Students continued their journey through civilizations during their Unit of Inquiry lessons as they tried to understand the past and the influence it has on the present. The following video gave them a better insight into the same :
Students marked the civilizations on a world map and thus consolidated their visual understanding of the locations of different civilizations. They understood what archaeology meant and the steps involved in the excavation process through a power point presentation.
The students got hands on experience as they applied their understanding of an excavation process to unearth some interesting artefacts. Later they reflected on their learning derived from this novel experience.
Young archaeologists club link for students who want to delve further – http://www.yac-uk.org/session-resources-and-ideas
Students were divided into groups and each group conducted research on different aspects of few civilizations namely Roman, Chinese, Egyptian and Indus valley. They enjoyed creating models of houses, jewellery, seals and toys meant as a means to decode the highlights of their culture. Students geared up for their unit presentation as they collated their research work in preparation for the upcoming unit presentation for parents. They designed posters and booklets to showcase their understanding.
English lessons were integrated with UOI when students presented their research work on their chosen civilization as a ‘Take and talk’ activity. They brainstormed about the essentials of summary writing and used the ’Big 5’ strategy to summarise their work. Students also watched a video on summary writing which was followed by a classroom discussion and note taking. The link is given below:
A Spell Bee was conducted to strengthen vocabulary development where students also constructed sentences with the given words. They attempted a summative task on persuasive writing on a chosen topic. A reading assessment was completed during the week.
During Math lessons, students practised conversion of time from bigger units to smaller units and vice versa. They distinguished between 12 hour and 24 hour clock format with the help of the following video
Students watched a movie wherein Donald Duck passes through a doorway to find that he has entered Mathmagic Land. This fantasy land contains trees with square roots, a stream flowing with numbers, and a walking pencil that plays tic-tac-toe.The movie further explores the Pythagoras and music, the Pentagram and golden rectangle, Math in architecture and art, human body, sports. The link to the movie is given below :
https://www.youtube.com/watch?v=U_ZHsk0-eF0 (Donald in Mathmagic land)
Students associated application of the 24 hour clock to real life situations – e.g. airport and train schedules, military time etc. The concept of timeline was consolidated as it was integrated with the unit on civilizations, wherein different civilizations were plotted according to their period of existence. Students enjoyed practice of mental math strategies on a regular basis.
In their Hindi classes students watched a video and attempted a comprehension activity. They answered few questions and formed sentences with antonyms. They learned facts about ‘Indus valley civilization’ through the video link and enhanced their vocabulary by learning new words.
During their Hindi Ab-initio classes, students read a story and picked up new vocabulary from the same. They also revised इ and ई matraa by writing words with them.
In French classes students were assessed on the concept of numbers. They wrote the digits in words and solved word problems through a gallery walk, thus developing their thinking skills.
During Spanish lessons students attempted a formative assessment based on the knowledge of numbers and their uses. Students wrote numbers between 1 and 100, checked their spellings along with the ascents. Students worked on mathematical equations given to them in Spanish, wherein they calculated the sums in Spanish.This consolidated their knowledge of the mathematical symbols like addition, subtraction and multiplication.
For ICT lessons, students were introduced to primary and secondary research and the differences between them. They used this information to further research about bibliography and MLA format. They learned MS word and explored different tools like file, home, insert, page layout, references, mailing, design etc.
Art –Students integrated their unit of inquiry with art as they inquired about clay artefacts from around different civilizations. They were introduced to different clay techniques and clay tools. Students researched on a chosen artefact/object from an ancient civilization and created a clay model of the same. Students continued making their artefacts using earthen clay.
The students had an auditory task during their music lesson where they listened to two different compositions- western and Indian fusion and they noted down the number and types of instruments they thought were played in the compositions. They learned and practised playing the quarter beat on the drums.
Dance lessons stressed on observation and analysis skills during which students had to create symmetrical movements on an impromptu basis.
The students started with their new unit of football during their Physical Education classes. They practised dribbling skills with their right as well as left feet. They further practised dribbling around and through the cone paths in a zigzag manner.
During library classes, the students were taught the ‘Five Finger Test‘ to hone the art of selecting age appropriate titles. The students thus were armed with necessary techniques to locate and read books that offer entertainment along with knowledge, challenge, thrill, inquiry and reinforcement of TD themes imparted in class.