2nd September 2018

Unit of Inquiry

This fortnight, students tuned into the second line of inquiry, ‘food and its impact on our body’, through a ‘thumbs up’ and ‘thumbs down’ activity.


Students further inquired about the importance of different food groups, through a story, which was followed by a discussion.



They reflected upon their understanding by illustrating the different food groups. Later they made a list of healthy snacks which they could include in their daily diet.


The highlight of the past fortnight was the guest speaker session by a nutritionist Ms. Anshupriya Bhatnagar. Students gained knowledge about the food pyramid, food groups and their role in keeping us healthy.


During their English lessons, students recapitulated blends cr, br, fr, dr, gr, tr through a ‘donut engagement’ game.

For further practice, students solved a  few blend drill sheets. Students were also assessed on their spellings through a spell bee. The assessment was marked by the students on a graph attached in their journals.

A visual imagery activity was attempted wherein students read poems and illustrated their understanding in their process journals. The poems were integrated with the unit of inquiry.

The students tuned in to phonograms ‘ar’ and ‘or’ through videos. Further, they brainstormed and wrote the words in their journals.




‘Take & Talk’ activity gave an opportunity to the students to choose and share their understanding on ‘5 factors of health’ or ‘the food pyramid.



Students tuned into the concept of ‘face value’ and gained knowledge about the difference between ‘place value’ and ‘face value’ using number cards and place value chart. They also practiced the concept of place value using Abacus and other manipulatives. Students attempted a formative assessment on place value and comparison of numbers.


During their Hindi classes, students watched a PPT on good habits (अच्छीआदतें) and attempted ‘listen and answer’ activity. They also learned ‘aa’(आ) maatraa and wrote words using the same.



During dance classes, students worked on the idea of using space to create their stories in groups. As a part of the prior knowledge assessment, the students discussed the relationship between dance and health.



The students created beats on the Congo and identified time signatures of their beats. They have also learned the Kodaly hand signs for different notes. They practiced singing songs like ‘Doe A Deer’ with these hand signs.

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Students were briefed on all the drawing tools in MS-Paint. They designed their healthy plate using those tools. They included all the important elements of a healthy diet while  illustrating them..




Students participated in an assembly presented by grade 1C.They spoke about why, when and how Janmashtami is celebrated.They further shared some interesting facts about Lord Krishna on the festival that marks his birthday celebrations.


During library class, students exchanged their books and shared their stories which they had read during the preceeding week. They participated in the summer assignment winner’s celebration day on  August 30, where the winner’swere felicitated for  their  work and were treated to a movie, butter popcorn and ice-cream to complete the theatre experience.



During the art classes, the students were introduced to the concepts of colours. They were also explained about the significance of human emotions and how colours  express these emotions. The students were asked to colour inside various shapes using  warm and cold colours and were asked to associate and explain why they choose a particular colour to express an emotion. The shapes included the human face, geometric and anthropomorphic20180821_141525.jpg shapes and a fruit composition.


Physical Education

Students  practiced locomotor and non-locomotor skills which enabled them  to maintain stability and control in different positions. The body remained in place and moved around its horizontal or vertical axisass they practiced.

A discussion on interrelationship between healthy eating and physical activities was established  for better understanding among students.


3rd Dec-16th Dec

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 various 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 exposed to Google maps on the smart board to explore the density of human population associated with different 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 theirHindi 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 thisthey 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, 5erasers, 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.

Tuning into measurement :


Students were given a situation to think about- They analyzed it and gave a variety of responses leading to an understanding of nonstandard units of measurement.

Students watched a video on measurement to understand the need for measurement. https://www.youtube.com/watch?v=zsv7bYSrzMU

Students wrote  a reflection of the video to showcase their understanding of why measurement is needed. They thought  of places where they need to measure things in real life.


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 codingvia gamification. Students enjoyed working on Kodable and arranging directionalarrows. 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 weretaught the mirroring exercises to improve their concentration and observationskills. 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 techniquethey 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 Thetwits, 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.

20thNov – 2nd Dec

The third Unit of inquiry began with the:

Unit of Inquiry

Transdisciplinary Theme: Where we are in time and place

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 watching videos (links shared below) which were followed by discussion. Students recorded their understanding by writing and illustrating in their journals.


Research work-The students were given laptops to research about a particular landform using ‘Kiddle.com’and noted their findings of 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, of, Lakshadweep Island etc.


Reinforcement of sight words, common and proper nouns was executed with a passing the parcel game wherein students spelled 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 enhance their speaking skills. They also learned a poem(उठजा बच्चे) and revised vyanjan mala through pick and speaking activity.  


During their mathematics lessons, students were introduced addition word problems through RUCSAC strategy. Students practiced addition word problems and pictographs in 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.

Physical Education

During their PHE classes, the student engaged in circuit training to develop their locomotor skills. They did feet jumping, zig-zag running, hopping, various footwork 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, humor 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 an 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.

12th November -16th November

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

They displayed being a communicator by presenting poems to their peers and conveying the message of an 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 were 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-लड़केetc.



The students’ learned different types of notes (whole, half, quarter and dotted-half) and number of beatsfor 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 Education20181112_102102.jpg


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.


Skype session.ICT was integrated with Math, where students were introduced to pictograph through an application. They created a 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 the 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.


22nd October to 2nd November


Students understood the 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 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 of 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?


During their English classes, students identified sight words by playing the online sight word games.


Students enhanced their thinking skills by reading the poem ‘Firefly’, marking the rhyming words and creating visual imagery.

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 using card material.

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.

This was followed by watching of a video https://www.youtube.com/watch?v=O7VZaoJeY6U

Students also created a pictograph by tabulating different things from the classroom like the number of fans, tables, windows, doors etc. Students analyzed the pictograph and answered a 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 learned ‘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. The 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 AnupaLal’shindi story ‘Mere Palangkeneeche’; 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.

8th October’18-17th October’18

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 analyzed the pictures from standpoint 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 analyze 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, 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 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 an 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. A video was shown too for the 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 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.

A summative assessment was attempted with students writing about how they spent their weekend while being mindful about correct punctuation and capitalization. They had to find and underline nouns used in the sentences.


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 the 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 coloring 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 dribbling 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 an appropriate message and research skills for selecting an 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.

30th September 2018

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 keywords 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 familiarised 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 ‘aalsitidda’(आलसीटिड्डा)



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.

15th September

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.


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. Knowledge about the calorie count and content of protein, fat etc. mentioned on each pack was gained by students who also interpreted the significance of the red or green dot on the packs, date of manufacturing and expiry for a product.

Students understood the importance of drinking water with a ‘think before you drink’ experiment, where they investigated into the 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.

Througha‘head to toe’activity, students explored and identified which food item is necessary for the well being of which body part. For example carrot, spinach is good for the eyes, ginger, honey is 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 write about the food they served in their plate in lunchtime keeping in mind the food pyramid.

Students explored and observed plants like aloe vera and basil during the eco club activity in the school garden. They inquired into the health benefits of these plants .

Students visited a popular supermarket 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 as being reflective by writing their understanding of the field trip in their journal.


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 fewer concepts were reinforced using manipulatives.

Students were introduced to number names using flash cards for one to twenty. They practiced reading and writing number names in their journals.

Students tuned into the concept of ordinal numbers through an activity wherein they were asked to do race and stand in an order according to the position they got in the race. They also observed the medals tally of top ten countries in the Asian Games 2018. Students understood the position of the countries in the competition with respect to ordinal numbers.


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

Students developed thinking skills through an‘I spy with my little eye’ activity where they were given some unit related clues like ‘something we drink in the morning before coming to school? , what is red and sweet and juicy?

Later the answers were sorted under 4 headings- person, place, animal, and thing to focus on nouns.

Students enhanced their vocabulary by understanding the meaning of unit related words and were encouraged to frame sentences with them too.



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


During Music lessons, students learned and practiced how to sing ‘Doea 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 augurhealth. 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 practisingto 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 cornerstone 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 color through an activity around the creation of fruit composition. They were introduced to basic color 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.