TWAU Suggested activities for class 3 lesson 10

Class 3 EVS – Chapter 11: Making Things

Hands-on Activities, TLM & DLM

This page is for Class 3 EVS, Chapter 11 "Making Things" from the book Our Wondrous World.

Topics covered: potter’s family, clay and pots, patterns in nature, bricks and walls, different types of houses, and safety at construction sites.

Table of Contents

• Activity 1 – Story Sequencing: From Clay to Pot
• Activity 2 – Touch & Tell: Which Material?
• Activity 3 – Pattern Artist: Decorate the Pot
• Activity 4 – Nature Pattern Walk
• Activity 5 – Paper Brick Wall
• Activity 6 – Mini House Models
• Activity 7 – Houses Around Us (Observation Chart)
• Activity 8 – Safety at the Site: Role Play
• Activity 9 – Brick by Brick Math Game
• Activity 10 – Interview a Maker (Show & Tell)
• Digital Learning Material (DLM)
• “Dhol” – Action Song for the Lesson

Activity 1

Story Sequencing – From Clay to Pot

Objective: To understand the steps of pot making (clay to finished pot).

How to do:

1. Teacher draws/prints 6–7 simple pictures: taking clay, mixing water, kneading, putting clay on wheel, shaping pot, drying, keeping in kiln, ready pot.
2. Cut them into cards and mix them.
3. In small groups, children arrange the cards in correct order and tell the story orally.

Materials:

• Picture cards of pot making steps (A4 sheets or chart paper)
• Scissors, pencil, crayons

Suggested image/video: Add a short video clip of a potter at work or a photo collage of the steps.

Learning benefit: Children remember the full process of pot making in correct order and understand why each step is important (mixing, kneading, wheel, drying, kiln).

Activity 2

Touch & Tell – Which Material?

Objective: To compare clay, brick, plastic, metal etc. and link them with things in the lesson.

How to do:

1. Keep different small objects on a table: a broken brick piece, a small lump of wet clay (or atta), a plastic cup, a steel spoon, a stone, a small wooden block.
2. Children touch each object and say how it feels: soft/hard, rough/smooth, can/cannot change shape.
3. They decide which ones are good for making pots or bricks and why.

Materials:

• Wet clay or atta dough
• Brick piece, stone
• Plastic cup, steel spoon, wood piece etc.

Suggested image/video: Add a photo of all the materials on a tray or a short video of children touching and comparing.

Learning benefit: Children understand that pots and bricks are made of mud/clay because it can be shaped when wet and becomes hard when baked, unlike plastic or metal.

Activity 3

Pattern Artist – Decorate the Pot

Objective: To explore patterns and designs inspired by nature on clay items.

How to do:

1. Give each child an outline drawing of a plain pot, gullak or kulhad.
2. First show patterns from animals (zebra stripes, leopard spots, peacock feathers) and leaves (neem, mango etc.).
3. Children create their own patterns on the pot using repeating lines, shapes, dots, flowers, leaves.

Materials:

• Worksheet with pot outline or drawing in notebook
• Colour pencils / crayons, eraser

Suggested image/video: Insert photos of real patterned pots and a close-up photo of an animal pattern.

Learning benefit: Links “patterns in nature” with pottery decoration. Children see how artists get ideas from plants and animals.

Activity 4

Nature Pattern Walk

Objective: To observe real patterns on leaves, tree bark, tiles, grills etc.

How to do:

1. Take children for a 5–10 minute walk around the school campus.
2. Ask them to silently look for patterns – on leaves, flowers, tiles, school gate, railing, school logo etc.
3. Back in class, each child draws any one pattern they observed and labels it.

Materials:

• Drawing notebook or EVS notebook
• Pencils and crayons

Suggested image/video: Use your own photos of leaves, tiles, railings showing patterns; you can make a small slideshow later.

Learning benefit: Children realise that patterns are everywhere – in nature and in man-made things – not just in the book.

Activity 5

Paper Brick Wall

Objective: To understand how bricks are arranged to make a strong wall.

How to do:

1. Cut many small rectangles from coloured paper to represent bricks.
2. On half of a chart, ask children to paste bricks one exactly above another (weak wall).
3. On the other half, paste bricks in interlocking pattern (like real wall).
4. Gently blow or shake the chart and discuss which arrangement looks stronger.

Materials:

• Chart paper or A3 sheet
• Coloured paper rectangles (“bricks”)
• Glue, scale, pencil

Suggested image/video: Take a photo of both paper walls side by side or a short clip of children building the wall.

Learning benefit: Children connect the idea of brick patterns (bonding) with strength of walls and understand “brick by brick” concept.

Activity 6

Mini House Models (Using Waste Material)

Objective: To compare different types of houses and materials.

How to do:

1. Divide class into small groups.
2. Give each group a type of house – hut (mud house), pucca house (brick & cement), stilt house, tent etc.
3. Using waste boxes and straws, each group quickly creates a simple model showing roof, walls and base.
4. Groups label their model with the house name and materials used.

Materials:

• Waste cardboard boxes / small cartons
• Ice-cream sticks / straws, bits of cloth, string
• Glue, tape, sketch pens

Suggested image/video: Add photos of each group with their house model. Later you can convert into a short montage video.

Learning benefit: Reinforces names and features of different houses and why materials change with place and climate.

Activity 7

Houses Around Us – Quick Observation Chart

Objective: To connect textbook pictures of houses with real houses seen by children.

How to do:

1. On the board, draw a simple 3-column table: House Type – Where Seen – Material.
2. Ask students: “Which houses have you seen in your area or on TV?” (flat, bungalow, hut, stilt house, tent, kacha/pakka house).
3. Fill the table together as students respond.
4. Children copy the chart into their notebooks.

Materials:

• Blackboard / smart board
• Student notebooks and pencils

Suggested image/video: Insert your own photos of different houses taken during travel or from neighbourhood (no faces of people needed).

Learning benefit: Children relate pictures from the book to real life houses and understand that houses change according to place and need.

Activity 8

Safety at the Site – Role Play

Objective: To learn safety rules followed by workers at construction sites.

How to do:

1. Show pictures of helmet, safety vest, gloves, boots (like in the book).
2. Choose 4–5 students as workers; give them paper “helmet” bands, coloured paper “vest”, etc.
3. They act as if building a wall, while one child is the “site in-charge” checking safety: “Wear your helmet, tie the strap, do not play with tools,” etc.
4. Class discusses safety rules at home and school.

Materials:

• Chart paper for paper helmets and vests
• Sketch pens, scissors, tape
• Optional: real helmet / safety jacket if available

Suggested image/video: Record a short role-play video or take stage photos of the children performing.

Learning benefit: Makes “Safety First” real and memorable; children learn to value protective gear and rules.

Activity 9

Brick by Brick – Counting Game

Objective: To integrate EVS with Math using bricks.

How to do:

1. Give each group 10–15 small paper “bricks” or blocks.
2. Teacher calls out: “Make a wall with 3 bricks in each row.” Children quickly arrange and count rows.
3. Change numbers (2 bricks per row, 4 bricks per row etc.) and ask: “How many bricks in total?”
4. Children say the total and write it in notebook as addition (3+3+3…) or multiplication (3×3).

Materials:

• Paper bricks / building blocks
• Student notebooks and pencils

Suggested image/video: Add a photo of a small brick wall made by students or a short video of the counting game.

Learning benefit: Children understand “brick by brick” construction and practise grouping and counting in a fun way.

Activity 10

Interview a Maker – Show & Tell

Objective: To connect with real people who make things (potter, mason, carpenter, toy maker).

How to do:

1. As a small homework, children talk to any person who “makes” something – potter, mason, tailor, carpenter, cook, toy seller, etc.
2. Give 3–4 simple guiding questions: What do you make? Which materials do you use? Which tools do you use? What safety rules do you follow?
3. Next day, each child brings one sentence or small drawing and shares in class.

Materials:

• Interview worksheet / questions written on board
• Notebook and pencil at home

Suggested image/video: Later you can add photos (with permission) of any local maker or a recorded short interview video.

Learning benefit: Children respect different kinds of work and see how many everyday objects are “made” using materials and tools.

DLM

Digital Learning Material (DLM) Ideas

You can create or collect simple digital resources and play them on smart board / mobile.

• Video 1 – Potter at Work: A short video showing all steps – taking clay, kneading, wheel, drying, kiln. (You can record at a local potter or download a safe YouTube clip offline.)
• Video 2 – Brick Kiln & Construction Site: Small clip showing bricks being made in moulds and workers building a wall.
• Slideshow – Patterns Around Us: 10–12 photos of leaves, flowers, animal skins, tiles, grills, rangoli etc. Ask students to shout out “pattern!” whenever they see one.
• Slideshow – Types of Houses: Tent, hut, flat, bungalow, stilt house, houseboat. Add 1–2 keywords on each slide (material, place).
• Simple Quiz (Google Forms / PowerPoint): 8–10 MCQs and picture-based questions: “Which house is best in flood area?”, “Which picture shows a kiln?” etc.

You can later embed these videos/slides in this page or keep them in your mobile/tablet and project in class.

Action Song

“Dhol” – Action Song on Making Things

Use this simple rhythmic chant with claps or desk-tapping (like a dhol beat). Children can stand and act the actions.

Lines:
1. Mittī lein, pānī dāl, gund gund gund (knead hands)
2. Chakkar chakkar chakkar, ghūme mera chakk (spin hands like wheel)
3. Kiln mein jaye, pak pak pak (pretend to put pot in oven)
4. Ghar, it, bartan – sab bane yak yak! (show house, brick and pot with actions)

Use: Start or end your period with this chant. Beat the “dhol” on desks while children do actions – it helps them remember clay → pot → kiln → house/brick connection in a fun way.

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