Transdisciplinary theme: How we organize ourselves
Central idea: Signs and symbols are a part of human made systems that facilitates local and global communication.
- The introduction of the term- Iconography
Whole class activity: Students were taken on a virtual tour of the Ã‚Â FS students web page and the term – Icon was introduced, followed by explaining the definition of the term to the students.Ã‚Â Later, the students were given practice of making their own icons using the application Google Draw in the chromebooks.
- Formative assessment was conducted wherein the students created their own signs, symbols and icons using google draw based on certain criteria.
- Field trip to Kansar restaurant:
Students went to Kansar restaurant and observed/understood a specialized system of communication which was created and used by all Gujarati Thali restaurants in Gujarat and Maharashtra. The students were observed using the signs enthusiastically to communicate with people working there. Later, the students were asked to reflect on their understanding keeping in mind the Central idea and the TDT.
- The new chapter Ã¢â‚¬Ëœ In The WonderlandÃ¢â‚¬â„¢ was introduced with the discussion of the word Ã¢â‚¬ËœDreamÃ¢â‚¬â„¢ and students were asked to describe the term using adjectives. The students came up with good words like – awesome, scary, shocked, etc. The words given by the students were put on the chart paper. Afterwards, the teacher read the chapter from the Empowering English reference book and the words used to describe dream were added to the same chart paper which helped them enhance their vocabulary.
- The teacher used different strategies like popcorn reading, choral reading and silent reading where all the students were given a chance to read and enhance their reading skills.
- The answers related to the chapter were discussed in the class.
- Whole class activity – Students had to segregate the things according to- food, animal, nature, colour from the chapter itself and write them in their language notebook.
- The poem Ã¢â‚¬ËœIf I wereÃ¢â‚¬Â¦.Ã¢â‚¬â„¢ was read aloud and the students were asked to group the animals given in the poem according to- Land, Sea and Water animals. After grouping them in three different categories, they added an adjective before all animals. For example- Huge elephant, black bear, etc. The poem was again read aloud, but this time the adjectives suggested by the students were added to the nouns to make it more effective.
- The action verbs from the poem were taken out and the students were asked to prepare their own action poem using the same words.
- Students practised the math operations of arranging the numbers in ascending and descending order and writing the missing numbers in their Math notebook.
- Learning centres were introduced for practising all mathematical operations
Students had to pick a card in which they have to look at the model- base 10 blocks and write the correct number in their Math notebook.
Students explored the link and played the game based on the concept – Odd /even number Ã‚Â and Place value using chromebooks.
The following Links were used:
The students had to pick a number card. They took turns to roll the dice and perform the operation written on it with their own number. On each face of the dice, the instructions related to different mathematical operations were mentioned.
For instance: State whether the given number is odd or even, write next 5 numbers for the given number etc.
The students had to take out cards from the different mugs in which the numbers related to different place values (thousands, hundreds, tens and ones) were placed. Ã‚Â The students had to put the cards one above the other to form a 4 digit number and write the number formed, its expanded form, and number name in the notebook.
The students had to take out a placard from the mug and read the number given in the word form. They had to write the same number in figures in their math notebook. In the next step, they had to identify whether the number is odd or even as well as they had to write its succeeding and preceding number.
The students had to pick up a number card and write the next 10 numbers in sequence in their notebooks.
The students Ã‚Â had to pull out two number cards and compare both the numbers. The students had to write both the numbers in the notebook and by put the appropriate signs – Ã¢â‚¬Ëœgreater thanÃ¢â‚¬â„¢, Ã¢â‚¬Ëœlesser thanÃ¢â‚¬â„¢, or Ã¢â‚¬Ëœequal toÃ¢â‚¬â„¢.
Workstation 8 :
Students had to choose a number card and form the same number using base 10 base blocks and illustrate the same in their notebooks.