Unit of inquiry
The school doctor was invited as a guest speaker to sensitize young Fawns about health & hygiene and the importance of honing the 5 senses.
Students revisited the entire unit using unit related material displayed in the classroom. The concepts and various activities covered during the unit was visible on the inquiry board.
Fawns commenced their second unit under the Transdisciplinary Theme – How we organize ourselves.
Central Idea: People play different roles in communities to which they belong.
Lines of Inquiry:
- People play different roles in their community
- Every job use specific tools
- Our responsibility towards the community
Students were read various stories about community helpers at different intervals during the day. A class discussion was undertaken and a mind map was created using all the characters of the story. Students observed various workers in their surroundings and the different occupations they engage in while helping us in numerous ways.
Students visited the school infirmary to meet the in-house doctor and nurse. They were shown various tools used by them like stethoscope, thermometer, oxygen cylinder,wheelchair, etc.
A presentation allowed students to make connections with real-life situations and enhanced their scientific thinking, sense of prediction and power of observation. A situation like, a child riding a bicycle fell down propelled an inquiry to seek answers to questions like ‘who came to help the injured boy? ‘Where was he taken and which vehicle was used to transport him?’, ‘Who gave him medicines and applied bandage?’, ‘Which tools were used?’ Post inquiry, students created a visual aid (graphic organizer) on doctors by pasting picture cut outs of the stethoscope, doctor’s coat, ambulance and doctor’s kit.
They also created a doctor’s toolkit for themselves by pasting various cut outs of the tools like stethoscope, thermometer, blood pressure gauge etc. on a paper toolkit.
During free play time, a role play between a doctor and a patient was conducted by students who used their toy kits.
SEL (Social and Emotional Learning)
The feelings book created with pictures portraying various expressions like sad, happy, angry, worries and hungry etc. was shown to students. Later, they were given an opportunity to talk about their feelings with the aim to develop their communication skills. Students got an opportunity to try and hone their emotional intelligence and manage emotions by viewing an audio visual presentation: https://www.youtube.com/watch?v=ZJAEkDXtyQQ
As a part of the early years’ skill-building programme, students were introduced to quantification of numbers using number rods.
Students engaged in a wide range of activities such as building blocks, puzzles, sorting,beading, for this helped to enhance their gross and fine motor skills and aided sensory development.
Students were introduced to the sound ‘h’ using various picture cards and objects from the class environment. They associated the sound with various picture cards and learned new vocabulary words like horse, hat, house, helicopter, hen, hands and hammer. Further, they pasted pictures related to the sound on a paper cut-out of letter ‘h’. Reinforcement of the sounds ‘a’, ‘o’, ‘m’, ‘l’, ‘i’, ‘b’ and ‘s’ was done using audio-visuals and phonic songs.
Language was integrated with unit of inquiry with stories and rhymes showcasing community helpers.
Students were introduced to naming words of various tools & transport used by community helpers with picture cards of a stethoscope, white coat, tool box with plus sign, thermometer, blood pressure monitor, antiseptic lotion, Band-Aid, medicines, injection/syringe, ambulance, for this helped in enriching the vocabulary.
Students were also enlightened about the importance of community helpers with stories telling of ‘Danny goes to the dentist’ and ‘Tom the firefighter’.
- Reinforcement of numbers 1 to 5 was addressed in class.
- An assessment of quantity association was carried out with various class materials, thereby strengthening the concept of number quantity association.
Students made connections with the festival of Diwali and tried creating a diya using ceramic clay. They also decorated a diya picture with colourful sequins on paper.
They identified their body parts and traced their palm with assistance using a sketch pen. Later, they used the shape to create a fish.
Students coloured and created a pattern using various cut out of shapes to embellish the fish.
Students were shown an audio-visual presentation related to Halloween and explained the reasons for its celebration. As a follow-up activity, they made a monster spider headgear with eight legs, four eyes as a Halloween craft. Students loved reciting a Halloween song ‘Go away scary witch, go away’.
Post Diwali celebrations, students worked on their motor components and fitness. They learned the stance and conditioning exercises to improve their body and hand swing for mini tennis.
Students explored percussion instruments and played a steady beat on the shakers. They also sang their favourite rhymes on the microphone.
Students stressed basic dance routines based on levels and development of postures, and practiced repetitive movements to music. The concept of meditation and cooling down were also reinforced.
Fawn students were read the big book ‘Where is my Teddy’ written by author ‘Jez Alborough’. The story focussed on a young boy Eddy, who lost his small stuffed teddy bear in the woods. While searching, he found a teddy bear, although identical in appearance to his own, but was of the wrong size. This led to a hilarious encounter between the boy and a real bear. It was an entertaining and delightful rhyming tale which made good listening for children.