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New Oxford Social Studies for Paksitan TG 3.Pdf NEW OXFORD SOCIAL STUDIES TEACHING GUIDE FOR PAKISTAN 3 FOURTH EDITION 3 Introduction The New Oxford Social Studies for Pakistan Fourth Edition has been revised and updated both in terms of text, illustrations, and sequence of chapters, as well as alignment to the National Curriculum of Pakistan 2006. The lessons have been grouped thematically under Unit headings. The teaching guides have been redesigned to assist teachers to plan their lessons as per their class needs. Key learning at the beginning of each lesson provides an outline of what would be covered during the course of the lesson. Background information is for teachers to gain knowledge about the topics in each lesson. Lesson plans provide a step-by-step guidance with clearly defined outcomes. Duration of each lesson plan is 40 minutes; however, this is flexible and teachers are encouraged to modify the duration as per their requirements. If required, teachers can utilise two periods for a single lesson plan. Outcomes identify what the students will know and be able to do by the end of the lesson. Resources are materials required in the lesson. Teachers are encouraged to arrange the required materials beforehand. In case students are to bring materials from their homes, they should be informed well ahead of time. Introduction of the lesson plan, sets forth the purpose of the lesson. In case of a new lesson, the teacher would give a brief background of the topic; while for subsequent lessons, the teacher would summarise or ask students to recap what they learnt in the previous lesson. The idea is to create a sense of anticipation in the students of what they are going to learn. Explanation is the central part of the lesson plan. Its focus is to ensure that the learning outcomes are met through explanation, demonstration, class discussions, and brainstorming. References to the text, illustrations, and images in the textbook will make the lesson engaging and interesting. The teacher is encouraged to elicit responses from the students to determine whether the learning outcomes are being met. Class work is based on the questions, Work pages, and group activities in ‘Things you can do’ section. If there isn’t enough time to complete class work, teachers can assign it for homework; or allocate a separate period for the completion of class work. Homework is assigned to students during the lesson. Research-based tasks and projects are usually to be given as homework. Conclusion wraps up the topic and usually comprises of a review of the topics covered in a particular lesson. Suggested activities are given for most of the lessons and only conducted if sufficient time and resources are available. Answers to questions and Work pages are provided at the end of the lesson plans. Appendix worksheets comprises of worksheets that may be printed out beforehand. Teachers are encouraged to use digital resources to enhance classroom learning. The digital resources are available on https://oup.com.pk/digital-resources. The teachers can also create their accounts by following the instructions given on the inside cover of the textbook. NEW OXFORD SOCIAL STUDIES FOR PAKISTAN 1 iii Contents Unit Page Unit 1 Geography 2 1 The Earth in space 2 2 Maps 10 3 Climate 15 4 Our country 20 Unit 2 Citizenship 28 5 For all to use 28 6 Services 32 7 Transport 37 Unit 3 Work and Money 46 8 Work 46 9 Money and banks 50 Unit 4 Culture 55 10 Calendars 55 11 Festivals 58 Unit 5 Where We Live 63 12 Cities and villages 63 iv 1 NEW OXFORD SOCIAL STUDIES FOR PAKISTAN Unit Page Unit 6 History and Rights 72 13 Early people 72 14 Religion 78 15 Human rights 81 Answers to Work page and ‘Things you can do’ activities 86 Appendix: Worksheets 95 NEW OXFORD SOCIAL STUDIES FOR PAKISTAN 1 v Unit 1 Geography 1 The Earth in space Key learning: • Concept of the Earth as part of space • Other bodies in space • Earth’s movements and their effects • Landforms and water Background information: Our solar system comprises of: the Earth, Sun, Moon, planets, stars, sky, space, and atmosphere. Atmosphere and space: Where the layer of the atmosphere ends, space begins. Space is a dark, airless, empty area far beyond our beautiful, blue sky. Using pictures of galaxies and stars from the Internet (NASA is a very useful site) and from reference books in the school library would make the lesson very interesting and engaging. The Sun: Without the Sun, we would have to live in continuous darkness and have no warmth for our bodies. Plants would not grow, nor would fruits, vegetables, and flowers. In other words, all living things would die. The Sun is a star made up of very hot gases; it is a life-giving source of light, heat, and energy. The Sun is so big that it looks as if it is very close to us, but in reality it is many, many millions of kilometres away from the Earth. Thus, its heat must be very intense and fiery if it can reach us from so far away. The Sun is stationary, i.e. it does not move, while the Earth and other planets move around it. The Moon: The Moon is a satellite of the Earth and moves around it, just as the Earth moves around the Sun. The Moon is solid and has no light of its own; what we see as moonlight is actually a reflection of the Sun’s light. The movement of the Moon around the Earth is completed in 28 or 29 days. Thus on the first day of the Moon’s cycle we see a thin curve of light, the new moon. On the 7th day we see a half moon; on the 14th day we see a full moon. Then again a week later it becomes half and by the 28th day there is no moon in the night sky. Then the cycle of the Moon starts all over again. Stars and planets: On a clear night we can see many stars in the sky. They are millions of kilometres away. Our Sun and its planets form the solar system, which is part of a huge galaxy called the Milky Way. Landforms: The continents and islands were once a huge, land mass. Due to the natural movements of the Earth deep inside its crust, their shape and structure were changed, over millions of years. 2 1 NEW OXFORD SOCIAL STUDIES FOR PAKISTAN The climate has also played a large part in creating, destroying, and recreating the physical features of the Earth’s surface, again over millions of years of the Earth’s existence. Extreme weather, rains, and floods, etc. bring about these changes. Seas and oceans: Seas and oceans make up almost three quarters of the Earth’s surface. Many of the islands thrusting out of the sea are actually the surface of underwater mountain ranges and volcanoes; later on, some of these lands were inhabited. The Hawaiian Islands are an example of volcanoes which erupted under the sea and then grew upwards and rose above sea level. Sea level: It is a term used to describe the height of a place with respect to the level of the sea. Karachi, for example, is 8m above sea-level, while Quetta is 1679m above sea-level. Lesson plan 1 Duration: 40 minutes Outcomes: Students will be able to: • describe the solar system. • recognise the Sun as a source of light and energy on Earth. Resources: textbook page 2, globe, pictures of stars and galaxies from NASA website; astronomy websites for students, wall clock Introduction: 10 minutes Begin with an ice-breaker about space travel—ask the students what they know about space, space travel, spacecraft, space missions, etc. Note their responses on the board. Tell them that they are going to learn about how they are travelling through space as the Earth, where they live, moves along its path around the Sun! Take the students out to the ground or any open space outside the classroom. Ask them to stand with their back towards the Sun and look up at the sky, to see how it stretches wide all around them. Tell them to feel the air around them. Inform the students this surrounding air is called the atmosphere. This atmosphere has the gas oxygen which we need in order to live. Ask the students what else they can see, besides the clouds, if any. Explain that during the day only the Sun is visible—and sometimes, a faint moon—but there are stars, planets, and the Moon that can be seen in the night sky. Bring the students back to the classroom. Explanation: 20 minutes Read the text on pages 2 and 3. Talk about the pictures of the Sun, the Moon and the Earth. Ask the students about the sizes of the illustrations—what do they see? Explain that these pictures cannot show us the actual comparison of the sizes of the Sun, Earth, and Moon. The Sun is actually a huge star, 330,000 times bigger than the Earth! The Moon is the smallest of the three. NEW OXFORD SOCIAL STUDIES FOR PAKISTAN 1 3 Draw a simple diagram on the board to show the solar system (the Sun is called sol in Latin, an ancient language, hence solar system). Explain that the Sun is at the centre of the solar system and eight planets, including the Earth, revolve around the Sun. The planet nearest to the Sun is called Mercury and the one farthest away is Neptune.
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