1. Pet Animals Workbook

OVERVIEW Our Early childhood learning program is based on a process oriented curriculum that fosters each child's individual development. We emphasise the important role the BLISS curriculum plays through the development of the big picture, creativity and celebratory learning. The entire learning philosophy is founded on the principle that early childhood development must focus on the Bodily Kinaesthetic, Linguistic, Intuitive, Social Emotional, & Spiritual (BLISS) curriculum to ensure all-round development of the children. The spontaneous learning is based on: Recognising the need for children to practice skills and consolidate their learning by providing opportunities for repetitive experiences and extension of their ideas Designing and establishing enriched activities that stimulate the imagination, promote creativity and enhance aesthetic development and appreciation of nature Providing opportunities for discovery, learning through self-selected activities, and encouraging the development of the child's abilities to observe, perceive, explore, investigate, imagine and solve problems Valuing the arts as symbol systems through which children discover and express meaning and make sense of themselves and the world around Valuing play as a medium for all aspects of development and learning Acknowledging and supporting children's individual learning styles These books are specially designed to provide the children the right way of learning. This time tested and proven experiential learning methodology provides your child with a fun-filled opportunity to assimilate vast amounts of knowledge in a shorter time span.

WHOLE-BRAIN LEARNING FOR THE CHILD THROUGH THE BLISS CURRICULUM BODILY KINAESTHETIC - Develop competence in using large and small muscles, taking care of and respecting our body, being aware of and practicing good nutrition habits, thereby develop overall physical fitness. LINGUISTIC - Develop deep understanding of words and a sensitivity to the literal and figurative meaning of words. Added focus on oral and written communication skills, grammar rules, sensitivity to musical qualities and rhythms of words, uses for language such as persuasion, information or pleasure. Develop the thinking mind(observing, recalling, comparing, patterning, classifying, generalizing, integrating and evaluating), constructing knowledge, developing memory skills, acquiring facts, and responding and communicating through (listening, speaking, writing and reading). INTUITIVE - Develop sensory awareness, imagine and visualize, explore, create, respond and interpret; develop critical awareness, express and represent through a variety of forms. SOCIAL & EMOTIONAL - Develop internal behaviour control, help, cooperate, respect and accept others, develop friendship, appreciate the culture and heritage of others, develop a positive realistic concept of self, accept and express emotions in socially appropriate ways, cope with change, develop decision-making skills, accept challenges, and develop independence. SPIRITUAL - The Spiritual Quotient, SQ is based on the third neural system in the brain, the synchronous neural oscillations that unify and integrate the data across the brain. This process facilitates interactions between emotions and logic. It thus provides a meaning giving centre to the individual. It helps develop Self-awareness, Flexibility and adaptability, Ability and capacity to face, use and transcend pain and suffering, Vision, Values, Wisdom, not to harm or hurt others and self, Holistic approach and views, Appetite for seeking answers to fundamental questions by using "why" and "what if", Courage to work against conventions if necessary.

June Week - 1 Alphabets of the Month: A, B, C, and D BLISS CURRICULUM Theme: Pet Animals Color of the Month: Blue, Indigo, violet Shape of the Month: Triangle, Prism, cone Monday CIRCLE TIME Pet show. Mystery bag. ART Thumb printing. Thread painting. ACTIVITY Wrap and unwrap toy pets, matching animal sounds. GYM Hop, crawl, swim like an animal, jump on animal foot print. A-Z OF PET ANIMALS A-Algae, Aquarium / B-Bone, Bark / C-Cat, Cage / D-Dog / E-Egg / F-Fish / G-Guinea pig, Golden fish H-Hamster / I-Injection / J-Jump / K-Kennel, Kitten / L-Love Birds / M-Money / Nestling O-Howling / P-Parrot, Pet / Q-Quarantine / R-Rabbit / S-Shop / T-Tail, Tongue / U-Rough / V-Vaccination W-Whiskers / X-Box / Y-Yarn / Z-Zigzag Tuesday Pet sounds. Smell painting. Cut and stick fish bowl. Texture matching, kaleidoscope. Toss the ball on the pet, dog and the bone. Wednesday Pets and babies. Collage with wool. Sponge printing. Quiet game, sand pouring. Basket ball, balancing. Thursday Pet caring. Dog craft, origami (dog or cat). Taste box, flour mixing. Copy cat, play with balloons. Friday Pets and habitat. Crayon coloring, making mini book. Whistling, blowing, guess the animal. Roll over, hopscotch.

DAY:1 Topic: Introduction and classification of pet animals Vocabulary: pets, dog, hamster, rabbit, golden fish, ornamental fish, pet food, vet, collar, cage, kennel, aquarium, burrow. Material required: pictures, fur toys of pets, mystery bag. Presentation: Dog, cat, parrot, fish, hamster, guinea pigs, love-birds. Introduce them to various pets using required materials. Discuss why they are called pets. We can keep only pet animals at home. Talk how we classify the animals. People keep pets as companions, helping them, sometimes simply to look and admire, cuddle and love them. Tell them the animals that we can keep in our homes, feed and care for them are called as pet animals like dog, cat, rabbit, hamster, parrot, fish etc. Talk about pet animals home like cat lives in the basket, dog in kennel, parrot in cage, fish in tank. Talk about the various types of dogs. Encourage them to talk about their pet, how do they take care, feed. Assessment: What are pet animals? Name the birds which we keep as pets? Where do we keep pet animals? Where do cats live? What do you call a dog's house? What responsibilities come with owning a pet? Which pet would you choose if you wanted? What are the different types of dogs? Closing: To help them understand about pet caring, loving, feeding etc, to take responsibility of owning a pet, understand which all animals are called pet animals, and increase their knowledge about pets. Evaluation: Cognitive skills by encouraging them to classify the animals. Social/ emotional skills of telling them about the caring and owning of pet. Receptive language skills of knowing the concept. Extension: Play dough animals using the cutters. Mystery bag. Place different animals in a tray. Ask them to sort animals.

Topic: Pet sound and feeding Vocabulary: Animal cries, bark, meow, bone, carrots, milk, fishes, chilly, corn, guava Material required: CD's supporting sounds. Animal sound book. Presentation: Recall about the previous days topic. Animals communicate, by making different sounds, sometime by licking. Discuss how animals communicate. What sound or cries they produce. Puppies will not make sound like dog. Encourage them to tell why do dogs bark? Is there a difference between various sounds: when they are in pain or when they see a stranger? Tell them about how trainers work with pets especially dogs. How to do they follow the trainer's instructions. Cat is an omnivorous animal; it eats milk, fish, meat etc. Dog barks woof woof, cat meows meow meow. Rabbit eats carrot. Tell them about parrot and its talk, imitating sounds? Parrot favorite is guava, chilly, nuts etc. Dog eats bone, drink milk and it's an omnivorous. Assessment: How do the pets communicate with its master? When do the dogs bark? What sound does the love bird make? Do birds make the sound after they sleep? Do puppies bark like dogs? What does cat feed on? What do rabbits eat? What is the favorite food of the parrot? What does the dog feed on? Closing: To recollect the information about pet sounds and their food habits. Evaluation: Cognitive skills -open ended question and answers Auditory skills-produce the sounds and ask them to guess. Expressive language skills-ask them to produce the sounds of various pets.

Topic: Talk about pet and babies Vocabulary: Puppy, kitten, chick. Material required: Animals and their babies pictures or puzzle. Presentation: Show them the pictures. Discuss about the young ones and what they are called. Cat- kitten, dog-puppy, parrot-nestling, fish-fry, rabbit-kits/kitten/bunny. Tell them about how dog will take care of puppies. Dog, cats, hamsters, guinea pig carry their young ones with their mouth to keep them in a safe place and protect them carefully till they are grown big. Talk whether they are born or come from eggs. Discuss about how the adult will take care. Birds take care of their nest very carefully and feeds young ones on time when they call or make sound. Discuss, match and play the games of animals and their babies puzzles. Assessment: What is a young one of cat called? What is a baby dog called? What is baby rabbit called? What is a young one of fish called? Closing: To make them understand about the young ones of pets. Evaluation: Expressive and receptive language skills- by understanding the vocabulary and how well they explain the topic. Extension: Work sheets based on animals and their babies

DAY: 4 Topic: Pet caring and texture book Vocabulary: pet caring, veterinarian, signboard, safety, vaccination, fluffy furry, soft etc. Material required: Pictures of pet shop, books, and texture books of pet. Presentation: Show them the pictures and talk about how to take care of pets. Timely proper feeding, caring should be done. When pets are unwell we need to go to a vet. Regular vaccination to be given. Tell them about the safety: always wash hands after touching the pet. Discuss about how we feel when we are with them. Talk about training, playing with them, dogs always like to play with ball, rings etc. Trainer will give bath daily to the pets. Trainer gives training when they are babies by talking, by actions Veterinarian- is a doctor to take care of the animals when they are sick. Talk about the signboard that reads 'beware of dog'. Texture book of pets can be given to the children to feel the texture and can be explained about furry, fluffy, soft etc. Assessment: Do dogs and cats take bath daily like us? What is vaccination? Have you taken vaccinations? Who trains a dog? Have you seen dogs perform tricks? Closing: To make them understand how to take care of pets through loving, enjoying and playing. Evaluation: Social/ emotional skills-caring for other, recognizing other feeling. Sensory awareness- through touch books. Extension: Pretend play using fur toys. Ask the children to take role of owners. Demonstrate the responsibility towards pets.