Blog – 20th to 24th May

Unit of inquiry

Students further inquired into various water bodies (lake, river, sea, ocean) and conducted an experiment to find out sources of potable water and recorded their observation after tasting it from a few sources that symbolized (seawater-salty, river water- sweet, pond water- normal).

Students further explored the characteristics that distinguish a living being from a non-living being through videos and picture cards. They also recognized that living things grow, reproduce and need food, air and water to survive.

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The students revisited the entire unit ‘sharing the planet’ through discussions on the concepts. Various topics like the environment (inside and outside), man-made and natural resources, soil, topography, biodegradable and non-biodegradable wastes and various water bodies were further stressed upon.

Language

 The phonic sound ‘k’ was introduced using various picture cards and objects. Reinforcement of the sounds covered in class was undertaken with the help of audio-visual aids, phonics songs and puzzle cards.

Math

Reinforcement of the following concepts was undertaken:

  • Big to small
  • Forward counting 1-10
  • Backward counting
  • Few/many/none
  • Full/half/empty
  • Shapes

As a part of the early years’ skill-building programme,  students have been involved in a wide range of activities like transferring material with tongs, beading, Montessori paper clip activity, spooning of marbles, working with Pink Cubes and Brown stairs for dimensional awareness, transferring beans from one bowl to another and solving shape puzzles.

Pre-writing skills were also enhanced with the use of different materials like sand, slate etc. for tracing. Students used insets and frames to create shapes and drew different patterns within them.

 Art

Students were given a blank canvas on which they enjoyed freehand strokes using brush and watercolours.

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Physical Education

Students are exploring different types of body balance exercises which would help them in improving body equilibrium and coordination.

 Music

The students sang their favourite songs individually on the microphone. They also sang major scales in ascending order.

 Dance

Dance lessons focused on the development of postures where students practiced the same routine set to different music.

Funtime

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Blog – 13th to 17th May

Unit of inquiry

Students inquired into the various sources of water and created a model of the water cycle. They further probed into the different phases of a water cycle (evaporation, condensation and precipitation) through an experiment.

Students were introduced to the range in size from an Ocean at the biggest end of the spectrum to little streams. Students were very excited to visit the school fish pond and visually understood the water body- pond.

Students were also shown audio-visual content on water pollution and given a hands-on experience to observe pollution and cleaning of a water body.

 

 Language

 The phonic sound ‘j’ was introduced using various picture cards and objects. Reinforcement of the sounds was undertaken with the help of audio-visual aids, phonic songs and puzzle cards.

Students enhanced their communication skills by reciting rhymes like ‘Farmer plants the seed…’, ‘Reduce, reuse and recycle’ and ‘The continent song’.

Math

Incorporating Math skills in UOI, students were introduced to the life cycle of a plant, through numbered picture cards which they had to sequence in ascending order.

As a part of the early years’ skill-building programme,  students have been involved in a wide range of activities like transferring material with tongs, beading, Montessori paper clip activity, spooning of marbles, working with Pink Cubes and Brown stairs for dimensional awareness, transferring beans from one bowl to another and solving shape puzzles.

Pre-writing skills were also enhanced with the use of different materials like sand, slate etc. for tracing. Students used insets and frames to create shapes and drew different patterns within them.

 

Art

  • Reinforcement of numbers was undertaken during a tear and pasting activity.
  • Students went for a nature walk around the school and collected leaves and twigs to create a garden in their art book using the technique of leaf printing.

Physical Education

Students are learning different stretching exercises and many other ways to exercise with or without equipment. They are also learning new hoop exercises.

 Music

The students were assessed on their singing where each student came and sang a song taught to them in class, on the microphone.

 Dance

Dance lessons focused on the development of postures of dance routine where students practiced the same routine on different pieces of music.

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Library

‘The zoo’ read during library lessons was a fun way of introducing animals and their characteristics and was written in the form of a letter to zookeepers asking them to send a pet to the reader of this book. Each page had a flap which carefully hid the animal sent from the zoo. At the end of each page, there was a simple reason why the animal was not kept there. After a variety of animals that were sent and returned to the zoo for being unsuitable, the zoo carefully contemplated which animal would be best and therefore sent a dog to the child, which was kept as a pet because it was ‘perfect’.

The story enabled students to identify which animals are wild and live in the zoo, and raised questions about the characteristics of animals and their suitability as pets. The story prompted discussion on pets the students may have or would like to keep.

Blog – 6th to 10th May

Unit of inquiry

 Moving further with the current unit of inquiry, students inquired into biodegradable and non-biodegradable wastes like egg shells, banana peels, vegetable peel, garden wastes, chocolate wrappers, plastic bags, tin cans and toxic chemicals. As an extension, they brain-stormed and sorted the picture cards under biodegradable and-non biodegradable wastes and prepared a graphic organizer. Students also inquired into the process of making manure/compost at home.

 

Language

 The phonic sound ‘n’ was introduced using various picture cards and objects.

Reinforcement of the sounds was undertaken with the help of audio-visual aids, phonic songs and puzzle cards.

Students enhanced their communication skills by reciting rhymes like ‘Farmer plants the seed…’, ‘Reduce, reuse and recycle’ and ‘The continent song’.

Math

Reinforcement of different types of lines (curved, zig-zag, swirl and straight) was undertaken. Students pasted colourful sticker stones on the lines further enhancing their eye-hand coordination and fine motor skills.

As a part of the early years’ skill-building programme, the students have been involved in a wide range of activities like transferring material with tongs, beading, Montessori paper clip activity, spooning of marbles, working with Pink Cubes and Brown stairs for dimensional awareness, transferring beans from one bowl to another and solving shape puzzles.

Pre-writing skills were also enhanced with the use of different materials like sand, slate etc. for tracing. Students used insets and frames to create shapes and drew different patterns inside them.

 

Art

Art was integrated with Math with the reinforcement of different types of shapes (circle, triangle, square, rectangle, oval and star) that was undertaken in a fun way. Students dipped the shape stamps in watercolors and dabbed them on a craft sheet.

Physical Education

Students are working on their flexibility as they work out different stretching exercises and the catching and throwing technique to further improve their hand-eye coordination.

Music

The students learned about beat and rhythm and were able to differentiate between the two. The students also sang ‘Shake your sillies out’ – https://youtu.be/NwT5oX_mqS0

 Dance

Dance lessons focussed on the development of postures where students loved to showcase fine and gross movements of Jazz dance style.

 Library

Fawn was read a beautifully illustrated story ‘Goodnight Harry’ by Kim Lewis. The story about Harry, the elephant who had a terrible time falling asleep made an interesting storytelling material. His friends Lulu and Ted were both sleeping soundly on the bed, while Harry just couldn’t fall asleep. He tried everything, but then his friends woke up and helped him drift off into dreamland.

Blog – 29th April to 3rd May

Unit of inquiry

 The unit on the Transdisciplinary theme ‘Sharing the planet’ was presented by Fawn students on May 3,2019.

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They showcased their skills and IB attributes and demonstrated their understanding of various concepts and values. It was wonderful to watch Fawns perform with such great enthusiasm and zeal.

“Our care of the child should be governed, not by the desire to make him learn things, but by the endeavour always to keep burning within him that light which is called intelligence.” 

                                                                                                                      – Maria Montessori

Blog – 22nd to 26th April

Unit of inquiry

Taking the unit further, an experiment was conducted to show that air, water, soil are important for plants. Few saplings were kept in an airtight container without water, soil and air and a planted pot was placed next to it. Students observed the airtight container and the planter every day and concluded that the plants were dying in the airtight container as they were deprived of soil, air and water.

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An interesting activity of creating a terrarium was undertaken in the classroom too. Students created a mini plant habitat showcasing how an ecosystem works. It was also a great way for the students to learn how to take care of the plants.

Language

The phonic sound ‘p’ was introduced using various picture cards and objects.

Reinforcement of the sounds was undertaken with the help of audio-visual aids, phonic songs and puzzle cards.

Students enjoyed the rhyme, ‘The farmer sows the seeds’.

https://www.youtube.com/watch?v=cRhGOdqWIIo

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Math

  • Reinforcement of the concepts was undertaken through use of flash cards, audio-visuals and manipulatives:
  • Few/many/none was revised.
  • Big to small was understood with tactile sense.
  • numbers (1 to 10)- quantitative association.
  • backward counting (10 to 1).

 

As a part of the early years’ skill-building programme, the students have been involved in a wide range of activities like transferring material with tongs, beading, Montessori paper clip activity, spooning of marbles, working with Pink Cubes and Brown stairs for dimensional awareness, transferring beans from one bowl to another and solving shape puzzles.

Pre-writing skills were also enhanced with the use of different materials like sand, slate etc. for tracing. Students used insets and frames to create shapes and to draw different patterns inside those shapes.

 

Art

Students indulged in colouring a worksheet on Earth day marked on April 22,2019.

 Physical Education

Students are learning rhythmic exercise which have helped them to further improve concentration, stimulate coordination and make them aware of their body and surroundings.

Music

The students practiced singing a few songs and rhymes. They also sang the notes of the major scale (Do, Re, Mi..).

Dance

Dance lessons focused on the development of postures where students loved to showcase their fine and gross movements using jazz dance styles.

Library

Students celebrated World Book Day on April 23,2019. The occasion aims to promote the joy of books and the art of reading.  UNESCO  selected the day to pay tribute to great literary figures like William Shakespeare. This day is also celebrated to honour global authors and celebrated books across the world.

Students celebrated the day by listening to the oral reading of the book ‘T for Terrible’ by Peter McCarty. The story about a T-Rex who felt bad being a terrible lizard and wondered if he would be sober in case he turned pink or blue, was a delight. He thought he was just like any other creature, having hatched from an egg. By nature, he was supposed to be a carnivore. He tried to understand what in him made animals run away from him….. interesting narrative!

Blog – 15th to 18th April

Unit of inquiry

Moving ahead with the current unit, students explored and inquired into the soil using a soil sensory tub for an activity. Students dug and hunted for random things hidden inside the sensory tub (like potato, onion, ginger, garlic, carrot, radish, pictures of ant, spider, rat, snake, earth worm).

As a follow up activity, a discussion on why soil is important to us was undertaken. The students concluded that soil is necessary to grow plants and is home to various mini-creatures.

As an extension, students were taken out for a nature walk to the school garden where they spotted insects in the soil (like ants, ladybug, spider) and collected things like dry leaves and flowers, twigs, stones, grass etc. Student observations were maintained as anecdotal comments.

Topography could be a lot of fun when it begins with hands-on activities. Going ahead with the unit, students were exposed to land, air, water as the three essential elements and natural resources and they further sorted out land, aquatic and aerial animals.

 

Language

The phonic sound ‘e’ was introduced using various picture cards and related objects.

Vocabulary enhancement was undertaken with the soil tub activity- introduction of new words like earthworm, beetle, beetroot turnip, minerals, rocks etc.  

An interesting story ‘A cloud of trash’ written by Karanjeet Kaur was read to the students. A cloud of trash hung over Cheekoo’s head, which made her the unhappiest girl in the world. Students had fun going through the wonderful journey of Cheekoo to find out how she got rid of that horrible trash cloud.

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Hindi

Language was integrated with unit of inquiry wherein a Hindi story ‘Aaloo maaloo kaaloo’ was narrated to students. Through the story they inferred that there are a few vegetables (potato, carrot etc.) that grow underground too.

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Math

Students explored 2D shapes within the class environment while engaging in a ‘shape hunt’ game. They enjoyed discussing objects associated with the 2D shape ‘oval’ and pasted pictures of similar objects on an oval cut out.

Reinforcement of numbers (1 to 10) was undertaken with flash cards and manipulatives.

Reinforcement of backward counting (10 to 1) was carried out through a number flash cards and audio-visuals.

As a part of the early years’ skill-building programme, the students have been involved in a wide range of activities like transferring material with tongs, beading, Montessori paper clip activity, spooning of marbles, working with Pink Cubes and Brown stairs for dimensional awareness, transferring beans from one bowl to another and solving shape puzzles. Pre-writing skills were also enhanced by the use of different materials like sand, slate etc. for tracing. Students used insets and frames to create shapes and to draw different patterns in those shapes.

 Art

Art was integrated with Math wherein the students illustrated and coloured different patterns within the outline of primary shapes in their art files.

 Physical Education

Students are learning football skills to further develop their natural strength and endurance ability while playing. They are also learning to develop the habit and the understanding of team spirit as football is a team game.

Music

The students engaged in a few vocal exercises after which they sang and practiced a few songs as a group.

 Dance

Dance lessons focused on the development of postures where students loved to showcase their fine and gross movements using jazz dance styles.

 

Library

Students were read a fast paced book titled ‘This is the bear’ by Sarah Hayes. The book about a Bear called Fred, who was accidently thrown into the bin and then taken to the dump made interesting narration. The little boy who owned the bear went racing to the dump to find him. He took the help of a grumpy dump worker and eventually found the bear and went home. The bear was excited and wanted to go on another adventure again.

The book used rhyming words and lovely illustrations that went hand in hand with the pace of the story to instil interest amongst young listeners.

Blog – 8th April to 12th April

Unit of inquiry

Continuing further with the unit on the Transdisciplinary theme ‘Sharing the planet’ students applied their logical thinking skills to sort man-made and natural resources and brainstormed to create a graphic organizer on natural resources. Students concluded the activity by discussing and understanding the importance of a few natural resources like water, soil, air, plants and animals.

Language

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

  • Story – ‘The Earth and I’ by Frank Asch. The child in the story took students on an exploration about what Earth had to offer and how they could help preserve its resources.
  • Rhyme – https://www.youtube.com/watch?v=55pHnLYhF5Q

 

The phonic sound ‘d’ was introduced with various picture cards and objects.

Math

Reinforcement of numbers (1 to 10) was undertaken through flash cards and manipulative.

Reinforcement of backward counting (10 to 1) was done through a hopscotch game.

As a part of the early years’ skill-building programme, the students have been involved in a wide range of activities like transferring material with tongs, beading, Montessori paper clip activity, spooning of marbles, working with Pink Cubes and Brown stairs for dimensional awareness, transferring beans from one bowl to another and solving shape puzzles. Pre-writing skills were also enhanced by the use of different materials like sand, slate etc. for tracing.

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Art

Art was integrated with the language where students coloured the outline of a dinosaur, reinforcing the sound ‘d’.

Physical Education

Students are learning balancing exercises and pose to increase the strength of their core muscles, improve body balance and coordination. Different body balancing poses were also practiced to improve their ability to react to sudden directional changes; to decrease the risk of an accidental fall.

Music

The students understood the dynamics of singing in a choir and practiced a few action songs.

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Dance lessons focused on the development of postures where students loved to showcase their fine and gross movements in jazz dance styles.

 Library

Students listened to a story titled ‘Where is my teddy?’ The story about a young boy named Eddy who was off to look for his teddy called ‘Freddy’ in the woods was of interest to the tender fawns. To his surprise, he met a gigantic bear. He sat there wondering what made the teddy so big and cuddly and how would he ever fit the teddy on his bed. Suddenly a sound of someone coming near caught his attention; he hid behind the big teddy after finding out that he was face to face with a real gigantic bear who was also looking for his teddy. He held Eddy’s small teddy. Eventually, they grabbed their own respective teddies and ran in the opposite direction, back to their homes and into their beds. Simple yet an exciting tale!

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Blog – 1st to 5th April

Unit of inquiry

The students started with their new unit under the:

Transdisciplinary Theme – Sharing the planet

Central Idea – We share and care for our environment

Lines of Inquiry-

  • Characteristics of our environment
  • How we share resources with other living beings
  • How we can take care of our environment

Key Concepts –

Form

Connection

Responsibility

As a provocation to the 1st line of inquiry, students went for a nature walk within the school premises to observe the outside environment. Further, a class discussion was undertaken and a mind map was created listing out things observed in the class environment (fan, smart board, cupboard etc.) and the outside environment (play area, fish pond, garden etc. ).

Language

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

  • Story – ‘Sharon finds the environment‘

https://kids.niehs.nih.gov/activities/stories/sharon-finds-the-environment/index.htm

  • ‘Environmental studies for kids’

 https://www.youtube.com/watch?v=gEk6JLJNg0U

Students applied their logical thinking to sort man-made and natural resources to create graphic organizer on natural resources.

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The phonic sound ‘u’ was introduced with various picture cards and objects.

Math

Math was integrated with Art wherein the students were introduced to backward counting through a rocket craft activity.

Reinforcement of numbers (1 to 10) was undertaken.

As a part of the early years’ skill-building programme, the students have been involved in a wide range of activities like transferring material with tongs, beading, Montessori paper clip activity, spooning of marbles, working with Pink Cubes and Brown stairs for dimensional awareness, transferring beans from one bowl to another and solving shape puzzles. Pre-writing skills were also enhanced by the use of different materials like sand, slate etc. for tracing.

Taking care of the class environment was discussed wherein a presentation was given to the students to show them ‘how to sort books on the shelf according to their size’.

 

Art

Art was integrated with language where reinforcement of phonic sounds was undertaken. Students coloured within the outline of different pictures associated to phonic sounds.

Physical Education

Students are learning gymnastic skill namely front roll. A technique called straddle press was executed which helped with increasing flexibility, shoulder strength, body control and body awareness which has led to increase in coordination between the body and  mind.

Music

The students sang action songs and rhymes individually as well as  a choir.

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 Dance

Dance lessons focused on the development of postures where students loved to showcase fine and gross movements of jazz dance styles.

Library

Fawn was read ‘Please, Mr Panda’ written by Steve Antony. The story about a patient and a polite panda who offered doughnuts to all the animals he came across was a source of great interest. A penguin, a skunk, and a whale all said yes, but they did not remember to say ‘please’ or a ‘thank you’; hence they never got the doughnut treat. Then came the lemur who was worthy of Mr. Panda’s doughnuts. A lesson on social etiquettes was taught through the book.

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Blog – 25thMar to 29th Mar

Unit of inquiry

To strengthen their learning further for the unit ‘Materials’, students were taken on a field trip to a boutique store. They were thrilled to explore a variety of objects made up of different materials like wooden beds/metal lamps/glass kitchenware and fabrics.

Using a split-screen activity, students were asked about their experience and understanding of the trip.

As an extension, students were further given a worksheet with real samples of materials (wood, glass, fabric, plastic, metal and paper) which they were required to sort.

Reiteration of materials and their properties was accomplished through the use of class boards.

Language

  • The phonic sound ‘r’ was introduced with various picture cards and objects from the class environment.
  • Reinforcement of the sounds already covered in class was undertaken with the help of audio-visual aids, phonic songs and puzzle cards.
  • Students developed their communication and thinking skills during a ‘Take and Talk’ while ‘Picture reading’ as an integration activity with the lines of inquiry. Picture reading in early years aims to ignite the child’s creativity, imagination and communication skills, for it builds vocabulary and give voice to their thoughts.

Math

  • Quantity association was done using flash cards so as to introduce number 10.
  • Reinforcement of numbers (1 to 10) was undertaken.

As a part of the early years’ skill-building programme, the students have been involved in a wide range of activities like transferring material with tongs, beading, Montessori paper clip activity, spooning of marbles, working with Pink Cubes, transferring beans from one bowl to another, manipulating Brown Stairs and solving shape puzzles. Pre writing skills were also enhanced by the use of different sources like sand, slate etc for tracing.

Art

 Art was integrated with language where reinforcement of sound ‘r’ was undertaken. The students created a colourful rainbow wherein they enjoyed pasting  different colour paper cut outs on the outline of a rainbow.

Physical Education

Students are learning a gymnastic skill called beam walk which is further helping them develop their lower body strength, body balance, coordination and spatial awareness.

 Music

The students practiced singing ‘Seven continents’, ‘Fruit song’, ‘I love you’ and ‘choti choti chidiya’ as a choir while using actions.

Dance

The lessons focused on the development of postures where students loved to showcase fine and gross movements based on jazz dance style.

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Library

Joeys listened to ‘Chicka chicka boom boom’ by Bill Martin Jr.The 26 characters in this rhythmic, rhyming baby book were a lowercase alphabet with attitude. “A told b, and b told c, ‘I’ll meet you at the top of the coconut tree’ probably seemed like a good idea until the other 23 members of the gang decided to follow suit. The palm tree standing straight and tall on the first page began to groan and bend under its alphabetical burden. First the coconuts fell off, then (“Chicka chicka… BOOM! BOOM!”) all the letters also ended up in a big heap underneath. The session and storyline proved thrilling while developing translanguaging skills amongst students .

Blog – 11thMar to 15th Mar

Unit of inquiry

Moving further with their understanding of the unit on ‘Materials’, students were given an opportunity to explore objects made of different materials (wood, plastic, glass, metal, fabric)  and were expected to summarise two properties of each material.

For a better understanding, the students were also given pictures of various objects on which they pasted the material on each picture (e.g. a piece of fabric on t-shirt, wooden shavings on the chair etc.).

Language

Students arranged the story picture cards of ‘The three little pigs’ in sequence, where they identified the beginning, middle and end of the story to retell the events in order. This further helped them develop the ability to logically order events, images, thoughts and actions.

Reinforcement of the sounds covered in class was undertaken with the help of audio-visuals, phonic songs and puzzle cards.

Math

  • Flash cards were used to introduce number 9 and quantity association with the written number.

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  • The concept of ‘Time’ (today, tomorrow, yesterday) was introduced to the students through discussion and audio-visuals.
  • Reinforcement of time (date/day/month) was done by creating a birthday graph where students pasted their own pictures according to their birth month.

As a part of the early years’ skill-building programme,  students began

  • Using slates to draw different types of lines and strokes thus enhancing their pre-writing skills.
  • Engaging in the Montessori paperclip activity to enhance their fine motor skills and hand-eye coordination to further build focus and concentration.