1. India Workbook

Talk about different states and their capitals Color pencil coloring, Flag craft Matching name tags. Wrap and unwrap Walk on zigzag lines. Hit the target A-Anthem / B-Beautiful / C-Capital / D-Dance / E-Emblem / F-Flag / G-Government / H-History / I-Indian / J-Jute / K- Karnataka / L-Lion / M- Metropolitan / N-National / O-Occasion / P-Place / Q- Qutub Minar / R-Republic / S-State / T-Tradition / U-Union Territory / V-Village / W- West Bengal / X- Y- / Z-Zoo

Talk about different languages of each state. Sanctuaries and airports Sponge printing. Sketch pen tracing Displacement activity. Matching sounds Yoga, skipping

Discuss about the clothes we wear and dances of India Collage with cloth bits. Vegetable printing Tying knot. Making kolam dots Clap dance: Hula hoop

Discuss about the food we eat Smell painting. Bubble wrap printing Taste and smell. Spinning match. top Squattting, Crab walk

Talk about the monuments, rivers and mountains. Spray painting. Scrap book Sorting objects by colors. Estimating objects Marching, Blow bubbles

Topic: About India, States and Capitals Vocabulary: Country, Government, State, Capital, Continent, Metropolitan, Union Territory Material required:- Pictures, Map and Books

India is the seventh largest country in the world.Tthe capita of India is New Delhi. India became independent on 15August 1947. Independence gave us the right to choose our own government. The government looks after the safety of the country and the welfare of the people As India is a big country, it is difficult for the Central Government to understand and solve all the problems of all the people. That is why the country is divided into smaller parts called states. There are 28 states and 6 union territories. States have their own Government and union territories are under the Central Government. Chennai, Mumbai, Kolkata and Delhi are four metropolitan cities. Every state has its own capital like

And so on. The 6 Union Territories and their capitals are

Daman and Diu - daman

India is located in Asia continent, which is the largest continent. India National Anthem is Jana gana Mana and National song is Vande Mataram. Our National Flag consists of three colors (Saffron-sacrifice, white-peace, green-prosperity) and in centre there is a charka with 24 spokes. India has some neighbouring countries like Pakistan, Bhutan, Nepal,Srilanka, Bangladesh, Nepal, Maldives etc.

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

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

Receptive and Expressive skills Auditory skills Cognitive skill

Topic: - Language of each State, Airports, Sanctuaries. Vocabulary - Mother tongue, Airport, Script, Ascent, Regional Language, sanctuary, Gir, Sunderbans, National Park, Kaziranga, Bharatpur, Periyar Corbett, official etc.

• Tell them that all the 28 states have their own regional language. • In Tamilnadu the people speak in Tamil, Andhra Pradesh Telugu, Maharashtra Marathi, West Bengal Bengali and so on • The origin of the different languages is from Sanskrit. The accent of the languages are different. The official language of India is Hindi. • Most of the languages have their own script. • Tell them the language of their state is called as mother tongue. • There are over 400 languages spoken in India. • Talk about important airports of India. • Trishulam Airport in Chennai, Dum Dum in Kolkata, Indira Gandhi in Delhi and Shivaji in Mumbai. Apart from these airports there are small airports in other states. • Discuss about sanctuaries in India. • Gir forest in Gujarat, Sunderbans National park in West Bengal, Kaziranga National park in Assam, Bharatpur wildlife sanctuary in Rajasthan, Periyar wildlife sanctuary in Kerala, Corbett National park in Himalayas.

• Name the language spoken by the people of Tamilnadu • Name the language spoken by the people of Andhra Pradesh • Name the language spoken by the people of Kerala • Name the language spoken by the people of West Bengal • Name few famous Airports in India

Closing: To make the children understand about the different languages, Airports and sanctuaries in India. Evaluation: Cognitive skills, Visual discrimination, Expressive language skills, Auditory skills.

Topic: Clothes we wear and different dances of India. Vocabulary - clothes, trousers, sarees, turban, customs, tradition, costumes, dance. Material required: Pictures and books.

We need clothes to cover ourselves. People wear different types of dresses not only in different area but also in various seasons. Some dresses are common and popular throughout India. Sarees, salwar-kameez, trousers, shirts are worn all over India. One can often recognize the area to which a person belongs from his or her dress. In cities, most men wear trousers and shirts. Kurtas are also worn with pyjamas, churidars, dhotis and lungis. The lungi is called veshti in Tamilnadu and mundu in Kerala. Some men cover their heads with turbans or caps. The style of tying a turban varies greatly from Punjab to Rajasthan to Maharashtra to Karnataka. There are many tribes living in different parts of our country. They have their own typical dresses and customs. On special occasions like wedding and parties people wear formal dresses. These include suits with ties, sherwani, sarees etc. In India every state has its own dance form. Indian dance history is thousands of years old. The dance form of Tamil Nadu-Bharatnatyam, Maharashtra-Lavni, Andhra Pradesh-Kuchipudi, Assam-Bihu, Kerela-Kathakali, Gujarat-Garba etc. Different states have their own traditional costumes for their dances.

Closing: To make the children understand about the different clothes worn in India and dances of different states. Evaluation: Cognitive skills, Visual discrimination, Expressive language skills, Auditory skills

Topic: Talk about different food we eat in India. Vocabulary: Occupation, agriculture, jowar, bajra, spices, Dhokla, Rasgula, chola-bhatura etc. Material required - pictures and books.

• The main occupation of the people in India is agriculture. The farmers in our country grow many types of food grains, vegetables and fruits.
• In the Northern states, people generally eat wheat and rice. In the desert state of Rajasthan food grains like wheat, jowar, bajra are commonly eaten.
• Rice is the main food in the eastern and southern states of India.
• Besides food grains, we also eat pulses, vegetables and fruits. Our country produces a large variety of these.
• Variety of sweets are also made in every state of India.There are some dishes which are made on special days like festivals and weddings.
• People who eat eggs, fish and meat , are called non-vegetarians People who do not eggs, meat and fish are called vegetarians.
• Oil is need for cooking food. Ghee, mustard oil, groundnut oil, coconut oil etc are produced in India.
• Many kinds of spices, such as cloves, chillies, turmeric, pepper, cardamom are grown in India.
• Spices make food tasty and colorful. Spices have made Indian food popular all over the world.
• The special dishes like dhokla of Gujrat, Idli, Dosa of Tamil Nadu, Rasgula of West Bengal, chola-Batura of Punjab etc are popular dishes of the states.

Closing: To make them understand and know about the different food in India and what all are produced in our country. Evaluation: Cognitive skill, Visual discrimination, Expressive language skills, Auditory skills

Topic: Talk about monuments Vocabulary: Monuments, Redfort, Jantar Mantar, qutubminar, Amritsar, shore temple, tourists, hoists. Material required: pictures and books representing the topics.

India is one of the most beautiful country in the world. There are many famous monuments in India. India gate, Red fort, Jantar Mantar, Qutub Minar are some famous monument in Delhi. Tajmahal in Agra, charminar in Hyderabad, Gateway of India in Mumbai, Golden temple in Amritsar, shore temple in Mahabalipuram are some important monuments. Some more monuments like Hawa Mahal in Jaipur, Mysore Palace, Vidhana Sabha in Bangalore etc are places to visit. Each state of India is well known for something. People from all over the country like to visit India to see the monuments, National parks, lakes etc. The people who visit different places from different countries are called tourists. There are many places in each state of tourist interest. On 15 August every year, the Prime Minister hoists the National flag at the Red Fort.

Where is India gate located

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

Material required: Color pencils of various colors, uncolored picture. Procedure: Children can select the color pencils of their choice related to the picture and color the picture. Encourage the children to color mostly inside the picture holding the pencil firmly. Skills developed: Tripod grasp, eye hand coordination, prewriting skills.

Material required: Color papers (orange, green), scissors, glue, straw or ice cream stick, white sheet or chart paper, blue sketch pen or pencil. Preparation: Take the white sheet and cut into a rectangle shape and make three equal folds. Cut the orange color in the size of one fold of white sheet. Cut the green color paper in the size of another fold of white sheet.

Step:1 Take the white sheet which is folded equally in three parts. Step:2: Stick the orange color cut out and stick on the first part Step:3: Stick the green color cut out paper and stick on the third part Step:4: Draw a chakra with blue sketch or pencil with 24 spokes in the middle part Step: 5: Stick the flag on the straw or ice cream stick with glue. Variation: We can use water color, pencils or crayons instead of color paper

Goals: To improve their reading skills, language skills. Vocabulary: tag, names of plants and trees Material required: Plain paper, Pen/ marker, Scissors Introduction and presentation: Make each child sit. To present the activity cut the paper with safety scissors making strips. Write name of different states in each piece of paper with pen or marker. Then keep all the name tags on the table and ask the children to find a particular state name.

Closing: Talk about some plants and trees and ask about its starting sound. Check whether they can read the given states name. Evaluation: Evaluate each child's ability to recognize alphabets, their language skills, reading skills.

Goals: To improve their fine motor skills, eye hand coordination, sensory awareness, Vocabulary: Wrap, unwrap, Material required: Color paper/ newspaper, small objects Introduction and Presentation: Present the activity by wrapping any object with color paper or newspaper and then show how to unwrap gently and slowly. They can identify the objects which are wrapped blindfolded. Tell them for what occasion or purpose we wrap 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 activity, and their creativity.

Goal: To develop their gross motor skills, eye and foot coordination and balancing print. Presentation: A straight line or a zig zag line or a crooked line or animal foot prints, bug prints, floral prints can be drawn on the ground. Children are asked to walk on it with balance. Skills developed: Eye foot coordination. Balancing skills. Gross motor 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 hit the ball on the given target Encourage them to hit it correctly on the target. Skills developed: Eye hand coordination, fine motor skills and gross motor 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, sensory skills, cognitive skills of knowledge of various colors and cause and effect.

Material required: Plain sheet, pencils or crayons or sketch pen, stencils (related to various themes) or a block or a shape. Procedure: Provide plain papers to the children and give them a stencil or a block or a shape and ask them to place it on the paper and ask them to hold it firmly with other hand and trace the stencil or block or shape, inside or outside.

Activity: To show them the same quantity of materials in different containers. Goals: To improve their cognitive skills of comparing, measuring, sustaining attention, language skills. Vocabulary: Quantity, displacement, more, less, equal Material required: Rice/ flour, different shape and size bowl or glass. Introduction and presentation: To present the activity keep the materials ready. Take a bowl of rice and show them the quantity, then take the same quantity of rice and pour it in a glass. Show them the rice kept in different vessels and ask the child which is more/ less/ or whether it is equal.

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.

Activity: To match animal sounds to animals. Goals: To improve their auditory skills, oral motor skills and cognitive skills. Vocabulary: Chirp, bark, meows, roar, etc. Materials 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).

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

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.

Goals: To develop their fine motor skills, pincer grasp, eye hand coordination, spatial awareness, and tactile skills. Material required: - Glue, uncolored art sheet, cloth bits. 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 pick the bits of cloths and stick on the glue inside the picture. They can also stick the bits of cloths in particular pattern. Skills developed: Fine motor skills, pincer grasp, eye hand coordination, spatial awareness, and tactile skills.

Topic: Vegetable printing. Goal: To develop their creativity, fine motor skills, cognitive 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, tactile skills, cognitive skills of understanding 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. Them show how to insert one end of rope under the loop and take it out then pull both the ends forming a simple knot.

Closing: Make them to tie a knot and ask them to show how to tie knot. Evaluation: Evaluate each child ability to tie knot their coordination involved in tying, their language skills.

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.

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, memory skills, gross motor skills, emotional skills of enjoying and social skills. 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

Explanation: Arrange the hula hoops in a path on the floor. Encourage the children to jump from the centre of one hoop to another. Hold the hula hoop or suspend a hula hoop from the ceiling and encourage the children to toss balls through the hoop. You may also lay the hoop on the floor and have children toss the ball in to the hoop from behind a line. Skills developed: Eye and hand coordination, gross motor skills. Variation: You can also make them to hop, jump in and out of the hula hoop.

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

Material required: 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 absorb the impression on the paper. Skills developed: Develop their fine motor skills, cognitive skills of understanding cause and effect.

Goals: Familiarize them with different smells, ability to differentiate and match, identify the smells. Familiarize them with different tastes, ability to differentiate and identify the different tastes. To make them aware of gustatory discrimination Vocabulary: Smell, nose, olfactory, pleasant, pungent, strong, taste, taste buds, gustatory sensation, bitter, sweet, sour, salty, and spicy. Material required: Different smelling objects/materials in similar boxes with small openings to smell. (Clove, Elachi, vanilla, etc.) Two boxes of each item consisting of same materials kept in non transparent boxes. Different products with variety of tastes like mustard seed powder, asafoetida, amchur powder, turmeric powder, dry neem powder, salt, sugar, Tamarind powder, all kept in non - transparent boxes. Presentation: Introduce the different smells to the children ask them to smell each. Always keep the boxes in pairs so that they can match the smells when being blindfolded. Give them the different powders to taste and ask them to name the taste. Ask them to match the same tastes when the same items are given

To make them aware of olfactory discrimination

Variation: Introduce new smells with different objects like fruits, flowers etc. Introduce new taste with variety of objects. Reinforce the tastes whenever they eat. Ask them to identify the opposite tastes like sweet, bitter. Evaluation: First do the activities with their eyes open and then evaluate them, with their eyes closed. Note down what all the smells they identified and matched. Keep a record of all open ended questions they answered for future progress. Analyze how many smells they can match and can identify. Repeat the activity until they become very clear in identifying. First do the activities with eyes open and then with eyes closed, note down how many taste each one identified, matched and named. What all open ended questions they answered. Keep the record to note down the progress when the activity is repeated again. Ask them about the different taste of their lunch and snacks. Conclusion: This activity provides them with the ability to become aware of the olfactory discrimination. Analyze how many different tastes they can identify, match, and name.

Goals: To improve their fine motor skills, tripod grasp, eye-hand coordination and to expand their vocabulary by asking open ended questions. Vocabulary: Spin, rotate, top, round, action, stop, irregular, surface. Material required: Tops 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. Assessment: What is the color of the top? What is the shape of the top? Why the top is not flat at the bottom? Can we spin the top on and irregular surface? Why does a top spin? 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.

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.

Goal: To develop their gross motor skills. Presentation: Encourage children to sit on the ground and ask them to place their hands behind and raise their bottom and more in backward position. Skill developed: Develops their gross motor skills

Material required: uncolored art sheet or plain sheet, different poster colors alphabet stencils or number stencils related to the theme example flowers, fruits, and animals etc, tooth brush. Procedure: children are asked to keep the stencil in the appropriate place on the art sheet or the plain sheet. They have to dip the toothbrush in the paint and hold the tooth brush upside down with one hand, above the art sheet and move the bristles of the tooth brush with other hand on the comb held in the other hand. Children are asked to observe that the paint is sprayed by this movement in the paper. Now they can take the stencil and observe the design. Skills developed: fine motor skills, eye hand coordination, cognitive skills of observing 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, and logical thinking skills.

Goals: To improve their: Cognitive skills, Pre math skills, Fine motor skills, Eye hand coordination Vocabulary: Grains, leaves, flowers, beans, shapes, colors, sizes. Material required: Color papers, grains, leaves, flowers, beans, etc. of different types of colors. Presentation: Have all the materials ready for the activity. Give each child the materials in a plate. Give each child different color paper/grains/grams/flowers/leaves etc and show them how to sort according to their colors. Ask them to feel the different textures.

● Ask them whether we can count the grains and grams when it is large quantity. ● Ask them to name the colors and size of given materials. ● Ask them about the texture. ● Do we measure or count the grains. Evaluation: Evaluate their 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.

Goals: To improve their fine motor skills, eye hand coordination, sensory awareness, Vocabulary: Estimate, Name of different objects Material required: Different objects according to the theme, a small ball Introduction and Presentation: Make all the children to sit near the table. Put one object inside a small bag without showing to the children. Give the bag to one child to identify the object by putting hand inside the bag. The child has to estimate the object only by touching it. We can also tell the objects color, shape and uses to estimate the given objects. Assessment: ● Name the color of the given object. ● Name the uses of the given object. ● What is the shape of the object? Evaluation: Evaluate each child's ability to estimate the objects by touch or by clues.

Goals: To develop their gross motor skills. Presentation: Children can form in a line or three lines and they can march a parade like the parade of Independence Day and Republic day. Skills developed: Develops their gross motor skills.

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

Talk about Taj mahal, leaning tower of Pisa, Stonehenge. Bud painting. Color pencil coloring Making dough. Observation bottle. Stride walk. Squatting

Talk about Great colosseum, Pyramid, Eiffel Tower Collage. Pyramid craft Mixing semolina with color water. Frozen animals. Obstacle course. Moon walk.

Talk about Kansai International Airport. Statue of Zeus. Great wall of china. Sponge painting. Sticking pencil scrap Filtering. Taste box Yoga: Jump on the spot

Talk about Angkor wat, Temple of Artemis, Hanging Garden of Babylon. Brush painting. Spray painting Sound box. plaiting Hitting the target. Passing the ball

Talk about statue of liberty, golden gate bridge, Sydney opera house Wet chalk coloring. Thread printing Newton's first law. Squeezing sponge Hopscotch. Bridging.

Theme: World Wonders A - Ancient / B - Carving, D - Dynasty, E - Emperor / F - Famous / G - H - History, I - J - K - L - M - Master piece / N - O - P - Precious / Q - R - S - Structure / T - Tower / U - V - W - X - Y - Z - Zeus Topic: Talk about Taj mahal, leaning tower of Pisa, Stonehenge Vocabulary: Emperor, architecture, structure, Stonehenge, precious, dynasty, tower, mystery, monument, diameter. Material required: Picture and books

The Taj Mahal is located in India at Agra, a city of New Delhi. It is a complex of many buildings. The river Yamuna flows on the open side. It was built by the mughal emperor Shah Jahan in the memory of his beloved wife Mumtajmahal. It is constructed entirely of pure white marble and is a master piece of Mughal architecture. More than 20,000 workers took 22 years to build the Taj Mahal. The common sand stones were used to build the structure while the precious and semi- precious stones were used for decoration. The architects used several methods such as carving, glass painting, mosaic and inlay work to beautify this great monument. The leaning tower is a bell tower located in the Italian city of Pisa. The tower is about 55 m tall and has a diameter of 16 m. The construction of the tower of Pisa began in 1173 AD and was completed in 1372 AD. The tower was built to show the wealth of Pisa to the rest of the world. The lean of the leaning tower is because of the weak foundation and unstable subsoil. The Stonehenge is not a single structure. It consists of a series of structures made of earth, timber, and stone. The Stonehenge is in southern England, about 1287 Km miles south west of London. It is around 5000 years old. The construction of the Stonehenge was done in three phase. The three phases have been labeled as Stonehenge I, II and III. The construction of the Stonehenge is still a mystery. There are no records to find out why this place was built, dismantled and rebuilt over the years.

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

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

Closing: To make the children understand about the world wonders and why are they said be wonders. Evaluation: Cognitive skills, Auditory skills, Language expressive skills, Language receptive skills.

Topic: Talk of colosseum, great pyramid at Giza, Eiffel tower. Vocabulary: Ancient, event, stadium, chamber, revolution, tower, symbol, land mark. Material required: Books and pictures

The Colosseum of Rome was the greatest theatre of ancient times. It is one of the finest examples of Roman architecture. The Colosseum was built to entertain Roman citizens. It proved to be the perfect place to stage all the sporting events. Almost every sports stadium in the world today follows the basic design of the Colosseum. The Colosseum was used for almost 500 years. It was then badly damaged by a series of earth quakes. The Great Pyramid is located at Giza, in Egypt. It is the largest of the three pyramids at Giza. It was built as a tomb for the Pharaoh khufu. The Egyptians began building pyramids, as tombs for their pharaohs. The Great pyramid was the largest and the most famous of these pyramids. It took 20 years to build the Great pyramid. Inside the Great Pyramid there are three chambers. These chambers are known as the king's chamber, queen's chambers and underground chamber. The Eiffel tower is a huge iron tower in Paris. The tower was built for the 1889 world's fair to be held as a celebration for the French revolution. The lower section of the tower has four arched legs. The tower has three platforms. It has two restaurants one on the first floor and other in the second floor.

Closing: To make the children understand about purpose of making these wonders. Evaluation: Cognitive skills, Visual discrimination, Audio skills, Language expressive skills, Language receptive skills.

Topic: Talk about Great Wall of China, Kansai International Airport, Statue of Zeus. Vocabulary: Dynasty, Military, Artificial, Bay, International, Terminal, Status. Material required: Picture and books

The Great Wall of China is not a single wall but a series of walls built and rebuilt by different Chinese dynasties over a thousand of years. It is the largest man made structure on Earth. The Great wall was built of stone, wood, grass and earth. The wall became the world's greatest military structure. The need for a stronger wall to protect their land became important. The Kansai International Airport is world's first ocean airport. It is located on an artificial island in the Osaka Bay, in Japan. The airport is considered one of the modern engineering wonders of the world. It was constructed to handle the city's growing international traffic. The construction of the island began in 1987 and the construction of the airport terminal began in 1991. The airport was inaugurated on 4th September 1994. The statue of Zeus is one of the wonders of the ancient world. It was located in the ancient town of Olympia. The Olympic Games were one of the most important festivals of the Greeks. The games were held in honor of the king of their gods Zeus. The statue was seated on a throne that was decorated with gold, ivory and precious stones. The temple of Zeus was damaged by fire.

Which is the largest man made structure on Earth.

Name the world's first ocean airport.

Closing: To make the children understand about the ancient wonders and for what purpose it was built. Evaluation: Cognitive skills, Auditory skills, Memory skills, Language expressive skills.

Topic: Talk about Angkor Wat, Temple of Artemis, and Hanging garden of Babylon. Vocabulary: Represent, symbol, edge, magnificent, honor, statue, miniature, terrace, lawn, fountain, royal. Material required: Picture and books

• The Angkor Wat temple is located in Cambodia. It is a huge pyramid temple. It is the representative symbol of Cambodia and is displayed on the country's National Flag.
• The city of Angkor is located in North Western Cambodia. The ground of the temple symbolizes the world and wall stands for the mountains at the edge of the world.
• The Angkor Wat temple is one of the greatest representations of the traditional Cambodian culture.
• The temple of Artemis was located in the ancient city of Ephesus in Turkey. The temple of Artemis took 120 years to build.
• The temple was built around 550 B.C in honor of the Greek goddess Artemis. It has a magnificent statue of the goddess Artemis.
• The Hanging Garden of Babylon was located on the east bank of river Euphrates of Baghdad, Iraq.
• It was covered with trees, flowers, lawns, plants, fountains, pools and miniature waterfalls. In reality, the garden was not hanging but grew on the roofs and terraces of the royal palace in Babylon.

Closing: To make the children understand about the purpose of the world wonders and how they were important. Evaluation: Cognitive skills, Auditory skills, Memory skills, Language expressive skills, Language receptive skills.

Topic: Statue of liberty, Golden Gate Bridge, Sydney Opera house. Vocabulary: Liberty, freedom, centennial, oppression, tyranny, bridge, channel, theatre, opera, complex, ballet, entrance, operate. Material required: Picture and books

The statue of Liberty stands at the Liberty Island, New York. The statue is also known as Lady Liberty. The statue was a gift from France to the United States in 1886, on its first centennial of independence. It is the statue of a woman in a robe, holding a torch burning with light of freedom. It symbolizes liberty from oppression and tyranny. The statue of liberty is one of the largest statues in the world. The Golden Gate Bridge is one of the modern wonders of the world. It is a principal landmark of San Francisco and California. It is one of the longest bridges in United States. The golden gate is channel at the entrance to the San Francisco bay that separates the bay from the Pacific Ocean. The construction of the Bridge started in January, 1933 and was completed after four and a half years in May 1937. The Sydney Opera house is one of the architectural wonders of the world. It is located in Sydney Australia. The Opera house is a complex of halls and theatres, which are linked together. The house presents theatre, musicals, opera, dance, ballet and every form of music, exhibitions etc. It took 17 years to complete. It was inaugurated by Queen Elizabeth II. The opera house operated 24 hours a day, every day of the year except Christmas day and Good Friday.

Name the longest bridge.

Closing: To make the children to know about the wonders and their architecture. To make them know about their purpose. Evaluation: Cognitive skills, Auditory skills, Language expressive skills, Language receptive skills.

Material required: Uncolored art sheet, various color crayons. 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, eye hand coordination.

Material required: color pencils of various color, uncolored picture. Procedure: Children can select the color pencils of their choice related to the picture and color the picture. Children are encouraged to color mostly inside the picture holding the pencil firmly. Skills developed: tripod grasp, eye and hand coordination, pre writing skills.

Activity: To make dough with flour and water Goals: To improve their Sensory awareness skills, Fine motor skills, olfactory skills Vocabulary: Dough, flour, essence, wheat 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 have them sit at the table. Put a small amount of flour on each plate and ask them to feel it. Add a small amount of food color and ask them to mix. Add little water and have them mix it with their fingers, observe the color change and feel the texture. For good aroma add few drops of any essence to the dough.

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

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, tomato, 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.

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.

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 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.

Goals: To develop their fine motor skills, pincer grasp, eye hand coordination, spatial awareness, and tactile skills. Material required: - Glue, uncolored art sheet, magazine cut outs. 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 cutouts of magazine and stick on the glue inside the picture. Skills developed: Fine motor skills, pincer grasp, eye hand coordination, spatial awareness, tactile skills.

Material required: Cardboard or mount board, cello tape, safety scissors, pencil, scales. Preparation: Cut two broad equal sized triangles using safety scissors. Cut two narrow equal sized triangles using safety scissors. Keep required material readily before starting the activity.

Step:1 Keep one broad triangle and one narrow triangle and stick it together using cello tape. Step:2 Keep mother narrow triangle on the other side and stick it. Step:3: Finally stick the other broad triangle on the opposite side of the broad triangle

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.

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.

Goals: To develop their sensory skills, cause and effect Vocabulary: Transparent, melt, freeze, container, snow, ice, hail storm, salt, also the frozen toy inside. Material required: Toy animals, water, and transparent container Presentation: Before we start the activity keep the toy animals in a transparent container with water and keep it inside the freezer for the whole day. Take out the frozen animals from the freezer and show them. Make them to touch the container and ask them how you feel. Show the animals inside the ice, which is transparent. When the animals are frozen they get stuck but when the ice melts, we can take it out easily. Explain about 3 stages of water. Also talk about the different kinds of rains that we get.

Variation: We can take some other items like flowers, vegetables, fruits, vehicles as per the theme. Use a string so they can carry it and also figure out how the string stuck inside. Evaluation: Evaluate each child's ability to understand how water turns to ice and how it melts. Sensory skills Understanding of cause and effect Cognitive skills of observing Conclusion: This activity helps with understanding of frozen and melt, and talking about different aspects relating to the theme.

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 tunnel, climb 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, memory skills, spatial awareness, listening skills, balancing skills. Extension: They can try out different instructions including different games.

Goal: To improve their gross motor skills, balancing skills while moving, direction skills, auditory skills. Presentation: encourage children to stand and explain about how astronauts will walk on the moon. Ask them to keep their body loose and lift one leg very slowly, stretch it forward and place it slowly down. Now in the same way lift the other leg and place it slowly in front of the first leg. Let them have the same slow movement for the hands too. They can be given oral direction to move left or right. Skills developed: Develops their gross motor skills and balance while moving, direction skills and auditory 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, sensory skills, cognitive skills of knowledge of various colors and cause and effect.

Material required: Uncolored art sheet or plain sheet, pencil scrap, glue, different colors of paint, brush. Procedure: Children can do the collage (sticking) work with pencil scrap on the art sheet or plain sheet with glue. They can also paint it with different colors. Skills developed: Develops their fine motor skills, eye hand coordination and texture skills.

Goals: To help to impart to them development of fine motor skills and eye hand coordination. Vocabulary - Pouring, transferring, bowl, liquid, leaves. Material required: Various utensils, sieve, water and some tea power or leaves etc. Presentation: Take water in a container and put some tea power or leaves in to the water and then pour water to another container using the sieve. Encourage and help the children to do this activity. Children can try to filter water by pouring the water to another container without using the sieve also.

• Name the sources of water.

Evaluation: Evaluate how each child is filtering water by using sieve and without using sieve. Conclusion: This activity helps develop their whole hand grasp and understanding the concept of displacement, as well as fine motor skills.

Goals: Familiarize them with different tastes, ability to differentiate and identify the different tastes. To make them aware of gustatory discrimination Vocabulary - Taste, taste buds, gustatory sensation, bitter, sweet, sour, salty, spicy. Material required: Different products with variety of tastes like mustard seed powder, asafoetida, amchur powder, turmeric powder, dry neem powder, salt, sugar, Tamarind powder, all kept in non - transparent boxes. Presentation: Give them the different powders to taste and ask them to name the taste. Ask them to match the same tastes when the same items are given.

Variation: Introduce new taste with variety of objects. Reinforce the tastes whenever they eat. Ask them to identify the opposite tastes like sweet, bitter. Evaluation: First do the activities with eyes open and then with eyes closed, note down how many taste each one identified, matched and named. What all open ended questions they answered. Keep the record to note down the progress when the activity is repeated again. Ask them about the different taste of their lunch and snacks. Conclusion: Analyze how many different tastes they can identify, match, and name.

Goals: To improve their gross motor skills, balancing and spatial awareness. Presentation: Encourage the children to stand in one place or if possible draw a circle and make them stand inside it. Tell the children to jump inside the circle or in the same place. Skills developed: Develops gross motor skills and spatial awareness.

Material required: Uncolored art sheets, different poster colors, paint pallets, paint brush. Procedure: Children can dip the paint brush in the paint (different colors) and paint the picture given holding the brush firmly. Children are encouraged to paint inside the picture. Skills developed: Develops their fine motor skills, eye hand coordination.

Material required: uncolored art sheet or plain sheet, different poster colors alphabet stencils or number stencils related to the theme example flowers, fruits, and animals etc, tooth brush. Procedure: children are asked to keep the stencil in the appropriate place on the art sheet or the plain sheet. They have to dip the toothbrush in the paint and hold the tooth brush upside down with one hand, above the art sheet and move the bristles of the tooth brush with other hand on the comb held in the other hand. Children are asked to observe that the paint is sprayed by this movement in the paper. Now they can take the stencil and observe the design. Skills developed: fine motor skills, eye hand coordination, cognitive skills of observing cause and effect.

Goals: To identify the objects with the sounds they make. To make them aware of auditory discrimination. Vocabulary: Hearing, loud, soft, noise, auditory, ear, eardrums Material required: Different sound producing items kept in non transparent boxes. Items - Stone, pebbles, water, pins, sand, Rava, empty box, small bells. Same objects can be in two boxes so that they can match the sounds. Presentation: Ask them to shake each sound box and hear the sound; let them match two sound boxes having the same objects inside by hearing the sound produced. You can introduce some more new sound producing items. (noise makers, party blowers, whistles)

Evaluation: Note down what all sounds each child matched and identified. Keep a record for knowing further progress when the activity is repeated. Skills developed: Auditory discrimination Cognitive skills of observing, matching and identifying the sounds Conclusion: With this activity they will be more aware of their auditory skills and analyze how many sounds they can match and identify. Goals: To develop their fine motor skills, eye hand coordination, direction skills, patterning skills. Material required: Three different colored woolen threads tied as little bunches for the children to hold it comfortably.

Encourage children to sit around the table. Provide the woolen thread to the children with all three bunches tied at one end. Direct them to place it on the table and ask them to hold one bunch with their right hand and one with their left hand, one will be left in the middle. Ask them to the place the bunch of wool that they hold on their right in the middle and keep on alternating all the three strands simultaneously. Skills developed: Develops fine motor skills, eye hand coordination, direction 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.

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.

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.

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 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, eye hand coordination, cognitive skills of cause and effect.

Newton's first law: When no force acts on an object, it will remain at rest, or it will move in a straight line with a constant speed. Goals: To make them familiar with the concept of Newton's first law. Vocabulary: Post card, glass tumbler, coin, constant speed, rest. Material required: Post card, Glass tumbler, Coin Presentation: Place the post card (a light material) on top of the glass tumbler. Place the coin on the card. Make sure that it is placed at the centre of the glass tumbler. Now push the post card fast. Observation: As the post card moves out the coin will drop inside the tumbler. Reason: The force that we apply acts only on the post card. The card comes out, but no force is applied on the coin, so the coin drops into the tumbler. When we apply the force to the card a bit gently it will also act on the coin due to friction. As a result the coin will move along with the card. When the force is applied fast there is little time for friction to come into play and so the coin remains stationary and eventually drops inside the tumbler.

• Which force acts on the post card when we move the post card faster? Evaluation: Evaluate the following skills: Understanding concepts. Observing skills. Logical skills. Cause and effect Conclusion: Conclude the topic by revising the Newton's first law.

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.

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

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, hop, 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.

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.

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

Theme: Sports Color of the Month: Orange, purple Shape of the Month: Oval, pentagon, hexagon

Talk about indoor games. Color pencil coloring, texture toy painting. Shake and ladder, hit the stick. Kho-kho, color game.

Talk about outdoor game. Make a chess board, sand paper tracing. Lotto game. Picking objects using clips Foot ball. Squatting

Talk about water sports and snow. Making tennis bat, tracing with stencils. Carom board. Kneading. Lemon and spoon. Middle catcher in the bowling.

Discuss about Safety equipments. favorite sport. Shape block printing, straw blow painting. Egg carton play, guess how many. Bouncing balls. General exercise

Mini book, thread painting. Dumb charades. Blowing beads. Golf, bouncing balls. Dumb charades / C- Cricket / D- Dumb charades / J- Juggling / G- Golf / H- Hockey / I- Ice skating / K- Kho- Kabedi / L- Lock and Key / M- Martial arts / Net / Olympics / P- Pole vault / Q- Rugby, Racing / S- Swimming, Soccer / T- Tennis / U- Umpire / V- Volley ball / X- Topic: Talk about the indoor games (table tennis, gymnastics, and home games). Vocabulary: Table tennis, darts, chess, bowling. Material required: Pictures, snake and ladder game board, pictures sportsman playing indoor.

• Ask the children what they do after school. Define sports. • Tell them we work whole day. We get tired we need to do something that makes us feel fresh again this is called recreation. Recreation is any type of sport. Some people like play after work, during weekends, to keep them fit or as a profession. There are two types of sports they are indoor and outdoor games. • Ask the children what indoor games they like to play. Introduce the topic by showing different indoor games like table tennis, gymnastics, snake and ladder, chess, carom board etc. • Give details about each game. • Sport helps us to concentrate, relax and keeps our mind fit. Every sportsman has to eat, exercise and sleep well to keep himself fit • Show the pictures of sports man like Vishwanathan Anand -chess. • Give them the pictures and ask them to sort in to indoor and out door sports.

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

Gross motor (ask the children to warm up before playing a sport). Pre math skills (counting in the game of snakes and ladder). Expressive and receptive language skills (question and answer, knowledge of topic). Classifying skills (classifying). Extension: Play a game of snake and ladder, monopoly, carom board etc. Bowling can be played using colored bottles and ball.

DAY: 2 Topic: Talk about the outdoor games Vocabulary: Ground, pitch, bat, cricket, golf, umpire, helmet, badminton, racket, shuttle, cork, match, commentary, coach, training. Material required: Pictures, bat, ball, gloves, etc.

Welcome the children to revise the previous day's topic. Explain them about outdoor games; they are played in open ground. Sport or games like cricket, soccer, badminton, lawn tennis, golf, base ball etc are called outdoor games. They are played in outdoor or called stadium. Ask them to share their experience to a cricket or soccer match. Every game will have different number of players. For example cricket 11 players, 2 teams. Every sport has different requirement like helmet, bats, basket, pitch, racket, gloves, and pads. Tell them people who teach the sport are called coach. Ask them about their favorite outdoor sport.

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

Cognitive skills (recalling, classifying the sports). Gross motor (while playing sports). Expressive and receptive language skills- questions and answers, knowledge of topic. Extension: Invite the children for a match of their favorite sports.

DAY: 3 Topic: Talk about water sports and snow. Vocabulary: Ice hockey, swimming, skiing. Material required: Pictures.

Show the pictures of corresponding sports. Talk about the water sports like swimming. One has to wear special clothes. There are different types of strokes in swimming, we see life guards sitting around for safety purpose. People learn swimming to relax, burn, calories or keep themselves fit. It is a good form of recreation. A person who's swimming in water is called swimmer. Children learning swimming wear swimming costume, goggles, shower caps and use tubes before entering swimming pools. Talk about shallow and deep water. Talk about ice hockey. People living in cold countries play this sport as it requires snow. They wear skates and special clothes to keep their body warm. Skiing is also a sport where special footwear, clothes etc are required. Talk about boat races.

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

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

DAY: 4 Topic: Discuss about favorite sports, talk about medal, Olympic. Vocabulary: Cricket, favorite, soccer etc. Material required: Pictures, medals, shields, certificates.

• Show the pictures, invite the children to come and pick their favorite sport. • Ask the children to talk about the sport they like. • In this manner let everyone speak about the sport they like. • Show the medals, shields, certificates tell them these are given for appreciation. • Make a cardboard medal, ask children a question about any topic and appreciate every one with a medal. • Talk about Olympic, common wealth games etc.

• What do we get when we win the first place in the game? ( medal or trophy) • How often do we have Olympic game? (every 4 years)

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

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

Social/ emotional skills (appreciation). Expressive and receptive language skills (question and answer). Gross motor skills (ask them to demo the sport). Fine motor skills (making of a medal). Extension: You can make a paper medal. Material required –coin sized out cardboard, 2 coins sized golden or silver paper, glue, satin ribbon and wool. Pretend play Olympic games

Topic: Safety equipments used in sports. Vocabulary: Helmets, gloves, life guards, pads, knee caps, first aid box, ambulance etc. Material required: Pictures or real ones.

Recall the previous topic, ask them about the safety equipments used while playing a sport. Tell them while playing cricket, a cricketer wears gloves, helmet, knee padding etc to guard him from fast coming ball. During swimming life guards are present around for safety. First aid is kept for every sport. In emergency ambulance stand outside the stadium. We must follow the safety tips and equipments properly. Never go without these as it may lead to serious injury.

Closing: To make them understand how safety equipment help a sport man. Evaluation: Social/ emotional skills (understanding the safety rules and following it). Self help skills (carrying a first aid). Extension: Pretend play-provide the children with gauge piece, cotton, bandage etc. Ask them to do first aid for friends.

Material required: Color pencils of various colors, uncolored picture. Procedure: Children can select the color pencils of their choice related to the picture and color the picture. Encourage the children to color mostly inside the picture holding the pencil firmly. Skills developed: Tripod grasp, eye hand coordination, prewriting skills.

Goal : To develop their creativity, fine motor skills, tactile 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, tactile skills, cognitive skills of understanding 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 child to touch the stick, give 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.

Goals: To develop their gross motor skills and social skills. Intraduction and Presentation: Make the children to sit on alternative sides. There will be one runner who can run around the players seated or in and out besides them. The one among the players seated will be the catcher. But the catcher can only run in one direction. If the runner runs in and out of the player seated the catcher can tell the player seated close to the runner to catch and the previous catcher can sit in that player's position. Before changing the catcher the first catcher should say 'kho' so the other player can run to catch the runner Skills developed: Gross motor skills. Social skills.

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 touches that color consider revising. Skills developed: Gross motor skills, Cognitive skills, Social skills.

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

Mix and paint the A4 sheet with black color. Cut the chart in square shape for the bottom of the chess board.

Step: 1:- Draw and cut 32 square shapes in white sheet and 32 square shapes in black sheet.. Step: 2:- Take the chart and stick alternate black and white squares.

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

Material required: Sand paper alphabets or numbers or shapes or patterns, plain papers, pencils or crayon or sketch pen. Procedure: Children are provided with plain sheets and pencil or crayon or sketch pen. Each child will be provided with sand paper alphabets, numbers, shapes or patterns. They can place the sand paper under the paper and trace the shape, pattern, alphabets or numbers. Skills developed: Fine motor skills, pre writing skills and eye hand coordination.

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

Name the objects which you 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.

Goals: To develop their balance, gross motor skills. Introduction and Presentation: Children can kick the foot ball with their legs to a particular target. Children can kick the ball around and take turns and play. Evaluation: Evaluate them by observing how well they are able to build simple words. Skills developed: Gross motor skills. Balancing. Variation: Beach ball. Children can wear a towel and kick, throw and play with the ball.

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.

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

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

Rolled to oval shape Remember that, while crushing paper use more paper so that it will be hard and stiff enough to hold. Step: 2:- Now take the straight crush paper and join or stick on the oval shape crushed paper with cello tape. Step: 3:- Take wool and stick horizontally and in vertical position inside the oval shape now the bat is ready.

Material required: Plain sheets, pencils or crayons or sketch pen, stencils (related to various themes). Procedure: Provide plain papers to the children and given them a stencil and ask them to place it on the paper and ask them to hold it firmly with other hand and trace the stencil, inside or outside. Skills developed: Pre writing, fine motor skills, eye hand coordination 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), 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 have them sit at the table. Put a small amount of flour on each plate and ask them to feel it. Add a small amount of food color and ask them to mix. Add little water and have them mix it with their fingers observe the color change and feel the texture. For good aroma add few drops of any essence to the dough.

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

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 in the mouth with the lemon placed on the spoon and walk. They have to walk carefully without the lemon falling down. When they drop the lemon they have to wait for the next turn to join the game. Whoever holds the spoon with the lemon correctly and reaches the target will get applause. Ensure that the lemon is not too small and be cautious. Variation: They can do fast walking, walking on toes as a variation. Skills developed: It helps to develop their co-ordination, balance, ability to sustain attention, oral-motor skill, eye-co- ordination.

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

Material required: Various shapes blocks, stamp pad, holder, plain sheet or art sheet. Procedure: Children are asked to hold the block firmly and print the block pressed in stamp pad on the paper. Children can name the print after seeing the impression. Skills developed: Tripod grasp, fine motor skills, cognitive skills of understanding cause and effect.

Material required: Straws, different poster colors, uncolored birds picture. Procedure: Each child is given a straw and they are asked to blow the paint using the straw on the picture. The children are asked to observe the flow of paint when they blow. Skills developed: Oro-motor skills, cognitive skills of understanding cause and effect.

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.

Evaluation: Evaluate how they are able to drop the specific number of grains by holding the remaining rains 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 pre math skills, analytical skills, eye hand coordination. Vocabulary: Predicting, estimating, more, less, long, short size, shape on the table. Children can randomly collect the beads with both their hands separately and they can place it down and estimate which can be more and which can be less. They can also arrange the beads in vertical order and estimate which can be longer and which can be shorter. Material required: Beads Introduction and Presentation: Place the beads varying in size, shape on the table. Children can randomly collect the beads with both their hands separately and they can place it down and estimate which can be more and which can be less. They can also arrange the beads in vertical order and estimate which can be longer and which can be shorter.

Evaluation: Evaluate them by observing, how well they understood the concept, note the recording for further improvements. Skills developed: Pre math skills. Analytical skills. Eye hand coordination.

Goal: To develop their gross motor skills, fine motor skills and eye hand co-ordination. Presentation: Ask the children to drop the ball on the ground and tap it gently to bounce the ball. When they use their hands to tap the ball they should track the position of the ball to bounce it again and again. Skills developed: This game helps them to develop their, fine motor skills, gross motor skills and eye-hand co-ordination. Extension: They can bounce the ball catch it and drop into basket ball net. Children can close their eyes and try to bounce the ball if possible. This develops their predicting, estimating, and visualization skills.

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: 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 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, eye hand coordination, cognitive skills of cause and effect.

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 they blow? Give some heavy objects and ask them to blow it. They can blow the beads without using the straw also.

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.

Goals: Develops their fine motor skills, eye hand coordination, and gross motor skills. Introduction and Presentation: Children are asked to hit the ball to the target with the golf stick. They can take turns and play this game. Skills developed: Fine motor skills. Eye hand coordination. Gross motor skills.

Goals: To develop their gross motor skills, fine motor skills and eye hand co-ordination. Presentation: Ask the children to drop the ball on the ground and tap it gently to bounce the ball. When they use their hands to tap the ball they should track the position of the ball to bounce it again and again. Skills developed: This game helps them to develop their, fine motor skills, gross motor skills and eye-hand co- ordination. Extension: They can bounce the ball catch it and drop into basket ball net. Children can close their eyes and try to bounce the ball if possible. This develops their predicting, estimating, and visualization skills.

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