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.