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

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

Procedure: Children can select the color pencils of 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, lanquage 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.

• · Which is the largest state in our country?
• · Which is the smallest state in our country?
• · How many states are there in our country?
• · Name the most populated state?
• · In which state Taj Mahal is situated?

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.

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

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 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 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 printing on the given picture. The 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: 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 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.

AY 2: ACTIVITY

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).
• · 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.

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.

COLLAGE WITH CLOTH BITS

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 art sheet. Encourage them to apply glue inside the picture and ask them pick the bits 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: Veqetable printing

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 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.

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 it out then pull both the ends forming a simple knot.

What material do you use to tie a knot? Why we tie 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. 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 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 patterns.

Evaluation: Evaluate each child's ability to draw, writing, their creativity, 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.

Presentation: Children can follow a particualr rhythem 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

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.

DAY 4: ART

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. encouraged the children to paint inside the picture. After 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 bifferent 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 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, offactory, pleasant, pungent, strong, taste, taste buds, qustatory 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, 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
• Which is the organ used for smelling?
• Which is your favorite smell?
• Which of all the items smells good?
• Which smell you dislike?
• Do you like the smell of ice cream?
• Can you identify an object with its smell?
• Which animals are very good in smelling?
• Which organ is used for tasting?
• Which is your favorite taste?
• Which fruit tastes sour?
• Do you like bitter taste?
• Can we eat something that is too spicy?
• Can we eat something that is too salty?
• What is the taste of ice cream?
• Can we enjoy a food which is not having any taste?
• What is the taste of the water?

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

Evaluation: First do the activities with their 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 identify. Repeat the activity until they become very clear in identifying. First do the activities with eves open and then with eves 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 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.

Presentation: Present to the kids how to hold spin the tripod grasp (three fingers grasp). Show them to spin the top by using both the hands. 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 irreqular 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 their hands behind and raise their bottom and more in backward position.

Skill developed: Develops their gross motor skills

Material required: uncolored art 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 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 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, 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, Fine motor skills, Eye hand coordination

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

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

BLISS CURRICULUM

eme: World Wonders

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

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

Material required: Picture and books

• The Taj Mahal is located in Bharat 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 Tai 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 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 Muqhal emperor Shah Jahan in the memory of his wife Mumtai?
• Where is Taimahal located?
• Name the river which flows on the open side of Taj Mahal.
• How many workers built Tajmahal?
• How many years it took to complete the Taj Mahal?
• Where is leaning Tower located?
• Why was the Tower built?
• What was the reason for the lean of the leaning tower?
• Where is Stonehenge located?
• How old is the Stonehenge?
• How many phases have been labeled as Stonehenge?

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 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 there are three chambers. These chambers. These chambers are known as the king's chamber, queen's chambers and underground chamber.

• The Eiffel tower is a huge iron 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.

• What for the Colosseum was built?
• Where is the Colosseum located?
• For how many years Colosseum was used?
• For what purpose the Colosseum used?
• How was the Colosseum badly damaged?
• Where is the Great Pyramid located?
• What for the Great Pyramid built?
• How many years it took to build the Great Pyramid?
• How many chambers are there in the Great Pyramid?
• Where is Eiffel Tower located?
• Who designed and built the Eiffel Tower?
• For what purpose the Tower was built?
• How many platforms are there?
• How many arched legs do the lower section of tower has?

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

Evaluation: Cognitive skills, Visual discrimination, Audio skills, Language receptive 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 vears.

• 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 4t" September 1994.

• The statue of Zeus is one 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 damaqed bv fire.

• Which country Great Wall is located?
• Which is the largest man made structure on Earth.
• What was the purpose of building Great wall?
• Name the world's first ocean airport.
• Where it is located?
• For what purpose the airport constructed?
• When was the airport inaugurated?
• Where was the statue of Zeus located?
• Which were the most important festivals of Greeks?
• Where was the statue seated?
• How the statue got destroyed?

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 maqnificent 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, pools and miniature waterfalls. In reality, the garden was not hanging but grew on the roofs and terraces of the royal palace in Babylon.

• Where is Angkor wat temple located?
• What does the temple represent?
• What does the ground of the temple symbolizes?
• What does the wall stand for?
• Where is the temple of Artemis located?
• How many years it took to build?
• For what purpose temple of Artemis built?
• Where the hanging garden located?
• Was the garden hanging?
• With what the hanging garden was covered?

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

Evaluation: Cognitive skills, Auditory 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, 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 centence. 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 moders 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.

• Where is the statue of liberty located?
• What is the statue known as?
• Which country gifted the statue?
• For what purpose the statue was gifted?
• What does the statue symbolizes?
• Where is Golden Gate Bridge located?
• How many years it took to complete the bridge?
• Name the longest bridge
• Which ocean separates the golden gate from the bay?
• Where the opera house located?
• How many years it took to complete?
• What is organized in the Opera house?

Closing: To make the children to know about the wonders and their architecture. To make 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 the picture and color 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.

• What is the texture of the dough?
• What is the color of the food color?
• What happens 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 gooey 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.

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.

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 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.

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

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: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 semplina 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 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

• How will you feel when you touch the ice?
• Can you see the frozen animals? If yes why?
• What happens when ice melts?
• At what temperature water will become ice?
• How did the animal get into the ice?
• Why is the ice melting?
• Have they seen ice rain (hail storm)?
• What can they see inside the ice?

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 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.

Goal: To improve their gross motor 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 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 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.

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 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 eve 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 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.

• · What is the color of water?
• · What is the shape of water?
• · What are the uses of water?
• Name the sources of water
• How many glasses of water we have to drink every day?
• · Can you tell what will happen if water is not available?
• · Can we lift a container with one finger?

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 different tastes. To make them aware of qustatory 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 match the same tastes when the same items are given.

• Which organ is used for tasting?
• · Which is your favorite taste?
• · Which fruit tastes sour?
• · Do you like bitter taste?
• · Can we eat something that is too spicy?
• · Can we eat something that is too salty?
• · What is the taste of ice cream?
• · Can we enjov a food which is not having any taste?
• · What is the taste of the water?

Variation: Introduce new taste with variety of objects. Reinforce 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.

DAY 3: GYM

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 (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, 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 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 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, Joud, 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 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)

• · Which is the organ used for hearing?
• How many ears do we have?
• · What are the sounds we hear from the nature?
• · Have you heard a thunder?
• Is the sound of thunder loud or soft?
• In which festival can you hear sound of fire crackers?
• · What do fire crackers sound like?
• What do loud sounds do to our eardrums?

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 match and identify.

Goals: To develop their fine motor skills, eye hand coordination, direction 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 left hand, one will be left in the middle. Ask them to 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 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 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.

• What happens when we push the post card faster?
• What happens when we push the post card slowly?
• 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.

• · 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 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 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 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.

LISS CURRICULUM

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

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 himse f 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.

• · Which is your favorite game or sport?
• · Name the two types of games?
• · Can you tell the names of some indoor games?
• · Which games does require regular exercise?
• · Which game do you see ladders?

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.

Topic: Talk about the outdoor games

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

• · Which is your favorite outdoor sport?
• · Name some outdoor sports?
• · In which sport there are 11 players?
• · What do you need to play basket ball?
• · What do you call a person who trains sports men?
• · Where do you see the sports if you are not in stadium?
• · What do you call a person who narrates the live match?

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.

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 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.

• · Can you name some sports where we need ice?
• · Can we play ice hockey in Chennai? Why?
• · Which sport requires swimming pool?
• Who is called a swimmer?
• · What are the things a swimmer wears before entering a pool?
• Which sport can be played both on ground as well in ice?

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).

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.

• · Which are your favorite sports?
• · Why do you like it?
• · Can you talk something about it?
• What are given as a token of appreciation for a sports man?
• · What are Olympic Games?
• · 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)
• · Name some of the qames played at the Olympic game?
• · Do you know how much of practice they need to be selected at the Olympic games?
• · How do you feel when you lose a game? Why?
• · When you grown, which sport would you like to get trained?

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).

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.

• Name some of the safety things used by a cricketer?
• · Who will help us in learning swimming?
• Why we must follow the safety norms?
• Name some safety tips used by a sports person?
• What happens when we do not take safety precaution?
• · What happens when we jump into the pool without a life guard?
• · Can we swim in the beach?

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 the picture and color 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 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 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.

Introduction 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 can only run in one direction. If the runner runs in and out of the player seated the player seated close to the runner to catch and the previous catcher can sit in that player's position. Before changing the 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.

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 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, 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 thev can count the object which they transferred,

How many objects you transfer using clip? Name the objects which you transferred. How many objects have 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.

DAY 3: ART

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

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

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

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, offactory skills

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

Material required: Water, Flour (wheatmaida), 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.

• 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?

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-coordination.

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 will also try to catch the ball from his/ her circle. If the catcher catches the ball. The player who threw the ball 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 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.

• 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 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

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.

• Ask them in what order they have arranged?
• Which is long and which is short?
• Which set has less number of beads?
• Which set has more number of beads?

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 and eye-hand coordination.

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, 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 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.

• 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.

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

Introduction and Presentation: Children are asked to hit 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 and eye-hand coordination.

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, and visualization skills.