Simply Science Book-1

Content
Unit Pages Title Objectives Learning outcomes

My Body
 Your amazing machine
 There is nobody like you
 Five senses
 Our senses keep us safe
 Identify the ways in which they are the same and different from others. with respect
to physical characteristics and likes/dislikes.
 Name major parts of the human body (eyes, nose, ears, mouth, arms, feet and legs).
 Identify the functions of various body parts.
 Name the five senses.
 Identify the sensory descriptions of each of the five senses.

The Food I Eat

 We need food
 Food for different purposes
 Exercise, rest and sleep
 List the food items that they usually eat at home.
 Name the food items they like to eat.
 Recognise the importance of the different food items they eat.

Keeping Myself Clean

 Germs make me sick!
 Beat the germs
 Looking after my teeth
 Medicines
 Looking after my environment
 Identify the ways and means by which they can keep themselves clean.
 Recognize the importance of keeping themselves, their clothes and their
surroundings clean for their health.
 Recognize that in the case of illness they require medical assistance/treatment.
 Identify the causes of illness.
 Identify unhealthy habits that cause common illnesses.
 List various ways of protecting themselves from disease.
 Identify what makes their neighbourhood dirty.
 List the ways by which they can keep their neighbourhood clean.
 Recognize that a clean neighbourhood is important for living a healthy life.
 State the ways they kept their neighbourhood clean.

Plants and Animals

 Are you alive?
 Plant and animals are alive
 Living, dead and never alive
 Plants large and small
 Fruit and vegetables
 The importance of trees
 The parts of plants
 All kinds of animals
 Where do animals live?
 Animals and us
 Plants and animals around the school
 Wildlife in town and city
 Identify the plants they see around them.
 Recognize the differences between the plants they see around them.
 Recognize the importance of plants/trees as a source of food, shade and shelter.
 Identify the things around them that are made up of plants/trees.
 Identify the animals they see around them.
 Identify the differences between the animals they see around them.
 Identify the food which different animals eat.
 Recognise the importance of animals as a source of food and transport.
 Identify the homes of animals.
 Differentiate between animals that can and cannot be kept at home.
 Identify the measures for the better care of domestic animals.
 Recognize that plants and animals need water, food and air to live.
 List ways in which they can take care of things around them.

Objects Around Us
 The boys’ bedroom
 What is it made of?
 Choosing materials
 Wood and paper
 More than one material
 Light and sight
 Other kinds of light
 Sounds all around
 Sounds away
 Sounds and music
 Name different objects in their surroundings (home, school and neighbourhood).
 Recognize that objects are different in shape, size, texture and weight.
 Group objects based on shape, texture and weight.
 Recognize that many objects make sounds.
 Identify that sounds can be made in different ways (hitting, shaking, blowing and
plucking).
 Recognize that sounds heard are low when they are far away.
 Recognize that light is needed to see objects in the dark.
 Recognize that some lights are intense and some are dim.
 Recognize that objects are made of different materials.
 Group objects based on the materials they are made of (wood, paper, plastic etc).
 Identify materials that can be hard or soft, smooth or rough.
 Recognize that the same material can be used for making different objects.
 Recognize that the same object can be made from different materials.
 Recognize that some objects are made of more than one material.

Using electricity
 Using electricity
 Electricity from batteries
 Understand that electricity is used in many different ways.
 Understand that electricity can be supplied by batteries.
 Understand that electricity can be dangerous and must be treated with extreme
care.

Forces and movement

 Pushes and pulls
 Changing the shape of things
 Understand that pushes and pulls make things move.
 Understand that pushes and pulls can change the direction of movement or shape of
some materials.

Earth and Sky

 The Earth
 The Sun
 Night and day
 The Moon and stars shine at night
 Identify the shape of the Earth.
 Identify objects in the sky during day and night.
 Recognize that the Sun shines very brightly during the day and gives us heat and
light.
 Recognize that the Moon and stars shine at night.

Weather and Seasons

 Weather
 Seasons
 Identify the daily weather conditions (sunny, rainy, cloudy and windy).
  Name four seasons (spring, summer, autumn and winter).
 Illustrate the key characteristics of the four seasons (summer: hot; winter: cold;
autumn: leaves; spring: new flowers and leaves).
 Relate seasonal weather conditions to appropriate choices for clothing, food and
recreational activities.

Simply Science Book-0

Content
Unit Pages Title Objectives Learning outcomes

My Body
 Marvellous me
 People
 Our body
 A rainbow boy
 Faces
 Our senses
 Five senses
 Identify the ways in which they are the same and different from others with respect
to physical characteristics and likes/dislikes.
 Name major parts of the human body (eyes, nose, ears, mouth, arms, feet and legs).
 Identify the functions of various body parts.
 Name the five senses.
 Identify the sensory descriptions of each of the five senses.

The Food I Eat

 Food
 Healthy eating
 List the food items that they usually eat at home.
 Name the food items they like to eat.

Keeping Myself Clean

 Kashif’s fall
 What are germs?
 Getting better
 How nasty germs spread
 Before I go to school
 Where we live
 Caring for my home area

 Identify the ways and means by which they can keep themselves clean.
 Recognize the importance of keeping themselves, their clothes and their
surroundings clean for their health.
 Identify what makes their neighbourhood dirty.
 State the ways they kept their neighbourhood clean.
 Recognize that a clean neighbourhood is important for living a healthy life.

Plants and Animals Commented [KN1]: Can be divided in two units

 Plants are everywhere
 Plant parts
 Name the parts
 Plantleaves
 Draw some leaves
 Flowers
 New plants from seeds
 Trees
 Label that tree
 All kinds of animals
 Where do animals live?
 Lost animals
 The new kitten
 Identify the plants they see around them.
 Recognize the differences between the plants they see around them.
 Recognize the importance of plants/trees as a source of food, shade and shelter.
 Identify the animals they see around them.
 Identify the differences between the animals they see around them.
 Identify the food which different animals eat.
 Differentiate between animals that can and cannot be kept at home.
 Identify the measures for the better care of domestic animals.
 Recognize that plants and animals need water, food and air to live.

Objects Around Us
 Ameena’s bedroom
 All kinds of materials
 Hard and soft materials
 Sounds all around
 Quiet and silent
 Sounds on the move
 Daylight
 Day and night
 Lights
 Name different objects in their surroundings (home, school and neighbourhood).
 Recognize that objects are different in shape, size, texture and weight.
 Group objects based on shape.
 Recognize that many objects make sounds.
 Identify the sounds that can be made in different ways (hitting, shaking, blowing
and plucking).
 Recognize that sounds heard are low when they are far away.
 Recognize that light is needed to see objects in the dark.
 Recognize that some lights are intense and some are dim.
 Recognize that objects are made of different materials.
 Identify materials that can be hard or soft, smooth or rough.

Earth and Sky

 Our Earth
 The Sun
 Identify the shape of the Earth.
 Identify objects in the sky during day and night.
 Recognize that the Sun shines very brightly during the day and gives us heat and
light.
 Recognize that the Moon and stars shine at night.

Weather and Seasons

 What kind of weather?
 Keep a weather diary
 Seasons
 Clothes and the weather
 Identify the daily weather conditions (sunny, rainy, cloudy and windy).
 Name four seasons (spring, summer, autumn and winter).
 Illustrate the key characteristics of the four seasons (summer: hot; winter: cold;
autumn: leaves; spring: new flowers and leaves).
 Relate seasonal weather conditions to appropriate choices for clothing, food and
recreational activities,