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.


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.

6th July– 17th August

Students continued to gain knowledge about their current unit of inquiry on health. The highlight of the past fortnight was a group activity of making a picture collage.Students gained knowledge about various aspects of health while honing their social and self-management skills.

Students further inquired about the importance of personal hygiene through a discussion. As a follow up activity, they illustrated ways to maintain hygiene. Students reflected about their daily routines and habits through a T-chart. They identified, sorted pictures and illustrated the healthy and unhealthy practices. Students were encouraged to think how they could  replace  unhealthy habits with healthier ones.

Students participated in a class discussion about how they  spent their weekend  shouldering various activities. Students interviewed peers and staff members at  school to investigate  various health factors ,habits that individuals portrayed and discussed theirfindings  in  class.

Students watched a story ‘I love to eat fruits and vegetables’ which was followed by a discussion on how to stay healthy. They wrote their understanding in their journals.



They also watched a video on ‘healthy and unhealthy family’



During the English lessons  students practiced writing CVC words with medial sounds ‘o’ and ‘u’ in their journals.They  wrote a few sentences with these words.Students read ORT books and were assessed  for their reading levels with  a rubric.Spellings were assessed through a spellingbee.Sight words were recapitulated with a bingo game.The Bus Stop activity  recapitulated blends for students. They also  revisited few blends using the blend wheel and practiced writing blend words in the journals.



During their Math classes, students practiced writing numbers in their process journals. The concept of place value was reinforced using golden bead manipulatives.

They also represented few numbers in their journals using bars of tens and ones.




During their Hindi classes, students recited the poem ‘सभी फलों में सेब है न्यारा. An activity helped them identify names of fruits and vegetables in Hindi. They also learned vyanjanह,च,दand wrote words with the same.



During the music classes, students were introduced to time signatures in music and they were able to identify the same for different beats played on the congo. They sang ‘Kandho Se Milte Hai Kandhe’ and the Indian National Anthem Students displayed International mindedness when they heard the South Korean, Japanese, Israeli and Chinese National Anthems and paid respect to the countries of their fellow classmates.



Students were introduced to research and its types. Later they were divided into two teams and were given examples to identify the types of research. They also learned about various browsers and the type of search engine associated with them. They were briefed on the keywords that they could use for the search. Some tried copy-pasting the image on the MS-Paint too.


During the dance, students were taught basic floor work through the imagery of starfish and baby. Locomotory skills were also enhanced alongside creative thinking through the theme of animal movements.



To mark  India’s independence day,  a quiz was undertaken.Questions  about national tree, national marine animal, national reptile, India’s population, number  of states ,the  national emblem and many more such questions were asked during the  library lesson.






An assembly was conducted by the students of grade 1B on Independence Day, where they discussed the changes and development that the  country has undergone in the last 71 years of freedom. Students mapped the areas under the British rule, analysed what independence meant to them, how responsibilities go hand in hand with rights. They enjoyed singing songs and the  national anthem gave closure to the event .

4th August,2018

The new academic session began with a lot of learning, growing, making new friends, interactive learning engagements, and social-emotional development.

Students easily settled into their new classes and enjoyed the first two days by introducing, interacting and sharing their vacation stories with their peers. They participated in many ice-breaking activities. They worked on formulating essential agreements and revisited the Learner Profile attributes, the inquiry cycle, concepts, skills and the importance of action in a Unit Of Inquiry.


Leading a balanced lifestyle can help us stay healthy was the central idea that motivated students to undertake inquiry within and outside the classrooms.

Tuning into the unit was done through a mystery box game, where the students used their senses to touch, feel, taste and smell the objects placed inside the mystery box. The objects were related to health and wellbeing for maintaining a balanced lifestyle.

 Students connected the word ‘balanced’ with the learner profile attribute. They further shared their understanding of a healthy lifestyle by emphasizing the five factors that promote good health e.g. recreation, hygiene, rest, food and exercise.

The students created a mind map by illustrating, ”what healthy means to them” in their journals.


During their English classes, students were welcomed with a fun ice-breaking activity ‘coloured gems’ in which they shared information about their favourite friend/family member/ cuisine/hobby/place etc.

They further enjoyed creating photo frames by sketching themselves on a coloured sheet and pasted the photo frames in their respective cubby holes to get a sense of belongingness.

Students played the game about their name where they identifying letter cutouts to form spellings for their names. They used their name cutouts to make nameplates.

 Students watched an online story ‘sharing a shell’ and shared their understanding of the importance of sharing with their friends.


 Letter recognition was done through a task sheet about a ‘secret message from their teacher.’ Their understanding of phonics sound & letter formation was done through a ‘fishbowl activity’. Students wrote upper and lower-case letters in their process journals. Their prior knowledge of blending sounds was assessed through looping back sheet. They attempted to make CVC words using the medial sound of vowels (a,e, i, o,u). Each group shared their words through a presentation.



During their Math classes, students engaged themselves in various ice-breaking activities where students counted and introduced themselves on every odd number by saying fizz buzz.     

 A looping back sheet as used to assess prior knowledge of number recognition, and quantity association using manipulative. Students also practiced arranging numbers in ascending and descending order.



During their Hindi lessons, students watched  the story ‘Aalsee Brahmin’

(https://www.youtube.com/watch?v=O-nagMCHrzs) and related different learner profile attributes from the same. They formulated essential agreements for maintaining an interactive learning environment in class. Students also revisited a few vernacular swar and vyanjans words through a bus stop activity.


The students learned how to sing ‘Here comes the Sun’ (https://youtu.be/bgiQD56eWDk) and ‘Little April Shower’ (https://youtu.be/saa98l0yDYQ).

They also engaged in some vocal exercises.



Students were welcomed into the ICT  lessons post the summer with great interest.Essential agreements were made during the introductory class in which they were made comfortable with their surrounding and taught to handle the I Pad and laptop devices. Students were shown the input-output and all the other physical components of the computer.


20180727_101652.jpgStudents have begun doing basic warm up, stretching and embarked on practicing hand & feet position as  a regular dance routine.


Students discussed warm and cool colours. They then observed front and profile faces and learned how to draw proportionate portraits.

Physical Education

Students developed their locomotor, non-locomotors skills by doing flexibility and strength building exercises. 


Students were excited to visit the library after the long summer break. They were made aware of the fact that from grade 1 year, they would be choosing their books independently though teachers would assist in guiding them to make age-appropriate choices.

The summer reading log was assessed during library time to check the understanding of the books that each child had read during vacation time.