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.

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.


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.

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.

Students undertook an assessment on articles using the exit ticket strategy.


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.

An experiment related to change in the state of materials was also undertaken.


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 newspaper. 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 continued developing their basic motor skills. They enjoyed the basketball sessions.

Day camp by Rocksport

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 organized 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.


The students of Grade 1B presented an assembly on the festival of Holi on 6th March, 2019. They spoke confidently about the reasons behind the celebration of the festival. The presentation included information on the season and story connected with the festival. The students were informed about the natural materials that can be used as colours for celebrating the festival and the special sweet prepared for this day. During the presentation some of these materials were shown to the students to give them a first-hand knowledge. They also got to know about some festivals around the world that are similar to the festival of Holi.    

10 February 2020


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 categorising them as heavy or light, good or bad conductor of heat, heat insulator, waterproof etc.

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.

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, Formative assessment was taken and it helped students to strengthen their understanding of measurement.


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 build their understanding on paragraph writing, students were read the book, ‘My Friend Bear’. 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.


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.  


‘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, pencils colours etc. They made pots using clay.

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

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

3 February 2020


This week, the concept of material was introduced. Students identified  keywords from the central idea, discussed their meaning and wrote their initial understanding.

Different stations were created displaying objects made from similar materials such as glass, wood, metal, plastic etc. which allowed students to explore the material it was made of.

Collaborating in pairs, students then compared the different categories of these objects. Open ended questions and class discussions led the students to develop their understanding about natural and man-made materials. Using their thinking skills, they were then able to categorise these objects into man made and natural materials.


For the unit on – measurement, the concept of weight was introduced. This was followed by a brainstorming session that raised questions about the need to measure various objects, how to measure them 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.

A summative assessment on pictograph was subsequently taken.


To enhance their listening and speaking skills students recited the poem My New Phone which helped them to identify repeated sounds(ph) . Students also identified adjectives from the passage. They re-read the poem and tried to replace the describing words used in the poem with a new adjective of our own.


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 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. 


Students continued practicing dance routine on the song :- ‘Better when I am Dancing’.


Students continued creating landscapes. They then coloured their landscapes with oil pastels.


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.

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.


International Day of Messages was the assembly theme taken up by Grade 1E. Students explored how messages forge better connections between two individuals and help an individual to connect with 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.

16 January 2020


Continuing with the unit on Landforms, students inquired about 4 R’s and the use of different coloured bins for disposal. This was followed by a reflection on their learning using the ‘I used to think’ – visual thinking routine.

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 thus paving the way for introduction of a new unit on ‘Materials’.

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 within 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.


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 game like, ‘passing the basket’.

A formative assessment pointed their understanding on adjectives. 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.


This week for ICT lessons, students revisited and discussed the essential agreements. They were introduced to basic coding skills. They also learned to use loop and function using an iPad 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 “.

Social Emotional Learning (SEL)

 Students  revisited the previous aspect of social emotional learning with focus on kindness. The “Spy activity” was conducted in the classroom where some students were selected as the spy and they had to keep a watch on their classmates and share the kind behavior with the form tutor.

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.

Beginning of the new unit.. 19 December 2019


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 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.

As a part of collaborative learning exercise, students presented their models and shared information about the same with their peers.


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

Students were introduced to pictograph. Pictograph is the representation of data using images.


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.

To understand adjectives, students  engaged in a class activity, where a Tulsi plant was kept in the class and they were encouraged to describe it using different words. Later, they used their creative thinking skills to frame sentences describing the plant using describing adjectives.


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

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.


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.


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.

Let’s be Responsible -29th November


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 towards the end of the month.

Students revisited all the concepts covered during the unit on animal. 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 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.

Students read the story titled, ‘Rani’s first day at school’. They made connections to the learner profiles of being courageous and open minded as displayed by the protagonist.  

Unit integration was done with a picture interpretation – ‘stop killing animals for our selfish needs’. This activity helped students enhance their thinking skills.


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.


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 were introduced to the concept of origami. They then chose the topic on which they wanted to create their own art through folding paper.


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. Warm ups and exercises were carried out to improve flexibility. Jumping, spotting, kicks to improve posture were undertaken to their movement skills based on simple rhythmic combination.


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.

Our Responsibility – 15th November 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.


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 representthe addition sentences. https://www.youtube.com/watch?v=hnRT0HSzvAg

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


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. https://www.youtube.com/watch?v=gJn8dwqBIek Spell bee helped them to enhance their vocabulary.


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.

Library : During library sessions, we discussed about the difference between fiction and non- fiction books.

Students briefly understood that fiction referred to plot, settings, and characters created from imagination, while non-fiction referred to factual stories and data focused on actual events and people. A nonfiction book talked about the facts and information about the world around us and it could cover almost any topic, from wild animals to Vikings, from Human body to Biographies.

Making Connections – Animals and Humans 19-10-19


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.

During a classroom discussion, students organised their understanding of needs and wants.Students tuned into the second line of inquiry namely, the reasons threatening animal survival.  Activities 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  listened to the story titled ‘Eric the elephant’ and reflected on the same using visible thinking routine -word, idea, sentence. Blends , phonogram words, common nouns and proper nouns 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. https://www.youtube.com/watch?v=SJE23GJRs-


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 in the skating class.


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. They also watched the story of Valmiki and reflected on the character of Valmiki.


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 .

Understanding the Relationship between Humans and Animals 05-10-19


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. They were engaged in activities which helped them revisiting the concepts of common and proper noun.


Learners continued practicing various kinds of patterns with objects, numbers and those seen in daily life. Students were also assessed on their understanding of patterns through a formative assessment.

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. They further explored addition by playing games on the number line .


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) and made a noun tree. Students watched a Hindi story of ‘चींटी और टिड्डा’. This helped in building their listening and speaking skills. They further showcased their understanding with the help of a visual thinking routine. https://www.youtube.com/watch?v=-tiri8VJsq8


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 gave final touch to their food pyramid that they illustrated using MS paint. They were also assessed on their skills through a checklist.

Students were shown various posters as a provocation of new tool. They discussed the commonality in each poster like background colour, less images, different types of font usage according to the theme of the poster .Later they were introduced to Pic collage which is an application for poster and card making. They were shown basic tools of the application which they happily tried while making cards on Dussehra.


Students of Grade 1 participated in an assembly on ‘Gandhian philosophy – The future depends on what you do today’ on September 23, 2019 were 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.Students of Grade 1 attended the assembly on Gandhi Jayanti and shared their knowledge among themselves.


This week students were encouraged to segregate thoughts from feelings with a recognition activity wherein, they filled 2 buckets (heart bucket & thought bucket) with different thoughts and feelings. This activity helped them to understand the difference between thoughts and feelings.

Responsible Eaters 21-09-19

Unit of inquiry

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 .

Math :

Students revisited the concept of ordinal numbers class activities.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 ofpattern fish; this helped students to enhance their thinking skills. A nature walk whereby students closely observed patterns on leaves, flowers and fish further strengthened the concept. 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 color and  object patterns.


English :

Students enhanced their understanding of proper and common nouns by engaging in an interactive games. Concept of capitalisation was reinforced too. Students were assessed on their spellings with a spell bee. A formative assessment on nouns was conducted using the scavenger hunt activity. Students enhanced their vocabulary by thinking of meaningful words using ‘dr’, ‘br’, ‘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. https://www.youtube.com/watch?v=_iu_uQPpeNI


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.

Music :

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.

Library :

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 !