Blog – 3rd to 7th December

Unit of inquiry

Moving further with the central idea ‘People play different roles in communities to which they belong’, students were introduced to a chef/baker in addition to community helpers they have already been familiarized with. They were shown various tools/utensils and introduced to new vocabulary like spatula, rolling pin, dough, mixing bowl, chopping board, small bowls to keep chopped vegetables, knife, peeler, pizza slicer, grater etc. used by chefs while cooking or baking.

The trip to the school kitchen was an enriching experience for them as they thoroughly enjoyed observing chef’s uniform (chef cap, apron, gloves) and were excited to see the use of large pans, spatulas, oven, boiler, ice maker, mixers and utensil cleaner. Students were also shown the cold storage which helps in preserving perishable food items. They tried their hands using various tools like the beater, mixer etc. They tried to figure out the purpose and importance of donning an apron, a chef cap and hand gloves.

They loved dressing up as chefs for a non-flame cooking activity where they decorated the cookies with their favorite toppings further enhancing their creative and fine motor skills. They used spoons and butter knives to spread chocolate syrup and condensed milk over the cookies and sprinkled various topping.


Students further reinforced their vocabulary by associating words with carpenter, gardener and doctor.

As a part of media literacy students watched the following audio visuals –

  • Peppa pig gardening

  • Calliou the Chef

  • Calliou makes meal



Recapitulation of measurement was undertaken by exploring the concept of volume, size and capacity. They were provided different measuring cups and same sized bowls. They poured  rice into the bowls with the help of measuring cups and observed the similarity between containers and the difference in the rice level. They subsequently observed and compared results.

Light table was used for the reinforcement of the concept of lines where students traced on the sand using a brush.


Reinforcement of numbers from 1 to 7 was done.

 As a part of the early years’ skill-building programme, the current unit focussed on the use  of  tools handled by a chef in the kitchen.

  • Fine motor skills were strengthened with the use of a grater to grate a vegetable
  • Eye hand co-ordination was enhanced by using a rolling pin to roll dough
  • Sorting skills were intensified by sorting  cutlery
  • Gross motor skills were enhanced by using a whisker to mix ingredients


  • To refine motor skills students have been involved in a wide range of activities like transferring with tongs, beading, long rods, spooning of marbles, sandpaper tracing, transferring beans from one bowl to another, solving puzzles and writing on the slate.




  • Art was integrated with Math when students coloured within the given outline of number 7. They also created a fish bowl and associated quantity by pasting fish inside the cutout.
  • Art was further integrated with language when students coloured within the given outline of the phonic sound ‘t’. They reinforced their cognitive skills by re-assembling the puzzle of a teacher.

Physical education

Students are doing hoop activities to develop body balance and co-ordination. They are further learning to establish hand eye co-ordination by throwing and catching a handkerchief.


The students sang Christmas song ‘jingle bells’ in English and Hindi. They also learned a new  song ‘Santa Claus is coming to town’.



The students stressed on basic dance routine based on levels. They developed a better understanding of body posture through a game on dancing statues.


‘The hare & the tortoise’ , a beautiful classical tale that narrates one of the best stories of all times made for a joyous read for the fawns. The hare took up a challenge to outrun a tortoise. His speed was never in doubt but it was the hare’s boastfulness that resulted in his defeat from the slow tortoise. The book taught young readers good values, proper behaviour and how the slow yet steady could win the race.



Blog – 19th to 30th Nov

Unit of inquiry

Diving deeper into the understanding of the central idea- ‘People play different roles in communities to which they belong’, the carpenter and the gardener were introduced as community helpers.

To promote thinking , prediction, and observation skills, students were asked to observe the furniture in their classroom (cubbies, cupboard, chairs, tables, chowkis) they inquired about questions like -who makes furniture?/what are the tools required to make furniture?

The school carpenter was invited as a guest speaker so students could observe his field of expertise. Some of the questions that were raised during class discussion were explored through this session. Students were also introduced to new vocabulary words such as a screwdriver, chisel, hand saw, hammer, measuring tape, spanner, nail, nuts and bolts etc. which were used by the carpenter as he demonstrated and created a tray with his tools for the class.

While on a walk to the school garden students observed the gardener  using a trowel to put soil into planters. Excited to see the raking of leaves, trimming of plants etc. allowed students to observe his tools.

Going further, an activity of sowing kidney bean in pots was undertaken in class, and after about 4-5 days, students were thrilled to see a baby plant sprouting. They expressed their desire to sow more seeds, brainstormed on tools used by other community helpers and distinguished between tools made of metal, wood, plastic while furthering their understanding of tools/equipment.


The sound ‘t’ was introduced through various picture cards and objects from the class environment.

Reinforcement of the sounds ‘a’, ‘o’, ‘m’, ‘l’, ‘i’, ‘s’ and ‘h’ was done using audio-visuals and phonics songs.  

Students viewed a Hindi story, ‘Imandar lakad-hara’ wherein they were further introduced to Hindi vocabulary related to the unit – kulhadi, lakdi, lakad-hara, etc.



The students were introduced to number ‘7’ with special focus on its formation and  association with quantity through the ‘7 continents song’.

Numbers 1 – 6 were reiterated along with quantity association with students counting the number of tools carried by the carpenter.

Reinforcement of the concept of tall and short was undertaken, wherein an activity of measuring the students’ heights by a non-standard tool  like a ribbon was undertaken. The students created a chart for the same and  compared the tallest and shortest child amongst them.


To reinforce shapes, students were engaged in a hands-on activity with a toy car. They were excited to drive toy cars on tracks made of different shapes (circular, rectangle, square and triangular).

As a part of the early years’ skill-building programme, students were introduced to quantification of numbers through number rods and number cards.

Students were introduced to the continent puzzle map in a fun and an interactive way to introduce geography that honed spatial awareness as well as fine motor skills.



  • Art integration with language – Reinforcement of sound ‘h’ was done, where students re-created a helicopter by pasting cut-outs of the parts of a helicopter.
  • Reinforcement of number 6 was done through colouring within the outline of the number and the same quantity of cars sketches.
  • Art was integrated with unit of inquiry where the students enjoyed creating a carpenter’s tool belt by using their skills of tearing and pasting.

Physical education

Students are working on their flexibility and lower body strength thereby further attaining one of the many gymnastic skills called pin jump.

The students sang songs like ‘Baby shark’ and ‘I love the pit-pit-patter of the raindrops’ ( They also learned how to sing ‘Jingle bells’ in English and in Hindi.



The students stressed on basic dance routine based on levels. They developed a better understanding of body posture through a game on dancing statues.


The students listened to the classical tale ‘The ant and the grasshopper’ by Amy Lowry.

As in the classic fable, the grasshopper played his fiddle and lived for the moment, while the industrious ants squirrelled away massive amounts of food for the winter. With his song, he convinced one small ant until the queen arrived and scared him back to work. The queen warned the grasshopper of the trouble he would be in, come winter. Winter came, and the grasshopper, near starvation, stumbled across the ants, who had a full-on feast in their snug little tree. They took him in and warmed him up. The queen told him that only those who worked all summer could eat, so as a payback he sang a song for them.

The students also listened to a story ‘Elephants Pyjamas– sleepovers have never been so silly!’ It was a hilarious animal story from an award winning children’s author, Michelle Robinson. An elephant had been invited to a pajama party. He couldn’t wait! But there was just one problem, he did not have any pajamas. Poor elephant searched high and low, but resulted in embarrassment as nothing fitted his enormous body. Finally he gave up the idea of joining the party without pyjamas, but his friends did not give up on him and sewed just the right size pyjamas for the elephant to be there for a fun filled party. This story showcased friendship and unconditional love.



Blog – 12th to 16th Nov

Unit of inquiry

 The new unit under the transdisciplinary theme ‘How we organize ourselves’ began with various storytelling sessions. Students were read various stories related to community helpers at different intervals during the day. To build on it further, a class discussion was undertaken and a mind map was created using all the characters of the story. Another clearly highlighted people in our neighbourhood who have a different occupation and help us in a variety of ways.


Students visited the school infirmary to meet the in-house doctor and nurse and discussed various tools used by them.

A presentation allowed students to make connections with real-life situations and enhanced their scientific thinking, sense of prediction and power of observation. A child riding a bicycle met with an accident and propelled an inquiry to seek answers to questions like ‘who came to help that injured boy? ‘Where was he taken? what vehicle was he taken in?’, ‘Who gave him medicines and put bandages?’, ‘Which tools were being used?’ Post inquiry, students created a visual aid (graphic organizer) on doctors by pasting picture cutouts of the stethoscope, doctor’s coat, ambulance, and doctor’s kit.

They also created a doctor’s toolkit for themselves by pasting various cutouts of the tools (like a stethoscope, thermometer, blood pressure monitor etc.) on the paper toolkit.


The students were introduced to the sound ‘h’ through various picture cards and objects from the class environment.

Reinforcement of the sounds ‘a’, ‘o’, ‘m’, ‘l’, ‘i’ and ‘s’ was done using audio-visuals and phonics songs.

Language was integrated with the unit of inquiry through stories and rhymes on community helpers.

Unit of inquiry integration and vocabulary enrichment was achieved when naming words, various tools & transport used by community helpers was introduced through picture cards like a stethoscope, white coat, tool box with plus sign, thermometer, blood pressure monitor, antiseptic lotion, band-aid, medicines, injection/syringe, ambulance.

Importance of community helpers was impressed upon students through stories like ‘Pepper goes to the doctor’, ‘Danny goes to the dentist’ and ‘Tom the vet’. Singing rhymes ‘Miss Polly had a dolly’ and ‘Found a peanut’ was undertaken.



The students were introduced to number ‘6’ formation and its associated quantity. Numbers 1 to 6 were revisited along with quantity association when students counted the number of tools in a doctor’s kit.

As a part of the early years’ skill-building programme, the students were introduced to lacing cards. Through this activity, students developed their bilateral hand coordination.


Introduction to screwing and unscrewing of nuts and bolts achieved the same goal. Students sorted and paired the nuts and bolts according to their colour, shape, and size which further enhanced their fine motor skills and matching skills.


Reinforcement of shapes was undertaken through an art activity wherein students assembled various shapes (rectangle, square, triangle and circle) to create an ambulance.


Physical education

Students are becoming aware of different types of equipment and ways of using them. They are using hurdle training to develop hand strength, body coordination, body balance, and spatial awareness.


The students engaged in some vocal exercises and sang a few songs like ‘Baby shark’ and ‘Hello how are you’. Each child also got a chance to sing a song on the microphone.


The students stressed basic dance routines based on levels. The concept of direction was introduced for a better understanding of ideal posture. They loved following videos from ‘just dance’.


 The students were read the story of ‘Norman- the slug who saved Christmas’ by Sue Hendra.  When a sack of presents lands – THWACK – right by Norman’s stocking he is overcome with excitement. He really must have been a very good slug for him to receive the goodies. But after a frenzy of unwrapping, he spots a label and realizes that none of the presents were meant for him, but rather had fallen off Father Christmas’ sleigh. Norman knows he has to get the presents to the family they’re meant for but how could he manage it on time? Can one little slug save Christmas made for interesting reading. 

Students were treated to an hour-long presentation on Children’s day where teachers moved to the music, enacted snippets from their classrooms and engaged in group dancing. The show was highly entertaining and much appreciated by the student audience.

Blog – 29th Oct to 2nd Nov

Unit of inquiry

Students were given objects associated with five senses in a mixed pool and were asked to sort and keep them under each category of sense organ.

Few students from grade 3 were invited as guest speakers to sensitize the young fawns about health & hygiene and the importance of taking care of the 5 senses.

The students revisited the entire unit through unit related material displayed in the classroom. The reinforcement of concepts and various activities covered during the unit was brushed using the inquiry board.

Summative assessment was also undertaken through the following activities:

  • Based on their previous coconut experiment, students were asked a couple of questions related to all the 5 senses, their individual reflections/anecdotes were further recorded.
  • Students were given puzzle cards to match a picture to the correct sense organ.


Helping students communicate emotions is crucial for their  development. Students got an opportunity to hone their emotional intelligence and how to manage emotions by viewing an audio visual presentation:

Reinforcement of the sounds ‘a’, ‘o’, ‘m’ ,‘l’, ‘i’ and ‘s’ was done using audio-visuals and phonics songs.


  • Reinforcement of numbers 1 to 5 was undertaken in class
  • An assessment of quantity association was carried through a pegging activity thereby strengthening the concept of quantity association
  • Reinforcement of different types of lines– straight/curved/zig-zag/swirl


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, long rods, spooning of marbles, working with Pink Cubes, transferring beans from one bowl to another, manipulating Brown Stairs and solving shape puzzles.