Unit of Inquiry
This fortnight, students embarked on a new unit of inquiry- ‘Human behavior has an impact on animal survival’.Provocation of the unit was done through an ‘I see I think I wonder’ activity where students watched a video and wrote down their observations and understanding.
Students further identified the key words from the central idea and illustrated their understanding of the same.
To further enhance the understanding of the unit students used the strategy ‘Think-Pair-Share’, were engaged in a class discussion and brainstormed about the things that are essential for humans and animals to survive. The students were also familiarized with the term ‘habitat’ and understood its relevance in the context of animals.
Students also inquired into the types of habitats and how animals have adapted to their natural surroundings. Example: camel has vacuumed feet that help it to walk in the desert, fish have gills to help them breathe underwater, polar bears have thick fur to keep them warm in the extreme cold.
Students began the first line of inquiry, through a story ‘A tailor and an elephant’. They discussed the relationship between humans and animals and presented their understanding by creating a mind map.
They further extended their knowledge by discussing what products one gets from animals like food, fur, leather etc. Knowledge was further extended by contemplating on some unique ways in which animals help man.
Examples: How sniffer dogs help the police?
Summative assessment on the unit of ‘Health’ was taken when student was given scenarios where they had to identify the problem, analyze cause and find the solution. Unit reflection was done in class; students wrote about things they learned from the unit, one thing that they would like to change in their daily routine and one habit that they would like to imbibe.
During their English classes, students enriched their vocabulary by reading a passage.
Students were given two pictures to discover and shared the differences between them with their peer.
A Formative assessment was attempted on nouns where they observed their classroom environment, identified the naming words and wrote them under correct categories (name, place, animal and thing.
Students were assessed on their spellings with a spell bee. They were provided with the meanings and they wrote the words associated with them. The assessment was marked by the students on a graph attached in the journals.
To enhance their listening skills, students watched an online story titled “The Brown Bear”. They sequenced the events of the story by viewing illustrations and labelled them in their correct format in their journals.
Students further tuned into the concept of common and proper noun through a game ‘find my pair ‘where students picked up pieces of paper, read them, identified and placed them under appropriate headings.
To assess their listening skills students were given an image. They had to listen and follow the instructions to complete the task.
To assess students’ prior knowledge ‘bingo’ game was played with sight and students had to listen and colour the sight word (For example, ‘there’, colour it red).
During their Math classes, students approached the concept of patterns through visual presentation like the ‘Pattern fish’ story and activities.
Students were familiarized with different types of patterns, such as geometric patterns, colour patterns, object patterns (e.g., leaf, flower, stick, leaf …),action patterns (e.g., clap,snap, clap, snap…),number patterns (odd numbers, even numbers) and letter pattern.
Formative assessment on ordinal numbers was done through a game- ‘Where is the orange cat?’ where children were made to stand in a line then the child with the mask took his/her position in the line and all other children tried to guess the position of the masked cat.
During their Hindi classes, students watched a video on ‘aalsi tidda’(आलसी टिड्डा)
and attempted ‘Listen and answer’ activity. They also learned (इ) matraa through video and wrote ‘i’ (इ) matraa words like गिलास,हिरन,किला,सितार and made sentences with the same.
During their music lessons students learned how to sing ‘Yellow’ by Coldplay (https://youtu.be/7PDUO3l8xiM).
They also did some vocal exercises to enhance their vocal quality.
Students have finished creating their fruit collage. Now they have started sketching preliminary compositions for their current unit on ‘Animals’.
During their dance classes, students revised the animal movements they had learned. They had planned and drew an illustration of a stage design in which they imagined they were performing the animal characters and tried enacting animal movements through dance.
Students are working on lower body agility and endurance by participating in dribbling skill for the sport- football.
Grade 1 was read a visually humorous picture book ‘A place to call home’ by Alexis Deacon. It is a comic book style tale of solidarity and bravery, where a band of brothers outgrows the dim confinement that was their birthplace; there is no other choice but to set out into the world on a grand adventure. Terrified at first, they soon cross a muddy sea, climb a discarded mountain, survive an appliance-like labyrinth, and finally reach the edge of the world. The story left every child giggling and cheering.