UOI- Moving ahead with the on-going unit of inquiry, students understood the difference between public places that are needed and those that form a part of our  want. Students used their research skills to conduct a survey for their weekend home assignment wherein they asked members of their family and neighbours about public places they would like to have near their homes. Students were given pictures of various public places and they arranged them in order of priority on a pyramid.

Students debated  on the essential amenities required at a public place. Further to this, they made a mind map in their journals; listing essentials. Students brainstormed and understood how the absence of the essential requirements lead to challenges.

Formative assessment was conducted through a “Take and Talk”, wherein students chose a public place and created posters for the same. They then spoke about the importance of the public place chosen by them, the signs and symbols found there and the essential elements of the public place. Giving a voice to the students, the rubric for the take and talk was co-constructed in class  with  students themselves.

English- This week students enhanced their writing skills using various paragraph writing strategies like 5Ws and H strategy and description of an object/place using their senses.

Students enjoyed listening to various stories narrated to them in class and reflected on them. They also revised various grammar concepts identifying the nouns, adjectives and articles from the stories.

Guest speaker session – A parent from school , Ms Nidhi was invited as a guest speaker to narrate a story about a public places. It was an engaging story and students understood that a public place is not for personal use and has to be shared with everyone.

Math- During their Math classes, students continued practicing subtraction using different strategies. They practiced single and double digit subtraction sums and number facts. They also revisited the concept of place value.

Math assembly– Students of Grade 1 also participated in an interesting Math assembly wherein they revisited various concepts like measurement, addition and subtraction through games.

Art– This week, first graders explored the visual art aspects and basic elements of maps. They also engaged in discussions around the symbolic representations and artistic aspects seen on public signages. Based on these observations, they designed artworks that explored public spaces, as blueprint drawings.

Library-Students listened to an exquisitely illustrated original tale based on the mythical character who reveals how Jack earned his name as Jack Frost.Jack was first discovered asleep in the snow by the many gentle creatures who lived deep in the forest. A very little boy with snow-white skin surprised his forest friends by waking up and working real magic! Everything he touched turned to frost, which is why the owls, the magpies, the unicorn, the woodchoppers, and all the other forest creatures named him Jack Frost.  Along came the goblins, who smelled of boiled cabbage, made many rude noises, and loved to tell lies. The goblins were jealous because they believed that the magic of the forest should be in their power- and not in Jack Frost’s. When they tried to steal Jack’s magic, they discovered that he was far more  clever than they were! The wonderful picture storybook  offered a very appealing tale.

ICT– ICT was integrated with UOI where students were introduced to MS-Word. They have begun to learn how to add a page border, colour, shapes and different formatting options  while working on word.

Music– The students were introduced to the rhythmic theory. They learnt about note names and values and also learnt about the parts of a note.

They also sang ‘Fix You’ by Coldplay (https://youtu.be/aK3TROzVRiE)

PE-The students continued with their lessons in cricket where they practiced the basic skills of  batting stance, gripping the bat – ball and catching with tennis ball. Student learned specific warm up and cooling down exercises (stretching exercises) that they workout before and after a particular sport.


Dance- Students had completed learning the dance routine on the” singing walrus” song and are now focusing in learning the routine on the song ” It’s time for Africa”



Transdisciplinary Theme: How we organize ourselves

Central Idea: Public places can serve our needs in an organized way.

Lines of inquiry:

Public places serve our needs

Challenges in public places

Our responsibilities towards public places

Prior-knowledge assessment – Students were given flash cards representing various places like hospitals, markets, malls, houses, etc which they sorted under ‘places that can be visited by all’ and ‘places that need a permit to visit’.

Tuning into the 1st line of inquiry was undertaken with an audio visual of the story “Goldilocks and the three bears”. An inquiry was conducted about their perspective on private vs public. Students probed into questions like “Did Goldilock do the right thing by entering the bear’s house? (If yes/no, why?), “How would you have reacted if someone would have entered your house without permission”? They investigated places where they can enter with/without permission and which places are required in their community.

Group activity: Students were divided into 4 groups. Each group brainstormed on various public places that would be required in a city and illustrated it on chart papers. Post this; each group explained the importance of their indicated public place.

Students were shown some pictures. They used their thinking skills to analyze the pictures and answer thought provoking questions like-“What  can you see”?, “Why does one need  places like a hospital or marketplace”?, “What will happen if there are no such places”? “How are people connected to places”?


Moving ahead with the current unit, a survey was conducted by students after interviewing their family members and neighbors to find out the importance of public places. They were asked to choose 2 essential public places they would like to have near their house. The importance of this activity was to strengthen their understanding about the need for public places.

Students watched a video to enhance their understanding of needs and wants for various public places. They brainstormed and arranged pictures of various public places in order of priority on the pyramid.


Gallery Walk: Students inquired about signs and symbols with a gallery walk. Students went around  school to find out various signs and symbols. Upon their return, they discussed the importance of these  signs and symbols.

Later students were shown videos/ pictures/ flashcards of various signs/symbols/words found at public places, what do they represent and why does one need them. Further students illustrated few signs/ symbols in their journals.



To enhance their thinking skills, students designed a rubric for their formative assessment  on take and talk as 1st line of inquiry.


Students discussed and spoke about how they spent their winter vacations. They were encouraged to talk about the most interesting thing they did during the vacations.

They revisited the 12 attitudes displayed in their environment with the help of the link https://www.youtube.com/watch?v=hG7f_82ZTzY

They were apprised of the meanings of each attitude and further on, they had set a goal for themselves to try and display maximum attitudes in the second term.

Reinforcement of nouns and adjectives was done through a story – ‘I’m New Here’ and was followed by a discussion which promoted international mindedness. Integrating language with UOI- Through an online story: ‘My Fire Truck’ students discussed the importance of a fire station. Thereon they reflected on their understanding of a fire station being a need or a want. The students also identified the nouns and adjectives in the story and illustrated them in their journals.


Spell Bee: Students were assessed on their spellings of  sight words .

Tuning into Articles– Articles were introduced through an activity wherein students revisited the concept of vowel,consonants and  articles by segregating words under the appropriate heading of a/an.

In continuation with the understanding of articles, the students were asked to think and write/draw items they saw in the class room. They kept on adding to the list of items using articles ‘a’ and ‘an’, and wrote them in their journals.

Unit Integration: Introduction of paragraph writing using 5W and 1H strategy was undertaken where students wrote a paragraph detailing the signs and symbols. Later, they circled the articles used by them.



Tuning into subtraction was done through a story called–‘Pete the cat and his four groovy buttons’



Students practiced subtraction using manipulatives and enjoyed playing floor games. Later, they wrote subtraction vocabulary in their process journals.

Revisiting Pictograph – Math was integrated with the current unit through a survey  on the most essential public places. The students interpreted and represented the data in the form of a pictograph for the most essential and the least essential public place required in a city.

Number line- The students made number line in their journals and tried solving subtraction equations using backward counting.


During their Hindi classes, students revised matraa through shabdseedhi(शब्दसीढ़ी) activity.

They also recited poem ‘manmaujirel’ (मनमौजीरेल). They learnt ‘u’ (उ) matraa and ‘oo’(ऊ)matraa and wrote words with the same.


This week students were introduced to book creator. They learnt how to add images, text and sound in it. They enjoyed exploring the app and its features.


Students attempted a peer assessment with  Grade 2 where the UOI presentation dance was performed before them. Students took feedback from the Grade 2 children and in addition to that they also gave their feedback to them on grade 2 UOI presentation dance. In the end both the grades shared their experiences about the peer assessment session and pointed out the learner profile attributes they had acquired as a part of this process.

Students also started to learn a new dance routine on the song “It’s time for Africa” in order to understand a new rhythm pattern different from the singing walrus song.

Students discussed their observations about the performances they had seen in public places as a part of their prior knowledge assessment.



The students sang ‘Aashayein’  and‘WakaWaka’. They also learnt about three different elements of music which are rhythm, melody and dynamics. The students understood the difference between melody and rhythm and were able to differentiate between the musical instruments that produce melody and rhythm.



Students continued with the unit on athletics where they practiced flat races for 50mtr and 100 mtr. They learned proper technique and stance for short distance sprint.

Visual Arts

This week, students explored water color on paper. They painted on previously drawn layouts of city landscapes in various shades using both primary and secondary colors.

Unit of inquiry

Going further into the second line of inquiry, students learned making connections between the impact of mining and deforestation on forest and wildlife of the Aravali range. Students reflected upon their understanding of how humans have impacted the river Nile with settlements on its bank,by  watching a power point presentation.

Students discussed and wrote the ill-effects of mining and deforestation on landforms. Construction of buildings, use of tracks/roads and overgrazing of pastures were some reasons that were chronicled in their process journals.

The students were able to make connections and deepen their understanding related to impact on   guest speaker session led by the dance faculty member who is a native of  Kerala.

Responsibilities towards our planet formed the third line of inquiry and students undertook a discussion on the 4Rs, their responsibility and the ways they can help conserve  landforms. The use of different coloured bins for disposal of garbage was emphasized.

Formative assessment of the 2nd and 3rd line of Inquiry was taken with aposter making activity where students showed their understanding of the landforms and followed it up with a  take and talk.

English Integration

During take and talk, the students spoke about various kinds of landforms, their features and the effect of human settlements on them.

Students were assessed on

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.

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 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.

Blog Grade 1

20th Nov – 2nd Dec


Unit of Inquiry

The third Unit of inquiry began with the:

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



Research work- The students were given iPads to research about a particular landform using ‘Kiddle.com’ and noted their findings about 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, Deccan plateau, Lakshweep Island etc.



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







During their mathematic lessons, students were introduced to addition word problems through RUCSAC strategy. Students practiced addition word problems and pictographsin 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. IMG-20181201-WA0012


Physical Education

During their PHE classes, student engaged in circuit training to develop their locomotor skills. They did feet jumping, zig- zag running, hopping, various foot work 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, humour 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 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.

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 learned about ek aur anek through a video. https://www.youtube.com/watch?v=R-tTOJ1RvUY .

They also wrote words like केला-केले, लड़का-लड़के etc.


The students’ learned different types of notes (whole, half, quarter and dotted-half) and the number of beats for each of these notes. They also sang their favorite 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 Education

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.


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


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?

A summative assessment was taken wherein students explained the reasons for animals getting endangered and how can we save them?


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 Anupa Lal’s Hindi story ‘Mere Palang ke neeche’; 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.