EVS | Lesson 6: Water – The Gift from Nature

Lesson Plan: Water – The Gift from Nature (Class 3 – Our World)

Subject: Environmental Studies (EVS) / Science Topic: Water – The Gift from Nature 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 water.
• Know how water is used and misused and how to save water.
• Know the need of water for life.
• Tell about availability of water resources and causes for scarcity of water.
• Tell the importance of pure water.
• Follow water saving methods in their daily life.

Materials Required:

• Textbook: “water(E).pdf” (Class 3 – Our World)
• Chart paper, markers, crayons/color pencils
• Pictures/flashcards of different water sources, uses of water, water pollution.
• Small bucket, mug, leaky tap diagram (optional for demonstration).
• Real water bottle and salt (for cleaning demonstration).
• Whiteboard/Blackboard

Period-wise Breakdown:

Period 1: Introduction to Water & Uses of Water

Objective: To understand the importance of water and its various uses in daily life.

Introduction (5 minutes):

• Begin with a warm greeting: “Good morning, my little water drops! Today, we’re going to talk about something very precious that we use every single day – water!”
• “Imagine a world without water. What would it be like? (Guide them to think about drinking, plants, animals, cleaning). Yes, water is truly a gift!”

Activity 1: Storytelling & Discussion (15 minutes):

• Read aloud the introductory story from the textbook (Page 110-112) where the water drop tells its tale.
• Observe the pictures showing “Uses of water” (Page 112).
• Ask questions:
  • “What are some ways water is used in our homes?”
  • “Can you think of other ways water is used outside our homes?”
• Facilitate a short discussion about the importance of water for all living things. Ask students to share their personal connection to water. Add a question like: ‘What is your favorite thing to do with water?’ or ‘How does water make you feel?’

Activity 2: Exploring More Uses of Water (15 minutes):

• Show the pictures on Page 114 (Put off Fire, Agriculture, Aquaculture, Construction).
• Discuss: “What are they doing in these pictures? How is water important for these activities?”
• Emphasize: “Farmers can grow crops only if water is available.” (Page 114).
• Ask: “Have you ever seen ponds where prawns and fishes are grown?” (Introduce aquaculture).

Closure (3-5 minutes):

• Summarize: “Today, we learned that water is essential for life and has countless uses, from drinking and cooking to helping farmers grow food and putting out fires!”
• Preview: “Next time, we’ll discover where all this important water comes from – its sources!”
• Homework: Ask students to list 5 different ways they use water in their daily life.

Period 2: Sources of Water (Natural & Man-made)

Objective: To identify natural and man-made sources of water.

Recap (5 minutes):

• “Good morning, everyone! Who can tell me one important use of water we discussed yesterday? Great!”

Activity 1: Brainstorming Water Sources (10 minutes):

• Ask: “Where does the water in your house come from? Does everyone in your neighborhood get water from the same source?” (Page 114).
• Encourage students to brainstorm different places they think water comes from.

Activity 2: Natural Sources of Water (10 minutes):

• Explain: “Water comes from different sources. Rain is the main source of water.” (Page 114).
• Introduce Natural Sources: “Oceans, rivers, lakes, streams, ponds and springs are the natural sources of water.” (Page 116).
• Show pictures of these natural sources (Page 116).

Activity 3: Man-made Sources of Water (10 minutes):

• Introduce Man-made Sources: “Dams, Wells, Tubewells, Handpumps, Canals are man-made sources of water.” (Page 116).
• Show pictures of these man-made sources (Page 116).
• Activity (Page 116): “Tick ( ) the water sources available in your village.” Guide students to identify sources in their local area. After students tick the sources, ask a few to share their choices and explain why they chose them (e.g., ‘I ticked ‘Well’ because there’s a well near my house’). This encourages personal connection and justification.

Closure (3-5 minutes):

• Summarize: “Today, we explored where water comes from, learning about both natural sources like rivers and man-made sources like wells. Remember, rain is the main source!”
• Preview: “Tomorrow, we’ll talk about a big problem some places face – not having enough water!”
• Homework: Draw a picture of one natural and one man-made water source.

Period 3: Scarcity of Water

Objective: To understand the concept of water scarcity and its causes.

Recap (5 minutes):

• “Hello, my water experts! Who can name one natural source of water? And one man-made source? Fantastic!”

Activity 1: Understanding Water Scarcity (20 minutes):

• Read the stories of Kamali and Srikar (Page 118).
• Discuss: “What problem do Kamali and Srikar face? Why do they have to carry water from long distances?”
• Explain reasons for water scarcity: “The wells and ponds dry up during summer and the water level in the bore wells also get decreased. In some places people wait for the water-tanker or public tap water.” (Page 118).
• Observe the pictures showing people collecting water from wells and tankers (Page 118-120).
• Think and Discuss (Page 120): “Kamali’s father said that three parts of the earth is covered with water. We have so much of water on the earth. But her aunt says that there is shortage of water. We should save water. If we waste water the way we do right now, we will have no water to drink one day. Think why.” Facilitate a discussion on why there can be a shortage despite so much water (e.g., saltwater, pollution, uneven distribution, wastage). Provide more specific guiding questions for the teacher to facilitate this discussion. For example: ‘Why can’t we drink all the water on Earth?’ ‘What makes water dirty or unusable?’ ‘Why do some places have less water than others?’ ‘How does wasting water today affect our future?’ This helps the teacher prompt deeper thinking.

Closure (3-5 minutes):

• Summarize: “Today, we learned that even though there’s a lot of water on Earth, many places face a shortage. This reminds us how precious water is!”
• Preview: “Tomorrow, we’ll learn about why it’s so important to drink clean water and how we can make water pure.”
• Homework: Talk to your parents or grandparents about any water problems or shortages they have experienced in your area or heard about.

Period 4: Protected Water & Importance of Pure Water

Objective: To understand the importance of pure water and methods of purification.

Recap (5 minutes):

• “Good morning, thoughtful students! Who can tell me one reason why some places might not have enough water?”

Activity 1: Why Drink Pure Water? (15 minutes):

• Discuss: “Can you drink water directly from all the available sources?” (Page 120).
• Explain: “Water gets polluted due to human activities.” (Page 120). Show pictures of water pollution (Page 120).
• Emphasize: “We have to drink pure water. Government is providing pure water under the safe drinking water scheme to all the people. Do not drink unsafe water.” (Page 120).
• Discuss: “Do not use unsealed or water stored in bottles and packets for a long time.” (Page 120).
• Explain: “The water we drink should be clean and germs free.” (Page 120).

Activity 2: Methods of Water Purification (10 minutes):

• Discuss common ways to purify water:
  • Boiling: “The most common way to purify water is boiling. We should boil water and cool it before drinking.” (Page 120).
  • Filters and Purifiers: “We can also purify water by using water filters and water purifiers.” (Page 120).
• Discuss proper water storage: “Water should be stored in clean and closed containers.” (Page 120).

Activity 3: The ‘Waterbell’ & Bottle Cleaning (10 minutes):

• Introduce the “Waterbell” concept (Page 122): “AP Govt has introduced a special bell that rings three times a day, that is ‘Waterbell’ which aims at encouraging students to drink sufficient water during the day to stay hydrated and fit.” Discuss its importance.
• Discuss cleaning water bottles: “Why should we clean water bottles frequently? Because, disease causing germs may develop in the bottle.” (Page 122).
• Activity (Page 122): “Observe and do the process of cleaning a bottle. Put a pinch of salt in the water bottle, pour some warm water and clean it with a bottle brush.” (Teacher demonstration or guided activity). Cleaning our water bottles regularly is just as important as drinking water on time, to ensure we stay healthy and hydrated, just like the ‘Waterbell’ reminds us!

Closure (3-5 minutes):

• Summarize: “Today, we learned why drinking pure water is so important for our health and how we can make water safe to drink and store it properly.”
• Preview: “Tomorrow, we’ll tackle the big issue of water wastage and learn how we can all become water savers!”
• Homework: Observe how water is purified and stored at home.

Period 5: Wastage of Water & How to Save Water

Objective: To identify ways water is wasted and learn methods to save water.

Recap (5 minutes):

• “Hello, my clean water champions! Who can tell me one way to make water pure before drinking it? Excellent!”

Activity 1: Identifying Water Wastage (15 minutes):

• Read: “My dear children, I want to say something important. Water is very precious. Please do not waste water. Do you know what happens if you waste water?” (Page 122).
• Observe the pictures showing wastage of water (Page 122).
• Think and Discuss (Page 122): “How is water being wasted in your surroundings? How can you help? What should be done to stop wastage of water?” Facilitate a discussion on common ways water is wasted.

Activity 2: How to Save Water (15 minutes):

• Introduce “How to save water?” (Page 124).
• Discuss Ramu’s family’s steps to save water (Page 124):
  • Uses small glass to drink water.
  • Washes fruits and vegetables in a bowl of water and not under running tap water.
  • Never allows water to overflow from the bucket.
  • Turns off the taps immediately after using water for brushing, washing clothes, taking bath etc.
  • Checks the pipes for leaks.
  • Turns off the motor when the tank is full.
  • Create awareness not to waste water.
  • Put up slogans not to waste water.
  • They will not allow water to overflow.
  • They will turn off the tap before water overflows from the vessel.
• Brainstorm other ways to save water in class. Structure this brainstorming for better engagement. Suggest a small group activity where students brainstorm ways to save water in specific areas (e.g., ‘How can we save water in the bathroom?’, ‘How can we save water in the kitchen?’, ‘How can we save water in the garden?’). Each group can then share their ideas with the class, promoting collaborative learning and diverse perspectives.

Closure (3-5 minutes):

• Summarize: “Today, we learned that water wastage is a big problem, but we also learned many simple yet powerful ways to save water every day!”
• Preview: “Tomorrow, we’ll consolidate all our learning about water and work on some exciting projects!”
• Homework: Practice at least one water-saving method at home and be ready to share how it helped.

Period 6: Review, Key Words & Project Work

Objective: To review all concepts learned in the lesson and complete project-based activities.

Recap (5 minutes):

• “Good morning, my wonderful class! Today is our review day! To get started, who can share one way they saved water yesterday?”

Activity 1: Key Words and What We Have Learnt (15 minutes):

• Go through the “Key words” section (Page 124): water resources, protected water, irrigation, stored water, scarcity, water tanker, aquaculture, agriculture. Discuss each term briefly.
• Review “What we have learnt” (Page 124) to summarize main points:
  • We use water in many ways.
  • Rain is the main source.
  • Natural and man-made sources.
  • Water gets polluted due to human activities.
  • We have to drink clean water only.
  • We should not waste water.

Activity 2: Improve Your Learning Questions (10 minutes):

• Conceptual Understanding (Page 124):
  • “What are the uses of water in our daily life?”
  • “What happens if there is no water?”
  • “Give few examples of water resources.”
  • “How can you save water?”
• Questioning (Page 126): “What questions would you ask your parents to know about the water sources in the olden days?”

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

• Project Work (Page 126):
  • Experiments and field observations (point 6): “Visit a protected fresh water scheme in your village and observe how water is supplied and the steps taken to supply. Say / write.” (Assign as a long-term project, students can report findings).
  • Information skills Project work (point 7): “Collect information from your friends about how they save water?” (Guide them to fill the table).
  • Drawing pictures and model making (point 8): “Draw a picture of a bottle brush and say how to use it.”
• Appreciation (Page 126): “One day Devi was going to her friend’s house to play. On the way she saw some children wasting water at a bore pump. What might have Devi told them? What would you do if you were there?” Discuss the importance of speaking up for water conservation.

Closure (3-5 minutes):

• “Fantastic work throughout this lesson, my amazing water warriors! You’ve learned so much about the importance of water, where it comes from, how to keep it clean, and most importantly, how to save every precious drop. Remember, water is a gift from nature, and it’s our responsibility to protect it!”

Assessment:

• Formative Assessment: Observe student participation in discussions, demonstrations, and activities. 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 local water conservation efforts or design a poster promoting water saving.
• For struggling learners: Provide simplified explanations and more visual aids. Focus on identifying basic uses and 2-3 simple ways to save water.

Cross-Curricular Connections:

• Language Arts: Writing slogans, short paragraphs about water importance.
• Art: Drawing water sources, water-saving methods.
• Social Studies: Discussing local water issues, community efforts.
• Science: Understanding water cycle (briefly), pollution.

This lesson plan is designed to make learning about “Water – The Gift from Nature” a meaningful, engaging, and action-oriented experience for Class 3 pupils, fostering responsible water usage and environmental stewardship.