Blog -17th Feb to 20th Feb

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.

Circle Time

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.

Language

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-


Math

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

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.

Physical Education

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.

Music

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.

Dance

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.

Library

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.

Free play

Blog – 10th Feb to 14th Feb

Unit of inquiry

Moving further with the unit of inquiry, students explored different objects made of plastic.A discussion about different properties of plastic (hard, colourful, waterproof) followed next.

 Students conducted a simple experiment where torch light was made to pass through different materials like wood, glass, metal etc. for this helped them to identify objects that allow light to pass through them.

Circle Time

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, transferring glass marbles with a spoon was also undertaken for this helped to enhance  wrist control and pincer grip.

SEL (Social Emotional Learning)

The topic of impulse control was revisited through a game called‘Traffic Lights’ where students listened to carefuly  follow the directions. E.g. run when you hear‘Green Light’, jump in one place on the call ‘Yellow Light’ and stop when you hear ‘Red Light’. Students who were unable to follow directions exited the game.

This activity encouraged them to listen and respond with careful concentration and controlled movements. The students deduced that to stay steady on their feet and to listen attentively helps  to win the game.

Language

Sand tracing of letters was undertaken for memory mapping and as a prelude to letter writing.

Students enriched their vocabulary by learning new unit related words like sink, float, transparent, fragile, delicate, breakable, hard, half, empty, full etc.

As a part of media literacy and integration with unit of inquiry, students viewed the following audio-visual presentations-

‘Kaach Ki Kahani’   https://www.youtube.com/watch?v=syIf4RojS8k

‘Kaach Ka Ped ’https://www.youtube.com/watch?v=SFWLN3r0j9o

(Stories were retold in English)

Math

  • Recapitulation of numbers from 0 to 7 was undertaken through sand paper cards.
  • Number 8 was introduced with flash cards and quantity was associated with the written number.
  • The concept of full/half/empty was reinforced. Students coloured the cut-outs of glasses labelled as full/half/empty and pasted the blue paper cut outs on them to denote capacity.

Art

Art was also integrated with language where students pasted bits of paper in different colours of the rainbow as a reinforcement of the sound ‘r’.

As an integration with the current unit, technique of glass marble printing was also introduced.

Students experienced printing with waste material to create texture. They worked with tiles, empty paint bottles, glue sticks and paint.

Physical education

Students worked on their eye hand coordination and gross motor skills by playing simple target games.

They also practiced pin jump on trampoline for this aimed to enhance their balance, posture, spatial awareness and coordination abilities.

Music

Students sang “Hello How Are You”, “If You’re Happy and You Know It” and “Seven Continents” songs in groups with actions.

Students also applied various dynamics (loud, soft, fast and slow) to their singing.

Dance

Dance lessons focused on development of postures using a hula hoop.

Regular dance routine on ‘Chicken Dance’ and ‘Gummy Bear’ were practiced.

Library

Students were read a picture book ‘Peck peck peck’ by author Lucy Cousins. The story revolved around an enthusiastic woodpecker who had just learned to peck. He was having so much fun in his first joyous adventure that he pecked right through a door, sneaked inside and pecked everything from the hat to the mat, the racket to the jacket, the teddy bear to a book.

Students were drawn to the bird’s exuberance for learning a new skill and the pecked holes in the book were a source of delight.

Free play

Blog – 3rd Feb to 7th Feb

Unit of inquiry

Moving further with the unit of inquiry, properties of glass (fragile, transparent, delicate etc.)  were introduced through display of different glass objects. A class discussion followed later.

Students went on a nature walk within the school campus and observed objects made of glass, wood, metal and plastic. 

They further inquired into different properties of wood, metal and glass by conducting simple experiments.

  • Students also understood that glass is transparent, and they could see through it by seeing each other from glass doors and windows etc.
  • Students understood that wood is opaque, and they cannot see through it by hiding behind wooden door, cupboard etc.
  • Students witnessed the breaking of a glass bulb wrapped in cloth and concluded that glass is very fragile and delicate.
  • A wooden spatula and a steel spoon were dipped in warm water and students observed that the metal spoon was warm and wooden spoon did not change its tactile temperature impression, thus concluding that metal conducts heat.

Circle Time

New students were introduced during circle time to help them settle into the  environment and develop their social skills.

 As a part of the early years’ skill-building programme, Montessori Number Rods were reinforced for this helped students to visualize and connect mathematical concepts like seriation and quantification.

Students made a connection with the current unit and identified that the number rods were made of wood and pointed out that they were opaque and strong.

SEL (Social and Emotional Learning)

Students revisited the topic of impulse control through the game ‘Simon Says’, where they had to follow directions only when a sentence began with words ‘Simon says….’.

With the help of this game, students enhanced their ability to stop and think before acting and learned to listen attentively.

Language

Sound ‘r’ 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 rat, rabbit, rose, rocket, ring, rice, robot, rainbow, red, rock, rain etc. They also pasted pictures related to the sounds on the cut-out of letter ‘r’

English was integrated with unit of inquiry, a discussion on the material ‘glass’ was undertaken to enhance their communication and thinking skills.

Various questions  asked were:

1. What will happen if a glass jar falls from table?

2. What will happen if someone throws a big stone towards the window?

3. Can you see me if I hide behind this glass window?

4. What will happen if we have metal or wooden windows instead of glass?

Math

Introduction of number 7 was undertaken through Montessori Continent Tray and ‘Seven Continents’ Rhyme. Students associated quantity with the number 7.

Integrating the unit to Math, students were given metal coins of different denominations in a mixed pool. Using their thinking skills, they sorted them into different groups (Re. 1, Rs.2, Rs.5, Rs.10) according to the numbers written on them.

Students also counted different wooden objects like chairs, tables, doors and cupboards inside their classroom. Later, they created a ‘Pictograph’ by pasting pictures to represent different objects and were encouraged to analyse data from the graph.

Art

Art was integrated with Math where students coloured the 7 continents in their art journals. They associated the number of continents to the quantity and coloured each continent in a different colour.

Art was integrated with language where students painted the letter ‘r’ with thick paintbrushes for this helped to enhance their pincer grip.

Students observed the technique of colouring with pencil colours. They coloured a pre-drawn picture of flowers using pencil colours.

Physical education

Students learned basic stretching and balancing exercises in yoga to improve their mind and body coordination.

Music

The students sang ‘Baby Shark’, ‘Seven Continents’, ‘I Love You’, ‘If You’re Happy and You Know It’ and ‘Fruit Salad’ with actions. They also explored various instruments in the music room.

Dance

Dance lessons focused on revision of songs, wherein students practiced repetitive movements to music.

The concept of giving feedback was introduced.

Library

Students reflected on the last week’s story ‘Hamilton’s Hats’ authored by Martine Oborne.

They recalled Hamilton’s fondness for hats. They also explored different hats and tipped, cocked, straightened, raised and balanced just like  Hamilton had done in the story every time he wore his hats.

As an integration with the current unit, students were encouraged to create soft, furry, feathery hats with different materials.

Global Play Day Celebrations

 “Children need the freedom and time to play. Play is not a luxury. Play is a necessity.” says Kay Redfield Jamison. Global School Play Day is celebrated across the globe where over where over 5,35,000 students from 72 countries participated in unstructured play.The early years at DPS International too celebrated the Global School Play Day on February 5th, 2020 that saw them dabble in using play-doh, swirl the brush on paper, dance to beats, bicycle down their chosen pathways and engage in imaginary play. Fun, frolic, laughter were the highlights of the day.

Free play

Blog 27th to 31st January

Unit of inquiry

Taking the unit further, students were given opportunities to explore objects made from different materials.

They also inquired into different properties of metal (hard, shiny, opaque etc.) and wood (hard, floats, opaque etc.) by conducting simple experiments.

  • Students investigated how and why different objects get attracted to a magnet.
  • Students also understood that wood and metal are opaque, and they cannot see through it

Circle Time

As a part of the early years’ skill-building programme, students were engaged in a wide range of activities such as beading, pegging, threading, transferring with tongs and various puzzles for this helped to enhance their motor skills specifically develop pincer grip, wrist control and eye hand coordination.

Social and Emotional Learning

Students were introduced to the basic principles of mindfulness, self-awareness and balance through a beautiful story ‘My Magic Breath’ by Nick Ortner. They understood how to discover calm and regulated emotions through the magic of mindful breathing.

Language

Sound ‘t’ was introduced with various picture cards and objects from the class environment. Students associated the sound with various picture cards and learned new vocabulary words like tiger, train, table, truck, taxi, tyre, tutu, tent, tree, tap, track. They also pasted pictures related to the sounds on the cut-out of letter ‘t’.

English was integrated with unit of inquiry, where in discussion on the material ‘wood’ was undertaken to enhance their communication and thinking skills.

Various questions were asked like:

1. Where do we find wood?

2. Can you find something in the classroom that is made of wood?

3. Why do builders use wood to build houses and furniture?

4. Why do builders use wood to build boats?

5. How can we make sure that we will always have wood?

6. How can we use wood as a fuel?

Vocabulary developed –

Natural material — a useful item that can be found in the world around us

Float — stays on the surface of water.

Sink — drops below the surface

Magnet — attracts metal

To enhance their communication skills, a ‘take and talk’ was conducted where students spoke about the winter season.

Math

Students were introduced to Montessori spindle box material wherein they associated corresponding quantities with the numerals printed on each segment of the box. This helped to strengthen their counting abilities and experience tactile learning.

They were also introduced to ‘zero’ through the Montessori Spindle box material.

Prewriting skills were strengthened with the use of Montessori metal insets in various geometric shapes.

Students made a connection with the current unit and identified that the insets were made of metal and pointed out that it was opaque and strong.

Art

Students created lion’s mane using fork printing technique. They dabbed the metal fork into orange colour and pressed it on paper to create a mask.

Art was integrated with the unit of inquiry and English wherein students tore bits of foil and pasted them on the picture of a tap, sprinkled sawdust on the outline of a table and pasted tissue paper. They made connection and identified foil as metal, sawdust as wood and tissue paper as paper and associated it with the sound ‘t’.

To hone their communication and creative thinking skills, students were engaged in an interactive puppet skit.

Physical Education

Students played the spin the wheel game for this aimed to enhance their thinking skill and response time.

Music

Students learned how to sing the ‘Seven Continents’ and ‘Fire Engine’ songs. They also sang the ‘Fruit Salad’ song, ‘Baby Shark’ and ‘I Love You’ with actions.

Dance

Lessons were focused on the understanding of musicality. Students practiced large isolated hand and leg movements on different patterns of counts for this helped to develop somatic memory and rhythm sense.

Library

Students were read an amusing story ‘Hamilton’s Hats’ authored by Martine Oborne that imparted a warm message about sharing and perseverance.

The story focussed around Hamilton, a pig who was so fond of hats that he had them for every occasion and in every size. But he faced some problems as different animals in the jungle liked his hats. 

As the story unfolded, Hamilton learned about perseverance, courage, patience and caring through various encounters with different animals. Further, students were encouraged to assign learner profile attribute like caring, principled, courageous etc. to Hamilton and reflect if they displayed the same learner profile attributes too

Free play

Blog –Jan 16 to Jan 24, 2020

We extend a warm welcome to all  students post the winter break. The cold winter seems to have made way for warmth with students spreading joy and cheer upon their return.

Unit of Inquiry

The unit under thetransdisciplinary theme ‘How the world works’was initiated

Central Idea –         We use different materials in our lives

Lines of Inquiry –    Properties of different materials

                                Uses of materials

                                Using materials responsibly

As a provocation, a stockpile containing various types of materials (plastic toys, glass bottles, wooden blocks, paper bags, books, fabrics etc.) from the surrounding environment was kept for exploration on a table. Students got the opportunity to play with the material, while exploring the texture, shape and trying to predict what each material was made of.

Facilitator introduced ‘wood’  as one type of material by showing different objects (like- chair, chowki, wooden tray and toys) made out of wood and asking probing questions. E.g.

  1. Where do we get wood from?
  2. How do you feel when you touch it?
  3. What are the things made from wood?

Different properties of wood were introduced through various activities:

  • Students conducted a sink and float experiment wherein they explored

how and why some objects float while others sink when placed in water. They observed and concluded that wooden object float on water.

  • Students also understood that wood is opaque and they cannot see through it by hiding behind wooden door, cupboard etc.

Circle Time

As a part of the early years’ skill-building programme, students were engaged in a wide range of activities in the class such as beading, pegging, threading, transferring with tongs and various puzzles that helped to enhance their motor skills.

Reinforcement of the Pink tower, the Brown stairs and the Long rods were also undertaken to hone their dimensional awareness and strengthen the concepts of broad to narrow, short to long, heavy and light.

SEL (Social Emotional Learning)

The students were introduced to the topic of impulse control through the game ‘Simon Says’, where they had to follow directions only when a sentence began with ‘Simon says….’. With the help of this game, students enhanced their ability to stop and think before acting and  learned to listen attentively.

 Examples where  they snatched a toy or jumped ahead in  the line etc. were also cited and students were asked to reflect and think how they could try and control their impulsive actions.

Language

Reinforcement of sound ‘p’ was undertaken through various picture cards and objects from the class environment. Students painted the letter ‘p’ with pink on paper and associated objects like police, pig, peacock, panda, pumpkin, pillow, etc. with it by pasting them within the outline.

Reinforcement of the phonic sounds ‘a’, ‘o’, ‘l’ and ‘m’ was undertaken with a mixed pool game wherein students identified the pictures and associated them with sounds.

Unit related vocabulary (names of all the different materials like wood, plastic, metal, cloth, paper and properties of wood like it’s hard, opaque and wooden colour) were reiterated with the help of objects inside the classroom.

As a part of media literacy and integration with unit of inquiry, students viewed the following audio-visual presentations-

Math

Prewriting skills were strengthened with the use of Montessori metal insets.

Reinforcement of different types of lines-straight, zig-zag and curved was undertaken with a craft activity wherein students pasted colourful paper punched flowers , maple leaves,crabs and stars on different lines.

Number-quantity association was reinforced through a car parking activity wherein they recognised the number written on the car and associated it with the number on the garage.

Position words like left and right were reinforced with action rhymes and through ‘smelly hand activity’ wherein baby lotion was applied on a hand and the child had to smell and identify whether it was the left or the right hand.

Art

Art was integrated with unit of inquiry wherein students practiced the technique of wooden block printing. Use of saffron and green paint assisted them in making connection with the Indian national flag and the importance of Republic Day.

Students explored the technique of leaf printing by printing leaves collected during  nature walk.

Physical education

Students practised motor component building exercises. The essential agreements of physical education class were also reinforced during lessons.

Music

Students sang action songs ‘Hello! How are you?’, ‘Baby Shark’ and ‘If You’re Happy and You Know It’ in small groups.

Dance

Dance lessons focused on revision of songs, wherein students practiced repetitive movements to music.

Basic routines of warm up and cooling down were also recapitulated.

Library

As an integration with the unit of inquiry on ‘Materials’, students were involved in an interactive session wherein they explored the  ‘touch and feel’ of books to gain sensorial experience. They were also acquainted with related vocabulary words like soft, light, hard for this helped to  enhance their vocabulary while they associated the word to a tactile impression.

Free play

Blog – 16th to 21st December 2019

Unit of inquiry

People play different roles in communities to which they belong’, saw students being introduced to the policemen this week as persons who help us. They were familiarized with their uniform and objects associated with them e.g. pistol, handcuffs etc. with picture cards and an audio visual https://www.youtube.com/watch?v=7DukOyLyH78

Young Fawns were also informed that in case of emergency they must recall number 100 to call the police.

Students were familiarised with the housekeeping staff at school, who help and support them in their daily lives.

Students were sensitized to be responsible and thankful to all the community helpers. Relating to it, they expressed their gratitude by creating ‘Thank you’ cards for them.

To further deepen their understanding about how  firefighters help us, students were taken for a field trip to a nearby fire station.Before the trip, a split-screen activity was undertaken, where  students were asked few questions related to firefighters. e.g. what will you find at the fire station, which community helper would you find there etc. As an extension to the activity, each student reflected and shared their understanding and experience after the field trip.

Circle time

As a part of the early year’s skill-building programme, students were introduced to napkin folding and cleaning activity (with napkins, brush and a dustpan) for this aimed to enhance their self-management skills, eye hand co-ordination and fine motor skills.

Ringing in the spirit of the festival, students assembled and embellished a Christmas trees made out of  manipulative material.

SEL (Social and Emotional Learning)

Students connected their learning to mythology, when they listened to a  story from the Ramayana. They identified the actions of Lord Rama, where he was shown to be kind and compassionate towards a squirrel who helped him in constructing the Ram setu. Students also discussed the resilience of the hardworking squirrel, who never gave up and continued to work harder even though others made fun of its contribution.

With reference to the chain of kindness that was done in the previous week,  kindness king and queen crowns were created by students in recognition and as motivation for their acts of kindness.

Language

Sound ‘p’ was introduced with various picture cards and objects from the class environment. Students associated the sound with various picture cards and learned new vocabulary words like police, police station, pig, paint, peacock, pet, pen, pine tree, packet, panda, pumpkin, pillow, pink, pounding etc.

Reinforcement of the phonic sounds ‘c’, ‘i’, ‘g’ and ‘f’ was undertaken with a mixed pool game of picture cards. Students identified the pictures and associated them with sounds.

Unit related vocabulary (names of all community helpers like doctor, policeman, fire fighter, gardener, chef, housekeeping, carpenter, sweeper etc.) were reiterated with the help of pictures and story narration from books. 

Students developed effective communication and listening skills while presenting ‘Take and talk’ too.

Language was integrated with the unit of inquiry, when they were read a story ‘Dan the fireman’ authored by ‘Gill Guile’

As part of media literacy, students watched the following audio-visuals-

Students enjoyed audio visual presentations on Christmas and have begun to sing Christmas carols.

Math

Numbers 1 – 6 were reiterated with quantity association game, wherein the students were assigned a random number (between 1-6), they first identified the number and picked up the embellishments (like miniature bells, stars, drums, candy canes etc.) while counting the number assigned to it.