PROJECT

DEVELOPMENT SKILLS
(ELEMENTARY LEVEL)
GRADE- 6

FEDERAL GOVERNMENT EDUCATIONAL INSTITUTION

(CANTTS/ GARRISONS) DIRECTORATE RAWALPINDI

August 2023
 DIRECTOR GENERAL’S MESSAGE

Achieving academic excellence through strengthening the institutional

programs and maximizing the true potential of learners is the first and foremost
priority of FGEIs (C/G). Our mission is to produce such productive and
responsible learners who will take up the 21st century challenges as
intellectually as well as socially and morally sound individuals. In this
connection, my professional team has
developed a manual on General Techniques for Teachers (GTT) for all subjects at elementary (Grade
VI – VIII) level, including an overview of the other two booklets on 21st century skills; Holistic
Child Development Module and Project Development Skills. This is in continuation with 21st
century skills modules at primary level already implemented in FGEI system. These unique
booklets consist of a number of guidelines, with examples from real life contextualized by the
cultural norms and traditions of Pakistan that will hopefully cater to the diverse needs of learners at
the primary level. The whole spirit of this document is to include every aspect of learners’ overall
personality development along with the focus on the learning skills of 21st century: critical thinking
and problem solving, creativity and innovation, communication, and collaboration.
I believe there has never been more need than now for achieving these learning skills, and
the only viable option for the said purpose is providing a sound framework for effective learning in
the classroom to meet the ever changing global trends in quality education, especially Sustainable
Development Goal 4 (SDG4) which Pakistan integrated into its national development agenda to
ensure inclusive and equitable quality education. In reality, these modules are not an end, rather a
fresh start for a positive and creative change in the educational culture of FGEI (C/G) institutions.
It is a step that will definitely help FGEIs transform into a dynamic, competitive and efficient system
by adopting the best modern practices in the education sector.
Finally, I would like to acknowledge the efforts and dedication of my team for the successful
completion of these modules.

Major General
Director General FGEI (C/G)
(Muhammad Asghar)

i
 PREFACE

Providing the best possible environment for learners to meet the ever changing educational
challenges, FGEI has always endeavored to achieve the highest standards regarding inclusive,
affordable and equitable services in the education sector. Teaching of 21st century skills to our
students is essential to focus on their intellectual, social and ethical development. The manual in your
hands, “General Techniques for Teachers (GTT)”, is based upon a wide consultative process for all
subjects at elementary level (Grade VI – VIII), which includes an overview of the other two booklets
on 21st century skills: Holistic Child Development Module and Project Development Skills. These
unique booklets have a number of guidelines and examples from real life based on the cultural
environment and traditions of Pakistan, addressing the multifarious needs of learners at the
elementary level. The basic aim of the whole exercise is to facilitate effective learning of 21st century
skills: critical thinking and problem solving, creativity and innovation, communication, and
collaboration, better known as 4 C's.
I can safely say that all we needed to focus on the holistic development of learners was a
well-made framework, which has been definitely provided in the form of these modules. This will
indeed bring a fresh wave of a positive and exemplary change in the teaching-learning environment
of FGEI (C/G) institutions, helping the system convert into a dynamic, competitive and well-
functioning one.
The project was completed under the supervision of Prof. Waqas Ahmed
(Dy Director, CPD) and Dr. Tariq Javed (Asst. Director, Academics, CPD). I congratulate Mrs.
Tayyaba Razzaq (Principal, FG Public School Girls Abid Majeed Road 2nd Shift, Rawalpindi) and
her team on the successful completion of the said assignment.
I once again appreciate the sincerity of effort and wholehearted dedication of my team to
make us a step closer to the best modern practices in the education sector.

Brigadier
Director (S A) FGEI (C/G)
(Waqar Ahmed)

ii
 Holistic child Development Module-Grade VI

S.No Table of Contents Page No

1. Message from Director General FGEI i

2. Preface ii
3. Index iii

4. Team Detail iv

5. Guidelines for Teachers and School Administration in v

implementing Project Development Skills at Elementary Level.
6. Introduction 1
7. Unit 4: Sports and Games (Modern Olympics) 4

8. Unit 6: Professions and Dignity of Labour 7

9. (09# ‫)ﺳﺒﻖ ﻧﻤﺒﺮ‬: ‫ﻧﺸﺎن ﺣﯿﺪر‬ 11

10. (08# ‫)ﺳﺒﻖ ﻧﻤﺒﺮ‬: ‫اﺳﻢ ذات اور اس ﮐﯽ اﻗﺴﺎم‬ 15

11. Sets (Concept of Sets through veen Diagram ) 18

12. Angles ( Angles and their types) 23

13. Working Model of Digestive, Excretory and Respiratory System. 27

14. Model of Solar System. 31

15. Unit 1: Ancient Egyptian Civilizations (History) 35

16. Unit 1: Internal Structure of Earth (Geography) 42

17. Programming 47

18. 3D shapes 50

19. (25# ‫)ﺳﺒﻖ ﻧﻤﺒﺮ‬:‫اﻣﮩﺎت اﻟﻤﻮﻣﻨﯿﻦ رﺿﯽ ﷲ ﺗﻌﺎﻟﯽ ﻋﻨﮩﺎ‬ 52

20. (09# ‫طﮩﺎرت اور ﭘﺎﮐﯿﺰﮔﯽ ؛)ﺳﺒﻖ ﻧﻤﺒﺮ‬ 56

iii
 Project Development Skills Grade VI

PROJECT DEVELOPMENT SKILLS

(ELEMENTARY LEVEL)

President committee:

Mrs. Tayyaba Razzaq, Principal

F G Public School (Girls) Abid Majeed Road (II) Rawalpindi.

Team members:

i. Saira Sadaf, V. Principal

F G Public School (Girls) Daryabad Rawalpindi.

ii. Asma Maryam, SST

F G Fazaia Public School (2nd shift) Jinnah Camp , Nur Khan Base
Rawalpindi

iii. Erica Silas, SST

F G Public School No.3 (Boys) Chaklala Rawalpindi

iv. Maria Aziz, SST

F G Public School (Girls) Ch Iqbal Road, Rawalpindi

v. Attiya Rashid , SST

F G Public School (Girls) Nai chawni, Rawalpindi

vi. Iqra Yaseen, EST

F G Public School (Girls) Abid Majeed Road (II) Rawalpindi.

vii. Wajiha Jabeen, Librarian

F G Public School (Girls) Daryabad Rawalpindi.

iv
 Project Development Skills-Elementary Level

GUIDELINES FOR TEACHERS AND SCHOOL ADMINISTRATION IN

IMPLEMENTING PROJECT DEVELOPMENT SKILLS-ELEMENTARY LEVEL

Introducing a project-based learning approach at the elementary level (grades 6th to 8th)
is a new endeavour of FGEI that aims to revolutionise the educational experiences of
their learners. It aims at incorporating projects on each subject that are not only engaging
but also align with the demands of the 21st century. It will help learners foster the
essential skills of critical thinking, problem-solving, collaboration, communication and
creativity for their personal, academic and professional growth. By integrating projects
into the curriculum instruction, FGEI aims to transform the organisational culture by
shifting it away from passive teaching methods to embracing innovative and child-
centred pedagogical approaches, hoping that this approach will foster a culture of
continuous learning, practical application of knowledge and adaptability among learners.
Therefore, both the teachers andadministration, who are responsible for executing the
project development activities, must take into account the following guidelines to ensure
tangible and meaningful outcomes:
a) To accomplish the objectives, the project assignments are integrated into each
subject. These projects are now integral components of the syllabus. Therefore,
activities pertaining to project development and presentation must be conducted
within the allocated time designated for each subject on the timetable. This will
ensure the adherence to the criteria set for these projects.
b) To enrich students' learning, two projects are recommended for each student
(templates are provided in the booklet). However, considering factors like
resource availability and time constraints, teachers have the authority to flexibly
assign either one individual project and one group project or two individual
projects.
c) This flexibility also allows teachers to customise projects to meet the unique needs
and capabilities of their students. The project development will enable learners to
think outside the box by using their critical thinking and problem-solving skills,
thereby elevating their creativity to the next level through innovative thinking.
Moreover, group projects and discussions will provide learners with opportunities
to boost their collaboration and communication skills.
d) The administration should ensure that the teachers supervise the students during
the whole process. Teachers should act as facilitators, and provide scaffolding
where necessary to promote 21st century skills among students while engaging
them in projects.

v
 Project Development Skills-Elementary Level

e) As the project development is being implemented during the session (2023-2024),

it is imperative that the administration fully implement the project development
approach across all subjects.
f) Students will be encouraged to maintain a project portfolio. This portfolio should
include a project assessment file that contains a comprehensive record of the
assigned projects. The assessment file would show the students' work process,
research work, problem-solving methods, collaboration efforts, final outcomes
and post-project assessment quiz. Portfolios will also encourage students to reflect
on their own learning experiences, strengths, weaknesses, and areas for
improvement. This self-awareness will ultimately foster independence and self-
directed learning in their learning process.
g) Assessment in the form of a written question in the exams will be utilized to
evaluate various aspects of the project, encompassing students' learning and the
4Cs (critical thinking, creativity, communication, and collaboration). To achieve
this goal, a dedicated section titled ‘Project Development’, carrying 10 marks,
will be included in the term examinations for the relevant subjects at the
elementary level (grades 6th, 7th and 8th).
h) To provide a clear understanding of how the 10 marks for the project development
activity will be distributed, comprehensive rubrics have been outlined in a
separate table.
i) This inclusion aims to evaluate and recognize the students' acquisition of
knowledge and 21st century learning skills through their projects. This will enable
students to effectively defend their projects if questioned during assessments
conducted by institutional heads or external audit teams.
j) The teacher must maintain detailed records of assessments conducted.
k) The principals should evaluate the teachers' proficiency in the integration of 21st
century skills while completing the ‘Teachers Assessment Performa’. Close
monitoring at the foundational level is crucial for achieving the intended goals.
The documented records will allow for a feedback loop between teachers,
students, and administrators. This collaborative approach will ensure that
everyone is aware of the strengths and challenges of this educative process.
l) The administration should meticulously document and maintain records of the
project development models, projects and assessment records for the showcase at
the time of the CQI visit to their school. So that the CQI teams may monitor and
evaluate the efficacy and effectiveness of all such processes.

vi
 Project Development Skills-Elementary Level

Overall, integrating project development into the curriculum will empower students with a
holistic set of 21st century skills that goes beyond traditional academic learning. These
skills are essential for their success in the modern world, where adaptability, creativity,
critical thinking, effective communication and collaboration are highly valued.
RUBRIC FOR PROJECT WORK
Needs
Satisfactory Improvement
Criteria Excellent (2) Good (1.5) (1) (0.5) Unsatisfactory(0)
The project
demonstrates a Most of the The content
deep content is covers the main The content lacks
understanding of relevant to the aspects of the coherence and
the topic and all topic, with a topic, but some several important The content is not
Relevance content is highly few minor key points are points are relevant and lacks a
(2 Marks) relevant. deviations. missing. missing. clear focus.
All information Most Some
presented is information is inaccuracies are
accurate, well- accurate, with a present, affecting Several significant The content is largely
researched, and few minor the overall inaccuracies or inaccurate and
Accuracy supported by errors or credibility of the misunderstandings demonstrates a lack
(2 Marks ) credible sources. inconsistencies. project. are present. of understanding.
The presentation
The project is is somewhat
The project is clear overall, unclear, requiring The project's
presented with but a few areas the audience to content is The project is
exceptional clarity, could benefit work to confusing, making extremely unclear
Clarity making it easy to from further understand the it difficult to grasp and
(2 Marks ) understand. clarification. content. the main points. incomprehensible.
The language used Language use is
is highly good overall, The language is
sophisticated, but a few mostly clear, but Language use is
Language clear, and sentences may some sections are confusing, with The language is
Use appropriate for the be unclear or difficult to many sentences incomprehensible or
(2 Marks ) audience. awkward. understand. requiring revision. severely flawed.
Some original
The project ideas are
demonstrates a present, but the The project lacks The project is
high level of project relies originality, largely unoriginal,
original thought, heavily on primarily restating lacking any
Originality offering unique established common unique ideas or The project shows no
(2 Marks ) insights. concepts knowledge. perspectives. originality.
10 Marks 10 7.5 5 2.5 0

vii
 PROJECT DEVELOPMENT SKILLS

Project-based skill development acts as an effective platform to nurture and enhance the various skills
that are deemed indispensable in the 21st century. Critical thinking, collaboration, communication, and
creativity are fundamental elements of project development skills, which are integral to the set of skills
required in the 21st century. By participating in project-based learning activities, students gain not just
knowledge in specific subjects but also cultivate a comprehensive set of skills that prepare them to
succeed in the fast-paced and interconnected global
landscape of the 21st century.

The correlation between 21st -century skills and

project-based skill development is strong and
intertwined. Project-based learning serves as a
powerful approach to fostering and cultivating the
fundamental skills that hold increasing importance in
the modern era. The importance and complexity of
cultivating project-based skills in students cannot be
overemphasized. By engaging in project-based
learning experiences, students have the opportunity to https://i.pinimg.com/originals/41/d
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develop and strengthen these vital 21 -century skills. f/cc/41dfcc9bd641485ab68a583b89
Through hands-on projects, they learn how to think 3b6a2c.jpg

critically and analyze information, collaborate effectively with peers, communicate their ideas clearly
and persuasively, think creatively to come up with innovative solutions, and solve complex problems.
These project development skills not only enhance their academic performance but also prepare them
to thrive in a rapidly changing world where adaptability and versatility are crucial.

Project development skills are incredibly important for students for several reasons:

Practical application of knowledge: Project development allows students to apply the theoretical
knowledge they have gained in their courses to real-world scenarios. It bridges the gap between

1
classroom learning and practical implementation, giving students a deeper understanding of the subject
matter.

Problem-solving and critical thinking: Developing a project requires students to identify problems,
analyze them, and come up with innovative solutions. It fosters critical thinking skills and encourages
students to think outside the box. They learn to break down complex problems into manageable parts
and develop a systematic approach to finding solutions.

Collaboration and teamwork: Project development often involves working in teams, which teaches
students valuable collaboration and teamwork skills. They learn to communicate effectively, delegate
tasks, and work together towards a common goal. These skills are essential in today's professional
world, where teamwork is highly valued.

Time management and organization: Completing a project within a specified timeline requires
effective time management and organization skills. Students learn to set goals, prioritize tasks, and
manage their time efficiently. These skills are transferable to other aspects of their academic and
personal lives, helping them become more productive and successful individuals.

Hands-on learning: Project development provides hands-on learning experiences that engage students
actively in the learning process. It promotes curiosity, exploration, and experimentation, allowing
students to develop practical skills and gain practical insights that go beyond theoretical knowledge.

Portfolio building: Developing projects gives students an opportunity to create a portfolio of their
work, showcasing their skills and accomplishments to potential employers or academic institutions. A
strong project portfolio can significantly enhance their career prospects and open doors to various
opportunities.

Entrepreneurial mindset: Project development encourages students to think like entrepreneurs. They
learn to identify market needs, innovate, and create solutions. This entrepreneurial mindset cultivates
creativity, risk-taking, and adaptability, which are crucial in today's rapidly changing world.

Developing project skills encompasses a variety of steps that contribute to proficiently strategizing,
implementing, and overseeing projects. Below are the essential steps entailed in project development.

2
 Initiation Planning Execution Monitoring Closure

Initiation is the The planning phase The execution The monitoring The closure phase
project kick-off is the foundation phase is when you phase goes hand-in wraps things up.
phase. for the project. get stuff done. –hand with the
execution phase.

This involves This involves what This is where It`s about This involves
collecting and how resources everything that has monitoring the informing that
information that will be utilized to been planned is put project`s overall project is
would be needed in meet project goals. into action. progress to see completed.
carrying out whether project`s
project. objectives are on
track.

In essence, project development skills are a subset of 21st -century skills, providing students with the
tools and competencies they need to navigate and succeed in the modern world. They equip students
with a well-rounded skill set that enables them to face the challenges and opportunities of the 21st
century with confidence and competence.

Three distinct booklets are presented to elementary students across grades 6th, 7th, and 8th, each
catering to their respective grade level. These booklets provide comprehensive instructions for
undertaking specific projects and are accompanied by post-project quizzes designed to assess the
student’s comprehension. By successfully implementing these projects in classrooms, notable
enhancements in the skillsets of FGEI (C/G) students are certain. Furthermore, two additional projects
have been included for the subjects mentioned below.

i. English v. G. Science
ii. Islamiyat vi. Urdu
iii. History vii. Mathematics
iv. Geography viii. Computer

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 Project Development Skills Grade VI

Project English (Class VI)

Title: Sports and Games (Modern Olympics)

Suggested time: 1 week

Subject Grade Unit

English 6th Modern Olympics

Topic Driving Questions Students Learning Outcomes

Sports and Games 1. Name your favourite After completing this project the
(Modern Olympics) outdoor game? learners:
2. Have you ever attended a 1. Will be able to discuss the
live gaming competition? benefits of Olympic Games.
3. Have you heard of any 2. Will have a knowledge of
Pakistani player winning a history of Olympics.
medal at Olympics? 3. Will be able to write a recount.

Project Details:

The following project aims at departing a sound knowledge of the historical background of the New
Olympic Games. Along with this, it aims at developing an understanding of the driving principal of
the New Olympic Games. It focuses on developing a keen interest of the learners in sports and games.
So that, their attention can be diverted from non physical to physical activities.

All the four language skills i.e. listening, speaking, reading and writing have been kept in mind, while
devising activities for the project. Moreover, 21st century skills have been targeted by adding questions
and task regarding all the 4C’s.

The above mentioned project will involve the students physically and they will enjoy a first hand
experience of the huge event. In addition to this, new grammatical concepts have been introduced

4
 Project Development Skills Grade VI

through exercises. Moreover, it is expected that the writing activity would lead the learners towards
sharing their personal experience in a more befitting manner.

Presentation Style:
 Lecture and Discussion Method

Difficulty Level

 Moderate

Material Requied:

 Whiteboard  Marker
 Duster  Textbooks
 Colored chart papers  Pictures/Posters ( Carrying images of
Olympics) etc

Text:
The Modern Olympics . . . . . .represent all nations.

(The Modern Olympics: Textbook pg. No. 79&80)

Vocabulary:

Words Meanings Words Meanings

Revive Archaeologist
Acknowledge Organize
Conflict Launch
Symbol Good will
Lessen Represent

Comprehension Questions
1. How were the traces of old stadium discovered?
2. What is the core purpose of reviving modern Olympic Games?

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 Project Development Skills Grade VI

3. Explain the symbolic significance of the flag of Olympic Games?

Learning Concepts (Grammar)

1. Homophone:
Homophones are the words that carry same sounds but are spelled differently.

2. Fill in the blanks using the correct homophones.

a) The wind _________ (blew, blue) with such terrific strength, even the huge trees couldn’t stand against
it.
b) Children are quite excited after watching the _________ (beer, bear) dance.
c) It is not easy to find a well reputed ________ (in, inn) on a deserted way.
d) Neha has __________ (read, red) the Adventures of Robin Hood last year.
e) The players _______ (were, where) practicing in the ground.

Project Procedure /Task Assigned:

Teacher will divide the class into two groups and will assign any one of the given projects to each
group.

 Develop a project indicating the Opening Ceremony of Olympics 2022.

 Develop a project indicating the Closing Ceremony of Olympics 2022.

The students will present their projects on the assigned dates.

Project presentation
 Each group will explain its project to the other group.
 Teacher will provide his/her feedback at the end.

Post Project Quiz:

1. In which country the Olympics 2022 were held?
2. Did Pakistan won any medals in Olympics 2022?
3. What were the challenges faced by you during the completion of your project?
4. Narrate the process of your project.
5. Do you think that sports can play a beneficial role in promoting collaboration among people?

Let’s Write:
 The Students will write a recount of their project making.

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 Project Development Skills Grade VI

Project English (Class VI)

Title: Professions and Dignity of Labour

Suggested time: 1 week

Subject Grade Unit

English 6th Professions and Dignity of Labour

Topic Driving Questions Students Learning Outcomes

Unit: Professions and 1. What is your dream After completing this project the
Dignity of Labour profession? learners:
2. Have you ever seen a
1. Will have a know-how of
Wild life documentary?
certain professions.
3. Do you want to have a
2. Will be able to research about
well paid job or you
a suitable profession/job of
prefer having an
their interest.
excitingly different job?
3. Will exhibit a better
understanding of phrasal
Verbs and regular/irregular
verb forms.

Project Details:

The proposed project is based on one of the basic traits of a respectable character. It intends to highlight
the importance of selecting a suitable profession for one’s self. This is a crucial element as in our
country there is a lack of professional guidance for career selection. This world is full of mysteries
and wonders and some people love to unveil that uniqueness. The Strangest Profession will draw
students’ attention towards searching a right profession for themselves.

Furthermore, a comparison and contrast of regular and irregular verbs has been added to strengthen
students practical knowledge of verb forms. Some other important grammatical concepts are also a
part of it. Moreover, all the four language skills have been included through activities. It is hoped that
this project will lead the learners towards a sound development of 4Cs ( 21st century skills)

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 Project Development Skills Grade VI

Presentation Style:
 Lecture and Discussion Method

Difficulty Level

 Moderate

Material Required:

 Whiteboard  Marker
 Duster  Textbooks
 Hard chart  Pictures/Posters

Text:
Wildlife Photographer. . ……………... their homes before danger arrives.
(The Strangest Professions of the World: Textbook pg. No. 111 to 114)

Vocabulary:

Words Meanings Words Meanings

Habitats Sculptor
Landscapes Campaign
Venture Drift
Remote Methodically
Camouflage Erupt
Topple Incredible
Spewing Crater
Sizzling Predict

Comprehension Questions (Post Reading)

1. Which one of the above-mentioned jobs seems most interesting to you?
2. What specific personality traits are required to become a Wildlife photographer?
3. What type of opportunity is provided by the LegoLand Model Maker?
4. Why is the job of a Sand Sculptor more challenging?
5. How do the Volcanologist help society by their services?

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 Project Development Skills Grade VI

Let’s Talk: (Role Play)

 Let the students decide their roles (chosen from different professions) such as doctor and
patient etc. and divide themselves into pairs/groups. They will write their dialogues and
practice.
 Afterwards ask them to perform in front of the class according to pre decided roles and turns.

Written Task:
 Ask the students to write a narrative essay explaining their imaginative journey to reach their desired
profession in future.

Phrasal Verbs:
It is a combination of two or more than two words that conveys a completely different meaning
than its constituents separately.
 Help the students in guessing meaning and let them make sentences of their own.
Phrasal Verbs Meanings Sentences
Break down
Look up
Go ahead
Bring up
Fall apart
Pass away
Pay for
Regular and Irregular Verbs:

Learning Concepts (Grammar)

Regular and Irregular Verbs:

 Regular verbs are the verbs that can be converted into past and past participle by adding -d, -ed.
For example: Work, Worked, Worked

 On the other hand Irregular verbs are the verbs that don’t get converted into past or past
participle by the same way.
For example: Take, Took, Taken

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 Project Development Skills Grade VI

 Given below is the list of verbs identify them as regular/irregular verbs:

Verbs Regular Irregular
Win
Intend
Bring
Laugh
Put

Post Project Quiz:

i. Has this project helped you to think more clearly about your future career?
ii. Do you have anyone in your family who does a strange job?
iii. What do you think, why is it important to have knowledge of different professions?

Home Task Assigned

 To develop a better understanding of the concept, assign reading task to students. Ask them
Home Task
to highlight regular and irregular verbs from the given text.

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 ‫‪Project Development Skills Grade VI‬‬

‫پروجیکٹ اردو اے ششم‬

‫نشان حیدر‬

‫مجوزہ وقت‪ 40 :‬منٹس‬

‫سبق نمبر‬ ‫درجہ‬ ‫مضمون‬

‫‪09‬‬ ‫ششم‬ ‫اردو( اے )‬
‫ماحصالت تعلم‬ ‫شعوری سوال‬ ‫عنوان‬
‫طلبہ کو اس اس قابل بنانا کے ان میں قومی‬ ‫‪‬‬ ‫آ پ بڑے ہو کر کیا بننا‬ ‫‪.1‬‬ ‫نشان حیدر‬

‫خدمات سر انجام دینے کا جذبہ پیدا ہو سکے‪.‬‬ ‫چاہتے ہیں؟‬

‫وطن کی حفاظت کے لیے‬ ‫‪.2‬‬
‫طلباء میں حب وطنی کے بارے میں فہم و‬ ‫‪‬‬ ‫لڑتے ہوئے جان دینے والوں‬
‫ادراک پیدا کرنا۔‬ ‫کو کیا کہا جاتا ہے؟‬
‫طلباء میں یہ سمجھ بوجھ پیدا کرنا کہ وہ‬ ‫‪‬‬ ‫پاک فوج کے کسی ایک شہید‬ ‫‪.3‬‬
‫کا نام بتائیں۔‬
‫زندگی میں اعلی کامیابیوں کے حصول کو‬ ‫پاکستان کی کس فوج کے‬ ‫‪.4‬‬
‫ممکن بنا سکیں۔‬ ‫نوجوانوں نے سب سے زیادہ‬
‫طلباء میں کارگل کے ہیرو اللک جان شہید‬ ‫‪‬‬ ‫نشان حیدر حاصل کیے؟‬
‫افواج پاکستان کا سب سے بڑا‬ ‫‪.5‬‬
‫کے بارے میں مکمل آگاہی پیدا کرنا۔‬
‫فوجی اعزاز کونسا ہے ؟‬
‫طلبہ میں فوجی خدمات سر انجام دینے کے‬ ‫‪‬‬ ‫نشان حیدر پانے والے بہادر‬ ‫‪.6‬‬
‫بارے میں معلومات فراہم کرنا۔‬ ‫سپوتوں کی تعداد کتنی ہے۔‬

‫تعلیمی محاصالت کے حصول کی سرگرمیاں‪:‬‬

‫طلباء راشد منہاس کے بارے میں معلومات اکٹھی کریں اور چاٹ پر لکھیں۔اور آپس میں ایک دوسرے‬ ‫‪‬‬
‫ان معلومات کے بارے میں تبادلہ خیال کریں ۔‬
‫پہلی شہید پائلٹ مریم مختار کے بارے میں انٹرنیٹ سے معلومات حاصل کریں اور ان کی تصویر‬ ‫‪‬‬
‫اپنی کاپی پر لگائیں اور ان کے بارے میں معلومات کاپی میں لکھیں۔‬
‫کم عمر نوجوان شہید کے بارے میں انٹرنیٹ سے معلومات حاصل کریں۔‬ ‫‪‬‬
‫سکول میں قومی ملی نغمے پیش کریں‪.‬‬ ‫‪‬‬
‫ہم جنگ میں کیسے بہادری کا مظاہرہ کر سکتے ہیں‪ .‬طلباء گروپ کی صورت میں ایک دوسرے کے‬ ‫‪‬‬
‫ساتھ گفتگو کریں‪.‬‬
‫نشان حیدر پانے والے شہداء کے نام پر دس گروپ بنائیں۔ ہر گروپ ایک ایک شہید کے بارے میں‬ ‫‪‬‬
‫معلومات اکٹھی کر کے اپنی جماعت میں پیش کرے‬
‫انٹرنیٹ اور الیکٹرانک میڈیا کی مدد سے " نشان حیدر "پانے والے شہداء سے متعلق دستاویزی فلم‬ ‫‪‬‬
‫دیکھیں اور جماعت میں ساتھیوں کو سنائیں‪.‬‬

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 ‫‪Project Development Skills Grade VI‬‬

‫پیشکش‪:‬‬
‫‪ ‬تحقیقی رپورٹ‬
‫مرحلہ دشواری‪:‬‬
‫متوسط (درمیانہ)‬ ‫‪‬‬

‫مطلوبہ اشیاء‪:‬‬

‫چاک‪ ،‬ڈسٹر ‪،‬تختہ سیاہ‪،‬پنسل‪ ،‬قینچی‪ ،‬گم سٹک‪ ،‬کمپیوٹر پیپر ‪،‬ہارڈچاٹ‪،‬انٹرنیٹ کی سہولت‪،‬ملٹی‬ ‫‪‬‬
‫میڈیا وغیرہ کا استعمال‬

‫مشکل الفاظ کے معانی‪:‬‬

‫معانی‬ ‫الفاظ‬ ‫‪:‬‬
‫نچھاور کرنا‬
‫محاصرہ‬
‫جانباز‬
‫شیر دل‬
‫وار‬
‫جام شہادت نوش کرنا‬
‫عبور کرنا‬
‫خاک میں مالنا‬
‫مورچے‬
‫پیش قدمی‬
‫محاذوں‬
‫اعزازت‬

‫بحث و مباحثے کے ذریعے حاصل ہونے والی معلومات‪:‬‬

‫شہادت‬ ‫نشان حیدر‬ ‫کارنامے‬ ‫کام‪/‬زمہ‬ ‫عہدہ‬ ‫صوبہ‬ ‫ابتدائی اعلی‬ ‫نشان حیدر‬
‫حاصل کرنے‬ ‫داریاں‬ ‫تعلیم‬ ‫تعلیم‬ ‫حاصل‬
‫کی تاریخ‬ ‫کرنے‬
‫والے‬
‫شہداء کے‬
‫نام‬
‫کیپٹن محمد‬
‫سرور شہید‬
‫میجر طفیل‬
‫محمد شہید‬

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 ‫‪Project Development Skills Grade VI‬‬

‫میجر راجہ‬
‫عزیز بھٹی‬
‫شہید‬

‫موضوع سے متعلق سواالت‪:‬‬

‫نشان حیدر کی ضرورت اور اہمیت کیا ہے؟‬ ‫‪.1‬‬
‫نشان حیدر حاصل کرنے والے مختلف فوجیوں کے نام لکھیں۔‬ ‫‪.2‬‬
‫افواج پاکستان کا سب سے بڑا فوجی اعزاز کونسا ہے ؟‬ ‫‪.3‬‬
‫آ پ اپنے ملک و قوم کی حفاظت کیسے کر سکتے ہیں ؟‬ ‫‪.4‬‬
‫نشان حیدر کے بارے میں معلومات حاصل کرنا کیوں ضروری ہے؟‬ ‫‪.5‬‬
‫خراج تحسین پیش کیا جاتا ہے ؟‬
‫ِ‬ ‫شہدائے وطن کو کس طرح‬ ‫‪.6‬‬
‫بطور سیکنڈ لیفٹیننٹ کب ترقی ملی؟‬
‫ِ‬ ‫کیپٹن سرور شہید کو‬ ‫‪.7‬‬

‫‪ ‬رپورٹ کو درج ذیل عنوانات ات کی مدد سے تیار کریں۔‬

‫رپورٹ کو درج ذیل عنوانات کے لحاظ سے ترتیب دیجئے۔گروپ کی ہر فرد کی ذمہ داری ہوگی کہ وہ‬ ‫‪‬‬
‫رپورٹ کا کوئی ایک حصہ انفرادی طور پر لکھے۔‬
‫تعارف ‪:‬اس حصے میں اپنی تحقیق کا مقصد اور اس کی اہمیت وضاحت سے تحریر کریں۔‬ ‫‪‬‬

‫طریقہ کار‪ :‬اس حصے میں اپنی تحقیق کا طریقہ کار تحریر کیجیے۔‬ ‫‪‬‬

‫نتائج‪ :‬اس حصے میں اپنے نتائج کو پیش کریں۔‬ ‫‪‬‬

‫بحث‪ :‬تحقیق کے ذریعے آپ نے جو معلومات حاصل کی ہیں اور اس کے نتائج مرتب کئے ہیں ان کی اپنے‬ ‫‪‬‬
‫الفاظ میں وضاحت کریں۔‬
‫اختتامیہ‪ :‬اس حصے میں اپنی تحقیق کا لب لباب بیان کیجیے اور اس پر اپنی رائے کا اظہار کیجئے۔‬ ‫‪‬‬

‫پوسٹ پروجیکٹ کوئز‬

‫‪ ‬درجہ ذیل سواالت کے جوابات جی ہاں یا نہیں میں دیں۔‬
‫میجر عزیز بھٹی نے اٹھائیس افسروں سمیت چھ دن اور چھ راتوں تک دشمن کے ہر وار کو ناکام بنائے‬ ‫‪‬‬
‫رکھا۔‬
‫کیپٹن محمد سرود شہید نے لکشمی پور کے عالقے میں گھس کر اپنے مورچے قائم کر لیے۔‬ ‫‪‬‬
‫‪ 7‬اگست ‪ 1947‬کو پیش قدمی کرتے ہوئےمیجر راجہ عزیز بھٹی شہید نے بھارتی فوجیوں کو اپنے‬ ‫‪‬‬
‫محاصرے میں لے لیا۔‬
‫پاک فوج کے نو فوجی نوجوانوں کو نشان حیدر دیا گیا۔‬ ‫‪‬‬
‫کیپٹن محمد سرور شہید نے فیصل آ باد کے اسالمیہ ہائی سکول سے میٹرک کا امتحان اعزازی نمبروں سے پاس کیا۔‬ ‫‪‬‬

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 ‫‪Project Development Skills Grade VI‬‬

‫‪ ‬کالم (الف) کو کالم (ب) کے ساتھ مالئیں اور درست جواب کالم (ج) میں تحریر کریں‪-‬‬

‫کالم (ج)‬ ‫کالم (ب)‬ ‫کالم (الف)‬

‫‪1928‬میں ہانگ کانگ‬ ‫کیپٹن محمد سرور شہید کی پیدائش‬
‫‪ 22‬جوالئی ‪1914‬‬ ‫میجر راجہ عزیز بھٹی کی پیدائش‬
‫‪1947‬ء‬ ‫میجر طفیل محمد شہید کی پیدائش‬
‫کیپٹن محمد سرور شہید کی بٹالین کی ‪ 18‬نومبر ‪1910‬ء‬
‫قیادت‬
‫مارچ ‪1944‬‬ ‫بطور سیکنڈ‬
‫ِ‬ ‫کیپٹن سرور شہید کو‬
‫لیفٹیننٹ ترقی‬
‫‪ ‬درج ذیل اقتباس کو غور سے پڑھیں اور اس کے اہم نکات پر بات کریں‪.‬‬
‫اگست کا مہینہ شروع ہوتے ہی ملک بھر میں ہر طرف سبز ہاللی پرچموں کی بہار آ جاتی ہے۔ چھوٹے چھوٹے بچے‬
‫پوری گلی میں جھنڈیاں لگاتے ہیں ۔ اگر ان سے پوچھا جائے کہ آپ کے پاس اتنے پیسے کہاں سے آئے تو بچے‬
‫کہتے ہیں کے ہم نے جھنڈیوں کے لیے اپنی جیب خرچ سے پیسے بچا کر رکھے تھے۔ بچوں کا جذبہ دیکھ کر بہت‬
‫خوشی ہوتی ہے۔ ان کے اس جذبے کو بڑے بوڑھے سب سراہتے ہیں‪ .‬کیوں کے آنے والے وقت میں انھوں نے اس‬
‫وطن کی باگ ڈور سنبھالنی ہے‪ .‬ان چھوٹے چھوٹے بچوں کا اپنے ملک کے لیے جذبہ دیکھ کر بزرگوں کی آنکھیں‬
‫فخر اور خوشی سے چمک اٹھتی ہیں‪ .‬اور ان کے منہ سے بے ساختہ یہ شعر نکلتا ہے۔‬

‫‪ ‬ہم الئے ہیں طوفان سے کشتی نکال کر‬

‫اس ملک کو رکھنا میرے بچے سنبھال کر‬

‫پراجیکٹ جمع کرانے کے لیے رہنمائی‪:‬‬

‫‪ ‬رپورٹ کا پہال ڈرافٹ تیار ہونے کی بعد اپنے گروہ کی رپورٹ کسی دوسرے گروہ کے ساتھیوں کو پڑھنے‬
‫کے لئے دیجئے ۔ تاکہ وہ اس پر رائے دے سکیں۔ پھر ان کی رائے کی روشنی میں اپنی رپورٹ کو مزید بہتر‬
‫بنائے ۔ اپنے استاد‪ /‬استانی سے اس رپورٹ پر رائے لیجئے اور فائنل رپورٹ اپنی جماعت کے سامنے پیش‬
‫کیجئے۔‬

‫‪14‬‬
 ‫ﭘروﺟﯾﮑٹ اردو )ﺑﯽ( ﺷﺷم‬
‫اﺳم ذات اور اس ﮐﯽ اﻗﺳﺎم‬

‫ﻣﺟوزه وﻗت‪ 40 :‬ﻣﻧﮢس‬

‫ﺳﺑﻖ ﻧﻣﺑر‬ ‫درﺟہ‬ ‫ﻣﺿﻣون‬

‫‪08‬‬ ‫ﺷﺷم‬ ‫اردو)ﺑﯽ(‬
‫ﻣﺎﺣﺻﻼت ﺗﻌﻠم‬ ‫ﺷﻌوری ﺳوال‬ ‫ﻋﻧوان‬
‫طﻠﺑہ ﮐو اس ﻗﺎﺑل ﺑﻧﺎﻧﺎ ﮐہ وه اﺳم ذات ﮐﯽ ﺗﻌرﯾف ﺑﯾﺎن ﮐر ﺳﮑﯾں‬ ‫ﺣرف ﮐﯽ ﺗﻌرﯾف ﮐرﯾں ۔‬ ‫اﺳم ذات اور اس‬
‫اور اس ﮐو ﻣﺛﺎﻟوں ﺳﮯ واﺿﺢ ﮐر ﺳﮑﯾں ۔‬ ‫اﻟﻔﺎظ ﮐﯾﺳﮯ ﺑﻧﺗﮯ ﮨﯾں ؟‬ ‫ﮐﯽ اﻗﺳﺎم‬
‫طﻠﺑہ ﻣﯾں ﯾہ ﺳﻣﺟﮭ ﺑوﺟﮭ ﭘﯾدا ﮐرﻧﺎ ﮐہ وه اﺳم ذات ﮐﯽ ﭘﮩﭼﺎن ﮐر‬ ‫اﺳم ﮐﯽ ﺗﻌرﯾف ﮐرﯾں ۔‬
‫ﺳﮑﯾں اور اﺳم ذات ﮐﯽ اﻗﺳﺎم ﮐو ﭘﮩﭼﺎن ﺳﮑﯾں‪.‬‬
‫اﺳم ذات ﺳﮯ ﮐﯾﺎ ﻣراد ﮨﮯ؟‬
‫طﻠﺑﺎء اﭘﻧﯽ ﻋﻣﻠﯽ زﻧدﮔﯽ ﻣﯾں اﺳم ذات اور اﺳم ذات ﮐﯽ ﻣﺧﺗﻠف‬
‫اﺳم ‪،‬ﻓﻌل اور ﺣرف ﮐﯽ ﺗﻌرﯾف ﺑﯾﺎن ﮐرﯾں۔‬
‫اﻗﺳﺎم ﮐو اﺳﺗﻌﻣﺎل ﮐرﻧﮯ ﮐﮯ ﻗﺎﺑل ﮨو ﺳﮑﯾں‪.‬‬
‫طﻠﺑﺎء ﻣﯾں ﯾہ ﺳﻣﺟﮭ ﺑوﺟﮭ ﭘﯾدا ﮐرﻧﺎ ﮐہ وه ﺑوﻟﺗﮯ وﻗت اﺳم ذات ﮐﯽ‬ ‫اﺳم آﻟہ ﺳﮯ ﮐﯾﺎ ﻣراد ﮨﮯ ؟‬
‫اﻗﺳﺎم ﮐﮯ ﻟﺣﺎظ ﺳﮯ ان ﮐﺎ اﺳﺗﻌﻣﺎل ﮐر ﺳﮑﯾں ۔‬ ‫اﺳم ﺻوت ﺳﮯ ﮐﯾﺎ ﻣراد ﮨﮯ ؟‬
‫اﺳم ﻣﻌرﻓہ اور اﺳم ﻧﮑره ﮐﯽ ﺗﻌرﯾف ﮐرﯾں ۔‬

‫ﺗﻌﻠﯾﻣﯽ ﻣﺣﺎﺻﻼت ﮐﮯ ﺣﺻول ﮐﯽ ﺳرﮔرﻣﯾﺎں‪:‬‬

‫ﺑﭼوں ﻣﯾں اﺳم ذات اور اس ﮐﯽ اﻗﺳﺎم ﮐﺎ ﺗﺻور ﭘﯾدا ﮐرﻧﺎ۔‬ ‫•‬
‫طﻠﺑہ اﭘﻧﮯ اردﮔرد ﮐﮯ ﻣﺎﺣول ﺳﮯ اﺳم ذات اور اس ﮐﯽ اﻗﺳﺎم ﮐﮯ ﺑﺎرے ﻣﯾں ﻣﺛﺎﻟﯾں ﻟﮑﮭﯾں۔‬ ‫•‬
‫ﺑﭼوں ﻣﯾں اس ﻣﯾں ذات ﮐﺎ ﻓرق ﭘﯾدا ﮐرﻧﺎ‪.‬‬ ‫•‬
‫اﺳم ذات اور اس ﮐﯽ اﻗﺳﺎم ﮐﮯ ﺑﺎرے ﻣﯾں ﻣﺧﺗﻠف ﺗﺻﺎوﯾر اﮐﮢﮭﯽ ﮐرﯾں اور ﮐﺎﭘﯽ ﭘر ﻟﮕﺎﺋﯾں‪ .‬اور ﮨر ﺗﺻوﯾر ﮐﮯ‬ ‫•‬
‫ﻧﯾﭼﮯ اﺳم ذات ﮐﯽ اﻗﺳﺎم ﮐﮯ ﻟﺣﺎظ ﺳﮯ واﺿﺢ ﮐرﯾں ﮐہ ﺗﺻﺎوﯾر اﺳم ذات ﮐﯽ ﮐس اﻗﺳﺎم ﺳﮯ ﺗﻌﻠﻖ رﮐﮭﺗﯽ ﮨﮯ۔‬
‫ﻣﺧﺗﻠف ﺣروف "ں" اور "ے" ﮐﺎ اﺳﺗﻌﻣﺎل ﮐر ﮐﮯ ﻧﺋﮯ اﻟﻔﺎظ ﺑﻧﺎﻧﺎ‪.‬‬ ‫•‬
‫اﺳم ذات ﮐو ﺳﻣﺟﮭﺎﻧﮯ ﮐﮯ ﻟﯾﮯ ﻣﺧﺗﻠف ﺗﺻﺎوﯾر ﮐﺎ اﺳﺗﻌﻣﺎل ﮐرﻧﺎ‪.‬‬

‫ﭘﯾﺷﮑش ﮐﺎ طرﯾﻘہ ﮐﺎر‪:‬‬

‫ﺗﺣﻘﯾﻘﯽ رﭘورٹ‬ ‫•‬

‫ﻣرﺣﻠہ دﺷواری‪:‬‬
‫) ﻣﺗوﺳط( درﻣﯾﺎﻧہ‬ ‫•‬

‫ﻣطﻠوﺑہ اﺷﯾﺎء‪:‬‬
‫ﭼﺎک‪ ،‬ڈﺳﮢر ‪،‬ﺗﺧﺗہ ﺳﯾﺎه‪،‬ﭘﻧﺳل‪ ،‬ﻗﯾﻧﭼﯽ‪ ،‬ﮔم ﺳﮢﮏ‪ ،‬ﮐﻣﭘﯾوﮢر ﭘﯾﭘر ‪،‬ﮨﺎرڈﭼﺎٹ‪،‬اﻧﮢرﻧﯾٹ ﮐﯽ ﺳﮩوﻟت‪،‬ﻣﻠﮢﯽ ﻣﯾڈﯾﺎ ﮐﺎ‬ ‫•‬
‫اﺳﺗﻌﻣﺎل ۔‬

‫‪15‬‬
 ‫ﺑﺣث و ﻣﺑﺎﺣﺛہ ﮐﮯ ذرﯾﻌﮯ ﺣﺎﺻل ﮨوﻧﮯ واﻟﯽ ﻣﻌﻠوﻣﺎت‪:‬‬
‫ﺟدول ﻣﯾں درج ذﯾل ﻣﻌﻠوﻣﺎت ﮐﯽ ﻣدد ﺳﮯ رﭘورٹ ﺗﯾﺎر ﮐﯾﺟﺋﮯ‬ ‫•‬
‫ﺟﻣﻠوں ﻣﯾں واﺿﺢ‬ ‫ﻣﺛﺎﻟﯾں‬ ‫اﺳم ذات ﮐﯽ اﻗﺳﺎم ﮐﮯ ﻧﺎم‬
‫ﮐرﯾں‬
‫‪-1‬‬
‫‪-2‬‬
‫‪-3‬‬
‫‪-4‬‬
‫‪-5‬‬
‫‪-6‬‬

‫• رﭘورٹ ﮐو درج ذﯾل ﻋﻧواﻧﺎت ﮐﮯ ﻟﺣﺎظ ﺳﮯ ﺗرﺗﯾب دﯾﺟﯾﮯ ﮔروه ﮐﮯ ﮨر ﻓرد ﮐﯽ ذﻣہ داری ﮨوﮔﯽ ﮐہ وه رﭘورٹ‬
‫ﮐﺎ ﮐوﺋﯽ اﯾﮏ ﺣﺻہ اﻧﻔرادی طور ﭘر ﻟﮑﮭﮯ۔‬
‫‪ .1‬ﺗﻌﺎرف‪ :‬اس ﺣﺻﮯ ﻣﯾں اﭘﻧﯽ ﺗﺣﻘﯾﻖ ﮐﺎ ﻣﻘﺻد اور اس ﮐﯽ اﮨﻣﯾت وﺿﺎﺣت ﺳﮯ ﺗﺣرﯾر ﮐرﯾں‪.‬‬
‫‪ .2‬طرﯾﻘہ ﮐﺎر‪ :‬اس ﺣﺻﮯ ﻣﯾں اﭘﻧﯽ ﺗﺣﻘﯾﻖ ﮐﺎ طرﯾﻘہ ﮐﺎر ﺗﺣرﯾر ﮐﯾﺟﯾﮯ۔‬
‫‪ .3‬ﻧﺗﺎﺋﺞ‪ :‬اس ﺣﺻﮯ ﻣﯾں اﭘﻧﮯ ﻧﺗﺎﺋﺞ ﮐو ﭘﯾش ﮐرﯾں‪.‬‬
‫‪ .4‬ﺑﺣث‪ :‬ﺗﺣﻘﯾﻖ ﮐﮯ ذرﯾﻌﮯ آپ ﻧﮯ ﺟو ﻣﻌﻠوﻣﺎت ﺣﺎﺻل ﮐﯽ ﮨﯾں اور اس ﮐﮯ ﻧﺗﺎﺋﺞ ﻣرﺗب ﮐﯾﮯ ﮨﯾں ان ﮐﯽ اﭘﻧﮯ‬
‫اﻟﻔﺎظ ﻣﯾں وﺿﺎﺣت ﮐرﯾں۔‬
‫‪ .5‬اﺧﺗﺗﺎﻣﯾہ‪ :‬اس ﺣﺻﮯ ﻣﯾں اﭘﻧﯽ ﺗﺣﻘﯾﻖ ﮐﺎ ﻟب ﻟﺑﺎب ﺑﯾﺎن ﮐﯾﺟﯾﮯ اور اس ﭘر اﭘﻧﯽ راﺋﮯ ﮐﺎ اظﮩﺎر ﮐﯾﺟﺋﮯ‪.‬‬

‫ﭘوﺳٹ ﭘروﺟﯾﮑٹ ﮐوﺋز‬

‫ﮐرﯾں ۔‬ ‫درج ذﯾل اﻟﻔﺎظ ﮐﮯ اﺳم ﻣﺻﻐر اور اﺳم ﻣﮑﺑر ﺗﺣرﯾر‬
‫اﺳم ﻣﮑﺑر‬ ‫اﺳم ﻣﺻﻐر‬ ‫اﺳم ﻣﮑﺑر‬ ‫اﺳم ﻣﺻﻐر‬
‫ﭘﮩﺎڑ‬ ‫ﺻﻧدوﻗﭼﯽ‬
‫دﯾﮕﭼﯽ‬ ‫ﭘﻠﻧﮓ‬
‫ﺗﮭﺎل‬ ‫ﮢوﮐری‬

‫ﻣﻧدرﺟہ ذﯾل ﺟﻣﻠوں ﻣﯾں ﺳﮯ ظرف زﻣﺎں ﮐو ﻻﺋن ﻟﮕﺎ ﮐر اورظرف ﻣﮑﺎں ﮐو داﺋره ﻟﮕﺎ ﮐر واﺿﺢ ﮐرﯾں۔‬
‫‪ .1‬اﺑو ﺷﺎم ﮐو دﻓﺗر ﺳﮯ ﻟوﮢﯾں ﮔﮯ۔‬
‫‪ .2‬دوﭘﮩر ﮐو ﺳﺑزی ﻣﻧڈی ﻣﯾں ﺑﮩت رش ﮨوﺗﺎ ﮨﮯ‪.‬‬
‫‪ .3‬ﻋﯾد ﮔﺎه ﮐﮯ ﺳﺎﻣﻧﮯ ﺧوﺑﺻورت ﺑﺎغ ﮨﮯ ۔‬
‫‪ .4‬اس ﺳﺎل ﻣﯾں ﮔﯾﺎره ﺑرس ﮐﺎ ﮨو ﺟﺎؤں ﮔﺎ‪.‬‬

‫ﻣﻧدرﺟہ ذﯾل ﺧﺎﻟﯽ ﺟﮕﮩوں ﻣﯾں ﻣﻧﺎﺳب اﺳم آﻟہ ‪،‬اﺳم ﺻوت ﻟﮕﺎ ﮐر ﭘر ﻣﮑﻣل ﮐﯾﺟﯾﮯ ۔‬
‫‪ .1‬ﮔﮭر ﮐﯽ ﭼﮭت ﭘر ﮐوا ﺻﺑﺢ ﺳﮯ____ ﮐر رﮨﺎ ﮨﮯ‪.‬‬
‫‪ .2‬اﻣﯽ ﻧﮯ _____ﺳﮯ ﺳﯾب ﮐﺎﮢﺎ۔‬

‫‪16‬‬
 ‫‪ .3‬ﻣﺎﻣوں ﻧﮯ دﯾوار ﻣﯾں_____ﺳﮯ ﮐﯾل ﮢﮭوﻧﮑﯽ۔‬
‫‪ .4‬ﮔﮭﻧﮢﯽ ﮐﯽ ____ﺳن ﮐر ﺳب ﺑﭼﮯ اﺳﻣﺑﻠﯽ ﮐﮯ ﻟﯾﮯ ﺟﻣﻊ ﮨوﻧﮯ ﻟﮕﮯ۔‬
‫‪ .5‬ﺑﺎدﻟوں ﮐﯽ ____ ﺳن ﮐر آ ﻣﻧہ ﺧوﻓزده ﮨوﮔﺋﯽ۔‬

‫درج ذﯾل ﺳﮯ اﺳم ﺟﻣﻊ ‪ ،‬اﺳم ﺻوت ‪ ،‬اﺳم آ ﻟہ‪،‬اﺳم ﻣﮑﺑر‪،‬اﺳم ﻣﺻﻐر اور اﺳم ظرف اﻟﮓ ﮐرﯾں ۔‬
‫ﺑﭼوﻧﮕڑا‬ ‫ﺗﺧﺗہ‬ ‫آری‬ ‫ﮐﮑڑوں ﮐوں‬
‫ﺟﻣﺎﻋت‬ ‫ﺑﻠو ﻧﮕڑا‬ ‫ﻣﯾں ﻣﯾں‬ ‫دوﭘﮩر‬

‫ﭘروﺟﯾﮑٹ ﺟﻣﻊ ﮐراﻧﮯ ﮐﮯ ﻟﯾﮯ رﮨﻧﻣﺎﺋﯽ۔‬

‫رﭘورٹ ﮐﺎ ﭘﮩﻼ ڈراﻓٹ ﺗﯾﺎر ﮨوﻧﮯ ﮐﮯ ﺑﻌد اﭘﻧﮯ ﮔروه ﮐﯽ رﭘورٹ ﮐﺳﯽ دوﺳرے ﮔروه ﮐﮯ ﺳﺎﺗﮭﯾوں ﮐو ﭘڑھﻧﮯ‬ ‫•‬
‫ﮐﮯ ﻟﺋﮯ دﯾﺟﺋﮯ۔ﺗﺎﮐہ وه اس ﭘر راﺋﮯ دے ﺳﮑﯾں۔ ﭘﮭر ان ﮐﯽ راﺋﮯ ﮐﯽ روﺷﻧﯽ ﻣﯾں اﭘﻧﮯ رﭘورٹ ﮐو ﻣزﯾد ﺑﮩﺗر‬
‫ﺑﻧﺎﺋﮯ۔ اور اﭘﻧﮯ اﺳﺗﺎد ‪/‬اﺳﺗﺎﻧﯽ ﺳﮯ اﭘﻧﯽ رﭘورٹ ﭘر راﺋﮯ ﻟﯾﺟﯾﮯ ۔ا ﻓﺎﺋﻧل رﭘورٹ ﻣﻘرره دن اﭘﻧﯽ ﺟﻣﺎﻋت ﮐﮯ‬
‫ﺳﺎﻣﻧﮯ ﭘﯾش ﮐﯾﺟﺋﮯ۔‬

‫‪17‬‬
 Project Development Skills Grade VI

Project Maths (Class VI)

Title: Sets

Suggested time: 1 week

Subject Grade Unit

Math 6th Unit 4: Sets
Topic Driving Questions Students Learning Outcomes
Representation of Sets Do you know what is a set and 1. Able to write a set in its terms and
Through Venn Diagram how we represent a set? conditions.
2. Able to identify and differentiate
various types of mathematical
sets.
3. Able to make Venn diagram of
any set.

Presentation Style:
 Students will engage and collaborate to learn visual representation of sets in the form of
Venn diagram.

Activities to Acquire Learning Outcomes:

 In-depth research-based investigation. Literary sources will be used to acquire the learning
outcomes for this project.

Previous Knowledge:

 In this world things around us exist in collections like a team of players, a pile of books.
 Can you name some other collection of things?
 In mathematics which term is used for collection of things/ items?

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 Project Development Skills Grade VI

Material Required:

 Chart, Scissor, Glue, Scale, Pencil, Color marker, Computer paper of different color,
compass.

Explanation:

 Venn diagram is a geometrical representation of sets.

 We can represent a set using rectangle and circle. this geometrical representation of the sets
is called Venn Diagram.
 The universal set which consider all the elements of remaining set is universal and is
represent by U.
 Remaining sets are represented by circles.

Method:

1. Take a chart which is cut in the shape of rectangle.

2. Decorate its boundary line by color tape.
3. Make four circles of same size (with compass) on color sheets.
4. Cut a shape of leaf on another color sheet.
5. First circle represent one set (A) and second circle represent another set (B).
6. If set A and B has common elements they are called over lapping sets.

To make the Venn Diagram of overlapping sets fold the edge of both circles with scale and
paste with glue gun. then in the overlapping region paste the leaf shape.

If set A and B have no common members place the other two circles on chart separately. they
are called disjoints sets. Veen Diagram of these sets are like this.

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 Project Development Skills Grade VI

Apply method on these two examples:-

Now let us take first example by taking the particulars sets:-

U = whole numbers less than 20

U = { 1,2,3,4......................, 14}

A = Multiples of 3 less than 14

A = { 3,6,9,12}

B = Set of odd number less than 12

B = { 1,3,5,7,9}

The overlapping region of two circles represent common elements of both sets.

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 Project Development Skills Grade VI

2nd example:- When sets are disjoints

U = Natural numbers less than or equal to 30

= {1,2,3, ...............................30}

X = Even numbers less than 20

= {2,4,6,8,10,12,14,16,18}

Y = Odd number less than 20

{1,3,5,7,9,11,13,15,17,19}

Venn diagram of these sets are

You may also use sticky notes to show the members of each set.

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 Project Development Skills Grade VI

Cross Cutting Themes:-

 Union of sets
 Intersection of sets
 A complement of a set
 Set difference

Submission Ideas/ Guidelines:-

Compile, organize and submit it to your teachers the following items in your project profile:-

1. Notes of all class and group discussion.

2. Plan of your presentations.
3. Pictures or physical models.
4. Reflection diary.

Post Project Quiz:

1. How we represent sets on Venn Diagram.

2. Differentiate between disjoints and overlapping sets.
3. Do you find Venn diagram process interesting?
4. In Venn diagram U set is denoted by
a.( ) b. c. d. none of these
5. In the case of disjoint sets, Venn diagram will be

d. none of these.

Viva voce:

Why Venn diagram is used for sets?

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 Project Development Skills Grade VI

Project Maths (Class VI)

Title: Angles

Suggested time: 1 week

Subject Grade Unit

Math 6th Unit 7: Geometry
Topic Driving Questions Students Learning Outcomes
Angles and their types Do you know what is an angle? 1. Students will be able to understand
Which instrument. we use to all types of angles
measure angles? 2. Students will be able to make
different angles with protractor.
3. Apply knowledge of a angles to
solve problems in geometry

Presentation Style:

 The presentation will be made using an interactive and visual approach with the help of
diagrams model.
 Engage students and enhance the understanding of angles.

Material:-

Card board, Color paper, Scissor, Glue, Ice-cream sticks, push pins.

Previous Knowledge:

 What is line?.
 Can you measures the length of length of line?
 How many geometrical figures do you know?
 Who many end points a line segment have?

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 Project Development Skills Grade VI

Explanation:

An angle is a measure of the amount of turn between two intersecting lines. The point of
intersection is called the vertex of the angle and the two lines are called the legs or sides of the
angles. Angles are denoted by the symbol ' ' for example if the vertex of an angles is 'A', then it
can be denoted as ' A '

Types of Angles
1. Acute angles: An angle whose measurement is less than 900 is called an acute
angle. for example 300 , 450 , 750
2. Right Angle: - An angle whose measurement is 900 is called right angle.
3. Obtuse Angle: - An angle whose measures is greater than 900 but less than 1800 is
called an obtuse angle 1200 , 1500
4. Straight Angle: - An angle whose measure is exactly 1800 is called a straight angle.
5. Reflex angle:- An angle whose measure is greater than 1800 but less than 3600 is
called a reflex angle.

Method:

1. Cut 6 ice cream stick in to half with the help of scissors.

2. Take small squared color papers and make curved pattern in it. then fold it the center and
stick it with the help of glue stick.
3. Join the end of the sticks to make some angle. stick the curved pattern papers in its center.
similarly make different angles by sticks of ice-cream.
4. Make scale of protector on with paper and attach this paper to the cardboard.
5. Take a large plain cardboard and cover it with colored paper.
6. Attach the protector scale at the center of this cardboard. similarly attach the angle which
were made in the third step.
7. Now take a chop stick and attach an
arrow head on its head and the other end
with small circled paper.
8.Now take a push pin and attach it at
the center of protector through the chop
stick.
9.Take one rectangular and square
shaped cardboard and cover it with
black colored paper.

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 Project Development Skills Grade VI

10. Attach each other such that they are perpendicular to each other. stick the other end of
rectangular card board to the already made larger card board

Cross Cutting theme:

 Line segment
 Arc
 Concept of polygons
 Triangle and its types based on angles

Post Project Quiz:

1. What is vertex of an angle?

2. Define acute angle.
3. An angle which is greater than 900 but less than 1800 is called _________ angle
a. 100 Acute b. 900 obtuse c. 1800 Right d. 450 straight
4. this angle is called ______ angle.
a. Acute b. obtuse c. Right d. Reflex

5. this angle is called

0
a. 120 b. 900 c. 1800 d. 450

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 Project Development Skills Grade VI

Submission Ideas

Students will compile, organize and submit it to your teaches the following items in your project
profile.

1. Notes of all class and group discussion.

2. Plan of your presentations.
3. Pictures or physical models.
4. Reflection diary.

Viva voce:-

Where we can apply angle for math technique?

26
 Project development Skills Grade VI

Project G. Science (Class Vl)

Title: Working model of Digestive, Excretory
and Respiratory system

Suggested time: 2 Days

weeks
Subject Grade Unit
Science 6th Unit 1
Topic Driving Questions Students Learning Outcomes

Working model of 1.What do you understand by After completing the project, students
human digestive organ system? will be able to:
system, excretory
system and respiratory 2.Name some examples of 1.listing and naming of body organs
system human organ system? related to each organ system.

2.Define the function of each organ

system.

3.Understanding of basic anatomy of

human organ system.

Activities to Acquire Learning Outcomes:

 Create a working model of human digestive system, excretory system and respiratory
system,labelling and showing each organ and it's functions in respective organ
system by recycled materials.

Presentation style

 Student will engage in the scientific inquiry proces(SIP) to investigate the concept
of human organ.Through engagement in engineering design process, students will
apply this knowledge to engineer a model of human digestive system, excretory
system and respiratory system.

27
 Project development Skills Grade VI
Previous Knowledge:
 A group of organs work together to carry out life processes called organ system.Digestive
, excretory and respiratory system are human organ system but what are organs which make
these systems and how they work?

Material Required:

1. Empty bottles 3
2. Plastic caps
3. Straws
4. Plastic tubes or pipes
5. Cardboard
6. Coloured papers of different colors
7. Glue
8. Balloons
9. Scotch tape
10. Charts

Method:

 For Digestive system:

1. Take an empty plastic bottle. Cut it at its broader end
and set aside. Now make a hole in cap and attach
plastic straws with it. Half bottle with plastic straws
are now mouth and esophagus.
2. Take card board, attach chart paper with it. Place and
fix bottle and straw in mouth and esophagus position.
3. Take another bottle. Make a hole at its cap and
bottom. Attach the esophagus pipe with it's bottom
and plastic tube with cap through hole. Bottle will act
as stomach and tube will act as small intestine.
4. Attach another big size plastic tube with small
intestine. This will act as large intestine. For rectum,
cut any coloured paper in a rectum shape and paste at
the end of large intestine on cardboard. The last hole
of large intestine behave as anus. Place the bottom
piece of bottle set aside at step 1, below anus.
5. To check it's working, add water to the mouth area
and see what happens to it.

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 Project development Skills Grade VI

 For Respiratory System:

1. Take straw and tilt it from one end. Take another straw
and attach it with the first straw. This will act as wind
pipe ( trachea ).
2. Take 2 small pieces of straws and attach to wind pipe.
Take balloons and attach to each small pieces of straws
with scotch tape. Balloons will act as lungs.
3. Prepare cardboard with chart paper Make food pipe
and lungs with coloured paper and attach to it. Now
attach all the above preparation to it with glue.
4. To check it's working, blow at the tilted upper side of
wing pipe. You will observe balloon inflation.
5. Prepare the base of the model with cardboard and place
model on it as shown below. Label it's each parts.

 For Excretory system:

1. Take bottle,cut it from one side. Make 2 small holes in
the cap of bottle. Attach one plastic tube in one whole
and second plastic tube in second hole.
2. Now take card board,attach chart paper on it. Make
kidneys, arteries,veins, urinary bladder and urethra
from card board,wrap coloured sheets on it.. Attach
these papers on card board.
3. Make holes one above and one below each kidneys.
Make two holes on either side of urinary bladder.
4. Now following step 1,pass plastic tubes from both
holes of each kidneys and urinary bladder.Tie them
with thread at the back of card board. It's opening is
urethra.To check it,add water in half cut bottle and
check it's movement.

Crosscutting Techniques:

 Reuse of recycled materials ( stability of eco system).

 Understanding structure and function.
 Engineering design (STEM).

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 Project development Skills Grade VI

Improvisational aspects of the project:

 Make groups in class and assign each group one any model of organ system.

Submission guidelines:
1. Prepare a detailed report documenting the project, including background information,
materials used, procedure, observations, and data analysis.
2. Include diagrams, graphs, or charts to visually represent the experiment and results.
3. Highlight any improvisations or modifications made during the project.
4. Ensure the report is well-organized and includes proper citations for any external resources
used.
5. Submit the project report in the required format (paper or digital) as specified by your
instructor.

Viva voce:
Q1.Which organ system is responsible for removal of waste material.
Q2.Which organ system has trachea?
Q3.What is the second name of food pipe?
Q4. How undigested waste is removed from body?

30
 Project Development Skills Grade VI

Project G. Science (Class Vl)

Title: Model of solar system

Suggested time: 2 hours

Subject Grade Unit

Science 6th Unit 12
Topic Driving Questions Students Learning Outcomes

Model of Solar system 1. What methods can be After completing the project, students will
by using recycled employed to construct be able to:
newspaper a precise
representation of the 1. Understand the principles of
solar system utilizing aeronautics and rocket propulsion.
newspapers that have 2. Develop problem-solving skills by
been recycled? designing and constructing a
2. In what ways does the working model.
recycling of 3. Explore the relationship between
newspapers positively air pressure, water volume, and
impact the rocket performance.
environment and 4. Analyze and interpret data to
contribute to its long- evaluate the success and
term sustainability? effectiveness of different rocket
3. By crafting a designs.
comprehensive and 5. Enhance collaboration and
precise model using teamwork skills through group
recycled newspapers, projects.
students will showcase
their comprehension
of the solar system.
4. Through conducting
research on the planets
and their
characteristics,
students will cultivate
their research
capabilities.

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 Project Development Skills Grade VI

5. Students will gain an

understanding of the
significance of
recycling and its role
in preserving the
environment for future
generations.

Activities to Acquire Learning Outcomes:

 Making of a creative model of solar system using the recycle materials.

Previous Knowledge:
1. What is solar system and name its planets?
2. What are the benefits of using recycle materials?

Material Required:

1. Newspapers that have been recycled

2. Glue or tape that can stick things together
3. Cutting tools called scissors
4. Markers or colored pencils used for drawing
5. Sources of information about planets such as books and websites
6. Cardboard
7. Chart paper

Method:

1. Take cardboard and cover it with chart paper. Draw circular paths of solar system using
white marker.
2. Make a large newspaper ball. Color it yellow and place at the centre of circular path.This
will behave as Sun.
3. Make another newspaper ball.Colour it by your own choice and place at 1st path of solar
system.This will behave as Mercury. You can make different planets by knowing their
sizes as Jupiter must be larger of all. Colour it and place it in their respective paths by
attaching them with glue.

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 Project Development Skills Grade VI

Crosscutting Techniques:

1. Conservation: Giving emphasis to the significance of recycling in preserving resources and

minimizing waste.
2. Creativity: Motivating students to employ creative thinking when designing and building
their planet models.
3. Responsibility: Fostering a sense of accountability for the environment and enlightening
individuals about their role in sustainability initiatives.

Improvisational aspects of the project:

 Instructor can make groups in class and asked them to make solar system with
balloons , stones, coloured clay and styrofoam balls.

33
 Project Development Skills Grade VI

Submission guidelines:
a. Prepare a detailed report documenting the project, including background information,
materials used, procedure, observations, and data analysis.
b. Include diagrams, graphs, or charts to visually represent the experiment and results.
c. Highlight any improvisations or modifications made during the project.
d. Ensure the report is well-organized and includes proper citations for any external resources
used.
e. Submit the project report in the required format (paper or digital) as specified by your
instructor.

Viva voce:
i. What is the Centre of solar system?
ii. Which is the largest planet of solar system?
iii. Which is the smallest planet of solar system?
iv. At which planet life exist?
v. Write some characteristics of Earth 🌎 for being the best planet for life?

34
 Project Development Skills Grade VI

Project History (Class VI)

Title: Ancient Egyptian Civilization

Suggested ime: 2 weeks

Subject Grade Unit 1

History 6th World’s Ancient Civilizations

Topic Driving Questions Students Learning Outcomes

Ancient Egyptian 1. How did Ancient After completing the project, students
Civilizations Egyptians live and what will be able to:
were their achievements?
2. What did Ancient 1. Understand the history, culture,
Egyptians believe and how society, governance or political
did it shape their society? beliefs of Ancient Egypt.
3. What were the cultural, 2. Describe the significant
social, religious and achievements of Ancient Egyptians
political beliefs and values in art, architecture, literature,
that helped shape ancient politics and governance.
Egyptian Civilization? 3. Understand the daily life, social
4. How did Ancient classes, religious beliefs and
Egyptians build their practices of Ancient Egyptians.
famous pyramids and 4. Explain the architectural
temples? engineering behind the pyramids
5. What impact did Ancient and temples.
Egypt have on modern 5. Analyze the impact of Ancient
civilization? Egypt on modern civilization.

Project Details:

The proposed project is expected to enhance learners’ deeper understanding and

appreciation of Ancient Egypt Civilization’s cultural and historical heritage. It will help them to
understand how history can be preserved and how different cultures impact modern-day society.
It will also develop learners’ skills and abilities in various areas, such as critical thinking, problem-
solving, creativity, innovation, communication and collaboration through multiple activities.
Through this project, learners will be able to develop a critical thinking approach towards their

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 Project Development Skills Grade VI

research, whilst presenting their research outcomes and visual models in a unique and creative
manner. In addition, the interactive platform created via group work and presentations will
significantly contribute towards improving students' collaboration and communication skills.
Overall, this approach will result in a positive impact on learners' overall development and learning
skills.

Activities for Acquiring Learning Outcomes:

In-depth research-based investigation through literary sources is used to acquire the learning
outcomes for this project, and some activities that can be conducted are:

1. Research assignments: Students can be given individual or group assignments to research

different aspects of Ancient Egypt’s art, architecture, literature, politics and governance
i.e. the construction of pyramids, the system of writing, or the process of mummification
etc.
2. Collaborative project: Students can be divided into groups to create a collaborative
project, such as making a model, chart or poster of a pyramid or tomb, designing an Ancient
Egyptian costume, or constructing a timeline of the major events in Ancient Egypt's history.
3. Creative writing: Students can be asked to write a critical review or a report on an ancient
Egyptian, describing their daily life, beliefs and values.
4. Group discussions and debates on significant rulers and events
5. Oral presentations: Students can be asked to present their research or projects orally to
the class and teacher. This will help them to improve their public speaking skills, while
also gaining feedback and constructive criticism.

Previous Knowledge:

To begin with the project, it is important to assess the students' prior knowledge. Students
may have some prior knowledge about ‘Ancient Egypt Civilization’ from their history classes.
Prior knowledge regarding the project is crucial for students to make high-quality projects.
Therefore, the teacher may assess learners’ previous knowledge by asking some questions about
the Pyramids of Giza, mummies, Pharaohs and the River Nile and may modify the project
according to the learning needs of the students before assigning the main project.

1. What do you know about Egypt?

2. Who were the Pharaohs of Egypt?
3. What is the significance of the Nile River to Egypt?
4. What is the Sphinx in Egypt?
5. What is the Great Pyramid of Giza in Egypt?

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 Project Development Skills Grade VI

Material Required:

1. Internet access to explore references i.e. textbooks, encyclopedias, academic articles,

reputable websites and other informational resource materials on Egyptian Civilization
to support arguments.
2. Notebook for taking notes and organizing information.
3. Access to a printer or photocopy machine if necessary for creating handouts and other
materials to incorporate into the project.
4. Art supplies and images for creating visual aids for the displays of the final project
report.
5. Paper, cardboard, glue, scissors, coloured pens, sketches, markers and paint for the
visual model.
6. Poster board, chart paper, thermocol sheet model for presenting the material.
7. Labels and additional information to accompany the visual model to explain the model
to others.

Project Guidelines:

Students will require to create a project on Ancient Egypt using online material available
such as written material, pictures and diagrams. The project will be presented in the form of a chart
or model, along with a report file (in the case of a group project). The project should cover the
following topics:

1. Introduction to Egyptian history.

2. Geographical location of the Egyptian Civilization on the world’s map.
3. Timeline and important Pharaohs.
4. Society, culture and lifestyle of Ancient Egyptians.
5. Religious beliefs and practices (rituals, mummification) of Ancient Egyptians.
6. Architecture of Pyramids and Temples of Pharaohs.
7. Inventions, art and hieroglyphics.
8. Significant achievements of Ancient Egypt.
9. Impact of Ancient Egypt on modern civilizations.

Steps to Develop a Project:

Step 1: Start with the basics, gather information about the history, introduction, location and time
period.

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 Project Development Skills Grade VI

Step 2: Conduct research on your chosen topic. Look for reliable sources. Use a variety of primary
and secondary sources to gather information, including books, articles, journals and online
resources.

Step 3: Organize your research into a cohesive and logical structure. Use your research notes to
create an outline or a mind map. Identify significant points that you want to highlight.

Step 4: Then analyze different aspects of the project such as Pharaohs, pyramids, hieroglyphs,
gods, daily life, or society. Compare and contrast different time periods or eras. Investigate the
political, economic, social and cultural aspects etc. Also, examine the artifacts about the art and
architecture of the civilization.

Step 5: Create visual aids or displays to support your project. Use pictures, diagrams, maps and
other relevant materials to enhance the project’s look.

Step 6: Begin drafting your project. Write a title, introductory statement and supporting arguments.
Ensuring that it is well-organized, detailed and provides supporting evidence. Be sure to cite the
sources appropriately from where you have collected the material.

Step 7: Create a final draft of your project. Proofread and edit your work for accuracy and clarity.
Highlight the critical points. Make sure your text is clear, concise and easy to understand.

Step 8: Prepare your presentation. If creating a poster board or infographic, use innovative layouts,
colour schemes and designs. For preparing a report, present your findings in a dynamic and
captivating way.

Step 9: Practice your presentation. Rehearse using your visual aids and manage appropriate time
for each segment of your presentation. Leave plenty of time for questions and answers (follow the
teacher’s guidelines).

Step 10: Reflect and analyze. Formulate your analysis of the civilization based on the gathered
information. Also, reflect on the project to assess your strengths and weaknesses and identify areas
for improvement for future projects and presentations.

Guidelines to Develop a Visual Model:

1. Choose a specific aspect of Egypt to showcase, such as the Pyramids of Giza, the Pharaoh
temple with hieroglyphics, or the Sphinx (it depends on the number of students in a project).
2. Determine what materials you will need for your model, such as paper, cardboard, clay,
playdough, glue, scissors, paint, etc.

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 Project Development Skills Grade VI

3. Create a rough sketch of how your model will look like, including dimensions, colours and
special features.

e.g. Structure of the Great Pyramids and Sphinx of Giza.

Step 1: Draw the Pyramids

First, draw the outline of the pyramids on the cardboard (you may use thermocol
alternatively) using a pencil and a ruler. The drawing should include the four triangular faces of
the pyramid and the square base. To determine the measurements and angles, use a reference image
or look up the dimensions of the pyramids online. For example, if you’re making the model of the
Great Pyramid of Giza you can customize it according to your cardboard size.

Step 2: Cut the Pyramids

Using a cutter or scissors, cut out the pyramid shape from the cardboard. Make sure to cut
precisely and follow the lines you drew.

Step 3: Assemble the Pyramids

Now it's time to assemble the pyramids. First, fold each of the sides upwards along the
lines you drew, then glue or tape each side to its respective neighbour. Start with the base and work
your way up to the top of the pyramid. Once all the sides are connected, the pyramid should stand
on its own. Made the other two by following the same.

Step 4: Add Details to the Pyramids

At this stage, you can add some details to the pyramids using paint or markers. You can
paint the pyramids in the same colours as the real ones; such as light limestone or reddish-brown
sandstone.

Step 5: Draw and Cut the Sphinx

Now, let's move on to the Sphinx. Draw the shape of the Sphinx's head and body onto the
thermocol or cardboard sheet.

Step 6: Cut the Sphinx

Using a cutter or scissors, cut out the Sphinx shape from the cardboard. Make sure to cut
precisely and follow the lines you drew.

Step 7: Assemble the Sphinx

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 Project Development Skills Grade VI

Assembling the Sphinx is similar to assembling the pyramids. First, fold all the edges of
the Sphinx shape upwards along the lines, then glue or tape each edge to its corresponding
neighbour. When all the sides are glued, the Sphinx should stand on its own.

Step 8: Add Details to the Sphinx

Finally, you can add details to the Sphinx using paint or markers. You can add some texture
to the Sphinx's fur or paint it in a sandy, beige colour.

Once complete, add any labelling or additional information to help explain your model to
others. Overall, creating a 3D model of the Egyptian Pyramids and Sphinx using craft material
requires accuracy and patience, but if you show interest it can be a great fun and educational
project. The exact measurements and angles of the pyramids and Sphinx are critical to making
them look authentic. However, with careful planning and attention to detail, you can create a
fantastic 3D model.

Viva Voce Questions:

1. What are some of the famous landmarks of Ancient Egypt and what is their significance?
2. What is the significance of the Nile River in Ancient Egypt's history?
3. How did Ancient Egyptian religion influence their daily life and culture?
4. What was the role of the Pharaoh in Ancient Egypt's society?
5. Who were some significant Pharaohs of Ancient Egypt and what were their contributions to
society?
6. How did Ancient Egyptians preserve their dead? Describe the process of mummification.
7. How was the Egyptian Hieroglyphics created? And what is their significance?
8. What are the significant achievements of Ancient Egypt that influenced modern civilization?
9. Tell something interesting about the structure of famous pyramids?

Improvisational Strategies:

To support students' learning and overall project success, teachers can utilize
improvisational strategies. These strategies include:

1. Mini-lessons on specific topics related to ancient Egyptian Civilization to give an overview

and context. Allow for flexibility in the project requirements to accommodate individual
learning styles.
2. Brainstorming sessions, where students can share their ideas and work together to come up
with unique ways of presenting their research.

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 Project Development Skills Grade VI

3. Scaffolded activities, with guiding questions and templates to help students structure and
organize their research work.
4. Provide frequent opportunities for peer feedback and collaboration group work and peer
editing to encourage collaboration, communication and critical thinking.
5. Incorporating visual aids such as maps, diagrams and images to supplement the research,
presentations and reports.

By employing improvisational strategies creatively, teachers can help students develop

confidence, critical thinking and presentation skills, while also building a deeper appreciation for
the history and culture of ancient Egypt.

Submission Guidelines:

The project should be submitted in the desired format on the assigned due date:

1. A cover page should be included with the project title, name of the student, class and
school.
2. Index.
3. The project should be neat and legible.
4. The project should contain all the critical points.
5. The project should be creative.
6. The project should be free from any plagiarism or copyright infringement.
7. The project should be completed on or before the stipulated date.
8. Submit a reflection diary.

Note: The above-mentioned outlined steps and guidelines will serve as suggestions for a group
project (ideally composed of 5 to 7 students). The various aspect of Egyptian Civilization may be
divided into various themes such as art, architecture, literature, society, economy, religion and
politics, and each theme may be assigned to a student or group. Alternatively, the project may be
divided on the basis of each Pharaoh’s era and their notable accomplishments during their reigns.

In order to cater for the project needs and by keeping in mind students’ preferences, the
project may be customized according to the availability of resources, time, students' skills and the
number of students involved in a project. If the students will work independently, they may narrow
their focus to a specific topic, ensuring that the project will be of high quality. Above all, it is
crucial to ensure that the project will be informative, innovative and eco-friendly.

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 Project Development Skills Grade VI

Project Geography (Class VI)

Title: Internal Structure of Earth

Suggested time: 1 week

Subject Grade Unit 01

th
Geography 6 Structure of Earth and Types of Rocks
Topic Driving Questions Students Learning Outcomes
Layered Structure of 1. What is the Earth made of? At the end of this project, the students will be
the Earth 2. How do we know what's able to:
inside the Earth?
3. What are the layers that make 1. Understand the internal structure of
up the Earth's interior? the Earth.
2. Comprehend the different layers of the
4. How do those layers differ in
Earth's interior and their
composition and physical characteristics (such as temperature,
characteristics? pressure and composition).
5. What role do the layers play 3. Explain how the Earth's layers
in the formation of Earth’s contribute to its overall structure and
geological phenomena, such function.
as earthquakes and volcanic 4. Compare and contrast the different
types of rocks found in each layer.
eruptions?
5. Understand the origin and significance
of plate tectonics and analyze the
impact of plate tectonics on the Earth's
layers and its consequences on the
planet's surface.

Project Details:

The Earth is a complex system composed of several layers each with its unique characteristics and
properties. The layered structure of the Earth has played an instrumental role in shaping our planet's
geological and physical features, as well as influencing the evolution of life. Understanding the layered
structure of the Earth is crucial in developing a comprehensive understanding of the planet's geological
processes, including plate tectonics and the formation of mountains, volcanoes and earthquakes. The
project is designed for students to learn about the Earth's layered structure and to develop a deeper
appreciation for the planet's complexity. The project includes a 3D Earth layers model, a detailed report
and a final presentation. Students must ensure that they do not copy information from any sources directly
or use someone else's work as their own. Moreover, the model and report should reflect the student’s own
ideas, opinions and observations, rather than solely repeating or paraphrasing information from the
sources. Additionally, the students have to use analytical reasoning to summarise, synthesize and conclude

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 Project Development Skills Grade VI

material in their words. This project will provide a hands-on approach to learning about the Earth's internal
structure. It will encourage critical thinking, collaboration, creativity and communication among students.

Activities to Acquire Learning Outcomes:

1. Online Resources:
Students can use various online resources such as videos, animations and interactive quizzes to
learn about the Earth's layers. This will help them to visualize and understand the concepts in a
better way.
2. Research Project:
Students can carry out research on topics related to the Earth's layers, such as plate tectonics and
geology. They can create a presentation or write an essay on the topic, explaining its impact on the
Earth's layers and the planet as a whole.
3. Hands-on Activity: Create a Model of the Earth's Layers:
Students can divide into groups and create a 3D model of the Earth's layers using various materials
like clay, paper, or styrofoam. They can identify each layer and label it with the physical properties
such as density, temperature and composition.
4. Visual Aids and Presentations:
Students can use visual aids such as diagrams and charts to explain the composition and structure
of the Earth's layers. Students can use multimedia to demonstrate different layers and explain their
characteristics.
5. Classroom Discussion:
Teachers can have a classroom discussion to encourage students to share their opinions on the
Earth's layers and any questions they may have. They can also discuss the importance of the Earth's
layers and their role in sustaining life on our planet.

Previous Knowledge:

Before starting the project, it is important to assess the student’s previous knowledge. Because
prior knowledge regarding the project is crucial to meet the project’s needs. Therefore, the teacher may
assess learners’ previous knowledge by asking some questions and can modify the project according to
the learning needs of the students before assigning the main project.

The following are some questions to identify their knowledge:

1. What are the different layers of the Earth?

2. What are some of the materials that make up the Earth's crust?
3. Why do earthquakes occur?

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 Project Development Skills Grade VI

Materials Required:

 Learning resources such as books or online resources

 Clay or playdough
 A Styrofoam ball/ thermocol/ Foam sphere
 Cardboard/ Charts
 Colored pencils or markers
 Different coloured paints
 Scissors or Knife
 Ruler
 Glue
 Printable diagrams of the Earth's layers (for pasting purposes optional)

Guidelines to Make the Project:

1. Conduct research using reliable sources, such as books, scientific journals, or educational websites.
2. Write a detailed report explaining the project's:

 Purpose of the project.

 Introduction: Begin with a brief introduction to the project and what you plan to
accomplish. Explain why it is important to study the Earth's internal structure.
 Background Information: Provide some background information on the Earth's layers,
their composition and characteristics. Include additional information regarding the
significance of the Earth's internal structure and plate tectonics
 Material and procedure: Develop a model of the Earth's internal structure. Explain the
process you used to create the 3D model of the Earth's internal structure.
 Results: Showcase your 3D model and describe each layer in detail. Use pictures or
diagrams to describe and support your explanations visually of each layer and its
components.
 Conclusion: Summarize your work and conclude what you have learned through this
project and how it contributes to your understanding of the Earth’s internal structure.
 Citation: Cite sources appropriately from where you have selected the material.
 Presentation: prepare a poster presentation that includes the model, the report's main
points and any additional information or questions you want to address.

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 Project Development Skills Grade VI

Procedure to Develop a 3D Model:

1. Research the different layers that make up the Earth's interior: crust, mantle, outer core and inner
core.
2. Determine the colours and textures that correspond to each layer, as well as their thicknesses.
3. Create the base of the model using a cardboard/thermocol sheet and cover it with a layer of clay
or playdough.
4. Begin with a foam sphere or styrofoam ball. This will serve as the main structure of the Earth.
5. Take a piece of clay or playdough and flatten it into a thin disc.
6. Place the Styrofoam ball at the centre of the disc and mould the clay around it, creating a thin shell.
clay or playdough, creates the Earth's crust by moulding it around the foam ball.
7. If you have used only clay or playdough to make the Earth, use different shades of clay or
playdough to create the internal layers according to the measurements taken.
8. Otherwise, paint the layers with appropriate colours that correspond to their composition and
characteristics.
9. Place the layers in order from the outermost layer (crust) to the innermost layer (inner core).
10. Using a knife or scissors, cut out a small window at the top of the model to reveal the inner layers
of Earth of the foam or clay ball. The layers include the mantle, outer core and inner core.
11. Paint or colour the crust with the appropriate colours for showing land and ocean.
12. Add labels and other details to differentiate each layer and its components on the basis of its
composition and characteristics for a better understanding.
13. You can also use coloured pencils or markers to illustrate the layers' different colours and textures
on the outside of the model.

Viva Questions:

1. What is the Earth made of?

2. What layers make up the Earth's interior?
3. How do the layers differ in composition and physical properties?
4. Explain the different layers of the Earth's interior and their composition.
5. How do the Earth's magnetic field and the outer core relate to each other?
6. What evidence do we have to support our current understanding of Earth's internal structure?
7. What is the significance of studying the Earth's internal structure?
8. What is the concept of plate tectonics and how is it related to the Earth's internal structure?
9. Why is it important to study the Earth's internal structure?
10. How did you create your 3D model of the Earth's internal structure?

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 Project Development Skills Grade VI

Improvisational Strategies for the Project:

1. Encourage students to collaborate and work in groups to brainstorm creative ideas for the project.
2. Provide opportunities for students to ask questions and seek feedback throughout the project.
3. Be flexible and open to new ideas and approaches.
4. Use technology to showcase the model.
5. Allow for open discussion and debate to facilitate deeper learning and understanding.
6. Provide opportunities for students to present their findings to the class and receive feedback.
7. Offer additional resources and materials to support individuals learning styles and preferences.

Submission Guidelines:

1. Include a cover page of the project; with the title, name, class and school.
2. Include all necessary components such as background information, methodology, findings and
reflections.
3. Make sure the project is neat, organized and easy to follow. Submit a well-written report and
presentation.
4. If possible, add additional materials, such as pictures and diagrams to support your written project
and presentation.
5. Follow the guidelines provided by the teacher for submission.

Note: The above steps and guidelines are merely provided as suggestions. The project design will serve
as a template for the group project (ideally for 3 to 5 students). You can customize it that best suit your
project needs, goals and preferences. The most important thing is to ensure that work should be
informative and creative.

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 Project Development Skills Grade VI

Project Computer Science (Class VI)

Title: Programming

Suggested time: 30 min

Subject Grade Unit

Computer Science 6th Unit 4: Programming
Topic Driving Questions Students Learning Outcomes

Programming 1. How to make a simple After completing the project,

single sprite? students will be able to:
2. How to change the
location of simple single 1. Analyze the programming
sprite? constructs
2. Apply basic programming
constructs i.e. sequence,
selections, repetitions,
variables, inputs or events by
making simple script
programming with the use of
visual programming tools

Project Details:

A sprite is usually a two-dimensional graphical object used in computer graphics mainly in video
games etc. It may consist of a series of images to create an animation.
Activities to Acquire Learning Outcomes:

Write a code that can track the motion of the ‘Rocket’ Sprite with variable ‘counter’. If the right
arrow key is clicked, the counter will increase by 1 and if left arrow is pressed, the counter should be
reduced by 1.

Material Required:

1. Computer Science Book for class 6th.

2. Computer System with internet connection.
3. Notebook for taking notes and organizing information.
4. Scratch Programming tool (can be downloaded from https://scratch.mit.edu)

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 Project Development Skills Grade VI

Steps and Guidelines to Develop a Project:

1. Open the Scratch editor

2. Click on the 'Choose a Sprite from Library' button and select the 'Rocket' sprite or import your
own sprite.
3. Drag and drop a 'when green flag clicked' block from the Events category to the scripts area.
4. Attach a 'set counter to 0' block from the Variables category to the 'when green flag clicked'
block.
5. Drag and drop ‘forever’ block from Control category.
6. Inside forever block, attach ‘if-then’ block from Control category.
7. Attach 'when [right arrow] key pressed' block from the Sensing category to the if-then block.
8. Attach a 'change counter by 1' block from the Variables category, ‘change x by 1’ from Motion
category and ‘show variable counter’ from Variables category.
9. Similarly, add another ‘if-then block’ from Control category.
10. Attach 'when [left arrow] key pressed' block from the Sensing category to the if-then block.
11. Attach a 'change counter by -1' block from the Variables category, ‘change x by -1’ from
Motion category and ‘show variable counter’ from Variables category
12. At this point, you should have the Scratch code ready to track the movement of the 'Rocket'
sprite and update the 'counter' variable based on key presses. You can then customize the
appearance and behavior of the sprite further, adds additional blocks, or test and run the project.

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 Project Development Skills Grade VI

Viva Voce Questions:

1. What is sprite?
2. How do you define simple sprite?
3. What are some common uses of single sprite?
4. Can you name some popular video games where sprites are used?
5. How do you define dimensions of single sprite?
6. What software or tools can be used for single sprites
7. How can you add motion or colors to single sprites?
8. How can you change the location of single sprites?

Submission Guidelines:

The project should be submitted in the desired format on the assigned due date.

1. The project should include a cover page with the student's name, class, and topic.
2. The project should be completed on or before the stipulated date.
3. The project should be neat and legible.
4. The project should contain all the critical points.
5. The project should be unique.
6. The project should be free from any plagiarism or copyright infringement.

Teachers and students may customize the project that best suit to the project needs, goals, and
preferences depending on the time, availability of resources, students’ expertise and number
of students involved in a project. If the students work independently, they will need to narrow
down the topic to create a quality project. The most important thing is to ensure that the work
will be informative, creative, and environment friendly.

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 Project Development Skills Grade VI

Project Computer Science (Class VI)

Title: 3D Shapes

Suggested time: 50 min

Subject Grade Unit

Computer Science 6th Unit 2: Digital Skills
Topic Driving Questions Students Learning Outcomes

3D shapes How to draw Solar System in 3D Student will be able to

shapes?
1. Draw planets by 3D shapes
2. Fill shapes with colors
3. Label different planets by
text tool
4. Draw the orbits of planets

Activities to Acquire Learning Outcomes:

 Create Solar System In 3D shapes

 Demonstration in front of the whole class and staff

Presentation Style

 Learning by doing, demonstration and collaboration

(Working mode is a choice whether the teacher wants individual work or paired work.)

Required Materials
 Laptop with adobe Photoshop or any other 3D drawing software.
 Computer science book of grade 6.

Method

1. Begin by creating a 3D space in your software environment.

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 Project Development Skills Grade VI

2. Model the Sun using an appropriate object.

3. Add the planets of the solar system, to scale, using appropriate objects for each one.

4. Add rings and moons to the planets where appropriate.

5. Add a star field to the background to create a more realistic environment.

5. Write a script or set up an animation timeline to show the movements of the planets
around the Sun.
6. Add lighting to further enhance the realism of the scene
7. Render the scene, and add any additional effects such as additional shading or textures
to complete the solar system

Viva Voce

1. Which 3D shape has same length from centre to the surface?

a. Cube b. Sphere c. Polygon d. triangle
2. ------------ is the shape that begins and ends at the same point.
a. Triangle b. parallelogram c. circle d. sphere
3. What are characteristics with which 3D shapes are made of
a. Vertices b. edges c. faces d. all of these
4. How many faces this 3D shape has

a. 0 b. 1 c. 2 d. 3

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 ‫‪Project Development Skills Grade VI‬‬

‫پروجیکٹ اسالمیات ششم‬

‫امہات المومنین رضی ہللا تعالی عنہا‬

‫مجوزہ وقت‪ 40 :‬منٹس‬

‫سبق نمبر‬ ‫درجہ‬ ‫مضمون‬

‫‪08‬‬ ‫ششم‬ ‫اسالمیات‬

‫ماحصالت تعلم‬ ‫شعوری سوال‬ ‫عنوان‬

‫طلباء کو اس قابل بنانا کہ وہ امہات المومنین‬ ‫‪‬‬ ‫‪ .1‬امہات المومنین سے کیا مراد ہے‬ ‫امہات المومنین رضی‬
‫کے بارے میں آگاہی حاصل کرسکیں‪.‬‬ ‫؟‬ ‫ہللا تعالی عنہا‬
‫طلباء میں یہ سمجھ بوجھ پیدا کرنا کہ وہ امہات‬ ‫‪‬‬ ‫‪ .2‬چند امہات المومنین کے نام بتائیں‬
‫المومنین کی گھریلو زندگی کے بارے میں جان‬ ‫۔‬
‫کر اپنی عملی زندگی کو ان کے اسوہ کے‬
‫‪ .3‬حضرت عائشہ صدیقہ رضی ہللا‬
‫مطابق مثالی بنا سکیں۔‬
‫تعالی عنہا نے حضور صلی ہللا‬
‫طلباء میں یہ شوق پیدا کرنا کہ وہ امہات‬ ‫‪‬‬
‫المومنین کی سیرت و کردار سے آگاہ ہو سکیں۔‬ ‫علیہ وآلہ وسلّم کے اخالق کے‬
‫طلباء میں یہ شعور پیدا کرنا کہ وہ امہات‬ ‫‪‬‬ ‫بارے میں کیا ارشاد فرمایا ۔‬
‫المومنین کا اجمالی تعارف حاصل کرسکیں اور‬
‫حضرت خدیجہ رضی ہللا تعالی عنہا ‪ ،‬حضرت‬
‫عائشہ رضی ہللا تعالی عنہا اور حضرت سودہ‬
‫رضی ہللا تعالی عنہا کے حاالت زندگی کا‬
‫تفصیلی مطالعہ کرسکیں۔‬
‫طلباء امہات المومنین رضی ہللا تعالی عنھا کی‬ ‫‪‬‬
‫شرم و حیا‪،‬عفت اورپاکدامنی جیسی صفات سے‬
‫سبق سیکھ کر ان اوصاف کو اپنی عملی‬
‫زندگی کا حصہ بنا سکے۔‬
‫‪‬‬

‫تعلیمی محاصالت کے حصول کی سرگرمیاں‪:‬‬

‫مذکورہ امہات المومنین رضی ہللا تعالی عنہ کی حیات مبارکہ پر مشتمل ایک چارٹ بنائیں جس میں ان کے‬ ‫‪‬‬
‫اسمائے گرامی‪،‬ولدیت‪ ،‬پیدائش و القاب ‪،‬قبیلہ ‪،‬عمر‪ ،‬مروی احادیث کی تعداد‪ ،‬اوالد ‪،‬وفات اور امتیازی‬
‫خصوصیات شامل ہوں۔‬
‫مذکورہ امہات المومنین رضی ہللا تعالی عنہا کے حاالت زندگی سے متعلق جماعت میں ذہنی ازمائش کا مقابلہ‬ ‫‪‬‬
‫کروائیں ۔‬
‫حضرت خدیجہ رضی ہللا تعالی عنہا‪،‬حضرت سودہ رضی ہللا تعالی عنہا اور حضرت عائشہ صدیقہ رضی ہللا‬ ‫‪‬‬
‫تعالی عنہا کی گھریلو زندگی کی روشن مثالیں سمجھ کر اپنی روزمرہ زندگی کے معموالت کا جائزہ لیں کہ ان‬

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‫خصائص پر ہم کس طرح عمل کرتے ہیں۔ مثالً عبادت کی پابندی کرنا‪،‬بھوکوں کو کھانا کھالنا‪،‬صدقہ و خیرات‬
‫کرنا۔‬

‫مقاصد‪:‬‬ ‫تدریسی‬
‫امہات المومنین کی گھریلو زندگی ‪ ،‬سیرت اور کردار سے آگاہی ان کی دینی و علمی خدمات کا جائزہ۔‬ ‫‪‬‬

‫موضوع سے متعلق سواالت‪:‬‬

‫وآلہ وسلم کو کس وجہ سے منتخب کیا؟‬

‫حضرت خدیجہ رضی ہللا تعالی عنہا نے حضور صلی ہللا علیہ ٖ‬ ‫‪.1‬‬
‫قرآن مجید نے امہات المومنین کو کیا شرف اور اعزاز بخشا ہے؟‬ ‫‪.2‬‬
‫وآلہ وسلم کے نزدیک ازواج مطہرات کی سب سے بڑی خصوصیت کیا‬ ‫ہللا تعالی اور حضور صلی ہللا علیہ ٖ‬ ‫‪.3‬‬
‫ہے؟‬
‫عام الحزن سے کیا مراد ہے؟‬ ‫‪.4‬‬
‫وآلہ وسلم حضرت عائشہ صدیقہ رضی ہللا تعالی عنہا کو کن کن ناموں سے پکارتے‬‫حضور صلی ہللا علیہ ٖ‬ ‫‪.5‬‬
‫تھے؟‬
‫امہات المومنین کی چند خصوصیات بیان کریں‪.‬‬ ‫‪.6‬‬
‫سب سے زیادہ احادیث روایت کرنے کی سعادت کس امہات المومنین کے حصے میں آئی؟‬ ‫‪.7‬‬

‫پیشکش‪:‬‬
‫تحقیقی رپورٹ‬ ‫‪‬‬

‫مرحلہ دشواری‪:‬‬
‫متوسط (درمیانہ)‬ ‫‪‬‬

‫مطلوبہ اشیاء‪:‬‬
‫تختہ سیاہ ‪،‬چاک‪ ،‬ڈسٹر‪ ،‬انٹرنیٹ کی سہولت ‪،‬ملٹی میڈیا‪ ،‬کمپیوٹر‪ ،‬تصاویر وغیرہ کا استعمال ۔‬

‫بحث و مباحثہ کے ذریعے حاصل ہونے والی معلومات‪:‬‬

‫امہات المومنین کا تعارف‪:‬‬
‫تاریخ وفات‬ ‫رسول ہللا صلی‬ ‫امہات المومنین‬ ‫ازدواجی حیثیت تاریخ نکاح‬ ‫نام مع‬ ‫امہات‬
‫ہللا علیہ وآلہ‬ ‫رضی ہللا تعالی‬ ‫ولدیت‬ ‫المومنین‬
‫وسلم کی عمر‬ ‫عنہا کی عمر‬ ‫رضی ہللا‬
‫بوقت نکاح‬ ‫بوقت نکاح‬ ‫تعالی عنہا‬
‫حضرت‬
‫خدیجۃ‬
‫الکبری رضی‬‫ٰ‬
‫ہللا تعالی عنہا‬
‫حضرت‬
‫عائشہ بنت‬

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 ‫‪Project Development Skills Grade VI‬‬

‫ابوبکر رضی‬
‫ہللا تعالی عنہا‬
‫حضرت سودہ‬
‫رضی ہللا‬
‫تعالی عنہا‬
‫‪ ‬امہات المومنین کی سیرت و کردار اور ان کی دینی و علمی خدمات اور فضیلتوں سے آگاہی‪:‬‬

‫فضائل و کماالت‬ ‫عبادت گزاری اور‬ ‫دینی و علمی خدمات‬ ‫تعارف‬ ‫امہات المومنین‬
‫سیرت و کردار‬
‫حضرت خدیجہ‬
‫رضی ہللا تعالی‬
‫عنہا‬
‫حضرت سودہ‬
‫رضی ہللا تعالی‬
‫عنہا‬
‫حضرت عائشہ‬
‫بنت ابوبکر‬
‫رضی ہللا تعالی‬
‫عنہا‬

‫جدول میں درج ذیل معلومات کی مدد سے رپورٹ تیار کیجئے۔‬

‫رپورٹ کو درج ذیل عنوانات کے لحاظ سے ترتیب دیجئے گروہ کے ہر فرد کی ذمہ داری ہے کہ وہ رپورٹ کا ایک‬
‫حصہ انفرادی طور پر لکھے۔‬
‫تعارف‪ :‬اس حصے میں اپنی تحقیق کا مقصد اور اس کی اہمیت و ضاحت سے تحریر کریں۔‬
‫طریقہ کار‪ :‬اس حصے میں اپنی تحقیق کا طریقہ کار تحریر کیجیے۔‬
‫نتائج‪ :‬اس حصے میں اپنے نتائج کو پیش کریں۔‬
‫بحث‪ :‬تحقیق کے ذریعے آپ نے جو معلومات حاصل کی ہیں اور اس کے نتائج مرتب کیے ہیں ان کی اپنے الفاظ میں‬
‫وضاحت کریں۔‬
‫اختتامیہ‪ :‬اس حصے میں اپنی تحقیق کا لب لباب بیان کیجیے اور اس پر اپنی رائے کا اظہار کیجئے‬

‫پوسٹ پروجیکٹ کوئز‬

‫مناسب لفظ کا استعمال کر کے خالی جگہ مکمل کریں۔‬
‫‪ (1‬حضور صلی ہللا علیہ وآلہ وسلم کا پہال نکاح___ کس سے ہوا۔ (حضرت سودہ رضی ہللا تعالی عنہا‪/‬حضرت عائشہ‬
‫رضی ہللا تعالی عنہا‪/‬حضرت خدیجہ رضی ہللا تعالی عنہا)‬
‫‪ (2‬حضرت سودہ رضی ہللا تعالی عنہا کا ذریعہ معاش____ تھا‪( .‬تجارت‪/‬دستکاری‪/‬درس و تدریس)‬
‫‪ (3‬حضرت خدیجہ رضی ہللا تعالی عنہا کو____ دفن کیا گیا‪(.‬مدینہ‪/‬مکہ مکرمہ‪/‬شام)‬

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 ‫‪Project Development Skills Grade VI‬‬

‫‪ (4‬حضرت سودہ رضی ہللا تعالی عنہا کا تعلق ___ قبیلے سے تھا‪(.‬قبیلہ بنو مخزوم‪/‬قبیلہ ہاشم‪/‬قبیلہ قریش)‬
‫‪ (5‬قبول اسالم کے بعد _____اسالم کے مبلغہ بن گئی۔(حضرت خدیجہ رضی ہللا تعالی عنہا‪/‬حضرت سودہ رضی ہللا‬
‫تعالی عنہا‪/‬حضرت عائشہ رضی ہللا تعالی عنہا)‬

‫پروجیکٹ جمع کرانے کے لیے رہنمائی۔‬

‫‪ ‬رپورٹ کا پہال ڈرافٹ تیار ہونے کے بعد اپنے گروہ کی رپورٹ کسی دوسرے گروہ کے ساتھیوں کو پڑھنے‬
‫کے لیے دیجیے۔ تا کہ وہ اس پر رائے دے سکیں ۔ پھر ان کی رائے کی روشنی میں اپنی رپورٹ کو مزید‬
‫بہتر بنائے‪ .‬اور اپنے استاد‪ /‬استانی سے اپنی رپورٹ پر رائے لیجیے۔ فائنل رپورٹ مقررہ دن اپنی جماعت‬
‫کے سامنے پیش کیجئے۔‬

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 ‫ﭘروﺟﯾﮑٹ اﺳﻼﻣﯾﺎت ﺷﺷم‬
‫طﮩﺎرت اور ﭘﺎﮐﯾزﮔﯽ‬
‫ﻣﺟوزه وﻗت‪ 40 :‬ﻣﻧﮢس‬

‫ﺳﺑﻖ ﻧﻣﺑر‬ ‫درﺟہ‬ ‫ﻣﺿﻣون‬

‫‪08‬‬ ‫ﺷﺷم‬ ‫اﺳﻼﻣﯾﺎت‬

‫ﻣﺎﺣﺻﻼت ﺗﻌﻠم‬ ‫ﺷﻌوری ﺳوال‬ ‫ﻋﻧوان‬

‫طﻠﺑﺎء ﮐو اس ﻗﺎﺑل ﺑﻧﺎﻧﺎ ﮐہ وه ﻟﺑﺎس‪ ،‬ﺟﺳم ‪ ،‬ﻧﺎﺧن‬ ‫•‬ ‫طﮩﺎرت ﮐس زﺑﺎن ﮐﺎ ﻟﻔظ ﮨﮯ ؟‬ ‫‪.1‬‬ ‫طﮩﺎرت اور‬
‫اور ﺑﺎﻟوں ﮐﯽ ﺑﺎﻗﺎﻋده ﺳﮯ ﺻﻔﺎﺋﯽ ﮐﺎ اﮨﺗﻣﺎم ﮐر‬ ‫طﮩﺎرت ﮐﮯ ﻣﻌﻧﯽ ﮐﯾﺎ ﮨﮯ ؟‬ ‫‪.2‬‬ ‫ﭘﺎﮐﯾزﮔﯽ‬
‫ﺳﮑﯾں۔ اس ﮐﮯ ﻋﻼوه ﮐﻣره ﺟﻣﺎﻋت اور اﺳﮑول‬ ‫طﮩﺎرت ﮐﮯ ﺑﺎرے ﻣﯾں آپ ﺻﻠﯽ‬ ‫‪.3‬‬
‫ﮐو ﺻﺎف رﮐﮭﻧﮯ ﮐﯽ ﻋﺎدات ﮐو اﭘﻧﺎ ﺳﮑﯾں۔‬ ‫ﷲ ﻋﻠﯾہ واﻟہ وﺳﻠم ﻧﮯ ﮐﯾﺎ ارﺷﺎد‬
‫طﻠﺑہ ﻣﯾں ﯾہ ﺳﻣﺟﮭ ﺑوﺟﮭ ﭘﯾدا ﮐرﻧﺎ ﮐہ وه طﮩﺎرت و‬ ‫•‬
‫ﻓرﻣﺎﯾﺎ ﮨﮯ؟‬
‫ﭘﺎﮐﯾزﮔﯽ ﮐﺎ ﻣﻌﻧﯽ و ﻣﻔﮩوم ﺑﯾﺎن ﮐر ﺳﮑﯾں۔‬
‫طﻠﺑﺎء ﻣﯾں ظﺎﮨری اور ﺑﺎطﻧﯽ طﮩﺎرت ﮐﮯ ﻓواﺋد و‬ ‫•‬ ‫ﮐس ﭼﯾز ﮐو ﻧﺻف اﯾﻣﺎن ﻗرار دﯾﺎ‬ ‫‪.4‬‬
‫ﺛﻣرات ﺳﮯ آﮔﺎﮨﯽ دﯾﻧﺎ اور ان ﮐو اس ﻗﺎﺑل ﺑﻧﺎﻧﺎ‬ ‫ﮔﯾﺎ ﮨﮯ؟‬
‫ﮐﮯ ﻋﻣﻠﯽ زﻧدﮔﯽ ﻣﯾں اس ﮐﺎ اطﻼق ﮐر ﺳﮑﯾں۔‬ ‫طﮩﺎرت اور ﺻﻔﺎﺋﯽ ﮐﯽ اﮨﻣﯾت‬ ‫‪.5‬‬
‫طﻠﺑﺎء طﮩﺎرت اور ﭘﺎﮐﯾزﮔﯽ ﮐﮯ ظﺎﮨری اور ﺑﺎطﻧﯽ‬ ‫•‬ ‫ﻗرآن ﻣﺟﯾد ﮐﯽ روﺷﻧﯽ ﻣﯾں واﺿﺢ‬
‫ﺗﺻور ﻣﯾں ﻓرق ﮐو ﺳﻣﺟﮭ ﺳﮑﯾں۔‬ ‫ﮐرﯾں‪.‬‬
‫طﻠﺑﺎء ﻣﯾں ﯾہ ﺳﻣﺟﮭ ﺑوﺟﮭ ﭘﯾدا ﮐرﻧﺎ ﮐہ وه طﮩﺎرت‬ ‫•‬ ‫طﮩﺎرت ﮐﮯ ﻓواﺋد ﺗﺣرﯾر ﮐرﯾں ۔‬ ‫‪.6‬‬
‫اور ﭘﺎﮐﯾزﮔﯽ ﮐﯽ ﻓﺿﯾﻠت اور اﮨﻣﯾت ﺳﮯ آﮔﺎﮨﯽ‬ ‫طﮩﺎرت ﮐﯽ ﮐﺗﻧﯽ اﻗﺳﺎم ﮨﯾں ؟‬ ‫‪.7‬‬
‫ﺣﺎﺻل ﮐرﺳﮑﯾں۔ اور اس ﮐﺎ اﺳﺗﻌﻣﺎل ﮐر ﺳﮑﯾں ۔‬

‫ﺗﻌﻠﯾﻣﯽ ﻣﺣﺎﺻﻼت ﮐﮯ ﺣﺻول ﮐﯽ ﺳرﮔرﻣﯾﺎں‪:‬‬

‫ظﺎﮨری اور ﺑﺎطﻧﯽ طﮩﺎرت ﮐﮯ ﻓواﺋد اور ﺛﻣرات ﺣﺎﺻل ﺳﮯ آﮔﺎﮨﯽ ﺣﺎﺻل ﮐرﻧﮯ ﮐﮯ ﻟﺋﮯ اﻧﮢرﻧﯾٹ ﮐﺎ اﺳﺗﻌﻣﺎل۔‬ ‫•‬
‫طﻠﺑﺎء ﻣﯾں طﮩﺎرت اور ﺻﻔﺎﺋﯽ ﮐﯽ ﻋﺎدت ڈاﻟﻧﮯ ﮐﮯ ﻟﺋﮯ ﯾوم ﺻﻔﺎﺋﯽ ﻣﻧﺎﺋﯾں ۔ طﻠﺑﺎء ﮐﮯ ﻟﺑﺎس‪ ،‬ﺑﺎل اور ﻧﺎﺧن‬ ‫•‬
‫وﻏﯾره ﮐﺎ ﺑﺎﻗﺎﻋده ﺟﺎﺋزه ﻟﯾﺗﮯ رﮨﯾں‪.‬‬
‫ظﺎﮨری اور ﺑﺎطﻧﯽ ﺻﻔﺎﺋﯽ ﮐﮯ ﻟﯾﮯ ﺗﯾن ﺗﯾن ﮐﺎم ﺗﺟوﯾز ﮐرﯾں‪.‬‬ ‫•‬
‫طﮩﺎرت اور ﺻﻔﺎﺋﯽ ﮐﮯ ﻣوﺿوع ﭘر ﮐﻣره ﺟﻣﺎﻋت ﻣﯾں ﻣذاﮐره ﮐرﯾں‪.‬‬ ‫•‬
‫ﮐﻣره ﺟﻣﺎﻋت اور اﺳﮑول ﺻﺎف رﮐﮭﻧﮯ ﮐﯽ ﻋﺎدت ڈاﻟﯾں ۔‬ ‫•‬
‫ﻟﺑﺎس‪ ،‬ﺟﺳم ‪،‬ﻧﺎﺧن اور ﺑﺎل وﻏﯾره ﮐﯽ ﺑﺎﻗﺎﻋده ﺻﻔﺎﺋﯽ ﮐﺎ اﮨﺗﻣﺎم ﮐرﯾں‪.‬‬ ‫•‬

‫ﻣﻘﺎﺻد‪:‬‬ ‫ﺗدرﯾﺳﯽ‬
‫طﮩﺎرت اور ﭘﺎﮐﯾزﮔﯽ ﮐﮯ ﺑﺎرے ﻣﯾں آﮔﺎﮨﯽ اور طﮩﺎرت اور ﭘﺎﮐﯾزﮔﯽ ﮐﮯ ﻓواﺋد۔ و ﺛﻣرات‬ ‫•‬

‫‪56‬‬
 ‫ﻣوﺿوع ﺳﮯ ﻣﺗﻌﻠﻖ ﺳواﻻت‪:‬‬

‫‪ .1‬طﮩﺎرت ﮐﯽ ﮐﺗﻧﯽ اﻗﺳﺎم ﮨﯾں؟‬

‫‪ .2‬طﮩﺎرت ﮐﮯ ﺑﺎرے ﻣﯾں ﺣﺿور ﺻﻠﯽ ﷲ ﻋﻠﯾہ وﺳﻠم ﮐﺎ ارﺷﺎد ﮔراﻣﯽ ﺑﯾﺎن ﮐرﯾں۔‬
‫‪ .3‬طﮩﺎرت ﮐﮯ ﻟﻐوی اور اﺻطﻼﺣﯽ ﻣﻌﻧﯽ ﺑﺗﺎﺋﯾں۔‬
‫‪ .4‬طﮩﺎرت اور ﭘﺎﮐﯾزﮔﯽ ﮐﺎ ﺧﯾﺎل ﻧہ رﮐﮭﻧﮯ ﮐﯽ وﻋﯾد ﻣﯾں دو آﯾﺎت ﮐﺎ ﺗرﺟﻣہ ﺗﺣرﯾر ﮐرﯾں‪.‬‬

‫ﭘﯾﺷﮑش‪:‬‬
‫ﺗﺣﻘﯾﻘﯽ رﭘورٹ‬ ‫•‬

‫ﻣرﺣﻠہ دﺷواری‪:‬‬
‫ﻣﺗوﺳط )درﻣﯾﺎﻧہ(‬ ‫•‬

‫ﻣطﻠوﺑہ اﺷﯾﺎء‪:‬‬
‫ﮐﻣﭘﯾوﮢر‪،‬ﺗﺧﺗہ ﺳﯾﺎه‪ ،‬ﭼﺎک ‪،‬ڈﺳﮢر‪ ،‬اﻧﮢرﻧﯾٹ ﮐﯽ ﺳﮩوﻟت‪ ،‬ﻣﻠﮢﯽ ﻣﯾڈﯾﺎ‪ ،‬ﺗﺻﺎوﯾر وﻏﯾره ﮐﺎ اﺳﺗﻌﻣﺎل ۔‬ ‫•‬

‫ﺑﺣث و ﻣﺑﺎﺣﺛہ ﮐﮯ ذرﯾﻌﮯ ﺣﺎﺻل ﮨوﻧﮯ واﻟﯽ ﻣﻌﻠوﻣﺎت‪:‬‬

‫طﮩﺎرت ﮐﯽ ﺻورﺗﯾں‬ ‫طﮩﺎرت ﺣﺎﺻل‬ ‫طﮩﺎرت ﮐﮯ اﺣﮑﺎم و‬ ‫ظﺎﮨری اور ﺑﺎطﻧﯽ‬ ‫اﺳﻼم ﻣﯾں طﮩﺎرت اور‬
‫ﮐرﻧﮯ ﮐﮯ ذراﺋﻊ‬ ‫آداب‬ ‫طﮩﺎرت ﮐﮯ ﻓواﺋد و‬ ‫ﺻﻔﺎﺋﯽ ﮐﯽ اﮨﻣﯾت و‬
‫ﺛﻣرات‬ ‫ﻓﺿﯾﻠت‬

‫طﮩﺎرت ﮐﯽ اﮨﻣﯾت و اﻓﺎدﯾت‬

‫ﮐﺑری‬
‫ٰ‬ ‫طﮩﺎرت‬ ‫ﺻﻐری‬
‫ٰ‬ ‫طﮩﺎرت‬

‫ﺟدول ﻣﯾں درج ذﯾل ﻣﻌﻠوﻣﺎت ﮐﯽ ﻣدد ﺳﮯ رﭘورٹ ﺗﯾﺎر ﮐﯾﺟﺋﮯ۔‬

‫رﭘورٹ ﮐو درج ذﯾل ﻋﻧواﻧﺎت ﮐﮯ ﻟﺣﺎظ ﺳﮯ ﺗرﺗﯾب دﯾﺟﯾﮯ۔ ﮔروه ﮐﮯ ﮨر ﻓرد ﮐﯽ ذﻣہ داری ﮨﮯ ﮐہ وه رﭘورٹ ﮐﺎ اﯾﮏ‬
‫ﺣﺻہ اﻧﻔرادی طور ﭘر ﻟﮑﮭﮯ۔‬

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 ‫ﺗﻌﺎرف‪ :‬اس ﺣﺻﮯ ﻣﯾں اﭘﻧﯽ ﺗﺣﻘﯾﻖ ﮐﺎ ﻣﻘﺻد اور اس ﮐﯽ اﮨﻣﯾت وﺿﺎﺣت ﺳﮯ ﺗﺣرﯾر ﮐرﯾں ‪.‬‬
‫طرﯾﻘہ ﮐﺎر‪ :‬اس ﺣﺻﮯ ﻣﯾں اﭘﻧﯽ ﺗﺣﻘﯾﻖ ﮐﺎ طرﯾﻘہ ﮐﺎ ﺗﺣرﯾر ﮐﯾﺟﯾﮯ۔‬
‫ﻧﺗﺎﺋﺞ‪ :‬اس ﺣﺻﮯ ﻣﯾں اﭘﻧﮯ ﻧﺗﺎﺋﺞ ﮐو ﭘﯾش ﮐرﯾں۔‬
‫ﺑﺣث‪ :‬ﺗﺣﻘﯾﻖ ﮐﮯ ذرﯾﻌﮯ آپ ﻧﮯ ﺟو ﻣﻌﻠوﻣﺎت ﺣﺎﺻل ﮐﯽ ﮨﯾں اور اس ﮐﮯ ﻧﺗﺎﺋﺞ ﻣرﺗب ﮐﯾﮯ ﮨﯾں ان ﮐﯽ اﭘﻧﮯ اﻟﻔﺎظ ﻣﯾں‬
‫وﺿﺎﺣت ﮐرﯾں۔‬
‫اﺧﺗﺗﺎﻣﯾہ‪ :‬اس ﺣﺻﮯ ﻣﯾں اﭘﻧﯽ ﺗﺣﻘﯾﻖ ﮐﺎﻟب ﻟﺑﺎب ﺑﯾﺎن ﮐﯾﺟﯾﮯ اور اس ﭘر اﭘﻧﯽ راﺋﮯ ﮐﺎ اظﮩﺎر ﮐﯾﺟﺋﮯ‬

‫ﭘوﺳٹ ﭘروﺟﯾﮑٹ ﮐوﺋز‬

‫ﻣﻧﺎﺳب ﻟﻔظ ﮐﺎ اﺳﺗﻌﻣﺎل ﮐر ﮐﮯ ﺧﺎﻟﯽ ﺟﮕہ ﻣﮑﻣل ﮐرﯾں۔‬
‫‪ (1‬آپ ﺻﻠﯽ ﷲ ﻋﻠﯾہ وﺳﻠم ﻧﮯ طﮩﺎرت ﮐو____ اﯾﻣﺎن ﻗرار دﯾﺎ ﮨﮯ‪) .‬ﻣﮑﻣل‪/‬ﻧﺻف‪/‬ﭼوﺗﮭﺎﺋﯽ(‬
‫ٰ‬
‫)زﮐوة‪/‬روزه‪/‬ﻧﻣﺎز(‬ ‫‪ (2‬اﺳﻼم ﮐﺎ دوﺳرا اﮨم رﮐن___ ﮨﮯ‬
‫‪ (3‬رب ﮐﯽ رﺿﺎ ﮐﺎ ذرﯾﻌہ__ ﮨﮯ )ﻣﺳواک‪/‬وﺿو‪/‬طﮩﺎرت(‬
‫‪ (4‬طﮩﺎرت ﮐﯽ___ ﺻورﺗﯾں ﮨﯾں )‪(3/4/5‬‬
‫‪ (5‬ﭘﺎﻧﯽ ﮐﺎ اﺳﺗﻌﻣﺎل ﻣﻣﮑن ﻧہ ﮨو ﺗو___ ﮐرﻧﺎ ﭼﺎﮨﯾﮯ )ﻏﺳل‪/‬طﮩﺎرت‪/‬ﺗﯾﻣم(‬
‫‪ (6‬طﮩﺎرت و ﻟطﺎﻓت ﮐﺎ اﺳﺗﻌﻣﺎل ﮐرﻧﮯ ﺳﮯ اﻧﺳﺎن ﮐو____ ﻓﺎﺋدے ﺣﺎﺻل ﮨوﺗﮯ ﮨﯾں۔ )ذﮨﻧﯽ‪/‬ﺟﺳﻣﺎﻧﯽ‪/‬طﺑﯽ(‬

‫ﭘروﺟﯾﮑٹ ﺟﻣﻊ ﮐراﻧﮯ ﮐﮯ ﻟﯾﮯ رﮨﻧﻣﺎﺋﯽ۔‬

‫‪ ‬رﭘورٹ ﮐﺎ ﭘﮩﻼ ڈراﻓٹ ﺗﯾﺎر ﮨوﻧﮯ ﮐﮯ ﺑﻌد اﭘﻧﮯ ﮔروه ﮐﯽ رﭘورٹ ﮐﺳﯽ دوﺳرے ﮔروه ﮐﮯ ﺳﺎﺗﮭﯾوں ﮐو ﭘڑھﻧﮯ‬
‫ﮐﮯ ﻟﺋﮯ دﯾﺟﺋﮯ۔ ﺗﺎﮐہ وه اس ﭘر راﺋﮯ دے ﺳﮑﯾں۔ اور ان ﮐﯽ راﺋﮯ ﮐﯽ روﺷﻧﯽ ﻣﯾں اﭘﻧﮯ رﭘورٹ ﮐو ﻣزﯾد‬
‫ﺑﮩﺗر ﺑﻧﺎﺋﮯ۔ اﭘﻧﮯ اﺳﺗﺎد ‪ /‬اﺳﺗﺎﻧﯽ ﺳﮯ اﭘﻧﯽ رﭘورٹ ﭘر راﺋﮯ ﻟﮯ ﻟﯾﺟﺋﮯ۔ اور ﻓﺎﺋﻧل رﭘورٹ ﻣﻘرره دن اﭘﻧﯽ‬
‫ﺟﻣﺎﻋت ﮐﮯ ﺳﺎﻣﻧﮯ ﭘﯾش ﮐﯾﺟﺋﮯ۔‬

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