Pakarab Schools, Multan

COURSE OUTLINE FOR General Science

(Session 2025-26)
Title General Science
Credit Rating 03
Level 1
Delivery April 2025 to March 2026
Instructor Afia Ejaz

General aims:
1. Build knowledge about the natural world and encourage the students to explore their surroundings e.g. plants, animals, weather
and materials.
2. Teach students to use their senses to observe and describe objects and events. Encourage detailed observation and discussion
of what they see, hear, smell, touch, and taste.
3. Instill a sense of wonder, curiosity and respect for the natural world. Teach students about the importance of caring for the
environment and living things.
4. Create critical thinking skills through inquiry-based learning.
5. To help students learn and use basic scientific vocabulary.

6. Foster problem- solving skills and build scientific literacy by doing fun activities to see what happens, like mixing colors.
7. Strengthen STEM aptitude for future academic and career success.
Students learning Outcomes;
Students who successfully complete the course unit will be able to do following:
Chapter 1: Characteristics of Organisms
Students will acquire knowledge about:
 Living and non-living things
 Importance of plants/trees as a source of food, shade and shelter.
 Things that are made up of plants/trees.
Chapter 2: Animals
Students will learn about:
 Domestic and wild animals and how to take care of them.
 The food and homes of different animals.
 Importance of animals as a source of food, joy and transport.
Chapter 3: All about me
Students will learn about:
 Parts of human body (eyes, nose, ears, arms and legs) and their functions
 Five senses and the sensory description of each of the five senses (taste, touch, hearing, sight, smell)
Chapter 4: Keeping ourselves healthy
Students will acquire knowledge about:
 Ways by which we can keep ourselves clean
 The unhealthy habits that cause illnesses.
 The fact that germs can cause diseases and ways to avoid germs.
 The risk and danger associated with the use of electrical appliances.
Chapter 5: Light, Sound, and Heat
Students will learn about:
 The energy and different forms of energy (light, sound, heat).
 The sources and uses of heat and light.
 The different types of sounds.
Chapter 6: Our Earth
Students will learn about:
 The planet Earth and its shape
 The concept of sunset and sunshine.
Chapter 7: The sky above us
Students will learn about:
 The names of planets
 Objects in the sky we can see during day and night.
 The Sun as the source of heat and light on Earth.
Key transferable skills:
 Observation: Encouraging students to use their senses (seeing, hearing, touching, etc.) to notice details in the world around
them.
 Classification: Sorting objects or living things based on observable characteristics (e.g., color, size, shape) e.g. Grouping
objects based on whether they are living or non-living.
 Communication: Sharing their ideas and observations with others, such as through drawings, simple sentences, or show-and-
tell.
 Critical thinking: Analyzing information and asking questions about why things happen and seeking explanations. e.g. why
plants need sunlight and water to grow.
 Creativity: Using their imagination to come up with new ideas or ways to explore and understand the world around them.
  Collaboration: Working with others to complete tasks or experiments, and taking turns listening and speaking.

Curriculum Contents:
The course will introduce students to the essential knowledge of STEM.

Week -Wise Break up

Week Contents Homework
April Module 2 Animals Homework 1:
Write down the names
of any 3 non-living
Day 1: Topic (Living and non-living things) Introduction chart
things in [Link]. Draw
(Teacher Toolkit). Real life examples will be given as warm up
them also.

Homework 2:
Week 1 Write down the names
of any 2 insects in
[Link].

Homework 3:
Write down the names
of any 3 fishes in
[Link].

Day 2: Review of previous lesson (Teacher student discussion)

General discussion about “Where do animals live?”

Day 3: Topic (Division of animals) Introduction Flashcards

(Teacher Toolkit)

 Discussion about birds and insects.

Day 4: Review of previous day lesson as warm up

 Module 2: Animals Homework 1:
Day 1: Topic Introduction Draw any 2 living
Flashcards things in [Link].
Week 2 (Teacher toolkit)
Homework 2:
Write down the names
of any 5 wild animals
in [Link].

Written work: Sorting living and non-living things into correct category. Homework 3:
Write down the names
Day 2: Topic Introduction Flashcards of any 5 water animals
in [Link].

Written work: Names of 5 domestic animals

Day 3: General discussion about
water and land anima

Written work: Water and

land animals
Week 3 Module 2: Animals Homework 1:
Day 1: Topic Introduction Flashcards (Teacher Toolkit) Write down the name
of your favourite
animal in [Link]. Draw
it also.

Homework 2:
Learn names of
animal’s homes from
worksheet.

Homework 3:
Learn names of
animal’s babies.

Written work: Animals and their homes.

Day 2: Topic Introduction Flashcards

Written work: Worksheet related to

content

Day 3: Topic Introduction Flashcards

 Written work: Animals and their babies

Day 4: Review of previous day lesson as warm up

Written work: Labelling of bird

May Module 2: Animals Homework 1:

Day 1: Quiz about animals as warm-up Learn Q1 from [Link]

Homework 2:
Week 4 How many legs do
insects have in [Link].

Homework 3:
Learn Q2 from [Link].
Written work: Short Question/ Answers related to content
 Day 2: Review of previous day written work as oral activity

Written work: Short Question/ Answers related to content.

Day 3: Review of previous day written work as oral activity

Written work: Short Question/ Answers related to content.

Day 4: Review of previous day written work as oral activity

Written work: Short Question/ Answers related to content.

Week 5 Module 2: Animals Homework 1:
Day 1: Surprise reading will be warm up of the lesson. Learn one-word Q/A
Written work: One-word Q/A related to content from nt. bk

Homework 2:
Day 2: Review of previous day written work as oral activity. Test of one-word
Written work: One-word Q/A related to content
answers from [Link].
Homework 3:
Day 3: Formative Assessment 1 Learn fill in the blanks
from nt. bk.
Day 4: A short quiz as warm up.
Written work: Fill in the blanks related to content.

Week 6 Module 4: Keeping Ourselves Healthy Homework 1:

Pg# 49 Match the
images on book
Day 1: Topic Introduction Chart
(Teacher Toolkit)
Homework 2:
Directed Reading: Textbook
 Pg# 40,41 Write down any 2
healthy habits in
Oral Activity: Sorting out healthy and notebook.

Unhealthy habits into correct category. Homework 3:

Write down the names
of 3 things you should
stay away?

Day 2: Hand washing activity as

warm up.

Directed Reading: Textbook Pg# 42,43

Day 3: Review of previous day activity as

warm up
Written work: Difficult words
Day 4: Topic (Staying safe) Introduction material (Teacher Toolkit)

Directed Reading: Textbook Pg no 44,46

Week 7 Module 4: Keeping Ourselves Healthy Homework 1:

Learn Q 1 from [Link].
 Day 1: Review of previous lesson by showing flashcard (Teacher student discussion) Homework 2:
Write fill in the blanks
from [Link] 49 (any 3)
on [Link].

Homework 3:
Test of Q1,2 from
[Link].

Written work: Short Question/ Answers related to content

Day 2: Review of previous day written work as oral activity.

Written work: Short Question/ Answers related to content.

Day 3: Formative Assessment 1

Day 4: Activity: Healthy and Unhealthy Food Exploration (Teacher

created)

Week 8-17 Summer Vacation

(June to August)
August Module 4: Keeping ourselves healthy Homework 1:
Week 18 Learn blanks from
Day 1: Skim reading of key points [Link] # 49
Textbook Pg # 48-50.
Homework 2:
Day 2: A short quiz as warm up. B. Pg # 49 (Match
images with their
Comprehension: Textbook page 45 (Healthy Habits) description)

Homework 3:
Day 3: Revision of complete chapter
Test of [Link] #50 (one-
word answers)
Day 4: Formative Assessment 2
Week 19 Homework 1:
Module 1: Characteristics of Organisms Write down the names
Day 1: Topic Introduction (Nature walk) of any 2 living things
in [Link]. Draw and
colour them
Directed reading: Textbook Pg no 2,3
Activity: Sorting out the living and non-living things
Homework 2:
Test of [Link] #25.

Homework 3:
Test of [Link] #26 (one-
word answers).

Day 2: Showing different leaves (nature walk)

will be warm up of the lesson.

Directed reading: Textbook Pg no 4,5

Comprehension: Textbook Pg 11

Day 3: Formative Assessment 3

Day 4: Formative Assessment 4
 September Homework 1:
Week 20 Module 1: Characteristics of Organisms Write down the name
Day 1: Topic Introduction Chart of a plant that has no
Directed reading: Textbook Pg no 6,7 flowers in nt. bk
Book Pg 14
Homework 2:
Test of Q/A 1,2 from
nt. bk (Unit 2)
Homework 3:
Test of Q/A 3,4 from
nt. bk (Unit 2)

Day 2: Review of previous lesson by showing chart

(Teacher student discussion)
Written work: Difficult words

Day 3: Formative Assessment 5

Day 4: Formative Assessment 6

Week 21 to 22
Summative Assessment (First Term Exam)
Week 23 Homework 1:
Module 1: Characteristics of Organisms Write down any 2
Day 1: Surprise reading will be warm up of the lesson. examples of herb plant
in [Link].
Written work: Short Question/ Answers related to content
Homework 2:
Write down the name
of plant that grow in
Day 2: Activity: What plants need to grow (Plant Power Adventure) Teacher mountains in [Link].
created
Homework 3:
Learn one-word
answers from [Link] 14.

Day 3: Review of previous day activity as

warm up.
Directed Reading: Textbook Pg no 8

Day 4: Revision of complete chapter

 Textbook Pg# 13,14

October
Week 24 Module 1: Characteristics of Organisms Homework 1:
Write down the name
Day 1: Topic Introduction Chart of national flower of
Pakistan in [Link].
Directed Reading: Textbook Pg# 9,10
Homework 2:
Day 2: Review of previous day activity as Learn Q/A (3,4) from
nt. bk
warm-up.
Homework 3:
Written work: Short Question/Answers Test of labelling of
plant.
related to content.

Day 3: A short quiz as warm up of

the lesson

Written work: Labelling of plant

Day 4: Formative assessment 7

Week 25 Module 3: All about me Homework 1:
Write down the names
Day 1: Rhyme singing (Parts of body) as warm up of the lesson. of five body parts in
[Link].
Directed Reading: Textbook Pg no 28

Homework 2:
How do nose help us?
in nt. bk

Homework 3:
What does the head
region include? In nt.
bk

Day 2: Different body parts and their functions will be discussed as warm up
(Teacher-student discussion)

Directed Reading: Textbook Pg 29

Exit slip: A short quiz about functions

of body parts

Day 3: Text Book activity (Pg #30)

as warm up.

Written work: Difficult words

Day 4: Surprise reading will be the warm up.

Directed Reading: Textbook Pg # 30.

Exit slip: Which body part helps us understand

all information around us?

Week 26 Module 3: All about me Homework 1:
How many senses do
Day 1: Topic introduction Flashcards we have?
(Teacher toolkit)
Homework 2:
Directed Reading: Textbook Pg# 31 Reading B. Pg #31.

Homework 3:
Activity about Five senses Test of Q1,2 (Unit 4)
from [Link].
Day 2: Review of previous day activity
as warm up.

Written work: Short Question/Answers related to content.

Day 3: Quiz will be taken as warm up.

Written work: Short Question/Answers related to content.

Day 4: Formative assessment 8

Week 27 Module 3: All about me Homework 1:

Draw a picture of
Day 1: Textbook Pg #32 Q/A as warm up something which
smells nice to you in
Directed Reading: Textbook Pg# 32,33 [Link].

Homework 2:
Activity: Teacher will name different foods and Test of [Link] 49.

Homework 3:
 students will tell their taste. Test of [Link] #50

Day 2: Topic Introduction Material (Teacher Toolkit)

Directed Reading: Textbook Pg # 33

Day 3: Formative Assessment 9

Day 4: Formative Assessment 10

November Module 3: All about me Homework 1:

Week 28 Learn [Link] 38.
Day 1: Draw picture of favourite food as warm
up. Homework 2:
What makes Earth a
Exercise of Unit 3 (Textbook Pg # 36-37) unique planet? In
[Link].
Day 2: Skim reading of key points
Exercise of Unit 3 (Textbook Pg # 38) Homework 3:
Is there more water or
Day 3: Module 6 Our Earth land on Earth, and
Topic introduction (Globe) how much more? In
[Link].
 (Teacher toolkit)

Directed Reading: Textbook Pg# 64

Day 4: Review of previous day lesson

Activity: Earth’s Orbit dance

Week 29

Sports Gala
Week 30

Art Exhibition

Speech and Debate Competition

Week 31

December Module 6 Our Earth Homework 1:

Week 32 Day 1: Review of previous day activity as warm up. What is the shape of
Directed Reading: Textbook Pg # 65 Earth in [Link].
Activity: Sunset and Sunrise
Homework 2:
B. Pg #69 (Match the
following words)

Homework 3:
Test of Q1 (Unit #3)

Day 2: A short Quiz about the planet Earth

Written work: Difficult words

Day 3: Textbook Pg # 65 Activity as warm up

 Directed Reading: Textbook Pg # 66

Exit slip: Tell the names of directions from

which sun rises and sets in?

Day 4: Formative Assessment 11

Week 33 Module 6 Our Earth Homework 1:

From which direction
Day 1: Surprise reading as warm up of the lesson sun rises in? in [Link]
Written work: Short Q/A related to content.
Homework 2:
Day 1: Review of previous day written work as oral activity Learn labelling from
Written work: Short Q/A related to content. [Link] #69.

Homework 3:
Day 3: Formative Assessment 12 Test of Q 2,3 (Unit 3)

Day 4: Skim Reading of all the key points

Exercise B. Pg# 68,69

Week 34 Module 6 Our Earth Homework 1:

Learn [Link] #70.
Day 1: Revision of complete chapter
Exercise B. Pg# 70 Homework 2:
Test of [Link] 38 (one-
Module 5: Light, Sound and Heat word answers)

Day 2: Topic introduction (Energy) Mystery box Homework 3:

 Test of [Link] 37
(Teachers toolkit) (blanks)

Directed reading: Textbook Pg# 52

Day 3: Formative Assessment 13

Day 4: Formative Assessment 14

Week 35 to 36 Winter Holidays (22 December 2025 to 7 january 2026)

January Module 5: Light, Sound and Heat Homework 1:

How many kinds of
Day 1: Topic introduction Material (Teacher toolkit) energy are there in
Week 37
[Link]?

Homework 2:
Test of [Link] #69
(labelling)

Homework 3:
Test of [Link] #70 (one-
Directed Reading: Textbook Pg # 53 word answers)
Exit slip: Tell any 1 source of heat and light.

Day 2: Review of previous day activity as warm up.

Written work: Difficult words

Day 3: Formative Assessment 15

Day 4: Formative Assessment 16
Week 38

Summative Assessment ( Second Monthly Test)

Week 39 Module 5: Light, Sound and Heat Homework 1:
Which is the biggest
Day 1: A short quiz as warm up source of energy on
Activity: Textbook Pg # 54 Earth in [Link].

Homework 2:
Test of Q1,2 (Unit 6)

Homework 3:
Test of Q3 (Unit 6)

Day 2: Review of previous day activity as warm up

Written work: Short Q/A related to content

Day 3: Formative Assessment 17

Day 4: Formative Assessment 18

February Module 5: Light, Sound and Heat Homework 1:

Week 40 Reading [Link] # 55
Day 1: Topic Introduction (Sound Energy)
Activity (Teacher created) Homework 2:
Test of Q4,5 (Unit 5)

Homework 3:
 Write names of 2
things that make loud
sound in [Link]. Draw
them also.

Directed Reading: Textbook Pg # 55

Exit slip: Can you see sound energy?

Day 2: Review of previous day activity as warm up.

Written work: Short Q/A related to content.

Day 3: Formative Assessment 19

Day 4: Topic Introduction Chart (Teacher Toolkit)

Directed Reading: Textbook Pg # 56

Exit slip: Sorting out soft and loud sounds into correct category.

Week 41 Module 5: Light, Sound and Heat Homework 1:

What sound does a
Day 1: Topic Introduction Cards duck make in [Link]?
 (Pictures of animals)
Homework 2:
Directed Reading: Textbook Pg# [Link] #61 (Identify
which energy these
57. things produce?)

Homework 3:
Learn Q3 from [Link]
(Unit 5)

Day 2: Surprise reading as warm up

Written work: Short Q/A related to content.

Day 3: Skim reading of all the key points

Activity: Textbbok Pg # 58

Day 4: A short quiz will be taken as warm up

Exercise [Link] 60, 61

Week 42 Module 5: Light, Sound and Heat Homework 1:

Test of [Link] 58
Day 1: Revision of complete chapter
Exercise [Link] # 62 Homework 2:
How many planets are
there in solar system?
Day 2: Formative Assessment 20
Homework 3:
Module 7: The Sky above us Write the name of
biggest planet of solar
Day 3: Topic introduction system in [Link].
(Planets) Chart (Teachers toolkit)
 General discussion about Planets

Day 4: Review of previous day activity by showing chart

Directed Reading: Textbook Pg # 72

Exit slip: From where all the planets get

heat and light?

Week 43 Module 7: The Sky above us Homework 1:

Which name was
Day 1: Textbook Pg # 75 Activity as warm up given to the Sun by
ancient scientists?
Directed Reading: Textbook Pg # 73
Homework 2:
Test of Q1,2 from
[Link] (Unit #5)
Day 2: Surprise Reading will be taken as
warm up Homework 3:
Written work: Difficult words Test of Q3,4 from
[Link] (Unit #5)
Day 3: Formative Assessment 21

Day 4: Formative Assessment 22

March Module 7: The Sky above us Homework 1:

Week 44 Write names of 2
Day 1: Topic Introduction through objects (Stars, moon) objects you see on sky
during night?
Directed Reading: Textbook Pg # 74,75
Homework 2:
Activity: Draw one thing you see on the sky during Why does the moon
night? look so big in [Link]?

Homework 3:
Day 2: Review of previous day activity as warm up. Test of [Link] 61,62
(blanks+ one word
answers)
Written work: Short Q/A related to content.

Day 3: Review of previous day written work

as oral activity
Written work: Short Q/A related to content.

Day 4: Formative Assessment 23

Week 45 Module 7: The Sky above us Homework 1:

Learn [Link] 79
Day 1: Skim reading of all the key points.
Homework 2:
Exercise [Link] # 77,78
Test of Q1,2 from
[Link]. (Unit 7)
Day 2: Revision of complete chapter
Exercise [Link] # 78,79 Homework 3:
Test of [Link] 78
Day 3: Formative Assessment 24 (Blanks +one-word
 answers)
Day 4: Formative Assessment 25

Week 46 to 47 Summative Assessment Final Term Exams

Teaching and learning Methods:

We'll have regular lectures and discussions, with some readings to do beforehand. We'll also have
activity sessions where students will work in small groups. These groups might discuss readings, do
focused activities, or assemble small science projects.

Estimated learning Hours

Activity Hours
allocated
Teacher student 48
interactions
Private study 40
Directed reading 20
Tutorials 14
Total hours 122
1. Teacher/ student interactions:
In our science class, teacher and students will interact in different ways to meet goals:
 Talking About Readings: Discuss the main ideas and concepts while reading.
 Explaining Things: If something's confusing, teacher will explain it so everyone understands.
 Showing More Stuff: Occasionally, supplement learning with additional materials such as videos, pictures or engage students
in activities to deepen understanding of a topic.
  Use simple language: In order to explain and clarify complex science terms, ensuring understanding among young learners.
 Looking at Examples: Examine real-life events to understand basic concepts in science.
 Giving and Getting Feedback: Provide encouraging feedback on class activities, assignments, and participation, emphasizing
improvement and effort.

2. Private study:
Private/Home Study for Grade 1 science will help to understand what they have learnt in class. Students will be encouraged to explore
things on their own, thinking about them and come up with new ideas.
3. Directed Reading:
Text book reading:
Read all chapters and their key points from the textbook of science.
Assessment:
Both formative and summative assessments will be conducted to see how well students are learning. Formative assessment happens
throughout the course, while final assessment checks learning at different points and at the end of the course. We'll use these
assessments to figure out grade based on questions, MCQs, and exercises.
Formative assessment
No Assessment activity Marks
F-1 1. What are healthy foods? 4
2. Define germs?

F-2 1. Who treats you when you are unwell? 3

2. What is the result of carelessness?
3. Healthy foods can also be called what?

F-3  __________ animals are not afraid of people. 3

 _______eat grass.
 _________ animals can hurt us.
F-4 One-word answers: 3
  What does a cow eat?
 Where do owls live?
 Name one animal that lives in water as well as on land?
F-5 1. Define pet? 4
Write names of any 3 domestic animals.
F-6 1. Write names of 4 animals that live in water? 4
F-7 1. Label the parts of a plant? 4

F-8 1. Define healthy foods? 4

2. Write names of any 2 healthy foods?
F-9 1. _____ cause illness in body. 4
2. ____ is injected in our body for protection.
3. We should keep ourselves -------- for good health.
4. Match the column.
F-10 1. Who treats you when you are unwell? 1+1+1=3
2. What is the result of carelessness?
3. Healthy foods can also be called what?
F-11 1. Write down the names of 5 senses? 5
F-12 1. Why feet and toes are important? 2+2=4
2. What does the truck region include?
F-13 1. We do this if an object enters our nose? 1+1+1+1=4
2. They help us to bend the legs?
3. The body part that helps us to reach for things?
4. Which sense do we use while watching TV?
F-14 1. The sense of _____ helps us see. 4
2. We hear sounds using our __________.
3. We feel things by __________.
4. The sense to taste helps us to _______ what to eat.

F-15 1. Complete the labelling of given image? 5

F-16 1. From which direction the sun rises? 4

2. Earth resembles which object?
 3. Which planet has living things on it?
4. What is the time in a place which is away from the sun?
F-17 (a) Which things have covered our Earth? 2+2=4
(b) What causes day and night?
F-18 1. Write down the names of 4 directions? 4
F-19 1. Write names of 2 things that are hard to touch? 2+2=4
2. Write names of 2 things that are soft to touch?
F-20 1. What sounds do these animals make? (cow, hen, dog, duck, horse) 5
F-21 1. Define energy? 2+3=5
2. Write the names of three kinds of energy?
F-22 1. Write down any 3 natural sources of energy? 3+2=5
2. How do heat help us?
F-23 1. Fill in the blanks.
 A toy car needs ________ to run. 2+3=5
 ____ is a kind of energy.
3. Unpleasant sounds are known as what?
4. What helps us to cook food?
5. What is the main source of energy on Earth?
F-24 1. Define sun?
2. Which is the biggest planet in solar system? 2+2=4

F-25 2. Fill in the blanks.

 Our Earth _________ the Sun. 2+3=5
 Twinkling points of light in the sky are called _____.
3. Name the biggest star of the system?
4. What do the planets do around the sun?
5. Name any 2 planets other than the Earth?

Summative Assessment:
S-1 Unit 2 Animals 50
Unit 4 Keeping Ourselves Healthy
 Objective: 15
Subjective: 35
S-2 Unit 1 Characteristics of Organisms 30
Unit 3 All about me
Objective: 10
Subjective: 20
S-3 Unit 5 Light, sound and heat 70
Unit 6 Our Earth
Unit 7 The sky above us
Objective: 25
Subjective: 45

Guidelines for students:

 Pay attention when the teacher is speaking.

 Follow the directions given by the teacher
 Raise your hand to speak or ask a question.
 Treat your classmates with kindness and respect.
 Speak softly inside the classroom.
What is required?  Be on time and ready for class each day.
 Focus on your work and complete homework on time.
 Spend time reading every day, both in school and at home.
 Take an active part in class discussions and activities.
 Bring all necessary materials and keep track of your school supplies and
backpack.
 Keep your notes neat and organized.
 Cooperate with classmates during group activities.