Unit of inquiry
Students were given opportunities to explore different objects made of fabric like soft toys, hand puppets, cloth bags, uniform- jacket, shirt, handkerchief, hand towel, blankets etc.
Students were also introduced to different types of fabrics such as jute, cotton, silk, velvet and wool that they touched to get a feel of its texture. They were shown pictures and audio visuals of cotton plants, shearing of wool from sheep and process of making silk from silkworms.
Different uses and properties of fabric (soft, absorbent, foldable, keeps warm) were also discussed.
Students investigated about different properties of fabrics with a simple experiment where the students poured few drops of coloured water on various materials like piece of tissue paper, mop cloth, plastic, foil and a wooden block. As a conclusion, students identified the absorbent property of fabric.
Students went for a nature walk within the school campus and observed objects made of glass, wood, metal, plastic and fabric.
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, plastic button sorting and various puzzle making activities, for this helped to enhance their motor skills specifically the pincer grip, wrist control and eye hand coordination.
As an integration to the unit of inquiry, students were introduced to basic layout of a table and napkin folding. They sorted different utensils and cutlery and placed them in their correct positions for this helped to enhance their self-management and sorting skills.
Napkin folding helps in the development of muscular control of the fingers, imparts training in exactness and initiates preparation for geometry by subconscious absorption of the fold lines.
Social and Emotional Learning
To reinforce a cohesive learning environment, students watched the story of ‘Hands Are for Helping’, again.
Through the story, self-management skills were taught to the students where they learnt to manage their anger and other strong feelings. They understood that hands are capable of positive and loving actions like playing, making music, saying hello,eating, drinking, painting, drawing, counting, taking care of ourselves etc.
Students developed effective communication and listening skills while presenting ‘Take and talk’.
Reinforcement of the sounds was undertaken with the help of audio-visuals, phonic songs and puzzle cards.
As a part of media literacy and integration with unit of inquiry, students viewed the following audio-visual presentations-
Picture reading in early years aims to ignite the child’s creativity, imagination and communication skills, for it builds vocabulary and gives voice to their thoughts.English was integrated with the unit of inquiry where students were involved in picture reading of the story ‘Three little pigs’.They also narrated the story in a sequence using picture cards.
Students revisited ‘Timeline of a day’ by recalling all the activities undertaken by them from morning to night and arranging picture cards in correct sequence.
Reinforcement of the concept of full/half/empty was done through a pouring activity where students poured water into 3 different containers to denote quantity.
Art was integrated with unit of inquiry where students pasted different materials (straw, ice cream sticks and red rectangular paper cut-outs representing bricks on paper houses of the characters from the story .
Students explored recycled objects, identified their shape and created different shapes on paper.
Students learned different types of exercises that use rotational and stretching postures. They also learned difference between frog jump and starfish jump.
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’ and ‘Fire truck’ in groups.
Students stressed on basic dance routine based on levels. They developed a better understanding of body posture through a game on dancing statues.
Students celebrated the birthday of a very well-known children’s books author ‘Dr Seuss’. He was referred to as not merely an author but a cartoonist and an animator too. He wrote 44 children’s books that reflected the perfect essence of rhyming words.
Students were read one of his titles ‘The Eye Book’, a simple story about a boy and a rabbit who appreciated things they saw around them. Students were encouraged to use their imagination and illustrate things they saw for this helped to develop creative and communication skills.