KHS Daily Lesson Plan

Grade 6 Subject: Geography

Subject Focus: Science
Month(s) 26th Aug- 20th Sep Term 1st Term (Unit 1)
Unit/Topic Chapter 1: Structure of the Earth & Types of Rocks
(Pages 03-09)
Unit duration 4 Teaching Weeks
Theme
Theme: Who we are
Curriculum Strand Earth and Space System: In this strand, students explore the importance of soils, and develop an understanding of rocks, minerals, geological processes,
and natural resources. Students also explore various aspects of water systems and their importance both locally and globally. Throughout, students
deepen their understanding of change and continuity through the lens of stewardship and sustainability of Earth’s resources.
Establishing the purpose of the unit through exploration

Values Skills
Inquirers & Communicators Social Skills & Communication Skills
Guidelines for the teachers Formative Assessment
v Teachers should encourage children to maintain their notebooks well, ensuring they are organized and neat.
v Every written task must begin with the proper day and date format, followed by the chapter name and any
subtopics or tasks the children will undertake.
v To enhance engagement, children should be encouraged to draw colourful diagrams or maps for nearly every task
and underline headings, key terms, and blanks neatly using a coloured pencil.
v It's important to promote positive and active learning by allowing children to write their answers independently,
especially for critical thinking questions. - Oral Discussions
v Teachers should ensure that all students complete any missing work promptly to keep everyone on the same page.
- Visible Thinking Routines/AFL Strategies
v Additionally, teachers are advised to check the work thoroughly and provide personalized feedback and
constructive comments. Corrections should be included at the end of every writing task, whether it is a quiz or - End of Chapter Cumulative Assessment
general classwork.
- Reflections
v During reading tasks, children should use sticky notes for making short notes, which must be pasted in the books
with the relevant topic. - Worksheets
v Finally, teachers must utilize all the provided teacher and student resources for the unit to maximize learning
outcomes.
v Teachers must ensure that children submit their homework tasks on time, particularly the research
assignments. Every child is required to complete the research tasks, and it is essential for the teacher to
assign the weekly research tasks provided in the planner, as these tasks significantly enhance the children's
learning. There must be evidence of all the research-based tasks.
 KHS Daily Lesson Plan

19th August – 23rd August

Orientation Week – Back to school activities to be designed by the teacher

Learning Outcomes /
Week 1 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment
Resources for the lesson: Two clear plastic containers, Soil, Small plants/seeds, Small stones/pebbles, Plastic insects or toy animals, Plastic or cardboard cut-outs of trees and
plants, Water, Magnifying glasses, Journals and pencils
Day 1 Must be clear, specific Main lesson: What will students be able
and observable Time: 40 minutes to do/ know by the end of
(Let’s Protect our
the lesson?
Ecosystem) To enable students to: Protecting Our Mini Ecosystem
- Recognize the concept of
- Understand the
Activity Steps: balanced ecosystems and
concept of balanced
§ Begin by discussing the concept of ecosystems and why they are their significance for all
ecosystems and their
important. living things, including
significance for all
§ Emphasize that ecosystems are like mini-worlds where living humans.
living things,
things (plants and animals) interact with non-living things (soil,
including humans.
water, rocks). - Describe the importance
§ Divide the class into small groups and provide each group with of biodiversity in
- Explain the
two clear plastic containers. maintaining ecosystem
importance of
§ In one container, have students create a “healthy” mini health and resilience.
biodiversity in
ecosystem.
maintaining
§ They should layer soil, add plants or seeds, place stones, and - Identify essential
ecosystem health
include plastic insects or toy animals. ecosystem services,
and resilience.
§ Explain that this represents a balanced ecosystem. including air and water
§ In the second container, have students create a “disturbed” mini purification, food
- Recognize essential
ecosystem. production, and climate
ecosystem services,
§ They can mix up the layers, add too many “animals,” and remove regulation.
including air and
some “plants.”
water purification,
§ Explain that this represents an ecosystem that is not in balance. - Recognize the role of
food production, and
§ Have students use magnifying glasses to closely observe both mini individuals as global
climate regulation.
ecosystems. citizens in promoting
§ They should record what they see on paper. environmental
- Understand the role
§ Encourage them to communicate with their group members about conservation and
of individuals as
the differences they notice between the healthy and disturbed sustainable practices.
global citizens in
ecosystems.
promoting
 KHS Daily Lesson Plan

environmental § Lead a class discussion about the importance of balanced

conservation and ecosystems for all living things, including humans.
sustainable § Relate this to UN SDG Goal 15, which aims to protect life on land
practices. and promote biodiversity.
v Explain that all living things, including humans, depend on
balanced ecosystems for their survival. Every species, from
plants to animals, plays a role in maintaining this balance.
v Emphasize that biodiversity is the variety of life forms on Earth.
A balanced ecosystem with diverse plant and animal species is
more resilient and can better adapt to changes.
v Balanced ecosystems help purify the air we breathe and filter
the water we drink. They remove pollutants and provide us
with essential resources.
v Many of our crops and foods come from healthy ecosystems.
Bees, for example, play a crucial role in pollinating plants that
produce fruits and vegetables.
v Ecosystems are a source of medicines and treatments for
various diseases. Many of our medicines are derived from
plants and organisms found in nature.
v Ecosystems help regulate the climate by absorbing and storing
carbon dioxide (a greenhouse gas) and releasing oxygen. This is
essential for mitigating climate change.
v A healthy environment supports jobs and economic activities
such as agriculture, fishing, and tourism. A loss of biodiversity
can harm these industries.
v Discuss how human activities, such as deforestation, pollution,
and habitat destruction, can disrupt ecosystems and lead to a
loss of biodiversity.
v Explain that UN SDG Goal 15, known as “Life on Land,” aims to
protect, restore, and promote the sustainable use of terrestrial
ecosystems, manage forests sustainably, combat
desertification, halt and reverse land degradation, and halt
biodiversity loss.
v Encourage students to think about their role in protecting
ecosystems. As responsible global citizens, we have a duty to
conserve and protect these environments for current and
future generations.
§ Ask students to write or discuss in their groups what they learned
about the value of ecosystems, biodiversity, and the importance
 KHS Daily Lesson Plan

of being inquirers (curious learners).

§ Wrap up the activity by emphasizing that as young
communicators and inquirers, they can help protect ecosystems
by learning more about the environment and sharing that
knowledge with others.
Learning Outcomes /
Week 1 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Pangea Images, Reading Document, Internet Resource and Laptop for Video

Day 2 Must be clear, specific Warm- up: What will students be able
and observable Time: 10 minutes to do/ know by the end of
(How do we
KWL Chart the lesson?
know what is To enable students to:
inside the Earth?) - Identify and describe the
- Understand the § The K and W portions of the KWL Chart will be completed during three primary layers of
three primary layers our class session. the Earth, namely the
of the Earth, namely § The teacher will introduce the topic by displaying the pictures of crust, mantle, and core.
the crust, mantle, “Pangaea” as the heading on the board. (Check resource folder –
and core. Pangaea) - Differentiate between the
§ The teacher will then engage the students with the following characteristics and
- Explain the questions: properties of the Earth's
difference between v Do you possess knowledge about what these pictures depict? layers, including their
the characteristics v Have you ever had the opportunity to read about Pangaea? composition, depth, and
and properties of the v How do you think the continents came into existence? relative thickness.
Earth's layers, § Each student will have 5 minutes to jot down their responses.
including their Afterward, they will share their thoughts with the teacher.
composition, depth, § These responses can be either pasted directly onto the KWL Chart
and relative in our classroom or in individual copies.
thickness.

Main lesson:
Time: 20 minutes

Reading Task: Read a story from the reading document

§ After the warm-up activity, ask the children to draw diagrams to
show what we might find if we could bore a hole down to the
centre of the Earth.
 KHS Daily Lesson Plan

§ They should keep their diagrams, so that they can compare them
with what geologists have discovered using scientific equipment.
§ Then, explain to the children that today we'll uncover the
incredible story of how our continents came to be and their
connection to the Earth's interior. Buckle up, young explorers; it's
going to be an exciting ride!
§ Distribute the reading material among the children and ask them
to read the concept note with their peers. (Check student
resource folder – Reading Material)
§ Explain every concept and diagram mentioned in the reading
material while the children are reading them from the notes.

Wrap-up:
Time: 10 minutes

§ In the end, show them the video related to the internal structure
of the Earth.
§ Explain to them that they will discuss this topic in detail in the
upcoming lesson.
§ Encourage the children to watch the video carefully and note
down important points.

https://www.youtube.com/watch?v=3FoSAHk7DMA&ab_channel
=BRIGHTSIDE

Reinforcement/ Watch the video and draw the structure of Earth’s core in your notebook.
Homework https://www.youtube.com/watch?v=3FoSAHk7DMA&ab_channel=BRIGHTSIDE

Learning Outcomes /
Week 1 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Images representing the Earth's layers, Blank Sheet, Sticky Notes, textbook, Skills Book

Day 3 Must be clear, specific Warm- up: What will students be able
and observable Time: 10 minutes to do/ know by the end of
(How do we
Earth's Layer Sorting the lesson?
know what is To enable students to:
inside the Earth?) - Identify and describe the
- Understand the § Create or obtain images or cards that represent the Earth's layers.
three primary layers of
three primary layers (Check resource folder – Sorting Earth Layers)
 KHS Daily Lesson Plan

of the Earth, namely § Write the names of the layers (crust, mantle, outer core, inner the Earth, namely the
the crust, mantle, core) on sticky notes or small slips of paper. crust, mantle, and core.
and core. § Start with a brief introduction, telling the students that they are
going to become Earth's geologists for the day and explore the - Differentiate between the
- Explain the layers hidden beneath the Earth's surface. characteristics and
difference between § Scatter the images or cards representing the Earth's layers on a properties of the Earth's
the characteristics table or the floor. layers, including their
and properties of the § Give each student a sticky note or slip of paper with one of the composition, depth, and
Earth's layers, layer names written on it. relative thickness.
including their § Instruct the students to walk around and find the corresponding
composition, depth, layer image or card and place their sticky note or slip of paper
and relative next to it.
thickness. § Once all the students have placed their sticky notes or slips of
paper, gather them around the sorted layers.
§ Ask students to explain why they placed their sticky notes next to
specific layers. For example, why did they put "crust" next to the
image that looks like the Earth's surface?
§ Use this discussion to introduce key concepts about each layer,
such as depth and composition. Provide additional information to
fill in any gaps.

Main lesson:
Time: 20 minutes

§ Summarize the main points about each layer, reinforcing the

names and characteristics.
§ You can also introduce a memory aid or acronym to help students
remember the layers’ order (e.g., Can My Owl Sing?)
§ Ask the children to read Page 03 of the textbook, and help them
to read the labels on the diagram of the Earth’s internal structure.
§ Display the diagram on the board for the children to observe.
§ Ask the children to compare the diagram with their own diagrams
so that they can see what they have learnt. (Check resource folder
– Structure of the earth)
§ They should then read the table on Page 04 that describes the
materials that make up each layer of the Earth.
§ Explain that the depths for each layer given in the table are the
greatest depths of each layer, from the surface—not the thickness
 KHS Daily Lesson Plan

of each layer. (Apart from the crust whose thickness is the same
as its depth from the surface, as it is the top layer.)
§ Explain that the parts of the Earth’s crust that are under the
oceans are called the oceanic crust and those where there is land
are the continental crust.
§ Explain that the oceanic crust is between 5–10 km thick, whereas
the continental crust is about 25–35 km thick.
§ They could work out the thickness of each layer of the Earth using
the information in the table.

Wrap-up:
Time: 10 minutes

Written Task: Solve the Exercise from Skills Book

§ In the end, ask the children to solve Exercise 1 from Skills Book
Page no. 1.
§ The children will label the different layers of the Earth, and will
write the thickness of each layer along with the description on the
book.
Reinforcement/
Solve exercise question B1 parts (b, c and d) from the textbook in your notebook.
Homework

UN SDG /Global
Goals Life on land

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
 KHS Daily Lesson Plan

What needs improvement: (WNI)

1.
2.
3.
Learning Outcomes /
Week 2 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: World map or large map of tectonic plate boundaries, Coloured pencils or markers, Scissors, Blank sheets of paper, Tape or glue, Textbook

Day 1 Must be clear, specific, Warm-up: What will students be able

and observable Time: 15 minutes to do/ know by the end of
(Tectonic Plate
Tectonic Plate Puzzles the lesson?
Boundaries) To enable students to:
- Differentiate between the
- Identify the Materials Needed:
three primary types of
difference between
tectonic plate boundaries:
the three primary Steps:
divergent, convergent,
types of tectonic § Begin by briefly explaining the concept of tectonic plates to the
and transform.
plate boundaries: students.
divergent, § Tell them that the Earth’s outer shell is divided into large pieces
- Explain the movements of
convergent, and called tectonic plates, and these plates are like puzzle pieces that
tectonic plates at each
transform. are constantly moving.
type of boundary,
§ This movement can cause earthquakes, volcanoes, and the
including plate separation
- Describe the creation of mountains.
(divergent), plate collision
movements of § Display a world map showing the tectonic plate boundaries.
(convergent), and lateral
tectonic plates at (Check resource folder – Plate Boundaries)
sliding (transform).
each type of § Allow students to examine the map and point out the major plate
boundary, including boundaries and the continents located on these plates.
- Locate and identify major
plate separation § Provide each student with a blank sheet of paper and coloured
tectonic plate boundaries
(divergent), plate pencils or markers.
on a world map or
collision § Instruct them to draw one of the tectonic plates on their paper,
diagram, including the
(convergent), and including any continents that are part of that plate. Encourage
Pacific Ring of Fire and the
lateral sliding creativity and attention to detail.
Mid-Atlantic Ridge.
(transform). § After they finish their drawings, distribute scissors and have
students carefully cut out their drawn tectonic plates.
- Recognize major § Challenge the students to piece together the tectonic plates
tectonic plate they've created.
boundaries on a § Explain that the objective is to assemble the plates on a table to
world map or form a world map.
diagram, including
 KHS Daily Lesson Plan

the Pacific Ring of § They can use the map of tectonic plate boundaries as a reference.
Fire and the Mid- This puzzle represents how the Earth's plates fit together.
Atlantic Ridge.
Main lesson:
Time: 25 minutes

Once students have completed their plate puzzles or assemblages,

lead a discussion:
v Ask them how they felt while trying to fit the plates together.
v Encourage them to share observations about the interactions
between plates.
v Discuss the real-world implications of plate movements, such
as earthquakes and volcanic eruptions.
v Mention that scientists study these plates to better
understand and predict geological events.

§ Also explain that billions of years ago the continental plates were
one huge land mass that geologists named Pangea and that parts
of this were the supercontinents Gondwana and Laurasia, which
had been separate, but joined up.
§ Tell them that this land mass gradually pulled apart; some parts
broke off, and the land masses slowly moved around the Earth.
§ Continents are part of large masses of rock that move around on
top of the softer material of the upper part of the Earth’s mantle,
and that when they pull apart, push against one another, or grind
past one another, they change the shape of the land.
§ Then, ask the children to observe the map provided on Page 05
and point out the places where the tectonic plates meet
§ (boundaries) and point out the arrows to find out in which
direction each plate is moving.
§ Explain that the directions of the movements where the tectonic
plates meet give rise to different types of boundaries between the
plates:
v Where the plates slide past one another, the boundary is called
a conservative boundary.
v Where they are pulling apart, it is a divergent boundary.
v Where they are pushing against one another, it is a convergent
boundary.
 KHS Daily Lesson Plan

§ Display the plate boundary poster while describing the plate

boundaries. (Check resource folder – Plate Boundaries)
§ Ask if they remember what they learned about the formation of
mountains, valleys, plateaus, and plains and how the movement
of tectonic plates created these.
Reinforcement/ Solve the worksheet related to tectonic plates and complete the map by colouring the plates. (Check student resource folder – Plate Tectonic
Homework Homework)

Learning Outcomes /
Week 2 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Sticky Notes, Coloured Sheets, Internet Resource and Laptop for Video, Textbook, Notebook

Day 2 Must be clear, specific, Warm-up: What will students be able

and observable Time: 10 minutes to do/ know by the end of
(Tectonic Plate
the lesson?
Boundaries) To enable students to:
§ Commence the lesson by assessing the students' foundational
- Differentiate between the
- Identify the knowledge regarding tectonic plates and their boundaries.
three primary types of
difference between § Inquire what they recall from the preceding session.
tectonic plate boundaries:
the three primary
divergent, convergent,
types of tectonic Minute Paper and transform.
plate boundaries:
divergent, § After a brief inquiry, instruct the children to pair up and - Explain the movements of
convergent, and participate in the following activity. tectonic plates at each
transform. § Explain that they will engage in a brief exercise referred to as a type of boundary,
“minute paper.” including plate separation
- Describe the § They will have 2 to 3 minutes for contemplation and then 5 (divergent), plate collision
movements of minutes to compose their responses. (convergent), and lateral
tectonic plates at § They may use sticky notes or coloured sheets for this thinking sliding (transform).
each type of routine.
boundary, including § Pose the following questions: - Locate and identify major
plate separation v What precisely are plate tectonics? tectonic plate boundaries
(divergent), plate v What consequences are attributed to the motion of these on a world map or
collision tectonic plates? diagram, including the
(convergent), and v Explain the three directions characterizing the movements of Pacific Ring of Fire and the
lateral sliding tectonic plates. Mid-Atlantic Ridge.
(transform). v What can you tell about the Indian subcontinent?
 KHS Daily Lesson Plan

- Recognize major Main lesson:

tectonic plate Time: 15 minutes
boundaries on a
world map or § Following the warm-up activity, present the designated video to
diagram, including the students, which pertains to various types of tectonic plate
the Pacific Ring of boundaries.
Fire and the Mid-
Atlantic Ridge. https://www.youtube.com/watch?v=3ZpDjdFzQUM&ab_channel=M
ooMooMathandScience

§ Clarify to the students that this video will serve to enhance their
comprehension of plate boundaries.
§ Encourage the students to take notes during their viewing of the
video.
§ Subsequent to the video presentation, initiate a discussion
addressing the following inquiries:
v What happens at divergent boundaries, and how are they
different from other types of plate boundaries?
v How does the movement of tectonic plates at divergent
boundaries affect the Earth's crust and create geological
features?
v Explain what occurs at convergent boundaries and why they
are considered collision zones.
v Can you describe a well-known feature associated with
convergent boundaries, such as mountain ranges or deep
ocean trenches?
v Discuss the potential hazards linked to convergent plate
boundaries and their impact on human communities.
v What defines transform boundaries, and how do they differ
from divergent and convergent boundaries?
v How might the movement of tectonic plates at transform
boundaries lead to earthquakes or other seismic activities?
§ Then, ask the children to read content provided on Page 4 and 5
of the textbooks.
§ Remind the children to read the information provided on the
photos, maps, and diagrams as well.

Wrap-up:
 KHS Daily Lesson Plan

Time: 15 minutes

Written Task: Answer the following questions in the notebook

§ In the end, the children will be asked to solve exercise question
(C) part 1 & 2 complete in the notebooks.
Reinforcement/ Read the content from pages 3 till 5 (Internal Structure of the Earth & Tectonic Plates) and draw the three types of plate boundaries on the blank sheet
Homework of your notebook.

Learning Outcomes /
Week 2 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Oreos (double-stuffed), Large Tectonic Plate Map, Plastic Knives/Popsicle Sticks, Small Bowls, Skills Book

Day 3 Must be clear, specific, Warm-up: What will students be able

and observable Time: 25 minutes to do/ know by the end of
(Tectonic Plate
the lesson?
Boundaries) To enable students to:
Oreo Plate Boundary Activity
- Describe the geological
- Explain the
consequences and
geological Objective: To help students understand the concept of tectonic plate
phenomena associated
consequences and boundaries and the geological processes associated with them in a
with each type of plate
phenomena fun and interactive way using Oreos and a large tectonic plate map.
boundary, including the
associated with each
formation of rifts,
type of plate Setup:
mountains, earthquakes,
boundary, including § Prepare the tectonic plate map, ensuring it's large enough for
and volcanic activity.
the formation of students to interact with easily.
rifts, mountains, § Label the major plate boundaries.
- Apply the understanding
earthquakes, and § Place the Oreos, plastic knives or popsicle sticks, and small bowls
of plate boundaries by
volcanic activity. labelled “crust” and “mantle” on a table near the map.
using Oreos as a tactile
§ Begin by discussing the basics of tectonic plate boundaries and
model to demonstrate
- Creatively apply their their significance in Earth's geology.
plate movements and
understanding of § Explain that students will be using Oreos to represent the Earth's
interactions.
plate boundaries by crust and mantle to create models of plate boundaries.
using Oreos as a § Instruct students to carefully separate the Oreo cookies, keeping
tactile model to the cream intact on one side (the crust).
demonstrate plate § Place the cream side in the “crust” bowl and the other side (the
movements and mantle) in the mantle bowl.
interactions. § Explain what a divergent boundary is (where plates move apart)
and its geological effects.
 KHS Daily Lesson Plan

§ Have students take two “crust” Oreo halves and pull them apart
on the map to create a rift, representing a divergent boundary.
§ Explain what a convergent boundary is (where plates collide) and
its geological effects, such as mountain formation.
§ Instruct students to push two “crust” Oreo halves together on the
map to simulate a convergent boundary, discussing the collision's
consequences.
§ Explain what a transform boundary is (where plates slide past
each other) and the geological consequences, like earthquakes.
§ Ask students to slide two “crust” Oreo halves past each other on
the map to demonstrate a transform boundary.
§ Facilitate a group discussion to recap what students learned
during the activity.
§ Ask them to describe the geological features and events
associated with each boundary type.

Wrap-up:
Time: 15 minutes

Written Task: Solve the Exercise from Skills Book

§ In the end, ask the children to solve Exercise 2 from Skills Book
Page no. 2.
§ The children will write a heading for each tectonic plate boundary
and will describe what is happening at each boundary.
Project-Based Research Task: Tectonic Plate Boundaries - Title: “Earthquake-Resistant City Planning”

Objective: To understand the effects of tectonic plate boundaries and propose solutions to minimize the impact of earthquakes on cities.
Problem Statement: Imagine you are city planners for a city located near a tectonic plate boundary. Your task is to design a plan that will help protect
the city from earthquakes caused by the movement of these plates.
Research: Investigate real-world examples of cities affected by earthquakes, such as San Francisco (transform boundary) and Tokyo (convergent
Reinforcement/ boundary).
Homework Identify the Problem:
• Choose one type of tectonic plate boundary to focus on.
• Identify the specific problems that earthquakes can cause for cities near this type of boundary. Consider factors like building damage, infrastructure
collapse, and the risk to human life.
Propose Solutions:
• Brainstorm ideas to make the city safer from earthquakes. Think about building designs, materials, city layout, emergency response plans, and public
education.
 KHS Daily Lesson Plan

• Create a list of at least three solutions that could help reduce the impact of earthquakes on the city.
Explain the type of plate boundary you researched, the problems caused by earthquakes in that area, and your proposed solutions.

UN SDG /Global
Goals Life on land

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
What needs improvement: (WNI)
1.
2.
3.
Learning Outcomes /
Week 3 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: See-Think-Wonder Worksheet, Internet Resource and Laptop for Video, Blank Sheets
Day 1 Must be clear, specific, Warm-up activity: What will students be able
and observable Time: 10 minutes to do/ know by the end of
(Rocks -
See, Think, wonder the lesson?
Introduction) To enable students to:
- Explain what rocks are.
- Understand what § Begin the lesson by displaying images depicting various types of
rocks are. rocks. - Identify different types of
§ Next, distribute the “See, Think, Wonder” worksheet to the rocks
- Analyse different students and instruct them to:
types of rocks v Record their observations from the images.
 KHS Daily Lesson Plan

v Express their interpretations regarding the nature of these

images.
v Pose any questions or curiosities they may have about the
pictures.

Main lesson:
Time: 30 minutes
§ Following the warm-up activity, present a video focusing on rocks
and their various classifications.

https://www.youtube.com/watch?v=xsHPA2GNF9Q

§ Instruct the children to attentively observe the video, as they will

subsequently engage in a cognitive exercise known as the Visible
Thinking Routine, specifically the Minute Paper.

Minute Paper
Children will articulate their comprehension of rocks, delineating
the characteristics of the three distinct rock types and elucidating
their points of differentiation.
§ Allot a single minute for the children to introspect and record
their responses on paper.
§ Subsequently, the teacher will compile the notes, preserving them
for the forthcoming class session.

§ Next, present them with unlabelled rock samples for visual and
tactile exploration. (Examples: graphite, marble, limestone,
sandstone)
§ Elicit their observations.
v Do these specimens exhibit a semblance?
v What commonalities can you discern?
v What disparities stand out?
v What suppositions can you make about their composition?
v Can we categorize them into distinct classes?
§ Prompt the children to categorize the rocks into groupings based
on shared characteristics.
§ Subsequently, inquire into the rationale behind their
categorizations.
 KHS Daily Lesson Plan

§ Explain that while colour might have guided some classifications, a

closer examination reveals disparities in texture.
§ Marks, perforations, or indentations on the rocks can yield
insights into their formative processes.
§ Also, explain that the crystals constituting these rocks might be
too diminutive to perceive, but a magnifying glass can unveil their
hues, shapes, and patterns, unveiling the intricate interplay of
their composition.
Reinforcement/
Read textbook Page 06 to 08 including “It’s a Fact” and highlight the important points on the textbook.
Homework

Learning Outcomes /
Week 3 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Reading Document, Blank Sheets

Day 2 Must be clear, specific, Warm-up activity: What will students be able
and observable Time: 10 minutes to do/ know by the end of
(What is rock?)
KWL Chart the lesson?
To enable students to:
(What are rocks
made of?) - Understand the § Commence the lesson by initiating the Know-Want to know-
Learned (KWL) activity, illustrating the KWL table on the board - Define the concept of a
concept of a rock
(Different types and inscribing “Rocks” & “What are rocks made of” at the rock and articulate its
and articulate its
of rocks – pinnacle. importance in the Earth's
importance in the
Igneous Rocks) § The children will be asked to fill in the K (Know) and W (Want to composition.
Earth's composition.
know) sections of the chart, using sticky notes to jot down their
existing knowledge and inquiries about the word history and - Identify and distinguish
- Compare rocks with
civilization. rocks from other natural
other natural
§ Once they have completed their responses, their contributions substances,
substances,
will be affixed to the board. comprehending their
comprehending their
§ Subsequently, elicit responses about the K and W charts distinct characteristics.
distinct
characteristics. completed by children.
§ Facilitate a discussion on the points contributed by the children, - List and describe the
supplementing with additional information where necessary. primary components that
- Explain the primary
constitute rocks, including
components that
minerals, organic
constitute rocks, Main lesson: materials, and other
including minerals, Time: 25 minutes elements.
organic materials,
 KHS Daily Lesson Plan

and other elements. § Conduct an exploratory session cantered on the homework - Explain the formation
assigned in the preceding class. process of igneous rocks
- Elaborate the v Define the concept of a rock. through the cooling and
formation process of v Elucidate your comprehension of the term "porous." solidification of molten
igneous rocks v Explain the behaviour of the grains within porous rocks. materials.
through the cooling v Illustrate the behaviour of the grains in non-porous rock
and solidification of formations.
molten materials. v Examine the composition of rocks and their constituent
elements.
v Investigate the origin of coal extraction.
v Define what are aquifers?
v Explore the practical applications of limestone and
sandstone.
v Analyse the composition of chalk.
v Determine the geological source of rock salt within the
Punjab region.

§ Then, distribute the reading document from student resource

folder (Igneous Rock – Reading Document)
§ Read the material with children, elaborate the diagrams, and
explain them that;
v Imagine a secret world deep beneath the ground, where
molten rock dances with heat and pressure.
v This magical place is where igneous rocks are born.
v These rocks are like the Earth's very own superheroes,
created from hot, liquid rock called magma that cools down
and becomes solid.
v Sometimes, this magma bursts out of volcanoes, cooling
quickly on the surface to form rocks like basalt, which is
strong and dark like the night.
v Other times, the magma takes its time to cool deep inside the
Earth, creating rocks like granite, which sparkle with tiny
crystals.
v These rocks are like nature's time capsules, holding stories of
the Earth's fiery past.
v So, the next time you see a rocky mountain or a shiny stone,
remember that you're looking at the remarkable handiwork
of igneous rocks!
 KHS Daily Lesson Plan

Wrap up:
Time: 5 minutes
§ In the end, children will be asked to fill in the L part of the KWL
chart on the sticky notes demonstrating their understanding
about today’s lesson.
Notebook Task!
1. Explore how sedimentary rocks are formed. Investigate the process of weathering, erosion, and deposition that leads to the creation of these rocks.
Reinforcement/
Identify the key ingredients involved in their formation, such as sediments, minerals, and organic materials.
Homework
2. Also explore the practical uses of sedimentary rocks in everyday life. Research how these rocks are used as valuable resources, such as building
materials, fuel sources, and even in making important tools. How do industries and societies benefit from the properties of sedimentary rocks?
Learning Outcomes /
Week 3 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Textbook, Notebook

Day 3 Must be clear, specific, Main lesson: What will students be able
and observable Time: 40 minutes to do/ know by the end of
(Written Task)
the lesson?
To enable students to:
In this lesson, the children will be asked to solve the given critical
- Demonstrate the ability to
- Organize their thinking questions in their notebooks.
comprehend and
thoughts logically
interpret written material
and present their Number 1:
accurately and effectively.
ideas in a coherent Scenario: Imagine you are a young geologist exploring different
manner, ensuring a parts of the world. During your travels, you come across three
clear flow of different regions:
information § In Region A, you see a long, deep trench in the ocean floor where
throughout the one tectonic plate is sliding under another.
written task. § In Region B, you notice that there is a lot of volcanic activity and
the land is being pushed up to form mountains.
§ In Region C, you observe that two tectonic plates are sliding past
each other, causing frequent earthquakes.

Question:
Based on the descriptions of Regions A, B, and C, can you identify
and differentiate the types of tectonic plate boundaries you see in
each region? Explain your answer in detail.
 KHS Daily Lesson Plan

Number 2:
Rocks can be found everywhere on Earth, and they are made up of
different materials. What are rocks made of? Think about what you
might see if you looked at a rock very closely. Explain your answer.

Number 3:
Igneous rocks are formed from the cooling and solidification of
molten rock, either from lava on the Earth's surface or magma
below it. What characteristics can you observe in igneous rocks that
help you identify them? Think about their texture, appearance, and
where they might be found. Explain your answer.
Reinforcement/
Reinforce the concepts learned in the chapter so far!!
Homework

UN SDG /Global
Goals Life on land

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
What needs improvement: (WNI)
1.
2.
3.
Learning Outcomes /
Week 4 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment
 KHS Daily Lesson Plan

Resources for the lesson: Internet Resource and Laptop for Video, Reading Document, Skills Book

Day 1 Must be clear, specific, Warm-up activity: What will students be able
and observable Time: 10 minutes to do/ know by the end of
(Different types
the lesson?
of rocks – To enable students to: Let’s talk about your research
Sedimentary - Identify sedimentary
- Analyse sedimentary § Initiate the lesson by initiating a discourse on the research
Rocks) rocks and classify them
rocks and classify assignment undertaken by the students as part of their based on their distinct
them based on their homework. Pose inquiries such as: characteristics, such as
distinct
texture, colour, and
characteristics, such v What precisely are sedimentary rocks and how do they composition.
as texture, colour, come into existence?
and composition. v Could you elucidate the intricate process by which these - Comprehend the
rocks are formed? formation processes of
- Understand the v Delve into the concept of weathering and its role in the sedimentary rocks, and
formation processes creation of sedimentary rocks. explain how sedimentary
of sedimentary v Shed light on the process of erosion and its effect on the rocks originate from the
rocks, and explain formation of distinct rock layers. accumulation of
how sedimentary v Explore the phenomenon of deposition and how it sediments over time.
rocks originate from contributes to the development of sedimentary rocks.
the accumulation of v Extend the discussion to the practical utility of sedimentary - Compare and contrast
sediments over time. rocks in our daily existence. sedimentary rocks with
v In what ways do these rocks emerge as valuable igneous rocks, highlighting
- Distinguish between commodities, manifesting in applications such as the unique features and
sedimentary rocks construction materials, energy sources, and even the properties that
and igneous rocks, fashioning of essential tools? differentiate each rock
highlighting the
type.
unique features and Main lesson:
properties that Time: 20 minutes
differentiate each
rock type. § Following the warm-up activity, present a video focusing on
Sedimentary Rocks and their various classifications.

https://www.youtube.com/watch?v=ONm2ZjaE6o0&ab_channel=
TheGoodandtheBeautifulHomeschoolScience

§ Instruct the children to attentively observe the video, as they will

subsequently engage in a reading activity afterwards.
 KHS Daily Lesson Plan

§ Then, distribute the reading document from student resource

folder (Sedimentary Rock – Reading Document)
§ Read the material with children, elaborate the diagrams, and
discuss;
v Let's uncover the fascinating journey of sedimentary rocks,
which hold the Earth's history within their layers.
v These remarkable rocks are formed through a magical
process that begins with the weathering and erosion of
existing rocks and minerals.
v As wind, water, and other natural forces break down these
materials, tiny particles called sediments are created.
v These sediments then settle and accumulate in layers over
time, like the pages of a book telling the story of Earth's
changes.
v With immense pressure and the binding power of minerals,
these layers compact and harden, gradually transforming
into solid sedimentary rocks.
v These rocks capture snapshots of the past, preserving clues
about ancient environments, climates, and even the
creatures that once roamed the Earth.
v So, the next time you see a sedimentary rock, remember that
you're holding a piece of Earth's incredible history in your
hands.

Wrap up:
Time: 10 minutes
Written Task: Solve the Exercise from Skills Book
§ In the end, ask the children to solve Exercise 3 from Skills Book
Page no. 3 and 4 (Image 1 and 3)
§ The children will give a caption for each of the mentioned
pictures, will identify the correct type of rock and will mention
how it is formed.

Reinforcement/
Investigate the nature of limestones and delve into the intricate process behind the formation of limestone landscapes.
Homework
 KHS Daily Lesson Plan

Learning Outcomes /
Week 4 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Textbook, Notebook, Internet Resource and Laptop for Video
Day 2 Must be clear, specific, Warm-up activity: What will students be able
and observable Time: 10 minutes to do/ know by the end of
(Limestone &
the lesson?
Limestone To enable students to: § Commence the lesson by presenting a collection of visuals
Landscapes) showcasing diverse variations of “Limestones” and “Limestone
- Recognize limestone as a
- Identify limestone as Landscapes”.
type of rock characterized
a type of rock v Inquire with the students about their findings regarding
by its composition and
characterized by its limestones during their research.
appearance.
composition and v Discuss the process by which limestone landscapes come
appearance. into existence.
- Identify key features of
limestone landscapes,
- Recognize key Main lesson:
such as sinkholes, caves,
features of Time: 20 minutes
and limestone pavements.
limestone
- Differentiate between
landscapes, such as § Following the preliminary warm-up activity, the students will be
Stalactites and
sinkholes, caves, and tasked with comprehensively perusing the content presented on
limestone Page 9 of the textbook. Stalagmites.
pavements. § Engage in inquisitive exploration:
v Inquire into the intricate formation of limestone caves.
- Compare and v Analyse and discern the distinctions between stalactites and
contrast between stalagmites.
Stalactites and § Subsequent to the collaborative discussion, present an illustrative
Stalagmites. video elucidating the realm of "Stalactites and Stalagmites"
available at the following link:

https://www.youtube.com/watch?v=Tp-
AGTtmjjA&ab_channel=SciShowKids

§ Encourage the students to diligently observe the video content,

thereafter, tasking them with delineating a comparative analysis
in tabular form that distinguishes the two concepts.
§ Furthermore, elucidate to the students that;
 KHS Daily Lesson Plan

v Caverns are embellished by the delicate dance of water,

which surreptitiously drips and then evaporates, leaving
behind precious mineral deposits.
v These deposits artistically metamorphosize into stalactites,
suspended gracefully from the cave's ceiling.
v Conversely, some droplets gracefully descend upon the rock
beneath, congealing into stalagmites that rise majestically
from the cave's floor.
v Sometimes, a splendid union occurs between a stalactite and
a stalagmite, birthing an awe-inspiring pillar – a testament to
nature's artistic prowess.

Wrap up:
Time: 10 minutes

Written Task: Answer the following questions in the notebook

In the end, children will be asked to solve the following questions in

their notebooks.

1. Why is limestone called a sedimentary rock?

2. What is the difference between a stalactite and a stalagmite?
Answer the following questions in your notebook;
Reinforcement/
1. In many areas made of limestone rock, there are underground caverns. Why is this?
Homework
2. In some limestone areas, streams disappear under the ground. Why does this happen?
Learning Outcomes /
Week 4 Learning Intentions Learning and Teaching Strategies STEM Links
Formative assessment

Resources for the lesson: Cumulative Assessment Document

Day 3 Must be clear, specific Main lesson: What will students be able
and observable Time: 40 minutes to do/ know by the end of
(Cumulative
the lesson?
Assessment) To enable students to: ▪ The children will be allotted 5 minutes to review the quiz.
▪ They will be tasked with solving the test in their notebooks. - Demonstrate mastery of
- Explain the
▪ The questions are provided in the document titled (Cumulative content knowledge and
significance and
Assessment) as a point of reference. concepts covered during
relevance of the
▪ After completing the test, instruct the children to exchange their the course.
acquired knowledge in
notebooks with their peers for assessment.
 KHS Daily Lesson Plan

understanding the ▪ Provide assistance to the children as they evaluate the tests of - Apply critical thinking
content taught. their peers. skills to analyse and solve
problems related to the
course material.
Reinforcement/
Solve Exercise (4) provided on the Skills Book Page 5.
Homework

UN SDG /Global
Goals Life on land

Assessment Strategies (Formative assessment)

Check if the learning objectives have been achieved through
• Oral quiz
• MCQs
• Pair work
• Group work
Teacher’s Reflection: (This part should be filled by the homeroom/subject teacher)
What went well: (www)
1.
2.
3.
What needs improvement: (WNI)
1.
2.
3.