Blog Grade 1 (9th Dec-20th Dec)

Unit of inquiry

Going further into the second line of inquiry, students learned to make connections between the impact of mining and deforestation on forest and wildlife of the Aravali range. Students reflected upon their understanding of how humans have impacted the river Nile with settlements on its bank, by watching a power point presentation.

Students discussed and wrote the ill-effects of mining and deforestation on landforms. Construction of buildings, use of tracks/roads and overgrazing of pastures were some reasons that were chronicled in their process journals.

The students were able to make connections and deepen their understanding related to the impact on guest speaker session led by the dance faculty member who is a native of Kerala.

Responsibilities towards our planet formed the third line of inquiry and students undertook a discussion on the 4Rs, their responsibility and the ways they can help conserve landforms. The use of different colored bins for disposal of garbage was emphasized.

Formative assessment of the 2nd and 3rd line of Inquiry was taken with a poster making activity where students showed their understanding of the landforms and followed it up with a  take and talk.

English Integration

During take and talk, the students spoke about various kinds of landforms, their features and the effect of human settlements on them.

Students were assessed on our understanding of the unit through a summative assessment.

Tuning into the measurement of weight was undertaken with thought-provoking questions like:

What is weight? When do we need to weigh something? Have they seen a weighing machine?

The students were introduced to a weighing balance and digital weighing machine for measurement of the weight of different items.

Making connections – Students were allowed to measure the weight of sugar in different quantities. They then compared the label on packaged drinks to understand the quantity of sugar delivery and its impact on health.

Tuning into ‘measurement of liquids (capacity)’ engaged students in a discussion on the meaning of capacity and the tools used to measure it.

Bottles of different sizes (medicine bottle, water bottle, cold drink bottle, paint colour bottle) were displayed in class for students to find out their capacity. Journal writing was undertaken too.

Formative Assessment on ‘length and weight’ was undertaken where students measured the length and weight of various objects displayed in class.


During their Hindi classes, students enjoyed their spell bee with step in and step out activity. They learned u ( उ ) matraa and wrote words with the same. Students also revisited naming words through the things inside the classroom.


Students explored landscape drawings and drew them both freehand by watching as well as by integrating geometric shapes including lines and shading, patterning etc. The students were also engaged in exploring the drawings on a three-dimensional surface (container) using brush and colors. So far the outcomes have been landscape compositional drawings employing graphite (pencil) on paper and their replications in paintings.


The students sang Christmas carols to mark festive celebrations. They also learned how to play Old Mac Donald on the black keys of the xylophone. The students have learned the names of these keys as well.



Students performed to the walrus song by observing their peers. This helped them incorporate the positive aspects they found in the steps of their peers. The strategy was employed to allow auto checking of stance.

ICT Integration

Students were introduced to Photos application where they created a photo story on various types of landforms. They used their creative skills by inserting text, music, and pictures.

Physical education

Students are learning to stand and engage in broad jump where they improved explosive leg strength. Also, the student understands the coordination between the hand swing and feet jump. Standing broad jump help children to develop leg strength which is helpful to perform a high jump and long jump in later years.


Blog Grade 1(3rd Dec-16th Dec)

Students made a model of landform of their choice using clay, based on their research work and the understanding of that landform.

Formative assessment of 1st line of inquiry

  • Students ‘organized their class by displaying the landform models.
  • The children from various sections visited each other’s classes, during the presentation. They saw each other’s work and had a discussion.

They presented their work and shared the information about their landform.

Tuning in2nd line of Inquiry: Impact of human settlements on landforms

Students were encouraged to answer thought-provoking questions,

After watching visual presentations on deforestation and mining and were encouraged to think and talk about the reasons for cutting trees/mining and their ill effects.



Adjectives- Students were given different items in a mystery bag and they had to choose one object from the bag and describe it using a word.

Students made a chart listing various adjectives that can be used to describe food, places, friends etc.

Visual Imagery – Students read the given poem and created a visual imagery.

Spell Bee: Students were assessed on their spellings through a spell bee. Students were given picture clues; they identified the word and wrote the spelling. The assessment was marked by the students on a graph attached in the journals.



During their Hindi lessons, students watched a documentary ‘स्वच्छता की ओर’  on ‘responsibility towards our planet’ and attempted ‘Listen and tell’ activity.  Students did listening activity inside the class through this they revisited ‘रंगों के नाम’ (name of the colours) and also practiced words with maatraa.



In their maths classes, students practiced creating word problems on their own using the classroom objects and solved it.

Formative Assessment -Word problems.

A stationery shop was created in class (display the items on the ladder) with 4 pencils, 5 erasers, 3 sharpeners, paintbrush, scales etc. Students created their own word problems using the items and the quantities. They further solved the problems created by them.


The concept of measurement was introduced to students. They watched a video on measurement to understand the need for measurement and wrote their reflection in their journals.


ART Integration

The children explored drawing landforms by employing geometric shapes. This also included elements in landforms like the rocks and tree.



“Hour of code” is being celebrated around the world in which students get involved in coding via gamification. Students enjoyed working on Kodable and arranging directional arrows. They challenged themselves and some of them cleared all the levels in it.





The students sang ‘Rudolph the Red-Nosed Reindeer’ and ‘Santa Claus is Coming to Town’. They were assessed on their singing in class for which each child had to come up and sing the microphone. The students also learned how to play ‘Do Re Mi’ on the xylophone.


Students were taught the mirroring exercises to improve their concentration and observation skills. This would enhance their skills to pick up movements with more clarity. They also had a revision of the “ramsamsam” song and the floor work technique they had learned.



Students practicing basketball dribbling as a primary skill. They revised dribbling skill in basketball. They practice for dribble the basketball in a zigzag way with the right and left hand around the cone and through the cone.



Grade 1 discussed and wrote about their wish list on the paper given to them.


Blog 20th Nov – 2nd Dec

Unit of Inquiry

The third Unit of inquiry began with the:

Transdisciplinary Theme: Where we are in time and place

Central Idea: Impact of human settlement on Earth’s physical geography

Lines of Inquiry:

  • Types of landforms around the Earth
  • Impact of human settlements on landforms
  • Responsibilities towards our planet

Key concepts:

  • Form
  • Causation
  • Responsibility

Tuning into the new unit was done through ‘I see, I think, I wonder’ visible thinking strategy. Divided into groups, students were given pictures of landforms such as lakes, mountains, valleys, plains etc. Using ‘I see, I think, I wonder visible thinking strategy’, students reflected upon the given picture. They learned about lake, plateau, plains, island, peninsula, hills, mountain and river by watching videos (links shared below) which was followed by discussion. Students recorded their understanding by writing and illustrating in their journals.

Research work- The students were given iPads to research about a particular landform using ‘’ and noted their findings of the flora and fauna of that particular landform.

Map work– Students marked major landforms across continents on a physical world map, for example, the Thar Desert, Himalayan mountain range, river Ganges, Deccan plateau, Lakshadweep Island etc.




Reinforcement of sight words, common and proper nouns was executed with a passing the parcel game wherein students spelled a sight word, made a sentence using it and suggested a proper noun for a common noun.

Students were assessed on their spellings through a spell bee.

Magic e words: An introduction to magic ‘e’ words was undertaken through a class activity where students were given foldable cards and were asked to make a word by adding ‘e’. Children wrote the words in their journals.






During their Hindi classes, students watched a video on  ‘Swachh Bharat Abhiyaan’ (Clean India).  and attempted a listening and answering activity to enhance their speaking skills. They also learned a poem (उठजा बच्चे) and revised vyanjan mala through pick and speaking activity.


During their mathematics lessons, students were introduced to addition word problems through RUCSAC strategy. Students practiced addition word problems and pictographs in their journals.

Formative assessment on pictograph was undertaken where students had to create a pictograph from the stationary items given to them. This was followed by a question-answer session.




Students were introduced to the Photo application where they created a photo story on various types of landforms. They used their creative skills to insert text, music and pictures.




During their music classes, students were assessed on their singing. Each child was asked to come and sing individually on the microphone. The students also took turns to play the C major scale (Do, Re, Mi) on the xylophone.




Physical Education

During their PHE classes, the student engaged in circuit training to develop their locomotor skills. They did feet jumping, zig-zag running, hopping, various footwork using ladder, cones, and hurdles. Students become agile, developed body-mind coordination, strength, and speed through circuit training. They played relay-type games using selected locomotor skills and apparatus.




A story filled with warmth, humour, and love, ‘Amazing Daddy’ by Rachel Bright was narrated to first graders. The story about a daddy Panda and little Panda and how they spend a day together, sharing many special moments along the way made an interesting discussion.

The story celebrated the special relationship between a father and his child in a rhyming style ‘my daddy is amazing for a thousand different reasons; He’s a year-round superhero, a daddy for all seasons’. The book is an ode to fathers in our lives.


During their art classes, students explored drawing maps, freehand as well as connecting dots. They were encouraged to see and copy a map of India and included major landforms in it.



Blog Update 12th November -16th


Students were welcomed back post their Diwali break. They discussed and emphasized the importance of their responsibility in protecting the planet, to create a better and more peaceful world.

They displayed being a communicator by presenting poems to their peers and conveying the message of an animal becoming endangered. The use of intellectual, physical and emotional skills simultaneously indicated that students had achieved balance as learners. They displayed being knowledgeable when ideas about saving and maintaining a balance in the ecosystem were discussed. They learned to appreciate others and be open- minded. Children displayed commitment and responsibility during the learning process.

They were enthusiastic about showcasing and reflecting upon their learning of how human behavior affects animal survival.


During their Hindi classes, students learnt about ek aur anek through a video. .

They also wrote words like केला-केले, लड़का-लड़के etc.


The students’ learned different types of notes (whole, half, quarter and dotted-half) and number of beats for each of these notes. They also sang their favorite songs on the microphone.


Students practiced dance movements on mystical forest combining animal movement and postures. This has helped them to understand the idea of a forest and its beauty in a better way from the perspective of movement

Physical Education

Students practiced dribbling the ball in a straight line with the right and left foot around the cone and through the cone lanes. Football dribbling have improved with these exercises.



ICT was integrated with Math, where students were introduced to pictograph through an application. They created beautiful illustration using the application. They enjoyed the technology backed fun way of understanding the Math concept.


Blog update 22 Oct – 2 Nov


Students understood the role of every animal in maintaining a balance in the ecosystem by reviewing various case studies.

Students were also made aware of various organizations that work to save the animals worldwide like Wildlife Conservation Society, World Wildlife Fund, People for Ethical Treatment of Animals, International Union for Conservation of Nature and how they work.

Students further extended their knowledge by brainstorming ways to protect endangered animals by taking steps like planting trees, using less plastic, recycling things etc.

Students recorded their understanding on a mind map and became aware of their responsibility towards endangered animals and what can be done to protect them.

Students were introduced to the third line of inquiry wherein they analyzed the situations given below and reflected about the same.

  1. What will happen if there were no more tigers on this planet?
  2. Imagine that there were no more cows in this world. What would happen?
  3. Whales have become extinct. What would be the effect?

The summative assessment was taken wherein students explained the reasons for animals getting endangered and how can we save them?




During their English classes, students identified sight words by playing the online sight word games.


Students enhanced their thinking skills by reading the poem ‘Firefly’, marking the rhyming words and creating visual imagery.

Focusing on enhancing the students’ communication skill, a take and talk were conducted on endangered animals where students presented their understanding to their peers from different sections.

Students were assessed on their spellings with a spelling bee. The assessment was marked by the students on a graph attached in the journals.




During their mathematics lessons, students continued with the concept of 2 digit addition. They practiced and solved simple two digit addition sums in their journals.


They also practiced number bonds, doubling, and addition through online games and drill sheets.


A formative assessment was attempted by students on addition using card material.

Students approached the concept of pictograph through an activity where they were asked to sit according to their houses (Churchill, Mandela, Lincoln, and Gandhi). The teacher represented the number of students in each house on a pictograph. Students further analyzed the pictograph and understood that it was a visual way of representing data.

This was followed by watching of a video

Students also created a pictograph by tabulating different things from the classroom like a number of fans, tables, windows, doors etc. Students analyzed the pictograph and answered a few questions.


During their Hindi classes, students attempted sorting out activity using a Venn diagram. They sorted animals according to their habitat. They enhanced their thinking skills through this activity. They also learned ‘e’(ए)matraa and wrote words and sentences with the same.


The students learned a song on endangered animals, natural, sharp and flat notes on the xylophone and piano.


Students continued working on the poster project. They were also engaged in drawing exercises which included geometric and anthropomorphic forms.


Students were taught a combination of animal inspired movements to enhance their understanding of animal postures and movements.

Physical Education

Students are working on their lower body strength, body coordination, and landing technique. The continual practice of the activity will help in developing full body strength.


Students were introduced to `Augmented Reality’ (AR), which is an enhanced version of the real physical world through the use of visual elements, sound or other sensory stimuli. They worked on `Imaginate’ app to further enhance their understanding of AR. Students illustrated Diwali and wrote their heartfelt wishes using MS-Paint.


Sometimes strange things lurk under the bed in our wild imaginations, In AnupaLal’shindi story ‘Mere Palangkeneeche’; she plays with the wild imagination of a small child who wakes up at midnight for drinking water only to find a tiger under his bed. But mum comes over and pull the tiger out. It turns out to be a tiger pattern on a jacket and after that, the child is all set to wear his new jacket and go for a jungle adventure.IMG_20181025_111414

Blog Update 8th Oct- 17th Oct

Unit of Inquiry

Tuning into the second line of inquiry was done through an explanation game used as a visible thinking routine.  Students were divided into groups and were given pictures showing human behavior towards animals. They analyzed the pictures from standpoint of statements like ‘I notice that….. Why is it that way? …..  Why did it happen that way?’

They wrote down their observations based on these statements and tried to analyze the reasons behind the manner in which we behave towards the animals.

Students further extended their knowledge by discussing various reasons that threaten animal survival. They asked questions like

Why animals were coming into cities?

Why were fish, sharks, whales dying?

What would happen if the Arctic ice began melting?

Possible effects of the excessive use of animal products.

Students recorded their understanding in a mind map.

Students pondered into the effects of testing chemicals/ medicines/ cosmetics on animals and animal exploitation for recreational purposes.

Students researched extinct, endangered and threatened animals. They understood the difference between the three terms and learned about factors responsible for animal extinction and endangerment with the aid of a power point presentation. Students organized information on a graphic organizer by sorting animals under its appropriate category.

Formative assessment for the 2nd line of inquiry was undertaken through a picture analysis activity. Students observed two pictures and reflected about them in their journals while explaining the reasons for animal endangerment and their effect on the world around us.

Food chain was introduced with an emphasis on what animals eat. Students were given different pictures for grass, plants, rabbit, deer, tiger etc. which they arranged in sequence to complete a food chain. Videos were shown too for a better understanding of terms like producers, consumers, and decomposers.

Students illustrated different food chains to express their understanding and further extended their knowledge by discussing the importance of every animal to maintaining a balance in the ecosystem.




During their English classes, students were assessed on their reading skills with the help of a rubric using ORT books.

Students enhanced their thinking and writing skills with the help of a picture interpretation activity that focussed on understanding the meaning behind the picture while writing it in journals.

Reinforcement of blends and phonogram words was undertaken through a game of passing the basket. Students read the blends on slips of paper and made a word using that blend and made a sentence too.

A summative assessment was attempted with students writing about how they spent their weekend while being mindful about correct punctuation and capitalization. They had to find and underline nouns used in the sentences.

Focusing on enhancing the students’ communication skill, a poster with images was shown and students had to present their understanding of the images to their peers in class.

Students were assessed on their spellings with a spelling bee. The assessment was marked by the students on a graph attached in the journals.



During their mathematics lessons, students furthered their understanding of addition with the help of drill sheets and manipulatives in class.

Students were introduced to the concept of number bonds that add up to make 10, with the help of math manipulatives (Number rods) and floor games. Students practiced number bonds with the help of number cards.

Students played online games on number bonds to enhance their understanding.

Students approached the concept of doubling using visual presentation named the ‘doubling story’ which was followed by a Ladybug spots activity. Students were given a sheet with a ladybug picture drawn on it; they put one small spot with paint on one half of the ladybug and then folded the sheet into halve only to see 2 spots upon opening the paper. They continued making spots with paint using the procedure. Students practiced doubling with the help of drill sheets in their journals.



During their Hindi classes, students watched a video on animal habitat and engaged in a ‘listen and answer’ activity.

 Students also performed story sequencing activity. They also learned ‘ee’(ई) matraa and wrote words and sentences with the same.



During music classes, students learned how to sing ‘Yellow’ by Coldplay. They were also assessed on their singing and each student came up on the microphone and sang individually. The students also learned an animal protection song and created their own songs on saving animals.



In their art classes, students continued to explore aspects concerning human impact on animals, highlighting conservation issues. Further, they discussed poster art and practiced drawing and colouring animals free hand and on designed templates which included writing slogans and other texts.



During their dance classes, students revised lessons on rhythm sections through the ‘Ramsamsam’ song. They also revised the flooring sequence they had learned and rectified minor flaws in movement.


Physical Education

Students practice basketball shooting on rings fixed at different levels. They also practiced using proper action with both hands. They also played shooting relay. By using shooting skill, students develop their wrist, forearm, shoulder strength and learn mind and hand coordination.



In ICT classes, students are working on poster creation and have created posters with beautiful messages. Students are using their thinking skills for writing an appropriate message and research skills for selecting an appropriate picture to go with it.


During library class, students listened to the story of ‘The lending Zoo’ that lent out all type of animals—from massive elephants to majestic giraffes. Everything usually went smoothly in the zoo: water buffaloes, snakes, parrots and more are checked out and returned without a problem. But one sunny day Pancake, the tiger, went missing. Miss Perkins along and her new friend Molly go on a citywide search to track him down after he had strolled around the city.


Blog 17th Sep- 28th Sep

Unit of Inquiry

This fortnight, students embarked on a new unit of inquiry- ‘Human behavior has an impact on animal survival’.

Provocation of the unit was done through an ‘I see I think I wonder’ activity where students watched a video and wrote down their observations and understanding.

Students further identified the keywords from the central idea and illustrated their understanding of the same.

To further enhance the understanding of the unit students used the strategy ‘Think-Pair-Share’, were engaged in a class discussion and brainstormed about the things that are essential for humans and animals to survive. The students were also familiarised with the term ‘habitat’ and understood its relevance in the context of animals.

Students also inquired into the types of habitats and how animals have adapted to their natural surroundings. Example: camel has vacuumed feet that help it to walk in the desert, fish have gills to help them breathe underwater, polar bears have thick fur to keep them warm in the extreme cold.

Students began the first line of inquiry, through a story ‘A tailor and an elephant’. They discussed the relationship between humans and animals and presented their understanding by creating a mind map.

They further extended their knowledge by discussing what products one gets from animals like food, fur, leather etc. Knowledge was further extended by contemplating some unique ways in which animals help man.

Examples: How sniffer dogs help the police?

How pets are good companions and serve as guides to the physically challenged?

How Narwhals help the scientists track global warming?

How African rats help in sniffing and detecting landmines?

Summative assessment on the unit of ‘Health’ was taken wherein student was given scenarios where they had to identify the problem, analyze cause and find the solution.

Unit reflection was done in class; students wrote about things they learned from the unit, one thing that they would like to change in their daily routine and one habit that they would like to imbibe.


During their English classes, students enriched their vocabulary by reading a given passage.

Students were given two pictures to discover and share the differences between them with their peer.

A Formative assessment was attempted on nouns where they observed their classroom environment, identified the naming words and wrote them under correct categories (name, place, animal, and thing).

Students were assessed on their spellings with a spell bee. They identified the pictures and wrote the words associated with them. The assessment was marked by the students on a graph attached in the journals.

To enhance their listening skills, students watched an online story titled “The Brown Bear”. They sequenced the events of the story by viewing illustrations and labeled them in their correct format in their journals.

Students further tuned into the concept of a common and proper noun with a ‘passing the parcel’ activity where students picked up folded pieces of paper, read them and identified whether it was a common noun or proper noun.

To assess their listening skills students were give an image. They had to listen and follow the instructions to complete the task.

To assess students’ prior knowledge ‘bingo’ game was played with sight and students had to listen and color the sight word (For example, ‘there’, color it red).


During their Maths classes, students approached the concept of patterns through a visual presentation like the ‘Pattern fish’ story.

They explored the topic through a nature walk and observed various patterns in their surroundings. Later they illustrated various patterns in their journals that they had observed during their walk.

To deepen their understanding, students made an AB and ABC pattern with manipulative cubes (e.g., red, blue, red, blue, red, blue). Later students extended the pattern in their journals.

Students were familiarized with different types of patterns, such as geometric patterns, color patterns, object patterns (e.g., leaf, flower, stick, leaf …) action patterns (e.g., clap, snap, clap, snap…)number patterns (odd numbers, even numbers, skip counting)

Students played a game ‘Guess my rule’ wherein the teacher wrote a sequence of four or five numbers on the board, then asked the students to guess what number came next. Students have to guess and answered the next number by applying rule they had used to figure out the next number in the sequence.

Students reinforced ordinal numbers through online games



During their Hindi classes, students watched a video on ‘aalsi tidda’(आलसी टिड्डा)

and attempted ‘Listen and answer’ activity. They also learned (इ) matraa through video and wrote ‘i’ (इ) matraa words like गिलास,हिरन,किला,सितार and made sentences with the same.


During their music lessons, students learned how to sing ‘Yellow’ by Coldplay (

They also did some vocal exercises to enhance their vocal quality.


Students have finished creating their fruit collage. Now they have started sketching preliminary compositions for their current unit on ‘Animals’.


During their dance classes, students revised the animal movements they had learned. They had planned and drew an illustration of a stage design in which they imagined they were performing the animal characters and tried enacting animal movements through dance.



Students are working on lower body agility and endurance by participating in dribbling skill for the sport- football.




Grade 1 was read a visually humorous picture book ‘A place to call home’ by Alexis Deacon. It is a comic book style tale of solidarity and bravery, where a band of brothers outgrows the dim confinement that was their birthplace; there is no other choice but to set out into the world on a grand adventure. Terrified at first, they soon cross a muddy sea, climb a discarded mountain, survive an appliance-like labyrinth, and finally reach the edge of the world.  The story left every child giggling and cheering.