Blog – Fawn-B ( 19th May – 24th May)

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.

Language

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.

Math

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

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. 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.

Circle Time

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 Integration

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’

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 sang ‘If You’re Happy and You Know It’, ‘Baby Shark’ and ‘1,2,3,4,5, Once I Caught a Fish Alive’. 

Dance

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

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Blog – Fawn-B ( 13th May – 17th May)

Unit of inquiry

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

As a follow up activity, a discussion on ‘why soil is important to humans’ was undertaken. The students concluded that soil is necessary to grow plants and is home to various fauna.

An experiment was further conducted to show that air, water and 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.

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.

They also recapitulated previous week’s topics by taking a nature walk and discussing about their surroundings both inside and outside of the classroom.

Language

The phonic sound ‘l’ was introduced using various picture cards and objects. They traced sandpaper letter ‘l’ to memorize the correct form and directionality as a prelude to letter writing. Reinforcement of sound‘l’ was done wherein students made leaf prints with real leaves.

Reinforcement of the sounds was undertaken with the help of audio-visual aids, phonic songs, puzzle cards and sorting the picture cards in the correct bins.

The students enjoyed singing the rhyme, ‘The farmer sows the seeds’ as an integration to the unit of inquiry.

They listened to the story ‘Pepper learns good habits’, for inculcating good habits in the early years as building blocks for the adult life.

Math

Pre-Math concepts were taught for positioning – inside/ outside while integrating it with the current theme. Measurement – tall and short was done through the red rod activity.

The students were introduced to the number 4, its formation, quantity association with various objects and sandpaper tracing. Reinforcement of the number was done using vegetable printing on the number.

They outlined numbers 1, 2, 3 and 4 with colourful pebbles as a reinforcement to the numbers already learned in class.

Introduction of the primary shape ‘square’ was  undertaken with the use of audio-visual cues, flashcards and objects.

Hindi

Language was integrated with unit of inquiry wherein a Hindi rhyme ‘Machhli jal ki Rani hai’ was learnt by the students. Through the song they inferred that fishes are animals that live in water.

They also listened to the story of the  ‘Sher aur chuhe ki kahani’ and then a PowerPoint presentation was shown for the same. They took turns retelling the story through the pictures and placed it in the proper sequence. 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.

They also learned names of colours in Hindi ‘lal’, ‘hara’, ‘peela’, ‘neela’.

Circle Time

Students enjoyed singing the ‘Good morning’ song with the facilitators

As a part of Early years skill-building programme, social grace and courtesy lessons were reinforced by the facilitators through role plays depicting different social scenarios that included – saying ‘please’ and ‘thank you’, greeting one another politely

They were introduced to the light table which is a learning tool that enhances sensory play opportunities and integrates language, shapes and numbers

They were engaged in a wide range of activities such as use of building blocks, puzzles, pegging, threading and sorting of pompom balls to enhance their gross and fine motor skills as well as sensory development

They also practiced drawing 2D shapes like circle, triangle and square using drawing insets and colours to hone their eye hand coordination and their pincer grip, as integration with Math

Art Integration

Art was integrated with Math, wherein the students engaged in  a craft activity of square shape.

Art was integrated with English too, as the students coloured a ladybug with earbuds and crayons to reinforce the sound ‘l’.

Physical Education

Students worked on their flexibility as they worked with different stretching exercises and the catching and throwing technique to further improve their hand-eye coordination.

Music

The students sang ‘Hello, how are you?’, ‘I love you, you love me’, and ‘Baby shark’ with actions.

Dance

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

Blog –Fawn-B (6th May – 10th May) 

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

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

Reinforcement of sound ‘m’ was done where students used the technique of flower dabbing on the outline of a marigold on a sheet.

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

Math

They learned and sang the shapes song as well as the number rhyme, ‘Let us learn the numbers’.

The students were introduced to the number 3 formation and its quantity. They traced sandpaper numbers 1, 2 and 3. Through this activity, students memorized the shapes of numbers as a prelude to writing.

Reinforcement of the number was done with a craft activity and its quantity association.

Introduction of the primary shape triangle was done with audio-visual cues and flashcards.

Students explored 2D shaped triangular objects within the class environment while engaging in a ‘shape hunt’ game.

Reinforcement of  the triangle shape  was done with a craft activity, wherein they made a triangle with  3 ice-cream sticks  and later decorated that with golden sand.

  • Students enjoyed ‘Good morning’ song with the teacher.

Picture reading

Picture reading in early years aims to ignite the child’s creativity, imagination and communication skills as it builds vocabulary and gives voice to their thoughts.

Circle Time

  • As a part of Early years skill-building programme, social grace and courtesy lessons were demonstrated by the facilitators through role plays depicting different social scenarios that included – saying ‘please’ and ‘thank you’, greeting one another politely, using handkerchief while coughing/sneezing and politely interrupting a pre occupied person using ‘excuse me’. Through these lessons, students developed and refined their social skills while building their self -esteem and independence.
  • Students were encouraged to explore play dough as it is great for strengthening muscle tone in little hands – squishing, squashing, rolling, flattening play dough all develop muscles and address prewriting skills and sensory needs.
  • They also practiced drawing 2D shapes like circle, triangle using drawing insets and colour it to hone their eye hand coordination as well as their pincer grip and an integration to Math as well.
  • They were engaged in a wide range of activities such as building blocks, puzzles, pegging, threading and sorting pompom balls to enhance their gross and fine motor skills as well as sensory development.

Art

  • Art was integrated with Math, wherein the students illustrated and coloured different patterns within the outline of primary shapes.
  • Art was integrated with English also where sound ‘m’ was reinforced through a colouring and pasting activity. Students coloured a picture of a mango and as a follow up pasted bits of coloured papers on the mango.

Physical Education

Students continue practicing spatial awareness exercises. They are also developing their understanding of sharing and caring during group activities

Music

The students understood how to hold and play different percussion instruments like the shaker, tambourine, and damru. They also sang ‘I Love You’ and ‘1, 2, 3, 4, 5, Once I Caught a Fish Alive’.

Dance

They happily danced to the beats of ‘Crazy frog’ and asked for the ‘Gummy bear’ song.

Free Play

Fawn-B (29th Apr- 3rd May)

Unit Of Inquiry

We commenced with a new unit with:

Transdisciplinary Theme – Sharing the planet

Central Idea – We share and care for our environment

Lines of Inquiry-

  • Characteristics of our environment
  • Environment inside and outside the classroom
  • 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 surroundings outside. Further, a class discussion was undertaken and a mind map was created listing out things observed in the indoor environment (fan, smart board, cupboard etc.) and the outdoor area (play area, fish pond, garden etc.).

As a part of media literacy and an integration with language, students were presented with a power point presentation that sought them to name what they could see inside as well as outside their  environment.

Students were shown the story of ‘‘The Earth and I’ by Frank Asch. The child in the story took the readers on an exploration of what the Earth had to offer and how we could help preserve its environmental resources .

Language

An art activity was carried out to reiterate sound ‘a’ through ear bud dabbing activity that encouraged students to dab within the letter ‘a’ to form an apple

Letter ‘o’ was reinforced with flash cards, picture cards and audio-visual cues on the smart board. A craft activity was done using pompom balls and bits of paper, to make an owl with the letter ‘o’ and to reinforce its  phonetic sound .

A sand paper tracing activity focussed on the correct formation and directionality of the letter.

Math

They learned and sang a number rhyme, ‘Let us learn the numbers’

number 2 was introduced using sandpaper tracing and flash cards. Reinforcement of the number was done with a craft activity in which they finger painted within the outline  and stuck 2 eyes on it while counting and connecting the same to quantity association.

Concept of ‘big and small’ was introduced with the use of Montessori Pink Towers that aimed to hone dimensional awareness.

A sorting activity which extended the understanding  was carried out where students were given various class objects in a mixed pool and were expected to sort them into two trays by big and small sizes

The circle shape was reinforced with the help of audio-visual cues from the smart board.  As a extension, students pointed out to various circle shaped objects inside the classroom. They also tried making circles with play doh .

During circle time, the students undertook a few lacing activities to develop their fine motor skills and eye hand coordination. To enhance their motor skills, students engaged in a wide range of activities such as sand castle making, beading, pegging, threading and sorting pompom balls etc.

The essential agreements were reinforced with respect to pictographic references which were pinned on the  board to create a cohesive learning environment at the beginning of school year. Agreements included walking in a straight line, washing hands before and after meals, keeping personal belongings in cubby holes and stacking the plates after eating. Students  also explored the various class activity corners enthusiastically.

They sang and enacted ‘Head, shoulders, knees and toes’  and the ‘5 senses song’ in order to reinforce body parts as being aware of oneself is imperative to form a connection with the environment.

Physical Education

Students worked on the discipline of physical education class and focussed on learning to assemble in  class and form a line.


Music

The students sang ‘1, 2, 3, 4, 5, once I caught a fish alive’ and ‘I love you, you love me’ songs. They also explored some musical instruments

Dance

They happily danced to the beats of ‘Brown girl in the ring’, ‘Crazy frog’ and asked for the ‘Gummy bear’ song.

Free Play

Fawn-B – Blog (22nd -26th April)

Unit of Inquiry

Post the immersion week, students have settled well into their new vibrant environment, as they immersed themselves and participated wholeheartedly in numerous activities which were offered to them.

During circle time, the facilitators and the students introduced themselves and were familiarised to each other’s names. Students were also introduced to the primary colours red, yellow and blue with the help of the colour box as colours have a universal appeal.

They enhanced their eye hand coordination, gross motor skills by manipulating the Montessori Knobbed cylinders for dimensional awareness by placing them in their correct order by size.

The students explored the different learning corners inside the class like the ‘Reading corner’, ‘Garden corner’, ‘Creative corner’ and ‘Reflection corner’.

Essential agreements were reinforced with enactments and the importance of upholding them was discussed whilst keeping in mind their age and cognitive development.

 Language

They loved playing ‘A hungry bunny’ game, where they had to feed a variety of fruits while aiming at the bunny’s open mouth, facilitating vocabulary development by naming the different fruits and their colour. They thoroughly enjoyed this activity and fed the hungry bunny as they keenly waited for their turn.

The vowel ‘a’ was introduced with flash cards, picture cards and audio-visual cues on the smart board.

They traced the letter on the sand paper for a correct formation and directionality. ‘Sponge dabbing’  craft activity, was undertaken within the outline of a picture of an alligator to reinforce the phonetic sound ‘a’.

Two stories, ‘Bubbles goes to school’ and ‘Naughty children’ were narrated to them. They enjoyed the story sessions that used props, enactment, voice modulation and facial expressions to create interest.

Math

They learned and sang the number rhyme, ‘1.. 2.. 3.. 4.. 5.. once I caught a fish alive’

They were also introduced to the shape ‘circle’ with the help of audio-visual cues. As an extension to the related shape, they explored various circle shaped objects inside the classroom. Reinforcement of the same was done with  pasting bits of recycled colourful paper cut outs inside a big circle.

They traced sand paper numbers for visual and tactile identification of the number 1.

The students were engaged in a sorting activity game – Each child was given random class material in a mixed pool (like- pompom balls, toy fruits, colour pencils, beads etc.) to sort according to different colours in colour coded trays.

They were also involved in an action game wherein the teacher selected random students to perform actions (hop, jump, turn around, sit and stand) along with the facilitator to claps.


Motor skills

To enhance their motor skills, students were engaged in a wide range of activities such as beading, pegging, threading and transferring material with tongs and manipulation of picture puzzles. They also enjoyed playing and creating their favourite objects with play doh.

Physical Education

Students are making themselves aware of the basic discipline during their class.


Dance

They happily danced to the beats of ‘Crazy frog’ and ‘Gummy bear’.


Music

The students learned ‘Hello, how are you’, and the ‘Shark song’ with actions. They also tried playing a steady beat on the shakers.

Fun moments and free play

Fawn-B – Blog (15th-18th April)


                                                    

In the first week, students arrived with mixed emotions to school. However, as they settled into the new vibrant environment, they quickly were engaged in a variety of playful activities.

During circle time, the facilitators and the students introduced themselves to each other.

Students loved reciting the good morning song with teachers. Students were taken out for a school tour both indoors and outdoors. They were very excited to spot butterflies, birds and squirrels in the garden and loved visiting the fish pond too.

Language

The students were familiarized with different learning corners in the class, like the ‘reading corner’, ‘green corner’, ‘creative corner’ and the ‘reflection corner’.

They loved pasting bits of coloured paper on apple and mango paper cut outs.

They also learned to mark their own attendance.

Maths

A new number rhyme, ‘1.. 2.. 3.. 4.. 5.. once I caught a fish alive’ was introduced to the class  to reiterate verbal counting.

Motor skills

To enhance their motor skills, students engaged in a wide range of activities such as beading, pegging, threading and transferring material with tongs and manipulation of picture puzzles.

They also enjoyed playing and creating their favourite objects with play doh.

Physical Education

Students are learning the basic rules and exercises on the field to  begin enjoying physical education lessons.

Music

The Students sang a few songs and rhymes individually on the microphone as well as in a group. They also explored various instruments in the music room.

Dance

Free play