Students enhanced their thinking skills by reflecting upon the properties that determine the materials used in making of shoes worn on different occasions, during book reading of, ‘Shoes, shoes and shoes’.
A take and talk activity was conducted to assess students on their knowledge of properties of materials.
Learning about science encourages curiosity and ingenuity and enables students to develop an understanding of how the world works. Students conducted and observed experiments on different topics such as whether an object would sink or float in water, selection of an appropriate material to make an object, thereby strengthening their understanding of the properties .
Learning engagements were organized wherein students observed simple experiments such as how boiling water changes into gas and how the wax melts and changes its state upon coming in contact with heat. This helped the students make meaningful real-life connections with the third line of inquiry about change.
Promoting play as inquiry-based learning, students were encouraged to explore and sort various objects based on their properties through a floor game.
Students showcased their knowledge gained during the observation of experiments by choosing different mediums like, recording on iPads, creating posters or using a Visual Thinking Routine; thereby facilitating opportunities to exercise student agency and take ownership of their learning.
To scaffold their learning, students were given scenarios like; ‘After you have taken bath what do you use to dry yourself, what material is that object made from and why?’
Class discussions enabled students to understand the reversible and irreversible changes that occur in the state of materials and summarized their understanding of the same based on the experiments observed earlier.
Further, students articulated their observations on the experiments using a Visual Thinking Routine. They were then offered the opportunity to demonstrate their creative thinking skills by designing a room and choosing the materials that best suited their requirements.
Students undertook the summative assessment on measurements. Later, they reflected on their understanding of the concept using the 4Cs Visible Thinking Routine.
Different stations were set up to provide opportunities to engage in exploring the concept of subtraction through poems, experiments, observations, games and application of critical thinking skills.
Furthermore, they learned about various strategies used in subtraction like while working with the number line and Montessori number rods.
Students strengthened the concept of subtraction using different manipulatives and floor games.
English lessons were integrated with the unit of inquiry, where students listened to the story of ‘Three little pigs’. During this activity, students specifically inquired into the guiding questions like, ‘Which material was used in making the houses? Which is the best suited material for constructing a house? and so on. They reflected on their understanding using different Visible Thinking Routines.
Students played scavenger hunt game to explore the materials placed in various learning spaces of the school. They wrote about the materials used in these objects and their properties. Later, they presented their findings using ‘Just a minute’ where they shared their presentation with their peers.
Students undertook an assessment on articles using the exit ticket strategy.
As a part of the listening activity, students were narrated a story titled- ‘The rainbow fish’. Using the strategy ‘Peel the fruit’, they analyzed the story based on a few guiding questions. Class discussions led to understanding the main idea of the story – learning to share and being friendly with others.
Students were then introduced to pronouns with the help of paragraph reading, which was followed by usage of pronouns in spoken language.
Class facilitators help in building students’ social – emotional competence as this connects to children’s emotional well-being, their ability to adapt to new environments and to form successful relationships throughout life.
This week, students were introduced to an activity with focus on impulse control. This concept was introduced with the help of the story titled, ‘The magic breath’. They listened to the story and made connections with; how impulsive behaviour can be controlled by practicing mindful breathing techniques.
A meaningful reflection of the story concluded this activity.
The students were introduced to dynamics ( volume and loudness ) of the sound / note in music. They learned about different types of dynamics and their uses.
To understand more about the element of dynamics, students practiced singing the song, ‘Ashayein’ with and without dynamics.
To work on their creative thinking skills, students created a free expression as a layout for their mixed media art using a medium of their choice. The success criteria for their work was proportion, neatness and the appropriate usage of the elements of composition.
Students built upon and strengthened the concept about ‘properties of materials’ with the help of an iPad app. They compared the properties of different types of materials using various activities given in the app.
This week students’ reading logs were checked and assessed by asking a few questions about the stories they had read. The final count of the books read by the students were registered and the same will be updated on the library reading tree.
Dance lessons focused on body isolations using repetitive steps. Balance and coordination were also introduced with the understanding of musicality ( how dancers hear, interpret and dance to music). Students practiced large isolated steps using hand and leg movement.
Day camp by Rocksport
In a constant endeavour to create flexible, inviting and intentional learning spaces that support agency, inquiry, physical and emotional well-being of students, school organised a fun filled day camp. The activities organized in the camp aimed at developing a sense of independence and confidence amongst the students. They challenged themselves and tried various activities that helped them develop social and self-management skills on March 2,2020.