Blog – 11th Feb to 15ht Feb

Unit of inquiry

Moving further with the unit of inquiry, properties of plastic were discussed (hard, colourful, waterproof) and students were shown different objects made of the material.

An experiment was conducted to investigate materials that are waterproof. Assorted soft toys were wrapped in different packing materials like foil, paper, plastic, fabric etc. and were dipped in water. Students observed and illustrated their findings of waterproof material.

Language

  • Sound ‘b’ was introduced through various picture cards and objects from the immediate environment were used too.
  • Reinforcement of the sounds ‘a’, ‘o’, ‘m’, ‘l’, ‘i’, ‘s’, ‘t’, ‘f’, ‘g’ and ‘h’ was undertaken using audio-visuals, phonics songs and puzzle cards.
  • Language was integrated with  Unit of inquiry where the “Three little pigs” story was narrated along with the props. Later discussion was done on the different materials with which the huts were made. Students enjoyed performing the role play of the story with props.

Math

  • The numbers 0 -7 were revisited.
  • Flashcards were used to introduce number 8 and quantity was associated with the written number.
  • The concept of full/half/empty was introduced. Students coloured the cut-outs of glasses labeled as full/half/empty and pasted the blue paper cutouts to denote quantity.

As a part of the early years’ skill-building programme, that refines student’s motor skills; students were engaged in a wide range of activities like beading, pegging, threading and transferring with tongs or tweezers, extensions exercises with Montessori Brown stairs and Pink cubes, Knobless Cylinders. Transferring solids (beans and rice) and sorting colourful beads was undertaken too.

Art

  • Art was also integrated with Language where students coloured within the outline of the sound ‘b’ and created a beautiful boat using the dot technique.

Physical education

Students have been practicing basic stance for cricket and also target practice to improve hand-eye coordination during balling.

Music

The students sang ‘choti choti chidiya’, ‘I love you, you love me’ and ‘I love the pit- pit patter of the raindrops’ individually on the microphone and together as a choir. The students also applied various dynamics (loud, soft, fast and slow) to their singing.

Dance

The students stressed on basic dance routines based on level. The concepts of posture and dancing statue were also introduced for a better understanding of posture.

Library

The students were read a picture book ‘Peck peck peck’ by Author Lucy Cousins. The story revolved around a little woodpecker who had just learned to peck. He was having so much fun that he pecked right through a door, sneaked inside and pecked everything from the hat to the mat, the racket to the jacket, the teddy bear to a book. The students were drawn to the bird’s exuberance for learning a new skill and the pecked holes in the book were a source of delight.

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Blog – 4th to 8th February

Unit of inquiry

Taking the unit further, students were given possibilities to explore and discuss the properties of objects made out of different material. The properties of metal (hard, shiny, opaque etc.) in particular were discussed in detail.

To enhance their scientific thinking, students inquired into materials and the following experiments were conducted to give a hands-on experience

  • Students were made to hide behind wooden doors, cupboards etc. to which they concluded that they cannot see through wood thus learning that wood is opaque.
  • Students explored how and why different objects get attracted to a magnet.
  • A wooden spatula and a steel spoon was put in a bowl of hot water and after sometime students were asked to touch the handle of the spoons. They witnessed that the metal spoon was hot and wooden spoon did not change its temperature, thus concluding that metal allows heat to pass through it.
  • Students were shown the metal wiring inside cables and later various equipment were plugged to the  cables like laptop, electric kettle and used concluding that metal is a good conductor of electricity and heat.

Language

Reinforcement of sounds already done in class was undertaken through the sorting of various objects and picture cards according to their phonetic sound.

Prewriting skills were also enhanced through tracing sounds on sandpaper letters.

Reinforcement of the names of the days in a week was undertaken through audiovisuals.

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Math

Students learned about directions (left and right) through an activity ‘Smelly hands’ conducted in class. Baby cream was applied on their right hand and they were asked to smell both the hands. They were made to understand that the hand which was more fragrant was their right hand.

Integrating the unit into math, students were given metal coins of different denominations in a mixed-pool. Using their thinking skills they sorted them into different bowls according to the numbers written on them.

Reinforcement of different types of lines was also undertaken (zig-zag/curvy/straight) through a fun activity where students were asked to manoeuvre toy cars on these lines.

Prewriting skills were also enhanced through tracing numbers on sandpaper cards.

As a part of the early years’ skill-building programme that refines student’s motor skills, students engaged in a wide range of activities like beading, pegging, threading, transferring with tongs and tweezers, extensions exercises for Brown stairs and Pink cubes, Knobless cylinders, transferring solids (beans and rice) into another container and sorting of colourful beads.

Art

Students loved creating a flower garden in their art journals using the technique of fork printing. They dabbed the metal fork into different colours and pressed it on paper. To conclude their imagery, stems and leaves were drawn and coloured.

Music

The students practiced singing ‘choti-choti chidiya’ and ‘five little monkeys’ with  actions. They also discussed what materials are used to make a shaker and got to play it in class too.

 

Dance

The students stressed on correction of movements in dance routines. The concept of focusing on beats were also introduced which further developed  a better understanding of music.

Library

The students were read the story ‘The lion and the bird’ by author Marianne Dubuc. The story was about two strangers brought together by chance and their friendship. One autumn day, a lion found a wounded bird in his garden. With the bird’s flock gone, the lion decided to take care of it. The two became best friends. Nevertheless, the bird departed with his flock the following autumn. But that was not the end of their friendship; the bird came back to his friend, the lion the following winter. The story valued compassion and companionship.

Physical Education

The students are learning about different terminologies like up-down, throwing, catching, dribbling, front, back, side, high, low, middle etc. while playing.

Global Play Day Celebrations

“You can discover more about a person in an hour of play than in a year of conversation.”  -said Plato. “Children need the freedom and time to play. Play is not a luxury. Play is a necessity.” says Kay Redfield Jamison. Play is one of life’s most important processes. It fosters imagination and the ability to dream. It’s a time to smile and laugh and the best way to explore the world around us. It’s a way to connect, collaborate and think creatively. ‘Global School Play Day’ is celebrated across the globe where over 20,000 students from six continents participate in unstructured play. The early years at DPS International too celebrated the ‘Global School Play Day’ on February 5 and 6, 2019.

Blog – 28th Jan to 1st Feb

Unit of inquiry

Moving further with the current unit, the students were given an opportunity to explore objects made of different materials and their properties.

A ‘sink and float learning tray’ was set up for the students to experiment and explore how and why some objects float while others sink when placed in water. Students observed and concluded that wooden object float on water.

 

Language

To enhance their communication skills, a ‘take and talk’ was conducted where students spoke about different seasons accentuating winters.

As a part of media literacy and integration with language, students watched the following audio-visual presentations-

Math

Students were introduced to ‘zero’, through the Montessori Spindle box material. They also associated corresponding quantities with the numerals printed on each segment of the box.

 

Reinforcement of numbers was done through an ice cream activity. Students were asked to recognize the numbers and paste those many ice cream scoops above pictures of ice cream cones.

As a part of the early years’ skill-building programme, that  refines student’s motor skills; students were engaged in a wide range of activities like beading, pegging, threading, transferring with tongs and tweezers, extensions of Brown stairs and Pink cubes, Knobless cylinders, transferring solids (beans and rice) and sorting colourful beads.

 

Art

Art was integrated with unit of inquiry wherein students practiced the technique of wooden block printing in their art journals.

Physical education

Students worked on their stamina  level by running 100 mts. on the track. Further, they were made to understand the difference between rotational and stretching exercises.

Music

The students learned that musical instruments are made up of different materials. They enjoyed touch, feel of the tambourine and discussed what materials were used to make it.

The students also sang ‘choti choti chidiya’.

Dance

The students stressed on basic dance routines based on directions and levels. The concept of expression were also introduced in the classes, through which a better understanding of creating expression with movement was refined.

Library

The students were read a  book ‘My river’ by Shari Harplem. The book revolved  about creatures who lived in and around the river and the importance of being together to  share the river. The book emphasized on the learner profile attribute of  sharing as the river did not belong to any one water animal; it served as a  home for many other animals and plants too.

Blog –Jan 16 to Jan 25

We extend a warm winter welcome to all our students.

Unit of inquiry

The new unit was initiated under the transdisciplinary theme – How the world works

Central Idea – We use different materials in our lives

As a part of provocation, a stockpile containing various types of materials (plastic toys, glass bottles, wooden blocks, paper bags, books, fabrics etc.) from the surrounding environment was kept in the exploration corner. Students got the opportunity to play with the material, while playing they explored the texture, shape and tried to predict as to what each material is be made up of.

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As a follow up to the above activity, group discussion on different materials and their properties were taken up in class. Six different trays with various objects made of different materials (glass, plastic, steel, cloth, wood, paper) were kept for the students to observe. The material was put together in a mixed pool and the students sorted it according to their understanding.

Going further, different wooden objects like chair, chowki, wooden tray, and toys etc.
were set up and students were asked probing questions like

  1. Where do we get wood from?
  2. How do you feel when you touch it?
  3. What are the things made out of wood?

Language

  • Sounds done in term 1 were reinforced through play (activities and games).
  • The sound ‘g’ was introduced through picture cards and objects from the class environment.

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Math

  • Reinforcement of numbers 1-7 with quantity association was done through a fun filled outdoor activity. They also enjoyed ‘car parking’ activity where they recognised the number written on the car and matched it with the number on the garage.
  • Shapes were also reinforced wherein the students were given cut outs of shapes (circle, triangle, square, rectangle), they used their creativity and thinking skills to assemble different shape and created objects/ things like tree, flower, ice-cream, train, car, building.

As a part of the early years’ skill-building programme, to refine student’s motor skills, students were engaged in a wide range of activities in the class such as beading, pegging, threading, transferring with tongs and various puzzles.

Art

  • Reinforcement of phonic sound ‘g’ was done by spreading glitter on the outline of the letter and using the technique of finger printing to create a bunch of grapes.
  • They were also indulged in creating a beautiful craft on the occasion of Republic day using a tri colour crepe paper.

 Music

The students sang ‘choti- choti chidiya’ and ‘nanha munna rahi hu’. They were also introduced to dynamics such as loud, soft, fast and slow and applied them to their singing and clapping.

 

Dance:

 We discussed basic dance routines based on directions and levels. The concept of expressions was also introduced in the class through which the students developed a better understanding of creating expressions with movement.