Grade V Lesson Plan Our Environment

Lesson Plan: Our Environment

Grade Level: Grade 5

Subject: Environmental Studies (EVS)

Duration: 2 Weeks (10 class periods, 45 minutes each)

CBSE Alignment:

• Textbook Reference: NCERT "Looking Around" Class 5 (e.g., Chapters 3, 5, 13, 15).
• Learning Outcomes: Understand components of the environment (biotic and abiotic), recognize interdependence, and explore human impact on nature.

Objectives:

By the end of the two weeks, students will be able to:

1. Identify biotic (living) and abiotic (non-living) components of the environment.
2. Explain the interdependence between plants, animals, and abiotic factors (e.g., air, water).
3. Describe basic processes like photosynthesis and the water cycle.
4. Recognize human activities that affect the environment (e.g., pollution, deforestation).
5. Conduct simple experiments to observe environmental interactions (e.g., plant needs).
6. Suggest ways to protect and conserve the environment.

Materials Needed:

• Pictures/flashcards of biotic (e.g., tree, bird) and abiotic (e.g., water, sun) elements
• Paper cups, soil, water, and seeds (e.g., moong or coriander) for planting
• Whiteboard/markers or blackboard/chalk
• Worksheets for labeling, drawing, and problem-solving
• Chart paper and markers for group activities
• Real objects (e.g., leaf, stone, water bottle)
• "Looking Around" textbook for excerpts
• Optional: magnifying glasses, video clips (e.g., water cycle, pollution)

Week 1: Components of the Environment

Day 1: Introduction to Our Environment

Objective: Define environment and identify its components.
Activities:

1. Warm-Up (5 min): Ask: "What do you see outside—trees, sky, birds?" List responses.
2. Direct Instruction (15 min):
   • Define: "Environment is everything around us—living and non-living."
   • Show pictures: Biotic (plants, animals, humans), Abiotic (air, water, soil, sunlight). Examples from "Looking Around" (e.g., seeds in Chapter 5).
3. Activity (20 min): Environment Sort
   • Students sort flashcards into "Biotic" and "Abiotic" on a chart. Say: "A tree is biotic because it grows."
   • Discuss: "Why is water abiotic?"
4. Wrap-Up (5 min): Ask: "Name one biotic and one abiotic thing in our classroom."
   Homework: Draw 3 biotic and 3 abiotic things from home (label them).

Day 2: Biotic Components – Plants and Animals

Objective: Explore characteristics and roles of plants and animals.
Activities:

1. Recap (5 min): Review: "Is a rock biotic or abiotic?" Show homework drawings.
2. Direct Instruction (15 min):
   • Say: "Plants make food and give oxygen. Animals eat and move."
   • Link to "Seeds and Seeds" (Chapter 5): "Plants grow from seeds. Animals depend on them."
3. Activity (20 min): Observation Walk
   • Go outside (or use classroom objects). Students observe a plant and animal (e.g., ant, grass). Write: "The plant is green. The ant moves."
   • Use magnifying glasses if available.
4. Wrap-Up (5 min): Ask: "What does a bird do that a stone can’t?"
   Homework: Write 2 sentences about a plant and an animal you see daily (e.g., "The tree is tall. The dog barks").

Day 3: Abiotic Components – Air, Water, Soil

Objective: Understand the role of abiotic factors.
Activities:

1. Recap (5 min): Review: "What’s one plant you saw?"
2. Direct Instruction (15 min):
   • Explain: "Abiotic things like air, water, and soil help living things survive."
   • Examples: "Plants need water (Chapter 5). We breathe air (Chapter 15)." Show a water bottle, soil sample.
3. Activity (20 min): Needs Chart
   • Students draw a plant and label: "Needs water, soil, air, sunlight."
   • Discuss: "What happens without air?" (Link to "Blow Hot, Blow Cold").
4. Wrap-Up (5 min): Ask: "Why do we need soil?"
   Homework: Draw an abiotic thing (e.g., water) and write 2 uses (e.g., "We drink water. Plants grow in it").

Day 4: Interdependence – Plants and Animals

Objective: Explore how plants and animals depend on each other.
Activities:

1. Recap (5 min): Review: "What does a plant need?" Show homework.
2. Direct Instruction (15 min):
   • Say: "Plants give oxygen and food. Animals give carbon dioxide and help plants grow."
   • Example from "Looking Around": "Birds eat seeds and spread them."
3. Activity (20 min): Interdependence Web
   • On chart paper, draw a plant and animal (e.g., tree, bird). Students add arrows: "Tree gives oxygen to bird. Bird spreads seeds."
   • Write: "The cow eats grass."
4. Wrap-Up (5 min): Ask: "How do you help plants?"
   Homework: Write 2 ways plants and animals help each other (e.g., "Bees pollinate flowers").

Day 5: Interdependence – Living and Abiotic

Objective: Understand how living things need abiotic factors.
Activities:

1. Recap (5 min): Review: "How does a bird help a tree?"
2. Direct Instruction (15 min):
   • Say: "Living things need air, water, sunlight, and soil to live."
   • Example: "Fish need water (Chapter 1: 'The Fish Tale'). Plants need sunlight."
3. Activity (20 min): Experiment Setup
   • Students plant seeds in cups with soil and water. Label: "With sunlight" and "Without sunlight" (cover one). Predict: "Will both grow?"
   • Draw "Day 1 – Seed."
4. Wrap-Up (5 min): Ask: "What will happen without water?"
   Homework: Check seeds daily and draw "Day 2" (e.g., no change).

Week 2: Processes and Human Impact

Day 6: Photosynthesis – Plants and Sunlight

Objective: Understand how plants use sunlight.
Activities:

1. Recap (5 min): Check seeds: "What do you see?"
2. Direct Instruction (15 min):
   • Explain: "Plants use sunlight, water, and air to make food. This is photosynthesis."
   • Diagram: Sun → Plant → Oxygen + Food. Link to "Seeds and Seeds."
3. Activity (20 min): Photosynthesis Model
   • Students draw a plant with arrows: "Sunlight in, oxygen out." Write: "Plants give us oxygen."
   • Discuss: "Why do we need plants?"
4. Wrap-Up (5 min): Ask: "What happens if plants don’t get sunlight?"
   Homework: Write 2 sentences about photosynthesis (e.g., "Plants use sunlight to grow").

Day 7: Water Cycle – Water in the Environment

Objective: Explore the water cycle and its importance.
Activities:

1. Recap (5 min): Review: "What do plants give us?" Check seeds (Day 3).
2. Direct Instruction (15 min):
   • Explain: "Water moves in a cycle: evaporation, condensation, precipitation."
   • Diagram: Sun → Evaporation → Clouds → Rain. Link to "Blow Hot, Blow Cold" (moisture in breath).
3. Activity (20 min): Water Cycle Drawing
   • Students draw the water cycle and label: "Sun heats water. Rain falls."
   • Demo: Wet cloth in sun vs. shade (observe evaporation).
4. Wrap-Up (5 min): Ask: "Where does rain come from?"
   Homework: Write 3 steps of the water cycle (e.g., "Water evaporates").

Day 8: Human Impact – Pollution

Objective: Recognize how humans affect the environment negatively.
Activities:

1. Recap (5 min): Review: "How does water turn into clouds?" Check seeds (Day 4).
2. Direct Instruction (15 min):
   • Say: "Humans can harm the environment with pollution (air, water, land)."
   • Examples: "Smoke from cars, plastic in rivers." Link to "A Shelter so High" (changing landscapes).
3. Activity (20 min): Pollution Chart
   • Students draw: "Clean river vs. Dirty river." Label: "Plastic pollutes water."
   • Discuss: "What do you see polluting around us?"
4. Wrap-Up (5 min): Ask: "How does pollution hurt plants?"
   Homework: Write 2 ways humans pollute (e.g., "Throwing garbage in rivers").

Day 9: Human Impact – Conservation

Objective: Explore ways to protect the environment.
Activities:

1. Recap (5 min): Review: "What’s one way we pollute?" Check seeds (Day 5).
2. Direct Instruction (15 min):
   • Say: "We can save the environment by reducing, reusing, and recycling."
   • Examples: "Plant trees, use less plastic." Link to "Looking Around" themes of care.
3. Activity (20 min): Conservation Pledge
   • Students write a pledge: "I will save water by ___" (e.g., "closing taps").
   • Draw: "A clean park with trees."
4. Wrap-Up (5 min): Ask: "What can you do to help the environment?"
   Homework: Write 3 ways to protect nature (e.g., "Recycle paper").

Day 10: Review and Project

Objective: Summarize learning and create an environment project.
Activities:

1. Recap (5 min): Check seeds: "Did sunlight help? Why?"
2. Review (15 min): Environment Quiz
   • Show pictures (e.g., tree, river). Students classify biotic/abiotic and explain interdependence (e.g., "Tree needs water").
   • Recap processes and human impact.
3. Activity (20 min): Mini-Book Project
   • Students make a 4-page book:
     • Page 1: Biotic (e.g., bird) and Abiotic (e.g., water).
     • Page 2: Interdependence (e.g., "Bird drinks water").
     • Page 3: Process (e.g., "Water cycle – rain").
     • Page 4: Human role (e.g., "I plant trees").
4. Wrap-Up (5 min): Share books. Ask: "Why is our environment important?" Celebrate with a cheer.
   Homework: Share your book with family and explain one idea (e.g., "We need trees for air").

Assessment:

• Formative: Participation in sorting, experiments, and discussions; accuracy in worksheets and homework.
• Summative: Day 10 mini-book (scored out of 10: 3 for components, 3 for interdependence, 2 for processes, 2 for human impact).
• Observation: Ability to explain environmental concepts during activities.

Extensions:

• Field Trip: Visit a local park or river to observe the environment.
• Experiment: Test water evaporation rates (sun vs. shade) over days.
• Project: Create a "Save Environment" poster for the classroom.

Notes for Teachers:

• Use "Looking Around" examples (e.g., fish, seeds) for relevance.
• Simplify for struggling learners (e.g., focus on 2-3 components).
• Encourage questions to build curiosity about nature.
• Ensure safety during outdoor activities and experiments.