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.
Students were exposed to Google maps on the smart board to explore the density of human population associated with different landforms.
Tuning in2nd 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.