DRAFT

NCP - GENERAL KNOWLEDGE

Suggested Guidelines (Grade 3)

DOMAIN 1: DISCOVERING SELF AND IMMEDIATE ENVIRONMENT

Standard 1: Students develop basic self-awareness of self and, awareness of their
environment, and understand their role within their community and environment.

Student Learning Outcomes: Students will be able to recognize the need for personal safety
and apply safety rules in their daily life.

Knowledge: Skills:

Students will be able to: Students will be able to:

​ identify the need for personal safety ​ exercise safety while using electric
​ identify the risks and dangers appliances/ sharp objects/ fire
associated with the use of electric ​ exercise caution while in the presence
appliances/sharp of strangers, water bodies and animals
objects/fire/strangers/ animals/water ​ express feelings of discomfort,
bodies etc. confusion, fear, and danger to their
parents/ teachers/ guardians to stay
safe from any unexpected situation.
​ identify some natural disasters and
ways to stay safe.

Additional/Advanced SLO:

​ practice safety measures while using

electrical appliances.

list the various hazards they can face at home

(bare wires, damaged roof, broken glass, fire,
scissor etc.).
 identify some natural disasters and ways to
stay safe.

Assessments

Formative Assessments

Find the Hazard: Students will be given/shown a picture/worksheet/image/model of a house

filled with various hazards (bare wires, damaged roof, broken glass, fire, scissor etc.) They
have to circle the hazard in red.

What should you do: The teacher will run through different scenarios with the students
(What if you get hurt while playing, What if a stranger is following you, What if you see your
friend or classmate with a stranger, What if there is an earthquake, What if you get lost.)
Students can raise their hands and answer with whatever they think should be done in that
situation, with the teacher correcting them if necessary.

Summative Assessments

Safe or Dangerous: Students will be given a set of images and they have to classify them as
being safe by putting a tick under then, or dangerous by putting a cross under them. The
images will be captioned and can be of different situations such (child playing with scissors,
standing close to a fire, walking close to broken glass, remaining seated while there is an
earthquake, talking to a stranger, etc.)

Learning Activities

Through the maze: Students will be divided into pairs can be given a simple printed
out/worksheet/in book maze in which they have to go from their home to their school, while
avoiding different hazards such as dirty puddles, strangers, broken glass, etc. These hazards
will be included at various dead-end points on the maze and students have to find a way
through. After everyone has solved the maze, the teacher then asks them about the different
hazards on the maze and why they have to avoid them.

Earthquake and Fire Drill: Students will be taken through the various steps for the
Earthquake and Fire Drill
General Drill: Get up immediately and make an orderly line. Make a line and go File out of
the classroom and go out into the grounds or safe place or onto the road. Do not go back in
until told by the teacher. Students can practice this for 5 times.

Student Learning Outcomes: Students will be able to evaluate the changes from past to
present in terms of living style, food, communication, clothes etc.

Knowledge: Skills:

Students will be able to: Students will be able to:

​ describe the concept of present and ​ evaluate changes from past to present
past in terms of living style, food,
​ recognize that present time is communication, clothes etc.
different from the past in terms of ​ evaluate the benefits of changes that
living style, food, communication, happened over the time. (Themes:
clothes etc. communication, travel, electricity)

Additional/Advanced SLOs

​ concept of chronological order. Additional/Advanced SLOs:

​ sequence events in a narrative in

chronological order.
​ identify how schools, communities, and
transportation have changed over time
(from the given pictures).

Assessments

Formative Assessments

Draw yourself in the past: In this activity, students will be asked to draw themselves as if
they were living long ago. The instruction can be ‘Imagine that you lived in the past a cave,
draw what you would wear, how you would travel, what you would eat, etc. The students can
then share their drawings and the teacher can point out discrepancies or things that should
not exist during that time in case the students’ drawings contain any such aspects.
Summative Assessments

Imaginative Writing: Students imagine how life of a student their age will be different 20
years from now. They write a narrative/story highlighting the key differences in the way he/she
would lead their lives.

Learning Activities

The Wheel: The teacher can read out a short story about how humans travelled over time.
This can simply state that long ago, humans did not know about the wheel, and so they either
walked, or rode horses to travel. TheThey the wheel was invented, and humans made carts
and trolleys. After that they made bicycles, motorbikes, and cars. After the story, students will
be asked to do some research on one other invention that brought about significant
advancement from past to present.

DOMAIN 2: ETHICS AND VALUES

Standard: Students identify and practice aspects of good character and good manner
in their lives. Students identify aspects of good character and good manners and learn to
practice them in their lives.

Student Learning Outcomes: Students will be able to apply strategies to resolve

disagreements/conflicts

Knowledge: Skills:

Students will be able to: Students will be able to:

​ recognize some ​ identify reasons for disagreements with

disagreements/conflicts that occur at friends and family members in their
home, in school and in the local own lives
community ​ explore the ways in which people
​ identify the reasons of resolve conflicts/ disagreements at
disagreements/conflicts home and school
​ identify feelings of people in different ​ apply the learnt strategies to resolve
conflicting situations conflicts in their daily lives
​ list ways of resolving conflicts
 Additional/Advanced SLO:

apply discussion and problem-solving

methods to work out disagreement.

Assessments

Formative Assessments

How do I feel: The teacher will read out a short story about 3 friends to the students. The
story can include 2 of the friends arguing over something, one friend making fun of the other,
one friend being told off by his/her parents, and other similar situations. At each situation,
students will be asked to imagine themselves in the position of the people in the story and
then share how they would feel, and what that person should do or not do, and why.

Summative Assessments

What should I do? Students will be given a set of situations regarding conflict, such as 2
students arguing over whose turn is it next for a swing or slide, a student making fun of their
classmate, a student not sharing when asked for a pencil, a parent telling their child to stop
watching TV or playing a game, etc. The students will come up with appropriate responses to
the situations to quell conflict/settle disagreement.

Learning Activities

Pathway to peace: In this activity, students can be taken outside if possible. They will then be
asked to think about a recent conflict or disagreement they had with anyone. Students then
progress through this path while walking from one designated point to another while thinking
out loud about three things: 1) What is the problem? 2) How do I feel? 3) How does the other
person feel? The teacher can set these points at different locations, such as at the door for
part 1, the ground for part 2, and a tree or plant for part 3. This is the pathway to peace.
DOMAIN 3: RESPONSIBLE CITIZENSHIP
Standard: Students recognize the need to respect rules and rights, fulfill their
responsibilities and appreciate diversity at local and national global level.
Student Learning Outcomes: The students will be able to suggest ways the government
and people can work together to meet people’s needs in a community

Knowledge: Skills:

Students will be able to: Students will be able to:

​ describe the concept of community ​ identify ways the community can help
​ recognize that all people living meet each other’s needs
together are members of a local ​ suggest ways the government and
community people can work together to meet
​ recognize that people of a community people's needs in their community
can play an important role in serving (especially the differently abled,
their own needs and needs of others religious/ ethnic minorities, poor etc.)
(especially the differently abled,
religious/ ethnic minorities, poor etc.)
​ identify that the government and Additional/Advanced SLO:
people can work together to meet
people's needs in the community ​ describe the activities that individuals
​ Identify ways they can demonstrate perform for the welfare of the
good citizenship (playing fairly, community
helping others, following rules, taking ​ identify key problems in their local area
responsibility for one's actions, sense (shortage of drinking water, lack of
of ownership of public goods). health and educational facilities, poor
sewerage system etc.)
 Assessments

Formative Assessments

Find the problem: Students will be showngiven a set of pictures/video/worksheet/images,

each of which will have one or more problems such as dirty water, trash lying around, long
lines outside hospitals, small school with no space for students, etc. Students will have a
brainstormingbrainstorm session in which they identify similar problems in their community
and then come up with suggestions to overcome the problems either by organizing the
community or by asking for the government’s support.

Summative Assessments

How can I help: In this assessment, students will be given different situations that may arise
while living together in a community. These can include someone having an accident,
someone needing to find the school, someone needing help carrying something, someone
littering, someone has lost stealing something, etc. Students will be given a set of responses
of the community and they have to match the appropriate response to each situation.

Learning Activities

Draw your community: Students will be asked to think about everything they see on a daily
basis while coming and going from school, as well as during their holidays. They can then
draw/write about/talk about their surroundings or the path they take to the school with all the
different sights and people they see. This drawing/written piece/exposition will be called ‘My
Community’.

Group Activity: For this, divide students into 4 groups. The first three groups will be smaller,
consisting of 2-3 students each. These students will form different branches of the
government, one can be education, one can be medical, and one can be security. The last
group of students will each be given a piece of paper they will have different instructions such
as: You want there to be more hospitals, someone is hurt but you can’t find a doctor, you want
there to be a playground in your school, there is trash outside your house and you want it
cleaned up, the stream where you get water from is dirty and you want it to be cleaned, etc.
The teacher will then guide the students to the respective government branches, who will be
told to listen carefully, and note down the problem, and then thank the person for bringing it to
their notice. This will require teacher support but will help students understand how citizens
and the government can work together to solve problems.

Group activity: inquire about a problem in the community, identify its causes, suggest
solutions and take a responsible action to solve the issue. (one problem per group)

DOMAIN 4: PATRIOTISM AND KNOWLEDGE OF COUNTRY

Standard: Students recognize the respect and value of their country Pakistan, its map,
its founders and pioneers, and the significance of its flag.Students recognize the respect
and value of their country Pakistan, its map, its founders, and the significance of its flag.

Student Learning Outcomes: Students will be able to explain the role of Muhammad AliM.A.
Jinnah, Mohtarma Fatima Jinnah, and Allama Muhammad Iqbal in the formation of Pakistan

Knowledge: Skills:

Students will be able to identify and Students will be able to:

recognize …
​ narrate the major events in the life of
​ Quaid-e-Azam Muhammad Ali Jinnah Quaid-e Azam Muhammad Ali Jinnah
as the founder of Pakistan (date of birth, founder of Pakistan, few
​ Allama Muhammad Iqbal as a major contributions, and the date when
personality who expounded the idea he died).
of Pakistan. ​ narrate the major events in the life of
​ Mohtarma Fatimah Jinnah as a key Allama Muhammad Iqbal (date of birth,
figure in the formation of Pakistan. national poet, some famous poems for
​ major events in the life of Quaid-e children, and the date when he died).
Azam Muhammad Ali Jinnah (date of ​ narrate the major events in the life of
birth, founder of Pakistan, few major Mohtarma Fatima Jinnah (date of birth,
contributions, and the date when he major contributions, and the date when
died). she died).
​ major events in the life of Allama ​ discuss what they have learnt from the
Muhammad Iqbal (date of birth, major events/contributions of
national poet, some famous poems Quaid-e-Azam Muhammad Ali Jinnah.
for children, and the date when he
died
 Assessments

Formative Assessments

Role-play: Students can take up the role of Quaid-e-Azam Muhammad Ali Jinnah, Mohtarma
Fatima Jinnah and Allama Muhammad Iqbal. They have to come up turn by turn and tell the
class any 2 or 3 things about the person they are role- playing.

Summative Assessments

Matching: Students will be given different events/ and achievements and they have to match
them with either Quaid-e-Azam Muhammad Ali Jinnah, Mohtarma Mohtarma Fatima Jinnah or
Allama Muhammad Iqbal. These can range from birth and death dates, prominent
achievements etc.

Learning Activities

Drawing: Students will be given different scenarios that they have to draw and color (Allama
Muhammad Iqbal and Quaid-e-Azam Muhammad Ali Jinnah talking about Pakistan, Allama
Muhammad Iqbal writing poems, and Quad-e-Azam Muhammad Ali Jinnah giving a speech to
lots of people. Students will be given the option of drawing one picture by themselves of
something related to what they learned from the lesson and then they have to tell the class
about what is happening in that picture.

DOMAIN 5: GOODS AND SERVICES

Standard: Students understand the concept of interdependence by classifying the role of
goods and services in our lives and the need for respect for all occupations.

Student Learning Outcomes: Students will be able to differentiate between types of

resources and identify main goods and services in their areas. .

Students will be able to analyze how the limited goods and services available guide people’s
economic choices.
Knowledge: Skills:

Students will be able to: Students will be able to:

​ define the term “resources” ​ differentiate between types of

​ identify natural resources (plants, resources:
animals, water, air, land, forests and ○ natural resources
soil), human resources (farmers, ○ human resources
builders, painters etc.), capital ○ capital resources
resources (trucks, ​ identify the main goods and services of
computerscomputer, factory buildings their local area
etc.). ​ describe the need for interdependence
​ define the terms: goods, services, as not all goods and services are
buyers and sellers available in their area
​ describe scarcity and recognize that
people make economic choices
because goods and services are
limited

Assessments

Formative Assessments

My Business: Students will be given the option of a profession (builder, farmer, or

shopkeeper). Students will then draw their different businesses along with the different kinds
of resources they will require for that business. Example: A builder will need workers, land,
wood, trucks, etc.

Summative Assessments

Resource Matching: Students will be given images of different types of resources, and they
have to sort them into human, capital, and natural.
 Learning Activities

Barter System: In this activity, you will need simple objects such as unsharpened pencils,
erasers, and sharpeners. If there are 30 students, then have 10 of each. Divide the students
into three groups and give each group one type of object, such as Group A will have 10
pencils, Group B will have 10 erasers, and Group C will have 10 sharpeners. Now give them
students a task such as writing or drawing something. Students will need to trade their own
goods (pencil, eraser, or sharpener) with other groups and so every group should end up with
a few of each item. Now explain to the students that just like this, there are limited things
available and not everyone can have everything. So this is why people trade and are
dependent on each other for what they don’t have.

What will I Buy: For this activity, students will be told them they have 10 rupees, and they will
be given the prices of a few different items that they can buy - Example: bat for 5 rupees, ball
for 2 rupees, cap for 4 rupees, shoes for 9 rupees, chocolate for 1 rupee, etc. Now they can
spend their money to buy different combinations of goods. Students can then share what they
bought, and the teacher can use this activity to demonstrate how even when we want more,
we have limited resources and can only buy what we want the most.

Role play: Buyer and seller

Visit nearest market and list what is being sold there.

DOMAIN 6: LIFE SCIENCES

Standard 6: Students begin to understand and demonstrate curiosity about basic concepts
and processes of the living world around themselves.

Student Learning Outcomes: Students will be able to classify animals and plants in their
Habitat and analyze how human action can lead to habitat destruction and conservation
Knowledge: Skills:

Students will be able to: Students will be able to:

​ define the term ‘habitat’ ​ classify the plants and animals

​ recognize the types of habitats for according to their habitats
living things (polar, desert, forest, ​ analyze how human activities affect the
aquatic). water (fresh and marine), natural habitats
terrestrial/land) ​ list some ways in which natural
​ name plants and animals that live in habitats in their own communities can
these habitats be protected
​ identify the environmental factors ​ Research and suggest the ways in
(temperature, light, water) that which habitats can be protected.
support life in a habitat
​ Recognize how human activities
affect natural habitats
 Assessments

Formative Assessments

Multiple strategies can be used for formative assessment, such as:

KWL charts for assessing prior knowledge of students

Discussion questions

Sequencing picture cards

Class Tests including short question answers, labeling diagrams etc.

Self and peer assessments

Marked Quizzes

Presentations

Projects with criteria/ rubrics

​ Ask students to make a list of animals that live in different habitats.

​ Take your students on a walk around the school grounds, or through a nearby garden
or park, and ask them to make a list of all the different animals they see: birds, insects,
mammals, lizards.

Ask them, either during the walk or back in the classroom,

What each animal eats and how it might be connected to other animals, to trees, and
to humans.

You might even have them think about how outdoor cats and dogs participate in the
ecosystem too!

​ Ask students how extremes in temperature, Sun or wind exposure, overabundance or

lack of water and over activity by humans affects the living things in a habitat.
​ Inform students that they will be visiting various schoolyard areas to identify factors
that might be affecting the living things in each area. Explain to students that they are
to look for areas that show evidence of strong Sun exposure, lack of water or over
activity. Students will be required to list down factors that are affecting the living things
in each area.
Summative Assessments

End of unit tests

Projects/ Performance assessments

Learning Activities

Habitat

​ Begin the lesson by providing students with a piece of paper, and ask them to draw a
picture showing what their homes provide to meet their needs.
​ Then discuss how habitats are similar in providing animals and other living things with
the same basic needs to survive. Explain that a habitat is an organism’s home that
provides food, shelter, water and space.

Research and Share

Divide the class into 2 groups – water and land. Their task is to research about the habitat
assigned to them by looking up the following pieces of information:

description of the habitat

location of the habitat

animals found in the particular habitat

issues or concerns faced by the habitat.

After researching those items, instruct the students to share with the class, what they have
learned. Let those present relevant pictures of the habitat on which they are reporting.

Models in Clay

After listening to the report of each group, assign a different habitat to each group (to check
how much they have comprehended from the report). Let them make a model of the habitat
by using clay. The model must include the animals found in the habitat. Discuss the rubrics
that will be used in grading their work, including attention to detail, research, and presentation.
Present this information.
Student Learning Outcomes: Students will be able to identify and differentiate between the
stages of a lifecycle in plants and animals

Knowledge: Skills:

Students will be able to: Students will be able to:

​ define the concept of life cycle ​ compare different stages of the life
​ identify and list the key stages in the cycle of plants and animals (from
life cycle of an animal (frog, hen) and pictures, through observation / Video
a plant etc.).

Assessments

Formative Assessments

Ask students short questions like:

What will happen if living things stop reproducing?

What is a life cycle?

What stages do life cycles include?

What is the first stage of most plant life cycles?

What is the first stage of an animal life cycle?

Summative Assessments

Label

Label the diagram of plant life cycle.

Sequencing picture cards

Ask students to put the cards showing different stages of a hen/frog’s lifecycle in sequence

Ask students: What are the stages in the life cycle of a butterfly, fish and a frog?

Learning Activities

Learning about the frog

Display the poem on a chart paper

POEM

Tiny eggs in the water, waiting there to hatch

Swimming tadpoles, with tails that make them hard to catch

Once they grow legs and the tail goes away

They become a frog and their own eggs they’ll lay

​ Ask students to identify the different stages of life of a frog as narrated in the poem.
​ Ask students to suggest a name for the poem. Teach students the actions to go along
with each line. Read each line, model the action, and have students follow you.

Lifecycle of pea

Students will do the germination experiment with peas.

After the germination of seed students will identify the parts of seedling.

Ask students to record the results, and make chart of the life cycle of pea plant.

Standard: Students begin to understand and demonstrate curiosity about basic concepts and
processes of the living world around themselves.
Student Learning Outcomes: Students will be able to list and differentiate between healthy
and unhealthy habits

Knowledge: Skills:

Students will be able to: Students will be able to:

​ identify that healthy living requires ​ differentiate between healthy and

healthy habits like eating a balanced unhealthy food students eat during a
diet, keeping clean, sleeping well, meal/in a day in their own lives
and exercising regularly, drinking ​ Describe and brainstorm which good
clean water, brushing teeth., getting hygiene and healthy habits (wearing
enough sleep) masks, washing hands and covering
​ identify certain food groups as fruits, face when sneezing, visiting doctor
vegetables, grains, dairy product, when unwell) can control the spread of
eggs, meat and dry fruit and their diseases
relative proportions
Additional/Advanced SLO:
​ recognize that certain diseases are
infectious, and vaccinations can help ​ Recognize investigate professions of
prevent such diseases. Such people who use science in their local
diseases are caused due to infection area e.g., everyday use of science,
by germs, which can pass from one restaurant chefs, dietitians, food
person to another manufacturers, dairy farmers
 Assessments

Formative Assessments

My plate

Ask students to draw the healthy food they would like to eat on a plate diagram like below:

Figure 1: Choose My Plate Image (n.d.)[1]

Discussion questions

Ask the students what will happen if they don’t:

​ eat a balanced diet,

​ keep clean,
​ sleep well,
​ drink clean water

What foods would you serve to provide a balanced diet for the three meals of one day. Make a
list and then compare your list with your classmates.

COVID precautions

Ask students what precautions they take to avoid COVID.

Summative Assessments
 ​ Choose one of the foods from a balanced diet Draw a picture and write a few
sentences about it in your notebook.
​ List three ways to stay healthy.

Learning Activities

My plate

Begin the discussion by saying, “Did you know there are five food groups?” Allow the children
to respond. Then say, “What about My Plate? Have you ever heard of it?” Encourage the
children to respond. Point to the MyPlate poster, and say, “This is My Plate; it is made up of
the five food groups and shaped like a plate. Let’s learn the food groups together.” Point to
each food group, starting with the grains group and discuss it. For example, say, “Look at the
orange section of the plate; this is the grains group. Can you say, ‘grain’? Do you know what
foods you would find in this group?” Prompt the children to name foods such as bread,
crackers, cereal, pasta, etc. Continue the discussion with the vegetables, fruits, dairy, and
protein groups. Say, “Eating different foods from each food group will help you grow and think
and give you energy to play!”

Food group

Prior to this activity, find pictures of food from magazines or the internet to correspond with
each of the five food groups. Paste the pictures onto construction paper that corresponds to
each food group color. For example, paste a picture of a slice or loaf of bread on orange
construction paper. Show the children the pictures and say, “This is a picture of bread. Do you
remember what food group bread belongs to?” Allow time for children to answer and provide
lots of praise and encouragement!

Building Awareness

Make a poster to tell people about the importance of keeping clean in order to stay healthy.

DOMAIN 7: PHYSICAL SCIENCES

Standard 7: Students recognize simple forms of physical phenomena (matter & energy) and
relate it to their lives.
Student Learning Outcomes: Students will be able to identify and list natural sources and
uses of energy and relate it to their lives.

Knowledge: Skills:

Students will be able to: Students will be able to:

​ identify and list natural sources of ​ produce examples from their daily lives
energy (e.g., the Sun, wood, flowing to show that sources of energy are
water, wind, coal, oil, gas) used for many things (move an object,
​ recognize that energy is required for heating, lighting, transportation,
doing work electric appliances etc.).
​ identify and list natural sources of ​ demonstrate with activities done in
energy (e.g., the Sun, wood, flowing class that energy is present in all
water, wind, coal, oil, gas) matter and in sound, light, and heat
​ list uses of energy

Assessments

Formative Assessments

Following techniques can be used:

​ KWL charts for assessing prior knowledge of students

​ Discussion questions
​ Sequencing picture cards
​ Class Tests including short question answers, labeling diagrams etc.
​ Self and peer assessments
​ Marked Quizzes
​ Presentations
​ Projects with criteria/ rubrics

Select some students, tell them each to do one of the following (walk, jump, talk, stand, sit
etc.,). Ask students what is being done. Ask questions till they respond ‘work’. Ask them what
you need to do work (answer should be energy).

Ask the students to make a class list of all the ways in which they have used energy or seen it
being used so far today.
Summative Assessments

Match energy with the way we use it

Students will be required to match different sources of energy with the way we use it e.g.,
wind with wind turbine.
 Learning Activities

​ Use common items found in classroom to demonstrate force.

​ Ask one student to move the chair in class. Now ask two students to push the chair from
opposite directions to demonstrate balance and unbalanced forces.

Pushes and Pulls Hunt

Put together a list of items that require a push, pull, or both to operate or use. For example, you might
list a door that needs to be pushed to open, a box with a top that needs to be pulled off, or a pencil,
which requires both a push and a pull.

Vehicles

Show pictures of vehicles of the past that used animals and humans to work (Tonga, bullock cart, cycle,
pushcart) while today vehicles are moved by machines (bus, motorcycle and car etc.)

Ask students to compare these types of vehicles

Experiment

1. Take a balloon and blow the balloon.

2. Now note down the size of the balloon.

3. Now press the balloon from mid and again note down the size of the balloon.

Observation: The shape of the balloon have changed.

Conclusion: On applying force, the shape of an object changes.

Creative work

Prepare a toy car according to the figure show below by using a match box, broomsticks and rubber
caps, now perform the activities given in the table below and conclude that by applying force, the speed
of an object can be increased and decreased.
Figure 2. Experiment on Applying Force (n.d.)[2]

Action 1

To apply force in forward direction by pulling the string of stationary toy car on a plane surface.

Observation

The toy car Changes its state from rest to

Action 2

To apply force on the moving toy car in the direction of its

Observation

The speed of the toy car increase

Action 3

To apply force on the moving toy in the opposite direction of its direction of

Observation

The speed of the toy car decrease

Standard 7: Students recognize simple forms of physical phenomena (matter & energy) and
relate it to their lives.

Student Learning Outcomes: Students will be able to identify different states of matter. and
differentiate between them
Knowledge: Skills:

Students will be able to: Students will be able to:

​ define matter ​ explain the relation between matter

​ identify materials as either solids, and energy
liquids or gases and describe their ​ differentiate between the different
properties states of matter with respect to their
​ identify different states of water physical properties
​ observe objects around them and their
states of matter
​ demonstrate and explain change of
matter such as water, through
physically observable properties
(shape and size)
 Assessments

Formative Assessments

Following techniques can be used:

​ KWL charts for assessing prior knowledge of students

​ Discussion questions
​ Sequencing picture cards
​ Class Tests including short question answers, labeling diagrams etc.
​ Self and peer assessments
​ Marked Quizzes
​ Presentations
​ Projects with criteria/ rubrics

Sorting activity

Show flashcards or pictures of different things and ask students to sort them in groups of solid, liquid,
and gas.

Discussion question

Talk about some of the objects in your classroom. What are they made of?

Match the objects with states of matter

Give a list of objects to match with solid, liquids, or gas.

Summative Assessments

Students will be required to write down three properties and two examples each of solids,
liquids, and gases;

Solids Liquid Gases

s
Students will be required to draw three pictures to show that water can be found in the three
states of matter.
 Learning Activities

States of Matter

Observe around your home and school and record your observations in the table below:

Color Shape Smell

Solid 1

Solid 2

Solid 3

Liquid 1

Liquid 2

Liquid 3

Air contains water vapor

The air we breathe contains water vapor. Set up the experiment below to show that the
statement is true.

• You will need a mirror, or something made of glass.

• First, open your mouth and breathe hard out of your mouth onto the

palm of your hand. Is your breath warm or cold?

• Now breathe out onto the mirror. What happens?

• What happens to the surface of the mirror? What does this tell you?
Liquid takes shape of container

Take the jug of water and pour some of it into a bowl, a glass, and a cup. Explain that the
water has taken the shape of the bowl, glass, and cup. Ask a few students to repeat this with
the bottle of cold drink and the packet of juice. Liquids take the shape of the container into
which they are poured. Liquids also have weight and we can see and touch liquids, and
liquids can be poured.

Air is gas

Give each student an empty balloon. Ask them to feel their balloon to see that there is nothing
in it. Now ask them to fill the balloons with air. What happens to the balloons? They become
inflated with the air that the students have blown into them. Ask them to release the air and
feel the balloon moving as the air rushes out. Explain that air is present all around us. We
cannot see air but we can feel it, for example, when we run, or when we put our hand out of
the window of a moving car.

Experiment

Ask the students to sit in pairs and explore how liquids take the shape of their container. Give
each pair a paper cup and a paper dish. They should pour some water into each container
and observe.

Help them hold a class discussion and then write a few lines on the result of their experiment.

Standard 7: Students recognize simple forms of physical phenomena (matter & energy) and
relate it to their lives.
Student Learning Outcomes: Students will be able to explore the construction of simple
circuit

Students will be able to describe the uses, and safety measures hazards of electricity, and the
construction of a simple circuit.

Knowledge: Skills:

Students will be able to: Students will be able to:

​ describe uses of electricity ​ brainstorm things they wouldn’t be able

​ identify the basic components of a to do without electricity in their daily
simple circuit: cells, wires, and bulb lives
​ list ways to be safe with ​ list safety hazards of electricity
electricity/appliances ​ explore the construction of simple
circuit either by
video/experiment/model making

Assessments

Formative Assessments

Things which need electricity:

Ask the students to think about all the things they used today that need electricity. Name or
draw three of them.

Make a list of the games you have that need electricity to work.

Circuit:

What will happen if we remove battery from the circuit?

Safety precautions:

Show different scenarios where the students have to state how to be safe around electricity or
electrical appliances.

Summative Assessments
Label the simple circuit diagram.

Students will be shown a picture containing electrical dangers. They will need to identify all
the electrical dangers they can see.

Learning Activities

Construction of simple circuit

Help students build a simple circuit using a small bulb, wires and battery together.

DOMAIN 8: EARTH AND SPACE SCIENCE

Standard 8: Students characterize the physical features and environmental changes of Earth
and explore other celestial bodies.

Student Learning Outcomeub-domain: Students will be able to identify cardinal directions

and the concept of day and night.

Students will be able to analyze the effects caused by the Sun on Earth and its environment.

Knowledge: Skills:

Students will be able to: Students will be able to:

​ recognize that heat and light of the ​ explore the formation of shadows with
Sun helps to sustain life on Earth respect to positioning of the sun
which is the only known planet where ​ explore how the size and direction of
life exists the shadow can be used to estimate
​ explain how the rotation of the Earth (guess) time
causes day and night
​ identify that on Earth, the direction of
sunrise is ‘East’ and the direction of Additional/Advanced SLOs
sunset is ‘West’.
​ identify South and North with respect ​ name places towards North, South,
to East and West, namely, South and East and West of the school/home.
North.
 ​ explain how the rotation of the Earth
causes day and night

Assessments

Formative Assessments

Short answer questions

Ask the students the following questions

What time did the Sun set yesterday? What time did it rise today? How can you find out? At
what time of the day and the year is the Sun hottest? How do you feel when you go out in the
daytime?

Ask the students what sunrise is and what is sunset. Ensure they do not think sunrise and
sunset happens because of the movement of Sun but it happens due to Earth’s movement
around Sun.

Day and night

Draw a diagram to show how the rotation of the Earth causes day and night.

Cardinal directions

Label the classroom walls with each direction (north, south, east or west). Place few things
around the classroom and ask questions like:

​ Towards which side is the teacher’s desk?

​ What is near east wall?
​ On which wall is the door?

Summative Assessments

Students will be required to fill a worksheet with MCQs, short question answers etc.
Students can be asked to mark cardinal directions on an image for example:

Figure 3. Reading a map. (Reading a Map: Cardinal Directions, n.d.)[3]

Short questions

What is the natural source of heat and light?

Name the direction starting with:

N___________

E___________

W__________

S_____________
 Learning Activities

Day and Night

Ask three students to come in front of the class. One student will be given the football, which
is the Sun. The second student will be given the tennis ball, which is the Earth. The third
student will be given the table tennis ball which is the Moon. The Sun will remain standing in
one place. The Earth will rotate while moving slowly around the Sun. At the same time the
Moon will revolve around the Earth.

• Remind the students that the Sun does not move; it is stationary. The Earth revolves on its
axis, which is an imaginary line in the centre of the Earth. When a part of the Earth faces the
Sun, it is bright and it is day. On the other side of the Earth it is dark, and it is night. This
movement of the Earth is in the east-west direction. This is the reason that the Sun always
appears to rise in the east and set in the west. It takes twenty-four hours for the Earth to spin
on its axis.

• Place a globe and a torch on the teacher’s table. Rotate the globe slowly, while shining the
light on it. The part of the globe on which the light shines will have light or daytime, while on
the other side it will be dark or nighttime.

Cardinal directions

​ Give students a blank piece of paper and ask them to draw a circle in the center of the
paper.
​ Instruct students to draw a horizontal and vertical line through the circle to create a
compass rose.
​ Have students fill in the cardinal directions on the compass rose.
​ Have students stand up while they are holding the compass rose.
​ Ask the students to turn so the north on the compass rose actually points north.
​ Discuss with the students why they were not able to correctly turn towards north. If
some students are facing the correct direction ask them why they are facing that
direction as some people have a natural sense of direction.

Map

​ Give students a compass and a map with the cardinal points already labeled.
 ​ Have students stand holding the compass in one hand and face North.
​ Have students turn slowly in a circle and observe what happens with the compass
needle.
​ Repeat the process while holding a map.
​ Discuss the concept that no matter which way you are actually facing, up is always
north on a map.
​ Discuss how this concept may cause problems when trying to navigate using a map in
an unfamiliar place.

Standard 8: Students characterize the physical features and environmental changes of

Earth and its relationship with celestial bodies in the sky.Students begin to understand
and demonstrate curiosity about basic concepts and processes of the living world around
themselves.

Student Learning Outcomes: Students will be able to demonstrate care and concern for the
Earth, natural resources, endangered and extinct animals, pollution.

Knowledge: Skills:

Students will be able to: Students will be able to:

​ define the term pollution ​ identify pollution and sources of

​ identify different types of pollution pollution in their immediate
(land, water, air, noise). surroundings and suggest ways to
​ list ways to reduce pollution (3Rs: reduce it (using the 3 R’s).
Reduce, Reuse, Recycle) ​ suggest ways in which pollution can be
​ define natural resources reduced in a personal capacity and in
communal capacity (by organizing their
community for this cause)
​ predict what would happen if natural
resources were all used up

Additional/Advanced SLOs:

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.).

Assessments

Formative Assessments

Ask the students:

How does our Earth get polluted?

What are the different types of pollution?

How can we avoid land pollution?

How can we avoid water pollution?

How can we avoid air pollution?

How can we avoid noise pollution?

What will happen if we used all the trees?

What kind of pollution takes place when we pollute water?

Summative Assessments

Concept map

Students will be required to fill in the concept map for types of pollution.

Figure 5. Types of pollution. (Pollution Worksheet, n.d.)[4]

Match the term

Match the pictures with the type of pollution

Write two ways in which we can reduce pollution.

Learning Activities

Happy Earth, Sad Earth

Students will be required to put pictures of things that are beneficial for the Earth, and those
that are not, into the appropriate category. The activity can be conducted in groups, or as a
class.

Demonstration

Demonstrate air pollution by dropping a lit match into the jar, quickly put the lid on, so that the
smoke is caught in the jar. You can demonstrate air pollution by showing the jar. Keep two jars
with water, now put different things like soil, paper, plastic pieces in that jar and show to
students how polluted water and clean water look.

Water pollution

Give each student a clean cup of water. Add few drops of food coloring to each cup of water.
The kids then stir the solution, and observe the fact that they can see the “pollution.” In the
next step add vinegar drop to the water to make them observe that they can smell “pollution”.
Lastly add salt to the cup. Tell them that not all pollutants can be seen or smelled (once the
salt has dissolved).

Cleaning drive

Arrange a cleaning drive in school.

-End-
[1]
Choose my plate lesson plan [Image] (n.d.). Retrieved from
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trition/_documents/lesson-plans/lesson1.pdf

[2]
Experiment on applying force [Image] (n.d.). Retrieved from
https://www.sarthaks.com/813754/explain-through-an-experiment-that-the-shape-of-an-object-c
an-be-changed-on-applying-force

[3]
Reading a map: cardinal directions [Image] (n.d.). Retrieved from
https://www.superteacherworksheets.com/featured-items/pz-cardinal-directions-camp-ground.ht
ml

[4]
Pollution worksheet [Image] (n.d.). Retrieved from
https://busyteacher.org/8884-pollution-worksheet.html