How to write a B.Ed lesson plan: what NCTE and NCERT actually require, a step-by-step format you can adapt to your college, micro and mega lesson plans compared, complete examples for Class VII science, Class VIII English and Class VII geography, and printable templates.
The short answer: A B.Ed lesson plan is the written plan you prepare for each lesson you teach during micro-teaching and school internship. Most colleges ask for the same parts: a header, general and specific objectives, teaching aids, previous knowledge, an introduction, the presentation (teacher activity, student activity and blackboard work), recapitulation, evaluation, a home assignment and a blackboard summary. None of the NCTE or NCERT documents we checked prescribes one national lesson plan format. Your college or university sets the exact headings, so use the format below as an adaptable base and follow your supervisor’s instructions.
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Key takeaways
- NCTE’s norms for the two-year B.Ed set the structure of the programme, including at least 20 weeks of engagement with the field and school internship, but they do not fix a lesson plan format.
- Your affiliating university and college decide the headings, the number of lesson plans and how they are marked. Their format always comes first.
- Write the objectives first, then the evaluation, then the presentation, so that every activity leads to something you can check.
- A complete plan is coherent from top to bottom: each specific objective is taught in the presentation and checked in the evaluation.
- “Mega lesson plan” is not an NCTE or NCERT term. On this page it means our proposal: a complete plan for one full period, as opposed to a micro lesson plan that practises one skill.
- No template guarantees marks. Supervisors assess how you plan, teach and reflect, not only the paperwork.
This section only reports what the official documents say. The format we suggest comes in the next section.
The programme. The NCTE (Recognition Norms and Procedure) Regulations, 2014, notified on 28 November 2014, set the norms for the B.Ed in Appendix 4. The B.Ed “prepares teachers for upper primary or middle level (classes VI-VIII), secondary level (classes IX-X) and senior secondary level (classes XI-XII)” and lasts two academic years. Its curriculum has three areas: Perspectives in Education, Curriculum and Pedagogic Studies, and Engagement with the Field.
The internship. Appendix 4 sets “a minimum duration of 20 weeks” of internship for the two-year programme (4 weeks in the first year and 16 weeks in the second), with “an initial phase of one week for observing a regular classroom with a regular teacher” and observation of practice lessons by peers, teachers and faculty. It also states that “one-fourth of the total marks/weightage shall be allocated to assessment of practice teaching”, and that the weightage of internal and external assessment “shall be prescribed by the affiliating university”. NCTE’s later documents split the 16 weeks slightly differently (15 weeks of internship and one week of other field work in the two-year B.Ed curriculum framework, 14 and 2 weeks in the 2016 internship guidelines), so check the calendar your college follows.
Lesson plans. NCTE’s School Internship: Framework and Guidelines (January 2016) suggests “Preparation of Lesson Plans and Unit Plans” among the activities of a student-teacher during internship, next to observing lessons, teaching units of the prescribed syllabus and keeping a reflective diary. It leaves the detailed evaluation scheme to the affiliating bodies. None of these documents gives a lesson plan form or a list of headings.
A warning about rigid formats. NCTE’s own frameworks are critical of mechanical lesson planning. The National Curriculum Framework for Teacher Education (NCTE, 2009) reports the common complaint that practice teaching “operates with rigid lesson plan formats”. The Curriculum Framework: Two-Year B.Ed. Programme, issued by NCTE after the 2014 Regulations, says that internship “should not be reduced to the ‘delivery’ of a certain number of lesson plans” and that teaching should not be practised through “the reductionist approach of ‘microteaching’ of isolated ‘skills’ and simulated lessons”. In practice, many colleges still ask for a set number of plans and for micro-teaching. A good plan answers both: it follows your college’s format and shows real thinking about your learners.
An example of what one institution asks for. NCERT’s Syllabus for Bachelor of Education (B.Ed.) Programme (Department of Teacher Education, 2016), written for its Regional Institutes of Education, asks student-teachers to “prepare lesson plans in two school subjects and deliver at least 40 lessons in each” during internship, and marks lesson plans and unit plans as one component among many (observation records, case study, reflective diary, assessment by mentor teachers and supervisors, viva-voce). Other universities set different numbers. Ask for your own college’s scheme before you start writing.
Sources checked on 23 October 2026. ncte.gov.in returned an access error to our requests that day, so the NCTE documents were read from Internet Archive (Wayback Machine) copies of the official PDFs, with the capture date given for each. NCERT documents were downloaded from ncert.nic.in. This section is based only on the NCTE Regulations, 2014 and the documents listed below. We have not reviewed later amendments, so check the current rules with your university.
The format below is ours. It follows the headings that many B.Ed colleges in India use, and it is built so that the objectives, the teaching and the evaluation line up. It is not an NCTE or NCERT form. If your college gives a format, keep its headings and order, and use the guidance under each step to fill them. Some colleges name the steps after Herbart (preparation, presentation, comparison, generalisation, application, recapitulation); others ask for a 5E or constructivist plan. Our lesson plan format comparison explains those models.
Write your name, roll number, the school, class and section, subject, topic and sub-topic, date, period and duration. Keep the topic narrow: one lesson of 35 to 45 minutes usually covers one sub-topic of a chapter, not the whole chapter.
General objectives are the broad aims: understanding, a skill, an attitude. Specific objectives say what students will be able to do by the end of the period, with a verb you can observe: state, identify, classify, calculate, explain, compare. “Students will understand acids” cannot be checked. “Students will classify given samples as acidic, basic or neutral” can. Some colleges ask you to label objectives by domain (knowledge, understanding, application, skill); follow that if required. Our guide to writing lesson plan objectives has verbs for each level.
List everything you will use: charts, models, specimens, materials for an activity, worksheets, the textbook pages, a digital resource. Check that each aid serves an objective, and prepare a fallback if electricity or a projector is not available.
Write what the students already know that the lesson builds on: an earlier chapter, an everyday experience, a skill. Be concrete (“students know that lemon tastes sour”), because your introduction will start from it.
Plan three or four questions, a short demonstration or a situation that links previous knowledge to the new topic. Write the expected answers next to each question. The last question is often a problem students cannot yet answer, which leads to the announcement: “Today we will learn...”. Keep it to about five minutes.
This is the core of the plan. Divide the content into teaching points, and for each one write, side by side:
| Column | What to write |
|---|---|
| Teaching point | The sub-idea you teach, in a few words |
| Teacher activity | What you will say, ask, show or demonstrate, including the key questions |
| Student activity | What students will do: observe, answer, try, record, discuss |
| Blackboard work | What you will write or draw on the board at that moment |
| Time | Minutes for that teaching point |
Plan at least one moment where students do the work themselves (an activity, a worked problem, a discussion), and a question that checks understanding before you move to the next teaching point.
Two or three questions, or a short summary by the students, that bring back the main points of the lesson in two or three minutes.
Questions or a short task that check every specific objective. Include at least one question that asks students to apply the idea to a new case, not only to repeat it.
A short task linked to the objectives: practice, an observation at home, a reading, or a question to prepare for the next lesson. Avoid copying long answers.
Draw the board as it will look at the end of the period: title, key terms, the main table or diagram. It shows your supervisor that the lesson has a clear structure and helps you use the board in order.
Many colleges also leave space for reflection after teaching and for the supervisor’s remarks. Write your reflection the same day: what worked, what you would change, which students need support.
This example is written for this page. It uses the NCERT science textbook Curiosity for Grade 7, Chapter 2, “Exploring Substances: Acidic, Basic, and Neutral”, section 2.1.1 “Litmus as an indicator” and Activity 2.1. The facts follow the textbook: litmus is a natural substance obtained from lichens, acidic substances turn blue litmus red, basic substances turn red litmus blue, and neutral substances change neither. No classroom results are claimed.
Header
| Field | Entry |
|---|---|
| Class and section | VII A (about 40 students) |
| Subject | Science |
| Topic / sub-topic | Acidic, basic and neutral substances / Litmus as an indicator |
| Duration | 40 minutes |
General objectives
Specific objectives. Students will be able to:
Teaching aids. Blue and red litmus paper strips, white tiles, droppers, nine labelled samples (lemon juice, vinegar, tamarind water, soap solution, baking soda solution, lime water, tap water, sugar solution, salt solution), a chart of the observation table, the textbook. Lime water and soap solution can irritate the eyes: students wash their hands after the activity.
Previous knowledge. Students know that lemon, tamarind and amla taste sour and that soap feels slippery. They can record observations in a table.
Introduction (5 minutes)
| Teacher’s questions | Expected responses |
|---|---|
| Name something sour that you eat at home. | Lemon, tamarind, amla, curd. |
| How does soap feel when you rub it between your fingers? | Slippery. |
| Can we find out whether a liquid is sour like lemon juice without tasting it? | No definite answer (problem question). |
Announcement: “Today we will learn how to test whether a substance is acidic, basic or neutral using litmus paper.”
Presentation (25 minutes)
| Teaching point | Teacher activity | Student activity | Blackboard work | Min |
|---|---|---|---|---|
| 1. Litmus is an indicator | Shows blue and red litmus strips. Explains that litmus is a natural substance obtained from lichens and changes colour in acidic and basic solutions, so it is called an acid-base indicator. | Observe the strips; answer “Have you seen lichens on trees or rocks?”; note the word “indicator”. | Litmus: natural indicator, obtained from lichens. | 4 |
| 2. Testing nine samples | Forms groups of 5 or 6, gives each group a tile, a dropper, litmus pieces and the samples, demonstrates one drop on each colour and reminds: “Do not taste any sample.” Circulates and asks “What colour did the blue piece turn?” | Put one drop of each sample on a blue and a red litmus piece; record the colours in the observation table. | Table: Sample, Blue litmus, Red litmus. | 12 |
| 3. Acidic, basic, neutral | Takes results from each group, fills the class table and guides students to sort the samples into three groups, then names them. | Report results, sort the samples, copy the grouped table. | Blue to red = acidic: lemon juice, vinegar, tamarind water. Red to blue = basic: soap solution, baking soda solution, lime water. No change = neutral: tap water, sugar solution, salt solution. | 6 |
| 4. Test, do not taste | Asks: “Lemon juice tastes sour. Should we taste a liquid to find out whether it is acidic?” Explains that unknown substances are never tasted; indicators let us test them safely. | Discuss and give reasons. | Never taste unknown substances: test them. | 3 |
Recapitulation (3 minutes). What is an acid-base indicator? What happens to blue litmus paper in vinegar? Name one acidic, one basic and one neutral substance from your home.
Evaluation (5 minutes)
Answer key: 1. basic; 2. basic, acidic, neutral; 3. the liquid is neutral; 4. it may be harmful, and an indicator tests it safely.
Home assignment (2 minutes). List five substances from your kitchen and predict whether each is acidic, basic or neutral, with one reason. Read section 2.1.1 of the textbook again. Some predictions will be tested in the next lesson.
Blackboard summary
| Litmus test | Nature | Examples from today |
|---|---|---|
| Blue litmus turns red | Acidic | Lemon juice, vinegar, tamarind water |
| Red litmus turns blue | Basic | Soap solution, baking soda solution, lime water |
| No change in either | Neutral | Tap water, sugar solution, salt solution |
Litmus is a natural acid-base indicator obtained from lichens. Never taste unknown substances: test them.
The timings add up to 40 minutes (5 + 25 + 3 + 5 + 2), every specific objective is taught in the presentation, and each one is checked by a recapitulation or evaluation question. The same example, with the full header, is in the PDF and Word files.
Micro-teaching is a short practice lesson focused on one teaching skill, taught to a small group of peers and followed by feedback. As shown above, NCTE’s curriculum framework for the two-year B.Ed warns against reducing teaching practice to micro-teaching of isolated skills, but many colleges still use it before internship. Treat it as practice of one skill, not as a model of a full lesson.
The usual cycle
As an indicative timing, you could plan one cycle of about 36 minutes: teach 6, feedback 6, re-plan 12, re-teach 6, re-feedback 6. This is our suggestion, not an NCTE or NCERT norm. Colleges set their own timings, group sizes and observation schedules, so follow yours.
Skills colleges commonly practise. Introducing a lesson, questioning (including probing questions), explaining, illustrating with examples, stimulus variation, reinforcement, use of the blackboard, use of teaching aids and closure. As one official example, NCERT’s 2016 B.Ed syllabus lists “Introduction, Questioning, Blackboard writing, Reading, Explanation, Reinforcement, Use of Audio-Visual Aids, Pronunciation, Stimulus Variation and Exemplar” as teaching skills in its pedagogy of Sanskrit course.
Example: micro-lesson plan for the skill of introducing a lesson (6 minutes, Class VII science)
| Time | What the student-teacher says or does | Component of the skill |
|---|---|---|
| 0:00 to 1:00 | “Which fruits taste sour?” Takes two answers. | Uses previous knowledge |
| 1:00 to 2:30 | Shows a glass of lemon juice and a glass of soap solution. “Both look like water. How are they different?” | Uses a device (demonstration) |
| 2:30 to 4:30 | “Would you taste a liquid you do not know?” Takes answers. “Then how can a scientist find out?” | Continuity: each question follows the previous answer |
| 4:30 to 6:00 | “Today we will learn a safe test for acidic and basic substances.” Writes the topic on the board. | Links to the topic; no irrelevant statements |
The micro-teaching sheet in the PDF and Word files has room for the plan, the observers’ feedback and the changes for the re-teach.
“Mega lesson plan” is a term many students search for, usually next to “micro lesson plan”. None of the NCTE or NCERT documents we checked uses the terms “mega lesson” or “macro lesson”, so there is no official definition to report. The comparison below is our own proposal, written for this page and meant to be adapted. If your college uses these words, its definition and its format come first.
| Micro lesson plan | Mega lesson plan (our definition) | |
|---|---|---|
| Purpose | Practise one teaching skill | Teach one complete lesson in a real period |
| Length | Often about 5 to 10 minutes, as your college decides | One full period, usually 35 to 45 minutes |
| Who you teach | A small group of peers | A real class during internship, or a demonstration lesson |
| Content | A small piece of content chosen to show the skill | One sub-topic of a textbook chapter |
| Teaching skills | One skill and its components | Several skills used together: introducing, questioning, explaining, using the blackboard, closure |
| Parts of the plan | Timed plan, components of the skill, feedback, re-plan | Every step of the format above, from objectives to the blackboard summary |
| After teaching | Feedback, re-plan and re-teach | Reflection and supervisor’s remarks; the next lesson of the unit builds on it |
The Class VII science example above is a plan of this kind, and the two examples below follow the same structure.
What the official documents we read actually ask for. NCERT’s Syllabus for Bachelor of Education (B.Ed.) Programme (Department of Teacher Education, 2016), written for the B.Ed of its Regional Institutes of Education (RIE), plans a pre-internship week with “Demonstration of lessons in each subject by the experts/supervising teacher followed by discussion” and “Demonstration of criticism Lessons by the experts/supervising teacher followed by discussion”. During the 15-week internship, the student-teacher “shall teach at least 80 periods in the school, taking equal number of lessons from each of his/her pedagogy subjects”, and must “prepare lesson plans in two school subjects and deliver at least 40 lessons in each (80 lessons)”. Its marking scheme lists “2 demonstration+2 criticism” lessons in the pre-internship record (printed pages 116 to 118). These are the requirements of one programme, the RIE B.Ed, not national rules: other universities set their own numbers. The syllabus counts these lessons in periods of the school timetable, so in that programme each internship lesson plan covers one full period.
Plan the lesson inside its unit, not in isolation. NCTE’s National Curriculum Framework for Teacher Education (2009) criticises practice teaching that “operates with rigid lesson plan formats” and the idea that “Repeated ‘practice’ in the teaching of a specified number of isolated lessons” is enough for professional development (section 2.4, page 41). Its comparison table opposes “Practice teaching of isolated lessons, planned in standardised formats” to a school internship where “students teach within flexible formats, larger frames of units of study, concept web-charts and maintain a reflective journal” (Table 2, page 53). So we suggest writing, at the top of each full-period plan, where the lesson sits in the unit: what came before and what comes next. Adapt the format to the lesson, not the other way round. This is our reading of these texts, not an NCTE or NCERT requirement.
What we add to a full-period plan. On top of the ten steps above, the mega lesson plan template in the PDF and Word files has room for: the textbook chapter and pages; the link to the unit (lesson 2 of 4, for example); the teaching skills you will use together; a check question after each teaching point; support for students who need it; and a time check that adds up to the period.
Both examples are written for this page and follow the structure of the Class VII science example. Each one is built on a current NCERT textbook chapter that we downloaded from ncert.nic.in and read on 24 October 2026. They are illustrations to adapt to your class and your college’s format, not model answers to copy, and no classroom results are claimed. Words from the textbooks are quoted only to point to the text your students will read.
This plan uses NCERT’s Poorvi, Textbook of English for Grade 8 (first edition May 2025, reprint 2026-27), Unit 4 “Environment”, “The Cherry Tree” by Ruskin Bond: pre-reading questions on page 155, Part I on pages 156 to 159, and “Let us discuss” on pages 159 and 160. The facts follow the text: Rakesh, six, lives with his grandfather on the outskirts of Mussoorie because there are no schools in his parents’ village; he plants a cherry seed in a shady corner of the garden on his grandfather’s advice, forgets it over the winter, finds a tiny tree in spring, and sees it grow quickly in the monsoon until a goat eats its leaves.
Header
| Field | Entry |
|---|---|
| Class and section | VIII B (about 40 students) |
| Subject | English (prose) |
| Topic / sub-topic | “The Cherry Tree” by Ruskin Bond / Part I: reading for sequence and vocabulary |
| Lesson in the unit | Lesson 1 of 3 on this story (Part II and the exercises follow) |
| Duration | 40 minutes |
General objectives
Specific objectives. Students will be able to:
Teaching aids. The textbook (pages 155 to 160), six word cards, six event strips for each pair, a fruit seed to show (any seed is enough), a map of India to locate Mussoorie and the Kashmir Valley, the blackboard.
Previous knowledge. Many students have grown, or watched someone grow, a plant from a seed or a sapling, and know that it needs water, soil and care. They can read a short narrative on their own.
Introduction (5 minutes)
| Teacher’s questions | Expected responses |
|---|---|
| Have you ever grown a plant from a seed? What did it need? | Water, sunlight, soil, care (answers vary). |
| Which fruit trees grow in our region? | Mango, guava, lemon, papaya (answers vary). |
| You find a seed in a fruit you have eaten. Do you keep it, throw it away or plant it? Why? | Answers vary (problem question). |
Announcement: “Today we will read the first part of ‘The Cherry Tree’ by Ruskin Bond, the story of a boy who plants a cherry seed.”
Presentation (25 minutes)
| Teaching point | Teacher activity | Student activity | Blackboard work | Min |
|---|---|---|---|---|
| 1. Setting and characters | Reads aloud the opening of the story (page 156) up to Rakesh’s move to Mussoorie. Shows Mussoorie and the Kashmir Valley on the map. Asks: “Why does Rakesh live with his grandfather?” | Follow in the textbook, locate the places, answer. | Rakesh, 6, lives with Grandfather on the outskirts of Mussoorie (Himalayan foothills). | 5 |
| 2. Words in context | Shows the six word cards. Asks students to find each word on pages 156 to 159, guess its meaning from the sentence, then check the margin glossary. | Find the words, guess, check, note the meanings. | stunted, outskirts, tang, yielding, peered down, plodded, with their glossary meanings. | 5 |
| 3. Silent reading and sequencing | Asks students to read Part I silently (about 6 minutes), then gives each pair six event strips to put in order. Circulates and asks: “What happened first, the rains or the goat?” | Read silently; order the strips in pairs; two pairs read out their order. | 1. buys cherries in the bazaar; 2. plants the seed in a shady corner; 3. forgets it in winter; 4. finds a tiny tree in spring; 5. the tree grows quickly in the rains; 6. a goat eats its leaves. | 10 |
| 4. Grandfather’s advice | Asks: “Rakesh wants to keep the seed for luck. What does Grandfather tell him?” Leads a short pair discussion on what the advice means. Ends with the “Let us discuss” question on page 160: will the cherry tree survive, and why? | Find the lines on page 157, discuss in pairs, share one sentence in their own words. | Luck comes from putting things to use. | 5 |
Recapitulation (3 minutes). Where did Rakesh plant the seed, and why there? What did he put around the young tree? What happened when the tree was about two feet high?
Evaluation (5 minutes)
Answer key: 1. tang, a strong, sharp taste; plodded, walked slowly; yielding, giving way under pressure. 2. plants the seed, finds a tiny tree in spring, the tree grows quickly in the rains, a goat eats the leaves. 3. There were no schools in their village, and they wanted him to go to school. 4. Open answer with a reason, for example: the main stem and two thin branches were left, and Grandfather says cherry trees are tough.
Home assignment (2 minutes). Write five or six sentences as Rakesh’s diary entry for the morning he found the tiny tree, using two of today’s words. Read Part II (pages 160 to 163) before the next lesson.
Blackboard summary
| Events of Part I | Words |
|---|---|
| 1. Buys cherries in the bazaar | stunted: stopped from growing to the usual size |
| 2. Plants the seed in a shady corner | outskirts: the edge of a town |
| 3. Forgets it in winter | tang: a strong, sharp taste |
| 4. Finds a tiny tree in spring | yielding: giving way under pressure |
| 5. The tree grows quickly in the rains | peered down: looked carefully or with difficulty |
| 6. A goat eats its leaves | plodded: walked slowly |
Grandfather’s advice: luck comes from putting things to use.
The timings add up to 40 minutes (5 + 25 + 3 + 5 + 2), and each specific objective is taught in the presentation and checked in the recapitulation or the evaluation. Skills used together: introducing, reading aloud, questioning, explaining, use of the blackboard and closure.
This plan uses NCERT’s Exploring Society: India and Beyond, Social Science Textbook for Grade 7, Part 1 (first edition April 2025, reprint 2026-27), Theme A, Chapter 2 “Understanding the Weather”: “Weather and its Elements” and “Weather Instruments”, parts (a) Temperature and (b) Precipitation, pages 28 to 34. The facts follow the textbook: weather is a state of the Earth’s atmosphere at a particular time and place; its elements are temperature, precipitation, atmospheric pressure, wind and humidity; the range of temperature is the maximum minus the minimum over a period, usually 24 hours; the mean daily temperature is the maximum plus the minimum, divided by two; a rain gauge collects rain through a funnel into a cylinder with a scale, and 5 mm of water collected means 5 mm of rainfall. The temperature table used below is the textbook’s own (a city in Madhya Pradesh, 28 February to 6 March 2025, page 33).
Header
| Field | Entry |
|---|---|
| Class and section | VII C (about 40 students) |
| Subject | Social Science (geography) |
| Topic / sub-topic | Understanding the Weather / Weather, its elements, and measuring temperature and rainfall |
| Lesson in the unit | Lesson 1 of 3 on Chapter 2 (the next lesson covers pressure, wind and humidity) |
| Duration | 40 minutes |
General objectives
Specific objectives. Students will be able to:
Teaching aids. The textbook (pages 27 to 34, including Fig. 2.6, the rain gauge), a chart of the temperature table on page 33, a thermometer, a model rain gauge (a plastic bottle, a funnel and a scale in millimetres), the blackboard.
Previous knowledge. Students use everyday words for the weather (hot, cold, rainy, cloudy, humid). The textbook recalls that they read about thermometers and the Celsius scale in their Grade 6 science textbook, Curiosity (page 31).
Introduction (5 minutes)
| Teacher’s questions | Expected responses |
|---|---|
| What did you wear this morning, and why? | A sweater because it was cold, or cotton clothes because it was hot (answers vary). |
| What words do we use for the weather, in English and in our own language? | Hot, cold, rainy, cloudy, humid, windy, and local words. |
| Krishnan in Chennai tells Amir in Kashmir that it is chilly. Amir asks how cold. How can Krishnan tell him exactly? | No definite answer, or “measure it” (problem question, from page 29). |
Announcement: “Today we will learn what weather is and how we measure two of its elements: temperature and rainfall.”
Presentation (25 minutes)
| Teaching point | Teacher activity | Student activity | Blackboard work | Min |
|---|---|---|---|---|
| 1. Weather and its elements | Defines weather. Uses Fig. 2.2 to show that weather happens in the troposphere, the layer closest to the ground. Lists the five elements with one line each. | Give an everyday word for each element (rainy: precipitation; windy: wind). | Weather: a state of the atmosphere at a particular time and place. Elements: temperature, precipitation, atmospheric pressure, wind, humidity. | 5 |
| 2. Measuring temperature | Shows the thermometer. Explains maximum and minimum readings, then the two formulas, with the textbook row for 3 March 2025 (maximum 32°C, minimum 18°C). | Copy the formulas, follow the worked example. | Range = maximum minus minimum. Mean daily temperature = (maximum + minimum) ÷ 2. 3 March: range 14°C, mean 25°C. | 4 |
| 3. Reading weather data | Displays the chart of the page 33 table. Asks pairs for the highest maximum and the lowest minimum of the week, the range for the week, and the mean daily temperature on 28 February. Circulates and checks the working. | Work in pairs, then two pairs explain their answers. | Highest maximum 32°C (3 March); lowest minimum 14°C (5 March); range for the week 18°C; mean on 28 February (29 + 16) ÷ 2 = 22.5°C. | 8 |
| 4. Measuring rainfall | Shows the model rain gauge and Fig. 2.6: funnel, measuring tube, scale. Explains that 5 mm of water collected means 5 mm of rainfall. Asks: “Why should the gauge stand in an open place, on a flat surface?” | Observe, answer, draw and label the rain gauge in their notebooks. | Rain gauge: funnel, measuring tube, scale. 5 mm of water = 5 mm of rainfall. | 6 |
| 5. Why measure the weather? | Asks: “How would knowing the weather a few hours or days in advance help you plan?” Adds that the India Meteorological Department was set up in 1875. | Give examples: planning travel, sowing, drying clothes. | Measurements on a common scale help us compare and forecast. | 2 |
Recapitulation (3 minutes). What is weather? Name the five elements of weather. Which instrument measures rainfall, and in which unit is rainfall reported?
Evaluation (5 minutes)
Answer key: 1. atmosphere (the Earth’s atmosphere). 2. Range 14°C; mean 27°C. 3. The place received 12 mm of rainfall. 4. A measurement on a common scale means the same to both of them, while “chilly” depends on what each person is used to.
Home assignment (2 minutes). For three days, note the maximum and minimum temperature of your town from a newspaper or a weather report, and calculate the range and the mean daily temperature for each day. Ask an elder at home how they can tell that rain is coming, as the textbook suggests on page 30.
Blackboard summary
| Element | Instrument | How it is reported |
|---|---|---|
| Temperature | Thermometer | °C; range = maximum minus minimum; mean = (maximum + minimum) ÷ 2 |
| Precipitation | Rain gauge | Millimetres (mm) of rainfall |
| Atmospheric pressure, wind, humidity | Next lesson | Next lesson |
Weather: a state of the atmosphere at a particular time and place.
The timings add up to 40 minutes (5 + 25 + 3 + 5 + 2), and each specific objective is taught in the presentation and checked in the recapitulation or the evaluation. Skills used together: introducing, questioning, explaining with examples, use of teaching aids, use of the blackboard and closure.
Textbooks downloaded from ncert.nic.in and read on 24 October 2026:
The PDF template (A4) and the Word template contain:
If your college asks for handwritten plans, print the blank pages as a guide, or copy the headings into your lesson plan file. If it gives its own format, rename the headings in the Word file to match it.
Draft My Lesson drafts an editable lesson plan with objectives, activities, assessment and student materials from your topic, class level and duration. It does not know your university’s format and does not produce an official form: use the draft as a starting point, copy what you need into your prescribed format, write it in your own words and check every fact against the textbook. Check your college’s rules on the use of AI tools before you submit any work. Your free account includes two complete lessons. Generate a B.Ed lesson plan draft.
What is the format of a B.Ed lesson plan?
Most colleges use a header, general and specific objectives, teaching aids, previous knowledge, an introduction, the presentation (teaching points with teacher activity, student activity and blackboard work), recapitulation, evaluation, home assignment and blackboard summary. The NCTE and NCERT documents we checked do not prescribe one national format, so the exact headings come from your college or university.
Does NCTE give an official B.Ed lesson plan format?
Not in the documents we checked. NCTE’s Regulations, 2014 set the norms of the B.Ed programme, including the duration of internship, and its 2016 internship guidelines suggest preparing lesson plans and unit plans among the tasks of student-teachers. Neither gives a lesson plan form. The affiliating university prescribes the assessment scheme, and colleges set the format.
What is the difference between a B.Ed and a D.El.Ed lesson plan?
The structure is similar. The difference is the level: under the NCTE Regulations, 2014, the D.El.Ed prepares teachers for classes I to VIII, while the B.Ed prepares teachers for classes VI to XII. D.El.Ed plans are usually for younger children, with more activity, play and concrete materials, and shorter teaching points.
How many lesson plans are required in B.Ed?
It depends on your university. NCERT’s 2016 B.Ed syllabus for its Regional Institutes of Education asks for at least 40 lessons in each of two school subjects during internship, but other universities set other numbers. Check your college’s internship scheme.
What is a mega lesson plan in B.Ed?
“Mega lesson plan” is a term many students search for, but none of the NCTE or NCERT documents we checked uses or defines it, so your college’s meaning comes first. On this page it means our proposal: a complete plan for one full period, usually 35 to 45 minutes, taught to a real class, with every part of the format and several teaching skills used together. A micro lesson plan, by contrast, practises one skill for a few minutes. The Class VIII English and Class VII geography examples above show what a full-period plan looks like.
Mega vs macro lesson plan: what is the difference?
There is no official difference to report: neither “mega lesson” nor “macro lesson” appears in the NCTE and NCERT documents we checked. On this page we use “mega lesson plan” for a complete plan for one full period, in contrast to a micro lesson plan. If your college uses “macro lesson plan”, ask your supervisor what it means there and follow that definition and format.
Can I write my lesson plan by hand or in Hindi?
Many colleges ask for handwritten lesson plan files, and the medium usually follows your pedagogy subject and the college’s medium of instruction. The structure stays the same. Print the template as a guide or copy its headings, and ask your supervisor if you are unsure.
How do I adapt this template to my university’s format?
Keep your university’s headings and order. Map each of them to a step on this page (for example, “Preparation” to the introduction and “Application” to the evaluation), and fill it with the same guidance. Add any section your format requires, such as a unit plan reference, and remove those it does not use.
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