During the fourth unit under the Trans-disciplinary Theme ‘Where we are in place and time’, the major highlight of this week was a visit to Sultanpur Bird Sanctuary, where students saw many species of migratory birds such as the Siberian cranes, Greater Flamingo, Spoon Bill, Common Greenshank, Northern Pintail, Yellow Wagtail, White Wagtail, Northern Shoveller etc. Students also participated in a discussion about migrations which have happened in history.
Students started with the India – Pakistan partition and had elaborate discussions on the lives of the refugees who emerged from the two countries. They discussed the problems faced by the refugees and traced back any connection or association, which their grandparents may have had with partition.
Students also gained knowledge about the ‘Gold Rush’ migration that led to California becoming the most populous state in the USA. They watched a video about the Gold Rush and prepared a flowchart with the information they could recollect. Students also watched a video about the current situation in Syria and why people are migrating to different parts of the world. Further, to showcase their understanding of the current unit, students appeared for a Summative Assessment.
English language development saw students tune into the art of ‘Opinion Writing’. There was a discussion on what opinion writing means, what words indicate are key to expressing an opinion etc. Through several group activities; students applied their understanding about writing an opinion.
They were asked to discuss how Donald Trump’s ban on immigration from certain countries has impacted U.S.A. and other countries. After this, they were divided in groups, depending upon the answers that gave – AGREE, DISAGREE, SOMEWHAT AGREE, STRONGLY DISAGREE, to further their discussion as a group.
Math classes saw students practice the operation of division using the long division method. Students were assessed on their understanding of the mathematical operations with a summative assessment. Students underlined the key words in given word problems and sought solutions using the ‘RUCSAC’ strategy.
In Hindi, students enhanced their verbal skills through a ‘show and tell’ activity. They also practiced sentence writing. They revisited the grammar concept “paryayvachi” or synonyms, through an activity.
During French lessons, students learned to fill a French identity form by providing personal details. They explored different types of passports i.e. official and local.
For Spanish classes, students gained knowledge about vocabulary related to a passport. They also recapitulated the days of the week and months of the year in Spanish.
Students observed the artwork of the artist ‘Manjit Bawa’ and also doodled the same, for art lessons.
Students continued with cricket practice during their PE classes. They revised rules of cricket and practiced skills like batting, bowling and fielding. They also played intra class short sided matches.
In Hindi, students enhanced their verbal skills through a ‘show and tell’ activity. They also practiced sentence writing. They revisited the grammar concept “paryayvachi” or synonyms, through an activity.
During French lessons, students learned to fill a French identity form by providing personal details. They explored different types of passports i.e. official and local.
For Spanish classes, students gained knowledge about vocabulary related to a passport. They also recapitulated the days of the week and months of the year in Spanish.
Students observed the artwork of the artist ‘Manjit Bawa’ and also doodled the same, for art lessons.
Students continued with cricket practice during their PE classes. They revised rules of cricket and practiced skills like batting, bowling and fielding. They also played intra class short sided matches.