FAME Education Curriculum Guidebook

Volume – I General Guidelines

Curriculum Guidebook

Curriculum Guidebook Volume – I: General Guidelines

December 2019

Programme Monitoring & Implementation Unit (PMIU) Government of the Punjab, School Education Department Link Wahdat Road, Near Govt. Pilot HSS, Lahore, Pakistan

Tel: +92 42 99232294 www.pesrp.edu.pk

FAME Education Consultants (Pvt.) Limited

7/3, Noor Street, Sikandar Malhi Road, Gulberg II, Lahore, Pakistan

Tel: +92 42 35958857 www.fameconsultants.com

http://www.pesrp.edu.pk/

Rehabilitation and revitalization of Science and Computer Laboratories of selected schools in Punjab

Curriculum Guidebook i

List of Abbreviations and Acronyms

BISE Board of Intermediate and Secondary Education

CEO Chief Executive Officer

CPDP Continuous Professional Development Programme

ICT Information and Communication Technology

DEA District Education Authority

DEO District Education Officer

GoPb Government of Punjab

SLO Student Learning Outcome

PCTB Punjab Curriculum and Textbook Board

PEC Punjab Examination Commission

QAED Quaid-e-Azam Academy for Educational Development

STSE Science to Technology, Society, and the Environment

SED School Education Department

STEM Science, Technology, Engineering and Mathematics

STEMP Science, Technology, Engineering and Mathematics in Punjab



ii

Functional definition of the technical terms used in this document

Benchmarks Benchmarks indicate what students should know and be able to do at various developmental levels.

Concepts These are all abstract and theoretical ideas involved in study of science. For example, ‘stars are made up of gas’ is a concept

Creative Thinking

“Creative thinking deals with combining elements of reality in novel ways to formulate new perceptions, enriched concepts and new understandings”, (Nature of Thinking)

Computer Education

It is the study of foundational principles and practices of computation and computational thinking and their application in design and development of computer systems.

General and Specific Curriculum Outcomes

General curriculum outcomes are statements which describe what students are expected to know in a curriculum area upon graduation. Specific outcomes are statements that identify what students should know and be able to do at a particular grade level. These are used to guide teachers in planning day to day activities. Students demonstrate essential graduation learnings through accomplishing the outcomes.

Learning Outcomes

Learning outcomes indicate what students are able to do for each topic in any subject area at appropriate specific developmental levels. The Learning Outcomes sum up the total expectations from students. The Knowledge based Student Learning Outcomes are aligned according to Bloom’s taxonomy levels, i.e. remembering, understanding, applying, analyzing, evaluating and creating.

Lesson plan A lesson plan is a description of the course of instruction for an individual lesson developed with the purpose of helping students achieve the intended learning outcomes.

Makerspace A place which provides conducive atmosphere and facilities to people for learning, thinking, designing, tinkering, and knowledge sharing while working together for “making”.

Outcome-based curriculum

Outcome-based curriculum is a student-centered design which focuses on expectations of the students as a result of learning. It ensures that each student is provided with time and support to meet his/her potential.

Perspectives

These are opinions/ viewpoints/insights that a student can hold about a scientific concept, and its implications for our larger world. For example, when teaching students about how plants grow, an important perspective to instill in them will be the beauty and the preciousness of environment


Curriculum Guidebook iii

for all living things. For example, an important idea to discuss when teaching about solar system will be that nature is in a delicate balance.

Scientific literacy

It is the possession of scientific knowledge, skills, and habits of mind required to flourish or live in the science-based world of twenty-first century.

Skills

These are the expertise tasks that students are expected to practically ‘do’ or perform. For example, plotting a graph, making a presentation in front of class or formulating a hypothesis. Students will develop the skills required for: scientific and technological inquiry, solving problems, communicating scientific ideas and results, working collaboratively, and making informed decisions.

Standards

Standards are what students ought to know and to be able to perform or demonstrate. Standards are broad descriptions of knowledge and skills students should acquire in a subject area. Knowledge includes ideas, facts, concepts, issues, and information. Skills include the ways of thinking; working, communicating, reasoning, and investigating that describe a subject area or discipline. Standards may emphasize interdisciplinary themes as well as concepts in the core academic subjects.

STEM Education

STEM Education is a multidisciplinary and integrated approach to develop interest and relevant skills in Science, Technology, Engineering, and Mathematics among learners as a lifelong process. Thereby, producing creative individuals capable of contributing to sustainable national development in the global context.

Unit plan A unit plan is a plan designed to study a topic in depth over an extended period of time ranging from several days to several weeks. It usually takes the form of a sequence of lesson plans.



iv

Acknowledgement

It is acknowledged that, the ‘Curriculum Guidebook' is developed by adapting the material and/or format of the ‘Teachers Guide’, written by Usama Javed Mirza, published by Indus Valley School of Learning, Rawalpindi. FAME Education


Table of contents

List of Abbreviations and Acronyms ............................................................ i

Functional definition of the technical terms used in this document ..................... ii

1.0 Introduction ........................................................................... 1 1.1 Scientific knowledge and conceptual understanding ........................................... 1

1.2 The nature, processes and methods of STEM Education ..................................... 3

1.3 Integrating laboratories and makerspaces with classroom teaching .................. 5

2.0 PCTB Scheme of Studies .......................................................... 8 2.1 Linkages among core subjects under Science and Computer Education stream

in Punjab ............................................................................................................... 8

2.2 Relative weightage of subjects in terms of time allocation and assessment marks (numerical weightage) for theory and practical under science and computer education stream in Punjab ................................................................. 9

3.0 Subject-wise curriculum description and objectives .............. 11 3.1 Science and Technology Curriculum from grade III to X .................................... 11

3.2 Computer Science and IT curriculum .................................................................. 12

3.3 Biology ................................................................................................................. 13

3.4 Chemistry ............................................................................................................ 15

3.5 Physics ................................................................................................................. 17

3.6 Mathematics ....................................................................................................... 20

4.0 Context and key stakeholders in implementing the curriculum 24

4.1 Individuals ........................................................................................................... 24

4.2 Institutions .......................................................................................................... 26

5.0 Lesson/unit planning guide ................................................... 29 5.1 Overview of the approach .................................................................................. 29

5.2 Levels of understanding ...................................................................................... 31

5.3 Assessment for and/or of learning ..................................................................... 33

5.4 Lesson plans development process .................................................................... 35

5.5 Essential components of lesson/unit plans ........................................................ 36


Curriculum Guidebook i

5.6 Format for lesson/unit plan ................................................................................ 38

5.7 Distribution of lessons by grade, unit and SLO ................................................... 38

Computer (Grade VI-XII) ........................................................................................ 38

Biology (Grade IX-XII) ............................................................................................. 40

Chemistry (Grade IX-XII) ........................................................................................ 40

Physics (Grade IX-XII) ............................................................................................. 41

Science (grade VI-VIII) ............................................................................................ 42

5.8 Lesson plans ........................................................................................................ 43

Reference .................................................................................... 44

Appendix 1. Developing STEM skills and processes ....................................... 45 Appendix 2.An example for defining ‘levels of understanding’ in Bloom’s revised

taxonomy ........................................................................................ 55



1

1.0 Introduction

The students will stay the most important resource even of 21st century; therefore, will ensure

consistent and sustainable progress of humankind. Students learn best when they can make

connections between what is taught in the classroom and their everyday experiences. Thus, a high-

quality science education is imperative to provide the foundations for understanding the world

around them through the lens of biology, chemistry, engineering, mathematics, physics, and

technology or STEM in brief.

STEM has a great potential to change lives, thus it is vital for a prosperous world that students learn

essential aspects of knowledge, methods, processes and practices of science. It can be achieved only

by developing a body of key foundational knowledge and concepts among students besides

encouraging them to recognize the power of rational explanation. In addition, students are to be

facilitated to develop a sense of excitement and curiosity about phenomena in the world around.

Furthermore, they are to be motivated to understand how science can be used to explain ‘what’,

‘why’ and ‘how’ of a process or a phenomenon, analyze causes and make predictions about the

same.

The field of science and technology is changing fast which demands to keep teachers abreast with

content / subject and pedagogical knowledge. Generally, teachers use traditional methods of teaching

and stick to textbooks considering it “curriculum”. They neither themselves seem to be interested in

nor engage students in exploring new ideas of science. At Present, teachers mostly expect students to

memorize the given information (textbook based content) to be reproduced in the examination to

improve school results. The fear of low examination scores of students forces teachers to teach the

information given in the textbooks. They do not involve students to explore ideas, therefore, both the

teacher and the student neglect the practical work.

It is high time to introduce teachers to the advancing field of Science and Technology. Both the

teachers and the students should be aware of aims and objectives of the subject to improve their

logical and critical thinking. If teachers will remain unaware of these innovations, both in teaching

methods /approaches /technology and body of content knowledge through their continuous

professional growth, only then they will be able to extend and teach this knowledge and skills to

students.

1.1 Scientific knowledge and conceptual understanding

The curriculum describes a sequence of knowledge and concepts to be imparted in schools. Since, it

is important that students make progress therefore, it is imperative that they develop safe and

protected or clear understanding of key concepts and ideas in order to progress to the next level.

Uncertain and shallow/superficial understanding does not allow genuine progress; students may

struggle at key stages of transition (e.g., from elementary to secondary), develop serious alternative

conceptions, and/ or may face serious problems in comprehending higher-order content.

In schools learning experiences need to be designed in such a way that student not only develop the

ability to describe key characteristics and associated/related processes in common (their own)



2

language, but become familiar with, and use of terminology accurately1 also. Furthermore, they

develop the ability to apply their understanding of mathematical knowledge to other STEM subjects,

like collecting, analyzing and presenting data sets.

This study of STEM education aims to develop cognitive (knowledge), psychomotor (skills) and

affective (attitudes) and capabilities among all students. A summary of the learning outcomes in the

science and technology stream curriculum is given in figure 1.

• Phenomena, facts and patterns, logics, algorithms, principles, concepts, laws, theories and models

• Vocabulary, coding, architecture/design terminology and conventions

• Knowledge of techniques including problem-solving and skills

• Applications of Science and Technology Education

• Towards themselves and others

• Towards science and technology, and the world around them

• Towards learning

• Scientific thinking

• Scientific investigation

• Practical work

• Problem-solving

• Information handling

• Communication

• Collaboration

• Self-directed learning and development

Figure 1- Learning outcomes of the science and computer education curriculum

1 Students improve their vocabulary, that is, extended specialist vocabulary.

Affective (values

and attitudes) Cognitive (knowledge

and understanding)

Psychomotor (skills

and processes)

Learning

Outcomes


Curriculum Guidebook 3

1.1.1 Investigate, understand and apply

Several learning outcomes in the PCTB curriculum of ‘Science and Computer Education’ begin with

the phrase, “Students will investigate and understand, and develop.” This phrase is chosen to

communicate the range of rigorous science and computer skills and knowledge levels embedded in

each standard mentioned in the PCTB STEM Curriculum for grade VI-XII. Limiting a standard to one

observable behavior, such as “describe” or “explain,” will narrow the interpretation of what is being

intended to be a rich and highly rigorous content outcome.

“Investigate” refers to scientific methodology and implies systematic use of following inquiry skills:

observing, classifying and sequencing, communicating, measuring, predicting, hypothesizing,

inferring, defining, controlling, and manipulating variables in experimentation; designing,

constructing, and interpreting models and interpreting, analyzing, and evaluating data,

understanding problems and logic involve in the phenomenon creating the problem .

“Understand” refers to various levels of knowledge application2. In ‘Science and Computer

Education’ learning outcomes, these knowledge levels include the ability to: recognize important

information, key definitions, terminology, and facts; explain the information in one’s own words,

comprehend how the information is related to other key facts, and suggest additional

interpretations of its meaning or importance.

“Application” refers to understanding the natural and artificial world. The application of science and

computer to relevant topics provides a context for students to build their knowledge and make

connections across content and subject areas. This includes applications of Science and Computer

Education in technology, engineering and mathematics and within other (science) disciplines.

Various strategies can be used to facilitate these applications and to promote a better understanding

of the interrelated nature of STEM education.

Applying understanding of facts and principles to new problems or situations, recognizing what

information is required for a particular situation, using gathered information to explain new

phenomena, and determining when there are exceptions, analyzing the underlying details of

important facts and principles, recognizing the key relations and patterns that are not always readily

visible, arrange and combine important facts, principles, and other information to produce a new

idea, plan, procedure, or product, and make judgments about information in terms of its accuracy,

precision, consistency, or effectiveness. Therefore, the use of “Investigate, Understand and Apply”

allows each standard of PCTB curriculum to become the basis for a broad range of teaching

objectives, which the school will develop and refine to meet the intent of STEM education.

A list of skills and processes that are central to the presentation of the leaning experiences and

assessment activities in classrooms for STEM Education is given in Appendix 1.

1.2 The nature, processes and methods of STEM Education

‘Working scientifically’ specifies understanding of the nature, processes and methods of science and

computer education for each grade and level. It should not be taught as a separate strand. Similarly,

‘use of makerspaces’ should not be isolated from the curriculum. The use of makerspaces

2 For further detail about understanding and application, please see section 5 of this guidebook.



4

strengthens conceptional understanding of content and provides opportunities to students to

explore it further for innovations. Teachers should develop notes for guidance and give examples of

how ‘working scientifically’ needs to be embedded within the content of biology, chemistry and

physics, and focus on key features of scientific enquiry, so that students learn to use a variety of

approaches to answer relevant scientific questions and solve the emerging problem. These types of

scientific enquiry and computer literacy should include: observing over time, pattern seeking, logical

thinking, identifying, classifying and grouping, comparative and fair testing (controlled

investigations), and researching using secondary sources. Students should be encouraged to seek

answers to questions through collecting, analyzing and presenting data.

1.2.1 STEM education as product and process

The close interdependence of the two main aims of science education is to; a) improve students’

scientific knowledge, and b) improve their knowledge of STEM education as a form of enquiry. It

requires combining and integrating of the two above mentioned aims into a ‘seamless’ whole. The

idea is to thoroughly engage students to carry out their own scientific enquiries and to acquire

scientific knowledge. Hence, practical work has a central role in any such vision of science education.

The newly introduced concept of makerspaces in government schools will be a value addition for

achieving the vision of science education.

Given the fact that the subject matter of science is the

material world, it is obvious that learning science should

involve seeing, handling/ interacting with and manipulating

real objects and materials. In short teaching of science will

involve acts of ‘seeing’ besides ‘showing’ and ‘sharing’

besides ‘telling’.

Effective practical work to develop students’ scientific and computer knowledge

Laboratories and makerspaces are perfect settings to make teaching and learning of science and

computer education fun and exciting for learners. Such places provide students with opportunities

to think, inquire, solve and discuss real life problems. Figure 2 shows four stages in the development

and implementation of a practical task in science and computer education. Teachers provide

detailed ‘recipe’ to help students attain level 1 of effectiveness, as referred in Figure 2, and this is a

pre-requisite to attain effectiveness at level (2). Therefore, clear, obvious and explicit design features

(tasks) are regularly required to enable students to practice their observational skills and draw

conclusions.

3Ps for promoting practical work in the

regular science classroom

a) problem posing,

b) problem solving

c) peer persuasion


Curriculum Guidebook 5

A Objectives (what students are intended to learn)

B Practical Task (what students are intended to do)

Effectiveness

(2) (1)

C Classroom actions (what students actually do)

D Student learning (what students actually learn)

Figure 2- The process of developing and implementing a practical task (from Millar et al., 2002)

Concept of makerspaces and their effectiveness

Makerspaces is a powerful tool for learning at all grade levels. Makerspaces have been identified as

one of six important developments in educational technology for K-12 education by the New Media

Consortium (NMC) Horizon Report for 2015. The report states, “Makerspaces are increasingly being

looked to as a method for engaging learners in creative, higher-order problem-solving through

hands-on design, construction, and iteration” (p. 38). According to the NMC (2015), “makerspaces

have the potential to effectively address the necessary skillsets for students in the 21st Century” (p.

38).

Unlike formal classes, makerspaces are always accessible to any student, making them ideal

locations for students who may be interested in computer science but don’t have access to the tools

they need to get started.

Makerspaces are used from high-Tech to even Non-Tech tools and gadgets to meet their aims and

interests in making things. A makerspace support in hands-on learning, with critical thinking and

enhance self-confidence in the students/users. Under the project makerspaces have been developed

in high/higher secondary schools.

1.3 Integrating laboratories and makerspaces with classroom teaching

Since, interaction of students with material resources, information and ideas is a central feature of

environment conducive for creativity, therefore encouraging them to carry out investigations and

practical work in science as described in Figure 3, will do the need full.



6

Figure 3- Model for relationship between investigating, problem solving and practical work (from Haigh, 2003)

The model (Figure 3) asks for the introduction of a way of presenting practical work to students that

is different from the approach normally used. It requires a great deal of openness on the part of

teaches as students require to design their own investigations in order to come up with answers to a

given problem. The investigations are linked to the curriculum requirements; hence, teachers and

students are expected to apply their prior understandings to the new situations.

The students first come across a general problem area and identify an issue that can be investigated

scientifically. They then design an investigation to solve the identified ‘problem’ and in actual,

problem solving becomes a part of the investigation. For example, students may need to solve a

problem about a particular chemical test, development of specialized equipment or to complete an

investigation. In brief, they are required to answer a number of 'what', ‘why’, 'how', 'when', ‘where’,

and 'how many' questions while engaged in investigations. Thus, at each stage of problem-solving

students are engaged in thinking about possible solution and making decisions to come to

conclusions.

Practical Work

Problem Solving

within Investigation

The General Problem

Area

The Specified Problem

Investigating

as Part of

Problem


7



8

2.0 PCTB Scheme of Studies

2.1 Linkages among core subjects under Science and Computer Education

stream in Punjab

In 2018, Punjab Curriculum and Textbook Board (PCTB) developed new Scheme of Studies from

grade 0 to XII level students. The Scheme of Studies were built around two key objectives:

• Prescribe the subjects to be taught to various grades and impart high quality student-

centered learning.

• Transform School Education with added emphasis on science and computer education

subjects and skillful application of emerging trends, modern concepts, technical knowledge

and innovative activities.

In the new Scheme of Studies, Science and Technology, as a single subject, were integrated from

Grade III to X. The Scheme of Studies gives students, choice of opting for one of the streams for their

further course of study; one of stream is the ‘Science’’ wherein the major branches of science,

Physics, Chemistry, and Biology are taught as separate subjects.

The Scheme of Studies mentions core subjects for science and computer education steam, as given

in Figure 4.

Figure 4- Core subject stream for various grades in Punjab

Core Subjects for STEM Education

Science and Technology

Physics

Physics

Chemistry

Chemistry/ Computer

Biology /Computer

Biology/ Mathematics

Computer Education

Mathematics

Mathematics

Grade

VI-VIII

Grade

IX-X

Grade

XI-XII


Curriculum Guidebook -Volume I 9

2.2 Relative weightage of subjects in terms of time allocation and assessment

marks (numerical weightage) for theory and practical under science and

computer education stream in Punjab

PCTB Scheme of Studies (2018) also gives detail of the weightage given to various subjects under

science and computer education stream in Punjab, in terms of:

1. time allocated for teaching these subjects in schools, both theory and practical,

2. total marks both for theory and practical assessments.

It also mentions time allocated for co-curriculum activities. A summary of these allocation is given in

the table below:

Subject VI, VII and VIII IX & X XI &XII

Number of periods per week3

Marks4 allocated for the subject in the assessment5


Marks7 allocated for the subject in the assessment for each grade


Marks9 allocated for the subject in the assessment for each grade

Theory Practical Theory Practical Theory Practical

Science and Technology

6 - 100 6 - 75

Computer Education

4 - 100

Computer Science and IT

4 2 60 +15 4 2 85+15

Biology 4 2 60+15 4 2 85+15

Chemistry 4 2 60+15 4 2 85+15

Physics 4 2 60+15 4 2 85+15

Mathematics 6 - 100 6 - 75 6 - 100

Co-curriculum 2 2 2

Legend The subject is not taught in the grade

3 Out of total 40 periods per week 4 Out of total 800 marks 5 If the assessment marks are mentioned in two parts like 60+ 15; then first part represents theory and second

part represent practical, therefore for this example, 60 marks for theory and 15 marks are for practical. And if it is not in parts, the marks are only for theory.

6 Out of total 40 periods per week 7 Out of total 1100 marks 8 Out of total 40 periods per week 9 Out of total 1100 marks


10



11

3.0 Subject-wise curriculum description and objectives10

3.1 Science and Technology Curriculum from grade III to X

Science and Technology from grade III to X was introduced as a subject in PCTB Scheme of Studies

(2018) and its curriculum was developed 2019. According to PCTB, the curriculum is prepared by

keeping in view need of technology in the society modern trends in education and 21st century skills

required for new generation to face upcoming challenges of the globe. This curriculum is to serve as

a foundation document for achieving the goal of developing scientific literacy in a systematic way for

all learners.

It has four standards:

1. Life Sciences,

2. Physical Science,

3. Earth and Space Science, and

4. Technology / Technical & Vocational Education.

For all the grade levels, there are two major parts (as per weightage) of the curriculum:

a) Standards 1, 2 and 3 = 75%

b) standard 4 = 25%

3.1.1 Aims

The aim of Science Education is to develop scientific literacy, so the schools need to offer relevant

and certain specific opportunities to accomplish this goal. The curriculum for Science & Technology is

fundamental to Science Education, as it provides a systematic approach to learning in an organized

way. Since, teachers play the most significant role in helping students achieve scientific literacy,

thus, support will be needed to enhance their knowledge and skills in teaching of science. For this

purpose, training sessions will have to be organized to enable them to improvise materials and

develop teaching learning (A/V) aids to attain the said aims. Last but not the least is to provide

enabling and conducive environment to face the challenges of teaching of science.

3.1.2 Objectives

The objectives of the subject are to:

1. Encourage students at all grade levels to develop a critical sense for wonder and curiosity

about scientific and technological endeavours;

2. 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;

10 The most of the material presented in this section has either been extracted or taken as such from PCTB curriculum documents published in 2019



12

3. Prepare students to critically address social, economic, ethical, and environmental issues

related to science and technology;

4. 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

5. Develop in students, of varying aptitudes and interests, and the knowledge of wide variety

of careers related to science, technology, society and the environment.

3.2 Computer Science and IT curriculum

A. Grade VI to VIII ‘Computer Education’ Curriculum; and

B. Grade IX to XII ‘Computer Science & IT’ Curriculum

The Computer Education subject has been introduced in response to the pressing need to provide

academic coherence to rapid growth of computing and technology in the modem world. Since, all

students need and will need foundational knowledge in Computers regardless of their occupational

path need for the subject will keep on increasing/ escalating. In summary, this subject is a catalyst

and a resource for shaping the future of broad discipline of computer science.

In new Scheme of Studies 2018, the subject of computer education has been introduced as

compulsory subject from grade VI to VIII. However, from grade IX to grade XII computer science & IT

is given as elective and as well as an additional subject. Computer Education for grade VI to grade

VIII lays the foundation for studies in Computer Science and IT for Grade IX to XII.

The subject of Computer Science IT subject aims to enable learners to develop interest in computing

and gain confidence in computational thinking and programming. It will motivate students, stimulate

their creativity and curiosity and enable them to conduct honest inquiry. These skills along with

positive attitudes will allow students to adapt and thrive in a world of rapid change and to be able to

make informed judgments about daily challenges of life and place those judgments in ethical

framework.

3.2.1 Aims

The aims of Computer Education, and Computer Science & IT curriculum are to:

• create, share, and apply knowledge of the subject and in interdisciplinary areas to extend

the scope of Computer Science for the benefit of humanity;

• educate students to be successful, effective and ethical problem-solvers and life-long

learners to be able to contribute positively to the economic well-being at national and

regional level and ready to tackle complex challenges of 21st Century.



3.2.2 Objectives

Upon successful completion of Computer Education and Computer Science & IT, students will be

able to:

1. Understand the basic concepts, theories, and laws of computer science and their

applications

2. Demonstrate proficiency in problem-solving techniques using the computer

3. Demonstrate proficiency in analyzing the problems and suggest their solutions

4. Understand and appreciate the role of Information Technology in socio- economic and

cultural development of society

5. Develop skills for promoting internet techniques and usage

6. Provide solid basis for further studies in the discipline of Computer Science

7. Develop skills to Encrypt and Decrypt messages before sending them

8. Develop strong basics for programming in C and Python

9. Understand the role of “Switches, Hubs and Routers” in networking

10. Collect, analyze and perform statistical operations on the data

11. Understand phases of software development life cycle (SDLC)

12. Develop basis of Software Query Language (SQL)

3.3 Biology

The curriculum of Biology provides a range of balanced learning experiences through which students

can develop scientific knowledge and literacy, skills and processes, attitudes, values and behaviors

embedded in the ‘Life and Living’ strand and other strands of science education. It will contribute

not only to their personal development but also to build a scientific and technological world.

According to PCTB (2019) the curriculum encourages conceptual understanding and promotes

critical thinking. The innovative approach uses hands-on experiences and use of resources available

in the surroundings of students. . The implementation of new approaches is accompanied by a

parallel process of assessment to verify that the progress is being made for improved student

achievement. It is built on the ideas introduced at lower grade levels as the curriculum introduces

the contemporary areas of Biology stressing on its connection with real life problems. It also deals

with use of discoveries / innovations in everyday life, for example, , environment, industry,

medicine, health and agriculture. In brief it covers all concepts ranging from as little as a ‘cell’

through ‘organism’ and as large as ‘world as an ecosystem’ and explains the relationship of the

subject with other areas of knowledge.

With an emphasis on ‘human biology’ – the subject aims to enable students to understand the

technological world in which they live and create interest in science and scientific developments.

Students gain understanding of the basic principles of ‘Biology’ through a mix of theoretical and

practical approach to learning. They also develop understanding of scientific skills needed for further

high-level study and skills useful in everyday life

3.3.1 Aims

The Biology curriculum intends to attain:



14

• A scientific understanding of the living world

• Mental and motor abilities appropriate to the acquisition and use of biological understanding

• An appreciation of the products and influences of science and technology, balanced by a concern for their wise application

• An understanding of the nature and limitations of scientific activity

• An ability to apply biological understanding to appropriate problems (including those of everyday life) and to approach those problems in rational ways

• Respect for evidence, rationality and intellectual honesty

• Capacities to express themselves sensibly and logically, both verbally and in writing, and to use appropriately modes of communication of scientific work

An ability to work cooperatively and collaboratively.

3.3.2 Objectives

Upon successful completion of Biology, students will be able to:

1. Provide, through well designed studies of experimental and practical biological science, a useful

educational experience for other learners in future (whether or not they continue to study

science. With the help of acquired knowledge and understating they will:

1.1 Become confident citizens in a technological world capable of developing informed interest in matters of scientific importance

1.2 Recognize the usefulness and limitations, of scientific method and to appreciate its application in other disciplines and everyday life

1.3 Be suitably prepared and motivated for studies beyond HSSC level in pure sciences, applied sciences and in science-dependent vocational courses.

2. Develop abilities and skills that:

2.1 Are relevant to the study and practice of science

2.2 Encourage efficient and safe practice

2.3 Encourage effective communication.

2.4 Are useful in everyday life

3. Develop attitudes relevant to science such as:

3.1 Ready to take initiative

3.2 Keen & careful for maintaining accuracy and precision

3.3 Objectivity

3.4 Integrity

3.5 Enquiry

3.6 Inventiveness.



4. Stimulate interest in and care for local and global environment

5. Promote awareness that:

5.1 The study and practice of science are growing, collective and cooperative that are subject to social, economic, technological, ethical and cultural influences and limitations

5.2 The applications of science may be both beneficial and detrimental to an individual, a community and the environment

5.3 Science goes beyond national boundaries and that the language of science (careful and correct) is universal.

3.4 Chemistry

Chemistry is an experimental in nature, that is, a science in which theoretical knowledge and

practical / exploratory skills are developed / learnt simultaneously. It is generally called as ‘central

science’ because the principles of chemistry not only underpin the physical environment but also the

biological systems. It is important for students to develop a clear understanding of ‘big ideas’ in the

subject. For this purpose, they need to understand basic concepts and ideas, develop inquiry and

problem-solving skills, and to make connections between / among these concepts, skills and the

world beyond the classroom. The curriculum of Chemistry is designed to enable students to:

a. Perform scientific processes by applying relevant skills,

b. apply scientific knowledge to a variety of situations, and

c. develop scientific attitudes and values.

The Chemistry curriculum is built on three basic goals which run through every grade level of the

elementary curriculum which reflects the triad of knowledge, skills, and the ability to relate Science

to Technology, Society, and the Environment (STSE) well.

The curriculum intends to encourage students to learn basic principles of Chemistry, i.e.,

fundamental/central concepts of matter and energy, structure and properties of atoms and

molecules, chemical bonding, properties of aggregates, and principles of chemical equilibrium and

reactions.

Chemistry deals with the composition, structures and properties of matter; the interactions between

different types of matter, and the relationship between matter and energy. It is through earning of

Chemistry, that relevant conceptual and procedural knowledge is acquired. In addition, study of

Chemistry is also helpful enables one to develop understanding and appreciate development in

engineering, medicine and other related scientific and technological fields. With this backdrop, it is

hoped that learning about contribution the subject made and issues and problems related to its

innovations will help students to develop an understanding of the relationship among STSE

concepts.

3.4.1 Aims

The basic aim of the Chemistry curriculum is to:



16

a) Make its study interesting and applicable. In doing so other allied subjects like, organic,

inorganic, physical, analytical and applied Chemistry will be explored in detail.

b) Explore the relationship between application of Chemistry and the discovery process.

The subject Chemistry also aims to develop among all students:

• Scientific understanding of physical world;

• cognitive, affective, and psychomotor capabilities suitable for learning and use of subject knowledge, skills and developing positive attitude’

• ability to acknowledge and appreciate the products and impact of science and technology, balanced by a concern for their appropriate application;

• Understanding of the nature and limitations of scientific activity;

• ability to apply understanding of Chemistry to relevant problems (including those from everyday real-life) and to approach those problems in rationally. ;

• ability to respect evidence, wisdom and logical honesty;

• capacity to express themselves rationally and verbally and in writing, and to use appropriate modes of communication characteristic of scientific work; and

• ability to be accommodative and work effectively/ cooperatively with others.

3.4.2 Objectives

A statement of objectives relevant to each of the general aims is listed below (sequence may not be the same)

1. Understanding the physical world:

1.1 State, and interpret the concepts with the help of examples, exemplify,

1.2 Use fundamental/ basic terms and classification, related to the concepts properly and appropriately.

1.3 Cite, and explain /interpret scientific evidence in support of the concepts.

2. Application / usage of cognitive, affective and psychomotor abilities correctly:

2.1 Formulate questions that can be investigated/ researched by gathering first or second-hand data.

2.2 Gather published background information relevant to the problem statement.

2.3 Frame and State hypotheses and make related predictions.

2.4 Plan an investigation and carry out the planned procedure.

2.5 Use appropriate and relevant motor skills in carrying out the investigation.

3. Observe phenomena/processes, measure, record these as ‘data’ and describe:

3.1 Classify, collate/ organize and display data.

3.2 Construct and/or interpret visual representations of phenomena/ processes and relationships (diagrams, graphs, flowcharts, physical models).



3.3 Analyze data and draw conclusions.

3.4 Evaluate investigative procedures followed and draw conclusions and infer.

4. Understanding the nature and limitations of scientific activity:

4.1 Describe and illustrate it.

4.2 Use appropriately any fundamental/ basic terms and classification related to it.

4.3 Recognize that the problem-solving nature of science has limitations.

4.4 Acknowledge that people engaged in science, particularly human enterprise, have the characteristics of people in general.

5. Appreciating influences of science and technology: Students should:

5.1 Recognize that the technology resulting from scientific activity influences the quality of life and economic development through or by Improvements in medical / health care, nutrition, and agricultural techniques.

5.2 Explain that these influences may be the result of unforeseen consequences, rapid exploitation/ use, or rapid cultural changes.

5.3 Realize that advances in technology require judicious applications.

6. Respecting evidence, rationality and intellectual honesty:

6.1 Display respect for evidence, rationality/ reasonability and intellectual honesty given the number of emotive/ sensitive issues in the area of Chemistry.

7. Showing capacities to communicate:

7.1 Comprehend the intention of a scientific communication, the relationship among its pans and its relationship to what they already know.

7.2 Select and use the relevant pans of a communication.

7.3 Translate information from communications in particular modes (spoken. written, tables, graphs, flowcharts, diagrams) to other modes.

7.4 Structure information using appropriate modes to communicate it.

8. Working with others:

8.1 Share the responsibility for achieving the group task.

8.2 Show concern for the fullest possible involvement of each group member.

3.5 Physics

In grades IX to XII, the students take up physics, as a discipline, with a purpose of pursuing their

future careers in basic sciences or pre-professional courses like medicine, engineering and

technology. Hence, it is need of the hour to provide the learners with sufficient conceptual

background of physics which will eventually make them competent to face the challenges of

academic and pre-professional courses after the secondary level.



18

Physics is an advanced level science. In the subject, students will be challenged to apply their

knowledge of the laws of physics to solve problems that involve critical thinking. This curriculum

enables students to develop a better understanding of scientific issues affecting society.

3.5.1 Aims

The purpose of engage learners in scientific investigation and discovery are to satisfy their quest for

knowledge, to satisfy curiosity, and to preserve and enhance the quality of the human experience.

Therefore, spirit of Physics curriculum is to enable student to:

• Develop habit of scientific and rational thinking and an attitude to search for order and symmetry in diverse phenomena of nature, thereby to acknowledge and appreciate the supreme wisdom and creative powers of the creator.

• Become lifelong learner, effective problem solver, responsible and productive citizens in a technological world.

• Strengthen the concepts developed at the secondary level to lay/ build a firm foundation/ base for further learning of physics at tertiary level, e.g., engineering or other physics based and vocational courses.

• Develop process skills; observational, experimental/ investigative, manipulative, and making decision, among students.

• Understand and interpret scientific information presented in verbal, mathematical or illustrative or graphical form and to convert such information from one form to other.

• Understand and appreciate the relationship, interdependence and balance that exists in nature; the problems associated with the over exploitation of the environmental resources and disruption caused of the human activities, thus taking care of the environment as a whole.

3.5.2 Objectives

1. Display a sense of curiosity and wonder about the natural world and demonstrate an increasing awareness that this has led to new developments in science and technology:

1.1 Generate scientific questions about the world based on observation

1.2 Design and conduct scientific investigations

1.3 Develop solutions to problems through observation, reasoning, and investigations

1.4 Use tools and equipment appropriate or suitable to scientific investigations

1.5 Use metric measurement devices to provide consistency in investigations

1.6 Use sources of information in support of scientific investigations

1.7 Write and follow procedures given in the form of step-by-step instructions, formulae, flow diagrams, and sketches/ outlines



2. Demonstrate an understanding of the impact of science and technology on society and use it to identify problems and address them creatively in their personal, social and professional lives:

2.1 Evaluate strengths and weaknesses of given data, claims, and arguments. .

2.2 Describe limitations in personal knowledge.

2.3 Show how common themes of science, mathematics, and technology apply in real-world contexts.

2.4 Describe advantages and risks of new technologies.

2.5 Develop an awareness and sensitivity to the natural world.

2.6 Recognize the contributions of individuals of diverse backgrounds and cultures in science

2.7 Understand process of 1st hand investigation and inquiry principles in Physics

3. Understand the processes of scientific investigation, identify a problem, design and conduct experiments and communicate their findings using a variety of conventional and technological tools:

3.1 Describe applications of physics which affect environment or society.

3.2 Select and use appropriate equipment for investigation plan.

3.3 Identify methods, collecting, recording, organizing and analyzing data.

3.4 Use appropriate terminology and reporting styles to communicate information in physics.

3.5 Draw valid conclusions from gathered data and information.

4. Describe and explain common properties, forms and interactions of energy and matter, their transformations and applications in physical systems:

4.1 Describe the forces acting on an object which causes changes in its or state of rest or motion.

4.2 Describe the effects of energy transfers and energy transformations.

4.3 Describe modular flexible/ integrated model of matter to explain various concepts related the its (matter) behaviours in different situations

4.4 Demonstrate an understanding of the principles related to fluid statics and appreciate their use in hydraulic systems.

4.5 Investigate and explain transfer of heat by conduction, convection and radiation and its consequences/ significance.

4.6 Explain wave motion in terms of energy source and oscillation produced.

4.7 Demonstrate understanding of geometrical optics by experimenting and exploring reflection and refraction of light and make use of them in spherical mirrors and lenses.

4.8 Describe the relationship between force and potential energy in gravitational and electrical fields.



20

4.9 Exhibit understanding of electric current and potential difference and calculate electric energy consumption of appliances and demonstrate safety measures in home circuitry.

4.10 Investigate and state basic properties of some electronic and communication components and make basic electronic circuit and use it

4.11 Describe and explain the structure of atom, its parts and origin of radioactivity, its uses and hazards

4.12 Understand wave properties, analyze wave interactions and explain the effects of those interactions.

4.13 Demonstrate an understanding of wave model of light as ‘e.m waves’ and describe diffraction patterns, interference and polarization with the help of it

4.14 Explain the effects of electric, magnetic and gravitational fields.

4.15 Demonstrate and understand the properties, physical quantities, principles and laws related to electricity and magnetism and make use of them.

4.16 Investigate and explain basic properties of semi-conductor devices (diodes and transistors) and make electronic circuits and make use of them.

4.17 Search, for information and explain nuclear reactions, fission, fusion, interaction between matter and energy and benefits and risks of nuclear energy. Describe quantum theory, special theory of relativity and other modern concepts in Physics.

3.6 Mathematics

This curriculum focuses on principles, patterns and systems so that students can apply their growing

mathematical knowledge and develop a holistic understanding of the subject. The Curriculum for

Mathematics:

• Focuses on basic foundations of Mathematics – to enable students to apply their knowledge skillfully and advance/ continue their learning successfully.

• Emphasizes on the geometrical concepts – to enable students to think logically, reason systematically and conjecture astutely.

• Emphasizes on graphics – to enable the students visualizing and interpreting mathematical expressions correctly rather to manipulate them ‘blindly’.

• Recognize the benefits that current technologies can bring to learning and doing mathematics. It, therefore, integrates the use of appropriate technologies to enhance learning in an ever increasingly information-rich world.

The curriculum focuses on integrating Information and Communication Technology (ICT) in

Mathematics. Computers offer powerful opportunities for students to explore mathematical ideas,

to generalize, explain results, and analyze situations, to receive fast and reliable feedback. Using of

ICT will:

• Allow students to investigate and to be creative in ways not possible otherwise.

• Give students access to information not otherwise readily available.



• Engage students in the selection and interpretation of information.

• Help students think through and understand important ideas.

• Enable students to see patterns or behaviors more clearly.

• Add reliability and accuracy to measurement.

3.6.1 Aims

• Prescribe the subjects to be taught to various grades and impart high quality student- centered learning and transform School Education with added emphasis on STEAM subjects and skillful application of technical knowledge, modern concepts, innovative activities and emerging trends.

• Produce disciplined, motivated and enlightened youth with high moral character, sound ethical values and resilience to face adversities and challenges.

• Understand and use the language, symbols and notation of Mathematics, and appreciate the usefulness and power of Mathematics and recognize that Mathematics permeates the world around us.

• Develop Mathematical curiosity and use inductive and deductive reasoning when solving problems and develop the knowledge, skills and attitudes necessary to pursue further studies in Mathematics.

• Enjoy Mathematics and develop patience and persistence when solving problems, and become confident in using Mathematics to analyze and solve problems both in school and in real-life situations

• Develop logical and critical thinking and the ability to reflect critically upon their work and the work of others, critically appreciate the use of information and communication technology in Mathematics, and learn to become brief and precise in expressing statements and results.

3.6.2 Objectives

Students shall be able to:

• Know and demonstrate understanding of the concepts of various branches of Mathematics (numbers, algebra, geometry trigonometry, statistics and discrete Mathematics).

• Develop understanding and fluency in Mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and Mathematical techniques.

• Do numerical calculation, recognize patterns, describe relationships and apply algebraic techniques and generalization.

• Identify, visualize and quantify measures and the attributes of shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problems.

• Collect, represent, analyze, interpret and evaluate data.



22

• Use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations including those in real-life contexts.

• Select and apply general rules correctly to solve problems including those in real-life contexts.

• Prove mathematical relationships and general rules.

• Use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models).

• Draw accurate geometrical figures. Aforementioned aims and subject specific objectives have to be achieved through curriculum, textbooks and dissemination of knowledge & skills to the students.


23


Curriculum Guidebook -Volume I

24

4.0 Context and key stakeholders in implementing the

curriculum

4.1 Individuals

Students, teachers, principals and parents are major actors in implementing the curriculum11.

4.1.1 Students

The student must play an active role in ‘learning’ or ‘acquiring’ the new knowledge. They have to

‘make sense’ of what they experience and discourses they participate in science class, and use these

to ‘construct’ new knowledge and ‘draw’ new meaning’. In ‘constructivist’ view of learning the

knowledge that is to be created and constructed by the students as per curriculum is generally

known to the teacher throughout. Therefore, students are expected to be exposed to differing

points of view, engage in thought-provoking discussions and substantial amount of research work in

local libraries and by using internet.

4.1.2 Teachers

The teachers are vital making teaching and learning successful. Therefore, they are to be prepared to

teach and reinforce basic science and mathematical as well as critical reading and writing skills to

ensure to meet the needs of their students. It is worth mentioning/ important to mention that

success in STEM education involves imagination, organization, and critical thinking on the part of

teachers specifically and students generally. This is best done with facilitation of teachers by

enabling students to make connections between their prior knowledge and new ideas and situations

and to create new knowledge.

The ultimate goal of teaching mathematics is not only to inculcate/ instill love of nature and its

working, but to help students to recognize scientific issues in their immediate environment.

Moreover, they also need to develop expertise in using related academic language, think critically

and solve problem solving to pursue and enact change in future. In order to impart such values in

students, time and willingness are needed on the part both of teachers and students. Additionally, to

develop critical thinking among students, classroom culture wherein diversity in ideas and

individuals is celebrated and difference in opinions is welcomed and respected. , First of all the

teacher needs to make a focused effort to create such a ‘culture’ in classroom. . Besides, the role of

teacher is to allow students to set their scientific imaginations free both by nurturing/ promoting

their curiosity through exploratory learning about the world around them. Furthermore, s(he) needs

11 While writing the role of individuals, material has been extracted from Teachers Guide published by Indus Valley School

of Learning, Rawalpindi



to encourage students in such a way that they become of themselves and develop a belief in their

abilities - yes- we can excel in science (regardless of their gender, race & religion etc.).

For this purpose, teachers ought to guide investigations and discussion sessions with thought

provoking questions by doing away lecture-based mode of instruction. It is important to note that

teachers are to be realized that despite their remarkable and commendable expertise in teaching,

they are not the only resource or source of information for students. They have to create space/

room and provoke for students to reflect upon their actions, and investigations they carry out in the

classroom. In this way students will start realizing and acknowledging that fact that confirmation of

ideas and concepts is not a static but a dynamic process. It allows students to understand various

phenomena occurring around them better. This does not end here but pave path for further

exploratory questions and investigations.

4.1.3 Parents

The environment of home can play an important role in learning of students. Every household can

turn into a joyful learning place if a family starts practicing and exploring science together as a team.

Many science experiments, and projects can be carried out with limited available materials and

resources.

For this purpose, parents are to play a significant role, therefore, they are requested, if possible,

keep communication with their children open and frequent. It is required to identify their children’s

needs so that these can be shared with their teachers. They can also contribute to learning in the

class by sharing the resources (they have) related to science. The parents as professionals can be the

ideal resource to facilitate learning of science among students. For example, a scientist parent can

make a great guest speaker for a class, a parent working in a factory can organize an educational

field trip for the students.

Teachers are also strongly encouraged to keep themselves well informed about the of the resources

offered to them for their professional development through the project, ‘Rehabilitation and

revitalization of Science and Computer Laboratories’. STEMP portal which is central to all the

resources will help them in shaping their classes as ‘science exploration centers’.

4.1.4 Principals

‘Learning’ is what schools are all about and the school principal must understand the ways in which

teacher learning and growth is linked to student learning and development. Principals are strongly

encouraged to engage teachers in transforming their teaching from traditional to inquiry-based

learning. They should also take lead and make sure that science and computer laboratories including

‘makerspaces’ are not only well-equipped but being used regularly by the students also.

The principal should facilitate implementation of STEM event calendar and facilitate both teachers

and students to participation in the events mentioned in it. This will help to learn STEM education,

as the curriculum intends.

Under the project, professional development of teachers and other staff is planned and designed on

continuous basis by using various means with minimum disturbance in the school routines. Creating



26

a supportive environment in which teachers can continue to grow and improve their professional

practice is one of the key areas where principals exert/ apply significant influence on teacher

learning and development in schools. There are three primary roles principals can play to help shape

the structural, political and cultural context, so that teacher professional development can flourish;

i.e., (1) communicator, (2) supporter and (3) manager.

4.1.5 Master Trainers/ Subject Coordinators

Under Continuous Professional Development Programme (CPDP), a model for teachers’ continuous

professional development was developed under the project. In this model, the role of master

trainers and subject coordinators is to keep themselves updated about innovations in teaching and

learning by interacting with university faculty on regular basis and pass on lessons learnt to the

teachers. This initiative will enable teachers to make their classroom activities more effective and to

achieve the intended standards of STEM education in the province.

4.2 Institutions

4.2.1 Quaid-e-Azam Academy for Educational Development (QAED)

In the implantation of this curriculum, role of QAED is very important, being the sole organization to

deal with professional development of the teachers, teacher educators, administrators and other

staff of the School Education Department (SED). Role of QAED is explained in the Figure below:

Teachers' Opportunities to learn: teacher preparation progarmmes, inductions progarmmes, eduction

programmes, professional developpment programmes,

professional learning cornmunities within and outside,

teachers' claassroorn practice

Tecaher outcomes: teacher capadtiy to adapt instruction to the needs of learners, teacher

science knowiedge for teaching, and teacher practice

Student outcomes: student achievement, student

engagement, student continued study of sceince



4.2.2 District Education Authority (DEA)

One of the key responsibilities of the DEA is to ensure that teaching and learning are geared to

achieve the aims and objectives given in the PCTB curriculum. The authority is also responsible to

ensure initial training and continuous professional development of teachers’ other staffs to deliver

the curriculum.


28



29

5.0 Lesson/unit planning guide

5.1 Overview of the approach

Like other disciplines, for the subjects of Science and Computer education, planning prior to teaching

is crucial to ensure active involvement of students in the class. For this purpose, the subject teachers

ought to select the conceptual learning aims and objectives from out of PCTB curriculum. Then by

focusing on the concepts within the big ideas, they need to state relevant behavioral objectives/

student learning outcomes and plan lessons accordingly. Since, lessons are planned by making

connections with students’ prior knowledge;

thus, their participation becomes exemplary. In

doing so, students participate in classroom

activities eagerly and develop better

understanding of the concepts that are taught.

While planning identification of guiding

questions in the beginning of each lesson helps

teachers not only to remain focused themselves

but to keep students engaged as per key

learning objectives.

A number of lesson formats are available, such

as guided inquiry, scientific method and investigations in the laboratories; for teachers to plan their

lessons for Science and Computer teaching. Teachers can select and plan accordingly any of these

formats as these are equally effective to promote a deeper understanding. For example, in the 5E

Learning Cycle Model (Bybee, 1997 cited in Campbell, 2006), teachers engage students by allowing

them to explore by experimenting, make careful observations, keep record, explain and summarize

new learning, elaborate through application, and finally evaluate their claims. A few other lesson

formats which can be effective for some other topics in Science and Computer include role playing,

simulations, and direct instruction.

5.1.1 Engaging students through questioning

Regardless of the lesson format chosen, teachers must prepare relevant questions in advance to

assess students’ understanding during each phase of the lesson. These questions may include an

introductory or thought-provoking question in the beginning of a lesson to determine what they

already know. Similarly probing questions during the lesson to guide and engage students in

teaching /learning process, and in the end closing questions are asked to measure students’ learning

at the end of the lesson.

The opening questions should be answered by students and the purpose should be to challenge

their prior ideas or perception rather to seek “correct” answer. For example, a lesson about

intermolecular forces can begin with a question about how pollutants (and other substances)

Lesson/unit planning • Improve the quality of teaching and learning

• Establish clarity of purpose

• Facilitate achievement of student learning outcomes

• Use available time effectively

• Develop appropriate resources and ensure effective use of them

• Develop teacher confidence



30

dissolve in water. Often these questions uncover naive ideas or alternative perceptions among

students, which can later be addressed as the lesson is taught. In the course of teaching effective

questioning technique not only enables students to learn problem solving but develops-their critical

thinking skills tremendously. The questions are to be phrased and raised in such a way that students

try to make or make connections with their learning in the same or allied subject areas. Open ended

questions are far more useful to determine or explore students’ level of understanding about any

concept than close ended questions (do not involve thinking and reasoning).

Note: If there are students who speaking impaired, a great help can be take the discussion to a

virtual forum such as Voice Thread (see Appendix 2 for more details). Activities such as Chalk Talk

can also allow students to express themselves without having to be vocal.

Active learning

Teachers should model their own thinking especially while adopting problem-solving approach to

help students see how experts think through a problem, starting with the given information and

ending by determining if the answer is reasonably correct.

Cooperative learning strategies can be employed to help students solve meaningful real-life

problems. To address and avoid students’ complaints of “Why do we have to know this?” teachers

ought to develop and fabricate the whole context for learning. For example, students can be

involved in group or team work to investigate the quality air in a locality, explore the nutritional

value of their favorite food, or discover the effects of fertilizer on water quality in a village setting.

Providing students with time to reflect and conduct explore books/internet to find real-world

examples that will play vital role in helping students to make a sense on their new learning. One

popular strategy is to ask students to complete exit cards with prompts, such as “Today I learned…,”,

“I would still like to know more about…,” or “I still don’t understand…”, etc. Another idea for

student reflection is to ask them to write a letter to a relative or a friend explaining in nontechnical

terms what they learned in Science and Computer classes in this week.

5.1.2 The laboratory experience in Science and Computer Education

The availability of Science and Computer laboratories along with makerspaces is a wonderful

opportunity to make connection between the unseen (microscopic) and seen / observable

(macroscopic) world in which we live. The laboratory experiences provide students with the

opportunities of team building, hands-on activities, inquiry-based learning, and exposure to standard

(laboratory) equipment and technology. An excellent labs experience requires hours of behind-the-

scenes preparation on the part of the teachers. Many, if not most, of the concepts and principles

common in high school Science and Computer subject can be demonstrated through experiments

performed with simple apparatus. However, all experimental attempts are to be evaluated carefully

to follow all appropriate safety guidelines and scientific accuracy measures before using in the

classroom.

Science and Computer are laboratory sciences and cannot be learned up to a satisfactory level

without comprehensive laboratory experiences. Indeed, identification and manipulation with the

help of laboratory equipment are integral parts of the subject of Science and Computer. Laboratories



are to be / should be well equipped with equipment necessary to conduct meaningful explorations

and demonstrations. The physical laboratory environment must be accessible to all students.

Teachers must understand that students with limited strength or mobility can have a full laboratory

experience with the support of laboratory assistant. Student centered classroom with exploration,

experiments and demonstrations, is a best approach to develop essential laboratory skills among

students

Generally, resources are available for planning student-centered laboratory instruction. In many

cases, simple Internet searches can be helpful to identify and select specific demonstration for a

concept or principle. PCTB has also prepared online resources, videos and animations named as e-

Learn (https://elearn.gov.pk/ ) for better understanding of the concepts at elementary level.

5.1.3 Applying technology in high school science

Information technology (IT) has transformed both education and society. Smart phones, liquid-

crystal displays and projectors, wireless Internet access, interactive white boards, graphing

calculators, laptop computers, and other evolving technologies are among the devices that can be

made available in the Science and Computer classroom. These tools can enhance student-centered

instruction significantly.

The laboratory activities, for instance, can be performed with data collection instruments that

interface directly with computers or calculators. Once collected, these data can be easily

manipulated and displayed through labeled illustrations, like, line or pie charts and important

features can be highlighted. Regression equations and lines of best fit are readily be generated,

which allow both interpolation and extrapolation and can be used as a mean of making predictions

from data.

Some experiments are impractical and cannot be conducted in real classroom; therefore, can be

viewed using a video film. For instance, nuclear fission and thermite reactions can be witnessed on a

screen. It is important to realize that hands-on laboratory experiences are critical to a high-quality

school Science and Computer programmes. Moreover, technology should not be seen as a

replacement for the laboratory, but as an enhancement. There are many virtual laboratories

whereby both students and teachers work together.

Various forms of computerized formative assessment allow teachers to obtain immediate feedback

about improvement in students’ conceptual understanding of Science and Computer subjects.

Similarly, such programmes can also be used by the students if they well versed with the technology

and its use.

5.2 Levels of understanding

According to revised taxonomy (Anderson & Krathwohl, et. al. 2001) of education objectives,12 there

are six levels of learning outcomes, as depicted in Figure 5.

12 The illustration was adapted from Teachers Guide published by Indus Valley School of Learning, Rawalpindi



32

Figure 5- Levels of understanding (from Revised Bloom’s Taxonomy of Educational Objectives, 2001)

5.2.1 How Bloom’s Taxonomy works with learning objectives

Fortunately, Fortunately, there are “verb tables” to help identify which action verbs align with which

level in Bloom’s Taxonomy. It is important to note that some of these verbs on the table are

associated with multiple Bloom’s Taxonomy levels. These “multilevel-verbs” are actions that could

apply to different activities. For example, an objective, “At the end of this lesson, students will be

able to explain the difference between H2O and OH-.” This would be an ‘understanding’ level

objective. However, if the students are asked to “…explain the shift in the chemical structure of

water throughout its various phases.” This would be an ‘analyzing’ level verb.

Adding to this confusion, one can locate Bloom’s verb charts that will list verbs at levels different

from what is listed below. (For describing the levels of ‘understand’ of a concept, the following

example is illustrating the degrees to which one can understand the concept of ‘law of motion13’)

Bloom’s Level Key Verbs (keywords) Example Learning Objective

Remembering list, recite, outline, define, name, match, quote, recall, identify, label, recognize.

By the end of this lesson, the student will be able to recite Newton’s three laws of motion.

Understanding

describe, explain, paraphrase, restate, give original examples of, summarize, contrast, interpret, discuss.

By the end of this lesson, the student will be able to describe Newton’s three laws of motion to in her/his own words

Applying calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model, perform, present.

By the end of this lesson, the student will be able to calculate the kinetic energy of a projectile.

Analyzing classify, break down, categorize, analyze, diagram, illustrate, criticize, simplify, associate.

By the end of this lesson, the student will be able to differentiate between potential and kinetic energy.

Evaluating

choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.

By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.

13 Adapted from https://tips.uark.edu/using-blooms-taxonomy/

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Abstract

Concrete

Complex

Simple

https://tips.uark.edu/using-blooms-taxonomy/



Creating design, formulate, build, invent, create, compose, generate, derive, modify, develop.

By the end of this lesson, the student will be able to design an original homework problem dealing with the principle of conservation of energy.

Figure 6- List of verbs in revised Bloom Taxonomy levels of understanding with example

An example for defining ‘levels of understanding’ in Bloom’s revised taxonomy is given in Appendix

3.

PCTB specific curriculum outcomes require that students develop a combination of factual,

conceptual, procedural, and metacognitive knowledge. The revised taxonomy14 recognizes the

different types of knowledge (the knowledge dimension) and the processes that students use as

they learn (the cognitive process dimension.

The Cognitive Dimension

The Knowledge Dimension

Factual Knowledge Conceptual Procedural Metacognitive

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

So, while writing an outcome, it is important to determine the type of knowledge required by the

outcome, i.e., factual, conceptual, procedural, metacognitive, or a combination.

Teachers should reflect upon their practices and collaborate with each other to identify the types of

knowledge required by the outcomes mentioned in the curriculum. They will be better able to

visualize what achievement of each outcome. Clear picture of the desired results (e.g., evidence of

achievement of outcomes) assists teachers in planning learning experiences that engage students in

higher level thinking and learning.

When determining the intent of curriculum outcomes and indicators, teachers need to look at the

‘nouns’ to determine what is being learned, and the’ verbs’ to determine the cognitive process

dimension. Note that some verbs fit into more than one dimension of the cognitive process. Several

educational researches provide examples of verbs related to each cognitive process dimension.

Teachers can use Bloom’s taxonomy to express what they mean by ‘understanding’

in more detail, these are basic tools to begin designing better lessons.

5.3 Assessment for and/or of learning

Assessment for and of learning are very important to learn ‘whether or not learning is taking place

and lesson/learning process is progressing /moving in right direction’ and ‘what level of competency

a student have achieved as result of the learning’ Teachers can use quiz, laboratory practical

14 The revision process involved some of Bloom’s former colleagues and representatives of three groups including “cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists” (Anderson & Krathwohl, 2001, p. xxviii)



34

examination, written examination, or student satisfaction survey (formal) and verbal through

observations or conversation.

Formative assessment is accomplished during the learning process (as knowledge is “formed”),

which includes observing classroom and laboratory activities, posing questions during a lesson,

taking a poll, or having an informal conversation.

Summative assessment is performed at periodic intervals to assess a collection of knowledge at a

particular point in time. A summative assessment includes quizzes, exams, Laboratory reports, and

term papers. Personal journals may be used to encourage periodic self-reflection to help students

assess their progress.

A complete assessment involves four essential components: planning, gathering, analysing, and

acting. A credible assessment will be based on information from a wide variety of assessment tools.

The gathered information must be carefully examined and must be used to enhance student

learning and to improve the curriculum along with teachers’ own practices.

5.3.1 Using assessment to improve learning experiences

Assessment is not a “test”; however, a ‘test’ is used as a tool to assess learning of students. An

assessment incorporates a wide variety of tools for informing and improving instruction, for helping

teachers to evaluate student performance and establishing grades and students to improve their

understanding of content knowledge and skills. Teachers have a responsibility to not rely on only

one or two major forms of assessment tools while assessing students in Science and Computer

education. Since, there is diversity among students as per their potentials and skills; for example,

some do well in writing, some shine in mathematics and others may be good speakers or artists.

Similarly, some students get stressed and suffer due to anxiety during written examination, where

as some do not. The assessment of student learning must be carried out by using a combination of

assessment tools along with corresponding planning and follow-up activities. Teachers must first

answer a very important question: “Do I know how well my students are learning?”

Teachers who really want to know what their students know and understand will assess and reflect

after every lesson they teach every day. Teachers should use assessments of all types. Teacher

should try to use a variety of assessment tools because it’s the assessment which enables a teacher

to improve her/his classroom environment to enhance learning of students. Teachers ought to

realize that there is room for improvement even in an excellent lesson and one and same lesson can

be delivered in different ways.

The planning of lesson varies from subject to subject and even topic to topic in the same subject. For

this reason, not every lesson needs to have a performance task, nor does every learning outcome

need to be assessed through such activities. At the same time, it is advisable to include at least one

such task per topic that is intended to be taught in classroom. It will create space and opportunities

for students to indulge in hands- and minds – on learning experiences and demonstrate their

learning.

Performance tasks, unlike multiple choice questions, are not right’ or ‘wrong’. A detailed table of

criteria (rubrics) for performance can be created in order to assess whether or not a student has

attained a satisfactory level. These detailed tables of criteria are often consisting of ‘rubrics’, and



level of attainment. One example of rubrics is produced along with a sample performance task

below.

SAMPLE PERFORMANCE TASK

• Model United Nations (MUN)

• Learning Outcomes Being Assessed

• Concepts regarding effects of pollution on the environment

• Presentation, argumentation, speaking, teamwork and research skills

Students will create a simulation of the General Assembly on Climate Change (rules can be found on http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/rules-ofprocedure ). Each student will be assigned a different country and act as a delegate for it in the ‘Assembly’. The goal is for students to negotiate and come to an agreement for signing a global treaty on reducing carbon emissions by 50% of current output.

Note: This performance task will require students to spend some days preparing in advance and researching their countries, with support from the teacher. This is a comprehensive and detailed activity, that can be considered a class project and will take several class sessions to complete. Performance tasks can be as short or as long as desired.

5.4 Lesson plans development process

Lesson plans are a thinking process and this thinking process basically is completed in four steps.

To begin, think about three basic questions:

1. Where are your students going? (Aims, Objectives, SLOs)

• What are the broader objectives, aims, or goals of the unit plan?

• What do you expect students to be able to do by the end of this unit? (Learning

Outcomes)

2. How are they going to get there? (Lesson Introduction and Development)

• This section provides a detailed, step-by-step description of how to achieve the lesson

plan objectives/learning outcomes.

• It provides suggestions on how to proceed with implementation of the lesson plan.

First, determine what the students will learn, what they will be able to do upon completing the activities or work of the lesson.

Second, determine what the students already know, before beginning the lesson that can lead into the new topic of the day.

Third, determine at least one way to assist the students in learning the new topic.

Fourth, determine at least one way to evaluate the learning outcomes of the students.



36

• It focuses on what the teacher should have students do during the lesson.

• This section is basically divided into several components:

▪ introduction,

▪ main activity/activities

▪ closure/conclusion

▪ list of materials required

3. How will you know when they've arrived? (Assessment/Evaluation)

• This section focuses on ensuring that the students have arrived at their intended

destination. Teachers need to gather some evidence that they did.

• It demands to evaluate the targeted learning outcomes?

5.5 Essential components of lesson/unit plans

Common elements in plans for lessons or units of study are a title/topic/problem, identification of

student learning outcomes (SLOs), a sequence of learning activities including introductory,

developmental and concluding activities, a list of materials to be used and assessment strategies.

1. Choosing the Topic

Teachers can choose a topic from the textbook, a skill such as information gathering, a value

such as peace, a current affair topic or an area of special concern such as the environment.

2. Identifying Students' Learning Outcomes (SLOs) from the Curriculum

The PCTB curriculum has identified the Students' Learning Outcomes to be achieved for each

topic. Identifying the students' learning outcomes helps teachers to clarify the knowledge, skills

and attitudes/values to be developed. Teachers should choose only one to three SLOs to

develop their lesson (many more for a unit plan).

3. Development: Learning Activities

• Introductory activities: Introductory activities are designed to introduce the topic and to

establish connection with the previous lesson. They are designed to build readiness, create

interest, raise questions and explore what students already know about the topic, recall

relevant information, motivate students and focus their attention on the

topic/theme/problem to be studied. Introductory activities can include an arrangement of

pictures and other times that stimulate interest and questions. Others may be based on the

teacher posing questions, stating a problem or a dilemma, reading a poem or story, or

inviting a guest speaker. A test, an inventory, or a quiz may also be used to find out what

students know so as to build on their knowledge.

• Developmental activities: Developmental activities should grow out of the introductory

activities. They should be smooth transitions between the activities to provide a smooth

learning sequence. These activities are designed to realize the students' learning outcomes.

They introduce new concepts, skills and values or build on past learning and should be



linked with each other. They should flow from data gathering or intake activities to data

organizing activities, to demonstrative or applicative activities, and on to creative and

expressive activities. Data gathering or intake activities provide the needed input to handle

questions and hypotheses. Organizing activities help structure and summarize information.

Applicative or demonstrative activities extend learning and develop the ability to use

concepts and skills. Creative and expressive activities enrich learning and develop the ability

to improvise and apply learning in original ways.

• Concluding Activities: Concluding activities are activities that serve to consolidate,

summarize, or facilitate students' application of knowledge and skills to a new situation.

They are generally related to the main idea of the lesson. With units the concluding

activities could bring together the different main ideas of the unit. Concluding activities in

units usually result in presentations to parents or other classes. In this case the emphasis

should be on the educational outcomes and not on “putting on a show”.

4. Material Resources

A key part of planning is to ensure the resources required for the lesson for both teachers and

students are also identified, adapted or developed.

5. Assessment of Learning

Assessment strategies can tell us how well or to what extent the student learning outcomes

have been met. Assessment of learning is important in all phases of the lesson/unit from

introduction to conclusion. A variety of tools can be used to assess the realization of the chosen

learning outcomes. Some of these will be prepared as part of the learning activities, for

example, the drawing and labeling of a map, the checklist for evaluating a discussion, the final

written report. Other tools such as tests can be prepared ahead of time as well.



38

5.6 Format for lesson/unit plan

Lesson plans on different formats are developed. However, for this guide following format has been

adopted.

Grade: _________________

Topic/Unit: __________________

1. Student Learning Outcomes From the PCTB Curriculum

2. Information for teachers Key points that the teacher needs to know about the lesson/unit

3. Duration/Number of periods Usually specified in the curriculum

4. Introduction Warm-up activities (one to two)

5. Development For new concept, 2 to 4 activities including Laboratories/makerspaces usages

6. Conclusion/sum-up Summarize the lesson with review of important highlights

7. Assessment Use variety of assessment techniques, not only paper and pencil technique

8. Follow-up 1. Enrichment activities

2. Home tasks/projects

Based on this template, lesson plans for the selected SLO, have been developed for further guidance

of teachers. Following is the list of the lesson plans.

5.7 Distribution of lessons by grade, unit and SLO

Computer (Grade VI-XII) Grade Unit # Unit Heading Lesson SLO

VI 5 The internet, WWW & e mail

1. The World Wide Web (1)

Use online maps to locate your city/school

2. The World Wide Web (1)

Use Google Translator

3. Send and Receive Email

Create Email Account and sign-in

VII 4 Events and Game Development using Scratch

1. Conditions in Scratch

Apply Conditions in Scratch, a) if and b) if-else

2. Events (1) Introduce Event in Scratch

3. Events (2) Respond to click events

VIII 1 Introduction to Computer Network and Communication

1. Computer Networks

Example of various networks

2. Communication Models

Understand basic Network

3. Network Components

Understand wired and wireless communication



Grade Unit # Unit Heading Lesson SLO

2 Introduction to Data Visualization and Inference

4. Data collection and representation

(Measuring Temperature and Humidity using Arduino Kit)

Collect data related to different features in their surroundings, e.g. temperature in the last few days, number of students in different sections, number of siblings of each student etc.

IX 6 Programming in C Language

1. Programming Languages

Explain levels of programming languages

2. C Program Structure (1)

Identify and Understand reserved words

3. C Program Structure (2)

Apply Compile and Execution Steps of the Program

X 5 Testing and Debugging

1. Introduction to Testing and Debugging (1)

Understand the concept of Testing

2. Introduction to Testing and Debugging (2)

Understand the concept of Debugging

3. Debugging in C Apply Debugging using watches and Tracing through the Program (Include a step by step example through some program)

XI 6 Functions 1. Creating function Create functions that have more than one parameter.

2. Function parameters

Set default values to function parameters.

3. Loops Execute an action multiple times via for loops.

9 Emerging Technologies

4. Internet of Things (Weather Station)

1. Hardware used for IoT a. Raspberry Pi b. Arduino 2. Communication technologies in IoT a. Wireless sensor networks b. Wireless ad-hoc networks c. Disaster area networks

XII 2 Basic Network Management

1. Network Administration (LAN, WAN and Internet)

Understand and elaborate LAN, WAN and Internet

2. Network Administration (Use various commands)-1

Use various commands to see MAC address of a system

3. Network Administration (Use various commands)-2

Use various commands to use ping to perform connectivity test between the requesting host and a destination host



40

Biology (Grade IX-XII) Grade Unit # Unit Heading Lesson SLO

IX 2 Biodiversity 1. Biodiversity Describe biodiversity and describe its role in sustainability

2. Binomial Nomenclature

Find out the scientific names of some local plants and animals and sort out their generic and specific names.

3. Importance of conservation of biodiversity

Differentiate between endangered and extinct species giving examples of plants and animals of Pakistan

X 12 Support and Movement

1. Role of skeleton in Support and movement (1)

Justify the need of skeleton

2. Role of skeleton in Support and movement (2)

Differentiate between cartilage and bone.

3. Main components of Human skeleton

Differentiate and enumerate bones of axial skeleton and appendicular skeleton and draw labelled diagrams.

XI 4 Diversity of Plants

1. Evolution of Plant Body

Explain various stages involved in the evolution of seeds and justify its significance.

2. Importance of Plants

Discuss the importance of each of the major divisions of plants

3. Importance of Plants

Justify plants as a medical treasure

XII 22 Biomes of the World

1. Role of weather and climate in shaping ecosystem (Basics of Geography)

Describe how earth’s rotation around its own axis and around sun creates seasons in different parts of the world.

2. Role of weather and climate in shaping ecosystem (Latitude and Altitude)-1

Describe how distance from equator affects climatic changes.

3. Role of weather and climate in shaping ecosystem (Latitude and Altitude)-2

Explain how climate changes according to latitude and altitude.

Chemistry (Grade IX-XII) Grade Unit # Unit Heading Lesson SLO

IX 6 Solutions 1. Types of Solutions (1)

Identify different types of solutions and give an example of each




2. Types of Solutions (2)

Predict the solubility of one substance in another by using of the rule that "Like dissolves like".

3. Saturated, Unsaturated and Supersaturated Solutions

Prepare difference types of solutions in laboratory themselves. Explain the difference between saturated, unsaturated and supersaturated solutions.

X 10 Acids, bases and salts

1. Introduction to Acids & Bases: Bronsted Concept

Make use of the Bronsted-Lowry theory to classify substances as acids or bases, and as proton donors or proton acceptors.

2. Lewis Concept of Acids and Bases (1)

Classify substances as Lewis acids or bases.

3. Lewis Concept of Acids and Bases (2)

Deduce the equation for the self-ionization of water.

XI 4

States of Matter II: Liquids

1. Properties of liquids (1)

Describe simple properties of liquids e.g., diffusion, compression, expansion, motion of molecules, spaces between them, intermolecular forces and kinetic energy based on Kinetic Molecular Theory.

2. Properties of liquids (2)

Explain physical properties of liquids such as evaporation, vapor pressure, boiling point, viscosity and surface tension.

3. Intermolecular Forces (Vander Waals Forces) Dipole interaction, London Forces

Explain applications of dipole-dipole forces, hydrogen bonding and London forces.

XII 17 Introduction to Organic Chemistry and Hydrocarbons

1. Types of Hydrocarbons

Classify hydrocarbons as aliphatic and aromatic compounds.

2. Nomenclature Describe nomenclature of alkanes, cycloalkanes, alkenes and alkynes.

3. Alkanes Explain less reactive nature of alkanes towards polar reagents.

Physics (Grade IX-XII) Grade Unit # Unit Heading Lesson SLO

IX 4 Turning effect of forces

1. Resolution of Forces

Determine the magnitude and direction of a force from its perpendicular components.

2 Moment of a force

Explain the turning effect of force by relating it to everyday life.

3 Equilibrium Solve problems on simple balanced systems when bodies are supported by one pivot only.

4. Center of Mass, Center of Gravity, Resolution of

Understand concepts of Center of Mass and Center of Gravity, How Center of Mass and Center of Gravity play role in



42


Forces, Equilibrium, Stability (makerspaces)

stability and equilibrium. How different shapes structures show different strength to resolution of forces.

X 15 Electromagnetism

1. Magnetic effect of a steady current

Explain by describing an experiment that an electric current in a conductor produces a magnetic field around it.

2. Force on a current carrying conductor in a magnetic field

Describe that a force acts on a current carrying conductor placed in a magnetic field as long as the conductor is not parallel to the magnetic field.

3. D C motor

Relate the turning effect on a coil to the action of a D.C. motor.

XI 4 Work, energy, power and efficiency

1. Work Point out conditions for positive, negative and zero work.

2. Energy and its fundamental Forms

Realize that energy is the ability to do work.

3. Work and Gravitational force

Show that when the height of body is increased, it is moved against gravitational force and hence negative work is done, which is stored as gravitational P.E.

XII 19 Electronics

Intrinsic and extrinsic semiconductors

Distinguish between intrinsic and extrinsic semiconductors.

Intrinsic and extrinsic semiconductors

Explain on the basis of presence of holes and free electrons the distinction between P & N type Semiconductors.

PN Junction and its forward and reversed biased states

Discuss the current voltage behavious of PN junction in forward and reverse biased conditions.

Science (grade VI-VIII) Grade Unit # Unit Heading Lesson SLO

VI 8 Simple Machines

1. Wheel and axle Recognize wheel and axle and identify their uses.

2. Pulley and its kinds (1)

Explain pulleys and their kinds with their uses in daily life.

3. Pulley and its kinds (2)

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

VII 7

Physical and Chemical Changes and Processes

1. Physical and chemical changes (1)

Differentiate between physical and chemical changes

2. Physical and chemical changes (2)

Identify the physical and chemical changes taking place in environment



3. Use of natural gas and petroleum

Explain the chemical changes involved in (burning wood, mixing acid and base: lemon juice and baking soda, rusting of iron)

VIII 1 Human Organ Systems

1. Human Nervous System

Describe the structure of the nervous system (parts of Central and Peripheral nervous system)

2. Working of the nervous system

Describe the working of the nervous system through Stimulus-Response model

Reflex Action Differentiate between voluntary and involuntary actions they have experienced

VI-VIII - Electricity and Electronics (makerspaces)

Making Electrical/Electronic equipment, Electricity in action, Power Sources, Electricity in everyday life

Understand concepts of Electricity, power sources, connecting (Making) an electrical/electronic equipment (completing a circuit connection). Operating an electrical circuit and observing electricity in action and relate to everyday life electricity usage

5.8 Lesson plans

Complete lesson plans for the above-mentioned selected SLOs are given in Volume II of this

guidebook.



44

Reference

Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science and Education, 22(9), pp 2087-2107. DOI: 10.1007/s11191- 012-9520-2

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Baglieri, S., Bejoian, L. M., Broderick, A. A., Connor, D. J., & Valle, J. (2011). [Re]claiming “inclusive education” toward cohesion in educational reform: Disability studies unravels the myth of the normal child. Teachers College Record, 113(10), pp 2122-2154.

Campbell, M. (2006). The effects of the 5E Learning Cycle Model on students' understanding of force and motion concepts. An un-published Master’s thesis, University of Central Florida.

Haigh, M. (2003). Fostering creativity through science education: a case for investigative practical work. Paper presented at the British Educational Research Association 2003 conference, Heriot-Watt University, Edinburgh, 11-13 September, 2003

Millar, R., Tiberghien, A. and Le Maréchal, J.F. (2002). Varieties of labwork: A way of profiling labwork tasks. In Psillos, D. and Niedderer, H. (eds.), Teaching and Learning in the Science Laboratory (pp. 9-20). Dordrecht: Kluwer Academic.

Mirza, U. J. (2018). Teachers Guide. Rawalpindi: Indus Valley School of Learning

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development ASCD



Appendix 1. Developing STEM skills and processes

The development of science skills and processes allows students to solve problems, think critically,

make decisions, find answers, and satisfy their curiosity. The following skills and processes are

central to the presentation of all content and the delivery of instruction and assessment activities in

classrooms.

Observing: It involves obtaining information about objects, situations, or events using as many

senses as possible. Observations may be qualitative or quantitative in nature. Observing provides

both a basis for new inferences or hypotheses and a tool for testing existing inferences and

hypotheses.

Measuring: Observations are quantified using non-standard and then standard units. Length, area,

volume, mass, time intervals, and force are among the measurements used. Appropriate

measurement instruments and units within the metric system are selected.

Classifying: It involves grouping objects, concepts, or events on the basis of observable properties to

show similarities, differences, and inter-relationships.

Inferring: It means suggesting more about a set of conditions than is observed. Inferences are based

on observed data and past experience. Inferences may evolve from both direct and indirect evidence

and are modified on the basis of new evidence.

Predicting: A forecast is made about future events on the basis of ordered data. Predictions on the

basis of ordered data, extrapolation beyond observed patterns of events, and tests of predictions

can be made.

Communicating: Communicating is the process of organizing and processing data that occurs

between the observation stage and the interpretation or generalization stage. It usually involves

organizing "rough" data in a more compact and meaningful way (ordering, rearranging, comparing),

depicting the data pictorially or graphically, and processing it mathematically (finding slopes,

tangents) to facilitate interpretations.

Hypothesizing: Hypothesizing is an "educated guess" made about an expected relationship between

two variables in an attempt to explain a cause-and-effect relationship. Hypotheses are based on

observations or inferences about a set of events. A hypothesis should be testable.

Designing Experiments: Experimenting is a cause-and-effect test between two variables. All

processes may be involved. This can begin with setting a problem to be solved, identifying the

variables to be controlled, making operational definitions, devising the test to be carried out, and

following the prescribed procedure.

Controlling Variables: Controlling variables involves the process of deciding which variables or

factors will influence the outcome of an experiment, situation, or event, and deliberately controlling

all recognized variables in a systematic manner.

Interpreting Data: Interpreting is the process by which sense is made of the observations in the form

of inferences, generalizations, or explanations. It is usually a direct response to the problem under

investigation and therefore includes judgments about the interpretation to fit with proposed

hypotheses, and the limitation of the new knowledge.



46

Formulating Models: It involves the use of physical or mental models to describe the behaviour of

something that is unfamiliar. Constant vigilance is necessary to ascertain the validity of the model or

analogy to the phenomenon modelled. Models often need revision to accommodate new facts.



Disabilities Guide15

This section outlines some common strategies that can be taken help better accommodate students

with physical or mental disabilities in the classroom. It is important to highlight from the outset that

no two students with the same disability are the same; every student requires a well-thought out

holistic approach.

Presuming competence: Research shows that often students with disabilities are assumed from the

outset to be less capable by their teachers. This has the psychological effect of demoralizing these

children, and sadly results in them performing less than they actually can. On the other hand,

research also shows that where these children are given work that challenges them and is

meaningful, and at the same time they are encouraged by their instructor and peers, they can end

up performing very well. Hence it is important to presume competence, and create a classroom

culture where disabled students can fully, and happily participate.

Getting rid of deficit language: People often have a tendency to use language that labels disabled

students as being intellectually inferior to others. For example, the word ‘retarded.’ Firstly, it is

important to realize that people with disabilities have proven time and again to exceed expectations

where they were believed in. Take for example Stephen Hawking, one of the world’s leading

scientists, who suffers from such a severe neurological disease that he can hardly move his body any

more. And so, we need to stop thinking of disabled students as ‘disabled’ and instead of as

‘differently enabled.’ For example, people who have difficulty hearing often develop a very ability to

understand what others are saying reading their lips. So be sure to use language that presumes

competence, and treat these students as you would any other.

Universal Design for Learners Framework: Disabled students are best included in the classroom

using the Universal Design for Learners16 approach, which focuses on three priorities:

1. Students should be given access to information in more than one form: Normally in classrooms

teachers convey information by speaking, and assign students reading material. However,

research shows that students learn best when that information is presented to them in a variety

of ways. For example, using a combination of pictures, videos, audio recordings and so on.

2. Students should be given the opportunity to engage with the material in a variety of ways:

Often in traditional classrooms students are expected to do nothing more than pay attention,

take notes and read their textbooks. Research shows that allowing students process what they

are learning through a variety of ways promotes better learning. For example, through group

activities and projects students can discuss their understanding with one another and think of

how to apply their knowledge to actual tasks. Similarly, role playing helps students to use their

imagination to engage with ideas in potential real-life situations.

15 This entire Appendix has been reproduced with permission from Mr. Usama Javed Mirza from his book, Worlds of

Physics- An International High School Curriculum.

16 Rose, Meyer, & Hitchcock. (2006). Teacher planning for accessibility: The universal design of learning environments In The Universally designed classroom: Accessible curriculum and digital technologies.

Rose, Meyer, & Hitchcock. (2006). The future is in the margins. In The universally designed classroom: Accessible curriculum and digital technologies.



48

3. Students should be allowed to demonstrate their understanding using a variety of mediums:

Often teachers try to assess student learning only through written tests with a fixed time limit.

However, research shows that human beings have different types of strengths when it comes to

expressing themselves. Some are good with writing their ideas on paper, but others be better at

conversation, and some visually explaining what they mean through art and so on. This is why it

is important for students to given more than one way to demonstrate that they have actually

learnt what was taught in class.

When a classroom follows the Universal Design for Learners,

students with disabilities are automatically more easily

integrated and their learning is increased. Students with

disabilities that cause difficulty in reading or speaking, for

example, would have the option of expressing their

knowledge through art or role play. And since the rest of the

class would also be expected to express their understanding

in different ways, these disabled students would not stand

out so much (which can often cause great psychological

stress), and would be able to contribute with their unique

strengths.

Below are some guidelines on how to accommodate for some

common disabilities. Please note that an exhaustive list is

impossible, and the instructor is expected to try and get to know the student in order to best

understand what individualized approach works best.

1. Speech: (here we are assuming only difficulty controlling voice organs)17

It is important to first brainstorm ideas with the child to understand what has worked best for

him/her in the past, and to better to get an understanding of how the child learns best. Ask him/her:

• What has he or she used in the past?

• What would they like to try?

• What worked well?

• What didn’t work very well?

Representation:

• Speak clearly and deliberately so as to help him/her learn how to enunciate properly

17 Adapted from:

http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html http://speechandlanguagedisabilities.weebly.com/classroom-implications.html



• Use visuals to support expressive language skills. Pictures or written cues can be used to

prompt the student to use a longer utterance or initiate a phrase within a specific situation or

activity.

• Provide the student with choices of correct grammar, sentence structure or word choice to

help them process the correct form or word to use. For example: “Is it a giraffe or an

elephant?”, “If it’s a boy, is it he or she?”

• Paraphrase back what the student has said or indicated.

• Speak directly to the student.

Engagement:

• Ensure that class activities involve work where the child can process and experiment with the

ideas without necessarily having to speak e.g. painting, drawing, writing, and physical

activities

• Develop verbal queues and sign language with the child in advance that allows his/her peers

to understand basic expressions, though encourage the use of speech, and ensure that peers

are patient and respectfully listen § Use a peer-buddy system when appropriate.

Expression:

• Allow activities to be structured in such as way that the child can express his understanding

through non-verbal forms as well e.g. painting, drawing, writing, role play etc.

• Be patient when the student is speaking; not rushing a student who has expressive language

difficulties will reduce frustration levels. Avoid correcting their speech difficulties.

• To facilitate students’ speech intelligibility and expressive language skills, encourage them to

slow down while speaking and face their communication partner.

• Prepare students for verbal question-answering (inform them of when they will be called

upon; allow preparation time for a response; provide extra time when they are responding)

2. Audio Impairments: (here we assume children who are partially or completely deaf)18







Representation:

18 Adapted from:

http://www.brighthubeducation.com/special-ed-hearing-impairments/67528-tips-and-strategies-for-teaching-hearing-impaired-students/



50

Look directly at the student and face him or her when communicating or teaching.

• Say the student’s name or signal their attention in some way before speaking.

• Use lots of pictures, videos with subtitles, and visual demonstrations

• When possible, turn off equipment that creates background noise, such as fans and

projectors, when not in use. Eliminating extra noise helps students with hearing impairments

focus.

• Area rugs, heavy curtains and tennis balls on chair bottoms can also eliminate a great deal of

unnecessary distracting noise.

• Assign the student a desk near the front of the classroom, or where you plan to do most of

your talking.

• Arrange desks in a circular pattern if possible so hearing impaired students can see other

students. This is especially important if they need to read lips.

• Consider using a talking stick for group discussions, to help students know who is speaking.

Otherwise, repeat other students' comments and questions, acknowledging who made the

comment so the hearing-impaired student can focus on the speaker.

• Speak naturally and clearly. Remember speaking louder won't help.

• Do not exaggerate your lip movements, but slowing down a little may help some students.

• Use facial expressions, gestures and body language to help convey your message, but don't

overdo it.

• Some communication may be difficult for the hard of hearing student to understand.

Explicitly teach idioms and explain jokes and sarcasm.

• Young hearing-impaired children often lag in the development of social graces. Consider

teaching specific social skills such as joining in to games or conversation, maintaining

conversations, and staying on topic.

• Establish a procedure for emergencies, such as writing the word fire on the board.

Engagement:

• Allow activities to be structured in such a way that the child can express his understanding


• In group work, give the child a meaningful role to play. For example, let the student play a

large role in a drawing or coloring activity. Also avoid activities that entirely depend on

hearing, for example ‘Simon Says’.

Expression:





• If the student knows sign language, then have the class in advance acquainted with some

basic expressions so as to facilitate communication.

3. Visual Impairments (here we assume that student has either blurry vision or is

completely blind)19:







Representation:

• Seat child near the board and in a central location, within a group of students

• Do not isolate the student

• Say out loud as you write on the board

• If possible, provide the student with a handout of key terms/topics in a way that he or she

can access it

• Provide the student with relevant tactile materials e.g. in a class on superheroes, let the child

hold and feel an action figure, or in a class on numbers let the child have blocks to move

around and arrange

• Provide the child with information in the form of things that can be touched. For example,

using braille books, using beads to help with counting and forming shapes with clay.

• Write in large print on the board and other class posters in order to make it easier to read

• Use pictures and colors with high contrast (e.g. black marker on white board, but not a

picture with only dark blue and dark green in it)

• When using the interactive whiteboard or transparencies dim the light in the room for more

contrast

• Use 3-D objects when able to so students can touch and interact with the object

• Use consistency across all classroom routines

• Allow opportunities for repetition and practice.

19 Adapted from

http://www.brighthubeducation.com/special-ed-visual-impairments/62427-ideas-for-how-to-teach-visually-impaired-students-seeing-the-big-picture/ http://www.slideshare.net/SFecich/differentiating-instruction-for-students-with-visual-impairments



52

• Provide reading lists and syllabi as early as possible to allow time to arrange for taping, large

print, copying, or Braille of text.

Engagement:

• Be aware of lighting - Some students find reading is easiest with very bright directional light

illuminating the page.

• Use hands-on activities that incorporate a multisensory approach and rely on information

available through hearing, touching, smelling, and movement.

• Other students with an identical eye condition, however, prefer low levels of diffused light.

Students often prefer fluorescent lights

• Be aware of glare - Common white paper often reflects a significant glare, which can make

the reading process more difficult.

• Have classmates identify themselves as they answer questions and participate in class

discussions to allow the student to orient to the speaker.

• Be cognizant of the desk and physical space of the room for the student

• Make sure his or her workspace is accessible

• Free the child’s immediate space of obstacles and boundaries

• Visually demanding activities should be followed by periods requiring less strain on the eyes

• Time allowances for reading assignments should be adequate for each child’s speed of

reading

• Use a peer-buddy system when appropriate.

Expression:

• Any written tests should be dark and clear

• Allow the student to model things with clay, beads and other tactile materials

• If the student is comfortable performing orally, tests could be given orally by another person

who fills in the blanks.

• If the student knows how to use Braille, provisions should be made to allow him/her to use it



4. Physical Handicaps20:

20 Adapted from:

http://www.brighthubeducation.com/special-ed-physical-disabilities/51778-teaching-strategies-for-students-with-physical-disabilities/ http://www.epsd.us/training/differentiating-instruction-students-special-needs.pdf









Representation of information should follow general Universal Design for Learners principles (as the

many examples in the previous cases illustrate). Activities should be designed in such a way that they

can fully participate (as also elaborated through the previous cases).

It is important to ensure that classrooms are accessible:

• If the child is in a wheelchair, the class should be accessible by wheelchair. Check if the

flooring is adequate for the child’s needs. Also check door width, stairs or thresholds and the

door knobs. Toilet accessibility is another important issue that needs to be considered. If your

classroom is not suitable, you will need to consider renovation or shifting to a different room.

• A child in a wheelchair, or a child with a spinal problem, may require some special chair or

table. Discuss these issues with the parents. If the child is finding it difficult to sit on the

regular classroom chair, it will be worth considering getting a special chair for him for the

classroom. The child will be spending a lot of his time every day in the classroom. Moreover,

if a child is not seated comfortably, learning and writing can be very difficult.

• A child with a disability in their upper limb may benefit from writing aids. Writing aids include

writing boards, special paper, pencil grips, and special pencil holders. Children with

coordination problems may also benefit from a weighted vest. As a teacher you can help by

emphasizing on learning the concept and giving the child a little extra time to write.

• Ensure that classmates are welcoming of the child, and have them help him/her where

appropriate. For example, assign responsibilities for one child to help him/her go to the toilet,

and another accompany him/her during break time. The responsibilities will give the children

opportunities to get to know the child better. In class, focus on the child’s abilities. Focus on

the fact that we are all different, and need to accept each other.

• Teaching strategies to educate children with physical disabilities include setting up a buddy

system so that another student can take notes for the student with the disability. A Para

educator may be needed to act as a scribe for other in class requirements.

Learning Disabilities:

As mentioned before, no two students are the same, even if they appear to have the same disability.

As with physically disabled students, it is important to arrange the classroom in such a way that

materials are easily accessible, and chances of accidents occurring are minimized. Suggestions in the

above examples of how to differentiate for hearing, visual, auditory and motor impairments can be

adapted for this category of students as well.



54

As always, it is important to get to know the child, and presume competence. With creation of the

right culture in the classroom, children with learning disabilities can not only be accommodated, but

have their socio-emotional needs met as well through healthy, fun interactions with their peers.

Assistive Technology

This section contains a selection of internet tools that are very versatile and can be used to improve

access for disabled students as well as provide general assistance to students. Of course, given the

emergency context in which the CEP will be run, it likely that access to technology will be very

limited, but nevertheless it helpful to mindful of the power of assistive technology.

Google Chrome Box: The Google Chrome browser comes with many extensions that can help

provide greater access to students with disabilities. Currently, there are over 30 different apps. For

example, the extension Speech Recognition converts speech to text on Google Docs. While SpeakIt!

does the opposite; it converts text on the screen to speech for those with reading difficulties. It even

has a Vimium, which makes internet browsers fully accessible through the keyboard for those who

have difficulty moving a mouse. All these extensions can be found on: www.chrometoolbox.com

The Teachers College Inclusive Classrooms Project (TCICP):

This is a website with lots of practical guidance from experienced inclusive classroom teachers and

researchers. It contains a wealth of resources such as videos, lesson plans and blogs on how to cater

to students in a large range of learning profiles and needs.

http://www.inclusiveclassrooms.org/inquiries

Voice Thread: This is a very useful internet application that can be applied in a wide variety of

situations for the benefit of the entire classroom. It allows students to simultaneously comment on

videos, pictures, articles and presentations that are accessible to the entire classroom using

individual computers. The possibilities are endless. For example, it allows students who hesitate to

ask questions in class another forum in which they can post comments, and learn from what others

have written. The software must be purchased before it can be used. http://voicethread.com/

Using Voice Thread for Literacy activities:

http://www.inclusiveclassrooms.org/inquiries/access-through-integrated- technology/literacy-

activities

Co-Writer 6: This is a very versatile software that can be used with any computer word processor. It

is a versatile predictive text application that has many different settings to help it be customized for

the purposes of the user. For example, in ‘science’ mode it is more likely to give science word

suggestions as you type. The application works on a wide variety of devices, including iPads, iPhones,

Chromebooks, and desktops. It also comes with a speech recognition feature.

http://donjohnston.com/cowriter/

• Video showing Co:Writer 6 used on an iPad:

http://www.youtube.com/watch?v=4G9nhvA67YM

http://voicethread.com/

http://www.youtube.com/watch?v=4G9nhvA67YM



Appendix 2. An example for defining ‘levels of understanding’ in Bloom’s revised taxonomy

Bloom's Taxonomy and a pen21

Remembering– This would be something simple as “What is a pen? What does it look like?”. Very simple information that just needs someone to have recall memory. This is the lowest level of questioning you can have, but it is often the one we use too much in our classrooms.

Understanding- Although a step up from the knowledge level, a question for this could be, “What are some uses for a pen? It can be used to write but are there other things as well?

Applying– Now that you know what a pen is used for, how do you use it? With your source of knowledge about the pen, how could you apply this to whatever you need a pen to do?

Analyzing– A pen is more than just one part. If you are able to take apart that pen, what is the function of each part? What is each part’s importance and role in making that pen being able to do the task it is used for?

Evaluating- Now looking at the pen and building upon all of the knowledge you have, is the pen the best way to be doing the things that it is currently used for? You have decided that a pen is not the best way to write, but what are the arguments and reasons that you have for coming to this conclusion? You are now sharing a viewpoint with critical points to back up your ideas.

Creating-This is where you take other knowledge and apply it to the knowledge that you have of the pen. For example, you may want to create a pen or some other device for writing or drawing. Alternatively, you may want to compose a piece of creative writing or create an artwork using a pen.

21 The description is adopted from https://www.virtuallibrary.info/blooms-taxonomy.html

3

Adapted from Teachers Guide published by Indus Valley School of Learning, Rawalpindi

Remembering

collection

What is a pen? What

does it look like?

Understanding What are some uses

for this pen?

Applying How do you use a pen to achieve your goal?

Analyzing How does a pen work, and what parts is it made of?

Evaluating Is a pen the best tool for this job? Is this a ‘good’

pen? How do pens impact the world, for better or for

worse, around us?

Creating How do you create a better pen? How can you

connect your other knowledge, with your know - how of pens, to produce a new way of using a pen?

Can another purpose for a pen be found?

https://www.virtuallibrary.info/blooms-taxonomy.html



56

Programme Monitoring & Implementation Unit (PMIU) Government of the Punjab, School Education Department Link Wahdat Road, Near Govt. Pilot HSS, Lahore, Pakistan Tel: +92 42 99232294 www.pesrp.edu.pk

FAME Education Consultants (Pvt.) Limited 7/3, Noor Street, Sikandar Malhi Road, Gulberg II, Lahore, Pakistan Tel: +92 42 35958857 www.fameconsultants.com

http://www.pesrp.edu.pk/

FAME Education Curriculum Guidebook

Documents

Transcript of FAME Education Curriculum Guidebook