25th May’2019


Students displayed their prior knowledge on petroleum, natural gas and minerals using KWL (What I Know, Want to Know, and What I Learned) strategy, where they elaborated upon their understanding and put forth questions that they would like to explore. Students expressed their understanding post viewing of various audio visuals to jot down their new learning on KWL chart.





Students also enhanced their map marking skills by highlighting various states of India recognized for highest production of coal. They also highlighted highest petroleum and natural gas producing countries of the world.

Students were shown the pictures of scenarios that affect the natural resources of the world. They brainstormed and jotted down their perspective on the pictures.

Students brainstormed about the renewable natural resources – solar energy, water and wind by viewing  an audio visual presentation.


Solar cooker experiment was conducted to understand how solar energy is used. Students recorded their findings in their journals and also reflected on the uses of solar energy.

A guest speaker session was conducted by the art teacher Ms. Annapurna Bhalekar together with the students of grade 4, wherein they discussed about recreating art pieces with waste material. The session was interactive and thoroughly enjoyed by students.

Students also attempted a formative assessment on 2nd and 3rd line of inquiry wherein they showcased their understanding of uses of natural resources and the ways to conserve them, using illustrations.

Students were assessed on their knowledge of natural resources with a Summative assessment.


Reading assessment: Students read ORT books according to their level and were assessed by their peers through a rubric.

Students were assessed on their spellings with a spell bee activity.

Tuning into alliterations was achieved with an audio visual. Further strengthening of understanding was done by creating sentences using alliteration Legos wherein students stacked similar sounding words together.



Students revisited the concepts of nouns, verbs and adjectives through an online story ‘A cloud of trash’ by Karnjeet Kaur. They comprehended the story and categorized words under different parts of speech from the story.

Unit Integration was done where in the students punctuated a passage on 3R’s


Students were tuned into fractions through a discussion where the facilitator asked few thought provoking questions like, ‘what do you mean my term whole? , what do you understand by word part? They were given cutouts of squares to make the fraction of their own choice .Students  also acquired knowledge about terms like whole, half, quarter, numerator and denominator. Students further strengthened their understanding of fractions by watching a power point presentation, thereby making real life connections. Students penned down their understanding of fractions in process journals.

To better understand the concept of fraction students played various online games.



Multiplication was introduced with a discussion which was followed by an audio visual.


Students were also introduced to the properties of multiplication:

Commutative property: When two numbers are multiplied together, the product is the same regardless of the order of the multiplicands.

Multiplicative Identity Property: The product of any number and one is the number itself.

Zero property: The product of any number and zero is zero.

Students practiced multiplication as repeated addition in their process journals.

They also played a game ‘Multiplication Buzz’ to better understand the concept of multiplication.


During their Hindi lessons, students watched story लालची दूधवाला https://www.youtube.com/watch?v=p1MZtZ-FU3A attempted ‘Listen and tell’ activity. They enhanced their verbal skills and thinking skills by retelling a story. They also practised writing अनुच्छेद (passage) on various topics using mind maps. They revisited grammar concepts like संज्ञा, क्रिया,विशेषण too.



ICT was integrated with UOI where students made an infograph based on 3rd line of inquiry ‘conservation of natural resources’ using Canva app. They brainstormed and chose the conservation topics like saving of electricity, water and spreading awareness on the various ways of using solar energy.


Visual art 

Connecting to the Central idea,” Natural resources are used in many ways and need to be conserved” students inquired on different types of natural resources and discussed why they need to be conserved. They created symbols and signs on the conservation of natural resources to display their understanding and later incorporated these symbols in their poster design.


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Introduction to the yoga at an early age can help students learn healthy lifestyle habits, set the foundation for a fit future with practice of some basic poses like

  • Mountain pose – Tadasana
  • Tree pose – Vrksasana
  • Cobra pose – Bhujangasana
  • Bridge pose
  • Bow pose – Dhanurasana
  • Easy pose – Sukhasana




Dance lessons were focused on cleaning posture and movement during dance routine. Spilt core workout with combination of pencil turn were practiced


The students sang the song “21 Guns” and played it on the drums.


To imbibe a love for books, we have been encouraging our students to become avid readers. 21st May, 2019 was the day when we celebrated their year-long effort by crowning all  students who had read more than 70 books in the academic year. Students came prepared for their pajama party, enjoyed a puppet show in the library while savoring their favorite ice cream.



11th April’2019


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This fortnight students were paired and given books to research about  different types of natural resources and their uses. They presented their research to the class. Clay activity was done in the class wherein students created models using clay and continued till they ran out of clay. The main idea of the activity was to convey the meaning of renewable and non-renewable resources.


Think, pair and share activity was conducted wherein they stuck  pictures under appropriate categories of renewable, non-renewable and inexhaustible resources in their process journals. https://www.tes.com/lessons/CJaeStQDB-8U9A/renewable-and-non-renewable-resources

Students were assessed on their understanding of renewable and non-renewable resources during a formative assessment.

Students inquired about coal during brainstorming and a class discussion that was followed by few audio visual presentations. They reflected upon the formation of coal and its uses in the journal.



Students inquired into the formation of petroleum and natural gas and its uses through a KWL chart.




Students were shown various objects such as rock salt, aluminium, iron and some raw crystal clusters to initiate a discussion in the class about where these objects are sourced and whether the resource used to make them is renewable or non-renewable. Students were shown pictures of different scenarios and had to  analyse the same explaining what  was happening in the picture and how it would affect the resources of the world.


Students attempted to write a comprehension on ‘save water’.  Unit Integration-Poem on 3Rs was recited in the class. Later students created their own acrostic poem with the word of their choice and highlighted the adjectives using the colour code.

Students engaged in explanatory writing on ‘Need to conserve natural resources’. Students attempted a summative task on  parts of speech namely pronoun and adjective.

Students were tuned into Onomatopoeia through various audio visuals. Students were divided into groups and were given few onomatopoeia words to create a poem and present the same to class.




Students were introduced to the concept of ordinal numbers by giving them some real life examples.  They wrote their understanding of ordinal numbers and cardinal numbers in their journals.

Students gained knowledge about the concept of pictograph and bar graph. They engaged in a ‘Think Pair Share’ activity and shared their understanding on a bar graph. Various videos were shown to enhance their understanding of the concept. Unit was integrated with math with students creating their own bar graph for natural resources.

Tuning into patterns saw students drawing some figures on the board  as they tried to predict the next figure while continuing with the activity. Student wrote their understanding of pattern related to shapes, letters, numbers etc.  They were provided with materials to create and extend their patterns.


In their Hindi lessons, students recited a poem ‘पेड़’ (ped) and attempted visual imagery activity. Students presented a story and displayed their skills of communication and expression in a group. The students honed their creative writing skills by weaving their thoughts into the story.




integrated with ICT where students were introduced to Canva. It’s a beautiful graphic designs app which is easy to work. It is an all-in-one design app that allows students to produce eye-catching posters and graphics.

For this unit, students will be creating an Infographics on ‘conservation of natural resources’. They were shown basic tools in Canva for adding images and text which they explored later for broadening their understanding.

They also enhanced their research skills while finding the facts on natural, manmade, renewable and non-renewable resources. They found appropriate images related to it and arranged it using MS-Word.


Students explored the impact of human urbanisation on nature. The worked on team compositions exploring the theme by creating a mixed media poster. that involved  drawing, colouring and painting. The children drew house, roads and other images of urbanisation and contraposed them with images of endangered animals and nature landscapes. It was an ‘instructed activity’ to involve elements of composition and poetry in their works.


In continuation, students practiced gymnastic skills.

They practiced basketball right lay up shots

> Dribble close to the basket with your right hand

>Step toward the basket with your right foot

>Jump off of your left foot.

> Shoot with your right arm as you lift with your right leg

> Aim for the sweet spot on the backboard.


Students created independent solo routine with music of their choice. Core workout was introduced.


The students sang ‘21 Guns’. They also played a game called ‘pass the beat around the room’ and strengthened their rhythmic skills while having fun.


As the crowned owl ceremony day approaches, students seem excited as they eagerly await the felicitation.Student’s reading log are being assessed  by asking a few questions about the stories they have read and documented on the log.

The final count of the books read by them is being checked and the ‘pyjama party’ will follow soon.

27th April,2019


Students went for a field trip to the butterfly park where they observed life cycle of a butterfly. They gained knowledge about each step in the life cycle and gained information that they wrote  in their process journals.

Students were assessed on their knowledge about the unit life cycle with a summative task sheet.

Students tuned into the new unit on ‘Natural resources’ where they watched a story

‘The Giving Tree’ by Shel Silverstein.

They jotted down  their view point from the story on the circle of view point chart.



Students further discussed the Transdisciplinary theme and highlighted key words in the central idea, post the discussion.  They also discussed the key concepts of the unit.

Specimen samples and pictures of various resources like coal, petrol, plants, water, windmill, diamond, inflated balloon, animals, sun, soil, minerals and plastic  were kept in class for children to observe. Facilitators initiated a discussion by asking  students  what they  observed and how they would distinguish between each resource.

The students continued their observations to distinguish between natural and man-made resources using a  Venn diagram to compare and contrast each against the other.


Students were shown pictures of scenarios that affect the lifecycle of living things. They researched about the lifecycle being affected in that scenario and also what measures could be taken to preserve the lifecycle. A take and talk allowed them to communicate their understanding with the use of specific vocabulary.

A cause and effect   story was read to the students and a discussion was undertaken about what they thought  could happen next ( effect prediction). Students created a storyboard with  effects mentioned by them.

Students were assessed on their spellings with a spell bee activity.


Students were introduced to the new concept of ‘Shapes’ where they observed shapes in their surroundings and wrote their understanding in their process journals.

Further students were engaged in cutting and pasting different 2D and 3D shapes and noted  their properties.

They also played online games related to 2D and 3D shapes.

Resource :


Students also watched a story of ‘The greedy triangle’ and  discussed it with their partners.

Their knowledge about shapes was assessed with a formative task where they compared and contrasted 2D and 3D shapes using  a Venn diagram and wrote about  attributes of their shapes too.



During their Hindi lessons,  students  watched the story एक्की-दोक्की (ekkee-dokkee) https://www.youtube.com/watch?v=LbE3ZfqkAXY . Students then read this story and honed their reading skills. They picked up new vocabulary from the story and were able to form simple and meaningful sentences with  them. They also practiced अनुच्छेद लेखन (paragraph writing) on various topics.



During ICT lessons , students were introduced to a physical bot called the Bee-Bot. They learned how to move the bot in the forward, backward, left, right direction and clear the previous instructions using  command buttons. They recapitulated the concept of addition word problems by engaging in  an online activity.

Students created an independent solo routine with music of their choice.  They also learned about split and core workout and tried balancing  on their  toes. They discussed how Jazz dance form evolved over time.


A formative assessment was conducted where students created and played a small groove on the drums using different time signatures.

They also sang “21 Guns” by Green Day.


Introduction to the Gymnastics routine allowed students to experience the  front roll and beam walk.

Front roll-squat with feet together, bend knees, hands on the ground and pike the body forward, drop the head between the arms, hips up and roll forward.

Beam walk-arms should be either out like airplanes or hands on hips. Stomach in, body tall, chin up, focus forward. Same as walking across the beam with flat feet and legs tighter.



14th April, 2019


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This fortnight, students created small booklets to write their understanding of living and non-living things.

They identified and sequenced pictures to represent  the lifecycle of a bat in their process journals.

Students created a schema chart to first write what they already seemed to know (prior knowledge) and about bats followed it up by gathering information using their research skills.

Students were also assessed on the first line of inquiry  ‘difference between living and nonliving things’. They were introduced to the lifecycle of a bird through guided discovery wherein they researched inquiry questions in groups and illustrated their understanding in process journals.

Students also found out the cause and effect of environmental changes on animal life cycles using their research skills.


For English lessons, listening and comprehension skills were enhanced when students recited the poem, ‘A plant will grow from a tiny seed’ by Risa Jordan and  followed that up with a picture sequencing activity to represent the lifecycle of a plant.

Students were assessed on their spellings with a spell bee.They  were asked to choose five words from the list to make sentences with and underline pronouns using a purple colour code.


Students applied their understanding of the concept of subtraction to problem sums by using the RUCSAC strategy.

Students recapitulated the concepts of number system and place value with drill sheets. Later, they attempted a formative assessment on subtraction too.


During their Hindi lessons, students learned पर्यायवाची  (synonyms) from the poem ‘तितली और कली’. Through this exercise, they enhanced their vocabulary. They applied their learning to make sentences and wrote couplets. They also learned the process of अनुच्छेद (paragraph) लेखन and discussed various topics with mind map.



During ICT lessons, students made the life cycle of a butterfly using Book creator app. They learned how to add pictures, shapes and text. They recapitulated the life cycle and wrote few sentences stating the entire process.


In continuation to learn about human anatomy students explored drawing the human skull to understand facial structure and contours. They tried making a sketch of the human skull and added “value” through pencil shading.


Students created an independent solo routine using music of their choice. Split and core workout was undertaken while they balanced on toes. They learned Jazz dance form during combination practice.

Students were also introduced to the concept of observing and physical theatre.



Students learned and played a groove on the drums using different orchestration.

Physical Education

Students practised V break skill during skating lessons. They were also briefed about proper use of body action to enhance their speed.



Students were given a variety of picture books to read and find out the learner profile attributes from the story of their choice. Children discussed their stories and shared their understanding about the learner profile from the book.


23rd March 2019


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This fortnight, students tuned into the new Unit of Inquiry on ‘Lifecycle’ with  the story of a  very hungry caterpillar.

Students brainstormed about the central idea during a class discussion and later wrote their understanding on a graphic organizer.

Students were tuned into the first line of inquiry where they listed the similarities and differences between living and non-living things on a Venn diagram. They then read a paragraph about living things and based on their new understanding, colour coded true statements with yellow and false statements with blue colour.


For English lessons,  listening and comprehension skills were enhanced through the online story ‘The Prince and the Insect Queen’ where students identified  pronouns in the story and framed sentences with them.


Students reflected on adjectives in their process journals too.

Students were assessed on their spellings with a spell bee.They also chose 5 words from the list to make sentences and underlined nouns and adjectives using the black and blue colour codes respectively.

Students also practiced articles on a drill sheet.


The practice of subtraction allowed students to solve two and three digit subtraction sums in their process journals. Furthermore, they applied their understanding of the concept to problem solving using the RUCSAC strategy.

Students also created their own word problems in their process journals.


For their Hindi lessons, students watched तितली का जीवन चक्र (life cycle of a butterfly). They recalled relevant vocabulary words, drew and wrote the lifecycle individually. After completing the task they explained it orally too thereby enhancing their speaking skills. Students also watched a story on the festival of Holi celebrated in India.

https://www.youtube.com/watch?v=lmG7zQ9Hv-w . Through this, they strengthened their morals and values.


Students enjoyed and recollected the highs and lows of ICT tasks and shared favourite moments with the use of apps. They also discussed the unit they have taken for their Student Led Conference and gave a final touch to their SLC portfolio.



As a stand-alone unit, students of grade 2E explored X-ray images/ skeleton to understand human anatomical structure. They discussed their understanding of X-ray images and how the human body is built over its skeleton.


Students created an independent solo routine with the music of their choice. Split and core workout was undertaken while they balanced on their toes. They learned Jazz dance form during combination practice.

Students were also introduced to concept observing and physical theatre.


Students sang “We Will Rock You” as they clapped and tapped along with the song. They also played the Congo and learned what the different parts of the drums are called by name.

Physical Education

Students are practicing different manipulative skills in basketball. They are working on their footwork and hand placement while executing the skill which will help them to improve coordination during  game practice.


Students listened to the story of ‘Khichadi- Ek Lok Katha’ by Jitender Kumar, where a man Birju ate Khichadi at his in-laws’ place and liked it very much. He decided to eat khichadi at his house too in the tale written in Hindi language. On the way back home he forgot the name of the dish and got beaten up. His mom said that people made Birju’s khichadi by beating him up and he thus recalled what he wanted to eat.

The other Hindi book read to students was called ‘Billi Ke Teen Bacche’, where the three naughty kittens turn all white while chasing the mouse, black while chasing the frog and finally they jump into a pond to catch  fish but get back their original colour. Both the stories had a few repeated words that helped to add a few Hindi words to the student’s vocabulary. They absolutely loved listening to the two the  stories that were full of humour.

10th March ,2019


Students continued to understand how foods are processed while writing their reflection about the different processes –fermentation, salting/pickling, drying, curdling etc. Students were asked to bring empty food packets in order to observe different labels on them for information about date of manufacture, expiry date, price, etc. They were made familiar with words like preservatives, additives, green dot, red dot. Students watched a video related to the concept where they observed how different food packets are marked.

Video source:


Students were shown a news clipping showing the increasing demand of organic food. After watching the video, they discussed  why organic farming is gaining popularity and wrote their understanding in their process journals.

Students learned the importance of certification and how it helps us in choosing our food items. Students discussed about different professions related to food-organic farmers, etc.

Video source:




Reading assessment: Students  read ORT books according to their level and were assessed through a rubric.Further students drew  pictures and described themselves using adjectives. Students were assessed on their spellings through a spell bee; they were divided into groups of 5 and were provided with three pronouns. They arranged the correct image to the pronoun and created meaningful sentences using them.


Students were introduced to subtraction with regrouping through the use of manipulatives.

A video showing subtraction with regrouping was shared with them to enhance their understanding.

Video source:https://www.khanacademy.org/math/arithmetic/arith-review-add-subtract/arith-review-subtract-within-100/v/introduction-to-regrouping-borrowing

Students wrote regrouping strategy (expanded form) in their journals. Followed by solving re grouping equations using expanded form.

A day well spent

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Students went out for a day camp to Dhauj where they experienced many activities such as zipline, obstacle race, hurdle cross, etc.Students showcased variety of attributes during their day trip for they were seen to be courageous, principled, caring, etc.

They got an opportunity to develop their social and communication skills by working in groups and meeting new people.


During their Hindi lessons, students watched a story इल्ली के जूते (illee kee joote) https://www.youtube.com/watch?v=Mmw5XuVX8ec and also watched a video on ‘तितली का जीवन चक्र’ (Titalee kaa jeevan chakra) https://www.youtube.com/watch?v=O1S8WzwLPlM .They picked up new vocabulary from the story and were able to form simple and meaningful sentences.

Students enhanced their listening skills through the story ’चार मित्र’ (Chaar mitra) and enjoyed sequencing  of  sentences. They also revisited the grammar concept like विशेषण (visheshan) by picking up the coupons and writing visheshan (adjectives) from the poem ‘तितली और कली’ (Titalee aur kale).


Students were assessed on the flowchart that they made on “Farm to Table”. They were assessed on the use of  MS-Word tools like adding text, page colour, border, shapes and shortcut for copying and pasting of data.


Students created  independent solo routine with music of their choice. Split and core workout was undertaken while they  balanced on toes. They learnt Jazz dance form during  combination practice.



The students were assessed on their understanding of note values and each student was asked to play different beats on the congos.


Children practiced Skating focusing more on technique like:

Correct use of body positioning and body weight

Weight transfer or getting most power out of push

Beginning forward stroke showing correct use of blade

Two-foot turns from forward to backward in place — clockwise and  counterclockwise

Beginning backward one-foot glides — focus on balance

Backward stroking

Beginning one-foot spin — 2–4 revolutions, optional free leg position and entry.


Students worked on their artwork based on natural colours. They added details to their work and wrote reflection on their selected peice of artwork.

24th February, 2019


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This fortnight, students continued to gain knowledge about their current unit on food. As part of the unit related field trip, students visited Devyani Industries limited to observe the processing of raw material into the finished product that finds its way on our plate.

Students inquired and discussed about why foods are processed? They sorted various pictures of processed and unprocessed food to differentiate between raw ingredients and their changed look. They wrote their understanding in the journal as part of the second line of inquiry on why foods need to be processed.

Students further inquired into different types of processing. To strengthen their understanding, the facilitator showed different process like fermentation, salting, sugaring, drying and curdling.



Students read an online story and shared their perspective on the story through role play, illustration, songs and mime. Students were introduced to diary writing. They wrote a diary entry on how they spent their weekend. Students played a game on adjectives where they randomly picked up chits of words (nouns and adjectives) and created sentences in their journals. Students were assessed on their spellings through a cross word.


Students were introduced to currency through a role play. They were than provided with manipulatives (fake currency) and were asked to make different combinations with them. They created their own word problems related to real life situation. Students also explored the currencies of different countries.

Summative assessment on rounding off of numbers was done through a game to assess their understanding of the concept.

Students revisited the concept of time and were shown 5 and 1-minute interval on the clock manipulative.

Students were introduced to the concept of subtraction and the vocabularies related to it.

 International Mother Language Day was celebrated on 21st of February. The main purpose of celebrating this day was to promote linguistic diversity and multilingual education so as to highlight greater awareness for the mother tongue. Parents volunteered and conversed with students using different vocabularies while engaging in  storytelling, dance and song singing.

Students of grade 2 conducted an assembly on International mother Language day.


During their Hindi lessons, students discussed about the carnival and developed their speaking skills. They picked up words and honed their writing skills by weaving their thoughts into ‘अनुच्छेद’ (paragraph). They revisited grammar concepts like swar, vyanjan and maatraa through an activity on sequencing of vyanjans and creation of rhyming words. They also recited the poem ‘तितली और कली’ ‘Titalee aur Kalee’.


ICT was integrated with UOI where students were introduced to flowchart using Microsoft Word. They learnt how to insert pictures, text and shapes. They enjoyed creating the flowchart on how food goes through a process of change from farm to table.



The students learnt how to read notations on the treble and bass clef. They also sang ‘Hall of Fame’.

Visual Art

While connecting to their current unit students analyzed the difference between chemical paints and natural colours. They observed a short presentation on the natural dye, its extraction and its usage in Indian folk art. Students discussed how certain spices and food add colour to dishes. Students are in the process of creating artwork using natural colours.



Students  stressed on basic full body workout, starting from head to toe. Apart from that, they have been practicing and adding steps to the jazz dance routine.


In continuation, students practiced basic skills of Cricket like Stance, Batting Grip, Bat-Lift and Bowling Grip.

They practiced catching, throwing and fielding. They played limited over cricket match too.


Students discovered much more about Mallard Ducks through the book ‘Just Ducks’ . They learned all about what is  a boy duck and a girl, why some quack louder than the others. Students found out why the ducks ate more when it is cold outside and where they perched their bottoms to sleep! The book also helped them by adding a few new words to their vocabulary like preening, upending, and dabbling.