1. BEACH WORKBOOK (Teacher Created Material) - Weekly Material

• · What is an ocean?
• · Have you been to a beach?
• · What are some of the living creatures you know that lives in the ocean?
• · What is a sea?
• Have you seen a wave?
• · Where do lakes, ponds, water falls go into?
• · What do we get from sea/ocean?
• · Which is the largest and deepest ocean?
• · How will sea water taste?

Closing: To make the children know about the different oceans and facts about ocean.

Evaluation : Language skills. Cognitive skills.

Extension: Children can go for a fishing party using magnetic rod and toy fishes.

Topic: Welcome the children to the topic of beach, sand, water, shells and birds.

Vocabulary: beach, sand, water, sea weed, shells, sea, crab, birds.

Material required: Picture chart, toy birds, different kinds of shells.

• · Talk to the children about the things that we usually find at the beach like sand, water, shells and about birds.
• · Talk about the texture, color of the sand, how sand gets washed away by waves.
• Talk about sand castle.
• Shells are invertebrate living beings, they have soft bodies.
• When waves reach shore they carry with them lot of shells.
• · Oysters, clams are some of the kinds of shells.
• People process the shells to make beautiful decorative items.
• Water in the beach is not fresh water type.
• · Water in the beach is highly salty due to presence of more sodium minerals.
• · Penguin, pelican, storks, herons, flamingos, spoonbills are some of the beach birds.

• · What are the things we can see in the beach?
• · Have you felt the texture of sand? How is it? Can you count sand?
• · Can you measure the amount of sound?
• · Can we drink the beach water?
• Why is beach water very salty?
• Have you seen the shells?
• · Shells are hard or soft?
• · Name few birds found in the beach?

Closing: Conclude the topic by giving few shells and asking them to explore the texture.

Evaluate their sensory skills of tactile discrimination. Evaluate their pre math skills of predicting, estimating and evaluating.

Extension: Children can play displacement activities with sand.

Topic: Invite the children to the topic about beach animals.

Vocabulary: Fishes, plankton, sea mammals, deep sea fishes, sea horse, octopus, skates, rays, squids, lancets, shells, corals, sponges.

Material required: Toys, models, pictures, charts.

• Beaches serve as a home of many creatures.
• · Fishes, plankton, sea mammals, sea urchins, starfishes, sea horses, octopus, skates, rays, squirts, lancets, shells, corals, sponges lives in the ocean/ sea.
• Many birds depend on seal ocean for their food and living.
• · Penguin, albatross, sea gull depends on sea creatures for their food.
• Sea mammals like seal, whale, dolphins, walrus, shark etc depends upon sea creatures like fishes, shrimps, and dolphins for food.
• Squids and lancets are small creatures live on sea bed.

• Name some sea animals you know?
• · Where do fishes live?
• Name some birds that depend on ocean/ sea?
• · What do animals in water eat?
• · What animals or sea creatures have you seen around the sealocean?
• · How do penquins find their food in ocean/ sea?

Closing: Recollect the information about sea animals and ask them open ended questions and observe them.

Evaluation: Language skills. Cognitive skills.

Children can find different toy sea creatures and make them do 'sand digging'. Explain why keeping the beaches and oceans clean is so important to us and especially to the animals that live in ocean

Topic: Welcome the children to the topic of beach games.

Vocabulary: Beach, games, beach ball, beach volley ball, Frisbee, swimming, hopscotch, hide and seek game, water, brisk walking, jogging

Material required: Pictures of kids playing in beach.

• Talk about different beach games like beach yolley ball, fish bee, swimming, playing hopscotch, hide and seek the treasure game, playing in water, hiding the feet and hand in the sand, brisk walking, jogging, catching game, pouring sand from one bucket to another, digging sand, pouring water.

● Talk about how people take sun bath on the beach.

• Talk about beach umbrella and the difference between beach umbrella. The beach umbrella is huge in size.

• · Have you ever been to beach?
• · Name few beach games?
• Which is your favorite beach game?
• Is it easy to walk fast on the beach sand?
• · Have you ever played hopscotch?
• · Can you run faster in the beach?
• · Do you know how to swim?
• Is swimming good for health?(yes)

Closing: Conclude the topic by asking the children their experience of playing beach games.

Evaluate their gross motor skills, balance when they play beach games in the outdoor gym. Evaluate their cognitive skills of asking them questions.

Extension: Children can have a beach party in the outdoor in which they can dress up in their swim suit and play their favorite beach games.

DAY : 5

Topic: Welcome the children to the topic of beach castle.

Vocabulary: Beach, sand, beach castle, temporary, stable, waves, water, huge, small, giant, sand statue.

Material required: Sand, water, pictures of beach castle.

• Talk to the children about the process of making beach castle.
• Discuss about how the sand castle is unstable- once the waves reach the shore it washes away the sand castle.
• · Talk about that we need wet sand to make beach castle efficiently.
• · We can make castle, other simple statues or models also with wet sand.
• Beach castle is only a temporary structure.
• · We must not get upset if the beach castle gets washed away. We can built an another one.

• · What are the materials we need for building a sand castle?
• · Is sand castle a stable structure?
• · What happens to the beach castle when the waves reach it?
• · Can you built a beach castle without sand?
• Have you ever built a beach castle?
• What is the color of the sand?

Closing: Recall the details and discuss about the children experiences of building a beach castle.

Evaluate their texture skills, fine motor skills, involved in building a sand castle. Cause and effect relationship of why sand castle is not stable.

Extension: Children can have a cooperative play and build a huqe sand caste in the outdoor gym and decorate it.

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

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

Material required: Paper, water, different poster colors

Procedure: Children are asked to wet the paper with different poster colors with brush. Children can observe the paint spreading because of the water in the paper.

Skills developed: Develops their fine motor skills of understanding cause and effect.

Goals: To improve fine motor skills, eye hand coordination, sensory skills, creativity

Vocabulary: Ants- insects, hill

Material required: Rava, Water, Plates, Food color (optional).

Introduction and Presentation: Get all the materials ready and have each child sit at a table. Explain that we are going to make a, a beach castle with rava. Give each child a plate and pour half or quarter cup of rava on each plate.

Demonstrate how to make a beach castle of rava with your hands and fingers, making a castle like shape with the rava and a bit of water. If required add color to the rava.

• · What happens when you mix rava and water?
• How do you feel after mixing rava with water?
• When color is mixed to rava what happens?
• · What is beach castle?
• How does the beach castle look like?

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

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

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

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

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

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

Variation: Spin the beads, balls.

Presentation: Arrange chairs in two rows back to back or in a circle.

Use one less chair than the number of 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.

Skills developed: Auditory skills, gross motor skills

Goal: To stimulate their gross motor skills.

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

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

Skills Developed: This activity develops their gross motor skills.

Material required: Use and throw cups, plain papers, cello tape, paints.

Procedure:

Step: 1:- As the size of 2 cups, roll the plain paper in to cylindrical shape and stick it with the glue.

Step: 2:- Take the cups and put inside two ends of cylindrical shape and stick it with cello tape. (open part of the cup should go inside paper) and color

Step: 3:- Take a long stripe of paper and stick on each side

Preparation: Take cups and cut out the hard part of mouth color the plain paper with blue (light blue).

Variation: Instead of paper for the handle you can use thread of thin ribbon.

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

Material required: Glue, uncolored art sheet, different color glass paper

Procedure: Keep the required materials ready before starting an activity. Explain to the children about the art sheet. Encourage them to apply qlue inside the picture and ask them to pick the cutouts of glass paper and stick on the glue inside the picture.

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

Goal: To improve their whole hand movement, fine motor, self help skills of grouping.

Vocabulary: Scrubber, dust pan, broom brush, table

Material required: Toy broom, dust pan, bits of paper, scrubber.

Presentation: Drop bits of paper on the table and scrub it using toy dustpan and brush or scrubber.

Closing: Ask them to try the same.

Evaluation: Evaluate their self help skills and fine motor and whole hand movement and record the observation.

Skills Developed: Gross motor skills, Fine motor skills, Sensorial, problem solving and language skills.

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

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

Material required: Sponge, water.

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

• · Can we squeeze a hard material?
• What happens when we keep sponge in water?
• What happens when we squeeze a sponge soaked in water?
• · What goes out when we squeeze a sponge?

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

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

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

Skills developed: Auditory skills, Eye hand coordination, Concentration, Social skills

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

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.

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

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.

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

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

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

Children can also use texture toys to paint the pictures.

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

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

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

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

Give each child a book, explain the them to stick the pictures or materials in the book, they can also draw pictures related to the theme in their book

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

Goals: To develop their fine motor skills. pincer grasp and eye hand coordination.

Vocabulary: Fold, towel

Introduction and Presentation: Ask them to fold the towel first one fold and then repeat it multiple times.

Children can now unfold the towel. They can also fold the towel in multiple ways and models by seeing a model.

• Is it easy to fold the towel?
• Is towel hard or soft?
• · What are the uses of towel?
• · What is the texture of towel?

Evaluation: Evaluate the fine motor skills, eye hand coordination.

Skills developed: Fine motor skills, Eye hand coordination, Pincer grasp, Pre math skills of estimating, predicting, Cognitive skills of cause and effect.

Goals: To improve their intrinsic hand muscles, fine motor skills, eye hand coordination, to make them independent in practical life activities and to know about their belongings. Vocabulary: Clothes, shirt, pant, tops, sleeve etc.

Material required: collection of their clothes and bag.

Encourage children to fold their own clothes towel etc and ask them to arrange it inside the bag. Ask them to zip the back.

• · Which are vour favorite clothes?
• · Why do we pack bag?
• · What should be kept inside the bag?
• · Who helps you in packing?

Closing: Encourage the effort made by each child and ask them to try as much as they can.

Evaluation: They an evaluate each child's fine motor skills, eye hand coordination, note the recording for further observation.

Goals: To develop their social skills and physical skills.

Introduction and Presentation: All children can be dressed up with towel tied around them. Music need to be on. They can dance in a circle or they can dance with their partner for the music.

Skills developed: Social skills. Physical skills.

Topic: Walking on the toes and heels.

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

Presentation: Ask the children to raise their heel and stand on their toes. They are directed to move on their toes for a distance. They can catch their friend walking on the toes.

Skills developed: Develops their gross motor skills, balancing skills.

Variation: Children can play this game by raising their toes and moving on heel

Material required: Uncolored art sheet, bubble wrap paper, different poster colors, shells with more crest on it.

Procedure: Children are asked to different color poster colors and make the print on the given sheet. Children can observe the impressions formed on the paper and also the texture of shell.

Skill developed: fine motor skills, texture skills, cognitive skills of understanding cause and effect.

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

Material required: Origami paper or plane paper.

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.

Skills developed: Develops their eve-hand coordination, fine motor skills,

Activity: To demonstrate the power and strength of air

Goals: To help them understanding the concept how air can be used to add strength to an object that has little strength of its own.

Vocabulary: Strength, air, plunge, force, seal, grasp, compresses.

Material required: Washed raw potato, two straight plastic drinking straws (use good quality for better result), and paper towel.

Introduction and Presentation: Place the paper towel on a table. Place the potato in the paper towel Grasp one of the straws and hold it vertically 4 inches above the potato. Do not cover either end of the straw. Forcefully plunge the straw in to the potato. Grasp the other straw and hold it vertically about 4 inches above the potato. Place a thumb over the top opening of the straw to seal it. Plunge this straw forcefully in to the potato, ensure that thumb continues to seal the straw's top opening.

Observation: Observe carefully that unsealed straw barely cuts in to the sealed straw cuts deeply in to the potato.

Reason: The thumb covering the straws opening traps the sealed straw. When this straw strikes the potato, the air inside the straw compresses, giving the straw more strength and enabling the straw to cut in to the potato.

• · How did the straw cut the potato deep second time?
• · Why should we seal the straw opening?
• · Can we see the air?
• How do we know air gives strength to the straw?

Skills developed: Visual skills, Gross motor skills, Cause and effect, Logical thinking, Language skills of receptive and expressive.

Conclusion: Conclude by giving explanation about strength of air.

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

Vocabulary: Wrap, unwrap,

Material required: Glass paper, small objects

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

Tell them for what occasion or purpose we wrap objects.

• · Can we see the objects which are wrapped?
• · With what you can wrap things?
• · Can you name the objects?

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

Evaluation: Evaluate each child's ability to wrap, unwrap and their coordination involved in the rreativity,

Goals: To develop their gross motor skills.

Introduction and Presentation: Take a Jong string; ask two mentors to hold on either side first to the children's height. Ask the children to stand in a line and one by one can walk under string.

Slowly we can lower the string so that they can squat under the string.

Skills developed: Gross motor skills.

Extension: They can try crawling and creeping under the string

Goal: To develop their fine motor skills, symbolic thinking, texture skills.

Presentation: Children are asked to build beach castle with sand. They can build the castle according to their imagination. Children can also build the castle as a group.

Skills developed: Fine motor skills, Eye hand coordination, Symbolic thinking, Texture skills, Social skills.

Material required: uncolored art sheet, various color cravons,

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

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

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

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

Give each child a paper and carbon sheet.

Guide them to place carbon sheet in right position, placing the ink side on the paper.

Ask children to choose their shapes or alphabets, ask them to place it on the carbon sheet and trace it. Show them the impressions seen on the white sheet.

Skills Developed: Develops their pre writing skills of exploring cause and effect.

Material required: Ice cubes, Food coloring (different colors),Salt (a bit), Plates, Eye droppers

Vocabulary: Colors, Cold, Wet, Frozen / melt, Salt

Take the food color and add a little water to make a concentrated color. Ask the children to sit and give each a plate and an ice cube. Have the salt and food color ready.

Ask them each to feel the ice cubes; they can describe whether it is hot or cold?

Each can take a pinch of salt and sprinkle it on to their ice cube and observe it melting pores in to the ice. Explain how satt creates a melting action in the ice and makes little holes inside.

Give each child an eye dropper and demonstrate how it is used to fill with it is pressed. They then add a couple of drops to their ice cubes and observe how the colors go inside the ice cube transforming the color.

They can also add two different colors combined to make a new color (example: red + blue = preen).

• Ask what happened when the salt was added?
• · When the color was applied?
• · What color is the ice cube now?

Skills developed: Cognitive skills of cause and effect, logical thinking skills, sensory development, color combination.

Extension: Add small plastic toys to be frozen. If a small thread is placed on the ice cube it will stick to it and the kids can lift the ice cube.

Activity: To do fishing with tov using magnetic rod.

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

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

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

Make the children sit in a circle give each child the magnetic fishing stalk and catch the magnetic fishes. They have to move the stalk according to to 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 with the magnetic stalk and the toy fishes.

• · Where do fishes live?
• · Have you seen real fishes?
• · Will a plastic be attracted by magnetic?
• · Can fishes walk? Whv?
• · In this activity why fishes are attracted to the magnetic stalk?
• · Can fishes live out of water?

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

Skills developed: Develops their fine motor skills, Eye hand coordination, Cause and effect relationships.

Goals: To develop their whole hand grasping and releasing skills, eve hand coordination, gross motor skills.

Introduction and Presentation: Children are asked to throw the Frisbee disc for a distance, or at a particular target.

Skills developed: Develops their whole hand grasping and releasing skills. Eye hand coordination and gross motor skills.

Goals: To develop their auditory, observing, social skills.

Children are asked to sit in a circle and one child can tell any statement or facts related to the them in the other child sitting next to her. They should pass the information only by whispering in their friends ears not louder. At the end the last person will tell the secret louder.

Skills developed: Auditory skills. Social skills.

LISS CURRICULUM

lovember: Week – 3 Iphabets of the Month: U, V, W, X, Y,

Color of the Month: Brown, Burgundy Shape of the Month: Rectangle, cuboid

heme: Musical Instrumen

Topic: String instruments

Content:

Vocabulary: String instruments, violin, guitar, sitar, veena, banjo, tightness, tempo, harp etc.

Material required: Toy models, pictures, books, rubber band, tin or tumbler.

· Introduce them to the topic of musical instruments and the types of instruments.

· There are various types of musical instruments, wind instrument, percussion instruments, brass instruments, electrical instruments etc. let us have a look at string instruments.

· String instruments have string veins to produce sounds. Some of the string instruments are veena. violin, quitar, sitar. banjo, and harp. Harp was used in olden days.

• We can explain to the kids the variation of sounds when the string is tied tight and when it is loose with a simple experiment with rubber band and tin or tumbler. ● Rubber band tied loose around the tin and when you pull the rubber band will be different and if is tied tight the sound will be different. We can even talk about thick string and thin string.

· Also they should understand the hollow container helps them to produce the sound and when they are filled with paper or water the sound is different.

• Explain about note, tune and pitch.

• Which is your favorite string instrument?
• Name an instrument used in olden days.
• · How many strings do we have in veena?
• What are the sound variations when the string is tied tight and when the string is loose?
• How do you feel when you listen to music?
• · What is a note? (particular sound )
• How many notes do we have to make music? ( 7 notes do re me fa so la te)
• · What is a tune? ( when note is repeated in particular sequence)
• · What is a high pitch and low pitch? ( high note or a low note)

Closing: Recollect the topic details and observe how well they understood the topic.

• · Auditory skills by making them listen to the variations of sounds.
• Language skills by asking open ended questions.

Evaluation: Make some string instruments using juice can or boxes and rubber bands.

Topic: Wind instruments

Content:

Vocabulary: whistling, Flute, wind, bagpipe, clarinet etc.

Material required: whistles, toy models, pictures, books, pen cap or straw etc.

● Welcome the children to the topic of wind instruments. Wind instruments are those which need air to be blown to produce sounds.

• Show them different wind instruments and how they work, with the picture or a toy model.
• · Encourage the children to try whistling, Invite them to make different sounds by changing the shape of their mouth.
• · Some of the wind instruments are flute, baqpipe, clarinet etc.
• · They can blow whistle using pen cap or straw.

• How do you get the sound from your mouth?
• · What is passing through the holes to produce sound?
• · What material is flute made up of?
• · Do you like to hear flute music?
• · How do you feel when you listen to the various sounds from the wind instruments?

To facilitate them about the wind instruments and recollect the topic with interesting games and observe them.

• Oral motor skills while blowing.
• · Auditory skills while discriminating sounds.
• · Language skills while answering open ended questions:

They can play clapping game. Clapping on the shoulder, knee, hips or stomach makes it more fun They can pop the bubble wrap to understand how the sound is made when air is forced out of the bubble. They can make different sized straws and stick it with c tape and blow. This is like a harmonica. They can use pen caps as whistles, even closing and opening of book makes sounds like harmonium.

DAY: 3

Topic: Brass instrument

Content:

Vocabulary: Brass, trumpet, saxophone etc.

Material required: Books, pictures etc.

• · Introduce them to the topic of brass instruments. That these instruments are made up of brass. • Trumpet, saxophone works like wind instruments. Show the pictures of instruments and ask them which are wind instruments.

• Have you seen any brass instruments before?
• · Where do we get musical instruments from?
• · How will the sound be from trumpet loud/ soft?
• · Have you heard saxophone music?

Closing: To know about brass instruments and in which metal these instruments are made.

• Language skills when they answer open ended questions.
• Cognitive skills: understanding metal verses plastic or wood
• · Auditory skills when they listen to the music, understand loud and soft music

Encourage them to play musical games. (musical chair at the blow of a trumpet) Make trumpets using paper cone Ask the children to sort the metals to understand brass.

Topic: Percussion instruments

Content:

Rhythm, band instruments, strike, percussion, xylophone, drums, triangle, bell, piano, keyboard, accordion, cymbals, gong etc.

Material required: toy instruments, models, books and pictures, pencils.

• Invite the kids to the topic of percussion instruments.
• · Play drums as they form a circle. Explain that a drum is a percussion instrument.
• Any instrument that we hit or strike to produce music is a percussion instrument,
• · Encourage them to name all the percussion instruments they know. Show them the instruments picture book and ask which are the percussion instruments. They are also called as rhythm band instruments.
• Make them clap hands in the rhythm pattern of (1,2,3.... 1...2....3...) as a fun game.
• Tabla is one of the percussion instrument used in olden days.
• They can make music with two pencils following rhvthm pattern.

• · What are percussion instruments?
• · Name your favorite percussion instruments?
• · Which percussion instrument makes clang sound?
• · How does percussion instrument work?
• · Why is bell a percussion instrument?
• · What is a rhythm pattern?
• · Can they come up with a pattern?
• What pattern does twinkle twinkle little star follow?

Closing: To make the children understand the instruments that can be hit, strike to produce music and recollect the topic and observe them.

• Math skills when they follow the rhythm.
• · Auditory skills while discriminating sounds.
• · Whole hand movement.
• · Cognitive skills of language skills while answering open ended questions.

Extension: Bring all the vessels, plate and wooden ladles from the kitchen and ask them to play a pattern.

DAY: 5

Topic: musicians and musical concerts (western, carnatic music).

Content:

Vocabulary: Musicians, musical concerts, western music, carnatic music.

Material required: Pictures, magazines, cassettes, books etc.

• Invite the kids to the topic of musical concerts, about musicians, western and carnatic music.
• · Musicians are people who use musical instruments and music to entertain people.
• · There are different kinds of music; western music uses more of drums, guitar, key board.
• Carnatic music uses more of tabla, violin, flute, veena etc.
• We can make them listen to few musical cassettes and ask them to find out which has drums sound and which has violin or flute etc.
• · Musicians like Beethoven, Mozart, A R Rahman are famous,

• · Have you been to musical concerts?
• What kind of music do you like to listen, soft melodies or fast beat music?
• Name some musical instruments which work on electricity.
• · Who are musicians?
• · Do they follow patterns in music?

Closing: Recollect the topic and observe if they understood the topic well.

• · Math skills: understanding a pattern and humming the tune back
• · Auditory discrimination skills.
• · language skills naming some instruments and musicians

Extension: Give each child an instrument and ask them to create a band

Material required: Different color oil paper, plain sheet, glue.

Procedure: Children are given the oil paper cut in to different shapes (triangle, circle, oval, rectangle, and semicircle). Draw the outline of the shape to make a clown shape on the plain sheet and children can see the outline and stick the shapes in those places. One triangle on top, one circle below, two oval shapes inside the circle for the eyes, one upward crescent for the mouth, one semi circle below the circle for the body , two rectangle for legs and two rectangle for hands. Bigger kids can do the collage sticking without the model.

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

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

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

Presentation: Give each child paper and carbon sheet. Guide them to place carbon sheet in right position, placing the ink side on the paper

Ask children to choose their shapes or alphabets. Ask them to place it on the carbon sheet and ask them to trace it. Show them the impressions seen on the white sheet.

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

Goals: To improve their auditory skills, fine motor skills, and cause and effect

Vocabulary: Sound, hearing, fingers.

Presentation: Make the children to sit near the table and show them how to snap fingers using thumb and the index fingers. Encourage them to do the same using their thumb and index finger and tell them to try it with their left hand also. Then they can try to do together with both hands.

• · How we can hear the voice when we snap the fingers?
• · Which body part helps us in hearing?
• · Can we snap without using thumb finger?

Skills developed: Auditory skills, Sustaining attention. Logical thinking

Activity: Illustrates the concept of sound traveling through the medium.

Goals: To make them understand the concept of sound traveling through the medium, and to illustrate the way that a telephone was first invented and created. To improve their auditory skills.

Vocabulary: sound, medium, paper, cups, thread, hearing, observing

Material required: Two paper cups, a long thread.

Presentation: Join the two paper cups with the thread, call two children and ask them to hold either cup while standing far away from each other. Ask one of them to talk and the other to listen. Then remove the paper cups and ask one of them to talk slowly through the thread and ask the other person to listen.

Observation & Reason: The voice is audible when heard though the paper cup connected by thread. The receiver cannot hear anything when the paper cup is removed. When a person speaks from a distance without a thread the sound vibrations gets scattered in the air which is why we hear only a feeble sound.

● Why can we hear the voice audibly when heard through a paper cup?

• · Which body part helps us in hearing?
• · How will our ears feel when someone speaks too loud over the phone?
• What happens when the thread is pulled tight?
• · If the thread is loose, will the sound be clearly heard?
• What happens if you cover your ears when someone is speaking to you, will you hear sound?

Skills developed: Auditory skills, Sustaining attention, Logical thinking

Conclusion: This activity improves their auditory skills as well as logical thinking. Conclude the topic by the reviewing the important details.

Presentation: Choose one child to be 'Simon'. All the other children stand side facing Simon. The child playing Simon gives other children orders that they have to carry out, but only when the orders follow the phrase Simon says (e.g. Simon says clap your hands). If child follows an order that Simon did not say (e.g. clap your hands), then he or she is out and must sit down. The last child standing becomes the new Simon for the next game of Simon says.

Skills developed: Auditory, gross motor, language expressive skills

Goals: To develop their auditory skills, social skills, sustaining attention.

Presentation: Make children sit in a circle and mentors can also join them in a circle. Mentor can pass a secret or any saying in one child's ear. That child will pass it to another child by whispering in ears. They can follow the same and finally the last person will tell the secret aloud.

Skills developed: Develops their auditory skills, social skills and sustaining attention.

Material required: Sketch pen of different colors, sketch pen blower, uncolored art sheet.

Procedure: Each child is given a sketch pen fixed with a blower and they are asked to blower and ove the art sheet which has to be colored. Children can observe the paint spreading on the paper while they blow.

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

Material required: Magazine paper or white sheet, wool, safety scissors, fevicol or gum, golden color paper.

Procedure: Step: 1 :- Roll and stick a magazine paper and cover it with a golden color paper,

Step: 2:- Punch some hole in it and tie one corner with wool for decoration.

Variation: We can use color paper or paint instead of golden color paper. Encourage the children to be creative with their designs.

Goals: To develop their visual discrimination and visual analytical skills.

Vocabulary: Mirror, image, visualize.

Material required: Chart paper or paper, sketch pen, mirror.

Introduction and Presentation: Prepare the reading cards or papers by writing the children's name or simple words on the paper with mirror image (e.g. TAC). Show the written cards or paper to the children and ask them to try identifying it. Initially use mirror to the right form of words for the children to identify. They can identify their names and their friend's names.

· What is mirror image?

• Which alphabets appear same when shown in mirror? Evaluation: Evaluate them by observing how well they are able to identify words without mirror.

Skills developed: Visual discrimination. Visual analytical skills.

Variation: They pick name tags of their friends, animals, birds, fruits, vegetables etc.

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

Vocabulary: Dough, flour, essence, wheat, knead

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

Introduction and Presentation: Get all the materials ready for the activity and give each child a plate and make 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 tell them to mix it with their fingers and knead it. For good aroma add few drops of any essence to the dough.

• What is the texture of the dough?
• What is the color of the food color?
• · What happen when you add color to the flour?
• Does the texture change when you add water to the flour?
• · How does the dough smell when you add essence?
• · How do you feel soft or rough?
• Is it qooey and sticky or stiff and hard?
• What is the different smell?

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

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

Presentation: 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. The other team children have to identify which animal actions (or) to make animal sound. Both the team will take their turn's one after the other.

Skills Developed: This game helps to improve their cognitive skills, memory skills, receptive language skills and when the child does animal walk it will improve their gross motor skills, while taking turns they develop their social skills.

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

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

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

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

Material required: - Glue, uncolored art sheet, wool.

Procedure: Keep the required materials ready before starting an activity.

Explain to the children about the art sheet. Encourage them to apply glue inside the picture and ask them to pick the wool and stick on the glue inside the picture.

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

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

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

Introduction and presentation: Encourage children to sit for the art and present them the ways to do the texture painting. Children can also use texture toys to paint the pictures.

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

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

Activity: Producing thunder using Polythene bags.

Goals: To develop their oral motor skills and cognitive skills of understanding cause and effect, auditory skills.

Vocabulary: Blow, air, burse, louder etc.

Material required: Normal thin polythene bags or paper bag.

Introduction and Presentation: Provide each child a polythene bag or paper bag. Ask them to hold it near the open mouth of polythene bag. Guide them to keep the opening small and ask the children to blow air in to it till it bulges like a balloon. Then twist the mouth of the polythene bag to avoid leakage of air. Make the children burst the polythene bag to produce a loud sound.

• How does the polythene bag become big?
• What happens to the bag when it is bursted?
• Can we bring its shape back again after bursting?

Evaluation: Evaluate them by observing how well they understood the concept and note down for further reference.

Skills developed: Oral motor skills. Cognitive skills of understanding cause and effect. Auditory skills.

Activity: Patterning using objects.

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

Vocabulary: Pattern, sequence etc.

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

Place the cubby with objects on the table. Take two or one same object and place it on the table for example: 2 orange blocks or two same sized twigs. Keep another different object and place the same two orange blocks. Ask the children to follow the same sequence in an order. e.g.

• · What do you mean by patterning?
• · Can you tell in what method did you do patterning?
• · Name the color of item which you used for patterning.

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

Skills developed: Pre math skills. Eye hand - coordination. Cognitive skills.

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

Presentation: Welcome the kids to gather in a place and multiple oral instructions will be given at once to them. For example: Take three jumps from position, crawl into the blue sliding board, balance on yellow beam, take the yellow ball drop it into the basket and get back to position. Observe how many commands they can remember and follow in the right sequence.

Skills developed: They develop gross motor skills, memory skills, memory skills, spatial awareness, listening skills, balancing skills.

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

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

Presentation: Children whoever 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.

Skills Developed: Develops their spatial awareness, hip muscles, gross motor skills, balance and co-ordination.

Variation: Children can also do tumbling using their hands.

Material required: Waste papers, wool, paint, cellotapes, straws.

Step: 1: Crush the paper and make a medium round ball, small round ball and one like a rope, as shown below.

Step: 2: Paint it with brown color paint and dry it.

Step: 3: After it dries, stick the two balls at each end of the rope with a cello tape.

Step: 4: Take straw and cut in to 2 inch length (6 pices) and stick it side by side in a row (3 rows) near the small ball, and stick 3 inches straws in the middle of each ball.

Step: 5: Now take a thread and stick on each straw of the two balls so that it will look like the string of the veena. Now the veena is ready.

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

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

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.

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

Activity: Making largest number using the given numbers.

Goals: To develop their pre math skills of knowledge of numbers – large numbers.

Vocabulary: Number, large, create.

Material required: Number puzzle, pieces or box number puzzle pieces or numbers written on chart paper.

Introduction and Presentation: Ask the children to sit around a table and arrange different number cards in the table with various values. Ask each child to make largest number pieces available.

Tell the number which you have made. Which is the largest number? Which is the smallest number?

Evaluation: Evaluate their pre math skills of value of numbers.

Skills developed: Develops their cognitive skills of using numbers appropriately in a meaningful way. Knowledge of greater and lesser numbers.

Variation: They can also make the smallest numbers with the numbers available. They can also make odd and even numbers as a variation. Produce animal sounds

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

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

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

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

• ●What sound the bird makes? (Chirping).
• ●What sound will a lion make? (Roaring).
• ●How will a dog bark?
• · How will a horse neighs?

Rhyme: "Old McDonald had a farm"

Evaluation: Evaluate them by making more animal sounds.

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

Goal: To develop their observing skills, gross motor skills and receptive language skills.

Presentation: Mentor has to blow one whistles to go. When mentor blow whistle twice the children have to start running and when mentor blow whistle once they have to stop running. Children have to be very alert & they have to stop and start running listening to the respective sound.

Skills developed: It helps the child to improve the observing skills and be more attentive.

Develops their gross motor skills and co-ordination.

Variation: Children can start and stop running listening to the words green light and red light.

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

Presentation: The children have to hold the spoon with the lemon in the mouth. They have to walk carefully with lemon without falling it. When they drop the lemon they have to wait for the game. Whoever holds the spoon with the lemon correctly and reaches the target will get applause. Make sure that the lemon is not too small.

Skills developed: Balancing, sustain attention, oral motor skills, eye coordination.

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

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

Procedure: The children are asked to dip the sponge in the paint and do the sponge piriting 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.

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

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

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

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

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

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

Material needed: Metal bowl. plastic bowl. metal spoon, and plastic spoon.

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

Presentation: Invert a metal bowl and tap it with a metal spoon and ask the kids to listen to the sound --loud sound. Invert a plastic bowl and tap it with a plastic spoon and ask the kids to listen to the sound - soft sound. Invert a metal bowl under a plastic bowl and move it around and ask the kids to listen to the sound - mechanical sound. After demonstration give each child the materials required and ask them to make different sounds.

• What are the sounds you can hear in the nature?
• · Which is your favorite sound?
• · Why are we able to hear different sounds using the same size cups?
• What is the difference between sound and noise?
• Which is the sense organ that helps us in hearing?
• · What are tunes?
• How will you feel when you hear a very loud sound?

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

Closing: Show them that different materials can make different sounds. Show them different levels of water in the same size metal cups also bring different sounds.

Variation: Ask them to make noise when the bowls are filled with varying quantity of water. Use different types of bowls such as wooden or granite varying the sizes.

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

Vocabulary: Blowing, whistles.

Material required: Whistle

Presentation: Demonstrate to them how to blow whistle. To blow whistle they have to keep the whistle in their mouth and blow the air in to the whistle with force. Tell them why whistle make sound when we blow.

• · Can you show the action of blowing?
• · Name the person who blows the whistle in the bus?
• · What is a whistle?
• · Can we blow heavy items?

Evaluation: Evaluate each child's oral motor strength by asking them to blow different materials like whistle, bubbles, beads, feathers. Ask each child to make different funny faces and watch in the mirror if he or she is able to imitate the same.

Closing: Ask each child to blow different materials like whistle, bubbles and beads. They can make different sounds

DAY 5 : GYM

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

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

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

Goal: To develop their direction skills, gross motor skills and social skills, auditory skills

Presentation: Children are encouraged to stand in a circle. 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. They hear the word freeze being told by the mentor. They have to stay still in what position they are. Whoever moves will be out of the circle and say freeze as a catcher. When they hear the word melt they can move.

Skills developed: Develops their direction skills, gross motor skills, social skills, auditory skills.

LISS CURRICULUM

October: Week – 5 Alphabets of the Month: Q, R, S, T

Topic: Welcome the children to the general topic of rhymes

Vocabulary: Rhymes, jingles, rhyming words, rhythm, music, audio, video, pictures.

Material required: Picture cards, depicting rhymes, puzzles connected to rhyming words, audio book of rhymes.

• Talk to the children about the general topic of rhymes.
• · Rhymes, verses and jingles have existed for hundred of years. Rhymes are sung in Festivals, ceremonies and rituals.
• These have been passed down from generation to generation and the fascination still tends to exist.
• Talk about the rhyming words like rat-cat, pat-mat, call-fall, cake-bake, fake-make etc.
• Ask the children to come out with more rhyming words.

• · What are rhyme words?
• · Name some of your friends?
• Say the words which rhyme with your name?
• · Which is your favorite rhyme?
• Can you sing a rhyme?
• · What is enacting means?
• Do you all like to sing rhymes?
• · Do rhymes enhance our memory?(Yes)

Closing: Conclude the topic by asking them to enact each ones favorite rhyme.

Evaluate their memory skills. Evaluate their language skills of knowledge of rhyming words. Evaluate their physical skills of appreciating and enjoying human movement when they do action rhymes.

Extension: The Children can have a dumb charades game where they guess the rhymes.

DAY : 2

Topic: Invite the children to the topic about animal rhymes.

Vocabulary: zebra, prancing, kuckoobara, bingo, farm, farmer, peacock, dickory-dickory dock, lamb.

Material required: picture book, rhymes book.

• · It is fun learning rhymes. Let's recall some of the animal rhymes.
• Zebra prancing in the zoo, kuckoobara sits on the old gum tree, there was farmer had a dog bingo was its name-o-, old
• McDonald had a farm, peacock dancing, 2 little dickybird, ba back sheep, hickory dock, Mary had a little lamb etc. ● They can try saying funny sounding words and rhyming words from the rhymes e.g. hickory.
• · We can explain the positional words like on, out, in etc.
• · Try the actions that will go with the song to make it more interesting. Encourage children to move their fingers to do actions.

• · Do you like rhymes?
• · Which is your favorite animal rhyme?
• Have you heard zebra rhymes? What does zebra do in the rhyme?
• · What is the rhyming word of itsy in the rhyme?
• · Can you sing an animal rhyme with action?
• Who had a farm in the rhyme with all farm animals?

Closing: Recollect the animal rhymes, rhyming words and actions to the rhymes.

Evaluation: Evaluate their memory skills, fine motor skills, when they use their finger movements for actions, cognitive skills.

Extension: The children can enact the rhyme as a dramatic play.

Topic: Welcome the children to the rhymes through audio and video.

Vocabulary: Rhymes, action rhymes, audio, video, audiovisual, audio book, listening.

Material required: Various rhymes audio CD, video CD, audio book, pictures.

• Talk to the children about what are the ways we can learn rhymes.
• Talk about audio book of rhymes and ask them to listen to the rhyme which was played in it carefully.
• They can also watch various rhymes CD related to themes like birds, fruits, vegetables.
• · They can watch the audio-visual aid (TV) and do the actions along at the same time.
• · The children can quess the rhymes by keeping the audio mute.

• · What are the different ways we can learn rhymes?
• · Which is your favorite rhyme?
• · Which body part helps you in hearing the rhymes?
• · Which body part helps you in watching rhymes on TV?
• · Can you guess the rhymes by only watching the video of the rhymes?
• · Can you say the sequence of the rhymes?

Closing: Conclude the topic by showing few audio rhymes book and asking them to those rhymes and sing along,

Evaluate their cognitive skills of sustaining attention. Evaluate their auditory skills of listening to rhymes Evaluate their memory skills of knowing the rhymes

Extension: The Children can play listening game in which the musical rhyme will be played in very have to listen to the rhyme carefully and sinq.

Topic: Invite the children to the topic of number rhymes.

Vocabulary: monkey, buckle my shoe, 1 little, ducks, 6 little, 10 little fingers.

Material required: picture book, rhyme book.

• All like singing rhymes let us sing some number rhymes
• 6 little monkeys jumping on the bed, 1, 2 buckle my shoe, 1 little, 3 little fingers, 10 little fingers 10 little toes, 6

little ducks went out to play.

• Children can sing these rhymes and find out the rhyming words in each.
• · Children can sing, actually enact some of the number rhymes.
• · Encourage children to sing number rhymes.
• Ask them to differentiate reverse number rhymes from the normal number rhymes.

• Which is your favorite number rhyme?
• · What are number rhymes?
• · Name some of the number rhymes?
• · What are reverse number rhymes?
• · Do you all like rhymes?
• · How we call baby ducks?
• · Where do fishes live?
• · Where do monkeys live?
• Have you been to zoo?

Closing: Conclude the topic by reviewing some of their favorite number rhymes.

Evaluate their cognitive skills of memory. Evaluate their auditory skills.

Extension: Roll a rhyme game Construct one large die from the milk carton cut off top of the carton in half and slide one half in to the other to form a cube. Glue construction paper on all sides, Draw the little or pictures depicting a rhyme on each side of the cube. Roll the cube (die) and sing the song that shows on top of the die.

Topic: Invite the children to the topic of follow the teacher.

Vocabulary: Enact nursery, body movement, etc.

Material required: picture book, rhyme book.

• Tell the children that today we are going to learn a new nursery rhyme and let's have fun doing some actions using fingers and body movement.

• Ask the children to sing their favorite rhyme and ask them to follow your finger movement and body movement.
• · To help the children learn the rhyme, say a line and then encourage them to follow the rhymes.
• Invite the children to dance creatively along with you.

● Sing an action rhyme like 1-2 buckle my shoes, hickory, put your right hand in etc and ask the children to do actions with their finger movement.

• · Why do we follow instructions?
• What help you to do actions?
• Do you like to do actions for rhymes?
• Why do we do actions?
• Which is your favorite action rhymes?
• How do you do actions for hickory dickory dock rhyme?

Closing: Recollect the information and observe how well they understood the rhymes.

Evaluation: Evaluate their bodily kinesthetic skills, language skills of cognitive skills.

Extension: Have children sing rhymes of their favorite and do actions and have an action rhyme party.

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

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

Skills developed: Develops their fine motor skills, eve hand coordination,

Material required: Uncolored art sheet, various color crayons, poster colors (different), brush.

Procedure: Ask the children to first color the picture with crayon and then paint on it with poster colors.

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

Activity: To clip the paper using paper clip or cloth pegs and to crush papers using whole hand grasp.

Goals: To improve their whole hand muscles movement, fine motor, coonitive skills of understanding cause and effect,

Vocabulary: Crushing, Paper clips, Pincer grasp, Pinning, Pressing, and Opening

Material required: Papers, Paper clips or cloth clips

Presentation: Keep papers, paper clips or cloth clips ready before starting an activity. Crush the paper using fingers and palm. Hold a piece of paper with one hand and pin the paper clip by opening it using thumb and index finger (pincer grasp).

Goals: To improve their whole hand movement, fine motor, self help skills.

Vocabulary: Pick, broom, dustpan, clean, appalam, dirty, messy.

Materials required: Toy broom, dust pan, bits of paper, appalam.

Presentation: Make all the materials ready for the activity and show to crush the appalam using palm. Then show them how to sweep the crushed appalam using dustpan and the broom.

Give each child an appalam and encourage them to crush the r palm, then tell them to sweep crushed appalam from the table using toy dustpan and toy broom

Evaluation: Evaluate their self help skills and fine motor and whole hand movement and record the observation.

Skills Developed: Gross motor; Fine motor, Sensorial, problem solving and language

Variation: They can clean up toys from different 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.

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

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

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

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

Presentation: One child who volunteers to be catcher will be made to tie or close their eyes. And the catchers will be asked "color, color, what color do you choose". The catcher will name a color. All others should find and touch that color.

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

Material required: Uncolored art sheet, paint of various colors.

Procedure: The children are asked to dip their fingers in the paint and do the finger painting on the given picture. They can do finger painting with various poster colors.

Skills developed: Fine motor skills, sensory skills.

Material required: Plain sheets, pencils or crayons or sketch pen, stencils (related to various themes or a block or shapes.

Procedure: Provide plain papers to the children and give them a stencil 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 outside.

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

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

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

Material required: Water, Flour (wheat/maida), plates, poster color, paint brush.

Introduction and Presentation: Get all the materials ready for the activity and give each child a plate and tell them to sit at the table. Put a small amount of flour on each plate and ask them to feel it. Add little water and tell them mix it with their fingers to make a dough. After making dough tell them to make any type of model with dough using the poster color.

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

Goals: To encourage children to improve their auditory skills, gross motor skills.

Presentation: We can make children follow the action sequence for the birdy birdy somebody touch me elbows up, knees bend, bottoms up, tongues out, say quack, quack turn around sit down'

Skills Developed It improves their auditory skills, gross motor skills, symbolic play

Goal: To develop their balance, gross motor skills.

Presentation: 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. They can be directed to walk on low balancing beam and high balancing beam. Observe how well they are able to balance on wedge, low balancing beam and high balancing beam.

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

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

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

Procedure: Children are asked to holder firmly and color inside the given picture with different colored chalk. Skills developed: Tripod grasp, pre writing skills, eye hand coordination.

Goal: To develop their fine motor skills, pincer grasp, eye hand coordination, oggnitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Material needed: Different shapes cuts of color paper or cloth bits or foam sheet, glue, uncolored art sheet, related to the theme.

Procedure: Motivate children before starting the activity, keep required materials ready before starting an activity. 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 given space. Apply glue on the picture wherever required. Ask them to pick one shape cut out using the thumb finger and to stick inside the picture wherever required.

Skills developed: Develops their fine motor, pincer grasp, eye- hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Variation: They can also create their imaginary pictures using shapes. For example fish with one oval and three triangles.

Activity: To do fishing with toy using magnetic rod.

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

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

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

Introduction and Presentation: Make the children sit in a circle give each child the magnetic fishing stalk and catch the magnetic fishes. They have to move the stalk according to 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 which the magnetic stalk and the toy fishes.

Skills developed: Develops their fine motor skills.

Eve hand coordination

Cause and effect relationships.

Vocabulary - Pouring, transferring, bowl, liquid, full, half, empty, quarter, more, less.

Material required: water, cup, utensils, measuring cups

Introduction and presentation: Show the children how to transfer water to another with and without using the funnel. Encourage and help the children to pour water with and without using the funnel. Children can compare the water levels each other can learn which are more, less, full, empty, half, quarter. They can use measuring cups to measure the water levels. Tell them about the unit we used to measure the liquid.

Closing: Ask them which is full, half, empty etc.

Evaluation:Evaluate how each kid is transfering with or without spilling, record the results for further analysis. Evaluate which all terms they learnt.

Skills developed: Fine motor skills, eye hand coordination, pre math skills.

Goal: To develop their socio-emotional skills of seeking and giving companionship.

Presentation: Each child can hold the shoulder of another child and stand in a line. They can move like a train, singing a song, train rhymes. They can move in a zig-zaq line path. The train can move in different directions.

Skills developed: This activity develops their gross motor skills, direction sense, co-ordination, learning to be a member of a group, co-operative play.

Chicken Dance: Goal: To develop their gross motor skills.

Presentation: Ask the children to keep their hands folded to their ribs like the wings and ask them to flap their arms and keep squatting along with the music.

Skills Developed: It will develop their gross motor skills, symbolic thinking.

Goal: To familiarize the children with different shapes and to develop their auditory skills and gross motor skills.

Presentation: Different shapes should be drawn on the floor. Children are asked to walk around the shapes and listening to the music. When the music stops they have to stand on the shapes and name the shape correctly.

Skills developed: It stimulates their auditory skills, receptive language skills, cognitive skills of knowledge of different shapes. Musical chair (But in musical chair whoever did not get will be out waiting for next turn).

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

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

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

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

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

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.

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

Goals: To improve their pre math skill of measuring, fine motor skills, cognitive skills, eye hand cordination. Vocabulary: Clips, object, pick.

Material required: Clip, bowl, different objects.

Presentation: Place the objects, plates and clips on the table

Pick the objects using clip from one plate to another.

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

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

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

Goal:- To stimulate their alertness, auditory skills, social skill of participating in group play.

Presentation: Children are asked to sit in a circle. One person will be walking around the circle for the song. When helshe hears drop it they can drop the object to one of them in the circle. The person who has the object should run and catch the person who dropped the object to him/her. The runner can sit in catcher now can pass the object to another person. Like that each one in the circle will get turn to be the catcher at the game.

Skills developed: This game improves their aletness, auditory skills, social skill of participating in group play.

| sent a letter, to my father On the way, I dropped it Post man came and, picked it up And put it, in his pocket.

Topic: Tug of war

Goals: To stimulate their gross motor skills, whole hand grasp, social skills, auditory skills.

Presentation: Motivate the children and group them as two A and B

Offer them on long ribbon or cloth to hold on either ends.

Ask Group A to hold one end of the ribbon or cloth and Group B to hold the other end.

When they hear the clap sound they should start pulling from each side.

Skills developed: Develops his gross motor skills, whole hand grasp, social skills, auditory skills.

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

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

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

Material required: Plain sheet-2, safety scissors, cotton, poster colors, fevicol or gum, chart paper, cello tape

Preparation: Mix and paint the A4 sheet (2) with pink color for the body and top of the cake. Cut the chart in square shape for the bottom of the cake. Take 3 small sheets (1/4 of the A4 sheet) and color each sheet with three different colors (red, green, yellow) for the decoration.

Step: 1:- Take a pink color sheet fold it and tear it in to two half sheet and paste the two sides. Now stick the other two sides to get the body of the cake

Step: 2 - Draw a circle shape in another pink color sheet for the cake and cut it. Roll the yellow color paper (very thin) for the candle.

Step: 3:- Put the hole in the corner of the circle shape and insert the rolled paper in the hole (little) and stick it with cello tape. Then stick the circle shape on the top of the body of the cake (stick cello tape won't be visible)

Step: 4 :- Apply the qum in the corners and stick the cream or icing and roll the cotton like a ball and stick it in the top of the cotton and color the rolled cotton in red color. Stick some cotton and color it with orange color

Step: 5:- Draw a flower in the red color paper and cut it and draw a leaf in the green color paper and cut it. Paste the flower and leaf near the candle (top of the cake) for decoration. Now stick the chart for the bottom of the cake.

Variation: We can use color papers instead of A4 sheet.

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

Vocabulary: Grains, drop, hold, place,

Material required: Egg carton, grains.

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

• · Where do we get grains from?
• · Can we eat the grains?
• · Which animals eat grains?
• · Do birds eat grains?

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

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

Goals: To improve their oral motor skill, language skill, cause and effect.

Vocabulary: - Blow, straw, beads, air.

Material required: Beads

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

• · When we blow what comes out?
• What happens when we blow the beads with straw?
• · Can we move heavy objects by blowing?
• · What happens when you blow a whistle?

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

Evaluation: Evaluate each child's ability to blow with straw. Evaluate their oral motor skill, their concentration on the activity, their understanding of cause and effect.

Conclusion: This helps them understand the effects of air pressure and improves their oral motor skills and their understanding of cause and effect.

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

• Children are asked to blow bubbles or feathers.
• · They can be asked to catch the bubble or feathers which flies higher.
• We can discuss about how it flies higher, shape of the bubbles, what is inside the bhildren.

• · Oral motor skills
• Eye and hand coordination while catching the bubble or feather.

LISS CURRICULUM

October: Week – 5 Alphabets of the Month: Q, R, S,

Topic: Characters in fairy tales.

Vocabulary words: fairy, wand, crown, magic, troll, gigantic, dwarfs, castle, wizard, monsters, angels, poor, treasure, prince, princess.

Material required: Toys of different character, dresses, the materials they use, crown, puppets, story books.

• · Fairy tales are stories derived from legends with fun and fictional characters, and passed on from generation.
• · Talk to the children about the fairy tales like Cinderella, Rapunzel and so on.
• · Characters we mostly find in the fairy tales like prince, princess, King, Queen, fairy and so on.
• Talk about good and bad fairy tale characters.
• Why we call them as good and bad characters.
• Tell about angels, they wear white dress, hold a magic wand. They fly wherever they want.
• · Talk about Castle Mountain, palace where the king and queen live, the type of dresses and ornaments they wear,
• · Talk about how fairv tales are imaginary.
• Talk about Mickey, pooh bear

• · What color dress does an angel wear?
• · What helps the angels to fly?
• · Do fairy tale characters are real?
• · Which is your favorite fairy tale character? Why?
• · Do you all know snow white and seven dwarf's story?
• · Who are called dwarfs?
• · Who is a giant?
• · Who is a princess?
• · Who is a prince?
• · Are the fairy tale stories real?
• · Who stays in the palace?
• · Name few fairy tale stories you know?
• What character would you like to be?

Closing: To make sure the children have understood the different characters, their roles, have learned new words, and to make them know that fairy tales are not real stories they are imaginary. Each one give turns to talk about their favorite fairy tale characters, their favorite story.

Evaluation: Language expressive and receptive skills: answering to the questions, vords Cognitive skills of knowledge of colors, shapes, tall, short, big and small.

Extension: They can enact their favorite fairy tale with props as a group. They can make wands out of paper.

Topic: Fairies and magic.

Vocabulary words: fairy, wand, magic, castle, angels, wings, crown, imaginary

Material required: Toys, magic wand, puppets, crown, fairy clothes, story books.

• Invite the kids to the topic of fairy tale fairies and magic.
• · Fairy tale characters are imaginary characters.
• · Fairies are good and they have a magic wand in their hand.
• Magic wand is used to help people.
• · Fairies can fly, they have wings.
• They have a crown on their head.
• They wear a long gown in white

• · Who uses wand?
• · Do you remember any story where you heard about fairies?
• · How do fairies move from one place to another?
• What is maqic?
• · Who helps Cinderella in the story?
• · How did the fairy get new shoes and clothes for Cinderella?
• · What type of clothes do fairies wear?
• · What do fairies have on their head?

Closing: To facilitate the children that they understood about fairies, what they wear, how they help and the use of magic wand.

Skills: Language skills: answer the questions Memory skills: remembering fairy tale stories, characters

Extension: They can have a dress up party with crown, magic wand and fairy clothes.

AY : 3

Vocabulary: Toys, electronic toys, stuffed toys, squeaky toys, toy puppets.

Material required: Different varieties of toys, pictures of toys.

• · Present to the kids about the different varieties of toys.
• · Talk about the toys that make sound, wind up toys, soft stuffed toys, and squeaky toys,
• Talk about electronic toys which work on batteries.
• Discuss about their favorite toys.
• · Talk about blocks and present to them some nice structure built with blocks.
• · They can create their own structures and building with blocks.

• · Which is your favorite toy?
• Do you have a place to keep your toys?
• Can toys move on their own?
• · Which toys make sound?
• · What is a stuffed toy?
• · Can puppets talk, move and dance?
• What are the structures we can make with blocks?
• Can an electronic toy work without a battery?

Closing: To make the children know about different kinds of toys, how we should play with the toys. Get a set of toys and ask each kid to pick one and talk about it.

Cognitive skills of cause and effect. Direction sense with push and pull toys. Creativity, spatial awareness, fine motor skills with blocks. Pre math skills of sorting, grouping, counting, predicting Auditory skills: sound of different toys

Extension: Children can have group play. They can build a giant structure with blocks by all working cooperatively. Invite the children to cut pictures of toys from magazines and books. Encourage them to assemble a toy collage.

Part 2: BEACH_ WORKBOOK (Teacher Created Material) - Weekly Material_English_part_2.md

Topic: Toy kitchen, toys that moves.

Vocabulary: Pretend play, toy kitchen, doll house, baby dolls, wheels, battery.

Material required: Toy kitchen set, doctor get, toy tools box, baby dolls, toys having wheels, other battery operated toys.

• Present to the children the different varieties of toys.
• · Toy tools box-name the items in it, demonstrate the uses of those items.
• · Toy kitchen items and demonstrate the uses.
• · Discuss why some toys can move on its own.
• Different varieties of blocks and their uses.
• Talk about nesting cups and how to fix it.
• Talk about snap toys and structures that we can make with it.
• · Explain the children how to handle the toys.

• · What are nesting cups?
• Have you ever played with snap toys?
• · What are the items we can see in the toy kitchen?
• Can we make real food with toy kitchen?
• · What are the items we can see in the toy doctor set?
• Name the items in the toy tools box?
• Can we play with a broken toy?

Closing: Conclude the topic by explaining the reasons for handling the toys safely. To make them know the use of different toys and how some toys move.

Evaluation: Math skills: by asking them to do clean up- sorting, grouping, estimating, predicting. Fine motor: nesting, fixing puzzles

Extension: Kids can have a pretend play party. They can choose their favorite toy set and can play a make believe with it.

Topic: Different colors, textures, shapes, of the toys. Talk about whether toy is living or non living thing.

Vocabulary: Slide, swing, jungle gym, balls, hula-hoop, living, nonliving, colors, shapes.

Material required: Collection of toys of different colors, shapes, texture, hicture of toys, toys made up of different materials.

• Present to the kids the different varieties of toys and ask them to sort according to colors, size and height.
• · Ask them whether the toy is heavy or light, soft or hard.
• · Discuss how toys are nonliving things.
• · Explain how toy is different from real objects.
• Need of handling toys safely.
• Hazards of playing with broken toys.
• Talk about huge toys like slide, swing, car, jungle gym, ladders and safety precautions which we have to take.

• Is toy a natural or man made thing?
• · Is it a living or non living thing?
• · Do toys grow?
• · Do toys eat?
• How you feel when you touch the soft toy?
• · What happens when you play with broken toys?

Closing: To enable the children to know the different colors, textures of toys and review the safety measures and the need of doing clean up.

Math skills of sorting, grouping, estimating. Coqnitive skills of cause and effect. Tactile discrimination skills: different textures like soft, hard, smooth etc of the toys Visual discrimination skills: different colors of toys Auditory discrimination skills. Social skills of playing cooperatively.

Extension: Kids can have a clean up party in which they can sort different colors, size toys according to their characteristics. We can have a puppet show.

Material required: Uncolored art sheet or plain sheet, different poster colors.

Procedure: Ask the children to first fold the art sheet and unfold it again, now paint one half of the picture or put few droplets of paint on one half of the picture and fold the paper again and press it nicely and now children are asked to unfold the paper and observe the impression or designs formed on the paper.

Skills developed: Fine motor skills and eye hand coordination, cognitive skills of understanding cause and effect.

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

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

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.

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

Goals: To improve their pre math skills. Analytical skills. eye hand coordination.

Content:

Vocabulary: Predicting, estimating, more, less, long, short

Material required: Different color plastic coins

Introduction and Presentation: Place the plastic coins on the table. Children can randomly collect the different color plastic coins with both their hands and they can estimate which color plastic coin is more and which color plastic coin is less. They can also arrange plastic coins according to their color

• · Ask them in what order they have arranged?
• Which is more and which is less?
• · Which set has less number of plastic coins?
• · Which set has more number of plastic coins?

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

Skills developed: Pre math skills, Analytical skills, Eve hand coordination.

Goals: To make them understand time concept, to improve their logical thinking, fine motor, eye hand coordination and visual and tracking skills.

Vocabulary: Set, clock, small hand, big hand, rotate.

Material required: Toy clock with moving hands.

Introduction and Presentation: Ask the children to settle before starting the activity.

Present the children the concept of understanding time. Place the hour hand (big hand) in 12 and move the small hand to 3 and tell them it is 3 o'clock. Give the clock to the children one by one to set the given time.

Evaluation: Evaluate them by observing how well they are about to understand and set time (hour hands).

Skills developed: Cognitive skills of understanding time concept, Logical thinking, Eye hand coordination, Fine motor skills, and Visual tracking skills.

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

Motivate the children to hold the colored ribbons in their hands.

Direct them to do simple hand movements like up, down, right side,

Make them to shake their both hands holding the ribbons.

Make them to shake hands and also jump simultaneously.

Direct them to hold each other and dance with ribbons.

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

They can follow some rhythm and pattern and dance.

Skills developed: Develops their gross motor skills and direction skills and memory skills and memory skills of following the rhythm and pattern.

Material required: Chart paper, straw or stick, silver paper, gold paper, glue, scissors.

Draw a star shape in the chart paper and cut it. Cut the same shape in the gold paper.

Take the straw or stick and stick around the silver paper.

Step:1 Take the chart star shape and stick the gold star shape on it.

Step:2: Take the straw or stick wrapped with silver paper and stick the star on it.

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

Material required: Origami paper or plain paper.

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.

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

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

Vocabulary: Funnel, empty, full, half, water, bottle.

Material required: Bottle, funnel, water

Presentation: Invite the children to the activity. Present them how to keep the funnel on the bottle and pour the water through the funnel.

Encourage and help them to do the activity.

• · What all the liquids we can pour?
• · What is the color of water?
• · What is the opposite of full?

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

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

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

Vocabulary: Kolam, designs, patterns

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

Presentation: Present the activity by putting dots with kolam powder using thumb, index finger and middle finger. Show them how to make designs and strokes by putting dots with kolam powder

Encourage and help the children to put dots with kolam powder and make designs and strokes with it according to their choice.

• · What are the body parts we use for writing?
• · What are the materials we use for writing?
• · Which is your favorite writing tool?
• · Can they write without using their thumb?

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

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

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

Goals: To develop their patterning, memor skills, emotional skills of enjoying and social skills.

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

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

Goal: To develop their balance, gross motor skills.

Presentation: 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. They can be directed to walk on low balancing beam and high balancing beam. Observe how well they are able to balance on wedge, low balancing beam and high balancing beam.

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

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

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

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

Introduction and presentation: Motivate children to sit and present them the ways they can do vegetable printing. Give them the veqetable which is cut in to different shapes or patterns ask them use paint brush to vegetable or dip it in the paint. Ask the children to make impressions or print on the art sheet.

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

Material required: Paper, water, different color poster color.

Procedure: Children are asked to wet the paper with different poster colors with brush. Children can observe the paint spreading because of the water in the paper.

Skills developed: Develops their fine motor skills of understanding cause and effect.

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

Vocabulary: Paper, chart paper, box.

Material required: Paper

Introduction and Presentation: Ask them to fold the paper first one fold and then repeat it multiple times using their fingers. Children can now unfold the paper and predict the number of boxes. They can also fold the paper to make multiple designs and models by seeing a model. They can fold even chart paper.

• · Is paper hard or soft?
• · Where do we get paper from?
• · What are the uses of paper?
• How many boxes have you made by folding the paper?

Evaluation: Evaluate the fine motor skills, eye hand coordination.

Skills developed: Fine motor skills, Eye hand coordination, Pincer grasp, Pre math skills of estimating, predicting, Cognitive skills of cause and effect.

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

Material required: one ice cream stick.

Presentation: Children are asked to sit and mentor can place the ice cream stick on the table. Ask each the stick, given three turns for each. When they try to touch take off the ice cream stick back.

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

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

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

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

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

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

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

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

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

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

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

Material required: Sketch pen of different colors, sketch pen blower, uncolored art sheet.

Procedure: Each child is given a sketch pen fixed with a blower and they are asked to blow it directly just above the art sheet which has to be colored. Children can observe the paint spreading on the paper while they blow.

Skills developed: - Oral-motor skills, cognitive skills of understanding cause and effect

Goals: To improve their memory skills, coqnitive skills of observing, visual tracking skills.

Vocabulary: Visualize, recall.

Material required: Different objects (6 to 7 objects) or picture cards of different objects.

Introduction and Presentation: Place different kinds of objects on the table e.g. picture of flower, vegetable, fruits, etc in a sequence. Ask the children to objects placed on the table for few minutes and then remove it from the table. Then ask them to name the objects according to the sequence and tell them to arrange it in they have seen before.

• Name the picture of objects which they had seen on the table.
• Name the pictures in the order which they have seen.

Evaluation: Evaluate how well they are able to remember they are able to arrange it in the right sequence. Skills developed: Memory skill, cognitive skills of observing, visual tracking skills.

Goals: To improve Fine motor skills, Pre math skills, Logical thinking, Visual discrimination

Vocabulary: Ice cream sticks, Structures, Arrange, Count, Shapes, Pattern, Letters, number or design

Material required: Ice cream sticks, Pattern sheet (if required)

Preparation: Keep the ice cream sticks ready before starting an activity.

Presentation: Children are asked to build different vehicle structures with ice cream sticks. We can show a model for them and encourage them to build.

• How many ice cream sticks do vou have?
• · Can you make a circle by arranging ice cream sticks. If not why?
• What all shapes you can make with ice cream sticks?

Skills developed: Fine motor skills, Pre math skills, Logical thinking, Visual discrimination

Variation: Arranging Counting Hitting the stick game. Give them pre design pattern and ask them to stick on that. Ask them to paint the sticks inside or outside adding texture using sand or crushed leave dust. Making Photo Frame

Goal: To improve their balance.

Presentation: Give the child a toy and ask the child to keep the toy on the head. Ask the child to keep their hands behind without holding the toy and walk. Observe how well they can balance the toy on the head.

Skills Developed: This game helps in developing their co-ordination, balancing skills, their ability to sustain attention.

Goal: To develop their fine motor skills, eye hand coordination, focusing on an object.

Plastic bottles can be filled with different colored water and arranged in row, one after or in a particular pattern. Children are asked to come one by one and roll a ball and bowl the bottles will be applauded.

Eye hand coordination. Fine motor skills. Focusing on an object Gross motor skills.

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

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

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

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

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

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

Goals: To improve their writing skills, pincer grasp, fine motor skill.

Presentation: Demonstrate to them how to hold the safety scissors and how to cut the pictures through the outline of the picture. Make the children to hold the safety scissors and at first give the rough paper to snip and cut randomly. Then tell them to cut the pictures through the outline of the picture.

Material required: Safety scissors, paper, picture paper.

• · Can we cut something which is hard with scissors?
• · Name the picture which you have snipped?
• Which fingers do you use for holding scissors?

Closing: By snipping the pictures they will strengthen their fine-motor movements.

Evaluation: Record the observation for further investigations to find out the further improvement.

Variation: Kids can be qiven thick paper to cut. Use other lanquage letter traces on the paper for cutting.

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

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

Vocabulary: Bottles, tornado, shells, pebbles, sand, leaves, marbles.

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

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

Can you observe the objects inside the bottle? What happens when we shake the bottle? What happens when we don't shake the bottle? What is a tornado? What happens when tornado comes?

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

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

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

Presentation: Objects are taken according to the theme.

Hide the objects in the outdoor play area before children come to play.

Make some clue sheets with pictures to say the color of the treasure object.

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

Variations: We can hide the items depending upon the theme (Eg: Birds, Animals, Vehicles) We can also play hide and seek game

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

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

Presentation: Children are asked to blow feathers. They can be asked to catch the feather which flies higher. We can discuss about how it flies higher

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

Topic: Welcome the students to the topic of winter, cold, snow

Vocabulary: Winter, snow, cold, freeze, chill, snow man.

Material required: Weather chart, pictures depicting winter season, model of snow man,

· Show the weather chart and discuss about different seasons, which months we get winter season usually people in northern hemisphere get winter season in the month of November, December and January

• · Talk about why there is winter in one part of the world when it is summer in the other part,
• · Talk about the signs of winter. The weather gets cold and the trees lose their leaves.
• Discuss about snow, snow fall.
• Snow is a form of precipitation, it is formed when the vapor in the clouds turn in to tiny ice crystals.

· Talk about how people change their activities in the winter months e.g. spend more time indoor, do winter sports, eat hot food items, wear winter clothes,

• In June the northern hemisphere is tilted towards the sun so we have summer in the south.
• · In December the southern hemisphere is tilted towards the sun so the season gets reversed in this period.
• · Talk about the winter games like ice skating.

• Which months we have winter in our country?
• How is winter different from fall?
• · What do you like about winter? Why?
• · Name some of the very cold countries?
• · Why is winter so cold?
• · Name some of the winter games?
• · Which is your favorite winter game?
• What is a snow man?
• Have you ever made a snow man?

Closing: To make the children know about the important features of winter.

Evaluation: Evaluate their cognitive skills of time concept and predicting skills.

Extension: Children can make a snowman with play dough or cotton balls and explain about it.

Topic: Winter clothes, special features of winters, accessories we use to overcome the cold. Vocabulary: Mittens, gloves, sweater, socks, woollen clothes, cap, scarf

Material required: Woolen clothes, socks, mittens, gloves, pictures of winter clothes.

• · Present to them the different clothing materials and discuss with them the need of wearing thick woolen clothes in winter.
• · Talk about accessories we need to wear to protect us from excessive cold.
• Discuss about the kind of food we eat during winter. We eat hot and spicy food in winter.

• Talk about the different objects we use to make ourselves warm. We use the heaters, warmers; we burn fire woods and sit around it to warm ourselves.

● We use thick woolen sweater, gloves, mittens, thick socks and shoes. We wear scarf and put shawls to protect us from cold weather.

• · Talk about frost bite in which the skin becomes very tender, sensitive to cold.

• · Can we wear thin clothes during winter?
• What kind of food we eat during winter season?
• · Do you all like to go out in winter season?
• · Which are the ways to keep ourselves warm?
• · Why do we wear mittens, socks during winter season?
• · What is frost bite?
• · How we can prevent frostbite?

Closing: Review the topic and ask them to predict when they will get winter season.

Evaluation: Evaluate their tactile discrimination skills by asking them to identify hot and cold blind folded.

Extension: Give the children various winter clothes and ask them to wear by themselves and have a winter party.

Topic: Rainy season, raincoat and umbrella.

Vocabulary: Rain, raindrops, drizzling, pouring, cyclone, storm, thunder, lightening, flood, monsoon, hail, sleet, snow.

Material required: Weather chart, pictures depicting rainy season, sponge, water.

• Talk about the monsoon season south west and north east monsoon gives us rain.
• People use rain coat, umbrella to protect them from getting wet in rain. We use special boot during rainv season.
• Explain that water in clouds falls as rain, hail, and sleet or snow depending upon the temperature.

● Rain is a form of precipitation, formed by the process of evaporation. Water from the rivers, lakes and oceans evaporate and condense to form liquid droplets, which form clouds. As these droplets become heavy, they fall onto earth in the form of rain.

• Clouds are made up of water that is absorbed from the earth.
• · A rain gauge is the instrument used to measure the amount of rainfall.
• · Encourage the children to think of ways that the rain is helpful to us.
• · Rain helps plants grow. cleans the earth. refills the lakes, maintain the water table.

• Winds blow from areas where pressure is high, called anticyclones to areas where pressure is low, called cyclones or depressions.

• · What is rain?
• · How we get rain?
• Do you all like rain? Why?
• · What are the uses of rain?
• · What happens when it rains heavily?
• · What are the precautions we need to take while going out in rain?
• · What is lightning?
• What is thunder?

Closing: Ask them to recall and explain about the important terms.

Evaluation: Evaluate their knowledge of cause and effect by making them to explain the formation of rain.

Extension: Using a sponge and water talk about how clouds are formed. Explain that the air fills with moisture (dip the sponge in the water) that clings to tiny particles of dust in the air (too tiny to see). When the cloud gets full to hold any more moisture, the moisture or rain falls from the sky (squeeze the water out of the sponge).

Topic: Fall / autumn season Vocabulary: autumn, fall, shed leaves, trees, acorns, jackets, rake, sweaters, and season.

Material required: Picture, books

• Invite the children to the topic of fall/ autumn season
• · Talk about fall/ autumn. In fall season trees shed their leaves to get new leaves.
• · In autumn days are getting colder and there is less water available.
• · To survive the trees must prepare to lose their leaves.
• · Discuss about in which months we have fall.
• While Leaves changing its color it turns in to rake leaf.
• · We wear sweaters, jackets during fall.
• · Acorns are a kind of nut it can be seen only in fall season; geese migrate from one place to another during fall.

• What kind of clothes do we wear during fall/ autumn?
• · What will be the color of the leaves in the fall season?
• · Which vegetable is harvested in fall? (Pumpkin)
• · How will you feel in fall season?
• · Will fall season occur at the same period all over the world?(No)

Closing: Recollect the information discussed above and ask them what they learnt about fall season.

Cognitive skills. Lanquage skills.

Extension: Create new activities like leaf matching to stimulate their learning.

Topic: Fall / autumn season, difference between fresh and dry leaves.

Vocabulary: Autumn, fall, pumpkins, sweaters, season, raked leaves, crash, apples.

Material required: Picture, books, raked leaves.

• Invite the children to the topic of fall/ autumn.
• Talk about special things that are only available during autumn.

● Fresh leaves are green in color and they usually stay on the tree but dry leaves will be yellow or yellowish brown in color and they fall down from the tree.

• We cannot crush the fresh leaves in to powder but we can crush dry leaves nicely in to powder form.
• · During fall season all the leaves fall to the ground.
• · Apples are harvested during fall, pumpkins and gourds are harvested during fall, etc.
• · Talk about the wonder of only flowers bloomed on the trees without leaves.

• · Do you like fall season?
• · Can you crush the green leaf ?
• Will it be easy to crush the raked leaves?
• How will the fall season be cold/ hot?
• · Which fruit is harvested during fall?

Closing: Recollect the topic and observe how well they understood the topic

Evaluation: Cognitive skills of understanding cause and effect of why leaves fall. Lanquage skills.

Extension: Add new activities like sorting nuts or finding pumpkin to stimulate their learning.

Material required: Plain sheets, pencils or crayons or sketch pen, stencil of various leaves.

Procedure: Provide plain papers to the children and give them different types of leaves and ask them to place it on the paper and ask them to hold it firmly with other hand and trace the leaf inside it or outside.

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

Goals: To develop their fine motor skills, pincer arasp, eve hand coordination, spatial awareness, and tactile skills,

Material required: - Glue, uncolored art sheet, small leaves.

Procedure: Keep the required materials ready before starting an activity.

Explain to the children about the art sheet. Encourage them to apply glue inside the pick the small leaves and stick on the glue inside the picture. They can also stick the leaves in particular pattern.

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

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

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

Vocabulary: Bottles, tornado, shells, pebbles, sand, leaves, marbles.

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

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

• · Can you observe the objects inside the bottle?
• · What happens when we shake the bottle?
• · What happens when we don't shake the bottle?
• · What is a tornado?
• · What happens when tornado comes?

Evaluation: Evaluate each child's ability whether they have understood about the force of the wind, the visual

discrimination, language skills and cause and effect.

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

Goals: To improve Fine motor skills, Pre math skills, Logical thinking, Visual discrimination

Vocabulary: Ice cream sticks, Structures, Arrange, Count, Shapes, Pattern, Letters, number or design

Material required: Ice cream sticks, Pattern sheet (if required)

Preparation: Keep the ice cream sticks ready before starting an activity

Presentation: Children are asked to build different vehicle structures with ice cream sticks. We can show a model for them and encourage them to build.

• · How many ice cream sticks do you have?
• Can you make a circle by arranging ice cream sticks, If not why?
• What all shapes you can make with ice cream sticks?

Skills developed: Fine motor skills, Pre math skills, Logical thinking, Visual discrimination

Variation: Arranging Counting Hitting the stick game. Give them pre design pattern and ask them to stick on that.

Ask them to paint the sticks inside or outside adding texture using sand or crushed leave dust. Making Photo Frame

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

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

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

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

Material required: Paper, water, different color poster color.

Procedure: Children are asked to wet the paper with different poster colors with brush. Children can observe the paint spreading because of the water in the paper.

Skills developed: Develops their fine motor skills of understanding cause and effect.

Material required: Uncolored art sheet, various color paints, leaves with projected veins, paint pallet. Procedure: The children are asked paint the back side of the leaf and print it on the art sheet with various colors. Skills developed: Fine motor skills, sensory skills.

Goals: To improve their knowledge of cause and effect, sensory awareness.

Vocabulary: Colors, Cold, Wet, Frozen / Melt, Salt.

Material required: Ice cubes, Food coloring (different colors), Salt (a bit), Plates, Eye droppers

Presentation: Take the food color and add a little water to make a concentrated color.

Ask the children to sit and give each a plate and an ice cube. Have the salt and food color ready.

Ask them to feel the ice cubes; can they describe whether it is hot or cold? Each can take a pinch of salt and sprinkle it on to their ice cube and observe as it melts making pores in to the ice. Explain how salt creates a melting action in the ice and makes little holes inside. Give each child an eye dropper and demonstrate how it is used to fill with the liquid when it is pressed. They then add a couple of color to their ice cubes and observe how the colors go inside the ice cube transforming the color of the ice cube. They can also add two different colors combined to make a new color (example: red + blue = purple, yellow + blue = green).

STICKING PUNCH DOTS

Goal: To develop their fine motor skills, pincer grasp, eye hand coordination, cognitive skills and their creativity, spatial awareness skills, sensory skills.

Material needed: Different punched dots of paper or, glue, uncolored art sheet or pictures related to the theme.

Procedure: Motivate children before starting the activity, keep required materials ready before starting an activity. Give each child an uncolored art sheet or outline of few shapes drawn on the plain sheet and present them the way to stick the punch dots inside the given space. Apply glue on the picture wherever required. Ask them to pick the punch dots using the thumb finger and to stick inside the picture wherever required.

Skills developed: Develops their finer grasp, eye- hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Variation: They can also create their imaginary pictures using shapes. For example fish with one oval and three triangles.

Material required: Cotton, White color tissue paper, red color paper, glue, waste paper.

Step: 1 :- Take the waste paper and crush it and make like a ball of three different sizes (e.g. big, medium, small).

Step: 2:- Wrap all the three sizes with a tissue paper and stick one above the other with glue keeping the biggest at the bottom.

Step: 3:- Take the red color paper and cut out 2 small circles for eyes and long strip for muffler.

Step: 4 :- Stick the eye on the small circle and the strip around the neck like a muffler. Take cotton and stick all over the body of the snow man.

Then the snow man is ready.

• What happens when salt is added?
• What change occurs when color is added to the ice cube?
• What color is the ice cube now?
• How does the ice cube change its color?
• What happens when red and blue is mixed?

Variation: Add small plastic toys to be frozen. If a small thread is placed on the ice cube it will stick to it and the kids can lift the ice cube.

Skills developed: Cognitive skills of cause and effect Logical thinking skills Sensory development Color combinations

Visual discrimination.

Conclusion: This activity helps the kids to understand the concepts of water freezing to make ice, and develops their sensory awareness.

Goals: To help them understand the concept that oil and water do not mix because of the cohesive force between oil molecule pull them together and water molecules don't attract oil. And understand the concept about density of water increasing when salt is added.

Vocabulary: Attraction, force, polar molecule, non polar molecules, density, floats etc.

Material required: Boiled egg, two cups, water, eye dropper, salt, 2 spoons of cooking oil.

Introduction and Presentation: Floating of oil: Place necessary material on the table. Place a drinking offis with water. Add two drops of oil to the water with eye dropper. Observe the oil in the glass floats on the water. Explain the children how oil floats in the water. Floating of egg: Take a cup of water half filled and lower the boiled egg in to it. Start adding salt to the water. Slowly the egg will start floating. First the egg will sink because the density of boiled egg was high. But after adding salt to the water the density of water increased and became greater than boiled egg and made egg float.

Observation: Observe the oil in the glass and egg floating in the water. Before adding salt to water how egg was and after adding salt so water observe the changes occurred.

Reason: Cohesive force between oil molecules attracts each other and density of oil is less than water which made oil to float on water as droplets. Boiled egg sinks before in water because density of egg was higher. Salt increased the density of water made egg float in water.

• Why is oil floating in water?
• Why boiled egg sinks before in water?
• What happened to the water after adding salt?
• What is the shape of oil dropper?
• How does egg float now?

Skills developed: Visual skills Cause and effect Logical thinking Language skills of expressive and receptive

Conclusion: Conclude by giving explanation about density of substance.

Goal: To develop their direction skills, gross motor skills, auditory skills

Presentation: Children are encouraged to stand in a circle. They are asked to do body movements for action rhymes or for the music or to the instructions e.g. freeze to your left. They hear the word freeze being told by the mentor. They have to stay still in what position they are. Whoever moves will be out of the circle as a catcher. When they hear the word melt they can move.

Skills developed: Develops their direction skills, gross motor skills, auditory skills.

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

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

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

Vocabulary: Sort, beans, bake.

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

Material required: Baked beans and plates.

Presentation: Have all the materials ready for the activity. Give each child the materials in a plate. Give each child different types of baked beans and show them how to sort according to their shapes/size/colors. Ask them to feel the different textures

• Ask them to count the beans.
• Ask them to name the colors and size of given beans.
• Ask them about the texture

Skills developed: Cognitive skills Pre math skills Fine motor skills Eye hand coordination

Conclusion: By this activity they will be able to understand and classify the objects according to the colors, size, texture, and shape.

Goals: To improve their oral motor skill, language skill, cause and effect

Vocabulary - Blow, straw, leaves, feathers, air

Material required: Straws, feathers, leaves.

Presentation: Make each child sit at the table. To present the activity, take straw and put some feathers or leaves on the table. Holding one end of the straw to your mouth and the other end above the leaves or feathers, start blowing through the hole. Then demonstrate how when you blow the feathers or leaves they will move. Ask each child to blow into a straw or a whistle. What happens when they blow? Give some heavy objects and ask them to blow it.

• When we blow what comes out?
• What happens when we blow the feathers or leaves with straw?
• What helps the leaves of trees or plants to move?
• Can we move heavy objects by blowing?
• What happens when you blow a whistle?

Variation: Then can even blow water, beads, wooden chips etc.

Evaluation: Evaluate each child's ability to blow with straw or whistle. Evaluate their oral motor skill, their concentration on the activity, their understanding of cause and effect.

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

Goal: To develop their eye hand coordination in changing from one position to another.

Presentation: Draw two circles or keep two hoops away from each other.

Place more balls in one circle and keep the other circle empty.

Each child has to gather the balls fast from one circle to another (carrying only one ball at a time) within a given time.

Skills developed: Eye hand coordination. Gross motor skills. Persistence in accomplishing a task. Pre math skills of estimating. Coordination involved in changing from one position to another.

Variation: They can play gathering game with balloons, stuff animal toys, vegetables depending upon the theme.

Presentation:In this game select one child to be the leader. The other stand facing the leader and copy the movements the leader does. In this the children learn to do different actions or movements.

Skills developed: Visual discrimination, gross motor skills.

Variation: Monkey see, monkey do.

Material required: Color papers with outline (different colors), glue, plain sheet, and safety scissors.

Procedure: Provide each child a set of color paper to cut on the outline (as shown in figure) of different colors, using safety scissors and ask the children to stick it in sequence using glue. Show them the model to get an idea.

Skills developed: Fine motor skills, eye hand coordination.

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

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

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

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

Vocabulary: Kolam, designs, patterns, math, fine motor, gross motor, pre-writing

Material required: Kolam powder (rice flour), samples of some designs, pictures

Introduction and presentation: You 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.

• What are the body parts we use for writing?
• What are the materials we use for writing?
• Which is your favorite writing tool?
• Can they write without using their thumb?

Closing: Talk about the designs, patterns which the kids draw, write.

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

Variation: They can write with rava. Give them 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 pattern.

Goals: To improve their Fine motor skills. Pre math skills of arranging and counting, Cognitive skills of exploring cause and effect, Sensory awareness skills (tactile).

Vocabulary: Twigs, Small, Long, Thin, Dry, Wet

Material required: Dried thin twigs, leaves

Preparation: Before starting the activity keep twigs and leaves ready

Presentation: Show them how to make holes on the leaves using twigs. Tell them to hole the twigs in one hand, the leaves in another hand and encourage them to put hole on the leaves by using twigs.

• What is the color of the twig?
• What is the color of the leaves?
• Can you break a wet twig? Why only dried twig?
• How many holes do you made on the leaves using twigs?
• What is the texture of the twig?

Evaluation: Evaluate child's ability to count, their eve hand coordination, language skills, concentration and

Goal: To develop their gross motor skills.

Presentation: Hop:-Children are asked to stand on one foot and move from one place to another by hopping. Crawl: - Children are asked to sit on their knee and to move using hands and knee.

Creep: - Children are asked to lie down on the floor, on their tummy and move using hands and leg in lying position (like snake). Swim: Children are asked to lie on the floor and they are asked to move their hands and legs and do swimming action

Skills developed: Develops their gross motor skills.

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

Presentation: Divide the children in to two groups A and B. One child from group A will makes an animal sound, roaring or barking or meowing etc. 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.

Skills developed: Auditory skills. Observing skills. Thinking and memory skills.

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

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

Introduction and presentation : Motivate children to sit and present them the ways they can do vegetable printing. Give them the vegetable which is cut in to different shapes or patterns ask them use paint brush to apply paint on vegetable or dip it in the paint. Ask the children to make impressions or print on the art sheet.

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

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

Material required: Uncolored art sheet, tooth brush, different colored poster colors, combs.

Introduction and presentation: Encourage children to sit for the art and explain them 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 bristles pointed down towards paper.

Guide children to use their thumb finger to move the bristles of tooth brush or they can move the comb. When they move the bristles of the tooth brush, the paint is sprayed on the art sheet.

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

Goals: Familiarize them to identify the materials with different temperature and moisture levels.

Vocabulary: Hot, Cold, Warm, Wet, Dry, Moisture, Sunny, winter

Material required: Hot water bag, Ice pack, Thermal tablets.

Presentation: Thermal sense can be felt by kids by touching the thermal tablets, hot water bags, Ice pack.

• What happens when we touch something very hot?
• · What happens when we touch something very cold?
• · Which is the coldest place on earth?
• · Which is the hottest place on earth?
• What is the difference between hot and warm?
• · Name the materials which are cold?
• · Which is the item in the house which keeps materials cold?
• · Which is the item used to cook and warm food?
• How do we feel on a sunny day?
• · How do we feel on a winter day?
• What dress do we wear on a sunny day?
• · What type of dress we wear on winter days?
• · Name the thing in the sky which is hot?
• · When do we call an object is wet?
• · When can we call an object is dry?
• · How can we make something wet to dry?

Evaluation: First ask them to do with their eyes open, and then with eyes closed. Note down the results. Reinforce the thermal sense when they have their lunch and snacks. Premath skills, Comparing, Tactile discrimination, Language skills

Conclusion: Analyze whether they can identify various objects tested on the thermal and moisture level correctly

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

Vocabulary: Peeling, peas, double beans.

Material required: Peas, plate.

Introduction and presentation: Demonstrate how to peel the peas or double beans using their thumb and index finger. Demonstrate them how to remove the seeds from the peas or double beans.

Encourage them to do peel the peas or double beans and remove the seeds from it.

• · What is the color of peas or double beans?
• · Can you peel the peas without using your thumb finger?
• What is the color of seeds?
• · How many seeds are there in beans?

Evaluation: Evaluate each child's ability to peel peas or double beans.

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

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

Goal: To develop their gross motor skills, balancing

Presentation: Child has to keep their leg apart and walk this is called stride walking. We can ask them to do normal walking and stride walking alternatively as a variation.

Skills developed: Gross motor skills. Balance.

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

Presentation: Children are asked to blow bubbles or feathers.

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

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

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

BLISS CURRICULUM

Theme: Biomes

Topic: Talk about what are Biomes and about Rain forest Biomes

Vocabulary: Biomes, Rain forest, Climate, Location, Community, Penetrate, Densely, Eco system, mid air etc

Material Required: Pictures, Books related to the topic

• · Children are invited to the new topic and explain them about Biomes.
• Biome is the climate and location where a community is found. There are many types of Biomes on the Earth.
• · Rain forest is the liveliest eco system on earth.
• Trees here have leaves so densely packed that they look like a large, green blanket in mid-air.
• · Sunlight can hardly penetrate through this green leaves.
• · Rain forest produces oxygen for us. World's largest rain forest is in Amazon.
• Tropical and temperate are two types of rain forest.
• Rain forest has warm climate and plentiful rains.

● In tropical rain forest it is warm the whole year. days and nights are much the same. It has more plants than any other places. These temperate rain forests are home for animals like squirrels, fox, skunk rabbits etc. In temperate rain forest the winter season is cold and snowy. Moss and ferns grow in abundance in tropic rain forest.

• What are Biomes?
• · Which is the liveliest Eco system?
• · What are the two types of rain forest?
• Which is the world's largest rain forest?
• How rain forest does favor plants and animals life possible?
• · Why are rain forests so important?

Closing: To make them understand the new concept and recollect the facts

Evaluation: Language skills, Auditory skills, Expressive skills, Receptive skills

Topic: Discuss about Polar Regions

Vocabulary: Earth, Polar, Inhospitable, Arctic, North, Microscopic animals, Primitive, Vegetation etc.

Material Required: Ice cubes, Pictures, Books etc

• · Earth has two Polar Regions. North Polar Region and South Polar Region. • These regions are very cold and remain covered with snow for most of the year. There is no permanent human habitation in the southern polar region, because of the inhospitable weather.

· Arctic region is located around the North Pole. Polar people live in Arctic Regions. Polar Bear, Arctic Fox, Wolverine, Cod, Flat fish, Arctic birds such as Arctic tern are seen.

· In South Polar Region, animal's life is not possible since there is no vegetation, only microscopic animals and primitive insects commonly survive.

· Other animals found in Antarctica include indigenous Penguins, Dominican gulf, Albatrosses, Whales and Seals. Other forms of sea life include krill, sea anemones squids and various fish.

• · How will the climate be in Polar Region?
• · What are the two Polar Regions?
• · Is life possible on South Polar Region?
• · Where life is possible?
• · Which is the common bird in Polar Reqion?

Closing: Recollect the information about the new concept

Evaluation: Language skills, Expressive skills, Receptive skills, Auditory skills

Extension: Children can be given ice cube to feel and connect it to the topic.

Topic: Discuss about Fresh Water Biomes

Vocabulary: Habitat, Fresh water, Lakes, Wet lands, Rivers, Baikal, Nile, Originates, Exit, Swamp, Marsh etc

• Fresh water habitats come in a variety of forms.
• · Lakes, rivers and wet lands are three different types of the fresh water biome. Lakes are bodies of standing water. When the lakes are so large we call them seas. Not all lakes are fresh water lakes.
• · Rivers are bodies of flowing water that usually exit into oceans or seas. Head water is where a river originates.
• Lake Baikal is the world's deepest lake.
• · Nile River of Africa is the longest river on earth.

● Wet lands are areas of land not far from lakes, rivers or coast lines that have slow moving (or) standing water covering them. If a wet land is near a sea, it is salt water wet land; otherwise it is a fresh water wet lands are not much deeper. Two well known wet lands are swamps and marshes. We can find frogs, snakes, snails, dragon flies, crocodiles, alligators, turtles, flamingos and fish etc.

• Where do we get fresh water from?
• · What are lakes?
• · Where do rivers go?
• · Which is the longest river?
• Which is the deepest lake?
• What are wet lands?

Closing: To make them understand the new concept and recollect the facts.

Evaluation: Observe how well they understood the concept Language skill, Expressive skill, Auditory skill, Pre-math skill and Receptive skill

Topic: Discuss about Oceans

Vocabulary: Oceans, Organic matter, large animals, Essential, Transportation, Trade, Periodic rise, Gravitation pull, Waves, Friction, Tide

Material Required: Pictures and books related to the topic

Presentation: Oceans are large, salt water bodies.

• · All the oceans of the world are connected to each other.

• · Ocean water is a solution of several mineral salts and dissolved organic matter.

• · Oceans are home to several small and large animals, plants and plant like organisms.

• · Oceans provide us with a variety of natural resources like food, minerals, medicine and energy. Oceans are also essential for transportation and trade.

• · Tide is the periodic rise and fall of the ocean water.

• Tides are caused by the gravitation pull of the moon on earth.

• Waves are caused by winds blowing above the surface of water in the wind blows it causes firstion between air and the water molecules. Energy in the friction is transferred to the water and waves are formed,

• · What is ocean?

• · What will be the taste of ocean water?

• · Why ocean water is salty?

• When do tides occur?

• · When do waves occur?

• · Why ocean plays an important role on earth?

Closing: To make them understand the new concept and recollect the facts

Evaluation: Observe how well they understood the concept Cognitive skills, Language skills, Auditory skills

Topic: Talk about Grass lands and Deserts

Vocabulary: Grass lands, soil, temperate, grazing, herds, tropical, temperature, shrubs, landscape, mammals, season, hump, desert, rain fall, oasis, sand dunes, Sahara etc.

• · Grass lands are one of the biomes.
• · Grass lands are large areas covered by grass and grass like plants and trees are rarely found here.
• Even the soil of most grass lands is also too thin and dry to support the growth of trees.
• · Grass lands are drier than forests but not as deserts. Grass lands are of two types temperate grass lands and tropical grass lands.

● The open landscape and widely spaced trees of grass lands provide land for grazing herds of mammals such as Zebra, Bison etc.

• · Animals travel for long distances to find food and water in dry season.
• In temperate grass lands trees and large shrubs are totally not found, where summers are cold and rain fall is low throughout the year.
• · Temperate grass lands are divided into two tall grass areas and short grass areas.

· Tropical grass lands are found in areas with relatively high temperatures and seasonal rain fall. These grass lands remain green throughout the wet season and change to golden brown color in the dry seasons. They have tall, uniform grass.

· Desserts are dry, sandy regions with extremely hot conditions. These regions receive less rain fall. Deserts are hot during the day and cold at night. This happens because sand absorbs much heat during day time making it very hot and releases the heat at night making the region cold. Sahara desert in the world. Sand dunes are hills of loose sand formed in deserts. An oasis is fertile area within a desert. It is formed when a pool of water is trapped between two rocks under the desert floor. Most desert animals are active at night. Camel is the most important animal in the desert. Camel can go for days without food and water. They store fat in their hump and water is produced from the fat during digestion.

• · What are Grass lands?
• What are deserts?
• · How will a grass land look?
• · Name the animals that survive in grass land?
• Why do most herbivores live in grass lands?
• · Where will animals go in dry season?
• What are the two types of grass lands?
• · Which is the largest desert?
• · Which is the most important animal in the desert?
• · What is Oasis?

Closing: Recollect the information told with more pictures

Evaluation: Evaluate their knowledge about the topic and record it for further progress. Language skills of Expressive, Auditory skills, Pre-math skills of understanding tall, short etc.

Extension: Children can be given hot bag to feel and relate it to the topic. Desserts are hottest than the hot bag. Camels have designed foot to walk on hot sand etc.

Material required: Real leaf or plastic leaves, uncolored art sheet or plain sheet.

Procedure: Children can dip the real leaves or plastic leaves in to different poster colors and do the printing on the sheet. Skills developed: Fine motor skills, tactile skills.

Material required: Sketch pen of different colors, sketch pen blower, uncolored art sheet.

Procedure: Each child is given a sketch pen fixed with a blower and they are asked to blow. Keep it directly just above the art sheet which has to be colored. Children can observe the paint spreading on the paper while they blow.

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

Goals: To improve their fine motor skills, eye hand coordination, math skill, language skills.

Material required: Different type of leaves.

Vocabulary: Leaves, pluck

Introduction and presentation: To present this activity make the children sit at the table. Take a twig which contains leaves in one hand and show how to pluck the leaves one by one with thumb and fore finger. After plucking make them count the leaves, and then tell what is the size, color and uses of the leaves. Even show how to string the leaves by making hole in it and string it with string / wool.

• What is the color of the leaves?
• Name different types of leaves.
• Which fingers do we use to pluck leaves?

Closing: Talk about the different size of leaves and its uses.

Evaluation: Evaluate each child's ability to pluck leaves with thumb and forefinger, their math skill, their language skills their eye hand coordination.

Variation: Thev can even pluck flowers.

Goals: To improve their pincer grasp, intrinsic muscle control, eye-hand co-ordination.

Vocabulary: string, threading, leaves.

Material required: Thread, leaves.

Introduction and presentation: Explain and show them how to string thread. Encourage and help them to do the same.

• Can we string a very tiny object?
• Can we do stringing with one hand?
• Count the number of leaves which you have stringed?

Closing: Ask them what all materials they can thread (or) to be string, what all we cannot string.

Evaluation: Evaluate each child's ability to string the various objects, record the observations for further use, and ask them to count the leaves.

Goal: To develop their fine motor skills and their balancing skills, eye and foot coordination.

Presentation: Place some leaves on the ground. Ask the children to pick the leaves using their toes.

Skills developed: Fine motor. Eye and foot coordination. Balancing.

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

Presentation: Welcome the kids to gather in a place and multiple will be given at once to them. For example: Take three jumps from position, crawl into the blue sliding board, balance on yellow beam, take the yellow ball drop it into the basket and get back to position. Observe how many commands they can remember and follow in the right sequence.

Skills developed: They develop gross motor skills, receptive language skills, spatial awareness, listening skills, balancing skills.

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

Material required: cotton, gum, different types of biomes picture.

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

Skills developed: Fine motor skills, texture skills of understanding the uses of cotton

Material required: Cotton, White color tissue paper, red color paper, glue, waste paper.

Step: 1: Take the waste paper and crush it and make like a ball of three different sizes (e.g. big, medium, small).

Step: 2:- Wrap all the three sizes with a tissue paper and stuck one above the other with glue keeping the biggest at the bottom as shown in the below.

Step: 3:- Take the red color paper and cut out 2 small circles for eyes and long strip for muffler.

Step: 4 :- Stick the eye on the small circle and the strip around the neck like a muffler. Take cotton and stick all over the body of the snow man.

Variation: Instead of using crush paper and tissue paper you can use cotton for full body or stones (according to size).

Goals: To improve their knowledge of cause and effect, sensory awareness.

Vocabulary: Colors, Cold, Wet, Frozen / Melt, Salt.

Material required: Ice cubes, Food coloring (different colors), Salt (a bit), Plates, Eye droppers

Presentation: Take the food color and add a little water to make a concentrated color. Ask the children to sit and give each a plate and an ice cube. Have the salt and food color ready. Ask them to feel the ice cubes; can they describe whether it is hot or cold? Each can take a pinch of salt and sprinkle it on to their ice cube and observe it melting making pores in to the ice. Explain how salt creates a melting action in the ice and makes little holes inside. Give each child an eve dropper and demonstrate how it is used to fill with the liquid when it is pressed. They then add a couple of drops of color to their ice cubes and observe how the colors go inside the ice cube transforming the color of the ice cube. They can also add two different colors combined to make a new color (example: red + blue = purple, yellow + blue = green).

• What happens when salt is added?
• What change occurs when color is added to the ice cube?
• What color is the ice cube now?
• How does the ice cube change its color?
• What happens when red and blue is mixed?

Variation: Add small plastic toys to be frozen. If a small thread is placed on the ice cube it will stick to it and the kids can lift the ice cube.

Skills developed: Cognitive skills of cause and effect

Logical thinking skills. Sensory development Color combinations. Visual discrimination.

Conclusion: This activity helps the kids to understand the concepts of water freezing to make ice, and develops their sensory awareness.

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

Vocabularv: Peeling, cotton,

Material required: Cotton

Introduction and presentation: Make the children to sit near the table and show them how to peel the cotton seeds and make thread by rolling the cotton on the palm. Encourage them to peel and roll the cotton. Explain about the uses of cotton.

• Ask them about the texture of cotton?
• Is cotton heavy or light?
• What is the color of cotton?
• What happens when we roll the cotton with our palm?

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

Evaluation: Evaluate each child's ability to peel cotton and making thread from cotton.

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

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

DAY 2 : GYM

Goal: To develop their gross motor skills.

Presentation: Divide the children into two teams call one child from one team and ask that child to walk like an animal. The other team children have to identify which animal's walk, the child has imitated. Both the team will take their turn one after the other.

Skills developed: Develops their gross motor skills, language expressive skills.

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

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 and to jump, turn and do the same and go back to position. Observe them how well they are able to do it.

Skills developed: It develops their balance, spatial awareness when they hop on one foot and their gross motor skills while jumping. Develops their visualization skills if they are able to do with eyes closed.

Extension: They can try closing their eyes.

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

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

Skills developed: Develops their fine motor skills, eve hand coordination,

Material required: Different colored kite papers, glue, uncolored art sheet.

Procedure: Ask the children to crush the color paper in to small balls and stick it with glue on the given picture.

Skills developed: Fine motor skills of pincer grasp, circular movement

Goals: To improve their whole hand muscles movement, Fine motor, Cognitive skills of understanding cause and effect.

Vocabulary: Crushing, Paper, Pincer grasp

Material required: Papers.

Presentation: Keep papers, ready before starting an activity. Show them how to crush the paper using finger and palm. Tell them to crush the paper using fingers and palm.

• How does the paper look?
• What is the shape of the paper?
• Can we crush cardboard?

Skills developed: Pincer grasp. Eye hand coordination. Tripod grasp Math skill

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

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

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

Introduction and Presentation: Make the children sit in a circle. Give each child turn to hold the magnetic fishing stalk and catch the magnetic fishes. They have the stalk according to the position of the tov 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 with the magnetic stalk and the toy fishes.

• Where do fishes live?
• Have you seen real fishes?
• Will a plastic be attracted by magnetic?
• Can fishes walk? Why?
• In this activity why fishes are attracted to the magnetic stalk?
• Can fishes live out of water?

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

Skills developed: Develops their fine motor skills. Eye hand coordination. Cause and effect relationships.

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

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

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

YOGA EXERCISE

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

Procedure: The children are asked to dip the sponge in 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.

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

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

Procedure: Children are told to hold the chalk holder firmly and color inside the given picture with different colored chalk. Skills developed: Tripod grasp, pre writing skills, eye hand coordination.

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

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

Material required: Sponge, water

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

• Can we squeeze a hard material?
• What happens when we keep sponge in water?

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

· What goes out when we squeeze a sponge?

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

Goals: To make them understand the concept of float and sink.

Vocabulary - Float, sink, heavy, light, liquid, solid.

Material required: Collection of the substances which float and sink in water, water, water tub.

Introduction and presentation: Make all the items ready on the table before showing the activity. Make the children to sit near the table. Tell them to put few stones, leaves, bits of paper, wooden chips, feathers etc in the water and tell them to observe it. Then tell them about the concept of float and sink. Ask them to put few different substances in water and observe the result.

• Can a stone float in water?
• Can a heavy object float in water?
• Feather will float (or) sink in water?
• What will happen when you put a stone in water?
• Will a paper boat float (or) sink in water?
• Why some objects float and some sink in water?

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

Skills developed: Cognitive skills of cause and effect, language skills.

Goal: - To stimulate their gross motor skills.

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

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

Skills Developed: This activity develops their gross motor skills.

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

Presentation: Children whoever 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.

Skills Developed: Develops their spatial awareness, hip muscles, gross motor skills, balance and co-ordination. Variation: Children can also do tumbling using their hands.

Goal: To develop their creativity, fine motor skills of understanding and exploring cause and effect. Material required: Uncolored art sheet related to the theme, sand or rava or salt, poster colors, texture toys (like small tyres etc).

Introduction and presentation: Encourage children to sit for the art and explain them the ways to do the texture painting. Children can also use texture toys to paint the pictures. They can observe the painting and feel the texture after the paint has dried.

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

Material required: Uncolored art sheet or plain sheet, different poster colors.

Procedure: ask the children to first fold the art sheet and unfold it again, now paint one half of the picture or put few droplets of paint on one half of the picture and fold the paper again and now children are asked to unfold the appear and observe the impression or designs formed on the paper.

Skills developed: Fine motor skills and eye hand coordination, cognitive skills of understanding cause and effect.

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

Vocabulary -Rough, smooth, hard, soft, blunt, sharp, funny, scaly, pokey, regular, Irregular, non sticky, elastic, non elastic

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

Presentation: Let them touch each texture and describe them about each texture, ask them to match objects of the same texture.

• Which is the opposite texture for rough?
• Which is the opposite texture for hard?
• What is tactile discrimination?
• Which texture we have to be careful?
• Name some materials which have silky texture?
• Which animal has very furry texture?
• Which animal has pokey texture?
• How do we feel when we touch a rough texture?

Evaluation: First evaluate with their eyes open and then let them identify the texture with their eyes closed.

Some children may be hesitant to touch few textures, talk to them and let them slowly involve in due course of time.

Record the observations. Reinforce the different textures when they eat lunch, snacks and when they play.

Skills developed: Cognitive skills of cause and effect, tactile skills and fine motor skills.

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

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

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

Material required: Semolina, Food color, Plates, Water Preparation: Have all the materials ready for the activity. Give each child a plate and make them sit at the table.

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

• What happened when we added the food color to semolina?
• What is the color of semolina?
• Did the texture change when we add water?

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

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

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

Goal: To improve their balance.

Presentation: Give the child a pot and ask the child to keep the pot on the head.

Ask the child not to hold the pot with their hand. Ask the child to hold their hands behind and walk a distance. Observe how well they can balance the pot on the head.

Skills Developed: This game helps in developing their co-ordination, balancing skills, their ability to sustain attention.

Goals: - To stimulate their observing skills, auditory skills, receptive language skills.

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

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

When any number is been called (say for example-3) child numbered 3 from both the team with come and pick the object. Whoever picks the object that team will get points.

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

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

BLISS CURRICULUM

Theme: land forms and water forms

Topic: Discuss about landforms, mountains and hills

Vocabulary: land forms, hills, valleys, canyons, plain, plateau, island, peninsula, desert, swamp, volcanoes, crater, beneath, crust, molten rock, erupts

Material required: pictures and books, models

• Land forms are of different types mountains, hills, valley, canyons, plain, plateau, island, peninsula, desert, swamp and volcanoes
• Mountains are very high and rocky. They are higher than hills.
• Mountains are generally larger and steeper than hills. Mountain is either sharp at the top or flat with a crater
• Mountains are formed anywhere on earth and even beneath the oceans
• Mountain are formed by movements in the Earth's crust
• Volcanic mountains are formed when molten rock from deep within the earth erupts and piles up on the surface
• The Himalayas are mountains. Mount Everest is the tallest one
• Hills are like mountains but smaller. Some hills used to be mountains, but they were worn down over many years by wind and rain.

• Name some land forms?
• What are mountains?
• Where do you see mountains?
• What are hills?
• Which is the tallest mountain?
• How mountains are formed?

Closing: To make them understand about the new concept

• Cognitive skills
• Receptive and expressive language skills
• Auditory skills

Topic: Talk about valley, canyons, plain and plateau

Vocabulary: Slopes, hills, valley, canyons, fertile soil, erosion, sedimentary rock, plateau, hill, cliffs etc

Material required: Models, pictures and books

• Valleys are low lying landforms surrounded by mountains and hills.

• Valleys are formed by ice or water erosion

• Valleys have very fertile soil and make excellent farmlands

• They extend through slopes, hills, and mountains, slopes down to a lake, river or ocean

• Vallevs are usually v-shaped or u-shaped, depending upon the rate of widening and deepening. The bottom of a valley is called its floor and its sides are known as valley walls or valley slopes

• Canyons or gorges are deep narrow valleys between cliffs. They are usually formed by the erosive action of a river. Canyons have very steep sides. They are mostly formed in areas of sedimentary rocks such as limestone rock.

• Plains are large areas of low. flat land. The flat middle part of the United States is called the Great Plains.

• Plateau is high like a hill, but flat on top like a plain. Plateaus are flat and uneven land at a higher level than the surrounding plains

• What are valleys?
• How are valleys formed?
• Have you seen valleys
• What are canyons?
• What are plains?
• What are plateau?

Closing: To make them understand about the new concept

• Cognitive skills
• Receptive and expressive language skills
• Auditory skills

Topic: Talk about is|and, peninsu|a, desert, swamp and vo|canoes

Vocabulary: Island, climate, desert, volcano, magma, mountain, peninsula, lava

• Explain the children about island tell them that when an area is surrounded on all sides of water it is called an island.
• Islands are important to us because they are usually beautiful and tourists enjoy visiting these islands are pleasant
• Give some examples like Andaman and Nicobar islands, Srilanka our neighboring country is an island
• Alandform which is surrounded by water on three sides and joined to the main land on one side is called a peninsula
• The best example we have is the southern part of Bharat which we call peninsular Bharat. It is in the shape of a triangle.
• Deserts are dry, sandy regions with extremely hot conditions. The regions receive little or no rainfall year after year.
• Deserts are very hot during the day and very cold at night. Thar desert in Rajasthan, Sahara in North Africa are few examples of deserts.
• Talk about the plants like cactus, desert liv, poison ivy etc are few plants and trees that are found in deserts.
• Deserts also have wide variety of animals including insects. birds. reptiles and mammals. The most important animal in the desert
• The wet muddy area which retains enormous amount of water in it is called as swamp
• Volcanoes are usually shaped like mountains. These are formed by powerful forces within the Earth

• What is an island?
• Name some is ands
• Why does tourist visit islands?
• What is the shape of peninsula?
• Name the neighboring country of Bharat which is an island?
• What is a desert?
• Name the important animal in the desert
• Name few desert plants
• How are days and nights in the desert
• How is the climate in desert
• Is the rainfall maximum in desert?
• What are volcanoes?

Closing: To make them understand about the landforms like island, desert, peninsula etc

• Cognitive skills
• Receptive and expressive language skills
• Auditory skills

Topic: Clouds, rain and snow, water falls

Vocabulary: Condensed, water vapor, precipitation, atmosphere, droplets, freezing, stream

Material required: picture and books

• Water forms are of different types as clouds, rain, snow, waterfalls, oceans, rivers, glaciers and lakes

• Clouds are visible mass of condensed water vapor. They are suspended in the atmosphere above the ground or higher lavers of the atmosphere.

• Rain and snow are the most common forms of precipitation

• Rain is formed by the process of evaporation. Water from the rivers, lakes and oceans evaporates and condense to form liquid droplets which form clouds. As these droplets become heavy, they fall onto Earth in the form of rain

• Snow is formed when the water vapor in the clouds turn into tiny ice crystals. It is formed in the atmosphere at temperatures below freezing point

• Waterfalls are most common in mountainous rocks. It is a sleep fall of a river or stream. They are usually formed when a river flows over a hard rock overlying a soft one.

• Name some different types of water forms?
• What are clouds?
• Where are the clouds suspended in the atmosphere?
• What is the most common form of precipitation?
• How the rain is formed?
• How the snow is formed?
• What is a waterfall?

Closing: To make the children understand about the different types of water forms

• Cognitive skills
• Expressive language skills
• Auditory skills

DAY : 5

Topic: Talk about oceans, rivers, glaciers and lakes

Vocabulary: glacier, reservoir, irrigation

Material required: pictures and books

• A lake is an inland body of water surrounded by land

• Lakes are natural reservoirs of water. They are important to us because they are a source of drinking water, irrigation, transporting goods etc

• Oceans are large, salt water bodies. The very large and deep areas of water are called oceans. The smaller areas of water are called seas

• All the oceans of the world are connected to each other. The pacific, Atlantic, Hindu, Arctic and Southern oceans form the major oceans

• Rivers are large bodies of fresh water that flow through land. Rivers mostly originated from a mountain or hill and fall into a sea

• Ariver can originate from a spring, a melting snowfield or a lake. They receive water continuously from different sources like streams, rainfal| or other river

• Amazon river is the largest river in the world and the Nile is the longest river in the world

• Glaciers are large, slow moving rivers of ice and snow. They are formed in the high mountain valleys and in polar regions, where the snow falls but never melts

• Which is the natural reservoir of water?
• What is a lake?
• In what ways lakes are important?
• What are oceans?
• Name the important oceans
• What are rivers?
• From where do the rivers receive water?
• Which is the largest and longest river in the world?
• What are glaciers?
• Where do the glaciers formed?

Closing: To make them understand the different types of water forms

• Receptive and language expressive skills
• Auditory skills
• Cognitive skills

Materiall required: Uncolored art sheet, newspaper, different poster colors.

Procedure: Children are asked to Mache the paper in to the Mache paper in to the different poster colors and print it on the given art sheet using it. They can observe the impression on the paper.

Skills developed: Develop their fine motor skills of understanding cause and effect

Material required: Pencil and pictures related to the theme/ plain paper.

Procedure: Give each child a pencil and picture related to the theme for shade inside the picture using pencil or draw a picture on a plain paper and shade it using pencil.

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

Goals: To improve fine motor skills, eve hand coordination. sensory skills, creativity

Vocabulary: Hill, slope

Material required: Semolina, Water, Plates, food color.

Introduction and Presentation: Get all the materials ready and have each child sit at a table.

Explain about Hill Explain that we are going to make a hill. Give each child a plate and pour half or quarter cup of semolina on each plate. Demonstrate how to make a hill with hands and fingers, making a hill like shape with the semolina and a bit of water. If required add color to the rava.

• What happens when you mix rava and water?
• What is the change in the texture after mixing rava with water?
• When color is mixed to rava what happens?
• What is hill?
• How does the hill look like?
• Name some hilly area.

Closing: Ask them to make mountain with semolina and water

Skills developed : Tactile skills, sensory skills, eye hand coordination,

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

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

Material required: Semolina, Food color, Plates, Water

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

Presentation: Put a small amount of semolina on each plate. Ask them to feel it.

Add a small amount of powdered food coloring and ask them to mix.

Add a bit of water and tell them to mix it with their fingers observing the color change, and feeling the texture.

• What happened when we added the food color to semolina?
• What is the color of semolina?
• Did the texture change when we add water?

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

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

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

Goal: To improve their balance.

Presentation: Give the child a cone and ask the child to keep the cone on the head. Ask the child not to hold the cone with their hand. Ask the child to hold their hands behind and walk a distance.

Observe how well they can balance the cone on the head.

Skills Developed: This game helps in developing their co-ordination, balancing skills, their ability to sustain attention.

Goal: To develop their fine motor skills, gross motor skills, eye hand coordination, focusing on an object.

Presentation: Plastic bottles can be filled with different colored water and arranged in row, one after the other or in a particular pattern. Children are asked to come one by one and roll a ball and bowl the bottle. Whoever bottles will be applauded.

Skills developed: Eye hand coordination, Fine motor skills, focusing on an object, Gross motor skills.

Goals: To develop their creativity, fine motor skills, eye hand coordination.

Material required: Plain sheet, different colors like blue, green, yellow, orange, white, black, brown etc, paint brushes, paint pallet

Presentation: Children are provided with required material.

They can paint a plain sheet with light blue or black on the whole page and let it dry.

Once it is dried, use other colors to draw like a mountain using brown, orange, red or yellow for sun or white for moon etc or create their own imaginary pictures.

Skills developed: develops their creativity, fine motor skills, eye hand coordination.

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

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

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

Activity: To tie simple knot using ropes

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

Vocabulary: Knot, rope, loop

Material required: Rope

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

• · What material do you use to tie a knot?
• · Why do we tie knot?

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

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

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

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

Vocabulary: Quantity, displacement, more, less, equal

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

Introduction and presentation: To present the activity keep the materials ready. Take a bow 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.

• · What happens when same quantity of rice is kept in two different size vessels. ● Will there be any change in the quantity.

Closing: Make the children to do the activity. Explain them that the quantity is same only the size of the vessel differs and it takes the shape of the container.

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.

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

Goal: To stimulate their balance, social skills of showing trust, spatial awareness skills.

Presentation: One child's eyes have to be closed and that child has to keep his/ her body loose.

Another child will hold that child's shoulder and drive or move him/ her in different direction.

The child whose eyes have been covered has to move flexibly as the driver moves him or her.

Skills developed: Spatial awareness skills. Social/ emotional skills of trusting others. Balancing.

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

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

They can also do rolling sideways on the wall.

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

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

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

Procedure: Children are asked to dip the bifferent poster colors and print it on the given art sheet. They can observe the impression on the paper.

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

Material required: Chart paper, scissors, color paper (green), brown, and glue

Take a chart paper and cut it in square shape. Cut the brown color paper in to small bits. Cut the green color paper in to thin long stripes.

Procedure: Step:1 Take the square chart paper and apply glue on it.

Step:2: Take the brown color paper bits and sprinkle all over the chart paper in the glue.

Step:3: Take the thin long strips of green paper, apply glue over the brown color bits and stick the long green strips on it

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

Vocabulary: Ladle, Measure, Tongs, Compare, Transfer, Quantity

Material required: Grains, Tongs, Ladles, Bowls

Presentation: Place the grains, tongs, ladles, and bowls on the table

Transfer the grains from one bowl to another using tongs. Measure the quantity of the grains being transferred.

Transfer the grains from one bowl to other using ladles, measure the quantity and compare the quantity of grains of 2 bowls.

• · How much grain can you transfer using tong, more or less?
• · How much grain can you transfer using ladle more or less?
• · Why only less grain comes when you use tong for transferring and why more grain comes when you use ladle?

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

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

Activities: Making a volcano with vinegar, baking soda and soap solution,

Goals: To improve their cognitive skills of observing, thinking, understanding cause and effect.

Content: Vocabulary: volcano, vinegar, lather, baking soda, pungent smell, pit, soap solution

Material required: Disposable cups, Baking soda, Vinegar, Soap solution, Red food color

Presentation:Place one cup with baking soda and one cup with soap solution. Mark them as A and B.

Add Vinegar and Add Red food color to both the cups.

Observe the lather formation. Lather formation with be more in the cup a with soap solution.

• · What is a volcano?
• How does vinegar smell?
• · What color will volcano be in?
• · Why does it fume when we add baking soda and vinegar together?

Evaluation: To evaluate child's ability to do the activity and their understanding of cause and effect.

Skills developed: Cause and effect Language skills

Conclusion: To make them understand what happens when we mix base and acid together.

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

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

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

The catcher will name a color. All others should find and touch that color will be the catcher.

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

Material required: Sketch pen of different colors, sketch pen blower, uncolored art sheet.

Procedure: Each child is given a sketch pen fixed with a blower and they are asked to blow keeping it directly just above the art sheet which has to be colored. Children can observe the paint spreading on the paper while they blow.

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

Material required: Cotton, plain sheet, glue.

Procedure: Give cotton for each child and they can peel the cotton in to small pieces. Draw the of a picture (according to the theme) on the plain sheet, apply glue on the picture and they can stick the cotton on it.

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

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

Vocabulary: Eye dropper, empty, full, half, water, cup.

Material required: Cup, Eye dropper, water

Presentation: Invite the children to the activity. Show them how to hold and press eye dropper in the release it and show and explain them how the water went inside the eye dropper in to the empty cup to fill it with water. Encourage them to do the same until to fill the cup with water.

What happens when we press the eye dropper in to the water? What happens when we release the eye dropper in to the cup? What is the color of water? What is the opposite of full?

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

Part 3: BEACH_ WORKBOOK (Teacher Created Material)

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

Vocabulary - Pouring, transferring, bowl, liguid, full, half, emptv, quarter, more, less.

Material required: Cups, measuring cups, water.

Presentation: Children can transfer or pour water 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.

• Can we lift a bowl with one finger?
• · Is it possible to carry water in hand without spilling?
• · Can we pick water if it spills?
• · Which is more, half cup or full cup?
• · Can we fill an empty cup and make it full?
• · What is the shape of water?
• · What is the color of water?

Evaluation: Evaluate how each kid is transferring without spilling, record the results for further analysis. Evaluate the terms they learnt

Skills developed: Develop their whole hand grasp, concept of displacement, Develops fine motor skills.

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

Presentation: Children are given oral instruction like "Simon says to do flying action". They have to listen carefully and follow the action. Instruction can be anything to stimulate children's interest.

Skills developed: Auditory skills, Receptive language skills, Gross motor skills.

Goal: To develop their eye hand coordination, coordination in changing from one position to another.

Presentation: Draw two circles or keep two hoops away from each other. Place more balls in one circle and keep the other circle empty.

Each child has to gather the balls fast from one circle to another (carrying only one ball at a time) within a given time.

Eye hand coordination. Gross motor skills. Fine motor skills. Persistence in accomplishing a task. Pre math skills of estimating. Coordination involved in changing from one position to another.

Variation: They can play gathering game with balloons, stuff animal toys, vegetables depending upon the

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

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

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.

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

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

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

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

Activity: To add color to ice cubes.

Goals: To improve their knowledge of cause and effect, sensory awareness.

Vocabulary: Colors, Cold, Wet, Frozen / Melt, Salt.

Material required:Ice cubes, Food coloring (different colors), Salt (a bit), Plates, Eye droppers

Presentation: Take the food color and add a little water to make a concentrated color.

Ask the children to sit and give each a plate and an ice cube. Have the salt and food color ready. Ask them to feel the ice cubes; can they describe whether it is hot or cold? Each can take a pinch of salt and sprinkle it on to their ice cube and observe it melting making pores in to the ice. Explain how salt creates a melting action in the ice and makes little holes inside. Give each child an eve dropper and demonstrate how it is used to fill with the liquid when it is pressed. They then add a couple of drops of color to their ice cubes and observe how the colors go inside the ice cube of the ice cube. They can also add two different colors combined to make a new color (example: red + blue = green).

• · What happens when salt is added?
• · What change occurs when color is added to the ice cube?
• What color is the ice cube now?
• How does the ice cube change its color?
• · What happens when red and blue is mixed?

Variation: Add small plastic toys to be frozen. If a small thread is placed on the ice it and the kids can lift the ice cube.

Evaluation: To evaluate the following skills

Skills developed: Cognitive skills of cause and effect, Logical thinking skills, Sensory development, Color combinations, Visual discrimination.

Conclusion: This activity helps the kids to understand the concepts of water freezing to make ice, and develops their sensory awareness.

Activity: Hanqing ice cube with a thread.

Goals: To help them to understand the concept of freezing point of water and salt lowers the freezing point of ice cube and melts it. The cold water re freezes the ice cube.

Vocabulary: Freezing point, melt, re freezes, trap, and plop- slowly drop.

Material required: Ice cube, glass of cold water, sewing thread, and salt.

Introduction and Presentation: Gently plop ice cube in to the glass of water, carefully place one end of the thread across the top of the floating cube. Where the the ice, sprinkle salt over it with a spoon. Wait for about 30 seconds and carefully lift the string. The ice cube will also come along with the thread.

Observation: Observe the changes occurring after adding salt to the ice cube which is in the cold water.

Reason: Salt lowers the freezing point of water, it metts thrice a little, Then thread sinks in to the little pool of water which re freezes, trapping the thread.

• · Why does ice melt?
• · What happened to thread?
• · How did ice cube get stuck to the thread?
• Whv did it refreeze?

Skills developed: Visual skills, Cause and effect, Logical thinking, Language skills of receptive and expressive.

Conclusion: Conclude by giving explanation of freezing point and melting point.

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

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

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

Goal: To stimulate their alertness, auditory skills, social skill of participating in group play.

Presentation: Children are asked to sit in a circle. One person will be walking around the circle for the song. When helshe hears drop it they can drop the object to one of them in the object should run and catch the person who dropped the object to him/her. The runner can sit in catchers now can pass the object to another person. Like that each one in the circle will get turn to be the catcher at the game.

Skills developed: This game improves their alertness, auditory skills, social skill of participating in group play. Song:

I sent a letter, to my father On the way, I dropped it. Post man came and, picked it up And put it, in his pocket.

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