Grade 2C blog-(1st November-22nd November)

Unit of Inquiry

Taking their understanding further on the unit – ‘Homes’, students observed the interiors of different houses  and discussed the thought behind decorating their houses in a certain way and how all houses depicted  personal identities.

Students attended a guest speaker session by Ms. Deepa Rajesh a native of  Andhra Pradesh, Ms. Josephine Tung who hailed from Kalingpong and Ms. Shivranjini a resident of Rajasthan. They discussed the unique features of  houses found in their respective regions and how homes  are influenced by local conditions.

Later, in groups students brainstormed the similarities and differences between homes found in each state of India.

Students conducted a survey on how homes reflect personal identities by interviewing their parents and  drew inference from the collected data.

A take and talk activity helped students to showcase their communication skills by speaking about their choice of houses.

A summative assessment marked a reflection of their understanding.

The unit concluded with a reflection by students thus paving the way for the introduction of the new unit on ‘body systems’

Transdisciplinary theme- Who we are

Central idea- The functioning of our body systems contributes to our wellbeing.

Key concepts that will drive this unit have been identified as form, function and responsibility and related concepts of systems and growth.

Students have begun to inquire into:

  • Our body systems
  • Functions of our body systems
  • Ways in which we can aid the wellbeing of our body systems

Students tuned into the unit by comparing a human body with a machine. They corelated  similarities and differences between the two on a graphic organizer.

Using the rocket writing strategy, students wrote their understanding of the transdisciplinary theme ‘who we are’.

A class discussion allowed the students to explore the importance of internal and external organs. They were given cut outs of internal and external body organs, which they sorted and placed into their respective boxes, for an activity.

There on, students were introduced to the digestive system with a discussion on how a group of organs work together to convert food into energy and nutrients. This was further explained using a visual presentation.

With the help of an experiment -‘fogging of the mirror’, students were introduced to the respiratory system.


Using the four R reflection strategy (Remember, Revise, Reveal and React) students recorded their reflection on verbs.

Knowledge of spellings was assessed with a spell bee.

Students enthusiastically participated in an activity which involved them to write vowels on the cube and consonants on the flash cards. Prior to this, they were assessed on their understanding of the same using picture cards. They were then required to form a word using those vowels and consonants.

Students were briefed about short and long vowels. They wrote some examples in their process journals.


For the unit  on measurement, the concept of weights was introduced. Students inquired and learnt how to read a weighing scale.

Collaboratively working in groups, they collected a few objects, measured their weight and recorded the same in their process journals.

Using their thinking skills, students estimated and compared the weight of  few objects and arranged them in a sequence from lightest to heaviest. Thereafter, students estimated the weight of those objects that was followed by measuring them on a weighing scale to record  the accurate weight.

A formative assessment was taken subsequently.


During Hindi classes, students were introduced to the grammar concept of verbs or ‘kriya’ with the help of an activity. They enhanced their speaking skills with ‘ bas ek pal’ activity.

Students recited a poem ‘meri ankhen dekhti hain’.


Students built different types of homes in Minecraft. They selected various materials required to build a virtual home from the inventory. They also learned about the various controls used in Minecraft. 

Students were introduced to a new technology – Augmented Reality (AR). It is a combination of the two worlds real and virtual. Students shared their experiences with the AR applications which have been used by them previously.


During music lessons students learned about functioning and structure of voice box referring to their unit on body systems. Students also learned about the steps to take care of voice and  more facts about articulations that help to build  diction and improve the singing quality and pronunciation.

Integrating music lessons with the unit on body systems helped  students learn about the functioning and structure of voice box. They were sensitized about  ways to take care of their voice. 

Physical education

Students developed their basic motor skills with the help of different lead up and recreational games, which included jumping, running, hopping etc.

They are practicing their  motor skills with the help of obstacles, mini football and mini cricket.

Students practiced walking, balancing and maintaining speed on the skates during their skating lessons.


Students were given general information on the difference between a fiction and a non- fiction book. They briefly understood that fiction referred to plot, settings, and characters created from imagination, while non-fiction referred to factual stories that focussed on actual events and people. A non-fiction book talked about the facts and information about the world around us and it could cover almost any topic, from wild animals to Vikings, from human body to biographies.


Students learned how to use 3D shapes to draw a house. They also observed the line of symmetry in artworks and explored the usage of grids to draw symmetrical mirror images of the given figures.


Dance lessons were focussed on development of back flexibility where students practiced different combination of the same.

Class discussions encouraged students to understand the difference between rhythm and tempo. They also got to know different stage positions used in choreography.


The learning objective focussed on promotion of  self-confidence  to identify personal resources such as kindness, resilience and compassion.

Students were shown visual aids that led to a discussion on how they connected and related with  acts in their daily lives. Students then made crowns for themselves based on the act they displayed the most and wore it during the day. These crowns were named as kindness, compassion and resilience crowns.

Grade 2C blog – 14th October- 31st October

Unit of Inquiry

To further enhance their understanding of the current unit, students were taken for a material hunt walk around school where they identified various materials used for construction. Later, they brainstormed and made a mind map  and inquired into their uses.

Students watched a video on various materials used over the years to construct houses.

Students attended a guest speaker session withMiss Rekha Saluja that helped them to understand the importance of making homes sustainable in current times.

This was followed by a skype session with Delhi based architect Mr. Ashok Lall, who works extensively on building sustainable homes. Later, students recorded their reflection on the subject.

Students also attended a guest speaker session with Mr. Bansal, an architect, who discussed about materials used in construction and his contribution to minimize the damage to the environment.

Students conducted a survey on ‘choices to be made while selecting a house’, by interviewing their teachers and drawing inference from the collected data.

An interactive skype session with Ms. Anna Zubkovskaya who helped students  understand the types of houses found in Russia. They were further explained how the houses there are designed to help in dealing with extreme climatic conditions.


As a part of integration with the ongoing unit, students watched an audio-visual story ‘If I built a house’ by Chris Nan Dusen. They used their listening skill development strategies to address question-based task.

They further read a poem- ‘A home’ by Nancy Vandenberg and were introduced to the concept of rhyming words.  Students then identified rhyming words occurring in the poem and created their own poems using those words. .

Unit Integration was done wherein the students attempted a task sheet based on picture comprehension.

Later, students engaged in novel study of ‘Getting Granny’s glasses’ written by Ruskin Bond. They summarized the chapters in their booklets.


Students were introduced to the concept of rounding off numbers wherein they made an open number line model on the floor and practiced  the same. To further enhance their understanding, they created their own number line on a graph sheet and marked numbers on it. Later, students played rounding bingo wherein they reflected on their learning. Furthermore, students developed estimation strategies for length and used mental benchmarks like non-standard units through an activity- measures around the room. Then they recorded the estimate they made and the actual measurement.


During their Hindi classes students learned a new concept sanyukt vyanjan. With the help of  a classroom activity, they found out ‘sanyukt vyanjan’ words from the given grid. They also revised poem ‘mere ghar’.

Information Technology

Students continued to work on Minecraft during ICT lessons. They were assigned a task to build different types of homes. Students selected different materials from the inventory that could be used to make their house. They tried building a layout of their desired houses. 


During music sessions, students learned how to identify notes in lines and spaces (staff lines). They played and clapped instructed pattern of notes.

Students learned the song Octopus’s garden by Beatles.

Physical Education

Students developed their motor skills with the help of obstacles including rope skipping and practiced yoga asana for better flexibility and concentration.

During skating lessons they practiced start position and speed.

Social emotional learning

Self-confidence is the sub skill under self-awareness that students have begun to learn during  Social Emotional Lessons this month. The focus was to enable  students  identify personal resources such as kindness, compassion and resilience. The students learned about the same through use of visual aids and engaging in a dictionary activity to understand the meanings of the three different behaviors.

They later  engaged in an open discussion in class and wrote reflections on their understanding about the three behaviors.


Magazines make great reading material for children. The primary library has a large collection of magazines like Magic Pot, Primary Plus and Champak to name a few. Children engaged in reading these magazines during library lessons. These magazines consist of short stories, graphic strips, poems, maze, quizzes and many exciting articles that challenge their reading and comprehension prowess. The library also afforded an opportunity to play board games as a means to promote language development amongst avid and not so avid readers.

Grade 2C blog -(30th September-10th October)

Unit of Inquiry

This fortnight, students continued to gain knowledge on the current unit – homes.  To enhance the learning curve, they inquired and researched about the different materials used for making various houses.

They explored the benefits of  materials like wood, bricks and cement in the construction of houses.

Students mapped different types of houses found in various parts of India.  

Taking their learning further, students inquired how directions help in locating places. A map marking activity enabled them to mark different kinds of homes found around the world.

A formative assessment on the 1st line of inquiry was conducted.

Students attended a skype session with Ms. Aanchal, in Thailand and discussed about different kinds of houses found there. They summarized the learnings from the session by writing a reflection in their process journals.


During their English lessons, students enhanced their reading skills wherein they read a poem ‘my house’ and identified the verbs.

Students then chose a verb from the poem to create an acrostic version for the same. This helped in enhancing their creative skills.

Students were assessed on their spellings with a spell bee.

A formative assessment on verbs was taken too.

A book study  ‘Getting Granny’s Glasses’ by Ruskin Bond helped the young learners to enhance their reading and comprehension skills. Furthermore, students enriched their vocabulary by understanding the meaning of difficult words.


Students practiced word problem sums and applied their understanding by using RUCSAC strategy.

A formative assessment on addition was taken.

Prior knowledge on measurement was conducted with a  self-assessment wherein students wrote their understanding of measurement, the difference between standard and non- standard measurement, units and various tools used for measuring objects.

Students were then introduced to the concept of measurement. They measured the lengths of given line segments using a ruler. Thereafter, they drew line segments and parallel lines on graph sheets.

They were introduced to standard units for measuring length.


During their Hindi classes, students recited a poem ‘mera ghar’ and identified संयुक्त व्यंजन शब्द.   Students watched a video on different types of houses, for this helped them in learning new words and improving their vocabulary.

Information Technology

  Students were introduced to Minecraft, a game on placing blocks and going on adventures. They learned to create a world by giving it a name and working in creative mode. They learned the required movements of going forward, left, right, backward, jump and fly. Students learned various techniques of placing and breaking the blocks and explored how to select different materials from the inventory. They enhanced their creativity, problem-solving, self-direction and collaboration skills. Students also discussed the use of computers in their daily lives. They learned about  places where computers can be used along with their purpose.


During music lessons, students learned how to identify notes represented on staff lines. They further learned about staff lines on the music sheet and tried to play note values on their favourite instruments as instructed.

Students practiced singing the first verse of the song “octopus’s garden” by the Beatles. 


Students were introduced to the concept of a house. This involved a preliminary discussion subsequently followed by a drawing exercise on 3D drawing. They were then asked to explore the colour of their homes including the things they liked in them.


With the help of a class discussion, students understood the importance and influence of dance on people. Students were explained the difference between rhythm and tempo. They also learned the different stage positions used in choreography.

Physical Education

Students developed their basic motor skills with the help of different lead-up and recreational games which included jumping, running and hopping.

During skating sessions, they practiced walking, balancing and speed on the skates.


Students listened to the award-winning story of the‘Owl Moon’ written by Jane Yolen. The story about a little boy and his father who one winter night went for owling made interesting reading. The trees stood still as statues and the world  seemed silent as a dream. When they both reached into the deep dark forest, father called whoo-whoo-whoo to invite mysterious night birds, but there was no answer.

The father and son duo walked silently for the father had said to the son ‘when you go owling you don’t need words, you don’t need anything but hope for sometimes there is an owl, but sometimes  none’. Eventually their patience paid off, and they caught sight of an owl.

The book proved to be a verbal and visual treasure, it displayed the learner profile attribute of being courageous as the little child went with his father for owling and he knew he had to be brave at this time of the night.

Students learning agency – voice and choice

It is a way for students to take ownership of their own learning and display their individualized reflection on the previously done concepts. 

Students reflected on the previous concepts in Math and English and posted their reflections under the appropriate headers like movers, shakers and challengers. Tasks were attempted depending on their understanding of the concepts.

Grade 2C blog- (16th September -27th September)

Unit of Inquiry

Students were engaged in an interactive activity where they learned how to study food labels to find information printed on food packets.

The unit concluded with a reflection  by students paving the way for the introduction of the new unit on ‘homes’.

Trans disciplinary Theme: Where we are in place and time

The central idea evolved to state “Homes reflect personal identities and are influenced by local conditions”

The key concepts that will drive this unit have been identified as connection, causation and perspective with  related concepts of material, climate and locality.

Students have begun to inquire into:

  • Climate determines the structure of houses
  • Factors that determine where people live
  • Homes reflect personal identities

The unit started with a classroom discussion about the needs and wants in our daily lives. The discussion was supported by a T- chart activity demonstrating the needs and wants.

For prior knowledge assessment, students participated in a ‘Bus stop activity’, wherein pictures of different types of houses were placed in the classroom. Having made their observations, they  paired themselves to discuss   what they already knew from  pictures. This activity helped in developing  student understanding and sparked curiosity for the new unit.

With the help of ‘main idea wheel’ graphic organizer, students brainstormed and wrote their understanding of the central idea.

Further, students were familiarized with a ‘kutcha house’ and ‘pucca house’. They compared these types of homes on a Venn diagram.

Pictures of different types of houses were shown to the students and they discussed the type, structure and materials used in building of such houses.


Students then illustrated different types of houses in their journals and wrote a brief description about the same.


Students listened to the story ‘Dr. Zee’s apple factory’ and attempted a task sheet.

Video source:

Working in  groups, students worked towards enriching their vocabulary by finding dictionary meanings of words from the spell bee list and were encouraged to make sentences  in the journals.

Assessments were conducted for students to reflect  their reading progress.

The concept of verbs was introduced with the help of a verb shaker activity. Students enthusiastically participated in this activity which involved each child  enacting an action while others guessed the appropriate action word for it. They were further encouraged to frame sentences using those words.


Golden bead Montessori manipulative was used to revise the concept of doubling.

A variety of manipulatives and strategies were used to practice addition. The learners were actively engaged in building  better understanding with practice in their process journals.

Addition with carry over was introduced, students worked with manipulatives like the Montessori  short bead frame and golden beads to develop a better understanding of the concept. 


During their Hindi classes students watched a story of ‘fox and crow’  .

They arranged the given pictures in sequence and wrote the story in their own words. Through this activity they enhanced their listening and writing skills.

Students built on their reading skills by reading the story ‘Ekta mein bal’.


Students continued working on ScratchJr. They were assigned a task wherein they were to use all the blocks and make the sprites (characters) move, turn and hop repeatedly using those blocks. Students added different elements like background, title and different blocks of code.

They learned to save the project by giving it a unique name.

Students worked on an iPad app Bee-Bot to hone their coding skills.


During Music sessions, students revised  note and note values and played rhythm patterns (clapping).

They were introduced to the concept of voice articulators; these exercises would help the students in developing a clear diction and better voice throw while practicing vocals. 

Students were assessed on their understanding of note, note value and the song “You’ve got a friend in me”.


The students finished their Vincent Van Gogh sunflower painting project. They wrote their reflection on the outcome including the process of accomplishing the project.


Dance lessons were focused on development of front and back roll over, where students practiced different combinations of the same. They understood the difference between rhythm and tempo during a class discussion.


Self-awareness was the social emotional skill that students had begun to learn. In the last few weeks, the medium of story telling has allowed students learn about how to react in a positive way despite being in an unfavorable situation. With the further help of SEL activities the students also learnt to notice and understand their thoughts and feelings and how thoughts and feelings can influence their behavior.


Students worked on their motor skills with the help of obstacles which included rope skipping, jumping over the ladder and crossing hurdles.

They practiced yoga for better focus and decision making.


Grade 2 children enthusiastically accomplished an activity based on word–search that consisted of the letters of words placed in a square grid.

The objective of this puzzle was to find and mark all the words hidden inside the box. The puzzle benefited children’s mind in such a way that they only had one goal – to complete the task, it also helped children in improving spellings.

Grade 2C blog (26thAugust-13th September)

Unit of Inquiry

Students continued their learning journey to understand different methods of food preservation by inquiring about the process of ‘sugaring’. This was explained with the help of a power point presentation which described the steps involved in preparing sugared apples. Research aided them to  identify other food items which can also be preserved by using the technique of sugaring.

The book, ‘Milk from Cow to Carton’ by Gliki was read in  class. Students depicted the journey of milk from farm to table (pasteurization) in the form of a comic strip. They researched  about Louis Pasteur and the process of pasteurization on their iPads.Students also observed the process of making curd.

Fermentation was introduced with brainstorming questions like- What changes do you observe (in look, feel, taste, consistency, smell, etc.) over the previous day? Why do we ferment foods and what added benefits do we get due to the process? What other things are suited to fermentation? What gas is released in the process? Which French scientist studied fermentation in detail? How is it different from pasteurization?

Students also learned about the process of drying, when the form tutor showed them the stages involved in preparation of potato chips.

They  acquired knowledge about the process of freezing, where they observed the importance of freezing certain food items to improve their shelf life. To enhance  thinking and writing skills, students wrote aboutwhat is frozen, why it is frozen, where it is frozen and how it is frozen?

Students worked in groups and collected information as to why various foods are processed.

Further they collated their research findings by segregating food items that can be processed using different food preservation methods.


With the help of place value counters, students were introduced to the concept of three-digit addition. Through class discussions, they were able to identify several possible scenarios where addition may be useful in real life. They acquired knowledge about the different terms used in addition.

Students were curious to learn about the commutative property of addition and recorded their understanding by solving a few sums in their journals.

Students were also familiarized with the concept of number line . A summative assessment was taken too. 


Students enhanced their vocabulary by thinking of meaningful words using ‘ck’, ‘ack’ and ‘ick’ phonograms and showcased their writing skills by framing sentences using these words.

Students were keen to learn about the concept of skimming and scanning where the technique was introduced using a video. .

As a part of unit integration, students read an article on food processing and  write a short paragraph to demonstrate their understanding.


During their Hindi classes, students were engaged in reading a story, ‘nanha paudha’. They enhanced their vocabulary by learning new words from the story and were able to form simple and meaningful sentences.

 On the occasion of Hindi diwas, students wrote slogans and made posters depicting the importance of healthy food and how to avoid food wastage. Subsequently, they visited other grades to spread awareness amongst their peers about related topics.


This year the summer assignment challenge aimed at developing  analytical and thinking skills. Students undertook an extensive and meaningful assignment and presented insightful reflections based on The De Bono’s hats thinking strategies for the stories they read.

Winners of the summer challenge celebrated their victory on September 3, 2019 by dressing up as favorite characters from their respective stories and went on a character parade to instill the love for reading across school.

Students enjoyed their celebratory ice cream and attention. The school takes pride in awarding winners with an interdisciplinary certificate of appreciation that applauds their efforts.


Students developed their basic motor skills with the help of different lead-up and recreational games which included jumping, running and hopping. They are now learning shake handgrip, shadow forehand and rallies against the wall with a mini tennis ball.

Students are also practicing walking, balancing and speeding on the skates during their skating lessons.

Information Technology

Students  have worked on the programming app ScratchJr. Integration of ICT session with UOI was conducted whereby the students were assigned a task to have a dialogue conversation between two sprites that focused on benefits of processed and unprocessed food. They added all the required elements like background, title to the scenario and different blocks of code. 


The SEL sessions focused on self-awareness wherein the students learned about mindful self-perception and how they could relate their feelings and thoughts to behavior. During the first weeks’ activity they were given visual aids which gave them an insight into how they can hold and focus on their strong emotions like anger , how  they can identify varied emotions and learn to balance them. With the help of the SEL activities the students further learned about how  emotions can cloud their thoughts and how they can control it by practicing mindfulness.


Dance lessons were focused on development of front and back roll over where students practiced different combinations of the same. They understood the difference between rhythm and tempo through a class discussion.

Students were made aware of the different stage positions used in choreography. 


During music sessions, students learned about different type of notes as per their note values (time that a note takes) and learned about beats. They could recognize a whole note, half note, quarter note and eighth note.

Students revised and sang the song “You’ve got a friend in me” by Randy Newman.

Song Link :


The children were introduced to Vincent Van Gogh and his paintings’Sunflowers’, they were also shown the contrasting works by American artist Jackson Pollock . After being asked to analyse the difference the children were highlighted about the aspect of style and individuality in art. They were finally asked to copy a sunflower painting by Vincent Van Gogh being guided/assisted by me.


Students conducted the assembly on ‘World literacy day’ which is celebrated on 8th of September every year. They explained the meaning of the term literacy and shared some facts about UNESCO. It was followed by a short nukkad natak by some students which emphasized on why education is important. They culminated the assembly with a song.

Grade 2C blog (12th August – 23rd August

Unit of Inquiry

This fortnight, students further inquired into steps involved in the manufacturing of food. They discussed the various stages that define the journey for food to reach from the farmer to the consumer.After the discussion, students performed role play and illustrated their understanding in their journals. Through a sorting activity, students further comprehended the concept of processed and unprocessed food and recorded the same in their journals. 

Taking their learning further, students watched a video and depicted the journey of chocolate from farm to table. They mapped the cocoa bean producing countries  on the world map.

Formative Assessment (1st line of inquiry)

The form tutor read the ‘Autobiography of a tomato – from the farm to the table’ as a monologue. Further, students chose a food of their liking and spoke about its journey from the farm to the table and represented it through illustrations.

Students enhanced their listening and speaking skills by exchanging information on the pros and cons of processed and unprocessed foods. They summarized their learning by recording the same in their journals.


During their English lessons, students learned procedural writing by brainstorming about a  recipe. They recorded the steps of the recipe based on the success criteria given in the graphic organizer.


Media Literacy-Unit Integration

Students saw a news clipping showing the ever increasing demand for organic food. After watching the video, they discussed about organic farming and its increasing popularity. In groups, students analyzed this using De Bono’s thinking hats.

In a group activity game of Roll the Dice, students revisited punctuation (capitalization, period, question mark, comma and exclamation mark) and wrote the characteristics for the use of each. They made sentences using different punctuation marks in their journals.

A take and talk activity helped the students to speak on the process of farming, manufacturing and chocolate making. 

The students’ comprehension about nouns was assessed with a formative assessment. Students were also assessed on their spellings with a spellbee. 


Students applied their knowledge of number bonds by using class manipulatives and practice sheets.

Students revisited the concept of odd and even numbers with manipulatives and extended it to their journals while writing examples and making  real-life connections. They practiced representing numbers on the abacus and  representing the same using place value blocks. They also practiced various number concepts like ascending/descending order, number comparisons etc through online games.

Students articulated their understanding of ordering numbers, how to recognise a number as odd or even and addition between odd and even numbers. They made various combinations of odd + odd, odd + even, even + even and concluded their understanding. Students practiced number names, place value, face value and expanded form for numerals.



During Hindi classes, students recited the poem ‘Nanha Beej’ and engaged in visual imagery by representing the journey of a seed to a plant. This activity helped them understand the process of how seeds grow into plants. They learned  new vocabulary words from the poem, identified different fruits and vegetables and wrote their names in Hindi. 



Dance lessons were focused on correction of body posture during core workout. Correct posture and body positioning help in body balancing while performing any dance routines.

The concept of grooves and isolation was also introduced. This helped the  students to understand the sense of recurring rhythms through different types of music and movement of individual body parts, independent of the rest.


During Music class, students learned about notes and note values and inquired how to count the beats without sound. They also learned how it is  applicable while singing and playing instruments. 

Students learned and sang the song  ‘You have got a friend in me’.



Students were introduced to a visual programming language, known as ScratchJr. This app is the basics form of coding in which students can use different graphical elements, text, symbols and icons to code an object.

Students were made familiar with the interface of the app and further explored the different elements. They created code on the objects known as sprites. They learned to select the sprites from the library and edit to create new sprites by changing their colour and appearance using ‘Paint Editor’.

Students learned to add a background, give title to the scenario, save their project and how to use the different blocks of code.



The students shared information about India’s 73rd Independence Day, the meaning of freedom, ways to express it and why we need it. They also mapped Korea, Congo, Liechtenstein on the world map as they also celebrate their Independence Day on August 15. Flags of those independent countries were displayed on the world map and these were connected by thread with the countries who ruled over them.

Assembly concluded with the melodious patriotic singing of the song ‘VandeMataram’.



The birthday of one of the bestselling fiction authors of all times, ‘Enid Blyton’ was celebrated in the library. According to UNESCO, she is the most translated children’s author in the world has sold more than 600 million books.

The children were given a brief introduction about the author and the popular series written by her – Noddy, Famous Five, The secret seven, Amelia Jane, Malory Towers, and The faraway tree. Few children also borrowed books from her collection.


Physical Education

Students developed their basic motor skills with the help of different lead up and recreational games which included jumping, running and hopping. They are now learning shake hand grip, shadow forehand for mini tennis and are  practicing walking, balancing, speed on the skates during their skating lessons.



The students were introduced to  Social and Emotional Learning and were introduced to ways of becoming Self-aware wherein the students learned about how to label their feelings, sensations and thoughts to their emotions. They were given visual aids to identify and observe their feelings with emotions. The students were shown a feelings chart where they discussed basic feelings like happy, sad, angeretc and identified them to their emotions. Later the form tutors introduced the emotion wheel to students and made them aware of how all  emotions are helpful.


The students continued with straight lines exercises, using a ruler. They were introduced to connecting multiple interspaced points while creating geometric and anthropomorphic shapes.

Grade 2C Blog (24th July-9th August)

The new academic session began with a lot of learning, growing, making new friends, interactive learning engagements and social emotional development. Students settled easily into their new classes and enjoyed the first two days by sharing their vacation stories with their peers. They participated in many ice-breaking activities that helped develop new connections and strengthen the bond amongst their peers. They worked on formulating essential agreements and revisited the learner profile attributes, the inquiry cycle, concepts, skills and the importance of action in a Unit of Inquiry.

Unit of Inquiry

Trans disciplinary Theme: How we organize ourselves
Central Idea: Foods go through a process of change before they are consumed  
An inquiry into: How does food change from field to table
Why foods are processed
Ways in which foods are processed

Understanding the TD theme and central idea-

Students in groups of 4 or 5 made a spider web on ‘How we organize ourselves’, mentioning situations or places wherein they carry out actions in a planned or organised manner in their daily lives. Later, they connected the TD theme with food processing, and engaged in an engrossing activity of unpacking the central idea.

Through a thread activity,students inquired about the negative impact of long-distance fruit / vegetable transportation which leads to loss of nutrients,and CO2 emissions. They used their research skill and discussed 5-8 vegetables/crops that are imported from other countries. Further, they marked these countries on a  world map and connected each one of them with a thread to India.

Through a grouping activity,the students discussed and learned about the different edible parts of a plant (seeds, fruits, leaves, stems and flowers, roots) wherein they sorted the given pictures.Class conversations were encouraged to determine as to which part of the plant did a food on the plate represent.

During a classroom discussion, students brainstormed various sources of packed food items

With the help of the crop field model, students were introduced to the steps involved in farming. They sowed wheat, mustard, coriander and spinach seeds and got hands on experience of the steps of farming and observed some of the tools used in the process. The students were then provided with a set of pictures related to the process involved in the cultivation of crops, which they arranged sequentially and described the steps, underneath each picture.

(Unit Integration)

Tuning into the unit was done through the story of a Little Red Hen, which was followed by a class discussion on the journey of wheat being processed into bread with the use of flowcharts.

Students then read a poem of a Little Brown Seed by Rodney Bennett.They created illustrations to match the given text in a proper sequence and recognised the rhyming words in the poem and discussed their importance. Students read Oxford Reading Treebooks guided by their reading level and were assessed through a rubric.



Prior Knowledge Assessment of Nouns was done through think-pair-share strategy.Through a pairing activity, students listened to and read an online story for identifying nouns.

After listening to the story they filled up the think-pair-share sheet.

Students shared their understanding about common and proper nouns followed by an activity wherein they connected a proper noun to its respective common noun. This activity was followed by making sentences on the nouns discussed.

During their English lessons, students recapitulated the phonograms ‘oo’, ‘ee’, and ‘ow’. They unjumbled sentences of each phonogram in their respective groups and shared them. They continued the phonogram activityby making mind maps on the given phonogramsand wrote the words in their journals.They then made sentences using words from each of the three phonograms.


Students began their Hindi lessons by introducing themselves and talking about their summer vacation in circle time. They also discussed learner profile attributes by watching a related video. Students engaged in a “Bus stop activity” where they formed words with some given letters (अक्षर).


Provocation : Students were asked to reflecton 3 – digit numbers through some thought provoking questions. They were introduced to hundreds using golden bead material and other manipulatives. They wrote their understanding in their journals.

Students wrote a three-digit number on a slip of paper and exchanged it with their partner and represented it using colour coded place value cut outs. They were introduced to the expanded form using manipulatives (number cards). They wrote the 3 – digit numbers in their expanded form in the process journals.

Students practiced number names with a pair activity and used golden beads material to represent the numbers and identified if they were odd or even, they wrote the number names of numbers from 1-20, 30, 40, 50, 60, 70, 80 & 100. They were familiarised with the way of writing 3 – digit number names.

Students practiced, comparing numbers and revisitedthe concept of ascending and descending order.They enhanced their knowledge of place value and face value using the golden beads and static cards.Making quantities and associating those with the cards.

Students distinguishedbetween place value and face value by watching an audio-visual – followed by solving related sums in their process journals. they practiced the concept through online games.

Information Technology

Students were welcomed back for their ICT class. They made essential agreements that they would follow throughout the year. The introductory class made them comfortable with their surroundings and initiated them to the use of the iPad, laptop and various other devices. 

Students were shown an online video on 21stcentury skills and given a task where they illustrated their understanding of the types of social media.

Students were introduced to basics of programming through the use of Scratch Jr. They will further learn how to program their stories through its use.


It is time to get back to school and the school library. It’s also a great time to reflect on summer learning and make plans to try something new. Visits to the library have been planned for library orientation. The librarian began the session with students beginning to understand the overview of library protocol- expectations and deliverables.


The students explored drawing straight lines using the ruler. They also drew parallel lines measuring the spaces in between to create grids. The outcome so far has been creation of measured grids on paper with the use of pencils.

Physical Education

Students are developing their basic motor skills with the help of equipment and calisthenics exercises.


Dance lessons were focused on the development of posture during style walk. The concept of different rhythms has also been introduced.


Music sessions began with voice warm up exercises like practising Do, re, mi,fa,so,la,ti,do and some humming exercises to stretch and relax the throat muscles. Later, students learned about notes and practiced singing ” You have got a friend in me” from the musical Toy Story.