Probing further into the current unit ‘how we organize ourselves’, students inquired into different parts of a car and a school bus like the fuel tank, bumper, head lights, tail lights, wiper, windshield, rear view mirror, engine, steering wheel, odometer, window frame, wheel, brake, spare wheel etc. They learned the importance of the PUC certificate and a driving license. They also observed the logo and were curious to know where the fuel is filled in a vehicle.
Students were asked to discuss with their parents about different fuel variants they use in their cars and also find out the company logo on the cars they use.
A formative assessment was undertaken for students where they identified different modes of transport and pasted the cut-outs of vehicles in appropriate categories (land/air/water).
An assembly was conducted by students were they enacted the various roles depicting that the wild animals should not be hunted, secondly plastic should not be thrown in the ocean / seas which enhancing pollution. Students were made aware that 4th December is the Wild Life Conservation Day, which is celebrated all over the world, to observe the protection of the wild animals and wild plants. They were told about the endangered animals which are extinguished in the coming years, and why they are been killed.
The students were introduced to sound ‘g’ through picture cards.
An assessment was undertaken where they arranged the pictures in a correct sequence and narrated the story in their own words.
To assess students understanding of odd and even numbers and patterns a formative assessment was undertaken
Introduction of zero was done through a game where the students were invited as a small group to play a game.
Students learned number sequencing from 0 to 9 and recorded it in their process journals. They also received cut outs of numbers in a mixed pool, from which they picked the numbers and sequenced in their journals.
The students developed an understanding of formation of vyanjan ‘la’ through paper crushing and pasting activity.
A formative assessment was attempted by the students- they identified the initial sounds of the objects and associated them with the respective vyanjans.
As a part of early year skill building program, students focused on:
- Enhancing their communication skills by singing a song ‘We are going to the zoo’
- Enhancing their hand eye co-ordination and gross motor skills through pressing in and pulling out velcro
- Enhancing their visual discrimination by suing the primaryColour box that differentiated between red, blue and yellow.
The students sang ‘Jingle Bells’ in English and Hindi and ‘Santa Claus is coming to town’. They also learned how to apply dynamics like ‘piano’ (meaning soft) and ‘forte’ (meaning loud) while singing.
The students stressed on basic dance routines based on level. The concept of posture, expression and dancing statue were also introduced through which they developed a better understanding of performance through props .
Connecting to the word “Origami”, its technique and its origin, students attempted simple paper folding. A square sheet to be folded into a triangle and few tried making a boat from a triangle.
Students are working on their body balance , spatial Awareness and coordination of leg movement by practicing hurdles and at the same time bouncing the ball.
Students explored various stamps on TuxPaint and made beautiful illustrations about various types of transport and accessorized them with road, tree, bird and buildings. They also learned how to increase and decrease the size of the stamps.
Students made illustrations of all the gifts they wish Santa to bring for them at Christmas, on a given sheet of paper.They further interpreted what they drew. Many of them wanted candies or chocolates, toys, dolls however, some expectations of gifts were very unique like trucks, machines, robots, and a real