Amtul Arshad

BC210207326
TPTB-519 Assignment Teaching Practice 2

Maths Lesson Plan 1:

Subject: Maths
Class: I
Book: Maths Wise Book 1
Author : Shamlu Dudeja and Geeta Dudeja
Topic : Subtraction
Time duration : 40 minutes

Objectives:
Understanding the concept of subtraction: The primary objective is for students to
grasp the idea that subtraction involves taking away or removing objects from a group. They
should understand that subtraction is the inverse operation of addition.

Specific instructional objectives:

Counting backward: Students should practice counting backward from a given
number to understand the process of subtraction. For example, counting backward from 10 to
3 demonstrates that 10 - 3 = 7.

Resources material:
Math Games: Incorporating games into subtraction lessons can make the learning
process more enjoyable. You can find online math games or create your own using dice,
cards, or other materials.

Procedure:
Remember, subtraction is finding the difference between two numbers. It helps us
understand how much smaller or less one quantity is compared to another.

Homework:
Subtract different things that are shown in class room and home just like class has 4
doors then subtract 2 of them find the answer.

Assessment:
Subjective:
 Jenny has 7 apples, and she gives away 3 to her friend. How many apples does Jenny
have now?
 There are 9 flowers in a vase, and 4 of them wilted. How many flowers are still fresh?
Objective:
1. What is subtraction?
a) Adding numbers together. b) Taking away numbers. c) Multiplying numbers
2. Which symbol is used for subtraction?
a) +. b) - c) x
3. What is the result of 8 - 3?
a) 5. b) 11. c) 3
4. What is the result of 12 - 7?
a) 5. b) 19. c) 12
Maths Lesson Plan 2:

Subject: Maths
Class: I
Book: Maths Wise Book 1
Author : Shamlu Dudeja and Geeta Dudeja
Topic : Multiplication
Time duration : 40 minutes

Objectives:
Students practice solving basic multiplication problems using skip counting, equal
groups, or repeated addition methods.

Specific instructional objectives:

By the end of the instruction, the students will be able to demonstrate the ability to
multiply two-digit numbers accurately using the standard multiplication algorithm.

Resources material:
Multiplication Worksheets: You can find numerous printable worksheets that are
specifically designed for students to practice multiplication.

Procedure:
Procedure of explaining multiplication in 2 points:
To explain the procedure of multiplication, let's consider two points:
Point 1: Multiplication as Repeated Addition
Point 2: Multiplication as Scaling

Homework:
Ask the students Now, give them a set of objects such as buttons, blocks, or
stickers.Instruct the students to count the objects and match each object with the
corresponding number on the sheets.

Assessment:
Subjective:
 Sara has 4 baskets, and each basket has 3 apples. How many apples does Sara have in
total?

Objective:
1. What is the result of multiplying 2 by 3?
a) 5 b) 6 c) 2
2. If you have 4 groups of 2 apples each, how many apples do you have in total?
a) 2 b) 4 c) 8
3. Which of the following is an example of multiplication?
a) Adding two numbers together. b) Counting how many objects there are
c) Repeatedly adding the same number
4. How many legs do 4 dogs have in total?
a) 4 b) 6 c) 16
Maths Lesson Plan 3:

Subject: Maths
Class: I
Book: Maths Wise Book 1
Author : Shamlu Dudeja and Geeta Dudeja
Topic : Multiplication
Time duration : 40 minutes

Observation:
Students will be able to solve basic division problems using simple division facts.
They will learn to divide a given number of objects into equal groups, using concrete
materials or pictorial representations, and find the quotient (the number of objects in each
group).

Specific instructional objectives:

Understanding the concept of division as sharing equally.
Developing basic division skills and strategies.

Resources material:
Manipulatives. Visual Aids: Books and Worksheets:

Procedure:
Start with an introduction: Begin by introducing the concept of topic division and why
it is important for students. Explain that topic division helps organize their learning into
different subjects and makes it easier for them to understand and remember information.

Homework:
Worksheets and book pages.

Assessment:
Subjective

There are 10 pencils. If you put them into 2 equal groups, how many pencils will be in
each group?

Objective

1. How many groups of 2 are there in 6?

a) 3. b) 4. c) 5. d) 6
2. How many groups of 4 are there in 12?
a) 2. b) 3. c) 4. d) 5
3. How many groups of 3 are there in 9?
a) 2. b) 3. c) 4. d) 5
4. How many groups of 5 are there in 20?
a) 2. b) 3. c) 4. d) 5
5. How many groups of 1 are there in 8?
a) 1. b) 2. c) 3. d) 4
Maths Lesson Plan 4:

Subject: Maths
Class: I
Book: Maths Wise Book 1
Author : Shamlu Dudeja and Geeta Dudeja
Topic : Subtraction
Time duration : 40 minutes

Objectives:
shapes" is to understand and describe the characteristics, properties, and
classifications of various geometric shapes, such as triangles, circles, squares, rectangles, and
polygons. This includes learning about their defining features, dimensions, angles, symmetry,
and how they can be manipulated or combined to create more complex shapes.

Specific instructional objectives:

By the end of the lesson, students will be able to identify and classify various two-
dimensional shapes (e.g., squares, rectangles, circles, triangles) and describe their deficiency.

Resources material:
Real life things of different shapes that are present in class.

Procedure:
Take students on a shape hunt around the classroom or school.
Encourage them to identify shapes they find in their surroundings.
Have them point out shapes on objects like clocks, windows, tables, and books.
Engage in a discussion about the shapes they discovered and their characteristics.

Homework:
Draw different shapes in your note books.

Assessment:

Subjective:
 What is a circle? Can you draw a circle
 How is a rectangle different from a square?

Objective:

1. Which shape has four equal sides and four corners?

a) Circle. b) Square. c) Triangle. d) Rectangle
2. Which shape has three sides and three corners?
a) Square. b) Circle. c) Triangle. d) Rectangle
3. Which shape is round and has no corners?
a) Circle. b) Square. c) Triangle. d) Rectangle
4. Which shape is round and has no corners?
a) Circle. b) Square. c) Triangle. d) Rectangle
Maths Lesson Plan 5:

Subject: Maths
Class: I
Book: Maths Wise Book 1
Author : Shamlu Dudeja and Geeta Dudeja
Topic : Addition
Time duration : 40 minutes

Objectives:
The objectives of topic addition for grade 1 students typically include:
Understanding the concept of addition: The primary objective is to introduce students
to the concept of adding two or more numbers together to find a total. Students should
understand that addition is combining or putting together quantities.

Resources material:
Worksheets: Printable worksheets with addition problems are readily available online.
They provide practice opportunities for students to solve addition problems independently.
Flashcards: Addition flashcards can help students practice and memorize basic addition.

Homework:
See different objects in your room and add them. like total windows in the the room,
lights, doors, and many other things.

Assessment:

Subjective:
Solve the given worksheet:
3 + 2 = ___
1 + 4 = ___
5 + 1 = ___
2 + 3 = ___
4 + 0 = ___

Objective:
What is the sum of 2 + 3?
a) 4 b) 5 c) 6

Which addition sentence is correct?

a) 1 + 3 = 5 b) 2 + 2 = 3. c) 4 + 1 = 6

What is the sum of 4 + 0?

a) 0 b) 4 c) 1

Which number completes the addition sentence: 2 + ___ = 6?

a) 2 b) 3 c) 4
Maths Lesson Plan 6 :

Subject: Maths
Class: I
Book: Maths Wise Book 1
Author : Shamlu Dudeja and Geeta Dudeja
Topic :Time
Time duration : 40 minutes

Objectives:
Identify the days of the week in order.
Recognize the names of the months.
Understand the concept of morning, afternoon, and evening.
Differentiate between the hour hand and minute hand on an analog clock.

Resources material:
Classroom Clock:
Place an analog clock in your classroom where students can easily see and reference
it. Use it as a visual aid during lessons and activities on time.

Homework:
Time Sequencing: Give students a set of pictures depicting different activities that
occur at various times of the day, such as waking up, eating breakfast, going to school,
having lunch, playing, and going to bed. Ask them to arrange the pictures in the correct
picture.

Assessment:

Subjective:
 Which month comes after January? Which month comes before May?
 What are the four seasons?
 Which season comes after summer? Which season comes before winter?
 How many hours are there in a day?

Objective:
What do we call the time of day when the sun is shining and it is bright outside?
Daytime. b) Nighttime. c) Bedtime

Which of the following is a season when it is usually hot and sunny?

a) Spring. b) Summer. c) Winter

How many days are there in a week?

a) 5. b) 7. c) 12

Which of the following is a time when people usually eat dinner?

a) Morning. b) Lunchtim. c) Dinnertime
General Knowledge Lesson Plan 1:

Subject: General Knowledge

Class: Class 2
Text Book: Oxford general Knowledge for primary classes
Author: (Arthur: Nusrat Osama Siddiqi )
Topic: Our Country
Duration: 40 minutes

Objectives:
By the end of this lesson, students will be able to identify the name of their country,
recognize its flag, and describe a few unique symbols or landmarks that represent their
country.
This objective introduces young students to the concept of their country, its name, and
some basic symbols or landmarks that make it special and recognizable. It can be achieved
through engaging activities like showing them the flag, discussing famous landmarks, and
encouraging them to share what they love about their country.

Instructional objectives:
Identify the country: The students should be able to recognize and name their own
country on a map and identify its flag.
Understand basic geography: Teach the students about the geographical features of
their country, such as mountains, rivers, and major cities.
Resources material:
Create a colorful and visually appealing map of your country (you can focus on the
specific country you're in or a country relevant to the students). Make sure the map includes
major landmarks, cities, natural features, and other points of interest. You can either draw the
map by hand or use online resources to find a child-friendly map. Display the map in the
classroom.
Procedure:
Start by gathering the students in a circle or a group around you. Begin by telling
them that you will be teaching them a cool way to subtract two-digit numbers called the "Out
Country" short method.
Homework:
Make a chart of provinces of Pakistan:
Assessment:
Subjective:
 Which is the largest province of Pakistan?
 On which date was Pakistan founded?
Objective:
What is the capital city of Pakistan?
a) Lahore. b) Karachi. c) Islamabad. d) Peshawar
What is the national language of Pakistan?
a) English. b) Urdu. c) Punjabi. d) Sindhi
Which river is known as the "Father of Rivers" in Pakistan?
a) River Sutlej. b) River Jhelum. c) River Indus. d) River Ravi
Which famous mountain range is located in the northern part of Pakistan?
a) The Andes. b) The Himalayas. c) The Rockies. d) The Alps
What is the national sport of Pakistan?
a) Cricket. b) Football. c) Hockey. d) Basketball
General Knowledge Lesson Plan 2:

Subject: General Knowledge

Class: Class 2
Text Book: Oxford general Knowledge for primary classes
Author: (Arthur: Nusrat Osama Siddiqi )
Topic: Directions
Duration: 40 minutes

Objectives:
Understanding cardinal directions: Teach students the four main cardinal directions:
North, South, East, and West. They should be able to identify these directions and understand
their relevance in real-world contexts.

Instructions objective:
By achieving this objective, they will gain a sense of national pride and cultural
awareness, contributing to their overall social studies education. The class discussion will
encourage them to communicate their ideas, while the drawing activity will provide an
opportunity for creative expression.

Resources material:
Globe and maps
Procedure:
Start with a clear reference point (e.g., "facing north").
Use cardinal directions (north, south, east, west) to indicate the way (e.g., "turn east").
Mention approximate distance or landmarks if necessary (e.g., "walk 100 meters, then turn
south").
Repeat steps 2 and 3 until the destination is reached.

Homework:
Bring compass to find the direction.

Assessment:
Subjective:
 What are the four direction?
 In which direction does the Sun set?

Objective:
Which direction is the Sun rising in the morning?
a) North. b) East. c) West
If you are facing North and turn to your right, which direction will you be facing?
a) East. b) South. c) West
If you are facing East and turn to your left, which direction will you be facing?
a) North. b) South. c) West
In which direction does the North Star (Polaris) appear in the night sky?
a) North. b) South. c) East
If you are standing on a ship and looking towards the vast ocean, in which direction are you
looking?
a) North. b) East. c) South
General Knowledge Lesson Plan 3:

Subject: General Knowledge

Class: Class 2
Text Book: Oxford general Knowledge for primary classes
Author: (Arthur: Nusrat Osama Siddiqi )
Topic: The air
Duration: 40 minutes

Objectives:
Understand the concept of air: Introduce the idea that air is an invisible gas that
surrounds us and has properties such as taking up space and having weight.

Instructional objectives:
Define air: Students should be able to describe air as an invisible, odorless, and
essential mixture of gases that surrounds the Earth.
Identify components of air: Students should be able to identify the main components of air,
such as oxygen, nitrogen, carbon dioxide, and trace gases.

Resource material :
Ballons , tyres
Procedure:
Air is an invisible substance that surrounds us all the time. We can't see it, but we can
feel it when it moves. Imagine the air as the wind that blows on your face when you're
outside. It's like a big, invisible blanket that covers the whole Earth.

Homework:
Make a project on that air occupies space.
Assessment:
Subjective:
Why air is important?
Which gas,do we take in when we breathe?

Objective:
What is air made of?
a) Oxygen and nitrogen. b) Oxygen and helium. c) Oxygen and carbon dioxide

Why is air important for living things?

a) It provides food. b) It helps us breathe and stay alive c) It makes the
sky look blue

Which of the following activities does not use air?

a) Blowing up a balloon. b) Riding a bicycle. c) Swimming in the ocean

What do plants do with the air?

a) Plants breathe in air to stay alive. b) Plants release oxygen into the air
c) Plants absorb carbon dioxide from the air

Which of these is NOT a way to keep the air clean?

a) Planting more trees. b) Throwing trash on the ground. c) Using less electricity
General Knowledge Lesson Plan 4:

Subject: General Knowledge

Class: Class 2
Text Book: Oxford general Knowledge for primary classes
Author: (Arthur: Nusrat Osama Siddiqi )
Topic: Human body
Duration: 40 minutes

Objectives:
Identify and name major external body parts: Students should be able to recognize
and name common external body parts like head, arms, legs, eyes, ears, nose, mouth, etc.
Understand the basic functions of body parts: Students should learn the primary functions of
various body parts, such as the eyes for seeing, the nose for smelling, the mouth for eating,
and the hands for grasping.

Instructional objective:
Identify and Describe: Students should be able to recognize and name the major
organs and systems of the human body. This involves gaining basic knowledge about the
human anatomy.

Resources material:
Use colourful charts to show the various parts of the body.

Procedure:
The teacher explain how the different organs of the body.

Homework:
Make colourful charts of the various parts of the body.

Assessment:

Subjective:
 What functions can the body perform?
 How many bones are there in the body?

Objective:
Which part of the body helps you see?
a) Nose. b) Eyes. c) Ears
What is the organ responsible for pumping blood in our bodies?
a) Lungs. b) Heart. c) Stomach
Which part of the body do we use to taste our food?
a) Tongue. b) Hands. c) Feet
What do we use to breathe?
a) Ears. b) Mouth. c) Lungs
What is the hard covering that protects our fingers and toes?
a) Nails. b) Skin. c) Hair
General Knowledge Lesson Plan 5:

Subject: General Knowledge

Class: Class 2
Text Book: Oxford general Knowledge for primary classes
Author: (Arthur: Nusrat Osama Siddiqi )
Topic: Solar system
Duration: 40 minutes

Objectives:
"To introduce students to the basic concept of the solar system and its components,
such as planets, the sun, and moons, fostering curiosity and understanding about our place in
the universe."

Instructional objective:
It's important to keep the objective simple and clear, making it easier for both the
teacher to plan the lesson and the students to grasp the main learning goal. The lesson can be
built upon engaging and age-appropriate activities, visual aids, and interactive discussions to
help students comprehend and retain the information about the solar system.

Resources material:
Teacher can create a simple model of the solar system using Styrofoam balls or
different-sized balls to represent the sun and planets. You can also use colored paper or paint
to make the planets more identifiable.

Procedure:
The solar system is vast and fascinating, and its exploration has provided us with
valuable knowledge about the universe and our place in it. It continues to be a subject of
research and wonder for scientists and enthusiasts alike.

Homework:
Make a list of the names of the persons who travelled to the moon?

Assessment:
Subjective:
 What is the solar system?
 What is the center of the solar system?

Objective:
Which planet is closest to the Sun?
a) Mars. b) Venus. c) Mercury
What is the biggest planet in our solar system?
a) Earth. b) Jupiter. c) Saturn
Which celestial body orbits the Earth and reflects the Sun's light to give us light at night?
a) Star. b) Moon. c) Comet
What is the name of the planet known as the "Red Planet"?
a) Neptune. b) Jupiter. c) Mars
Which planet is known for its beautiful rings?
a) Uranus. b) Saturn. c) Pluto
General Knowledge Lesson Plan 6:

Subject: General Knowledge

Class: Class 2
Text Book: Oxford general Knowledge for primary classes
Author: (Arthur: Nusrat Osama Siddiqi )
Topic: Inventions
Duration: 40 minutes

Objectives:
To introduce students to the invention of the telephone, its importance in
communication, and how it has evolved over time, fostering curiosity and appreciation for
technological advancements."

Instructional objective:
"Identify and name at least three objects in our solar system (e.g., the Sun, Moon, and
Earth) and explain one basic characteristic of each object."

Resources material:
Invention Collage: Ask students to create a collage using pictures of inventions from
magazines or printouts found online.

Procedure:
"Inventions are amazing creations that make the world a better place. They can be
simple or complex, but they all start with an idea.

Homework:
Make a chart on different inventors and their inventions.

Assessment:
Subjective:
 What do people use for travel now?
 So you think travel is still difficult?

Objective:
Who is credited with inventing the telephone?
a) Alexander Graham Bell. b) Thomas Edison. c) Albert Einstein

What did the Wright brothers invent that changed how people travel?
a) Bicycle. b) Airplane. c) Car

Which invention helps you see things that are far away, like birds in the sky or stars at night?
a) Telescope. b) Microscope. c) Magnifying glass

What did Thomas Edison invent that brightens our homes and allows us to see in the dark?
a) Computer. b) Light bulb. c) Washing machine

Which invention is used to send letters and messages over long distances?
a) Telephone. b) Internet. c) Mail or Postal system
Social Studies Lesson Plan 1:

1. Subject: Social studies

2. Class: Class 3
3. Text Book: Know your world ( Arthur Farhat Mansoob )
4. Topic: Living happily together
5. Duration: 40 minutes

Objectives
The objectives of a chapter on "Living Happily Together" would typically be focused
on teaching fundamental social and emotional skills that promote positive interactions with
others. Here are some general objectives.
Empathy development: Foster empathy by encouraging students to understand and
appreciate the feelings and perspectives of their peers.
Respect and tolerance: Emphasize the value of treating others with respect and
accepting individual differences.
Cooperation and teamwork: Encourage students to work collaboratively in groups
and respect each other's contributions.
Friendship skills: Teach students how to make and maintain friendships, including
the importance of kindness and sharing.
Self-regulation: Help students manage their emotions and behavior in social
situations.

Now students will b able to define.

Specific/instructional objectives.
1. How can you make a new friend feel welcome and included in your group?
2. What does it mean to compromise when playing a game with friends?
3. Why is it essential to say "please" and "thank you" when interacting with others?

Resources/Materials A.V aids.

whiteboard
Markers or chalk
Materials and chocolates ( or dry fruit if possible as it is healthy), slips of paper, and a bowl
or bag to put them in
Worksheets (optional)

Procedure.

Introduction:
Living Happily Together. It's all about fostering positive relationships and building a
harmonious community. But before I dive into the content, let's make this session interactive!

To start off, I'd like each of you to take a moment and think about a time when you
experienced true happiness and harmony with others. It could be a family gathering, a fun
day with friends, or any other memorable moment. If you feel comfortable, please share your
experience with the class. This will help us understand what happiness and togetherness mean
to each of us personally.
 Now, let's define what living happily together means as a group. How would you
describe a community where everyone feels content and supportive of one another? What are
the key ingredients for achieving such an environment? I'm eager to hear your thoughts, so
please don't hesitate to share!

Throughout this chapter, we'll explore practical strategies for resolving conflicts,
enhancing communication, and fostering empathy and understanding. These skills are vital
for maintaining strong bonds with our friends, family, and broader society.

So, let's embark on this journey together, engage in meaningful discussions, and
discover how we can create a happier and more harmonious world around us. Are you all
ready? Let's get started!

Teaching Procedures:
1) Introduction: Start by explaining the significance of living happily together in a
community or society. Emphasize that harmonious living is essential for personal well-
being and the overall progress of society.

2) Define Key Concepts: Introduce key concepts related to living happily together, such as
empathy, tolerance, respect, cooperation, and communication. Briefly explain each
concept and its importance in fostering positive relationships.

3) Importance of Communication: Highlight the role of effective communication in

understanding others, resolving conflicts, and building stronger bonds with people
around us.

4) Empathy and Tolerance: Teach the value of empathy, which involves understanding
and sharing the feelings of others, and tolerance, which is accepting and respecting
differences. Encourage students to practice empathy and tolerance to create a more
inclusive and compassionate environment.

5) Conflict Resolution: Discuss simple conflict resolution techniques, such as active

listening, finding common ground, and compromising. Emphasize the importance of
addressing conflicts peacefully and constructively.

6) Cooperation and Teamwork: Illustrate the benefits of cooperation and teamwork in

achieving common goals. Use examples from daily life or stories to emphasize how
working together can lead to positive outcomes for everyone involved.

7) Respect for Diversity**: Promote the idea of embracing diversity in all its forms,
including cultural, religious, and personal differences. Explain that diversity enriches our
lives and helps us learn from each other.

8) Appreciation and Gratitude: Encourage students to express appreciation and gratitude

for the support they receive from others. Teach them to recognize and acknowledge acts
of kindness and generosity.

9) Conflict Avoidance: Discuss strategies for avoiding unnecessary conflicts, such as being
patient, understanding others' perspectives, and avoiding judgmental attitudes.
10) Role Play and Scenarios: Engage the students in role-playing exercises and scenarios to
apply the concepts they have learned. This will help them understand how to implement
living happily together in real-life situations.

11) Conclusion: Summarize the key points of the chapter and reinforce the importance of
living happily together for personal happiness and a harmonious society.

Assignment or Homework
Homework: Write a paragraph about something you have done to help someone.

Assessment of student learning.

Objectives:
What does "living happily together" mean?
a) Living alone
b) Living with pets
c) Living with family and friends
d) Living in a big house

How can you make your family members happy?

a) By ignoring them
b) By helping and caring for them
c) By keeping all the toys to yourself
d) By watching TV all day

True or false: Sharing toys and games with friends and siblings can make everyone
happy.
a) True
b) False

Why is it essential to listen to others when they talk to you?

a) It's not necessary
b) To show respect and understanding
c) To get away from them
d) To avoid any responsibilities

Which of the following can help resolve disagreements with friends or siblings?
a) Yelling and arguing
b) Ignoring the problem
c) Talking calmly and finding a solution
d) Running away from home

Subjective:

1. What does "living happily together" mean?

2. Name one thing you can do to help your family members feel happy.
Social Studies Lesson Plan 2:

1. Subject: Social studies

2. Class: Class 3
3. Text Book: Know your world ( Arthur Farhat Mansoob )
4. Topic: Job Opportunities
5. Duration: 40 minutes

Objectives.
Learn what a market is and why people buy and sell things there.
Understand that goods are things we can touch, and services are things people do for us.
Discover how money is used to buy things in a market.
Identify what things we need (like food and clothes) and things we want (like toys and
games).
Explore how people used to trade things directly before using money.
Find out about different types of markets, like farmers' markets and flea markets.

Now students will b able to define.

Specific/instructional objectives.

1. What is a market?
2. Where do the goods sold in the market come from?

Resources/Materials A.V aids.

Worksheets, flash cards, websites , Library resources

Procedure:

1) Introduction: Begin by asking students if they have ever been to a market or bought
something from a store. Explain that a market is a place where people buy and sell
things.

2) Goods and Services: Show examples of goods (like toys or fruits) and services (like
haircuts or cleaning) and discuss the differences between them.

3) Money Matters: Introduce coins and bills, explaining that we use them to buy things in
the market.

4) Basic Needs and Wants: Discuss the difference between things we need (like food and
clothes) and things we want (like toys and games).

5) Bartering to Money: Briefly talk about how people used to trade things directly, but
now we use money to make it easier.

6) Types of Markets: Show pictures of different markets, like farmers' markets and flea
markets, and talk about what people buy there.
7) Role-Playing: Let students role-play buying and selling items with play money to
practice counting and math skills.

8) Fair Trade: Teach the importance of being fair and kind to others in the market.

9) Community Markets: Discuss local markets and how they contribute to our
communities.

10) Closing: Summarize the main points of the chapter and encourage students to visit a
market with their families.

Assignment or Homework
Where are the goods sold in a handicraft shop made?

Assessment of student learning.

Objectives:
What is a market?
A) A place to buy and sell things
B) A type of toy
C) A kind of food
D) A fun game to play

Which of the following is an example of a service?

A) A toy car
B) A delicious cake
C) A haircut
D) A colorful balloon

Why do we use money in a market?

A) To trade goods directly
B) To buy things easily
C) To make new friends
D) To play games

What are basic needs?

A) Things we want for fun
B) Things we need for survival
C) Things we collect as a hobby
D) Things we give to our friends

Subjective:
1. If you had ten toy cars to sell in a market, how would you decide the price for each car?
Explain.
2. Tell us about your favorite local market. What things do they sell there, and why do you
like them?
Social Studies Lesson Plan 3:

Subject: Social studies

Class: Class 3
Text Book: Know your world (Arthur Farhat Mansoob )
Topic: Abdul Sattar Edhi
Duration: 40 minutes

Objectives
The general objectives of this topic, based on the information provided, can be
summarized as follows:

1) To highlight the life and contributions of Abdul Sattar Edhi: The objective is to
provide an overview of Abdul Sattar Edhi's background, his upbringing, and his
dedication to helping the needy. Emphasis is placed on his founding of the Edhi
Foundation and the impact it has had in Pakistan and worldwide.

2) To showcase the services provided by the Edhi Foundation: The objective is to

describe the various services offered by the Edhi Foundation, including the establishment
of Edhi Homes to provide shelter to abandoned children and care for the elderly and
terminally ill individuals. The focus is also on the Edhi Foundation's volunteer
ambulance service, which is recognized as the largest in the world.

3) To emphasize the self-sustainability of the Edhi Foundation: The objective is to

highlight the fact that Abdul Sattar Edhi managed to run his organization without any
government funding, relying solely on donations from generous private individuals. This
showcases the selflessness and dedication of Abdul Sattar Edhi and the sustainable
model of the Edhi Foundation.

4) To acknowledge Abdul Sattar Edhi's achievements and recognition: The objective is

to recognize Abdul Sattar Edhi's remarkable achievements, such as his inclusion in the
Guinness Book of World Records for having the largest number of ambulances and for
working non-stop for an extensive number of hours. It aims to honor his selfless and
honorable character and the pride that people feel for his work.

Overall, the objectives of this topic are to raise awareness about Abdul Sattar Edhi's
philanthropic work, his impact on society, and his inspirational life story.

Now students will b able to define.

Specific/instructional objectives.
Why is Abdul sattar Edhi mentioned in the Guinness book of world record?
How did Abdul Sattar Edhi first learn about caring for the poor and sick?
What is special about his ambulance service?

Resources/Materials A.V aids.

whiteboard
Markers or chalk
Visual aids (pictures of Abdul Sattar Edhi, Apna ghar, Edhi Ambulance)
Worksheets (optional)
Procedure.

1. Introduction: To grab the students' attention, you can begin by asking them a question
or making a statement related to the topic of Abdul Sattar Edhi and his philanthropic
work. For example, you could say, "Have you ever heard of a person who dedicated their
entire life to helping others without expecting anything in return?" or "Imagine running
an organization that provides shelter, healthcare, and ambulance services to thousands of
people in need, all funded by generous individuals. Does it sound impossible?"

2. Teaching Procedures: Lecture Method: Start by providing a brief background on Abdul

Sattar Edhi, including his birth, childhood, and his dedication to helping others. Discuss
his establishment of the Edhi Foundation and its various initiatives.

3. Audiovisual Aid: Show images or short videos related to Edhi's work, such as the Edhi
Homes and ambulances, to give students a visual understanding of the impact he made.

4. Group Work/Pair Work: Divide students into groups or pairs and assign them specific
aspects of Edhi's work, such as the Edhi Homes, ambulance services, or his funding
methods. Ask them to research and discuss their assigned topics, and then present their
findings to the class.

5. Student Participation: Encourage student participation throughout the lesson by asking

questions, inviting them to share their thoughts and opinions on Edhi's work, and
encouraging discussion during the group/pair work activities. You can also ask students
to share any personal experiences or stories related to helping others or witnessing acts of
kindness.

6. Formative Check: To check students' understanding during the lesson, you can:

7. Ask comprehension questions related to the information you have shared about Abdul
Sattar Edhi.

8. Monitor the group/pair work discussions and provide guidance or clarification as needed.

9. Encourage students to ask questions or seek clarification if they have any doubts or
confusion.

10. Closure/Summarizing:To end the lesson, summarize the key points about Abdul Sattar
Edhi's life and work, emphasizing his selflessness, generosity, and impact on society.
Highlight the fact that he managed to run his organization solely on private donations
and without any government aid. Encourage students to reflect on the importance of
helping others and the difference one individual can make in the world.

Assignment or Homework

Homework: Write a paragraph about something you have done to help somebody less
fortunate than yourself.
Assessment of student learning.

Objectives:

Where was Abdul Sattar Edhi born?

a) Bantva
b) India
c) Pakistan
d) Present-day India

What did Abdul Sattar Edhi's mother give him every day as a child?
a) Two paisas
b) One paisa
c) One rupee
d) Two rupees

Which organization did Abdul Sattar Edhi establish?

a) Edhi Foundation
b) Apna Ghar
c) Edhi Homes
d) Edhi Ambulance Service

How did Abdul Sattar Edhi fund his organization?

a) Private individuals
b) Government aid
c) Donations from abroad
d) Self-financed

What record does Abdul Sattar Edhi hold in the Guinness Book of World Records?
a) Largest number of ambulances
b) Longest working hours
c) Most charitable donations
d) Largest volunteer organization

When did Abdul Sattar Edhi pass away?

a) 8 July 2016
b) 1 January 2020
c) 15 March 2014
d) 10 September 2018

Subjective:

 What is the name of the famous Pakistani philanthropist who dedicated his life to helping
the needy?
 What was the name of the organization established by Abdul Sattar Edhi to help people
in need?
Social Studies Lesson Plan 4:

1. Subject: Social studies

2. Class: Class 3
3. Text Book: Know your world ( Arthur Farhat Mansoob )
4. Topic: Job Opportunities
5. Duration: 40 minutes

Objectives.

1) Explore Jobs: Learn about different jobs people do to earn a living, like doctors,
teachers, firefighters, and more.

2) Know Professions: Discover professions based on education and skills, such as nurses,
carpenters, and plumbers.

3) Value All Jobs: Understand that every job is important and contributes to the
community's betterment.

4) Appreciate Helpers: Recognize community helpers like doctors, teachers, and

firefighters who support and keep us safe.

5) Imagine Careers: Dream about future careers and what they might want to be when
they grow up.

6) Helping Others: Discover the idea of volunteering and how it helps others without
expecting payment.

7) Work Together: Learn about teamwork and how people with different skills can work
together to achieve goals.

8) Importance of Education: Understand that education is essential for pursuing their

dreams and desired professions.

9) Inspire Responsibility: Encourage a sense of responsibility towards their community

and the people around them.

10) Simple Vocational Skills: Introduce basic vocational skills needed for some jobs like
carpentry and plumbing.

Now students will b able to define.

7. Specific/instructional objectives.

1. Which group of people works without a salary?

2. What is a public servant?

Resources/Materials A.V aids.

Worksheets, flash cards, websites , Library resources
Procedure:

Introduction:
 Begin by discussing the concept of work and why people work to earn a living.
 Use relatable examples to explain different jobs that children might be familiar with,
such as doctors, teachers, firefighters, or farmers.
 Ask open-ended questions to encourage children to share their ideas and thoughts about
what they want to be when they grow up.

Explore Jobs:
 Introduce the various job categories from the material, such as professionals, skilled
workers, unskilled workers, technicians, agricultural workers, public servants, and
volunteers.
 Use simple language and visuals to explain each category and provide examples of jobs
that fall into each group.

Community Helpers Worksheet:

 Distribute worksheets or coloring pages related to community helpers and different
professions.
 Ask children to identify and color various community helpers and their tools.

Role-Playing and Dress-Up:

 Organize a role-playing activity where children can dress up as different community
helpers or professionals.
 Let them act out scenarios related to the jobs they are portraying, fostering creativity and
understanding.

Closure:
 Summarize the key points discussed during the lesson, reinforcing the importance of all
jobs in the community.
 Encourage children to think about their interests and how education can help them pursue
their dream careers.

Assignment or Homework

What is the difference between a skilled and an unskilled worker?

Assessment of student learning.

Objectives:

What do we call people who work with their hands and use tools, like carpenters and
plumbers?
A) Professionals
B) Technicians
C) Skilled workers
D) Unskilled workers
Which group of workers do not need any special education or training and mostly do
manual work?
A) Professionals
B) Volunteers
C) Unskilled workers
D) Agricultural workers

Who are the people with higher education and training in a special field, like doctors
and teachers?
A) Technicians
B) Professionals
C) Skilled workers
D) Public servants

What do we call people who work for the government to support the community, like
those who work in hospitals and post offices?
A) Agricultural workers
B) Volunteers
C) Public servants
D) Skilled workers

Subjective:

 If you could be any community helper, which job would you choose, and why?
 How do you think doctors, teachers, or firefighters help our community? Explain in a
sentence or two.
Social Studies Lesson Plan 5:

1. Subject: Social studies

2. Class: Class 3
3. Text Book: Know your world ( Arthur Farhat Mansoob )
4. Topic: How to be a good citizen
5. Duration: 40 minutes

Objectives.

1) Understanding Citizenship: Learn what it means to be a good citizen and how we can
help our community.
2) Being Kind and Respectful: Understand the importance of being kind to others and
showing respect for everyone.
3) Helping Others: Learn how to help friends, family, and neighbors when they need it.
4) Following Rules: Understand the need to follow rules at home, school, and in the
community.
5) Taking Care of the Environment: Learn to protect nature by picking up litter and
conserving water and energy.
6) Sharing and Cooperating: Understand the value of sharing toys, helping others, and
working together.
7) Being Honest: Know the importance of telling the truth and being honest with others.
8) Saying Sorry: Learn to apologize when we make mistakes and try to make things right.
9) Listening and Sharing Ideas: Practice listening to others and sharing our ideas in a
respectful way.
10) Being Proud of Our Country: Show pride in our country by learning about its history and
culture.

Now students will b able to define.

Specific/instructional objectives.

 What does being a good citizen mean to you? Describe two ways you can be a good
citizen in your community or school.
 How can you show kindness and respect to others around you? Give an example of a
time when you were kind to someone.

Resources/Materials A.V aids.

1. Craft Supplies
2. Community Service Opportunities
3. Puzzles and Worksheets
4. Role-Play Materials
5. Visual Aids (Posters, Charts)
6. Real-Life Examples

Procedure.

1) Simplify the concept: Explain citizenship as being part of a community and working
together to make it better.
2) Lead by example: Demonstrate good citizenship through your actions.
3) Use stories and examples: Share inspiring stories of kindness and responsibility.
4) Engage in discussions: Encourage kids to talk about being good citizens.
5) Community activities: Involve kids in positive actions for their community.
6) Create a "Good Citizen" pledge: Develop a simple promise to recite daily.
7) School projects and role-playing: Integrate citizenship lessons into the curriculum.
8) Use visual aids: Employ posters and videos to make learning engaging.
9) Field trips: Visit places to understand institutions and history.
10) Encourage reflection: Have regular discussions to reinforce positive behavior.

Teaching Procedures:

a) Introduction
"Today, we'll learn about being good citizens! Citizenship means being part of our
community and working together for a better place."

b) Lead by Example
"Being good citizens starts with leading by example. We show kindness and
responsibility through our actions, like helping friends and following rules."

c) Inspiring Stories:
"Let's explore exciting stories of people who made a difference by being good
citizens. These examples show the power of helping others and being honest."

d) Open Discussion:
"Now, let's have an open discussion. What does being a good citizen mean to each of
you? Share your thoughts – there are no right or wrong answers!"

e) Community Activities:
"We'll do fun community activities, like a neighborhood cleanup and helping
neighbors. Our actions make our community even better!"

f) "Good Citizen" Pledge:

"Let's create our own 'Good Citizen' pledge – a promise to be kind, respectful, and
responsible every day. We'll recite it together regularly."

g) School Projects and Role-Playing:

"As part of school projects, we'll learn about local government, community
organizations, and historical figures. We might even do role-playing to understand different
roles."

h) Visual Aids:
"We'll use colorful posters and videos to make learning engaging. Visuals are fun and
educational!"

Closing/ Summarizing:
Summarize the key points of the chapter and reinforce the importance of living
happily together for personal happiness and a harmonious society.
Assignment or Homework
What does being a good citizen mean to you?

Assessment of student learning.

Objectives:

1. What does being a good citizen mean?

a) Owning a lot of property
b) Being part of a community and working together to make it better
c) Traveling to different countries
d) Winning awards and prizes

2. How can we show kindness and responsibility as good citizens?

a) By following rules and regulations
b) By being part of a club or organization
c) By having a large number of friends
d) By wearing colorful clothes

3. Why is it essential to lead by example when being a good citizen?

a) It helps us gain popularity
b) It shows others how to behave responsibly
c) It allows us to boss others around
d) It helps us avoid difficult situations

4. What can we do as good citizens to improve our community?

a) Complain about problems but not take action
b) Ignore the issues and hope they will disappear
c) Volunteer and participate in community activities
d) Wait for someone else to solve the problems

Subjective:

 How can you show kindness and responsibility in your daily life?
 Can you think of any real-life examples of people who have made a positive impact on
their communities?
Social Studies Lesson Plan 6:

1. Subject: Social studies 3

2. Class: Class 3
3. Text Book: Oxford general Knowledge for primary classes ( Arthur : Nusrat Osama
Siddiqi )
4. Topic: The rivers of Pakistan
5. Duration: 40 minutes

Objectives
Learning goals:
1. Geographic Knowledge
2. River Systems and Tributaries
3. River Deltas
4. Role in Agriculture and Industry
5. Economic Activities and Livelihood
6. Water Management
7. Historical and Cultural Significance
8. Environmental Awareness
9. Map Reading and Spatial Awareness
10. Regional Awareness

Key concepts:
1. River Indus: A long river in Pakistan.
2. Tributaries: Smaller rivers that join the Indus.
3. Geography: Where the river starts and ends.
4. River Delta: Landform at the river's end.
5. Agriculture and Industry: How the river helps farming and industries.
6. Economic Activities: Fishing and tourism for livelihood.
7. Water Management: Taking care of the river's water.
8. History and Culture: River's importance in the past.
9. Map Reading: Understanding the river's path on a map.
10. Environmental Awareness: Protecting the river and its surroundings.

Teaching strategies:
1. Storytelling: Tell an exciting story about the River Indus and its adventures.
2. Visual Aids: Use maps and pictures to show the river's path and features.
3. Hands-on Activities: Build models or create river-related crafts.
4. Field Trips: If possible, visit a nearby river or water site.
5. Group Discussions: Encourage kids to share ideas and thoughts.
6. Art Projects: Create river-themed drawings or crafts.
7. Role-Playing: Act as explorers, fishermen, or farmers along the river.

Assessment methods:
 River Map: Ask kids to label and draw the River Indus, its tributaries, and the river delta
on a map.
 Story Retelling: Have kids retell the story of the River Indus, highlighting its key features
and events.
 Written Quiz: Conduct a short written quiz with questions about the River Indus and its
concepts.
Now students will b able to define.

Specific/instructional objectives.

1. What is tributary?
2. Name the main river of Pakistan and it's tributaries?
3. Where does the indus form a delta?

Resources/Materials A.V aids.

Flash cards
Chart paper or whiteboard
Markers or chalk
Visual aids ( maps and pictures )
Worksheets (optional)

Procedure.

1) Introduction: Start by introducing the River Indus as a fantastic river in Pakistan. Use
an enthusiastic tone to grab their attention.
2) Engaging Hook: Begin with an exciting fact or question to spark their curiosity. For
example, "Did you know the River Indus is so long that it could reach from our school to
a place far, far away?"
3) Visual Aid: If you have a map or pictures, show them the River Indus and its path on a
board or screen. Point out the source in the Himalayas and the route it takes through
Pakistan to the Arabian Sea.
4) Storytelling: Tell a short and interesting story about the river's journey, mentioning its
adventures and the friends it makes along the way, like the Sutlej, Chenab, Ravi, Jhelum,
and Kabul rivers.
5) Use Imagery: Paint a vivid picture with descriptive words. For example, "Imagine the
Indus River as a long, winding ribbon that travels through towering mountains and lush
green plains."
6) Interactivity: Keep them engaged by asking questions like, "Can you guess what
happens when the River Indus reaches the sea?"
7) Real-Life Examples: Relate the river to their daily lives. For example, "Just like how we
use water at home, the River Indus provides water to people for drinking and to farmers
for growing food."
8) Simplify Concepts: Use simple language and avoid jargon. Break down complex ideas
into easy-to-understand chunks.
9) Encourage Questions: Pause at intervals and encourage them to ask questions or share
their thoughts about the river.
10) Reinforcement: Summarize the main points at the end. For example, "So, the River
Indus is a long river in Pakistan that starts in the Himalayas, flows through mountains
and plains, and reaches the Arabian Sea."
11) Closing: End with a positive message, like "Isn't the River Indus fascinating? Now you
know how amazing our world can be!"

Formative Check:
1. Observe students' engagement and body language.
2. Encourage verbal feedback and questions.
3. Ask simple questions to gauge understanding.
4. Facilitate group discussions to promote learning from peers.

Closure/Summarizing:
"Taught about the River Indus, its key concepts, and significance. Engaged kids with
visuals, storytelling, and hands-on activities. Checked understanding through discussions and
questions. Encouraged curiosity and appreciation for the river."

Assignment or Homework
Map Labeling: Provide a blank map of the region and ask students to label the River
Indus, its tributaries, and the locations of major cities along its path.

Assessment of student learning.

Objectives.

1. What is the River Indus known for?

a) Being the longest river in the world
b) Being the main river of Pakistan
c) Starting in the Andes Mountains
d) Flowing through Europe

2. Where does the River Indus originate?

a) The Alps
b) The Himalayas
c) The Rocky Mountains
d) The Amazon Rainforest

3. What are the main tributaries of the River Indus?

a) Nile, Yangtze, and Danube
b) Sutlej, Chenab, Ravi, and Jhelum
c) Mississippi, Thames, and Ganges
d) Mekong, Colorado, and Congo

4. What landform is formed by the River Indus at its mouth?

a) Delta
b) Canyon
c) Waterfall
d) Lake

Subjective:
 Draw a simple map showing the path of the River Indus and its major tributaries?
 How does the River Indus help farmers in Pakistan? Provide a few examples.