Resource Pack
Gk-3 Science
No:
Unit
10.
Habitat
11.
Changes in living things
12.
Matter
13.
Energy and its Resources
14.
Food
15.
Inventions
16.
Forces and Machines
Unit: 10 (Habitat)
Lecture: 1
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Vocabulary\Key
words:
Main
lesson\Methodology
Methodology and Plan to Achieve the Desired Outcome
Greet the students, once the class is settled show them a picture of; Sun and point out its
benefits, discuss with students that in the previous class we studied about sun as a natural
resource. Discuss its importance. Tell them sun is not just a source of heat and light it also tells
us time and direction. Due to sunlight and its heat, life is possible on earth. Because of its ideal
distance from the sun, earth is the only planet where life exists. In today’s lesson we will
discuss about how sun is important for the existence of life on earth. Also show pictures in ppt
attached with QR code on page#82. Link the discussion with the SLO.
For more information, please watch video.
 recognize that heat and light of the Sun help to sustain life on Earth which is the only
planet where life exists
Link the SLO with the Islamic perspective. “He created the heavens and the Earth with truth. He
wraps the night around the day and wraps the day around the night, and has made the Sun
and Moon subservient, each one running for a specified term. Is He not indeed the Almighty,
the Endlessly Forgiving?”
Link the SLO with pre-reading questions.
 Imagine the world without the Sun. Tell five changes would occur then.
For more information, please watch video.
Planet, supports, environmental conditions, satisfy, necessities, suitable temperature,
appropriate light, photosynthesis, moderate
Ask the students to take out their books and open page#82. Ask the students to look at the
picture on page#82 and see how sun benefits us in different ways. With the help of Sun life is
sustainable on Earth. The ideal distance of Earth from Sun and all suitable environmental
conditions on Earth due to Sun, satisfy the necessities of all life forms. Sun is responsible in
making food of plants and growth and development of plants and animals by giving its heat and
light. It links with life essential environmental conditions, such as life gases (oxygen and carbon
dioxide), water, moderate temperature and appropriate light. Animals also use sunlight directly
Time
7min
Resources
Discussion
with
pictures
1min
CSS Gk3
Page#81
Surat azZumar, 5
2min
2min
12min
Refresh
your
knowledge
CSS Gk3
Page#82
CSS Gk3
Page#82
Practice
Worksheet(s)
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
or indirectly to make their body for proper functioning. Teacher will read and explain the text
given on page#82
Think about it. Explain it with picture. How water is available because of sun.
For more information, please watch video.
Q1 (Why is sunlight an essential source of life sustenance on Earth?) from writing practice will
be done by the students in their notebooks. Worksheet 1
Worksheet 1 will be done in class
Assess the students by asking listening and speaking questions given on page#95 Q1-3
 On which planet, life exists?
 Why does life exist only on Earth?
 Name the environmental conditions that support life.
Independent Activity#1, Home Activity#1
Sum up the lesson by asking questions.
Life on the Earth has become possible due to suitable temperature and light provided by the
Sun.
Other environmental conditions necessary to sustain life on earth are, water, food and life
gases.
Solution of Lesson Plan
10min
2min
2min
2min
Pre-reading Questions
Imagine the world without the Sun. Tell five changes would occur then.
There will be not light, no heat, no water, no suitable temperature for life and all would be freeze without Sun.
Practice
Q1 (Why is sunlight an essential source of life sustenance on Earth?)
1. The heat and light of the Sun is used by plants for making their food (photosynthesis).
2. The heat and light of the Sun is directly and indirectly used by animals for development of their bodies.
3. Life can exist if the temperature is suitable. The optimum temperature obtained from the Sun favours plant’s growth and
animal’s development.
Listening speaking questions
Page#97
Worksheet
1
CSS Gk3
Page#95
Page#82
Lesson
review
1. On which planet, life exists?
Earth is the only planet, where life exists.
2. Why does life exist only on Earth?
The ideal distance between Earth and Sun and environmental conditions on Earth satisfy the necessities of all life forms.
3. Name the environmental conditions that support life.
Suitable temperature, appropriate light, availability of water and life gases.
Homework/activity
1. Independent Activity#1 (How is the child in the room consuming energy of the Sun?)
Child is eating salad that is came from plants and plants make their food with the help of Sun energy, so child is consuming indirectly
energy of the Sun.
2. Home Activity#1 (Do you think that Sun is a blessing?)
Yes, due to Sun life on Earth is sustainable. Sun gives us light to see around us, the colors of life. It gives heat and help to moderate
temperature, otherwise everything would be freeze. It helps in availability of water on Earth by maintaining water cycle. It helps
plants to make their food, helps in availability of life gases, favors plants’ growth and animals’ development.
Solved Worksheet
Woksheet#1
Students Name:
Unit#10
Class:
Lecture: 2
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading Questions
Vocabulary\Key
words:
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
8min
 On which planet, life exists?
 Why does life exist only on Earth?
 Name the environmental conditions that support life.
Activity: Introduce the lesson by asking students to think about what kinds of things animals
might need to survive. Write “What Animals Need” on the board. Encourage students to
think about similarities between people and animals. Prompt students as needed by asking:
Where do animals (e.g., dog/cat) like to rest? What do animals eat? Do animals need anything
to stay safe from predators? Instruct students to Think-Pair-Share. Have students sit knee to
knee with a partner. Allow a minute of silent think time to consider each prompt. At your
signal, students should take turns sharing a response to each prompt. Call the class back
together, and invite a few volunteers to share their thinking with the whole group. Record
student ideas under the heading "What Animals Need?" Explain that animals all live in
something called a habitat, which is what we call the most ideal or natural home of that
animal. Also show pictures in ppt attached with QR code on page#83. Link the discussion with
the SLO.
For more information, please watch video.
2min
 Define the term habitat.
Link the SLO with the Islamic perspective, "God is the One who made the Earth a habitat for
2min
you, and the sky as a structure, and He designed you, and has perfected your design."
Link the SLO with pre-reading questions.
2min
 Where do birds live?
 Where do rabbits live?
 Where do earthworms live?
For more information, please watch video.
Habitat, organisms, reproduce, shelter, moisture, temperature, decomposer.
Resources
Discussion
with
pictures
Page#81
(Qur'an
40:64)
Refresh
your
knowledge
Page#83
Main
lesson\Methodology
Practice
Worksheet(s)
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
Ask the students to take out their books and open page#83. Read aloud the text given on
page#83 under the heading Habitat. Tell them by relating the pictures that given in activity,
that living beings need food, water, air, shelter and to reproduce. So, the place where they get
food, water, air and reproduce themselves is called habitat. Habitat consists of all living and
non-living factors that are necessary for life sustenance. All living beings live on their specific
habitat that is suitable for their living pattern. Plants and animals alive with help of non-living
factors such as soil, moisture (water), air, light and moderate temperature and by living
factors that include food sources such as plants and animals to be preyed and decomposers.
Animals fulfill their need from plants, and these animals make food of other animals and that
make food of decomposers after their death, so in this way food cycle maintain in a habitat.
Pause as you read to consider unknown words found in the text. Ask students, "What do you
think this word means? Why do you think that?" Discuss strategies for figuring out the
meaning of unknown words (e.g., use the photographs)
For more information, please watch video.
Worksheet 2 will be given as independent practice. Explain that students will now get to
choose an animal who lives in one of the habitats we discussed at the start of the lesson (and
are listed on the board) and get to draw a picture of their animal in its habitat. Pass out a copy
of the My Animal Habitat worksheet to each student. Differentiation (Support) For students
who need additional support, help them choose an animal and identify the habitat for their
animal before passing out the My Animal Habitat worksheet.
For more information, please watch video.
Worksheet 2 will be done in class
10min
CSS Gk3
Page#83
8min
Worksheet
2
Assess the students by asking listening and speaking questions given on page#95 Q4-6
 What is a habitat?
 What are the components of habitat?
 What does a habitat provide?
Q2 (What is a habitat? Describe the importance of habitat for living organisms?) from writing
practice given on page# 97 will be done in note books.
Sum up the lesson. Habitat is a natural home or environment of an animal and plant where it
reproduces, finds food and shelter.
Solution of Lesson Plan
4min
Worksheet
2
CSS Gk3
Page#95
2min
Page#97
2min
Lesson
review
Recap
1. On which planet, life exists?
Earth is the only planet, where life exists.
2. Why does life exist only on Earth?
The ideal distance between Earth and Sun and environmental conditions on Earth satisfy the necessities of all life forms.
3. Name the environmental conditions that support life.
Suitable temperature, appropriate light, availability of water and life gases.
Pre-reading Questions
1. Where do birds live?
Birds live in nests, on trees.
2. Where do rabbits live?
Rabbits live in underground, in burrows.
3. Where do earthworms live?
Earthworms live in soil.
Listening speaking questions
1. What is a habitat?
The place where organisms live, grow and reproduce is called their habitat.
2. What are the components of habitat?
The components of habitat are non-living such as soil, moisture, temperature, light and living such as plants, animals and
decomposers as food sources.
3. What does a habitat provide?
Habitat provides a place to live, food to eat, water and suitable environment for survival.
Homework/activity
Q2 (What is a habitat? Describe the importance of habitat for living organisms?)
The place where organisms live, grow and reproduce is called their habitat. Habitat provides food, water and shelter for their
survival.
Solved Worksheet
Woksheet#2
Unit#10
Students Name:
Class:
Lecture: 3
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading Questions
Vocabulary
Main
lesson\Methodology
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
5min
 What is a habitat?
 What are the components of habitat?
 What does a habitat provide?
In the previous lesson we discussed about habitat. Today we will discuss polar region and
desert habitat. Show a few pictures of polar region habitat and desert habitat. Link the
discussion with the SLO.
2min
 Describe the different habitats for living things (Polar Regions, desert, forest,
aquatic).
 Name plants and animals that live in each of the different habitats.
Link the SLO with the Islamic perspective, "God is the One who made the Earth a habitat for
2min
you, and the sky as a structure, and He designed you, and has perfected your design."
Link the SLO with pre-reading questions.
2min
 Name some living places of land animals.
For more information, please watch video.
Polar region, north and south poles, Sulphur buttercup, Arctic-bell heather, inhabit, arctic fox,
succulent
Ask the students to take out their books and open page#83. Read aloud the text given on
10min
page# 83 and 84 under the heading’s Polar region habitat and Desert habitat. Ask them that
there are many habitats present for loving beings. Living beings live on their specific habitat
that is suitable to them. Polar regions are tundra region where water and land are frozen
round the year, only polar bear and penguins can inhabit here. Desert habitat is baren land,
with dry and hot air and no water and rain. Only camel, some reptiles, succulent plants can
inhabit here. Pause as you read to consider unknown words found in the text. Ask students,
"What do you think this word means? Why do you think that?" Discuss strategies for figuring
out the meaning of unknown words (e.g., use the photographs). Think about it (page83):
read and ask what students think about climate change? Teachers note (page 83) these
questions will be asked once reading and explanation of polar region is finished. Teachers
note (page 84) these questions will be asked once reading and explanation of desert habitat
Resources
Discussion
with
pictures
Page#81
(Qur'an
40:64)
Refresh
your
knowledge
Page#83-84
CSS Gk3
Page#83-85
Practice
Worksheet(s)
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
is finished. Think about it (page85): once the teacher has finished reading and explanation of
desert habitat and polar region, she will ask students to think about similarities in both the
habitats.
For more information, please watch video.
Independent Activity#2, Independent Activity#3 will be guided and done by students in
class. Teacher will arrange world map or can take help from internet to show students polar
regions on world map. Also arrange map of Pakistan and show deserts in Pakistan. Q3(What
are the characteristics of desert habitat?) from writing exercise (page97) will be done by
students in their notebooks.
Worksheet 3 will be given for homework
Assess the students by asking listening and speaking questions given on page#95 Q7-11
 How many types of habitats exist?
 List environmental features of polar region habitat.
 Name two animals and two plants in polar region habitats.
 What is a desert? Describe in 3 words.
 Name some of the animals and plants inhabiting the desert.
Home activity#2, Home Activity#3, Worksheet#3
Sum up the lesson. There are different habitats in the world, each possessing specific
features suitable for particular animals and plants. These habitats are polar regions,
deserts, forests and aquatic habitats.
Polar region habitats are characterized by severe cold and freezing climatic conditions.
Polar bears in animals and Arctic bell heather in plants are its representative inhabitants.
Deserts also have a severe climate, but it is extremely hot and dry with sandy soil. Camel
and cactus are its representative species.
Solution of Lesson Plan
Recap
1. What is a habitat?
The place where organisms live, grow and reproduce is called their habitat.
2. What are the components of habitat?
13min
4min
2min
2min
Page 8385,97
Worksheet
3
CSS Gk3
Page#95
Page#83-84
Lesson
review
The components of habitat are non-living such as soil, moisture, temperature, light and living such as plants, animals and
decomposers as food sources.
3. What does a habitat provide?
Habitat provides a place to live, food to eat, water and suitable environment for survival.
Pre-reading Questions
Name some living places of land animals.
Forest, grassland, deserts, mountains, trees are some living places of land animals.
Methodology
Think about it (page83):
1. How snow melting will affect the polar animals?
Their habitat will be destruct and they would be endangered.
2. What benefits does the melted snow in polar regions may bring to humans?
There would be free space for space exploration, for mining, for making short routes to travel from one area to another and to grow
vegetations.
Teachers note (page 83)
What measures will the administration take to provide polar bear and penguin with their natural habitat?
They have to create extremely cold environment and availability of food they eat, to bring them to the zoo.
Teachers note (page 84)
1. What will happen if the camel, the desert plane, has to live in polar regions?
The camel is adapted to the hot sand and hot climate. So, if we bring the camel to the polar region, it will not be able to survive.
2. What problem will it face in this case?
It will not adapt to that new cold climate, will not able to survive because of non-availability of food or vegetation in polar regions.
Think about it (page85):
How are polar regions and desert habitats similar?
Both habitats do not support variety of life. There is less vegetation in both habitats, less food and less or not water.
Practice
Independent Activity#2
1. Countries in the Arctic region:
Canada, Greenland, Iceland, Norway, Sweden, Finland, Russia, and the United States.
2. Countries in the Arctic region:
South Africa, Australia, New Zealand, Chile and Argentina.
Independent activity # 3
Listening speaking questions
1. How many types of habitats exist?
There are four types; polar region habitat, desert habitat, aquatic habitat and forest habitat.
2. List environmental features of polar region habitat.
The least vegetation, food scarcity and extreme cold weather.
3. Name two animals and two plants in polar region habitats.
Plants: Sulphur buttercup and Arctic-bell. Animals: Polar bears and Penguins.
4. What is a desert? Describe in 3 words.
Deserts are bare lands with few plants, soil is sandy and weather in desert is hot.
5. Name some of the animals and plants inhabiting the desert.
Animals: camel, rat, snakes. Plant: cactus and aloe vera
Homework/activity
Home activity # 2
1.
Habitat where I live
Polar region habitat
Both hot and cold weather we experience
Extremely cold climate
Variety of vegetation and plants
Less vegetation
Food and water present
No food, frozen water
Rainfall and hot or cold wind blow
Snowfall and cold wind blow
Suitable for life
Not suitable for life
2. We have to make extreme cold environment with snow or ice, to make our habitat similar to polar region.
Solved Worksheet
Woksheet#3
Students Name:
Unit#10
Class:
Lecture: 4
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Vocabulary
Main
lesson\Methodolog
y
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
5min
 How many types of habitats exist?
 List environmental features of polar region habitat.
 Name two animals and two plants in polar region habitats.
 What is a desert? Describe in 3 words.
 Name some of the animals and plants inhabiting the desert.
In the previous lesson we discussed about two different habitats, desert and polar region and the
animals and plants inhibiting these habitats. Activity: Quickly let’s do an activity, show pictures of
animals like camel, polar bear, lion and fish in wrong habitat and ask students to identify their
correct habitat. At this stage students have already studied about two habitats; they can easily
identify the habitats for their inhabitants. Link the discussion with the SLO.
For more information, please watch video.
2min
 Describe the different habitats for living things (Polar Regions, desert, forest,
aquatic).
 Name plants and animals that live in each of the different habitats.
Link the SLO with the Islamic perspective, "God is the One who made the Earth a habitat for you, 2min
and the sky as a structure, and He designed you, and has perfected your design."
2min
 Name some wild animals.
 Where do they live?
 Where do fish live?
 Can they live without water or on land?
For more information, please watch video.
Water bodies, shelter, sea water, fresh water, forests, oxygen, flowering plants, non-flowering
plants
Ask the students to take out their books and open page#85. Read aloud the text given on page#
10min
85 and 86 under the headings Forest habitat and Aquatic habitat. Pause as you read to consider
unknown words found in the text. Ask students, "What do you think this word means? Why do
you think that?" Discuss strategies for figuring out the meaning of unknown words (e.g., use the
Resources
Recap
+
Activity
(ppt in QR
code on
page#85)
Page#81
(Qur'an
40:64)
Page#85-86
CSS Gk3
Page#85-86
Practice
Worksheet(s)
Evaluation/Listenin
g speaking
Homework/Activity
Wrap-up
photographs). Show pictures of plants and animals named in both the habitats. Also ask them, if
we interchange their habitats, can they survive? Can a fish survive in forest habitat? They will
definitely say NO. Ask Why? Explain that every animal and plant have its own habitat where it has
all the facilities to live and survive. Also discuss how many factors such as temperature and land
features make a habitat special. Show pictures in ppt attached in QR code on page#85.
Independent Activity#4: Teacher will show five rivers of Pakistan in the map. Remaining work will
be given in the homework.
For more information, please watch video.
Supervised Activity#1: It’s better if school management will arrange a trip for changa manga,
otherwise this activity is addressed in the video attached in QR code on page85, and teacher can
take help from it. Worksheet#4
Worksheet 4 will be provided by the teacher in print form.
Assess the students by asking listening and speaking questions given on page#95 Q12-14.
 Can we call ‘a park’ a forest or not? Why or why not?
 Name some of the animals and plants living in seas.
 Name some of the plants and animals living in rivers.
Independent Activity#4, Students will search the animals and plants inhibiting 5 rivers of Pakistan.
Students will also collect pictures of different habitats and paste their pictures in scrape book.
Home Activity#4, Home activity # 5
Sum up the lesson. Forests are characterized by rich plantation and diversity of animals. Whales,
sharks, kelps, etc., are inhabitants of sea habitats. In rivers, salmon and trout are representative
animals. Water, sunlight, temperature, soil and air are necessary environmental factors in a
habitat.
Solution of Lesson Plan
Recap
1. How many types of habitats exist?
There are four types; polar region habitat, desert habitat, aquatic habitat and forest habitat.
2. List environmental features of polar region habitat.
The least vegetation, food scarcity and extreme cold weather.
3. Name two animals and two plants in polar region habitats.
10min
5min
Page 85, 96
Worksheet
4
CSS Gk3
Page#95
2min
Page#85-86
2min
Lesson
review
Plants: Sulphur buttercup and Arctic-bell. Animals: Polar bears and Penguins.
4. What is a desert? Describe in 3 words.
Deserts are bare lands with few plants, soil is sandy and weather in desert is hot.
5. Name some of the animals and plants inhabiting the desert.
Animals: camel, rat, snakes. Plant: cactus and aloe vera
Pre-reading Questions
1. Name some wild animals.
Giraffe, elephant, lion, zebra and lion are some wild animals.
2. Where do they live?
The live in jungle or forest.
3. Where do fish live?
Fish live under the water in ocean or rivers.
4. Can they live without water or on land?
No, they cannot live without water.
Listening speaking questions
1. Can we call ‘a park’ a forest or not? Why or why not?
No, park is not a forest because forest have large collections of trees, herbs, shrubs in one place. However, parks are gardens having
trees and grass in a limited place.
2. Name some of the animals and plants living in seas.
Animals: sharks, turtles, octopus, jellyfish and corals. Plants: seagrasses and kelps.
3. Name some of the plants and animals living in rivers.
Animals: salmon fish, lamprey fish and trout fish. Plants: watercress, water starwort.
Homework/activity
1. Independent Activity#4
Animals
catla
Theila (Catla catla)
Rohu (Labeo rohita)
Kalbans (Labeo callasu)
Mirgal mori (Cirrhina mrigala)
Mahaseer (Barbus eputitora)
Plants
Common hornwort
Filamentous algae
Water lettuce
Duck weed
Water clover
Floating leaf pondweed
Trout (Salmo spp)
Mullee (Wallago attu)
Chinese Grass Corp (Ctenopharyngoden idellus)
Murrel (Ophicephalus morulium)
Bhor (Barbut tor)
Dolphin, Silver carp, grass carp and common carp
Elephant grass
Common reed
Water pepper
Alligator weed
Deer grass
Maidenhair fern
Water spinach
Willow trees
2. Home Activity#4
Punjab: Changa Manga Forest, Pabbi Range Forest, Lehi Nature Reserve, Lohi Bher Forest, Takhat Pari Forest.
Balochistan: Conifer Forests, Juniper Forests; Chilgoza & Blue Pine Forests, Scrub Forests; Olive, Pistachio & Acacia, Tecoma
Forests, Desert Scrub; Tamarix & Haloxylon Forests, Thorn Forests; Prosopis & Acacia Forest, Coastal Forests; Mangrove
Forests.
Sindh: Riverine Forests, Rangelands, Mangroves, Irrigated Plantations.
Khyber Pakhtunkhwa: coniferous forests and sub-tropical dry forests.
Azad jamu and Kashmir: subtropical, Temperate predominant coniferous species and Alpine forests.
3. Home Activity#4
Different animals live in different places to live their life and to reproduce, these places are called habitats. Likewise, seas are
habitat of whales, sharks, turtles, seagrasses and small trees, and rivers are habitat of water starwort, salmon and trout etc.
That’s why rivers and seas are called habitats.
Solved Worksheet
Woksheet#4
Students Name:
Unit#10
Class:
Lecture: 5
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Vocabulary
Main
lesson\Methodology
Practice
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
8min
 Can we call ‘a park’ a forest or not? Why or why not?
 Name some of the animals and plants living in seas.
 Name some of the plants and animals living in rivers.
Activity: (for this activity teacher can take help from the ppt attached in the QR code). Start the
lesson with an activity. Show students an anchor chart with two headings Living and Non-living.
Under the headings write down living and nonliving components of a habitat. Show picture of
forest habitat with different inhabitants and explain how they work together draw lines to show
interactions. Again, show anchor chart and on the top the chart write the term “Ecosystem”
now explain that all such interactions make up an ecosystem. Link the activity with the SLO.
For more information, please watch video.
Briefly introduce what an ecosystem is.
2min
Link the SLO with the Islamic perspective, "God has created every living creature from water. 2min
Some of them creep on their bellies, some walk on two legs, and some walk on four. God creates
what He wills for God is surely able to do all things."
2min
 What benefits we get from plants?
 What environmental conditions are required by plants to make their food?
For more information, please watch video.
Ecosystem, habitat, interaction, organisms, shelter, dependent
Ask the students to take out their books and open page#86. Read aloud the text given on page#
8min
86 and 87 under the headings Ecosystem-Interaction Among Organisms. Pause as you read to
consider unknown words found in the text. Ask students, "What do you think this word means?
Why do you think that?" Discuss strategies for figuring out the meaning of unknown words (e.g.,
use the photographs). Show pictures of different interactions in a habitat. Tell them how plants,
animals and different non-living factors are interlinked for making and environment. Some
ecosystems are positive and some are negative. Think about it: (Once reading and explanation
is done ask the question) Why do living things in a habitat need one another?
For more information, please watch video.
Independent Activity # 5 will be done by students in class. Worksheet#5
10min
Resources
Recap
+
Activity
(ppt in QR
code on
page#86)
Page#81
(Qur'an
24:45)
Refresh
your
knowledge
Page#85-86
CSS Gk3
Page#86-87
Page 87
Worksheet(s)
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
Worksheet 5 will be provided by the teacher in print form.
Assess the students by asking listening and speaking questions given on page#96 Q.15-17.
 How do animals depend upon plants?
 What do plants need to make food?
 What is an ecosystem?
Home Activity # 6,
Sum up the lesson. An ecosystem includes all the living things in a habitat plus their
surroundings, plus all the ways in which they interact with each other.
Solution of Lesson Plan
4min
2min
2min
Worksheet
5
CSS Gk3
Page#96
Page#86
Lesson
review
Recap
1. Can we call ‘a park’ a forest or not? Why or why not?
No, park is not a forest because forest have large collections of trees, herbs, shrubs in one place. However, parks are gardens having
trees and grass in a limited place.
2. Name some of the animals and plants living in seas.
Animals: sharks, turtles, octopus, jellyfish and corals. Plants: seagrasses and kelps.
3. Name some of the plants and animals living in rivers.
Animals: salmon fish, lamprey fish and trout fish. Plants: watercress, water starwort.
Pre-reading Questions
1. What benefits we get from plants?
We get food, wood, medicines from plants. Plants moderate our climate and make our environment cool and fresh, give oxygen and
protection, and give shelter to many animals and birds.
2. What environmental conditions are required by plants to make their food?
Light, moderate temperature, life gases and water plants required to make their food.
Methodology
Think about it (page86):
Why do living things in a habitat need one another.
Living things need one another to live alive, to get food to get shelter. Plants need air, water and soil, animals need plants for shelter
and food. Likewise, plants need animals to disperse their seeds.
Practice
Independent activity # 5
a. Bacteria, plants: its positive interaction bacteria provide nitrogen to plants and get food from plants.
b. Earthworm, soil: its positive interaction earthworm get food from soil and fertile the soil.
c. Mole, plants and worms: its negative interaction because plants give home to mole and mole is eating worms that destroys
plants.
Listening speaking questions
1. How do animals depend upon plants?
Plants release oxygen into the atmosphere and provide shelter and habitat to animals. Some animals eat plants and other animals
eat the animals who eat plants.
2. What do plants need to make food?
Plants need water, sunlight, proper temperature and air.
3. What is an ecosystem?
A place where various organisms live and interact with one another and their environment is called ecosystem.
Homework/activity
1. Home activity # 6 (Can plants survive without animals and humans)
No, plants need animals for seed dispersion and pollination. Animals release carbon dioxide and plants use carbon dioxide.
Plants take nutrients from dead animals.
2. Can animals survive without plants?
No, animals cannot live without plants because they get food and oxygen from plants.
Solved Worksheet
Woksheet#5
Students Name:
Unit#10
Class:
Lecture: 6
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading Questions
Vocabulary
Main
lesson\Methodology
Practice
Worksheet(s)
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
Methodology and Plan to Achieve the Desired Outcome
Greet the students, once the class is settled recap the previous lesson by asking questions.
 How do animals depend upon plants?
 What do plants need to make food?
 What is an ecosystem?
Give brief recap of ecosystem.
 Briefly introduce what an ecosystem is.
Link the SLO with the Islamic perspective, "God has created every living creature from water.
Some of them creep on their bellies, some walk on two legs, and some walk on four. God
creates what He wills for God is surely able to do all things."
 What benefits we get from plants?
Ecosystem, habitat, interaction, organisms, shelter, dependent
Project: Ask the students to take out their books and open page#87. Discuss with them in the
previous class ecosystem was introduced to them. Today they will be able to study pond
ecosystem all by themselves. Teacher will arrange a visit to nearby pond.
For more information, please watch video.
Worksheet#6
Worksheet 6 will be done in class. Worksheet 7 will be given for homework
Assess the students by asking listening and speaking questions given on page#96 Q.17.
 Define habitat.
 What is an ecosystem?
 What is the difference between habitat and ecosystem?
Worksheet 7
Sum up the lesson. An ecosystem includes all the living things in a habitat plus their
surroundings, plus all the ways in which they interact with each other.
Solution of Lesson Plan
Time
4min
Resources
Recap
2min
2min
Page#81
(Qur'an
24:45)
2min
Refresh
your
knowledge
Page#85-86
CSS Gk3
Page#87
12min
10min
4min
2min
2min
Worksheet
CSS Gk3
Page#96
Lesson
review
Recap
1. How do animals depend upon plants?
Plants release oxygen into the atmosphere and provide shelter and habitat to animals. Some animals eat plants and other animals
eat the animals who eat plants.
2. What do plants need to make food?
Plants need water, sunlight, proper temperature and air.
3. What is an ecosystem?
A place where various organisms live and interact with one another and their environment is called ecosystem.
Pre-reading Questions
1. What benefits we get from plants?
We get food, wood, medicines from plants. Plants moderate our climate and make our environment cool and fresh, give oxygen and
protection, and give shelter to many animals and birds.
2. What environmental conditions are required by plants to make their food?
Light, moderate temperature, life gases and water plants required to make their food.
Practice
Solved Worksheet
Woksheet#6
Students Name:
Unit#10
Class:
Listening speaking questions
1. Define habitat.
The place where organisms live, grow and reproduce is called their habitat.
2. What is an ecosystem?
A place where various organisms live and interact with one another and their environment is called ecosystem.
3. What is the difference between habitat and ecosystem?
Habitat
Ecosystem
The place where organisms live, grow, get food and shelter and A place where various organisms live and interact with one
reproduce is called their habitat.
another and their environment is called ecosystem.
A habitat is a natural place where an organism resides.
The interaction and relationship between living and non-living
factors represent environment.
Homework/activity
Solved Worksheet
Woksheet#7
Students Name:
Unit#10
Class:
Lecture: 7
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Vocabulary
Main
lesson\Methodolog
y
Practice
Worksheet(s)
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
10min
 Define habitat.
 What is an ecosystem?
 What is the difference between habitat and ecosystem?
Introductory Activity:
Hand out the “How Would You Describe…?” worksheet#8
Allow the students to work for about five minutes.
Review the worksheet with the students how these habitats are different? Due to environmental
factors.
For more information, please watch video.
1min
 Identify the environmental factors (temperature, light, water) that support life in a
habitat.
Link the SLO with the Islamic perspective, And He it is Who created the night and the day, and the
1min
sun and the moon. They float, each in an orbit.
2min
 How desert habitat is different from polar region habitat and forest habitat?
 Can a fish survive in forest habitat?
For more information, please watch video.
Environmental, survival, livable, regulate, blood pressure, nutrients, oxygen, carbon dioxide,
exerts, warmth, fluctuates, geographical, adapt, enhances
Tell students that environmental factors necessary for the survival of living things are Air, water,
10min
temperature, soil and light. Water, air and temperature will be discussed in this lesson.
Ask the students to take out their books and open page#86. Read aloud the text given on page#
86 and 87 under the headings “Environmental Factors of Habitats”. Pause as you read to
consider unknown words found in the text. Ask students, "What do you think this word means?
Why do you think that?" Discuss strategies for figuring out the meaning of unknown words (e.g.,
use the photographs).
For more information, please watch video.
Worksheet#9 will be given as a practice.
9min
Worksheet#8,9
Resources
Recap
+
Activity
Page#81
(Qur'an
21:33)
Refresh
your
knowledge
Page#88
CSS Gk3
Page#88
Worksheet
Evaluation/Listenin
g speaking
Homework/Activity
Wrap-up
Assess the students by asking listening and speaking questions given on page#96 Q 18-21
 Name some environmental factors that make up a habitat.
 Why is water necessary for a habitat?
 What does air provide to plants and animals?
 Describe the role of temperature in a habitat?
Home Activity # 7
Sum up the lesson. Water, sunlight, temperature, soil and air are necessary environmental
factors in a habitat.
Solution of Lesson Plan
3min
CSS Gk3
Page#96
2min
2min
Page# 89
Lesson
review
Recap
1. Define habitat.
The place where organisms live, grow and reproduce is called their habitat.
2. What is an ecosystem?
A place where various organisms live and interact with one another and their environment is called ecosystem.
3. What is the difference between habitat and ecosystem?
Habitat
Ecosystem
The place where organisms live, grow, get food and shelter and A place where various organisms live and interact with one
reproduce is called their habitat.
another and their environment is called ecosystem.
A habitat is a natural place where an organism resides.
The interaction and relationship between living and non-living
factors represent environment.
Activity
Solved Worksheet
Woksheet#8
Students Name:
Unit#10
Class:
Pre-reading Questions
1. How desert habitat is different from polar region habitat and forest habitat?
Desert habitat is a bare and sandy land while polar region and forest habitat are frozen and grassy land with variety of plants
respectively. It is a very hot place and hot and dry wind blow while in polar region has cold wind almost all the year. There is no or
less vegetation in desert habitat than forest habitat.
2. Can a fish survive in forest habitat?
No, fish needs water to live. So, it cannot survive in forest habitat.
Listening speaking questions
1. Name some environmental factors that make up a habitat.
Sunlight, water, soil, air and temperature are the primary environmental factors.
2. Why is water necessary for a habitat?
Water moderates the climatic conditions making it ideal to live in. It regulates the body temperature of animals and humans and
their blood pressure. Water provides essential nutrients to plants.
3. What does air provide to plants and animals?
Air provides life gases to animals (oxygen gas) and plants (carbon dioxide).
4. Describe the role of temperature in a habitat?
Suitable temperature activates the internal body functions. It enhances growth in plants and animals.
Homework/activity
Home Activity # 7 (Which environmental factors are present in your environment?)
Sunlight, air, soil, water and temperature.
Solved Worksheet
Woksheet#9
Students Name:
Unit#10
Class:
Lecture: 8
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Vocabulary
Main
lesson\Methodology
Practice
Worksheet(s)
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
Recap
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
5min
 What does air provide to plants and animals?
 Describe the role of temperature in a habitat?
Quickly give a recap that as you know that we are studying different environmental conditions.
2min
 Identify the environmental factors (soil, light) that support life in a habitat.
Link the SLO with the Islamic perspective, And He it is Who created the night and the day, and
2min
the sun and the moon. They float, each in an orbit.
2min
 Name environmental conditions necessary for living things to survive?
For more information, please watch video.
Environmental, minerals, microorganisms, primary, germination, intensity.
Tell students that environmental factors necessary for the survival of living things are Air,
10min
water, temperature, soil and light. Soil and light will be discussed in this lesson. Ask the
students to take out their books and open page#89. Read aloud the text given on page# 86 and
87 under the headings “Soil” and “Light”. Pause as you read to consider unknown words found
in the text. Ask students, "What do you think this word means? Why do you think that?"
Discuss strategies for figuring out the meaning of unknown words (e.g., use the photographs).
For more information, please watch video.
Supervised Activity # 2
14min
Worksheet#10
Assess the students by asking listening and speaking questions given on page#96 Q 22,23
4min
 What is soil?
 How does light affect plants and animals?
Worksheet 10
2min
Sum up the lesson. Water, sunlight, temperature, soil and air are necessary environmental
2min
factors in a habitat.
Solution of Lesson Plan
Resources
Recap
Page#81
(Qur'an
21:33 )
Refresh your
knowledge
Page#88
CSS Gk3
Page#89
Page 89
Worksheet
CSS Gk3
Page#96
Lesson review
1. What does air provide to plants and animals?
Air provides life gases to animals (oxygen gas) and plants (carbon dioxide).
2. Describe the role of temperature in a habitat?
Suitable temperature activates the internal body functions. It enhances growth in plants and animals.
Pre-reading Questions
Name environmental conditions necessary for living things to survive?
Sunlight, water, soil, air and temperature.
Listening speaking questions
1. What is soil?
The uppermost layer of the Earth is called soil.
2. How does light affect plants and animals?
Light helps animals to see around. In plants, flowering and seed germination directly depends upon light of sun and its intensity.
Homework/activity
Solved Worksheet
Woksheet#10
Students Name:
Unit#10
Class:
Lecture: 9
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Vocabulary
Main
lesson\Methodolog
y
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
10min
 What is soil?
 How does light affect plants and animals?
Activity:
Show a pictorial story to the students (teacher can take help from the ppt attached in the QR
code on page #89 with the heading “Adaptations to Habitat”. If you are cold, you might put on a
jacket. This is one way that you adapt to the environment. Animals and plants also adapt to their
environments. Adaptations help them to survive weather conditions. Adaptation is when
animals and plants become better able to live in their habitats. In next few lectures we will
discuss about different plants and animals and how they are adapted to their habitats. Today we
discuss how camel is adapted to its habitat. Explain its adaptations with pictorial story. Camel
hump, padded feet, long eyelashes, nostrils, lathery mouth, thick shaggy coat. Link the activity
with SLO.
For more information, please watch video.
2min
 Identify the ways plants and animals have certain features adapted to their habitat
(camel, fish, polar bear, cacti, lotus, pine trees etc.).
Link the SLO with the Islamic perspective, “Do they not look at the camels, how they are made?”
2min
 On a hot day how do you keep yourself cool?
 On a cold day how do you keep yourself warm?
Discuss with students similarly animals and plants are adapted to their habitat to stay alive.
For more information, please watch video.
Environmental, minerals, microorganisms, primary, germination, intensity.
Ask the students to take out their books and open page#89. Read aloud the text given on page#
89 and 90 under the headings “Adaptations to Habitat” and “Adaptations in Camel”. Pause as
you read to consider unknown words found in the text. Ask students, "What do you think this
word means? Why do you think that?" Discuss strategies for figuring out the meaning of
unknown words.
For more information, please watch video.
Resources
Recap
+
Activity
Page#81
2min
(Quran
88.17)
Refresh
your
knowledge
10min
Page#88
CSS Gk3
Page#89-90
Practice
Worksheet(s)
Evaluation/Listenin
g speaking
Homework/Activity
Wrap-up
Worksheet#11 will be provided in the printed form by the teacher.
Worksheet#11
Assess the students by asking listening and speaking questions given on page#96 Q 24,25
 Define adaptations.
 How does a camel protect himself against scarcity of water?
Home Activity#8
Sum up the lesson. Animals and plants develop special features to get adapted to their
habitats.
Organisms in desert habitats can cope with high temperatures, scarcity of water and lack of
food.
Solution of Lesson Plan
8min
4min
Worksheet
CSS Gk3
Page#96
2min
2min
Page#90
Lesson
review
Recap
1. What is soil?
The uppermost layer of the Earth is called soil.
2. How does light affect plants and animals?
Light helps animals to see around. In plants, flowering and seed germination directly depends upon light of sun and its intensity.
Pre-reading Questions
1. On a hot day how do you keep yourself cool?
We use light colors dresses and drink cold drinks and juices to keep ourselves cool.
2. On a cold day how do you keep yourself warm?
We wear sweaters, jackets, socks, gloves and warm clothes, we eat dry fruits, soups to keep ourselves warm.
Listening speaking questions
1. Define adaptations.
An adaptation is the ability of an organism to get adapt to its environment. It may be physical features or special behaviour that help
organisms in their survival in tough environmental conditions.
2. How does a camel protect himself against scarcity of water?
Camel store water in the form of energy in its hump which later use when needed.
Homework/activity
1. Home Activity#8 (how do you know that any particular feature is an adaptation?)
Because that particular features allow that particular organism to live successfully in his habitat.
2. Does any other animal living in desert possess adaptation similar to camel?
Other animals like kangaroo rat, scorpion, snake, tortoise etc., have adaptation to live in severe environment of deserts but these
adaptations are not similar to camel. Every animal has its specific adaptation to survive in hot desert.
Solved Worksheet
Woksheet#11
Students Name:
Unit#10
Class:
Lecture: 10
Lesson Plan
Stages
Methodology and Plan to Achieve the Desired Outcome
Recap\Ice breaking Greet the students, once the class is settled recap the previous lesson by asking questions.
Activity
 Define adaptations.
 How does a camel protect himself against scarcity of water?
In previous lecture adaptations of camel were discussed today we will discuss how fish is adapted
to live underwater.
SLO(s)
 Identify the ways plants and animals have certain features adapted to their habitat
(camel, fish, polar bear, cacti, lotus, pine trees etc.).
Islamic perspective Link the SLO with the Islamic perspective, “And it is He who subjected the sea for you to eat from
it tender meat.”
Pre-reading
 Can you breathe underwater? Why not?
Questions
Discuss with students that fish is adapted to live underwater.
For more information, please watch video.
Vocabulary
Enemies, aquatic, challenges, escape, streamlined, gills, Radar, detect, vibrations
Main
Ask the students to take out their books and open page#90. Read aloud the text given on page#90
lesson\Methodolo under the heading “Adaptations in Fish”. Pause as you read to consider unknown words found in
gy
the text. Ask students, "What do you think this word means? Why do you think that?" Discuss
strategies for figuring out the meaning of unknown words. Show zoomed pictures of adaptations in
fish (attached in QR code)
For more information, please watch video.
Practice
Worksheet#12 will be provided in the printed form by the teacher.
Worksheet(s)
Worksheet#12
Evaluation/Listenin Assess the students by asking listening and speaking questions given on page#96 Q 26,27
g speaking
 What are the major threats for a fish in its habitat?
 How does fish overcome such threats?
Homework/Activit Home Activity#9
y
Wrap-up
Sum up the lesson. Animals and plants develop special features to get adapted to their habitats.
Aquatic organisms have adapted to survive underwater.
Time
2min
Resources
Recap
2min
Page#81
2min
(Quran
16:14)
Refresh
your
knowledge
Page#90
CSS Gk3
Page#90
2min
12min
12min
4min
Worksheet
CSS Gk3
Page#96
2min
Page#90
2min
Lesson
review
Solution of Lesson Plan
Recap
1. Define adaptations.
An adaptation is the ability of an organism to get adapt to its environment. It may be physical features or special behaviour that help
organisms in their survival in tough environmental conditions.
2. How does a camel protect himself against scarcity of water?
Camel store water in the form of energy in its hump which later use when needed.
Pre-reading Questions
Can you breathe underwater? Why not?
No, we can breathe only in air.
Listening speaking questions
1. What are the major threats for a fish in its habitat?
Fish face challenges like a quick escape from enemies, awareness of the environment and uptake of oxygen from water while living
in aquatic habitat.
2. How does fish overcome such threats?
Fins help fish to swim. Lateral line in fish works like a Radar to detect movements and vibrations in the water.
Homework/activity
Home Activity#9 (comparison of adaptation of shark with fish.)
Shark
fish
Similar
Gills, fins, lateral line
Gills, fins and lateral line
Differences
Sharp teeth as fierce for enemies
Caudal fins
Solved Worksheet
Woksheet#12
Absent teeth
absent
Unit#10
Students Name:
Class:
Lecture: 11
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Vocabulary
Main
lesson\Methodology
Practice
Worksheet(s)
Methodology and Plan to Achieve the Desired Outcome
Greet the students, once the class is settled recap the previous lesson by asking questions.
 What are the major threats for a fish in its habitat?
 How does fish overcome such threats?
In previous lectures adaptations of camel and fish were discussed today we will discuss how
polar bears are adapted to live in polar region habitat and cactus plant are adapted to desert
habitat.
For more information, please watch video.
Identify the ways plants and animals have certain features adapted to their habitat (camel,
fish, polar bear, cacti, lotus, pine trees etc.).
Link the SLO with the Islamic perspective, “God is the One who made the Earth a habitat for
you, and the sky as a structure, and He designed you, and has perfected your design."
 How do you protect yourself from cold?
 What do you drink when you are thirsty?
Discuss with students that polar bears have adapted to live in extremely cold region. Like
animals and humans, plants also need water, cactus plant is adapted to desert habitat which
dry and hot.
For more information, please watch video.
Tundra, Nostrils, paws, inhabited, shortage, widespread
Ask the students to take out their books and open page#91. Read aloud the text given on
page#91 under the headings “Adaptations in polar bear” and “Adaptations in cactus plant.
Pause as you read to consider unknown words found in the text. Ask students, "What do you
think this word means? Why do you think that?" Discuss strategies for figuring out the meaning
of unknown words. Show zoomed pictures of adaptations in polar bears and cactus plant.
(Attached in QR code). Think about it: Are polar bears similar in physical features to brown
bears? Give a reason for your answer.
For more information, please watch video.
Worksheet#13,
Supervised Activity # 3: Study of Aloe Vera leaves.
Worksheet#13
Time
2min
Resources
Recap
2min
Page#81
2min
2min
(Qur'an
40:64)
Refresh
your
knowledge
10min
Page#91
CSS Gk3
Page#91
14min
Page# 92
Worksheet
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
Assess the students by asking listening and speaking questions given on page#96 Q 28,29
 What is the purpose of white fur for polar bears?
 Describe two adaptations of the cactus plant.
Home Activity#10, Home activity#11
Sum up the lesson. Organisms in polar region habitats adapt themselves against severe cold
and lack of food. Organisms in desert habitats can cope with high temperatures, scarcity of
water and lack of food.
Solution of Lesson Plan
4min
CSS Gk3
Page#96
2min
2min
Page#91
Lesson
review
Recap
1. What are the major threats for a fish in its habitat?
Fish face challenges like a quick escape from enemies, awareness of the environment and uptake of oxygen from water while living
in aquatic habitat.
2. How does fish overcome such threats?
Fins help fish to swim. Lateral line in fish works like a Radar to detect movements and vibrations in the water.
Pre-reading Questions
1. How do you protect yourself from cold?
We wear warm clothes, use coffee and tea to protect ourselves from cold.
2. What do you drink when you are thirsty?
We drink water when we are thirsty.
Listening speaking questions
1. What is the purpose of white fur for polar bears?
Its prey and enemies cannot see it in white snow due to the white colour of fur.
2. Describe two adaptations of the cactus plant.
Spines instead of leaves minimize loss of water. Spongy stems can store water.
Homework/activity
1. Home Activity#10 (comparison of adaptation of penguin and polar bear.)
Penguin
Polar Bear
Similar
Color for camouflage, layer of blubber or
Color, layer of fats, large and wide feet
fats to keep warm, wide and strong feet
Differences
Flippers for swimming
Flippers absent, four legs
Salt glands for salt excretion from sea
Absent
water and prey
While
Color is black from upper and white from
lower
2. Home Activity#11 (adaptation of aloe vera plant)
Fleshy leaves or stem to store more water, can survive in Sunlight with less water, long vertical roots that reach to ground water
tables to absorb water and spines for lessen transpiration.
Solved Worksheet
Woksheet#13
Students Name:
Unit#10
Class:
Lecture: 12
Lesson Plan
Stages
Recap\Ice breaking
Activity
Methodology and Plan to Achieve the Desired Outcome
Greet the students, once the class is settled recap the previous lesson by asking questions.
 What is the purpose of white fur for polar bears?
 Describe two adaptations of the cactus plant.
In previous lecture adaptations of polar bear and cactus plant were discussed today we will
discuss about the adaptations of lotus and pine trees.
For more information, please watch video.
SLO(s)
Identify the ways plants and animals have certain features adapted to their habitat (camel,
fish, polar bear, cacti, lotus, pine trees etc.).
Islamic perspective Link the SLO with the Islamic perspective, “God is the One who made the Earth a habitat for you,
and the sky as a structure, and He designed you, and has perfected your design."
Pre-reading
 Have you ever seen plants growing on top of water in a pond?
Questions
 Have you ever been to hill station like Murree?
 Did you observe the difference in the trees growing in that area?
For more information, please watch video.
Vocabulary
Tundra, Nostrils, paws, inhabited, shortage, widespread
Main
Ask the students to take out their books and open page#92. Read aloud the text given on
lesson\Methodology page#92 under the headings “Adaptations in lotus” and “Adaptations in Pine tree”. Discuss with
students that you have known that plants grown on land or underwater called aquatic plants. But
some plants also grow on surface (on top) of water. Like water lily and Lotus. These plants are
adapted to grow on top of the water. Show pictures of water lilies and lotus. Pause as you read
to consider unknown words found in the text. Ask students, "What do you think this word
means? Why do you think that?" Discuss strategies for figuring out the meaning of unknown
words. Show zoomed pictures of adaptations in lotus plant and pine tree. (Attached in QR code).
For more information, please watch video.
Practice
Worksheet#14,
Q4 (How are pine trees adapted to live in cold weather?) from Writing exercise will be done in
notebooks.
Worksheet(s)
Worksheet#13
Time
3min
Resources
Recap
2min
Page#81
2min
2min
(Qur'an
40:64)
Refresh
your
knowledge
10min
Page#91
CSS Gk3
Page#92
14min
Page# 97
Worksheet
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
Assess the students by asking listening and speaking questions given on page#96 Q 30-32
 What are the functions of lotus leaves?
 How do pine trees survive in long winter period?
 What is the purpose of needle like leaves of pine trees?
Home Activity#12
Picture reading question on page#96 will be in books.
Sum up the lesson.
Plants like water lily and lotus are adapted to grow on top of the water.
Pine trees are adapted to grow on high altitude areas.
Solution of Lesson Plan
3min
CSS Gk3
Page#96
2min
Page#92,96
2min
Lesson
review
Recap
1. What is the purpose of white fur for polar bears?
Its prey and enemies cannot see it in white snow due to the white colour of fur.
2. Describe two adaptations of the cactus plant.
Spines instead of leaves minimize loss of water. Spongy stems can store water.
Pre-reading Questions
1. Have you ever seen plants growing on top of water in a pond?
Yes, I have seen that beautiful flowers on water surface.
2. Have you ever been to hill station like Murree?
Yes, I have visited Murree.
3. Did you observe the difference in the trees growing in that area?
The trees growing in that areas are mostly tall and have needle like leaves.
Practice
Question # 4 (How are pine trees adapted to live in cold weather?)
Pine trees have adapted to grow on high altitudes where the temperature is low. The leaves of pine tree are evergreen which also
helps them to stay alive in severe cold seasons. The dark colour of the needles helps pine trees to absorb more heat from the Sun.
Moreover, the cone shape of pine trees shed off the snow efficiently which also help them to stay alive in the severe cold season.
Listening speaking questions
1. What are the functions of lotus leaves?
Lotus have brightly coloured flowers to attract other insects for pollination.
2. How do pine trees survive in long winter period?
The leaves of pine tree are evergreen which also helps them to stay alive in severe cold seasons. The dark colour of the needles
helps pine trees to absorb more heat from the Sun.
3. What is the purpose of needle like leaves of pine trees?
Needle like leaves minimizes loss of water.
Homework/activity
1. Home Activity#12 (What are the adaptation of spruce tree?)
The waxy coating on the needle-like leaves helps evergreen trees conserve water during the very cold winters where they live, when
soil water is frozen and not available for the trees to use.
2. Picture Reading
Solved Worksheet
Woksheet#14
Students Name:
Unit#10
Class:
Lecture: 13
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Vocabulary
Main
lesson\Methodology
Practice
Methodology and Plan to Achieve the Desired Outcome
Greet the students, once the class is settled recap the previous lesson by asking questions.
 What are the functions of lotus leaves?
 How do pine trees survive in long winter period?
 What is the purpose of needle like leaves of pine trees?
Activity:
Step1: In previous lesson we have studied about different habitats of plants and animals.
Humans are also a part natural ecosystem. But unfortunately, their activities are disturbing the
natural habitat of many plants and animals. Which is a threat to many plants and animals.
Teacher will explain with the help of animated pictures attached in ppt with QR code on
page#93.
Step2:
Ask the students to quickly think the ways in which human activities are disturbing\destroying
natural habitat of plants and animals.
For more information, please watch video.
Identify the ways human activities affect the natural habitats.
Link the SLO with the Islamic perspective, “God is the One who made the Earth a habitat for you,
and the sky as a structure, and He designed you, and has perfected your design."
 How humans are polluting air?
 How humans are polluting water?
For more information, please watch video.
Interact, dumping, fossil fuel, spoilage, deforestation,
Ask the students to take out their books and open page#93. Read aloud the text given on
page#93 under the headings “Human Activities and the Habitat”. Show pictures of water lilies
and lotus. Pause as you read to consider unknown words found in the text. Ask students, "What
do you think this word means? Why do you think that?" Discuss strategies for figuring out the
meaning of unknown words.
Also discuss ways in which humans can help and restore the environment.
For more information, please watch video.
Worksheet#15,
Time
5min
Resources
Recap
+
Activity
2min
2min
Page#81
(Qur'an
40:64)
Refresh
your
knowledge
Page#91
CSS Gk3
Page#93
2min
10min
14min
Page# 97
Worksheet(s)
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
Q5 (Enlist the adverse effects of polluted water on living organisms.) from Writing exercise
will be done in notebooks.
Worksheet#15
Assess the students by asking listening and speaking questions given on page#96 Q 33-35
 Name some of the human activities that destroy a habitat.
 How does water pollution affect life forms?
 What is the effect of deforestation on habitats?
Home Activity#13
Analysis and Interpretation
Bring toy forest animals from your toys for project.
Sum up the lesson.
Some human activities such as water pollution and deforestation destroy natural habitats
badly.
Solution of Lesson Plan
4min
Worksheet
CSS Gk3
Page#96
2min
Page#93,97
2min
Lesson
review
Recap
1. What are the functions of lotus leaves?
Lotus have brightly coloured flowers to attract other insects for pollination.
2. How do pine trees survive in long winter period?
The leaves of pine tree are evergreen which also helps them to stay alive in severe cold seasons. The dark colour of the needles
helps pine trees to absorb more heat from the Sun.
3. What is the purpose of needle like leaves of pine trees?
Needle like leaves minimizes loss of water.
Pre-reading Questions
1. How humans are polluting air?
Smoke of factories and vehicles, cutting trees, burning of fossil fuels and garbage polluting air.
2. How humans are polluting water?
Dumping garbage, factories and houses discharge, plastic and all waste material in water bodies polluted water.
Practice
Question # 5 (Enlist the adverse effects of polluted water on living organisms.)
 It kills animals that depends upon water.
 Diseases like cholera, diarrhea.
 Shortage of clean water.
Listening speaking questions
1. Name some of the human activities that destroy a habitat.
Dumping waste into water bodies, cutting down trees, burning of fossil fuel, trash and trees.
2. How does water pollution affect life forms?
Water and trees are the homes of many animals. However, the spoilage and massive destruction of these habitats put the lives of
animals and plants at risk.
3. What is the effect of deforestation on habitats?
Trees are habitat for some of animals. Due to deforestation animals lost their habitat.
Homework/activity
1. Home Activity#13 (Human activities and their effects on habitat.)
 Increasing population/Urbanization: requires large tracts of land to be deforested and then used for building cities.
 Water Pollution: toxic substances, waste and plastic in water bodies cause dead of many animals.
 Air Pollution: toxic gases in air cause many diseases to animals and human, also cause affect on growth of plants and soil
erosion due to acid rain.
 Deforestation: cutting trees cause loss of many habitats.
2. Analysis and Interpretation
Solved Worksheet
Woksheet#15
Students Name:
Unit#10
Class:
Lecture: 14
Lesson Plan
Stages
Recap\Ice breaking
Activity
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
5min
 How humans are polluting air?
 How humans are polluting water?
Discussion:
We have discussed about different animals living in different habitats, how they interact with
each other and with their environment and to make and ecosystem. We also discussed how
environmental conditions help plants and animals to survive in their habitat and also these
conditions make one habitat different than the other. We discussed how different plants and
animals living in a habitat are adapted to live their habitat. In today’s lecture we will make a
model of one of the habitats we have discussed earlier.
For more information, please watch video.
SLO(s)
describe the different habitats for living things
2min
Islamic perspective Link the SLO with the Islamic perspective, “God is the One who made the Earth a habitat for you, 2min
and the sky as a structure, and He designed you, and has perfected your design."
Pre-reading
2min
 What is a habitat?
Questions
 What does a habitat provide?
 How many types of habitats exist?
For more information, please watch video.
Vocabulary
Habitat, forest, vertebrates, invertebrates
Main
Project # 2: (Habitat model making)
10min
lesson\Methodology Material required: carton, paints, colour pencils, toy animals, grass, and small plants. (For forest
habitat)
Step 1: divide students into groups and tell that they can make of any habitat. They will collect
material that can be recycled or from their toys.
Step 2: Your model must represent the habitat in terms of animals, plants and climatic
conditions.
Step 3: once the project is complete answer the questions under project 2.
For more information, please watch video.
Practice
Worksheet#16
14min
Resources
Recap
+
Discussion
Page#81
(Qur'an
40:64)
Refresh
your
knowledge
Page#85
CSS Gk3
Page#98
Worksheet(s)
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
Worksheet#16
 Name some of the animals and plants inhabiting the desert.
 Can we call ‘a park’ a forest or not? Why or why not?
 Name some of the animals and plants living in seas.
 Name some of the plants and animals living in rivers.
Q6 (Write the names of two plants and two animals of desert, polar region, forest, sea and
river habitats.) from writing exercise will be done in by students in their notebooks.
Sum up the lesson.
Habitat is a natural home or environment of an animal and plant where it reproduces, finds
food and shelter.
Solution of Lesson Plan
4min
Worksheet
CSS Gk3
Page#96
2min
Page#98
2min
Lesson
review
Recap
1. How humans are polluting air?
Smoke of factories and vehicles, cutting trees, burning of fossil fuels and garbage polluting air.
2. How humans are polluting water?
Dumping garbage, factories and houses discharge, plastic and all waste material in water bodies polluted water.
Pre-reading Questions
1. What is a habitat?
The place where organisms live, grow and reproduce is called their habitat.
2. What does a habitat provide?
Habitat provides a place to live, food to eat and suitable environment for survival.
3. How many types of habitats exist?
There are four types; polar region habitat, desert habitat, aquatic habitat and forest habitat.
Listening speaking questions
1. Name some of the animals and plants inhabiting the desert.
Animals: camel, rat, snakes. Plant: cactus, aloe vera.
2. Can we call ‘a park’ a forest or not? Why or why not?
No, park is not a forest because forest have large collections of trees, herbs, shrubs in one place. However, parks are gardens having
trees and grass in a limited place.
3. Name some of the animals and plants living in seas.
Animals: sharks, turtles, octopus, jellyfish and corals. Plants: seagrasses and kelps.
4. Name some of the plants and animals living in rivers.
Animals: salmon fish, lamprey fish and trout fish. Plants: watercress, water starwort.
Homework/activity
Question # 6 (Write the names of two plants and two animals of desert, polar region, forest, sea and river habitats.)
 Desert: Animals: camel, rat, snakes. Plant: cactus.
 Aquatic:
Sea Animals: sharks, turtles, octopus, jellyfish and corals. Plants: seagrasses and kelps.
River Animals: salmon fish, lamprey fish and trout fish. Plants: watercress, water starwort.
 Polar: plants: Sulphur buttercup, Arctic-bell heather. Animals: Polar bears and Penguins.
 Forest: Animals: bees, beetles, bugs, butterflies, bears, lizards, frogs, tortoises, monkeys. Plants: moss, wildflowers, ferns.
Solved Worksheet
Woksheet#16
Students Name:
Unit#10
Class:
Lecture: 15
Lesson Plan
Stages
Recap\Ice breaking
Activity
Methodology and Plan to Achieve the Desired Outcome
Greet the students, once the class is settled recap the previous lesson by asking questions.
 Name some of the animals and plants inhabiting the desert.
 Name some of the animals and plants living in seas.
 Name some of the plants and animals living in rivers.
Discussion:
Different animals live in different habitats and they have adapted to live in that habitat, polar
bears have adapted to live extreme conditions of polar region habitat. Camels have adapted to
live in the extreme conditions of desert. Fish have adapted to aquatic habitat. Lions and tigers
have adapted to forest habitat.
For more information, please watch video.
SLO(s)
identify the ways plants and animals have certain features suitable to their habitat
Islamic perspective Link the SLO with the Islamic perspective, “God is the One who made the Earth a habitat for you,
and the sky as a structure, and He designed you, and has perfected your design."
Pre-reading
 What is a habitat?
Questions
 Define adaptation?
For more information, please watch video.
Vocabulary
Habitat, forest, vertebrates, invertebrates
Main
Project # 3: (adaptation chart)
lesson\Methodology Material required: Chart papers, markers, coloured papers, pencil, scale
Step 1:
1. divide students into groups according to class strength
2. Assign each group a habitat and an animal from that habitat.
3. This is already done in previous lecture as homework.
Step 2: Each group will share the adaptations of its animal with the class. All the group will make
their charts according to the sample shared under project#3
Step 3: Students will display their charts in the classroom.
For more information, please watch video.
Practice
Worksheet#17
Worksheet(s)
Worksheet#17
Time
6min
Resources
Recap
+
Discussion
2min
2min
Page#81
(Qur'an
40:64)
Refresh
your
knowledge
Page#85
CSS Gk3
Page#98
2min
10min
12min
Worksheet
Evaluation/Listening
speaking
Homework/Activity
Wrap-up
How is camel adapted to desert habitat?
How is polar bear adapted to polar region habitat?
Read Unit#10Page#82-93
Sum up the lesson.
Animals and plants develop special features to get adapted to their habitats.
Solution of Lesson Plan
2min
2min
2min
Page#82-93
Lesson
review
Recap
1. Name some of the animals and plants inhabiting the desert.
Animals: camel, rat, snakes. Plant: cactus, aloe vera.
2. Name some of the animals and plants living in seas.
Animals: sharks, turtles, octopus, jellyfish and corals. Plants: seagrasses and kelps.
3. Name some of the plants and animals living in rivers.
Animals: salmon fish, lamprey fish and trout fish. Plants: watercress, water starwort.
Pre-reading Questions
1. What is a habitat?
The place where organisms live, grow and reproduce is called their habitat.
2. Define adaptation?
An adaptation is the ability of an organism to get adapt to its environment. It may be physical features or special behaviour that help
organisms in their survival in tough environmental conditions.
Listening speaking questions
1. How is camel adapted to desert habitat?
Camel store water in the form of energy in its hump which later use when needed.
2. How is polar bear adapted to polar region habitat?
Its paws are large and wide. It can easily walk on snow. Layers of fat under its thick skin keep it warm.
Solved Worksheet
Woksheet#17
Students Name:
Unit#10
Class:
Lecture: 16
Lesson Plan
Stages
Recap\Ice breaking
Activity
SLO(s)
Islamic perspective
Pre-reading
Questions
Methodology and Plan to Achieve the Desired Outcome
Time
Greet the students, once the class is settled recap the previous lesson by asking questions.
2min
 How is camel adapted to desert habitat?
 How is polar bear adapted to polar region habitat?
Students have completed unit 10, today all the SLOs will be revised and at the end students will
be assessed by a written assessment.
For more information, please watch video.
 recognize that heat and light of the Sun help to sustain life on Earth which is the only
4min
planet where life exists.
 define the term habitat.
 describe the different habitats for living things (polar regions, desert, forest, aquatic).
 name plants and animals that live in each of the different habitats.
 briefly introduce what an ecosystem is.
 identify the environmental factors (temperature, light, water) that support life in a
habitat.
 identify the ways plants and animals have certain features suitable to their habitat
(camel, fish, polar bear, cacti, lotus, pine trees, etc.).
 identify the ways human activities affect the natural habitats.
Link the SLO with the Islamic perspective, “God is the One who made the Earth a habitat for 2min
you, and the sky as a structure, and He designed you, and has perfected your design."
“Do they not look at the camels, how they are made?”
“And it is He who subjected the sea for you to eat from its tender meat.”
As students have completed the unit teacher will revise each SLO with its respective reading
2min
page and questions will be asked at the end.
What is a habitat? What does a habitat provide? How many types of habitats exist? How do
animals depend upon plants? Name some environmental factors that make up a habitat. Define
adaptations. Name some of the human activities that destroy a habitat. What is the effect of
deforestation on habitats?
Resources
Recap
Page#81
(Qur'an40:64)
(Quran 88.17)
(Quran
16:14)
Vocabulary
Habitat, forest, vertebrates, invertebrates, Environmental, minerals, microorganisms, primary,
germination, intensity, Enemies, aquatic, challenges, escape, streamlined, gills, Radar, detect,
vibrations
Main
Teacher will revise all the SLOs with the reading pages and all the concepts will be revised.
lesson\Methodology Habitat, Different types of habitats, Ecosystem, Environmental factors, adaptations, impacts
of humans on habitats.
For more information, please watch video.
Practice
Worksheet#18 will be provided as an assessment
Worksheet(s)
Worksheet#18
Evaluation/Listening Students will be assessed through written assessment.
speaking
Homework/Activity Discuss with you parents about difference between habitat and ecosystem.
Wrap-up
All the students are now able to;
Define habitat
Define ecosystem
Identify environmental conditions of a habitat
Identify adaptations
Identify human activities affect the natural habitats.
Solution of Lesson Plan
Recap
3. How is camel adapted to desert habitat?
Camel store water in the form of energy in its hump which later use when needed.
4. How is polar bear adapted to polar region habitat?
Its paws are large and wide. It can easily walk on snow. Layers of fat under its thick skin keep it warm.
Solved Worksheet
Woksheet#18
Students Name:
Unit#10
Class:
Page#82-93
14min
CSS Gk3
Page#98
14min
Worksheet
2min
2min
Lesson
review