Science Technology III-X

Science Technology III-X
SCIENCE AND TECHNOLOGY FOR GRADES III-X 1 SCIENCE AND TECHNOLOGY CURRICULUM Grades III – X 2019 PUNJAB CURRICULUM AND TEXTBOOK BOARD LAHORE TABLE OF CONTENTS
SCIENCE AND TECHNOLOGY FOR GRADES III-X 2 Sr. No. Chapters Pages Preamble 3 1 Introduction 4 2 Transition of Scheme of Studies into Curriculum, Textbook & Dissemination into Knowledge & Skills 6 Grade –Wise Learning units distribution matrix for Science & Technology Grade III-X 12 3 Standards and Benchmarks 16 4 Students Learning Outcomes for Grade III-V 26 5 Students Learning Outcomes for Grade VI-VIII 65 6 Students Learning Outcomes for Grade IX-X 73 7 Teaching Strategies 86 8 Assessment and Evaluation 95 9. Guidelines for Developing Teaching Learning Resources 100 10 Activities & interesting information to be included in the textbooks of Science & technology for grade III – X 103 11 Curriculum Review Committee Members for Science and Technology III-X 132
SCIENCE AND TECHNOLOGY FOR GRADES III-X 3 PREAMBLE Curriculum lies at the heart of the educational enterprise. It is a mean through which nations transmit their philosophy of life and its spirit to exemplify their value system to its young generations. The development of curriculum requires inputs from the stakeholders to reflect the needs of the society and interests of the learners. Curriculum, syllabus and standards of education were on the concurrent list under Entry 38 of the Concurrent Legislative List to the Fourth Schedule of the Constitution of Islamic Republic of Pakistan, 1973. After 18th Constitutional Amendment, development of curricula and approval of textbook manuscripts and supplementary reading material relating to textbooks, production of reference and research material in respect of the problems relating to the Schemes of Studies and curricula / textbooks etc. are now the exclusive domain of the Punjab Curriculum and Textbook Board under Punjab Curriculum and Textbook Board Act, 2015 (Act VI of 2015). To carry out its mandate, the Punjab Curriculum and Textbook Board has prepared Scheme of Studies from Pre-Primary Education to Intermediate Level for the province of Punjab in consultation with all the stakeholders involved in the delivery of education. This Scheme of Studies has been prepared keeping in view the arising need of Science & Technology in our society, modern trends in education and the need to bridge the gap between public / private schools and Deeni Madaris of the Punjab. This Curriculum will hopefully pave the way for bringing about qualitative change in education at this level. Managing Director
SCIENCE AND TECHNOLOGY FOR GRADES III-X 4 1. INTRODUCTION The curriculum of Science and Technology from grade III-X has been introduced in new scheme of studies. This curriculum is prepared by keeping in view the arising need of technology in our society, modern trends in education system and also based on 21st century skills required for new generation to cope up with new challenges. This curriculum of Science & Technology is to act as a foundation document for achieving the goal of developing scientific literacy with technological knowhow in a systematic way for all students. The curriculum of Science and Technology is based on four standards i.e. Life Sciences, Physical Science, Earth and Space Science and Technology / Technical & Vocational Education. Life Sciences, Physical Sciences and Earth & Space Sciences will constitute Part-I of the Curriculum of Science & Technology carrying weightage of 75 percent while Technology & Technical Education with a weightage of 25 percent shall constitute Part-II of Curriculum for each grade. Our aspiration is to; “Enable all students to develop their capacities as successful learners, confident individuals, responsible citizens and effective contributors to society.” This will help in the holistic development of the child towards life. This Curriculum will hopefully pave the way for bringing about qualitative change in education at this level as well as to inculcate values in young generation like, sharing, caring, and curiosity. It is earnestly hoped that this curriculum will meet the requirements and expectations of all those for whom it has been written. OBJECTIVES The objectives of this course are as follows:  Encourage students at all grade levels to develop a critical sense for wonder and curiosity about scientific and technological endeavours;  Enable students to use Science and Technology to acquire new knowledge and solve problems, so that they may improve the quality of their own lives and lives of others;  Prepare students to critically address social, economic, ethical, and environmental issues related to science and technology;  Provide students with a foundation in Science that creates opportunities for them to pursue progressively higher levels of study, prepares them for science-related
SCIENCE AND TECHNOLOGY FOR GRADES III-X 5 occupations, and engages them in Science-related activities appropriate to their Interests and abilities; and  Develop in students, of varying aptitudes and interests, and the knowledge of wide variety of careers related to science, technology, society and the environment. The overall goal of Science Education is therefore to develop scientific literacy. The accomplishment of this goal within the school context can take place only if certain opportunities are presented. The curriculum for Science & Technology, inter alia, is fundamental to the Science Education, which provides a systematic approach to the students' learning in Science in a well-defined and organized framework. While teachers shall play the most significant role in helping students achieve scientific literacy, they will need support from the rest of educational system in terms of necessary training in teaching science, teaching aids/material, and most importantly an enabling and conducive environment, if the challenge of Science Education is to be met.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 6 2. TRANSITION OF SCHEME OF STUDIES INTO CURRICULUM, TEXTBOOKS & DISSEMINATION OF KNOWLEDGE & SKILLS FOR SCIENCE & TECHNOLOGY FROM GRADE III – X 1. Sustainable technical development is the pathway to the socio-economic development of a nation. To have technologically vibrant, industrialized and knowledge-based Pakistan, maximum efforts must be directed towards imparting high quality education covering emerging trends, modern developments and scientific learning. 2. The Scheme of Studies has laid down the following Aims and Objectives which are mainly related to 21st century skills:  To Impart high-quality student-centred learning  To introduce emerging trends, modern developments and scientific learning  To produce disciplined, motivated and enlightened youth with high moral character, sound ethical values and resilience to face adversities and challenges  To produce creative, constructive, communicative and critical thinking youth with clear concepts and in-depth knowledge, ready to participate in the highly competitive globalized knowledge-based economy 3. Aforementioned Aims and objectives have to be achieved through curriculum, textbooks and dissemination of knowledge & skills to the students. 4. Based on the Scheme of Studies, Curricular Outline of Science & Technology from Grade III – X will be as under: Sr. Grade / Class Contents Periods per week Marks / Grade Medium Remarks 1 III – V Science & Technology for Grade III Life Science  Earth as living planet  Changes in living things  Food and Teeth Physical Science  Materials and their properties  Inventors and Inventions  Forces and machines Earth and Space Science  Sun Technology / Technical & Vocational Education  Basic drawing 6 100 English Other core subjects prescribed for Grade III-V are Urdu, English, Islamiyat, Mathematics and Social Studies
SCIENCE AND TECHNOLOGY FOR GRADES III-X 7 Sr. Grade / Class Contents Periods per week Marks / Grade Medium Remarks  Basic craft making  Basic Technical model making Science & Technology for Grade IV Life Science  Understanding ourselves  Food and health  Healthy life style  Living things and their environment Physical Science  Matter and its states  Mixing and separating of solids, liquids and gases  Force  Water and air resistance Earth and Space Science  Movements of the Earth Technology / Technical & Vocational Education  Art, craft, painting & photography  Making technical models  Using technical instruments  First Aid 6 100 English Science & Technology for Grade V Life Science  Classification of living things  Microorganisms  Changes in living things  Environmental pollution Physical Science  Matter and changes in its states  Air  Light  Electricity Earth and Space Science  Solar system Technology / Technical & Vocational Education  Operating technical equipment  Making technical devices 6 100 English
SCIENCE AND TECHNOLOGY FOR GRADES III-X 8 Sr. Grade / Class Contents Periods per week Marks / Grade Medium Remarks  First aid and disaster management  Technical activities 2 VI – VIII Science & Technology for Grade VI Life Science  Cellular organization of plants and animals  Sense organs  Photosynthesis and respiration in plants  Environment and interactions Physical Science  Soil  Atoms, molecules, mixtures and compounds  Solutions  Simple machines  Work and energy  Reflection of light  sound Earth and Space Science  Space and satellites Technology / Technical & Vocational Education  Farming & Agriculture  Food Processing and Preservation  Operating Electrical & Electro- Mechanical Technical Equipment  Making Electrical & Electro- Mechanical Technical Devices 6 100 English Other core subjects prescribed for Grade VI-VIII are Urdu, English, Islamiyat, Languages, Computer Education, Mathematics, History and Geography Science & Technology for Grade VII Life Science  Human organ systems  Transport in humans and plants  Reproduction in plants Physical Science  Water  Structure of an atom  Physical and chemical changes and processes 6 10 0 English
SCIENCE AND TECHNOLOGY FOR GRADES III-X 9 Sr. Grade / Class Contents Periods per week Marks / Grade Medium Remarks  Heat and temperature  Refraction of light  Sound waves  Electric current and circuits Earth and Space Science  Exploring space Technology / Technical & Vocational Education  Farming & Agriculture (for male students)  Embroidery, dress making & fashion designing (for female students)  Making electrical & electro- mechanical technical devices  Technical & Computer Drawing Science & Technology for Grade VIII Life Science  Human organ systems  Heredity in organisms  Bio-technology  Pollutants and their effects on environment Physical Science  Chemical reactions  Acids, bases and salts  Measurements of physical quantities  Force and pressure  Thermal expansion  Spherical mirrors and lenses  Electricity in action Earth and Space Science  Investigating universe Technology / Technical & Vocational Education  Elementary construction technology  Making techno-chemical products  Making electrical & electro- mechanical technical devices 6 100 English
SCIENCE AND TECHNOLOGY FOR GRADES III-X 10 Sr. Grade / Class Contents Periods per week Marks / Grade Medium Remarks IX – X Science & Technology for Humanities and General Group Grade IX Life Science  Nature and Role of Science  Food and Health  Blood and its Functions Physical Science  Energy Sources  Chemistry in Everyday Life  Water Resources Earth and Space Science  Continents and Oceans Technology / Technical & Vocational Education  Technology in Power Production  Technology in Agriculture and Chemical Industry 6 75 English Other core subjects prescribed for Science Group Grade IX-X are Urdu, English, Islamiyat, Mathematics, Pakistan Studies, Physics, Chemistry, Biology / Computer Science & IT Science & Technology for Humanities and General Group Grade X Life Science  Human Diseases  Environmental Problems and Management Physical Science  Chemical Reactions & their applications  Electricity in Everyday Life  Optics in Everyday Life Earth and Space Science  Space and Nuclear Programme of Pakistan Technology / Technical & Vocational Education  Technology in health Care  Technology in Everyday Life  Technology in Banking and Business Sector 6 75 English Grade IX Science & Technology for General Science / Business Administration Group 6 75 English
SCIENCE AND TECHNOLOGY FOR GRADES III-X 11 Sr. Grade / Class Contents Periods per week Marks / Grade Medium Remarks Same as for Humanities and General Group Grade IX Grade X Science & Technology for General Science / Business Administration Group Same as for Humanities and General Group Grade X 6 75 English 5. Above Curricular Outline will be translated into relevant Learning Units Matrix and Learning Outcomes for the preparation of textbooks and other reading material.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 12 3. GRADE-WISE LEARNING UNITS DISTRIBUTION MATRIX FOR SCIENCE & TECHNOLOGY GRADE III TO V PART – I PART - II Grade / Strands Life Science Physical Science Earth and Space Science Technology and Technical Education GRADE III 1. Earth as Living planet 2. Changes in living things 3. Food and teeth 4. Materials and their properties 5. Inventors and inventions 6. Forces and machines 7. Sun 8. Basic Technical drawing 9. Basic Technical craft making 10. Basic Technical model making GRADE –IV 1. Understanding ourselves 2. Food and health 3. Healthy life style 4. Living things and their environment 5. Matter and its states 6. Mixing and separating of solids and liquids 7. Force 8. Water and air resistance 9. Movements of the Earth 10. Art, craft, painting & photography 11. Making technical models 12. Using technical instruments 13. First Aid GRADE -V 1. Classification of living things 2. Microorganisms 3. Changes in living things 4. Environmental pollution 5. Matter and changes in its states 6. Light 7. Electricity 8. Solar system 9. Operating technical equipment 10. Making technical devices 11. First aid and disaster management 12. Technical activities
SCIENCE AND TECHNOLOGY FOR GRADES III-X 13 4. GRADE-WISE LEARNING UNITS DISTRIBUTION MATRIX FOR SCIENCE & TECHNOLOGY GRADE VI TO VIII PART – I PART - II Grade / Strands Life Science Physical Science Earth and Space Science Technology and Technical Education GRADE VI 1. Cellular organization of plants and animals 2. Sense organs 3. Photosynthesis and respiration in plants 4. Environment and interactions 5. Soil 6. Atoms, molecules, mixtures and compounds 7. Solutions 8. Simple machines 9. Work and energy 10. Reflection of light 11. sound 12. Space and satellites 13. Farming & Agriculture 14.Food Processing and Preservation 15.Operating Electrical & Electro-Mechanical Technical Equipments 16.Making Electrical & Electro-Mechanical Technical Devices GRADE –VII 1. Human organ systems 2. Transport in humans and plants 3. Reproduction in plants 4. Water 5. Structure of an atom 6. Physical and chemical changes and processes 7. Heat and temperature 8. Refraction of light 9. Sound waves 10. Electric current and circuits 11. Exploring space 12. Farming & Agriculture (for male students) 13. Embroidery, dress making & fashion designing (for female students) 14. Making electrical & electro- mechanical technical devices 15. Technical & Computer Drawing
SCIENCE AND TECHNOLOGY FOR GRADES III-X 14 PART – I PART - II GRADE -VIII 1. Human organ systems 2. Heredity in organisms 3. Biotechnology 4. Pollutants and their effects on environment 5. Chemical reactions 6. Acids, bases and salts 7. Measurements of physical quantities 8. Force and pressure 9. Thermal expansion 10. Spherical mirrors and lenses 11. Electricity in action 12. Investigating universe 13. Elementary construction technology 14. Making techno- chemical products 15. Making electrical & electro- mechanical technical devices
SCIENCE AND TECHNOLOGY FOR GRADES III-X 15 5. GRADE-WISE LEARNING UNITS DISTRIBUTION MATRIX FOR SCIENCE & TECHNOLOGY GRADE IX TO X PART – I PART - II Grade / Strands Life Science Physical Science Earth and Space Science Technology and Technical Education GRADE IX 1. Nature and Role of Science and Technology 2. Food and Health 3. Blood and its Function 4. Energy Sources 5. Chemistry in Everyday Life 6. Water Resources 7. Technology in Power Production 8. Technology in Agriculture and Chemical Industry GRADE –X 1. Human Diseases 2. Environmental Problems and Management 3. Chemical Reactions & their applications 4. Electricity in Everyday Life 5. Space and Nuclear Programme of Pakistan 6. Technology in Health Care 7. Technology in Everyday Life 8. Technology in Banking and Business sector
SCIENCE AND TECHNOLOGY FOR GRADES III-X 16 3. Key Learning Areas, Standards and Benchmarks Introduction Science is a systematic process of inquiry about natural phenomena. Curriculum of Science and Technology follows a specific structure whose sequence is as under: Key Learning Area Standard Benchmark Student Learning Outcome Curriculum of Science and Technology comprised of five (4) Key Learning Areas (KLA) as follows which serve to define the major learning areas / sections of a subject , the concepts and practices to be acquired by every student of grade III – X. 1. Life Science 2. Physical Science 3. Earth and Space Science 4. Technology and Technical Education The Standards and benchmarks, thereafter, will serve as a guide indicating how competencies has to be attained in order to meet the standards. They will provide indicators of expectations from students at completion of the said grade level. Science is both a process of inquiry and a body of knowledge. The development of scientific skills and attitudes is inextricably linked to the development of ideas in science. Similarly, as students' ideas evolve, they should be acquiring an understanding of the nature of science and its relationship to technology, society, and the environment. Standards Standards are basically the descriptions of the learning strands. Standards outline what students should know and be able to do in a learning strand. Benchmarks Benchmarks are the statements that identify what students are expected to know, be able to do, and value by the end of for example, Grades V, VIII, X and XII. Benchmarks represent what is intended or what learning outcome is expected from students at the end of a grade- cluster. Students' Learning Outcomes - SLOs
SCIENCE AND TECHNOLOGY FOR GRADES III-X 17 Students' Learning Outcomes are the learning statements, specifically describing what students are supposed to know and be able to do in each topic / content in order to achieve the specified benchmarks. In other words, SLOs are the incremental steps toward accomplishment of benchmarks, which are organized around the standards. Therefore, well-defined SLOs for the Grades III- X have been provided in the following pages, which reflect the desired learning outcomes towards achieving the required benchmarks for grade-cluster III-X for the four (4) Key Learning areas. KLA-1: Life Science (III-V) Standard Students will understand, explain and differentiate between the structure, characteristics and basic needs of living things, the processes of life, and will also investigate the diversity of life and how living things interact with each other and their environment. Benchmarks By the end of Grade V, students will be expected to: 1. Identify the needs and characteristics of plants and animals; 2. Compare major plant and animal structures and their functions; 3. Describe the diversity among organisms; 4. Explain the food groups necessary to maintain a healthy body; 5. Compare and group plants and animals according to similarities and/or differences; 6. Examine the habitats of plants and animals and determine how basic needs are met within each habitat; and 7. Explore interaction or interdependence between animals and plants.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 18 KLA-2: Physical Science (III-V) Standard Students will describe and explain common properties, forms, and interactions of energy and matter, their transformations and applications in chemical, physical, and biological systems. Benchmarks By the end of Grade V, students will be expected to: 1. Classify objects by properties that can be observed, measured, and recorded including Colour, shape, size, weight, volume, texture, and temperature; 2. Describe the properties of the different states of matter and identify the condition that cause matter to change states; explain the processes associated with it; 3. Identify changes when matter experiences an external influence in terms of push or pull; 4. Describe simple energy transformations and the uses of energy at school and home, and to observe safety. KLA-3: Earth and Space Science (III-V) Standard Students will be knowledgeable of the composition, structure, processes, and interactions among the Earth's systems; they will compare and contrast our planet and sun to other planets and star Systems; and explain how we learn about the universe. Benchmarks By the end of Grade V, students will be expected to: 1. Observe and describe the characteristics of objects in the sky; 2. Observe and record the changing appearances and positions of the Moon in the sky at night and determining the monthly pattern of lunar change; 3. Prepare a Model to show changes that occur because of the rotation of the Earth and the revolution of the Earth around the Sun; 4. Understand that the Sun, a star, is a source of heat and light energy and identifying its effects upon the Earth;
SCIENCE AND TECHNOLOGY FOR GRADES III-X 19 5. Compare celestial bodies in our solar system; and 6. Demonstrate how the relationship of the Earth, Moon, and Sun causes eclipses and Moon phases. KLA-4: Technology & Technical Education (III-V) Standard Students will be knowledgeable and will get practical experience of art, craft, painting, photography, first aid, personal hygiene, technical devices and models, and operating technical equipment. Benchmarks By the end of Grade V, students will be expected to: 1. Draw and paint different articles they see in their surroundings. 2. Make models of different objects they see in their surroundings. 3. Use / operate technical tools and instrument e.g. spirit level / water level, plumb line, wire cutter, chisel, saw, file, juicer, toaster, cell phone, sewing machine, metal hack-saw, hand-drill machine, light electric hand-drill machine, and sewing machine. 4. Assemble simple technical instruments e.g. torch light, laser pointer, syphon, electromagnet, solenoid, and LED light strings. 5. Operate mobile phone for use of calculator, alarm clock and calendar and for audio video recording. 6. Identify the functions of items of first aid box and practice using first aid box and emergency treatments. 7. Provide emergency treatment to a drowning person. 8. Observe and practise workshop safety rules. 9. Practise earthquake / fire / flood drill.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 20 KLA-1: Life Science (VI-VIII) Standard Students will understand, explain and differentiate between the structure, characteristics and basic needs of living things, the processes of life, and will also investigate the diversity of life and how living things interact with each other and their environment. BENCHMARKS By the end of Grade VIII, students are expected to: 1. Show that living things have different level of organization; 2. Describe the basic processes and functions of plants and human body systems and their importance to life; 3. Describe the role of chromosomes and genes in heredity; 4. Explain the diversity of living things and the threat to it by human activities; 5. Describe the importance of the food pyramid and food webs; 6. Explain the interaction and interdependence of non-living and living components within ecosystems; and 7. Identify biotechnologies used in prevention, diagnosis, and treatment of diseases and disorders as well as in agriculture and environment. KLA-2: Physical Science (VI-VIII) Standard Students will describe and explain common properties, forms, and interactions of energy and matter, their transformations and applications in chemical, physical, and biological systems. BENCHMARKS By the end of Grade VIII, students are expected to: 1. Identify characteristic properties of matter such as density, solubility, and boiling point and understand that elements are the basic component of matter. 2. Describe the formulas, chemical equations, symbols and their relationship to molecules, atoms, and ions; 3. Describe the structure of the atom and identifying the particles that compose it including the structure of isotopes;
SCIENCE AND TECHNOLOGY FOR GRADES III-X 21 4. Explain the relationships among temperature, molecular motion, phase changes, and physical properties of matter; 5. Recognize different forces and describe their effects and how different structures overcome the effect of force; 6. Observe and describe the interactions of light and matter; 7. Investigate and describe the movement of heat and the effects of heat in objects and systems; 8. Describe the types of energy that can be involved, converted, or released in electrical circuits; and 9. Manipulate and analyse quantitative data using the SI system. KLA-3: Earth and Space Science (VI-VIII) Standard Students will be knowledgeable of the composition, structure, processes, and interactions among the Earth's systems; they will compare and contrast our planet and sun to other planets and star Systems; and explain how we learn about the universe. Benchmarks By the end of Grade VIII, students are expected to: 1. Identify the characteristics of the Sun and other stars; 2. Compare and contrast the celestial bodies in our solar system; 3. Investigate the force of gravity and the ways gravity governs motion in the solar system and objects on Earth; 4. Model the position of the Earth in relationship to other objects in the solar system; and 5. Understand that space exploration is an active area of scientific and technological research and development. KLA-4: Technology & Technical Education (VI-VIII) Standard Students will be knowledgeable and will get practical experience of art, craft, painting, photography, first aid, personal hygiene, technical devices and models, and operating technical equipment.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 22 Benchmarks By the end of Grade VIII, students are expected to: 1. Operate electrical & electro-mechanical technical equipment (e.g. wood saw, hand drill, UPS, sewing machine, simple wind turbine etc.) 2. Make electrical & electro-mechanical technical devices (e.g. two-way light switch circuit, trip wire security alarm system, mini solar panel, a small solar powered system for water heating etc.) 3. Practise the skills of food processing and preservation. 4. Grow seasonal plants and vegetables in earthen pots and rear domesticated birds and other animals. 5. Do embroidery work, make a school uniform on motor operated sewing machine, and do simple dress designing. 6. Perform soil testing to select fertilizers. 7. Demonstrate drip & sprinkle irrigation. 8. Develop crops in a tunnel farming environment 9. Do elementary technical drawing. 10. Demonstrate basic brick work, plastering a brick wall and tile fixing. 11. Make techno-chemical products (e.g. writing ink, distemper and paints, tooth paste, detergents etc.) KLA-1: Life Science (IX-X) Standard Students will be able to understand, explain, analyse, assess the contribution of eminent Islamic and Pakistani scientists, prospects of science and technology in future development, significance of food and health, and will also investigate importance of different blood groups and blood transfusion. Benchmarks By the end of Grade X, students will be able to: 1. Investigate the prospects and limitations of science and technology for future development. 2. Analyze the various aspects of health and healthy life style. 3. Explain the causes, effects and preventive measures of different dietary disorders and diseases.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 23 4. Describe the importance of composition and functions of blood. 5. Identify different blood groups. 6. Assess the importance of blood transfusion 7. Analyze the relationships among various organisms and their environment. 8. Explain the structure and function of ecosystems and relate how ecosystems change over time. 9. Describe the role of energy within living systems. 10. Identify technologies used in agriculture, medical diagnostics and treatments, and improving the quality and carrying capacity of environment. 11. Analyze t h e g l o b a l e n v i r o n m e n t a l i s s u e s a n d e v a l u a t e t h e e n v i r o n m e n t a l management strategies which are in practice. KLA-2: Physical Science (IX-X) Standard Students will analyze (quantitatively and qualitatively) the demand and production of energy (electricity& natural gas), conservation and management of energy, significance of chemistry in daily life, and will analyze threats to water resources and recharging of ground water and its management, predict changes and interactions in matter and energy, and evaluate theories and structures using knowledge of chemistry and physics. BENCHMARKS By the end of Grade X, students will be able to: 1. Relate the properties of chemicals with their usage, effects on our lives, the technologies depended, and the careers associated with them. 2. Identify the chemical reactions, their ingredients used in the production of the common consumer products. 3. Explain the impact of chemicals on the individuals and environment and suggest solutions to problems they create. 4. Identify the water and energy resources and discuss their importance for the development of a country. 5. Analyze the availability of water and energy resources, their current utilization and conservation practices and their future requirements in Pakistan. 6. Design a plan for the development, protection and management of new water and energy resources. 7. Explain the characteristics, effects and uses of static electricity in our daily life. 8. Examine the social, economic and environmental costs and benefits of the
SCIENCE AND TECHNOLOGY FOR GRADES III-X 24 methods of electrical energy production in Pakistan. KLA-3: Earth and Space Science (IX-X) Standard Students will understand and explain the structure, processes, and interactions among the Earth’s systems. They will also explain scientific theories about the origin and evolution of the Earth and the universe, and investigate how we learn about the universe. Benchmarks By the end of Grade X, students will be able to: 1. Analyze the factors used to explain the history and evolution of the Earth and the Universe. 2. Analyze the interactions between the Earth’s structures, atmosphere, and geochemical cycles. 3. Explain the relationships between the Earth’s land masses, oceans, and atmosphere. 4. Identify the technologies used in industries and space exploration. 5. Evaluate that space exploration is an active area of scientific and technological research anddevelopment. KLA-4: Technology & Technical Education (IX-X) Standard Students will be knowledgeable and will get practical experience of technology in power generation, in agro chemical and chemical industry, in health care, in everyday life and in banking & business sector and operating technical equipment of different fields. Benchmarks By the end of Grade X, students are expected to: 1. Demonstrate generation of electricity through steam turbines, gas turbines, water turbines, wind turbines, solar cells and oil engines. 2. Assemble and fabricate simple power transmission line operating on batteries, and fabricate small micro power unit using a simple water turbine. 3. Practice use of different fertilizers as per type of soil
SCIENCE AND TECHNOLOGY FOR GRADES III-X 25 4. Develop simple paints and distempers, cosmetic soap and detergents taking guidance from internet. 5. Recognize that there are two types of ultra-sonic equipment working diagnostic and therapeutic. 6. Examine the working of ECG, FEG, MRI, and CT scan and Angiography systems. 7. Assemble simple the equipment used in weather forecasting.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 26 4. Learning Contents and Students’ Learning Outcomes Grade III-V Learning Contents and Students’ Learning Outcomes Grade III Part 1: Learning Strands: Life Science, Physical Science, Earth & Space Science Contents Students’ Learning Outcomes Cognitive Level Students will be able to: R R U A A E C UNIT-1: EARTH AS LIVING PLANET  Environment and its components  Types of environment  Factors required to sustain life on Earth  Describe what is meant by environment  List the living and non-living components of environment with examples  Differentiate between various types of environment (e.g. rural and urban environments, desert environment, mountain environment, aquatic environment)  Identify the environmental factors ) that support life on Earth (temperature, light, water, air and soil)  Identify and categorise organisms as per environment * * * * * * *  Habitat and its types  Recognize what is habitat  Identify different habitats for living things (plain region, desert, forest, mountains, rivers and sea)  State that different animals are found in different habitats and are suited to the environment in which they are found  Observe the conditions in a local habitat  Make predictions of organisms that will be found in a habitat * * * UNIT-2: CHANGES IN LIVING THINGIS
SCIENCE AND TECHNOLOGY FOR GRADES III-X 27    Living things and non-living things  Plants  Animals  Comparison of young living things with their parents  Differentiate between living and non- living things  Name main parts of plants and describe their function.  Describe that water is taken in through roots and transported through the stem to the leaves.  Recognize that some plants provide food for us and are grown for the same reason.  Identify the parts of the plants • leaves • stems • flowers • roots • fruits  Name main parts of animals and describe their function.  Compare young plants and animals with their parents (from pictures and by observations) * * * * * *  Changes in plants and animals  Identify the changes that animals and plants undergo during their life (hen, pea)  Investigate the conditions (water and light) plants need to grow and stay  Make careful observations and measurements of plants growing and make predictions about the outcomes of a test. * UNIT-3: FOOD AND TEETH R U A A E C  Foods  Recognise that foods are a source of raw materials for humans and animals to grow well *  Food groups  Sort foods into food groups and classify them accordingly. (Foods can be grouped into fruits and Vegetables, meats and nuts, *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 28 sweet foods…  Diet and Fitness  Explain that a certain amount and varied type of foods are needed to keep healthy  Describe the role of fuel foods  Identify the adverse effects of fatty and sweet foods on health  Investigate the importance of exercise to stay fit and healthy * * *  Balanced Diet  Describe what is meant by balanced diet  Recognize that healthy living requires eating a balanced diet.  Suggest that to keep healthy diet must be kept varied and adequate  Evaluate your own diet and select food for a healthy diet * *  Human Teeth  Observe and compare different types of teeth and label their important features  Relate the shape to the function of teeth helps animals to eat their particular foods  Label different parts of a tooth and describe its functions  Recognize that some foods can be damaging to our teeth  Define tooth decay and how to prevent it  Make observations and comparison of different teeth, identify important features * * * * *  Animal teeth  Describe that how the teeth of different animals adapted to their diet like herbivores & carnivores * UNIT-4: MATERIALS AND THEIR PROPERTIES  
SCIENCE AND TECHNOLOGY FOR GRADES III-X 29  Materials  Distinguish between natural and man- made materials.  Identify a variety of materials e.g. plastic, glass, rubber, metals, ceramics, wood, cotton, Wool etc.  Identify that these materials are used to make different objects Identify various materials used to make some objects in their surroundings.  Investigate properties of materials for their appropriate selection for different objects * * *  Characteristics of materials  Evaluate specific properties of every materials (hardness and softness, elasticity and plasticity, toughness and brittleness) *  Uses of different materials  List uses of some materials (wood, glass, plastic, iron) based on their properties with examples  Classify materials according to their properties.  Explain why it is important to test materials.  Identify alternative materials for the same use.  Investigate the properties of fabric for making clothes for different seasons * * * * UNIT-5: INVENTORS AND INVENTIONS    Major inventions and their inventors  Identify the major objects invented and their inventors (steam engine, electric generator, train, aeroplane, TV, computer) *  Impact of major inventions on life  Recognize the benefits of major inventions  Analyse the impacts of major inventions on daily life  Evaluate the effects of major inventions on environment  Express the ways to improve the standards * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 30 of life by using these inventions * UNIT-6: FORCES AND MACHINES    Tools used in history and their importance  Recognize that people in the past used tools to make the work easier  Identify the tools (hammer, plier, screw driver and describe their functions through pictures. * *  Force  Identify forces as a pushes and pulls  Recognize that forces can be different sizes and act in different directions.  Illustrate the size of a force by using an arrow  State the unit of force (Newton ‘N’)  Recognize that the position and shape of an object can be changed by a force (push and pull).  Investigate the effects of force on the movement, size, and shape of an object  Design an experiment to demonstrate that some objects can return to their original shape after the removal of force (rubber band or spring) * *  Machines  Identify different commonly used machines from surroundings like scissors, wheel barrow, drill machine,  Recognize from pictures of the past that force applied by humans and animals moved vehicles while today vehicles are moved by machines (Tonga, donkey-cart, cycle, pushcart, bus, motorcycle and car).  Demonstrate that simple machines make * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 31 work easier. UNIT-7: SUN R U A A E C  Light sources  Identify natural and artificial light sources.  Distinguish between objects that produce their own light and those that reflect light from another source * *  Sun rise and sun set  Relate rising and setting of Sun with cardinal directions  Investigate sunrise and sunset for a week *  Shadows  Explain how shadows are formed  Predict about formation of shadows by different objects or materials *  Change in size of shadows  Describe the size of the shadow with the position of the sun in the sky.  Recognize that shadows of object in sunlight change during the course of the day.  Observe and describe how shadows change in length during the day  Observe and describe how shadows change in direction during the day  Explain that shadows can be used to tell the approximate time of the day: Sundial  Predict the time of the day by observing the shadow during the day * * * * * Part – 2: Learning Strand: Technology and Technical Education 8. Basic drawing   Sketch Pakistan flag & map.  Sketch bus, pedestal fan, aeroplane.  Sketch hockey stick, cricket bat and ball, flowers, fruits, vegetables. * * * 9. Basic Craft Making (out of paper, cardboard, reeds, packing material etc.)
SCIENCE AND TECHNOLOGY FOR GRADES III-X 32   Practise techniques of folding, cutting, tearing and pasting papers / cardboards to make objects / patterns.  Create paper bags, envelops, cards, baskets. * * 10. Basic Technical Model Making (Out of Clay)  Create collage model of aeroplane, boat, bus, tuck etc.  Design models of sphere, cube, prism, cylinder and cone.  Design hammer, wheels, rollers and gears.  Make movable van, bus, trolley etc. * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 33 Learning Contents and Students’ Learning Outcomes Grade IV Part 1: Learning Strands: Life Science, Physical Science, Earth & Space Science Contents Students’ Learning Outcomes Cognitive level Students will be able to: R R U A A E C UNIT-1: UNDERSTANDING OURSELVES  Major body parts and their functions  Skeleton and bones  State functions of major parts of the body  Observe and Demonstrate understanding that humans and some other animals have skeletons and some have no Skelton  Differentiate between vertebrates and invertebrates with examples  Label the diagrams of given bones and joints of the human body: Skull, ribs, spine (backbone), elbow joint, pelvis (hip joint), femur, tibia, fibula, humerus, radius, ulna  Identify that human skeletons are internal  Describe how bones and muscles work together to produce movement  Record observations of bones and skeletons different class fellows by measuring heights * * * * *  Muscles and Bones  Describe that animals with the skeleton have muscles attached to the bones  Describe that muscle has to contract (shorten) to make a bone move  Explain that muscles act in pairs  Recognize the need and uses of skeleton, bones and muscles.  Investigate that when someone is exercising or moving fast, the muscles work hard * * * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 34 UNIT-2: FOOD AND HEALTH    Sources of food  Identify the sources of common food i.e. plant sources (vegetables, fruits, cereals etc. and animal sources (meat, milk, eggs etc.) *  Main groups of food  Explain the properties of major food groups (carbohydrates, proteins, minerals, vitamins and fats)  Classify variety of food into various food groups (carbohydrates, fats, proteins, vitamins, minerals and fiber).  Identify the sources of the major nutrients  Explain the functions of main food groups and their effects on human body.  Identify what nutrition information labels show. * * * * *  Balanced diet  Define balanced diet.  Differentiate between balanced and unbalanced diet  Interpret a food pyramid to show the relative importance of various food groups  Suggest a balanced meal from the given list of foods and give reasons to explain why each food was chosen  Explain the effects of unbalanced diet on health * * * * * *  Hygiene and food safety  Explain personal hygiene and food safety principles * UNIT-3: HEALTHY LIFE STYLE    Heart and pulse rates  Discuss the role of human heart as a pump  Infer the relationship between heartbeat and pulse rate * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 35  Exercise and health  Investigate the effect of exercise on pulse rate.  Demonstrate that pulse rate increases during exercise, and that harder exercise makes the pulse rate increase even more. * *  Regular physical activities & active sports  Encourage physical activities and participation in sports and games  Stay involved in healthy activities at home and school * *  Avoid junk food  Emphasize impact of healthy food and junk food on life *  Avoiding prolonged computer games and small screen entertainments  Limit TV video game and computer time and discourage sedentary life style * UNIT-4: LIVING THINGS AND THEIR ENVIRONMENT    Environment  Define environment.  Explain the characteristics of animals and plants, which enable them to survive in a particular environment *  Habitat  Make predictions of organisms that will be found in a habitat  Describe different places where animals live e.g., land, water or both (terrestrial and aquatic)  Discuss animal adaptation with reference to their specific habitats  Identify the specialized structures of terrestrial and aquatic plants and animals  Describe that desert animals and arctic animals are suited to the habitat * * * * *  Producers, consumers  Define producer and consumer with examples
SCIENCE AND TECHNOLOGY FOR GRADES III-X 36  Simple food chain  Identify the food sources of different animals in different habitats  Explain what is meant by food chain  Identify that most food chains start with green plants  Describe the importance of producers, consumers and decomposers in a food chain  Sketch a simple food chain to show the relationship between producers, consumers and decomposers * * * * *  Humans effecting environment  Describe the way in which humans damage habitats and how habitat change can affect living things  Recognize ways in which living things and the environment need protection  Recognize ways that human affects the environment by creating pollution e.g., river pollution, air pollution, deforestation for farmlands, building dams * * * UNIT-5: MATTER AND ITS STATES  Three states of matter  Identify that matter can be solid, liquid or gas  Identify and compare solids and liquids  Define matter and give examples  Recognise differences between solids, liquids in terms of ease of flow, shape and volume.  Analyse that liquids do not change in volume when they are poured into different container  Identify the three states of matter with examples  Compare solids, liquids and gases on the basis of shape and volume  Use measuring cylinders to measure the volume of liquid and know that unit to measure volume is milliliter(ml) * * * * * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 37  Effect of temperature on matter  Demonstrate freezing and melting as reversible changes.  Describe reversible changes.  State main differences between behaviour of solids and liquids and recognise its shape changes upon heating or cooling to cause a change in state.  Explain that liquids can be changed to a solid by cooling.  Demonstrate and explain how matter changes its state on heating.  Analyse that melting and solidifying or freezing are changes that can be reversed.  Differentiate between melting and freezing. * * * * * * Unit 6: MIXING AND SEPARATING OF SOLIDS AND LIQUIDS  Mixtures of solids  Demonstrate that solids can be mixed together  Describe the term Mixture. * *  Solutions  Define solution  Differentiate between a mixture and a solution. *  Soluble and insoluble solids  Predict and demonstrate how various solids mix with water  Describe the terms soluble and insoluble.  Justify that solids can be mixed together and it is often possible to get the original materials back  Choose appropriate apparatus for separating a mixture of solids. * * * *  Separation of insoluble solids from water  Explain what ‘separate’ means and be able to separate mixtures.  Differentiate between sieve and a filter paper. * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 38  Analyse mixtures and identify which ones can be separated by filtration and which ones by sieving.  Demonstrate separation of insoluble solids from water by decantation and filtration  Observe and describe dissolving as some solids seem to disappear when mixed with water  Explain that solution cannot be separated by filtration  Explain that solution is formed when a solid is dissolved completely in a liquid. * * * * UNIT-7: FORCE K U A A E C  Effects of force  Demonstrates understanding of the effects of force on the movement, size, and shape of an object.  Investigate how forces can make objects to move faster or change its direction of motion * *  Force of Friction  Define force of friction  Demonstrate how friction effect any object from starting to move or slow it down  Investigate how friction can make objects move slower  Design an experiment to show that friction can be useful by relating examples from daily life  Relate examples from daily life where friction is not useful.  Conduct an experiment to show how friction and surface texture can increase or decrease motion , polishing, lubricating, streamlining.  Interpret why tyres have treads to understand that worn-out tires have reduced friction. * * * * * * UNIT-8: WATER AND AIR RESISTANCE U A A E C
SCIENCE AND TECHNOLOGY FOR GRADES III-X 39  Water resistance  Define water resistance  Identify shapes of objects that move easily through water  Identify shapes that do not move easily through water.  Explain how fish and ships are suited to moving through water  Plan an experiment to investigate the effect of shape on water resistance. * * * *  Air resistance  Define Air resistance  Demonstrate that small objects have a lower air resistance than larger objects  Identify situation where air resistance is an advantage (parachute etc.)  Identify situations where air resistance is a disadvantage.  Identify shapes of objects that move through air easily  Infer why riding a bicycle wearing tights helps reduce air resistance * * * * * UNIT-9: MOVEMENTS OF THE EARTH K U A A E C  Earth  Describe the shape of Earth *  Spin of Earth  Relate the Earth’s spin with the occurrence of day and night *  Revolution of Earth  Recognize that the Earth revolves around the Sun *  Seasons  Recognize that the Earth is titled on its axis  Explain that revolution of Earth and its tilt cause seasons * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 40 Part – 2: Learning Strand: Technology and Technical Education Contents Students' Learning Outcomes All students will be able to; K U A A E C UNIT-10 : Elementary art, craft, painting, photography  Draw & colour.  Paint birds, flowers, etc.  Paint glass ware, wooden objects and small steel articles. * * * UNIT-11 Elementary making technical models (out of clay, paper, card board, reeds, packing material)  Make models of wall clock, truck, car, ship/boat, and aeroplane.  Make model of Foot Bridge, cot, and rail track. * * UNIT-12 Elementary using technical instruments  Use spirit level / water level to level a table.  Use a plumb line to install a flag pole vertically or make a Sun clock.  Use a wire cutter and stripper to make electrical wire joints. * * * UNIT-13 Elementary first aid  Identify the items of first aid box.  Use Digital clinical thermometer externally to measure body temperature.  Practise dressing of a wound using articles from the first aid box.  Check blood pressure by digital blood pressure monitor.  Observe and practise workshop safety rules. * * * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 41 Learning Contents and Students’ Learning Outcomes Grade V Part 1: Learning Strands: Life Science, Physical Science, Earth & Space Science Contents Students' Learning Outcomes Students will be able to; K U A A E C UNIT 1 : CLASSIFICATION OF LIVING THINGS  Classification  Define classification.  Explain the importance of classification. * *  Main groups of organisms  Classify animals into groups according to observable features  Use keys to identify the organisms  Use keys to identify local plants and animals  Enlist the main groups of organisms (bacteria, algae, fungi, plants, animals). * * * *  Classification of animals  Differentiate between vertebrates and invertebrates  List vertebrates and invertebrates from their surroundings.  Classify vertebrates into mammals, reptiles, fish, birds and amphibians on the basis of their characteristics. * * *  Classification of plants  Compare flowering and non- flowering plants.  Classify the flowering plants into two major groups (monocots and dicots) and list their distinguishing characteristics.  Differentiate between monocot and dicot plants on the basis of their seeds, flowers and leaves. * * * UNIT 2 : MICROORGANISMS
SCIENCE AND TECHNOLOGY FOR GRADES III-X 42 K U A A E C  Microorganisms  Recognise that micro-organisms are living things which are too small to be seen.  Define microorganisms  Identify and describe microorganisms as microscopic creatures, causing diseases. * * *  Types of microorganisms  Identify the main groups of microorganisms (viruses, bacteria, fungi).and protozoa. *  Useful microorganisms  Describe the advantages of microorganisms in daily life. *  Harmful microorganisms  Identify some common illnesses caused by micro-organisms.  Identify ways by which microorganisms enter the human body to cause infections.  Explain why cleaning teeth regularly helps prevent tooth decay and gum diseases.  Discuss that micro-organisms cause decay and how this can be harmful or beneficial  Suggest ways to avoid infections. * * * * *  Food Poisoning  Explain that micro-organisms grow and reproduce on food and this cause food Poisoning.  Identify the ways to handle and store food to prevent food decay and food poisoning.  Analyse situation if things do not decay.  Highlight the role of microorganisms in decomposition and discuss its harmful and beneficial * * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 43 effects UNIT 3: CHANGES IN LIVING THINGS K U A A E C  Changes in living things  Observe changes in different stages of a plant and an animal like hen. *  Growth of plants  List things which plants need to grow.  Identify and explain the function of each plant part. * *  Types of plants  Identify the two types of plant classifications.  Grow their own plants. * *  Germination  Identify the conditions necessary for germination.  Predict what would happen to plant, if conditions necessary for germination are not fulfilled.  Conduct an investigation to assess your prediction by discussing the variables used in experiment. * * *  Life Cycle of a plant  Define life cycle  Draw out a plant lifecycle * *  Animal life cycle  Draw and label key stages in the life cycle of a frog, butterfly or a hen. *  Extinction  Explain the impacts of humans on biological diversity.  Compare and contrast the causes of extinction of few animals  Evaluate criteria for setting species conservation priorities. * * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 44 UNIT 4: ENVIRONMENTAL POLLUTION K U A A E C  Pollution  Define pollution. *  Types of pollution  Describe different kinds of pollution (air, water and land).  Explain main causes of water, air and land pollution.  Explain the effects of water, air and land pollution on environment. * * *  Measures to reduce pollution  Suggest ways to reduce air, water and land pollution.  Plan and conduct a campaign to bring awareness to a problem of environmental pollution in their surroundings. * *  Biodegradable and non-biodegradable materials  Differentiate between biodegradable and non- biodegradable materials.  Explain the impact of non- biodegradable materials on the environment.  Suggest ways to reduce the impact of no biodegradable materials. * * * UNIT 6: MATTER AND CHANGES IN ITS STATES K U A A E C  Solid, Liquid and Gases  Identify materials on the basis of their properties.  Identify and describe differences in properties of solids, liquids and gases  State that gases are different from solids and liquids as per properties. * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 45  Investigate that gases flow more easily than liquids, and in all directions *  Processes involving change in states  Demonstrate and explain the processes that are involved in the change of states (melting, freezing, boiling, evaporation and condensation). *  Application of evaporation and condensation in nature  Describe water cycle with help of diagram  Describe the role of evaporation and condensation in the water cycle by citing examples of rain, snow, dew, frost. * * UNIT 7 : AIR K U A A E C  Air  Investigate that air has weight and is all around us.  Provide evidence that air is real  Explain that air is made of different gases  List the names of some of gases present in air and state how they are useful.  State the properties of air and recognise other gases in the environment.  Investigate presence of air spaces in different soils. * * * * * *  Uses of gases  Cite examples from everyday life about uses of gases such as to make fizzy drinks, use in neon lights and use of helium to make floating balloons. etc.  Explain that substance will eventually reach the same temperature as their * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 46 surroundings.  Evaporation  Describe that gases are formed when liquids evaporate  Explain the ‘disappearance’ of water in a range of situations as evaporation.  Know that water as gas is called water vapour.  Describe that substance dry in terms of evaporation.  Differentiate between evaporation and boiling. * * * * * UNIT 8: LIGHT K U A A E C  Sources of light  Identify natural and artificial sources of light.  Justify that light travels from a source and travels in a straight line * *  Transparent, opaque and translucent objects  Identify and differentiate between transparent, opaque and translucent objects in their surroundings. *  Light travels in straight lines  Investigate that light travels in a straight line.  Explain the formation of shadows.  Predict the location, size and shape of a shadow from a light source relative to the position of objects.  Demonstrate that shiny surfaces reflect light better than dull surfaces * * * *  Pinhole camera  Explain the scientific principle *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 47 that works in a pinhole camera. UNIT 9: ELECTRICITY  K U A A E C Circuit and switches  Name and identify the components of an electric circuit: battery/cell, bulb, buzzer, circuit, switches and wires  Describe the function of basic electrical components  Experiment that complete circuit is needed in order for a circuit to work  Describe function of a switch * * * *  Simple electric circuit  Make a simple circuit using a lamp, switch, battery and wires.  Demonstrate open and close circuit  Demonstrate how changing the number or type of component in a series circuit can make bulbs glow brighter or dimmer  Identify good insulating material used in electricity * * *  Conductors and insulators  Identify various materials as conductors and insulators using simple circuit. *  Electricity at home  List various electric appliances in their home and school.  State the dangers of electricity and related safety rules  List examples of items that use batteries and some that use main electricity * * * UNIT 10: SOLAR SYSTEM K U A A E C
SCIENCE AND TECHNOLOGY FOR GRADES III-X 48 Sun ,Earth and Moon  Explain the formation of day and night  Represent the Sun, Earth and Moon by Spheres and use the model to explain the formation of day and night, month and year.  Distinguish between luminous and non-luminous objects and recognise objects  Recognise that the Sun is a natural source of light and the Earth and the Moon can be  seen by reflected light.  Describe the formation of different phases of the moon.  Describe what is meant by satellite.  Describe moon as a natural satellite of Earth. * * * * * * *  Stars and planets  Differentiate between a star and a planet.  Explain that the Sun is a star. * *  Solar system (Sun and planets)  Describe the Sun and its planetary system showing position of Earth in our solar system.  Explain the relative sizes of the planets and their distance from the Sun using a model. * *  Solar and Lunar eclipse  Illustrate and explain how solar and lunar eclipses occur *  Seasons  Illustrate and explain how seasons are formed *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 49 Part – 2 (Learning Strand: Technology and Technical Education) Contents Students’ Learning Outcomes All students will be able to; UNIT 11 : Operating technical equipment  Operate a manual hand-drill machine and a light electric hand-drill machine to make small holes in wood and metal sheet pieces.  Use a metal hack-saw to cut metal sheet or pieces of pipe.  Operate a juicer and toaster.  Practise hand sewing and operate a sewing machine. * UNIT 12: Making technical devices  Assemble a torch light using a battery cell, bulb and wire,  Make and operate a syphon.  Prepare LED light strings working with 12Volt battery. * UNIT 13: First aid and disaster management  Use a First Aid box to measure body temperature and to dress a wound.  Practise shifting a person to hospital.  Practise earthquake / fire / flood drill. * UNIT 14: Technical activities  Operate mobile phone for use of calculator, alarm clock and calendar  Operate mobile phone for audio video recording *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 50 5. Learning Contents and Students’ Learning Outcomes Grade VI –VIII Learning Contents and Students’ Learning Outcomes Grade VI Part 1 : Learning Strands: Life science, Physical science and Earth & Space science Contents Students’ Learning Outcomes Students will be able to: Unit-1: Cellular Organization of Plants and Animals K U A A E C 1. Cell i. Identify cells as the basic unit of life. ii. Define cell. * * 2. Microscope i. Describe the major different parts of a light microscope and its working. ii. Set -up a microscope ready for use. iii. Use a microscope effectively to make observations. * * * 3. Animal Cell and Plant Cell i. Draw, label and describe the basic structure of an animal cell and a plant cell. ii. State the function of important parts of the cell. iii. Compare and contrast an animal cell with a plant cell. * * * 4. Unicellular and Multicellular Organisms iv. Differentiate between unicellular and multicellular organisms with examples. * 5. Cellular Organization in Multicellular Organisms v. Recognize the levels of cellular hierarchy from cell to organ systems in multicellular organisms. * 6. Tissues vi. Define tissue with examples. vii. State the characteristics (locations and functions) of animal tissues (muscular tissue, bone and blood) and plant tissues (epithelial tissue and vascular tissue). * * 7. Organs viii. Define organ with examples. ix. Describe the functions of human organs * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 51 (stomach, lungs and heart). x. Describe the functions of plant organs (root, leaf, and stem). * 8. Organ Systems xi. Recognize root and shoot systems in plants. xii. State the functions of the major systems of the human body (digestive, respiratory and circulatory systems). * * Unit-2: Sense Organs K U A A E C 1. Sense Organs i. Explain how animals can sense the changes in environment by using sense organs. ii. Enlist names of sense organs. * * 2. Nose iii. State the basic structure of nose (receptor cells in nose) and describe how it provides the sensation of smell. * 3. Tongue iv. State the basic structure of tongue (taste buds on tongue) and describe how it provides the sensation of taste. * Unit-3: Photosynthesis and Respiration in Plants K U A A E C 1. Internal structure of a leaf i. Draw, label and describe the internal structure of a leaf. ii. Explain that the structure of leaf facilitates photosynthesis. * * 2. Photosynthesis and Conditions necessary for this process iii. Define photosynthesis (with word equation) and describe the importance of this process. iv. Recognize the importance of water, carbon dioxide, light, temperature and chlorophyll for the process of photosynthesis. v. Prove with the help of an experiment that photosynthesis takes place in a leaf. * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 52 3. Respiration in Plants vi. Define respiration in plants (with word equation) and describe the importance and this process. vii. Compare and contrast the processes of photosynthesis and respiration in plants. * * Unit-4: Environment and Interactions K U A A E C 1. Environment i. Define environment. * 2. Components of Environment ii. Describe the basic components of environment. iii. Explain the importance of biotic components (producers, consumers, decomposers). iv. Explain the importance of abiotic components (light, air, soil, temperature and water). * * * 3. Relationships among Organisms v. Describe that living things depend on one another for food, shelter and protection. vi. Describe different relationships between organisms (Predation, Parasitism, and Mutualism). vii. Explain the importance of physical factors like air, water, temperature, light,minerals salts and ph to the life of the living organisms viii. Describe the adaptations to living in a variety of habitats and how these help the organisms to survive (biotic factors) ix. State that the habitat together with the organisms living in it forms ecosystem x. List some examples of ecosystems found on earth Describe some strategies which plants adopt to avoid climatic stress * * * * * * 4. Food web i. Define and Describe food web. ii. Explore and construct food chains in a particular habitat iii. Identify food chains within food webs and describe what a food web shows * * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 53 iv. Predict how changing the size of one population in a food web will affect the numbers of other species Unit-5: Soil K U A A E C 1. Characteristics of Soil i. Describe the characteristics of soil. ii. Investigate and describe soil components. iii. Enlist and recognize types of Soil. * * * 2. Types of Soil iv. Identify similarities and differences among the different types of soil. v. Compare the absorption of water by different soils. vi. Observe and describe the effects of moving water on different soils. * * * 3. Life in the Soil vii. Investigate and describe how living things affect and are affected by soils. * Unit-6: Atoms, Molecules, Mixtures and Compounds K U A A E C 1. Introduction to Atoms and Molecules i. Define and describe atom and molecule. ii. Differentiate between an atom and a molecule. * * 2. Some Common Elements and their Symbols iii. Recognize the symbols of some common elements. * 3. Classification of Elements (metals and non-metals) iv. Classify elements into metals and non- metals. * 4. Uses of Some Common Elements v. Relate the physical properties of elements to their uses. * 5. Compounds and Mixtures vi. Define and explain compound and mixture. vii. Differentiate between elements, by citing examples. * * 6. Uses of Compounds and viii. Explain uses of common mixtures and compounds in daily life. *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 54 Mixtures 7. Separating Mixtures (Sublimation and Distillation) ix. Separate mixtures using a variety of techniques. x. Demonstrate with an experiment to separate the components of a mixture. xi. Use safety measures to conduct science experiments. * * * Unit-7: Solutions K U A A E C 1. Solution and its Components i. Define solute and solvent and describe solution. * 2. Particle Model of Solution ii. Explain and demonstrate the formation of solution by the particle model. * 3. Water as a Universal Solvent iii. Demonstrate the use of water as a universal solvent. * 4. Dilute , concentrated, saturated and unsaturated aqueous Solutions iv. Describe dilute and concentrated solutions. v. Define saturated and unsaturated aqueous solution. * * 5. Solubility and effect of temperature on Solubility vi. Define solubility. vii. Investigate the effect of temperature on solubility using a variety of compounds. * * 6. Uses of Solutions viii. Identify uses of solution in daily life. * Unit-8: Simple Machines K U A A E C 1. Wheel and Axle i. Recognize wheel and axle and identify their uses. * 2. Pulley and its Types ii. Explain pulleys and their kinds with their uses in daily life. iii. Investigate with the help of an experiment the effort up to four pulleys required by different pulley systems (up to four pulleys) to lift the same load. * *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 55 3. Gear and its Uses iv. Describe the structure of gear and explain the working of gear systems. v. Explain the uses of gears in daily life. * * Unit-9: Work and Energy K U A A E C 1. Work i. Explain that work is done when a force moves a body through some distance. * 2. Energy ii. Explain that energy provides the ability to do work and can exist in different forms. * 3. Forms of Energy iii. Identify different forms of energy (Potential, Kinetic, Heat, Electrical, Light, Sound) with examples iv. Define kinetic and potential energy. * * 4. Conversion of different Forms of Energy v. Demonstrate how one form of energy is converted into other form of energy. * 5. Conservation of Energy vi. Explain that energy is conserved during conversion of different forms of energy. * 6. Sources of Energy vii. Describe some non-renewable and renewable energy sources. viii. Describe the advantages of using renewable energy sources. * * Unit-10: Reflection of Light K U A A E C 1. Transmission, Absorption and Reflection of Light i. Differentiate between transmission, absorption and reflection of light. * 2. Laws of Reflection ii. Demonstrate the laws of reflection with the help of ray diagram. * 3. Regular and Diffused Reflection iii. Compare the regular and diffused reflection. iv. Identify everyday applications which involve regular reflection and diffused reflection. * * 4. Images Formed by a Plane Mirror v. Describe image formation by a plane mirror and mention its characteristics. *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 56 5. Uses of Reflecting Surfaces vi. Describe the uses of reflecting surfaces (Rear View Mirror, Road Mirrors and Periscope) * Unit-11: Sound K U A A E C 1. Sound as a Form of Energy i. Describe sound as a form of energy produced by a vibrating body. * 2. Propagation of Sound ii. Identify a variety of materials through which sound can travel. iii. Identify that the speed of sound in solids, liquids and gaseous mediums is different. * 3. Human Ear as Detector of Sound iv. Explain how human ear detects sound. * Unit-12: Space and Satellites K U A A E C 1. Space i. Define the term space and emphasize the need to explore it. * 2. Satellites ii. Define the term satellite and describe its importance. * 3. Natural Satellites iii. Describe natural satellite and mention the natural satellites of the planets of solar system. * 4. Artificial Satellites iv. Define artificial satellites and explain their importance in exploring the Earth and space. * 5. Kinds of Artificial Satellites and their Uses v. Recognize the key milestones in space technology. vi. Describe the uses of various artificial satellites in space i.e., Geostationary, Weather, Landsat, Communication, Polar, Earth Orbit, and Global Positioning System. * * 6. Space Stations vii. Describe Space Station and its importance. * Part – 2 (Learning Strand: Technology and Technical Education)
SCIENCE AND TECHNOLOGY FOR GRADES III-X 57 Contents Students’ Learning Outcomes All students will be able to; Unit 13: K U A A E C Farming & Agriculture a. Grow seasonal plants and vegetables in earthen pots and demonstrate the effect of use of fertilizers on the growth of plants. b. Rear domesticated birds and animals such as pigeon, hen, rabbit etc. c. Use face mask to investigate the impurities it prevents from entering human body. * Unit 14: K U A A E C Food Processing and Preservation a. Prepare yoghurt and cheese from milk. b. Prepare pickles of onion, lemon and mango etc. in acetic acid. c. Use different techniques of preserving foods like orange juice, apple jam. * Unit 15: K U A A E C Operating Electrical & Electro- Mechanical Technical Equipment a. Operate a sewing machine and adjust the chain of a bicycle. b. Operate wood saw and hand drill to make a wooden chowki or small stool. c. Operate electro-mechanical toys. * Unit 16: K U A A E C Making Electrical & Electro-Mechanical Technical Devices b. Assemble and operate trip wire security alarm system. c. Assemble mini solar panel and operate a small fan. d. Assemble a periscope from mirrors and plastic pipe.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 58 Learning Contents and Students’ Learning Outcomes Grade VII Part 1 (Learning Strands: Life science, Physical science and Earth & Space science) Contents Students’ Learning Outcomes Students will be able to: Unit-1: Human Organ Systems K U A A E C 1. Human Digestive System i. Define digestion and describe its importance. ii. Identify the parts of human digestive system (oral cavity, pharynx, oesophagus, stomach, small and large intestine) and describe their functions. * * 2. Human Respiratory System iii. Identify the parts of human respiratory system (nose, pharynx, larynx, trachea, bronchi and lungs) and describe their functions. * Unit-2: Transport in Humans and Plants K U A A E C 1. Transport in Humans i. Describe the concept of transportation and its importance. ii. Identify the parts of human blood circulatory system (heart and blood vessels). iii. Describe the structure heart (four chambers) and blood vessels (arteries, veins, capillaries), with their functions. * * * 2. Transport of Water in Plants iv. Describe absorption of water in plants through roots. v. Explain how water and salts are transported from roots to the aerial parts of plant.(Xylem tissues) * 3. Transport of Food in Plants vi. Explain how food is transported from one part of the plant to the other. (Phloem tissues) * Unit-3: Reproduction in Plants K U A A E C
SCIENCE AND TECHNOLOGY FOR GRADES III-X 59 1. Kinds of Reproduction in Plants i. Define reproduction and differentiate between sexual and asexual reproduction in plants. * 2. Flower ii. Draw, label and describe the structure of flower. * 3. Pollination and its types iii. Define pollination. iv. Compare self and cross- pollinations in plants with examples. v. List various agents involved in cross- pollination. * * * 4. Fertilization in Plants vi. Describe how, after pollination, fertilization occurs in flowers. * 5. Formation of Fruit and Seed vii. Describe seed and fruit formation. * 6. Germination of Seed Define germination and describe the conditions necessary for germination. Study and state the steps of germination of bean seed. * Unit-4: Air and Water K U A A E C 1. Air and its importance i. Recognize the importance of air. * 2. Composition of Air ii. Identify the composition of air. * 3. Properties and uses of Gases in Air iii. Describe the properties of gases (Oxygen, Nitrogen, Carbon dioxide) in air and some of their uses. iv. Identify the sources of carbon dioxide and explain how its level is maintained in nature. * 4. Water for Life v. Describe the ways in which clean water is vital for meeting the needs of humans and other living things. * 5. Sources of Water vi. Identify the sources of water. *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 60 6. Impurities of Water vii. Recognize the substances present in water that makes the water impure. * 7. Cleaning of Water viii. Suggest different methods to clean the impure water (Distillation, Water Treatment Plant). * 8. Uses of Water ix. Investigate the uses of water in our daily life (drinking, House hold use, Irrigation, Industrialise). and suggest ways to reduce the wastage of water. * Unit-6: Structure of an Atom K U A A E C 1. Structure of an Atom i. Describe the structure of an atom (protons, neutrons and electrons). * 2. Atomic Number and Mass Number ii. Define atomic number and mass number. * 3. Elements and their Symbols iii. Describe elements and their symbols. * 4. Distribution of Electrons in Shells (KLM only) using 2n2 Formula iv. Draw diagrams of the atomic structures of the first 13 elements in the Periodic Table. * 5. Valence and Ions v. Define Valency. vi. Explain the formation of ions. vii. Differentiate between cations and anions. * * 6. Elements make Compounds viii. Identify the types and number of elements present in simple molecules and compounds. * 7. Chemical Formulae ix. Make chemical formulae from list of anions and cations. * 8. Law of Constant Composition x. State the law of constant composition and give examples. * Unit-7: Physical and Chemical Changes and Processes K U A A E C 1. Physical and Chemical i. Define and differentiate between physical *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 61 Changes and chemical changes. ii. Identify the physical and chemical changes taking place in environment. * 2. Applications of Chemical Changes in everyday life iii. Explain the uses of natural gas and petroleum as fuels and in fertilizers. iv. Explain the chemical changes involved in (burning wood, mixing acid and base: lemon juice and baking soda, rusting of iron) * 3. Safe Use of Chemicals v. Discuss the safe uses and harmful effects of improper use of chemicals (Battery aid.) * Unit-8: Heat and Temperature K U A A E C 1. Heat and Temperature i. Describe heat and temperature and distinguish between these terms. * 2. Modes of Heat Transfer ii. Explain that temperature determines the flow of heat energy from one body to another. iii. Explain conduction, convection and radiation as the modes of heat transfer. * 3. Conduction and its application in everyday life iv. Describe conduction and its applications in everyday life. * 4. Good and Poor Conductors of Heat v. Identify good and poor conductors of heat. * 5. Convection and its application in everyday life vi. Demonstrate convection currents in water and air and describe some applications of convection in everyday life including natural phenomena. * 6. Radiation and its application in everyday life vii. Describe radiation by experimentation and its applications in everyday life. * 7. Good and Poor Radiators and Absorbers of Heat viii. Give examples of good and poor radiators and absorbers of heat. *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 62 8. Vacuum Flask ix. Describe the working of vacuum flask with reference to all modes of heat transfer. * Unit-9: Refraction of Light K U A A E C 1. Refraction i. Define and Explain refraction of light. * 2. Refraction in different Mediums ii. Discuss the refraction of light in different mediums (glass and water). * 3. Laws of Refraction iii. Demonstrate the laws of refraction with the help of ray diagram. * 4. Colours of Light iv. Demonstrate how spinning of a coloured wheel results in the appearance of white disc (Newton’s colour discs) to show that light consists of seven colours. v. Identify different uses of lights of different colours in everyday life (traffic lights). * * 5. Colours of Objects vi. Explain why an opaque or non-luminous object appears to be of certain colour. * Unit-10: Sound Waves K U A A E C 1. Waves – Transverse and Longitudinal i. Define wave and demonstrate transverse and longitudinal waves. * 2. Sound as a Compressional Wave ii. Explain sound as a series of compressions and rarefactions in air. * 3. Audible Frequency Range iii. Identify the wavelength, frequency and amplitude of sound and give their units. iv. Compare audible frequency range of humans and different animals. * 4. Characteristics of Sound v. Describe pitch and loudness of sound. * 5. Applications of different Sounds in everyday life vi. Investigate objects in homes and surroundings that are designed and made to produce different sounds (door bell, security alarms and musical instruments). *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 63 Unit-11: Electric Current and Circuits K U A A E C 1. Potential Difference, Current and Resistance i. Define potential difference, current, and resistance and state their units. ii. Demonstrate the relationship between potential difference and current. * 2. Sources of Potential Difference / Voltage iii. Identify cell or battery as source of potential difference / voltage. * 3. Instruments used for measuring Potential Difference, Current and Resistance iv. Identify the instruments used for measuring potential difference, current and resistance. * 4. Effects of an Electric Current v. Demonstrate the effects of electric current (heating, chemical and magnetic effects). * Unit-12: Exploring Space K U A A E C 1. Tools and Technologies used in Space Exploration i. Explain the necessity and advantages of space vehicles for detailed exploration of the outer space. ii. Describe different types of space vehicles e.g. Manned and Unmanned Spacecraft (Space Probe), Space Shuttle and Space Station. * * 2. Astronauts in Outer Space iii. Explain how astronauts survive and work in space. * 3. Benefits of Space Technology iv. Identify benefits of new technologies such as weather satellite, satellite communication, GPS, … *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 64 Part – 2 : Learning Strand: Technology and Technical Education Contents Students’ Learning Outcomes All students will be able to; Unit 13:(A) K U A A E C Farming & Agriculture (For Male Students) a. Perform soil testing to select appropriate fertilizers. b. Demonstrate to drip & sprinkle irrigation. c. Develop crops in a tunnel farming environment. * Unit 13(B): K U A A E C Embroidery, Dress making & Fashion Designing (For Female Students) a. Do embroidery work on an automatic embroidery machine. b. Make a school uniform on motor operated sewing machine. c. Stitch simple Bib/ apron with pocket on sewing machine. * Unit 14: K U A A E C Making Electrical & Electro-Mechanical Technical Devices a. Install & operate solar photovoltaic panel to run a fan or charge a battery. b. Install & operate a sound / public address system. c. Assemble a small solar thermal panel for heating water. d. Assemble an astronomical telescope or periscope and use it. * Unit 15: K U A A E C Technical & Computer Drawing a. Use Paintbrush or ColorPaintU12 software to make elementary technical drawings. b. Use Coral Draw for making simple designs. *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 65 Learning Contents and Students’ Learning Outcomes Grade VIII Part 1: Learning Strands: Life science, Physical science and Earth & Space science Contents Students’ Learning Outcomes Students will be able to: Unit-1: Human Organ Systems K U A A E C 1. Human Nervous System i. Describe coordination and its importance. ii. Describe the structure of the nervous system (parts of Central and Peripheral nervous system). iii. Describe the working of the nervous system through Stimulus-Response model. iv. Describe briefly the structure of neuron and its role in coordination. * 2. Reflex Action v. Differentiate between voluntary and involuntary actions they have experienced. vi. Explain reflex action with an example. * * 3. Human Excretory System vii. Define excretion and describe its importance. viii. Describe the components of human excretory system (kidneys, ureters, urinary bladder and urethra) * * 4. Structure and Function of Kidneys ix. Describe the internal structure of the kidney (Longitudinal Section showing nephron). x. Describe the role of kidney (Steps of urine formation). * Unit-2: Heredity in Organisms K U A A E C 1. Chromosomes, DNA and Genes i. Describe the relationship between DNA, genes and chromosomes. ii. Identify DNA and chromosomes in the cell diagram. * 2. Cell Division iii. Define cell division, its types (mitosis and meiosis) and their importance.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 66 3. Heredity iv. Define heredity and recognize its importance. v. Identify the characteristics that can be transferred from parents to offspring. vi. Compare characteristics related to ear shape and eye colour. * * Unit-3: Biotechnology K U A A E C 1. Biotechnology i. Define biotechnology. ii. Describe the features of bacteria and yeasts that enable them to be used in biotechnology. * * 2. Introduction of Gene into Bacterium iii. Explain how genes are introduced into a bacterium. * 3. Biotechnology Products iv. List some biotechnological products (insulin, vaccines etc.) used in daily life. * 4. General Applications of Biotechnology v. List general applications of biotechnology in various fields i.e. agriculture, environment, food and health. * Unit-4: Pollutants and their Effects on Environment K U A A E C 1. Air Pollutants and their Sources i. Identify main air pollutants (sulphur dioxide, carbon monoxide, oxides of nitrogen and chloro-fluorocarbons) and their sources. ii. Plan and conduct a campaign that can help to reduce air pollution in the local environment. * * 2. Effects of Air Pollutants on Human Health iii. Explain the effects of air pollutants on human health (lung diseases, brain damage, breathing problems etc.) * 3. Impacts of Pollution on Environment iv. Explain the Greenhouse effect. v. Describe the causes and effects of ozone depletion. vi. Carry out a research to explain global warming and its likely effects on life on Earth.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 67 vii. Design a model to explain the Greenhouse effect. viii. Explain the formation of acid rain and identify its consequences * 4. Deforestation and its effects ix. Define deforestation. x. State the effects of deforestation on the environment. * 5. Saving the Earth xi. Suggest ways in which earth can be made a better place to live (less use and reuse of resources, recycling of materials, environmental campaigns etc.). * Unit-5: Chemical Reactions K U A A E C 1. Chemical Reactions i. Define chemical reactions and give examples. ii. Explain the re-arrangement of atoms in chemical reactions. * * 2. Chemical Equation iii. Explain the chemical reaction with help of equation. * 3. Law of Conservation of Mass iv. Explain the law of conservation of mass. * 4. Energy Changes in Chemical Reactions (Exothermic and Endothermic reactions) v. Explain the energy changes in chemical reactions. vi. Describe the importance of exothermic reactions in daily life. * Unit-6: Acids, Bases and Salts K U A A E C 1. Introduction to Acids, Bases and Salts i. Define with examples the terms acid, base and salt. * 2. Properties of Acids, Bases and Salts ii. Describe the properties of acids, bases and salts. 3. Uses of Acids, iii. Explain the uses of acids, bases and salts in
SCIENCE AND TECHNOLOGY FOR GRADES III-X 68 Bases and Salts daily life. 4. Indicators and their Uses iv. Define indicators and describe their use to identify acids, bases and neutral substances. 5. Natural Indicators from Fruits and Vegetables v. Investigate various flowers and vegetables which can be used as indicators to identify the nature of aqueous solution. * Unit-7: Measurements of Physical Quantities K U A A E C 1. Physical Quantities (Length, Volume, Mass, Time) i. Define a physical quantity with examples. * 2. System International Units (Metre, Litre, Kilogram and Second) ii. Interpret System International (SI) units in the daily life. iii. Explain why it is desirable for a scientist to use the SI units in their work. iv. Apply the prefixes milli-, kilo-, centi-, and interpret the units. v. Interconvert smaller units and bigger units. * * * 3. Instruments for Measurements vi. Select and use proper measuring instruments (Metre Rule, Measuring Cylinder, Physical Balance and Stop Watch) for physical measurements. vii. Measure the physical quantities by using Metre Rule, Measuring Cylinder, Physical Balance and Stop Watch. * * Unit-8: Force and Pressure K U A A E C 1. Force, Area and Pressure i. Define the terms force, area and pressure and mention their SI units. ii. Give examples of high and low pressure. 2. Fluid Pressure iii. Demonstrate variation of liquid pressure with depth. iv. Explain that pressure is exerted equally in all directions. *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 69 3. Hydraulic Systems v. Explain hydraulic systems by giving examples. * 4. Atmospheric Pressure vi. Describe the term atmospheric pressure and explain how it affects the weather. 5. Applications of Gas Pressure (Pneumatic System and Aerosol) vii. Identify the applications of gas pressure including the working of aerosols. * Unit-9: Thermal Expansion K U A A E C 1. Thermal Expansion of Solids i. Explain thermal expansion of solids and its effects in daily life. * 2. Thermal Expansion of Liquids and it applications ii. Explain thermal expansion of liquid and describe its uses e.g. thermometer. 3. Peculiar Behaviour of Water during Contraction and Expansion iii. Describe the peculiar behaviour of water during contraction and expansion and its effects on marine life. 4. Thermal Expansion of Gases iv. Demonstrate the thermal expansion of gases. v. Describe the use of thermal expansion of gases. Unit-10: Spherical Mirrors and Lenses K U A A E C 1. Spherical Mirrors and their types i. Define mirror and describe its types (Plane, Convex and Concave mirrors). ii. Describe the terminologies used in spherical mirrors and lenses. * 2. Image Formation by Spherical Mirrors using Ray Diagrams iii. Describe the principle of image formation by spherical mirror and lens by three principle rays. iv. Explain image formation by spherical mirrors using ray diagrams. *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 70 3. Lenses and their types v. Define lens and differentiate between the different types of lenses (Converging and Diverging lenses). * 4. Image Formation by Lenses using Ray Diagrams vi. Describe the image formation by lenses using ray diagrams. 5. Image Formation in Simple Camera and Human Eye vii. Compare the working of a human eye with the simple camera. * 6. Uses of Spherical Mirrors and Lenses viii. Identify the types of lenses and mirrors used for various purposes in daily life. * Unit-11: Electricity in Action K U A A E C 1. Direct and Alternating Current i. Explain direct current (DC) and alternating current (AC) and describe their uses. 2. Sources of D.C and A.C ii. Describe the sources of A.C and D.C. iii. Compare the advantages and dis advantages of D.C and A.C . iv. Demonstrate that D.C can be produce by chemical reaction in different types of batteries such as Zn- C and lead – acid cell. v. Use photovoltaic cell to generate D.C and operate a fan with it. 3. Dynamo and Generator vi. Identify the simple devices that generate electricity in daily life such as dynamo and generator. 4. Working of a Power Station vii. Describe the working of a power station by giving a block diagram. viii. Describe energy sources to generate electricity in power stations. 5. Problem of Generating Electricity Relate problems involved in generating electricity. 6. Hazards and Safety Measures ix. Describe the hazards of electricity.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 71 for using Electricity at home x. Describe safe use of electricity by using a fuse, earth wire and circuit breakers. Unit-12: Investigating Universe K U A A E C 1. Star and Constellations i. Recognize stars by different constellations ii. Explain stars are shining objects of gases. 2. Life of Stars (Birth and Death of Stars) iii. Describe the life cycle of a star (blue giant, white and red giant, red dwarf, white dwarf, supernova, neutron stars and black holes). 3. Asteroids, Comets and Meteoroids iv. Describe asteroids, comets and meteoroids with the help of examples. 4. Galaxies v. Describe galaxy a huge collection of stars. vi. Discuss types of galaxies (milky way and Andromeda)
SCIENCE AND TECHNOLOGY FOR GRADES III-X 72 Part – 2: Learning Strand: Technology and Technical Education Contents Students’ Learning Outcomes All students will be able to; Unit 13: K U A A E C Elementary Construction Technology a. Do the basic brick work using brick & mortar. b. Plaster a brick wall. c. Demonstrate the method of tile fixing. * Unit 14: K U A A E C Making Techno- Chemical Products a. Demonstrate the making of writing ink from primary dyes. b. Demonstrate the making and use of distemper and paints. c. Make tooth paste & detergent powder. * Unit 15: K U A A E C Making Electrical & Electro-Mechanical Technical devices a. Assemble and operate a simple wind turbine to produce electricity. b. Use a pressure gauge to monitor the level of water in overhead tank. c. Demonstrate the functioning of air compressor and operate a pneumatic tool such as drill machine or screw driver with it. d. Demonstrate the working of UPS and use it to operate fan or energy saver bulb. e. Make a two-way light switch for stairs/. f. Assemble and operate a concave mirror type solar cooker.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 73 6. Learning Contents and Students’ Learning Outcomes Grade IX-X Part 1: Learning Strands: Life Science, Physical Science, Earth & Space Science Contents Students’ Learning Outcomes Students will be able to: UNIT-1: NATURE AND ROLE OF SCIENCE AND TECHNOLOGY K U A A E C  Nature and History of Science  Define science and briefly explain the history of science.  Describe how the nature of science & technology makes it different from other modes of knowledge. * *  Science and Islam  Explain the concept of science in Islam that how Islam supports the acquisition of scientific knowledge. *  Disciplines of Science and their Inter- Relationship  Describe branches of science and their inter- relationship. *  Eminent Muslims Scientists  Describe the contributions of some eminent Muslim scientists e.g. Jabar Bin Hayyan, Muhammad Bin Zikrya Al-Razi, Abni-ul- Haitham, Al-Bairuni and Bu Ali Sina in science. *  Eminent Pakistani Scientists  Describe the contributions of some eminent Pakistani scientists e.g. Dr. Abdus Salam, Dr. Abdul Qadeer Khan, Dr. Munir Ahmad, Dr. Ashfaq Ahmad, Dr. Samar Mubarak Mand, Dr. Atta ur Rehman, Dr. Muzaffar Ahmad, Dr. Syed Irtifaq Ali, Dr. Umar Saif and Dr. Nargis Mavalvala in science. *  Limitations and Development of Science  Describe the limitations of science & technology and its prospects for future development. * UNIT-2: FOOD AND HEALTH K U A A E C
SCIENCE AND TECHNOLOGY FOR GRADES III-X 74  Major Components of Food  Explain the major components of food i.e. carbohydrates, proteins, fats, vitamins and minerals, water, fibre etc.  Describe the biochemistry of the basic components i.e. carbohydrates, fats and proteins of food. *  Metabolism of Food  Describe metabolism and utilization of carbohydrates, fats and proteins in human body. *  Enzymes and their Role in Metabolism  Define enzymes and describe their role in metabolism. *  Energy Values of Different Foods  Explain energy values of different foods and human energy requirements regarding age, gender, body size, climate and working conditions. *  Balanced Diet and Dietary Disorders  Define balanced diet and describe the importance of balanced diet to different age groups.  Explore the reasons for dietary disorders (Malnutrition, under nutrition, overeating and obesity). *  Necessary Factors for Healthy Life  Discuss the necessary factors i.e. cleanliness, sleep and rest, abuses of drugs & smoking, physical fitness / exercise etc. for healthy life. * UNIT-3: BLOOD AND ITS FUNCTIONS K U A A E C  Blood Composition  Describe the composition of blood i.e. plasma, red blood cells, white blood cells, platelets. *  Functions of Blood  Describe the major functions of blood.  Blood Groups  Identify different blood groups and its importance. *  Blood Transfusion  Explain why blood transfusion is important to save human life and the precautionary measures to be adopted during blood *
SCIENCE AND TECHNOLOGY FOR GRADES III-X 75 transfusion. UNIT-4: ENERGY SOURCES K U A A E C  Work and Energy  Describe work and energy with examples. *  Different Forms of Energy  Describe different forms of energy like kinetic energy, potential energy, elastic potential energy, chemical energy, heat energy, light energy, electrical energy and nuclear energy. *  Inter- Conversion of Energy  Explain how one form of energy is converted into another form of energy. *  Energy Sources and their Significance  Identify the role of energy sources play in the development of a country and explain that the limited energy sources are available to Pakistan.  Describe different energy sources (fossil fuels, hydrogen as fuel, nuclear energy, hydal, wind, tidal, geo-thermal, biomass and solar energy) and their significance. * *  Demand and Production of Electrical Energy  Recognize the demand of electrical energy and its use in daily life.  Describe various methods for production of electrical energy like hydro-electric power, thermal power, nuclear power, solar power, wind power, tidal power, geo-thermal power with block diagrams. * *  Measurement of Energy (Natural Gas and Electricity)  Recognize methods of measurement of energy (natural gas and electricity), their units and instruments to measure the same. *  Energy Consumption and Conservation  Recognize environmental issues associated with power generation.  Describe energy consumption and evaluate the ways of conservation and effective utilization of the available energy sources in Pakistan.
SCIENCE AND TECHNOLOGY FOR GRADES III-X 76  Energy and the Environment; Nuclear Fuel Hazards- Remedial Measures  Analyze various factors existing in their surroundings leading to thermal pollution, fossil fuel pollution and nuclear fuel hazards and suggest remedial measures to overcome it. *  Conservation and Management of Energy Sources  Suggest various methods of conservation and management of energy sources. * UNIT-5: CHEMISTRY IN EVERYDAY LIFE K U A A E C  Carbon and its Importance  Explain the importance of carbon in daily life. *  Forms of Carbon  Identify the allotropic and non-allotropic forms of carbon. *  Chemical Composition of Common Materials used in our Daily Life  Identify the chemical composition of common materials such as plastic, polyester, nylon, polythene, polystyrene, rubber, glass, sugar, table salt, soaps and detergents (washing powder). *  Water, its Importance and Properties  Describe the importance and properties of water. *  Air, its Importance and Properties  Describe the importance and properties of air. *  Role of Different Gases in Air  Identify role of different gases i.e. oxygen, nitrogen and carbon dioxide in air. *  Rare Gases and their Uses  Define and explain rare gases and their uses. *  Important Elements and  Describe the physical and chemical properties of elements like iron, copper, *

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