Daily lesson plan
Date:
Subject: Science
Topic: Greenhouse effect
Time: 40 Minutes
Learning objectives:
The student should be able to:


Class: 08
Teacher: Sidra
Learning outcomes:
Students will be able to :

Explain the greenhouse effect.
Explain how greenhouse gases benefit
and harm the earth.
Explain how humans contribute to
the greenhouse effect.
Keywords: Radiations, industrialization,
Resources:
chlorofluorocarbons, Global warming
 Book lower secondary book science
Starter activity:5 min
Key Questions:(Teacher will ask)
 What is global warming?
 Begin by asking students to write down
 What is causing global warming?
a definition for global warming.
 How does global warming affect you?
 When all students have completed
 What can engineers do to prevent or slow
their definition, have them share
down global warming?
them for class discussion. Write key
ideas on the board.
.
Main Activity/Development of the lesson:(10
min)
 Now play the Study.com video
lesson Fossil Fuels, Greenhouse
Gases, and Global Warming,
pausing at 2:51.
 Have students visit the link displayed
on the screen to see if the
predictions made in the video lesson
were correct. Discuss this as a
class.
 Play the video lesson again and pause
again at 3:41.
 Have students revisit their definitions
for global warming and the key
points from that discussion written
on the board. Did the student
definitions match the one provided in
the video lesson? If not, fill in any
Key Questions (Teacher will ask)




What is global warming?
What is causing global warming?
How does global warming affect you?
What can engineers do to prevent or slow
down global warming?
missing information now.
 Next, play the rest of the video lesson
for the class.
Students Talk/Activity:15min
3. At the end of the allotted time, ask
students to
share their definitions
with one or two other
students sitting nearby and compare the
similarities
and differences in their definitions. Allow a
few minutes for student pairs or groups to
then
combine their definitions into one that they
believe is the most accurate.
4. Begin a class discussion by asking several
pairs/groups to share their definitions of the
greenhouse effect.
make any corrections to their definitions
based on what they've learned.
Part 2: Making Predictions about the Effects
of Global Warming (20 minutes)
Homework:
Summary of the lesson:5min
Discuss the effects of greenhouse gasses on
the
Overall health of people worldwide. Address
questions such as:
•
What types of illnesses/diseases can be
attributed to greenhouse gas emissions?
•
How can changes in the world climate
increase health risks for people worldwide?
Evaluation:
Daily lesson plan
Date:
Subject: Science
Topic: Ozone layer
Time: 40 Minutes
Learning objectives:
The student should be able to:
 list and describe ways in which the
ozone layer can be depleted,
 explain Dobson units and the
natural quantity of ozone expected
in the atmosphere,
 give examples of different
pollutants that damage the ozone
layer,

Keywords: Ozone layer, radiations, CFCs,
carbon monoxide
Starter activity:5 min

During recess/before the lesson collect some trash,
some plastic bags, coke cans, sweet packets, etc)

Throw the trash on the floor, in front of the students.

Ask them: what they think of this action? Is this an
Class: 08
Teacher: Sidra
Learning outcomes:
Students will be able to :
 summarize ways in which the
ozone layer can be protected,
 Calculate the degree and
percentage of erosion of the
ozone layer.

Resources:
 Book
Key Questions:(Teacher will ask)




What is ozone layer?
What is the reasons behind the depletion if
ozone layer.
Name of dangerous gases.
How we can protect our environment?
acceptable action to do in class? What would happen if
we all threw all our trash on the classroom floor every
day, and never picked any of it up? Do they throw trash
on the floor in their own homes, bedrooms? What
would happen if their pets were to eat some of the trash,
get sick and die? How would they feel?

Allow the students to think about these questions, and
then share with each other their thoughts and feelings.
Main Activity/Development of the lesson:(10
min)

Show students a video about climate
change: https://www.youtube.com/watch?v=wa58h4IJ6
Key Questions (Teacher will ask)
Hk

Play the video once, then play it again pausing every
few moments to ask students what is happening? What
do those skulls mean? What damage do cars and
factories cause to the environment? What’s happening


What is ozone layer?
What is the reasons behind the depletion if
ozone layer.
 Name of dangerous gases.
How we can protect our environment?
to the thermometer? What changes were done in the
end? etc
Students Talk/Activity:15min
Summary of the lesson:5min

Students will think and write about how their actions

Give students a piece of cardboard.
can affect someone else’s life, and this includes how

Using colored crayons or markers, students will write one

animals are affected by trash.
short sentence of one action that can be done to help the
They must also write about what they can personally do
environment, or one fact relating to how we are
(no matter how big or small the action) to protect the
destroying our beautiful planet.
environment and prevent any further damage.


BAGS….TRASH KILLS ANIMALS
For example: if we burn wood, or have huge factories,
we can destroy the ozone layer on the other side of the
E.g. RECYCLE….REUSE YOUR PLASTIC

Place these signs around the classroom, or the school.
world.

Ask them to think about their own country/city: If
someone upstream throws trash into the river- where
does that trash end up? Who is ultimately affected?

If people upstream don’t care about the environment,
the trash they throw on the floor or into rivers and ends
up at the coast and in the sea. This makes the water that
you swim in dirty and disgusting, and destroys the
delicate ecosystems.
Homework:
Evaluation:
The writing activity will show whether or not the student grasps the
fact that their actions affects others, and that they have the power
to change the world- through small actions.
Daily lesson plan
Date:
Topic: Nutrition
Subject: Biology
Time: 40 Minutes
Learning objectives:
The student should be able to:
 Describe the structural and functional
of oral cavity and pharynx.
 Explain the different steps that enable
the food to pass from oral cavity to
stomach
Keywords: Mastication, lubrication, bolus,
peristalsis
Starter activity:5 min
Teacher will ask about the eat process of anything
from students
Teacher will ask about oral cavity and physical
digestion
Main Activity/Development of the lesson:(10
min)
Teacher will explain about
 Oral cavity
 Mastication lubrication
 Chemical digestion
 pharynx and oesophagus
 with the help of ppt
Students Talk/Activity:15min
Class: 09
Teacher: Sidra
Learning outcomes:
Students will be able to :
 Briefly describe the structure of oral
cavity and explain different
functions of oral cavity
Resources:
 Book
 PPT
Key Questions:(Teacher will ask)
1. What is the difference between physical and
chemical digestion?
2. Which different chemical helps to digest the
food, it occurs in stomach?
3.
Key Questions (Teacher will ask)
1. What is difference between mastification
and lubrication?
2. Define the term peristalsis?
Summary of the lesson:5min
Students will draw flow chart on board one by one
and explain the method of digestion
Teacher will take oral test
Homework:
Evaluation:
Daily lesson plan
Date:
Topic:
Subject: Biology
nutrition
Time: 40 Minutes
Learning objectives:
The student should be able to:
 Explain the structure and function of
stomach with the help of diagram
Class: 09
Teacher: Sidra
Learning outcomes:
Students will be able to :
 Draw the diagram of stomach
Keywords: cardiac, sphincter, pyloric,gastric juice Resources:
 Book
 Ppt
Starter activity:5 min
Key Questions:(Teacher will ask)
Students will first list what organs they believe are
1. Which organs are involved in digestion?
involved in the digestive system, then students
2. How does our body break down the food we
will check to see how many they got correct.
eat so that we can provide our body with
Students will then read two essays in their
nutrients, energy, vitamins, etc?
textbook, one on the digestive system and the
3. What aids substances aids organs in
other on enzymes and pH. Students will draw
digestion? What are enzyme
what would happen to a stomach enzyme if it were
placed in the small intestine. Students will then
explain their drawing in a paragraph. They will
then solve a practice problem involving enzymes.
Main Activity/Development of the lesson:(10
min)
Teacher will Describe the function of enzymes in
the digestive system in a paragraph. 2. Create a
Key Questions (Teacher will ask)
drawing and a written explanation of what
1. Difference between cardiac sphincter and
happens to an enzyme when it is not at the right
pyloric sphincter?
pH or temperature. 3. Draw table lists enzymes
2. What is pepsin?
that function in different locations in the human
3. What is the function of HCL?
body, and the normal pH and temperature ranges
of these locations.
Students Talk/Activity:15min
Teacher will call randomly to students to draw the
diagram of stomach
Homework:
Summary of the lesson:5min
Teacher will again explain accuracy of the
description of the function of enzymes in the
digestive system. Accuracy of explanation of what
happens to an enzyme when it is not at the right pH
or temperature. Accuracy of analysis what will
happen to pepsin if it is moved to the small intestine
using data.
Evaluation:
Learning objectives:
Learning outcomes:
Daily lesson plan
Date:
Topic:
Subject: Biology
nutrition
Time: 40 Minutes
Class: 09
Teacher: Sidra
The student should be able to:
 Explain the role of liver with help of
diagram
Keywords: De-animations, fibrinogen, ulcer,
diarrhoea
Starter activity:5 min
Teacher will show the picture of human anatomy
and ask the students to locate the liver
Main Activity/Development of the lesson:(10
min)
 Teacher will explain about
 Liver structure and its function
 Disorders of gut with the help of ppt
Students will be able to :
 Draw the structure and elaborate
function of liver
 Explain theS disorders of gut and its
treatment.
Resources:
 Book
 ppt
Key Questions:(Teacher will ask)
1. What is an organ? What are some examples
of organs?
2. Where in the body is the liver located?
3. What are the physical characteristics of the
liver?
4. What are the parts of the liver?
5. What are some of the functions of the liver?
6. Describe some of the diseases of the liver.
7. What are some things that can happen if the
liver is damaged?
Key Questions (Teacher will ask)
1. What is function of bile salt?
2. What is de animation?
3. What is ulcer?
Students Talk/Activity:15min
Students will read the topic from book , and
explain the lecture one by one
Summary of the lesson:5min
Teacher will ask questions to check the concepts
Homework:
Evaluation:
Home task
Learning objectives:
Learning outcomes:
Daily lesson plan
Date:
Topic: coordination and control
Subject: Biology
Time: 40 Minutes
Class: 10
Teacher: Sidra
The student should be able to:
 Describe reflex actions are autonomic
and rapid to stimuli.
 Differentiate between somatic and
autonomic nervous system.
Keywords: voluntary action, fight flight response,
reflex arc, autonomic responses.
·
·
Starter activity:5 min
Start the class by asking question to students such
as
What happens when you suddenly touch the hot
surface?
Teacher will Create some situation for example by
throwing torch light in the eyes of one or two
students to react suddenly.
Teacher will ask questions like:
 What I did?
 What was the reaction of my act?
 Why it happened?
 If my action was not sudden, what could
be the reaction?
After their responses now introduce the today’s
topic.
Then teacher draw flow chart;
Students will be able to :
 Compare somatic and autonomic
nervous system
 Explain why reflex action are rapid
and autonomic
Resources:
 Book
 Ppt
Key Questions:(Teacher will ask)
1. What is function of sensory pathway?
2. What is function of motor pathways
3. What do you mean by fight flight response?
4. Which section of brain controls the
conscious?
Teacher will discuss the difference between these
two pathways
Main Activity/Development of the lesson:(10
min)
Teacher will discuss about reflex action
Key Questions (Teacher will ask)
1. What happens when you sudden touch the
hot water?
2. What is composition of peripheral nervous
system?
3. When you have any fear or when you are in
stress what happens in your body?
Students Talk/Activity:15min
Teacher will Ask the students about voluntary and
involuntary actions.
· After their responses explain these actions.
· Draw a table on the board and ask the students to
fill and copy on their notebooks.
· Ask the students to enlist the different voluntary
and involuntary actions.
Voluntary action
Involuntary action
Homework:
Ask the following questions to enhance their
learning process:
Summary of the lesson:5min
Teacher will Repeat the important points of the
lesson. A reflex action is automatic response to
specific stimuli. It is of two types voluntary and
involuntary. Voluntary action is that in which will
is involved e.g. walking. Catching etc. involuntary
action is that in which will is not involved e.g.
heartbeat, knee jerk etc.
Evaluation:
1.
2. A cricket player injured his lower back but not his
legs. However, he could not move his legs. Why is
that so?
Fatima and Ali are performing two actions. How
these actions are similar or different?
 Fatima stretched out her arm to
shake hands with Sara
 Ali suddenly withdraws his hand on
touching a hot object.
o
Daily lesson plan
Date:
Subject: Science
Class: 10
Topic: structure of eye
Learning objectives:
The student should be able to:
 Illustrate the structure of outer and
middle eye layer with diagram
 Identify parts of the human eye from
the model
Keywords: cornea, choroid, iris, lenses,
suspensory, ligament, radial muscles, circular
muscle.
Starter activity:5 min
To begin the lesson, teacher will ask the
importance of eye
Tell your teacher they will be learning about two
important parts of eye
 Outer layer of eye
 Middle layer of eye
Main Activity/Development of the lesson10
min)
Teacher will use the model of eye to describe
the structure of eye.
Teacher will draw the diagram of eye and
explain it with the help of video
Students Talk/Activity:15min
Time: 40 Minutes
Teacher: Sidra
Learning outcomes:
Students will be able to :
 Explain the structure of outer and
middle eye layer with diagram
 Draw the parts of eye
Resources:
 Book
 https://www.youtube.com/watch?v=WcB6_l
X3pS4

Key Questions:(Teacher will ask)
1. What would the world be like without sight?
2. What would you miss seeing?
3. What are some things allows us today?
4. Name some receptors of human body?
Key Questions (Teacher will ask)
1. Name the part of skill where the eyes are
located.
2. What is the function of eyelashes?
3. Name the parts of outer eye?
4. What happens when the muscles of iris
contract?
5. Describe the main structural components of
middle eye.
Summary of the lesson:5min
Students will read the topic from book then
teacher call the students one by one in front of
class to explain the structure of eye with the help
of eye model
Teacher will take oral test from the class
Homework:
Learning objectives:
Evaluation:
Learning outcomes:
Daily lesson plan
Date:
Topic: neurons
Subject: Biology
Time: 40 Minutes
Class: 10
Teacher: Sidra
The student should be able to:
 State different parts of nerve cell and
their function
 Explain the diagram of neurons along
with functions
Keywords: dendrites, Schwann cell, nodes of
Ranvier, salutatory nerve
Starter activity:5 min
Let the students suppose that one of the students
saw an Rs.100 note lying on the floor. He bends
down and picks it up.
Ask to them why this is so?
(Expected response: This is because of our
nervous system)
· Teacher will Inform them that their sense organs
send information to their brain all the time.
Now ask the following questions:
·
·
1. How does your brain know about the money?
2. Which receptor informs you about the
presence of Rs.100 note?
3. What is your response to seeing the Rs. 100
note?
Teacher will coin a term nerve cell and Inform the
students that the receptors in their eyes send
information to their brain. This is called nervous
impulse. The central nervous system (CNS)
decides the action and muscles in their arm
produce the necessary movement to pick up the
Rs. 100 note.
Further explain the topic by drawing the table
on board as following:
Students will be able to :
 Draw the structure of nerve cell
 List the pair of neurons and state
their role.
Resources:
 Book
 ppt
Key Questions:(Teacher will ask)
1. what is the nerve cell
2. How massage transfer from one part to
another?
3. What is the example of coordinate?
Main Activity/Development of the lesson:(10
min)
Teacher will discuss the neuron in detail
 Structure of the neuron
 Function of neuron
 Types of neuron
 Nerves
With the help of Ppt
Key Questions (Teacher will ask)
1. Can you describe how different components
of nerve system work in the body?
2. What are neurons, name some of structural
components which make up a nerve cell.
3. What are main types of neurons?
4. What are nerve growth factors?
Students Talk/Activity:15min
Students will read the topic from book and then
answer the question, asked by teacher.
Summary of the lesson:5min
Teacher will take oral test from students.
Homework:
Evaluation:
Questions
Ask the students to create a resemblance to relate
the nervous system to a telecommunication system
in their note books with the help of other
resources.
Daily lesson plan
Date:
Topic: Work done
Subject: Science
Class: 06
Time: 40 Minutes
Learning objectives:
The student should be able to:
 Explain about the work done and its
unit
 Calculate work done by using formula
Keywords: work, force, distance, energy
Starter activity:5 min
Teacher will call one student and ask him to push
the table, then ask question from class how he
push the table (by Appling force)
What if object is not moved?
Teacher: Sidra
Learning outcomes:
Students will be able to :
 Describe about work done and its
unit.
 Solve problems related to work
done.
Resources:
 Book
Key Questions:(Teacher will ask)




What is work done?
What is example of work done?
What is formula of work done?
What is unit of work?
Main Activity/Development of the lesson:(10
min)
Teacher will explain the topic by making
diagram on the board and will explain about
work done and its unit
And after this call one student and ask him to
run
Now ask from class what if we increase the
distance
What if we increase the supply of force.
Students Talk/Activity:15min
Students will do reading from book and recall the
lecture
Summary of the lesson:5min
Teacher will again explain the whole topic to
students
Homework:
Evaluation:
Key Questions (Teacher will ask)




What is work done?
What is example of work done?
What is formula of work done?
What is unit of work?
Daily lesson plan
Date:
Topic: Work done
Subject: Science
Class: 06
Time: 40 Minutes
Learning objectives:
The student should be able to:
 Explain about work done and changes
in energy
 Calculate the work done and changes
in energy
Keywords: Work force distance and energy
Starter activity:5 min
1. Tell students that today they will
be learning about energy
transformations.
2. Demonstrate to the class your
“Tiny Dancer” or motor.
3. Ask the students to brainstorm all
the different forms of energy they
observe in the “Tiny Dancer”.
4. Hopefully, they will come up with
battery (chemical), motion
(kinetic).
Teacher: Sidra
Learning outcomes:
Students will be able to :
 Describe about work done and
changes in energy
 Solve problem related to work done
and changes in energy
Resources:
 Book
Key Questions:(Teacher will ask)




What is work done?
What is example of work done?
What is formula of work done?
What is unit of work?
Main Activity/Development of the lesson:(10
min)
1. Explain that energy can be
transformed from one form to
another.
2. Show the students the objects you
collected from the classroom.
3. Ask students to make a list of
energy transformation for each
objec
Students Talk/Activity:15min
Key Questions (Teacher will ask)
 What is work done?
 What is example of work done?
 What is formula of work done?
What is unit of work?
Summary of the lesson:5min
The teacher will help to clear any
misconceptions about energy
transformations. A major misconception is
that students think that energy is just used up
and not transformed.
Teacher will provide students with a one
page reading about energy transformations.
There are 4 follow-up questions that the
students will answer to show reading
comprehension of the subject.
The explanation activities will become much
more engaging for the class once they have
completed the exploration station lab. During
the explanation piece, the teacher will be
clearing up any misconceptions about energy
transformation with an interactive
PowerPoint, anchor charts, and notes. The
energy transformation lesson includes a
PowerPoint with activities scattered
throughout to keep the students engaged.
Homework:
Evaluation: