DQCA&RNITTE

Head Office: Head Office: No.80, Street #1, Sector E-11/4, Islamabad 44000, Pakistan

SUBJECT: GK WEEK: 10 DATE: 21-10-2024

UNIT: 9 TOPIC: Agriculture and Livestock GRADE: 2

OBJECTIVES: RESOURCES Time ASSESSMENT

CRITERIA
40 mins

Students should be able to: 1. Introduction 5 mins Students will be

 Begin with a brief discussion about what agriculture is and why
Amazing assessed on their
it is important. world ability to:
• List the major  Ask students if they know any crops and where they come
crops in Pakistan. from.
PPT slides • List the
• Learn about the 2. Major Crops in Pakistan major crops in
 Show pictures of major crops grown in Pakistan (wheat, rice,
process of making cotton, sugarcane, etc.). Worksheet 30 mins Pakistan.
products from raw  Discuss each crop, including its uses and where it is commonly resource • Learn about
crops. grown. the process of
 Engage students by asking if they have seen these crops or making
products in their homes.
products from
3. Process of Making Products from Raw Crops
 Explain the basic steps of how raw crops are processed into raw crops.
products. Use simple language:
o Wheat → Ground into flour → Used for bread and roti. 5 mins
o Cotton → Harvested → Spun into thread → Made into
fabric.
 Show a short video or slideshow that visually demonstrates
these processes.
 Allow students to handle small samples of products (e.g., flour,
sugar) to connect the raw crop to the finished product.
Evaluation of Learning Evaluation of Teaching
SUBJECT: GK WEEK: 10 DATE: 23-10-2024

UNIT: 9 TOPIC: Agriculture and Livestock GRADE: 2

OBJECTIVES: RESOURCES Time ASSESSMENT

CRITERIA
40 mins

Students should be able to: Introduction 5 mins Students will be

 Begin with a brief discussion on agriculture. Ask students what assessed on their ability
• List the major they know about farming and crops. Amazing to:
crops in Pakistan.  Introduce the topic of major crops in Pakistan. Show a few
world
• Learn about the flashcards of the crops.
• List the major
2. Major Crops Activity
process of making  Create a large “crop map” on a poster board with a simple
crops in
products from raw outline of Pakistan. Pakistan.
crops.  As you discuss each major crop (wheat, rice, cotton, • Learn about
sugarcane, etc.), invite students to place a sticker on the map the process of
where they think that crop is grown. making
 Discuss briefly where each crop is typically found in Pakistan
products from
and its significance.
3. Product Transformation Game 30 mins raw crops.
 Explain how crops are processed into products. Use flashcards
showing raw crops on one side and the final products on the
other (e.g., wheat → flour → bread).
 Play a “Harvest Game”:
o Place flashcards in a basket.
o Have students take turns picking a card and identifying
the crop and the product it makes.
o If they answer correctly, they can keep the card and add
it to their “Harvest Basket.”
o After everyone has had a turn, review the cards in the
basket and discuss the connections.
4. Creative Group Activity
 Divide students into small groups and give each group a simple
recipe card related to a product (e.g., how to make simple
5. Conclusion and Reflection 5 mins
 Recap the major crops and the products made from them.
 Ask students what they found most interesting about the
process of transforming crops into products.
 Encourage them to think of other products they use that come
from crops.
 Evaluation of Learning Evaluation of Teaching

SUBJECT: GK WEEK: 10 DATE: 24-10-2024

UNIT: 9 TOPIC: Agriculture and Livestock GRADE: 2

OBJECTIVES: RESOURCES Time ASSESSMENT
CRITERIA
70 mins

Students should be able to: 1. Introduction to Livestock Students will be

 Begin with a brief discussion: Ask students if they know what 5 mins assessed on their ability
livestock is. Amazing to:
Recognize the  Define livestock as domesticated animals raised for food, fiber,
world
or labor (e.g., cows, goats, sheep, chickens).
meaning and PPT slides Recognize the
 Show pictures of various livestock to illustrate.
importance of 2. Importance of Livestock Worksheet meaning and
livestock.  Discuss the various roles livestock play: resource importance of
o Food: Milk, meat, eggs. livestock.
o Fiber: Wool, leather.
o Labor: Help with farming tasks. 60 mins
 Share a short video or slideshow highlighting livestock farming
and their contributions to daily life.
3. Group Activity: Livestock Stations
 Set up different stations around the classroom, each focusing
on a type of livestock:
o Station 1: Cows – Importance of milk and beef.
o Station 2: Chickens – Eggs and meat.
o Station 3: Sheep – Wool and meat.
o Station 4: Goats – Milk and meat.
 Divide students into small groups and rotate them through the
stations. At each station, students can:
o Look at pictures and facts.
o Listen to animal sounds.
o Discuss what they learned with their peers.
4. Creative Craft Activity
 After completing the stations, students will choose one type of
livestock they learned about.
 Provide craft materials for students to create a simple
representation of their chosen animal (e.g., a paper plate
sheep or a cotton ball cow).
 5. Presentation and Sharing
 Allow each student or group to briefly share their craft and one
fact about their chosen livestock.
 Encourage them to express why they think that animal is
important.

Work to do: Reading TB pages: 66-67, Q3 (1) in notebooks. 5 mins

Homework: TB page: 68 Q1 and Q2.

6. Conclusion and Reflection

 Recap the meaning and importance of livestock discussed
throughout the lesson.
 Ask students to think of other ways livestock might be
important in their own lives or communities.
Evaluation of Learning Evaluation of Teaching

SUBJECT: GK WEEK: 10 DATE: 25-10-2024

UNIT: 9 TOPIC: Agriculture and Livestock GRADE: 2

OBJECTIVES: Time ASSESSMENT

RESOURCE CRITERIA
S 70 mins

Students should be able to: 1. Introduction to Livestock Students will be

 Start with a fun question: "What animals do you see on a 5 mins assessed on their ability
farm?" Amazing to:
Recognize the  Introduce the term "livestock" and define it: world
meaning and domesticated animals raised for food, fiber, or work. Recognize the
importance of  Show picture cards of various livestock and discuss each Workshee meaning and
livestock. animal briefly. t importance of
2. Importance of Livestock
livestock.
 Present a short video or slideshow that highlights the
roles of livestock (food, fiber, labor).
60 mins
 Play audio clips of animal sounds and ask students to
guess which animal makes each sound.
 Afterward, discuss why each animal is important to
farmers and communities.
3. Livestock Bingo Game
 Create bingo cards with pictures of different livestock
animals.
 Call out the names of animals and their contributions
(e.g., "Cow - provides milk").
 As you call out, students will mark their bingo cards.
 Offer small prizes for those who get bingo, encouraging
engagement and participation.
4. Group Activity: Animal Stations
 Set up stations around the classroom, each dedicated to
a type of livestock (e.g., cows, goats, chickens, sheep).
 At each station, provide:
o Picture cards and fact cards about the animal.
o Questions for discussion (e.g., "What do we get
from this animal?" or "How does this animal help
 Work to do: Worksheet 11 Q2 from worksheet resource,
Worksheet from guide page 95.
Homework: Project 1. 5 mins

5. Sharing and Reflection

 Allow students to share their crafts and one fact about
their chosen livestock with the class.
 Recap the lesson by highlighting the importance of
livestock in agriculture and daily life.

Evaluation of Learning Evaluation of Teaching