Pak-Turk Maarif International Schools and Colleges
Weekly Plan 1
Term: 1 Week: 14 Grade: 7 Learning Areas : chemical change, ecosystem
Teacher: soma Anwar , shams ul School: PAK TURK MAARIF G-10
Haque CAMPUS ISB
Number of Lessons: 04
Transdisciplinary Theme: This part is applicable to Grades 1 to 5 only. Core Living Value/s:
Learning Objectives (Relevant to Learning Area planned for the day): By the end of the week learners will be U K A A E C
able to:
find out about the chemical reactions that give out energy
✓
plan and carries out investigations about the phenomena
Find out about the chemical reactions that absorbs energy
distinguish between exothermic and endothermic reactions and processes
describe and compares the reaction of some metals with water by conducting an investigation
show an awareness that everyday changes such as burning and rusting involve chemical reactions
Recognize that acids react with some metals to produce new substances, Including hydrogen, and carry out a test
Recognize that acids react with carbonates to produce new substances, including carbon dioxide, and carry out test
for carbon dioxide.
find out about some of the animals and plants that live in a desert
− think about how these animals and plants interact with each other
describe some of the different habitats in an ecosystem
realize about how new or invasive species can affect anecosystem
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use a model to explain what happens to ddt in a foodchain
What critical conceptual understandings will students develop during the lessons? What are their learning aspirations and needs? What key concepts
will be emphasized throughout the week? Which areas will both students and teachers explore and inquire into?
Critical Concepts:
• Exothermic and endothermic reaction
• Chemical reaction
• chemical change
• Rusting
• Metals with acids and water
• Combustion
• Reactions of metal with oxygen
Learning aspirations and needs:
They need to:
• Students will understand what exothermic reactions are and how they differ from endothermic reactions.
• Students will be able to explain energy transfer in chemical reactions in simple terms.
• Students will develop the ability to plan and conduct simple chemical investigations safely.
• Students will be able to observe, measure, and record changes such as temperature, gas evolution, and reaction speed.
• Students will be able to formulate hypotheses about energy changes in reactions.
• Students will analyze and interpret data to draw conclusions about energy release.
• Students will learn about how living things interact with ecosystem
• Student will learn some different habitats in ecosystem
Key concepts:
• Chemical reaction
• Exothermic reaction
• Endothermic reaction
• Ecosystem
• DDT
• Combustion
• Burning
Areas to explore:
• Chemistry
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• Ecology
• Chemical reactivity
Expected Prior Knowledge related to the key concepts: Teacher will find out that what are the possible ways of assessing students’ prior knowledge
and skills. What evidence will teacher look for? Teacher and student together explore that what they have learned earlier?
Basic grade 7 concepts related to Statistics
Lesson 1
Show them two events:
1. Sugar dissolving in water
2. A matchstick burning
Ask:
• “Why is one just mixing, but the other produces heat and light?”
• “What is the difference?”
Some changes make new substances. We call these chemical reactions.”
Give simple examples:
• Burning
• Rusting
• Cake baking
• Firecracker (energy release)
Lesson 2
Draw Venn diagram showing similarities and difference between exothermic reaction
Lesson 3
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Define bioaccumulation in your own words
Write word equation for reaction of metal with water
Lesson 4
How can invasive species disturb a food chain
Resources
What resources need to be gathered?
Resource book, workbook, teacher’s resource book, sticky notes, reflection card
Instructional Strategies
Lesson 1
• Engage Phase (Start of Lesson)
At the start of the lesson, students were shown a short demonstration in which a small piece of magnesium ribbon was burned to produce
a bright white flame. Students were asked what they thought happened to the metal and why so much light was produced. They were
encouraged to write any ideas in their notebooks using
“What I Notice and what I wonder table
Introduce an inquiry question how chemical reactions release energy how we measure it
This engaged their curiosity and activated their thinking about energy-releasing reactions.
Teacher asked them questions
• whether light or heat was produced
• changes in appearance
• any smell or color change
•
• “What energy was released?”
• “Does every metal react like this?
Teacher demonstrated by dipping magnesium metal in water in test tube
Also other metals like iron and zinc
What does the bubbling and temperature change tell you about energy release?”
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Teacher asked following inquiry-based questions
"Do you think this reaction releases or absorbs energy? How can we check?"
Test tube became warmer
• Explanation / Conceptual Discussion
• Discuss findings:
Temperature increase → energy released → exothermic reaction
Energy is stored in chemical bonds; breaking bonds in zinc and HCl forms new bonds, releasing heat.
• Relate to real-life examples: combustion (burning wood), hand warmers, respiration.
Teacher will ask students whether melting of ice releases heat or absorbs
Explanation phase
Temperature decrease → energy released → endothermic reaction
Exothermic Reactions (Give Out Energy)
• Release heat/light
• Examples: burning, metal + oxygen, metal + water, respiration
Endothermic Reactions (Take In Energy)
• Feel cold
• Example: dissolving ammonium nitrate, vinegar + baking soda
Metals + Oxygen
• Fast reaction → more reactive metal
• Slow reaction → less reactive metal
Metals + Water
• Fast reaction → more reactive metal
• Slow reaction → less reactive metal
• Temperature increase = exothermic
Do all metals will burn brightly with oxygen teacher dissolved magnesium in water h
Students observed and compared both reactions
Students wrote there observations
Central Inquiry Questions
• How do chemical reactions release energy?
• Why do some reactions get hot while others get cold?
• Do all metals react the same way with oxygen? Why or why not?
• Why do some metals react violently with water while others do nothing?
• How can we use reactions in daily life (cooking, heating, rust prevention, fire safety)?
Lesson 2
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Topic Reaction of metals with acid
Teacher will drop a piece of zinc in acid and asked following questions
• What do we observe bubbles
• Is this endothermic or endothermic reaction
• How do we know it
• Engage:
• The teacher asked: “What do you think will happen if vinegar is poured on chalk?”
• Students made predictions and wrote them in their notebooks.
• Explore:
• Students placed chalk chips in a test tube.
• They added dilute acid drop by drop.
• Students observed fizzing and noticed temperature changes.
• The teacher asked: “What gas do you think is being produced?”
• Explain / Test for Carbon Dioxide:
• Students collected the gas by directing it into limewater.
• The limewater turned milky, confirming the presence of carbon dioxide.
• The teacher asked: “Why did the limewater turn cloudy?”
• Students explained that CO₂ reacted with calcium hydroxide to form calcium carbonate.
• Apply / Reflect:
• Students recorded observations in a structured table:
• The teacher asked: “Where do you see this reaction in real life?”
• Students gave examples, such as effervescence in fizzy drinks, cave formations, or baking soda reactions.
▪ Topic ecosystem
• Engage (5 min)
• Teacher showed pictures and short video clips of desert landscapes, animals (camels, lizards, scorpions), and plants (cacti, shrubs).
• Teacher asked: “What challenges do you think animals and plants face in the desert?”
• Students shared ideas in pairs and noted predictions in notebooks.
• Explore (15 min)
• Students worked in small groups to research assigned desert species (one plant, one animal).
• They answered guided questions:
• What adaptations help the species survive?
• How does it interact with other species?
• Which habitat does it live in?
• Explain (10 min)
• Groups presented findings to the class.
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• Teacher guided discussion:
• “How do these interactions form a balanced ecosystem?”
• “What would happen if one species disappeared?”
• Apply / Reflect (10 min)
• Students drew a simple desert ecosystem diagram showing at least 3 species and their interactions.
• Teacher asked: “How do different habitats in the desert support life differently?”
Lesson 3
Topic: DDT and Its Movement Through Food Chains
Central Inquiry Question:
“How does DDT move through a food chain, and which organisms are most affected?”
1. Engage (5 min)
o Teacher showed a diagram/video of a farm ecosystem with insects, birds, and small mammals.
o Teacher asked: “What might happen if chemicals like DDT are sprayed on crops?”
2. Explore (20 min)
o Students worked in small groups to build a simple food chain model:
▪ Plants → Insects → Small Birds → Large Birds
3. Explain (10 min)
▪ Introduced the term bioaccumulation (chemical builds up in fat and is not easily excreted).
o Students noted examples in notebooks.
4. Apply / Reflect (5 min)
o Students answered in notebooks:
▪ “Why is this important for ecosystem health?”
• Lesson 4 (40 min)
• Topic: Impact of Bioaccumulation and Invasive Species on Ecosystems
• Central Inquiry Question:
• “How do bioaccumulation and invasive species affect ecosystem balance?”
• Learning Objectives:
• By the end of the lesson, students were expected to:
• Discover what bioaccumulation is and why it happens.
• Realize how new or invasive species can affect an ecosystem.
• Describe the impact of human activities on ecosystems.
• Instructional Strategy / Guided Inquiry:
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• Engage (5 min)
• Teacher asked: “What might happen if a new predator or an invasive species enters this food chain?”
• Students predicted outcomes and discussed in pairs.
• Explore (15 min)
• Students used their previous food chain model and added an invasive species.
• They tracked changes in populations and noted which organisms were at risk.
• Teacher posed questions:
▪ “Which species might disappear first?”
▪ “How would bioaccumulation affect these changes?”
• Explain (10 min)
• Students shared observations with the class.
• Teacher linked discussion to real-world examples (bald eagles affected by DDT, cane toads as invasive species).
• Students recorded explanations in their notebooks.
• Apply / Reflect (10 min)
• Students wrote a short paragraph:
▪ “Explain how bioaccumulation and invasive species can disrupt an ecosystem.”
• Teacher facilitated discussion on the importance of environmental protection.
Formative Assessments
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 8
25/K-8 Education
What are the possible ways of assessing students’ understanding? What are the key questions to initiate and enhance students’ learning and what are the
important investigating questions to assess their understanding.
By asking verbal questions at the end of the lesson or conduct short quiz including 3 to 5 questions after key concept of Histogram and other related. This
can be a mix of multiple-choice questions and open-ended questions to assess the understanding of the learners. Observation during the group work and
check for understanding during individual task.
Lesson 1
Students wrote a short reflection answering:
• “How did I know a reaction occurred?”
• “Which metal was most reactive and how do I know?
• How do I know whether is physical change or chemical change
• Name one reaction today that released energy and give one piece of evidence.
Students were give workbook exercise 4.1 and 4.2 for homework
Lesson 2
Students wrote a short reflection answering
• Write word equation for reaction of acid + carbonate reaction.
• Why do we observe bubbles
• Work book exercise for home work
• What will happen if all cats in Islamabad disappear
Lesson 3
Students’ Initiative
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25/K-8 Education
What initiative students are showing to drive learning? What questions students are raising to make their learning happen.
*Teachers can record student-initiated actions and questions during the lesson to assess and keep record of their learning achievements.
Learning Outcomes:
• write the word equation for photosynthesis.
• explain that photosynthesis is the way that plants make carbohydrates, using energy from light.
• explain why photosynthesis is important for most life on earth.
Extended Assignment/s:
Teacher’s Reflection:
*U: understand, K: knowledge, A: apply, A: analyse, E: evaluate, and C: create
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Pak-Turk Maarif International Schools and Colleges
Weekly Plan 2,3
Term: 1 Week: 1 Grade: 8 Learning Areas : Photosynthesis and the Carbon Cycle
Teacher: School: PAK TURK MAARIF G-10
CAMPUS ISB
Number of Lessons: 05
Transdisciplinary Theme: This part is applicable to Grades 1 to 5 only. Core Living Value/s:
Learning Objectives (Relevant to Learning Area planned for the day): By the end of the week learners will be U K A A E C
able to:
find out where photosynthesis happens in plants.
✓
describe how leaves are adapted for photosynthesis and how roots are adapted to take in water.
prove that chlorophyll enables plant to utilize energy for photosynthesis.
show that carbon dioxide for photosynthesis comes from air and water is taken up by the roots.
Investigate the process of photosynthesis and its vitality.
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 11
25/K-8 Education
What critical conceptual understandings will students develop during the lessons? What are their learning aspirations and needs? What key concepts
will be emphasized throughout the week? Which areas will both students and teachers explore and inquire into?
Critical Concepts:
• Where does most of the photosynthesis take place?
• Why does it not happen in roots and other parts?
• Where energy does comes for photosynthesis?
• What form of energy is stored during photosynthesis?
• Where does carbon dioxide and water come from?
• Arrangement of leaves on stem (phyllotaxy).
• How is the structure of roots adapted to its function?
• How photosynthesis does take place in colored leaves?
Learning aspirations and needs:
They need to:
• observe photosynthesis happening in aquatic plants and the key indicators of photosynthesis.
• explore the detailed structure of chloroplast.
• explore other plastids.
• differentiate between respiration and photosynthesis.
• know the fate of glucose.
Key concepts:
• basic structure of a leaf.
• chloroplast as an integral structure for photosynthesis.
• Basic structure of roots.
• photosynthesis vs. respiration.
•
Areas to explore:
• structure of aquatic plants.
• structure of chloroplast.
• light intensity affecting rate of photosynthesis.
• structure of roots and leaves
• phyllotaxy
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 12
25/K-8 Education
Expected Prior Knowledge related to the key concepts: Teacher will find out that what are the possible ways of assessing students’ prior knowledge
and skills. What evidence will teacher look for? Teacher and student together explore that what they have learned earlier?
Basic grade 7 concepts related to Statistics
Give students 3 minutes to write down equation of photosynthesis and draw any food web on a paper.
Resources
What resources need to be gathered?
Resource book, workbook, teacher’s resource book, sticky notes, reflection card, seeds, pots, hard chart paper, sticks, lab apparatus (test tubes, funnel,
beaker, cover lid), water, puncher, leaves, roots, aquatic plant, cork, spray bottles.
Instructional Strategies
Rotating Lab Stations: 20 minutes
This activity will keep all students actively engaged and allow them to experience all activities.
• The class will be divided into three small groups.
• Set up 3 lab stations with in the class.
o Station 1: Seed germination observation & prediction
o Station 2: Aquatic plant in light/dark for bubble observation.
o Station 3: Leaf disk oxygen production in water + baking soda + light
• Students rotate every 10–15 minutes.
• Give each group a station instruction card and a record sheet to write observations.
Think-Pair-Share with Claim-Evidence-Reasoning (CER)
This is to enhance scientific reasoning and communication. After each station, student will:
• Think: What did I observe?
• Pair: discuss observations with a partner.
• Share: Present his/her hypothesis, provide evidence and explain their reasoning.
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25/K-8 Education
Interactive 3D Model Exploration or Diagram Labeling Relay: 30 minutes
• Use 3D models (physical or digital), large posters, or projected diagrams.
• Break students into groups and give each group one diagram: leaf, root, or chloroplast.
• They label it using sticky notes or on mini-whiteboards.
• Rotate the diagrams after 5 minutes so each group gets to work on all three.
Formative Assessments
What are the possible ways of assessing students’ understanding? What are the key questions to initiate and enhance students’ learning and what are the
important investigating questions to assess their understanding.
By asking verbal questions at the end of the lesson or conduct short quiz including 3 to 5 questions after key concept of Histogram and other related. This
can be a mix of multiple-choice questions and open-ended questions to assess the understanding of the learners. Observation during the group work and
check for understanding during individual task.
• students will solve questions given on page 2-6 of workbook (Exercise 1.1 A and 1.1.B) (15 Minutes)
• Why do seed need warmth while sowing?
• Is light necessary for growing a seed? Why?
• Why the leaf bits did started floating at the end?
• Why might some of the bits not float?
• What are the risks involved in each of the experiment? What steps should you take to avoid those risks?
• How does osmosis plays a role in keeping a plant alive?
• Why is lower surface of leaf light green in color?
• reflection card
Students’ Initiative
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 14
25/K-8 Education
What initiative students are showing to drive learning? What questions students are raising to make their learning happen.
*Teachers can record student-initiated actions and questions during the lesson to assess and keep record of their learning achievements.
Learning Outcomes:
• Students can explain that photosynthesis happens in chloroplast.
• Students can suggest a hypothesis and plan experiment to test it.
• Students can identify the risk of experiment and suggest strategies to eliminate the it.
• Students can explain external structure of leaf and internal structure of roots and can relate their structure to their function.
• Students can explain the structure of chloroplast.
Extended Assignment/s:
Teacher’s Reflection:
*U: understand, K: knowledge, A: apply, A: analyse, E: evaluate, and C: create
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 15
25/K-8 Education
Pak-Turk Maarif International Schools and Colleges
Weekly Plan 4
Term: 1 Week: 1 Grade: 8 Learning Areas : Photosynthesis and the Carbon Cycle
Teacher: School: PAK TURK MAARIF G-10
CAMPUS ISB
Number of Lessons: 05
Transdisciplinary Theme: This part is applicable to Grades 1 to 5 only. Core Living Value/s:
Learning Objectives (Relevant to Learning Area planned for the day): By the end of the week learners will be U K A A E C
able to:
find out where photosynthesis happens in plants.
✓
describe how leaves are adapted for photosynthesis and how roots are adapted to take in water.
prove that chlorophyll enables plant to utilize energy for photosynthesis.
show that carbon dioxide for photosynthesis comes from air and water is taken up by the roots.
investigate the process of photosynthesis and its vitality.
discover where photosynthesis happens in plants.
What critical conceptual understandings will students develop during the lessons? What are their learning aspirations and needs? What key concepts
will be emphasized throughout the week? Which areas will both students and teachers explore and inquire into?
Critical Concepts:
• Where does most of the photosynthesis take place?
• Why does it not happen in roots and other parts?
• Where energy does comes for photosynthesis?
• What form of energy is stored during photosynthesis?
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25/K-8 Education
• Where does carbon dioxide and water come from?
• Why palisade cells are closely placed while spongy mesophyll loosely arranged?
• Why is there more stoma on lower surface of leaf?
• Explain the role of guard cells in maintaining a balance in Oxygen and Carbon dioxide concentration.
• Why do most of the photosynthesis happens in palisade cells only?
• Why are vascular bundles located in the center of the leaf?
• In which leaf layer photosynthesis takes place
• Which leaf layer has more number of chloroplats
Learning aspirations and needs:
They need to:
• explore the detailed structure of leaf and its adaptation to its function.
• differentiate between respiration and photosynthesis.
• know the fate of glucose.
Key concepts:
• basic structure and function of a leaf.
• chloroplast as an integral structure for photosynthesis.
• photosynthesis vs. respiration.
Areas to explore:
• structure of chloroplast.
• structure and function of leaves
• structure and function of each leaf layer
Expected Prior Knowledge related to the key concepts: Teacher will find out that what are the possible ways of assessing students’ prior knowledge
and skills. What evidence will teacher look for? Teacher and student together explore that what they have learned earlier?
Basic grade 7 concepts related to Statistics
Give students 3 minutes to write down equation of photosynthesis and draw any food web on a paper.
Resources
What resources need to be gathered?
Resource book, workbook, teacher’s resource book, sticky notes, reflection card, seeds, pots, hard chart paper, sticks, lab apparatus (test tubes, funnel,
beaker, cover lid), water, puncher, leaves, roots, aquatic plant, cork, spray bottles.
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 17
25/K-8 Education
Instructional Strategies
Rotating Lab Stations: 20 minutes
This activity will keep all students actively engaged and allow them to experience all activities.
• The class will be divided into three small groups.
• Set up 3 lab stations with in the class.
o Station 1: Seed germination observation & prediction
o Station 2: Aquatic plant in light/dark for bubble observation.
o Station 3: Leaf disk oxygen production in water + baking soda + light
• Students rotate every 10–15 minutes.
• Give each group a station instruction card and a record sheet to write observations.
Think-Pair-Share with Claim-Evidence-Reasoning (CER)
This is to enhance scientific reasoning and communication. After each station, student will:
• Think: What did I observe?
• Pair: discuss observations with a partner.
• Share: Present his/her hypothesis, provide evidence and explain their reasoning.
Interactive 3D Model Exploration or Diagram Labeling Relay: 30 minutes
• Use 3D models (physical or digital), large posters, or projected diagrams.
• Break students into groups and give each group one diagram: leaf, root, or chloroplast.
• They label it using sticky notes or on mini-whiteboards.
• Rotate the diagrams after 5 minutes so each group gets to work on all three.
Formative Assessments
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 18
25/K-8 Education
What are the possible ways of assessing students’ understanding? What are the key questions to initiate and enhance students’ learning and what are the
important investigating questions to assess their understanding.
By asking verbal questions at the end of the lesson or conduct short quiz including 3 to 5 questions after key concept of Histogram and other related. This
can be a mix of multiple-choice questions and open-ended questions to assess the understanding of the learners. Observation during the group work and
check for understanding during individual task.
• students will solve questions given on page 2-6 of workbook (Exercise 1.1 A and 1.1.B) (15 Minutes)
• Why do seed need warmth while sowing?
• Is light necessary for growing a seed? Why?
• Why the leaf bits did started floating at the end?
• Why might some of the bits not float?
• What are the risks involved in each of the experiment? What steps should you take to avoid those risks?
• How does osmosis plays a role in keeping a plant alive?
• Why is lower surface of leaf light green in color?
• reflection card
Students’ Initiative
What initiative students are showing to drive learning? What questions students are raising to make their learning happen.
*Teachers can record student-initiated actions and questions during the lesson to assess and keep record of their learning achievements.
Learning Outcomes:
• Students can explain that photosynthesis happens in chloroplast.
• Students can suggest a hypothesis and plan experiment to test it.
• Students can identify the risk of experiment and suggest strategies to eliminate the it.
• Students can explain external structure of leaf and internal structure of roots and can relate their structure to their function.
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 19
25/K-8 Education
• Students can explain the structure of chloroplast.
Extended Assignment/s:
Teacher’s Reflection:
*U: understand, K: knowledge, A: apply, A: analyse, E: evaluate, and C: create
Pak-Turk Maarif International Schools and Colleges /Lesson Plan Primary Years /Year 2024- 20
25/K-8 Education
