3522-25/G-04/GK (OUP)

TEACHING GUIDE

Dr Aneela Hassan | Madiha Ali | Dr Zoha Hassan

1
Introduction
The Teacher Guides are developed for Text books of General Knowledge Grade I to III by Oxford
based on Single National Curriculum (SNC). These text books based on SNC are a result of an effort
to review and revise the previous curriculum in line with modern trends and innovations in different
fields. It is important to mention here that National Curriculum 2006 for General Knowledge was an
integration of General Science, Social Studies, and Islamiat. However the Single National Curriclum
for General Knowledge 2020 is based on the themes and concepts from General Science, Social
Studies and ethics.
About the Teachers Guide
The Teacher Guide is organized in five main sections. The first section explains Aims of the guide
and how to use teacher Guide. The second section explains the strands and skills of GK.The third
section unfolds STEAM integration and the concept of classrooms without walls.The fourth portion
includes assessment practices at early grades.The last portion is the main portion of Learning
Themes with detailed plans .It includes innovative ideas for how to present the topic in each session
for classroom teaching and corresponding teaching and learning activities, pedagogical approaches
and techniques, steam incorporation and assessment strategies for effective delivery of content. A
large collection of worksheets offers further activity and practice to reinforce learning in addition to
those included in the text Book while some of the worksheets are designed to support the text Book
activities.
We hope that this teacher guide will enable the teachers to teach with confidence and competence
which, in turn will equip the students with 21st century skills. The Teacher Guide of General
Knowledge (GK) adopts an inclusive approach for enhancing the capacity of newly inducted teachers
and senior teachers who teach GK to Grades 1–III students as an integrated subject. As the Single
National Curriculum (SNC) combines early year science, social studies and value education TG will
help teachers to teach multidisciplinary subject with complete in-depth understanding of content
and organization of chapters of textbook and alignment of these with the curriculum.
The SNC Approach in Teacher Guide
For today’s changing world the life skills-based classroom learning would significantly enhance the
opportunities and options for shaping the future of learners. Scientific competency opens doors to
productive futures, while the lack of the same keeps those doors closed. All students should have an
opportunity and support necessary to learn the significant concepts with depth and understanding.
Excellence for classroom
learning requires testing explanations of things that students observe while studying science. So, it
is important that every school must be equipped with necessary materials which enable the students
to learn science concepts by doing. Therefore, activities using daily materials which are globally
popular for learner centered classrooms should be resorted to improve the classroom teaching.
Furthermore, these activities would also resolve issues faced by schools where proper laboratories

iii
 are not available. Globally science educators have been espousing the idea that the best way to learn
science is by ‘doing it’. Keeping in view the importance of science, and modern teaching trends this
Teachers guide has been developed by Oxford University Press.
The Oxford Teacher’s Guide has been prepared to equip the teachers with updated skills and
knowledge required to inculcate the best practices of global classrooms. Hope that this book will
help the teachers to demonstration the concrete concepts of science and social studies with grade
level appropriate activities.
Teachers Guide Development Process
The guide has followed a rigorous and meticulous process of development. Need assessment was
done to identify from teachers teaching GK to grade 1 –III .Plan ,Activities ,teaching tips & Aids
,work sheets and assessment techniques were designed addressing teachers specific need. Activities
are designed to promote relevant skills of GK in students .STEAM is incorporated where required .
Strands Covered by General Knowledge
This Curriculum for General Knowledge aims to provide our students with real life quality learning
experiences which is based on inquiry and hands-on activities. It is comprised of concepts from
General Science and Social Studies and Ethics. These concepts are drawn primarily from the
domains of life sciences, physical sciences, earth and space sciences, social sciences, strands of
history, geography, government, citizenship, economics, culture; and ethical values which are essence
of Islam and common in all the religions.

iv
Aims of the Teacher Guide
The overall aims of the teacher guide is to achieve the aims of GK given in SNC.Reference SNC GK.
This Curriculum has been developed with the following emphasis: • Broadening the learning space
(out of the classroom learning). • Strengthening the interface with pre-primary and secondary
school curricula. • Developing understanding of ethical values. • Integrating students’ learning
experiences with emphasis on patriotism and sustainable development. • Promoting life-long
learning and enhancing 21st century skills. • Developing students’ independent learning. •
Enhancing interest and appreciation in society and curiosity in science & technology. • Putting
emphasis on students’ holistic development and providing them real life quality experience, based on
inquiry and hands-on activities/experiences. • Developing the understanding about human diversity.
Aims of development of this guide are as follows:
To enable and encourage children to learn through life skilled based education.
• To ensure that science is seen as a natural, relevant and essential part of our lives with the
concept of =classroom without walls
• To suggest and develop activities through which students may be introduced with scientific
concepts with STEAM approach.
• To assist the teacher in the classroom with supporting materials for realistic activities of
STEAM classroom.
• To suggest and explore practical activities for STEAM classroom that can be carried out with
inexpensive and easily available material.
How to use Teachers’ guide?
The learning methodology for students of early grades is entirely different from that of adults. This
teachers guide has been developed by keeping in view the age-appropriate level of understanding
and previously learned skills. The teacher’s guide is made easy and understandable for both newly
inducted and senior teachers It is a fun, flexible and easy to use course that gives both learners and
teachers the support they need.
1. Group work, and peer learning should be promoted through different activities with peer
interaction.
2. Students should be provided an opportunity to exchange information about them, their
surroundings, families, friends, and homes.
3. Learning should be encouraged by doing with interactive and creative activities.
4. Teachers should encourage students to be responsive because students of early grades learn
and forget very quickly so, time to time reinforcement of learning is vital.
5. Each student is a different individual and learn differently, they should be given due attention
by assigning appropriate activities.

v
 General Knowledge Skills:
Early grade children learn through Listening, thinking, speaking, writing, interacting, reading,
creating, questioning, looking, researching, investigating, experimenting, discussing, doing
developing discovering, visiting, playing, drawing and collecting. Activities, work sheets and
assessment techniques are designed to enhance and promote the required skills
Unfolding STEAM in GK:
WHAT DOES STEAM STAND FOR?
SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, MATHS
STEAM is an arts integration approach to education that promote students to be curious learners
who seek creative solutions to real-world problems; this helps them develop the soft and hard
skills necessary to succeed in their life. Using STEAM education results in students engage in
experimental learning, problem-solving, collaboration, and work through the creative process. These
are the innovators, educators, leaders, and learners of the 21st century. STEAM is a way to take the
benefits of STEM and complete the package by integrating these principles in and through the arts.
STEAM takes STEM to the next level: it allows students to connect their learning in these critical
areas together with arts practices, elements, design principles, and standards to provide the whole
pallet of learning at their disposal. STEAM removes limitations and replaces them with wonder,
critique, inquiry, and innovation.
BENEFITS OF STEAM
Engaged learning for students.
Better test scores.
STEAM is inclusive, it works for all students regardless of culture, ethnicity or learning styles
Brings fun back to class.
Assessment has a vital importance in education system. In early grades the assessment should be
very effective and efficient. Research show that first seven years of life has a great influence on child
personality.
Multidimensional Assessment.
For multidimensional development of a personality the assessment should be multidimensional i.e.,
should not only written but oral, practical based. For grades 1–3 project-based assessment will be
helpful to assess the communication ability, cooperative and team-based learning, problem solving
skills of students. However, the subjectivity in such assessments could be addressed carefully with
objective development of scoring rubrics. There should not be single summative assessment after
one year nor formative assessments after three or six months, but it should be the combination
of both. Since the assessment is an ongoing and continuous process. Multiple techniques i.e., test
trough work sheets, oral quizzes, anecdotal records, observational sheets, teachers remark (not

vi
formality evidence based) portfolios both developmental and showcase type. Audio and video
recording of student’s work could also be the part of student’s assessment.
Homework Ideas
The challenges of homework facing teachers today are all the more troublesome given the
importance of meaningful and appropriate assignments. Student achievement rises significantly
when teachers regularly assign homework and students conscientiously do it, and the academic
benefits increase as children move into the upper grades. Homework can help children develop good
habits and attitudes. It can teach children self-discipline and responsibility. More importantly, it can
encourage a love of learning.
Through our homework ideas students delve into extended inquiry, real world application,
and deeper exploration of curricular topics. Integrating arts activities can decidedly enliven the
curriculum content, make lesson outcomes more successful and interesting to both teachers and
students.

vii
 Contents

Unit 1 Our Country Pakistan 2

Unit 2 Villages and Cities 13

Unit 3 Roles and Responsibilities 21

Unit 4 Religious Festivals in Pakistan 30

Unit 5 The Natural Environment and Resources 39

Unit 6 Water 49

Unit 7 Plants 61

Unit 8 Animals 75

Unit 9 Agriculture and Livestock 86

Unit 10 Conservation of Earth’s Resources 95

viii
 Contents

Unit 11 Heat and Light 106

Unit 12 Helping Others 117

Unit 13 Professions/Occupations 126

Unit 14 Respecting Others & Appreciating

Their Diversity 134

Unit 15 Forgiveness and Forgiving Others 143

Unit 16 Being Just and Fair 151

Answer Key 159

Sample Assessment Paper 1 219

Sample Assessment Paper 2 223

ix
 UNIT 1
Our Country Pakistan
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Recognize the map of Pakistan.
• Name the provinces and areas (AJK, GB, ICT) of Pakistan.
SUBJECT • Depict the cultural diversity of all the provinces and areas of
Pakistan.
• Recognize the significance of the National flag.
General Knowledge LEARNING OBJECTIVES
GRADE: Two • Identify the map of Pakistan.
• Learn the names of the provinces of Pakistan.
• Distinguish between different cultural values of all provinces.
• Identify the importance of the National flag.

Duration CROSS-CURRICULUM LINKS

4 Lessons
ETHICS
→

→ Our Country
URDU → S.ST
Pakistan
→

ENGLISH

• The topic has links with Pakistan studies. Details about

Pakistan’s map, provinces and national flag will be given.
• Social studies is also linked with the subject. Social norms and
cultures will be explained.
• In geography, the different provinces and areas of Pakistan will
be discussed.
• Urdu and English languages can use the topic in essays,
comprehensions etc.

2
SKILLS INVOLVED:
Recalling, remembering, listing, learning, writing, colouring and collaboration.
PROGRESSION BETWEEN GRADES:
Grade I GRADE III
• Our country Pakistan • Quaid-e-Azam Muhammad Ali Jinnah
• National flag • Allama Muhammad Iqbal

Link for SNC:

http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
Ask students the following questions to make them recall the previously knowledge they have learnt
in grade one.
• What is the official name of Pakistan?
• When did Pakistan come into being?
• When do we fly Pakistan’s National flag on our houses?
• What is the meaning of star and moon on the flag?
TEACHING STRATEGIES:
• Use of map of Pakistan.
• Flag making
• Act play
• Celebrate Pakistan day (theme: people of our provinces)
• Activities
• Videos
CONTENT SUPPORT:
Important facts about our country:
• Our country Pakistan was made as a result of the Pakistan movement carried out by the
Muslims of the subcontinent.
• Quaid-e-Azam Muhammad Ali Jinnah became the first Governor General and Liaquat Ali
Khan became the first Prime Minister of Pakistan.
• Allama Iqbal is the National poet of Pakistan.
• National flag of Pakistan was made by Syed Amiruddin Kidwai.
• The flag was approved on 11th August 1947 by the Constituent Assembly of Pakistan.
• Karachi is the largest city of Pakistan.
• Islamabad is the capital of Pakistan.
• Pakistan’s neighbouring countries are Iran, Afghanistan, China and India.
• Bangladesh, previously known as East Pakistan, was a part of Pakistan when Pakistan came
into existence.

3
 • Pakistan is the first Islamic nuclear power country of the world.
• Pakistan is an agricultural country and has the world’s largest irrigation system.
• The official currency of Pakistan is ‘Rupees’.
• The second highest peak of the world, K-2, is situated in Pakistan.
• The official language of Pakistan is Urdu.
• The National animal is Markhor.
• The National bird is Chukar.
• The National flower of Pakistan is Jasmine.
• The National fruit of Pakistan is Mango.
• The National drink of Pakistan is Sugarcane juice.

Online links for related videos

https://youtu.be/L2SnC5qx_oU
https://youtu.be/dbok-clxaU4

4
Lesson plan 1.1:
UNIT 1 Our Country Pakistan
TOPIC: Regions of Pakistan
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to
• Recognize the map of Pakistan.
• Identify different provinces and regions of Pakistan.
OBJECTIVES
• Explain the map of Pakistan.
• Name the provinces and regions of Pakistan.
TIMELINE
WARM UP (5 min)
Use of a Map:
Paste the pictorial map of Pakistan on the board and explain it to the students by making them
recall the pictorial map they have learnt in grade one.
PRESENT INFORMATION (15 min)
• Pages # 2 and 3.
• Now paste the original basic map of Pakistan and explain it with the help of the one given in
the text books.
Activities (20 minutes)
Any of the following activities can be done in the class.
Activity 1:
• Make a chart and draw pictures of things or places that represent the particular province.
Like fields and crops for Punjab, Sea and ports for Sindh etc.
Activity 2:
• Watch a video about the provinces of Pakistan.
Activity 3:
• Worksheet 1–1.
Assessment: (5 minutes)
• Which province of Pakistan has a sea?
• Lahore is situated in which province of Pakistan?
• Name the one thing or place that represents Balochistan.
Home assignment:
• Make a colourful map of Pakistan showing its four provinces and regions.

5
 Worksheet 1–1

Draw the lines to show the provinces and regions of Pakistan. Also label them.

6
Lesson plan 1.2:
TOPIC: Our Culture
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Identify the difference in cultures of our provinces.
OBJECTIVE
• Differentiate between different cultures that exist in Pakistan.
TIMELINE
WARM UP (5 min)
• Write or draw things on the board that make the culture of any society, like dress, food and/
or, language. This will make the concept of ‘culture’ clear to the students.
PRESENT INFORMATION (15 min)
• Read and explain page # 4. Show the pictures give on page 4 and discuss different cultures.
Activities: (20 minutes)
• Any of the following activities can be done in the class.
Activity 1:
• Have a small fancy-dress show representing dresses of the four provinces of Pakistan.
Activity 2:
• Make a poster and list the language, food, dress and famous festivals of the four provinces.
Also paste relevant pictures.
Assessment: (5 min)
• Show students flashcards of things and famous places of the provinces. Ask the students to
guess the name of the province or region to which it belongs.
• Worksheety 1–2.
Home assignment:
• Paste the pictures of people dressed in clothes representing the four provinces of Pakistan on
a chart paper.

7
 Worksheet 1–2

Match the following:

Karachi Punjab

Lahore Balochistan

Quetta Khyber Pakhtunkhwa

Gilgit Baltistan Sindh

Azad Jammu Kashmir North of Pakistan

Peshawar North-east of Pakistan

8
Lesson plan 1.3:
TOPIC: The Pakistani Flag
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• identify the significance of Pakistan’s flag.
OBJECTIVE
• Explain the importance of the flag.
TIMELINE
WARM UP (10 min)
• Hang the flag on the wall of the classroom before the lecture. The students will get excited to
see and explore the flag.
ACTIVITIES: (20 MINUTES)
• Any of the following activities can be done in the class.
Activity 1:
• Make a flag with glazed papers and straw.
Activity 2:
• Show the pictures of flags of different countries to make the students understand that all
countries have a unique flag.
ASSESSMENT: (15 minutes)
• What is the meaning of the star and moon on the flag?
• What does the white colour on the flag represent?
• What does the green colour of the flag represent?
Home assignment:
• Paste flags of different countries on a chart paper.
• Worksheety 1–3.

9
 Worksheet 1–3

Write the meaning of the following:

WHITE COLOUR

GREEN COLOUR

10
Lesson plan 1.4:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• Reinforce the topics of the unit.
TIMELINE
WARM UP (10 min)
• Ask students to take turns and tell one fact about Pakistan.
ACTIVITIES: (20 MINUTES)
• Mind map on Page # 6.
• Chapter Review on Page # 7 and 8.
ASSESSMENT: (15 minutes)
• Worksheet 1–4 will be given to assess the students.
Home assignment:
• Collect the pictures of different cultures of Pakistan and make a collage on a poster. (Let’s
find out on Page # 4)

11
 Worksheet 1–4

Assessment worksheet
List the four provinces of Pakistan.

Define Culture.

Draw and colour Pakistan’s national flag.

12
 UNIT 2
Villages
Myself
and Cities

LESSON PLAN LEARNING OUTCOMES

INFORMATION All the students will be able to:
• Recognize that the people of Pakistan live in villages and cities.
• Identify key characteristics of a village (buildings, facilities,
environment and the work that people do).
• Identify key characteristics of a city.
SUBJECT • Compare village and city life.
• Identify some common professions of a village/city (tailor,
butcher, cobbler, musician etc.).
General Knowledge LEARNING OBJECTIVES
GRADE: Two • Make comparison between village life and city life.
• Explore the advantages and disadvantages of village and city life.
• Explain the culture, life and professions.

Duration CROSS-CURRICULUM LINKS

3 Lessons
ETHICS
→

→ Villages and
URDU → S.ST
Cities
→

ENGLISH

• The topic links to Social studies. It is about the two different

ways of life in which society can be divided.
• There are links with language subjects where students can write
comprehensions about villages and cities.
• 3D models of city and village life can be made with the teacher’s
help, in Arts class.

13
 SKILLS INVOLVED:
Recording, listing, planning, drawing, communication and collaboration.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Neighborhood • Individuals and community
• Kinds of houses • Past and present things

Link for SNC:

http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
• Ask the students if they have ever been to a village.
• Ask the students (who have experienced village life) to share their experiences with the class.
• Try to link their experience with the advantages and disadvantages of village and city life.
TEACHING STRATEGIES:
• Question/Answer session
• Group discussion
• Make students understand the material through videos.
• Use posters and charts to elaborate.
• Show pictures to the students and ask them to identify which life they belong to.
CONTENT SUPPORT:
The lives of the people living in cities and the people living in villages are very different from each
other. Both lifestyles have their own significance, and both have some advantages and disadvantages.
A village is a small community of people living in rural areas. The life in a village is very simple.
People have time to socialize and have get togethers. They are more connected to each other than the
people living in cities. One can feel the freshness and purity of air when he/she breathes. But besides
these advantages this life has disadvantages too.
Advantages of a village life:
• Peaceful environment
• Fresh air
• Pure food
• No air pollution
• No light pollution
• No noise pollution
• Easy way of living
• People mostly practice agriculture or farming.
• People are more social in villages.

14
Disadvantages of village life:
• Poor transport system.
• Poor infrastructure.
• Lack of education.
• Lack of health care facilities.
Advantages of City life:
• Latest facilities of transportation.
• Advanced modes of communication are available like high speed internet etc.
• More opportunities for business.
• Better educational institutions present available.
• Big hospitals with high technology equipment.
Disadvantages:
• One of the biggest disadvantages is pollution which is getting worse day by day.
• No time for socializing.
• No fresh air.
• Traffic problems.
• Overcrowded places.
• Fear of theft and robbery is higher in cities.

Online links for related videos

https://youtu.be/JAlPmtJm6eA
https://youtu.be/n-4hL_4IBsM
https://youtu.be/OXMq-HMir2w

15
 Lesson plan 2.1:
UNIT 2: Villages and Cities
TOPIC: Life in a Village
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Recognize the people living in villages, their occupations and their lifestyle.
OBJECTIVE
• Explain the advantages and disadvantages of a village life.
TIMELINE
WARM UP (5 min)
• Ask a student who has visited a village to share some story from his trip.
PRESENT INFORMATION (10 min)
• Page # 10
• Show a relevant video.
Activities:
Any of the following activities can be done in the class.
Activity 1:
• Role-play of a village life.
Activity 2:
• Tell an interesting story about a village.
Activity 3:
• Make a poster of things related to a village life. You can draw or paste the pictures.
Activity 4:
• Have a field trip to a nearby village.
Activity 5:
Worksheet 2–1.
Assessment: (5)
• What are the means of transport in villages?
• What type of food do villagers eat?
• Which occupations do the villagers belong to?
Home assignment:
• List the things that you can find in a village but that cannot be found in cities.

16
 Worksheet 2–1

The following are pictures relate to either city or village life. Label the pictures from
the words given in the word bank.

Traffic signal Factory Sky scrapers Fields Theater

Farm animals Rush hours Homemade food Rubbish

17
 Lesson plan 2.2:
TOPIC: Life in a city
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to identify the people, occupations and lifestyle of a city.
OBJECTIVE
• Explain the advantages and disadvantages of a city life.
TIMELINE
WARM UP (5 min)
•Ask students about the things they like in city life and the things they don’t like. Make a list
on the board. At the end you will get advantages and disadvantages of an urban life.
PRESENT INFORMATION (10 min)
• Read and explain page # 11
• Show a relevant video.
Activities:
STEAM APPROACH:
In STEAM approach, ‘Technology’ can be incorporated to explain the differences in village and city life.
ACTIVITY 1: SOURCES OF LIGHT
Resources: Simple Oil lamp, oil, lighter, battery bulb, Wires
Procedure:
• Demonstrate students how a simple oil lamp and a circuit bulb is made.
• You can involve the students in the activity.
Activities: Worksheet 2–2
Assessment: (5 min)
• What are the means of transport in cities?
• What type of food is eaten in cities?
• How do people spend their leisure time in cities?
Home assignment:
• List the things you can have in a city but that you cannot find in a village.

18
 Worksheet 2–2

Write five differences between village and city life.

19
 Lesson plan 2.3:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the subtopics of the unit.
OBJECTIVE
• To reinforce the sub topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
Show the students a video showing the differences between village and city life.
Activities: (20 minutes)
• Mind map on Page # 12
• Chapter review on Page # 13–14
ASSESSMENT: (15 minutes)
Students will be assessed through the following activity:
Let’s make a village/city:
• Divide the class into four groups.
• Make six sets of statement cards.
• Draw or paste pictures on cards and have six sets of picture cards.
First give the groups statement cards and ask them to sort the cards according to the things they will
find in a village and a city.
Next, give them picture cards and ask to sort them similarly.
Then using the cards, two groups will plan a map of a village, and two groups will map a city on a
large sheet of paper. They can add extra items as well.
They can then present their plans to the other groups.
Home assignment:
• Find pictures of people in different professions living in village and/or city and paste them on
a chart.

20
 UNIT 3
Roles and Responsibilities
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Define government.
• Identify the services that the government provides to the people.
• List the basic rights of the citizens
SUBJECT • Identify their responsibilities with respect to each right.

General Knowledge LEARNING OBJECTIVES

GRADE: Two • Learn the definition of government.
• Identify the services that the government provides to the
citizens.
• Identify the rights of the citizens and their responsibilities
towards those rights.

Duration CROSS-CURRICULUM LINKS

3 Lessons
ETHICS
→

Roles
→ and
URDU → S.ST
Responsibilities
→

ENGLISH

• The topic is linked with Ethics. Fulfillment of role

responsibilities is an ethical duty of every and person.
• The role of different people of a society and their responsibilities
is explained in Social Studies.

21
 SKILLS INVOLVED:
Listing, planning, analyzing, communication, collaboration and writing.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Rules of playing games • Individuals and community
• Traffic rules • Need of government
• School rules • Government and people
• Good citizenship
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
• Make a list of services on the board that are provided by the government to the people. e.g.
Roads, schools, hospitals etc.
• Ask the students ‘Who provides these services?’
• Explain to them that it’s the responsibility of the government to provide these services to the
citizens of the country.
TEACHING STRATEGIES:
• Question/Answer session
• Group discussion
• Make them understand through videos.
• Use posters and charts to elaborate.
• Show pictures to the students and ask them to indentify which life they belongs to.
CONTENT SUPPORT:
Role of Government:
Group of people having the authority to make decisions for the betterment of the country and its
people.
It’s very important for children to understand what is government and what is its role in the lives of
people.
• Government makes laws to maintain peace in the country.
• It makes sure that people of the country are having pure and healthy food at reasonable
prices from the market.
• It ensures the safety of the people.
• It is the duty of the government to provide clean water and adequate water supply to every
citizen.
• It ensures the provision of appropriate space for recreation and relaxation.
• It has the responsibility to provide high quality education for everyone.

22
 • It has the responsibility to provide health facilities equally to every citizen.
• It has the responsibility to maintain the cleanliness of the cities.
Rights and responsibilities of a citizen.
All the responsibilities of the government are actually the rights of the citizens. But in return every
citizen also has some responsibilities towards the facilities provided to them by the government.
Some of the responsibilities of a citizen are:
• Not to waste water.
• It’s the duty of the shopkeepers not to store food in times of high demand and not to raise
prices without any reasons.
• It’s the duty of the students to work hard and make the country proud of them.
• To keep the roads of the cities and their neighborhood clean.
• To give taxes.
• To obey laws.
• To obey rules and regulations set by the government.
• To do volunteer work whenever possible to help the government for the betterment of the
people.

Online links for related videos

https://youtu.be/TyP09S0UEzA
https://youtu.be/S2bxkt3Nbpk

Lesson plan 3.1:

UNIT 3: Roles and Responsibilities
TOPIC: Role of a Government
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to
• Define government.
• Identify the role of a government for a country and the people.
OBJECTIVES
• Explain the role of a government in a country.
• Identify the goods and services provided by the government to the people.

23
 TIMELINE
WARM UP (5 min)
Vote!
• Choose a head boy/girl for a day.
• Have a small voting within the classroom.
• Choose two or three students and ask the other students to raise their hands to vote for the
one they think would be helpful to them.
• At the end, relate this activity with the process of choosing the correct government for the
country. This activity will help the students to understand the government system and its
role.
PRESENT INFORMATION (10 min)
• Page # 16
Activities:
Activity 1:
What is your right?
• Give a small card to every student. Ask them to write one thing they have in their lives. Like
food, education, home, security, recreation etc.
• Collect all the cards.
• Make two columns on the board ‘Provided by Government’ and ‘Provided by Parents’.
• Sort the things written on the card in these columns.
• Explain to the students that government helps to provide all the things that are important for
our lives and are called ‘rights’. However, there are some rights that are the responsibility of
our parents to provide us.
Activity 2:
Worksheet 3–1.
Assessment: (5 minutes)
• Worksheet 3–1 will be given.
Home assignment:
• Discuss with their parents about the responsibilities of Government.

24
 Worksheet 3–1

Tick the services provided by the government:

25
 Lesson plan 3.2:
TOPIC: Rights and Responsibilities of a Citizen
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to
• Differentiate between rights and responsibilities.
• Identify the rights and responsibilities of a citizen.
OBJECTIVES
• Define rights and responsibilities.
• Explain rights and responsibilities of a citizen.
TIMELINE
WARM UP (5 min)
Concept of responsibility.
• Ask students to discuss their tasks from morning till off timing of the school.
• Start eag from coming to school in proper uniform, going to the courtyard or ground of the
school for assembly and making queue and then bringing their home assignments.
• Explain to them that all of these are their responsibilities.
PRESENT INFORMATION (10 min)
• Read and explain page # 17
Activities:
Rights/Responsibilities (20 minutes)
• Make some flashcards provide and some clues on them by writing key words like education,
fun, good food etc.
• Show students a card and ask them what their right and responsibility is towards the word
written on the flash card, as a citizen.
Assessment: (10 min)
• Assess the students through worksheet 3–2.
Home assignment:
• List any five rights of a citizen.

26
 Worksheet 3–2

Right or Responsibility?

Completing your
home assignment
on time.

Have healthy and pure food

Have good education.

Respect your elders.

27
 Lesson plan 3.3:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
Carry out a role-play. Hold a dialogue between a government officer and a citizen regarding roles
and responsibilities of the government and other citizens. (Project Page # 20)
Activities:
• Mind map on Page # 18.
• Chapter review on Page # 19 and 20.
ASSESSMENT: (15 minutes)
Worksheet 3–3 will be done.
Home assignment:
• Write the names of five things that you would like to see in your country.

28
 Worksheet 3–3

Assessment Worksheet:
Define government?

List three responsibilities that you have as a citizen when you go for an outing
with your parents.

True & False:

1. Taking you out for recreation is the responsibility of the government. T/F

2. Providing nice parks and places for recreation is the responsibility of the
government. T/F

3. Providing safe and secure environment is the responsibility of the

government. T/F

29
 UNIT 4
Religious Festivals in Pakistan

LESSON PLAN LEARNING OUTCOMES

INFORMATION All the students will be able to:
• Understand why Muslims celebrate ‘Eid-ul-Fitr’ and ‘Eid-ul-
Azha’.
• Describe how people celebrate ‘Eid-ul-Fitr’ and Eid-ul-Azha’.
SUBJECT • Identify other religious and cultural festivals of other faiths
celebrated in Pakistan.
General
LEARNING OBJECTIVE
Knowledge
GRADE: Two • Identify the various aspects of Eid-ul-Fitr and Eid-ul-Azha.
• Identify different religious festivals celebrated in Pakistan.

Duration CROSS-CURRICULUM LINKS

3 Lessons
S.ST
→

Religious
festivals in
pakistan
→
→

URDU ENGLISH

• The topic links to Social studies. Festivals are the integral part of
any society.
• Creative writing and comprehensions can be done in language
subjects.

30
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III

• Our country Pakistan • Individuals and community

Link for SNC:

http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

SKILLS INVOLVED:
Listing, inquiry, writing, reading, communication, remembering, recalling
BRIDGE-IN:
• Make a list of activities on the board that are done on Eid day, with the help of students.
TEACHING STRATEGIES:
• Question/Answer session
• Group discussion
• Videos
• Use posters and charts to explain.
• Pictures
• Flash cards
• Worksheets
CONTENT SUPPORT:
Pakistan is a Muslim country and has the second largest Muslim population in the world. The
percentage of Muslims living in the country is almost 97%. Festivals depicts the culture of any
country. Muslims celebrate two main festivals Eid-ul-Fitr and Eid-ul- Azha. So these two are the
main religious festivals celebrated in the country.
Eid-ul-Fitr:
Muslims celebrate this Eid after the one month of fasting in Ramazan. The holy month of Ramazan
is itself the month of festivity and blessings.
• Muslims wear new clothes on Eid.
• Girls make mehndi tattoos on their hands.
• Muslims start the day with Eid prayer in mosques.
• They give charity in the form of ‘Fitrana’ to the needy people.
• They visit their relatives.
• Have get togethers and exchange gifts.
• Elders give money ‘Eidi’ to the children as the gift of their fasting in the holy month of
Ramazan.
Eid-ul-Azha:
• This Eid is also called the ‘Bari Eid’.

31
 • Muslims celebrate this Eid in the memory of the ‘incident of Hazrat Ibrahim (A.S)’
• Hazrat Ibrahim(A.S) completely surrendered himself for the love of Allah. He was ready to
sacrifice his loveliest son Hazrat Ismail (A.S) to fulfill the will of Allah.
• Sacrificing becomes the virtuous act to obtain the love and mercy of Allah, in continuation of
this incident.
• Muslims sacrifice animals: cows, goats, sheep, and camels on this day.
• They divide the meat of the animal in three portions according to the ‘Sunnah’. One for
needy, one for relatives and one for themselves.
• They wear new clothes and offer Eid prayer in the morning.
• They arrange barbeque parties for the family and friends and have fun.
• Other religious festivals:
• There are other minorities also living in Pakistan. Most of them belongs to Hinduism or
Christianity.
• Main festivals of Hindus: Diwali and Holi
• Main festivals of Christians: Christmas and Easter
•
Online links for related videos

https://youtu.be/5gf-BE-pgSg
https://youtu.be/brRueAalMKs

32
Lesson plan 4.1:
UNIT 4: Religious Festivals in Pakistan
TOPIC: Eid-ul- Fitr
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to
• Identify the main religious festivals celebrated in the country.
• Identify the various aspects of Eid-ul-Fitr.
OBJECTIVES
• Identify different religious festivals celebrated in Pakistan.
• Explain why and how do we celebrate Eid-ul-Fitr.
TIMELINE
WARM UP (5 min)
Students will take turns and tell about how do they celebrate this Eid.
PRESENT INFORMATION (10 min)
• Pages# 22 and 23.
Activities: (20 min)
Any or all of the following activities can be done.
Activity 1:
• Arrange a mock Eid party in your classroom.
• Ask students to wear Eid clothes and dressed up like they do on Eid day.
Activity 2:
• List all the preparations you do for Eid –ul-Azha.
Activity 3:
• Worksheet 4–1
Assessment: (10 minutes)
• Which sweet dish do we make on Eid Day?
• In which month do we celebrate Eid-ul-Fitr?
• What do we get from our elders on Eid-ul-Fitr?
Home assignment:
• Draw or paste the picture of things that are related to Eid-ul-Fitr like bangles, moon,
vermicelli, eid clothes etc.

33
 Worksheet 4–1

Complete the sentences:

• Muslims go to the ________________ for Eid prayer.

• They exchange ________________ with their family

and friends.

• They eat ________________ on this Eid.

• They give charity to the ________________.

• Muslims celebrate Eid-ul-Fitr by seeing

the ________________.

34
Lesson plan 4.2:
TOPIC: Eid-ul-Azha
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Identify why do we celebrate Eid-ul-Azha.
OBJECTIVE
• Explain the various aspects of Eid-ul-Azha.
TIMELINE
WARM UP (5 min):
• Make a list of meat dishes people make on this Eid on the board with help of your students.
PRESENT INFORMATION (10 min)
• Page# 23.
Activities:
• Any of the following activities can done:
Activity 1:
• Draw and colour the animals on the chart paper that Muslims sacrifice on Eid-ul-Azha.
Activity 2:
• List the activities we do on the day of Eid-ul-Azha.
Activity 3:
• Worksheet 4–2
Assessment: (5 min)
• When do we celebrate Eid-ul-Azha?
• Eid-ul-Azha is celebrated in the remembrance of which prophet?
• What do we sacrifice on this Eid?
Home assignment:
• Q.1 page 25

35
 Worksheet 4–2

Colour the animals that we sacrifice on Eid-ul-Azha

36
Lesson plan 4.3:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the subtopics of the topic.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Show the students pictures of different festivals and ask them to guess.
Activities:
• Mind map on page #24.
• Chapter review 26.
ASSESSMENT: (15 minutes)
Worksheet 4–3 will be given.
Home assignment:
• Collect the pictures of different religious festivals celebrated in Pakistan and make a collage.

37
 Worksheet 4–3

Unscramble the words

FICESARIC

NOOM

YERRAP

BRATCELEE

MALANIS

Write down the names of four religious festivals that are celebrated in Pakistan.

38
 UNIT 5
Myself and Resources
The Natural Environment
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Recognizes that the natural environment comprises of living and
non-living things.
• Recognize that natural resources are essential for survival of
human being (land, water, air, sun etc.)
SUBJECT • Recognize the importance of natural resources.
• Differentiate between the natural and human made materials.
General
• Recognize that people manufacture different things from natural
Knowledge resources to serve human needs.
LEARNING OBJECTIVES
• Observe that the natural environment comprises of living and
non-living things.
GRADE: Two
• Recognize the importance of natural resources.
• Differentiate between natural and human-made things.
Duration CROSS-CURRICULUM LINKS
4 Lessons
S.ST
→

The Natural
Environment and
Resources
→
→

URDU ENGLISH

• The topic links to Social studies. The effective and proper usage
of natural resources is very important to explain to the students.
• Details about environment and resources will be explained.
• In Arts subject poster or modules can be made related to the
topic.

39
 SKILLS INVOLVED:
Initiating, listing, planning, analyzing, communication, and collaboration.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Pollution
• Natural disaster
• Earth and Sky
• Changes in the natural environment
• Conserving the natural environment
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
• Ask students to tell the names of living things that they can see in the classroom.
• Then ask them to tell the names of non-living things that they can see in the classroom.
TEACHING STRATEGIES:
• Group discussion
• Make them understand through videos.
• Use posters and charts to elaborate.
• Flash cards.
• Worksheets
CONTENT SUPPORT:
• All ecological systems that are running without any human intervention makes natural
environment like atmosphere, photosynthesis, pollination, water cycle, soil, mountains, water
falls etc.
• The natural environment consists of living or non-living things.
• Living things: plants, human beings, and animals.
• Non-living things: air, sand, water, minerals etc.
• All things that are found naturally in the environment and are used by the people are called
natural resources. e.g. water, wood, air, stones etc.
• Different regions on this Earth are rich in different natural resources. Some regions have
more minerals, or some have more forests while some others are rich in oils etc.
• These natural resources are used by human beings to make things for the benefit of human
beings. These things are called man-made things. e.g. furniture, rubber, paper etc.

Online links for related videos

https://youtu.be/Qw6uXh9yM54
https://youtu.be/8GcSrSz9LT0

40
Lesson plan 5.1:
UNIT 5: Natural environment and resources
TOPIC: Living and Non-living things
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Determine that natural environment consists of living and non-living things.
OBJECTIVE
• Observe that natural environment consists of living and non-living things.
TIMELINE
WARM UP (5 min)
Ask students to name one living and one non-living thing around them.
PRESENT INFORMATION (10 min)
• Page # 28
Activities: (25 minutes)
Any of the following activities can be done.
Activity 1:
• Ask students to draw three living and non-living things on a chart paper and colour them.
Activity 2:
• Make flash cards by pasting pictures of living and non-living things on them. Ask the
students to sort living and non-living things.
Activity 3:
• Worksheet 5–1
Assessment: (5 minutes)
• Define Environment.
• How can we differentiate living from non-living things?
• Give some examples of living and non-living things.
Home assignment:
• Make a small list of living and non-living things that you can find in your house.

41
 Worksheet 5–1

Circle the non-living things.

42
Lesson plan 5.2:
TOPIC: Natural Resources
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Identify natural resources and their importance for living things.
OBJECTIVE
• Recognize that natural resources are necessary for the survival of all living things.
TIMELINE
WARM UP (5 min)
• Warm up the students by asking the students these questions:
• How do you feel if you don’t drink water for the whole day?
• If you don’t water your plant for few days what would happen?
• Can a fish live without water?
• If there would be no tree on land how would it affect us?
PRESENT INFORMATION (10 min)
• Read and explain pages # 29–31.
GUIDED PRACTICE (10 min)
Worksheet 5–2 will be done.
Activities:
Any of the following activities can be done:
Activity 1:
• Make poster and list the ways in people use natural resources.
Activity 2:
• Make groups and choose one resource for every group to discuss how should we conserve
that resource. (Project.Page#37)
Activity 3:
• Worksheet 5–2.
Assessment: (5 min)
• What are natural resources?
• What is the source of heat?
• Why can’t we live without air?
Home assignment:
Question no.1 page 33

43
 Worksheet 5–2

Name the following natural resources:

44
Lesson plan 5.3:
TOPIC: Natural and man-made things
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Differentiate between natural and man-made things.
OBJECTIVE
• Recognize that people make different things called man-made things from natural resources
for their use.
TIMELINE
WARM UP (5 min)
Ask these questions:
• Who has made the sky or the Sun?
• Who made this table?
• Who does make the roads? etc.
PRESENT INFORMATION (10 min)
• Page # 31
Activities:
Activity 1:
• Display two posters with the headings ‘Natural things’ and ‘Man-made things.
• Make groups. One group will write natural things and the other will write man-made things
on the poster.
• A t the end each group will present the poster to the class.
Activity 2:
Worksheet 5–3
Assessment: (5 min)
• What are manmade things?
• Give some examples.
Home assignment:
• Draw three natural and three man made things in your note books.

45
 Worksheet 5–3

Cut and paste the picture in the correct column:

Natural things Man-made things

46
Lesson.No. 5.4:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the topic.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Gather some natural and man-made things on the table ask students to identify. e.g water,
soil, piece of cloth, paper, pencil, piece of wood etc.
Activities:
• Mind map on Page # 32
• Chapter review on page # 33 and 34.
ASSESSMENT: (15 minutes)
Worksheet 5–4
Home assignment:
• Look around your house and make list of natural and man-made things. Draw pictures also.

47
 Worksheet 5–4

Define Natural environment.

Write three uses of wood.

Draw pictures:

Natural things Man-made things

48
 UNIT 6
Water
LESSON PLAN LEARNING OUTCOMES
INFORMATION • Recognize that living things need water to stay alive.
• Identify simple uses of water in everyday life.
• Take around the school and list natural and human made
resources.
• List the ways in which people use natural resources.
• Identify the natural resources of water around themselves.
• Recognize the importance of water resources.
SUBJECT • Narrate how water gets from a natural source to the taps in their
homes.
General • Recognize that clean water should be used for drinking and
Knowledge cooking purposes.
• Understand that boiling, filtering, etc. are methods of purifying
water.
• Recognize that some areas of Pakistan experience shortage of
water.
LEARNING OBJECTIVES
• Identify the importance of water in life.
• List the different sources of water.
GRADE: Two • Recognize that some areas of our country are facing shortage of
water.
• Learn how to save water.
Duration CROSS-CURRICULUM LINKS
4 Lessons SCIENCE
→

→
URDU WATER → S.ST
→

ENGLISH

49
 This topic has links with Science as it explains the different sources of water and the procedure how
we get the water in our taps.
This also has links with Social studies. As how some people are facing shortage of water and that we
should not waste water is explained.
SKILLS INVOLVED:
Remembering, recalling, listing, comprehending, analyzing, experimenting, discovering.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Water cycle
• Earth’s features • Forms of water
• Conserving the natural environment
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
Interest in students can be developed by asking mind warm-up questions like:
• Have you ever wondered why fish don’t live on land?
• What would happen if you don’t drink water?
• From where water comes in your taps?
TEACHING STRATEGIES:
•Question/Answer session
•Group discussion
•Make them understand through videos.
•Use posters and charts to elaborate.
•Give students the handouts showing kids doing water activities like bathing, washing clothes
etc. Discuss each activity.
CONTENT SUPPORT:
Water is the most important natural resource. All living things need water to survive. There is no
alternative to water. Earth comprises of 71% of water.
There are so many uses of water. People use water for drinking, washing, bathing, for irrigation, for
making electricity, for running air conditioning systems etc.
Sources of water:
• The people living in small areas which are located near some pond or river, usually use water
directly from the pond or river.
• In rural areas water pumps in houses and tube well systems for irrigation are used to get the
water from underground.

50
 • In big cities proper supply system called ‘water works’ is used, it comprises of a pumping
station and a water purification system.
• In towns and big cities, water is carried through large underground pipes.
• The quantity of salt in sea water is very high and it cannot be consumed. There are
some areas located near the sea, where sea water is purified through the process called
‘desalination’. As this process is very expensive sea water is purified to use only if there is
shortage of fresh water.
How to save water?
We have learnt that 71% of Earth’s surface comprises of water. But there is very little fresh water
available for our use. If we are not going to save it or use it properly then the people on this Earth can
face drastic shortage of water. So we must use it wisely:
• Never leave the tap open while brushing.
• Use bucket instead of shower to take bath.
• Always turn off the tap after its use.
• Fix the leakage of taps and pipes immediately.
• Try to use less water washing and cleaning purposes.
• Give water to plants from left water in bottles.

Online links for related videos

https://youtu.be/bGWr5jXJfbs
https://youtu.be/c-3KCzxEgek

Lesson plan 6.1:

UNIT 6: Water
TOPIC: Importance of water
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to
• Determine the importance of water.
• Identify that water is essential for all living things.
OBJECTIVES
• Explain the importance of water.
• Idenify that no living organism can live without water.

51
 TIMELINE
WARM UP (5 min)
Ask students to tell the ways they use water daily. Ask them to tell the number of times they use
water.
PRESENT INFORMATION (10 min)
• Page# 39
Activities:
Activity1: Water the plant!
• Take two small pots of plants and place them in a classroom window.
• Give water to only one pot daily.
• Explain the students that the plant which is watered daily is fresh and growing healthy but
the plant which is not watered at all is going to decay.
• Similarly, water is important for our body as well if our body does not get adequate water it
becomes weak and ill.
Activity 2: Circle the things for which we use water in the following picture:

Activity 3:
Worksheet 6–1
Assessment: (5 minutes)
• What will happen to our body if it will not get enough water?
• Tell some uses of water.
Home assignment:
• List the ways in which water is used by people.

52
 Worksheet 6–1

Match the following:

Drinking

Cooking

Swimming

Washing

Cleaning

Watering

53
 Lesson plan 6.2:
TOPIC: Sources of Water
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to
• Identify different sources of water.
• Identify the ways to purify water.
OBJECTIVES RAIN
• Explain about the different sources of water.
• Explain the ways to purify the water.
RIVERS
TIMELINE
WARM UP (5 min)
Ask students the following questions: FILTERATION
• When you want water to wash hands from where do you get it?
• What do you think how do we get water in taps?
PIPES
• Can we drink or use seawater?
PRESENT INFORMATION (10 min)
• Read and explain page# 38–39
Activities: (25 min) TAPS

Activity1: Steam Activity

• Students will do this activity in groups.
• Students will be required to raw and colour the different sources of water on a chart paper.
Activity 2: What comes next?
• Write different steps of the procedure of getting water starting from rain water and ending on
tap water on the colourful cards.
• Call students one by one and ask them to paste the cards in the correct order on the board or
poster.
Activity 3: Worksheet 6–2
Assessment: (5 min)
• Quick review page no. 37
Home assignment:
• Exercise Question 1 and 3
• Cut and paste five pictures of different sources of water.

54
 Worksheet 6–2

SOURCES OF WATER (Match the pictures with their names)

RIVER

POND

SEA

HAND PUMP

LAKE

Which is your favourite source of water? Why?

55
 Lesson plan 6.3:
TOPIC: Conservation of water
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to
• Determine that some areas of the world are facing shortage of water.
• Identify the ways to conserve water resources.
OBJECTIVES
• Identify the areas where there is less water for consumption.
• Learn the ways to conserve water resources.
TIMELINE
WARM UP (5 min)
Ask students
• Do you turn the tap off while brushing teeth?
• Have they seen anyone wasting water?
• If yes, then how did you tell him/her not to waste water?
Present information: (15)
Page# 42 and 43
Activities: ( 20 min)
Why we should conserve water?
• Have a bucket full of water.
• Have three transparent measuring cups and one eye dropper.
• Call three students to help you in demonstration.
• Ask two students to fill the two cups with the bucket’s water.
• Explain them this water represents fresh water and the water in the bucket is the salt water.
• Now ask one of them to pour half cup into the third empty cup.
• Now explain to the students that this 1 and ½ cup of water is the polar ice caps. This water is
in frozen form so cannot be used.
• Now the ½ cup water is the ground water, surface and the water molecules present in the
atmosphere.
• Let the students guess that of this half cup of water how much water is surface water.
• Take out the dropper and pour one drop on the hand of a student and explain to them that
this is the surface water consists of rivers, ponds, lakes etc. that is available for our use.
• Now discuss with them that the water that we can use is available in such a small quantity
that is why it is so important to not waste water and to use it wisely.

56
Activity 2:
ASSESSMENT: (5 minutes)
• Why is it important to use water wisely?
• Tell few ways to conserve water.
Home assignment:
Make a list of ways through which you can save water.

57
 Worksheet 6–3

WHAT USES MOST WATER?

Circle the top three.

Washing clothes watering plants washing car

Brushing teeth Have a bath Flushing the toilet

Cleaning the house

58
Lesson No. 6.4:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the topic.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Discuss the results of the experiment of watering plant done in the first lecture of this unit.
• Show them the two pots and discuss that the plant which was not given water has decayed.
Activities: (20 min)
• Mind map on page no 40.
• Lets find out on page no 47.
ASSESSMENT: (15 minutes)
• Worksheet will be given.
Home assignment:
• Draw a flow chart of ‘how water reaches our home taps from rivers’.

59
 Worksheet 6–4

Unscramble the words.

ETSAM

ECI

TREAW

POURVA

VERIR

Fill in the blanks:

1. All need water to live.

2. Rain water absorbs by the .

3. Water is taken to the filtration plants to kill .

4. We should drink water.

5. We should drink more water in summer because in summer we .

Answer the following:

1. Write a method through which we can kill germs in our water.

2. Why do we not use seawater?

60
 UNIT 7
Plants
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• identify major parts of a plant. (root, stem, leaf and flower)
• list the functions of root, stem, leaf and flower
• identify different shapes of leaves found around them
• identify the roots that are eaten by people
• name a few plants around them which have flowers, and which
do not have flowers
SUBJECT • identify the fruits which have seeds in them
• recognize that some plants grow from seeds while others grow
General from stems or roots
Knowledge • identify that soil, light, air and water are needed to grow a plant
• highlight the importance of plants for climate change
LEARNING OBJECTIVES
• Identify major parts of plants.
• Recognize the functions of parts of plants.
GRADE: Two
• Understand growth and changes in plants.
• Learn uses of plants.
Duration CROSS-CURRICULUM LINKS
5 Lessons BIOLOGY
→

→
URDU PLANTS → S.ST
→

ENGLISH

• Details about the plants is discussed in Biology.

• Plants are an important part of any society. They help in making
society a beautiful and a healthy place to live.

61
 SKILLS INVOLVED:
Observing, analyzing, comprehending and writing.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Ecosystem
• Common plants • Lifecycle of some plants
• Need of plants • Plants’ food
• Importance of plants • Basic food groups
• Balanced diet
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
• Ask students to name some plants.
• Ask them why plants are important?
TEACHING STRATEGIES:
• Class discussion
• Videos
• Activities
• Flash cards
CONTENT SUPPORT:
Plants are very important for all living organisms. They produce oxygen during the process of
photosynthesis. They provide shelter. They are important for our ecosystem. They provide food to
other living organisms i.e. human and animals.
Parts of plants:
• Roots
• Stem
• Leaves
• Flowers
• Fruits
Functions of parts of plants:
• Roots: This part is under the soil. It absorbs water and minerals and provide it to the other
parts of plant.
• Stem: It provides the bases for leaves and makes the shoot system.
• Leaves: They make food for the plant through the process called photosynthesis.
• Flowers: They are the reproductive part of the plant. Flowers are the colourful part of the
plant.
• Fruits: They spread the seeds and allow the plants to reproduce

62
Plant helps to maintain the climate:
• Plants are the foundation of an ecosystem.
• Plants release oxygen and make the air clean by taking in carbon dioxide.
• Plants help in decreasing air pollution.
• Plants help to save the ozone layer.
• Thus they are very important in stopping the climate change.
Shapes of leaves:
• The leaves of different plants are different in shape.
• They may be oval shaped, elongated or wavy etc.
Seeds of plants:
• Most of the plants grow from seeds.
• We find seeds in fruits. Fruits can have one or more seed(s).
• Seeds can be big or small.
• They may be present inside or may be outside like in strawberries.
Growing plants:
Plants need the following things for its growth.
• Water
• Soil
• Air
• Sunlight

Online links for related videos

https://youtu.be/7vjISSBcHCg
https://youtu.be/E9yo-LKtxj8

63
 Lesson plan 7–1:
UNIT 7 PLANTS
TOPIC: MAJOR PARTS OF PLANTS AND THEIR FUNTIONS-I
CLASS DURATION: 45 minutes
LEARNING OUTCOMES
Learn major parts of plants and their functions.
OBJECTIVES
Students will be able to:
• Identify major parts of a plant. (root, stem, leaf and flower)
• list the functions of root, stem, leaf and flower
TIMELINE
WARM UP (5 min). (Classroom without walls)
You can have a short walk to the school’s garden to let the students explore the parts of plants by
looking at different plants and trees. (or bring a plant to the class if there is no garden available)
• Ask the students to observe how many parts a plant has.
• After coming back to the classroom ask them to discuss what they have observed.
PRESENT INFORMATION (10 min)
Pages # 46
Activities: (25 min)
Any of the following activities can be done.
Activity 1:
• Project given on page # 53
Activity 2:
• Paste a poster on the board or draw the diagram.
• Ask the students to come and label the parts.
Activity 3:
• Students make different parts with colourful papers and paste them on the chart.
Activity 4:
Worksheet 7–1
Assessment:
• Name the main parts of plants.
• Which part makes food for the plants?
• Which part of plant is under the soil?
Home assignment:
• Draw the diagram of plant and label it.

64
 Worksheet 7–1

Match the parts of plants with their functions:

Makes food for the

plant.

Absorbs water and

minerals from the
soil.

Reproductive part of
the plant.

Provides basis for the

leaves.

65
 Lesson plan 7.2:
TOPIC: MAJOR PARTS OF PLANTS AND THEIR FUNCTIONS-II
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• identify different shapes of leaves found around them
• identify the roots that are eaten by people
• name a few plants around them which have flowers, and which do not have flowers
• identify different forms of seeds in the fruits of different plants.
OBJECTIVES
• Know that leaves around us have different shapes and roots are used as food by people.
• Learn that plants can be both flowering and non-flowering.
• Learn about the seeds in fruits of different plants.
TIMELINE
WARM UP (5 min)
Ask students:
• Name any part of plant that is consumed by humans as food.
• Name your favorite flowers.
PRESENT INFORMATION (10 min)
• Pages# 47–48.
Activities: (25 min)
Any of the following activities can be done.
Activity1: Different shapes of leaves.
• Have different shaped leaves in a basket.
• Write the names of different shapes of leaves on the poster.
• Call one student at a time and ask him/her to select and paste the correct leaf on the poster
under its shape name.
Activity 2: Edible roots!
• Beetroot, radish, carrot and turnip and ginger are some of the roots of plants that are eaten
by humans.
• Bring these vegetables to the class and show them to the students.
• Ask them to draw and colour these vegetables.
Activity 3: Seeds!
• Show the flash cards having pictures of different fruits on them.
• Show them one by one and ask the students to tell what kind fruit it is or how many seeds it
has.

66
Activity 4:
Worksheet 7–2
Assessment:
• Name the vegetables that are the roots of plants.
• Name the vegetables that are leaves of plants.
• Name the vegetables that are the fruit of plants.
Home assignment:
Search on the internet and write five names of flowering and five non- flowering plants.

67
 Worksheet 7–2

Draw the seed of the fruit:

FRUITS SEEDS

68
Lesson plan 7.3:
TOPIC: GROWTH AND CHANGE IN PLANTS
CLASS DURATION: 45 minutes
OVERVIEW
Students will be able to:
• recognize that some plants grow from seeds while others grow from stems or roots
• identify that soil, light, air, and water are needed to grow a plant
OBJECTIVES
• Learn that some plants grow from seeds while others grow from stems or roots.
• Learn about the role of soil, light, air, and water in the growth of plants.
TIMELINE
WARM UP (5 min)
• Have you ever grown a plant?
• If yes, then how did you grow it?
Activities: (25 min)
Any of the following activities can be done.
Activity 1: STEAM Activity.
• Have two pots of plants.
• Place one pot in sunlight and water it daily.
• Place the other in a dark place and do not water it at all.
• Observe the two plants ‘growth.
Activity 2: Art Activity.
Make groups and ask students to draw and colour different stages of the growth of a plant.
Activity 3: Classroom without walls.
• Arrange an activity of plantation of plants by students.
• Ask them to take care of the plant and observe its growth.
Activity 4:
Worksheet 7–3
Assessment: (5 min)
• What are the things important for a plants’ growth?
Home assignment:
• Make a diagram of a plant and show and label the things important for the growth of a plant.

69
 Worksheet 7–3

What are the things required by plants to grow, fill in the diagram below.

Plants

70
Lesson plan 7.4:
TOPIC: USES OF PLANTS
CLASS DURATION: 45 minutes
LEARNING OUTCOME
Students will be able to:
• highlight the importance of plants for climate change.
OBJECTIVE
• To learn the significance of plants in climate changes.
TIMELINE
WARM UP (5 min)
• What are the uses of plants?
Activities: (25 min)
Activity 1:
• Make groups and ask them to write how plants are used by human beings.
Activity 2:
• Discuss the importance of plants for the climate.
• Then write about what will happen if we don’t have plants on Earth, with the involvement of
students, on the board.
Activity 3:
• Make a chart with pictures and demonstrate the role of plants in climate change.
Assessment:
Worksheet 7–4 will be given.
Home assignment:
• Discuss the changing climate and the role of plants with your parents.

71
 Worksheet 7–4

Write down the different roles that trees and plants are playing for our environment.

72
Lesson.No. 7.5:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
Recap the unit by asking:
• What are the things important for the growth of plant?
• Name the basic parts of a plant.
• Name some vegetables that are roots of the plants.
Activities:
• Mind map on Page# 50.
• Projects given on page 53.
• Chapter review page 51–53
ASSESSMENT: (15 minutes)
• Worksheet 7–5 will be given.
Home assignment:
• Write a paragraph on ‘Plants are important’.

73
 Worksheet 7–5

Draw the parts of plant:

ROOTS

STEM

LEAVES

FLOWER

Complete the sentences using the words given below:

seeds oil water pot sunlight
1.Fill the ___________ with mud.

2. Pour some ___________ into the mud.

3. Cover the seeds with the ___________ .

4. Pour some ___________ into the pot.

5. Place the pot in front of ___________ .

74
 UNIT 8
Animals
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• list the animals they see in their surroundings (land and water)
• recognize the animals that live on land are different in features
from those that live in water
• recognize that all animals have young ones that grow into adults
(compare the young and adult forms of diff animals)
• recognize different animals and their young ones. For example,
horse and foal, cat and kitten, dog and puppy, hen and chick,
frogs and tadpoles, butterflies and caterpillars etc.)
SUBJECT • identify that some young animals do not look like their parents
(frogs and butterflies etc.)
General • list the animals that feed their young ones and look after them
Knowledge • note different places where animals live (nest, den, barrow etc.)
(match the animals with their homes)
LEARNING OBJECTIVES
• Identify the animals on Land and in Water
GRADE: Two • Learn about the growth and changes in animals
• Recognize the places where different animals live.
Duration CROSS-CURRICULUM LINKS
4 Lessons
BIOLOGY
→

→
URDU ANIMALS → S.ST
→

ENGLISH

75
 Details about the different animals is discussed in Science subject.
Animals are important for a society. They help a society in lots of ways.
SKILLS INVOLVED:
Listing, planning, analyzing, observing, drawing, collaboration and writing.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Common animals
• Habitats
• Need of animals
• Kinds of habitats
• Importance of animals
• Ecosystem
• Living places of animals
• Characteristics of habitats
• Wild and domestic animals
• Life cycle of some animals
• Food for animals
• Animals’ food
• Caring for things around us
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
• Ask students which animals do they have or would like to have in their house.
• Have they been to a zoo? Were they scared of any animal in the zoo?
• Which animal’s houses they know of or have seen?
TEACHING STRATEGIES:
• Activities
• Videos
• Pictures
• Flash cards
CONTENT SUPPORT:
Types of animals:
Animals on the Earth can be differentiated in different groups:
• Land animals:
Animals that can only live on land like tigers, cats, dogs etc.
• Water animals:
Animals that live in water like fish, octopuses, sharks etc.
• Land and water animals:
• Some of the animals and live on both land and water. Like crocodiles, frogs etc.

76
Difference:
TERRESTIAL/LAND ANIMALS AQUATIC/WATER ANIMALS
live on land. live in water.
Breathing organ is lungs. Breathing organ is gills.
Skin is leathery, hard or spiny. Skin is slimy, slippery or soft.
Their bodies have legs, waterproof skin, feathers, They have streamline bodies, fins, webbed feet,
covered eggs and kidneys. air bladder.

Animal homes/Habitat:
Different animals live in different places: For example
Snakes-------------Holes
Owls---------------Tree hole
Dogs---------------kennel
Cats-----------------cattery
Horses ----------------stable
Lion-----------------Den
Rabbit -------------Hutch
Cow -----------------Shed
Animal’s babies:
Adult animals take care of their baby animals. They teach them how to get food and how to protect
themselves. Most animals have a strong bond with their babies like human beings. The baby names
of some of the animals are:
Cat -------------------- Kitten
Dog ------------------ Puppy
Bear ---------------------- Cub
Butterfly ------------------ Caterpillar
Camel -------------- Calf
Tiger ---------------- Cub
Owl ------------------- Owlet

Online links for related videos

https://youtu.be/lq4EZgeuNxA
https://youtu.be/Xj1ASC-TlsI

77
 Lesson plan 8.1:
UNIT ANIMALS
TOPIC: ANIMALS ON LAND AND IN WATER
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• list the animals they see in their surroundings (land and water)
• recognize the animals that live on land are different in features from those that live in water
OBJECTIVES
• Name the animals found on land and in water.
• Differentiate between the features of animals found on land and in water.
TIMELINE
WARM UP (5 min).
• Name the animals found on land and in water.
PRESENT INFORMATION (10 min)
Pages# 55–58
Activities:
• Any of the following activities can be done:
Activity 1:
• Make two groups.
• One group will write the names and draw the animals found on land.
• Other group will write the names and draw the animals found in water.
Activity 2:
• Show the pictures of different animals and ask the students to say whether it is a land animal
or a water animal.
Activity.3:
Worksheet 8–1
Assessment:
• What are land animals?
• What are water animals?
• What are land and water animals?
Home assignment:
• Paste pictures of 3 land and 3 water animals in your notebook.
• Question 4 of Chapter review.

78
 Worksheet 8–1

Write the names of animals in the correct column:

FISH TIGER CAT DOG

BEAR SHARK DEER DOLPHIN

ANIMALS ON LAND ANIMALS IN WATER

79
 Lesson plan 8.2:
TOPIC: GROWTH AND CHANGES IN ANIMALS
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize that all animals have young ones that grow into adults
• Recognize different animals and their young ones. For example, horse and foal, cat and
kitten, dog and puppy, hen and chick, frogs and tadpoles, butterflies and caterpillars etc.
• Identify that some young animals do not look like their parents (frogs and butterflies etc.)
• List the animals that feed their young ones and look after them
OBJECTIVES
• Identify that all animals have younger forms
• Learn that younger forms can and cannot be same as adult forms
TIMELINE
WARM UP (5 min)
• Which baby animals have you seen?
• Do you have a pet animal?
• Was it a baby when you adopted it?
PRESENT INFORMATION (10 min)
• Pages # 59 and 60
Activities: (25 min)
• Any of the following activities can be done.
Activity 1:
• Draw the lifecycle of a frog and butterfly on the board and ask students to label it one by one.
Activity 2:
• Make a kitten and a cat with colourful clay.
Activity 3:
• Make two groups. One group will make a chart on the lifecycle of a butterfly and the other
group will make a chart on the lifecycle of a frog.
Activity 4:
Worksheet 8–1.
Assessment:
• What do we call young one of a cat?
• Name some animals that take care of their babies.
• Name some animals that lay eggs.
Home assignment:
• Search on internet and draw the life cycle of any animal other than frog and butterfly.

80
 Worksheet 8–2

Write the names of the young ones of these animals:

81
 Lesson plan 8.3:
TOPIC: PLACES FOR ANIMALS
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to:
• Name different places where animals live (nest, den, barrow etc.)
OBJECTIVE
• Learn about the names of the places where different animals live.
TIMELINE
WARM UP (5 min)
• Have you observed where ants go when you see them taking food in their mouth and going
somewhere in the queue.
• Do you know where the birds go in the evening?
Present information: (10 min)
• page # 59.
• Relevant video
Activities: (25 min)
Activity 1:
• Use flash cards to show the houses of different animals and ask students to tell the names of
the animals to which it belongs.
Activity 2:
• Take students on a study tour to a stable or a shed.
ASSESSMENT (5 min)
• Worksheet 8–3 will be given.
Home assignment:
• Draw houses of any five animals.

82
 Worksheet 8–3

Match the following animals with their homes:

83
 Lesson plan 8.4:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
• Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Name an animal that can live on land and in water.
• What is habitat?
• What do we call a baby lion?
• What is the home of rabbits called?
Activities:
• Mind map on Page#61.
• Chapter review on Page# 62 and 63.
ASSESSMENT: (15 minutes)
• Worksheet 8–4 will will be done.
Home assignment:
• Question 1 of Chapter review

84
 Worksheet 8–4

Assessment Worksheet:

List three water animals. List three land animals.

True & False:

1. A baby tiger is called a chick. T/F

2. Shark can live on land and also in water. T/F

3. Where do snakes live. T/F

Draw the house of the following:

ANT

BIRD

85
 UNIT 9
Agriculture and Livestock
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
•List the major crops in Pakistan.
•Recognize that people process the crops they grow for making
products.
• Recognize the importance of livestock.
SUBJECT LEARNING OBJECTIVE
• List the major crops in Pakistan.
General • Learn about the process of making products from raw crops.
Knowledge • Recognize the meaning and importance of livestock

GRADE: Two CROSS-CURRICULUM LINKS

Duration
SCIENCE
3 Lessons
→

Agriculture
and
→
URDU → S.ST
livestock
→

ENGLISH

• The process of the production of crops and the details about the
body and habits of livestock is discussed in Science subject.
• The topic has links with Social Studies. The agriculture and
livestock both are important for a society.

86
SKILLS INVOLVED:
Observing, reading, analyzing, communication, collaboration and writing.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Our Country: Pakistan • Changes in living things
• Things around us: Plants and animals • Habitat
• Resources and their types
• Conservation of natural resources
• Food
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
BRIDGE-IN:
• Tell students a short story in which the terms agriculture and livestock are used.
• For example, you can tell a story about a boy whose father grows crops and the boy takes
care of their animals….
TEACHING STRATEGIES:
• Videos
• Worksheets
• Activities
• Pictures
• Poster
• Discussions
CONTENT SUPPORT:
Agriculture:
• The main crops that are grown in Pakistan are:
• Wheat:
• Wheat is the main crop grown in the country.
• Production of wheat depends on
• Quality of seeds.
• Timely sowing
• Use of fertilizers
• Elimination of weeds
Rice:
• The second largest crop grown in Pakistan is Rice.
• Pakistan also exports rice in large quantity.
• Pakistan is the fifth largest exporter of rice.
• The finest quality of rice made by Pakistan is ‘Basmati’.

87
 Maize:
• Maize is also an important crop of Pakistan.
• It is used in the making of edible oil.
Cotton
• Cotton is very important crop.
• Pakistan is raising foreign exchange through its export.
• It is called a cash crop.
• Cotton provides raw material for textile industry.
Sugarcane
• Sugarcane is also a cash crop.
• It provides the raw material for white sugar and gur.
Livestock:
• Livestock are those animals that provide us meat, eggs, milk, wool etc.
• For example: Hen, Goat, Sheep, Buffalo etc.
• In Pakistan, livestock is also a common business.

Online links for related videos

https://youtu.be/GibudTRgU3Y
https://youtu.be/v7HNTGXwQd0

88
Lesson plan 9.1:
UNIT 9: AGRICULTUR AND LIVESOCK
TOPIC: MAJOR CROPS IN PAKISTAN
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Identify the major crops growing in Pakistan.
OBJECTIVE
• Learn about the major crops of Pakistan.
TIMELINE
WARM UP (5 min)
• What did you eat today in breakfast?
• From which crop bread is made of?
• Can you name some of the crops?
PRESENT INFORMATION (10 min)
• Page# 65, 66.
Activities: (25 min)
Activity:1: Sort the Seeds!
• Ask the students to bring different type of seeds and a bowl from their home a day before the
class.
• Collect the seeds from the class and mix them.
• Put the mixture of the seeds in the bowls and give one bowl to each student.
• Ask the students to sort the seeds.
• Now paste the different seeds on the chart paper and write their names.
Activity:2: Scarecrow!
• Make a scarecrow with the help of wooden sticks, glazed paper and dry grass.
Activity:3:
• Worksheet 9–1
Assessment: (5 minutes)
• What are the main crops of Pakistan?
Home Assignment:
• What are the major crops of Pakistan? Research on internet and write down some facts about
these crops.

89
 Worksheet 9–1

Write down the names of the crops.

Wheat Rice Cotton

Sugarcane Maize Sunflower

90
Lesson plan 9.2:
TOPIC: IMPORTANCE OF LIVESTOCK
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Identify the importance of livestock in Pakistan.
OBJECTIVE
• Explain the importance of livestock in Pakistan.
TIMELINE
WARM UP (5 min)
• Show pictures of some farm animals to the students
• Ask what do we get from these animals.
PRESENT INFORMATION (10 min)
• Read and explain page# 66
Activities: (25 min)
Activity1: Animal Masks!
Steam Activity:
• Have paper plates, paints and thread/rubber band.
• Draw and paint animal faces on these plates.
• Tie a rubber band or thread at the two corners of the thread.
Activity 2: Lets Count!
Steam Activity:
• Show the students different pictures of livestock in which different number of a particular
animal is present.
• You can also draw and make flash cards.
• Ask the students to count the number of animals shown in the picture/card.
Activity 3:
• Worksheet 9–2
Assessment: (5 min)
• What do we mean by livestock?
• Which animals give us milk.
• Which animal lays eggs?
Home Assignment:
• Draw or paste any three animals that give you milk, meat, and eggs in your notebook. Also
label them.

91
 Worksheet 9–2

Match the following:

EGGS

MEAT

MILK

HONEY

FUR

92
Lesson plan 9.3:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Have different seeds of the crops grown in Pakistan. Show them to the students and ask them
to guess the crop to which the seed belongs.
Activities: (20 min)
• Mind map on Page# 67.
• Chapter review on Page# 68.
ASSESSMENT: (15 minutes)
• Worksheet 9–3
Home Assignment:
• Make a list of the main crops of Pakistan. Also draw or paste their pictures.

93
 Worksheet 9–3

Complete the structure by drawing the pictures.

COTTON

DRESS THREAD

CLOTH

94
 UNIT 10
ConservationMyself
of Earth’s Resources

LESSON PLAN LEARNING OUTCOMES

INFORMATION All the students will be able to:
•Identify the ways in which human beings waste water.
•Identify the problems caused by wastage of water.
•Suggest ways to save water.
•Recognize the importance of forests for human beings.
•Identify the ways in which land is destroyed due to human
activity. (deforestation)
• Suggest ways to reduce deforestation.
SUBJECT LEARNING OBJECTIVES
• Identify the problems caused by wastage of water by human
General beings.
Knowledge • Learn about the ways to save water.
• Learn the meaning and ways of deforestation.
• Learn the ways to reduce deforestation.

GRADE: Two CROSS-CURRICULUM LINKS

Duration
Environmental
3 Lessons science
→

→ Conservation
URDU of the Earth’s → S.ST
resources.
→

ENGLISH

• Environmental Science is linked with the subject. Shortage of

water and deforestation directly effects our environment.
• People’s behavior towards the natural resources is the main
reason of reduction of natural resources.

95
 SKILLS INVOLVED:
Observing, analyzing, planning, communication, collaboration, and writing.
PROGRESSION BETWEEN GRADES:
Grade I GRADE III
• Our country: Pakistan • Energy and its sources
• Earth and Sky • Resources and their types
• Things around us • Conservation of natural resources.
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
BRIDGE-IN:
Ask students to take turns and tell what would happen if there would be no water left.
TEACHING STRATEGIES:
• Question/Answer session
• Group discussion
• Make them understand through videos.
• Use posters and charts to elaborate.
• Worksheets
CONTENT SUPPORT:
Importance of Water:
• Water is life. Water is an essential component of this Earth.
• It is very important for human life. If we consume less water, it can cause severe dehydration.
• Human beings use water for other purposes also like washing, bathing, cleaning etc.
Wastage of Water:
• Water is very important for human beings and there is no alternative to it. Human beings
need water for almost everything they do. But water is being wasted too by human beings.
• They keep their taps open while brushing their teeth.
• They take bath from the shower.
• They use flushing systems in toilets.
• They wash their cars with water pipes or pumps.
• They keep the water flowing while washing dishes.
• They usually don’t take care of small leakages of pipes.
• Almost 50 to 60 gallons of water is being wasted in every house.
Save Water:
• The consumption of water must be reduced to save the water for our next generations.
• Keep the tap off when not using it.

96
 • Use of paper toilets or bucket water instead of flushing system in toilets or use it only when
necessary.
• Use bucket or take shorter showers.
• Try to measure that how much water is being wasted.
• Collect rain water for watering plants.
Deforestation:
• It means to clear the trees off from any part of the land. Forests covers 30% of Earth’s
land. They provide food, medicine and shelter to many animals. They are important for
maintaining Earth’s climate. Thus forests are very important for us.
Reason:
• Forests are destroyed and trees are cut to build houses, markets, hospitals etc.
• Trees are cut to get the wood for wood basic industries like paper, match sticks etc.
• Trees are cut for fuel purposes.
• Deforestation is also done to convert the forest into agricultural area.
• Forest are destroyed to get timber.
• Deforestation also occurs due to forests fires.
• To make roads trees are being cut.
Effects:
• The effects of deforestation are:
• Soil erosion
• Increase in global warming.
• Many plants and animals are endangered.
• Increase in water level due to land erosion results in more floods occurring.
Save Forests:
• Plant more trees.
• Make strict rules for deforestation.
• Ban unchecked cutting of trees.
• Make the people aware of the hazards of deforestation.

Online links for related videos

https://youtu.be/IcyM43z0UE8
https://youtu.be/vBgV4rbM3ec
https://youtu.be/-01T9e6VDWU

97
 Lesson plan 10.1
UNIT 10: CONSERVATION OF THE EARTH’S RESOURCES
TOPIC: WAYS OF WASTING WATER
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Determine the ways in which human beings are wasting water.
OBJECTIVE
• Identify the ways the of wasting water.
TIMELINE
WARM UP (5 min):
• Do you think that you waste water? If yes, then how?
PRESENT INFORMATION (10 min)
• Page# 70
• Related video.
Activities: (25 min)
Activity 1: Show Time!
• Show the students some pictures in which water is being wasted.
• Discuss each picture and ask students to give their opinion about those pictures.
Activity 2: Classroom without walls!
• Ask students to take a round of the school and ask them to note down where they found
water is being wasted.
• Ask them to give suggestions on how we can control wastage of water.
Activity 3:
Worksheet 10–1
Assessment: (5 minutes)
• Can we survive without water?
• What are the ways in which human beings waste water?
Home Assignment:
• Write down the ways you notice in which water is wasted in your house. Then discuss these
points with your parents.

98
 Worksheet 10–1

WHAT SHOULD WE DO:

We should wash the car every day. Yes/No

We should take long showers. Yes/No

 e should waste lots of water when

W
we wash clothes. Yes/No

We should not water plants daily. Yes/No

 e should turn off the taps while brushing

W
our teeth. Yes/No

 e should repair the pipe leakages

W
immediately. Yes/No

99
 Lesson plan 10.2:
TOPIC: WAYS TO SAVE WATER
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Identify the problems caused by wastage of water.
• Determine the ways to save water.
OBJECTIVES
• Identify the problems that are caused by wastage of water.
• Learn ways to save water.
TIMELINE
WARM UP (5 min)
• What can you do to save water?
PRESENT INFORMATION (10 min)
• Read and explain page# 70–71.
Activities: (25 min)
Activity 1: Group Activity!
• Make a list of the ways to save water.
• This activity can be done in groups.
Activity 2: STEAM activity!
• Estimate the amount of water you use in one day. You can estimate in liters.
• Then calculate how much water you wasted.
• At the end, find out the minimum quantity of water you could use.
Activity 3:
Worksheet 10–2
Assessment: (5 min)
• What are some of the problems we will have to face due to wastage of water?
• List some methods of conservation of water.
Home Assignment:
• What role kids can play in saving water?

100
 Worksheet 10–2

HOW CAN WE SAVE WATER?

Place of using water How can water be How can we save

wasted on this place? water here?

101
 Lesson plan 10.3:
TOPIC: IMPORTANCE OF FORESTS
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to
• Identify the hazards of deforestation.
OBJECTIVE
• Learn the importance of forests.
TIMELINE
WARM UP (5 min)
• Have you ever been to some forest?
• What is the name of that forest?
• Share your experience of going there.
PRESENT INFORMATION (10 min)
Read and explain page# 72.
Activities: (25 min)
Activity:1. Endangered animals!
• Draw the animals that are in danger due to deforestation.
• Activity:2. Classroom without walls:
• Arrange a trip to a nearby forest. Or show a video of a forest
Activity:3:
Worksheet 10–3
Activity:4: Poster Making!
• Make a poster on the importance of forests for the climate.
• This activity can be done in groups.
• Display the best poster on the wall.
Assessment: (5 min)
• What are some disadvantages of deforestation?
Home Assignment:
• Plant a tree in your garden or in some nearby park.

102
 Worksheet 10–3

Tick the ways to save the forests:

Plant Use only

more Make fires one side of
trees the paper

Cut down Recycle

trees paper

  

Use lighter Use lots

Don’t cut
instead of of tissue
trees
match stick papers

103
 Lesson plan 10.4:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• How do people waste water?
• How can we save water?
• Why are trees being cut by people?
Activities: (20 min)
Mind map on Page#73.
Chapter review on Page# 74 and 75.
ASSESSMENT: (15 minutes)
Assesment
Worksheet 10–4
Home Assignment:
• Why do people cut trees? Write 3 reasons.

104
 Worksheet 10–4

Write two ways of wasting water?

List three ways of saving water?

Match:

fix any leaking taps

Don’t waste water

Deforestation

105
 UNIT 11
Heat and Light

LESSON PLAN LEARNING OUTCOMES

INFORMATION All the students will be able to:
•List the major crops in Pakistan.
•Recognize that people process the crops they grow for making
products.
• Recognize the importance of livestock.
SUBJECT LEARNING OBJECTIVE
• List the major crops in Pakistan.
General • Learn about the process of making products from raw crops.
Knowledge • Recognize the meaning and importance of livestock

GRADE: Two CROSS-CURRICULUM LINKS

Duration
SCIENCE
3 Lessons
→

HEAT
URDU
→ AND → S.ST
LIGHT
→

ENGLISH

• The topic has links with Science subject. The production of heat
and light will be explained.
• In Social Studies subject, the importance of heat and light in
human being’s life will be elaborated.

106
SKILLS INVOLVED:
Observing, analyzing, performing, recording, inquiry and problem solving.
PROGRESSION BETWEEN GRADES:

Grade I GRADE III

• Sun
• Earth and Sky
• Energy and its Sources

Link for SNC:

http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
• Ask following questions to make students active:
• From where does the Earth get its light?
• How can we get light other than the sunlight?
• How do we get warm in cool weather?
TEACHING STRATEGIES:
• Hand on experiences
• Worksheets
• Activities
• Videos
• Pictures
CONTENT SUPPORT:
FACTS ABOUT HEAT:
• When two objects touch each other, the hotter object will transfer its heat to the other object with
low heat.
• When heat of an object increases it expands.
• Some objects absorb more heat than others, these objects are called conductors. Iron, steel, copper
and water are all conductors of heat.
• An object can change its state of matter with heat like when we heat water, it changes into steam.
• 
Heat energy can travel through air and this is called ‘radiation’. For example: The heat of Sun
reaches to the Earth by radiation.
• 
We can feel more heat of the object producing heat when we are close to it. For example, when we
sit closer to the heater in winter season we feel its warmth more than to sit away from it.
• What is Light?
• Light is the form of energy that make us able to see things. The main natural source of light is
the Sun.

107
 FACTS ABOUT LIGHT:
• Light travels at the speed 300,000 kilometers per second.
• Sunlight reaches the Earth in 8 minutes.
• We see an object when light from its source travels to the object and reflects to our eyes.
• There are many other man-made sources of light. For example, Torch, Lamp, Electric Bulb
etc.
• We can see the object more clearly when there is more light. For example, we can see
anything more clearly in the sunlight than in any other artificial light.
Online links for related videos

https://youtu.be/jKokXIJ9Gw4
https://youtu.be/LCEqlvHFIhM

Lesson plan 11.1:

UNIT 11 Heat and Light
TOPIC: Sources of Heat and Light
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize the terms heat and light.
• Identify the sources of heat and light.
OBJECTIVE
• Define the terms heat and light.
• Identify and list different sources of heat and light.
TIMELINE
WARM UP (5 min).
• Have different pictures of objects producing heat or light energy. Show the pictures to the
students and ask them to tell whether the object in the picture is producing heat or light
energy.

108
PRESENT INFORMATION (10 min)
Pages# 77–78.
Activities: (25 min)
Activity 1: Melt the ice!
• Steam Activity
• Divide students in different groups.
• Give them sealed transparent bags of ice cubes.
• Ask them to melt the ice cubes.
• They can use any method to melt them. For example, put it in the sun shine or rub them etc.
• Then measure the difference of time between different groups they take to melt the ice.
Activity 2: Best source of light!
• Collect different things that produce light. For example: Torch, lamp, small bulb, any toy with
light.
• Make the classroom dark with no light.
• Now switch on the objects one by one and ask students to tell which object is producing
more light.
• At the end, open up the window and explain to them that sunlight is the best source of light.
Activity 3:
Worksheet 11–1
Assessment: (5 min)
• Name the man-made sources of light.
• Name the ways of producing heat energy.
Home Assignment:
• Make a list of things in your house from which you get light.

109
 Worksheet 11–1

Identify natural and man-made sources.

Natural/Man-Made  
Natural/Man-Made

Natural/Man-Made  
Natural/Man-Made

Natural/Man-Made  
Natural/Man-Made

110
Lesson plan 11.2:
TOPIC: Uses of Heat and Light
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to:
• Recognize different uses of heat and light.
OBJECTIVE
• List the uses of heat and light.
TIMELINE
WARM UP (5 min)
• Ask students about the uses of heat and light and list them on the board.
PRESENT INFORMATION (10 min)
Pages # 80
Activities: (25 min)
Activity 1: Art activity.
• Make two groups.
• One group will make poster on the uses of heat. The other group will make a poster on the
uses of light.
• Ask the students to make their posters colourful and draw relevant pictures.
Activity 2: Show time!
• Show the pictures in which heat or light is being used.
• You can use projector to show the pictures.
• Discuss each picture with the students.
Activity 3:
Worksheet 11–2
Assessment: (5 min)
• How did you use light energy today?
• Did you use heat energy today? How many times did you use it?
Home Assignment:
• Draw five objects that are being used in your house to get either heat or light energy. Also
mention the usage of the object.

111
 Worksheet 11–2

What is the source of light or heat energy shown in the picture?

112
Lesson plan 11.3:
TOPIC: Intensity of Heat and Light
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to:
• Recognize that heat and light energy intensifies when we are close to them.
OBJECTIVE
• Explain that heat and light energy intensifies when we are close to them.
TIMELINE
WARM UP (5 min)
• There are some countries on the Earth where the weather is always hot and in some countries
the weather remains cold, whereas there are countries with moderate weather. What is the
reason behind the change in weather of these countries?
Present information: (10 min)
Page # 81–82
Activities: (25 min)
Activity 1: Who can be seen clearly!
• Close all the windows and switch on only one light of the classroom. Now explain to the
students that the students who are sitting near the light can be seen more clearly than the
students who are sitting far from the light.
Activity 2: Warm or cold!
• Ask the students to hold a warm cup of water. Ask them that which is warmer, their hand or
the cup. After a while ask them how are their hands feeling. Their hands will be warm after
touching the warm cup of water.
Activity 3:
Worksheet 11–3
ASSESSMENT (5 min)
• Can we go near the Sun? Why?
Home Assignment:
Activity on page#81

113
 Worksheet 11–3

Circle the object with highest intensity:

114
Lesson plan 11.4:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the subtopics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Name some natural sources of light.
• Tell one method to get warm.
• How do we use heat and light energy?
Activities: (20 min)
• Mind map on Page# 83.
• Chapter review on Page# 84, 85.
ASSESSMENT: (15 minutes)
Assessment worksheet
Home Assignment:
What would happen if there was no heat energy to use? Write few lines.
Assessment
Worksheet: 11–4

115
 Worksheet 11–4

Name three man-made sources of light.   Draw two natural sources of light.

What are the three ways of getting

heat energy?

Write some uses of light.

116
 UNIT 12
Helping
Myself
others
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Understand the importance of sharing things.
• List the things they share with others. (toys, stationery items, lunch
with friends etc.)
• Identify from given pictures and stories the ways in which people help
each other. (at home, in classroom, in city/in village, at the time of any
need or disaster)
• Identify from their daily life, the ways in which people are interdepen-
dent.
SUBJECT LEARNING OBJECTIVES
• Identify the importance of sharing things.
General
• List the things they share with their friends and family.
Knowledge
• Identify the ways in which people help each other.

GRADE: Two CROSS-CURRICULUM LINKS

Duration
SCIENCE
3 Lessons
→

→ HELPING
URDU → S.ST
OTHERS
→

ENGLISH

• The topic is linked with Ethics. An individual can become a

good person only by developing the habit of helping others.
• Helping one another is essential for all the people living in a
society.

117
 SKILLS INVOLVED:
Writing, planning, observing, drawing, collaboration and communication.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Friends and Family • The Role of the Government and the
• Neighbourhood Citizen
• Good Manners and Habits • Working out Disagreements
• Safety
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
BRIDGE-IN:
• You can have a small demonstration session where you can create different situations of
helping others, for the students. For example: If someone has not brought his lunch, you can
share your lunch with him or you can help an old person in crossing the road etc.
TEACHING STRATEGIES:
• Worksheets
• Videos
• Pictures
• Flash cards
• Demonstrations
CONTENT SUPPORT:
• Helping other people is one of the most important traits one should have to make this world
a happy and peaceful place to live. There are ways in which we can help others.
BY SHARING OUR THINGS.
• We should learn to share whatever we have. If someone wants a thing that we do have but the
other person does not have and he/she needs that thing we must not hesitate to share it. If we
share our things today, then others will share their things when we need them.
LISTEN TO THE PEOPLE:
• Listening to the problems of people sometimes is a great help to them. Today, everyone is
busy in their lives and no one really cares what the other person is going through. If we take
out time for others to listen to their problems and try to find out solutions, then this can be a
great help to them.

118
BY HELPING OLD OR SICK PEOPLE:
• You should help old people whenever you see them in need. Always be aware about the old
people living within your locality and be ready to help them in whatever way possible.
BY HELPING YOUR YOUNGER SIBLINGS:
• If you have your younger brothers and sisters, help them in their homework or different little
tasks in which they need your help.
HELP YOUR PARENTS:
• Help your parents in routine tasks. For example, help your mother in kitchen or table setting
or help your father in washing the car etc.
BENEFITS OF HELPING OTHERS:
• First of all, it’s our religious obligation and ALLAH Almighty becomes happy with us when
we help others.
• It has proved from different researches that the people who help others live long lives.
• When we help others, it gives us internal happiness and contentment. So, we become a happy
person.
• By helping others, you become famous and everyone starts respecting you.
• You can make new friends.
• When you will be in need of something you will find that there are so many people who are
ready to help you and you are not alone.

Online links for related videos

https://youtu.be/GGBYFn4iXtA
https://youtu.be/isdsMlk9AL4

119
 Lesson plan 12.1:
UNIT 12 HELPING OTHERS
TOPIC: SHARING WITH OTHERS
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Identify the importance of sharing with others.
• Identify the things they share with others.
OBJECTIVES
• Learn the importance of sharing with others.
• List the things they share with others.
TIMELINE
WARM UP (5 min).
• If you forgot your pencil at home and you have to do your classwork what would you do?
• If your friend is not willing to share his/her pencil with you how would you feel?
PRESENT INFORMATION (10 min)
Page# 87
Related video.
Activities: (20 min)
Activity 1: What do you share!
• Make a list of things you share with your friends on a coloured paper.
Activity 2: Role play!
• Arrange a role play in which there are three people. One of them is in need of something and
the other two have that thing but one person is not willing to share his/her thing and hides it
and the third person shares his/her thing.
• Through this role play, students would realize how does it feel when we help others. The
person who shares and help becomes a star and everybody loves him/her.
Assessment: (10 min)
Assessment
Worksheet 12–1
Home Assignment:
• Make a list of things you share with your siblings.

120
 Worksheet 12–1

SHARING IS CARING

I am a good boy/girl because I share ………

121
 Lesson plan 12.2:
TOPIC: PEOPLE ARE INTERDEPENDENT
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize the ways in which people are interdependent on each other.
OBJECTIVE
• Learn the ways in which people are interdependent on each other.
TIMELINE
WARM UP (5 min)
• Ask following questions
• Can you cut your hair by yourself?
• Can you make your own shoes?
• When you go to the market, you see that there are lots of people who are helping each other.
We all are dependent on one another in some way or another and we are helping each other
even if we don’t realize it.
PRESENT INFORMATION (10 min)
Page # 88
Activities: (25 min)
Activity 1: Writing Activity!
• Make a list of people you think you are dependent on. Also write the reason.
Activity 2: Art Activity!
• Draw the pictures of people who help you in your daily life. For example, barber, cobbler etc.
Activity 3:
Worksheet 12–2
Assessment: (5 min)
• A person who bakes the bread is called ________________.
• A person who cuts our hair is called ________________.
• We call a person who provides us meat ________________.
• We go to ________________ get our education.
Home Assignment:
• Write an incident where you helped someone.

122
 Worksheet 12–2

Fill in the blanks using the word bank below:

Cobbler   Farmer   Doctor   Barber   Milkman

We depend on……

1. _____________________ to cut our hair.

2. _______________ to drink milk.

3. _______________ to mend our shoes.

4. ______________ to get ourselves checked.

5. _______________ to eat vegetables.

123
 Lesson plan 12.3:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Discuss the benefits of helping others.
Activities: (20 min)
Mind map on Page# 89
Chapter review on Page# 90 and 91.
ASSESSMENT: (15 minutes)
Assessment
Worksheet 12–3
Home Assignment:
• Help someone in your neighbourhood (may be by sharing something with your friend living
in your neighbor or help any old person in crossing the road etc.) and write about it.

124
 Worksheet 12–3

Tick the ways of helping others:

125
 UNIT
UNIT13
1
Professions/Occupations around us
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Understand the importance of sharing things.
• List the things they share with others. (toys, stationery items, lunch
with friends etc.)
• Identify from given pictures and stories the ways in which people
help each other. (at home, in classroom, in city/in village, at the
time of any need or disaster)
• Identify from their daily life, the ways in which people are interde-
pendent.
SUBJECT LEARNING OBJECTIVES
• Identify the importance of sharing things.
General
• List the things they share with their friends and family.
Knowledge
• Identify the ways in which people help each other.

GRADE: Two CROSS-CURRICULUM LINKS

Duration
SCIENCE
3 Lessons
→

PROFESSIONS/
→
URDU OCCUPATIONS → S.ST
AROUND US
→

ENGLISH

126
SKILLS INVOLVED:
Observing, analyzing, writing, drawing, performing and inquiry.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Neighbourhood • Changing World
• Our country • Role of Government and Citizens

Link for SNC:

http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
BRIDGE-IN:
Make students think of their everyday experiences with different professionals by asking them:
• Where do you go when you get sick?
• If your car has some problem who does your father take the car to?
• If you have a problem in wires at home who does your father call?
TEACHING STRATEGIES:
• Use posters that illustrate different professionals.
• Allow students to design and sketch the flashcards depicting different professions.
• Involve students in discussion to express their favorite profession.
CONTENT SUPPORT:
• Profession or occupation is an economic activity that the person regularly performs to earn
money. For example, shopkeepers, barber, butcher, drivers etc.
• A profession can involve mental or physical work.
• One has to get proper education or training to adopt any profession.
• The objective of adopting any profession should be to help others.
• An expert in a particular filed is called a professional.
• For every profession there are some ethical code of conducts that professionals have to follow.

Online links for related videos

https://youtu.be/_ID6QEK_c7o
https://youtu.be/VnP-Q7Y9bI0

127
 Lesson plan 13.1:
UNIT 13 PROFESSIONS/OCCUPATIONS AROUND US
TOPIC: SOME COMMON PROFESSIONS
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Identify some professions (teaching, medicine, farming etc.) with the help of pictures.
OBJECTIVES
• Define the term “profession”.
• Recognize different professions.
• Recognize the names of the tools used in different professions.
TIMELINE
WARM UP (5 min).
• Make students think of their everyday experiences with different professionals by asking:
• Where do you go when you get sick?
• If your car has some problem who does your father take the car to?
• If you have a problem with wires at your home who does your father call?
PRESENT INFORMATION (10 min)
Pages# 93–95.
Activities: (20 min)
Activity 1: Hand on activity!
• Do actions for each job and students will guess what job it is. Look at the flash card, do action
and let students guess it. As each profession is guessed stick the flash card on board and make
students read the profession name three times.
• Actions to do for professions:
• Driver: pretend to drive or beep the horn.
• Farmer: pretend to rake the soil, pick vegetables from ground or fruit from trees.
• Doctor: pretend to give injection in some students’ arms or listen in their heartbeat through
stethoscope.
• Hairdresser: pretend to cut hair and blow dry hair.
• Soldier: March around and pretend to shoot rifle.
• Teacher: pretend to write on an imaginary board.
Activity 2:
Worksheet 13–1
Assessment: (10 min)
• Show pictures of different professionals and ask pupils to recognize them.
Home Assignment:
• Collect the pictures of people with different professions and make flash cards. Also write the
name of profession on it.

128
 Worksheet 13–1

Who am I?

pilot   barber   police   teacher   nurse

• I arrest criminals.

• I cut your hair.

• I help doctors in a hospital.

• I fly a plane.

• I teach children in school.

129
 Lesson plan 13.2:
TOPIC: MY FAVOURITE PROFESSION
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will be able to:
• State which profession they like the most and why?
OBJECTIVE
• talk about their favorite profession.
TIMELINE
WARM UP (5 min)
• Ask the students what would they like to become when they grow older.
PRESENT INFORMATION (10 min)
Pages # 93–95
Related video
Activities: (25 min)
Activity 1: Q/A
• Help to complete the following question /answers.
• What do you want to become in future?
• Why do you like this job for yourself??
• How would you help people with this job?
Activity 2: Art activity!
• Draw and colour the picture of your favourite profession.
Activity 3: Career day!
• Celebrate career day and ask the students to dress up like the professional they like the most.
Activity 4:
Worksheet 13–2
Assessment: (5 min)
• Call the name of different professionals and ask the students how those professionals help
other people.
Home Assignment:
• Write a paragraph of five sentences on your favorite profession.

130
 Worksheet 13–2

I want to become ………

This is how would I look like when I become .

Few lines about my favourite profession:

131
 Lesson plan 13.3:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Define the term “profession”
• Describe common professions in cities and villages.
• Discuss the role of different professions.
Activities: (20 min)
• Chapter review on Page# 96–97.
Classroom without walls:
• Arrange a study trip to some professional’s workplace.
ASSESSMENT: (15 minutes)
• Worksheet 13–3 will be done.
Home Assignment:
• Discuss with your father/mother about their profession and write few lines about it.

132
 Worksheet 13–3

Match the following:

133
 UNIT 14
Appreciating others and respecting
their diversity
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Recognize that all human beings are equal and important.
• Identify that all human beings are similar but differ by family, culture,
ethnicity, religion and should all be respected.
• Recognize the need to respect all people as they are born equal and with
dignity.
• Identify the ways in which they can respect all.
• Identify the occasions when it is important to wait for one’s turn. For exam-
ple, while speaking, in the school, on the bus stop, at canteen and ticketing
counters etc.
• Understand that it is important to show respect for others’ needs, interests,
opinions and feelings.
SUBJECT LEARNING OBJECTIVE
• Explain that all humans are equal and important.
General • Identify that all human beings are only different by their religion,
Knowledge culture etc.
• Learn how to show respect for others.
GRADE: Two CROSS-CURRICULUM LINKS
Duration
3 Lessons ETHICS
→

APPRECIATING
→ OTHERS AND
URDU RESPECTING → S.ST
THEIR DIVERSITY
→

ENGLISH

134
Respecting other religions and considering all individuals equal is important in Ethics.
Social Studies has links with this topic. In a balanced society all people must be considered as
individuals with same integrity and self-respect.
SKILLS INVOLVED:
Observing, Analyzing, inquiry, questioning and communication.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Family and Friends • Role of the Government and Citizens
• Neighbourhood • Working out Disagreements
• Good Habits and Manners
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
BRIDGE-IN:
• Make the students think about the time when someone disrespected them and ask them to
share how that made them feel. Let students tell their stories to their classmates.
TEACHING STRATEGIES:
• Worksheets
• Activities
• Videos
• Pictures
• Discussions
• Case studies
CONTENT SUPPORT:
WE ALL ARE EQUAL:
• All the people of this world are equal and important, irrespective of their wealth, colour,
culture or religion.
EVERYONE IS RESPECTABLE:
• We should respect everybody. Even a maid who takes care of our house is respectable because
she is doing a job to meet her expenditures in the same way as our elders are doing a job in a
firm or a company.
BE FAIR TO OTHERS:
• It is our duty that we should be fair and loyal to everyone. Even if we get a chance to play
unfair we should not do that.
BE HUMBLE:
• Always be humble to the people and treat your subordinates very politely.

135
 FORGIVE EVERYONE:
• If something goes wrong and does not go according to you, try to be patient and calm. If you
forgive your friend’s mistakes, then try to forgive your servant’s also.
WHAT TO DO:
• To show your respect to others and treat everyone equally you should do the following:
• Whenever you see a queue, stand in a queue and wait for your turn.
• Give presents to your friends who belong to other religions in their festivals.
• Never mistreat your servants.
• Always listen to others carefully.
• Respect everyone’s opinion.
• Never call anyone by bad names.
• Never make fun of anyone’s deficiency.

Online links for related videos

https://youtu.be/O40DNHPG9cA
https://youtu.be/vbHQ-OS9_G0

136
Lesson plan 14.1:

UNIT 14 Respecting others and appreciating their divesity

TOPIC: ALL HUMANS ARE EQUAL
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize that all human beings are equal and important.
• Identify that all human beings are similar but differ by culture, religion etc.
OBJECTIVES
• Explain that all humans are equal and important.
• Identify that all human beings are only different by their religion, culture etc.
TIMELINE
WARM UP (5 min).
• A related video will be shown at the start of the lecture.
PRESENT INFORMATION (10 min)
• Page#99.
Activities: (25 min)
Activity 1: Writing Practice!
• If you have ever gone to any other city or village then write down what difference did you notice
in the people living there.
Activity 2: Art Activity!
• Draw pictures to show any two cultures of the world.
Activity 3:
Worksheet 14–1
Assessment: (5 min)
• How should we treat our subordinates?
• In what ways people are different?
Home Assignment:
• Make a list of ways people are different from each other. Also give examples.

137
 Worksheet 14–1

We are only different by:

(Compare any culture with yours.)

Languages they speak: Languages I speak:

They wear: I wear:

They eat: I eat:

138
Lesson plan 14.2:
TOPIC: WAYS OF RESPECTING OTHERS
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize that all human beings are respectable.
• Identify the ways of respecting others.
OBJECTIVE
• Learn how to show respect for others.
TIMELINE
WARM UP (5 min)
• Ask students to share any incident where they felt to be disrespected by someone and how
did they feel?
PRESENT INFORMATION (10 min)
• Pages # 99–100
Activities: (25 min)
Activity 1: Role Play!
• Create different scenarios of daily life where students should show their respect to others.
Like when someone gives you a gift, when you go to the restaurant or when you visit to your
aunt’s house etc.
Activity 2: Make cards!
• Write different ways of respecting others on colourful cards.
Activity 3: Worksheet 14–2
Assessment: (5 min)
• When you see a queue somewhere how would you show your respect?
• If someone is giving his opinion about something how would you make him feel that you
respect his opinion?
Home Assignment:
• Discuss with your family the ways of showing respect to others.

139
 Worksheet 14–2

How do you respect these people?

YOUR TEACHER

YOUR FRIENDS

OLD PEOPLE

YOUR PARENTS

140
Lesson plan 14.3
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Slogans on T-shirts!
• Ask students to bring plain t-shirts.
• Write different slogans about equality and respect of human beings on the t-shirts with fabric
paint.
Activities: ( 20 min)
• Mind map on Page# 101
• Chapter review on Page# 102–103.
ASSESSMENT: (15 minutes)
• Worksheet 14–3 will be done.
Home Assignment:
• Write about an incident where you tried to make the other person happy by showing respect
for him.
• Or do Question no.1 of Chapter reivew.
Assessment Worksheet:

141
 Worksheet 14–3

Name three things that differentiate the   Draw a situation where you show
human beings from one another.   respect by maintaining the discipline.

What should you not do to avoid

disrespecting others?

What are the three ways of respecting others?

142
 UNIT 15
Forgiveness and forgiving others
LESSON PLAN LEARNING OUTCOMES
INFORMATION All the students will be able to:
• Recognize what they say and do, can hurt others and what others can say and do,
can hurt them. (telling lies, pushing others, bullying using derogatory words etc.)
• Recognize that mistakes are natural outcome of learning and nothing to be
ashamed about and to make fun of.
• Recognize that making fun of others can cause distress and hurt others.
• Identify the ways in which we can redress the hurt caused to others (ask
for forgiveness, say sorry, do something special for them etc.
• Recognize that when people apologize for their mistakes they should
forgive them.

SUBJECT LEARNING OBJECTIVE

• List the actions that can hurt others.
General • Recognize that mistakes do occur and they should not be ashamed of
Knowledge their mistakes or make fun of others’ mistakes.
• Learn the ways of reducing the hurt caused by our actions.
GRADE: Two CROSS-CURRICULUM LINKS
Duration
3 Lessons SCIENCE
→

FORGIVENESS
URDU
→
AND → S.ST
FORGIVING
OTHERS
→

ENGLISH

Social Studies subject has links with this topic. If people living in a society
don’t forgive one another then the society would become an awful place to
live.

143
 The topic is linked with Ethics. Forgiving others is very important from ethical aspect as well.
SKILLS INVOLVED
Analyzing, observing, Writing, performing, problem solving and communication.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• My self • Working Out Disagreements
• My Family and Friends
• Games and Rules
• Good Manners
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2

BRIDGE-IN:
• Tell students a story about ‘forgiveness’.
TEACHING STRATEGIES:
• Worksheets
• Activities
• Videos
• Pictures
• Case study
• Discussions
CONTENT SUPPORT:
• Generally, when someone commits mistakes, he/she does not accept it and take it as his
defeat to accept that he has done something wrong. It feels more easy to cut the relation with
others than to say sorry. By doing this we are not only hurting others but we are indulging
ourselves in constant discomfort and inner guilt. In reality it is not difficult to accept our
mistake and make ourselves release of this constant inner pain. If we have done something
wrong, then we should do the following things.
• Accept our mistake.
• Discuss it with the person and explain that your intention was not to hurt him/her.
• You can give him/her a gift.
• You can also arrange a get together if your friend is unhappy with you to sort out the things.

Online links for related videos

https://youtu.be/72HHgLeTbpY
https://youtu.be/sSs1UZQ47eQ

144
Lesson plan 15.1:
UNIT 15 FORGIVENESS AND FORGIVING OTHERS
TOPIC: HURTING OTHERS
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize that our actions or words can hurt other people.
OBJECTIVE
• Explain the actions that can hurt others.
TIMELINE
WARM UP (5 min).
• Give a scenario or tell a story where one person hurts another person’s feelings. Ask the
children how the person who was hurt must have felt.
PRESENT INFORMATION (10 min)
• Pages# 105
Activities: (25 min)
Activity 1: Sort the Expressions!
• Ask students to make faces for different expressions. For example, sad, angry, scared,
embarrassed, contended, relaxed, happy.
• Now ask the students to sort the expressions for the person who is hurt.
• Then ask them to find the expressions for the feeling a person gets when he forgives others.
Activity 2: Discussion!
• Discuss with the students how do they feel when they obey their elders or speak the truth
and how do they feel when they lie to someone.
Activity 3: Worksheet 15–1
Assessment: (5 min)
• When we hurt someone how do they feel?
Home Assignment:
• If you have hurt someone then apologize to him/her, write few lines about how would you
feel after accepting your mistake.

145
 Worksheet 15–1

How people are getting hurt in these pictures?

   

   

   

146
Lesson plan 15.2:

TOPIC: How to reduce the hurt

CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Recognize the ways to reduce the hurt caused by their actions.
OBJECTIVE
• Learn the ways of reducing the hurt caused by us.
TIMELINE
WARM UP (5 min)
• Ask the students to share the story if they have ever make any angry friend happy again.
PRESENT INFORMATION (10 min)
• Pages # 106
Activities: (25 min)
Activity 1: “FORGIVENESS”
• Cut out the letters for the word “FORGIVENESS’ from colourful chart papers.
• Join them with a ribbon.
• Hang it on the wall of the classroom.
Activity 2: “I Will”….
• Ask students to make a list of things students are going to do, following what they have learnt
from this lecture.
Activity 3: Worksheet 15–2
Assessment: (5 min)
• Tell the ways you will follow to apologize for your mistake.
Home Assignment:
• Make a forgiveness card for your friend.

147
 Worksheet 15–2

How can I reduce the hurt I have given to anyone?

 I can .

 I can .

 I can .

 I can .

 I can .

148
Lesson plan 15.3:

TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• What would happen if we don’t apologize for our mistakes?
Activities: (20 min)
• Mind map on Page# 107.
• Chapter review on Page# 108–109.
ASSESSMENT: (15 minutes)
• Worksheet 15–3 will be done.
Home Assignment:
• Write down the ways by which you may hurt your friends.

149
 Worksheet 15–3

 hat should we never do or say to

W
others? Write some benefits of forgiving others.

What should you do if someone apologizes?

How do you feel when someone How do you feel when someone
hurts you? apologizes?

Draw Draw

150
 UNIT 16
Being just and fair

LESSON PLAN LEARNING OUTCOMES

INFORMATION All the students will be able to:
• Identify fairness and unfairness in their daily lives.
• Identify ways of making unfair situations fair.
• Accept responsibility for treating others unfairly and mend their
behavior accordingly.
SUBJECT LEARNING OBJECTIVES
• Identify fair and unfair situations.
General • Learn the ways to be fair in different circumstances.
Knowledge • Learn to accept the responsibility of their behaviours towards
others.

GRADE: Two CROSS-CURRICULUM LINKS

Duration
Ethics
3 Lessons
→

URDU → Being Just and Islamiat

→
Fair
→

ENGLISH S.ST

The topic has links with Ethics. It’s the ethical duty of all individuals to
be fair in every aspect of life.
In Social Studies subject, the advantages of being fair is explained.
The topic has links with Islamiat. Being just and fair has great
importance in Islam.

151
 SKILLS INVOLVED:
Observing, Analyzing, performing, communication and collaboration.
PROGRESSION BETWEEN GRADES:
GRADE I GRADE III
• Games and Rules • Quaid-e-Azam Muhammad Ali Jinnah
• Neighbourhood • Allama Muhammad Iqbal
• Traffic Rules • Role of the Government and Citizen
• Good Habits and Manner • Working out Disagreements
Link for SNC:
http://mofept.gov.pk/Detail/YzJiNGVjODgtNjIwOC00YzRiLThmNmUtNjJjYWIwYmJkMWY2
BRIDGE-IN:
• Have flash cards of different expressions.
• Tell the students different situations of fairness and unfairness.
• Then show them the flash cards having different expressions and ask them how would they
feel in such a situation.
TEACHING STRATEGIES:
• Worksheets
• Activities
• Videos
• Pictures
• Discussions
CONTENT SUPPORT:
•By being just and fair we mean that one should be honest in his every endeavour of life. A
person who possess these qualities actually has a strong character.
HOW CAN YOU BE FAIR?
• You should perform your all duties fairly and should not put your duty on any other person.
• If you are playing a game, then play it fairly.
• If someone asks you to help in resolving their problem, do not take the side of your friend.
• When you have to distribute something, distribute it equally.
• Treat others the way you want to be treated by others.
• When everyone takes care of being fair and just to other then this world becomes an ideal
place. A person who promises himself to be fair, will lead a prosperous and successful life.

Online links for related videos

https://youtu.be/rGm5Hnq6Ff4
https://youtu.be/lY17B0BzlJI

152
Lesson plan 16.1:
UNIT 16 BEING FAIR AND JUST
TOPIC: BEING FAIR
CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Differentiate between fair and unfair situations.
• Identify the ways of how to be fair in different circumstances.
OBJECTIVES
• Identify fair and unfair situations.
• Learn the ways to be fair in different circumstances.
TIMELINE
WARM UP (5 min).
• What do you think by the word ‘Fair’?
PRESENT INFORMATION (15 min)
• Pages# 111.
Activities: (20 min)
Activity 1: Writing!
• Write down a situation where you were not fair to someone or someone was not fair to you.
Activity 2: Who is Fair!
• Make a colourful poster and paste it onto the wall.
• Ask students to write the names of the students who are known to be fair.
Activity 3: Worksheet 16–1
Assessment: (5 min)
• What is the advantage of being fair?
• How can you make an unfair situation a fair situation?
Home Assignment:
• Discuss with your siblings about the importance of being fair.

153
 Worksheet 16–1

Rate your fairness:

 Share your things:

Excellent Good Ok Needs improvement

 Distribute equally.

Excellent Good Ok Needs improvement

 Take turns.

Excellent Good Ok Needs improvement

 Listen to others.

Excellent Good Ok Needs improvement

 Accept your mistakes.

Excellent Good Ok Needs improvement

 Respect other’s opinion.

Excellent Good Ok Needs improvement

 Follow the rules.

Excellent Good Ok Needs improvement

154
Lesson plan 16.2:

TOPIC: ACCEPTING RESPONSIBILTIES

CLASS DURATION: 45 minutes
LEARNING OUTCOMES:
Students will be able to:
• Identify the importance of accepting responsibilities of their behaviour and act accordingly.
OBJECTIVE
• Learn to accept the responsibility of their behaviours towards others.
TIMELINE
WARM UP (5 min)
• Play a game like ‘Chinese Whisper’ and ask the students that everyone is responsible for
being fair.
PRESENT INFORMATION (10 min)
• Pages # 111.
Activities: (25 min)
Activity 1: Responsibility chart!
• Make a colourful chart and list how you are responsible to be fair.
• Treat others equally
• Always distribute with justice.
• Take care of the rules while playing
• Don’t blame others for your misdeeds.
• Don’t be biased.
• Always think about the feelings of others.
• Speak the truth.
• Paste the chart on the wall as the reminder.
Activity 2: Invite a guest!
• Arrange a discussion session with a lawyer.
• Invite him/her to come and explain to the students that how the justice system runs in the
court and how important it is to be fair there.
Activity 3: Worksheet 16–2
Assessment: (5 min)
• What are do’s and don’ts of being fair?
Home Assignment:
• Can you be fair in every situation? Write few lines about it.
155
 Worksheet 16–2

What should we do when we commit a mistake!

Tick the correct option:

Drink Water Apologize

Think what to
Panic
do now!

Take deep
Blame others
breaths

156
 Worksheet 16–3

I will be fair if I …

Draw here what you have written above.

157
 Lesson plan 16.3:
TOPIC: Reinforcement
CLASS DURATION: 45 minutes
LEARNING OUTCOME:
Students will reinforce the topics of the unit.
OBJECTIVE
• To reinforce the topics of the unit through different practices.
TIMELINE
WARM UP (10 min)
• Ask the students to share any incident where they were not fair.
Activities: (20 min)
• Mind map on Page# 112.
• Chapter review on Page# 113–114.
ASSESSMENT: (15 minutes)
• Worksheet 16–3 will be done.
Home Assignment:
• Read any story about fairness and write few lines about it on your notebook.

158
Answer Key Unit 1   Our Country Pakistan

Q.1 Choose the correct answer.

1. Four
2. Green and white
3. Pashto
4. Islamabad capital territory
5. Islamabad

Q.2 Give one-word answer to the following:

1. Pakistan
2. Punjabi
3. Culture
4. Balochi
5. Gilgit-baltistan

Q.3 Write the names of the four provinces of Pakistan.

Punjab

Sindh

Balochistan

Khyber Pakhtunkhwa

Q.4 Colour the map of Pakistan. Use a different colour for each province.

Q.5 Label the four provinces in the given map

TAJIKISTAN

GIL
CH
GIT IN
-BA A
LTI
70
J&K
Peshawar ( FINAL STATUS

GILGIT
ISLAMABAD DETERMINED)

STA
Quetta
Lahore
30
60

Karachi

N
Tropic of Cancer

Karakoram Pass
80

INDUS RIVE
20
S

Junagadh &
N

Manavadar
U

R
A

VE
T
R

I S
Y O K
F PA
1767 1947 1823
F R O
WA

PAKISTAN K Line of
ControlIN
N T I
KH

AR DU
S R
AW MUZAFFARABAD IV
UN

E R

ER
Political H
ES
J &

P SRINAGAR
HT

U N

Scale 1: 3,000,000
INDIAN ILLEGALLY OCCUPIED JAMMU & KASHMIR
AK

D E

(DISPUTED TERRITORY - FINAL STATUS TO BE DECIDED

ISLAMABAD IN LINE WITH RELEVANT UNSC RESOLUTIONS)
F I
RP

N
N E

*
E

A
D

ER
YB

W
orki
RIV ng

T
Bou
ER

UM nd
ary
EL
RIV
KH

JH
S
I
S
DU

V ER
IN

RI The red dotted line represents approximately the line of

N CH
E NA
B

LAHORE
control in Jammu & Kashmir. The State of Jammu &
Kashmir and its accession is yet to be decided through
A a plebiscite under the relevant United Nations Security
Council Resolutions.
H VI
RI
VER
Actual boundary in the area where remark FRONTIER
G P U N J A B RA UNDEFINED appears, would ultimately be decided by

F
the sovereign authorities concerned after the final
R

QUETTA
VE

settlement of Jammu & Kashmir dispute.

ER
RI

A RIV
AB

EJ *A J & K stands for Azad Jammu & Kashmir as defined

TL
EN

N SU in the AJK Interim Constitution Act, 1974.

CH

LEGEND
A
A

Capital of Country . . . . . . . . . . . ISLAMABAD

T Headquarters; Province . . . . . . . . PESHAWAR
I

R Boundary; International . . . . . . . . . . . . . . .
S VE
D

RI Boundary; Province . . . . . . . . . . . . . . . . . .
S
I DU Boundary; Working . . . . . . . . . . . . . . . . . .
N

IN
Line of Control . . . . . . . . . . . . . . . . . . . . . .
I R A N

H
P
PP
River . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I

GOVERNMENT OF PAKISTAN
C COPYRIGHTS RESERVED
JUNAGADH & MANAVADAR
O 69° 70° 71° 72°

L 23°
23°

A G U L F O F K U T C H
SIR CREEK
B SINDH 68°
I N D I A
22°
22°
M

Astola Island
24° 24°
AN

JUNAGADH
BANTVA
AV
AD
AR

Churna Island KARACHI 21°

J U
N A
G A
D H
OF
CA
M
BAY

International Boundary 21°

LF
along Eastern Bank GU
ER

of the Creek
RIV

A R A B I A N S E A
S
DU
IN

A R A B I A N S E A

68° E. of GREENWICH. 69° 70° E. of GREENWICH. 71° 72°

E. of GREENWICH.
REG No. 28 ‘RWD’ 2020, (MPO) Digital. Previous Editions : Published under the direction of Major General Shahid Pervaiz, HI(M), afwc, psc, Surveyor General of Pakistan. PRINTED AT THE SURVEY OF PAKISTAN PRESS, RAWALPINDI.
1st. Edition 1981; 2nd 1995; 3rd 2007; 4th 2012; 5th 2020. Scale 1 Inch : 50 Miles; 1st 1950; 2nd 1953; 3rd 1959; 4th 1962; 5th 1966; 6th 1971; 7th 1976.

159
 Unit 2
Q.1 Read about a big city and cross out the words that are wrong.
1. Flats/houses
2. All of the above
3. All of the above
Q.2 Village City
Villages are small cities are larger than villages
Mostly people live in mud houses people live in different types of houses.
Few facilities facilities like schools, hospitals are available
Q.3 Give one-word answer to the following:
i. Cities
ii. Farmers
iii. cities
iv. traffic
Unit 3
Q.1 Choose the correct answer.
1. Citizen
2. All of the above
3. Pay taxes
4. Citizens
5. Human beings
Q2 Give one-word answer to the following:
1. Citizen
2. Government
3. Government
4. Equality
Q3 Write True or False:
We should treat everyone like we want them to treat us. True
If we are good to people, they will be good to us. True
It is okay to be rude to people. False
Q4 Fill in the blanks.
1. Equality
2. Fun
3. Rights
4. Tax
Q5 Answer the following questions:
1. A government is a group of people who together run a country.
2. They make rules and laws that everyone has to follow. government saves the country from
outside enemies.
3. Pay taxes. Use water, electricity and gas responsibly. Keep their country clean.
4. Right to food
Right to free education
Right to protection

160
 Right to equality
Right to healthcare
Unit 4
Q1 Choose the best answer:
1. Christmas
2. Hindus
3. All of the above
4. Spring
5. Eid-ul-azha
Q2 Fill in the blanks.
1. Eid-ul-Azha, Eid-ul-fitr
2. Mosque
3. Hajj
4. Ramzan
1 Savaiyan
Q3 Give detail answers to the following questions:
1. A festival is a celebration of an important event.
2. Eid-ul-Azha, Eid-ul-Fitr
3. Muslims wear new clothes on Eid. They go to the mosque to say Eid prayers. Girls put henna
on their hands and wear bangles matched with their Eid clothes.
4. Christmas, Easter
5. diwali and holi
Unit 5
Q1 Choose the best answer:
1. All of these
2. Water
3. Land
4. Oil
5. Book
Q2 Fill the following circles with two examples of each type of resource:
Resources from Land: coal, wood
Resources from water: fish, water to drink
Resources from air: oxygen, used to produce electricity
Q3 Give one-word answers to the following:
1. From sunlight
2. forests
3. iron
4. pen,book, fan etc
Q4 Vocabulary review
1. Natural resources
2. Oxygen

161
 Unit 6
Q1 Choose the best answer:
1. 71%
2. River
3. Water
4. All of the above
5. All of the above
Q2 Give one-word answers to the following:
1. Rain
2. Ground
3. Dam, handpump
4. Dam, rain
Q3 Mark whether the following statements are true or false.
The water we drink must be clean and free of germs. true
Water is used to make electricity. true
Taking short showers saves water. true
When the water resources around us become dirty we call it water pollution.
true
Ponds are a human-made source of water. False
Q4 Write the uses of water in the circles given below.
1. Water is used for drinking.
2. Water is used for washing.
3. Water is used to grow food.
4. Water is used to produce electricity.
5. Water is used in factories.
Q5 List the steps in which the water reaches our homes.
1. Water is taken from rivers and reservoirs.
2. From there, water is taken to the filtration plants, where water is cleaned.
3. The cleaned water flows into the network of pipes in our towns and cities.
4. All the water then flows into our homes through taps.
Unit 7
Q1 Choose the best answer:
1. Roots
2. Leaf
3. Beetroot
4. Seeds
5. Air
Q2 Give one-word answers to the following:
1. Oxygen
2. Roots
3. Stem
Q3 Vocabulary review
1. Climate change
2. Minerals

162
Q4 Label the following plant:
flower

leaf

stem

roots

Q5 Mark whether the following statements are true or false.

All the plants have flowers. False
Plants make their own food. True
All the fruits have two seeds. False
The seed starts to grow roots under the ground with the
help of water and nutrients. True

Unit 8
Q1 Choose the correct answer.
1. fish, shark, dolphin
2. dolphin
3. parrot
4. crocodile
5. tadpole
Q2 Give one-word answers to the following:
1. markhor
2. no
3. cow
4. frog
Q3 Match the young ones with their parents:
1. horse foal
2. frog tadpole
3. cat kitten
4. dog puppy
Q4 Where do the following animals live? Write in the circles.
Forest: deer, fox, tiger,squirrel
Mountain:, snow leopard, markhor, mountain goat

163
 Unit 9
Q1 Choose the correct answer.
1. Crow
2. Thread
3. Wheat
Q2 Give one-word answers to the following questions:
1. Livestock
2. Cotton
3. Sugarcane
Q3 Answer the following questions:
1. Cow, sheep, goat, hen
2. Wheat, rice, sugarcane, cotton
3. Cotton is used to make fabric.
Unit 10
Q1 Choose the best answer:
1. We waste water
2. All of the above
3. 1%
4. Floods
5. Trees
Q2 Mark whether the following statements are true or false.
The water we drink must be clean and free of germs. true
Water cannot be recycled. false
Taking short showers saves water. true
Cutting down trees is called deforestation. true
Forests are the source for woods. True
Q3 Answer the following questions:
1. We leave our taps open while washing hands or brushing teeth.
We keep the water flowing while washing dishes.
2. Plants will not get enough water for their growth.
We will not have water for drinking.
We will not have water for cleaning, cooking, washing, etc.
3. A lot of animals live in forests and if there are no forests, there will be no animals.
Forests play an important role in keeping the air clean.
Forests help in preventing floods.
We get wood for various uses from the forests.
4. Trees are cut down by humans to build buildings or cities. This is known as deforestation.
5. We should plant more trees. Avoid paper wastage and recycle paper.

164
Unit 11
Q1 Choose the correct answer.
1. The Sun
2. Electric bulb
3. Firefly
4. warmer to cooler objects
5. Heat
Q2 Answer the following questions:
1. To see everything around us.
2. Fire, firefly
3. No
4. Bulb, torch
5. Heat
6. Sun
7. Heat
Q3 Which of the following helps us to see in the dark:
Sun and a torch
Q4 List down three uses of heat.
Heat helps us to cook food.
It also helps in drying clothes.
Heat from heater keeps us warm.
Q5 Which of the following produce heat:
Candle yes
Shirt no
hands rubbing together yes
book no
blanket yes

UNIT 12
Q1 Choose the correct answer.
1. Make friends
2. Care about others and enjoy
3. Happy
4. Elderly people
5. Interdependent
Q2 Write True or False.
I feel very happy when someone helps me. true
If someone falls down, it is okay not to help them false.
All of us depend on each other. True

165
 Q3 Give one-word answers to the following questions:
1. Sharing
2. Interdependent
3. Baker
4. Happy
5. Tailor
Q4 Give detailed answers to the following questions:
1. a. to share your things with others
b. when you share things with others they will also share their things with you when you
need them.
2. We depend on each other for most of our needs.
3. Doctor: helps us when we are sick
4. Teacher: teaches us
5. Tailor: stitches clothes for us
Q5 Give examples of how you have helped your friends.
Answers depend on students.

Unit 13
Q1 Choose the correct answer.
1. do many kinds of jobs
2. Teachers
3. Bank Officers
4. Carpenters
5. Nurses
Q2 Give one-word answer to the following questions:
1. Plumber
2. Farmer
3. Cattle
4. Work
5. Difficult
Q3 Name the person who:
1. Pilot
2. Banker
3. Farmer
4. Plumber
5. Carpenter
Q4 Answer the following questions:
1. Teacher, doctor, nurse, van driver,
2. By doing job.
3. Police: protects us from criminals.
4. Carpenter: works with wood to make doors and furniture.
5. Farmer: grows cereals, fruits, and vegetables.
6. Teacher: helps us learn

166
Unit 14
Q1 Choose the correct answer.
1. Fair
2. Wait
3. Hand
Q2 Fill in the blanks:
1. Advice
2. Line
3. Fair
Q3 Write True or False.
We should treat everyone like we want them to treat us. true
It is okay to be rude to people. false
We should be calm and wait for our turn. True
Q4 Give answers to the following questions:
1. Religion, culture and ethnicity
2. Treat everyone equally listen to their opinions be considerate of everyone
3. Listen to them attentively
Unit 15
Q2. Give one-word answer to the following questions:
1. Forgiveness
2. Sorry
3. Hurt
Q3. Answer the following:
1. A) They can lie
B) They can say bad things
2. It is hurtful to them
3. We should apologise as soon as possible
4. We should try to forgive them
Q4. Put a tick before a right action, a cross before a wrong action.
1. Taking permission before using something that belongs to someone else ✓
2. Laughing at someone ✘
3. Saying sorry after doing something wrong ✓
4. Forgiving people ✓
5. Pushing people ✘

167
 Unit 16
Q1. Choose the correct answer
1. Fair
2. All of the above
3. Blame
Q2. Answer the following:
1. Behaving with other in a way that is right and responsible
2. Hurt and angry
3. Not make fun of our friends, don’t blame them for our mistakes, take responsibility for our
own actions, apologise if we’ve made a mistake
Q3. Put a tick before a right action, a cross before a wrong action.
1. A good person never stays quiet on unfair acts ✓
2. Saying sorry after doing something wrong ✓
3. It is fair to lay your responsibilities on someone else ✘

168
Unit 1   OUR COUNTRY PAKISTAN

Answer sheet 1–1

Draw the lines to show the provinces and regions of Pakistan. Also label them.

169
 Answer sheet 1–2

Match the following:

Karachi Punjab

Lahore Balochistan

Quetta Khyber Pakhtunkhwa

Gilgit Baltistan Sindh

Azad Jammu Kashmir North of Pakistan

Peshawar North-east of Pakistan

170
 Answer sheet 1–3

Write the meaning of the following:

The star represents light and knowledge

The crescent represents progress.

The white colour represents the religious minorities.

WHITE COLOUR

The green colour represents the Muslim majority of

Pakistan.
GREEN COLOUR

171
 Answer sheet 1–4

Assessment worksheet
List the four provinces of Pakistan.

1. Punjab

2. Sindh

3. Baluchistan

4. Khyber Pakhtunkhwa

Define Culture.
• The way of life of a particular group of

• people or society.

Draw and colour the Pakistan flag.

172
Unit 2   VILLAGES AND CITIES

Answer sheet 2–1

Following are the pictures relate to the city or village life. Label the pictures from the
words given in the word bank.

Traffic signal Factory Sky scrapers Fields Theater

Farm animals Rush hours Home made food Rubbish

Traffic signal Home made food Sky scrapers

Rubbish Factory Rush hours

Fields Theater Farm animals

173
 Answer sheet 2–2

Write five differences between village and city life.

1. There are fields. 1. There are big buildings.

2. The air is fresh. 2. The air is polluted.

3. Food is pure and fresh. 3. There are big and proper roads.

4. There are no proper roads. 4. The houses are made of bricks.

5. Most of the houses are made of 5. There are big hospitals.

mud.

174
Unit 3   ROLES AND RESPONSIBILITIES

Answer sheet 3–1

Tick the services provided by the government:

✓ ✓

175
 Answer sheet 3–2

Right or Responsibility?

RESPONSIBILITY

Completing your
home assignment Responsibility
on time.

Have healthy and pure food

Right

Have good education.

Right

Respect your elders. Responsibility

176
 Answer sheet 3–3

Assessment Worksheet:

Define government?
Ans: Group of people having the authority to make decisions for the betterment of
the country and its people.

List three responsibilities of yours as a citizen when you go for outing with your
parents.
1. Do not throw the garbage in the park or on the roads.
2. Obey the rules of that place.
3. Respect other people’s privacy.

True & False:

1. Taking you out for recreation is the responsibility of the government. T/F

2.  roviding nice parks and places for recreation is the responsibility of the
P
government. T/F

3. Providing safe and secure environment is the responsibility of the

government. T/F

177
 Unit 4  RELIGIOUS FESTIVALS IN
PAKISTAN
Answer sheet 4–1

Complete the sentences:

• Mosque
Muslims go to the ________________ for Eid prayer.

• gifts
They exchange ________________ with their family
and friends.

• sweet things
They eat ________________ on this Eid.

needy
• They give charity to the ________________.

• Muslims celebrate Eid-ul-Fitr by seeing

shawwal moon
the ________________.

178
 Answer sheet 4–2

Colour the animals that we sacrifice on Eid-ul-Azha

179
 Unit 5  THE NATURAL ENVIRONMENT
AND RESOURCES
Answer sheet 4–3

Unscramble the words

FICESARIC SACRIFICE

NOOM MOON

YERRAP PRAYER

BRATCELEE CELEBRATE

MALANIS ANIMALS

Write down the names of four religious festivals that are celebrated in Pakistan.

EID-UL-AZHA EID-UL-FITR

CHRISTMAS DIWALI

180
 Answer sheet 5–1

Circle the non-living things.

181
 Answer sheet 5–2

Name the following natural resources:

Water is used for drinking.

Trees gives us oxygen.

Sunlight makes us warm.

Coal is the source of energy.

182
 Answer sheet 5–3

Cut and paste the picture in the correct column:

Natural things Man-made things

183
 Answer sheet 5–4

Define Natural environment.

All ecological systems that are running without any human intervention makes

natural environment

Write three uses of wood.

1. Furniture is made with wood.

2. Paper

3. Match sticks

Draw pictures:

Natural things Man-made things

answers depend on students answers depend on students

184
Unit 6   WATER

Answer sheet 6–1

Match the following:

Drinking

Cooking

Swimming

Washing

Cleaning

Watering

185
 Answer sheet 6–2

SOURCES OF WATER (Match the pictures with their names)

RIVER

POND

SEA

HAND PUMP

LAKE

Which is your favourite source of water? Why?

Answers will vary

186
 Answer sheet 6–3

WHAT USES MOST WATER?

Circle the top three.

Washing clothes watering plants washing car

Brushing teeth Have a bath Flushing the toilet

Cleaning the house

187
 Answer sheet 6–4

Unscramble the words.

ETSAM STEAM

ECI ICE

TREAW WATER

POURVA VAPOUR

VERIR RIVER

Fill in the blanks:

1. All living things need water to live.

2. Rain water absorbs by the soil .

3. Water is taken to the filtration plants to kill germs .

4. We should drink clean water.

5. We should drink more water in summer because in summer we perspire .

Answer the following:

1. Write a method through which we can kill germs in our water.

Ans: We can kill germs by boiling the water.

2. Why do we not use seawater?

Ans: We do not use sea water because it contains very high amount of salt.

188
Unit 7   PLANTS

Answer sheet 7–1

Match the parts of plants with their functions:

Makes food for the

plant.

Absorbs water and

minerals from the
soil.

Reproductive part of
the plant.

Provides basis for the

leaves.

189
 Answer sheet 7–4

Write down the different roles that trees and plants are playing for our environment.

They reduce
Trees gives carbon dioxide
oxygen. from the
atmosphere.

They provide
Trees provide
shelter for many
food.
living things.

190
 Answer sheet 7–5

Draw the parts of plant:ROOTS

ROOTS

STEM

LEAVES

FLOWER

Complete the sentences using the words given below:

pot
1.Fill the ___________ with mud.

Seeds
2. Pour some ___________ into the mud.

soil
3. Cover the seeds with the ___________ .

water
4. Pour some ___________ into the pot.

sunlight
5. Place the pot in front of ___________ .

191
 Unit 8   ANIMALS

Answer sheet 8–1

Write the names of animals in the correct column:

FISH TIGER CAT DOG

BEAR SHARK DEER DOLPHIN

ANIMALS ON LAND ANIMALS IN WATER

TIGER CAT DOG DOLPHIN

DEER BEAR FISH SHARK

192
 Answer sheet 8–2

Write the names of the young ones of these animals:

CUB

KITTEN

TADPOLE

CATERPILLAR

193
 Answer sheet 8–3

Match the following animals with their homes:

194
 Answer sheet 8–4

Assessment Worksheet:

List three water animals. List three land animals.

1. Shark 1. Lion

2. Whale 2. Cat

3. Star fish 3. Elephant

True & False:

1. A baby tiger is called a chick. F

2. Shark can live on land and also in water. F

3. Butterflies look different from their babies T

Draw the house of the following:

ANT Answers depend on student’s drawing

BIRD Answers depend on student’s drawing

195
 Unit 9  AGRICULTURE AND
LIVESTOCK
Answer sheet 9–1

Write down the names of the crops.

Wheat Rice Cotton

Sugarcane Maize Sunflower

Wheat Sugarcane Cotton

Sugarcane Maize Rice

196
 Answer sheet 9–2

Match the following:

EGGS

MEAT

MILK

HONEY

FUR

197
 Unit 10  CONSERVATION OF THE
EARTH’S RESOURCES
Answer sheet 10–1

WHAT SHOULD WE DO:

We should wash the car every day. Yes / No

We should take long showers. Yes / No

 e should waste lots of water when

W
we wash clothes. Yes / No

We should not water plants daily. Yes / No

 e should turn off the taps while brushing

W
our teeth. Yes / No

 e should repair the pipe leakages

W
immediately. Yes / No

198
 Answer sheet 10–2

HOW CAN WE SAVE WATER?

How can water be How can we save

Place of using water
wasted on this place? water here?

Use less water as much as

Laundry Use too much water.
possible.

Use water pipes to water

Garden Try to use used water.
plants.

Bathroom Use shower. Use bucket.

199
 Answer sheet 10–3

Tick the ways to save the forests:

✓
Plant Use only
more Make fires one side of
trees the paper

✓
Cut down Recycle
trees paper

  
✓ ✓
Use lighter Use lots
Don’t cut
instead of of tissue
trees
match stick papers

200
 Answer sheet 10–4

Write two ways of wasting water?

1. Open the tap while brushing the teeth.

2. Use shower to take bath.

List three ways of saving water?

1. Turn off the tap when it is not in use.

2. Fix the leakage of water pipes.

3. Use bucket to take a bath.

Match:

fix any leaking taps

Don’t waste water

Deforestation

201
 Unit 11   HEAT AND LIGHT

Answer sheet 11–1

Identify natural and man-made sources.

Natural/Man-Made  
Natural/Man-Made

Natural/Man-Made  
Natural/Man-Made

Natural/Man-Made  
Natural/Man-Made

202
 Answer sheet 11–2

What is the source of light or heat energy shown in the picture?

heat

heat

light

heat

203
 Answer sheet 11–3

Circle the object with highest intensity:

204
 Answer sheet 11–4

Name three man-made sources of light.   Draw two natural sources of light.

1. Torch

2.Lamp

3. Electric bulb

What are the three ways of getting

heat energy?

1. Sun

2. Electricity

3. Fire

Write some uses of light.

1. Light makes the things visible to us.

2. It gives us warmth feeling.

3. Light is necessary for the plants to make their food (photosynthesis).

205
 Unit 12   HELPING OTHERS

Answer sheet 12–1

SHARING IS CARING

I am a good boy/girl because I share ………

206
 Answer sheet 12–2

We depend on……

1. _____________________
Barber to cut our hair

2. Milk man
_______________ to drink milk.

3. Cobbler
_______________ to mend our shoes.

4. Doctor
______________ to get ourselves checked.

5. Farmers
_______________ to eat vegetables.

207
 Answer sheet 12–3

Tick the ways of helping others:

✓ ✓

208
Unit 13  
PROFESSIONS/OCCUPATIONS
AROUND US
Answer sheet 13–1

Who am I?

• I arrest criminals. policeman

• I cut your hair. barber

• I help doctors in a hospital. doctor

• I fly a plane. pilot

• I teach children in school. teacher

209
 Answer sheet 13–3

Match the following:

210
 Answer sheet 14–2

How do you respect these people?

By listening to her carefully.

YOUR TEACHER

Being loyal to them.

YOUR FRIENDS

By talking with them respectfully.

OLD PEOPLE

By obeying them.
YOUR PARENTS

211
 Answer sheet 14–3

Name three things that differentiate the   Draw a situation where you show
human beings from one another.   respect by maintaining the discipline.

1. Language

2. Clothes

3. Food

What should you not do to avoid

disrespecting others? answers depend on student’s response

Ans: We should not try to snub others.

What are the three ways of respecting others?

1. Listen to them carefully.

2. Respect their opinions.

3. Wait for your turn whenever you are in a queue.

212
Unit 15  FORGIVENESS AND
FORGIVING OTHERS
Answer sheet 15–1

How people are getting hurt in these pictures?

Being scolded.

   

Not listened.

   

Being bullied.

   

213
 Answer sheet 15–2

How can I reduce the hurt I have given to anyone?

 I can accept my mistake. .

 I can say sorry. .

 I can give them gift. .

 I can invite them at dinner. .

 I can tell them how important they are to me. .

214
 Answer sheet 15–3

 hat should we never do or say to

W
others?
Write some benefits of forgiving others.
1. We should never call anyone by
1. We become friends again.
bad names.
2. It gives us inner satisfaction.
2. We should never give anyone a
3. It gives us mental peace.
feeling of being ignored.

What should you do if someone apologizes?

Ans: We should accept his apology.

How do you feel when someone How do you feel when someone
hurts you? apologizes?

Draw Draw

215
 Unit 16   BEING JUST AND FAIR

Answer sheet 16–1

Rate your fairness:

 Share your things:

Excellent Good Ok Needs improvement

 Distribute equally.

Excellent Good Ok Needs improvement

 Take turns.

Excellent Good Ok Needs improvement

 Listen to others.

Excellent Good Ok Needs improvement

 Accept your mistakes.

Excellent Good Ok Needs improvement

 Respect other’s opinion.

Excellent Good Ok Needs improvement

 Follow the rules.

Excellent Good Ok Needs improvement

216
 Answer sheet 16–2

What should we do when we commit a mistake!

Tick the correct option:

✓
Drink Water Apologize

Think what to
Panic
do now!

Take deep
Blame others
breaths

217
 Answer sheet 16–3

I will be fair if I …

irrespective of other’s appearance and social status, I treat them equally.

Draw here what you have written above.

answers depend on student’s response

218
 Sample Assessment Paper 1

Maximum marks: 50 Mid Term Examination Time Allowed: 1 hour

Grade Two

Q.1: Fill in the blanks: (1 mark each = 5 marks)

(i) Pakistan has ______________ provinces.
(ii) Villages are ______________ area as compared to cities.
(iii) Citizens ______________ to the Government.
(iv) Muslims go to the ______________ to offer their prayers.
(v) Materials we get from nature are called ______________ materials.
Q.2: Choose the correct answers: (1 mark each = 5 marks)
(i) People from ______________ speak Sindhi.
A. Punjab B. Baluchistan
C. Sindh D. Khyber Pakhtunkhwa
(ii) Government provide _________________ to the citizens.
A. Schools B. Roads
C. Parks D. All of the above
(iii) Muslims celebrate ______________ Eids.
A. One B. Two
C. Three D. Four
(iv) ________________ is the part which make fruit.
A. Flower B. Stem
C. Leaf D. Root
(v) _______________ is the water animal.
A. Tiger B. Parrot
C. Elephant D. Dolphin

219 1 219
 Q.3: Label the following diagram: (1 mark each = 4 marks)

Q.4: Complete the table: (1 mark each= 4 marks)

Water Animal Land Animal

Q.5: Write the name of the part of the plant: (1 mark each= 4 marks)

BECOMES A FRUIT

TAKES WATER AND MINERALS

FROM THE ROOTS TO THE LEAVES

TAKES UP WATER AND

MINERALS FROM SOIL

MAKES FOOD FOR THE PLANT

220 1 220
Q.6: Give reasons of the following: (1 mark each= 5 marks)
(i) Why does every country has its flag?
____________________________________________________________________________
____________________________________________________________________________
(ii) Why is the air in villages clean and fresh?
____________________________________________________________________________
____________________________________________________________________________
(iii) Why do we pay taxes to the Government?
____________________________________________________________________________
____________________________________________________________________________
(iv) Why should we not throw garbage on roads?
____________________________________________________________________________
____________________________________________________________________________
(v) Why is water so important to us?
____________________________________________________________________________
____________________________________________________________________________
Q.7: Identify the land animals and tick them: (1 mark each = 3 marks)

       

       

Q.8: Circle the correct word to complete the statements: (1 mark each = 5 marks)
(i) The main source of water is rain/ sea.
(ii) Forests keep the air carbon dioxide/ oxygen-free.
(iii) Holi is celebrated by Hindus/ Sikhs.
(iv) Citizens/ Government make rules for the country.

221
 (v) Villages/ Cities are divide into towns
Q.9: Draw a plant: (2 marks)

Q.10: Answer the following: (2.5 marks each = 5 marks)

(i) What are the differences between villages and cities.
(ii) Name two Eids celebrated by Muslims.
Q.11: List the four provinces of Pakistan (1 mark each= 2 marks)
Q.12: Draw three natural resources. (1 mark each =3 marks)

     
Q.13: Name the following: (1 mark each = 3 marks)
(i) Man-made material.
____________________________________________________________________________
(ii) Gas released by the plants.
____________________________________________________________________________
(iii) Festival celebrated by Christians.
___________________________________________________________________________

222
 Sample Assessment Paper 2

Maximum marks: 50 Mid Term Examination Time Allowed: 1 hour

Grade Two

Q.1: Fill in the blanks: (1 mark each = 5 marks)

(i) Leaves are of different ________________ and ________________.
(ii) Animals that give birth to their young ones are called ________________.
(iii) Excess of ________________ heats up the Earth.
(iv) Water must always be ________________ before drinking.
(v) The main source of water is ________________.
Q.2: Choose the correct answers: (1 mark each = 5 marks)
(i) Pakistan has ________________ provinces.
A. two B. three
C. four D. five
(ii) People from_______________ wear Sindhi dresses.
A. Punjab B. Sindh
C. Baluchistan D. Khyber Pakhtunkhwa
(iii) In villages people live in houses made of _________________.
A. concrete B. Mud
C. bricks D. wood
(iv) Easter is the religious festival of __________________.
A. Hindus B. Muslims
C. Sikhs D. Christians
(v) _____________ makes fruit for the plant.
A. Roots B. Stem
C. Leaves D. Flower

223
 Q.3: Label the following diagram: (1 mark each = 4 marks)

Q.4: Complete the table: (1 mark each= 4 marks)

Natural Sources of Water Man-made sources of water

Q.5: Write the name of the following festivals: (1 mark each= 4 marks)

224
Q.6: Give reasons of the following: (1 mark each= 5 marks)
(i) Why does every country has its flag?
____________________________________________________________________________
____________________________________________________________________________
(ii) Why is the air in villages fresh and pure?
____________________________________________________________________________
____________________________________________________________________________
(iii) Why do we pay tax to the Government?
____________________________________________________________________________
____________________________________________________________________________
(iv) Why do Muslims sacrifice animals on Eid-ul-Azha?
____________________________________________________________________________
____________________________________________________________________________
(v) Why should we be careful while using water?
____________________________________________________________________________
____________________________________________________________________________
Q.7: Identify any three living things and encircle them: (1 mark each = 3 marks)

Q.8: Circle the correct word to complete the statements: (1 mark each = 5 marks)
(i) Plants give us oxygen/carbon dioxide.
(ii) All/Some plants have flowers.
(iii) In villages people mostly live in mud/brick houses.
(iv) The green/white part of our flag shows all the Muslims who live in Pakistan.
(v) Muslims celebrate one/two Eids.

225
 Q.9: Draw the national flag of Pakistan: (2 marks)

Q.10: Answer the following: (2.5 marks each = 5 marks)

(i) Define Government.
(ii) Write two differences between city and village life.
Q.11: List the services given by the Government to the citizens. (1 mark each= 2 marks)
Q.12: Draw three man-made sources of water. (1 mark each =3 marks)

     
Q.13: Name (1 mark each = 3 marks)
(i) the province where you live
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(ii) the things that are found in nature
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(iii) the process of turning waste into something that can be used again
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