1. isbn 979-8-88572-786-0.pdf

Content: PET ANIMALS WORKBOOK

Content: AUTHORED BY

Content: 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: © 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 Suryavamsa 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: PUBLISHED BY

Content: eN Galleria

Content: Nithyanandapuri, Off Mysore road Bidadi-562109,Bengaluru Karnataka state, India

Content: Copyright © 2012 - 'Year of Sharing Enlightenment'

Content: Ebook ISBN: 979-8-88572-786-0

Content: First Edition: 2012, July

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 written permission of the publisher. In the event that you use any of the information in this book for yourself, the author and the publisher assume no responsibility for your actions.

Content: Contact us at Nithyananda Dhyanapeetam, Nithyanandapuri, Off Mysore road, Kallugopahalli, Bidadi - 562 109.

Content: Mail us at [email protected]

Content: 2

Content: OVERVIEW

Content: Our Early childhood learning program is based on a process oriented curriculum that fosters each child's individual development. We emphasise the important role the BLISS curriculum plays through the development of the big picture, creativity and celebratory learning. The entire learning philosophy is founded on the principle that early childhood development must focus on the Bodily Kinaesthetic, Linguistic, Intuitive, Social Emotional, & Spiritual (BLISS) curriculum to ensure all-round development of the children.

Content: The spontaneous learning is based on:

Content: Recognising the need for children to practice skills and consolidate their learning by providing opportunities for repetitive experiences and extension of their ideas

Content: Designing and establishing enriched activities that stimulate the imagination, promote creativity and enhance aesthetic development and appreciation of nature

Content: Providing opportunities for discovery, learning through self-selected activities, and encouraging the development of the child's abilities to observe, perceive, explore, investigate, imagine and solve problems

Content: Valuing the arts as symbol systems through which children discover and express meaning and make sense of themselves and the world around

Content: Valuing play as a medium for all aspects of development and learning

Content: Acknowledging and supporting children's individual learning styles

Content: These books are specially designed to provide the children the right way of learning. This time tested and proven experiential learning methodology provides your child with a fun-filled opportunity to assimilate vast amounts of knowledge in a shorter time span.

Content: 5

Content: WHOLE-BRAIN LEARNING FOR THE CHILD THROUGH THE BLISS CURRICULUM

Content: BODILY KINAESTHETIC - Develop competence in using large and small muscles, taking care of and respecting our body, being aware of and practicing good nutrition habits, thereby develop overall physical fitness.

Content: LINGUISTIC - Develop deep understanding of words and a sensitivity to the literal and figurative meaning of words. Added focus on oral and written communication skills, grammar rules, sensitivity to musical qualities and rhythms of words, uses for language such as persuasion, information or pleasure.

Content: Develop the thinking mind(observing, recalling, comparing, patterning, classifying, generalizing, integrating and evaluating), constructing knowledge, developing memory skills, acquiring facts, and responding and communicating through (listening, speaking, writing and reading).

Content: INTUITIVE - Develop sensory awareness, imagine and visualize, explore, create, respond and interpret; develop critical awareness, express and represent through a variety of forms.

Content: SOCIAL & EMOTIONAL - Develop internal behaviour control, help, cooperate, respect and accept others, develop friendship, appreciate the culture and heritage of others, develop a positive realistic concept of self, accept and express emotions in socially appropriate ways, cope with change, develop decision-making skills, accept challenges, and develop independence.

Content: SPIRITUAL - The Spiritual Quotient, SQ is based on the third neural system in the brain, the synchronous neural oscillations that unify and integrate the data across the brain. This process facilitates interactions between emotions and logic. It thus provides a meaning giving centre to the individual. It helps develop Self-awareness, Flexibility and adaptability, Ability and capacity to face, use and transcend pain and suffering, Vision, Values, Wisdom, not to harm or hurt others and self, Holistic approach and views, Appetite for seeking answers to fundamental questions by using "why" and "what if", Courage to work against conventions if necessary.

Content: 6

Content: TABLE OF CONTENT

Content: Paramahamsa Nithyanand

Content:

Content: 03

Content: Pet Animals

Content:

Content: 07

Content: Farm Animals

Content:

Content: 25

Content: Sea creatures

Content:

Content: 43

Content: Wild Animals

Content:

Content: 60

Content: Actions

Content:

Content: 77

Content: Insects

Content:

Content: 92

Content: Clothes

Content:

Content: 109

Content: Fruits

Content:

Content: 125

Content: Household Articles

Content:

Content: 142

Content: Season I

Content:

Content: 155

Content: People at Work

Content:

Content: 169

Content: Shapes and colors

Content:

Content: 185

Content: Family and Friends

Content:

Content: 200

Content: Body Parts II

Content:

Content: 215

Content: Body Parts I

Content:

Content: 231

Content: Emotion

Content:

Content: 248

Content: Plants and trees

Content:

Content: 263

Content: Vegetables

Content:

Content: 279

Content: Solar system

Content:

Content: 297

Content: Flowers

Content:

Content: 315

Content: Transportation

Content:

Content: 331

Content: Mammals

Content:

Content: 347

Content: Circus

Content:

Content: 363

Content: Reptiles

Content:

Content: 378

Content: Amphibians

Content:

Content: 395

Content: Birds

Content:

Content: 411

Content: Neighborhood

Content:

Content: 427

Content: India

Content:

Content: 440

Content: World Wonders

Content:

Content: 455

Content: Sports

Content:

Content: 470

Content: Teddy

Content:

Content: 484

Content: Opposite

Content:

Content: 499

Content: Beach

Content:

Content: 514

Content: Musical Instruments

Content:

Content: 528

Content: Rhymes

Content:

Content: 542

Content: Fairy tales and toys

Content:

Content: 556

Content: Season II

Content:

Content: 570

Content: Biomes

Content:

Content: 584

Content: Land forms and Water forms

Content:

Content: 598

Content: Appendix

Content:

Content: 613

Content: June Week - 1

Content: Alphabets of the Month: A, B, C, and D

Content: BLISS CURRICULUM

Content: Theme: Pet Animals

Content: Color of the Month: Blue, Indigo, violet

Content: Shape of the Month: Triangle, cone

Content: Monday

Content: CIRCLE TIME

Content: Pet show.

Content: Mystery bag.

Content: ART

Content: Thumb printing.

Content: Thread painting.

Content: ACTIVITY

Content: Wrap and unwrap toy pets,

Content: matching animal sounds.

Content: GYM

Content: Hop, crawl,

Content: swim like an animal, jump on

Content: animal foot print.

Content: A-Z OF PET ANIMALS

Content: A-Algae, Aquarium / B-Bone, Bark / C-Cat, Cage / D-Dog / E-Egg / F-Fish / G-Guinea pig, Golden fish

Content: H-Hamster / I-Injection / J-Jump / K-Kennel, Kitten / L-Love Birds / M-Money / Nestling

Content: O-Howling / P-Parrot, Pet / Q-Quarantine / R-Rabbit / S-Shop / T-Tail, Tongue / U-Rough /

Content: V-Vaccination W-Whiskers / X-Box / Y-Yarn / Z-Zigzag

Content: Tuesday

Content: Pet sounds.

Content: Smell painting.

Content: Cut and stick fish bowl.

Content: Texture matching,

Content: kaleidoscope.

Content: Toss the ball

Content: on the pet,

Content: dog and the bone.

Content: Wednesday

Content: Pets and babies.

Content: Collage with wool.

Content: Sponge printing.

Content: Quiet game,

Content: sand pouring.

Content: Basket ball,

Content: balancing.

Content: Thursday

Content: Pet caring.

Content: Dog craft, origami

Content: (dog or cat

Content: mini book.

Content: Taste box,

Content: flour mixing.

Content: Copy cat,

Content: play with balloons.

Content: Friday

Content: Pets and habitat.

Content: Crayon coloring,

Content: making mini book.

Content: Whistling, blowing,

Content: guess the animal.

Content: Roll over,

Content: hopscotch.

Content: images

Content: DAY: 1

Content: Topic: Introduction and classification of pet animals

Content: Vocabulary: pets, dog, hamster, rabbit, golden fish, ornamental fish, pet food, vet, collar, cage, kennel, aquarium, burrow.

Content: Material required: pictures, fur toys of pets, mystery bag.

Content: Presentation:

Content: Dog, cat, parrot, fish, hamster, guinea pigs, love-birds. Introduce them to various pets using required materials.

Content: Discuss why they are called pets. We can keep only pet animals at home.

Content: Talk how we classify the animals. People keep pets as companions, helping them, sometimes simply to look and admire, cuddle and love them.

Content: Tell them the animals that we can keep in our homes, feed and care for them are called as pet animals like dog, cat, rabbit, hamster, parrot, fish etc.

Content: Talk about pet animals home like cat lives in the basket, dog in kennel, parrot in cage, fish in tank.

Content: Talk about the various types of dogs.

Content: Encourage them to talk about their pet, how do they take care, feed.

Content: Assessment:

Content: What are pet animals?

Content: Name the birds which we keep as pets?

Content: Where do we keep pet animals?

Content: Where do cats live?

Content: What do you call a dog's house?

Content: What responsibilities come with owning a pet?

Content: Which pet would you choose if you wanted?

Content: What are the different types of dogs?

Content: Closing: To help them understand about pet caring, loving, feeding etc, to take responsibility of owning a pet, understand which all animals are called pet animals, and increase their knowledge about pets.

Content: Evaluation:

Content: Cognitive skills by encouraging them to classify the animals.

Content: Social/ emotional skills of telling them about the caring and owning of pet.

Content: Receptive language skills of knowing the concept.

Content: Extension: Play dough animals using the cutters.

Content: Mystery bag. Place different animals in a tray. Ask them to sort animals.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 8

Content: Topic: Pet sound and feeding

Content: Vocabulary: Animal cries, bark, meow, bone, carrots, milk, fishes, chilly, corn, guava

Content: Material required: CD's supporting sounds. Animal sound book.

Content: Presentation:

Content: Recall about the previous days topic.

Content: Animals communicate, by making different sounds, sometime by licking.

Content: Discuss how animals communicate. What sound or cries they produce.

Content: Puppies will not make sound like dog.

Content: Encourage them to tell why do dogs bark?

Content: Is there a difference between various sounds: when they are in pain or when they see a stranger?

Content: Tell them about how trainers work with pets especially dogs.

Content: How to do they follow the trainer's instructions.

Content: Cat is an omnivorous animal; it eats milk, fish, meat etc.

Content: Dog barks woof woof, cat meows meow meow.

Content: Rabbit eats carrot.

Content: Tell them about parrot and its talk, imitating sounds?

Content: Parrot favorite is guava, chilly, nuts etc.

Content: Dog eats bone, drink milk and it's an omnivorous.

Content: Assessment:

Content: How do the pets communicate with its master?

Content: When do the dogs bark?

Content: What sound does the love bird make?

Content: Do birds make the sound after they sleep?

Content: Do puppies bark like dogs?

Content: What does cat feed on?

Content: What do rabbits eat?

Content: What is the favorite food of the parrot?

Content: What does the dog feed on?

Content: Closing: To recollect the information about pet sounds and their food habits.

Content: Evaluation:

Content: Cognitive skills -open ended question and answers

Content: Auditory skills-produce the sounds and ask them to guess.

Content: Expressive language skills-ask them to produce the sounds of various pets.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: DAY: 3

Content: Topic: Talk about pet and babies

Content: Vocabulary: Puppy, kitten, chick.

Content: Material required: Animals and their babies pictures or puzzle.

Content: Presentation:

Content: • Show them the pictures. Discuss about the young ones and what they are called.

Content: • Cat- kitten, dog-puppy, parrot-nestling, fish-fry, rabbit-kits/kitten/bunny.

Content: • Tell them about how dog will take care of puppies.

Content: • Dog, cats, hamsters, guinea pig carry their young ones with their mouth to keep them in a safe place and protect them carefully till they are grown big.

Content: • Talk whether they are born or come from eggs.

Content: • Discuss about how the adult will take care.

Content: • Birds take care of their nest very carefully and feeds young ones on time when they call or make sound.

Content: • Discuss, match and play the games of animals and their babies puzzles.

Content: Assessment:

Content: • What is a young one of cat called?

Content: • What is a baby dog called?

Content: • What is baby rabbit called?

Content: • What is a young one of fish called?

Content: Closing: To make them understand about the young ones of pets.

Content: Evaluation: Expressive and receptive language skills- by understanding the vocabulary and how well they explain the topic.

Content: Extension: Work sheets based on animals and their babies

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 10

Content: DAY: 4

Content: Topic: Pet caring and texture book

Content: Vocabulary: pet caring, veterinarian, signboard, safety, vaccination, fluffy furry, soft etc.

Content: Material required: Pictures of pet shop, books, and texture books of pet.

Content: Presentation:

Content: Show them the pictures and talk about how to take care of pets.

Content: Timely proper feeding, caring should be done.

Content: When pets are unwell we need to go to a vet.

Content: Regular vaccination to be given.

Content: Tell them about the safety: always wash hands after touching the pet.

Content: Discuss about how we feel when we are with them.

Content: Talk about training, playing with them, dogs always like to play with ball, rings etc.

Content: Trainer will give bath daily to the pets. Trainer gives training when they are babies by talking, by actions

Content: Veterinarian- is a doctor to take care of the animals when they are sick.

Content: Talk about the signboard that reads 'beware of dog'.

Content: Texture book of pets can be given to the children to feel the texture and can be explained about furry, fluffy, soft etc.

Content: Assessment:

Content: Do dogs and cats take bath daily like us?

Content: What is vaccination?

Content: Have you taken vaccinations?

Content: Who trains a dog?

Content: Have you seen dogs perform tricks?

Content: Closing: To make them understand how to take care of pets through loving, enjoying and playing.

Content: Evaluation:

Content: Social/ emotional skills-caring for other, recognizing other feeling.

Content: Sensory awareness- through touch books.

Content: Extension:

Content: Pretend play using fur toys.

Content: Ask the children to take role of owners.

Content: Demonstrate the responsibility towards pets.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 11

Content: Topic: Pet and their habitats

Content: Vocabulary: Kennel, burrow, cage, aquarium.

Content: Material required: Pictures of pet house, if possible to get a bird along with cage or an aquarium

Content: Presentation:

Content: • Show them pictures. Discuss about dog stays in kennel and fish lives in aquarium.

Content: • Discuss their experiences with dogs, cats etc.

Content: • Dogs wag its tail if it see its master and lick to show its love.

Content: • Cats come and cuddle to show its love.

Content: • Dog love bones, milk, biscuits and lives in the kennel. It guards our house.

Content: • Cats love milk, fishes and lives in the basket and they love to play with yarn.

Content: • When birds are used to the masters they will not fly away anywhere, they go out come back home correctly.

Content: We keep pet birds in cage.

Content: Assessment:

Content: • Where do dogs live?

Content: • Where do the cats live?

Content: • Where do the rabbits and mice live?

Content: • Where do fishes live?

Content: Closing: To make them understand about the pets and their habits.

Content: Evaluation: Cognitive skills- applying knowledge, listening.

Content: Extension: Play animal and their home puzzle. Make a kennel using juice cartons.

Content: 2011 Copyright Nithya Gnanadhan Trust

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

Content: Procedure: Children can dip the thread in the paint and keep it on the art sheet and fold the art sheet. Holding firmly the or sheat 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: Fine motor skills of tripod grasp, eye hand coordination, cognitive skills of cause and effect.

Content: Material required: Uncolored art sheet, paints of various colors, paint pallet

Content: Procedure: Children are asked to dip their thumb the paint and do thumb print on the given picture. They can do thumb printing with various poster 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, cause and effect.

Content: Variation: Children can use the thumb printing to make various designs and pictures. Instead Children can also finger printing .

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

Content: Material required: Color paper/ newspaper, small pet animal toys.

Content: Introduction and Presentation: Present the activity by wrapping any pet animal toy with color paper or newspaper and then show how to unwrap gently and slowly. They can identify the pet animal toy which are wrapped blindfolded. Tell them for what occasion or purpose we wrap pet animal toys.

Content: Assessment:

Content: Can we the see the wrapped objects.

Content: With what can you wrap things?

Content: Can you name the objects?

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

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:

Content: Make the children sit as a group.

Content: Use music book to make animal sounds or mentors or children can make sounds like animals.

Content: 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 lion makes? (Roaring).

Content: How dog barks?

Content: How horse neighs?

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

Content: Skill development: Auditory, Cognitive, Oral motor if they make animal sounds.

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

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: DAY: 1 GYM

Content: HOP, CRAWL, CREEP, SWIM LIKE AN ANIMAL

Content: Goal: To develop their gross motor skills.

Content: Presentation:

Content: • Hop: Children are asked to stand on one foot and move from one place to another by hopping.

Content: • Crawl: Children are asked to sit on their knee and to move using hands and knee.

Content: • Creep: Children are asked to lie down on the floor, on their tummy and move using hands and leg in lying

Content: position (like snake).

Content: • Swim: Children are asked to lie on their tummy on the floor and they are asked to move their hands and legs and do

Content: swimming action.

Content: Skills developed: Develops their gross motor skills.

Content: JUMP ON ANIMAL FOOT PRINT

Content: Goal: To develop their gross motor skills, eye coordination and balance.

Content: Presentation: Make some animal foot prints on the floor and ask the children to jump on the foot prints.

Content: We can ask questions about which animal foot print it can be.

Content: Skills developed: Gross motor skills, balance and coordination.

Content: DAY: 2 ART

Content: SMELL PAINTING

Content: Material required: Coffee powder or vinegar or different essence (e.g. vanilla), different aromatic substance, poster colors,

Content: uncolored picture, paint brush.

Content: Procedure: Children are asked paint the picture with the poster colors mixed with coffee powder or vanilla essence etc. the

Content: children are encouraged to paint inside the picture. After the painting has dried they can smell the picture and identify the smell.

Content: Children can paint with brush or fingers.

Content: Skills developed: Fine motor skills, sensory skills of olfactory discrimination.

Content: CUT AND STICK FISH BOWL

Content: Material required: Art sheet with fish bowl and fishes, color pencil or crayon, safety scissors, glue

Content: Procedure: Children can color the picture provided and they can cut the picture of fish bowl and fishes on its outline using

Content: safety scissors and ask them to stick the fishes on top the bowl cut out with glue.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 14

Content: Goals: Familiarize them with different texture identification by tactile discrimination.

Content: Material Required: Texture books, texture toys, various texture brushes, some blunt objects, cooked and uncooked noodles, jelly, texture cards, poky textured objects, play dough, rice flour and cornflower.

Content: Introduction and presentation: Let them touch each texture and learn about each texture, ask them to match objects of the same texture. the can try it out blind folded

Content: Assessment:

Content:

1. Which is the opposite texture for rough?

Content: 2. Which is the opposite texture for hard?

Content: 3. What is tactile discrimination?

Content: 4. Which texture we have to be careful?

Content: 5. Name some materials which has silky texture?

Content: 6. Which animal has very furry texture?

Content: 7. Which animal have poky texture?

Content: 8. How do we feel when we touch a rough texture?

Content: 9. Which texture can retain to its original?

Content: Closing: Analyze how many textures they are able to identify and name.

Content: Evaluation: First evaluate with their eyes open and then let them identify the texture with their eyes closed. Some kids may be hesitant to touch few textures, talk to them and let them slowly involve in it in course of time. Record the observation for noting down the further progress. Reinforce the different texture when they eat lunch, snacks and when they play.

Content: KALEIDOSCOPE

Content: Goals: To improve their visual discrimination, eye hand coordination, sustaining attention

Content: Vocabulary: Kaleidoscope, prism, cylinder, mirror, pattern and design

Content: Material required: Kaleidoscope

Content: Introduction and presentation: Show how to hold the kaleidoscope and then by closing one eye how we have to see through it. As we keep on turning the kaleidoscope we can see different designs that are formed with different colors. Inside the kaleidoscope there are small pieces of colored glass and the pieces are reflected in the mirror forming the designs and patterns.

Content: Assessment:

Content:

• What are the shapes of patterns that you see in the kaleidoscope?

Content:

• What is there inside the kaleidoscope?

Content:

• How does it make those designs?

Content:

• Why do you close one of your eyes to see the kaleidoscope?

Content: Closing: Talk about the designs formed, different shapes and, making of a kaleidoscope

Content: Evaluation: Evaluate each child's ability to hold the kaleidoscope and see through it by closing one eye, their attention, and language skills. How are they able to explain what they see inside.

Content: SEEING THROUGH GLASS PAPER

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

Content: Vocabulary: Glass, color, paper, transparent, opaque, colored

Content: Material required: Different colored glass paper

Content: Presentation: Make each child sit at the table. To present the activity give each child the colored glass paper and make them hold it with both hands. Then make them see through the paper. Tell them the difference when we look through the colored glass paper. When we look through red glass paper everything around us look red. In the same way show them green, blue, yellow glass papers. Tell them that the glass paper is transparent for which we can see through it.

Content: Assessment:

Content:

• What happens when you see through colored glass paper?

Content:

• Why can we see through the glass paper?

Content:

• Is glass paper transparent or opaque?

Content:

• Can we see through chart paper?

Content: Variation: They can even use different colored glass paper, transparent items and objects.

Content: Evaluation: Evaluate each child's ability whether they are able to recognize the colors of the glass paper, their language skills, and their visual discrimination.

Content: Conclusion: Talk about the different colors and ask them the colors of glass paper. Tell them what transparent and opaque objects are. Use regular paper to show them it is opaque and they cannot see through it.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 15

Content: TOSS THE BALL ON THE PET

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

Content: Presentation:

Content: Ask the children to hold the ball firmly with one or both hands and toss the ball on the pet animal toy.

Content: Encourage them to toss it correctly on the pet toy.

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

Content: DOG AND THE BONE

Content: Goal: - To stimulate their observing, auditory, gross motor and receptive language skills.

Content: DAY: 2 GYM

Content: Presentation:

Content: Children are divided into two groups with equal members.

Content: They are numbered as 1-1, 2-2, 3-3 in both teams.

Content: When any number is called (say for example - child numbered 3 from both the team with come and pick the object.

Content: Whoever picks the object that team will get points.

Content: Skills developed: This game develops their auditory skills, attention, gross motor skills, receptive language skills and observing skills.

Content: Variations: The same game can be changed as bird and grains.

Content: DAY: 3 ART

Content: SPONGE PRINTING

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

Content: Procedure: 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: COLLAGE WITH WOOL

Content: Material required: Different colored wool, pet animal picture.

Content: Procedure: Children are asked to stick the wool on the pet animal picture. They can observe and feel the texture of wool. We can talk about the uses of wool. Children are encouraged to stick the wool correctly in the picture.

Content: Skills developed: Fine motor skills, texture skills, cognitive skills of understanding the uses of wool.

Content: DAY: 3 ACTIVITY

Content: POURING

Content: Activities: Pouring grains, liquid, pulses, sand, Rava from one container to another

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

Content: Vocabulary - Pouring, transferring, bowl, liquid, solid, full, half, empty, quarter, more, less, plenty, few, many etc.

Content: Material required: Spoons, measuring cups, various grains, rice, pulses, sand, rava, various utensils, water.

Content: Presentation: children can transfer the grains from one container to another or pour water from one container to another and they can learn which is; more, less, full, empty,

Content: half, full, quarter. Ask them which is full, half, empty etc.

Content: Assessment:

Content: Can we lift a bowl with one finger?

Content: Can we pick a grain with one finger?

Content: Can we count the rice grains?

Content: Is it possible to carry water in hand without spilling?

Content: Is it possible to carry grains in hand without spilling?

Content: Can we pick the grain when spilled?

Content: Can we pick water if it spills?

Content: Which do you prefer more or less, few or many?

Content: Which is more, half cup or full cup?

Content: Can we fill an empty cup and make it full?

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: Variations: They can use tongs to pick grains like ground nut. They can pick mustard seeds with pincer grasp. They can use the funnel to pour the liquids. Use a sieve to filter or strain leaves from the water. While filtering we can ask why leaves are not passing through the sieve, we can close the end of the funnel and ask them why water is not flowing now?

Content: Evaluation: Evaluate how each kid is transferring with or with out spilling, record the results for further analysis. Evaluate the terms they learnt. Ask them questions about the shape, size of the grains.

Content: QUIET GAME

Content: Goal: To develop their auditory skills.

Content: Presentation: Children are asked to sit in a circle and to maintain silence. They are asked to observe the silence.

Content: Skilled developed: Develops their auditory skills.

Content: DAY: 3 GYM

Content: BALANCING ACTIVITY

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

Content: Presentation:

Content: Children are asked to walk on the low wedge to improve their balance. For safety place mats all the four sides of the wedge and beam.

Content: They can be directed to walk on low balancing beam and high balancing beam.

Content: Observe how well they are able to balance on wedge, low balancing beam and high balancing beam.

Content: Skills developed: Gross motor skills, Hip muscle stability, Balancing skills.

Content: Extension: They try balancing with an object on the beam or wedge.

Content: BASKET BALL

Content: Goal: To develop their eye hand coordination, whole hand grasp, gross motor skills, social skill of sharing, emotional skills of waiting and turn taking.

Content: Presentation: Children are asked to form a line; each child is given turn to hold the ball and asked to throw it into the basket placed little higher than their level. They are asked to jump and try to drop ball in to the basket.

Content: Skilled developed: Develops their eye hand coordination, whole hand grasp, gross motor skills, social/ emotional skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 17

Content: Material required: A4 size plain sheet, poster color or water color, fevicol, cello tape, safety scissors.

Content: Preparation: Take a plain sheet and draw all the shapes (given below) and separate each shape.

Content:

1. Half sheet for the body of the dog.

Content: 2. 7 * 5 cm of the head of the dog.

Content: 3. Oval shape.

Content: 4. Tongue and ears (point it in the pink color).

Content: 5. Rectangle shapes (3 * 7.5 cm).

Content: 6. Rectangle shapes (3 * 7.5 cm).

Content: 7. Rectangle shapes (10 * 2.5 cm).

Content: 8. Rectangle shapes (10 * 2.5 cm).

Content: 9. Thighs of the dog.

Content: 10.Thighs of the dog.

Content: Procedure:

Content: Step: 1:- Take sheet no:1 and roll it for the body of the dog, make it to stand little cross and cut the corners as in fig 1.

Content: STEP: 2

Content: Step: 2:- Similarly take sheet no: 2 and roll it for the head of the dog (reduce the length if it is big). And then cut one corner for the mouth of the dog and then cover the other corner using sheet no: 3, stick it with cello tape as in fig 2.

Content: STEP: 3

Content: Step: 3:- Put small hole under the covered corner. Then stick the ears on the top and tongue inside the mouth as in fig 3.

Content: STEP: 4

Content: Step: 4:- Roll sheet no: 5, 6, 7, (very thin) for the legs and tail of the dog then stick it in the body of the dog and then cut the sheet no: 9, 10 and stick it as in fig 4.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 18

Content: Step: 5

Content: Step: 5:- Take the head of the dog and insert a hole in the sheet no: 5. using black sketch put some dots on dog as in fig 5.

Content: Variation: We can use the colors instead of black sketch.

Content: DAY: 4 ACTIVITY

Content: FLOUR MIXING

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 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 does the dough feel to touch 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, whole hand grasp.

Content: TASTE BOX

Content: Goals: Familiarize them with different tastes, ability to differentiate and identify the different tastes. To make them aware of 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, asafetida, dry mango powder, turmeric 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 when the same items are given.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 19

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 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, matched and named. What 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: DAY: 4 GYM

Content: COPY CAT

Content: Explanation:

Content: In this game select one child to be the leader. The other children stand facing the leader and copy the movements the leader does.

Content: In this the children learn to do different actions or movements.

Content: To make the game more challenging.

Content: Skills: Visual discrimination, gross motor skills.

Content: Variation: "Follow the leader" game is also played in the same way. Monkey sees, monkey does.

Content: PLAY WITH BALLOONS

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 or balloon or toy to each other and when the music stops whoever has the ball or balloon has to get up and do the action, or sing rhymes and then again they can pass the ball and other child will get turn..

Content: Skilled 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: 20

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

Content: CRAYON COLORING

Content: Goals: To stimulate their creativity, fine motor skills, eye hand coordination, tripod grasp, prewriting skills.

Content: Material required: Art sheet, different color crayons.

Content: Introduction and Presentation: Encourage children to sit around the table and give each child one art sheet and they can choose their colors from the crayon tray. Guide them to hold crayon using thumb, pointer and middle finger (tripod grasp). Encourage them to color inside the picture.

Content: Skills developed: Develop their eye hand coordination, fine motor skills, tripod grasp, pre writing skills, creativity.

Content: DAY: 5 ACTIVITY

Content: GUESS THE ANIMAL

Content: Goal: To develop their cognitive skills, receptive language skills, memory skills, auditory visual skills and gross motor skills, social skills.

Content: Presentation:

Content: Divide the children into two teams call one children from one team and ask that child to do animals action (or) to make animals sound.

Content: The other team children have to identify which animal actions (or) to make animal sound.

Content: Both the team will take their turn's one after the other.

Content: BLOWING

Content: Goals: To enhance and improve their oral motor muscle power with various activities

Content: Presentation: Demonstrate to them how to blow balloons, bubbles.

Content: Vocabulary: blowing, whistles, funny face, beads, feathers, balloons

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 21

Content: Assessment:

Content: • Can you show the action of blowing?

Content: • Name the person who blows the whistle in the bus?

Content: • What is a whistle?

Content: • Can we blow heavy items?

Content: • Can we blow balloons?

Content: • Why balloons or bubbles fly in air?

Content: Material required: Whistles, paper bits, beads, feathers, balloons, grains, Seeds, bubble solution, bubble blower.

Content: Evaluation: Evaluate each child's oral motor strength by asking them to blow different materials like whistle, bubbles, beads,

Content: feathers.

Content: Variation: We can group the beads and ask them to blow the beads; they can count the beads that they moved, to what height

Content: they can blow the bubbles.

Content: DAY: 5 GYM

Content: ROLLING

Content: Goal: To improve their spatial awareness and gross motor skills.

Content: Presentation:

Content: • Children are asked to roll on the safety mat forward and backward.

Content: • They can also do rolling side ways on the wall.

Content: • Children can do rolling towards right or left listening to the instructions alternatively.

Content: Skills Developed: Develops their spatial awareness, gross motor skills and listening skills.

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. Ask the children to hop on one foot

Content: and to jump, hop, jump, turn and do the same and go back to position. 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

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

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 22

Content:

1. For how many years do hamsters live?

Content: 2) How many kittens can a cat give birth?

Content: 3) What type of tongue does cat have?

Content: 4) What is cat's tongue covered with?

Content: 5) Till what age the cats can live?

Content: 6) How do the cats spend their time?

Content: 7) What are the purposes of keeping pets?

Content: 8) The people having pets are called?

Content: 9) Which animals are adopted as pets?

Content: 10) Which is the smallest pet fish?

Content: 11) What is the home of the dog called as?

Content: 12) How are fishes kept in homes?

Content: 13) Where are the birds kept?

Content: 14) What are the body of cats and dogs covered with?

Content: 15) Do cats have whiskers?

Content: 16) Do dogs have whiskers?

Content: 17) What are the special qualities of police dogs.

Content: 18) What is the young one of the rabbit called ?

Content: 19) Where do rabbits live?

Content: 20) Which bird is kept in pairs?

Content: 21) What is the color of goldfish?

Content: 22) What do cats love to drink?

Content: 23) What do dogs love to eat?

Content: 24) Are the dogs given training which are kept in police department?

Content: 25) Dogs have a very keen sense of

Content: 26) Who treats pets when they are not well?

Content: 27) Name the pet animal which can swim very nicely

Content: 28) Can we keep a tiger as a pet?

Content: 29) Can we train the pet to play games

Content: 30) Name the pets which lay eggs

Content: 31) Name the pets which give birth to their young ones

Content: 32) Where we can buy a pets

Content: 33) Name the pet which mimics?

Content: 34) Which are the favorite fruits of parrot?

Content: 35) Name the pet which lives in water?

Content: 36) Which are the pet animals we need to give vaccination?

Content: 37) Do we need to clean the aquarium?

Content: 38) Do dogs have tail?

Content: 39) How many weeks a cat retains the baby in the womb?

Content: 40) What kind of beak does a parrot has?

Content: 41) How does the dog communicate?

Content: 42) Which animal likes to catch rat?

Content: 43) How do cats carry their babies?

Content: 44) Which pet animal does panting?

Content: 45) How is the baby gold fish called?

Content: 46) What is the fish favorite food?

Content: 47) Name the dog which is black and white in color

Content: 48) Name the group in which the rabbit and hamster belongs to

Content: 49) Why we call the pet animals so?

Content: 50) Name the show that is kept for pet animals?

Content: 51) Have you seen dogs sweating?

Content: 52) What do puppies feeds on ?

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 23

Content:

1. 2 to 3 years.

Content: 2) 2-5 kittens.

Content: 3) Rough.

Content: 4) Bristles -help them to lap up liquids and foods, groom themselves as with a comb.

Content: 5) 20 Years

Content: 6) Sleeping - in short naps.

Content: 7) To help with particular task, as companions, simply to look at and admire, to show love.

Content: 8) Pet owners.

Content: 9) Cats, dogs, fishes, birds, guinea pigs, hamsters, rabbits.

Content: 10) Dwarf gobies, less than ½ inch.

Content: 11) Kennel.

Content: 12) Aquarium or fish tank.

Content: 13) Cage.

Content: 14) Fur.

Content: 15) Yes.

Content: 16) Yes.

Content: 17) They are fast runners, quick learners and have an amazing sense of smell.

Content: 18) Bunny.

Content: 19) Burrow.

Content: 20) Love birds.

Content: 21) Golden.

Content: 22) Milk.

Content: 23) Bone

Content: 24) Yes.

Content: 25) Smell.

Content: 26) Vetenerian.

Content: 27) Fish.

Content: 28) No.

Content: 29) Yes.

Content: 30) Parrot, lovebirds.

Content: 31) Dogs, cats, rabbit.

Content: 32) From pets shop.

Content: 33) Parrot.

Content: 34) Nuts and chilies.

Content: 35) Fish.

Content: 36) Cat, dog, rabbit.

Content: 37) Yes.

Content: 38) Yes.

Content: 39) 9 weeks.

Content: 40) Hooked beak.

Content: 41) Barking.

Content: 42) Cat.

Content: 43) By their mouth.

Content: 44) Dog.

Content: 45) Fingering.

Content: 46) Algae.

Content: 47) Dalmatian.

Content: 48) Rodent.

Content: 49) We care for them, we cuddle them.

Content: 50) Pet show.

Content: 51) Dog don't have sweat gland they do not sweat instead, they pant to let heat out of the body.

Content: 52) Mom's milk.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: June : Week -2

Content: Alphabets of the Month: A, B, C, D

Content: BLISS CURRICULUM

Content: Theme: Farm Animals

Content: Color of the Month: Blue, Indigo, violet

Content: Shape of the Month: Triangle, Prism, cone

Content: Monday

Content: CIRCLE TIME

Content: Farm animal show, mystery bag.

Content: ART

Content: Stamp printing or carbon tracing

Content: ACTIVITY

Content: Sorting, transferring grams using tongs and ladles.

Content: GYM

Content: Guess the animal and sounds, hide and seek animals.

Content: A-Z OF FARM ANIMALS

Content: A- Apron / B- Bull, Barn / C- Cow, Digger, / E-Egg / F-Farm House, Field /Grass, Gosling, Goat,

Content: Tuesday

Content: Animal sounds.

Content: Blow painting. Making dairy basket.

Content: Squeezing water packets, filling cups.

Content: Marching parade, find the animal foot print.

Content: H-Hay/I-Insects, Tail / L-Lamb / M-Milk / N-Nest / O-Ox, Donkey / P-Pig, Poultry /

Content: Wednesday

Content: Animals and their young ones

Content: Collage with cotton. Finger printing

Content: Torch play, sorting animals by colors.

Content: Pin donkey tail. Skip, shake like animal.

Content: Q- Squirrel / R- Rooster, Rake / S- Spade, Sheep, Stable / T- Tractor, Turkey / U- Butter /

Content: Thursday

Content: Caring for the animals.

Content: Construct a shed origami (pig)

Content: Peeling ladies finger. Grouping seeds.

Content: Ribbon dance. Galloping.

Content: V- Ventilator / W- Windmill, Window, wheel barrow / X- Ox / Y- Yak, Yam / Z- Grazing

Content: Friday

Content: Find the animals.

Content: Color pencil coloring. Making mini book.

Content: Plaiting, crushing.

Content: I send a letter, bubbles, balloons.

Content: 25

Content: Topic: Farm animals, Farm show

Content: Vocabulary: horse, cow, donkey, sheep, goat, camel, pig etc, farmer, poultry, barn, bullock cart

Content: Material required: pictures, books, plastic animals.

Content: Presentation:

Content: Farm animals live on farms which are equipped with room for each different animal to eat, be cared for and live. There are many types of farm animals, a mixed farm that has all types of farm animals, and even specialty farms that only have one type of animal for a specific purpose such as poultry farms that give us eggs, and dairy farms for milk and other dairy products like; cheese, curd, yoghurt butter.

Content: Familiarize them with different farm animals and the farm.

Content: Horse, cow, donkey, sheep, goat, camel, ox, duck, hen, pig are some of the mixed farm animals.

Content: Classify the animals into farm or domestic animals. Many years ago people started domesticate - made tame - the animals for various purposes.

Content: Discuss how oxen and bullocks are used in farms for ploughing the land.

Content: We get wool from sheep and very fine wool from goats such as Angora and Kashmir goats.

Content: Fowl or poultry are animals such as ducks, geese, turkeys, and chicken that are bred for meat, eggs and feathers.

Content: Male cattle are bulls; females cows; and young cattle calves. Females are kept for milk and other dairy products on Dairy farms and give birth to a calf each year and after provide milk twice a day for 10 months. Cattle provide, leather, meat and fertilizer.

Content: Horses are beautiful mammals that run very fast and are able to carry people, and in the olden days were a main form of transport. Horses eat grains, oats, grass, hay, and love to snack on apples and carrots.

Content: Talk about horse, bullock ridden vehicles.

Content: Donkeys are used to carry things from place to place, and are still used as a form of pack horse on hiking trips and rocky climbs as they are able to carry for long distances and are strong.

Content: Talk to the children about the useful things we get from the farm animals like milk, eggs, wool, as well as the different vegetables, and grains etc.

Content: Assessment:

Content: Can you name some farm animals?

Content: What is the work done by the ox and bullocks in the farm?

Content: What do we get from cows?

Content: What do we get from goats?

Content: From which animal do we get wool?

Content: What dairy products do we get from cow?

Content: Who gives us milk?

Content: What do horses enjoy eating?

Content: Have you ever ridden on a horse?

Content: Would you like to visit a farm?

Content: Closing: To make children understand and classify the farm or domestic animals and their benefits.

Content: Evaluation: Receptive and expressive skills- by answering questions and how well they understood the concept.

Content: Suggested story:

Content: Barney Goes to the Farm.

Content: Little Red Tractor.

Content: Extension : Children can wear farm animal outfits, use puppets and do puppet shows.

Content: Facts:

Content: Sheep were one of the first animals to be domesticated, some 10,000 years ago.

Content: There are more than 680 million sheep in the world, and 800 different breeds.

Content: Cows have four stomachs, they chew the grass while grazing, and using their four stomachs bring it back up for further chewing. There are 200 or so different types of domestic cows and cows produce around 4.5 gallons (16 liters) of milk a day, or 1,660 gallons (6,000 liters) a year.

Content: Hens lay one to two eggs a day. To keep them laying, the eggs must be taken everyday. If not, the hens wait until they have a small collection, then sit on them, keeping them warm for about 20 days until they hatch.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 26

Content: DAY: 2

Content: Topic: Animals sounds.

Content: Vocabulary: baa baa, moo, quack, neigh, cluck

Content: Material required: animal sound books, animal sound CD's, pictures of domestic animals, audio rhymes book.

Content: Presentation:

Content: Produce different sounds of cow, sheep, duck, hen, and cow.

Content: Demonstrate the different sounds of the farm animals; cows moo, sheep baa baa, horse neigh, chicken cluck, rooster cock-a-doodle-doo, duck quack, pig snort.

Content: Ask each child to come and pick one farm animal picture and make the sound.

Content: Animals make sounds to communicate and to express their needs.

Content: Different animals produce different sounds and some animals, such as the rooster or cock, were probably named after the sound they make.

Content: Assessment

Content: What sound do sheep make?

Content: What sound does the duck make?

Content: What sound does the cow make?

Content: What sound does the hen make?

Content: How does horse neigh?

Content: Do animals talk?

Content: Closing: To enjoy and have fun while learning about the farm animals and to understand different sounds that they make and imitate them.

Content: Evaluation:

Content: Expressive language skills - making different animal sounds.

Content: Auditory skills- listening to various sounds.

Content: Suggested stories: Meg the Hen.

Content: Extension: Children can play "Simon Says" game with animal sounds.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 27

Content: DAY: 3

Content: Topic: animals and their young ones

Content: Vocabulary: duckling, calf, lamb, chick, foal, pony, kid, piglet

Content: Material required: picture books, animals and their babies puzzles and charts, plastics toy mother and baby animals.

Content: Presentation:

Content: The young ones of the animals are named differently according to each animal.

Content: Tell them about the young ones names of the farm animals; duck-duckling, cow and buffalo-calf, sheep-lamb, goat-kid, donkey-pony, horse-foal, pig-piglet, hen-chick.

Content: Ask the kids to match the pictures of the animals to their young ones

Content: Assessment:

Content: What is the young one of a cow called?

Content: What is the young one of hen called?

Content: What are young ones of goats called?

Content: What is the young one of the duck called?

Content: What is the young one of a donkey called?

Content: How do we call the young one of the pig?

Content: Closing: Through matching cards and reviewing the names, children will understand the young ones of the animals.

Content: Evaluation:

Content: Pre reading skills- identification and matching the animal to the young ones.

Content: Expressive language skills- answering and asking question about the topic.

Content: Extension: Children can have a dramatic play of the story "The Three Little Pigs".

Content: They can play a game where each child has a mother animal and a different child has the young one. They need to find their pairs and sit together as a team - present the animal and its young one and together make the sounds correctly.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 28

Content: Topic: caring for animals

Content: Vocabulary: caring, feeding, grass, oats, hay, straw, grains, leaves, village, city, fertilizers, environment

Content: Material required: collect the samples of grass, oats, hay, green leaves, pictures of farm.

Content: Presentation:

Content: Show the above samples. Ask them have you fed any farm animal. Have you visited a farm or any village?

Content: Discuss about what food we give; cow-grass, horse-oats, hay and grass, hens-grains.

Content: Tell them what farmers do when animals are not well, they must treat the animals themselves or call the veterinarian which is an animal doctor.

Content: Discuss the role of veterinarian for farm animals.

Content: We must provide food, water and shelter to the farm animals.

Content: We must keep the animals in their correct living conditions and in a clean environment.

Content: Cow dung is the excreta of the cow and cow dung is used to make biogas and natural fertilizers.

Content: Fertilizers are used to enhance the productivity of the land.

Content: Assessment:

Content: What does cow eat?

Content: What does horse eat?

Content: What do hens eat?

Content: What are the uses of cow dung?

Content: Who is a veterinarian?

Content: Who do the farmers call if the animals are not feeling well?

Content: Where do we take the animals when they are not well?

Content: What responsibilities come with owning an animal?

Content: What is fertilizer?

Content: Closing: To facilitate the children to know how we should take care of animals, about veterinarian, and also the benefits we get from animals.

Content: Evaluation: language skills - expressive and receptive

Content: Emotional skill: care and love for animals

Content: Extension: Children can pretend to be a veterinarian using the doctor toy set and treat toy animals.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: Topic: Animal and their homes, Barn

Content: Vocabulary: pen, shed, coop, desert, poultry, bell.

Content: Material required: pictures or photos of the homes, books, plastic farm, animals and home puzzle, Barney CD animal,

Content: cow bell.

Content: Presentation:

Content: Show the children the photos or pictures of pen, shed, coop, poultry etc and explain them that these are the homes for

Content: farm animals. Ask them to sing 'Old Mac Donald Had a Farm'. Invite the children to add verses for as many animals they

Content: can.

Content:

• Show the picture and ask them to match the animals.

Content:

• Cow lives in the shed.

Content:

• Horse lives in the stable.

Content:

• Sty is the house of the pigs.

Content:

• Camel lives in the desert.

Content:

• Hen lives in the coop.

Content:

• A barn is a building that is on a farm where some animals live, machinery and tools are kept, and food stored. They are

Content: usually made of wood.

Content: Assessment:

Content:

• What is a stable?

Content:

• Where does a hen stay?

Content:

• Where does a cow stay?

Content:

• Where does pig stay?

Content:

• What is a barn?

Content:

• Which animal lives in the desert?

Content: Closing:

Content: To make the children recognize and know about the different home of the farm animals. To match the homes with animals.

Content: Evaluation: Pre math skills-counting of animals, sorting animals

Content: Expressive and receptive language skills-answering questions

Content: Suggested stories

Content: Little red tractor, Meg the hen, the little donkey for a car, the big pan cake.

Content: Extension:

Content: Play dough cutting of farm animals with cookie cutter, dry it and paint it.

Content: Make home models of animal home and ask them to match the animals to homes.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: DAY 1: ART

Content: ALPHABET STAMP PRINTING.

Content: Material required : Alphabet stamps, Stamp pad, Pictures of farm animals..

Content: Procedure: Ask the children to press the Alphabet stamps on the stamp pad and do stamp printing on the picture. Children are asked to observe the prints appearing on the paper when they press the alphabet prints on the paper. Children can make the words like farm animals name with the alphabet prints.

Content: Skills Developed: Fine motor skills, cognitive skills of understanding cause of effect.

Content: CARBON TRACING

Content: Goal: To develop their pre writing skills, cognitive skills of exploring cause and effect.

Content: Material required: Carbon paper, pencil, plain sheet, shapes or alphabets blocks..

Content: Presentation:

Content: Give each child a paper and a carbon sheet

Content: Guide them to place carbon sheet in correct position. Placing the ink side on the paper.

Content: Ask children to choose their shapes or alphabets ask them to place it on the carbon sheet and ask them to trace it.

Content: Show them the impressions seen on the white sheet.

Content: Skills developed: Develops their pre writing skills, cognitive skills of exploring cause and effect.

Content: DAY 1: ACTIVITY

Content: SORTING

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, sizes and shapes.

Content: Presentation: Keep all the materials ready for the activity. Give each child the material in a plate.

Content: Give each child different color paper/grains/grams/flowers/leaves etc and show them how to sort according to their shapes/size/colors.

Content: 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 material.

Content: Ask them about the texture.

Content: Do we measure or count the grains?

Content: Evaluation: 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 colours, size, texture, and shape.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 31

Content: TRANSFERRING RICE USING TONGS,

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

Content: Vocabulary: Ladle, Measure, Tongs, Compare, Spoon, Scoop, Transfer, Quantity

Content: Material required: Rice, Tongs, Ladles, Spoon, Bowls

Content: Presentation: Place the rice, tongs, ladles, spoon, and bowls on the table

Content: Transfer the rice from one bowl to another using tongs. Measure the quantity of the rice being transferred.

Content: Transfer the rice from one bowl to another using ladles, measure the quantity.

Content: Transfer the rice from one bowl to another using spoon. Measure the quantity and compare the quantity of rice in all 3 bowls.

Content: Assessment:

Content: How much rice can you transfer using tongs, more or less?

Content: How much rice can you transfer using ladle more or less?

Content: How much rice can you transfer using spoon compared to tongs and ladle?

Content: Why only less rice comes when you use tongs for transferring and why more rice comes when you use ladle?

Content: Evaluation: Pre-math skills; Estimation, Predicting, Comparing; Fine motor skills; Eye hand coordination

Content: Variations: Transfer rava, water. Use funnel for transferring.

Content: DAY 1: GYM

Content: ANIMAL SOUNDS- GUESS THE ANIMAL OR ANIMAL CHARADES

Content: Goal: To develop their auditory skills, observing skills, cognitive skills, thinking and memory skills.

Content: Presentation:

Content: Divide the children into two groups A and B.

Content: One child from group A makes an animal sound, roaring or barking or meowing etc.

Content: Team B children has to name animal which makes that sound. Then a child from group B will come and make an animal sound, group A children has to identify it correctly.

Content: Skills developed: Auditory skills; Observing skills; Cognitive & Thinking and memory skills.

Content: HIDE AND SEEK

Content: Explanation of the game:

Content: In this game of hide and seek, one child counts to a certain number while all the other children hide.

Content: At the end of the count, the child who counts says, “Ready or not, here I come” and then seeks out the hidres.

Content: Skills: Gross motor, visual skills, spatial awareness, pre math skills of counting, auditory skills.

Content: Variation:

Content: You may hide different objects and make the children to seek it.

Content: Hide a musical toy just out of sight and make the children find it.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 32

Content: DAY 2: ART

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: MAKING DIARY BASKET

Content: Topic: Dairy Basket

Content: Goal: To develop their fine motor skills, eye hand coordination, critical thinking, cognitive skills of understanding, tactile skills.

Content: Material required: Art sheet (picture of a dairy basket, with all picture of dairy products like milk carton, cheese, butter, yoghurt), safety scissors, glue.

Content: Presentation: Encourage children to settle around the table and provide them with art sheet, safety scissors, and glue.

Content: Explain them the uses of diary product, different types of dairy products etc. Guide them to hold the safety scissors carefully and ask them to cut the dairy products given below the sheet and the dairy basket separately. Direct them to stick the dairy products on the dairy basket.

Content: Skills developed: Develops their fine motor skills, eye hand coordination, critical thinking, cognitive skills of understanding and tactile skills.

Content: DAY 2: ACTIVITY

Content: SQUEEZING WATER PACKETS FILLING CUPS/ FULL AND EMPTY

Content: Goals: To develops their whole hand grasp, fine motor skills, cognitive skills of exploring cause and effect.

Content: Material required: Water packets, cups.

Content: Presentations:

Content: Invite the children to the activity.

Content: Present them to hold the water packets and ask them to squeeze the water packets by applying pressure with their palm.

Content: Give each child one water packet and ask them to squeeze it using whole hand grasp.

Content: Skills Developed: Develops their whole hand grasp, fine motor skills, cognitive skills of exploring cause and effect.

Content: Variation: They can also fill the cup by squeezing water packets and describe about half, full, empty, quarter etc.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 33

Content: DAY 2 : GYM

Content: FIND ANIMAL FOOT PRINT

Content: Goal: To improve their observing skills, memory skills and cognitive skills.

Content: Presentation: Draw some animal foot prints on the ground and ask the children to guess or identify which animal's

Content: foot print was that.

Content: Skills developed: Observing skills; Memory skills; Cognitive skills.

Content: DIFFERENT KINDS OF WALKING

Content: Goal: To develop their gross motor skills, balance and symbolic thinking.

Content: Presentation: Children are asked to do different kinds of walking like heel walking- walking on heel toe walking- walking on

Content: toes, alternate heel and toe walking, kneel walking- walking on knees, stride walking- walking with foot apart, walking like

Content: different aged people like toddler, adult, middle age, old age people, different kinds of animal walk,

Content: fast walking- slow walking etc.

Content: Skills developed: Symbolic thinking; Gross motor skills; Balance.

Content: Variation: Robot walk- walks like a robot with alternating individual arms, legs and neck movements.

Content: DAY 3 : ART

Content: COLLAGE WITH COTTON

Content: Material required: Different colored cotton, farm animal picture.

Content: Procedure: Children are asked to stick the cotton on the farm animal picture. They can observe and feel the texture of cotton.

Content: We can talk about the uses of cotton. Children are encouraged to stick the cotton correctly in the picture.

Content: Skills developed: Fine motor skills, texture skills, and cognitive skills of understanding the uses of cotton.

Content: FINGER PRINTING

Content: Goal: To develop their tactile skills, fine motor skills, their creativity.

Content: Material required: Different colored poster color, paint pallet, uncolored art sheet.

Content: Presentation: Give each child an art sheet and describe and present to them about finger printing. Place the paint pallet with

Content: paint on the table. Ask children to choose their favorite colors and dip their fingers one by one in to the paint and ask them to

Content: make impressions on the paper.

Content: Skills developed: Develops their tactile skills, fine motor skills and their creativity.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 34

Content: DAY 3 : ACTIVITY

Content: TORCH LIGHT AND SHADOW PLAY

Content: Goals: To improve their imagination, critical thinking, fine motor skill and to understand cause and effect.

Content: Vocabulary: Shadow, faces, animals, flash light, paper holes, light, passing.

Content: Material required: Flash light, paper with tiny holes, wall or table.

Content: Presentation: Keep the room really dark and focus the light using the torch on the wall. Let the fingers make different

Content: images, the shadow of your fingers appear as images of a man or like a deer, a dog etc.

Content: Assessment:

Content: What is that formed on the wall?

Content: Can shadows be formed without light?

Content: How does the shadow of finger look?

Content: How will their shadow look on the wall, big or small.

Content: Variation:

Content: Place the paper with holes on the table in a dark room and focus the flash light on the paper. The light passed through the

Content: paper with resemble like stars on the table.

Content: Use glow stars to show them how the light is absorbed and reflected.

Content: Put your hand on top of the torchlight and close the torch making it red (the light) in your hand.

Content: Evaluation: Evaluate their critical thinking, their cognitive skills of explaining cause and effect, fine motor skills and record the

Content: observation.

Content: Conclusion: The activity helps them to understand light and shadow, and how we can create patterns.

Content: SORTING ANIMALS BY COLOR

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

Content: Vocabulary: Animals, shapes, color, size.

Content: Material required: Different colored toy animals

Content: Presentation: Have all the material ready for the activity. Give each child the materials in a plate and make them sit around the

Content: table. Give each child different color animals and show them how to sort according to their colors. Ask them to feel the texture.

Content: Evaluation: Ask them whether we can count animals when it is large in quantity.

Content: Ask them to name the colors of the animal.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 35

Content: FARM ANIMALS HAND BOOK

Content: DAY 3 : GYM

Content: PIN DONKEY TAIL/ DRAW THE MISSING PART BLIND FOLDED

Content: Goal: To develop their pre writing, cognitive skills of memory, visual closure, predicting skills.

Content: Presentation: Each child is asked to see the picture and see the missing part and they are asked to close their eyes and draw the missing part.

Content: Skills developed: Pre writing; Cognitive skills of memory,; Visual closure; Predicting skills.

Content: Variation: As a variation they can pin the tail for the different animal's picture according to the theme.

Content: HOP, CRAWL, CREEP, SWIM LIKE AN ANIMAL

Content: Goal: To develop their gross motor skills.

Content: Presentation:

Content:

• Hop: Children are asked to stand on one foot and move from one place to another by hopping.

Content:

• Crawl: Children are asked to sit on their knee and to move using hands and knee.

Content:

• Creep: Children are asked to lay down on the floor, on their tummy and move using hands and leg in laying position (like snake).

Content:

• Swim: Children are asked to lay on their tummy on the floor and they are asked to move their hands and legs and do swimming action.

Content: Skilled developed: Develops their gross motor skills.

Content: DAY 4 : ART

Content: CONSTRUCT SHED

Content: Material required: Milk or juice carton, sticks or hay, cardboard, glue or fevicol, safety scissors.

Content: Procedure:

Content: Step: 1: Take a juice carton, place is horizontally. Draw a rectangle shape in the centre as in fig 1 and cut 3 sides for the door as in fig 2. To make it more real, apply fevicol on the carton and stick the thin sticks.

Content: fig: 1

Content: fig: 2

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 36

Content: S tep: 2: Take the cardboard and cut two rectangular pieces for the roof as in fig 3. Stick two ends of the rectangular pieces with cello tape or fevicol to look like a roof as in fig 4. Apply fevicol on the roof and stick the hay. Stick few sticks between the rectangular pieces to make them retain the shape.

Content: fig: 3

Content: fig: 4

Content: Step: 3 Take the roof and place it on the carton and stick it as in fig 5.

Content: fig: 5

Content: ORIGAMI

Content: Goals: To improve fine motor skills, eye hand coordination.

Content: Materials required: Origami paper or white paper.

Content: Introduction and Presentation: Children are encouraged to sit and each child is given a paper and directed to do paper folding related to the topic or theme carried out. E.g. horse, sheep, pig etc.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 37

Content: DAY 4: ACTIVITY

Content: PEELING

Content: Activity: Peeling potato, cotton peeling, and peeling and seeding a ladies finger (vegetable).

Content: Goals: To improve their pincer grasp, intrinsic muscle control, eye-hand coordination, sensory skills

Content: Vocabulary: Peeling, potato, cotton, ladies' finger, seeds.

Content: Material required: Cotton, Boiled potato, ladies' finger / peas.

Content: Introduction and presentation: Demonstrate how to peel the cotton seed and make thread by rolling the cotton on the palm.

Content: Show them how to peel the potato and mash with their hands. Demonstrate them how to remove the seeds from the lady finger.

Content: Assessment:

Content: Ask them about the texture of potato/ ladies finger, cotton?

Content: Is cotton heavy or light?

Content: What is the color of cotton?

Content: What happens when we roll the cotton with our palm?

Content: Closing: Ask them what all material they can thread (or) can be stringed, what all we cannot.. Ask the children to peel the cotton using thumb and index finger and use both the palms in opposite motion to make thread.

Content: Evaluation : Evaluate each child's ability to peel cotton, potato, and ladies finger, make thread from cotton and smash potato.

Content: Skills developed: Pincer grasp, eye hand coordination, tactile skill and sensory skill.

Content: Variation : They can peel peas, hay straw, banana, orange, smash tomatoes, banana, grapes etc

Content: GROUPING SEEDS

Content: Goals: To develops their fine motor skills, eye hand coordination, pre math skills, one- one correspondence.

Content: Materials required: Different or same type of seeds or grams.

Content: Presentation:

Content: Motivate the children to sort the seeds and ask them to name the seeds or grams given.

Content: Ask them to group the seeds as 2's, 3's, 4's and 5's.

Content: Ask them how many 2's they have placed, 3's, 4's and 5's they have placed.

Content: Skills developed: Develops their fine motor skills, eye hand coordination, pre math skills, one-one correspondence.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 38

Content: DAY 4: GYM

Content: RIBBON DANCE

Content: Goal: To develop their gross motor, Follow direction, social and emotional skills, memory skills.

Content: Presentation:

Content: Motivate all the children to hold the colored ribbons in their hands.

Content: Direct them to do simple hand movements like up, down, right side, left side.

Content: Make them to shake their both hands holding the ribbons.

Content: Make them to shake hands and also jump simultaneously.

Content: Direct them to hold each other and dance with ribbons.

Content: Make the children do different steps with music and song holding the ribbon.

Content: They can follow some rhythm and pattern and dance.

Content: Skills developed: Develops their gross motor skills, social / emotional skills, direction skills and memory skills of following the rhythm and pattern.

Content: GALLOPING

Content: Goal: To stimulate their gross motor skills, balancing skills

Content: Presentation:

Content: Children are motivated to stand and they are presented the way to gallop.

Content: And they are explained that they have to keep one foot forward and jump in a position.

Content: Move in a same position like a horse when they move one leg forward the other leg also should be kept behind the leg to maintain balance. They can play catching game galloping like a horse.

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

Content: DAY 5 : ART

Content: COLOR PENCIL COLORING

Content: Goals: To stimulate their creativity, fine motor skills, eye hand coordination, tripod grasp, prewriting skills.

Content: Materials required: Art sheet, different color, color pencils.

Content: Introduction and Presentation: Encourage children to sit around the table and give each child one art sheet and they can choose their colors from the color pencil box.

Content: Guide them to hold color pencil using thumb, pointer and middle finger (tripod grasp).

Content: Encourage them to color inside the picture.

Content: Skills developed: Develop their eye hand coordination, fine motor skills, tripod grasp, pre writing skills, creativity.

Content: MAKING MINI BOOK

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

Content: Material required: Any material, 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: 2011 Copyright Nithya Gnanadhan Trust

Content: 39

Content: PLAITING

Content: Topic: Plaiting.

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

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

Content: Presentation: Encourage children to sit around the table. Provide the woolen thread to the children with all three bunches tied at one end. Direct them to place it on the table and ask them to hold one bunch on their right and one on their left, 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 one after another.

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

Content: Goals: To improve their intrinsic hand muscle power, their fine motor skills to develop their texture sense. Familiarize them with crushable and non crushable items.

Content: CRUSHING

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

Content: Material required: Appalam / crispy chips, etc.

Content: Presentation: Explain how they can crush and feel the texture of various items. Explain to them why some materials can be crushed some cannot. Explain why you cannot crush hard items with hand.

Content: Assessment:

Content:

• Can we crush a hard material?

Content:

• Can we crush a soft material?

Content:

• Can we crush green leaves?

Content:

• Can we crush dry leaves?

Content: Variation:

Content: Crushing activities can be done with paper, appalam, aluminum foil, color paper, dry leaves.

Content: Evaluation: Evaluate how each kid crushes the items. Some kid with sensory motor problems may not touch or crush items; they can be persuaded slowly to get involved in the activity. Record the inference for future verification.

Content: Conclusion: By this activity the development of the children's sensory awareness improves, as well as their

Content: DAY 5 : GYM

Content: I SENT A LETTER

Content: Explanation: Make the children sit in a circle. Choose a child who walks around and outside of the circle and drops the handkerchief casually behind one of the child sitting in the circle. This child picks up the handkerchief and chases the child who dropped the handkerchief around the circle and sits in the second Childs place without being caught , then he has to again play an another round.

Content: Skills: Gross motor skills.

Content: BLOWING AND CATCHING BUBBLES OR FEATHERS

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

Content: Presentation:

Content:

• 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; Eye and hand coordination while catching the bubble or feather.

Content: PASSING BALLOON OR BALLOON GAME

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 or balloon to each other and when the music stops whoever has the ball or balloon 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: 40

Content:

1. Ducks, Geese, Turkeys and Chickens are all called as?

Content: 2. How many stomach does cow have?

Content: 3. What we get from poultry farms?

Content: 4. What we get from dairy farms?

Content: 5. Where do we keep the hens?

Content: 6. What for sheep kept in the farm?

Content: 7. Where do horses stay?

Content: 8. What do the cows chew?

Content: 9. What is young one of cow called?

Content: 10. Where do cows live?

Content: 11. What is a male goose called?

Content: 12. What is a male duck called?

Content: 13. What do cows feed on?

Content: 14. What do horses feed on?

Content: 15. What is young one of pig called as?

Content: 16. What for donkeys are used in farm?

Content: 17. What for horses are used in farm?

Content: 18. Where do pigs live?

Content: 19. Which animals are used to plough the fields?

Content: 20. Which animals are used for transportation?

Content: 21. What do hens feed on?

Content: 22. What for goats kept in the farm ?

Content: 23. What are the products are made out of milk?

Content: 24. Where do farmers store grains?

Content: 25. What purposes cow dung is used?

Content: 26. Who treats the farm animals?

Content: 27. How many eggs does a hen lay in a day?

Content: 28. How many days does a hen take to hatch its eggs?

Content: 29. What is the sound of horse called?

Content: 30. What is the sound of donkey called?

Content: 31. What is the special thing that a turkey has?

Content: 32. Where does goat milk live?

Content: 33. What is a Male domestic fowl called?

Content: 34. What for cattle are used in farm?

Content: 35. Which animal's milk is rich in fat?

Content: 36. Group of cows are called as?

Content: 37. What do goats feed on?

Content: 38. What is the sound of cock called?

Content: 39. What is the young one of turkey called?

Content: 40. What is the young one of sheep called?

Content: 41. From where do we get leather?

Content: 42. How many feathers does male turkey have in their tails?

Content: 43. From what butter and cheese made?

Content: 44. What is the yellowish part of the egg called?

Content: 45. What is egg rich in?

Content: 46. What is milk rich in?

Content: 47. What is the young one of goat called?

Content: 48. What is the use of wool?

Content: 49. What must be provided for farm animals?

Content: 50. Which animal lives in the desert?

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 41

Content:

1. Poultry

Content: 2. Four

Content: 3. Eggs

Content: 4. Milk

Content: 5. Coop

Content: 6. Wool, Meat

Content: 7. Stable

Content: 8. Cud

Content: 9. Calf

Content: 10. Shed

Content: 11. Gander

Content: 12. Drake

Content: 13. Hay or Grass

Content: 14. Hay and Oats

Content: 15. Piglet

Content: 16. To carry loads

Content: 17. To pull cart and for Transportation

Content: 18. Sty

Content: 19. Ox, Bullocks

Content: 20. Horse, Camel, Bullocks

Content: 21. Grains and Insects

Content: 22. Milk, Wool, Meat

Content: 23. Butter, Cheese, Yoghurt, Ghee

Content: 24. Barn

Content: 25. Manure, Fertilizer, Biogas

Content: 26. Veterinarian

Content: 27. One or two

Content: 28. 20 Days

Content: 29. neigh

Content: 30. Bray

Content: 31. Wattle of Bare, Floppy skin that hangs doven from their head and neck

Content: 32. Pen

Content: 33. Cock or Rooster

Content: 34. Cattles are raised for meat and provides leather, glue and their droppings are used for fertilizers

Content: 35. Buffalo

Content: 36. Herd

Content: 37. Green Leaves

Content: 38. Crows

Content: 39. Thick

Content: 40. Lamb

Content: 41. Skin of Animal

Content: 42. 14-18 Feathers

Content: 43. Milk

Content: 44. Yolk

Content: 45. Protein

Content: 46. Calcium

Content: 47. Kid

Content: 48. To make warm clothes for winter and carpets

Content: 49. Food, Water and Shelter

Content: 50. Camel

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: June : Week - 4

Content: Alphabets of the Month: A, B, C, D

Content: Color of the Month: Blue, Indigo, violet

Content: Shape of the Month: Triangle, Prism, cone

Content: Theme: Sea Creatures

Content: BLISS CURRICULUM

Content: Monday

Content: Talk about fishes, water bodies, fins, gills

Content: Leaf printing. Spray painting.

Content: Fishing, frozen animals.

Content: Treasure hunt for fishes, floor swimming.

Content: CIRCLE TIME

Content: ART

Content: ACTIVITY

Content: GYM

Content: A-Z OF SEA CREATURES

Content: Tuesday

Content: Talk about aquarium, eating habits of fish.

Content: Texture painting, sea creatures. Stamp printing.

Content: Float and sink, dissolve, undissolve.

Content: Backward jump, crawl, creep, walk, air cycling.

Content: Wednesday

Content: Talk about sponges, corals, jelly fish.

Content: Collage with pencil scrap, make a mini book.

Content: Sound box, making sounds (loud and soft) with different items.

Content: Simon says, walking on toes/ walking on one leg.

Content: Thursday

Content: Talk about shell, snail, squid, octopus, crab, sea horse, and star fish.

Content: Make a fish tank, origami fish.

Content: Patterning with sea creatures, picking sea creatures using tongs.

Content: Crab walking. Blow feathers.

Content: Friday

Content: Talk about sea mammals.

Content: Crayon coloring, butter paper tracing.

Content: Salty stuff, cloth pegs.

Content: In the pond on the bank. General exercise.

Content: A - Algae / B - Bony fish / C - Corals, Crabs / D - Dolphins / E - Eel / F - Fishes, fins / G - Gills / H - Habitat / I - Iguana, Fish / J - Jelly fishes / K - Shark / L - Lobster / M - Marine, Mussels / N - Nest / O - Octopus, / P - Parrot fish / Q - Aquarium, Squids, starfish / R - Rays / S - Sponges / T - Turtle, tentacles / U - Urchins / V - Vertebrates / W - Whale, Walrus, Wobbegong / X - Toxin / Y - Prey

Content: 43

Content: Topic: Welcome the children to the topic of fishes, water bodies, fins, gills, scales.

Content: Vocabulary: Aquatic, vertebrate, jaws, scales, fins, gills, scales, cartilaginous fish, rays, chimaeras, dorsal fins, anal fins,

Content: caudal fins, pelvic fin, pectoral fins, rubbery elastic.

Content: Material required: Fishes pictures, toy fishes, books and board puzzle.

Content: Presentation:

Content: Fishes live in water. Some live in freshwater, some live in salt water. They are cold blooded.

Content: Fishes are aquatic vertebrate animals. They have back bones.

Content: They take water through their mouth. They absorb the oxygen and send out the rest through the gills.

Content: In whales we can see the water coming out like a fountain.

Content: Their body is covered with scales of different types that help them to swim well.

Content: Sharks, rays, chimaeras are cartilaginous fish. They have boneless body made of rubbery elastic

Content: substances called cartilage.

Content: Fishes have jaws. They have dorsal fins, anal fins, caudal fin (tail fin). They also have pectoral fins and pelvic fins.

Content: Some fishes eat aquatic plants and other small fishes.

Content: Fishes lay eggs. Eggs hatch in to a larvae which grow in to adult fish.

Content: There are so many kinds of aquatic animals: like fishes, sharks, snails, squids, octopus, crabs, sponges, jelly fishes,

Content: corals, starfishes, sea urchins, seal, walrus, sea horse, sea otter, whale, dolphins etc.

Content: Fish is an important source of food for humans.

Content: A group of fishes is called as school of fishes.

Content: Assessment:

Content: Have you seen a fish? Where can we see them?

Content: How do they breathe?

Content: What help them to move in water?

Content: What do fishes eat?

Content: Do they lay eggs or give birth to young ones?

Content: Can fishes live on land?

Content: Are they vertebrate or invertebrate?

Content: Who eat the fishes? ( human, birds, mammals)

Content: Can you name some fishes you know?

Content: How is their body (rough, scaly, smooth)?

Content: Closing: Recollect the information and name some sea creatures like clown fish, eel, sting ray, gold fishes, butterfly fish,

Content: and angel fish.

Content: Evaluation: Receptive Language skills: Naming the fishes, talking about their habitat and their life cycle

Content: Eye Hand Coordination: Catching the fish using the fishing rod.

Content: Fine motor skills : Drawing a fish, a beach.

Content: Extension: They can do fishing activity using magnetic fishes and fishing rod.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: sea Creature

Content: DAY: 2

Content: Topic: About aquarium and eating habits of fishes.

Content: Vocabulary: Small fishes, planktons, algae, aquarium.

Content: Material required: Pictures of fishes and aquarium, model of aquarium.

Content: Presentation:

Content: • Aquarium is a man made habitat for fishes and sea creatures.

Content: • Aquarium has a natural atmosphere created artificially.

Content: • Aquarium contains planktons, algae, small fishes etc..

Content: • We can keep fishes as pets in aquarium.

Content: • Aquarium needs to be cleaned regularly.

Content: • Dried algae and worms can be given for the fishes in the aquarium at home.

Content: • The water in the aquarium needs to be changed periodically.

Content: • Care should be taken before keeping different types of fishes in the aquarium as few types attack other types of fishes.

Content: • Aquarium has artificial motor to pump oxygen in to the water.

Content: • We can also place some nice hide out places like artificial coral or rocks for the fishes.

Content: Assessment:

Content: • What is an aquarium?

Content: • Have you seen an aquarium?

Content: • What are the colors of the fishes in the aquarium?

Content: • What are the kinds of fishes you know?

Content: • Have you seen any kinds of sea creatures in the aquarium?

Content: • Have you seen a gold fish?

Content: • How often do we feed the fish and what amount of food do they take? (twice, only a pinch of food)

Content: • What happens when we give them some chips or chocolate to eat? (they do not eat them)

Content: • What is the main food for the fishes in the aquarium?

Content: • Why do we need to change the water in the aquarium?

Content: • Why do we need the oxygen in the water for fishes?

Content: • Can we grow fishes as pets in our home?

Content: Closing: Recall their experiences if they have seen an aquarium, if they have fishes as pets.

Content: Evaluation: We can evaluate their logical thinking skills by asking multiple questions.

Content: Cognitive skills of cause and effect what happens when we have no oxygen in the water or when we do not clean the tank for a long time.

Content: Extension: They can sort all the fishes with other sea creature.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 45

Content: Topic: Sponges, corals, jelly fishes.

Content: Vocabulary: sponges, jelly fish, invertebrate, saucer shaped, pores, distinct, semi transparent, stinging poisonous, tentacles, marine.

Content: Material required: Pictures, models.

Content: Presentation:

Content: Sponges, jelly fishes, corals are invertebrate animals.

Content: Jelly fishes are saucer shaped marine animals.

Content: Sponges are fixed to place and spend their life at the same place.

Content: Sponges eat small animals and plants such as algae and bacteria. Some are carnivores.

Content: Sponges have pores to take water in to their body.

Content: Jelly fishes are carnivorous.

Content: Sponges and jelly fishes lay eggs that hatch into larvae.

Content: Corals are of two types hard and soft.

Content: Hard corals have a rock like skeleton that remains like a rock.

Content: Soft corals do not have skeleton and they have eight tentacles where as hard corals have six tentacles.

Content: They are different colors black, blue, red, pink etc.

Content: Corals live in large colonies.

Content: They are not fishes

Content: Assessment:

Content: What are corals and sponges?

Content: Have you seen jelly fishes?

Content: Do jelly fishes have bones?

Content: Can sponges move from one place to another?

Content: Where do jelly fishes, corals and sponges live?

Content: How sponges take water into the body?

Content: Have you seen hard coral rocks?

Content: What do jelly fishes eat?

Content: What are the colors of corals?

Content: Closing: Recollect the information about corals, sponges, and jelly fishes, special features in them.

Content: Evaluation:

Content: Expressive Language skills: Explaining why they are not fishes ( they are vertebrate), their habitat.

Content: Visual discrimination while differentiating sponges and corals from other fishes.

Content: Extension: We can get jelly and ask them to feel the texture of it

Content: Rock and corals, a piece of sponge and relate it to the texture of sponges.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: Sea Creature

Content: DAY: 4

Content: Topic: Shells, snails, squid, octopus, crab, sea horse, starfish.

Content: Vocabulary: Crab, shell, snail, squid, octopus, crab, seahorse, starfish, delicate, antennae, chelipeds, exoskeleton.

Content: Material required: Pictures, models, books and toy sea creatures.

Content: Presentation:

Content: Crabs, shells, snail, squids, lobster, octopus, sea horse, star fish are some of the sea creatures living in the sea. They are invertebrates.

Content: Crab and lobsters have a hard outer shell called exoskeleton; it helps them to protect the delicate parts within them.

Content: They have two pairs of antennae, two compound eyes and a mouth.

Content: Crabs and lobsters lay eggs and it hatches in to larvae. Crabs are omnivores; lobsters feed on worms, crabs.

Content: Snails, squids, octopuses are soft bodied animals without a backbone, snail has a hard outer shells to protect their soft bodies where as squids have inner shell inside their body. Octopuses do not have either inner or outer shell.

Content: Snails have tentacles as its feelers.

Content: Squids have two fins at the end of their body. Octopus has eight flexible arms on their soft bodies. They have oval shaped body with eyes on each side of the head.

Content: Snails are herbivores. Squids and octopuses are carnivorous feed on other fishes, turtle, and shrimps.

Content: Starfishes have spines on their bodies. Star fish is not a fish but an echinoderm. They have a central disc and five pointed arm. It can grow its arm if it is cut.

Content: Sea horses are not fishes. Female (mommy) sea horses do not hatch their own babies. It gives the eggs to males, who keep them in a special pouch until they hatch.

Content: Assessment:

Content: Have you seen a snail?

Content: How will a snail move?

Content: Have you seen squids, octopus, starfish and sea horse?

Content: What is the special thing that octopus has?

Content: What special thing crab has to protect it inner body?

Content: Do octopuses have shells?

Content: Is star fish a vertebrate or invertebrate?

Content: Closing: Recollect the facts about snails, squids, octopuses, starfishes and sea horses.

Content: Evaluation: Gross motor skill: They are able walk in different styles

Content: Critical thinking skill: Why they are different from regular fishes. How they differ from each other.

Content: Extension: They can walk like a snail, crab, octopus, sea horse, and worm.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: Sea Creature

Content: DAY: 5

Content: Topic: Sea mammals.

Content: Vocabulary: Sea mammals, sea otter, humpback whale, sea lion, dolphin, pinnipeds, tusk.

Content: Materials: Toy sea creatures, toy fishes, pictures, books puppets.

Content: Material required:

Content: Talk about aquatic mammals like shark, whale, dolphins, sea otter, walrus, seal etc.

Content: Shark dolphin and whales have fish shaped body. They give birth to young ones. They have highly developed brains.

Content: They are warm blooded animals like other mammals.

Content: They nurse their young ones.

Content: Blue whale is the largest animal on earth. They feed on krill and plankton. Their heart is as big as a car.

Content: Most of the sea mammals are carnivores.

Content: Seals and walruses are pinnipeds. Pinnipeds are large aquatic mammals. Pinniped means fin footed.

Content: Seals and walruses have four legs that are developed in to flippers, some seals have fur.

Content: Sea lions and fur seals have ears.

Content: Sea lion can swim faster.

Content: Walrus has large tusk like elephants.

Content: They can perform some tricks. Sea otter can clap, while a dolphin can play ball and blue whale can jump through a hoop. Like circus animals there are many sea animal shows.

Content: Assessment:

Content: Have you been to any sea animal show?

Content: What do sea lions eat?

Content: Where do you find seals and sea lions?

Content: Have you seen walrus or seal or sea lion? Describe them.

Content: Have you seen a dolphin?

Content: Which is your favorite sea mammal?

Content: How do seals, walrus swim?

Content: Do they lay eggs or give birth to young ones?

Content: Which is the largest mammal?

Content: What special thing do walrus have?

Content: Closing: Recollect the information about sea mammals, their habitat, food, special features.

Content: Evaluation: Language skills: Naming different sea mammals and their special features.

Content: Tactile skills: Touching and recognizing the sea mammal

Content: Extension: We can have a water show with the toys sea mammals, water, tub, rings, balls, and dolls

Content: The children can feel in the Mystery Bag and find out what are the sea mammals.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: sea Creature

Content: DAY 1: ART

Content: SPRAY PAINTING

Content: Topic: Spray 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, tooth brush, different poster colors, combs.

Content: Introduction and presentation

Content: • Encourage children to sit for the art and present them the ways they can try out different types of spray painting.

Content: • Ask the children to take one tooth brush each and to dip it in to their favorite poster colors.

Content: • Ask them to place the tooth brush bristles pointed down towards paper.

Content: • Guide children to use their thumb finger to move the bristles of tooth brush or they can move the tooth brush on the comb.

Content: • When they move the bristles of the tooth brush, the paint is sprayed on the art sheet.

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

Content: Topic: Leaf printing.

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

Content: Material required: Any leaves (e.g. mango leaf, hibiscus leaf etc), poster colors, paint brushes, uncolored art sheet.

Content: Introduction and presentation

Content: • Motivate children to sit and demonstrate them the ways they can do leaf printing.

Content: • Keep leaves cut in to shapes or patterns ask them use paint brush to apply paint on leaf or dip it in the paint.

Content: • Ask the children to make impressions or print on the art sheet.

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

Content: DAY 1: ACTIVITY

Content: FROZEN ANIMALS

Content: Activity: Frozen animals

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

Content: Preparation: 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.

Content: Presentation: Take out the frozen animals from the freezer and show them. Make them to touch the container and ask them how they 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 states of water.

Content: Vocabulary: Transparent, melt, freeze, frozen, container, snow, ice, hail storm,

Content: Objectives:

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: Evaluation: Evaluates each child's ability to understand how water turns to ice and how it melts. What they are able to see inside the ice.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: Sea Creature

Content: FISHING

Content: Activity: To do fishing with toy using magnetic rod.

Content: Goals: To develop their fine motor skills, eye hand coordination, cause and effect relationships.

Content: Vocabulary: Fishing, magnet, water, swimming, attraction, rod.

Content: Material required: Toy fishes with magnets attached, magnetic stalk, big bowl of water.

Content: Introduction and Presentation:

Content: Make the children sit in a circle give each child turn to hold the magnetic fishing stalk and catch the magnetic fishes. They have to move the stalk according to the position of the toy fishes in water in order to catch the fishes. We can make the children understand how fish swims in water. Children can actually feel the force of attraction between the magnetic stalk and the toy fishes.

Content: Assessment:

Content: Where do fishes live?

Content: Have you seen real fishes?

Content: Will a plastic be attracted by magnetic?

Content: Can fishes walk? Why?

Content: In this activity why fishes are attracted to the magnetic stalk?

Content: Can fishes live out of water?

Content: Evaluation: Evaluate how well they understood the cause and effect relationship.

Content: Skills development:

Content: Develops their fine motor skills.

Content: Eye hand coordination.

Content: Cause and effect relationships.

Content: DAY 1: GYM

Content: TREASURE HUNT

Content: Goal:- To stimulate their curiosity, thinking skills and social skills, pre-reading skills

Content: Presentation:

Content: Objects are taken according to the theme.

Content: Hide the objects in the out door play area before children come to play.

Content: Make some clue sheets with pictures to say which color object the treasure is.

Content: Ask the children to search for the treasure (the hiding objects) with the clue sheets

Content: Variations:

Content: We can hide the items depending upon the theme (E.g.: Birds, Animals, Vehicles)

Content: We can also play hide and seek game

Content: Skills developed: This game develops their pre-reading skills when they track the object with the clue. Their cognitive skills, social skills when they work as a team to find the treasure, it will improve their curiosity and critical thinking skills.

Content: FLOOR SWIMMING

Content: Goal: To stimulate their gross motor skills.

Content: Presentation:

Content: Children are asked to lie down on the floor on their tummy.

Content: Ask the children to move their hands and legs faster simultaneously and ask them to pretend like swimming.

Content: Skills Developed: This activity develops their gross motor skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: Sea Creature

Content: DAY 2 : ART

Content: TEXTURE PAINTING

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

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

Content: Introduction and presentation

Content:

• Encourage children to sit for the art and demonstrate 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: Skill developed: Develops their creativity, fine motor skills, tactile skills, cognitive skills of understanding cause and effect.

Content: SEA CREATURE STAMP PRINTING.

Content: Material required: Sea creature's stamps, Stamp pad.

Content: Procedure: Ask the children to press the Sea creature stamps on the stamp pad and do stamp printing on the picture. Children are asked to observe the prints appearing on the paper, when they press the stamp prints on the paper. Children can identify and tell the name of the sea creature after pressing the stamp prints on the paper.

Content: Skills Developed: Fine motor skills, cognitive skills of understanding cause of effect.

Content: DAY 2 : ACTIVITY

Content: FLOAT, SINK, SOLUABLE AND INSOLUABLE

Content: Activity: Water play to understand the concept of float-sink. soluable and insoluable

Content: Content

Content: Vocabulary - Float, sink, heavy, light, dissolve, liquid, solid, soluable and insoluable.

Content: Goals: To make them understand the concept of float and sink, soluable and insoluable.

Content: Assessment:

Content:

• Can a stone float in water?

Content:

• Can a heavy object float in water?

Content:

• Feather will float (or) sink in water?

Content:

• What will happen when you put a stone in water?

Content:

• Will a paper boat float (or) sink in water?

Content:

• What will happen if you put salt in water?

Content:

• Name the water animal which swims in water

Content:

• Can we swim in water?

Content:

• What will happen if we put turmeric powder in water?

Content:

• Will rice grain dissolve in water?

Content:

• Why some objects float and some sink in water?

Content:

• Why some objects dissolve and some doesn't dissolve in water?

Content: Material required: Collection of soluable and insoluable items, collection of objects (or) substances which float and sink in water, water in a broad, wide bowl.

Content: Introduction and presentation: Make them understand the concept of float and sink, soluable and insoluable items, Ask them to put few different substances in water and observe the result.

Content: Closing: Explain and ask them why different items float and sink, dissolve and some don't dissolve.

Content: Evaluate: Evaluate how well they understand the concept, record the observation for further evaluation.

Content: Variation: We can use thermo coal, color powder, mustard seeds, cotton buds and observe the result.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: Sea Creature

Content: DAY 2: GYM

Content: AIR CYCLING

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

Content: Presentation:

Content: Children are asked to lie down on the ground on their back.

Content: Demonstrate to lift both their legs and try to pedal their legs in the air.

Content: Skills Developed: It develops their leg muscles (gross motor skills) and abdomen muscles.

Content: BACKWARD JUMP, CRAWL, CREEP AND WALK

Content: Goal: To develop their gross motor skills, spatial awareness, balance .

Content: Presentation:

Content: Encourage the children to jump lifting their both legs and jump backward.

Content: They can be directed to sit on their knee and keep their hands on the ground and move backward.

Content: They can be asked to lie down on their tummy and they can be asked to move backward using only their tummy.

Content: Skilled developed: Develops their gross motor skills, spatial awareness, balancing skills.

Content: Variation: Using blocks make tunnels and ask them to crawl, creep, and jump backward.

Content: DAY 3: ART

Content: COLLAGE WITH PENCIL SCRAP

Content: Topic: Collage with pencil scrap.

Content: Goals: To develop fine motor skills, eye hand coordination, how objects can be used, creativity, tactile skills.

Content: Material required: Pencil, sharpener, glue, uncolored art sheet.

Content: Procedure: Make the children to sharpen the pencils and to collect the scrap as required.

Content: Ask children to apply glue on the art sheets.

Content: They can stick the pencil scrap inside the picture. If required they can colors it using poster colors.

Content: Skills developed: Develops their fine motor skills, eye hand coordination, creativity, how objects are used, tactile skills.

Content: Variations: They can take plain sheets instead of art sheet and create their own imaginaries.

Content: MAKING MINI BOOK

Content: Activity: 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:

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

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

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: Sea Creature

Content: DAY 3 : ACTIVITY

Content: SOUND BOX

Content: Activity: Sound box/ Hearing activity

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

Content: Content:

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

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

Content: Presentation:

Content: 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: 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:

Content:

• Auditory discrimination

Content:

• 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: LOUD SOUND AND SOFT SOUND

Content: Activity: Identifying, making loud sounds, soft sounds, various different sounds.

Content: Vocabulary: Sound, noise, tapping, wood, granite, metal, plastic.

Content: Goals: To improve their auditory discrimination skills, fine motor skills, eye hand coordination, concentration, ability to change the activity.

Content: Assessment:

Content:

• What are the sounds you can hear in the nature?

Content:

• Which is your favorite sound?

Content:

• What is the difference between sound and noise?

Content:

• Which is the sense organ that helps us in hearing?

Content:

• How will you feel when you hear a very loud sound?

Content: Material required: Silver bowls, plastic bowl, silver spoons, and plastic spoons.

Content: Introduction and presentation:

Content: Demonstrate step by step how to do the activity. Invert a silver bowl and tap it with a silver spoon and ask the kids to listen to the sound -loud sound.

Content: Invert a plastic bowl and tap it with a plastic spoon and ask the kids to listen to the sound – soft sound. Invert a silver bowl under a plastic bowl and move it around and ask kids to listen to the sound – machine sound.

Content: Now you give them instruction clearly and give each kind of material needed and ask them to make the sounds- soft, hard, machine, alternately stopping in the middle.

Content: Closing: Reiterate about the various sounds, by which they made.

Content: Evaluation: Evaluate each child's ability to make different sounds with the material given, their ability to identify and discriminate the sounds, their coordination involved in listening to instructions and producing the sounds appropriately.

Content: Variation: We can play quiet game. Ask them to make noise using bowls with water. Use different types of bowl as wooden or granite.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: Sea Creature

Content: DAY 3: GYM

Content: SIMON SAYS

Content: Goal: To develop their auditory skills, observing skills, following oral instructions and receptive language skills; gross motor skills.

Content: Presentation:

Content: A person who will give instruction can be named as pilot, sailor, postman, chef, judge etc related to the theme.

Content: Children are given oral instruction like "pilot says to do flying action".

Content: Instruction can be anything to stimulate children's interest.

Content: Skills developed:

Content: Auditory skills.

Content: Receptive language skills.

Content: Gross motor skills.

Content: WALKING ON TOES/ONE LEG

Content: Topic: Walking on the toes.

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

Content: Presentation:

Content: Ask the children to raise their heel and stand on their toes.

Content: They are directed to move on their toes for given distance.

Content: They can catch their friend walking on the toes.

Content: Skill developed: Develops their gross motor skills, balancing skills.

Content: DAY 4: ART

Content: FISH TANK

Content: Material required: Plain sheet, card board, transparent glass paper, poster colors or water colors, fish stickers, fevicol or glue, cello tape, safety scissors.

Content: Preparation: Mix and paint the white sheet in blue color.

Content: Procedure:

Content: Step: 1:- Draw and cut a two rectangle shapes (14 x 8.5 cm) and two square shapes (8.5 x 8.5 cm) in a white sheet.

Content: Similarly repeat the process with transparent glass paper and blue color paper.

Content: Step: 2:- Draw, and cut a cardboard and remaining blue color paper in rectangle shape and stick it. Take the white sheet rectangles and squares and cut it in the middle (it will look like a frame) and then using cello tape stick it together and stick cardboard at the bottom.

Content: Step: 3:- Stick the transparent glass paper on the four sides.

Content: Draw and cut the waves shape in the blue color rectangles and square shape and do some decoration in it and paste it inside the fish tank.

Content: Variation: We can use color paper instead of A4 sheet.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: Sea Creatures

Content: ORIGAMI

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

Content: Goals: To improve fine motor skills, eye hand coordination.

Content: Material required: Origami paper or white paper.

Content: Introduction and Presentation: Children are encouraged to sit and each child is given a paper and directed to do paper folding related to the topic or theme carried out. E.g. cat, dog, horse, parrot etc.

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

Content: DAY 4: ACTIVITY

Content: PATTERNING WITH SEA CREATURES

Content: Activity: Patterning with sea creatures.

Content: Goals: To develop their pre math skills, eye hand coordination, cognitive skills.

Content: Content:

Content: Vocabulary: Pattern, sequence etc.

Content: Material required: Different shapes, size, color of objects depending on theme.

Content: Introduction and Presentation:

Content: Place the cubby with objects on the table.

Content: Take two or one same object and place it on the table for example: 2 orange blocks or two same sized twigs.

Content: Keep another different object and place the same two orange blocks.

Content: Ask the children to follow the same sequence in an order.

Content: Evaluation: Evaluate them by observing whether they are able to follow the sequence correctly.

Content: Skills developed:

Content: Pre math skills.

Content: Eye hand - coordination.

Content: Cognitive skills.

Content: PICKING SEA CREATURES USING TONGS

Content: Goal: To improve their fine motor skills, cognitive skills, eye hand coordination

Content: Material required: Tongs, sea creature toys, plates.

Content: Preparation: Place the toy sea creatures, plates, and tongs on the table.

Content: Presentation:

Content: Demonstrate to the children the way to hold the tongs and pick the toy sea creatures.

Content: Each child can hold the tongs and pick the toy sea creatures.

Content: They can also name the sea creature which they picked. They can also compare the sizes of sea creatures.

Content: Vocabulary: Tongs, Compare, Transfer, Quantity

Content: Assessment:

Content: Name some sea creatures.

Content: Name the sea creature which you have picked.

Content: Why they are called sea creatures?

Content: Variation: They can use their non dominant hand to pick the toy sea creatures with tongs.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: Sea Creature

Content: DAY 4 : GYM

Content: CRAB WALKING

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: Skills developed: Develops their gross motor skills

Content: BLOW FEATHERS

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

Content: Presentation:

Content: 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:

Content: Oral motor skills

Content: Eye and hand coordination while catching the bubble or feather.

Content: DAY 5: ART

Content: CRAYON COLORING

Content: Activity: Crayon coloring

Content: Goals: To stimulate their creativity, fine motor skills, eye hand coordination, tripod grasp, prewriting skills.

Content: Material required: Art sheet, different color crayons.

Content: Introduction and Presentation:

Content: Encourage children to sit around the table and give each child one art sheet and they can choose their colors from the crayon tray. Guide them to hold crayon using thumb, pointer and middle finger (tripod grasp). Encourage them to color inside the picture.

Content: Skills developed: Develop their eye hand coordination, fine motor skills, tripod grasp, pre writing skills, creativity.

Content: BUTTER PAPER TRACING

Content: Topic: Butter paper Tracing.

Content: Goal: To develop their pre writings kills, cognitive skills of exploring cause and effect.

Content: Material required: Plain sheets, butter papers, markers or a sketch pen, pencils

Content: Presentation: Children are provided pencils and butter paper. In a plain sheet write alphabets or draw shapes or words or patterns using marker and give it to children. Ask the children to place butter paper on it and trace using pencil.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: sea Creature

Content: DAY 5 : ACTIVITY

Content: SALTY STUFF

Content: Activity: Hanging ice cube with a thread.

Content: Goals: To help them to understand the concept of

Content: freezing point of water and salt lowers the freezing point

Content: of ice cube and melts it. The cold water re freezes in to

Content: ice cube.

Content: Content:

Content: Vocabulary: Freezing point, melt, re freezes, trap, and

Content: plop- slowly drop.

Content: Material required: Ice cube, glass of cold water, sewing

Content: thread, and salt.

Content: Introduction and Presentation:

Content: Gently plop ice cube in to the glass of water, carefully

Content: place one end of the thread across the top of the floating

Content: cube.

Content: Where the thread touches the ice, sprinkle salt over it

Content: with a spoon.

Content: Wait for about 30 seconds and carefully lift the string.

Content: The ice cube will also come along with the thread.

Content: Observation: Observe the changes occurring after

Content: adding salt to the ice cube which is in the cold water.

Content: Reason: Salt lowers the freezing point of water and it

Content: melts the ice a little. Then thread sinks in to the little pool

Content: of water which re freezes, trapping the thread.

Content: Assessment:

Content: Why does ice melt?

Content: What happened to thread?

Content: How did ice cube get stuck to the thread?

Content: Why did it refreeze?

Content: Skills development:

Content: Visual skills

Content: Cause and effect.

Content: Logical thinking.

Content: Language skills of receptive and expressive.

Content: Conclusion:

Content: Conclude by giving explanation of freezing point and

Content: melting point.

Content: DAY 5 : GYM

Content: IN THE POND ON THE BANK

Content: Goals: To develop their gross motor skills and balancing skills, auditory skills.

Content: Presentation: Make children stand in a circle and place hoola hoop in the middle or draw a circle and make them stand

Content: around the circle. When we say in the pond all have to jump inside the circle and when we say on the pond all have to jump

Content: outside the circle.

Content: Skills developed: develops their gross motor skills, balancing skills, auditory skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 57

Content:

1. Do dolphins live in group?

Content: 2. What is group of fishes called?

Content: 3. Which fish has a long lance like nose?

Content: 4. Can some fish fly over the water?

Content: 5. From where do fish get oxygen to breath?

Content: 6. How do fish absorb oxygen?

Content: 7. What type of skin most of the fishes have?

Content: 8. What is the biggest fish in the world?

Content: 9. Which shark has wings?

Content: 10. Do walruses have tusks?

Content: 11. Which is the most intelligent sea mammal?

Content: 12. Which sea mammals live the longest?

Content: 13. What type of sound do the whales make?

Content: 14. Which fish does not have brain?

Content: 15. How many legs does crab have?

Content: 16. What is called as saucer shaped marine animals?

Content: 17. What are corals?

Content: 18. From which sea creature we get pearls?

Content: 19. How many flexible arms does octopus has?

Content: 20. What do turtle have on their body?

Content: 21. Can a turtle swim fast/

Content: 22. Are sponges and jelly fish invertebrate animals?

Content: 23. How do fishes raise young ones?

Content: 24. Sea urchins body is covered with what?

Content: 25. What is the shape of sea urchins?

Content: 26. Do star fish and sea urchins have eyes, brain and heart?

Content: 27. What is the shape of star fish?

Content: 28. What shape is the body of octopus?

Content: 29. What is Octopus arms called?

Content: 30. Where do squids line?

Content: 31. What is the size of the eyes of the squids?

Content: 32. What protects the soft body of the snail?

Content: 33. Where snails do lays eggs?

Content: 34. What type of animals are snails?

Content: 35. Which is world's most dangerous fish?

Content: 36. How does stone fish look like?

Content: 37. Which fish give electric shock?

Content: 38. What has a head like a hammer?

Content: 39. What is known as the trash can of the sea?

Content: 40. What is a sea horse?

Content: 41. How many hearts does octopus have?

Content: 42. The hard outer shell of crab and lobster is called as what?

Content: 43. Which body part of sea horse helps them to balance in water?

Content: 44. How many legs do seals and walruses have?

Content: 45. Do seals and walruses give birth to young ones?

Content: 46. How do fishes swim in water?

Content: 47. Do star fish lay eggs?

Content: 48. Which fish can re grows its arms when it is cut?

Content: 49. How do sponges breathe?

Content: 50. Is eel a fish or snake?

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 58

Content: Sea Creature

Content: SEA CREATURES - ANSWER

Content:

1. Yes

Content: 2. Schools

Content: 3. Sword fish

Content: 4. True, flying fish can

Content: 5. Water

Content: 6. Through gills

Content: 7. Scaly skin

Content: 8. Whale shark

Content: 9. Angel shark

Content: 10. Yes

Content: 11. Dolphin

Content: 12. Whale and Dolphins

Content: 13. Booming sound

Content: 14. Jelly fish

Content: 15. Eight

Content: 16. Jelly fish

Content: 17. Small marine invertebrate animals

Content: 18. Oyster

Content: 19. Eight

Content: 20. Shells and scales

Content: 21. Yes

Content: 22. Yes

Content: 23. By laying eggs

Content: 24. Spines

Content: 25. Ball shaped

Content: 26. No

Content: 27. Star shape

Content: 28. Oval

Content: 29. Tentacles

Content: 30. Deep oceans

Content: 31. Like basket ball

Content: 32. Hard shell

Content: 33. Ground or trees

Content: 34. Herbivorous

Content: 35. Stone fish

Content: 36. Rock or coral

Content: 37. Electric ray

Content: 38. Hammer head shark

Content: 39. Tiger shark, as they eat anything even tin cans, plastic bags, boots, etc

Content: 40. A bony fish with long curled tail

Content: 41. Three

Content: 42. Exo skeleton

Content: 43. Fins

Content: 44. Four

Content: 45. Yes

Content: 46. Fins and tails

Content: 47. Yes

Content: 48. Star fish

Content: 49. Pores

Content: 50. Fish

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 59

Content: June : Week - 3

Content: Alphabets of the Month: A,B,C,D

Content: Color of the Month: Blue, Indigo, violet

Content: Shape of the Month: Triangle, Prism, cone

Content: Theme: Wild animals

Content: BLISS CURRICULUM

Content: CIRCLE TIME

Content: Monday

Content: Zoo-safari

Content: Ladies finger printing. Shape sticking.

Content: Sorting animals by size, matching animals and their young ones

Content: Frog leap, tumbling.

Content: A- Anteater / B- Bison /C- Chimpanzee /D- Dolphin /E- Elephant /F- Fawn /G- Giraffe /H- Hedge, Hogs, Hippo, Hyena /I- Iguana /J- Jackal,Kangaroo, Koala /L- Lion /M- Meerkat, Monkey /N- Nocturnal /O- Opossum /P- Pygmy elephant /Q- Queue /R- Rabbit /S- Squirrel /T- Tiger, tarsiers /U- Skunk /V- Vulture /W- Walrus /X- Fox /Y- Yak /Z- Zebra

Content: ART

Content: Tuesday

Content: Animal sounds.

Content: Spray painting. Clay molding

Content: Smell match, folding, tearing paper.

Content: Animal silly faces. Balancing walk.

Content: A-Z OF WILD ANIMALS

Content: ACTIVITY

Content: Wednesday

Content: Animal and their young ones

Content: Stick.Stripes. Alphabet stamp printing.

Content: Lemon squeezing and tasting. Popping bubble wrap.

Content: Pick animal doll and jump in to circle. Freeze dance.

Content: 60

Content: GYM

Content: Thursday

Content: Animal caring, Animal habitat.

Content: Animal craft, origami.

Content: Sand writing. Matching animals to animal tags.

Content: Hide and seek, passing through tunnel.

Content: Friday

Content: Walk chalk coloring, mini book.

Content: Bits of paper. Sweeping, cleaning.

Content: Animal walks, yoga exercise.

Content: Topic: Introduction of zoo animals.

Content: Vocabulary: cheetah, hippopotamus, giraffe, zebra, wolf, kangaroo, gorilla, mongoose, wild boar, tiger, lion, zoo, zoo keeper etc.

Content: Material required: Plastic wild animals, pictures, CDs or books, blocks, plastic trees, model of zoo

Content: Presentation:

Content: Wild animals live in forest.

Content: They do not build their homes. They choose natural shelters. Lion is the king of forest.

Content: Tiger is the national animal of India.

Content: Kangaroo is the national animal of Australia.

Content: Discuss their visit to the zoo.

Content: Talk about zookeepers- Zoo keepers take care of the zoo animals; they feed the animals and keep them clean.

Content: They have to provide food to the animals on time.

Content: It is necessary for a zoo to have enough space for each animal.

Content: Cheetah is the fastest animal.

Content: Build a zoo in the circle area and invite the children to come up one at a time and choose an animal.

Content: We cannot keep wild animals as pets.

Content: Assessment:

Content: What are wild animals?

Content: Name some of the wild animals

Content: What is the job of the zoo keeper?

Content: Have you visited any zoo?

Content: Do you remember your visit to the zoo?

Content: Name the national animal of India

Content: Which animal is called the king of the forest?

Content: Which is the fastest animal?

Content: Can we keep wild animals as pets?

Content: Closing: Tell the children about zoo or wild animals, zoo keeper, national animals etc.

Content: Evaluation: Cognitive skills -classification of animals according to the habitat, construction of zoo.

Content: Extension : Children can have a puppet show using wild animal puppets.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 61

Content: WILD ANIMALS

Content: DAY: 2

Content: Topic: Animal sounds

Content: Vocabulary: roar, trumpet, growl, bray, bark

Content: Material required: picture and sound book, drum, plates, spoons.

Content: Presentation:

Content: Encourage and ask the children to produce sounds of different animals.

Content: Show them the sound book and familiarize them with the sounds.

Content: Tell the children how the lion and tigers roar, elephants trumpet etc.

Content: Ask the children to communicate with their friends using animal sounds.

Content: Produce some sound and ask them to guess.

Content: Make some sound and ask them which one is loud or soft.

Content: Zebras make sounds, they bark or bray.

Content: Assessment:

Content: How do animals communicate?

Content: What sound does a lion produce?

Content: What is the sound of the tiger called?

Content: What is the sound of the elephant called?

Content: How do animals call or communicate with other animals?

Content: Do Zebras neigh?(No they bark)

Content: Closing: To make children understand how sounds are important for communication. Encourage them to understand the different sounds.

Content: Evaluation: Auditory skills- by guessing sound. Expressive language skills-producing sounds.

Content: Extension: Children can play a treasure hunt by using toy wild animals.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 62

Content: Topic: Animals and their babies

Content: Vocabulary: cub, joeys, calf, infant, fawn.

Content: Material required: Pictures and puzzles of zoo animals and their young ones.

Content: Presentation:

Content: Recall the previous topic.

Content: Ask them if they have seen the young ones of the zoo animals.

Content: Most of the zoo animals give birth to young ones.

Content: They feed their babies when the very small.

Content: Kangaroo carries its young one in its pouch.

Content: Use the "animals and their young one" puzzle and show them what you call the young one of zoo animals like tiger-cub, lion-cub, bear-cub, elephant-calf, monkey-infant, deer-fawn, kangaroo-Joey, fox-cub, giraffe-calf, zebra-calf.

Content: Ask the children to sit in circle, give them each an animal and ask them to pick the young ones.

Content: Assessment:

Content: Do elephants give birth to their young ones or lay egg?

Content: What do we call the young ones of a tiger?

Content: What do we call the young ones of a lion?

Content: Have you seen a cub?

Content: Have you seen a calf in the zoo?

Content: How do they feed their young ones?

Content: What is the young one of kangaroo called?

Content: Can you name the animal which keeps its young one in a pouch?

Content: What is the young one of deer called?

Content: Closing: Through the animal and their young one puzzle they learn and identify the names of zoo animals and their young ones.

Content: Evaluation:

Content: Pre reading skills- understanding and identifying pictures.

Content: Expressive and receptive language skills- understanding the topic and answering.

Content: Extension: make a lion face using paper plates, wool etc.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: Topic: Animal homes and eating habits.

Content: Vocabulary: shelter, flesh, grass, sugar cane, coconut, leaves, plants, banana, nuts, fishes, bee hive, den, jungle, trees, herbivorous, carnivorous.

Content: Material required: picture book, what animals eat animals and their homes.

Content: Presentation:

Content: Recall the previous topics. Ask them what breakfast they had.

Content: Tell them we eat food to get energy.

Content: Animals like stag, zebra, giraffe and elephant eats plants (they are called herbivorous).

Content: Some animals like lion, tiger, wolf, and crocodile eat other animals (they are called carnivorous).

Content: Some animals like bear eat both plants and animals, they are called omnivorous.

Content: Animals eating flesh or other animals, have canine i.e. sharp teeth.

Content: Elephant eats sugar cane, coconut. Bear eats bee hive, fishes. Monkey eats banana nuts.

Content: Zoo or wild animals mostly choose natural shelter.

Content: Lion, tiger stay in den. Monkey swings from one tree to another and stay on it.

Content: Ask them if they have seen the board which says 'do not feed the animals'.

Content: We must follow the rules because we try to feed popcorns or chips to animals which are not good for them. Also sometimes they eat them with the plastic wrapper and it hurts their tummies.

Content: Assessment:

Content: Why do we eat food?

Content: What does monkey eat?

Content: What the favorite food of elephant?

Content: When you go to zoo what does a signboard warn us of in the zoo?

Content: What are the flesh eating animals called?

Content: Where do monkeys live?

Content: Why do tiger, wolf, lion have canine teeth?

Content: Why doesn't elephant build a house?

Content: What does bear love to eat?

Content: Can you name the character in the story book who loves honey?

Content: What do you call the home of a lion or tiger?

Content: Closing: Recollect the subject and ask them to tell the food of various animals and about the homes of animals.

Content: Evaluation: Logical thinking- answering open ended questions. Cognitive skills- classification of animals according to food habits.

Content: Extension: Using the pictures ask the children to classify and sort animals as carnivores, herbivores and omnivores.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: WILD ANIMALS

Content: DAY: 5

Content: Topic: Visit to the zoo and taking care of zoo animals

Content: Vocabulary: zoo keeper, weekend, ticket counters, fence, food shops, fountain, queue, tickets.

Content: Material required: "Barney goes to the Zoo" book, paper tickets, plastic coins.

Content: Presentation:

Content: Take the book of "Barney goes to the Zoo" and read the book to the class.

Content: Discuss about ticket counters, money and queue.

Content: Zoo is a place where wild animals are kept in enclosures for the people to see

Content: Zoo keeps animals from different parts of the world.

Content: A zoo must have a veterinarian to vaccinate the animals and treat them when they are not well.

Content: Give the information about local zoo that they can visit with their family.

Content: Talk about the difference between the zoo and safari. In zoo the animals will be in cages and we go around and see them but in a safari the animals will be roaming free and we go around in closed vehicles to see them.

Content: Assessment:

Content: Have you visited a zoo?

Content: What is a zoo?

Content: When did you visit a zoo?

Content: How did you start? What were the procedures to enter the zoo?

Content: Did you see any sign board in the zoo?

Content: What did you do to get a ticket?

Content: Explain the role of a zoo keeper

Content: What is the role of the veterinarian in the zoo?

Content: Why do we have to go with adults while going to the zoo?

Content: What is the importance of fence in zoo?

Content: What are the things we must do in zoo?

Content: Have you experienced the safari ride?

Content: Closing: To make them understand by pretend play, pictures. they will enjoy the topic of zoo and role of zookeepers.

Content: Evaluation:

Content: Cognitive skills-listening, making a model of the zoo.

Content: Social/ emotional skills - Sharing their experience.

Content: Expressive language skills- through vocabulary.

Content: Extension:

Content: Children can pretend play game of visit to zoo.

Content: Children can make a model of the zoo as a group activity.

Content: Let the children buy tickets by giving plastic coins, standing in queue.

Content: Tell the instructions before entering zoo.

Content: Let a mentor be a zoo keeper and introduce the visitor to zoo. Talk what the zoo animals eat, about their babies, homes.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 65

Content: DAY 1: ART

Content: LADIES FINGER 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, lady's fingers, radish etc), poster colors, paint brushes, uncolored art sheet.

Content: Introduction and presentation :

Content: Motivate children to sit ,demonstrate the ways they can do vegetable printing.

Content: Keep vegetables cut in to shapes or patterns ask them use paint brush to apply paint on vegetable or dip it in the paint.

Content: 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: SHAPE STICKING

Content: Goal: To develop their fine motor skills, pincer grasp, eye hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Content: Material required: Different shapes cuts outs of color paper or cloth bits or foam sheet, glue, uncolored art sheet, related to the theme.

Content: Procedure: Motivate children before starting the activity, keep required materials ready before starting an activity.

Content: Give each child an uncolored art sheet or sheet with outline of few shapes drawn on the plain sheet and describe the picture and demonstrate them the way to stick the shapes inside the given space.

Content: Apply glue on the picture wherever required.

Content: Ask them to pick one cut out of the shape using the thumb finger and pointer finger and to stick inside the picture wherever required.

Content: Skills developed: Develops their fine motor, pincer grasp, eye- hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Content: Variation: They can also create their imaginary pictures using shapes. For example fish with one oval and three triangles.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 66

Content: WILD ANIMALS

Content: DAY 1: ACTIVITY

Content: ORDERING ANIMALS BY SIZE

Content: Goals: To improve their fine motor skills, pre math skills of patterning, arranging animals according to the size.

Content: Assessment:

Content: Which animal is large in size?

Content: Which animal is small in size?

Content: Is this animal small/ medium or large?

Content: Evaluate: whether they can tell the difference between the sizes and understand the concepts.

Content: Materials: Different size toy animals.

Content: Preparation: Arrange the animals in size, some in pairs, and some in a group from big to small.

Content: Presentation: Give each child different toy animals and ask them to order the toy animals according to the size. Ask them to find a matching pair. To arrange in a row. Ask about colors and sizes.

Content: Give them a pattern to repeat. Ask them to sort in to two or three groups by size.

Content: Vocabulary: Small/ medium/ large, Colors, Pattern, Matching, Pairs

Content: Evaluation: Evaluate each child's ability to arrange objects according to their size, patterning, grouping and naming the animal.

Content: MATCHING ANIMALS AND YOUNG ONES

Content: Goal: To stimulate their cognitive skills, observing skills, memory skills, curiosity, thinking skills, social skills.

Content: Presentation: Children can be grouped as young ones and mother animals.

Content: Allot places naming as den, hole, shed, cave, kennel etc.

Content: Name the one group of children as cub, pup, Joey, calf, foal etc.

Content: Name the other group of children who has been grouped as mother animals as tiger, dog, cow, kangaroo, horse etc.

Content: Ask the young ones group children to hide. The mother animals will find their babies and take them to their respective homes .

Content: DAY 1: GYM

Content: FROG LEAP

Content: Goal: To develop their gross motor skills.

Content: Presentation: Children are asked to half sit on the ground with their hands placed in the front on the ground. Children are asked to jump from half sitting position and get back to the same position as leaping like a frog.

Content: Skills developed: Gross motor skills, cognitive skills of symbolic play.

Content: TUMBLING

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

Content: Presentation: Children who are learning to tumble can use the wedge placed on the safety mats to tumble. Place mats on all the sides. They can do tumbling on the grass also.

Content: Skills Developed: Develops their spatial awareness, hip muscles, gross motor skills, balance and co-ordination.

Content: Variation: Children can also do tumbling using their hands.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 67

Content: WILD ANIMALS

Content: DAY 2: ART

Content: SPRAY 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, tooth brush, different color poster colors, combs.

Content: Introduction and presentation: Encourage children to sit for the art, demonstrate the ways they can try out different types of spray painting. Ask the children to take one tooth brush each and to dip it in to their favorite color. Ask them to place the tooth brush bristles pointed down towards paper.

Content: Guide children to use their thumb finger to move the bristles of tooth brush or they can move the tooth brush on the comb.

Content: CLAY MOLDING

Content: Goal: To develop their fine motor skills, eye hand coordination, sensory awareness skills and their creativity.

Content: Material required: Clay dough (it can be colored or the white clay dough as preferred). Moulds or cookie cutters of different shapes.

Content: Presentation: Motivate children to create some thing new using play dough related to the theme. Each child is offered required amount of play dough. They are directed to take clay dough and asked to roll it using both their hands initially u on the ground or table, later using only their hands. They can roll it round or long or short or oval as they wish.

Content: They can try out different models. They can also use moulds and cookie cutters to cut out the dough according to their interest. They can also paint it once it dries.

Content: Skills developed: Develops fine motor, eye hand coordination, sensory awareness & creativity.

Content: DAY 2: ACTIVITY

Content: SMELL MATCH

Content: Goals: Familiarize them with different smells, ability to differentiate ,match, identify the smells.

Content: Vocabulary : Smell, nose, olfactory, pleasant, pungent, strong.

Content: Material required: Different smelling objects/materials in similar boxes with small openings to smell.

Content: (Clove,Cardamom, vanilla, etc.) Two boxes of each item consisting of same materials kept in non transparent boxes.

Content: Presentation: Introduce the different smells to the children ask them to smell each. Always keep the boxes in pairs so that they can match the smells when being blindfolded.

Content: Assesment:

Content: Which is the organ used for smelling?

Content: Which is your favorite smell?

Content: Which are the items smells good?

Content: Which smell do 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: Variation: Introduce new smells with different objects like fruits, flowers etc.

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. Analyze how many smells they can match and can identify. Repeat the activity until they become very clear in identifying.

Content: Conclusion: Become aware of the olfactory discrimination.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 68

Content: WILD ANIMALS

Content: FOLDING, TEARING PAPER

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

Content: Vocabulary: Paper, chart paper, box, thin, thick, tear, fold, crease.

Content: Material required: Paper, scale.

Content: Introduction and Presentation: Ask them to fold the paper first one fold and then repeat it multiple times and crease it

Content: using their fingers. Children can now unfold the paper and predict the number of boxes.

Content: They can also fold the paper to make multiple designs and models by seeing a model.

Content: They can fold even chart paper. Children are asked to tear the paper in the folded pattern.

Content: They can also tear the paper in to very thin stripes using scale or tear the paper randomly in to very small bits. After

Content: tearing paper in to small bits they can sweep the bits of paper with toy dust pan. They can estimate the numbers which

Content: more or less of the bits of paper.

Content: Assessment:

Content: • Is it easy to tear paper?

Content: • Which is easier to tear large paper or small bits of paper?

Content: • Is paper hard or soft?

Content: • If paper is torn in to very small pieces can we get back the full paper again?

Content: • Where do we get paper from?

Content: • What are the uses of paper?

Content: Evaluation: Evaluate the fine motor skills, eye hand coordination. Pincer grasp. Pre math skills of estimating, predicting.

Content: Cognitive skills of cause and effect.

Content: DAY 2: GYM

Content: ANIMALS. SILLY FACES

Content: Goal: To develop their gross motor skills, symbolic thinking.

Content: Material needed: Mirror

Content: Presentation:

Content: • Motivate the children to sit in a circle.

Content: • Each one can come and stand near the mirror and do silly faces like animals.

Content: • They can do silly faces like animals in front of other children.

Content: • Other children can guess which animal is it?

Content: • They can show the faces like animals such as monkey, pig, lion, elephant, dog, rabbit, cat, snake etc.

Content: Skilled developed: Develops their gross motor skills and symbolic thinking

Content: BALANCING WALK

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

Content: Presentation: Children are asked to walk on the low wedge to improve their balance. For safety place mats on all the

Content: four sides of the wedge and beam. They can be directed to walk on low balancing beam and high balancing beam.

Content: Observe how well they are able to balance on wedge, low balancing beam and high balancing beam.

Content: Skills developed: Gross motor skills, Hip muscle stability. Balancing skills.

Content: Extension: They can try balancing on the beam or wedge with an object on the head.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 69

Content: WILD ANIMALS

Content: DAY 3: ART

Content: ALPHABET STAMP PRINTING

Content: Material needed: Alphabet stamps, Stamp pad, Pictures of bird.

Content: Procedure: Ask the children to press the Alphabet stamps on the stamp pad and do stamp printing on the picture. Children are asked to observe the prints appearing on the paper, when they press the alphabet prints on the paper. Children can make the words like wild animals name with the alphabet prints.

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

Content: STICKING STRIPES

Content: Goal: To develop their fine motor, eye hand coordination, tactile, pre math skills of patterning.

Content: Material needed: Black and white paper strips or color paper stripe, uncolored art sheet related to the theme.

Content: Presentation:

Content: Motivate children to sit and explain them about the activity.

Content: Each child is given art sheet and they can apply glue themselves inside the picture.

Content: Direct them to stick the stripe one by one inside the given space within the picture.

Content: They can also follow the pattern as black and white.

Content: Skill developed: Develops their fine motor, eye- hand coordination, tactile, patterning.

Content: DAY 3: ACTIVITY

Content: POP BUBBLE WRAP

Content: Goals: Fine motor skills, pre writing skills

Content: Presentation: Ask them to feel the bubble wrap sheet. They can describe whether it is soft or rough. Each can take a sheet and observe the bubbles explain what is inside the bubbles.

Content: Show them how to pop the bubbles on the bubble wrap sheet using thumb and index finger. They can also use their toes to pop the bubbles. After popping it makes a sound because the air that goes out.

Content: Vocabulary: Bubble, wrap, pop, thumb, index, flat, air, pressure.

Content: Material needed: Bubble wrap sheet

Content: Assessment:

Content: What does come out when you pop the bubble?

Content: What is present inside the bubble?

Content: Which fingers do you use for popping a bubble?

Content: What is the texture of the bubble wrap?

Content: Why is the sheet not flat?

Content: How is it similar to popping a balloon?

Content: Evaluation: Fine motor, sensory, cognitive skills of cause and effect, eye hand coordination.

Content: Variation: They can use the bubble wrap paper to do coloring.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: WILD ANIMALS

Content: LEMON SQUEEZING AND TASTING

Content: Goals: To improve their intrinsic hand muscle power, their fine motor skills. Familiarize them with the taste of lemon.

Content: Content: Vocabulary: squeezing, tasting, sour, acid, tongue

Content: Material needed: Lemon, lemon squeezer, tumbler

Content: Presentation: Present to them how to squeeze lemon using lemon squeezer.

Content: Show them how to squeeze lemon without using lemon squeezer.

Content: Tell them lemon taste sour because of the citric acid present in lemon.

Content: Assessment:

Content: Can we squeeze a hard material?

Content: Can we squeeze a rock?

Content: What happens when we squeeze a lemon?

Content: What is the taste of lemon juice?

Content: Explain the reason behind the sour taste of lemon.

Content: Explain about the vitamin present in lemon .

Content: Variations: Squeezing activities can be done with tomato, wet sponge soaked in water (or) soap water.

Content: Evaluation: Evaluate the children fine motor skills and to know how well they understood about lemon by asking questions.

Content: Conclusion: By this activity the children will develop their fine motor skills and they will understand about the uses of lemon and its taste.

Content: DAY 3: GYM

Content: PICK AN ANIMAL DOLL AND JUMP IN TO CIRCLE

Content: Goal: To develop their gross motor skills, cognitive skills and auditory skills, expressive language skills and social skills.

Content: Presentation:

Content: Draw a circle on the ground and keep some animal toys related to the theme.

Content: Mentors can call out the animal name. One child can come and pick the toy and jump in to the circle and they can talk about that animal and the child can go back to position.

Content: Another child can also follow the same.

Content: Skill developed: Auditory, Cognitive skills, expressive language skills, gross motor skills.

Content: FREEZE DANCE

Content: Goal: To develop their direction skills, gross motor skills and social skills, auditory skills

Content: Presentation:

Content: Children are encouraged to stand in a circle.

Content: They are asked to do body movements for action rhymes or for the music or to the instructions e.g. freeze to your right, freeze to your left.

Content: When they hear the word freeze being told by the mentor they have to stay still in what position they are in.

Content: Whoever moves will be out of the circle and say freeze as a catcher.

Content: When they hear the word melt they can move.

Content: Skilled developed: Develops their direction skills, gross motor skills, social skills, auditory skills..

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 71

Content: WILD ANIMALS

Content: DAY 4: ART

Content: ANIMAL CRAFT

Content: Material required: Plain sheet or news paper, tissues, grey poster colors, glue, cello tape, safety scissors, cup of water, paint brush.

Content: Preparation: Keep the required material on the table, and roll the paper and stick it. Cut the paper rolls in equal size as four pieces, keep cut out of ear for the elephant on a plain sheet. Twist two small plain sheets for the tail and trunk.

Content: Procedure:

Content: Step: 1 Crush the plain sheets or news paper to make one small ball and one big ball.

Content: Picture: 1

Content: Picture: 2

Content: Step: 2: Stick tissue paper bits on the balls using glue and then wet the tissue with water gently tapping using the paint brush and leave it to dry.

Content: Step: 3: Stick both the balls together using glue. Fill the neck portion using tissue bits.

Content: Step: 4: Stick the trunk (twisted paper roll) using glue and cello tape.

Content: Step 5: Stick the cut out of legs, ears and tail using cello tape and paint it grey.

Content: ORIGAMI

Content: Goals: To improve fine motor skills, eye hand coordination.

Content: Material required: Origami paper or plane paper.

Content: Introduction and Presentation: Children are encouraged to sit and each child is given a paper and directed to do paper folding related to the topic or theme carried out. E.g. cat, dog, horse, parrot etc.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 72

Content: WILD ANIMALS

Content: DAY 4: ACTIVITY

Content: SAND WRITING

Content: Activity: Writing and drawing patterns, alphabets, strokes, designs, numbers, and pictures with the sand on the floor or table.

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

Content: Vocabulary: Sand, designs, patterns

Content: Material needed: Sand and samples of some designs, pictures.

Content: Presentation: Present the activity by drawing few strokes, designs, writing few alphabets and ask the kids to write and draw designs, make dots, patterns, alphabets, numbers, and pictures of their choice. Ask them to write their names, friends name, parent's name, school name.

Content: Assessment:

Content:

• Which are the body parts we use for writing?

Content:

• What are the material we use for writing?

Content:

• Which is your favorite writing tool?

Content:

• Can you write without using your thumb?

Content: Variations: They can write with other kinds of flour, kolam powder and semolina. 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 of 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: MATCHING ANIMALS TO ANIMAL TAGS

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

Content: Vocabulary: Tag, names, animals

Content: Material required: Plain paper, Pen/ marker, Scissors, toy animals.

Content: Introduction and presentation: Cut the paper with scissors making paper strips. Write the name of the animals on the strips with pen or marker. Make each child sit next to a table. Then keep all the name tags on the table and ask the children to find the animals name and match the tags with their respective animals.

Content: Assessment:

Content:

• Ask what is the starting letter or sound of any animal name.

Content:

• Which is your favorite animal?

Content:

• Name some animals

Content:

• Name some wild animals

Content:

• What names are written on the tags?

Content: Closing: Talk about animals and ask what letters are there and their starting sound. Whether they can read the letters which is written in the tag and match it to given toy animals.

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

Content: Variation: They can even write their name, friends name, flowers, vegetables, fruits etc on the tags. Make sentences using words. Count how many sight words they picked.

Content: DAY 4: GYM

Content: PASSING THROUGH TUNNEL

Content: Goal: To develop their gross motor skills, spatial awareness.

Content: Presentation: Children can build a tunnel with the blocks and they can pass through it by crawling, creeping, knee walking etc. They have to pass carefully without knocking down the tunnel.

Content: Skills developed: Spatial awareness. Gross motor skills.

Content: HIDE AND SEEK

Content: Explanation of the game: In this game of hide and seek, one child counts to a certain number while all the other children hide. At the end of the count, the child who counts gives a warning by saying, "Ready or not, here I come" and then seeks out the hiders.

Content: Skills developed: Gross motor, visual, spatial awareness, counting, auditory skills.

Content: Variation: You may hide different objects and make the children to seek it. Hide a musical toy just out of sight and make the children find it.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 73

Content: WILD ANIMALS

Content: DAY 5: ART

Content: WET CHALK COLORING

Content: Goals: To stimulate their creativity, fine motor skills, eye hand coordination, tripod grasp, prewriting skills.

Content: Material required: Art sheet, different color wet chalk, chalk holder.

Content: Introduction and Presentation: Encourage children to sit around the table and give each child one art sheet and they can choose their colors from the wet chalk tray. Guide them to hold wet chalk using thumb, pointer and middle finger (tripod grasp). Encourage them to color inside the picture.

Content: Skills developed: Develop their eye hand coordination, fine motor skills, tripod grasp, pre writing skills, creativity.

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 material or children can draw related to the theme in their book.

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

Content: DAY 5: ACTIVITY

Content: BITS OF PAPER SWEEPING AND CLEANING

Content: Goals: To improve their whole hand movement, fine motor, self help skills, pre math skills of grouping.

Content: Vocabulary: Pick, broom, dustpan, clean, paper bits, dirty, messy, gravity, sorting, grouping

Content: Materials required: Toy broom, dust pan, bits of paper.

Content: Presentation: Drop bits of paper on the ground present to the children how to sweep the bits of paper using toy dust pan.

Content: Closing: Ask them to try the same.

Content: Evaluation: Evaluate their self help skills and fine motor and whole hand movement and record the observation.

Content: Skill Development: Gross motor, Fine motor, Sensorial, problem solving and language

Content: Variation: They can clean up toys from different cubbies and sort it into right cubbies. Go out door and clean the garden. Tell them to sort the paper and leaves and other items into different bins. Mop after cleaning the dust using wet cloth or mop, learn to squeeze the towel or the mop.

Content: DAY 5: GYM

Content: ANIMAL WALK

Content: Goal: To develop their gross motor skills.

Content: Presentation:

Content: Hop:-Children are asked to stand on one foot and move from one place to another by hopping.

Content: Crawl: - Children are asked to sit on their knee and to move using hands and knee.

Content: Creep: - Children are asked to lie down on the floor, on their tummy and move using hands and leg in laying position (like snake).

Content: Swim: Children are asked to lie on their tummy on the floor and they are asked to move their hands and legs and do swimming action.

Content: Skilled developed: Develops their gross motor skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 74

Content: WILD ANIMALS - TRIVIA

Content:

1. Hyna, Wolf, Wild dogs belong to dog family can we have them as pets?

Content: 2. Do Hyna's hunt?

Content: 3. Which animal resembles like human?

Content: 4. Which is the biggest dog?

Content: 5. Which is the fastest land animal?

Content: 6. The biggest animal on earth?

Content: 7. Which is the flying mammal?

Content: 8. What is group of wolves called?

Content: 9. Who is the biggest cat of all?

Content: 10. Which is world's biggest ape?

Content: 11. Who carries babies in their pouch?

Content: 12. Which leopard had lost its spots?

Content: 13. Can bear walk on the water?

Content: 14. How do wolves communicate?

Content: 15. Which animal stays for the longest period in the mom's womb?

Content: 16. How do the bats fly in the dark?

Content: 17. Which snake has a rattle?

Content: 18. Name the animas which have the longest neck?

Content: 19. Which animal has black and white strips on its body?

Content: 20. Animals which eat flesh of other animals are called?

Content: 21. Animals which eat plants are called?

Content: 22. Animals which feed on both flesh of other animals and plants are called?

Content: 23. The family of Apes and Monkeys are called?

Content: 24. What is meant by primates?

Content: 25. Which is the smallest crocodile?

Content: 26. Which is the smallest lizard?

Content: 27. Name the longest snake?

Content: 28. Name the biggest lizard?

Content: 29. How well can snake hear?

Content: 30. How do snakes smell?

Content: 31. Which lizard can look in two ways at once?

Content: 32. Why do snakes shed their skin?

Content: 33. What is the process of shedding skin in snake called?

Content: 34. Which is the shortest and thinnest snake?

Content: 35. Which animal has tusk?

Content: 36. How do hyena's hunt?

Content: 37. What type of skin do Rhinos have?

Content: 38. In what the horns of Rhinos made?

Content: 39. What is group of elephant called as?

Content: 40. What type of noise do the elephant make?

Content: 41. Where do white polar bears live?

Content: 42. What type of hunters are foxes?

Content: 43. What do pandas eat mostly?

Content: 44. How many hours does the lion spend in sleeping?

Content: 45. How can you compare between a leopard and jaguar?

Content: 46. Can crocodiles climb trees?

Content: 47. What type of spines do porcupines have?

Content: 48. Do zebras neigh like horses?

Content: 49. What animal has a horn on the end of its snout?

Content: 50. What is elephant's tusk made of?

Content: 51. How can you tell a male lion from a female?

Content: 52. What is a female fox called?

Content: 53. What is the special long winter sleep of animal is called as?

Content: 54. What is a group of lions called?

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 75

Content: WILD ANIMALS - ANSWER

Content:

1. No

Content: 2. They mostly feed on carrion, which is left over of bigger hunters some time, they do hunting

Content: 3. Ape

Content: 4. Grey Wolf

Content: 5. Cheetah

Content: 6. Blue Whale

Content: 7. Bats

Content: 8. Packs

Content: 9. Siberian tiger

Content: 10. Gorilla

Content: 11. Opossum, Kangaroo, Koale

Content: 12. Black Panther

Content: 13. Yes, when water is frozen - Polar bears

Content: 14. By howling

Content: 15. Elephant

Content: 16. They produce ultrasonic

Content: 17. Rattle snake

Content: 18. Giraffe

Content: 19. Zebra

Content: 20. Carnivores

Content: 21. Herbivores

Content: 22. Omnivores

Content: 23. Primates

Content: 24. Primates are animals with fingers, hands and feet like human. They have good sight, smell and color vision. They have largest brain. They are intelligent.

Content: 25. Dwarf caiman

Content: 26. Gecko - thumb size

Content: 27. Python

Content: 28. Komodo dragon

Content: 29. It cannot hear instead it can feel the vibration on the

Content: earth

Content: 30. They pick up smell with their tongue which they flick in and out

Content: 31. Chameleons

Content: 32. As the snake grows, its scaly skin becomes too small

Content: 33. Molting

Content: 34. Thread snake

Content: 35. Elephants

Content: 36. They hunt in packs

Content: 37. Thick, hairless skin

Content: 38. Densely compacted hair

Content: 39. Herd

Content: 40. Trumpeting

Content: 41. Arctic

Content: 42. Clever hunters

Content: 43. Bamboo stem and leaves

Content: 44. 18 hours

Content: 45. A leopard has spots where jaguars have spots with rings

Content: 46. Yes

Content: 47. Long and pointed spices

Content: 48. No, they bark or bray

Content: 49. Rhinoceros

Content: 50. Ivory

Content: 51. A male lion has a mane, a lioness has not

Content: 52. Vixen

Content: 53. Hibernation

Content: 54. A pride

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 76

Content: June : Week - 3

Content: Alphabets of the Month: E, F, G, H

Content: Color of the Month: Yellow, Beige

Content: Shape of the Month: Circle, Sphere, Cylinder

Content: Theme: Actions

Content: Monday

Content: Tuesday

Content: Wednesday

Content: Thursday

Content: Friday

Content: CIRCLE TIME

Content: Demonstrate actions.

Content: Make children to do actions.

Content: Name the actions.

Content: Show action pictures.

Content: Follow the leader.

Content: ART

Content: Sketch pen tracing, feather painting.

Content: Sponge printing, Dancing doll craft.

Content: Collage cutting and sticking, brushing painting.

Content: Print making, Rock painting, clay coloring.

Content: Blowing wooden chips, can paper be torn.

Content: ACTIVITY

Content: Gulping, Gargling, lacing straw

Content: Rock and sand Pouring, filtering using funnel

Content: Pinning paper Clips on number dots: Displacement activity

Content: Scrubbing and cleaning, squeezing foam.

Content: GYM

Content: Jump on the numbers, freeze dance.

Content: Simon says, basket ball

Content: Throw ball overhead, walk on zig-zag line.

Content: Musical chair. Throw and catch.

Content: Squattting, heel and toe walking.

Content: A-Z OF ACTIONS

Content: A- Arranging / B- Bathing / C- Creeping, Churning / D- Drip / E- Eating / F- Fetching / G- Gargling, Gulping / H- Hugging / I- Ice Skating / J- Jumping, Jog / K- Kicking / L- Lasso / M- Munching. N- Nodding / O- Opening / P- Plating, Piercing / Q- Squatting / R- Riding / S- Swatting, Soaking, Sip. T- Toss, Threading / U- V- / W- Wringing / X- Y- Z-

Content: 77

Content: BLISS CURRICULUM

Content: Topic: Eating, sleeping, gargling, gulping, drinking, yawning, bouncing and cooking.

Content: Vocabulary: eat, sleep, breakfast, bed, nap, taste, dinner, lunch, mat, pillow, blanket, gargling, gulping, drinking,

Content: Material required: Pictures, utensils used for eating, mat.

Content: Presentation:

Content: Demonstrate to the children different actions like eating, sleeping, washing, bathing etc and ask them to identify the action.

Content: Explain to them that through actions we communicate or express our ideas, needs etc.

Content: Some actions such as running, jumping, swimming, crawling, walking etc. represent our physical actions, and the class can familiarize themselves with the action verbs while learning the actions

Content: Explain and familiarize the children with the concept of eating and sleeping. Explain to them that we eat when we are hungry and food helps us to grow and keep us healthy.

Content: We sleep at night and take some rest when we are tired. Tell them before going to bed at night we should brush our teeth and put on pajamas, night gowns, or clothes for bed.

Content: Explain to them that we should eat healthy and clean food, washing fruits and vegetables carefully before eating and cooking correctly to preserve the vitamins and minerals in the food.

Content: Talk about breakfast, lunch, dinner. We eat three meals a day to get energy and grow, it is important to eat the right kinds of food to build up our strength. Breakfast is an important meal as it's the first thing we eat in the morning and should include fresh fruit. Lunch should be during mid-day and include enough protein, vegetables and starch. And dinner is in the evening including all the food groups. Snacks keep us going between meals.

Content: Demonstrate the actions for each action word, and children can have fun acting out the different ones while the rest of the class guesses.

Content: Demonstrate the gargling action and tell them after brushing our teeth we have to gargle nicely. Gargling is rinsing your mouth and throat.

Content: Demonstrate gulping action and gulping is drinking quickly. We do gulping when we drink medicine.

Content: Bouncing is the action of applying force to the ball and sustaining the motion through tapping it. We can also bounce by jumping up and down (e.g. the rabbit bounced up and down.)

Content: When we feel sleepy, and when we lack oxygen, we yawn.

Content: We cook in the kitchen, we need stove, utensils, food materials, water for cooking.

Content: Assessment:

Content: Show action of eating and sleeping?

Content: What are the things we normally drink?

Content: Why do we eat food?

Content: What do we dowhen we feel hungry?

Content: Which is your favorite food?

Content: Who cooks food?

Content: What is "bouncing"? Do lions bounce?

Content: What do you eat for snack?

Content: What type of food we should eat?

Content: When do we eat our lunch, breakfast and dinner?

Content: Where do we sleep?

Content: What we need to do before going to bed?

Content: What is gargling?

Content: When do we gargle?

Content: What is gulping?

Content: When do we gulp?

Content: When do we yawn?

Content: Where do we cook?

Content: Name a few things you need for cooking

Content: Closing: To make the children understand the concept of eating, sleeping, and the need of eating healthy and clean food, need of good sleep and washing hands before and after eating food.

Content: Evaluation: Sensory skills-touch different food materials Gustatory skills- taste of different materials, spice, and food. Self help skills- washing hands, eating by self. Cause and effect- eating healthy food and what happens when we eat junk food. If we don't have good sleep what happens.

Content: Extension: Have a cooking party! All the children can have a blast by engaging in pretend play and putting their imaginations to work by cooking food, eating, serving and enjoying while acting out the actions and verbalizing them so that the learning experience stays with them.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 78

Content: Topic: Running, Jumping

Content: Vocabulary: Run, jump, hop, skip, race, exercise, walk, marching, flexible.

Content: Material required: Show charts, pictures.

Content: Presentation:

Content: Show the actions of running and jumping and explain to them that we use our legs to run and jump

Content: Demonstrate different types of walking like heel walking, toe walking, heel to toe walking, kneel walking.

Content: Demonstrate marching. Talk about how police and army people do marching parades.

Content: Explain the need of exercise and how it helps for the fitness of our body.

Content: Tell them that we have to be careful while jumping and running. Encourage them that we can jump and run in the gym or in the play ground.

Content: Talk about the animals that run fast, walk slow and jump very fast.

Content: Cheetahs run very fast, ostrich is the fastest bird.

Content: Talk about different games based on running and jumping like running race, relay race, marathon, long jump, high jump, gymnastic and so on. Tell them about the special shoes that are used by athletes, helping them to run fast and shoes that are flexible.

Content: When we don't exercise we become fat, we lose muscle strength, which is why exercise and healthy living is very important.

Content: Assessment:

Content: Show actions for running and jumping.

Content: Which part of our body do we use for running and jumping?

Content: Which animal runs faster?

Content: Which animal jumps fast?

Content: Name few games based on running.

Content: Name few games based on jumping.

Content: How exercise helps us?

Content: What is the need of doing exercise?

Content: Can we run without our legs?

Content: Why is it not safe to run on uneven surfaces?

Content: What is marching, and where can we see people marching?

Content: Closing: To familiarize the children the concept of running and jumping and make them understand the need of exercise for the fitness of our body and being careful while running and jumping.

Content: Evaluation - Skills;

Content: Gross motor - improve their running and jumping.

Content: Math skills- count the times they jump.

Content: Language - new vocabulary words.

Content: Cognitive skills- acquiring facts about different games.

Content: Extension: Games related to jumping and running like running race, lock and key, long jump, high jump, musical chairs etc.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: Topic: Touching and crying, whispering, talking.

Content: Vocabulary: Touch, feel, upset, cry, unhappy, sticky, rough, smooth, gooey, hard, soft, whining, weeping, talking, whispering.

Content: Material required: Pictures showing actions, texture book, texture toys.

Content: Presentation:

Content:

• Show the children the actions of touching and crying. Tell them that we touch and feel with our skin.

Content:

• Explain to them that we have to express in words instead of crying and getting upset. Discuss with them in which situations they cry.

Content:

• Explain to them when we cry, tears come out and tell them if we cry more what happen to our eyes, and that they become red and swollen.

Content:

• Make the children to touch different textures like rough smooth soft so on and ask them how they feel.

Content:

• We feel pain when we touch something very hot.

Content:

• We feel pain when we touch something very cold for a long period of time.

Content:

• Talk about the ways in which we can express our needs with out crying.

Content:

• Demonstrate whispering actions and the difference between talking and whispering

Content:

• Whispering is speaking in a very low voice - murmuring.

Content:

• Talk about the different means of communication.

Content: Assessment:

Content:

• Which part of the body helps us to feel?

Content:

• How do you feel when you touch fur?

Content:

• What comes out when we cry?

Content:

• In what situations do we cry?

Content:

• What is whispering and when do we whisper?

Content:

• Which texture do you like to touch and feel more?

Content:

• What happens when you touch very hot things?

Content:

• What is the difference between crying and whining?

Content:

• What happens when we cry for a long time?

Content:

• Ask them to show action of crying and touching different objects.

Content: Closing: To encourage the children that we have to express in words instead of crying and making them feel and touch different texture like hard, soft, smooth etc and making them understand the concept.

Content: Evaluation:

Content: Skills: Sensory- touching different textures like, soft, hard, gooey, smooth etc. Language - learning new vocabulary words.

Content: Extension: Place objects with different textures in a bag. Have the children reach in and describe the objects they touch or match objects with the same texture. They can play passing the secret.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: Topic: Walking, climbing, threading, fetching, bathing, soaking, wringing.

Content: Vocabulary: Walk, climb, strength, muscles, exercise, heel walk, toe walk, threading, fetching, bathing, soaking,

Content: wringing.

Content: Materials: Pictures chart, books.

Content: Presentation:

Content: Show the children the action of walking and climbing. Explain to them that these actions strengthen our limbs and

Content: improve our muscle power.

Content: Tell them about different walks like toe walk, speed walk, heel walk, marching etc and talk about mountain climbing,

Content: climbing tree, jungle gym.

Content: Explain them that we need to be careful while climbing and walking on roads. We have to follow the rules while

Content: climbing and walking.

Content: Fetching is getting and carrying objects.

Content: Hiking is a sport of climbing mountains.

Content: Demonstrate the bathing action with a baby doll and talk about the need of bathing daily to keep ourselves clean

Content: and healthy.

Content: Wringing is squeezing the excess water from the clothes after washing it.

Content: Demonstrate the washing and wringing actions.

Content: Objective:

Content: How do you feel after a long walk?

Content: Which part of body we use for walking and climbing?

Content: How do they improve our overall physique?

Content: Is walking an exercise?

Content: In which places can we climb?

Content: Name few types of walk

Content: What is wringing?

Content: When do we do wringing?

Content: Where do we take bath?

Content: What are the things we need for talking bath?

Content: Why we need to take bath?

Content: What is hiking?

Content: Closing: To educate the children about the importance of walking and climbing, how it helps in our physical fitness and

Content: making them know different types of walks.

Content: Evaluation:

Content: Physical skills- improve the limbs and muscle power.

Content: Visual discrimination- different types of walks.

Content: Acquiring facts- different sports, mountaineering etc.

Content: Extension: Make them do different walks like stride walk, toe walk, heel walk, marching and climbing the stairs and

Content: jungle gym. They can give a bath to a baby doll, clean the flood with a wet cloth.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 81

Content: Topic: Reading and playing, churning, plaiting,

Content: Vocabulary: read, play, book, group, friends.

Content: Materials: Pictures, books, toys etc.

Content: Presentation:

Content: Explain to the children we read books to improve our knowledge and with the help of our eyes we read.

Content: Tell them the games we play like follow the leader, tug of war etc and it is only played in group doing lots of actions

Content: and physical movement.

Content: Explain them that playing alone is not a fun but playing with group we have fun and enjoy.

Content: Talk about different books we like to read and how book helps our knowledge, develop our memory and to acquire

Content: facts.

Content: Plaiting is creating a design or pattern with wool thread,hair

Content: Churning is mixing different ingredients (e.g. We can churn milk cream to turn into butter.)

Content: Assessment:

Content: How do you read?

Content: Which book you like to read?

Content: What do you achieve by reading?

Content: Do you love to read?

Content: How should we play alone or in a group?

Content: What games you like to play?

Content: What is plaiting?

Content: Where do we use churning?

Content: Do you like skipping?

Content: Can you plait your hair?

Content: Closing: To make the children understand the importance of reading and playing in a group. To make the concept of

Content: actions more clear with vocabulary words and the idea of reading and playing.

Content: Evaluation:

Content: Social skills- playing in group.

Content: Physical skills- playing different games and improve fitness.

Content: Reading skills- reading different books.

Content: Extension:

Content: Pretend Reading books

Content: Ask them to take a stick and a water glass. They can add some food color or soap solution and then churn the stick to

Content: see the reaction.

Content: They can use ropes or use false hair to plait in different ways.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: DAY 1: ART

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 shapes.

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: FEATHER PAINTING

Content: Material required: Feathers, poster colors, outline of the birds picture.

Content: Procedure: Children are requested to use the feather like a paint brush and color the bird picture with paint. Encourage the children to color inside the picture; let the children use the colors according to the variety of the birds' picture.

Content: Skills Developed: Texture skills, fine motor skills, Eye-Hand co-ordination, Cognitive skills of knowledge of birds

Content: DAY 1: ACTIVITY

Content: GULPING, GARGLING

Content: Goals: To develops their oral motor skills.

Content: Content:

Content: Vocabulary: Gulping, gargling.

Content: Introduction and Presentation: Ask the children to try and do gulping and gargling. Gulping: holding the water in mouth and trying to drink at a stretch.

Content: Gargling: holding the water in the lower part of the mouth and moving the jaw to produce bubbles.

Content: Assessment:

Content: How is bubbles form when we gargle?

Content: Can you gargle with solid food?

Content: What are you trying to do when you gulp?

Content: Skills developed: Oral motor skills.

Content: LACING STRAW

Content: Goals: To develop their fine motor skills, eye hand coordination, pincer grasp, pre math skills of patterning and understanding of one-one correspondence.

Content: Content:

Content: Material required: Different straws cut in to small pieces, long woolen thread cut equally for all the children.

Content: Vocabulary: String, straws, lacing, pattern etc.

Content: Presentation:

Content: Place the required materials on the table and distribute it to the children equally.

Content: Ask the children to hold the thread in one hand and pick one straw using thumb and index finger and ask them to insert the thread through the straw and string the straw one by one. They can also follow a particular pattern.

Content: Assessment:

Content: What is the shape of the straw?

Content: How did the thread go through the straw?

Content: If there is no hole will the thread go inside?

Content: How many have you stringed?

Content: Evaluation: Evaluate their skills by repeating the activity and observing the progress.

Content: Skills developed: Fine motor skills, eye hand coordination. Pincer grasp. Per math skills of patterning. One to one correspondence.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: DAY 1: GYM

Content: JUMP ON THE NUMBERS

Content: Goal: To develop their gross motor skills, pre math skills, eye coordination and balance.

Content: Presentation: Write some numbers on the floor and ask the children to jump on the number prints.

Content: We can ask questions about numbers.

Content: Skills developed:

Content: Gross motor skills, balance and coordination, pre math skills.

Content: Variation: Instead we can write alphabets, any pictures according to the theme

Content: FREEZE DANCE

Content: Goal: To develop their direction skills, gross motor skills and social skills, auditory skills

Content: Presentation:

Content: Children are encouraged to stand in a circle.

Content: They are asked to do body movements for action rhymes or for the music or to the instructions e.g. freeze to your right,

Content: freeze to your left.

Content: They hear the word freeze being told by the mentor.

Content: They have to stay still in what position they are in.

Content: Whoever moves will be out of the circle and say freeze as a catcher.

Content: When they hear the word melt they can move.

Content: Skills developed: Develops their direction skills, gross motor skills, social skills, auditory skills..

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

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: DANCING DOLLS (CRAFT)

Content: Materials needed: Plain sheets, colors (sketch) color papers, cello tapes and scissors.

Content: Procedure:

Content: Step: 1: Take two half sheet papers, roll and stick it with glue for

Content: two bodies and make a hole on both sides in the middle.

Content: Take two small papers and roll it for two head and mark eyes,

Content: nose and mouth with the sketch as shown in the picture.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 84

Content: Step: 2: Take another paper and roll it in a cylindrical shapes (8 pieces) for four hands and four legs.

Content: Step: 3: Take the head, legs and stick inside the body (head on top and legs on the bottom) for boy and girl and take the remaining four rolled paper and stick it inside the hole of the body and snip the edge of the hand so that it would look like fingers.

Content: Step: 4: Color the half part of the body with any design color, for the girl and brown color for the boy.

Content: Step: 5: Draw a skirt and pant on the color paper and cut it out and stick it on the middle of the body (any color which is matching).

Content: Step 6: Take a black color paper and cut out like a hair shape and stick it on the head of the girl, stick both of their hands with cello tapes, so that it would look like holding each other and dancing.

Content: Variation: Instead of using paint you can stick with color paper for their dressed, you can decorate with any accessories for the girl.

Content: DAY 2: ACTIVITY

Content: ROCK AND SAND POURING

Content: Activities: Pouring rock and sand

Content: Goals: To help their development of fine motor skills and eye hand coordination.

Content: Content

Content: Vocabulary - Pouring, transferring, bowl, liquid, solid, full, half, empty, quarter, more, less, plenty, few, many etc.

Content: Material required: Spoons, measuring cups, rock, sand, various utensils, water.

Content: Presentation: Kids can pour sand and rock from one container to another and they can learn which is; more, less, full, empty, half, full, quarter. Ask them which is full, half, empty etc.

Content: Assessment:

Content: Can we lift a bowl with one finger?

Content: Can we pick a rock with one finger?

Content: Can we count the Rock?

Content: Can we count the sand?

Content: Is it possible to carry rock in hand without dropping?

Content: Is it possible to carry sand in hand without spilling?

Content: Can we pick the rock when dropped?

Content: Can we pick water if it spills?

Content: Which do you prefer more or less, few or many?

Content: Which is more, half cup or full cup?

Content: Can we fill an empty cup and make it full?

Content: Which one moves first to another container, sand or rock?

Content: Why sand moves first from one container?

Content: Variations: They can use tongs to pick grains like ground nut. They can pick mustard seeds with pincer grasp. They can use the funnel to pour the liquids. Use a sieve to filter or strain leaves from the water. While filtering we can ask why leaves are not pass through the sieve, we can close the end of the funnel and ask them why water is not flowing now?

Content: Evaluation: Evaluate how each kid is transferring with or with out spilling, record the results for further analysis. Evaluate the terms they learnt. Ask them questions about the shape, size of the grains.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: DAY 2: GYM

Content: SIMON SAYS

Content: Goal: To develop their auditory skills, observing skills, following oral instructions and receptive language

Content: skills; gross motor skills.

Content: Presentation: A person who will give instruction can be named as pilot, sailor, postman, chef, judge etc related to the

Content: theme. Children are given oral instruction like "pilot says to do flying action".

Content: Instruction can be anything to stimulate children's interest.

Content: Skills developed: Auditory skills. Receptive language skills. Gross motor skills.

Content: BASKET BALL

Content: Goal: To develop their eye hand coordination, whole hand grasp, gross motor skills, social skill of sharing, emotional skills

Content: of waiting and turn taking.

Content: Presentation: Children are asked to form a line; each child is given turn to hold the ball and asked to throw it into the

Content: basket placed little higher than their level. They are asked to jump and try to drop ball in to the basket.

Content: Skills developed: Develops their eye hand coordination, whole hand grasp, gross motor skills, social/ emotional skills.

Content: DAY 3: ART

Content: COLLAGE CUTTING AND STICKING

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, safety scissors.

Content: Procedure:

Content: Keep the required material ready before starting an activity.

Content: Explain to the children about the art sheet.

Content: Show them how to cut magazine picture with scissors.

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

Content: picture.

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

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

Content: firmly. Children are encouraged to paint inside the picture.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: DAY 3: ACTIVITY

Content: PINNING PAPER CLIPS ON NUMBER DOTS

Content: Goals: To improve their pincer grasp fine motor skills, math skills and cognitive skills of understanding cause and effect.

Content: Content:

Content: Vocabulary: Paper clips, Pincer grasp, Pinning, Pressing, and Opening

Content: Material required: Papers with numbers on it, Paper clips or cloth clips

Content: Presentation: Keep papers, paper clips or cloth clips ready before starting an activity. Hold a piece of paper with one hand and pin the paper clip by opening it using thumb and index finger (pincer grasp) according to the number in a sequence. They can be asked before and after numbers while clipping.

Content: Assessment:

Content: How does the paper look?

Content: What is the shape of the paper?

Content: How does the cloth clips or paper clips look like?

Content: Evaluation: To evaluate development in the following skills

Content: Skills developed: Pincer grasp Eye hand coordination Tripod grasp Math skill

Content: Conclusion: These activities improve fine motor skills of pincer grasp, tripod grasp, and eye hand coordination.

Content: DISPLACEMENT ACTIVITY

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

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

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

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

Content: 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. Make the children to do the activity. Explain that the quantity is same, only the size of the vessel differs and it takes the shape of the container.

Content: Assessment:

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

Content: Will there be any change in the quantity?

Content: What does "displacement" mean?

Content: What happens when we use two identical objects, but move one up higher than the other, does it become larger?

Content: Variation: To do the activity we can use water, flour, straw, play dough, straw etc.

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: Conclusion: The concept of displacement is challenging to teach, so using these different activities will help with them to understand.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: DAY 3: GYM

Content: THROW BALL OVERHEAD

Content: Goal: To develop their gross motor skills.

Content: Presentation:

Content: Welcome the children to the new game to strengthen their shoulder muscles.

Content: Make the children hold the ball using one hand or two hands.

Content: It helps them understand and judge the position where their hand has to be raised to throw the ball over head.

Content: Skills developed: This game helps them to develop their gross motor skills when their hand is raised given force to throw

Content: ball their whole hand movement improves and their spatial sense improves when they judge the position.

Content: Extension: They can close their eyes and try it to drop the ball into the basket over head.

Content: WALKS ON ZIGZAG LINE

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

Content: Presentation:

Content: A straight line or a zigzag line or a crooked line or animal foot prints, bug prints, floral prints can be drawn on the ground.

Content: Children are asked to walk on it with balance.

Content: Skills developed:

Content: Eye foot coordination.

Content: Balancing skills.

Content: Gross motor skills.

Content: DAY 4: ART

Content: PRINT MAKING

Content: Material required: Various stamp moulds/ block/vegetables/ shapes etc according to their themes, stamp pad, holder,

Content: plain sheet or art sheet.

Content: Procedure: The children are asked to hold the holder firmly and print the stamps pressed in stamp pad on the paper.

Content: 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: Variation: Instead of stamp moulds we can also use blocks of various shapes for printing.

Content: ROCK PAINTING

Content: Material required: Uncolored art sheets, rock (size: more than 2 inch) for the children to hold, paint pallet, different color

Content: poster color.

Content: Procedure: Provide each children art sheet and a rock. Ask the children to dip the rock in to the paint and ask the children

Content: to make rock prints on the paper. Encourage them to do it inside the picture.

Content: Skill developed: Fine motor skills, eye hand coordination, and sensory skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: ACTION

Content: SCRUBBING AND CLEANING

Content: Activity: To scrub the table using scrubber and clean it using foam

Content: Goals: To improve their whole hand movement, fine motor, self help skill.

Content: Content

Content: Vocabulary: Foam, scrubber, clean, scrub, dirty, messy, wipe

Content: Material required: Scrubber , soap, water, cup, foam

Content: Presentation: Drop few drops of soap and water on the table and ask the children to hold the scrubber using their palm with whole hand grasp and guide them to scrub using circular arm movement. And ask them to clean it by wiping it using foam .

Content: Closing: Ask them to try the same.

Content: Evaluation: Evaluate their self help skills ,fine motor and whole hand movement and record the observation.

Content: Skills Developed: Gross motor, Fine motor, Sensorial, problem solving and language skills.

Content: Variation: They can clean up toys from different cubbies and sort it into right cubbies. Mop after cleaning the dust using wet cloth or mop, learn to squeeze the towel or the mop.

Content: SQUEEZING FOAM

Content: Goals: To improve their intrinsic hand muscle power, their fine motor skills to develop their texture sense. Familiarize them with crushable and non crushable items.

Content: Content:

Content: Vocabulary: squeezing, sponge, hard, soft, sticky

Content: Material required: Sponge, cup of water, food color

Content: Presentation: Encourage children to soak the sponge in the water and ask them to hold it using palm squeezing the sponge giving pressure on their palm.

Content: Explain to them why some can be squeezed some cannot.

Content: Assessment:

Content: Can we squeeze a hard material?

Content: What happens when we squeeze a sponge soaked in water?

Content: What happens when we squeeze a rubber ball?

Content: Can we squeeze a rock?

Content: What happens when we squeeze a lemon?

Content: Variations: Squeezing activities can be done with tomato, wet sponge soaked in water (or) soap water, lemon with or without squeezer.

Content: Evaluation: Some kid with sensory motor problems may not touch the sticky items, they can be persuaded slowly to get involved in the activity. Record the inference for future verification.

Content: Conclusion: By this activity the development of the children's sensory awareness improves, as well as their tactile skills.

Content: DAY 4: GYM

Content: MUSICAL CHAIR

Content: Explanation: Arrange chairs in two rows back to back or in a circle. Use one less chair than there are children playing the game e.g. if 8 children then place 7 chairs). Start some music and have the children run around the chairs. When you stop the music, the children quickly find a chair and sit down. The child left without a chair is out. Continue the game, removing one chair each round, until there are two children and one chair left. The child who gets the last chair wins.

Content: Skills developed: Auditory skills, gross motor skills

Content: THROW AND CATCH

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

Content: Presentation: Welcome the children to the new game to strengthen their shoulder muscles. Show them how to throw and catch the ball using both hands. Make the children hold the ball using one hand or two hands. It helps them understand and judge the position where their hand has to be raised to throw the ball and catch it.

Content: Skills developed: This game helps them to develop their gross motor skills when they raised their hands by giving force to throw the ball. This improves their whole hand movement, their spatial skills and eye hand movement.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: DAY 5: ART

Content: SPRAY PAINTING WITH STENCILS

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. 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: CLAY COLORING

Content: Goal: To develop their fine motor skills, eye hand coordination, sensory awareness skills and their creativity.

Content: Materials required: Clay dough moulds or cookie cutters of different shapes, brush and different poster color paint.

Content: Presentation: Motivate children to create some thing new using play dough related to the theme. Each child is given required amount of play dough. They are directed to take clay dough and ask them to roll it using their both hands initially using the ground or table. Later using only their hands. They can roll it round or long or short or oval as they wish. They can try out different models. They can also use moulds and cookie cutters to cut out moulds to their interest. They can also paint it once it dries. They can paint different color according to their interest in the clay dough.

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

Content: DAY 5: ACTIVITY

Content: BLOW WOODEN CHIPS

Content: Activity: To show how to blow wooden chips/papers / leaves / water / beads etc.

Content: Goals: To improve their oral motor skill, language skill, cause and effect.

Content: Content:

Content: Vocabulary - Blow, wooden, chips, leaves, beads, water, air.

Content: Material required: Straws, wooden chips, bits of paper, leaves, beads.

Content: Presentation: Make each child sit at the table. To present the activity, take wooden chips or bits of paper or leaves on the table. Show them how to blow. Then demonstrate how when you blow the wooden chips or papers or leaves are moving. Ask each child to blow. What happens when they blow? Give some heavy and light objects and ask them to blow it.

Content: Assessment:

Content: When we blow what comes out?

Content: What happens when we blow the wooden chips or papers or leaves?

Content: Can we move heavy objects by blowing?

Content: When we blow which object will move fast? (Heavy or light).

Content: What happens when you blow a whistle?

Content: Variation: Then can even blow water, beads etc.

Content: Evaluation: Evaluate each child's ability to blow or whistle.

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 understanding of cause and effect.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: CAN PAPER BE TORN!

Content: Activity: This is an experiment to tear paper by applying force on both the fingers to tear paper.

Content: Goals: To import the concept that two different forces cannot be exerted at the same time

Content: Content: Vocabulary - Molecules, bind, tear, hold, center, forces

Content: Material required: Paper, pencil (for making holes)

Content: Presentation: Introduce how we cannot exert two different forces at the same time. Take a rectangle piece of paper and

Content: make two holes of same size at the same distance from the center. Then insert both the index fingers in to the hole and try

Content: to tear both the holes at the same time.

Content: Reason: Paper is made up of molecules. The molecules are not bounded to each other uniformly at all places in the

Content: paper. In some places the binding may be strong and in some places it may be weak. To tear both the holes at the same

Content: time it requires two different forces. Since we cannot offer two different forces at the same time, only one of the holes is

Content: torn. When we hold the center of the paper and then tear the holes we will be able to tear them at the same time. This is

Content: because we are able to offer two different forces.

Content: Assessment:

Content: Can we tear a cardboard easily? Why?

Content: Can we tear a paper easily?

Content: Why we canot tear the two holes of the paper at the same time?

Content: Can we apply two different forces at the two different places at the same time?

Content: Evaluation: Evaluate their language skills- expressive, receptive.

Content: Conclusion: Conclude the topic by recalling that we cannot offer two different forces at the same time.

Content: DAY 5: GYM

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: HEEL AND TOE WALKING

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

Content: Presentation: Ask the children to raise their heel or toe and stand on their toes or heel. They are directed to move on their

Content: toes or heel for given distance. They can catch their friend walking on the toes or heel.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 91

Content: June : Week - 2

Content: Alphabets of the Month: E, F, G, H

Content: Color of the Month: Yellow, Beige

Content: Shape of the Month: Circle, Sphere, Cylinder

Content: Theme: Insects

Content: BLISS CURRICULUM

Content: Monday

Content: Features of insects;

Content: CIRCLE TIME

Content: Stick ant chain. Brush painting.

Content: ART

Content: Making ant hill matching color pallets.

Content: ACTIVITY

Content: Walk on bug print, hop, jump and creep

Content: GYM

Content: A - Ant / B - Butterfly, beetle, bed bug / C- Caterpillar, Cricket / D- Dragon fly / E- Eyes / F- Fly, Fire bug /G- Grasshopper / H- Honey bee / I- Insect / J- June bug / K- King termite / L- Larva, Leaf insect, Lacewing / M- Mosquito / N- Nymph, Nectar / O- One eyed bee / P- Praying Mantis / Q- Queen Termite / R- Red bug / S- Stink bugs, Stick insect / T- Termite / U- Unpleasant insects / V- Velvet Ant / W- Weevil, Wasp / X- Wax / Y- Yellow Jacket / Z- Buzz

Content: A-Z OF INSECTS

Content: Tuesday

Content: Mystery bag'. Body parts.

Content: Making a bug. Bug stamp painting.

Content: Insects patterning. Estimating with beads.

Content: Side wall rolling, bowling.

Content: Wednesday

Content: Spider (Arachnids).

Content: Color pencil coloring; Shape sticking.

Content: Sorting dots by color. Punching holes.

Content: Skipping, obstacle course.

Content: Thursday

Content: Life cycle of insects, butterfly. Uses of insects, vertebrates, invertebrates.

Content: Paint, cut stick butterfly, mini book.

Content: Making crushed paper balls. Snapping fingers.

Content: Skipping, obstacle course.

Content: Friday

Content: Find the insects, vertebrates, invertebrates.

Content: Collage with color paper strips, buds painting.

Content: Mixing color with noodles, size sequencing with noodles.

Content: Bubbles, spider walk, fly like butterfly.

Content: 29

Content: insects

Content: worksheets

Content: DAY:1

Content: Topic: Ants

Content: Content: Vocabulary: Ant, March, head, thorax, abdomen, antenna.

Content: Material required:

Content: Presentation:

Content: Explain the children that ants are insects, which have six legs, two antenna, and three body parts (head, thorax and abdomen).

Content: Tell the children that ants live in colonies. They are social insects like bees. They spend their whole life working to build their homes, gathering and storing food.

Content: Show them toy ants or pictures of ants and talk about different colors and size of ants.

Content: Tell them that ants always look for food especially something that is sweet.

Content: Talk about the queen ant which is larger than other ants. Her thorax is particularly larger than that of the worker ants.

Content: Assessment:

Content: How many legs and antenna are there in an ant?

Content: What work does the ant do all the life?

Content: What is the main ant called as?

Content: Is the queen ant larger than other ants?

Content: How do the ants live?

Content: Which type of food does the ant like?

Content: How many body parts are there in an ant?

Content: What are the body parts?

Content: Closing: to make the child understand about the ants, what they do, eat and their body parts and so on. So enhance their understanding of different colors and sizes of ants.

Content: Evaluation:

Content: Skills developed:

Content: Language skill: answering to questions, learning new words

Content: Math skill: counting legs, antenna,

Content: Cognitive skill: classifying different size and colors of ants

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 93

Content: insects

Content: worksheets

Content: DAY: 2

Content: Topic: lady bug, caterpillar.

Content: Content:

Content: Vocabulary: lady bug, caterpillar, aphids, crops, ladybird.

Content: Material required: toy insects, picture chart.

Content: Presentation:

Content: Show the children pictures or toy lady bugs and explain the children that lady bugs are sometimes called as lady birds, lady bugs are a form of beetle.

Content: Tell the children that ladybugs are usually red with black spots.

Content: Tell them that farmers and gardeners like lady bugs, because they eat aphids. Aphids are harmful to crops and flowers. Lady bugs can eat up to 25 aphids a day.

Content: Show the children picture of caterpillar and explain to them that caterpillar is worms that will become butterflies.

Content: Explain the children about the four stages and that caterpillar is the second stage.

Content: Caterpillar eats lot and lots of leaves.

Content: Assessment:

Content: What is the color of the lady bug?

Content: Why do farmers and gardeners like lady bugs?

Content: Are caterpillar insects?

Content: In which stage does caterpillar come?

Content: What does caterpillar eats?

Content: What is the previous stage of caterpillar?

Content: Closing: To enable the child to know about ladybugs and caterpillar. Their usefulness, what they eat so on.

Content: To know new words for their active vocabulary.

Content: Evaluation

Content: Skills: Visual discrimination: color of lady bug

Content: Memory skill: remembering the facts, and new words

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 94

Content: Topic: Grass hopper and crickets

Content: Content:

Content: Vocabulary: grasshopper, cricket, swarm, ridge.

Content: Material required: toy insects, picture chart.

Content: Presentation:

Content: Explain the children that grasshoppers are insects and crickets are type of grasshopper.

Content: Tell them that grasshoppers eat grass and leaves. They can do enormous damage to flowers and crops.

Content: Explain to them that when grasshoppers move in a group it is called swarm. Grasshopper lays eggs. Tell them

Content: that grasshopper grows it sheds its skin.

Content: Tell the children that cricket sings using two mechanics- rubbing the teeth like ridges on their legs against a

Content: ridge on their wing and rubbing together the teeth like ridges on their fore wings.

Content: Assessment:

Content: What are crickets?

Content: What do grasshoppers eat?

Content: Do they damage the crops?

Content: What is a group of grasshopper called as?

Content: What does the grasshopper shed?

Content: Do they lay eggs?

Content: How does a cricket sing?

Content: Closing: To help the children to understand about grasshopper, what they eat and how they damage the crops

Content: and also their life cycle.

Content: Evaluation:

Content: Skills:

Content: Cognitive skills: acquiring facts on grasshopper

Content: Language skills: learning new words, answering to questions

Content: Memory skills: remembering the facts and answering correctly

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: insects worksheets

Content: DAY: 4

Content: Topic: Spider

Content: Content

Content: Vocabulary: spider, web, arthropods.

Content: Material required: toy insects, insects pictures.

Content: Presentation:

Content: Show the children the picture or toy of insect and explain that spiders are not insects but belong to the class of animals called arthropods. They have eight legs.

Content: Tell them most spiders spin sticky webs to use as traps to catch their prey. Insects are main food source of spiders.

Content: Explain the children that spiders come in all sizes. Some spiders live in holes in the ground and in the bark of trees.

Content: Assessment:

Content: What do spiders make?

Content: How many legs do spiders have?

Content: What are the main food sources of spiders?

Content: Have you seen spider?

Content: What did your learn about spiders?

Content: Where can you find spiders?

Content: Closing: To make the child to know about spiders which are not insects as they have 8 legs and they belong to the class of animals called arthropods. To make sure the child has learned new words and helping the child to build up confidence in communication.

Content: Evaluation:

Content: Skills:

Content: Language skills- learn new words, answering to questions.

Content: Math skills- big/ small spiders.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: insects

Content: worksheets

Content: DAY: 5

Content: Topic: Butterfly and Bumble bees.

Content: Content

Content: Vocabulary: butterfly, cocoon, egg, caterpillar, bumble bee, guard bee, queen bee, pollen, nectar, honey.

Content: Material required: picture chart of insect, toy butterfly puzzle.

Content: Presentation:

Content: Show the children pictures of butterfly and bumble bee. Tell to them that butterfly and bumble bee pollinate flowers.

Content: Explain to the children about the life cycle of butterfly (egg, caterpillar, cocoon, butterfly).

Content: Talk to them about bees that come in different types, worker bee, guard bee and queen bee.

Content: Tell to the children that worker bees collect the nectar and pollen from flowers, guard bees watch and protect the nest from intruders. And the queen bee helps reproduce new bees.

Content: Explain them that bees make honey from nectar and use pollen for food.

Content: Assessment:

Content: What have you learnt about butterfly?

Content: Tell the life cycle of butterfly

Content: How many legs, antenna and wings does butterfly have?

Content: Do butterfly come in different colors?

Content: How is butter fly and bees alike?

Content: What is the work of worker bee?

Content: What does the queen bee do?

Content: What does the guard bee do?

Content: Closing: to enable the child to understand and know about butterfly and bumble bees. To make them understand how they collect nectar from flowers and the life cycle of butter fly.

Content: Evaluation:

Content: Skills:

Content: Language skills-to develop new vocabulary, communicating ability by answering to questions.

Content: Math skills- counting legs, antenna, wings

Content: Cognitive skill: acquiring facts about butterflies and bumble bees

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 97

Content: DAY 1 : ART

Content: STICK ANT CHAIN

Content: Material required: Cut outs of ant pictures, glue, and plain sheet.

Content: Procedure: draw a line on the plain sheet and give to the children and ask them to stick the given ant pictures on the line using glue.

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

Content: Variation: bigger children can stick in a row without line.

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: DAY 1 : ACTIVITY

Content: MAKING ANT HILL

Content: Activity: To mix Semolina and water to make ant hill.

Content: Goals: To improve fine motor skills, eye hand coordination, sensory skills, creativity.

Content: Content:

Content: Vocabulary: Ants- insects, hill

Content: Material required: Semolina Water, Plates, Food color (optional).

Content: Introduction and Presentation: Get all the materials ready and make each child sit around a table. Explain that we are going to make an ant hill, a home for ants. Give each child a plate and pour half or quarter cup of Semolina on each plate. Demonstrate how to make an ant hill with your hands and fingers, making a hill like shape with the semolina and a bit of water. If required add color to the semolina.

Content: Assessment:

Content: What happens when you mix semolina and water?

Content: How do you feel after mixing semolina with water?

Content: When color is mixed to semolina what happens?

Content: What is an ant hill?

Content: How does the ant hill look like?

Content: Closing: Ask them to make an ant hill with semolina and water. Explain about the team effort in building an ant hill.

Content: Skills developed Tactile skills, sensory skills, eye hand coordination,

Content: Variation: They can even use flour, sand. Add vinegar or vanilla to the semolina. Add some small rocks to the semolina making it a bit difficult to build smoothly.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: insects

Content: worksheets

Content: DAY 1: GYM

Content: WALKING ON BUG PRINT

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

Content: on the ground. Children are asked to walk on it with balance.

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

Content: HOP, JUMP AND CREEP

Content: Goal: To develop their gross motor skills, spatial awareness, balance.

Content: Presentation:

Content: Encourage the children to jump lifting both their legs.

Content: Encourage the children to hop by lifting their one leg.

Content: They can be directed to sit on their knee and keep their hands on the ground and move.

Content: They can be asked to lie down on their tummy and they can be asked to move using only their tummy.

Content: Skills developed: Develops their gross motor skills, spatial awareness, balancing skills.

Content: Variation: Using blocks make tunnels and ask them to crawl, creep, and jump backward.

Content: DAY 2: ART

Content: MAKING A BUG

Content: Material required: Ground nut shells, paint (red color and black color) paper, Scissors.

Content: Preparation:

Content: Remove the ground nut and take the ground nut shell.

Content: Mix the red color and black color separately.

Content: Cut the paper according to ground nut shell.

Content: Procedure:

Content: Step: 1

Content: Paint the ground nut shell with red colors and dry, then mark with black color like a circle on top (Wherever its needed)

Content: two white dots to indicate the eyes.

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Content: Step:2: Paint the paper with black color and dry it keep the ground nut shell on the paper and draw the outline and remove the ground nut shell.

Content: Step:3: Draw 3 pairs of legs and a pair of antenna as shown in the figure. Snip the legs and antenna on either side and bend them as shown.

Content: Step:4: Apply glue inside the ground nut shell out line and s tick the ground nut shell.

Content: Variation: We can use the black color paper instead of white paper.

Content: Skills developed: Physical skills of fine motor skills and eye hand coordination, sensory skills, and cognitive skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 100

Content: BUG STAMP PRINTING

Content: Materials needed: Bug stamps, Stamp pad, Pictures of Bug, white paper.

Content: Procedure: Ask the children to press the Bug stamps on the stamp pad and do stamp printing on the picture. Children are asked to observe the prints appearing on the paper, when they press the bug stamp prints on the paper. Children can make the words like birds name with the alphabet prints.

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

Content: DAY 2 : ACTIVITY

Content: INSECTS PATTERNING

Content: Activity: Patterning using toy insects.

Content: Goals:

Content: To develop their pre math skills, eye hand coordination, cognitive skills.

Content: Content:

Content: Vocabulary: Pattern, sequence etc.

Content: Material required: Different types of toy insects.

Content: Introduction and Presentation:

Content: Place the toy insects' cubby on the table.

Content: Take one or two same toy insects and place it on the table.

Content: Keep another (one or two) different insect and place nearby the first selected toy insect.

Content: Ask the children to follow the same sequence in an order.

Content: Evaluation: Evaluate them by observing whether they are able to follow the sequence correctly.

Content: Skills developed: Pre math skills. Eye hand - coordination. Cognitive skills.

Content: ESTIMATING WITH BEADS

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

Content: Content:

Content: Vocabulary: Predicting, estimating, more, less, long, short

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: Skill developed: Pre math skills. Analytical skills. Eye hand coordination.

Content: 2011 Copyright Nithya Gnanadhan Trust

Content: 101

Content: DAY 2: GYM

Content: SIDE WALL ROLLING

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

Content: Presentation: Children are asked to roll on the safety mat forward and backward.

Content: They can also do rolling side ways on the wall.

Content: Children can do rolling towards right or left listening to the instructions alternatively.

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

Content: BOWLING

Content: Goal: To develop their fine motor skills, gross motor skills, eye hand coordination, focusing on an object.

Content: Presentation:

Content: • Plastic bottles can be filled with different colored water and arranged in row, one after the other or in a particular pattern.

Content: • Children are asked to come one by one and roll a ball and bowl the bottle. Whoever bowls more bottles will be applauded.

Content: Skills developed:

Content: • Eye hand coordination.

Content: • Fine motor skills.

Content: • Focusing on an object

Content: • Gross motor skills.

Content: DAY 3 : ART

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: SHAPE STICKING

Content: Goal: To develop their fine motor skills, pincer grasp, eye hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Content: Material needed: Different shapes cuts out of color paper or cloth bits or foam sheet, glue, uncolored art sheet, related to the theme.

Content: Procedure:

Content: • Motivate children before starting the activity, keep required materials ready before starting an activity.

Content: • Give each child an uncolored art sheet, or outline of few shapes drawn on the plain sheet , cut out of shapes and describe the picture and present them the way to stick the shapes inside the given space.

Content: • Apply glue on the picture wherever required.

Content: • Ask them to pick one shape cut out using the thumb finger and pointer finger and to stick inside the picture wherever required.

Content: • Skills developed: Develops their fine motor, pincer grasp, eye- hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Content: Variation: They can also create their imaginary pictures using shapes. For example fish with one oval and three triangles.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: insects worksheets

Content: DAY 3 : ACTIVITY

Content: SORTING DOTS BY COLOR

Content: Activity: To sort different materials according to their color, shape and size.

Content: Vocabulary: Grams, grains, leaves, flowers, beans, shapes, color, size.

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

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

Content: Presentation: Have all the material ready for the activity. Give each child the material in a plate and have them sit at the table. Give each child different color paper/grains/grams/flowers/leaves etc and show them how to sort according to their shapes/size/colors. Ask them to feel the texture. Give each child the material and have them to sit at the table and tell them to sort according to the size/ shape/ color.

Content: Evaluation:

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 the texture.

Content: Do we measure or count the grains.

Content: PUNCHING HOLES

Content: Material required: Color paper strips or kite paper strips Safety punching machine

Content: Preparation: Before starting an activity keep the color paper strips and safety punching machine ready.

Content: Presentation: Insert the paper strips in to the safety punching machine. Press the safety punching machine holding it with palm and fingers.

Content: Vocabulary: Insert, Color paper strips, Holding, Press, Palm and fingers, Punch holes, punching machine.

Content: Assessment:

Content: What is the color of the paper strips?

Content: What happens when you punch the paper strips?

Content: How does the hole come on the paper?

Content: What is the shape of the punch hole?

Content: Goals: To improve their whole hand muscle movement, cognitive skills of understanding and exploring cause and effect.

Content: Variation of the activity:

Content: Use twigs on the paper or leaves.

Content: Punching holes on leaves using safety punching machine.

Content: Make pattern sheets and ask them to punch holes.

Content: Ask them to do art work using these punch dots.

Content: Creating patterns with punched dots.

Content: DAY 3 : GYM

Content: THROW BALL WITH ONE HAND AND CATCH

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

Content: Presentation: Welcome the children to the new game to strengthen their shoulder muscles. Make the children hold the ball using one hand. It helps them to understand and judge the position where their hand has to be raised to throw the ball. Encourage them to throw the ball up using one hand and to catch the ball using both hands.

Content: Skills developed: This game helps them to develop their gross motor skills by throwing the ball up and eye hand coordination by catching the ball.

Content: Extension: They can close their eyes while throwing and catching balls.

Content: SLOW RACE OR INCH WORM RELAY

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

Content: Presentation:

Content: Children are given one toy each and they are grouped and ask the first person to walk slowly, moving their legs inch by inch and pass that toy to their friend who is waiting in their position.

Content: Whoever reaches the target slowly will get applaud.

Content: Skilled developed:

Content: Social skills.

Content: Gross motor skills.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: insects worksheets

Content: DAY 4 : ART

Content: PAINT, CUT AND STICK BUTTERFLY MINI BOOK

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

Content: Material required: Any material, pictures related to the theme can be chosen, a small book with plain sheet 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 material 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: DAY 4 : ACTIVITY

Content: MAKING CRUSHED PAPER BALLS

Content: Goals: To improve their whole hand muscles movement, Fine motor.

Content: Content

Content: Vocabulary: Crushing, Pincer grasps and Pressing,

Content: Material required: Papers

Content: Presentation: Keep papers ready before starting an activity. Crush the paper using fingers and palm.

Content: Assessment:

Content: How does the paper look?

Content: What is the shape of the paper?

Content: Can we crush cardboard?

Content: Skills developed:

Content: Pincer grasp

Content: Eye hand coordination

Content: Tripod grasp

Content: Math skill

Content: Conclusion: These activities improve fine motor skills of whole hand grasp, tripod grasp, and eye hand coordination.

Content: SNAP FINGERS

Content: Goals: To develop their fine motor skills.

Content: Content:

Content: Vocabulary: Fingers snap, snapping sound.

Content: Introduction and Presentation: Demonstrate to the children to rub thumb and middle fingers to produce sound. Children can try, snapping their fingers with their both hands.

Content: Skill development: Fine motor skills. Auditory skills. Cognitive skills of cause and effect.

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: SKIPPING

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

Content: Presentation:

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

Content: Encourage them move forward and backward skipping.

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

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 develops 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: DAY 5 : ART

Content: COLLAGE WITH COLOR PAPER STRIPS

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

Content: Materials needed: - Glue, uncolored art sheet, color paper strips.

Content: Procedure:

Content: Keep the required materials ready before starting an activity.

Content: Explain to the children about the art sheet.

Content: Encourage them to apply glue inside the picture and ask them pick color paper strips and stick on the glue inside the picture.

Content: They can also stick the strips in particular pattern.

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

Content: BUDS 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

Content: various colors of their choices related to the given picture.

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

Content: 2011 Copyright Nithya Gnanadhan Trust

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Content: insects worksheets

Content: DAY 5 : ACTIVITY

Content: MIXING COLOR WITH NOODLES

Content: Goals: To improve fine motor skills, eye hand coordination, sensory skills, creativity.

Content: Content:

Content: Vocabulary: Noodles, change of color, sticky, soft.

Content: Materials required: Boiled noodles, Plates, Food colors.

Content: Introduction and Presentation: Get all the materials ready and have each child sit around a table. Explain that we are going to mix color with the noodles. Give each child a plate and noodles and ask them to take food color and mix it with the noodles nicely. Children can observe the change in the color of the noodles.

Content: Assessment:

Content: What happens when you mix color with noodles?

Content: What is the texture of noodles?

Content: Name some of the other items which are sticky in texture.

Content: Evaluation: To evaluate their development skills

Content: Skill development: Tactile skills, sensory skills, eye hand coordination,

Content: Variation: Children can mix noodle with water.

Content: SIZE SEQUENCING WITH NOODLES

Content: Activity: To sequence noodles according to their size, length, quantity and height.

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

Content: Content:

Content: Vocabulary: Order, sequence, height, length, size, big or small, tall or short, long or short, more or less, big, bigger, biggest, tall, taller, tallest, less, lesser, medium etc.

Content: Material required: Plates, Boiled noodles

Content: Introduction and Presentation: Place the noodles varying in size, height, length and quantity on the table. Settle the children and ask them to order it or sequence it according to size or height or length or quantity.

Content: Assessment:

Content: Ask them in what order they have arranged?

Content: Which is long and which is short?

Content: Which is big, bigger, biggest?

Content: Which is lesser among those?

Content: Which is medium?

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

Content: Skill development:

Content: Pre math skills.

Content: Analytical skills.

Content: Eye hand coordination.

Content: Variation: They can also estimate the objects whether they are long or short, thick or thin, big or small, tall or short, more or less etc.

Content: DAY 5 : GYM

Content: BLOWING AND CATCHING BUBBLES OR FEATHERS

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

Content: Presentation:

Content: 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:

Content: Oral motor skills

Content: Eye and hand coordination while catching the bubble or feather.

Content: SPIDER 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

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