Fact File Science 2 Teacher's Guide

Complimentary Copy—Not For Sale 2
New Get Ahead
Teaching Guide
Bazila Ahmed
Based on Revised Pakistan National Curriculum
1
Table of Contents
Introduction to the guide iv
Division of syllabus into three terms vi
Scheme of work vi
Unit 1 Living Things – Animals 1
Unit 2 Living Things – Plants 6
Unit 3 Our Body and Healthy Living 11
Unit 4 Environment 15
Unit 5 Water 19
Unit 6 Materials 22
Unit 7 Heat 25
Unit 8 Force 28
Unit 9 Light 31
Unit 10 The Earth and the Universe 35
Answer to the Exercises 39
Teacher notes in Urdu 52
1 iii
Introduction to the Guide
The Teaching Guides for the New Get Ahead Science series provide guidelines for help of
the teacher in classroom. This Teaching Guide includes:
• An introduction on how to approach New Get Ahead Science in class.
• Teaching strategies mentioned in the national curriculum.
• Sample lesson plans.
• Suggested answers to the exercises in the textbook.
• Suggested worksheet for assessments.
• Suggested scheme of work.
How to Approach New Get Ahead Science

To teach New Get Ahead Science in a more constructive manner, teachers are advised to
make classrooms more Student-centered. Students are to be given a more active role in
the classroom, to be encouraged to present their thoughts and ideas confidently, and be
instructed to respect differing opinions. In order to achieve this, teachers are to facilitate
students so that they can take more responsibility for their learning journeys. The
following summarizes the methodology with which all units of New Get Ahead Science
are to be approached, in order to make classroom more Student-centered:
• Students to be given a chance to work independently, as well as collaboratively i.e. in
groups. Real-life examples to be discussed by teachers and students.
• Students to be given tasks where they share opinions with each other and with the
teacher. They are to be encouraged to give reasons for their opinions.
• Teacher to role-model the ideals of respect, collaboration, and active learning in the
classroom. During group discussions, all students should be encouraged to work
together.
• Teacher should facilitate students only when directions are needed; most of the
time, students should work on their own while reading, writing, and discussing the
lessons in specific units.
Contents and Sequence of the Teaching Guide

The Teaching Guide for New Get Ahead Science contains suggestions for starting a
lesson and provide teaching strategies for each unit. The instructional model focuses on
exploring background knowledge, where students participate actively.
iv 1
Recommended Schedule for an Active and Student-centered
Classroom
Exploring knowledge through essential questions 5 minutes
Teaching Methodology/Activity 25 minutes
Assessment 10 minutes
The first part of each unit contains basic suggestions for taking the lesson forward in
a constructive manner. The second part of the lesson contains answers to all questions
present in the book. Students should be advised to come up with their own answers and
teachers can use the Teachers Guide to assess students’ understanding and knowledge.
Teaching Strategies as per General Science National Curriculum

Examples of effective instructional strategies include, but are not limited to, the
following:
• inquiry
• questioning and discussion
• investigation and problem solving
• demonstration and laboratory work
• problem based learning
• utilizing whole class, group, and individual work
• incorporating literacy strategies (reading, writing, speaking and listening)
• using student work to inform instruction
For detailed support on teaching strategies of Science, please visit Chapter 7 pages 55 to
64 in the General Science National Curriculum 2006.
Assessment Strategies as per General Science National

Curriculum
Teachers learn about student progress not only through formal tests, examinations,
and projects, but also through moment-by-moment observation of students. To assess
students’ science knowledge, skills, and attitudes, teachers require a variety of tools and
approaches, such as:
• selected response
• constructed/ created response
• performance assessment
• personal communication
• students’ self-assessment
For detailed support on assessment strategies of Science, please visit Chapter 8 pages 65
to 73 in the General Science National Curriculum 2006.
1 v
Division of Syllabus into Three Terms:
1st Term Unit 1 Living Things Animal
Unit 2 Living Things Plants
Unit 3 Our body and Healthy Living
2nd Term Unit 4 Environment
Unit 5 Water
Unit 6 Materials
Unit 7 Heat
3rd Term Unit 8 Force
Unit 9 Light
Unit 10 The Earth and the Universe
Scheme of Studies
Unit Lesson plan Topic wise Learning outcome
number allocations
of periods
Living Things Lesson 1 2 periods Discuss different types of animal body
-Animals coverings.
Identify the food they eat.
Lesson 2 1 periods Identify the sounds they make.
Lesson 3 2 periods Identify the different animal habitats.
Identify the homes of animals and
birds.
Living Things- Lesson 1 2 periods Explain different shapes and sizes of
Plants plants.
Lesson 2 2 periods Recognize the parts of plants.
Lesson 3 2 periods Discuss the benefits of plants.
Understand their importance.
Our Body Lesson 1 2 periods Suggest methods for cleanliness.
and Healthy Lesson 2 2 periods Discuss the basic needs of human
Living beings.
Identify different foods for healthy
living.
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Environment Lesson 1 1 period Comprehend that the environment
is made up of living and non-living
things.
Lesson 2 2 periods Understand the importance of clean
environment.
Keep their neighbourhood clean.
Lesson 3 2 periods Distinguish between types of garbage.
Understand about the 3 R’s.
Recycle garbage by using the 3 R’s.
Water Lesson 1 3 periods Discuss the importance of water. Be
informed about the uses of water.
Identify the different sources of water.
Determine the characteristics of water.
Lesson 2 2 periods Understand how water reaches their
homes. Suggest ways to save water.
Material Lesson 1 2 periods Understand what materials are.
Classify materials.
Lesson 2 2 periods Explain the properties of materials.
Heat Lesson 1 2 periods Identify the sources of heat.
Discuss how they can protect
themselves from heat.
Lesson 2 2 periods Explain the relationship of heat and
distance.
Understand the uses of heat.
Force Lesson 1 2 periods Define force. Explain the difference
between heavy and light objects.
Lesson 2 2 periods Understand that force changes
direction.
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Light Lesson 1 2 periods Understand the nature of light. Define
and explain transparent and opaque
objects.
Lesson 2 2 periods Understand the relationship between
light and distance.
Describe how shadows are formed.
Identify time through shadow
position.
The Earth and Lesson 1 2 periods Understand the Solar System. Grasp
the Universe concepts about Earth, Sun, Moon, and
stars.
Lesson 2 2 periods Understand why we see different
shapes of the Moon during a month.
Lesson 3 2 periods Discuss the phenomena of day/night.
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1
Living Things – Animals
Lesson Plan 1
Student learning outcomes
Discuss different types of animal body coverings. Identify the food they eat.
Materials
Pictures of birds and animals
Keywords
feathers, parrots, pigeons, sparrows, crocodiles, turtles, protect, shells, scales
Overview
Animals are of many kinds, some are big and some are small. Animals have been further
classified by scientists according to whether they live on land, water or air. Body covering
of animals protects them from extreme weather and enables them to adapt to their
environment. Some animals eat meat and some eat plants and grains.
Teaching methodology
Exploring knowledge through essential questions 5 min

Method/activity 25 min
Assessment 10 min
Essential questions
Before starting the lesson, ask some questions to explore the background knowledge of
students:
1. Can you name animals which live in very cold regions?
2. How do these animals keep warm in winter?
Method
• Begin the lesson by asking the students to take out their colour pencils to colour
Activity 1 on page 1. Ask the students, which bird have they coloured? Parrot. What
is the parrot covered with? The parrot is covered with feathers. What is the fish
covered with? The fish is covered with scales. Are all animals covered with feather
and scales? No, some are also covered with fur. All animals are not alike. Some are
covered with fur like the cat, dog, horse, cow, lion, and bear. The birds are covered
with feathers. The hair and feathers keep them warm. Alligators, fishes and snakes
have scales on their bodies.
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• What do you eat? We eat bread, meat, fruits and vegetables. What about animals?
Animals also eat meat, milk, grass, grain, insects, and even smaller animals. What
about cats and dogs? They eat meat and milk. What about the cows and goats? They
eat grass. What about the elephant? It eats grass and sugarcane.
Assessment
1. Activity 3, page 4
2. Exercise 4, page 9
Reinforcement /homework
1. Answer the following questions.
i. Why do some animals have fur on their body?
ii. Which animals have shells or scales on their bodies?
iii. What is the body covering of the birds known as?
iv. What does an elephant eat?
v. Which bird likes to eat fruits and chillies?
2. Collect and paste three pictures of animals with fur, scales and feathers. Name
them.
3. Exercise question 2, page 8
Lesson Plan 2
Student learning outcome
Identify the sounds they make.
Materials
pictures of animals
Keywords
bark, meows, chirps, twitter, tweets, whistles
Overview
All animals are of different species. They live in different habitats, which requires them
to have different sounds, in order to call out to each other. Some have a loud sound and
some have soft sounds.
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Assessment 5 min
Essential questions
students:
1. How do we call out to one another?
2. How do you think animals call out to one another?
Method
• Call a few students to the front of the class. A name of an animal will be whispered
in their ears. That student will have to make a sound that animal makes. One by one
the students will mimic the sounds of animals, while the other students try to guess
which animal makes that sound. The name of the animal and the sound that they
heard will be noted on the board.
• Read page 4 of the Students’ Book in the classroom.
• After this activity, the teacher can also ask which animal make loud noise? Dogs and
lions make loud noise. Which animals make soft sounds? Birds make a soft sound.
Giraffe only whistles to call its calves.
Assessment
Reinforcement/homework
Find out what sounds do the following animals make.
Animal Sounds
Hens quack
Donkey bray
Horse cluck
Snake neigh
Ducks roar
Lions hiss
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Lesson Plan 3
Identify the different animal habitats. Identify the homes of animals and birds.
Materials
Picture of a desert, a forest, and lake. Pictures of different animals.
Keywords
desert, camel, store, forest, tigers, Lions, Foxes, wolves, crocodiles, crabs, octopuses,
fishes, whales
Overview
All animals live according to their habitat. They all need protection and a safe place to
live. The animals in the wild find shelter in caves and underground, while domesticated
animals are provided with shelter by man.

Assessment 10 min
Essential Question
Begin the lesson by asking questions to assess background knowledge of the students.
1. Where do we live?
2. Where do most animals live?
Method
• Pass A-4 sheets to the students. The students will be asked to fold the sheet into half.
They will be asked to draw a picture of any animal that lives on land on one half and
one animal which lives in water. After 10 minutes, the teacher will ask the students
which animal they had drawn. Where do they live on land? Some live in the forest,
some in a desert and some as domestic animals on farms. Some animals that live in
water are, fish, frogs, crocodile, and turtles.
• Habitat is a place where different animals are found. Wild animals are found in
forests, which have many trees. A desert is a dry sandy place, which is very hot
during the day and cold at night. The water is a habitat for fishes and other sea
animals. The teacher will put up charts showing different habitats. Pictures of
different animals will be distributed among the students. Students will come to the
soft board by turns to put the pictures of animals in the correct habitat.
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• Read pages 5 and 6 of the Students’ Book in the classroom.
• Some animals build homes, for e.g. birds build nests, bees make a hive, a rabbit
makes a burrow. Some animals are kept in special places by their human owners, for
e.g. dogs are kept in a kennel, cows in a barn and horses in a stable. Most of the wild
animals live in caves called dens–lions, bears and wolves.
Assessment
1. Collect and paste pictures of three birds found in Pakistan.
i. What is a habitat?
ii. Why does the camel have a hump on its back?
iii. What is a forest?
iv. Name some sea animals?
v. Where do ducks and frog make their habitat?
vi. Name some animals which can live in water and land.
vii. Where are horses kept?
viii. Name the animals which live in holes in the ground.
ix. Where do birds make their nests?
x. Which animals live in dens?
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UNIT 2
Living Things – Plants
Lesson Plan 1
Explain different shapes and sizes of plants.
Materials
Some pictures of trees, shrubs, herbs and mosses. Mint and coriander plants.
Keywords
woody, trunks, shrubs, mosses, moist
Overview
Plants are of different kinds. We have tall trees, bushy shrubs, and the weak stemmed
herbs. The different kinds of plants all have a similarity that is they have the roots, stem,
leaves, flowers and seeds. The ferns and mosses differ as they do not have stems.

Assessment 10 min
Essential questions
students:
1. Do all plants look alike?
2. How do plants help us?
Method
• Begin the lesson by reading pages 10 and 11 of the Students’ Book in the classroom.
• Explain to the students that plants come in different sizes and shapes. Ask students
to name some trees. The answers will be noted on the board. Put up a chart to show
pictures of different kinds of trees. Mango, Papaya, Guava, Pine, Neem, Date and
Coconut. The leaves, the trunks of the tree, and the branches will all be pointed out
to the students. Make them notice, how thick the trunk is, with strong branches to
provide shade, and remind them some trees also give us fruits.
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• Show a picture of a shrub. Ask the students, if trees and the shrubs are similar to
each other or not. Why? Shrubs do not have a strong trunk and branches. They are
not very tall. They are short and bushy.
• The herbs will then be passed around the class. The students will notice that the
stems are very weak, and they are soft. They grow close to the ground.
• A fern plant will be shown. It does not have any stem or flowers. Mosses also do not
have flowers.
• Some plants have flowers which have a sweet smell like a Rose flowers, which are
used for decoration. The flowers make seeds. The students will then give names of
fruits which will be noted on the board.
Assessment
1. Activity 1, page 11 (the teacher can take the students into the school playground to
see the different kinds of trees and shrubs)
1. Find out names of 3 trees, 3 shrubs, 3 herbs, note your finding in your notebooks.
i. What are the stems of trees called?
ii. What are shrubs?
iii. What kind of stems do herbs have?
iv. Where do mosses grow?
Lesson Plan 2
Recognize the parts of plants.
Material
A chart showing different part of a plant. One small plant with all its parts intact.
Keywords
roots, stem, leaf, flower, carrot, radish, turnips, beans, peas, celery, lettuce, spinach,
cabbage, butterflies, nutrients
Overview
All plants have the same parts and they all have the same functions. There are some part
of the plant which can be eaten by both, humans and animals.
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Assessment 10 min
Essential questions
students:
1. Do all plants have the same parts?
2. Where are seeds found?
Method
• Begin the lesson by reading page 12 of the Students’ Book in the classroom.
• Draw a picture of a plant on the board or a chart to be put up on the soft board. The
students will be asked to name the parts of the plant. The answers will be noted on
the board. Why are the roots important for plants? The roots hold the plant firmly
in the ground. What other task does the root perform? It absorbs the water from the
soil. Do we eat any roots? Yes, we eat carrots, turnips, and radishes as they are thick,
food storing roots.
• From which part of the plant do we get new plants? We get new plants from the
seeds which are buried in the soil, watered carefully so that a new plant can grow.
Where are the seeds found? Seeds are found in the fruit of the plants. Which seeds
do we eat? Beans, peas, and corn. Some fruits have one seed like mango, peach and
apricot. Some fruits have few seeds like apples, oranges and pears. Some fruits have
many seeds like watermelon, papaya, and guava.
• Read page 14 of the Students’ Book in the classroom. What part of the plant provides
support to the leaves, fruits and flowers? The stem of the plant carries food to all
parts of the plant, it also the part that grows upwards towards the sky. Name the
stem we eat? Sugarcane and celery. The leaf of the plant gives the plant its green
colour. The leaf also uses sunlight and water to make food for the plant. We eat
spinach, cabbage, lettuce.
• What is the most beautiful part of the plant? The flowers. The flowers attract the
insects, to pollinate it. We eat cauliflowers.
Assessment
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i. Give two ways in which the roots help the plant?
ii. Name the parts of the plant.
iii. What does the flower change into?
iv. What protects the fruit?
v. What do seeds contain for the new plants?
vi. Do all leaves look the same?
2. Collect pictures of 3 flowers, 3 fruits, 3 roots that we can eat, 3 leaves we can eat.
Paste them in your notebooks.
Lesson Plan 3
Discuss the benefits of plants. Understand their importance.
Material
pictures of different things made from plants
Keywords
cotton, furniture, clothes, paper, sunflower, almonds, coconuts, medicines
Overview
Plants are useful to us in many ways. We not only eat the different parts of the plants, we
also use the wood of the plants to make furniture, doors, windows, and even paper. Some
plants are used for medicinal purposes and to give us cooking oil. Plants are useful in
eliminating pollution from the atmosphere.

Assessment 10 min
Essential questions
students:
1. How do we use plants?
2. Name some things made from plants.
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Method
• Read page 15 of the Students’ Book in the classroom. Brainstorm with the students
to name things made from wood or plants-doors, desks, chairs, pencils, clothes,
paper. The name of the objects will be noted on the board. It will be explained that
wood from trees is also used to make doors, windows, furniture and even small
boats. We also get pencils and paper from trees. The bark of some trees are used to
make medicines, or used as spices. The tree helps in keeping our environment clean.
The students already know that we eat some fruits, seeds, leaves and roots.
• Draw four columns on the board. The headings of each column will be seeds, fruits,
leaves and roots. The students will contribute to this activity.
Assessment
Activity 5, page 15
1. Write 6 points of how plants are useful to us, in your notebooks.
2. Make a list of 3 roots, 3 stems, 3 fruits, and 3 leaves that we eat, to be noted in
notebooks.
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3
Our Body and Healthy Living
Lesson Plan 1
Suggest methods for cleanliness.
Material
a chart showing the different parts of the body
Keywords
shoulder, elbow, mouth, finger, forehead, thigh, knee, calf
Overview
In this lesson, the students will learn the names of the different parts of the body and
how their functions help us in our movements. Students learn how to look after their
bodies through healthy habits.

Assessment 10 min
Essential questions
students:
1. Does everything we see around us have a name?
2. Do we all have names?
Method
• Begin by calling a student to come in front of the class. The parts of the body will
be pointed out and the other students will be asked, turn by turn, to name the part.
Activity 1 on page 17 also can be conducted, so that all the students fully grasp the
names of the different parts of the body.
• The teacher will then discuss the importance of keeping your body clean in order
to stay healthy. Page 18 of the Students’ Book is to be read in the classroom. Some
easy to do habits have been mentioned in Activity 2 on page 18. These habits will be
noted in the student notebooks after each has been discussed in class. The students
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will understand that cleanliness helps them from not falling sick and having
to visit the doctor. It is important to wash hands before eating, after using the
washroom and coming back from school, playing or visiting. The use of a tissue or
handkerchief for wiping the nose or mouth is also a good habit.
• It is also important that we keep our surroundings clean by not writing on the walls
or throwing rubbish/garbage all over the place. It is also important to eat healthy
food which includes fruits and vegetables, go to sleep early at night to get up early in
the morning, take a bath every day and wear clean clothes. It is important to brush
teeth twice a day, and to drink at least eight glasses of clean boiled water.
Assessment
2. Activity 4, page 19 (to be conducted under the supervision of the teacher, who will
help the students to make index cards and allot duties)
1. Use a coloured A-4 size paper to make a list of good habits for your class soft board.
Lesson Plan 2
Discuss the basic needs of human beings. Identify different foods for healthy living.
Material
pictures of foods, some greens, fruits, and vegetables
Keywords
hungry, thirsty, sleepy, tired, dirty, messy, healthy, muscles, cereals, diseases, minerals,
strong, protect, illness
Overview
This lesson discusses the basic needs of humans. Food, water, rest and cleanliness are an
important part of life. If we eat healthy food we will have the energy to work and study.
Water is needed not only to drink but to clean ourselves.
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Assessment 10 min
Essential questions
students:
1. What would happen if we do not eat food and drink water?
2. Why is it important to rest and keep ourselves clean?
Method
• The students to be asked to read page 20 of the Students’ Book in the classroom. Ask
them what are the important things that animals and plants need in order to live?
All living things need food, water, and air. Similarly, human beings also need food,
water and air. We also need to rest when we are tired. We should take a bath daily,
wash our hands carefully, and we must keep our room, house, and surroundings
clean.
• Next, read page 21 of the Students’ Book in the classroom. Enquire from the student,
is it enough to keep clean to be healthy? No, we also need to eat healthy food and
drink lots of water. Students will brainstorm about what they like to eat. Make
two columns on the board: healthy and unhealthy. If the students mention chips,
biscuits, and candies, then note it in the unhealthy column. Milk, chicken, apples,
and potatoes will be noted in the healthy column. The teacher will then explain that
in order to live a healthy life, we should eat healthy foods. The five main food groups
will be noted on the board and the students will help in completing the columns,
like the example given below.
Meat Cereal Fruits Vegetables Dairy

Fish Atta Mango Peas Milk
Chicken Rice Apples Beans Butter
Beef Cornflakes Oranges Potatoes Yoghurt
• The teacher will then tell the students that meat helps the body to grow and build
healthy muscles. Cereals are a good source of energy. Fruits and vegetables provide
us with vitamins and minerals. Dairy products provide us with calcium to help
make strong bones and teeth. Besides these, we must also have eight glasses of water
in a day.
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Assessment
i. Why is it necessary to eat food?
ii. Name some food that comes from animals?
iii. Why is it important to eat meat?
iv. Which foods are a great source of energy?
v. What do fruits and vegetables provide us?
vi. What is important for strong teeth and bones?
2. Make a page in your notebook labelled as Diary. Note down what you ate on each
day of the week. If it was unhealthy write it in the unhealthy food column, and if it
was healthy write it in the healthy column. At the end of the week, you will be able
to find out whether you are a healthy eater or not.
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4
Environment
Lesson Plan 1
Comprehend that the environment is made up of living and non-living things.
Material
picture of location, a beach, a park, a congested bazaar, a playground, an apartment
building, houses in a street
Keywords
environment, living, non-living, humans, surroundings
Overview
An environment is a space, it can be big or small. Introducing environment to the
students, it is important that they understand that environment means the soil, the air,
the animals and the plants. All these things have an impact on all living things.

Assessment 5 min
Essential questions
students:
1. Where would you like to live?
2. Why do you want open spaces around your house?
Method
• Show the pictures of a house on a beach or on a mountain. Where would you like
to live, on the beach or mountain? The class will be asked to raise hands where they
would like to live. Now, why in such lonely places? Because it has beautiful scenery
and it is so peaceful. These were pictures of peaceful environment.
• Show a picture of a noisy bazaar and an apartment building. Who would like to live
here? Very few hands were raised. The teacher will explain that an environment is
made by the people, animals and plants in an area. It is important that as humans we
should try to keep the environment clean so that the animals and plants also stay in it.
• Read page 24 of the Students’ Book in the classroom.
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Assessment
Exercise question 3, page 29
Draw a picture of the surroundings of your home, in your notebooks.
Lesson Plan 2
Understand the importance of clean environment. Keep their neighbourhood clean.
Material
A picture of a clean room and another of a dirty or untidy room
Keywords
blackboard, teaching, reducing
Overview
This lesson focuses on introducing the concept of an environment to the students. An
environment can be big or small. It can be a home, a bedroom, a school, a classroom. All
these places are examples of an environment that the students are acquainted with.

Assessment 10 min
Essential questions
students:
1. What do all living things need?
2. What is an environment?
Method
• Begin by reading pages 24 and 25 of the Students’ Book in the classroom. Ask a
few students questions related to the topic. What is an environment? The student
might answer our home, our school, our classroom, or mention the bazaar, a
cinema, a park. To the class explain that an environment is our surroundings. These
surroundings consist of living and non-living things. All living things have their
own environment. We live inside our homes, while animals live in the forest, desert,
and water. The soil also changes according to different locations, e.g. the sand at
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seaside is different from that in the garden. The air in the city can be polluted but it
is pure in the villages. Living things need a clean environment to survive.
• Your school environment is different to that of your home. The students can discuss
this and then put on the board. A school has many rooms and lots of student. There
are many different kinds of sounds, students reciting, singing, playing and the other
sounds of the surrounding areas.
• On the other hand, a home has fewer rooms and people. The sounds are also
different. It is important that we must take care of the environment, where we spend
most of our time. We should work to keep it clean.
Assessment
2. Have a cleanliness Day in class. Make posters emphasizing on the importance of
having a clean and healthy environment around us. Display these posters neatly a
few days before The Day.
Lesson Plan 3
Distinguish between types of garbage. Understand about the 3 R’s. Recycle garbage by
using the 3 R’s.
Material
Pictures of a garbage dump and a garden. Picture of wet and dry garbage.
Keywords
garbage, pollute, diseases, compost, decay, reduce, reuse, recycle
Overview
The emphasis in this lesson, will be on having a healthy atmosphere, to better improve
the general environment around us. To make a better environment, it is important to
keep it healthy, by practising the three “R’s”—reusing, reducing, and recycling.

Assessment 10 min
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Essential Question
1. How does the environment get dirty?
2. Give ways in which we can keep it clean.
Method
• The students will be shown pictures of a garbage dump and a garden. Which picture
looks nice? The picture of the garden looks better. Why does the garden look good
to the eyes? It looks good as the grass is properly cut and all the flower beds are also
neat with the flowers blooming. The garden is a healthy place to visit.
• The garbage dumps are ugly to look at and unhealthy for the environment as they
have an unhealthy environment, and promote pollution. The garbage dumps are
a source of small insects which spread different kinds of diseases and dirty smells
which pollute the environment. Discuss Activity 5 on page 26 with the students.
• Read pages 27 and 28 of the Students’ Book in the classroom and explain that there
are two types of garbage: wet / dry. Wet garbage comes from the kitchen, and can be
recycled into compost as it decays. Dry garbage are broken pieces of glass, plastic, tin
cans and paper. These do not decay.
• It is important to put and collect garbage according to the three R’s. The teacher
should put the three R’s on the board:
Reduce – Use less
Recycle- Make something new out of waste
Reuse - Use it in some other way
Assessment
1. Have ‘Save the Environment Day’. Students should bring empty jam bottles and old
newspapers. The jam bottles can be painted and decorated to make a vase or a pencil
holder. The old newspapers can be used to make shopping bags. These bags can also
be painted colourfully.
2. Make a poster on A-4 size paper emphasizing on keeping our surrounding clean. To
follow the 3 R’s. Not to pollute the environment by burning garbage in the garbage
dumps.
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5
Water
Lesson Plan 1
Discuss the importance of water. Be informed about the uses of water. Identify the
different sources of water. Determine the characteristics of water.
Material
a glass of water, a thermos of hot water, some ice
Keywords
substances, surface, cooking, bathing, washing, dishes, clothes, oceans, rivers, streams,
springs, solid, liquid, gas
Overview
This lesson will focus on the characteristics of water. It will be explained that water is
used by all living things. Through class discussions, students will learn about the ways
humans use water.

Assessment 10 min
Essential questions
students:
1. How do we clean something?
2. Why do all living things need water?
Method
• Begin lesson by reading page 30 of the Students’ Book in the classroom. Ask
students to name important things, without which we cannot live. Put the answers
on the board. Air, food, and water. Explain that water is the most important liquid
on planet Earth. All living things will die if there was no water.
• The students will be asked what they had done before coming to school. Did you use
water? You washed your hands and face, you brushed your teeth, you took a bath,
and you also drank some water. Some of you might have watered the plants.
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• Plants and animals are similar in that they will die if they do not get water.
• Water is used in factories and even used to make electricity. Where does this water
come from? Ask the students to name the sources that they know. Rain, rivers,
oceans, lakes, and springs. These are natural sources of water. We can get water
from wells, dams and canals. These sources are man-made.
• Ask students, what does water taste like? Does it have a smell? A few students will
taste the water in the glass. No taste. A few students will be asked to smell the water.
No smell. Does it have any colour? No colour. Is it found in all three states of matter?
Yes. The teacher will show the bowl of ice, she will open the thermos to show the
steam and liquid is water. The students will note down these observations in their
notebooks.
Assessment
1. Collect pictures of a river, lake, well, sea, and paste in your notebooks.
2. Exercise questions 3 and 4, page 33
3. Answer the questions.
i. Can electricity be made from water?
ii. Name the sources of water.
iii. Do animals and plants use water?
iv. What are the characteristics of water?
Lesson plan 2
Understand how water reaches their homes. Suggest ways to save water.
Material
chart showing water distribution
Keywords
reservoirs, filtration, cleaned, network
Overview
Students are aware of the different sources of water. In this lesson, student will now
learn that water cannot be used without being treated or cleaned. The water that is
used by us in our homes, passes through various processes to make it clean. Water has
to be conserved, so we should use it carefully, for e.g. by not leaving the taps running
needlessly.
20 1

Assessment 10 min
Essential questions
students:
1. Where does water come from?
2. How does water come into the taps?
Method
• Begin the lesson by asking the students what they use to wash their hands, take a
bath, and wash clothes. They used water, and it came from the tap. How did the
water come into the tap? Read page 32 of the Students’ Book in the classroom, and
then put up the chart about the distribution of water.
• The water from the river is taken to the filtration plant by means of huge water
pipes. In the filtration plant, the leaves, sand and other waste products are removed.
Some chemicals are added to the water to make it clean. It then flows into a network
of pipes to reach our homes.
• A lot of water on the planet is not fit to be used by us, so it is important that we do
not waste it. The teacher will ask the students that how can we save water. Their
answers will be noted on the board.
i. To close the taps after use.
ii. To keep the tap closed when brushing teeth.
iii. To take a five-minute shower or a bucket-bath.
iv. Use the water from washing fruits and vegetables to water the plants.
v. Water can be recycled and used in the gardens.
vi. In this way, the three “R’s” are used–Reduce, Recycle, Reuse.
Assessment
1. Explain how water gets to our taps. Draw the diagram given on page 32.
2. Give 3 ways in which we can save water.
1 21
UNIT 6
Materials
Lesson Plan 1
Understand what materials are. Classify materials.
Material
Things made from material from the ground - clay and metal; Things made from
material from plants - wood and cotton; Things made from material from animals -
leather, silk and wool.
Keywords
materials, natural, leather, plastic, petrol
Overview
The students will be explained that everything that we use is made from one or the other
material. We get materials from plants, animals, and from the ground. These materials
are known as natural material. The natural material is sometimes further processed to
make a newer material, which is known as man-made material.

Assessment 10 min
Essential questions
students:
1. What are walls made of?
2. Why do they need that material?
Method
• Arrange the material brought for display on three tables marked, Ground, Plants,
and Animals. First point to the table marked ground and ask the students if they can
name any other material from this source. Oils and metals. Oils and metals come
from the ground. We use oil to run factories, transport and even in our homes.
Metals are used as steel for buildings and for making pots and pans. Clay is used to
make bricks and flower pots.
22 1
• Now point to table 2 on which things made from plants are kept. The students will
be asked what we get from plants besides fruits and vegetables-wood, cotton fibre
which makes clothes, and rubber.
• The third table has things made from animals-leather, silk, and wool. We even
use feathers to fill pillows and for decorations. All these things are made using the
natural materials.
• When natural material is used to make a new material then it is known as man-
made. For example, we use oil to make plastic and nylon. We use silica sand to make
glass.
Assessment
i. Name the two kinds of materials.
ii. What is natural material?
iii. What is man-made material?
2. Make three columns in your notebook. In one column write down the names of
things made from metal and clay. In the second column write the names of things
made from plants, and in the third column write the names of things made from
animals.
Lesson Plan 2
Explain the properties of materials.
Material
pictures of different materials used for different jobs
Keywords
strong, waterproof, nylon, plastic
Overview
Materials can be classified into hard and soft, waterproof or not and whether it can float
or sink. In this way, certain materials can be combined and used in different ways.
1 23

Assessment 10 min
Essential questions
students:
1. Do all materials have the same property?
2. What would we use to protect ourselves from the rain?
Method
• Show metal scale, a sheet of paper and a piece of cloth. The students will be asked
to touch the objects and say how each item feels when touched. The metal scale is
hard, the paper can be folded, while the cloth is soft to touch. Read page 35 of the
Students’ Book in the classroom, and explain that most things are made of materials.
• Steel and bricks are hard and strong so they are used to build buildings. What
materials are your clothes made of? They are made of cotton cloth. They are made
using cotton fibres, because they are soft and absorbent. They also keep our body
covered. We use cotton cloth during summer to keep us cool, and wool during the
winter to keep us warm.
• There are some materials which are waterproof. They are made from plastic and
protect us from the rain. Can you name two items, which protect us from rain?
Umbrella and waterproof raincoat. Some things are made of materials which can
bend easily like the water pipe in the garden. What is the water pipe made of?
Plastic, nylon, or rubber.
Assessment
1. Make a chart showing objects which are made of man-made material. Display it on
the class soft board.
24 1
7
Heat
Lesson Plan 1
Identify the sources of heat. Discuss how they can protect themselves from heat.
Materials
Picture of the Sun, electric heater, and wood fire. A thermos of hot water and another
with cold water. 2 cups, a candle, and a match box.
Overview
The students will be introduced to the Sun being the most important source of heat.
We also have other sources of heat for example, electricity, gas, wood and coal. Take
protection from the heat of the Sun, by using an umbrella as a shade.
Keywords
electricity, natural, produced, rubbing, stones, burning

Assessment 10 min
Essential questions
students:
1. What is the most important source of energy?
2. Why is heat important?
Method
• Take two Thermos and place them on the table with the two cups. The students will
be asked to watch carefully. Water will be poured in one cup, call a few students to
the table. They will first touch the empty cup. It will be cold. Then the cup with hot
water is to be touched. It will be hot. Heat is an energy which can be transferred to
anything cold.
• What is the most important source of heat? The Sun is the most important source
of heat. What other sources of heat energy are there? Wood, coal, gas, and electricity
1 25
are the other heat sources. Read page 37 of the Students’ Book in the classroom. By
rubbing two solid objects heat is produced. The Sun rays heat the land, water and air.
• Light a candle and ask the students to place their hand near it, to feel the heat. They
will also be told to rub their hands and place them on their cheeks to feel if the
hands have become warm (Activity 1, page 37).
• Can we feel the heat of the Sun? Yes, we can. We can also protect ourselves from the
heat by using an umbrella, or the shade of a tree.
Assessment
Answer the questions.
i. Name some things which give us heat.
ii. How is heat produced by rubbing two objects together?
iii. Can the Sun’s heat warm the land, air, and water?
iv. Name two objects which give us shade?
v. Does burning wood/coal/paper give us heat?
Lesson Plan 2
Explain the relationship between heat and distance. Understand the uses of heat.
Material
hairdryer, electric heater, iron, electric burner
Keywords
closest, farthest, stove, sources, winter
Overview
The students already know about heat energy. In this lesson, they will learn how heat
energy is transferred. A fire can be used to explain how heat is transferred, as those close
to the fire are warmer than those who are further away from it. They will understand the
different ways heat is used.

Assessment 10 min
26 1
Essential questions
students:
1. Who will be warmer, the person sitting closest or the farthest?
2. What other sources of heat are there?
Method
• First arrange the class in rows, then turn on the electric heater. Ask which students
felt the heat first, the ones nearest to the heater or the ones who were further away
from the heater? The students further away will not feel the heat.
• Read page 37 of the Students’ Book in the classroom. Heat is used in many different
ways in our daily life. The students will be asked to sit in pairs and make a list of
other sources of heat in our daily life. Wood, coal, gas, and electricity. Solar energy
can also be used.
• Brainstorm with the students about the uses of heat. Heat is used for cooking,
heating, drying, sterilizing, and many kinds of industry.
Assessment
2. Draw pictures in your notebooks of how we use heat in our everyday life.
1 27
UNIT 8
Force
Lesson plan 1
Define force. Explain the difference between heavy and light objects.
Materials
a toy car, a box, a board duster, a few marbles
Keywords
light, heavy
Overview
This lesson will clear the concept of force. Force is when we push and pull things in order
to cause movement. The students will also understand that a heavy object will require
greater force than a lighter object.

Assessment 10 min
Essential questions
students:
1. Do all the things weigh the same?
2. What did you use to push the door open?
Method
• Enter the classroom, push the door to close it. After a few minutes, the door will
be pulled to open it. Ask students, what has been done? The door was pushed and
pulled.
• Read page 40 of the Students’ Book in the classroom. Explain to the students that
pushing and pulling actions are used to apply force. The students will be asked to
push their desk forward and pull their chairs nearer. What did you do? We applied
force. Every time we move an object, force is applied to move it. Living things can
move but non-living things can’t move. In order to move them, we apply force.
• Do Activity 1, page 40 in class with the students.
28 1
• The teacher will ask a student to push the toy car. Was it easy to push? Yes. Now
push this big box. Was it easy? No. The car was small so it moved easily, the box was
heavy that is why it was difficult to push. Things that are light move easily, while
things which are heavy, as they require more force.
Assessment
1. Activity 2, page 40 (to be done under the supervision of the class teacher)
5. Push a chair. Now try to push a big table. Make a note of your findings in your
notebooks.
Fill in the blanks
i. Pushing and pulling is _________.
ii. We use ________to move our body.
iii. A non-living object _________by itself.
iv. We need_________ force to move heavy objects.
v. We need _________force to move light objects.
Lesson Plan 2
Understand that force changes direction.
Material
sports materials like ball, bats, racquets
Keywords
change, directions, towards
Overview
Understanding that force can be used to change the direction of a moving object.
Explore these possibilities with the students in the playground.

Assessment 10 min
1 29
Essential question
students:
1. Can a cricketer or a footballer change the direction of a ball?
2. What can cause change in the direction of a free-flying piece of tissue paper?
Method
• Take some sports material to class. The students will be divided into teams. One
group will get the cricket bat and ball, the other the football and the last group will
get the racquets and tennis ball. Explain to them that they have to observe what they
did with the ball. How the players changed the direction of the ball while playing.
How was the ball saved from the goal? How did the bowler bowl the ball to change
the direction it would go?
• The students will read page 41 of the Students’ Book in the classroom. The
students will then write what they had observed, during the earlier activity, in their
notebook.
Assessment
30 1
9
Light
Lesson Plan 1
Understand the nature of light. Define and explain transparent and opaque objects.
Material
a candle, matchbox, torch, lamp, card paper eye mask, clear cellophane sheet
Keywords
natural, artificial, torch, candles, transparent, opaque
Overview
The students should have an understanding that they are able to see because there is
light. We can see in the day with the help of the Sun and at night with electricity. There
are some objects that allow light to pass through them: they are known as transparent.
Opaque objects are those through which light cannot pass.

Assessment 10 min
Essential questions
students:
1. Can you see through a door or the window?
2. How do we see in the dark?
Method
• Enquire from a few students, Are you able to see in the dark? No. What can help you
to see? Light helps us to see. Read page 43 of the Students’ Book in the classroom.
Explain to the students that in the day the Sun is shining so it is easy to see. The
Sun provides us with natural light. The Moon and the stars also shine at night. The
Moon and the stars also provide natural light at night. During the night we also use
the light bulb, candle, torch, and even a wood fire to give us light.
1 31
• Distribute bands made of card paper and a piece of clear cellophane. All the
students cover their eyes with the band. Can you see through it? No. Take the band
off, see through the clear cellophane. Can you see now? Yes. The card paper band
was opaque, that is why you could not see through it. You could see through the
clear cellophane because it was transparent. Objects through which light can pass
through are called transparent. An object through which light cannot pass is known
as opaque. Ask the students to name some opaque things present in the classroom.
Door, desk, ruler, school bag books.
Assessment
i. How do we see during the day?
ii. Name some artificial lights which we use at night?
iii. What is the natural source of light in the night?
iv. What objects can light pass through?
v. Can light pass through paper, metal, and wood?
2. Draw two objects which are transparent and two objects which are opaque.
Lesson plan 2
Understand the relationship between light and distance.
Describe how shadows are formed. Identify time through shadow position.
Material
a candle, a torch
Keywords
required, difficult, easier
Overview
The students have understood that light travels in a straight line. Shadows are formed
when the light rays are blocked. Shadows can be used to tell the time by using the
sundial or by the movement of the Sun in the sky during the day.
32 1

Assessment 5 min
Essential questions
students:
1. Do you know how shadows are formed?
2. When does the length of the shadow become long?
Method
• Conduct activity 4 on page 44. Darken the classroom and light a candle. Ask the
students to read page 44 of the Students’ Book in the classroom. The students sitting
close to the candle will be able to read their books. The students sitting away from
the candle will face difficulty in reading. This demonstrates that with a source of
light near, it is easier to see. If the light is far, it becomes difficult.
• Remind the students that they could see through the transparent cellophane sheet
but not through the opaque band. When light falls on an opaque object it bounces
back. Read page 45 of the Students’ Book in the classroom. Explain to the students
that a dark image is made in front or back of the object. This image is called a
shadow.
• The sunlight causes shadows during the day. The shadow in the morning and
evening will be long because the Sun is farther away. At noon the shadow is short as
the Sun is overhead. In the morning the shadow will fall In front of the object. In the
evening the shadow will fall at the back of the object.
Assessment
1. Activity 5 and 6, page 45
i. Can transparent objects make a shadow?
ii. What is a shadow?
iii. Are shadows of the same shape as the object?
iv. Where does the shadow fall?
1 33
v. When are shadows longer in the Sunlight?
vi. Why are shadows short at Noon?
34 1
10
The Earth and the Universe
Lesson Plan 1
Understand the Solar System. Grasp concepts about Earth, Sun, Moon, and stars.
Material
A chart showing the planets of the Solar System.
Keywords
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Solar System, planets
Overview
The students will learn the names of the eight planets, and remember the order of the
planets, nearest to the farthest from the Sun. Learn about the Earth, Moon and the stars.

Assessment 10 min
Essential questions
students:
1. What is the shape of a ball?
2. What is the yellow ball in the sky during the day?
Method
• Begin lesson by reading pages 50 and 51 of the Students’ Book in the classroom.
Explain that the yellow ball we see during the day, it gives us light and heat is the
Sun. The other planets like the Earth also move around the Sun. They all appear
round. The Sun and the Planets with their moons make up the Solar System. The
names of the Planets are written closest to the farthest to the Sun. The planet we live
on is the Earth, it is the third in the Solar System. The surface of earth is covered
three fourth by water. The other planets beginning from closest to the Sun are
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Do Activity 1 in
class.
1 35
• Read page 52, and explain that the Sun is a Star. It has its own light. It is millions of
miles away from the Earth. All the planets move around the Sun. It looks like a very
bright, yellow coloured ball from the surface of the earth.
• Some stars are bigger than the Sun, but because they are so far away from the Earth,
they look so small.
• Moon does not have its own light, it reflects the light of the Sun. The Moon goes
around the Earth. It looks silvery at night.
Assessment
Exercise questions 1 and 2, page 56
1. Draw the diagram of the Sun and the 8 planets given on page 49.
2. Write the names of the 8 planets in your notebooks. Learn the spellings of these
names.
4 . Write a few lines about the Sun.
5. What do you know about the Stars? Write 3 things about them.
Lesson Plan 2
Understand why we see different shapes of the Moon during a month.
Material
chart showing the different shapes of the Moon
Keywords
round, coin, half-circle, reflect, different, complete, crescent
Overview
To help clear the concept of the Moon revolving around the Earth. It is for this reason
that we get to see different shape of the Moon during the month. The Moon does not
have its own light. The moon reflects the light of the Sun.

Assessment 10 min
36 1
Essential questions
students:
1. What is the silver coin in the sky at night?
2. What is the shape of the Eid moon?
Method
• Read Page 52 of the Students’ Book in the classroom. Why is it so difficult to see
the new moon before Eid? It is too small. The moon looks like a silver ball or a coin
during the full moon. It appears as a banana as the moon begins to get smaller.
When it rises as a new moon again, it appears as small as a cut fingernail.
• Explain that the moon revolves around the Earth and that is why we see different
shapes during a month. It takes the moon 30 days to go around the Earth. The part
of the moon facing the Sun shines, as the moon doesn’t have light of its own. The
new moon is called a Crescent.
Assessment
Activity 2 and 3, page 53
i. What does the full moon look like?
ii. What does the Moon revolve around?
iii. Does the Moon have its own light?
iv. Which part of Moon do we see?
v. What does a half moon look like?
vi. What is the crescent?
Lesson Plan 3
Discuss the phenomena of day/night.
Materials
a globe, a torch
Keywords
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Axis, revolves
1 37
Overview
This lesson explains the concept of the Earth rotating on its Axis which causes the phenomena
of Day and Night.

Assessment 10 min
Essential questions
students:
1. When does the Sun shine?
2. What shines at night?
Method
• Bring and place globe on the table and ask the students to come closer to the table. A
lit torch will be pointed at globe, the part that it shines on is bright, while the other
side is dark. Now explain that the Earth is like a ball. It revolves around the Sun, but
at the same time, it rotates on its own Axis.
• Rotate globe to show how the Earth rotates on its axis. The part of the Earth that
faces the Sun has day and the other part which does not get the sunlight has night.
A new day begins with the rising of the Sun and ends with the setting of the Sun.
Seven days and nights make a week. There are 24 hours in a day.
Assessment
Activity 4, page 54
Write the names of the days of the week in your notebook.
38 1
Answer to the Exercises
Unit 1
i. Why do animals need body coverings?
To keep warm and for protection.
ii. Give two examples of animals which have hair on their bodies.
Bear and cat
iii. Where do lions and bears live?
Lions and bears live in dens.
iv. What do giraffes do when they have to call their young ones?
They whistle.
v. Why does a camel have flat feet?
So that the camels feet do not sink in the sand.
2. Write true or false.
i. True
ii. False
iii. True
iv. False
v. False
3. Who am I?
i. Frog
ii. Fish
iii. Horse
iv. Parrot
4. Draw your favourite animals in the space given. Answer depends on the students.
Unit 2
i. Seeds turn into new plants.
ii. Shrubs are plants which are short with many branches.
iii. A trunk is the stem of a large tree
iv. Carrots
1 39
v. The leaf is responsible for catching sunlight for the plant.
2. Label this diagram with the help of the figure on page 12. Refer to the Students’
Book.
3. Circle the correct answer.
i. fruit
ii. roots
iii. coconuts
iv. cloth
v. medicine
Unit 3
1. Write the names of five neat and tidy places in your school.
i. Principal’s office
ii. school hall
iii. library
iv. computer room
v. nurses room
2. What do you do to keep your school clean?
i. to throw waste paper in the dustbin
ii. not to throw chewing gum on the floor
iii. to put pencil shavings in the dustbin
3. Write the names of five main groups of food.
i. meat
ii. cereal
iii. fruits
iv. vegetables
v. dairy
4. Write true/false.
i. True
ii. False
iii. True
iv. True
v. True
5. Label the different body parts using the boxes. Refer to page 17 of the Students’
Book.
40 1
6. Fill in the blanks.
i. food
ii. hands
iii. handkerchief
iv. boiled
v. basic
vi. sleep
Unit 4
i. What is an environment?
The surroundings we live in is our environment.
ii. Name a few non-living things which make up an environment.
The soil, air, water are the non-living part of an environment.
iii. Name two types of garbage.
Wet garbage and dry garbage.
iv. What is meant by ‘recycle’?
Recycling means reusing some dry garbage.
v. How can you reduce the use of paper?
Paper can be used to make paper bags.
2. Fill in the blanks using the words given below.
i. animals
ii. school
iii. tidy
iv. reduce
v. wet
3. What are some ways in which you can make your home environment better?
i. To keep our own house clean and tidy by keeping things in their right place.
ii. Not to throw rubbish on the street.
iii. Not to disturb others by playing loud music or playing outside.
Unit 5
i. How do we use water in our homes?
We use water for washing, cooking, drinking and bathing.
1 41
ii. Write three natural sources of water.
Spring, river, lakes.
iii. Compare water with a soft drink and write their characteristics.
Water has no smell, taste or colour. A soft drink has a flavour, smell and colour.
iv. Why is water taken into filtration plants?
Water is taken to filtration plants for removing the impurities in the water.
v. Why do you think it is important to avoid wastage of water?
Only 1% of all the water on Earth is fit for drinking.
i. 71%
ii. water
iii. life
iv. cook
v. factories
i. False
ii. False
iii. True
4. List three ways in which water is used by you in your daily life.
i. for cooking
ii. for bathing
iii. for drinking
Unit 6
i. What is everything around us made of?
It is made of material.
ii. Is cotton a natural or man-made material?
Cotton is a natural material.
iii. Why do you think umbrellas are made of nylon?
Umbrellas are made of nylon because they are water-proof.
iv. Which material is used to make a table?
Wood is used to make a table.
v. Why is brick used to build a wall?
Bricks are hard and strong.
42 1
2. Fill in the blanks:
i. natural
ii. trees
iii. ground
iv. cloth
3. Write true / false:
i. False
ii. False
iii. False
iv. True
v. True
4. Things made from man-made or natural material.
Man-made Natural
Plastic Wood
Paper Leather
Glass Stones
Unit 7
i. Where do we get heat from?
We get heat from the Sun, wood, coal, gas, and electricity.
ii. Name three things which produce heat.
Wood, coal, gas
iii. Besides fibreglass what else can protect us from heat?
Shade of the tree.
iv. What do we use in winter to keep ourselves warm?
We use woollen clothes and a Heater.
v. How can we get heat from wood?
We get heat from wood by burning it.
i. True
ii. True
iii. False
iv. False
1 43
3. Write five ways to keep yourself warm in winter.
i. Wear a sweater.
ii. Use a blanket.
iii. Drink hot milk.
iv. Turn on heater.
v. Make a wood fire.
Unit 8
i. Do objects move by themselves?
No, objects cannot move by themselves.
ii. What do we do to move objects?
We push or pull them.
iii. What do we do to stop a moving object?
We change its direction.
iv. What is force?
Force is pushing or pulling.
v. Can a non-living object move by itself?
No, it cannot move itself.
i. False
ii. False
iii. False
iv. True
v. True
3. Make a chart of things that you could move by lifting, pushing, or pulling it. Answer
depends on the students but a sample is given below.
Lifting Pushing Pulling

1 school bag stroller curtain
2 chair trolley toy car
3 table swing box
4 toy door chair
44 1
4. Mention which action is pull and which is push
i. push
ii. pull
iii. push
iv. pull
v. push
Unit 9
i. What is natural light?
Natural light is the light of the Sun.
ii. What are the two sources of light at night?
Light bulb and gas light
iii. What are transparent objects?
Transparent objects are those through which light passes through.
iv. What are opaque objects?
Opaque objects are those through which light does not pass through.
v. What is the shape of the shadow?
The shape of the shadow is the same as the object.
2. Make a list of transparent and opaque objects. The answer depends on the students
but a sample answer is provided below.
Transparent Objects Opaque Objects

Glass bottles Wooden door
Window panes Steel door
Clear plastic covers Thick cloth
Water Leather
Lenses of glasses Stone
Glass pot covers Bricks
i. True
ii. True
iii. False
iv. True
v. True
1 45
i. transparent
ii. longer
iii. shorter
iv. opaque
v. two
5. Draw some sources of light. Refer to page 43 for ideas.
Unit 10
i. What looks like a round ball of fire and can be seen in daytime?
The Sun looks like a round ball of fire.
ii. What looks like a white ball and can be seen at night?
The moon looks like a white ball in the night.
iii. Which planet do we live on?
We live on the planet Earth.
iv. Why do stars appear small to us?
The stars look small because they are very far away from the Earth.
v. On which days of the week do you have holidays from School?
Saturday and Sunday.
i. True
ii. True
iii. False
iv. True
v. False
i. seven
ii. round
iii. reflects
iv. eight
v. three-fourths
46 1
Notes
1 47
48 1
1 49
50 1
1 51
52 1

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New Get Ahead

Division of syllabus into three terms vi

Unit 1 Living Things – Animals 1

Unit 2 Living Things – Plants 6

Unit 3 Our Body and Healthy Living 11

Unit 10 The Earth and the Universe 35

Answer to the Exercises 39

Teacher notes in Urdu 52

How to Approach New Get Ahead Science

Contents and Sequence of the Teaching Guide

Teaching Strategies as per General Science National Curriculum

Assessment Strategies as per General Science National

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Meat Cereal Fruits Vegetables Dairy

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Exploring knowledge through essential questions 5 min

Lifting Pushing Pulling

Transparent Objects Opaque Objects

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