This fortnight, students continued to gain knowledge about their current unit on foods. Prior knowledge was assessed through a continuum where students wrote their understanding about the Central Idea (Foods go through a process of change before they are consumed).
Provocation to the unit was done through a story ‘Little Red Hen’ where students listened to and sequenced the steps that the little hen followed to make bread. An audio visual on edible parts of the plant was shown to the students. They summed up their understanding by sorting various foods under the categories of seeds, fruits, leaves, stems, flowers and roots. Students were shown a power point presentation on ‘Can I eat it’. They were later asked to formulate questions to drive their inquiries.
Students also enhanced their map marking skills by highlighting various states of India recognized for highest production of different foods. Students sequentially arranged pictures based on the process of cultivation of crops .They also sowed seeds of wheat/coriander/ mustard to experience the farming process.
Students selected a local (wheat), a national (rice) and a global (milk) food crop and researched about it in groups. They recorded their findings too.
During their English classes, students attempted poetry analysis wherein they read a poem and shared their understanding in their process journals.
A game where students had to describe various food items for their peers to guess allowed them to understand the useage of adjectives. Students tuned into the concept of adjectives by selecting any three foods (raw/processed) and described them.
Students enhanced their listening and comprehension skills where they were first read a story ‘Making a pizza’. They identified the adjectives in the story and framed sentences with them.
Students attempted the summative assessment to demonstrate their understanding of verbs and articles.
Students were introduced to the concept of capacity. An exploration corner was set up where devices used for measuring such as measuring jars of different capacities were displayed. They strengthened their understanding by solving capacity word problems, thereby making real life connections.
Students were introduced to temperature through a class discussion. They were given a thermometer along with bowl of hot and cold water. They observed the difference between the two water temperatures.
Currency was also introduced through a role play done by teachers.
During their Hindi lessons, students read the story ‘नन्हा पौधा’ (Nanhaa paudhaa) and attempted a ‘listen and answer’ activity. They picked up new vocabulary words from the story and were able to form simple and meaningful sentences. They also watched a video on the process of making ‘गुड़’ (jaggery) and ‘चीनी’(sugar) from ‘गन्ना’ ( sugarcane )(https://www.youtube.com/watch?v=wBcyK1qEE9k).
Verbal skills were enhanced through retelling the process and change in different kinds of products (for ex: beans to chocolate, wheat to bread, wood to chair) in Hindi.
Students were introduced to Book Creator app where they learned how to record sound, add text and images. Students enjoyed working on the app.
The students identified staff notations on the treble clef. They also sang ‘Maa Tujhe Salaam’ and ‘Hall of Fame’.
Students stressed on the basics of jazz and its elements. They learnt the jazz dance routine on song name toca toca. The concept of push-ups was also introduced in class.
Introduction to the basic skills of Cricket like stance, grip and back-lift.
Stance- Both the legs in the same line, back erect and body weight distributed evenly on the two legs.
Grip- Both hands are placed close together with the left hand on the top for a right-hander and vice versa, ideally the top hand should be held tighter than the bottom hand.
Back-Lift- The bat should be lifted with the top hand, while the elbow should bend, and not be positioned too far from the body.
Students listened to The story of Robinhood by Rob Lloyd Jones. This version of the Robin Hood story focused on adventurous tales and gave some historical context to the legends and facts surrounding Robin Hood.
Robinhood used to rob from the rich to give to the poor who were being overtaxed by the Sheriff of Nottingham. The Sheriff laid a trap for Robin in the form of a contest. Robin competed in disguise and won the contest by splitting a bull’s eye arrow. The reward for winning the contest was a job of being a protector of the Sheriff’s treasury. After all the greatest warrior in the land should have been able to keep the treasure safe.