Amazing World TG 3 (20-05-22)
Amazing World TG 3 (20-05-22)
Amazing World TG 3 (20-05-22)
3522-25/G-04/GK (OUP)
TEACHING GUIDE
1
TV
Introduction
The Teacher Guides are developed for Text books of General Knowledge Grade I to III by Oxford
based on Single National Curriculum (SNC). These text books based on SNC are a result of an effort
to review and revise the previous curriculum in line with modern trends and innovations in different
fields. It is important to mention here that National Curriculum 2006 for General Knowledge was an
integration of General Science, Social Studies, and Islamiat. However the Single National Curriclum
for General Knowledge 2020 is based on the themes and concepts from General Science, Social
Studies and ethics.
1 iii
popular for learner centered classrooms should be resorted to improve the classroom teaching.
Furthermore, these activities would also resolve issues faced by schools where proper laboratories
are not available. Globally science educators have been espousing the idea that the best way to learn
science is by ‘doing it’. Keeping in view the importance of science, and modern teaching trends this
Teachers guide has been developed by Oxford University Press.
The Oxford Teacher’s Guide has been prepared to equip the teachers with updated skills and
knowledge required to inculcate the best practices of global classrooms. Hope that this book will
help the teachers to demonstration the concrete concepts of science and social studies with grade
level appropriate activities.
iv 1
Aims of the Teacher Guide
The overall aims of the teacher guide is to achieve the aims of GK given in SNC.Reference SNC GK.
This Curriculum has been developed with the following emphasis: • Broadening the learning space
(out of the classroom learning). • Strengthening the interface with pre-primary and secondary
school curricula. • Developing understanding of ethical values. • Integrating students’ learning
experiences with emphasis on patriotism and sustainable development. • Promoting life-long
learning and enhancing 21st century skills. • Developing students’ independent learning. •
Enhancing interest and appreciation in society and curiosity in science & technology. • Putting
emphasis on students’ holistic development and providing them real life quality experience, based on
inquiry and hands-on activities/experiences. • Developing the understanding about human diversity.
1 v
General Knowledge Skills:
Early grade children learn through Listening, thinking, speaking, writing, interacting, reading,
creating, questioning, looking, researching, investigating, experimenting, discussing, doing
developing discovering, visiting, playing, drawing and collecting. Activities, work sheets and
assessment techniques are designed to enhance and promote the required skills
BENEFITS OF STEAM
Engaged learning for students.
Better test scores.
STEAM is inclusive, it works for all students regardless of culture, ethnicity or learning styles
Brings fun back to class.
Assessment has a vital importance in education system. In early grades the assessment should be
very effective and efficient. Research show that first seven years of life has a great influence on child
personality.
Multidimensional Assessment.
For multidimensional development of a personality the assessment should be multidimensional i.e.,
should not only written but oral, practical based. For grades 1-3 project-based assessment will be
helpful to assess the communication ability, cooperative and team-based learning, problem solving
skills of students. However, the subjectivity in such assessments could be addressed carefully with
objective development of scoring rubrics. There should not be single summative assessment after
one year nor formative assessments after three or six months, but it should be the combination
of both. Since the assessment is an ongoing and continuous process. Multiple techniques i.e., test
vi 1
trough work sheets, oral quizzes, anecdotal records, observational sheets, teachers remark (not
formality evidence based) portfolios both developmental and showcase type. Audio and video
recording of student’s work could also be the part of student’s assessment.
Homework Ideas
The challenges of homework facing teachers today are all the more troublesome given the
importance of meaningful and appropriate assignments. Student achievement rises significantly
when teachers regularly assign homework and students conscientiously do it, and the academic
benefits increase as children move into the upper grades. Homework can help children develop good
habits and attitudes. It can teach children self-discipline and responsibility. More importantly, it can
encourage a love of learning.
Through our homework ideas students delve into extended inquiry, real world application,
and deeper exploration of curricular topics. Integrating arts activities can decidedly enliven the
curriculum content, make lesson outcomes more successful and interesting to both teachers and
students.
1 vii
Contents
Unit 1 Habitat 2
Unit 4 Matter 31
Unit 9 School 76
viii 1
Contents
1 ix
UNIT 1
Habitat
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Recognize that heat and light of the sun helps to sustain life on earth which is
the only known planet where light exists.
• Define the term habitat.
SUBJECT • Describe the different habitats of living things (polar regions, desert, forest,
aquatic etc.)
• Name plants and animals that live in each of those different habitats.
• Briefly introduce what an ecosystem is.
• Identify the environmental factors (temperature, light, water) that support life
in a habitat.
• Understand the ways plants and animals have certain features adapted to their
habitat (camel, fish, polar bear, cacti, lotus, pine trees etc.).
General • Identify the ways in which human activities affect the natural habitats
Knowledge
LEARNING OBJECTIVE
GRADE: Three • Explain that heat and light of the Sun helps to sustain life on Earth.
• Define habitat.
• Identify different types of habitat.
Duration • List the name of plants and animals that live in each habitat.
3 Lessons • Define ecosystem.
• Identify the factors that support life in a habitat.
• Identify the features of plants and animals that they have adapted according
to their habitat.
• Identify the human activities that affect natural habitats.
URDU SCIENCE
HABITAT
ENGLISH LIBRARY
2 1
SKILLS INVOLVED:
Analyzing, observing, comparing, listing, drawing, reading and writing.
PROGRESSION BETWEEN GRADES:
Grade II Grade IV
• Living and non-living things. • Characteristics of plants and animals
• Major parts of a plant and their functions. • Ways to protect the diversity of plants and
• Growth and change in plants. animals
• Uses of plants • Ecosystem
• Animals on land and in water
• Competition in an ecosystem
• Growth and change in animals
• Major crops in Pakistan
• Livestock
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Worksheets
• Videos
• Flashcards
• Poster making
• Group activities
CONTENT SUPPORT:
• Habitat is the environment where plants and animals live.
• By Habitat, generally we mean the ecology of the environment where living things exists.
• The Earth comprises of different types of geographical regions. Some have deserts, some have
mountains, some have plains etc.
• There are different types of animals and plants that live in each of these regions. The plants and
animals existing in a specific region have adapted according to the area. For example, Polar bears
that live on snowy mountains have a furry skin that helps keep them warm.
• Other examples of habitats are:
Water lilies------------------Ponds
Sharks---------------Oceans
Tigers----------------Forests
Cacti-------------------Deserts
• Many species of plants and animals are in danger because of the destruction of their habitats by
human beings.
• Some of the endangered plants and animals are: Gorillas, Dolphins, Tigers, Rhinos, Sea turtles etc.
• Cycas Revoluta, Heliconia Brenneri, Guzmania Lepidota are some of the endangered species of
plants.
Online links for related videos
https://youtu.be/Oql8gIexK7w
https://youtu.be/epdEUKOuYEQ
1 3
Lesson plan 1.1:
UNIT 1 HABITAT
TOPIC: Types of Habitat
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to
• Define the term habitat.
• Describe different habitats for living things (polar regions, desert, forest, aquatic)
• Name plants and animals that live in each of the different habitats.
OBJECTIVES:
• Define the term habitat.
• Identify different habitats for living things.
• List the names of animals and plants that belong to each habitat.
TIMELINE
WARM UP (5 min)
Find the Correct Animal!
• Hang a big picture of a forest on the board.
• Have pictures of different animals.
• Call students one by one and ask them to paste the correct pictures of animals on the forest
picture.
PRESENT INFORMATION (10 min)
Page # 2, 3, 4
Activities: (25 min)
Activity 1: Make a Chart!
• Ask students to make a chart.
• Use colourful markers to make it clear.
• Write the name of the habitat and then write the names of animals and plants that belong to
that habitat.
• Hang the best chart on the wall of the classroom.
4 1
Activity 2: Let’s Build a Habitat!
STEAM Activity!
• Ask students to bring building blocks and other toys to make a habitat for their favourite
animal.
Activity 3: Writing!
• Ask students to write few lines on the topic ‘Habitat of my favourite animal’.
Activity 4:
• Worksheet 1-1
Assessment: (5 min)
• Show the flashcards of different animals and ask the students to tell the name of their habitat.
Home Assignment:
• Draw any two animals for each habitat that the sudents have learned that day their notebook.
1 5
Worksheet 1-1
6 1
Lesson plan 1.2:
TOPIC: Ecosystem
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Describe Ecosystem.
• Identify environmental factors in an ecosystem.
• Identify how plants and animals are dependent on each other.
OBJECTIVES:
• Define Ecosystem.
• Explain the environmental factors in an ecosystem.
• Explain how plants and animals are dependent on each other.
TIMELINE
WARM UP (5 min)
• Show students a chart depicting how plants and animals are dependent on one another in an
environment.
PRESENT INFORMATION (10 min)
Pages # 5
Activities: (25 min)
Activity 1: Writing
• Ask students to think about the animals and plants how they are connected with one another.
• Write about five animals and link how they are connected. For example: Cat hunts mice, a bird
harvests twigs for its nest etc.
Activity 2: Food Web!
• Have all the students make a circle.
• Give each student a name tag of any animal.
• Give a ball of yarn to a student and ask him to pass it to the student with the name tag of the
animal he thinks his name animal relies on for its food.
• Ask the students to keep on passing the ball.
• At the end, a web will be made. Explain to the students that this is the ‘food web’. All the animals
in an ecosystem are dependent upon each other to get their food.
Activity 3: Build a Nest!
STEAM Activity:
• Take your students to the school grounds ask them to gather things that they think can be
useful in makig a nest.
• Ask the students to make a nest with the things they have collected.
Activity 4:
Worksheet 1-2
Assessment: (5min)
What are the factors that affect the ecosystem?
Home Assignment:
• Do an internet search about ecosystems and write five facts about them on your notebook.
1 7
Worksheet 1-2
FOOD CHAIN
Complete the food chain
8 1
Lesson plan 1.3:
TOPIC: Features of Adaptation
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Identify the various features of animals that they have adapted according to their habitat.
OBJECTIVE
• Narrate the features of adaptation of different animals according to their habitat.
TIMELINE
WARM UP (5 min)
• Show students any dummy animal and discuss the adaptation features of that animal according
to its habitat.
PRESENT INFORMATION (10 min)
Pages # 5, 6 & 7.
• Activities: (25 min)
• Activity 1: Animal Puppets!
STEAM Activity:
• Make animal puppets with chart papers, markers and glazed paper.
• Display all the animal puppets on the table outside your classroom.
Activity 2: Guess the Missing Part!
• Draw pictures of different animals with a missing adapted organ.
• Don’t draw the special organ that is adapted according to the habitat and ask the students to
guess and draw the missing part of the animal.
Activity 3: Worksheet 1-3
Or Q.2 and 3 from Chapter review
Assessment: (5 min)
• What is the special organ of fish that it has adapted according to its habitat?
• How are polar bears adapted according to their habitat?
Home Assignment:
• Make a list of animals and mention their adapted features in your notebooks. (Any five)
• Project no.1 page 11
• Q.1 from Chapter review
1 9
Worksheet 1-3
Adaptation Purpose
10 1
Assessment Worksheet:
1 11
UNIT 2
Changes in Living Things
GRADE: Three
ARTS
URDU SCIENCE
Duration CHANGES
IN LIVING
2 Lessons THINGS
ENGLISH LIBRARY
SKILLS INVOLVED
Observing, analyzing, reading, comparing, contrasting,
writing and drawing.
12 1
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Living and non-living things. • Characteristics of plants and animals
• Major parts of a plant and their functions. • Classification of plants and animals
• Plant and seeds • Diversity of plants and animals
• Growth and change in plants. • Major parts of plants and animals.
• Animals on land and in water
• Growth and change in animals
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Observations
• Worksheets
• Videos
• Classroom without walls
• Group activities
CONTENT SUPPORT:
• All living things grow and change over time. This growth and change is called the life cycle.
• Plants starts their lives as a seed. Seed germination is an important part of plant’s life cycle. A dry
seed after shedding from the parent plant, takes up water and sprouts embryonic root that become
visible outside the seed. This is called seed germination.
• The seed then changes into a tiny plant called seedling, and then the small plant becomes a tree.
• Many animals have simple life cycles e.g. fish, reptiles, mammals and birds.
• They are born from their mother or hatched from eggs. Then they develop into adults.
• Amphibians and insects have complicated life cycles. These animals undergo significant changes in
their physical forms, called metamorphoses.
• Every animal has its own life cycle with its own specific characteristics.
OVERLOOK OF LIFESTAGES OF DIFFERENT CLASSES OF ANIMALS.
AMPHIBIANS--------EGGS, LARVAE, ADULTS.
MAMMALS-----------GROW AND DEVELOP INTO ADULTS.
FISH----------------------EGGS, EGGS HATCH AND DEVELOP INTO ADULTS.
BIRDS------------------- EGGS, EGGS HATCH, CHICKS DEVELOP INTO ADULTS.
REPTILE------------------EGGS, EGGS HATCH AND DEVELOP INTO ADULTS.
INSECTS--------------EGG, LARVA, PUPA, ADULT. (COMPLETE METAMORPHOSIS)
INSECTS--------------EGG, NYMPH, ADULT. (INCOMPLETE METAMORPHOSIS)
Online links for related videos
https://youtu.be/72HHgLeTbpY
https://youtu.be/sSs1UZQ47eQ
1 13
Lesson plan 2.1:
UNIT 2 Changes in Living Things
TOPIC: Different Stages in the Lifespan of Plants
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Identify different stages in the lifespan of plants.
OBJECTIVE
• Explain the stages in the lifespan of plants.
TIMELINE
WARM UP (5 min)
• Ask students to describe the changes human beings go through in their lifespan.
• Then relate these changes to other living organisms i.e. plants and animals.
PRESENT INFORMATION (10 min)
Page # 13
Activities: (25 min)
Activity 1: Observation!
STEAM Activity:
• Students will bring a jar full of soil and seeds of any plant.
• They will pour the seeds into the jar.
• Growth of the plants should be observed by everyone.
Activity 2: Classroom Without Walls!
Take the students to the lawns of the school or some park and show them different types and sizes of
plants.
Activity 3: Worksheet 2-1
Assessment: (5 min)
• What are the different stages in the lifespan of plants?
Home Assignment:
• Draw the stages in the lifespan of plants in your notebooks.
• Q.1 of Chapter review
14 1
Worksheet 2-1
1 15
Lesson plan 2.2:
TOPIC: Stages of Lifespan of Animals
16 1
Worksheet 2-2
1 17
Assessment Worksheet:
LIFECYCLE OF ANIMALS
18 1
UNIT 3
The Sun
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Identify North and South with respect to East and West.
• Identify that on Earth, the direction of sunrise is ‘East’ and
the direction of sunset is ‘West’.
• Name places towards North, South, East, and West of the
SUBJECT school/home.
General • Describe the formation of shadows.
Knowledge • Recognize that the size and direction of the shadow can be
used to estimate (guess) time
GRADE: THree LEARNING OBJECTIVES
• Identify the movement of the Earth around the Sun.
• Identify the directions of sunrise and sunset.
• Explain the formation of shadows.
• Recognize the ways of finding cardinal directions by using
the Sun’s location
3 Lessons
ARTS
URDU SCIENCE
Sun SOCIAL
ENGILSH STUDIES
LIBRARY MATHEMATICS
1 19
SKILLS INVOLVED:
Organizing information, observing, analyzing, reading, writing, and drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Uses of heat and light • Forms of energy
• Methods of producing heat. • Transformation of energy
• Intensity of heat and light • Heat transfer
• Importance of resource
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Observations
• Worksheets
• Videos
• Projects
• Group activities
CONTENT SUPPORT:
• The Sun is a star. Compared with other stars, it is a medium sized star with average brightness. But
it looks bigger and brighter to us because it is the nearest star to the Earth.
• The Sun is made up of gases, mostly hydrogen gas, and does not have a solid body.
• The sunlight that falls on planets and objects on the sky is what makes them visible to us.
• The Sun is a ball of fire. It is 93 million miles away from Earth, but we can still feel its heat. The
surface temperature of the Sun is 6000 degrees Celsius.
• When light is not able to pass through an object, it creates its shadow. It is also the reason why
shadows cannot be formed in the dark.
• There are other factors that affect the formation of shadows e.g. the angle and distance of the object
from the source of light
• Shadows are longest in the beginning and at the end of the day. When the Sun is high in the sky
very small or no shadows will be formed.
• The four main compass directions are called cardinal directions, or cardinal points i.e. North, South,
East and West.
20 1
• The Earth turns towards the East, which is why the Sun appears to rise in the East. During the day,
the Sun appears to move towards west because the Earth is moving towards east. The Sun sets in the
West as the Earth blots it from view.
Online links for related videos
https://youtu.be/EXasopxAFoM
https://youtu.be/fy7eoMef3e8
https://youtu.be/-BHVRiE2hIU
1 21
Activity 2: Day and Night!
Explain to the students how day and night come, following activity can be done.
• Take a ball and pierce it with a stick in the middle. Hold the stick in an upright position.
• Place a torch on one side of the ball. Explain to the students that the part of the ball facing the
torch has daytime and the other side is in nighttime.
• Then rotate the ball and explain that now the other side is in daytime because of the rotation
of the ball, which brings it in front of the torch.
Activity 3: Worksheet 3-1
Assessment: (5 min)
• In which direction does the Sun set?
• How much time is needed to complete one rotation of the Earth around the Sun?
Home Assignment:
• Draw a poster of the solar system.
22 1
Worksheet 3-1
TRUE/FALSE
1 23
Lesson plan 3.2:
TOPIC: Formation of Shadows
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize the formation of shadows.
OBJECTIVE
• Explain the formation of shadows.
TIMELINE
WARM UP (5 min)
• Ask the students what do they think about how does shadow form.
PRESENT INFORMATION (10 min)
Page # 21
Activities: (25 min)
Activity 1: “Observation”
• Steam Activity!
• Take a torch and a small box.
• Ask the students to measure the distance of the object from the torch.
• Now keep changing the position of the box and notice how the shadow gets larger or smaller
with the changed distance.
Activity 2: Classroom Without Walls!
• Take the students to the ground and ask them to notice the shadows of different objects.
Activity 3: Worksheet 3-2
Assessment: (5 min)
• At what time are the shadows large in the sunlight?
• How does a shadow form?
• Or quick review on page 22
Home Assignment:
• Draw the shadows of any three objects in your notebook.
• Q. 1 and 2 from Chapter review
24 1
Worksheet 3-2
1 25
Lesson plan 3.3:
TOPIC: Cardinal Directions
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to:
• Identify the ways for finding cardinal directions by using the Sun’s location.
OBJECTIVE
• Learn the ways for finding cardinal direction by using the Sun’s location.
TIMELINE
WARM UP (5 min).
• Ask the students to bring a compass.
• Now ask the students to indicate the four directions by using the compass.
PRESENT INFORMATION (10 min)
Pages # 22.
Activities:
Activity 1: Classroom without walls!
• Take the students to the ground and explain the method of finding directions.
Activity 2: Drawing!
• Draw a compass with four directions in your notebook.
Activity 3: Worksheet 3-3
Assessment: (5 min)
• What are the four cardinal directions?
• How do you find the ‘West’ by using the Sun’s location?
Home Assignment:
• Find out the four cardinal directions of your house.
26 1
Worksheet 3-3
Help Zarah find her things to get ready for the party!
1 27
Assessment Worksheet:
28 1
UNIT 4
Matter
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Identify matter and its states.
• Recognize basic differences between states of matter,
SUBJECT such as that of water, through physically observable
General properties (shape and size).
Knowledge
2 Lessons
ARTS
URDU
SCIENCE
MATTER
ENGLISH SOCIAL
STUDIES
LIBRARY
SKILLS INVOLVED
Identifying attributes and components, observing, reading,
drawing, writing, comparing and contrasting.
1 29
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Common sources • States of matter
• Importance of resources • Characteristics of matter
• Natural materials • Physical properties of matter as a basis
• Human made objects of classifying matter
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Experiments
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• All the things around you that have mass and take space are matter.
• The amount of matter in the object is mass.
• Matter has three dimensions: length, weight and height.
• Matter is made up of atoms and molecules. These atoms and molecules make elements and
compounds.
• Element is made up of same kinds of atoms and compounds are made up of atoms of two or more
elements. For example, Water is a molecule made up of oxygen and hydrogen.
• The main states of matter are solids, liquids and gases.
• Matter is present in different forms all around the Universe but it is present only in few states on the
Earth.
• The Earth is a mixture of solids, liquids and gases.
https://youtu.be/68QDZAl29oE
https://youtu.be/QQsybALJoew
30 1
Lesson plan 4.1:
UNIT 4 Matter
TOPIC: States of Matter
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Define matter.
• Recognize the different states of matter.
OBJECTIVE
• Explain the term matter and its three states.
TIMELINE
WARM UP (5 min)
• Gather different things in three states of matter on your table. e.g. water, piece of wood and
balloon filled with gas.
• Give an introduction to the lesson with the help of these things.
PRESENT INFORMATION (10 min)
Page # 28, 29, 30.
Activities: (25 min)
Activity 1: Sorting!
• Bring pictures or flashcards of different objects.
• Now paste the three names of the states of matter on the board.
• Ask the students to paste the pictures under their category.
Activity 2: Poster Making!
• Ask the students to make a poster on the three states of matter.
Activity 3: Worksheet 4-1
Activity 4: Let’s find out page # 32
Assessment: (5 min)
• What is matter?
• List some examples of solid state that you can find in the classroom.
• Quick review page # 31
Home Assignment:
• Write some examples of the three states of matter that you can find at home.
1 31
Worksheet 4-1
32 1
Lesson plan 4.2:
TOPIC: Three States of Water
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the three states of water.
OBJECTIVE
• Identify the three states of matter.
TIMELINE
WARM UP (5 min)
• Draw the three states of water on the board.
• Students will understand what they are going to learn about.
PRESENT INFORMATION (10 min)
Page # 30
Activities: (25 min)
Activity 1: Experiment!
STEAM Activity:
• Take the students to the science lab or arrange a burner in the classroom.
• Pour ice and salt into the pan and let the ice melt.
• As the ice melts, salt dissolves in it.
• After some time, the water will start evaporating as water vapour.
• Eventually all the water will be evaporated leaving, only the salt residue.
Activity 2: Draw!
• Draw the three states of water on a coloured paper.
Activity 3: Worksheet 4-2
Assessment: (5 min)
• What has larger volume: water or ice?
• What happens to water at 100 degrees?
• What will happen if the temperature of water decreases to zero degrees?
Home Assignment:
• Write down in your notebooks: Where you can find liquid water, solid water, and water vapour
on Earth.
• Q.1 and Q.2 from Chapter review.
1 33
Worksheet 4-2
ICE
WATER
WATER VAPOURS
34 1
Assessment Worksheet:
1 35
UNIT 5
Enery and its Sources
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Recognise that energy is required for doing work.
• Energy is used for many things (moving an object,
heating, lighting, transportation, electric appliances
etc.).
SUBJECT
• Identify natural sources of energy (e.g. the Sun, wood,
General Knowledge flowing water, wind, coal, oil and gas)
GRADE: Three LEARNING OBJECTIVE
• Recognize that energy is used for doing work.
• Identify natural sources of energy.
2 Lessons
ARTS
URDU
SCIENCE
ENERGY
AND ITS
SOURCES
ENGLISH SOCIAL
STUDIES
LIBRARY
36 1
SKILLS INVOLVED:
Observing, analyzing, identifying attributes and components, reading writing and drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Common sources (natural and human • Sources of energy
made) • Transformation of energy
• Uses of heat and light • Energy conservation
• Methods of producing heat.
• Importance of resources
• Natural materials
• Human made objects
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Flashcards
• Experiments
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• Energy is the ability to change and move an object. Energy is present all the time around us.
• There are different types of energy: heat, light, mechanical, electrical and nuclear energy.
• All natural things around us provide natural sources of energy. e.g. wood, coal, water etc.
• The main source of natural energy is the Sun. For example, plants change sunlight into chemical
energy to use it for their growth.
• There are sources of energy that are plentiful, sustainable and can be replaced quickly, like solar
energy from the Sun, geothermal energy from the heat inside the Earth, wind energy etc.
• There are some sources that have a limited supply of energy, like petroleum, coal, natural gas etc.
All types of energy have some advantages and disadvantages:
1 37
Type of Energy Advantages Disadvantages
Solar Less electricity bills, less Requires large area, depends, on the weather
maintenance cost
Wind Environment friendly, less Not good for wild life, risk of wind
expensive fluctuations
38 1
Lesson plan 5.1:
UNIT 5 ENERGY AND ITS SOURCES
TOPIC: Importance of Energy
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize that energy is used to do every work.
OBJECTIVE
• Recognize the importance of energy.
TIMELINE
WARM UP (5 min).
• Gather some toys and other objects like apple, pen, etc. on the table.
• Show the tings to the students one by one.
• Discuss with them that which thing uses energy and which does not.
PRESENT INFORMATION (10 min)
Pages #37, 38.
Activities:
Activity 1: Run!
STEAM Activity:
• Take the students to the ground.
• Ask half students to run to some distant place. Half will keep standing on their place.
• Now ask the students who have run, how do they feel. They will be feeling hot.
• The students who are standing still will be feeling normal.
• Explain to students that they are feeling hot because they have used energy and energy releases
heat.
Activity 2: Detect the Energy!
CLUES: 1. Energy changes the things.
2. It produces heat
3. Movement comes from energy.
• Ask the students to detect the energy in the classroom.
• They will find the clues of energy everywhere. (Sunlight, electricity, moving paper etc.)
• Ask them to write them down and then share it with the class.
Activity 3:
Worksheet 5–1.
Assessment: (5 min)
• What is energy?
• Why is energy important to us?
• Can we live without it?
Home Assignment:
Make a list of the actions that you perform in a day then tick the actions that need energy to perform.
(They will notice that all the actions need energy.)
1 39
Worksheet 5-1
40 1
Lesson plan: 5.2:
Topic: Natural Sources Of Energy
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to:
• Recognize the natural sources of energy.
OBJECTIVE
• Identify different natural sources of energy.
TIMELINE
WARM UP (5 min)
Show students a poster depicting natural sources of energy.
PRESENT INFORMATION (10 min)
Pages # 39, 40.
Activities: (25 min)
Activity 1: Flash Cards!
• Make flash cards, half with the names of natural sources and half with their descriptions.
• Show the description card and ask the students to tell the name of the corresponding source.
Pumped from the Earth at OIL
oil wells.
1 41
Worksheet 5-2
42 1
Assessment Worksheet:
Define energy.
1 43
UNIT 6
Resources and their types
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Define the term “resources”.
• State types of resources; natural resources, human
resources and capital resources.
• Identify natural resources (plants, animals, water, air,
land, forests and soil) human resources (farmers, builders,
SUBJECT painters etc.), capital resources (trucks, computers, factory
buildings etc.).
General Knowledge • Define the terms: goods, services, buyers and sellers.
• Identify the main goods and services of their local area.
• The need for interdependence, as not all goods and
services are available in their area.
• Define scarcity.
• Recognise that people make economic choices because
goods and services are limited.
GRADE: Three LEARNING OBJECTIVES
• Define the term “resources”.
• Identify different types of resources.
• Define the terms “goods” and “services”.
• Distinguish between goods and services.
• Recognize the need for interdependence.
Duration CROSS-CURRICULUM LINKS
3 Lessons
ARTS
URDU SOCIAL
STUDIES
RESOURCES
AND THEIR
TYPES
ENGLISH
SCIENCE
LIBRARY
44 1
SKILLS INVOLVED:
Writing, collaborating, observing, analyzing, reading and drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Importance of resources • Earth’s natural resources
• Natural materials • Renewable and non-renewable resources
• Human made object • Impact of human activities on natural resources
• Common sources • Conservation of natural resources
• Goods and services
• Enterpreneurship
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Comprehension
• Posters
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• Resources can be described as all those supplies that are available in our environment that we
use to satisfy our needs.
• There are three types of resources that any community relies on to function: Human, Natural
and Capital.
• Natural Resources: All those materials that are present naturally in our environment are
called natural resources: e.g. water, air, coal, wood etc.
• Natural resources are not present evenly on the earth. Some countries have more natural
resources than others.
• Some countries are rich in natural resources and they can have an economic advantage by
selling those natural resources.
• Human resource: The skilled people of the country who can benefit their country through
their skills are the human resource of the country. e.g. Doctors, engineers, plumbers,
farmers, carpenters, etc. are all human resource.
• Capital resource: All the things made by people that help us in doing our work and make
our work easy, are capital resources. e.g. washing machine, refrigerator, hammer, computer
etc. are capital resources.
1 45
• Goods and Services: Both can be bought and sold and are meant to fulfill the needs of people.
• The main difference is in tangibility; Goods are the products with physical body whereas
services are products without any physical body.
• People need different types of things to live their lives and they cannot do everything on
their own, so they have to take help of other people who are selling the needed goods or
services. We go to the bakery to buy bread, we go to the tailor to stitch our clothes and we
have to go to the barber to get our hair cut etc.
Online links for related videos
https://youtu.be/b8uJQPo8yq0
https://youtu.be/Umq76iNkhx0
https://youtu.be/lePUTkNFe2o
Capital
Resource
Human
Natural
46 1
PRESENT INFORMATION (10 min)
Pages # 45, 46.
Activities:
Activity 1: Group Activity!
• Divide the students into three groups. Assign each group one type of resource.
• Ask the groups to write about the type of resource and also draw relevant pictures on a
colourful chart paper.
• Each group will present the information to the class.
Activity 2: Sort!
• Gather the pictures related to the three types of the resource.
• Mark three boxes with the name of each resource.
• Ask the students to sort the pictures and put them in the correct box.
Activity 3: Worksheet 6–2
Assessment: (5 min)
• What is meant by resource?
• Give examples of the three types of resources.
Home Assignment:
• Draw or paste pictures related to the types of resources in your notebooks. (Two pictures for
each resource.)
1 47
Worksheet 6-1
48 1
Lesson plan 6.2:
TOPIC: Goods and Services
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize the terms ‘goods’ and ‘services’.
OBJECTIVE
• Recognize the difference between goods and services.
TIMELINE
WARM UP (5 min)
• Ask the students to bring anything of their choice.
• Collect the things on the table.
• Discuss each thing that what is the purpose of that thing and from where it has been bought.
• Now give them the concept of ‘Goods’. All these items are goods.
• Now give some examples to explain ‘services’. Teachers, Doctors, or any people helping us in any
way are providing us with their ‘services’.
PRESENT INFORMATION (10 min)
Pages # 46, 47.
Activities: (25 min)
Activity 1: Goods/Service!
• Read names of different goods and services and ask the students to identify which it is.
Activity 2: Writing!
Ask students to write three differences between goods and services.
Activity 3: Worksheet 6–2
Assessment: (5 min)
• What is a good and what is a service?
• Is a cobbler giving us goods, or services?
• Is a doctor’s job to give us some goods, or service?
Home Assignment:
Make a list of goods and services you have used in the last week.
1 49
Worksheet 6-2
50 1
Lesson plan 6.3:
TOPIC: Need for Interdependence
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize the need for interdependence.
OBJECTIVE
• Recognize the fact that all the people in the society are dependent on one another.
TIMELINE
WARM UP (5 min)
Show a poster displaying how different people are interdependent. e.g. a cook cannot build his
house, a builder cannot mend his shoes, a cobbler cannot check himself when he is sick and so on.
PRESENT INFORMATION (10 min)
Pages # 47.
Activities: (25 min)
Activity 1: Diagram!
• Make a diagram showing how different people are connected to one another.
Activity 2: Writing!
• Write a paragraph on the topic: If I’ll be alone on the Earth.
Activity 3: Worksheet 6–3
Assessment: (5 min)
• Give some examples of people’s interdependence.
Home Assignment:
Make a collage of the pictures of people who are helping you with their work.
1 51
Worksheet 6-3
52 1
Assessment Worksheet:
Draw:
1 53
UNIT 7
Conservation of natural resources
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• describe ways in which humans have changed the natural
environment.
• define the term pollution.
• list different types of pollution (noise, air, water, land)
predict that what would happen if natural resources
SUBJECT were all used up.
• suggest ways to save natural resources.
• identify the endangered animals of Pakistan. (Indus
Dolphin, Markhor, Blackbuck etc.).
• suggest ways to protect the endangered animals.
• identify animals, which are extinct (Dinosaurs etc.)
General Knowledge LEARNING OBJECTIVE
• Define the term “Pollution”.
• Explain the types of pollution.
• Identify the ways to save natural resources.
• List the names of endangered animals.
• Identify the ways to protect the endangered animals.
GRADE: Three CROSS-CURRICULUM LINKS
Duration
ARTS
3 Lessons
URDU SOCIAL
STUDIES
CONSERVATION
OF NATURAL
RESOURCES
ENGLISH
SCIENCE
LIBRARY
54 1
SKILLS INVOLVED:
Listing, collaborating, communicating, Observing, analyzing, reading, drawing.
TEACHING STRATEGIES:
• Posters
• Flash cards
• Observations
• Worksheets
• Videos
• Group activities
• Classroom without walls
CONTENT SUPPORT:
• Pollution: When the environment in which we live becomes unhealthy to live due to the wrong
habits of human beings.
• There are different types of pollution. When the land becomes polluted because of the poor dispose
of garbage by people is called land pollution.
• The discharge of chemicals coming out of the factories into rivers cause water pollution.
• The smoke of burning garbage and vehicles causes air pollution.
• The loud noises of traffic horns and people’s crowd cause noise pollution.
• It is very important to save the natural resources so it will be available for our future generations.
There are different ways to save the natural resources.
→ Recycle
→ Use less water
1 55
→ Compost
→ Turn off extra lights
→ Reuse goods
→ Use renewable energy
• There are many species of animals that are in danger of extinction because of the threat to their
habitat due to the pollution of the environment. Leopards, whales, sea turtles are some of the
endangered animals.
• We should do the following steps to help these endangered animals.
→ Learn about the endangered animals.
→ Never buy the products made by these animals.
→ Never throw garbage in rivers.
→ Use less water.
→ Drive carefully.
→ Avoid deforestation.
→ Avoid use of pesticides.
Online links for related videos
https://youtu.be/IcyM43z0UE8
https://youtu.be/7qkaz8ChelI
https://youtu.be/ZafzTEr2AsI
56 1
PRESENT INFORMATION (10 min)
Pages#53, 54.
Activities:
Activity 1: Oil Spills!
STEAM Activity:
• Bring a bowl full of water. Contaminate the water with used black oil.
• Explain the students that it is very difficult to clean this water and how the oil spills from factories are
causing disastrous effects on the environment.
Activity 2: Make the Earth Happy!
• Paste Happy Earth and Sad Earth pictures on the board.
• Paste the pictures of the things that are good or bad for the environment of the Earth, on the cards.
• Ask the students to paste the picture cards under the ‘Happy’ or ‘Sad’ Earth.
Activity 3: Worksheet 7–1
Assessment: (5 min)
• Define Pollution.
• What are the types of pollution?
Home Assignment:
• Make a poster on the types of pollution on A4 size coloured paper.
1 57
Worksheet 7-1
TYPES OF
POLLUTION
58 1
Lesson plan 7.2:
TOPIC: Conservation of Natural Resources
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the ways to save natural resources.
OBJECTIVE
• Learn the ways to save natural resources.
TIMELINE
WARM UP (5 min)
• Let the students think of the ways to save the natural resources by asking:
• What can you do to save the natural resources?
PRESENT INFORMATION (10 min)
Pages#55, 56.
Activities: (25 min)
Activity 1: Reduce waste!
• Ask the students to make a list of ways to reduce waste in school.
• You can do this activity in groups.
Activity 2: Recycle Bins!
• Make Recycle bins for the school.
• You can use big boxes and colourful papers and paints to make them attractive.
• Put these bins in the school ground.
Activity 3: Worksheet 7–2
Assessment: (5 min)
• What is meant by Recycle?
• How can we save water?
Home Assignment:
• Trees are one of the most important natural resource. Write down the uses of trees by doing
research on the internet.
1 59
Worksheet 7-2
Match the pictures of the things that we use every day to the
natural resource that is effected by its usage.
WATER
FORESTS
LAND
AIR
60 1
Lesson plan 7.3:
TOPIC: Endangered Animals
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the animals that are in danger of extinction.
• Recognize the ways to save endangered animals.
OBJECTIVE
• Identify endangered animals.
• Recognise the threats to endangered animals.
• Identify the ways to save the endangered animals.
TIMELINE
WARM UP (5 min)
• Paste the pictures of endangered animals on the board.
• Ask the reason from the students that what do they think why their pictures are being pasted
on the board.
• Give the introduction of endangered animals.
PRESENT INFORMATION (10 min)
Pages#56, 57
Activities: (25 min)
Activity 1: Project!
• Make a small booklet on endangered animals.
• Paste the relevant pictures.
• Write the information by doing research on the internet.
Activity 2: Masks!
• Make masks of these endangered animals.
• You can use paper plates, colours, threads to make the masks.
Activity 3: Classroom without walls!
• Arrange a trip of the students to the zoo.
Activity 3: Worksheet 7–3
Assessment: (5 min)
• Name some endangered animals.
• What can we do to save endangered animals?
Home Assignment:
• Make an awareness poster about the endangered animals.
1 61
Worksheet 7-3
62 1
Assessment Worksheet
1 63
UNIT 8
Food
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• recognize that plants make their own food in the
presence of sunlight.
• recognize that different animals eat different kinds of
food.
• identify certain food groups as fruits, vegetables, grains,
SUBJECT dairy food, meat, and dry fruit.
• define a balanced diet.
• recognize that healthy living requires eating a balanced
diet, keeping clean, sleeping well, and exercising
regularly.
• identify the ways to get sufficient exercise to stay healthy.
General LEARNING OBJECTIVE
Knowledge • Identify that plants make their own food.
• Identify that animals eat different food.
• Identify food groups as fruits, vegetables, grains, dairy
food etc.
• Define a balanced diet.
• Explain the factors essential for healthy living.
GRADE: Three CROSS-CURRICULUM LINKS
Duration
ARTS
3 Lessons
URDU SOCIAL
STUDIES
FOOD
ENGLISH
NUTRITION
LIBRARY
64 1
SKILLS INVOLVED:
Listing, collaborating, communicating, observing, analyzing, reading, drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Major parts of a plant and their functions. • Food Chains
• Uses of plants • Competition in ecosystem
• Animals on land and in water • Importance of good health
• Major crops in Pakistan • Balanced diet and its components
• Live stock • Food sources for human beings
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Flashcards
• Observations
• Worksheets
• Videos
• Hand on activities
• Group activities
CONTENT SUPPORT:
• All living things need energy to grow and to perform different tasks. They take this energy from
food. Food is the fuel for living things.
• Plants make their own food through the process called ‘Photosynthesis’.
• Animals eat different kind of food. Some animals eat only plants and are called ‘Herbivorous’.
Some eat other animals and are called ‘Carnivorous’ and some animals eat both plants and other
animals and are called ‘Omnivorous’.
• Every individual should eat the kind of food that contains all the essential minerals and vitamins
to keep himself healthy. Such diet of a person is called ‘balanced diet’.
• The benefits of eating balanced diet are: Strong immune system, healthy heart, good memory,
strong bones and teeth, good sleep, active lifestyle, good mood, safe from obesity etc
• Food can be categorized into different groups according to its nature. E.g. Fruits, vegetables,
grains, dairy etc.
• To live a healthy diet, we should eat balanced diet, exercise daily, sleep well and on time.
Online links for related videos
https://youtu.be/kKuYfLM0yDc
https://youtu.be/L7QOUiQCb5E
1 65
Lesson plan 8.1
UNIT 8 FOOD
TOPIC: Importance of Food for Plants and Animals
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Identify the importance of food for plants and animals.
• Recognize that plants make their own food.
• Recognize that animals eat different types of food.
OBJECTIVE
• Recognize the importance of food for plants and animals.
• Recognize the food of plants and animals.
TIMELINE
WARM UP (5 min).
Ask students the questions to make them think about the answers.
• How does plants and animals get energy for living?
• Plants don’t have mouths so how does they take their food?
• Have you seen horses and cows eating meat of other animals?
PRESENT INFORMATION (10 min)
Pages#63, 64.
Activities:
Activity 1: Experiment!
STEAM Activity:
• Take two pots. Give Sunlight, water and soil to one of the pot and put it in air.
• Put another pot in dark place and do not give it any of the things necessary for photosynthesis.
• Keep on checking the two pots.
• Within few days the pot that is not given any of the necessity will be fade because it was not getting
its food through photosynthesis.
Activity 2: Food of Animals!
• Make a chart on the types of animals according to the food they eat.
• Herbivorous, omnivorous and carnivorous. Also give examples.
Activity 3: Worksheet 8–1
Assessment: (5 min)
• What does plant eat?
• What do we call the animals that eat only plants?
• What do human beings eat?
Home Assignment:
• List the importance of food for animals and plants on a colourful paper.
66 1
Worksheet 8-1
1 67
Lesson plan 8.2:
TOPIC: Food Groups
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the different groups of food according to their nutritional value.
OBJECTIVE
• Categorize the food into different groups according to their nutritional value.
TIMELINE
WARM UP (5 min)
• Ask the students to note down the food they eat in a day from breakfast to dinner.
• Ask them to share.
• Give them the introduction of different of food groups and discuss the importance of eating
every type of food.
PRESENT INFORMATION (10 min)
Pages#65
Activities: (25 min)
Activity 1: “Hands on Activity!”
• Have a plate with different divisions.
• Put different types of food in each section.
• Paste tags on sticks, labelling food group names like grains, dairy, meat etc.
• Ask the students to put the correct tag on the relevant food group.
Activity 2: “Blind Guess!”
• Put different food groups items on the table.
• Call students by turns. Put the blind on their eyes.
• Ask them to feel the food item and guess what is it.
Activity 3: Worksheet 8–2
Assessment: (5 min)
• Tell the names of some food groups.
• Why is it necessary to add every food group in our diet?
Home Assignment:
• Draw and colour different food groups items on your notebook.
68 1
Worksheet 8-2
1 69
Lesson plan 8.3:
TOPIC: Healthy living
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to:
• Recognize the factors important for healthy living.
OBJECTIVE
• Explain the ways to live a healthy life.
WARM UP (5 min)
Ask students:
• Do you exercise daily?
• When do you sleep at night and when do you wake up?
• Do you eat fruits, meat, milk and nuts?
• Do you keep yourself neat and clean?
PRESENT INFORMATION (10 min)
Pages#66, 67.
Activities: (25 min)
Activity 1: Classroom Without Walls!
• Take the students to the ground.
• You can do exercise with them.
• Take the help of the physical education teacher.
• At the end explain the advantages of exercise.
Activity 2: Balanced Diet!
• Ask the students to make chart of their daily routine diet.
• Try to add food items from every food group.
• You can write food groups items on the board to help the students.
Activity 3: Worksheet 8–3
Assessment: (5 min)
• What factors are needed to live a healthy life?
• Should we exercise daily?
• How many hours should we sleep?
• How can you keep yourself clean?
Home Assignment:
• List the ways to keep your body clean.
70 1
Worksheet 8-3
1 71
Assessment Worksheet
How does plant take their food? What is meant by a balanced diet?
72 1
UNIT 9
Quaid-E-Azam Muhammad Ali Jinnah (R.A)
Duration
ARTS
2 Lessons
URDU SOCIAL
STUDIES
Quaid-e-
Azam
ENGLISH PAKISTAN
STUDIES
LIBRARY
1 73
SKILLS INVOLVED:
Reading, writing, listing, analyzing, collaborating, communicating, and drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Recognize the map of Pakistan. • Constitution of Pakistan
• Provinces of Pakistan • Contribution of Federating Units in the
• Significance of the National Flag. making of Pakistan
• Religious and cultural festivals of • Historical personalities of Pakistan
Pakistan. • Quaid-e-Azam, Allama Iqbal and
Mohtarma Fatima Jinnah
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Flash cards
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• Quaid-e-Azam Muhammad Ali Jinnah (R.A) was born on 25 December 1876.
• He was the youngest Indian who passed the law examination and became the
most successful lawyer of his country.
• He was the only barrister in Bombay.
• He joined politics after some time.
• He struggled hard for the benefits of Muslims of India and when he realized that
the Muslims of the country would only be happy if they would have their own
homeland then he started the movement for the independent Muslim state.
• With the help of his supporters he became successful in making a separate
country for the Muslims of sub-continent.
74 1
• He was the first Governor General of Pakistan. He was taken 1-rupee salary as a
Governor General, to not burden the economic condition of the state, although
he was the most expensive lawyer of his times.
Online links for related videos:
https://youtu.be/ZNxFTil4KiU
https://youtu.be/0zJI-wNDhJc
https://youtu.be/V3ZMEvCji8I
1 75
PRESENT INFORMATION (10 min)
Page#73.
Activities:
Activity 1: Pick Up the Slip!
• Write down the main events of his on small pieces of paper with some
missing information. e.g. ‘He was born in ___________.,” “He died in
___________.,” etc.
• Ask the students to pick up one slip and complete the sentence written in
the slip.
Activity 2: Role Play!
• Arrange a role play on the life of Quaid-e-Azam Muhammad Ali Jinnah.
Activity 3: Worksheet 9–1
Assessment: (5 min)
• When was Quaid-e-Azam born?
• What was the name of his father?
• What was the name of his school?
Home Assignment:
• Paste the picture Quaid-e- Azam on your note book.
76 1
Worksheet 9-1
1 77
Lesson plan 9.2:
TOPIC: Contribution of Quaid-e-Azam for Our Country
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the contribution of Quaid-e-Azam for our country.
OBJECTIVE
• Learn about the contribution of Quaid-e-Azam for Pakistan.
TIMELINE
WARM UP (5 min)
Recall the previous lecture by asking questions:
• Who is Quaid-e-Azam?
• Where did he born?
• What was his profession?
PRESENT INFORMATION (10 min)
Pages#74.
Activities: (25 min)
Activity 1: “Debate Competition.”
• Have a debate competition on the topic “contribution of Quaid-e-Azam for Pakistan.”
Activity 2: “Listing the Qualities”.
• Make a list of the qualities of Quaid-e-Azam.
Activity 3: Worksheet 9–2
Assessment: (5 min)
• How was the life of Muslims of India before Pakistan came into being?
• Who was ruling India at that time?
• Who supported Quaid-Azam to achieve his goal?
Home Assignment:
• Write five lines about the contribution Quaid-e-Azam for Pakistan in your note books.
78 1
Worksheet 9-2
7. He was born in .
1 79
Assessment Worksheet
True/False:
80 1
UNIT
UNIT10
1
Allama Muhammad
Myself Iqbal (R.A)
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• introduce Allama Iqbal as a personality who expounded the idea of
Pakistan.
• narrate the major events in the life of Allama Iqbal (date of birth,
national poet, famous poems for children, and the date when he died)
SUBJECT
General LEARNING OBJECTIVE
Knowledge • Identify Allama Muhammad Iqbal as a national poet.
• Explain the main events of the life of Allama Iqbal.
Duration
ARTS
2 Lessons
URDU SOCIAL
STUDIES
Allma
Muhammad
Iqbal
ENGLISH PAKISTAN
STUDIES
LIBRARY
SKILLS INVOLVED
Writing, reading, listing, collaborating, communicating, analyzing,
drawing.
1 81
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Recognize the map of Pakistan. • Historical personalities of Pakistan
• Provinces of Pakistan • Quaid-e-Azam, Allama Iqbal and
• Significance of the National Flag. Mohtarma Fatima Jinnah
• Religious and cultural festivals of
Pakistan.
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Flash cards
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• Allama Muhammad Iqbal (R.A) was born in Sialkot on 9th November 1877.
• He is our national poet.
• He received his early education in his country and went to Europe for higher studies.
• This was his idea that there should be a separate homeland for the Muslims of the state that he
shared with Quaid-e-Azam Muhammad Ali Jinnah.
• In 1922, King George gave him the title “Sir”.
• He was attributed with two titles, “Mufakkir-e-Pakistan” and “Hakeem-ul-Ummat”.
• He wrote many books and poems in Urdu, English and Persian.
• His poetry inspired the youth of the subcontinent and helped them in the movement of
Pakistan.
• He died at the age of 60 and his mausoleum is in Lahore.
https://youtu.be/d0ySC2tzlZI
https://youtu.be/4X0pp9MF68s
82 1
Lesson plan 10.1:
UNIT 10 Allama Muhammad Iqbal (R.A)
TOPIC: Life Events of Allama Muhammad Iqbal (R.A)
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the main life evens of Allma Iqbal.
OBJECTIVE
• Learn about the life of Allama Iqbal.
TIMELINE
WARM UP (5 min).
• Hang a picture of Allama Muhammad Iqbal (R.A) on the wall of the classroom.
• Ask the students do they recognize the picture?
• What do they know about him.
PRESENT INFORMATION (10 min)
Pages# 79.
Activities:
Activity 1: Make a Chart!
• Ask students to make a chart and write down the main life events of Allama Iqbal.
• Ask the students to do this activity in groups so the students will discuss and then write?
Activity 2: Guess the Event!
• Write the words related to some life event of Allama Iqbal e.g. Sialkot, Lahore, Sheikh Noor
Muhammad etc.
• Ask the students to guess the life event related with the word.
Activity 3: Worksheet 10–1
Assessment: (5 min)
• Where did Allama Iqbal born?
• What was the name of his mother?
Home Assignment:
• Paste the picture of Allama Iqbal in your note books.
1 83
Worksheet 10-1
84 1
Lesson plan 10.2:
TOPIC: Allama Muhammad Iqbal (R.A) as a Poet
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize Allama Iqbal as a national poet.
OBJECTIVE
• Learn about Allama Iqbal as a national poet.
TIMELINE
WARM UP (5 min)
• Sing some Iqbal’s famous poem for children.
PRESENT INFORMATION (10 min)
• Pages # 79, 80.
Activities: (25 min)
Activity 1: “Celebrate Iqbal Day!”
• Celebrate Iqbal Day.
• As the students to learn some poem or any interesting informative about Allama Iqbal and
present it to your class fellows.
Activity 2:“ Writing”.
• Write few lines on “What is your favourite Iqbal’s poem and why do you like it”.
Activity 3: “Poster”.
• Make a colourful poster and write any poem of Allama Iqbal on it.
• Hang the best one on the wall of the classroom.
Activity 4: Worksheet 10–2
Assessment: (5 min)
• What do we call him?
• What is the main contribution of Allama Iqbal for Pakistan?
• How did he inspire young Muslims?
Home Assignment:
• Write the names of some books and poems written by Allama Iqbal in your notebook.
1 85
Worksheet 10-2
Zarb-e- Kalim
Aik pahar
aur loomri
86 1
Assessment Worksheet
1 87
UNIT 11
Changing World
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• recognize that present time is different from the past in terms of
living style, food, communication, clothes etc.
• identify how schools, communities, and transportation have
changed over time (from the given pictures).
• sequence events in a narrative in chronological order
SUBJECT
General LEARNING OBJECTIVE
Knowledge • Recognize the difference of living styles in past and present.
• Identify the change in schools, communities and transportation
over time.
• Sequence events in a narrative in chronological order.
Duration
2 Lessons ARTS
SOCIAL
URDU
STUDIES
CHANGING
WORLD
ENGLISH LIBRARY
88 1
SKILLS INVOLVED:
Observing, writing, reading, Listing, comparing, contrasting, collaborating, communicating,
analyzing and drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Key characteristics of a village and city life • The beginning of civilization
• Comparison of village and city life • Technology in everyday life.
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Flash cards
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• The world is changing constantly. From the technology to the environment, we can see the
change everywhere.
• The human body is also changing all the time. As our ages increases we can realize that our
body is not the same.
Letters --------------Emails
Carts-----------------Cars
Telephones------------Mobiles
Personal Computers---------Tabs
1 89
Small houses----------------------Big houses.
https://youtu.be/P2C2gPqsmAc
https://youtu.be/uQN_QN4grAk
https://youtu.be/bGo6vlWbKl0
90 1
PRESENT INFORMATION (10 min)
Pages# 85.
Activities:
Activity 1: Sorting!
• Have the pictures of things related to the technology of old and present era.
• Ask the students to sort the pictures according to the technology of present and old age.
Activity 2: Let’s Make a Vehicle!
STEAM Activity:
• Cut out different shapes like circles, rectangles, squares etc.
• Ask the students to make any vehicle like bike, cart, etc with the help of these shapes, glue, thumb
pins and markers.
Activity 3: Worksheet 11–1
Assessment: (5 marks)
• How technology has changed the life in kitchen?
• What is the difference of travelling in the past and present age?
Home Assignment:
• Paste pictures related to the technology of old and present age in your notebook.
1 91
Worksheet 11-1
PRESENT PAST
92 1
Lesson plan 11.2:
TOPIC: Changing Lifestyle
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the change in the lifestyle of the people of past and present.
OBJECTIVE
• Differentiate the change in the life of the people of past and present.
TIMELINE
WARM UP (5 min)
Ask the students to share the story if they have ever make any angry friend happy again.
PRESENT INFORMATION (10 min)
Pages#86,87.
Activities: (25 min)
Activity 1: Project!
• Make a 3D project of the life of present or past.
Activity 2: Debate!
• Have a debate on the topic “Lifestyle of past and present”. Which one is better for mankind.
Activity 3: Worksheet 11–2
Assessment: (5 min)
Tell two differences between past and present lives.
Home Assignment:
• What technology change have you noticed in the medical field? (Take help from internet.)
1 93
Worksheet 11-2
94 1
Assessment Worksheet
Draw any one vehicle that was used in past and one vehicle that we use now.
PAST PRESENT
1 95
UNIT
UNIT12
1
Inventions
Myself
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• describe what an invention is.
• identify major recent inventions (e.g. aeroplane, computer, internet
etc.).
• analyze recent inventions (electricity, computers, phone, internet
etc.) have changed the lives of people
SUBJECT
General LEARNING OBJECTIVE
Knowledge • Define invention.
• Identify major recent inventions.
• Identify the change of lifestyle with the recent inventions.
Duration
ARTS
3 Lessons
SOCIAL
URDU
STUDIES
INVENTIONS
ENGLISH LIBRARY
96 1
SKILLS INVOLVED:
Observation, Writing, Reading, Listing, collaboration, communication, analyzing, drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Human made objects • Technology in everyday life.
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Flash cards
• Observations
• Posters
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• The progress of science is so prominent in the present century and new things are inventing every
day to make the live of human kind comfortable.
• So far the most important inventions that completely change the lives of people are: electricity,
computer, telephones and aircrafts.
• Without electricity we cannot imagine our lives today. From televisions to the machinery used in
hospitals to treat ailments all depend on electricity.
• Computer has also become an essential part of every aspect of life. It is used everywhere from homes
to schools and from airports to markets. It is the need of almost every business.
• Aircraft is the most incredible invention of this century. Today, the world has become a global village
because of the airplanes. Airplanes has turned long and exhausting journeys into few hours’ trips.
• Telephone is also an important invention that has changed the lives. Through telephone, a person
sitting in one corner of the world can talk to the person in another part of the world. Now telephone
has transformed to next level where we can not only talk but can also see the person to whom we are
talking through video calls.
Online links for related videos
https://youtu.be/A0Ad891xBN4
https://youtu.be/HFs4sKzwV1Q
https://youtu.be/QCR6UhLXxqM
1 97
Lesson plan 12.1:
UNIT 12 Inventions
TOPIC: Important Inventions
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Identify the important inventions that changed the lives of human beings.
OBJECTIVE
• Learn about the important inventions.
TIMELINE
WARM UP (5 min).
• Ask the students what inventions they think are the most important.
PRESENT INFORMATION (10 min)
Pages#93, 94.
Activities:
Activity 1: My Favourite Invention!
STEAM Activity:
• Provide students with different card boxes, ribbon, paper, scissors, glue.
• Ask them to make any of the invention they like the most.
• At the end ask them to show to the class what they have made and also explain why do they like
that invention.
Activity 2: Memory Game!
• Show different pictures of important inventions like car, television, mobiles, aeroplanes etc.
• Then turn down the pictures and ask the students to tell the names of inventions they have seen in
the pictures.
Activity 3: Worksheet 12–1
Assessment: (5 min)
• What is meant by invention?
• What are the important inventions?
Home Assignment:
• Draw or paste the pictures four important inventions on your notebook.
98 1
Worksheet 12-1
1 99
Lesson plan 12.2:
TOPIC: Change in Lifestyle with New Inventions
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the change in lifestyles of people with new inventions.
OBJECTIVE
• Explain the change in lifestyles of people with new inventions.
TIMELINE
WARM UP (5 min)
• Show students two pictures one showing simple lifestyle and the other showing the luxurious
life full of newly invented things.
• Discuss both pictures with the students.
PRESENT INFORMATION (10 min)
Pages#94, 95.
Activities: (25 min)
Activity 1: “Writing”
• Write five changes in the lives of people that has occurred due to the new inventions.
Activity 2: “Match the cards!”
• Collect different pictures of things or ways that were used in the past and the pictures of new
technology that have replaced he previously used things or ways.
• Paste the pictures on the cards.
• Shuffle the cards.
• Ask the students to take out one card of the previously used thing or way and then find out
the card with the replaced technology.
Activity 3: Worksheet 12–2
Assessment: (5 min)
• Name three things in the kitchen that have made the cooking easy and quick.
• Tell three benefits that are achieved with the advancement of technology in transport.
Home Assignment:
• Look around your house and write down the names of the things that you can find in your
house that has made the life easy and comfortable.
100 1
Worksheet 12-2
FOOD CHAIN
COMPLETE THE FOOD CHAIN
1 101
Adaptation Purpose
Water lilies have big leaves. Big leaves help them to float on
water and attract sunlight for
photosynthesis.
Polar bear has white fur. White fur helps them to hide in
plain sight.
102 1
Assessment Worksheet
+
What are the factors that affect ecosystem?
Ans: Habitat is the environment Ans: 1. light
where plants and animals live.
2. Temperature
3. Water
4. Soil
5. Gases
6. Wind
1 103
Assessment Worksheet
Ans: 1. Seed
2. Germination
3. Seedling
4. Adult plant
Birth
Reproduction Growth
Adult
104 1
Assessment Worksheet
1 105
Assessment Worksheet
Define matter.
Ans: All the things around you that has a mass and take space is matter.
106 1
Assessment Worksheet
Define energy.
Ans: Energy is the ability to change and move What are the clues of presence of energy?
the object.
Ans: 1. Movement
2. Heat
3. Light
4. Sound
1 107
Assessment Worksheet
of people.
physical body.
108 1
Assessment Worksheet
2. Anxiety issues
3. Skin damage
1 109
Worksheet 12-3
milk
110 1
Assessment Worksheet
1 111
Assessment Worksheet
5. Hard Working
True/False:
1. Quaid-e-Azam was born on 11th September 1948. F
2. He was the youngest among his brothers and sisters. F
3. He joined Lincoln’s Inn in England. T
4. He was not interested in politics. F
5. He was very well-mannered person. T
112 1
Assessment Worksheet
Ans: I like his poem “Pahar or Gulehri” because the conversation between the
squirrel and the mountain is very interesting.
1 113
Assessment Worksheet
Ans: 1. E-mails
Ans: 1. Simple
2. Phones
2. Easy
3. Video calls
3. Close to nature
4. Newspapers
4 Requires hard work
5. Television
5. More importance was
given to relations.
PAST PRESENT
114 1
Assessment Worksheet
1 115
Assessment Worksheet
3. Pulley
6. Screw
116 1
Assessment Worksheet
1 117
Draw a picture of the item that has been replaced by the
item shown in the picture of the past box:
PAST PRESENT
PAST PRESENT
PAST PRESENT
118 1
Assessment Worksheet
1 119
UNIT 13
Force and
Myself
Machines
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• name and identify different forms of simple machines (inclined
plane; lever; pulley; wheel - and - axel; wedge, screw)
• recognise that push & pull moves things fast or slow. (push and pull
as a force)
• recognise from pictures of the past that force applied by humans
and animals moved vehicles (Tonga, bullock cart, cycle, pushcart)
while today vehicles are moved by machines (bus, motorcycle and
SUBJECT car etc.)
• recognise that greater the force, the greater the change in the
motion of an object., change direction etc.)
• observe and describe how motion of object can be changed by
applying force (speed up, slow down, stop, change direction etc.)
General LEARNING OBJECTIVE
Knowledge • Identify simple machines.
• Recognize the effect of push and pull.
• Recognize the type of force used to run the vehicles in past and present.
• Explain the change in motion of an object by applying force.
GRADE: Three CROSS-CURRICULUM LINKS
Duration
2 Lessons ARTS
URDU SOCIAL
→
STUDIES
→
→
FORCE AND
→ MACHINES
→
ENGLISH
→
PHYSICS
LIBRARY
120 1
SKILLS INVOLVED:
Observation, Writing, Reading, Listing, collaboration, communication, analyzing, drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Human made objects • Familiar forces
• Common sources • Forces of motion
• Simple machines
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Flash cards
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• Force is an energy that is used to maintain or change the position of the body.
• Force is push and pull.
• When force moves the object away from something, it is push and when it brings it nearer, then
it is pull.
• There are different types of forces. e.g. Gravitational force, magnetic force, surface and air resistance.
• Force cannot be seen. We can feel the effects of force.
• Machine is an object that is used to make the work easy for people.
• There are six simple machines: the wedge, the screw, the lever, the pulley, the inclined plane and
the wheel and axle.
• Archimedes, a Greek philosopher discovered the idea of simple machines.
• Pyramids of Egypt were made by using inclined planes.
• All kinds of simple machines are used in a bicycle.
Online links for related videos
https://youtu.be/rfeVlNL7d9U
https://youtu.be/aoXnhyY5RTk
1 121
Lesson plan 13.1:
UNIT 13 Force and Machines
TOPIC: Simple Machines
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Identify simple machines and their working.
OBJECTIVE
• Explain the working of simple machines.
TIMELINE
WARM UP (5 min).
Show the posters showing the pictures of simple machines.
PRESENT INFORMATION (10 min)
Pages#102, 103.
Activities:
Activity 1: Use of Inclined Planes!
Hand on Activity:
1. Have some hard boiled eggs. Give them to students. Ask them to first throw the egg directly on
the table and then use an inclined plane.
• The students will observe that when by using inclined plane, the egg goes slowly and become
less cracked
2. You can also use stairs to make them understand the use of inclined planes. First ask the students
to carry their bags down the stairs. Then make a slope with plane hard board on the stairs.
• Ask the students that now use the slope to bring down their bags. They will experience that by
using slope it’s become very easy to bring down the heavy bags as less force is being used.
Activity 2: Wheel and Axle!
Hands on Activity:
• Ask student to drag a brick on the table. They will find it difficult to drag it because of the
friction between the two surfaces.
• Now put some pencils below the brick and then ask them to drag. The students will find that
now it has become so easy to drag the brick. The pencils play the role of wheel here.
122 1
STEAM Activity:
Resource:
Card board, scissors, glue, sticks.
Procedure:
Ask students to make wheel and axle with card board and sticks.
Activity 3: Worksheet.
Assessment: (5 min)
• What is lever?
• Why do we use inclined planes?
Home Assignment:
• Draw the pictures of simple machines on your note book.
1 123
Worksheet 13-1
Worksheet 13-1
124 1
Lesson plan 13.2:
TOPIC: Push and Pull as a Force
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Identify the impacts of push and pull as a force.
OBJECTIVE
• Recognize the impacts of push and pull forces on an object.
TIMELINE
WARM UP (5 min)
• Call two students. Ask one student to keep standing and ask the other to first push and then
pull the standing student.
• Discuss the results of push and pull with the students.
PRESENT INFORMATION (10 min)
Pages#104
Activities: (25 min)
Activity 1: “Bowling”
• Collect water bottles from the students and put them in a line on the floor.
• Ask the students to take turns and throw the ball towards the bottles from three feet.
• Explain to the students that when you throw the ball you are applying pushing force to the
bowl. The ball when hit the bottles, both bottles and ball change their direction, they are
pushing one another.
Activity 2: “Let’s Find out”
• Write the name of the objects on small pieces of paper that require push or pull or both forces
e.g. door, pencil, book etc.
• Divide the students in groups and ask them to find out the objects written on the paper slips
and paste the piece of paper with that object’s name on it.
• The group that will find more objects will be the winner.
• At the end discuss the type of forces that are used for these objects.
Activity 3: Worksheet.
Assessment: (5 min)
• What is the effect of push?
• When we pull an object what happens to it?
Home Assignment:
• List the names of the objects in your house that use force to operate. Also mention the type
force in front of the name of the object i.e. push, pull or both. Do this work in your notebooks.
1 125
Worksheet 13-2
Worksheet 13-1
PUSH/PULL
PUSH/PULL
PUSH/PULL
PUSH/PULL
PUSH/PULL
126 1
Assessment Worksheet
1 127
UNIT 14
The role of the government and the citizens
ARTS
STUDIES
→
→
The Role of the
3 Lessons →
Government and
the Citizen.
→
ENGLISH
→
ETHICS
LIBRARY
128 1
SKILLS INVOLVED:
Observation, organizing information, problem solving, writing, reading, listing, collaboration,
communication, analyzing and drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Roles and responsibilities of government • State and the Government
• Right and responsibilities of people/ citizen • Rights and responsibilities of a citizen
• Fairness and Unfairness • Organs of Government
• Promoting fairness
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Flash cards
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• People living in the same area makes a community.
• All people share the places situated in the community. They have the responsibility to keep those
places and roads clean.
• Community members live as a family. They help each other.
• If people do not dispose the garbage properly, waste water, listen to music loudly and do not take
care of plants and trees of the community, it destroys the clean environment of the community and
creates pollution.
• Every community has some problems related to the necessities of life. Local governments are
responsible to solve those problems.
• Government is a group of people that has an authority to govern a country. Government makes
policies to make sure that the people of the country are providing with every facility of life. Some of
the services provided by Government are:
1 129
→ Infra Structure
→ Education
→ Health
→ Pure and affordable food
→ Clean and adequate water to everyone.
→ Transportation
→ Safe and secure environment
• All the people living in a country are called the citizens. Every citizen has the responsibility towards
the services given by the government. They should take care and use them properly. They should:
• Use less water.
• not throw garbage on roads.
• Keep their surroundings neat and clean.
• Not make noise.
• Follow the rules.
• Pay taxes.
• Respect the freedom of other citizens.
Online links for related videos
https://youtu.be/filNBPAGvA8
https://youtu.be/SsXt6uPxV0A
https://youtu.be/LKCtzuvBZPc
130 1
Lesson plan 14.1:
UNIT 14 The Role of the Government and the Citizens
TOPIC: Community and Its Problems
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Define Community.
• Recognize the problems that can arise in a community.
OBJECTIVE
• Explain the meaning of a community and the problems of a community of
present age.
TIMELINE
WARM UP (5 min).
• Give the look of a community to your classroom before the lecture.
• You can use posters or charts of different buildings.
• Students will be excited and curious about the lecture after seeing their
classroom.
PRESENT INFORMATION (10 min)
Pages#111, 112.
Activities:
Activity 1: Community Model!
Resource:
• Card board.
• Colourful chart papers.
• Glue
• Scissors.
• Paints.
1 131
Procedure:
• Make a model of a community with the students of your class.
Activity 2: Role Play!
• Create a scene of a community.
• Give situations to the students about the problems of a community e.g.
shortage of water or cleanliness issue etc.
Activity 3: Worksheet.
Assessment: (5 min)
• What is a community?
• What are the problems of a community?
Home Assignment:
• Make a list of the problems that your community is facing on a coloured
paper.
132 1
Worksheet 14-1
1 133
Lesson plan 14.2:
TOPIC: Role of a Government
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the role and responsibilities of a Government.
OBJECTIVE
• Explain the responsibilities of the government towards the citizens.
TIMELINE
WARM UP (5 min)
• Show the chart to the students showing the services that the Government is responsible to give
to its citizens e.g. Schools, Hospitals, Roads, Security etc.
PRESENT INFORMATION (10 min)
Pages#112, 113.
Activities: (25 min)
Activity 1: “Listing”
• Ask students to make a list of the responsibilities of the Government on a coloured paper.
Activity 2: “Wall Hanging”
STEAM Acivity:
Resources:
• Colourful Sticky Notes
• Chart paper
• Coloured Yarn or rope
• Glue
• Colourful Markers
Procedure:
• Make a wall hanging with the above mentioned material by writing “Role of the Government”
in the middle on a piece of chart paper (it can be of any shape like oval, star etc.) and by writing
different responsibilities on colourful sticky notes. Join the notes and piece of chart paper with
the rope.
• Hang the best one on the wall of the classroom.
Activity 3: Worksheet.
Assessment: (5 min)
• What is Government?
• What is the role of the Government towards the people?
Home Assignment:
• Write any five responsibilities of the Government on your notebook.
134 1
Worksheet 14-2
RESPONSIBILTIES OF A GOVERNMENT
Cut and paste the pictures of the things the Government is
responsible for.
1 135
Lesson plan 14.3:
TOPIC: Qualities of a Good Citizens
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the qualities of a good citizen.
OBJECTIVE
• Learn the qualities that are needed to become a good citizen.
TIMELINE
WARM UP (5 min)
• Ask the students that how should they behave as the member of a community.
• Write the points on the board.
PRESENT INFORMATION (10 min)
Pages#114
Activities: (25 min)
Activity 1: “What’s My Responsibility”
• Write the qualities of a good citizen on colorful pieces of paper. Also write some funny activity
like ‘sing a poem’ or ‘jump five times’ etc. Put all the papers in a box.
• Ask students to take turns and take out one paper out of the box and read aloud the
responsibility.
• If the students will get some funny activity, then they will have to do it.
• Students will enjoy this activity and the qualities of the good citizen will also be revised.
Activity 2: “Poster Making”
Make a colourful poster of the traits of a good citizen and hang the best one outside your
classroom.
Activity 3: Worksheet.
Assessment: (5 min)
• Who is a citizen?
• What are some of the traits of a good citizen?
Home Assignment:
• Think of the qualities of the good citizen other than you have learnt today and write them in
your notebook.
136 1
Worksheet 14-3
A GOOD CITIZEN
I AM…
1 137
Assessment Worksheet
138 1
UNIT 15
Working out Disagreements
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• recognise the disagreements/conflicts that occur at home, in school
and in the local community.
• identify feelings of people in different conflicting situations.
• identify reasons for disagreements with friends and family members.
• identify the ways in which people resolve conflicts/ disagreements at
home and school.
• apply discussion and problem-solving methods to work out
disagreement
SUBJECT
General LEARNING OBJECTIVE
Knowledge • Recognize the disagreements that occur at different places.
• Recognize feelings of people in these situations.
• Recognize the reasons of conflicts and disagreements.
• Identify the ways to solve these conflicts.
ARTS
STUDIES
→
→
2 Lessons →
WORKING OUT
DISAGREEMENTS.
→
ENGLISH
→
ETHICS
LIBRARY
1 139
SKILLS INVOLVED:
Problem Solving, Observation, Writing, Reading, Listing, collaboration, communication,
analyzing, drawing.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Sharing things • Tolerance
• Ways of helping others • Peace and conflict management
• Need to respect all people •
• Ways to respect all people
• Avoid hurting others
• Ways to reduce the hurt
• Forgiving other
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Charts
• Posters
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• When people are no having the same opinion on any issue then disagreements and conflicts
occurs.
• Whenever we interact with other people, there is a chance of having disagreements as every
person has his own views and opinions about everything in life.
• Reasons of conflicts may be: when different people wants the same thing or when one is not
ready to accept others opinion.
• During the conflicts, people may feel: angry, sad, embarrassed, jealous etc.
• To manage the anger one should:
→ Drink water
→ Count down to 10
→ Take a deep breath
→ Relax your muscles
→ Read Darood Sharif
→ Sit down if you are in standing position.
140 1
• We can resolve the conflicts:
→ Talk to each other.
→ Write down the points of disagreements.
→ Try to find the other mutually accepted way.
→ Listen to the other person and try to understand his point of view.
→ List your concerns and try to explain them with patience.
Online links for related videos
https://youtu.be/Z1N6uhd05kg
https://youtu.be/QyXFirOUeUk
1 141
Lesson plan 15.1:
UNIT 15 Working Out Disagreements
TOPIC: Conflicts
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the meaning of a conflict and when it arises.
• Recognize the feelings of people in a conflict.
OBJECTIVE
• Explain the meaning, causes of a conflict.
• Recognize the feelings of people in a conflict.
TIMELINE
WARM UP (5 min).
Ask students
• Do you fight with your friends or siblings?
• On what issues do you fight?
• When you fight how do feel?
PRESENT INFORMATION (10 min)
Pages# 120, 121.
Activities:
Activity 1: Catch the Anger Ball!
• Ask students to stand in a circle.
• Have a soft ball and give it to one student. Ask him to start the game by saying “I feel angry when
I….”, he or she will complete the sentence and then throw the ball towards any other student
present in the circle. The student who catches the ball, complete the sentence “I feel angry when I
….”. Then he or she again throw the ball towards the other students and so on.
• All the students will be alert to catch the ball.
Activity 2: Which Colour do You Choose!
• Divide students into groups.
• Cut out big squares from colourful papers. Tell them that these are the different colours of the
feelings that we have in a conflict.
• Go to each group ask them to choose one or more coloured squares. Then ask the students to
voluntarily come to represent his or her group and explain the reason of choosing the selected
colours.
Activity 3: Worksheet.
Assessment: (5 min)
• When do we have a conflict?
• What can be the consequence of any conflict?
Home Assignment:
• What are the different feelings that one can have in a conflict?
142 1
Assessment Worksheet
My name is
When I am angry I feel….
1 143
Lesson plan 15.2:
TOPIC: Resolving Conflicts
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Determine the ways of resolving conflicts.
OBJECTIVE
• Learn the ways of resolving conflicts.
TIMELINE
WARM UP (5 min)
“Role Play”
• You can have a role play to explain conflict resolution.
• Give scenarios like fixing friendship after a fight or resolving the issue of being bullied.
PRESENT INFORMATION (10 min)
Pages#122
Activities: (25 min)
Activity 1: “Wheel of Choices”
STEAM Activity:
• Make a big wheel with a card board.
• Write the choices we can have to solve a conflict like clear misunderstanding, discussion, take
help from a grown up etc.
• Use colourful markers for writing.
Activity 2: “Suggest the Solution”
• Make cards by writing different situations of conflict on them.
• Call one students at a time. Ask him to take out a card and read it loudly.
• After reading the situation he will be asked to suggest the solution.
• You can discuss the solution with all students.
Activity 3: Worksheet.
Assessment: (5min)
Tell any three ways to solve a conflict.
Home Assignment:
• Write about any of the conflict you had with your friend or any other person, also write how
did you solve that conflict.
144 1
Worksheet 15-2
Healthy Way
Unhealthy Way
1 145
Assessment Worksheet
146 1
UNIT 16
Safety
ARTS
STUDIES
→
→
3 Lessons →
SAFETY
→
ENGLISH
→
ETHICS
LIBRARY
1 147
SKILLS INVOLVED:
Observation, problem solving, writing, reading, listing, collaboration, communication,
analyzing, drawing and speaking.
PROGRESSION BETWEEN GRADES:
GRADE II GRADE IV
• Key characteristics of a village and city life • Human rights
• Comparison of village and city life • Common etiquettes
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
TEACHING STRATEGIES:
• Posters
• Flash cards
• Observations
• Worksheets
• Videos
• Group activities
CONTENT SUPPORT:
• Every individual must understand the seriousness of staying safe and how to avoid dangerous
situations at different places.
• At home: you should use the electrical appliances very carefully or with adults help.
• Stay away from sharp knives.
• Do not use the stoves.
• Stay away from the harmful chemicals.
• Do not open the door alone.
• When you are outside: Do not talk with the stranger.
• Walk on the footpath.
• Do not run on the road.
• Obey the traffic rules.
• When you are at school: Do not push other students.
• Keep distance from the students when there is a crowd to avoid falling down.
• Be careful on the stairs.
• Do not jump on the benches.
• During some natural disaster: follow your parent’s guidance.
• Do not panic.
• Do not run outside.
• Cover yourself under some strong object.
• Stay away from the glass objects.
Online links for related videos
https://youtu.be/KUB-4dTbhM8
https://youtu.be/CqH2QYt6oOc
148 1
Lesson plan 16.1:
UNIT 16 Safety
TOPIC: Safety at Different Places
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize the meaning of personal safety.
• Recognize the ways to stay safe at different places.
OBJECTIVE
• Make the students aware of the personal safety at different places.
TIMELINE
WARM UP (5 min).
• Write down the names of the places on the board like house, school, road etc.
• Briefly discuss the safety at each place with the students.
PRESENT INFORMATION (10 min)
Pages#130,131.
Activities:
Activity 1: Traffic Lights!
STEAM Activity:
Resource:
• Coloured chart papers (Red, Yellow, Green)
• Card board.
• Black paint.
Procedure:
Make a pillar for traffic lights with card board. Paint it with black colour. Cut three coloured circles
out of the chart papers. Paste the circles on the black pillar.
Activity 2: Safety Tour!
• Take the students to the safety tour of the school.
• Ask them to point out all unsafe items that they can see on the way e.g. water spread on the
floor by walking on which can make the students fall down.
Activity 3: Worksheet.
Assessment: (5 min)
• What things you keep in your mind when you are alone at home?
• If some stranger calls you on road what should you do?
Home Assignment:
• Collect pictures related to the personal safety at different places. Make a collage of these
pictures on a coloured paper.
1 149
Assessment Worksheet
AT HOME AT SCHOOL
150 1
Lesson plan 16.2:
TOPIC: Safety at the Time of Natural Disasters
CLASS DURATION: 45 minutes
Learning Outcomes:
Students will be able to:
• Recognize what are natural disasters.
• Recognize the ways to stay safe at the time of natural disasters.
OBJECTIVE
• Learn the ways to stay safe at the time of natural disasters.
TIMELINE
WARM UP (5 min)
Show students the pictures of different natural disasters e.g. hurricanes, tornadoes, earth quakes etc.
PRESENT INFORMATION (10 min)
Pages#132
Activities: (25 min)
Activity 1: Activity 1: First Aid Box!
STEAM Activity:
Resource:
• Shoe box
• Tape
• Red and white chart papers
• Rope
Procedure:
Make a First aid box using the above mentioned items.
Activity 2: “Earth Quakes”
• Divide the students in groups.
• Give them old newspapers and tape to make structures with them.
• Place the paper structures on the table and shake the table.
• Observe which paper structure will keep standing at the end.
Activity 3: Worksheet.
Assessment: (5 min)
• What are natural disasters?
• What should we do during earth quake?
Home Assignment:
• List more safety measures for natural disasters in your notebook by doing research on internet.
1 151
Worksheet 16-2
152 1
Assessment Worksheet
1 153
Sample Assessment Paper 1
(v) Food provides _________________ to our muscles so that we can walk and run.
C. sand D. rivers
A. fins B. lungs
C. gills D. scales
A. on land B. water
C. sand D. trees
A. once B. twice
A. water B. food
C. fruits D. fuel
154 1
Q.4: Complete the table: (1 mark each= 4 marks)
Rainforests
Desert
1 155
Q.6: Give reasons of the following: (1 mark each= 5 marks)
(i) Why do we hang wet clothes outside in the sunshine?
____________________________________________________________________________
____________________________________________________________________________
(ii) Why does the fan start running when we switch it on?
____________________________________________________________________________
____________________________________________________________________________
(iii) Why do we use fuel for our cars?
____________________________________________________________________________
____________________________________________________________________________
(iv) Why do we put plants in the sunshine?
____________________________________________________________________________
____________________________________________________________________________
(v) Why food is so essential for human beings?
____________________________________________________________________________
____________________________________________________________________________
156 1
Q.7: Identify the “Goods” and “Services”: (1 mark each = 3 marks)
Q.8: Circle the correct word to complete the statements: (1 mark each = 5 marks)
1 157
Q.10: Answer the following: (2.5 marks each = 5 marks)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
158 1
Sample Assessment Paper 2
(i) The condition where people have to make choices while buying goods and services, is called
____________________.
(iii) We have the responsibility to save _____________ animals from becoming extinct.
A. soil B. water
A. big B. small
A. one B. two
C. three D. four
(iv) When the Sun is directly above our heads, our shadow is made __________ our feet.
A. under B. behind
C. above D. beside
A. water B. shoes
C. clothes D. paper
1 159
Q.3: Label the following diagram: (1 mark each = 4 marks)
Q.4: Complete the table and give examples for each state of matter: (1 mark each= 4 marks)
Q.5: Name the type of energy used in the following pictures: (1 mark each= 4 marks)
160 1
____________________________________________________________________________
____________________________________________________________________________
(ii) Why do birds have sharp and pointed beaks?
____________________________________________________________________________
____________________________________________________________________________
(iii) Why is the weather getting warmer with time?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(v) Why do the sunset and sunrise happen at different times at different places?
1 161
____________________________________________________________________________
____________________________________________________________________________
Q.7: Identify the three states of matter: (1 mark each = 3 marks)
Q.8: Circle the correct word to complete the statements: (1 mark each = 5 marks)
(iii) Chicks /Larvae hatch from the egg and can walk and peck for food.
(v) The things around you have different/same shapes and sizes.
Q.9: Complete the diagram: (2 marks)
Types of Pollution
162 1
\Q.10: Answer the following: (2.5 marks each = 5 marks)
(i) the condition where people have to make choices while buying goods and services.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
1 163