Unit of Inquiry

Students attended a session by an independent environmental service professional and an author, who is closely involved in tiger conservation campaigns in India. Ms Shovana Upadhyay  talked about  environmental changes and human activities that are affecting tiger population in India and across the world. This session helped students make meaningful real-life connections with the third line of inquiry for the unit.

To further their inquiry, students discussed and researched about the reasons for extinction of certain animals like dinosaurs. They recorded their findings on a place mat.

To foster a culture of thinking using practical strategies, learning engagements were organised wherein students conducted and observed experiments on different topics such as oil spill, deforestation, mining and marine pollution under the guidance of their facilitators. They analysed and evaluated the effects of environmental changes and human activities on various species and their life cycles using different graphic organizers.

Teamwork being a crucial aspect for developing social skills, students were encouraged to work in groups to research about the loss of habitat of different animals. Their research work was backed by multiple resources like iPads, books and factsheets. Students organised their work by choosing different Visible Thinking Routines thereby facilitating opportunities to exercise student agency and take ownership of their learning and action.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

English

Students were introduced to procedural writing where they observed the life cycle of a plant. Using their thinking skills, students sequenced their understanding in a step by step procedure with the help of the ‘river flow’ graphic organiser.

To enhance their listening skills, students listened to the story titled – ‘A bird story’ which described the life cycle of a bird. Later, they summarized and recorded their understanding using padlet, an ICT tool used to create an online bulletin board.

Further, students articulated their understanding on the reasons for the loss of habitat of various animals using padlet.

• 

• 

• 

• 

• 

Math

Students further strengthened their concept on patterns by creating various patterns using numbers, shapes, alphabets and colours.

Students were introduced to shapes and their properties with the help of a mystery bag activity and they recorded their observations using ‘think-pair-share’ visible thinking routine.

To facilitate the recap of previously covered math concepts on number system,  addition, subtraction, measurement, shapes and patterns; stations were set up having multiple resources and manipulatives for each concept. Students were given a choice to select the concept(s) and attempt the given tasks using displayed resources. Later, they extended their understanding with the help of a graphic organiser.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Hindi

To enhance their speaking skills, students read ‘bas ek pal’. They were introduced to grammar concept of singular and plural.

Students further developed their writing skills by creating words and sentences with the same. They read  ‘Meetha pahad’ aloud to enhance their reading skills.

ICT

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

They were introduced to padlet, an online organizational tool and displayed their understanding of the unit on the same.

Students explored different life cycles using an iPad app and illustrated their understanding of different life cycles with the help of Book Creator or Scratch Jr.

• 

• 

• 

• 

• 

Music

During music lessons, students learned about notes on a keyboard. They practiced the correct finger movement patterns with right hand to play a keyboard/piano.

Students played music scale of key C using the correct finger technique.

They learned and practiced playing the basic notes for the ‘Happy Birthday’ song on the keyboard.

• 

• 

• 

• 

• 

Physical Education

Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running and hopping. Students have begun to learn new skills of push pass in soccer.

Skating lessons were focused on walking, balancing, and speeding on skates.

• 

• 

• 

• 

• 

Unit of inquiry

Students went on a nature walk to further their inquiry about living and non-living things.They observed and identified various living and non-living things around the school premises and compared their findings using a Venn diagram – a visible thinking routine.

Students organized their research work about different life cycles and presented their findings using models, props or illustrations thereby displaying their creative thinking skills.

A gallery walk across all sections provided an opportunity to  investigate a life cycle of their choice. They analyzed the life cycle chosen using the ‘Connect – Extend – Challenge’ visible thinking routine.

Students illustrated and presented their research work on the chosen life cycle using a schema chart.

Students further developed their understanding on life cycles and migrations during an engaging and informative skype session with a professor of wildlife and environmental studies at a university in Sweden. Later, they reflected upon their learning using the 3-2-1 strategy.

For their assessment on the second line of inquiry, students chose one more life cycle. They collected and validated information using different resources and presented their findings using mediums like, illustrations, creating models or presenting on the book creator. Later, they self-assessed their work using a checklist co-constructed by them and their facilitators.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

English

Students were introduced to the concept of pronouns with the help of a class activity where they were encouraged to find matching pronouns for the corresponding noun words in picture cards.

English lessons were integrated with the unit where students read the poem, ‘A plant will grow from a tiny seed’ and sequenced the life stages of a plant.

To enhance their listening and reading skills, students progressed with the subsequent chapters of ‘Getting Granny’s Glasses’. Later, they demonstrated their understanding of the story on a tic tac toe sheet.

Students showcased their speaking and presentation skills during an inter-section Take and Talk activity. The assessment rubric for the take and talk was co-constructed by students and their facilitators.

A read aloud story session was conducted to introduce narrative writing. Students were explained about the important elements of narrative writing such as, the title, characters, setting and plot etc. Later, they summarized the story in their own words by writing it in the journals.

• 

• 

• 

• 

• 

• 

• 

Math

Students strengthened the concept of subtraction using different manipulatives and floor games.

Students used mental math strategies to solve subtraction equations. Subsequently, they were assessed on their understanding of different strategies using a formative assessment.

Students understood relation between addition and subtraction with the use of  fact family. They were introduced to subtraction word problems using RUCSAC strategy. They were encouraged to create their own word problems and solve them.

Students were introduced to the concept of patterns. Further inquiry enabled students understand the related concept of pattern and sequence.

• 

• 

• 

Hindi

During their Hindi lessons students identified nouns from the story, ‘Ilee Ke Joote’ and wrote suitable adjectives for the nouns.

They placed pictures along with the correct description to complete the life cycle of a butterfly. This activity helped the students to enhance their thinking skills. They also recited a poem ‘Titlee Aur Kalee’ and wrote rhyming words from the same.

• 

• 

• 

• 

ICT

Students in ICT learned about various input and output devices. Later, they created a Venn diagram to compare their characteristics. 

They were introduced to a new feature of Scratch Jr. where using this feature they could add any picture as a character by using the camera option.

Students were introduced to book creator app where they learned how to add images, background, text and record. 

Students marked February 11, 2020 as Safer Internet Day. They learned how they can be safe yet responsible when using online technology.

• 

• 

Music

During music lessons, students learned about notes on a keyboard, they practiced the correct finger movement patterns with right hand to play a keyboard/piano.

Students played music scale of key C using the correct finger technique.

They learned and practiced playing the basic tunes for the ‘Happy Birthday’ song on the keyboard.

• 

• 

• 

Art

This week students continued their exploration into cubism by using oil pastels to colour portraits. They employed variation of colour and style based on their observations of cubist artworks while also employing their own distinctive styles and choice of colours.

• 

• 

• 

• 

• 

• 

• 

• 

Physical education

Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running and hopping. Students have begun to learn new skills in athletics and march past.

Skating lessons were focused on walking, balancing, and speeding on skates.

• 

• 

• 

• 

• 

• 

• 

• 

Library

Students were given a demonstration on how to use library catalog for searching books using library software ‘Destiny’. They searched books with keywords, title and authors’ name.

After searching books online, students could successfully locate the same book on the shelves too. This activity helped them in searching for library books independently.

• 

• 

Dance

Students focused on giving  feedback to their peers after watching their dance routine. They researched and attempted a reflection activity based on the visual presentations viewed in class.

• 

• 

• 

• 

Assembly

The students of Grade 2 D conducted an assembly on message day on  February 5, 2020.  Students began the assembly by explaining to the audience the meaning of a message and ways in which a message can be communicated.  Students were encouraged to write messages on five broad topics – Sustainability, Social Emotional learning, Makerspace, Action and Goals.

Faculty members were invited as guest speakers to motivate  students to take suitable steps and pen down their resolve as messages.

Unit of Inquiry

Students were acquainted with the new unit on ‘Life cycles’

Transdisciplinary Theme: How the World works

Central Idea: All living things go through a process of change

The key concepts that will drive the unit have been identified as form, change and causation and related concepts of pattern, sequence, transformation and growth.

Students have begun to inquire into:

• Comparison between living & non-living beings
• How living things change over their lifetime
• Effects of environmental change on living things

Students unpacked the central idea by reading the story of, ‘A Very Hungry Caterpillar’ thus setting the scene for inquiry and provoking curiosity. Students observed the process of transformation of the caterpillar into a butterfly. They were encouraged to write and illustrate their understanding of the story using the story wheel visual thinking routine. Furthermore, they brainstormed the keywords of the central idea in a meaningful and effective way.

Students worked collaboratively to sort pictures of living and non–living things. Using their thinking skills, students were able to compare the two on a Venn diagram.

Students were encouraged to write their initial understanding about classification of animals, their responses were recorded and displayed on the development continuum.

A class discussion helped the students to understand about the distinguishing features of animals under the categories of mammals, reptiles, amphibians, fish and birds. Later, they categorized pictures of various animals under their respective subheads.

Making the inquiry more student centered, students were provided the choice to select a life cycle from various categories like mammals, reptiles, amphibians, fish and birds. Later, they researched and inquired into the different stages of the chosen life cycle and recorded their observations.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

English

During language lessons, students were introduced to ‘language portrait’, which encouraged them to visualize  linguistic repertoire using the outline of a body silhouette. Students enthusiastically participated in this activity thereby displaying all they knew and the ones they wish to learn.

Students read the poem ‘The butterfly song’ wherein they learned about the life cycle of a butterfly.

English lessons were integrated with the ongoing unit where students extended their understanding of the life cycles by participating in a group activity and showcasing their understanding with the help of a role play, illustrations or story writing. Students engaged in narrative writing to describe the chosen life cycle.

To enhance their reading skills, students progressed with the subsequent chapters of the novel, ‘Getting Granny’s Glasses’. They expressed their thoughts and reviewed it by writing a summary of the chapter using ‘think, predict and compare’ strategy.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Hindi

During their Hindi classes, students revised grammar concepts using a ‘magic wand activity’. They read the story ‘Illee Ke Joote’ in groups and framed relevant questions from it. Further, as a class activity, they discussed answers to those questions. 

Students also picked up new vocabulary words and were able to form simple and meaningful sentences.

• 

• 

• 

• 

Math

The concept of subtraction was introduced with the story, ‘Magical Subtraction’ wherein students used their thinking skills to answers  questions related to the story. A self-assessment checklist was created. Later, with the help of a mind map, they listed down all the subtraction keywords occurring in the story. Students strengthened their subtraction concepts by using various manipulatives like abacus, place value mat and short bead frame. Students worked in pairs to solve subtraction sums on the open number line. Further, they practiced solving 3-digit subtraction sums without borrowing in their journals.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

ICT

This week in ICT students revisited the essential agreements. They were then introduced to different input and output devices. Students learned to differentiate between the two by using various examples.

Music

Music lessons focused around the form and structure of a keyboard, students learned about the notes on a keyboard and how to locate different notes on it.

Students also sang the song “Maa Tujhe Salaam” by A.R Rahman.

• 

• 

 ART

Students were introduced to the art of portraiture via the works of Cubist painter Pablo Picasso. They were introduced to past influences from the naturalist classical painters like Michelangelo Caravaggio onwards to post-impressionist Paul Cezanne and how these influenced Cubism. They drew impressions about each other as preliminary exercises.

Physical education

Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running and hopping. Students have begun to learn new skills in athletics and march past.

Skating lessons were focused on practicing walking, balancing, and speed on skates.

• 

• 

Dance

Dance lessons focused on body isolations with repetitive steps, balance and coordination were introduced along with the understanding of musicality ( how dancers hear, interpret and dance to music). Students practiced large isolated steps with hand and leg movement. 

Jazz style was also introduced.

• 

• 

• 

• 

• 

Library

Students were excited to be back to the library after their winter break. The  essential agreements were reiterated with the students  during library lessons.

This week students were given a choice to select two genres of books to read during this week.

• 

• 

• 

• 

• 

• 

Unit of Inquiry

To foster scientific learning in the primary years, active, hands-on learning is very important to lay the right foundation.

Children understood the functioning of lungs by carrying out a simple experiment, under the guided supervision of the class teacher. They later recorded their findings with the help of a flow chart.

The book on ‘Human Body’ helped students find out information about the circulatory system. To understand the system further they performed a role play describing the flow of blood in our bodies. This activity helped them to develop their intrapersonal skills.

Students were tuned into the skeletal system with a book ‘The skeleton inside you’. Visual presentations helped in understanding the concept further. This was followed by a brain storming session that raised questions about the need for having bones, their numbers in the human body  and so on.

A guest speaker session was organised with a leading paediatrician who shared information about the various body systems and the ways in which we can take care of them. He spoke about the food pyramid and the benefits of eating a balanced diet. He shared ways to keep our body clean and the benefits of maintaining a correct posture during an activity.

The session was followed by students asking some relevant and meaningful questions about the mechanism involved in vision and if veinous blood is blue thereby making the session an informative and engaging one.

As a part of an assessment, students were engaged in sorting and placing  cut outs of the digestive and respiratory systems under appropriate headers.It was followed by writing the process of digestion in the journal.

Students discussed various ways in which we can aid the well being of the body systems.

Students were apprised about different professions and names of the professionals related to the medical field.

A take and talk helped students  make connections with their learning of the respiratory system as they spoke confidently.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Unit presentation

The culmination of the ongoing unit on ‘Body Systems’ was marked with a Unit of Inquiry presentation. Students enthusiastically showcased their learning and understanding of various body systems much to parent delight.

They shared the importance of yoga and exercise, a balanced diet that leads to a healthy lifestyle. They talked in detail about different body systems while describing their functions, importance and interconnectedness.

Students engaged in role plays to share ideas about leading a healthy lifestyle while drawing on the perspective of various famous personalities who have influenced  people in leading a healthy lifestyle.

To mark an end to the presentation, students engaged in Zumba, a high energy workout dance form that promotes the importance of exercise for a healthy body and mind.

Post the presentation, students handed over a thoughtful gift,  an ecofriendly plant, to their parents thereby symbolizing their commitment to  health and well-being.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

English

Prior knowledge on articles was assessed using the letter box strategy. Students wrote their understanding about articles on a slip of paper and put it in a letter box, then coming together in groups, they assessed and summarized their understanding. They further discussed the rules and exceptions that apply to articles.

Students constructed meaningful sentences using appropriate articles.

They read a short story ‘Know your organs – through rhymes’ and attempted a Visible Thinking Routine – Colour Symbol Image for the same.

[KS1] https://storyweaver.org.in/stories/13045-know-your-body-through-rhymes

Knowledge of spellings was assessed with a spell bee.

A listening activity of a conversation between a doctor and a patient was followed by answering a few relevant questions.

Students were tuned into adjectives with an activity where they wrote compliments for their classmates. These describing words were then highlighted and discussed as adjectives. Furthermore, they wrote few lines describing themselves.

---

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

 

Math

This fortnight students continued learning about the concept of volume. They were encouraged to collaborate and take initiatives during class activities which were focused on estimation, recording and comparing various quantities of liquid.

Going further with the unit on measurement, the concept of temperature was introduced. Students estimated and recorded the temperatures prevalent in Gurugram.  They engaged in a compare and contrast activity to record the temperature readings from other places to make connections at local and global level.

• 

• 

• 

• 

• 

• 

• 

Learner agency

Learner agency can be described as voice, choice and ownership which enables students to play a part in their self-development, initiative, responsibility and ownership.

Students were engaged in reflecting on the previous concepts covered 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.

Hindi

Language provides a vehicle for inquiry.

During their Hindi lessons students were read a story ‘Judge capsule kee adaalat’. They listened to and enjoyed the story . Further, they attempted a listen and answer activity which helped them to  make meaningful connections.

To enhance their writing skills, students wrote new words and constructed meaningful sentences using appropriate adjectives.

A read aloud session of the story, ‘Hawa aur Sooraj’ helped them to enhance their reading and comprehension skills.

Students displayed their social and self-management skills by working in groups for a quiz activity.

• 

• 

• 

• 

• 

• 

ICT

Students were introduced to Virtual Tee app which is based on the Augmented Reality technology. They used an iPad app to view different body systems while using it. 

They were also introduced to the app Vittle, where they explored different tools like draw, add, select and record.

They practised typing to improve their typing skills through an online educational program. 

Students also reinforced the math concept of addition and subtraction with an iPad app. 

To enhance their coding skills, students actively participated in an event conducted by Apple – ‘Play date with byte @ coding playground’. They worked on the app  namedswift playground.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Music

Music classes provide an environment that stimulates and challenges students.

Students were given the opportunity to identify and describe various musical elements such as rhythmic and melodic patterns. They learned about different types of articulators and their use while singing. They learned a few Christmas songs too.

• 

• 

Physical Education

Students developed their basic motor skills with the help of different lead-up and recreational games, which included jumping, running, hopping. They are practicing their motor skills with the help of an obstacle course, mini cricket and mini football.They are practicing walking, balancing, speed on the skates during their skating lessons.

• 

• 

• 

Library

Students were shown, read and explained Carson Ellis’s award-winning picture book ‘Du Iz Tak?’ This book is based on Translanguaging and showcases conversation between about a group of bugs and how they discovered a new sprouting plant. They watched it grow and change through the seasons.

What made this book so unique was its imaginative and fictionalized language that the author has used to convey meaning of the dialogues. It was a great way to get children thinking, imagining and working on their interpretation and decoding skills. The illustrations were also very detailed, predictable and intriguing, which helped in taking the story further. There were lots of opportunities to embed thematic learning experiences like seasons, plants, insects in the book.

Students were given the task of preparing a book using translanguaging, and illustrations that drive the story. Students worked on their story and characters in the library  under teachers’ guidance. A checklist was co-constructed to enable students to keep important points in mind during the course of the task.

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.

https://edpuzzle.com/assignments/562721e2fd8a91a25506247d/watch

https://edpuzzle.com/assignments/56271ff89826491c578a714b/watch

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.

https://edpuzzle.com/assignments/5628988efd8a91a2550bbc92/watch

http://www.childrensuniversity.manchester.ac.uk/media/services/thechildrensuniversityofmanchester/flash/digestive.swf

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

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

English

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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Mathematics

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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Hindi

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’.

• 

• 

• 

• 

ICT

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.

• 

• 

• 

• 

• 

Music

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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Library

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.

Art

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

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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

SEL

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.

• 

• 

• 

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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

English

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.

• 

• 

• 

• 

• 

Math

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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Hindi

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. 

• 

• 

• 

• 

• 

• 

• 

Music

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.

• 

• 

• 

• 

• 

• 

• 

• 

Library

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.

• 

• 

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 1^st 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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

English

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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Maths

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.

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Hindi

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. https://www.youtube.com/watch?v=YnfjY1jn27I

• 

• 

• 

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. https://www.youtube.com/watch?v=mvCWn5HnKdc

• 

• 

Music

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. 

• 

• 

Art

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.

• 

• 

• 

• 

• 

• 

Dance

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.

• 

• 

• 

Library

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.

• 

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.

Source:

Types houses from Susana Sousa V

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

• 

• 

• 

• 

• 

English

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

Video source:

     www.youtube.com/watch?v=xEN4UTbovKM

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.

• 

• 

• 

Maths

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. 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

• 

Hindi

During their Hindi classes students watched a story of ‘fox and crow’ https://www.youtube.com/watch?v=zO6vVpCm5p4  .

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’.

• 

• 

• 

ICT

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.

• 

• 

• 

Music

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”.

• 

• 

• 

• 

Art

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

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.

• 

• 

• 

• 

• 

• 

• 

• 

BLOG FOR SEL

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.

PE

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.

• 

• 

• 

• 

• 

• 

Library

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.

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.

•