Science (EVS K-5) · Class 3

Active learning ideas

Types of Houses: Permanent and Temporary

Active learning helps Class 3 students grasp the difference between permanent and temporary houses because it moves beyond abstract ideas to concrete experiences. When children build models or survey their neighbourhood, they connect classroom concepts to real life, making the topic memorable and meaningful.

• CBSE Learning Outcomes
• NCERT Class 3 EVS, Chapter 18: A House Like This!
• NCERT Class 3 EVS Syllabus, Theme: Shelter
• NCERT Class 3 EVS, Learning Outcome: Describes different types of houses and materials used to build them.

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inside-Outside Circle
• 45 min · Pairs

Model Building: Kutcha vs Pucca Houses

Provide clay, straw, sticks, cardboard, and bricks for pairs to build one kutcha and one pucca model. Have them test models with water spray to observe strength differences. Groups present findings to class.

What is the difference between a kutcha house and a pucca house?

Facilitation Tip

During the Model Building activity, circulate with a checklist of key materials like mud, bricks, and bamboo so students stay focused on the purpose of the task.

What to look for

Show students pictures of different houses. Ask them to hold up a green card for a pucca house and a red card for a kutcha house. Follow up by asking 'Why did you choose that colour?' for a few examples.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Inside-Outside Circle
• 30 min · Whole Class

Neighbourhood Survey Walk

Take whole class on a short walk to note house types nearby. Students draw quick sketches and list materials used. Back in class, compile data on chart paper to discuss patterns.

Why do some people, like construction workers, live in temporary shelters?

Facilitation Tip

For the Neighbourhood Survey Walk, pair students and give each pair a simple tally sheet to record house types, ensuring everyone contributes to the data collection.

What to look for

Pose the question: 'Imagine you are a family moving to a new city for a job. What kind of house would you prefer to live in initially, and why?' Encourage students to discuss materials, cost, and duration of stay.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Inside-Outside Circle
• 25 min · Small Groups

Sorting Game: House Materials

Prepare cards with pictures of materials like mud, cement, leaves, and tents. In small groups, sort into kutcha, pucca, or temporary piles, then justify choices in a share-out.

What natural materials are used to build traditional homes in your region?

Facilitation Tip

In the Sorting Game: House Materials, use real samples like a straw, brick piece, and tarpaulin so students connect texture and origin to the house types.

What to look for

Ask students to draw one pucca house and one kutcha house on a piece of paper. Below each drawing, they should write one sentence listing the main material used for each type.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Role Play
• 35 min · Individual

Role Play: House Choices

Assign roles like farmer, worker, or nomad. Individuals script and act short skits explaining house choice based on needs. Class votes on most realistic reasons.

What is the difference between a kutcha house and a pucca house?

Facilitation Tip

During the Role Play: House Choices, provide short role cards with clear details like ‘You are a construction worker staying for three months’ to guide realistic scenarios.

What to look for

Show students pictures of different houses. Ask them to hold up a green card for a pucca house and a red card for a kutcha house. Follow up by asking 'Why did you choose that colour?' for a few examples.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Experienced teachers approach this topic by balancing hands-on activities with guided discussions to address misconceptions early. They avoid letting students assume all permanent houses are ‘better’ by framing the topic around suitability—permanent houses suit stability, temporary ones suit mobility. Research shows that when students physically test materials, like pressing mud bricks versus concrete, they retain the differences longer than from pictures alone.

Successful learning looks like students confidently identifying materials and reasons for house types, explaining their choices with examples from the activities. They should also show empathy for different living situations, moving past simple labels to understand practical needs.

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Watch Out for These Misconceptions

• During Sorting Game: House Materials, watch for students who label all durable materials as ‘best’ without considering context.

  After the game, ask groups to explain why a mud wall might be better than brick in a hot village, using the materials they handled to guide their thinking.

• During Role Play: House Choices, listen for students who judge temporary houses as ‘less important’ during their discussions.

  Pause the role play and ask, ‘What if the family in the tent had no other option?’ to prompt empathy and reframe judgements using their scenario details.

• During Neighbourhood Survey Walk, watch for students who assume all houses in one area are the same type.

  Back in class, have students present their survey findings and compare differences, using real examples from their walk to show regional variety.

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Methods used in this brief

• Inside-Outside Circle
• Role Play