Entering the world of Civilizations

Students seen discussing about the artefacts
Creating a timeline
Sharing our research work

Unit of inquiry

Students were introduced to the current unit on civilization under the transdisciplinary theme- ‘where we are in place and time’ – through an artifacts display in  class. They discussed the features and significance of these artifacts with their peers and made connections with different cultures. Through the ‘bus stop’ strategy, they discussed and wrote the purpose of the line of inquiries, how they would find information and the ways in which they would express their understanding. This enabled them to co-construct the unit with their mentors. 

The History of Civilization

Students brain stormed  key words of the central idea to create a definition of civilization. 

They watched audio visuals and wrote their understanding using the Connect-Extend-Challenge thinking routine – whereby they made connections and extended their knowledge of five essential characteristics of a civilization and wrote their wonderings.

They further inquired into prehistoric period and ancient civilizations that emerged from the stone ages – Paleolithic, Mesolithic, Neolithic, Bronze Age and Iron Age. They marked the civilization on a world map and created a timeline. They further investigated different aspects of Indus valley civilization pertaining to its social, economic and cultural ethos.

Indus valley civilization



English lessons were integrated with the unit as students answered questions from a comprehension passage based on early civilizations. Research skills were enhanced as they researched in groups about Indus Valley civilization; they later collated and shared their research findings with their peers thus strengthening communication skills. Students were assessed on their reading skills based on a rubric. Their knowledge of spellings was peer assessed through a ‘Spell bee’ activity.


Students analyzed certain word problems in groups and devised strategies which would help them to solve any word problem accurately – e.g. cut out any unnecessary information, underline the important numbers, circle the key words in the question etc. Students are being encouraged to apply these strategies while solving word problems.

Students were then introduced to the concept of a timeline and certain notations associated with them – BC and AD and the alternative notation of BCE and CE used presently. Students created a timeline of their own lives – plotting important events like when they started school, when their siblings were born, etc. 

Explanation of BC and AD

They also plotted certain events from the Indus valley civilization on a timeline, thus integrating their unit of inquiry and gaining an understanding of how the civilization developed and progressed.    


To enhance student’s speaking skills they read ‘mukhya samachar’. To enhance their writing skills they wrote new words and made sentences while addressing ‘Samachar patraa ki aatmakathaa’. They planted saplings in recycled pots thereby expressing their reflection on plantation. To improve their vocabulary a spell bee was taken.

Ab initio

Phase 1-

During their Hindi lessons students learned new व्यंजन ‘vyanjans’ and इमात्रा ‘i maatraa’. They developed their vocabulary using these maatraa. They also watched the story ‘एकता में बल’ and shared their understanding of the story.

Phase 2-

 During their Hindi lessons, students watched the story ‘Bhookhee laumadee’

 Bhookhee lomadee and did sequencing. Students enhanced their critical and thinking skill. They enhanced their reading skill through the story ‘एकता में बल’ and sorted out naming words ‘संज्ञा’ (sangya) from the same and created sentences.



Students were introduced to the concept of media and how it influences our perception and choices as a part of integration. They were asked for different perspectives they had about media and its forms. They were given a situation wherein they were asked to create a print media of their choice that would show the elements which could help them to understand the language, culture or any aspect related to Spain or Spanish.

They were also shown some examples of the visual and print media. They are in the process of creating magazines and brochures to illustrate the concepts of the language.


Students discussed how technology has made it easier for people to access  media in many ways like television, newspapers and internet. They learned how media has evolved over time through a presentation. They enhanced their research skills by exploring the progression of media. They are in the process of recording their understanding about evolution of media using Flipgrid. 

Visual art

Students are in the process of creating their print ad using the elements of advertisement. They are learning to combine the technique of watercolors and pencil colors to create their print ad. Students reflected on their completed artwork to analyse their learning.


Students are actively preparing for the annual day celebrations.


Students were assessed on their understanding of note values. Each student was asked to play different note values on the bongos. They also created their own rhythmic patterns using different notes.

Physical education

The students continued with their unit on Swimming. They were given drill workout indifferent strokes like freestyle, backstroke and breaststroke to improve their understanding of stroke correction and technique.

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