D Primary Standard

SCIENCE
For Class 1

 Division of Syllabus into three terms

 Teacher‟s Guide
 Fully Solved Exercises
 Model Papers
 Table of Contents
Sr. No. Description Page No.
1. Division of Syllabus 2
2. Unit # 1 3
3. Unit # 2 12
4. Unit # 3 20
5. Unit # 4 24
8. Model Paper (First term) 28
11. Unit # 5 33
12. Unit # 6 44
13. Unit # 7 55
14. Unit # 8 57
17. Model Paper (Second term) 59
20. Unit # 9 66
21. Unit # 10 70
22. Model Paper # 1 73

Division of Syllabus
1st Term
Unit # 1…My Body
Week 1, Week 2, Week 3
Unit # 2…Food
Week 4 Monthly Test / Revision of Unit # 1 & 2
Monthly Test, Unit # 3…Health Care
Week 5, Week 6, Week 7
Week 8, Week 9 Unit # 4…Plants around us, Revision of Unit # 3 and 4
Week 10 Final Test

2nd Term
Week 1, Week 2, Week Unit # 5…Animals around us
3, Week 4 Unit # 6…Objects around us
Week 5 Monthly Test / Revision of Unit # 5 & 6
Week 6, Week 7, Week Unit # 7…Earth
8, Week 9 Unit # 8…Objects in the Sky
Week 10 Monthly Test / Revision of Unit # 7 & 8

Week 11, Week 12, Revision of Unit # 5 & 6

Week 13 Complete Revision of 2nd Term
Week 14 Final Test

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 3rd Term
Week 1, Week 2, Week 3 Unit # 9…Seasons, Unit # 10…Weathers
Week 4 Revision of Unit # 9,10
Week 5 Complete Revision of 3rd Term
Week 6 Complete Revision of 2nd Term
Week 7 Complete Revision of 1st Term
Week 8 Final Examination
Unit #1: My Body
Lesson # 1
SLOs: Name major parts of the human body.
Identify the functions of various body parts. (part-1)
Teaching objectives: Make students able to:
 name and label the main parts of their bodies
 identify and discuss the functions related to the parts
Key Words: Eyes, nose, ears, tongue, neck, shoulders, chest, hands.
Materials and Preparation:  2 Brown papers  1 bold marker  1 scotch tape
Introduction & Presentation: (10 minutes)
 Welcome the students in science lesson. Elicit some ideas what do they think science is? Provide
clues if needed. Tell them that Science is the study of the world around us. We will begin it from
ourselves. Ask them to look at their fellow sitting next to them. Ask them to identify
How they both are similar? How they are different from each other?
 Take responses from the students after observation. Write all their responses on board. For
example they all got two eyes, one nose, two ears, lips, two shoulders, two hands, ten fingers,
two legs, and two feet.
 Then talk about the differences. Tell them that they have different hair colour, eye colour,
skin, height, and weight.
 Introduce the topic that today they are going to learn about the body parts and how do they help us.
Application/Activity: (20 minutes)
 Call a volunteer for the activity. Trace the outline of the volunteer on a brown sheet and paste
it on the board. Now call students one by one and ask them to draw and label hair, eyes, nose,
ears, lips, shoulder, chest, hand, finger, leg, knee, and foot.
 Point to each body part and discuss its function.
Parts of Body Function
Hair This covers the head and much of the body.
Eyes These enable us to see.
Ear These enable us to hear.
Nose This enables us to breathe and also smell things.
Neck This supports our head and enables us to move it.
Arms These help us to move and hold things.
Hands A hand has four fingers and one thumb; the hands are used to hold
and touch things.
 Ask any volunteer to read from page 3 and 4 of the textbook. Help them in correct
pronunciation where needed.
 Ask students to complete the activity given on page # 8. Move around the room and make
sure students are carrying out the activity. Help them if needed.
Video: To reinforce the body parts use the following video
[Link]

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 Game: Students can play Hangman for the spellings of body parts
[Link]
Assessment: (5 minutes)
Review the lesson by asking the following questions:
1. Which part of the body enables us to see? 2. How many eyes do we have?
3. Which part of the body enables us to hear? 4. How many ears do we have?
5. Which part of the body enables us to breathe and smell? 6. How many noses do we have?
7. Which part of the body enables us to move and hold things? 8. How many hands do we have?
9. How many fingers we have in our hand? 10. How many knees do we have?
Closing: (5 minutes)
 Wrap up the lesson by revising the main points of the lesson. Revise the body parts and their functions.
Homework: write the names of body parts you know about.
Lesson # 2
SLOs: Name five senses.
Identify the sensory descriptions of each of the five senses (sight: bright, dim and recognize colours)
Teaching objectives: Make students able to:
 Identify the sense of sight which enables us to see things
 Discuss the eye and its functions related to the sense of sight
Key Words: Eye, colour, shape, size
Materials & Preparation:  1shoebox  1 ball  1 scotch tape  1 blindfold
Introduction & Presentation: (10 minutes)
Revise the previous lesson by asking some questions from the topic. Check the assigned homework.
Put the ball in the shoe box and seal it with scotch tape. Pass the box with ball around the room. Ask
students to guess what is in the box. Take responses from them once they all have done the activity.
Now open the box and show it to students. Appreciate the ones who responded correctly. Ask others
why they were not able to make a right guess. Relate it to the fact that we need to use our senses to
observe the things around us. We have five senses. Enlist the five senses on board. Sense of sight is one
of the senses. Eyes help us in sense of sight. Write sense of sight and eye on the board.
Brainstorm the ideas how our eyes help us to see. It help us to know about size, shape, colour
and texture of an object Responses must relate to colours, shape, and size.
Video: To give further input and practice, use the video.
[Link]
Application/Activity: (20 minute)
 Blindfold a student. Place a book somewhere in the classroom. The other students should
guide the blindfolded student towards the book. On the completion of the activity, discuss the
colour, shape and size of the book to make students understand the use of sense of sight.
 After the activity talk about how difficult it is to move if we cannot use our eyes. Talk about
people who are blind and the difficulties they face trying to locate objects and places.
 Ask students to read about the eye on page 5 of the textbook. The teacher will explain the
page 5 (Sense of sight portion) and will further add by saying that we use sense of sight
to see the shapes, distance, movement, and color by our sense of sight.
 The organ for the sense of sight is the eye, about the shape of a ping-pong ball. The eye
alone cannot make sight possible. It works with the brain and needs light to see.
 Use the attached worksheet for the practice of sense of sight.
Work Sheet: Your Sense of Sight
You use your eyes to see things. This is your sense of sight.
Look at each picture. Circle the pictures that you can see but you cannot touch.

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Assessment (5 minutes) : Review the lesson by asking the following questions.
1. When you wake up in the morning, what are the first things you see?
2. Which part of the body help you to see? 3. What can you see right now?
4. How can your sense of sight keep you safe?
Closing: (5 minutes) Wrap up the lesson by sharing the main points of the lesson.
Homework: Observe and write about two things at their homes in terms of their colour, shape,
and size and share it in their next class.
Lesson # 3
SLO: Identify the sensory descriptions of each of the five senses (smell: pleasant, unpleasant)
Teaching objectives: Make students able to: identify the sense of smell that enables us to
differentiates different smells around us.
Key Words: Nose, pleasant smell, unpleasant smell
Materials and  4 Small Plastic jars  Papers to wrap the cups  Apple/Guava
Preparation:
 Pickle  Flower  Black Pepper
Introduction & Presentation (15 minutes) : Ask students to name the five senses.
 Ask students to describe the scents (smells) they remember from the zoo, school lunch room,
park, and the kitchen at home.
 Record all the responses on the board.
 Go over the smells and ask students to identify them as good smell or bad smell.
 Make them elaborate the reasons why they like some and do not like others.
 Choose a volunteer to read the text about „Sense of Smell‟ given on page # 5.
 Explain and elaborate the text on page # 5 (sense of smell).
Application/Activity: (15 minutes)

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Place the mentioned items that have different smells in each cup. Cover the plastic cups with
paper all around. Make small holes in the lids. Students should smell and predict what is inside
by smelling. Display the contents of the jars once they have made guesses.
After the activity the teacher will explain that the nose is the sense organ for smell. We also use
it for breathing. Good smells are considered as pleasant and bad smells are said unpleasant
smells. Ask students to work in pairs and list five different objects that have distinctive smells,
e.g. onion, lemon, banana, etc. Take responses after the activity.
Use the attached worksheet for the sense of smell for the reinforcement of the lesson.
Work Sheet: Your Sense of Smell
You use your nose smell things. This is your sense of smell.
Look at each picture. Circle the pictures that show things you can smell.

Assessment (5 minutes) : Review the lesson by asking the following questions.

1. When you wake up in the morning, what are the first things you smell?
2. Which part of the body helps you to smell?
3. How can your sense of smell keep you safe? 4. What do you like to smell?
Closing (5 minutes) : Wrap up the lesson by highlighting the main points of the lesson.
Homework: How do the following things smell?
Ginger, garbage, dirty socks, perfume, rose, biryani
Lesson # 4
SLO: Identify the sensory descriptions of each of the five senses (hearing: loud, soft, high, low)
Teaching objectives: Make students able to: identify the sense of hearing that enables us to hear
 differentiate in loud and soft sounds around us.
Key Words: Ear, loud, soft Materials and Preparation: Not required
Introduction & Presentation (10 minutes): Ask students to name the five senses.
 Ask students to close their eyes and try to hear the different sounds from in and outside of the classroom
(sound of birds, vehicles on road, some sounds in the class, sound of period bell etc.)
 Take responses and note them down on the board.
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  Make them differentiate in loud and soft sounds. Relate it to the fact that some sounds are
pleasant to our ears and some are unpleasant.
 Ask a volunteer to read the text about sense of hearing from the book.
 Explain and elaborate the text on page # 5 (sense of hearing).
Application/Activity: (20 minutes) The students should sit with their backs towards the teacher.
They should guess the sounds the teacher makes with different objects. The sounds can be produced for
example by pouring water from a jug, knocking at the door, turning the pages of a book, dropping the
board duster, writing on the board with chalk, etc. Every time teacher makes a sound students will guess
it. After the activity the teacher will explain that we use our ears to hear sounds. When sound reaches our
ears, our brain makes it sense to us. People who cannot hear are said to be deaf or hearing-impaired. They
use a small machine called a hearing aid to help them hear. Ask students to make pair with the student
sitting next to them. They will discuss and enlist five pleasant and five unpleasant sounds in their
notebooks. Take responses from the pairs after the activity.
Use the attached worksheet for the reinforcement of the topic.
Work Sheet: Your Sense of Hearing
You use your ears hear sounds. This is your sense of hearing.
Look at each picture. Circle the pictures that make sounds that you hear.

Assessment (5 minutes): Review the lesson by asking the following questions.

1. When you wake up in the morning, what are the first things you hear?
2. Which part of the body help you to hear or listen?
3. How can your sense of hearing keep you safe? 4. Which sounds do you like the most?
Closing (5 minutes) : Wrap up the lesson by sharing the main points of the lesson with students.
Homework: Ask them to identify three pleasant and three unpleasant sounds from their
neighbourhood and share it in the next class as their homework.
Lesson # 5
SLO: Identify the sensory descriptions of each of the five senses (taste: sweet, sour, bitter, salty)
Teaching objectives: Make students able to:
 identify the sense of taste that enables us to differentiate in different tastes.

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Key Words: Tongue, sweet, sour, bitter, salty
Materials & Preparation:  4 Apples  4 TUC biscuits
 Small quantity of coffee powder  Lemon/Chilli Milli  Paper Plates
Introduction & Presentation: (10 minutes)
 Ask students to name the five senses.
 Ask students to share their favourite foods. List all the foods on the board.
 Ask students why do they like this food item? And how does it tastes?
 Record the taste of the food in front of each food item.
 Relate it to the sense of taste by asking the question that what helps them in identifying
the taste of the food?
 Choose a volunteer to read the text about „Sense of Taste‟ from page # 6.
 Explain and elaborate the text on page # 6 (sense of smell). Extend it to the fact that sense of
smell and sense of taste are closely related to each other. Anything that smells good tastes good.
Application/Activity (20 minutes) :Arrange all the food materials in paper plates. Divide the
students in groups of 5. Distribute one plate to each group. Ask students to taste the food items
one by one. They will discuss and decide which of them are sweet, salty, bitter, and sour.
Make a taste table on the board. Take responses from the groups and record them on the board.
Sweet Salty Bitter Sour
After that activity the teacher will explain that we use our tongue to taste things. There are
four types of tastes. These are sensed by taste buds on the tongue. Without this sense the food we eat
would be tasteless. Ask students to work in groups and list five food items that are bitter, sour, sweet,
and salty. Move around the room and make sure students are carrying out the activity. Provide clues
if they need help. Ask groups to share their work with the class. Appreciate the good work.
Use the attached worksheet for the sense of taste for the reinforcement of the lesson.
Work Sheet: Your Sense of Taste
You use your tongue to taste things. This is your sense of taste.
Look at each picture. Color the pictures that would taste sweet if you tasted them.
Circle the pictures that would taste salty if you tasted them.

Assessment: (5 minutes)
Review the lesson by asking the following questions from the students.

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 1. When you wake up in the morning, what are the first things you like to eat or drink?
2. Which part of the body helps you to taste the different food items?
3. How can your sense of taste keep you safe?
4. Which fruit or food does you like the most?
Closing (5 minutes) : Wrap up the lesson by highlighting the main points of the lesson.
Homework: Assign homework from the exercise.
Lesson # 6
SLO: Identify the sensory descriptions of each of the five senses (touch: hard, soft, touch, cold,
warm, hot)
Teaching objectives: Make students able to:
 identify the sense of touch that enables us to feel the things
 classify things as hard or soft, cold or hot around us.
Key Words:
Skin, hard, soft, smooth, rough cold, hot
Materials & Preparation: 1Medium sized cloth bag
 1 small cotton roll  1 hard ball  1 small stuff toy
 1 plastic/metal spoon  10 ice cubes  1 small plastic cup
Introduction & Presentation: (15 minutes)
 Ask students to name the five senses.
 Put all the objects in the cloth bag except ice cubes and small plastic cup.
 Ask volunteers to come forward and try to guess what is in the bag by touching them.
 Encourage them to use the key words soft and hard to describe the objects inside the bag.
 Direct their responses towards the sense of touch which helps them in identifying the soft
and hard objects.
 Write soft and hard on the board as key words.
 Circulate the bag around the room so rest of the students can touch the objects too.
 Select a student to read aloud the text about „Sense of Touch‟ given on page # 6.
 Explain and elaborate the text on page # 6 (sense of touch).
Application/Activity: (15 minutes)
 In small groups, ask students take turns to touch the different objects present in the
classroom and tell how do they feel.
 They should describe the textures as smooth and rough.
 Write smooth and rough on the board to make students identify the word.
 Ask students to rub their hands together. After rubbing ask them to touch their hands on
their cheeks. Ask them how do they feel? Encourage them to use the word hot.
 Place ice cubes in the plastic cup and move around the room to make students touch it.
 After the activity, ask them how does the ice feel? Encourage the use of word cold.
 Note the words hot and cold as key words on board.
After that activity the teacher will explain that the skin is the outermost part of the body.
It covers the whole body. It is sensitive to touch, cold or heat, and pain. We feel these through
our skin. The skin of our fingertips is more sensitive to touch than any other area of the skin and
through them we can feel smooth or hard surfaces, hot and cold objects, etc.
Game: Play the online game for the assessment of senses
[Link]
Work Sheet:
Your Sense of Touch

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You use your hands to feel things. This is your sense touch.
Look at each picture. Circle the pictures that would feel hard if you touched them.
Color the pictures that would feel soft you touched them.

Assessment: (5 minutes)
Use the last worksheet for the assessment of senses.
Review the lesson by asking the following questions.
1. When you wake up in the morning, what are the first things you like to feel or touch?
2. Which part of the body helps you to touch or feel the different things around?
3. How can your sense of touch keep you safe?
4. How can you differentiate between rough and smooth things?
Closing: (5 minutes)
 Wrap up the lesson by revising the main concepts of the lesson.
Homework: How do following things feel when you touch it?
Glass table, pillow, door, book cover, floor, a stem
Lesson # 7
SLOs: Name major parts of the human body.
Identify the functions of various body parts. (part-2)
Teaching objectives: Make students able to:
 identify the hands, knees, and legs as important parts of body
 understand the functions they perform with hands, knees and legs
Key Words: Hands, Legs, Knee

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Materials & Preparation: 1 Plastic ball
Introduction & Presentation: (10 minutes)
 Brainstorm the functions students perform with their hands and legs.
 Encourage them to use the words like holding, playing, lifting, and moving as the
functions of hands.
 Encourage the use of walking, running, jumping, and playing as the functions of legs.
 Ask students the role of knee in their legs. Direct their response to the fact that it helps us
in bending our leg. It helps us in sitting and offer prayer.
 Select a student to read aloud the text about „Hands, Knee, Legs‟ given on page # 6& 7.
 Explain and elaborate the text on page # 6& 7 (sense of touch).
Application/Activity: (20 minutes)
 Demonstrate the different functions our hands, leg and knee perform.
 Use the ball to play the game „catch and throw‟ to tell how our hands help us in holding and
throwing things.
 Call a volunteer to push and pull a chair in front of the class and relate it as the function of hands.
 Practice some exercises like walking, jumping, skipping and pretended running to tell the use of
legs. Students will perform the actions on their seats or you may take them in the playground.
 Extend the activity of exercise with the function of knee and tell it helps us in all functions
related to legs.
Game: Students can play Hangman for the spellings of body parts
[Link]
Work Sheet:

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Assessment: (5 minutes)
Review the lesson by asking the following questions.
1. When you wake up in the morning, what are the first things you like to feel or touch?
2. Which part of the body helps you to touch or feel the different things around?
3. How can your sense of touch keep you safe?
4. How can you differentiate between rough and smooth things?
Closing: (5 minutes)
 Wrap up the lesson by revising the main concepts of the lesson.
Homework: what can you do with your legs, hands and foot?
Fully Solved Exercise
B: Choose the correct option against each statement.
1. We can differentiate between black and red colour with the help of our:
a. nose b. eyes
2. We use the sense of feeling to differentiate between:
a. hot and cold b. blue and black
3. We can differentiate between apple and mango with the help of:
a. eye and nose b. tongue and ear
4. Our legs help us to:
a. walks and talks b. walk and play
5. How many fingers we have?
a. four b. five
C: Choose and tick () the correct sense for the given pictures.
Eye Ear
 
(a) See (b) Hear (c) Smell (a) Taste (b) Touch (c) Hear
Tongue Hand
 
(a) Smell (b) Taste (c) Hear (a) Touch (b) Hear (c) Smell
Nose

(a) Touch (b) Hear (c) Smell
D: Answer the following questions.
1- What can you do with your eyes? Ans: Our eyes help us to see different things
around us.
2- What can you do with your mouth? Ans: We take and eat with our mouth.
3- What can you do with your tongue? Ans: We use our tongue to taste things.
4- What can you do with your legs? Ans: We can walk run and play football with our legs.
5- Name five senses along with their organs.
Ans: We have five senses. These are:
1. Sense of sight, 2. Sense of smell, 3. Sense of hearing, 5. Sense of taste, 5. Sense of touch.
Unit # 2: Food
Lesson # 1
SLOs: List food items that they usually eat at home.
Name the food items they like to eat.
Teaching objectives:
Make students able to:
 explain that all living things need food to survive.
 list food items that they usually eat at home.

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  group food according to the time as breakfast, lunch, and dinner.
Key Words:
Food, Breakfast, Lunch, Diner
Materials & Preparation:
 2 balls of crumpled papers
Introduction & Presentation: (10 minutes)
 Prepare two balls of crumpled papers. Call two students at the front of the class. Ask
them to slowly roll the ball on the ground. Ask rest of the class to closely observe the
activity.
 Mark the points where balls stop.
 Ask them to roll the ball with full force this time.
 Mark the points where balls stop. Ask them to observe the difference in distances.
 Ask them why the balls covered a longer distance when they threw it with full force.
 Direct their responses to the fact that more energy was used second time which enabled
the balls to cover a longer distance.
 Ask them from where do they get energy? Take responses and relate it to the fact that we
get energy from the food we eat.
 Write the topic „Food‟ on the board and tell them today we will talk about the food.
Application/Activity: (20 minutes)
Ask students to name the foods they eat in their daily routine. Enlist all the food items on the
board. Make them identify the different types of foods like fruits, vegetables, nuts, grains and
pulses. Ask the students that from where we get these? They will answer that, we get all
these from plants. Now discuss the other type of food as chicken, meat, sea food, milk and
eggs and ask about the source of these foods. Now the students will answer that we get these
food items from animals. Now you can announce in the class that there are two main sources
of food:
 Food from plants.
 Food from animals.
Explain and elaborate the text on page # 12. After that explanation, ask about the food
they eat in different timings of the day. Tell them that the food that we eat at morning time is
known as breakfast. The food that we eat at noon is known as lunch and the food eaten at
evening is called dinner. Ask about the local traditions of breakfast, lunch and dinner. Make a list
of all these foods in three columns under headings of breakfast, lunch and dinner.
Ask a volunteer to read the text from the page # 12. Help the student if needed.
Work Sheet:
Chef Solus Lunchbox Drawing Activity
It is time for school and this lunchbox is empty. Help Chef Solus make a delicious and
healthy lunch for the explorers by drawing in your favorite lunch.

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Assessment: (5 Minutes)
Review the lesson by asking the following questions.
1. Where do all living things get their energy from?
2. What types of food should we eat?
3. Is food necessary for us?
4. When you do not eat food for a while, how do you feel?
5. Name the foods that we eat at different times?
Closing: (5 Minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Which food do you like to eat at breakfast, lunch and dinner? Make a list.
Lesson # 2
SLO: Recognise the importance of different food items they eat. (Part-1: Fruit)

Teaching objectives:
Make students able to:
 classify food according to their type.
Key Words:
Names of some common fruits.
Materials & Preparation:
 One fruit per student
Introduction & Presentation: (10 minutes)
Recall the previous lesson by asking some questions. Do check the homework.
Ask students to name their favourite foods. Make a list of all these foods on the right side
of the board. Explain that some foods give us more energy and help us in staying healthy. On the
other hand, there are foods which do not give us energy and are known as junk food e.g. chips,
slanty, cakes, candies, fizzy drinks and biscuits. We should eat food which helps us in growing,
e.g. fruits, vegetables, meat, milk, fish, cheese, lentils, nuts and eggs. In order to stay healthy, we
need to eat from all the food groups and drink plenty of water.
Video: [Link]
Application/Activity: (20 minutes)
Draw five columns on the board and write fruits, vegetables, nuts, sea food, and grain and pulses
on each column. Help students in identifying the foods that belong to each group. Ask volunteers
to come forward. Pick a food from the list and write it in the respective food group. Tell them
today they are going to learn about the fruits group. Select a volunteer to read the text about
„Fruits‟ from the page # 13.

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Celebrate a fruit day. Ask the students to talk about the importance of eating fruit. Ask them to
look closely at the fruits they have brought; ask them to describe different parts like the skin,
seeds, or the pulp. Help them to make a fruit salad. After that activity, the teacher will explain
that fruit are very important for us. We must include fruits in our daily diet. They make our body
strong. They help us to stay healthy. They protect us from many diseases. After that ask and tell
them about some common fruits of our country. Ask them about the “King of all fruits” as well.
Assessment: (5 minutes)
1. Ask them to do first part of exercise A given on page # 17.
Closing: (5 Minutes)
 Summarize the main points of the lesson.
Homework: Assign each student a fruit. They should draw it and tell the benefit to eat it in their
notebook.
Lesson # 3
SLO: Recognise the importance of different food items they eat. (Part-2: Vegetables)

Teaching objectives:
Make students able to:
 identify and name some common vegetables.
 understand the importance of eating vegetables.
Key Words:
Names of some common vegetables.
Materials & Preparation:
 4 Chart papers
 Coloured markers
 Some real vegetables or pictures of them (if students can bring some)
Introduction & Presentation: (10 minutes)
 Recall the previous lesson by asking some questions from it. Collect the assigned
homework and display it on the board. Appreciate the students for their good work.
 Talk about the second food group „vegetables‟ with students. Write „Vegetables‟ on the
board.
 Ask them to share their favourite vegetable with class. Also tell why do they like it?
 Draw their favourite vegetables on the board and label them.
Application/Activity: (20 minutes)
 Celebrate a vegetables day.
 Prepare face masks, or crowns of vegetables.
 Students will role play as one of their favourite vegetable. Ask them to introduce
themselves as vegetable to the class.
 Talk about which vegetables can be eaten raw and which should be cooked and eaten.
 Ask students to read page # 13 of the textbook.
After that activity the teacher will explain that:
 Vegetables are as essential to our health as fruit.
 They are an important source of food for animals and human beings.
 We must eat vegetables regularly as part of our meals.
 They not only keep our body strong, but some also help to make blood.
 They make our food delicious and tasty.
Explain the text given in the textbook emphasizing the importance and usefulness of
some vegetables.
Assessment: (5 Minutes)
1. Ask riddles about vegetables. Students should guess the correct vegetable.
Closing: (5 Minutes)
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  Wrap up the lesson by discussing the main points of the lesson.
Homework: Why should we eat vegetables?
Lesson # 4
SLO: Recognise the importance of different food items they eat. (Part-3: Nuts)
Teaching objectives:
Make students able to:
 name some common nuts.
 describe the importance of eating nuts.
Key Words:
Nuts, almonds, cashew nuts, pistachio, peanuts, walnut.
Materials & Preparation:
 Coloured Sticky Notes
Introduction & Presentation: (10 minutes)
 Recall the previous lesson by asking some questions from it. Take feedback of the
assigned homework.
 Ask students to name the five food groups they talked about. Enlist the groups on the
board.
 Write nuts on the top of the board and ask students that today they will learn about nuts.
 Brainstorm the ideas that come to their minds with the word nuts.
Application/Activity: (20 minutes)
 Ask them to open their books at page # 14 and look at the pictures of nuts. Ask them to
identify and name them. Provide help if they need. Also enlist the names of these nuts on
the board. Ask students to say these words after you.
 Talk about the importance of eating nuts especially in winter season.
 Talk about which is their favourite nut to eat.
 Ask students to read page # 14 of the textbook.
After that activity the teacher will explain that:
 Nuts help us to stay healthy and energetic.
 They are a good source of warmth and energy.
 Ask students to draw nut of their choice, label it and paste it on the board.
Assessment: (5 Minutes)
1. Ask the names of some common nuts which we eat.
Closing: (5 Minutes)
 Summarize the main points of the lesson.
Homework: Enlist four benefits of eating nuts with the help of their parents at home.
Lesson # 5
SLO: Recognise the importance of different food items they eat. (Part-4: Sea food and pulses)

Teaching objectives:
Make students able to:
 name the foods included in sea food and grain and pulses groups.
 discuss the importance of eating sea food and grain and pulses.
Key Words:
Sea food, fish, grains and pulses, wheat, rice, maize, beans
Materials & Preparation:
 CSS Primary Standard Science for class 1 (Page # 14)
Introduction & Presentation: (10 minutes)
 Revise the last lecture in the form of a quick quiz. Take feedback of the assigned
homework.

Class One Page 16

  Recall all the food groups.
 Ask them to point out the groups they have already talked about.
 Write Sea food and grains and pulses on the top of the board and tell students that today
we will talk about these two remaining food groups.
Application/Activity: (20 minutes)
 Divide the class into two groups and assign the topic of “Sea Food” and “Grains and
Pulses” to both groups.
 They should not open the book at this stage of the lesson.
 Move around the room and make sure students are carrying out the activity. Provide clues
if they need help.
 Ask each group to share their listed food items.
 They should also explain the reason on which they have included these food items in the
respective groups.
 List all their food items on the board.
 The group with more number of food items will be the winner. Ask the class to clap for
the winners. Appreciate the other group for their good effort.
After that activity the teacher will explain that:
 Sea food is very important for us.
 Sea food helps us to stay healthy and protects use from many diseases.
 Grains and pulses are a big part of our diet. We take most of the items from this group in
breakfast, lunch, and dinner.
 Ask them to open their books and read page # 14.
Game:
[Link]
d=604
Assessment: (5 Minutes)
Review the lesson by asking the following questions
1. Name the foods included in grains and pulses group.
2. Why sea food is important for us?
3. Give examples of the foods items from sea food.
Closing: (5 Minutes)
 Summarize the main points of the lesson.
Homework: make a chart of five food groups in your note book. List down as many food items
in each group as you can.

Lesson # 6
SLO: Recognise the importance of hand washing before and after eating.

Teaching objectives:
Make students able to:
 describe the importance of washing hands.
 discuss the importance of cleanliness of food.
Key Words:
washing, germs, cleanliness
Materials & Preparation:
 1 small golden glitter bottle
 4 potatoes (cut into small slices)
 2 paper plates
 Pack of tissue papers/small towel
Introduction/Presentation: (10 minutes)

Class One Page 17

  Revise the last lecture in the form of a quick quiz. Take feedback of the assigned
homework.
 Ask students what should they do before and after eating meal?
 Take responses. Direct their focus to the fact that they should wash their hands before and
after eating meal.
 Ask them why it is necessary to wash their hands? Take responses.
 Explain to them that there are germs all around us. These germs are so small that we
cannot see them. They stick to our hands and go in our mouth when we eat with dirty
hands. They make us ill.
 Relate washing of hands then with the cleanliness of food.
 Ask students how should we eat fruits? And what should we do before cooking food?
 Accept answers. Direct their focus to the fact that we should also wash the food before
eating or cooking them.
 Write „Washing of Hands‟ and „Cleanliness of Food‟ on board.
Application/Activity: (20 minutes)
 Spread some glitter in a paper plate and ask students to place their one hand on the glitter.
Make sure they wipe off the extra glitter from their hands on the plate.
 Ask them to observe their hands how do they look like. Take responses.
 Relate it to the fact that germs stick to our hands in the same way. They get transfer to
anything we touch with our hands.
 Now take the plate with potato slices to the students. Ask them to pick one slice of potato
from the plate and hold it in their hand with the glitter.
 Ask them how does the potato look like now? Take responses from them.
 Relate the activity to the fact as glitter sticks to the potato similarly germs from our hands
stick with the food. So we should wash our hands and food before and after eating them.
 Pass the tissues so students can clean their hands.
 Ask them to open their books and read page # 15 & 16. Explain it to students.
Game: [Link]
Assessment: (5 Minutes)
Review the lesson by asking the following questions
1. When should we wash our hands?
2. Why should we wash our hands?
3. How can we ensure the cleanliness of our food?
Closing: (5 Minutes)
 Summarize the main points of the lesson.
Homework: In which situations do we wash hands?
Lesson # 7
SLO: demonstrate the etiquettes of eating.
Teaching objectives:
Make students able to:
 Explain and demonstrate the etiquettes of eating and table manners.
Key Words:
washing, germs, cleanliness
Materials & Preparation:
 Not required
Introduction & Presentation: (10 minutes)
 Revise the last lecture in the form of a quick quiz. Take feedback of the assigned
homework.
 Ask students what should they do before and after eating meal? Take responses.
 What else should we follow before, during and after eating? Accept answers.
 Record all the responses on the board.

Class One Page 18

  Elaborate that etiquettes of eating are very important. We should know the right way of
eating. It is a way of showing respect and consideration for themselves and others.
 Select a volunteer to read the text about „Etiquettes of Eating‟ from page # 16.
 Explain the etiquettes to students.
Application/Activity: (20 minutes)
 Ask students to take out their lunch so they can practice etiquettes of eating in the
classroom.
 Divide the class into groups of 5.
 Make them sit in a circle.
 Ask them to make sure that they follow all the etiquettes of eating they learnt in the
lesson. They will observe each other during the activity.
 Move around the room and make sure students are carrying out the activity. Help them
where needed.
 After the activity they will share their observations with the class. What did they like the
best? And what they did not like and why? Relate it to the fact that we like to sit with the
person who makes our food pleasant with his/her etiquettes.
 Reinforce the students that they should follow the etiquettes of eating.
Game:
[Link]
Assessment: (5 Minutes)
Review the lesson by asking the following questions
1. What should we read before eating food?
2. What should we say after eating food?
3. From where should we eat?
4. When should we eat? When food is hot or cold?
Closing: (5 Minutes)
 Summarize the main points of the lesson.
Homework: Talk to your family about the etiquettes of eating. Demonstrate the etiquettes at
dinner and paste its picture in your note book.
Fully Solved Exercise
 B: Choose the correct option against each statement.
1. The food we take early in the morning is called:
a. lunch b. breakfast
2. Almond is a food which is classified in:
a. fruits b. nuts
3. Identify the food that protects us from diseases:
a. rice b. fish
4. What should we do if a bit of dry food drops down?
a. pick and eat b. put into waste bin
5. Adnan do not like rice. He criticized the biryani at lunch:
a. Yes b. No
 C: Answer the following questions:
1- What do you eat at breakfast?
Ans: We take breakfast early in the morning.
2- What time do you do lunch?
Ans: When we came back from school at noon, we take our lunch.
3- How should we start eating food?
Ans: We should say “Bismillah” before eating meal.
4- With which hand should we eat food?
Ans: We should eat and drink with our right hand.
5- What should we say when we finish meal?

Class One Page 19

 Ans: We should say “Alhamdulillah” after finishing meal.
6- When should we wash hands?
Ans: before eating, after using toilet
Unit # 3: Health Care
Lesson # 1
SLOs: Recognise that in case of illness they require medical assistance / treatment.
List people who provide health care (doctor, nurses etc.)
Describe an incident where they or another family member had fallen sick and took
medical treatment.

Teaching objectives:
Make students able to:
 identify that in case of illness they require medical assistance / treatment.
 list people who provide health care (doctor, nurses etc.)
 describe an incident where they or another family member had fallen sick and took
medical treatment.
Key Words
Doctor, ill, vomiting, cough, pain, nurse, medicine.
Materials & Preparation
 CSS Primary Standard Science for class 1 (Page # 20)
 Chart of hygiene habits for good health.
Introduction/Presentation: (10 minutes)
The teacher will arrange a role play activity on the poem “Sign of illness”. The teacher
will ask two boys and two girls to act in the role play. One boy will act as doctor and the girl will
play the role of nurse. The doctor and nurse will describe themselves and the service they do for
humanity. The other boy and girl will play the role of visiting patients. The two patients will
describe their health problems to the doctor e.g. they have flu, cough, and pain in stomach etc.
and how they feel? It will make students understand different health issues and signs of illness.
Application/Activity: (20 minutes)
After the role play, the teacher will ask students to share incidents where they or another
family member fell ill. How did they feel? Whom did they visit for assistance? What did they
follow to get better?
Then, the teacher will explain that we should go to a doctor in case of any disease we might
face. We should also follow some general rules that will help us to maintain a healthy life style.
Ask students to make pairs with the fellow sitting next to them and enlist two rules for a healthy
life. Take responses and list them down on the board. Point to the chart of hygiene habits and
explain it to students.
 We should get up early in the morning.
 We should go for a morning walk.
 We should take bath daily.
 We should brush our teeth.
 We should take healthy meal on time.
 We should take part in games.
Assessment: (5 Minutes)
Review the lesson by asking the following questions.
1. Name some common illness.
2. Whom should we visit when we are ill?
3. Who provide us with medical assistance?
4. List four rules of living a healthy life.

Class One Page 20

Closing: (5 Minutes)
 Wrap up the lesson by revising main concepts of the lesson.
Homework: Whom should we visit when we are ill?
Who provide us with medical assistance?

Lesson# 2
SLOs: Identify the causes of illness.
Teaching objectives:
Make students able to:
 identify the causes of illness.
 identify the things which are dangerous for us.
Key Words:
Germs, cuts, soap, surroundings, itching, lice.
Materials & Preparation:
CSS Primary Standard Science for class 1 (Page # 21)
Introduction/Presentation: (10 minutes)
The teacher will revisit the last lesson in the form of quiz. Check the assigned homework.
Ask them that today they will learn about the causes of illness. Write the topic on the
board.
Brainstorm the causes of illness with students. Ask students how do they fell ill? Record
their relevant responses on the board.
Application/Activity:
After that activity, the teacher will ask the following questions to make them identify the
causes of illness.
 Do you wash your hands before and after every meal?
 Do you wash your hands with a soap after visiting a toilet?
 Do you bite your nails?
 Do you pick your nose?
 Do you buy and eat fruit from street vendors?
 Do you sneeze or yawn without closing your mouth?
 Do you wash your hands after sneezing, coughing after touching your hairs?
 Do you brush your teeth twice a day?
 Do you wash your hair regularly?
 Do you change your stained and dirty clothes as early as possible?
After the brainstorming, the teacher will explain germs are very small that we cannot see
with naked eye. Germs cause many diseases like flu, cough, malaria and diarrhea. Germs enter in
our body through mouth, nose and cuts. We should wash hands with soap when we touch
anything in our surrounding.
Tell students beside germs, there are certain things around us which can cause harm to us.
Ask students to identify the things from their surroundings which can cause danger to
them. Record their relevant responses on the board.
Select a volunteer to read the text about „What put us in danger?‟ from the book. Explain all the
things and their dangers to students.
Assessment: (5 Minutes)
Review the lesson by asking the following questions from the topic.
1. Name the causes of illness.
2. What are germs?
3. How do germs enter in our bodies?
4. What should we do to avoid head lice?
Closing: (5 minutes)
 Wrap up the lesson by highlighting the main points of the lesson.
Class One Page 21
Homework: what are some ways that may make us ill?
Lesson # 3
SLOs: Identify unhealthy habits that cause common illness (cough, diarrhea etc.).
List various ways of protecting oneself from diseases.
Teaching objectives:
Make students able to:
 know how to protect themselves from illness.
 recognize unhealthy habits that may cause illness.
Materials & Preparation:
 CSS Primary Standard Science for class 1 (Page # 22,23)
Introduction/Presentation: (15 minutes)
The teacher will revisit the previous lesson in the form of quiz. Take feedback of the
homework.
Tell students that there are many of our habits that may cause germs to enter our body.
We should avoid such acts such as not washing hands eat unhygienic food, not wearing
appropriate clothes etc.
Display the relevant chart/pictures to make students recognize such habits.
For brain storming ask students what unhygienic food is. It they could not answer, tell
guide them that unhygienic food is the food from vendors. The food kept uncovered is also
unhealthy. Ask students can they tell the reason? It they could not tell them that uncovered food
received flies and dust that transfer germs to the food.
Enlist all these unhealthy habits on the board and ask from students how we can stay
healthy. (The opposite action to unhealthy habits can keep us healthy.) Tell students that by
avoiding unhealthy habits we can keep ourselves healthy.
Select a volunteer to read „Protection from Illness‟ from page # 23. Then discuss the
ways with which they can protect themselves from illness.
Application/Activity: (15 minutes)
After reading tell the story of Hassan to kids in an interactive way. Use rise and fall of
voice and body language to make story more interesting. After telling the story ask students did
they like the story or not? What did they like the most? What did they learn from the story?
Tell students I am going to ask you a few questions from the story so I can know if you
remember the story or not. Ask the questions given below. After discussing answers ask students
to note down the answers to these questions in their books. Move around the room and make sure
students are carrying out the activity. Provide help if needed.
Distribute the attached worksheet and personal hygiene calendar among students. Tell
them to fill the calendar throughout the week at their home. Bring calendar back to the class and
share it with friends. Display the calendars on the soft board.
Work Sheet:
My Plan to Stay Healthy and Feel Good

One healthy behavior I will work on is:

_______________________________________
_______________________________________

I will do this by:

_______________________________________
_______________________________________
_______________________________________

Class One Page 22

_______________________________________
_______________________________________
_______________________________________
_______________________________________

People that can help me with this are:

_______________________________________
_______________________________________
_______________________________________
_______________________________________

Directions: For each day that you do your healthy behavior draw a big smiley face () and
describe what you did.
Sun Mon Tues Wends Thurs Fri Sat

 Today
Week 1 I flossed
my teeth.

Week 2

Week 3

Week 4

Week 5

Assessment: (5 minutes)
Review the lesson by asking the following questions.
1. Name the things which are dangerous for us.
2. Why we should not play with knives and blades?
3. From where should we cross road?
4. Why we should not jump from stairs?
Closing: (5 minutes)
 Summarize the lesson by sharing its main points with students.
Homework: How can we protect ourselves from illness?
A: Let’s read a story of Hassan.
1- What have you learnt from the story of Hassan?
Ans: We have learnt from the story of Hassan that we wear the right type of clothes according
to weather conditions.
2- Why has Hassan fallen ill?
Ans: Hassan has fallen ill because he used to go outside in severe cold without covering his face.
3- Who had checked his temperature?
Ans: His father took him to the hospital and the nurse checked his temperature.
4- Who had advised Hassan medicines?
Ans: The doctor had advised Hassan medicines.
5- Why was Hassan recovered soon?
Ans: Hassan took medicines regularly so he recovered soon.

Class One Page 23

 Fully Solved Exercise
A: Choose the correct option against each statement.
1. When I get ill, I must go to:
a. park b. doctor
2. Nor wearing mask in smoke can cause:
a. diarrhea b. cough
3. Which of the following act can make you sick?
a. b.

4. Germs enter in our body through mouth, cuts and:

a. eyes b. nose
5. Cleanliness make us:
a. healthy b. sick
B: Fill in the blanks.
1. When my face gets red, I may be ill.
2. Whenever I fell ill, I must go to doctor.
3. We should always cross the road on zebra crossing.
4. We should cover our face when we go outside in severe cold in winter.
5. We should cover our head when we go out in hot day of summer.
C: Answer the following questions:
1- What should we do when we get ill?
Ans: When we get ill, we should go to a doctor.
2- Who treats us in a hospital or clinics?
Ans: A doctor and nurse treat us in a hospital or clinic.
3- What does a doctor do?
Ans: The doctor checks the ill person and advise him / her medicines.
4- What are unhealthy habits?
Ans: Unhealthy habits are:
 Biting the nails.
 Playing in dust.
 Not washing hands before and after meal.
 Not taking a bath daily.
5- How can we protect ourselves from diseases?
Ans: We can protect ourselves from diseases by:
 Going to doctor when we are ill.
 Wearing clothes according to season.
 Get vaccinated.
Unit # 4: Plants Around Us
Lesson # 1
SLOs: Identify the plants they see around them.
Recognise the difference between the plants they see around them
Teaching objectives: Make students able to:
 identify the plants they see around them.
 recognise the difference between the plants they see around them.
 identify and describe the parts of a flowering plant.

Class One Page 24

Key Words: Root, leaf, flower, stem, sunlight, air, water, soil.
Materials & Preparation:
 CSS Primary Standard Science for class 1 (Pages # 28&29)
 Some Roots (per station)
 5 Stems (per station)
 5 Leaves (per station)
 Drawing papers (per child)
 Pencils (per child)
 Magnifying glass (per group of 5)
 A potted plant (for teacher)
Introduction/Presentation: (15 minutes)
(a) Take students to school garden. Ask them to observe plants there for their size, colour and
flowers. Ask them try to name as much plants as they can. Then brain storm their minds by asking:
 Name these plants. (if students could not answer, tell them the names by yourself.
 Are all these plants alike?
 Allow are these plants different from each other?
(b) Then ask students to name different parts of plants i.e. stem leaves, root, etc. Explain
students that the part that grows under the ground is root and those which grow above the ground
are stem, leaves, and flowers. Show stems, leaves and flowers of some plants. Brainstorm the
ideas what do plants need to grow? Take responses from the students and record them on the
board. Ask students the lesson from textbook.
After the activity, the teacher will explain that:
 Plants are living things. They provide food and oxygen for all animals.
 Plants need air, water, sunlight and soil to grow.
 A plant consists of different parts.
 Some parts of the plant grow under the ground.
 Some parts of the plant grow above the ground.
Describe the main parts of a plant as given in the textbook.
Application/Activity: (15 minutes)
Divide students in groups of 5. Put parts of plants on separate tables, using them as learning
stations. Also, provide magnifying glasses, drawing papers, and colour pencils on each table.
Ask students to observe, draw, and label pictures of the parts. Give them 10 minutes to work on
each station and then, on the teacher‟s signal, groups should switch position.
 Position A: Plants with roots
 Position B: Stems of some plants
 Position C: Different types of leaves, big, small, pointed, round, etc.
Assessment: (5 minutes)
Review the lesson by asking the following questions.
1. What is the difference between a leaf and a stem?
2. What is the difference between a leaf and a root?
3. What is the difference between a root and a stem?
4. What is the colour of leaves?
5. What do plants need to live and grow?
6. How do plants get their food?
7. Which part of the plant absorbs water from the soil?
Closing: (5 minutes)
 Wrap up the lesson by sharing main points of the lesson.
Homework: Ask students to collect leaves of different shapes and paste them on a paper.
Lesson # 2
SLO: Recognise the difference between the plants they see around them (Part-1: Introduction)
Class One Page 25
Teaching objectives:
Make students able to:
 differentiate between flowering and non-flowering plants.
Key Words:
Flowering, non-flowering plants.
Materials & Preparation:
 CSS Primary Standard Science for class 1 (Pages # 29 and 30)
 A potted flowering plant.
 A potted non-flowering plant.
 Drawing paper (per child)
 Pencil (per child)
Introduction/Presentation: (15 minutes)
 Bring in a flowering plant and ask students to name its different parts.
 Ask students to tell you what they know about these parts.
 Now place the non-flowering plant with it and ask students to compare both.
 Ask them to identify the differences in both of them.
 Direct their focus to the fact that one plant has the flowers and is known as flowering
plant. On the other hand plant without the flowers is known as non-flowering plant.
 Ask students to read pages 29 to 30 of the textbook.
Application/Activity: (15 minutes)
 All plants have roots, stem, and leaves. But only flowering plants have flowers and fruits.
The flower is the most beautiful part of a plant. Most of us like flowers because of their
beauty and pleasant smells.
 Now explain to the students that plants without the flowers are known as non-flowering
plants.
 Ask students to observe both of these plants carefully. Make a venn diagram in their
notebooks. Record the similarities and differences of flowering and non-flowering plants
in them.
 Ask them to also draw both plants along with venn diagram to support their observations.
 Move around the room and make sure students are carrying out the activity.
Assessment: (5 minutes)
Review the lesson by asking the following questions about the topic.
1. Which is your favourite flower?
2. What is the colour of Daffodils flower?
3. Which flower is attached with the name of Sun?
4. Which flower is used as food?
5. Which flower is mainly used for beauty and fragrance?
6. Which flower is used for getting oil from?
7. Tell the names of some non-flowering plants.
8. What is the use of Mint?
9. Which plant is known as evergreen plant?
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: visit your nearby garden. Collect pictures of some plants with flowers. Write their
names as well.
Lesson # 3
SLOs: Recognise the importance of plants/trees as a source of food, shade and shelter.
Identify the things around them that are made up of plants.

Class One Page 26

Teaching objectives:
Make students able to:
 explain the importance of plants to humans.
Key Words:
Oxygen, fruit, vegetable, wood, flowers, shade.
Materials & Preparation:
 A4 White Construction Paper
 Coloured pencils/crayons
Introduction/Presentation: (15 minutes)
Recall the previous lesson by asking some questions from it. Check the assigned homework.
Ask students why plants are important for us? Brainstorm the things that we get from plants for
example paper, cloth, rubber, fruits, seeds, vegetables, furniture, a wooden toy/box, pictures of
gardens, lawns, parks, etc. List all the things on the board.
Select a volunteer to read the page # 31 & 32 from the book. Explain the uses of plants. Ask
questions such as:
 What would the world be like without plants?
 Are they important to us?
 What things are made from plants?‟
Explain that there are many uses of plants. For example, trees are used as homes for
many animals like birds, snakes, insects etc. They give shade where people can sit and rest.
Wood from trees is used for making furniture, toys, paper, etc. Parts of plants like fruits,
vegetables, roots, stems, and leaves are used as food by humans and other animals.
Plants produce oxygen which humans and other animals need to live. Wood is also used as fuel
for cooking and to warm our homes in winter.
Application/Activity: 15 minutes
Design Posters on the importance of plants and display them on the soft board.
Assessment: (5 Minutes)
Review the lesson by asking students to share one use of plant each.
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Ask students to share the benefits of plants with their families and note down in
their note books. Encourage them to grow more plants in their homes.
Fully Solved Exercise
A: Choose the correct option against each statement.
1. Where do birds live?
a. in water b. on trees
2. Trees save us from heat. How?
a. they cover large area. b. they provide shade.
3. Choose the object made of plant.
a. b.

4. Look at the plants given. How are both plants different?

Class One Page 27

 a. by size b. By colour
5. Identify the food, we get from plants:
a. potato b. egg
B: Answer the following questions:
1- Name three flowering plants. Ans: The names of three flowering plants are
Rose, Daffodils and Sunflower.
2- Name three non-flowering plants. Ans: The names of three non-flowering plants are
Fern, Palm and Pine.
3- Name five plants which give us vegetables. Ans: The names of five plants that
give us vegetables are potato, tomato, garlic, onion and cucumber.
4- Name three ways, how plants are our friends?
Ans:
 Plants give us food.
 Plants give us shade.
 Plants give us wood.
5- Name three things around you made up of plants. Ans: The things made up of
plants are:
 Wooden toys.
 Flower bouquet
 Wooden furniture

Model Paper (First Term)

Name: ________________ Section: _______________
Roll No: ________________
Part 1: Listening and Speaking 25 marks
A. Ask student to describe their school in at least 5 sentences. Each sentence carries 2 marks.

10
B. What is in your neighbourhood?
Each description carries 1 mark.

5
C. How can we behave nicely at school? Each sentence carries 2 marks?

10
Part 2: Picture Reading (15 marks)
You can explain your answer in any language

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Each picture identification carries 3 marks:
A. Identify a good and a bad habit in this picture.

B. Look at the picture and tell which material is used to built these houses.

C. Identify the playground and give reason why did you choose this picture.

D. Which behaviour is appropriate in this picture and why?

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E. Draw a place where you go to offer prayer.

Part 3: Interpretation and Analysis (20 marks)

Choose the correct answer against each statement.
1. We should always speak:
lie  truth
2. Father is a member of:
family  school
3. People living in our surrounding are called:
neighbours  friends
get up early in the morning. It is a:
bad habit  good habit
5. We should respect:
 everyone
6. Paternal family belongs to:
 mother father

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7. The head of the school is:
 principal  father
8. We should appreciate the good qualities of:
 everyone  nobody
9. We offer prayer at/in:
 street  mosque
10. We should keep our home:
 clean  dirty
Part 4: Column Matching (10 marks)

Home

School

Park

Shop

Apartment

Part 5: Writing (15 marks)

1. Who is grandparent?

2. What is the name of your school?

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3. In what kind of house do you live in?

4. Write down any two qualities that you found yourself good?

5. What is neighborhood?

Activity: (15 marks)

Suppose the given house of your own. Write the places found in front, behind, left and right side
of your house.

Name: ________________ Section: _______________

Roll No: ________________
Section 4: Writing 25 Marks
A- Answer the following questions. 15 Marks
1- Who is the head of the family?

2- Why do we get up early?

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 3- In which season we wear warm clothes?

4- Why do we go to doctor?

5- Write the name of any two games you play at school.

B. Write down any five safety rules which we should follow while playing.
10 Marks

Second Term
Unit # 5 Animals Around Us
Lesson # 1

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SLOs: Identify the animals they see around them.
Identify the differences between the animals they see around them.
Teaching objectives:
Make students able to:
 Identify the animals they see around them.
 name different kinds of big and small animals.
 name land and water animals.
 identify the food which different animals eat.
 differentiate between an insect and bird.
Key Words:
Animals, big, small, land, water, insect, bird.
Material & Preparation:
 Flash cards of animals
 Writing Board.
 Marker and Duster
 Worksheet (per child)
 Scissor (per pair)
 Glue stick (per pair)
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Show flash cards of animals and ask students to tell what they know about these animals
e.g. where do they live? What do they eat? Are they big or small?
 Ask the class to group those that have something in common. Explain that we can see
different kinds of birds and animals around us. We can sort animals according to their
size, places they live, their uses, the food they eat, etc.
 Draw two circles on the board and label them as: Big animals and Small animals. Ask
students to sort the pictures into the given categories. Animals can be sorted according to
their size. Some are big like the giraffe, the elephant, and the whale. Some are small like
the butterfly, ant, and fly.
 Make a Venn diagram on the board by drawing two overlapping circles and label them as
land and water. Explain that the overlapping area is for animals that belong to both
categories. Ask the students to sort the stickers into the given categories.
 Explain that some animals live on land, for example lion, cow, camel, dog, cat, etc. Some
animals live in water, for example fish, octopus, etc. Some animals live both on land and
in water, for example frog, duck, etc.
 Make students understand the difference in an insect and a bird. Tell them that insects are
small and have wings to fly like an ant, a mosquito, or butterfly. Birds also have wings to
fly but their bodies are covered with wings. For example sparrow, parrot, and crow.
 Select a student to read from page 35 and 36 of the textbook. After that, the teacher will
read the text of the pages # 35 and 36 in a loud and clear voice by maintaining the correct
pronunciation of the text.
 The teacher will pause at places and ask simple questions to check understanding of the
students about the text of the book.
Application/Activity: (15 minutes)
Take the prints of the following worksheet and distribute it in students. Ask students to cut and
paste the pictures in the relevant area.

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Assessment: (5 minutes)
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
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 1. What are the basic requirements for the animals to live?
2. Why animals move from one place to another place?
3. What are some of the examples of big animals?
4. What are some of the examples of small animals?
5. What are land animals?
6. What are birds?
7. What are water animals?
8. Tell the names of some animals that can live on land and water as well.
9. Tell the names of some animals that live on trees.
10. What are wild animals?
11. What are pet animals?
12. What do animals eat?
13. What are insects?
14. How birds can fly?
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Collect and paste pictures of at least ten animals in your notebook found around
you. Write their name as well.
Lesson # 2
SLO: Differentiate between animals that can and cannot be kept at home.
Teaching objectives:
Make students able to:
 Differentiate between wild and tame animals.
Key Words:
Domestic, wild.
Material & Preparation:
 Flash cards of Wild and Domestic animals.
 Writing Board.
 Marker and Eraser.
 Worksheet (per child)
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Show the flash cards of wild and domestic animals. Elicit the difference between wild and tame
animals. Ask questions about how some animals are useful to us. Ask the students to look at
pages 36 of the textbook.
Select a student to read aloud the lesson. Help the student in correct pronunciation. Explain to
students that some animals live in areas away from humans such as the jungle or forests. They
are known as wild animals. The lion, cheetah, monkey, and wolf are some wild animals. Discuss
why we should not kill animals just for sport or to make money by selling their hides.
Some animals are very useful to us. We keep them as pets. These are domestic animals. We can
get milk, meat, and eggs from them. The hen, goat, and cow are kept on farms. We use some
animals to carry people or loads.
Example:
 A horse carriage for people.
 A donkey pulling a load.
 Some birds are also kept as pets. Parrots, Sparrow, pigeons, and peacocks are some
common pets.
Application/Activity: 15 minutes
Take the prints of the attached worksheet. Distribute it in students. Instruct them about the given
task. Students will submit their worksheets to teacher after the activity.

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Write names of the domestic and wild animals.
Wild Animals Domestic Animals

Assessment: (5 minutes)
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
1. What are domestic animals?
2. What are wild animals?
3. Name some wild animals.
4. Give examples of domestic/pet animals.
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Why cannot you keep a lion at home?
Write at least 5 domestic and 5 wild animals in your notebook.

Lesson # 3 & 4
SLOs: Identify the homes of animals (nest, burrow)

Teaching objectives:
Make students able to:
 Name the young ones of domestic and wild animals.
 Identify and name the homes of domestic and wild animals.
Key Words:
Kitten, cattery, puppy, kennel, foal, stable, chick, coop, calf, cub, desert.
Material & Preparation:
 Writing Board.
 Marker and Eraser.
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Ask students where do they live? Why do they need a house to live? Where do they keep their
domestic animals? Ask the students to look at pages 36, 37 and 38 of the textbook.
Select a student to read aloud the lesson. Help the student in correct pronunciation. Explain to
students the benefits of living in a home:
 It keeps you warm in the winter.
 It provides shade in the summer.
 It is a place to store food and other belongings.
 It provides a place to sleep, etc.
Ask students what it would be like if they lived in a desert instead of in their homes.
Explain that animals have homes as well. In fact, some animals actually live in the desert. Refer
to the text on habitats on page 36, 37 and 38 of the textbook and list their homes on the board.
Tell them that young ones of animals live with their parent animals. Young ones have
different names. Ask them to say the names of young ones after you one by one.

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Application/Activity: 15 minutes
Take the prints of the following worksheet and distribute it in students. Students will submit their
worksheets to teacher after the activity.

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Assessment: (5 minutes)
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
5. What is a cattery?
6. Which animal live in kennel?

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 7. Which is the living place of a horse?
8. What is a pen?
9. Describe “jungle” as habitat.
10. Which animals live in deserts?
11. Which animals live in water?
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: 1. Where do following animals live?
Rabbit, sparrow, quail
2. Do you see any of the homes of animal in or around your house? Write its name and
paste its picture along with the animal it belongs to.
Lesson # 5 & 6
SLO: Recognise the importance of animals as a source of food and transport.
Teaching objectives:
Make students able to:
 Describe the ways in which animals and birds are useful to humans.
Key Words:
Milk, Meat, Clothes, Transport
Material & Preparation:
 Writing Board.
 Marker and Eraser.
 One white construction paper (per child)
 One pack of colour pencils (per pair)
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Make a display of products that we get from animals, for example: milk, eggs, a kebab to show
things made from meat; things that are made from animal skin: wool, purses, shoes, belts; and
pictures of animals used for carrying loads, transport, amusement in zoos, etc. Have a
brainstorming session on the usefulness of animals.
 Ask the students to look at the pages 39 and 40 of the textbook.
 Explain to the students that animals and birds are very important for human beings. We
get meat from animals and fish. We get eggs from hens and ducks and meat from hens,
cows, and goats. Animals are also important as beasts of burden. We use animals to carry
loads. We also use them as transport.
 Each student should give an example of how animals are important to us.
 Select a student to read from page 39 and 40 of the textbook. After that, the teacher will
read the text of the pages # 39 and 40 in a loud and clear voice by maintaining the correct
pronunciation of the text.
 The teacher will pause at places and ask simple questions to check understanding of the
students about the text of the book.
Application/Activity: 15 minutes
Give students paper and colour pencils. Ask them to draw an animal of their choice and write the
things we get from that animals. Students will present their work to the class.
Assessment: 5 minutes
Recap the lesson by asking questions about the main points discussed. You can ask the
following questions from the students as part of the sum up activity.
1. How animals are our friends?
2. Which animals give us milk?
3. Which animals give us meat?
4. Which animals give us eggs?

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 5. Which animals give us skin or leather?
6. Which animals give us wool?
7. Which animals help us in moving from one place to another place?
8. How animals help us to carry our burden or load?
9. Which is your favourite animal?
10. Do you keep some animals or an animal as a pet?
Closing: 5 minutes
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Are animals our friends? How?
Lesson # 7
SLOs: Recognise that plants and animals need water, food and air to live.
List ways in which they take care of things around them.
Teaching objectives:
Make students able to:
 Identify and take measures for the better care of domestic animals.
 List ways in which they take care of things around them.
Key Words:
Take care, clean, beat, alive, necessary.
Material & Preparation:
 CSS Primary Standard Science for class 1.
 Writing board (white/black), marker/chalk.
 Display cards of animals eating and drinking.
 Display card showing forbidding a child to beat the dog.
 Display card of germinating young plant with sunlight and water.
Introduction & Presentation: 15 minutes
Revise the previous lesson by asking some related questions. To start a new lesson, ask the
students: Have they sacrifice animals on Eid-ul-Adha?
 How do you take care of them?
 Do you beat them?
 When do you give them food?
 Do you clean their place?
 Do you show affection to them?
Transfer the student‟s responses on board. Link these responses to your current lesson that we
should treat animals, plants and other living things with affection and care.
Application/Activity: 15 minutes
Display a chart showing wrong actions to animals to animals.
 Ask students to identify the action and tell whether it is wrong or right? If the action is
wrong, what should be done instead?
 It is preferable to call one student for one picture. Ask the other students to note down the
suggestion for betterment of animals on their note books.
 Link this list of ways to the needs of animals. Tell them that food water and fresh clean
air are among the basic necessities of animals and plants. They could not survive, if any
one of these thing be missed.
Assessment: 5 minutes
Distribute the following worksheet among students and ask them to solve it.
Look at the pictures carefully. Mark () the picture in which environment is safe.

Class One Page 41

Closing: 5 minutes
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Ask students to share their personal experience with their family members if they
have performed any good action to animals of plants. They will have to share it in
next class as well.

Fully Solved Exercise

A: Choose the correct option against each statement.
1. Pet animals are happy:
a. when we give food on time b. when we beat them
2. Grass is food of:
a. goat and cow b. lion and monkey
3. What does sparrow eat?
a. seed and meat b. meat only
4. Which animal help us when we need warm clothes:

Class One Page 42

 a. b.

5. Identify the food we get from animals:

a. b.

B: Who lives where?

1. Rabbit live in burrow.
2. Dog lives in kennel.
3. Horse lives in stable.
4. Birds lives in nest.
5. Lion lives in jungle.
6. Camel lives in desert.
C: Fill in the blanks:
1. Kitten is the young one of cat.
2. The baby horse is called foal.
3. Puppy is the young one of dog.
4. The baby giraffe is called calf.
5. Cub is the young one of lion.
6. The baby camel is called calf.
D: Identify the animals that we cannot keep at house. Tick () these animals. Write (w)
with all others.

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E: Answer the following questions:
1. What do animals need to live?
Ans: Animals need water, air, food and shelter to live.
2. How are animals our friend?
Ans: Animals are our friends, as they give us food, milk and clothes. They also help us in
transportation.
3. What is the difference between domestic and wild animals?
Ans:
Domestic animals Wild animals
Domestic animals live near us at our
Wild animals live away from us.
home.
4. How should we treat our pets?
Ans: We should treat our pets with love and care. We can do so by:
 not beating them.
 giving them food on time.
 giving them shelter.
5. Choose the right action. Mark () with it.

6. How animals are different from each other?

Ans: They are of different shape and size. Some are big and some are small in size. Some
animals live on land and some in water. Some animals live on trees also.
Unit # 6 Object Around Us
Lesson# 1
SLOs: Name different objects in their surroundings (home, school and neighborhood).
Recognise that objects are different in shape, size, texture and weight. (Part-1: shape)
Group objects based on shape (circle, triangle).
Teaching objectives:
Make students able to:
 Identify and draw the circular shapes from their surroundings.
 Identify and draw the triangular shapes from their surroundings.
Key Words:
Circle, CD Disk, Wheel, Fountain, hanger, triangular ruler, sign boards.
Material & Preparation:
 A selection of circular items e.g. plates, table mat, cans, DVD, coins, etc.
Class One Page 44
  A selection of triangular objects
 Writing Board.
 Marker and Eraser.
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Show the students the items you have and ask students to tell the shape of the object. Move your
finger in circular motion around the items.
Talk about the shape of a circle–it is a curved line. Ask students to make circle in air with their
finger.
Ask students to suggest other items that are circular such as DVD‟s, wheels, and a clock face,
bottle tops, etc.
After the above activities, ask the students to observe and read from page 47 and 48 of the
textbook.
After that, the teacher will read the text of the pages # 47 and 48 in a loud and clear voice by
maintaining the correct pronunciation of the text.
The teacher will pause at places and ask simple questions to check understanding of the students
about the text of the book.
Application/Activity: 15 minutes
Take the prints of the following worksheet. Ask students to colour the circle yellow and triangles red.

Assessment: (5 minutes)
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
1. What is the shape of a DVD or CD?
2. What is the shape of a wheel?
3. What is the shape of a fountain?

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 4. What is the shape of a traffic sign?
5. What is the shape of a hanger?
6. What is the shape of a fountain?
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Find out and write 5 circular shaped and 5 triangular shaped objects from your
house.
Lesson # 2
SLOs: Recognise that objects are different in shape, size, texture and weight. (Part-1: shape)
Group objects based on shape (square, rectangle).

Teaching objectives:
Make students able to:
 Identify and draw the square and rectangular shapes from their surroundings.
Key Words:
Carom board, chess board, wall clock, white board, calculator, television
Material & Preparation:
 A selection of square objects
 A selection of rectangular objects
 One paper (per child)
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 10 minutes
This lesson can follow the same structure as the previous lesson. In the introductory session
show them the square and rectangular objects. Ask students to identify the shape and name if
possible.
Move your finger at the edges of the object to make students understand the shape. Ask students
to draw square and rectangle in the air with their fingers.
After the above activities, ask the students to look at the page # 48 & 49 of the textbook. Select a
student to read aloud the lesson.
After that, the teacher will read the text of the page 48 in a loud and clear voice by maintaining
the correct pronunciation of the text.
The teacher will pause at places and ask simple questions to check understanding of the students
about the text of the book.
Application/Activity: 20 minutes
 Take the shape walk in the school to identify the shapes; circular, triangle, rectangle, and
square.
 Make a list of all the objects they see during the visit.
 Make four columns on the board with the heading circular, triangular, square, and
rectangular. Ask students to share the objects they notice.

Class One Page 46

  Write the names of the objects in their respective columns.
 Count in the end which shape they saw the most and which they notice the least.
Assessment: (5 minutes)
Review the lesson by asking the following questions:
1. Name the objects which are square in shape.
2. Give examples of rectangular objects from your home.
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Find out and write 5 square shaped and 5 rectangular shaped objects from your
house.
Lesson # 3
SLOs: Recognise that objects are different in shape, size, texture and weight. (Part-2: size)
Group objects based on size (big, little, large, small).

Teaching objectives:
Make students able to:
 Differentiate between small and big objects.
Key Words:
Small, big
Material & Preparation:
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 20 minutes
Show students chalk/marker and duster, Ask them to observe and tell which of these is big and
which is small? Ask students to thumb up for the big object and thumb down for the small
object.
Then show a geometry box and sharpener and ask students to respond.
Then show a book and rubber and ask students to respond.
Then show a bag and chair and ask students to respond. You may add more things from your
surroundings for the comparison. Make two groups on the table. One group will have big things
and the other group will have small things.
Tell students that we group objects on the basis of their size. Some objects are big in size and
some are small. Select a student to read aloud the page # 49 and tell.
 Which is a bigger? An Elephant or a cat?
 Which is smaller? A mobile or a phone?
 Which is bigger? A tractor or a scooter?
 Which is smaller? A bed or a chair?
Application/Activity: 10 minutes
Take the prints of the following worksheet. Ask students to identify the big and small objects and
circle them. Students will submit their worksheets to the teacher after the activity.

Class One Page 47

 Assessment: (5 minutes)
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
1. Name the big things present in your school.
2. Name the small things present in your classroom.
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Find out and mention at least 5 small and 5 large things from your house.
Lesson # 4
SLOs: Recognise that objects are different in shape, size, texture and weight. (Part-3: texture)
Group objects based on texture (rough, smooth, hard, soft).

Teaching objectives:
Make students able to:
 Identify and name different textures of objects.

Key Words:
Soft, hard, smooth, rough

Class One Page 48

Material & Preparation:
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Ask students to touch their hand s and tell how do they feel? Then ask them to touch the wall
how do they feel now? Is there any difference in both of them?
Tell students that every object feels different when we touch it. Some objects are smooth and
soft. Some are hard and rough. Write the key words on the board.
Ask students to name some soft objects present at their home. Then ask them to identify the
smooth objects from their classroom.
Students will do a texture walk in their class. They will touch every object and notice how does it
feel. Take response from the students after the activity.
Select a student to read aloud the page # 50.
Application/Activity: 15 minutes
Take the print of the following worksheet. Instruct students to touch the given objects and and
write how do they feel. Students will submit their worksheets after the activity.

Assessment: (5 minutes)
Review the lesson by asking students to name objects which are hard, soft, smooth or rough.
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Name two objects from each category:
Hard, soft, smooth, rough
Lesson # 5
SLOs: Recognise that objects are different in shape, size, texture and weight. (Part-4: weight)
Class One Page 49
 Group objects based on weight (heavy, light).

Teaching objectives:
Make students able to:
 Differentiate in light and heavy objects.
Key Words:
Light, heavy
Material & Preparation:
 Objects given in worksheet for the comparison
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Ask students to pick up their book and pencil and tell which one is heavy?
Then ask students to pick up their bag and geometry and tell which one is light?
Tell students that objects have different weights. Some are heavy in weight and some are light.
Make two columns on the board with heading of light and heavy. Ask students to identify some
light and heavy objects from their classroom and name them. Make a list of the objects on the
board.
Select a student to read aloud the page # 50.
Application/Activity: 15 minutes
Take the prints of the attached worksheet. Place the objects given in the worksheet on a table.
Send students to the station in the groups of 5. They will pick the objects and compare them.
They will record their observations in the worksheet.

Assessment: (5 minutes)
Review the lesson by asking students to name some heavy and light objects from their homes.
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.

Class One Page 50

Homework: Solve the worksheet.
Lesson # 6
SLOs: Recognise that many objects make sounds.
Identify that sounds can be made in different ways (hitting, shaking, blowing and
plucking).
Recognise that they hear sounds with ears.
Recognise that sounds heard are low when they are far away.

Teaching objectives:
Make students able to:
 Describe the ways of sound production.
 Differentiate in loud and low sounds.
Key Words:
Sound, beating, shaking, blowing, plucking
Material & Preparation:
 Whistle  Assembly drum  Rubber bands
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
These lessons can follow the same structure as the previous lessons. Make a comparison by
making sounds with the objects that give a loud sound (like a drum, a guitar and a whistle etc)
and some other objects that produce very low sound (like a paper or cloth etc) in the classroom
and in the home. Ask the students to try to tap different objects and calculate if they produce a
low or heavy sound. They will be able to listen the sounds of some objects will not be able to
listen the sound of some other objects. Do and repeat the activity for as many as possible objects.
Select a student to read aloud the page # 51. Help in correct pronunciation if needed.
Application/Activity: 15 minutes Take the prints of the attached worksheet. Instruct students
about the task. Students will submit their worksheets after the task.

Assessment: (5 minutes)
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.

Class One Page 51

 1. How drums produce sound?
2. What is a sleigh?
3. How sound is produced by a guitar?
4. Which is the sound hearing organ of our body?
5. What is the relation of sound with distance of sounding body?
6. How does a whistle produce sound?
7. How does a Sleigh Bell produce sound?
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Which is the sound hearing organ of our body?
What is the relation of sound with distance of sounding body?
Name the sounds that produce sounds by:
Hitting, plucking, blowing, shaking
Lesson # 7
SLOs: Recognise that light is needed to see objects in the dark.
Recognise that some lights are intense and some are dim.

Teaching objectives:
Make students able to:
 Differentiate in objects that produce intense or dim light.
Key Words:
Light, intense, dim
Material & Preparation:
 Flash light
 Torch
 Candle
 One scissor (per student)
 One glue stick (per student)
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Ask students to name the objects that give light. Write their responses on the board. Ask
them if all these objects give the same amount of light?
Make a comparison by lighting a candle, torch, and flash light. Ask students which is intense
and which one is light.
Select a student to read aloud the page # 51. Help in correct pronunciation if needed.
Application/Activity: 15 minutes
Take the prints of the attached worksheet. Instruct students to order the sources from dim to
intense. Students will submit their worksheets after the task.

Class One Page 52

Assessment: (5 minutes)
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
1. Name the objects that give light.
2. What are the sources of intense light?
3. Give examples of dim light.
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Name the objects that give light.
What are the sources of intense light?
Give examples of dim light.

Lesson # 8
SLOs: Recognise that objects are made of different materials.
Group objects based on the materials they are made of (wood, paper, plastic, etc.).
Identify materials that can be hard of soft, smooth or rough.
Recognise that same material can be used for making different objects.
Recognise that same object can be made from different materials.
Recognise that some objects are made of more than one material.
Teaching objectives:
Make students able to:
 Classify the objects on the basis of the material they are made of.
Key Words:
Material, wood, plastic, paper, iron.
Material & Preparation:
 Plastic bottle
 Remote
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Make four columns on the board with the headings of wood, paper, plastic, and iron. Show
different objects to students. Ask students to tell which material is used to make this object. Take
responses from students and record them on board.
Tell students that every object is made of different material. Some objects are made of wood
like chair, table, bed etc. Some objects are made of plastic like bottles, batteries, and toys. Other
objects are made of paper e.g. newspaper, books, notebooks, and letters. But sometime same
objects are made of different materials. For example chair is made up of wood, plastic, and iron.
Select a student to read aloud the page # 52 & 53. Help in correct pronunciation if needed.
Application/Activity: 15 minutes
Take the prints of the material worksheet. Instruct students about the task. Students will submit
their worksheets after the task.
Work Sheet:
Help decide if these objects are made of metal, wood or plastic. First write the words
metal, wood and plastic on the dotted lines. Then draw a line joining each object to the correct
word.
……………………. ……………………. …………………….

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Assessment: (5 minutes)
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
1. Name the objects made of paper.
2. Which objects are made of plastic?
3. Give examples of objects made of wood.
4. What objects are made of different materials?
Closing: (5 minutes)
 Summarize the lesson by highlighting the main points of the lesson.
Homework:
1. Build(draw) a house. Use wood, plastic and paper in its making.
Answer the following questions:
2. Where did you use wood?
3. What things you made from paper?
4. Where did you use plastic in your house?
Fully Solved Exercise
A: Choose the correct option against each statement.
1. The shape of your geometry box is:
a. rectangular b. square
2. The shape of window of your class room is:
a. square b. rectangular
3. The shape of sandwich is:
a. triangular b. circular
4. The shape of wall clock of your classroom is:
a. circular b. square
5. The shape of wheel of bicycle is:
a. circular b. triangular
B: Complete the sentences with suitable words:
1. Tractor is big while scooter is small.
2. Wooden table is smooth while a piece of wood is rough.
3. Wall is hard while pillow is smooth.
4. Water melon is heavy while balloon is light.
5. Kitten is little while cat is big.
C: Give short answer of the following questions:
1. How does a Sleigh Bell produce sound?

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Ans: Sleigh bell produce sound by shaking.
2. How does a drum produce sound?
Ans: Drum produces sound by beating.
3. How does a guitar produce sound?
Ans: Guitar produces sound by plucking its wires.
4. How does a whistle produce sound?
Ans: Whistle produces sound by blowing.
5. Why do we need torch to see objects in the night?
Ans: We need a torch or other bulb light to see in the dark at night time, because with a light
source our eyes are not able to look into darkness.
6. Name five objects at your home made up of plastic.
Ans: Remote control, water bottle, waste bin, chair and table are made of plastic.
7. Name five objects at your home made up of wood.
Ans: Window, door, wardrobe, chair and table are made of wood.
8. Name the material used in following things:

Unit # 7 Earth
Lesson# 1
SLO: Identify the shape of the Earth.
Recognise that the Earth is covered with land and water.
Teaching objectives:
Make students able to:
 Identify that Earth is round.
 Describe the percentage of water and land on Earth.
 Explain how day and night are formed.
Key Words:
Earth, Water, Land, Rotation, Revolution.
Material & Preparation:
 Writing Board.
 Marker and Eraser.
 CSS Primary Standard Science for class 1.
 A Globe
 One torch
 One paper (per child)
Introduction & Presentation: 15 minutes
Show a globe to students. Ask students what is it? What they can see on it? Tell them this
is a globe. It shows the map of the world in 3D. Point to the blue portion on the globe. Explain
that three-fourth of the Earth is covered with water.
Point to the brown portion on the globe. Explain that one-fourth of the Earth is land.
Explain that land comprises high mountains and flat plains.
Ask students where does light on Earth come from? Explain that light comes from the
Sun. Explain to the students that Earth undergoes two types of motion. In the first type of motion

Class One Page 55

the earth rotates or spins around its own axis. Earth takes about 24 hours to spin or rotates about
its own axis. This causes the formation of day and night.
Select a student to read aloud the page # 57.
Application/Activity: 15 minutes
Place the globe on the table. Shine the torch on one side. Explain that the globe is the
Earth and the torch is the Sun. Spin the globe. Explain that the Earth spins on its axis like the
globe. Now turn the globe slowly. Show the students the part where the light falls. Explain that
the part that gets the light has day. It becomes hot. The side that is away from the light has night.
It is cool. Explain that the Earth rotates (spins) on its axis once in 24 hours.
Explain to the students that Earth also revolves around the sun. The Earth takes about 365
days to complete one revolution around the sun. This period of 365 days is known as one year.
Ask students to illustrate the day and night on their papers by using globe and torch as
model. Students will submit their work to teacher. Display their work on the soft board.
Assessment: 5 minutes
Review the lesson by asking the following questions:
1. What is earth?
2. How much part of the earth is covered with water?
3. How much days earth take to revolve around the sun?
4. What causes the day and night?
Closing: 5 minutes
 Summarize the lesson by highlighting the main points of the lesson.
Homework: What is the shape of Earth?

Fully Solved Exercise

A: Choose the correct option against each statement.
1. The shape of the Earth is:
a. flat b. round
2. The surface of Earth is covered by:
a. buildings b. water and land
3. 30 % part of the Earth is covered by:
a. water b. land
4. The blue portion of Earth represents:
a. water b. land
5. Land portion on Earth is shown by:
a. red colour b. brown colour
B: Label and colour the land and water on the given globe.

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C: Answer the following questions:
1. How many types of motion earth exhibits? Ans: The Earth exhibits two types of
motion.
2. How many hours are in a day? Ans: There are twenty four (24) hours in a day.
3. How many days are there in a year? Ans: There are 365 days in a year.
Unit # 8 Objects In The Sky
SLO: Identify the objects in the sky during day and night.
Recognise that the Sun shines very brightly during the day and gives us heat and light.
Teaching objectives:
Make students able to:
 Identify the Sun as the source of heat and light.
Key Words:
Sun, heat, light.
Material & Preparation:
 Writing Board.
 Marker and Eraser.
 One paper plate (per child)
 One yellow water colour (per pair)
 One paint brush (per child)
 Two yellow constructions papers (per child)
 One scissor (per child)
 One glue (per pair)
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Take the students out on a sunny day and let them feel the Sun‟s heat and light. Ask students
how useful the Sun is and what life would be like without it. Show a picture of the solar system.
Explain that the Sun is a star and it is in the center of the solar system. Demonstrate that it is a
sphere and point out its size as compared to that of the Earth and Moon.
Ask them to read the text on the Sun on page 59 of the textbook. Explain the text as the students
read about the Sun. Explain that the Earth would be very cold and dark without the Sun. Ask
students to discuss how the Sun and its heat can be useful for us. Ask students to list the uses of
the Sun as discussed in class.
After the above activities, ask the students to observe and read from page 59 of the textbook.
After that, the teacher will read the text of the page 59 in a loud and clear voice by maintaining
the correct pronunciation of the text. The teacher will pause at places and ask simple questions to
check understanding of the students about the text of the book.
Application/Activity: 15 minutes
Teacher will provide the paper plates, yellow construction papers, scissors, glue, yellow water
colour, and paint brush to students. Students will paint the paper plates yellow. They will cut the
yellow strips from yellow construction papers to paste it as rays with paper plate when the paint
dries. Teacher will make a hole with punch machine at one corner of the plate. Students will tie a
thread to hang it to the ceiling. Collect the sun and hang them with ceilings for the rest of the
lesson.
Assessment: 5 minutes
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
1. Describe the shape of Sun.
2. What are the timings of appearance of the Sun?
3. Which is the biggest source of heat and light?

Class One Page 57

Closing: 5 minutes
 Summarize the lesson by highlighting the main points of the lesson.
Homework: What do you see on sky during day time?
What will happen if there is no Sun?

Lesson # 2
SLO: Identify the objects in the sky during day and night.
Recognise that the Moon and stars shine at night..

Teaching objectives:
Make students able to:
 Describe the objects that appear on sky at night.
 Explain that the Moon does not have its own light.
Key Words:
Moon, Night, Cold, stars
Material & Preparation:
 Writing Board.
 Marker and Eraser.
 A torch and a ball.
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Ask the following questions from the students to elicit the concept:
 What do they see at sky at night?
 Does the moon has its own light?
 Do the stars have their own light?
 How do they feel at night?
Select a student to read aloud the page # 60. The teacher will explain the pages to students.
Application/Activity: 15 minutes
Take a torch and a ball. Hold the torch near your desk and ask a student to hold the ball at the other end
of the classroom. Now darken the room and ask the students what they can see. Switch on the torch and
explain that the Sun is like the torch. It gives out light and lights up everything it shines on.
Now shine the torch light on the ball that the student is holding. The class will be able to see it.
Explain that the ball is like the Moon; it does not have its own light but appears to shine when
the torch‟s light (sunlight) falls on it.
Assessment: 5 minutes
Review the lesson by asking the following questions:
1. What is moon?
2. How do you feel at night?
3. How does the moon shine?
4. What are stars?
Closing: 5 minutes
 Summarize the lesson by highlighting the main points of the lesson.
Homework: What do you see on sky at night?
Fully Solved Exercise
A: Mark “True” or “False”:
1. The Sun is a round shaped body. True
2. The moon gives us heat. False
3. The sun gives us light in the night time. False
4. The moon gives us light in the day time. False

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 5. We see stars in the night time. True
B: Give answers the following questions:
1. How do we get light and heat in the daytime?
Ans: The Sun gives us light and heat in the daytime.
2. How do we get light in the night?
Ans: The moon does not have its own light but appears to shine when the sunlight falls on it.
3. At which time do we see stars and how do they look like?
Ans: during night we see stars and they look like tiny shining bodies in the sky.

Model Paper (Second Term)

Name: ________________ Class: ________________
Section: _______________ Roll No: ________________
At this level, the National Curriculum emphasize on:
1. Listening and speaking 2. Reading
3. Writing 4. Analysis, interpreting and performing.
Marks obtained:
Section 1: Listening and Speaking 25
Section 2: Reading 25
Section 3: Writing 25
Section 4: Analysis, Interpretation and Performance 25
Total 100

Section 1: Listening and Speaking

(25 marks)
Note: In order to test the listening and speaking skills, the teacher will take oral test.
The teacher will give 5-minutes to each student to complete the section.
Teacher’s sheet:
1- Show the flash cards given in Question 1 on student's sheet.
Ask them to choose the healthy food item from these picture.
_____
Award 2.5 marks for correct choice.
2.5
Then, ask the following questions. Award marks for each correct answer according to given
marks division.
(a) How does your chosen food keep you healthy?
(b) Name two other similar food items.
a b Total

3 1+1 5

2. Show the picture of the bird given on student's sheet (Question - 2).
Ask the following questions. Award 1 mark for each correct answer.
(a) What is that? Name it.
(b) Can we keep it with us at our house? (You may also ask: Is it wild or pet?)
(c) Where does it live? (d) What does it eat?
a b c d Total

2 + 2.5 + 2 + 2 = 8.5

Class One Page 59

3. Ask students to look around the class and name three things made up of plastic.
Award two marks for each correct item.
1 2 3 Total

2 + 2 + 2 = 6
4.
Show the small globe to the student. Ask him / her to judge the shape of Earth by making
its analogy with globe.
_____
The correct identification carries 3 marks.
3
Teacher's Sheet
Section : 2 Reading
Note: The teacher will give 5 - 10 minutes to each student to complete the section.
1. Ask students to carefully read the pictures. Students have to identify the situations that
can protect them from diseases. Mark (ü) with these pictures. Pictures are given on student's
sheet.
Award 2 marks for each correct identification.
1 2 3 Total

2.5 + 2.5 + 2.5 = 7.5

2. Ask students to
read the story of Farhan and then answer the following questions.
Award marks for each correct answer according to the given division.
(a) Is goat a pet? (b) How does Farhan treat the goat?
(c) Should Farhan beat the goat?
(d) How is goat our friend? (What does goat give us?).
(e) How should Farhan treat his goat? (two ways)
a b c d e Total
=
1.5 1.5 1.5 4 4 12.5

Teacher's Sheet (b) Performance

Material: Some toy bricks / block of foam of different sizes and colours, Flash cards of
red, green, blue and yellow colour.
What to do:
→ Divide the class into groups of two.
→ Call each group at one time if required material is limited otherwise provide each group
with a bag of above mentioned materials.
→ Ask students to use sense of sight to sort the blocks into different colours i.e. red, green,
blue, yellow.
→ When they have done, provide them with flash cards of red, green, blue and yellow
colour to label their separated blocks.
Award 1.25 marks for each correct sorting.
Red Green Yellow Blue Total

+ + + =
1.25 1.25 1.25 1.25 5

Class One Page 60

 Student's Sheet
Name:____________________ Section:____________________
Roll No.:____________________
Section : 1 Listening and speaking
1. Choose the healthy food from the following:
(a) (b) (c)

(d) (e)

2. Identify the given picture. Answer the quetions asked from the teacher.

Student's Sheet
Name:____________________ Section:____________________
Roll No.:____________________
Section : 2 Reading
1. Read the pictures. Tick () the action that can protect you from disease.
(a) (b)

Class One Page 61

 (c) (d)

(e) (f)

2. Read the story of Farhan and answer the questions asked by teacher.
Farhan's Story:
Farhan's father brings a goat for Farhan and asks him to take its care. But Farhan forgets
to give it food on time. He does not give it clean water. He beats the goat too. Farhan's father
advice him that goat is our friend. We should treat it with love and care.
3. Observe the picture. Identify 5 rectangular shaped objectc from the following.

Section: 3 Writing
1. Here are some words that can be used to describe objects. _____
3
scent, warm, blue, loud, shiny, rough
To which sence of the body these describing words belong? Write your answer in the
table below:
Sense of sight Sense of hearing Sense of taste Sense of smell Sense of touch

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 1 + 1 + 1 + 1 + 1 + 1 = 6
 Answer the following questions.
2. (a) How are plants our friends?
3

(b) What benefits we get from cow and hen?

Cow:

Hen:

Total
1.5 + 1.5 = 3
(c) Observe the pictures of two animals. Describe 1 feature of each animal not present in
other.

Fish:

Fly:

Class One Page 63

 Total
+ +
1.5 1.5 3

(d) Which animal lives in burrows?

3. (a) How does a drum produce sounds?

(b) Lable the objects for the material it is made of:

Total
1 + 1 = 2

4. Which two things cover the surface of Earth?

(i) (ii)

Total
5. What do you see 1.5 + 1.5 = 3 on sky at night?

(i) (ii)

Total
Section: 4 Analysis and Performance
 Read the 1.5 + 1.5 = 3 statement. Chosse the
correct answer.

Class One Page 64

 Each correct answer carries 2 marks.
Q.1 Q.2 Q.3 Q.4 Q.5 Q.6 Q.7 Q.8 Q.9 Q.10 Total

2 2 2 2 2 2 2 2 2 2 = 20

1. Ahmad comes home after playing. He wants to eat food. What should he do first?
(a) start eating meal (b) wash hand
2. Our legs can:
(a) kick a ball (b) hold a ball
3. Look at the picture.

It is made from:
(a) plant wood (b) animal skin
4. Which of the following give us milk and leather?
(a) hen (b) cow
5. We cannot keep giraffe at home. It is a:
(a) pet animal (b) wild animal
6. Make a group of heavy objects from the following:
1. 2. 3. 4.

a) 2 and 4 (b) 3 and 4

7. Identify the soft object:
(a) (b)

8. Which things help us to see objects by giving bright light:

(a) LED bulb (b) fire
9. We can do our work in day time because of:
(a) Sunlight (b) Moonlight
10. Stars shine:
(a) at day (b) at night

Class One Page 65

 Third Term
Unit # 9 Seasons
Lesson # 1
SLOs: Name four seasons (spring, summer, autumn and winter).
Illustrate the key characteristics of the four seasons. (Part-1: Summer: hot, spring: new
flowers and leaves).
Relate seasonal and weather conditions to appropriate choices for clothing, food and
recreational activities.

Teaching objectives:
Make students able to:
 Discuss the distinct features of spring and summer.
 Explain the effect of spring and summer on the lifestyle and activities.
Key Words:
Seasons, Spring, Summer.
Material & Preparation:
 Flash cards of four seasons of Pakistan.
 Writing Board.
 Marker and Eraser.
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Show the pupils some scenes of summer and spring and let them guess which scene belongs to
which season. Explain to the pupils that in most countries of the world, there are four seasons:
spring, summer, autumn and winter. The weather changes during different seasons, affecting our
lives and that of plants and animals.
Now together with the class, conduct a brainstorming session.
 What is the season now?
 Why do you like this season?
Write the key points on the board. Give your input where necessary.
Spring:
 Spring begins as soon as the winter ends.
 Snow begins to melt from mountain tops.
 Birds come back to warmer days and nights.
 Young plants begin to grow and turn green.
 Flowers bloom and bees and butterflies collect nectar from them.
Summer:
 Everyone feels very hot.
 It gets very warm and sunny.
 We wear light clothes to keep cool.
 We like to drink cool drinks and eat ice cream.
 The days are long and hot.
 Mangoes ripen in summer.
 People go to the seaside to keep away from the heat.
After the above activities, ask the students to observe and read from page 62 & 63 of the
textbook. After that, the teacher will read the text of the page 62 & 63 in a loud and clear voice
by maintaining the correct pronunciation of the text. The teacher will pause at places and ask
simple questions to check understanding of the students about the text of the book.
Application/Activity: 15 minutes

Class One Page 66

Take prints of the following worksheet. Instruct students about the task. Students will submit
their worksheets after the activity.

Assessment: 5minutes
Recap the lesson by asking questions about the main points discussed. You can ask the
following questions from the students as part of the sum up activity.
 Which season do we experience in the months of March, April and May?
 What are the common icons of spring season?

Class One Page 67

  How is the weather in spring season?
 What are the activities of spring season?
 What are the activities of summer season?
 What type of clothes do you wear in summer?
 What activities you do in summer?
Closing:5 minutes
 Summarize the lesson by highlighting the main points of the lesson.
Homework: How is the weather in spring season?
What are the activities of spring season?
What are the activities of summer season?
What type of clothes do you wear in summer?
What activities you do in summer?

Lesson # 2
SLOs: Name four seasons (spring, summer, autumn and winter).
Illustrate the key characteristics of the four seasons. (Part-2: Autumn: leaves fall,
Winter: cold).
Relate seasonal and weather conditions to appropriate choices for clothing, food and
recreational activities.

Teaching objectives:
Make students able to:
 discuss the distinct features of autumn and winter.
 Explain the effect of winter and autumn on our lifestyle and activities.
Key Words:
Autumn, Winter, woolen clothes, dry fruits
Material & Preparation:
 Flash cards of winter and autumn season.
 Writing Board.
 Marker and Eraser.
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Show the pupils some scenes of winter and autumn and let them guess which scene belongs to
which season. Write the key points on the board. Give your input where necessary.
Autumn:
 Autumn comes just before winter.
 A cool, dry wind blows, making the leaves dry and fall from the trees.
 All the trees look bare.
 Animals that sleep during winter begin collecting and eating food, because they know
that they will not find much food in the cold season.
 Birds fly away to warmer places where they can find food and shelter.
Winter:
 The air is cool and fresh.
 We put on some warm clothes.
 The days get shorter and the nights are cold and long.
 Mountain tops are covered with snow.
 Some animals, like frogs and squirrels, sleep during the cold winter.
 We love to drink hot coffee and tea.
 We like to sit near the fire, wearing woolen clothes.

Class One Page 68

 After the above activities, ask the students to observe and read from page 63 and 64 of
the textbook. After that, the teacher will read the text of the page 63 and 64 in a loud and clear
voice by maintaining the correct pronunciation of the text. The teacher will pause at places and
ask simple questions to check understanding of the students about the text of the book.
Application/Activity: 15 minutes
Take the prints of the attached worksheet and instruct students about the task.

Assessment:
Recap the lesson by asking questions about the main points discussed. You can ask the following
questions from the students as part of the sum up activity.
 Which season do we experience in the months of September, October and November?
 Why we see most of the trees without leaves in autumn?
 What sort of clothes do people wear during winter?
 What do some animals do during winter?
Closing:
 Summarize the lesson by highlighting the main points of the lesson.
Homework: What sort of clothes do people wear during winter?
What is special about autumn season?

Class One Page 69

 Fully Solved Exercise
A: Choose the correct option against each statement.
1. Spring starts in the month of:
a. June b. March
2. Summer starts in the month of:
a. February b. June
3. Autumn starts in the month of:
a. June b. September
4. Winter starts in the month of:
a. September b. December
B: Identify the seasons in the figure below and write their names:

C: Answer the following questions:

1. What do we see in our surroundings in spring season? Ans: We see beautiful
flowers and green plants everywhere.
2. How do you feel in summer season? Ans: We feel warmth in summer season.
3. What do we see in our surroundings in autumn season? Ans: During autumn
season, we see fallen leaves and most of the trees without leaves.
4. How do you feel in winter season? Ans: It is very cold in winter.
5. How do we save ourselves from cold in winter season? Ans: We wear warm
clothes, burn fire eat dry fruits to keep ourselves safe from cold.
Unit # 10 Weather
Lesson # 1
SLO: Identify daily weather conditions. (rainy, sunny, cloudy and windy)
Teaching objectives:
Make students able to:
 Identify and name the different weather conditions.
 Express the changes in the weather and relate them to the effects they have on our lives.
Key Words:
Sunny, Sunshine, Wet, Rainy, Cloudy, Monsoon, Shower, Thunder, Lightning, Windy, Storm, Cool,
Hot.
Material & Preparation:
 Flash cards of weather

Class One Page 70

  Writing Board.
 Marker and Eraser.
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Begin the lesson by asking the students questions such as:
 Was it cloudy last week or sunny or both?
 Did it get colder or warmer this week or has it been the same as last week?
 Is it windy?
 Which season do you think it is?
List their responses. Use trigger words such as: warm day, sunny, windy, summer, etc.
Select a student to read the page # 67 & 68. Discuss each flash card showing the different kinds
of weather. Talk about the activities in each picture being directly related to the weather, e.g.
In summer everyone is dressed so that they can feel cool in the hot weather. The children are
enjoying playing in the water. In summer we like to have cold things to eat and drink, like an ice
cream. The ice cream man needs an umbrella to stay in the shade as he moves around. The Sun is
very bright and hot, etc.
Bring about the children‟s responses regarding their previous knowledge and experiences of the
weather. Ask questions such as: Which is your favourite weather? Why?
Ask questions about the present weather conditions. Point out that we get heat and light from the
Sun. On hot days, we try to stay out of the Sun, on a cold day we enjoy the warmth of the Sun.
Let the children repeat the four types of weather (rainy, sunny, cloudy and windy).
Application/Activity: 15 minutes
Take the prints of the following worksheet. Instruct students about the activity. Students will
submit their worksheets to teacher after the activity.

Assessment: 5 minutes
Ask the children about different weather patterns, using standard questions like:
1. What is it like on a sunny day?
2. What do people wear to keep cool?
3. What kind of food do you eat when it is hot and sunny?
Class One Page 71
 4. What games do you like to play on a sunny day?
5. Is the sky clear and blue or is it grey and cloudy?

Closing: 5 minutes
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Assign homework related to the topic from the exercise.
Lesson # 2
SLO: Predict daily weather conditions (through observations).

Teaching objectives:
Make students able to:
 Predict the weather by observing different conditions.
Key Words:
Predict, high clouds, low clouds, movement, colour
Material & Preparation:
 Writing Board.
 Marker and Eraser.
 CSS Primary Standard Science for class 1.
Introduction & Presentation: 15 minutes
Ask students to tell how do they predict weather. Tell them the following conditions used to
predict the weather
 Types of clouds
 Movement of clouds
 Colour of clouds
Select a student to read aloud the page # 69 & 70. Explain the conditions to students.
Application/Activity: 15 minutes
Divide the class into two groups. Tell different conditions of clouds and ask them to tell what
weather it is? Groups with more right answers will be the winner.
Assessment: 5 minutes
You can ask the following questions from the students as part of the sum up activity.
1. How many types of clouds are there?
2. What are high clouds?
3. What are low clouds?
4. What do the high clouds mean for us?
5. What do the low clouds mean for us?
6. How do the movements of clouds tell us about weather condition?
7. How does the colour of sky indicate weather conditions?
8. What is climate?
9. What is the difference between weather and climate?
Closing: 5 minutes
 Summarize the lesson by highlighting the main points of the lesson.
Homework: Assign homework related to the topic from the exercise.

Fully Solved Exercise

A: Choose the correct option against each statement.
1. When the sun shines completely and there is no cloud in the sky, we say that the weather
is:
a. Sunny b. Cloudy
2. When there are clouds in the sky, we say that is expected.
a. Wind b. Rain
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 3. The sea of gases above our heads is called:
a. rain b. atmosphere
4. Wind blows because of difference in temperature of one place from another place.
a. temperature b. climate
5. When the sun rays do not reach the earth, the temperature:
a. increases b. decreases
B: Answer the following questions:
1. How will you recognize the cloudy weather?
Ans: When there are clouds in the sky, we say that the weather is cloudy.
2. How will you recognize the sunny weather? Ans: When the sun shines
completely and there is no cloud in the sky, we say that the weather is sunny.
3. What do you predict when clouds are dark and low? Ans: Lower clouds tell the
current weather condition. If they are dark and dense, the weather will be worse.
4. What do you predict when clouds are white and high? Ans: High clouds indicate
the weather condition which is about to come after few hours. If these clouds are thin and
white, weather will be fine.
5. What is special about rainy weather? How do you enjoy it? Ans: There is rain
most of the time in rainy weather. We enjoy rain, have special fried food.
Model Paper (Third Term)
Name: ________________ Section: _______________
Roll No: ________________
At this level, the National curriculum emphasize on:
Section 1: Listening and Speaking 25
Section 2: Reading 25
Section 3: Writing 25
Section 4: Analysis, Interpretation and Performance 25
Total 100

Section 1: Listening and Speaking

25 marks

Note:
 In order to test the listening and speaking skills, the teacher will conduct the oral axam.
 The teacher will specify five minutes to each student to complete the test.
Teacher’s sheet:
1. Sat the following descriptive words one by one. Ask the student to name the related body
organ. Award 1 mark for each correct answer.
Nice perfume, bright ellow, soft toy, low wistle, sweet candy
Total
=
1 1 1 1 1 5

2.(a) Ask the student how will he/she take care of pet. (two points)
Award 1 amr for each correct point.
2

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(b) Ask the students to look around the classroom and find out two rectangular shaped
objects.
Award 2 marks for each correct identification.
(The teacher may ask about same other shape as alternate)
Total
=
2 2 4

(c) Ask the student what object we can see on sky at night time.
Award 1 mark for each correct object.
2
3.(a) Ask the student to name the four seasons.
Award 1 mark for each correct name.
Total
=
1 1 1 1 4

(b) Ask the student to tell the special feature of summer.

(Change season for each next student).
2
Award teo marks for correct answer.

4.(a) Ask the student to go outside and observe that time weather. (Award 2.5 marks for correct
identification.
(b) Ask him/her how did he/she identify the weather.
Award 3.5 marks for correct answer.
a b Total
=
2.5 3.5 6

Section 1: Reading
Teacher’s Sheet
25 marks
Note: The teacher will give 5-10 minutes to each student to complete the reading section.
1. Show the students the picture given on student‟s sheet (Question-1: Reading) and ask
him/her to find out atleast 2 actions from the picture that may make the children ill.
Award 2.5 marks for each correct finding.
Total
=
2.5 2.5 5

2. Ask the student to read the story of Aysha given on Student‟s Sheet and ask te following
questions:
(a) On which basis did Aysha group objects?
(b) Which objects Aysha grouped on the basis of size?
(c) Which objects Aysha grouped on the basis of shape?

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 Award marks according to following mark distribution.
a b c Total
=
3.5 2 2 7.5

3. Show student the picture given on student‟s sheet (Question-3: Reading section) and ask
the following questions:
Award the marks according to the following marks distribution.
(a) Which season is shown in the picture?
(b) What is the special feature of the season?
(c) Which type of clothes should we wear in this season?
(d) Which food should we eat in this season?
(e) Name at-least one food that should we eat.
(f) What is the weather shown in the picture.
a b c d e f Total
=
2.5 2 2 2 2 2 12.5

Student’s Sheet
Section 2: Reading
Name: _______________ Section: _________ Roll No: ________
1. Read the picture and find out any two ways that may make the children ill.

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2. Read the given story of Aysha and answer the questions asked by the teacher.
Story:
Aysha always keeps her things arranged. On the weekend, her room gets messy.
There are books and toys on floor and bed. Aysha picks up small books of English, urdu,
rhymes and diary. She put these books on one shelf. Then she pile up all square shaped
books on the other shelf. Aysha, then put all round shaped toys in a bag. Then she packed
large doll, large doll house and ludo board in to the cupboard. The room looks clean
them.
3. Observe the picture and answer the questions asked by the teacher.

Section 3: Writing

25 Marks
1.(a) Why should we eat vegetables?

(b) Name twi plants you see around.

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(c) Name 1 food we get from plants.

2. Observe the animals below. Which one we keep at house? Which one we cannot?

(a) Animal we keep at house:

(b) Animal we do not keep at

house:

a b Total
=
1.5 1.5 3

3.(a) By which materials can we make a chair?

(b) What is the shape of earth?

1.
5

4. Write the special feature of each season.

(a)
Summer:

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(b)
Autumn:

(c) Winter:

(d) Spring:

a b c d Total
=
1.5 1.5 1.5 1.5 6

5.(a) When is sunny weather?

2.5

(b) When is cloudy weather?

2.5

(c) Which weather will you predict from the following picture?

2.5

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 ___
_
2.5

Section 4: Analysis, Interpretation and Performance

25 marks
A. Read the statement. Choose the correct option.
Each correct answer carries 2 mark.
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Total
=
2 2 2 2 2 2 2 2 2 2 20

1. What can we find about the bag using sense of

touch?
(a) Bag is small. (b) bag is rough.

2. What is the tree in the picture providing?

(a) fruit (b) shade

3. Where do birds live in?

(a) in nest (b) in burrow

4. Which child will hear loud sound of school

bell?
(a) 1 (b) 2

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5. What do we see on sky at night?
(a) Moon, Star (b) Sun
6. In which season, most of the flowers bloom?
(a) Winter (b) Spring
7. How can we come to know, there is autumn?
(a) when leaves fall. (b) when it is hot.
8. In which season we use fan‟s?
(a) winters (b) summers
9. We feel warmth in:
(a) sumnny weather (b) rain weather
10. Which picture shows fine weather.
(a) (b)

Performance
Materials: Small blocks of triangle, rectangle, square and circular shape.
Procedure:
5

1. Divide the class in to four groups of equal strength.

2. Name each group with a shape. i.e. circle group, rectangle group, triangle group, square
group.
3. Allot one corner/separate area and a table to each group.
4. Place jumbled up block on a large central table.
5. Call one student from each group at one time and ask them to pick out the block
according to your group name.
6. Ask students to collect all their relevent shaped blocks.
Award 5 marks for correct sorting.

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