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.
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.