Unit of inquiry
Moving ahead with the current unit of inquiry, the students probed their tactile sense. For young minds, the tactile sense is the key to understand the world around them. An experiment was conducted using trays and bowls that were filled with hot/cold water for them to touch and differentiate between the temperatures. They dipped their feet in the tray and hands in a bowl. The students further explored their tactile sense when they walked bare feet on the touchy feet tray, touched and experienced random textures placed in the trays (like hard/smooth marbles, smooth/soft ribbon, soft leaves, pricky twigs, bumpy bubble wrappers, soft/squishy sponge, rough scotch brite/sandpaper etc.)
Popcorn being a multi-sensory snack was used as a tool which incorporated all the five senses. The students were given popcorns to taste and were asked to describe it using all the senses they could use.
Another experiment was conducted in the class where their sense of taste was assessed. Each student was given a pinch of salt and castor sugar to taste and were asked to differentiate between the two (since the visuals are same for both) by smelling, seeing and touching. It was tricky for them to make the predictions without tasting, so the importance of olfactory sense was evident as they could differentiate between salt and sugar.
The language was integrated with the unit of inquiry, where all the 5 senses were reinforced through a song/story and a rhyme shown through audio-visuals.
Reinforcement of the sounds ‘a’, ‘o’, ‘m’, ‘l’ and ‘i’ were done through a mixed pool game using picture cards associated with the sounds.
Reinforcement of 2D shapes was undertaken where students were given various objects from the immediate environment in a mixed pool which they sorted out under different shapes (circle, triangle, square and rectangle).
Numerals 1, 2, 3 and 4 were reinforced through number rhymes and flashcards.
As a part of the early years’ skill-building programme, the students explored their sense of touch as they discovered the texture of sand.
To refine motor skills students have been involved in a wide range of activities like pegging, transferring with tongs, stacking of blocks, spooning of marbles, working with pink cubes and brown stairs.
Art was integrated with the language where reinforcement of sound ‘i’ was done by cotton dabbing activity. Students coloured the igloo by cotton dabbing using paint.
Students practiced basic basketball skills like stance, holding the ball, throwing the ball, both hand dribble and also played some recreational games like running in a group, exercises in a group.
The students sang a song on shapes: https://youtu.be/QBD7CB-rroo. They also played a steady beat on the shaker.
Students stressed on basic dance routines and loco-motor skills like jumping and crawling with the song ‘ram sam sam’.
The students listened to the story ‘Deron goes to nursery school’ by Ifeoma Onefulu.
The book portrayed a young child’s very first experience in school. Deron and his mum got ready for his first day at his nursery school. When they arrived, they met his teacher and other children. Deron indulged in a little a bit of writing, sang songs and danced, had lunch and a little nap time. He loved his first day at school so much that after reaching home, he couldn’t wait to go back again and play with his new friends. The students felt connected to the story and also loved sharing their personal experiences of how they get ready every day to come to school.