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ASSIGNMENT
● Name of student: Samra Shahid
● Roll No: H2079047

TEXTBOOK ANALYSIS
● GRADE: 5
● SUBJECT: SCIENCE
● TEXTBOOK PUBLISHED BY: SINDH TEXTBOOK BOARD

INTRODUCTION:
Science is a discipline with such an intriguing nature that it appeases the curiosity of young learners
who have numerous questions about the world around them. However, if those questions are
merely provided with answers instead of helping them raise those questions and reach the answers.
The nature of science itself gets lost. Because if science aims to raise questions and then reach
answers, then why does teaching often aim towards spoon feeding and memorization of them only?
When students only memorise words but do not know the purpose behind them, they turn into glass
hammers. A glass hammer might be shiny, but it can never break records.

OBJECTIVES OF TEACHING:

GENERAL OBJECTIVES:
Some general objectives of teaching science are as follows:
Students will be able to:
1) Understand the scientific method and put it to use.
2) Learn characteristics of living organisms and differentiate them accordingly.
3) Learn about how the world around them works: basic phenomena of physics. And,
4) Learn about basic phenomena of chemistry: matter.
5) Use problem solving skills for different scientific problems.
6) Perform scientific experiments and demonstrations.
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7) Explore the universe outside of earth by learning about space, starting with the
solar system.
8) Develop an aesthetic sense and appreciation for nature.
9) Suggest and take measures for the well-being of the living and non living
environment around them; as a result taking care of the planet.

SPECIFIC OBJECTIVES:

CHAPTER NAME: OBJECTIVES:

1. Classification of living organisms. LOWER ORDER:

● Define classification and classify
living organisms on the basis of their
characteristics. (e.g vertebrates-non
vertebrates, flowering-non flowering
etc)

●Identify, differentiate and compare

characteristics of different living
organisms.
● Identify these classes of living
organisms (such as vertebrates and non
vertebrates) in their surroundings.
HIGHER ORDER:
● Analyse how living organisms impact
each other and biodiversity.
● Demonstrate measures for
conservation of endangered species by
identifying the factors behind it.

2. Microorganisms LOWER ORDER:

● Define characteristics of
microorganisms by identifying their
characteristics.
● Classify microorganisms into three
types: virus, bacteria, fungi.
● Recognize advantages (such as the
food produced by living organisms
e.g., yoghurt) and disadvantages (such
as diseases) of microorganisms
HIGHER ORDER:
⦁ Suggest and apply preventive
measures against infections or harm caused by
living organisms.
⦁ Use microorganisms to their advantage
by preparing biotechnological products such as
yoghurt.
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3. Seeds, their structure and germination LOWER ORDER:

● Examine and describe the structure of
seeds and their functions.
● Recognise the importance of seeds.
HIGHER ORDER:
● Investigate what would happen if
conditions of germination are not met
through an experiment.
● Demonstrate germination of seed
under the right conditions. (Air, water,
light)
● Investigate how to solve the world's
food problem through a survey.

4. Environmental Pollution LOWER ORDER:

⦁ Define pollution and its types.
⦁ Identify causes, effects and
preventions of pollution.
⦁ Differentiate between biodegradable
and non-biodegradable material.
HIGHER ORDER:
⦁ Demonstrate preventive measures to
reduce pollution in real life. (no littering,
recycling project, cleaning campaign)
⦁ Investigate possibilities and ways to
reduce nonbiodegradable material

5. Matter and its changes in its states LOWER ORDER:

● Define matter and its three states:solid,

liquid and gas with examples.
● Describe arrangement of molecules in
all three states.
● Determine the role of heat in
arrangement of molecules.
HIGHER ORDER:
⦁ Demonstrate the process of change of
state of matter(e.g., Melting an ice cube in a
bowl)
⦁ Investigate steps of water cycle by
observing an experiment.

6. Properties and behaviour of light LOWER ORDER:

● Describe light and its properties
(source of light: artificial and natural,
straight line, formation of shadows,
reflection).
● ​Differentiate between luminous and
non luminous objects.
● ​Identify and distinguish between
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opaque, transparent and translucent

objects in their surroundings.

HIGHER ORDER:
● ​Demonstrate properties of light with
experiments (e.g Predict the location,
size and shape of a shadow from a
light source relative to the position of
object)

7. Electricity and magnetism LOWER ORDER:

● Define and identify phenomena of
electricity and static electricity in
everyday life.
● ​Define magnet, its phenomena
(magnetism) and its types.(permanent,
temporary magnet and
electro-magnet).
● ​Describe charges and their properties
● ​Differentiate between insulators and
conductors from daily life examples.

HIGHER ORDER:
● Demonstrate an electric circuit
explaining the electric flow and its
components.

● ​ esign an experiment by using two

D
magnets to investigate that each
magnet has north and south poles and
the same poles attract while opposite
poles repel each other.
● Design an electromagnet with the help
of a cell, iron nail and wire and show
its working.

8. Soils LOWER ORDER:

● Describe soil and its characteristics.
(compaction, texture, colour).
● List down components of soil.
● Recognise the importance of soil.
HIGHER ORDER:
● ​Compare and contrast between
different types of soil.
● Compare the water holding capacity of
different soil samples.
● ​Investigate characteristics and
composition of different soils.
● Separate and measure mineral and
organic components of different soil.
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9. Our Solar system LOWER ORDER:

● Define the solar system and name the
planets in the right order.
● ​Differentiate between a star and a
planet.
● Group planets into terrestrial and gas
giants.
HIGHER ORDER:
● Determine the reason why Earth is the
only planet in the solar system which
has life by comparing and contrasting
other planets with it.

10. Forces and Machines LOWER ORDER:

● Define and explain phenomena of
physics related to force such as:
friction, air resistance, gravity, inertia
etc.
● Differentiate between mass and
weight.
HIGHER ORDER:
● Describe simple machines. (wedge,
inclined plane and kind of lever)

● ​ esign a simple machine. (model)

D
● Demonstrate inertia and friction by
experiments

CONTENT ANALYSIS :
(ON THE BASIS OF PRINCIPLES OF CONTENT SELECTION AND ORGANISATION)
Q.1: Whether the Principles of Content Selection & Organization have been considered?
Q.2: Whether content needs replacement/revision?
Q:3: If replacement is suggested, what is the alternative?

➢ SELF SUFFICIENCY:
This textbook inculcates this principle really well by activities that would bring students hands-on
experience, observation and field work rather than being limited to theoretical knowledge only.
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EXAMPLES:
Chapter:1 Classification of living organisms:
An activity on page no: 7 suggested a visit to a zoo where students would be identifying
vertebrates and invertebrates on the basis of their characteristics.
Chapter:2 Microorganisms:
An activity on page no:30 suggests an activity to examine a piece of moist bread and observe a
fungal colony. On page 28, biotechnological products are also made such as yoghurt and bread
dough.
Chapter:3 Seed, their structure and germination:
On page no:43 suggests an activity for germination of seeds as well as on page:47 it suggests the
same activity but without the right conditions to see what would happen.

Chapter:4 Environmental Pollution:

On page no: 62, an activity for a campaign on problems of environmental pollution is suggested.
Chapter: 5 Matter and changes in its state:
On page no: 73 an activity suggests observing movement of molecules by putting ink in the water.
However for the topic of water cycle a role play is suggested which is an irrelevant idea to explain
water cycle.
ALTERNATIVE: A water cycle experiment can be done in the class:
“Water Cycle in a bottle experiment”
Place a couple of ice cubes on top of each bottle and set it in a sunny location. Check the bottles
after about an hour. There should be condensation on the top of the bottle, and there may even be a
small cloud there.

Chapter:6 Force and Machines:

From page 93 onwards different activities are used to demonstrate and observe inertia, inclined
plane, lever.
Chapter:7 Properties and Behavior of light:
On page 107 activity is used to investigate opaque, transparent and translucent objects. Similarly,
another activity is used to investigate that light travels in a straight line on page no: 108. Designing
a Kaleidoscope and Pinhole camera is also suggested in further activities.
Chapter:8 Electricity and Magnetism:
On page 126 magnet experiments are mentioned, on page 127 building of an electromagnet is
guided.
ALTERNATIVE: Little focus was paid to electricity experiments which can be remedied by
adding a “design a circuit” activity.
Chapter:9 Soil
On page 138 an activity for observing soil from ground is suggested.
On page 141, there is an activity for separating and measuring the mineral and organic components
of different soil samples.
ADDITION: Another great activity that can be added to the chapter to understand it better.he
Starting with Soil app is an interactive animated platform aimed at engaging children with soil,
where they can plant a seed, discover how long it takes for soil to form and drag a microscope over
the soil.the Starting with Soil app is an interactive animated platform aimed at engaging children
with soil, where they can plant a seed, discover how long it takes for soil to form and drag a
microscope over the soil.
Chapter:10 Solar System:
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Not many sufficient activities are included in this chapter.

ALTERNATIVE:
‘Solar system can be a really interesting topic if instead of being explained it is explored by using
the activities provided by NASA itself. Such as the one listed below.
‘https://www.lpi.usra.edu/education/explore/solar_system/activities/familyOfPlanets/solarSyst
em/
To demonstrate the solar system students should be shown the following video as well.
https://www.jpl.nasa.gov/edu/learn/video/solar-system-size-and-distance/

To conclude, all these activities would bring students to the world rather than bringing the world to
them on paper only, where it would be much less sufficient.

➢ SIGNIFICANCE:
Although the significance of content and activities can be seen throughout the
book. The maintenance of scientific skills, procedure and attitude can be done
much more appropriately if scientific method is adapted in teaching.(This will be
discussed in more detail in the heading of over all suggestions)

The content is culturally appropriate. However, while considering all three domains.i.e, cognitive,
affective and psychomotor. In some chapters it lacks significant impact of affective domain.
Though this should be kept into consideration that for studying science the most important feeling
that should be built is CURIOSITY and the activities and experiments do a good job at building the
experiential aspect it lacks the questioning aspect of science. Hence when students know about the
impact, if they care about it they would be curious and care can be built in following ways:
Examples:
Chapter:1 Characteristics of living organisms
ALTERNATIVE:
To make sure the content includes the affective domain. Although the students would develop an
aesthetic sense while visiting the garden and zoo as suggested in book activities. It is important that
they learn to care about their environment too. Introducing the concept of biodiversity is crucial
because it can help students acknowledge how living things impact each other and help them
connect their sentiment to caring about the lives of other living organisms. Letting them investigate
and research endangered species can also be helpful. Later on they can suggest how lives of these
living organisms can be conserved and what measures should be taken. Students may also design
posters for awareness of this topic and upload it on the internet.
Chapter:2 Microorganisms
ALTERNATIVE:
This chapter already includes cognitive and psychomotor skills(kneading the dough with yeast) and
includes a project where the students spread awareness about the disease after research via posters.
This is a good activity but an addition of another relevant activity can take it up a notch. An activity
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where they perform hygiene practices like washing hands the right way, maintaining social
distancing, wearing masks and other hygiene ethics.
Chapter:3 Seed, their structure and germination:
There is a research project suggested in the end on page no:51, where students would investigate
and collect data to find answers and suggestions to solve the world's food problem. This would help
bring awareness about the importance of germination. Beside that the motor skills are used in
germination activity as well.
Chapter:4 Environmental Pollution:
The cleaning campaign suggested in this chapter is an important connection of students to their
environment as well as social problems and covers all three domains.
Moreover, one more additional activity can be done to encourage a long lasting impact on
students. Although cleaning and picking up trash is a good exercise, what is more crucial of an
exercise is that they unlearn the habit of littering. This can be made possible if the teacher makes it
a two month long marked activity where students daily document them throwing trash in the
dustbin. At one point it would become an unconscious habit because according it takes
approximately 66 days to form a habit.
Sometimes it's more effective to work on the cause first than the effect itself.

Chapter: 5 Matter and changes in its state:

ALTERNATIVE:
Activities listed are helpful for cognitive and psychomotor domains but for students to feel
fascination and appreciation for how matter changing its states affects us we can demonstrate them
water cycle through an experiment mentioned above.(water cycle in a bottle experiment)
Chapter:6 Force and Machines:
As students understand (cognitive), perform (psychomotor), and observe and connect the physical
phenomena to their real life and view the world with a scientific point of view (affective) with the
help of all the activities listed in the book it would cover all the domains.

Chapter:7 Properties and Behavior of light:

The activities designed are helpful for psychomotor and cognitive domain in the chapter. Hence
affective domain can be touched by following activity:
ALTERNATIVE:
For students to appreciate the nature’s phenomena ‘light’ The chapter can be started with a simple
activity: They can be shown the video
“What would happen if the sun disappeared?”
Link: https://youtu.be/e8r97r42wEo

Chapter:8 Electricity and Magnetism:

The making and studying of mechanisms would work on their cognitive and psychomotor domains.
But for the affective domain an extra activity could be done.
ALTERNATIVE:
Students can be asked to research and suggest what would happen if there was no electricity in the
world. Their answers would help them identify its importance as well.
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Chapter:9 Soil
When students explore the ground with soil and observe different living creatures that inhabit it
including plants which are crucial to our living environment they would understand the
significance. Hence enhancing the affective skills. Whereas, using the soil helps their psychomotor
skills and studying about it would assist in cognitive skills.

Chapter:10 Solar System:

The activities mentioned in the chapter only spark cognitive domain.
ALTERNATIVE:
Activities such as exploring space with the help of NASA website can help bring students
excitement as well as information. They can make a model of the Solar system as well as make
asteroid projects.
https://solarsystem.nasa.gov/resources/2536/make-your-own-asteroid/

➢ VALIDITY:
Knowledge provided in overall content is valid and up-to-date.

➢ INTEREST:
The interest of students is maintained throughout the chapter with the help of games and activities
(Activities are all mentioned above). Moreover some of the games in the book would be helpful in
memorising the vocabulary. Word unscramble activities are a brilliant way to practise tricky
vocabulary, whether it's to work on the meanings of the words or how to spell them.

➢ UTILITY:

The goal is to develop students' interest more effectively so that they are motivated to not only
know what they are learning but also why they are learning about classification of living
organisms.
Chapter:1 Characteristics of living organisms
ALTERNATIVE
Here the interest can be built by informing students about what this knowledge can help them do.
That is, by learning about the classification of animals they would know more about the
characteristics and hence needs of all different living beings. The purpose of this knowledge is to
guide conversation efforts for the life and wellbeing of the planet.

“Defining life from the viewpoint of its characteristics reveals how much life on
earth has in common and helps distinguish living and non living things. Which is
important for learning if life could be possible beyond earth.”-NASA Astrobiology
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“Organisms are usually grouped together based on their unique characteristics. The
classification of an organism often provides useful information about its evolutionary
history and which other organisms are related to it.” - UNIVERSITY OF HAWAII

Chapter:2 Microorganisms
Learning about microorganisms students can put the information about preventing disease from
harmful microorganisms and utilise the beneficial ones.

Chapter:3 Seed, their structure and germination

They can use the information in the chapter to perform planting correctly.

Chapter:4 Environmental Pollution

Students would practise taking care of their environment and reduce pollution.

Chapter: 5 Matter and changes in its state

Learning about matter and how life is impossible without it is crucial. Additionally, the
characteristics of all 3 states of matter make it easier to understand how differently each one acts.

Chapter:7 Properties and Behavior of light

Students can use this information to not only understand the phenomena of light but also
understand the mechanism of a technology related to light such as pinhole camera as they design it.
Chapter:8 Electricity and Magnetism
Students would understand the importance of magnetism and its role in gravity of earth. They can
also use the information to beware of electric hazards.
Chapter:9 Soil
According to an article published at Sciencedirect.com called:“The importance of soil education
to connectivity as a dimension of soil security.” Effective communication about soil is important
for soil security. (https://www.sciencedirect.com/science/article/pii/S2667006222000326)

If students learn about soil and its importance. Since, there are several places where the importance
of soils to everyday life can easily be demonstrated. The most obvious of these is probably food
production. (Pozza and Field, 2020)
They would learn to take measures to reduce soil degradation.

Chapter:10 Solar System

Letting students know the reason why they should learn about the solar system is important for
them to be able to use the information.
“The Solar System provides the only known example of a habitable planet, the only star we can
observe close-up, and the only worlds we can visit with space probes. Solar System research is
essential for understanding the origin and evolution of planets, along with the conditions
necessary for life.”- HARVARD UNIVERSITY
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➢ LEARNABILITY:
Content is learnable and arranged in a way it would be understood by students.

➢ FEASIBILITY:
1. CHAPTER NO.1: CLASSIFICATION OF LIVING ORGANISMS

Content is feasible for everyone as it provides different alternatives for the activities
provided too. Such as, if the visit to the zoo is not possible, a wwf website has been
suggested.

➢ SCOPE:

The scope of content matter has considered cognitive and psychomotor aspects but very little of the
affective domain which has been discussed above. (In paragraph: significance). However, the
quantity of content is excessive in some chapters.
ALTERNATIVE:
For example in Chapter Extensive details about each class of vertebrates and invertebrates are
unnecessary right at the beginning of the course. Due to so much information present to
accumulate, students might experience “epistemophobia” also known as fear of knowledge caused
by an overload of information.Additionally, the objectives should be fewer but smarter. If the focus
is shed on the designing of higher order objectives rather than numerous small order objectives.
Therefore, I think smart content should not be quantitatively abundant but rather qualitatively so.
To put it short it needs to be more precise.

➢ SEQUENCING:
The sequencing of content has been done appropriately chapter wise. Where concepts are
introduced from simple to complex. However, when it comes to the vertical organisation of
content, although the chapters themselves have it within themselves, overall all chapters are not
connected to each other. There is a need to sequence content where all concepts build onto each
other.
ALTERNATIVE:
At the beginning of each chapter a section of “Previous knowledge” where knowledge of one
chapter is connected to another. Following is an example of how the information can be connected
throughout the textbook :
Classification of Living things: characteristics of different classes of living organisms —->
Microorganisms: characteristics of microorganisms specifically —> Seeds and germination
—--> How plants grow—->Soil: Where plants grow from and how crucial it is for all living
organisms mentioned so far including plants most importantly.

➢ INTEGRATION:
The integration of social studies and science can be seen at some points in the curriculum. Such as
cleaning campaigns and research for world food problems.
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ALTERNATIVE/ ADDITION:
Some other subjects can be integrated into the textbook as well by integrating
language(writing) and science too. For Example, an essay competition can be arranged
where students write proposals for topics like climate change, space missions inspired by
NASA essay contests. Teachers can also name these activities: Scientist for a Day.

TEACHING LEARNINGS STRATEGIES:

Teaching learning strategies applied in the classroom when you were taught?
Mostly the teaching strategies used in the classroom was the lecture method. On some rare
occasions demonstration and project work would be done but that was about it.

Appropriate/ suggested teaching-learning strategies:

● Problem solving method: As mentioned in the paragraph “overall suggestions” it

can be used to teach science in a scientific way. I.e like scientific investigation.
This strategy can be used as the dominant teaching method within which other
strategies can be adapted within it as per requirements of the topic and to make it
more dynamic and effective.
● Demonstration Method: Demonstrating students any scientific skill, material,
phenomena etc. Here students can be the observers as well as being the one
doing the demonstration themselves.
● Experiential Learning: Bringing students direct experience rather than describing
it makes the abstract concepts more concrete.
● Cooperative and Collaborative Learning: Students should be arranged into
groups and work together consistently so that peer learning and teamwork also
has an impact on the learning.

ASSESSMENT:
What was the format of Assessment/Examination?
The format of assessment that I've experienced as a student was as follows:
● Summative assessment with occasional formative assessment
● Section 'A': Objectives
● Mcqs + true false
● Section 'B' subjective
● Short question answers + long questions answers.
● Focused on descriptive nature more than conceptual nature.

Changes occurred in assessment practices:

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● As far as I've observed, the formatformat of assessment in most government

schools is still done similarly to how I experienced and stated above.
● The changes can be noticeable in formative assessment being very consistent
now then before with the presence of monthly tests in schools.

Preferred format of assessment:

● Assessment of science should focus on the concepts and their understanding and
reasoning based on it, rather than how much they can memorise and write.
● A performative assessment should be introduced in primary grades as well where
their activities and experiments are marked and assessed formally.
● Below is a sample exam I have designed that I think should be considered:
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OVERALL SUGGESTIONS:
Although the information present in the book is mostly valid, self-sufficient, usable,
interesting, feasible. The methodology by which it is presented is outdated. Although It
can be argued that the way of delivering an instruction is to be done is up to the teacher.
However if the alignment of content is done in a way the teacher has a better approach to
delivering it no matter their experience. Every student no matter their background and
stability of school can benefit from the teaching. This is important to consider because
according to a study conducted by Kenar et al. (2016), to determine the motivation of 5th
grade students' motivation living in rural and urban environments towards science learning
and their attitudes towards science technology course. The study found that students'
motivation towards science learning was higher in urban areas than in rural areas. There
can be varying reasons behind it but the teacher not being of scientific expertise is
possibly one of them. So if a textbook is designed in a way that it delivers scientific
knowledge with a scientific approach it would make it more feasible as well.
The sequencing of the content can be improved in following ways:

1. It is important that students know their purpose and how they would
navigate the subject matter from the beginning. For example, The Oxford’s
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International book of Science for the 5th grade starts off with an
introductory page called: “How to be a scientist” (fig.1.1, 1,2 ). They
show scientific methods which can be very useful and an effective
beginning to science. It would not only inform students of the method but
also serve as a prologue of what to expect, not only from the book but from
Science as well. However, the rest of the content aligns with this approach
has to be taken into account as well.

Fig:1.1

Fig:1.2

2. The content needs to be arranged in such a way that it is studied like a

scientific method. Similar to scientific problems. An activity like the
following should be given to initiate and develop a chapter.
Example:
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● Identification of problem: Such as before we start the chapter microorganisms

the teacher might demonstrate them a mold bread and identify it as a problem.
● Observation: A prepared slide can be then observed under a microscope.
● Hypothesis: All the guesses that students make would make up a hypothesis.
● Experiment: Students would carry out experiments related to hypotheses, the
content etc.
● Results: As a result students would come to understand, observe and
demonstrate the knowledge they have learnt.
● Asking Questions+trial and error + investigation
3. One more additional suggestion would be that the projects (that are mostly
research based) at the end of a few chapters should rather be at the end of
every chapter. This can make learning more profound and put research
work into students' practice.

Textbook analysis UNESCO form:

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