Based on SRM (Supplementary Reading Material)

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Connecting us to the Environment

Teacher’s Resource Book

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Sameena Jabbar
 Guidelines for the Teachers

Connections is an integrated primary social-science series specially designed to cater

to the learning needs of students from pre-primary to grade 5 level. The lessons in this
series have been planned in such a way that convey information in a graded manner.

This accompanying ‘Teacher’s Resource Book’ aims to facilitate teachers by providing

weekly planning for this series. This ‘Teacher’s Resource Book’ is based on extensive
lesson plans, worksheets and Answer keys. The lesson plans cover at least 10 periods
per unit so that explanation, understanding and reinforcement are covered sufficiently.
However, schools are advised to adjust these likewise to their term break and time
available.

Some basic guidelines teachers should keep in mind when they use this Resource Book:

1. Strategies: Which teaching strategies will best facilitate students’ learning?

2. Materials: What materials and resources do I need for the lesson to be successful?

3. Timing: When is the best time to do this lesson? Are there fundamentals my
students hould have understood?

4. Sequence: What can I do next to build upon this lesson? How can I make it flow?

5. Rationale: What is the reason for doing this? What objectives will be accomplished?

6. Success: Was the lesson successful? Were my students interested? Did my

students learn?

Although this ‘Teacher’s Resource Book’ incorporates extensive lesson plans and Answer
keys to each unit but to make their teaching productive, teachers should be well aware
of the content and specific activities they will be delivering during a particular week.

These include:

• Objectives to the lesson

• Procedures for conveying instruction

• Materials/teaching aids needed to carry out the lesson plan

• Methods of assessing students

 Contents

Unit Page Students Learning Outcomes

1. Our Universe 7 - 12 • They will learn about the Solar System

2. Our Earth in Space 13-16 • They will learn about the shape and
movements of the Earth

3. Matter 17-22 • They will learn about the states of

matter and how the change of state is
occurred

4. Means of Transport 23-26 • They will learn about the different means
of transport

5. Animals and Plants 27-32 • They will learn about the movement,
nutrition, breathing, reproduction of
animals and plants. About the relationship
between animals and plants

6. Staying Safe 33-38 • They will learn about how to be safe at

home, road, school and parks by following
safety rules. First Aid will be introduced to
them
 Contents

Unit Page Students Learning Outcomes

7. Means of 39-44 • They will learn about the different means

Communication of communication used in Pakistan and
around the world

8. Understanding Birds 45-48 • They will learn about the body parts and
nesting habits of birds. How they fly and
take care of their young ones

9. Currencies of the 49-52 • They will learn about the barter system,
World early currencies, different currencies of the
world and credit cards/debit cards

10. Continents and 53-58 • They will learn about globes, maps,
Oceans atlases and the division of continents and
oceans

Formative Assessment 59

11. People in Our Lives 60-63 • They will learn about the people who
play an important role in our lives

12. Light, Sound and 64-69 • They will learn about the characteristics of
Force Light, Sound and Force
 Contents

Unit Page Students Learning Outcomes

13. Air and Water 70-73 • They will learn about Air and Water

14. Early Humans 74-77 • They will learn about the shelter, clothing,
food and tools of Early Humans. Also,
about the discovery of fire, domestication
of animals and invention of the wheel

15. Eating Habits of 78-83 • They will learn about feeding habits, food
Animals chain of different animals and their care

16. Our Country Pakistan 84-87 • They will learn about different landforms
of Pakistan. They will be introduced to the
term ‘National Identity’

17. Measurement 88-93 • They will learn about how to measure

and differences in measurements of length,
mass, capacity, time and temperature

18. Our Occupations 94-97 • They will learn about the meaning of
occupation. Some of the main occupations
of the people of Pakistan

19. Our Body 98-103 • They will learn about the cells, organs
and organ systems
 Contents

Unit Page Students Learning Outcomes

20. Rocks and Soil 104-107 • They will learn about the types of soil and
the birth story of soil

Formative Assessment 108

Unit 1 Our Universe

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about space and universe
• To know about the solar system
• To learn about moon as a natural satellite
• To learn about stars, galaxies and constellations.

Teaching Aids:
Textbook, a diagram showing the solar system, a diagram showing the Earth in space,
picture showing constellations, worksheet 1, a video system and notebooks

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 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read Teacher will tell that Teacher will
introduce the pg 7 and tell that Universe is very vast ask to read
lesson. when we see sky that we cannot see it pg 7, mark
we see the sun in whole with the help of and learn
Ask some the day and moon a powerful telescope. difficult
brainstorming and stars at night. The universe consists of spellings.
questions. The sky we see is everything that exist in
Do you our Earth a little part of the the form of matter and
is a planet in Universe. energy.
space? The universe is The solar system is a part
Can you imagine very vast open of universe. Our solar
how waste space space and system has the Sun and
is? it consists of the planets
different groups,
Do you know each has Sun, Our earth is a planet and
there are other planets stars also included in the Solar
plants too? moons, meteors System.
etc. Teacher will show a
Teacher will tell
about the space, The group in which diagram of the solar
universe and the we live is the solar system.
solar system. system. It is a part
of the universe.
Day 2 Teacher will Teacher will talk Teacher will show and Teacher will
reinforce Day about the solar discuss pictures given on ask students
1 key points. system. It consists pg 7. Look at the Sun how to draw the
Ask few quick of the Sun and the big it is as compare to the Solar System
questions. planets. The Sun is planets. And it has hot and label
in the centre of the gases that emits light too. the planets.
Can you see the solar system and Teacher will tell about
universe with your it is the energy the planets they are of
eyes? source of heat and different sizes and made
What is in the light in the solar of different materials.
universe? system. They do emit light of their
own. All the planets are
What is the solar You have learnt moving around the Sun
system? before that the in their own orbits so they
Sun is a star and do not collide with each
Teacher will tell it is a ball of hot other.
about the solar burning gases.
system. The planets are Teacher will write names
heavenly bodies. of the planets on the
All the eight board. There is a vast
planets revolves space between each
round the Sun in planet.
their orbits.

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Day 3 Teacher will Teacher will tell Teacher will point at the Teacher will
reinforce students that each picture given on pg 7 ask students
important points planet that are and ask which would be to Ex B given
about the solar moving around the the hottest planet. And on pg 9.
system. Sun this movement which one would be the
is called coldest. Can you see a
Ask few quick revolution. Each planet has a ring around
questions. Planet is made of it? All these planets
What is Sun? different materials are in a sequence, one
some are rocky which number you can
What type of some are made see our Earth. Which is
energy we get of gases. Some the nearest planet to
from the Sun? are hot some the Earth. Which planet
are very cold. is furthest in the solar
What are planets?
Only the Earth system? All the planets
Teacher will tell has a suitable are moving on their orbits
about planets of temperature that the lines shown in the
the solar system. is why it has life. picture are imaginary.
Teacher will provide and
ask to do worksheet 1.
Day 4 Teacher will Teacher will Teacher will tell that the Ask students
reinforce discuss about the moon it is smaller than to do Ex C
important points moon. It is called Earth and has rocky given on pg
of the lesson. And natural satellite of mountains and sand on 9 and read
ask the Earth because its surface. The moon pg .
it moves around has caters-huge pits. The
How many the Earth. It takes moon has no water or air
planets are a whole day to around it.
there in the solar complete one
system? round. The Earth The moon has no light of
has one moon, its own but shines when
What is meant by the sunlight falls on it,
revolution? other planets have
more than one or the surface of the moon
She will discuss no moon. bounce it back, just like
about the moon when we throw light on a
and the stars. Teacher will tell mirror it shines.
about stars,
galaxies and Teacher will read the
constellation. paragraph about stars.

Day 5 Reinforcement of Teacher will tell Ask students to do Ex A Ask students

the lesson will be about stars, given on pg 9. to do Ex D
(30min carried out. they are large in given on pg
x2) number, a group 10.
of stars called Teacher will arrange a
Teacher will galaxy. When video about the solar
talk about stars make some system
galaxies and pattern it is called
constellations. a constellation. [Link].
com

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 Worksheet 1

1. Circle the things that are found in the universe.

water
Sun
steam rocks mountains gases

moon planets energy stars plants meteors

constellations rivers galaxies ice animals

matter humans space

2. Put a tick ( ) for right statement and cross ( ) for wrong.

a) The Universe is vast including everything as matter and energy. ( )
b) There are nine planets in the Solar System. ( )
c) The Sun is the farthest star to the Earth. ( )
d) The Sun is a huge ball of burning gases. ( )
e) The moon is the natural satellite of the Earth. ( )
3. Write definition of the followings.
a) star _____________________________________________________________
b) planet _____________________________________________________________
c) Solar System _____________________________________________________________
d) satellite _____________________________________________________________
4. Write one word answer.
a) Which is the nearest planet to the Sun? __________________
b) Which is the nearest planet to the Earth? __________________
c) Which planet has a ring around it? __________________
d) Which is the largest planet of the solar system? __________________
e) Which is the farthest planet to the Sun? __________________
f) Which is the only planet that is known to have life on it? __________________
g) Which is the hottest planet of the solar system? __________________

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5. Give reasons.
a) We see Sun in the sky but no any other star in the daytime.
__________________________________________________________________________
b) Our Earth is revolving round the Sun but we do not feel the movement.
__________________________________________________________________________
c) Moon has no light of its own but it shines.
__________________________________________________________________________

Answers
Q1 all
Q2 a, d, e True
b, c false
Q3 Students will do on their own.
Q4 a) Mercury b) Mars c) Saturn d) Jupiter e) Neptune f) Earth
g) Venus
Q5
a) The Sun is nearest star to the Earth and it shines so bright that
we cannot see other stars.
b) The movement of the Earth is slow. It takes a day to spin around
once, so we do not feel it is moving.
c) The light of the Sun falls on the moon and makes it shine.

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 Unit 1 Answer Key
ExA: 1- pg 7 2- pg 7 3- pg 7 4- pg 8 5-pg 7 and 8
6-pg 8 7-pg 8
Ex B: 1- gases, light and heat 2- sizes 3- revolution 4-mountains, plains
5-twinkle, light
Ex C: 1- b 2- b 3-d 4- c 5-a
Ex D: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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Unit 2 Our Earth in Space

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about Earth as a planet
• To know about shape and movement of the Earth
• To learn about revolution and rotation of the Earth
• To learn about how day and night causes.
Teaching Aids:
Textbook, a picture showing the Earth in space, a torch and a ball or globe, a
diagram showing revolution and rotation of the Earth, a video system and
notebooks

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 Reading/ Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will introduce Teacher will read pg Teacher will tell Teacher
the lesson. 11 and tell that: that. The Earth is will ask to
known as the Blue read pg 11,
Ask some Our Earth is a part planet because mark and
brainstorming of the solar system much of its surface is learn difficult
questions. it is the third planet. covered with water. spellings.
The only planet The Earth receives
Do you know our know to have life
Earth is a planet of suitable amount of
on it. It has water sunlight because it
the solar system? and its temperature is not much closer or
Can you imagine how is suitable for living further away from
big our Earth is? things to exist. You the Sun and thus its
know that most part temperature is not
Do you know our of the Earth is water so high or very much
Earth is moving all the and only one of the cold. Presence of air
time? three part is land. It is in the atmosphere
surrounded by air. All also supports life
Teacher will tell about
these things support on the Earth. If in
the Earth as a planet.
life on the Earth both case this balance
on land and water. disturbs then life will
eliminate from the
planet.
Day 2 Teacher will reinforce Teacher will read Teacher will point the Teacher will
Day 1 key points. Ask second paragraph of picture of the Earth ask students
few quick questions. pg 11 and talk about given on pg 11. And to collect
the shape of the Earth. discuss that when and paste
Which planet is called When we see on the scientist went to the a picture of
the blue planet? surface of the Earth space they took the Planet
Why life exists on the its look like that it is pictures of the Earth it Earth in the
Earth? flat and there is an proves that the Earth notebook.
end after that. It was is round. The Earth
Which is more on the what people think is very huge and we
Earth surface water in old times. Later on Earth can see a
or land? when sea voyages small part of it that
started, the sailors seems flat. Similarly
Teacher will tell about
and people came to our Earth is moving
the shape of the
know that it is round but we do not feel it
Earth.
they came to the point or fall down. Because
from they started the movement is so
after completing a slow.
full round around the
Earth. Teacher will explain
the diagram 2 given
on pg 11.

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Day 3 Teacher will reinforce Teacher will tell Teacher will Teacher will
important points students that like all tell about two ask students
about the solar planets our Earth is movements of the to Ex B given
system. also moving around Earth. She will draw on pg 13.
the Sun on a track this the Sun and the Earth
Ask few quick movement is called draw an orbit and
questions. revolution. The Earth tell that is a track
What is the Earth? takes a whole year to on which the Earth
complete one round. revolves around the
What shape the Earth The Earth moves in Sun and tell the line
has? another way too it is is imaginary. Draw
like turning round and a circle around the
Why Earth surface
round at a point like a Earth and draw axis
look flat?
top. This movement is tell the students that
Teacher will tell about called rotation. the other movement
the movement of the is on its axis like a
Earth. spinning top. Both
the movements are
very slow that we do
not feel or fell down.
Day 4 Teacher will reinforceTeacher will read last Teacher will tell that: Ask students
important points of paragraph on pg 12 to do Ex C
the lesson. And ask discuss about day and Rotation of the Earth and D on pg
night. on its axis causes 13 and pg
How many day and night. She 14.
movements the Earth One complete rotation will clear the concept
has? of the Earth on its axis by a demonstration
takes 24 hours and using a torch and a
What is meant by a few minutes. The globe or ball. Do not
revolution? Earth spins from west forget to show axis of
What is an axis? to east. Meanwhile the Earth.
it also revolve round
She will discuss about the Sun. The part of
the day and night. the Sun that comes
in front of the Sun
has daytime and the Ask students to do Ex
other backside of the A given on pg 13.
Earth has night at
the same time. And
after sometime as the
Earth rotates the day
changes into night.
Day 5 Reinforcement of the Teacher will tell Teacher will arrange Ask students
lesson will be carried about what causes to a video about: What to do Ex D
(30min out. change the season. causes the seasons. given on pg
x2) Our Earth axis is 14.
Teacher will talk tilted to one side that [Link] kids
about effects of tilt causes different [Link]
revolution and seasons on the Earth.
rotation of the Earth.

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 Unit 2 Answer Key
Ex A: 1- pg 11 2- pg11 3- pg 12 4- pg 12 5-pg 13 6-pg 13
Ex B: 1- True 2- False 3- True 4-True 5-False
Ex C: 1- c 2-b 3-a 4- d 5-b
Ex D: Rotation Seasons
Ex E: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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Unit 3 Matter

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about matter
• To know about states of matter
• To learn about changes in the state of matter
• To learn about water as a matter, processes that bring change.
Teaching Aids:
Textbook, some solid, liquid things, simple water, boiling water, ice cubes and a
chart showing processes: boiling, melting, freezing, evaporation and
condensation, a video system, worksheet 2 and notebooks

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 Reading / Written work/ Home
Days Discussion
explanation class activity Task
Day 1 Teacher will Teacher will read pg Teacher will tell about Teacher
introduce the 15 and tell that: solids that you can will ask to
lesson. easily say that they have read pg
All the things around weight. And the solid 15, mark
Ask some us is matter. They things have fixed shapes and learn
brainstorming have some weight that cover a space where difficult
questions. and they occupy they are kept. Liquid spellings.
space. Matter has also have weight but no
Do you have three states or
weight? shape an empty bottle
conditions or forms in and a filled bottle are
Can you imagine which it exists: solid, different in weight. And
yourself without liquid and gas. the liquids take space
weight? in which they are kept.
Similarly a balloon filled
Do you cover In all these three with gas is heavier and
space? states matter does different in shape than an
Teacher will tell not lose its weight unfilled balloon because
about the matter or doesn’t lose it filled the space inside
and the properties occupying space. the balloon. The gases
of matter. But it changes its have no shape as well
properties that and they spread easily.
means it behaves
different in different
forms.
Day 2 Teacher will Teacher will read Teacher will show: Teacher
reinforce Day 1 second paragraph will ask
key points. Ask few of pg 15 and talk Some solid objects and students
quick questions. about solid, it is a explain the properties of to collect
states of matter solid. It has size, shape three
What is matter? with fixed a size, and weight. It does not pictures
shape and weight. change shape easily. of any
In what states
matter exists on the It cannot change its For Liquid teacher will solids,
Earth? shape until a force is show a bottle filled with liquids
applied to it. water and tell that it has and the
Does a matter keep weight and it can change things
its properties in Liquid is the matter having
different states? that can flow easily, shape easily. Pour water gas in
it has no fixed size in a glass and show
them and
Teacher will tell or shape but it takes flowing. paste
about different the shape of the Then teacher will take them
states of matter. container. Gas is a two same balloons one in the
matter with no size of which is filled with gas. notebook.
and shape, it fills all Ask students to feel the
the available space. weight and tell that gas
has no size and shape,
it fills all the available
space.

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Day 3 Teacher will Teacher will tell Teacher will demonstrate Teacher
reinforce important students that the and tell that an ice is will ask
points about matter matter can be a solid state of water students
and states of changed from one when we give heat to to Ex B
matter. form to another form the ice it start melting given on
or state. A solid can and turns into water on pg 17.
Ask few quick be changed into further heating it change
questions. a liquid or a gas. into vapours which is
What is the matter? Similarly a liquid its gaseous form this
can turn into solid is called evaporation.
In what states does or gas. A gas can Teacher will write
matter exist on the be changed into ‘heating’ ‘melting’ and
Earth? solid or liquid. This ‘evaporation’ on the
transformation of board.
What are the
matter happens
properties of a Teacher will ask students
under specific
liquid? to do Ex A given on pg
conditions depends
on certain factors 16.
Teacher will tell
about the changes and processes.
that can occur in
the states of matter.
Day 4 Teacher will Teacher will read Teacher will tell that: Ask
reinforce important last paragraph on students
points of the lesson. pg 16 and discuss You all know about to do Ex D
And ask: about some more freezing, when you keep on pg 17.
processes that can water in freezer it change
How many states of change state of into ice. In nature we see
matter are there? matter from one to frozen water as snow and
frost.
Can matter change another.
from one to another Discuss other two Teacher will write on the
state? important processes board ‘Freezing’.
What is melting? that can change When hot water vapours
state of matter: gets a cool surface it
She will discuss turns into water drops it is
about the freezing and
condensation. called condensation.
processes of
changing states of Write on the board
matter. ‘condensation’. In nature
Teacher will provide you see dew of fog early
and ask to do in the morning.
worksheet 2.
Ask students to do Ex C
given on pg 17.
Day 5 Reinforcement of Teacher will talk Teacher will arrange a Ask
the lesson will be about examples video about states of students
(30min carried out. of change in the matter. to do Ex E
x2) states of matter from given on
Teacher will talk daily life. Talk about [Link] [Link] pg 17.
about processes melting of ice cream,
that can change steam from tea,
states of matter in snow or rainfall etc.
nature

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 Worksheet 2

1. Write definition of the followings.

a) Matter __________________________________________________________________
__________________________________________________________________
b) Mass __________________________________________________________________
__________________________________________________________________
c) Soild __________________________________________________________________
__________________________________________________________________
d) Liquid __________________________________________________________________
__________________________________________________________________
e) Gas __________________________________________________________________
__________________________________________________________________
2. Choose the best answer.
a) The matter that has particular shape and size of its own is ___________ .
liquid solid gas
b) ___________ has no any particular shape or size but it flows.
solid gas liquid
c) Anything that has weight and it occupies space is ___________ .
mass matter gas
d) ___________ is a matter that cannot be seen but we feel them.
liquid solid gas
3. Explain following processes that can bring change in the state of
matter.
a) melting ________________________________________________________________
________________________________________________________________
b) freezing ________________________________________________________________
________________________________________________________________
c) evaporation _____________________________________________________________
________________________________________________________________
d) condensation _____________________________________________________________
________________________________________________________________

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4. Write two examples for each of the followings.
a) solid ________________ __________________
b) liquid ________________ __________________
c) gas ________________ __________________
d) water in solid state ________________ __________________
5. Give two reasons why gas is a known as a state of matter?
___________________________________________________________________________
___________________________________________________________________________

Answers
Q1 Students will do on their own.
Q2 a) solid b) liquid c) matter d) gas
Q3 Students will do on their own.
Q4 a) book, table b) water, milk c) oxygen , carbon dioxide
e) ice, snow
Q5 This is because gases have weight and they occupy space.

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 Unit 3 Answer Key
Ex B: 1- False 2- True 3- True 4-false 5-False
Ex C: 1- c 2-b 3-a 4- c
Ex D: Solid- ice, snow frost liquid-water gas-steam
Ex E: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

22
Unit 4 Means of Transport

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about different means of transport
• To aware student about land, air and water transport
• To learn about different animals used for transport.
Teaching Aids:
Textbook, pictures showing different modes of transportation, a video system and
notebooks

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 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will introduce Teacher will read Teacher will show Teacher will
the lesson. Ask pg 18 and give the picture given ask to read
some brainstorming explanation that on pg 18 and ask pg 18, mark
questions. we all need to students to tell and learn
travel for school, which mode of difficult
What kind of transport work, shopping etc, transportation they spellings.
you see on roads? we need different belong.
means of transport. Collect
Did you ever travel on Teacher will and paste
a boat or a ship? We use buses, car,
bikes, rickshaws etc. arrange a video picture of
Did you ever travel on If we have to carry to show mode of different
an aeroplane? heavy loads from transportation. land
one to another place transport.
She will introduce www. And label
we use trucks, carts, [Link] them.
the importance of
loaders etc These
transportation.
are land transport.
Teacher will focus Beside these trains
on means of land are also a land
transport. transport.
Day 2 Teacher will reinforce Teacher will start She will read pg 19 Teacher will
Day 1 key points. Ask: lesson by showing and tell students ask to read
a picture of a about air transport. pg 19 mark
What is meant by land helicopter and an and learn
transport? aeroplane given on Teacher will tell difficult
pg 19. Ask do you students that spellings.
Can we transport different airlines
heavy goods by land know what kind of Collect
transport is this? companies provide and paste
transport? facility to travel picture of
Teacher will tell about Explain that these faraway places, different air
air transport. are the fastest cities and countries transport.
means of transport in few hours. These And label
we can travel are the fastest them.
thousands of miles in means of transport.
few hours these are They need airport
expensive but fast for take-off and
and comfortable. landing with the
help of control tower
signals.
Helicopters have
helipads for take-off
and landing.
Armed forces also
use helicopter for
surveys from air.

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Day 3 Teacher will reinforce Teacher will show Teacher will tell Teacher will
importance of different picture of a ships students that water ask students
modes of transport. and steamer and transport is slower to do Ex B
boats these are as compared to land given on pg
Teacher will tell water transport. and air transport. 20.
students about water Freights are large Water transport use
transport. ships used to seaports to anchor
transport bulk of on. The ports have
materials, containers harbours and dock
carry goods. to load and unload
goods from ships
and freights.
Ask students to
write answers of the
questions given in
Ex A pg 20.
Day 4 Teacher will reinforce Teacher will explain Teacher will tell that Teacher will
important points of the that since old times people trained their ask students
lesson and tell about people use animals animals to help to do Ex C
road safety. to carry loads and them in work. In given on pg
ride on them. They desert areas, camel 20 and 21.
Teacher will tell pull heavy carts and is commonly used
animals used for carry people too. to carry loads and Teacher will
transport. people. It is called ask to read
ship of the desert. In the lesson.
forest elephants are
used to carry loads.
In villages animal
carts are common.
Teacher will show
and explain some of
the
Day 5 Reinforcement of the Teacher will discuss Teacher will help the Teacher will
lesson will be carried all the important students to complete ask students
(30min out. points given in the the project given in to do Ex D
x2) lesson. Teacher Ex E pg no 21. given on pg
will discuss more 21.
about other means
of transport in cities
and towns such as
bicycles, rickshaw,
bikes etc.

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 Unit 4 Answer Key
Ex A: 1- pg 18 2- pg 18 3- pg 19 4- pg 18 5- pg 20
Ex B: 1-deserts 2- airports 3- Aeroplanes
Ex C: 1-c 2-b 3-a 4-c
Ex D: 1- car 2-train 3-van 4-tractor 5-rickshaw
Ex E: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

26
Unit 5 Plants and Animals

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about difference of movements and nutrition in animals and plants
• To know about difference of breathing in animals and plants
• To learn about difference of reproduction and sense organs in animals and
plants
• To aware about relationship between plants and animals.
Teaching Aids:
Textbook, a chart showing movements of animals, pictures of the some sense
organs in plants, pictures showing animals who live on plants, worksheet 3, and
notebooks

27
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will introduce Teacher will read pg Teacher will Teacher Teacher will
the lesson. Ask 9 and tell students will discuss about the ask to read
some brainstorming that: process of making pg 22 mark
questions. food in plants. Leaves and learn
Plants are living are the main place difficult
Why do animals keep things need food to where food of plants spellings.
on moving? live. Animals keep on are prepare by water,
moving for food and air in the presence of Collect
Where do plants get shelter. The animals and paste
their food from? sunlight. The food is
move in different then transported to all pictures of
Teacher will tell about ways, they walk, parts of plant where it is different
the movement in crawl, glide, swim , used and help plant to animals
animals and plants. fly etc. Plants do not be alive. Plant can store and write
move from one place unused food too. how they
Teacher will discuss to another because move.
about animal nutrition they make their Plants provide food
and how plants make own food and they directly or indirectly to
their food. get water from the animals and humans.
ground through their
roots. Some animals such as
horse, goat, cow, rabbit
Some animals etc are herbivores they
depends on plants used different parts of
for their food they are plants as their food.
herbivores.
Day 2 Teacher will reinforce Teacher will read Teacher will read topic Teacher
Day 1 key points. Ask pg 23 and tell about and point different will ask
few quick questions different organs of organs of breathing in students
about movement and animals that help animals and plant that to read pg
nutrition of different them to breathe. are given on pg 23. 23, mark
animals and plants. Almost all land Breathing is not only and learn
animals have lungs exchange of gases but difficult
Ask which part of the to breathe. Frogs can it help to get energy spellings.
plant makes food for breathe with their too. Humans and
the plant? skin along with lungs. animals take oxygen Teacher will
Insects have special from the surroundings ask to do Ex
What animals are C given on
called herbivores? holes in their body and gives out carbon
to breath. Water dioxide gas. Plants pg 24.
Teacher will discuss animals such as fish take carbon dioxide
about breathing in have gills to breath and gives out oxygen.
animals and plants. under water. In this way growing
more plants is essential
Plants also breathe for the survival of all
in their own way humans and animals.
their leaves have tiny
holes called stomata
are to breath.

28
Day 3 Teacher will reinforce Teacher will tell all the Teacher will tell about the Teacher will
important points living things need to sense organs in animals. ask students
about animals and produce similar young We have sense organs to do Ex.B
plants nutrition and ones as their next such as eyes, nose, given on pg
breathing. generation to survive tongue, ears and skin. 24.
in this world. Animals Most of the animals have
Teacher will ask some like insects, birds, fish similar sense organs so
quick questions. and reptiles lay eggs. they feel, respond and
Do all animals have After sometimes these keep themselves safe.
lungs? eggs hatched and
a new one arrives. Plants do not have sense
What is stomata? Some animals give organs like these but they
birth to babies. Most release some chemicals
How does a butterfly of the plants make that make them feel,
breathe? their seeds and a new respond. Some plants
plant grows from it. such as touch me not
Teacher will tell and pitcher plant show
about next topic Some plants grow
from a part of stem or quick feel and response.
reproduction and Sunflowers turn their
sense organs in root, from the parent
plant and grow as a directions towards the
animals and plants. Sun. All plants respond to
separate plant such
Ask some brain as rose, mint, ginger sunlight and bad air.
storming questions. and potatoes. Some plant are of bad
Do animals produce taste and release poison
their young similar to keep safe from being
ones? eaten by animals.

How do different types Teacher will provide and

of plants of increase in ask to do worksheet 3.
number?
Day 4 Teacher will reinforce Teacher will explain Many animals need Teacher will
important points of the that both plants and parts of plants plant as ask students
lesson. animals need each their food. Many animals to do Ex.C
other to live. We read such as monkeys, given on pg
Ask what animals about for breathing squirrels and insects live 24.
groups gives eggs? both depend on each on trees. Birds make their
Ask what animals give other humans and nests on trees. So they
birth to young ones? animals take oxygen both are important for
from the surroundings each other.
Teacher will tell about and gives out carbon
relationship between dioxide gas. Plants Teacher will ask students
plants and animals. take carbon dioxide to do Ex A given on pg
and gives out oxygen. 24.
Plants need animals
for spreading their
seeds far away. Plants
need animal manure
to grow healthy.
Day 5 Reinforcement of the Teacher will discuss Teacher will arrange a Teacher will
lesson will be carried the important points video about endangered ask students
(30min out. given in the lesson. animals. to do Ex D
x2) given on pg
Discuss Ex F given on [Link] 25.
pg 25.

29
 Worksheet 3
1. Compare properties of animals with the plants.

Properties Animals Plants

movement

nutrition

breathing

reproduction

senses

dependence for survival

2. Choose the best word to complete the following sentences.

a) Animals and plants both are _____________ for their survival.
linked non-linked live apart
b) Animals move from place to place in search of food, water and _____________.
friends shelter enemies
c) Plants do not show _____________ .
locomotion reproduction breathing
d) Plants have ability to make their food in the presence of ____________ , water and air.
animals sunlight humans
e) Most of the water animals use their _____________ to breathe under water.
lungs holes gills
f) Plants breathe through small openings in the leaves called _____________.
holes gills stomata
3. Write one word for the followings.
a) The ability of movement in animals is called ____________________
b) The ability to make young ones is called ____________________
c) The ability to respond to the surroundings is called ____________________

30
4. Write any five ways by which animals show their locomotion. Give example of
an animal for each.
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
________________________ ________________________
5. Give reasons.
a) How do plants breathe?
__________________________________________________________________________________
b) What plants make for their reproduction?
__________________________________________________________________________________
c) How do plants respond to their surroundings if they do not have sense organs.
__________________________________________________________________________________

Answers
Q1
Properties Animals Plants
movement Show locomotion in different Show movement in the form of
ways such as flying, growth and some turn towards
swimming, walking etc Sun such as sunflowers
nutrition Plants and flesh of other They make their own food
animals
breathing Take in oxygen and gives out Take is carbon dioxide and
carbon dioxide gives out oxygen
reproduction Either by laying eggs or give Produce seeds or some
birth to young ones propagate by their parts
senses Have senses organs and Do not have sense organs but
senses some plants respond
dependence for Depend on plants and Depends on favourable
survival environment conditions
Q2 a) linked b) shelter c) locomotion d) sunlight e) gills
f) stomata
Q3 a) Locomotion b) reproduction c) senses
Q4 walking- cat, slither- snake, swim- fish, fly- bird,
crawl- worm, hop- kangaroo
Q5 Students will do by their own understading.

31
 Unit 5 Answer Key
Ex A: 1- pg 22 2- pg 22 3- pg 23 4- pg 23 5-pg 23,24
Ex B: 1- air, water 2- glide, swim, run 3-carbon dioxide 4-lung, skin
Ex C: 1- true 2- false 3-true 4-false 5-false
Ex D: plants – make their own food animals- depends on plants and other
animals for food
Plants- do not have sense organs animals- have sense organs
Ex E: Students will do with the assistance of the teacher or any elder.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Assessment of the students:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Teacher’s notes and reminders:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

32
Unit 6 Staying Safe

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about how to be safe from accidents and injuries
• To know about safety at home, on road, and school
• To learn about how to be safe while playing and first aid.
Teaching Aids:
Textbook, a first aid box, chart showing some of the safety rules, pictures showing
to keep safe while playing, worksheet 4, video system and notebooks

33
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will tell Teacher will talk about Teacher will
introduce the students that: things that can be ask to read
lesson. Ask some harmful such as sharp pg 26 and
Most of the accidents
brainstorming and injuries knives, scissors, blades 27 mark
questions. happened because or pointed objects and and learn
of carelessness. medicines should be difficult
When do people kept safe. Similarly spellings.
Sometimes injured
get accidents or people may suffer for broken electric wires
injuries? whole life. and other electrical
appliances may give
What is meant by Teacher will discuss any harmful electric
safety rules? that to avoid any
shock. If you see such
mishap we should be
How can we careful. things you should inform
be safe from your parents.
accidents and Teacher will discuss
about the safety at Ask why it is told to not
injuries?
home. Home is a place mess up your room with
Teacher will tell of comfort for us but toys and other things
about some safety we should be careful and do not walk on wet
rules at homes. and be aware of thing floor.
going on around you.
Be more careful about Ask why we should not
your younger siblings, play near stoves, oven
watch what they or heaters. Be aware to
are busy with. Keep play with or near fire it
medicines and other is dangerous. Teacher
chemicals away from will discuss some safety
their reach. measures.
Day 2 Teacher will Teacher will talk about The teacher will take Teacher will
reinforce Day 1 safety on the roads. students outside to show ask to do
key points. pavements along the Ex C given
She will discuss how to
cross a road, she will roads, a zebra crossing on pg 29.
Ask few quick and help students to
questions about tell about pavement
that are along the learn always cross a
safety rules at road with some elders.
roads for pedestrians
home. to walk and teacher Make sure it is not a
will discuss about busy road. Instruct
What causes
zebra crossing, a strictly not to run or
accidents?
marked place on roads leave each other’s
What should we to help pedestrians, hand. Teacher will show
do if see broken crossing a road. Never traffic lights and how
electric wires? try to cross a road if traffic is controlling by
traffic is coming. them. Teacher will show
Teacher will tell some traffic signs and
about road safety. tell about them.

34
Day 3 Ask why safety Teacher will talk about
Teacher will read topic Teacher
rules should be ‘safety at school’ given
safety while travelling to will ask
followed? on pg 27 and discuss school in a vehicle we students
that we should be must be more careful to read pg
Where should a careful in school [Link] avoid any kind of 28 mark
pedestrian cross accident. Do not get off and learn
the road from? Ask students to read
each point one by one a moving bus. Always difficult
wait in queue before words.
Why pavement is and discuss if they
experience it in the entering or leaving the
there along the Ask
school. Ask them to bus. Never push anyone
roads? students
inform your teacher if in school or in van
someone may fall or get to do Ex A:
Teacher will you see anyone not Q1,2 and 3
discuss how to be following these rules in hurt.
given on pg
safe at school and school such as Do not
Teacher will ask students 28.
while travelling. play with things in the to do Ex D given on pg
classroom. 29.
Day 4 Teacher will Teacher will start a Teacher will discuss Teacher
reinforce new topic safety at about safety at will ask
important points playground given on playground. students
about safety in pg 27 and 28 and tell to do Ex B
that Teacher will read Teacher will discuss
school. given on pg
each point given in the why is it necessary to
28.
Why is it topic. Also ask student look around if the place
necessary to be do they follow these is safe to play. Do not
patience while points. These ensure play at dark and lonely
waiting in a queue our safety. Discuss are corners. While on swings
for your turn? these points useful to never break or push
be safe at playground. others. Wait in a queue
Teacher will tell for your turn. Being
about safety at patience is a good
playground. habit.
Teacher will provide and
ask to do worksheet 4.
Day 5 Teacher will Teacher will read the Teacher will tell about a Teacher
reinforce points given about First First Aid box and show will ask
(30min important points of Aid on pg 28. Teacher some important things students to
x2) the lesson. will tell that first aid kept inside it. And how make a First
is an immediate help to bandage a wound. Aid box
Teacher will tell to the injured person. at home
about First Aid First keep yourself and Teacher will ask students and keep
and the quick the patient calm and to do Ex A Q 4 and 5 inside some
steps to be taken relax. Do not allow given on pg 28. important
in emergency. many people to gather
around him. Let him things that
Arrange a video about
breathe fresh air. Call can be
safety and first aid. Visit
a doctor immediately. used in
[Link] case of any
injury.

35
 Worksheet 4
1. Put a tick ( ) for right statement and cross ( ) for wrong.
a) Accidents are caused because people are more careful. ( )
b) Never put your finger into plug point or touch it with wet hand. ( )
c) Playing with sharp edged things may hurt you. ( )
d) It’s fun to put head or hand out of a moving vehicle. ( )
e) It is always safe to play near a road or a busy place. ( )
2. Write any two safety rules:

a) for playground: _____________________________________________________

__________________________________________________________________________

b) for crossing a road: _____________________________________________________

__________________________________________________________________________

c) for safety at school: _____________________________________________________

__________________________________________________________________________

d) for safety at home: _____________________________________________________

__________________________________________________________________________

3. Circle the things you must be careful of.

fire soft toys ruler medicines chemicals sharp things

pencil books ball stairs kite broken wires flowers

Traffic hot oven zebra crossing uneven ground lonely places

4. Write five steps that you would follow to give first aid to an injured person.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________
36
5. Choose the best answer.
a) Touching a live electrical point or wire or broken appliance may give you ___________ .
an electric shock an accident no harm
b) You might slip while walking or running on __________ floor and get hurt.
new wet hard
c) Do not take any ____________ without doctor’s advice.
medicine chocolate toy
d) Do not touch any chemical such as _____________ without parent’s permission.
soap phenyl salt
e) Always keep close to the ____________ on the road.
traffic elder no one
6. Write a sentence for each of the followings.
a) accident ___________________________________________________
b) first aid ___________________________________________________
c) zebra crossing _____________________________________________
d) antiseptic __________________________________________________
e) sharp edged objects ___________________________________________
7. Give two reasons why making queue and waiting for your turn is important.
_________________________________________________________________________________
_________________________________________________________________________________

Answers
Q1 True-b,c False a,d,e
Q2, Q3, Q4 Students will do by their own understanding.
Q5 a) an electric shock b) wet c) medicines d) phenyl e) elder
Q6, Q7 Students will do by their own understanding.

37
 Unit 6 Answer Key
Ex A: 1- pg 26 2- pg 26 3- pg 27 4- pg 28 5- pg 28
Ex B: 1-rush 2- elders 3- lonely 4-touch
Ex C: 1- false 2- true 3-false 4-false 5- false
Ex D: Students’ discussion

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

38
Unit 7 Means of Communication

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about what communication is
• To know about portal system
• To learn about mass communication and satellites
• To learn about internet, email and smart phones.
Teaching Aids:
Textbook, a diagram showing computer, laptop, a diagram showing the satellite
in space, a smart phone and e-book reader, worksheet 5, a video system and
notebooks

39
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read Teacher will tell about Teacher
introduce the pg 30 and tell that the postal system. This will ask to
lesson. we are living in a system is working for read pg 30,
very busy world. We many years all around mark and
Ask some cannot often visit the world through post learn difficult
brainstorming our extended family offices. Still people spellings.
questions. members and friends send letters, postcards,
Do you visit and whenever we want. and parcels through
meet all of your We use different ways postal system. The
family members such as we make a system has a wide
and friends every phone call, messages network connecting
day? or send emails. This cities and countries
sending and receiving through trains, ships
What do you use information is called and aeroplanes. Each
to keep in touch communication. In area has a postal
with your family old days people code that helps to
and friends living travel or write a letter, find address in any
in some other city send trained pigeons nook and corner of
or country? with messages to the world. A postman
communicate. Later delivers letters, parcels
Is writing a letter
they start using to the address. For
and posting it a
telephone and urgent letters there are
fast way?
telegram to send courier services they
Teacher will tell messages. Even in deliver posts in few
about different wars, pigeons and hours and telegram
new ways of telegram were the can send messages in
communication. ways to communicate few minutes.
with the soldiers. Only
the head officials can
use telephones.
Day 2 Teacher will Teacher will talk about Teacher will show Teacher will
reinforce Day telephone. It was and discuss about ask students
1 key points. invented in 1849 and fax machines through to collect and
Ask few quick till 100 years it was which written letters paste pictures
questions. not common, only and messages can of different
few rich people can be sent to other cities types of
How were had it. There were and countries instantly. telephones.
messages a fixed number of It was connected to
delivered in old telephone lines that telephone lines.
times? are connected from a
telephone exchange. Teacher will tell about
What is a postal modern wireless
system? Later telephone
booths were kept mobile phones are
What is a along with roads for the fastest and the
telegram? common people. most common way of
communication through
Teacher will tell calls and messages.
about Telephone. Discuss various features
of mobile phone.

40
Day 3 Teacher will Teacher will tell Teacher will tell that Teacher will
reinforce students that beside information, ask students
important points newspapers, mass communication to Ex B given
about the solar magazines, or mass media is also on pg 33.
system. used for socializing
T.V, radio and social and entertainment
Ask few quick media are used programs such as
questions. to connect many television and video
people at a time for sharing on mobile
What is a news update and
telephone? phones are common.
advertisement of any Many telecom
What type of product this is call companies provide
telephone we are mass communication their services for mobile
using now? or mass media. phones. It is the fastest
It is the most and less expensive, so
What is a fax powerful means of anyone can afford it
machine? communication now easily. Television is the
a days because it has most popular means
Teacher will tell
millions of viewers of communication in
about Mass
and clients. Pakistan.
Communication.
Teacher will provide
and ask to do
worksheet 5.
Day 4 Teacher will Teacher will discuss Teacher will tell that the Ask students
reinforce about satellites that internet is connected to do Ex C
important points they are used to to computers and given on pg
of the lesson. And send TV and radio mobile phones making 33 and read
ask: programs, telephone easy to link far away pg 32 .
messages around distances. It is another
What is mass the world instantly. fastest means of
media? Satellites revolves communication. Emails,
What is the most round the world, messages, photos,
popular means of catching and sending information, news, live
communication in signals of messages sessions can be shared
Pakistan? and programs on and phone calls can
certain channels. also be made through
She will discuss internet. That makes
about satellites communication more
and internet. convenient.
Day 5 Reinforcement of Teacher will tell about Ask students to do Ex A Ask students
the lesson will be smart phone, tablets given on pg 33. to do Ex D
(30min carried out. and e-books these given on pg
x2) have many feature of Teacher will arrange a 33.
Teacher will talk computer in compact video about the mass
about smart gadget. You call, send communication.
phone and and receive emails
e-books. [Link] unction.
and documents, take com
photos, listen to music,
download books,
news and information
and keep it saved.

41
 Worksheet 5
1. Write definition of the followings.
a) communication _______________________________________________________________
________________________________________________________________________________
b) letter _______________________________________________________________________
________________________________________________________________________________
c) courier _______________________________________________________________________
________________________________________________________________________________
d) telegram_______________________________________________________________________
________________________________________________________________________________
e) fax machine ____________________________________________________________________
________________________________________________________________________________
2. Match the words from column A to column B.

Column A Column B

a) letter wireless
b) speed post post office
c) cellular phone e-mail
d) internet digital books
e) e-reader courier
3. Explain the working of:

a) post office
_________________________________________________________________________________
b) short message service
_________________________________________________________________________________
c) mass media
_________________________________________________________________________________
d) satellite
_________________________________________________________________________________

42
4. Write two common uses of each of the followings.

a) cellular phone __________________ __________________

b) newspaper __________________ __________________
c) computer __________________ __________________
d) internet __________________ __________________
e) satellite __________________ __________________
5. Give a reason for the following.

a) Why pigeons were used for sending messages?

____________________________________________________________________________________
b) Why people do not prefer to write and post letter now a days?
____________________________________________________________________________________
c) Why do most of the people want to keep connected with mass media?
____________________________________________________________________________________
d) Why smart phones and e-books are very popular means of communication?
____________________________________________________________________________________

Answers
Q1 Students will do by their own understanding.
Q2 a) post office b) courier c) wireless d) e-mail e) digital books
Q3, Q4, Q5 Students will do by their own understanding.

43
 Unit 7 Answer Key
Ex A: 1- pg 26 2- pg 26 3- pg 27 4- pg 28 5- pg 28
Ex B: 1-rush 2- elders 3- lonely 4-touch
Ex C: 1- false 2- true 3-false 4-false 5- false
Ex D: Students’ discussion

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

44
Unit 8 Understanding Birds

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about specific features and body parts of birds
• To learn about different types of beaks, feet and claws
• To learn about different types of birds and their feathers
• To know about different types of bird nests.
Teaching Aids:
Textbook, a chart showing different types of birds, a diagram showing different
body parts of a bird, different types of feathers, a video system and notebooks

45
 Written work/ Home
Days Discussion Reading / explanation
class activity Task
Day 1 Teacher will Teacher will read pg 34 Teacher will tell about Teacher
introduce the and tell that among all the body parts of the will ask to
lesson. the animals birds have birds. The head is small read pg
special quality of flying. with a beak and eyes. 34 and
Ask some There is a verity of birds. The beak has nares to 35, mark
brainstorming Most of them have breath. The beak is very and learn
questions. colourful fluffy feathers strong to crack nuts, difficult
What are the to fly. hard seeds and wood to spellings.
common features make hole in trees such
All birds have wings to as woodpeckers. Some
of birds? fly, they have beaks that flesh-eating have hooked
Where do birds help in various ways. beak to catch, kill and
live? Their claws help them tear. Some birds such as
to catch and to hop or hummingbirds have long
Can all birds fly? walk on the ground. pointed beaks to suck
Birds are egg laying nectar from the flowers.
Teacher will tell
animals. Most of them Ducks and geese have
about birds and
make nests and take broad, flat beaks.
their body parts-
care of newly hatched
beaks.
babies.

Day 2 Teacher will Teacher will talk about Teacher will show and Teacher
reinforce Day another important parts discuss about some will ask
1 key points. of birds that are feet special claws: herons and students
Ask few quick and claws. These are cranes have long toes to collect
questions. of different types, sizes to walk in shallow water and
and shapes. They help and catch their prey. Theirpaste
What common a bird to walk, swim, long legs help them to pictures
features birds climb, catch, hold and stand on mud without of birds
have? perch. There are four sinking. with
What helps birds toes in a foot, three in different
front and one at the Duck and geese have types of
to fly? front toes joined by skin
back. Their claws help beaks
How beak help a them to hold and sit forming a web it helps and feet.
bird? on a branch of a plant. feet to push against water Label
Birds that hunt their and move. That help their
Teacher will tell them to swim and glide in names.
prey, have talons to
about feet and water.
catch and hold prey
claws of birds. Ask
firmly.
students
to do Ex
C given
on pg 41.

46
Day 3 Teacher will Teacher will tell students Teacher will tell about Teacher
reinforce that all birds have how the birds fly. The will ask
important points feathers to fly and keep wings of a bird is a students
about the birds. them warm. modified forelimb to Ex B
specially to fly. They given on
Ask few quick There are three main have strong muscles that pg 40.
questions. types of feathers: Body help them to fly long
feathers, Down feathers distance. The strokes of Teacher
How beaks of the and Flight feathers. will ask
birds help them? the wings lift birds into
to collect
The body feathers cover the air by pushing air and
What type of the whole body of the upwards, downwards
claws eagles and and forwards. Tail of a paste
bird. These feathers different
vultures have? are light in weight but bird helps to change
direction during the flight. types of
What is perching strong and smooth. feathers
Some birds can fly very
of a bird? Under these feathers and label
high in the sky such as
there are down feathers falcon and eagles. Some their type.
Teacher will tell
about birds’ to keep their body fly low such as pigeons
feathers and warm. and sparrows. Hens and
flights. peacocks cannot fly but
Flight feathers are on
for a very short.
wings and tail used in
flopping and landing. Penguins, kiwi and emu
Feathers on tail help to cannot fly due to heavy
change direction during body and weak flight
the flight. muscles.
Teacher will show
different types of
feathers.
Day 4 Teacher will Teacher will discuss Teacher will tell that Ask
reinforce about nesting habit of about different types of students
important points the birds. Birds make nests made by different to do Ex
of the lesson. And nests to lay eggs and birds. D given
ask: keep the newly hatched on pg 41
chicks. They select safe Scrape nests are made and read
How down and lonely places to by ostrich, vulture and pg 38-39.
feathers help a keep safe from enemies penguin.
bird? and harsh weather. Burrow nests are
What is the They use different things made by swallow and
function of tail of to make nests. Different kingfisher. These burrows
a bird during a birds make different are different in sizes and
flight? types of nests according depth end in a chamber
to their needs. where to keep eggs.
She will discuss
about nesting Cavity nests are made by
habits of the birds. parrot, wood peckers and
owl on trees.
Cupped nests are made
by humming birds and
tailor birds. Another one is
pendant nest.

47
Day 5 Reinforcement of Teacher will tell about Ask students to do Ex A Ask
the lesson will be nesting and caring given on pg 40. students
(30min carried out. habits of the birds. to do Ex E
x2) Birds care for their eggs Teacher will arrange a given on
Teacher will and young ones after video about the birds. pg 41.
reinforce topics hatching. They search
about different [Link]
for their feed and
feathers and provide them. Once the
beaks of the birds. babies learn to fly and
start looking for food
they set them free.

Unit 8 Answer Key

Ex A: 1- pg 34 2- pg 35 3- pg 36 4- pg 37, 38 5-pg 38 6-pg 39
7-pg 39 8-pg 37
Ex B: 1- kingfisher, fish 2- flight 3- wings 4-talons 5-flight,direction,flight
6- curved, crack, nuts, fruits 7- tailor birds 8- hens and peacocks
Ex C: 1- f 2- d 3-a 4- b 5-d 6-c
Ex D: Students will do on their own.
Ex E: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Assessment of the students:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Teacher’s notes and reminders:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
48
Unit 9 Currencies of the World

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about money and its importance
• To learn about barter system
• To learn about coins and paper money
• To know about money exchange and banks.
Teaching Aids:
Textbook, coins and paper money, a chart showing currency of different countries,
picture of the State Bank of Pakistan, a credit and a debt card, a cheque book, a
video system and notebooks

49
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read pg Teacher will show some Teacher will
introduce the 42 and tell that every paper money and coins ask to read
lesson. day we use money to and tell students that this pg 42, mark
buy things. You also is Pakistan’s currency. and learn
Ask some use it at canteen and You purchase things in difficult
brainstorming stores. Pakistan using them. In spellings.
questions. old times people did not
Money is paid for the have this money so they
What currency things or services you exchange things of their
you use in get.
Pakistan? needs with each other.
People do jobs to This is called barter
Do all countries earn money so they system. It was carried
use same can buy things and out for centuries but later
currency? pay for services. people feel difficult to
These days we use carry goods and travel
Do you know
about an ATM? paper money, coins, far away so coins and
debt or credit cards. then paper money were
Teacher will tell We use cheques and introduced.
about money and make transactions
its importance. through banks too for
businesses.

Day 2 Teacher will Teacher will talk Teacher will show and Teacher will
reinforce Day about currency. discuss about currencies ask students
1 key points. Every country has of some countries given to collect
Ask few quick its own currency on pg 43. Teacher and paste
questions. their government will display a chart pictures
prints notes and showing currency of of some
What do we use make coins, it is their different countries in the Pakistani
money for? specific currency. classroom. currency
How do we pay If we want to go to notes and
some other country Teacher will tell that coins. Label
for a thing or currency of all the
service? we must have their their value.
currency so we can countries have their
What is barter buy and pay for names for their identity. Ask students
system? services there. For exchanging a to do Ex C
currency we have to given on pg
Teacher will tell For example if I go go to banks or money 45.
about currency. to China I must have exchangers. Currency of
Yuan. Currency of a country may have a
a country can be high or a low value with
exchanged with the currency of other
other. country. This is called
currency rate.

50
Day 3 Teacher will Teacher will tell Teacher will tell about Teacher will
reinforce students that all how the banks work. ask students
important points countries of the To avail facilities of a to Ex B
about the birds. world have banks. bank you must have given on pg
That help in money an account there. Your 44.
Ask few quick matters of a person money is kept safe in
questions. and a country. The banks. You can deposit Teacher
more money or withdraw will ask
What is currency? state Bank of Pakistan to collect
is the central bank in cash or by a cheque
Can a currency be of Pakistan. All other when you need. You can and paste
exchanged with banks follow its transfer money to others pictures of
other country’s instructions. It control account too. Banks have different
currency? all the financial locker to save large banks in
matter of our country. amount of money and Pakistan.
What is currency
It also order to print your valuables.
of Japan?
new currency notes
and make new coins. Ask students to do Ex A
Teacher will tell
Q 1,2 and 3 given on pg
about banks and Teacher will show the
picture of the State 44.
how they help
you. Bank of Pakistan.
Teacher will ask
names of some banks
in Pakistan. List them
on the board.
Day 4 Teacher will Teacher will discuss Teacher will tell that: Teacher will
reinforce about credit and ask student
important points debit cards. All bank ATM is the most to go to an
of the lesson. And account holders can convenient method to ATM with
ask: have these card. withdraw money, pay an elder
Instead of carry large bills, transfer money person and
How do banks amount of money it is through credit and debit see how it
help us? safe and convenient cards. Teacher will show works.
to use debit or credit credit and debit cards in
What is the name the class. There is a pin
of the central cards. You can pay
for your shopping code for every card, that
bank of Pakistan? you have to enter in ATM
through a debit card
She will discuss directly from your before any transaction.
about credit and account. Credit cards This pin code must be
debit cards and allow to buy anything kept secret. Now a days
ATM. and pay later, it is a thumb impression
also called plastic is also asked for
money. verification of a person.
Ask students to do Ex A
Q 4 and 5 given on pg
44.

51
Day 5 Reinforcement of Teacher will arrange Teacher will arrange a Ask students
the lesson will be a quiz in the video about the barter to do Ex D
(30min carried out. class asking short system and banks. given on pg
x2) questions about 44.
Teacher will the lesson to assess [Link]
reinforce topics students’ learning.
about barter
system, currency
of different
countries, banks.

Unit 9 Answer Key

Ex A: 1- pg 34 2- pg 35 3- pg 36 4- pg 37, 38 5-pg 38 6-pg 39
7-pg 39 8-pg 37
Ex B: 1- kingfisher, fish 2- flight 3- wings 4-talons 5-flight,direction,flight
6- curved, crack, nuts, fruits 7- tailor birds 8- hens and peacocks
Ex C: 1- f 2- d 3-a 4- b 5-d 6-c
Ex D: Students will do on their own.
Ex E: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Assessment of the students:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Teacher’s notes and reminders:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
52
Unit 10 Continents and Oceans

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about globe, maps and atlas
• To learn about directions on a map
• To learn about oceans and continents.
Teaching Aids:
Textbook, a large world map showing different continents and oceans, worksheet
6, a video system and notebooks.

53
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read Teacher will show a Teacher will
introduce the pg 46 and tell about globe and point some ask to read pg
lesson. [Link] is a model of countries on it. Point 46, mark and
the world it is fixed on Pakistan on the globe. learn difficult
Ask some axis and shows a tilt. spellings.
brainstorming The globe shows land Teacher will show land
questions. with continents and and seas on a large
countries and oceans. world map. Teacher
What continent will tell how to read
Pakistan is A map is a drawing a map. There is north
situated in? of the areas and sign to show direction
Do all countries locations of earth’s of the map.
are in the same land and seas with
details on a paper. It has key that helps
continent? to know prominent
What is an ocean? A map can be places on the map.
of whole world The world map is with
Teacher will tell or a small areas. more details so it is
about globe and Travellers and complicated. A book of
maps. surveyors other map is called atlas.
professionals use
maps.
Day 2 Teacher will Teacher will talk Teacher will show and Teacher will
reinforce Day about main directions: discuss about grid ask students
1 key points. north, south, east on the maps. She will to draw a
Ask few quick and west. Usually top compare location of a map of their
questions. side of map shows place on a globe and school and
the north direction on a map. The grid label all the
What is a globe? and a north sign is help us to find exact areas. Add a
Who use maps? always marked in all location of a place. north sign and
the maps. South is the key.
What is atlas? bottom of the map, On a globe and maps,
East is on the right the part of land is
Teacher will tell divided in countries
side and west on the
about directions with their names,
left. It helps to know
of maps. shown with different
in which direction
a place is, such as colours. You can see
China is in the north most part of the map
on a world map. is in blue showing
Australia is in the seas and oceans of
south. Japan is in the the world. Tell that
east and America is in maps are easy to
the west. carry because it is on
a paper so that it is
commonly used.

54
Day 3 Teacher will Teacher will tell Teacher will point Teacher will
reinforce students that the continents on the world ask students
important points large parts of the map and write their to Ex B given
about the birds. world are called names on the board. on pg 48.
continents. Each Ask students to learn
Ask few quick continent has different the names.
questions. countries except
Now teacher will point Teacher will
What is a map? Australia. There are ask to collect
seven continents in oceans one by one
on the world map and paste
How directions the world. The largest an empty
are shown on a continent is Asia. and write their names
on the board. Ask world map
map? label it with
The large body students to learn the
What is a grid on of water is called names. the names
a map for? oceans. They are of continents
named differently. Ask students to do Ex A and oceans.
Teacher will tell given on pg 48.
The largest ocean is
about oceans and
the Pacific Ocean. The
continents.
oceans are joint to
each other.
Day 4 Teacher will Teacher will show the Teacher will tell that: Teacher will
reinforce diagram given on pg ask student to
important points 48 and discuss about Today navigation do Ex C given
of the lesson. oceans. She will tell and travelling in seas on pg 49.
And Ask: What that oceans are very and oceans are quite
a large body of large and deep too. modern and easy but Ask students
water on earth is You have read that in old times it was to bring a
called Which is the largest ocean is very dangerous. Most world map
the largest ocean the pacific [Link] isof the ships do not with outlines
of the world? so deep that a huge return back safely, for doing Ex
mountain can easily they usually lost their D in the next
In what the way and came across
sink into it. The floor of class.
continents are the oceans and seas some accidents due to
divided? are not even but it bad weather such as
has mountain ranges storms and hurricanes
Teacher will or clashed or collided
discuss about and trenches.
with a hidden
oceans. Teacher will provide mountains in the
and ask to do oceans that wrecked
worksheet 6. the ship. And no one
knew what happened
to people on the ship.
Day 5 Reinforcement of Teacher will arrange Teacher will ask Ask students
the lesson will be a quiz in the class students to do Ex D to do Ex E
(30min carried out. asking short questions given on pg 49. given on pg
X2) about the lesson 49.
Teacher will to assess students’ Teacher will arrange a
reinforce topics learning. video for a song about
about the continents
You Tube KLT.

55
 Worksheet 6

1. Label the given world map with the names of continents and oceans.

2. Put a tick ( ) for right statement and cross ( ) for wrong.

a) A globe is a model of Earth that can be rotated on its axis. ( )
b) There are nine continents altogether in the world. ( )
c) The continent of Asia is the largest continent of the world. ( )
d) North America and South America are in the same continent. ( )
e) A very large body of water is called ocean. ( )
f) A continent cannot be divided into countries. ( )
3. Write one sentence about the followings.
a) wall map _______________________________________________________________
b) directions _______________________________________________________________
c) atlas _______________________________________________________________
d) continent _______________________________________________________________

56
4. Write one word answer for each of the followings.

a) Which is the largest ocean of the world? ________________

b) Which direction does the top part of a map show? ________________
c) Which is the smallest continent of the world? ________________
d) What parts the continents further divided into? ________________
e) What does the blue part on a map or globe show? ________________
f) Which is the smallest ocean of the world? ________________
g) What do we call the water bodies that are smaller than
the oceans? ________________
5. Give reasons.

a) Why are directions given on a map?

__________________________________________________________________

b) Why do people use compass along with a map?

__________________________________________________________________

c) A globe is used to study movements of the Earth.

__________________________________________________________________

Answers
Q1 Students will do by their own understanding.
Q2 True a, c, e False b, d, f
Q3 Students will do by their own understanding.
Q4 a) Pacific b) North c) Australia d) countries e) water bodies
f) Arctic g) sea
Q5 Students will do by their own understanding.

57
 Unit 10 Answer Key
Ex A: 1- pg 47 2- pg 47 3- pg 46 4- pg 46 5- Students will do on their own.
Ex B: 1- map 2- sea 3- Indian Ocean 4-Australia 5-west
Ex C: 1- b 2- b 3-a 4- a 5-b
Ex D: Students will do on their own.
Ex E: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

58
Formative Assessment Units 1-10

Ex A:
1-c
2-b
3-b
4-a
5-c
Ex B:
1- Down
2- Zebra Crossing
3- caters
4- sea
5- rupee
Ex C:
1- First Aid 2- Eagle 3-axis 4- atlas 5- heating/ evaporation
Ex D:
1- North, south, east, west
2- Changing of matter from one to another state.
3- Heavenly bodies in space that move around the Sun. eg. Earth, Mars
and Jupiter
4- Young birds come out of bird’s egg.
5- We can send emails, pictures, videos, messages and documents from
a computer using internet.
Ex E:
1- Pg 39
2- Pg 22
3- Pg 13
4- Pg 42
5- Pg 19
Ex F: Teacher will assess the students.

59
Unit 11 People in Our Lives

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about people around us
• To learn about teachers and doctors
• To learn about police and postal workers.
Teaching Aids:
Textbook, a video system and notebooks

60
 Written work/
Days Discussion Reading / explanation Home Task
class activity
Day 1 Teacher will Teacher will read pg Teacher will show pictures Teacher will
introduce the 52 and talk about of doctors given o pg ask to read
lesson. teachers. You daily 52 and tell that doctor pg 52 and
met your teacher at are devoted persons 53, mark
Ask some school. Teaching is one they take care of their and learn
brainstorming of the most respectable patients and suggest them difficult
questions. professions in the world. useful medicines to cure spellings.
What services you Teachers are qualified their disease. Some are
get at your home? persons who teach surgeons who do surgery
if required. They are highly
Do all people you to read, write, qualified persons. They
work for money? and learn good habits work in hospitals, clinics
and manners. They and dispensaries. Vans of
What is mean by teach you about nature
mobile dispensaries are
public service? through visits and how sent to some places where
to live a successful life. there is no any facilities of
Teacher will tell
These are necessary hospitals and clinics. Some
about teachers
to play your rule in a doctors treat animals they
and doctors and
society and become are veterinary doctors.
the services they
useful citizen for people
do.
and the country. We
must respect them.
Day 2 Teacher will Teacher will talk about Teacher will show the Teacher
reinforce Day some very trained picture and discuss about will ask
1 key points. people; they work as traffic police. They are a students
Ask few quick police. Their duty is to part of police but their duty to draw
questions: maintain law and order is different they have their a map
in their areas. They are duty on roads to control of your
What does a to protect our lives and traffic. They observe that neighbour-
teacher do? property. There are all vehicles are moving hood and
When do we police stations where according to rules. They show
celebrate people go to seek stop people going wrong nearby
teacher’s day? help of police if they on roads, they charge fine hospital,
have any problem or on them. clinic and
What is vet? they can contact on police
phone in case of any They help people to cross station.
Teacher will tell the road safely.
emergencies. Police Also find
about police.
vans roam around In case of accident, they out their
the area to check if take control of the situation emergency
there is any problem. and help the people. They contact
They catch people are responsible to monitor numbers.
who commit crime or smooth flow of traffic
break the law. You can during special occasions
see police performing such as Eids. They work
their duties at airports, hard and perform their
railway stations and duties outside in rain and
other busy places. in hot sunny days too.
We must follow their
instructions. We must
respect them.

61
Day 3 Teacher will Teacher will tell Teacher will tell that the Teacher
reinforce students that some post offices have trained will ask
important points people work to help staff they divide post students to
about police. us receive messages, according to city and Ex B given
letters, documents and areas and hand over the on pg 54.
Ask few quick parcels from faraway post to the postal workers.
questions. places. They are postal They go to the specific
Why is police workers. They collect areas and deliver the post Read pg
important? our posts from post at the given addresses. 53 and
offices and deliver them They also deliver 54 mark
How does traffic to homes. Similarly they telegrams and money and learn
police help you? collect posts from letter orders. difficult
boxes or post boxes spellings.
What do police Now a days there are
and carry them to the
do with a law many courier services
local post office. From
breaker? having many postal
where they are sent to
general post office, the workers.
Teacher will tell
about postal main post office of the They work hard in all
workers. city. seasons for us. We must
respect them.
Day 4 Teacher will Teacher will discuss Ask students to do Ex A Teacher will
reinforce about other services given on pg 54 and Ex D ask student
important points that help people in given on pg 55. to do Ex C
of the lesson. Andsociety. Ask students given on
Ask: what service they pg 54.
want to do for their
What does a community, city and
postal worker do? country.
What are
telegrams?
Teacher will
discuss about
some other
services.
Day 5 Reinforcement of Teacher will discuss with Teacher will instruct Ask
the lesson will be the students and help to students to conduct Ex F students
(30min carried out. do Ex E given on pg 55. given on pg 55. to do Ex E
x2) given on
Teacher will Teacher will arrange a pg 49.
reinforce topics video about community
about different services.
services.
You Tube Marina Rosa

62
 Unit 11 Answer Key
Ex A: 1- pg 52 2- pg 53 3- pg 53 4- pg 53, 54
Ex B: 1- false 2- true 3- true 4-false 5-true
Ex C: 1- a 2- b 3-a
Ex D: Students will do on their own.
Ex E: Students will do on their own.
Ex F: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

63
Unit 12 Light, Sound and Force

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about energy and force
• To learn about light as an energy
• To learn about sound as an energy
• To know about force and its types.
Teaching Aids:
Textbook, a light source, a sound source, a catapult, a video system, worksheet 7
and notebooks

64
 Written work/
Days Discussion Reading / explanation Home Task
class activity
Day 1 Teacher will Teacher will read pg Teacher will show Teacher
introduce the 56 and tell about light. pictures of shadow will ask to
lesson. The day is bright due to given on pg 56 and read pg 56,
the sunlight and we can tell that when an mark and
Ask some see all things around object blocks light, a learn difficult
brainstorming us. The Sun is the shadow is formed on spellings.
questions. natural source of light. its opposite side. The
shadow appears black. Collect and
How is light useful Can you think more paste some
to you? natural sources of light? The size and shape of
the shadow depends luminous
What are the At night when it is on the angle and and some
natural sources of dark when cannot see distance to the light nonluminous
light? thing without light. source. Observe your objects and
We use man-made shadow in the morning, label them.
Can you imagine light sources at night
at noon and in the
life without light? such as candles and evening.
bulbs. Things that can
Teacher will tell
emit light are called Teacher will tell that the
about light and
luminous objects. The light is a form of energy
its sources and
things that do not emit and it travel in straight
shadows.
light are non-luminous rays. Demonstrate it
objects, we can see with the help of a torch.
these objects when Teacher will display
light falls on them. shadow formation using
different objects.
Day 2 Teacher will Teacher will talk about Teacher will show the Teacher will
reinforce Day sounds around us. pictures on pg 57 and ask students
1 key points. Every day we listen discuss about pleasant to write about
Ask few quick many sounds and and unpleasant sounds. any pleasant
questions. voices. We can easily and any
identify them. Sounds moves in waves unpleasant
What is the main and when these waves sound and
source of light? Sound is a form of strike to our ear we paste the
energy. Living and can hear them. Our picture of
What are non-living things can brain help us to identify
luminous objects? produce sounds, some sounds it also tell us the source of
sound.
How is a shadow are loud some are soft which direction the
formed? some make us alert or sound is coming from.
disturb. Some pleasant
Teacher will tell sounds make us feel Horns, alarms and
about sounds. happy. sirens make us ware of
emergency or quick to
act on, it also make us
alert from any danger.

65
Day 3 Teacher will Teacher will read pg 57 Teacher will tell about Teacher will
reinforce and 5 and tell students push, pull by some ask students
important points about force that a force demonstration in the to Ex B given
about sound. can be pull or push. You classroom. on pg 58.
have seen some doors
Ask few quick with the tags of pull or Use a chair to show Read pg 57,
questions. push. pull. Push a table. Use mark and
a ball to show force can learn difficult
What is sound? When you pull or push stop a moving object. spellings.
How do some you apply a force that Also show force can
sounds make you make the thing leave its change the direction of
alert? position or place. a moving ball. Apply a
force to a paper all to
What are When you kick a show force can change
unpleasant football you apply a the shape and size too.
sounds? pushing force to it and
the football leaves its Ask students what
Teacher will tell place, the stronger the forces you apply when
about force. kick the far away the you play. Ask them to
football. Also discuss do more experiments
the greater amount of with different things.
force the greater will be Teacher will provide
the move. and ask to do
worksheet 7.
Day 4 Teacher will Teacher will discuss Teacher will give other Teacher will
reinforce about the force of examples of force of ask student to
important points friction. When two friction. do Ex C given
of the lesson. And things slides or get on pg 59.
Ask: in touch with each Think!
other force of friction How do the sole of your
What is force? produces that slow shoes worn out?
What changes down or stop a
does force bring? movement. The force of friction
produce heat too.
Teacher will When you write on a When you rub your
discuss about the paper a force of friction hands you make them
force of friction. between your pencil warm. How?
and paper, controls
and help you to write. Parts of a machine get
It also help you to walk heat up if it works for
on ground. long time.
Oil and grease slow Ask students to do Ex A
down the friction so you given on pg 58.
may fall walking on a
slippery surface.
Day 5 Reinforcement of Teacher will discuss Teacher will instruct Ask students
the lesson will be with the students how students to conduct Ex to do Ex E
(30min carried out. forces help us in our D given on pg 59. given on pg
x2) work. Engage students 59.
Teacher will in the discussion
reinforce topics by asking their
about different experiences.
forces.
66
 Worksheet 7

1. Write the names of any five luminous and non-luminous objects.

Luminous objects Non-luminous objects

1
2
3
4
5

2. Write names of any three natural luminous objects.

_________________ _________________ _________________
3. Put a tick ( ) for right statement and cross ( ) for wrong.
a) Luminous objects cannot emit light of their own. ( )
b) Light travel in straight lines called rays. ( )
c) The Sun is the main and biggest source of light on Earth. ( )
d) Not any of the man-made object emits light. ( )
e) A shadow is formed when light falls on an object. ( )
f) Light and sounds both are forms of energy. ( )
4. Write short answers.
a) What would happen if there is no light at all around us.
_____________________________________________________________________________
b) Write what are the main types of force.
_____________________________________________________________________________
c) Write what can produce sound.
_____________________________________________________________________________
d) Write how shadows are formed.
_____________________________________________________________________________
5. Choose and write the sounds in the proper columns.
alarm chirping of birds breaking of glass music from a flute traffic
horns barking of a dog siren dripping of rain music thunder
ringing of bell singing loud speaker banging of drum
crying of a child 67
 Pleasant sounds
Unpleasant sounds
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
6. Choose the best answer.
a) ___________ will always formed on the side opposite to the light source .
sound shadow force
b) You apply _____________ to do a work.
light sound force
c) Non-luminous objects can be seen only when _____________ falls on them.
light shadow force
d) ____________ will appear dark or black irrespective of the colour of an object.
Non-luminous things shadow force
e) ______________ can change shape, direction or slow down a moving object.
traffic force light
f) ____________ helps us to walk, write and open a cap of bottle.
friction stick pencil

Answers
Q1

Luminous objects Non-luminous objects

1 Sun table
2 Moon chair
3 bulb book
4 torch humans
5 fire plants

Q2 Sun, fire, firefly

Q3 True- b, c, f False- a, d, e
Q4, Q5 Students will do by their own understanding.
Q6 a) shadow b) force c) light d) shadow e) force f) friction

68
 Unit 12 Answer Key
Ex A: 1- pg 56 2- pg 56 3- pg 57 4- pg 57 5- pg 57 6-pg 57
7-pg 58
Ex B: 1- light 2- Earth 3- straight 4-shadow 5-energy 6-push
7-shape and size
Ex C: 1- d 2- c 3-d 4-c 5-c
Ex D: 1-soft 2-soft 3-loud 4-soft 5-loud 6-loud
Ex E: Push- entering in a door, moving a cart, kicking a football, pedaling a
bicycle, pencil while writing, switch button. Pull-opening a cupboard,
plucking weeds, carrying a bucket, kite, opening a drawer, rope pulling

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
69
Unit 13 Air and Water

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about air and its types
• To learn about elements of the air
• To learn about uses of air
• To know about uses of water and water cycle.
Teaching Aids:
Textbook, a chart showing amount of gases in the air, a chart showing the water
cycle, a video system and notebooks

70
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read pg Teacher will tell that Teacher
introduce the 60 and tell students air is a combination of will ask to
lesson. that air is present all different gases. As a read pg
around us, we cannot gas air has a property 60, mark
How do you know see but feel it. When to fill up all the available and learn
that air is all it moves we call it space either a small cup difficult
around us? wind. A gentle moving or a vast open space. spellings.
What happens in wind is breeze and Teacher will show the
a storm? when it move fast it chart and point the
is storm. Sometimes amount of different
How can we say storm is so strong that gases in the air.
in which direction it can pull up trees
air is moving? and shades and bill Air has the highest
boards. Storms are amount of nitrogen in
Can you imagine it. It has oxygen hat we
followed by thunder
life without air? breathe and carbon
and rain. Sometimes it
is very destructive and dioxide that plants take
Teacher will tell
causes harm to people in to make their food.
about wind,
breeze and storm and their belongings. Air has water vapours
and discuss Strong winds can that is evaporated from
elements of the cause hurricanes in the different water sources
air. seas or oceans. and mixes in the air.
Due to human activities
on the earth pollution
is added in the form of
smoke, dirt and germs
are added in it.
Day 2 Teacher will Teacher will read Teacher will show how Teacher
reinforce Day paragraph ‘uses of air a paper aeroplane or a will ask
1 key points. on pg 60 and discuss kite flies with the help of students
Ask few quick about the ways air can wind and explain that to do Ex C
questions. be useful for us. when there is a balances given on
air pressure on the wings pg 63.
What is a strong All living things need of an aeroplane or kite it
wind called? air to breathe. Winds is moves upwards.
needed for sailing on
What gases does boats and yacht. Air Teacher will also explain
air contain? helps kites and gliders that moving air takes
What gas is to fly. seeds from the plants
needed by the and drop them far away.
Winds make our wet When these seeds get
plants to make clothes dry faster.
their food? suitable amount of water
Windmills are installed they start to grow into a
Teacher will to make electricity, to new plant. This is called
discuss about fetch water from wells dispersal of seeds. Some
uses of air. and grind the grains. musical instruments need
Teacher will tell about air to blow in to make
hot air balloons. music.

71
Day 3 Teacher will Teacher will read pg Teacher will tell all living Teacher
reinforce 60. As we learn in things need water to will ask
important points previous class that survive such as we drink, students to
about last topic. most part of the earth take bath, do washing, Ex B given
has water. Oceans water our crops and on pg 62.
Ask few quick and seas have salty use it for many other
questions. water while rain water, purposes. Read pg
rivers, lakes, ponds 61, mark
Why is air Teacher will discuss and learn
important for all have fresh water.
Mainly water comes different processes that difficult
living things? give three forms or states spellings.
in the form of rain and
How does air help when huge glaciers of water. She will write on
a kite to fly high? melt, their water add the board:
up in rivers. Evaporation,
What are the
two ways that air Water on earth is found Condensation, Freezing,
helps plants? in liquid form but when Melting
we cool it changes And draw a cycle to
Teacher will tell
into ice as we can see show they are connected
about water, its
snowfall, and on snow to one another and cycle
uses and different
filled mountains. When is going on in nature too
states of water.
water is heat up it turns and we see different
into water vapours states of water.
or steam naturally it
mixes up in the air.
Day 4 Teacher will Teacher will discuss Teacher will draw the Teacher
reinforce about The Water Cycle; water cycle on the board will ask
important points In Earth’s environment and label it, clearly student to
of the lesson. And all the four processes indicate states of water draw and
Ask: are going on. Water and where the four label Water
on the surface of earth processes are going on Cycle
What is water changes into vapours in nature. in their
used for? by heat of the Sun notebooks.
and goes up to form Ask students to do Ex A
What changes given on pg 62. .
does water show clouds and turn into
and how? tiny droplets of water
when clouds cannot
Teacher will hold too many droplets
discuss about the it starts to rain and in
force of the water cold areas its snowfall.
cycle. When snow melts it
goes back to rivers etc
in the form of water.
Day 5 Reinforcement of Teacher will discuss Teacher will arrange a Ask
the lesson will be with the students how video about water cycle students
(30min carried out. different processes in watch websitewww. to do Ex D
x2) the water cycle help us [Link] given on
Teacher will to get clean water. pg 63.
reinforce topics Teacher will instruct
about the water students to conduct Ex E
cycle. given on pg 63.

72
 Unit 13 Answer Key
Ex A: 1- pg 60 2- pg 60 3- pg 60 4- pg 61 5- pg 61,62
Ex B: 1- wind 2- water vapours, germs 3- oxygen, carbon dioxide
4-abundant, Earth 5-evaporation and condensation.
Ex C: 1- c 2- b 3-a 4-c 5-b
Ex D: Air- gases, water vapours, dust, Gases- nitrogen, carbon dioxide
Ex E: Students will do in the classroom with the help of the teacher.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

73
Unit 14 Early Humans

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about early men and their way of life
• To learn about how early men invented tool and discover fire
• To learn about how farming and settlements started
• To know about how wheel was invented and transport developed.
Teaching Aids:
Textbook, a chart showing inventions of the early humans, pictures showing tool
of early humans, a video system and notebooks

74
 Reading / Written work/ Home
Days Discussion
explanation class activity Task
Day 1 Teacher will Teacher will read pg Teacher will tell that The Teacher
introduce the 64 and tell students early men live under trees will ask
lesson. that the life of the and in caves but they did to read
early humans are not feel safe they had fear pg 64,
Who were the not like todays life, to face wild animals. They mark
early men? they live in jungles defended, attacked and and
What the early and need to search killed animals with bare learn
men did to find for their food and hands. The early humans difficult
food, clothes and place to live in. They needed some weapons spellings.
shelter? gathered and ate to defend and kill those
different parts of the animals. They also used
How the early plants. And hunted animal’s horns and bones
men struggled for small animals with of dead animals as their
their survival? stones and ate their weapons. Then they came
raw flesh. They to know that pointed stones
Can you imagine
use animal skin as are much useful as weapon.
life like an early
clothes. For that they They also used these stones,
man?
needed to kill big horns, bones and sharp
Teacher will tell animals. edged wooden sticks to
about the early dig ground and take out
men and their roots to eat. They learnt to
way of life. make spear and used to kill
animals from a distance.
Day 2 Teacher will Teacher will read Teacher will show a chart Teacher
reinforce Day paragraph ‘tools’ showing different tools used will ask
1 key points. pg 64 and discuss by the early humans and students
Ask few quick why the early human discuss each of them. to do Ex
questions. needed tools. They B given
came to know that Teacher will discuss about on pg 68.
What was the pointed stones are discovery of fire. They
food eaten by much useful as experienced thunder,
early men? weapon. That was lightning and fire is broken
their first tool. They out in jungle. They were
What was the afraid of fire as it burnt
home of the early used it for killing many animals and plants.
men? animals for food and
to protect themselves. But later they realized that
What the early Beside stones they fire can be useful to protect
human used to also used animal’s them from wild animals
wear? horns, bones and without fighting. Fire was
sharp edged wooden helpful to keep them warm
Teacher will in cold. They tried the burnt
sticks to dig ground
discuss about how animals flesh and found it
and take out roots to
the early men soft and tastier. They learnt
eat.
invented tools, to keep burning fire by
discovered fire adding plant materials in it.
and learnt how to
use it. They also learnt to make fire
by rubbing two stone, now
they could get fire when
they want to.

75
Day 3 Teacher will Teacher will read pg Teacher will tell the early Teacher
reinforce important 65. And discuss about humans came to know that will ask
points. how the early humans growing plants need water students
started farming. and good soil. They made their to Ex C
Ask few quick settlements near rivers that given on
questions. First they were roamers solved the problem of water pg 68.
and gatherers of food. for themselves and for farming.
What was the They had to move far
first tool of early Initially a few huts were made
away in search of food out of leaves of the trees and
humans? which was mainly wild thus a small settlement of Read pg
fruits, leaves and roots. humans started. They were 65, mark
How they came to and learn
know about fire? They observe that assigned for different duties so
the seeds they threw difficult
their daily work become easier. spellings.
What benefits the away grew into new Most of the people engaged
early humans took plant with same fruit. them in farming thus it was the
from fire? From that they learnt first profession of humans. The
farming and started to early humans made the soil
Teacher will tell saw seeds of the fruits
about beginning of soft, watered it, sawed seed
they like the most. Now and take care of their crops
farming and started they settled at a place from birds and other animals.
to make settlement. rather than roaming all They harvested and collect
the day. fruits and seeds And learnt to
keep it safe for growing next
crop. They did all that work
using hands. Later on they use
animals to make the earth soft
for sawing the seeds. For that
they had to tame their animals.
They learnt to take help of
animals to make their work
easier in ploughing the field
and other farm work. They also
had animals at farm to get milk
and meat.
Day 4 Teacher will Teacher will tell that the Teacher will tell that for making Teacher
reinforce important small settlement of a transport of heavy loads to will ask
points of the lesson. few huts is later grow other settlement. The early student
And Ask: into a village, where humans tied logs of the trees to do Ex
most of the people are and made sledges that they D given
What was the first farmers. As the farming pulled along the ground, later on pg 68.
profession of the developed with the they used animals and made Collect
early human? use of animals there carts that could be attached and paste
Where did the early was more food stuff of with animals. pictures of
men make first one kind. They needed animals
to get other types of For crossing rivers the early used to
settlement? humans learnt to make rafts
fruits and vegetables. carry
Teacher will discuss They started to by joining logs of the trees. carts.
about the taming exchange foods and It could carry them and their
of animals and transport it from one loads to the other side of the
starting of transport. to other settlements. river.
They had to carry it Later they cut logs and made
on themselves while first wheel out of it. Now land
walking on foot far transport become much easier.
away, later for that they
used to tame animals Ask students to do Ex A: Q
such as horse, cows, no.1-6 given on pg 68.
bullocks etc.

76
Day 5 Reinforcement of Teacher will tell Teacher will arrange a video Ask
the lesson will be students about about the early humans students
(30min carried out. changes in the watch website www. to do Ex
x2) wheels and how [Link] A: Q no.
Teacher will different metals was 7 and 8
reinforce topics added to make it Teacher will arrange a visit given on
about wheel durable and strong. for students to conduct Ex E pg 68.
and discovery of given on pg 68.
metals. They learnt to get
metals from melting
of some special
stones. These metals
were used to make
better tools and
wheels.

Unit 14 Answer Key

Ex A: 1- pg 64 2- pg 64 3- pg 64 4- pg 64 5- pg 65 6-pg 65
7-pg 67 8-pg 67
Ex B: 1- food 2- fire 3- animals 4-spear
Ex C: 1- True 2- false 3-true 4-true
Ex D: Clothes- Early human- animal’s skin Shelter-Early humans- caves
Human today- Cotton clothes Human today- houses
Tools- Early humans- stones and spares Food- Early humans- plant parts, raw flesh
Human today- machines Human today- cooked food
Ex E: Teacher will arrange a trip to museum for students.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Assessment of the students:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Teacher’s notes and reminders:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
77
Unit 15 Eating Habits of Animals

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about groups of animals on their eating habits
• To learn about feeding habits of animals
• To learn about the food chain
• To know about domestic animals and their care.
Teaching Aids:
Textbook, a chart showing teeth of herbivore, carnivore and omnivore, a diagram
showing food chain, worksheet 8, a video system and notebooks

78
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read pg Teacher will show the chart Teacher
introduce the 69 and tell students of different animals and will ask to
lesson. that there are three point flesh-eaters and read pg
main group of tell that a large group of 69, mark
Why do we need animals according animals are flesh-eaters, and learn
to eat food? to food they eat. they hunt other animals difficult
What do animals Most of the animals and eat their flesh. Such spellings.
eat? are plant- eaters as lion, wolf, crocodile, fox,
they eat leaves, eagle etc. These are called
What plants get fruits, seed and carnivore. They indirectly
their food from? roots of the plants. depend on plants as most
They are called of their prey are herbivore.
Teacher will tell
herbivore. Such as
about different Some carnivore eat only
cow, goats, horse,
groups of animals dead animals, they are
rabbit, pigeon
according to food scavengers such as vulture,
etc. They directly
they eat. jackal and hyena.
depend on plants
for their food. Some animals eat both
plants and animals they
are called omnivore such
as cat, rat, bear, hen and
crow.
Day 2 Teacher will Teacher will read Teacher will point some Teacher
reinforce Day pg 70 and 71. She animals on the chart will ask
1 key points. will tell students that that are with the habit of students
Ask few quick the body structure gnawing the food such as to read pg
questions. of animals support squirrels and rabbit they 70 and 71
their eating habits, eat hard parts of the plants and do Ex
What is the all the herbivore so they have long sharp C given on
food eaten by have broad teeth teeth at their front. Giraffes pg 73.
herbivores? incisors in their use their long neck to reach
What animals are mouth that help to the leaves of long trees.
called carnivore? them to bite and And elephants use its trunk
cut plant part, their for many purposes. Ask
Give an example molars at the back students do you know any
of scavenger. of their jaws help to of its use. The trunk is long
chew, some animals and thick, elephants drink
Teacher will
have chewing the water through it and takes
discuss about
cud habit, such as bath too. They use their
feeding habits
cows and camels trunk to reach to the leaves
of the herbivore
they first swallow and fruit of long trees and
animals.
their food then bring put them in their mouth.
it back to mouth Teacher will show teeth of
then chew it. herbivores on the chart and
ask about incisors, molars
and premolar teeth.

79
Day 3 Teacher will Teacher will read Teacher will tell about Teacher will
reinforce important second paragraph on omnivores as they eat both ask students
points about. pg 71. And tell that plant and animals so they to Ex E given
most of the Carnivores have variety of teeth. They on pg 74.
Ask few quick have long, pointed, have sharp canines and flat
questions. curved and sharp sharp incisors. Read pg
canines to tear flesh of 71 and
What type of Teacher will point teeth of a 72, mark
incisors do their prey. Point on the
chart, give examples bear and a cat: they bite and and learn
herbivore have? cut their food using incisors difficult
of lion, tiger and wolf.
What is chewing the They chew with their and tear the flesh or hard spellings.
cud mean? premolars and molars. food using canines, they chew
and grind the food using
Which animals Snakes and frogs do molars and premolars.
have long teeth for not chew but sallow
gnawing the food? their prey as whole. Teacher will ask to know
Teacher will show the about you teeth, do you have
Teacher will picture of frog given all these types of teeth in your
discuss about on pg 71 and tell that mouth.
feeding habits of a frog eats flies and
the carnivore and Are you an omnivore?
insects, it uses it sticky
omnivore animals. tongue to catch them Teacher will tell about some
then roll its tongue insects feeding habits. Some
back into their mouth. have sucking tubes to suck
nectar of flowers such as
Teacher will provide butterflies. Some have hollow
and ask to do tube in their mouth they suck
worksheet 8. their food such as mosquitoes
and bees.
Some insects like earthworms
swallow soil which has traces
of dead plants and animals
parts.
Day 4 Teacher will Teacher will tell Teacher will show two simple Teacher will
reinforce important that all living things food chains on a chart and ask student
points of the lesson. depend on each other explain them. This is a form to do Ex D
And Ask: for their food. Plants of chain in nature by which given on pg
make their food in the a living thing is connected to 74. Collect
What type of teeth presence of sunlight, other. Disturbing a food chain and paste
omnivores have? air and water, they can harm nature. pictures in
How do mosquitoes grow and provide the food
food for herbivores Also ask students to explain chain.
take their food? the food chain given in the
and omnivores. They
Teacher will discuss become food of book pg 72.
about the food carnivores. They are Ask students to do Ex A: Q
chain. eaten by scavengers no.1-6 given on pg 73.
when they died.
Day 5 Reinforcement of Teacher will discuss Teacher will arrange a video Ask students
the lesson will be about taking care of about food chain website to do Ex B
(30min carried out. domestic animals. [Link] given on pg
x2) Teacher will reach 73.
Teacher will and explain last Teacher will explain students
reinforce topic food paragraph of the how to do Ex F given on pg
chain. lesson. 74.

80
 Worksheet 8

1. Write the names of the animals in the following columns.

Herbivores Carnivores Omnivores

2. Complete the following sentences.

a) The feeding habits of the animals depends upon their ___________.
b) _____________ have sharp broad front teeth called incisors.
c) Cows and sheep have a different eating habit called chewing the ___________.
d) __________ have long flat front teeth that help them in gnawing the food.
e) _______________ have sharp pointed curved canines to tear the flesh.
f) ____________ have long sucking tubes to suck nectar from flowers.
g) The flat broad teeth at the back of mouth help to chew the food are
called_______________.
3. Write why a food chain is important for maintaining a balance in nature.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Draw a food chain comprised of any five members. Also label them.

81
5. Write one word answer.
a) What depend directly or indirectly on plants for their food? ________________
b) Which animals are known to clean the earth from dead
animals? ________________
c) Which living things are the starters of the food chain? ________________
d) Which animal has a long sticky tongue to catch their prey? ________________
e) Which insect has a hollow tube through which it sucks the food?________________
f) Which organism does a food chain end with? ________________
g) Which organism swallow soil which has parts of dead animals
and plant? ________________
6. Give reasons.
a) Why do omnivores have teeth like both herbivores and carnivores?
____________________________________________________________________________
b) In what ways does an elephant’s trunk help it?
____________________________________________________________________________
c) Why should we be kind to animals?
____________________________________________________________________________

Answers
Q1 Students will do by their own understanding.
Q2 a) food b) herbivore c) cud d) rabbit e) carnivore
f) butterfly g) molars
Q3, Q4 Students will do by their own understanding.
Q5 a) animals b) scavengers c) plants d) frogs e) bees
Q6 Students will do by their own understanding.

82
 Unit 15 Answer Key
Ex A: 1- pg 70 2- pg 70 3- pg 71 4- pg 71 5- pg 72 6-pg 72
Ex B: 1- butterflies 2- neck 3- plant, carnivore 4-treatment
5- chewing
Ex C: 1- a 2- b 3-c 4-b
Ex D: Grass---grasshopper---frog---snake---eagle
Ex E: 1-Chewing 2-gnawing 3-canines 4- swallow
Ex F: Teacher will help students for this activity.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

83
Unit 16 Our Country Pakistan

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about location and neighbouring countries of Pakistan
• To learn about provinces and territories of Pakistan
• To learn about mountain and rivers of Pakistan
• To know about national identities and culture of Pakistan.
Teaching Aids:
Textbook, a world map, a map showing topography of Pakistan, pictures of
moments of different cities. a chart showing national identities of Pakistan and
notebooks

84
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read pg Teacher will show a Teacher
introduce the 75 and tell students world map and point at will ask to
lesson. that our country the location of Pakistan read pg 75,
Pakistan is in continent in Asia and tell about mark and
In which continent Asia. Her neighbouring her neighbouring learn difficult
is Pakistan countries are: China in countries. Ask students spellings.
located? the north, Afghanistan to find Pakistan in the
in the north-west, Iran map given in book pg Ask students
Name any one to label a
neighbouring in the west and India 75 and colour it with
in the east. green colour. Ask to find blank map of
country of Pakistan with
Pakistan. all the neighbouring
Teacher will tell countries and colour provinces,
Teacher will tell that Pakistan has a them with different territories and
about the location population of 201 colours. neighbouring
and neighbouring million, majority countries.
countries of is Muslim and it is
Pakistan. the country with
second large Muslim
population in the
world.
Day 2 Teacher will Teacher will read pg Teacher will show Teacher
reinforce Day 75 and 76 and discuss the location of the will ask to
1 key points. about the provinces provinces and territories read pg 76,
Ask few quick and territories of of Pakistan on a large mark and
questions. Pakistan. map, she will point learn difficult
each province and its spellings.
Which is the There are four capital city. Ask students
neighbouring provinces of Pakistan to see the table about Teacher will
country in the and two self-governing provincial capitals given ask students
north of Pakistan? territories Azad on pg76 of the book. to do Ex C
Kashmir and Gilgit She will show pictures given on pg
How much is the Baltistan. Islamabad 78.
population of of important monument
is the Federal capital in different cities such
Pakistan? city of Pakistan. as Mazar-e Quaid is in
Teacher will All provinces have Karachi, the capital city
discuss about their own provincial of Sindh. And Minar-e
provinces and capitals. Pakistan in Lahore, the
territories of She will briefly tell capital city of Punjab.
Pakistan. about the main
features of each
provinces and their
capital city and
famous monuments.

85
Day 3 Teacher will Teacher will read Teacher will show a Teacher will
reinforce importantpg 76 and 77 and topographic map of ask students
points about last tell about general Pakistan, point location to Ex B given
topic. topographic features of of mountains and tell on pg 78.
Pakistan. Our country that the northern areas
Ask few quick has huge mountains, have chains of mountain
questions. valleys, plains, rivers, ranges one of them Read pg 77,
Do you know desert and sea. A few is Karakoram mostly mark and
Pakistan has huge countries in the world remained covered with learn difficult
mountains? have all these feature. snow. K2 is the world’s spellings.
We are blessed to second largest mountain
Which mountain have main source of in Karakoram Range. Take a blank
of Pakistan is the water as Indus River It also has five out of map of
world famous? that flows across the fourteen tallest peaks of Pakistan and
length of Pakistan. the world. Our country mark location
Can you name any This rich source makes has beautiful valleys and of K2 and river
river of Pakistan? our land fertile. lakes that attract tourists. Indus using
Teacher will tell Pakistan is basically colour.
an agricultural country. Teacher will tell about
about mountains rivers of Pakistan and
and rivers in The five tributaries help
to supply water for point on the map. The
Pakistan. Indus River is the biggest
irrigation of crops.
one it flows across the
length of Pakistan. It has
five tributaries.
Day 4 Teacher will Teacher will discuss Teacher will show the Teacher will
reinforce important about some of the chart about the national ask student
points of the national identities of identities of Pakistan. to collect
lesson. And Ask: Pakistan. She will read Teacher will briefly information
pg77. discuss culture of each and paste
Which is the province in Pakistan pictures of
world’s second Ask what they have such as dress, food some national
largest mountain? learnt about the flag of handicrafts, occupations identities of
Pakistan. etc. Pakistan.
What topographic
features does Ask about the main Ask students to do Ex A
Pakistan have? crops of Pakistan. All given on pg78.
they have learnt earlier.
Name the river Teacher will explain
that flows across that national identities
the length of means the thing for
Pakistan. which a country is
Teacher will famous or recognised in
discuss about the world. Teacher will
national identities discuss about the things
and culture of given in the table on
Pakistan. the page.
Day 5 Reinforcement of Teacher will discuss Teacher will arrange Ask students
the lesson will be with the students about a MCQ quiz about to do Ex D
(30min carried out. tourism in Pakistan. Pakistan. given on pg
x2) Discuss about northern 78.
Teacher will areas, Khewra mine,
reinforce important Faisal Mosque,
topics about Teacher will instruct
Badshahi Mosque, students to conduct the
Pakistan. Shahi Qila, Shalamar project Ex E given on pg
Bagh etc and show 78.
their pictures.
86
 Unit 16 Answer Key
Ex A: 1- pg 75 2- pg 75 3- pg 75 4- pg 76 5- pg 77 6- pg76
Ex B: 1- true 2- false 3- true 4-false 5-false
Ex C: 1- c 2- a 3-d 4-e 5-b
Ex D: Students will do on their own.
Ex E: Students will do the project in the classroom with the help of the teacher.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

87
Unit 17 Measurement

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about different measurement for length
• To aware student about measurement of mass and capacity
• To learn about different measurements for time and temperature.
Teaching Aids:
Textbook, different scales of measurements, cylinders and beakers, Celsius and
Fahrenheit thermometers, worksheet 9 and notebooks

88
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read Teacher will Teacher will ask to
introduce the pg 79 and give ask students to read pg 79, mark
lesson. Ask some explanation that measure their and learn difficult
brainstorming when we need to book using spellings.
questions. measure a length hand-span and
we commonly use then measure Collect and paste
Did you go to a a scale, but there it with their a conversion
shop of grocery? are other common ruler. Compare table for the
ways to measure and ask if measurement of
Did you see a length.
shopkeeper’s length i.e, hand- all students
balance? span, arm length, have same
foots-pan cubit measurements.
Is a cloth’s since old times Which one is
measured same as but these are not accurate?
rice? accurate it may
vary person to Explain that
She will introduce the ruler has
person. That’s why
some basic tools for showing two
a standard unit
measurements. types of scales
for measurement
is used all round one side in cm
Teacher will focus
the world. Teacher and other has
on measuring
will tell about km, inches.
length.
metre, cm, mm and
their conversion.
Day 2 Teacher will Teacher will read She will ask Teacher will ask to
reinforce Day 1 key pg 80 and start students to read pg 80, mark
points. Ask: lesson by showing weigh different and learn difficult
a beam balance. It things using spellings. Collect
What can we is commonly used a beam and paste picture
measure with a in grocery shops, balance and of different
ruler? in one pan there is an electronic balance and
Can we measure a weight and in other balance. Ask label them.
wall with a ruler? we keep things which is more
to be measured, accurate.
Can we measure balance tells if that Teacher will
sugar with a ruler? are equal. tell that we
measure weight
What would we Shopkeepers in units. Light
need to measure it? use an electronic
things can be
balance too measured in
Teacher will tell
instead of beam grams and for
about measuring
balance. We use a heavy things
mass.
weighing scale to we use kg.
check our weight. 1000grams
A hook balance is makes 1 kg.
also used to weigh
heavy loads.

89
Day 3 Teacher will Teacher will Teacher will Teacher will ask
reinforce read paragraph ask students students to do Ex
importance of about Measuring to measure B given on pg 81.
measurements and capacity. She will different
tools used for it. tell that you have amount of
seen that liquids water in a
Teacher will tell such as water or beaker.
students about milk are measured
measuring commonly in cups Ask students to
capacity. or jugs but we have write answers
marked cylinders of the Q 1-7
and beakers too given in Ex A pg
that show accurate 81.
amount of liquid.
Small quantity is
measured in ml
(millilitres) and for
more we use litre
(L). 1000 ml=L
Day 4 Teacher will Teacher will explain Teacher will Teacher will ask
reinforce important that since old times tell that people students to do Ex
points of the lesson. people estimate now use C given on pg 82.
time using different watches and
She will tell about signs such as clock to find Teacher will ask to
measuring time. different parts of a accurate time in read the lesson.
day i,e. morning, hours, minutes
afternoon, evening and seconds.
and night. Such as Make them
they travelled for 2 learn:
days since morning
till evening etc. 1 hr =60 min
1min= 60 sec
Teacher will provide
and ask to do A whole day=
worksheet 9. 24 hours.
Teacher will
ask student to
read a clock
accurately.
Day 5 Reinforcement of Teacher will tell Ask students to Teacher will ask
the lesson will be that temperature write answers students to do Ex
(30min x2) carried out. is a measurement of the Q 8 and D given on pg 82.
of how hot or cold 9 given in EX A
She will tell something is. pg 81
about measuring
temperature and Teacher will show
thermometers. and discuss about
Celsius (C)and
Fahrenheit (F)
thermometers.

90
 Worksheet 9

1. Write definition of the followings.

a) cubit _____________________________________________________________
b) metre _____________________________________________________________
c) mass _____________________________________________________________
d) capacity _____________________________________________________________
e) temperature _____________________________________________________________
2. Match the units from column A to their signs in column B.
Column A Column B
a) kilogram
s

b) centimetre
kg

c) litre
OC

d) second cm

e) celsius L

3. Explain the followings:

a) handspan ________________________________________________________________
b) standard unit _____________________________________________________________
c) beam balance _____________________________________________________________
d) measuring cylinder __________________________________________________________
4. Write common use of each of the followings.
a) thermometer __________________ __________________
b) electronic balance __________________ __________________
c) clock __________________ __________________
d) metre rod __________________ __________________
e) footspan __________________ __________________

91
5. Give a reason for the following.
a) Why were standard units introduced?
_____________________________________________________________________________
_____________________________________________________________________________
b) Why is an electronic balance better than a beam balance?
_____________________________________________________________________________
_____________________________________________________________________________
c) Why does the measurement of temperature, Fahrenheit name so?
_____________________________________________________________________________
_____________________________________________________________________________
d) Why is measurement of a liquid need a container?
_____________________________________________________________________________
_____________________________________________________________________________

Answers
Q1 Students will do by their own understanding.
Q2 a) kg b) cm c) L d) s e) OC
Q3, Q4, Q5 Students will do by their own understanding

92
 Unit 17 Answer Key
Ex A: 1- pg 79 2- pg 80 3- pg 79 4- pg 80 5- pg 80 6-pg 80 7-pg 80
8-pg 80 9-pg 81
Ex B: 1-handspan 2- millimetre, centimetre, metre 3- light or heavy
4-capacity 5- Celsius and Fahrenheit
Ex C: 1-c 2-d 3-c 4-d 5-d
Ex D: Students will do by their own. ( second, litre, Celsius, metre, gram, mass)

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

93
Unit 18 Our Occupations

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about different occupations of people
• To aware student about farming and its types
• To learn about working in forests, mining
• To know about working in factories, selling and other services.
Teaching Aids:
Textbook, different pictures of farming and agriculture, pictures of coal and salt
mines, pictures of an industry and factory, a chart showing different services and
notebooks

94
 Reading / Written work/
Days Discussion Home Task
explanation class activity
Day 1 Teacher will Teacher will read pg 83 Teacher will ask Teacher
introduce the and give explanation students to name will ask to
lesson. Ask some that we need to work some of the read pg 83,
brainstorming to earn money and occupations and mark and
questions: help others in different services they often learn difficult
ways. We need need. Explain spellings.
Have you visited a services to cater needs that the farming
farm? of a society. A specific and agriculture is Collect
work is called an basically work to and paste
Did you see pictures of
farmers working on occupation. provide food stuff
and they earn different
fields and farms? Many people in types of
money too. Farming
Why do people Pakistan belong is not only growing farms and
give their services? to farming and crops. Rearing the product
agriculture. It includes animals is called we get from
She will introduce farmers, the people them.
cattle farming.
some occupations. who transport the stuff
Poultry and fish
to the market and farming is also
Teacher will focus
the sellers. They work common.
on farming and
jointly and we get our
agriculture.
food. There are many
types of farming.
Day 2 Teacher will Teacher will start the She will ask students Teacher will
reinforce Day 1 key lesson by showing to tell the names ask to do Ex
points. Ask: different pictures of some of the crops F given on
farms. grown in Pakistan. pg 87.
What is meant by
occupation? Most of the farms are Teacher will show
near villages, people pictures and tell
What do most of working in farms live about cattle farming.
the people do in and work nearby. They It is to get meat and
Pakistan? grow many things and milk from cattle such
What are the types know suitable time as cows, buffalos,
of farming? to grow and when to goats and sheep.
harvest a specific crop.
Teacher will tell They know type of soil, In poultry farms
about working in fertilizers and amount birds such as hens,
farms. to water needed for a ducks and geese
crop. They are skilled are reared to get
workers, They work eggs and meat.
hard to grow crops In fish farms, fish are
and take care of it. reared in big tanks.
The extra amount of
crops is sent to other
countries.
There are other types
of farms too.

95
Day 3 Teacher will Teacher will read Teacher will show Teacher will
reinforce importance paragraph about pictures of coal and ask students
points of previous working in forests given salt mining and read to do Ex B
class. on pg 84 and tell the paragraph about given on pg
students that people mining given on pg 86.
Ask: work in forests to get 84 and explain it. We
What are the types wood and make furniture get many useful things
of farming? and other things from it. from mining. Many
people in Pakistan
What is cattle Wood is also used as are in mining to get
farming? fuel, building material minerals, metals and
and for making paper. petroleum. These
Teacher will tell The wood is cut and things are refines
students about transported to factories. in factories and we
working in forests Beside this dry fruits, get many valuable
and mines. gum, rubber are also products.
get from the trees in
forests. Teacher will show Teacher will list them
pictures of pine and on the board.
riverine forests.
Ask students to do
Teacher will show Q1-4 given in EX A pg
pictures how logs of 86.
wood is transported to
the factories.
Day 4 Teacher will Teacher will explain Teacher will show Teacher will
reinforce important that all the raw material pictures of people ask students
points of the lesson. we get from earth is working in factories. to do Ex C
processed to make many She will tell the things given on pg
Name a few things valuable goods such as you are using such 86.
that are made in we make furniture and as pencil, eraser,
factories. paper from wood. This is ruler, desk, chair and Teacher will
happened in factories. toys all are made in ask to read
What is mining? the lesson.
All the tools, utensils, different factories.
What mines are we machines, things made People do different
have in Pakistan? of plastic, glass, packing work in factories.
materials etc are made
Teacher will start a in different factories. The Teacher will discuss
new topic Making crops are refines and steps of making of
goods in factories. other food are packed in clothes in a factory.
She will tell about factories. Many people
working at factories. work in factories.
Day 5 Reinforcement of Teacher will tell people Ask students to write Teacher will
the lesson will be work in shops and answers of the Q5 and ask students
(30min x2) carried out. markets. Many work to 6 given in EX A and Ex to do Ex D
transport goods. Many E on pg 86. given on pg
She will tell about give their services such 86.
selling goods and as doctors, soldier,
services. teachers, pilot, tailor,
sweeper, guards,
bankers etc.
Teacher will show chart
of different services and
explain them.

96
 Unit 18 Answer Key
Ex A: 1- Pg 83 2- pg 83 3- pg 84 4- pg 84 5- pg 85
6- Students will do on their own.
Ex B: 1-machines 2- oil 3- mines 4-milk and milk products
Ex C: 1-a 2- b 3-c 4-a 5-c
Ex D: 1- occupation 2-mining 3-cobbler 4-factory 5-forest
Ex E: Students will do on their own.
a- decision maker b- hard worker c- patience d- brave e-thinker
f- organizer
Ex F: Students will do on their own.

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
97
Unit 19 Our Body

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about our body, its organs and their cells
• To learn about our body’s skeletal and muscular systems
• To know about circulatory and respiratory systems
• To learn about digestive and excretory systems.
Teaching Aids:
Textbook, different pictures of body organs, a brick, a charts showing different
systems of human body and worksheet 10

98
 Written work/ Home
Days Discussion Reading / explanation
class activity Task
Day 1 Teacher will introduce Teacher will read pg 88 There are millions Teacher
the lesson. Ask and give explanation that and millions of cells will ask to
some brainstorming we need to work, our body in our body and are read pg
questions. helps us to do many things of many types, sizes 88, mark
for us all the time. We sit and and shapes. Cells of and learn
What organs do you think while writing or playing one kind and function difficult
have in your body? video games. Our internal grouped together and spellings.
Do these organs help organs keep doing their make tissues. Different
work whether we instruct tissues join to make Collect
you in your daily and paste
works? them to do so or not such as an organ. Each organ
our brain and heart. These works under a system pictures of
What are sense are our organs inside our of our body. Teacher different
organs? body. Organs work together will write names of types of
under a system to help us some organ systems organs
She will introduce the active and alive. on the board and help of human
lesson. students to learn their body and
Teacher will introduce ‘cell’, spellings. label them.
Teacher will focus ‘tissue’, ‘organ’ and ‘system’
on basic structures of a living body. Teacher
i,e, cells, tissue, and will show a brick and ask
organs of the human students can it be a part of a Ask students to do Ex
body. wall or a roof? A Q 1 and 2 given on
pg 94.
A building is made up of
walls and roofs. Similarly our
body is made of cells it is the
smallest unit of our body,
Day 2 Teacher will reinforce Teacher will start the lesson She will tell about Teacher
Day 1 key points. Ask: by showing skeletal system muscles that they are will ask to
on the chart. She will read connected to bones do Ex D
What is a cell? pg 89 and tell that the and help them to given on
What do call a group skeletal system is composed move, pull and push. pg 95.
of similar cells? of bones that give our body They altogether make
a shape and structure. There the muscular system.
What is an organ are 206 bones in skeletal Show the system on
system? system. Two bones meet and the chart. And tell
join together at joints. Which that we can move by
Teacher will tell about help bones to bend or twist the help of our bones
working of Skeletal and we too. and muscles but some
and muscular of our muscles are
systems. The skeleton protect our work by themselves
internal organs such as our by their own such as
skull protect our brain and our heart muscles,
ribs protect our lungs and they work to pump
heart. Our spine is a series blood continuously
of bone connected to each throughout our life.
other and help us to stand
straight and also holds our Ask students to do Ex
head up. A Q 3 and 4 given on
pg 94.
Ask students to feel hard
bone in their arm, is there
something soft around the
bone.
Tell them these are your
muscles.
99
 Day 3 Teacher will reinforce Teacher will read last Teacher will show Teacher
importance points of paragraph on pg 90 and picture of respiratory will ask
previous class. tell about circulatory system system given on pg students
it consists of heart, blood, [Link] the organs to do Ex B
Ask: blood vessels that are veins involve in respiration. given on
Name the system that and arteries. They all together to pg 94.
consists of bones? make us breathe in
Teacher will show pictures of oxygen and give out
What are the joints? circulatory system given on carbon dioxide gas.
pg 90. The network of blood
Why do muscles vessels carry blood, nutrients Teacher will explain
important to you? from food and oxygen, from passage of air from
heart to all parts of the body. nose to the lungs. The
Teacher will tell And then back to heart. blood gets mixes with
students about oxygen and become
circulatory and Teacher will point at the pure and fresh.
respiratory systems. heart and tell it is the most
important part. The heart Ask students to do Ex
works for whole life and act C given on pg 94.
like a pumping machine. If
it stops working a person
would die.
Day 4 Teacher will reinforce Teacher will explain that Teacher will show Teacher
important points of all the food we eat goes to pictures of excretory will ask
the lesson. digestive system starting system on pg 93 and students
from mouth, it is the system read the paragraph to do Ex E
Name the organs that make our food simpler, about the topic. given on
system of circulation digested and absorbed in pg 95.
of blood. the blood. Excretory system
works for the removal Teacher
What is respiration? Teacher will show picture of of waste from our will ask to
What gases we take digestive system given on body in the form of read the
in and out during pg 92 and point the main urine that main organ lesson.
breathing? organs of digestive system for that is our kidneys.
and tell these are connected We all have a pair
to each other. Teacher will of kidneys that work
read the topic given on pgs continuously to keep
Teacher will start 91 and 92. us safe from wastes.
a new topics The
digestive system and Teacher will provide
excretory system. and ask do to
worksheet. 10.

Day 5 Reinforcement of the Teacher will tell that our Teacher will tell about Ask
lesson will be carried brain is the main organ that reproductive system. students
(30min out. controls all the body through This system is to to write
x2) spine and nerves that are produce young ones answers of
She will tell about the all over our body. Our so the next generation the Q5 and
nervous system and body systems, actions and replace the old one 6 given in
reproductive system. responses all are controlled and the life on the EX A on pg
by our brain. earth would carry on. 94.

100
 Worksheet 10

1. Identify, draw and label these organs.

A sense organ Main organ for digestion An organ for pumping blood

An organ that controls

An organ for breathing An organ for excretion
whole systems of a body

2. Put a tick ( ) for right statement and cross ( ) for wrong.

a) Our nervous system helps us to respond to a situation. ( )
b) The spine is a series of bones to protect the heart and the lungs. ( )
c) Joints connect two bones and help our body to twist or bend. ( )
d) A group of organs work together to perform a particular task. ( )
e) Tissues of same size and type grouped together to make cells. ( )
f) The muscular system help to remove all the wastes from the body. ( )
3. Write one sentence about the followings.
a) A cell __________________________________________________________
b) An organ __________________________________________________________
c) A system __________________________________________________________
d) Blood vessels __________________________________________________________

101
4. Write one word for each of the followings.
a) It takes in air from throat to lungs. __________________
b) In this organ, nutrients mixes up in blood. __________________
c) It help to throw out waste as urine. __________________
d) It controls all the systems and actions of our body. __________________
e) This system is composed of nerves and spinal cord. __________________
f) This system is to produce young ones. __________________
g) This system is to transport oxygen and nutrients to all
parts of our body. __________________
5. Give reasons.
a) Why do we have joints between two bones?
____________________________________________________________________________
b) Why are there bones to cover all the vital organs such as skull and ribs?
____________________________________________________________________________
c) Why are some of the muscles move continuously on their own?
____________________________________________________________________________

Answers
Q1 Students will do by their own understanding.
Q2 True- a,c,d False- b,e,f
Q3 Students will do by their own understanding.
Q4 a) windpipe b) large intestine c) kidneys d) brain
e) nervous system f) reproductive system g) circulatory system
Q5 Students will do by their own understanding.

102
 Unit 19 Answer Key
Ex A: 1- Pg 88 2- pg 88 3- pg 89 4- pg 90 5- pg 91-92 6-pg 93
Ex B: 1-tissues 2- excretion 3- windpipe 4-joints 5- heart
Ex C: 1-c 2-a 3-b 4-d
Ex D: 1- muscular system 2-circulatory system 3-respiratory system
4-digestive system 5-excretory system 6-reproductive system
Ex E: a- ophthalmologist b- neurologist c- orthopedic d- cardiologist
e-dentist f- ENT specialist

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

103
Unit 20 Rocks and Soil

Time Duration: 35 minutes x 4 periods

Objectives:
• To learn about different types of rocks
• To know about soil and its types
• To learn importance of soil
• To know how soil is formed from rocks.
Teaching Aids:
Textbook, different types of rocks, a picture showing mining of rocks, different
types of soil, a beaker and notebooks

104
 Reading / Written work/ Home
Days Discussion
explanation class activity Task
Day 1 Teacher will Teacher will read pg 96 Teacher will tell that we use things Teacher
introduce the and tell students that from rocks for making buildings, will ask to
lesson. daily we see rocks and pottery and decorative things etc, read pg
stones on the surface Some rocks are get by deep mining 96, mark
Ask some of the earth. Many under the ground. and learn
brainstorming rocks and stones are difficult
questions. of different shape and When layers of the Earth bears spellings.
colours, their colour is pressure for many years it become
Have you seen hard and strong it is not easy to
rocks? due to the mineral they
contain. break them so heavy machines are
Do you think used for mining.
these rocks can Teacher will show the Teacher will show granite and
be important diagram of the Earth
given on pg 96 and marble pieces and ask students to
for us? check hardness. These rocks are
tell that the outer layer
Can you tell of the Earth is called not easy to break. Teacher will tell
name of any crust. It is made of that colour of the rocks are due to
rock? rocks. The inner most, different minerals present in them.
very deep down part When these rocks are broken down
Teacher will tell of the earth is in the
about rocks on form of hot molten we get stones and pebbles and soil.
earth. Rocks are found under the sea at the
liquid rocks which is crust of the Earth.
called core.
Day 2 Teacher will Teacher will read the Teacher will bring and show some Teacher
reinforce Day topic Types of Rocks on rocks in the class and discuss their will ask
1 key points. pg 96. And tell about pictures given on pg 96. students
Ask few quick the types of rocks: to collect
questions. Ask the students if they know more and
Rocks under water are about any rock and if they can name paste
Name any rock usually formed with any thing that is made of sandstone, pictures
you know. pebbles, gravel sand limestone, marble and granite. of some
and clay such as shale. hard
Why some Discuss what difference they find
rocks are so Rocks that are found between the rocks that are found rocks
hard? deep in mountains under the sea, deep inside the earth and write
and inside the Earth. and that are found on the surface of one use
What gives They have layer that the earth. of each
colours to got compact due to rock.
rocks? pressure and form a The rock that are found under the
sea are smooth and soft the clay
Teacher will tell new type of rock such rock is sticky and easy to break.
about types of as marble. Another
rocks. type of rock formed The rocks deep inside the earth
when liquid minerals are very hard to break they have
convert into solid. It compact layers that are formed due
is found on the upper to the pressure on them.
surface of the earth.
The rocks that are found on the
surface of the earth are hard or
some are soft too. Different minerals
are taken out of them by different
processes.
Most of the rocks on the surface of
the earth are came from the eruption
of lavas from volcanos.

105
 Day 3 Teacher will Teacher will read pg Teacher will show some rocks that Teacher
reinforce 97. The Birth Story are easy to break. will ask
important of Soil. And tell the students
points about students that some Formation of soil takes a very to Ex B
rocks. rocks are easy to long period of time. The rocks given on
break they form soil. weathered out due to winds, pg 100.
Ask few quick The soil is a mixture water and other factors. This
questions. consists of broken process of weathering is
rocks, decayed plant continuously going on in nature.
Why granite
is use to make and animals residues Teacher will show different types
base of a and minerals. of soil and discuss that there are
building? Soil is essential for three main types of soil.
Name any plants and thus The sandy soil are with big
building directly or indirectly soil particles and have space
made of important for all between them filled with air
marble. types of life on the so they are light in weight and
earth. cannot soak or hold much water
What give in them while clay is the soil with
colours to a fine particles, they can hold much
rock? water and become sticky. Loam is
Teacher will a combination of both sand and
tell about soil. clay, it contain humus, and they
are best for growing plants.

Day 4 Teacher will Teacher will read all Teacher will show the flow Ask
reinforce the points given in diagram given on pg 98, showing students
important last paragraph on pg different steps of formation of soil to do Ex
points of the 97 and discuss about from rocks. Teacher will discuss C given
lesson. And each of them. each of these steps. on pg
ask: 100.
Teacher will tell what Ask students to do Ex A given on
How soil is minerals are. pg 100.
formed?
Soil contains
Why loam minerals there can
is good for be one or more
plants? mineral in the soil.
Some minerals are
She will so expensive such as
discuss about diamonds.
uses of soil.
Day 5 Reinforcement Teacher will conduct Ask students to do Ex C given on Ask
of the lesson simple experiments pg 100. students
(30min will be carried to show different to do Ex
x2) out. types of soil settled Teacher will arrange a video D given
in a beaker and about rocks, soil and minerals. on pg
Teacher will another experiment 101.
arrange [Link]
to show soil contains
activities water.
given on
pg 99 in the
classroom.

106
 Unit 20 Answer Key
Ex A: 1- pg 96 2- pg 96, 97 3- pg 98 4- pg 97 5- pg 97 6-pg 97
Ex B: 1- minerals 2- outermost 3- weathering 4-water and minerals
5- clayey
Ex C: 1- a 2- a 3-c 4- b
Ex D: Down- 1. crust 4. minerals 6. soil
Across- 2. core 5. sandstone 3. loam 7. humus

Conclusion:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Reflection of the lesson (How well the lesson was. What went wrong.):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment of the students:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Teacher’s notes and reminders:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

107
Formative Assessment Units 11-20

Ex A:
1-c
2-d
3-a
4-a
5-a
Ex B:
1- Friction
2- 5th October
3- Petroleum
4- sticky
5- breeze
Ex C:
1- reproductive 2- heart 3-K2 4- farming 5- Sun
Ex D:
1- The winds blow very fast, its lightning, thunder during a storm.
2- The soil contains broken rocks particles, minerals, decade residues of
plants and animals.
3- In Pakistan, the Indus River and its five tributaries provide water in
abundance.
4- Squirrels and rabbits have long, flat front teeth that help them to
gnaw the food.
5- Pg 67.
Ex E:
1- Pg 64
2- Pg 79
3- Pg 90
4- Pg 61, 62
5- Pg 98
Ex F: Teacher will assess the students.

108
109