Science (EVS K-5) · Class 3 · Things Around Us · Term 2

Things We Get from Nature

Classifying natural resources and understanding the importance of sustainable use and conservation.

• CBSE Learning Outcomes
• NCERT: Class 8, Chapter 5: Coal and Petroleum

About This Topic

This topic helps Class 3 students identify and classify natural resources we use every day, such as food, medicines, and fibres from plants, milk, eggs, and leather from animals, and water, soil, and minerals from the earth. Through simple activities, they name three useful things from plants and animals, spot resources at home or school, and grasp why we must avoid waste. This builds awareness of our dependence on nature.

In the CBSE EVS curriculum under Things Around Us, the focus lies on sustainable use and conservation, linking everyday observations to responsible behaviour. Students learn that careless use harms the environment, preparing them for later topics on renewable resources.

Active learning suits this topic perfectly. Sorting real objects into categories or conducting schoolyard hunts makes classification hands-on and fun. Group discussions on waste reduction turn abstract ideas into personal commitments, deepening understanding and encouraging lifelong habits.

Key Questions

1. Can you name three useful things we get from plants and three things we get from animals?
2. What natural things around your home or school do you use every day?
3. Why should we be careful not to waste the things we get from nature?

Learning Objectives

• Classify at least five common items into categories: 'from plants', 'from animals', and 'from the Earth'.
• Explain in their own words why conserving natural resources like water and wood is important for the future.
• Identify three everyday items used at home or school and trace their origin back to a specific natural resource.
• Compare and contrast the uses of two different plant-based materials and two animal-based materials.

Before You Start

Parts of a Plant

Why: Students need to know basic plant parts to understand which parts provide useful materials like fruits, seeds, or fibres.

Common Animals and Their Products

Why: Familiarity with common animals helps students identify products like milk, eggs, and wool derived from them.

Basic Needs of Living Things

Why: Understanding that living things need food, water, and shelter provides context for why natural resources are essential.

Key Vocabulary

Natural Resources	Materials or substances that occur in nature and can be used for economic gain or are essential for life. Examples include water, air, soil, plants, and animals.
Conservation	The careful preservation and protection of something, especially of natural resources, to prevent it from being damaged or destroyed.
Renewable Resources	Natural resources that can be replenished naturally over time, such as solar energy, wind, and plants.
Non-renewable Resources	Natural resources that exist in finite quantities and are consumed much faster than they can be regenerated, like coal and petroleum.

Watch Out for These Misconceptions

Common Misconception

Nature gives us unlimited supplies of everything.

What to Teach Instead

Resources like wood and water can run out if overused. Sorting activities reveal finite quantities, while role plays show consequences, helping students build realistic views through peer talks.

Common Misconception

Only food comes from plants and animals.

What to Teach Instead

Plants provide fibres, medicines; animals give wool, leather too. Hands-on sorting with diverse items corrects this, as groups explore and classify, sparking curiosity beyond meals.

Common Misconception

Conservation means not using resources at all.

What to Teach Instead

We use resources wisely, not stop using them. Nature hunts followed by discussions clarify sustainable practices, letting students experience balance firsthand.

Active Learning Ideas

Sorting Game: Plant vs Animal Resources

Collect items like rice, cotton, milk packets, and wool. Divide class into small groups. Each group sorts items into 'from plants' and 'from animals' charts, then shares one example with the class.

30 min·Small Groups

Nature Hunt: Schoolyard Resources

Provide checklists of resources like leaves, soil, water taps. Students hunt in pairs around school grounds, note findings, and discuss uses. End with a class share-out.

25 min·Pairs

Role Play: Conservation Choices

Assign roles like farmer, consumer. Groups act out wasting vs saving resources, such as overusing water or planting trees. Debrief on better choices.

35 min·Small Groups

Poster Making: My Daily Resources

Individually, students list and draw three resources they use daily, add 'save it' tips. Display posters and vote on best ideas.

40 min·Individual

Real-World Connections

• Farmers and foresters work directly with plant resources, managing crops and timber sustainably to ensure future harvests. They decide which trees to plant or harvest and when, considering the long-term health of the ecosystem.
• Textile workers in garment factories use fibres from plants like cotton and animals like sheep to produce clothing. Understanding the source of these materials helps in appreciating the effort and resources involved in making our clothes.
• Water treatment plant operators ensure that the water we drink is clean and safe. They manage the supply of this vital natural resource, understanding its importance for health and daily life.

Assessment Ideas

Quick Check

Provide students with a list of 10 items (e.g., cotton shirt, wooden table, milk, plastic bottle, woollen sweater, brick, apple, egg, paper, metal spoon). Ask them to write 'P' if it comes from plants, 'A' if from animals, and 'E' if from the Earth. Review answers as a class.

Discussion Prompt

Pose the question: 'Imagine you have a magic wand that can create endless supplies of one natural resource. Which resource would you choose and why? What problems might arise if we had too much of that resource?' Facilitate a brief class discussion.

Exit Ticket

Give each student a small piece of paper. Ask them to draw one thing they used today that comes from nature and write one sentence explaining why it is important to use it carefully and not waste it.

Frequently Asked Questions

How to teach natural resources classification in Class 3 EVS?

Start with familiar items from home like rice from plants and eggs from animals. Use sorting trays for hands-on grouping into plants, animals, earth categories. Follow with drawings of uses to reinforce, ensuring every student participates actively for better retention.

Why focus on conservation in things from nature topic?

Conservation teaches children to value limited resources like water and forests. Through stories of overuse effects and group pledges, students connect daily habits to environmental health, fostering responsibility from young age in line with CBSE goals.

How can active learning help teach things we get from nature?

Active methods like resource hunts and sorting games engage multiple senses, making abstract concepts tangible. Pairs or groups collaborate, discuss uses and waste, building deeper understanding than rote learning. This approach boosts retention and motivates conservation actions.

What activities for sustainable use of natural resources Class 3?

Organise role plays on saving water or planting saplings, nature walks to spot resources, and waste audits in class. These practical steps link theory to action, with reflections helping students internalise careful use principles effectively.