Lesson Plan (Final) Code 8608-1
Lesson Plan (Final) Code 8608-1
Lesson Plan (Final) Code 8608-1
CLASS 9TH
Course Code:8608
Program:B.ed
Student Name: Sidra Saleem
Roll No. : by628031
Registration No. : 19pts03766
Semester : Autumn 2020
School Name as Trainee teacher work:Govt Girls High School Chak No 672/13 G.B
Total Lesson Plans : 40 ( Bio 14, English 13, Urdu 13)
Workshop Coordinator/ Supervisor Name: Zareen Akthar
Lesson plan:1
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Lesson plan:2
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Lesson plan:3
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
LESSON PLAN
CLASS 9TH
Lesson plan:4
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Lesson plan:5
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
LESSON PLAN
CLASS 9TH
Teaching helping materials: white board, book, board marker, chart etc
Lesson plan:6
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Lesson plan:7
BIO (Grade 9)
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Topic: DNA Replication
Content:
Standard II (Life Science): Understand the properties, structures, and processes of
living things and the interdependence of living Things and their environments. 9-12
Goals:
Benchmark II: Understand the genetic basis for inheritance and the basic concepts of
biological evolution
• Students will understand the importance of DNA replication in the creation of new
cells in an organism. • Students will understand the actions of enzymes in DNA
Objectives: replication such as primase, polymerase, helicase, and ligase. • Students will recognize
replication as being able to add bases in the 5' to 3' direction and how this leads to the
formation of Okazaki fragments.
• Overhead projector for teacher demo • Large pony beads and floral or electrical wire
Materials:
• Petri dish to hold demo beads
• Diagnostic Assessment o Each student will write three things in that they know about
DNA replication. o Each student will also write three questions they now have about
DNA and how a cell makes more DNA. • Hook (Engage) o A model of DNA made out
of candy will be shown to the class and a brief introduction as to how DNA can
Introduction:
replicate itself will be presented. • Introduction to Goals o We will explain the
importance of understanding DNA replication in biotechnology. o We will also discuss
the importance of making simple models of complex processes in order to explain what
is happening, something each student will have a chance to do.
Development: • What should they know? o DNA synthesis can only occur in the 5' to 3' direction. o
Ligase must piece together Okazaki fragments on the lagging strand due to the
LESSON PLAN
CLASS 9TH
direction of replication. o DNA must be replicated accurately so that new cells can
form with complete, identical DNA. o Each enzyme has a specific function that is
critical to accurate DNA replication. • How will it link to other ideas in Biology? o
Replication is an important element of cell mitosis and meiosis. o Replication is one of
the processes that can result in genetic mutations, leading to a variety of conditions. o
Replication demonstrates the importance and function of enzymes in biological
processes. • Are you bringing in any other skills from other disciplines? o Students will
have to create models in order to explain the process of replication. o Students will be
responsible for written explanations of how their models represent replication. • How
will it link to the real world? o DNA replication is important to the utilization of many
different biotechnological methods. o Some common diseases can be caused by
mutations in DNA replication.
Practice: When scientist Rosalind Franklin first saw the model of DNA created by Watson and
Crick based on her research, Ms. Franklin exclaimed, "All that matters is the beauty."
By creating jewelry models of DNA, you too can experience Ms. Franklin's delight in
the beauty of the master molecule of life. Part 1 - Creating a DNA Jewelry Model
While creating your DNA model jewelry, keep the following hints in mind: • Your
teacher's demonstration model is there to serve as a guide - refer to it if you need to! •
Remember that the "uprights" (helixes) in the model will be double threaded. Be sure
to pick beads with large enough holes to accommodate both wires. (Can test by using
second wire as a blind, as you thread, and pull the extra through after both sugar-
phosphate strands are complete.) • Using needle-nose pliers to "tie-off" the or twist the
ends of each wire will save your fingertips. Also, remember that it is easier to thread
the wire directly through the beads while they are in the dish rather than trying to pick
up the beads with your fingers. NOTE: Except where noted otherwise, the procedure of
making key chains, earrings, bracelets, etc.. is exactly the same. To make earrings, you
might prefer the small (1.5 mm dia.) seed beads; to make key chains, use the larger (3
mm dia.) E-beads. Procedure: • Step 1: Decide which colors you want to use for your
model (you will need to choose beads of six different colors - two different colors for
the sugars and phosphates, and four different colors for the base pairs. • Step 2: To
make a keychain, earrings, pendant, or central molecule for a silk cord necklace,
bracelet, or ankle bracelet, cut two 15 cm (6") strands of wire. Twist two wires together
at one end to prevent beads from slipping off as you string them. These strands of wire
will be the helixes, or "uprights" of your DNA model. • Step 3: String an equal and
LESSON PLAN
CLASS 9TH
even number of beads of alternating colors onto each of the wires, to represent
alternating sugars and phosphates. Make sure to start with the same color bead on each
wire. When you have strung the beads on each of the wires, twist a loop at the tops of
the "uprights" separately to prevent the beads from falling off. Use a minimum of 26
beads for the basic 2 inch molecule. (when twisted) (Leave one inch of "slack" at the
top. If you bead right to the top, it'll be very difficult to wire the bases.) • Step 4: Cut
30 cm (12") of wire and fold it in half to make an elongated "U". Next, string and
center two different colored beads on the wire (or each wire, for earrings), to form the
first "rung" or pair of nitrogenous bases. • Step 5: Thread each end of the wire with the
"bases" beads through the third and fourth beads from the bottom of each of the sugar
and phosphate "uprights" and pull tight. You've made the first rung. Be sure that the "u-
wire's" ends are even. • Step 6: Pull the ends of the bases wire into the center of the
ladder and thread two more bases onto one side of the bases wire and take the other
bases wire and thread through the two just-threaded bases to make rung at a right angle
to the uprights. *** Important!! The bases wires go through each other in opposite
directions.*** (These additional complementary bases can be either the same or
different colors from the first two sets of bases you used, depending on your personal
preference.) • Step 7: Continue threading the bases wire up through the next sugar and
phosphate on each "upright". Now add two additional complementary bases to the
bases wire as you did in Step 6. (At the end of this activity, you will use whatever
combination of bases you decided on to determine the amino acids coded for in your
model.) Thread the bases wire through the next sugar and phosphate set, and add
another base pair. • Steps 5-7 repeat!! Basic pattern is: Up two on both sides Add two
in the middle Cross through the two in the middle Up the next two on both sides. And
again, and again, and again... • Step 8: Repeat steps 6 and 7 until you have attached
alternating base pairs to each sugar and phosphate set of the "uprights". You should do
at least thirteen base pairs to have a large enough molecule to twist. • Step 9: Twist all
of the wires at the top of the ladder together. You can twist and cut closely or finish
with one last pony-bead or E-bead around the point where the wires form the model
and the keychain or earring holder connect. If the molecule is loose, untwist the bottom
two wires and gently pull on each . This will tighten the sides and make the bases
perpendicular to the sides. Retwist together and trim after tightening. (Not too tight
because you still need to twist into a double helix!) • Step 10: Twist your model into
the Double Helix, and tape it onto the accompanying worksheet. Make sure you tape
LESSON PLAN
CLASS 9TH
the model so that the top of it corresponds to the order of the colors listed in your color
key. • Step 11: Then complete Part 2 of your model and decode your model. The
jewelry you created will be yours to keep and wear/use after you have handed in this
completed worksheet and your teacher has corrected it. NOTE: Provided you have the
optional materials needed, you can also use this pattern to make necklaces, bracelets,
tie clips, or other pieces of DNA jewelry. To make larger models, start with two
lengths of wire for the sugars-phosphates strands approximately double the desired
length of the finished piece of jewelry. String the beads as directed, (Steps 1-9). Hint:
Thread the bases in sections--18" of wire in the u-shape for base threading is
manageable. Finish off the necklace or bracelet with a barrel clasp, a keychain, or
earring wires, as directed in Step 9. Some students might want to make the standard
two inch DNA model and use cording to finish into a necklace or bracelet.
The student with ED will participate on a choice of individually or with a group. I will
encourage the group choice to develop social skills. All other achievement levels will
Accommodations:
remain intact.If any problems during the lesson occur the protocol in the IEP will be
followed.
The model and the decoding sheet can be quickly checked for accuracy. Since the
Checking For
activity usually takes two hours to complete. I would assess and grade this based on the
Understanding:
completion of the model and its accuracy. SEE Pass/Fail check list
o While using their models, the students will have a worksheet which will guide them
through the process of replication. o The worksheet will include a diagram of
replication on which the students will label where each enzyme in replication acts in
the process. o The worksheet will also ask questions about potential problems in DNA
Closure: replication and why it is so important for DNA to be copied accurately. The worksheet
will allow for a better assessment of the verbal learning group while creating the
models will allow for a better assessment of the visual learning group. • Summarize o
The students will write in their journals three things that they learned about DNA
replication in the day's lesson and three new questions they have about DNA.
Check List Yes No Model resembles DNA Model has correct colors Model shows
Evaluation:
accuracy to distance Model can be used for study
Teacher Reflections: To be completed at the end of the lesson.
LESSON PLAN
CLASS 9TH
Lesson plan:8
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Wrap Up:
Once all the presentations are done, the
teacher will ask the students to
summarise what they have learnt about
the life of the Holy Prophet.
Homework:
Students will provide a worksheet
(attached) related to the information
given on pages: 24-26 which they will
solve individually.
Lesson plan:9
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Patriotism
Teacher Name:Sidra Saleem
Grade: Grade 9
Subject: English
Celebrate your patriotism with this action-filled lesson plan. Students will read a text lesson explaining what
patriotism is and ways to show it, then filter through stations to create a patriotic classroom.
Learning Objectives
After this lesson, students will be able to:
define 'patriotism'
explain how and why we show patriotism
Length
1 - 1.5 hours
Materials
Copies of the lesson What is Patriotism? - Lesson for Kids, one for each student
LESSON PLAN
CLASS 9TH
Red, white, and blue construction paper, cut into banner triangles
Rope, string, or yarn to hang banner
Colored pencils
Patriotic stationary
Index cards
Craft sticks
Glue
Copy of the Pledge of Allegiance
Songs from the lesson, such as The Star Spangled Banner
Key Vocabulary
Patriotism
Salute
Military
Curriculum Standards
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time, sequence, and cause/effect.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade
3 topic or subject area.
Preparation
Prepare the classroom for the four stations as follows:
Patriot Banner - construction paper cut into triangles like a banner, markers
Patriotic Acrostic Poems - paper and colored pencils
Letter to a Veteran - patriotic paper, pencils, and crayons
Flag and Pledge - index cards, colored pencils, copy of the Pledge of Allegiance, craft sticks, glue
Direct Instruction
Distribute the lesson What is Patriotism? - Lesson for Kids and read the first section 'What Is Patriotism?' with
students.
Define the word 'patriot' and discuss:
Why are you proud to be an American?
What responsibilities do we have to other Americans and our country? Why?
Next read 'How You Can Show Patriotism' with students. Have students stand and practice saluting the flag,
then ask them to turn and discuss with a partner:
How do you show patriotism?
LESSON PLAN
CLASS 9TH
Share as a whole group.
Next read the section 'Patriotic Holidays' with students and allow them to share their family traditions and
experiences at patriotic holidays.
Play a few samples of patriotic songs and allow students to sing along.
Read the 'Lesson Summary' with students and take the quiz.
Activity
Instruct students to visit each station and do the activities.
Lesson plan:10
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Media
Teacher Name:Sidra Saleem
Grade: Grade 9
Subject: English
What is mass media and how does it factor into everyday life? This lesson plan uses a video lesson to outline
key ideas for students. An activity asks students to compare and contrast different mass media outlets.
Learning Objectives
Upon completion of this lesson, students will be able to:
define mass media
list and explain the different types of mass media
discuss the pros and cons of mass media in terms of its influence on people
Length
45 to 60 minutes
Curriculum Standards
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
LESSON PLAN
CLASS 9TH
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing
political, social, or economic aspects of history/social science.
Compare and contrast treatments of the same topic in several primary and secondary sources.
Materials
Paper copies of the worksheet from the associated video lesson
A recent newspaper article on a current event
Audio from a radio broadcast about the same current event
Video of a television report on the same current event
An Internet resource on the same current event
Instructions
Begin by asking the students to share the sources they use to receive news on current events.
How many different sources were listed?
How are they similar? Different?
Play the video lesson What Is Mass Media? - Definition, Types, Influence & Examples for the class, pausing it
at 0:55.
What is mass media?
Do each of the sources of news mentioned in class align with the concept of mass media? Why or why not?
Play the video lesson again, pausing it this time at 2:10.
Which type of mass media was the first on the scene?
What replaced the newspaper as the main source of news?
Which type of mass media overtook the radio as a main source for news and information?
How has the Internet changed mass media?
Play the video lesson. Pause it at 3:57.
How does the mass media influence people?
What are some positive influences of mass media?
Are there any negative influences of mass media?
Play the remainder of the video lesson for the class.
How has mass media influenced your life?
Distribute the worksheet to the class, one to each student.
LESSON PLAN
CLASS 9TH
Have students work independently to complete the worksheet using what they learned about mass media in the
video lesson.
When all students have completed the worksheet, review the questions and answers in an open class discussion
with students defending their answer choices.
Activity
Instruct students to visit each channel and do the activities.
Lesson plan:11
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Daffodils
Teacher Name:Sidra Saleem
Grade: Grade 9
Subject: English
1.Poem Contain
4 Stanza
2.Major Learning Items
A. Reading
B. comprehension
C. vocabulary
D. Grammar in use
E. writing skill
F. verbal communication.
3 General Objectives
a. To enable the students to understand to read to write and to express their fault in correct English.
b. Proper understanding at the language and spirit of the poem.
c. Listening to poetic language in its proper pronunciation stress and intonation.
LESSON PLAN
CLASS 9TH
d. To enable the student to get an idea about the writing skill and use in the poetic text.
e. To enable the student to get an idea about sentences and rhythmic lines at their own.
4.Behavioral objectives
A. Knowledge - The students will be able to ---
a. Identify the meanings at the words in the text.
b. Reorganize a nature poem.
c. Reorganize a ballad measured
d. Recognize some words.
B. Comprehension - The students will be able to -----
a. Comprehend the meanings of the stanza as a whole.
b. locate specific information .
C. Application - The students will be able to ----
a. Use of words they have learnt in the text in new situation.
b. Relate them to their personal experience.
D. Psychomotor - The students will be able to ---
a. Read the text poetry with reasonable speed.
b. Communicate their feelings to their friends and the teacher in English in the class - room.
5.Aids and Equipments
A. Usual -
Usual classroom aids like chalk duster black board pointer stick etc.
B. Specific -
A picture of a lake and daffodils in its side will be used to draw the attention of the students. It will also
help the students to have an idea of daffodils which are seen in our country.
6. Introduction to Class by the Teacher
By way of introduction the teacher will ask the following questions to make the students interested in the
Lesson. To draw their attention and to motive them towards learning the day's lesson. At this stage he may draw
a picture or draw attention of the students towards a picture. He may ask questions that help him to come to the
topic. The main principle should be something old to something new from known to unknown.
Introduction question:-
a. What do you see in the picture?
b. Where are they growing?
c. How do they look?
d. What are the flowers you like?
e. Name a few natures. Poems either in your tongue or English you have already read?
LESSON PLAN
CLASS 9TH
7. Announcement
Today we shall read the poem 'Daffodils' by William Wordsworth. The pupils will be open this text books.
8.General background to Wordsworth and this poetry
William Wordsworth (1770 -1850) was the son of lawyer. After tacking his degree at Cambridge University he
traveled in France. At first he hailed the French Revolution but later he become disillusioned with its excess and
violence. On his return to England, he wrote poems about the scenery and people of the English countryside.
Wordsworth's genius was recognized and he was made poet Laureate in 1843.
9. General background to the poem
The flowers in the picture are called Daffodils. They are golden yellow in colour . It is the miniature from of the
sunflower. The colour is like that of our oleander. They grow wild in spring. Englishmen like the flowers very
much
One day while walking about a riverside the poet saw a large member of Daffodils shaking their heads in the
wind. They spread out in a long row along the border of a lake. The Daffodils looked very happy. Later in his
vacant or pensive mood the poet remember the scene and felt happy.
10. Broad Strategy
Functional communicative approach with interactive question answer method will be adopted.
11.Teaching Strategy and Presentation
Step 1.
Learning items: Stage -1 Loud reading of the poem by the teacher with proper pause, Stress, intonation and
emotion.
Teacher's behaviour: The teacher will not hold text book in hand.
He will look at the student and recite the poem. If necessary, teacher will repeat the same lesson instructions.
Learner’s behaviour: The students will listen to and follow the teacher
attentively
Step 2.
Learning items: Stage -2 loud reading of the poem by the students.
Teacher's behaviour: The teacher will listen to the students and if necessary ask them to read again. At to be
active enough to note whether any student fails the poem properly .The teacher will make necessary
correction.
Learner’s behaviour: The students will read
aloud and seek teacher's
Help if necessary.
Step 3.
Learning items: Stage -3 silent reading by the students.
LESSON PLAN
CLASS 9TH
Teacher's behaviour: The teacher will ask the students to read silently for a few minutes and mark the words
and phrases unknown to them.
Learner’s behaviour: The student will read silently and do
accordingly.
Step 4.
Learning items: Stage - 4 teaching word meanings as a means of meaning of the text .The following words
seem to be new to be new to the students.
Teacher's behaviour: The teacher will ask them meaning of the words.
Interested student must guess. They must be encouraged even if they fail to guess. Then teacher will write down
the meaning of the words on the black - board. This point the teacher may bring in the intervention of the
mother tongue if necessary:
wandered - walked about
lonely-withoutcompanion
vales - vally .
breeze - gentle wind .
beneath-under.
Learner’s behaviour: The student will be alert and active enough to take down the meaning and form their own
expression and thoughts.
Step 5.
Learning items: stage - 5 Telling stanza as a
whole Teacher's
behaviour: one day the poet was - - -
Learner’s behaviour: The students will listen the meaning and illustration of the verse lines
attentively.
12.Use of Writing Board
The teacher will use the writing board to write ----------
a. The meaning of the words
b. Some specific information from the text.
13. Evaluation
The following questions will be asked in order to ascertain how far the pupils have understood and
appreciate the poem ----------
a. why does the poet compare himself to a cloud ?
b. what did he see beside the lake ?
LESSON PLAN
CLASS 9TH
c. How did they look?
d. Read out the lines which express that the daffodils were moving gently in the breeze.
e pick out the words which rhythm with each .
14. Home - work
The pupils will be asked to reproduce in their own words the substance of the stanza.
Lesson plan:12
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Lesson plan:13
Class strength: 30
Timing : 45 minutes
Teaching helping materials: white board, book, board marker, chart etc
Drugs
Teacher Name:Sidra Saleem
Grade: Grade 9
Subject: English
Objectives:
To learn about various drugs.
To identify risk factors and protective factors associated with substance abuse (drugs and alcohol).
To discuss what addiction is and the consequences of it.
To determine behaviours that increase well-being and allow students to achieve life goals.
Material:
Reference documents are found at the end of this lesson plan.
Activity #1: Name that Drug (9-10.1 Reference)
Activity #2: Recognizing the Risks (9-10.2 Reference)
Activity #3: Path to Addiction (9-10.3 Reference)
Activity #4: Consequences of Addiction (9-10.4 Reference)
Handouts:
Activity #1: Name that Drug (9-10.1 Handout)
Activity #5: Now, it's Your Choice (9-10.5 Handout)
Other Materials:
SMART board/chalk board to summarize responses on
Chart paper and markers for groups to use
Computer/projector to display slides (optional)
Masking tape
LESSON PLAN
CLASS 9TH
Time:
Introduction: 5 minutes
Activity #1: Name that Drug 10 minutes
Activity #2: Recognizing the Risks 15 minutes
Activity #3: Scale of Addiction Use 10 minutes
Activity #4: Consequences of Addiction 15 minutes
Activity #5: Now, it's Your Choice 5 minutes
Conclusion 5 minutes
Total: 60 minutes
Presenter Preparation:
Review the Drugs and Alcohol section of the Centre for Youth Crime Prevention.
Review the Objectives of this lesson plan.
Identify ways in which you are personally linked to the subject matter. This presentation is general in nature,
and will be more effective if you tailor it to your personal experiences, the audience and your community.
Guest speakers can really have an impact. If there is someone in your community who has been impacted by
substance abuse, invite them to speak with the youth. You may also want to consider inviting an RCMP
member from the drug section. Please note: Activities will need to be removed or modified to ensure that the
time allotment is respected.
Print the lesson plan and reference documents.
Print required handouts. Make a few extra copies just to be sure.
Ensure your location has any technology you require (computer, projector, SMART board, etc.)
Lesson:
A) Introduction
Introduce yourself.
Tell the students about your job and why you are there to talk to them. Tell students that in today's class, they
will talk about substance abuse, its impacts and ways they can deal with peer pressure related to substance use
and abuse. Additionally, different supports to help them deal with the issue will be addressed.
If you are a police officer, briefly discuss the role of police officers when it comes to substance abuse (i.e. your
experience dealing with youth and substance abuse issues).
Pass out one index card to each student. Explain that this card is to be used for students to write down any
question they may have. The presenters will collect them towards the end of the presentation and answer the
questions anonymously in front of the group.
LESSON PLAN
CLASS 9TH
B) Activity #1: Name that Drug
Goal: Students will learn about various drugs (including short and long-term health impacts).
Type: Information chart and discussion
Time: 10 minutes
Step #1:
Cut out the drug types and their matching definitions from Activity #1: Name that Drug (9-10.1 Reference) and
place them out of order on the board.
Explain to students that different types of drugs have different effects on our bodies.
Let students know that most drugs can be broken down into three categories:
Stimulants: Drugs that make the user hyper and alert.
Depressants: Drugs that cause a user's body and mind to slow down.
Hallucinogens: Drugs that disrupt a user's perception of reality and cause them to imagine experiences and
objects that seem real.
Step #2:
Ask students to match up the fact with the drug as a class. Go over the answers.
Ask the students to read over the handout Activity #1: Name that Drug (9-10.1 Handout) and start a discussion
based on what the students read. Encourage all students to participate to the discussion by asking questions,
such as: "What is a drug?" "What do drugs do?" "What happens when a person uses drugs?" "What are drugs
used for?" "Do drugs affect everyone in the same way?" "Can drugs be prescribed by a doctor?"
C) Activity #2: Recognizing the Risks
Goal: Students will recognize protective and risk factors associated with substance abuse and addiction and
learn the importance of resilient factors.
Type: T-chart and group activity
Time: 15 minutes
Step #1:
Ask students to define the following terms:
Resiliency: The ability to become strong, healthy and successful after something bad happens to you
(www.merriam-webster.com 2014).
Risk Factors: Factors that can lead to drug use.
Protective Factors: Factors that can shield from drug use.(http://www.rcmp-grc.gc.ca/docas-ssdco/guide-kid-
enf/page3-eng.htm).
Ask the students to get into groups of 3 or 4.
Step #2:
LESSON PLAN
CLASS 9TH
Create a chart on the SMART board, chalkboard or overhead with two titles: (1) Risk Factors & (2) Protective
Factors. Ask students to identify examples of risk factors when it comes to substance abuse, alcohol and
addiction and record their answers. Then ask students to identify some examples of protective factors that could
be associated with not using drugs and alcohol or getting addicted. Use Activity #2: Recognizing the Risks (9-
10.2 Reference) as a guide.
Step #3:
If time allows, give each group playing cards and tell them to work together to make a card house for 5 minutes.
Explain that in this activity, each card represents a protective and resilience factor, and when those factors fail
or diminish the structure will fall.
D) Activity #3: Path to Addiction
Goal: Students will discuss how addiction can impact a person's lifestyle.
Type: Discussion and group activity
Time: 10 minutes
Step #1:
Ask students to define what addiction is as well as the substances a person can become addicted to.
Make sure to include that both drugs and alcohol can be addictive.
Explain to students that addiction is an ongoing process. Addiction may present its challenges at different times
over many years in a user's life.
Write each stage on a different piece of paper. Ask for 5 volunteers to come to the front of the class and give
each student a stage.
Have the student volunteers work together to arrange themselves in the order that they think the scale of
addiction occurs in.
Step #2:
With the students, define each stage of addiction. Discuss the answers with students and use Activity #3: Path to
Addiction (9-10.3 Reference) as a guide.
E) Activity #4: Consequences of Addiction
Goal: Students will examine the consequences of addiction on all facets of life.
Type: 5 corners activity and group discussion
Time: 10 minutes
Step #1:
Separate the students into 5 different groups.
Have the students get into their groups and give each group a piece of chart paper. Assign each of the five
groups one of the topics: (1) Family, (2) Friends & Recreation, (3) School & Jobs, (4) Physical & Emotional
Health, and (5) Financial. Have each group write the topic on their piece of chart paper.
LESSON PLAN
CLASS 9TH
Ask each group to brainstorm and record the consequences of an addiction relating to their topic.
Give the groups 5 minutes to come up with a hashtag that represents how they might be affected in that aspect
of their life.
Discuss answers with the group.
F) Activity #5: Now, it's Your Choice
Goal: Students will commit to a healthy lifestyle
Type: 5 corners activity and group discussion
Time: 15 minutes
Step #1:
Distribute Activity #5: Now, it's Your Choice (9-10.5 Handout)and ask the students to answer the question.
Step #2: (Homework)
As part of their homework from the presentation, ask all the students to make the pledge to say no to drugs on
the National Anti-Drug Strategy website: http://nationalantidrugstrategy.gc.ca/prevention/youth-
jeunes/index.html and click on "Make a Pledge." Tell them to print the pledge they submitted and display them
around the classroom or school.
G) Conclusion
To conclude the lesson, summarize the important points and highlights of your discussion throughout the
session.
Collect all index cards from students. Take some time to answer any questions from the cards that the students
may have had.
Leave students with information about how to contact you if they have any follow up questions they didn't want
to ask in class
LESSON PLAN
CLASS 9TH
جائزہ اور مقصد:طلباء زمین اور جغرافیائی €عالقوں کے اہم عالقوں کو سمجھنے کے لئے کام کریں گے۔
مقاصد:
.Stمحرک سمجھ جائے گا دنیا ان خطوں سے بنی ہے جو آب و ہوا ،جغرافیہ ،جانوروں کی زندگی اور ثقافت کے لحاظ
سے ایک دوسرے سے بہت مختلف ہے۔
.Studentsطلباء ریاستہائے مت itselfحدہ کی مختلف اقس€€ام اور جغرافی€€ائی خصوص€€یات ،ج€€انوروں کی واف€€ر زن€€دگی€
اور بہت ساری ثقافتوں پر مشتمل سمجھیں گے۔
.Studentsطلباء سات برصغیروں اور چار ب€ڑے س€€مندروں ک€€و تلف€€ظ ،ہجے اور ان کی نش€€اندہی ک€€رنے کے اہ€ل ہ€€وں۔
کلیدی الفاظ میں شامل ہوں گے :شمالی امریکہ ،جن€€وبی €ام€€ریکہ ،انٹارکٹ€€ک ،آس€€ٹریلیا ،اف€€ریقہ ،ی€€ورپ ،ایش€€یا ،بح€€ر
الکاہل ،بحر اوقیانوس ، €بحر ہند اور جنوبی €بحر
حوالہ جات:
عالمی نقشہ ،انٹارکٹیکا ، €آسٹریلیا ،نیپ€ال اور چین کی تص€اویر ،اور عم€ان ،پ€اورپوائنٹ جس میں ان تم€ام ممال€ک کے
موسم ،زمینی اور جانوروں کی زندگی کے بارے میں معلومات کا ایک ٹکڑا ہے۔
ط€ر€ی€ق€ے€
تعارف:
.1ثقافت کی تعریف کا جائزہ لیں۔
.2طلبہ سے پوچھیں "آپ کے خیال میں موسم ،زمینی اور جانوروں کی ثقافت پر کیا اثر پڑتا ہے؟"
.Antانٹارکٹیکا کی تصاویر €دکھائیں اور طلبا کو ان€€دازہ لگ€€ائیں کہ ان کے خی€€ال میں اس ب€€راعظم میں ثق€€افت کیس€€ی ہے۔
طلبہ کو یہ سمجھاؤ کہ انٹارکٹیکا میں لوگوں کی ثقافت کے بارے میں کیا کہنا ہے اس کا اندازہ لگانا مشکل ہے کی€€وں کہ
وہاں بہت کم لوگ آباد ہیں۔ بہر حال ،طلبہ سے ان لوگوں کے بارے میں س€€وچنے کے ل€€ئے کہیں جن ک€€و انٹارکٹیک€€ا میں
کچھ دوسرے لوگوں کے ساتھ کئی مہینوں تک مسلسل کام کرنے کے لئے بھیجا گی€€ا ہے۔ پ€€وچھیں " ،دوس€€رے €اف€€راد کی
طویل عرصے تک بہت کم تعداد میں رہنے کے کیا فوائد اور نقصانات ہیں؟"
.طلبہ سے پوچھیں کہ وہاں کتنے براعظم ہیں۔ جوابات سفید تختہ پر گراف کریں۔
.طلبا سے پوچھیں کہ امریکہ میں کتنے پیدا ہوئے ہیں (ہاتھ دکھ€€ائیں) وہ کس ب€€راعظم میں پی€€دا ہ€€وئے تھے؟ پ€€وچھیں کہ
امریکہ سے باہر کتنے پیدا ہوئے (انفرادی جوابات ،کہاں؟) وہ کس براعظم میں پیدا ہوئے تھے؟
مشغولیت:
LESSON PLAN
CLASS 9TH
.1چارٹ پ€اس ک€ریں جس میں ای€ک ط€رف ممال€ک ہ€وں اور اس میں موس€م ، €زن€دگی €کی ش€کل ،ج€انور €اور ثق€افت ہ€و۔
مظاہرہ کریں کہ طلبا کو چارٹ کس طرح پُ€€ر کرن€€ا چ€اہئے۔ وہ حق€€ائق ک€و پ€اورپوائنٹ اور اپ€€نی تحقی€ق س€ے چ€€ارٹ میں
رکھیں گے۔
.2ممالک پر پاورپوائنٹ €سالئیڈز دکھائیں۔
.Deمظاہرہ کریں کہ طلباء کس طرح متن س€ے ممال€ک کے ب€ارے میں مزی€د معلوم€ات تالش کرس€کتے ہیں اور ان کے
ساتھ ان کے ساتھ بات چیت کرسکتے ہیں کہ ان کے خیال میں ان ممالک میں ثقافت کیس€€ی ہ€€وگی۔ انہیں بت€€ائیں کہ وہ متن
کو دیکھ کر حقیقت کی تصدیق کرسکتے ہیں۔
.4طلباء کو لیبل لگا براعظموں کے ساتھ عالمی نقشہ دکھائیں۔
.5دنیا سے نقشے کا رشتہ دکھائیں۔
کالس پریکٹس:
.1کوآپریٹو €سیکھنے کی سرگرمی €:طالب علموں کو اکٹھا کرنے کے ل lifeزندگی کا سائز €کا جیگاس پہیلی کا نقشہ۔
.2طلباء کو شراکت داروں کے ساتھ مل کر کام کریں اور چارٹ کو مکمل طور €پر پُر کریں۔
آزاد مشق:
.1طلبا کو دنیا کا ایک خالی خاکہ نقشہ دیں ،رنگ بنائیں اور 7براعظموں اور 4بحروں کی شناخت کریں۔
.طلبہ سے یہ تصور €کرنے کی درخواست کرتا ہے کہ وہ ان ممالک ک€ا دورہ ک€€ررہے ہیں۔ ان ک€€و ای€€ک مل€ک کے رواج
اور ان کے اپنے درمیان تین مماثلتیں اور تین اختالفات لکھیں۔
رہائش (مختلف ہدایت):
.1طلب€€اء ک€€و کم€€پیوٹر €س€€افٹ وی€€ئر /گیم ک€€و اس€€تعمال ک€€رنے کی اج€€ازت دیں ،براعظم€€وں کی ص€€حیح تلف€€ظ س€€ن ک€€ر ،
براعظموں کی شناخت کرنے کا اشارہ دیں۔
براعظموں کا گانا سنیں۔
سیکھنا چیک اپ:
.1طلبا کو جوڑے جوڑیں اور طلباء کو مشق کریں۔
.طلبہ سے پوچھیں کہ "آپ کو ثقافتوں کے بارے میں کیا دلچسپ معلوم ہوا؟"
.یہ ثقافت ہمارے اپنے جیسے کیسے ہیں؟ ان میں کیسے فرق ہے؟
لپیٹ:
.1طلبا سے پوچھیں "امریکہ €میں کس قسم کی ثقافتیں ہیں؟"
.2کالس کے ساتھ ثقافتوں کا جائزہ لیں۔
LESSON PLAN
CLASS 9TH