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

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

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

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

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.

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

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
 Movements of the Earth
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
 Solar system
Education
 Operating technical equipment
 Making technical devices
6 100 English

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
 Space and satellites
Education
 Farming & Agriculture
 Food Processing and
Preservation
 Operating Electrical & Electro-
Mechanical Technical
Equipment
 Making Electrical & Electro-
Mechanical Technical Devices
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

Sr.
Grade /
Class
Contents
Periods
per
week
Marks
/
Grade
Medium
Remarks
 Heat and temperature
 Refraction of light
 Sound waves
 Electric current and circuits
 Exploring space
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
 Investigating universe
Education
 Elementary construction
technology
 Making techno-chemical
products
 Making electrical & electro-
mechanical technical devices
6 100 English

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
 Continents and Oceans
Education
 Technology in Power Production
 Technology in Agriculture and
Chemical Industry
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
 Space and Nuclear Programme
of Pakistan
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

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.

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 & TECHNOLOGY GRADE VI TO VIII
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

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 & TECHNOLOGY GRADE IX TO X
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

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

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.

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
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
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;

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
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.

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
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;

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
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.

Benchmarks
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.

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
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

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
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

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.

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:
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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
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 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
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UNIT-2: CHANGES IN LIVING THINGIS



 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)
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 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,
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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
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 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
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 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
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 Animal teeth  Describe that how the teeth of different
animals adapted to their diet like
herbivores & carnivores
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UNIT-4: MATERIALS AND THEIR PROPERTIES



 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
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 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
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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
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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.
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 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)
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 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
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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
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 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
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 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
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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.
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9. Basic Craft Making (out of paper, cardboard, reeds, packing material etc.)


 Practise techniques of folding, cutting,
tearing and pasting papers / cardboards to
make objects / patterns.
 Create paper bags, envelops, cards,
baskets.
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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.
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Learning Contents and Students’ Learning Outcomes Grade IV
Contents Students’ Learning Outcomes Cognitive level
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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
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 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
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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.
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 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
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 Hygiene and
food safety
 Explain personal hygiene and food safety
principles
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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
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 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.
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 Regular physical
activities & active
sports
 Encourage physical activities and
participation in sports and games
 Stay involved in healthy activities at home
and school
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 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
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 Producers,
consumers
 Define producer and consumer with
examples

 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
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 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
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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)
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 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.
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Unit 6: MIXING AND SEPARATING OF SOLIDS AND LIQUIDS
 Mixtures of
solids
 Demonstrate that solids can be mixed
together
 Describe the term Mixture.
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*
 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.
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 Separation of
insoluble solids
from water
 Explain what ‘separate’ means and be able to
separate mixtures.
 Differentiate between sieve and a filter
paper.
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 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.
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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
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*
 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.
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UNIT-8: WATER AND AIR RESISTANCE
U A A E C

 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.
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 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
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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
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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.
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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.
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*
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.
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*
*
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.
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Learning Contents and Students’ Learning Outcomes Grade V
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.
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*
 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).
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 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.
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*
 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.
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UNIT 2 : MICROORGANISMS

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 micro-
organisms as microscopic
creatures, causing diseases.
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 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.
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 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 micro-
organisms in decomposition and
discuss its harmful and beneficial
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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.
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*
 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.
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 Life Cycle of a
plant
 Define life cycle
 Draw out a plant lifecycle
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 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.
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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.
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 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.
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*
 Biodegradable and
non-biodegradable
materials
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. *
*
*

 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.
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 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
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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.
evaporation and boiling.
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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
*
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 Pinhole camera  Explain the scientific principle
*

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

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
*

Part – 2 (Learning Strand: Technology and Technical Education)
Contents
Students’ Learning Outcomes
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
*

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
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
*
*

(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.
*
*
*

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
*
*
*

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.
*

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.
*
*

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.
*

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)

Contents
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.
*
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.
*
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.
*
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.

Learning Contents and Students’ Learning Outcomes Grade VII
Part 1 (Learning Strands: Life science, Physical science and Earth & Space science)
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

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. *

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 *

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.
*

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).
*

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, …
*

Part – 2 : Learning Strand: Technology and Technical Education
Contents
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.
*
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.
*
Technical &
Computer Drawing
a. Use Paintbrush or ColorPaintU12 software
to make elementary technical drawings.
b. Use Coral Draw for making simple designs.
*

Learning Contents and Students’ Learning Outcomes Grade VIII
Part 1: Learning Strands: Life science, Physical science and Earth & Space science
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.

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.

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

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.
*

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.
*

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.

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)

Contents
Elementary
Construction
Technology
a. Do the basic brick work using brick &
mortar.
b. Plaster a brick wall.
c. Demonstrate the method of tile fixing.
*
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.
*
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.

6. Learning Contents and Students’ Learning Outcomes Grade IX-X
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

 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
*

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.

 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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