Blog-22nd Oct – 8th Nov 2019

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

Circle time

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.

Language

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’.

Math

  • 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.

Art

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’.

Physical education

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.

Music

Students explored percussion instruments and played a steady beat on the shakers. They also sang their favourite rhymes on the microphone.

Dance

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.

Library

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.

Free play

Blog- 14th Oct to 18th Oct 2019

Unit of inquiry

To enhance learning on their current unit of inquiry, a  fresh coconut was used to explore the five senses of  touch, smell, taste, hearing and sight. Students took turns to touch and feel the coconut and received a tactile experience of the round, hard and rough surface. They also noticed the water inside and the sound it made, when it was cracked open. Later, students tasted the coconut water, the pulp and were asked to smell the fresh coconut.

Students revisited their understanding of the unit by using the unit related material displayed in the classroom.

Summative assessment was also undertaken with the help of the following activities:

  • Based on the coconut experiment, students were asked a few questions related to all the 5 senses. Their individual reflections/anecdotes were further recorded.
  • Students were given pictures associated with five senses in a mixed pool and were asked to sort and paste them under each category of the sense organs.

Tuning into the 3rd line of inquiry ‘our feelings’, the idea of emotions and feelings were explained to the students. They were given picture cards of few faces with different expressions like happy, sad, crying and laughing and were later asked to imitate these emotions. Further, students created a feelings book wherein they illustrated faces displaying emotions like, happy, sad, angry, crying, tired and scared faces.

Circle Time

As a part of the early years’ skill-building programme, a wide range of activities were revisited in the week. As an integration with the current unit, students were engaged in activities like using the touch boards and pairing of the smell jars, sound boxes, sensory balloons, for this helped to refine  their senses.

Unit of inquiry was further integrated during circle time by engaging in a pegging activity, wherein the students were given puzzle cards to match with the correct sense organ.

SEL (Social Emotional Learning)

Social and emotional learning was integrated with the unit of inquiry where students played a game ‘mirror, mirror, what do I see?’ Later, they made a face depicting an emotion while seeing their own reflection in the mirror. Students took turns to make different faces and answered with a rhyme ‘I see angry/happy/tired/sad/hungry (Name of the child) looking at me’, for this helped them to understand and label their emotions.

Students also got an opportunity to explore their emotional intelligence by watching an audio-visual presentation:

Language

Students were introduced to the phonic sound ‘b’. They associated the sound with various picture cards and learned new vocabulary like bat, ball, butterfly, balloons, bus, bottle, bag, bear, bamboo, bricks, birds, bowling etc. Further, they pasted pictures related to the sound on the cut-out of letter ‘b’.

They also traced sounds ‘a’, ‘o’, ‘m’, ‘l’, ‘i’, ‘s’ and ‘b’ using sandpaper cards and sand trays, for this aided to understand the correct formation and directionality of letters.

Language was integrated with the unit of inquiry; they were shown a story on the audio-visual board, ‘Laura and Lincon learn about the five senses’.

Math

Students were introduced to numerals 4 and 5. They practiced the formation of the numbers and their quantification using picture cards and classroom materials. Numbers from 1-4 were reinforced through a group activity wherein they pasted apple cut outs besides each number, thereby associating quantity.

Math was integrated with the unit of inquiry, wherein students coloured within the outline of number 5 and associated quantity by pasting cut outs of the five senses.

Art

Art was integrated with Math wherein they crafted a tree using steel wool (a common household material) and green paint to create the crown of an apple tree.

Art was also integrated with language when they crafted a butterfly, for this helped to reinforce the sound ‘b’.

Students were acquainted with the Hindu festival of lights – Diwali,  with the narration of the story of victory of good over evil. The festival commemorates the return of lord Rama to his kingdom  of Ayodhya, at the end of his 14 year exile. Students depicted colourful fireworks using different colour paints and glitters in their art journals.

Physical education

Students practiced various types of jumps using one/both legs. They were introduced to an obstacle course and some hoop coordination exercises, for they aimed to work on the ability to stay upright and in control whilst in motion. 

Music

Students were given an opportunity to sing songs like ‘Old Mac Donald’, ‘I love you’ and ‘Insy-Winsy Spider’ individually on the microphone. They also played the shakers while singing.

Dance

Students stressed on basic dance routines. They danced to the beats of the ‘Chicken Dance’, ‘Crazy Frog’ and ‘Gummy Bear’.

Library

Fawns were read Hindi Diwali stories from the book, ‘Amma Kahe Kahani – Diwali’.

It was a delightful and an informative book that introduced Diwali ‘the festival of lights’ to students.

The book illustrates the story of a prince being exiled from his kingdom to the forest, his victory over the evil king Ravana and the celebration of his homecoming. The story of Goddess Lakshmi who rewarded her true devotees with good fortune and health on Diwali was narrated too.

Written in a rhyme with vivid and captivating illustrations, the book brought Hindu  celebration stories to students in a fun way.


Free play

Blog- Sep 30th to11th Oct 2019

Unit of inquiry

Moving ahead with the current unit, students  engaged in various practical activities that helped them to probe deeper with their tactile and gustatory senses.

Using their tactile sense students created sensory balloons by filling distinct textured things like kidney beans, rice, flour, sand, water, sponge and marbles into them. Subsequently, they practiced sorting and pairing balloons using their sense of touch.

Using different trays and bowls filled with hot/cold/tepid water, they touched and differentiated between  temperatures.

An assessment was taken on the sense of taste with an activity. Each student was given a pinch of salt and castor sugar to taste and later were asked to differentiate between the two (since the visuals are same for both) by smelling, seeing and touching. Students made predictions before tasting and could differentiate between salt and sugar, for this displayed the importance of the gustatory sense.

Five senses were reinforced through an activity wherein they observed the process of making popcorn, smelling the butter, hearing the sputter of corn and later enjoyed eating them. Students described the popped corn by correlating to the five senses (salty/crunchy/buttery/yellow/white/bumpy). Their ideas and expressions were also noted on a recording list.

Circle Time

As a part of the early year’s skill-building programme, students were encouraged to explore play-doh while squishing, squashing, rolling and flattening, for this aided in developing their fine motor skills.  

Students enhanced their tactile sense by working on the ‘touch boards’ where they experienced the grades of textures from rough to smooth (smooth to smoothest/rough to roughest).

SEL (Social Emotional Learning)

Students observed different emotions demonstrated by the facilitators like ‘having an argument over a toy’, ‘criticizing someone else’s work’, ‘pushing and biting each other’ etc.

Students observed the different monster faces stuck on ice-cream sticks and painted different monster faces. They identified the emotions and tried to relate their actual feelings with the emoticons, thus helping themselves to regulate their own reactions and outbursts.

Language

The sounds ‘i’ and ‘s’ were introduced using picture cards and objects from the class environment. They learned new vocabulary and identified the pictures beginning with ‘i’ and ‘s’ sound. Further, they pasted pictures related to the sounds on the cut-out of letter ‘i’ and ‘s’ respectively. Vocabulary learned:

‘i’ sound – igloo, insect, indigo colour and iguana

‘s’ sound – strawberry, scorpion, stones, Santa Claus, square, sun, star, sky, soap, sugar, spider and seven

Language was integrated with the unit of inquiry, where all the 5 senses were reinforced with an audio-visual of a song, story and rhyme.

Song: https://www.youtube.com/watch?v=mx-2oEvZ5dg

Story: https://www.youtube.com/watch?v=9Rf0f2-6c4I

Rhyme: https://www.youtube.com/watch?v=vXXiyIGqliE

Reinforcement of the sounds ‘a’, ‘o’, ‘m’, ‘l’, ‘i’ and ‘s’ was done through audio-visuals and phonics songs.

Math

Students were introduced to number 3 . They practiced the formation of the numbers and their quantification.

As part of numeracy skills, the concept of more/less was introduced with an interesting activity. Students were given different materials like rice grains, beans and pulses  which they used to fill two containers while representing the more/less quantities.

To enhance their thinking skills, ‘Venn diagram’ was used as a tool for organizing/sorting things under the two categories – ‘olfactory sense and gustatory sense’.

Mathematics was integrated with language wherein they used paints and sponge shaped triangle, circle and square to form an iguana, for they aimed at reinforcing the sound ‘i’.

Numerals 1, 2, 3 and 4 were reinforced using number rhymes and flashcards.

Art

Students enhanced their fine motor skills by crafting Raavana with 10 heads for Dussehra. The importance of Dussehra celebrations was explained to the students using an audio-visual presentation.

Art was integrated with languagewherein they made a snake using paint and magic wax crayons, for this helped in reinforcing the sound ‘s’. They also explored finger printing technique with white paint to create dandelions.

Students freely expressed themselves  using a colour of their choice whilst paying attention to the strumming of the guitar. They drew while the guitar was played and they paused when the strumming stopped.

Physical education

Students learned manipulative exercises with hoops and pom-poms, for this aimed to hone a variety of fundamental movements.

Music

Students were acquainted with the names of a few percussion instruments and played a steady beat on the congos. They also sang their favourite songs like ‘I love you’, ‘Hello, How are you’, ‘Old Mac Donald’ and ‘Mary Had a Little Lamb’.

Dance

Dance lessons focused on development of postures, where students practiced repetitive movements to music. The concept of meditation and relaxation were reinforced.

Library

Students were read a book titled ‘The Giraffe who was scared of heights’ written by the author ‘Glenn Johnston’. The story revolved around the main character  of  a baby giraffe who  feared heights. A fantastic illustration on how the other  main characters; parrot and zebra secretly helped the baby giraffe to overcome  fear of heights made interesting reading. It was a perfect story that depicted the essence of caring between friends.

Freeplay


 

Blog-23rd to Sep-27th Sep 2019

Unit of inquiry

Students continued to enjoy their nature walks at school where they experienced various textures available in the garden. They collected objects like soft green leaves, rough dry leaves, coarse stones, jagged twigs, moist flowers, small grainy stones using their tactile senses.

To reinforce tactile sense, an activity called ‘Feely hands’ was undertaken. Students were given small pieces of materials with different textures like sandpaper, satin ribbon, kidney beans, wool, and scrubbing pad. Post the activity, a formative assessment was taken where they had to paste 5 different textures on the fingertips of the paper cut-outs of hand.

Further, their tactile senses were strengthened through an interesting learning engagement, wherein they had to walk bare feet on the ‘touchy feet tray’.They touched and identified random textures namely – hard/smooth marbles, smooth/soft ribbon, soft leaves, pricky twigs, bumpy bubble wraps, soft/squishy sponge, rough scotch brite/sandpaper etc.

Circle time

To refine their motor skills, students were involved in a wide range of activities such as pegging, transferring with tongs, stacking of blocks, spooning of marbles, and working with Montessori Pink cubes and Brown stairs.

Students were also introduced to Touch boards to experience different textured surfaces. They learned new words like rough and smooth, for this helped in enriching their vocabulary.

As a part of Early years skill-building programme, the facilitators enacteda role play on‘greetings of the day’ to facilitate a cohesive and responsive learning environment.

SEL (Social Emotional Learning)

Students observed the different monster faces stuck on ice-cream sticks and imitated them. The concept of relating thoughts with behaviour was reinforced with a role-play demonstrated by the facilitators on emoticons like sad, happy, angry and hungry. Further, students identified the emotions and tried to relate their actual feelings with the emoticons, thus helping themselves to regulate their own reactions and outbursts.

Language

The sound ‘l’ was introduced using picture cards and objects from the class environment.

Language was integrated with Art, wherein students pasted pictures associated with the sound ‘l’ – lamp, lion, ladybug, lamb and a leaf on a cut-out of letter ‘l’, which helped in recapitulating the sound.

Language was also integrated with unit of inquiry, where students loved singing songs related to the five senses.

They sang a popular rhyme ‘Mary had a little lamb’ which aided in recapitulating the sound ‘l’.

Reinforcement of the sounds ‘a’, ‘o’, ‘l’ and ‘m’ were done using audio-visual presentations and phonics songs. They also traced the letters using sand, for this helped in learning the formation of the letters as a prelude to writing.

Math

Students were introduced to the pattern (ab-ab) which helped them in predicting the next element, based on their observations. Comprehending patterns helped in preparing students for  reasoning  skills to number concepts.

Students were introduced to a new shape ‘circle’ with a learning engagement where they pasted pictures of circular objects on a round chart paper.

Math was also integrated with language, wherein students created a ladybug using circular cut-outs of various sizes, for this helped in reinforcing the sound ‘l’ and the shape ‘circle’.

Students illustrated 2D shapes like circle, triangle, and square using drawing insets. Later, they practiced drawing lines within the boundary of the shape. This aided in enhancing their eye-hand coordination.

Numerals 1, 2, 3, 4 and 5 were reinforced with number rhymes and flashcards.

Art

Students observed the technique of working with ceramic clay and tile pieces. They used their tactile sense to  feel a  shark carved from clay. Later, they placed the bits and pieces of tiles on it and formed the name of their class ‘Fawn A’.

Physical education

Students participated in various activities to improve their balance and coordination. This also helped them in maintaining controlled positions during both static (still) and dynamic (moving) activities.

Music

The essential agreements made in the music room were reiterated to the students. They enthusiastically sang songs like ‘Insy-Wincy spider’, ‘I love you’ and ‘Hello, how are you’.

They also revised the different voices (singing, shouting, talking and whispering), and the names of the musical instruments.

Dance

Dance lessons focused on development of postures, where students practiced repetitive movements to music. The concept of meditation and relaxation were introduced.

Library

Students were read a story ‘Elmer, the Patchwork Elephant’, written by the author ‘David Mckee’. Based on the classic children’s book series by David Mckee, Elmer the Patchwork Elephant is a celebration of individuality and the power of laughter.

The story  about a patchwork Elephant, Elmer and his colourful family of elephants, who were unlike the other elephants made interesting an read.

One day ‘Elmer’ and his black and white-checked cousin, ‘Wilbur’ moved out for a stroll together when they came across a herd of grey elephants. To Wilbur’s mind, they were not unique, although Elmer claimed that they were all unique. Later, ‘Grandpa Eldo’, a golden coloured elephant, introduced them to ‘Rose’, a pink elephant who had wandered away from her herd. Rose and the two cousins played together as they set off in search of Rose’s herd. Further, they encountered a lone grey pachyderm that she found peculiar. When they located her pink herd, the cousins understood Rose’s reaction to the grey elephant. The book successfully conveyed the message that everyone is unique, and that uniqueness makes us all special.

Freeplay

Blog-16th to 20th Sep 2019

Unit of inquiry

Moving further with the unit on senses, the gustatory sense (sense of taste) was explored using various  solutions intended for tasting. Students were given an opportunity to taste four basic flavours: sweet (Roohafza), sour (lemonade), salty (butter milk) and bitter (decaffeinated coffee solution).

A formative assessment based on olfactory sense was taken with a sorting activity. Students were given cut-outs of pictures in a mixed pool (like a dirty water closet, garbage bin, incense sticks, rose etc.). They used their thinking skills to segregate the pictures and paste them under correct heading.

Circle Time

An interesting learning engagement was undertaken, wherein they had to pick  a greeting of their choice like, ‘a hi five’, ‘a fist bump’, ‘a hug’, ‘a handshake’, ‘an elbow bump’, ‘thumbs up’, ‘perform a jig’. This cheery morning activity helped in encouraging positive interactions between students to grow into  responsive individuals.

As a part of Early years skill-building programme, social grace and courtesy lessons were reinforced by the facilitators, for this helped to build social skills and self–esteem amongst students.

As an extension to familiarising them to Montessori Brown stairs and Pink cubes, construction of a wall was introduced to the students by using the  material. Students observed and then made a wall using various combinations, for this helped in enhancing their thinking skills.

SEL (Social Emotional Learning)

The concept of relating thoughts with behaviour was introduced to the students with the help of a role play which was followed by showing a ‘Story bot’ video. Later, they brainstormed on how can they feel better if they feel sad about something. They tried to make a connection between their actual feelings and how they responded, for this helped them to inculcate a deeper sense of self awareness.

Language

Reinforcement of the sounds ‘a’, ‘o’ and ‘m’ were done using sand tray, audio-visuals and phonic songs.

Language was integrated with Art, wherein students pasted pictures associated with the sound ‘m’ – monkey, mango, mop, mask, mat, mouse, mushroom, milk and mittens, for recapitulating the sound.

As a part of vocabulary enhancement, students learned the names of basic tastes like sweet, sour, salty and bitter.

Unit of inquiry was integrated with language, wherein students enjoyed listening to a story about the little koelfinding his song, written by ‘Kunal Kundu’. The story was presented using props and an audio-visual tool. Students learned about the chirping sounds made by different birds.

Math

The Montessori material ‘Drawing insets’ were introduced to the students to hone directionality while holding the pencil. They practiced tracing 2D shape triangle using the triangle inset. Further, they coloured inside the triangle to hone their pincer grip.

Students were introduced to the concept of few and many, using various objects from the classroom, which was followed by viewing of a power point presentation. A fun activity was carried out where they had to stick cut-outs of a flower on three different baskets. These baskets with flowers were a pictorial representation of few, many and none; for this helped in understanding quantification.

Math was integrated with the unit of inquiry, wherein students tasted various drinks like roohafza, lemon water, buttermilk, and decaffeinated coffee solution and identified the taste as sweet, salty, sour or bitter by using their gustatory sense. Later, they created a ‘Pictograph’ by pasting pictures to represent the taste that appealed to them and moved towards analysis of data from the graph.

Art

As students are in the process of exploring the shape ‘circle’, fingerprinting was done on the shape to  craft a tree.

Physical education

Students learned the handstand. As handstand is technically a weight bearing exercise, it will help them to strengthen their bones, spine, shoulders, arms and wrists and their overall muscle development. They were also involved in different types of rotational and stretching exercises.