DAILY LESSON PLAN

Week: 2 Developed by: Ms. Touseef

Date: 21st April, 2025 Taught by: Ms Maira / Ms.Touseef

Class: IV (A,B and C) Subject: Science

Period: 1 Topic: Life Processes Sub-topic:
SLO(s): Understand that living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die.
Skills focused on: Observing, Organizing, Critical thinking, Reasoning, and Communicating Using ICT
Resources: Textbook, LED/ Laptop.
Methodology: (Brainstorming, Discussion, Explanation, Group work)
 Vocabulary (Introduce new vocabulary by providing clear definitions
 Topic will be introduced, and SLOs will be shared.
 Activate prior knowledge by asking questions such as:
 Ask students if they are living or non-living. How do they know?
 Use digital resources to explain the concept further. https://youtu.be/sHdmmDlnPSA
 Activity 1:Living and Non Living Things:
 Teacher will make two columns A (Living Things) and B (Non Living), Then she will write names of some Living and
non-living things in another column and ask students to write names in the respective columns.
 At the end of the class activity, students will give reasons why they categorized Names as living and non-living
things.
 Gather student responses and talk about living and non-living things.
 Activity 2:Characteristics of living organisms:
MRS GREND
 Share the interesting fact that students can use the acronym of MRS- GREN to help them understand and analyze
the characteristics that make something living or non-living. Make a chart of MRS GREND on the board.
Differentiated instructions
 Teacher will explain that there are different types of living things which includes trees,
shrubs, birds, and animals. After making them familiar with living things, she will ask them to give a few examples
of non-living things in the room.

Success Criteria: Remember that

 Sort the items into two groups: living things and non-living things.
 List and describe the 5 key characteristics of living things
Assessment For Learning: Brainstorming: Assessment will be done by asking the question like:

 How can you distinguish living from non-living things?

 Why is a log said to be living thing?
C.W: Discussion of T.B page 2 and 3 H.W: Memorize Text book pg. 2, 3
Online Assignment(if any): Nil
Plenary/wrap up: Teacher will give a recap of the topic by asking open ended questions by involving maximum number of
students.
Lesson Evaluation:

Sign /Name& Date: Subject Coordinator

DAILY LESSON PLAN

Week: 1 Developed by: Ms. Touseef

Date: 15 April, 2025 Taught by: Ms. Touseef

Class: IV (A,B and C) Subject: Science

Period:2 Topic: Life processes Sub-topic: Characteristics of animals and
Plants
Resources:
Textbook Pg: 5, SOW (pg. 16), Board
Methodology (Explanatory, Discursive, and Activity Based):
Warmup Activity:

 Students will be asked to name basic characteristics that all living things possess such as how they breathe, grow,
need food and water while working in pairs. Students will share their findings and learn about basic eight
characteristics found in all living things
 SLOs will be shared and topic will be introduced by involving maximum no. of students.
 Graphic organizer will be drawn on board by taking students responses.

Activity 1: Venn Diagram making

 Teacher will discuss the similarities and differences between plants and animals considering an example from each
type. With the help of students responses, a Venn diagram will be drawn on the board.
Activity 2: Exercise part E

 Teacher will discuss T. Bk pg. 5 with students, discussing characteristics of animals and plants. Students will be
asked to do Question 1-3 of E part on their notebook under the guidance of their teacher.
Activity 3: A video will be shown to students to explain how plants move. https://youtu.be/xAXuZsC8ETE

Differentiated instructions: Provide a visual aid with more specific prompts (e.g., real life objects/ pictures with labels or a
chart of living vs. non-living)

Extension Activities: Ask students to complete “Think about it” table on page 4 for extensive understanding

Success Criteria: Remember that: Animals and plants have similar characteristics.
Assessment For Learning:
 Peer assessment: Students will be assessed by Peer assessment at the end of the lesson.
C.W: N.B work of Q. 1 of part E and Q.2 of part F H.W: Learn Q.1 of part E + memorize table on pg.5 of T.B
Online Assignment(if any):
Nil
Plenary/wrap up:
In the end, one of the students will be asked to wrap up all the points that they have learned in this lesson.
Lesson Evaluation:

Sign /Name& Date: Subject Coordinator

DAILY LESSON PLAN

Week: 1 Developed by: Ms. Touseef

Date: 16 April, 2025 Taught by : Ms. Mayra / Ms. Touseef

Class: IV (A,B and C) Subject: Science

Period: 3 Topic: Life Processes Sub-topic: Living things need energy
SLO(s): Students will be able to:
 Understand that living things, need energy to grow, live, and be healthy, and Plants get their energy from Light
(photosynthesis), while animals get their energy from eating plants and other animals.
Skills focused on:
Observing, Reasoning , Communicating, Comparing, Analyzing
Resources: Textbook page 5,6, SOW (pg. 15), Model of Human brain
Methodology(Brainstorming, Think pair Share, Muddiest points):
 SLO will be shared with students
 Ask the class, “What do you think is the most important thing living things need to survive? Allow a few
responses. Most students will likely mention water, air, or food.
 Introduce the idea that all living things need energy to stay alive and explain that they will learn where living
things get their energy from today.
 Write on the board: "Living things need energy to grow, move, and survive."
 Explain that energy comes from food, the sun, or other living things.
Learning Activity 1:
 Divide the students into small groups.
 Provide each group with images or flashcards of plants, and animals (Tree, cat, etc.).
 Ask each group to match the image of the animal or plant to the source of energy it needs.
 Each group will present their findings to the class.
 Students should note down the most confusing part or any query they still have about the concept. It must be
answered on the spot for concept clarity..

Success Criteria: Remember that:

 All living things need energy to perform their function regularly.
 Energy is the ability to do work.

Assessment For Learning: Brainstorming: Ask Questions like why do living things need energy?
C.W: Answer in brief D:2 in the notebooks H.W: Answer in berief D5 on N.B
Online Assignment(if any): Nil
Plenary/wrap up:
In the end, one of the students will be asked to wrap up all the points that they have learned in this lesson.
Lesson Evaluation:

Sign /Name& Date: Subject Coordinator

DAILY LESSON PLAN

Week: 1 Developed by: Ms. Touseef

Date: 17, April, 2025 Taught by: Ms. Touseef

Class: IV (A,B and C) Subject: Science

Period:4 Topic: Life processes
 Sub-topic: Sources of Energy
SLO(s): Students will be able to:
 Understand that plants get their energy from Light (photosynthesis), while animals get their
energy from eating plants and other animals
Skills focused on: Observing, analyzing, critical thinking, inferring.
Resources: Textbook page 6, SOW (pg. 16, 17), Real Life objects, Board, marker, laptop or PC
Methodology(Discussion, Demonstration , Activity):
 Teacher will introduce the topic and share SLOs with the students.
 Questions will be asked from students to assess their understanding on previous topic i.e Why all living
things need energy? What is energy?
 Briefly explain that the sun is the primary source of energy for life on Earth.
 Conduct a class discussion where you ask students to describe where various animals or plants get their
energy. Guide them through a few examples (e.g., "Where does a cow get its energy from?").
 Teacher will emphasize on balanced diet and tell students why do need to eat healthy food.
 Activity 1: Drawing activity:
 A drawing activity. Students will draw and label an energy cycle, showing how energy flows from the sun to plants
and then to animals.
 After going through TB pg.6 students will identify the necessary elements for plants to grow and survive.
 Ask students to provide you a summary with one sentence of what they have learned about the topic.
 Display students’ responses on the board, conclude findings, and discuss the importance of energy for living things.
 Share it’s a fact (pg. 6) and ask students to answer the question referring to think about it (pg. .6) during class
discussion.
 Activity 2: Video watching:
 Video on balanced diet and food groups will be shown to students. https://youtu.be/tsgyWIsYvxs?
si=lb2x4drxfZKx3fAI

Success Criteria: Remember that:

 Plants get their energy from light and Animals and humans get energy from plants and other animals.
Assessment For Learning:
 One sentence summary: Ask students to provide you a summary with one sentence of what they have learned about
the topic.
C.W: Discussion of page 5 and 6 + N.B Q.5 of part D H.W: memorize pg # 5 and 6 of textbook
Online Assignment(if any): Nil
Plenary/wrap up: Teacher will give a recap of the topic by asking open ended questions by involving maximum number of students.
Lesson Evaluation:

Sign /Name& Date: Subject Coordinator