SOW-Social Studies (Muasharti Uloom )- 4.pdf

Beaconhouse – Scheme of Work – Social Studies/Muasharti Uloom – Class 4 – AY 2023-24
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Beaconhouse School System
Scheme of Work
Social Studies/Muasharti Uloom- Class 4
Academic Year 2023 -2024
Introduction:
As a teacher, using a scheme of work at the beginning of the school year can help you plan and organize your lessons effectively. Here are some instructions
on how to use a scheme of work:
Familiarize Yourself with the Scheme of Work:
Review the scheme of work thoroughly to understand the content, objectives, and sequence of lessons for the entire year. Familiarizing yourself with the
document will give you an overview of what topics and skills you need to cover during the year.
Set Clear Learning Objectives:
Translate the Attainment Targets into Learning Outcomes for each lesson; which should be specific, measurable, achievable, relevant, and time-bound
(SMART). The learning outcomes will guide your lesson planning and assessment strategies.
Plan the Yearly Schedule based on the Scheme of Work:
It is always a good practice to design a yearly calendar or planner based on the scheme of work and the Academic Calendar (available on Index). Consider
holidays, exams, and other events that might affect the teaching schedule.
Break-Down Units into Lessons:
For each unit in the scheme of work, break down the content into individual lessons. Consider the time required for each lesson and the progression of topics.
This will help you maintain a logical flow of learning throughout the year. You may want to refer to the Progression Matrix for more clarity.

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Gather Teaching Resources:
Identify the resources you will need for each lesson, such as textbooks, workbooks, multimedia materials, and any other relevant resources. Collect or create
these materials in advance to ensure smooth delivery during the school year.
Differentiate Instruction:
Pay attention to the diverse learning needs and abilities of your students. You may use the suggested strategies and activities in the scheme of work to
accommodate different learning styles and provide support for students who may need extra assistance.
Plan Assessment Strategies:
Plan your assessment strategies based on the scheme of work. Determine how you will evaluate student progress and understanding for each unit and
lesson. Use a variety of assessment methods, including formative and summative assessments.
Note: As part of our sustainability drive and digital transformation, photocopying/printing is highly discouraged.
Note: Teachers are encouraged to utilize the provided inquiry questions to stimulate student curiosity, critical thinking and drive their exploration of the topics
Planning Social Studies Lessons:
Teaching social studies requires building upon the foundational knowledge acquired in earlier grades while introducing more complex and age-appropriate
topics. Here are some guidelines for teachers to effectively teach social studies:
Build on Prior Knowledge: Begin by reviewing and building on the social studies concepts learned in previous grades. This helps students make
connections and reinforces their understanding.
Use Interactive Teaching Methods: Incorporate a variety of interactive teaching methods, such as group discussions, debates, role-plays, and simulations,
to engage students actively in the learning process.
Introduce Primary and Secondary Sources: Teach students about primary and secondary sources and how they are used in studying historical events and
cultures.
Promote Critical Thinking: Encourage students to analyze historical events, cultural practices, and societal issues critically. Help them develop the ability to
form opinions based on evidence.
Explore Local History and Geography: Introduce students to the history and geography of their local community and country. This will make the subject
more relevant and meaningful to their lives.
Incorporate Technology: Utilize educational technology, such as interactive maps, online resources, and educational videos, to enhance learning and make
topics come alive.

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Teach Current Events: Introduce students to current events and discuss their implications on a local, national, and global level. This fosters awareness and a
sense of global citizenship.
Encourage Research Projects: Assign research projects on historical figures, events, or cultures to promote independent learning and investigation skills.
Teach about Different Cultures: Celebrate cultural diversity by teaching students about different cultures, traditions, and customs from around the world.
Connect Social Studies to Real Life: Help students understand how social studies concepts relate to their everyday lives and how they can contribute
positively to their communities.
Promote Empathy and Understanding: Encourage students to view historical events and cultural practices from multiple perspectives to foster empathy and
understanding.
Develop Map Skills: Teach map skills, such as reading and interpreting maps, understanding scale, and identifying geographical features.
Use Primary Documents: Introduce students to primary documents like letters, diaries, and photographs to provide firsthand accounts of historical events.
Encourage Active Citizenship: Teach students about the responsibilities of being active and responsible citizens in their communities and the broader world.
Assessment for Learning: Use a variety of assessment methods, such as quizzes, projects, presentations, and written reflections, to assess students'
understanding and progress in social studies.
The duration mentioned for each unit is a suggested time-frame. Teachers have the flexibility to give more or less time to a unit ensuring that they
are not too far away from the suggested topics for each term.
How to decode or read codes:
Subject-Class-Strand-sub-strand-SLO #
Subject – Social Studies=SS
Class – 4
Strands- Geography =G
Culture and Diversity =CD
Economics = E
For example:
[SS-4-CD-A-01] means for Social studies class 4 in Culture and Diversity and sub-strand Culture and its components SLO 01 is under discussion.

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TERM II (January – May 2024)
Strand: Citizenship Duration: (5 weeks)
Sub-Strands: Digital Citizenship, Human rights, Diversity and Tolerance,
Peace and conflict management, Common etiquettes, Communication
Suggested Enquiry Questions: What does it mean to be a good citizen and how can we show good citizenship in our daily lives?
How can we contribute to our classroom and community as responsible and engaged citizens?
Attainment targets Suggested activities/strategies Suggested resources
[SS-4-C-A-01]
Define and differentiate between the
terms/concept citizen, global citizen, and
digital/cyber citizenship.
(‫رہشی‬
Citizen
(‫رہشی‬‫اعیمل‬،)
Global Citizen
‫ڈلٹیجی‬‫اور‬)
/
‫اسربئ‬
(‫رہشی‬
Digital/Cyber Citizen
‫رعتفی‬‫یک‬‫وصتر‬‫ےک‬)
‫ںیم‬‫ان‬‫اور‬
‫ںیکس‬‫رک‬‫رفق‬
‫۔‬
KWL Chart for Critical Thinking and Reflection:
• Begin with a KWL (Know, Want to Know, Learn) chart. Ask students what
they already know about the terms citizen, global citizen, and digital/cyber
citizenship.
In small groups, have students discuss what they want to know about these
concepts.
After the lesson, revisit the chart to record what they have learned.
Concept Mapping (Critical Thinking and Creativity):
Ask students to create concept maps that visually represent the
relationships and differences between citizen, global citizen, and
digital/cyber citizenship.
Encourage creativity in the design of the concept maps.
Students can present and discuss their maps with the class.
Digital Citizenship Scenarios for Critical Thinking and Application):
Present real-life scenarios related to digital citizenship, such as responsible
social media use or online privacy.
In small groups, have students discuss and propose solutions to the
scenarios, applying the principles of digital/cyber citizenship.
This activity enhances critical thinking and application skills.
Suggested Scenario:
Reference Book
Paramount Social
Understanding/
‫علوم‬ ‫معاشرتی‬ ‫پاکستان‬
Please refer to TLC for
resources

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1. Online Friendship: Sarah receives a friend request from
someone she doesn't know on a social media platform. What
should she do?
2. Responsible Sharing: Ali takes a photo during a school trip and
wants to share it online. What information should he consider
before posting it?
3. Handling Cyberbullying: Alesha notices mean comments about
his friend on a classmate's social media post. What actions can she
take to address cyberbullying?
4. Online Privacy: Eman is asked to provide personal information in
an online survey. What steps should she take to protect her
privacy?
5. Digital Footprint: Mannan realizes that everything he does online
leaves a trace. How can he manage and maintain a positive digital
footprint?
6. Recognizing Fake News: Laraib sees an article online that seems
too good to be true. How can she verify if the information is
accurate before sharing it?
7. Setting Screen Time Limits: Farhan enjoys playing online games
but notices it's affecting his homework. How can he balance screen
time and other responsibilities?
8. Dealing with Inappropriate Content: Maha accidentally comes
across inappropriate content online. What steps should she take to
handle the situation?
9. Password Protection: Ehsan creates an account for an
educational website. How can he choose a strong password to
protect his account?
10. Digital Etiquette: Uzma is part of an online group project. How
should she communicate respectfully with her classmates in the
digital space?
11. Safe Online Shopping: Danish wants to buy a book online using
his parent's account. What should he consider to ensure safe online
shopping practices?
12. Reporting Online Issues: Ali comes across a post that makes her
uncomfortable. What steps can she take to report the issue to a
trusted adult?

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‫ڈیمای‬‫وسلش‬‫وہ‬‫ےسج‬‫ےہ‬‫وہیت‬‫وموصل‬‫دروخاتس‬‫یک‬‫دویتس‬‫ےس‬‫صخش‬‫اےسی‬‫یسک‬‫وک‬‫اسرہ‬:‫دویتس‬‫النئ‬‫آن‬
‫رکے؟‬‫ایک‬‫وہ‬‫اجیتن۔‬‫ںیہن‬‫رپ‬‫افرم‬‫ٹیلپ‬
2
‫ال‬‫آن‬‫اےس‬‫اور‬‫ےہ‬‫اتیل‬‫وصتری‬‫اکی‬‫دوران‬‫ےک‬‫رفس‬‫ےک‬‫اوکسل‬‫یلع‬:‫ارتشاک‬‫داراہن‬‫ذہم‬.
‫رکان‬‫رئیش‬‫نئ‬
‫اچےیہ؟‬‫رکان‬‫وغر‬‫رپ‬‫ولعمامت‬‫نک‬‫ےلہپ‬‫ےس‬‫رکےن‬‫وپٹس‬‫اےس‬‫ےہ۔‬‫اچاتہ‬
3
:‫انٹمن‬‫ےس‬‫دوھسن‬‫اسربئ‬.
‫عل‬
‫ا‬‫ش‬‫ی‬
‫ےن‬
‫اینپ‬
‫ابرے‬‫ےک‬‫دوتس‬‫اےنپ‬‫رپ‬‫وپٹس‬‫ڈیمای‬‫وسلش‬‫یک‬‫امجتع‬‫مہ‬
‫ںیم‬
‫دےھکی۔‬‫س‬‫ی‬‫ن‬‫م‬‫ک‬
‫طلغ‬
‫اسربئ‬
‫گنلب‬
‫یتکس‬‫رک‬‫ادقاامت‬‫ایک‬‫وہ‬‫ےیل‬‫ےک‬‫ےنٹمن‬‫ےس‬
‫ےہ؟‬
4
‫رپاویئ‬‫النئ‬‫آن‬.
‫اےس‬‫ےہ۔‬‫اجات‬‫اہک‬‫وک‬‫رکےن‬‫رفامہ‬‫ولعمامت‬‫ذایت‬‫ںیم‬‫رسوے‬‫النئ‬‫آن‬‫وک‬‫اامین‬:‫یسی‬
‫اچںیئہ؟‬‫رکےن‬‫ادقاامت‬‫ایک‬‫ےیل‬‫ےک‬‫ظفحت‬‫ےک‬‫رازداری‬‫اینپ‬
5
‫ےہ۔‬‫اجات‬‫وھچڑ‬‫اشنن‬‫اک‬‫اس‬‫ےہ‬‫رکات‬‫النئ‬‫آن‬‫یھب‬‫ھچک‬‫وج‬‫وہ‬‫ہک‬‫ےہ‬‫ااسحس‬‫وک‬‫انمن‬:‫رپٹن‬‫ٹف‬‫ڈلٹیجی‬.
‫رپٹن‬‫ٹف‬‫ڈلٹیجی‬‫تبثم‬‫اکی‬‫رطح‬‫سک‬‫وہ‬
‫ےہ؟‬‫اتکس‬‫رھک‬‫ربرقار‬‫اور‬‫مظنم‬‫وک‬
6
‫ااھچ‬‫تہب‬‫وج‬‫داھکی‬‫ومضمن‬‫اکی‬‫النئ‬‫آن‬‫ےن‬‫الربی‬:‫اچہپانن‬‫وک‬‫ربخوں‬‫یلعج‬.
‫چس‬‫ابلکل‬‫اور‬‫اھت‬
‫اتگل‬
‫۔‬‫اھت‬
‫ےلہپ‬‫ےس‬‫رکےن‬‫رئیش‬‫وک‬‫ولعمامت‬
‫وہ‬
‫یک‬‫ابت‬‫اس‬
‫دصت‬
‫قی‬
‫ےسیک‬
‫یتکس‬‫رک‬
‫آ‬‫ہک‬‫ےہ‬
‫ای‬
‫وہ‬
‫ےہ‬‫درتس‬
‫ںیہن‬‫ای‬
‫؟‬
7
‫رقمر‬‫دح‬‫یک‬‫وتق‬‫ےک‬‫ارکسنی‬.
‫داھکی‬‫ےن‬‫اس‬‫نکیل‬‫ےہ‬‫آات‬‫زمہ‬‫ںیم‬‫ےنلیھک‬‫زمیگ‬‫النئ‬‫آن‬‫وک‬‫رفاحن‬:‫رکان‬
‫ےہ؟‬‫اتکس‬‫رھک‬‫ےسیک‬‫وتازن‬‫ںیم‬‫دارویں‬‫ذہم‬‫درگی‬‫اور‬‫اٹمئ‬‫ارکسنی‬‫وہ‬‫ےہ۔‬‫راہ‬‫وہ‬‫اتمرث‬‫ورک‬‫وہم‬‫اک‬‫اس‬‫ہک‬
8
‫دیتھکی‬‫النئ‬‫آن‬‫وماد‬‫انانمبس‬‫ےس‬‫یطلغ‬‫اماہ‬:‫انٹمن‬‫ےس‬‫وماد‬‫انانمبس‬.
‫ےک‬‫اھبنسےنل‬‫وک‬‫وصراحتل‬‫ےہ۔‬
‫اچںیئہ؟‬‫رکےن‬‫ادقاامت‬‫ایک‬‫اےس‬‫ےیل‬

7
9
‫یک‬‫ااکؤٹن‬‫اےنپ‬‫وہ‬‫ےہ۔‬‫انبات‬‫ااکؤٹن‬‫ےیل‬‫ےک‬‫اسٹئ‬‫وبی‬‫یمیلعت‬‫اکی‬‫ااسحن‬:‫افحتظ‬‫یک‬‫ورڈ‬‫اپس‬.
‫ےہ؟‬‫اتکس‬‫رک‬‫ےسیک‬‫ااختنب‬‫اک‬‫ورڈ‬‫اپس‬‫وبضمط‬‫اکی‬‫ےیل‬‫ےک‬‫افحتظ‬
10
‫ںیم‬‫اسیپس‬‫ڈلٹیجی‬‫ےہ۔‬‫ہصح‬‫اک‬‫رپوٹکیج‬‫رگوپ‬‫النئ‬‫آن‬‫اکی‬‫یمظع‬:‫آداب‬‫ڈلٹیجی‬.
‫اےنپ‬‫اےس‬
‫اچےیہ؟‬‫رکین‬‫تیچ‬‫ابت‬‫ےسیک‬‫اسھت‬‫ےک‬‫ارتحام‬‫اسھت‬‫ےک‬‫امجوتعں‬‫مہ‬
11
:‫اشگنپ‬‫النئ‬‫آن‬‫وفحمظ‬.
‫دا‬
‫اتکب‬‫النئ‬‫آن‬‫وہےئ‬‫رکےت‬‫اامعتسل‬‫اک‬‫ااکؤٹن‬‫ےک‬‫وادلنی‬‫اےنپ‬‫شن‬
‫رکان‬‫وغر‬‫رپ‬‫زیچ‬‫سک‬‫اےس‬‫ےیل‬‫ےک‬‫انبےن‬‫ینیقی‬‫وک‬‫رطوقیں‬‫ےک‬‫رخدیاری‬‫النئ‬‫آن‬‫وفحمظ‬‫ےہ۔‬‫اچاتہ‬‫رخدیان‬
‫اچےیہ؟‬
12
‫لی‬‫ع‬:‫روپرگنٹ‬‫یک‬‫اسملئ‬‫النئ‬‫آن‬.
‫ہ‬‫ہ‬
‫اےس‬‫وج‬‫ےہ‬‫یتلم‬‫وپٹس‬‫ایسی‬‫اکی‬‫وک‬
‫رپاشین‬
‫یسک‬‫ےہ۔‬‫رکیت‬
‫اامتعد‬‫اقلب‬
‫زبرگ‬
‫ےہ؟‬‫یتکس‬‫رک‬‫ادقاامت‬‫ایک‬‫وہ‬‫ےیل‬‫ےک‬‫دےنی‬‫االطع‬‫یک‬‫ہلئسم‬‫وک‬
Research on Global Issues (Research Skills and Inquiry):
Assign each student or group a global issue (e.g., climate change, human
rights) related to global citizenship. Students conduct research and present
their findings, emphasizing the role of global citizens in addressing these
issues.
Digital Citizenship Pledge (Communication and Responsibility):
Ask students to create a "Digital Citizenship Pledge" that outlines
responsible online behavior.
Encourage them to use creativity in designing visually appealing pledges.
Students can share their pledges in a class exhibition or presentation.
Guest Speaker or Virtual Chat (Global Awareness and Connection):
Arrange for a guest speaker or a virtual chat with someone who has
experiences related to global citizenship. Students can prepare questions
and engage in a dialogue to gain real-world insights, fosters global
awareness and connection.

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Interactive Quiz on Citizenship Concepts
Create an interactive quiz that assesses students' understanding of the
terms citizen, global citizen, and digital/cyber citizenship.
Use gamified elements to engage students and reinforce their learning.
[SS-4-C-B-01]
Define the term ‘Human Rights’ and explain
fundamental human rights.
(‫وقحق‬‫ااسنین‬
Human Rights
‫ںیکس‬‫رک‬‫رعتفی‬‫یک‬)
‫وقحق‬‫ااسنین‬‫اینبدی‬‫اور‬
‫ںیکس۔‬‫رک‬‫ایبن‬
[SS-4-C-B-02]
Differentiate between rights and
responsibilities.
(‫ق‬‫وقح‬
Rights
(‫دارویں‬‫ذہم‬‫اور‬)
Responsibilities
‫رک‬‫رفق‬‫)ںیم‬
‫ںیکس‬
‫۔‬
Guided Inquiry Stations
Create inquiry stations around the classroom, each focusing on a different
aspect of human rights (e.g., historical context, international declarations,
specific rights).
Provide resources such as articles, videos, and excerpts from relevant
documents.
• Divide students into small groups and assign each group to
a specific station.
• Task groups with exploring and gathering information about
the assigned aspect of human rights.
• Encourage questions, discussions, and note-taking.
• Rotate groups through the stations, ensuring that each
group explores all aspects.
• Conclude with a class discussion where each group shares
its findings.
• Guide students to collaboratively create a comprehensive
definition of 'Human Rights.'
Case-Based Discussions
Identify real-life cases related to fundamental human rights issues from
different parts of the world. Choose cases that involve diverse perspectives
and challenges.
Assign each case to a small group of students. Encourage groups to
research and analyze the details of their assigned case, focusing on the
fundamental human rights involved. Emphasize the importance of
understanding the cultural and contextual nuances.
Have each group present their case to the class.Organize a panel
discussion where students discuss the commonalities and differences in
the cases, emphasizing the universality of fundamental human rights.
Rights and Responsibilities Dilemmas
Fundamental Rights in
Pakistan Constitution
resources

9
Scenario Creation:
Develop scenarios that present dilemmas where rights and responsibilities
are in conflict. Ensure scenarios cover various aspects of life, such as
family, community, and society.
Assign scenarios to small groups and ask them to discuss the rights and
responsibilities involved.
Encourage students to explore possible resolutions and consider the
consequences of different decisions.
1. Debrief and Reflection:
• Conduct a debriefing session where each group shares its
analysis and proposed resolutions.
• Facilitate a reflective discussion on the challenges of
balancing rights and responsibilities.
Personal Bill of Rights and Responsibilities
Ask students to reflect on their personal rights and responsibilities in
various contexts (school, family, community). Provide guiding questions to
prompt deeper thinking.
Task students with creating their own
"Bill of Rights and Responsibilities."
Encourage them to express their thoughts through written statements,
drawings, or multimedia presentations.
Sharing and Peer Review:
Provide opportunities for students to share their personal bills with
classmates.
Facilitate peer review sessions where students discuss the similarities and
differences in their perceptions of rights and responsibilities.
[SS-4-C-C-01]
Describe the term ‘Diversity’ and identify the
key characteristics of diverse groups within a
society
‫یک‬‫رگووہں‬‫ونتمع‬‫ںیم‬‫اعمرشے‬‫اور‬‫رکںی‬‫واضتح‬‫یک‬‫االطصح‬‫یک‬'‫ونتع‬
‫رک‬‫اشندنیہ‬‫یک‬‫وصخایصت‬‫دیلکی‬
‫ںیکس‬
‫۔‬
[SS-4-C-C-02]
Brainstorming Session:
Divide the class into small groups and provide each group with a large
sheet of paper and markers. Ask each group to brainstorm ideas on how to
embrace diversity in their school or community.
Encourage them to consider cultural, linguistic, and other forms of diversity.
Have groups categorize their ideas into themes such as education,
communication, events, and community outreach.
This helps students organize their thoughts and identify potential areas for
action.
resources

10
Describe the term ‘Tolerance’.
(‫رواداری‬
Tolerance
‫۔‬
[SS-4-C-C-03]
Relate how diversity aids society to prosper.
‫رطح‬‫سک‬‫ہک‬‫اتبںیکس‬
‫ےہ۔‬‫رکات‬‫دمد‬‫ںیم‬‫رتیق‬‫یک‬‫اعمرشے‬‫ونتع‬
[SS-4-C-C-04]
Recognise the causes of disagreements at
the personal and peer level, household and
neighborhood level.
‫رپ‬‫حطس‬‫یک‬‫ےلحم‬‫اور‬‫رھگولی‬
‫رگویہ‬‫اور‬‫ذایت‬
‫اچہپ‬‫وک‬‫ووجاہت‬‫یک‬‫االتخف‬
‫ںیکس‬‫ن‬
‫۔‬
[SS-4-C-C-05]
Describe the importance of living in harmony
with each other by accepting differences
(social and cultural).
‫آیگنہ‬‫مہ‬‫اسھت‬‫ےک‬‫دورسے‬‫اکی‬‫وہےئ‬‫رکےت‬‫وبقل‬‫رفق‬‫اقثیتف‬‫اور‬‫اعمرشیت‬
(
Harmony
‫ںیکس‬‫رک‬‫واضتح‬‫یک‬‫اتیمہ‬‫یک‬‫رےنہ‬‫ےس‬)
After the brainstorming session, conduct a gallery walk where each group
presents its ideas to the rest of the class.
Allow for questions and feedback from other groups
Scenario Creation:
Develop realistic scenarios representing disagreements at different levels
(personal, peer, household, neighborhood).
Ensure the scenarios involve diverse perspectives, values, or cultural
backgrounds.
In small groups, students analyze the provided scenarios to identify the
causes and factors contributing to disagreements.
Encourage discussions on how misunderstandings or differences in values
can lead to conflicts. Each group shares its analysis with the class.
Lead a reflective discussion on recognizing and addressing disagreements
constructively, emphasizing the importance of empathy and open
communication.
Tolerance Storytelling
Ask students to collect stories or personal experiences from their lives or
the lives of people they know that demonstrate tolerance.
Encourage them to look for examples of individuals accepting and
respecting differences.
In small groups, have students analyze the collected stories to identify
common themes and characteristics of tolerance.
Facilitate discussions on how these stories exemplify tolerance.
Each group shares a representative story with the class.
Lead a class discussion on the definition of tolerance based on the shared
stories, emphasizing empathy and understanding.
‫یک‬‫ان‬‫ےس‬‫ابلطء‬
‫ذایت‬
‫نج‬‫ںیہک‬‫وک‬‫رکےن‬‫عمج‬‫رجتابت‬‫ذایت‬‫ای‬‫اہکاینں‬‫ےس‬‫زدنویگں‬‫یک‬‫ولوگں‬‫ان‬‫ای‬‫زدنویگں‬
‫ںیم‬‫ابرے‬‫ےک‬
‫ہک‬‫ںیہ‬‫اجےتن‬‫وہ‬
‫وہ‬
‫ںیہ۔‬‫رکےت‬‫اظمرہہ‬‫اک‬‫رواداری‬
‫ازفایئ‬‫وحہلص‬‫یک‬‫ان‬‫ےیل‬‫ےک‬‫رکےن‬‫التش‬‫اثمںیل‬‫یک‬‫ارفاد‬‫واےل‬‫رکےن‬‫ارتحام‬‫اک‬‫ان‬‫اور‬‫رکےن‬‫وبقل‬‫وک‬‫االتخافت‬
‫رکںی۔‬

11
‫یک‬‫اشندنیہ‬‫یک‬‫وصخایصت‬‫یک‬‫رواداری‬‫اور‬‫وموضاعت‬‫اعم‬‫اتہک‬‫رکںی‬‫زجتہی‬‫اک‬‫اہکوینں‬‫دشہ‬‫عمج‬‫ابلطء‬،‫ںیم‬‫رگووپں‬‫وھچےٹ‬
‫ںیہ۔‬‫یتنب‬‫ےسیک‬‫اثمل‬‫یک‬‫رواداری‬‫اہکاینں‬‫ہی‬‫ہک‬‫انبںیئ‬‫آاسن‬‫وک‬‫تیچ‬‫ےکس۔ابت‬‫اج‬
‫رگوپ‬‫رہ‬
‫اک‬
‫امندنئہ‬‫اکی‬
‫اسھت‬‫ےک‬‫الکس‬
‫رکے۔‬‫رئیش‬‫اہکین‬
‫ا‬‫اور‬‫دردی‬‫ہ‬
‫میہفت‬‫و‬‫اہفم‬
‫اتیمہ‬‫یک‬
‫رپ‬‫رعتفی‬‫یک‬‫رواداری‬‫وہےئ‬‫دےتی‬‫زور‬‫رپ‬
‫اہکوینں‬‫رتشمہک‬‫ینبم‬
‫ذا‬‫رپ‬
‫ایقدت‬‫یک‬‫ثحب‬
‫رکںی۔‬
Exit Slip Activities:
Distribute exit slips to each student and ask them to write a short reflection
on one thing they learned about tolerance during the class.
Encourage them to consider real-life examples and personal experiences.
Three Key Takeaways:
Have students identify and write down three key takeaways about
tolerance from the lesson. This helps reinforce important concepts and
ensures that each student reflects on multiple aspects.
Open-Ended Question:
Pose an open-ended question related to tolerance, such as "How can you
apply the principle of tolerance in your daily life?"
Ask students to respond briefly on the exit slip.
SS-4-C-D-01]•
Define the term peace and conflict.
‫رک‬‫رعتفی‬‫یک‬‫االطصح‬‫یک‬‫انتزہع‬‫اور‬‫انم‬
‫ںیکس‬
[SS-4-C-D-02]
Explain that attitudes affect and create conflict
and peace.
‫رک‬‫واضتح‬‫یک‬،‫ےہ‬‫وہات‬‫اتمرث‬‫انم‬‫ےہاور‬‫وہات‬‫دیپا‬‫انتزع‬‫ےس‬‫رفق‬‫ےک‬‫وں‬ ّ
‫روی‬
‫ںیکس‬
‫۔‬
[SS-4-C-D-03]
Resolve conflicts through discussions.
‫ںیکس‬‫رک‬‫لح‬‫وک‬‫انتزاعت‬‫ذرےعی‬‫ےک‬‫تیچ‬‫ابت‬
‫۔‬
Peace and Conflict Collage
Students cut out images and words from magazines that represent peace
and conflict. They can create collages on poster boards, arranging the
images to visually define each term.
Encourage students to explain their choices during a class gallery walk.
Reflective Journals
Students reflect in their journals about a time when their attitude affected a
situation positively (peace) or negatively (conflict).
Discuss journal entries in small groups, emphasizing the role of attitudes in
shaping outcomes.
Scenario cards (depicting common conflicts at school), small props.
Students pick scenario cards and role-play the conflict using different
attitudes.
resources

12
1 : Two students want to use the same piece of playground equipment at
the same time.
Attitudes: One student is frustrated and demands a turn, while the other is
possessive and unwilling to share.
2: Students in a group project have different ideas about the project's
theme and presentation style.
Attitudes: Some students are assertive about their ideas, while others are
dismissive.
3. Lunchtime Seating Dispute:
Two friends want to sit at the same spot during lunchtime.
Attitudes: Both friends feel entitled to the spot and are unwilling to move.
4. Choosing a Game at Recess:
Students are deciding on a game to play during recess.
Attitudes: Some students want to play a sports game, while others prefer a
quiet board game.
5: Deciding Classroom Rules:
Students need to decide on a set of classroom rules for the year.
Attitudes: Some students want strict rules for order, while others prefer
more flexibility.
6. Selecting a Class Pet:
The class is choosing a pet for the classroom, and there are disagreements
about the type of pet.
Attitudes: Some students want a cat, while others prefer a hamster or fish.
7. Sharing Classroom Supplies:
Students need to share limited classroom supplies.
Attitudes: Some students hoard supplies, while others feel frustrated by the
lack of availability.
8. Group Game Rules:
Students are playing a group game, and there are disagreements about
the rules.
Attitudes: Some students want to change the rules mid-game, causing
frustration.
9. Selecting a Book for Reading Time:
The class needs to choose a book for reading time, and there are different
preferences.
Attitudes: Some students want a mystery book, while others prefer
adventure or fantasy.

13
10. Field Trip Destination:
The class is planning a field trip, and there are disagreements about the
destination.
Attitudes: Some students want an outdoor adventure, while others prefer a
cultural or historical visit.
Afterward, they discuss alternative attitudes that could lead to a peaceful
resolution.
Conclude with a class discussion on the impact of attitudes on conflict
outcomes.
Storytelling Circle
Form a storytelling circle where each student contributes a sentence to
create a collaborative story. The story should revolve around a conflict and
a peaceful resolution. Discuss the importance of cooperation and positive
attitudes in resolving conflicts.
Peaceful Drawing Reflections
In response to a guided reflection, students create drawings illustrating
their understanding of peace and conflict.
Encourage them to incorporate attitudes into their artwork.
Discuss and share drawings in small groups.
Peaceful Dialogue Circle
Sit in a circle, and use a talking stick/token to facilitate orderly discussions.
Introduce conflict scenarios and guide students in expressing their feelings
and opinions. Encourage active listening and finding common ground.
SS-4-C-E-01]
Explain Civic Sense by giving examples
(traffic rules, keep the environment clean,
WASH)
(‫وعشر‬‫دمتین‬
Civic Sense
‫رٹکفی‬‫ًالثم‬:‫ںیکس‬‫رک‬‫واحض‬‫ذرےعی‬‫ےک‬‫اثمولں‬‫وک‬)
(‫وقانین‬‫ےک‬
Traffic Rules
(‫واش‬،‫افصیئ‬‫یک‬‫انوحل‬،)
WASH
)
[SS-4-C-E-02]
Civic Sense Poster Creation
Students create posters illustrating various aspects of civic sense, such as
following traffic rules, keeping the environment clean, and practicing WASH
(Water, Sanitation, and Hygiene).
Encourage them to find and cut out images from magazines that represent
positive civic behaviors.
Each student presents their poster, explaining the importance of civic
sense.

14
Identify common etiquettes for example:
good manners, politeness, respect for elders,
helping others, dignity of labor, and discipline.
(‫آداب‬‫ومعیم‬
Common Etiquettes
‫اک‬‫ڑبوں‬‫اشیگتسئ‬‫و‬‫َالخق‬‫ا‬:‫ًالثم‬)
‫رک‬‫انشتخ‬‫یک‬‫وریغہ‬‫طبض‬‫و‬‫مظن‬‫اور‬‫تمظع‬‫یک‬‫تنحم‬،‫دمد‬‫یک‬‫دورسوں‬،‫ارتحام‬
‫ںیکس۔‬
Etiquette Storybook Creation
Students create a small storybook illustrating scenarios where different
etiquettes are demonstrated.
Each page can focus on a specific etiquette, with drawings and short
captions explaining the behavior.
Students share their storybooks in pairs or small groups, discussing the
importance of each etiquette.
Role-Playing Civic Scenarios
Materials: Scenario cards (e.g., crossing the road, using public transport,
keeping the classroom clean).
Students pick scenario cards and role-play situations where civic sense is
crucial. Encourage discussions on the impact of their actions on the
community and environment.
Class discussions focus on the importance of civic sense in daily life.
Etiquette Exploration Walk and Skit Creation
Students take a walk around the school, observing and noting down
instances of good manners, politeness, and respect for others.
In groups, they discuss and categorize the observed etiquettes.
Back in the classroom, groups share their findings and reflect on the
importance of these etiquettes. Students work in small groups to create
short skits that depict various etiquettes (e.g., helping a friend, showing
politeness).
Each group performs their skit for the class.
After each performance, discuss the importance of the demonstrated
etiquette.
Civic Sense Discussion Web
In small groups, students create discussion webs connecting different
aspects of civic sense.
For example, they can explore how following traffic rules contributes to
road safety and environmental well-being.
Groups share their discussion webs, fostering a deeper understanding of
civic sense connections.
[SS-4-C-F-01]
Timeline Creation

15
List and describe forms of ’communication
(‫االبغ‬‫ذراعئ‬
Means of Communication
‫یک‬)
‫یک‬‫ااکشل‬
‫انب‬‫رہفتس‬
‫یک‬‫اس‬‫اور‬‫ںیکس‬
‫ںیکس۔‬‫رک‬‫رعتفی‬
[SS-4-C-F-02]
Investigate how forms of communication have
evolved with time.
‫رک‬‫قیقحت‬
‫ںیکس‬
‫اسھت‬‫ےک‬‫وتق‬‫ہک‬
‫االبغ‬‫ذراعئ‬
‫ےسیک‬‫ںیلکش‬‫یک‬
‫دبتلی‬
‫وہںیئ‬
Materials: Large poster paper, markers, images or drawings representing
different forms of communication (letters, telegrams, telephones, emails,
social media icons, etc.).
In small groups, students create a timeline of communication tools and
technologies. Each group researches and adds different forms of
communication in chronological order.
The class discusses how these forms have evolved and impacted society.
Historical Communication Artifacts Exhibition
Materials: Replicas or images of historical communication artifacts (quills,
inkwells, telegrams, rotary phones, etc.), display space.
Students investigate and analyze historical communication artifacts in small
groups. Each group prepares a presentation discussing the purpose,
usage, and significance of their assigned artifact. The class engages in a
gallery walk to view and discuss each artifact.
Interview with Elders
Students interview older family members or community elders about their
experiences with communication tools. They ask questions about the
communication methods used during their youth and how they've seen it
evolve. Students share and discuss their findings with the class.
Communication Technology Debate
Students research and prepare arguments for or against the adoption of
specific communication technologies. They engage in a structured debate,
presenting their viewpoints and countering opposing arguments.
The class reflects on the implications of these technologies on
communication dynamics.
Creating a Communication Revolution Newspaper
Students create a "Communication Revolution" newspaper.
Each student or group contributes articles, images, or headlines
representing different milestones in the evolution of communication.
The class discusses and shares their newspapers.
Interactive Digital Timeline
resources

16
Students use digital tools to create interactive timelines of communication
evolution. They include multimedia elements such as videos, images, and
audio clips.
The class presents and explores each other's timelines, discussing the
dynamic nature of communication.
Key Vocabulary: Citizen, Global Citizen, Digital Citizen, Human Rights, Fundamental human rights, United Nation Charter, Declaration, Responsibilities،
Ethics, Diversity, Tolerance, Conflict Management, Freedom of Speech, Etiquettes, Civic Sense, WASH, Communication, Means of Communication,
‫رہشی‬
.
‫ااسنین‬،‫رہشتی‬،‫رہشی‬‫اعیمل‬،
،‫وقحق‬
،‫دحتمہ‬‫اوقام‬
‫دارایں‬‫ذہم‬‫اعمرشیت‬
،‫وشنمر‬،
،‫انٹمن‬‫ےس‬‫راےئ‬‫االتخف‬،‫ڈیمای‬‫وسلش‬،‫االخایقت‬،‫رہشتی‬‫ڈلٹیجی‬،‫آداب‬‫ےک‬‫روزرمہ‬
،‫ڈیمای‬‫وسلش‬،‫االبغ‬‫ذراعئ‬،‫انتزاعت‬‫اور‬‫انم‬،‫رواداری‬‫اور‬‫ونتع‬
،‫وماالصت‬

17
Strand: State and Government Duration: (3 weeks)
Sub-Strands: State and Federal Government, Constitution,
Rights and responsibilities of citizens in Constitution, Formation of democratic government,
Leader& General Elections.
Suggested Enquiry Questions: Why is it important for students to understand the role of the government in our country? and how
does it affect our lives?
What is a constitution and why is it important for a country?
[SS-4-SG-A-01]
Define and Differentiate between State and
Government
(‫رایتس‬
State
(‫وکحتم‬‫اور‬)
Government
‫ھجمس‬‫وک‬‫رفق‬‫امنیب‬‫ےک‬)
‫ںیکس‬
‫۔‬
[SS-4-SG-A-02]
Describe the components of a government
o Legislature
o Executive
o Judiciary
‫ا‬‫ےک‬‫وکحتم‬
‫زجا‬
(‫ہننقم‬:
Legislature
‫ااظتن‬،)
(‫ہیم‬
Executive
‫اور‬)
(‫دعہیل‬
Judiciary
‫وک‬)
‫ایب‬
‫ن‬
‫رک‬
‫ںیکس‬
‫۔‬
Concept mapping
Students collaboratively create a concept map that differentiates between
the State and Government and illustrates their key characteristics.
Encourage discussions to build a collective understanding.
Use of Visual Aid: State vs. Government Infographics
Use visual aids, such as infographics, to visually represent the differences
between the State and Government. Include symbols or icons to represent
the State and its components, providing a visual reference for students.
Discuss the infographic as a class, reinforcing key concepts.
Role Play: Three Branches of Government
Organize a role-playing activity where students act out the three branches
of government: Legislature, Executive, and Judiciary.
Assign students different roles such as lawmakers, executive officials, and
judges.
The role play can help students understand the functions and interactions
of each component.
Real-World Application:
Explore the local government or community structures.
Invite a local government official to discuss their role with the class.
Students can prepare questions to ask the official and gain insights into the
practical functioning of government at a local level.
resources
To be covered
through (
SUPPER Project)

18
Case Study: How Laws Are Made
Present a case study on how laws are made within the legislative branch.
Students analyze the case study to understand the legislative process,
including proposing, debating, and passing laws.
Encourage discussions on the importance of laws in a society.
Use of Visual Aid: Government Components Poster
Assign each group a government component (Legislature, Executive,
Judiciary). Groups create posters representing their assigned component,
including key functions and responsibilities.
Posters are displayed in the classroom, serving as visual aids for
reference.
Role Play: Creating and Enforcing Laws
Divide the class into groups, with each group representing a different
component of the government. Students collaboratively create a fictional
law, present it for debate, and simulate the process of passing and
enforcing the law.
The role play helps reinforce the roles of the Legislature
[SS-4-SG-B-01]
Describe the concept of a Constitution and
basic characteristics of the Constitution of
Pakistan.
‫رک‬‫ایبن‬‫وصتر‬‫اک‬‫آنیئ‬
‫ںیکس‬
‫رک‬‫ایبن‬‫وصخایصت‬‫اینبدی‬‫یک‬‫آنیئ‬‫ےک‬‫اپاتسکن‬‫اور‬
‫ںیکس‬
‫۔‬
[SS-4-SG-B-02]
Recognize the rights and responsibilities of a
Pakistani citizens as defined by the
Constitution.
‫دارویں‬‫ذہم‬‫اور‬‫وقحق‬‫ےک‬‫رہشویں‬‫اطمقب‬‫ےک‬‫آنیئ‬
(
Rights and Responsibilities
)
‫اچہپن‬‫وک‬
‫ںیکس‬
‫۔‬
Enquiry-Based Drawing:
Ask students to draw what they think a Constitution looks like. Encourage
them to include symbols or images that represent rules, fairness, and unity.
Afterward, have a class discussion to share and compare their drawings.
Visual Aid: Constitution Collage:
Provide magazines, newspapers, and other visual materials. Ask students
to create a collage that represents the basic characteristics of the
Constitution of Pakistan. Discuss their collages as a class, identifying key
elements.
Real-World Application: Community Rules Poster
Discuss the idea of community rules and how they are similar to a
Constitution. In groups, have students create posters illustrating rules they
follow in school or at home. Relate these rules to the broader concept of a
Constitution.
To be covered
through (
SUPPER Project)

19
Role Play: Rights and Responsibilities Skit:
Divide students into small groups and assign each group a right or
responsibility from the Constitution. Ask them to create a short skit that
demonstrates the importance of that right or responsibility. Encourage
creativity and collaboration.
Case Study: Constitution Detective:
Provide simplified case studies of everyday situations (e.g., sharing
resources in the classroom). Have students act as "Constitution
Detectives" to identify which constitutional principles are at play and
discuss the rights and responsibilities involved.
Enquiry-Based Discussions: Citizen Rights and Responsibilities
Circle Time:
Create a circle time discussion where students share their thoughts on
what rights and responsibilities they think citizens should have. Encourage
listening to different perspectives and discuss the importance of balance.
Use of Visual Aid: Rights and Responsibilities Poster Contest:
Organize a poster contest where students design posters illustrating the
rights and responsibilities of Pakistani citizens. Display the winning posters
in the classroom or school hallway.
Enquiry-Based Story Writing: My Constitution Adventure:
Ask students to write short stories titled "My Constitution Adventure." In
their stories, they can explore a world where everyone follows the
Constitution's principles, and they discuss the rights and responsibilities
they encounter.
Concept Mapping:
Divide students into small groups and provide them with large sheets of
paper. Ask each group to create an enquiry-based concept map that
explores what they think a Constitution is, including its purpose,
components, and importance. Encourage discussion and collaboration.
Real-World Application: Analyzing the Constitution:
Present students with simplified scenarios that involve constitutional
principles (e.g., freedom of speech, right to education). In small groups,

20
students discuss and analyze how the Constitution applies to each
situation. This encourages critical thinking about real-world applications.
Culmination Event
Pakistan Constitution day is 10th April
Celebrating Constitution Day is a wonderful way to create awareness about
rights and the importance of the constitution
Start the day with a special Constitution Day pledge. Have students
stand and recite a simplified version of the preamble or key principles from
the Constitution.
Constitution Trivia Quiz:
Organize a fun trivia quiz related to the Constitution of Pakistan. Create
age-appropriate questions and have students participate individually or in
teams. Reward correct answers with small prizes.
Constitution Art Exhibition:
Encourage students to create artwork that represents the themes of unity,
justice, and freedom from the Constitution. Display their art in a mini-
exhibition within the classroom or school.
Constitution Day Craft:
Provide materials for a craft activity where students can create
Constitution-themed crafts such as bookmarks, badges, or mini-flags. This
hands-on activity helps reinforce key concepts.
Constitution Day Assembly:
Organize a special assembly where students can present short skits,
poems, or songs related to the Constitution. Invite parents to attend and
make it a memorable event.
Constitution Story Time:
Read age-appropriate stories or anecdotes related to the making of the
Constitution or the importance of constitutional values. This helps students
connect with the historical context.

21
Constitution Day Essay Contest:
Hold an essay contest where students can express their thoughts on the
importance of the Constitution. Provide prompts like "What the Constitution
means to me" or "My rights and responsibilities as a citizen."
Constitution Day Decorations:
Decorate the classroom or school with Constitution-themed decorations.
This can include banners, posters, and flags. Encourage students to
contribute to the decorations.
Constitution Day Cake Cutting:
Bake or order a special Constitution Day cake. Gather students to
participate in a small ceremony where they cut the cake together. Use this
opportunity for a brief discussion about the Constitution.
Constitution Day Song Sing-Along:
Choose patriotic songs related to the Constitution and have a sing-along
session. Provide lyrics and encourage students to express their
enthusiasm.
[SS-4-SG-C-01]
Describe the concept of democracy as the
most popular system of government and
describe why it is the preferred form.
(‫وہمجرتی‬
Democracy
‫ےک‬‫وکحتم‬‫اظنم‬‫وبقمل‬‫ےس‬‫بس‬‫وک‬‫وصتر‬‫ےک‬)
‫ایب‬‫رپ‬‫وطر‬
‫ن‬
‫رک‬
‫ںی‬
‫اور‬
‫ہی‬
‫اتبںیئ‬
‫ہک‬
‫ہی‬
‫رتیحیج‬
‫ویک‬‫لکش‬
‫ں‬
‫ےہ‬
.
[SS-4-SG-C-02]
Describe the term Leader.
(‫راامنہ‬
Leader
‫اور‬
Discuss the qualities of a good leader.
‫اےھچ‬
(‫راامنہ‬
Leader
‫ںیکس‬‫اتب‬‫وصخایصت‬‫یک‬)
‫۔‬
[SS-4-SG-C-03]
Group Discussion to Understanding Democracy
Divide the class into small groups and encourage them to discuss what
democracy means. Use guiding questions to initiate discussions. Groups
can present their understanding to the class through drawings or short
skits.
Use of Visual Aid: Democracy Poster Creation
In pairs or small groups, have students create posters that illustrate the key
features and benefits of democracy. Encourage the use of images,
symbols, and simple text to convey the concept. Display the posters in the
classroom.
Real-World Application: Classroom Rules and Voting
Discuss the concept of rules within the classroom. Collaboratively create a
set of class rules and establish a voting system for decision-making. Allow
To be covered
through (
SUPPER Project)

22
Define the term General Elections.
(‫ااختنابت‬‫اعم‬
General Elections
‫۔‬
[SS-4-SG-C-04]
Describe the formation and function of
political parties in a democratic government,
how do they contest elections according to
their manifesto.
‫سک‬‫ہی‬‫زین‬‫ںیکس‬‫رک‬‫ایبن‬‫ااعفل‬‫اور‬‫ڈاھہچن‬‫اک‬‫امجوتعں‬‫ایسیس‬‫ںیم‬‫وکحتم‬‫وہمجری‬
‫ںیہ‬‫یتیل‬‫ہّصح‬‫ںیم‬‫ااختنابت‬‫وہےئ‬‫رےتھک‬‫رظن‬ِّ‫دم‬‫وک‬‫وشنمر‬‫اےنپ‬‫رطح‬
‫۔‬
students to vote on class-related decisions, providing a hands-on
experience of democratic processes.
Role Play: Qualities of a Good Leader Skit
Organize a role-playing activity where students take on the roles of leaders
in different scenarios (class, sports team, etc.). After each role play,
facilitate a class discussion on the qualities displayed by effective leaders.
Case Study: Leaders in Our Community
Provide case studies or short profiles of local leaders (community, school,
etc.). Students can discuss what makes these individuals good leaders and
how they contribute to the well-being of the community.
Enquiry-Based Brainstorming: General Elections Discussion
Conduct a brainstorming session where students share their thoughts on
elections. Guide the discussion to collectively define "general elections"
and discuss why they are important for a democratic system.
Visual Aid: Political Party Manifesto Illustration
Assign each group a fictional political party and ask them to create visual
representations of the party's manifesto. This could include drawings,
slogans, and key points. Groups can present their manifestos to the class.
Real-World Application: Classroom Election Campaign
Divide the class into small groups, assign each group a fictional political
party, and ask them to create a mini-election campaign. This can include
campaign posters, slogans, and a brief presentation. Hold a "classroom
election" where students vote for the party they find most convincing.
Key Vocabulary: State, Government, Territory, Sovereignty, Constitution, Judiciary, Legislature, Executive, Judiciary, Rules, Laws, Democracy, Leaders,
General Elections, Political parties, Manifesto, National Assembly, Senate,
،‫رایتس‬
،‫وکحتم‬
،‫العہق‬
،‫آنیئ‬
‫ا‬،‫وہمجرتی‬،‫دعہیل‬،‫ہننقم‬،‫اظنم‬‫وافیق‬
‫اویا‬،‫زریںی‬‫ویان‬
‫ن‬
‫ابال‬
،
،‫دعہیل‬،‫ااظتنہیم‬،‫ہننقم‬،‫وکرٹ‬‫رپسمی‬
،‫امجںیتع‬‫ایسیس‬
،‫وکحتم‬‫اقمیم‬
‫اظنم‬‫اپرامیلین‬،‫رامنہ‬،‫ااختنابت‬‫اعم‬

23
Strand: Geography Duration: (6 weeks)
Sub-Strands: Globe and map skills, Major Land Forms and Physical Regions of Pakistan ,
Weather & Climate and interaction between land and people. Population, Natural disasters and safety measures
Suggested Enquiry Question: What can we do to adapt to different weather conditions and be responsible stewards of the
environment in the face of changing climates?
[SS-4-G-A-01]
Describe the terms maps and globes.
•
(‫ہشقن‬
Map
(‫ولگب‬‫اور‬)
Globe
[SS-4-G-A-02]
Enlist the uses of maps and globes.
•
‫انب‬‫رہفتس‬‫یک‬‫اامعتسل‬‫ےک‬‫ولگزب‬‫اور‬‫وشقنں‬
‫ںیکس‬
[SS-4-G-A-03]
Identify the key elements in a map/globe.
•
‫ںیکس‬‫اتب‬‫انم‬‫ےک‬‫انعرص‬‫امہ‬‫ےک‬‫ےشقن‬
‫۔‬
[SS-4-G-A-04]
Locate all continents and major oceans/seas.
•
(‫اومظعں‬ِّّ‫َب‬‫وّصحں‬‫ڑبے‬‫ےک‬‫یکشخ‬
Continents
‫رحبوں‬‫اور‬،)
/
‫ریحبوں‬
‫وک‬
‫ںیکس۔‬‫رک‬‫التش‬‫رپ‬‫ےشقن‬
[SS-4-G-A-05]
Recognize the concept of directions with the
help of “cardinal points” and compass.
•
(‫اشنانت‬‫یتمس‬‫اینبدی‬
Cardinal Points
)
‫س‬‫می‬‫ک‬
‫اور‬
‫ےس‬‫دمد‬‫یک‬
‫وک‬‫وتمسں‬
‫اچہپن‬
‫۔‬‫ںیکس‬
[SS-4-G-A-06]
Map and Globe Exploration Stations
Set up exploration stations with different types of maps and globes.
Students rotate through stations, observing and noting down the key
elements, such as continents, oceans, and cardinal points.
At each station, they discuss and share their observations.
Mapping My Journey
Students create personal maps detailing their journey from home to school.
They label cardinal points, key landmarks, and distances.
Peer assessment involves students sharing their maps and giving
constructive feedback.
Map and Globe Uses Brainstorm
Class discussion on the uses of maps and globes.
Students create a mind map on large paper, categorizing uses into groups.
The class consolidates the information in a collaborative session.
Cardinal Points and Compass Hunt
Students use compasses to find and mark cardinal points on a large map
or outdoor space.
They follow directions to locate specific points.
Peer assessment involves students leading each other to cardinal points.
Mapping Continents and Oceans
Students work in pairs to locate and label continents and major oceans on
a world map.
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24
Describe the label borders, orientation,
legend, title, scale and source or BOLTS with
the help of a map
.
‫یک‬‫ےشقن‬
(‫وبسٹل‬‫ےس‬‫دمد‬
BOLTS
‫ّوصتر‬‫ےک‬)
‫ینعی‬
‫لبیل‬
،
،‫ابرڈرز‬
‫ںیتمس‬
،
‫ےشقن‬
‫ا‬‫ونعان‬،‫دیلق‬‫یک‬
‫ور‬
‫الیکس‬
‫یک‬
‫رک‬‫واضتح‬
‫ںیکس‬
‫۔‬
Peer assessment involves pairs discussing and correcting their maps.
BOLTS Analysis of Maps
Students analyze sample maps using BOLTS criteria.
In small groups, they discuss and compare their analyses.
A class discussion consolidates findings.
Mapping Adventure Story
Students create adventure stories using maps as the backdrop.
Maps must include elements like borders, orientation, legend, title, scale,
and source.
Peer assessment involves sharing and discussing the map-based stories.
Exit Slip: Reflecting on Mapping Skills
Students complete exit slips, reflecting on what they learned about maps
and globes.
The teacher reviews the exit slips to gauge individual understanding.
Common themes or misconceptions are addressed in the following class.
SS-4-G-B-01]
Identify major land forms and their types in
Pakistan.
(‫اخل‬‫و‬‫دخ‬‫یعبط‬‫امہ‬‫ےک‬‫اپاتسکن‬
Major Landforms
)
‫ااسقم‬‫یک‬‫ان‬‫اور‬
‫یک‬
‫رک‬‫انشتخ‬
‫ںیکس‬
‫۔‬
KWL activity to explore Pakistan's Landforms
Begin with a class discussion about landforms, encouraging students to
share their existing knowledge.
Form small groups, assigning each group a specific landform category
(mountains, plains, deserts, rivers, etc.).
Know: What do students already know about landforms in Pakistan?
Want to Know: What questions or information are they curious about?
Leave the "Learn" section blank for later completion.
Research Phase (Enquiry-Based Learning):
Instruct each group to research and compile information about their
assigned landform category in Pakistan.
Encourage the use of online resources, books, and maps for
comprehensive understanding.
Emphasize critical thinking by asking students to analyze the significance
of each landform in terms of geography, climate, and human settlement.
Creative Presentation:
Guide students in selecting a creative way to present their findings (e.g.,
poster, digital presentation, model).

25
Emphasize the importance of visually appealing and informative
presentations.
Collaborative Review Session (Communication and Collaboration):
Arrange a collaborative review session where each group shares its
presentation with another group.
Encourage discussions and questions to deepen understanding and foster
collaboration.
Peer Evaluation (Critical Thinking):
Ask students to critically evaluate the presentations of their peers based on
content, creativity, and clarity.
Provide a structured rubric for assessment, including specific criteria for
evaluation.
Culminating Activity (Communication and Creativity):
Organize a culminating activity where each group presents their creative
projects to the entire class.
Encourage discussions and questions from the audience, promoting a
collaborative learning environment.
[SS-4-G-C-01]
Define and distinguish between weather and
climate.
(‫وممس‬
Weather
(‫وہا‬‫و‬‫آب‬‫اور‬)
Climate
)
‫ایبن‬‫رفق‬‫ںیم‬
‫ںیکس‬‫رک‬
[SS-4-G-C-02]
Identify the elements of climate (
Temperature, rainfall, wind) and describe
factors that determine/affects climate.
‫آ‬
‫یک‬‫انعرص‬‫ےک‬‫وہا‬‫و‬‫ب‬
‫رک‬‫انشتخ‬
‫ںیکس‬
)‫وہا‬،‫ابرش‬،‫رحارت‬‫(درہج‬
‫اور‬
‫اےسی‬
‫ںیہ‬‫ےت‬‫وہ‬‫ادناز‬‫ارث‬‫رپ‬‫وہا‬‫و‬‫آب‬‫وج‬‫رکںیکس‬‫ایبن‬‫وعالم‬
‫۔‬
[SS-4-G-C-03]
Explain the effect of the physical environment
on the lifestyle of people in Pakistan.
Concept Mapping (Weather vs. Climate)
Ask students to create a concept map that visually distinguishes between
weather and climate.
Encourage them to include key characteristics and examples for each,
fostering critical thinking and conceptual understanding.
Research for Information Gathering
Assign small groups specific elements of climate (temperature, rainfall,
wind). Each group conducts research to identify how these elements
contribute to defining climate. Students present their findings through
posters or short presentations, promoting collaborative research skills.
Case Studies
Provide case studies highlighting different regions in Pakistan and their
unique physical environments.
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26
‫ںیم‬‫اپاتسکن‬
‫زدنیگ‬‫رطز‬‫ےک‬‫ولوگں‬
‫رپ‬
‫یعبط‬
‫یک‬‫ارثات‬‫ےک‬‫اموحل‬
‫واضتح‬
‫رک‬
‫ںی‬
‫۔‬
[SS-4-G-C-03]
Explain how human activities have changed
the natural environment (e.g. deforestation,
building dams, industry etc. (Positive and
negative impact)
‫رک‬‫واضتح‬
‫ںی‬
‫ااسنین‬‫ہک‬
‫رسرگویم‬
‫ں‬
‫دقریت‬‫ےن‬
‫ےسیک‬‫وک‬‫اموحل‬
‫دبت‬
‫لی‬
‫ایک‬
‫ےہ‬
‫یک‬‫الگنجت‬‫(ًالثم‬
‫اٹکیئ‬
،
‫ڈ‬
‫ومی‬
‫ں‬
‫یک‬
‫ریمعت‬
،
‫وریغ‬‫تعنص‬
‫ہ‬
‫یفنم‬‫اور‬‫(تبثم‬)
)‫ارثات‬
SS-4-G-C-04]
Identify different occupations of people
(agriculture, mining and industry)
‫فلتخم‬‫ےک‬‫ولوگں‬
‫وشیپ‬
‫ں‬
‫یک‬
‫رکںیکس‬‫انشتخ‬
‫ینک‬‫اکن‬،‫(زراتع‬
)‫تعنص‬‫اور‬
[SS-4-G-C-05]
Describe the concept and need for food
security in Pakistan
‫رک‬‫واضتح‬‫یک‬‫رضورت‬‫اور‬‫وصتر‬‫ےک‬‫ظفحت‬‫ذغایئ‬‫ںیم‬‫اپاتسکن‬
‫ںیکس‬
‫۔‬
In small groups, students analyze the impact of the physical environment
on the lifestyle of people in each region.
Encourage discussions on how factors like geography, climate, and natural
resources influence daily life.
Classroom Debates
Organize a debate on the positive and negative impacts of human activities
on the natural environment in Pakistan.
Assign students to research and present arguments for or against specific
human activities (e.g., deforestation, dam construction, industrialization).
Encourage critical thinking and effective communication during the debate.
Timeline
Have students create a timeline illustrating significant environmental
changes in Pakistan over the past century.
Each student or group focuses on a specific event or period, researching
the causes and consequences of environmental changes.
This activity promotes historical understanding and the ability to analyze
long-term trends.
Real World Application through Field Trip and Observational Journal
Organize a field trip to a local area affected by human activities or with
distinct climate characteristics.
Students keep observational journals, noting weather patterns, human
interventions, and their effects on the environment.
This hands-on activity enhances observational skills and connects
theoretical knowledge to real-world experiences.
Enquiry-Based Project:
Assign students or groups a specific human activity (e.g., construction
project, industrial development).
Students conduct an environmental impact assessment, considering both
positive and negative consequences.
Presentations can include proposed solutions for minimizing negative
impacts, fostering critical thinking and problem-solving skills.
Simulation Game

27
Create a climate change simulation game where students represent
different regions or countries.
Each student or group makes decisions affecting climate based on
available resources and human activities.
Debrief the game to discuss the simulated impacts, fostering an
understanding of the complex interactions between human actions and
climate.
Occupation Carousel
Create stations representing different occupations such as agriculture,
mining, and industry.
In small groups, students rotate through each station, gathering information
about the nature of each occupation.
After the carousel, conduct a class discussion where students share their
findings and discuss the importance of each occupation.
Food Security Case Studies (Real-World Application):
Provide case studies on different regions or communities in Pakistan that
have faced challenges related to food security.
In small groups, students analyze the factors contributing to food insecurity
and propose realistic solutions.
Presentations or reports can be shared with the class
Role Play: Occupations in Action (Role Play):
Assign each student a specific occupation (e.g., farmer, miner, industrial
worker). Students prepare and perform short role plays depicting the daily
tasks, challenges, and contributions of their assigned occupation.
This activity enhances empathy and provides a real-world perspective on
different professions.
Food Security Simulation Game (Enquiry-Based Simulation):
Develop a simulation game where students represent different
stakeholders in the food supply chain, including farmers, distributors, and
consumers. As they navigate the game, students experience the
challenges and decisions involved in ensuring food security.
Debrief the simulation to discuss the complexities of achieving food
security.

28
Town Hall Debate on Food Security Policies (Role Play):
Assign students roles representing different stakeholders, such as
government officials, farmers, and consumers.
Conduct a town hall-style debate where students discuss and debate
proposed food security policies.
[SS-4-G-D-01]
Examine how common natural disasters occur
(Floods, Earthquakes, Cyclones, Avalanches)
and how they affect human life.
‫ںیل‬‫اجزئہ‬‫اک‬‫ابت‬‫اس‬
‫دقریت‬‫اعم‬‫ہک‬
‫ےسیک‬‫آافت‬
‫آیت‬
‫ںیہ‬
‫(الیس‬
،‫ب‬
،‫ززلےل‬
‫وطافن‬‫رگدابددنمسری‬
/
‫وتدے‬‫ربافین‬،
‫ااسنین‬‫وہ‬‫اور‬
‫زدنیگ‬
‫ےسیک‬‫وک‬
‫رکیت‬‫اتمرث‬
‫ںیہ‬
‫۔‬
[SS-4-G-D-02]
Suggest safety measures that can be taken
in case of natural disasters, such as
Earthquakes
(before, during and after).
(‫آافت‬‫دقریت‬
Natural Disasters
‫رپ‬‫وطر‬‫اخص‬)
‫اور‬‫الیسب‬
‫ےس‬‫ززلےل‬
(‫ےلہپ‬
Before
(‫ںیم‬‫دوران‬،)
During
(‫ںیم‬‫دعب‬‫)اور‬
After
‫اجےن‬‫ےئک‬)
‫واےل‬
‫ادقاامت‬‫افحیتظ‬
‫وجتزی‬
‫ںیکس‬‫رک‬
‫۔‬
[SS-4-G-D-03]
Investigate how at least one natural disaster
in the past affected the affected areas and
their population.
‫آتف‬‫دقریت‬‫اکی‬‫مک‬‫از‬‫مک‬‫ںیم‬‫امیض‬‫ہک‬‫رکںی‬‫اقیقحتت‬
)‫(ززلہل‬
‫اتمرثہ‬‫ےن‬
‫اتم‬‫رطح‬‫سک‬‫وک‬‫آابدی‬‫یک‬‫ان‬‫اور‬‫العوقں‬
‫ایک‬‫رث‬
Brainstorming
Begin the unit with a whole-class brainstorming session on the board.
Ask students to share their existing knowledge about natural disasters,
listing causes, types, and impacts.
Encourage a collaborative discussion to build a collective understanding.
Natural Disasters Inquiry Stations
Set up inquiry stations for different natural disasters (Floods, Earthquakes,
Cyclones, Avalanches).
Students rotate through stations, conducting research to understand the
causes, occurrences, and impacts of each disaster.
Groups present their findings to the class, fostering collaborative learning.
Design a Safety Campaign (Real-World Application):
Assign each group a natural disaster (e.g., earthquake) and task them with
creating a safety campaign.
Students design posters, brochures, or digital media to educate others
about safety measures before, during, and after the disaster.
Presentations can include practical demonstrations of safety procedures.
Earthquake Safety Role Play
Conduct a role-playing activity where students simulate an earthquake
scenario.
Assign roles such as emergency responders, community members, and
authorities. Students act out safety measures before, during, and after an
earthquake, enhancing understanding through experiential learning.
Case Study: Impact of a Historical Natural Disaster:
Provide a case study on a past natural disaster (e.g., the 2005 earthquake
in Pakistan).
In groups, students investigate how the disaster affected the areas and the
population.
resources

29
Presentations should include information on the immediate and long-term
impacts, recovery efforts, and lessons learned.
Evacuation Plan Design (Real-World Application):
Challenge students to design an evacuation plan for a community prone to
natural disasters.
Consider factors like geography, infrastructure, and population density.
Presentations can include maps, escape routes, and communication
strategies.
Evacuation Plan Design Brainstorming
Before students design evacuation plans, facilitate a brainstorming session
on the factors to consider. Discuss the elements of effective evacuation
plans and encourage students to share ideas on how to address specific
challenges. Create a class list of key considerations for evacuation
planning.
Emergency Response Simulation Game (Role Play):
Develop a simulation game where students take on roles in an emergency
response team.
The scenario can involve managing the aftermath of a natural disaster,
requiring decision-making and teamwork.
Debrief the simulation to discuss challenges faced and effective strategies.
Guest Speaker on Disaster Management (Real-World Application):
Invite a guest speaker from a local disaster management organization or
emergency services.
The speaker shares insights into real-world experiences in dealing with
natural disasters. Students can ask questions and gain practical knowledge
from the speaker's expertise.
Community Resilience Project
Challenge students to research and propose a community resilience
project for a vulnerable area.
Projects may include infrastructure improvements, community awareness
campaigns, or early warning systems.
Presentations should emphasize the long-term sustainability and
effectiveness of the proposed project

30
Exit Slip
After introducing safety measures for natural disasters, distribute exit slips.
Ask students to write down one safety measure they find most important
and one thing they would do to prepare for a natural disaster.
Collect and review exit slips to gauge individual understanding and
concerns.
[SS-4-G-E-01]
Define the terms Population and Census.
(‫آابدی‬
Population
(‫امشری‬‫رمدم‬‫اور‬)
Census
‫۔‬
[SS-4-G-E-02]
Explain the importance of Census.
‫ںیکس‬‫رک‬‫ایبن‬‫اتیمہ‬‫یک‬‫امشری‬‫رمدم‬
‫۔‬
[SS-4-G-E-03]
Survey the distribution of population in the
region and give a map of the region /province.
‫ےطخ‬
(‫میسقت‬‫یک‬‫آابدی‬‫یک‬
Distribution of Population in the
Region
‫ںیکس‬‫رک‬‫ایبن‬‫ےس‬‫ذرےعی‬‫ےک‬‫ےشقن‬)
‫۔‬
[SS-4-G-E-04]
Enlist the major problems caused by over
population.
‫ںیکس‬‫انب‬‫رہفتس‬‫یک‬‫ووجاہت‬‫یک‬‫اسملئ‬‫واےل‬‫وہےن‬‫دیپا‬‫ےس‬‫ااضہف‬‫ںیم‬‫آابدی‬
‫۔‬
[SS-4-G-E-05]
Identify the importance and
interconnectedness of Water Sanitation and
Hygiene (WASH)
Brainstorming Session: Solutions to Overpopulation
Begin with a brainstorming session where students collectively generate
ideas on possible solutions to problems caused by overpopulation.
Facilitate a discussion on the feasibility and effectiveness of each
suggestion. Encourage creative thinking and highlight the
interconnectedness of various solutions.
Population and Census Concept Map
Begin with an inquiry-based concept map activity. Students collaborate to
define terms such as "population" and "census" and illustrate their
connections.
Encourage discussions on what they already know, what they want to
know, and what they've learned about these concepts.
Use of Visual Aid
Use visual aids such as charts, graphs, and infographics to illustrate the
importance of a census.
Discuss with students how census data is collected, analyzed, and utilized
for policymaking and resource allocation.
Ask students to create their visual aids to represent key census
information.
Population Distribution Mapping Activity (Real-World Application):
Provide maps of a specific region or province. In small groups, students
survey and mark areas with high and low population densities.
Discuss factors influencing population distribution and its implications for
urban and rural areas.

31
‫تحص‬‫اظفحن‬‫اور‬‫افصیئ‬‫یک‬‫اپین‬
(WASH)
‫اور‬‫اتیمہ‬‫یک‬
‫ےک‬‫ان‬
‫یک‬‫رطب‬‫ابیمہ‬
‫رک‬‫اشندنیہ‬
‫ںیکس‬
‫۔‬
Overpopulation Role Play (Role Play):
Conduct a role-playing activity to explore the major problems caused by
overpopulation. Assign students roles representing individuals, families,
and government officials.
Encourage discussions on limited resources, strain on infrastructure, and
potential solutions.
Project: "Our Community's Census" (Project-Based Learning):
Divide the class into small groups and assign each group a fictional
community. Students work on a project where they conduct a simplified
census for their community. The project includes creating a questionnaire,
surveying classmates as community members, and compiling and
analyzing the data. Groups present their findings, emphasizing the
importance of census and what they discovered about their "community."
Represent Census Data (Brainstorming):
Engage students in a brainstorming session on creative ways to represent
census data visually.
Discuss options such as charts, graphs, or even simple infographics.
Encourage students to consider colors, symbols, and images that
effectively convey information.
Brainstorming Session:
Conduct a brainstorming session on how to improve Water, Sanitation, and
Hygiene (WASH) practices within the school environment.
Students suggest initiatives such as installing handwashing stations,
promoting water conservation, or organizing awareness campaigns.
Discuss the feasibility of these ideas and their potential impact.
Water Sanitation and Hygiene (WASH) Case Study (Case Study):
Present a case study highlighting a community's access to Water,
Sanitation, and Hygiene (WASH) facilities.
In groups, students analyze the case study, identifying challenges and
proposing solutions related to WASH. Presentations should emphasize the
interconnectedness of water, sanitation, and hygiene.
WASH Infographic Creation (Use of Visual Aid):

32
Challenge students to create infographics illustrating the importance and
interconnectedness of WASH.
Students can include key facts, statistics, and visuals to communicate the
significance of clean water, sanitation, and hygiene practices.
Display the infographics in the classroom or present them to the class.
WASH Survey and Analysis (Enquiry-Based Learning):
Conduct a class survey on WASH practices in students' households.
In groups, students analyze the survey data, identifying trends and areas
for improvement. Encourage discussions on the impact of WASH on health
and well-being.
Public Service Announcement (PSA) on WASH (Real-World
Application):
Task students with creating a Public Service Announcement (PSA) on the
importance of WASH. Students can use various mediums, such as posters,
videos, or presentations, to communicate key messages to the broader
community.
Present PSAs to the class and discuss the potential real-world impact of
their messages.
Key Vocabulary: Globe, Cardinal Points, BOLTS, Compass, Geography, Continent, Oceans, Landforms, Physical Regions, Occupations,
Overpopulation, Deforestation,, Urbanization, Food Security, Weather, Climate, Temperature, Rainfall, Wind, Greenhouse Effect, Natural Disasters,
Earthquakes, Floods, Safety Measures, Cyclones, Avalanche, Population, Census, WASH, Water Sanitation ,
،‫اہمرںیت‬‫یک‬‫ہشقن‬،‫ولگب‬
،‫ربامظع‬
،‫ںیتمس‬،‫دحود‬
،‫امن‬‫بطق‬
‫یعبط‬،،‫امیپہن‬،‫ونعان‬،‫دیلک‬‫یک‬‫ےشقن‬
‫دخواخل‬
،
،‫العےق‬‫اسیلح‬،‫رحصا‬،‫ےلسلس‬‫اہپڑی‬،‫رمعفت‬‫حطس‬
‫وم‬،‫افحتظ‬‫یک‬‫وخراک‬،‫ڈمی‬،‫ینک‬‫اکن‬،‫اکری‬‫تعنص‬،‫زراتع‬
،‫وہا‬‫و‬‫آب‬‫اور‬‫مس‬
‫طخ‬،‫رباست‬
،‫اوتسا‬
،‫رحارت‬‫درہج‬
،‫ززلہل‬،‫الیسب‬،‫ادقاامت‬‫افحیتظ‬،‫دتاریب‬‫اایتحیط‬،‫آافت‬‫دقریت‬
،‫وتدے‬‫ربافین‬،‫وطافن‬‫دنمسری‬

SOW-Social Studies (Muasharti Uloom )- 4.pdf

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SOW-Social Studies (Muasharti Uloom )- 4.pdf