Unit of inquiry
Students explored different objects made from paper, for example chart paper, crepe paper, handmade paper, books, cardboard, kite paper, tissue paper, golden sheets etc.
The absorbent property of tissue paper was also demonstrated with a simple experiment.
Students participated in basic paper folding activity where they learned about the four quadrants designed by the folded creases of the paper. This helped to understand the foldable property of the material and also initiated the preparation for geometry.
Students classified different materials through a sorting activity where they sorted objects from the mixed pool (plastic/wooden toys, blocks, books, tissue paper, handkerchief, towel, spoon, plates, bottles etc.) under the respective classification of material.
Summative assessment was undertaken to assess their understanding of the unit. Students identified the object in the given picture, associated the material with it and pasted the material on each picture (e.g. a piece of fabric on t- shirt, wooden shavings on the chair, foil on cutlery etc.).
As a part of the early years’ skill-building programme, students began
- to explore different fabrics using their tactile sense for this helped to identify different types of fabrics by feeling texture, recognising pattern, design, colour etc.
- using slates to draw different types of lines and strokes to enhance their prewriting skills.
- screwing and unscrewing of nuts and bolts for this helped to enhance fine motor skills, and strengthen wrist control and pincer grip.
Social and Emotional Learning
The topic of self-discipline was introduced with a ‘Cookie Jar’ activity where students were asked questions like ‘What will happen if we eat a jar full of cookies all alone? Why should we eat only 2-3 cookies at a time?’
They brainstormed and gave answers. e.g. ‘We would get a stomach-ache if we ate it all together at once, we should share it with our friends’.
They were also given practical scenarios to think and reflect.
If they wanted to play with a puzzle their friend was playing, should they snatch it and fight or ask politely?
If they wanted to rest in the reflection corner because they were tired, should they push the others away or ask politely or inform their teacher?
Through these activities, students learned that self-discipline is the ability to make yourself aware and do what is right and what needs to be done as a mark of self management.
Reinforcement of sound ‘e’ was undertaken through picture cards and objects from the class environment. Students painted the letter ‘e’ with blue colour and pasted pictures of objects beginning with it like egg, eggplant, elephant, elf, eskimo etc. within its outline.
Introduction to sequencing of a story was undertaken through a pretend play ‘The Three Little Pigs’ using stick puppets. Students enacted the story in small groups and identified the sequence (beginning, middle and end) of the story. This helped to develop communication and thinking skills.
Students enriched their vocabulary by learning new words like fabric, absorbent, foldable, fibre, cotton, silk, wool, jute, velvet, satin, soft,colourful,crepe paper etc.
Reinforcement of the sounds was undertaken with the help of audio-visuals and phonic song.
Number 9 was introduced with flash cards and quantity was associated with the written number using manipulatives.
Timeline of a day (morning, afternoon, evening, night) was reinforced using flash cards, discussion and audio-visuals.
As a prelude to writing, students created various geometric shapes using drawing insets.
Art was also integrated with language where students painted a picture of an elephant as a reinforcement of the sound ‘e’.
Art was integrated with a unit of inquiry where students displayed their understanding that wool is made by shearing the sheep’s wool fleece.They pasted cotton wool on a picture of a sheep .
Students learned the significance of Holi by creating a colourful craft using the balloon dabbing technique.
Students experienced creating art around the shape by choosing different objects (recycled crayon and paint boxes, cello tape’s round base, etc) and traced them to draw an outline. They were also encouraged to interpret their artwork.
Students were introduced to ‘Forward rolls’ where they learned basic tumbling skills. This helped to develop body awareness and control that aided to enhance mind and body coordination.
Students were involved in a listening game wherein they listened to the instructions given in a song ‘Play on your instruments’ and played the instrument -shaker. They had to stop playing it upon the stop command in the song.
They also sang action songs ‘Shake your sillies out’, ‘Seven continents’, ’Fire truck’ and ‘Ten Little Indian Boys and Girls’ in groups.
Students explored different props used while dancing and were encouraged to brainstorm about materials that are used to create the props. They were also encouraged to dance and perform in groups.
Students were encouraged to browse picture books and were also engaged in various games and activities such as alphabet jigsaw, solving path, shapes building blocks, colouring and craft work etc. These activities stimulated their curiosity and helped in developing their social and creative thinking skills while also giving language development a boost.