24 Feb 2020 to 6 March 2020

Students enhanced their thinking skills by reflecting upon the properties that determine the materials used in making of shoes worn on different occasions, during book reading of, ‘Shoes, shoes and shoes’.

A take and talk activity was conducted to assess students on their knowledge of properties of materials.

Learning about science encourages curiosity and ingenuity and enables  students to develop an understanding of how the world works. Students conducted and observed experiments on different topics such as whether an object would sink or float in water, selection of an appropriate material to make an object, thereby strengthening their understanding of the properties .

Learning engagements were organized wherein students observed simple experiments such as how boiling water changes into gas and how the wax melts and changes its state upon coming in contact with heat. This helped the students make meaningful real-life connections with the third line of inquiry about change.

Promoting play as inquiry-based learning, students were encouraged to explore and sort various objects based on their properties through a floor game.

Students showcased their knowledge gained during the observation of experiments by choosing different mediums like, recording on iPads, creating posters or using a Visual Thinking Routine; thereby facilitating opportunities to exercise student agency and take ownership of their learning.

To scaffold their learning, students were given scenarios like;After you have taken bath what do you use to dry yourself, what material is that object made from and why?’

Class discussions enabled students to understand the reversible and irreversible changes that occur in the state of materials and summarized their understanding of the same based on the experiments observed earlier. Further, students articulated their observations on the experiments using a Visual Thinking Routine. They were then offered the opportunity to demonstrate their creative thinking skills by designing a room and choosing the materials that best suited their requirements.


Students undertook the summative assessment on measurements. Later, they reflected on their understanding of the concept using the 4Cs Visible Thinking Routine.

Different stations were set up to provide opportunities to engage in exploring the concept of subtraction through poems, experiments, observations, games and application of critical thinking skills.

Furthermore, they learned about various strategies used in subtraction like while working with the number line and Montessori number rods.

Students strengthened the concept of subtraction using different manipulatives and floor games.


English lessons were integrated with the unit of inquiry, where students listened to the story of ‘Three little pigs’. During this activity, students specifically inquired into the guiding questions like, ‘Which material was used in making the houses? Which is the best suited material for constructing a house? and so on. They reflected on their understanding using different Visible Thinking Routine- See Think Wonder.

Students played scavenger hunt game to explore the materials placed in various learning spaces of the school. They wrote about the materials used in these objects and their properties. Later, they presented their findings using ‘Just a minute’ where they shared their presentation with their peers.


In their Hindi classes, students wrote words of ‘ai’ (ऐ) maatraa and formed sentences with the same. They enhanced their thinking skills by making words using LMA (large moving alphabet). They listened to a story and recalled words to hone their listening & writing skills. They made sentences using picture cards as cues. An experiment related to change in the state of materials was also undertaken.


Class facilitators help in building students’ social – emotional competence as this connects to children’s emotional well-being, their ability to adapt to new environments and to form successful relationships throughout life.


The students were introduced to dynamics (volume and loudness) of the sound / note in music. They learned about different types of dynamics and their uses.

To understand more about the element of dynamics, students practiced singing the song, ‘Ashayein’ with and without dynamics.


To work on their creative thinking skills, students created a free expression as a layout for their mixed media art using a medium of their choice. The success criteria for their work was proportion, neatness and the appropriate usage of the elements of composition.


Students built upon and strengthened the concept about ‘properties of materials’ with the help of an iPad app. They compared the properties of different types of materials using various activities given in the app.


This week students’ reading logs were checked and assessed by asking a few questions about the stories they had read. The final count of the books read by the students were registered and the same will be updated on the library reading tree.


Dance lessons focused on body isolations using repetitive steps. Balance and coordination were also introduced with the understanding of musicality (how dancers hear, interpret and dance to music). Students practiced large isolated steps using hand and leg movement.


Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running and hopping. Students have begun to learn new skills in basketball like passing and ball handling drills.

Skating lessons were focused on walking, balancing, speeding on skates.

Day camp by Rockport

In a constant endeavour to create flexible, inviting and intentional learning spaces that support agency, inquiry, physical and emotional well-being of students, school organised a fun filled day camp. The activities organised in the camp aimed at developing a sense of independence and confidence amongst the students. They challenged themselves and tried various activities that helped them develop social and self-management skills on March 2, 2020.

Week 28 and 29


To further develop  conceptual understanding of materials and their properties, different stations for materials like glass, wood, metal and plastic were created. Students in groups explored the properties of these materials and recorded their observations.

Under the guidance of their facilitators, students performed experiments to discover the interesting characteristics of materials, thereby categorisingthem as heavy or light, good or bad conductor of heat, heat insulator, waterproof etc. Later they reviewed their observation sheets.

A guest speaker session by an in-house electrician helped the students to engage further with the topic. He shared his knowledge about the properties of materials.

Students  collected and validated information using different resources like books, iPads and engaged in discussions with their facilitators thereby taking the learning further.

They further enhanced their critical thinking skills by observing objects within and outside the class and inquired about the need of amalgamation of two or more materials  to make an object.

Students further enhanced their critical thinking skills by observing various objects within and outside the classrooms. They inquired into the need of amalgamation of two or more materials required to create an object.

Field trips provide an opportunity of experiential learning, making it fun and long-lasting. Students visited ‘Sanskriti Kendra, Anand Gram’ and observed the artefacts made from different materials. Later, students followed the split-screen strategy to reflect on their learning from the trip.


For the unit on measurement, the concept of temperature was introduced. Going further, class discussion helped students to understand the need to measure temperature,its units and tools used for measurement.

Summative assessment helped students to strengthen their understanding of measurement.

Later, students reflected upon their understanding using a visible thinking routine of 4Cs – Connect, Challenge, Concept, Change.


To build their understanding on paragraph writing, students were read the book, ‘Stuck in the mud’. Later, using the 5Ws and 1H strategy, they attempted writing a paragraph of their choice.

Language lessons were integrated with the ongoing unit on materials where students were read the poem, ‘Build me a castle’. They were encouraged to list down different materials used in building a castle. Later, students illustrated their understanding of a castle matching the text.

A Formative assessment marked a reflection on the understanding of adjectives.

Knowledge of spellings was assessed with a spell bee.

Students undertook a reading assessment by reading aloud ORT books according to their reading levels.

Concept of ‘a’ and ‘an’ was further strengthened with creative writing. Students were provided with different objects and they attempted writing a small story using the names of those objects.

A formative assessment on articles was taken too.

Students participated in a magic-e word game using flash cards of e words placed on the tables. They formed meaningful words by adding the alphabet ‘e’ to the incomplete words. Later they wrote the words and created sentences using the same.

As a part of a listening activity, a story was narrated to students, they were then asked to identify the main character of the story. Students enhanced their comprehension skills by writing a paragraph describing that character. Students also highlighted nouns, adjectives and articles occurring in the paragraph, thereby practicing grammar concepts.


To focus on listening and speaking skills, students recited a Hindi poem, ‘Rasoighar’.

 Later, they wrote names of materials appearing in the poem, thus enhancing their writing skills. They also sorted ‘kriya shabd’ from the poem.

During their show and tell activity, students spoke about different materials (samaagri) from  the poem, ‘Rasoighar’ and described their uses.

Students were introduced to ‘ai’ maatra’ and wrote few words using the maatra.  

Social Emotional learning (SEL)

Students were introduced to an activity with focus on impulse control through a listening game ‘red light, green light’. The game involved students to follow multiple instructions and control their impulse to comprehend the next instruction.

To conclude the activity students wrote their experience on a reflection sheet.


‘Safer Internet Day’ was celebrated to promote the safe and positive use of digital technology amongst children. Students were informed about information that should be kept private and not shared on the internet. Later they participated in a quiz to reflect upon their understanding.

Students started creating books on materials using an iPad app ‘Book Creator’ and made a chart displaying different kinds of materials.


Dance lessons were focused on complex combinations and patterns using different parts of the body. Students learned the technique of smooth transition with the flow according to music. Class discussions enabled students to know how materials and their properties are linked to dance and performance. 

A scavenger hunt activity was conducted where students found various props that could be used in a dance performance and the material used to make them.


To integrate with their current unit on materials, students inquired into different mediums of art like oil pastels, wax crayons, pencils colours, etc. They observed art materials like pastel sheets, kite paper, fluorescent paper, etc.

Students inquired into the technique called mixed-media which they will be using to create their artwork for the ongoing unit on materials.


Music lessons were integrated with the unit of inquiry on materials. They explored different material compositions of various musical instruments.

They were also introduced to a new song called “ Aashayein” and practiced singing it in groups.

PE & Skating

Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running and hopping. Students have begun to learn new skills in basketball like passing and ball handling drills.

Skating lessons were focussed on walking, balancing, speeding on skates


International Mother Language Day is observed every year since February 2000 to promote linguistic and cultural diversity and multilingualism across the world. To mark this day in the library, students were acquainted with the most spoken languages around the world. The purpose and importance  behind the celebration was  discussed and students were encouraged to speak a few words in their mother language. Children spoke languages like Bengali, Kashmiri, Punjabi, Kutchi, Spanish and Chinese.


The students of Grade 1 presented an assembly on ‘International mother language day’ wherein they presented a story in different languages. This was followed by making them aware of different languages spoken all over the world.Students understood that recognising and appreciating the different languages and cultures in the community is a way for people to grow and change.

Week 26 & 27


This week a new unit on ‘Materials’ was introduced.

Transdisciplinary theme – How the world works

Central Idea – Properties of materials determine their uses and can change their state.

Key Concepts that will drive this unit have been identified as form, function and change.

Students have begun to inquire into

  • Properties of materials
  • Uses of materials
  • How materials can change

Students were tuned into the unit with a gallery walk across the classroom, where they observed various objects displayed at different work stations. Students were encouraged to choose the material they thought was most suitable for making an object thereby setting the tone for inquiry.

This week, the concept of materials, their properties and states were also introduced. Students identified keywords from the central idea, discussed their meaning and wrote their initial understanding. This was followed by a reflection of their learning using ‘I used to think, now I think’ – visual thinking routine.

To enhance their learning, students were shown various objects in class made from different materials. Further, they were encouraged to organise these objects under various categories based on their similarities.


For the unit on – measurement, the concept of volume and capacity were introduced. This was followed by a brainstorming session that raised questions about the need to measure various objects, how to measure etc. Standard units used to measure weights were introduced subsequently.

Practical learning was encouraged with the help of an activity wherein students observed product labels on different sized containers and noted their capacity in their journals.


Students identified the adjectives in the poem My New Phone.  Students also noted down the new blend in the poem and have written the words starting from the blend, sounds (ph) in their journal.

UOI integration- Students presented their understanding of materials with the class through a just a minute activity (JAM).

Articles were introduced using the ‘think – pair – share’ Visual thinking routine.

To reinforce their understanding of articles, students classified things present in the classroom using appropriate articles and used adjectives to describe them using the 5- sense strategy.

They also formed sentences using nouns and adjectives to describe their class.

Knowledge of spellings was assessed with a spell bee.


To enhance their listening and speaking skills students recited the poem ‘Rasoighar’. To enhance viewing and presenting skills, students participated in a ‘show and tell’ activity where they talked about different types of materials used in the kitchen.

Students used  a T- chart to write names of different objects made of wood and metal. To strengthen their grammar concepts, students identified verbs in the poem and colour coded them accordingly.

Social Emotional learning (SEL)

Students were introduced to a new dimension of social emotional learning with a focus on impulse control. This aspect was introduced using a multiple instructions game. Students were given instructions to follow and respond accordingly. The facilitator watched them and introspected if they were listening and following instructions appropriately.

 To conclude the activity, students penned downed their experiences on an activity sheet wherein they mentioned different control actions that can be taken to follow every instruction correctly.  


Students were introduced to an iPad app – Book Creator. They learned how to open a new book using the app. They also learned to insert and edit text in a book. 


Dance lessons focused on body isolations using repetitive steps. Balance and coordination were introduced with the understanding of musicality. Students practiced large isolated steps using hand and leg movement. 

Students practiced dancing  routine on the song :- ‘Better when I am Dancing’.


Students finished creating landscapes with sketch pens. Later they wrote their reflection and discussed it with their peers.


Students were assessed on their understanding of rhythm and melody and how these two are different from each other.

They were asked to identify the musical instruments as melodic or rhythmic.

In groups, they enjoyed singing the song ‘What a Wonderful World’.

PE & Skating

Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running, hopping. Students have begun to learn new skills in Basketball like passing and ball handling drills.

Skating lessons were focused on walking, balancing, and speeding on  skates.


To mark ‘Read aloud day’, a global literacy movement, children were read aloud books from  various genres  like, ‘Key Words with Peter and Jane’ by W. Murray, ‘Why giraffe has a long tail’ by Edward Gakuya,   ‘A place to call home’ by Alexis Deacon, ‘Gol gol kyun hotein hain bulbulein’ by Sukanya Sinha, ‘How mountains are made’ by Katleen Weidner Zoehfeld to name few. They were motivated to select books of their choice and read amongst themselves or to a buddy as an act the demonstrates the power of words.

Grade 1 Assembly –

International Day of messages

An assembly was conducted on how messages forge a better connection between two individuals and to the world.

Students were motivated to make better lifestyle choices to mark a positive impact on their planet and share these as messages with others to include them in this transformative wave of change.

Guest speaker Ms. Rupali, PYP French language facilitator, shared sustainable practices and products with the students. She encouraged them to follow these practices and share their message on how they can become sustainability warriors.

Students felt encouraged when they watched a presentation where young children from across the world took positive actions to bring about a change in society. This was followed by students writing messages where they expressed how they would make themselves and the lives of the others better through self-inquiry, positive actions and advocacy.   

Week 24, 25 and 26


Continuing with the unit on Landforms, students were sensitized about the negative impact of mining and deforestation on the landforms. Further, we brainstormed and recorded ways by which these ill effects can be minimized. This was done using the visible thinking routine – Chalk Talk.

Students worked collaboratively to think about the impact of human settlements on landforms due to construction of buildings, overgrazing of pastures etc.

Students inquired about 4R’s and the use of different coloured bins for disposal of garbage from a book they read.

During language integration, students engaged in a picture interpretation activity where they compared two given pictures and described them using adjectives.

A visual presentation aided the understanding of the concept of mining and its impact on landforms. Later, class discussion and research helped them to answer questions related to the topic.

Students created posters and participated in a take and talk activity which helped them to express their understanding about the impact of human activities on the planet Earth.

The unit concluded with a summative assessment to mark the reflection of their understanding.


Students revisited the concept of pictographs. They created the pictographs independently by choosing the data they wanted to represent. Students were initiated into the concept of measurement using non-standard units. They measured various objects around them using wooden blocks, hand span, pencil lengths etc. Later, a visual presentation helped them understand the need to have standard measurement tools like rulers and measuring tapes. A sorting activity aided in understanding the concept of length and height.


Students attempted a group activity on adjectives, wherein they discussed how their classroom feels, sounds or looks.

The concept of blends was reinforced by a games like, ‘passing the basket’, ‘drive-through blend’, ‘bus station’ and ‘mystery box.’

A formative assessment pointed their understanding on adjectives.

Students enjoyed listening to ‘The Gruffalo’ by Julia Donaldson. They were not shown the characters initially and were encouraged to use their creative thinking skills to imagine the character by just listening to the text. Later, they were shown the real image to review how closely their representation matched their listening skill.

Knowledge of spellings was assessed with a spell bee.


Recap of matraas was done with an activity in which students were encouraged to choose a letter and speak or write a word with it. To enhance their speaking skills, students recited a poem based on cleanliness and colour coded the ‘U’ matraa words. To enhance reading and writing skills students read the text, ‘Pathshala Ki Seekh’ and wrote ‘A’ maatraa words with the same.


This week for ICT lessons, students revisited and discussed the essential agreements. Theywere introduced to basic coding skills. They also learned to use loop and function using an iPod app and Hour of Code.


Dance lessons focused on body isolations using repetitive steps.Balance and coordination were introduced  with the understanding of musicality ( how dancers hear, interpret and dance to music). Students practiced large isolated steps using hand and leg movement. 

Students learned a new dance routine on the song, ‘Better when I am Dancing’.


Students observed visuals of landscapes that used designs and patterns in their composition. They then sketched layouts of the landscapes.


Class discussions enabled students to understand the difference between rhythmic and melodic instruments by identifying them. They were then able to identify and name instruments..

They learned a new song called “What a wonderful world “.

PE & Skating

Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running and hopping. Students have begun to learn new skills in Basketball like passing and ball handling drills.

Skating lessons were focused on walking, balancing, and speeding on the skates.


Upon their return from the winter break, students were given a choice to select two genres of books to read. An opportunity to explore new sections of the library was also afforded.

Grade 1 Assembly

Grade 1 D presented an assembly on diversified culture of India pertaining to each landform. They created a culture gully by representing the tableau of different landforms on each station.

Week 21, 22 & 23


Students showcased their Unit of Inquiry presentation on human behaviour and its impact on animal survival. They reflected on their learning by indulging in poem composition, a fashion show and dance performance.

Post the presentation, students presented art posters to their parents that highlighted the need to save animals and treat them well.

Going further, for the unit on Landforms, students researched about a chosen landform, the flora and fauna of that landform along and its physical features prior to recording their findings.

Students developed their research skills by marking different landforms on the world map.Based on their research work, students created a diorama to creatively express their learning about the landform.

A guest speaker session was conducted by Grade 1 and 2 teachers wherein students were informed about the physical, economical and cultural factors of various locations. Further, they reflected on their understanding of the same.


Students developed their critical thinking skills by attempting addition word problems in the journals as a reflection of their conceptual understanding.

They attempted a Formative assessment on word problems followed by a Summative assessment on Addition.

Students were introduced to Pictographs.


As a part of an assessment, students selected books from the class library, identified and noted down the verbs and created sentences using the same.

Students keenly engaged in a read aloud session where due attention was paid to punctuations, voice modulations and correct pronunciation of words.

To understand adjectives, students  engaged in a class activity. Later, they used their creative thinking skills to frame sentences using describing words.

Stories are a treasure trove of experiences and teach valuable life lessons to their listeners. Keeping the thought of International Mindedness in mind, students were narrated a story.


To enhance reading and writing skills students read ‘oo’ maatraa words. They wrote a few words and constructed meaningful sentences using  ‘oo’ maatraa.

Students were introduced to counting in Hindi.

Students enhanced their viewing and presenting skills with the help of a visual presentation on Swachh Bharat Abhiyaan and subsequently attempted a visual thinking routine – think, pair and share to write words, construct sentences and draw pictures relating to the presentation.



During ICT classes, students were introduced to MS-Photos tool. They learned various tools of the app – like adding photos, text, music and themes to a video. They also learned how to download pictures using Google Chrome.

Students created videos on various landforms as a part of integration with the ongoing unit.

Students learned the usage of Book Creator and its tools – like adding pictures, text, music, background and theme to their books.


Dance lessons were focused on learning and discussing about various dance forms from different regions. Students were involved in stretching their body to  challenging limits. Jumps, kicks, and warm-ups were undertaken to improve flexibility.


Students integrated music lessons with their unit of inquiry on landforms, they explored different styles of music picked from different regions.

They also learned about rhythmic and melodious instruments and  how they differ. Students practiced singing  Christmas carols like  ‘Joy to the world’ while ringing in the festive spirit.


Students inquired into landscapes and their types. They observed various pictures related to the same. Further, they were introduced to the works of a landscape artist named Claude Monet. They have also started colouring a given sketch of a landscape.

Social Emotional learning (SEL)

The students were introduced to a new dimension of social emotional learning with a focus on kindness. They displayed their understanding  by sharing their personal experiences with their peers. To conclude the activity the students penned downed their experiences on an activity sheet – the kindness calendar wherein they shared the action taken by them with their peers. 

PE & Skating

Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running, hopping. They are learning new skills in mini cricket and mini football.

Students are practicing walking, balancing, and speeding on their skates during  lessons.


This week’s library session was an absolute learning experience for  students. Elements of story writing namely characters, setting, plot, conflict and solution were explained to them.

Students were read out a book and their understanding of various elements was assessed . They engaged in Bingo language games and dictionary searches too.

International Mountain Day Assembly (Grade 1C)

International Mountain Day was the assembly theme taken up by Grade 1C on December 16,2019. Students were made aware of how mountains are formed and how do they help us. A PPT presentation introduced different types of mountains to first graders. Some names of ranges across continents were shared with them too. Various activities that affect mountains and what  can be done to protect them was understood. The ring of fire and Mariana trench made interesting tidbits of news as students inquire about their unit on landforms.

Week 19 & 20


A guest speaker session with Ms. Antara Naik, a volunteer for ‘Umeed – the rehabilitation center for all creatures great and small’, facilitated students to delve deeper into their responsibility towards taking care of animals. 

Field trips provide an opportunity of experiential learning, making it fun and long lasting and  students enjoyed the visit to Pitara International theatre to view the play, “Mr. Jee Jee Bhoy and the birds” presented by Gillo repertory theatre.

Students revisited all the concepts covered during the unit on animals. A summative assessment marked a reflection of their understanding.

Students were then acquainted with the new unit on ‘Landforms’.

Trans disciplinary theme: Where we are in place and time

Central Idea: Impact of human settlements on earth’s physical geography

Key concepts that will drive this unit have been identified as connection, causation and responsibility and related concepts of landscape, settlement and conservation

Students have begun to inquire into:

  • The relationship between location and settlement
  •  Impact of human settlement on landforms
  •  Responsibilities towards our planet.

Students tuned into the unit with an activity – silent jigsaw, where they arranged the puzzle pieces to form the pictures of different landforms.

‘I see, I think and I wonder’ – visible thinking routine encouraged the students to make careful observations and thoughtful interpretations from the landform pictures; thus setting the stage for inquiry.

Students were exposed to the unit using guiding questions like ‘What is geography?’, ‘How does the geography of an area affect a person’s lifestyle?’ etc. which was followed by discussion on interesting facts about the Earth using a book – ‘find out! Earth’


Students enhanced their communication skills by playing a game of ‘Simon says’, which also helped them strengthen the concept of verbs. 

A formative assessment marked their reflection on the understanding of verbs. 

Working in groups, students developed their communication and social skills by attempting a visible thinking routine – ‘Step Inside’, a routine for getting inside viewpoints. They chose their favourite animal to brainstorm various characteristics about it.

Unit integration was done with a picture interpretation – ‘stop killing animals for our selfish needs’.


Students were introduced to addition word problems. They enhanced their critical thinking skills by building addition vocabulary and understanding the strategy of R U S C (read, underline, solve and create).

They continued to practice word problems in their journals to strengthen their conceptual understanding.

A formative assessment was undertaken on addition.


Students identified ‘badi i’ ki maatra. They read aloud and wrote words using badi i ki maatraa, enhancing their reading and writing skills. Further, they wrote names of animals using different maatras.

Students viewed and recited the poem ‘mere pyare jaanvar’. This encouraged them to enhance their viewing and speaking skills.

A spell bee helped the students enrich their vocabulary. 


Students discussed and wrote down the elements of poster design. They then chose the topic on which they wanted to create their posters. Later, students created a mind map/layout for the posters that they will now begin to design.


Students explored all the tools of pic collage by creating beautiful posters on ‘saving animals’.


Students learned about the elements of music namely, rhythm and melody. They explored different rhythmic and melody instruments to find the difference between the two elements.


Students were involved in stretching their body to the challenging limits for better flexibility . Warmups and exercises were carried out to improve flexibility. Jumping, spotting, kicks to improve posture were undertaken to enhance their movement skills based on simple rhythmic combination.

PE & Skating

Students developed their basic motor skills with the help of different lead-up activities and recreational games, which included jumping, running, hopping.

Students started learning new skills for mini cricket and mini football.

Skating lessons focused on practicing walking, balancing, and maintaining speed on the skates.


Students were made aware of academic honesty considering that the IB program encourages students to inquire and think critically and creatively, it also provides independence to students to use various sources such as the internet, books, newspapers, magazines, and people around them for their research work.

Academic honesty guides them in understanding that they must not take credit for the work  done by others. It is also important that students do not gain an unfair advantage by being academically dishonest and demonstrate their understanding of the learner profile attributes of being principled, balanced and inquirers.


The students were introduced to a new dimension of social emotional learning with focus on ‘kindness’. The activity started with a visual presentation and the students later displayed their understanding by sharing their personal experiences with their peers. 

To conclude the activity, students penned their experiences on an activity sheet – the kindness quilt.

Assembly – Grade I

An assembly for Grade 1 was conducted on ‘Sustainable development’. The students were made aware of the various problems arising in the world because of population growth and the measures adopted to solve the issues.

November 16, 2019


Students developed their understanding about a food chain. They discussed terms like producers, consumers and decomposers by organizing pictures of grass, grasshopper, animals and birds in their respective order as occurring in the food chain.

To understand the concept further, students listened to the story – ‘Food Chain’ to set them thinking.

During a classroom discussion, students understood the importance of every animal in maintaining a balance in the ecosystem.

Case studies explaining the reasons for whaling and decline in the number of sparrows supported the above discussion on an imbalance in the eco system.

The book, ‘protecting endangered animals’ helped students delve deeper into the reasons behind animals becoming endangered and the different ways of protecting them. They also gained knowledge about various organizations that work to save animals worldwide, like PAWS, PETA, WWF, and the IUCN list. 

Students were encouraged to brainstorm  ways to protect endangered species. They came up with a variety of solutions like planting trees, using less plastic, recycling etc. and understood their responsibility towards these animals. 

A formative assessment marked a reflection of their understanding.


Students continued to revisit blends while tuning in to the new concept of verbs.

They enhanced their social skills by playing  a game of ‘dumb charades’ in groups and reflected on their understanding. 

Students practiced verbs with tasks like picture writing and story reading.


Students were tuned in to the concept of doubling with a visual presentation that was followed by ‘think pair and share’ visible thinking routine. They continued their practice on doubling by participating in a drawing activity along with their partners to represent the addition sentences.

Students improved their understanding of the concept of achieving an even number as the  sum when two odd or two even numbers are added.

They were also introduced to the concept of adding three single digit numbers using floor games and number cards.

Students continued their practice with sheets and bingo games.


Students enhanced their reading and writing skills by identifying the formation of इ  maatraa and associated words. They played bingo to find i maatraa words.

They displayed their understanding of  animal habitats using a visual presentation and Venn diagram. 

Spell bee helped them to enhance their vocabulary.


Students learned about the line of symmetry and observed symmetrical artwork. They created symmetrical drawings using grids to hone their fine motor skills. Students also drew simple sketches of animals using lines and geometrical shapes.


Students were introduced to poster making using the app: ‘pic collage’, enabling them to learn poster making using different types of templates. They learned to add pictures, borders, shapes, and text.

Students explored options in animation and created posters on saving animals. Using Math Operation app on their iPad, they explored the concept of odd & even numbers.


Students integrated their learning with their unit of inquiry on animal survival. They created different songs showcasing  ways of spreading awareness on animal survival.


Lessons were focused on improving flexibility and body balance.

Warmups and exercises were carried out to improve flexibility.Jumping, spotting and kicks to improve posture were undertaken .


Students developed their basic motor skills using different lead-up activities and recreational games which included jumping, running, hopping.

Students started learning new skills for mini cricket and mini football.

Skating lessons focused on practicing walking, balancing and maintaining speed on the skates.


Students of Grade IA presented an assembly  to put forth their views about the great global importance of world heritage sites. The assembly began with a reminder of the rich cultural bygone era and our responsibility to preserve the same, not only for ourselves but for the generations to come. It aimed to inculcate a feeling of pride towards the national cultural wealth and students understood in many ways how we can help preserve  cultural possessions and raise awareness amongst people on a global platform. First graders  Krish and Hridhimmaa shared information on the Taj Mahal based on their recent visit to the UNESCO site in Agra.  

9th Oct – 18th Oct


Students developed their thinking skills and created a visual representation of their ideas by sorting pictures of carnivores, omnivores and herbivores on a Venn diagram.

A formative assessment marked the reflection of the first line of inquiry, which was carried out with the help of a take and talk activity.

Students tuned into the second line of inquiry namely, the reasons threatening animal survival.  Pictures and data depicting the increase in human population over the years helped them conclude that rapid increase in population is the primary threat to animal survival worldwide.

Students delved deeper into how reasons  like testing on animals and their use for recreational purposes affect their survival.


Students identified sight words by playing an online game that was followed by a treasure hunt.

Blends and phonogram words were revisited too.


Students used a KWL chart to depict what they knew, wondered about and learned in the operation for  addition. They also made a poster denoting addition specific vocabulary.

They were introduced to the concept of number line.

To understand number bonds, students used counters and made various combinations with the same.


To enhance reading and writing skills, students watched a video on ‘इ ‘ ki maatraa and extended their comprehension by reading words and making meaningful sentences using those words.

A word puzzle activity was conducted too

The difference between the usage of the following akshars  ड -ड़, घ -ध , ढ-ढ़  was discussed in class.


Students were introduced to Augmented Reality, also known as AR.

AR is a simple combination of real and virtual worlds. Some students shared their experiences with AR application which they have used previously, like Pokemon Go.

Later they experienced it through applications like Dino AR and Solar System AR. The students were very excited while working on these applications.


Diwali – the much-awaited festival of lights is around the corner. Various stories related to this festival were shared with students during the week.

Students listened to a Hindi story ‘amma kahe kahani – Diwali’. It was a charming and informative book that introduced Diwali with a beautiful rhyme-

“Diyas twinkle like stars – what a sight!
This is Diwali, in all its glory,
As told to little Klaka – a magical story”

The story perfectly sequenced the reason for Prince Ram to leave his kingdom and move to the forest, his victory over the evil king Ravana, the celebration of prince Rama’s homecoming, and story of Goddess Lakshmi who rewarded her true devotees with fortune and health on Diwali.

Written in rhyme with vivid and captivating illustrations, the book brought Hindu festival celebration story to children in a fun and non-preachy way.


Students were demonstrated how to use lines and shapes to draw animals easily. This activity helped the students develop their observational skills as most of them could draw the animals independently.


Students worked on development of motor skills by playing different activities.


This week students were encouraged to write their feelings and thoughts for different situations. This activity helped them to understand how thoughts are different from feelings. 


Students made connections between animals and mythology during an assembly on October 14,2019. Each God and Goddess is associated with an animal because of the unique feature that particular animals possesses and  attention was drawn towards the animals that were part of the epic Ramayan. Connections between animals and Diwali were drawn. Students inquired how human actions impact animal survival when animals are used for entertainment and during festivals. A video on how reindeers are exploited in the name of Christmas made poignant viewing. Students further delved into how some rehabilitation centers work to rescue and rehabilitate wild sloth bears at an SOS Wildlife facility near Mathura

23, September- 4, October

23, September- 4, October


Students collaborated to discuss the central idea ‘Human behaviour has an impact on animal survival’ and displayed their understanding by writing synonyms for key words from the central idea.  

Taking their learning further, students brainstormed  essential requirements for survival of animals with  a  think, pair and share visible thinking routine. They also watched a video which supported their understanding on habitats.

Link: https://www.youtube.com/watch?v=bzykg5HF1FI

Later they created an anchor chart by listing down different animals and their habitats.

Young inquirers were engaged in classroom discussions  for learning  different adaptations seen in animals.

Students tuned into the first line of inquiry namely the relationship between humans and animals by watching the story of ‘a tailor and an elephant’.

Link: https://www.youtube.com/watch?v=2Gf5lVjNtGY

 They extended their knowledge by making a mind map on ways by which animals and humans help each other.


Students watched the story  of ‘the brown bear’ and extended their comprehension by writing the sequence of various characters appearing in the story.

Link: https://www.youtube.com/watch?v=WST-B8zQleM

Students were engaged in an  activity wherein they picked up models of animals from a mystery box and spoke a few lines about their habitat, eating pattern, body colour, unique features and human dependency.

A summative assessment on reading comprehension and nouns was taken.

Students keenly engaged  in reading with due attention to punctuations and voice modulations.


Learners continued practicing various kinds of patterns with objects, numbers and those seen in daily life.

Addition was introduced with a hypothetical situation wherein the form tutor invited two sets of students and asked the class questions based on it ‘putting together’. Later they explored various manipulatives in pairs to build upon their understanding of addition.


To enhance reading and writing skills, students were introduced to इ ki मात्रा, they were able to identify  related words by practicing the same in their journals.

In order to strengthen grammatical skills, students identified nouns (संज्ञा[KS1] )  and made a noun tree.

Students watched a Hindi story of ‘चींटी और टिड्डा’. [KS2] This helped in building their listening and speaking skills. They further showcased their understanding with the help of a visual thinking routine.


Dance lessons focused on the development of rhythm patterns and flexibility.

Movements were based on simple rhythmic combinations with large isolated steps. 

Solitary performance was also introduced.


Students integrated music with their unit of inquiry on health. 

They learned about music therapy, how it can impact our health and how we can receive health benefits from music.

They learned a new song “we will rock you”.


Students listened to the story of ‘Owl Moon’ by Jane Yolen. The story  about a little boy and his father who one winter night went for owling made interesting reading. The trees stood still as statues and the world around seemed silent as a dream. When they both reached into the deep dark forest, father called whoo-whoo-whoo to invite mysterious night birds, but there was no answer.

The duo of father and son walked silently for the father had said to the son “when you go owling you don’t need words, you don’t need anything but hope for sometimes there is an owl, but sometimes is none”. Eventually their patience paid off and they caught sight of an owl.  

The book proved to be a verbal and visual treasure, it displayed the learner profile attribute of being courageous as the little child went with his father for owling and he knew he had to be brave at this time of the night.


Students observed various objects to identify 3D shapes in them. Later they drew some of the 3D shapes like cube, cuboid and cone using rulers to colour them neatly.


Students developed their basic motor skills with the help of different lead-up and recreational games, which included jumping, running, hopping. They have started  practicing ball handling with the help of basketball and football.

During skating session, they practiced walking and balancing on the skates.


Students were shown various posters as a provocation of new tool. They discussed the commonality in each poster like background colour

Maker space

Grade 1 Assembly

Students of Grade 1 participated in an assembly on ‘Gandhian philosophy’ – The future depends on what you do today’ on September 23, 2019 where they decoded the statement word by word. They saw a power-point presentation that showcased the Mahatma’s philosophies of being truthful, taking care of the environment and the need to pursue non-violence. Students made connections between sustainable practices followed at school.

Blog – 9th Sept to 21st Sept

Unit of inquiry

Students carried out an activity with the help of body cut outs and identified food items that benefit various body parts. For example, honey aids to soothe the throat.

A formative assessment marked the reflection of learning based on the third line of inquiry, ‘importance of taking care of their body’ as a summation of the unit.

What better way than  to encourage students to actively appreciate and explore nature around them with a nature walk. Students keenly observed different kinds of plants grown in the green areas at school. They identified medicinal plants like aloe vera and tulsi (basil) and further inquired into the health benefits of these plants. Later, they completed the thinking routine by writing their understanding in their journals.

The new unit of inquiry on animals was introduced based on the transdisciplinary theme ‘Sharing the planet’.

Central Idea – Human behaviour has an impact on animal survival

Key Concepts –

  • Connection
  •  Causation
  •  Responsibility

Lines of Inquiry –

  • Relationship between humans and animals
  • Reasons threatening animal survival
  • Our role in protecting endangered animals


Provocation of the unit was done by sharing a video of a polar bear starving that provided an open-ended invitation to students to explore and express a variety of thoughts and ideas. 

Students used their thinking and research skills and analysed their understanding of the video with the help of  ‘I see, I think, I wonder’ visible thinking routine.


Students revisited the concept of ordinal numbers by playing on-line games.

http://www.softschools.com/math/ordinal_numbers/games/ .


Ordinal Numbers Quiz 1

Formative assessment on ordinal numbers was taken with a game called ‘where is the orange cat?’

The concept of patterns was introduced with the story of pattern fish; this helped students to enhance their thinking skills. Later they were shown pictures of animals like zebra, tigers, butterflies etc. Patterns in day, night and seasonal cycles were also discussed.

Students created and illustrated their own patterns in their journals.

Taking the concept further, they were introduced to geometric , colour , object  and number patterns.


Students enhanced their understanding of proper and common nouns by engaging in an interactive game of ‘passing the parcel’. Furthermore, with the help of pictures they connected a proper noun to its respective common noun.

 They were shown a video related to common and proper nouns.

Concept of capitalisation was reinforced too.

English sessions were integrated with the ongoing unit whereby, students read and interpreted the given pictures 

Students were assessed on their spellings with a spell bee.

A formative assessment on nouns was conducted using thescavenger hunt activity.

Students enhanced their vocabulary by thinking of meaningful words using ‘dr’,  ‘br’, ‘gr’, ‘pr’, ‘fr’ and ‘cr’ blends and showcased their writing skills by framing short and relevant sentences using these words.


To enhance reading and writing skills, students identified, read and wrote words with त, ह,च,द, व, ख (व्यंजन) letters. They saw a story ‘किसने खाए मालपुए’  and performed a role play allowing their creativity to soar, whilst developing an array of valuable skills; inquiry, thinking, social, emotional, communication and language amongst others.

The students attempted a formative assessment. 

They were assessed on spellings with spell bee.


Using their research skills, students designed a food pyramid. Students used proper proportion and colour code to depict different food categories and the most and least consumed foods using MS-Paint.

They also learned to save their files in specific folders. 


Students integrated Math with their Visual Arts classes as they solved addition sums and used the solutions to find the keys to the colours, they needed to use for colouring each section in the given picture. This activity helped them in improving their observation as well as colouring skills.


The students were assessed on their understanding of note values. They attempted playing different note values on the Conga.

Individually, the students sang their favourite songs ‘Maa tujhe salam’ and ‘A gift to you’.


Through movements we convey our emotions; this week’s dance lessons were focused on the discussion of dance therapy. Students were engaged in several group activities related to the same.

An activity was performed where they were instructed to stay still while a calm music was played and were asked to focus on what was happening inside their body.

During another task, with their eyes closed, students imagined an empty auditorium having only one source of light and were asked  to dance visualizing nobody was watching them. 

 PE & Skating

Students developed basketball skills with the help of different lead-up activities and recreational games, which included dribbling, passing and shooting.

Students practiced walking and balancing on the skates during their skating lessons.


To celebrate the birthday of much-loved children’s author Julia Donaldson, students were read one of her popular books ‘Tiddler- A story telling fish’.

Tiddler was always late for school and would make up tall and exciting stories for his classmates as to why he got late. One day as Tiddler was moving slowly- thinking about a new story, he unknowingly got caught in a net, which resulted in a real adventure!

All children identified with Tiddler as a fish with big imaginative powers!

Free play