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.
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.
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?
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 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.
Students learned basic stretching and balancing exercises in yoga to improve their mind and body coordination.
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 lessons focused on revision of songs, wherein students practiced repetitive movements to music.
The concept of giving feedback was introduced.
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.