Lesson Plan — Staying Healthy and Happy (Class 3 EVS)
| Concept | Curricular Goal (CG) & Verified 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-3: Explains how to ensure safety of self and others in different situations. C-3.1: Describes basic safety needs and precautions (including hygiene & safe water/food handling). |
Students list daily hygiene routines (handwashing, brushing, bathing) and explain how these reduce illness. | Demonstration of handwashing steps, picture discussion, class hygiene checklist activity. | Science (health), Home Science, Language (instructions). | Observation checklist, demonstration rubric, short oral Q&A. | Soap, water, towel, posters showing handwashing steps, flashcards. | Health awareness, responsibility, practical skills. | Home practice: students record handwashing for 3 days and get parent signature. |
| 2. Daily Routine for Good Health |
CG-1: Explores and engages with the natural and socio-cultural environment. C-1.3: Asks questions and recognises simple patterns and routines (e.g., daily habits affecting health). |
Students describe a balanced daily routine (sleep, food, play, study) and explain benefits. | Draw "My Daily Routine" chart; group discussion comparing routines and suggestions to improve health. | Mathematics (time), Language (description), Art (charts). | Evaluate routine charts; oral reflection and peer feedback. | Worksheets, clock models, chart paper, colours. | Time management, reflection, planning. | Maintain a 4-day log and report one positive change made. |
| 3. Traditional Methods of Cleaning |
CG-1: Engagement with socio-cultural environment and traditions. C-1.2: Describes relationships and traditions in family and community (e.g., traditional cleaning methods). |
Students identify traditional cleaning materials (neem twig, reetha) and discuss advantages and eco-benefits. | Show-and-tell, elder interview homework, storytelling and class display. | Social Studies, Science (natural materials), Language. | Oral presentation and short write-up about findings. | Pictures of traditional items, interview notes, display board. | Respect for tradition, critical comparison, cultural awareness. | Create a classroom booklet "Cleaning Methods — Past & Present" with student contributions. |
| 4. Exercise and Physical Fitness |
CG-1: Awareness and engagement for health and well-being. C-1.1: Observes and recognises practices that promote physical health (exercise and play). |
Students practise simple exercises, understand benefits (strength, energy) and record feelings after activity. | Outdoor warm-up, simple yoga/breathing exercises, movement games and reflection session. | Physical Education, Science (body), Language. | Observation checklist for participation; peer feedback and self-reflection. | Open ground, skipping ropes, cones, simple mats. | Physical fitness, teamwork, self-awareness. | Encourage a short daily exercise routine at home and note improvements. |
| 5. Rest and Sleep |
CG-1: Recognising patterns in daily life that affect well-being. C-1.3: Observes patterns (sleep/eating) and relates them to health. |
Students explain why adequate sleep is needed and identify good sleep habits (fixed bedtime, calm routine). | Story-based discussion (child changing sleep habit), sleep-diary activity and group sharing. | Language, Science (body needs). | Review sleep diaries; oral reflection on improvements. | Sleep diary templates, story cards, posters on sleep hygiene. | Self-care, discipline, reflection. | Try a consistent bedtime for one week and report changes in mood/alertness. |
| 6. Safe Play and Awareness |
CG-3: Ensuring safety of self and others in different situations. C-3.1: Describes basic safety needs and precautions (safe/unsafe play practices). |
Students identify safe/unsafe play areas and demonstrate simple precautions (helmets, safe surfaces). | Picture sorting (safe/unsafe), role play, class safety checklist creation. | Physical Education, Moral Science, EVS. | Picture sorting score, role-play observation rubric. | Safety posters, scenario cards, flashcards. | Situational awareness, decision-making, responsibility. | Create a "Play Safely" poster for school display and run a short safety reminder in assembly. |
| 7. Stranger Safety |
CG-3: Safety and emergency preparedness. C-3.2: Discusses how to prepare for emergencies and safe responses. |
Students learn safe responses if approached by strangers, identify trusted adults, and practise a family code word. | Role play on stranger situations, discuss trusted adults, create safety posters. | Language (express feelings), Moral Science. | Teacher observation during role play; short written recall of safety rules. | Role-play prompts, handouts on safety rules, poster materials. | Self-protection, communication, critical thinking. | Share and practise code-word with parents; return a signed note confirming practice. |
| 8. Emotional Health and Happiness |
CG-4: Develops sensitivity towards social and natural environment and emotional growth. C-4.6: Identifies needs and shows empathy for others' feelings (emotional awareness). |
Students identify feelings (happy, sad, angry) and learn self-care practices (talking, breathing, play). | Circle time "How do I feel?", emotion cards, breathing/calming exercises and reflection. | Language (expressing feelings), Art (emotion drawings), Moral Science. | Participation record in circle time; short reflection notes; teacher observation of empathy. | Emotion cards, storybooks, calm-breathing visual aids. | Emotional literacy, empathy, self-regulation. | Start a "Happy Habits" board where students post one positive action each day. |
| 9. Time Management through Daily Chart |
CG-6: Uses data and information to investigate immediate environment questions. C-6.1: Performs simple inquiries and represents findings (e.g., daily time use). |
Students create a simple day-chart (study, play, sleep, meals) and discuss balancing activities. | Create 24-slice circular charts, compare in groups, and set small improvement goals. | Mathematics (time), Art (chart making), Language (presentation). | Evaluate charts for completeness and balance; peer review notes. | Chart paper, compass/templates, colours. | Organisation, data representation, critical thinking. | Set a weekly goal (e.g., 20 more minutes of play) and track progress using the chart. |
| 10. Moral — Healthy Mind in a Healthy Body (Reflection & Pledge) |
CG-4: Sensitivity, empathy and social responsibility. C-4.7: Learns social and behavioural norms and demonstrates care for others (sharing, helping). |
Students reflect on personal habits and write a pledge to follow one healthy practice and help others stay healthy. | Reflection journaling; class pledge board "I will…"; role-play showing care and help. | Language (writing), Moral Science, EVS. | Review pledges and seek parent confirmation of home practice after one week. | Pledge cards, journals, pledge display board. | Responsibility, empathy, civic sense. | Display pledges and invite parents to confirm follow-through with a short note. |
Suggested Activities
- Hygiene Checklist: Tick daily hygiene tasks for a week (handwash, brush, bath).
- Grandparent Talk: Interview elders about traditional cleaning and share findings.
- Exercise Challenge: Count skips or minutes of play and chart improvement.
- Safety Sort: Sort images into safe / unsafe situations and discuss reasons.
- Emotion Board: Post one positive thing each student did to feel happy each day.
- My Day Chart: Create a 24-slice daily chart and plan one small, healthier change.
- Class Pledge Drive: Write, sign and display health pledges; follow up with parent confirmation slips.
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