Students attempted a formative assessment on the third line of inquiry (homes reflect personal identities), wherein they gathered information by interviewing their parents and drew inference from the collected data using a compare and contrast strategy.
Students were given layout of a house and they were asked to decorate their house thereby displaying spatial awareness.
Students reflected on the unit ‘Homes’ by attempting a task sheet as a part of a summative assessment.
Students revisited the transdisciplinary theme ‘where we are in place and time,’ using ‘remote control strategy’ wherein they reflected on their understanding of the unit and solved a crossword to display their understanding about different types of homes.
They have begun to delve into the new unit of inquiry about ‘body systems’ under the trans disciplinary theme ‘who we are’ where students compared a machine with the human body.
Students (in groups) first guessed the meanings and then browsed the dictionary to find out the meanings of key words in the central idea (The functioning of our body systems contributes to our well being).
Students sorted out the cut outs of internal and external body organs, after a class discussion and watched an audio visual presentation on the same.
Students illustrated their understanding of the digestive system and were interested to find the path taken by the food once it enters the mouth.
Later, a flowchart summed up their understanding and students made a diagram of digestive system too.
Students gained information about the organs of the respiratory system by conducting an experiment on the ‘fogging of the mirror’.
For English lessons, students were read an online story ‘A House is a House for me’ by Mary Ann Hoberman.
They penned their understanding in their journals. (Unit Integration)
Students were introduced to the concept of rhyming words through a poem. They were asked to read the poem, identify similar sounding words and extend the poem by ending the sentences with rhyming words.
Students attempted spell bee through a fill in the blank sheet.
In conjunction with their ongoing unit on ‘Homes’, students read a poem ‘The home I love’ by Kay Hoffman and identified unfamiliar words. They found out the meanings of the words using a dictionary. They also listed out the verbs in the poem.
Students read a comic strip and predicted what will happen next. They enhanced their listening skills by watching a role play by their mentors and answered questions related to it.
Students revisited consonants and vowels through a video. https://www.youtube.com/watch?v=3t6Buu9a0KM
Prior knowledge assessment on articles was done using the ‘letter box strategy.’
Students read age appropriate ORT books and were assessed through a rubric too.
Unit integration Students were engaged in a listening activity on ‘foods that look like body parts’. Students attempted a spell bee on body parts with a cross word.
To further enhance their understanding on measurement, students used graph papers to draw lines segments, parallel lines and perpendicular lines.
Students also used graph paper to draw various shapes like rectangle, square, triangle. They used the ruler to measure the sides in centimeters.
Students revisited estimation with a learning engagement of measurement.
Introduction of units ‘metres’, ‘centimetres’ and ‘kilometres’ was discussed by the facilitator. As a reflection, students sorted out the cues according to the appropriate unit of measurement.
Prior knowledge assessment of the concept of time was done through an online game. http://www.visnos.com/demos/clock
Students learned about quarter past, half past and quarter to through discussion and audio visuals:
Students practiced drawing analog clocks in their process journals.
A worksheet on ‘quarter past’ and ‘quarter to’ was attempted to better understand the concept of time.
During their Hindi lessons, students practiced सर्वनाम और समानार्थी शब्द (Pronouns and synonyms). They enhanced their reading, writing and self-management skills. They watched a video ‘कुऐं का पानी’ (kuyein Kaa paanee) and took part in the Chalk-Talk activity based on the visible thinking routine. They made questions from the story and discussed the same in class. Through this, they developed their thinking and communication skills.
Students continued working on MS Photostory and gave final touches to their stories on different types of homes from countries around the world. They also started creating posters on MS paint in order to spread awareness about pollution.
After finishing their compositions on the unit of ‘homes’, students wrote their reflections. They then discussed how one body part can be measured with the other so as to draw a proportionate human figure easily.
Students learned how to play ‘Old Mac Donald’ using the black keys on the piano. They also created and clapped a beat using the different types of notes.
Athletics is a collection of sporting events that involves competitive running, jumping, throwing and walking. It is an individual sport, with the exception of relay races. Students practiced start and finish of races with command.
Students exchanged their books and shared the story of books they had read with their peer. A book on environmental disaster was read. Some of the biggest disasters that have left a long term impact on the environment like Bhopal gas tragedy, Chernobyl nuclear disaster were discussed.