Technology Integration Lesson Plan
(with Constructivism Elements)
Teacher: SHILPA SHARMA
Subject Area(s): EVS
Lesson Title/Topic: WATER
Lesson Goals/
Objectives:
What will students experience and
be able to do as a result of this
lesson or project?
Curriculum Addressed:
What specific curriculum learning
outcomes will be addressed in this
lesson or project?
School: AMRITA VIDYALAYAM
Grade Level/ Class: III
Estimated Duration: 5 DAYS
Learners will be able to
➢ Identify and recognize different sources of water.
➢ Identify the importance and uses of water in daily life.
➢ Find out the means to reduce wastage of water at home and school and reuse
water.
Learners :
➢ Explores and read pictures , sign boards , books , newspaper clippings ,web
resources and documentaries.
➢ Creates , drawings, designs , models etc.
Technology Addressed: a) Online games and Quizzes on sources of water and water wastage.

What technology skills and/or goals b) Interactive worksheets related to the topic will be given . Students can view scores
will be addressed in this lesson or online. It enhances their motivation and their technology skills a s well.
project?

Technology Required: ➢ Computer or Smart Board

➢ Power Point Presentations
What software programs and ➢ Quizziz
hardware are needed for this ➢ Google forms
lesson or project? ➢ Google Doc
➢ Padlet
➢ Mentimetre
➢ Wordwall

Sources of water
https://www.youtube.com/watch?v=bNWuQD7QHBc

Link on Quizz

https://quizizz.com/admin/quiz/5f3cd31ea2724b001b9123cc

Tip Tank,an online game, is all about except that you have to keep the fish afloat while
learning water-saving tips.
Other Materials/ ➢ Globe
Resources: ➢ World map
➢ Aquarium or a big water bucket of 20 l.
What other materials will be ➢ Measuring cup
needed to carry out the lesson ➢ Food colour
objectives? What resources will be ➢ Ice tray
needed including books, web ➢ Cup of sand
page links and/or outside speakers, ➢ White board
etc.? ➢ Text book

STUDENT ENGAGEMENT
What the student does that is
consistent with this model:
Shows interest in the topic by asking This will lead them into the idea that we have a lot of water on the Earth.
questions, such as:
● "Why did this happen?"
● "What do I already know
about this?"
● "What can I find out about
this?"
Teacher will hold up a globe or share a picture of a world map. Then ask, “What do you
notice?” Students might notice the different colors on the map/globe. If not, teacher will
prompt with, “What do you notice about the colors?”, “What do you think the blue color
represents?”
Activity: Teacher will ------>
1. Present to the class a 18 litre aquarium filled with water. Explain that the water in the
aquarium represents all the water in the world.
2. List on the board the following types of water supplies on Earth:
o oceans
o groundwater
o rivers
o icecaps/glaciers
o freshwater lakes
o inland seas/salt lakes
o atmosphere
3. Using a measuring cup, remove 600ml of water from the aquarium.
 4. Colour the remaining water in the aquarium green with food colouring. This water
remaining in the aquarium represents the proportionate amount of water that is in
our oceans. The 600ml is proportionate to water that is not ocean water.
5. Pour 450 ml of the 600 ml into an ice cube tray. This represents that amount of
water that is held in glaciers and icecaps. This water is not readily available for our
use.
6. Since the 390 ml of water in the ice cube tray is comparable to the amount of water
in an ice pack, place the ice pack in the aquarium to represent the total amount of
water held in glaciers and icecaps.
7. The remaining 89 ml represents the world's available fresh water. Of this amount,
only a fraction of an ounce (approximately one dropper full) is held in the world's
freshwater lakes and rivers. Place a dropper full of water in a small cup or in a
student's hand.
8. The remaining water (74 ml approx.) is ground water. Pour this remaining water into
a cup of sand. Explain that ground water is held in the pore spaces of soil and
fractures of bedrock.

Activity :

Students will be engaged through picture reading and discussion wherein students will be
shown different pictures of water being used at home and outside . A discussion could be
conducted with the students about water usage.

For ex.
What do you see in the pictures ?
Do you do this at home ?
How much water do you think is consumed for this purpose?
Can we reduce our usage of water ? How ?
 Different videos will be shown.

STUDENT EXPLORATION "Water Hunt" at home

What the student does that is
consistent with this model: 1. Divide the class into groups of three. As homework, assign each group to work
● Uses inquiry to explore and cooperatively using the handout to calculate how much water is used during a
investigate; to satisfy his/her typical day.
curiosity about the chosen 2. Compile a master chart of water usage by calculating the average numbers from all
concept/topic. the groups.
● Thinks freely, but within the 3. Assign the groups to come up with a list of at least 10 ways to conserve water on a
limits of the activity. daily basis.
● Tests predictions and
hypotheses. Children will look for water leaks together. They will explore how hey can find and fix
● Forms new predictions and leaks that are draining their budget.
hypotheses.
● Experiments with alternatives
and discusses then with
others.
● Records observations and
ideas.
● Suspends judgements.
EXPLANATION • The following day, compare and discuss the findings of the different groups
What the student does that is • Discuss the implications of using so much water.
consistent with this model:
● Uses various informational Questions for Follow Up
resources, group discussions,
and teacher interaction to 1. Why isn't all fresh water usable? Some is not easy to get to: it may be frozen or
derive definitions and trapped in unyielding soils and bedrock fractures. Some water is too polluted to use.
explanations of the chosen 2. Why do we need to take care of surface water/ground water? Water is very
concept. important for humans, plants/crops, and animals. If we waste or pollute it, we may
● Explains possible solutions or find that there is less and less of it available for us to use.
answers to others'
explanations.
● Listens critically to others' Save water for the future— It is a short animated clip about a village where water is wasted
explanations.
● Questions others' from the tap, and people do not turn the tap off.
explanations.
● Listens to and tries to https://www.youtube.com/watch?v=9yqejA041Z8
comprehend explanations
the teacher offers. An animated video about how and where water gets wasted at home
● Refers to previous activities.
● Uses recorded observations
https://www.youtube.com/watch?v=B4ZR53n0D8I
in explanations.
ELABORATION
What the student does that is
consistent with this model:
● Makes connections and sees
relationships of the
concept/topic in other
content areas.
● Forms expanded Discussion will be done on the following points:
understanding of original
concepts/topics.
● Makes connections of
concept/topic to real world
situations.
• Teacher gives more information of conservation of water while interacting with the
students
• Teacher shows the pictures of various ways of conserving water. For e.g. Pictures of
Dams, rain water harvesting method, water recycling, drip irrigation in the fields
which are as some of the ways to conserve water.
• Teacher elicits information from students and also explains how these methods are
used.
• Where do you get water from for you home? (tracing the origin of water in school and
home.)
• If you do not get water at your home, what will do? Where will you go?
• If you do not get water in your area, where will you go?

Life skills and social skills can also be addressed by the teacher while the children work
in groups or individually at home.

EVALUATION Assess students' learning by :

• having them write in their journals summarizing what they have learned about the
What the student does that is amount and distribution of water on Earth.
consistent with this model
● Answers open-ended
questions by using
observations, evidence, and
previously accepted
explanations.
● Demonstrates an
understanding or knowledge
of the concept or skill.
● Evaluates his or her own
progress and knowledge.
● Uses alternative assessments
to demonstrate their
understanding of the
concept/topic.
• Using the book, introduce simple Warli art to the students and make them draw the
water map of their area using Warli art.
• Quiz on
https://quizizz.com/admin/quiz/5d839d5d4392eb001b7ef3a5/log-in will be played .
• https://wordwall.net/ will be used to assess the children.
• Students will create stories using simple stick diagrams to show how water is used at
home/school and identify possible alternatives for activities where water usage can
be reduced and where water can be reused.
• Students will create posters to make others aware of how water can be saved at home
and at school.
•
Teacher Self-Assessment:
How well did the lesson work
overall? What were the strengths of
the lesson? What were the
weaknesses of the lesson? How can
I improve the lesson for next time?
➢ The children enjoyed learning new facts and figures about water ,a very essential
resource.
➢ The online games and worksheets helped them to brainstorm .
➢ The songs and videos added personal concern regarding usage and wastage of
water .
➢ Art and craft as always loved by kids was done very well off.
➢ Some children were not able to play online games or write journals and stories but
they were encouraged to participate in any way they love to.
➢ Use of technology in daily classroom has acted a boon to learning what is my
opinion.
➢ Water is related to our life so they could connect and feel concern relate to wastage
and usage of water.
➢ Utmost efforts were done to make chapter effective and helpful for all to understand.