Welcome to the Single National Curriculum (SNC) Feedback Portal.

Here you will find a DRAFT version of updates to the curriculum for ECCE to Grade 12. Please give your feedback on all material shared.

After feedback is incorporated, SNC for Grades 6-8 will be notified for implementation in the Academic Year starting in 2022. First round of feedback for these grades is due on December 20, 2021.

An updated curriculum for ECCE to Grade 5 and for Grades 9-12 will be notified later, for implementation in the Academic Year starting 2023.





Overview of Improvements

General Science

Grades (4-8)

SNC 2020 and SNC 2021 updated

Similarities

Remarks

Both curricula emphasize inquiry based approaches.

The cross cutting/ overarching strand Science Skills has been replaced with ‘Thinking and Working Scientifically. This strand has been adopted from the Cambridge Primary and Secondary Science Curricula.

Emphasis on STEM/ STEAM is in both curricula and Engineering Design process is recommended

STEM and STEAM has been added as a sub-strand of the ‘Thinking and Working Scientifically as the US NGSS lays great emphasis on Engineering Design concept. The SLOs added in this sub-strand are from ISTE (International Society for Technology in Education) standards for Learners.

STEM project ideas are added in the curriculum to enable students to be change makers and problem solvers.

The 3 main domains of the SNC 2020 and the updated version are the same

Another sub-strand of ‘Thinking and Working Scientifically' is ‘Science in context. This has been adopted from the *Cambridge Primary Science Curriculum Framework 2021.

The SLOs have been added so that teachers may design learning experiences where students are able to make links with the professionals in the area under study. Students are able to develop an understanding of science in the world around them as they explore the ways in which people use science and science skills as part of their job. Learning becomes meaningful and relevant. For e.g. SLO...

Identify people who use science, including professionally in their local area. For e.g. industrialists, manufacturers, environmentalists.

The major themes in all content strands remain the same.

Life Science

Physical Science

Earth Science

The existing SLOs have been reworded at a number of places to emphasize on exploration and inquiry making a shift from memorization to doing Science.

SLOs have been added to make links with the ‘Entrepreneurship curriculum so that learners develop life skills. For e.g. SLO added is:

Compare and contrast artificial and natural reproduction in plants and investigate ways in which artificial propagation of plants can lead to food production and food security.

(Entrepreneurship)\

SLOs have been added to make links with the agriculture sector as it is the backbone of our country as well as a step towards SDG 1 (Strategic Development Goal). -Goal to end poverty

SLOs have been added to address the menace of plastics and microplastics, the major cause of pollution. For e.g. Suggest ways to reduce use of non-biodegradable materials, and lower the reliance on microplastics / single-use plastics at home and in schools.

**Adopted from the Scottish ‘Curriculum for Excellence 2017


Advanced SLOs

Some of the SLO are identified as advanced .Teachers may plan additional activities on these SLOs to enrich the learning activities of learners.


Technology in life

The standalone section on Technology in everyday life has been incorporated throughout the curriculum under relevant sub-sections.


References:

https://www.pea.ae/linkfiles/Science-Curriculum-Framework0097_tcm142-592534.pdf

https://education.gov.scot/education-scotland/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-buildin

Grades 4-5

Life Sciences

Grade

SNC TOPIC

SLOs 2020

SNC 2021 SLO

Rationale






4

Life processes and classification of living things


Know that living things go through different stages in their life. (Life cycles)

This SLO has been added to give the concept of life cycles in living things.



Classify animals in terms of vertebrates and invertebrates with examples and analyze the differences and similarities in vertebrates and invertebrates

removed

Moved to grade 5 from grade 4 as it was being repeated at both levels.





Describe the stages in the life cycle of a mammal, an amphibian, a reptile and a bird.


This SLO has been added to give students an opportunity to develop a broader understanding of life cycles of living things




Describe the changes as humans develop to an old age.


Structure and Function - Plants


Identify the parts of a flower and describe their function.

Additional targets to give more breadth of experience to students.




Describe the structure of a seed and demonstrate its germination.




Illustrate the conditions necessary for seed germination.




Describe how flowering plants reproduce by pollination, fruit and seed production and seed dispersal.




Distinguish between wind pollinated and insect pollinated flowers on the basis of their observable characteristics.




Understand that fruits/ plants disperse their seeds in a variety of ways depending on their observable characteristics.




Identify various professions associated with this unit of science, in their local area. For e.g. botanists, farmers, gardeners, florists etc.


Human Health / Healthy Living

Recognize everyday behaviors that promote good health (e.g., a balanced diet, drinking clean water, exercising regularly, brushing teeth, getting enough sleep)

Removed

Moved to grade 3




Know that animals including humans need an adequate, balanced diet in order to be healthy.

In line with the content




Identify people who use science, including professionally in their local area. For e.g. nutritionists,

restaurant chefs, dietitians, food manufacturers, dairy farmers, bakers, water filtration companies etc.

SLO has been added to make links with the real world.


Ecosystems - conditions for life on Earth

Interpret that human actions such as urbanization, pollution and deforestation affect food chains in an ecosystem

Removed

Removed due to repetition without adequate context.



Identify various actions and roles that humans can play in preserving various ecosystems.

5

Life processes and classification of living things

Classify animals in terms of vertebrates and invertebrates with examples and analyze the differences and similarities in vertebrates and invertebrates.

Removed

Moved to grade 5 from grade 4 as it was being repeated at both levels.



Structure and Function - Animals


Relate the parts/organs of body of animals to their functions (e.g., teeth break down food, bones support the body, lungs take in air, the heart circulates blood, the stomach helps to digest food, muscles move the body ).

SLOs have been added to give breadth of experience to the students.




Identify some of the important organs in humans (for example, brain, heart, stomach, intestine and lungs) and describe their functions.




Describe some of the important functions of the skeleton.




Recognize that humans have different types of teeth in the skull and know their functions.




Know that bones move because of the pair of muscles attached to them.




Know and label the common names of major bones of the human skeleton. (skull, radius, ulna, femur, tibia, fibula, ribs)




7. Recognize where joints are located in the human body, and their functions, in hands, legs, arms and feet.




Know that some animals have exoskeleton and hydro skeleton.




Identify various professions associated with this unit of science, in their local area. For e.g. doctors, radiologists, gymnasts, nutritionists.


Human Health / Healthy Living


Identify people who use science, including professionally in their local area. For e.g. nutritionists, [UW1] doctors dealing with infectious diseases, pharmacists, nurses, health and fitness experts etc.

SLO has been added to make links with the real world.


Ecosystems - conditions for life on Earth


Know that some substances in our environment can be toxic and these substances move through the food webs/ chains and can be harmful for living things.

SLO has been added to make links with the real world.




Suggest ways to reduce use of non-biodegradable materials, and lower our reliance on micro plastics/ single-use plastics.

SLO has been added keeping in mind the local context and issues in the local environment.




Identify people who use science, including professionally in their local area. For e.g. industrialists, manufacturers, environmentalists.

SLO has been added keeping in mind the local context and issues in the local environment.



Physical Sciences

Grade

SNC TOPIC

SLOs 2020

SNC 2021 SLO

Rationale






4

Matter and its characteristics


Relate the properties to the uses of metals

Added to develop students ‘Thinking and Working Scientifically skills and an understanding of real-world applications as per sub-strand ‘Science in context




Recognize that matter can be changed from one state to another by heating or cooling; describe changes in the state of water (i.e., melting, freezing, boiling).

New SLO was created by merging grade 5 SLO with the relevant grade 4 SLO for a more detailed real-world related understanding of students. Reflects the ‘Thinking and Working Scientifically strand.


Forms of Energy and Energy Transfer

Describe and demonstrate the transformation of energy.


Deleted, as this information can be better conveyed in other topics, such as the use of electricity to ring bells or turn on lights. In such cases, the ‘Thinking and Working Scientifically strand and specifically ‘Science in context will be better covered.




Describe the properties of light (travels in a straight line)

Moved to 4 from 5 for a more detailed real-world related understanding of students. Reflects the ‘Thinking and Working Scientifically strand.




Demonstrate and describe the production of sound

Moved to 4 from 5 for a more detailed real-world related understanding of students. Reflects the ‘Thinking and Working Scientifically strand.




Identify the different sounds on the basis of pitch and loudness

added to emphasize and develop the exploration and inquiry-based mindset and reinforce the topic using ‘Science in context


Forces and Motion


Represent and measure the motion of an object (position, speed, and direction of an object)

Added for development of exploration and inquiry-based mindset and to reinforce the topic using ‘Science in context




Describe different types of forces (friction, muscular forces, gravitational, magnetic, electric)

Added for a detailed real-life recognition of forces and to reinforce the topic using ‘Science in context




List uses of different types of forces in our daily life

Added to develop students ‘Thinking and Working Scientifically skills and an understanding of real-world applications




Compare the effects of these forces of different strengths in the same or opposite directions acting on an object

Added to emphasize and develop the exploration and inquiry-based mindset and reinforce the topic using ‘Science in context




Make moveable wagon, bus, trolley etc.

STEAM project/technology embedded: real-world application as per sub-strand ‘Science in context

5

Environmental Pollution



moved to life sciences


Light and Sound

Justify that light emerges from a source and travels in a straight line.


Moved to grade 4 for a more detailed real-world related understanding of students. Reflects the ‘Thinking and Working Scientifically strand.



Investigate that light travels in a straight line.


Moved to grade 4 for a more detailed real-world related understanding of students. Reflects the ‘Thinking and Working Scientifically strand.



Explain the formation of shadows.


Moved to grade 4 for a more detailed real-world related understanding of students. Reflects the ‘Thinking and Working Scientifically strand.



Predict the location, size and shape of a shadow from a light source relative to the position of objects.


Moved to grade 4 for a more detailed real-world related understanding of students. Reflects the ‘Thinking and Working Scientifically strand.



Demonstrate that shiny surfaces reflect light better than dull surfaces.


moved to grade 4 for a more detailed real-world related understanding of students. Reflects the ‘Thinking and Working Scientifically strand.




Describe the structure and discuss the mechanism of the conduction of sound waves through human ear

Real-world application as per sub-strand ‘Science in context



Make a musical instrument from easily available resources (stem/steam)


Moved here from grade 4 text and grade 5 technology to better reflect STEAM and the sub-strand ‘Science in context



Electricity and Magnetism


Draw circuit diagram with symbols

Added to help learners develop life skills



Prepare the torch/LED light strings using easily available resources



STEM project/technology embedded: real-world application as per sub-strand ‘Science in context




Describe the properties of a magnet

Added to develop students ‘Thinking and Working Scientifically skills and an understanding of real-world applications




Construct a magnetic compass

STEM project/technology embedded: real-world application as per sub-strand ‘Science in context





Earth and Space Sciences

Grade

SNC Topics

Existing SLOs

Proposed SLOs

Rationale






4

Earth and its resources 1. Physical characteristics of Earth

Recognize that earths surface is made up of land and water and is surrounded by air.

Define Natural Resources.

Addition of this SLO because the students need to know what natural resources are and this will help with the later SLOs when we talk about conserving natural resources.



Recognize that water in rivers and streams flows from mountains to oceans or lakes.

Recognize that earths surface is made up of land and water and is surrounded by a layer of air called the atmosphere which is a mixture of different gases (nitrogen, carbon dioxide and oxygen etc.).

Addition of a layer of air called atmosphere and what gases make it up so the students are aware of this terminology and then later correlate this concept with weather and climate in the next unit and know that atmosphere supports life and is also needed for water cycle and weather.


Earths Weather and Climates 1. Weather and climate

Relate that weather (i.e., daily variations in temperature, humidity, precipitation in the form of rain or snow, clouds, and wind) changes with changing geographical location.


This SLO has been removed because understanding weather according to a geographical location is at a higher rigor level for grade 4 students. This concept will also be later on covered in geography in the 6th grade where it will be more age-appropriate. This SLO requires higher-order level thinking and concepts that are of a more rigorous level. Therefore, this can be added as an Advanced SLO





Recognize that average temperature and precipitation can change seasons and location.

Understand temperature as the degree of hotness or coldness of an object or place.

Addition of this SLO because the students need to understand what temperature is with respect to weather and climate.




Use various instruments (room thermometers, anemometer, clinical thermometer etc) and measure and record temperature using different scales.

Addition of this SLO because the students should know how to use different instruments and understand how technology is used in science.



Recognize that wind and water change Earth's landscape (e.g. Mountains, river valleys) result from changes that happen very slowly over a long time.

Define climate change and describe how it affects the world

Addition of this SLO because the students need to be aware of what is climate change because it is one of the biggest concerns in Pakistan and all over the world. They will only be able to reverse climate change once they know what it is and its implications.




Suggest some ways to reverse climate change in your country

Important for kids to know ways to reverse climate change and the steps they can take for it. This encourages them to change their behavior and adapt to what is already a global emergency.


Earth in the Solar System



Understand that planetary systems can contain stars, planets, asteroids and comets.

Addition of this SLO because the students need to be aware that the planetary system just does not contain planets but also the stars, comets, asteroids and comets



Describe how seasons in Earths Northern and Southern hemispheres are related to Earths annual movement around the Sun.


This SLO has been moved to the 7th grade because Earth's annual revolution is discussed in further detail there and by that time, the students will also be aware of the northern hemisphere and southern hemisphere by then.

5

Structure of the Earth

Describe the sources of water on Earth.


This SLO was integrated into the 4th grade because there seems to be no link between the structure of the Earth and sources of water here. The SLO was more appropriate for the 4th grade where they also learn streams, oceans, lakes and rivers.




Describe common features of volcanoes and know they are found at breaks in the Earth's crust.

Addition of this SLO because the kids have just discussed the structure of the Earth in the previous SLOs. This will make them aware about volcanoes and it is a good time to introduce this concept because it is linked with the structure of the Earth.




Know that the Earth's crust moves and when parts move suddenly this is called an earthquake.

The addition of this SLO will allow students to know more just about the structure of the Earth but also what happens if the crust moves and what happens due to it.


Composition and characteristics of Soil


Identify professions related to Earth Science i.e. paleontologists, seismologists, geologists

Addition of this SLO because students should be aware of all professions and these professions will make more sense being introduced here so they can relate t


Space and Satellites

Recognize the key milestones in space technology

Recognize the role of NASA (National Aeronautics and Space Administration) and SPARCO in space exploration

SPARCO has been added here so the students know what contributions Pakistan has made in terms of space.



Describe the uses of various satellites in space i.e. geostationary, weather, communication and Global Positioning System (GPS).


This SLO has been shifted to grade 6th because this concept is not age appropriate for the kids.




Predict and comprehend how astronauts explore space, how do astronauts survive and research in space.

This SLO is Advanced SLO because it involves higher order thinking where students have to relate how astronauts live with oxygen in space and how they carry out research.




Identify professions related to the Earth Science i.e. Astronauts, Physicists, Space Scientists etc.,

added to develop students ‘Thinking and Working Scientifically skills and an understanding of real world applications











Grades 6-8

Life Sciences

Grade

SNC TOPIC

SLOs 2020

SNC 2021 SLO

Rationale

6

Introduction to Science

All SLOs

Thinking and working scientifically

Chapter 1 "Introducing science" has been renamed as an overarching strand (thinking and working scientifically).
All the skills mentioned in the chapter are incorporated in the three domains wherever found relevant.
Earlier Introducing was only in grade 6 now it has been integrated in all three classes (6,7,8) providing students with an opportunity to reinforce scientific inquiry skills.


Food and digestion


Justify the importance of tooth care



This LO has been elaborated to provide meaningful learning experience to students.

7






Technology in everyday life

Apply a scientific approach to make a simple microscope.


It has been moved with the SLOs related to study of cell structure.

8

Inheritance and cell division.

Compare the terms diploid, haploid and homologous, non-homologous chromosomes.



Define terms phenotype, genotype, dominant, recessive, homozygous and heterozygous



As these concepts are too complex for this grade. These have been added as advanced SLOs.
These SLOs are more appropriate for class 9 and above as researched in different international curricula.


Biotechnology

Simulate how DNA is made and copied.



Relate DNA, genes and chromosomes.



These have been added as advanced SLOs.



Applications of biotechnology in various fields.



Predict how biotechnology allows meeting the nutritional needs of growing populations.




Debate on various issues arising from genetic engineering.



Elaborated to enable students to begin to understand the advancements in biotechnology.
Students will carry out research in the applications of biotechnology.


Growth and Development in Plants


Appraise the stages of


life cycles in frog and


bird.





Already been covered in class 3 and 4.



Ecology





Some SLOs are reworded to add clarity and make the learning meaningful and relevant.


Physical Sciences

Grade

SNC Topics

Existing SLOs

Proposed SLOs

Rationale






6

Introducing Science


Removed

This chapter has concepts which are embedded throughout the curriculum content. Like SI units, use and abuse of science, taking measurements, thinking and inquiry skills.


Elements and Compounds

Describe an atom as an electrically neutral entity


This SLO is shifted to grade 7 where learners would learn about the structure of an atom to consider it as a neutral entity.




Explore the common elements and compounds in our daily life-(Carbon, Nitrogen, Hydrogen, Aluminium, Water, Common salt, Sugar)

elements and compounds are added to make the LO more specific and restrict to the first 18 elements.


Matter as Particles


Use the particle model of matter to investigate the movement and arrangement of particles in three states of matter.

The use of the Particle model of matter is mentioned in LO to make it different from recognizing the states of matter.



Describe an experiment that demonstrates Brownian motion


Explain diffusion and Brownian motion and how these provide evidence for the existence of the particles

Previous LOs are consolidated as one and also related to particle model of matter



Describe and demonstrate the process of diffusion-


Energy

Identify its different forms (Potential energy, kinetic energy, chemical energy, light energy, electrical energy, sound energy, and thermal energy)-

Relate potential energy, kinetic energy and mechanical energy

Previous LO is Advanced SLO as it is addressing a variety of energies. Learners cannot relate all of them together in two or three lines. So it is replaced by another LO which asks to relate basic types of energies.



Recognize that energy can change its form when it is transferred from one object to another


This LO is COREPLUS as it is already addressed in the law of energy conservation




Assemble and demonstrate a solar panel to operate a small fan

STEAM activity, embedded from the technology chapters across 6-8




Design and make a solar water heater




Make a Self -Running Energy generator




Make a solar-powered desalination


Reflection of light


Interpret a simple ray diagram to identify the path of light in reflection from a plane mirror

These LOs are added to let learners understand properties of light and ray diagrams completely before moving to image formation in later grades




-Make a periscope using plane mirror strips.




-Identify basic properties of light (i.e. speed, transmission through different media, absorption, reflection and dispersion).




Relate the apparent Colour of objects to reflected or absorbed light.



Describe the difference between real and virtual images.



These LOs are shifted to grade 8 as students at this level will learn to make simple ray diagrams and image formation and its characteristics are challenging for them at this stage.




Describe and show how an image is formed by the plane mirror.




Describe the characteristics of the image formed by a plane mirror.



Electricity


Investigate the factors that affect the brightness of bulbs or speed of motors:

* Number of batteries

* Number of Bulbs

* Type of wire

* Length of wire

* Thickness of wire



This LO is added to make learners understand the effect of changing circuit components on current flow as it is not coming in later classes.




Explain the phenomenon of static electricity in everyday life

brought forward from previous grade 5 to aid student learning and application




Assemble and operate tripwire security alarm system using simple items

STEAM activity, embedded from the technology chapters across grades 6-8

7

Structure of an Atom


Describe an atom as an electrically neutral entity.

LO is brought forward from grade 6


Chemical Bonds


Recognize that a chemical bond results from the attraction between atoms in a compound and that the atoms electrons are involved in this bonding.

LO is added to link the concept of chemical bonding with the previous Unit i.e. structure of an Atom


Physical and Chemical Changes


Distinguish between physical and chemical properties of matter.


These LOs are added to raise the learners' understanding from just differentiating to application and use of chemical and physical changes.





Relate uses of materials to their physical properties (e.g., melting point, boiling point, solubility, thermal conductivity).




Relate uses of materials to their chemical properties (e.g., the tendency to rust, flammability).


Solutions


The entire chapter is New

Added to make learners get familiarized with the concepts of solute, solvent, types of solutions and their uses in home and industry.




Identify ways of accelerating the process of dissolving materials in a given amount of water and provide reasoning (i.e. increasing the temperature, stirring, and breaking the solid into smaller pieces increases the process of dissolving)

LO brought forward from grade 5 so learners can make a clear understanding between dissolving and solubility.




Explore the effectiveness of various cleaning solutions in cleaning tarnished and oxidized coins

STEAM activities embedded from the technology chapters across grades 6-8




Make a rock candy with sugar using crystal seeding technique


Waves and Types


Removed

Shifted To Grade 8 Because Of The Elaborated Curriculum In Grade 7


Light


Removed

Shifted To Grade 8 With A Little Change In Los Keeping In Mind The Spiral Curriculum Approach


Heat and Temperature


Explain why metals are good thermal conductors and fluids are poor conductors of heat using the particle model.

These LOs are added to make learners know why solids are good conductors as compared to liquids by applying a particle model of matter. Similarly, they would Relate the expansion and contraction of the state of matter with the particle model.




Describe the expansion of the three states of matter on heating and contraction on cooling in terms of particles.


Force and Motion


Calculate average speed

Interpret a distance-time graph

LO added to let learners interpret the relation between distance and time through graphs and numerical.


Magnetism

Describe the properties that are unique to electromagnets (i.e., the strength varies with current, number of coils, and type of metal in the core; the magnetic attraction can be turned on and off; and the poles can switch)

Construct an electromagnet and identify the factors that affect the strength of an electromagnet

LO is replaced with a simpler and focused version.





Describe how to magnetize a magnetic material

These LOs are added because at this stage the learners must learn about the Earth's magnetic field so it is actually brought forward from grade 5. Moreover methods to make magnets are also brought forward.




Recognize earths magnetic field which attracts a freely-pivoted magnet to line up with it.




Recognize that a freely-moving magnet comes to rest pointing in a north-south direction.

8

Periodic Table

Relate reactivity of elements to their atomic sizes.

Removed

This LO is challenging for the learners at this level so shifted to grade 9. (Advanced SLO)


Chemical Reactions


Identify and practice single displacement reactions using the reactivity series.

Removed

This LO is Advanced SLO as it involves higher order learning and learners at this stage would find it hard to apply the concept of reactivity series.





Design a car that is powered solely by a chemical reaction and can travel 25 feet

STEAM activities embedded from the technology chapters across grades 6-8




Separate water into hydrogen and oxygen using electrolysis


Waves and Types


Entire Chapter moved here from previous grade 7

Moved here due to elaborated curriculum in grade 7




Relate common phenomena (e.g. echo, hearing thunder after seeing lightning) to the properties of sound.

New LO added to develop students ‘Thinking and Working Scientifically skills and an understanding of real world applications


Refraction of Light


New chapter moved here from previous grade 7

LOs moved here with some change keeping in mind the spiral curriculum approach



Analyze the values of the refractive index of different materials.


Define lens.


Recognize the difference between the convex lens and concave lens.


Analyze image formation by the convex lens and concave lens


Analyze image formation by a concave lens


Describe the application of refraction in daily life.


Utilize Lenses in daily life (Applications)

Removed

Advanced SLOs






Describe the difference between real and virtual images.


Describe and show how an image is formed by the plane mirror.


Describe the characteristics of the image formed by a plane mirror.

LOs brought from grade 6




Recognize the types of curved mirrors (concave and convex mirrors).


Describe the characteristics of the image formed by a concave mirror.


Describe the characteristics of the image formed by a convex mirror.


Describe different optical instruments using curved mirrors.

LOs brought from grade 7



Effects of Force

Relate the utilization of pulleys and gears in daily life.

Removed

This SLO is advanced




Make a hydraulic elevator

STEAM activities embedded from the technology chapters across grades 6-8.




Build a two-stage rocket


Technology





All SLOs Related To Physical Sciences Are Embedded

Across Grade 6-8 Where Ever They Suited Best With

The Concepts Delivered.



Make a centrifuge using a salad spinner, adhesive putty and

rubber bands

Removed

Considered As advanced as not directly linked to any concept directly.







Earth and Space Sciences

Grade

SNC TOPIC

SLOs 2020

SNC 2021 SLO

Rationale






6

Sun

Recognize the structure of Sun.

Removed

Advanced SLO. This SLO is added in the Advanced SLO because structure of the sun is extra knowledge for the students and should cover it if they have time.




Investigate how artificial satellites have improved our knowledge about space and are used for space research

Addition of this SLO because students should know how artificial satellites have helped us in exploring space and how we know much more than we knew from before because of these artificial satellites


Asteroids, Meteorite and Comets


Inquire into the sighting of Halley's Comet; describe what would they feel if they saw it.

This SLO is added for students to know about a particular name of a comet that appears after 75 76 years. This SLO helps students develop cognitive skills where they can become self-aware about their feelings. It also incorporates the social emotional learning aspect as well.

7

Earths annual revolution


Describe how seasons in Earths Northern and Southern hemispheres are related to Earths annual movement around the Sun.

This SLO has been moved here from the 5th grade because this SLO was more linked to the SLOs in this unit.

8

Stars, Galaxies, Milky Way and Black Holes

Compare the types of galaxies.






Explore and understand the terms star, galaxy, Milky Way and the black holes

There are many things that exist in space and it is important for students to know what are stars, galaxy, milky way and the black holes so they know the difference between them too


The life of stars (Birth and Death)


Explain the birth and death of our sun.

In the history of the universe, it is also important to know how sun came into being and what will happen if the sun dies.




Evaluate the evidence that support scientific theories of the origin of the universe.

The students have already learned about the history of the universe. They also need to be told about evidence that supports these scientific theories.


Information from space (Telescopes, Space probes)

Explore the contribution of SUPARCO

Removed

SPARCO has been moved from here and moved to 5th grade with NASA.



Describe advancements in space technology.

Describe advancements in space technology and Analyze the benefits generated by the technology of space exploration.

Addition because it is important for the students to know what benefits have come into our daily lives and how this will encourage them to explore more about space.