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Day: August 10, 2016

Grade 7-10_All Sections_Collage Competition Instructions.

Grade 7-10_All Sections_Collage Competition Instructions.

Dear Students,

A gentle reminder to bring old magazines & newspapers which has  lot of pictures for the purpose of Collage Making Competition which is scheduled tomorrow (11th August 2016)

As posted earlier, please avoid bringing any film based magazines. Other stationery resources shall be provided by school and the Rubric shall be shared before the start of the competition.

Regards,

Ayman Shaikhmahmood & Hina Hakim.

 

Mathematics: Percentage

Mathematics: Percentage

Grade7 – G7 Idea
Homework submitted by: karan.chevli@fountainheadschools.org
Submission Date: Fri Aug 12 2016 00:00:00 GMT+0530 (IST)
Internet Required: No
Details: 1. Complete Exercise 5A.2 (Page 94) from Haese Textbook in your math notebook.

2. Complete Ex. 5A.1 of Haese Textbook if left.

Important note: Show steps wherever necessary.
Expected Time: 30

Important note for Jr. KG. Parents!!

Important note for Jr. KG. Parents!!

Dear parents,

As we are having good rains since two days, we are planning to take up our grade rain dance on any one day from tomorrow. Request you all to send one extra pair of uniform, along with a towel, crocs/floaters(if not sent already) and undergarments for your child latest by tomorrow as the rains are uncertain.

Regards,

Jr. KG. Team

Explanation Game: A routine for exploring causal understanding

Explanation Game: A routine for exploring causal understanding

Explanation game

The teacher started the seventh LEAP cycle with the integration of their new unit. She introduced the visible thinking routine “ Explanation game”

The detail about the thinking routine has given below. To make it simpler to understand, the teacher showed the video of Explanation game. Using the simple object like water bottle it was explained in detail. This tool has four questions.

Name it. (Name a feature of the object that you notice. – Form)

Explain it (What function does it serve? – Function)

Give reason (What makes you say that? – Connection)

Generate Alternative (What else it could be? – Perspective)

The teacher explained all the questions using the object “water bottle”. Once the students were clear with the thinking tool which is useful for observation, the teacher divided the class into five groups. She gave objects like lunch box, scale, crayons, pencil and book to each group. Then she provided the A3 size paper to each group. The students were asked to discuss the answers to the same questions within their group and write their thinking on the sheet provided. The teacher sat with all the groups turn by turn and guided them.

It was easy for all the students to learn the most important thinking tool using very simple things which they use in their daily life. Later on, they will be using this thinking tool in various ways.

Purpose: What kind of thinking does this routine encourage?

This is a routine for understanding why something is the way it is. This routine can get at either causal explanation or explanation in terms of purposes or both.

Application: When and Where can it be used?

You can apply it to almost anything: a pencil, cell phones, forms of government, historical documents, and events. Students can work in pairs or groups of larger size, even a whole class. The explanation game can also be used solo. The first time the routine is used, the teacher may need to take an active role in scaffolding the conversation and modeling how to ask questions of explanation and clarification if others. Over time, students can begin to emulate the conversational moves and questioning they have seen modeled.

Launch: What are some tips for starting and using this routine?

Begin with something “on the table”-an object like a cup or a compass, a document like a poem, a picture, a historical event, a scientific theory, etc. The first person (this might be the teacher initially) points out an interesting feature of the object: “I notice that… That’s interesting. Why is it that way? or “Why did it happen that way?” (or some similar why question). The other people in the group try to answer the question or at least to propose possible explanations and reasons. As these students share their ideas, the person asking the original question follows up by asking, “What makes you think so?” The group works together to build explanations rather than merely deferring to an outside source, the teacher or a textbook, to provide an answer.

Student questions and explanations become visible to the class as they are shared. Responses to the routine also can be written down and recorded so that there is a class list of evolving ideas. A few key issues or puzzles might then be chosen for further investigations. A conversation could also be recorded as a chart with four columns representing the key structures of the conversation: 1) the Observation that is initially made, 2) the Question that comes out of that observation, 3) the various Explanations/Hypotheses that the rest of group puts forth, 4) the Reasons /Justifications that are given in support of the explanations.

Regards,

Vaishali Desai.

Grade-2 Resource Teacher.

 

Highlights of the Day – 10/08/2016

Highlights of the Day – 10/08/2016

Day 6 – Wednesday

U O I –  Discussion about the video  was  done which led to  the further inquiry  and  after provocative questions the  word “Earth “ came and learners reflected their understanding through illustration, poem ,writing few lines . They were also introduced to the globe and they reflected for the same through KWL in their notebooks.

Language - Reflection of the reader was taken to check the understanding. Completed chapter 2 of the reader ‘Magic Faraway Tree’

Language – Read aloud of the book, ‘If you take a mouse to school’ was conducted.

Baseball Competition SGFI ( U-14 Boy’s )

Baseball Competition SGFI ( U-14 Boy’s )

Dear Parent,

Please note that the below listed students will be going for Baseball Competition on 12.08.16 which is going to be held at Shrimati KVM School, Jothan.

All the students will come to school by 7:30 am route and will leave for the competition venue.

The arrival details will be updated by the coach on the same day through SMS.

U-14 Boy’s
Sr No FSK ID First Name Surname DOB Grade Section
1 FSK2008197 Kahan Choksi 1-Mar-2004 7 Idea
2 FSK2008224 Luv Patel 4-Sep-2004 7 Vision
3 FSK2015192 Akash Khemka 14-Dec-2003 7 Idea
4 FSK2012141 Nityam Savani 27-Aug-2004 6 Evolve
5 FSK2008079 Ansh Modi 4-Dec-2003 7 Vision
6 FSK2014224 Aahan Patel 7-Nov-2003 7 Vision
7 FSK2008020 Manav Shah 24-Jun-2004 7 Insight
8 FSK2013218 Mohit Panchigar 16-Dec-2003 7 Envisage
9 FSK2012172 Krish Jhaveri 19-Sep-2003 7 Envisage
10 FSK2014222 Rythym Patel 11-Jan-2003 7 Cognizance
11 FSK2011133 Yug Nakrani 7-Dec-2003 7 Insight
12 FSK2008176 Dev Armanani 3-Jun-2005 6 Ruminate
13 FSK2014175 Siddarth Singh 11-Jan-2004 7 Idea
14 FSK2014218 Arham Jain 15-Jun-2004 7 Vision

IMP Note - Students need to be in their School Uniform while reporting at the venue.

Things to be carried

  • Baseball Kit
  • Water bottle’s
  • 1 – Light Snack box, 1 – heavy snack box & Fruits.
  • ID Card

Thanks & Regards,

Ankush Bhasin.

Grade 3 Gujarati (Ab initio level) Homework (11th Aug – 22nd Aug) Cycle -8

Grade 3 Gujarati (Ab initio level) Homework (11th Aug – 22nd Aug) Cycle -8

(Homework) ( गृहकार्य ) ગૃહકાર્ય :

નીચે આપેલા ઉદાહરણ પ્રમાણે ગુજરાતીની નોટબુકમાં “ગ” અને “ઘ” પૂરામાં પેજ લખો.

(नीचे दिए गए उदहारण की तरह गुजराती नोटबुक में  “ગ” और  “ઘ” पूरे पेज में लिखे | )

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