Updates from grade 2B

The new academic session began with a lot of learning, growing, making new friends, interactive learning engagements and social emotional development. Students settled easily into their new classes and enjoyed the first two days by sharing their vacation stories with their peers. They participated in many ice-breaking activities that helped develop new connections and strengthen the bond amongst their peers. They worked on formulating essential agreements and revisited the learner profile attributes, the inquiry cycle, concepts, skills and the importance of action in a Unit of Inquiry.

Unit of Inquiry

Trans disciplinary Theme: How we organize ourselves
Central Idea:
Foods go through a process of change before they are consumed

An inquiry into:
How does food change from field to table
Why foods are processed
Ways in which foods are processed

Provocation of the unit of inquiry was done by sparking curiosity and intrigue with the help of picture cards showing locally grown foods that were displayed in the class. Students were asked to identify and discuss those food items and marked the respective crops/ foods on the map of India and the world map (global). They used their research skills to inquire more about local/national and globally grown crops.
Understanding the TD theme and central idea-
Students in groups of 4 or 5 made a spider web on ‘How we organize ourselves’, mentioning situations or places wherein they carry out actions in a planned or organised manner in their daily lives. Later, they connected the TD theme with food processing, and engaged in an engrossing activity of unpacking the central idea.
Through a thread activity,students inquired about the negative impact of long-distance fruit / vegetable transportation which leads to loss of nutrients,and CO2 emissions. They used their research skill and discussed 5-8 vegetables/crops that are imported from other countries. Further, they marked these countries on a world map and connected each one of them with a thread to India.
Through a grouping activity,the students discussed and learned about the different edible parts of a plant (seeds, fruits, leaves, stems and flowers, roots) wherein they sorted the given pictures.Class conversations were encouraged to determine as to which part of the plant did a food on the plate represent.
During a classroom discussion, students brainstormed various sources of packed food items
With the help of the crop field model, students were introduced to the steps involved in farming. They sowed wheat, mustard, coriander and spinach seeds and got hands on experience of the steps of farming and observedsome of the tools used in the process. The students were then provided with a set of pictures related to the process involved in the cultivation of crops, which they arranged sequentially and described the steps, underneath each picture.
(Unit Integration)
Tuning into the unit was done through the story of a Little Red Hen, which was followed by a class discussion on the journey of wheat being processed into bread with the use of flowcharts.
Students then read a poem of a Little Brown Seed by Rodney Bennett.They created illustrations to match the given text in a proper sequence and recognised the rhyming words in the poem and discussed their importance. Students read Oxford Reading Treebooks guided by their reading level and were assessed through a rubric.


English


Prior Knowledge Assessment of Nouns was done through think-pair-share strategy.Through a pairing activity, students listened to and read an online story for identifying nouns.http://www.shortstories.net/educational-tales-vegetable-kingdom-prince-luram/
After listening to the story they filled up the think-pair-share sheet.
Students shared their understanding about common and proper nouns followed by an activity wherein they connected a proper noun to its respective common noun. This activity was followed by making sentences on the nouns discussed.
During their English lessons, students recapitulated the phonograms ‘oo’, ‘ee’, and ‘ow’. They unjumbled sentences of each phonogram in their respective groups and shared them. They continued the phonogram activityby making mind maps on the given phonogramsand wrote the words in their journals.They then made sentences using words from each of the three phonograms.

Math
Provocation : Students were asked to reflecton 3 – digit numbers through some thought provoking questions. They were introduced to hundreds using golden bead material and other manipulatives. They wrote their understanding in their journals.
Students wrote a three-digit number on a slip of paper and exchanged it with their partner and represented it using colour coded place value cut outs. They were introduced to the expanded form using manipulatives (number cards). They wrote the 3 – digit numbers in their expanded form in the process journals.
Students practiced number names with a pair activity and used golden beads material to represent the numbers and identified if they were odd or even, they wrote the number names of numbers from 1-20, 30, 40, 50, 60, 70, 80 & 100. They were familiarised with the way of writing 3 – digit number names.
Students practiced, comparing numbers and revisitedthe concept of ascending and descending order.They enhanced their knowledge of place value and face value using the golden beads and static cards.Making quantities and associating those with the cards.
Students distinguishedbetween place value and face value by watching an audio-visual – https://www.youtube.com/watch?v=gl6rp43B_IY followed by solving related sums in their process journals. they practiced the concept through online games.
http://www.topmarks.co.uk/place-value/place-value-charts
http://www.bbc.co.uk/schools/starship/maths/games/place_the_penguin/big_sound/full.shtml

Hindi

Hindi Students began their Hindi lessons by introducing themselves and talking about their summer vacation in circle time. They also discussed learner profile attributes by watching a related video. Students engaged in a “Bus stop activity” where they formed words with some given letters (अक्षर).

ICT

Students were welcomed back for their ICT class. They made essential agreements that they would follow throughout the year. The introductory class made them comfortable with their surroundings and initiated them to the use of the iPad, laptop and various other devices.
Students were shown an online video on 21stcentury skills and given a task where they illustrated their understanding of the types of social media.

Students were introduced to basics of programming through the use of Scratch Jr. They will further learn how to program their stories through its use.

Library
It is time to get back to school and the school library. It’s also a great time to reflect on summer learning and make plans to try something new. Visits to the library have been planned for library orientation. The librarian began the session with students beginning to understand the overview of library protocol- expectations and deliverables.
Art
The students explored drawing straight lines using the ruler. They also drew parallel lines measuring the spaces in between to create grids. The outcome so far has been creation of measured grids on paper with the use of pencils.

Physical Education
Students are developing their basic motor skills with the help of equipment and calisthenics exercises.

Music
Music sessions began with voice warm up exercises like practicing Do, re, mi, fa, so, la, ti, do, and some humming exercises to stretch and relax the throat muscles. Later, students learned about notes and practiced singing ‘You have got a friend in me’ from the musical Toy Story. 

Dance
Dance lessons were focused on the development of posture during style walk. The concept of different rhythms has also been introduced.


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Vision and Mission

VISION

To offer an exceptional educational environment that develops compassionate, ethical and global citizens who are equipped to achieve their potential in education, work and life.

MISSION

  • To prepare students for an ever changing and challenging world.
  • To instil in them a passion for learning and a spirit of inquiry that integrates practical and intellectual perspectives.
  • To help students grow into responsive and responsible global citizens.
  • To foster in them respect and care towards others and the environment.
  • To provide the school community an environment which is a blend of universal values, pedagogy and innovation.