|Language and literature||
We explored the five elements of a story extensively. We have distinguished between the theme and moral of a story. In one activity, we were given a picture prompt, and in another task, a setting, characters and a theme around which we created original stories that also had to have a moral. After seeing a video of a Jataka Tale, we determined its theme and identified all the other elements of a story.
We have been brushing up basic grammar concepts as this unit progresses.
|Math||We explored some more properties of numbers moving ahead in our unit of Number System. We learnt how to express numbers using index notation for which we also did a doodle sheet. We further learnt about BEDMAS wherein we learnt the correct order of operation on numbers. We also did a group activity and learned about a lot of other number systems.|
We were given various measuring tools to name and explain their use. We thought of an experiment which could be performed in the lab with those tools. We discussed the SI unit for various measurements and learned to convert other form of units to standard unit. We reflected on the importance of SI units.
We took the benchmarking assessment in the class. We watched a song on seven life processes and listed the same in our notebook while watching the video. Using the Holt’s Life Science textbook, we also learned about the necessities of life like air, water, place to live and food, in a group activity, We then shared our understanding with other groups members and noted what the other members explained about the topics assigned to them.
We compared the properties of solids, liquids and gases to complete the Venn diagram. We explored two types of solids and compared their properties. We watched videos and discussed surface tension and viscosity as two important properties of liquid. We discussed the application of these properties in daily life.
|Individuals & societies||We investigated further into the Primary and Secondary sources and enhanced our understanding on various other sources like archaeological and literary sources. We determined the difference between Pre-historic and Historic era. We found out how the Palaeolithic man evolved over a period of time. We also organized the incidence of history in chronological order.
This week commenced with the introduction to the unit, My Personal World. After understanding the key concepts and global context pertaining to this unit, we had a discussion on the statement of inquiry and this led to altering the one previously decided. We further discussed the inquiry questions, and then we participated in the ‘Role play’ activity. Our teacher gave us dialogues and ideas to carry out routine conversations in a classroom, home, or among our friends. Using these ideas, we made as many dialogues as we could and learnt the subject pronouns as well. Lastly, we revised the verbs (etre, avoir, s’appeler), learnt the French accents, practiced pronouncing the nasal and oral sounds, and then participated in a paired activity to strengthen our listening and dictating skills.
We had a discussion on the unit ‘Me, My Family and Friends’. We discussed the various concepts of family and extended family and had writing activity based on the same. We read the Hindi story ‘Mere Padosi ka Jaana’ and had vocabulary building activities in the class.
We learnt to describe a person physically using the verbs “Ser” and “Tener”. We enjoyed an activity ‘Guess who?’ where two of us stood facing each other. One of us could see the picture of a famous personality on the screen. Each partner of the pair had to describe this personality and the other one had to guess.
|We connected our products with the global context, statement of inquiry and how inquiry questions are catered to throughout the unit.
This activity was done to highlight communication skills. We wrote our understanding of the same and all the information was displayed on the bulletin board.
|We created a questionnaire for our client to conduct primary research on the concepts that we may want to create our game on. Creating question was simple, however, when we justified those questions, we realized that some of them were not suitable. This helped us prepare better questions for research. Through this, we developed an important research skill.|
|We watched videos of folktales from Vietnam and Japan. We explored these stories through the medium of group improvisation. We tried to connect our body movement and written text to create group ensembles based on folk tales. We also started a group discussion on the relationship between myths and folktales around the world.|
|We did a pitch puzzle activity in which each pair had to come up with words that could be spelled using the notes on the staff in a given time limit. We could only use the letters ‘A to G’ to form different words as we just have these seven letters that are used to denote pitch names on the musical staff. We also learnt about the Bass clef notes, a whole and a half-step interval between pitches.
|We have developed an understanding of folk art through various activities and discussions. We have researched on different elements of folk art and have tried to present them in contemporary context by moving away from the conventional ways. We have tried to enhance our skills by understanding how the conventional ways of folk art have changed in the present global perspectives. We have introduced several interesting and new ideas.
|We discussed the concept of ‘Strength’ and its importance in sports training. We also identified the sports in which strength is required the most.|