Update from 2C


This fortnight, students tuned into the new Unit of Inquiry on ‘Lifecycle’ with the story  of a very hungry caterpillar.’

Students brainstormed about the central idea during a class discussion and later wrote their understanding on a graphic organizer.

Students were tuned into the first line of inquiry where they listed the similarities and differences between living and non-living things on a Venn diagram.


For English lessons, listening and comprehension skills were enhanced through the online story ‘The Prince and the Insect Queen’ where students identified pronouns in the story and framed sentences with them.

Students reflected on adjectives in their process journals too.

Students were assessed on their spellings with a spell bee.They also chose 5 words from the list to make sentences and underlined nouns and adjectives using the black and blue colour codes respectively.

Unit Integration- Students illustrated the lifecycle of a butterfly and wrote relevant adjectives for each stage of its life.


The practice of subtraction allowed students to solve two and three digit subtraction sums in their process journals. Furthermore, they applied their understanding of the concept to problem solving using the RUCSAC strategy.

Students also created their own word problems in their process journals.


For their Hindi lessons, students watched तितली का जीवन चक्र (life cycle of a butterfly). They recalled relevantvocabulary words, drew and wrote the lifecycle individually. After completing the task they explained it orally too thereby enhancing. their speaking skills. Students also watched a story on the festival of Holi, celebrated in India.   

https://www.youtube.com/watch?v=lmG7zQ9Hv-w . Through this, they strengthened their morals and values.


Students enjoyed and recollected the highs and lows of ICT tasks and shared favourites moments with the use of apps. They also discussed the unit they have taken for their Student Led Conference and gave a final touch to their SLC portfolio.


This week grade 2 students explored the technique of cross-hatching by using pencil on paper. They also explored the Waorli tradition of painting both in terms of style and use of material. Outcomes include new compositions that explored, varied topics like animals, health, landforms etc.


Students created an independent solo routine with the music of their choice. Split and core workout was undertaken while they balanced on their toes. They learned Jazz dance form during combination practice.

Students were also introduced to concept observing and physical theatre.  


Students sang “We Will Rock You” as they clapped and tapped along with the song. They also played the Congo and learned what the different parts of the drums are called by name.

Physical Education

Students are practicing different manipulative skills in basketball. They are working on their footwork and hand placement while executing the skill which will help them to improve coordination during game practice.


Students listened to the story of ‘Khichadi- Ek Lok Katha’ by Jitender Kumar, where a man Birju ate Khichadi at his in-laws’ place and liked it very much. He decided to eat khichadi at his house too in the tale written in Hindi language. On the way back home he forgot the name of the dish and got beaten up. His mom said that people made Birju’s khichadi by beating him up and he thus & recalled what he wanted to eat.

The other Hindi book read to students was called ‘Billi Ke Teen Bacche’, where the three naughty kittens turn all white while chasing the mouse black while chasing the frog and finally they jump into a pond to catch a fish but get back their original colour. Both the stories had a few repeated words that helped to add a few Hindi words to the vocabulary. They absolutely loved listening to the two the stories that were full of humour.


Update from 2C


Students continued to understand how foods are processed while writing their reflection about the different processes –fermentation,salting/pickling,drying,curdling etc. Students were asked to bring empty food packets in order to observe different labels on them for information about date of manufacture, expiry date, price, etc. They were made familiar with words like preservatives, additives, green dot, red dot etc.

Students watched a video related to the concept where they observed how different food packets are marked.

Students attempted formative assessment on the first line of inquiry on foods.

Video source:


Students were shown a news clipping showing the increasing demand of organic food. After watching the video, they discussed why organic farming gaining popularity and  wrote their understanding in their process journals.

Students learned the importance of certification and how it helps us in choosing our food items.

Students discussed about different professions related to food-organic farmers, etc.

Video source:



Reading assessment: Students  read ORT books according to their level and were assessed through a rubric. Further students drew pictures and described themselves using  adjectives. Students were assessed on their spellings through a spell bee; they were divided into groups of 5 and were provided with three pronouns. They arranged the correct image to the pronoun and created meaningful sentences using them.


Students were introduced to subtraction with regrouping through the use of  manipulative. Further, students attempted a formative assessment on measurement

A video showing subtraction with regrouping was shared with them to enhance their understanding.

Video source:https://www.khanacademy.org/math/arithmetic/arith-review-add-subtract/arith-review-subtract-within-100/v/introduction-to-regrouping-borrowing

A day well spent

Students went out for a day camp to Dhauj where they experienced many activities such as zipline, obstacle race, hurdle cross, etc Students showcased variety of attributes during their day trip for they were seen to be courageous, principled, caring, etc.

They got an opportunity to develop their social and communication skills by working in groups and meeting new people.


During their Hindi lessons, students watched a story इल्ली के जूते (illee kee joote) https://www.youtube.com/watch?v=Mmw5XuVX8ec and also watched a video on ‘तितली का जीवन चक्र’ (Titalee kaa jeevan chakra) https://www.youtube.com/watch?v=O1S8WzwLPlM .They picked up new vocabulary from the story and were able to form simple and meaningful sentences.

Students enhanced their listening skills through the story ’चार मित्र’ (Chaar mitra) and enjoyed sequencing  of sentences. They also revisited the grammar concept like विशेषण (visheshan) by picking up the coupons and writing visheshan (adjectives) from the poem ‘तितली और कली’ (Titalee aur kale).

Physical education

Children practiced Skating focusing more on technique like:

Ø  Correct use of body positioning and body weight

Ø  Weight transfer or getting most power out of push

Ø  Beginning forward stroke showing correct use of blade

Ø  Two-foot turns from forward to backward in place — clockwise and  counterclockwise

Ø  Beginning backward one-foot glides — focus on balance

Ø  Backward stroking


Ø  Beginning one-foot spin — 2–4 revolutions, optional free leg position and entry.


Students were assessed on the flowchart that they made on “Farm to Table”. They were assessed on the use of  MS-Word tools like adding text, page colour, border, shapes and shortcut for copying and pasting of data.


Students created  independent solo routine with music of their choice. Split and core workout was undertaken while they balanced on toes. They learnt Jazz dance form during combination practice.


The students were assessed on their understanding of note values and each student was asked to play different beats on the congos.

Update from 2C


This fortnight, students continued to gain knowledge about their current
unit on food. As part of the unit related field trip, students visited Devyani Industries limited to observe the processing of raw material into the finished product that finds its way on our plate.

Students inquired and discussed about why foods are processed? They sorted various pictures of processed and unprocessed food to differentiate between raw ingredients and their changed look. They wrote their understanding in the journal as part of the second line of inquiry on why foods need to be processed.

Students further inquired into different types of processing. To strengthen their understanding, the facilitator showed different process like fermentation, salting, sugaring, drying and curdling.


Students read an online story and shared their perspective on the story through role play, illustration, songs and mime. Students were introduced to diary writing. They wrote a diary entry on how they spent their weekend. Students played a game on adjectives where they randomly picked up chits of words (nouns and adjectives) and created sentences in their journals. Students were assessed on their spellings through a cross word.


Students were introduced to currency and were than provided with manipulative (fake currency) and were asked to make different combinations with them. They created their own word problems related to real life situation. Students also explored the currencies of different countries.

Summative assessment onf rounding off of numbers was done through a game to assess their understanding of the concept.

Students revisited the concept of time and . Students were shown 5 and 1-minute interval on the clock manipulative.

Students were introduced to the concept of subtraction and the vocabularies related to it.

International Mother Language Day was celebrated on 21st of February. The main purpose of celebrating this day was to promote linguistic diversity and multilingual education so as to highlight greater awareness for the mother tongue. Few parents volunteered and conversed with students using different vocabularies while engaging in through story telling, and song singing.    


During their Hindi lessons, students discussed about the carnival and developed their speaking skills. They picked up words and honed their writing skills by weaving their thoughts into ‘अनुच्छेद’ (paragraph). They revisited grammar concepts like swar, vyanjan and maatraa through an activity on sequencing of vyanjans and creation of rhyming words. They also recited the poem ‘तितली और कली’ ‘Titalee aur Kalee’.


ICT was integrated with UOI where students were introduced to flowchart using Microsoft Word. They learnt how to insert pictures, text and shapes. They enjoyed creating the flowchart on how food goes through a process of change from farm to table.


The students learnt how to read notations on the treble and bass clef. They also sang ‘Hall of Fame’.

Visual Art

While connecting to their current unit students analyzed the difference between chemical paints and natural colours. They observed a short presentation on the natural dye, its extraction and its usage in Indian folk art. Students discussed how certain spices and food add colour to dishes. Students are in the process of creating artwork using natural colours.  

This week students explored integrating Warli style painting in a contemporary landscape composition. They created blueprint drawings for their final composition.  


Students stressed on basic full body workout, starting from head to toe. Apart from that, they have been practicing and adding steps to the jazz dance routine.  


In continuation, students practiced basic skills of Cricket like Stance, Batting Grip, Bat-Lift and Bowling Grip.

They practiced catching, throwing and fielding. They played limited over cricket match too.


Students discovered much more about Mallard Ducks through the book ‘Just Ducks’. They learned all about what is a boy duck and a girl, why some quack louder than the  others. Students found out why the ducks ate more when it is cold outside and where they perched their bottoms to sleep! The book also helped them by adding a few new words to their vocabulary like preening, upending, and dabbling.

Update from 2C


This fortnight, students continued to gain knowledge about their
 current unit on foods. Prior knowledge  was assessed through a continuum where students wrote their understanding about the Central Idea (Foods go through a process of change before they are consumed).

Provocation to the unit was done through a story ‘Little Red Hen’ where students listened to  and sequenced the steps that the little hen followed to make bread.

An audio visual on edible parts of the plant was shown to the students. They summed up their understanding by sorting various foods under the categories of seeds, fruits, leaves, stems, flowers and roots.

Students were shown a power point   presentation on ‘Can I eat it’. They were later asked to formulate questions to drive their inquiries.Students also enhanced their map marking skills by highlighting various states of India recognized for highest production of different foods.


During their English classes, students attempted poetry analysis wherein they read a poem and shared their understanding in their process journals.

A game where students had to describe various food items for their peers to guess, allowed them to understand the usage of adjectives.

Students tuned into the concept of adjectives by selecting any three foods (raw/processed) and described them.

Students attempted the summative assessment to demonstrate their understanding of verbs and articles.


Students were introduced to the concept of capacity. An exploration corner was set up where devices used for measuring such as measuring jars of different capacities were displayed. They strengthened their understanding by solving capacity word problems, thereby making real life connections.

Students were introduced to temperature through a class discussion. They were given a thermometer along with bowl of hot and cold water. They observed the difference between the two water temperatures.


During their Hindi lessons, students read the story ‘नन्हा पौधा’ (Nanhaa paudhaa) and attempted a ‘listen and answer’ activity. They picked up new vocabulary words from the story and were able to form simple and meaningful sentences. They also watched a video on the process of making ‘गुड़’ (jaggery) and ‘चीनी’(sugar) from ‘गन्ना’ ( sugarcane )(https://www.youtube.com/watch?v=wBcyK1qEE9k).

Verbal skills were enhanced through retelling the process and change in different kinds of products (for ex: beans to chocolate, wheat to bread, wood to chair) in Hindi.


Students were introduced to Book Creator app where they learned how to record sound, add text and images. Students enjoyed working on the app.


The students identified staff notations on the treble clef. They also sang ‘Maa Tujhe Salaam’ and ‘Hall of Fame’.


Students explored some of the basic elements of the Warli folk art tradition from Maharashtra. They drew a composition exploring public space and incorporated some of the Warli stylistic renderings


Students  stressed on the basics of jazz and its elements. They  learnt the jazz dance routine on song name toca toca. The concept of push-ups was also introduced in class.

Physical Education

Introduction to the basic skills of Cricket like stance, grip and back-lift.

Stance- Both the legs in the same line, back erect and body weight distributed evenly on the two legs.

Grip- Both hands are placed close together with the left hand on the top for a right-hander and vice versa, ideally the top hand should be held tighter than the bottom hand.

Back-Lift- The bat should be lifted with the top hand, while the elbow should bend, and not be positioned too far from the body. 


Students listened to The story of Robinhood by Rob Lloyd Jones. This version of the Robin Hood story focused on adventurous tales and gave some historical context to the legends and facts surrounding Robin Hood.

 Robinhood used to rob from the rich to give to the poor who were being overtaxed by the Sheriff of Nottingham. The Sheriff laid a trap for Robin in the form of a contest. Robin competed in disguise and won the contest by splitting a bull’s eye arrow. The reward for winning the contest was a job of being a protector of the Sheriff’s treasury. After all the greatest warrior in the land should have  been able to keep the treasure safe.

Update from 2C

After a long winter break, the students returned to school rejuvenated and rested. They were filled with exciting stories of their time spent with family and friends.

Students discussed about the ways in which they can aid the well being of the body systems.Students also attended a guest speaker lecture by Ms. Niharika who’s a passionate and highly experienced Sivananda Yoga teacher. During the session they learnt about the importance of yoga and meditation on human well-being. They tried various useful yoga postures and performed different breathing exercises as well. The students were introduced to the unit on food under the Transdisciplinary Theme’ How we organize ourselves’. They shared their understanding on the journey of food items from farm to the table.

During English lessons, students were introduced to the elements of a story. This was then reinforced through a class activity wherein they created a story using the elements –setting, characters and plot. Students read a short story and presented their understanding of the same either through illustrations, role play or mime. Through online and boards games students revisited the grammar concepts: verbs and articles.
Students were also assessed on their spellings through a spell bee.






Students played online games to strengthen their understanding on length. They were
introduced to the concept of weight and its units. They discussed the use of different tools used to measure length and weight.



During the Hindi classes, students shared their experiences of winter break. They were able to communicate well in Hindi. They also revisited swar and vyanjans.

Students were introduced to programming through an application in which they learnt about directions. They enjoyed arranging the arrows to achieve their target.

The students learnt about the treble and bass clefs and how to read notes on the treble clef. The students sang the song, ‘Ma Tujhe Salaam.’

The students discussed the use of natural dyes, colours and materials by exploring the Worli tradition of painting and its use of natural dyes and materials. They created a naturalistic sketch of a human figure walking the stairs and replicated the same in worli style.

Students were exposed to the basic of jazz and its elements. They learnt the jazz walk with toe- heel technique which aims at creating better understanding of balance.

Physical Education
Students were introduced to the obstacle course which helped them to enhance their motor skills. They observed and named the shapes of the sports equipments.


During the library class, students discussed and established few agreements regarding the norms of behaviour in the library.


Learner Profile
Dhruv Khera displayed the learner profile of being courageous as he tried a new fruit and motivated his friends to try it too.

Update from 2C…


Students were shown an experiment in the biology lab which enabled them to discover the functioning of the digestive system. Later, a flowchart summed up their understanding and students made a diagram of digestive system too.

A book on respiratory system was read to students in class and 2D animation was shown in the form of an audio–visual presentation. Students further wrote about the function of the parts of the respiratory system in their process journals.

Students found out about the circulatory system by reading  from a book on the human body and  a floor game. To have a better understanding they were shown a video on the vascular system.

Students were also shown a video on Skeletal system to enhance their understanding of it.





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For English lessons, practice of articles was undertaken through an online games. Students were assessed on their spellings with a spell bee where they also chose 2-3 words from the list to make sentences.




To enhance their understanding of estimation in measurement, students were shown a presentation on how estimation is can be made for  measurement.

Students measured their thumb and measured few things with their thumb to understand  non standard estimation. They further drew a 10 cm line with their thumb in the process journals purely based on estimation.



During their Hindi lessons, students watched a video ‘ Judge capsule kee adaalat’. https://www.youtube.com/watch?v=u0mHbOBtIgU and attempted a ‘Listen and Tell’ activity. They enhanced their verbal skills by  reciting a poem ‘आँख दिखाए मनमोहक दृश्य’.They revisited the grammar concepts  ‘क्रिया और विशेषण’ (verbs and adjectives) using a the mind map and created a T-chart from the same. Students enhanced their thinking and social skills by playing a quiz.

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ICT was integrated with UOI when  students were exposed to  the body systems and their organs. They learned to sequence  the organs  from the head to toe in sequence of their presence in the body.


Students learnt how to sing ‘Mary’s Boy Child’ and ‘Santa Claus is coming to town’. They also played the C Major scale on the xylophone.


Connecting to the human body to the concept of  proportion, students observed the image of the Vitruvian man and analyzed the human proportion. They also saw a short video to gain an understanding on Leonardo’s theory of the Vitruvian man. Students discussed their understanding and later attempted drawing the Vitruvian man to scale on a square sheet.


Students stressed basic full body workout, starting from head to toe. Students have also been practicing and adding steps to the jazz dance routine.

Physical Education

In continuation of their lessons, students practiced start and finish for  running. They also practiced jumping and throwing. While umping, students practiced the following-arms swing back, hips hinge, legs and core engaged, weight shifts forward, concentration on the leg position and landing with hip hinge.

While throwing, students practiced feet shoulder-width apart, shoulders, knees and toes aligned, make a grip on the ball, throw at the back and follow through completely.

Students practiced skating with good speed wih focus on two-foot turns from forward to backward in place — clockwise and counterclockwise, forward outside edge on a circle and forward inside edge on a circle.


Students were asked to write their favorite book and its author on a piece of paper given to them. They wrote fiction books but some very interesting nonfiction titles were also mentioned by  like –Sports encyclopedia, Rainforest , Lionel Messi , Animal encyclopedia. Students further shared why that particular book was their favorite and what  the story was about.

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Update from 2C

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.

Physical Education

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.