Provocation for the 2nd line of inquiry- ‘Senses’, under the Trans-disciplinary Theme ‘Who we are’, was done through a nature walk activity wherein students were taken for a tour of the school campus and were asked to write about the things which they could see, hear, smell, touch and taste. Prior knowledge and tuning into the structure of the eye was done by showing them a picture of the human eye and asking them to express their understanding through a visible thinking strategy -‘THINK-PUZZLE-EXPLORE’. Later, the students used iPads to research for answers to the questions generated during the think-puzzle-explore routine. The structure of the eye was demonstrated through an experiment in the class. As an extension of the experiment, different parts of a human eye were coloured and labelled in a diagram drawn on the floor. A recap was done through an educational video through which the concept became clearer to the students. Students were taken to a recycling unit where they were shown how waste newspaper and used cotton can be recycled into usable form, thereby making connections with their unit waste. Students were assessed for prior knowledge of articles through a group activity wherein they had to sort definite and indefinite articles using a graphic organiser. To strengthen their understanding, they chose few pictures from the newspapers and created sentences using appropriate articles. The concept was reinforced further through written practice. Students were given pieces of a puzzle to put together and tune into the discussion on bar graph. They identified different parts of the bar graph and their relevance through a puzzle and discussed and analyzed them in groups. Students also collected data from their class mates and created, labeled and plotted their own bar graphs. They enhanced their graphing skills through further written practice. Students used the ’Rocket Writing strategy’ to write the words that they think of when they see the symbol ‘+’ and created a mind map using these words. They were introduced to properties of addition using the ‘bus stop strategy’. Students also practiced 3 and 4 digit addition sums, with and without carry over in their process journals. Mental math strategy of adding 0, 10, 100 and 1000 to a number was shared with the students. In their Hindi classes, students learnt to make 'padd' (couplets) on the topic 'Safai' and wrote the same in their journals. The concept of paragraph writing was reinforced in Hindi through the “Hamburger” strategy. They also enjoyed the story 'Rakhosafaikadhyaan' and gained knowledge about the importance of self hygiene. In their Hindi Ab initio classes, the students practiced speaking, reading and writing the letters 'Cchha' and 'Va' and the vocabulary using the same. They also learnt the maatraa 'Aa' and practiced speaking and writing words that use the same. A reading and recognition activity for words using 'Aa' maatraa was done using colour coding, in the process revising their learning of colours. Word meanings practice was done and students then made sentences orally using those words. They were introduced to story creation through a group activity and are in the process of developing their story further.They also attempted spelling and listening assessments. In French, students learnt the names of colours by drawing, colouring and labeling a rainbow. They also watched a video of a song based on colours. They practiced greetings, days of the week and months through written work. Students revised Spanish greetings, number and days of the week. They were also introduced to the names of the months through a video. It helped them understand the correct pronunciation of the word. Students finished and reviewed their audio visual presentations on E-waste and made necessary corrections. They chose topics to create a comic strip and enjoyed working on “storyboardthat” to make the same. They also continued to work on their keyboard skills using typingclub.com . Students learnt about the elements of poster making and used them to create a poster on pollution/waste. In PE, students practiced dribbling around the cones and while changing directions. They also played short sided matches during the lessons. In their dance classes we have stressed on the basic elements of jazz like isolations and style. Basic feet positions are also implemented in class for better recall and knowledge. The choreography taught has all the elements of jazz taught in class. The kids are all able to implement the steps. Only the style needs to be incorporated more. 6 grade 3 students are taking part in the group modern dance competition, lancers international school. The style taught is modern.
2 Comments
Shweta jain
10/2/2016 04:10:57 am
Dear Ruchi, Vasundhra,
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Ritu dalal
10/3/2016 05:52:21 am
Dear Ruchi ma'am and Vasundhara ma'am..
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AuthorMs. Ruchi Johar Archives
September 2016
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