Unit of inquiry
Taking the unit further, an experiment was conducted to show that air, water, soil are important for plants to grow. Few seeds that students had planted last week sprouted into saplings. They enjoyed observing their plants growing in presence of all the essential elements
A sapling was kept in an airtight container without water, air and sunlight in it. Another sapling was placed next to it. Student’s observation was noted. They concluded that the plants were dying in the airtight container as they were deprived of air, sunlight and water.
As a recapitulation of last week’s activity, a discussion on one of the natural resources soil and its importance was undertaken.
Topography was reinforced as students were exposed to land, air and water as the three essential elements and natural resources. They further sorted out land, aquatic and aerial animals under their appropriate category.
The phonic sound ‘s’ was introduced using various picture cards and objects. They traced sandpaper letter ‘s’ to memorize the correct form and directionality as a prelude to letter writing.
Reinforcement of the sounds was undertaken with the help of audio-visual aids, phonic songs and puzzle cards. Reinforcement of sound s wherein students made sunflowers with their handprints.
The students enjoyed singing the rhyme, ‘The farmer sows the seeds’ as an integration to the unit of inquiry and recapitulation of the current theme
Reinforcement of other sounds (‘a’, ‘o’, ‘m’ and ‘s’) already done in class was undertaken with the help of audio-visual aids, phonic songs and puzzle cards. The students also sorted various picture cards and placed them in correct bins.
They watched and listened to the story ‘Three little pigs’. The lesson learned from it was that hard work and dedication is always fruitful. While the first two pigs quickly built homes and had more free time to play, the third pig laboured in the construction of his house which was made of bricks. Compared to the other two pigs, the third pig’s extra effort paid off. Taking time and performing patiently was reiterated through the story. They took turns to retell the story through picture cards and placed them in the correct sequence. Picture reading in early years aims to ignite the child’s creativity, imagination and communication skills, for it builds vocabulary and gives voice to their thoughts.
Pre-Math concepts were taught for positioning – up/down through climbing up and down the stairs
Measurement half, empty and full was done with hands on activities and power point presentation.
The students were introduced to the number 5, its formation and quantity association with various objects and sandpaper tracing.
Reinforcement of the number was done by pasting golden sand on the number and its quantification was reinforced
They outlined numbers 1,2,3,4 and 5 as a reinforcement to the numbers done with colourful pebbles.
Introduction of the primary shape rectangle was done with the use of audio-visual cues, power point presentation and various objects.
Recapitulation of shapes saw students make the four primary shapes- circle, triangle, square and rectangle with play doh
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. They also took turns in being a vegetable vendor.
The also learned a Hindi rhyme ‘Hari neem ke daal par’, as an integration with the current theme.
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, transferring beans from one bowl to another and solving shape puzzles.
They were also engaged in engaged in transferring and pouring of liquid from a jar to glasses, pegging, threading and sorting of pompom balls to enhance their gross and fine motor skills as well as sensory development.
Pre-writing skills were also enhanced with the use of different materials like sand, slate etc. for tracing. Students used the light table and metal insets to create 2D shapes.
They also tried walking on straight line, curved line and zigzag line as a prelude to writing that assisted them in forming the essential strokes
They were also introduced to different parts of the day with the use of picture cards, song and role play. Lines of provocation were – the sun’s position during different times of the day as well as mealtimes. They thus inferred that ‘good morning’,’ good afternoon’, ‘good evening’ and ‘goodnight’ are greetings according to different times of the day, which directs their understanding towards the concept of time.
Art was integrated with pre-Math, wherein the students were given three glass outlines and they stuck bits of blue coloured papers, as different quantity representations- full, half and empty.
Art was integrated with English as they coloured a snake within its outline with crayons to reinforce the sound ‘s’
Students are learning different stretching exercises and many other ways to exercise with or without equipment. They are also learning new hoop exercises.
The students sang ‘If You’re Happy and You Know It’, ‘Baby Shark’ and ‘1,2,3,4,5, Once I Caught a Fish Alive’.
Dance lessons focused on development of postures where students practiced same routine set to different music.
Fun moments and free play
A peek into our classboards
Tiny hands at work