General science 12th august

NATIONAL CURRICULUM COUNCIL,
MINISTRY OF FEDERAL EDUCATION AND PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
SINGLE NATIONAL CURRICULUM
GENERAL SCIENCE
GRADE IV-V 2020
ONE NATION, ONE CURRICULUM

CURRICULUM
GENERAL SCIENCE
GRADE IV-V
2020
NATIONAL CURRICULUM COUNCIL
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD

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TABLE OF CONTENTS
Chapter 01: Introduction
1.1 Goals
Chapter 02: Strands, Standards and Benchmarks
2.1. Strand-1: Life Sciences
2.2. Strand 2: Physical Sciences
2.3. Strand-3: Earth and Space Sciences
2.4. Cross-cutting Elements
2.4.1 Skills
2.4.2 Attitudes
2.4.3 Science, Technology, Engineering and Mathematics (STEM)
Chapter 03: Progression Grid: Grade IV and Grade V
Chapter 04: Learning Contents and The Student’s Learning Outcomes
4.1 Grade IV
4.2 Grade V
Chapter 05: Teaching and Learning
5.1 Promoting Scientific Literacy in Teaching and Learning Process
5.2 What is Active Learning?
5.3 Terms Associated with Active Learning
5.4 Active Learning Strategies
5.5 Active Learning in the Classroom
5.6 Shifting Role of a Teacher
5.7 Shifting Role of a Learner
5.7.1 The Flipped Classroom
5.7.2 Problem-based Learning
Chapter 06: Assessment and Evaluation
6.1 Assessment
6.2 Evaluation
6.3 Assessing Student Learning in Science
6.4 Objectives of Assessment
6.4.1 Understanding Science Principles
6.4.2 Conducting Scientific Inquiry
6.4.3 Applying Science Principles

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6.5 Incorporating Assessment into the Learning Process
6.6 Types of Assessment
6.7 Purpose of Assessment
6.7.1 To Guide Instruction
6.7.2 To Inform Progress of Students
6.7.3 To Provide Information on the Effectiveness of Curriculum
6.8 Classroom Assessment
6.8.1 Classroom Assessment Strategies
6.9 Students' Self-Assessment
6.10 Quality in Assessment
6.11 Large-Scale National Assessment
6.12 TIMSS Science Assessment for 2019
6.13 Construction of Test Items
6.14 Reporting
6.14.1 Guiding Principles for Reporting
6.15 Attitudes and Values
Chapter 07: Guidelines to the Textbook Authors
7.1 Guidelines for Writing a Chapter
7.2 Criteria for Analysis of the Textbook
7.3 Teacher's Guide
Appendices
A. Planning Classroom Assessment
B. Developing Science Skills and Processes
C. Developing Critical and Creative Thinking Skills (cited from Malaysia Curriculum)
Curriculum Review Committee for General Science (IV-V)
TABLE OF CONTENTS

CHAPTER
Science is a systematic study of structure and behaviour of natural and physical world
through observations and experiments. Teaching the scientific method to students is
teaching them how to observe, think, learn, solve problems and make informed decisions.
These skills are integral to every aspect of a student’s education and life, from school to
career. Therefore, the importance of science in our institutions and daily life cannot be
ignored.
The General Science curriculum focuses on various issues pertaining to the current state
of science education in the country, including General Science curriculum, textbooks,
teaching, assessment, and schools’ infrastructure. The existing General Science
curriculum was reviewed in the light of ground realities and study of best practices from
around the world including a number of documents, foreign curricula, standards for
science teachings, STEM and TIMSS content requirements.
The purpose was to develop a curriculum that will serve as a foundation document for the
promotion of school science education in Pakistan that is in line with the required
standards of education in the 21st
century as well as to introduce international programs
like Science, Technology, Engineering and Mathematics (STEM) and Trends in
International Mathematics and Science Study (TIMSS) at each level of schooling.
The Trends in International Mathematics and Science Study (TIMSS) provides reliable
and timely data on the Mathematics and Science achievement of Pakistani students
compared to that of students in other countries. In 2019, Pakistan also became part of the
TIMSS study whereby 30,000 students of Grade 4 participated. TIMSS is sponsored by the
International Association for the Evaluation of Educational Achievement (IEA) and
managed in the United States by the National Centre for Education Statistics (NCES).
1.1 GOALS
The overall purpose of science education in Pakistan is to develop scientific literacy. The
accomplishment of this goal within the school context can take place only if certain
opportunities are presented. The following goals have been determined for science
education in Pakistan:
• Encourage students to develop a critical sense of wonder and curiosity about
scientific and technological endeavours through inquiry;
• Enable students to use science and technology to acquire new knowledge and
to create opportunities to solve problems, so that they may improve the quality
of their own lives and lives of others;
• Prepare students to critically address social, economic, ethical, and
environmental issues related to science and technology;
• Develop in students, of varying aptitudes and interests, the knowledge of a
wide variety of careers related to science, technology, and the environment.
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Although inquiry and the scientific method are integral to science education and practice,
every decision we make is based on these processes. Natural human curiosity and
necessity lead to questions based on observations, constructing a hypothesis, testing it
with evidence and evaluating the result and making future decisions based on that result.
Problem-solving and critical thinking are two of the most important skills students learn
in school. They are essential for making good decisions that lead to achievement and
success during and after school. The new curriculum is designed to develop these higher
order thinking skills in students to prepare them for the future.
Science is not seen as merely objective and value free, but is recognized as an integral part
of daily life and human experience and is therefore relevant to everyone. Advancements
in science and technology are playing an increasingly significant role in everyday life.
Therefore, science education will be a key enabler in developing scientific literacy and
building a strong future for Pakistan’s young generation by;
• Addressing the fundamental social, cultural and economic needs of students
that affect their lifestyle.
• Providing the confidence to address highly competitive and rapid
technological innovation.
• Sensitizing them with a growing knowledge which has a profound impact on
people’s lives.
• Providing them with an understanding of global interdependence and their
role in contributing towards building a sustainable future.
Science, technology and society are responsive to each other. While science may act as a
catalyst for change, it is also influenced by technological advances and social and
economic pressures. The application of science affects our environment and our lives.
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CHAPTER
STRANDS,
STANDARDS AND
BENCHMARKS

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CHAPTER
STRANDS,
STANDARDS AND
BENCHMARKS
2.1 STRAND-1: LIFE SCIENCES
The Life Sciences strand focuses on the life processes of plants and animals and the
specific needs of each. This strand begins and builds from basic to more complex
understandings of a system, both at the level of the cell and at the ecosystem. The major
topics developed in the strand include basic needs and life processes of organisms, their
physical characteristics and orderly changes in life cycles. The concept of kingdoms of
living things and a general classification of organisms is also presented. The other major
topics developed in this strand include the types of relationships among organisms in a
food chain and their non-living environment.
The Life Sciences strand includes the relationship of knowledge and skills to develop
scientific attitudes towards science and technology. It also emphasizes on the impact of
changes on the environment and the need for sustainable development.
In all grades, students will develop the ability to use appropriate vocabulary and scientific
terminology related to the life sciences to communicate clearly.
Note: All standards in this document are developed up to Grade 8 level while the
benchmarks are designed up to grade 5.
Standard – 1
Benchmarks
By the end of
Grade V,
students will be
expected to:
Students will understand, explain and differentiate between the
structure, characteristics and basic needs of living things, the
processes of life, and will also investigate the diversity of life and how
living things interact with each other and their environment.
1. Describe Ecosystem and how energy is transferred through
living things in the form of food.
2. Compare and contrast the characteristics and life processes of
plants and animals.
3. Understand the use of microorganisms in production of various
food items.
4. Identify the effects of microorganisms in causing common
diseases.
5. Compare and contrast the life cycles and reproduction, in plants
and animals.
6. Identify the causes and effects of environmental pollution and
suggest measures to reduce pollution.
7. Distinguish between the various food components to
understand the concept of balanced diet and its impact on
human health.

2.2 STRAND 2: PHYSICAL SCIENCES
This strand focuses on students' understanding of what force, motion, and energy are and
how these concepts are connected. Major topics developed in this strand include simple
machines, types of motion, energy forms and their transformations, electricity and
magnetism. It also focuses on the description, physical properties, and basic structure of
matter. The major topics developed in this strand include concepts related to the basic
description of objects, states of matter, phase changes, and the classification of matter.
Students will increase their understanding of the characteristics of objects and materials
they encounter daily. Students gain an understanding about matter and energy, including
their forms, the changes they undergo, and their interactions.
In all grades, students will develop the ability to use appropriate vocabulary related to
physical world to communicate clearly about scientific and technological concepts.
Standard – 2
Benchmarks
By the end of
Grade V,
students will be
expected to:
Students will describe and explain common properties, forms, and
interactions of energy and matter, their transformations and
applications in chemical, physical, and biological systems.
1. Compare the properties of different states of matter and
identify the conditions that cause matter to change states
2. Differentiate between mixture and solution.
3. Analyze dilute and concentrated solutions through some daily
life examples.
4. Identify various properties of metals.
5. Demonstrate the effect of heat on the states of matter.
6. Describe the forms of energy, simple energy transformations
and the uses of energy.
7. Define force and demonstrate the eﬀect of gravity on the
objects.
8. Recognize that frictional force works against the direction of
motion.
9. Demonstrate the use of simple machines to make work easier.
10. Investigate and describe flow of electric current in an electrical
circuit.
11. Describe the relationship between electricity and magnetism in
an electromagnetic device.
12. Demonstrate that light travels in straight line.
13. Investigate how sound travels in different media.
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2.3 STRAND-3: EARTH AND SPACE SCIENCES
In Earth and Space Sciences, students recognize the relationship between the Earth, our
solar system, and the universe. They know that the moon, sun and other stars appear to
move relative to the Earth and that these movements correspond to the pattern of day
and night, and the seasons. Students are naturally interested in everything around them.
This curiosity leads them to observe, collect, and record information about the Earth and
about objects visible in the sky.
In Grades IV-V, students study the regularities of interrelated systems of the natural
world. In doing so, they develop understanding of basic laws, theories, and models that
explain the world. By studying the Earth, students can make informed decisions about
issues aﬀecting the planet on which they live. They recognize that new technologies and
observations change our explanations about how things in the natural world behave.
Standard – 3 Students will be knowledgeable of the composition, structure,
processes and interactions among the Earth’s systems; they will
compare and contrast our planet and sun to other planets and star
systems; and explain how we learn about universe.
Benchmarks
By the end of
Grade V,
students will be
expected to:
1. Identify the Earth’s resources that we use in everyday life.
2. Describe the eﬀect of geographic location on weather and
climates.
3. Demonstrate the rotation of the Earth and revolution of Earth
around the sun.
4. Investigate and describe soil components.
5. Describe the structure of Earth and movement of earth, sun,
moon, solar system and its relationship.
6. Demonstrate how the relationship of the Earth, moon and sun
causes eclipses and moon phases.
7. Describe the importance of space exploration and the uses of
various satellites.
2.4 CROSS-CUTTING ELEMENTS
Within this scope of content, students will be acquiring skills, attitudes and behaviors as
well as creating links between science and their daily life activities.
Skills, attitudes and STEM (Science, Technology, Engineering and Mathematics) are
cross-cutting elements which are interlinked with chapter contents and are reflected in
students’ learning outcomes.
These elements are briefly discussed below:
2.4.1 SKILLS
In everyday life, we find ourselves wondering about nature, gathering information,
devising and evaluating possible explanations for how things work around us, and
discussing ideas with others. These are human activities that reflect in many ways how
scientists think and work.

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2.4.2 ATTITUDES
This strand refers to the students’ need for developing the attitudes or “habits of mind”
that are considered essential for a meaningful study of science and its relationship to the
society. These include: a commitment to the pursuit of knowledge and achievement of
potential, resulting in a disposition towards striving to understand the world and how
best one can make a positive contribution towards it; respect and concern for others and
their rights, resulting in sensitivity to and concern for the well-being of others. By
applying scientific concepts to natural and cultural environment students will
demonstrate commitment to regenerative and sustainable resource use.
These attitudes have been incorporated into the students’ learning outcomes so as to
enable them in making informed decisions and demonstrating responsible behaviours.
Scientific inquiry is a way of learning about the natural world and the environment we live
in. It involves the use of all senses to develop the skills of observing, labelling, comparing,
describing and sorting, and to wonder about the differences and changes in everyday
world. Students will be encouraged to communicate their findings in a variety of ways,
including labelled drawings, pictorial graphs, oral and written forms. As their investigative
skills develop, they will learn to predict, redesign their investigation, find solutions to their
problems, collect data, analyze and interpret data and tell whether the result is as
expected or not, hence moving from deductive to inductive teaching. Students should be
encouraged to reflect on their investigations, identify difficulties and suggest
improvements.
It is therefore, intended that students will develop necessary skills, as they are
encouraged to think scientifically rather than simply memorizing and/or studying
scientific facts. Also it is expected from teachers that they will engage students in scientific
inquiry to develop such skills.
Standard – 4 Students will develop the skills required for science and technology
inquiry, solving problems, communicating scientific ideas and
results, working collaboratively, and making informed decisions.
Benchmarks
By the end of
Grade V,
students will
be expected to:
1. Develop solution to problems through reasoning and
identifying the nature, similarities and differences of the
objects.
2. Work with others, share and communicate ideas.
3. Apply safety rules and measures to protect themselves from
hazardous conditions and efficiently use the equipment, tools
and chemicals.
4. Critically think about scientific concepts.
5. Suggest solutions of various scientific problems.

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2.4.3 SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM)
STEM is a curriculum based on the idea of educating students in four specific disciplines
of Science, Technology, Engineering and Mathematics in an interdisciplinary and applied
approach rather than teach these four disciplines as separate subjects. STEM integrates
these disciplines into a cohesive learning paradigm based on real life applications. Here
you will find a complete blend and essence of the four disciplines to help students find
meaningful learning in their classroom scenarios.
Standard – 5 Students will display a sense of curiosity and wonder about the
natural world; they will be encouraged to develop attitudes that
support the responsible acquisition and application of scientific and
technological knowledge for the mutual benefit of self, society, and
the environment.
Benchmarks
By the end of
Grade V,
students will be
expected to:
1. Develop interest and curiosity about objects and events within
the immediate environment.
2. Take ownership in learning.
3. Be open-minded in self-review, peer review and teacher review
by practicing honesty and integrity in the classroom.
4. Be sensitive to the needs of other people and organisms in
environment.
5. Show concern for their own safety and that of others in carrying
out scientific activities.
Benchmarks
By the end of
Grade V,
students will be
expected to:
1. Recognize the importance of science and technology to solve
everyday problems.
2. Integrate scientific concepts (STEM) in daily life to improve the
quality of their own life and lives of others.
3. Understand how scientific concepts (STEM) affect their lives and
society.
Standard – 6 Students will develop an understanding of the nature of science and
technology, the relationship between science and technology, and
the social and environmental context of science and technology.

CHAPTER
PROGRESSION GRID:
GRADE IV AND
GRADE V

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PROGRESSION GRID:
GRADE IV AND GRADE V
CHAPTER
Grade-IV Grade-V
CHARACTERISTICS AND LIFE PROCESSES
OF ORGANISMS
Physical and behavioural characteristics of
major groups of living things
CLASSIFICATION OF LIVING THINGS
Functions of major structures in living things
• Compare and contrast characteristics
that distinguish major groups of living
things (plant and animals)
• Classify animals in terms of vertebrates
and invertebrates with examples and
analyze the differences and similarities
in vertebrates and invertebrates.
• Classify plants in terms of flowering
and non-flowering with examples and
analyze the differences and similarities
in flowering and non-flowering plants.
• Recognize and appreciate diversity in
life (both plants and animals) and
identify ways to protect diversity.
• Identify major parts/organs in animals
(teeth, bones, lungs, heart, stomach
muscles, brain)
• Relate the parts/organs of body
of animals to their functions (e.g., teeth
break down food, bones support the
body, lungs take in air, the heart
circulates blood, the stomach helps to
digest food, muscles move the body).
• Define and describe microorganisms.
• Identify the main groups of
microorganisms and give examples for
each.
• Recognize some common diseases of
each group caused by microorganisms.
• Highlight the role of microorganisms in
decomposition and discuss its harmful
and beneficial effects.
• Describe classification of living
organisms and its importance.
• Classify the plants into two major
groups (dicots and monocots) and give
examples of each group.
• Compare and contrast the structure of
a dicot and a monocot plant (with
respect to their seeds, leaves and
flowers).
• Differentiate between vertebrates and
invertebrates based on their
characteristics.
• Classify vertebrates into, fish,
amphibians, reptiles, birds and
mammals on the basis of their
characteristics.
• Classify invertebrates into five groups
(sponges, worms, insects, snails, and
starfish) on the basis of their
characteristics.
• Analyse some of the factors caused by
Human which are affecting Biodiversity
• Suggest and write some measures for
conservation of endangered species.
MICROORGANISMS

• Identify parts of a plant body (leaves,
stem, flowers, seeds, roots).
• Relate the structures of plants to their
functions (i.e., roots absorb water and
nutrients and anchor the plant, leaves
make food, the stem transports water
and food, flowers produce seeds, and
seeds produce new plants).
• Recognize that microorganisms get
transmitted into humans and spread
infectious diseases.
• Discuss and deduce advantages and
disadvantages (any 3) of
microorganisms by using some daily
life examples.
• Suggest preventive measure to protect
him/herself from these infections.
• Examine and Describe structure of a
flower
• Define pollination and describe its
types with examples.
• Define reproduction and differentiate
between sexual and asexual
reproduction in plants.
• Describe the structure of a seed and
demonstrate its germination.
• Compare and contrast the structure
and function of chick pea and Maize
seed.
• Illustrate the conditions necessary for
seed germination.
• Define pollution and its types.
• Explain the main causes of water, air
and land pollution.
• Explain the effects of water, air and
land pollution (unclean/toxic water,
smoke, smog, excess CO2/other gases,
open garbage dumps, industrial waste
etc.) on the environment and life.
• Discuss and explain the effects of
burning fossil fuels and releasing
greenhouse gases in air.
• Differentiate between biodegradable
and non-biodegradable materials.
• Explain the impact of
non-biodegradable materials on the
environment.
• Investigate possibilities and suggest
ways to reduce non-biodegradable
materials.
Functions of major structures in living things MICROORGANISMS
FLOWERS AND SEEDS
ENVIRONMENTAL POLLUTION
Grade-IV Grade-V
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• Recognize what is an ecosystem (e.g.,
forests, ponds, rivers, grasslands and
deserts).
• Explain biotic (plants, animals and
humans) and abiotic factor (light,
temperature, soil and water) and their
linkages.
• Analyse the way these biotic and
abiotic constituents create a balance to
sustain any ecosystem.
• Recognize the interactions between
animals and plants and the importance
of maintaining balance within an
ecosystem.
• Describe a few food chains and analyse
its structure to understand its function.
• Describe the role of living things at
each link in a simple food chain (e.g.,
plants produce their own food; some
animals eat plants, while other animals
eat the animals that eat plants).
• Identify and describe common
predators and their prey.
• Recognize and explain that some living
things in an ecosystem compete with
each other for food and space.
• Recognize the value of a balanced
ecosystem.
• Interpret that human actions such as
urbanization, pollution and
deforestation affect food chains in an
ecosystem.
• Identify various actions and roles that
humans can play in preserving various
ecosystems.
Diversity of the conditions for life on Earth
Relationships in simple food chains
ECOSYSTEMS
Competition in an ecosystem
Grade-IV Grade-V

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• Observe and recognize some common
symptoms of illness (e.g., fever,
coughing and influenza).
• Differentiate between contagious
diseases (hepatitis, T.B, influenza and
non-contagious (polio, cancer)
• Relate the transmission of common
communicable diseases (e.g., touching,
sneezing, and coughing) to human
contact.
• Explain some methods of preventing
common diseases and their
transmission (e.g., vaccination,
washing hands, wearing mask).
• Describe the importance of
maintaining good health.
• Recognize everyday behaviours that
promote good health (e.g., a balanced
diet, drinking clean water, exercising
regularly, brushing teeth, getting
enough sleep)
• Define balanced diet and explain its
components.
• Identify common food sources included
in a balanced diet (e.g., fruits,
vegetables, grains, milk and meat
group).
• Understand the value of clean drinking
water and inquire about the factors
that generally make it unclean.
• Explore a few ways that can help make
water clean and suitable for drinking
(water filtration and boiling).
Symptoms, transmission, and prevention
of communicable diseases
HUMAN HEALTH
Ways of maintaining good health
Grade-IV Grade-V

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Grade-IV Grade-V
MATTER AND ITS CHARACTERISTICS
States of matter and its characteristics Physical changes observed in everyday life
Chemical changes observed in everyday life
PHYSICAL AND CHEMICAL CHANGES OF
MATTER
• Describe matter and its states.
• Describe characteristics of each state
of matter with examples.
• Compare and sort objects and
materials on the basis of physical
properties (e.g., mass, volume, states
of matter, ability to conduct heat or
electricity, ability to float or sink in
water).
• Explore the properties of metals (i.e.
appearance, texture, color, odor,
density).
• Identify properties of metal
(conducting heat and electricity) and
relate these properties to use of metals
(i.e. a copper electrical wire, an iron
cooking pot).
• Identify observable changes in
materials that make new materials with
different properties (e.g., decaying,
burning, rusting).
• Differentiate between physical and
chemical changes with examples.
• Identify observable changes in
materials that do not result in new
materials with different properties
(e.g., dissolving, crushing aluminium
can).
• Recognize that matter can be changed
from one state to another by heating or
cooling (candle wax).
• Describe and demonstrate the states of
water (i.e., melting, freezing, boiling,
evaporation, and condensation).
• Identify ways of accelerating the
process of dissolving materials in given
amount of water and provide reasoning
(i.e., increasing the temperature,
stirring, and breaking the solid into
smaller pieces increases the process of
dissolving).
• Distinguish between strong and weak
concentrations of simple solutions.
Physical properties as a basis of
classifying matter

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Grade-IV Grade-V
FORMS OF ENERGY AND ENERGY
TRANSFER
Common sources and uses of energy
Light and sound in everyday life
LIGHT AND SOUND
• Identify sources of energy (e.g., the
Sun, flowing water, wind, coal, oil, gas).
• Recognize that energy is needed to do
work, (e.g. for moving objects), heating
and lighting.
• Describe and demonstrate the
transformation of energy.
• Understand the importance of energy
conservation.
• Recognize the role and responsibility of
humans to conserve energy resources.
• Relate familiar physical phenomena
(i.e., shadows, reflections, and
rainbows) to the behaviour of light.
• Relate familiar physical phenomena
(i.e., vibrating objects, echoes) to the
production and behaviour of sound.
• Recognize that warmer objects have a
higher temperature than cooler
objects.
• Investigate the changes that occur
when a hot object is brought in contact
with a cold object.
• Identify ways to measure temperature
and understand its unit.
• Identify natural and artificial sources of
light.
• Justify that light emerges from a source
and travels in a straight line.
• Investigate luminous and
non-luminous objects in daily life.
• Identify and differentiate between
transparent, opaque and translucent
objects in their surroundings.
• Investigate that light travels in a
straight line.
• Explain the formation of shadows.
• Predict the location, size and shape of a
shadow from a light source relative to
the position of objects.
• Demonstrate that shiny surfaces reflect
light better than dull surfaces.
• Describe and demonstrate how sound
is produced by a vibrating body.
• Identify variety of materials through
which sound can travel.
• Identify that speed of sound differs in
solids, liquids and gaseous medium.
• Define and describe the intensity of
sound with examples.
• Define noise and its harmful effects on
human health.
• Appreciate the role of human beings in
reducing noise pollution.
Heat transfer

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ELECTRICITY AND MAGNETISM
FORCES AND MOTION
Grade-IV Grade-V
Electricity and simple electric circuits
Familiar forces and the motion of objects
Simple machines
• Describe and demonstrate that
electrical energy in a circuit can be
transformed into other forms of energy
(e.g., heat, light, sound).
• Explain and provide reasoning that a
simple electric circuit requires a
complete electrical pathway.
• Describe force and motion with
examples from daily life
• Identify gravity as a force that draws
objects to Earth.
• Investigate that frictional force works
against the direction of motion.
• Provide reasoning with evidence that
friction can be either detrimental or
useful under different circumstances.
• Recognize that simple machines, (e.g.,
levers, pulleys, gears, ramps) help
make motion easier (e.g., make lifting
things easier, reduce the amount of
force required, change the distance, or
change the direction of the force).
• Explain the phenomenon of static
electricity in everyday life.
• Describe charges and their properties.
• Differentiate between conductors and
insulators in daily life.
• Describe flow of electric current in an
electric circuit.
• Describe and design an electric circuit
and explain its components.
• Recognize that magnets can be used to
attract some metallic objects
• Describe and demonstrate that
magnets have two poles and like poles
repel and opposite poles attract.
• Identify earth as huge magnet and
demonstrate it with experiment.
• Describe the working of a magnetic
compass.
• Explain different types of magnets
(permanent, temporary magnet and
electro-magnet).

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• Recognize that earth’s surface is made
up of land and water and is surrounded
by air.
• Recognize that water in rivers and
streams flows from mountains to
oceans or lakes.
• Identify some of Earth’s natural
resources that are used in everyday life
(e.g., water, wind, soil, forests, oil,
natural gas, minerals).
• Recognize that some remains (fossils)
of animals and plants that lived on
Earth a long time ago are found in
rocks, soil and under the sea.
• Differentiate between renewable and
non-renewable resources
• Investigate the impact of human
activities on Earth’s natural resources
• Suggest the ways to conserve the
natural resources.
• Understand the difference between
weather and climate.
• Relate weather (i.e., daily variations in
temperature, humidity, precipitation in
the form of rain or snow, clouds, and
wind) changes with changing
geographical location.
• Recognize that average temperature
and precipitation can change seasons
and location.
• Describe the structure of the Earth (i.e.,
crust, mantle, and core) and the
physical characteristics of these distinct
parts.
• Describe the sources of water on Earth.
• Identify similarities and differences
among the different types of soil.
• Investigate the composition and
characteristics of different soils.
Grade-IV Grade-V
THE EARTH AND ITS RESOURCES
Physical characteristics of Earth - Earth’s
resources
STRUCTURE OF EARTH
EARTH’S WEATHER AND CLIMATES

23
• Describe and demonstrate the Solar
System with planets revolving around
the sun.
• Identify the sun as a source of heat and
light for the Solar System
• Recognize that the earth has a moon
that revolves around it, and from earth
the moon looks different at different
times of the month.
• Investigate and explain how day and
night are related to Earth’s daily
rotation about its axis, and provide
evidence of this rotation from the
changing appearance of shadows
during the day.
• Describe how seasons in Earth’s
Northern and Southern hemispheres
are related to Earth’s annual movement
around the Sun.
• Illustrate and explain how solar and
lunar eclipses occur.
• Define the term ‘space’ and emphasize
the need to explore it
• Recognize the role of NASA (National
Aeronautics and Space Administration)
in space exploration.
• Define the term ‘satellite’ and describe
its importance.
• Describe the natural satellites of the
planets of the solar system.
• Define artificial satellites and explain
their importance in exploring the Earth
and space.
• Recognize the key milestones in space
technology.
• Describe the uses of various satellites
in space i.e. geostationary, weather,
communication and Global Positioning
System (GPS).
Grade-IV Grade-V
EARTH IN THE SOLAR SYSTEM
Objects in the Solar System and their
movements
SPACE AND SATELLITES
Earth’s motion and related patterns
observed on Earth
Solar and Lunar eclipses

24
• Practice techniques of folding, cutting,
tearing and pasting papers, cardboard
to make objects and patterns
• Design paper bags, envelopes, cards
and face mask.
• Design models of sphere, cube, prism,
cylinder and cone with clay or play
dough.
• Operate a manual hand drill machine
to make small holes in the wood
• Use a metal hacksaw to cut pieces of
PVC pipe.
• Operate household machines like
juicer,
• washing machine etc.
• Practice hand sewing and operate a
sewing machine.
• Prepare LED light strings working with
12 volt battery
• Make a musical instrument from easily
available resources
• Make a simple vacuum cleaner using a
plastic bottle
• Make moveable van, bus, trolley etc.
• Design hammer, wheels, rollers and
gears using clay or play dough
• Operate mobile phones for use of
calculator, alarm clock and calendar
• Operate mobile phones for taking snap
shots
• Recognize the items of first aid box.
• Use digital and clinical thermometer
externally to measure body
temperature.
• Check blood pressure by digital blood
pressure monitor
• Use first aid box to measure body
temperature by analogue and clinical
thermometer and to dress a wound.
• Practice Shifting a person to hospital
• Practice earth quake, fire and flood drill
• Enlist and practice safety procedures
while carrying out the activities
• Make a model of foot bridge and
bookshelf
• Use spirit level/water level to level
different objects (table, picture, frame
etc.)
• Use a plumb line to install a flag pole
vertically and make a sun clock.
• Use a wire cutter and stripper to make
electrical wire joints.
Grade-IV Grade-V
TECHNOLOGY IN EVERYDAY LIFE
Basic Craft making (out of paper, cardboard,
reeds, packing material etc.)
Technical model making (out of clay, paper,
reed board, reeds, packing material)
Elementary techniques to handle technical
instruments
TECHNOLOGY IN EVERYDAY LIFE
Basic technical model making (out of clay)
Technical activities Making Technical Devices
Elementary first aid First aid and disaster management

CHAPTER
LEARNING CONTENTS
AND THE STUDENT’S
LEARNING OUTCOMES

26
4.1 GRADE IV
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
All the students should be
able to:
• Compare and contrast
characteristics that
distinguish major
groups of living
things(plants and
animals)
• Classify animals in
terms of vertebrates
and invertebrates with
examples and analyze
the differences and
similarities in
vertebrates and
invertebrates.
• Classify plants in terms
of flowering and
non-flowering with
examples and analyze
the differences and
similarities in flowering
and non-flowering
plants.
• Recognize and
appreciate diversity in
life (both plants and
animals) and identify
ways to protect
diversity.
Chapter 1
Characteristics and
life processes of
organisms
1. Physical and
behavioural
characteristics of
major groups of
living things
• Construct a scrap
book collecting
plants/animals’
pictures and
classifying them
as well. Which of
them can you find
in Pakistan?
• Observe animals
and plants from
your surrounding
area and study
their
characteristics and
behaviors. (Where
did you see them,
where do they
live, what do they
eat?)
• Use small pots to
plant few seeds,
provide water and
sunlight, observe
their growth and
record changes.
• Cut out the
pictures of
different organs.
Paste and label
them onto the
Human outline
diagram and write
functions of each
organ.
Animals with
Backbone and
without Backbone:
https://www.youtub
e.com/watch?v=anO
fA-R8qb8
Flowering &
Nonflowering Plants:
https://study.com/a
cademy/lesson/flow
ering-nonflowering-
plants-lesson-for-ki
ds.html
Body Organs:
Teeth
e.com/watch?v=1gQ
29tgXlJI
Lungs:
e.com/watch?v=C-k
4N78UJkw
CHAPTER
LEARNING CONTENTS
AND THE STUDENT’S
LEARNING OUTCOMES
2. Functions of
major structures
in living things
• Identify major
parts/organs in animals
(teeth, bones, lungs,
heart, stomach muscles,
brain).
• Relate the parts/organs
of body of animals to
their functions (e.g.,
teeth break down food,
bones support the body,
lungs take in air, the
heart circulates blood,
the stomach helps to
digest food, muscles
move the body).

27
Parts of a Plant:
e.com/watch?v=X6T
LFZUC9gI
• Identify parts of a plant
(leaves, stem, flowers,
seeds, roots).
• Relate the structures of
plants to their functions
(i.e., roots absorb water
and nutrients and
anchor the plant, leaves
make food, the stem
transports water and
food, flowers produce
seeds, and seeds
produce new plants).
• Take two similar
plants, and place
one in regular
water and the
other in colored
(ink) water for a
few days. Observe
any changes. Cut
the stems and
discuss the
differences.
• Imagine that you
woke up one
morning and
found all the
plants withered.
Write a story
about what
happens after
that.
• Explore what
makes humans
different from
plants with
respect to
movement and
obtaining food.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
able to:
• Recognize what is an
ecosystem (e.g., forests,
ponds, rivers,
grasslands and deserts).
• Explain biotic (plants,
animals and humans)
and abiotic factors
(light, temperature, soil
and water) and their
linkages.
Chapter 2
Ecosystems
1. Diversity of the
conditions for life
on Earth
• Distribute animal
and plant pictures
(or name cards)
among students
and place
different chart
sheets
representing
different
ecosystems. Take
turns placing the
animals/plants on
the different
ecosystem charts.

28
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Describe a few food
chains and analyse their
structure to understand
its function.
• Describe the roles of
living things at each link
in a simple food chain
(e.g., plants produce
their own food; some
animals eat plants,
while other animals eat
the animals that eat
plants).
• Identify and describe
common predators and
their prey.
• Analyse the way these
biotic and abiotic
constituents create a
balance to sustain any
ecosystem.
• Recognize the
interactions between
animals and plants and
the importance of
maintaining balance
within an ecosystem.
2. Relationships in
simple food
chains
• Construct a model
or create a chart
by pasting
pictures of
animals and
plants in a simple
food chain using
common plants
and animals from
familiar
ecosystems, such
as a forest or a
desert. Using
these
models/charts
allow students to
observe and
discuss the food
chain so that they
can understand
how a food chain
works.
• Show some time
lapse video
showing the
concept of prey,
predator or
survival of the
fittest.
• Using the
materials used in
the above activity,
select the picture
with a balanced
ecosystem and
remove one of its
biotic or abiotic
components. Now
ask students to
discuss in groups
about the impact
it will have on an
ecosystem. Once
the students have
discussed, ask
them to present
their findings as a
group (by
selecting one
group presenter)
• Celebrate earth
day/ tree
plantation
day/green
day/cleanliness
day/ water day
etc.
Food chain:
e.com/watch?v=hLq
2datPo5M

29
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Recognize and explain
that some living things
in an ecosystem
compete with each
other for food and
space.
• Recognize the value of a
balanced ecosystem.
• Interpret that human
actions such as
urbanization, pollution
and deforestation affect
food chains in an
ecosystem.
• Identify various actions
and roles that humans
can play in preserving
various ecosystems.
3. Competition in an
ecosystem
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
Wash Your Hands:
e.com/watch?v=Nox
dS4eXy18
able to:
• Observe and recognize
some common
symptoms of illness
(e.g., fever, coughing
and influenza).
• Differentiate between
contagious diseases
(hepatitis, T.B, influenza,
and polio) and
non-contagious (cancer,
and diabetes)
• Relate the transmission
of common
communicable diseases
(e.g., touching,
sneezing, and coughing)
to human contact.
• Explain some methods
of preventing common
diseases and their
transmission (e.g.,
vaccination, washing
hands, wearing mask).
Chapter 3
Human Health
1. Symptoms,
transmission, and
prevention of
communicable
diseases
• Ask the students
to keep a ‘health’
journal over a
week and list one
new thing they do
every day to keep
themselves
healthy (wash
hands, eat well,
get enough sleep).
• Design a menu for
a school lunch and
give reasons to
explain why each
food was chosen.
• Create a diet plan
for the student’s
own well-being.
• Plan and conduct
an interview with
a Physician to
discuss healthy
life style.
• Visit your
kitchen/School
canteen and
identify hazards
which may cause
diseases.
Coughing:
e.com/watch?v=sBj6
kLHvm-U

30
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Describe the importance
of maintaining good
health.
• Recognize everyday
behaviours that
promote good health
(e.g., a balanced diet,
drinking clean water,
exercising regularly,
brushing teeth, getting
enough sleep)
• Define balanced diet
and explain its
components.
• Identify common food
sources included in a
balanced diet (e.g.,
fruits, vegetables,
grains, milk and meat
group).
• Understand the value of
clean drinking water
and inquire about the
factors that generally
make it unclean.
• Explore a few ways that
can help make water
clean and suitable for
drinking (water filtration
and boiling).
2. Ways of
maintaining
good health
Balanced Diet:
e.com/watch?v=Yim
uIdEZSNY
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
able to:
Chapter 4
Matter and its
characteristics
1. States of matter
and its
characteristics
• Demonstrate
changes in state
of matter on
heating and
cooling in an
experiment.
• Classify the
materials (wood ,
red syrup, saw
dust, stone,
balloon, plasticine,
aluminum foil,
cotton, oil) and
write the reason
why has it been
categorized.
States of Matter:
e.com/watch?v=wcl
Y8F-UoTE
States of matter:
e.com/watch?v=Nzs
_Oc_dzps
• Describe matter and its
states (solid, liquid, gas).
• Describe characteristics
of each state of matter
with examples.
2. Physical
properties as a
basis of classifying
matter
• Compare and sort
objects and materials on
the basis of physical
properties (e.g., mass,
volume, states of
matter, ability to
conduct heat or
electricity, ability to float
or sink in water).

Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
31
• Identify sources of
energy (e.g., the Sun,
flowing water, wind,
coal, oil, gas).
• Recognize that energy is
needed to do work,(e.g.
for moving objects),
heating and lighting.
• Describe and
demonstrate the
transformation of
energy.
• Understand the
importance of energy
conservation.
• Recognize the role and
responsibility of humans
to conserve energy
resources.
Chapter 5
Forms of energy
and energy transfer
1. Common sources
and uses of
energy
• Design an activity
to show
transmission of
energy. Make a
paper windmill/
pinwheel.
Demonstrate that
blowing air into
the pinwheel
generates motion
and is a
‘transmission’ of
energy.
• Observe different
electrical objects
in the classroom
and discuss what
form of energy
they produce from
electricity.
Different sources of
energy:
e.com/watch?v=wM
OpMka6PJI
Energy to do work:
e.com/watch?v=vAT
huCmwp9I
• Explore the properties
of metals (i.e.
appearance, texture,
color, odor, density).
• Identify properties of
metal (conducting heat
and electricity) and
relate these properties
to use of metals (i.e. a
copper electrical wire,
an iron cooking pot).
• Relate familiar physical
phenomena (i.e.,
shadows, reflections,
and rainbows) to the
behaviour of light.
• Relate familiar physical
phenomena (i.e.,
vibrating objects,
echoes) to the
production and
behaviour of sound.
2. Light and sound in
everyday life:
• Use a prism,
mirror and
magnifying glass
to investigate how
light behaves.
• Design a musical
instrument using
easily available
materials.

32
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Recognize that warmer
objects have a higher
temperature than cooler
objects.
• Investigate the changes
that occur when a hot
object is brought in
contact with a cold
object.
• Identify ways to
measure temperature
and understand its unit.
3. Heat transfer • Take a steel
spatula and place
in hot water. Heat
will transfer from
the tip of the
spatula to the
handle.
Light Shadow &
Reflection:
e.com/watch?v=zH0j
xo1q3Ww
Heat Energy:
e.com/watch?v=xGK
g3TSO4v8
• Describe and
demonstrate that
electrical energy in a
circuit can be
transformed into other
forms of energy (e.g.,
heat, light, sound).
• Explain and provide
reasoning that a simple
electric circuit requires a
complete electrical
pathway.
4. Electricity and
simple electric
circuits
• Construct a simple
electric circuit by
using wire, bulb
and battery.
Simple electric
circuit:
e.com/watch?v=CXr
9gFaeHgg
• Use string/paper
cups to create a
simple telephone.
And use rubber
bands with a small
box to create a
simple music
instrument.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
able to:
• Describe force and
motion with examples
from daily life
• Identify gravity as a
force that draws objects
to Earth.
• Investigate that friction
force works against the
direction of motion.
• Provide reasoning with
evidence that friction
can be either
detrimental or useful
under different
circumstances.
Chapter 6
Forces and Motion
1. Familiar forces
and the motion of
objects
• Design a
hover-craft using
the concept of
friction. (With the
help of balloon
and CD/paper
plate).
What is Friction:
e.com/watch?v=C7N
PD9W0kro

33
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Recognize that simple
machines, (e.g., levers,
pulleys, gears, ramps)
help make motion
easier (e.g., make lifting
things easier, reduce the
amount of force
required, change the
distance, or change the
direction of the force).
2. Simple machines • Make simple
levers to lift
objects (such as
books) in the
classroom.
• Design rubber
band wheel car
and try it on
different surfaces.
Use talcum
powder on the
same surfaces to
demonstrate the
effect of friction.
Simple machines:
e.com/watch?v=fvO
maf2GfCY
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Recognize that earth’s
surface is made up of
land and water in and is
surrounded by air.
• Recognize that water in
rivers and streams flows
from mountains to
oceans or lakes.
Chapter 7
Earth and its
resources
1. Physical
characteristics of
Earth
• Identify some of Earth’s
natural resources that
are used in everyday life
(e.g., water, wind, soil,
forests, oil, natural gas,
minerals).
• Recognize that some
remains (fossils) of
animals and plants that
lived on Earth a long
time ago are found in
rocks, soil and under
the sea.
renewable and
non-renewable
resources
• Investigate the impact
of human activities on
Earth’s natural
resources
• Suggest the ways to
conserve the natural
resources.
2. Earth’s resources • Ask students to
identify a simple
everyday object
they use or are
familiar with
(furniture, shoes,
books, clothes
etc). Discuss the
various resources
used in making it.
Which of these are
non-renewable?
What would
happen if we run
out of these
resources?
• Help students
create their own
fossils using
‘plaster of paris’,
paper cups and a
small toy or object
that can fit inside
the cup.
Earth's Resources -
Air, Water, Land:
e.com/watch?v=071l
UxclTBw
What are fossils:
e.com/watch?v=agl4
8Q6xMmA

34
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
able to:
• Understand the
difference between
weather and climate.
• Relate that weather (i.e.,
daily variations in
temperature, humidity,
precipitation in the form
of rain or snow, clouds,
and wind) changes with
changing geographical
location.
• Recognize that average
temperature and
precipitation can change
seasons and location.
Chapter 8
Earth’s Weather and
Climates
1. Weather and
climate
• Measure the
temperature every
day for a week
and observe other
weather
conditions such as
rain, sun, cloud-
cover, hail storm
and make a
weather chart.
Sample given
above(Robotics)
Changes in Weather:
e.com/watch?v=ML3
6o23u9uA
The Science of
Clouds:
e.com/watch?v=dnL
5LPil77M
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
able to:
• Describe and
demonstrate the Solar
System with the sun at
the centre and the
planets revolving
around the sun.
• Identify the sun as a
source of heat and light
for the Solar System
• Recognize that the earth
has a moon that
revolves around it, and
from earth the moon
looks different at
different times of the
month.
Chapter 9
Earth in the Solar
System
1. Objects in the
Solar System and
their movements
• Using clay or
plasticine or any
such material and
prepare models of
Solar system and
Phases of moon.
• Study the web link
and prepare
working model of
solar system and
related concepts.
The Solar System
Planets:
e.com/watch?v=ASQ
kz4XaphU
• Investigate and describe
how day and night are
related to Earth’s daily
rotation about its axis,
and provide evidence of
this rotation from the
changing appearance of
shadows during the day.
• Describe how seasons in
Earth’s Northern and
Southern hemispheres
are related to Earth’s
annual movement
around the Sun.
2. Earth’s motion and
related patterns
observed on Earth
Earth's Revolution &
Rotation:
e.com/watch?v=EXa
sopxAFoM

35
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Illustrate and explain
how solar and lunar
eclipses occur.
3. Solar and Lunar
eclipses
• Design models of
solar and lunar
eclipses.
Eclipses:
e.com/watch?v=cK7
zieTA5Sk
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Practice techniques of
folding, cutting, tearing
and pasting papers,
cardboard to make
objects and patterns
• Design paper bags,
envelopes, cards and
face mask.
Chapter 10
Technology in
everyday life
1. Basic craft making
(out of paper,
cardboard, reeds,
packing material
etc.)
• Practice making
things out of
paper at home
Watch tutorial videos
on making paper
craft and clay toys
• Design models of
sphere, cube, prism,
cylinder and cone with
clay or play dough.
• Design hammer, wheels,
rollers and gears using
clay or play dough
• Operate mobile phones
for use of calculator,
alarm clock and
calendar
• Operate mobile phones
for taking snap shots
• Recognize the items of
first aid box.
• Use digital and clinical
thermometer externally
to measure body
temperature.
• Check blood pressure by
digital blood pressure
monitor
2. Basic technical
model making
(out of clay)
3. Technical activities
4. Elementary first
aid
• Make clay toys at
home and school.
Use water soluble
paints to colour
the toys.
• If students don’t
have mobile
phones ask them
to borrow a phone
from a grown up
and practice the
activities under
supervision.

36
4.2 GRADE V
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
able to:
• Describe classification
of living organisms and
its importance.
• Classify the plants into
two major groups
(dicots and monocots)
and give examples of
each group.
the structure of a dicot
and a monocot plant
(with respect to their
seeds, leaves and
flowers).
vertebrates and
invertebrates based on
their characteristics.
• Classify vertebrates into,
fish, amphibians,
reptiles, birds and
mammals on the basis
of their characteristics.
• Classify invertebrates
into five groups
(sponges, worms,
insects, snails, and
starfish) on the basis of
their characteristics.
• Analyse some of the
factors caused by
Human which are
affecting Biodiversity
• Suggest and write some
measures for
conservation of
endangered species.
Chapter 1
Classification of
living things
1. Five Kingdom
systems (Monera,
Protista, Fungi,
Plants, Animals)
2. Classification and
Characteristics of
Plants
characteristics of
Flowering Plants
(monocot and
dicot)
Characteristics of
Animals
(vertebrates and
invertebrates)
5. Biodiversity
(Deforestation &
Hunting)
• Compile a scrap
book with a
collection of 5
dried and
preserved
flowering and 5
non flowering
plants.
• Compile an album
of vertebrates and
invertebrate and
write information
about their
characteristics.
• Explore
biodiversity and
factors causing
loss of biodiversity
in your locality.
• Identify factors
responsible for
extinction of
endangering of
species
• Give examples of
extinct or
endangered
species? Which
category of living
organisms are the
most at risk?
Classification of
Living things:
e.com/watch?v=oMF
qEp4Sf40
Vertebrate animals:
Mammals, fish, birds,
amphibians and
reptiles:
e.com/watch?v=HQ
diSMUZEDA
LEARNING CONTENTS AND THE STUDENT’S LEARNING OUTCOMES

37
• Discuss what food
students typically
have at home and
the importance of
‘good’
microorganisms in
producing these
foods (yoghurt,
cheese, bread
etc.).
• Plan and prepare
yogurt or other
biotechnological
products.
• Brainstorm
several common
diseases with
students. Which of
these are caused
by viruses,
bacteria, fungi –
how can we keep
ourselves safe?
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
able to:
• Define and describe
microorganisms.
• Identify the main
groups of
microorganisms and
give examples for each.
• Highlight the role of
microorganisms in
decomposition and
discuss its harmful and
beneficial effects.
• Recognize some
common diseases of
each group caused by
microorganisms.
• Recognize that
microorganisms get
transmitted into
humans and spread
infectious diseases.
• Discuss and deduce
advantages and
disadvantages (any 3) of
microorganisms by
using some daily life
examples.
• Suggest preventive
measures to protect
themselves from these
infections
Chapter 2
Microorganisms
1. Viruses, Bacteria
and Fungi
2. Role of
microorganisms
as decomposers
3. Advantages and
disadvantages of
microorganisms
Microorganism:
Definition, Types &
Classification:
cademy/lesson/micr
oorganism-definitio
n-types-classificatio
n.html
How do germs
spread (and why do
they make us sick):
e.com/watch?v=yxo
nJTWhBJQ
• Dissect the flower
and observe
various parts of a
flower
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Examine and Describe
the structure of a flower
Chapter 3
Flowers and seeds
1. Structure of a
flower
Microorganism:
Definition, Types &
Classification:
cademy/lesson/micr
oorganism-definitio
n-types-classificatio
n.html

• Design an
experiment to
monitor the
changes that
occur in the seed
during its
germination. Also
suggest reasons
for the changes as
well as the factors
imperative for
germination.
• Compile a scrap
book of the leaves
of dicot and
monocot plants.
Also describe
other
characteristics
that make it
different from
each other.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Define pollination and
describe its types with
examples.
• Define reproduction and
differentiate between
sexual and asexual
reproduction in plants.
2. Pollination and its
types
3. Types of
reproduction in
plants
• Describe the structure
of a seed and
demonstrate its
germination.
the structure and
function of a chick pea
and Maize seed.
• Illustrate the conditions
necessary for seed
germination.
4. Structure and
germination of
seed
(monocot/dicot)
5. Conditions
necessary for seed
germination
Pollination:
e.com/watch?v=CUP
zbTuJlgc
What is Germination
of Seed:
e.com/watch?v=ro8
Z9qIlWjM
a campaign to
bring awareness
to a problem of
environmental
pollution in your
surroundings.
a campaign in
your school or
neighbourhood
regarding our
responsibility to
save our
immediate
environment
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Define pollution and its
types.
• Explain the main causes
of water, air and land
pollution.
Chapter 4
Environmental
pollution
1. Pollution and its
types
2. Causes of
pollution
Water pollution:
How Water Gets
Dirty:
e.com/watch?v=Om
42Lppkd9w
38

39
• Design a model to
explain the
greenhouse effect.
• Students to bring
biodegradable
and
non-biodegradabl
e material and
discuss what
makes them
different.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Explain the effects of
water, air and land
pollution (unclean/toxic
water, smoke, smog,
excess CO2/other gases,
open garbage dumps,
industrial waste etc.) on
the environment and
life.
• Explain the effects of
burning fossil fuels and
releasing greenhouse
gases in the air.
3. Effects of Pollution
on life (Smoke,
smog, Sewage
Water, Solid
Wastes, Industrial
Wastes)
4. Preventive
measures to
reduce Pollution
biodegradable and
non-biodegradable
materials.
• Explain the impact of
non-biodegradable
materials on the
environment.
• Investigate possibilities
and suggest ways to
reduce
non-biodegradable
materials.
5. Biodegradable
and non-
biodegradable
materials
Biodegradable and
Non-Biodegradable:
e.com/watch?v=aTfl
LRf7WS4&app=deskt
op
• Demonstrate
chemical change
by burning a
paper.
• Demonstrate
physical change
by melting a
candle.
• Ask students to
observe various
objects on the
school premises
that display signs
of wear and tear.
Discuss whether
these changes are
chemical or
physical – what
caused these
changes.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Identify observable
changes in materials
that do not result in new
materials with different
properties (e.g.,
dissolving, crushing
aluminium can).
• Recognize that matter
can be changed from
one state to another by
heating or cooling
(candle wax).
• Describe and
demonstrate the states
of water (i.e., melting,
freezing, boiling,
evaporation, and
condensation).
Chapter 5
Physical and
chemical changes
of matter
1. Physical changes
observed in
everyday life
Changing States of
Matter:
cademy/lesson/cha
nging-states-of-mat
ter-lesson-for-kids.h
tml

40
• Take baking soda
and vinegar in
separate bowls.
Then combine the
two together in a
large bowl. (Be
sure students
stand away from
the bowl). Explain
that when baking
soda and vinegar
are combined,
they go through a
chemical change.
Bubbles form
because a gas is
released, which is
a byproduct of the
chemical change.
Ask students to
draw the process.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Identify ways of
accelerating the process
of dissolving materials
in given amount of
water and provide
reasoning (i.e.,
increasing the
temperature, stirring,
and breaking the solid
into smaller pieces
increases the process of
dissolving).
• Distinguish between
strong and weak
concentrations of simple
solutions.
• Identify observable
changes in materials
that make new
materials with different
properties (e.g.,
decaying, burning,
rusting).
physical and chemical
changes with examples.
Concentration of
Solutions:
cademy/lesson/conc
entration-of-solutio
ns-definition-levels.
html
Rusting of Iron:
e.com/watch?v=qd2
B9yCKzc0
2. Chemical changes
observed in
everyday life
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Identify natural and
artificial sources of light.
• Justify that light
emerges from a source
and travels in a straight
line.
• Investigate luminous
and non-luminous
objects in daily life.
Chapter 6
Light and sound
A. Light
1. Sources of light
2. Luminous and
non-Luminous
objects

41
• Perform the
following activity
to investigate the
difference
between
transparent,
opaque and
translucent object:
• Look around your
house for one
object made out
of wood (opaque),
clear glass,
(transparent), and
frosted glass
(translucent).
Shine a flashlight
beam through
each item and
observe what
happens to the
light. Draw a
diagram of what
you observe.
• Once you
understand the
difference
between opaque,
transparent, and
translucent go on
a scavenger hunt
of your house! You
can take your
flashlight with you
and test the items
as you find them.
• Compile a list of
your findings.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Identify and
differentiate between
transparent, opaque
and translucent objects
in their surroundings.
• Investigate that light
travels in a straight line.
How Does Light
Travel:
e.com/watch?v=fm_
_GAlrBuQ
Shadow:
e.com/watch?v=lOI
GOT88Aqc
Formation of
Shadow:
e.com/watch?v=Dav
nmxgVwaw
3. Transparent,
opaque and
translucent
objects
4. Light travels in
straight lines
• Explain the formation of
shadows.
• Predict the location, size
and shape of a shadow
from a light source
relative to the position
of objects.
5. Formation of
shadows

42
• Ask students to
maintain a journal
by identifying
sources of noise
pollution in their
daily lives. Discuss
the various
sources? How can
we reduce noises?
• Design symbols
and signs for
controlling noise
pollution around
your school.
• Use a dry comb
and small pieces
of paper to
demonstrate static
electricity.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Demonstrate that shiny
surfaces reflect light
better than dull
surfaces.
• Describe and
demonstrate how sound
is produced by a
vibrating body.
• Identify variety of
materials through which
sound can travel.
• Identify that speed of
sound differs in solids,
liquids and gaseous
medium.
• Define and describe the
intensity of sound with
examples.
How Does Sound
Travel:
cademy/lesson/how
-does-sound-travel-l
esson-for-kids.html
Static Electricity:
cademy/lesson/stati
c-electricity-lesson-f
or-kids-definition-fa
cts.html
6. Reflection of light.
2. Propagation of
sound
3. Intensity of sound
(high, low)
• Define noise and its
harmful effects on
human health.
4. Noise and its
effects on human
health.
B. Sound
1. Production of
sound
• Appreciate the role of
human beings in
reducing noise
pollution.
5. Controlling noise
pollution
2. Charges and their
properties
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Explain the
phenomenon of static
electricity in everyday
life.
• Describe charges and
their properties.
Chapter 7
Electricity and
Magnetism
1. Static electricity

43
Electrical Circuits:
e.com/watch?v=js7
Q-r7G9ug
How Compass works:
e.com/watch?v=Mq
CiY7MAT2U
• Investigate
insulators and
conductors from
daily life.
• Design an
electrical circuit
and observe the
working of its
components.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
conductors and
insulators from daily
life.
• Describe the flow of
electric current in an
electric circuit.
3. Conductors and
insulators
4. Electric current
• Describe and design an
electric circuit and
explain its components.
• Make a list of
magnetic and
non-magnetic
materials from
everyday life.
• Plan, design and
make a model/ toy
based on
magnetism.
• Design an
experiment by
using two
magnets to
investigate that
each magnet has
north and south
poles and same
poles attract while
opposite poles
repel each other.
• Make an
electromagnet.
• Design an
electromagnet
with the help of a
cell, iron nail and
wire and show its
working.
5. Electrical circuits
and its
components
6. Fuse and its uses
• Recognize that magnets
can be used to attract
some metallic objects
• Describe and
demonstrate that
magnets have two poles
and that like poles repel
and opposite poles
attract.
7. Magnet and
magnetism
• Identify earth as a huge
magnet and
demonstrate it with an
experiment.
• Describe the working of
magnetic compass.
• Explain different types
of magnets (permanent,
temporary magnet and
electro-magnet).
8. Properties of
magnets
9. Types of magnets

44
Structure of The
Earth:
e.com/watch?v=eXi
VGEEPQ6c
• Design a model to
elaborate the
structure of the
Earth.
• Investigate types
of soil.
• Investigate and
compare
absorption of
water by different
soils.
• Make a clay
model of the
layers of earth, its
characteristics and
reasons for
different layers of
soil.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Describe the structure
of the Earth (i.e., crust,
mantle, and core) and
the physical
characteristics of these
distinct parts.
• Describe the sources of
water on Earth.
• Identify similarities and
differences among the
different types of soil.
• Investigate the
composition and
characteristics of
different soils.
Chapter 8
Structure of Earth
A. Earth
1. Structure of Earth
B. Soil
1. Types of soil
2. Composition and
characteristics of
Soil
2. Satellites
3. Natural and
artificial satellites
• Make a satellite
model with a
cardboard. Guide
the students
through the
following website
link:
https://www.youtu
be.com/watch?v=S
_rEKUruxqQ
Space:
e.com/watch?v=n4
mr7rcAxmM
NASA Facts:
cademy/lesson/nas
a-facts-lesson-for-ki
ds.html
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Define the term space
and emphasize the need
to explore it
• Recognize the role of
NASA (National
Aeronautic and Space
Administration) in space
exploration.
• Define the term satellite
and describe its
importance.
• Describe the natural
satellites of the planets
of the solar system.
Chapter 9
Space and Satellites
1. Space

45
• Take help from
different YouTube
videos to see how
to make foot
bridge and book
shelves and other
things mentioned
• Make a list of
electric appliances
in their homes
and describe how
they are operated
• Learn to stitch
buttons and make
button holes
manually
• Make a poster of
different safety
drills and put up
on the walls
Different Kinds of
Artificial Satellites:
e.com/watch?v=aVQ
Xkl1tzok
• Define artificial
satellites and explain
their importance in
exploring the Earth and
space.
• Recognize the key
milestones in space
technology.
Chapter 10
Technology in
everyday life
1. Technical model
making (out of
clay, paper, reed
board, reeds,
packing material)
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Describe the uses of
various satellites in
space i.e. geostationary,
weather,
communication and
global positioning
system (GPS).
4. Types of artificial
satellites and their
uses
2. Elementary
techniques to
handle technical
instruments
3. Making technical
devices
Take reference from
different web links
and videos to see
how to make a
bridge and book
shelf in school
• Enlist and practice
safety procedures while
carrying out the
activities
• Make a model of foot
bridge and bookshelf
• Use spirit level/water
level to compare the
level of different objects
(table, picture, frame
etc.)
• Use a plumb line to
install a flag pole
vertically and make a
sun clock.
• Use a wire cutter and
stripper to make
electrical wire joints.
• Operate a manual hand
drill machine to make
small holes in the wood
• Use a metal hacksaw to
cut pieces of PVC pipe.
• Operate household
machines like juicer,
washing machine etc.
• Practice hand sewing
and operate a sewing
machine.
• Prepare LED light
strings working with
12volt battery
• Make a musical
instrument from easily
available resources
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities

46
• Make a simple vaccuum
cleaner using a plastic
bottle
• Make moveable van,
bus, trolley etc.
Suggested
links
Contents
Students' Learning
Outcomes
Suggested
Activities
• Use first aid box to
measure body
temperature by
analogue and clinical
thermometer and to
dress a wound.
• Practice Shifting a
person to hospital
• Practice earth quake,
fire and flood drill.
4. First aid and
disaster
management

48
CHAPTER
TEACHING AND
LEARNING
The purpose of the General Science Curriculum is to make students develop two things,
scientific literacy and positive attitudes about using science as a way of obtaining
knowledge. Students will be expected to learn how to practice science, how to
communicate the results of science inquiries to others, and how to use their knowledge of
science concepts and principles to reason about science and to solve problems in real life
situations. The vision of science education, calls for a shift in the focus of teaching and
learning context. This can only be accomplished by providing students with opportunities
to explore the context of science and its applications, and to develop an understanding of
the interconnections between science, technology, society and environment.
5.1 PROMOTING SCIENTIFIC LITERACY IN TEACHING AND LEARNING
PROCESS
Being scientifically literate requires that a person has essential understanding of key
science ideas, along with a fluency in the language and terms used to describe them. The
General Science Curriculum will give special attention to the age-appropriate critical
thinking, or inquiry skills that are presented as Students' Learning Outcomes for each of
the content standards. Students and teachers have opportunities for in-depth
explorations that build understanding of the way in which scientific knowledge is created,
validated and communicated. This will assist students not only to understand science
principles but also develop a lifelong desire to know more. Hence the aim is also to equip
students to be able to learn independently rather than the teacher, the sole source of
giving knowledge. Teacher is therefore, not a sage on the stage rather a guide on the side.
Hence, it is also important for teachers to understand that students are not empty vessels
but much more capable and adept to achieve higher standards of learning. Hattie (2009)
believes that the student achievement is much higher if the teachers’ expectations are
higher as well.
5.2 WHAT IS ACTIVE LEARNING?
Active Learning is an important feature of the science curriculum. Teachers should be
encouraged to use and review a variety of teaching methods and learning activities that
are predominantly based on active teaching approaches to engage and motivate learners
to learn.
Active learning describes a classroom approach which acknowledges that learners are
active in the learning process, building knowledge and understanding in response to
learning opportunities provided by their teacher. In practice, active learning refers to
activities that are introduced in the classroom. This contrasts with a model of instructions
whereby knowledge is imparted or transmitted from the teacher to the learner. Active
learning means that learners take increasing responsibility for their learning, and that
teachers are enablers and activators of learning.

Active learning is based on a theory of learning called constructivism, which emphasizes
the fact that learners construct or build their own understanding. Learners replace or
adapt their existing knowledge and understanding (based on their prior knowledge) with
deeper and more skilled levels of understanding. Skilled teaching is active, providing
learning environments, opportunities, interactions, tasks and instructions that foster
deep learning.
Another aspect of constructivism is the theory of social constructivism, which says that
learning happens primarily through social interaction with others, such as a teacher or a
learner’s peers. One prominent social constructivist, Lev Vygotsky (1896–1934), described
the zone of proximal development (ZPD). This is the area where learning activities should
be focused, lying between what the learners could achieve independently and what the
learner can achieve with the teacher’s expert guidance. By scaffolding tasks, providing
guidance and support that challenges the learner based on their current ability, and
providing rich feedback through assessment for learning, the teacher actively helps
learners develop deeper levels of understanding.
Active learning is an active, dynamic process in which connections (between different
facts, ideas and processes) are constantly changing. Such connections are encouraged
through dialogue between teachers and learners, and between learners and their peers.
5.3 TERMS ASSOCIATED WITH ACTIVE LEARNING
Active learning is a concept used as a general term to combine various learning theories
into a pedagogic approach. It has been a common theme evident in the work of many
educators, such as Dewy, Piaget, Vygotsky, etc.
It is difficult to provide an internationally accepted definition of all of the terms associated
with active learning, however below there are some generally accepted definitions
outlined:
49
In this approach, learners work in groups
of two or more towards a common goal. It
focuses on assessing the contribution of
individuals within the group and of the
performance of the group as a whole.
In collaborative learning situations,
learners are not simply understanding the
information, but are working together to
create something new.
In this approach, relevant problems are
introduced and used to provide the
context and motivation for the learning
that follows. It is usually collaborative and
cooperative and involves significant
amounts of self-directed learning on the
part of the learners.
In this approach, learning involves
learning from experience. Learners are
encouraged to predict, discover, create
and relate to and interact with things
around them. This form of learning is
unstructured and involves minimal
guidance from the teacher.
This approach is similar to collaborative
learning, though it is a more structured
form of group work where learners pursue
common goals while being assessed
individually.
Collaborative learning
Problem-based learning
Cooperative learning
Experiential learning
Terms associated with active learning

5.4 ACTIVE LEARNING STRATEGIES
There is a varied range of methods which teachers can integrate into their daily teaching
and learning activities in order to foster an active approach:
5.5 ACTIVE LEARNING IN THE CLASSROOM
Below are some features of active learning in the classroom.
50
Questioning techniquesPaired/group discussion Whole-class instruction
Group work & presentationsRole playDebates
A range of teaching and learning approaches are used.
Learners should experience a wide range of learning and teaching approaches. Tasks are
challenging, creative and investigative. Learners engage confidently in activities and are
prepared to take risks.
Explanations of new topics should make appropriate links with previous learning and be
relevant to the context of the learner. Learners are encouraged to explain key ideas and
concepts in their own words. Curriculum topics are linked to real-life situations and are
made meaningful.
Learning is made relevant and meaningful to pupils.
Learning outcomes are understood.
Teachers’ questions focus on key learning aims and outcomes and they invite learners to
think about them. Learners understand and can describe these aims and success criteria.
Active participation of learners in activities.
Tasks and activities involve learners in learning through thinking and doing, rather than
by rote such as conducting interviews, going for field trips and group studies. Learning
can be applied in new situations. Learners can work well independently and as part of a
group.
Class discussions are interactive.
Class discussions are interactive and involve an appropriate range of learners within the
class. All learners understand that their individual responses will be valued. Learners as
well as teachers ask each other questions. Those who are not involved in discussion
participate actively by listening, thinking and reflecting. Learning should not be limited to
textbooks rather than out of book questions should be encouraged.
Learners lead their own learning.
Teachers adopt approaches which ensure learners are leaders in their own learning.
Learners have independent learning skills and can reflect on their own learning. They
draw their own informed conclusions. They know what they are trying to achieve and seek
help at appropriate times. Learners have choices in their learning. Cramming at any stage
should be discouraged. Understanding of the lesson and its concepts should be
encouraged.

51
Use of technology
Computers and related technology help to engage and challenge students. It is a very
important resource for learning the concepts and processes of science through
simulations, graphics, pod casting, data manipulation, and model building through
various websites and soft-wares available.
Science teaching also highlights areas which support and cater to the development,
reinforcement, and extension of attitudes that also support scientific inquiry such as
open- mindedness and respect for evidence, initiative and perseverance, and creativity
and inventiveness.
Values and attitudes in classroom
It extends the opportunity for learners to think scientifically so that they contribute in
personal growth self-discipline and learning responsibility. It reinforces the ideas and skill
processes so that the learner feels confident in their ability to work without help and
reflect their understanding.
Home assignment
5.6 SHIFTING ROLE OF A TEACHER
In an active classroom environment, the role of a teacher is often that of a facilitator that
promotes learner centered approach. It should enable learners to build knowledge
through talking, reading and writing, with use of dialogue, discussion and group work
important in fostering whole-class understanding. Teachers will set their teaching in
real-world contexts, and they will find out learners’ starting point of understanding before
they plan how to enable them to learn. Because of this, a learner-centered approach will
focus on differentiation, and will use strategies associated with assessment for learning,
including:
• effective questioning
• sharing of assessment criteria
• provision of feedback
• provision of peer assessment and self-assessment
• Using assessment information to adapt their teaching
Teacher-centered classroom Learner-centered classroom
Product-centered learning Process-centered learning
Teacher as a transmitter of knowledge Teacher as an organizer of knowledge
Teacher as a ‘doer’ for learners Teacher as an ‘enabler’
Subject-speciﬁc focus Teacher as an ‘enabler’

52
5.7 SHIFTING ROLE OF A LEARNER
The active class room environment engages students to become inquirers and
independent learners.
More examples of active learning
5.7.1 THE FLIPPED CLASSROOM
The flipped classroom approach is a pedagogical model which aims to shift the focus from
passive to active learning. There are varying definitions of the term ‘flipped classroom’,
and it can depend on variables such as class size, resources, support, etc. The flipped
classroom can encourage:
• learners to take more responsibility for their own learning and explore core
content (individually or in groups, at home or at school) and then apply
knowledge and skills to a range of activities using higher-order thinking.
• learner-centered learning, collaboration and significant learning opportunities
can be gained through facilitating active learning, engaging learners, guiding
learning, correcting misunderstandings and providing timely feedback using a
variety of pedagogical strategies.
• a greater focus on concept exploration, meaning-making and demonstration
or application of knowledge while in the classroom, with less focus on didactic
teaching.
Technological advancements have also enabled teachers to experiment more with this
model, enabling learners to access materials (for example, instructional videos and audio
recordings) beyond the classroom.
5.7.2 PROBLEM-BASED LEARNING
Problem-based learning (PBL) is the type of classroom organization that supports a
constructivist approach to teaching and learning. Guided by teachers acting as cognitive
coaches, learners develop critical thinking, problem solving, and collaborative skills as
they identify problems, formulate hypotheses, conduct data searches, perform
experiments, formulate solutions and determine the "best fit" of solutions to the
conditions of the problem. Problem-based learning will enable learners to embrace
complexity, find relevance and enjoyment in their learning, and enhance their capacity for
creative and responsible real-world problem solving. Teachers will assume the role of
cognitive coach rather than knowledge-holder and disseminator and learners will be the
Being passive recipients of knowledge Active and participatory learners
Answering questions Asking questions
Being ‘spoon-fed’
Taking responsibility for their
own learning
Competing with other learners Collaborating with other learners
Learners of individual subjects Connecting their learning

53
active problem-solvers, decision-makers, and meaning-makers rather than passive
listeners. To design a problem- based learning experience for the learners various
sequential steps are required such as:
• Identify a problem suitable for the learners.
• Connect the problem with the context of the learners world so that it presents
real/authentic opportunities.
• Organize the subject matter around the problem, not the discipline.
• Give learners the responsibility for defining their learning experience and
planning to present among peers.

CHAPTER
ASSESSMENT
AND EVALUATION

CHAPTER
ASSESSMENT
AND EVALUATION
55
6.1 ASSESSMENT
Assessment is a systematic process that measures the outcomes of students' learning in
terms of knowledge acquired, understanding developed, and skills gained. It determines
their progression through their learning experiences and enables them to demonstrate
that they have achieved the intended learning outcomes. Assessment usually collects
information on demographic and other background factors to allow comparison to be
made between the achievement of the subgroup in the population. This information when
related statistical analysis to student achievement, can answer questions that are central
to the role of National Assessment, such as, the following:
• What factors are associated with low achievement?
• Is the system serving any particular group?
• All gaps between groups in performance leads to remedial action.
In this way, we can relate outcomes to inputs that are provided and processes being used.
Recommended activities for conducting assessment:
• Describe in detail the content and cognitive skills of achievement and the
background variable to be assessed.
• Entrust test development to personals who are familiar with both curriculum
standard and learning level of student.
• Use assessment instrument adequately to assess the knowledge and skills
about which information is required and what will provide information on
sub-domains of knowledge or skills (for example, problem solving rather than
just overall score).
• Develop clear and unambiguous test and questionnaire items, and present
them in a clear and attractive manner.
Assessment provides all stakeholders with information as to how well students, schools
and programs are succeeding, and it identifies areas that need improvement. Thus, the
focus of assessment shifts from judgment to continuous improvement.
6.2 EVALUATION
Evaluation is the process of analyzing, reflecting upon, and summarizing assessment
information, and making judgments or decisions based upon the information gathered.
Evaluation is effective when it is integrated into the teaching-learning process and carried
out regularly and comprehensively through the use of a variety of assessment techniques.
Assessment and evaluation are essential components of teaching and learning in science.
Without effective assessment and evaluation, it is not possible to know whether students
have learned, whether teaching has been effective, or how best to address students'
learning needs.

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6.3 ASSESSING STUDENT LEARNING IN SCIENCE
The General Science Curriculum emphasizes having a classroom environment in which
students will be encouraged to learn scientific processes and knowledge within
meaningful contexts. It is important that assessment strategies reflect this emphasis and
are consistent in approach. An assessment program, which provides regular feedback,
and is part of the learning process, is important to both student and teacher. Feedback
tells students if they demonstrate understanding of scientific concepts and if their actions
display expected performance levels for inquiry, decision making, and problem solving.
Regular feedback inspires confidence in learning science and in becoming scientifically
literate.
Therefore the assessment of students’ learning must be aligned with curriculum
outcomes. The General Science Curriculum provides suggestions for developing student
learning across the four general curriculum outcome areas: knowledge; skills; attitudes;
and science, technology, society and environment. These outcomes describe a balance of
inquiry problem solving, and decision making, within a suggested social-environmental
context, for a given set of scientific knowledge.
6.4 OBJECTIVES OF ASSESSMENT
The assessment objectives are classified into the following three major performance
expectations:
6.4.1 UNDERSTANDING SCIENCE PRINCIPLES
Students should be able to:
• Describe knowledge and understanding of scientific phenomena, facts, and
principles.
• Develop relationships among science principles.
• Use scientific vocabulary, terminology and conventions.
6.4.2 CONDUCTING SCIENTIFIC INQUIRY
• Follow and carry out instructions accurately and safely.
• Locate, select, organize and present relevant information from a variety of
sources.
• Identify patterns, report trends and draw inferences.
• Make predictions and hypotheses and deduce relationships.
• Identify the problem, plan and carry out an investigation to solve the problem.
• Conduct scientific investigation using appropriate tools and technologies.
• Apply and communicate information through science process skills.
6.4.3 APPLYING SCIENCE PRINCIPLES
• Apply science principles to both familiar and unfamiliar situations/problems.
• Shows understanding of connections between science and technology and the
world outside the school as well as their implications.
• Propose solutions to problems with respect to science & technology and its
relation with society and environment.

57
6.5 INCORPORATING ASSESSMENT INTO THE LEARNING PROCESS
Assessment of students’ learning must be part of every teaching and learning experience.
Students should learn to evaluate their own learning. Traditional student testing
programs, which rely on final, one-time evaluations, provide data that is of limited use to
students as they construct knowledge. Meaningful assessment, like meaningful learning,
must be authentic and connected to real-life problems.
A constructivist approach to learning and teaching has profound implications for the way
learning is measured. Traditional classroom practice relies heavily on paper-and-pencil
tests to measure students' learning and ability to apply knowledge. Learning is a process
of connecting prior understanding with new learning. Consequently, an assessment
strategy that measures the acquisition of facts and elements cannot serve a constructivist
model.
Linking assessment to instruction - embedding it in the process of learning - is vital for an
effective implementation of the "Inquiry based and Outcome focused" Science
Curriculum.
To allow students to construct learning in the classroom through authentic experiences,
assessment must be:
1. Valid, leading to attainment of multi-dimensional science learning;
2. Open-ended, allowing for discussion and revision of new understanding;
3. Tolerant of divergent thinking and promote the notion of no "one right
answer";
4. Presented in alternative modes, not just paper-and-pencil responses to
limiting questions;
5. Designed to promote analysis, comparison, generalization, prediction, and
modification;
6. Capable of promoting collaboration and team effort in demonstration of
competence; and
7. Ongoing and cumulative, showing development over time.
6.6 TYPES OF ASSESSMENT
Assessment serves many important purposes. Some of them are given below:
I. Diagnostic (to plan instruction to fit the student's prior knowledge)
II. Formative (to improve performance and adapt instruction)
III. Summative (to report on final performance)
6.7 PURPOSE OF ASSESSMENT
6.7.1 TO GUIDE INSTRUCTION
Assessments should provide continuous data about student learning so teachers can
identify student needs and plan appropriate instructional strategies by obtaining
feedback on their own practice, finding out the gaps between teaching (what was taught)
and learning (what has been learned).

58
6.7.2 TO INFORM PROGRESS OF STUDENTS
The purpose of assessment is to provide information and feedback on students' progress
to the students and their parents.
6.7.3 TO PROVIDE INFORMATION ON THE EFFECTIVENESS OF CURRICULUM
The purpose of assessment is to provide information on the effectiveness of science
curriculum to all stakeholders in order to improve curricula, teaching standards and
students' learning environment. Teachers, students, and parents need feedback on
student progress. School administrators, educational planners, and the community need
information to determine the overall effectiveness of the science program.
6.8 CLASSROOM ASSESSMENT
The primary purpose of classroom assessment is not only to evaluate and classify
students' performance but also to inform of teaching methods and learning environment,
and to monitor student progress in achieving year-end learning outcomes. Therefore,
classroom assessment is used for various purposes:
1. Assessment as Learning
2. Assessment for Learning
3. Assessment of Learning
Each of the purpose requires a different role for teachers and different planning (for
details refer Appendix A.). Traditionally, the focus of classroom assessment has been on
assessment of learning (summative assessment). Assessment for learning has been used
only for diagnostic processes and for feedback. In order to enhance science learning of all
students, the role of assessment as learning must provide an opportunity to students
whereby they become critical and analysts of their own learning.
6.8.1 CLASSROOM ASSESSMENT STRATEGIES
Teachers learn about students’ progress not only through formal tests, examinations, and
projects, but also through moment-by-moment observation of students. To assess
students' science knowledge, skills, and attitudes, teachers require a variety of tools and
approaches, such as:
• Selected Response
Multiple-choice, matching, completion tests, etc.
• Self-constructed Response Questions
Fill-in-the-blank phrase(s), essay (restricted and extended response), reports,
procedures, explanations, short answer sentence(s), paragraph(s), label a
diagram, and graph/table, etc.
• Performance based Assessment
Presentation, illustrations, science lab, demonstration, process skills,
enactment, project, debate, model, exhibition, table, graph, portfolios, etc.
• Personal Communication Assessment
Oral questioning, observation, interview, conference, process description,
checklists, etc.

59
6.9 STUDENTS' SELF-ASSESSMENT
Students recognize the relationship between content achievement, skill proficiency, and
assessment opportunities by setting their sights on their own demonstration. They can do
self-assessment if they are provided with the knowledge-related checklists as well as
checklists specific to applications and attitudes. Students assume the role of a researcher
and use critical thinking skills as they find facts and make inferences to reach more
conclusions about their learning. They are not receiving information passively and then
simply giving it back to the teacher after memorizing it.Assessment should allow students
to monitor their progress in various scientific skills: initiating and planning; performing
and recording; analyzing and interpreting; communication and teamwork. The curriculum
calls for students to be actively involved in their learning, using the tools of science and of
information processing during classroom/ laboratory activities.
6.10 QUALITY IN ASSESSMENT
Assessment of science learning must change as science instruction moves from a focus on
facts to a focus on in-depth understanding of major concepts and processes of science.
Whereas the Quality Assessment will have the following major objectives:
• Measurement of what students should know and are able to do according to
the Learning Outcomes of science;
• Objective verification of the application of scientific principles to familiar and
unfamiliar situations; and
• Alignment with the Learning Outcomes and the Teaching/Learning Strategies.
Therefore, assessment and evaluation of the students' learning of science according to
predetermined Standards and Benchmarks will ensure the quality of their academic
achievements.
6.11 LARGE-SCALE NATIONAL ASSESSMENT
Large-scale national assessments are conducted by National Educational Assessment
System (NEAS), a subordinate office of the Ministry of Federal Education and Professional
Training, in collaboration with Provincial and Areas Assessment bodies. The objective of
these assessments is to evaluate the overall capability and quality of the education
system, and to focus on providing evidence-based findings to policy makers for effective
interventions in education system.
In 2019 NEAS supported Pakistan’s first-time participation in the international level
academic assessment of Trends in International Mathematics and Science Study (TIMSS)
for grade 4 with an aim to become internationally competitive and recognize its
comparative position within the world community. NEAS was the main coordinator for the
nationwide conduct of the TIMSS 2019 test with an aim to establish an international
baseline for Pakistan.
The TIMSS assessment is designed to provide valid and reliable data by assessing
achievement in Mathematics and Science at the 4th, 8th and 12th grades on a regular
four-year interval with an aim to diagnose the issues within the education system and
improve teaching and learning in mathematics and science. TIMSS also addresses
background factors through targeted questionnaires for teachers, parents and head
teachers.

In the curriculum each of these strands includes several chapters, and each chapter in
turn includes one or more key topics. Each topic is further described by specific SLOs that
represent the students’ expected knowledge, abilities, and skills to be developed and
assessed within each topic. Each SLO can be assessed by drawing upon any of the three
cognitive domains (knowing, applying, and reasoning).
These cognitive domains are assessed through MCQs (Multiple Choice Questions) and
CRQs (Constructed Response Questions). TIMSS sample questions are available on link
given below (https://nces.ed.gov/timss/pdf/TIMSS2011_G4_Science.pdf).
6.13 CONSTRUCTION OF TEST ITEMS
Written test items (selected response and creative response) should adhere to the
following criteria:
1. Items should be clearly written.
2. Each test items should be written on the understanding level of learners.
3. Test items should cover what learners have had opportunities to learn.
Too frequently, these test items measure students' gains in recall of factual information.
There are other relevant facts for students to acquire. These are higher levels of thinking
or cognition that students should also develop.
These test items should measure students' achievement in:
• Understanding basic science concepts and acquired learning;
• Evaluating contents in terms of criteria or standards;
• Problem-solving skills;
• Analytical and creative thinking;
• Positive attitudes developed toward science and scientific methods of thinking;
• Ability to work together with others;
• Relevant concepts and generalizations developed; and
• The ability to manipulate and utilize science equipment.
Strand Percentage
Life Science
Physical Science
Earth and Space Sciences
45%
35%
20%
Cognitive Domain Percentage
Knowing
Applying
Reasoning
40%
40%
20%
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6.12 TIMSS SCIENCE ASSESSMENT FOR 2019
The table shows the target percentages of each of the three strands in the TIMSS 2019
Science assessment for Grade Four.

61
Results from achievement tests may be utilized, along with other data-gathering
techniques, to appraise students' progress in the science curriculum.
6.14 REPORTING
Reporting on student learning should focus on the extent to which students have
achieved the curriculum outcomes. Reporting involves communicating the summary and
interpretation of information about students' learning to various audiences who require
it. Teachers have a special responsibility to explain accurately what progress students
have made in their learning and to respond to parents' and students' inquiries about
learning.
Narrative reports on progress and achievement can provide information on students'
learning that letter or number grades alone cannot. Such reports might, for example,
suggest ways in which students can improve their learning and identify ways in which
teachers and parents/ guardians/ caregivers can best provide support.
Effective communication with parents/ guardians/ caregivers regarding their children's
progress is essential in fostering successful home-school partnerships. The report card is
one means of reporting individual student progress. Other means include the use of
conferences, notes, and phone calls etc.
6.14.1 GUIDING PRINCIPLES FOR REPORTING
In order to provide accurate, useful information about the achievement and instructional
needs of students, certain guiding principles for the development and use of assessment
must be followed. For example:
• Assessment strategies should be appropriate and compatible with the purpose
and context of the assessment.
• Students should be provided with sufficient opportunity to demonstrate the
knowledge, skills, attitudes, or behaviours being assessed.
• Procedures for judging or scoring student performance should be appropriate
for the assessment strategy used and be consistently applied and monitored.
• Procedures for summarizing and interpreting assessment results should yield
accurate and informative representations of a student's performance in
relation to the curriculum outcomes for the reporting period.
• Assessment reports should be clear, accurate, and of practical value to the
audience for whom they are intended.
6.15 ATTITUDES AND VALUES
Attitudes and values cannot be assessed directly. They are embedded in what students do
and say. Teaching methods and learning activities that encourage students to recognize
the value and relevance of what they are learning go a long way towards motivating
students to work and to learn effectively.
Activities that involve students in investigating issues related to science and technology
outside the school environment provide them opportunities to develop the attitudes and
values so as to make informed and responsible decisions.

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A SUMMARY OF ASSESSING SCIENCE LEARNING IS PRESENTED AS FOLLOWS:
What? When? How? Recording
Science Knowledge and Understanding:
Application of Scientific Knowledge:
• Biological science
• Earth and space
Science
• Physical Science
• Explaining
• Predicting
• Analyzing
• Ongoing during and
after Science
lessons
• On completion of
units
• During class
discussions
• Concept mapping
• Open-ended
Questions
• Problem-solving
Activities
• Debates
• Teacher-constructed
tests
• Ongoing during and
after Science
lessons
units
projects or practical
investigations
• Observation
• Student work
samples
• Oral reports
• Talking with
students
• Diagnostic tasks
• Student designed
tests
• Self-assessment
• Modelling
• Teacher-constructed
tests
• Anecdotal records
• Annotated class lists
• Knowledge-related
checklists
• Science journals
• Cumulative
checklists
• Photographs, videos

63
Skills, Processes and Procedures:
• Observation
• Posing questions or
hypothesizing
• Identifying and
controlling variables
• Planning
investigations
• Classifying
• Using equipment
correctly
• Justifying
measurement
procedures
• Collecting and
recording data
• Drawings
• Presenting data
• Analyzing data
• Drawing conclusions
• During and after
practical sessions
• When planning and
carrying out
investigations
• During and after
excursions
• Observation
• Practical tests
• Fieldwork
• Practical
investigations
• Surveys and
interviews
• Practical reports
• Annotated class lists
specific to
processes identified
• Portfolio of students
practical reports
• Photographs, video,
audio recordings
detailing attitudes
• Portfolio of student
practical report
• Checklist specific to
attitudes
Listed
Scientific Attitudes and Acting Responsibly:
• Flexibility
• Curiosity
• Respect for
evidence
• Critical reflection
• Ongoing, during
and after Science
lessons
• During individual
and group projects
• Science journals
• Questionnaires
• Talking informally
with students
• Library research
tasks, including
using the internet
and authoring Tools

64
Scientific Communication:
• Appropriate
language and
vocabulary
• During ongoing
discussions
• Following
completion of
project reports
• During individual or
group presentations
• Oral presentations
• Drawing
• Research project
Reports
• Role-plays,
performances
• Peer-assessment
• Creative writing
• Using authoring
tools for accessing
presenting and
communicating
information
• Video, audio
recordings
• Portfolio of
students’ practical
and research
reports

CHAPTER
GUIDELINES TO
THE TEXTBOOK
AUTHORS

A textbook is an important teaching and learning resource and one of the most
extensively used resources in our classrooms. The textbooks provides the basic science
information for the acquisition of knowledge. Writing a textbook is an extremely
important and technical task in the sense that it requires the translation of curriculum
learning outcomes at the proper cognitive level of the students. Textbook authors need to
consider, among others, the following guidelines:
• Introduction to textbook explaining the structure and format of the book,
organization of concepts in connection with the curriculum objectives, and
directions to use the textbook must be stated in the beginning of the textbook.
• The textbook must have accurate, authentic, and up-to-date material.
• The language structure should be written in such a way as if talking to the
audience.
• The material must be sufficient to give students the knowledge they need to
understand, the concepts, develop the inquiry skills and engage in higher
order thinking.
• The material should help students understand the world in which they live, and
prepare for lifelong learning.
• The material must be error free so it can be trusted.
• The material must be unbiased.
• The book must be attractive and engaging along with illustrations, tables,
graphs etc.
• The illustrations should be clearly, accurately, appropriately and neatly drawn.
These must be properly labelled and captioned.
• The textbook should have variety of practical and thinking activities to engage
students in learning.
• Exercises should be included to encourage students to think, develop skills,
and use information for a variety of purposes.
• The textbook must contain Table of contents and Glossary.
• The textbook must be contextually relevant and feasible to use in normal
classroom environment.
• The figures, illustrations and pictures should be from local/ Pakistani
environment.
• Should give students material to think beyond the textbook too.
7.1 GUIDELINES FOR WRITING A CHAPTER
To make the learning of science interesting and exciting and to provide a strong
foundation for higher learning, each chapter in the science textbooks must have, among
others, the following features:
• Chapter opener to introduce the chapter with title, full page coloured
photographs, trigger questions and SLOs.
66
CHAPTER
GUIDELINES TO THE
TEXTBOOK AUTHORS

67
• Specific Learning Outcomes at the beginning of each chapter clearly
describing the objectives and tasks to be achieved in the chapter.
• Key words, terms and definitions to be highlighted in the text.
• Headings and subheadings with color coding to show different levels.
• Science tidbits to provide snippets of interesting and useful knowledge.
• Attractive and colourful illustrations to captivate students. The figures to
be drawn by students should be given as line diagram.
• Do You Know? Questions to recall, think and apply what they have learnt as well
as to reinforce the learning of key concepts and principles.
• Everyday experiences and context which students can relate to be used
throughout the book.
• Hands on activities to encourage students to make their own inquiries.
• Link to real life.
• Skills and processes to infuse values, ethics and attitudes.
• IT related activities to encourage students to use internet resources.
• Mini-exercise to provide questions involving scientific investigations and
relating science contents with the technology, society and environment.
• Awareness beyond the classroom to widen the horizon of the students by
providing interesting information and introducing related, more advanced
concepts according to grade level in an understandable way.
• Key Points to provide a summary of the concepts and principles in the chapter.
• Review Questions at the end of each chapter to:
o Recall and integrate previous learning
o Engage students and develop their creativity
o Move from lower to higher order thinking
o Develop process skills
o Develop multiple intelligences
• Think-Tank/Investigate to include open-ended questions to provoke students'
thinking, creatively and investigation skills.
7.2 CRITERIA FOR ANALYSIS OF TEXTBOOKS
Following criteria must be considered for selecting learning material for the textbook.
Answers to most of these questions, if in the affirmative, will indicate a good quality
textbook.
1. Is the book in line with the goals of the curriculum?
2. Is the content accurate and up to date?
3. Are the contents relevant to the needs, age and level of understanding of the
students?
4. Are science process skills developed through text, activities and assessment?
5. Do the illustrations (pictures, drawings, graphs, etc.) help to understand the
contents better?
6. Do the end-of-the chapter exercises encourage students?
a. To think;
b. To develop their skills; and
c. To be creative.
7. Are learning activities suitable for the needs of the learner?
8. Do learning activities include student participation in real life issues and
promote scientific inquiry or investigation?
9. Are a variety of assessment strategies suggested? (e.g., multiple choice,
CRQs, project work, exhibitions, open-ended and divergent responses, think
tank etc.)

68
10. Do the text, questions and suggested activities stimulate interest that would
lead to further study?
11. Is the book free from biases?
a) Religion b) nationality c) gender d) occupation e) social class
12. Is a teacher's guide included?
13. Is it attractive and appealing to children?
14. Is the language readable, understandable, and easy to follow? Appropriate
for the children who will use it?
15. Is there an introduction and key points/summary?
16. Does it have
a. An introduction; (How to use the book)
b. Table of contents; and
c. Glossary;
17. Are the following adequate?
a. Paper quality (80gm, white)
b. Picture quality (Resolution and colours)
c. Page size (23x36/8)
d. Line spacing (1.25)
e. Titles and sub-titles (28-32, 18-22)
f. Font size (14 Ariel)
7.3 TEACHERS’ GUIDE
Teachers’ guides provide detailed explanation of key concepts. Textbooks usually come
with a teacher's guide aimed at informing teachers of how the textbook is written and
how best to use it to facilitate student learning. It is a way to teach a particular topic,
provide further activities, web links, examples, answers to think- tank questions and text
related questions. Alternatively a textbook can include short notes for teachers on
teaching of particular topics.

69
APPENDICES:
A. PLANNING CLASSROOM ASSESSMENT
• To enable teachers to
determine next steps
in advancing student
learning
• To certify or inform
parents or others of
student's proficiency
in relation to
curriculum learning
outcomes
• To guide and provide
opportunities for
each student to
monitor and critically
reflect on his or her
learning, and identify
next steps
• Each student's to
be progress and
learning needs in
relation to the
curricular outcomes
• A range of methods
in different modes
that make students'
skills and
understanding visible
• Accuracy and
consistency of
observations and
interpretations of
student learning
• Clear, detailed
learning expectations
• Accurate, detailed
notes for descriptive
feedback to each
student
• Provide each student
with accurate
descriptive feedback
to further his or her
learning
• Differentiate
instruction by
continually checking
where each student is
in relation to the
curricular outcomes
• The extent to which
students can apply
the key concepts,
knowledge, skills,
and attitudes related
to the curricular
outcomes
in different modes
that assess both
product and process
• Accuracy,
consistency, and
fairness of
judgments based on
high-quality
information
• Clear, detailed
learning
expectations
• Fair and accurate
summative reporting
• Indicate each
student's level of
learning
• Provide the
foundation for
discussions on
placement or
promotion
• Each student's
thinking about his or
her learning, what
strategies he or she
uses to support or
challenge that
learning, and the
mechanisms he or
she uses to adjust
learning
in different modes
that elicit students'
learning
• Accuracy and
consistency of
student's
self-reflection,
self-monitoring, and
self adjustment
• Engagement of the
students in
considering and
challenging their
thinking
• Students record their
own learning
with accurate
that will help to
develop independent
learning habits
• Have each student
focus on the task and
learning (not only on
getting the right
answer)
Assessment
as Learning
Assessment
for Learning
Assessment
of Learning
Why Assess?
Assess What?
What Methods?
Ensuring
Quality
Using the
Information

B. DEVELOPING SCIENCE SKILLS AND PROCESSES
The development of science skills and processes allows students to solve problems, think
critically, make decisions, find answers, and satisfy their curiosity. The following skills and
processes are central to the presentation of all content and the delivery of instruction and
assessment activities in classrooms.
70
• Provide parents or
guardians with
about student
learning and ideas for
support
• Report fair, accurate,
and detailed
information that can
be used to decide
the next steps in a
student's learning
with idea for
adjusting, rethinking,
and articulate
learning
• Provide the
conditions for the
teacher and student
to discuss
alternatives
• Students report
about their learning
Assessment
as Learning
Assessment
for Learning
Assessment
of Learning
Observing Observing involves obtaining information about objects,
situations, or events using as many senses as possible.
Observations may be qualitative or quantitative in nature.
Observing provides both a basis for new inferences or
hypotheses and a tool for testing existing inferences and
hypotheses.
Measuring Observations are quantified using non-standard and then
standard units. Length, area, volume, mass, time intervals,
and force are among the measurements used. Appropriate
measurement instruments and units within the metric system
are selected.
Classifying Classifying involves grouping objects, concepts, or events on
the basis of observable properties to show similarities,
differences, and inter-relationships.
Inferring Inferring means suggesting more about a set of conditions
than is observed. Inferences are based on observed data and
past experience. Inferences may evolve from both direct and
indirect evidence and are modified on the basis of new
evidence.
Predicting A forecast is made about future events on the basis of ordered
data. Predictions on the basis of ordered data, extrapolation
beyond observed patterns of events, and tests of predictions
can be made.
Science Skills and Processes

C. DEVELOPING CRITICAL AND CREATIVE THINKING SKILLS
(CITED FROM MALAYSIA CURRICULUM)
The development of critical and creative thinking skills allows students to solve problems,
think critically, make decisions, find answers, and satisfy their curiosity. The following
skills and processes are central to the presentation of all content and the delivery of
instruction and assessment activities in classrooms.
71
Science Skills and Processes
Communicating Communicating is the process of organizing and processing
data that occurs between the observation stage and the
interpretation or generalization stage. It usually involves
organizing "rough" data in a more compact and meaningful
way (ordering, rearranging, comparing), depicting the data
pictorially or graphically, and processing it mathematically
(finding slopes, tangents) to facilitate interpretations.
Hypothesizing Hypothesizing is an "educated guess" made about an
expected relationship between two variables in an attempt to
explain a cause-and-effect relationship. Hypotheses are based
on observations or inferences about a set of events. A
hypothesis should be testable.
Designing Experiments
Controlling Variables
Experimenting is a cause-and-effect test between two
variables. All processes may be involved. This can begin with
setting a problem to be solved, identifying the variables to be
controlled, making operational definitions, devising the test to
be carried out, and following the prescribed procedure.
Controlling variables involves the process of deciding which
variables or factors will influence the outcome of an
experiment, situation, or event, and deliberately controlling
all recognized variables in a systematic manner.
Interpreting Data Interpreting is the process by which sense is made of the
observations in the form of inferences, generalizations, or
explanations. It is usually a direct response to the problem
under investigation and therefore includes judgments about
the interpretation to fit with proposed hypotheses, and the
limitation of the new knowledge.
Formulating Models This process involves the use of physical or mental models to
describe the behaviour of something that is unfamiliar.
Constant vigilance is necessary to ascertain the validity of the
model or analogy to the phenomenon modelled. Models often
need revision to accommodate new facts.

CRITICAL THINKING SKILL
A brief description of each critical thinking skill is as follows:
• Attributing: Identifying criteria such as characteristics, features, qualities and
elements of a concept or an object.
• Comparing and Contrasting: Finding similarities and differences based on
criteria such as characteristics, features, qualities and elements of a concept or
event.
• Grouping and Classifying: Separating and grouping objects or phenomena
into categories based on certain criteria such as common characteristics or
features.
• Sequencing: Arranging objects and information in order based on the quality
or quantity of common characteristics or features such as size, time, shape or
number.
• Prioritising: Arranging objects and information in order based on their
importance or priority.
• Analysing: Examining information in detail by breaking it down into smaller
parts to find implicit meaning and relationships.
• Detecting Bias: Identifying views or opinions that have the tendency to
support or oppose something in an unfair or misleading way.
• Evaluating: Making judgments on the quality or value of something based on
valid reasons or evidence.
• Making Conclusions: Making a statement about the outcome of an
investigation that is based on a hypothesis.
CREATIVE THINKING SKILLS
A brief description of each creative thinking skill is as follows:
• Generating Ideas: Producing or giving ideas in a discussion.
• Relating: Making connections in a certain situation to determine a structure or
pattern of relationship.
• Making Inferences: Using past experiences or previously collected data to
draw conclusions and make explanations of events.
• Predicting: Stating the outcome of a future event based on prior knowledge
gained through experiences or collected data.
• Making Generalisations: Making a general conclusion about a group based
on observations made on, or some information from, samples of the group.
• Visualising: Recalling or forming mental images about a particular idea,
concept, situation or vision.
• Synthesising: Combining separate elements or parts to form a general picture
in various forms such as writing, drawing or artifact.
• Making Hypotheses: Making a general statement on the relationship between
manipulated variables and responding variables in order to explain a certain
thing or happening. This statement is thought to be true and can be tested to
determine its validity.
• Making Analogies: Understanding a certain abstract or complex concept by
relating it to a simpler or concrete concept with similar characteristics.
• Inventing: Producing something new or adapting something already in
existence to overcome problems in a systematic manner.
72

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Dr. Amir Riaz
Mr. Gohar Ali Khan
Mr. Niamatullah Khan Kakar,
Mr. Ghulam Asghar Memon
Mr. Raja Muhammad Naseer Khan
Mr. Majeed Khan
Joint Educational Advisor, National Curriculum Council, Ministry of Federal Education
and Professional Training Islamabad
S.# Name
Islamabad
Designation and Organization
S.# Name Designation and Organization
PROVINCIAL AND AREAS FOCAL PERSONS FOR
CURRICULUM REVIEW COMMITTEE (GENERAL SCIENCE)
ADVISOR
1
2
3
4
5
6
Assistant Educational Advisor, National Curriculum
Council Islamabad.
Principal Model College for Girls, G-10/2, Islamabad.
Assistant Professor, Islamabad Model College for
Boys, F-7/3, Islamabad.
Curriculum Leader-Science Regional Subject
Coordinator, The City School, Islamabad.
Deputy Manager Training, North, Beaconhouse School
System, Islamabad.
Science Teacher, Headstart School, Islamabad.
EST, Junior School Rawalpindi
Subject Specialist, NEAS, Islamabad
Ms. Zehra Habib
Ms. Samra Latif
Mr. Ejaz Ahmed
Mr. Anwar Iqbal Saifi
Ms. Sara Malik
Ms. Bushra Muslim
Ms. Naureen Azmat
Ms. Shabana Arif
1
2
3
4
5
6
7
8
Mr. Muhammad Rafique Tahir
Director Punjab Textbook Board, Lahore
Director, DCTE, Abbottabad, Khyber Pakhtunkhwa
Director, Bureau of Curriculum & Extension Centre
Balochistan
Director, Directorate of Curriculum, Assessment and
Research, Sindh Jamshoro
Director General, DCRD, Azad Jammu & Kashmir,
Muzaffarabad
Director General (Schools) Directorate of Education
Gilgit-Baltistan

Khyber-Pakhtunkhwa
Additional Director (TPD) DCTE, Abbottabad
SS DCTE, Abbottabad
SS GHSS Lassan Thakral
SST GHS No. 1 Abbottabad
Mr. Hamid Khan
Mr. Babur Bashir
Mr. Abdul Khaliq
Mr. Muhammad Hanif
25
26
27
28
Punjab
74
Sindh
Assistant Professor, Department of Physics, COMSATS
University, Islamabad
Education Specialist, US-Aid, Islamabad
SRO, NISTE, H-8/1, Islamabad
Dr. Hannan Younis
Ms. Sumbal Naveed
Dr. Amina Nadir
9
10
11
Deputy Director Curriculum Science, Punjab
Curriculum and Textbook Board, Lahore
Lecturer, Govt. Khawaja Rafique Shaheed College,
Lahore
Retired Teacher, Divisional Public School, Model Town,
Lahore
Senior Officer Curriculum, Beaconhouse Head Office,
Lahore
Academic Coordinator, Idara Taleem-o-Agahi,1/A
Canal Road, Gulberg II, Lahore
Deputy Director, Manuscript Wing, PCTB, Lahore
SESE Science, City District Government Girls High
School, Takia Lehri Shah, Ichra, Lahore
Ms. Mamoonah Yasmeen
Mr. Muhammad Bilal
Mr. Zafar Mehdi
Ms. Bushra Yousaf
Mr. M. Fida Hussain
Mr. Atta Dastageer
Ms. Sadia Khursheed
12
13
14
15
16
17
18
Deputy Director, Directorate of Curriculum,
Assessment & Research Sindh, Jamshoro, Sindh.
Deputy Director, Directorate of Curriculum,
Subject Specialist, Directorate of Curriculum,
HST, Government Girls High school (Campus) Kotri
District Jamshoro, Sindh.
Primary School Teacher/ Head Master, Government
Primary School (Mirza Qalich Baig) Phuleli, Hyderabad, Sindh.
Primary School Teacher (PST) Jan Muhammad Jamli Practicing
Curricula (PC) School GECE (M) Hyderabad, Sindh.
Mr. Piaro Khan Saharan
Mr. Noor Ahmed Khoso
Ms. Majida Soomro
Ms. Parveen Arain
Mr. Amjad Ali Yousuf Zai
Mr. Sardar Khan Rajput
19
20
21
22
23
24

Gilgit-Baltistan
Senior Specialist GEG Muzaffarabad.
Subject Specialist DCRD Muzaffarabad.
Principal Modal HS Muzaffarabad.
Principal BHS Chatter Domail.
Ms. Saira Siddique
Ms. Shamaila Akbar Kayani
Mr. Saeed Akhtar Awan
Mr. Fida Hussain Butt
39
40
41
42
Ms. Saleema Babar
Mr. Manzoor Ali Khan
43
44
75
Balochistan
Ms. Zubeena Mushtaq
Dr. Muhammad Riaz
Mr. Saeed Akhtar
Ms. Mehwish Adnan
Mr. Samiullah
Ms. Maria Habib
Ms. Banafsha
Mr. Muhammad Yousaf
Ms. Mahjabeen Syed
Mr. Aziz Channa
29
30
31
32
33
34
35
36
37
38
Azad Jammu & Kashmir
Senior Research Officer, Education Department
Balochistan, Quetta.
Senior Instructor, College of Education for Women,
Gilgit.
Deputy Director Model & Private Schools
Directorate of Education Gilgit- Baltistan

76
Federal Government Educational Institutions (C&G)
Mr. Afzal Tahir
Mr. Fateh Gull
Ms. Saba Ahmed
Ms. Qurat-ul-Ain
Mr. Kaleem Ullah Baig
45
46
47
48
49
Aga Khan University-Institute for Educational Development
Technical Support
Principal FGEIs (C&G)
TGT FGEIs (C&G)
SST FGEIs (C&G)
Principal FGEIs (C&G)
SST FGEIs (C&G)
Dr Sadia Muzaffar Bhutta
Dr Tasneem Anwar
Assistant Professor, AKU-IED Karachi
Assistant Professor, AKU-IED Karachi
50
51
Ms. Nighat Lone
Mr. Asfundyar Khan
Curriculum Expert NCC
Curriculum Expert NCC
52
53

www.mofept.gov.pk
NATIONAL CURRICULUM COUNCIL
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD

General science 12th august

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