Army Public Schools & Colleges System

Week: 1 Developed by: Ms. Tassawar Naheed

Date: 4th Nov 2024 Daily Lesson Plan Taught by: _________________

Class/ Sec: VIII Subject: Science

Period: 1 Topic: Ecology
SLO (s): Students will be able to:
 Define ecology and identify the factors that make an ecosystem.
 Differentiate between biotic and abiotic factors.

Skills focused on: Communication & collaboration, Observing, Identifying

Resources: Textbook, Board, Marker, Different coloured postcards/ computer papers

Methodology (selected in the subject Coordination Meeting should be used):

Brainstorming, demonstration, discussion, activity.
Teacher will:
•Share the SLO / objective of the lesson with the student
•Brainstorming what they know about environment and ecosystem
•AV of ecosystem will be brought in the class. Students will identify the important factors that make ecosystem
•Define ecology
•Differentiate between biotic and abiotic factors by taking students feedback and by performing activity.
Students will read paragraph in pair and share their understanding of concept with class
•A lesson recap will be done by asking questions from the topic.
 Teacher will take round during class work to assess their knowledge.
Activity 1: Brainstorming
Carry out brainstorming about the concept of environment and ecosystem.
Activity 2: Pelmanism ( Matching game of biotic and abiotic examples)
Distribute examples of biotic and abiotic factors randomly. Write biotic and abiotic and board. Students will
identify and match the correct examples of these terms on board.
Activity 3: Think-pair-share
Students will read the given paragraph from text book. Each pair will share their understanding with class.
Success Criteria: Remember to:
Ecology is the study of ecosystem.

Assessment For Learning: Brainstorming, Think-pair-share, Pelmanism .

Class work: Q: Differentiate between biotic and abiotic factors.

Homework: Revise the lesson taught
Online Assignment (if any): Nil

Plenary / wrap up: Open ended questions to gauge student’s understanding about ecology.
Lesson Evaluation:

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 1 Developed by: Ms. Tassawar Naheed

Date: 5th Nov 2024 Daily Lesson Plan Taught by: _________________
Class/ Sec: VIII Subject: Science
Period: 1 Topic: Carbon and oxygen cycle
SLO (s): Students will be able to:
 Describe the role of living things in cycling oxygen and carbon through an ecosystem.
 Relate how oxygen and carbon cycles are complementary processes that bring balance and symmetry to
life on earth.
Skills focused on: Communication & collaboration, Observing, Identifying,

Resources: Textbook, Board, Marker,

Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming, demonstration, discussion, activity.
Teacher will:
• Share the SLO / objectives of the lesson with the students.
• Brainstorming about the terms combustion, respiration and photosynthesis with examples.
• Students will discuss carbon cycle with help of flow chart drawn on board. A video clip about carbon cycle to be
watched by the students. https://rb.gy/awfecz
• Expound the oxygen cycle through the processes of respiration and breathing.
• Students will discuss in groups how carbon and oxygen cycles are interdependent and inter related to each
other through the processes of respiration, photosynthesis and combustion and how it is essential for balanced
life on earth.
• A lesson recap will be done by asking questions from the topic.
 Teacher will take round during class work to assess their knowledge.
Activity 1: Brainstorming
Brain storming to be carried out about the sources of energy on earth and its uses.
Activity 2: Graphic Organizer
Students will draw carbon cycle in their notebooks.
Activity 3: Think-pair-share
Students will think and share in pairs about carbon and oxygen cycle.
Success Criteria: Remember to:
The carbon and oxygen cycle are interconnected and complementary to each other.

Assessment For Learning: Brainstorming, Think-pair-share, Graphic organizer

Class work: Q: 3, 4 pg 4.
Homework: Revise the lesson taught
Online Assignment (if any): Nil
Plenary / wrap up: Open ended questions to gauge student’s understanding about carbon and
oxygen cycle.
Lesson Evaluation:

Sign / Name & Date: Subject Coordinator: _____________________

 Army Public Schools & Colleges System
Week: 1 Developed by: Ms. Tassawar Naheed
Date: 6th Nov 2024 Daily Lesson Plan Taught by: _________________
Class/ Sec: VIII Subject: Science
Period: 1 Topic: Upsetting the balance
SLO (s): Students will be able to:
 Describe the global warming.
 Explain how threats to the carbon- oxygen balance such as overpopulation, reliance on fossil fuel and
deforestation are contributing to global warming and climate change
Skills focused on: Communication, Collaboration, Observing, Identifying,
Resources: Textbook, Board, Marker
Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming, demonstration, discussion, activity.
Teacher will:
• Share the SLO / objectives of the lesson with the students.
• Ask the students to watch a video clip about global warming .https://rb.qy/ijjdtk
• After watching the video clip, a class discussion will be carried out on greenhouse gases and greenhouse effect
involving all students in discussion.
• Discussion about the threats to carbon- oxygen balance such as overpopulation, reliance on fossil fuels and
deforestation and how these are contributing to global warming and climate change.
• Sum up the discussion by writing the salient points on board and adding any left out important point.
• A lesson recap will be done by asking questions from the topic.
 Teacher will take round during class work to assess their knowledge.
Activity 1: Brainstorming
Brain storming to be carried out about the greenhouse gases.
Activity 2: Graphic Organizer
Students to draw a flow chart to show global warming and its effects.
Activity 3: Think-pair-share
Students will think and share in pairs about global warming and its effects on climate.

Success Criteria: Remember to:

Upsetting the balance of gases in atmosphere results in increase of carbon dioxide gas.

Assessment For Learning: Brainstorming, Think-pair-share, Graphic organizer

Class work: Q: 2 , 4 pg 5.
Homework: Q 3 pg 5
Online Assignment (if any): Nil

Plenary / wrap up: Student’s understanding will be gauged through exit cards.
Lesson Evaluation:

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 1 Developed by: Ms. Tassawar Naheed
Date: 7th, 8th Nov 2024 Daily Lesson Plan Taught by: _________________
Class/ Sec: VIII Subject: Science
Period: 1 Topic: Chains , Webs And Energy Flow
SLO (s): Students will be able to:
 Describe the energy flow from producers to consumers.
 Draw a food chain and food web diagram to illustrate the food relationship between organisms.

Skills focused on: Communication & collaboration, Observing, Identifying,

Resources: Textbook, Board, Marker, Different coloured postcards/ computer papers

Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming, demonstration, discussion, activity.
Teacher will:
•Share the SLO / objectives of the lesson with the students.
•Brainstorming about the terms producers, consumers, decomposers, herbivores, carnivores and omnivores.
•Students will explore the definition and meaning of the term food chain and food web.
• Teacher will elaborate the terms with drawing sufficient examples on board.
•Different food chains will be drawn on the board and students to identify producers and consumers.
The concept of food web to be expounded and students to practice different food webs by taking examples from
daily life.
•A lesson recap will be done by asking questions from the topic.
 Teacher will take round during class work to assess their knowledge.
Activity 1: Brainstorming
Brain storming to be carried out about the sources of energy on earth and its uses.
Activity 2: Graphic Organizer
Students to draw food chains and food webs by taking examples from daily life.
Activity 3: Think-pair-share
Students will think and share in pairs about energy flow from producers to consumers.
Success Criteria: Remember to:
Start the food chain /web from producers.

Assessment For Learning: Brainstorming, Think-pair-share, Graphic organizer/Mind map

Class work: Q 1, 3 pg 7. Q 3-6 pg 9

Homework: Q 4 pg 7
Online Assignment (if any): Nil
Plenary / wrap up: Open ended questions to gauge student’s understanding about foof chain and
food web.
Lesson Evaluation:

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 2 Developed by: Ms. Tassawar Naheed
Date: 11th, 12th Nov 2024 Daily Lesson Plan Taught by: _________________
Class/ Sec: VIII Subject: Science
Period: 1 Topic: Ecological Relationships
SLO (s): Students will be able to:
 Describe and illustrate through examples key ecological relationships between organisms including
competition, predation and symbiosis.

Skills focused on: Communication , Collaboration, Observing, Identifying,

Resources: Textbook, Board, Marker

Methodology (selected in the subject Coordination Meeting should be used):

Brainstorming, demonstration, discussion, activity.

Teacher will:
•Share the SLO / objectives of the lesson with the students.
•Brainstorming about the concept of ecological relationships.
After student’s feedback through think pair share, the concept of ecological relationship, competition, symbiosis,
mutualism, commensalism and parasitism will be explicated with sufficient examples from daily life. Predator
prey relationship will also be discussed with examples.
•students to give some more examples for each ecological relationship.
Discussion about the concept that a food web can be affected by removing one of the participant in an ecological
relationship. Share the examples and scenarios for understanding.
•A lesson recap will be done by asking questions from the topic.
 Teacher will take round during class work to assess their knowledge.

Activity 1: Brainstorming
Brain storming to be carried out about ecological relationship
Activity 2: Graphic Organizer
Students to draw flow chart to show ecological relationship.
Activity 3: Think-pair-share
Students will think and share in pairs about change part of food web.

Success Criteria: Remember to:

Start the food chain /web from producers.

Assessment For Learning: Brainstorming, Think-pair-share, Graphic organizer

Class work: Q: 2, 4 pg 10 Q 1,2 pg 12
Homework: Q 1, 3 pg 13
Online Assignment (if any): Nil
Plenary / wrap up: Open ended questions to gauge student’s understanding about ecological
relationships.
Lesson Evaluation:

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 3 Developed by: Ms. Tassawar Naheed
Date: 20th Nov 2024 Daily Lesson Plan Taught by: _________________

Class/ Sec: VIII Subject: Science

Period: 1 Topic: Human behaviour and ecosystem
SLO (s): Students will be able to:
 Explain the ways in which human behaviour e.g replanting forests, reducing air and water pollution, protecting
the endangered species can have positive effects on the local environment.
Skills focused on: Communication, collaboration, Observing, Identifying,
Resources: Textbook, Board, Marker
Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming, demonstration, discussion, activity.
Teacher will:
•Share the SLO / objectives of the lesson with the students.
• Brainstorming about the concept of 3Rs.
• Students to discuss about the damage done to earth by human beings and then the positive strategies and
activities adopted by the human beings to reduce the damage done to the earth and its environment.
• Discuss the terms reduce, reuse, recycle, restore and conserve and how these can be implemented.
• A lesson recap will be done by asking questions from the topic.
 Teacher will take round during class work to assess their knowledge.
Activity 1: Brainstorming
Brainstorming to be carried out about the sources of energy on earth and its uses.
Activity 2: Think-pair-share
Students will think and share about 4Rs (reduce, reuse, recycle, restore) and how these can be implemented.
Success Criteria: Remember that:
Renewable energy resources can be used to reduce air pollution.
Assessment For Learning: open ended questions to be asked individually to evaluate students understanding
about human behaviour and its effects on ecosystem.
Class work: Q: 1 pg 15
Homework: Revise the topic human behaviour and ecosystem.
Online Assignment (if any): Nil
Plenary / wrap up: Open ended questions to be asked individually to evaluate students understanding about
human behaviour and its effects on ecosystem.
Lesson Evaluation:

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 3 Developed by: Ms. Tassawar
Date: 21st, 22nd Nov 2024 Daily Lesson Plan Taught by: _________________

Class/ Sec: VIII Subject: Science

Period: 1 Topic: Ecology ( Exercise )
SLO (s): Students will be able to:
 Recall the concept and show their understanding by solving exercise questions independently.

Skills focused on: Communication , collaboration, Discussion , Recalling

Resources: Textbook, Board, Marker

Methodology:
Brainstorming, discussion, activity.
Teacher will:
• Share the SLO / objective of the lesson with the students.
 Brainstorming by taking feedback about different difficult terms from the chapter
• Students will be assigned questions. They will discuss in group and then share their understanding with the
class.
 Students will give short presentation to describe the concept of food chain and food web along with energy
flow through ecosystem.
 Students will be engaged in solving the questions of exercise.
 Round will be taken during class work to assess their knowledge.
Activity 1: Group Discussion
Students will discuss questions and difficult terms in group and share them with class.
Activity 2: Labelling of Diagram.
In pairs students will observe and label the diagrams of food chains and share with the class.
Activity 3: Short Presentation
Students will be assigned questions. They discuss in groups and give 5 min presentation on board.

Success Criteria: Remember to:

Give to the point answers.

Assessment For Learning: Brainstorming, Think-pair-share.

Class work: Discussion of exercise questions.
Homework: Q 6,7 pg 18
Online Assignment (if any): Nil
Plenary / wrap up: Open ended questions to gauge student’s understanding about ecology.
Lesson Evaluation:

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 4 Developed by: Ms. Tassawar Naheed
Date: 4th – 8th Sep 2023 Daily Lesson Plan Taught by: _________________

Class/ Sec: VIII(A-H) Subject: Science

Period: 1 Topic: The Brain , The Cerebrum
SLO (s): Students will be able to:
 Identify the three major parts of brain and describe their functions.
 Describe the structure of cerebrum , its division into two hemisphere and role of each hemisphere in the
control of the body.
Skills focused on: Communication & collaboration, Observing, Identifying,
Resources: Textbook, Board, Marker , model of brain , chart of human nervous system
Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming, demonstration, discussion, activity.
Teacher will:
•Share the SLO / objectives of the lesson with the students.
•Brainstorming to gauge the student’s understanding about the nervous system.
•explicate the parts of a nervous system describing the main terms related to the nervous system e.g brain ,
spinal cord, neurons, central nervous system by using the chart and model.
• draw the diagram of human nervous system and label on board.
Display the model of human brain and discuss different parts of brain and their functions.
Show a video clip about cerebrum and then discuss the structure and function of cerebrum in detail with the
help of chart. Students will distinguish between left and right hemisphere.
Students will draw the diagram of human nervous system
•A lesson recap will be done by asking questions from the topic.
 Teacher will take round during class work to assess their knowledge.
Activity 1: Brainstorming
Open ended questions to be asked to gauge students understanding about the organs, functions and processes of
human nervous system.
Activity 2: Illustration
Students to draw and label human nervous system and brain.
Activity 3: Think-pair-share
Students will think and share about cerebral cortex and its types.

Success Criteria: Remember to:

Communicate & Collaborate efficiently.

Assessment For Learning: open ended questions to be asked individually to evaluate students understanding
about human nervous system and brain..
Class work: Q: 1 , 3 , 5 , 6 pg 22
Homework: Revise the lesson taught
Online Assignment (if any): Nil

Sign / Name & Date: Subject Coordinator: _____________________

 Army Public Schools & Colleges System
Week: 5 Developed by: Ms. Tassawar
Date:11th -15thSep 2023 Daily Lesson Plan Taught by: _________________

Class/ Sec: VIII(A-H) Subject: Science

Period: 1 Topic: The nervous system, Exercise ,Workbook
SLO (s): Students will be able to:
 Describe the type and function of neurons in transmitting messages through the body.
 Recall the concept and solve the exercise and workbook questions independently.
Skills focused on: Communication & collaboration, Discussion , Recalling
Resources: Textbook, Board, Marker , chart of nervous system , Activity book
Methodology:
Brainstorming, discussion, activity.
Teacher will:
•Share the SLO / objective of the lesson with the students
 Brainstorming by showing the chart/model of nervous system, sensory and motor nerves and neurons.
 Explain about different parts of nervous system and their functions by drawing the diagram of sensory and
motor nerve cells on board.
 Discuss about synapse, voluntary and reflex actions by giving daily life examples.
• Students will be assigned questions .they will discuss in group and then share their understanding with the
class
•Students will label the diagrams given in workbook
 Students will be engaged by asking them to solve the exercise and workbook questions
 Round will be taken during class work to assess their knowledge
Activity 1: Group Discussion
Students will discuss questions of exercise and workbook and difficult terms in groups.
Activity 2: Labelling of Diagram
Students will observe and label the diagrams of sensory and motor nerve cells and share with the class
Activity 3: Think-Pair-Share
Students will think in pairs and share the types and function of neurons in transmitting messages through the
body.
Success Criteria: Remember to:
Communicate & Collaborate efficiently
Label the diagram neatly
Assessment For Learning: Open ended questions given in work book relevant to the topics to be solved by
students independently.
Class work: Q 2 , 4 ,5 pg 25 Q3,4, 7 pg 26 Q 3, 4 pg 27
Homework: Revise the lesson taught
Online Assignment (if any): Nil

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 6 Developed by: Ms. Tassawar Naheed
Date: 18th – 22nd Sep 2023 Daily Lesson Plan Taught by: _________________

Class/ Sec: VIII(A-H) Subject: Science

Period: 1 Topic: Periodic Table ( Periods and Groups )
SLO (s): Students will be able to:
 recognize periodic table as a way of classifying the elements in groups and periods.
 identify the names and location of the first 18 elements only.
Skills focused on: Communication & collaboration, Observing, investigating,
Resources: Textbook, Board, Marker , periodic table chart , sample of different elements
Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming, demonstration, discussion, activity.
Teacher will:
• Share the SLO / objectives of the lesson with the students.
• Brainstorming about structure of an atom, atomic number and mass number.
• A periodic table chart to be displayed in the class for reference and as a teaching aid.
• Discuss the arrangement of elements in the periodic table on the basis of atomic number. Students to
identify that horizontal rows in the periodic table are called periods whereas vertical columns are called
groups.
• Students will identify the names and location of the first 18 elements by drawing the structures on
board.
 Students to be engaged in brainstorming during explanation of the periods and groups in the periodic
table.
 Describe about Group A and Group B of the periodic table based on the normal elements and transition
elements.
 Students to discuss in pairs about Group I-A – Group VIII A focusing on their electronic configuration,
atomic numbers and nature.
 •A lesson recap will be done by asking questions from the topic.
 Teacher will take round during class work to assess their knowledge.
Activity 1: Problem based learning
Students in groups to find the number of electrons in the outer shell of first three elements of one of the Groups
I, II, VIII of the periodic table.
Activity 2: Think-pair-share
Student’s participation in discussion about the periodic table and classification of elements.

Success Criteria: Remember to:

Communicate & Collaborate efficiently.

Assessment For Learning: Open ended questions to gauge student’s understanding about periods and groups.
Class work: Q: 2 , 3 , 5 , 6 pg 59 Q : 3 , 4 , 5 , 6 pg 62
Homework: Revise the lesson taught
Online Assignment (if any): Nil

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 7 Developed by: Ms. Tassawar Naheed
th th
Date: 25 – 29 Sep 2023 Daily Lesson Plan Taught by: _________________
Class/ Sec: VIII(A-H) Subject: Science
Period: 1 Topic: Metals and Non-metals , uses of metals
SLO (s): Students will be able to:
 identify the properties of metals and non-metals.
 relate the properties to the uses of metals
Skills focused on: Communication & collaboration, Observing, Identifying, Critical thinking
Resources: Textbook, Board, Marker , Sample of elements available in laboratory
Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming, demonstration, discussion, activity.
Teacher will:
• Share the SLO / objectives of the lesson with the students.
• Brainstorming about structure of an atom, atomic number and mass number.
• The video about Elements, Metals and Non-metals to be watched by the students.
• The information in video will be discussed by asking relevant and related questions involving all students.
• Students will discuss (Think – pair – share) the concept and properties of metals and non-metals in
everyday life followed by teachers input with examples.
• Discussion about uses of metals by giving daily life examples
• A lesson recap will be done by asking questions from the topic.
• Teacher will take round during class work to assess their knowledge.
Activity 1: Brainstorming
Open ended questions to be asked to gauge students understanding about difference between metals and non-
metals.
Activity 2: Project based learning
Students in groups to gather data about the properties of one of the major groups of the periodic table by using
school library/ internet.
Activity 3: Think-pair-share
Students will think and share about properties of metals and non-metals by giving daily life examples.

Success Criteria: Remember to:

Communicate & Collaborate efficiently.

Assessment For Learning: Open ended questions to gauge students understanding about metals and non-
metals.
Class work: Q: 4,5 pg 63 Q: 1 , 2 , 4 pg 64 Q : What is the difference between metals and non-metals.
Homework: Revise the lesson taught
Online Assignment (if any): Nil

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 8 Developed by: Ms. Tassawar
Date: 2nd Oct – 6th Oct 2023 Daily Lesson Plan Taught by: _________________

Class/ Sec: VIII(A-H) Subject: Science

Period: 1 Topic: Periodic Table ( Exercise ,Workbook)
SLO (s): Students will be able to:
 Recall their concepts and solve workbook and exercise questions independently.
Skills focused on: Communication & collaboration, Discussion , Recalling
Resources: Textbook, Board, Marker , Activity book
Methodology:
Brainstorming, discussion, activity.
Teacher will:
• Share the SLO / objective of the lesson with the students.
• Brainstorming by taking feedback about different terms from the chapter.
• Students will label the diagrams of an atom and periodic table given in workbook.
• Students will be assigned questions (Q 5,6) to discuss in pairs and share their understanding with the
class.
• Structure of Magnesium atom will be drawn by students with teacher feedback.
• Students will be engaged in solving workbook questions.
• Round will be taken during class work to assess their knowledge.
Activity 1: Think- pair- share
Students will discuss questions in pairs and share with class.
Activity 2: Labelling of Diagram
In pairs students will observe and label the diagrams of an atom and periodic table.
Activity 3: Drawing of structure of atoms
Students will be asked to draw the structure of Magnesium atom.
Success Criteria: Remember to:
Communicate & Collaborate efficiently
Label the diagram carefully.
Assessment For Learning: Open/closed ended questions to gauge students understanding about Periodic table.
Class work: Discuss Workbook Questions
Homework: Revise the lesson taught
Online Assignment (if any): Nil

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 6 Developed by: Ms. Tassawar
Date: 10th Jan 2024 Daily Lesson Plan Taught by: _________________

Class/ Sec: VI Subject: Science

Period: 1 Topic: Mixtures ( Alloys )
SLO (s): Students will be able to:
 Describe alloys as mixture of metals and some other elements.
Skills focused on: Communication & collaboration, Discussion
Resources: Textbook, Board, Marker
Methodology:
Brainstorming, explanations , discussion
Teacher will:
• Share the SLO / objective of the lesson with the students.
• Brainstorming by taking feedback about different terms from the chapter.
• The concept of metals will be recapped for explanation of the topic.
• Topic Alloys and its uses will be explained by taking examples from daily life.
• Students will be involved in class discussion.
• Students will be engaged in solving test yourself questions.
• Round will be taken during class work to assess their knowledge.
Activity 1: Think- pair- share
Students will discuss questions in pairs and share with class.
Activity 2: Brainstorming
Open ended questions to be asked to gauge students understanding about uses of alloys in daily life.
Activity 3: Drawing of structure of atoms
Students will be asked to draw the structure of atoms in alloys.

Success Criteria: Remember to:

Communicate & Collaborate efficiently

Assessment For Learning: Open/closed ended questions to gauge students understanding about alloys.
Class work: Q3 , 4 pg 62
Homework: Revise the lesson taught
Online Assignment (if any): Nil

Sign / Name & Date: Subject Coordinator: _____________________

Army Public Schools & Colleges System

Week: 6 Developed by: Ms. Tassawar
Date: 11th , 12th Jan 2024 Daily Lesson Plan Taught by: _________________

Class/ Sec: VI Subject: Science

Period: 2 Topic: Solutions, Separating solids from Liquids
SLO (s): Students will be able to:
 Demonstrate the process of solution formation using water as a universal solvent.
 Demonstrate the ways to separate solids from liquids.
Skills focused on: Communication & collaboration, Discussion , Demonstration
Resources: Textbook, Board, Marker , water ,salt, sand, chalk, filter paper, beakers, funnel, flask, china dish
Methodology:
Brainstorming, explanations , discussion, demonstration
Teacher will:
• Share the SLO / objective of the lesson with the students.
• Brainstorming by taking feedback about different terms from the chapter.
• The concept of solvent, solute and solution will be explained by giving daily life example.
• Teacher will explain the topic “separating suspended solids from liquids” by demonstrating the filtration
of mud/chalk and water mixture by using filter paper.
• Separation of dissolved solids from a liquid will also be explained by demonstrating mixture of salt and
water. Keep on heating the mixture until all water evaporates leaving behind salt.
• Students will be involved in class discussion.
• Students will be engaged in solving test yourself questions.
• Round will be taken during class work to assess their knowledge.
Activity 1: Brainstorming
Open ended questions to be asked to gauge students understanding about separation techniques from liquids.
Activity 2: Demonstration/ Activity
Demonstration of separating solids from liquids by using different mixtures.

Success Criteria: Remember to:

Communicate & Collaborate efficiently

Assessment For Learning: Oral discussion, Real life examples of filters, Hand signal, Pelmanism-card game
Class work: pg 62 Q5,6 pg 64 Q 1,4
Homework: Revise the lesson taught
Online Assignment (if any): Nil

Sign / Name & Date: Subject Coordinator: _____________________