August 15th-August 26th


Unit of Inquiry

Moving on with their exploration of living things, students delved into classification of animals. Displaying their social skills, they worked in groups to sort pictures of animals into different categories based on their prior knowledge. Thereon they explained reasons for  categorisation of animals using visual thinking routine – Claim, Support, Question.  The students were introduced to vertebrates and invertebrate groups. They identified similar features for animals and classified them into mammals, amphibians, reptiles, birds, fish and insects.

Communication skills were assessed for learning on the first line of inquiry wherein they display voice and choice to demonstrate their understanding of similarities and differences between living & non-living things.  

The students were tuned into second line of inquiry- How living things change over their lifetime. Students    visited    students in early and   middle years  to observe the physical changes  that occur at different stages of a human lifecycle.

To further explore the essence of the unit, students probed into the lifecycle of a butterfly by reading the  story of a Very Hungry Caterpillar. They sequenced the growing stages in its lifecycle and compared it with the lifecycle of a human being.

The students used the visual thinking routine Connect, Extend, Challenge to analyse the difference in the stages of lifecycles and timelines of different animals.


Students were assessed on their reading skills. -. Further they enhanced their thinking skills explicitly by sequencing pictures and events in correct order.

A class discussion allowed students to become familiar with the steps of sequencing of events and stories in the correct order based on some guiding questions.

  • What is sequencing?
  • What is its importance?
  • How do we sequence?

Students enhanced their listening skills explicitly by listening to an audio clip; this was followed by answering of a few questions, in their journals.

Students engaged in an activity to understand the importance punctuations while speaking and writing. Thereon they displayed their understanding by punctuating sentences in their journals.


Students applied their knowledge of place value and face value to decompose (expanded notation) and compose (standard form) a 3-digit number.

Students practiced the concept of predecessor and successor by identifying them in a number chart from 1 to100 -. They displayed their thinking skills to write the correct predecessor and successor of the numbers given to them.

Students applied their new understandings to compare numbers using appropriate symbols (<,>, =) based on the place value (hundreds, tens, and ones) and arranging them in ascending and descending orders.

Students developed an understanding of the importance of digit zero at a specific place in a number.

They  used their thinking skills to attempt a bingo on the place value and the face value of 3-digit numbers.


In order to enhance their speaking and reading skills, students identified the व्यंजन एवं मात्रा (vyanjan and matraa). They shared  words during the class. They framed sentences from the given words. They also read a poem ‘बहुत हुआ’ and identified new words from it.

Social-Emotional Learning ( Shalini )

In th SEL session, students learned about  how we should respect each other and accept the differences, in existence. They learned about the act of kindness and its practice, in their daily life.

 Students reflected on the story and wrote about what they saw, thought, wanted, and could do.

 Students watched a story – Milo Learns to Respect Nature. They  discussed about living and non – living things.


Students explored the library’s fiction section and read books   of genres featuring mystery and adventure, animal stories, fantasy-, folk tales, – – -non-fiction. They also discussed the essential characteristics of nonfiction and fiction.


Students continued their learning journey about Microsoft Word. They learned  how to insert  shapes and add  bullet points in  a document. They learned about the basic shortcut keys used to select the  entire document,  bolding, italicising, and underlining text. Students created a word document of  few lines about themselves using the formatting and alignment tools.

Physical education

Students were actively involved in skating where they learned and –enhanced skills of   balancing, walking and turning. They also performed various drills and activities individually as well as a team which  developed their muscle strength, endurance, and sportsmanship spirit.



Students of grade 2 learned about intonation wherein they were demonstrated how pitch and tune function in singing, They also did vocal exercises to improve their vocal quality.


The class began with a fun obstacle-based game for warming up to help hone motor skills and agility-based movements especially for  larger body parts like arms, legs and head.  Clapping was used to develop sense of rhythm and musicality. 

Students learned basic body isolation and control choreography to Kesha’s Tik Tok.


Students learned the technique of using lines and shapes to draw the lifecycle of a butterfly. They drew and coloured the national flag of India and also Lord Krishna to celebrate Janmashtami. Students learned the process of mirror painting using primary colours to create a butterfly.

August 1st-August 13th



The new academic year started with  a warm welcome from the facilitators where students met and greeted each other. They were welcomed with an ice-breaking activity wherein they had to choose a card and introduce themselves. Students together with their teachers revisited the protocols of  learning and framed essential agreements.   

They began their learning journey with a new unit on Transdisciplinary theme-How the world works.  

Central idea – All living things go through a process of change

Lines of Inquiry and key concepts:

  • Similarities and differences/ between living & non-living things
  • How living things change over their lifetime.
  • Effects of environmental changes on living things

Students were introduced to the conceptual lens- change using the strategy of picture priorities. Students sorted and explained their understanding of different cycles using the  visible thinking routine of  I See, I Think, I Wonder.  , They then shared their interpretation of  key words from the central idea.    

Students tuned into the first line of inquiry with a sorting activity under the categories of living and non-living things perceived during a nature walk. Thereon, a class discussion enabled them to understand the differences and similarities between living and non-living things. They further inquired about and compared flora and fauna.  


English lessons commenced with a need to demonstrate learner profile attributes and international mindedness amongst students.  The story of  Same Same But Different’ was shared for better understanding of the attributes. As they advanced, students were exposed to the term ‘phonogram,’ and its purpose. To delve deeper into the concept, students were divided into groups to construct new words with phonograms ‘aw’ and ‘ck’.  Each group discussed their list of words before constructing a few meaningful sentences in their journals using words of their choice. The phonogram ‘ow’ was reinforced with narration of the Crow in the Snow story.

To sharpen their critical thinking skills for reinforcement of nouns, learners used their surroundings to look for objects to segregate them under four categories (name, place animal and thing). They then, further identified and classified nouns into two categories: common and proper nouns.


During   Hindi lessons, students enhanced their verbal skills by sharing about their  summer vacation and new learnings.  They made essential agreements for the smooth functioning of the class and shared  learner profile attributes that describe them. Students watched and listened to a story पिंजरे में कौन .  They participated in a fun  bingo game and identified  words given by the teacher. They recapitulated all the स्वर और व्यंजन (swar and vyanjans) during  classtime.  


Math classes for the academic year began with a discussion on the relevance of numbers in our lives.  Learners recapitulated the concepts of place value, greater than and smaller than, ascending and descending order, odd-even, and addition, using hundred chart.  The excitement was visible as  children engaged in learning engagements. They applied their knowledge of place value to compare numbers.

The facilitator introduced students to the formation of 3-digit numbers using place value blocks or base ten blocks on the place value mat. Students enhanced their critical thinking skills and self-management skills to form and represent 3-digit numbers.  As an extension to this, they were apprised of the difference between the place value and face value of a number.

Students wrote the standard form and expanded form of various numbers in their journals.


Social-emotional learning is the process of developing the self-awareness, self control and interpersonal skills that are very important for school life. Children began to understand who they are, what they  feel, and what to expect when interacting with others. They enjoyed the class activity by drawing social places and related emotions. Children  wrote few sentences about happy feelings .


Students began their ICT sessions by establishing some essential agreements to be followed during lessons. Students were introduced to Microsoft Word where they learned to open, save and close a document. They learned to add text and images to their document. They also learned about   formatting and alignment tools. In another class, students were shown a video to understand the difference between private and personal information and how to keep themselves safe by not sharing  private information on the internet.


Students of grade 2 learned the concept of intonation wherein each student was asked to sing back a vocal routine to improve listening skills and intonation.


The Taste a Plate activity was performed by second graders, which opened up the library collection to them. At the same time, students were presented with a variety of  genres and  subgenres available to them. A hands-on activity of arranging the books under the right genre proved to be enjoyable to them.

Students extended this activity by learning more about the subgenre namely folktales. They listened to the folktale “True friendship” and learned about  characteristics of the trait.


Students discussed essential agreements which should be maintained in the art room. They  discussed about International Tiger Day and made posters and thumb paintings to depict the national animal. Students also drew different patterns to represent tiger skin. Students were introduced to different stages of the life cycle of a butterfly  which they learned to draw and colour appropriately..

Physical education

Students enthusiastically participated in  warm-up exercises and fun activities conducted during class. This improved their  endurance and agility. They were also introduced to skating, where they gained strength, learned balance, and coordination.


The class began with a fun obstacle based  warm up game to help hone motor skills and agility based movements particularly for larger body parts such as   arms, legs and head. 

Clapping was used to develop sense of rhythm and musicality  . 

Students learned basic body isolation and control choreography to Kesha’s Tik Tok.

September 12th-23rd

UOI- Taking their learning further, students read an article and explored how climate change is affecting the lifecycle of whales. They displayed their understanding using the  visible thinking routine 3 Y’s.

Students attempted formative assessment wherein they were given a choice on how to express their understanding of how living things change over their lifetime and the effects of environmental changes on them.  

Moving on with the key concept of causation, students learned about the impact of oil spills on ocean life. The oil spill experiment helped them understand its detrimental effects on marine life. Another learning engagement helped students understand the impact of deforestation on the lifecycles of insects and birds.


Students were introduced to paragraph writing using the hamburger strategy. As a pre-writing activity, a few exemplars and a list of transition words were shared with  students. Thereafter, they co – constructed the checklist for paragraph writing. Henceforth, students will practice paragraph writing on various topics.

Furthermore, they created a concept map to list ‘au’ and ‘aw’ words and framed meaningful sentences with those words.


Reinforcement of number concepts (predecessor/successor, ascending/descending order and comparison of numbers) was done with various activities.

Students were introduced to patterns. They explored and identified patterns in their surrounding and nature. Thereafter, they learned number patterns using a   number chart from 1 to 100.

Summative assessment was undertaken on the concept of a number system.

Learners learned how to round off numbers to the nearest ten using the number line  . They learned to represent the number line on graph paper.

ICT- Saakshi

During ICT classes, students created a digital book on the Book creator app  of  a life cycle of their choice. They recorded their understanding of the different stages of the life cycle.  

Furthermore, they were introduced to coding using a Bee-Bot app to enhance their coding skills.


On the occasion of Hindi Diwas, students celebrated Hindi week (हिंदी सप्ताह) by indulging in different activities like creating stories (बुनो कहानी), word search (वर्ग-पहेली) . They fostered     student agency  for buno kahanee (बुनो कहानी) activity. Students collaborated to create a story and presented it   as per their choice of presentation in the form of role play and puppetry. They enthusiastically participated in all the activities which enhanced their communication and self-management skills. Students revisited अनुस्वार और अनुनासिक शब्द and संज्ञा शब्द (nouns).


Students of grade 2 learned how to create a melody. They were divided into small groups   to create a minor melody on the Xylophone and were asked to sing while maintaining intonation.


 Students began their classes with basic warm-up routines focussing on their joint rotations and stretches. Students were   introduced to the basic stretching and core development exercises  to improve muscle felt elasticity. 

Students   learned a new dance routine. 

Song:-  “Counting Stars”. 

Style:- Freestyle  

Physical Education

  Students participated energetically in     warm-up exercises and fun activities performed during their classes, which boosted their endurance, agility and speed. They played obstacle related fun games and relay races to develop their gross motor skills and reflexes. They experienced muscle strengthening exercises to enhance    balance, posture and coordination.


During library lessons, we remembered the great leader Mahatma Gandhi who liberated & shaped our nation by propounding his ideals of truth (satya) and non-violence(ahinsa). His teachings & noble  ideas have stood the test of time .

International Peace Day was marked to sensitize students to  promote ideals of peace among all countries and peoples. Students recognised    the importance of  establishing and maintaining peace amongst themselves.   

 As an extension activity, students used the digital tool MindMeister   to participate, reflect, and share their own perspectives  on kindness and peace.


Students have understood the difference between primary and secondary colours by using a coloured wheel. They   also learned the differences between the warm and cool colors. Students learned about the fundamentals of abstract expressionism. Example: lines , form and shape.

Social Emotional Learning

Students enhanced their organizational skills by organizing  themselves within the given environment.  The facilitator led a discussion based on the following questions-

  • Why do we need to have a routine?
  • How does it help us?

A discussion helped them to understand how they can start organizing themselves in completing tasks and how this can empower them to direct their activities and behaviour effectively.  

Students wrote a few words related to their morning and after-school routine. They  learned many good things from each other like brushing twice a day helps them to keep their oral hygiene maintained. This was organization of self management skills.


Aug 29 – Sept 9

National Nutrition Week was marked at school from  September 1- 7, 2022. The theme for this year celebrated International Day of Awareness on Food Loss and Waste Reduction.

Students were engaged in weeklong activities that focussed on-

  • Analysing data for areas of food wastage
  • How wastage could be reduced by storing food items in their correct spaces in the fridge
  • Understanding wastage in the journey of food from farm to table
  • An insight into the essential nutrients required for a well-functioning human body 
  • Avoiding over purchase of fruits and vegetables
  • Creation of posters on how to stop wastage of food


Unit of Inquiry

Students continued  their exploration of living things, by listening to a Ted talk   about the impact of climate change on Monarch butterflies  . They used a visible thinking routine of chalk talk to reflect on why the monarch butterflies are on the verge of extinction.  Later, students compared and contrasted the lifecycle of a butterfly and that of a human .

Students inquired about the lifecycle of a frog (amphibian) by reading a story based on their growth and reflected   their understanding using a visible thinking routine of step inside. Next ,  they learned about the  effects of environmental changes on its lifecycle .

While moving further with the key concept of change , they  inquired  about the lifecycle of a whale (mammal)  They observed  its different stages of growth.   Students explored  the significant differences between a fish and a whale, based on their classification.

Students were tuned into third line of inquiry- ‘effects of environmental changes on living things’ wherein they watched a few thought- provoking audio visuals. They learned about natural and man-made changes to the environment and their impact on  living things.

They, then expressed their understanding using the strategy of ‘think, pair and share’.

Moving on with the key concept of causation, students learned about the impact of oil spills on ocean. The oil spill experiment helped them understand the detrimental effects on marine life. Another learning engagement helped students understand the impact of deforestation on the lifecycles of insects and other animals.


Students were assessed on their comprehension skills and   the concept of nouns.

Students understood the concept of punctuation with a game.They were given sentence cards without punctuations marks and later   matched the cards with appropriate punctuation marks of a period, comma, exclamation mark and question mark .  Further, they wrote a few sentences in their journal using correct punctuation marks and capitalisation.

Students understood the concept of ‘cause and effect relationship’   wherein , they comprehended a short passage  on the lifecycle of an octopus. They were able to establish the relationship between the cause and effect of its lifecycle.

Students were introduced to paragraph writing.   . Later, they brainstormed ideas for a paragraph of their own and wrote relevant keywords on a concept map. As an extension to this, they chose a topic out of the choices given to them and framed their paragraph.

   Students read a poem ‘Life of a plant’.They displayed their understanding by creating illustrations matching the text in the poem.


Students applied their knowledge of place, place value , face value, predecessor and successor, number sequencing , odd and even to solve a grid in their journal.

Students   compared numbers and arranged them in ascending and descending orders.

They practiced number names for 3-digit numbers. Further, they practiced place value by attempting a few riddles.

Students  attempted an online quiz to assess their learning for place, place value , face value, predecessor and successor, number sequencing, number names and expanded notation of 3 digit numbers

Students revisited how to draw accurately a  number line on a graph paper using a ruler. They then,   represented a range of numbers in a sequence on it. They further skip counted in 2s, 3s, 5s, 7s, 10s. to represent  numbers on an the open number line accurately on graph papers.


During their Hindi lessons, students read a story ‘नन्हा बीज’ and also watched a video (नन्हा बीज ) .They then,  attempted a ‘listen and answer’ activity. Students engaged in reading. Students enhanced their verbal skills through retelling a story. They revisited the grammar concept  of  संज्ञा (noun).

Students   celebrated Hindi week from 6th 10th  September. They enthusiastically participated in games like ‘शब्द सीढ़ी’, ‘शब्दों की अंताक्षरी’wherein they learned new words. .

Social-Emotional Learning

 Students   took a virtual tour of a zoo. A discussion helped them to understand the significance of living beings and their need to be treated with respect and care.  Students came forward to share their actual experiences of visiting a zoo. They expressed their wish to keep a pet animal at home.  


“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Dr. Seuss

International Literacy Day was marked during the library session. This annual initiative aims to raise global awareness of the value of literacy. Students in grade 2 participated in the   celebration by listening to the story “A Monster Surprise.”  The story  about  animals in the forest, who noticed that their food had gone missing was interesting. They started to accuse each other of stealing.  They were clueless that a monster in the woods had been gathering their food for a secret dinner party, so they were in for a monster surprise.

After listening to the story, students   discussed whether the monster was justified in stealing food?

 As an extension, students provided a learner profile and a key feature for the monster.  . The activity, helped students to develop their vocabulary, fluency and communication skills.


During ICT classes, students were introduced to the Book Creator app wherein they learned to create digital books. They are in the process of creating a book on a life cycle of their choice using the different elements like images, text, shapes, background, text formatting. 

Furthermore, they learned to download images from the internet and insert them in their books.

Physical education

Students learned about holding and dribbling the ball with the correct posture in their basketball and football classes.  They   practiced right hand dribble and left hand dribble with proper stance.   Students also developed their aerobic capacity by regularly warming up and by performing various endurance building exercises. 


Students learned to sing ‘I have a dream’ by Abba wherein each one was asked to maintain the intonation and articulation to improve singing. They also did some solfege exercises at the beginning of the lesson.

Dance ( Shreerisha)

In this week students started their classes with basic warm up routines focussing on their joint rotations and stretches. Students then learned a new dance routine using the elements of choreography.



Students  explored the colour wheel. They have learned the differences between primary and secondary colours. They  made connections between  warms colours  and emotions related to them.  Warm colours that include red, orange and yellow that evoke the       feelings of warmth , comfort.