SNC-General Knowledge-Grade 3

    1. GRADE – III

 

4.3    GRADE – III

LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES KNOWLEDGE, SKILLS AND ATTITUDES

THEMES

STUDENTS' LEARNING OUTCOMES

ACTIVITIES

 

Habitat

 

  • Kinds of Habitats
  • Eco system
  • Characteristics of Habitats
  • Human Activities and the Natural Habitats

 

All the students will be able to:

 

  • recognize that heat and light of the Sun helps to sustain life on Earth which is the only known 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.

 

  • Collect pictures of different habitats, relevant animals and plants

 

  • identify the environmental factors (temperature, light, water) that support life in a habitat.

 

  • Place one plant in light, one in dark and one covered with polythene sheet and observe for a week.

 

  • understand the ways plants and animals have certian features adapted to their habitat (camel, fish, polar bear, cacti, lotus, pine trees etc.).

 

  • Make an aquarium or any other habitat and present that to the class. (Project Work)

 

  • identify the ways human activities affect the natural habitats.

 

 

 

 

 

4.3    GRADE – III

LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES KNOWLEDGE, SKILLS AND ATTITUDES

THEMES

STUDENTS' LEARNING OUTCOMES

ACTIVITIES

Changes in Living Things

 

  • Life cycle of some animals and plants
  • compare different stages of lifespan of plants and animals (from pictures, through observation

/ Video etc.)

  • Draw and sequence the stages of the life cycle of a plant/animal.

 

  • identify the changes in the lifespan of an animal and a plant.

 

  • Draw or interpret diagrams of the life cycles of animal and plants, from their own surrounding, to identify the different stages.

The Sun

 

  • Sunrise and Sunset

 

  • Role of Sunlight in the Formation of Shadows

 

  • Using the Sun for Guidance
  • identify South and North with respect to East and West, namely, South and North.

 

  • identify that on Earth, the direction of sunrise is ‘East’ and the direction of sunset is ‘West’.
  • Fix a pole in school ground and observe the size of the shadow with the position of the sun and time of day.
  • name places towards North, South, East and West of the school/home.

 

  • describe the formation of shadows

 

  • recognize that the size and direction of the shadow can be used to estimate (guess) time
  • Draw a map of your neighbourhood showing postion of your school/home

Matter

 

  • States of Matter

 

  • Observing Matter
  • identify matter and its states

 

  • recognize   basic differences between states of matter, such as water, through physically observable properties (shape and size)
  • Name a solid, liquid and gas around themselves

 

  • Use a balloon to help students understand how gas or liquid feels inside a balloon and how a solid balloon feels when it is empty
 

 

 

 

 

4.3    GRADE – III

LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES KNOWLEDGE, SKILLS AND ATTITUDES

THEMES

STUDENTS' LEARNING OUTCOMES

ACTIVITIES

Energy and its sources

 

  • Common sources and uses of energy
  • recognize that energy is required for doing work.

 

  • understand that sources of energy are used for many things (move an object, heating, lighting, transportation, electric appliances etc.).

 

  • identify natural sources of energy (e.g. the sun, wood, flowing water, wind, coal, oil, gas).

Students will make a list of tasks performed in their daily life that require energy

Resources and thier types

 

  • Types of Resources

 

  • Natural resources, Human Resources, and Capital Resources

 

  • Goods and Services

 

  • Buyers and Sellers

 

  • Scarcity
  • define the term “resouces”
  • state type of resources, natural resources, human resources and capital resources

 

  • identify natural resources (plants, animals, water, air, land, forests and soil) human resources (farmers, builders, painters etc.), capital resources (trucks, computer, factory buildings etc.).
  • Collect the pictures of natural, human and capital resources. Paste on a chart or booklet and present in the classroom
  • define the terms: goods, services, buyers and sellers.
  • Role play: Buyer and seller
  • identify the main goods and services of their local area
  • Visit nearest market and list what is being sold there.
  • recognize the need for interdependence as not all goods and services are available in their area.

 

  • define scarcity.
  • Group Activity: identify the scarce resources in their surroundings.
  • recognize that people make economic choices because goods and services are limited.

 

 

 

 

 

 

4.3    GRADE – III

LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES KNOWLEDGE, SKILLS AND ATTITUDES

THEMES

STUDENTS' LEARNING OUTCOMES

ACTIVITIES

Conservation of Natural Resources

 

  • Changes in the Natural Environment

 

  • Pollution

 

  • Conserving the Natural Environment

 

  • Protecting the Endangered Animals

 

  • Extinct Animals (Dinosaurs)
  • describe ways in which humans have changed the natural environment
  • define the term pollution
  • list different types of pollution (land, water, air, noise).

 

  • suggest ways to save natural resources
  • Make a presentation on what would happen if there was no water/ gas/ electricity at school or in their locality.
  • predict that what would happen if natural resources were all used up
  • Design a poster to communicate ways to conserve natural resources
  • identify the endangered animals of Pakistan. (Indus Dolphin, Markhor, Blackbuck etc.).

 

  • suggest ways to protect the endangered animals.
  • Group Activity: Make a pictorial presentation on

endangered animals.

  • identify animals, which are extinct (Dinosaurs etc.).

 

 

Food

 

  • Plants’ and Animals' Food
  • Basic Food Groups
  • Balanced Diet
  • Factors for Healthy living
  • recognize that plants make their own food in the presence of sunlight.

 

  • recognize that different animals eat different kinds of food.

 

  • identify certain food groups as fruits, vegetables, grains, dairy product, meat and dry fruit.
  • define a balanced diet.

 

 

 

 

 

 

4.3    GRADE – III

LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES KNOWLEDGE, SKILLS AND ATTITUDES

THEMES

STUDENTS' LEARNING OUTCOMES

ACTIVITIES

 

  • recognize that healthy living requires eating a balanced diet, keeping clean, sleeping well, and exercising regularly
  • Prepare a flyer to educate others of the importance of cleanliness for healthy living.
  • identify the ways to get sufficient exercise to stay healthy.
  • Make a personal timetable mentioning time for study, exercise, play, leisure and rest.

Quaid-e-Azam Muhammad Ali Jinnah

 

  • Major events in life of Quaid-e-Azam Muhammad Ali Jinnah

 

  • Contributions
  • introduce Quaid-e-Azam Muhammad Ali Jinnah as the founder of Pakistan

 

  • narrate the major events in the life of Quaid-e Azam Muhammad Ali Jinnah (date of birth, founder of Pakistan, few major contributions, and the date when he died).
  • Sketch out Quaid-e-Azam’s

Muhammad Ali Jinnah character through Role play.

Allama Muhammad Iqbal

 

  • Major events in life of Allama Muhammad Iqbal
  • Contributions
  • introduce Allama Muhammad Iqbal as a personality who expounded the idea of Pakistan.
  • narrate the major events in the life of Allama Muhammad Iqbal (date of birth, national poet, famous poems for children, and the date when he died).
  • Recite any of Allama Muhammad Iqbal’s poem.

 

  • Interview   your parents/ grandparents/

elder brother or sister to investigate about Allama Muhammad Iqbal’s life.

Changing World

 

  • Past and Present Things
  • Differences in Past and Present Things
  • recognize that present time is different from the past in terms of living style, food, communication, clothes etc.

 

  • identify how schools, communities, and transportation   have changed over time (from the given pictures).
  • Collect and paste the pictures of past and present means of transportation.
  • sequence events in a narrative in chronological order.
  • Visit a museum/ historical places and observe what changes occurred in people’s lives.
 

 

 

 

 

4.3    GRADE – III

LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES KNOWLEDGE, SKILLS AND ATTITUDES

THEMES

STUDENTS' LEARNING OUTCOMES

ACTIVITIES

Inventions

 

  • Common Inventions

 

  • Effects of Inventions on lives
  • describe what an invention is.
  • List a few favorite inventions.
  • identify major recent inventions (e.g. aeroplane, computer, internet etc.)

 

  • analyse recent inventions (electricity, computers, phone, internet etc.) have changed the lives of people.
  • Discuss how a future invention could change life of the people.

 

Force and Machines

 

  • Simple Machines

 

  • Push and Pull as a Force

 

  • Uses of Force

 

  • Force and Motion
  • define tool as an instrument to make people’s work easier
  • Identify some tools of the past that are still in use today
  • name and identify different forms of simple machines (inclined plane; lever; pulley; wheel - and - axel; wedge, screw)
  • Draw some simple machines used in daily life (e.g. screwdriver; hammer; plier; scissors)
  • recognize that push & pull moves things fast or slow. (push and pull as a force)
  • Push and pull the door and explain the intensity of force and quantity of change.
  • Play tug of War to explain push and pull
  • recognize from pictures of the past that force applied by humans and animals moved vehicles (Tonga, bullock cart, cycle, pushcart) while today vehicles are moved by machines (bus, motorcycle and car etc.)

 

  • recognize that greater the force, the greater the change in the motion of an object.

 

 

  • observe and describe how motion of object can be changed by applying force (speed up, slow down, stop, change direction etc.)

 

 

 

 

 

 

4.3    GRADE – III

LEARNING THEMES AND STUDENTS’ LEARNING OUTCOMES KNOWLEDGE, SKILLS AND ATTITUDES

THEMES

STUDENTS' LEARNING OUTCOMES

ACTIVITIES

The Role of the Government and Citizens

 

  • Individuals and Community

 

  • Key Problems

 

  • Need of Government

 

  • Government and People

 

  • Good Citizenship
  • define community and its importance.

 

  • describe the activities that individuals perform for the welfare of the community.

 

  • identify key problems in their local area (shortage of drinking water, lack of health and educational facilities, poor sewerage system etc.)
  • Group activity: inquire about a problem in the community, identify its causes, suggest solutions and take a responsible action to solve the issue. (one problem per group)
  • recognize that citizens organize themselves to meet their needs

 

  • describe what the government does to meet the needs of the citizens

 

  • suggest ways the government and people can work together to meet people's needs in the area
  • identify ways they can demonstrate good citizenship (playing fairly, helping others, following rules, taking responsibility for one's actions).
  • Prioritize three problems from the previous activity in groups and identify for local
  • identify the personal traits of good citizens (trustworthiness, respect for law, responsibility, honesty, tolerance, gender equality and respect for others’ rights.
  • Make a chart of the qualities of a good citizen.
 

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