The City School
Daily Lesson Plan
Class: 7C/T
Subject: Science
Topic: Variation & Inheritance
Date: Monday, January 16, 2023
Duration: 35 minutes
Term: 2
Learning Objective/s (subject specific & cross-curricular linkages):
Students will be able to describe how selective breeding can produce new varieties.
Cross-curricular link: Geography (types of soil)
Resources: What are the differences between aeroponic and hydroponic growing systems?
https://www.youtube.com/watch?v=jFqWCehMNu0 Quizizz resource:
https://quizizz.com/admin/quiz/5fac7f953826a1001d80ffd5/function-of-roots
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Time
Starter Activity:
5 minutes
Infusion of Thinking skills:

Why do you think there are different breeds of pet dogs and cats?

Do you have any pet animals? Do you know its breed?

Can you identify a pony and a horse by looking at them?

The size of a banana/ any other fruit or vegetable varies in different parts of the world can you
suggest one reason?
 Do you think scientists can grow fruits of desirable size or can have a breed of cats with desirable
characteristics?
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Learning Activities:
20 minutes
Visual prompt: The teacher can show pictures of different breeds of cats or any other common pet animal and
ask students to jot down the observable differences in the appearance of the animals.
Responses are to be written on the board.
Discussion: Students learn about selective breeding, specifically as it relates to the domestication and selective
breeding of dogs, sheep, and other animals. Students gain the understanding that selective breeding is used to
create animals and plants with the characteristics that humans desire.
Group work:
The variation wanted or unwanted
Students can be given handouts to read and discuss in groups. They will find the answers to the following
questions followed by a whole class discussion.

If you want to grow a crop or rear an animal in a place that is not suitable for that variety what changes would be
desirable?

Can you think what is meant by selective breeding?

What would be the process if you want to add all of your favorite traits from different breeds of cats into one?
Discovery learning:
 Find out examples of at least 5 animals and plants that have been selectively bred.
Natural Vs. Selective breeding:

A debate or writing competition can be organized to jot down the pros and cons of both of the processes.
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Differentiated Task/Questions:
Least able Student: Why are organisms selectively bred?
Most able Student: What is mutation?
Higher Order Question(s): State the advantage of selective breeding in agriculture.
5 minutes
The City School
Daily Lesson Plan
Plenary: The lesson will be recapped through discussion.
5 minutes
Assessment Opportunities:
Exit ticket: List the steps involved in selective breeding
Home Learning: Worksheet 1.4a
Lesson Evaluation(s): _____________________________________________________________________________
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SIQA Handbook format
Version 1.0/March 2019
The City School
Daily Lesson Plan
Class: 7C/T
Subject: Science
Topic: Variation & Inheritance
Date: Tuesday, January 17, 2023
Duration: 35 minutes
Term: 2
Learning Objective/s (subject specific & cross-curricular linkages):
Students will be able to describe how new theories are developed
Resources: Worksheet 1.5a,
Scientific Theory vs. Scientific Law https://www.youtube.com/watch?v=35tQz_X7KD4
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Time
Starter Activity:
5 minutes
Recall:


Steps involved in scientific methods
The cell theory
Develop a hypothesis and ultimately a theory from any common observation of the day.
E.g., Sara cannot see the whiteboard clearly. etc.
 Sequence the steps of the scientific method
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Learning Activities:
20 minutes
Group work:
Mini presentations:

Students in groups will read the given handout and jot down the points for the
following questions and prepare a mini-presentation for the class.

List the steps involved in the development of a theory

Why there are not many scientific theories?

Why the development of a theory is a gradual process?

Give examples of some commonly used scientific theories?
Be a scientist: From the handout find

The observation that suggests species change over time.

The observation that one species can split into several different species.
And write down possible explanations to develop a theory of your own.
Reflection:

Identify the statements as observations or hypotheses.
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Differentiated Task/Questions:
5 minutes
Least able Student: What do you think is the difference between a hypothesis and a theory?
Most able Student: What is the purpose of communicating the result of a scientific investigation?
Higher Order Question(s): What is the difference between the theory of evolution and cell theory?
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Plenary: The lesson will be recapped through discussion.
5 minutes
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Assessment Opportunities:
Exit Ticket: Students will analyze their learning. What did they learn?
The City School
Daily Lesson Plan
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Home Learning: Worksheet 1.5a.
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Lesson Evaluation(s): _____________________________________________________________________________
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SIQA Handbook format
Version 1.0/March 2019
The City School
Daily Lesson Plan
Class: 7C/T
Subject: Science
Topic: Variation & Inheritance
Date: Wednesday, January 18, 2023
Duration: 35 minutes
Term: 2
Learning Objective/s (subject specific & cross-curricular linkages):
Students will be able to describe Darwin's theory of evolution by natural selection.
Cross-curricular link: Biology
Resources: https://www.mcgill.ca/sciedchantier7/resources/sample-lesson-plans/evolution-and-natural-selection
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Time
Starter Activity:
5 minutes
Infusion of Thinking skills:

Living things produce many offspring. Why do you think only a few survive?

Do you think that all the organisms have adaptations to survive a particular habitat since the
start of the species or they have developed them over time?

Why do you think some species are better adapted to an environment than others?

What might happen to the species which do not suit an environment?
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Learning Activities:
20 minutes
Say a word:
Comment on the phrase “Survival of the fittest.”
Group work:
Discovery learning: Find out (from the information link provided);

Who was Charles Darwin?

What are the observations which were the base of Darwin’s Theory?

Explain with examples each part of Darwin’s theory.
Understanding the Theory: Students in groups can be asked to explain the following with examples;

Overproduction of offspring

Competition and selection

Survival of the fittest

Inheritance of useful characteristics

Resistance
Practicing the theory:

Teacher can use the link provided to plan an activity for practical application of the theory.
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Differentiated Task/Questions:
Least able Student: What word do we use to describe the process of biological change in organisms over time?
5 minutes
Most able Student: Give an example of feature evolution.
Higher Order Question(s): What is the most compelling evidence for evolution?
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Plenary: The lesson will be recapped through discussion.
5 minutes
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Assessment Opportunities:
Two stars and a wish:
 What two things they have learned and what do they wish to learn in the next lesson?
Home Learning: Worksheet 1.6
The City School
Daily Lesson Plan
Lesson Evaluation(s): _____________________________________________________________________________
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SIQA Handbook format Version 1.0/March 2019
The City School
Daily Lesson Plan
Class: 7C/T
Subject: Science
Topic: Variation & Inheritance
Date: Thursday, January 19, 2023
Duration: 35 minutes
Term: 2
Learning Objective/s (subject specific & cross-curricular linkages):
Students will be able to attempt assignment 1.2.
Resources: Assignment 1.2
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Starter Activity:
5 minutes
Hook:
Recap & Discussion
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Learning Activities:
20 minutes
Peer Work
Students will be asked to attempt the questions through mutual discussion in the notebooks.
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Differentiated Task/Questions:
Least able Student: Attempt 70% of the assignment
5 minutes
Most able Student: Attempt 95% of the questions.
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Plenary: The lesson will be recapped through discussion.
5 minutes
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Assessment Opportunities:
Exit Ticket: Students will analyze their learning. What did they learn?
Home Learning: Test of Chapter on Monday.
Lesson Evaluation(s): _____________________________________________________________________________
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SIQA Handbook format
Version 1.0/March 2019
The City School
Daily Lesson Plan
Class: 7C/T
Subject: Science
Topic: The Particle Model of Matter
Date: Friday, January 20, 2023
Duration: 35 minutes
Term: 2
Learning Objective/s (subject specific & cross-curricular linkages):
Students will be able to identify a (solid, liquid or gas) from the arrangement of particles.
Cross-curricular link: Chemistry
Resources: https://www.youtube.com/watch?v=jJSUN-r3ZXo
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Time
Starter Activity:
5 minutes
Odd one out •Teacher can write sets of properties or examples of states of matter with odd ones to be picked
by the students.
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Learning Activities:
20 minutes
Concept measuring:
•Teacher can ask students to draw how they imagine the solids, liquids, and gases at the microscopic level on a
sticky note and paste it on the board. Students can guess who has drawn the closest to-reality diagram and later
teacher can clarify the misconception.
Sort the Particle cards: •Students can sort the cards into groups representing solids liquids and gases. For sample
cards, the link is provided (https://edu.rsc.org/lesson-plans/particle-models-gas-liquid-solid-11-14-years/80.article).
Sorting properties of solids liquids and gases can be done in tabulation form.
One minute paper: •Identify the particle diagrams as solids liquids or gases
Usage of different liquids, solids and gases
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Differentiated Task/Questions:
Least able Student: What happens in melting?
5 minutes
Most able Student: Is energy lost or gained during boiling?
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Plenary: The lesson will be recapped through discussion.
5 minutes
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Assessment Opportunities:
Exit Ticket: Students will analyze their learning. What did they learn?
Home Learning: Test of Ch 1 on Monday.
Lesson Evaluation(s): _____________________________________________________________________________
SIQA Handbook format
Version 1.0/March 2019