Week 25

Unit of Inquiry

 Taking the unit further, students were read a book ‘Going for a jungle safari and were asked a few questions like:

  • What animals did they see on the safari?
  • Why do you think animals live in a jungle?
  • Why can a polar bear or a camel not live in a jungle?


They also learned and understood different types of habitats and  a quiz summed up their understanding. Further, they marked major forest areas on the world map.


 English was integrated with the unit wherein ‘Going for a jungle safari’ led to  further discussion on how animals live in a jungle.

Students were introduced to ‘sl’ and ‘gl’ blends through online videos and flash cards.



 Comprehension passages related to the above blends were narrated to them which further expanded their vocabulary while adding some new words onto the word wall. Students practiced writing words and illustrated pictures of ‘sl’ and ‘gl’ blends in their process journals. They also attempted a post-it illustration game on ‘sl’ and ‘gl’ words.


Students were introduced to ordinal numbers using picture cards of ‘Goldilocks and the three bears’ and were asked related questions.

  • Why do we use 1st, 2nd or 3rd….?
  • What are these numbers?
  • When do we use these numbers?

Students also understood multiple representation of the same number using manipulatives. Later, they matched different configurations of the same number using subitizing cards. They also estimated the given dominos and wrote the number on slates. Students also attempted a task on ordinal numbers in their journals.


Students wrote two letter words on the slate and also practiced them on the light table. They were introduced to new vyanjan ‘ha’ through flashcards.

Circle time

Partner Balance – Students learned a few balancing skills

Pass the letters – Verbal games for developing speaking and listening skills, vocabulary, thinking and reasoning abilities.


The students learned the dance routine on the song ‘Shalala’ focusing majorly on the sense of rhythm while practicing movements.


Information Technology

The students learned to illustrate various expressions using the given options and also learned about different types of shapes through an online App.



The students sang ‘Hello to all the Children of the World’ and the DPSI school anthem.

They also played the C major scale on the piano.


Physical Education

Students continued with the gymnastics and calisthenics exercises where they focused on different calisthenics exercises on the counts/whistle to improve loco motor and non-loco motor skills in order to develop rhythmic responses.


The students displayed their communication and social skills by sharing  stories they read from  books that were issued to them the previous week. Everyone looked forward to their turn and loved talking about their stories enthusiastically.



Week 24

Unit Of Inquiry

Delving deep into  inquiry, students marked deserts on a world map. Further, they created a diorama of a desert where they placed desert animals and plants and spoke about it in class. They learned and understood that desert animals are specially designed to live in the sandy area.

They were shown few related videos:





Students were introduced to  ‘fl’ and ‘pl’ blends through an online video and picture cards:




 A story and comprehension passage related to the blends was narrated to them which further expanded their vocabulary while adding some new words. Students practiced writing words and illustrated pictures of ‘fl’ and ‘pl’ blends in their process journals. They also attempted a word search on ‘fl’ and ‘pl’ words.



Students reinforced the concept of descending order through an activity in which they were given paper cups with numbers written on them that they arranged in descending order.

To strengthen their understanding, they played an online game related to the concept https://www.topmarks.co.uk/ordering-and-sequencing/caterpillar-ordering

They further practiced descending order in their process journals as well.

A formative assessment was further taken on various concepts.


Students were introduced to a new vyanjan ‘ga’ with the help of picture cards and they practiced writing its formation on slates, in the process journals and loved illustrating objects related to it.


Information Technology

Students explored more options in Chatter Pix kids. They learned to add colourful frames, filters, text and stickers. They had fun recording few sentences about flora and fauna as an integration with the unit of inquiry.


 Students worked on their compositions on which they will stick small cut outs of coloured sheets next week to create an artwork on the concept of making paper mosaic.



 The students practiced learning and singing the DPSI school anthem.



Students learned to fine tune their movements by understanding  details of the movements used in walrus dance routine. In addition, they also learned to count the basic 4/8 rhythm pattern and the minor rhythm patterns used in the song.


Students were read Molly Bang’s story ‘When Sophie gets angry .. really really angry’.  This book  about a little girl, named Sophie, who once got really angry she did not want to share the toy with her sister. Whenever Sophie got angry, she ran and ran until she was alone and she worked through her emotions before returning home.


Week 23

Unit of Inquiry   

Going further into their unit ‘Flora and Fauna’, students were taken for  a nature walk where they observed various things that they later illustrated on sheets.

They worked on a graphic organiser, where the difference between living and non-living things was visible and suitably led to a class discussion.

They were read a story ‘Coldest places’ which gave them an insight into how  animals like polar bears and seals withstand extreme cold and their bodies  are designed to acclimatize to such extreme climates. A map marking activity plotted distribution of these animals in  cold areas on the world map.

They were also read a story ‘poles apart’ and were made to understand glaciers and snow- mountains as polar regions under landforms. They further enhanced their understanding through a video.



Students attempted a ‘Take & Talk’ on winter season.


Students continued with their understanding of blends and reiterated ‘bl’ & ‘cl’ where they matched and pasted pictures in their process journals. Vocabulary was built by learning new words using the above mentioned blends ( blanket/blast/cloud/clap etc).


Students revisited two letter words by playing a game ‘smiley balloons’ in which different vyanjan were written on each balloon. Students formed two letter words which was followed by a related task undertaken in their journals.

They were introduced to reading short sentences.

Students attempted dictation of two letter words..

They loved singing a new rhyme ‘Bharat mera pyara desh’



Students revisited the concept of comparing and ordering numbers through online games which was followed by a related task  in journals.


They were given number chits from 1-50 which they sequenced in ascending order.

Formative Assessment on Numbers 1-50 was undertaken through a bingo game.

Information Technology

This week, students continued  exploring Chatter Pix kids. They learned how to decorate  images. They also tried adding different accessories to their images and recorded a meaningful message.


The students understood how a scale is formed and began to play the C major scale on the xylophone. The students also sang ‘Kandho se milte hai kandhe’ and ‘Hello to all the children of the world’.



Students learned the walrus song and are now ready to understand as to how they can bring clarity in their movements. In addition to that, they also learned to count the basic rhythm patterns.



After completing their newspaper paintings, students inquired into paper mosaic. They also observed some artwork that has used the technique.


Physical Education

The students focused on various callisthenic exercises to improve their flexibility and to further enhance their gross motor skills. They also learned different kinds of stretching exercises.


The students were read author Michael Rosen’s story ‘This is our house’, The book  focuses on  the power of sharing. A young child George believed that the cardboard house he found in the park was his and no one else could play in it. But his friends had other ideas! One by one they refused access to George’s cardboard house until tables were turned when George realised how it felt when he was not allowed to come inside the box. The book taught students how sharing with friends is an important part of their lives.




Week 21 & 22

Unit of Inquiry   

Continuing with their yearlong unit natural cycles, students inquired into various fruits, vegetables, flowers (like marigold, chrysanthemum, pansy) available during winters, festivals across the globe and animal and birds that hibernate and migrate during winter season.They also went for a nature walk to explore some winter flowers in school.

Students enjoyed the stories ‘Snow is falling’ and ‘The foggy day’ to understand how snow and fog are formed. They also recapped water cycle through an audio visual.

The following links were used to enhance their learning:

Students were tuned into a new unit:

Transdisciplinary Theme – Sharing the planet

Central Idea: Flora and fauna support life on Earth and needs to be taken care of

An inquiry into:

  • Components of the environment
  • How flora and fauna contribute to life on Earth
  • Responsibility towards flora and fauna

The provocation to the new unit was done through an activity on the interactive board where they were shown a picture of the environment consisting of humans, plants and animals in bits and pieces and the students brainstormed as to why flora and fauna an essential part of their lives and why they need to share Earth with them.

Moving on further, they decoded the central idea ‘Flora and fauna supports life on Earth and need to be taken care of’


Students loved making New Year cards for their friends.

They reinforced CVC words through an activity in which they were given jumbled words with pictures, they unjumbled the words and wrote the correct spellings in their process journals. They also attempted a spell bee in their journals. Students reinforced the sight words done so far through light table activity along with the introduction of some new sight words through a hopscotch game followed by writing them in the journals.

They were introduced to blends bl, cl, gl, pl, sl, fl through a spalding session. They did a mystery bag activity where they took out an object starting with blends bl & cl and identified its name.


Students recapitulated all the vyanjan done till now through a mixed pool activity where they took out a picture and wrote its initial sound on slates and sand tray.

In another activity to further strengthen their understanding, where they picked up a chit where the initial sound was already given and they completed the word by adding another vyanjan to it.

Students were also introduced to vyanjan ‘ta’ through flash cards followed by practicing its formation on slates. Later, they wrote the same in their process journals.

Students enjoyed singing the rhyme ‘phool’ and song ‘nanha munha raahi hoon’ which they later recited in groups.




As tuning in, students practiced numbers from 1-50 through a game called ‘Hot potato’ where they stood in a circle and passed the ball to the next person by counting numbers. This was followed by ’Join the dots’ in their process journal and then further writing numbers 1-50.

They revisited the concept of before / after through an activity where they picked up a number card and jumped on the number that comes before and after on the number grid made on the floor followed by attempting a task in the journals.

They were also introduced to backward counting through a song followed by playing an online game on ‘what comes between’.



They practiced writing backward counting in their journals followed by an online game.


Circle Time

Students had a discussion on ‘How they spent their winter vacations?’, ‘Where did they go?’ etc.

Students played a game named ‘dance freeze’ where they would stop dancing as the music stopped.

In another game, they were divided into groups of 3 or 4 and were given some puzzles to solve. They also practiced some yoga asanas like- sukhasan, bal asana etc. to calm themselves.

Information Technology

The students were introduced to a new app for kids called the ‘Chatter pix kids’. Students learned how to make the pictures talk. They also learned to take pictures and record their voice. They had fun exploring the app.



The students learned to identify the sharps and flats on the piano and xylophone. They also sang ‘Hello to all the children of the world’.


Students of kindergarten reused waste materials for creating a painting on old newspapers using poster paints.


Physical Education

Students continued practicing hurdles jump and also they were briefed about the importance of stance, arm swing and jump while practicing hurdles jump.



The students listened to a story by Sam Mc Bratney,‘Guess! How much I love you’. It is a story about little nut brown hare who showed his daddy how much he loved him: as wide as he could reach and as far as he could hop. But the big nut brown hare, who could reach farther and could hop higher, loved him back just as much. Then little nut brown hare said he loved his dad right up to the moon, but that was just halfway to big nut brown hare’s love for him. As little nut brown hare and big nut brown hare discovered, love was not an easy thing to measure.


Week 20

Unit of inquiry

A summative assessment on relationships was initiated, giving closure to the unit and its learning.

Provocation into winter season was done under the yearlong unit ‘Earth’s natural cycles where students explored books/clothes/accessories related to winter season.This was followed by a class discussion with questions like:

  • What do you think the books/pictures/clothes tell you about?
  • These clothes kept here/the clothes which you’re wearing, belong to which season?
  • How’s the weather in winter season? Hot/cold? Rainy/foggy?
  • How is it different from summer/rainy or autumn season?

Students further inquired into how seasons occur through a story – ‘What will the weather be like today?’ https://www.youtube.com/watch?v=G0E41adRiMI

Students explored clothes that are worn during winters – thermals, sweater, muffler, gloves, socks, cap and jackets through https://www.youtube.com/watch?v=BpfYH_KLtY8

A general class discussion included questions like:

  • Why we wear these clothes in winters?
  • What is the difference between summer clothes and winter clothes?
  • Why we need to wear so many clothes in winters?

They further enhanced their vocabulary through: https://www.youtube.com/watch?v=PadxNrkl3Wg

Integrating their inquiry with English students were narrated a story ‘One winter’s day’

https://www.youtube.com/watch?v=YBKfbo60jlI As a follow up to the story narration, they were asked to draw a winter scene.


Formative assessment on writing skills was undertaken to assess the student’s ability to frame and construct a sentence. They were asked to be mindful to maintain one finger space between the words and punctuation. They were asked to write a few sentences in their journals and were further marked on that.

A formative assessment on CVC words (i, e and u family words) was carried out in class.


Students were given number cards and + / = sign cards to explore. They tried to arrange the number and sign cards according to their understanding and validated their arrangement of cards giving reasons for the same.

Introduction to adding numbers horizontally was executed  through use of number cards. As a follow up, they practiced adding numbers independently in journals totalling up to 10.

Students also worked in pairs to solve calculations totalling up to 20, using appropriate peer assessment strategy on the same. Post which a formative assessment was taken where they picked up chits of two addends and added them using the number- line.

Students were introduced to the concept of currency notes and coins.


Students were introduced to ‘Aa’ ki matra through flashcards.Recapitulation of ‘Aa’words through light table activity was done. A formative assessment was taken to assess the student’s understanding of ‘Aa’ ki matra.



Students discussed about different shades of colours and their importance in their lives.




The take and talk was carried out in the music room wherein their music teacher assessed the students on the basis of clarity, melody and rhythm of the carol/song chosen and sung by each of them.


Physical Education

Student learned standing broad jump where they improved on their leg strength which could help them perform high jump and long jump as they grow in age. They also understood the coordination between the hand swing and feet jump.


Information Technology

The students were introduced to a new puzzle app where they matched objects of different countries with their shadows. They also re-iterated the yearlong unit ‘Earth’s natural cycles’ by illustrating winter season on the weather app.



Students revised the ‘ram sam sam’ song, ‘sha-la-la’ song and the ‘singing walrus’ song in order to hone their movements with more focus on flexibility and clean turns.


Week 19

Unit of inquiry

Taking the unit further, students were read a story book- ‘Seeds of change’ that inquired about the relationship with nature.

Formative assessment on the 3rd line of inquiry was undertaken in which students chose values which they displayed for each relationship (parents, friends, teachers, neighbours, pets and nature).


Students were introduced to ‘ed’, ‘et’, ‘en’ and ‘eg’ family words through Large Moveable Alphabet Box and its mat. They identified the pictures and read the words. As an extension to this, they practiced writing  words on slates and in their journals.

They tried making sentences using ‘e’ family words and sight words .

Formative assessment on listening skills was undertaken wherein students listened to an audio and attempted a task sheet.



Formative assessment on 3D shapes was undertaken; as an extension to this, a summative assessment was also given to the students in which they matched real life 3D objects to their respective 2D shapes.

Provocation to addition: The students picked up a cut out of a plus sign ‘+’ and were asked probing questions:

  • What does + sign represents?
  • What do you understand by ‘+’ and ‘=’ signs?
  • What do you understand by the term ‘Addition’?
  • When can we use addition in our everyday life?

Students were then given number cards and + and = sign cards to explore. They arranged the number and sign cards according to their understanding and validated their arrangement of cards by giving reasons for the same. They were also introduced to the concept of addition using concrete objects and hoops.


Students were introduced to swar ‘आ’and ‘आ’ की matra words using flash cards and related vocabulary. They brainstormed different words starting with the letter and practiced its formation on slates. They practiced writing the swar and  matra in their journals and illustrated  pictures related to it. They also attempted writing a few two letter words with the matra. Ex- बाल, लाल, जाल, चाल


Students were taught a new rhyme ‘Mummy ki roti gol gol’



Students were exposed to oil pastels for the first time. They used different shades of oil pastels to colour the portraits of their peers that they had drawn proportionately in the last class.


The students learned to apply dynamics into their singing. They loved singing songs like ‘Feliz Navidad’ and ‘Santa Claus is coming to town’. The students also did some vocal warm ups. Carol singing during free play time and at dispersal sees the  young learners participate in festive singing to ring in Christmas at school.


Physical Education

Students learned the ‘crouch position’ used in the event of sprints. They also learned the use of explosive strength for quick start. Also they are working on basic skill used in athletics and getting aware of rules and regulations used in athletic events.

Information Technology

The students practiced making new words using hints in a word search app. They also practiced telling time by the hour through a fun app.



Students were taught a routine to the singing walrus song which included the basic footwork and hand patterns.


Week 18

Unit of inquiry

Taking the unit further, students were read a story ‘Be a good friend’  through which they inquired into some attitudes like- cooperation, appreciation, tolerance.

They loved being an audience for a role play enacted by their facilitators show casing the relationship with friends with the above mentioned attitudes.

As a follow up activity, students made a friendship tree. They were given a leaf each on which they illustrated/wrote the attitudes connected with friendship and how they would like their friends to treat them.

Students loved singing- ‘The more we get together, the happier we’ll be’ and were also read a story book – ‘Never be selfish’. Post which a formative assessment was undertaken for which they coloured the attitudes they learned with respect to neighbours, parents, teacher, pets and friends.



Students were introduced to a new set of sight words – so, of, to, and has with a hopscotch game. Later they wrote the same in their journals and tried making sentences using the same.


Introduction to ‘ut’, and ‘un’ family words was done with a mystery bag activity. Students took out pictures, identified them and called out aloud. For example – nut, hut, pug, hug, sun.

As a follow up, a listening activity was carried out in the class  where students listened to the audio and answered questions about the same:




Difference between oval and circle was reiterated to students through videos on the two shapes, post which they had a discussion on the difference between the two.



Formative assessment on 2D shapes was undertaken in which students were given a bingo sheet. They were asked shape related questions and expected to colour the 2D shape accordingly. Introduction to 3D shapes was done (cube, sphere, cylinder, cone, cuboid) with a 3D shapes song .


Association of real objects with 3D shapes was undertaken too  https://www.youtube.com/watch?v=8jerxQ0tvtI. They also illustrated real life objects for each 3D shape in their process journals.


Students were introduced to vyanjan ‘थ’ through flash cards and vocabulary words were introduced. They brainstormed the words starting with the letter. Students practiced the formation with the help of rainbow writing which was followed by writing on the slates.

Students were given some pictures which they pasted in their journals and wrote the initial vyanjan against it.

Students were narrated a story ‘Amma ki saari’ in  class. As a follow up, they sequenced the picture cards of the story.

Circle time

Students developed-

Self-management skills- How to tie shoe laces


Students are learning to draw a portrait of their peers following simple steps. Use of  geometric shapes and  line of symmetry are being used for drawings.


Students learned two new dynamics in music which are ‘legato’ (indicating that music notes are sung in a connected manner) and its opposite ‘staccato’ (indicating that music notes are shorter and sung in a disconnected manner).



Physical Education

Student have been practicing basketball dribbling as a primary skill. They practiced basketball dribble in a zig zag way with the right and left hand around the cone and through the cone.


KG children were asked to draw on a piece of paper all those gifts that they want Santa to bring for them on this Christmas, , they further explained what they drew and it was written by us on those slips. Many of them wanted cars, dolls, trucks. however, some gifts were very unique like machines, robots, and real baby girl or baby boy.



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.