Students playing the math game and working in groups in the tuning activity of area and perimeter.
Students making the tools involved in the archaeological process.
Unit of Inquiry
Students continued to gain knowledge on the current unit on civilizations. To enhance the learning, they inquired into archaeological processes and the steps involved in collecting, analyzing and validating evidences. They explored the role of archaeologists in discovering ancient civilizations.
Taking their learning further, they analyzed the steps and tools involved in the excavation process.
A formative assessment was conducted wherein students applied their understanding and knowledge of a chosen ancient civilization and reflected on its characteristics, contributions and
Influence on the modern world.
During Englishlessons, students created a checklist of the essentials of summary writing. They summarized the experience of the annual day same using the five finger retell reading strategy .
Students inquired into why area is calculated in terms of square units with a group activity. Two groups were given cut outs of equal sized squares and the two others had cut outs of equal sized circles. The groups used these to measure the surface of their table. The students using the squares could count them and state the area of the table top exactly. The students using the circles realized that they could not cover the table top completely without leaving any gaps – thus understanding why circles (or any other shape) could not be used as a standard unit for measuring area.
Students reflected on the above activity using the strategy ‘I used to think…..Now I think’ to express how their thinking has changed.
Students also framed their success criteria for the concept of area and perimeter which they will revisit at the end of the concept –
- I can differentiate between area and perimeter
- I can calculate area and perimeter
- I can apply area and perimeter as appropriate in given situations.
Students learned to play a math game – buzz. They participated enthusiastically in the game which reinforces the multiplication tables and application of divisibility rules.
To enhance their listening skills students attentively watched a video of ‘Sindhu ghatee sabhyata’. After watching the visual presentation they discussed and presented a visual imagery of what the Sindhu ghatee sabhyata could have looked like. Link to the presentation –
During their Hindi lesson, students watched a video ‘सिंधु घाटी की सभ्यता और विनाश’ sindhu ghaatee sabhyataa and attempted listen and tell. They also discussed Indus valley features and the reason for its destruction. Students enhanced their communication and critical thinking skills with these activities.
Students gained cultural knowledge about French festivals of their choice. Through link strategy, they listed what they knew about the topic, inquiredcollaboratively, made notesof their learning and later shared their knowledge. They also differentiated between reliable and unreliable sources with the support of facilitator, hence enhancing their research skills (ethical use). They developed their self-management skills by performing the tasks in an organized manner within the given time frame. As a closing activity, they created a Venn diagram showing similarities and differences between festivals of France and India thus enhancing their international mindedness.
They reflected on their learning by choosing a strategy – highlight- lowlight, rose-bud-thorn, reflect and sketch.
Students learned numbers from 50 to 100 to extend their knowledge of cardinal numbers. They also engaged in recapitulation of the numbers learnt to assess their prior knowledge.
Students were also introduced to the ordinal numbers and were explained the difference in use of both types.
Students explored different controls in Minecraft and learned how to use inventory tool. It contains different types of stones, furniture and many other blocks which helps in building a virtual world. Students are in the process of constructing a civilization in groups to showcase different aspects of a civilization.
Students created their print advertisement using key elements to display their understanding. They reflected on their artwork and learner profile attributes. Students observed images of artefacts from different civilizations and reflected using the step inside thinking routine – how they perceive it, what they know and how they want to create it.
The students integrated music knowledge with the unit of inquiry as they learned about the history of the genres of music and when each genre evolved. They also created timelines to mark the evolution of various musical instruments.
Students completed the integration sheet on ‘Civilization’ – they identified the sports played in the ancient civilization and sports played in modern times. Further, they compared the similarities and differences between the sports played in the ancient civilization and in modern times.
Students gained a deeper understanding of kindness, compassion and resilience through activities like role plays.They were sensitised to incorporate them as practices in daily life. As a follow up activity called the three jars of kindness, compassion and resilience will be placed in each class. Students will be encouraged to pen down and write their story on kindness, compassion and resilience which will be later shared with their peers.