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

• Mammals are wide spread on land.
• Mammals are warm blooded animals, with bodies completely or partly covered with hair.
• The new born young ones are fed on their mother's milk.
• They give birth to their young ones.
• All mammals have belly buttons.
• Some mammals stay awake in the night and are called nocturnal animals. They sleep in the day.
• Mammals stay in their mother's uterus till it is fully formed.
• Elebhant is the only mammal that stays longest. for 22 months. in mother's uterus. Human stay about 9 months.
• The umbilical cord is the connection between the mother and the baby, when the baby is in the uterus.
• A mammal that lays an egg is a platypus.
• Some mammals give birth to one baby and some mammals have many babies at a time.

• Which mammal lays an egg?
• How do we get food when we are in our mother's tummy?
• What are the special features of mammals?
• Why do mammals have belly button?
• Can you name a mammal that feeds on mother's milk?
• Can you name a mammal which carries the baby in its pouch?
• Name a mammal that can fly?
• Which animal carries their baby for 22 months in their tummy?
• Do vou have belly button?
• Name the mammals that live in the forest and water?

Closing: Recall the information, special features, and types of mammals, mammals, mammals that lay eggs.

Language skills: learn new words, comprehending the knowledge Cognitive skills: Sorting and matching different animals pictures by their features ( land / water)

Extension: Puppet show. Mammal walk(elephant, lion, giraffe, whale, bat, human, kangaroo, rabbit)

Topic: Life cycle of mammals

Vocabulary: Seal, chimpanzee, platypus, adult, infant, twins, nurse, pouch, uterus, triplets.

Material required: Picture or books, toy animals

• Life cycle of the mammal starts from mother's uterus.
• The baby is formed in the uterus and the organs develop slowly.
• The development takes for months together, after the full development the mother will give birth to the young ones.
• Human beings, monkeys, seal, walrus gives birth to one young one at a time and sometimes twins or triplets.
• Rodents, cats, hamsters, dogs, cats give birth to 3 to 7 babies at a time

• Kangaroo gives birth to undeveloped baby that will climb into the mothers pouch and remain close to mother until they are able to live on their own

• They feed on mother's milk.
• All mammals start walking immediately after thev are born except for humans.

• How does platypus qive birth to younq one?
• How long elephants stay in its mother's uterus?
• How long did you stay in your mother's uterus?
• How many babies do rodents or hamsters give birth to?
• What is the younq one of different animals called?
• Which mammal is born when it is not developed?
• Where do baby kangaroos stay?
• Which mammal cannot walk after they are born?
• How do babies eat when they are in mother's tummy?
• Can they hear us when they are in the mother's tummy?

Closing: Recall the facts of how many months we stay in our mother's uterus, young ones of animals.

Language skills: participate in conversation and answering to open ended questions Math skills: counting the babies of animals Cognitive skills: understand the life cycle of mammals

Extension: Guessing the animals based on the baby calls (sounds).

Topic: Categorization of mammals

Vocabulary: Warm blooded, cold blooded, scaly skin, lay eggs, mammals etc.

Material required: Picture book of mammals and other animals like reptiles and amphibians.

• Mammals have hairs on their body but reptiles have scaly skin.
• Platypus can lay eggs like reptiles, amphibians and birds.
• Bat is the only mammal that can fly like a bird.
• Rodents/Rats build a nest in which they give birth to their young ones.
• Mammals feed on mother's milk, reptiles and amphibians lay eggs and the young ones take care of themselves.
• Talk about different reptiles, amphibians, birds, insects and how different they are from the mammals with respect to skin, life cycle, taking care of their young ones etc

• Which mammal lays egg?
• Can you name a mammal that flies?
• Is whale a mammal or a fish?
• Name some mammals that can swim in water?
• How are mammals different from reptiles?
• Which mammal constructs nest to qive birth to baby?
• Why is bat a mammal?
• What are the mammals that live in water?
• Which mammal can talk?
• Are the lizards and insects mammals?

Closing: Recall the information about how mammals are different from other animals.

Lanquage skills: answering questions Math skill: comparing and sorting mammals from other categories

Extension: Tossing a ring around the picture/toy of mammals, reptiles, fishes, birds etc. Have an animal parade

Topic: Talk about herbivorous, carnivorous and omnivorous animals.

Vocabullary: Herbivorous, carnivorous, flesh, plants, herbs, jaguar, leopard, rhino, hippo.

Material required: Picture book of mammals, toys.

• Some of the mammals are herbivorous i.e. they eat plants and trees.
• Some are carnivorous i.e. they eat other animals.
• Some mammals are omnivorous i,e, they eat both animals, plants, trees, insects,
• Lion, tiger, hyena, fox, wolf, seal, whale and jaguar are some examples of carnivorous.
• Animals which feed on plants, leaves and grass are herbivorous.
• Animals which feed on both animals and plants are omnivorous.
• Elephant, hippo, rhino, cow, giraffe, deer, horse, etc are some examples of herbivorous,
• Human and monkev are few examples of omnivorous.
• Explain how the carnivorous and omnivorous animals have claws and tearing teeth to eat the meat.

• What are herbivorous?
• What are carnivorous?
• What are omnivorous?
• Name an herbivorous animal that you know?
• Name some carnivorous animals?
• What do seals or whales eat?
• What do bats feed on?
• Is your favorite animal herbivore, carnivore or omnivore?
• Are the mammals living or non-living?
• Name some herbivorous animals which are huge and strong?
• Are the pet animals like rabbits, dogs, and cats herbivorous or carnivorous?
• Are the farm animals like cows, pigs, horse herbivorous or carnivorous?
• Names some animals which have paws?
• Can we have a carnivore as pet or farm animal?

Closing: Recall the facts about carnivorous, herbivorous, and omnivorous

Lanquage skills: learn vocabulary words, answer questions

Cognitive skills: classifying the animals in herbivorous and carnivorous by their features, eating habits or where they live

Demonstrate their food habits with toys and by matching animals to their food. Finding the mammals based on the pattern of their skin.

DAY 1: ART

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

Procedure: The children are asked to dip their thumb in to the paint and press the thumb print on the given picture. They can do thumb printing with various colors. Encourage the children to do the printing only inside the picture.

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

Variation: Children can use the thumb printing to make various designs and pictures. Children can also do finger printing as a variation.

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

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

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 cotton and stick on the picture.

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

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

Vocabulary: Wrap, paper

Material required: Color paper, toys.

Introduction and Presentation: Make the children sit near the table, explain and show them how to wrap a toy using color paper. Encourage and help them to wrap a toy using color paper.

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?

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 and their coordination involved in the activity, and their creativity.

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

Vocabulary: Tearing, paper Material required: Color paper, scale

Introduction and Presentation: Ask them to fold the paper first one fold and then repeat it multiple times and crease it using their fingers. Children can now unfold the color paper after unfolding they can see folded outline on the color paper. Children are asked to tear the color paper in the folded pattern. They can also tear the paper in to very thin stripes using scale or tear the paper randomly in to very small bits.

• · Is it easy to tear paper?
• Which is easier to tear large paper or small bits of paper?
• Is paper hard or soft?
• · If paper is torn in to very small pieces can we get back the full paper aqain?
• · Where do we get paper from?
• · What are the uses of paper?

Evaluation: Evaluate the fine motor skills, eye hand coordination

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

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

Presentation: Children are given oral instruction like "Leader says to do flying action". They have to listen carefully and follow the action. Instruction can be anything to stimulate children's interest.

Skills developed: Auditory skills, Receptive language skills, Gross motor skills.

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

Use one less chair than the number of children playing in the game e.g. if 8 children then place 7 chairs).

Start some music and have the children run around the chairs.

When you stop the music. the children quickly find a chair and sit down. The child left without a chair is out, Continue the game, removing one chair each round, until there are two children and one chair left.

The child who gets the last chair wins.

Skills developed: Auditory skills, gross motor skills

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

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

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

Material required: Paper.

Procedure: Ask them to fold the paper first one fold and then repeat it in multiple times and crease it using their fingers. Children can now unfold the paper and predict the number of boxes.

They can also fold the paper to make multiple designs and models by seeing a model. They can fold even chart paper.

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

Activity: To watch the design in the kaleidoscope

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

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

Material required: Kaleidoscope

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

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

• · What is there inside the kaleidoscope?
• · How does it make those designs?
• Why do you close one of your eyes to see the kaleidoscope?

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

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

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

Vocabulary: Grams, drop, hold, place.

Material required: Egg carton, grams.

Introduction and Presentation: Place the egg cartons on the table, make the children to sit near the table and give each child few grams and ask each child to hold all the grams 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 grams.

• · Where do we get grams from?
• · Can we eat the grams?
• · What are the different varieties of grams?

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

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

DAY 2: GYM

Goal: To stimulate their observing skills, auditory skills, receptive language skills.

Children are divided into two groups with equal members.

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

When any number is been called (say for example-3) child numbered 3 from both the team will come and pick the object. Whoever picks the object that team will get points.

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

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

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: Plain sheet or news paper, tissues, grey poster colors, glue, cello tape, safety scissors, cup of water, paint brush.

Preparation: Keep the required material on the table, and roll the paper rolls in equal size as four pieces, keep cut out of ear for the elephant on a plain sheets for the tail and trunk.

Procedure: Step: 1 Crush the plain sheets or news paper to make one small ball and one big ball. Picture: 1 Picture: 2 Step: 2: Stick tissue paper bits on the balls using glue and then wet the tissue with water gently tapping using the paint brush and leave it to dry. Step: 3: Stick both the balls together using glue. Fill the neck portion using tissue bits. Step: 4: Stick the trunk (twisted paper roll) using glue and cello tape.

Step 5: Stick the cut out of legs, ears and tail using cello tape and paint it grey.

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

Material required: Water packets, cups.

Presentation: Invite the children to the activity. Present them to hold the water packets and squeeze them giving pressure in their palm. Give each child one water packet and ask them to squeeze it using whole hand grasp.

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

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

Activity: To show and demonstrate the different objects which float and sink in the water.

Goals: To improve their cognitive skill of understanding cause and effect, pre-math skills, comparing

Vocabulary: Sink, float, heavy, light, water pressure, buovancy. and dissolve

Material required: Water, tub, Jeaves, paper, stones, marbles, salt

Presentation: Present the activity by taking water in a tub and making the children sit around it, then drop objects that float like leaves, paper, sponge etc and drop objects that sink like stones, marbles etc. Talk about heavy and light objects. Talk about density, the objects that have less density float and other objects that have more density sink.

• · Why some objects float and some sink?
• What happens when plastic paper, leaves, flower are dropped in water?
• What happens when rocks, marbles etc are dropped in water?
• · Does salt float or sink?
• · What is buoyancy?
• · What is dissolve?

Evaluation: Evaluate each child's ability of understanding cause and effect. Whether they understood why does it float or sink? Evaluate them by asking "What are some things that float and sink?" How they explain density

Skills developed: Cause and effect, Logical thinking skills, Language skills, pre math skills.

Conclusion: Make the children do the activity and talk about the density, what sinks and floats.

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 toy animal. Encourage them to toss it correctly on the toy animal.

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

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

Presentation: Motivate the children to hold the colored ribbons in their hands. Direct them to do simple hand movements like up, down, right side. Make them to shake their both hands holding the ribbons. Ask them to shake hands and also jump simultaneously. Direct them to hold each other and dance with ribbons. Make the children do different steps with music and song holding the ribbon.

They can follow some rhythm and pattern and dance.

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

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 comb held in the other hand. Children are asked to observe that the paint is sprayed by this movement in the paper. Now they can take the stencil and observe the design.

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

Material required: 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.

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

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

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

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

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

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

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

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

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

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

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

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

Goal: To develop their gross motor skills.

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

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

Creep: - Children are asked to lie down on the floor, on their tummy and move using hands and leg in lying position (like snake) Jump: Children are asked to stand and encourage jumping by lifting their both legs.

Skills developed: Develops their aross motor skills.

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

Presentation: Children can build a hole with the blocks and they can pass through it by crawling, creeping, knee walking etc. They have to pass carefully without knocking down the hole.

Skills developed: Spatial awareness, Gross motor 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 needed: Alphabet stamps, Stamp pad, Pictures of mammals.

Procedure: Ask the children to press the Alphabet stamps on the stamp printing on the picture. Children are asked to observe the prints appearing on the paper, when they press the alphabet prints on the paper. Children can make the words like mammals name with the alphabet prints.

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

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

Vocabulary - Pouring, transferring, sand, bowl, filtering, full, half, empty, quarter, more, less, plenty, few, many etc.

Materials Required: Spoons, measuring cups, sand, various utensils.

Introduction and presentation: Children can transfer the sand from one container to another; they can learn which is more, less, full, empty, is half, full, quarter. They can filter the sand using sieve.

• Can we lift a bowl with one finqer?
• Can we pick sand with one finger?
• Can we count the sand?
• Is it possible to carry sand in hand with out spilling?
• Can we pick the sand when spilled?
• Which is more, half cup or full cup?

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

Evaluation: Evaluate how each child is transferring with or with out spilling, record the results for further analysis. Evaluate which all terms they learnt.

Activity: Writing and drawing patterns, alphabets, strokes, designs, numbers, and pictures on the sand.

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

Material required: Sand, samples of some designs, pictures.

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

• 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?

Introduction and presentation: Present the activity by drawing few strokes, designs, writing few alphabets and ask the kids to write and draw designs, make dots, patterns, alphabets, numbers, and pictures of their choice. Ask them to write their names, friend's name, parent's name, school name.

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

Evaluation: Evaluate each child's ability to draw, unite, their coordination involved in writing, their creativity, their language skills, to explain what they drew. Variation: They can write with rava. Give them pattern and then ask them to follow, make maze paths to follow. Add some small stones so they can make a pattern of dots and stones. Add food color to get color pattern.

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, whole hand grasp, gross motor skills, social skill of sharing, emotional skills of waiting and turn taking.

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

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

• 1. Are all mammals vertebrates or invertebrates.
• 2. What are monotremes?
• 3. Which is the fastest mammal?
• 4. Which animal is the largest of the big cats?
• 5. What are nocturnal animals?
• 6. Which is the most intelligent sea mammal?
• 7. Which is the sea mammal whose young one is the largest?
• 8. What is a group of whales called?
• 9. Which is the biggest seal?
• 10. Which is the world's biggest mammal?
• 11 What do cat, dog and bear have in common?
• 12. The two giant teeth of elephant are called as what?
• 13. What are the horns of Rhino made of?
• 14. Which animal is called as the king of the junqle?
• 15. Which animal is called as clever hunter?
• 16. Which animal is the world's fastest runner?
• 17. What are elephant's tusks made of?
• 18. Which animal has a horn on the end of its snout?
• 19. What is a group of fishes called?
• 20. Which is the biggest bear?
• 21. What sea mammals have two long tusks?
• 22. What is an ibex?
• 23. Do zebras neigh like horses?
• 24. Which mammal stays longer in mother's womb?
• 25. What is a group of lion called?
• 26. What is a wallaby?
• 27. What are marsupials?
• 28. What is horse foot called?

29. What do the elephant use for doing all kinds of different tasks?

• 30. Which are the two sea mammals that look similar?

31. Which sea mammals have massive tusks and face whiskers?

• 32. Which are the heaviest land mammals?

33. Which mammal skin is arranged like protective armor, folding at the neck, shoulders and legs?

34. Which small mammals are covered with long spines?

• 35. Are mammals warm blooded or cold blooded?
• 36. Which mammal lay eggs?
• 37. What is a beaver's home called?
• 38. Which animal has the biggest horns?
• 39. Which animal pull sleighs in cold regions?
• 40. Which is the flying mammal?
• 41. What is a camel's hump made of?
• 42. Which animal is called the ship of the desert?
• 43. Why do rabbits have big ears?
• 44. Which baby bounces along with mommy?
• 45. Which mammal lives in the highest altitude?
• 46. Why do zebras have stripes?
• 47. Are young zebra foals black and white?
• 48 Which is the tiniest mammal?
• 49. What are the hard. spikv branches of bone on a deer's head called?
• 50. How do wolves communicate?

• 1. Vertebrates.
• Mammals that lays eggs 2.
• 3. Cheetah
• 4. Tiger.
• 5. Animals that sleeps in day and stay awake in night
• 6. Dolphins.
• 7. Baby blue whale.
• 8. Pods
• 9. Antarctic southern elephant seal.
• 10. Huge blue whale.
• 11. Fur
• 12 Tusks
• 13. Hair or keratin.
• 14. Lion.
• 15. Fox.
• 16. Cheetah.
• 17. Ivory
• 18. Rhinoceros.
• 19. School.
• 20. Polar bear
• 21. Walrus.
• 22 A kind of mountain goat.
• 23. No, they bark or bray.
• 24. Elephant's, 22 months.
• 25
• 26. A small kangaroo like animal.
• 27. Mammals with pouch and gives birth to young ones which are not fully formed.
• 28. Hoof
• 29. Trunk.
• 30. Seals and sea lions.
• 31. Walruses.
• 32. Elephants, rhinos and hippos.
• 33. Rhinos.
• 34 Porcupines.
• 35 Warm blooded.
• 36 Duck billed platypus.
• 37 Lodge.
• 38 Moose.
• 39. Reindeer
• 40. Bat.
• 41. Fat.
• 42. Camel.
• 43. For keen hearing
• 44. Joey
• 45. Yak.
• 46 To confuse predators
• 47 No they are brown
• 48. Bumblebee bat.
• 49 Antlers.
• 50. By howling

October : Week – 4 Alphabets of the Month: Q, R, S,

Topic: Welcome the kids to the general topic of circus.

Vocabulary: Circus, ringmaster, tightrope, trapeze, unicycle, entertainment, performer, acrobat, juggle, clown.

Material required: pictures, story book related to circus.

• Present to the kids the knowledge about circus.
• Circus is a travelling show where you can see interesting and fun things
• Circus or some form of circus showmanship has been around as entertainment for centuries.
• Clowns are people who wear make up and funny clothes to make us laugh.
• Animal trainers take care of animals and teach them tricks.

• What is a circus?
• Have you been to circus?
• What are the animals we can see in circus?
• Who train the animals to do the tricks?
• Who are clowns?
• Is it safe for us to do the stunts which are done by circus people?
• Who is a ring master?

Closing: Conclude the topic by asking the kids to share their experiences if they have been to circus.

Evaluation: Evaluate their cognitive skills of observing, recalling and responding.

Kids can make a paper plate clown -with a paper plate children make a face- add a hat, yarn hair, big smile, happy eyes etc, cut a tiny hole where the nose should be and insert a small balloon.

Topic: Welcome the kids to the topic of clowns and dwarf.

Vocabulary: Circus, clown, dwarfs, loose clothes, happy eyes, big smile, clown hat, funny clothes, make up, zany.

Material required: Toy clown, pictures, story book of snow white and the seven dwarfs, clown hat.

• Talk about clowns how they perform and make us laugh.
• Clowns are people who wears make up and funny clothes to make us laugh.
• Clowns perform, somersaults, do juggling and different funny things to make the people laugh.
• Clowns paint their faces with bright colors.
• Clowns and other circus performers do a lot of practices.
• Clowns have funny colored wigs.
• Some clowns are dwarfs.
• Dwarfs are people who are shorter in height than normal.
• Zany is another word for clown, silly.

• Have you seen a clown?
• Where you can see a dwarf?
• How will you feel when you see a clown performing?
• What are the special features we can see in a clown?
• Who is a dwarf?
• Who is zany?
• What is juggling?
• Do clowns make us laugh?
• What is a somersault?

Closing: Conclude the topic by reviewing the details of clowns dress up to suit their roles and put heavy make up on their faces.

Evaluation: Evaluate their cognitive skills of observing, recalling and responding.

Extension: Have a circus parade-children march to music and play instruments, teacher can paint clown faces on children.

Topic: Welcome the kids to the topic about their experiences in circus, trapeze.

Vocabulary: Trapeze, performer, acrobat, tightrope, animal trainers, practice, stilt, audience.

Material required: Picture book, models etc.

• Discuss about the things they saw in circus.
• Animals they saw in circus.
• Animal trainers train the animals to perform shows.
• Lot of hard work and practice make them perform easily in the show.
• Acrobats do acrobatics in circus.
• Trapeze performers swing from one trapeze to another. They do mid air flips and somersaults.
• Stilt performer has a long wooden stick tied on their legs and walks on it like a tall man with long pants.
• Between performances we have clowns show tricks.

● Like the trapeze artists we have tight rope walkers who walk across a tightly stretched rope and they balance on it with help of long poles.

• Have you been to the circus?
• What do you see in the circus?
• Which show impressed you the most?
• What did the clowns do?
• What all animals did you see in the circus?
• What did a trapeze artist do?
• What did the audience do during circus?

Closing: Recall the information about the shows, trapeze in circus.

• Talk about animal trainers, different animals used in the circus to perform tricks.
• Animal trainers take care of the animals and teach them tricks.
• Circus animals- elephants, tigers, horses, dogs, bears and zebras are circus performers.
• Equestrian- we have horse shows. Equestrian is a horse back rider.
• Trainers-professionals hired by the circus to work with the animals.

● There are lots of acts which involve feats by animals; these animals are trained to perform these tricks by their trainers.

• The performers are assisted by large number of persons who take care of the odd jobs like rigging up the tent. maintaining the circus arena, feeding the animals and cleaning their cages.

● Animal shows include dogs riding on a unicycle, elephant walking on his hind legs or fore legs, elephant standing on the table lion passing through the fire ring etc.

• Name the animals used in the circus?
• Name some of the tricks done by the animals?
• Who train these animals?
• Who take care of these animals?
• Can any animal do these tricks or they need practice?

Closing: Review the important details and conclude the topic.

Evaluation: Evaluate their cognitive skills of listening and responding. Evaluate their language skills by asking them to tell their experiences.

Extension: Children can play size sequencing game with the pictures of circus animals, they can also play memory game with animal pictures.

Topic: Welcome the kids to the topic of what they like in circus the most, magic shows,

Vocabulary: Magic shows, magicians, circus, scarf, juggler, juggling.

Material required: Picture books, coins, towel, magician hat, suit etc.

• Discuss about their experience in circus, the show which impressed them a lot.
• The circus are held in indoors mostly in a large tent.
• Magician performs magic shows.
• Jugglers juggle the balls. They require skills of tracking hand and eye to toss more balls up in the air.
• Magic shows are for entertaining people and children in circus. Magicians can ask for volunteers to do perform tricks.

· Some of the tricks are disappearing coins, pulling scarf, changing sides of cards, pulling puppy dog out of hat, changing ribbons in to a dove etc.

• What do you know about circus?
• What things happen at the circus?
• How do the performers perform?
• Have you been to magic shows?
• What all tricks you saw in the magic show?
• Who does magic?

Closing: Recollect the facts about circus and magic show.

Evaluation: Evaluate their language skills by asking open ended questions.

Extension: Children can have a hoola hoop show done by one of the kid from the class. They can have simple magic show with coins.

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

Procedure: Children are asked to dip 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 of understanding cause and effect.

Material required: Cotton, Ice cream stick, paint (pink, orange and yellow, glue).

on ice cream and stick the cotton.

Step: 2:- Spray pink color on the cotton

Variation: Instead of ice cream stick we can use straw. We can use pink color kite paper instead of cotton.

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

Vocabulary: Blowing, balloons

Material required: Balloons.

Presentation: Demonstrate to them how to blow balloons and ask them to hold air in mouth.

• Can you show the action of blowing?
• Can we blow balloons?
• What happens when we blow balloons?
• Why balloons fly in air?

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

Closing: Ask each child to blow different materials like whistle, bubbles and beads or bubbles they can blow.

Variation: We can group the beads and ask them to blow the beads; they can count the beads that they moved, to what height they can blow the bubbles. They can make different sounds with their mouth and listen to it.

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

Vocabulary: Order, sequence, height, length, size, big or short, long or short, more or less, big, bigger, biggest, tall, taller, tallest, less, lesser, medium etc.

Material required: Picture of clowns.

• Place the objects varying in size, height on the table.
• Settle the children and ask them to order it or sequence it according to size or height. Objectives:
• Ask them in what order they have arranged?
• Which is long and which is short?
• Which is big, bigger, and biggest?
• Which is medium?
• Which is thin?
• Which is fat?

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

Pre math skills. Analytical skills. Eye hand coordination

Variation: They can also estimate the objects whether they are long or short, thick or thin, big or short, more or less etc.

Goals: Develops their emotional skills of enjoying, gross motor skills.

Introduction and Presentation: Enact to the children the clown dancing with nice funny steps and ask the children to dance like a clown.

Develops their emotional skills of enjoying. Gross motor skills.

Goal: To develops their gross motor skills and social skills of engaging in a group.

Divide the children in to teams: each team should have 3 or 4 children,

Children of each team are asked to sit apart.

An object is given to the players in the first position.

They are asked to pass the object to the other players of their team and each the end.

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

Material required: Paper plates, glue, kite paper and color paper, cuts outs, woolen thread, marker. Presentation:

Step: 1 Use marker to draw eyes, nose and collar on the paper plate.

Step: 2: Keep cut outs for the collar, eyes and nose.

Step: 3: Stick woolen thread for hair.

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. Children are encouraged to color mostly inside the picture holding the pencil firmly.

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

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

Vocabulary: Visualize, recall.

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

Introduction and Presentation: Place different objects or pictures on the table e.g. ball, toy dog, pencil, a triangle shape etc. Ask the children to observe the objects placed on the table for few minutes and then remove one object from their sight and ask them to name the objects they have seen. Similarly we can place picture cards in a sequence and ask the children to arrange in the right sequence and name it.

• What all objects did you see?
• What are the shapes you observed?
• What all colored objects were placed?

Evaluation: Evaluate how well they are able to remember things and whether they are able to arrange it in the right sequence.

Skills developed: Memory skills. Cognitive skills of observing. Visual tracking skills.

Goals: To develop their logical thinking skills, expressive language skills. Material required: Animal toys, puppets, materials related to the circus topic.

Presentation: Keep a non-transparent box ready and keep different materials or toys related to the circus theme in the box. Each child is given a chance to guess the materials inside when clues are given. Encourage the children to name the materials or toys. Ask other children to praise their friends.

Skills developed: Develops their logical thinking skills, memory skills and expressive language skills.

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

Presentation: We can draw a simple or complex maze on the ground. Children are asked to walk inside the maze to find the destination.

Skills developed: It develops their pre reading skills while tracking the maze with eyes.

When they follow the maze they develop their eye and foot coordination, gross motor skills, balance.

Variation: Set the maze according to the theme.

Goal: To stimulate their eye hand coordination and gross motor skills.

Presentation: Present to the children the method of juggling.

Take 2-3 small balls. Throw one ball with right hand and catch it with left and throw another ball and pass the ball from left to right throw and catch the ball with both hands simultaneously. Toss and catch the ball as many as possible.

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

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

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

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

Material required: Different colored kite papers, glue, and uncolored art sheet.

Procedure: Ask the children to crush the color paper into small balls and stick it with glue on the given picture.

Skills developed: Develops their fine motor skills of pincer grasp, circular movement.

Goals: To develops their pre math skills of knowledge of numbers - odd and even

Vocabulary: Number, odd, even.

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

Introduction and Presentation: Ask the children to sit around the table and arrange different number cards or number puzzle pieces on the table. Tell them about the odd numbers and even numbers. Tell them to pick odd numbers from the given cards or numbers puzzle pieces, then tell them to pick even numbers from the given cards or number puzzle pieces.

• What is odd numbers?
• What is even numbers?
• Which is the smallest odd number?
• Which is the smallest even number?
• Tell the even numbers and odd numbers which you have taken.
• Which is the biggest odd number or even number in the given number puzzle pieces or cards?
• Can you tell the biggest even numbers and odd numbers?

Evaluation: Evaluate their pre math skills of numbers.

Skills developed: Develops pre math skills, language expressive skills, fine motor skills.

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

Content:

Vocabulary: Peeling, cotton, seeds.

Material required: Cotton, plate.

Introduction and presentation: Demonstrate how to peel the cotton seed and make thread by rolling the cotton on the palm. Tell them about the uses of cotton.

• Ask them about the texture of cotton?
• Is cotton heavy or light?
• What is the color of cotton?
• What happens when we roll the cotton with our palm?

Closing: Ask the children to peel the cotton using thumb and index finger and use both the palms in opposite motion to make thread.

Evaluation: Evaluate each child's ability to peel cotton and make thread from cotton.

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

Goal: To develop their fine motor skills and their balancing skills, eye and foot coordination.

Presentation: Place some beads on the ground. Ask the children to pick the beads using their toes.

Skills developed: Fine motor, Eye and foot coordination, balancing.

Goal: To develop their abdomen muscles and this is also a nice relaxation exercise.

Presentation: Mentor has to hold the ball with one hand and to avoid the ball from rolling off hold with one foot in the front and make the children lie down on the ball on their tummy. Sing a rhyme and roll the ball forward, beft and right. When we move the ball children will move in the direction in which we move the ball, they will learn to balance by gripping the ball. If they move their body rhythmically this activity induces relaxation also. They can also bounce and lift the physio ball.

Skills developed: It helps to keep their hip muscles stronger and develops their gross motor skills; this is also a nice relaxation exercise.

Now cut the white paper in to large sized rectangle shape

Cut the white paper in to rectangle shape ( we need 4 rectangle shapes)

Cut the white paper in to rectangle shape (long) (we need 3 rectangle shape)

Step: 1: Take that small medium sized square shape and join both the ends and stick it (like a cylinder shape).

Step:2: Take that large sized rectangle shape join both the ends together and stick it.

Step:3: Take that 4 pieces of rectangle shape and roll each piece and stick it.

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.

DAY 4: ACTIVITY

CIRCUS BINGO GAMES

Goal: To stimulate their cognitive skills, observing skills, curiosity, thinking skills, social skills.

Vocabulary: Lion, tiger, horse, elephant.

Material required: Toy animals

Presentation: Make the children to sit near the table and explain about circus and animals which we can see in the circus. Show the toy animals which we can see in the circus and ask them to name the babies of the toy animals.

Skills developed: Memory skills, Cognitive skills, Curiosity, Thinking skills, Social skills.

Goals: To develop their gross motor skills, symbolic thinking.

Presentation: Children can imitate and do different circus animal walk. Children can walk like clowns also. They can do marching and does the circus parade by moving in a line like circus animals and clown.

Skills developed: Develops their gross motor skills and symbolic thinking.

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

Presentation: Plastic bottles can be filled with different colored water and arranged in row, one after the other or in a particular pattern. Children are asked to come one by one and roll the bottle. Whoever bowling more bottles will be applauded.

Skills developed: Eye hand coordination, Fine motor skills, Focusing on an object, Gross motor skills.

Material required: Zoo stamps, Stamp pad, Pictures of zoo animals.

Procedure: Ask the children to press the zoo stamps on the stamp printing on the picture. Children are asked to observe the prints appearing on the paper, when they press the zoo prints on the paper. .

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

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

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

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

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

Vocabulary: Flour, designs, patterns,

Material required: Flour, samples of some designs and pictures of clowns.

Presentation: Present the activity by drawing different kinds of clowns. Show them the easy method to draw the clown. Encourage and help them to draw different kinds of clown on the flour.

• · What are the body parts we use for drawing?
• What are the materials we use for writing?
• · Which is your favorite writing tool?
• · Can they write without using their thumb?
• · In which place we can see the clowns?

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

Variations: They can write with other kinds of flour, sand.

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

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

Vocabulary: Dough, flour, essence, corn

Material required: Water, Flour, Food color, Plates.

Introduction and Presentation: Get all the materials ready for the activity .Give each child a plate and tell them sit at the table. Put a small amount of corn flour on each plate and ask them to feel it. Add a small amount of food color and ask them to mix. Add little water and tell them mix it with their fingers observe the color change and feel the texture.

• 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 gooey 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 improve their balance, co-ordination, spatial awareness and gross motor skills.

Presentation: Children whoever learning to tumble can use the wedge placed on the safety mats to tumble.

Place mats on all the sides. They can do tumbling on the grass also.

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

Variation: Children can also do tumbling using their hands.

Goal: To develop their gross motor skills.

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

Crawl: Children are asked to sit on their knee and to move using hands and knee. Creep: - Children are asked to lie down on the floor, on their tummy and move using hands and leg in lying position (like snake).

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

Skills developed: Develops their gross motor skills.

LISS CURRICULUM

June : Week – 2 Alphabets of the Month: A, B, C, D

Color of the Month: Blue, Indigo, violet Shape of the Month: Triangle, Prism, cone

Theme: Reptiles

Topic: Invite the kids to the topic about reptiles. Alligators and crocodiles

Vocabulary: Alligators, crocodiles, scaly skins, carnivores, marshy lands, reptiles, cold blooded, aquatic, snout, aggressive, webbed.

Material required: Pictures, books, toys

• · Crocodiles and alligators are large aquatic reptiles
• · Some crocodiles are much more aggressive than alligators.
• · Crocodiles have long pointed snout where as alligators have a shorter and broad snout.
• · Crocodiles have strong jaws and webbed hind feet.
• · Crocodiles are light olive brown in color while alligators are blackish. They grow in a small group called pods.
• · Their tail helps them to swim.
• · Reptiles are cold blooded animals; they have dry scaly skin, their body temperature changes with their surroundings.
• · They lay eggs. All the reptiles creep. They are vertebrate.
• · Some reptiles shed their skin.
• · Crocodiles and alligators live in marshy land. Baby crocodiles are called hatchlings.
• · Most of the reptiles are carnivorous.
• · They live in water and when they are in land they mostly keep their mouth open to cool their body.
• · They are very dangerous as they can strike faster before humans can even react
• · Their skin is used in making purse, wallet, hat, belt and handbags.
• · Crocodile teeth are sharp and they have the strongest bite in the world.
• · They eat birds, mammals and fishes. They can hear & make sounds when they are sick.

• · What are reptiles? Where do they live?
• · What are the special features in reptiles?
• · How are crocodiles different from alligators?
• Where do crocodiles or alligators live?
• · Is crocodile carnivore or herbivore?
• What is baby crocodile called?
• · What is the color of the crocodile? What color will alligators be?
• How do we use the crocodile skin?
• · How do reptiles move from one place to another?

Closing: Recollect the information stated above and evaluate the children by asking open ended questions.

• · Tactile skills-while touching or feeling the texture of tov crocodiles.
• · Language skills: answer to question
• · Cognitive skills: acquire facts of reptiles.

Creeping like crocodiles and alligators Opening mouth like crocodile for a long period of time Make finger puppets of crocodile

DAY : 2

Topic: Tortoise and turtles and food habits of reptiles

Vocabulary: Tortoise, turtle, hatchling, shells, heavy, bones, flat, stumpy hind leg, scales, habitat, predators.

Material required: Pictures, toys, books

• · Turtles and tortoises are reptiles with shells and scales on their body.
• Turtles and tortoises are differentiated by their habitat.
• · Turtles live in water while tortoises live on land.
• · Turtles and tortoises are cold blooded reptiles.
• · They can pull their heads, legs and tails inside their shells. Shells serve as a protection from predators.
• · Turtles are fast swimmers and tortoises are slow moving animals on land.
• · Turtles have flat shells and are black, brown or dark green in color. Thev have long legs and webbed feet,
• · Marine turtles have paddle shaped legs and flippers to swim. They have flattened front legs.
• · They eat animals and plants. Some turtles eat only plants. Some turtle are herbivorous while others are carnivorous.
• · They lay eggs on land. Tortoise lays 1 to 30 eggs. They are vertebrate. The age of a tortoise can be deduced by
• counting the number of concentric rings on its shell, much like the cross-section of a tree
• · Baby tortoise and baby turtles are called hatchlings .
• · Shell of turtle is made of 60 different bones.
• · They can live up to 200 years. Currently they are the oldest living animals in the world.

• · What do reptiles eat?
• · How do tortoise and turtles move?
• · How many eggs does tortoise lay?
• · What is the difference between tortoise and turtle?
• · What is baby tortoise or turtle called?
• · Why do turtles and tortoises have hard shell?
• · Where do tortoises live? How long can a turtle live?
• · How can we find the age of a tortoise?
• · What helps turtle to swim in the water? Can they breath underwater?

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

• · Pre math skills: Counting Turtles. Counting the concentric ring on the shell
• · Expressive Language skills: Explaining the life of the turtle
• · Critical thinking skills. Understanding the difference between the turtle and tortoise

Give children a laundry basket or a bucket to pretend like a turtle and play. They can paint their hand and finger like turtle and play

Topic: Snakes

Vocabulary: Wriggle, shed, venom, desert, avoid, scales, slither, molting, prey, constrictor, snake let.

Material required: Picture books, toys.

• Snakes live in holes. • Snakes are cold blooded reptiles. They have scales to protect their skin from round or sharp rocks as they slither along.

• They do not have eyelids.

• When snakes grow too long for their scaly skin, they just wriggle out of it and get a new skin.

• · Young snakes change their skin about 4 times a year. This process is called molting.

• · All snakes can stretch their jaws to swallow animals bigger than their head, Anaconda can even swallow a deer,

• · Some are poisonous giving out venom e.g. cobra. Other snakes wrap their prey and swallow them e.g. python, anaconda. Snakes are carnivores.

• · Most snakes live on land, but some live in rivers, lakes or even seas.

• · Snakes are vertebrates. They have more bones in its back linked to its muscles.

• · The move in zigzag . slide, or zip through the place.

• · They cannot hear but can see the movement of the flute of the snake charmer and move

• Reptiles in desert bury themselves in the sand to avoid hot sun. Baby snake is called snake let or hatchlings.

• · Name some snakes? ( Python, anaconda, rattle snake, cobra)
• · What type of skin do snakes have?
• · Do snake lay eggs?
• · Why do reptiles go deep under the sand in hot summer in desert?
• · What do we call baby snake as?
• How many times do young snakes change their skin?
• · How do snakes move from one place to another?
• · Where do snakes live?
• · What is the process of changing skin called?
• What happens when a snake bites?
• Name some poisonous snakes?

Closing: Recollect the facts about different types of snakes.

• · Language skills: names of the snakes, explaining molting, eating habit etc.
• Spatial skills: Walking on the snake path

Make paper snakes and wriggle like snake on the ground. Ask the children to walk on the snake path placing one foot in front of the other without leaving any gaps.

Ask Children to measure the length of snakes using a foot scale.

Topic: Special features of reptiles and their homes

Vocabulary: Chameleons, scaly, cold blooded, long tongue, flat shell.

Material required: Picture books of reptile, toys, and puzzles.

• Reptiles are cold blooded animals.
• Reptiles cannot live in cold continents and in cold season many reptiles go for a long sleep.
• Most of the reptiles are carnivores.
• · All reptiles creep, some reptiles move very fast, others move slowly.
• · They have a dry, scaly skin. They lay eqgs.
• · Most reptiles have good vision but do not have evelids.
• · Chameleons can change its color to save itself from predators.
• · Reptiles mostly live in warm places.
• Crocodiles and alligators live on marshy land.
• · Snakes lives in the holes.
• · Tortoise lives on the land, turtle lives in the water.
• Tortoises have hard shell to protect themselves.

• How are reptiles different from mammals?
• How reptiles are similar to birds?
• What types of skin do reptiles have?
• Where do snakes live?
• What are the babies of reptiles called?
• Do reptile lay eggs?
• What types of vision do reptiles have?
• Do reptiles live in cold region?
• What special features does a tortoise have to protect itself?
• What special feature do chameleons have to protect themselves?
• Why frogs are not part of reptiles? ( lay eggs in water, they have gills, ear and eyelids)

Closing: Recollect the special features in reptiles and how they are similar to birds.

• Language skills: Presentation on any given reptile
• Cognitive skills: Classifying and grouping the categories

Extension: Mix Reptiles, mammals and insects and ask them to pick and explain the reatures.

Create a park as reptile zoo using blocks and plastic reptiles.

Topic: Lizards and geckos.

Vocabulary: Lizards, iguanas, chameleons, geckos, Gila monsters, monitor lizards, skink, and claws.

Material required:Picture books and toys.

● Explain to the children that lizards are reptiles. They are grouped in to different types such as iguana, chameleons, geckos, Gila monsters, monitor lizards, skinks.

• They vary in size, shape and color but share common characteristic.
• Lizards usually have dry, scaly skin.
• Lizards do not have ears that stick out like other animals,
• Gecko has fine hair on their head to connect to the inner, hidden ear drum.
• Lizards live on trees, marshes, grass lands and forests. They have claws to grip the ground.
• Chameleons, lizards have sticky tonque to catch their prey. They mostly feed on insects.
• Many lizards shed their tail to escape from their predator. They can grow another one.
• Australian frilled lizard has frill around its neck it opens when it opens its mouth.
• It lays eggs. They do not have eyelids. They use their tongue to clean their eyes.
• They are very helpful for humans.
• They use their tongue to catch their prev. The tongue can move faster than human eyes.
• Chameleons can change their body color when they are in danger. They can see two different things at the same time.
• Komodo dragons are the largest lizards.
• Lizards shed their skin to grow a new one. Lizards eat both plants and animals.

• Have you seen any reptile in your surroundings?
• Why do lizards and chameleons have sticky tongue?
• What are different types of lizards?
• What are the special features in lizards?
• Do they lay eggs or give birth to young ones?
• Which lizard can change its body color?
• What do lizard eat?
• Which is the biggest lizard?
• Can snakes be part of lizards? Which category do lizards belong?
• Where do they live and how are they able to climb on the walls?
• How do they grip onto the ground?

Closing: Recollect the facts about reptiles, their food habits, their homes etc.

• Language skills. learn vocabulary words, answer open ended questions
• Cognitive skills: classifying and comparing
• Math skill: color, shape, size, of the reptiles.
• Tactile skill: Finding the object by feeling it with the fingers.

Extension: Ask them to pick object from the mystery bag by touching and figure out what reptile they belong to. ( Older children can do blind folded)

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

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

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

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.

Activity: Practical activity of dressing and undressing

Goals: To make them independent in the practical life activities of dressing which involves buttoning, un buttoning, wearing and removing the dress, tying and removing the shoe lace, wearing and removing the socks, zip and unzip etc. Develops their intrinsic hand muscles and fine motor skills, eye hand co ordination, sense of direction/position, sensory skills of wearing clothes of different textures, etc.

Vocabulary: Clothes, shirt, pant, tops, midi, shorts, cap, shoe. socks, frock, coat, under pant, tie, lace, button, un-buttoning, zip. front. back, scarf. belt, sweater, gloves, T-Shirt, jeans, full sleeve shirt, half sleeve shirt.

Material required: Collection of their own dresses, pair of socks, shoes.

Introduction and presentation:Show to button and unbutton, encourage them to remove and wear their own dresses, wear their socks and shoes.

• Why do we wear clothes?
• Which is your favorite dress?
• Who helps you?
• Can you dress yourself?
• Where do we put shoes?
• Will all the shoes fit for everybody?
• What do we need to do before we wear our shoes?
• Do you know to tie shoe lace?

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

Evaluation :Evaluate each child's ability to dress up and undress them, how well they wear the shoes, socks, note the recordings for further improvement and evaluation. Evaluate each child's fine motor skills. Intrinsic hand muscles power, eye hand co ordination, positions sense and note the recordings for further observation, observe their sense of texture as they try different textured clothes.

Variation:Variation of this practical life activity can be done with dress up boards, wooden shoes, matching socks, buttoning board, laces.

Goals: To improve their pincer grasp, intrinsic muscle control, eye-hand co-ordination.

Vocabulary: Threading leaves,

Material required: Thread, leaves, plates, safety punching machine.

Presentation: Demonstrate them how to arrange the leaves according to their size or arranging leaves in different patterns like big then small then big etc. Then show them how to make hole in a leave using safety punching machine. Explain them how to thread the leaves through the hole.

• Can we thread a very tiny object?
• Can we do threading with one hand?
• What items can we thread?
• Can we thread an object that has no hole ?
• Can you tell the name of the leaves which you had threaded?
• Count the leaves which you had threaded?
• Can you tell in what way did you arrange the leaves?

Variation: They can thread the beads in a sequence depending upon the color, size and shape of the beads.

Evaluation: Evaluate each child's ability to string the various objects, record the observations. Ask them to count the leaves. Ask them what all materials they can string and what all we cannot.

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

Conclusion: This helps them to improve their eye hand coordination and fine motor skills, as well as pre-math skills,

Goal:To improve their balance, gross motor skills, eve 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 auditory skills, following oral instructions and receptive language skills; gross motor skills.

Presentation: A person who will give instruction can be named as pilot, sailor, postman, chef, judge etc related to the theme. Children are given oral instruction like "pilot says to do flying action". Instruction can be anything to stimulate children's interest.

Skills developed: Auditory skills. Receptive language skills. Gross motor skills.

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

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

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

Material required: Plain sheet, news paper, fevicol, poster color (green), paint brush, paint pallet, safety scissors, green kite paper, black markers.

Preparation: Cut oval shape on a plain sheet. Make two crush paper balls one big and one small. Mix paint in the pallet and keep it ready

Procedure:

Step:1: Wrap big crush paper ball with plain sheet and paint it green.

Step:2: Stick the oval shaped cut out on the big crush paper ball and paint it green

Step:3: Stick the small to the big crush paper ball and paint it green.

Step:4: Fold paper in to small rectangles for legs and stick using fevicol

Step:5: Make small crush paper balls and stick it on top of the tortoise body. Step:6: Use black marker to make two dots for eyes.

Activity: To sort different toy reptiles according to features,

Vocabulary: Reptiles, lizard, alligators, crocodiles, tortoise, turtle, lizards, iguanas, chameleons, geckos,

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

Material required: Different type of toy reptiles.

Presentation: Have all the material ready for the activity. Give each child the material in a plate. Give each child different toy reptiles and show them how to sort according to their similarities, features etc. Ask them to feel the different textures.

• Name different kinds of reptiles
• Name few similar reptiles
• Which reptiles we can find in water?
• Which reptile we can find in our house?
• Ask them about the texture.

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

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

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

Vocabulary: Peeling, ladies finger, seeds.

Material required: Ladies finger, plates.

Introduction and presentation: Demonstrate how to peel the ladies finger using thumb and index finger. Demonstrate them how to remove the seeds from the lady finger. Tell them to count the seeds.

• Ask them about the texture of ladies finger.
• What is the color of ladies finger?
• What is the color of seeds of ladies finger?
• Can we count the seeds of ladies finger?

Closing: Ask the children about the uses of ladies finger and ask them how we can grow the ladies finger in our house.

Evaluation: Evaluate each child's ability to peel ladies finger.

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

Variation: They can peel peas, hay straw, banana, orange

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

Presentation: Children whoever learning to tumble can use the wedge placed on the safety mats to tumble.

Place mats on all the sides. They can do tumbling on the grass also. Children are asked to roll on the safety mat forward and backward. They can also do rolling side ways on the wall. Children can do rolling towards right or left listening to the instructions alternatively.

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

Variation: Children can also do tumbling using their hands.

Goal: To develop their abdominal muscles and provide relaxation

Presentation: Mentor has to hold the ball with one hand and to avoid the ball from rolling off hold with one foot in the front and make the children lie down on the ball on their tummy

Sing a rhyme and roll the ball forward, backward, left and right. Children will move according to the direction of the ball and will learn to balance by holding on to the ball.

If they move their body rhythmically this activity induces relaxation also. They can also bounce and lift the physio ball.

Skills developed: It helps to keep their hip muscles stronger and develops their gross motor skills, this is also a nice relaxation exercise.

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, ladies 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.

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

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

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

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

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

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

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

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

Introduction and presentation: Present them the activity by putting some dots with kolam powder in different pattern and tell them to put the kolam power using thumb and index finger according to their wish.

Tell them to join the dots to make designs. They can put dots and make alphabets by joining the dots

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

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

Variation: They can write with rava. Give them and then ask them to follow, make maze paths to follow. Add some small stones so they can make a pattern of dots and stones. Add food color to get color pattern.

Activity: To clip the paper using paper clip or cloth pegs.

Goals: To improve their whole hand muscles movement, Fine motor, Cognitive skills of understanding cause and effect.

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

Material required: Papers, Paper clips or cloth clips

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

• · How does the paper look?
• What is the shape of the paper?
• · How does the cloth clips or paper clips look like?

Skills developed: Pincer grasp, Eye hand coordination, Tripod grasp, Math skill

Conclusion: These activities improve fine motor skills of whole hand grasp, and eye hand coordination.

Explanation of the game: In this qame of hide and seek, one child counts to a certain number while all the other children hide. At the end of the count, the child who counts gives a warning by saying, "Ready or not, here I come" and then seeks out the hiders.

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

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

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

Goal: To develop their gross motor skills, symbolic thinking

Material needed: Mirror

Motivate the children to sit in a circle.

Each one can come and stand near the mirror and do silly faces like animals.

They can do silly faces like animals in front of other children.

Other children can quess which animal is it?

They can show the faces like animals such as monkey, pig, lion, elephant, dog, rabbit, cat, snake etc.

Skills developed: Develops their gross motor skills and symbolic thinking

Goals: To develop their fine motor skills, eye hand coordination, tactile skills, spatial awareness, cognitive skills of understanding cause and effect.

Material required: Cut outs of glass paper, qlue, uncolored art sheet.

Presentation: Invite children to the activity and provide required materials to the children.

Explain about the picture and ask them to apply glue themselves inside the picture.

And stick the cut outs of different colored glass paper on the glue and ask them to observe the change.

Skills developed: Develops their fine motor skills, eve hand coordination, tactile skills, spatial awareness, cognitive skills of understanding cause and effect.

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

Material required: Art sheet, different color wet chalk, chalk holder.

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

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

Goals: Fine motor skills, pre writing skills

Presentation: Ask them to feel the bubble wrap sheet. They can describe whether it is soft or rough. Each can take a sheet and observe the bubbles explain what is inside the bubbles. Show them how to pop the bubbles on the bubble wrap sheet using thumb and index finger. They can also use their toes to pop the bubbles. After popping it makes a sound because the air that goes out.

Vocabulary: Bubble, wrap, pop, thumb, index, flat, air, pressure.

What does come out when you pop the bubble? What is present inside the bubble? Which fingers do you use for popping a bubble? What is the texture of the bubble wrap? Why is the sheet not flat? How is it similar to popping a balloon?

Evaluation: Fine motor, sensory, cognitive skills of cause and effect, eye hand coordination.

Variation: They can use the bubble wrap paper to do coloring.

Activity: To show the same quantity of material 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, bowl or glass of different shape and size

Presentation: To present the activity keep the material ready. Take a bow| of rice and show them the quantity, then take the same quantity of rice and pour it in a glass. Show them the rice kept in different vessels and ask the child which is more/ less/ or whether it is equal. Make the children to do the activity. Explain that the quantity is same, only the size of the vessel differs and it takes the shape of the container.

What happens when same quantity of rice is kept in two vessels of different sizes?

Will there be any change in the quantity?

What does "displacement" mean?

What happens when we use two identical objects, but move one up higher than the other, does it become larger?

Variation: To do the activity we can use water, flour, straw, play dough, straw etc.

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.

Conclusion: The concept of displacement is challenging to teach, so using these different activities will help with them to understand.

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

Presentation: Give instruction to the children how to creep backward.

Tell them to lie down on their tummy and asked to move backward using only their tummy.

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

Variation: Using blocks make tunnels and ask them to creep backward.

Goal: To develop their whole hand grasp, eye hand coordination, gross motor skills, social skills.

Presentation: Children are presented with a balloon in the air and to catch it. Children can stand in a line and they can pass the balloon under, over and behind to their friend.

Skills developed: Develops their gross motor skills, auditory skills, eye hand coordination, whole hand

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: cotton buds, paint pallets, different poster color, uncolored art sheet or plain sheet.

Procedure: Children can dip the cotton buds in the paint or make dots on the picture given holding the bud firmly.

Skills developed: Fine motor skills and tripod grasp.

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

Vocabulary: Order, sequence, height, length, size, big or small, tall or short, long or short, more or less, big, bigger, biggest, tall, taller, tallest, less, lesser, medium etc.

Material required: Twigs, blocks etc (objects varying in size, length, height, quantity)

Place the objects varying in size, height, length and quantity on the table.

Settle the children and ask them to order it or sequence it according to size or height or length or quantity.

• Ask them in what order they have arranged?
• · Which is long and which is short?
• · Which is big, bigger, biggest?
• · Which is lesser among those?
• · Which is medium?

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.

Variation: They can also estimate the objects whether they are long or short, thick or thin, big or small, tall or short, more or less etc.

Goals: Familiarize them with different smells, ability to differentiate, match, and identify the smells.

Vocabulary: Smell, nose, olfactory, pleasant, pungent, strong

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

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.

• · Which is the organ used for smelling?
• · Which is your favorite smell?
• · Name some food items which smell 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?

Variation: Introduce new smells with different objects like fruits, flowers etc.

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 thev answered for future progress. Analyze how many smells they can match and can identify. Repeat the activity until they become very clear in identifying.

Conclusion: Become aware of the olfactory discrimination.

Y 5: GYM

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

Presentation: Draw a circle on the ground and keep some animal toys related to the theme. Mentors can call out the animal name. One child can come and pick the toy and jump in to the circle and they can talk about that animal and the child can go back to position. Another child can also follow the same.

Skills developed: Auditory, Cognitive skills, expressive language skills, gross motor skills.

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

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

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

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

1. Whether reptiles are warm blooded or cold blooded animals?

2. Name the texture of reptile's skin?

3. Which reptile curls itself in to a ball and hides its head?

4. Name the limbless reptiles.

5. How do snakes sense their prev?

6. Which large reptiles live in warm rivers and swamps?

7. What do the turtle and tortoise have on their back?

8. What are baby crocodiles that grow in large nursery groups called?

9. How does the tough skin of crocodile and alligators acts like?

10 What is crocodile baby called?

11 How do all reptiles move?

12 What is the process of shedding skin called as?

13.How do reptiles raise their young ones?

14 What is the scientific study of reptiles called?

15 Which is the largest lizard?

16 Which is the biggest and heaviest snake in the world?

17 Which reptile makes the rattle sound?

18 Which reptile's tongue is longer than its body?

19 Which reptile's tail grows when cut?

20.Which reptile can rotate each eye and look in two different directions at a same time?

21 What do the lizards mostly eat?

22.Why do many people welcome lizards in to their homes?

23.Which reptile opens up the frill around its neck?

24 The pair of sharp and long teeth of poisonous snakes called?

25.Which reptile dart out their tongue to pick up and recognize their preys scent?

26.Why do the reptiles go for a long sleep during winter?

27.Which is the only place where reptiles do not live?

28 Which is the world's heaviest turtle?

29.Which reptile can shed its tail but it cannot grow it back?

30.What are the scales on crocodile's back made of?

31 Where do mother crocodile lay their eggs?

32.Which reptile hatches their eggs inside her body?

33.Which reptiles lurk under the surface with just their eyes and nostrils above the water?

34.Which lizard is frightful and has a heavy body?

35 Name the largest living tortoise.

36.What do the turtles and tortoise pull inside their shells?

37.What do the snakes flick out frequently?

38 Why do snakes shed their skin?

39.What do lizards have to grip the ground?

40.How do geckos keep the scale clean?

41.Which reptile is difficult to know if it is coming or going?

42 Why is it hard to catch a skink?

43 What is a horned toad?

44.Which lizard has a toad's squatty body and two horns above its eyes?

45.Is a slow worm a lizard or worm?

46.Which snake moves sideways and leaves a unique trail in the sand?

47.What do we call a mark left by the snake that has passed over a surface?

48 Which lizard doesn't have eyelids?

49.How do we call the snake that wraps itself tightly around its prey?

50 Name the world's venomous snake.

• Cold blooded.
• Rough and scaly.
• Ball python.
• Snakes.
• Sound vibrations on the ground.
• Crocodiles and alligators.
• Hard shell.
• Pods.
• An armour
• Hatchlings.
• They creep or crawl
• Molting
• Laying eggs.
• Herpetology
• Komodo dragon.
• Anaconda
• Rattle snake.
• Chameleon.
• Lizard.
• Chameleon.
• Insects.
• To get of flies and other insects.
• Australian frilled lizard.
• Fangs.
• Snakes.
• To escape the severe cold.
• Coldest continent, Antarctica.
• Leather back turtle.
• Slow worm.
• Keratin.
• Nest on land.
• Anacondas.
• Alligators and crocodiles.
• Gila monster
• Galapagos.
• Head, legs and tails
• Tongues.
• To keep it skinny, clean and of the right size for their body.
• Claws.
• By wiping it with its tongue.
• Skink.
• Because its tail looks like its head.
• A lizard.
• Horned toad.
• Lizard.
• Peringuey
• Trail.
• Geckos.
• Constrictors
• Belcher's sea snake.

September : Week – 3 Alphabets of the Month: A, B, C, D

Theme: Amphibians

LISS CURRICULUM

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

Topic: General instruction of Amphibians

Vocabulary: Amphibians, frog, toad, salamanders, environment, land and water, caecilian, newt.

Material required: Picture book of amphibians, toys, charts, puzzles.

• Present to the children general details about amphibians
• · Most amphibians spend their baby days in water and grow up to live on land.
• Amphibians mean lives both in land and water.
• Amphibians are half way between fish and reptiles.
• · No amphibians live in the sea.
• Amphibians mean double life as they are hatched in water and as they grow they move to land.
• Amphibians have the same body as their environment.
• · Froq, toad, salamanders, newts, caecilian are called amphibians.
• · Amphibian's body does not have any hair, scales or feathers.
• · Many amphibians breathe through their skin though some might have gills in their younger ones.

• · What is an amphibian?
• · How do amphibians breathe?
• Name few common amphibians.
• · Have you seen an amphibian?
• · Do amphibians live in the sea?
• · Do amphibians have scales, hair or feathers?
• · Do amphibians have the same body temperature as their environment?

Closing: Recollect the important details; ask them to name some of the amphibians.

Evaluate their listening skills by asking questions on the details discussed before. Evaluate their math skills by asking them to predict the number of toy amphibians.

Extension: Children can play a memory game with different toy amphibians.

Topic: Vertebrate and invertebrate Amphibians.

Vocabulary: Vertebrate, invertebrate, vertebral column, frog, toad, salamander, caecilians.

Material required: Chart, pictures, toy amphibians, puzzles.

• Talk to them about vertebrate and invertebrate amphibians.
• · Vertebrate are those animals which have backbone.
• Invertebrate are those animals which have no back bone.
• · The backbone also called the spine or spinal column is made of several joining units known as vertebrae.
• Vertebral supports the body and fastens the limbs; it also protects the nerves of the spinal cord.
• · Amphibians like frogs, toads, and salamander are vertebrate amphibians.
• Amphibians like caecilians which resembles like earthworms are called invertebrate amphibians.
• Salamander looks like a lizard.

● Salamander can regenerate some of its body parts that mean if it loses its legs or tail; it can grow them back in a few days.

• What are vertebrates?
• · Name some of the vertebrate amphibians?
• · What are invertebrates?
• Name some of the invertebrates amphibians?
• · Name the amphibian which closely resemble with the lizard?
• · Why caecilians are called invertebrates?

Closing: Ask the children to differentiate between vertebrate and invertebrate animals.

Evaluation: Evaluate their listening skills by asking questions related to the topic.

Extension: Children can move like vertebrates and invertebrates.

DAY : 3

Topic: Habitat and life cycle of Amphibians.

Vocabulary: Environment, eggs, lay, breathe, tadpole, baby, adult, metamorphosis.

Material required: Chart depicting the life cycle of amphibians, toys, puzzles.

• Amphibians when they are hatched they are in water and as they grow they move to land.
• · Some amphibians live in water all their lives.
• Amphibians are cold blooded animals they change their body temperature according to the environment.
• · Most amphibian babies look completely different from their parents.
• For example baby frogs and toads have tails and swim in water while their parents have legs and mostly live on land.
• · Baby newts and salamanders resemble their parents.
• Mother frog lay about 100 eggs at a time. The eggs are called frog spawn, the eggs are clumped together. They look like little jelly balls with a black eye in the centre of each egg.
• · Metamorphosis is the process in which a tadpole is changed in to a frog.
• Eqgs Tadpole Baby frog Adult frog.

• · Which amphibian closely resembles frog?
• · Do amphibian lay eggs?
• · Where we can find amphibians?
• · Can you name few amphibians?
• · What is frog spawn?
• · What is tadpole?
• · What is metamorphosis?
• · Do baby amphibians resemble their parents?

Closing: Recall the important details and ask questions about the them understand the Life cycle of frog and its habitat.

Evaluate their texture skills by asking them to feel the toy amphibians and talk about it. Evaluate their cognitive skills by asking them to explain the life cycle of frog.

Topic: Homes and food habits of amphibians.

Vocabulary: Water, moist places, land, swim, algae, worms, insects, fishes, frog eggs.

Material required: Picture charts, toy amphibians, puzzles.

• · Talk about the homes of different amphibians and their eating habits.
• Tadpoles live in water
• Tadpoles feed on algae
• Frog lives in wet places, moist places, garden.
• · As babies, most salamanders live in water.
• Salamanders hunt other animals for food like insects, fish, frogs, frog eggs and even other salamanders.
• · Frogs eats insects and fishes.
• Newts are semi aquatic animals.
• · Caecilians lives under ground.

• Where do adult froq lives?
• Where do tadpole lives?
• What do tadpole eats?
• Name the food of frogs?
• · Where do salamanders live?
• Name an underground amphibian?
• Where do caecilian lives?
• What do salamanders eat?

Closing: Conclude this topic by reviewing the special information like the skin of a frog reflects an equal amount of ultraviolet light as its immediate surroundings. In this way, it can protect itself from snakes and other predators.

Evaluation: Evaluate their cognitive skills of listening by asking multiple questions related to topic.

Extension: We can play the game in the bank by giving the instructions as tadpole and frog,

Topic: Special features of amphibians.

Vocabulary: Vocal sac, gastric brooding frog, lungs, gills, metamorphosis.

Material required: Picture charts, puzzles, books, toy amphibians.

• · Present to the children the special features of amphibians.
• Tadpole has tails and tails disappears and legs grow when the tadpole becomes a frog.
• · Tadpole breathes through gills and frog breathes through lungs. Gills change in to developed lungs.
• Amphibian's body does not have any hair, scales or feathers.
• · Many amphibians breathe through their skin?

• The gastric brooding mother frog swallows her eggs, the tadpoles grow inside the mother's tummy, and they come out of the mouth as tiny frogs.

• When threatened tomato frogs puff themselves up with air so that they appear too big to be swallowed.
• Salamanders do not make any sound at all they are completely voiceless animals.
• A group of frogs is called an army, while a group of toads is called a knot.

• How do amphibians breathe?
• · Name the amphibian which does not make any sound?
• · How we call a group of frogs as?
• · Name the amphibian which closely resembles each other?
• · Do frogs have gills?
• · Do tadpoles have lungs?

Closing: Recall the important details; ask them to share the information to us when they see any amphibians.

Evaluation: Evaluate their language receptive and expressive skills.

Extension: With bubbles we can make frog spawn and illustrate the life cycle of frog,

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

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

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

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

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

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

Goals: To improve their pre math skill of measuring, fine motor skills, cognitive skills, eye hand cordination

Vocabulary: Ladle, Measure, Tongs, Compare, Transfer, Quantity

Material needed: Grains, Tongs, Ladles, Bowls

Presentation: Place the grains, tongs, ladles, and bowls on the table

Transfer the grains from one bowl to another using tongs. Measure the quantity of the grains being transferred.

Transfer the grains from one bowl to other using ladles, measure the quantity and compare the quantity of grains of 2 bowls.

How much grain can you transfer using tong, more or less?

How much grain can you transfer using ladle more or less?

Why only less grain comes when you use tong for transferring and why more grain comes when you use ladle?

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

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

Vocabulary: Grains, shapes, colors, sizes.

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

Material required: Grains of different types of colors, sizes and shapes.

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

Ask them whether we can count the grains when it is plenty. Ask them to name the colors and size of given materials. Ask them about the texture.

Do we measure or count the grains.

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

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

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

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

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

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

Divide the children in to two groups A and B.

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

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

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

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

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

Skills developed: Fine motor skills, sensory skills.

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

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

Procedure: Motivate children before starting the activity, keep required materials ready before starting an activity. Give each child an uncolored art sheet with outline of few shapes drawn on the plain sheet and describe about the picture and present them the way to stick the shapes inside the given space.

Apply glue on the picture wherever required.

Ask them to pick one shape cut out using the thumb finger and to stick inside the picture wherever required

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

Give each child one syringe.

Present to the children how to hold a syringe and fill water in it. Ask them to hold the syringe upside down pull in the upward direction. Ask them to observe the water qushing in. Now ask them to press and push the water out using thumb. Ask them to repeat this action by giving instructions like pull and push.

Skills developed: Develops their fine motor skills, eye hand coordination, direction sense and cognitive skills of understanding cause and effect.

• Who uses syringe?
• What happens when you pull the syringe knob upward?
• How water qushes inside the syringe?
• What happens when you push it back?
• Can you try doing the same outside the water?

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

Material required: Sponge, cups.

Presentations: Invite the children to the activity. Present them how to hold the sponge and squeeze them giving pressure using palm.

Give each child one sponge and ask them to squeeze it using whole hand grasp.

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

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

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

Presentation: Objects are taken according to the theme. Hide the objects in the out door play area before children come to play. Make some clue sheets with pictures to say which color object the treasure is. Ask the children to search for the treasure (the hiding objects) with the clue sheets Variations: We can hide the items depending upon the theme (Eg: Birds, Animals, Vehicles) We can also play hide and seek game

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

Explanation: Make the children sit in a circle. Choose a child who walks around and outside of the circle and drops the handkerchief casually behind one of the child sitting in the circle. This child picks up the handkerchief and chases the child who dropped the handkerchief around the circle and sits in the second Childs place without being tagged.

lf he is tagged, then he has to again play for another round.

Skills developed: Gross motor skills.

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

Material required: Glue, uncolored art sheet, wool.

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

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

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

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

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

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

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

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

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

Presentation: Keep the room really dark and flash light using torch on the wall using fingers make different images, the shadow of your fingers appear as images of a man or like a deer, a dog etc.

What is that formed on the wall? Can shadow be formed without light? How does the shadow of finger look? How will their shadow look like big or small.

Closing: Ask them to try making images on the wall with shadows.

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

Variation: place the paper with holes on the table in a dark room and flash light on the paper the light passed through the paper with resemble like stars on the table. Use glow stars to show them how the light is absorbed and reflected. Put your hand and close the torch making it red in your hand

Activity: Carrying a cup/tumbler full of water walking across the room. Goals: To improve their fine motor, eye hand coordination, balancing skills

Content:

Vocabulary: Carry, across, spill, balance

Material required: Glass/cup, water

Introduction and presentation: To present this activity we need to fill the glass with water and hold it with both hands and walk across the room without spilling. If needed draw a line across the room, and ask them to walk on the line with the glass of water

What happens when you hold a glass of water and run? What happens when we walk carrying a glass of water? If the water spills what happens to the quantity of water in the glass. Can we close our eyes while carrying a glass of water? How should we walk when we have a glass full of water?

Closing: Make each child hold a glass of water and walk across the room or on the line without spilling water

Evaluation: Evaluate each child's ability to walk with the glass of water across the room without spilling. Evaluate their eye hand coordination, their balance.

Variation: They can even use colored water, flour, rice grams, carrying lamp or candle across the room. We can add color to the water, make it hot or cold water, or add some essence, place in a tray. Carry more than one glass of water. Carry in the left hand or one hand.

MARCHING. ANIMAL PARADE

Goal: To develop their gross motor skills.

Presentation:

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

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

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

Skills developed: Develops their gross motor skills.

Topic: Jump and tossing the ball inside the hula hoop.

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 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: 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: News papers, fevicol, glass paper (blue), cello tape, green and blue poster color, paint pallet, frog stickers or cut outs, chart paper, safety scissors.

Preparation: Draw a circle on the chart paper and cut it using safety scissors.

Keep the required materials ready before starting the activity.

Procedure:

Step: 1 Take the newspaper twist it using opposite hand movement

Step: 2: Apply fevicol to the corners of the circle cut out and stick the twisted paper roll around.

Step: 3: Paint the circle blue let it dry and green lines in the corners like grasses. Stick stickers inside.

Step: 4: Cover the glass paper on the pond.

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 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 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.

Goals: To develop their pre reading skills, visual tracking skills, eye hand coordination.

Vocabulary: Highlight, sight words (a, in, the, this, where).

Material required: Cards with different sight words. Highlighter, news paper

Introduction and Presentation: Keep different cards with different words and sight words on the table and ask them to pick only the sight words.

Evaluation: Evaluate their knowledge of understanding sight words by asking which sight word they highlighted.

Skills developed: Visual tracking. Pre- reading. Eye hand coordination.

Variation: Provide a news paper cutting; give the children to identify sight words with highlighter. We can also make them highlight a simple sentence and try reading e.g. (This is a can).

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

Make children stand in a circle and place hoola hoop in the middle or draw a circle and make them stand around the circle. When we say in the pond all have to jump inside the circle and when we say on the pond all have to jump outside the circle. Skills developed: develops their gross motor skills, balancing skills, auditory skills.

Goal: To develop their gross motor skills.

Children are asked to half sit on the ground with their hands placed in the front on the ground. Children are asked to jump from half sitting position and get back to the same position ,leaping like a frog.

Skills developed: Gross motor skills. Symbolic play.

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

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

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

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

Material required: uncolored art sheet, 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, eve hand coordination,

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

Vocabulary: Pick, broom, dustpan, clean, paper bits, dirty, messy, gravity, sorting, grouping.

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

Presentation: Drop bits of paper on the ground and sweep it using toy broom and dust pan.

Closing: Ask them to try the same.

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

Skills developed: Gross motor skills, fine motor skills, Sensorial, problem solving and language skills.

Variation: They can clean up toys from different cubbies and sort it into right cubbies. Go out door and clean the garden. Tell them to sort the paper and leaves and other items into different bins. Mop after cleaning the dust using wet cloth or mop learning about squeezing the towel or the mop. What happens when we use dirty water or flour mixed water to clean?

Goals: To develop their fine motor skills, eye hand coordination, pincer grasp, pre math skills of patterning and understanding of one-one correspondence.

Material required: Different straws cut in to small pieces, long woolen thread cut equally for all the children.

Vocabulary: String, straws, lacing, pattern etc.

Presentation: Place the required materials on the table and distribute it to the children equally. Ask the children to hold the thread in one hand and pick one straw using thumb and index finger and ask them to insert the thread through the straw and string the straw one by one. They can also follow a particular pattern.

• What is the shape of the straw?
• How did the thread go through the straw?
• If there is no hole will the thread go inside?
• How many have you stringed?

Evaluation:Evaluate their skills by repeating the activity and observing the progress.

Skills developed: Fine motor skills, eye hand coordination. Pincer grasp. Pre math skills of patterning. One to one correspondence.

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

Children are asked to blow bubbles.

They can be asked to catch the bubble 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.

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

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.

What do we call the animals that can exist in both land and water?

• What is a group of frogs called?
• What is a group of toads called?
• How is the skin of amphibians?
• What is the process called in which a tadpole is changed into a frog?
• Which amphibians resemble earthworm and snake?
• How does a salamander look like?

Does an amphibian's body have any hair, scales or feathers?

• What are the eggs of a frog called?
• How do the eggs of frog look like?

Which reptile produces toxins in the secretions from their skin as a defense mechanism?

• Which is the largest amphibian?
• Which is the world's largest frog?
• Which amphibian is invertebrate?
• When do frogs, toads and salamanders lay eggs?
• What is the larva of frogs and toads called?
• Which frog glides through the air?

Which amphibians partly breathe through their skin and need to keep them damp all the time?

Which frog hatches its eggs in its throat?

Name the amphibians which will look like a little lizard

Which amphibian is most water loving and spends their lives in ponds?

Which amphibian has two tentacles at their head for smelling?

Which amphibian's baby does not resemble it parents?

• Which amphibian does not make any sound at all?
• Which amphibians puff themselves up with air?
• Which animal related to the frog?

What is the bag like, expandable structure below the throat of the frog called?

• How does froq and toad make sound? Which amphibian wraps each egg in a leaf to protect from predators?

• What is the texture of a toad's skin?

• What is the texture of a frog's skin?

• What do amphibians use to catch their prey?

• What type of feet do frogs and toads have?

• Why do frogs and toads have long hind legs?

• How do we call newts and salamanders together?

• What is the special kind of eves do frogs have?

• Name frogs which stay underground most of the time?

• How do larvae's breathe in water?

• What happens to the gills when the larvae grow?

• What do larvae develops when they lose their gills?

• Do amphibians hibernate in winter?

• Which amphibian can regenerate its body parts?

• Is all amphibians are nocturnal?

Name an amphibian apart from purple frog which stays underground and has small eyes covered with a layer of skin.

• Do frogs have nose for breathing?
• How do frogs breathe in?

What do flying frogs have on their fingers to grip on to the trees?

Name most water loving amphibian.

Name an amphibian other than salamander which can regenerate its body parts.

• Which is the largest toad?

• Amphibians.
• Army
• Knot
• Moist
• Metamorphosis.
• Caecilians.
• Lizard.
• No.
• Frogspawn.
• Jelly balls with a black eye in the centre of each egg
• Newts
• Japanese giant salamander.
• Goliath frogs.
• Caecilians
• In rainy season.
• Tadpoles.
• Flying frogs.
• Frogs.
• Male Darwin's frog
• Newts and salamanders.
• Newts
• Caecilians
• Frogs and toads.
• Salamander
• Tomato frog.
• Toad.
• Vocal sac.
• Croaking sound.
• Newts.
• Dry and rough.
• Smooth and moist.
• Tonque.
• Webbed feet.
• To leap.
• Caudate.
• Bulging eyes
• Purple frog.
• Using gills.
• They lose their gills.
• They develop lungs.
• Yes, some amphibians do.
• Salamander
• Yes.
• Caecilians.
• No
• Through their skin
• Sticky disk.
• Newts
• Newts.
• Giant toad.

LISS CURRICULUM

July: Week – 1 Alphabets of the Month: E, F, G, H

Topic Birds

Vocabulary Feathers, warm blooded, wings, claws, flightless, beak, vertebrate, flap

Material required Picture books, models, charts.

• Explain to the children that birds are animals with feathers and wings,
• They are warm blooded animals. They lay eggs.
• Show them some birds that can fly high, flightless birds and some birds that live in water.
• Birds live every where
• They are vertebrates with back bone.
• Birds have claws, eye, throat, neck, beak, limbs, feathers and tail.
• There are different types of beaks hooked, hard flat beak. Beaks help them to eat or tear food and to protect them.
• Most of the birds have claws and some have webbed feet to swim.
• Birds have to flap their wings to fly and paddle their feet to swim.
• Show them feathers of some birds.
• Some of the birds are hen, albatross, hornbill, penguin, flamingo, ostrich, hummingbird, kiwi, sparrow, pigeon, crow, woodpecker, parrots, peacock, vulture, eagle, puffin, pelican, emu, kingfisher, falcon, nightingales, warblers, finches etc.

• Which is your favorite bird?

• What special features do birds have? "(Birds are the largest group of vertebrates, warm blooded animals, which have feathers on their bodies, have beaks and lay eqgs)"

• Are bird's warm blooded or cold blooded animals? "(They are warm blooded animals)"

• Can you name a bird that cannot fly? "(Kiwi, Ostrich, Emu, Hen etc. )"

• What are the birds that you see around in the neighborhood?

• What do you understand by the word vertebrate? "(Animals with vertebral column (backbone))"

• Name a bird which swims? "(Penguins)"

• Do birds lay eggs or give birth to baby birds? "(Birds lay eggs)"

• Which is the smallest bird? Which is the largest bird? "(Kiwi is the smallest bird and Ostrich is the largest bird)")

• How do birds fly? "(They have a streamlined body, wings and flight feathers which helps them to fly)"

● Why is "Bat" not a bird but a mammal? "(They do not have feathers and they give birth to young ones, they do not have a beak)"

• What is the shape of bird's egg? "(Oval)"
• Can you name a bird which stands on one foot? "(Flamingo)"
• Which bird has the keenest sense of hearing? "(Barn Owl)"
• Which bird has the keenest sense of smell? "(Kiwi)"
• Which bird has the greatest wingspan? "(Wandering Albatross)"

Closing: Explain about different birds

Evaluation: Pre math skills. Counting the eggs, birds Language skills. Learning vocabulary words Cognitive skills. Remembering, matching different names of birds Motor Skill. Picking and flying like a bird

Topic Birds eyes, food and claws.

Vocabulary Nectar, decaying matters, scavengers, pelicans, pouches, peck

Material required: Picture books, models, charts.

• Birds eat a variety of food. Some feed on nectar, fruits, seeds, plants, decaying matters, small animal like worms, fishes etc.
• Thev swallow their food as thev do not have teeth.
• They peck the food grain one by one and store it in their throat sac.
• Large birds like Vultures, Gulls are scavenqers as they feed on remains of animals.
• They use their beak to pick, tear, sift, crack, spear, and probe their food.
• Some birds capture/carry their claws. They use claws to grip like we use our fingers.
• Some birds like Duck, Puffin, Swan and Goose have webbed feet to paddle through the water.
• Birds use their beak to drink water.
• Ostriches are known to eat metal cans, glass pieces, and stones.
• Birds have excellent eyesight, they can see their prey from several meters above the ground.
• Owl does not have eyelids so they just stare, which helps them to look clearly in the dark.

• What do hens eat? "(Grains and worms)"
• Have you seen any bird eat in the night?
• Name the birds that can be raised as pets. "(Parrots, Love birds, Toucan)"
• Have you seen birds doing tricks in the circus?
• What you can feed for a parrot? "(Fruits and chilies)"
• What do vultures, eagles and owl eat? "(They feed on other animals")
• How do ducks swim in the water and why is their beak very flat? "(They use their webbed feet as pedal for swimming and they have a flat beak to feed on algae)"
• Which helps the Woodpecker to grip the tree? "(Their specially designed claws (two forward and their taill)"
• How will a Vulture's claw be? "(Sharp pointed)"
• How do birds eat? "(Using their beak)"
• Why do owls stare? "(Owl does not have eyelids so they just stare, which helps them to look clearly in the dark)"
• How can the birds find their food when they are flying so far up in the sky?

Closing: Recollect the information about the food and claws of birds,

Evaluation: Language skills Learning new vocabulary words Cognitive skills Acquiring facts about different bird claws and food habits.

Extension: Making a bird feeder with a juice carton. Making different claws. Walking on different bird footprint

Topic Birds beaks, feathers and introduce singing birds.

Vocabulary Beak, feathers, soft, multipurpose, pointed beaks, molting, flight feathers, peck

Material required: Toy birds, puppets, pictures, paper folding models of birds.

• Show them different kinds of beaks
• Birds use their beaks to sift, suck, crush, spear, tear, pick and probe their food. Birds also use their beaks to preen or clean themselves, to build nests, to defend their territory,

● A beak or bill makes up the lower and upper jaws of a bird. Insect- eating birds have thin pointed beaks. They use their bills as tweezers to pick insects of the leaves and twigs. Meat eaters like hawks, eagles and owls have sharp hooked bills for shredding their prev

• The number of feathers that the bird has on its body depends upon how and where the bird is living. The feathers make up one third of the bird. They have flight feathers that make up the wing which helps the bird in flying.

• Birds grow and lose or molt their feathers every year.

• Explain how Pigeons were used to carry messages tied to their beaks.

• Some Parrots can say more than 300 words

• Some birds have vocal chords similar to trained opera singers,

• Black birds, Cardinals, Finches, Mocking birds, Sparrows, Robins, and Starlings are some of the song birds, Mynahs, and Bowerbirds mimic others.

• Birds all over the world tend to sing mostly at dawn, when it is much quieter, allowing their sound to travel farthest.

• Do all the birds have beaks or mouth?
• What are the different kinds of beaks? "(Flat, pointed, hooked, sacked etc.,)"
• What are the uses of the beak? "(They use their beaks to sift, suck, crush, spear, tear, pick and probe their food)"
• What is the use of flight feathers? "(Flight feathers make up the wing which helps the bird to fly)"
• Do penguins have feathers? "(They have thick leathery coated feathers to keep them warm)"
• Which bird has the most colorful feathers? "(Peacock)"
• Which bird dances opening their feathers fully? "(Peacock)"
• Which is our national bird? "(Peacock)"
• What is the difference between Parrots, Macaw and Parakeets?
• What is molting? "(Birds grow and lose or molt their feathers every year)"
• Have you heard any birds singing? "(Name some of the song birds)"
• Name the birds which can mimic. "(Myna and Parrot)"
• Which is the most talkative bird? "(African Grey Parrot)"

Closing: Show them different bird feathers and feet.

Oral motor skills: By asking them to mimic, birds chirping sound.

Cognitive skills: Asking open ended questions

Extension: Hiding and seeking the bird feet and beak to the body.

Children can call for their partner using bird calls.

Blowing feathers in the air so that the feather should not fall on the floor

Topic Nest, materials with which the birds build their nests.

Vocabulary Habitat, live, nest, tree, migration, weave

Material required: picture of nest, model of nest or real nest.

• Present to the children a model of the nest, or a real nest.
• Most birds build their nests on trees. They also live in different kinds of places. Eagles for example live on rocky edges in the mountains.
• Cuckoo leaves its eggs in the nests of other birds.
• Birds lay eggs in their nests and develops their young ones by sitting on these eggs and keeping them warm.
• Their homes are designed to protect eggs and nestlings from predators and extreme weather conditions.
• Woodpecker builds its nest in the hole of trees.
• Some birds use their nests all the year round, while some others like Cuckoos, do not build nests at all.
• Birds use vegetation, leaves, twigs, rotten wood, mud, clay and feather to make nests.
• Humming birds, Tailor bird, Weaver bird all build hanging nests. Their nests are made from grass. These birds actually sew their nests with their beaks.
• Water birds like Coots build their homes in water.
• Birds sit on their eggs to keep the eggs warm

• Where do birds live?
• What do they use to weave their nest? "(Beak)"
• What are the materials used by the birds to build nests? "(vegetation, leaves, twigs, rotten wood, mud, clay, grass and feathers)"
• Name the bird which does not build its own nest? "(Cuckoo)"
• Name the birds which build hanging nests? "(Weaver bird, tailor bird, humming bird)"
• Where do birds commonly build nests? "(On trees)"
• Name the bird which builds its nest in the hole of a tree? "(Woodpecker)"
• What is the use of a nest? "(For shelter and for raising young ones)"
• Why Cuckoo bird does not build a nest? "(It uses other birds nest for laying eggs)"
• Where do the parent bird feed their young ones and how? "(In their nest and with their beak)"

Closing: To make the children know and understand about different types of nest, with what materials they build their nests and about different places where birds live.

Lanquage skill: Learn new vocabulary words.

Spatial Awareness: Building a nest - making a 3D model.

Sensorial skill: Usage of different materials to construct the nest.

Fine motor skills: Using their eye-hand co-ordination and fine muscles to appropriately stick the sticks.

Cognitive skills: Understanding the pattern in building a nest.

Extension: Construct a nest using scrap materials. Try to give a modern look to the nest.

Topic Talk about birds that dance, uses of birds, flightless birds.

Vocabulary Peacock, hen, egg, flightless birds, kiwi, penguin, ostrich, emu, seeds dispersal.

Material required: Toy birds, bird's pictures, puppets, eqq, seeds.

• Present to the children the model of birds such as penguin, ostrich, emu, kiwi and explain that they are flightless birds.
• Flightless birds are birds that cannot fly. They have a flat breast bone and smaller wing bones are used for movement.
• Flightless birds have symmetrical feathers. They have more feathers on their body than the flying birds.
• Show a real egg or a model egg and talk about the bird which gives us eatable eggs.
• Talk about peacock dance when peacock senses a pleasant climate it dances beautifully spreading the feathers.
• Explain to the children how birds are helpful in seeds dispersal.
• Kiwis are flightless birds whose wings are so tiny that you cannot see them.
• Kiwi birds are named so because they have a shrill call "kee-wee, kee-wee".
• Penguins are excellent swimmers.
• Ostriches are the largest and the heaviest birds. They are very fast runners.
• Ostriches live in groups called herds.
• Ostriches drink water when they find it; they can live for a long time without drinking water.
• Emu is the second largest bird.

• Name some of the flightless birds. "(Ostrich, emu, kiwi, penguin)"
• Which bird gives us edible eggs? "(Hen, duck, Quail)"
• What are some uses of birds? "(They help to maintain balance in our food chain, as fowls for poultry and they help in seed dispersal)"
• Can a penguin swim? "(Yes)"
• Which is the largest bird? "(ostrich)"
• Which is the second largest bird? "(Emu)"
• Name the bird that can dance. "(Peacock)
• Which is our national bird? "(Peacock)"
• Can peacocks fly? "(They are poor fliers)"
• What bone and feathers help the birds to fly? "(Wing bone and flight feathers)"
• Which bird is found in very cold places? "(Penguins)"
• How do birds help the plants? "(Birds are helpful in seeds dispersal)"

Closing: To facilitate children to know about that cannot fly, birds that dance and the usefulness of birds, in general.

Evaluation: Cognitive skills; Listing the usage of the birds from largest to smallest. Memory skill: remembering the names of the birds. Gross motor skill: Dancing, running and walking like different birds,

Extension: Freeze Dance like a peacock. Run like an Ostrich (run with lifting your knee up and forward).

Walk like an Emu (walk moving your neck back and forth).

Material required: Feathers, poster colors, uncolored birds picture.

Procedure: Children are requested to use the feather like a paint brush and color the uncolored bird picture with paint. Encourage the children to color inside the picture; let the children use the colors according to the variety of the birds picture.

Skills Developed: Texture skills, fine motor skills, Eye-Hand co-ordination, Cognitive skills of knowledge of birds.

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

Activity: To break the twigs into small pieces

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

Vocabulary: Twigs, Small, Long, Thin, Break, Arrange, Texture, Dry, Wet, Rough, smooth

Material required: Thin, dried twigs, new wet twigs

Presentation: Hold the twigs with one hand and use thumb and index finger to break the twigs in to small pieces and arrange it according to its length. Ask them to try breaking new twigs.

What is the color of the twig? Is the twig rough or smooth? Can you break new twigs which are not dry? Can you break a wet twig? Why only dried twig? How many pieces of twigs do you have? What is the texture of the twig?

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

Variation Ask the child to pluck the leaves, make a pattern using coconut leaves or mango leaves. Add flowers, twigs and leaves to make a beautiful pattern. They can also make shapes with these twigs and paint it.

Activity: To make structures, shapes, alphabets using twigs sticks.

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

Vocabulary: Ice cream sticks, Structures, Arrange, Count, Shapes, Pattern, Letters, number or design Material required: Ice cream sticks, Pattern sheet (if required)

Presentation: Keep the twigs ready before starting an activity. Make shapes, structures, alphabets using ice cream sticks. Ask them to try the same.

How many twigs do you have? Can you make a circle by arranging twigs? If not why? What are the shapes you can make with it?

Evaluation: Pre-math skills, Patterning, Tactile skills, Tripod and pincer grasp fine motor skills

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

Conclusion: This activity can be modified and used in a variety of ways, and helps them to develop creativity and fine motor skills.

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

Presentation: Objects are taken according to the theme.

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

Make some clue sheets with pictures to say which color objects the treasure are.

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

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

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

Goal: To encourage them to visualize their friends, who have been named as birds, when blind folded. This improves their memory skills, social skills, cognitive skills.

Presentation: Each child will be given a bird's name like Peacock, Parrot, Penguin, Ostrich, Duck, Flamingo etc. One child from a group will be called to sit in the middle of the circle and the mentor can close that child's eyes. All the other children will be sitting in a circle with the child in the middle. Mentor will call out one bird name, the child with that bird name will go and touch the nose of the child in the middle of the circle and get back to his/her place.

The child sitting in the middle will then have to identify who touched his/her nose.

Each child in a group will take turns.

Skills Developed: This game will develop their memory skills, cognitive skills, social skills, auditory skills.

Variation: Children can be named as flowers, fruits, vegetables, animals etc according to the theme.

Material required: Jute or Hay, Cotton, Straws or Twigs, Woolen thread.

Step 1: Tie the twigs in the corners using Woolen thread to form a triangular shape.

Step 2: Keep the triangle on a base and arrange the hay or jute on the triangle shaped twigs or straws.

Step 3: Make cotton balls like eggs and place it into the nest. Children are explained about the different kinds of nests.

Skills Developed: This will improve their fine motor and co-ordination. Cognitive skills of understanding the purpose of nests.

Material required: Different colored feathers, gym, and bird picture.

Procedure: Children are asked to stick the feathers on the bird picture. They can observe and feel the tantalk about the uses of feathers. Children are encouraged to stick the feather correctly in the picture.

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

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

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

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

Material required: Papers, Paper clips or cloth clips

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

• How does the paper look?
• What is the shape of the paper?
• How do the cloth clips or paper clips look like?
• Can we crush cardboard?

Evaluation: Pincer grasp, Eye hand coordination, Tripod grasp, Math skill

Conclusion: These activities improve fine motor skills of whole hand grasp, tripod grasp, and eye hand coordination.

Activity Writing and drawing patterns, alphabets, strokes, designs, numbers, and pictures with the kolam / rangoli powder on the floor or table.

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

Vocabulary: Kolam, rangoli, designs, patterns

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

Presentation: Present the activity by drawing few strokes, designs, writing few alphabets and ask the kids to write and draw designs, make dots, patterns, alphabets, numbers, and pictures of their choice. Ask them to write their names, friends name, parent's name, school name.

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

Variations: They can write with flour, sand and other kinds of material. Give them a pattern and then ask them to follow the same, Make maze paths to follow. Add some small stones so they can make a pattern of dots and stones. Add food color to get color patterns. As a variation they can draw pictures according to the theme. (Eg: Bird, Vehicles, etc.. )

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.

Goal: To develop their gross motor skill, symbolic or dramatic play

Presentation: Children are encouraged to perform the flying action, waving their side and hopping on one foot, hopping on both feet and pretend to eat like a bird.

Skills Developed: Gross motor skill, Symbolic play.

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

Presentation: Ask the children to stand in a circle, turn on the music and ask them to dance like their hands spread like feathers and ask them to move it in and out shaking their bodies.

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

DAY 3 : ART

Material required: Plain sheet of paper, different poster colors,

Procedure: Apply posters colors on the children's hand ask them to spread out their hands in such a way that thumb lies vertical and all the other four fingers are horizontal, Ask them to make the impression of their hands on paper, According to the impression that is seen children can complete the picture by drawing the beak, legs and claws for the bird. Children can make different impression of birds by spreading out their fingers in different ways.

Skills developed: Fine motor skills, symbolic thinking, and cognitive skills of knowledge of birds.

Variation: Children can also do tracing of finger and do this art work.

Material required: Different colored wool, gum, bird picture.

Procedure: Children are asked to stick the wool on the bird picture. They can observe and feel the can talk about the uses of wool. Children are encouraged to stick the feather correctly in the picture.

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

Activity: Dropping grains into egg carton.

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

Vocabulary: Grains, drop, hold, place.

Material required: Egg carton, grains

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

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

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

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

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

Presentation: Present the activity by placing the rope on the ground. Take one end of the rope and place it on the other side like a loop. Then show how to insert one end of rope under the loop and take it out then pull both the ends forming a simple knot. Make them to tie a knot and ask them to show how to tie a knot.

• · What materials can you use to tie a knot?
• · Can we tie a knot with one hand?
• · Can you tie a knot closing your eyes?
• · Why is it difficult without using sight?
• · What do we use knots for?
• · What happens if we tie knots very loose?
• · Is it difficult to loosen a tight knot?

Evaluation: Evaluate each child's ability to tie the knot, their coordination involved in tying, and their language skills, as well as self help skills.

Conclusion: Tying helps in a variety of ways, and this activity aids in development of fine motor skills.

Goal: To stimulate their balance and to increase their spatial awareness,

Presentation: Ask the children to close their eyes and walk some distance. Observe how they to walk, Their balance, and whether they are able to walk straight.

Skills developed: This develops their balance. Co-ordination and spatial awareness skills.

Variation: Backward walking closing eyes. They can walk some distance forward, drop an object, get back to position and they can find out the object. They can do walking in a zig-zag pattern, on a straight line. Walk on different footprints of a bird

Goal: To stimulate their alerthess, auditory skills, social skill of participating in group play,

Presentation: Children are asked to sit in a circle. One person will be walking around the circle for the song, When helshe hears "Droo tt" they can drop the object to one of them in the circle, The person who has the object should run and catch the person who dropped the object to him/her. The runner can sit in the catchers place,

The catcher can now pass the object to another person. Similarly each one in the circle will in turn get to be the catcher by the end of the game.

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

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

Material required: Blown balloons, different poster colors, uncolored birds picture.

Procedure: Ask the children to dip the balloon in the different poster colors and paint it on the bird picture. Children can observe the impression appearing on the paper.

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

Material required: Alphabet stamps, Stamp pad, Pictures of bird.

Procedure: Ask the children to press the Alphabet stamps on the stamp printing on the picture. Children are asked to observe the prints appearing on the press the alphabet prints on the paper. Children can make the words like birds name with the alphabet prints.

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

Activity: Rolling and unrolling mats, ruq, towel, paper etc.

Goals: To impart skills like fine motor, eye hand coordination and to expand their vocabulary by asking them open ended questions.

Vocabulary: Roll, unroll, mat, rug, paper, towel, edges, forward, backward etc.

Introduction and Presentation: Place the mat on the table; hold two edges of the mat and roll it forward by moving your hands on it. Unroll the mat by following the same procedure in the opposite direction.

• · What is the shape of the mat?
• · What shape is formed after you roll it?
• · What happens to the cylinder when you unroll?

Evaluation: Language skills; Pre-math skills; Fine motor skills and eye hand coordination.

Variation: We can include other variations with rug, towel, paper etc. Another variation would be get them to roll cotton and make thread out of it.

Activity: To sort out the eggs from rice

Goals: To improve their pre math skills of sorting, counting, eye hand coordination

Vocabulary: Sort, rice, eggs, small, big, thin, thick, measure, more, less

Material required: Rice, toy wooden eggs, tub

Presentation: To present this activity first take a tub and pour sufficient rice to cover the toy eggs inside it and tell each kid to sort the eggs from rice.

• · What did you sort from rice?
• · Can you sort from rice?
• · Can you count the egg?
• · Can we count the rice?
• · How can we measure rice?

Evaluation: Evaluate each child's ability to sort, to count, their language skill, and their concentration. Pre-math skills, Sorting, Comparing, Measuring, Estimating, Language skills

Variation: We can use sand, stones, grains, leaves, paper etc.

Conclusion: Make each child do the activity and ask them about the details of the objects that they sorted.

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

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

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

Squatting:

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

Presentation: Ask the children to half sit from standing position and move in the same position

Skills Developed: Hip muscles and gross motor skills.

Goal: To develop their gross motor skills.

Presentation: Enact to the children the waddling walk of a duck, ask them to make the children to repeat it.

Skills Developed: Develops his gross motor skills and symbolic thinking.

Different colored feathers, gum, bird picture. Material required:

Procedure: Children can stick various cloth shapes, colored punched color papers, wool, cotton.

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

Material required: Paper plates 3 numbers, poster colors, plain sheet, fevicol or gum, safety scissors.

Preparation: Mix and paint the white sheet with brown color for the leg and mouth of the owl. Paint yellow in the middle and brown in the corners on two paper plate (like double color) and paint only yellow color on the third paper plate.

Step 1: Take a double color paper plate and fold 1/3 of it and cut unit a rectanqular shape. Stick it on the top of the yellow color plate for the head of the owl.

Step 2: Now take another double color paper plate. Cut it into two half pieces for the wings of the owl and paste it on the sides of the body of the owl.

Step 3: Draw the shape of a triangle in the brown color paper and cut it as shown in Pic 5 for the legs of the owl. Then take a small piece of brown color paper, roll it into the shape of a cone for the beak of the owl. Similarly, draw and cut small circles in a white sheet fo the eyes and using black sketch put two dots on the circle.

Step 4: Stick the eyes on the head of the owl near the eyes stick the mouth and similarly stick the legs on the bottom of the body.

Activity: To show how to blow feathers using straw.

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

Vocabulary: Blow, straw, feathers, air

Material required: Straws, feathers.

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

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

Variation: They can even blow water, beads, wooden chips etc. We can also blow bits of paper as a variation.

Evaluation: 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.

Activity Picking up mustard seeds from water.

Goals To develop their fine motor skills of pincer grasp and cognitive skills of showing persistence.

Vocabulary Pick, mustard, seeds.

Material required: A bowl of water, mustard seed in a cup, a plate, a towel to wipe.

Introduction and Presentation: Ask the children to sit down around a table. Give each child a bowl of water and keep a plate in the middle. Put some mustard seeds in each child's bowl of water. Ask the children to pick up the mustard seeds using thumb and index finger and keep it in the plate. Encourage them to pick up as much as possible but one mustard seed at a time.

Variation: They can also pick up the mustard seeds from the plate. Ask them whether the mustard seed floats or sinks.

• · What is the shape of the mustard seeds?
• · What is the color of the mustard seed?
• Is it easy to pick up mustard seeds?
• · Mustard seeds float or sink in water? Why?
• · Have you tasted the mustard seeds?
• · How does it taste?
• · From where do we get mustard seeds?
• · Are mustard seeds big or small?

Evaluation: Evaluate their fine motor skill, Coqnitive skills of knowledge of big or small, float or sink.

Skill development: Fine motor skills of pincer grasp, Eye hand coordination, Cognitive skills of showing persistence in approaching tasks.

DAY 5 : GYM

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

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

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

Goal: To develop their gross motor skills.

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

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

• 1. Name the bird which has excellent eve sight and can spot a prey from miles away?
• 2. Name a few water fowls?
• 3. Why do Water fowls have webbed feet?
• 4. What is preen gland?
• 5. What do ducks eat?
• 6. What is the male duck called as?
• 7. What is the female duck called as?
• 8. Baby duck is called as?
• 9. Male geese are called as?
• 10 Baby geese are called as?
• 11 Which bird often sleeps standing on one leg?
• 12 Can flamingoes twist their neck?
• 13.Can a flamingo's knees bend backwards?
• 14 What is a flock or colony?
• 15 What is crop milk?
• 16 Which is the smallest bird?
• 17 How does a Humming bird sing?
• 18.What are the special features of a humming bird? 19.What is the heart beat rate of humming birds? 20.How long does a humming bird's egg take to hatch?
• 21.Which is the largest bird that cannot fly? 22 Which is the fastest running bird? 23 Which bird lays the largest egg? 24.Where do ostriches construct nests? 25.How does a flamingo build its nest? 26.Which bird lives in the coldest place? 27 What is the food of the penguins? 28.Name the birds which are superb divers. 29.Do penguins build nests? 30 What are puffins?
• 31 Why puffins called great athletes?

33 What is the special feature of a toucan's beak? 34 Do toucans build their nest? 35.Which bird can fold its tail over his head and just turn itself into a feather ball? 36 What are the special features of a wood pecker? 37 What do wood peckers have on their beaks? 38 What are nocturnal birds? 39 Which is a nocturnal bird? 40 How do we call a group of owls as? 41 Why are owls called 'birds of prey'? 42 Can owls turn their head upside down? 43.Are both the ears of the owl the same size? 44 Do owls make a sound while flying? 45 Can owls chew? 46 Which birds are called raptor? 47 Which is the bird that has both beauty and intelligence? 48 Can birds solve puzzles? 49 Which bird imitates human voices? 50.Which birds are superb climbers and yoga masters? 51 Which species of parrot cannot fly? 52 Which bird makes hanging nests? 53 What are the special features of weaver bird's nests? 54 Which bird has the longest beak? 55 How is the female peacock called? 56.What are the special features of male peacock? 57.How do we call a group of peacocks?

32 How do puffins build their homes?

• 58.What is the special feature of an Hindu pea fowl?
• 59 Can a peacock fly fast?

• 1. Bald eagles
• 2. Duck and geese
• 3. Swimming

4. The qland which is present at the base of the tails of the water fowls. This qland secretes oil and keeps the tail water resistant.

• 5. Ducks feed on both plant and small animals
• 6. Drake
• 7. Hen
• 8. Duckling
• 9. Gander
• 10. Goslings
• 11. Flamingo

12. They can twist their neck around so they can lay their head on their backs

• 13. Yes
• 14. A group of flamingoes
• 15. The liquid fed by flamingo parents to their babies. It is rich in fat and protein which is secreted from the gland in their throat.
• 16. Humming bird

17. It makes a humming sound when it beats its wing faster

18. Its the only bird that can fly in an upright position. move up, down, forward, backward, sideward or even hover in mid air.

• 19. 615 beats in a minute
• 20. 2 1 /2 weeks
• 21 Ostrich
• 22. Ostrich
• 23. Ostrich

24. The male ostrich digs sand to construct a nest on the ground.

25. It builds a nest on the mud paling like a volcano and with stones.

• 26. Emperor penguins
• 27 Fishes, squid, crustaceans

28. Penguins They stay underwater for upto 15 min

29. No, penguin do not build nest. The father penguin will hold the eqg on its feet

• 30. These are the small sea birds wearing a tuxedo.
• 31. They are great fliers and divers.

32. Puffins are thoughtful home builders. They dig up a burrow and construct a nest in the back of the long tunnel.

33. Toucans have a long colorful beak which is actually hollow, light weight

34. No, they use holes constructed by other animals as their nest for sleeping and resting

35 Toucan

36. They are amazing birds. They can cling on a tree trunk in a vertical position and they can drill holes on the wood with their chisel shaped beaks

37. They have a pad of sponge like tissue between their beak and skull to absorb the shock of each strike

38. Birds which can see in the night and are more active in night

• 39. Owl
• 40 Parliament

41. Because they eat living animals like lizards, birds, fishes and insects

42. Yes, owl can turn their heads almost upside down by the use of the 14 bones in their neck

43. No. one ear is slightly higher than the other. It helps them to identify the side from which sound comes from.

44. No, they fly in silence

• 45. They swallow their prey because they cannot chew 46 Peregrine falcons 47 Parrot

48 Yes, parrots can solve puzzles.

49 Parrots

50 Parrots and toucans

51.Kakapos

52 Weaver birds

53 Their nests are made from grass and these birds

actually sew their nests with their beaks

54 Pelican

55 Pea hens

56 They have bright colors, wattles and long tails.

57 Party.

58.An Hindu pea fowl has stunning blue green plumage and long feathers known as 'train'.

59 No, peacocks are weak fliers.

LISS CURRICULUM

October: Week – 1 Alphabets of the Month: Q, R, S,

Theme: Neighborhoo

DAY: 1

Topic: Neighborhood

Vocabulary: Neighborhood, grocery shop, park, dairy, bus stand, bus depot, airport, railway, pharmacy, station, hospital, school etc.

Pictures, photos and book.

· Explain to the class that neighborhoods are made up of houses, apartments, parks, grocery stores, schools and streets.

• Different families that live in the same neighborhood are called neighbors. ● It is important to be kind to our neighbors and be friendly them as they live close to us, and can help each other in different ways.

• · There are several important places in our neighborhood and they all serve us in one way or the other. ● In our day to day life we use the grocery store to buy food and household items, hospital for emergencies or if someone in our family is sick, post office to send and receive mail, bus stand for transportation, pharmacy or medical shop to buy medicine, school where we study, tailor to stitch and mend our clothes, cobbler to make and mend our shoes etc.

• Ask the children while you were on the way to school what shops or store did you see in your neighborhood.

• · Discuss the importance of these services.

• · What do you mean by neighborhood?
• · Whom do we call a neighbor?
• · What are some things you see in your neighborhood?
• · How are they useful?
• What is the role of a pharmacy and a hospital?
• Have you ever sent mail through the post office?
• Name some of your friends in your neighborhood

Closing: To make them understand and know about neighborhood. Encourage them to recall the places in their vicinity (surrounding area).

Evaluation: Expressive and receptive language -answering, discussion Memory skills- remembering the different shops. Cognitive skills-about the roads, streets etc. Spatial awareness.

Extension: Pretend play and create a neighborhood from blocks or just let the children use their imagination and act out a pretend neighborhood using various materials such as doll houses, or blocks.

DAY :_ 2

Topic: Grocery store, Different age groups of people in our neighborhood

Vocabulary: Baby, infant, man, woman, teenage, girl, bov, grandma, grandpa, adult, aunt, club

Material required: Pictures of different age groups.

• · Explain to the class that in our neighborhoods. we find people of all ages. ● In a family, there will be people of different ages- grandparents will be elderly adults, teenagers are between 13 and 19, and the children are below 12 and under, and babies are the youngest age group.

· Since a neighborhood is made up of lots of families, you will see groups of people that get together to enjoy activities in clubs or groups.

● Different activities are formed around people who enjoy doing them such as elderly people do when they want to relax, some have board games or card game clubs, and take walks as exercise. Teenagers and adults enjoy sports, playing cricket, badminton etc. and at the park we see young children playing on the slides, seesaws, swings and sometimes there will be a walking area that all ages can enjoy.

· There will be a difference in what people wear in different age groups; as elderly people want clothing that is practical and comfortable, and younger people enjoy wearing clothing that is fashionable or suited to their activities or lifestyle.

● The grocery store is an important part of the neighborhood and because it is close by, most people will go there for buying food and household items. Most grocery stores have a good stock of fruits, vegetables and some stores will even deliver the groceries to your home if you call them and give your address for home delivery.

• · Who can we see in the parks?
• Ask them about their neighbors.
• · What is the youngest age group?
• · What do teenagers do for recreation?
• · What are some games you enjoy playing with your friends in the park?
• What stores and shops do you see in your neighborhood?
• · Are you a part of any club or group?
• · Whom do you live with?
• Do you have any brothers or sisters? How old are they?
• · What is home delivery?
• · Does your grocery store or supermarket bring you the fruits and vegetables?

Closing: To make understand different age group people, how they look, what are the differences between them. Evaluation: Pre math skills- different age group by sorting pictures. Social/emotional skills- recognizing others feeling.

Extension: The class can have a fun supermarket day where they can create a store with fruits and vegetables and other items and pretend to buy and sell and learning a lot while having fun together.

Topic: Park, dairy shop, roads, airport, railway station

Vocabulary: Park, gardens, fountains, milk factory, boundary, freezer, cold storage, roads, map, see-saw, street, pin code, train, reservation counter, ticket collector, platform, path, beach, milk, cheese, butter, yogurt, curd

DAY : 3

Material required: pictures, books, photos, videos.

• Show them pictures and ask them about their experiences in their neighborhood and park. ● Discuss the importance of dairy shop and how sometimes a dairy shop will be separate from the grocery store and we will be able to get all sorts of dairy products from there such as milk, cheese, butter and yogurt or curd. Explain that these dairy products come from dairy cows which are female cows that give us milk.

· At the park we have lots of things that we can play with and enjoy, for example, jungle gym, obstacle course, sidewalks that are used for riding bicycles, walking and running, or even roller skates, fountains, or a sand box etc.

● Discuss the necessity of having a park in our area. Talk about the benefits of park, for walk, exercise, yoga and to breathe fresh air.

● Discuss about airport, and the uses of it. We go to the airport when we need to take a flight to another area or country. We can also go there when we need to pick up a friend or family member who has come to visit us from another area.

● Explain about maps, how they help us find our way to different places, and about streets and roads which help us get from place to place either by walking, cars, or even using a bicvcle. These are different methods of travel.

• · Ask them in which area, and street, their house is located.
• · Talk about railway station, parking, booking and their services.

• · Which is the place we visit everyday in our neighborhood?
• · What is the importance of parks in our neighborhood?
• · What is your favorite thing to do in your park?
• · Name some modes of travel?
• · Can you tell where your house is located?
• What is a map and how do they help us?
• What is a dairy shop?
• · Does your grocery store or supermarket stock dairy products?
• · Do you enjoy eating cheese, butter, milk and curd? What animal helps produce these items?

Closing: To make them understand the important services in our neighborhood.

Evaluation: Language skills- conversation. Cognitive skills- listening.

Extension: Visit a park or a milk factory if possible as a group, or have fun pretending their play area or gym is located in a neighborhood and they are all friends and neighbors playing together,

Topic: Bank, post office, hospital, veterinarian, tailors

Vocabulary: ATM Machine, postbox, stamp, postcards, money order, ambulance service, medicine, doctors, patient, debit cards, equipped, emergency, Vet Hospital, pet store.

Material required: pictures, books, stamps, envelope etc.

• · Discuss how post offices play vital role in our neighborhood.
• · Discuss how mail gets from one place to another.
• · Show the pictures of a postman. Talk about his clothing or uniform.
• · Talk about how we send letters, or parcels to our distant friends and relatives through the post office.
• Encourage the children to dictate letters to friends.
• · Invite the children to design greeting cards.

● Explain to them bank is a place where we can deposit our savings, we can withdraw money from the bank or the

• ATM machine whenever we need to, using our debit cards. ATM centers can be used 24 hours.
• · Display a few of the medical tools and supplies and discuss their uses.

● Explain that we use a hospital for emergencies or when we are not well. Encourage the children to discuss their visit to hospital, dispensary or pharmacy.

● Doctors and nurses work in hospitals and most hospitals have ambulances that are special vehicles equipped for attending to emergencies and are on call 24 hours a day and are an important service. Show the pictures of hospital; provide a stethoscope for the children to listen to each other's heart beat.

● A veterinarian is an animal doctor who takes care of animals when they are sick or cares for them on a regular basis. There will be a special Vet Hospital for animals and even a pet store to buy pets and animal food and supplies,

• A tailor is someone who stitches clothing when something needs to be repaired.

• · Where we will go to buy postcard, stamps etc?
• · What is the role of post office in our neighborhood?
• What all we will buy in a post office?
• · How are parcels and mail delivered?
• Who delivers mail to your house and what does he wear?
• · What are ATM's and who provide this service?
• Have you met a tailor or had an outfit stitched at the tailor?
• What do we need to withdraw money in the ATM?
• · What will you do if your mother is not well?
• What is an ambulance?
• · Who is a nurse, and where do they work?
• · What is the role of ambulance, pharmacy in our vicinity?
• · How is the hospital and pharmacy an important service?

Closing: Through pretend play, pictures, tell them the importance of banks, post office, vet, in our neighborhood.

Evaluation: Pre math skills- envelope sorting a letter. Cognitive skills- through applying knowledge to make areeting cards. Social/ emotional skills- understanding the responsibility, role of service provided in our neighbor hood. Symbolic thinking- pretend play of post office, bank, and hospital.

Extension: Pretend plays or a visit to post office, bank etc.

Topic: Places of worship, school, theatre, mall, restaurants.

Vocabulary: Escalator, popcorn, movie tickets, shopping, school bus, temple, church etc.

· Schools are important as this is where we go to get an education and learn so many things. Teachers work in the schools and help us learn and get a well rounded education. Some children to school, while other children dress according to the rules of the school will have different age groups of children in grades according to their age and intelligence. Some schools even start teaching babies as they are able to learn quickly and have fun too. Most schools have a playground or gym and all children love to run and play.

• There are different places in our neighborhoods that we use for enjoyment; these are called recreation or entertainment. Such as the mall which is a large shopping center that will have a variety of stores, as well as a food court with various places to eat and restaurants, and sometimes even an arcade or playing area for children. Because a mall is so large they have huge staircases, escalators, and elevators to go from one level of the building to another.

● An escalator is a moving staircase that moves up and down from other levels, and elevators are mechanical machines that transport people up and down floor levels that have doors that open and close.

· Some malls have movie theaters or cinemas inside them while other cinema theaters are in separate buildings, Movie theaters are fun places to go as the movies will be shown on large screens and some movies and 3D cinemas make you feel like you are experiencing the movie from inside. Cinemas will have a snack bar where you can enjoy a snack while watching such as popcorn, chips, sweets, ice cream and drinks.

● People from different religions have places of worship; it is very interesting to see these buildings as we should respect evervone and their backgrounds.

● Restaurants are places we go to eat and enjoy ourselves. Some restaurants will have different types of food that we are not able to make at home from different countries, for example Chinese restaurants, Mexican food, American, etc.

● People also go to restaurants for special occasions like birthdays and anniversaries or even as a family get-together.

• What do you do during the weekend?
• · How can we entertain ourselves?
• · What are some places we visit for recreation?
• Where we go to learn and have fun?
• · Where does we go for shopping of clothes, tovs etc?
• · What is your favorite restaurant?
• · Can you name some malls or movie theatre you've been to?
• · What do you do during weekends or vacation season for fun?
• · Do we go to a restaurant to watch a movie?
• · What is a place of worship?
• What is an escalator?
• · What is your favorite type of food?
• · What movie have you seen in the cinema?

Closing: To make them understand about sources for entertainment and recreation in our neighborhood. Revise all the places and services in our neighborhood like grocery shop, parks, banks, theatre schools, play vital role in our lives.

Evaluation: Cognitive skills-listening, Receptive and expressive language skills- conversation. Social/ emotional skillsdiscussing about what they did. Pre reading skills- reading the sign boards.

Extension: Ask the children to try to draw a map from home to school.

Material required: Cravons of various colors, uncolored picture.

Procedure: Children can select the crayon of their choice related to the picture. Encourage the children to color mostly inside the picture holding the cravon firmly.

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

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

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

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

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

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

Material required: Different color plastic coins

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

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

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

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

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

Material required: Toy clock with moving hands

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

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

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

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

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

Presentation: Children are given oral instruction like "Simon says to do flying action".

They have to listen carefully and follow the action. Instruction can be anything to stimulate children's interest.

Skills developed: Auditory skills, Receptive language skills, Gross motor skills.

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

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

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

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

Material needed: - Glue, uncolored art sheet, color paper bits.

Keep the required materials ready before starting an activity.

Explain to the children about the art sheet.

Encourage them to apply que inside the picture and ask them to pick on the glue inside the picture.

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

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

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

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

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

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

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

Material required: Bottle, funnel, water

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

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

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

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

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

Vocabulary: Kolam, designs, patterns

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

Presentation: Present the activity by putting dots with kolam powder using thumb, index finger and middle finger. Show them how to make designs and strokes by putting dots with kolam powder. Encourage and help the children to put dots with kolam powder and make designs and strokes with it according to their choice.

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

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

Goal: To stimulate their balance and to increase their spatial awareness.

Presentation: Ask the children to close their eyes and walk a distance. Observe how well they are able to walk with balance and whether they are able to walk straight.

Skills developed: They develop their balance. Co-ordination and spatial awareness skills.

Extension: Backward walking closing eyes.

They can walk a distance forward drop an object and get back to position and they can find out the object.

They can do walking in a zig-zag pattern

Goal: To develop their cognitive skills of understanding knowledge of opposites, gross motor skills, coordination.

Presentation: Children are asked to do various opposite actions like sit-stand, forward walking- backward walking, forward jumping, backward jumping, heel walking- toe walking, forward crawling- backward crawling, etc doing actions slowly and faster.

Skills developed: Cognitive skills of understanding knowledge of opposites. Gross motor skills. Coordination of muscles in moving from one position to another.

Variation: We can play this game with instructions like stepgo, in-out etc.

VEGETABLE 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 veqetable which is cut in to different shapes or paint brush to apply paint on vegetable or dip it in the paint. Ask the children to make impressions or print on the art sheet.

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

Material required: Paper, water, different color poster color

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

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

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

Vocabulary: Paper, chart paper, box.

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

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

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

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

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

Material required: one ice cream stick

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

Ask each child to touch the stick, given three turns for each. When they try to touch take off the ice cream stick back.

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

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

GENERAL EXERCISE - SKI

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

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

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

Material required: 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.

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

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

Procedure: Motivate children before starting the activity, keep required materials ready before starting an activity.

Give each child an uncolored art sheet, or outline of few shapes drawn on the plain sheet, cut out of shapes and describe the picture and present them the way to stick the shapes inside the given space.

Apply glue on the picture wherever required. Ask them to pick one shape the thumb finger and pointer finger and to stick inside the picture wherever required.

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

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

Activity: Making largest number using the given numbers.

Goals: To develops their pre math skills of knowledge of numbers - large numbers.

Vocabulary: Number, large, create

Material required: Number puzzle pieces, numbers written on chart paper, plastic numbers.

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

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

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

Variation: They can also make the smallest numbers with the numbers available.

Activity: Memory game using different objects.

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

Vocabulary: Visualize, recall.

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

Introduction and Presentation: Place different objects or pictures on the table e.g. ball, toy dog, pencil, a triangle shape etc. Ask the children to observe the objects placed on the table for few minutes and then remove one object from their sight and ask them to name the objects they have seen. Similarly we can place picture cards in a sequence and ask the children to arrange in the right sequence and name it.

• What all objects did you see?
• · What are the shapes you observed?
• · What all colored objects were placed?

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

Goal: To stimulate their cognitive skills, observing skills, memory skills, curiosity, thinking skills, social skills.

Presentation: Children can be grouped as 2 babies and mother animals. Allot places naming at den, hole, shed, cave, kennel etc. Name the one group of children as cub, pup, Joey, calf, foal etc. Name the other group of children who has been grouped as mother animals as tiger, dog, cow, kangaroo, horse etc. Ask the babies group children to hide. The mother animals will find their babies and take them to their respective homes to the allotted place.

Skills developed: Memory skills, Cognitive skills, Curiosity, Thinking skills, Social skills.

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

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

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

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: Uncolored art sheet, paint of various colors.

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

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

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

Material required: Safety scissors, paper, picture paper.

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

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

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

Variation: Kids can be given thick paper – chart paper to cut. Use other language letters traces on the paper for cutting.

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

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

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

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

Presentation: Take a transparent bottle and fill it with water and color. Add shells, sand, small pebbles etc. We can put any objects inside the bottle and observe what happens when we shake the bottle in circular motion. When we shake the bottle, all the objects inside the bottle start moving around in the water because of the force. Showing this activity we can talk about tornado. What happens when tornado comes? We can illustrate this by shaking 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 eye hand coordination, whole hand grasp, gross motor skills, social skill of sharing, emotional skills of waiting and turn taking.

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

Skills developed: Develops their eve hand coordination, whole hand grasp, gross motor skills, social/ emotional skills,

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

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

Eye and hand coordination while catching the bubble or feather.