Celebrating Gandhi Jayanti and Dusshera
Students observed images of the functioning of government in different areas of society. They inquired in detail about the functioning of a government and predicted what could happen if one of the departments was missing. They got the opportunity to choose from a variety of ICT tools such as Canva, Book Creator, and PowerPoint Presentation to present their understanding of how the government facilitates the functioning of society and the impact of governance on society.
Students shared their summative understanding of the unit with an interesting task. Considering the school as a government system, they compared its functioning with that of the government. They worked in groups and chose any one department in school. They discussed and noted their observations about the role and challenges of the chosen department and suggested measures to overcome these challenges. The visible thinking routine 4Cs – (connections, concepts/ideas, challenges, and changes) was used effectively to express their understanding. Students were tuned into the new unit with the conceptual lens ’transformation’ under the TD theme ‘How the world works’. They observed images of tools/ objects used in day-to-day lives and shared their prior knowledge about them. They also attempted to frame the central idea through a jumbled word activity. Students enjoyed co-planning the unit – they took ownership of what resources they would like to use, which learning engagements would help them learn effectively, how they would like to express their understanding and what action could arise out of this learning. They also inquired about the scientific terms – force, load, fulcrum, and effort, that would scaffold their understanding of machines.
Students demonstrated their communication skills by writing formal letters to the Government of India on pertinent issues. Some chose to raise awareness of deforestation and illegal mining in the Aravalli Hills, whilst others commended how the government had facilitated the medal winners in the recent Commonwealth Games. A KWHL sheet was used to assess the prior knowledge of adverbs. Having shared what they already knew, what they wanted to know, and how they intended to learn it, students sorted adverbs into five common categories. They strengthened their learning by identifying action words demonstrated by characters in a ‘Tom and Jerry’ video and writing their versions of a ‘Tom and Jerry’ adventure using a range of adverbs. Students were tuned in to procedural writing by identifying verbs and adverbs in manuals. They practiced the use of command sentences before writing their instructions for simple procedures.
The week commenced with some fun sessions based on the concept of order of operations. Prior knowledge of the concept of factors and multiples was assessed. Understanding of prime and composite numbers was reinforced through a ‘Sieve of Eratosthenes’ activity. Multiple strategies such as the factor tree and division method used to factorize numbers were discussed. Students branched numbers into prime factors through artistic factor trees. They reflected on their understanding using the ‘Traffic Lights’ strategy.
Students appeared for a formative assessment on कविता वाचन with the Kavita – ‘एक बूँद’. They listened to a story ‘गीत का कमाल’ and shared their understanding with their peers. Students understood the various elements of a story ‘कहानी के अंग’ and wrote stories on their favorite topic.
Students were encouraged to think of someone they are grateful for in their school community, neighbourhood, or household. They reflected on how that person has a positive impact on their lives in big and small ways. This activity helped them understand the attitude of gratitude and the positive impact it can have on our lives. Students came forward enthusiastically to share their appreciation for that person and contributed to the gratitude wall.
Students were introduced to the vocabulary of families through an activity ‘Mi Familia’. They played a card game ¿Quien es? (Who is it?), where they answered questions related to their family members. They also learned how to describe their family members using their prior knowledge of adjectives.
Students presented their advertisement on a ‘house for sale’ to their peers. They also attempted an assessment for learning wherein they shared their choice of season and their preferred clothing for that season.
Students commenced their classes with warmup exercises aiming to build core strength. They worked in groups to create a dance composition using a 4/4time signature. They also presented their routine to their peers.
Students learned to create a music sheet incorporating different musical terms such as bars, bar lines, and clef. They also continued practicing the song ‘Demons’ by Imagine Dragons and ‘Dynamite’ by BTS – both individually and in groups.
In continuation to the printing process, students prepared a rough layout and finalized a pattern to make on a Lino sheet. They finalized the layout on the mini sheet and have now begun to carve the design. During this process, they also learned negative and positive space division.
Students made an effort to develop their manipulative skills through ball dribbling drills in football. They took the initiative to demonstrate different exercises to strengthen their body muscles and flexibility.
“There is no ‘way to peace, there is only peace.” -Mahatma Gandhi
During library lessons, we remembered the great leader Mahatma Gandhi who liberated & shaped our nation by propounding his ideals of truth (satya) and non-violence (ahinsa). International Peace Day and International Non-Violence Day were marked to sensitize students to promote ideals of peace among all countries and people. Students recognized the importance of establishing and maintaining peace amongst themselves. As an extension activity, students used looks like, sounds like and feels like, a visual thinking routine to delve deeper into the concept of peace.
· Peace looks like…?
· Peace sounds like…?
· Peace feels like…?
· Peace is…?
Multiple sessions on good touch and bad touch were held for the students of Grade 1 to 5. Each session was customized for the needs and sensibilities of the age group present at the gathering. Students were apprised about the difference between good touch and bad touch, as well as ways to identify and differentiate between the two. They were acquainted with ways to avoid unsafe situations, as well as the channels of reporting an incident at school and home. Students learned to be aware of stranger danger and how to avoid uncomfortable situations by keeping themselves safe.