Lesson Plan — Water: A Precious Gift

Lesson Plan — Water: A Precious Gift (Class 3 EVS)

Concept-wise Lesson Plan (Mapped with NCF 2023 Curricular Goals)

Concept	Curricular Goals / Competencies (NCF 2023)	Learning Outcomes	Pedagogical Strategies	Integration with Other Subjects / Areas	Assessment	Resources (Digital / Physical)	21st Century Skills / Values / Vocational Skills	Extension / Real-Life Application
1. Observing Rain and Its Forms	CG 2 – Sensorial Perception; CG 7 – Understanding the World	Observe rainfall; describe its intensity, direction and effects.	Field observation, discussion, drawing and guessing rainfall patterns.	Art (drawing rain), Language (descriptive writing).	Observation checklist, oral questioning.	Notebook, drawing sheets, rain observation chart.	Observation, curiosity, appreciation of nature.	Keeping a rain diary, identifying signs before rain.
2. Journey of Rainwater (Absorption and Flow)	CG 7 – Understanding the World; CG 6 – Environmental Care	Trace what happens to rainwater on different surfaces.	Experiment with water on sand, soil, and cement; group discussion.	Science (states of matter), Geography (landforms).	Concept map, oral questions.	Bowls, soil, sand, concrete pieces, water.	Critical thinking, environmental sensitivity.	Understanding groundwater importance; water recharge awareness.
3. Sources and Storage of Water	CG 7 – Understanding the World; CG 6 – Environmental Care	Identify different sources and storage methods of water.	Storytelling, visit to local water tank, interactive Q&A.	Social Studies (community helpers), Civics (public facilities).	Quiz, worksheet.	Pictures, videos of water systems, field visit notebook.	Collaboration, problem solving.	Awareness of community water systems.
4. Water Use and Conservation	CG 6 – Environmental Care; CG 4 – Socio-Emotional & Ethical Development; CG 5 – Service / Seva	List uses of water and identify ways to avoid wastage.	Brainstorming, role play, pledge taking.	Language (writing pledge), Moral Education (values).	Group presentation, peer review.	Chart paper, flashcards, water use diary.	Empathy, responsibility, teamwork.	Practicing “Every Drop Counts” at home.
5. Traditional and Modern Water Vessels	CG 12 – Aesthetic & Cultural Development; CG 6 – Environmental Care	Compare old and new water storing vessels and materials.	Exhibit of vessels, interview elders, drawing and naming activity.	Art (drawing), History (old practices).	Observation sheet, exhibit reflection.	Real utensils, clay, brass, steel vessels, pictures.	Creativity, respect for tradition.	Reducing plastic, reusing traditional materials.
6. Sharing Water – Caring for Living Beings	CG 4 – Socio-Emotional & Ethical Development; CG 5 – Service / Seva; CG 6 – Environmental Care	Understand importance of sharing water and helping living beings.	Making birdbath, discussion on empathy and community service.	Science (animals), Moral Science (kindness).	Observation checklist, reflection writing.	Bowl, pebbles, water, scrubber, chart.	Compassion, social responsibility.	Maintaining birdbath, providing water to helpers/animals.

Suggested Activities (Short Explanations)

• Rain Observation Journal: Students record changes in the sky, smell of wet soil, and feelings during rainfall to build observation and expression skills.
• Mini Experiment on Absorption: Learners pour water on different surfaces (soil, sand, concrete) to see which absorbs water and which lets it flow.
• Local Water Source Visit: Children visit a nearby well, tank or tap system to understand community water supply and storage.
• Water Vessel Exhibition: Display of traditional and modern water storing utensils, encouraging appreciation of cultural diversity and sustainability.
• “Save Every Drop” Role Play: Groups perform short skits on water wastage and conservation, highlighting ethical responsibility.
• Birdbath Creation and Maintenance: Students prepare a shallow water bowl for birds, learning empathy and care for living beings.
• Water Pledge Board with Slogans: Class creates a wall board with water-saving pledges and creative slogans to promote responsible habits.

Lesson Plan — Food We Eat (Class 3 EVS)

Concept-wise Lesson Plan (Mapped with NCF 2023 Curricular Goals)

Concept	Curricular Goals / Competencies (NCF 2023)	Learning Outcomes	Pedagogical Strategies	Integration with Other Subjects / Areas	Assessment	Resources (Digital / Physical)	21st Century Skills / Values / Vocational Skills	Extension / Real-Life Application
1. Understanding Food Variety	CG 7 – Understanding the World; CG 9 – Communication Skills	Identify different types of food and describe taste, color, and texture.	Group discussion, drawing favorite foods, and sensory description.	Art (drawing), Language (oral and written expression).	Oral responses, worksheet on food categories.	Chart papers, crayons, pictures of foods.	Communication, observation, creativity.	Discuss meals with family and identify different types of foods eaten daily.
2. Importance of Healthy and Balanced Diet	CG 6 – Environmental Care; CG 4 – Socio-Emotional & Ethical Development	Explain the importance of eating a balanced diet using food examples.	Storytelling (Shirin’s story), role play, food pyramid chart making.	Science (nutrition), Language (reading comprehension).	Class discussion, matching food groups worksheet.	Food chart, pictures, drawing sheets.	Health awareness, empathy, reasoning.	Follow balanced meal routines at home.
3. Food in Different Seasons	CG 7 – Understanding the World; CG 6 – Environmental Care	Identify seasonal fruits, vegetables, and their benefits.	Sorting seasonal foods, chart-making, and class presentation.	Science (plants), Geography (climate and seasons).	Observation list, oral quiz.	Pictures of fruits and vegetables, colored chart papers.	Analytical thinking, presentation skills.	Encourage eating locally grown and seasonal foods.
4. Food Sources – Plants and Animals	CG 7 – Understanding the World; CG 6 – Environmental Care	Classify foods based on plant and animal sources.	Sorting activity, Venn diagram, storytelling and labeling exercises.	Science (biology), Art (drawing plant/animal foods).	Class worksheet, identification quiz.	Flashcards, food models, picture charts.	Classification skills, observation, environmental respect.	Recognize sources of food items in daily meals.
5. Cultural and Regional Food Diversity	CG 12 – Aesthetic & Cultural Development; CG 5 – Service / Seva	Recognize food diversity across states and festivals.	Show pictures of regional foods, map activity, discussion on festivals.	Social Studies (culture), Language (sharing experiences).	Participation in discussion, worksheet on regions and dishes.	India map, pictures of regional foods, cultural chart.	Respect for diversity, cultural awareness, collaboration.	Try traditional dishes at home or share regional recipes with classmates.
6. Reducing Food Waste and Sharing	CG 4 – Socio-Emotional & Ethical Development; CG 5 – Service / Seva; CG 6 – Environmental Care	Identify ways to reduce food waste and importance of sharing food.	Brainstorming, discussion on waste reduction, and pledge-making.	Language (pledge writing), Moral Education (values).	Group presentation, teacher observation.	Chart papers, markers, storybooks on sharing.	Empathy, responsibility, ethical decision-making.	Practice mindful eating and sharing meals with others.

Suggested Activities (Short Explanations)

• Food Drawing & Naming: Students draw and label their favorite foods, discussing flavors and ingredients.
• Balanced Plate Chart: Learners create a balanced meal chart using cutouts or drawings of healthy foods.
• Seasonal Food Collage: Collect pictures of seasonal fruits and vegetables to make a colorful collage.
• Food Source Sorting Game: Sort foods into 'Plant-based' and 'Animal-based' categories using flashcards.
• Regional Food Fair: Organize a classroom “Food Fair” with displays of different regional dishes.
• Anti-Food Waste Pledge: Students take a pledge and create posters to reduce food waste at school.
• Fruit Salad Activity: Prepare a fruit salad together to promote teamwork, sharing, and hygiene habits.

Lesson Plan — Staying Healthy and Happy (Class 3 EVS)

Concept-wise Lesson Plan (Mapped with Verified NCF 2023 Curricular Goals)

Concept	Curricular Goals / Competencies (NCF 2023)	Learning Outcomes	Pedagogical Strategies	Integration with Other Subjects / Areas	Assessment	Resources (Digital / Physical)	21st Century Skills / Values / Vocational Skills	Extension / Real-Life Application
1. Importance of Cleanliness and Hygiene	CG‑1 – Children develop habits that keep them healthy and safe. CG‑4 – Children develop emotional intelligence and social responsibility.	Understand importance of personal hygiene and daily cleanliness habits.	Questioning, picture observation, daily routine chart preparation.	Language (writing), Science (human body).	Observation, oral discussion, hygiene habit checklist.	Posters, charts, pictures of hygiene habits.	Responsibility, discipline, empathy.	Following daily hygiene routines and encouraging others to do so.
2. Brushing and Oral Hygiene	CG‑1 – Physical well‑being and safety. CG‑12 – Awareness of cultural practices through traditional and modern methods.	Learn traditional and modern ways of cleaning teeth and their benefits.	Storytelling (Neem twig), comparing datun and toothbrush, class discussion.	Science (plants), Moral Education (values of care and health).	Question-answer, oral feedback, drawing neem twig activity.	Pictures, real twigs, toothbrush models.	Curiosity, cultural awareness, respect for tradition.	Practice proper brushing and discuss traditional alternatives at home.
3. Physical Exercise and Fitness	CG‑1 – Development of habits that keep the body fit and healthy. CG‑3 – Development of a fit and flexible body through physical activity.	Recognize importance of physical exercise for healthy body and mind.	Outdoor activities, mimic animal movements, group games, discussion on benefits.	Physical Education (sports), Science (human body functions).	Performance observation, peer feedback.	Sports materials, skipping ropes, playground space.	Teamwork, discipline, awareness of fitness.	Practice daily exercise and active play routines.
4. Healthy Eating and Habits	CG‑7 – Understanding of the world through logical thinking (importance of food). CG‑4 – Emotional and ethical care for self and others through healthy habits.	List healthy eating habits and balanced diet needs.	Discussion, sorting food types, drawing balanced plate.	Science (nutrition), Language (discussion, writing).	Class quiz, healthy food collage activity.	Food pictures, flashcards, worksheets.	Health awareness, decision making, responsibility.	Follow balanced meal routines and encourage healthy eating.
5. Safety and Playing Habits	CG‑1 – Physical development ensuring safety. CG‑5 – Positive attitude toward cooperation and service (Seva).	Identify safe and unsafe playing areas and develop safety habits.	Observation of pictures, class discussion, role play on safe play areas.	Social Studies (community awareness), Moral Education.	Question-answer, role play evaluation.	Flashcards, safety posters, charts.	Empathy, problem solving, awareness.	Apply safe play rules in daily life and help others stay safe.
6. Rest, Sleep and Mental Well-being	CG‑3 – Maintaining balance of body and mind through rest. CG‑4 – Emotional intelligence and awareness of self and others.	Explain need for adequate rest and sleep for mental and physical health.	Story discussion (Moyna’s Dadu), routine table activity, reflection.	Language (reflection writing), Health Education.	Observation, self-checklist on rest habits.	Charts, daily routine planner, notebook.	Self-awareness, discipline, empathy.	Maintain daily routine of sufficient sleep and rest.

Suggested Activities (Short Explanations)

• Daily Hygiene Chart: Students create a personal hygiene checklist and mark daily habits followed.
• Story Discussion: Discuss Moyna’s story and compare traditional vs modern hygiene methods.
• Exercise Fun: Students act like different animals (frog jump, duck walk) to understand movement benefits.
• Healthy Plate Drawing: Draw a balanced plate showing healthy food items.
• Safety Sorting Game: Sort safe and unsafe play areas using flashcards.
• Weekly Routine Table: Make a weekly health chart to track hygiene, diet, and rest.
• Home-made Cleaner: Make eco-friendly orange peel cleaner with guidance.

Lesson Plan — This World of Things (Class 3 EVS)

Concept-wise Lesson Plan (Mapped with Verified NCF 2023 Curricular Goals)

Concept	Curricular Goals / Competencies (NCF 2023)	Learning Outcomes	Pedagogical Strategies	Integration with Other Subjects / Areas	Assessment	Resources (Digital / Physical)	21st Century Skills / Values / Vocational Skills	Extension / Real-Life Application
1. Identifying Materials Around Us	CG-7 – Making sense of the world through observation and logical thinking. CG-2 – Developing sensorial awareness.	Identify and classify objects in surroundings based on materials (metal, wood, glass, etc.).	Observation walk, classroom discussion, and sorting activity.	Science (materials), Language (naming and describing).	Oral questioning, sorting chart.	Flashcards, objects made of different materials.	Observation, critical thinking, communication.	Identify and group household items by materials used.
2. Transparent, Translucent, and Opaque Materials	CG-7 – Observation and logical reasoning. CG-3 – Developing fine motor skills during experimentation.	Differentiate between transparent, translucent, and opaque materials.	Hands-on experiment using glass, paper, and plastic sheets under light.	Science (light), Art (drawing examples).	Observation sheet, oral responses.	Flashlight, plastic sheets, glass, paper.	Inquiry, reasoning, collaboration.	Identify transparent and opaque materials at home or school.
3. Natural and Artificial Things	CG-7 – Understanding the natural world. CG-6 – Developing a positive regard for the environment.	Classify things as natural or man-made with examples.	Picture sorting, storytelling, and classroom chart-making.	Geography (nature), Language (vocabulary).	Oral questioning, worksheet classification.	Pictures, cut-outs, chart papers.	Environmental awareness, decision-making.	List natural and artificial things found in surroundings.
4. Properties of Materials (Hard, Soft, Flexible, Shiny)	CG-7 – Logical reasoning and comparison skills. CG-2 – Sensorial engagement with the environment.	Identify and compare materials based on physical properties.	Touch-and-feel activity, classroom observation, oral comparison.	Science (materials), Language (describing words).	Observation checklist, peer discussion.	Objects (metal spoon, cloth, rubber, wood, glass).	Critical thinking, analysis, communication.	Differentiate between hard and soft, shiny and dull objects at home.
5. Solids, Liquids and Gases	CG-7 – Understanding scientific concepts through reasoning. CG-1 – Developing safe habits while experimenting.	Classify materials as solid, liquid, or gas through observation.	Demonstration with water, air, and solid objects; group experiment.	Science (states of matter), Math (counting examples).	Class quiz, oral feedback.	Bowls, air balloons, bottles, cups.	Observation, teamwork, reasoning.	Identify states of materials used in daily life.
6. Reuse, Reduce, and Recycle	CG-6 – Caring for the environment and sustainability. CG-5 – Positive attitude toward work and service (Seva).	Identify ways to manage waste through 3R principles.	Group discussion, role play, dustbin-making activity.	Art (craft using waste), Moral Education (values).	Observation, participation in activity.	Old papers, waste bottles, cardboard.	Creativity, responsibility, collaboration.	Segregate waste at home and make simple reusable items.

Suggested Activities (Short Explanations)

• Material Hunt: Students find and name objects around the classroom made of wood, metal, plastic, and glass.
• Light Experiment: Explore transparent, translucent, and opaque materials using torchlight.
• Natural vs Artificial Chart: Create a chart showing pictures of natural and man-made items.
• Texture Test: Students touch and describe objects as smooth, rough, soft, or hard.
• State Sorting Game: Classify examples into solids, liquids, and gases.
• Waste Segregation Activity: Make dry and wet waste bins using old materials and label them.
• Eco-craft: Create useful classroom decor from recycled waste.

Lesson Plan — Making Things (Class 3 EVS)

Concept-wise Lesson Plan (Mapped with Verified NCF 2023 Curricular Goals)

Concept	Curricular Goals / Competencies (NCF 2023)	Learning Outcomes	Pedagogical Strategies	Integration with Other Subjects / Areas	Assessment	Resources (Digital / Physical)	21st Century Skills / Values / Vocational Skills	Extension / Real-Life Application
1. Pottery and Clay Work	CG-2 – Developing sensorial perception and fine motor skills. CG-12 – Developing aesthetic and cultural appreciation through art and craft.	Understand how clay is shaped into useful items and appreciate the role of potters in society.	Storytelling, demonstration of clay work, guided hands-on activity in making small clay items.	Art (modeling), Language (oral description of process).	Observation checklist, peer feedback.	Clay, potter’s wheel video, sample pottery.	Creativity, observation, respect for community workers.	Visit a local potter’s workshop and record the process in pictures or drawings.
2. Making Clay at Home	CG-3 – Developing coordination and practical skills through physical activities. CG-7 – Understanding natural processes and materials through exploration.	Learn to make clay using natural soil and water and observe its texture and properties.	Demonstration, step-by-step guidance, group work, and discussion of observations.	Science (states of matter), Environmental Studies (soil use).	Practical activity evaluation and oral questioning.	Soil, bowl, water, sieve.	Teamwork, observation, environmental awareness.	Make eco-friendly clay for simple craft items at home.
3. Patterns in Nature and Art	CG-12 – Developing aesthetic and artistic sensibility through observation of nature. CG-7 – Logical and creative reasoning in recognizing forms and designs.	Identify, observe, and reproduce patterns from nature in their own artwork.	Nature walk, drawing and painting, comparison of shapes and textures.	Art (pattern making), Science (patterns in plants and animals).	Portfolio of drawings, observation chart.	Drawing sheets, color pencils, leaves, shells, flowers.	Creativity, appreciation of nature, visual thinking.	Capture natural patterns using camera or drawings during outdoor visits.
4. Brick Making and Construction	CG-7 – Understanding human-made materials and their uses through logical observation. CG-6 – Developing care for resources and environment during construction activities.	Describe brick making and recognize materials and processes involved in building houses.	Video demonstration, clay brick-making, and storytelling about workers in brick kilns.	Social Studies (community helpers), Science (materials).	Worksheet, oral questioning, participation record.	Clay, molds, pictures of brick kilns.	Critical thinking, environmental concern, respect for labor.	List local materials used for building houses and compare their benefits.
5. Types of Houses and Building Materials	CG-7 – Observing diversity in human-made structures. CG-6 – Promoting awareness of environmental adaptability in design.	Identify types of houses and materials based on climate and region.	Picture discussion, comparison of traditional and modern houses, class chart-making.	Geography (habitats), Art (sketching houses).	Question-answer, chart review.	Flashcards, images, maps.	Observation, analytical thinking, cultural appreciation.	Document types of houses in local area through pictures or drawings.
6. Safety in Work and Daily Life	CG-1 – Developing habits that ensure personal safety and well-being. CG-4 – Developing emotional responsibility and care for others.	Recognize importance of safety in home, school, and work environments.	Role play on safety measures, poster making, class discussion on accident prevention.	Moral Science (safety rules), Art (poster creation).	Checklist, role play evaluation.	Posters, safety signs, videos.	Empathy, awareness, problem solving.	Prepare a family safety rule chart and practice it daily.

Suggested Activities (Short Explanations)

• Visit a Potter: Observe how pots are made and note the steps involved.
• Clay Preparation Activity: Prepare clay using soil and water and compare texture changes.
• Pattern Exploration: Observe and draw natural patterns found on leaves, shells, or stones.
• Mini Brick Workshop: Create small clay bricks, dry them, and compare strength after sun drying.
• House Type Comparison: Create a chart showing regional differences in housing styles and materials.
• Safety Skit: Perform a short skit on the importance of safety rules during daily activities.
• Eco Craft Project: Design eco-friendly clay toys or home decor using natural colors.

Lesson Plan — Taking Charge of Waste (Class 3 EVS)

Concept-wise Lesson Plan (Mapped with Verified NCF 2023 Curricular Goals)

Concept	Curricular Goals / Competencies (NCF 2023)	Learning Outcomes	Pedagogical Strategies	Integration with Other Subjects / Areas	Assessment	Resources (Digital / Physical)	21st Century Skills / Values / Vocational Skills	Extension / Real-Life Application
1. Understanding Waste Creation	CG-7 – Making sense of the world through observation and logical thinking. CG-6 – Developing care for environment and surroundings.	Identify how waste is generated in daily life and discuss its impact on surroundings.	Brainstorming, picture discussion, observation walk around school.	Science (environment), Language (discussion and reflection).	Oral questioning, drawing and labeling waste sources.	Pictures, charts, real waste samples (safe items).	Critical thinking, observation, responsibility.	Identify waste around home and suggest ways to minimize it.
2. Managing Waste — Reduce, Reuse, Recycle	CG-6 – Developing environmental awareness and responsibility. CG-5 – Developing positive attitude toward productive work and service (Seva).	Explain and apply the 3Rs — Reduce, Reuse, Recycle — in daily life.	Demonstration of reuse ideas, group discussion, poster creation on 3Rs.	Art (poster making), Moral Education (values of care).	Poster evaluation, class participation.	Old newspapers, waste materials, chart paper.	Creativity, problem solving, teamwork.	Make and use recycled crafts for classroom decoration.
3. Clean Surroundings — Healthy Life	CG-1 – Developing habits that ensure health and safety. CG-4 – Developing emotional and ethical responsibility toward community.	Understand importance of cleanliness and personal role in maintaining hygiene.	Classroom cleaning drive, role play, pledge activity for cleanliness.	Physical Education (cleanliness drill), Language (pledge writing).	Observation checklist, reflection discussion.	Brooms, dustbins, cleanliness slogans, pledge cards.	Empathy, self-discipline, teamwork.	Participate in school cleanliness campaign or Swachhata drive.
4. Learning from Zero Waste Villages	CG-7 – Understanding real-life practices and problem-solving skills. CG-6 – Positive regard for community and environment.	Recognize good waste management practices from model villages and towns.	Storytelling, video watching, chart on zero-waste examples (like Silluk Village).	Social Studies (community living), Moral Science (social values).	Question-answer, reflective writing.	Videos, map of India, chart paper.	Awareness, critical thinking, appreciation for community efforts.	Discuss how similar practices can be adopted in local community.
5. Sorting and Segregation of Waste	CG-7 – Understanding through hands-on learning and observation. CG-3 – Developing coordination and fine motor skills.	Differentiate between biodegradable and non-biodegradable waste.	Sorting waste items into green and blue dustbins, practical demonstration.	Science (waste types), Art (labeling bins).	Worksheet, observation during sorting.	Green and blue bins, flashcards, real waste samples.	Decision-making, analysis, responsibility.	Practice waste segregation at home daily.
6. Our Role in Clean India	CG-5 – Developing sense of service (Seva) and cooperation. CG-4 – Developing ethical and civic responsibility.	Develop awareness of national cleanliness initiatives like Swachh Bharat Mission.	Discussion, slogan writing, group pledge for cleanliness.	Language (slogan writing), Civics (citizenship duties).	Slogan competition, pledge writing evaluation.	Flashcards, national symbols, videos.	Leadership, cooperation, civic sense.	Participate in school assembly or local awareness drive on cleanliness.

Suggested Activities (Short Explanations)

• Waste Hunt: Observe and list waste items found in school premises.
• 3R Craft Activity: Use old newspapers or bottles to make decorative items.
• Clean Class Campaign: Organize a class cleanliness day and take a pledge.
• Zero Waste Village Story: Learn from Silluk village about cleanliness habits.
• Segregation Game: Sort items into green and blue bins through a classroom activity.
• Slogan Poster: Create and display slogans promoting Swachh Bharat Mission.
• Thank You Card for Cleaners: Make cards for school helpers who maintain cleanliness.