B.Ed 2.

5 Years

MANUAL
TEACHING PRACTICE-II

Course Code 6499

Department of Science Education

Faculty of Education
 MANUAL

TEACHING PRACTICE-II
B.Ed (2.5-YEAR)
Specialization in Science Education

Code 6499

Department of Science Education

Faculty of Education
Allama Iqbal Open University, Islamabad
 (All rights Reserved with the Publisher)

First Printing .............................

Quantity ....................................

Printer........................................ Allama Iqbal Open University

Publisher ................................... Allama Iqbal Open University, Islamabad

 COURSE TEAM

Chairman:
Prof Dr. Nasir Mahmood
Science Education Department, AIOU

Course Development Coordinator:

Arshad Mehmood Qamar Lecturer Science Education Department

Revised By
Dr. Arshad Mehmood Qamar

Members: 1. Dr. Muhammad Zaigham Qadeer Associate Professor

2. Dr. Muhammad Tanveer Afzal Assistant Professor

3. Dr. Aftab Ahmad Lecturer

4. Ms. Saima Kashif Lecturer

5. Dr. Arshad Mehmood Qamar Lecturer

6. Dr. Azhar Majeed Qureshi

Editor:

Composing:

Layout:
 CONTENTS

1. Course Description.............................................................................

2. Course Learning Outcomes ................................................................

3. Components of Teaching Practice-II .................................................

4. Assessment .........................................................................................

5. Behaviour Expectations from Trainee Teachers ................................

6. Workshop ...........................................................................................

7. Teaching Practicum ...........................................................................

8. Activities during Teaching Practicum ...............................................

9. Schedule of Teaching Practicum .......................................................

10. Final Lessons .....................................................................................

11. Rubrics for Lesson Planning & Presentation .....................................

12. Final Presentation – Practicum Report ..............................................

13. Making Field Notes and Journal ........................................................

14. The Practicum Report ........................................................................

15. Appendix I-Student Biodata Form .....................................................

16. Appendix II-Workshop Report ..........................................................

17. Appendix III-Progress Report of Students .........................................

18. Appendix IV-Teaching Practicum Site Approval Form ....................

19. Appendix V-Teaching Practicum Letter ............................................

20. Appendix VI-Form for Final Lesson Presentation.............................

21.Appendix VII-Sample Lesson Plans ..................................................

1. Course Description
This course involves field experiences for trainee teacher in a classroom/school setting. This experience
encompasses the application of effective teaching theories, techniques and skills by trainee teacher in a
classroom/school setting. This course provides opportunities to trainee teacher for classroom
teaching/school based experiences. Besides classroom teaching, this experience will also assist trainee
teacher in learning classroom management skills. This course consisted of workshop of 01 week duration
and teaching practicum of 06 weeks duration. But now this workshop will be for full three days/15 hours
compulsory. And In case of online and virtual workshop this will be for six (06) days. Teaching practicum
requires trainee teacher to spend 144 hours in a school during 04 weeks of teaching practicum. The trainee
teacher will work 04 hours per day in the school during 04 weeks of teaching practicum. Site approval form
for the school, where a prospective teacher wants to perform teaching practicum, must be submitted for
approval to respective regional center of the Allama Iqbal Open University. The submission of Site
Approval Form for approval of practicum school must be completed at least 04 weeks prior to the start of
teaching practicum. The respective regional center of the University will issue a teaching practicum letter
to trainee teacher in the name of head of that school. The purpose of this letter would be to facilitate trainee
teacher to get permission for teaching practicum in the school.

2. Course Learning Outcomes

At the end of Teaching Practice-II, the trainee teacher would be able to:
1. Apply knowledge and skills of teaching in schools
2. Develop lesson plans for teaching science subjects using appropriate instructional
materials, methods and techniques.
3. Reflect on teaching practice and gain expertise in teaching.
4. Use modern teaching strategies for maximizing learning of science students
5. Use lesson plans effectively to deliver the content to students especially science students.
6. Manage the classroom effectively.
7. Plan the science practical in an efficient way.
8. Engage the science students in laboratory activities in a smooth manner.
9. Use collaborative style in teaching profession.
10. Seek help from feedback for improving teaching learning process.
11. Utilize best fit techniques for assessing students’ performance.
12. Establish conducive learning environment to meet the cognitive, affective and
psychomotor needs of the students.

3. Components of Teaching Practice-II

Teaching Practice (II) consists of the following components:
1. Workshop-18 Hours of Work
1.1 ) Fifteen (15) Hours for face-to-face interaction for lesson planning activities and
presentations of these developed different components/ whole lesson plans. In case of
online classes Twelve (12) Hour’s face to face interaction for lesson planning activities
and presentations of these developed different components/ whole lesson plans.
1.2 ) Three (03) hours for home tasks related to lesson planning, development of AV aids
etc. during workshop days for face to face/ in person workshop. Six (06) hours for home
tasks related to lesson planning, development of AV aids etc. during workshop days
for face to face/ in person workshop during online workshop.
 2. Teaching Practice- 112 hours of work (04 weeks)
2.1) Teaching in the classroom- 36 hours (1-2 hours/day to teach in the classroom at the
school level)
2.2) Teaching Support activities in school- 36 hours (1-2 hours/day in the school)
2.3) Lesson planning and preparation- 40 hours (1 hour*40 lesson plans=40 hours
3. Final Lessons - 14 hours of work
3.1 ) Presence at the presentation venue for final lessons presentation and observation of
lessons presented by their colleagues (5 hours*2days= 10 hours)
3.2 ) Preparation of Lessons and AV aids for 'Final Lessons' (2 hours* 2 final lessons=4
hours)

Plan of Action
The schedule of workshop, teaching practicum and final lessons will be communicated to
prospective science teacher through a letter from the university/ regional offices of AIOU or
through website or WhatsApp messages or through modes of communication approved from time
to time. The Prospective teacher is required to attend compulsory workshop of 3days 5 hours
duration/day before teaching practicum or six (06) days online workshop or as per decisions of the
University. During face-to-face workshop days, a tutor and a supervisor will supervise the
prospective teachers. The tutor will keep the record of names of prospective teachers, their phone
numbers and email addresses by filling Students’ Bio Data Form (see appendix I) for future
correspondence. The tutor will arrange the resource persons for sessions during workshop. The
tutor will also make arrangements for final lesson presentation of prospective teachers after
workshop and teaching practice. At the end of workshop, the tutor will submit the workshop report
(see appendix II), workshop progress report of students (appendix III) and student bio data form
to the regional office/center/ international office or any prescribed and nominated office of the
university as soon as possible.
During 1st component prospective science teachers are required to get skills of lesson plan
development as per general format of the university including AV aids, assessments etc.
presentations and execute classroom management. After the successful completion of workshop
of 03 days duration or six (06) days duration in case of online/virtual class, the prospective teachers
will present 02 final lessons before a panel. The panel will consist of tutor, supervisor/s and
expert(s). The panel will rate the prospective teacher on a number of components of lesson
planning and presentation (mentioned in the rubrics for lesson planning and presentation. Sample
is given on next pages.
For teaching practicum i.e second component of the TP-II, the prospective teachers will intimate
the respective Regional Center of the university/ International Office or nominated office/ persons
about the school where he/she would perform teaching practicum by filling the Teaching
Practicum Site Approval Form (given in appendix IV) and submitting in the respective Regional
Center/ international office or nominated office or person. The regional office/center/ international
office/ nominated office/ person of the university will prepare a Teaching Practicum Letter (see
appendix V) for the prospective teachers. The prospective teachers would submit the Teaching
Practicum letter to the school where he/she would perform teaching practicum. However, the
prospective teacher must ensure about the availability of opportunity for teaching practicum at that
school before the submission of Teaching Practicum Site Approval Form. This process must be
completed at least 05 days before the end of workshop. It is compulsory for all prospective teachers
to complete 112 hours at teaching practicum site and do all the activities given in subsection2 of
section 3.
At the end of teaching practicum, the Prospective teachers will present two final lessons before a
panel. The panel will consist of tutor, cooperating teacher and expert(s). Higher authorities may
also visit the model lesson presentation activities. The panel will rate the trainee teacher on a
number of components of lesson planning and will assess the trainee teacher on a number of
components of lesson planning and presentation (mentioned in the criteria for assessment of lesson
plans and presentation section). For further prospective teachers may read out the activities and
procedures given in Table.1

Table 1: Components of Teaching Practice-II (CC: 6499) for Trainee Teachers

(Science)
S# Component Activities/requirements Deadline Procedure
1 Workshop i.Participation in Workshop and During i.Plan the various
(TP-II 6499) Presentation of lessons on two workshop components of a lesson in
10+20=30 topics selected from two days consultation with
Marks different school subjects (10 supervisors
marks) ii.Write neatly the lesson
ii.Development of teaching plans
resources during the workshop iii. Develop teaching
(charts, models, working models, resources (charts, models,
technology integration, low cost- working models,
no cost materials) (20 marks) technology integration, low
cost-no cost materials)
related to those lesson plans
iv. Present the lesson plans
with the help of teaching
resources in front of the
supervisor and trainee
teachers during workshop
sessions.
2 Teaching Three documents are required: .i. Write lesson plans neatly
practicum in i) Lesson planner (at least Due date to be and appropriately in a
school (04 40 lesson plans from communicated file/register etc.in the form
weeks) 30 three school subjects). during of a lesson planner ii.
Marks ii) Teaching practice workshop Assemble into one folder
completion certificate days by the the lesson planner, teaching
Compulsory. [Without workshop practice completion
this certificate, the marks coordinator certificate and attendance
 will not be given for the record of trainee teacher for
lesson planner]. the period of teaching
iii) iii) Attendance record of practicum in school.
6499 trainee teacher for iii. Submit the folder to the
teaching practice in evaluator on the day of
respective school - submission informed by the
Compulsory. [Without workshop coordinator and
this certificate, the marks the regional office of AIOU
will not be given for the
lesson planner].
3 Final Lesson1 Two types of work are required: Deadline to be
i.Develop/write the final
& Final i) Write up of a final lesson plan- communicatedlesson 1 and final lesson-2
Lesson-2 1 and final lesson plan-2 related during plans.
20+20=40 to two different school-level workshop ii.Present the final lessons
Marks subjects for a standard school days by the with the help of AV aids in
class time workshop front of the panel of
ii) Preparation of appropriate AV coordinator evaluators appointed by the
aids for the presentation of university with the help of
model/final lessons appropriate AV aids for
each model/final lesson
plan. The university
examiner(s) may ask
questions from the trainee
teacher during the
presentation.
iii.Submit the file of written
model/final lesson plans to
the university examiner.
Note: It is compulsory to
submit written final/model
lesson plans and present it in
front of Examiners 9 to pass
the final lessons component
Note: Only handwritten lesson plans will be accepted. No marks for typed lesson plans.

The responsibilities of all the agencies involved in the course, are as follows:

Table 2: Responsibilities of the Stakeholders

S/No Stakeholder Responsibilities

1. Regional Centre/ i. To facilitate prospective teachers to perform teaching practice in a
International school
office/Nominated ii. To monitor the teaching practicum by prospective teacher
office
2. Tutor i. To make necessary arrangement for conducting workshop and
 final lessons presentation
ii. To ensure the smooth progress of workshop
iii. To make arrangements for monitoring the teaching practicum
of trainee teacher by coordinating with the Regional Center of the
University.
3. Cooperating i. To provide skills of effective science teaching to prospective
Teacher(in school) & teachers by providing them hands-on experience
Supervisor(in ii. To provide guidance for development of professionalism among
workshop) prospective teachers
iii. To observe lesson presentation by the prospective teachers
during workshop by using microteaching.
iv. To monitor and assess the performance of prospective teachers.
v. To provide feedback on the performance of prospective teachers
vi. To give suggestions to prospective teachers for improving
his/her teaching performance
vii. To supervise prospective teachers for reflection on his/her
teaching performance
4. School Administration i. To allocate a cooperating teacher/ senior Science teacher to a
perspective teacher
ii. To provide resources including classrooms, electricity, AV aids
and furniture i.e., table and chair etc., for teaching practicum of
prospective teachers
iii. To ensure the availability of opportunities for providing teaching
and administrative experience to prospective teachers
5. Prospective Teachers i. To demonstrate professional behaviour depicting punctuality,
responsibility, dedication, respect, integrity, teamwork and self-
reflection during the workshop and teaching practicum
ii. To seek guidance from tutor, cooperating teacher and school
teachers in performing teaching and administrative tasks
iii. To work collaboratively with teachers on teaching and
administrative tasks
iv. To co-plan and co-teach with teachers of the school
v. To plan for performing teaching, management and assessment
responsibilities in the classroom
vi. To reflect on his/her teaching practice
vii. To develop a portfolio containing lesson plans taught by the
trainee teacher and proof of attendance record for teaching
practicum

4. Assessment
As there is no written exam in the course nor quiz and assignments as in other courses. The trainee
teacher will be assessed by the cooperating teacher and the tutor on his/her performance during
face-to face online or in person workshop and within classroom/school. The trainee teacher will
discuss and get feedback about his/her performance from his/her tutor and cooperating teacher
throughout the workshop. During teaching practicum, the trainee teacher can also seek guidance
from the teachers at the school. The lesson planning, teaching performance in the classroom and
classroom/school management skills of the trainee teachers will be assessed in the course.
Additionally, final lessons and portfolio containing lesson plans will also contribute towards
assessment of trainee teacher during this course. Portfolio contains lesson plans taught by the
trainee teacher and proof of attendance record for teaching practicum.

Marks Distribution & Passing Marks

Passing marks in Teaching Practice (II) are 50%. The passing marks in final lesson and
portfolio components are also 50%. The percentage for various components is as follows:

Table 3: Marks Distribution for Teaching Practice-II (6499)

S/No. Components Marks Allocated
01 Workshop Attendance and instructiveness 10
02 Development of teaching resources during the 20
workshop (charts, models, working models,
technology integration, low cost/no cost materials)
03 Lesson Plans (Teaching Practicum Related Work 30
04 Final Model Lessons+ Portfolio+ Forty Lesson PLans 40 (20+20)
Total Marks 100
Workshop/Practicum marks distribution
95 % & above 10 marks
90-94% 09 marks
85-89% 08 marks
80-84% 07 marks
Below 80% Does not qualify

5. Code of Conduct for Prospective Teachers

All Prospective teachers are required to follow following code of conduct:
1. All Prospective teachers are expected to be physically present in the workshop and teaching
practicum site for the specified time period. Trainee teacher will perform all curricular and co-
curricular activities as may be suggested by a teacher/school within the territory of school.
2. Absence due to illness or personal emergency must be timely notified to the school and the
regional office/center of the university. 80% attendance separately for workshop and teaching
practicum is compulsory to pass the teaching practice-II. Two absences are permitted during
teaching practicum. If a prospective teacher was unable to maintain 80% attendance during
workshop or teaching practicum, then it would result in failing the course “Teaching Practice II”.
Attendance record of prospective teachers during teaching practicum is to be maintained by the
school and the trainee teacher. The prospective teacher will submit the attendance record along
with its portfolio to regional office/center of the university at the end of teaching practicum.
3. Phone calls, messaging or Face book are not allowed during the workshop and at the teaching
practicum site. All cell phones must be turned off/ switched on silent during the workshop and the
teaching practicum site. If trainee teacher feels the need to use his/her cell phone, he/she must first
get permission of the head teacher for it.
4. Communication must be on regular basis between trainee teacher and regional center of the
university. The concerned regional center will manage to visit practicum school on regular
intervals during teaching practicum. The purpose of this visit would be to ensure the successful
completion of teaching practicum in school by the trainee teacher.
5. Trainee teacher must maintain the confidentiality concerning pupil records and any other
information related to concerned classroom/school. The permission from school administrator
must be obtained before collecting and sharing any school related information to anyone outside
the school.
6. Trainee teacher must not use corporal punishment in the classroom.
7. Strictly follow rules and regulations of institutions where workshop takes place and where
attached for teaching practicum.
8. Keep the decorum of teaching profession.
6. Workshop and Schedule of the Workshop
Workshop is a mandatory part of Practice Teaching (II). Attending workshop is compulsory to
pass the course of Teaching Practice (II). The purpose of the workshop is to equip trainee teachers
with the strategies, skills and techniques for effective teaching practicum. This workshop comprise
components of lesson planning, pedagogical skills, classroom management skills, assessment
skills, resolution of issues which arise during teaching and learning (conflict management), time
management and preparation of portfolio.

The tentative program for the workshop is given below. However, minor amendments can be made
to make adjustment to local circumstances.

Table.4 Schedule of the Workshop

Day Sessons Activity Responsibility of
Time
01 Session-I: Inauguration and Officer from concerned Regional 02:00 p.m.
introduction of the Centre of the University/Faculty to 03:00 p.
workshop and course Member in case of Workshop in
Main Campus
Session-II: (i) Instructional Supervisor(s)/Tutor 03:00 p.m. to
Planning for an 04:00 p.m.
Academic Year
(ii) Components
of Lesson
planning
[Formulation of
instructional
objectives and
learning
outcomes,
 selection of
teaching
method(s) and
technique(s),
selection & use
of AV aids and
Classroom
Assessment
Techniques
(CATs) for a
lesson]
Session III: Practice on Supervisor(s)/Tutor 04:00 to 4.50
components of lesson
planning
Session-IV: Lesson Presentation by Trainee Resource Person 05.10 p.m. to
Teachers & Feedback provided 6.00
by supervisor(s)/tutor for
improvement of lesson
planning & presentation
Session-V (i) Organizing and Tutor, Supervisor 06:00 p.m. to
managing an 07:00 p.m.
inclusive and
safe classroom &
learning
environment that
recognize the
physical,
emotional,
affective, social,
and intellectual
needs of the
students
(ii) (ii) Students will
be assigned tasks
for lesson
presentation on
second and third
day of workshop.
02 Session-I: Selection of Teaching Method Resource Person /Supervisor 02:00 p.m. to
(Lecture, Cooperative 03:00 p.m.
Learning, Discussion,
Problem-solving and activity
method) for a Lesson ( Model
Presentation of lesson)
Session-II: Development of various kinds Tutor, Supervisor(s) & Trainee Teachers 03:00 p.m. to
of AV aids (Hands-on practice) 04:00 p.m.
Session III: Lesson Presentation by Tutor, Supervisor(s) & Trainee Teachers 04:00 p.m. to
04.50 p.m.
Trainee Teachers &
Feedback provided by
supervisor(s)/tutor for
improvement of lesson
 planning &
presentation
Session-IV: Lesson Presentation by Tutor, Supervisor(s) & Trainee Teachers 05:00 p.m. to
06:00 p.m.
Trainee Teachers &
Feedback provided by
supervisor(s)/tutor for
improvement of lesson
planning &
presentation
Session-V Lesson Presentation by Tutor, Supervisor(s) & Trainee Teachers 06:00 p.m. to
07:00 p.m.
Trainee Teachers &
Feedback provided by
supervisor(s)/tutor for
improvement of lesson
planning &
presentation HW on
classroom
management skills
3 Session-I: HW/ Classroom Management Resource Person 02:00 p.m. to
Skills 03:00 p.m.
Session-II: Session V Lesson Tutor, Supervisor(s) 03:00 p.m. to
04:00 p.m.
Presentation by
Trainee Teachers &
Feedback provided by
supervisor(s)/tutor for
improvement of lesson
planning &
presentation
Session III: Session V Lesson Tutor,Supervisor(s) & Trainee Teachers 04:00 p.m. to
05:00 p.m.
Presentation by
Trainee Teachers &
Feedback provided by
supervisor(s)/tutor for
improvement of lesson
planning &
presentation
Session-IV: Session V Lesson Tutor,Supervisor(s) & Trainee Teachers 05:00 p.m. to
06:00 p.m.
Presentation by
Trainee Teachers &
Feedback provided by
supervisor(s)/tutor for
improvement of lesson
 planning &
presentation
Session-V Session V Lesson Tutor,Supervisor(s) & Trainee Teachers 06:00 p.m. to
07:00 p.m.
Presentation by
Trainee Teachers &
Feedback provided by
supervisor(s)/tutor for
improvement of lesson
planning &
presentation

7. Teaching Practice
All prospective teachers who had completed their workshop will be eligible for teaching practice
in schools. During the workshop your tutor will provide you a letter signed by regional director to
show to your school administration as a confirmation that you are trainee teachers. (annex-V)

All trainee teachers are required to submit site approval form to the tutor/supervisor durly signed
by administrator of the school where you will do teaching practice (Annex-IV).

All prospective teachers will be required to make maximum use of opportunities for development
of teaching skills which would ultimately promote teaching professionalism.

8. Activities during Teaching Practicum

The activities that a prospective teacher is supposed to perform at school are given in the following:

a) Performing curricular, co-curricular and administrative tasks assigned by school within the
school.
b) Teaching in the classroom: the prospective teachers will develop at least 40 lesson plans
and teach them in the class during the teaching practicum. The duration of each lesson will
be equal to one period in the school.
c) Development of management and leadership skills.
d) Follow the instructions of the head or senior teacher in the school.

9. Format of the Lesson Plan

Format of the lesson plan is given as following:

i. Preliminary Section: This section contains information about title of the lesson, date of
teaching the lesson, name of the prospective teacher, roll number/registration number of the
prospective teacher, subject name for which topic has been selected for teaching, topic to be
taught, class and number of students.
 ii. Objectives of the Lesson: Smart objectives and SLOs will be given in the lesson plan.
The general objective will be related to purpose of the education and subject . the specific
objectives reflect the target teaching about particular topic.
iii. Teaching Method: A suitable teaching method or teaching strategy must be mentioned
for that lesson. Teaching method or strategy should be helpful to achieve the specific learning
outcomes of the topic.
iv. Av Aids: Selection and using Av aids make the teaching learning process more effective.
AV aids should be relevant and supportive to teaching.
v. Previous Knowledge: In this section description of set induction should be given. It
involves asking the question from students to test their previous knowledge. Previous
knowledge testing is helpful to connect the previous knowledge with new informations and
knowledge.
vi. Announcement of the Topic: The prospective science teachers will announce the topic
in such a way that will arouse the interest of the students.
vii. Presentation: Presentation of the lesson may have many steps. Presentation, formative
assessment, then next activity and summative assessment. During presentation rule of
deductive and inductive method may be applied and move from easy to complex by using
iterative process. The style of presentation of the lesson must be appropriate to age,
background knowledge, and mental level of the students. Psychology of the learner is prime
factor for consideration during presentation. Formative assessment will keep the lesson fresh
in the minds of the students.
viii. Recapitulation (evaluation): Summative evaluation will be carried out at the end of
the lesson. It will be helpful to inform teacher how much she/he was successful in achieving
objectives of the lesson.
ix. Homework: The students must be assigned brief but interesting homework for practicing
the lesson of the day in more detail.
(Note): All prospective teachers will prepare 40 lessons, a portfolio and two model lessons
till the end of the teaching practicum. Portfolio and lesson plans will be evaluated during final
presentation of the model lessons as per criteria.
10. Final Lessons
At the end of the teaching practicum, the prospective teachers would be required to prepare two
final lessons and present them before the panel. The panel will consist of tutor, cooperating teacher
and expert(s). The marks allocated to prospective during final lesson will be added up in the final
score for the course “Teaching Practice-II”. Therefore, successful presentation of two final lessons
is compulsory for all prospective teachers to pass the course.

Table 5: Rubric for Lesson Planning and Presentation

S. Components of Beginning Developing( Accomplished(3) Exemplary(4
N lesson Planning (1) 2) )
1 Objectives Objective(s) Some of the Objectives are Objectives
lack clarity, lesson clear, measureable are clear and
no objectives and connected to measureable,
connection are clear & the goals of the covers all
to the goals measureable subject aspects of the
; some lesson
objectives
have
connection
to the goals
2 Introduction/Set No attempt Inadequate Introduces lesson Introduces
Induction to make attempt to by sharing purpose lesson by
students get the of the lesson and sharing
attentive attention relevance of lesson purpose of
to students life. the lesson
and relevance
of lesson to
students life
in a friendly
language
3 Use of Instructional Limited use Incomplete Accurate and Effective and
Aids /AV Aids/ of or inaccurate appropriate use of purposefull
Technology instructional use of AV Aids use of AV
material instructional Aids and
material Technology
4 Instructional Less aligned Some parts Clear match with All aspects of
Methods/Strategies with lesson are of lesson objectives teaching
objectives instructional and instructional Methods are
and minor methods methodology/strate used by
knowledge /strategies gies prospective
of use of aligned with teacher
Methods lesson keeping in
objectives view
and delivery psychology
style of the
learners

5 Procedures Lesson plan Limited Lesson plan has Lesson plan

has no match match match with has match
with between objectives, with
objectives, objectives, students are objectives,
no support to students are provided support students are
students for guided for with examples and provided
guided or independent guided properly for support with
 independent practice, independent examples and
practice, lesson plan practice. guided
lesson plan has missing properly for
missing some independent
important practice.
details. Students are
motivated
.actions are
taken step by
step.
6 Communication One way Sometimes Two way Two way
communicat two way communication by communicati
ion communicat using verbal and on by using
ion non-verbal modes all possible
of communications modes of
communicati
ons
7 Dealing with Little Lesson Lesson presented Planned for
Students diversity attempt to presented in in variety of ways Lesson
explain variety of but linked to presented in
lesson in a ways but not learners needs to variety of
variety of linked to some extent ways but not
way. learners linked to
needs learners
needs
8 Evaluation/Recapitul No Evaluation Formative and All types of
ation evaluation techniques summative evaluation
techniques are provided evaluation techniques
are for the techniques are are provided
provided. lesson but in provided and are and are
If used an related to lesson related to
techniques inaccurate objectives lesson
donot way objectives
measure the and students
lesson nature.
objectives
9 Closure Lesson Lesson Teacher finished
Teacher
finishes finished lesson by
made
without a with summarizing and
students
review insufficient reviewing with
involved in
review. engagement of
review the
students. lesson with
proper
feedback.
10 Questioning Questioned Question Most students were Question
asked but of asked with involved in provoked the
 no value. little questioning. thinking ,
Few relevance Related to developed
students with objectives. reasoning
were objectives. and logic.
involved. Some
students
were
involved
11 Organization of time Not cared Consider Use reasonable Exemplary
for time to time for time slot for time
achieve the various achievement of management.
lesson components lesson objectives.
objectives of lesson but Gave proper time
time slot was to each component.
not
appropriate
12 Monitoring Students Donot Sometimes Review students Review the
work monitor/revi review the work during the students
ew students students lesson and work
work progress, but provided the systematicall
with less information about y.
attention students progress.
13 Professional write up Lesson plan Lesson plan Lesson plan is Lesson plans
of Lesson Plans contains lot contains written in a good written with
of errors reasonable way a full spirit and
errors shows the the
zeal of the
prospective
teacher.

Model Lesson Plan

Topic: Structure of Atoms by Dr. ARSHAD MEHMOOD QAMAR

Learning Outcomes

After studying this topic, you will be able to:

•
Describe Atom and basic related concepts.
•
Explain Composition of an Atom on the basis of atomic theories.
•
Define and Calculate Atomic Number and Mass Number of atoms.
•
Elaborate Isotopes, give their examples and tell the uses of isotopes in our daily
life.
• Know the distribution of electrons in various shells and sub-shells
• Discuss electronic Configuration of Atoms and draw atomic structures.
3 Method and Resource
• Inquiry, Questioning and discussion, Investigation and problem solving.
• Utilizing whole class, group, and individual work.
• Incorporating literacy strategies( reading, writing, speaking and listening)

3.1 Resources

• Science Supplies and Equipments.( models of atomic structure, models of shapes

of shells, model of Rutherford’s experiment, indigenous materials)
• Print Resources, Students text books, sheets, reference books etc.
• Non- print ( Computer soft wares offering simulations models And net links etc)
• Technology (Computers, Multimedia including active boards).

4 Concept Map. (7 minutes)

Introduction to Atom and basic related
concepts
Composition of an atom on the basis of
different atomic theories.
Mass Number and Atomic Number
Major Concepts Related
to Structure of Atoms
Isotopes, examples and uses.

Distribution of electrons of an atom

The electronic configuration of atoms.

Previous link (3 minutes)

Do students know the concept of matter? Do the students know, meanings of Composition?

5 Presentation

5.1 Introduction to Atom (time= 10 Minutes).

Hands on Activity: A piece of cardboard will be given

to some students. They will be asked to cut it into smaller Figure 1 Structure of an atom
pieces. Then again tried to cut it into further into smaller
pieces .When students will not be able to cut into further Nucleus
smaller pieces, the teacher will ask them this is the basic Electron
unit of element and is called Atom. The name atom +
comes from the Greek word atomos that means
"indivisible". 1st Energy level

In 1808 John Dalton a school teacher put forwarded the Atomic Theory. According to it all matter
is made up of small indivisible particles called atoms. After that when subatomic particles were
discovered the concept of atom changed as follows; Atoms are the smallest particle of an element
which can take part in chemical reaction and which may or may not exist independently. Like
Hydrogen (H2 ) and He (helium).

Atoms are smallest particles

of an element.

Elements differ Element is the

fromeach other because smallest particle of
they consist of different Element is the smallest part matter in which all
type of atoms. The of material things. the atoms are same
Gold is different to that
of Silver due to
in size, mass,
different atoms in structure and
them. properties.

Assessment questions Material things combine in different

ratios
1. What is smallest particle of to
anform the whole
element? Universe.
2.what are meanings of an atom? 3. Define atom?

5.2 Composition of an Atom. (10 minutes)

Parts of an Atom. An atom consists of two parts;

1. Inner part. Consists of protons and Neutrons.
 2. Outer Part. Consists of energy levels in which electrons revolve.
Electrons were discovered by Sir William Crooks in 1895.They carry negative charge.
Protons were discovered by E. Goldstein in 1886. They carry positive charge.

Neutrons were discovered by Chadwick in 1932. They are neutral. Different atomic Models
presented by Rutherford, Bohr and Summerfield are based here.

Rutherford’s atomic model Bohr’s atomic model Summerfield’s atomic

atomic model

In 1911 Lord Rutherford proposed that the structure of an atom consists of two parts, the central
part and outer part. The central part is highly dense, and is called nucleus. Nucleus contains Protons
and Neutrons. Proton and neutron make the main mass of an atom. Electrons are revolving around
the nucleus in paths called orbits.

In 1913 Neil Bohr proposed that electrons revolve around the nucleus in energy levels .These
energy levels has fixed energy. The energy of electron near the nucleus is smaller but energy of an
electron is more which is revolving farther to the nucleus.

The atom as a whole is neutral as the number of proton and electron in an atom is always equal.

Number of Protons = Number of electron (in a neutral atom).

Activity Find the number of electrons in the atom of hydrogen, carbon, oxygen, nitrogen and
Sodium atoms when the number of protons is; 1, 6, 12, 8, 7 and 11.

5.3 Atomic Number and Mass Number: (10 minutes)

5.3 A).Atomic Number

Each type of atom has a specific number of protons. The number of protons present in the nucleus
of an atom is called its atomic number. It is represented by symbol Z. atomic number is helpful to
distinguish an element from other elements. Each atom has a specific atomic number termed as its
identification number. For example all atoms of hydrogen have 1 proton, their atomic number
Z=1. All atoms in carbon have 6 protons, their atomic number Z=6.Similarly all Oxygen atoms
have 8 protons having atomic number Z=8.We can also define atomic number as the number of
electrons in a neutral atom.

5.3(B) Mass Number:

Total number of protons and neutrons present in the nucleus of an atom is termed mass number. It
is represented by symbol ‘A’.

It can also be represented as A= Z + n (where n is the number of neutrons.)

Each proton and neutron has one unit of mass. For example carbon has 6 proton and 6 neutron,
hence its mass number A= 6+6= 12.
A= Z+N here A is mass no.
Sodium has 11 protons and 12 neutrons in its
Z= A-N Z is atomic number
Nucleus, hence its mass number A= 11+12 = 23.
N=A-Z N is number of neutrons

Table showing Protons, Neutrons, Electrons, atomic number and mass numbers

Element Number Number Number of Atomic Mass Number(A)

of of Electrons number
protons Neutrons (Z)
Hydrogen 1 0 1 1 1
Helium 2 2 2 2 4
Lithium 3 4 3 3 7
Beryllium 4 5 4 4 9
Boron 5 6 5 5 11
Carbon 6 6 6 6 12
Nitrogen 7 7 7 7 14
Oxygen 8 8 8 8 16
Flourine 9 10 9 9 19
Neon 10 10 10 10 20

Activity: Identify an element whose mass number is 19. Calculate the number of protons, electrons
and atomic number when number of neutron is 10.
Activity: write name of an element whose atomic number and mass number is same. Give reasons
to explain your answer.

5.4 Isotopes and their uses (10 minutes)

Activity: In the atomic structures below identify structures in which numbers of protons, number
of electrons and number of orbits is same. Also tell what difference in the structures is? Also
calculate atomic numbers and mass numbers for all these structures.

P=1 P=6 P=1

N= N=6 N=2
0

A B C

P=1
P=6 P=6
D E F
N=1
N=8 N=7

Which structures have same atomic numbers? Which structures have different mass numbers?
Structures A, E and C have same atomic numbers. And structures B, D and F also have same
atomic numbers. The structures having same atomic numbers are called isotopes. Atoms of the
same element which have same number of protons and electrons but different of neutrons are called
isotopes. Isotopes are chemically alike but differ in their physical properties.
Figure A, E and C are isotopes of Hydrogen. Fig A is called Protium, E is Deuterium and C is
called Tritium. More clear picture of isotopes of hydrogen is given below in fig no

Oxygen has two isotopes. Both has same number of protons

or atomic number Z=8 But different Number of neutrons and
mass numbers A= 16 and A= 18

Uses of Isotopes

Isotopes have many uses in our daily life. Some are given as

Under:

1. Iodine-131 is used as a tracer in diagnosing thyroid problems.

2. Na-24 is used to trace the flow of blood and detect problems in the circulatory system.
3. Cobalt- 60 is used to irritate cancer cells.
4. Carbon-14 is used to trace the path of carbon in photosynthesis.
5. Hydrogen isotope deuterium is used in the preparation of heavy water. Heavy water is
used as a neutron moderator and coolant for nuclear reactors.

5.5 Distribution of Electrons in an atom ( 10 minutes)

Electrons revolve around the nucleus in different energy levels or shells. Energy levels are
denoted by 1, 2, 3 and so on. While shells are denoted by the alphabets or shells K, L, M and
N. The energy of the electron in an orbit is proportional to its distance from the nucleus. For
example the first shell has less energy and it increases from K shell to onward. In simple words
shells are the main energy levels that electron occupy. Shells are represented by circles around
the nucleus. The number of electrons that a shell can accommodate is calculated by 2n2, where
‘n’ is the shell number.
A shell further consists of sub-shells or orbitals and Energy Shell Sub-shell Number of
is denoted by smaller letters s, p, d and f. level electrons
Distribution of electrons around the nucleus in 1 K s 2
Various shells and sub- shells according to their 2 L s, p 8
3 M s, p, d 18
increasing energy is called electronic configuration.
4 N s, p, d, f 32

5.6 Electronic Configuration of Atoms (10 minutes)

The sequence of filling of electrons in different sub-shells is: s< s< p< s< p< s< d< p< s<…

Element Atomic Electronic Element Atomic Electronic configuration

Number configuration number
hydrogen 1 1s1 Neon 10 1s22s22p6
helium 2 1s2 sodium 11 1s22s22p63s1
lithium 3 1s2 2s1 magnesium 12 1s22s22p63s2
beryllium 4 1s22s2 aluminum 13 1s22s22p63s23p1
boron 5 1s22s22p1 silicon 14 1s22s22p63s23p2
carbon 6 1s22s22p2 phosphorus 15 1s22s22p63s23p3
nitrogen 7 1s22s22p3 sulfur 16 1s22s22p63s23p4
oxygen 8 1s22s22p4 chlorine 17 1s22s22p63s23p5
fluorine 9 1s22s22p5 Argon 18 1s22s22p63s23p6

Atomic structures of some atoms

K P=1
K P= L K P=3
L K P=4
2
N= N= N=
0 N= 4 5
2
The students will draw atomic structures of atoms of first twenty elements on activity sheets
provided, and teacher will guide and monitor them.

6 Summary (Key points) (10 minutes)

• Atom is the smallest particle of matter which can or cannot exist free in nature and can
take part in a chemical reaction,
• An atom consists of three sub- atomic particles; electron, proton and neutron.
• Proton carries positive charge, electron carry negative charge whereas neutron is neutral.
• Number of protons present in the nucleus of an atom is called its atomic number.
• Total number of protons and neutrons present in the nucleus of an atom is called its mass
number.
• Atoms of the same element which have same number of protons, but different number of
neutrons are called isotopes.
• There are four shells K, L, M and N.
• Rutherford gave planetary model of atom, according to which atom have a central heavier
dense portion called nucleus.
• Bohr gave the idea of energy levels in which electrons revolve around the nucleus.
• The energy of the shells is proportional to the distance from the nucleus. Farther an
electron is more energy it has and so on.
• The number of electrons in K, L, M and N shells respectively is 2, 8, 18, and 32.
• Distribution of electrons around the nucleus in various shells and sub- shells according to
their increasing energy is called electronic configuration.

7. Assessment and Recapitulation. (15 minutes).

1. An atom of chlorine has 17 protons and 18 neutrons in its nucleus. Find its atomic number
and mass number?

2. Define atomic number and mass number? 3. Complete the missing spaces with correct
answers in the table given below.

Element Number of Number of Number of Atomic Mass Number(A)

protons Neutrons Electrons number (Z)
Hydrogen 1 0 1 1 1
Helium - 2 2 - 4
Lithium 3 - 3 - 7
Beryllium 4 5 - 4 -
Boron - - 5 5 11
Carbon 6 - - 6 12
 Nitrogen - 7 - 7 -
Oxygen 8 8 - 8 -
Flourine 9 - 9 9 19
Neon 10 - 10 - 20

4. Define isotopes .Draw structures of isotopes of Carbon?

5. Describe Rutherford’s and Bohr’s atomic models?

Annex-AMCQS for Pre-test

1. Which atom can exist independently?

A). Oxygen B) hydrogen C) helium D) Nitrogen

2. “M’ is considered in electronic configuration of atoms ……

A). Sub-shell B) Shell C) energy level D). none of them

3. The correct electronic configuration of Carbon is ..

A) 1s22s4 B) 1s22s22p2 C) 2s2 3p4 D) 2s2 3p2 3s2

4 Hydrogen has three isotopes

A) 2 B) 3 C) 4 D) 1
5 Nucleus as a whole is …
A). neutral particle B). Positively charged
C) Negatively Charged D) sometimes negatively sometimes positively charged.
 SAMPLE LESSON PLAN.2

Name of the Teacher: Class: 9

Subject: General Science No. of Students: 30

Duration of the Lesson: 45 min. Date: .......................................

Topic of the Lesson: Environment

General Objectives:

Students will be able to:

1. know about the importance of environment.

2. Understand importance of clean environment.
3. execute various steps for keeping environment clean.
4. identify the importance environment for living organisms.

Specific Objectives:

After completion of this lesson you will be able to:

1. define the term ‘Environment’.

2. enumerate the living and nonliving components of environment.
3. explain the relationship between the living beings of the environment.
4. exemplify the importance of various components of environment for
one another.
5. Describe different methods to protect the environment

Teaching Method: Lecture-cum-inductive/deductive Method

AV Aids: Blackboard, Chalk, Textbook, Chart, Pictures of living and non-living things.

Previous Knowledge:

1. What is the difference between living and non-living things?

2. How many types of living things are there?
3. Give examples of non-living things?
4. What do we obtain from the sun?
5. What is the nature of light and energy?
 6. Can life exist without water?
7. What do living things need to live?

Announcing the topic: Today, we are going to learn about “Environment”

Introduction:

Give two minutes to students to notice and tell various living and non-living things in the classroom
and the school. Write down the names told by students on the blackboard.

Are all these things present in our home? Yes, nearly at all places, the various living and non-
living things together make up the environment.

Presentation:

Now show a chart to students with the following main elements and pictures of living and non-
living things.

Environment

Non-living
Living Component Component

Plants, animals, Soil,water, heat

human beings and light

Figure 2: Components of Environment

Question: What are the main components of environment?

Now tell about the importance of plants in the environment. Plants prepare food on which other
living things depend. Plants are called producers. Now draw the diagram of food chain and
explain to students about the inter-dependence of various living things on each other. In the
environment, energy travels from green plants to herbivores (animals eating plants) then to
carnivores (animals eating animals) and finally to omnivores (animals who eat both plants and
animals).
Now, explain the importance of green plants (producers) that they produce oxygen and regulate
the temperature of the environment. Also tell about the importance of water in the environment for
all the plants and animals and without it, life is impossible. Also mention the importance of soil
for the living things in the environment.

Partial Recapitulation:

➢ What benefits we get from plants?

➢ What are the sources of energy in the environment?
➢ What are the man-made sources of energy?

Class work:

Activities and exercises at the end of the lesson will be discussed and done in the note books.
Pictures of Living and Non-Living things will be drawn or pasted.

Final Recapitulation:

1. What do you mean by environment?

2. Give some examples of natural elements.
3. Is human being a producer or consumer?
4. Who are the producers? What do they do?
5. How carnivores depend on plants?

Homework:

1. Draw and describe food chain.

2. Write down the benefits of sunlight.
3. How increased plantation can influence the environment?
MODEL LESSON PLAN .3

(AUSUBELIAN TEACHING METHOD)

Topic: Pressure and atmospheric pressure Class X

Time: 1 hour 10 min.

Concepts: matter and its properties, stress, force, area, Newton’s third law of motion.

General objectives: To develop the sense of reasoning and logical thinking and scientific attitude
among the students.

Specific Objective: After the end of this session, the students will be able to:

• Define matter and name some of its properties.

• Define the concepts of force, area, and pressure.
• Find the relationship between force and pressure.
• Find the relationship between area and pressure.
• Find the relationship between temperature and pressure.
• Apply the concept of pressure in daily life.
Dear students I hope you all will be fine.

O.K. like previous lessons we will study this lesson too in the same manner. In the beginning
I will ask you some questions about the concepts, of which you are already familiar just to refresh
your previous knowledge and to develop the linkage between the learnt material and the material
to be learnt.

• Teacher: (just food for thought)

• Students do you ever think why athletes / player use spikes?
• Why is it easy to cut with a sharp knife than a blunt one although the applied force is same?
Lesson Plan (Phases of Ausubelian Teaching Method)
 Phase One Phase Two Phase Three
Advance Organizer Presentation of Learning Strengthening Cognitive

Task or Material Organization

• Define matter. • Pressure • Keeping in view of

• Name and recall • P= F/A concept of pressure
some properties of • Pressure depends justify how horse is
matter; weight, upon Force and faster than camel.
volume, force, area Area • Why athletes use
etc. spikes?
• Unit of Pressure
• Air and all other • How you
(N/m2 or Pascal)
material things differentiate between
Examples (Blunt nail
exert pressure, and stress and pressure?
vs. sharp nail, Flat
have weight. Are these scalars or
Shoes / Sandal with
• What is force? vector quantities?
heel.
• Weight is a force.
• Difference between
• Unit of force.
stress and pressure.
• Area and its units.
• Volume

A B

• Which Triangle
has greater
pressure A or B?
Model Lesson Plan.4
 APPENDIX I

STUDENT BIODATA FORM (WORKSHOP)

S/No. Student Name Phone Number Email Address

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.
 20.

APPENDIX II

WORKSHOP REPORT

By tutors/supervisors

1. Program: B.Ed. (2.5/4 years)

2. Duration of the Workshop: 03/06 days
3. Name of the Institution(where Workshop was conducted)...............................
4. Name of the Tutor .............................................................................................
5. Qualification of the Tutor .................................................................................
6. Designation of the Tutor ...................................................................................
7. Name of the Supervisor ....................................................................................
8. Qualification of the Supervisor .........................................................................
9. Designation of the Supervisor ...........................................................................
10. Total Number of Students in Workshop ...........................................................
11. Number of Failure Students in Workshop ........................................................
12. Timings of the Workshop from............................ ............................................to
13. Difficulties Faced During Workshop ................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
14. Suggestions for Improving Workshop ..............................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
________________ ________________ ________________

Regional Director Tutor Supervisor

 APPENDIX III

RESULT SHEET OF PROSPECTIVE TEACHERS

Workshop Teaching Practicum

Attendance Lesson Assessment Development Re

Plans Tool of
(10 Marks) Development Instructional
(40 Aids
Marks) (10 marks)
(20 Marks) Peer Group
2 Final Total
Presentation Lesson
Name Instructionl Lessons Marks
Roll of Two Plans
of aids will be
No. lessons (30+ (Obtained
Student from Low (40
cost material, 30=60 out of
(10+10=20 Marks)
Laboratory Marks) 200)
Marks)
material,
electronic
sources and
models/charts
etc
 APPENDIX IV

TEACHING PRACTICUM SITE APPROVAL FORM

This form must be completed and submitted to the concerned Regional Office/Center of the
Allama Iqbal Open University for approval at least 02 weeks prior to the start of teaching
practicum.

Student Name: ............................................................................................................

Registration No: .........................................................................................................

Name & Address of School: ......................................................................................

Phone Number of School: ..........................................................................................

Principal/Head Teacher Name & Signature:..............................................................

 APPENDIX V

TEACHING PRACTICUM LETTER

Respected Head of the Institution,

Mr./Ms./Mrs. ___________________________________ is a student of B.Ed. under registration

number_______________ in Allama Iqbal Open University, Islamabad. He/she is needed to
perform teaching practicum in the school as a requirement of his/her degree program. Kindly
facilitate him/her by providing this opportunity in your institution.

Director,

Regional Center/ International office _______________,

AIOU, Islamabad.

APPENDIX VI
 FORM FOR FINAL LESSON & PRESENTATION

Name of Trainee Teacher: .........................................................................................

Roll No. .....................................................................................................................

Subject: ......................................................................................................................

Date: ...........................................................................................................................

S/No. Dimension Total Score

1. Objectives 2

2. Checking Previous Knowledge 2

3. Use of AV aids 2

4. Instructional Method 2

5. Assessment tool 2

6. Lesson Recapitulation 2

7. Questioning/ Closure 2

8. Home assignment 2

9. Time Management 2

10. Write-up of Lesson Plan 2

Total 20

NOTE: FOR ASSESSING EACH LESSON, SEPARATE FORM WILL BE USED

Comments:

Supervisor ................................................ Evaluator ............................................

Evaluator .................................................. Tutor...................................................