cbse class 3 ncert evs syllabus_0

99Syllabus

forClassesat the

ElementaryLevel

IIIQuestions Key Concepts/ Suggested Suggested

Issues Resources Activities

1. Family and Friends1.1 RELATIONSHIPS

My familyWho all live with you athome? How are theyrelated to each other? Doyou have relatives who donot live with you? Havethey always been there?How many children didyour grand parents have?Who do you think will beyour new relatives infuture?

My family and meDo you look like anybodyin your family? Have youlearnt anything fromanybody in your family?Whom do you admiremost among all yourrelatives? Who is the mostcaring and patient person?When do you meetmembers of your familywho do not live with you?

Whom do I look like?Do some of yourrelatives look similar?Which features are similar– eyes, ears, the voice or

Concept of a family;diversity in family types;Family as a supportsystem, Ideas aboutrelationships; Simplefamily tree (threegenerations).

Family influences –physical characteristics,values and habits,appreciating qualities andskills of family members;family as a supportsystem.

Concept of similaritybetween relations,hereditary features.

Child’s daily lifeexperience; Familymembers.

Family members, localknowledge, story/poemson different festivals.

Family photographs;Narrations by elders aboutfamily members whenthey were young.

CLASS IIIENVIRONMENTAL STUDIES

Observation, enquiryabout family relationsfrom adults, discussion.

Observation, exploringfrom elders aboutextended family, narratingstories/singing poemsrelated to festivals, writingabout any festival,drawing.

Discussion About stories/films/jokes involvingtwins

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Syllabusfor

Classesat the

ElementaryLevel100

Questions Key Concepts/ Suggested SuggestedIssues Resources Activities

Reading and discussion;Making different kinds ofsounds and expressinglikes and dislikes aboutthem.; blindfold act,visiting any local institutionthat deals with the blind orany other institution.

Observation of differentplants around, compareand classification basedon simple characters;Discussion about thingsmade of plants, pencilprints of barks, leaf prints.

Sensitivity to the old andphysically challenged;Introduction to the senseof hearing and sight;sensitization to the factthat the body ages, alsothat some children maynot hear /see at all or maybe partially affected.Basic idea about Braille.

Exploring children’s ideasabout a ‘plant’. Plantdiversity; size, where theygrow, shape, colour,aroma, etc.; dependenceon plants for everydaylife. Introduction of newplants/crops and changesobserved by elders overtime. Plants and theclimate/environment.

“Meri bahen sun nahin sakti’a book by Bharat VigyanSamiti or any othermaterial on differentlyabled children.

Child’s daily lifeexperience, observation,information fromgrandparents/ elders, asample/picture of a plantwhich is unusual in the localsurroundings.

height? Are there any twopeople in your family wholook exactly alike?

Old and the physicallychallengedDo you know of peoplewho are hard of hearing?Are many of them old?Do you have any friendswho cannot hear/see well?Is there any way in whichyou may have helpedthem? Are there anysounds you like butothers/elders do not?

1.2 PLANTS

Plants around usHow many different kindsof plants do you seearound you? What are thedifferences you notice?What things around youare made of plants?Is there a plant in your areathat was not there whenyour grandparents wereyoung?Do you know of someplants which do not growaround you, say things thatwe eat and not grownaround you?



101Syllabus

forClassesat the

ElementaryLevel


Leaves in our livesWhat different kinds ofleaves do you see? Do youuse plant leaves to eat on?In what other ways areleaves used?Is there some time of theyear when lots of leavesfall to the ground? Arethey burnt? Have you seena compost pit?What leaf motifs do youfind on clothes, pots,walls, animals, etc.? Doyou decorate your housewith leaves on someoccasions?

1.3 ANIMALS

Animals: small and bigWhich are the smallest andthe biggest animals youhave seen? Which have youonly heard about? Whichanimals have tails? Howmany legs?

Some creepy crawlies –and flyers tooWhat different kinds ofsmall crawling animals doyou know? Where andfrom what does each of

Leaf diversity – colour,shape, texture, aroma, etc.Seasonal shedding ofleaves; compost fromleaves.Leaf designs/motifs ondifferent objects.

Exploring children’s ideasof an ‘animal’.

Exploring children’s ideasof crawling animals, flyersand insects.

Child’s daily lifeexperience, observation, astory on a compost pit.

Child’s daily lifeexperience, observation,stories/ poems on animals(NBT)

Child’s daily lifeexperience, observation,stories/ poems on insects,flyers and crawling

Observation, collection ofdifferent leaves, smellingdifferent plant leaves,discussion, visit to anearby compost pit,decorating the classroomwith leaf motifs.Applying mehndi on palmsin different designs.

Observation of diversityof animals around you,listing, Discussion aboutwhat they eat, were theylive relative size of animalsthey have seen, pictures inbooks, animals heardabout. Drawing picturesof favourite animals.

Observation, of ants,flies, spiders, crickets,cockroaches, earthworms,lizards and other animals.



Syllabusfor

Classesat the

ElementaryLevel102


them hide? Which insectscan crawl and also fly?Which ones bite us? Canflies make us ill? Why doesa spider make a web?

BirdsWhich are the birds yousee around your area? Dothey like some trees morethan others? What do theyeat? Can you recognizebirds by their feathers?What are the differentsounds they make?Are they saying somethingto each other? Are theresome birds that comefrom other places?Do you feed any birds orplace water for them?

1.4 WORK AND PLAY

Work around meWhat are the differentkinds of work donearound me? What workdoes my mother/ father/brother/ sister etc. do?What work do I do? Whatwork do others do? WhenI am not working what doI do? When my father/mother is not workingwhat do they do?

Exploring children’s ideasof birds-their livingplaces, eating habits,common features likefeathers and soundsproduced by them.Feeding birds.

Different occupations,idea of working time andleisure time; work insideand outside homes –gender, age, caste,economic, etc. aspects.

animals (NBT)

Child’s daily lifeexperience, observation,stories/ poems on birds(NBT)

Poem ‘Home work’ byShyam Bahadur NamraCase study: time chart ofthe daily routine of a childwho does a lot ofhousework

Discussion about them,where they live, what theyeat, insect bites (wasp) etc.Drawing some of them.

Drawings of birds;mimicking different neckmovements and soundsof birds, collectingfeathers.

Draw a daily time-chartfor your father, motherand yourself, discussion.



103Syllabus

forClassesat the

ElementaryLevel


Working childrenWhat kind of work wasdone by children whenyour grandparents wereyoung? Has that changedtoday? Who are thechildren you know whowork and go to school/who work and cannot goto school?

Games we playWhat games do I play?Did my grandparents playthe same games? Are theseindoor/outdoor?

2. FoodFoods from plants andanimalsWhich of these is food –red ants, bird’s nests,snakes, bananas, goat’smilk, etc.?What plants do you eat -what parts of the plant?What food do we takefrom animals?

CookingWhat do you eat that is notcooked? What is eaten

Sensitize children to otherchildren who work athome and outside - not asa result of family neglectbut more as a systemiccause.Important that all childrengo to school.A sense of how childlabour existed in othercountries before allchildren began to go togood common schools.

Leisure; games in schooland outside, past andpresent; for some play iswork

Appreciation of culturaldiversity in food; basicideas about various plantused as food; food fromanimals.

Food may be eaten rawor cooked - steamed,

Excerpt from story byCharles Dickens.Narrative describing apoor child’s/child laborersexperience in a commonschool in another country.

Traditional and localgames; folk toys

Regional narratives andstories about ‘unusual’foods mentioned.

Songs/poems on food orlack of food; local

Reading and listeningto the story/excerpts.Discussion and narrativesabout children makingfirecrackers at Shivkashi.,child workers at Dhabasand auto workshops.

Listing, classifying indoorand outdoor games.

Listing and discussingabout food we do or donot eat; tabulating foodwe take from differentplants and animals.Observing and drawingdifferent parts of plantseaten.

Listing raw and cookedfood; discussion on



Syllabusfor

Classesat the

ElementaryLevel104


only when cooked? Howdo you cook food? Whatdo you cook it on? Whatare the different kinds ofvessels used for cooking?What are they made of?Is water used in all formsof cooking? Which foodis cooked without usingwater? How?

Eating in the familyDo all members of thefamily eat the same foodin your family? Who eatsmore? Who eats last inyour family? Who buysthe food and what isbought from the market?Who cooks the food inyour family? What dobabies have for food?When do babies starteating and what do theyeat other than milk?

What animals eatDo animals eat the samethings? What do differentanimals eat? Do you feedthe animals around you -what? What do they takefrom your house evenwhen not fed?

boiled, baked, fried etc.;Different fuels, types ofstoves; Types of vesselsused in cooking, differentshapes (regional/traditional), differentmaterials, etc.

Different eating practicesin the family. Amount offood varying with gender,age, physical activity, etc.Cooking and gender/caste roles in the family;Food for the baby,significance of milk.

Food of domestic andwild animals; care ofdomestic animals.

knowledge about what isedible; photographs.

Everyday experience, localknowledge. Poems/illustrations on genderstereotyping.

Stories, cartoons and films.

cooking methods/materials, etc; survey tofind out the types offuels/vessels used;drawing various utensils;historical time line tracingwhat in the kitchen haschanged and roughlywhen.

Observation and askingadults, discussion. Listingof food items boughtfrom the market/grownat home.

Observing and listingdifferent animals and theirfeeding habits,; Discussingfood given to animals.;observing animals beingfed, keeping food out andobserving animals comeand feed.



105Syllabus

forClassesat the

ElementaryLevel


3. ShelterHouses and housesHave you seen - a houseon stilts, a tent, a flat onthe tenth floor, a house onwheels or a house on aboat?Do you know anyoneliving in such houses? Whydo people use suchhouses?

Decorating andcleaning our shelterHow do you decorateyour shelter? Do you drawdesigns on your walls/floor or decorate withleaves/flowers/otherobjects? How do youkeep your house clean?Do you also help incleaning? Who mops andsweeps it? Where do youthrow the garbage? Doyou have any problemsliving in your house duringrains, summer or winter?Have you seen houses withsloping roofs? Why arethey made sloping?

My family and otheranimalsWho all live with you?Which animals live with

Some unusual houses, anarrative and a discussionabout why such houses arebuilt. Different types ofhousesNeed for shelter, need forliving together

My house, Houses/shelters are decorated indifferent ways in differentcultures; Need for shelterto provide protectionfrom heat, cold, rain andproblems faced.Need to share housework.Garbage disposal.

Family members; pets andother animals, insects,

Pictures of different typesof houses; easily availablematerials for modelmaking.

Illustrations of designs/motifs used fordecoration of the house.

Daily life experiences.Cartoons.

Discussion; observation;Drawing, model makingand art work. Creativewriting about imaginedexperiences.

Draw a picture of yourhouse. Draw the variouskinds of designs/motifsused to decorate walls/floors of houses.

Discussion and sharingof experiences and



Syllabusfor

Classesat the

ElementaryLevel106


you - which are the biggestand the smallest animalsliving in your house? Fromwhere do they get theirfood? Where in yourhouse do these animalslive? Which of them areseen only at night?

Mapping myneighbourhoodHow big is your school?What kind of a building isit? Can you draw a pictureof your school and yourclassroom ? Do you knowyour way around yourneighbor-hood? Can weexplain to someone how toreach the post office or thebus stand from our house?

4. WaterWater for my familyWhat are the main sourcesof water in your locality?Who fetches the water andfrom how far? Do all thepeople in your locality usethe same source of water?Are some people notallowed to take waterfrom where you take it?From where do you getwater? Does it look cleanenough for drinking?

rodents, etc. Food for thepets and other animals.Some are seen only atnight.

Neighbourhood,mapping andrepresentation in twodimensions. Directions.

Local sources of water;uses of water; genderroles; distance estimates;social discrimination; cleanwater for drinking

Survey of different partsof the school, survey ofthe neighbourhood

Child’s daily life experience,local knowledge

knowledge. Drawings ofinsects, rodents; pets andother domestic animals.

Estimating distances,marking location ofplaces and drawing/mapping from differentperspectives, like from thetop, from the front etc,Draw a map of the routefrom our house to thenearest shop.

Listing the sources ofwater, Exploring byasking questions fromelders or people around,Discussion.



107Syllabus

forClassesat the

ElementaryLevel


Do animals and plantsneed water?What happens if plantsand animals do not getwater – how do you seethat a plant or animal isthirsty? Do all animals/plants need the sameamount of water? Whichplants/animals need theleast?

Water shortageWhen is it difficult to getwater? Are there somepeople in your area whoalways face watershortage? What wouldhappen if we had nowater? Have you seenwater being wasted –how? How can we avoidit? Do you reuse water?

Water in our livesWhich of your dailyactivities use water? Doyou and others you knowwash your hands and feetbefore you enter thehouse? Why do you thinkthis is done?Can you describe the sceneof a rainy day – withdetails about birds, animals,plants and yourself.

Water for plants andanimals.

Water scarcity, wastageand recycling, waterharvesting.

Use of water in differentactivities; culturalexpressions about water/rain/ rivers; observationsrelated to rain and theresponse of plants andanimals.

Library resource-briefinformation about thecamel, cactus along withtheir pictures.

Newspaper clippingsabout water shortage/water being wasted.

Library resources,observations related todaily life. Songs aboutwater/river/rain?

Reading, Discussion;Comparison of a wellwatered and a wiltingplant.

Poster making/ writingactivity in groups with amessage of saving water.

Enacting differentactivities that utilise water/a rainy day, listing theactivities in which water isused, singing rain/river/water songs/poemstogether in the class.



Syllabusfor

Classesat the

ElementaryLevel108


Storing waterHow do you store waterin your home? Do youcollect rainwater - how?How much water do youstore every day? Abouthow much do you use fordrinking or bathing? Inwhat kinds of containersdo you store water fordrinking/ washing/or foranimals? What are thecontainers made of?If the water is at the samelevel in a narrow and abroad container does itmean they contain thesame amount of water?

5. TravelGoing placesHas your family traveledtogether to anotherplace? Where and whatfor? How did you go?How long did it take?How far did yourgrandparents (or otherelderly persons) travelwhen they were young?How did people travel inthose times? How dopeople travel today in thedesert, hi l ly areas,on sea, etc.

Measurement of volumein terms of non-standardunits such as buckets, pots,etc. Estimates ofquantities used fordifferent domesticactivities; safe handling ofwater. Containers madeof different shapes andmaterials to store waterfor different purposes;Conceptual developmentof conservation ofvolume.

Need for travel, travelwithin the locality andbeyond; travel to differentsocial spaces – forest,village, city, etc.; travel formigration, sight-seeing,family occasions.

Child’s daily lifeexperience, bottles ofdifferent shapes/sizes/materials; Panchtantra story.

Story of a journey alongthe river, mountain, etc.

Drawings of differentcontainers.Measurement activities;demonstration to help theunderstanding ofconservation of volume.Touching differentcontainers and discussingabout their material.

Reading and Discussion,Drawing a village / sea/forest /mountain scene.



109Syllabus

forClassesat the

ElementaryLevel


Ways to travelHow do we go to school?How do we travel to otherplaces? How manydifferent ways have wetravelled? How manydifferent ways of traveldo we know of?Have you been to a railwaystation? What all do youseen there? Who are thepeople who work at thestation and on the train?How did people travel inthe past?

Talking withoutspeakingIf I cannot speak, how doI tell people what I wantto say?

Mailing a letterWhat happens when Ipost a letter? How does itreach my friend? Who arethe people who help to dothis? Are there any otherways of sending amessage? How was a lettersent in the past?

Different modes oftransport; short distance,long distance, newer waysof traveling.Different kinds ofworkers associated withrailways/station.

Communication withoutspeaking, Use of signlanguage, dance mudra’s.

Letter as a means ofcommunication, workand people associatedwith the post office;different means ofcommunication, changeswith time.

Pictures of modes oftransport;

Sign language, dancemudra’s.

Local post office, differentsamples of letters- inland,post card, greeting card,etc. Discussion withworkers at the post office.

Collect pictures ofdifferent modes oftransport; classify theminto different types oftransport; enact a trainjourney/railway station,Observations of activitiesat the station like loading,weighing, washing trains,signaling, selling tea, levelcrossing, etc

Playing dumb charades,enacting situations withoutspeaking, learning signlanguage, practicing mudra’s.

Trip to local post office,Observing sorting,stamping, weighing etc.



Syllabusfor

Classesat the

ElementaryLevel110


6. Things we Makeand Do

PotteryWhat kinds of pots do wesee around us? Whatcontainers are used tostore grain? What kinds ofcontainers did peoplemake long, long back withrings of clay- when theydid not have a potter’swheel? Can you make suchpots and dry them in thesun – how long do youthink these will last? Howdoes the potter bake them?

TextilesIn how many differentways can you wear a longcloth that is not stitched?How many kinds of sareesor lungis have you seenworn by people fromdifferent parts of thecountry?How many differentcolours do we know of– how many new onescan we create? What arefast colours and whatproblems do we facewhen colours run? Howdo we make our ownvegetable block printsand tie and dye?

To meet basic needshuman beings makethings; need naturalresources, creativity; havechanged the way we live.An idea of the earliestpots made for storage ofgrain – when there wasno potters wheel.The experience of makingsuch pots with clay; dryingand the need to bakethem for greater strength.

Diversity in types ofclothing we were; evenwith unstitched clothing.Colours and design areused in textiles; scope forcreativity; vegetable dyes.

Narratives and illustrationsof pots and containersmade in early times – withrings of clay (e.g., SocialStudies book by Eklavya).

The idea of different stylesof dress; traditionalunstitched clothing anddifferent styles of drapingit.Some idea of mixingcolours to make new ones;fast colours and coloursthat run; tie and dye; blockprinting and making ourown blocks withvegetables.Samples ofblocks, dyes.

Making pots of clay; alsowith rings; with differenttypes of clay; drying in thesun; talking to potters orbrick makers to find outhow these are burnt/baked in furnaces.Making differentornaments etc. with clay.

Activity to wear/drape adupatta or long cloth indifferent styles to emulatewhat different people doand also to create theirown designs.Play with colours andcolour mixing;Using dyesto dye cloth; makingblocks with potato orladies fingers for printingon paper.



cbse class 3 ncert evs syllabus_0

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