Unit of Inquiry
To further deepen their understanding of the ongoing unit on ‘Stories’, visible thinking strategy of ‘Zoom in’ was used to build understanding of a story setting in class. The smart board was used to reveal photos in small sections from a story book titled ‘Baba Yaga, the flying witch’. As parts of each photo were revealed, further probing questions were asked
- What do you see?
- What do you think is going on?
- What do you think might be in the rest of the picture?
- How has the picture changed?
- What do you think you will see next?
To further strengthen their understanding, students inquired into Chinese culture; greeting each other using a simple phrases in chinese language like ‘Huanying’.
To explore the world and its many cultures, students used world map to mark China and realized how big the world is compared to the country.
Through the use of audio visual clips students embarked on an adventure trip to China exploring language, festivities, food, music, art, architecture, philosophy, traditions, medicine, martial arts and much more .
Music was integrated with the unit where students listened to Chinese music.
Students were also narrated a short story ‘The Greatest Treasure’
Reinforcement of phonic sounds was done using water colors where students enjoyed manipulating the brush using paints on letters.
Students were also introduced to the sound ‘w’ through a story ‘This is the letter W’. They later brainstormed and found out other objects beginning with the same sound and came up with words like window, water, watch, etc. They also practiced writing ‘w’ in correct zones and illustrated related vocabulary words in their process journal.
Introduction to ‘an’ family words was done in class where students were given a picture to identify the initial, middle and end sound to form a word (can, pan, tan, van, ran, man)
Students were introduced to the sound ‘k’ through picture cards. They further made illustrations related to the same in their process journals. As a follow up, they traced letter ‘k’ on sand paper and practiced writing it in their process journal.
Reinforcement of ‘Time’ was done through an activity where students were given a time and they illustrated a minute and an hour hand on the clock.
To build number sense with respect to place value; students examined tens and ones block and discussed that a tens block has ten ones put together. Later they used base ten blocks to represent number on a chart to count the blocks.
Students were given a task to show number 14 with place value blocks. They represented the number of tens and ones on place value mats and answered the following questions:
- How many ones are there?
- How many groups of ten?
(i.e., the 1 in 18 is a ten and 8 is a one).
To enhance the understanding of the concept of time, students listened to a rhyme – ‘The clock’: https://www.youtube.com/watch?v=xJBek5XCexw
Students practiced writing swar ‘a’ and vyanjan ‘ra’ in their process journals. They illustrated the objects and vocabulary associated with the same.
As a part of early year’s skill building program, students focused on:
- Timeline activity to learn the sequence of events in class.
- T-shirt folding to strengthen fine motor skills.
Information technology was integrated with the unit, where students explored Tux Paint and illustrated their favorite character. Students enjoyed making stories with their virtual characters.
The students listened to the story of ‘Who sank the boat?’ by Pamela Allen. By the seaside, there once lived a cow, a donkey, a sheep, a pig, and a tiny little mouse. They were very good friends. One warm, sunny morning, for no particular reason, they decided to go for a row in the bay but the boat sank. Who sank the boat? was the question on their minds. To their surprise, the most unlikely person amongst them sank the boat ; the teeny tiny mouse. The story created inquisitiveness amid the listeners.
The students learned about notes and scales and played the C major scale on the xylophone. They also sang ‘Hello to all the children of the world’.
The students stressed on basic dance routines based on level. The concept of posture, expression and dancing statue were also introduced in the classes for a better understanding of performance.
The students explored painting with respect to primary and secondary colors filled within geometric shapes which are to be developed into masks. They indulged in a similar kind of art on a bigger surface using larger brushes too.
Students are practicing manipulative skills on trampoline thereby developing their body balance, coordination and spatial awareness to control their body movements.