1. isbn 979-8-88572-781-5

Content: INDIA WORKBOOK VOLUME 1 AUTHORED BY The SPH Nithyananda Paramashivam

Content: © 2020 Sri Nithyananda Paramashivam. All Rights Reserved.

Content: DISCLAIMER

Content: KAILASA's Rajavidya Nithyananda Gurukul

Content: All rights reserved. No part of this publication may be reproduced or stored in a retrieval system or transmitted by any form or by any means - electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publisher.

Content: All meditation techniques, practices and procedures described or recommended in this book, are suitable for practice only under the direct supervision of an instructor, trained and ordained by Supreme Pontiff His Divine Holiness Bhagavan Nithyananda Paramashivam.

Content: Further, you should consult your personal physician to determine whether those techniques, practices are suitable for you in relation to your own health and ability. This publication is not intended to be a substitute for any personal medical attention, examination or treatment. Should any person engage in any of the techniques, practices described or recommended in this book, he/she would be doing so at his/her own risk. The authors and publisher advise readers to take full responsibility for their health and know their limits.

Content: Readers understand that all blessings, instructions, initiations, teachings and suggestions made as part of any program/technique described in the book are purely in a spiritual capacity and are not intended to be any sort of guarantee or definitive statement about the past, present, or the future or any sort of medical advice, physical or mental. Readers understand that the author, publisher, co-collaborators with any or all of the programs/techniques, instructions, initiations, teachings described in the book do not make any claims, promises, or guarantees about the individual or group outcome of any or all the programs/techniques described in the book.

Content: Ebook ISBN: 979-8-88572-781-5

Content: © 2020 Sri Nithyananda Paramashivam. All Rights Reserved.

Content: The SPH Nithyananda Paramashivam

Content: The Supreme Pontiff of Hinduism (“SPH”) Nithyananda Paramashivam,

Content: is recognized as the 1008th living manifestation of Paramashiva,

Content: Paramavatar of Paramaśiva as per Sanatana Hindu Dharma

Content: (“Hinduism”) and by His predecessors of enlightened masters and

Content: adepts. The Supreme Pontiff of Hinduism (“SPH”) Nithyananda

Content: Paramashivam, is reviving Hinduism as the 1008th Acharya

Content: Mahamandaleshwar (the head for all spiritual leaders)

Content: of Atal Akhada (ancient apex body of Hinduism).

Content: The SPH was coronated as Mahamandaleshwar (Supreme Spiritual

Content: Head) of Maha Nirvani Akhada (largest apex monastic order) and the

Content: youngest Mahamandaleshwar, ordained as the 233rd Guru

Content: Mahasannidhanam (Pontiff) of Thondai Mandala Aadheenam, ordained

Content: as the 293rd Guru Mahasannidhanam (Pontiff) of Shyamalapeeta

Content: Sarvajnapeetam, ordained as the 23rd Guru Mahasannidhanam of

Content: Dharmamukthi Swargapuram Aadheenam, and coronated as the 203rd

Content: Emperor of Suryavamśa Surangi The SPH Nithyananda Paramashivam

Content: is the reigning spiritual emperor of 20 ancient traditional Hindu

Content: kingdoms and the reviver of the most ancient, most peaceful, still-

Content: living and long-lasting demonstrable system that shows the possibility

Content: of peaceful co-existence amongst people.

Content: © 2020 Sri Nithyananda Paramashivam. All Rights Reserved.

Content: KAILASA

Content: Hinduism is the most ancient, most peaceful, still-living and long-lasting demonstrable system that shows the possibility of peaceful co-existence amongst people despite fundamental differences in their preferences and realities.

Content: Over the last 50 years, the effects of meditation and its significant impact on stress, crime rates, violence, political decision making and even war in local and global consciousness is well established.

Content: Hinduism was once practiced freely in over 56 nations across the continent from Afghanistan, India, Nepal, Burma, Sri Lanka, all the way to Singapore, Malaysia, and Cambodia and Indonesia, and in 200 states, 1700 samasthanas (provinces) and 10,000 sampradayas (traditions).

Content: The KAILASA with de facto spiritual embassies operating across over 100 countries and having presence across the globe as the largest spiritual knowledge source on Hinduism is spiritually governed with the life positive, all-inclusive, universal policies sourced from Hinduism revived by The SPH Nithyananda Paramashivam.

Content: Having enriched and enreached more than one billion individuals over the past 27 years the KAILASA raises the voice to protect Hindus, defend Hindus and preserve the Hindu narrative for the world.

Content: © 2020 Sri Nithyananda Paramashivam. All Rights Reserved.

Content: BLISS CURRICULUM

Content: Theme: India

Content: CIRCLE TIME

Content: ART

Content: ACTIVITY

Content: GYM

Content: A-Z OF INDIA

Content: Monday

Content: Talk about different states and their capitals

Content: Color pencil coloring, Flag craft

Content: Matching name tags. Wrap and unwrap

Content: Walk on zigzag lines. Hit the target

Content: A-Anthem / B-Beautiful / C-Capital / D-Dance / E-Emblem / F-Flag / G-Government / H-History / I-Indian / J-Jute / K- Karnataka / L-Lion / M- Metropolitan / N-National / O-Occasion / P-Place / Q- Qutub Minar / R-Republic / S-State / T-Tradition / U-Union Territory / V-Village / W- West Bengal / X- Y- / Z-Zoo

Content: Tuesday

Content: Talk about different languages of each state. Sanctuaries and airports

Content: Sponge printing. Sketch pen tracing

Content: Displacement activity. Matching sounds

Content: Yoga, skipping

Content: Wednesday

Content: Discuss about the clothes we wear and dances of India

Content: Collage with cloth bits. Vegetable printing

Content: Tying knot. Making kolam dots

Content: Clap dance: Hula hoop

Content: Thursday

Content: Discuss about the food we eat

Content: Smell painting. Bubble wrap printing

Content: Taste and smell. Spinning match. top

Content: Squattting, Crab walk

Content: Friday

Content: Talk about the monuments, rivers and mountains.

Content: Spray painting. Scrap book

Content: Sorting objects by colors. Estimating objects

Content: Marching, Blow bubbles

Content: 440

Content: DAY : 1

Content: Topic: About India, States and Capitals

Content: Vocabulary: Country, Government, State, Capital, Continent, Metropolitan, Union Territory

Content: Material required:- Pictures, Map and Books

Content: Presentation:

Content: India is the seventh largest country in the world.Tthe capita of India is New Delhi.

Content: India became independent on 15August 1947. Independence gave us the right to choose our own government.

Content: The government looks after the safety of the country and the welfare of the people

Content: As India is a big country, it is difficult for the Central Government to understand and solve all the problems of all the people. That is why the country is divided into smaller parts called states.

Content: There are 28 states and 6 union territories. States have their own Government and union territories are under the Central Government.

Content: Chennai, Mumbai, Kolkata and Delhi are four metropolitan cities.

Content: Every state has its own capital like

Content: Tamil Nadu - Chennai

Content: West Bengal - Kolkata

Content: Maharashtra - Mumbai

Content: Karnataka - Bangalore

Content: Orissa - Bhubaneshwar

Content: Jammu and Kashmir - Srinagar

Content: Madhya Pradesh - Bhopal

Content: Rajasrthan - Jaipur

Content: Punjab - Chandigarh

Content: Gujarat - Gandhinagar

Content: Uttar Pradesh - Raipur

Content: Bihar - Patna

Content: And so on.

Content: The 6 Union Territories and their capitals are

Content: Andaman and Nicobar Island - Port Blair

Content: Chandigarh - Chandigarh

Content: Dadra and Nagar Haveli - Silvassa

Content: Lakshadweep - Kavaratti

Content: Daman and Diu - daman

Content: Puducherry - Puducherry

Content: India is located in Asia continent, which is the largest continent. India National Anthem is Jana gana Mana and National song is Vande Mataram.

Content: Our National Flag consists of three colors (Saffron-sacrifice, white-peace, green-prosperity) and in centre there is a charka with 24 spokes.

Content: India has some neighbouring countries like Pakistan, Bhutan, Nepal,Srilanka, Bangladesh, Nepal, Maldives etc.

Content: Assessment:

Content: What is our country's name?

Content: What is the capital of our country?

Content: In which continent is India situated?

Content: Who looks after the safety and welfare of the people in our country?

Content: How many states are there in India?

Content: What are the 4 metropolitan cities?

Content: When did India get its independence?

Content: How many Union territories are there?

Content: What are the colors in our National Flag?

Content: What is our National Anthem?

Content: What is our National song?

Content: Name some neighbouring countries of India?

Content: Closing: To make the children to know and understand about our country, its states and capitals, Union territories etc.

Content: Evaluation:

Content: Receptive and Expressive skills

Content: Auditory skills

Content: Cognitive skill

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 441

Content: DAY : 2

Content: Topic: - Language of each State, Airports, Sanctuaries.

Content: Vocabulary - Mother tongue, Airport, Script, Ascent, Regional Language, sanctuary, Gir, Sunderbans, National Park,

Content: Kaziranga, Bharatpur, Periyar Corbett, official etc.

Content: Presentation:

Content: • Tell them that all the 28 states have their own regional language.

Content: • In Tamilnadu the people speak in Tamil, Andhra Pradesh Telugu, Maharashtra Marathi, West Bengal Bengali and so on

Content: • The origin of the different languages is from Sanskrit. The accent of the languages are different. The official language of India is Hindi.

Content: • Most of the languages have their own script.

Content: • Tell them the language of their state is called as mother tongue.

Content: • There are over 400 languages spoken in India.

Content: • Talk about important airports of India.

Content: • Trishulam Airport in Chennai, Dum Dum in Kolkata, Indira Gandhi in Delhi and Shivaji in Mumbai. Apart from these airports there are small airports in other states.

Content: • Discuss about sanctuaries in India.

Content: • Gir forest in Gujarat, Sunderbans National park in West Bengal, Kaziranga National park in Assam, Bharatpur wildlife sanctuary in Rajasthan, Periyar wildlife sanctuary in Kerala, Corbett National park in Himalayas.

Content: Assessment:

Content: • What is the official language of India?

Content: • How many languages are spoken all over the India?

Content: • Name the language spoken by the people of Tamilnadu

Content: • Name the language spoken by the people of Andhra Pradesh

Content: • Name the language spoken by the people of Kerala

Content: • Name the language spoken by the people of West Bengal

Content: • Name few famous Airports in India

Content: • Where is Gir forest located?

Content: • Where is Sunderbans National park located?

Content: • Where is periyar wildlife sanctuary located?

Content: Closing: To make the children understand about the different languages, Airports and sanctuaries in India.

Content: Evaluation: Cognitive skills, Visual discrimination, Expressive language skills, Auditory skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 442

Content: DAY :3

Content: Topic: Clothes we wear and different dances of India.

Content: Vocabulary - clothes, trousers, sarees, turban, customs, tradition, costumes, dance.

Content: Material required: Pictures and books.

Content: Presentation:

Content: We need clothes to cover ourselves. People wear different types of dresses not only in different area but also in various seasons.

Content: Some dresses are common and popular throughout India. Sarees, salwar-kameez, trousers, shirts are worn all over India.

Content: One can often recognize the area to which a person belongs from his or her dress.

Content: In cities, most men wear trousers and shirts. Kurtas are also worn with pyjamas, churidars, dhotis and lungis.

Content: The lungi is called veshti in Tamilnadu and mundu in Kerala.

Content: Some men cover their heads with turbans or caps. The style of tying a turban varies greatly from Punjab to Rajasthan to Maharashtra to Karnataka.

Content: There are many tribes living in different parts of our country. They have their own typical dresses and customs.

Content: On special occasions like wedding and parties people wear formal dresses. These include suits with ties, sherwani, sarees etc.

Content: In India every state has its own dance form. Indian dance history is thousands of years old.

Content: The dance form of Tamil Nadu-Bharatnatyam, Maharashtra-Lavni, Andhra Pradesh-Kuchipudi, Assam-Bihu, Kerela-Kathakali, Gujarat-Garba etc.

Content: Different states have their own traditional costumes for their dances.

Content: Assessment:

Content: Which is the most common dress for women in India?

Content: What is lungi called in Kerela?

Content: Why do we need clothes?

Content: What do men wear in cities?

Content: What do men in some states wear on their head?

Content: On which occasions do people wear formal dresses?

Content: What is lungi called in Tamil Nadu?

Content: What is traditional dance of Assam?

Content: What is the dance form of Tamil Nadu?

Content: What is the dance known is kerala?

Content: Closing: To make the children understand about the different clothes worn in India and dances of different states.

Content: Evaluation: Cognitive skills, Visual discrimination, Expressive language skills, Auditory skills

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 443

Content: DAY : 4

Content: Topic: Talk about different food we eat in India.

Content: Vocabulary: Occupation, agriculture, jowar, bajra, spices, Dhokla, Rasgula, chola-bhatura etc.

Content: Material required - pictures and books.

Content: Presentation:

Content:

• The main occupation of the people in India is agriculture. The farmers in our country grow many types of food grains,

Content: vegetables and fruits.

Content:

• In the Northern states, people generally eat wheat and rice. In the desert state of Rajasthan food grains like wheat,

Content: jowar, bajra are commonly eaten.

Content:

• Rice is the main food in the eastern and southern states of India.

Content:

• Besides food grains, we also eat pulses, vegetables and fruits. Our country produces a large variety of these.

Content:

• Variety of sweets are also made in every state of India.There are some dishes which are made on special days like

Content: festivals and weddings.

Content:

• People who eat eggs, fish and meat , are called non-vegetarians People who do not eggs, meat and fish are called

Content: vegetarians.

Content:

• Oil is need for cooking food. Ghee, mustard oil, groundnut oil, coconut oil etc are produced in India.

Content:

• Many kinds of spices, such as cloves, chillies, turmeric, pepper, cardamom are grown in India.

Content:

• Spices make food tasty and colorful. Spices have made Indian food popular all over the world.

Content:

• The special dishes like dhokla of Gujrat, Idli, Dosa of Tamil Nadu, Rasgula of West Bengal, chola-Batura of Punjab

Content: etc are popular dishes of the states.

Content: Assessment:

Content:

• What is the main occupation of the people in India?

Content:

• What is commonly eaten in eastern and southern states of India?

Content:

• What makes food tasty and colorful?

Content:

• Name some spices that are grown in India?

Content:

• Name some oils that are produced in India?

Content:

• What are people called as who eat fish, meat and eggs?

Content:

• What are people called as who eat only vegetables?

Content:

• Name some special dishes of different states?

Content: Closing: To make them understand and know about the different food in India and what all are produced in our

Content: country.

Content: Evaluation: Cognitive skill, Visual discrimination, Expressive language skills, Auditory skills

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 444

Content: DAY : 5

Content: Topic: Talk about monuments

Content: Vocabulary: Monuments, Redfort, Jantar Mantar, qutubminar, Amritsar, shore temple, tourists, hoists.

Content: Material required: pictures and books representing the topics.

Content: Presentation:

Content: India is one of the most beautiful country in the world. There are many famous monuments in India.

Content: India gate, Red fort, Jantar Mantar, Qutub Minar are some famous monument in Delhi.

Content: Tajmahal in Agra, charminar in Hyderabad, Gateway of India in Mumbai, Golden temple in Amritsar, shore temple in Mahabalipuram are some important monuments.

Content: Some more monuments like Hawa Mahal in Jaipur, Mysore Palace, Vidhana Sabha in Bangalore etc are places to visit.

Content: Each state of India is well known for something. People from all over the country like to visit India to see the monuments, National parks, lakes etc.

Content: The people who visit different places from different countries are called tourists. There are many places in each state of tourist interest.

Content: On 15 August every year, the Prime Minister hoists the National flag at the Red Fort.

Content: Assessment:

Content: Who are tourists?

Content: Where do Prime Minister hoist National flag on 15th August?

Content: Where is Golden temple located?

Content: Where is India gate located

Content: Where is Qutub Minar?

Content: What is the Mahal in Jaipur called?

Content: Closing: To make the children understand about monuments of India?

Content: Evaluation: Cognitive skills, Visual discrimination, Expressive language skills, Auditory skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 445

Content: DAY 1: ART

Content: COLOR PENCIL COLORING

Content: Material required: Color pencils of various colors, uncolored picture.

Content: Procedure: Children can select the color pencils of their choice related to the picture and color the picture. Encourage the children to color mostly inside the picture holding the pencil firmly.

Content: Skills developed: Tripod grasp, eye hand coordination, prewriting skills.

Content: FLAG CRAFT

Content: Material required: Color papers (orange, green), scissors, glue, straw or ice cream stick, white sheet or chart paper, blue sketch pen or pencil.

Content: Preparation: Take the white sheet and cut into a rectangle shape and make three equal folds.

Content: Cut the orange color in the size of one fold of white sheet.

Content: Cut the green color paper in the size of another fold of white sheet.

Content: Procedure:

Content: Step:1 Take the white sheet which is folded equally in three parts.

Content: Step:2: Stick the orange color cut out and stick on the first part

Content: Step:3: Stick the green color cut out paper and stick on the third part

Content: Step:4: Draw a chakra with blue sketch or pencil with 24 spokes in the middle part

Content: Step: 5: Stick the flag on the straw or ice cream stick with glue.

Content: Variation: We can use water color, pencils or crayons instead of color paper

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 446

Content: DAY 1: ACTIVITY

Content: MATCHING NAME TAGS

Content: Goals: To improve their reading skills, language skills.

Content: Vocabulary: tag, names of plants and trees

Content: Material required: Plain paper, Pen/ marker, Scissors

Content: Introduction and presentation: Make each child sit. To present the activity cut the paper with safety scissors making strips. Write name of different states in each piece of paper with pen or marker. Then keep all the name tags on the table and ask the children to find a particular state name.

Content: Assessment:

Content: Which is the largest state in our country?

Content: Which is the smallest state in our country?

Content: How many states are there in our country?

Content: Name the most populated state?

Content: In which state Taj Mahal is situated?

Content: Closing: Talk about some plants and trees and ask about its starting sound. Check whether they can read the given states name.

Content: Evaluation: Evaluate each child's ability to recognize alphabets, their language skills, reading skills.

Content: WRAP AND UNWRAP

Content: Goals: To improve their fine motor skills, eye hand coordination, sensory awareness,

Content: Vocabulary: Wrap, unwrap,

Content: Material required: Color paper/ newspaper, small objects

Content: Introduction and Presentation: Present the activity by wrapping any object with color paper or newspaper and then show how to unwrap gently and slowly. They can identify the objects which are wrapped blindfolded.

Content: Tell them for what occasion or purpose we wrap objects.

Content: Assessment:

Content: Can we the see objects which are wrapped?

Content: With what you can wrap things?

Content: Can you name the objects which you wrapped?

Content: Closing: Tell them to wrap and unwrap the objects. Talk about how we wrap gifts using color paper.

Content: Evaluation: Evaluate each child's ability to wrap, unwrap and their coordination involved in the activity, and their creativity.

Content: DAY 1: GYM

Content: WALK ON ZIGZAG LINES

Content: Goal: To develop their gross motor skills, eye and foot coordination and balancing print.

Content: Presentation: A straight line or a zig zag line or a crooked line or animal foot prints, bug prints, floral prints can be drawn on the ground. Children are asked to walk on it with balance.

Content: Skills developed: Eye foot coordination. Balancing skills. Gross motor skills.

Content: HIT THE TARGET

Content: Goal: To develop their eye hand coordination, fine motor skills, gross motor skills.

Content: Presentation: Ask the children to hold the ball firmly with one or both hands and hit the ball on the given target Encourage them to hit it correctly on the target.

Content: Skills developed: Eye hand coordination, fine motor skills and gross motor skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 447

Content: DAY 2: ART

Content: SPONGE PRINTING

Content: Material required: Uncolored art sheet, paints of various colors, sponge cut in to various shapes.

Content: Procedure: The children are asked to dip the sponge in the paint and do the sponge printing on the given picture. They can do printing with various shape or size or design sponges dipped in different colors. Encourage the children to do the printing only inside the picture.

Content: Skills developed: fine motor skills, sensory skills, cognitive skills of knowledge of various colors and cause and effect.

Content: SKETCH PEN TRACING

Content: Material required: Plain sheet, pencils or crayons or sketch pen, stencils (related to various themes) or a block or a shape.

Content: Procedure: Provide plain papers to the children and give them a stencil or a block or a shape and ask them to place it on the paper and ask them to hold it firmly with other hand and trace the stencil or block or shape, inside or outside.

Content: DAY 2: ACTIVITY

Content: DISPLACEMENT ACTIVITY

Content: Activity: To show them the same quantity of materials in different containers.

Content: Goals: To improve their cognitive skills of comparing, measuring, sustaining attention, language skills.

Content: Vocabulary: Quantity, displacement, more, less, equal

Content: Material required: Rice/ flour, different shape and size bowl or glass.

Content: Introduction and presentation: To present the activity keep the materials ready. Take a bowl of rice and show them the quantity, then take the same quantity of rice and pour it in a glass. Show them the rice kept in different vessels and ask the child which is more/ less/ or whether it is equal.

Content: Assessment:

Content: What happens when same quantity of rice is kept in two different size vessels?

Content: Will there be any change in the quantity.

Content: Closing: Make the children to do the activity.

Content: Explain them that the quantity is same only the size of the vessel differs and it takes the shape of the container.

Content: Evaluation: Evaluate each child whether they understood the displacement of the same quantity of rice. Evaluate their cognitive skills of comparing and measuring, language skills.

Content: Variation: To do the activity we can use water, flour, rava etc.

Content: MATCHING SOUNDS

Content: Activity: To match animal sounds to animals.

Content: Goals: To improve their auditory skills, oral motor skills and cognitive skills.

Content: Vocabulary: Chirp, bark, meows, roar, etc.

Content: Materials required: Music book with animal sounds (if possible), animal toys or pictures.

Content: Introduction and Presentation: Make the children sit as a group. Use music book to make animal sounds or mentors or children can make sounds like animals. Ask the children to close their eyes and observe the sounds and they can name the animals or they can match it with the toy animals.

Content: Assessment:

Content: What sound the bird makes? (Chirping).

Content: What sound will a lion make? (Roaring).

Content: How will a dog bark?

Content: How will a horse neighs?

Content: Rhyme: "Old McDonald had a farm".

Content: Evaluation: Evaluate them by making more animal sounds.

Content: Skills developed: Auditory skills. Cognitive skills. Oral motor skills if they make animal sounds.

Content: Variation: "Guess the animal" Give clues to the children about animals and ask them to guess the animals.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 448

Content: DAY 2: GYM

Content: YOGA

Content: SKIPPING

Content: Goals: To improve their gross motor skills and balancing skills.

Content: Presentation: Encourage the children to hold the skipping rope in the hand and ask them to skip over the rope.

Content: Encourage them to move forward and backward skipping.

Content: Skills developed: Develops their gross motor skills and balancing skills.

Content: DAY 3: ART

Content: COLLAGE WITH CLOTH BITS

Content: Goals: To develop their fine motor skills, pincer grasp, eye hand coordination, spatial awareness, and tactile skills.

Content: Material required: - Glue, uncolored art sheet, cloth bits.

Content: Procedure: Keep the required materials ready before starting an activity. Explain to the children about the art sheet.

Content: Encourage them to apply glue inside the picture and ask them pick the bits of cloths and stick on the glue inside the picture.

Content: They can also stick the bits of cloths in particular pattern.

Content: Skills developed: Fine motor skills, pincer grasp, eye hand coordination, spatial awareness, and tactile skills.

Content: VEGETABLE PRINTING

Content: Topic: Vegetable printing.

Content: Goal: To develop their creativity, fine motor skills, cognitive skills of understanding and exploring cause and effect.

Content: Material required: Any vegetable which can be cut in to shapes (e.g. carrot, potatoes, onion, ladys' finger, radish etc), poster colors, paint brushes, uncolored art sheet.

Content: Introduction and presentation: Motivate children to sit and present them the ways they can do vegetable printing.

Content: Give them the vegetable which is cut in to different shapes or patterns ask them use paint brush to apply paint on vegetable or dip it in the paint. Ask the children to make impressions or print on the art sheet.

Content: Skills developed: Develops their creativity, fine motor skills, tactile skills, cognitive skills of understanding cause and effect.

Content: DAY 3: ACTIVITY

Content: TYING KNOT

Content: Activity: To tie simple knot using ropes

Content: Goal: To improve their fine motor skill and eye hand coordination

Content: Vocabulary: Knot, rope, loop

Content: Material required: Rope

Content: Introduction and presentation: Present the activity by placing the rope on the ground. Take one end of the rope and place it on the other side like a loop. Them show how to insert one end of rope under the loop and take it out then pull both the ends forming a simple knot.

Content: Assessment:

Content: What material do you use to tie a knot?

Content: Why we tie knot?

Content: Closing: Make them to tie a knot and ask them to show how to tie knot.

Content: Evaluation: Evaluate each child ability to tie knot their coordination involved in tying, their language skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 449

Content: MAKING KOLAM DOTS

Content: Goals: To improve their fine motor skills, eye hand coordination, pre writing skills, creativity.

Content: Vocabulary: Kolam, designs, patterns

Content: Material required: Kolam powder, samples of some designs, pictures.

Content: Presentation: Present the activity by putting dots with kolam powder using thumb, index finger and middle finger.

Content: Show them how to make designs and strokes by putting dots with kolam powder. Encourage and help the children to put dots with kolam powder and make designs and strokes with it according to their choice.

Content: Assessment:

Content: • What are the body parts we use for writing?

Content: • What are the materials we use for writing?

Content: • Which is your favorite writing tool?

Content: • Can they write without using their thumb?

Content: Variations: They can write with other kinds of flour, sand. Give them a pattern and then ask them to follow, make maze paths to follow. Add some small stones so they can make a pattern with dots and stones. Add food color to get color patterns.

Content: Evaluation: Evaluate each child's ability to draw, write, the coordination involved in writing, their creativity, their language skills, to explain what they drew.

Content: Conclusion: Talk about the designs, patterns that the kids draw/write.

Content: DAY 3: GYM

Content: CLAP DANCE

Content: Goals: To develop their patterning, memory skills, gross motor skills, emotional skills of enjoying and social skills.

Content: Presentation: Children can follow a particular rhythm in clapping pattern and dance with their friends. They can sing some rhymes or they can dance to music.

Content: Skills developed: Develops their patterning, memory skills. Gross motor skills. Social and Emotional skills of enjoying

Content: HULA HOOP

Content: Explanation: Arrange the hula hoops in a path on the floor. Encourage the children to jump from the centre of one hoop to another. Hold the hula hoop or suspend a hula hoop from the ceiling and encourage the children to toss balls through the hoop. You may also lay the hoop on the floor and have children toss the ball in to the hoop from behind a line.

Content: Skills developed: Eye and hand coordination, gross motor skills.

Content: Variation: You can also make them to hop, jump in and out of the hula hoop.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 450

Content: DAY 4: ART

Content: SMELL PAINTING

Content: Material required: Coffee powder or vinegar or different essence e.g vanilla, different aromatic substance, poster colors, uncolored picture, paint brush.

Content: Procedure: Children are asked to paint the picture with the poster colors mixed with coffee powder or vanilla essence etc. encouraged the children to paint inside the picture. After the paint dries they can smell the picture and identify the smell.

Content: Children can paint with brush or fingers.

Content: BUBBLE WRAP PRINTING

Content: Material required: Uncolored art sheet, bubble wrap paper, different poster colors.

Content: Procedure: Children are asked to dip the bubble wrap in the different poster colors and print it on the given art sheet. They can absorb the impression on the paper.

Content: Skills developed: Develop their fine motor skills, cognitive skills of understanding cause and effect.

Content: DAY 4: ACTIVITY

Content: TASTE AND SMELL MATCH

Content: Goals: Familiarize them with different smells, ability to differentiate and match, identify the smells. Familiarize them with different tastes, ability to differentiate and identify the different tastes. To make them aware of gustatory discrimination

Content: Vocabulary: Smell, nose, olfactory, pleasant, pungent, strong, taste, taste buds, gustatory sensation, bitter, sweet, sour, salty, and spicy.

Content: Material required: Different smelling objects/materials in similar boxes with small openings to smell. (Clove, Elachi, vanilla, etc.) Two boxes of each item consisting of same materials kept in non transparent boxes. Different products with variety of tastes like mustard seed powder, asafoetida, amchur powder, turmeric powder, dry neem powder, salt, sugar, Tamarind powder, all kept in non - transparent boxes.

Content: Presentation: Introduce the different smells to the children ask them to smell each.

Content: Always keep the boxes in pairs so that they can match the smells when being blindfolded.

Content: Give them the different powders to taste and ask them to name the taste. Ask them to match the same tastes when the same items are given

Content: Assessment:

Content: To make them aware of olfactory discrimination

Content: Which is the organ used for smelling?

Content: Which is your favorite smell?

Content: Which of all the items smells good?

Content: Which smell you dislike?

Content: Do you like the smell of ice cream?

Content: Can you identify an object with its smell?

Content: Which animals are very good in smelling?

Content: Which organ is used for tasting?

Content: Which is your favorite taste?

Content: Which fruit tastes sour?

Content: Do you like bitter taste?

Content: Can we eat something that is too spicy?

Content: Can we eat something that is too salty?

Content: What is the taste of ice cream?

Content: Can we enjoy a food which is not having any taste?

Content: What is the taste of the water?

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 451

Content: Variation: Introduce new smells with different objects like fruits, flowers etc. Introduce new taste with variety of objects. Reinforce the tastes whenever they eat. Ask them to identify the opposite tastes like sweet, bitter.

Content: Evaluation: First do the activities with their eyes open and then evaluate them, with their eyes closed. Note down what all the smells they identified and matched. Keep a record of all open ended questions they answered for future progress.

Content: Analyze how many smells they can match and can identify. Repeat the activity until they become very clear in identifying. First do the activities with eyes open and then with eyes closed, note down how many taste each one identified, matched and named. What all open ended questions they answered. Keep the record to note down the progress when the activity is repeated again. Ask them about the different taste of their lunch and snacks.

Content: Conclusion: This activity provides them with the ability to become aware of the olfactory discrimination. Analyze how many different tastes they can identify, match, and name.

Content: SPINNING TOP

Content: Goals: To improve their fine motor skills, tripod grasp, eye-hand coordination and to expand their vocabulary by asking open ended questions.

Content: Vocabulary: Spin, rotate, top, round, action, stop, irregular, surface.

Content: Material required: Tops

Content: Presentation: Present to the kids how to hold and spin the top. Show them the tripod grasp (three fingers grasp). Show them to spin the top by using both the hands. Spin by using right hand, spin-by using the left hand. Ask them to observe the spinning movement.

Content: Assessment: What is the color of the top? What is the shape of the top? Why the top is not flat at the bottom? Can we spin the top on and irregular surface? Why does a top spin?

Content: Skills developed: Fine motor skill, Eye-hand coordination, Language skills, Cause and effect

Content: Conclusion: Ask the kids to observe the spinning movement, and work on using their grasp correctly.

Content: Variation: Spin the beads, balls.

Content: DAY 4: GYM

Content: SQUATTING

Content: Goals: To improve their gross motor skills and their hip muscles.

Content: Presentation: Encourage the children to stand in a half seated position and move forward in that position.

Content: Skills developed: Develops their gross motor skills and their hip muscles.

Content: CRAB WALK

Content: Goal: To develop their gross motor skills.

Content: Presentation: Encourage children to sit on the ground and ask them to place their hands behind and raise their bottom and more in backward position.

Content: Skill developed: Develops their gross motor skills

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 452

Content: DAY 5: ART

Content: SPRAY PAINTING

Content: Material required: uncolored art sheet or plain sheet, different poster colors alphabet stencils or number stencils related to the theme example flowers, fruits, and animals etc, tooth brush.

Content: Procedure: children are asked to keep the stencil in the appropriate place on the art sheet or the plain sheet. They have to dip the toothbrush in the paint and hold the tooth brush upside down with one hand, above the art sheet and move the bristles of the tooth brush with other hand on the comb held in the other hand. Children are asked to observe that the paint is sprayed by this movement in the paper. Now they can take the stencil and observe the design.

Content: Skills developed: fine motor skills, eye hand coordination, cognitive skills of observing cause and effect.

Content: Goals: To develop their eye hand coordination, fine motor skills, logical thinking skills.

Content: Material required: Any materials, pictures related to the theme can be chosen, a small book with plain sheet has to be made, glue, crayons.

Content: Introduction and presentation: Children are given one book each and they can be explained about theme and they can stick the pictures or materials or children can draw related to the theme in their book.

Content: Skills developed: Develops their eye hand coordination, fine motor skills, and logical thinking skills.

Content: SCRAP BOOK

Content: DAY 5: ACTIVITY

Content: SORTING OBJECTS BY COLORS

Content: Goals: To improve their: Cognitive skills, Pre math skills, Fine motor skills, Eye hand coordination

Content: Vocabulary: Grains, leaves, flowers, beans, shapes, colors, sizes.

Content: Material required: Color papers, grains, leaves, flowers, beans, etc. of different types of colors.

Content: Presentation: Have all the materials ready for the activity. Give each child the materials in a plate. Give each child different color paper/grains/grams/flowers/leaves etc and show them how to sort according to their colors. Ask them to feel the different textures.

Content: Assessment:

Content: ● Ask them whether we can count the grains and grams when it is large quantity.

Content: ● Ask them to name the colors and size of given materials.

Content: ● Ask them about the texture.

Content: ● Do we measure or count the grains.

Content: Evaluation: Evaluate their Cognitive skills, Pre math skills, Fine motor skills, Eye hand coordination

Content: Conclusion: By this activity they will be able to understand and classify the objects according to the colors.

Content: ESTIMATING OBJECTS

Content: Goals: To improve their fine motor skills, eye hand coordination, sensory awareness,

Content: Vocabulary: Estimate, Name of different objects

Content: Material required: Different objects according to the theme, a small ball

Content: Introduction and Presentation: Make all the children to sit near the table. Put one object inside a small bag without showing to the children. Give the bag to one child to identify the object by putting hand inside the bag. The child has to estimate the object only by touching it. We can also tell the objects color, shape and uses to estimate the given objects.

Content: Assessment: ● Name the color of the given object. ● Name the uses of the given object. ● What is the shape of the object?

Content: Evaluation: Evaluate each child's ability to estimate the objects by touch or by clues.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 453

Content: DAY 5: GYM

Content: MARCHING

Content: Goals: To develop their gross motor skills.

Content: Presentation: Children can form in a line or three lines and they can march a parade like the parade of Independence Day and Republic day.

Content: Skills developed: Develops their gross motor skills.

Content: BLOWING BUBBLES

Content: Goal: To develop their oral motor skills and eye hand coordination skills.

Content: Presentation: Children are asked to blow bubbles or feathers.

Content: They can be asked to catch the bubble or feathers which flies higher.

Content: We can discuss about how it flies higher, shape of the bubbles, what is inside the bubbles to the children.

Content: Skills developed: Oral motor skills. Eye and hand coordination while catching the bubble or feather.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 454

Content: CIRCLE TIME

Content: ART

Content: ACTIVITY

Content: GYM

Content: A-Z OF WORLD WONDERS

Content: Monday

Content: Talk about Taj mahal, leaning tower of Pisa, Stonehenge.

Content: Bud painting. Color pencil coloring

Content: Making dough. Observation bottle.

Content: Stride walk. Squatting

Content: Tuesday

Content: Talk about Great colosseum, Pyramid, Eiffel Tower

Content: Collage. Pyramid craft

Content: Mixing semolina with color water. Frozen animals.

Content: Obstacle course. Moon walk.

Content: Wednesday

Content: Talk about Kansai International Airport. Statue of Zeus. Great wall of china.

Content: Sponge painting. Sticking pencil scrap

Content: Filtering. Taste box

Content: Yoga: Jump on the spot

Content: Thursday

Content: Talk about Angkor wat, Temple of Artemis, Hanging Garden of Babylon.

Content: Brush painting. Spray painting

Content: Sound box. plaiting

Content: Hitting the target. Passing the ball

Content: Friday

Content: Talk about statue of liberty, golden gate bridge, Sydney opera house

Content: Wet chalk coloring. Thread printing

Content: Newton's first law. Squeezing sponge

Content: Hopscotch. Bridging.

Content: BLISS CURRICULUM

Content: Theme: World Wonders

Content: A - Ancient / B - Carving, D - Dynasty, E - Emperor / F - Famous / G - H - History, I - J - K - L - M - Master piece / N - O - P - Precious / Q - R - S - Structure / T - Tower / U - V - W - X - Y - Z - Zeus

Content: 455

Content: Topic: Talk about Taj mahal, leaning tower of Pisa, Stonehenge

Content: Vocabulary: Emperor, architecture, structure, Stonehenge, precious, dynasty, tower, mystery, monument, diameter.

Content: Material required: Picture and books

Content: Presentation:

Content: The Taj Mahal is located in India at Agra, a city of New Delhi. It is a complex of many buildings. The river Yamuna flows on the open side.

Content: It was built by the mughal emperor Shah Jahan in the memory of his beloved wife Mumtajmahal. It is constructed entirely of pure white marble and is a master piece of Mughal architecture.

Content: More than 20,000 workers took 22 years to build the Taj Mahal. The common sand stones were used to build the structure while the precious and semi- precious stones were used for decoration.

Content: The architects used several methods such as carving, glass painting, mosaic and inlay work to beautify this great monument.

Content: The leaning tower is a bell tower located in the Italian city of Pisa. The tower is about 55 m tall and has a diameter of 16 m.

Content: The construction of the tower of Pisa began in 1173 AD and was completed in 1372 AD.

Content: The tower was built to show the wealth of Pisa to the rest of the world.

Content: The lean of the leaning tower is because of the weak foundation and unstable subsoil.

Content: The Stonehenge is not a single structure. It consists of a series of structures made of earth, timber, and stone.

Content: The Stonehenge is in southern England, about 1287 Km miles south west of London. It is around 5000 years old.

Content: The construction of the Stonehenge was done in three phase. The three phases have been labeled as Stonehenge I, II and III.

Content: The construction of the Stonehenge is still a mystery. There are no records to find out why this place was built, dismantled and rebuilt over the years.

Content: Assessment:

Content: What was built by the Mughal emperor Shah Jahan in the memory of his wife Mumtaj?

Content: Where is Tajmahal located?

Content: Name the river which flows on the open side of Taj Mahal.

Content: How many workers built Tajmahal?

Content: How many years it took to complete the Taj Mahal?

Content: Where is leaning Tower located?

Content: Why was the Tower built?

Content: What was the reason for the lean of the leaning tower?

Content: Where is Stonehenge located?

Content: How old is the Stonehenge?

Content: How many phases have been labeled as Stonehenge?

Content: Closing: To make the children understand about the world wonders and why are they said be wonders.

Content: Evaluation: Cognitive skills, Auditory skills, Language expressive skills, Language receptive skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 456

Content: DAY : 2

Content: Topic: Talk of colosseum, great pyramid at Giza, Eiffel tower.

Content: Vocabulary: Ancient, event, stadium, chamber, revolution, tower, symbol, land mark.

Content: Material required: Books and pictures

Content: Presentation:

Content: The Colosseum of Rome was the greatest theatre of ancient times. It is one of the finest examples of Roman architecture.

Content: The Colosseum was built to entertain Roman citizens. It proved to be the perfect place to stage all the sporting events.

Content: Almost every sports stadium in the world today follows the basic design of the Colosseum. The Colosseum was used for almost 500 years. It was then badly damaged by a series of earth quakes.

Content: The Great Pyramid is located at Giza, in Egypt. It is the largest of the three pyramids at Giza. It was built as a tomb for the Pharaoh khufu.

Content: The Egyptians began building pyramids, as tombs for their pharaohs. The Great pyramid was the largest and the most famous of these pyramids.

Content: It took 20 years to build the Great pyramid. Inside the Great Pyramid there are three chambers. These chambers are known as the king's chamber, queen's chambers and underground chamber.

Content: The Eiffel tower is a huge iron tower in Paris. The tower was built for the 1889 world's fair to be held as a celebration for the French revolution.

Content: The lower section of the tower has four arched legs. The tower has three platforms. It has two restaurants one on the first floor and other in the second floor.

Content: Assessment:

Content: What for the Colosseum was built?

Content: Where is the Colosseum located?

Content: For how many years Colosseum was used?

Content: For what purpose the Colosseum used?

Content: How was the Colosseum badly damaged?

Content: Where is the Great Pyramid located?

Content: What for the Great Pyramid built?

Content: How many years it took to build the Great Pyramid?

Content: How many chambers are there in the Great Pyramid?

Content: Where is Eiffel Tower located?

Content: Who designed and built the Eiffel Tower?

Content: For what purpose the Tower was built?

Content: How many platforms are there?

Content: How many arched legs do the lower section of tower has?

Content: Closing: To make the children understand about purpose of making these wonders.

Content: Evaluation: Cognitive skills, Visual discrimination, Audio skills, Language expressive skills, Language receptive skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 457

Content: DAY :3

Content: Topic: Talk about Great Wall of China, Kansai International Airport, Statue of Zeus.

Content: Vocabulary: Dynasty, Military, Artificial, Bay, International, Terminal, Status.

Content: Material required: Picture and books

Content: Presentation:

Content: The Great Wall of China is not a single wall but a series of walls built and rebuilt by different Chinese dynasties over a thousand of years.

Content: It is the largest man made structure on Earth. The Great wall was built of stone, wood, grass and earth.

Content: The wall became the world's greatest military structure. The need for a stronger wall to protect their land became important.

Content: The Kansai International Airport is world's first ocean airport. It is located on an artificial island in the Osaka Bay, in Japan.

Content: The airport is considered one of the modern engineering wonders of the world. It was constructed to handle the city's growing international traffic.

Content: The construction of the island began in 1987 and the construction of the airport terminal began in 1991. The airport was inaugurated on 4th September 1994.

Content: The statue of Zeus is one of the wonders of the ancient world. It was located in the ancient town of Olympia.

Content: The Olympic Games were one of the most important festivals of the Greeks. The games were held in honor of the king of their gods Zeus.

Content: The statue was seated on a throne that was decorated with gold, ivory and precious stones. The temple of Zeus was damaged by fire.

Content: Assessment:

Content: In which country Great Wall is located?

Content: Which is the largest man made structure on Earth.

Content: What was the purpose of building Great wall?

Content: Name the world's first ocean airport.

Content: Where it is located?

Content: For what purpose the airport constructed?

Content: When was the airport inaugurated?

Content: Where was the statue of Zeus located?

Content: Which were the most important festivals of Greeks?

Content: Where was the statue seated?

Content: How the statue got destroyed?

Content: Closing: To make the children understand about the ancient wonders and for what purpose it was built.

Content: Evaluation: Cognitive skills, Auditory skills, Memory skills, Language expressive skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 458

Content: DAY : 4

Content: Topic: Talk about Angkor Wat, Temple of Artemis, and Hanging garden of Babylon.

Content: Vocabulary: Represent, symbol, edge, magnificent, honor, statue, miniature, terrace, lawn, fountain, royal.

Content: Material required: Picture and books

Content: Presentation:

Content:

• The Angkor Wat temple is located in Cambodia. It is a huge pyramid temple. It is the representative symbol of Cambodia and is displayed on the country's National Flag.

Content:

• The city of Angkor is located in North Western Cambodia. The ground of the temple symbolizes the world and wall stands for the mountains at the edge of the world.

Content:

• The Angkor Wat temple is one of the greatest representations of the traditional Cambodian culture.

Content:

• The temple of Artemis was located in the ancient city of Ephesus in Turkey. The temple of Artemis took 120 years to build.

Content:

• The temple was built around 550 B.C in honor of the Greek goddess Artemis. It has a magnificent statue of the goddess Artemis.

Content:

• The Hanging Garden of Babylon was located on the east bank of river Euphrates of Baghdad, Iraq.

Content:

• It was covered with trees, flowers, lawns, plants, fountains, pools and miniature waterfalls. In reality, the garden was not hanging but grew on the roofs and terraces of the royal palace in Babylon.

Content: Assessment:

Content:

• Where is Angkor wat temple located?

Content:

• What does the temple represent?

Content:

• What does the ground of the temple symbolizes?

Content:

• What does the wall stand for?

Content:

• Where is the temple of Artemis located?

Content:

• How many years it took to build?

Content:

• For what purpose temple of Artemis built?

Content:

• Where is the hanging garden located?

Content:

• Was the garden hanging?

Content:

• With what the hanging garden was covered?

Content: Closing: To make the children understand about the purpose of the world wonders and how they were important.

Content: Evaluation: Cognitive skills, Auditory skills, Memory skills, Language expressive skills, Language receptive skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 459

Content: DAY : 5

Content: Topic: Statue of liberty, Golden Gate Bridge, Sydney Opera house.

Content: Vocabulary: Liberty, freedom, centennial, oppression, tyranny, bridge, channel, theatre, opera, complex, ballet, entrance, operate.

Content: Material required: Picture and books

Content: Presentation:

Content: The statue of Liberty stands at the Liberty Island, New York. The statue is also known as Lady Liberty.

Content: The statue was a gift from France to the United States in 1886, on its first centennial of independence. It is the statue of a woman in a robe, holding a torch burning with light of freedom.

Content: It symbolizes liberty from oppression and tyranny. The statue of liberty is one of the largest statues in the world.

Content: The Golden Gate Bridge is one of the modern wonders of the world. It is a principal landmark of San Francisco and California. It is one of the longest bridges in United States.

Content: The golden gate is channel at the entrance to the San Francisco bay that separates the bay from the Pacific Ocean.

Content: The construction of the Bridge started in January, 1933 and was completed after four and a half years in May 1937.

Content: The Sydney Opera house is one of the architectural wonders of the world. It is located in Sydney Australia.

Content: The Opera house is a complex of halls and theatres, which are linked together. The house presents theatre, musicals, opera, dance, ballet and every form of music, exhibitions etc.

Content: It took 17 years to complete. It was inaugurated by Queen Elizabeth II. The opera house operated 24 hours a day, every day of the year except Christmas day and Good Friday.

Content: Assessment:

Content: Where is the statue of liberty located?

Content: What is the statue known as?

Content: Which country gifted the statue?

Content: For what purpose the statue was gifted?

Content: What does the statue symbolizes?

Content: Where is Golden Gate Bridge located?

Content: How many years it took to complete the bridge?

Content: Name the longest bridge.

Content: Which ocean separates the golden gate from the bay?

Content: Where the opera house located?

Content: How many years it took to complete?

Content: What is organized in the Opera house?

Content: Closing: To make the children to know about the wonders and their architecture. To make them know about their purpose.

Content: Evaluation: Cognitive skills, Auditory skills, Language expressive skills, Language receptive skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 460

Content: DAY 1: ART

Content: BUD PAINTING

Content: Material required: Uncolored art sheet, various color crayons.

Content: Procedure: The children are asked to hold the crayon firmly and color inside the given picture ( if possible), they can use various colors of their choices related to the given picture.

Content: Skills developed: Tripod grasp, pre writing skills, eye hand coordination.

Content: COLOR PENCIL COLORING

Content: Material required: color pencils of various color, uncolored picture.

Content: Procedure: Children can select the color pencils of their choice related to the picture and color the picture. Children are encouraged to color mostly inside the picture holding the pencil firmly.

Content: Skills developed: tripod grasp, eye and hand coordination, pre writing skills.

Content: DAY 1: ACTIVITY

Content: MAKING DOUGH

Content: Activity: To make dough with flour and water

Content: Goals: To improve their Sensory awareness skills, Fine motor skills, olfactory skills

Content: Vocabulary: Dough, flour, essence, wheat

Content: Material required: Water, Flour (wheat/maida), Food color, Plates, Essence (if required), Small rocks or dried leaves (if required)

Content: Introduction and Presentation: Get all the materials ready for the activity and give each child a plate and have them sit at the table. Put a small amount of flour on each plate and ask them to feel it. Add a small amount of food color and ask them to mix. Add little water and have them mix it with their fingers, observe the color change and feel the texture. For good aroma add few drops of any essence to the dough.

Content: Assessment:

Content: What is the texture of the dough?

Content: What is the color of the food color?

Content: What happens when you add color to the flour?

Content: Does the texture change when you add water to the flour?

Content: How does the dough smell when you add essence?

Content: How do you feel soft or rough?

Content: Is it gooey and sticky or stiff and hard?

Content: What is the different smell?

Content: Evaluation: To evaluate their sensory awareness skills, tactile skills, olfactory skills, whole hand grasp.

Content: OBSERVATION BOTTLES

Content: Activity: To show them what things are there in the bottle and when we shake what happens.

Content: Goals: To improve their visual discrimination, cause and effect, their attention.

Content: Vocabulary: Bottles, tomato, shells, pebbles, sand, leaves, marbles.

Content: Material required: Transparent bottles, water, color, shells, leaves.

Content: Presentation: Take a transparent bottle and fill it with water and color. Add shells, sand, small pebbles etc. We can put any objects inside the bottle and observe what happens when we shake the bottle in circular motion. When we shake the bottle, all the objects inside the bottle start moving around in the water because of the force. Showing this activity we can talk about tornado. What happens when tornado comes? We can illustrate this by shaking the bottle and just telling them that it is a wind which comes with a huge force and carries with it everything like animals, vehicles, trees etc in the air and throws it out and damages homes etc.

Content: Assessment:

Content: Can you observe the objects inside the bottle?

Content: What happens when we shake the bottle?

Content: What happens when we don't shake the bottle?

Content: What is a tornado?

Content: What happens when tornado comes?

Content: Evaluation: Evaluate each child's ability whether they have understood about the force of the wind, the visual discrimination, language skills and cause and effect.

Content: Conclusion: Talk about the force of the wind. What all can we observe inside the bottle. Tell them about the damages that happen when a tornado or hurricane comes.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 461

Content: DAY 1: GYM

Content: STRIDE WALK

Content: Goal: To develop their gross motor skills, balancing.

Content: Presentation: Child has to keep their leg apart and walk. This is called stride walking.

Content: We can ask them to do normal walking and stride walking alternatively as a variation.

Content: Skills developed: Gross motor skills. Balance.

Content: SQUATTING

Content: Goal: To improve their gross motor skills and their hip muscles.

Content: Presentation: Encourage children to stand in a half seated position and move forward in that position.

Content: Skills developed: develops gross motor skills and their hip muscles.

Content: DAY 2: ART

Content: COLLAGE

Content: Goals: To develop their fine motor skills, pincer grasp, eye hand coordination, spatial awareness, and tactile skills.

Content: Material required: - Glue, uncolored art sheet, magazine cut outs.

Content: Procedure: Keep the required materials ready before starting an activity. Explain to the children about the art sheet.

Content: Encourage them to apply glue inside the picture and ask them to pick the cutouts of magazine and stick on the glue inside

Content: the picture.

Content: Skills developed: Fine motor skills, pincer grasp, eye hand coordination, spatial awareness, tactile skills.

Content: PYRAMID CRAFT

Content: Material required: Cardboard or mount board, cello tape, safety scissors, pencil, scales.

Content: Preparation: Cut two broad equal sized triangles using safety scissors.

Content: Cut two narrow equal sized triangles using safety scissors.

Content: Keep required material readily before starting the activity.

Content: Procedure:

Content: Step:1 Keep one broad triangle and one narrow triangle and stick it together using cello tape.

Content: Step:2 Keep mother narrow triangle on the other side and stick it.

Content: Step:3: Finally stick the other broad triangle on the opposite side of the broad triangle

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 462

Content: DAY 2: ACTIVITY

Content: MIXING SEMOLINA WITH COLOR WATER

Content: Goals: To improve their fine motor, cognitive skills of exploring cause and effect, sensory skills.

Content: Vocabulary: Color names, Change, Texture, semolina, Wet/ dry, Grainy

Content: Material required: Semolina, Food color, Plates, Water

Content: Preparation: Have all the materials ready for the activity. Give each child a plate and make them sit at the table.

Content: Presentation: Put a small amount of semolina on each plate. Ask them to feel it. Add a small amount of powdered food coloring and ask them to mix. Add a bit of water and tell them to mix it with their fingers observing the color change, and feeling the texture.

Content: Assessment:

Content:

• What happened when we added the food color to semolina?

Content:

• What is the color of semolina?

Content:

• Did the texture change when we add water?

Content: Evaluation: Evaluate their ability to mix semolina with water and food color.

Content: Skills developed: Fine motor skills, language expressive skills, and sensory awareness.

Content: Variation: Add essence, sand, rocks, pine cone, paper and other material to see what happens and feel the texture and smell.

Content: FROZEN ANIMALS

Content: Goals: To develop their sensory skills, cause and effect

Content: Vocabulary: Transparent, melt, freeze, container, snow, ice, hail storm, salt, also the frozen toy inside.

Content: Material required: Toy animals, water, and transparent container

Content: Presentation: Before we start the activity keep the toy animals in a transparent container with water and keep it inside the freezer for the whole day. Take out the frozen animals from the freezer and show them. Make them to touch the container and ask them how you feel. Show the animals inside the ice, which is transparent. When the animals are frozen they get stuck but when the ice melts, we can take it out easily. Explain about 3 stages of water. Also talk about the different kinds of rains that we get.

Content: Assessment:

Content:

• How will you feel when you touch the ice?

Content:

• Can you see the frozen animals? If yes why?

Content:

• What happens when ice melts?

Content:

• At what temperature water will become ice?

Content:

• How did the animal get into the ice?

Content:

• Why is the ice melting?

Content:

• Have they seen ice rain (hail storm)?

Content:

• What can they see inside the ice?

Content: Variation: We can take some other items like flowers, vegetables, fruits, vehicles as per the theme. Use a string so they can carry it and also figure out how the string stuck inside.

Content: Evaluation: Evaluate each child's ability to understand how water turns to ice and how it melts.

Content: Sensory skills Understanding of cause and effect Cognitive skills of observing

Content: Conclusion: This activity helps with understanding of frozen and melt, and talking about different aspects relating to the theme.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 463

Content: DAY 2: GYM

Content: OBSTACLE COURSE

Content: Goal: To improve their gross motor skills and listening skills, memory skills.

Content: Presentation: Welcome the kids to gather in a place and multiple oral instructions will be given at once to them.

Content: For example: Take three jumps from position, crawl into the tunnel, climb the blue sliding board, balance on yellow beam,

Content: take the yellow ball drop it into the basket and get back to position.

Content: Observe how many commands they can remember and follow in the right sequence.

Content: Skills developed: They develop gross motor skills, receptive language skills, memory skills, spatial awareness, listening

Content: skills, balancing skills.

Content: Extension: They can try out different instructions including different games.

Content: MOON WALK

Content: Goal: To improve their gross motor skills, balancing skills while moving, direction skills, auditory skills.

Content: Presentation: encourage children to stand and explain about how astronauts will walk on the moon. Ask them to keep

Content: their body loose and lift one leg very slowly, stretch it forward and place it slowly down. Now in the same way lift the other

Content: leg and place it slowly in front of the first leg. Let them have the same slow movement for the hands too.

Content: They can be given oral direction to move left or right.

Content: Skills developed: Develops their gross motor skills and balance while moving, direction skills and auditory skills.

Content: DAY 3: ART

Content: SPONGE PAINTING

Content: Material required: Uncolored art sheet, paints of various colors, sponge cut in to various shapes.

Content: Procedure: The children are asked to dip the sponge in the paint and do the sponge printing on the given picture. They

Content: can do printing with various shape or size or design sponges dipped in different colors. Encourage the children to do the

Content: printing only inside the picture.

Content: Skills developed: fine motor skills, sensory skills, cognitive skills of knowledge of various colors and cause and effect.

Content: STICKING PENCIL SCRAP

Content: Material required: Uncolored art sheet or plain sheet, pencil scrap, glue, different colors of paint, brush.

Content: Procedure: Children can do the collage (sticking) work with pencil scrap on the art sheet or plain sheet with glue. They can

Content: also paint it with different colors.

Content: Skills developed: Develops their fine motor skills, eye hand coordination and texture skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 464

Content: DAY 3: ACTIVITY

Content: FILTERING

Content: Goals: To help to impart to them development of fine motor skills and eye hand coordination.

Content: Vocabulary - Pouring, transferring, bowl, liquid, leaves.

Content: Material required: Various utensils, sieve, water and some tea power or leaves etc.

Content: Presentation: Take water in a container and put some tea power or leaves in to the water and then pour water to another

Content: container using the sieve. Encourage and help the children to do this activity. Children can try to filter water by pouring the

Content: water to another container without using the sieve also.

Content: Assessment:

Content: • What is the color of water?

Content: • What is the shape of water?

Content: • What are the uses of water?

Content: • Name the sources of water.

Content: • How many glasses of water we have to drink every day?

Content: • Can you tell what will happen if water is not available?

Content: • Can we lift a container with one finger?

Content: Evaluation: Evaluate how each child is filtering water by using sieve and without using sieve.

Content: Conclusion: This activity helps develop their whole hand grasp and understanding the concept of displacement, as well as

Content: fine motor skills.

Content: TASTE BOX

Content: Goals: Familiarize them with different tastes, ability to differentiate and identify the different tastes. To make them aware of

Content: gustatory discrimination

Content: Vocabulary - Taste, taste buds, gustatory sensation, bitter, sweet, sour, salty, spicy.

Content: Material required: Different products with variety of tastes like mustard seed powder, asafoetida, amchur powder, turmeric

Content: powder, dry neem powder, salt, sugar, Tamarind powder, all kept in non - transparent boxes.

Content: Presentation: Give them the different powders to taste and ask them to name the taste. Ask them to match the same tastes

Content: when the same items are given.

Content: Assessment:

Content: • Which organ is used for tasting?

Content: • Which is your favorite taste?

Content: • Which fruit tastes sour?

Content: • Do you like bitter taste?

Content: • Can we eat something that is too spicy?

Content: • Can we eat something that is too salty?

Content: • What is the taste of ice cream?

Content: • Can we enjoy a food which is not having any taste?

Content: • What is the taste of the water?

Content: Variation: Introduce new taste with variety of objects. Reinforce the tastes whenever they eat. Ask them to identify the

Content: opposite tastes like sweet, bitter.

Content: Evaluation: First do the activities with eyes open and then with eyes closed, note down how many taste each one identified,

Content: matched and named. What all open ended questions they answered. Keep the record to note down the progress when the

Content: activity is repeated again. Ask them about the different taste of their lunch and snacks.

Content: Conclusion: Analyze how many different tastes they can identify, match, and name.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 465

Content: DAY 3: GYM

Content: YOGA

Content: JUMP ON THE SPOT

Content: Goals: To improve their gross motor skills, balancing and spatial awareness.

Content: Presentation: Encourage the children to stand in one place or if possible draw a circle and make them stand inside it. Tell the children to jump inside the circle or in the same place.

Content: Skills developed: Develops gross motor skills and spatial awareness.

Content: DAY 4: ART

Content: BRUSH PAINTING

Content: Material required: Uncolored art sheets, different poster colors, paint pallets, paint brush.

Content: Procedure: Children can dip the paint brush in the paint (different colors) and paint the picture given holding the brush firmly. Children are encouraged to paint inside the picture.

Content: Skills developed: Develops their fine motor skills, eye hand coordination.

Content: SPRAY PAINTING

Content: Material required: uncolored art sheet or plain sheet, different poster colors alphabet stencils or number stencils related to the theme example flowers, fruits, and animals etc, tooth brush.

Content: Procedure: children are asked to keep the stencil in the appropriate place on the art sheet or the plain sheet. They have to dip the toothbrush in the paint and hold the tooth brush upside down with one hand, above the art sheet and move the bristles of the tooth brush with other hand on the comb held in the other hand. Children are asked to observe that the paint is sprayed by this movement in the paper. Now they can take the stencil and observe the design.

Content: Skills developed: fine motor skills, eye hand coordination, cognitive skills of observing cause and effect.

Content: DAY 4: ACTIVITY

Content: SOUND BOX

Content: Goals: To identify the objects with the sounds they make. To make them aware of auditory discrimination.

Content: Vocabulary: Hearing, loud, soft, noise, auditory, ear, eardrums

Content: Material required: Different sound producing items kept in non transparent boxes. Items - Stone, pebbles, water, pins, sand, Rava, empty box, small bells. Same objects can be in two boxes so that they can match the sounds.

Content: Presentation: Ask them to shake each sound box and hear the sound; let them match two sound boxes having the same objects inside by hearing the sound produced. You can introduce some more new sound producing items. (noise makers, party blowers, whistles)

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 466

Content: Assessment:

Content: • Which is the organ used for hearing?

Content: • How many ears do we have?

Content: • What are the sounds we hear from the nature?

Content: • Have you heard a thunder?

Content: • Is the sound of thunder loud or soft?

Content: • In which festival can you hear sound of fire crackers?

Content: • What do fire crackers sound like?

Content: • What do loud sounds do to our eardrums?

Content: Evaluation: Note down what all sounds each child matched and identified. Keep a record for knowing further progress when the activity is repeated.

Content: Skills developed: Auditory discrimination Cognitive skills of observing, matching and identifying the sounds

Content: Conclusion: With this activity they will be more aware of their auditory skills and analyze how many sounds they can match and identify.

Content: Goals: To develop their fine motor skills, eye hand coordination, direction skills, patterning skills.

Content: Material required: Three different colored woolen threads tied as little bunches for the children to hold it comfortably.

Content: Presentation:

Content: Encourage children to sit around the table.

Content: Provide the woolen thread to the children with all three bunches tied at one end.

Content: Direct them to place it on the table and ask them to hold one bunch with their right hand and one with their left hand, one will be left in the middle. Ask them to the place the bunch of wool that they hold on their right in the middle and keep on alternating all the three strands simultaneously.

Content: Skills developed: Develops fine motor skills, eye hand coordination, direction skills.

Content: DAY 4: GYM

Content: HITTING THE TARGET

Content: Goal: To develop their eye hand coordination, fine motor skills, gross motor skills.

Content: Presentation: Ask the children to hold the ball firmly with one or both hands and toss the ball on the target.

Content: Encourage them to toss it correctly on the target.

Content: Skills developed: Eye hand coordination, fine motor skills and gross motor skills.

Content: PASSING THE BALL

Content: Goal: To develop their social skills, eye hand coordination, auditory skills.

Content: Presentation: Children will sit in a circle form and they pass the ball to each other and when the music stops whoever has the ball has to get up and do the action, or sing rhymes and then again they pass the ball and other child will get turn..

Content: Skills developed: Auditory skills. Eye hand coordination Concentration Social skills.

Content: Variation: They can pass different items according to the theme.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 467

Content: DAY 5: ART

Content: WET CHALK COLORING

Content: Material required: Uncolored art sheet, different color chalks dipped slightly in water with chalk holder.

Content: Procedure: Children are told to hold the chalk holder firmly and color inside the given picture with different colored chalk.

Content: Skills developed: Tripod grasp, pre writing skills, eye hand coordination.

Content: THREAD PRINTING

Content: Material required: Thread of varying length, different poster colors, uncolored art sheet or plain sheet.

Content: Procedure: Children can dip the thread in the paint and keep it on the art sheet and fold the art sheet holding firmly on the table with one hand and pull the thread out after moving the thread in various directions with the other hand.

Content: Skills developed: Develops their fine motor skills of tripod grasp, eye hand coordination, cognitive skills of cause and effect.

Content: DAY 5: ACTIVITY

Content: NEWTON'S FIRST LAW

Content: Newton's first law: When no force acts on an object, it will remain at rest, or it will move in a straight line with a constant speed.

Content: Goals: To make them familiar with the concept of Newton's first law.

Content: Vocabulary: Post card, glass tumbler, coin, constant speed, rest.

Content: Material required: Post card, Glass tumbler, Coin

Content: Presentation: Place the post card (a light material) on top of the glass tumbler. Place the coin on the card. Make sure that it is placed at the centre of the glass tumbler. Now push the post card fast.

Content: Observation: As the post card moves out the coin will drop inside the tumbler.

Content: Reason: The force that we apply acts only on the post card. The card comes out, but no force is applied on the coin, so the coin drops into the tumbler. When we apply the force to the card a bit gently it will also act on the coin due to friction. As a result the coin will move along with the card. When the force is applied fast there is little time for friction to come into play and so the coin remains stationary and eventually drops inside the tumbler.

Content: Assessment:

Content:

• What happens when we push the post card faster?

Content:

• What happens when we push the post card slowly?

Content:

• Which force acts on the post card when we move the post card faster?

Content: Evaluation: Evaluate the following skills: Understanding concepts. Observing skills. Logical skills. Cause and effect

Content: Conclusion: Conclude the topic by revising the Newton's first law.

Content: SQUEEZING SPONGE

Content: Goals: To improve their intrinsic hand muscle power, their fine motor skills to develop their texture sense.

Content: Vocabulary: Squeezing, crushing, sponge, hard, soft, powdery, sticky

Content: Material required: Sponge, water.

Content: Presentation: Keep water tub with water and sponge before starting an activity. Make all the children to sit near the table and show them how to soak sponge in the water and squeeze it. Tell them what happens when sponge soaks in water. Tell them how sponge absorbs water and while squeezing how water goes out. Encourage them to do the same activity.

Content: Assessment:

Content:

• Can we squeeze a hard material?

Content:

• What happens when we keep sponge in water?

Content:

• What happens when we squeeze a sponge soaked in water?

Content: What goes out when we squeeze a sponge?

Content: Skills developed: Fine motor skills, cognitive skills of cause and effect.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 468

Content: DAY 5: GYM

Content: HOPSCOTCH

Content: Goal: To improve their balance, gross motor skills, eye and foot co-ordination, spatial awareness.

Content: Presentation: A hopscotch box has to be drawn on the floor it can be simple or complex.

Content: Ask the children to hop on one foot and to jump, hop, jump, turn and do the same and go back to position.

Content: Observe them how well they are able to do it.

Content: Skills developed: It develops their balance, spatial awareness when they hop on one foot and their gross motor skills while jumping.

Content: Develops their visualization skills if they are able to do with eyes closed.

Content: Extension: They can try closing their eyes.

Content: BRIDGING

Content: Goal: To develop their gross motor skills and their hip muscles.

Content: Presentation: Ask the children to lie on the back, ask them to fold their legs and lift the hip from the ground and stay in that position for a short period.

Content: Skills developed: Balancing skills. Gross motor skills and it helps to develop their hip muscles.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 469

Content: October: Week - 5

Content: Alphabets of the Month: Q,R,S,T

Content: BLISS CURRICULUM

Content: Theme: Sports

Content: Color of the Month: Orange, purple

Content: Shape of the Month: Oval, pentagon, hexagon

Content: CIRCLE TIME

Content: Monday

Content: Talk about indoor games.

Content: Color pencil coloring, texture toy painting.

Content: Shake and ladder, hit the stick.

Content: Kho-kho, color game.

Content: ART

Content: Tuesday

Content: Talk about outdoor game.

Content: Make a chess board, sand paper tracing.

Content: Lotto game. Picking objects using clips

Content: Foot ball. Squatting

Content: ACTIVITY

Content: Wednesday

Content: Talk about water sports and snow.

Content: Making tennis bat, tracing with stencils.

Content: Carom board. Kneading.

Content: Lemon and spoon. Middle catcher in the bowling.

Content: GYM

Content: Thursday

Content: Discuss about Safety equipments. favorite sport.

Content: Shape block printing, straw blow painting.

Content: Egg carton play, guess how many.

Content: Bouncing balls. General exercise

Content: A-Z OF SPORTS

Content: Friday

Content: Mini book, thread painting.

Content: Dumb charades. Blowing beads.

Content: Golf, bouncing balls.

Content: Dumb charades / C- Cricket / D- Dumb charades / J- Juggling / G- Golf / H- Hockey / I- Ice skating / K- Kho- Kabedi / L- Lock and Key / M- Martial arts / Net / Olympics / P- Pole vault / Q- Rugby, Racing / S- Swimming, Soccer / T- Tennis / U- Umpire / V- Volley ball / X-

Content: 470

Content: Topic: Talk about the indoor games (table tennis, gymnastics, and home games).

Content: Vocabulary: Table tennis, darts, chess, bowling.

Content: Material required: Pictures, snake and ladder game board, pictures sportsman playing indoor.

Content: Presentation:

Content: • Ask the children what they do after school. Define sports.

Content: • Tell them we work whole day. We get tired we need to do something that makes us feel fresh again this is called recreation. Recreation is any type of sport. Some people like play after work, during weekends, to keep them fit or as a profession. There are two types of sports they are indoor and outdoor games.

Content: • Ask the children what indoor games they like to play. Introduce the topic by showing different indoor games like table tennis, gymnastics, snake and ladder, chess, carom board etc.

Content: • Give details about each game.

Content: • Sport helps us to concentrate, relax and keeps our mind fit. Every sportsman has to eat, exercise and sleep well to keep himself fit

Content: • Show the pictures of sports man like Vishwanathan Anand -chess.

Content: • Give them the pictures and ask them to sort in to indoor and out door sports.

Content: Assessment:

Content: • Which is your favorite game or sport?

Content: • Name the two types of games?

Content: • Can you tell the names of some indoor games?

Content: • Which games does require regular exercise?

Content: • Which game do you see ladders?

Content: Closing: To make the children understand the topic of sports indoor and outdoor games.

Content: Evaluation:

Content: Gross motor (ask the children to warm up before playing a sport).

Content: Pre math skills (counting in the game of snakes and ladder).

Content: Expressive and receptive language skills (question and answer, knowledge of topic).

Content: Classifying skills (classifying).

Content: Extension: Play a game of snake and ladder, monopoly, carom board etc.

Content: Bowling can be played using colored bottles and ball.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: DAY: 2

Content: Topic: Talk about the outdoor games

Content: Vocabulary: Ground, pitch, bat, cricket, golf, umpire, helmet, badminton, racket, shuttle, cork, match, commentary, coach, training.

Content: Material required: Pictures, bat, ball, gloves, etc.

Content: Presentation:

Content: Welcome the children to revise the previous day's topic.

Content: Explain them about outdoor games; they are played in open ground. Sport or games like cricket, soccer, badminton, lawn tennis, golf, base ball etc are called outdoor games.

Content: They are played in outdoor or called stadium.

Content: Ask them to share their experience to a cricket or soccer match.

Content: Every game will have different number of players. For example cricket 11 players, 2 teams.

Content: Every sport has different requirement like helmet, bats, basket, pitch, racket, gloves, and pads.

Content: Tell them people who teach the sport are called coach. Ask them about their favorite outdoor sport.

Content: Assessment:

Content: Which is your favorite outdoor sport?

Content: Name some outdoor sports?

Content: In which sport there are 11 players?

Content: What do you need to play basketball?

Content: What do you call a person who trains sports men?

Content: Where do you see the sports if you are not in stadium?

Content: What do you call a person who narrates the live match?

Content: Closing: To make them understand the topic of outdoor games.

Content: Evaluation:

Content: Cognitive skills (recalling, classifying the sports).

Content: Gross motor (while playing sports).

Content: Expressive and receptive language skills- questions and answers, knowledge of topic.

Content: Extension: Invite the children for a match of their favorite sports.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 472

Content: DAY: 3

Content: Topic: Talk about water sports and snow.

Content: Vocabulary: Ice hockey, swimming, skiing.

Content: Material required: Pictures.

Content: Presentation:

Content: Show the pictures of corresponding sports. Talk about the water sports like swimming. One has to wear special clothes. There are different types of strokes in swimming, we see life guards sitting around for safety purpose. People learn swimming to relax, burn, calories or keep themselves fit. It is a good form of recreation. A person who's swimming in water is called swimmer. Children learning swimming wear swimming costume, goggles, shower caps and use tubes before entering swimming pools.

Content: Talk about shallow and deep water.

Content: Talk about ice hockey. People living in cold countries play this sport as it requires snow. They wear skates and special clothes to keep their body warm. Skiing is also a sport where special footwear, clothes etc are required.

Content: Talk about boat races.

Content: Assessment:

Content: Can you name some sports where we need ice?

Content: Can we play ice hockey in Chennai? Why?

Content: Which sport requires swimming pool?

Content: Who is called a swimmer?

Content: What are the things a swimmer wears before entering a pool?

Content: Which sport can be played both on ground as well in ice?

Content: Closing: In this way we make children understand about snow sports and water sports.

Content: Evaluation:

Content: Receptive and expressive language skills (question and answer knowledge of topic). Cognitive skills (listening, recalling).

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 473

Content: DAY: 4

Content: Topic: Discuss about favorite sports, talk about medal, Olympic.

Content: Vocabulary: Cricket, favorite, soccer etc.

Content: Material required: Pictures, medals, shields, certificates.

Content: Presentation:

Content: • Show the pictures, invite the children to come and pick their favorite sport.

Content: • Ask the children to talk about the sport they like.

Content: • In this manner let everyone speak about the sport they like.

Content: • Show the medals, shields, certificates tell them these are given for appreciation.

Content: • Make a cardboard medal, ask children a question about any topic and appreciate every one with a medal.

Content: • Talk about Olympic, common wealth games etc.

Content: Assessment:

Content: • Which are your favorite sports?

Content: • Why do you like it?

Content: • Can you talk something about it?

Content: • What are given as a token of appreciation for a sports man?

Content: • What are Olympic Games?

Content: • What do we get when we win the first place in the game? ( medal or trophy)

Content: • How often do we have Olympic game? (every 4 years)

Content: • Name some of the games played at the Olympic game?

Content: • Do you know how much of practice they need to be selected at the Olympic games?

Content: • How do you feel when you lose a game? Why?

Content: • When you grown, which sport would you like to get trained?

Content: Closing: To make them understand about medals, shields etc. their love for sports.

Content: Evaluation:

Content: Social/ emotional skills (appreciation).

Content: Expressive and receptive language skills (question and answer).

Content: Gross motor skills (ask them to demo the sport).

Content: Fine motor skills (making of a medal).

Content: Extension: You can make a paper medal. Material required –coin sized out cardboard, 2 coins sized golden or silver paper, glue, satin ribbon and wool.

Content: Pretend play Olympic games

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 474

Content: DAY : 5

Content: Topic: Safety equipments used in sports.

Content: Vocabulary: Helmets, gloves, life guards, pads, knee caps, first aid box, ambulance etc.

Content: Material required: Pictures or real ones.

Content: Presentation:

Content: Recall the previous topic, ask them about the safety equipments used while playing a sport.

Content: Tell them while playing cricket, a cricketer wears gloves, helmet, knee padding etc to guard him from fast coming ball.

Content: During swimming life guards are present around for safety.

Content: First aid is kept for every sport.

Content: In emergency ambulance stand outside the stadium.

Content: We must follow the safety tips and equipments properly. Never go without these as it may lead to serious injury.

Content: Assessment:

Content: Name some of the safety things used by a cricketer?

Content: Who will help us in learning swimming?

Content: Why we must follow the safety norms?

Content: Name some safety tips used by a sports person?

Content: What happens when we do not take safety precaution?

Content: What happens when we jump into the pool without a life guard?

Content: Can we swim in the beach?

Content: Closing: To make them understand how safety equipment help a sport man.

Content: Evaluation: Social/ emotional skills (understanding the safety rules and following it).

Content: Self help skills (carrying a first aid).

Content: Extension: Pretend play-provide the children with gauge piece, cotton, bandage etc.

Content: Ask them to do first aid for friends.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 475

Content: DAY 1: ART

Content: COLOR PENCIL COLORING

Content: Material required: Color pencils of various colors, uncolored picture.

Content: Procedure: Children can select the color pencils of their choice related to the picture and color the picture. Encourage the children to color mostly inside the picture holding the pencil firmly.

Content: Skills developed: Tripod grasp, eye hand coordination, prewriting skills.

Content: TEXTURE TOY PAINTING

Content: Goal : To develop their creativity, fine motor skills, tactile skill, cognitive skills of understanding and exploring cause and effect.

Content: Material required: Uncolored art sheet related to the theme, sand or rava or salt, poster colors, texture toys (like small tyres etc).

Content: Introduction and presentation:

Content: Encourage children to sit for the art and present them the ways to do the texture painting.

Content: Children can also use texture toys to paint the pictures.

Content: They can observe the painting and touch and feel the texture after the paint has dried.

Content: Skills developed: Develops their creativity, fine motor skills, tactile skills, cognitive skills of understanding cause and effect.

Content: DAY 1: ACTIVITY

Content: SNAKE AND LADDER

Content: HIT THE STICK

Content: Goals: To improve their attention span, visual tracking skills and social/ emotional skills of enjoying.

Content: Material required: One ice cream stick.

Content: Presentation: Children are asked to sit and mentor can place the ice cream stick on the table.

Content: Ask each child to touch the stick, give three turns for each.

Content: When they try to touch take off the ice cream stick back.

Content: Evaluation: Observe how well they are able to track the ice cream stick and touch it.

Content: Skills developed: Visual tracking skills, social emotional skills, persistence skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 476

Content: DAY 1: GYM

Content: KHO-KHO

Content: Goals: To develop their gross motor skills and social skills.

Content: Intraduction and Presentation: Make the children to sit on alternative sides. There will be one runner who can run around

Content: the players seated or in and out besides them. The one among the players seated will be the catcher. But the catcher can

Content: only run in one direction. If the runner runs in and out of the player seated the catcher can tell the player seated close to the

Content: runner to catch and the previous catcher can sit in that player's position. Before changing the catcher the first catcher should

Content: say 'kho' so the other player can run to catch the runner

Content: Skills developed: Gross motor skills. Social skills.

Content: COLOR GAME

Content: Goal: To develop their cognitive skills of learning colors and their gross motor skills, social skills.

Content: Presentation: One child who volunteers to be catcher will be made to tie or close their eyes.

Content: And the catchers will be asked "color, color, what color do you choose".

Content: The catcher will name a color. All others should find and touches that color consider revising.

Content: Skills developed: Gross motor skills, Cognitive skills, Social skills.

Content: DAY 2: ART

Content: MAKE A CHESS BOARD

Content: Material required: Plain sheet, poster colors or water colors, fevicol or gum, chart, safety scissors.

Content: Preparation:

Content: Mix and paint the A4 sheet with black color.

Content: Cut the chart in square shape for the bottom of the chess board.

Content: Procedure:

Content: Step: 1:- Draw and cut 32 square shapes in white sheet and

Content: 32 square shapes in black sheet..

Content: Step: 2:- Take the chart and stick

Content: alternate black and white squares.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 477

Content: Variation: We can use black color paper instead of A4 sheet. If we are using white chart, no need for the white paper square, stick the black color alternatively.

Content: SAND PAPER TRACING

Content: Material required: Sand paper alphabets or numbers or shapes or patterns, plain papers, pencils or crayon or sketch pen.

Content: Procedure: Children are provided with plain sheets and pencil or crayon or sketch pen. Each child will be provided with sand paper alphabets, numbers, shapes or patterns. They can place the sand paper under the paper and trace the shape, pattern, alphabets or numbers.

Content: Skills developed: Fine motor skills, pre writing skills and eye hand coordination.

Content: DAY 2: ACTIVITY

Content: LOTTO GAME

Content: PICKING OBJECTS USING CLIPS

Content: Goals: To improve their pre math skill of measuring and comparing, fine motor skills, cognitive skills, eye hand coordination.

Content: Vocabulary: Clips, object, pick.

Content: Material required: Clip, bowl, different objects.

Content: Presentation: Place the objects, plates and clips on the table Pick the objects using clip from one plate to another.

Content: After transferring the object they can count the object which they transferred.

Content: Assessment:

Content: How many objects you transfer using clip?

Content: Name the objects which you transferred.

Content: How many objects have you transferred?

Content: Skills developed: Pre-math skills Estimation, Predicting, Comparing Fine motor skills Eye hand coordination

Content: Conclusion: By this activity we can improve their fine motor skills and whole hand grasp.

Content: DAY 2: GYM

Content: FOOT BALL

Content: Goals: To develop their balance, gross motor skills.

Content: Introduction and Presentation: Children can kick the foot ball with their legs to a particular target. Children can kick the ball around and take turns and play.

Content: Evaluation: Evaluate them by observing how well they are able to build simple words.

Content: Skills developed: Gross motor skills. Balancing.

Content: Variation: Beach ball. Children can wear a towel and kick, throw and play with the ball.

Content: SQUATTING

Content: Goals: To improve their gross motor skills and their hip muscles.

Content: Presentation: Encourage the children to stand in a half seated position and move forward in that position.

Content: Skills developed: Develops their gross motor skills and their hip muscles.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 478

Content: DAY 3: ART

Content: MAKING TENNIS BAT

Content: Material required: Waste paper, cello tapes, wool, and paint.

Content: Preparation:

Content: Procedure:

Content: Step: 1:- First crush the paper and rolled it like a rope and another crushed paper rolled it and make an oval shape as shown below

Content: Pic:I

Content: Crush paper

Content: Pic

Content: Rolled to oval shape

Content: Remember that, while crushing paper use more paper so that it will be hard and stiff enough to hold.

Content: Step: 2:- Now take the straight crush paper and join or stick on the oval shape crushed paper with cello tape.

Content: Step: 3:- Take wool and stick horizontally and in vertical position inside the oval shape now the bat is ready.

Content: TRACING WITH STENCILS

Content: Material required: Plain sheets, pencils or crayons or sketch pen, stencils (related to various themes).

Content: Procedure: Provide plain papers to the children and given them a stencil and ask them to place it on the paper and ask them to hold it firmly with other hand and trace the stencil, inside or outside.

Content: Skills developed: Pre writing, fine motor skills, eye hand coordination

Content: Skills developed: Pre writing, fine motor skills, eye hand coordination

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 479

Content: DAY 3: ACTIVITY

Content: CAROM BOARD KNEADING

Content: Goals: To improve their Sensory awareness skills, Fine motor skills, olfactory skills

Content: Vocabulary: Dough, flour, essence, wheat, knead.

Content: Material required: Water, Flour (wheat/maida), Food color, Plates, Essence (if required), Small rocks or dried leaves (if required)

Content: Introduction and Presentation: Get all the materials ready for the activity and give each child a plate and have them sit at the table. Put a small amount of flour on each plate and ask them to feel it. Add a small amount of food color and ask them to mix. Add little water and have them mix it with their fingers observe the color change and feel the texture. For good aroma add few drops of any essence to the dough.

Content: Assessment:

Content: • What is the texture of the dough?

Content: • What is the color of the food color?

Content: • What happen when you add color to the flour?

Content: • Does the texture change when you add water to the flour?

Content: • How does the dough smell when you add essence?

Content: • How do you feel soft or rough?

Content: • Is it gooey and sticky or stiff and hard?

Content: • What is the different smell?

Content: Skills developed: Sensory awareness skills, tactile skills, olfactory skills, whole hand grasp.

Content: DAY 3: GYM

Content: LEMON AND SPOON

Content: Goal: To develop their co-ordination, balance, ability to sustain attention, oral-motor skill, eye-co-ordination.

Content: Presentation: The children have to hold the spoon in the mouth with the lemon placed on the spoon and walk. They have to walk carefully without the lemon falling down. When they drop the lemon they have to wait for the next turn to join the game. Whoever holds the spoon with the lemon correctly and reaches the target will get applause. Ensure that the lemon is not too small and be cautious.

Content: Variation: They can do fast walking, walking on toes as a variation.

Content: Skills developed: It helps to develop their co-ordination, balance, ability to sustain attention, oral-motor skill, eye-co- ordination.

Content: MIDDLE CATCHER IN THE BOWLING

Content: Goal: To develop their social skills and gross motor skills.

Content: Presentation: This game can be played as a group, two groups on either sides and one catcher will be in the middle circle or. Two children on both sides and the catcher in middle. Player should throw the ball to the player on the other side; the catcher will also try to catch the ball from his/ her circle. If the catcher catches the ball. The player who threw the ball will be the catcher will stand on the player's position.

Content: Skills developed: Social skills. Gross motor skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 480

Content: DAY 4: ART

Content: SHAPE BLOCK PRINTING

Content: Material required: Various shapes blocks, stamp pad, holder, plain sheet or art sheet.

Content: Procedure: Children are asked to hold the block firmly and print the block pressed in stamp pad on the paper. Children can name the print after seeing the impression.

Content: Skills developed: Tripod grasp, fine motor skills, cognitive skills of understanding cause and effect.

Content: STRAW BLOW PAINTING

Content: Material required: Straws, different poster colors, uncolored birds picture.

Content: Procedure: Each child is given a straw and they are asked to blow the paint using the straw on the picture. The children are asked to observe the flow of paint when they blow.

Content: Skills developed: Oro-motor skills, cognitive skills of understanding cause and effect.

Content: DAY 4: ACTIVITY

Content: EGG CARTON PLAY

Content: Goals: To improve their fine motor skills of whole hand grasp, cognitive skills of one to one correspondence, pre math skills of grouping.

Content: Vocabulary: Grains, drop, hold, place.

Content: Material required: Egg carton, grains.

Content: Introduction and Presentation: Place the egg cartons on the table ask the children to be seated and give each child few grains and ask each child to hold all the grains in their hand and drop one by one each in one hole of the carton. And then ask them to drop two grains each in one hole of carton. Alternate with the number of grains.

Content: Assessment:

Content: Where do we get grains from?

Content: Can we eat the grains?

Content: Which animals eat grains?

Content: Do birds eat grains?

Content: Evaluation: Evaluate how they are able to drop the specific number of grains by holding the remaining rains in the hard.

Content: Skills developed: Fine motor skills. Whole hand grasp. Cognitive skills of one to one correspondence. Pre math skills of grouping.

Content: GUESS HOW MANY

Content: Goals: To improve their pre math skills, analytical skills, eye hand coordination.

Content: Vocabulary: Predicting, estimating, more, less, long, short size, shape on the table. Children can randomly collect the beads with both their hands separately and they can place it down and estimate which can be more and which can be less. They can also arrange the beads in vertical order and estimate which can be longer and which can be shorter.

Content: Material required: Beads

Content: Introduction and Presentation: Place the beads varying in size, shape on the table. Children can randomly collect the beads with both their hands separately and they can place it down and estimate which can be more and which can be less. They can also arrange the beads in vertical order and estimate which can be longer and which can be shorter.

Content: Assessment:

Content: Ask them in what order they have arranged?

Content: Which is long and which is short?

Content: Which set has less number of beads?

Content: Which set has more number of beads?

Content: Evaluation: Evaluate them by observing, how well they understood the concept, note the recording for further improvements.

Content: Skills developed: Pre math skills. Analytical skills. Eye hand coordination.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 481

Content: DAY 4: GYM

Content: BOUNCING BALLS

Content: Goal: To develop their gross motor skills, fine motor skills and eye hand co-ordination.

Content: Presentation: Ask the children to drop the ball on the ground and tap it gently to bounce the ball.

Content: When they use their hands to tap the ball they should track the position of the ball to bounce it again and again.

Content: Skills developed: This game helps them to develop their, fine motor skills, gross motor skills and eye-hand co-ordination.

Content: Extension: They can bounce the ball catch it and drop into basket ball net.

Content: Children can close their eyes and try to bounce the ball if possible. This develops their predicting, estimating, and visualization skills.

Content: GENERAL EXERCISE

Content: DAY 5: ART

Content: MINI BOOK

Content: Goals: To develop their eye hand coordination, fine motor skills, logical thinking skills.

Content: Material required: Any materials, pictures related to the theme can be chosen, a small book with plain sheet has to be made, glue, crayons.

Content: Introduction and presentation: Children are given one book each and they can be explained about theme and they can stick the pictures or materials or children can draw related to the theme in their book.

Content: Skills developed: Develops their eye hand coordination, fine motor skills, logical thinking skills.

Content: THREAD PAINTING

Content: Material required: Thread of varying length, different poster colors, uncolored art sheet or plain sheet.

Content: Procedure: Children can dip the thread in the paint and keep it on the art sheet and fold the art sheet holding firmly on the table with one hand and pull the thread out after moving the thread in various directions with the other hand.

Content: Skills developed: Develops their fine motor skills of tripod grasp, eye hand coordination, cognitive skills of cause and effect.

Content: DAY 5: ACTIVITY

Content: DUMB CHARADES

Content: BLOWING BEADS

Content: Goals: To improve their oral motor skill, language skill, cause and effect. Vocabulary - Blow, straw, beads, air.

Content: Material required: Beads.

Content: Presentation: Make each child sit at the table. To present the activity, take straw and put beads on the table. Holding one end of the straw to your mouth and the other end above the beads, start blowing through the hole. Then demonstrate how the beads move when you blow. Ask each child to blow into a straw. What happens when they blow? Give some heavy objects and ask them to blow it. They can blow the beads without using the straw also.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 482

Content: Assessment:

Content: • When we blow what comes out?

Content: • What happens when we blow the beads with straw?

Content: • Can we move heavy objects by blowing?

Content: • What happens when you blow a whistle?

Content: Variation: They can even blow water, bits of papers, wooden chips etc.

Content: Evaluation: Evaluate each child's ability to blow with straw.

Content: Evaluate their oral motor skill, their concentration on the activity, their understanding of cause and effect.

Content: Conclusion: This helps them understand the effects of air pressure and improves their oral motor skills and their

Content: understanding of cause and effect.

Content: DAY 5: GYM

Content: GOLF

Content: Goals: Develops their fine motor skills, eye hand coordination, and gross motor skills.

Content: Introduction and Presentation: Children are asked to hit the ball to the target with the golf stick. They can take turns

Content: and play this game.

Content: Skills developed: Fine motor skills. Eye hand coordination. Gross motor skills.

Content: BOUNCING BALLS

Content: Goals: To develop their gross motor skills, fine motor skills and eye hand co-ordination.

Content: Presentation: Ask the children to drop the ball on the ground and tap it gently to bounce the ball.

Content: When they use their hands to tap the ball they should track the position of the ball to bounce it again and again.

Content: Skills developed: This game helps them to develop their, fine motor skills, gross motor skills and eye-hand co-

Content: ordination.

Content: Extension: They can bounce the ball catch it and drop into basket ball net. Children can close their eyes and try to

Content: bounce the ball if possible. This develops their predicting, estimating, and visualization skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 483

Content: Ebook ISBN: 979-8-88572-781-5

Content: © 2020 Sri Nithyananda Paramashivam. All Rights Reserved