Handouts Science

Trainee Handouts
FY 2023-24
Online Subject Based Training

Primary General Science
Punjab Education Foundation

PRIMARY GENERAL SCIENCE
Preface
Punjab Education Foundation was established under the Punjab Education Foundation Act
of 1991 as an autonomous statutory body to encourage and promote education on
noncommercial/ nonprofit basis. Since then, it has come a long way to arrange free quality
education for the deserving children at their doorsteps.
The Punjab Education Foundation has been restructured under the Punjab Education
Foundation Act-XII of 2004 for the promotion of education, especially encouraging and
supporting the efforts of the private sector in providing education to the poor, through
Public Private Partnership(PPP).
Continuous Professional Development Program (QAID-CPDP) was established in 2005 to
contribute towards the aim of PEF to promote quality education by providing technical
assistance in the form of trainings to the teachers and head teachers of PEF partner schools.
In March 2021 (CPDP) was merged into a section of Quality Assurance and Improvement
Department (QAID).QAID has played a major role in the successful teacher development in
different PEF programs. QAID provides technical & professional assistance to FAS, EVS, and
NSP.
QAID has started Teacher Development Program (TDP) which aims at not only improving the
pedagogical skills of PEF partner school teachers all over Punjab but also incentivize them
and lend them a hand so that they may continue to work with enthusiasm and dedication.
The special focus of this program is to support the QAT failure schools.
Third Party Validation (TPV) and PEF growth strategy reports inform that partner schools are
of the opinion that QAID opportunities have not only helped in polishing the skills of their
teaching staff but also improved the QAT results of the partner schools. In the new training
model, QAT failure schools are focused. Training and specially mentoring is planned for
improving QAT results of these schools. This manual has been developed by the QAIDteam.
Effective practices and theories have been picked up from research, teacher guidebooks and
websites.
The topics will be imparted through group work, pair work, demonstration, role play and
many other interactive strategies which will not only make it easier for participants to grasp
the topics but also make the participants realize the significance and utility of the usage of
student-centered activities. This manual is developed as a part of the attempt to shift
teacher trainingprograms towards more experiential, participatory approaches for the
transformation of PEF schools; places where children are valued and nurtured.
The sections labeled Handouts are included in the handbook for trainees. The Handouts/
activity sheets are cross-referenced to each session guide. The training manual consists of
the instructions for trainer under trainer activity. Each session to be conducted for trainees
is timed with a suggested methodology under participants‟ activity. Practical use of
indigenous learning material and examples are recommended.
Director QAID
2023
Quality Assurance and Improvement Department (QAID) Punjab Education Foundation (PEF)
2|Page
COPYRIGHT © 2023 PUNJAB EDUCATION FOUNDATION
ALL RIGHTS RESERVED
This content is the intellectual legal property of PEF and PEF has all rights reserved. No part
of this manual may be reproduced, stored in a retrieval system or transmitted in any former
by means mechanical, electronic, photocopying, recording or otherwise by any other
organization or individual, otherwise legal action may be taken against them.
3|Page
4|Page
5|Page
Table of Contents
DAY – 1(SESSION-1)
Handout 1-A
Handout 1-B
Handout 1-C
Handout 1-D
Handout 1-E
Handout 1-F
Handout 1-G
Handout 1-H
Handout 1-I
Handout 1-J
Handout 1-K
Handout 1-L
DAY – 1 (SESSION-2)
Handout 1-M
Handout 1-N
Handout 1-O
Handout 1-P
Handout 1-Q
Handout 1-R
Handout 1-S
Handout 1-T
Handout 1-U
Handout 1-V
Handout 1-W
Handout 1-X
Handout 1-Y
Handout 1-Z
Handout 1-AA
Handout 1-AB
Handout 2-A
6|Page
Handout 2-B
Handout 2-C
Handout 2-D
Handout 2-E
Handout 2-F
Handout 2-G
Handout 2-H
Handout 2-I
Handout 2-J
Handout 2-K
Handout 2-L
Handout 2-M
Handout 2-N
Handout 2-O
Handout 2-P
Handout 2-Q
Handout 2-R
Handout 2-S
Handout 2-T
Handout 2-U
Handout 2-V
7|Page
Handout 1-A
K-W-L Sheet
K W L
8|Page
‫‪PRIMARY GENERAL SCIENCE‬‬
‫‪Handout 1-B‬‬
‫ادتبایئامجتعےکاسسنئےکااتسدےکےیلدنچاجتو زی‬
‫ادتبایئامجتعےکابلطءوکاسسنئڑپاھان ڑبیامجوتعںےکابلطءوکڑپاھےنےستہبفلتخمےہ‪،‬ویکہکنوہاےنپاردگزدوہےنواےلز‬
‫اسسنئےسقلعتموااعقتوکاسسنئےکوصتراتےسزوجڑےنےساقرصوہےتںیہ۔ز‬
‫اکیااھچاسسنئرچیٹڑپاھےتوتقدرجذلیزیچوںوکاینپاونیلرتحیجرپراتھکےہ۔ز‬
‫ادتبایئامجتعےکاسسنئ رچیٹوکااسیوہاناچےیہہکاگےچبوکیئقبسایقبساکوکیئہصحہنڑپانھاچںیہوتوہانوکایکندنسپےکاطمقبز‬
‫ڑپاھںیکس۔ز‬
‫‪1‬۔اسسنئزےکااسذتہوکاینپدترسیںیمرفتیحیرسگویمں‪،‬ولیھکںاوراہکینانسےنےکرطےقیاکاامعتسلرکاناچےیہ۔ز‬
‫‪2‬۔اسسنئےکااسذتہوکاےنپابلطءیکزابنرپاکمرکاناچےیہویکہکنانےکاپساکیفذریخہاافلظںیہنوہات۔‬
‫‪3‬۔ااسذتہوکاےنپاسسنئےکقبسوکمکالتگواےلومادےسیجہکالپکٹسیکاخیلوبںیلت‪،‬جیب‪،‬رپاےنولھکےن‪،‬داھےگ‪،‬ےتپاورز‬
‫ویہپںاکاامعتسلرکےتوہےئایتررکاناچےیہ۔الکسرومںیماناکاامعتسلوچبںےکڑپاھیئےکوشقوکڑباھداتیےہ۔ز‬
‫‪4‬۔ااھچااتسدابلطءوکرچکیلدےنییکاجبےئہیاجےننںیمانیکدمدرکاتےہہکدقریتاظمرہےسیکاکمرکےتںیہ۔ےسیجوسرجیکروینش‪،‬ز‬
‫وتاانیئ‪،‬وتاانیئیکیلقتنم‪،‬وقتوریغہ۔ز‬
‫‪5‬۔ ادتبایئامجوتعںےکااسذتہوکاےنپابلطءوکاقمیماوروقیماسملئےسیجےھٹیماپینیکیمک‪،‬آولدیگوریغہےسیجاسملئوکایبنرکےتز‬
‫وہےئڑپاھاناچےیہ۔ز‬
‫‪6‬۔ ادتبایئامجوتعںےکااسذتہوکاسسنئوکدورسےاضمنیمےکاسھتمضرکانآاناچےیہ۔ز‬
‫‪7‬۔اسسنئےکاےھچااسذتہحیحص‪/‬طلغایرعتفیوریغہےسیجوساالتےکذرےعیاےنپوچبںوکٹسیٹرکےنیکاجبےئاونپ اڈنیڈیز‬
‫وساالترپینبماجزئےاامعتسلرکےتںیہوجاںیہناینپھجمساظرہرکےناکومعقرفامہرکےتںیہ۔ز‬
‫)‪Quality Assurance and Improvement Department (QAID‬‬ ‫)‪Punjab Education Foundation (PEF‬‬
‫‪9|Page‬‬
‫‪Handout: 1-C‬‬
‫امہرےمسجےکاعضاءاورانےکاک زم‬
‫آدیھراتاکوتقاھت‪،‬انسح اےنپرتسبرپوسراہاھتہکاسےناکیہکحضمزیخآوازینس۔ااسیگلراہاھتےسیجوکیئابترکراہوہ۔وہ‬
‫اےنپرتسبےسااھٹاورالٹئآنیکنکیلواہںوکیئںیہناھت۔انھجلںیم‪،‬اسےنالٹئدنبرکدیاورواسپرتسبرپالچایگ۔ز‬
‫ٹ‬
‫ینس۔اسابر‪،‬وہاخومش یلراہاوروغرےساتنسراہ۔"زںیمرتہبنیوہں‪"،‬اسےناہکرھپاکیز‬
‫ھچکدریدعبانسحےندوابرہویہآواز ز‬
‫اورآوازےناہک‪"،‬ںیہن‪،‬ںیمرتہبنیوہں!"آوازںیاسےکرسےکابلکلاپسےسآریہںیھت۔"زولیہ!"انسحےنآوازدی‪،‬‬
‫"وکنابترکراہےہ؟"آپوکاگجےنےکےیلذعمرت‪"،‬آوازےناہک۔"زمہرصفاسابترپثحبرکرےہےھتہکمہںیمےسز‬
‫وکناسمسجاکرتہبنیہصحےہ"۔ز‬
‫انسحےنانھجلںیموپاھچ۔"اہںز"آوازےناہک۔"ںیماہمترااکنوہںاورےھجماتگلےہہکںیمرتہبنیوہں!"آپیکآںیھکنقفتمز‬
‫ںیہنںیہ‪.‬وہیتھجمسںیہہکوہرتہبنیںیہ۔وہاتکسےہہکآپہلصیفرکںیکسہکمسجاکوکناسہصحبسےسرتہبےہ۔"انسحوکہیز‬
‫بیجعاگلہکاسےکمسجےکاعضاءاسےسابترکرےہںیہنکیلاسےنانیکدمدرکےناکہلصیفایک۔"کیھٹےہ!"اسےناہک‪،‬‬
‫""مسجےکرہےصحوکےھجماتبانوہاگہکااسیویکںےہ۔اوروکنرتہبنیےہاوررھپںیمیہاساکہلصیفیھبرکوںاگ۔‬
‫زربدتس!”زاکنےناہک‪،‬یلہپابریریمیوہیگ"۔ںیمآپاکاکنوہں!زمہدوںیہ۔مہبسےسرتہبںیہویکہکنمہآپوکےننسںیمز‬
‫دمدرکےتںیہ۔آپومیقیسنسےتکسںیہ‪،‬آپولوگںوکآپےسابترکےتوہےئنسےتکسںیہ۔ولزگآپوکہیےتہکوہےئنسز‬
‫"ےتکسںیہہکوہآپےستبحمرکےتںیہ"۔وکیئیھباسوہجےسمہےساورپںیہناجاتکس۔‬
‫مہاکونںےسزایدہامہںیہ"انسحیکآوھکنںےناہک۔"زمہآپوکدےنھکیںیمدمدرکےتںیہ۔"زآپیلیٹوژیندھکیےتکسںیہ‪،‬آپز‬
‫وخوصبرتآرٹورکدھکیےتکسںیہ۔آپاےنپآساپسےکولوگںاوراقمامتوکدھکیےتکسںیہ۔امہرےریغب‪،‬ہیدانھکیلکشموہاگز‬
‫ہکآپاہکںاجرےہںیہ۔"آپیھبڑپانھدنسپرکےتںیہ"۔‬
‫بس ٹ‬
‫ریمےابرےںیمتموھبانل‪"،‬انکسھگآای۔ںیمآپوکوسےنھگنںیمدمدرکاتوہں۔ریمیوہجےسآپزمدیار کٹسوکزوسھگنز‬
‫ےتکسںیہ۔متوممساہبرںیموخوصبرتوھپلوسھگنےتکسوہ۔"نکیلانک‪،‬رہرطحیکوبایھچںیہنوہیت‪"،‬انسحےکہنمےناہک۔ز‬
‫"ذہلا‪،‬آپرتہبنیانکںیہننبےتکس‪،‬ںیمرتہبنیوہں!ںیمآپاکہنموہں"ںیمآپوکتہباسریزیچںیاھکےنںیمدمدرکاتز‬
‫‪10 | P a g e‬‬
‫وہں‪،‬۔ںیمآپوکابترکےنںیمدمدرکاتوہں۔ںیمبسےسامہوہں۔"رھپاہھترتحامےسوبےل۔"امہرےریغب‪،‬آپاانپز‬
‫اھکانااھٹںیہنےتکس۔آپدنیگںیہنکنیھپےتکس‪،‬آپاکیاتکبکتںیہنااھٹےتکس‪،‬مہبسےسامہںیہ‪"،‬اہوھتںےناہک۔"مہانتجز‬
‫مہآپوکےنلچ‪،‬دوڑےن‪،‬الھچگناگلےناوراہجںآپوکاجےنیکرضورتوہیتےہواہںز‬
‫امہںیہن‪"،‬ریمےریپوںےناکپرا۔" ز‬
‫ےنچنہپںیمدمدرکےتںیہ۔مہتہبامہںیہ۔ز‬
‫روک!انسحےنخیچرکاہک۔"ااسیوکیئرطہقیںیہنےہہکںیمہنکمموطررپہلصیفرکوکسںہکمسجاکوکناسہصحرتہبنیےہ۔آپبسز‬
‫ریمےےیلتہبامہزںیہ۔ےھجمےننسےکےیلاکن‪،‬دےنھکیےکےیلآںیھکن‪،‬وسےنھگنےکےیلانک‪،‬وبےنلاوراھکےنےکےیلہنم‪،‬‬
‫زیچںیااھٹےنےکےیلاہھتاوراہجںاجانےہواہںاجےنےکےیلریمےاپؤںاچےیہ"۔‬
‫ًانیقیمہںیمےسرہاکیدورسےانتجامہےہ‪‘‘،‬ہنموبال۔انسحےناہک‪"،‬یجابلکلآپبساکییہمیٹںیہ۔آپںیمےسرہز‬
‫اکیوکےھجمریمے اکمرکےنںیمدمدرکانےہ۔ابوتقآایگےہہکآپثحبرکانوھچڑدںیاوراکمرکانرشوعرکںیاورلمرکز‬
‫اکمرشوعرکںی۔"زدنچوحملںےکدعب‪،‬انسحےکمسجےکاعضاءےن اانپ اانپڑبڑبااندنبرکدای۔"وہکیھٹہہکراہےہ"زاکنےناہک۔"ز‬
‫مہاکیمیٹںیہاورمہںیموکیئربمن‪ 1‬ںیہناوروکیئآرخیںیہنآےیئمہلمرکاےسرتہبنیڑلاکانبےنےکےیلاکمرکںی۔بسز‬
‫اعضاءےناسیکاہںںیماہںالمیئ۔‬
‫اہکینےسقلعتموساالتز‪ :‬ز۔‬
‫وسالربمن‪:1‬انسحےنرتسبےساھٹرکزالہپاکمایکایک؟ز‬
‫وسالربمن‪:2‬انسحےکاعضاءںیمبسےسےلہپسکےناسےسابتیک؟‬
‫وسالربمنز‪ :3‬اعضاءاکآسپںیمایکڑگھجااھت ز؟‬
‫وسالربمن‪:4‬انسحےنہلصیفرکےنےکےیلایکرشطریھک ز؟‬
‫وسالربمن‪:5‬انسحےننکاافلظںیماےنپبساعضاءیکاتیمہایبنیک ز؟‬
‫‪11 | P a g e‬‬
‫‪Handout: 1-D‬‬
‫انہشزیکڑگ زای‬
‫ںیہ‬
‫انہشزیکڑگاییکآںیھکنںیہن ز‬
‫یگ ‪,‬ڑگایےسیکدےھکییگ‬
‫ڑگایےسیکدےھکی ز‬
‫اولیکآںیھکناگلرک‪ ،‬اولیکآںیھکناگلرک‬
‫اےسیدےھکییگ اےسیدےھکییگڑگای‪،‬‬
‫ےہ‬
‫انہشزیکڑگاییکانکںیہن ز‬
‫ڑگایےسیکوسےھگنیگ‪،‬ڑگایےسیکوسےھگنیگ‬
‫اہیھتاکانکاگلرکز‬
‫یگ‬
‫اےسیوسےھگنیگ‪ ،‬ڑگای اےسیوسےھگن ز‬
‫ںیہ‬
‫انہشزیکڑگایےکاکنںیہن ز‬
‫یگ‬
‫ڑگایےسیکےنسیگ‪،‬ڑگایےسیکےنس ز‬
‫رخوگشےکاکناگلرکز‬
‫یگ‬
‫اےسیےنسیگ‪،‬ڑگایاےسیےنس ز‬
‫ےہ‬
‫انہشزیکڑگاییکزابنںیہن ز‬
‫یگ‬
‫ڑگایےسیکےھکچیگ‪ ،‬ڑگایےسیکےھکچ ز‬
‫یلبیکزابناگلرکز‬
‫یگ‬
‫اےسیےھکچیگ‪،‬ڑگایاےسیےھکچ ز‬
‫ںیہ‬
‫انہشزیکڑگایےکاہھتںیہن ز‬
‫ڑگایےسیکوھچےئیگ‪،‬ڑگایےسیکوھچےئیگ‬
‫دنبرےکاہھتاگلرکز‬
‫یگ‬
‫اےسیوھچےئیگ‪ ،‬ڑگایاےسیوھچےئ ز‬
‫‪12 | P a g e‬‬
Handout: 1-E
Game: Performing Actions Using Different Parts of the Body:

Ask all the students to make a circle. Hand over oneslip randomly selected to each
participant from the bowl. Every participant will perform according to the command on
the slip.
List of Suggested commands:
Clap 3 times Touch any blue object in the room Blow a whistle
Jump on one leg Deep inhale Long exhale
Walk zigzag Make a sitting posture in the air Wink both of your eyes
Laugh loudly Shake hands with your classmate Sing a poem
Rub your hands Walk zig zag Hop with one leg
Handout:1-F
‫اسدسنئاناورتہبھچکز‬،‫راییضدان‬،‫نیفنصم‬،‫وکسلیکادتبایئامجںیتعاڈیورچنےسرھبے وہےئاسلوہےتںیہ۔ابلطءوخدوکاقرنیئ‬
‫انھجمسرشوعرکدےتیںیہاسےیلاسامجتعےکےیلزورکٹیشانبےتوتقمہایکنرمعاور ایکنذینہحطساکایخلرےتھکںیہ۔اس ےلسلسںیمز‬
‫ےچیندییئگورکٹیشےسدمدیلاجیتکسےہ۔ز‬
‫مہاےنپاعضاءےسوکنےساکمےلےتکسںیہ ز؟‬
3‫اکمز‬ 2‫اکمز‬ 1‫اکمز‬ ‫اعضا زء‬
‫ن‬
‫زاب ز‬
‫ھت‬
‫اہ ز‬
‫اپؤں‬
‫آںیھکن‬
‫ہنم‬
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‫‪Handout: 1-G‬‬
‫ےننساکاقمم ز‪:‬‬
‫ڈوبںںیمڈاےنلےکےیلوماد‪:‬ز‬
‫‪1‬۔رجبیےکدنچڑکٹے ‪2‬۔ رپیپپلکز‪3‬۔وھتڑااساپین‪ 4‬۔اٹایفں ز‪5‬ز۔رتیز‬

‫اپچنریغافشفڈےبںیل‪-‬رہاکیڈےبںیماورپدییئگ اکیاکیزیچدنبرکدںی‬
‫اباےنپدووتسںوکںیہکہکڈےبوکالہرکآوازںینساوراچہپںینہکایکزیچےہ۔اورورکٹیشلمکمرکںی۔ز‬
‫ٹیش‬
‫ورک ز‬
‫دوتساکانم‪:‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ز‬
‫ڈ زب‬ ‫ےہ‬
‫آوازیسیک ز‬ ‫ےہ‬
‫سکززیچیکآواز ز‬ ‫آپےنےسیکاج زان‬
‫‪14 | P a g e‬‬
‫ٹیش‬
‫ورک ز‬
‫دےنھکیاکاقمم ز‪:‬‬
‫دواکملںیموصتریوںوکدرجذلیادنازےسانبںیئ۔اےنپدوتسوکںیہکہکوہالتشرکےہکہیےسیکز اکیدورسے فلتخمز‬

‫اوراکییسیجںیہ۔ز‬
‫وسےنھگنیکسحاکاقمم ز‪:‬‬
‫‪1‬۔ااچر ‪2‬۔ اماٹلایومیلں ز‪3‬۔رسہک ‪4‬۔اٹایفں ‪5‬ز۔روحازفاء‬
‫اپچنریغافشفڈےبںیل‪-‬رہاکیڈےبںیماورپدییئگ اکیاکیزیچدنبرکدںیز‬
‫اباےنپدووتسںوکںیہکہکڈےبوکوسھگنرکاچہپںینہکایکزیچےہ۔اورورکٹیشلمکمرکںی۔ز‬
‫ٹیش‬
‫ورک ز‬
‫دوتساکانم‪:‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ ز۔‬
‫ربمن‬
‫ڈب ز‬ ‫ےہ‬
‫وخوبشیسیک ز‬ ‫سکزیچیکوخوبشےہ‬ ‫آپےنےسیکاج زان‬
‫‪15 | P a g e‬‬
‫وھچےناکاقمم ز‪:‬‬
‫اسوسحمسرکےنیکرسگیمےکےیلآپوک‪5‬رباؤناکذغریغافشفزگیباورفلتخممسقےکومادیکرضورتوہیگ۔انز‬
‫ومادںیمڈنیسرپیپ‪،‬رمشیایلمخمڑپکےےکڑکٹے‪،‬زرپدنےےکرپ‪،‬رویئ‪،‬امڈگنلوایلیٹموریغہاشلمںیہ۔ز‬
‫اکیگیبںیماکیومادرںیھک‪.‬رہگیبرپربمناگلںیئ‪-‬‬
‫ٹیش‬
‫ورک ز‬
‫دوتساکانمز ز‪------------------------- -:‬‬
‫گیب‬
‫ز‬ ‫ےہ‬
‫وھچےنںیمیسیک ز‬ ‫ایکزیچےہ‬ ‫آپےنےسیکاج زان‬
‫ےنھکچاکاقمم‪:‬‬
‫آپوک‪5‬زفلتخم‪،‬ےنھکچےکومنونںیکرضورتوہیگ۔رہاطبلملعےکےیلرہومنےنوکےنھکچےکےیلدقمارانمبسز‬
‫‪16 | P a g e‬‬
‫رںیھک۔اسرسگیموکرکےنےسےلہپآپاےنپدوتسوکںیہکےگہکوہاینپآںیھکندنبرکےاورھکچرکاتبےئہکوہایکز‬
‫زیچےہ۔‬
‫ٹیش‬
‫ورک ز‬
‫دوتساکانمز ز‪------------------------------------ -:‬‬
‫ب‬
‫اھکیئاجےنوایلزیچاکڈ ز‬ ‫ےہ‬
‫ذاہقئںیمیسیک ز‬ ‫ایکزیچےہ‬ ‫آپےنےسیکاج زان‬
‫ااتسدےکےیلونٹ‪:‬‬
‫اگآپہیرسگیموکسلںیمرکواںیئوتاسابتاکایخلرںیتھکہکیسکاطبلملعوکانومنونںےسارلیجںیہنےہ۔ایاسز‬
‫ےسھچکدنےلہپوچبںےکرھگااجزتیکسلٹسجیھبدںی۔اسےکالعوہ‪،‬ابلطءوکایددالانینیقیانبںیئہکزاںیہناعموطررپرہز‬
‫زیچوکانھکچںیہنزاچےئہاگوہںیہناجےتنہکوہایکےہ۔واضتحرکںیہکاسوتقہیزیچںیازنےکزےیلآپھکچرےہںیہز‬
‫ویکہکنآپینعی(ااتسد)ےنآپےکےیلہیزیچںیکیچرکیلںیہ۔ز‬
‫‪17 | P a g e‬‬
Handout 1-H
How to Care for Your Smiling Teeth
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________
_____________________________________________________________
18 | P a g e
Importance of Teeth For . . . . . ..
1
Good Health
2
Good Looks
3
Good Speech
4
Good Eating
5
Good Breath
19 | P a g e
What do your teeth do?

Write the functions of each type of teeth given below.
Teeth Type Pictures Functions
Incisors
Canine
Premolars
Molars
20 | P a g e
Handout 1-I
Vital organs of the Human Body
A person needs the vital organs to survive. A problem with any of these organs can quickly
become life-threatening. It is not possible to live without these organs.
Brain
The brain is the body’s control center. It forms the core of the central nervous system by
creating, sending, and processing nerve impulses, thoughts, emotions, physical sensations,
and more.The skull encloses the brain, protecting it from injury.
Neurologists are doctors who study the nervous system. Over time, they have identified
numerous parts of the brain.
The brain is made up of three main subparts: the cerebrum, the cerebellum, and the
brainstem.
Heart:
The heart is the most important organ of the circulatory system, which helps deliver blood
to the body. It works with the lungs to add oxygen to the blood and pumps this freshly
oxygenated blood through the blood vessels around the body.
The heart rate increases when the body needs more blood, such as during intense exercise.
The heart rate decreases during times of rest.
21 | P a g e
The heart has four chambers. The two upper chambers are called atria, and the two lower
chambers are called ventricles.
Lungs
The lungs work with the heart to oxygenate the blood. They do this by filtering the air a
person breathes, then removing excess carbon dioxide in exchange for oxygen.
Several parts of the lungs help the body take in air, filter it, and then oxygenate the blood.
These are:
• The left and right bronchi: The trachea splits into these tubes, which extend into the
lungs and have branches. These smaller bronchi split into even smaller tubes called
bronchioles.
• The alveoli: The alveoli are tiny air sacs at the end of the bronchioles. They work like
balloons, expanding when a person inhales and contracting when they exhale.
• The blood vessels: There are numerous blood vessels in the lungs for carrying blood
to and from the heart.
The diaphragm, which is a thick band of muscle directly under the lungs, helps the lungs
expand and contract when a person breathes.
Liver
22 | P a g e
The liver is the most important organ of the metabolic system. It helps convert nutrients
into usable substances, and detoxifies certain substances. The liver plays many roles in
digestion and filtering the blood, including:
• producing bile
• Helping the body filter out toxic substances.
• removing some bacteria from the blood
• making some immune factors
Kidneys
The kidneys are a pair of bean-shaped organs. They are located on either side of the back,
protected inside the lower part of the rib cage. They help filter blood and remove waste
from the body.
The kidneys also produce urine when they remove waste from the blood. Urine flows out of
the kidneys through the ureters, then down to the urinary bladder.
Stomach
The stomach is a J-shaped organ near the top of the abdomen. Food begins its journey to
the stomach soon after a person swallows. The food moves down from the throat into the
esophagus. The stomach is located at the end of the esophagus.
The muscles of the stomach help it break down and digest food. The stomach also helps
store chyme until it moves to the intestines. Chyme refers to food that has mixed with
stomach secretions.
23 | P a g e
‫‪1-J‬‬
‫ت‬
‫تحصشخباعدا ز‬
‫تحصشخباعدات‪ :‬وہاعداتںیہوجںیمہنیقیدالیتںیہہکمہاینپامسجین‪،‬ذینہ‪،‬ذجابیتاوررواحینتحصیکدھکیاھبلرکرےہز‬
‫ںیہوہںیمہبتکتافدئہدیتیرںیہیگبجکتمہاںیہناےنپرتہبنیقحںیماانپےتوہےئاجریرںیھکےگ۔ہکبجریغتحصز‬
‫شخباعدات ابرابرےیکاجےنوہاکمںیہزوجامہرےامسجین‪،‬ذینہاورذجابیتووجدےکےیلاسوتقکترطخہینبریتہںیہبجز‬
‫کتمہانرپلمعرکےترےتہںیہ۔ز‬
‫ذلیںیمھچکتحصدنماعداتںیہوجاطبلوملعںوکاورانےکدورسےاانپےنواولںوکتحصدنم‪،‬اعفلاوراکایمبزدنیگز‬
‫زگارےنںیمدمدرفامہرکیتکسںیہ۔ز‬
‫دئ‬
‫ہنکمموفا ز‬ ‫ت‬
‫اعد ز‬
‫وجےچباباقدعیگےسانمبسدنینےتیلںیہانیکوتہج‪،‬روےی‪،‬ےنھکیس‪،‬ایدداتشاورامسجینتحصںیمرتہبیآیتےہ ز۔‬ ‫انمبس‬
‫ز‬ ‫دنینیک‬
‫دقما زر‬
‫ے‬
‫ظ وچبںےکاکونںیکافصیئرضوریےہاوروچبںوکرتبیغدینی ی‬
‫اچیوہاواچنویمزکانںینسانیکےننسیکرخاباہمرتز‬ ‫امستعیکافح ز‬
‫اناکڑپانھانھکلاورےنھکیسیکالصتیحوکیھباتمرثرکیتےہاورہیانیکامسیجاہمروتںوکیھبتہباتمرثرکیتےہ۔ز‬
‫امہرےےچبیکزیتاصبرتانیکوخداامتعدیوکڑباھےنںیمیھبدمدرکیتکسےہ‪،‬سجےسوہدورسےوچبںکتچنہپ‬ ‫ظ‬
‫انیبیئیکافح ز‬
‫ےتکسںیہ۔آجلکرضورتےسزایدہومابلئوفناوریلیٹوژیندےنھکیےسآوھکنںیکانیبیئرخابوہیتکسےہ ز۔‬
‫زایدہدریکتزیتدوھپےسوچبںیکدلجوکانالتیفاپےنواےلاصقنانتوہےتکسںیہ۔دممھدوھپوچبںیکتحصاور‬
‫دلجےکےیلدحیبدیفمےہ ز۔‬ ‫دوھپےساچب زو‬
‫رہروزربشرکےنےسہنماوردعمےیکےبامشرامیبرویںےساچباجاتکسےہ۔وچبںوکاھکساناچےیہہکربشےسیکرکانز‬ ‫رہروزربشرک زان‬

‫ےہ۔‬
‫وچبںوکاچےیہہکےکلہاصنبےساباقدعیگےساہنںیئایاشوررکںی‪،‬اسےکدعباصفوتہیلےسکشخرکںی‪،‬ہیرجامیثز‬ ‫رہدناہن زان‬
‫وکسن‬
‫وکدوررکےناورامیبری‪،‬انشکیفناوردرگیاسملئےسےنچبںیمدمدرکےتںیہ۔حبصاہنانوحہلصازفاہکبجاشموکاہنان ز‬
‫شخبوہاتکسےہ ز۔‬
‫‪24 | P a g e‬‬
‫انہتشابلطءےکےیلاخصوطررپامہےہویکہکناناکدامغمسجیکفصنوتاانیئاامعتسلرکاتیلےہ۔اوکسلاکدنرشوع‬ ‫روزاہنانہتشرک زان‬

‫رکےنےسےلہپتحصدنمانہتشاکقلعتوتہجںیمرتہبی‪،‬ٹسیٹےکرتہباوکسر‪،‬واٹزنماوردعماینتیکزایدہدقمارےس‬
‫ےہ ز۔‬
‫روزاہناپینیکانمبسدقمارانیپوچبںںیمومڈ‪،‬ایدداتشوتہج‪،‬وجڑوںاورداوتنںوکتحصدنمراتھکےہہکبجوسڈاےنیپ‬ ‫اجبےئ‬
‫وسڈےیک ز‬
‫ےسنپچبےکوزنےکاسملئ‪،‬داوتنںیکرخایباوردنینےکاسملئدیپاوہےتںیہاسےکالعوہانںیمروےیےک‬ ‫اپینانیپ ز۔‬
‫اسملئاوردامیغتحصےکاسملئاکرطخہیھبڑبھاجاتےہ ز۔‬
‫روزاہنڑبےتھوچبںےکےیلورزشاکیتہبڑبیتمعنےسمکںیہنےہ۔اساعدتےسوہاسریزدنیگافدئہااھٹےت‬ ‫اباقدعیگےسز‬
‫رےتہںیہ۔‬ ‫ورزشرک زان‬
‫روزاہنڑپاھیئرکےنےسوچبںیکاتکباورملعدویتساقمئریتہےہ ز۔‬ ‫روزاہنڑپاھیئرک زان‬

‫یلمیفوکوتقدےنیےسےچب‪،‬وخداامتعدی‪،‬انتزاعتاکؤمرثلحالتشرکان‪،‬رطزلمعےسقلعتماسملئاکلح‪،‬اوریمیلعتز‬ ‫وتق‬
‫رھگواولںوک ز‬
‫وطررپایھچاکررکدیگےسیکالینےہہیےتھکیسںیہ ز۔‬ ‫د زنی‬
‫دووتسںےسوچبںوکزدنیگیکامہاہمرںیتےنھکیسںیمدمدیتلمےہ۔اسےکالعوہدورسےولوگںےکاسھتانلماورز‬ ‫دووتسںوکوتقز‬
‫انتزاعتاوراسملئوکلحرکانیھبےچبزایدہایھچرطحدووتسںےسیہےتھکیسںیہ۔دعبیکزدنیگںیمامسیجاورذجابیتز‬ ‫د زنی‬
‫الکشمتاکاسانمرکانےہہیےھبےچباےنپدووتسںےسیہےتھکیسںیہ۔ز‬
‫ےچبتبثمروہیرےنھکےسہنرصفرتہبوسحمسرکےتںیہہکلبانےکادنررکشزگاریوایلاعدتیھبیتپنپےہ ز۔‬ ‫نہ‬
‫تبثمر ز‬
‫‪25 | P a g e‬‬
‫‪Handout 1-K‬‬
‫ت‬
‫ریغتحصشخباعدا ز‬
‫رضورتےسزایدہوشگاکاامعتسلز‪:‬‬
‫تہبزایدہینیچوایلاھکےنیکاایشءاکاامعتسلےسیجہکرشموابتاورارنیجڈرسکنوھچیٹرمعےکوچبںیکتحصےکےیلتہباصقنندہںیہ ز۔‬
‫انہتشوھچڑان ز‪:‬‬
‫انہتشوھچڑےنواےلابلطءزایدہڑچڑچےوہےتںیہاورہبلطوتقرپاکممتخرکےن‪،‬زیچوںرپوتہجدےنیاوروٹسیٹںںیمایھچاکررکدیگداھکےنز‬
‫ےکزایدہاقلبںیہنوہےت ز۔‬
‫تہبزایدہارکسنیاٹمئ ز‪:‬‬
‫ہت‬
‫تتخمکتز‬
‫پزایدہومابلئوفںےکاامعتسلےکےجیتنںیمےچبومےٹوہاجےتںیہاوروچیھتامجتعےکا ز‬ ‫مکرمعیںیمتہبزایدہیٹویدےنھکی‬
‫انیکلیھکےنلیھکیکالصتیحتہبمکوہاجیتےہ ز۔‬
‫رھگزےسابرہابلکلہنانلیھک ز‪:‬‬
‫ز‬
‫نجوچبںوکرہروزےنلیھکےکےیلابرہںیہنےلاجایاجاتےہ‪،‬انوکوشنوامن‪،‬انیبیئ‪،‬واٹنمڈییکحطساوردامیغتحصےسقلعتماسملئاکاسانمرکانز‬
‫ڑپاتکسےہ ز۔‬
‫اکییہرطحیکدحمودوخراکاھکان ز‪:‬‬
‫فلتخممسقےکاھکےنےکاسھتوتمازنذغااھکےنےسوچبںیکاھکےنںیمدیپسچلایھچرطحربرقارریتہےہ۔ذہلا‪،‬اںیہناھکےنںیمفلتخمز‬
‫مسقیکشکشیپیکاجیناچےئہ ز۔‬
‫دورسیربیاعدوتںںیم ز‪:‬‬
‫ہنمںیماھکانےلرکابترکانز‬
‫انکںیمایلگنڈالرکاورپااھٹانز‬
‫زیچوںوکریھکبےرانھک۔ز‬
‫ولوگںںیمڈاکران‬
‫اھکےتسنوتقہنمہنڈاھانپن ز۔‬
‫رفشرپدنگےڑپکےوھچڑ زان‬
‫ڑپکوںرپاہھتاصفرک زان‪.‬‬
‫وریغہاشلمںیہ۔ ریغرضوریاتریخرکان‬
‫‪26 | P a g e‬‬
‫‪Handout 1-L‬‬
‫اہکینربمن–‪1‬‬
‫ونعان‪---------------------------------- :‬‬
‫اکیاریماترجاےنپےٹیبیکربیاعدوتںےسرپاشیناھت۔اسےناکیدنملقع‪ ،‬وبڑےھآدیمےسوشمرہبلطایک۔وبڑاھآدیماسآدیمےکےٹیبےسالمز‬
‫اوراےسابرہےنلہٹےلایگ۔وہلگنجںیمےلچےئگ‪،‬اوروبڑےھآدیمےنڑلےکوکاکیوھچاٹاسوپداداھکایاوراےسابرہاکنےنلوکاہک۔ڑلےکےنآرامز‬
‫ےسااسیایک‪،‬اوروہلچڑپے ز۔‬
‫وبڑےھےنرھپڑلےکےساکیوھچاٹاسوپدااکنےنلوکاہک۔ڑلےکےنوہیھبوھتڑییسوکششےسرکدای۔ےتلچےتلچوبڑےھآدیمےنڑلےکےسز‬
‫اھجڑیاکنےنلوکاہک‪،‬وجاسےنایک۔االگاکیوھچاٹاسدرتخاھت‪،‬ےسجاکنےنلےکےیلےچبوکتہبدجودہجرکینڑپی۔آرخاکروبڑےھےناےساکیڑباز‬
‫درتخداھکایاورےچبےساہکہکوہاےسچنیھکےل ز۔‬
‫ہچبیئکابروکششرکےنےکدعبیھبفلتخمرطوقیںےساےساکنےنلںیماناکمراہ۔وبڑاھآدیمڑلےکیکرطفداتھکیےہ‪،‬رکسمااتےہاوراتہکےہ‪،‬ز‬
‫"ایھچایربیاعدوتںاکیھبیہیاحلےہ۔ربیاعدوتںےکامہرے دلاوردامغںیمسباجےنےکدعبانےساکٹھچرااپانلکشموہاجاتےہاسےیل‬
‫انےسدلجاکٹھچرااحلصرکانرتہبوہاتےہ ز۔‬
‫اہکینربمن‪2-‬‬
‫ونعان‪---------------------------------- :‬‬
‫اہک‪:‬اجودی! ہیایکز‬
‫اجودیدساسلاکڑلاکےہاوروہ اکروٹندےتھکیوہےئاےنپاننخداوتنںےساکٹراہاھت۔اسیکایماسےکرمکےںیمآیئاور ز‬
‫رطہقیےہ؟ںیمےنمتےسینتکابراہکےہہکاننخ داوتنں ےس ہناکوٹ۔ہیاکیربیاعدتےہ ز۔‬
‫"اجودی‪ :‬ز"امں‪،‬رھگںیمرصفآپاورںیمںیہ۔ںیمرصفرھگںیماننخاکاتٹوہں‬
‫ایمےنھچکہناہکاوررمکےےسلکنںیئگ۔ھچکدونںدعبوہابرہےئگاوراجودیےناینپامںےسااجتلیکہکوہاےساکیآسئرکمیوکنرخدیدںی ز۔‬
‫"امں‪":‬کیھٹےہ۔ںیمآپےکےیلآسئرکمیرخدیراہوہںنکیلآپاےساہیںںیہنرھگرپاھکںیئےگ۔ہیلمایگ؟‬
‫اجودیااکنرےکدعبرایضوہایگ ز۔‬
‫اجودی‪،‬رھگںیمآسئرکمیےسفطلادنوزوہراہےہاوریلھگپوہیئآسئرکمیوکاےنپابزوؤںےکاورپےساچٹراہےہ۔‬
‫امں‪":‬ایکرکرےہوہ؟یہیوہجیھتہکںیمےنآپوکولوگںےکاسےنمآسئرکمیاھکےنیکااجزتںیہندی ز۔‬
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‫‘‘اجودی‪ :‬ز"امں۔ںیمہیاکمرصفرھگرپرکاتوہں۔‬
‫امں‪":‬ربیاعدوتںوکمتخرکاناانتآاسنںیہنےہ۔اگآپاےنپآپوکاناعداتےسابزںیہنرےتھکوتوہآپےکاسھتہشیمہےکےیلیکپچرںیہیگ‬
‫اوروکیئیھباےسیصخشوکدنسپںیہنرکاتسجےسرفنتآزیماعدتوہ ز۔‬
‫ضغےسزکزنز‬
‫اکیدنانےکزکنےناںیہناھکےنرپالبای۔وہدوونںوخیشےسےلچےئگنکیلاجودییکرمعاکوکیئدورساہچبںیہناھت۔اجودیےن ز‬
‫ےکاسےنماننخاکےنٹرشوعرکدےی۔اسیکامںےناےسرےنکاکااشرہایکنکیلاسےنہیاکماجریراھک ز۔‬
‫اھکےنیکزیمرپ‪،‬اوہنںےنےھٹیمںیمآسئرکمیریھکیھتاوراجودیےناےنپابزوےسیلھگپوہیئآسئرکمیوکاچٹایل۔اسیکامںاورزکزنےناےسز‬
‫داھکیاورزکزنےنداھکیہکاسےکاالخقرخابںیہ ز۔‬
‫رھگےکراےتسںیم‪،‬امںےصغںیمیھتہکبجاجودیوکادنازہںیہناھتہکاسےنھچکطلغایکےہ ز۔‬
‫"امں‪":‬متےنےھجمتہبرشدنمہایکاجودی۔‬
‫"اجودی‪ :‬ز"ویکں؟‬
‫اعدت‬
‫امں‪:‬ںیمےنںیہمتہشیمہاننخاکےنٹاورابزوؤںےسآسئرکمیاچےنٹےسعنمایکےہنکیلمتےنیھبکریمیابتںیہنینساورابہیاہمتری ز‬
‫نبیئگےہ۔آپےکزکزنآپوکرباڑلاکھجمسرےہوہںےگ ز۔‬
‫اجودی‪ :‬ز"اہں‪،‬امں۔آپکیھٹےتہکںیہ‪،‬نکیلںیموبروہایگاھتاوربجیھبںیموبروہاتوہںاےنپاننخاکاتٹوہں۔ریمیرمعاکوکیئدورساصخشںیہنز‬
‫اھت ز۔‬
‫امں‪":‬ایسےیلںیمےنہشیمہآپوکاننخاکےنٹاورآسئرکمیاچےنٹرپڈااٹنےہویکہکناگآپادتبایئرمےلحںیمربیاعدوتںوک اگآاغزےسیہ‬
‫"متخ ںیہنرکےتوتوہ ڑجڑکپیتیلںیہ۔‬
‫اجودی‪":‬ںیماعمیفاچاتہوہںامں۔ںیمدوابرہااسیںیہنرکوںاگ" ز۔‬
‫اہکینربمن‪۳‬‬
‫ونعان‪---------------------------------- :‬‬
‫تہبدریےلہپیکابتےہہکاکیوھچاٹ ڑلاک سجاکانم آاتفب اھت اپرکںیمےسزگرراہاھت۔اپرکےکوطسںیماکیدرتخاھتسجرپ اکیڑبااسز‬

‫اشنناھت۔اشنن ےکادنرےسآوازآیئ ہکںیماجدواکدرتخوہں‪،‬متاگریمےاپسآرکوکیئاجدوےکاافلظوبولےگوت ںیمںیہمتتہباسرے‬
‫ااعنامت دوںاگ ز۔‬
‫ت‬
‫م‪ ،‬ااکربااکڈاربا‪ ،‬وکہریڈوکری ‪،‬اورتہبھچک‪...‬زنکیلانںیمےسوکیئیھب‬
‫ڑلےکےناجدویئاافلظاکادنازہاگلےنیکوکششیک۔ ےسیجہک ارتن ر‬
‫اکم ہنرکاکس ز۔‬
‫اہک‪":‬رباہرکمایپرےدرتخ!"اورااچکن‪،‬ےنتںیماکیڑبادروازہالھک۔ادنربسھچکادنریھااھت‪،‬وساےئز‬
‫کھتاہررکاسےن تمہاہردیاور ز‬
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‫اساشننےکسجںیماہکایگاھتہک ز"اےنپاجدووکاجریروھک۔"رھپڑلےکےناہک"رکشہیایپرےدرتخ!"اسےکاسھتیہدرتخاکادنروینز‬
‫ہصحرونشوہایگاورولھکونںاوراچٹیلکےکاکیڑبےڈریھیکرطفاجےنواالراہتسلھکایگ ز۔‬
‫وھچاٹڑلاکاےنپامتمدووتسںوکاجدویئدرتخےکاپسےلآای‪،‬اوراوہنںےنابکتیکرتہبنیاپریٹیک۔یہیوہجےہہکولگہشیمہےتہکںیہہکز‬
‫"رباہرکم"اور"رکشہی"اجدویئاافلظںیہ۔‬
‫اہکینربمن‪۴-‬‬
‫ونعان‪---------------------------------- :‬‬
‫اکیرشاریتہچباوراسےکاسیھتاکی اپرکںیمریسرکےناجرےہےھت۔وہتہبدلجچنہپےئگ اپرکابلکلاصفاھت۔اپرک زاکاکیافصیئز‬

‫واالآای اوراپرکوک اصف دھکیرکوخیشوخیشاھجڑ اگلےن اگل۔وچہکنبسھچکےلہپیہتہباصفاھت ہیبسدھکیرکرشاریتوچبںوکہیدنسپانآای‬
‫۔اوہنںےناسافصیئواےلاکذماقاڑاانرشوعرکدای۔نکیلافصیئواےلےنانوکوکیئوجاباندای۔اوراسہگجوکاصفرکاتراہ ز۔‬
‫اسےکدعبانرشاریتوچبںےنزاھکےنےکےیلاسامنےکےلیھتاوراکذغےکڑکٹےزنیمرپےنکنیھپرشوعرکدےیانوکدھکیرکاپرکںیمز‬
‫اشدئہیز‬
‫آےئوہےئابیقولوگںےنیھبااسییہرکانرشوع رکدای۔اوہنںےنبجانبسدووتسںوکوکڑارکٹکےتکنیھپداھکی‪،‬وتوساچہک ز‬
‫اپرکیکرفتیحیرسگویمںںیمےساکیےہ۔انچہچن زوہاسںیماشلموہےئگ‪،‬اورےسیجےسیجزایدہولگ آےتےئگاپرکوکڑےےکڈریھز‬
‫ےسرھبایگ۔ ہیبسدھکیرکاپرکںیماکمرکےنواالےبدحرپاشینوہا۔ےسیجےسیجوتقزگرراہاھت‪،‬اپرکےکرپششکاقمامتاخیلوہےتاجز‬
‫رےہےھت‪،‬اورزایدہولگزنیمرپڑپےوکڑےوکدھکیرےہےھت۔ز‬
‫وھتڑیدریےکدعباپرکںیماکیوعرتےنوشراچمانرشوعرکدایہکاساکیتمیقاہرمگوہایگےہ۔اپرکےکایسہصحںیموہرشاریتدوتسز‬
‫یھبوموجدےھت۔وعرتیکاکشتئرپاپرکاکدروازہدنبرکدایایگ۔اپرکااظتنہیمتیمسبسولگاہرڈوھڈنےنںیمگلےئگ۔بسولگ‬
‫اہجںیھبالتشرکےتواہںےسوکڑاااھٹےتیل۔اےسیرکےترکےتوپرااپرکاصفوہاکچاھت۔ز‬
‫اسےکالعوہوکیئاورلحںیہناھتہکاپرکیکافصیئںیمبسےندمدرکییںکییوہکناسےسوو اہر التشںیمدمدرکےتکسےھت۔اسےسٖاپرکز‬
‫یکافصیئرکےنواےلیکوحہلصازفایئیھبوہیئگاوراہریھبلمایگ۔اساسرےاکماکانبسدووتسںوکاانتزمہآایہکاسےکدعبوہبجز‬
‫یھباپرکںیماجےتںیہوتوایسپرپوخداینپہگجیکافصیئرکےتںیہ ز۔‬
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List of follow-up activities of the day – 1, session-1 to be submitted online

after completing
Sr. Handout
Activity How to perform Documents to submit
# no.
Each Participant will fill • Picture of dully filled KWL
K-W-L KWL Sheet. sheet.
1 1-A
Sheet
Perform all 4 suggested • Duly filled Activity Impact

activities in different Proforma according to the
Fun primary classes of your number of activities.
1-C, 1-D, school.
activities to
2 1-E and Other teachers in the
teach
1-F primary section can also be
science
engaged.
Perform the activity in any • Filling out all the

Observation primary class or activity observation sheets
sheets of room with various groups according to the handouts.
3 1-G
sense of students. • Activity impact Performa.
organs
Work on the worksheets to • Pictures of the worksheets.

Exploring
fill them with the help of • Activity Impact Performa
4 1-H students in your class.
teeth
With the help of students • Picture(s) of the model (s).

Model of develop the human body • Activity Impact Performa
5 parts of the 1-I parts or body out of clay.
body
Perform storytelling • Photos of the activity.

Storytelling activities with students in • Activity Impact Performa
6 for healthy 1-L classes of the primary
habits section.
30 | P a g e
Handout 1-M
ACTIVITY IMPACT PROFORMA
Teacher Name: ________________ School: _____________ Code: _____

Activity Conducted in the Class: __________ Number of Students Participated: _______
Assignment Task submitted: Yes/No. (In case of not submitted mention, how are you
sending that to the trainer? ______________________
Activity Performed with Suggested Material and Method: Yes/No
Training Day: ______ Activity No. _______ Handout name and no.: ___________________
Teacher and Students responses

The topic of the
activity
How did the activity
help in concept
building
Students’ overall
response
The best part of the
activity
Challenging part in the
execution
Real-life uses of the
activity
Variation for the next
execution
How did you find the experience of teaching primary classes with activities?
Very effective Effective Good Average Below average
Any other suggestions for performing the activity with low-cost/ no-cost material?
________________________________________________________________________________
________________________________________________________________________________
Teacher Principal
______________ ____________
31 | P a g e
Handout 1-N
O-H-I-O Sheet
Our self-name-,
where you are from,
any expertise,
strengths
How I am feeling –
can be interpreted in
anyway
The interest of mine-

can be interpreted in
any way
Objective-why are
you taking this
training?
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Handout 1-O
Column A Column B Column C

Start Card Exit Card
Objective The Current Method of What is the Change in your
Teaching Current
Method of Teaching
Plants are all around
us.Animals and humans
depend on plants.
Different parts of plants

and their functions
Importance of plants in
our daily lives.
Importance of plants
for the environment
Classification of animals
with respect to their
habitat.
Classification of animals
with respect to the
vertebral column.
33 | P a g e
‫‪Handout1-P‬‬
‫وپدےز‬
‫وپدےزدنہزیچںیںیہ۔وہاسسنےتیلںیہاورڑبےتھںیہ۔وہاےنپےسیجاوروپدےیھبدیپایھبرکےتںیہ۔زایدہرتز‬
‫وپدےزنیمرپاےتگںیہ۔ھچکوپدےاپینںیماےتگںیہ۔وپدےامہرےےیلتہبدیفمںیہ۔ھچکوپدےڑبےاور‬
‫وبضمطوہےتںیہ۔ھچکوپدےوھچےٹاورزمکوروہےتںیہ۔‬
‫وپدوںیکااسقمز‬
‫درتخ ز‪:‬‬
‫ےبمل‪،‬ڑبےاوروبضمطوپدوںوکدرتخےتہکںیہ۔انیکتہبیساشںیخوہیتںیہ۔وہدیسےھڑھکےوہےتز‬
‫ںیہ۔دروتخںاکانتوبضمطوہاتزےہ۔لپیپاکدرتخ‪،‬ربدگ‪،‬مین‪،‬آماکدرتخوریغہڑبےوپدےںیہ۔‬
‫ربدگاکدرتخ‬ ‫آماکدرتخز‬
‫وھچےٹوپدےز‪:‬‬
‫وھچےٹوپدےدروتخںےسوھچےٹوہےتںیہ۔انےکےنتےلتپاورزمکوروہےتںیہ۔اںیہنےنلیھپےکےیلمکہگجز‬
‫یکرضورتےہ۔وہتہبےبملںیہنوہےت۔اھجڑایں‪،‬ڑجیوبایٹں‪،‬اورںیلیبوھچےٹوپدےںیہ۔‬
‫اھجڑایں‪:‬‬
‫اھجڑایںدروتخںےسوھچیٹوہیتںیہ۔انںیموھچاٹ‪،‬التپ‪،‬تخس‪،‬ڑکلیواالانتاورتہبیساشںیخوہیتںیہ۔ہی‬
‫اشںیخزنیمےکرقبیڑبیتھںیہ۔وہزدرایمےناسزئےکوہےتںیہاوریئکاسولںکتزدنہرےتہںیہ۔الگب‪،‬ز‬
‫ومایت‪،‬یلیمچ‪،‬وریغہ‪،‬اھجڑایںںیہ۔‬
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‫ڑجیوبایٹںز‬
‫ھچکوھچےٹوپدوںےکےنترنماورزبسوہےتںیہ۔اںیہنڑجیوبایٹںےتہکںیہ۔زایدہرتڑجیوبایٹںرصفدنچامہز‬
‫کتزدنہریتہںیہ۔ز‬
‫ڑجیوبایٹںاھجڑویںےسزوھچیٹوہیتںیہ۔انےکےنترنم‪،‬زبساورےلتپوہےتںیہ۔وہزنیمرپڑھکےوہےتکسز‬
‫ںیہ۔ہیومیمسوپدےںیہ۔اھگس‪،‬وپدہنی‪،‬دنگم‪،‬وسرجیھکم‪،‬وریغہڑجیوبایٹںںیہ۔ز‬
‫ںیلیب‪:‬‬
‫ضعبوپدوںےکےنتزمکوروہےتںیہ۔وہاےنپوطررپڑھکےںیہنوہےتکس۔‬
‫اںیہنڑھکےوہےنےکےیلیسکاوروپدےایالیھٹیکرضورتوہیتےہ۔انوپدوںوکںیلیباہکاجاتےہ۔اوگنریکز‬
‫لیب‪،‬رٹم‪،‬دکو‪،‬رتوبز‪،‬ولیک‪،‬ینمالپٹنوریغہبییلییوںیکااسقمںیہ۔‬
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‫اکےٹنداروپدےز‪:‬‬
‫ھچکوپدوںںیماکےٹنوہےتںیہ۔اجونراےسیوپدوںوکںیہناھکےت۔اےسیوپدوںوکاکےٹنداروپدےےتہکںیہ۔ھچکز‬
‫ک یی ٹ‬
‫اکےٹنداروپدے کٹس‪،‬الگباوروبنیگوالیںیہ۔‬
‫اپینےکوپدےز‪:‬‬
‫ھچکوپدےاپینںیماےتگںیہ۔اںیہناپینےکوپدےےتہکںیہ۔ونکلاپینںیماےنگواالوپداےہ ز۔‬
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Handout 1-Q
Pick the Bottle
Material required:
• Properly washed empty fizzy drink bottle

• Slips or Flashcardsfor writing the names of plants.
The Procedure of the Game:
• Prepare slips bearing different plants names.

• Give each participant a slip with a plant name.
• Each participant plays a role according to the plant name given to him/her.
• Arrange the participants in a circle.
• Put an empty pet bottle or a ball in the middle of the circle.
• Speak a sentence giving a clue about a plant.
• The participants who have the slip of the plant name will rush to pick up the
bottle.
• The participant who picks the bottle first is declared as the winner.
• Repeat the game.
• Continue until the last name is called out.
Some Sample Sentences.
• I have a thorn in my stem ---------------------- (expected responses cactus, rose.)

• I have strong bark----------------------- (expected responses mango, Sheesham)
• Bread is made by me-----------------the --------- (expected responses, wheat, barley)
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Handout 1-R
Monocots And Dicots Plants

The flowering plants are divided into two groups
• Monocots
• Dicots
MONOCOTS: The flowering plants whose seeds have one cotyledon are called monocot plants.
Examples: sugarcane, Wheat, Rice, Bamboo, and Maize.
DICOTS: The flowering plants whose seeds have two cotyledons are called dicots
Examples: Mango, Guava, Rose, and Pea.
Monocot seed dicot seed
The arrangement of veins in a leaf is called venation. Leaf veins are parallel in monocot
plant leaves and form a network in dicot plant leaves.
monocot plant leave dicot plant leave
In flowers of monocot plants sepals and petals are present in multiples of three i. e. a set of
3, 6 or ,9 etc.
In dicot plants, flowers, sepals and petals, are present in multiples of four or five i. e. a set
of 4, 8 or 12 etc., or a set of 5, 10 and 15 etc.
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monocot plant flower dicot plant flower
39 | P a g e
Handout 1-S
Observation of Seeds
Material Required:
• Soaked seeds
The procedure of Activity:
Participants will perform the following activity in their classes at their respective schools.
The participants will submit the observation sheet online as a follow-up task.
Ask the participants to submit online Pictures and short video clips ofstudentsduringthe
execution of the activity.
• Pick the seeds of different plants like corn, beans, peanuts, etc.
• Observe the external structure of seeds carefully keeping in mind the requirement in
handout 2-E.
• Peel off the seed coats of all seeds and observe the internal structures of the seeds.
• Demonstrate the internal structure of the seeds one and one by explaining the following
points to the participants:
• One or two cotyledons are found in all seeds.
• The plants that produce seeds with one cotyledon are called monocot plants.
• Theplants that produce seeds with two cotyledons are called dicot plants.
Observation Sheet
Sr. # Plant Name Shape Colour of the Seed coat No. of Cotyledons 1 or 2
1
5
6
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Handout 1-T
Dani and Bumblebee Story
One day little Dani was waitingimpatiently for his friend Zakir,to finish his tasks,so that
they could play. While he was waiting,he heard a buzzing noise. He turned to see what
was making so much noise. It was a big,fuzzy bumblebee with a magic wand.
As he got closer,he noticed the bumblebee was sprinkling magic dust all over the garden.
What are you doing? Asked Dani. “I ‘m pollinating” replied the
bumblebee.Pollinating?What does that mean? Asked Dani.
Well,said the bumblebee,I sprinkle my magic dust all over and it helps to grow yummy
foods like peas,tomatoes,apples, and strawberries.
Really? Said,Dani. I love yummy foods.
Dani had an idea and asked the bumblebee for help. He told the bumblebee about Zakir’s
chore of watering plants.Zakir waters them every day,but the flowers still don’t grow. He
is trying to grow pretty sunflowers for his grandma,can you help?
Sunflowers are my specialty,said the bumblebee. Let’s go to take a look.
Dani introduced the bumblebee to Zakir and Zakir showed the bumblebee his garden.
The boys went off to play and the bumblebee went to work. It wasn’t long before pretty
sunflowers began to grow and grow.
Zakir was very excited and he gathered a bunch of sunflowers to bring to his grandma.
This made grandma very happy and the bumblebee moved on to sprinkle his magic in
gardens everywhere.
Handout 1-U
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Pollination
Pollination is the transfer of pollen grains from the anther, the male part of the flower, to the
stigma, the female part. This process normally precedes fertilization.
It is an important process in the reproduction of plants. Without this, sexual reproduction in
plants is not possible.
Pollinators as helping hands of plants
Pollen can be carried by insects, other animals, wind, or water. Animals like honeybees,
butterflies, beetles, and a few other insects are helping plants to make the process of
pollination possible.
There are two types of pollination:

• Self-Pollination
• Cross-Pollination
The two types of pollination found in flowering plants are:
a) Self-pollination: that occurs within the same plant.

b) Cross-pollination: that occurs between two flowers of two different plants but of the
same kind.
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Handout 1-V
Old MacDonald had a farm
Eeieei o
And on his farm he had some cows
Eeieei oh
With a moo-moo here
And a moo-moo there
Here a moo, there a moo
Everywhere a moo-moo
Eeieei o
Eeieei o
And on his farm he had some chicks
Eeieei o
With a cluck-cluck here
And a cluck-cluck there
Here a cluck, there a cluck
Everywhere a cluck-cluck
Eeieei o
Eeieei o
Handout 1-W
43 | P a g e
‫اجونروںیکفلتخمااسقم‬
‫زینیماجونر‪:‬‬
‫زنیمرپرےنہواےلاجونرزینیماجونرالہکےتںیہ۔ھچکاجونروجلگنجںیمرےتہںیہ۔زلگنجںیمریش‪،‬ریشاورزراےفےسیجز‬
‫اجونررےتہںیہ۔لگنجںیمرےنہواےلاےسیاجونریلگنجاجونرالہکےتںیہ۔ھچکاجونرااسنونںےکرقبیرےتہںیہ۔اےسیز‬
‫اجونروںوکرھگولیاجونراہکاجاتےہ۔ےتکاورایلبںےسیجاجونرامہرےرھگوںںیمامہرےاسھترےتہںیہ۔اناجونروںوکز‬
‫اپوتلاجونریھباہکاجاتےہ۔ز‬
‫مہاےنپوتیھکںںیموھگڑےاوراگےئےسیجاجونریھبرےتھکںیہ۔اےسیاجونروجرھگولیاقمدصےکےیلاامعتسلوہےتںیہز‬
‫اںیہنرھگولیاجونراہکاجاتےہ۔ز‬
‫رپدنےز‪:‬‬
‫رپدنوںےکرپوہےتںیہ‪،‬اڈنےدےتیںیہاورگموخنواےلوہےتںیہ۔زرپدنوںیکھچکںیلسناوزارانبےناوراامعتسلز‬
‫رکےنےکےیلاکیفذنیہوہیتںیہ۔‬
‫‪44 | P a g e‬‬
‫رپدنےےسیکاھکےتںیہ ز؟‬
‫رپدنےوجاھکاناھکےتںیہوہتہبفلتخموہاتکسےہ‪،‬ہیاسابترپرصحنمےہہکوہاہکںرےتہںیہاورالعےقےکآساپسز‬
‫سکمسقاکاھکانےہ۔زایدہرترپدنےلھپ‪،‬وپدے‪،‬جیب‪،‬ڑیکےوکمڑےاوردورسےوھچےٹاجونراھکاندنسپرکےتںیہ۔ز‬
‫رپدنوںےکداتنںیہنوہےت۔رمیغداینںیماپےئاجےنواےلرپدنوںیکبسےساعممسقےہ۔رتشرمغدایناکبسےسز‬
‫ڑبارپدنہےہ۔ہیبسےسڑبےاڈنےیھبداتیےہ۔ز‬
‫آیباجونر‪:‬‬
‫وہاجونروجاینپزدنیگاکرتشیب ہصحاپینںیمرےتہںیہوہآیباجونرںیہ۔آیباجونرآیبذاخرئںیمزدنہرےتہںیہاورازفاشئ‬
‫اپےتںیہ‪،‬ےسیجدرای‪،‬لیھجاوردنمسر۔آیباجونراقفریاورریغاقفریدوونںوہےتکسںیہ۔اتالوبں‪،‬ولیھجں‪،‬دنویںوریغہز‬
‫ںیمرےنہواےلاجونرےھٹیماپینےکاجونرںیہاوردنمسروںںیمرےنہواےلدنمسریاورنیکمناپینواےلاجونرںیہ۔ایلھچمں‪،‬ز‬
‫ڑکیکے‪،‬آوٹکسپاوراٹسرشفآیباجونرںیہ۔ز‬
‫لپ ٹ‬
‫یلھچماکمسجوبملرتاوہاتےہاتہکوہاپینںیمآاسینےسریتےکس۔آیباجونراےنپگ ھڑروںاکاامعتسلرکےتوہےئاپینےسز‬
‫آنجیسکےتیلںیہ۔ز‬
‫‪Handout 1-X‬‬
‫‪Some Riddles on Animals‬‬

‫‪Material required:‬‬
‫‪45 | P a g e‬‬
• Flashcards or
• Pictures of animals
• Coloured Markers
• Glue
Instructions for conducting the activity in the classroom
• Draw some pictures or write names on paper strips according to the riddles given in handout 2-I
• Paste pictures or names of the animals in some hidden places in the classroom.
• Divide the class into pairs.
• Give each pair a riddle from handout 2 –Kin the form of flashcard or paper strips.
• Ask each pair to guess the animal’s name according to the riddle.
• Search picture or name of that animal etc. and paste the flashcard or paper strip near its picture.
• Provide a follow-up in the form of pictures or a short video clip of the students performing this activity.
‫ں‬
‫ایلیہپ ز‬
1‫یلیہپربمنز‬
‫وہں؟‬
‫اورہیزایدہرتااسنونںےکدقےساویچنںیہ۔وبںیھجوتںیموکن ز‬،‫ٹفےہ‬6‫اعموطررپرقتًابی‬،‫ریمیاٹوگنںیکاواچنیئ‬
‫ںیمکیلباڈنیواٹئوہں۔نکیلںیموکیئرپاانیٹوییھبںیہنوہں۔ھچکولگےتہکںیہریمےدیفسرگنںیماکیلریکلںیںیہاورھچکےتہکںیہہکاکےلز‬
‫رگنںیمدیفسریکلںیںیہںیماکیمسقاکاجونروہںیوںیھجوتںیموکنوہں؟‬
‫ںیماکیااھچدرتخرپڑچےنھواالوہں۔ںیمآپز‬،‫ںیمآپیکرطحداتھکوہںوساےئاسےکہکریمیدمےہاورریمےمسجرپابلتہبزایدہںیہ‬
‫ڑیکےاوروھپلاھکاتوہں۔ریمادنسپدیہاھکانالیکےہ۔وبںیھجوتںیموکنوہں ز؟‬،‫یکتہبآاسینےسلقنرکاتکسوہں۔ںیملھپ‬
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‫ںیمڑبیوسڈنواالبسےسڑبااجونروہں۔وبںیھجوتںیموکنوہں ز؟‬
‫یلیہپربمنز‪5‬‬
‫ےھجملگنجاکابداشہاہکاجاتےہاورھجمرپاقوباپانلکشمےہ۔وبںیھجوتںیموکنوہں ز؟‬
‫ارگنییرحوفزڈیرپمتخوہیتےہاوراےےسرشوعوہیتےہ۔ہکبجریماانمزڈیےسرشوعوہاتےہاوراےرپمتخوہاتےہ۔وبںیھجوتںیموکن‬
‫وہں ز؟‬
‫ریمیاٹںیگنںیہنںیہاسےیلںیمٹیپےکلبراتگنیوہں۔ںیماینپآںیھکنوھکلرکوساتوہںوھگاتموہں۔نکیل‪،‬آپھجموکگنتہنرکںیویکہکنز‬
‫ریماڈگناجنویلاےہوبںیھجوتںیموکنوہں ز؟‬
‫ںیماکیمسقاکاجونروہںھچکزےتہکںیہہکریمارہچہابملےہ۔ںیمزیتدوڑےنںیمتہبامرہوہں۔اسےیلولگےھجموساریےکےیلیھباامعتسلرکےتز‬
‫ںیہوبںیھجوتںیموکنوہں ز؟‬
‫ز‬
‫ںیمرھگولیاجونروہں۔وتیھکںںیمرچانےھجمدنسپےہ۔اھگسریمیذغاےہ۔ریمادودھبسوشقےسےتیپںیہ۔زوبںیھجوتںیموکنوہں ز؟‬
‫ںیموھچاٹاوررنیگنوہں۔ریمےاپسڑبےھکنپںیہ۔ںیماباغتںیمراتہوہں۔وھپولںاکرساتیپوہں۔ںیمایکوہں؟‬
‫ںیمراتوکاجانگاوردنںیموساندنسپرکاتوہں۔اہنتیئںیمرنہدنسپرکاتوہں۔ھچکولگےھجمدھکیرکڈراجےتںیہ۔وبںیھجوتںیموکنوہں ز؟‬
‫ںیماپینںیمراتہوہں۔ںیمریتاتکسوہں‪.‬ریمیاکیدمےہ۔ریمےرپاورڑبیآںیھکنںیہ۔وبںیھجوتںیموکنوہں ز؟‬
‫اگوکیئہیاتھجمسےہہکآپڈرےتںیہ۔وتآپوکریمےانمےساکپرااجاتےہ۔ہیایسیزیچےہےسجآپاھکےتکسںیہ۔زینوجاڈنےہیدیتیےہآپز‬
‫‪47 | P a g e‬‬
‫ںیہوبںیھجوتںیموکنوہں ز؟‬
‫وشقےساھکےت ز‬
‫ںیمزیترتنیاجونروہںدرتخرپیھبڑچھاتکس۔یلگنجاجونرریمیوخراکںیہ۔ںیموکنوہں ز؟‬
‫اچےہںیماپینںیموہںاییکشخرپںیماانپرھگاےنپاسھتےلاجاتوہں۔وبںیھجوتںیموکنوہں ز؟‬
‫‪Handout 1-Y‬‬
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‫کسم‬
‫اجونراورانےک ز‬
‫کسماکیوصخمصمسقاکاموحلےہوجوپدوںاوراجونروںےکووجداورانیکوشنوامنےکےیلرضوریوہاتےہ۔کسماکنیعتاسالعےقیکآبووہاز‬
‫اوررغجاہیفےکاسھتاسھتاسںیمرےنہواےلاجونروںاوروپدوںےسیھبایکاجاتےہ۔زایدہرتاجونروںاوررپدنوںیکااسقماےنپآپوکاخصکسمز‬
‫رپدنمسریزکسمںیمرےنہواےلاجدنارز‬
‫ںیمزدنہرےنہےکےیلڈاھلےتیلںیہاوررھپوہدورسیمسقےککسمںیمزدنہںیہنرہےتکس۔اثملےکوطر ز‬
‫ےھٹیمایدرگیزینیمراہشئاگوہںںیمزدنہںیہنرہےتکس ز۔‬
‫زینیماسپنربافینالعوقںںیمںیہنرہےتکسویکہکنوہگمزینیمکسمےسیجاھگسےکدیماونںاوریٹمںیمرےنہےکےیلومزوںںیہ ز۔‬
‫ھچکااہتنیئرسدکسمںیمرےنہواےلاجونررسدویںےکدورانگمالعوقںںیمےلچاجےتںیہاورگمومومسںںیمدوابرہاےنپالصونکسمںںیمز‬
‫واسپآاجےتںیہ۔‬
‫کسمزیکفلتخمااسقم ز‪:‬‬
‫ز‬
‫دیماینکسمز‪:‬‬
‫اھگسےکدیماناجونروںاوررپدنوںیکوعیسااسقمےکاسھتراہشئیکز‬
‫اکیاورمسقےہ۔سجںیمریش‪،‬زراےف‪،‬اہیھت‪،‬زربیااورڈنیگےاسز‬
‫العےقںیمرےتہںیہ۔دتعملاھگسےکدیمانرہن‪،‬وچےہ‪،‬رخوگشز‬
‫ںیہ‬
‫اورفلتخماسپنےسیجاجونروںاکرھگ ز‬
‫راتسگینز‪:‬‬
‫راتسگینوعیسکشخالعےقںیہنجںیمتہبمکابرشوہیتےہ۔رحصایئز‬
‫ز‬
‫کسمںیمرےنہواےلاجونرااہتنیئگماورکشخوممسےکاطمقبوہےت‬
‫ںیہاوراپینےکریغبوطلیرعےصکتزدنہرہےتکسںیہ۔اوٹن‪،‬وھچھچدنر‬
‫اسپناوریلکپھچیکفلتخمااسقموریغہراتسگییناجونرںیہ ز۔‬
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‫اہپ زڑایربافینکسمز‪:‬‬
‫اھکےنیکیمک‪،‬ےبدحرسدوممسےکاسھتاہپڑیکسمزدنہرےنہاورز‬
‫وخراکےکوصحلےکےیلااہتنیئلکشموہےتکسںیہ۔انںیماہپڑیز‬
‫رکبے‪،‬اہپڑیریش‪،‬امروخر‪،‬رہناوررھچییکفلتخمااسقماشلمںیہ ز۔‬
‫‪50 | P a g e‬‬
Handout 1-Z
Vertebrates and Invertebrates
Invertebrates do not have a backbone and are generally smaller in size.

Vertebrates have a backbone and are generally large in size.
Vertebrates:Vertebrates have a well-developed internal skeleton. The skeleton is

made of vertebrates, which is how organisms with this characteristic got the name
“vertebrates.”
In addition to the well-developed internal skeleton, vertebrates also have a highly
developed brain, nervous system, circulatory system, respiratory system, and cells
that cover the outside of their body. Think about birds—they have feathers on them.
Classification of Vertebrates:
The vertebrates are divided into five groups, i.e., Fish, Amphibians, reptiles,
and mammals.
• Fish: live in water; have scales and fins; have gills instead of lungs.
• Birds: have feathers and fur.
• Reptiles: have scales and dry skin.
• Amphibians: can live on land or in the water; lay eggs; have moist skin and
webbed feet.
• Mammals: have fur or hair; give birth to their young ones, nurse their young
ones.
• Classification of Invertebrates:
The major groups of invertebrates are sponges, worms, insects, mollusks
(mollusks), and echinoderms.
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Handout1-AA
Some Properties of Light
Material Required:
Index Cards, clay, double-sided Tape, flashlight, Paper tube, candle, rubber tube,
white tap, Torch, dark-colored sheet, mirror, comb
1. Light Travels in Straight Line:
Observation 1:
• Bring three Index Cards A, B, and C.

• Take a hole puncher and punch a hole at the center of each card.
• Use the modeling clay or double-sided Tape to stand up the cards.
• The cards need to stand vertically at an equal distance from each other and in a
straight line.
• Hold the flashlight in your hand so it hits the center of the hole in the first card.
• Note that the light can be seen through all the cards.
• You should be able to see the light through all the holes and on a wall beyond the last
index card.
Observe and record your observations.
• How can light be seen through all the index cards?

• What does the experiment prove about the path light travels?
• What would happen if the holes were smaller?
Observation 2:
• Fix a lighted candle on a table.

• Take a Paper tube (you can make it by rolling paper or chart paper)
• Look through it at the flame of the candle with one eye and keep the other eye
closed.
• You will find that when the Paper tube is straight, we can see the light of candle
flame through it.
• Now bend the rubber tube a little and look through it at the candle flame again.
• We cannot see the light of candle flame through a bent rubber tube.
• This means that the light of candle flame can travel through the hole of a straight
53 | P a g e
rubber tube but not through the bent rubber tube.
Conclusion:
From this observation, we can conclude that light travels in a straight line.
2. Formation of Shadow
• Select three participants from the whole class. Ask one of them to place a white
paper on the wall.
• Ask the second participant to throw light from a torch on that white paper.
• Instruct the third participant to place his hand in the path of the torchlight.
• What do you see on the chart? (participant’s responses would be as; Shadow of
hand)
• Ask that participant to change the shape of the shadow of his hand and others to
observe.
Conclusion
Shadow has the same shape as that of the object.
3. Patterns of Light
• Spread a dark-colored sheet of paper between the mirror and the comb.
• Direct a beam of light from a torch through the comb. You get a pattern of light
from a torch through the comb.
Conclusion:
This activity explains the manner in which light travels and is reflected from a mirror.
Handout 1-AB
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What Is Light?
Light is a form of energy. It travels in straight lines. Light waves travel in straight lines
away from the light source until the waves hit something. This is why we can see straight
"beams" of light coming from flashlights, car headlights.
What is light made of?
Light has no mass and is not really considered the matter. We couldn't live without light.
Today scientists say light is a form of energy made of photons
Light helps us to survive
Without sunlight, our world would be a dead dark place. Sunlight does more than just
help us see. Sunlight keeps the Earth warm, so it's not just a frozen ball in outer space. It
also is a major component in photosynthesis which is how most of the plant life on Earth
grows and gets nutrients. Sunlight is a source of energy as well as a source of vitamin D
for humans.
some properties of light:

• Light travels out in all directions from its source.
• The sun is our main source of light on Earth. Some other sources are other stars and
fire. Light is made of little particles called photons.
• A photon is the smallest possible particle of electromagnetic radiation. These
particles travel in waves. Light travels in straight lines called rays:
• Light can be absorbed.
Absorbed light energy is converted into some other form, such as thermal or heat
energy.
• Light can be reflected.
If you shine light on a surface, some of that light will bounce off, or be reflected by,
the surface. The law of reflection tells us that light will always be reflected by a
surface at the same angle at which it hits the surface.
55 | P a g e
Light reflects off things and enters our eyes.
• We see objects because they either give off their own light, or light reflects off the
objects and enters our eyes.
• The moon is an interesting example. It doesn’t make its own light – we can see the
moon because it reflects light from the sun.
• If an object did not reflect any light, we would not be able to see it.
• Objects that we see get their color from the light they reflect. A green object looks
green because it absorbs all other colors but reflects green.
• Light can be refracted. Light always travels in straight lines. But when it passes
from one medium into another, it changes direction slightly. Refraction occurs
because light travels at different speeds through different materials. When light
passes through air into water, for example, it slows down. The light rays are bent
slightly. You can see this if you put a pencil into a half-glassful of water. The pencil
looks bent or broken at the water line. This is due to refraction.
• Light can be transmitted. Sometimes light passes through matter. This is called
transmission. Light is transmitted through some matter more easily than through
other kinds of matter.
• Light is transmitted through water, air, and glass very easily. Thesematerials
are said to be transparent.
• Transparent materials allow light to be transmitted through them easily.
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• Some matter transmits some, but not all, of the light that hits it. This
material is called translucent.
• Some examples of translucent material are waxed paper or glass blocks.
• Opaque matter does not transmit any light. You cannot see through it because
light doesn't pass through it. A book and a brick wall are two examples of opaque
materials.
Formation of Shadow:
Shadow is formed when opaque objects come in between light source and the screen
(Which can be ground, wall etc.). Light always casts shadows of the opaque objects
placed in its path. The size and direction of the shadow depend on the direction and
distance of the light coming from the source.
A shadow is the dark shape made when something blocks light. You must have a source
of light in order to have shadows. Some sources of light include the sun, a light bulb in
your room, a flashlight, or a campfire that you sit around and roast marshmallows.
List of follow-up activities of the day – 1, session-2 to be submitted online

after completing
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Sr. Activity Handout How to perform Documents to submit

# no.
Objectives Each participant will fill the • Picture of dully filled
1 of the day 1-N sheet Observationsheet.
1, session-1
Engage the students in the • Duly filled Activity Impact
Pick The game and record their Proforma.
2 bottle: 1-Q responses • Pictures of students
Game performing the activity.
Guide students on how to • Filling out all the

Observation observe the seed. observation sheets
3 1-S Help the students to fill out according to the handouts.
of seeds
the observation sheet. • Activity impact Performa.
Perform this activity
Riddles on according to the • Activity Impact Performa
4 1-X
animals instructions given in the
handout
Engage your students in Duly filled Activity Impact
performing the activities Proforma according to the
Properties related to light in related number of activities.
5 1-AA
of light handouts and activities. Submit the pictures of your
students performing the
activities.
Handout 2-A
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Objectives of the Day 2, Session-1
Objective The Current Method of What is the Change in Their

Teaching CurrentMethod of Teaching
Knowledge
about three
types of
resources
Wise use of
natural
resources.
Preserve water
as a natural
resource.
Deforestation
ruins our
environment
Handout2-B
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‫واسلئاورانیکااسقمز‬
‫مہااسنینواسلئیکرعتفیاےسیولوگںےکوطررپرکےتکسںیہوجاینپویمکیٹنےکےیلوکیئرپوڈٹکایرسوسےتچیب ایانبےتںیہ۔ااسنینواسلئیکدنچاثمںیل‪،‬‬
‫ےسیج‪:‬ااسذتہ‪،‬ڈارٹک‪،‬اسکن‪،‬اوررٹکیفیوررکز ز۔‬
‫رسامہیےکواسلئوہاسامنںیہوجدورسیزیچوںےکزذرہعیانبےئاجےتںیہاوردورسیزیچوںوکانبےنےکےئلاامعتسلوہےتںیہ۔رسامےئےکواسلئیکز‬
‫ھچکاثمںیل‪،‬ےسیج‪:‬اوزار‪،‬ںینیشماوراسامن۔‬
‫مہدقریتواسلئوکاخماملےکوطررپایبنرکےتکسںیہوجرطفتیکرطفےسرفامہےیکاجےتںیہاوریئنزیچںیانبےنےکےیلاامعتسلوہےتںیہ ز۔‬
‫ل‬
‫دقریتواسلئاکاامعتس ز‬
‫درگی‬
‫دقریتواسلئوہوماداورامدےںیہوجدقریتوطررپاپےئاجےتںیہ۔انںیمدعماینت‪،‬الگنجت‪،‬زرزیخزنیماوراپیناشلمںیہ۔ااسنن‪،‬اجونراور ز‬
‫اجدناراینپاقبےکےیلدقریتواسلئرپااصحنررکےتںیہ۔ھچکدقریتواسلئ‪،‬زےسیجیٹماوراپین‪،‬زدنیگےکووجدےکےیلرضوریںیہ ز۔‬
‫وہزاز‪:‬وہاںیمآنجیسکوہیتےہوجاسسنےنیلےکےیلامتماجدناروںےکےیلرضوریےہ۔وہاوکوہایکوتاانیئدیپارکےنےکےیلیھباامعتسلایکاجاتےہ۔ز‬
‫وپدوںوکاینپوخراکانبےنےکےیلوہاےساکرنبڈایئآاسکڈیئیکرضورتوہیتےہ ز۔‬
‫ینز‪:‬وہاےکدعب‪،‬اپیناکیاورامہزیچےہسجیکںیمہزدنہرےنہےکےیلرضورتوہیتےہ۔اےکسریغبزنیمرپزدنیگنکممںیہن۔اجدناراوکسےتیپںیہ۔ز‬
‫اپ ز‬
‫ںیمہاےنپڑپکوں‪،‬اےنپومسجںاوراےنپرھگوںوکاصفرکےنےکےیلاپینیکرضوروہتیتےہ۔وپدےاپینےکریغبزدنہںیہنرہےتکساورمہوپدوںےکریغب‬
‫زدنہںیہنرہےتکس۔وپدوںےکہنوہےناکبلطمےہہکںیمہاھکےنےکےیلوخراکانےلم۔ںیمہفلتخمزیچںیانبےنےکےیلاپینیکرض زورتوہیتےہ‪،‬ز‬
‫ب‬
‫اپینیکںیمہرھگںیم‪،‬زراتعاورلقنولمحںیم ھی یضررورتوہیتےہ ز۔‬
‫ے‪:‬امہریرویٹاوراانجبسوپدوںےسآےتںیہ۔مہوپدوںےکتہبےسوصحںوکولھپںاورزبسویںےکوطررپاھکےتںیہ۔وپدےںیمہوخراک‪،‬ز‬ ‫زوپد ز‬
‫کس یپ ت‬
‫ڑپکا‪،‬راہشئ‪،‬دوارفامہرکےتںیہ۔وپدوںےسآ جٹیکلپیےہوجںیمہاسسنےنیلےکےیلاچےیہوہیتےہ۔یہیوہجےہہکوپدےامہرےام ز‬
‫وحلوکاصفز‬
‫رھتسااوراتزہرےتھکںیہ ز۔‬
‫اجون زر ز‪:‬مہاجونروںےسوگتش‪،‬دودھاوراڈنےاحلصرکےتںیہ۔ڑمچااوراونیھباجونروںےساحلصایکاجاتےہ۔مہھچکاجونروںوکلقنولمحےکز‬
‫وطررپیھباامعتسلرکےتںیہ۔اجونروںےکوگربوکادنینھ‪/‬اھکدےکوطررپاامعتسلایکاجاتےہ ز۔‬
‫یٹم‪:‬زیٹموکوپدےاینپاینبدیذغاتیئیکرضورتوکوپرارکےنےکےیلاامعتسلرکےتںیہ۔ہیتہبےساجدناروںاککسمیھبےہ ز۔‬
‫ز‬
‫ینش ز‪:‬یسمشروینش‪،‬وتاانیئرفامہرکیتےہاوروپدوںوکانیکوخراکانبےنںیمدمدرکیتےہ ز۔‬

‫یسمشرو ز‬
‫تخز‪:‬ریمعتایتومادےکوطررپاامعتسلایکاجاتےہ‪،‬ربنت‪،‬رفرچیناورولیھکںاکاسامنانبےنںیمیھباکاامعتسلوہاتےہ ز۔‬
‫ی ز‪/‬در ز‬
‫ڑکل ز‬
‫‪60 | P a g e‬‬
‫دعماینت‪:‬دعماینتدقریتوطررپزنیمےکےچیناپیئاجیتںیہ۔وکہلئ‪،‬رٹیپومیلاوردقریتسیگدعماینتںیہ۔مہانامدوںوکادنینھاوروتاانیئےکذرہعی‬
‫ےکوطررپاامعتسلرکےتںیہ۔دعماینتںیمداھںیتیھباپیئاجیتںیہ ز۔‬
‫ںیہ‬
‫زدقریتواسلئیکدوںیمسق ز‬
‫ہیاےسیواسلئںیہنجوکابرابراامعتسلایکاجاتکسےہ۔اثملےکوطررپ‪،‬یٹم‪،‬وسرجیکروینشاوراپیناقلبدجتدیواسلئںیہ۔اتمہ‪،‬ز‬
‫لئ ز‪ :‬ز‬
‫اقلبدجتدیواس ز‬
‫ضعباحالتںیم‪،‬اپینیھبآاسینےسدورسیدہعفاامعتسلںیہنوہاتےہ۔ڑکلیوکدوابرہاحلصایکاجاتکسےہ‪،‬نکیلاسںیموتقاتگلزےہا زورھچکوہگجںرپز‬
‫ولگزنیموکیسکاوراکمےکےیلاامعتسلرکےتںیہ۔یٹم‪،‬اگاڑاجےئوتاسوکدوابرہاحلصںیہنایکاجاتکس ز۔‬
‫اناقلبدجتدیواسلئ‪:‬زاےسیذراعئںیہنجوکدوابرہاحلصںیہنایکاجاتکس۔اوروہ واسپںیہنآےت‪،‬ایااسیوہلیسسجےکواسپآےنںیماکیفزایدہوتقاتگلز‬
‫ےہ۔اثملےکوطررپ‪،‬وکہلئاکیریغاقلبدجتدیوہلیسےہ۔بجمہوکہلئاامعتسلرکےتںیہوتوہآہتسہآہتسہمتخوہاتراتہےہ۔رھپااسیوتقیھبآاتکسز‬
‫ےہہکزمدیزیچںیانبےنےکےیلوکہلئیلکلمتخوہاجےئ۔زایدہرتدقریتواسلئدحمودںیہ۔اساکبلطمےہہکوہآرخاکرمتخوہاجںیئےگ۔دایمئواسلئ‬
‫یھبکہنمتخوہےنواےلوہےتںیہ۔اسیکھچکاثمولںںیمیسمشوتاانیئ‪،‬دنمسریوتاانیئ‪،‬اوروہایکوتاانیئاشلمںیہ۔ریغاقلبدجتدیواسلئوکریاسلکیئ‬
‫ںیہنایکاجاتکس۔اثملےکوطررپ‪،‬لیت‪،‬دعماینتوریغہ۔ز‬
‫اموحلیکافحظےکےیلدسآاسنزیچںی؛‪-‬ز‬
‫ظفحتیسکزیچیکافحظایوفحمظرکےنیکوکششرکانےہایہکآپواسلئوکانتکاامعتسلرکےتںیہ ز۔‬
‫‪.1‬دقریتواسلئےکظفحتےکےیلنیت"‪"R‬رپلمعرکںی۔مکرکںی(‪،)Reduce‬زدوابرہاامعتسلرکںی(ریویزز)اورریاسلکیئ(‪)Recycle‬زرکںی۔ز‬
‫ک‬
‫آپوجزیچکنیھپدےتیںیہاسیکدقماروک مکرردںی۔‬
‫‪.2‬راضاکر۔اینپویمکیٹنںیمافصیئےکےیلراضاکرںینب۔آپاےنپوارٹڈیشیکافحظںیمیھباشلموہےتکسںیہ ز۔‬
‫‪.3‬میلعتدنی۔بجآپاینپمیلعتوکآےگڑباھےتںیہ‪،‬وتآپامہرےدقریتواسلئیکاتیمہاوردقروکےنھجمسںیمدورسوںیکدمدرکےتکسںیہ ز۔‬
‫‪.4‬اپینوکوفحمظرکںی۔آپانتجمکاپیناامعتسلرکںیےگ‪،‬اانتیہمکاہبؤاوردنگااپین مکدنمسرںیماجےئاگ ز۔‬
‫‪.5‬اپدیئاراکااختنبرکںی۔اپدیئارواسلئےکاامعتسلےکےیلومعمالتانبںیئ۔‬
‫‪.6‬دھجمساریےسرخدیاریرکںی۔مکالپکٹسرخدیںیاوردوابرہاامعتسلوہاجےنواےلاشگنپگیبالںیئ ز۔‬
‫‪.7‬دریاپالٹئبلباامعتسلرکںی۔وتاانیئےسےنلچواےلالٹئبلبگنیاہؤسوسیگںےکارخاجوکمکرکےتںیہ۔بجآپرمکےےسابرہںیلکنوتالٹئ‬
‫اکوسچئآفرکدںی ز!‬
‫‪.8‬اکیدرتخاگلںیئ۔درتخوخراکاورآنجیسکرفامہرکےتںیہ۔وہوتاانیئوکاچبےن‪،‬وہاوکاصفرکےناورومایمسیتدبتویلیںاکاقمہلبرکےنںیمدمدز‬
‫رکےتںیہ۔‬
‫‪.9‬آیبراوتسںںیملکیمیکہنںیجیھب۔زرھگاوردرتفںیمریغزرہےلیزلکیمیکاکااختنبرکںی ز۔‬
‫‪.10‬مکادنینھاامعتسلرکںی۔رٹیپولاوردرگیادنینھوکانتجوہےکسمکاامعتسلرکےنیکاعدتانبںیئ‬
‫‪Handout 2-C‬‬
‫‪61 | P a g e‬‬
Flap Book
Material Required:
• Coloured A4 size paper

• Coloured marker
• Scissors
• Pasting Gum
Procedure to perform the activity in the class:
• Divide the class into three groups.

• Assign each group one topic as given below
• Natural resources
• Man-made resources
• Human resources
• Ask each group for developing a Flap book, focusing on the assigned type of
resource.
• Each group willbrainstorm ten examples of their chosen type of resource.
• Provide paper of different shapes and colours to participants.
• Paste a blank chart on the display board and ask participants to paste their flaps
onthe chart to make some specific pattern like a caterpillar, train, etc.
• Put the title and the type of resource (human, capital, or natural) on the top of the
chart.
• They will write the name the example of the resource, draw a picture of it, and list
two uses of it on one page
• Each example should be on a separate flap.
• Paste at least ten flaps
Picture of a flap book for example
Handout2-D
62 | P a g e
Wise Use of Natural Resources

Observe your surroundings and fill up this inquiry sheet
Object Use of Alternative material or

natural resources wise use of natural resource
Handout 2-E
63 | P a g e
‫لئ‬
‫اسننےک زانبےئوہےئواس ز‬
‫دقرایتورا ز‬
‫واسلئوہزیچےہسجیکاافدتیوہیتےہ۔وہآپیکزدنیگےکےیلامہوہیتےہ۔وہا‪،‬اپین‪،‬وخراک‪،‬وپدے‪،‬اجونر‪،‬دعماینت‪،‬داھںیتز‬
‫اوررہوہزیچوجرطفتںیموموجدےہاورینبونعااسننےکےیلاافدتیریتھکےہاکی'واسلئ'ےہ ز۔‬
‫اےسیامتمواسلئیکتمیقانیکاافدتیرپرصحنموہیتےہ۔اثملےکوطررپ‪،‬داھںیتوسان‪،‬اچدنی‪،‬اتابنایاکیسنیکوسیپںںیمدقروہیتےہ۔ز‬
‫ینعیاناکابتدہلوسیپںںیمایکاجاتکسےہ۔اتمہاہپڑ‪،‬درای‪،‬دنمسرایالگنجتیھبواسلئںیہنکیلانیکاعمیشدقرںیہنےہ ز۔‬
‫ںیہ‬
‫وتقاورانکیٹولیج۔دوامہرتنیوعالمںیہوجیسکیھبامدےوکواسلئںیمدبلےتکس ز‬
‫انکیٹولیجیکدمدےسااسننیسکدقریتایااسننیکانبیئوہیئزیچوکواسلئںیمدبتلیرکاتکسےہ۔ےسیجہکدنمسرےساحلصیکاجےنوایلز‬
‫دعماینت‪،‬یلھچمایدرگیدنمسریولخمقامہریوخراکاورادوایتےکےیلاامعتسلیکاجیتکسےہ۔ایسرطحوتقیھبواسلئیکدقرںیمااضہفز‬
‫رکاتےہ۔اثملےکوطررپ‪،‬ڑکنیسوںاسولںےسزنیمںیمدنفایحایتتےکااسجمےکذاخرئوفلسادنینھںیمدبتلیوہےتکسںیہ ز۔‬
‫دقریتومادرباہراتسرطفتےساحلصایکاجاتےہ‪،‬رویئوکرویئےکوپدوںےسےسایلاجاتےہ‪،‬اوراسےسوسیتڑپکا ایترایکاجاتےہ۔مہز‬
‫یٹمےسولاہاحلصرکےتںیہاورولےہےستہبیسزیچںیانبےتںیہےسیجرنیشمی‪،‬ریمعتایتاسامن‪،‬السںیخ‪،‬ڈےباورلپ ز۔‬
‫اہیںھچکدقریتومادیکرہفتسےہ۔اورانوکسکرطحااسنونںےسےنبوہےواسلئںیمدبتلیایکاجاتکسےہاتہکامہرےرطززدنیگوک‬
‫آاسنانبایاجےکس ز۔‬
‫‪Handout2-F‬‬
‫‪64 | P a g e‬‬
Man-Made and Natural Material

Sources Natural Material Man-made Material
Wood Chair, Table, Cupboard
Plants
Rubber Balloon, Tyre, Glove
Cotton Cloth, Scarf, T-Shirt
Fur Hat, Sweater
Silk Cloth
Animals
Leather Handbag, Belt, Shoes
Metal Spoon, Kettle, Pan
Rocks
Soil Clay pot, Vase, Bricks
Sun Sunlight Solar plates for energy
Petroleum Fuel for transport,

Minerals
Coal Fuel for cooking and factories
Handout 2-G
65 | P a g e
‫ل‬
‫انیلیزونیاوراخ ز‬
‫اخلیکآجحبصاسےکرمکےںیموشریکوہجےسدلجیآھکنلھکیئگ۔اسوکاگلہکاسےکرمکےیکڑھکیکرپوکیئآہتسہآہتسہدکتسدےز‬
‫ی‬
‫اورسکدورےکایسرےےسآایےہ۔زونیزےناخلوکاتبایز‬ ‫راہےہ۔رپدہےھچیپاٹہےنرپاوروپےنھچرپہتپالچہکوہ انیلیےہاوراساکانمزونیےہ‬
‫ہکانےکایسرےرپزدنہرنہتہبلکشموہایگاھت۔اورہیبساسسنئاورانکیٹولیجےکطلغاامعتسلیکوہجےسوہاےہ۔وہزنیمرپاسےیلز‬
‫آایےہاتہکاجنےکسہکزنیمرپوکنےسواسلئوموجدںیہنجیکوہجےسزدنیگزگارانآاسنےہ۔اسےناخلوکدروخاتسیکہکاسوک‬
‫رمکےںیمآےنیکااجزتدے ز۔‬
‫اخلوکاسرپرتسآایگاوراسےناےسادنرآےندای۔زونیےناخلےساہکہکریمیدمدرکواورزنیمےکامہاواصفاتبوہکاہیںزدنیگز‬
‫زگارےنیکےیلوکنیسوہسایلترسیمںیہ۔‬
‫دنمرہجذلیااشراتیکدمدےساہکینوکلمکمرکںی ز۔‬
‫‪1‬۔زنیمےکدقریتاورااسننےکانبےئوہےئواسلئسکرطحااسنونںوکزںیمرپرنہآاسنانبےتںیہ۔‬
‫‪2‬۔امدیواسلئےکطلغاامعتسلیکوہجےسزنیمرپزدنیگوکوکنےسرطخاتاکاسانمےہ۔ز‬
‫‪3‬۔زونیوکاےنپایسرےرپزدنیگدوابرہرشوعرکےےکےیلنکادقاامتوکرکانوہاگ ز۔‬
‫‪66 | P a g e‬‬
Handout 2-H
Robot’s Factory
Material required: Nothing

Procedure:
I. Divide the class into two teams
Give instructions as follows:
• The participants in Group A are like robots working on an assembly line in a factory.
• Using only sound effects and gestures (no spoken words).
• Group A is going to act out or mime the process of putting something together on an
assembly line in a factory.
• Each robot in the assembly line should have its own unique, robotic sound effect to
accompany its gesture.
• It is up to Group B to guess what the robots in the assembly line are making.
II. Give Group A two minutes to make a plan and regulate the item they will be making
and the sound effects and gestures each robot will do.
III. Have Group A stand in a line, shoulder to shoulder, facing Group B.
IV. When you say, “Go!” the robots should start acting out their assembly line. Group B
can shout out their guesses whenever they have an idea of what the robots might be
making.
Handout 2-I
67 | P a g e
‫عئ‬
‫اپینےکذرا ز‬
‫زنیمرپلکاپیناکرصفز‪3‬دصیفہصحاھٹیماپینےہ۔ابیق‪97٪‬اپیننیکمناپینےہ۔اساپیناک‪2/3‬ےسزایدہیمجوہیئلکشںیمےہ۔ریغدمجنماتزہز‬
‫اپینزینیماپینےکوطررپاپایاجاتےہاوراسںیمےسرصفاکیوھچاٹاسہصحزنیمےکاورپایوہاںیمےہ۔ےھٹیماپینےکامہذراعئوکذلیںیمز‬
‫زریثحبالایایگےہ ز۔‬
‫ںی‬
‫‪1‬۔وبراورونک ز‬
‫کپ ٹ‬
‫اپین‪،‬وجابرشایاوےلےکوطررپزنیمرپگاتےہ‪،‬یحطساپینالہکاتےہ۔وہاخصالعےقاہجںےسہیاپینعمجوہاتےہاےس یچمیٹ ز‬
‫اہکاجاتےہ۔ز‬
‫کپ ٹ‬ ‫کپ ٹ‬
‫یچمیٹںیمےساپیندنویںاوراھکولںںیماجاتےہ۔اسےکدعباپینوکڈمیایولیھجںںیمذریخہایکاجاتےہ۔ یچمیٹاعموطررپوبصقںایرہشوںز‬
‫ےستہبدوروہےتںیہ ز۔‬
‫یلیھج ز۔‬
‫‪2‬۔زدرایای ز‬
‫درایاوریلیھجضعباواقترقیبیوبصقںاورالعوقںوکرباہراتسیھباپینرفامہرکےتںیہ ز۔‬
‫مشچ‬
‫‪3‬۔ز ز‬
‫مشچاپیناکااسیذرہعیںیہنجےسزریزنیماپیندقریتوطررپزنیمےسابرہاتلکنےہ‪،‬ریغبوبر‪،‬ونکںیایپمپےکاامعتسلےک۔مشچاعموطررپز‬
‫اہپڑیےکےچینیکرطفوہےتںیہ ز۔‬
‫می‬
‫‪4‬۔دقریتڈ ز‬
‫ہیابرشےکاپینوکعمجرےنھکاکالعہقےہوجاپینوکعمجراتھکےہاوراسےکاٹچنوکدقریتوطررپایترایکایگےہ۔اںیہندقریتڈمییھباہکاجاتےہ ز۔‬
‫می‬
‫‪5‬۔دھکایئدشہڈ ز‬
‫ہیڈمییسکاخصہگجےسیٹموکاکنلرکانبےئاجےتںیہ۔اپینعمجرکےنںیمدمدےکےیلہیاعموطررپڈولھانوایلہگجےکےچینانبےئاجےتز‬
‫ںیہ۔ہیوارٹرپوقڈےبیکرطحوہےتںیہسجںیمابرشوکرواکاجاتےہ ز۔‬
‫ز‬
‫نیٹ‬
‫ز‪6‬۔ابرشےکاپینےک ز‬
‫ابرشاکاپینوجرھگوںیکوتھچںرپگاتےہارثکوتھچںیکرٹگگناکاامعتسلرکےتوہےئعمجایکاجاتےہوجاپپئےکذرےعیاوٹسرجینیٹکتز‬
‫اجاتےہ ز۔‬
‫‪7‬۔ونکںی ز۔‬
‫ہیاےسیزریےزںیمےیکےئگوسراخںیہوجزنیمںیماکیفرہگایئںیموھکدےاجےتںیہاتہکاپینیکاکیفدقماروکعمجایکاجےکس۔اپینوکحطسزنیمز‬
‫کتاچنہپےنےکےیلاکیپمپاامعتسلایکاجاتےہ۔سجیکدمدےساپینوکرھپولوگںیکآابدویںکتپمپایکاجاتےہ ز۔‬
‫ھچکونکںیاسہگجوھکدےاجےتںیہاہجںزریےزںیماپینزںیمیکاورپوایلحطسےکرقبیوہاتےہ۔اسمسقاکاپیننیکمن‪،‬دگالایانوگاروبواال‬
‫وہاتکسےہ۔سجوکاامعتسلےسےلہپاسوکاصفرکےنرضورتوہیتےہ ز۔‬
‫‪Handout 2-J‬‬
‫‪68 | P a g e‬‬
‫یگ‪:‬زاپینیکتچبرکےنیکرتبیغز‬
‫وبرڈ ز‬
‫ن‬
‫لیھکےکےیلرضوریاسام ز‬
‫ز‬
‫‪1‬زدعد ‪A-4‬اکذغرپیپھچوہیئیگوبرڈ‪-‬‬
‫ڈلواکدا زہن‪1‬دعدھچرطہف ۔ زرگنربےگننٹب‪1:‬الھکڑیےکےیلفلتخمرگناک‪1‬نٹب۔ےلینرگنےکومویتںوکاامعتسلز‬
‫رکںیویکںہکوہاپینیکرطحرظنآےتںیہ۔(الیناچرٹرپیپایےلکوریغہےسیھبانبایاجاتکسےہ)ز‬
‫وھچاٹڈوپسزالبیپکیفصخش‪1‬‬
‫اپینےکذریخےےکوطررپاکمرکےنےکےیل(‪1‬ڑباپک)ز‬
‫ل‬
‫لیھکےکاوص ز‬
‫ہیلیھکاپینےکمکاامعتسلیکرطفرتبغدالےنےکےیلےہ۔اسلیھکںیماپیناکاامعتسلالھکڑیےکوپاسٹنئںیمیمکیکرطحںیہ۔بجز‬
‫یھبوکیئالھکڑیاپیناکاامعتسلرکےاگاپینےکذاخرئےسومویتںیکلکشںیماپینعمجرکےاگ۔ز‬
‫سجالھکڑیےکاپسمکےسمکومیتوہںےگاسوکافحتاھجمساجےئاگویکہکناسےنتہبمکدقمارںیماپیناامعتسلایکےہ۔ز‬
‫رقتًابی‪100‬ومویتںوکڑبےپک(اپیناکذریخہ)ںیمرںیھکاوراسپکوکلیھجےکچیبںیمرںیھک۔ز‬
‫بجیھبوکیئالھکڑیاینپابریےلاگ‪،‬وہلیھجےسڈلوےکداےنےکربمنےکاطمقبومیتااھٹےئاگاورانومویتںوکاےنپپکںیمڈاےلز‬
‫رکےنےکےیلسجالھکڑیاکڈلوےکداےنرپبسےسزایدہربمنآےئاگوہیگرشوعرکےاگ۔‬
‫اگ۔یگرشوع ز‬
‫یگرشوعرکےنواےلےلہپالھکڑیےننبےکےیلاچروںالھکڑیاکیاکیرکےکڈایئرولرکںیےگ۔اورڈایئرپبسےسزایدہربمنواال‬
‫صخشیگرشوعرکےاگ۔ےلہپالھکڑیےکداںیئرطفاھٹیبالھکڑیلیھکوکآےگڑباھےئاگ۔یگاخمفلڑھگیوارتمسرپاجریرےہاگ۔ز‬
‫الہپالھکڑیاےنپوٹنکوکڈایئرپوموجدربمنےکاطمقبریتےکرسیکتمسںیمےلرکاجےئاگ۔ز‬
‫الھکڑییکوگیٹسجہگجرپآےئیگاسوہاسہگجیکدہاایترپلمعرکاتےہ۔اوراندہاایتےکاطمقبوہذریخےےسومویتںوکعمجرکاتز‬
‫ےہاوراےنپپکںیمراتھکےہ۔ز‬
‫بجکتآرخیالھکڑیلیھجےسومیتعمجںیہنرکاتیللیھکاجریراتہےہ۔‬
‫لیھجکتےنچنہپےکےیلرضوریںیہنوہاتہکابلکلاےنتیہربمنآںیئزایدہربمنآےنرپیھبلیھجںیماجایاجاتکسےہ۔‬
‫بجرہوکیئلیھجںیماجاکچوہوتآرخںیمرہالھکڑیےکعمجرکدہومویتںیکدعتاداکاسحباگلںیئ۔ز‬
‫بسےسمکومویتںواالالھکڑیتیجاجاتےہ‪،‬ویکہکناسےندورسےالھکڑیےکاقمےلبںیممکاپینایپ۔‬
‫‪69 | P a g e‬‬
‫بجےچبلیھکںیلانےسوسالوجابیکتسشنرکںیاتہکانوکاپینیکاتیمہاکااسحسوہےکس‬
‫ھچکومنےنےکوساالت‪:‬ز‬
‫ولگاانپاپیناضعئرکےنےکےیلوکنےسرطےقیاامعتسلرکےتںیہ؟‬
‫یگںیموکنیسرسگویمںےنتہبزایدہاپیناامعتسلایکاوریسکوکیگاہرےنرپوبجمرایک؟ز‬
‫نکرطوقیںےساپینمکاامعتسلوہاتےہ ز؟‬
‫اگرہوکیئالرپواہوہرکلیھجاکاسرازاپیناامعتسلرکےلوتایکوہاگ؟ز‬
‫واسلئےساکنےلاجےنواےلاپینیکدقماروکمکرکےنےکےیلآپرھگرپایکرکےتکسںیہ؟‬
‫‪70 | P a g e‬‬
71 | P a g e
‫‪Handout 2-K‬‬
‫دروتخںوکاچبںیئ۔‬
‫اکیزامےنںیماکیوخوصبرتلگنجاھت۔وکوکاوروکیٹانمےکدودرتخرےتہےھت۔وہاھبیئےھت۔وکوکاوروکیٹےکتہبےسدوتسےھت۔اسیجز‬
‫یئز‪،‬دنبروںاکاکیگوہ‪،‬رپدنوںاکاکیاخدنان‪،‬اکالرھچیاوردنملقعڑیھبایانرپرےتہےھت۔وہبساکیڑبےاخدنانز‬
‫ہکرخوگشاورااکساھب ز‬
‫یکرطحےھت ز۔‬
‫اکیدنحبصبسدوتسیسکابترپپگپشرکرےہےھت۔ااچکنوکیٹےناکیڑکلاہرےوکلگنجیکرطفآےتداھکی۔وکوکےناےنپامتمز‬
‫اجونروںاوررپدنوںےکدووتسںوکاھبےنگاکاہک۔نکیلواہںےسوکیئںیہناھباگ۔وکیٹےنانےساجےنیکدروخاتسیکنکیلاوہنںےناہکہکز‬
‫ںیہ۔مہآپوکاسرطخےںیمںیہنوھچڑےتکس۔ز‬
‫آپںیمہاھکےنےکےیلاھکان‪،‬رےنہےکےیلاکھٹہناوراسسنےنیلےکےیلاتزہوہادےتی ز‬
‫وکوکاوروکیٹےنوخیشےسآوسناہبےئاوررکشہیاداایک۔"کیھٹےہمتبسامہرےےھچیپپھچاجؤ"دوونںاھبیئدروتخںےناہک۔انچہچندنبر‬
‫اوررپدنےدرتخےکوتپںےکادنرپھچےئگاوردورسےاجونردرتخےکےھچیپپھچےئگ ز۔‬
‫ڑکلیاکےنٹواالدروتخںےکرقبیآاینکیلوہانھجلںیمڑپایگویکہکناکےنٹےکےیلتہبےسدرتخےھت۔اسوتقاسےنوکوکاوروکیٹوک‬
‫داھکی‪،‬ڑبےڑبےدرتخ۔اسےناہکہکمت'دوونںدرتخےنٹکےکےیلایترروہ'۔دنملقعوبڑےھڑیھبےیےناانپوصنمباجونروںوکےلہپیہز‬
‫اتبدایاھت۔ڑکلایںاکےنٹواالبجدروتخںےکرقبیاچنہپوتدنبروںاکگوہاسرپالھچگناگلرکاسیکلقنرکےناگل‪،‬رھپرپدنوںےکاخدنانز‬
‫ےناےسوچںیچنامرانرشوعرکدںی‪،‬رھپرخوگشاوراسےکاھبیئاسےکگدوکدےنےگلاوراکالرھچیگےنجاگل۔بجامتماجونراوررپدنےز‬
‫ڑکلاہرےےکاردگدرصموفوہےئگوتدنملقعڑیھبایاھبگرکابداشہریشےکاپسآایاوراےسواہںآےنوکاہک۔ابداشہزورےسداھڑاتزوہااھباتگز‬
‫وہاواہںاچنہپ۔ریشیکداھڑنسرکڑکلاہرےڈرایگاورواہںےساھبگایگ۔امتماجونروںاوررپدنوںےنابداشہےکاسھتاسھتڑیھبےیاکیھبز‬
‫اسیکوہایشریرپرکشہیاداایک ز۔‬
‫ایکامہرےاپسز‬
‫اسواےعقےکدعبراتےکوتقڑکلاہرےےنہیاسراامرجااےنپوھچےٹےٹیبوکانسایوتےچبےناےنپوصعمامہنادنازںیموپاھچہک ز‬
‫ت‬
‫یسکےساساکرھگےننیھچاکقحےہ؟اسوسالرپڑکلاہراالوجابوہایگ۔ھچکدونںےکدعبڑکلاہرےےکےٹیبیکطیعی یٹرخابوہیئگاورز‬
‫اگوۤںےکبیبطےناےسوکیٹےکوتپںوکاابلرکاساکرسدہشےکاسھتےنیپوکاہک۔وتاسابرڑکلاہرااکیابررھپلگنجیکرطفرواہنوہا‬
‫نکیلاسابراسےکاپساہلکڑاںیہناھت۔وکوک‪،‬وکیٹاورانےکاسیھتہیبساھبپنےئگہکاسابرڑکلاہرےےکارادےکینںیہ۔اسےیل‬
‫اوہنںےناسوکآےندای۔ایھچتمسقےسوکوکیکوینہٹںرپدہشیکویھکمںےنہتھچانبراھکاھت۔اسےنرضورتےکاطمقبدہشاوروکیٹےکز‬
‫ےتپےیلاوررکشاجبالےتوہےئوایسپاکراہتساناپ۔راےتسںیماجےتوہےئاسزےنوساچہکدرتخامہرےےیلاوراجونروںاوررپدنوںےکز‬
‫ےیلےنتکرضوریںیہآجاگںیمےنہیدرتخاکٹےیلوہےتوتںیماےنپےچباکالعجانرکوااتکس۔درتخاںیہنوخراک‪،‬انپہ‪،‬اسہی‪،‬وھپلز‬
‫ایکہکوہدرتخاکانٹوھچڑدےاگاورایناکمالتشرکےاگز‬
‫دےتیںیہ۔ںیمہدروتخںےکمعنادبللرپوغررکاناچےیہ۔اسےکدعباسےنہیہت ز‬
‫اوراسےناےنپاگؤںںیماکیرنرسیوھکیلاورتہبےسےئنوپدےاگلےئاوراسیکوہجےساگؤںںیمتہبےسرھگولیاجونراوررپدنےز‬
‫یئہ‬
‫ولوگںےناناکرکشہیاداایک‪-‬اکمرکرےہںیہ۔ںیمہیھباینپزنیموکاچبےنےکےیلزایدہےسزایدہدرتخاگلےناچ ز‬
‫‪72 | P a g e‬‬
List of follow-up activities of the day-2, session-1 to be submitted online after

completing

# no.
Each Participant will fill • Picture of dully filled
Objectives of the
1 2-A objectives of the day
day
Sheet.
Help your • Duly filled Activity
students to Impact Proforma
Flap Book Develop flap • Pictures of flap book
2 2-C
Groups book in your
classroom
Ask your students to • Filling out all the
explore their observation sheets
Wise use of natural surroundings and help according to the
3 2-D
resources them to complete the handouts.
observation sheet • Activity impact
Performa.
Play the game in your • Pictures of the game.
4 Robot’s factory 2-H one class • Activity Impact
Performa
Play the game in your • Activity Impact
Smart uses of one class. Performa
5 2-I
water
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Handout 2-L
Objectives of The Day
Objective The Current Method of What is the Change in Their Current

Teaching Method of Teaching
Effects of forces
Advantages and
disadvantages of
friction
Properties of solids,
liquids, and gases
Light travels in a
straight line,
reflection, and
formation of
shadows
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Handout 2-M
Forces
Force:
A force is a push or a pull; i.e., the act of pushing or pulling an object.
• A pull is when you use force to move a thing (object) closer to you.
• A push is when you use force to move a thing (object) away from you.
A force is an agent that causes a change in an object’s shape, speed, or

direction.There are two types of forces:
In our daily life, we often use our muscles to pull or push things: we pull up a glass of milk to
get it to our mouth; we push an object to move in a particular direction, etc. We come to
realize that either a “pull” or “push” is required to move an object. So, Force is a push or
pull on an object.
We use force to walk, lift any object, throw anything, move any object from its place, etc. In
short, force is there in every activity we do. By applying force, we usually bring anything in
motion or in rest position but not always. Example: If we apply force on a wall, it does not
move.
Some applications of force in everyday life:
We pedal a bicycle and the bicycle

1
moves forward.
In a bullock cart, a cart is being pulled

2
by a bullock.
Two teams pulling the rope in the

3 game of tug of war.
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4
We pull the door to open it.
Effects of force:
Force has many effects on the objects it is applied to. It can cause many changes to the
object to which force is applied.
Force can bring the stationary object in motion provided there is no

other force preventing the motion.
When we apply force on any stationary object, it starts moving in the
direction of the force. A change in an object’s position is called
motion. So, when force is applied, a stationary object comes into
motion or force changes the position of a stationary object.
Example:
Force produces
When we push any toy car, it moves.
motion
Force changes the motion of the body that is already in motion.

Example:
Force changes When we push harder to movea toy car, its speed increases. Similarly,
the speed we can apply force in the opposite direction of the motion to slow
down the speed of the toy car.
Therefore, we can say that force changes the speed of an object.
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When we apply more force in the opposite direction of the motion, an

object stops moving.
Example:
When we try to hold the ball thrown to us with force greater than the
force with which it is coming, it stops.
Force stops
Therefore, we can say that force can also stop a moving object.
motion
When a force is applied at an angle to a moving object, force changes

the direction of the moving object.
Example:
In game of badminton, when player hit theshuttlecock back to the
Force changes
player on the opposite side, his force changes the direction of
the direction
shuttlecock.A moving car changes its direction when force is applied
on its steering wheel so as to turn it.
In game of football, player changes the direction of moving football by
hitting the ball by his foot at an angle.
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When a force is applied to an object its shape and size change.

Example:
When an inflated balloon is pressed, the applied force changes its
shape.When we squeeze a plastic water bottle, the force applied
changes its shape and size.
Force changes
the shape
1. Contact force occurs due to the contact between two different objects.
2. Non-contact force occurs due to either attraction or repulsion between two
objects such that there is no contact between these objects.
Examples:
magnetic force, and gravitational force.
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Handout 2-N
Investigating Effects Force
Experiment1: Tug of War
Material required:
Rope, students
Engage: Generate Questions
Give an idea to the participants to perform the following activity in their classes. This
activity will engage the students so that new ideas and questions will come into their
minds to explore further
Procedure to perform this activity in the class:
i. Ask participants to arrange in such a way that a rope is laying in the middle
of them.
ii. Ask some questions like: Is the rope moving?
How can we make the rope move?
(Have participants brainstorm ideas with the person sitting near him/her)
iii. Ask a participant to move the rope.
iv. Help in a discussion about the ways we can move the rope.
(Based on prior knowledge)
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Expected answers: Pulling the rope or pushing the rope.
Explore:
Explain that participants will be exploring the concept of force using the game "Tug of
War."
Make three different possible teams
a) Teams with almost the same number of strong participants on both side
b) Teams with a greater number of participants on the left side
c) Teams with a greater number of participants on the right side
Ask participants to record the results of each competition.
After different competitions start a discussion.
The main focus of the discussion should be that the rope moved in a direction that had
greater force applied to it.
Conclude that:
• Different forces are working on everybody.
• If an object is not moving, there are balanced forces acting upon it.
• The rope laying still has equal forces upon it. It has gravity pushing it down to earth
while, in reaction, the ground is pushing the rope up.
• The forces on both ends of the rope are the same since no one is pulling on it.
• After this, demonstrate that the rope will move when forces become unbalanced.
• Pick up the rope in the middle.
• After this, explain that the rope has moved (changed position} because the force of
gravity is less than the force exerted by picking up the rope.
• Also, explain that more than one force is always acting on an object. An object will
move when there are unbalanced forces.
Experiment 2: Effects of Forces:
Material required:
Ball, rubber band, coin, kitchen sponge, balloon, clay
Demonstration 1: Rolling the Ball
• Place a ball on the floor.

• Ask the students: How can they move this ball?
• Ask a student to move the ball.
• Then ask another student to push it with greater force.
• What happens when you apply more force on the ball?
Conclude that:
• Force can move an object.
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• the greater the force, the greater the distance covered by the object
Demonstration 2: Stretching an Object
• Give a rubber band to a student and

• Ask him/her to stretch it softly.
• Then ask: Does the shape of the rubber band change when stretched?
Conclude that:
Force can change the shape of an object.
Demonstration 3: Relation of Force and Motion
• Place a coin on the table.

• Ask students to observe the position of the coin.
• Ask one student to push the coin gently.
• Note the new position as well as the distance covered by the coin.
• Ask the same student to push the coin with more force.
• Have the other two participants try the same activity with a sharpener and eraser
and observe the difference in distance covered.
• Ask participants: What difference do you observe in the two cases?
Conclude that:
Greater the force, greater the change in the distance covered by the object
Demonstration 4: Relation of Force and Shape of the Object
• Give a kitchen sponge to a student and ask him/her to squeeze it.

• Ask the students: What happens when you squeeze it? (It changes its shape by
applying force).
• Ask different students to repeat the experiment with a spring.
• What happens when you release it? (It regains its original shape)
Conclude that:
Some objects regain their shapes on the removal of the force.
Demonstration 5: Flexible and Rigid Objects
• Take an inflated balloon.

• Ask a student to press the balloon slightly by hand.
• Ask students: What happens when he/she presses the balloon?
• Ask what happens when he/she releases it?
• Repeat the activity with different students.
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Conclude that:
Some objects regain their shapes on the removal of the force
Demonstration 6: Force and Inflexible Objects
• Ask a student to make a ball of clay and press it with his/her hands inside a mold.
• Ask the students what happens when they press the clay ball with their hands.
• Ask that: Does it return to its original shape when hands are removed?
Conclude that:
Some objects do not regain their original shape after the removal of the
applied force.
Demonstration 7: Balloon Experiment
• To explain force and motion another experiment can be easily performed which is
the balloon experiment.
• Take a balloon and fill it with air.
• Leave the balloon's neck.
Air will expel out from the mouth of the balloon and in return, this air pressure will push
the balloon backward causing the motion of the balloon. This experiment will indicate how
pushing force causes motion in the body.
Conclude All Demonstration As:
• Aforcecanmoveastationaryobject.
• Aforcecanslowdownorstopamovingobject.
• Aforcecanchangethespeedofamovingobject.
• Aforcecanchangethedirectionofamovingobject.
• A force can change the shape and size of an object.
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Handout 2-O
Observation sheet for forces in Everyday Life
Directions For Students:
Think about the following effects of force.collect everyday life examples of the following
effects of force and write in their notebooks.
Effect of force Object How does it work
Force changes motion

(speed)
Force changes motion

direction)
Force Changes shape

or size
Effects of gravity of
earth on the objects
The greater the force

greater will be motion
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Handout 2-P
Friction
Friction acts on all moving objects but the direction of the force of friction is always opposite
to the direction of movement of the object. Friction is defined as a force that acts at the
surface of separation between two objects or two bodies in contact and tends to oppose the
motion of one over the other. It is simply a force of opposition.
Merits of Friction:
• Frictionhelpsustowalkontheground
• Wecanwriteonpaperoronaboardduetofriction
• Frictionhelpsinstoppingavehicleonapplyingthebrakes.
• Ithelpsingeneratingheatwhenwerubourhandstogether
• Itstopstiresfromslipping.
• Enablecarstostopwhenbreaksareapplied.
Demerits of Friction:
• Frictionproduces alotofheatinvariouspartsofthemachineryandthisleadstoa
wastageofenergyasheat.
• Opposesmotion,hencemoreenergyis neededto overcomefriction.
• Noiseproductionin machines is irritating as well as leads toenergyloss
• Forestfiresarecausedduetofrictionbetweenbranchesoftrees,
• Causestheefficiencyofthemachines.
• Causesalotofenergytobeconsumedbythemachine
• Causeslossofresources
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Handout 2-Q
Investigation for Friction
Material required:
wooden block, table, glass sheet, oil, a trolley school bag
Procedure:
Demonstration 1: Cause of Friction
• Place a wooden block on the table and tell a student to push it to slide over the
surface of the table.
• Then place the glass sheet on the table and ask the same student to push the wooden
block over the surface of the glass sheet.
Ask the participants:
• Why is sliding the wooden block over the glass sheet easier than over the table?
• What opposes the motion of the wooden block on the table?
• What difference do they notice when the block moves over two different surfaces?
Students’ expected responses:
• The surface of the glass sheet is smooth whereas the surface of the table is
rough).
• The roughness of surfaces
Conclude as:
• The surface of the table opposes the motion more than the glass sheet.
• The roughness of surfaces causes friction.
Demonstration 2: Way to reduce Friction-1
• Take a glass sheet.
• Ask the participant to rub the palm of her/his hand on it.
• Now pour a little oil on the sheet.
• Ask the student to rub the hand again on the oily sheet.
• Then ask what difference you feel between rubbing the dry glass sheet and the oily
sheet.
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Expected Response:
• The oily surface has less friction.

• Ask how can we decrease the friction?
Expected Aswer:
Applying oil or grease between the surfaces which slide over each other.
Demonstration 3: Way to Reduce Friction-2
• Take a trolley school bagwith wheels attached to its bottom.

• Ask a student to drag the bag on a smooth floor over the side without wheels.
• Then ask him/her to drag it over the wheels.
• Ask the students, it is easier to move the bag or wheels.
Expected Response:
• Yes, the wheels reduce friction.

• Tell the students that friction can also be reduced by using wheels
Sum Up / Conclusion:
• The forces which oppose the motion of one object over another are called friction.
• Friction is sometimes desirable and some other times a hindrance.
• The roughness of the surface causes friction.
• Friction can be reduced by making surfaces smooth, oiling the surface, or using
wheels.
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Handout 2-R
Three States of Matter
The temperature has a direct effect on whether a substance exists as a solid, liquid, or gas.
Generally, increasing the temperature turns solids into liquids and liquids into gases;
reducing it turns gases into liquids and liquids into solids.
Atoms and molecules are the particles that makeup matter. A substance’s state of matter
(solid, liquid, orgas) depends on how its molecules move and maintain their volume and
shape.Particles are in constant motion, but they interact differently depending on the state
of matter.
Solid:
Solid particles stay in contact with each other, vibrating in place but not moving relative to
each other, maintaining the solid’s shape and volume.
Liquid:
Liquid particles stay in contact, but they are able to move relative to each other. Liquids
change shape based on their container but maintain their volume.
Gas:
Gas particles do not stay in contact, although they can collide. They move quickly relative
to each other. Gases expand or contract to fill the available space, meaning they don’t
maintain their shape or volume.
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Properties of Matter Solid Liquid Gas
1: Arrangement of Tightly packed Particles close Particles are well

particles usually regular together but no separated, no regular
patter regular pattern pattern
2: Shape retains own Takes on shape of Takes on shape and fills

shape the container container
3: Volume Fixed volume Fixed volume do not have fixed volume
4: Example Car, Ice Water, Milk Air
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Handout 2-S
Metal and Non-metal

Metals:
MetalsaresubstancesthatareformednaturallybelowthesurfaceoftheEarth.Mostofth
emetalsarelustrous,i.e.,theyareshiny.Metalsaremadeofsubstancesthatwereneveral
ive.
PropertiesofMetals
• Theyaregoodconductorsofheatandelectricityandthustheyfindapplicationsinday-to-
daylifelikecookingutensilswhichismadeofironoraluminumastheyaregoodconductorso
fheat.
• Thecapacityofasubstancetobedrawnintoawireisknownasductility,anditisthisproperty
thatpermitsmetalstobeusedascablewiresandforsoldering.
• Malleabilityisthepropertyofmetalsthatallowsthemtobebeatenintoflatsheets.Because
oftheirlightweightandstrength,aluminumsheetsareemployedinthemanufactureofairc
raft.Metalsarethusmalleable.
• Metalsproduceadeeporringingsoundwhenstruckwithanotherhardobject.Thus,theyar
esonorous.
Non-metals:
• Elementsthatlacktheattributesofmetalsarecallednon-metals.
• Non-
metalsaregoodinsulatorsofheatandelectricity.Theyaremostlygasesandliquids.Somen
on-metalsaresolidatroomtemperature.
•
PropertiesofNon-Metals
• Theyarenotmalleableastheyarebrittleandbreakonapplyingpressure.
• Theyarenotlustrousastheydonothaveanyshiny appearance.
• Non-
metalsdon’tproduceadeepringingsoundwhentheyarehitwithanothermaterial.Thus,t
heyarenotsonorous.
• Theyarealsobadconductorsofheatandelectricity.Anotableexceptionbeinggraphite.
Metal and non-metals and their properties
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Metals and Non-Metals
Metals (Allow electricity to Non-Metals (Do not allow

pass through them) electricity to pass through them)
Properties of Metals Properties of non-metals

• Shiny • Dull
• Dense • Not dense
• Conductor • Insulator
• Ductile • Brittle
• Example (gold, copper) • Example(wood, plastic)
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Handout 2-T
Space and Satellites
What is space and why explore it?
Space begins at a distance of 100 km or 62 miles above the Earth. There is no air in space,
which is why astronauts have to wear high-tech spacesuits to travel there. This lack of air
also means that space is completely silent. Space is what is known as a vacuum, which is
an area that is completely free of any matter, like air. Air molecules are what transmit
sound and so, in space, it is impossible for sound to exist without them. Some advantages
of space exploration.
• To understand health problems on Earth.

• To collect data on climate change, measure pollution, and help protect our planet.
• It creates high-tech jobs.
• Space technologies improve the products we use every day.
• Satellite data can be used to predict natural disasters.
What are satellites and their importance?
A satellite is an object (e.g., Moon, planet, or machine that orbits a planet or star). For
example, Earth is a satellite because it orbits the Sun. Likewise; the Moon is a satellite
because it orbits Earth. The Earth and Moon are examples of natural satellites.
An artificial satellite is also a machine launched into space to orbit the Earth or another
space object. Thousands of artificial satellites orbit Earth. Some take pictures of Earth to
help meteorologists predict weather and track hurricanes, while others take pictures of
other planets, the Sun, black holes or far away galaxies.
What Are the Parts of a Satellite?
Most satellites have at least two parts in common, an antenna and a power source.
• The antenna sends and receives information, often to and from Earth.
• The power source can be a solar panel or battery. Solar panels make power by
turning sunlight into electricity.
Use of various artificial satellites
i. Geostationary
A geostationary satellite is an earth-orbiting satellite placed directly over the equator. It

revolves in the same direction the earth rotates (west to east) and takes 24 hours to
complete one rotation. A geostationary satellite is used in Direct broadcast TV,
communication networks, global positioning, or GPS.
Positioning the satellite at an altitude of 35,786 km, the orbital period exactly matches the
rotation of the Earth; the satellite thus appears fixed over one spot on the Earth's equator
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and thus seems to stay stationary over the same point. A geostationary satellite
completes one orbit revolution in a circular orbit, around the Earth, every 24 h.
ii. Weather
There are two basic types of weather satellites: those in geostationary orbit and those in
polar orbit. Orbiting very high above the Earth, at an altitude of 35,800 kilometers (the
orbital altitude),
Geostationary satellites orbit the Earth in the same amount of time it takes the Earth to
revolve once. They stay still, always above the same area of the Earth. This orbit allows
the satellite to monitor the same region all the time.
They transmit photographs to the receiving system on the ground as soon as the camera
takes the picture. A series of photographs from these satellites can be displayed in
sequence to produce a movie showing cloud movement.
They can forecast storms, hurricanes, and wind direction and speed by monitoring cloud
movement.
iii. Communication
Communications satellites allow radio, television, and telephone transmissions to be sent
live anywhere in the world. Before satellites, transmissions were difficult or impossible at
long distances.
The signals, which travel in straight lines, could not bend around the round Earth to reach
a destination far away. Because satellites are in orbit, the signals can be sent
instantaneously into space and then redirected to another satellite or directly to their
destination.
Communications satellites orbit the Earth at an altitude of 35,800 kilometers, a
geostationary satellite orbits the Earth in the same amount of time it takes the Earth to
revolve once. The satellite appears to be stationary, always above the same area of the
Earth.
iv. GPS (Global Positioning System)
GPS stands for Global Positioning System. The system uses signals transmitted by orbiting
satellites to pinpoint a device's location and determine any movement over time. It a
system of 30 navigation satellites that orbit the Earth.
It provides basic information such as coordinates and a few other statistics, but when
combined with other technology, such as maps, and incorporated into navigational
systems, it becomes a very powerful tool. GPS is now widely commercially available to
the public like devices for road vehicles and boats, as well as apps for smartphones.
Benefits of GPS
• Navigation
• Employer Monitoring
• Safety
• Traffic and Weather Alerts
• Military Usage
• Buildings and Earthquakes
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Handout 2-U
Artificial satellite
Material required:
Cardboard, chart paper, scissor, gum
Instructions to Make Model of Artificial Satellite:
Step – 1: Make a cylinder out of cardboard (chart paper)

Step – 2: Cut two square panels.
Step – 3: Cut a circle and cut a triangle starting from the center of the circle to make
dish.
Step – 4: Cut a strip with a circular upper side to make an antenna.
Step – 5: Cut another small-sized cylinder to fix the top.
Step – 6: Fix all the parts to make a satellite.
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Handout 2-V
Solar System
The Solar System includes the Sun, the Earth (where you are now!) and all of the other
planets, asteroids, and comets that go around and around it.
The solar system is the family of the star Sun and its eight 8 planets revolving around the
sun with their moons. The sun is the center of the Solar System. The closest star to earth is
the sun.
The circular path of a planet around the sun is called an orbit. Each planet has a different
speed and distance from the sun.
Planets:
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
Orbits:
All the planets and dwarf planets, the rocky asteroids, and the icy bodies in the Kuiper belt
move around the Sun in elliptical orbits in the same direction that the Sun rotates. This
motion is termed prograde, or direct, motion. Looking down on the system from a vantage
point above Earth’s North Pole, an observer would find that all these orbital motions are in
a counterclockwise direction. In striking contrast, the comet nuclei in the Orbit cloud are in
orbits having random directions, corresponding to their spherical distribution around the
plane of the planets.
Earth:
Earth is the third planet from the Sun, takes 24 hours to rotate. This is what causes day and
night. As the Earth rotates, it also moves, or revolves, around the Sun. The Earth’s path
around the Sun is called its orbit. It takes the Earth one year, or 365 1/4 days, to completely
orbit the Sun.
As the Earth orbits the Sun, the Moon orbits the Earth. The Moon’s orbit lasts 27 1/2 days,
but because the Earth keeps moving, it takes the Moon two extra days, 29 1/2, to come
back to the same place in our sky.
Moon:
Moon is the large round object that circles the Earth and that shines at night by reflecting
light from the sun. Moon is an object that orbits a planet or something else that is not a
star. Besides planets, moons can circle dwarf planets, large asteroids, and other bodies.
Objects that orbit other objects are also called satellites, so moons are sometimes called
natural satellites.
Sun:
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The sun is by far the largest object in our solar system, containing 99.8% of the solar
system's mass. It sheds most of the heat and light that makes life possible on Earth and
possibly elsewhere. Planets orbit the sun in oval-shaped paths called ellipses, with the sun
slightly off-center of each ellipse.
Our Sun is just one of about 200 billion stars in our galaxy. That gives scientists plenty of
places to hunt for exo-planets, or planets outside our solar system. But our capabilities
have only recently progressed to the point where astronomers can actually find such
planets
The Sun and all the smaller objects that orbit it make up the Solar System. The eight main
planets are the biggest objects in the Solar System, excluding the Sun. Mercury, Venus,
Earth, and Mars are the four relatively small, rocky planets closest to the Sun.
The asteroid belt, which is home to millions of stony objects, lies beyond Mars. These are
remnants from the planets' creation 4.5 billion years ago.
The four gas giants — Jupiter, Saturn, Uranus, and Neptune — are located on the opposite
side of the asteroid belt. Despite being much larger than Earth, these planets are rather
light. Their main components are hydrogen and helium.
The furthest planet known up until recently was an ice globe.
Up until recently, Pluto, an ice planet, was the furthest planet known. Pluto, however, is
too small to be referred to as a true planet since it is dwarfed by the moon, according to
many astronomers.
The furthest planet known up until recently was Pluto, an ice planet. Pluto, however, is too
tiny to be referred to as a genuine planet since it is dwarfed by the moon, according to
many astronomers.
Top 10 facts
1. Everything in the Solar System revolves around the Sun. The Sun is a star – a
massive ball of hot gas that gives off light and heat.
2. There are eight planets that orbit around the Sun.
3. The closest planet to the Sun is Mercury, and the farthest away is Neptune.
4. The biggest planet is Jupiter, and the smallest planet is Mercury.
5. The Earth is the only planet that we know has creatures living on it.
6. The Earth rotates as it orbits the Sun. It takes one day to complete a rotation.
7. It takes 365 days for the Earth to complete one circuit around the Sun. We call this a
year.
8. The Sun is just one of hundreds of billions of stars in the galaxy that we live in,
which is called the Milky Way. The whole Universe has at least 100 billion galaxies in
it.
9. You are held onto the surface of the Earth by a force called gravity. This is the same
force that keeps the Earth and the other planets orbiting around the Sun.
10. Not everything in the Solar system orbits directly around the Sun. The Moon orbits
around the Earth.
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List of follow-up activities of the day-2, session-2 to be submitted online after

completing

# no.
Each Participant will fill • Picture of dully filled
Objectives of the
1 2-L objectives of the day
day 2, session-2
Sheet.
Help your • Duly filled Activity
students to Impact Proforma
Class
perform
2 experiments on 2-N
experiments
effects of forces
Ask your students to • Filling out all the

explore your observation sheets
surroundings and help according to the
3 Observation sheet 2-O
them to complete the handouts.
observation sheet • Activity impact
Performa.
Help students, make a • Pictures of the model.
three-D model showing • Activity Impact
molecular arrangements Performa
Molecular model of molecules in solids,
4 of 3 states of 2-R liquids and, gases. Use
matter recycled material like
caps of pet bottles,
beads, tiny balls made
by paper matched
Engage your students in Duly filled Activity
making the model of Impact Proforma
Making Model of Artificial Satellite. according to the number
5 2-U
Artificial Satellite of activities.
• Pictures of artificial
satellite making.
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Punjab Education Foundation

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Instructions: Please tick your level of agreement with the statements listed below
Factors to give feedback Very
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Time allocated for the training was
5 4 3 2 1
sufficient.
How knowledgeable was the trainer on
5 4 3 2 1
the training topics?
Did the trainer explain the concepts
5 4 3 2 1
clearly and in an understandable way?
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5 4 3 2 1
that were asked?
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‫وسالربمنز‪ :3‬اعضاءاکآسپںیمایکڑگھجااھت ز؟‬

Game: Performing Actions Using Different Parts of the Body:

List of Suggested commands:

Jump on one leg Deep inhale Long exhale

Laugh loudly Shake hands with your classmate Sing a poem

3‫اکمز‬ 2‫اکمز‬ 1‫اکمز‬ ‫اعضا زء‬

‫‪1‬۔رجبیےکدنچڑکٹے ‪2‬۔ رپیپپلکز‪3‬۔وھتڑااساپین‪ 4‬۔اٹایفں ز‪5‬ز۔رتیز‬

‫دواکملںیموصتریوںوکدرجذلیادنازےسانبںیئ۔اےنپدوتسوکںیہکہکوہالتشرکےہکہیےسیکز اکیدورسے فلتخمز‬

How to Care for Your Smiling Teeth

Importance of Teeth For . . . . . ..

What do your teeth do?

Teeth Type Pictures Functions

Vital organs of the Human Body

‫رہروزربشرکےنےسہنماوردعمےیکےبامشرامیبرویںےساچباجاتکسےہ۔وچبںوکاھکساناچےیہہکربشےسیکرکانز‬ ‫رہروزربشرک زان‬

‫انہتشابلطءےکےیلاخصوطررپامہےہویکہکناناکدامغمسجیکفصنوتاانیئاامعتسلرکاتیلےہ۔اوکسلاکدنرشوع‬ ‫روزاہنانہتشرک زان‬

‫روزاہنڑپاھیئرکےنےسوچبںیکاتکباورملعدویتساقمئریتہےہ ز۔‬ ‫روزاہنڑپاھیئرک زان‬

‫تہبدریےلہپیکابتےہہکاکیوھچاٹ ڑلاک سجاکانم آاتفب اھت اپرکںیمےسزگرراہاھت۔اپرکےکوطسںیماکیدرتخاھتسجرپ اکیڑبااسز‬

‫اکیرشاریتہچباوراسےکاسیھتاکی اپرکںیمریسرکےناجرےہےھت۔وہتہبدلجچنہپےئگ اپرکابلکلاصفاھت۔اپرک زاکاکیافصیئز‬

List of follow-up activities of the day – 1, session-1 to be submitted online

Perform all 4 suggested • Duly filled Activity Impact

Perform the activity in any • Filling out all the

Work on the worksheets to • Pictures of the worksheets.

With the help of students • Picture(s) of the model (s).

Perform storytelling • Photos of the activity.

ACTIVITY IMPACT PROFORMA

Teacher Name: ________________ School: _____________ Code: _____

Teacher and Students responses

where you are from,

The interest of mine-

Column A Column B Column C

Different parts of plants

Pick the Bottle

• Properly washed empty fizzy drink bottle

The Procedure of the Game:

• Prepare slips bearing different plants names.

Some Sample Sentences.

• I have a thorn in my stem ---------------------- (expected responses cactus, rose.)

Monocots And Dicots Plants

Monocot seed dicot seed

monocot plant leave dicot plant leave

monocot plant flower dicot plant flower

The procedure of Activity:

Dani and Bumblebee Story

Pollinators as helping hands of plants

There are two types of pollination:

The two types of pollination found in flowering plants are:

a) Self-pollination: that occurs within the same plant.

‫‪Some Riddles on Animals‬‬

Instructions for conducting the activity in the classroom

Vertebrates and Invertebrates

Invertebrates do not have a backbone and are generally smaller in size.

Vertebrates:Vertebrates have a well-developed internal skeleton. The skeleton is

Some Properties of Light

1. Light Travels in Straight Line:

• Bring three Index Cards A, B, and C.

Observe and record your observations.

• How can light be seen through all the index cards?

Teacher Name: ________ School: _ Code: _