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