received his early education in Sialkoat. He passed intermediate examination from Murrey College Sialkoat. Then he went to Lahore for higher studies.

After that, he went to England and Germany. He got Ph.D. in Philosophy. He wrote many poems in praise of the Muslim culture. He reminded the Muslims of their glorious past. The names of some of his books are Bang-e-Dara, Bal-e-Jibril, Payam-e-Mashriq and Asrar-e-Khudi. He gave the idea of Pakistan. He requested Quaid-e-Azam to accept the leadership of the Muslims. He was indeed a great leader. He died on April 21, 1938. He was buried near the Badshahi Mosque in Lahore.

 

7.      Recapitalization

After lesson I will take an oral test of students about vocabulary.

8.      Home task

At the end I will assign students to write essay on their notebooks for home work.

                                            LESSON PLAN 23

1.      General objectives

In this lesson we understand the essay on punctuality.

We also understand the writing skills of essay.

2.      Specific objectives

To increase the English reading skills.

To improve their writing skills.

To improve the English vocabulary.

3.      Previous knowledge

I will ask the simple question on steps of essay writing for the previous knowledge.

4.      A.V aids

Charts, pictures, posters, flaxes on punctuality, marker, board.

5.      Announcement of the topic

Today we are going to understand the topic of punctuality.

6.      Presentation

                                                                   Punctuality

Punctuality is an integral part of everyones character. It is a virtue by which people are noted and sometimes highly regarded no matter who they are and what they do being punctual means doing your work on time. To be punctual one needs to have the habit of doing things regularly on time and not occasionally. That is the only way one can be punctual. Punctuality does not require anyone to put in any extra effort. There is no exercise involved. It is all about proper time management so that you can meet your deadlines. Deadlines are what govern our world today. Not meeting a period can be disastrous for both students and adults. Therefore no one should aim to be not punctual or occasionally punctual. That can be harmful. To be punctual, two things are important, routine, and discipline. If someone follows a strict routine and is extremely disciplined from a very early age, usually that kind of person turns out to be very punctual. Punctuality helps to build a strong character. Punctuality requires discipline. Punctuality involves doing things on time. It is important to be punctual to be successful in life. Not being punctual can be harmful. Not being punctual can ruin someones career. Students should always try to be punctual.

7.      Recapitalization

Enhance the level of their vocabulary.

8.      Home task 

I will assign the essay write on charts.                                                                                                                                                                                              

                                           LESSON PLAN 24

1.      General objectives

To write story greedy dog.

To improve their writing skills.

To increase their vocabulary.

To create English reading skills.

2.      Specific objectives

I will explain my lesson through grammar translation method.

I will begin my lesson by writng story name on white board.

I will ask students to share what they understand by the name of story, then I will start my lesson.

3.      Previous knowledge

I will simple oral questions to the students for the test of previous knowledge.

4.      A.V aids

Charts, pictures, paper handouts, notes of story, whiteboard, marker, duster.

5.      Announcement of the topic

I will explain my lesson through grammar translation method.

6.      Presentation

                                                                The Greedy Dog

Once there was a dog. He wandered from door to door. One day he stole a place of meat from a butchers shop. He ran away with it. He ran out of the town. There was a stream close by. It was a good place for him to enjoy the piece of meat. When he was passing over the plank, he saw his reflection in the water. He thought it was another dog with a larger piece of meat. He was very greedy. His mouth watered. He wanted to get that piece also.

7.      Recapitalization

I will make groups of students and ask students to discuss story in groups. Then they will make sentences and will write story in their own words.

8.      Home task

At the end I will assign students to write story on notebook.

                                         LESSON PLAN 25

1.      General objectives

In this lesson students to enable to students with 80% accuracy.

To know about the use of nouns.

To introduce them to grammer of English.

2.      Specific objectives

We learn the simple question about the topic noun and use of sentences.

Identify the examples of the noun.

To know the types of noun in this lesson.

3.      Previous knowledge

I will start my lesson by asking some question about previous knowledge and giving simple examples relate to topic.

4.      A.V aids

Charts, textbook, pictures, notes on noun, board, marker, duster.

5.      Announcement of the topic

Today we are going to introduce the topic of noun.

6.      Presentation

A noun  is a word that functions as the name of a specific object or set of objects such as living creatures, places, actions, qualities, states of existence, or ideas. However noun is not a semantic category so that it cannot be characterized in terms of its meaning. Thus actions and states of existence can also be expressed by verbs qualities by adjectives and places by adverbs. Linguistically a noun is a member of a large open part of speech whose members can occur as the main word in the subject of a clause the object of a verb or the object of a preposition. A noun is a word that describes a person, place, thing, or idea. Examples of nouns include names, locations, objects in the physical world, or objects and concepts that do not exist in the physical world for example a dream or a theory. Nouns come in a lot of different shapes and sizes. The major ones are common nouns, proper nouns, abstract nouns, and collective nouns. If you can put the word the in front of a word and it sounds like a unit, the word is a noun. For example, the boy sounds like a unit, so boy is a noun.

7.      Recapitalization

I will ask at the end to arrange in pairs and have questions and do practice on nouns.

8.      Home task

I will assign home work to write 5 sentences using noun.

                                              LESSON PLAN 26

1.      General objectives

What do you mean by essay writing.

What are the importants steps are used n essay writing.

Determine the classification of the essay writing.

2.      Specific objectives

Explain the types of essay writing.

Identify the different examples of the essay writing.

3.      Previous knowledge

I will ask simple questions to the students for your writing to check spelling and grammar.

4.      A.V aids

Whiteboard, board marker, duster, notes, textbook.

5.      Announcement of the topic

Today we are going to introduce the topic of essay writing.

6.      Presentation

Essay Writing are common in elementary, middle, high school, and college, and one may even need to write essays in the business world. An essay is defined as a short piece of writing that expresses information as well as the writers opinion. An essay is generally a piece of writing that gives the authors own argument but the definition is vague overlapping with those of a paper an article, a pamphlet, and a short story. Essays have traditionally been sub classified as formal and informal. Types of essay writing Persuasive Essay: Convince the reader of some point of view. Comparative Essay: Compare two or more different things. Expository Essay: Explain to the reader how to do a given process. You could, for example, write an expository essay with step-by-step instructions on how to make a peanut butter sandwich. Decide what kind of essay to write. Brainstorm your topic, Do research, Outline your essay., Focus on Coherence of idea. Edit your writing to check spelling and grammar.

7.      Recapitalization

I will make the groups of students and do practice on the writing skills on essay writing.

8.      Home task

I will assign the home work write the types of essay writing on charts.

                                              LESSON PLAN 27

1.      General objectives

In this lesson to differenciate among preposition.

Will be able to use various kinds of preposition.

2.      Specific objectives

I will explain my lesson to motivate students by insisting importance of grammar in our life then will start related topic.

3.      Previous knowledge

I will start my lesson by simple  examples on board and then ask students that how much have knowledge about topic and check previous knowledge.

4.      A.V aids

Charts, pictures, textbook, paper handouts, pamphlets.

5.      Announcement of the topic

Today we are going to discuss about the topic of preposition.

6.      Presentation

 Definition of Preposition A preposition is a word that is placed before a noun or a pronoun and establishes the positional relation with other words in the sentence.
e.g. He is sitting on a chair. The ball went across the boundary. She committed the mistake in spite of great care. Types of Preposition. The following types of preposition are given below
Simple Preposition On, onto, in, into, to, from, by, with. Compound Preposition
Among, between, about, beside, across, before etc. Upon To show a movement which is directed upwards, e.g. She fell upon him.  Buses move upon the hilly roads.Used before day and date e.g. I shall go there on Tuesday. She was born on 30th July.

7.      Recapitalization

    At the end of the lesson I will ask students to solve the exercise in book relate to the topic.

8.      Home task

    I will assign home work to prepare the charts on voices.

                                                LESSON PLAN 28

1.      General objectives

Definition of the pronoun and its types.

To understand the accuracy of the lesson.

To known about the use of pronoun.

2.      Specific objectives

To introduce them to grammar of English.

To explain the examples of the pronoun.

3.      Previous knowledge

I will start my lesson by asking some question about previous knowledge and giving simple example relate to the topic to check their previous knowledge.

4.      A.V aids

Textbook, duster, marker, board, helping book of grammar.

5.      Announcement of the topic

Today I will discuss the topic of pronoun and uses in sentences.

6.      Presentation

Definition of Pronoun A pronoun is a word that is used in place of a noun and does the work of a noun, e.g Ram is a boy. Ram reads in class seventh. Ram is a good athelete.
Ram works hard. Ram obeys his parents. Ram is an ideal student. A boy Ram has been described and a few of his qualities have been said. But, the repeated use of a noun lets the beauty of writing fade away and hence we need to replace the noun by a pronoun. When we use pronoun in place of the noun then it preserves the beauty of writing. Ram is a boy. He reads in class seventh. He is a good athelete. He works hard. He obeys his parents. He is an ideal student. Now as the pronoun ‘He’ has replaced the noun ‘Ram’ the sentences are very much pleasing to read. Pronoun saves the noun from getting repeated and also beautifies the sentence. Types of Pronouns, Personal Pronoun Pronouns that indicate person, thing, animal etc are called personal pronouns. In English Grammar, there are three types of person. First Person The speaker is the first person. I, we, me, us, my, our, mine and ours are pronouns of first person.  Second Person The listener is the second person. You, your and yours are the pronouns of second person. Third Person About whom or which the speaker is saying something. He, she, it, they, him, her, them, his, her, its, their are pronouns of third person. Indefinite Pronouns Pronouns that show an indefinite or an uncertain number of people, person or thing, e.g. All were hungry. None is happy these days. Interrogative Pronouns that are used to ask questions are interrogative pronouns. e.g.What is your name?

7.      Recapitalization

At the end I will ask students to arrange in pairs and have question and do practice on pronoun.

8.      Home task

I will assign the home work write 7 sentences using pronoun on the notebook.

                                           LESSON PLAN 29

1.      General objectives

To learn students will be able to have a concept of healthy life.

Students will be able to have a concept of healthy diet.

2.      Specific objectives

Understand and increase the vocabulary.

I will ask students to come and act as sick and other as healthy person then the rest of students will observe and discuss their condition.

3.      Previous knowledge

I will my lesson to provide some fruits to students and tell their benefits in our daily life to check previous knowledge.

4.      A.V aids

Charts on fruits, sample of the fruits, videos on benefits, board, marker, duster.

5.      Announcement of the topic

Today we are going to understand the topic on health.

6.      Presentation

                                                                     Health

 The World Health Organization defines health as a state of mental, physical, and social well being and not merely physical well being. Individuals who are healthy in mind are automatically healthy in their bodies. Good health is mans greatest possession. A healthy person is one who can function up to his optimal capacity without any difficulty. Good health facilitates a lot of other body processes. Good health helps us to handle stress and combat with increasing pressures. To help students in writing academic essays and give speeches, we have provided long and short essays on health in this article. We have also added ten lines about fitness so that children can easily take part in competitions and win prizes. Yoga can be a very healthy way of taking your mind off hectic schedules and focus on your spiritual transcendence. One must consume meals at regular intervals and not skip meals which leads to indigestion and weight gain. Most importantly keeping a part of your day as me time will help to reduce stress. Being healthy facilitates our productivity and ensures that we lead fulfilling lives.

7.      Recapitalization

At the end of lesson I will ask students to write any 3 benefits of healthy life on their notebook.

8.      Home task

At the end I will assign homework to write some good things about cleanliness.

                                           LESSON PLAN 30

1.      General objectives

Improve the writing skills of story.

Improve the increase of vocabulary.

I will ask students to discuss story in groups and write their own words.

2.      Specific objectives

I will start my lesson by writing story name of whiteboard and ask students to share what they understand by the name of story.

I will practice on oral activity for the good pronounciation.

3.      Previous knowledge

I will take an simple oral test of students about vocabulary for the previous knowledge of the story.

4.      A.V aids

Charts, board, marker, picture stories, helping book, animated video on story.

5.      Announcement of the topic

Today we are going to discuss the topic of A thirsty crow.

6.      Presentation

                                                               A Thirsty Crow

It was a dry summers day. A crow was very thirsty. He flew here and there in search of water but couldnt find it anywhere. At last he reached a garden and spotted a pitcher lying there. It perched on it and saw that it had a little water in it. Feeling gay he tried to drink water but his beak didnt reach it. But the crow didnt lose heart. He thought over the matter coolly and an idea clicked him. He decided to put pebbles lying nearby in the pitcher in order to raise the level of water. The plan worked. With each drop of pebble into the pitcher the water level started rising. At last it came up to the neck of the pitcher. The crow quenched his thirst and flew away.

7.      Recapitalization

I will ask the students discuss the stories in groups and give the 2 morals.

8.      Home task

I will assign the students to write the story on notebook in two times.

                                               

Name: Farwa Sharif               Subject: Social Studies           No. of Students: 32

Grade: 8^th                              Duration of class: 30 min

 

                                                   LESSON PLAN 31

1.      General objectives

Students will be able to understand the concept of population.

To know the demerits of population.

What are the types of population.

2.      Specific objectives

What are the different pyramids of the population.

Define the relation between constrictive and stable pyramids of population.

3.      Previous knowledge

I will ask the students questions about the population for check the previous knowledge.

4.      A.V aids

Charts, pictures, textbook, paper handouts, duster, marker, board.

5.      Announcement of the topic

Today we are discuss about the topic of population.

6.      Presentation

Population A discrete assemblage of entities with identifiable characteristics such as people, animals with the objective of analysis and data collection is called a population. It consists of a similar group of species who dwell in a particular geographical location with the capacity to interbreed. To interbreed individuals in a population must be able to mate with other individuals in order to produce fertile offspring. Not all individuals are able to survive and reproduce due to genetic variations in them. A local population can be restricted to a smaller area or can occupy a larger area, making up for the entire species. A metapopulation is when individuals in local populations scatter between other local populations. Most of the populations are not stable due to various physical factors prevailing in the environment which act as limiting factors against exponential growth of the population. A graph that displays the age sex distribution of a country’s human population at a given frame of time is referred to as a population pyramid. It shows the variation in the population of the male and females with age that is otherwise not feasible. It results in a pyramidal structure where the population is on the x axis and age is on the y axis. There are three types of population pyramids:  Expansive Pyramid, It is triangular in shape wherein each age group displays a bar shorter than the one preceding it symbolising that more people die as we progress through the pyramid. A large base indicates a high birth rate. The tapering top of the graph indicates the lesser life expectancy of a region. Constrictive Pyramid With a slight reduction in the younger group of age, it is the opposite of expansive pyramid. Life expectancy is higher and living conditions are better indicating a high number of older citizens, a decrease in population is seen due to fewer birth rates compared to the death rate. Stable Pyramid It is rectangular in shape indicating an equal distribution of people across all age groups. A slight tapering at the top denotes more death occurring among the older people, which is natural. A stable birth rate indicates the use of birth control measures.

7.      Recapitalization

What are the factors are affected the population.

What is the metapopulation.

8.      Home task

I will assign the write types of population on notebooks for home task.

                                               LESSON PLAN 32

1.      General objectives

What do you mean by pollution.

Determine the forms of pollution.

In this lesson we understand the types of pollution.

2.      Specific objectives

Differenciate between plastic and noice pollution.

How pollution affect the wildlife.

3.      Previous knowledge

I will ask the simple question to the students for check the previous knowledge.

4.      A.V aids

Charts, pictures, textbook, duster, paper material, marker, whiteboard.

5.      Announcement of the topic

Today we are going to introduce the topic of pollution.

6.      Presentation

 Pollution is the introduction of contaminants into the natural environment that cause adverse change. Pollution can take the form of chemical substances or energy, such as noise, heat, light. Pollutants the components of pollution can be either foreign substances energies or naturally occurring contaminants. Pollution is often classed as point source or nonpoint source pollution, pollution killed 9 million people worldwide.  Major forms of pollution, Light pollution includes light trespass over illumination and astronomical interference. Littering: the criminal throwing of inappropriate man made objects unremoved onto public and private properties. Noise pollution which encompasses roadway noise, aircraft noise, industrial noise as well as high intensity sonar. Plastic pollution involves the accumulation of plastic products and microplastics in the environment that adversely affects wildlife, wildlife habitat, or humans. Soil contamination occurs when chemicals are released by spill or underground leakage. Among themostsignificant soilcontaminants are hydrocarbons, metals, herbicides, pesticides and chlorinated hydrocarbons. Radioactive contamination resulting from 20th century activities in atomic physics such as nuclear power generation and nuclear weapons research manufacture and deployment. Thermal pollution is a temperature change in natural water bodies caused by human influence such as use of water as coolant in a power plant.

7.      Recapitalization

What is the thermal pollution.

At the end of the lesson I will discuss the major forms of pollution.

8.      Home task

I will assign the different types of pollution on charts.

                                    LESSON PLAN 33

1.      General objectives

What do you mean by the pakistans industries.

How many industries are work in public sector.

2.      Specific objectives

What are the major industries in Pakistan names the all industries.

What do you mean by the mining and quarrying.

3.      Previous knowledge

I will ask the simple question to the students because how they have knowledge about industries.

4.      A.V aids

Charts, pictures, textbook, duster, board, marker.

5.      Announcement of the topic

Today we are going to introduce the topic of pakistans industries sector.

6.      Presentation

 Pakistans industrial sector accounts for about 64% of GDP. Cotton textile production and apparel manufacturing are Pakistans largest industries accounting for about 65% of the merchandise exports and almost 40% of the employed labour force. Cotton and cotton based products account for 61% of export earnings of Pakistan. The consumption of cotton increased by 5.7% over the past five years while the economic growth rate was 7%, the spinning capacity increased to 15 million spindles and textile exports hit. Other major industries include cement, fertilizer, edible oil, sugar, steel, tobacco, chemicals, machinery and food processing. The government is privatizing large scale parastatal units and the public sector accounts for a shrinking proportion of industrial output, while growth in overall industrial output has accelerated. Government policies aim to diversify the countrys industrial base and bolster export industries. Mining and quarrying The country has immense reserves of various minerals and natural resources. Important minerals found in Pakistan are gypsum, limestone, chromites, iron ore, rock salt, silver, gold, precious stones, gems, marble, copper, coal, graphite, sulphur, fire clay, silica. The salt range in Punjab Province has one of the largest deposit of pure salt founded in the world. Balochistan province is a mineral rich area having substantial mineral oil and gas reserves which have not been exploited to their full capacity or fully explored recent government policies have begun to develop this region of the country and to tap into the immense resources found there.  Fuel extraction industry Pakistans first oil field was discovered in Balochistan near a giant gas field at suo Sui in Balochistan. The Toot oilfield was discovered in the early 1960s Islamabad in the Punjab. Production has steadily increased since then.  Pakistans first gas field was the giant gas field at Sui in Balochistan which was discovered in the late 1952. Pakistan is also a major producer of Bituminous coal Sub bituminous coal and Lignite.

7.      Recapitalization

In Pakistan where fuel extraction industry are located.

Pakistan is also major producer of which thing.

8.      Home task

I will assign the students to write the briefly note on Pakistan industries on their notebooks.

                                             LESSON PLAN 34

1.      General objectives

How is the Pakistan agriculture system.

In Pakistan how many important crops that are grown.

2.      Specific objectives

Role of fishery and fishing industry in economy of Pakistan.

Define the livestock sector of the pakistans agriculture system.

3.      Previous knowledge

I will ask the simple question about the agricultural system of the Pakistan for check the previous knowledge of the students.

4.      A.V aids

Charts, pictures, textbook, board marker, whiteboard, duster.

5.      Announcement of the topic

Today we will discuss about the topic of agriculture system in Pakistan.

6.      Presentation

Agriculture system in pakistan is considered the backbone of Pakistans economy which relies heavily on its major crops. Pakistans principal natural resources are arable land and water. Agriculture accounts for about 18.9%  of Pakistans GDP and employs about 42.3% of the labour force. In Pakistan, the most agricultural province is Punjab where wheat and cotton are the most grown. Mango orchards are mostly found in Sindh and Punjab provinces that make Pakistan the worlds 4th largest producer of mangoes. The most important crops are wheat, sugarcane, cotton, and rice, which together account for more than 75% of the value of total crop output.  Crop Pakistans largest food crop is wheat. Pakistan wheat output reached 26.3 million tonnes. Fishery and fishing industry plays an important role in the national economy of Pakistan. With a coastline of about 1046 km Pakistan has enough fishery resources that remain to be fully developed. It is also a major source of export earning. Aquaculture is also a rapidly developing industry in Pakistan. The livestock sector contributes about half of the value added in the agriculture sector amounting to nearly 11 per cent of Pakistans GDP which is more than the crop sector, that the national herd consists of 24.2 million cattle, 26.3 million buffaloes, 24.9 million sheep, 56.7 million goats and 0.8 million camels. In addition to these there is a vibrant poultry sector in the country with more than 530 million birds produced annually. 

7.      Recapitalization

At the end of the lesson I will make the groups of students and discuss the pakistans agricultural crops.

8.      Home task

I will assign the students to write the some important crops on charts.

                                            LESSON PLAN 35

1.      General objectives

In this topic we understand the fourteen points of the Jinnah.

When the conference is convened the problem solving.

2.      Specific objectives

We discuss the points are in details.

What do you know about the Nehru report.

3.      Previous knowledge

I will ask the questions to the students what they know about the fourteen points of Jinnah.

4.      A.V aids

Charts, textbook, hand outs paper, duster, marker, whiteboard.

5.      Announcement of the topic

Today I will discuss about the topic of fourteen points of Jinnah.

6.      Presentation

The Fourteen Points of Jinnah were proposed by Muhammad Ali Jinnah as a constitutional reform plan to safeguard the political rights of Muslims in a self governing India. In 1928 an All Parties Conference was convened to solve the constitutional problems for Muslims. A committee was set up under Moti Lal Nehru. That committee prepared a report which is known Nehru report. The form of the future constitution should be federal with the residuary powers vested in the provinces. The fourteen points are A uniform measure of autonomy shall be guaranteed to all provinces. All legislatures in the country and other elected bodies shall be constituted on the definite principle of adequate and effective representation of minorities in every province without reducing the majority in any province to a minority or even equality. In the Central Legislature Muslim representation shall not be less than one third. Representation of communal groups shall continue to be by separate electorates: provided that it shall be open to any community at any time, to abandon its separate electorate in favor of joint electorate. Any territorial redistribution that might at any time be necessary shall not in any way affect the Muslim majority in Punjab, Bengal and KPK provinces. Full religious liberty shall be guaranteed to all communities. No bill or resolution shall be passed in any legislature if three fourths of the members of any community in that body oppose the bill. Sindh should be separated from the Bombay Presidency. Reforms should be introduced in the KPK and Balochistan on the same footings as in the other provinces. Muslims should be given an adequate share in all services, having due regard to the requirement of efficiency. The Constitution should embody adequate safeguards for the protection of Muslim culture, education, language, religion and personal laws as well as for Muslim charitable institutions. One third representation shall be given to Muslims in both central and provincial cabinets.

7.      Recapitalization

At the end of the lesson I will make the groups of students and ask the provices of the Pakistan.

8.      Home task

I will assign the students for homework is write fourteen points on charts.

                                   LESSON PLAN 36

1.      General objectives

What do you mean by water indus treaty.

We relate the irrigation system of the india and pakistans.

2.      Specific objectives

What are the main tributaries that flow to Pakistan.

Define the power generation and navigation in projects.

3.      Previous knowledges

I will ask simple question to students about the indus water treaty to check the previous knowledge.

4.      A.V aids

Charts, pictures, textbook, marker, white board, duster.

5.      Announcement of the topic

Today we are going to introduce the topic of water indus treaty.

6.      Presentation

The Indus Waters Treaty is a water distribution treaty between India and Pakistan brokered by the World Bank to use the water available in the Indus River and its tributaries. The Indus Waters Treaty was signed in Karachi on 19 September 1960 by Indian Prime Minister Jawaharlal Nehru and Pakistani President Ayub Khan. The Treaty gives control over the waters of the three eastern rivers the Beas, Ravi and Sutlej with a mean annual flow of 33 million acre feet  to India while control over the waters of the three western rivers the Indus, Chenab and Jhelum with a mean annual flow  to Pakistan. India was allocated about 20% of the total water carried by the Indus system while Pakistan was allocated the remainder. The treaty allows India to use the western river waters for limited irrigation use and unlimited non consumptive use for such applications as power generation, navigation, floating of property, fish culture, etc. It lays down detailed regulations for India in building projects over the western rivers. The preamble of the treaty recognises the rights and obligations of each country in the optimum use of water from the Indus system in a spirit of goodwill friendship and cooperation. This has not reduced the Pakistani fears that India could potentially create floods or droughts in Pakistan especially in times of war. In 1948 the water rights of the river system was the focus of an Indo Pakistani water dispute. Since the ratification of the treaty in 1960 India and Pakistan have not engaged in any water wars, despite engaging in several military conflicts. Most disagreements and disputes have been settled via legal procedures provided for within the framework of the treaty.

7.      Recapitalization

At the end of lesson I will make the groups of students for the discussion of the topic, and will draw westerns rivers on the charts.

8.      Home task

I will assign students for home work write this topic on notebooks.

                                   LESSON PLAN 37

1.      General objectives

What do you mean by import and export.

What are the significance of the international trade.

2.      Specific objectives

Define world trade organization.

How many types of trade are take place in international trade.

3.      Previous knowledge

I will ask simple question to the students for check the previous knowledge about import and export.

4.      A.V aids

Charts, pictures, paper handouts, duster, marker, whiteboard.

5.      Announcement of the topic

Today we are going to introduce the topic of international trade.

6.      Presentation

International trade is the exchange of capital, goods, and services across international borders or territories because there is a need or want of goods or services. In most countries, such trade represents a significant share of gross domestic product. While international trade has existed throughout history for example Uttarapatha, Silk Road, Amber Road, scramble for Africa, Atlantic slave trade, salt roads, its economic, social, and political importance has been on the rise in recent centuries. Carrying out trade at an international level is a complex process when compared to domestic trade. When trade takes place between two or more nations factors like currency, government policies, economy, judicial system, laws, and markets influence trade. To smoothen and justify the process of trade between countries of different economic standing some international economic organisations were formed such as the World Trade Organization. These organisations work towards the facilitation and growth of international trade. Statistical services of intergovernmental and supranational organisations and national statistical agencies publish official statistics on international trade. A product that is transferred or sold from a party in one country to a party in another country is an export from the originating country, and an import to the country receiving that product. Imports and exports are accounted for in a countrys current account in the balance of payments. Trading globally may give consumers and countries the opportunity to be exposed to new markets and products. Almost every kind of product can be found in the international market for example: food, clothes, spare parts, oil, jewellery, wine, stocks, currencies, and water. Services are also traded, such as in tourism, banking, consulting, and transportation.

 

7.      Recapitalization

At the end of the lesson I will ask simple question to the students about import export and international trades products for check the previous knowledge to the students.

8.      Home task

I will assign home work what services are traded write on notebook.

                                    LESSON PLAN 38

1.      General objectives

What do you mean by electricity.

What is the importance of electricity.

Define electromagnetism.

2.      Specific objectives

Identify electronics that associated passive interconnection technologies.

Differenciate between the electricity and electric power.

3.      Previous knowledge

I will ask simple question about the electricity for check the previous knowledge of students.

4.      A.V aids

Charts, pictures, textbook, whiteboard, duster, board marker.

5.      Announcement of the topic

Today we are going to discuss the topic of electricity.

6.      Presentation

Electricity is the set of physical phenomena associated with the presence and motion of matter that has a property of electric charge. Electricity is related to magnetism both being part of the phenomenon of electromagnetism Various common phenomena are related to electricity including lightning, static electricity, electric heating, electric discharges and many others. The presence of an electric charge which can be either positive or negative produces an electric field. The movement of electric charges is an electric current and produces a magnetic field. When a charge is placed in a location with a non zero electric field a force will act on it. The magnitude of this force is given by Coulombs law. If the charge moves the electric field would be doing work on the electric charge. Thus we can speak of electric potential at a certain point in space which is equal to the work done by an external agent in carrying a unit of positive charge from an arbitrarily chosen reference point to that point without any acceleration and is typically measured in volts. Electricity is at the heart of many modern technologies, being used for Electric power where electric current is used to energise equipment. Electronics which deals with electrical circuits that involve active electrical components such as vacuum tubes, transistors, diodes and integrated circuits and associated passive interconnection technologies. Electrical phenomena have been studied since antiquity though progress in theoretical understanding remained slow until the seventeenth and eighteenth centuries. The theory of electromagnetism was developed in the 19th century and by the end of that century electricity was being put to industrial and residential use by electrical engineers.

7.      Recapitalization

At the end of lesson I will make the groups of students for discussion about the electricity also ask simplequestion to th students.

8.      Home task

I will assign write the paragraph on electricity on notebook for an home task.

                                            LESSON PLAN 39

1.      General objectives

To know about the culture of Pakistan.

To know Pakistan provinces culture.

Explain the religion culture in Pakistan.

2.      Specific objectives

To know relation about the dresses and food culture in provinces.

In Islamic practices of the culture.

3.      Previous knowledge

To exemplify the importance of various components of culture.

I will ask the simple question to the students about culture.

4.      A.V aids

Charts, pictures, textbook, duster, marker, whiteboard.

5.      Announcement of the topic

Today we are going to introduce the topic of culture of Pakistan.

6.      Presentation

Culture of Pakistan is intertwined with the culture of South Asia and Central Asia. Comprises numerous ethnic the Punjabis, Saraikis, Pothwaris, Kashmiris, Sindhis, Muhajirs, Makrani in the south Baloch, Hazaras and Pashtuns west Dards, Wakhi, Baltis, Shinaki and Burusho communit es in the north. The culture of these Pakistani ethnic groups have been greatly influenced by many of its neighbours such as the other South Asian, Iranic, Turkic as well as the peoples of Central Asia and West Asia. The region has formed a distinct unit within the main geographical complex of South Asia the Middle East and Central Asia from the earliest times, and is analogous to the intermediary position of Afghanistan. There are differences among the ethnic groups in cultural aspects such as dress, food, and religion, especially where pre Islamic customs differ from Islamic practices. Their cultural origins also reveal influences from far afield and indigenous, including Ancient India and Central Asia. Pakistan was the first region of the Indian subcontinent to be fully impacted by Islam and has thus developed a distinct Islamic identity historically different from areas further east.

 

7.      Recapitalization

At the end of the lesson I will make the groups of students to create the activity and act on Pakistani culture.

8.      Home task

I will assign home work to students write the dresses, foods culture of Pakistan.

                                          LESSON PLAN 40

1.      General objectives

What is the forest.

Define the importance of forests.

What are the factors that affect the forests.

2.      Specific objectives

Identify the ecological function of the forests.

What is the composition of the forests.

3.      Previous knowledge

I will ask simple question about the forests, diversity of trees, diversity of species are discuss with students for check the previous knowledge.

4.      A.V aids

Charts, pictures, video, textbook, paper material, marker, whiteboard.

5.      Announcement of the topic

Today I will discuss the topic of forests.

6.      Presentation

A forest is an area of land dominated by trees. Hundreds of definitions of forest are used throughout the world incorporating factors such as tree density, tree height, land use, legal standing and ecological function. The Food and Agriculture Organization defines a forest as land spanning more than 0.5 hectares with trees higher than 5 meters and a canopy cover of more than 10 percent, or trees able to reach these thresholds in situ. It does not include land that is predominantly under agricultural or urban land use. Using this definition found that forests covered 4.06 billion hectares or approximately 31 percent of the global land area in but are not equally distributed around the globe.  Forests are the dominant terrestrial ecosystem of Earth and are distributed around the globe. More than half of the worlds forests are found in only five countries Brazil, Canada, China, Russian Federation and United States of America. The largest part of the forest 45 percent is found in the tropical domain followed by the boreal temperate and subtropical domains. Forests account for 75% of the gross primary production of the Earths biosphere and contain 80% of the Earths plant biomass. Net primary production is estimated at 21.9 gigatonnes carbon per year for tropical forests 8.1 for temperate forests and 2.6 for boreal forests. Forests at different latitudes and elevations and with different precipitation and evapotranspiration form distinctly different biomes boreal forests around the North Pole tropical moist forests and tropical dry forests around the Equator and temperate forests at the middle latitudes. Higher elevation areas tend to support forests similar to those at higher latitudes, and amount of precipitation also affects forest composition. Almost half the forest area 49 percent is relatively intact while 9 percent is found in fragments with little or no connectivity. Tropical rainforests and boreal coniferous forests are the least fragmented whereas subtropical dry forest and temperate oceanic forests are among the most fragmented. 

7.      Recapitalization

At the end of the lesson I will discuss the biomass, diversity, and temperature of the forests with students.

8.      Home task

I will assign home work to students write the lesson on worlds largest forest on notebooks.

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