Unit of inquiry
Going further, students investigated what makes a material waterproof. A simple experiment was conducted where they dipped soft toys wrapped in different packing materials like foil, paper, plastic, fabric etc. in water. Students observed and found out that plastic and foil was waterproof . They displayed their understanding through illustrations.
Students conducted a sink and float experiment with objects made of metal, wood, plastic and glass. They explored how and why some objects float while others sink in water. They observed and concluded that wooden objects float on water.
As a part of the early years’ skill-building programme, students were engaged in a wide range of activities like beading, pegging, threading and transferring with tongs or tweezers for this aimed to refine their motor skills.
As an integration to the unit of inquiry, sorting of different plastic buttons was undertaken for this helped to enhance their eye hand coordination and visual discrimination.
SEL (Social Emotional Learning)
To create a cohesive learning environment, students viewed a story ‘Hands Are for Helping’
Through the story, they understood the importance of hands that help to do amazing things like saying hello, eating and drinking, painting, drawing, taking care of ourselves etc.
Through the story, they understood the importance of hands that help to do amazing things like extending for greeting, eating and drinking, painting, drawing, taking care of ourselves etc.
The simple but important message helped students understand they have the power to choose not to hurt and offers an alternative to hitting and other forms of hurtful behaviour. Students were guided towards a more peaceful and positive outcome in their dealings with other children.
Sound ‘d’ was introduced through various picture cards and objects from the immediate environment. Students associated the sound with various picture cards and learned new vocabulary words like doll, duck, dinosaur, doctor, dog, drums, dustbin, doughnut, donkey etc.
Reinforcement of the sounds ‘t’, ‘r’ and ‘p’ was undertaken using audio-visuals, phonics songs and puzzle cards.
As part of media literacy and integration with the unit, students watched the following audio-visuals-
Tracing and colouring shapes using Montessori metal insets to develop eye-hand coordination and pincer grip was undertaken.
Pre-number concepts (near/far, over/under/beside/, in/out) were reinforced through a listening activity. Students had to run with a teddy bear and place it as directed. They listened to the instructions and waited for their turn for this helped to develop effective social and communication skills.
Strengthening left and right direction sense was also undertaken through a rhyme ‘Hokey Pokey.’
Reinforcement of names of numerals 1- 10 was undertaken with the rhyme ‘This Old Man’
Art was integrated with Math where students revisited the number ‘8’ by creating an 8-legged octopus. They associated the number of tentacles to the quantity by pasting colourful sequence on the tentacles.
As an integration with language, reinforcement of the sound ‘d’ was undertaken where students created a dinosaur with the cut- out of the letter ‘d’.
As an integration with the unit of inquiry, they painted a picture of an alligator with plastic bubble wrap.
Students experienced observational drawing where they observed an image drawn on the whiteboard and tried to illustrate it.
Students worked on daily motor component exercises.
Balance training at an early age initiates coordination and concentration. Aiming on these lines, students were introduced to basic gymnastics skill called beam walk, which is the key to all functional movement. This helps to build postural equilibrium, muscular balance and stability.
Students learned and sang a new action song called ‘Shake your sillies out’. They also sang ‘Seven Continents’, ‘Fruit Salad’, ‘Hello how are you’ and ‘Fire Truck’ with actions.
Students were grouped house wise and they practiced singing on the microphone.
The concepts of posture and dancing statue was introduced to develop a better understanding of posture. Students were involved in basic dance routines as per their skill set.
Regular dance routine on ‘Chicken Dance’ and ‘Gummy Bear’ were also practiced.
Students revisited a picture book ‘Peck peck peck’ by author Lucy Cousins. The story revolved around an enthusiastic woodpecker who had just learned to peck.
Students were drawn to the bird’s exuberance for learning a new skill through an activity wherein they used a bird prop and pecked different articles like shoes, socks, jacket, scarf, magazines, book, cushion, teddy, fruits and vegetables in the same way as the woodpecker did in the story.
They also made connections and realized that when they learned a new skill like hopping, jumping, they like to try it repeatedly. They also realized just as the woodpecker could not peck at everything, they also had to practice their newly acquired skills taking precautionary measures.