Lesson Plan — Staying Healthy and Happy (Class 3 EVS)
| Concept | Curricular Goal (CG) & Related Competency (C) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects | Assessment | Resources | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Importance of Personal Hygiene |
CG-1: Explores and engages with the natural and socio-cultural environment. C-1.1: Observes and identifies natural and social components in the immediate environment (including hygiene practices at home and school). |
Students list simple daily hygiene practices (handwashing, brushing, bathing) and explain why they keep us healthy. | Picture discussion, demonstration of correct handwashing steps, class hygiene checklist activity. | Science (health), Home Science, Language (writing simple instructions). | Observation checklist, short oral Q&A and demonstration scores. | Soap, water, towel, posters showing handwashing steps, flashcards. | Self-care, responsibility, health awareness. | Ask students to practise and report handwashing at home for 3 days; involve parents through a short note. |
| 2. Daily Routine for Good Health |
CG-1: Exploring environment & well-being. C-1.3: Observes patterns and routines; relates daily habits to health (e.g., sleep, food, play). |
Students describe a healthy daily routine balancing food, sleep, study and play and explain its benefits. | Draw and label a "My Daily Routine" chart; class discussion on balanced day; compare routines with peers. | Mathematics (time), Language (description), Art (chart making). | Review of routine charts; oral reflection on changes students can make. | Worksheets, clock models, chart paper, colours. | Time management, self-reflection, planning. | Students maintain a simple sleep/meal/ play log for four days and share one improvement they made. |
| 3. Traditional Methods of Cleaning |
CG-1: Engagement with socio-cultural practices. C-1.2: Describes relationships and traditions in family and community (e.g., traditional cleaning materials such as neem twig, reetha). |
Students identify traditional cleaning methods used by elders and discuss advantages (eco-friendly, local availability). | Storytelling/elder interview homework; show-and-tell of pictures or safe samples; class discussion on pros & cons. | Social Studies (traditions), Science (natural products), Language (oral reporting). | Oral presentations of interview findings; short reflective write-up. | Pictures of traditional items (neem twig, reetha, shikakai), audio clips of elder interviews. | Respect for tradition, analytical thinking. | Collect stories from elders about past practices and create a small classroom display or booklet. |
| 4. Exercise and Physical Fitness |
CG-1: Awareness of well-being and healthy habits. C-1.1: Observes and recognises practices that promote physical health (exercise, play). |
Students understand the importance of regular physical activity and practise simple exercises and breathing activities. | Outdoor warm-up and simple yoga/breathing exercises; movement games and reflection on how exercise makes them feel. | Physical Education, Science (body awareness), Language (describe feelings). | Teacher observation checklist; peer feedback on participation and correct movement. | Open ground, skipping ropes, cones, simple yoga mats or marked spaces. | Physical health, teamwork, self-awareness. | Encourage students to practise a short daily exercise routine at home and note any improvement in energy. |
| 5. Rest and Sleep |
CG-1: Well-being through daily routines. C-1.3: Observes daily patterns and relates rest/sleep to overall health. |
Students explain why sufficient sleep and rest are essential and identify good sleep habits. | Class discussion using a short story about a child who changes sleep habits; sleep-diary template activity. | Language (story), Science (body needs). | Review sleep diaries and oral reflection on what they learnt. | Sleep diary sheets, story cards, poster on good sleep hygiene. | Self-care, reflection, discipline. | Students try a consistent bedtime for a week and report improvements in mood/alertness. |
| 6. Safe Play and Awareness |
CG-3: Safety of self and others. C-3.1: Describes basic safety needs and precautions for different situations (safe/unsafe play areas). |
Students identify safe and unsafe places and practices for play and demonstrate basic precautions. | Sorting pictures of safe/unsafe play areas; role play on safe behaviour; classroom safety checklist. | Physical Education, Moral Science, EVS. | Picture-sort score; role-play observation rubric. | Safety posters, flashcards, scenario cards. | Decision-making, situational awareness, responsibility. | Create a "Play Safely" poster for the school notice board and involve the class in its message. |
| 7. Stranger Safety |
CG-3: Ensuring safety and preparedness. C-3.2: Discusses simple preparations and responses for emergencies (including safe behaviour with strangers). |
Students learn dos and don'ts when approached by strangers, identify safe adults, and practise a family code word. | Role play "stranger and safe response"; discussion on trusted adults; draw a poster with safety rules. | Language (expressing feelings), Moral Science (personal safety). | Teacher observation during role play; short written recall of safety rules. | Role-play prompts, safety rule handouts, poster supplies. | Critical thinking, self-protection, communication. | Share safety code-word with parents; practice at home and report back with parent signature. |
| 8. Emotional Health and Happiness |
CG-4: Sensitivity towards social and natural environment; emotional growth. C-4.6: Identifies emotional needs and shows empathy for others' feelings. |
Students recognise feelings (happy, sad, angry) and learn simple actions to stay emotionally healthy (talking, play, rest). | Circle time sharing ("How do I feel?"); emotion cards; breathing/ calming techniques and reflection. | Language (expressing feelings), Art (emotion drawings), Moral Science. | Participation in circle time; short reflection notes; teacher observation of empathy in activities. | Emotion cards, storybooks, calm-breathing visual aids. | Empathy, emotional literacy, self-regulation. | Start a "Happy Habits" board where students post one thing that made them happy each day. |
| 9. Time Management through Daily Chart |
CG-6: Uses data and information to investigate questions related to the immediate environment. C-6.1: Performs simple inquiry and represents findings (daily time use, routines). |
Students represent their day as a simple chart (study, play, sleep, meals) and learn to balance activities. | Create a 24-slice circular time chart; group comparison and discussion on balancing activities. | Mathematics (time), Art (chart making), Language (presentation). | Evaluate charts for completeness and reasonable balancing; peer discussion notes. | Chart paper, compass or circular templates, colours. | Organisation, data representation, critical thinking. | Use the charts to set a small weekly goal (e.g., add 20 minutes of outdoor play) and check progress. |
| 10. Moral — Healthy Mind in a Healthy Body (Reflection & Pledge) |
CG-4: Developing sensitivity and social responsibility. C-4.4: Demonstrates how natural and social resources can be cared for and shared (including health practices). |
Students reflect on personal habits, commit to one health pledge, and discuss how helping others contributes to community well-being. | Reflection journaling; class pledge board "I will…"; role-play showing help and care. | Language (writing), Moral Science, EVS. | Review pledges and request parent confirmation of follow-through after one week. | Pledge cards, journals, pledge display board. | Responsibility, empathy, civic sense. | Display pledge board in class and invite parents to sign a home-practice slip confirming one habit was followed. |
Suggested Activities
- Hygiene Checklist: Students tick off daily hygiene tasks for a week (handwash, brush, bath).
- Grandparent Talk: Interview elders about traditional cleaning methods and share findings.
- Skipping / Exercise Challenge: Count jumps or minutes of play and chart improvement.
- Safety Sort: Sort images into safe / unsafe play or situations.
- Emotion Board: Post one positive thing each student did to feel happy that day.
- My Day Chart: Create a 24-slice daily chart and plan one small change to make the day healthier.
- Class Pledge Drive: Write, sign and display health pledges; follow up with parent confirmation slips.
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