The Journey Begins…
We, Manisha Agarwal and Akanksha Mathur welcome you to Grade 1A
Students were tuned into the new unit ‘How we Express Ourselves’ by watching a Disney production for Aladdin. They identified the different forms of art using a sorting activity that helped extend their knowledge about visual and performing arts.
Students explored 3D shapes and stated differences and similarities between the two shapes. They were assessed on their knowledge of shapes with a Formative assessment.
Students were tuned into fractions during a class activity. They acquired knowledge about different terms like whole, half and quarter.
They were assessed on their knowledge on measurements and shapes. They enhanced their self-management skills by drawing shapes of exact measurements on a graph paper using a ruler .
Students enhanced their thinking skills by learning the key concept for parts of a story. They respected each other’s thought by building different stories within a group.
Students listened to the story ‘My Inside Weather ‘and discussed about different emotions and feelings. They also expressed their own understanding using emoticons.
They enhanced their social skills by creating the story using puppets and prior to presenting it in class.
They revisited nouns, verbs and adjectives and framed sentences having all three parts of speech in the same sentence. They were assessed on their reading levels with a reading rubric.
For ICT, students learned to analyze picture graphs created by answering a “How Many” question. Using a math app. This activity helps them to identify and evaluate graphs and also build the mouse control skill.
Students started to learn a new dance routine on the song ” ashayein” .The routine helped them to explore and understand different counting patterns.
The students sang the song “Don’t Worry Be Happy” and were introduced to different genres of music.
Student continued their unit on tennis where they were briefed about the forehand stroke and volleying. They also played different sports related lead up activities.
As the crowned owl ceremony day is closing in, students seem excited and eager for the pajama party. They have been assessed for the entries in their reading log and few questions have been asked about the stories they have noted in the log as read.
The final count of the books read by them have been registered for selecting the students who will be felicitated during the crowned owl ceremony.
UOI- Moving ahead with the on-going unit of inquiry, students understood the difference between public places that are needed and those that form a part of our want. Students used their research skills to conduct a survey for their weekend home assignment wherein they asked members of their family and neighbours about public places they would like to have near their homes. Students were given pictures of various public places and they arranged them in order of priority on a pyramid.
Students debated on the essential amenities required at a public place. Further to this, they made a mind map in their journals; listing essentials. Students brainstormed and understood how the absence of the essential requirements lead to challenges.
Formative assessmentwas conducted through a “Take and Talk”, wherein students chose a public place and created posters for the same. They then spoke about the importance of the public place chosen by them, the signs and symbols found there and the essential elements of the public place. Giving a voice to the students, the rubric for the take and talk was co-constructed in class with students themselves.
English- This week students enhanced their writing skills using various paragraph writing strategies like 5Ws and H strategy and description of an object/place using their senses.
Students enjoyed listening to various stories narrated to them in class and reflected on them. They also revised various grammar concepts identifying the nouns, adjectives and articles from the stories.
Guest speaker session – A parent from school , Ms Nidhi was invited as a guest speaker to narrate a story about a public places. It was an engaging story and students understood that a public place is not for personal use and has to be shared with everyone.
Math- During their Math classes, students continued practicing subtraction using different strategies. They practiced single and double digit subtraction sums and number facts. They also revisited the concept of place value.
Math assembly– Students of Grade 1 also participated in an interesting Math assembly wherein they revisited various concepts like measurement, addition and subtraction through games.
Art– This week, first graders explored the visual art aspects and basic elements of maps. They also engaged in discussions around the symbolic representations and artistic aspects seen on public signages. Based on these observations, they designed artworks that explored public spaces, as blueprint drawings.
Library-Students listened to an exquisitely illustrated original tale based on the mythical character who reveals how Jack earned his name as Jack Frost.Jack was first discovered asleep in the snow by the many gentle creatures who lived deep in the forest. A very little boy with snow-white skin surprised his forest friends by waking up and working real magic! Everything he touched turned to frost, which is why the owls, the magpies, the unicorn, the woodchoppers, and all the other forest creatures named him Jack Frost. Along came the goblins, who smelled of boiled cabbage, made many rude noises, and loved to tell lies. The goblins were jealous because they believed that the magic of the forest should be in their power- and not in Jack Frost’s. When they tried to steal Jack’s magic, they discovered that he was far more clever than they were! The wonderful picture storybook offered a very appealing tale.
ICT– ICT was integrated with UOI where students were introduced to MS-Word. They have begun to learn how to add a page border, colour, shapes and different formatting options while working on word.
Music– The students were introduced to the rhythmic theory. They learnt about note names and values and also learnt about the parts of a note.
They also sang ‘Fix You’ by Coldplay (https://youtu.be/aK3TROzVRiE)
PE-The students continued with their lessons in cricket where they practiced the basic skills of batting stance, gripping the bat – ball and catching with tennis ball. Student learned specific warm up and cooling down exercises (stretching exercises) that they workout before and after a particular sport.
Transdisciplinary Theme: How we organize ourselves
Central Idea: Public places can serve our needs in an organized way.
Lines of inquiry:
Public places serve our needs
Challenges in public places
Our responsibilities towards public places
Prior-knowledge assessment – Students were given flash cards representing various places like hospitals, markets, malls, houses, etc which they sorted under ‘places that can be visited by all’ and ‘places that need a permit to visit’.
Tuning into the 1st line of inquiry was undertaken with an audio visual of the story “Goldilocks and the three bears”. An inquiry was conducted about their perspective on private vs public. Students probed into questions like “Did Goldilock do the right thing by entering the bear’s house? (If yes/no, why?), “How would you have reacted if someone would have entered your house without permission”? They investigated places where they can enter with/without permission and which places are required in their community.
Group activity: Students were divided into 4 groups. Each group brainstormed on various public places that would be required in a city and illustrated it on chart papers. Post this; each group explained the importance of their indicated public place.
Students were shown some pictures. They used their thinking skills to analyze the pictures and answer thought provoking questions like-“What can you see”?, “Why does one need places like a hospital or marketplace”?, “What will happen if there are no such places”? “How are people connected to places”?
Moving ahead with the current unit, a survey was conducted by students after interviewing their family members and neighbors to find out the importance of public places. They were asked to choose 2 essential public places they would like to have near their house. The importance of this activity was to strengthen their understanding about the need for public places.
Students watched a video to enhance their understanding of needs and wants for various public places. They brainstormed and arranged pictures of various public places in order of priority on the pyramid.
Gallery Walk: Students inquired about signs and symbols with a gallery walk. Students went around school to find out various signs and symbols. Upon their return, they discussed the importance of these signs and symbols.
Later students were shown videos/ pictures/ flashcards of various signs/symbols/words found at public places, what do they represent and why does one need them. Further students illustrated few signs/ symbols in their journals.
To enhance their thinking skills, students designed a rubric for their formative assessment on take and talk as 1st line of inquiry.
Students discussed and spoke about how they spent their winter vacations. They were encouraged to talk about the most interesting thing they did during the vacations.
They revisited the 12 attitudes displayed in their environment with the help of the link https://www.youtube.com/watch?v=hG7f_82ZTzY
They were apprised of the meanings of each attitude and further on, they had set a goal for themselves to try and display maximum attitudes in the second term.
Reinforcement of nouns and adjectives was done through a story – ‘I’m New Here’ and was followed by a discussion which promoted international mindedness. Integrating language with UOI- Through an online story: ‘My Fire Truck’ students discussed the importance of a fire station. Thereon they reflected on their understanding of a fire station being a need or a want. The students also identified the nouns and adjectives in the story and illustrated them in their journals.
Spell Bee: Students were assessed on their spellings of sight words .
Tuning into Articles– Articles were introduced through an activity wherein students revisited the concept of vowel,consonants and articles by segregating words under the appropriate heading of a/an.
In continuation with the understanding of articles, the students were asked to think and write/draw items they saw in the class room. They kept on adding to the list of items using articles ‘a’ and ‘an’, and wrote them in their journals.
Unit Integration: Introduction of paragraph writing using 5W and 1H strategy was undertaken where students wrote a paragraph detailing the signs and symbols. Later, they circled the articles used by them.
Tuning into subtraction was done through a story called–‘Pete the cat and his four groovy buttons’
Students practiced subtraction using manipulatives and enjoyed playing floor games. Later, they wrote subtraction vocabulary in their process journals.
Revisiting Pictograph – Math was integrated with the current unit through a survey on the most essential public places. The students interpreted and represented the data in the form of a pictograph for the most essential and the least essential public place required in a city.
Number line- The students made number line in their journals and tried solving subtraction equations using backward counting.
During their Hindi classes, students revised matraa through shabd seedhi( शब्द सीढ़ी) activity.
They also recited poem ‘manmauji rel’ (मनमौजी रेल). They learnt ‘u’ (उ) matraa and ‘oo’(ऊ)matraa and wrote words with the same.
This week students were introduced to book creator. They learnt how to add images, text and sound in it. They enjoyed exploring the app and its features.
Students attempted a peer assessment with Grade 2 where the UOI presentation dance was performed before them. Students took feedback from the Grade 2 children and in addition to that they also gave their feedback to them on grade 2 UOI presentation dance. In the end both the grades shared their experiences about the peer assessment session and pointed out the learner profile attributes they had acquired as a part of this process.
Students also started to learn a new dance routine on the song ” It’s time for Africa” in order to understand a new rhythm pattern different from the singing walrus song.
Students discussed their observations about the performances they had seen in public places as a part of their prior knowledge assessment.
The students sang ‘Aashayein’ and ‘Waka Waka’. They also learnt about three different elements of music which are rhythm, melody and dynamics. The students understood the difference between melody and rhythm and were able to differentiate between the musical instruments that produce melody and rhythm.
Students continued with the unit on athletics where they practiced flat races for 50mtr and 100 mtr. They learned proper technique and stance for short distance sprint.
This week, students explored water color on paper. They painted on previously drawn layouts of city landscapes in various shades using both primary and secondary colors.
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
They presented their work and shared the information about their landform.
Students were exposed to Google maps on the smart board to explore the density of human population associated with different landforms.
Tuning in 2nd line of Inquiry: Impact of human settlements on landforms
Students were encouraged to answer thought provoking questions,
After watching visual presentations on deforestation and mining and were encouraged to think and talk about the reasons for cutting trees/mining 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.
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 practicing basketball dribbling as a primary skill. They revised dribbling skill in basketball. They practice for dribble the basketball 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.
Unit of Inquiry
The third Unit of inquiry began with the:
Transdisciplinary Theme: Where we are in time and place
Central Idea: Impact of human settlement on Earth’s physical geography
Lines of Inquiry:
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 a particular landform using ‘Kiddle.com’ and noted their findings about the flora and fauna of that particular landform.
Map work– Students marked major landforms across continents on a physical world map for example the Thar Desert, Himalayan mountain range, river Ganges, Deccan plateau, Lakshweep Island etc.
Reinforcement of sight words, common and proper nouns was executed with a passing the parcel game wherein students spelt a sight word, made a sentence using it and suggested a proper noun for a common noun.
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 students were given foldable cards and 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 stationary 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 pictures.
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, various foot work using ladder, cones and hurdles. 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.
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 behavior 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.
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 and 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. Students were given different pictures for grass, plants, rabbit, deer, tiger etc. which they arranged in sequence to complete a food chain. Videos were 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 focused on understanding the meaning behind the picture while writing it in journals.
Reinforcement of blends and phonogram words was undertaken through a game of passing the basket. Students read the blends on slips of paper and made a word using that blend and made a sentence too.
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) and floor games. Students practiced number bonds with the help of number cards.
Students played online games on number bonds to enhance their understanding.
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’(ई) 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.
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.
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.
Summative assessment on the unit of ‘Health’ was taken when student was given scenarios where they had to identify the problem, analyse 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 given 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 identified the pictures and 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 with a ‘passing the parcel’ activity where students picked up folded pieces of paper, read them and identified whether it was a common noun or proper noun.
To assess their listening skills students were give 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 Maths classes, students approached the concept of patterns through visual presentation like the ‘Pattern fish’ story.
They explored the topic through a nature walk and observed various patterns in their surroundings. Later they illustrated various patterns in their journals that they had observed during their walk.
To deeper their understanding, students made an AB and ABC pattern with manipulative cubes (e.g., red, blue, red, blue, red, blue). Later students extended the pattern in their journals.
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, skip counting)
Students played a game ‘Guess my rule’ wherein the teacher wrote a sequence of four or five numbers on the board, then asked the students to guess what number came next. Students have to guess and answered the next number by applying rule they had used to figure out the next number in the sequence.
Students reinforced ordinal numbers through online games
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.
Students of Grade 1 also participated in the news assembly held by Grade 1A. They shared their knowledge with their peers and enhanced their communication skills .