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
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.
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.
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.