Blog-26th Aug – 30th Aug 2019

Unit of Inquiry

To further deepen their understanding of the ongoing unit on senses, students focussed on their sense of hearing. They listened to different musical instruments and learned about the specific sounds they produce. Further, they played the instruments (guitar, triangle bells, cymbal, rattle, mouth organ and xylophone) and compared between the sounds that each instrument made; for this helped them to understand the importance of listening intently.

This learning engagement was further extended with the students taking a ‘sound tour’ around school. They loved answering questions like ‘can you hear the clock, the wind, noise from the adjacent classroom, people breathing or coughing, noisy cars, flying aeroplanes, footsteps, emergency vehicles, any music?’

A blindfold activity also honed their auditory senses. Different sounds were played on the smartboard that emulated the dog bark, a rocket being launched, an aeroplane taking off, a crow crowing etc. and students were  asked to identify these sounds without looking at the smartboard.

Circle Time

The essential agreements were reinforced with respect to pictographic references. These references were of their photographs that depicted these agreements such as walking in a straight line, washing hands before and after meals, keeping personal belongings in cubby holes and stacking the plates after eating.

Use of magic words like thank you, sorry, excuse me etc. was reiterated with the students in order to facilitate a positive learning environment. A discussion on learner profile attributes was undertaken between the students and the facilitator. They were made to understand the importance of being ‘principled’ and ‘caring’.


Students were introduced to the sound ‘o’ through various picture cards, audio visuals and objects from the class environment. They traced sandpaper letter ‘o’ to understand the correct formation and directionality as a prelude to letter writing.

Language was integrated with Art, wherein reinforcement of sound ‘o’ was undertaken. The students coloured within the outline of the sound ‘o’ and pasted pictures associated with the sound such as orange, octopus etc.

Language was also integrated with unit of inquiry, wherein they sang and enacted a few songs like ‘Head, shoulders, knees and toes’ and the ‘5 senses song’ in order to reinforce body parts. Further, they were made aware of oneself to form a connection with the environment.


Math was integrated with Art, wherein students coloured the outline of numbers 1 and 2 and associated quantity.

As a part of Early Year skill building programme, introduction totheKnobless cylinders  aided in enhancing  fine motor skills, concentration and seriation capabilities.

Motor skills

To enhance their motor skills, students were involved in a wide range of activities such as

  • Arranging Knobless cylinders from big to small
  • Pouring solids from one container to another through a funnel
  • Sorting a mixture of Kidney beans and Garbanzo Beans.

Later, students were engaged in rolling and unrolling of the mat, for this helped them to develop muscle coordination and concentration.


Students were involved in a colouring activity wherein they coloured a cut out of a circle in circular strokes and made further connections with shapes. Later, they used the circles to create a bird and pasted different shapes on it.

Physical education

Students learned basic gymnastics skill called beam walk, which is the key to all functional movement. This helped in building their postural equilibrium, muscular balance, and stability. Balance training at an early age initiates coordination and concentration.


Music was integrated with unit of inquiry wherein they listened to the four different types of sounds (singing, talking, shouting and whispering) and identified the appropriate sound and tone used for singing. They sang ‘I love you, you love me’ and ‘Old Mc Donald’ with actions.


Dance lessons focused on creating  basic steps where students showcased fine and gross motor skills. Reinforcement of the concept of dancing statue was also done during  classtime.


Students were read a touching tale of a giraffe who wanted nothing more but to dance. The story ‘Giraffe can’t Dance’ was the story of Gerald, the Giraffe, who had crooked knees and thin legs. It was very hard for the giraffe to dance . However, Gerald, the Giraffe was encouraged by an unlikely friend and he finally gained the courage to dance to his own tune.
It was a tale of gentle inspiration for every child with dreams of greatness.

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