Standard 1: Students develop basic self-awareness of self and , awareness of their environment, and understand their role within their community and environment.

Student Learning Outcomes: Students will be able to identify and describe self, others, interests, qualities and likes.my body and its functions

Knowledge:

Students will be able to:

• recognize and explain that individuals have different needs and qualities, and different likes and dislikes
• describe themselves briefly. For example, their name, age, likes, games, favorite food, what they want to be when they grow up, etc.

Skills:

Students will be able to:

• analyze and describe the ways in which they are same as and different from others with respect to likes and dislikes

     Assessments[1] 

Formative Assessments

Short answer questions: Teachers can pair up students and ask the following,

“List down your name, age, and your favorite color, food, games and try to find similarities with your partner.”

Summative Assessments

Short answer questions: Teacher can focus on questions that can help students describe themselves. Some examples are as follows:

My name is …

I am a Boy/Girl

I am …. years old.

My father’s name is …

My mother’s name is …

My birthday is on …

My favourite color is …

My favourite food is …

I love to play … (game)

Learning Activities

Keep an Emotion Journal: The class teacher hands students some faces with different emotions drawn on a page. These faces can be drawn to express like or dislike for an activity or textbook chapter/text by putting up relevant emotion on the relevant space. Teachers should acknowledge the different emotions students feel about an activity or event and help students feel more confident in expressing themselves. This journal can be filled across the academic year/half of the academic year as per preference. It is suggested to not include activities about disliking persons or personalities.

Self-portrait: Have students create a self-portrait that they can use in several ways. Provide drawing or construction paper, crayon, markers or paint along with any other of craft materials you think students will need to complete the self-portrait. Once done, hold up each self-portrait and ask students to guess who it is a picture of.

Student Learning Outcomes: Students will be able to name and describe how family, friends, and school are part of their environment

Knowledge:

Students will be able to:

• name and describe members of a family
• name and identify the people they interact with in school (teachers, students, principal, service providing staff etc.)
• tell the name and location of their school

Additional/Advanced SLOs

Concept of rules in community living

Skills:

Students will be able to:

• identify some family members and their relations to them (parents, brothers and sisters, grand-parents, aunts, uncles and cousins (paternal and maternal)
• describe the activities they engage in at school

Additional/Advanced SLOs

• recognize that they should respect all family members and friends.
• narrate the special qualities of some of their friends
• share and understand the rules they follow in class and school

Assessments

Formative Assessments

Fill in the blanks: Students can be provided a family tree with some relations included and some with blanks so the child can fill in the empty spaces with the missing link.

Staying Safe: In this assessment, students will be asked to remember and recall parents’ names, or their home addresses and/or a general idea about where their home is (such as how long it takes, what direction it lies in, etc.) and also emergency numbers such as their parents’ phone numbers if possible, or local police/rescue numbers.

Summative Assessments

Circle the right activity: Students can be given a list of different activities such as sleeping, talking on the phone, studying, playing sports etc. and the teacher can ask the following:

“Color in the activities that you do in school.”

Learning Activities

Exploring home: Students can be given the task to talk to their family members at home such as parents, siblings, grandparents to share their childhood pictures OR can be asked to draw their portraits. Once at school, the teacher can help them draw a family tree to see how each member is related to the other.

Role playing: Teachers can ask students to act out the different roles they observe at school such as interactions between teachers and students, principal and teachers/students, etc. This will provide a creative outlet for students to express the different people and/or activities they engage with or observe in school.

Classroom rules: The teacher informs the students that they have to make a list of rules for the class. Students can then raise their hands and the teacher can write suitable rules on the board until there is a list of 4 – 5 classroom rules.

Standard 2: Students identify and practice aspects of good character and good manner in their lives

Student Learning Outcomes: Students will be able to identify aspects of good character and good manners and learn to practice them in their lives.

Knowledge:

Students will be able to:

Skills:

Students will be able to:

• greet others by saying Assalam o Alaikum, Hello, Good Morning etc.
• demonstrate aspects of good character (punctuality, speaking politely, kindness, caring, honesty and truthfulness)
• demonstrate etiquettes of eating (don’t waste food, eat with clean hands, don’t drop food around)
• identify and demonstrate the etiquettes of using the washroom

Assessments

Formative Assessments

Sorting and Discussion cards: Students will be given pictures of different types of actions in the form of either drawings on board or as cutouts. Teachers can then ask students the following:

“Sort the good habits and bad habits from the following set of activities.”

Afterwards the teacher can discuss the implications of these habits.

Summative Assessments

Select the right answer: Students can be given a list of good and poor behaviors and asked to do the following:

“Can you pick the good behavior among the two behaviors shown below?”

Learning Activities

High five the good behavior: Teacher can draw a pair of hands on the board or paste cutouts – write behaviours on the hands with only one having good behaviour one with a good habit written on it and one with a poor habit written on it. Students can then be called to come up and “high five” the hand with the good habit.

Standard 3: Students recognize the need to respect rules and rights, fulfill their responsibilities and appreciate diversity at local and national global level.

Student Learning Outcomes: Students will be able to recognize the importance of rules in collaborative settings and illustrate it

Knowledge:

Students will be able to:

• name the games they like to play
• recognize the importance of following rules
• importance of games and sports
• describe the importance of including all people regardless of their gender, ability, religious/ethnic background in playing games so there is space for everyone
• describe the importance of playing games and exercise for better health for all groups

Skills:

Students will be able to:

• identify, observe, and demonstrate the rules when playing a game
• demonstrate the importance of collaboration by participating in group activities and games

Assessments

Formative Assessments

Summative Assessments

Multiple-choice questions (oral): Teacher can present students with multiple scenarios where someone doesn’t follow the rules of behaves poorly during a game or in an interaction – the students can then be asked the following: “Which rule could have avoided this?” They can work on collaboratively coming up with rules.

This will demonstrate whether the students have understood rules in some basic situations, e.g. crossing the road, sharing with others, listening intently, etc.

Learning Activities

Standard 4: Students recognize the respect and value of their country Pakistan, its map, its founders and pioneers, and the significance of its flag.Students recognize the respect and value of their country Pakistan, its map, its founders, and the significance of its flag.

Student Learning Outcomes: Students will be able to recognize therecognizeidentify the concept of the flag and its association with their country

Knowledge:

Students will be able to:

• recognize the concept of flag
• recognize that all the countries have a flag
• tell the full name of our country and date of formation

Skills:

Students will be able to:

• draw the flag of Pakistan
• identify and describe the concept of the flag and its association with their country

Assessments

Formative Assessments

Draw the flag of Pakistan: Students can be asked to draw the flag of Pakistan using different materials such as straws or ice cream sticks for the handle, green colored items such as leaves or candy wrappers and white material such as tissues or paper

Summative Assessments

Fill in the blank: Students can be given a short and age-appropriate paragraph on Pakistan with some information replaced with blanks. Students can be asked to fill in the blanks with the right information. An example is given below:

“My full name is ______________, but I am more commonly known as Pakistan.

I came into being on this date: ____________.

Here is what my flag looks like:___________”

Learning Activities

Drawing a flag of an imaginary country: Students can be asked to create a flag for an imaginary country that they are responsible for. The teacher can probe the students to think what sort of questions they need to consider when choosing what the flag would look like such as what color would their flag be and why, what shape will it be, what will be drawn on the flag, etc.

Standard 5: Students understand the concept of interdependence by classifying the role of goods and services in our lives and the need for respect for all occupations.

Student Learning Outcomes: Students will be able to identify different means onf transportation and differentiate between slow and fast modes of transportation

Knowledge:

Students will be able to:

• identify the means of transportation which people use
• list examples of means of transportation

Skills:

Students will be able to:

Additional/Advanced SLO:

• identify the places where buses and trains stop, aeroplanes airplanes land and ships berth.
• describe the activities that take place at a bus stop, railway station, airport, and harbor.

Assessments

Formative Assessments

Summative Assessments

Sorting into the right category: Students are given pictures of various transportation and are asked to do the following: “Here are images of some vehicles. Can you identify and sort the vehicles that are slow and fast?”

Learning Activities

Standard 1: Students begin to understand and demonstrate curiosity about basic concepts and processes of the living world around themselves.

Student Learning Outcomes: Students will be able to identify parts of their body and match them to the five senses.

Knowledge:

Students will be able to:

• name major parts of the human body (eyes, nose, ears, mouth, arms, feet, hands and legs)
• identify the functions of various body parts
• name the five senses
• identify senses and sensory descriptions

Skills:

Students will be able to:

• Identify (e.g. through labelling)list and label parts of body and its functions
• relate their body parts with the five senses (which body part helps them to taste, touch, smell, hear and see)

• recognize that some people don’t have all the body parts and senses and they are also valuable members of the society.

Assessments

Formative Assessments

Self-portrait: “Draw a self-portrait and label the body parts you see. Can you identify which senses do these body parts help with?”

Summative Assessments

Matching questions: Students match pictures showing senses with pictures of body parts/organs, an example of which is shown below.

Learning Activities

Sense Detection

Teacher will arrange for a couple of things e.g., pictures, toys, jars with lids, closed jars with rice in it, closed jars with pebbles in it, something salty, sweet, bitter or sour to taste, stuff toy, brick, sandpaper, feather, etc for each sense (from available sources).

Now turn by turn let the students observe:

1. Sight: what can they see, how can they see?
2. Hearing: Shake the containers, are all the sounds same? How can they hear?
3. Smelling: smell different things, which smell is nice which is not. How can they smell?
4. Taste: taste a little bit of each eatable thing how does it taste? How could you taste?

Student Learning Outcomes: Students will be able to recognize the importance of good health and hygiene

Knowledge:

Students will be able to:

• Recognize the importance of cleanliness
• list the ways of staying clean
• identify the hazards of eating unhealthy and unhygienic food

Skills:

Students will be able to:

• keep themselves, their clothes and surroundings clean for their health.
• apply different ways to keep themselves clean (washing hands before and after meals and after using the toilet, clipping/trimming nails, brushing teeth daily, taking bath regularly etc.)
• differentiate between healthy and unhealthy food with examples

• identify the unhealthy habits that cause illnesses (like cough and diarrhea etc.)
• discuss the importance of keeping their school clean.

Assessments

Formative Assessments

Sorting: Students will be given images of various types of food and drinks such as water, soda/cold drink, apple, chocolate, candies, among others. The teacher will then ask students:

“Can you help me sort these foods and drinks, so I know which ones are good for my health and which ones are unhealthy?”

Summative Assessments

Sequencing of images: Teachers can give students a worksheet with different steps OR draw the different steps on the board for a hygiene activity (for example, washing hands or brushing teeth) in a random order. The teacher can then ask students to do the following:

“Do you know how to brush your teeth? Look carefully at the pictures and number them in the correct order.”

Here is a sample for “Steps in brushing teeth”:

Learning Activities

Standard 5: Students begin to understand and demonstrate curiosity about basic concepts and processes of the living world around themselves.

Student Learning Outcomes: Students will be able to differentiate between living and non-living things with examples and explain the necessary conditions required for living things

Knowledge:

Students will be able to:

• identify living and non-living things around them in nature
• describe the concept of living and non-living things
• List properties of living things – feed, grow, move, breathe

Skills:

Students will be able to:

• differentiate between living and non-living things with respect to certain properties
• explain how living things grow and why they need air, water, and food

Assessments

Formative Assessments

Questioning

Students will be shown pictures of different animals and plants. They will be asked to observe the pictures and answer questions about survival of these living things:

• Where do they get food?
• Where do they live?
• What do they use for shelter?
• Do they grow?
• How do they move? Do plants move too?

Summative Assessments

Tick mark the property each item has and put a cross if the item does not have that property:

Learning Activities

Observation

Ask the students to draw the living things they have seen during a walk to school or a visit to a zoo or park.

Learning-by-Doing

Student Learning Outcomes: Demonstrate the ability to recognize the benefits of plants and trees in their environment

Knowledge:

Students will be able to:

• recognize the importance of plants/ trees as a source of food, shade, and shelter
• identify the things around them that are made up of plants/ trees.
• list the ways to care for plants

Skills:

Students will be able to:

• analyze different ways to save trees; like think of other materials which can be used instead of wood
• demonstrate measures for better care of plants

Additional/Advanced SLOs

• differentiate between plants around them based on their characteristics.

Assessments

Formative Assessments

Display/show pictures of: some objects made of wood, fruits and vegetables, someone sitting under the tree etc. Ask the students what these things are made of or where do they get these things from.

Summative Assessments

A worksheet which asks students to circle the pictures that are plants.

Learning Activities

Take the students to a park or garden with different plants. Let them observe the plants closely and observe different kinds of leaves, flowers, colors, stem etc., each plant has. Ask them which plant did they like and why did they like it.

Student Learning Outcomes: Students will be able to differentiate the characteristics between common domestic and wild animals and their habitat.

Knowledge:

Students will be able to:

• identify some common domestic and wild animals and the food they eat
• identify the types of food that they get from animals
• recognize the importance of animals as a source of food, joy, and transport

Skills:

Students will be able to:

• Suggest other ways demonstrate measures for better care of domestic and wild animals
• extend their knowledge to analyze different scenarios like ‘if you were given a wild animal to keep as a pet, what steps would you take for your own safety and the care of the animal?’

Additional/Advanced SLOs

• identify the differences between common, domestic and wild animals in terms of physical features
• differentiate between animals that can and cannot be kept at home with reasons.

Assessments

Formative Assessments

Think-Pair-Share

Students are asked to think and write about ways in which they can take care of domestic and wild animals. They are required to pair up with another student and discuss the ways in which they can take care of animals.  Students are expected to listen to each other’s ideas and to expand on them. Finally, students share their answers/solutions to the questions/problem with the entire class.

Summative Assessments

Some examples of questions:

Which type of animals live in the wild?

1. Tame                
2. Wild
3. Friendly
4. Wild

Which of the following animals eat other animals?

a. a lion                            b. a cow

c. a deer                           d. a giraffe

Fill in the blanks using the words given below:

Jungle       Desert                Mountain          Sea

Camel lives in _____________

Monkey lives in _______________

Dolphin lives in _______________

Markhor lives in _______________

Learning Activities

Video

Show the students clips of cartoon movies: Madagascar and Pets and ask them the difference between these group of animals (if possible) otherwise show them pictures of wild animals and domestic animals ask them which animal they would like to keep at home. If they answer any wild animal, ask them questions to make them realize wild animals belong in the wild.

Questioning

Ask students if they have ever kept an animal at their home. How did they take care of the animals?

Standard 7: Students recognize simple forms of Physical phenomena (matter & energy) and their uses in their daily lives.

Student Learning Outcomes: Students will be able to identify and demonstrate their understanding of push and pull forces

Knowledge:

Students will

• identify what makes objects move or change direction by pushing or pulling something.
• identify from pictures of the past that force applied by humans and animals moved vehicles (Tonga, bullock cart, cycle, pushcart) while today vehicles are moved by machines (bus, motorcycle and car etc.)

Skills:

Students will be able to:

• demonstrate that an object moves when we push it or pull it
• explore how push action moves things away from us while a pull action brings things closer to us.

Assessments

Formative Assessments

P-E-O (Predict-Explain-Observe)

Bring a toy car to class, before demonstration ask the students what will happen to the car when it is pushed (P), Ask them to explain why they think this will happen (E), Now demonstrate pushing the toy car and tell them to observe what happens (O). 

Look around your classroom or school. What things can you move by pushing? What things can you move by pulling? What things can you both pull and push? Write them in the table below.

Summative Assessments

Look at these pictures, which movement is a push, and which is a pull.

Figure 10. Oxford University Press^[1]

Choose the correct answer.

i. Which of the following can move by itself?

a. cat                          b. car

c. trolley                    d. book

ii. Which of the following animal moves very slowly?

a. horse                     b. elephant

c. snail                      d. cow

v. Which of the following is a push force?

a. closing a door       b. opening a cabinet

c. flying a kite          d. reading a book

Learning Activities

Learning-by-Doing

Take the students outside and bring a ball, ask the students how many ways they can find of getting a ball moving. Some examples include giving it a kick, a push, a punch, a flick or a shove. You could also hit the ball, throw it, pull it or lift it. What happens to a ball of clay or Plasticine if you carry out these same actions?

Share some examples of things the students push and pull in their everyday lives.

Teacher can ask students examples of animals being used to pull heavy things.

Standard 78: Students characterize the physical features and environmental changes of Earth and recognize its relationship with celestial bodies in the sky.

Student Learning Outcomes: Students will be able to identify the Earth as a planet, its features, and the celestial objects. Earth, Objects in sky

Knowledge:

Students will be able to:

• identify Earth as a planet
• recognize the shape of the Earth
• recognize that the Earth is covered with land and water
• earth is covered with land and water
• Recognize the objects in the sky during day and night – Day: sun – Night: moon – stars

Skills:

Students will be able to:

• differentiate between the Sun and Moon with respect to heat and light, being visible in the day and in the night.
• differentiate between stars and planets in basic terms

Assessments

Formative Assessments

Draw the Earth and write 2 facts about it.

Why can’t we see the Sun at night? (open ended question)

Summative Assessments

Which of these statements about the Sun is NOT true?

a. The Sun is a star.

b. The Sun is smaller than the Earth.

c. The Sun is hot.

d. The Sun is bigger than the Earth.

Where does the light of the Moon come from?

a. Earth

b. stars

c. fire

d. Sun

Can the Moon be seen in the sky during the day?

Draw the things which can be seen in the sky at night?

Learning Activities

Model making

Using playdough or used paper make a model of the Earth. Paint the model with blue and green color to show land and water on Earth.

Cooperative learning

Tell the students to look at the sky at night and draw a picture of what they saw as part of their homework. Next day form groups or pairs, let the students share their drawings and discuss what they drew. After they have discussed ask them about their observations.