Lesson Plan: Shelter For All (Class 3 – Our World)

Subject: Environmental Studies (EVS) / Social Studies Topic: Shelter For All Grade Level: Class 3 Time Allotment:6 Periods (approx. 35-40 minutes each)

Learning Outcomes:

By the end of this lesson, pupils will be able to:

• Speak about the importance of shelters, identify the places of living in their neighbourhood and infer that shelter is a primary need to all living things.
• Identify different types of houses and find reasons for poor living conditions. Find out the diversity of shelters depending on climate.
• Understand that birds, animals and insects too need a shelter.

Materials Required:

• Textbook: “Shelter For All(E).pdf” (Class 3 – Our World)
• Chart paper, markers, crayons/color pencils
• Pictures/flashcards of different types of houses (caves, huts, tiled, pucca, apartments, tents, caravans)
• Pictures/flashcards of different animal homes (nests, burrows, dens, sheds, kennels, coops, stables, sties, folds, anthills, beehives, spider webs)
• Small models or pictures of different roof types (metal sheet, tiled, concrete, thatched)
• Ice cream sticks or matchsticks, glue (for hut model project)
• Whiteboard/Blackboard

Period-wise Breakdown:

Period 1: Importance of Shelter & Evolution of Houses

Objective: To understand why shelters are essential for all living things and trace the evolution of human dwellings.

Introduction (5 minutes):

• Begin with a warm greeting: “Good morning, everyone! Today, we’re going to talk about a very important place – our home! Why do we need a home?”
• “Close your eyes for a moment and imagine you are outside. What if it suddenly started raining heavily? Or the sun became very hot? Where would you go? Yes, a shelter protects us and keeps us safe and comfortable!”

Activity 1: Why Do We Need Houses? (15 minutes):

• Read aloud the introductory story about Raju and his grandfather observing a new house being built (Page 2).
• Discuss: “Why do we need a house?” (Page 2). Emphasize that a house protects us from heat, cold, rain, dust, wild animals, etc.
• Ask: “What kind of house do you live in? What do you like most about your home?”

Activity 2: Evolution of Houses (15 minutes):

• Read the section “Evolution of houses” (Page 4).
• Observe the flowchart showing the evolution of houses: Caves -> Thatched house -> Mud house -> Tiled House -> Pucca House -> Apartment (Page 4). Discuss how houses have changed over time, emphasizing the progression from simple to more complex structures.
• Elders talk (Page 4): “Talk to your grandparents and find out the kind of houses they lived in.” (Assign as observation homework). Encourage students to ask about the materials used and how it felt to live in those houses.

Closure (3-5 minutes):

• Summarize: “Today, we learned that a house is a basic need for protection, and we saw how houses have changed from caves to modern apartments!”
• Preview: “Next time, we’ll explore different types of houses based on materials and climate, and meet some people who live in them!”
• Homework: Ask students to draw their own house and write one sentence about why they like it. Also, complete the ‘Elders talk’ activity.

Period 2: Different Types of Houses & Their Factors

Objective: To identify various types of houses based on materials, climate, and economic conditions, and differentiate between temporary/permanent and kutcha/pucca houses.

Recap (5 minutes):

• “Good morning, architects! Who can tell me one way houses have changed from long ago to now? What kind of house did your grandparents live in? Great!”

Activity 1: Exploring Different Houses (20 minutes):

• Introduce “Different types of houses” (Page 4). Explain that people build houses depending on climate, materials available, economic condition, and land availability. To encourage deeper thinking, ask guiding questions like: ‘How does a very hot or very cold climate affect how a house is built?’ ‘Why might people in a forest use different materials than people in a city?’ ‘How does how much money a family has affect their house?’ ‘Why is it sometimes hard to find land to build a house?’
• Read about Chenchayya (Thatched house in forest), Raju (Hut), Mary (Tiled house), Vijay (Mud house) (Page 6).
• Read about Joseph (Stone house), Rajiya (Apartment), Rasool (Pucca house/villa), Sailu (Tent) (Page 8).
• Discuss each type of house, its materials, and the people who live there. Ask students to compare these houses to their own, highlighting similarities and differences. Use the pictures to prompt observations about the materials used for walls and roofs.

Activity 2: Temporary vs. Permanent & Kutcha vs. Pucca (10 minutes):

• Introduce Caravan: “It is a house on wheels. It can be driven from place to place.” (Page 10).
• Explain Temporary Houses: “Houses that keep changing locations and can be moved to other locations are called temporary houses.” Examples: Tents, Caravans. Discuss who might live in such houses (nomads, construction workers, military, circus performers).
• Explain Permanent Houses: “Houses that cannot be moved or taken to different locations are called permanent houses.” Examples: Pucca houses, Apartments.
• Introduce Kutcha and Pucca houses (Page 10):
  • Kutcha houses: Made of mud and straw (huts). Emphasize they are less durable.
  • Pucca houses: Made of bricks, sand, and iron (stronger). Emphasize they are more durable.
• Think and Discuss (Page 10): “Why are houses so different from one another?” (Relate to climate, materials, economic condition, and land availability). Encourage students to give examples from their own observations.

Closure (3-5 minutes):

• Summarize: “Today, we explored a wonderful variety of houses, from simple huts to grand apartments, and learned about temporary and permanent homes! We also understood why houses look different around the world.”
• Preview: “Tomorrow, we’ll look closely at the roofs of houses and discuss what makes a house comfortable, inside and out.”
• Homework: Ask students to draw a Kutcha house and a Pucca house, labeling their materials.

Period 3: Types of Roofs & Facilities in a House

Objective: To identify different types of roofs and understand their purpose, and to recognize various facilities found in houses.

Recap (5 minutes):

• “Hello, my house builders! Who can tell me the difference between a Kutcha house and a Pucca house? Can you name one temporary house and one permanent house? Excellent!”

Activity 1: Exploring Different Types of Roofs (15 minutes):

• Introduce “Different types of roofs” (Page 12). “The top portion of a house is called the roof.”
• Observe the pictures of various types of roofs: metal roofing sheet, tiled roof, concrete roof, thatched roof (Page 12).
• Discuss: “You noticed that the roofs of all the houses are not alike. Some are flat and some have a slope.” (Page 12).
• Ask: “Why do houses have sloped roofs?” (Page 12). Guide them to think about how sloped roofs help shed rain and snow quickly, preventing water from collecting and damaging the house.

Activity 2: ‘Let us Do’ – Roof Experiment (10 minutes):

• Let us Do (Page 14): Conduct the experiment with sheets and water.
  1. Sheet placed on the floor (flat).
  2. Sheet placed against a brick (slight slope).
  3. Sheet placed against two bricks (steeper slope).
• “In which of the above sheets does water flow down quickly? Why?” (Page 14). This demonstrates the function of sloped roofs.
• Discuss: “What will happen if the thatched house roof is flat like a building?” (It would not shed rain effectively, leading to water accumulation and damage).

Activity 3: Facilities in a House (10 minutes):

• Introduce “Facilities in a House” (Page 14).
• Read about Anusha’s house (two rooms) and Preethi’s family (single room).
• Activity (Page 14): “Imagine how do they live there. How is your house? What facilities are there in your house?” (Page 14). Encourage students to share about the rooms and amenities in their own homes.
• Activity (Page 16): “Visit your neighbour’s house and observe the facilities they have? A list of facilities is given in the table below. Put a tick mark ().” (Assign as homework for observation). Remind students to be polite and ask for permission before observing.

Closure (3-5 minutes):

• Summarize: “Today, we learned about different types of roofs and why their shape is important, and we also explored the various facilities that make a house a home!”
• Preview: “Tomorrow, we’ll talk about keeping our homes clean and think about people who don’t have permanent homes.”
• Homework: Ask students to draw a house that you like (Page 14). Complete the facilities table (Page 16).

Period 4: Neat & Tidy Homes & Homeless People

Objective: To understand the importance of keeping houses clean and to develop empathy for homeless people.

Recap (5 minutes):

• “Good morning, tidy troopers! Who can tell me one type of roof and why it’s shaped that way? What’s one facility that makes your house comfortable? Great!”

Activity 1: Keeping Our House Neat and Tidy (15 minutes):

• Introduce “Neat and tidy” (Page 16).
• Discuss: “Do you keep your house clean?” (Page 16).
• Ask: “Where do you keep your books, pens and pencils after studying?” “What would you do if you don’t have a dustbin at home?” (Page 16). Encourage practical solutions like using a temporary container or finding a designated spot.
• Emphasize: “Whatever the type a house might be… if we keep things in order, it will look neat and tidy. A clean house keeps us healthy.” (Page 16).
• Discuss: “What happens if you leave garbage around your house?” (Foul smell, mosquitoes, flies breed). “We should always throw garbage and dirt away from our house.” (Page 18).

Activity 2: Understanding Homeless People (15 minutes):

• Introduce “Homeless People” (Page 18).
• Read the story of Lakshman migrating to Visakhapatnam and living at the railway station and under a flyover bridge.
• Discuss: “Have you noticed people living under flyover bridges or in pipes?” (Page 18).
• Ask: “What are the reasons for them to live like that?” “How do they protect themselves from rain, cold, winds etc.?” “Why don’t some people have homes?” “What problems do they face?” “How do you feel when you see homeless people?” (Page 18). Facilitate a sensitive discussion, emphasizing empathy and understanding. Encourage students to think about the basic needs that are not met for homeless individuals.

Closure (3-5 minutes):

• Summarize: “Today, we learned the importance of keeping our homes clean and organized for our health. We also thought about people who don’t have homes and the challenges they face, reminding us to be kind and empathetic.”
• Preview: “Tomorrow, we’ll explore the fascinating homes of animals and birds!”
• Homework: Ask students to design their ideal tidy room or study space. They can draw it and label where everything would go to keep it neat and organized. This encourages positive design and planning.

Period 5: Homes of Animals & Birds (Part 1)

Objective: To identify various animal homes and understand why animals need shelter.

Recap (5 minutes):

• “Hello, caring citizens! Who can tell me one reason why it’s important to keep our houses clean? And how do you feel when you see someone without a home? Great!”

Activity 1: Why Do Animals Need Homes? (15 minutes):

• Introduce “Homes of Animals” (Page 20). “We have seen where people live. Have you ever thought of animal homes?”
• Ask: “Why do animals need homes?” (Page 20).
• Explain: “Homes keep animals safe from heat, cold, rain and enemies. They live in different types of shelter. Some animals live in the wild. Some live with us. A few animals build homes on their own.” (Page 20).

Activity 2: Exploring Animal Homes (15 minutes):

• Observe the picture of the homes of some animals (Page 20).
• Discuss examples:
  • Wild animals: lions and bears live in caves/dens, rabbits and squirrels live in burrows.
  • Domestic animals: horse in a stable, cow in a shed, dog in a kennel, hen in a coop, pig in a sty, sheep in a fold.
  • Insects: ants in anthills, bees in beehives, spiders in webs, silkworms in cocoons.
• Discuss animals that live in water (fish, whales) and both land and water (frog, crocodile, turtle) (Page 22).
• Discuss animals like monkeys and elephants that wander in the forest (Page 22). While they don’t build fixed structures like humans or some other animals, their natural environment (trees, forests) serves as their shelter, protecting them from weather and predators.

Activity 3: True or False (5 minutes):

• Let us check (Page 22): “Say whether the given statements are true or false. Mark in the brackets provided.” Go through the statements (A horse is kept in a shed, A tiger lives in a cave, A fish lives on a tree, A turtle lives both in water and on land, An elephant and a giraffe lives in water) and have students mark them. Review answers as a class.

Closure (3-5 minutes):

• Summarize: “Today, we took a fascinating journey into the homes of animals, learning about their unique shelters and why they need them, just like us!”
• Preview: “Tomorrow, we’ll focus on bird nests and insect shelters, and then review everything we’ve learned about shelter for all!”
• Homework: Observe the different shelters of animals, birds and insects in your surroundings and name them (Page 30, point 5).

Period 6: Nests of Birds, Insects’ Shelters & Review

Objective: To understand how birds and insects build shelters and to review the entire lesson.

Recap (5 minutes):

• “Good morning, my animal architects! Who can name one animal and its home that we discussed yesterday? Fantastic!”

Activity 1: Nests of Birds (15 minutes):

• Introduce “Nests of Birds” (Page 24). “A bird’s home is called a nest. Birds build nests to lay eggs and raise their young ones.”
• Discuss materials used: twigs, straws, leaves, cotton.
• Observe pictures of different bird nests (Page 24): Sparrow (on trees/wooden beams), Woodpeckers (holes in tree trunks), Weaver birds (hanging nests with bottom opening).
• Ask: “Hey! Look at this bird! Can you tell what it is doing?” (Feeding its young ones).

Activity 2: Insects’ Shelters & Concern for Animals/Birds (10 minutes):

• Discuss: “Do insects also have a shelter?” (Page 24). Show pictures of beehive, spider web, silk moth cocoon (Page 26).
• Introduce “Concern for animals and birds” (Page 28).
• Read the story of Raju and Amala saving the bird’s nest (Page 28).
• Discuss: “How do you feel when you observe the above pictures?” (Page 28).
• Emphasize: “Just like you and me, birds and animals too want to live freely and enjoy their natural life.” (Page 28). Reinforce slogans: “Do not harm animals.”

Activity 3: Review & Project Work (10 minutes):

• Review “Key words” (Page 28): Shelter, Caravan, Homeless people, Kutcha house, Pucca house, Apartment, Boat house, Permanent house, Temporary house. Discuss each term briefly.
• Review “What we have learnt” (Page 28) to summarize main points:
  • A house gives us shelter and protection.
  • Different types of houses.
  • Temporary houses for floods/cyclones, migrants.
  • Birds and animals too have homes.
• Improve Your Learning (Page 30):
  • Conceptual Understanding: “What is the difference between a Kutcha and a Pucca house?” “Why do we need a house?” “What help can be given to the people who live in tents and pipes?”
  • Questioning: “Deepthi observed a beehive on a tree. She wants to know about the beehive. What question would she ask her teacher?”
• Project Work (Page 30):
  • Information skills – Project work (point 6): “Observe the roofs of houses in your surroundings and fill in the given table: Type of the house (Flat/Slant).”
  • Drawing pictures and model making (point 7): “Make a model of a hut with ice cream sticks or matchsticks.” (Assign as a creative project).
• Appreciation (Page 30, point 8): “If you have a bird or a cat or a dog as a pet, how would you take care of it?”

Closure (3-5 minutes):

• “Fantastic work throughout this lesson, my amazing learners! You’ve explored the world of shelters, from human homes to the fascinating homes of animals and insects. Remember, shelter is a basic need for all living things, and it’s our responsibility to respect and protect all forms of life!”

Assessment:

• Formative Assessment: Observe student participation in discussions, activities, and group work. Check their completed tables, drawings, and responses to questions.
• Summative Assessment: Review the “Improve Your Learning” questions and project work.

Differentiation:

• For advanced learners: Encourage them to research different types of houses in various climates (e.g., igloos, stilt houses) or investigate how animals adapt their shelters. They could also write a short story from the perspective of a homeless animal.
• For struggling learners: Provide simplified explanations and more visual aids. Focus on identifying major types of human and animal shelters. Use flashcards for matching homes to animals.

Cross-Curricular Connections:

• Language Arts: Writing descriptions of houses, animal homes, slogans.
• Art: Drawing different houses, animal homes, making models.
• Social Studies: Discussing different communities, reasons for migration, empathy for less fortunate.
• Science: Animal adaptations, ecosystems (briefly).

This lesson plan is designed to make learning about “Shelter For All” a comprehensive, engaging, and empathetic experience for Class 3 pupils, fostering an understanding of diverse living conditions and a sense of responsibility towards all living beings.