Rameen Irfan

Cornerstone School Lesson Plan (First Term) Class: 4

Academic Year: 2024-2025

Subject: Sci Lesson: 1 Academic Week: 11 Unit: Ecosystems

Learning Objectives/ Standards: Resources and Materials: Assessment: Date: 28/10/2024

By the end of the lesson, learners will be able to: Printed cards on different A4 Formal Topic: What are food chains and food
sheets web?
Informal
● Explore how changes in one part of an ecosystem can affect Reference Page no. 20 - 23
the whole system. Project based
Vocabulary: Notebook wok
● Identify different components of an ecosystem (producers, Research based
consumers, and decomposers Competition, food chain, food Tools/apps:
web, resources, energy pyramid
Whiteboard.

L Opening/Introduction: 5 min

E Teacher will begin with a brief discussion asking students: “What is the environment?” and “Who or what affects it?” pointing out the bulletin board of science in class,
asking what they notice about the environments and the organisms living there. Discuss that an ecosystem includes all living things (plants, animals, and microorganisms)
S
and non-living things (water, soil, air) interacting in a specific area.
S Write their responses on the board.
O Introduce the main topic: “How do living things affect the environment?” Explain that all living things, from the smallest insects to humans, interact with and impact their
N environment.

Main Activity (Focus Stage)

E 1. Instructions and Guided Practice: Time: 17 min 2. Independent Practice (Independent work): Time: 10 min.
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X Explain that all living things are connected through what they eat and
introduce the term food chain. Write the word “Food Chain” on the board and Notebook work:
E
define it as the sequence of who eats whom in an ecosystem to obtain energy.
C Q1: Define food chain.

U Ans:
Reinforce the previous concepts of food chains, ask students to reflect how
T they have created a huge food web. Q2: What is food web?

I Discuss examples of how changes (like the introduction of a new species, Ans:
pollution, or natural disasters) can disrupt this balance.
O
Ask questions like:
Students will illustrate energy pyramid in their science notebooks.
N
• What happens if there are too many consumers?

• What if there are not enough producers?

3. Wrap Up/Consolidation: Time: 3 min

 Recap the key concepts: the roles of producers, consumers, and decomposers, and how balance is crucial for a healthy ecosystem.
Differentiated Practice (if needed): 2 min

Students will think about an ecosystem near where they live. Then will discuss the examples of living and non-living things.

Lesson Evaluation (Learning outcome):

By the end of the lesson, learners will be able to:

Homework:

Coordinator’s Remarks: Coordinator’s Signature:

 Rameen Irfan

Cornerstone School Lesson Plan (First Term) Class: 4

Academic Year: 2024-2025

Subject: Sci Lesson: 2 Academic Week: 11 Unit: Body and Nutrition

Learning Objectives/ Standards: Resources and Materials: Assessment: Date: 29/10/2024

By the end of the lesson, learners will be able to: Flash cards of different foods. Formal Topic: What are the nutrients in my
food?
Vocabulary: Informal
● recognize how balanced diets support growth and energy
Tools/apps:
needs. Diet, energy, calorie, Project based
carbohydrates, nutrients, Whiteboard.
● identify the major food groups and the role they play in minerals, vitamins, starch. Research based
maintaining a healthy body.

L Opening/Introduction: 5 min

E Teacher will begin with a discussion: “Why do we need food?” (Guide students to answers like for energy, growth, staying healthy, etc.)

S Introduce the concept of nutrition: Write the word “Nutrition” on the board and explain that it means getting the right types and amounts of food to keep our bodies
healthy.
S
Ask the students: “Do all foods help our body in the same way?’’
O

N
Main Activity (Focus Stage)

1. Instructions and Guided Practice: Time: 17 min 2. Independent Practice (Independent work): Time: 10 min.
E
Think!
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X What do you think food scientists study about food? Students will label the images on page no. 28 independently.

E Why can’t a person live by eating only a candy? Read Aloud Activity:

C How does a cow’s diet differ from human’s diet? Students will read the passage on page no. 29 and will mark true/false on Big science
student book.
U Teacher will introduce the word calorie
Students will write why fiber is important to have in our diet.
T ‘One calorie is the amount of energy needed to raise one gram of water by one
degree Celsius.’
I
Teacher will draw food pyramid on the white board.
O
1. Fruits Discuss how a poor diet can lead to issues like tiredness, weak muscles, or even
N sickness, reinforcing the importance of balanced nutrition.
2. Vegetables

3. Grains

4. Proteins

5. Dairy
Students will discuss the importance of each group:

• Fruits and Vegetables: Give vitamins and minerals.

• Grains: Provide energy from carbohydrates.

• Proteins: Help build muscles and repair tissues.

• Dairy: Strengthens bones with calcium.

Key Nutrients:
• Explain the role of the following nutrients:

• Carbohydrates: Provide energy.

 Rameen Irfan
• Proteins: Build and repair tissues.

• Fats: Store energy and help absorb vitamins.

• Vitamins and Minerals: Support various body functions like vision, immunity,
and bone strength.

• Water: Keeps the body hydrated and helps all functions.

3. Wrap Up/Consolidation: Time: 3 min

Recap the key concepts:

 Different food groups give us different nutrients.
 A balanced diet is essential for energy, growth, and health.
 It’s important to drink plenty of water and include a variety of foods in our meals.
Differentiated Practice (if needed): 2 min

Students will think about different food groups and the quantity from each group human beings should intake on daily basis.

Lesson Evaluation (Learning outcome):

By the end of the lesson, learners will be able to:

Homework:

Coordinator’s Remarks: Coordinator’s Signature:

 Rameen Irfan
Cornerstone School Lesson Plan (First Term) Class: 4

Academic Year: 2024-2025

Subject: Sci Lesson: 3 Academic Week: 11 Unit: Ecosystems

Learning Objectives/ Standards: Resources and Materials: Assessment: Date: 30/10/2024

By the end of the lesson, learners will be able to: Flash cards of different foods. Formal Topic: The Nutrients in your Food.

Vocabulary: Informal Ref page no. 31 and 32.

● will identify examples of foods that are rich in specific
nutrients. Diet, energy, calorie, Project based
carbohydrates, nutrients,
● identify the major food groups and the role they play in Research based Tools/apps:
minerals, vitamins, starch.
maintaining a healthy body. Whiteboard.

L Opening/Introduction: 5 min

E Teacher will begin by asking students: “What do you think makes food healthy for us?” Guide them toward understanding that food is made up of nutrients that help our
bodies function properly.
S
Write the word “Nutrients” on the board and define it as the substances in food that our body uses to grow, get energy, and stay healthy.
S
Explain that different foods have different nutrients, and each nutrient has a special role in helping our bodies work.
O

N
Main Activity (Focus Stage)

1. Instructions and Guided Practice: Time: 17 min 2. Independent Practice (Independent work): Time: 10 min.
E
Teacher will write the six essential nutrients on the board:
X
1. Carbohydrates Read Aloud Activity:
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E 2. Proteins Students will read aloud the passages on page no. 31.
3. Fats
C
4. Vitamins
U 5. Minerals
6. Water
T After discussing carbohydrates and fats, students will write similarities and differences
Explain the Functions and Sources of Each Nutrient: between carbohydrates and fats.
I
• Carbohydrates:
O
Function: Provide energy. Found in: Bread, rice, pasta, fruits. Students will complete the sentences after reading page no. 32. (Proteins)
N
• Proteins:

Function: Build and repair tissues. Found in: Meat, fish, beans, eggs.

• Fats:

Function: Store energy and help absorb vitamins. Found in: Butter, oil, nuts,
cheese.

• Vitamins:
Function: Help different parts of the body work (e.g., Vitamin A for eyes,
Vitamin C for immunity). Found in: Fruits, vegetables, dairy.

• Minerals:

Function: Strengthen bones, teeth, and regulate body functions (e.g., calcium,
iron). Found in: Milk (calcium), spinach (iron), nuts.

• Water:

Function: Hydrates the body and helps all body functions. Found in: Water,
fruits, and vegetables.

Students will discuss the similarities and differences between fats and
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carbohydrates.

3. Wrap Up/Consolidation: Time: 3 min

Lead a short discussion: “Why is it important to eat a variety of foods?”

Differentiated Practice (if needed): 2 min

Pair students for a ‘’teach-back’’ session where they explain a nutrient’s function to each other.

Lesson Evaluation (Learning outcome):

By the end of the lesson, learners will be able to:

Homework:

Coordinator’s Remarks: Coordinator’s Signature: