1st December : Where we are in place and time ?


Unit of Inquiry

The third Unit of inquiry began with the:

Transdisciplinary Theme: Where we are in place and time ?

Central Idea: Impact of human settlement on Earth’s physical geography.

Lines of Inquiry:

  • Types of landforms around the Earth
  • Impact of human settlements on landforms
  • Responsibilities towards our planet

Key concepts:

  • Form
  • Causation
  • Responsibility

Tuning into the new unit was done through ‘I see, I think, I wonder’ visible thinking strategy. Divided into groups, students were given pictures of landforms such as lakes, mountains, valleys, plains etc. Using ‘I see, I think, I wonder visible thinking strategy’, students reflected upon the given picture. They learned about lake, plateau, plains, island, peninsula, hills, mountain and river by watching videos (links shared below) which was followed by discussion. Students recorded their understanding by writing and illustrating in their journals.



IMG_20181120_140756 - Copy


Research work- The students were given iPads to research about different landforms and noted their findings about the flora and fauna of that particular landform.

Map work– Students marked major landforms on a physical India map for example the Thar Desert, Himalayan mountain range, river Ganges, Deccan plateau, Nicobar Island, Indian peninsula etc.


Reading assessment: Students read ORT books according to their age level and were assessed through a rubric. Students were assessed on their spellings through a spell bee.

Magic e words: An introduction to magic ‘e’ words was undertaken through a class activity where they were asked to make a word by adding ‘e’. Children wrote the words in their journals.



During their Hindi classes, students watched a video on  ‘Swachh Bharat Abhiyaan’ (Clean India). https://www.youtube.com/watch?v=Ej22NMueDoE  and attempted a listening and answering activity to enhanced their speaking skills. They also learned a poem (उठजा बच्चे) and revised vyanjan mala through pick and speak activity.



During their mathematic lessons, students were introduced to addition word problems through RUCSAC strategy. Students practiced addition word problems and pictographsin their journals.

Formative assessment on pictograph was undertaken where students had to create a pictograph from the stationery items given to them. This was followed by a question answer session.


Students were introduced to the Photo application where they created a photo story on various types of landforms. They used their creative skills to insert text, music and pictues.


During their music classes, students were assessed on their singing. Each child was asked to come and sing individually on the microphone. The students also took turns to play the C major scale (Do, Re, Mi) on the xylophone.

 Physical Education

During their PHE classes, student engaged in circuit training to develop their locomotor skills. They did feet jumping, zig- zag running, hopping. Students become agile, developed body mind coordination, strength and speed through circuit training. They played relay-type games using selected locomotor skills and apparatus.


A story filled with warmth, humour and love, ‘Amazing Daddy’ by Rachel Bright was narrated to first graders. The story about a daddy Panda and little Panda and how they spend a day together, sharing many special moments along the way made interesting discussion.

The story celebrated the special relationship between a father and his child in a rhyming style ‘my daddy is amazing for a thousand different reasons; He’s a year round superhero, a daddy for all seasons’. The book is an ode to fathers in our lives.


During their art classes students explored drawing maps, freehand as well as connecting dots. They were encouraged to see and copy a map of India and included major landforms in it.


Students of Grade 1D presented Hindi assembly to all the other students and teachers on Swachh Bharat.



8th December : Impact of human activities on landforms


Students made a model of landform of their choice using clay, based on their research work and the understanding of that landform.

Formative assessment of 1st line of inquiry

  • Students ‘organized their class by displaying the landform models.
  • The children from other sections visited each other’s classes, during the presentation. They saw each other’s work and had a discussion.

They presented their work and shared the information about their landform.



Tuning in2nd line of Inquiry: Impact of human settlements on landforms

Students were encouraged to answer thought provoking questions,

After watching visual presentations on deforestation ,they were encouraged to think and talk about the reasons for cutting trees and their ill effects.


AQUA activity: (What do you ALREADY know, what QUESTIONS do you have, what new UNDERSTANDINGS have you made, and what ACTION WILL you now take?

Through this activity, students wrote what they already know in regard to the human impact on landforms and the questions that they have.


Adjectives through Listening activity- To enhance their listening skills, students followed the verbal instructions of the story “Go away big green monster”, illustrated and coloured simultaneously what they understood.

Visual Imagery – Students read the given poem and created a visual imagery.


Spell Bee: Students were assessed on their spellings through a spell bee. Students were given picture clues; they identified the word and wrote the spelling. The assessment was marked by the students on a graph attached in the journals.


During their Hindi lessons, students watched a documentary ‘स्वच्छता की ओर’ https://www.youtube.com/watch?v=126MkKjbf5Q  on ‘responsibility towards our planet’ and attempted ‘Listen and tell’ activity.  Students did listening activity inside the class through this they revisited ‘रंगों के नाम’ (name of the colours) and also practiced words with maatraa.


In their maths classes, students practiced creating word problems on their own using the classroom objects and solved it.

Formative Assessment -Word problems.

A stationery shop was created in class (display the items on the ladder) with 4 pencils, 5 erasers, 3 sharpeners, paintbrush, scales etc. Students created their own word problems using the items and the quantities. They further solved the problems created by them.

ART Integration

The children explored drawing landforms by employing geometric shapes. This also included elements in landforms like the rocks and tree.



“Hour of code” is being celebrated around the world in which students get involved in coding via gamification. Students enjoyed working on Kodable and arranging directional arrows. They challenged themselves and some of them cleared all the levels in it.


The students sang ‘Rudolph the Red-Nosed Reindeer’ and ‘Santa Claus is Coming to Town’. They were assessed on their singing in class for which each child had to come up and sing the microphone. The students also learned how to play ‘Do Re Mi’ on the xylophone.



Students were taught the mirroring exercises to improve their concentration and observation skills. This would enhance their skills to pick up movements with more clarity. They also had a revision of the “ramsamsam” song and the floor work technique they had learned.


Students practiced basketball dribbling as a primary skill.They practiced for dribbling in a zigzag way with the right and left hand around the cone and through the cone.


Grade 1 was asked to write their favourite book and its author on a small piece of paper given to them. Not only did they write interesting fiction books like The twits, lion inside, The giraffe, Pelly and me, Snail and the whale, but some wrote fascinating nonfiction titles too like– by the seaside, dinosaur land, animals.


18th November – Being responsible

Students were welcomed back post their Diwali break. They discussed and emphasized the importance of their responsibility in protecting the plaet, to create a better and more peaceful world.

They displayed being a communicator by presenting poems to their peers and conveying the message of animal becoming endangered. The use of intellectual, physical and emotional skills simultaneously indicated that students had achieved balance as learners. They displayed being knowledgeable when ideas about saving and maintaining a balance in the ecosystem was discussed. They learned to appreciate others and be open- minded. Children displayed commitment and responsibility during the learning process.

They were enthusiastic about showcasing and reflecting upon their learning of how human behavior affects animal survival.


During their Hindi classes, students learnt about ek aur anek through a video. https://www.youtube.com/watch?v=R-tTOJ1RvUY .

They also wrote words like केला-केले, लड़का-लड़के etc.



The students’ learned different types of notes (whole, half, quarter and dotted-half) and number of beats for each of these notes. They also sang their favourite songs on the microphone.


Students were engaged in completing their posters. They continued their drawing exercises which included copying, joining dots and free hand techniques.


Students practiced dance movements on mystical forest combining animal movement and postures. This has helped them to understand the idea of a forest and its beauty in a better way from the perspective of movement.

Physical Education

Students practiced dribbling the ball in a straight line with the right and left foot around the cone and through the cone lanes. Football dribbling have improved with these exercises.


ICT was integrated with Math, where students were introduced to pictograph through an application. They created beautiful illustration using the application. They enjoyed the technology backed fun way of understanding the Math concept.


Students learned about the importance of Children’s day. The day commemorated the birth anniversary of Jawaharlal Nehru, who was fondly called Chacha Nehru for his love for children.

A small quiz was conducted during the discussion in the library

Students were treated to an hour long presentation where teachers moved to music, enacted snippets from their classrooms and engaged in group dancing. The show was highly entertaining and much appreciated by the student audience.


Students attended Math assembly on addition and pictograph.




4th November, Spreading happiness


Students understood role of every animal in maintaining a balance in the ecosystem by reviewing various case studies.


Students were also made aware of various organizations that work to save the animals worldwide like Wildlife Conservation Society, World Wildlife Fund, People for Ethical Treatment of Animals, International Union for Conservation of Nature and how they work.



Students further extended their knowledge by brainstorming ways to protect the endangered animals by taking steps like planting trees, using less plastic, recycling things etc.


Students recorded their understanding on a mind map and became aware about their responsibility towards endangered animals and what can be done to protect them.

Students were introduced to the third line of inquiry wherein they analyzed the situations given below and reflected about the same.

  1. What will happen if there were no more tigers on this planet?
  2. Imagine that there were no more cows in this world. What would happen?
  3. Whales have become extinct. What would be the effect?

Summative assessment was taken wherein students explained reasons for animals getting endangered and how can we save them?


Focusing on enhancing the students’ communication skill, a take and talk was conducted on endangered animals where students presented their understanding to their peers from different sections.

Students were assessed on their spellings with a spelling bee. The assessment was marked by the students on a graph attached in the journals.


During their mathematics lessons, students continued with the concept of 2 digit addition. They practiced and solved simple two digit addition sums in their journals.


They also practiced number bonds, doubling and addition through online games and drill sheets.






A formative assessment was attempted by students on addition .


Students approached the concept of pictograph through an activity where they were asked to sit according to their houses (Churchill, Mandela, Lincoln and Gandhi). The teacher represented the number of students in each house on a pictograph. Students further analyzed the pictograph and understood that it was a visual way of representing data.

Students also created a pictograph by tabulating different things from the classroom like number of fans, tables, windows, doors etc. Students analyzed the pictograph and answered few questions.


During their Hindi classes, students attempted sorting out activity using a Venn diagram. They sorted animals according to their habitat. They enhanced their thinking skills through this activity. They also learnt ‘e’( ए) matraa and wrote words and sentences with the same.


The students learned a song on endangered animals, natural, sharp and flat notes on the xylophone and piano.



Students continued working on the poster project. They were also engaged in drawing exercises which included geometric and anthropomorphic forms.


Students were taught a combination of animal inspired movements to enhance their understanding of animal postures and movements.

Physical Education

Students practiced types of dribbling – high dribble, normal dribble to emphasize their use usually when there are no nearby defenders to steal the ball. Technique of low dribble was taught where keeping the ball low to the floor, enabled to decrease the area between the hand and the floor, making it more difficult to steal the ball. Matches to create more interest in football were played.


Students were introduced to `Augmented Reality’ (AR), which is an enhanced version of the real physical world through the use of visual elements, sound or other sensory stimuli. They worked on `Imaginate’ app to further enhance their understanding of AR. Students illustrated Diwali and wrote their heartfelt wishes using MS-Paint.


Sometimes strange things lurk under the bed in our wild imaginations, In Anupa Lal’s hindi story ‘Mere Palang ke neeche’; she plays with the wild imagination of a small child who wakes up at  midnight for drinking water only to find  a tiger under his bed. But mum comes over and pull the tiger out. It turns out to be a tiger pattern on a jacket and after that the child is all set to wear his new jacket and go for a jungle adventure.



Students enhanced their knowledge by attending an assembly on United Nations presented by Grade 1E

Diwali Assembly

Students of grade 1D presented an assembly on Diwali to other grades and teachers.


                   Wish you all a very Happy and Prosperous Diwali



18thOctober – Caring for animals

Unit of Inquiry

Tuning into the second line of inquiry was done through an explanation game used as a visible thinking routine.  Students were divided into groups and were given pictures showing human behaviour towards animals. They analysed the pictures from stand point of statements like ‘I notice that….. Why is it that way? …..  Why did it happen that way?’

They wrote down their observations based on these statements and tried to analyse the reasons behind the manner in which we behave towards the animals.IMG_20181008_145136

Students further extended their knowledge by discussing various reasons that threaten animal survival. They asked questions like

Why animals were coming into cities?

Why were fish, sharks, whales dying?

What would happen if the arctic ice began melting?

Possible effects of the excessive use of animal products.Students recorded their understanding in a mind map.

Students pondered into the effects of testing chemicals/ medicines/ cosmetics on animals and animal exploitation for recreational purposes.

Students researched about extinct, endangered and threatened animals. They understood the difference between the three terms and learned about factors responsible for animal extinction and endangerment with the aid of a power point presentation. Students organized information on a graphic organizer by sorting animals under its appropriate category.

Formative assessment for the 2nd line of inquiry was undertaken through a picture analysis activity. Students observed two pictures and reflected about them in their journals while explaining the reasons for animal endangerment and their effect on the world around us.

Food chain was introduced with emphasis on what animals eat.A videos was shown too for better understanding of terms like producers, consumers and decomposers.



Students illustrated different food chains to express their understanding and further extended their knowledge by discussing the importance of every animal to maintaining a balance in the  ecosystem.


During their English classes, students were assessed on their reading skills with the help of a rubric using ORT books.

Students enhanced their thinking and writing skills with the help of a picture interpretation activity that focussed on understanding the meaning behind the picture while writing it in journals.

Reinforcement of blends and phonogram words was undertaken through task sheets.

Focusing on enhancing the students’ communication skill, a poster with images was shown and students had to present their understanding of the images to their peers in class.

Students were assessed on their spellings with a spelling bee. The assessment was marked by the students on a graph attached in the journals.


During their mathematics lessons, students furthered their understanding of addition with the help of drill sheets and manipulatives in class.

Students were introduced to the concept of number bonds that add up to make 10, with the help of math manipulatives (Number rods). Students practiced number bonds with the help of drill sheets.

Students approached the concept of doubling using visual presentation named the ‘doubling story’ which was followed by a Ladybug spots activity. Students were given a sheet with a ladybug picture drawn on it; they put one small spot with paint on one half of the ladybug and then folded the sheet into half only to see 2 spots upon opening the paper. They continued making spots with paint using the procedure. Students practiced doubling with the help of drill sheets in their journals.


During their Hindi classes, students watched a video on animal habitat and engaged in a ‘listen and answer’ activity.


 Students also performed story sequencing activity. They also learned ‘ee’() matraa and wrote words and sentences with the same.



During music classes, students learned how to sing ‘Yellow’ by Coldplay. They were also assessed on their singing and each student came up on the microphone and sang individually. The students also learned an animal protection song and created their own songs on saving animals.


In their art classes, students continued to explore aspects concerning human impact on animals, highlighting conservation issues. Further, they discussed poster art and practiced drawing and colouring animals free hand and on designed templates which included writing slogans and other texts.


During their dance classes, students revised lessons on rhythm sections through the ‘Ramsamsam’ song. They also revised the flooring sequence they had learned and rectified minor flaws in movement.

Physical Education

Students practice basketball shooting on rings fixed at different levels. They also practiced using proper action with both hands. They also played shooting relay. By using shooting skill, students develop their wrist, forearm, shoulder strength and learn mind and hand coordination.


In ICT classes, students are working on poster creation and have created posters with beautiful messages. Students are using their thinking skills for writing appropriate message and research skills for selecting appropriate picture to go with it. 


During library class, students listened to the story of ‘The lending Zoo’ that lent out all type of animals—from massive elephants to majestic giraffes. Everything usually went smoothly in the zoo: water buffaloes, snakes, parrots and more are checked out and returned without a problem. But one sunny day Pancake, the tiger, went missing. Miss Perkins along and her new friend Molly go on a citywide search to track him down after he had strolled around the city.


15th September- Healthy choices


This fortnight, students tuned into the third line of inquiry, ‘reflecting on choices and their consequences’. Empty packs and wrappers of food items like cornflakes, chocolate, chips were given to inquire about the terms ingredients and nutritional value. Students also interpreted the significance of the red or green dot on the packs.

Students understood the importance of drinking water with a ‘think before you drink’ experiment, where they investigated into variety of drinks available in the market (bottled water, cold drinks, juice, energy drinks) to find out and compare sugar content in each one of them. Later they sequenced bottles in order of the sugar content and concluded that water has no sugar content in it.

Through  a ‘head to toe’ activity, students explored and identified which food item is necessery for the well being of which body part. For example carrot, spinach are good for the eyes, ginger, honey are good for throat were discussed.


Following the second line of inquiry ‘food and its impact on our body’, a formative assessment was conducted in the class wherein   students were encouraged to draw ‘my healthy plate’. They had to choose any one meal from breakfast, lunch or dinner keeping in mind the food pyramid and plan their plate.


Students visited a popular super market to identify and distinguish between fresh food and processed food items. They were made aware of the variety of choices available in the market and the importance of making the right choice.

Later they displayed the learner profile of being reflective by writing their understanding about the field trip in their journal.IMG_20180913_110527_HDR


During their Math classes, students practiced writing number facts for any given number in their process journals. They revisited odd and even number concepts through an app on the iPad. The concept of place value, ascending  and descending order, more or  less concepts were reinforced.

Students were introduced to number names. They practiced reading and writing number names in their journals.Students tuned into the concept of ‘face value’ and gained knowledge about the difference between ‘place value’ and ‘face value’

Students tuned into the concept of ‘ordinal numbers’ through a race in the school ground. They understood the position of each other in the competition with respect to ordinal numbers.



During English lesson, students inquired about nouns through a gallery walk activity and kept writing names of things they saw and people they met around school. Later they segregated their list to write the words under various categories on  cut-outs appropriately.

Students  looked at the picture of ‘Balanced Diet for 30 seconds and then, they listed 10 things they saw in the picture in their journals.IMG_20180910_085003

Students also listened /read the unit related story ‘Food Fit’. It has explained the importance of different food items and nutrients they give us. Students reflected their understanding through writing/illustrations.



During their Hindi classes, students enhanced their communication skills verbalizing tongue twisters. They also revisited ‘aa’ matraa and wrote words.



During Music lessons, students learned and practiced how to sing ‘Doe a deer’. They gained knowledge about the impact of vocal exercises and how good eating habits play a role in preserving voice quality. Students understood the significance of music therapy and its positive impact on health.


During dance classes, students reflected their observation and understanding of different physical moments that augur health . They also learned to hone their listening and agility skills through a ‘dancing statue’ activity.


Physical Education

During Physical Education lessons, students learned the proper technique and fundamentals of basketball dribbling. Students are practising to improve their basics on ball handling, ball throwing, one hand ball dribble (right to left) to enhance their gross motor skills. Along with this practice, students also are developing their eye hand coordination, strengthening their fore arm and shoulders muscles.


With the belief that there is nothing as powerful as education, the world celebrates Literacy Day every year on  September 8 where children were made aware about the importance of literacy that forms the corner stone of  social and personal development. Students exchanged  books and opted for  two non- fiction books over the last fortnight.


During Art classes, students were assigned creative tasks to explore form and colour through an activity around creation of  fruit composition. They were introduced to basic colour theory. Later  the elements of a basic drawing composition consisting of a background and foreground were explained.

After a discussion on the benefits of consuming fruits for good health, they were assigned two compositional exercises. Drawing by observing a still life fruit composition and  drawing fruit composition using their own imagination and creativity were activities undertaken.

The outcomes included a self-review of their work as they presented it to their peers.

ICT unit integration was implemented through ‘dine decisions’ app where students had to choose healthy food items. They also used the app ‘Scribble’ to make a food pyramid and illustrated the food item under each group.


Students of Grade 1 also participated in the spell bee assembly held by Grade 1D. They shared their knowledge with their peers and enhanced their communication skills .