Crescent Model Higher Secondary School

Girls Campus
PYP V

Homework
IB PYP V
IB PYP V
Session 2025-26
Name:-------------------------
Section:------------------------
Dear Parents,
As the summer holidays approach, we understand the importance of balancing relaxation
and continued learning for your child. Our summer holiday homework is designed to keep
your child engaged academically, ensuring they retain and build on the skills they’ve
acquired throughout the school year.
Here are a few points about the Summer Holiday Homework:
Purpose and Benefit:
• Reinforcement of Skills: The assignments aim to reinforce key concepts learned during the
school year.
• Preventing Learning Loss: Regular practice can help prevent the summer slide, where the
students lose some of the achievement gains made during the school.
• Preparation for Upcoming Tasks: The homework will also introduce learners to some of the
concepts to be explored in the upcoming term, giving her a head start.
Balanced Approach:
• We have designed the homework to be manageable and stress free, allowing ample time for
family activities and relaxation.
• The tasks can be completed at your child’s own pace, encouraging self-directed learning
and time management skills.
Parental Involvement:
• Your support and encouragement can make a significant difference. Please take some time
to review the homework with your child and provide assistance if needed.
• Engaging in educational activities together, such as reading or exploring nature, can
complement the assigned tasks and make learning more enjoyable.
Resources and support:
• All necessary materials and instructions are provided in the homework packet. Should you
have any questions or need further guidance, please feel free to reach us through Google
Classroom.
• Learners can further use these websites to conduct their research
Ø www.kiddle.co
Ø https://duckduckgo.com/Instructions for completion submission of holiday homework:

Please follow these instructions carefully to ensure your holiday homework is completed
and submitted properly. Select the method of submission as per your convenience.
1. Take Printouts of the Worksheets:
- Print all the provided worksheets.
- Organize them neatly in a folder and
bind it.
2. Maintain Your Own Copy/Register:
- Use a dedicated copy or register to complete your assignments.
- Ensure your work is neat and legible.
- Submit the hard copy to your homeroom teacher after summer break
3. Download and Upload on Google Classroom (GCR):
- Download the necessary files from Google Classroom (GCR).
- Complete your assignments and upload the finished work back to GCR as required.
 Table of contents

Unit of inquiry pg # 4- 10

English pg # 11- 34

Math pg # 35- 39

Science pg # 40-54

Social studies pg # 55- 62

Leader in Me pg # 63- 70

Urdu pg # 71- 79

Islamiat pg # 80 -82

ICT pg # 83- 85
 UNIT‌‌
‌
OF‌
INQUIRY‌‌
 Theme: Where we are in place and time

Task 1. Then & Now Photo Comparison (Visual Prompt)

Student will find an old photo of their neighborhood, famous place

of the city (from family albums or online archives) and take a current
photo of the same place.
Task: Write or voice-record observations comparing the two (What
has changed? What stayed the same?).
Extension: Interview an older family member (Grandparents or
neighbour) about life in that place "then."
Explain through the VTR: “ I use to think, Now I think”

Then vs. Now Hunt

Students collect images from the past and compare them to the
present (transport, homes, schools, old telephones, typewriter).

Use VTR: Think–Puzzle–Explore

Think: What do I already know?

Puzzle: What am I curious about?
Explore: How can I find out more?

Task 2: Create a Timeline

Design a visual timeline showcasing key technological

advancements.
Example: The transition from horse-drawn carriages to automobiles,
leading to urban expansion.
Telephone to mobile timeline, etc.
Highlight how each innovation impacted daily life and communities.
Select a transformation topic (e.g., transport, housing,
communication).
Begin with:
“I used to think transportation was only about getting places faster,
but now I think…”
Task 3: Time Capsule for Earth 2050

Imagine the world in 2050. If sustainable choices are made, what would
change? What would stay the same?
Interactive Element: Create a time capsule with drawings, letters, and
objects representing this future world on a chart paper.
Extension: Present to family with explanations of your vision.

Task 4: Disaster Detective: Mapping Adaptations

Choose one natural disaster (e.g., floods, earthquakes, wildfires).

Research how one community has adapted (e.g., earthquake-proof

buildings in Japan, floating houses in the Netherlands).
Creative Output: Create an illustrated “Before & After” comic or map
showing how the community transformed on a light color chart paper and
write about it.
Historical events and technological advancements that transformed communities.

Task 5: Research and Write an Essay

Choose three significant historical events that brought major changes to
societies. Examples:
1. The Industrial Revolution
2. The Space Age and Moon Landing
3. The Invention of the Internet
Discuss how these events influenced people's lives, jobs, and ways of
communication.
Connect these events to modern technological advancements and how they
continue shaping communities.

Task 6. Case Study - Adapting to Change:

Pick a natural disaster or climate change event that forced communities to

adapt.
Research how people innovated to overcome challenges (e.g., earthquake-
proof buildings, flood-resistant homes).
Explain the connection between adaptation and technological
advancements.
Explain through the given VTR
Task 6. Creative Presentation:
Use a Concept-Question-Example (CQE) chart showing relationships
between challenges, solutions, and changes over time.

Connect
Question Example
How have people changed
How have people changed to Why did the homes or building
transportation to adapt to
communicate with each other? structures change?
growing cities?

Task 7: VTR: Tug of War – “Balancing Innovation and Tradition”

Pose a dilemma (e.g., “Should communities preserve traditions or fully
modernize?”) and debate with evidence.
• “Should we rebuild old cities with modern technology, or preserve
traditional designs?”
• Students place themselves on a spectrum and explain their position using
evidence from research.
• Great for discussing perspective and values in community decisions.

Task 8: Inquiry and Research Tasks

Interview an Expert or Family Member
• Task: Interview someone (engineer, electrician, or even a parent, relative)
who works while using technology in their work. Ask them “How this work
was being done earlier?” “ How technology made it easier now?”

Task 9: Nature-Based Exploration

Nature Walk:
• Task: Go on a nature walk and record how do you feel in the areas of
greenery or gardens then next day go on a walk with parents in Urban areas.
Then reflect through the presentation.
• Presentation: Sketches, photos on chart paper.

Reflection Questions:
1- How do communities balance tradition and technology?
2- Can history teach us better ways to adapt to future challenges?
3- What role do individuals play in shaping the world through innovation?
Q: What would happen if technology was no longer available?
Task 8: Global Goals Bingo (We can later display it in the
class as well)

Create all SDG on a single or two chart papers (Join them together)
with SDG-related tasks (e.g., “Watch a video about clean water,” “Eat
a locally grown fruit,” “Recycle something”, “Helping any elderly
relative”).

Interactive Element: Write your tasks in short and reflect on what

was learned.
Extension: Challenge family members or relatives to do the same.

Task 9: SDG Comic Strip

Choose a UN Sustainable Development Goal (SDG) and create a

comic strip that tells a story about solving a problem related to that
goal.

Interactive element: Use comic creation apps (like Pixton or Book

Creator) or hand-draw.
Extension: Share in a digital SDG gallery with classmates later
after summer vacations.
 Exploring a Tsunami
In 2004, a massive tsunami struck the Indian Ocean, causing immense
devastation. A tsunami is a series of powerful ocean waves, much larger and more
destructive than regular waves. This particular tsunami was caused by an
underwater earthquake, and its impact was felt across many countries, leaving
behind destruction and loss. Understanding what causes tsunamis and how they
behave is essential for creating effective warning systems and strategies to reduce
their impact.

Tsunamis can be triggered by various geological events. Underwater volcanic

eruptions and large meteors crashing into the ocean can both displace huge
amounts of water, generating powerful waves. Underwater landslides, especially
near coastal areas, can also cause tsunamis. However, the most common cause is
underwater earthquakes. When an earthquake occurs on the ocean floor, it can
suddenly push the water above it upwards. This movement creates waves that
spread out from the earthquake's center.

In the deep ocean, a tsunami wave might only be a few feet high, making it hard to
notice. However, these waves can travel at incredible speeds, up to 500 miles per
hour. As the tsunami approaches land, the shallowing water causes the wave to
slow down, but its height increases dramatically. The energy of the wave gets
compressed into a smaller amount of water, so by the time it reaches the coast, it
can be several meters high. The 2004 Indian Ocean tsunami reached heights of up
to 30 meters in some areas.

The impact of a tsunami on coastal communities can be catastrophic. The massive

waves flood low-lying areas, causing widespread destruction. Buildings and
infrastructure are often destroyed, and coastal ecosystems can be severely
damaged. Tragically, tsunamis often result in significant loss of life. Scientists are
constantly working to improve tsunami detection and warning systems, which rely
on seismographs and ocean buoys to detect underwater earthquakes and monitor
tsunami waves. It is crucial for coastal communities to be aware of tsunami risks
and have evacuation plans in place.

Q1. Choose the best option:

a. According to the text, what is the most common cause of tsunamis?
i. Volcanoes erupting underwater.
ii. landslides happening near the coast underwater.
iii. Meteors crashing into the ocean.
iv. Earthquakes happening underwater.
According to the text, what happens to a tsunami's speed and height as it
approaches land?
i.It speeds up and gets shorter.
ii. It slows down and gets taller.
iii.It maintains its speed and height.
iv. It speeds up and gets taller

Q2. Use the VTR PEEL to explain what is a Tsunami?

Evidence: Support Explanation: Link: Link

Point: Make a
your point with Explain the this to the
point
evidence from text. evidence first point

Q3. Use VTR: Fishbone to highlight the causes and effects Graphic of a Tsunami.
Q4. The text mentions that tsunamis can be caused by underwater earthquakes,
volcanoes, meteors, and landslides. Which of these causes do you find most
surprising or concerning, and why? How does learning about the causes of tsunamis
change your perspective on the power of nature?
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Q5. The text emphasizes the importance of having a family plan if you live in a
tsunami zone. What kind of emergency plans does your family have in place for
different situations, such as natural disasters or other unexpected events? If you
don't have a plan, what steps could you take to create one? How can families and
communities create effective emergency plans to stay safe during natural disasters,
and how does this support the global goals for climate action and sustainable living?
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Task 1: Comprehension
The Invention of the Telephone
Reading Text:
Before the invention of the telephone, long-distance communication was a
laborious and time-consuming process. People relied on handwritten
letters, which took days or even weeks to arrive, especially over vast
distances. This inefficiency made it difficult to stay in contact with loved
ones or conduct timely business transactions. In 1876, Alexander Graham
Bell patented the telephone, a groundbreaking invention that transformed
global communication. For the first time, individuals could speak with one
another in real time, regardless of geographic location.
Throughout the 20th century, the telephone evolved dramatically. The
original models were bulky, wall-mounted devices with limited functionality.
Over time, telephones became more compact and user-friendly,
incorporating features like rotary dials, push buttons, and eventually
touchscreens. The advent of mobile technology liberated phones from fixed
locations, enabling people to carry their devices and remain connected
anywhere. Today’s smartphones are multifunctional tools, combining voice
communication with internet access, messaging, video conferencing, and
applications that support education, health, finance, and more. This
technological evolution has revolutionized not only personal interactions
but also commerce, education, and emergency response systems.
Vocabulary Wall
Write the meaning of each word and use it in a sentence.
1. revolutionize:_________________________________________________________________
Sentence:_____________________________________________________________________
2. transform:____________________________________________________________________
Sentence:_____________________________________________________________________
3. portable:______________________________________________________________________
Sentence:_____________________________________________________________________
4. communicate:________________________________________________________________
Sentence:_____________________________________________________________________
5.invention:_____________________________________________________________________
Sentence:____________________________________________________________________
6.innovation:____________________________________________________________________
Sentence:_____________________________________________________________________
7.multifunctional:_______________________________________________________________
Sentence:_____________________________________________________________________
8.transmission:_________________________________________________________________
Sentence:________________________________________________________________________
What is the main idea of this passage?
A) Early telephones were inconvenient to use.
B) The invention of the telephone revolutionized global communication
and daily life.
C) Alexander Bell used letters to communicate.

Answer the following questions in your own words.

1. Who invented the telephone and in which year?

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2. How did people communicate before telephones were invented?

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3. Describe two technological improvements in telephones over time.

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4. What are four functions of modern smartphones besides making calls?
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True or False:
1. The telephone was invented in 1876. ( )
2. Early telephones were lightweight and easy to carry. ( )
3. Smartphones support activities such as education and health care. ( )
4. Letters were faster than phone calls. ( )
Complete the following by writing the effects. The first one has been
done for you.
· Cause: Alexander Graham Bell invented the telephone.
o Effect: People could communicate instantly over long distances.
· Cause: Telephones became wireless and portable.
o Effect: _____________________________________________________________________
· Cause: Smartphones included internet access and apps.
o Effect: _____________________________________________________________________
Compare the use of communication before and after the invention of the
telephone. Use a Venn diagram to organize your ideas.
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Why do you think the telephone is considered a revolutionary invention in

human history? Include at least two detailed reasons based on the text.
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Creative Writing Prompt:

Imagine you are living in the year 1875, just before the invention of the
telephone. Write a diary entry describing how you communicate with your
family and friends who live far away. Then, write a second diary entry from
the year 1880, after the telephone became available in your town.
Describe how your life and communication have changed.
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Task 2: Comprehension
Electricity Transforms Communities
Reading Text:
Before electricity became widespread, life was limited by natural light and
human labor. People illuminated their homes with candles, oil lamps, or
fireplaces. These sources of light were dim and hazardous, often causing fires
or burns. Daily activities such as reading, cooking, and cleaning had to be
done during daylight. The invention and implementation of electricity in the
late 1800s marked a pivotal shift in human development. Electric lighting
made homes brighter, safer, and more functional even after sunset.
Industries were among the first to benefit from this innovation. Factories
could operate beyond daylight hours, leading to increased productivity and
economic growth. In schools, electric lights and devices like overhead
projectors enhanced the learning experience. New electrical appliances such
as refrigerators, washing machines, vacuum cleaners, electric fans, and radios
simplified domestic chores and provided entertainment and information.
Rural areas also began to see improvements in agriculture through electric
water pumps and automated equipment. Electricity also laid the groundwork
for future technologies, including computers and the internet. It dramatically
improved quality of life and helped communities evolve into modern,
industrialized societies. It also provided a foundation for other innovations,
including telecommunications, mass media, and urban infrastructure like
streetlights and traffic signals.
Vocabulary Wall
Write the meaning of each word and use it in a sentence.
1.illuminate:_________________________________________________________________________
Sentence:____________________________________________________________________________
2.productivity:______________________________________________________________________
Sentence:____________________________________________________________________________
3.appliance:_________________________________________________________________________
Sentence:___________________________________________________________________________
4.hazardous:_________________________________________________________________________
Sentence:____________________________________________________________________________
5.implementation:__________________________________________________________________
Sentence:____________________________________________________________________________
6.development:_____________________________________________________________________
Sentence:____________________________________________________________________________
7.functional: _________________________________________________________________________
Sentence: ___________________________________________________________________________
What is the main idea of the passage?
A) Electricity caused accidents in factories.
B) The spread of electricity transformed homes, industries, and schools.
C) People preferred candles to electric lights.

Answer the following questions in your own words.

1. What were three sources of light before electricity?

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2. How did electricity impact the productivity of factories?
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3. Name five electrical appliances mentioned in the passage.
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4. What future technologies did electricity help make possible?
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True or False:
1. Oil lamps were safer than electric lights. ( )
2. Factories operated for longer hours thanks to electricity. ( )
3. Radios allowed people to hear music and news at home. ( )
4. Electricity was only useful for homes, not for schools or factories. ( )
Complete the following by writing the effects.
· Cause: Electricity became common in homes and workplaces.
o Effect: ____________________________________________________________________________
· Cause: Factories gained access to electricity.
o Effect: ____________________________________________________________________________

Compare life before electricity to life after it became common. Write two
differences and one similarity.
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Explain how electricity contributed to the modernization of communities. Use

at least two concrete examples from the text.
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Creative Writing Prompt:
Write a short story titled "A World Without Electricity." Imagine you live in the
present day, but electricity suddenly disappears. Describe how your life changes
in terms of communication, school, chores, and entertainment.
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Task 3: Comprehension
The Impact of the Internet
Reading Text:
Since the late 20th century, the internet has emerged as a transformative force
in global society. It enables instantaneous communication, access to vast
information, and the ability to collaborate across continents. Through the
internet, individuals can email, video chat, learn new skills, and participate in
virtual communities. During the COVID-19 pandemic, digital platforms became
essential for remote learning and working, maintaining social connections when
physical interaction was restricted.
The internet’s influence extends into every field—from medicine and education
to entertainment and commerce. It has enabled telemedicine, global
classrooms, e-commerce platforms, and streaming services that connect
people to ideas and cultures across borders. However, it also presents
challenges. Not all content is accurate or safe. Cyberbullying, misinformation,
screen addiction, and data theft are serious concerns. This makes digital
literacy and critical thinking essential skills in the modern era. Users must
evaluate sources, guard their privacy, and behave ethically online. When used
responsibly, the internet remains a powerful tool for education, innovation, and
cross-cultural understanding. Moreover, with the rise of artificial intelligence,
cloud computing, and big data, the internet continues to evolve, driving major
changes in how businesses operate, how students learn, and how governments
serve citizens.
Vocabulary Wall
Write the meaning of each word and use it in a sentence.
Instantaneous:
________________________________________________________________________
Sentence: ____________________________________________________________________________
Misinformation:
_______________________________________________________________________
Sentence: ____________________________________________________________________________
Digital literacy:
________________________________________________________________________
Sentence: ____________________________________________________________________________
Cyberbullying: ________________________________________________________________________
Sentence: ____________________________________________________________________________
Collaboration: ________________________________________________________________________
Sentence: ____________________________________________________________________________
Transformative:
_______________________________________________________________________
Sentence: ____________________________________________________________________________
Ethical: ______________________________________________________________________________
Sentence: ____________________________________________________________________________
What is the main idea of the passage?
A) The internet is only used for learning.
B) The internet has reshaped communication and daily life but requires
responsible use.
C) Online games are the internet’s biggest advantage.

Answer the following questions in your own words.

1. How did the internet help during the COVID-19 pandemic?

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2. What are five uses of the internet mentioned in the text?
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3. List three challenges of using the internet.
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4. Why is digital literacy important?
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True or False:
1. The internet is only used for entertainment. ( )
2. Cyberbullying is a potential danger of internet use. ( )
3. The internet helps people work and study from anywhere. ( )
4. All information on the internet is accurate. ( )
Complete the following by writing the effects.
· Cause: Schools were closed during the pandemic.
o Effect: ________________________________________________________________________
· Cause: The internet provides access to a wide range of information.
o Effect: ________________________________________________________________________
Q.1 Compare communication before and after the internet. How did
interactions change? List two similarities and two differences.
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Q .2 Why is it important to be a critical and responsible internet user in

today’s world? Support your answer with details from the passage.
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Creative Writing Prompt:
Imagine the internet stopped working for a whole week. Write a personal
journal entry each day describing how your routine, learning, and social life
were affected. What did you learn from the experience?
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Task 4: Comprehension
In the heart of the Walled City of Lahore, near the dusty bricks of a forgotten
alley, stood a tree unlike any other. It was tall and wide, with golden leaves
that shimmered even in the dark. No one knew how old it was. Some
shopkeepers said it had been there since the Mughal times. Others believed it
was magical — that it whispered stories at night.
Twelve-year-old Anaya had passed by the tree many times on her way to
school. But one summer afternoon, something caught her eye. A glowing light
seemed to pulse from within the tree. Curious, she stepped closer and gently
touched its bark. To her surprise, the bark felt warm, like the pages of a book
sitting in the sun.
Suddenly, Anaya heard a soft hum. The tree began to speak, not with words,
but with images that filled her mind. She saw the past — the building of the
Lahore Fort, the buzzing streets of old Anarkali, and lanterns lighting up
during Basant. Then the tree showed her a glimpse of the future — green
rooftops, sky trains, and robots helping in schools.
Anaya blinked. The images faded. She stepped back in wonder. Was it a
dream? Or had the tree truly shared the city's story with her?

Vocabulary Builder

Circle the words you think are new or interesting. Use a dictionary to find
their meanings. Try using them in your own sentence.
shimmered
alley
bark
Pulse
glimpse
whispered
rooftops

Answer these questions:

1. Where is the mysterious tree located?
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2. What made the tree different from others?
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3. How did Anaya feel when she touched the tree?
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What did Anaya see when the tree shared its story?
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Why do you think the tree showed both the past and the future?
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Was Anaya dreaming? What evidence from the passage supports your
answer?
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What lesson or message do you think the tree wanted to give?
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Part 2: Research & Reflect

Research Note: The Walled City of Lahore
The Walled City is the oldest part of Lahore, filled with narrow streets,
hidden courtyards, colorful bazaars, and historical landmarks like Shahi Qila
and Wazir Khan Mosque. Many people live and work there, and every corner
tells a story of the past.

Point to Ponder:
“Can places hold memories? How can old places teach us about our future?”
Reflection Questions
Visible Thinking Routine: See–Think–Wonder
👁️ See:
What do you see when you imagine the Walled City or an old part of your
neighborhood?
Example prompt: I see _______________ (e.g., narrow streets, carved doors,
colorful fabrics).
💭 Think:
What do you think about places like these? Why are they important?
Example prompt: I think these places are _______________ because
_______________.
❓ Wonder:
What do you wonder about the Walled City or the magical tree in the story?
Example prompt: I wonder _______________ (e.g., who planted that tree, what
secrets the city keeps)
Task 5: Comprehension
Harnessing the Sun: The Science of Solar Power
The Sun is more than just a bright object in the sky — it is a powerful source
of energy that fuels life on Earth. Every day, it sends out enormous amounts
of heat and light, which drive weather patterns, allow plants to grow, and
keep animals and people warm. Without the Sun, our planet would be a
frozen, lifeless rock in space.
For centuries, humans relied on the Sun indirectly. Farmers used sunlight to
grow crops, and people used daylight to plan their daily activities. However,
as technology advanced, scientists discovered ways to capture the Sun’s
energy directly and convert it into electricity using solar panels.
Solar panels are made up of many solar cells, usually placed on rooftops or
wide-open fields. When sunlight hits these cells, a chemical reaction
produces electricity. This electricity can be used to power homes, schools,
and even entire cities. It is a clean form of energy because it doesn’t release
harmful gases or waste.
Unlike fossil fuels, which are limited and pollute the environment, solar
energy is renewable. As long as the Sun shines — which scientists estimate
will be for several billion more years — we can continue to use it as a source
of power. However, solar energy has its challenges. It depends on weather
and daylight, so places with long winters or frequent cloudy days may not
produce as much energy.
Despite the challenges, solar technology is improving rapidly. Scientists are
designing better panels and finding new ways to store solar power for use at
night. Solar farms are now being built in deserts and other sunny regions to
provide power for thousands of homes.
Solar power shows how understanding a natural phenomenon — the Sun —
can lead to sustainable solutions for our planet’s future.
Section A: Vocabulary in Context

Words Meaning

Renewable a.harming or dirtying the environment

sustainable a source that can be used again again

able to continue over a long time without harming

pollute
nature

solar panel a device that captures sunlight and turn it into energy

Your Answers:
1. _____ 2. _____ 3. _____ 4. _____
Section B: True or False
Write True or False for each statement.
The Sun is not needed for life on Earth. _________
Solar panels use sunlight to create electricity. _________
Solar energy is harmful to the environment. _________
Solar power is unlimited as long as the Sun exists. _________
Solar energy works the same in all types of weather. _________
Section C: Answer using full sentences.
What is the main function of solar panels?
Why is solar energy considered better than fossil fuels?
What is one challenge related to using solar energy?
How are scientists improving solar energy technology?
Section D: Thinking Questions
Use your imagination and personal opinions.
How do you think solar energy could change the way we live in the future?
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Imagine you are an inventor. What new solar-powered device would you
create? Describe it.
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Do you think all countries should switch to solar energy? Why or why not?
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Reflection – VTR: Think-Puzzle-Explore

1. Think – What do you already know about solar energy?

1. Puzzle – What questions or puzzles do you still have?

1. Explore – What would you like to learn more about?

Task 6: Comprehension
Many Voices in One City
In a school in Lahore called Rising Stars Academy, students sat in neat rows
wearing the same uniforms. Most of them spoke Urdu, had similar lunches,
and celebrated the same holidays. At first glance, everything seemed the
same. But Miss Rabia, their social studies teacher, had a question:
“What does it mean to be different… when we all look the same?”
The class was quiet.
She continued, “Even in Lahore, we all come from different backgrounds.
Some of us speak Punjabi at home. Some celebrate Basant. Some girls wear
hijabs. Some don’t. Some students come from villages outside Lahore, and
others from tall apartment buildings in the city.”
She then introduced them to the United Nations Sustainable Development
Goals (SDGs). She pointed to Goal 10: Reduced Inequalities and Goal 16:
Peace, Justice, and Strong Institutions.
“These goals are not just for faraway places,” Miss Rabia said. “They help us
think about fairness, kindness, and respect—even in our own classroom.”
Then she read a line from the Universal Declaration of Human Rights:
“Everyone has the right to freedom of thought, conscience and religion.”
The students began to talk. A boy named Daniyal said he was Christian and
sometimes felt left out during Islamic studies. Another student, Farzana,
shared that she moved from Balochistan and missed her native Brahui
language.
Suddenly, the classroom felt fuller, richer. The students decided to start a
“Language Day,” where they would teach words from their home languages
and display traditional clothes and foods. They ended the week by writing on
the board:
“Diversity is not only what we see—it’s what we listen to, what we feel, and
what we share.”
Answer these questions
1. What is the name of the school in the story?
______________________________________________________________________________________
______________________________________________________________________________________
2. Why did Miss Rabia say, “Even in Lahore, we are different”?
______________________________________________________________________________________
______________________________________________________________________________________
3. Which Sustainable Development Goals were discussed in the classroom?
______________________________________________________________________________________
______________________________________________________________________________________
-

4. How did Daniyal and Farzana show the class that diversity exists?
5. What did the class do to celebrate their differences?
6. What message was written on the board at the end?
7. Why is it important to understand invisible forms of diversity in places like
Lahore?
💬 Point to Ponder & Research Note (Global Citizenship Focus)
Even if our community seems “the same,” people have different languages,
beliefs, and stories. These stories help us become more understanding and
fairer.
Research Prompt:
Explore how your city can support inclusion and fairness for people who may
feel different. (Talk to your parents and people around you)
What are some unseen differences in your class or city?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Which rights are important for people who feel left out?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
How does respecting diversity make Pakistan stronger?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
VTR: I Used to Think… Now I Think…

I used to think: __________________________________________

Now I think: _____________________________________________

Task 7: Novel Study Booklet: The Lion, the Witch and the
Wardrobe
Instructions:
Read one chapter per day from The Lion, the Witch and the Wardrobe.
Complete the Visible Thinking Routine (VTR) and Creative/Reflection Task
after each chapter.
Use the space provided for your writing and drawings. Chapter 1: Lucy Steps
Through the Wardrobe
VTR: See - Think - Wonder
What did Lucy see in the wardrobe?
______________________________________________________________________________
ii. What do you think about the world she found?
______________________________________________________________________________
What do you wonder will happen next?
______________________________________________________________________________
Creative Writing:
What would you do if you found a secret door to another world? Write a
paragraph below:
Chapter 2: Lucy Meets Mr. Tumnus
VTR: Headline Routine
Write a headline for this chapter: _________________________________
Explain your headline:
Character Diary:
Write as Lucy. How did she feel meeting Mr. Tumnus?
"Dear Diary, today I met someone very unusual..."
Chapter 3: Edmund’s Turn
VTR: Step Inside (Edmund)
· What is Edmund thinking when he meets the White Witch?
· How is he feeling? Why?
Creative Task:
Write a letter to Edmund. Give him advice:
"Dear Edmund, I think you should..."
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
 Chapter 4: Turkish Delight
VTR: Connect - Extend - Challenge

Connect Extend Challenge

What do you already know How did this chapter add What do you find confusin

Chapter 5: Back in the Wardrobe

VTR: Headline Routine
Headline: _________________________________
Explanation: _______________________________
Reflection:
Have you ever told the truth and no one believed you? How did it feel?
Chapter 6: Into the Forest
VTR: See - Think - Wonder
What do you see now with all four children in Narnia?
___________________________________________________________________________________________
What do you think might happen?
___________________________________________________________________________________________
What do you wonder about Mr. Tumnus?
___________________________________________________________________________________________
Chapter 7: The Beavers Speak
VTR: Compass Points (N-E-S-W)
N (Need to Know): __________________
E (Excited): _______________________
S (Suggestions): ___________________
W (Worries): _______________________
Creative Task:
Make a survival tip list for hiding in Narnia.
Chapter 8: Edmund Slips Away
VTR: Step Inside (Edmund)
Why do you think Edmund left?
What might he be thinking?
Reflection:
Have you ever made a decision that hurt others? What did you learn?
:
Chapter 9: The Journey Begins
VTR: Headline Routine
• Headline: _________________________________
• Explanation:________________________________________
Art Task: Draw a map of the journey so far. Include wardrobe, Mr. Tumnus'
home, the Beavers' dam.
________________________________________
Chapter 10: Aslan Is Near
VTR: Color - Symbol - Image
Choose a color, symbol, and image that show the chapter's main idea:
• Color: ____________
• Symbol: ____________
• Image (draw here):
Reflection:
How would you feel if a great lion was coming to help you?
_______________________________________________________________________________________
_______________________________________________________________________________________
Vocabulary Tracker (20 Words):
Use the Frayer Model for each. Complete 3 per week.
Word Definition Characteristics Examples Non-Examples

Weekly Reflection Prompts: (Use at the end of each week)

• What part of the story surprised or excited you?
_______________________________________________________________________________________
_______________________________________________________________________________________
• What would you do differently than the characters?
_______________________________________________________________________________________
_______________________________________________________________________________________
• What IB Learner Profile traits do you think are important in this story?
_______________________________________________________________________________________
_______________________________________________________________________________________
 Grammar
Verb Tenses Practice
Read the story below. Fill in the blanks with the correct tense of the given verb in
parentheses.

It _______ (to be) a peaceful morning in Istanbul. Hamza and Yusuf had been exploring
the city for hours, and now they ________ (to be) both quite hungry. They __________
(decide) to find a place to eat near the Blue Mosque.
They __________ (walk) along the cobbled streets, looking at menus, but couldn’t find
anything they both liked. Finally, they __________ (spot) a small family-owned
restaurant that looked perfect.
“Let’s __________ (eat) here!” said Hamza.
“We __________ (try) something new and delicious,” __________ (say) Yusuf with a smile.
The waiter greeted them kindly and handed them menus. “I __________ always
__________ (want) to try traditional Turkish food,” said Hamza. “Since I __________ (to be)
young, I __________ (dream) of tasting it in Turkey.”
Hamza and Yusuf __________ (order) kebabs, lentil soup, and freshly baked bread. They
__________ (thank) the waiter and __________ (enjoy) every bite of their meal.
After lunch, they __________ (walk) to a nearby park and __________ (sit) under a tree.
“This meal __________ (to be) the best I’ve had during our trip,” Hamza said. “The food
__________ (taste) amazing.”
“Yes,” said Yusuf. “We __________ (have) to come back tomorrow before we leave.”
“That __________ (sound) like a great idea!” replied Hamza.

Task 2: Choose the correct form of the adjective in parentheses.

1. After the flood, the new homes were built to be __________ than the old ones.
(strong)
2. Solar panels are a __________ way to get energy than burning fuel. (clean)
3. The emergency plan in our city is the __________ it has ever been. (good)
4. Smart homes are becoming __________ as technology improves. (common)
5. This year’s hurricane was the __________ we’ve seen in a decade. (powerful)

Task 3: Which piece of technology do you think has made the biggest difference
during a natural disaster? Why?
Write a few sentences using at least three comparative or superlative adjective.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
________________________________________
Composition

Descriptive Writing Prompt: "Tech to the Rescue!"

Imagine your community is facing a natural disaster, like a flood, earthquake, or
storm.
But this time, things are different—you have modern technology to help keep
everyone safe!
Describe the scene:
What does the environment look and sound like during the disaster?
What kind of technology is used? (e.g., warning systems, drones, rescue
robots, special shelters)
How do people feel? What actions do they take to stay safe?
How is life different or better because of this technology?
Use at least:
2 comparative adjectives (e.g., safer, more helpful)
2 superlative adjectives (e.g., most advanced, strongest)
Sensory details (what can be seen, heard, felt)
Start like this (optional opening line):
"The sky darkened and the winds roared, but we were ready this time..."
 Summer Math Tasks
HCF & LCM in Action

Central Idea: As people and places change over time, we adapt and
transform to meet the needs of our communities and environments.
Aligned SDGs:
· SDG 11: Sustainable Cities and Communities
· SDG 12: Responsible Consumption and Production
· SDG 13: Climate Action
· SDG 3: Good Health and Well-being

Task 1: Scheduling for Sustainability (LCM)

Scenario:
Your community has two clean-up teams.
· Team A cleans the park every 6 days
· Team B cleans the beach every 9 days
Your Tasks:
1. When will both teams work on the same day again? (Find the LCM of 6
and 9)
2. How many times will each team work in a month (30 days)?
3. What day(s) should they plan a joint clean-up event? Why is this a good
idea for the community?

🌱 Task 2: Planting Trees Together (HCF)

Scenario:
Two groups are planting trees:
· Group A has 48 mango trees
· Group B has 36 neem trees
They want to plant them in rows with the same number of trees in each row
and no tree left.
Your Tasks:
1. What is the maximum number of trees per row they can plant equally for
both types? (Find the HCF)
2. How many rows of each tree type will they need?
3. Why is organizing plants this way helpful for urban green planning (SDG
11)?
 Task 3: Sharing for the Future (HCF & LCM)
Scenario:
A food distribution center delivers:
·Fresh fruit baskets every 15 days
·Dry ration kits every 20 days
Your Tasks:
1.After how many days will both deliveries happen on the same day again?
(LCM)
2.If the center wants to bundle equal-sized kits from 60 apples and 90
bananas, how many kits can they make? (HCF)
3.How many apples and bananas will be in each kit?

🚲 Task 4: Wheels of Change (LCM Word Problem)

Scenario:
Two cyclists start riding around a circular track.
·Cyclist A completes one round in 12 minutes
·Cyclist B in 18 minutes
Your Tasks:
1.When will they meet again at the starting point? (LCM of 12 and 18)
2.If they start at 9:00 AM, what time will that be?
3.Why is synchronized cycling useful for organizing eco-friendly bike rallies
(SDG 13)?
🧃 Task 5: Recycling Together (HCF Word Problem)
Scenario:
Two factories are donating leftover bottles to a recycling unit:
·Factory A has 120 glass bottles
·Factory B has 96 plastic bottles
They want to pack the bottles into equal boxes with the same number of
bottles in each box and only one type of bottle per box.
Your Tasks:
1.What is the greatest number of bottles per box possible? (HCF of 120 and
96)
2.How many boxes of each type will they need?
3.Why is sorting and organizing waste important for SDG 12?
t
Task 6: Wellness Recipe
½ Invent a healthy snack recipe (e.g., smoothie, salad) using fractions:Mix
".cup yogurt, ¼ cup strawberries, and ⅛ cup of milk
.Double the recipe for 4 people, then halve it for 1
Step-by-Step Recipe Chart
Title: My Healthy Snack Recipe
Ingredient
Amount (Fraction)
Double for 4 People
Half for 1 Person
Task 7: Cultural Patterns & Math Investigation
Research a cultural art form (e.g., mandalas, quilts, Islamic geometric
.)patterns
:Recreate a small part of it, measuring
Angles used (e.g., 90° in squares).Repeating fractions (e.g., 1/3 of the
.)pattern is blue
"?Reflection: "How does math help us express cultural identity
Task 8: Timeline of Math in History
.Research 3 important discoveries or inventions in math
.Create a timeline showing when and where they happened
.Add one modern mathematical tool or app you use today
Become a Math Investigator exploring how your local environment or
community has changed over time — and how math helps us understand
.and solve real-world problems that arise from that change
Part 1: Observe & Investigate 🧩
:Pick one of these topics
Change in the number of trees/green spaces in your neighborhood·
Water usage in your home over the last month·
Types and quantities of waste generated weekly·
Number of vehicles on your street in the past 5 years·
Outdoor temperature trends in your area during summer in the past 10·
years
Part 2: Collect & Organize Data 📊
.Use observation, interviews with family, or research with adult support·
.Record your data in a table·
.Organize it in a bar graph, line graph, or pictograph·
:Include
Title and labels·
Units of measurement (e.g., liters, kilograms, years, °C)·
✏️ Part 3: Use Mathematical Thinking
·Find the average (mean) for one set of data
·Identify the change or difference over time (e.g., increase/decrease)
·Use multiplication or division to estimate long-term impact
(Example: If you waste 2 liters of water daily, how much in a month?)
💡 Part 4: Propose a Solution
·Based on your findings, suggest one solution or action.
Reduce plastic?
Save water?
Plant trees?
Reduce car trips?
Use Math to Support It:
“If 10 families save 5 liters of water per day, that’s 50 liters/day and
1,500 liters/month!”
🎨 Part 5: Present Creatively
Make a poster, slideshow, flipbook, or comic to showcase:
·Your topic and findings
·Tables and graphs
·Math calculations
·Proposed solution linked to the SDG
·A reflection:
“How does this connect to change and adaptation in your community?”
Science
 Task1: Life Cycle Detective Task

You will become a Life Cycle Detective! Choose one living organism and
investigate how it changes throughout its life. Create a labeled diagram of
its life cycle and write a short explanation for each stage.
Steps to Complete the Task
Step 1: Choose Your Living Organism
Select from a list (e.g., frog, butterfly, sunflower, chicken, silkworm, or your
own choice).
VTR: Compass Points
Use this to help decide:
E: What excites you about this organism?
W: What do you Want to learn?
N: What do you Need to find out?
S: What Support might you need to explore this organism further?
 Step 2: Become a Researcher
Use books, videos, or trusted websites to find information about your
organism’s life cycle.
Take notes on:
How many stages there are?
What happens in each stage?
How long each stage lasts?
How the environment might affect the cycle?
ATL Focus: Research skills (collecting and recording data)
VTR: Think, Puzzle, Explore
What do you think you know?
What are you puzzled about?
What do you want to explore?
Step 3: Draw and Label the Life Cycle
Create a large, neat diagram showing each stage.
Label the name of each stage clearly (e.g., egg, larva, pupa, adult
or seed, seedling, plant, flower).
Make your diagram colorful and scientifically accurate.
VTR: See, Think, Wonder
Use this to examine pictures of your organism in different stages.
What do you see?
What do you think is happening? What do you wonder?
Step 4: Write Your Stage Explanations
Write 1–2 sentences for each stage of the life cycle.
Include key details like:
What changes happen?
What does the organism need in that stage?
How does it survive or grow?
ATL Focus: Communication skills (writing to inform)
Use scientific vocabulary (e.g., metamorphosis, germination).
Step 5: Share Like a Scientist
Make a video to present your life cycle diagram and upload it in Google
class room.
VTR: I Used to Think… Now I Think…
→ Reflect on your learning journey. What changed in your
understanding?
 What’s the Buzz with Bees?
Task
Why are bees important, and what happens if they disappear?
Explore a real case study about bee population decline in one country
and understand how it affects our environment and life.
Objectives:
Why bees are important for nature and food?
What is causing bees to disappear in some countries?
What people are doing to help?
Choose & Wonder
Choose one country to research (Pakistan, USA, or China)
Ask yourself:
What do I already know about bees?
What do I wonder?
Write 2–3 wonder questions in your notebook

Read & Watch

Read one article or watch a video about bee decline in your chosen
country.
Take notes: What happened?
Why are bees in danger?
What are people doing?
Think Deeply Using CSQ Routine
Fill in the Claim – Support – Question chart:
 Reflect & Connect
Write 4–5 sentences about what surprised you
How do you think this issue affects your own country?
What small action could you take to help bees?
Helpful Articles & Videos (Pick 1 or 2)
National Geographic Kids – Honey Bees
Click here or
https://kids.nationalgeographic.com/animals/invertebrates/facts/honeybe
e
Video: Why Are Bees Dying? (SciShow Kids)
Watch here or https://www.youtube.com/watch?v=GqA42M4RtxE
https://kids.britannica.com/students/article/bee/272933
https://kids.britannica.com/kids/article/bee/352839
https://www.sciencejournalforkids.org/articles/lesson-ideas/scientific-
research-bees/
Final Touches
Review your CSQ chart and reflection
Optional: Add a drawing of bees or flowers they like, or a photo if you
visited a garden
 SDG Comic Strip
Task: Choose a UN Sustainable Development Goal (SDG) and create a comic
strip that tells a story about solving a problem related to that goal.
Interactive Element: Use comic creation apps (like Pixton or Book Creator) or
hand-draw.
Extension: Share in a digital SDG gallery with classmates later after summer
vacations.

Sustainable Travel Diary

Task: Plan a pretend trip to three countries and explore how sustainability is
practiced in each (e.g., transportation, energy, food, fashion).
Interactive Element: Create a digital travel journal or scrapbook with facts,
drawings, and reflections.
Connection: Encourages understanding of global perspectives and
interconnected practices.

Global Goals Bingo (We can later display it in the class as well)
Task: Create all SDG on a single or two chart papers (Join them together) with
SDG-related tasks (e.g., “Watch a video about clean water,” “Eat a locally
grown fruit,” “Recycle something”, “Helping any elderly relative”).
Interactive Element: Write your tasks in short and reflect on what was
learned.
Extension: Challenge family members or relatives to do the same.
Q: Think about a time when you learned something new about yourself or your
relationships with others. How did this new understanding change the way you
see yourself or the world around you?
 Q: Can you describe a system that you are a part of, like your family, school, or
community? How do the different parts of that system work together, and what
happens if one part is not working well? Describe through “Think-Puzzle-Explore”
(VTR)
 Q: Think about a time you asked a question and learned something new.
How did asking that question make you feel? Explain through “3-2-1 Bridge”
(VTR) or cause and effect
How the World Works
Hands-On Exploration Tasks

Energy in My World Photo Diary

Task: Take photos of 5 everyday objects or systems that use
different forms of energy (e.g., toaster – electrical to thermal,
bicycle – muscular to mechanical).
Extension: Label the energy transformations and write a short
paragraph on how energy enables its function.
Inquiry and Research Tasks
Energy Source Investigation
Task: Choose one source of energy (e.g., wind, hydro, geothermal,
nuclear, fossil fuels) and create a mini-poster or slide presentation.
Key questions:
Where does this energy come from?
How is it used in technology?
Is it renewable or non-renewable?
Interview an Expert or Family Member
Task: Interview someone (engineer, electrician, or even a parent,
relative) who works with or uses technology that involves
energy/motion.
Focus: What principles of energy or motion are involved in their
work?
Creative Expression
“Energy in Art” Collage
Task: Create a collage or painting that expresses different forms of
energy (light, heat, motion) in nature or machines.
Mediums: Use paper, natural materials, digital tools.
 Nature-Based Exploration

Nature Walk: Motion in the Wild

Task: Go on a nature walk and record how energy and motion
appear in the natural world (e.g., flying bird, wind moving
leaves, water flowing).
Presentation: Sketches, photos on chart paper.

Q1: Why do you think understanding motion is important in sports,

transportation, or nature?
Q2: What would happen if a certain kind of energy (like electricity or sunlight)
was no longer available?
Q3: How are engineers or inventors inspired by nature’s energy systems to
create new technologies?
Q4: In what ways do you think energy use can be made more sustainable?
Q5: Can you think of a time when motion or energy surprised you? What did
you learn?
K-W-L Thinking Routine: Motion and Energy
🌟
K – What do I already KNOW?
(Think about what you know about motion, energy, sports, nature, and
inventions. Write as many facts as you can.)
🔹
🔹
🔹
🔹
W – What do I WANT to know?
(Use your curiosity! What questions do you have about motion and
energy?)
My own questions:
🔹
🔹
L – What have I LEARNED?
(After your learning and activities, write new facts, ideas, or answers you
discovered.)
🔹
🔹
🔹
🔹
Task 1: Time Traveler’s Discovery – Visible Thinking Routine
“See, Think, Wonder”
Imagine you're an archaeologist who has discovered a historical object,
structure, or artwork from an ancient civilization (e.g., Indus Valley,
Mesopotamia, Egypt, or Ancient China).

Step 1: Choose an artifact, monument, or image from a museum website or

history book.
SEE (What do you observe?)
THINK (What might this tell us?)
❓
WONDER (What questions do you have?)
Describe its colors, material, shapes, symbols, and setting. What does it say
about their culture, technology, or economy? What do you want to explore
more about this civilization?
Step 2: Draw or recreate the artifact.
Step 3: Write a museum label for your discovery: Title, Time Period,
Civilization, and Significance.
Task 2: Mapping My Country – Exploring Diversity in Pakistan
What to do:
• Draw a colorful map of Pakistan.
• Label provinces, rivers, mountains, forests, deserts, and major cities.
• Add symbols for cultural features (e.g., food, dress, festivals).
🧠 VTR: Parts – Purposes – Complexities
Parts Purposes Complexities
What are the parts of the map (provinces, rivers, cities, landforms,
cultural features)?
What is the purpose of each part? (e.g., What is the role of a river or
city? Why is culture shown?)
What are the complexities or challenges in managing a country with so
much diversity? (e.g., How do different regions adapt to climate,
culture, or natural resources?)
Which Sustainable Development Goal (SDG), Learner Profile attribute,
or Approaches to Learning (ATL) skill do you think is most strongly
connected to this activity, and why?
🌍 SDG: ----------------------
🎓 ATL: ---------------------------
💡 LP: ------------------------------
Task 3: My Community Then and Now – How Societies Evolve
Include:
• Culture & Heritage
• Technology & Innovation
• Laws & Citizenship
• Economic Changes
• Disaster Resilience
What to do:
1. Find or Draw Two Pictures of your community or city:
One from the past (ask elders, use a history book, or draw from
memory/stories).
One of the present day (take a photo or draw).
2. Zoom In and Observe each picture:
What buildings do you see?
What are people doing?
Are there roads, transport, shops, or parks?
VTR: Zoom In
🔍
Zoom In Before–After What Changed?
Look closely at the details in each picture.
What was it like then? What is it like now?
Why do you think these changes happened?
Which Sustainable Development Goal (SDG), Learner Profile attribute, or
Approaches to Learning (ATL) skill do you think is most strongly connected
to this activity, and why?
🌍 SDG: ------------------------
🎓 ATL: -------------------------
💡 LP: -------------------------
Task 4: Survival Stories – Life in Desert or Forest Regions
What to do:
Pick desert (like Thar) or forest (like tropical rainforest).
Make a mini poster or booklet:
Include: Climate, Animals, Plants, People’s lifestyle, Challenges, and Adaptations
VTR: Think – Puzzle – Explore
Think 💭
Puzzle❓
Explore 🔎
What do I already know?
What is still puzzling?
What new things did I learn?
KM Tool: Desert vs. Forest Comparison Table
Topic
Desert
Forest
Climate
Lifestyle
Adaptations
Which Sustainable Development Goal (SDG), Learner Profile attribute, or
Approaches to Learning (ATL) skill do you think is most strongly connected to
this task, and why?
🌍 SDG: -------------------------------
🎓 ATL: -------------------------------
💡 LP: ---------------------------------
Task 5: My City, My Future – Design a Sustainable City

Imagine a future city in Pakistan.

Draw or build a model with:
Homes, schools, solar power, water tanks, green spaces, disaster-safe zones.
Write a few sentences about how your city helps people and the environment.
VTR: Parts – Purposes – Complexities
Parts Purpose 🎯
What Makes It Complex? 🤔
What parts make a city?
Why is each part important?
What is hard about designing a fair and safe city?
Which Sustainable Development Goal (SDG), Learner Profile attribute, or
Approaches to Learning (ATL) skill do you think is most strongly connected
to this task, and why?
🌍 SDG: ------------------------------------------
🎓 ATL: -----------------------------------------
💡 LP: --------------------------------------------

Task 6: Disaster Preparedness – A Family Emergency Plan

Choose a disaster (e.g., flood, earthquake).
Make a family safety plan:
What to pack? Where to go? Who to call?
Interview an elder about their memory of a real disaster.
VTR: Connect – Extend – Challenge
🔗
Connect What do I already know?
➕
Extend What did I learn that is new?
❗
Challenge What is still confusing?

KM Tool: Disaster Response Chart

Disaster Cause Effect How People Responded
Which Sustainable Development Goal (SDG), Learner Profile attribute, or
Approaches to Learning (ATL) skill do you think is most strongly connected
to this task, and why?
🌍 SDG: ----------------------------------------
🎓 ATL: -------------------------------------
💡 LP: ---------------------------------------

Task 7: Map Detectives – Mystery Location Challenge

Focus: Understanding maps and physical features of Pakistan
• Choose a mystery location in Pakistan (e.g., Hunza Valley, Cholistan Desert).
• Give clues using a map: latitude, longitude, landmarks, nearby rivers or
deserts.
• Challenge a classmate or family member to guess your location!
KM Tool: Location Clue Card
Clue Type
Direction
Nearby
Landform
Clue Example
Which Sustainable Development Goal (SDG), Learner Profile attribute, or
Approaches to Learning (ATL) skill do you think is most strongly connected
to this task, and why?

🌍 SDG: --------------------------------
🎓 ATL: -------------------------------
💡 LP: ----------------------------------
Task 8: Culture Story – A Day in the Life

Focus: Culture and adaptation in desert or forest communities

• Imagine you are a child living in a desert or forest region of Pakistan.
• Write a short diary entry about your typical day:
o What do you eat?
o How do you go to school?
o What games do you play?
o How do you help your family?
VTR: Step Inside
Ask yourself: What would I see, hear, feel if I lived there?
Which Sustainable Development Goal (SDG), Learner Profile attribute, or
Approaches to Learning (ATL) skill do you think is most strongly connected
to this task, and why?

🌍 SDG: -------------------------------
🎓 ATL: ------------------------------
💡 LP: ---------------------------------
Task 9: Past Inventions – How They Changed Us

Focus: Technology and transformation

• Choose a historic invention (e.g., wheel, compass, irrigation, maps).
• Show how it changed people's lives.
• Create a comic strip or storyboard showing before and after the invention.
VTR: Circle of Viewpoints
Whose perspective are you showing? (e.g., a farmer before irrigation, a
traveler before maps)
Which Sustainable Development Goal (SDG), Learner Profile attribute,
or Approaches to Learning (ATL) skill do you think is most strongly
connected to this task, and why?

🌍 SDG: ----------------------------------
🎓 ATL: ---------------------------------
💡 LP: ------------------------------------
Task 10: Pakistan’s Wonders – Create a Travel Brochure

Focus: Geography and cultural appreciation

• Pick a natural or cultural wonder in Pakistan (e.g., Khewra Salt Mine, Fairy
Meadows, Mohenjo-Daro).
• Design a colorful travel brochure with:
o Pictures or drawings
o History or geography facts
o Tips for tourists
o How the place is protected today

VTR: I Used to Think – Now I Think

Reflect on what you learned about the place.
KM Tool: Travel Brochure Planner
Section Content Ideas
What to See
Why Visit
Safety Tips

Which Sustainable Development Goal (SDG), Learner Profile attribute, or

Approaches to Learning (ATL) skill do you think is most strongly connected to this
task, and why?

🌍 SDG: ------------------------------------------
🎓 ATL: ------------------------------------------
💡 LP: --------------------------------------------
Task 11: Innovation in My Neighborhood – Local Problem Solver
Focus: Innovation and community transformation
• Observe your community and find a small problem (e.g., water waste, garbage,
lack of trees).
• Design a simple solution or campaign:
o Make a poster or model
o Write a short plan
o Share your message with family or neighbours
KM Tool: Problem–Solution Table
Problem Cause Solution Who Can Help?
Which Sustainable Development Goal (SDG), Learner Profile attribute, or
Approaches to Learning (ATL) skill do you think is most strongly connected to this
task, and why?
🌍 SDG: --------------------------
🎓 ATL: ---------------------------
💡 LP: -----------------------------
Leader In Me
Task 1: Self-Regulation Strategies
Instructions:
Step 1: Explore the Strategies (Workbook Pages 18–19)
Open Pages 18 and 19 in your workbook. You will find 6 groups of Self-Regulation
Strategies:
🔴 Breathe
🔵 Move
🟢 Ask for Help
🔴 Use Your Senses
🟢 Connect
🔵 Take a Break
Take 10 minutes to read through each circle strategy in all groups.
Read them like a toolbox — tools to help you manage emotions like stress, anger,
sadness, or nervousness.
🧠 CONNECT: Think about your real life.
Which 2–3 strategies have you used before?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________________________________
When and how did you use them?
(Example: “I used deep breathing before my math test. It helped me stay calm.”)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________________________________
🔗 EXTEND:
Think bigger.
Which 2 strategies are new to you?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________________________________

How could you try them during summer?

(Example: “I didn’t know I could shake a glitter bottle to calm down. I want to try
that when I’m frustrated.”)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________________________________

❓ CHALLENGE:
Be honest.
What’s one thing that still feels tricky about using these strategies?
(Example: “I’m not sure if asking for help will be easy when I feel shy.”)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________________________________
Step 2: Apply What You Learned (Workbook Page 20)

Look at Page 20. The middle box says “Self-Regulation Strategies.”

That is your main idea. Each small square around it is where you will write
specific strategies. Here’s how to do it smartly:
In the center, write: “Self-Regulation Strategies”
Around it, in the outer boxes:
Pick 8 specific strategies from Pages 18–19.
Write 1 strategy per box. Use short phrases.
(Examples: “Deep breathing,” “Shake it out,” “Talk to a friend,” “Smell
something calming”)
Try to choose from different categories to show variety. (Hint: You can
label categories if you like, e.g., top-left box = “Move”)
Color or decorate your diagram to make it memorable.

Task 2: Notice, Name, and Think Page # 21

Circle of Viewpoints
Think of a time you had a strong feeling (happy, angry, nervous, proud,
etc.). Now imagine that moment from different points of view.

👁 Viewpoint What might this person ❓ Why do they feel this

feel? way?

YOU (your own view)

Someone else involved

A teacher or adult
Notice & Name Your Emotion

Write about a time you had a strong emotion. Complete the prompts:
I felt: ____________________________
Because: __________________________
I noticed the feeling in my body when: __________________________
What helped me feel better or calm down? ________________________

Think About Someone Else’s Emotion

Think of a time you noticed someone else having a strong feeling.

Who was it? ______________________
What do you think they felt? ______________________
How could you tell? (What did their face/body/voice show?)
_______________________________________________________________________________
What could you do to help them or support them?
________________________________________________________________________________
Now Complete Page 21 in Your Workbook

Use your answers above to help you fill in both parts of Page 21: “Notice, Name,
and Think.”
________________________________________________________________________________________
Task 3: Self-Leadership Pages: 22–23

Look at one of these situations and fill out the chart below.
Choose one:
When I’m Bored
Personal Improvement
Class Improvement
Community Improvement
What do you SEE in this situation?
What do you WONDER about it?
Stop-Think-Choose
Pick a challenge you face in your personal, class, or community life. Use this
tool to plan a better response.
🛑 STOP – What’s the challenge or situation?
_
💭 THINK – What are your choices or options?

✅ CHOOSE – What’s the best choice? Why?

Complete Workbook Pages 22 & 23

Now that you've reflected using the See-Think-Wonder and Stop-Think-

Choose tools, return to your Leader in Me workbook and complete Pages 22
(Personal Improvement) and 23 (Class & Community Improvement).
Fill in your Circles of Control and No Control using what you learned today.
____________________________________________________________
Task 4: Mission Statement Builder
What Makes You Say That?
Instructions:
1. Choose one sentence stem from the Mission Statement Builder (e.g.,
“Someday I want to be…”)
______________________________________________________________________________________
______________________________________________________________________________________
2. Respond to the question: “What do you think about yourself?” and “What
makes you say that?”
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
3. Write or share 2–3 statements explaining your values, dreams, or
passions.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________

Key Management & Leadership Tool – Goal Ladder

Activity Instructions:
1. Pick one dream or goal from your Mission Statement Builder.
2. Draw a ladder with 5–6 rungs.
3. On each rung, write a step you can take to get closer to that goal.

_______________________________
_______________________________
______________________________
______________________________
Complete Workbook Pages 26–27
1. Use your thinking from the VTR to fill in Page 26: Mission Statement
Builder.
2. Use your Goal Ladder to describe how you lived your mission last
week on Page 27.
3. Complete the sentence at the bottom of Page 27 using your personal
dream and plan.

Task 5
a. Minimizing Waste Waster
Identify and recognize your time wasters and write ways to reduce
them by using thinker attribute of learner. Track your time and
categorize activities.

Think
Puzzle Explore
What do you already
What puzzles or What ideas can you try
think about time
questions do you have? to reduce them?
wasters?)
Now Complete Bubble Map given on Page # 28
a. Planning Every Week:
Write 5 big rocks for the upcoming week and schedule your big rocks on
weekly calendar. By identifying and prioritizing your "big rocks," you ensure
that you focus on what truly matters
Assignment: Complete it on Page 29 of LIM book
b. Reflection:
Private Victory" is a concept popularized by Stephen Covey in his book "The
7 Habits of Highly Effective People." It refers to the internal victories and
personal achievements one must attain before achieving public success or
"Public Victory. “To achieve it you should attain first three habits.
Assignment: To reflect on private victory, complete Pg. 30 of LIM book.
___________________________________________________________
TASK 6: COURAGE AND COMFORT
Comfort Zone and Courage Zone: The comfort zone is a psychological state
where a person feels familiar, safe, and at ease. Within this zone, there is
minimal stress and risk, leading to predictable and steady performance.
Courage is the mental or moral strength to venture, persevere, and withstand
danger, fear, or difficulty. It involves taking actions despite the presence of
fear or uncertainty.
Step Inside – Perceive, Know, Care About
Directions:
Imagine you are inside each zone. Fill in the chart with what someone in that
zone might think, feel, or believe.

🔵 Comfort Zone 🔶 Courage Zone

What do I perceive (notice/see/feel)? What do I perceive?
e.g., “Things feel safe and calm.” e.g., “Things feel unknown or scary.”

• ________________________ • ________________________
• ________________________ • ________________________

What do I know (or believe)? What do I know (or believe)?

e.g., “I know I won’t fail here.” e.g., “I might fail, but I’ll learn.”

• ________________________ • ________________________
• ________________________ • ________________________

What do I care about (value)? What do I care about (value)?

e.g., “I care about feeling safe.” e.g., “I care about growing or trying new

• ________________________ • ________________________
• ________________________ • ________________________

Now Complete Pg. 31 of LIM book.

 Task 7: Asking for Help & Staying True to Your Mission
Part 1: Asking for help Is a strength
Directions: Read the paragraph below and answer the questions.
Asking for help is a strength, not a weakness. It shows that you want to
learn and grow. When you ask for help respectfully and clearly, from the
right person, you are showing responsibility and leadership.

1. Why do you think some people find it hard to ask for help?
2. Write down one time you needed help but didn’t ask. What stopped you?
3. Who is someone you trust that you can go to for help at school or home?

Part 2: Staying True to Your Mission in the Moment of Choice

The “moment of choice” is the moment when you decide between
something easy and something that helps you grow.

Reflection:
Write three ways you can stay true to your personal mission when faced
with distractions.

Moment of Choice My Mission What I Will Choose Instead

Assignment: Complete Pages 32 and 33 of your LIM Workbook

Use what you’ve written above to help you complete your Circles of
Influence and Mission Decision Chart in the workbook.
Be honest with yourself — it’s okay to make small steps!
________________________________________________________
 ‫سرگرمی‪:1‬۔ درج ذیل سواالت کے جوابات تحریر کیجئے۔‬
‫تفہیم‪1:‬‬
‫فاطمہ اپنی دادی کے ساتھ بیٹھ کر پرانی تصاویر دیکھ رہی تھی۔ دادی نے ایک تصویر دکھائی جس میں ایک چھوٹا سا گاؤں تھا۔ کچے گھر‪،‬‬
‫جانور‪ ،‬کنواں‪ ،‬اور لوگ مٹی کے چولہوں پر کھانا پکا رہے تھے۔ ہم کنویں سے پانی نکالتے‪ ،‬لکڑی سے آگ جالتے‪ ،‬اور کھیتوں میں خود سبزیاں‬
‫اگاتے تھے۔"یہ ہماری بستی ہے‪ ،‬جب میں چھوٹی تھی۔ یہاں سب کچھ قدرتی تھا۔ اگر ہم پانی ضائع کرتے‪ ،‬تو ہمیں اگلے دن کے لیے بچانا‬
‫مشکل ہو جاتا۔ فاطمہ نے حیرت سے پوچھا‪،‬‬
‫دادی نے مسکرا کر کہا‪ ،‬ہم روز پیدل چل کر میدان کے پار جاتے تھے‪ ،‬درختوں کے نیچے بیٹھ کر پڑھتے۔" اگر بارش آ جاتی‪ ،‬تو چھٹی ہو جاتی‬
‫فاطمہ نے دادی سے کہا‪ ،‬اب ہماری بستی میں پکی سڑکیں‪ ،‬بسیں‪ ،‬بازار‪ ،‬شاپنگ سینٹر اور فیکٹریاں ہیں۔ ہم نل سے پانی لیتے ہیں‪ ،‬اور‬
‫بجلی پر ہر کام کرتے ہیں۔ دادی نے آہ بھری‪ ،‬ہاں بیٹا‪ ،‬سہولتیں بڑھ گئی ہیں‪ ،‬مگر ہوا میں دھواں‪ ،‬شور اور کچرے نے ہماری زندگی بدل دی‬
‫ہے۔ اگر ہم ماحول کا خیال نہ رکھیں‪ ،‬تو آنے والی نسلیں مشکل میں ہوں گی ہاں بیٹا‪ ،‬سہولتیں بڑھ گئی ہیں‪ ،‬مگر ہوا میں دھواں‪ ،‬شور اور‬
‫کچرے نے ہماری زندگی بدل دی ہے۔ اگر ہم ماحول کا خیال نہ رکھیں‪ ،‬تو آنے والی نسلیں مشکل میں ہوں گی۔‬
‫حصہ اول‪ :‬تفہیمی پرہام‬ ‫✨‬
‫(پہلے سے فراہم کردہ کہانی کو پڑھیں)‬
‫حصہ دوم‪ :‬فہم و تجزیہ‬ ‫❓‬
‫سواالت‪:‬‬
‫دادی کے دور کی بستی کی تین خصوصیات لکھیں۔ ‪1-‬‬
‫فاطمہ کے زمانے کی بستی میں کیا سہولتیں موجود تھیں؟‪2-‬‬
‫دادی نے ماحول سے متعلق کیا فکر ظاہر کی؟ ‪3-‬‬
‫اگر آپ پرانی بستی میں ہوتے تو آپ کی زندگی میں کیا چیزیں مختلف ہوتیں؟ ‪4-‬‬
‫آپ کی رائے میں سہولت اور سادگی میں سے کون سا طرِز زندگی بہتر ہے؟ کیوں؟ ‪5-‬‬
‫حصہ سوم‪ :‬ویژول تھنکنگ روٹین (‪)VTR‬‬ ‫🧠‬ ‫‪1‬۔ دیکھو‪ ،‬سوچو‪ ،‬حیران ہو‬
‫میں حیران ہوں میں نے سوچا میں نے دیکھا‬

‫جوڑو‪ ،‬بڑھاؤ‪ ،‬چیلنج کرو‪-‬‬

‫یہ کہانی میرے اردگرد کے ماحول سے کیسے جڑی ہوئی ہے؟‬

‫مجھے اس کہانی سے کیا نیا سیکھنے کو مال؟‬
‫اس میں کیا ایسا ہے جس پر مجھے سوال اٹھانا ہے؟‬
‫حصہ سوئم‪ :‬گرامر کی مشق‬
‫ضمیر کی حالتیں‬
‫مندرجہ ذیل جملوں سے ضمیر نکال کر ان کی حالت (فاعلی‪ ،‬مفعولی‪ ،‬ملکی) درج کریں‪1- :‬‬
‫جملہ ضمیر حالت‬
‫__ __ وہ روز پیدل چلتی تھیں۔‬
‫__ __ ہمیں پانی خود نکالنا پڑتا۔‬
‫__ __ یہ تمہاری بوتل ہے۔‬

‫حروِف شرط و جز‬

‫اگر ہم پانی ضائع کریں‪ ،‬تو کل کے لیے کچھ نہیں بچے گا۔‬ ‫__ __‬
‫__ __ اگر بارش آ جائے‪ ،‬تو چھٹی ہو جاتی ہے۔‬

‫‪ -‬حروِف جار تالش کری‬

‫‪:‬درج ذیل جملوں میں حروِف جار کی نشاندہی کریں‬
‫_ ہم درختوں کے نیچے پڑھتے‬
‫وہ ندی کے کنارے بیٹھا تھا۔‬
‫→بازار میں شور بہت تھا۔‬
‫‪-‬رموِز اوقاف درست کریں‬
‫‪:‬ان جملوں میں مناسب رموِز اوقاف لگائیں‬
‫‪ -‬اگر ہم سب مل کر کام کریں تو ماحول محفوظ ہو سکتا ہے‬
‫دادی نے کہا میں پانی کبھی ضائع نہیں کرتی تھی‬
‫‪ -‬یہ تمہاری کتاب ہے زینب‬
 ‫حصہ چہارم‪ :‬تصویری سرگرمی‬

‫تصویر کے بارے میں لکھیں۔‬

‫____________________________________________________________________________‬
‫____________________________________________________________________________‬
‫____________________________________________________________________________‬
‫____________________________________________________________________________‬
‫____________________________________________________________________________‬
‫____________________________________________________________________________‬
‫____________________________________________________________________________‬
‫____________________________________________________________________________‬
‫___________________________________________________________________________‬
‫‪ – Reflection‬سیکھنے کا عکس‬
‫‪:‬نکتہ نظر کا دائرہ کار‬
‫سوال‪ :‬میں کمیونٹی کی بہتری کے لیے کیا کر سکتی ہوں؟‬
‫‪:-‬ایک طالبعلم کے نکتہ نظر سے‬
‫‪-----------------------------------------------------------------‬‬
‫ایک کسان کے نکتہ نظر سے‬
‫‪:-------------------------------------------------------------------‬‬
‫‪:‬ایک حکومتی کارکن کے نکتہ نظر سے‬
‫‪---------------------------------------------------------------‬‬
 ‫ماضی کی دنیا کچھ اور تھی‪ ،‬چراغوں والی وہ دور تھی‬
‫چٹائی پر سب سوتے تھے‪،‬مٹی کے برتن ہوتے تھے‬
‫اب ہے بجلی‪ ،‬موبائل ساتھ‪ ،‬ہر بچہ رکھتا ہے ہاتھ میں بات‬
‫گھر اونچے‪ ،‬سڑکیں روشن‪ ،‬ہر چیز ہے کتنی ُدور رسن!‬
‫کل کی دنیا کیسی ہوگی؟ کیا روبوٹ ہر کام کرے گا؟‬
‫پر ایک بات یاد رکھو تم‪ ،‬اچھے بنو‪ ،‬سچے رہو تم!‬
‫‪1‬۔نظم کے اشعار کو نثری حالت میں تحریر کریں۔‬
‫‪2‬۔نظم کے آخر میں انسان کو کیا نصیحت کی گئی ہے؟‬
‫‪3‬۔نظم میں کون کون سے رموِز اوقاف استعمال ہوئے ہیں نام لکھیں اور جملے میں ُان کا مقصد بھی بتائیے۔‬
‫‪4‬۔ نظم میں سے ہم قافیہ الفاظ تالش کرکے لکھیں۔‬
‫‪5‬۔ ٹائم الئن بنائیں۔‬
‫ماضی → حال → مستقبل‬
‫ہر دور میں درج ذیل چیزوں کا فرق بتائیں۔(میگزین یا ا اخبار سے تصاویر کاٹ کر چسپاں کریں یاتحریری انداز میں‬
‫لکھیں)‬

‫تحقیقاتی مواد ؛ (پروجیکٹ ورک)‬

‫‪1‬۔ پاکستان کے موجودہ حاالت کو مِد نظر کھتے ہوئے اخبار سے اہم خبریں جمع کر کے ایک رپورٹ تیار کریں ۔ اور آخر میں اس رپورٹ سے‬
‫متعلق اپنے‬
‫خیا الت کا اظہار کریں ۔‬
‫‪2‬۔ُاردو دوست کے تحت دی گئی چار شخصیات میں سے کسی دو پر تحقیق کر کے مندرجہ باال نکات کے بارے میں لکھیں۔‬
‫ُان کی زندگی ‪ ،‬تصانیف ‪ ،‬انداِز بیاں ‪ ،‬شاعری کے بارے میں تحریر کریں۔(فا طمہ ُثریا بجیا‪،‬قراۃ العین‪،‬میر تقی میر‪،‬عامہ اقبال)‬
‫‪3‬۔🔷 ‪۶‬۔ جملوں کی اقسام – تبدیلی کی خبریں‬
‫مقصد‪:‬‬ ‫طلباء مختلف جملوں کی اقسام (خبریہ‪ ،‬استفہامیہ‪ ،‬امریہ‪ ،‬تمنائی) کو حقیقی واقعات سے جوڑیں۔🎯‬
‫📋 سرگرمی‪:‬‬
‫طلباء ایک منظرنامہ لیں جیسے "بارش سے تباہی"‬
‫پھر چار قسم کے جملے بنائیں‪:‬‬
‫خبریہ‪" :‬بارش سے سڑکیں بند ہو گئیں۔"‬
‫استفہامیہ‪" :‬ہم اس مسئلے کو کیسے حل کریں؟"‬
‫امریہ‪" :‬فورًا محفوظ مقام پر جائیں۔!"‬
‫تمنائی‪" :‬کاش ہمارے پاس بہتر سہولتیں ہوتیں۔"‬
‫اسالمیات‬
 ‫اسالمیات‬
‫اسالمی دنیا کے مشہور تاریخی مقامات‬
‫آخری پیغام انسانیت (مساوات و اخوت)‬
‫مربوط نظام کائنات‬
‫ذاتی شکر گزاری کا جرنل‬
‫وقت کا پہیہ(اسالمی کیلنڈر اور قدرتی نظام‬

‫نماز کی اہمیت اور فضیلت ‪-‬‬

‫سوال نمبر ‪:1‬اسالمی دنیا کے مشہور تایخی‬

‫مقامات(مکہ‪،‬مدینہ‪،‬فلسطین)کو نقشے پر تالش کریں‪ -‬ہرمقام کے ساتھ‬
‫ایک مختصر معلوماتی نوٹ لکھیں۔‬

‫سوال نمبر‪:2‬ایک مسلمان ہونے کے ناطے ہمیں دوسروں کے ساتھ کیا‬

‫برتاوکرنا چاہیے خطبہ حجتہ الوداع کو مد نظر رکھتے ہوے اپنی راے کا اظہار‬
‫کریں۔‬

‫سوال نمبر‪:3‬اللہ تعالی کئ تخلیق کردہ کائنات میں ہر نظام اللہ تعالی‬
‫کی قدرت کا مظہر ہے اسی نکتہ کو مد نظر رکھ کر دن اور رات کا نظام پر‬
‫ایک تصویری خاکہ بنائیں اور نیچے اس سے متعلق قرآنی آیات کا حوالہ‬
‫بھی دیں‪-‬‬

‫سوال نمبر‪:4‬طلبا ہفتہ وار جرنل لکھیں جس میں وہ روزانہ قدرتی‬

‫چیزوں(پانی‪،‬ہوا‪،‬روشنی‪،‬والدین‪،‬علم اور صحت) پر اللہ کا شکر ادا کریں‬
‫آخر میں بچے اپنا جرنل خوبصورت طریقے سے سجائیں۔‬

‫سوال نمبر‪:5‬طلبا ایک قمری مہینوں واال کیلنڈر ماڈل تیار کریں جس‬
‫میں وہ یہ دکھائیں کہ کون کون سے مہینے میں کیا عبادات آتی ہیں۔‬

‫سوال نمبر‪:6‬قرآن و سنت کی روشنی میں سیرت طیبہ سے نماز کی‬

‫فضیلت اور اہمیت کو واضح کریں۔طلبا اپنی نمازوں کا ریکارڈ ایک چارٹ‬
‫پر بنائیں۔روزانہ نماز پڑھ کر چارٹ پر ( ) لگائیں‬
‫اسالمیات‬
 🌍 Theme: Where We Are in Place and Time
🌱 Integrated SDGs:
SDG 11 – Sustainable Cities and Communities
SDG 13 – Climate Action
SDG 9 – Industry, Innovation, and Infrastructure

Activity 1:

• Search Google for pictures of all generations of computers, as

shown above and make a table on MS. Word.
• Compare their size, speed and memory capacity.
• Save your word file with the name generations of computers
and upload it on your google classroom.
 Activity 2:
Make a Comparison and Integration that shows the stages of human
development alongside the stages of computer development on Canva.
• Infancy vs. First Generation Computers.
• Childhood vs. Second Generation Computers.
• Adolescence vs. Third Generation Computers.
• Adulthood vs. Fourth Generation Computers.
• Old Age vs. Fifth Generation Computers.
Save a file with your name and upload it in your google classroom.

Activity 3:

Task Title: "My Time Travel Transport Project"

📝 Instructions:
Over the summer break, explore how transportation has changed over time
and how it connects people and places around the world. Complete the
following 3-part project, combining research, creativity, and sustainability
thinking.
✈ Part 1: Travel to the Past
Research any one form of transportation (e.g., steam train, horse carriage,
sailing ship).
Answer these questions:
What was it made of?
How fast did it go?
Did it harm the environment? How?
Bonus: Paste a picture of it.
 Part 2: Look Around Today
Observe and list 5 types of transport you use or see today.
Interview any 2 family members:
Ask them how transportation has changed since they were kids.
Reflect:
How does today’s transport affect our environment?
Which SDG is most related to these changes?
Part 3: Imagine the Future!
Design your own “Eco-Friendly Transport of the Future”:
What does it look like?
What powers it? (solar, wind, electric, etc.)
How will it help the Earth and people?
Make a wonderful presentation!
Write a paragraph: “How my invention helps people and the planet.
🧠 Skills Developed:
Research and inquiry
Creative thinking and design
Global and environmental awareness
Communication and reflection
Use of MS Word
Typing skiilsTop of Form
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