# EVS (III) L2 Plants Around Us (Lesson plan) - Link: https://thecuriosi.com/lesson-plans/evs-iii-l2-plants-around-us/ - Published: 2026-05-20T07:47:55+05:30 - Author: MAHENDRA MANCHIKALAPATI ## **Lesson Plan: Plants Around Us (Class 3 – Our World)** **Subject:** Environmental Studies (EVS) / Science **Topic:** Plants Around Us ** 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: * Understand the need for plants and trees and speak about them. * Identify the simple features of plants like shape, colour, texture, aroma of leaves, trunk and bark. * Tell about the various uses of plants. * Develop concern towards nature. ## **Materials Required:** * Textbook: “Plants Around Us” (Class 3 – Our World) * Pictures/flashcards of different plant parts (root, stem, leaf, flower, fruit) * Real examples of plants (e.g., a small potted plant, different types of leaves, a small branch with a thick stem if possible, a thin stem example like tulsi or a grass stalk) * Chart paper, markers, crayons/color pencils * Science notebook for drawing/tracing * Lemon, mango, neem, tulsi, pudina, coriander leaves (for aroma activity) * Dry leaves (for project work) * Whiteboard/Blackboard ## **Period-wise Breakdown:** ### **Period 1: Introduction to Plants & Their Main Parts (Roots & Stem)** **Objective:** To introduce the concept of plants and help students identify the main parts of a plant, focusing on the functions of roots and stems. (Learning Outcomes: Understand the need for plants, Identify simple features of plants, speak about them). ### **Introduction (5 minutes):** * Begin with a warm greeting: “Good morning, my little botanists! Today, we’re going to explore the amazing world of plants that surround us every day!” * “Imagine a world without plants. What would it be like? (Guide them to think about food, air, beauty). Yes, plants are truly special!” ### **Activity 1: Storytelling & Discussion (15 minutes):** * Read aloud the story of Ramya’s birthday from the textbook (Page 26-28). * Show the picture of the tomato plant and its parts (Page 28). * Ask questions: - “What gift did Ramya get?” - “What question did Ramya ask her father about the plant?” - “Can you identify the different parts of this plant?” * Facilitate a short discussion about how plants take water. ### **Activity 2: Understanding Roots & Stems (15 minutes):** * Discuss the role of roots: “Roots are like anchors! They keep the plant fixed in the ground and absorb water and nutrients from the soil.” * Discuss the role of stems: “Stems are like highways! They carry water and nutrients to all parts of the plant and help the plant stand tall.” * Use a real plant example to show roots (if possible, or a clear diagram) and stem. * Introduce the “Let us Do” activity (Page 28): ‘Collect roots from weeds or plants that have fallen. Do all the roots look alike? Discuss your observations with your friends.’ (Assign as observation homework). **Closure (3-5 minutes):** Summarize: “Today, we began our journey into the world of plants! We learned about their main parts – roots and stems – and their important jobs.” Preview: “Next time, we’ll discover that not all stems are the same, and we’ll learn about different types of plants!” **Homework:** * Observe a plant in your home or garden and try to identify its roots, stem, leaves, flowers, and fruits (if any). * If possible, collect a few small roots (e.g., from weeds) and observe them. ### **Period 2: Different Types of Stems & Plant Classification (Trees, Shrubs, Herbs)** **Objective:** To help students understand that stems can be different and to introduce the classification of plants into trees, shrubs, and herbs. (Learning Outcomes: Identify simple features like shape, colour, texture, trunk and bark, Speak about plants). **Recap (5 minutes):** * ‘Good morning, everyone! Let’s quickly recap! Can you show me with your hands how roots hold a plant firmly in the ground? And what important job does the stem do?’ ### **Activity 1: Exploring Stem Differences (15 minutes):** * Refer to Ramya’s observation about the tomato plant’s thin, hairy stem (Page 30). * Discuss “Think and Discuss” questions (Page 30): “Have you observed the stem of a neem plant? How is it different from a tomato plant?” * Explain that stems can be soft/green, or brown/hard, thick or thin. * Introduce the term ‘trunk’ for thick stems of trees, noting they are covered by bark. * Show examples of thin stems (e.g., tulsi) and pictures of tree trunks. ### **Activity 2: Classifying Plants (15 minutes):** * Introduce Trees: “Big and strong plants with thick trunks are called trees.” Give examples like Banyan, Tamarind, Mango, Peepal, Neem. * Introduce Shrubs: “Small plants with hard stems are called shrubs.” Give examples like Rose, Hibiscus. * Introduce Herbs: “Very small plants with soft and green stems are called herbs.” Give examples like Tulsi, Wheat. * “Let us Do” (Page 32): “Observe the plants in your surroundings and write them in the space given. One is done for you.” Guide students to fill the table for thin/thick stems. **Closure (3-5 minutes):** * ‘Great job today, everyone! We explored the amazing variety of stems and learned to classify plants as trees, shrubs, and herbs. Can you name one example of each? Tomorrow, we’ll discover even more plant types and begin our journey into the wonderful world of leaves!’ * Preview: “Tomorrow, we’ll meet even more types of plants and begin our fascinating journey into leaves!” * **Homework:** - Find an example of a tree, a shrub, and a herb in your surroundings and be ready to share. - Complete the table on Page 32 about thin and thick stems. ### **Period 3: More Plant Classifications (Climbers & Creepers) & Introduction to Leaves** **Objective:** To introduce students to climbers and creepers, and to begin exploring the structure and function of leaves. (Learning Outcomes: Identify simple features like shape, colour, texture, aroma of leaves, Speak about plants). **Recap (5 minutes):** * ‘Hello, my plant explorers! Let’s see if you remember! Can you quickly point to something in the classroom that reminds you of a tree? How about a small shrub? And a tiny herb? Great!’ ### **Activity 1: Climbers and Creepers (15 minutes):** * Introduce Climbers: “Plants that need support to grow are called climbers.” Give examples like Grapevine, Bitter gourd. Show pictures. * Introduce Creepers: “Plants that creep on the ground are called creepers.” Give examples like Watermelon, Pumpkin. Show pictures. * “Fill in the given table with some more examples” (Page 32). Facilitate a short class discussion to add more examples. ### **Activity 2: Understanding Leaves (15 minutes):** * Read the conversation between Ramya and her father about leaves (Page 34). * “Why do plants have so many leaves?” “Because leaves make food for the plant!” * Show the diagram of the parts of a leaf (Apex, Leaf Margin, Vein, Petiole). * Discuss: “Leaves are the food factories of a plant. They prepare food using air, water, and sunlight.” * Ask: “Have you observed leaves of different plants? Are all the leaves the same in size, shape, colour, and smell?” **Closure (3-5 minutes):** * ‘Fantastic work today, everyone! We added climbers and creepers to our plant knowledge and began to understand the magic of leaves as ‘food factories.’ Can you tell me one new thing you learned about leaves today? Next time, we’ll dive deeper into the amazing variety and uses of leaves!’ * Preview: “Get ready to discover how varied and useful leaves can be in our next class!” **Homework:** * Find leaves from 2-3 different plants and observe their shape, size, and how they are attached to the stem. ### **Period 4: Types and Uses of Leaves** **Objective:** To explore the diversity of leaves and understand their various uses for humans and the environment. (Learning Outcomes: Identify simple features like shape, colour, texture, aroma of leaves, Tell about the various uses of plants). **Recap (5 minutes):** * ‘Good morning, curious minds! Let’s quickly remember: What are leaves called in the plant world? (Food factories!). Can you show me with your hands how a big banana leaf might look? Great!’ ### **Activity 1: Diversity of Leaves (15 minutes):** * Show pictures of various leaves from the textbook (Page 34-36): Banana, Tamarind, Coconut, Coriander, Hibiscus, Croton, Tulsi, Papaya. * Discuss differences in size, shape, colour, and smell as described (e.g., banana leaves are big, hibiscus leaves have saw-like margins, papaya leaves look like a palm). * “Let us Do” (Page 36): ‘Collect a few leaves of lemon, mango, neem, tulsi, pudina and coriander. (Teacher supervision required for collecting/crushing). Gently crush the leaves and smell them. Do they smell the same? Discuss with your friends which ones have a strong aroma!’ (Do this as a hands-on activity in class). ### **Activity 2: Uses of Leaves (15 minutes):** * Discuss the question: “Do you know how leaves are useful to us?” * Explain various uses: - Eaten as food (coriander, curry leaves, drumstick leaves). - Tea is made from tea leaves. - Used in medicines (neem, tulsi). - Used to make disposable plates/bowls (banana, banyan, sal). * “Activity” (Page 36): “Collect some leaves and trace the shape in your notebook. Colour the pictures and name them.” (Assign as homework or class activity). * Introduce “Let us Do – Make a leaf album” (Page 36-38). ‘Explain the process of painting and imprinting leaves. (Remind students to use poster colours carefully and to clean up afterwards, with adult supervision if needed).’ (Assign as a fun, long-term project). **Closure (3-5 minutes):** * ‘Excellent work today, everyone! We’ve seen how diverse leaves are and how many wonderful ways they help us, from food to medicine and even art! Can you name one new use of leaves you learned today? Tomorrow, we’ll discover how plants help our Earth and how we can help them back!’ * Preview: “Tomorrow, we’ll learn about how plants help us in even bigger ways and how we can help them back!”**Homework:** * Begin collecting leaves for your leaf album or trace a few leaves in your notebook. * Ask family members if they know of other ways leaves are used. ### **Period 5: Making Manure & Overall Benefits of Plants** **Objective:** To teach students about making manure from fallen leaves and to reinforce the overall importance of plants for life on Earth. (Learning Outcomes: Develop concern towards nature, Tell about the various uses of plants). **Recap (5 minutes):** * ‘Hello, my green friends! Let’s quickly remember: What was one surprising use of leaves we learned about yesterday? (Allow students to share). Fantastic!’ ### **Activity 1: How to Make Manure (15 minutes):** * Discuss “Do You Know” (Page 38): “We use fallen leaves to make manure.” * Explain the process of making compost: Digging a pit, adding fallen leaves and kitchen scraps, covering it, and letting it decompose into manure. * Emphasize the benefit: “This manure helps plants grow healthy!” * “Let us Do – Make your own kitchen garden” (Page 38): Discuss the idea of growing mint, coriander, etc. ### **Activity 2: Overall Benefits of Plants (15 minutes):** * Read Ramya and her father’s conversation about flowers, fruits, and seeds (Page 38). * Discuss the question: “Do you know how a plant helps us?” * Show and discuss the picture on Page 40, identifying various uses of plants ( food, air, clothes, shelter, medicine, etc.). * Explain the key environmental roles: - Plants give us food. - Provide fresh air (absorb carbon dioxide and release oxygen). - Roots of big plants hold soil and prevent soil erosion. * Emphasize the message on Page 42: “It is our responsibility to take care of plants and save the Earth.” ### **Activity 3: “Let us check” (5 minutes):** * Observe the picture on Page 40 and ask students to name as many uses of plants as they can. **Closure (3-5 minutes):** * ‘Wonderful work today, plant protectors! We learned about making manure and how plants are truly Earth’s superheroes, giving us food, fresh air, and protecting our soil. Can you give me a ‘thumbs up’ if you think plants are important? Tomorrow is our final review and project day!’ * Preview: “In our last class, we’ll review everything and work on some exciting projects!” **Homework:** * Discuss with family how they dispose of kitchen waste and if they use compost. * Think of one new way you can help take care of plants around you. ### **Period 6: Review, Key Words & Project Work** **Objective:** To review all concepts learned in the lesson and complete project- based activities. (Learning Outcomes: All previous outcomes reinforced). **Recap (5 minutes):** * ‘Good morning, my wonderful class! Today is our review day! To get started, can anyone share their favorite amazing fact about plants that we’ve learned so far?’ ### **Activity 1: Key Words and What We Have Learnt (15 minutes):** * Go through the “Key words” section (Page 42): nutrients, veins, creatures, living beings, carbon dioxide, oxygen, erosion. Discuss each term briefly. * Review “What we have learnt” (Page 42) to summarize main points: - Parts of a plant and their functions (roots, stem, leaves). - Different types of stems and plants. - Leaves as food factories, absorbing CO2 and releasing O2. - Uses of plants. ### **Activity 2: Improve Your Learning Questions (10 minutes):** * Discuss “Conceptual Understanding” questions (Page 42-44): - “What are the parts of a plant?” - “How does roots help the plant?” - “How does stem help the plant?” * Discuss “Questioning and Hypothesis” (Page 44): Observe Sita’s and Lakshmi’s houses and what questions they would ask about plants. ### **Activity 3: Project Work & Appreciation (10 minutes):** * **Project Work (Page 38 & 44):** - “Make pictures of animals with dry leaves and paste them in your notebook.”( If students started, provide time to work or share. If not, explain clearly as a take-home project). - “Observe trees, shurbs, herbs, climbers and creepers in your surroundings and name them.” (Discuss as a group). - “Collect some aromatic leaves in your surroundings and name them.” (Discuss findings). - “Draw a tree which you find in your surroundings. Colour it.” (Assign for creative expression). * **Appreciation (Page 44):** Discuss questions like: “How do you feel if you see someone cutting the branches of the trees around you? What will you do then?” and “What will you do if you see the fallen leaves in your school ground?” This reinforces caring for nature. **Closure (3-5 minutes):** * ‘Fantastic work throughout this lesson, my little botanists! You are now plant experts and protectors! Remember, plants are vital for our Earth, and it’s our job to care for them just as they care for us. Let’s make a promise to always respect and protect the plants around us!’ ## **Assessment:** * **Formative Assessment:** Observe student participation in discussions, hands- on activities, and group work. Check their completed tables, drawings, and leaf observations. * **Summative Assessment:** Review the “Improve Your Learning” conceptual questions and project work. ## **Differentiation:** * **For advanced learners:** Encourage them to research a specific plant and its unique uses, or design their own small kitchen garden plan. They could also write a short story about a plant’s journey. * **For struggling learners:** Provide additional visual aids (larger flashcards, simplified diagrams), offer more direct guidance during activities, and pair them with supportive peers. Focus on identifying the main parts and one key use for each plant type. ## **Cross-Curricular Connections:** * **Language Arts:** Encourage students to write short sentences about plant parts, uses, or draw and label plants. * **Art:** Incorporate drawing, coloring, and craft activities (like the leaf tracing and dry leaf animal pictures). * **Math:** Counting different types of plants observed, or comparing sizes of leaves. * **Environmental Education:** Discussions on sustainability, reducing waste (manure), and conservation. This lesson plan is designed to make learning about “Plants Around Us” a hands-on, engaging, and enriching experience for Class 3 pupils. By connecting concepts to their everyday lives and encouraging observation and appreciation, we can foster a lifelong love for nature! Share this