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 behaviour 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 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 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 a 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 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.