1. SHAPES AND COLORS WORKBOOK (Teacher Created Material) - Weekly Material

DAY: 1

• What is your favorite red thing?
• Which insects or bugs are red?
• Can you say some words that rhyme with the word red?
• What is the color of apples?
• How does red make us feel?
• What have you learnt about circles today?
• Name some objects in circle shapes?
• Does circle have any sides?
• What color is maroon?
• Can you name some things you've seen that are maroon?
• Where did the word lavender come from?
• Is it named after a froq?
• What effect does it have on us when we see lavender?
• What is a sphere?
• What does 3 dimensional (3D) mean?
• Is a ball or a mat in the shape of a sphere?

What color can we create by mixing yellow with red? (orange)

Closing: To facilitate the children to name and recognize red color, and circle shape. To relate the colors and shapes to their environment, learn new words and to name all the colors and identify them.

• Skills:
• Visual discrimination: color-red, shape- circle. Different objects in circle shape and red color.
• Cognitive skills- understanding and recognizing the geometric shape.
• Math skills- sorting, patterning.
• Cause and effect: mixing different colors with red we get a new color.

Color pallet - Using a plate or pallet and different colors, we can show the children, that by mixing red color with white gives pink, red and yellow makes orange, red and blue makes purple, yellow and blue make green and so on.

"Triangle time" - "Circle time" can have the shape changed each day of the theme, for example, when there is the topic of triangles, that day they can sit on a triangle drawn with chalk having "Triangle time".

Topic: Colors - yellow, burgundy, purple. Shapes - oval, cube

Vocabulary: oval, yellow.

Different objects in yellow, burgundy, and purple color. Different objects that are oval and cube shapes.

• Introduce the class to the new colors and shapes.
• Yellow can create many other colors by mixing them together.
• Show the children a collection of pictures or objects in yellow things. Ask the children to find classmates who are wearing yellow.
• Ask them how the color yellow makes them that yellow is a warm color and encourages creativity. Talk about how lemons, bananas, sunflowers are vellow in color,
• Tell them to sort all the yellow objects and arrange them in a line or group them in different sizes.
• Purple is made by combining red and blue. There can be dark and light shades of purple and many things around us are purple like flowers, grapes, grape juice etc.
• Burqundy is a color that is a variation of purple, it is similar to maroon and a purplish red color.
• An oval is similar to a circle because it is made up of curved lines and has no corners or sides, but it is different because it is not round like a circle.
• Show or demonstrate some objects like eggs, baseball, mirror etc in oval shape and tell that many people have faces in oval shapes.
• A cube is a 3 dimensional shape (3D), it is square shaped, but because it is 3D, it will be like a box, ice cube etc.
• A cube has six corners, and the distance between all corners will be equal.

• What are your favorite vellow things?
• Name few things that are in yellow?
• What is the color of lemon and sunflower?
• Can you name some things that are purple?
• What is your favorite color?
• What have you learned about ovals?
• How are ovals and circles alike?
• Name few things that are in oval shape?
• Do ovals have sides or corners?

Closing: To enable the child to recognize the oval shape and vellow color by showing different objects and to develop their ability to sort and place them in different size and color.

Language skills- to answer to different questions, to say lot of vocabulary words.

• Visual discrimination- different objects in yellow color and oval shapes.
• Math skills sorting, patterning, arranging in series.

Topic: Colors - blue, indigo, violet. Shapes - square, cylinder

Vocabulary: square, blue, corners, sides.

Material required: different objects in square shape, picture charts of shapes, different objects in blue color.

• Blue is an important color, and both indigo, and violet are made by mixing is a slight purplish blue and violet is made by mixing blue and more red.

• Colors make life interesting and discuss the possibilities of having a world where all things are black and white.
• Have a basketful of multicolored items in the midle of the children to find all the blue items in the basket,
• Tell the children that blue is considered to be a cool color and that it is generally a color that makes us feel calm. Tell them that color of sky, some flowers, fruits blue in color and so on.
• Explain to the children that a square has four equal sides and four comers. Make them count the corners and sides in a square.
• Encourage the children to find squares in the classroom. Show to them, square shaped books, window, board so on.
• Cylinder has two circles one on top and one at the bottom and no sides. Some examples of cylinders are; water bottle,

tube light, lipstick, pen, etc.

• What is the color blue?
• Name few things that are in blue?
• What are your favorite blue things?
• How many corners does a square have?
• Name a few objects in square shape?
• Are the sides equal to each other in a square?
• What is a cylinder?
• Is a cylinder a 3D shape?

Closing: To make them to understand the geometric shape of square and cylinder by explaining to them about their different features. To enable the colors blue, indigo and violet by showing and demonstrating different objects.

• Bodily kinesthetic by finding the blue items from basket. Spatial skills - to color the picture in blue. Encourage the square and cylinder shape. To use play dough to make shapes.

• Listening skill: to make them listen to the bells inside the square boxes when it is moved.

• · Logical- mathematical- to make and cut four smaller squares to create a square puzzle and so on.

Topic: Colors - green, magenta. Shapes - triangle, and cuboid.

Vocabulary: green, magenta, triangle, cuboid.

Material required: different objects in color green, pictures, different objects in triangle shape, puzzles.

• · Colors and shapes are all around us, they make up our world.
• Green can be made by mixing blue and yellow together.
• · Magenta is a pinkish purple made by mixing red and blue together.
• · Show the children few objects that are in green color. Ask them what them what they have seen in green.
• · Tell the children that green makes us cheerful and it a signal light for traffic to go. Show them different types of leaves. Tell them about fruits and vegetables that are in green color.
• · Make the children sit in a triangle shape, and for a change have "triangle time" instead of circle time. Collect few items that are in triangle shape and show to them.
• · Explain the children that a triangle has three comers. Point each side and corner of a triangle and show to them.
• Provide paper squares to the children and show them how to fold the square to a triangle.
• Cuboid has four rectangles and two squares. It is a 3D shape.

• · What would the world be like without green?
• · What are the things that are green?
• · What does the green traffic light represent?
• · Name few fruits and vegetables in color green?
• What is the shape of a pizza?
• · How many sides and corners are there in trianqle?
• · Name few objects in triangle shape?
• What shape do you get when you fold a square paper?
• Have you seen a block in the shape of a cuboid?
• Is a cuboid a 3D shape?

Closing: To enable the child to recognize the color green and develop keen observation. To understand the shape of triangle by explaining and showing the three sides and corners.

• · Critical thinking if there is no green color in the environment what happens.
• · Language skills- answer the question, build up confidence in communicating,
• Math skills- sorting, patterning.
• Gross motor skills- jump on shapes, find few objects in green.

Topic: Colors - beige, mauve. Shapes - rectangle, prism.

Vocabulary: purple, rectangle.

Material required: different objects in purple color, different objects in rectangle shape.

• · Beige is a light brown color, and mauve is a pinkish purple.
• · Demonstrate the colors using objects or flashcards with the words clearly printed.
• · Encourage the children to find beige and mauve things in the classroom. Show them different objects in those colors.
• · Explain and show the children the objects in rectangle shape. Tell them that a rectangle has four corners.
• · Tell them that all the sides of rectangle are not equal only the parallel sides are equal to each other.
• · Show the children by mixing red and blue we get purple. Explain to them that by mixing different we can get some colors
• · A prism is made up of three rectangles and two triangles, it is a 3D shape and some examples are tents, and prism crystals.

• Name a few things that are in beige or mauve colors?
• What have you learned about rectangle?
• · How many sides are there in rectangle?
• · How many corners are there?
• · Are all the sides equal in rectangle?
• · Can you think of something in your room or home that is a rectangle?
• · What are some examples of a prism?

Closing: To facilitate the child to name and recognize the colors, learn new words in their vocabulary. To understand the geometric shapes of rectangle and prism and to name some of the objects that are in those shapes.

• Visual discrimination- distinquishing different colors.
• Math skills- four sides, four corners.
• Cause and effect- mixing red and blue gives purple.

Material required: aprons (bibs), paintbrushes, paint, chart paper, cello tape, sketch pen.

During art activities, the children can art party, explain that they are each artist, give them aprons, paintbrushes, and paint, and let them do a painting of their choice on a piece of paper, write their names, the date in the right hand side, once they are finished using chart paper, make a simple frame and tape it in front of their painting. Write Art Day, on the frame, with their name and let them admire their work.

Material required: uncolored art sheet, various color crayons.

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

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

Material required: Newspaper, cello tape, poster colors or water colors, safety scissors.

Procedure: Step: 1:- Take a newspaper and crush it like a ball shape and stick it with cello tape.

Step: 2:- After sticking paint it with different colors. Variation: Children's can draw their creative design instead of painting.

Goals: To improve their eye hand coordination, comparing and measuring, fine motor skills.

Vocabulary: Transfer, dropper, liquid pour, color

Material required: Food color, eye dropper, water

Introduction and Presentation: Get all the materials together. Fill the tub with water. Take the food color and add a little water to make a concentrated color.

They can first transfer the water from one cup to another using their hands.

Give each child an eye dropper and demonstrate how it is used to fill with the liquid when it is pressed.

Tell them to fill the cup with water using eye dropper.

• · What happens when we press the eye dropper?
• · What happens when we release the eye dropper after pressing it?
• · Can we fill the cup with liquid using an eye dropper?
• · What are the uses of eye dropper?

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

Closing:Ask them to transfer water from cup to cup, use funnel and tea filter.

Variation: Transfer other liquids by using filter and funnel.

Activity: To sort different materials according to their color, shape and size.

Vocabulary: Grains, leaves, flowers, beans, shapes, colors, sizes.

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

Material required: Color papers, grains, leaves, flowers, beans, etc. 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 color paper/grains/grams/flowers/leaves etc and show them how to their shapes/size/colors. Ask them to feel the different textures.

• Ask them whether we can count the grains and grams when it is large in quantity.
• · 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.

Goals: To improve their gross motor skills, balancing and spatial awareness.

Presentation: Encourage the children to stand in one place or if possible draw a circle and make them stand inside it. Tell the children to run standing inside the circle or in the same place.

Skills developed: Develops gross motor skills and spatial awareness.

Goals: To improve their eye hand coordination, color discrimination, gross motor skills, whole hand grasp.

Presentation: Place all the colored balls on the floor and place few colored baskets.

Tell the children to pick up the balls and put them in the respective color basket,

Skills developed: Gross motor skills of playing and cooperating with others, color discrimination, whole hand grasp.

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

Procedure: Children are given the oil paper; they can cut in to different shapes using safety scissors (triangle, circle, oval, rectangle, and semicircle). Draw the outline of the shape to make a clown shape on the plain sheet and children can see the outline and stick the shapes in those places. One triangle on top 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: Plain sheet, Different poster color, and bowl for mixing colors.

Procedure: Give different poster colors, a bowl and drawing sheet to the children, tell and show them what he we mix two or more color. Encourage the childrent colors to make new color, to get orange they can mix red color with yellow color, to get pink color they can mith red color etc. they can paint using these mixed color wherever required.

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

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

Material required: different color sponge, water, water tub.

Presentation: Invite the children to the activity. Present them to hold the sponge and squeeze them giving pressure in their palm. Tell them to soak the sponge in the water tub for a while and ask them to squeeze it using their palm. Give each child one sponge and ask them to squeeze it using whole hand grasp.

• · What is the color of the sponae?
• · What happen when we soak sponge in the water?
• Which sponge do you feel heavy, dry sponge or wet sponge? Why?
• · What happens when we squeeze the soaked sponge?

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.

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

Vocabulary: Pattern, sequence etc.

Material required: Different shapes, size, color of beads.

Introduction and Presentation: Place the cubby with beads on the table. Take two or one same color beads and place it on the table for example: 2 orange beads and 2 green beads. First they can keep two orange beads then two green beads, then two orange beads then two green beads etc. They can do it with using more colors of beads by keeping it alternatively.

Ask the children to follow the same sequence in an order.

• · How many colors of beads did you use for patterning?
• · Count the number of beads you pattern?

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

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

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

Presentation: Objects are taken according to the theme.

Hide the objects in the 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

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.

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

Presentation: One child who volunteers to be catcher will be made to tie or close their eyes.

And the catcher will be asked "color, color, what color do you choose".

The catcher will name a color. All others should find and touch that color who ever doesn't touch that particular color will be the next catcher

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

Material required: Chart paper, fevicol or cello tape, glass paper, safety scissors.

Take a chart paper fold it in to two fold, which forms a triangle shape like on both the sides.

Stick the end of the folded part using fevicol or cello tape.

Take some glass paper and cut them into some triangle shape.

Now both the open sides are covered with these triangle shapes, made out of glass paper.

Fold twice

Paste it

Cover the triangle shape with glass paper

Material required: Various block, stamp pad, holder, plain sheet or art sheet.

Procedure: Children are asked to hold firmly, pressing the block in stamp pad and print it on the paper. Children can name the print after seeing the impression.

Skills developed: Tripod grasp, fine motor skills of understanding cause and effect.

Material required: Plain sheet, pencil or sketch pen.

Presentation: Ask the children to draw basic shapes like circle, square, triangle etc on a provided paper and ask them to create an imaginary picture with those shapes for example

Skills developed: Creative thinking, fine motor skills, pre writing skills..

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

Introduction and presentation: Show how to hold the kaleidoscope and then by closing one eve 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

Goal: To develop their expressive language skills, their auditory skills, social skills.

Presentation: Ask the children to stand in a line. Two mentors will hold their hand like a mountain and ask the children to pass through it when the mentors start singing the song and at the song whoever is caught inside has to sing a rhyme to set them free.

Song: "Oranges and Lemons, Sold for a penny All the schools girls Are so manv Grass in green, and the rose is red, Remember me when I am caught"

Skills developed: Auditory skills. Expressive language skills. Social skills.

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

Presentation: Different shapes should be drawn on the floor.

Children are asked to walk around the shapes and listening to the audio music.

When the music stops they have to stand on the shapes and name the shape correctly.

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

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 (different colors) and paint or make dots on the picture qiven holding the bud firmly.

Skills developed: Fine motor skills and tripod grasp.

Material required: Sketch pens for blowing, blower, uncolored art sheet.

Procedure: Insert the specially designed sketch pen in to the big hole and fix it tight. Ask the children to hold the blower such that nib is pointed to the paper and ask the children to blow hard on the other side of the blower so that colors come out like spray. Encourage children to do it inside the picture.

Skills developed: Oral motor skills.

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

Material required: One ice cream stick.

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

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

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

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

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

Presentation: Provide plain papers to the children and given them a stencil or a block or a shape and ask them to place it on the paper and ask them to hold it firmly with other hand and trace the stencil or block or outside.

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

Goal: To develop their gross motor skills, Follow directions, 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.

Make them to shake hands and also jump simultaneously.

Direct them to hold each other and dance with ribbons.

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

They can follow some rhythm and pattern and dance.

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

Goals: To develop their social skills, eye hand coordination.

Presentation: Children will stand in a line other and the child standing first will pass the ball backward to his friend without turning and the child standing second will receive the ball and pass it on to the next child and so on.

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

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

MAKING RAINBOW

Goal: To develop their creativity, cognitive skills of exploring cause and effect, eye and hand coordination.

Material required: Poster colors (violet, indigo, red, blue, green, yellow, orange), paint brush, scale or bangle, paint pallet.

Presentation: Encourage children to talk about rainbow colors and make them sit around the table.

Give each child a plain sheet and keep paint of 7 colors kept on the paint pallet,

Guide children to use paint brushes to keep one drop of each color on the left corner of the plain sheet.

Give them the scale or a banqle to plain sheet and move it across the other end in 180°C to make curve. Rainbow will be formed

Skills developed: Develops their eye hand coordination, creativity, cognitive skills of exploring cause and effect.

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

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

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

Activity: To sort rice according to their color.

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

Vocabulary: Rice, color, sorting

Material required: Rice, different colors.

Presentation: Have all the materials ready for the activity. Give each child some rice in a plate and make them to sit near the table. Tell them to add color to the rice. Show them how to sort the rice according to their color. Ask them to feel the texture.

• What is the natural color of rice?
• What happens when we add color to the rice?
• Name some different varieties of rice.
• · Can you count the rice if it is in large quantity?
• Name the unit we use to measure the rice.

Evaluation: Ask them to name the colors and size of the rice. Ask them the texture. Do we measure or count the rice.

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

Goals: Familiarize them to sort the color pallets according to intensity

Vocabulary: Visual discrimination, vision, dark shades, light shades.

Material required: Different color pallets with different shades, colored balls, blocks, toys for sorting, colored dots of paper.

Children can see the various color pallets and arrange them in increasing or color from lighter shades to darker shades with different colored balls, bits of paper they can sort and group according to color, match the same colored objects.

• Which is your favorite color?
• · Which organ is used for seeing?
• · Which bird can see in the dark?
• · Why we cannot see in the dark?
• What happens when we close our eyes?

Closing: Ask them to name the different colors, first basic colors and then secondary colors.

Evaluation: Evaluate what all colors they can name, what all the shades they can order.

Variation: Sorting colored noodles, sorting colored balls, colored blocks, colored bits of paper, Sorting colored clips, colored water packets, toffees.

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

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

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

Goal: To develop their gross motor skills and their abdomen muscles.

Presentation: Children are asked to lie down on the ground on their back.

They are demonstrated to lift both their legs and try to pedal their legs in the air.

Skills Developed: It develops their leg muscles (gross motor skills) and abdomen muscles.

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

Presentation: Children are presented with a balloon each to toss the balloon in the air and to catch it.

Children can stand in a circle and pass the balloon for the music or clap sound stops the person who has the balloon will come in the middle and sign a rhyme.

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

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

Topic: Talk about family. Mother and babies of all animals and human

Vocabulary: Family, father, mother, sister, grandpa, grandma, aunt, uncle, cousins etc. Big, small, family, cub, Joey, kid, infant etc.

Material required: Picture books, my family puzzle, pictures of animals, their babies of animal family.

• Ask the children to describe what a family is. Help the children focus on the aspect of a family member helping each other.
• Explain them a family is a group of people who are related to each other by birth, marriage etc.
• Talk and ask about the members of their family like mother, father, grandpa, uncle, cousin etc.
• Ask them how many members are there in your family, name them.
• Tell them about how members care, share, and love each other.
• · Encourage the children to tell about their family members, their jobs etc.
• Show the children the picture book or puzzle to explain in detail about family.
• Show them the pictures of animal and their babies.
• Illustrate to children the work done by each animal for e.g. lion will hunt for the family.
• The birds will build nest before the young ones joins the family
• In same manner when dog gives birth to pup, it will feed their babies, after few days they teach how to search for food etc.
• In same manner when infants are born, the mother and father take care of them |ater they help to learn how to eat, walk etc.

• · What is a family?
• · How many members are there in your family?
• Who are they?
• · Whom do you love the most?
• · What is your father, mother, sister etc's name?
• · When does your mother go to office?
• Who drops you at the school?
• What do you do when you go home?
• Do you accompany your grandpa to the park?
• · Who cooks food at home?
• · How do animals get food?
• · What is the difference between man and animal?
• · What is the young one of human being called?
• · What is a baby tiger called?
• · What is the baby cow called?
• · Where do animals live?
• · Whether the animals are eating cooked or raw food?

Closing: To make them understand about family members, their jobs. To make them understand the name of the young ones of different animal and the role of the family members.

• Social emotional skills- expressing their feelings.
• · Cognitive skills- recalling and classifying.
• · Cognitive skills identification of young ones.
• Receptive and expressive language skills- discussing the role of an individual in family

Extension: Dramatics

Vocabulary: House, cook, play, work, clean etc. Big, small, numbers, young, old, infant etc.

Material required: Picture books, finger paper puppets.

• Ask them who drops you at the school. Encourage the children to make a list of ways the family members help each other.
• · Ask them to explain the role of mother, father, grandparents etc at home.
• Ask them where you live, area etc, about the color of their house or apartment.
• · Invite the children to assume family roles and work together to cook and serve dinner.
• · Encourage them to write the names of the family members.
• Ask the children about the number of members in their family.
• · Record their description on paper of the number of family members using tally marks for each family member.
• Ask the children to count.
• · Can discuss about nuclear, extended family (joint family) through pictures or puppets.
• · Nuclear family consists of parents and their children.
• Extended family may include grandparents, aunts, uncles and cousins.
• Ask the children whether they belong to nuclear or extended family.
• · Ask about the age and birth date of their family members?
• · Ask them to draw a family tree?

• · Who help to clean the house?
• · Who tell stories to you at bed time?
• Who cleans the car in your house?
• · What is the color of your house?
• · Do you help your parents at home? How do you help them?
• Who waters the plants at home?
• How do you celebrate festivals and parties?
• · Who gives you medicine when you are sick?
• · Who buys the provision and grocery?
• · How many members are there in your family?
• · How many boys and girls are there in your family?
• Is your family a nuclear or an extended?
• · How many members are young in your family?
• When is your birthday?
• What is your age?

Closing: To make them understand the importance of family members, their roles, how we can help them understand the number of family members, boys, girls etc.

• Social emotional skills- being independent and helping others.
• Symbolic thinking-pretend play.
• Pre writing skills- writing names of family members.
• · Receptive and expressive language skills- question and answer, discussing their experiences.
• Cognitive skills- comparing and classifying.
• Pre math skills-counting the members.
• Pre writing skills-drawing a family tree.

Extension: Pretend play, make a family portrait.

Topic: Pictures of family and difference between friends and family members.

Vocabulary: Short, tall, small, big, slim, fat, thin etc.

Material required: Photographs of family

• · Encourage the children to bring family photographs to school.
• · Ask them the names of their family members.
• · Point out each member and discuss about their role and character.
• · Ask them to count the number of family members.
• · Ask when and where did they take this particular photo.
• · Recall previous topic, make a list of the names of members of your friend's family.
• · Invite the children to play grandmother, may I? Like mother, may I?
• · Encourage the children to make a card for their family members.
• · Encourage them to talk about the birthday parties, how all the members help to organize the event.
• · Family members are members of the family for example: brother, mother, grandmother, grandfather etc.
• Members of the family are always related to each other.

● Friends are the people who are close to us and we share our views with them during difficult and happy times but not a relative to us.

• Friends usually will be of same age group or peer group.
• Family members will be of variable age group from babies to old age people.

• · How many members are there in your family?
• · Can you show your grandparent in photo?
• What is your uncle or aunt's name?
• Recall where did you take this photo?
• · How many members are there in your family?
• · How many sisters and brothers you have?
• · Who are the old people staying in your house?
• · Who are all your friends?
• Who is your best friend and why?
• · How does a friend help you at the time of need?
• · What is a joint family?
• · What is a nuclear family?
• · What is the difference between family members and friends?
• · Who we called as friends?

Closing: To make them understand and identify their family members

• Cognitive skills- recalling the topic
• Social emotional skills-their sweet memories, sharing their feeling.
• · Expressive and receptive language skills- how well they understood the topic,

Topic: Talk about friends, Means of communication with friends.

Vocabulary: friendship, sharing, care, wish, gift, present, pal, letter, post e-mail, SMS, stamp, envelope, greeting card, postman, pal, peer, photos, address.

Material required: show them some pictures of friends like Barney and BJ, Dora and boots, pooh and friend's etc, post cards, inland letters, and stamps.

· Explain the children about the importance of friends. We require people to play, share and spend time with us.

● Tell them to name some friends. Talk about the need of friends.

· Tell them we need them when we are in trouble, in happiness.

• Tell them the qualities required for a good friend. ● Explain the children how we can communicate with friends when they are far away from us or when they are not near us. Tell them the means through which we can communicate like mobile, letter, E-mail and so on.

● Ask the children to talk on toy telephone give them a topic (not well, festival, friendship day).

● Show the pictures or materials required to communicate.

· Explain how to send a letter, email or SMS.

· Talk to them about E-mail, mail ID, sending letters.

● Which is the good quality you like, the most in your friend?

● What gift would you like to give for your friend on friendship day?

• · What are the good things we can do for friends?
• If you have too many toys and if your friend doesn't have any toy what would you prefer to do?
• · How many friends do you have?
• · How can we be a good friend to others?
• · Do we need friends?
• · How do you feel when a friend gives you a hug?
• Is sharing a part of friendship?
• How can you talk with your friend who is far away?
• How can you communicate, invite your friend who is not next to you for your birthday party?
• · What is the best quality you like in your friend?
• In what all ways we can communicate with our friends?
• · Do you all have an e-mail ID?
• · What is an e-mail?
• How many friends you have?
• · Who is your best friend?

Closing: To make the children understand the importance of friends, how we play, share toys with them, and we need them in our troubles and happiness. To make them understand and know the means to communicate with friends in various ways and to make them know even if they are far away we can easily have contact with them.

Language skills of expressive and receptive. Pre math skills: counting of friends. Social/ emotional skills: sharing, loving, caring for others, understanding others feeling, helping. Expressive language skills: participating in conversation

Social skill; having contact with friends

Extension: Play the game of guess who? (Blindfold the child and ask another child to recite a rhyme and ask the blindfolded child to guess who it is.

• Ball or potato race
• Hand print card

Paper cup telephones (usage of juice carton).

You can use empty juice cartons or cups and string to play the telephone game as the children can tell each other why they like the other person through communicating via the telephone.

Story suggestion: Pooh and his friends.

Topic: Friends help each other, who are my friends? Friends of the world.

Vocabulary: Helping, cause, peer, pal, pen pals or pen friend, chatting,

Material required: Stories supporting the topic, the pictures, Pictures of pooh and friends, Barney and BJ, Envelopes, addresses.

● Explain to the children that friends should help each other and without any cause.

• Encourage them to help, share, and care for others. ● Tell them about the kind monkey story ( Or use other stories and ask questions relating to it). Make the children to talk about their friends and ask whether they help them.

• Tell them that we help our friends when they are in need or in trouble.

• Explain them about what is needed in good friend.

• · Talk to your friend or write a note to tell how much you like.

• · Ask about their memories.

• Ask them about friends at school, home etc.

• Show them their photos.

• Talk to them without seeing we can make friends

• · Tell them about e-mail friends, pen pals.

• Explain the children with address we can make friend throughout the world.

• Encourage them to write a letter to a friend

• · Tell them to send photos, gifts, hand made gifts.

• · Encourage them to send simple letters, drawing hearts to represent love.

• Encourage them to write letter to Barney, Santa Claus etc.

• How do we help others?
• What will you do if your friend is in need?
• Why did the monkey help when he didn't know the ant?
• Give an example of an occasion when you helped someone.
• How do you feel when someone helps you?
• Can you name some people who help you?
• · Who are your friends?
• · Who is your friend?
• · What qualities are required for a good friend?
• · What will you do when your friend is upset?
• · What will you do to make your friend happy?
• Have you heard about pen pals?
• · Can you write a letter to a person who you've never seen?

● Will a letter get to your friend if you do not include an address?

• · Why do we need to have friends?
• · Why do we need to communicate?

Closing: Recollect the topic and explain the various emotions in friendship.

Recollect the subject. Explain them about the qualities of a friend and memories.

To make them know how to make friends around the world through e-mail, pen pal, chatting.

Evaluation: Social emotional skills: help, share and care for friends, Memory skills.

Pre writing skills; make them write a letter

Patterning; use of colors and patterns while making card.

Extension: Car game, making play dough.

Matching the photos of their friends You can have the class write letters to their friends, using stamps, carefully printing the address, putting the stamps and posting to their friend's homes. When they complete the activity and receive a letter that their friend's have written and sent, they will understand how letters are used and about the different important materials that are used for mail, and how important it is to communicate with friends .

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

Procedure: Ask the children to dip the bifferent 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, cognitive skills of cause and effect.

Material required: White sheets, glue, paint, paint brush, sketch pen.

Step: 1:- Take one A4 size paper and fold in to two fold, now unfold the second fold

Now unfold the second fold and draw the face of a tweety in the middle of the paper, (folding inside) and on the outer side of the right side, you write the greeting words, so that it will come on the front when we fold the 2ª fold.

Step: 2 :- The tweety mouth should be drawn in Diamond shape and In the middle draw a horizontal line as shown in the picture and cut it with a scissor.

Step: 3 :- Unfold the paper totally and do a vertical folding in the middle, and fold the diamond shape mouth backward on both side of the horizontal line.

Step: 4 :- Now unfold and keep it in the same position of the 18 step, lift up the triangle mouth little so that it will look like opening and closing of mouth, when we open the card.

Step: 5:- Now color the tweety face with with red. After it dried paint the remaining part with any color and decorate with your choice. And the front part of the folding, paint with any color and write the greeting words as told in the step 1.

Step: 6 :- Take qlue and stick all the edges of the 1 fold paper keeping the middle part (tweety mouth) unstuck. After it dried you fold the 2" fold. Now the card is ready.

Variation: You can make the card for any occasions not only for the birthday,

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

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

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

Material required: Two paper cups, a long thread.

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

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

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

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

speaking to you, will you hear sound?

Evaluation: Evaluate the following skills: Auditory skills, Sustaining attention, Logical thinking

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

Activity: Sorting and putting socks correctly in the appropriate foot

Goals: To develop their cognitive skills of comparing, sorting, fine motor skills, eye hand coordination, self help skills.

Vocabulary: Socks, wear, pair, one, feet, foot.

Material required: Different colored and size socks.

Introduction and Presentation: Ask the children to first sort the socks according to the colors and size. They have to take same size, same color matching socks. Let each child hold the socks correctly and put it in their friend's feet.

• · What materials are socks made up of?
• · Can a big sock fit your foot?
• What kind of socks do you need for your foot?
• How many socks we need to put in each foot?
• Can we wear different color socks on both the foot?

Evaluation: Evaluate their cognitive skills of understanding one to one correspondence, fine motor skills.

Skills developed: Cognitive skills of comparing one to one correspondence, Sorting, Fine motor skills, Eye hand coordination, self help skills.

Variation: We can ask the child to sort and wear the mittens also. Turning the socks inside out.

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

Presentation: Each child is given a chalk with holder and asked to trace his friend's body. Hisl her friend has to lie on the floor without moving, when hel she is tracing the body. Friend can trace his/ her body too.

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

Goals: 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, quack turn around sit down'

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

Material required: Chart paper, photographs of family, glue, safety scissors, and pencil. Presentation:

• Step: 1: Draw triangles in varying size and cut using safety scissors.
• Step: 2: Stick grand parents photograph at the end of the big triangle using glue.
• Step: 3: Stick parent's picture in another triangle using glue.
• Step: 4: Stick children pictures and sibling's picture and complete the tree.

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

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

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

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

Presentation: Demonstrate to them how to blow water bubbles using soap solution (bubble solution) or soap water. Children can blow the bubbles using bubble solution and they can try to catch flying bubbles.

Vocabulary: Blowing, bubbles, flying, air

Material required: Bubble solution, bubble blower.

• · Can you show the action of blowing?
• · Can we blow heavy items?
• · Why balloons or bubbles fly in air?
• · What happen when we blow water bubbles?

Evaluation: Evaluate each child's oral motor strength by asking them to blow the water bubbles.

Skills developed: Oral motor skills, gross motor skills, eye hand coordination.

Activity: To build friends name using letters or alphabets. Goals: To improve their reading skills and to improve their knowledge about alphabets, eye hand coordination.

Vocabulary: Name, friend, build, block

Material required: Alphabet blocks or alphabet cards.

Introduction and Presentation: Present to children the way to build friends name using alphabets blocks or cards for

T O M Children are provided with examples

alphabet blocks.They can build simple words using alphabet blocks or alphabet cards.

• · How many letters did you use to build your friend's name?
• What all the letters did you used to build your friend's name?
• Tell some of your friend's name?

Evaluation: Evaluate them by observing how well they are able to build simple words.

Skills developed: Pre reading skills. Knowledge about alphabets, Eye hand coordination.

Variation: They can build larger number; they try building simple sentences and try to read.

Goals: To develops their social skills and physical skills.

Introduction and Presentation: All children can be dressed up and choose their partner before dancing. While playing the music, they can dance with their partner according to the music.

Skills developed: Social skills, Physical skills.

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

Presentation: Children are divided into two groups with equal members. They are numbered as 1-1, 2-2, 3-3 in both teams. When any number is been called (say for example-3) child numbered 3 from both the team with come and pick the object. Whoever picks the object that team will get points.

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

Material required: Uncolored art sheet or plain sheet, pencil scrap, glue, different colors of paint, brush.

Procedure: Children can do the collage (sticking) work with pencil scrap on the art with glue. They can also paint it with different colors.

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

Material required: Plain sheet, fevicol, sketch pens, poster colors or water colors, safety scissors.

Preparation: Mix and paint the A4 sheet with pink color on one side and fluorescent yellow on other side.

Procedure:

Step: 1:- Roll the paper into your finger size (keep pink color inside and roll it).

Step: 2:- cut the rolled paper up to half like strips and then bend it. Draw a smiley face or any emotions. Similarly repeat the process to get one more face.

Variation: We can use cone shape instead of cylindrical.

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

Vocabulary: Wrap, pack, gift

Material required: Color paper, small objects, cello tape, and cardboard box sketch pen.

Introduction and Presentation: Show them how to pack gift items. First make them inside the cardboard box, tell them to close the cardboard box and then to wrap the cardboard box with color paper or gift wrapper; they can put cello tape wherever required. Then to write their names using sketch pen on the packed gift item.

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

Name the occasions that we give gift to our friends.

Closing: Tell them to wrap the objects. Talk about how we wrap gifts using different items.

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

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 sight words cards on the table and ask them to pick the sight words and match it. They can also match and highlight the sight words on the newspaper with highlighter.

Evaluation: Evaluate their knowledge of understanding sight word they hight 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.

Goal: To develop their social skills, coordination and gross motor skills.

Presentation: Children are asked to select their friend as partner and do various action with them holding them, they can do dancing, walking, running, jumping, kneel walking, sit, stand, holding their partner.

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

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

Presentation: Mentor has to hold two ball and green ball. When mentor shows the green ball the children have to start running and once they see the red ball they have to stop running. Children have to be very alert & they have to stop and start running after seeing the respective balls.

Skills developed: It helps the child to improve the observing skills and be more attentive. Develops their gross motor skills and co-ordination.

Variation: Children can start and stop running listening to the words green light and red light. We can play the same game by using the words stop and go.

Step: 2:- Take the cut out heart shapes and stick together with glue, in the way as it shown below

Step: 3: Now take wool and stick it on each ends so that we can tie and wear it on our wrist (you can plait the wool and stick it)

Variations: Not only heart shape, you can draw any designs and make a friend ship band, instead of oil paper you can also make with a chart paper, so that it will be firm and stiff and last longer. You can make anklet using the same method. Another method: Measure the length of the with wool and you can stick the heart shape on the wool also.

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

Procedure: Children can select the color pencils of the picture and color the picture . Encourage the children to color mostly inside the picture holding the pencil firmly.

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

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

Vocabulary: Twigs, knot, bow, bundle.

Material required: Twigs, wool

Introduction and presentation: Make each child sit at the table and keep the materials ready. To present the activity take the twigs together, holding the twigs in one hand, take a piece of wool and tie it around the twigs together like a bundle and then make a bow. After tying the kids and how it looks.

Assessment: ●How do the twigs look after tying? ● Why do we tie?

Closing: Make the children do the activity and tell them how we can tie other things and what for we tie.

Evaluation: Evaluate each child's ability, whether they are able to tie a knot and bow,

Skills developed: Fine motor skills, eye hand coordination.

Goals: To improve their cognitive skills of comparing, sustaining attention, language skills.

Vocabulary: Quantity, measuring, more, less, equal

Material required: Water, measuring glass, glass

Introduction and presentation: To present the activity keep the materials ready. Take water in a measuring glass and show them the level of water and pour it in a glass. Take another level of water in the measuring glass and pour it in another glass. Show them the water kept in different glasses and ask the child which is more/ less/ or whether it is equal.

• How can we measure water level?
• · Can we count water?
• · What is the color of water?

Closing: Make the children to do the activity. Explain them that the level of the size of the vessel differs and it takes the shape of the container.

Skills developed: Cognitive skills of comparing, measuring and language skills.

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

Presentation: Children are asked to sit in a circle. One person will be walking around the circle for the song. When he/she hears drop it they can drop the object to one of them in the circle.

The person who has the object should run and catch the person who dropped the object to him/her. The runner can sit in catchers place. The catcher now can pass the object to another person. Like that each one in the circle will get turn to be the catcher at the end of the game.

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

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

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

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

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

Make them to shake their both hands holding the ribbons.

Make them to shake hands and also jump simultaneously.

Direct them to hold each other and dance with ribbons.

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

They can follow some rhythm and pattern and dance.

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

DAY 5: ART

Goal: To develop their pre writing skills, language skills, social/ emotional skills.

Material needed: Plain sheet, pencil or sketch pen or crayon or color pencil.

Presentation: Invite children to sit in a circle and give each child a plain sheet and pencil or solor pencil. Ask the children to write or draw a letter to their friends. Ask them to fold I t and post it in to a toy post box. Explain them the importance of letters and stamps required for envelop or post card.

Skills developed: Develops their pre writing skills, language skills, social/ emotional skills.

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

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

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

Goals: Familiarize them with different tastes, ability to differentiate and identify the different tastes. To make them aware of gustatory discrimination

Vocabulary - Taste, taste buds, qustatory sensation, bitter, sweet, sour, salty, spicy

Material required: Different products with variety of tastes like mustard seed powder, asafoetida, amchur powder, turmeric powder, dry neem powder, salt, sugar, Tamarind powder, all kept in non - transparent boxes.

Presentation: Give them the different powders to taste and ask them to name the taste. Ask them to match the same tastes when the same items are given.

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

Variation: Introduce new taste with variety of objects. Reinforce the tastes whenever they eat. Ask them to identify the opposite tastes like sweet, bitter.

Evaluation: First do the activities with eves open and then with eyes closed, note down how many taste each one identified, matched and named. What all open ended questions they answered. Keep the record to note down the progress when the activity is repeated again. Ask them about the different taste of their lunch and snacks.

Conclusion: Analyze how many different tastes they can identify, match, and name

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

Introduction and Presentation: Children are asked to sit in a circle and one child can tell any of their friends name in the ears of the other child sitting next to her/ him. They should pass the information only by whispering in their friends ears not louder. At the end the last person will tell the secret name louder.

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

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

Presentation: Motivate the children and group them as two A and B Offer them one long ribbon or either ends. Ask Group A to hold one end of the ribbon or cloth and Group B to hold the other end. When they hear the clap sound they should start pulling from each side.

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

Goal: To stimulate their balance, social skills of showing trust, spatial awareness skills.

November: Week –2 Alphabets of the Month: U, V. W. X. Y. Z

Topic: Discuss about brain, heart and their importance.

Vocabulary: Head, brain, heart.

Material required: Picture book, model of a heart and brain, flash cards.

● Show them the picture of brain; point out the location of brain. Explain in details about the functions of brain like how we think, act only because of brain.

· Encourage the children to touch the cotton ball, explain them how soft and delicate it is. In this manner our human brain is very delicate and it has to be protected, so it is placed in the skull. Ask the children to touch and texture of the skull.

• Brain is made of nerve cells called neurons.
• Using flash card, show the children picture of heart.
• Now talk in detail about heart.
• Heart is a vital organ in our body.
• It pumps blood to all other organs in our body.
• · It is red in color; the size of heart is equal to the size of our fist.
• Our body is divided in to head, thorax and abdomen. Heart and lungs are in the thorax region.
• · We cannot see our heart since it is inside and protected safely in the rib cage.
• · Ask the children to jump for a minute and then check the heart beat using stethoscope.
• · When we run, jog, jump, dance etc our heart beats fast. The rhythm of the heart beat is lub dub.
• · The doctors use a stethoscope to check the heat. We can feel the pulse point located near the wrist,

• · Where is our brain located?
• · What is the function of the brain?
• · Where do you store knowledge?
• Which part of the body helps you with the answer when we ask you a question?
• · What is the brain made up of?
• · Which is the top most part of the body?
• · What is the color of the heart?
• · Can we see the heart?
• Can we feel the heart beat?
• What is the use of stethoscope?
• · Who uses stethoscope?
• When does your heart beats faster?
• · What is the function of your heart?

Closing: Recollect the subject with the children. Review the details, talk about the heart.

Evaluation: Expressive and receptive language skills, knowledge about the topic. Children are asked to feel the heart beats of their friends with the stethoscope.

Topic: Discuss about lungs, liver, intestines and importance of stomach.

Vocabulary: Lungs, liver, intestine, stomach

Material required: Picture book or model of lungs, liver, intestine and stomach.

• · Liver has many functions, including turning digested food into blood proteins.
• Bile juices from liver and digestive juices from pancreas containing proteins called enzymes which helps in breaking down of our food into separate nutrients.
• Intestine is of two types: small intestine. Broken down food mixed with enzymes in stomach is passed in to the tube called small intestine which has many finger like projections absorb nutrients and sent it to blood.
• Foods which are undigested are sent to large intestine, where waste is turned solid and it is sent out of our body through rectum and anus.
• Discuss that when we eat food the teeth breaks up the food into very small parts so it becomes easy to swallow. That is the reason why we need to chew the food nicely so the stomach can easily digest the food.
• Then it goes to our food pipe or esophagus and in to our stomach. Here it breaks down in to smaller parts and the juices are absorbed by small and large intestines. In this way the body obtains nutrition and energy. We need nutrition to build our bones, skin and muscle.
• · Discuss about practicing good nutritional food habits.
• · Show the pictures and point out to the windpipe and lungs.
• When we breathe in air, it goes down to the windpipe and into the lungs.
• · We have two lungs, one on the right and one on the left side.
• · These vital organs like heart and lungs are placed in ribcage since it is delicate.
• Show the X-ray and point where heart and lungs are situated.

• How many liver do we have?
• · What is the function of the small intestine?
• · What is the function of the liver?
• · Where the waste food is sent?
• · Can we see our stomach?
• What happens when we eat too spicy or hot food? (we can feel it in our stomach).
• · What is the function of your lungs?
• · Can we see our lungs? How many lungs do we have?
• · What is breathing?

Closing: Recollect the subject and explain again if needed.

Evaluation: Expressive and receptive language skills. Pre math skills

Topic: Discuss about muscles, skeleton, skin.

Vocabulary: muscle, relax, skin, and feel.

Material required: Flash cards, picture book and samples of different texture.

• · Show the muscles and talk about the importance of muscles.
• Discuss in detail about skeleton.
• · The skeleton is a set of bones, skeleton system is important for movement.

● Infants have around 300 bones as they grow some of the bones and an adult skeleton is made up of 206 bones. It supports our body. They protect our vital organs. Our bones help us to stand upright, sit.

• · Muscles are like cushion which covers the skeletal system.
• · They allow us to move and give us strength. More than six hundred muscles are there in our body.
• · In order to help us to move, our muscles contract and relax over and again.
• We have muscles throughout our body.
• Talk about skin. sense of touch.
• · Skin is the outer covering of our body. We feel through our skin.
• · Ask the children to compare different textures and discuss sharp, soft, hard, sticky etc.
• · The sense of touch is called tactile, and this sense helps us to feel in a variety of ways. We can enjoy the smooth feel of satin, prickly grass, or even rough sand
• Our tactile sense also helps us to be careful, if the water in the bathtub is too hot or warm for us.
• We have to do lot of physical exercises to keep ourselves fit.

• · Can we see our muscles?
• · Why is warming up required before yoga or an exercise?
• · What are muscles?
• · Why are muscles important?
• · What happens if we don't have muscles?
• · How do you feel when vou touch cotton?
• · What is the tactile sense?
• · How do you know when something is too hot? Can you smell heat?
• · Why is skin so important?
• · What happens if we don't have any pain? (We will hurt us badly).
• · What protects our organs?
• · What is skeletal system? How many bones do we have?
• · What are the functions of skeletal system?
• What all do we need to eat to get strong bones?

Closing: To make them understand about the importance of muscles and skin.

Evaluation: Expressive and receptive language skills. Gross motor skills.

Extension: Blind fold the children, feel different textures or substance like ice and match them. They can close their fist tightly for few seconds and relax it

Topic: Talk about blood, its color and importance

Vocabulary: Blood, red blood cells, white blood cells, fluid, flows, blood vessels, platelets, hemoglobin, veins, arteries, oxygen, nutrients, etc

Material required: Picture book, straws, red water color (or) a model

• Encourage children to look at their veins on wrist.
• Blood is the red fluid which carries oxygen, nutrients, chemicals to heart and it flows to all parts of our body cells that are required to survive. It also washes away all the waste products, including carbon-dioxide.
• · Our blood has three main things mixed; they are red blood cells and platelets. Red blood cells are button-shaped red color cell which has protein rich in Iron called Hemoglobin that gives the blood red color.
• White blood cells plays an important role in body's defense against diseases. White blood cells swallow germs.
• · Platelets help in clotting and healing if there is a cut or hurt.
• · Blood flows through the veins, arteries which are the blood vessels. Large blood vessels are called Arteries.
• Arteries carry pure blood and veins carry impure blood. Each human being has average of 5 ½ liters of blood in the body.

• · What is the color of our blood?
• · Which part of our body pumps blood? (Heart)
• · How hurt heals by itself?
• · Our blood be solid or liquid?
• Why is blood so important for our body?
• · Why blood is red in color?
• · What happens if blood is not flowing to the heart? (Heart will stop pumping)

Closing: Recollect information about the blood and importance of blood

Evaluation: Evaluate their expressive language skills by asking questions, how well they answer and evaluate their knowledge about the topic.

Extension: Children can try experiments using straws and red colored water and observe how blood flows through the body.

Topic: Talk about kidney and its importance

Vocabulary: Kidney, bean shaped, regulate, body fluid, filter, urinary bladder, urine, toxic, chemicals, excess, liquid, waste, disposal etc

Material required: Picture book and model of kidney

• Encourage children showing the model of kidney and explain about it.
• Kidneys are two bean shaped organ in the middle of the back. It filters blood and regulates our body fluid, salt level.
• Urinary bladder is the bag where urine, our body's liquid waste is filled and we empty it by urinating.
• Our body's extra liquid, toxic chemicals is filtered by our kidney and sent out of our body as urine.

• What is the shape of our kidney?
• How many kidneys do we have?
• Where is our kidney located?
• What is the function of our kidney?
• · Where is the liquid waste sent after filtering blood?
• · How waste liquid is sent out of our body?

Closing: Recollect the information about kidney and its importance

Evaluation: Evaluate their cognitive skills, language expressive, receptive skills and pre-math skills

or make design or write something on the balloon.

Skills developed: Sensory skills, eye hand coordination, fine motor skills, pre- writing

Goals: To improve their cognitive skills of comparing, identifying, recalling and responding, texture skills.

Vocabulary: Heart, shape, ordering, arranging, comparing.

Material required: Different size heart shape toys or pictures.

Introduction and Presentation: Make the children to sit near the table. Keep different size heart shape pictures or heart shape toys on the table. Describe them about the functions of heart. Show them how to arrange the heart shape according to the size of the heart. Encourage them to do the same. They can arrange the heart shapes from biggest to smallest or they can arrange it from smallest to biggest.

• · On which part of our body heart is situated?
• · What are the functions of heart?
• · How many heart human beings have ?
• Name the instrument we use to check our heart beat.
• · What is the size of heart?
• · Count the heart shape that you arranged?
• · What is the color of the heart?

Evaluation: Evaluate whether they are able to arrange the heart correctly. How well they can answer about the heart.

Skills developed: Sensory awareness. Cognitive skills of comparing, identifying, recalling and responding. Expressive language skills.

Goals: To improve fine motor and whole hand grasp.

Vocabulary: Clean, dirty, bubbles, transparent, hot, warm, lukewarm, cold, wet, dry.

Material required: Water, Soap, Tub, Baby dolls.

Introduction and Presentation: Take the tub and fill it with water, add the soap and make bubbles by splashing the water around until bubbly. Ask each child to pick a baby doll and sit down next to the tub.

Explain how it's important to take bath and keep things clean. Demonstrate how to wash the baby very carefully and gently.

• · Ask them how the bubbles look?
• · What is the color of water after adding soap?
• · How does the water and bubbles feel?
• · What is the shape of the bubble?

Rhyme: "This is the way we wash the baby doll" (from the tune of:"Mulberry bush").

Evaluation: Evaluate if they understand the concepts of wet, dry, temperature, clean, dirty etc. Add dirt in the beginning to make the baby dirty.

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

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

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

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

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

etc, tooth brush

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

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

Goals: To improve their fine motor skills, pre math skills of patterning, arranging objects in a series.

Vocabulary: Grains, shapes, small/ medium/ large, Colors, Pattern, Matching, Pairs

Material required: Different types of grains, bowl, and plate.

Presentation: Make all the materials ready for the activity. Give each child a bowl which contains variety of grains. First show them how to sort the grains by color and shapes. Make them to sort grains according to the color and shape and tell them to keep it separately in the plate.

Which group has the large number of grains? Which group has the small number of grains? Can we count the grains when it is in large quantity? How many different types of grains did you separated? Name the unit which we use for measuring grains

Evaluation: Evaluate each child's ability to arrange grains according to their shapes and colors, patterning, grouping and naming the shapes and color.

Skills developed: Pre-math skills, Patterning, Grouping, Sorting, Ordering, Language skills, Fine motor skills

Goals: Familiarize them with different tastes, ability to differentiate and identify the different tastes. To make them aware of gustatory discrimination

Vocabulary - Taste, taste buds, gustatory sensation, bitter, sweet, sour, salty, spicy

Material needed: Different products with variety of tastes like mustard seed powder, asafoetida, amchur powder, turmeric powder, dry neem powder, salt, sugar, Tamarind powder, all kept in non - transparent boxes.

Procedure: children are asked to keep the stencil in the

have to dip the toothbrush in the paint and hold the tooth

appropriate place on the art sheet or the plain sheet. They

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

Skills developed: fine motor skills, eye hand coordination,

they can take the stencil and observe the design.

cognitive skills of observing cause and effect.

Presentation: Give them the different powders to taste and ask them to name the taste. Ask them to match the same tastes when the same items are given.

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

Variation: Introduce new taste with variety of objects. Reinforce the tastes whenever they eat. Ask them to identify the opposite tastes like sweet, bitter.

Evaluation: First do the activities with eyes open and then with eyes closed, note down how many taste each one identified, matched and named. What all open ended questions they answered. Keep the record to note down the progress when the activity is repeated again. Ask them about the different taste of their lunch and snacks.

Conclusion: Analyze how many different tastes they can identify, match, and name.

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

Presentation: Motivate the children and group them as two A and B Offer them a long ribbon or cloth to hold on either ends. Ask Group A to hold one end of the ribbon or cloth and Group B to hold the other end. When they hear the clap sound they should start pulling from each side.

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

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

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

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

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

Variation: Children can also do tumbling using their hands,

Goal: To develop their creativity, fine motor skills of understanding and exploring cause and effect. Material required: Uncolored art sheet related to the theme, sand or rava or salt, poster colors, texture toys (like small tyres etc), Introduction and presentation: Encourage children to sit for the art and present them the ways to do the texture painting. Children can also use texture toys to paint the pictures.

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

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

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 press it nicely and now children are asked to unfold the paper and observe the impression or designs formed on the paper.

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

Goals: To make them understand the concept of float and sink.

Vocabulary - Float, sink, heavy, light.

Material required: Collection of objects (or) substances which float and sink in water, water in a big, wide bowl.

Presentation: Make them understand the concept of float and sink, of various items, Ask them to put few different substances in water and observe the result. Explain and ask them why different items float and sink.

Can a stone float in water? Can a heavy object float in water? Feather will float (or) sink in water? What will happen when you put a stone in water? Will a paper boat float (or) sink in water? Why some objects float and some sink in water?

Skills developed: Logical thinking Observation skills, Understanding cause and effect Pre-math skills , Comparing

Conclusion: These activities help to teach the concepts of float and sink.

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

Vocabulary: Wringing, towel, water, squeezing, wet, dry.

Material required: Towel, big bowl of water, empty bowl.

Introduction and Presentation: Dip the towel in bowl of water and ask the child to wring the towel in another empty bowl using hand movement in opposite direction. Let each child take turn and do this activity.

What happens when you dip the towel in the water? What comes out when you wring the wet towel? Can we wring the towel with one hand? Can we wring the towel by moving the hands in same direction?

Skills developed: Develops their fine motor skills. Eye hand coordination. Hands working together in opposite action.

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

Presentation: Each child is qiven a chalk with holder and asked to trace his friend's body. His/ her friend has to lie on the floor without moving, when he/ she is tracing the body. Friend can trace his/ her body too.

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

Material required: Various shapes blocks, stamp pad, holder, plain sheet or art sheet.

Procedure: Children are asked to hold the block firmly and print the block pressed in stamp pad on the paper. Children can name the print after seeing the impression.

Skills developed: Tripod grasp, fine motor skills of understanding cause and effect.

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

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

Goals: To improve their 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 present to the children how to sweep the bits of paper using toy dust pan.

Closing: Ask them to try the same.

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

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

Variation: They can clean up toys from different cubbies and sort it into right cubbies. Go out door and clean the qarden. Tell them to sort the paper and leaves and other items into different bins. Mop after cleaning the dust using wet cloth or mop, learn to squeeze the towel or the mop.

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

Vocabulary - Blow, water, straw, air.

Material required: Water, straw

Presentation: Make each child sit at the table. To present the activity, take straw and take some water in a bowl. Holding one end of the straw to your mouth and the other end above the water, start blowing through the hole. Then demonstrate how when you blow air through the straw .the water particles moves. Ask each child to blow into a straw and observe the movement. Give some heavy objects and ask them to blow it.

• · When we blow what comes out?
• · What happens when we blow water with straw?
• · What helps the water to move?
• · Can we move heavy objects by blowing?

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

Evaluation: Evaluate each child's ability to blow with straw

Evaluate their oral motor skill, their concentration on the activity, their understanding of cause and effect.

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

Goals: 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.

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

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

Start some music and have the children to 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

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: Plain papers, pencils or sketch pens or crayons.

Procedure: Children are provided with the plain paper and a pencil or a crayon or a sketch pen and ask the children to place their one palm on the paper in sitting position and try to trace their outline.

Skills developed: Fine motor skills and eye hand coordination.

Activity: To lace straw using one- one correspondence.

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

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

Content :

Vocabulary: Peeling, ladies finger, seeds, grouping.

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 and group it according to the numbers.

• 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?
• Count the seeds that you have grouped.

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

Goals: To improve their gross motor skills, balancing and spatial awareness.

Presentation: Encourage the children to stand in one place or if possible draw a circle and make them stand inside it. Tell the children to run standing inside the circle or in the same place.

Skills developed: Develops gross motor skills and spatial awareness.

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 do forward and backward skipping.

Skills developed: Develops their gross motor skills and balancing 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.

Part 2: SHAPES AND COLORS_ WORKBOOK (Teacher Created Material) - Weekly Material_English_part_2.md

• 1. Which is the longest bone in our body?
• 2. How many bones do we have?
• 3. How many bones do new born baby have?

4. Which part of the body grows quickest until you are 5 years?

• 5. What do muscles do?
• 6. Which are the places where two bones are connected?
• 7. Why do we have bones?
• 8. How do we look without bones?
• 9. What is the use of blood?
• 10. In which side of your body is the heart?
• 11. How many lungs do you have?
• 12. Which part of the body purifies the air?

13. Which part of your body carries messages to and from your brain telling it if you are hungry, hot or cold etc?

14. Which part of our body filters waste from the blood?

15. Which part of the body pumps blood to various parts of the body?

• 16. What is the color of the blood?
• 17. Where is the heart located?
• 18. How is the heart protected?

19. What is the substance secreted by the glands?

20. What is the elastic tissue called which connect two bones in a joint?

• 21. What protects the brain?

22. How does our kidney look like?

23. What mineral is good for our bones?

24. What is inside a bone?

25. What is muscle made up of?

• 26. How does a brain appear?

27. How many times our heart beats in a minute?

• 28. When do our lungs expand?
• 29. When do our lungs compress?
• 30. Will our brain goes to sleep when we sleep?

31. Which instrument is used to check the heart beat?

32. A doctor who specializes in treating children is called as?

• 33. What helps us to grow?

34. Which part of our body gives messages to every organ and muscle in our body?

• 35. Where is the funny bone in our body?
• 36. What is our body mostly made up of?
• 37. Where does our food go?

38. Which part of our body takes air to the longs from nose?

39. Which part of our body takes food from our mouth to stomach?

40. Which plays an important role in digestion in our body while chewing food?

41. What is the normal body temperature of human?

42. How does our sweat flow out from the body?

43. What makes our muscles stronger and healthier?

44. Which cells protect the body against infection?

45. What do red blood corpuscles do?

46. What are softer bones called as?

47. Which part of our body grinds the food and makes digestion easy?

48. How can we detect our body temperature?

49. How many chambers heart is divided in to? 50. Where is the smallest bone located in our body?

• 1. Thigh bone or femur
• 2. 206

3. 300, when grows bones join together decreasing in number

• 4 Brain.
• 5. Muscles make parts of our body move.
• 6. Joints.
• 7. To protect the soft parts inside our body, to move and to hold up.
• 8. Like floppy jelly fish
• 9 It carries oxygen to all parts of the body
• 10. Left side.
• 12. Lungs.
• 13 Nerves
• 14. Kidney
• 15. Heart
• 16. Red.
• 17. Inside chest towards the left.
• 18. By the ribcage.
• 19. Hormones.
• 20. Ligaments.
• 21. Skull.
• 22. Brown large sized beans.
• 23. Calcium.
• 24. Soft, jelly material called bone marrow.
• 25. Thin fibers.
• 26. Large, soggy, pinkish gray walnut.
• 27. 60-70 times per minutes.
• 28. When we inhale (breathe in).
• 29. When we exhale (breathe out).

• 31 Stethoscope.
• 32 Pediatrician
• 33. A chemical from our brain called growth hormone.
• 34. Brain.
• 35. On our elbow, it has a big nerve running over it, if you bang it you feel a strange tickle
• 36. Water and tiny cells.
• 37. To intestines from stomach.
• 38. Wind pipe.
• 39. Food pipe or oesophagus.

40. Saliva, it has some enzymes to break down food easily

• 41. 98.6° F
• 42. From the tiny pores in our skin.
• 43. Exercise.
• 44. White blood Corpuscles in our body.
• 45. Carries oxygen to all parts of our body.
• 46. Cartilages.
• 47 Stomach.
• 48. Using thermometer.
• 49. 4
• 50. Ear

November: Week – 1 Alphabets of the Month: U, V, W, X, Y, Z

Topic: Head, eyes, ears, different hair color, about baldness.

Vocabulary: Head, brain, hair, plaiting, think, baldness long hair, curly hair, short hair.

Material required: Picture book, model of a human body, flash cards, ball sized cotton, plastic dolls having different textured and colored hair.

● Invite the children to sing a song related to body parts. Familiarize them with their body parts using flash cards and model of human body

• · Show them plastic dolls and ask them to compare the texture and color of hair.
• · Tell them about short, long, straight and curly hair, old people's hair will turn grev because of the loss of melanin pioment. Talk about people like to change the color of their by using different products in hair salon and beauty parlors.
• · We are able to see only with our eyes, our eyes are located in front of our skull.
• · Outer protection to the eye is provided by a thin piece of skin called eyelid, the hairs at the eyelds called eye lashes.

● We have a tear gland just above our eyes which produces moisture when we blink and eyeballs with the moistures.

• The ear is a vertebrate organ of hearing responsible for sensing and collecting sounds as well as maintaining the equilibrium.

• Hearing is one of the important senses and ear help us to hear.
• Ear is divided in to three parts- outer ear, middle ear and inner ear.
• · The stapes in the middle ear is the smallest bone in the human body.

· Talk about ear and sense of sound. Bring a rattle or a musical instrument and compare the sounds they make and make a list of all things we can hear. Discuss the importance of the ears.

• · Talk about eyes-sense of sight. Make a list of the things they see. Now ask them to close eyes and ask can they see.
• Discuss the importance of eyes.

• · Can you point to your head?
• · Can you touch and tell how your hair is (e.g. soft, shiny, curly, dry).
• What is the color of your hair?
• · Can we change the color of the hair?
• · Can you tell about the different types of hairs?
• · What is the importance of head?
• What are the different colors of hair?
• · Who has curly hair?
• · Can we change the color of elderly people's hair?
• Where do you go to get your hair cut and styled?
• · Where do you store knowledge?
• · Have you seen someone with no hair?
• · Which is the smallest bone in the body?
• · Which organ helps us in hearing?
• Name the organs which help us to see.
• How many eyes do we have?

Closing: Recollect the subject with the children.

Evaluation: Expressive and receptive language skills- question and answer and knowledge about the topic.

Extension: Children can learn to do plaiting with the wool or false hair.

Topic: Importance of mouth, nose, teeth. Talk about brushing habits. Vocabulary: Mouth, speech, voice, teeth, brushing, jaw, forehead, gargle.

Material required: Flash cards, human body model, good habit chart, mirror.

• · Invite the children to look at themirror. Discuss the body parts like face, teeth, forehead, mouth, ear, tonque, eves,
• Using flash card show face and discuss about face is like a mirror, when we are happy our face glows. Ask them to make faces according to emotions. Ask them about how we keep our faces clean. Discuss about the usage of lotion, cream, talcum powder
• Point to the forehead, mouth, teeth. Discuss in detail about forehead, mouth- it consists of teeth, lips, tongue, etc.
• Talk about teeth how it helps to bite and chew the food. Tongue help us to taste the food, there are different types of taste like sweet, sour, bitter, salty,
• Focus on brushing, we must brush our teeth twice a day, morning and before going to bed. Back and forth, up and down are the directions of brushing the teeth.
• · We must gargle after we finish eating food; it helps the teeth to be free of germs.
• · Show the qood habit chart and discuss each one through gesture.

• How many times do we brush our teeth in a day?
• · What are the directions for brushing our teeth?
• Which organ helps us in tasting?
• · Can you speak without opening your mouth?
• · What is whispering?
• · Why do you close your ear when you hear a loud noise?
• Can you tell any 2 good habits?

Closing: Recollect the subject and explain again if needed. To make them understand about importance of tongue, teeth and practice of good habit.

Evaluation: Expressive and receptive language skills. Pre math skills, gustatory skills (tasting of some sample).

Extension: Dentist and Oral Hygiene Day - Can engage in pretend play having a "dentist" (one child with the help of a mentor) check the children's teeth and have a puppets using a toothbrush and toothbrush and toothpaste and explaining good oral hygiene habits

Topic: Discuss about shoulders, elbow, wrist and fingers.

Vocabulary: Flash cards, books, drawing, grasping, wrist, catching, picking, plucking

Material required: Flash cards, human body model, good habit chart, mirror,

• · Invite the children to sing along head shoulder knees and toes rhyme. Warm up the class by rotating shoulder. Ask them about the body part which moves in circular direction. Show them to point in their body.
• Discuss the importance of shoulder it is like a hanger. It holds the upper part of the body. We use it for movement like bowling, batting, skipping etc.

· Discuss about the importance of elbow. it is a joint, it bends in and out in one direction. It helps in the movement of picking object, lifting things etc.

● Ask the children to lift a block and place it on top of the shelf without folding elbow. Can they do it? If not discuss the importance.

● Have the children sit and start the with a song 'where is thumb king'. Point out each finger what it is called as. Go slow when singing the rhyme.

• Show a simple paper folding and ask which part of hand we use.
• Ask the children to count their fingers tell them there are 10 fingers, thumb, pointer, middle finger.
• Discuss the importance of fingers and how they help us in picking up objects, washing; writing etc. talk about palm, keeping our hands clean by washing them before and after every meal. Usage of soap, wiping it pats dry. Tell about women and girls like to apply henna or mehandi for festivals and weddings.
• · Show and ask them to point wrist watch on it. It's a joint. It can move in circular direction, to and fro. We use for varied purpose while playing cricket, badminton which help us to move.

· Talk about the communication in dancer use mudra to denote each thing. Discuss about dumb charade, usage of gestures like a hand shake or Namaste.

• Where is your shoulder?
• · What is the function of shoulder?
• · Can you do bowling, or play game without the movement of shoulder?
• · Where is the elbow?
• · Can it move in circular direction?
• How it helps us in picking objects?
• What happens if there is a fracture in our hand?
• Can you touch your shoulders?
• · What are the different uses of fingers?
• Name some sports where our fingers are used?
• · Which part of our body do we use for catching things?
• · Where do we tie a watch?
• · Can we hold things without using our hand?
• · Can you name the smallest finger in our hand?
• · In which finger usually people wear a ring?
• · Where do you apply mehandi?

Closing: Recollect the subject and explain again if needed.

Evaluation: Expressive and receptive language skills (question and answer knowledge of topic).

Pre math skills (counting fingers). Fine motor skills (paper folding).

Extension: Children can do free shoulder and elbow exercises, do backward throwing of balls, do over head clapping. Play Simon Says using sign language. Demonstrate different types of gestures.

SY : 4

Topic: Hip, belly button.

Vocabulary: Hip, belly button.

Material required: Flash cards, model of human body, picture book.

• Show the pictures, talk about the hip, waist, waistline.
• Invite the children to join and measure their waist using the measuring tape and note down their waist size. Ask them to compare, discuss about thin and fat people's waist line
• Hips provide support for the body and helps in balancing and walking.
• Show the pictures and point out the hips and belly button
• Make the children to stand in a circle and tell them to move their hip.
• Hip joint is a complex joint of ball and socket type which facilitates movement of our lower limbs.

• What is the function of the hips?
• In what way do the hips help us in walking?
• What is the size of your waist?
• Where do you wear your pant/ skirt?
• Name the type of our hip joint.
• · Which joint facilitates the movement of our lower limbs?

Closing: Recollect the topic about the importance of hip and belly button.

Evaluation: Expressive and receptive language skills. Pre math skills. Cognitive skills.

Vocabulary: Ankle, anklet, heel, shoes, toes, nail paint, heel walking, nail cutter etc.

Material required: Model of human body, baby doll, flash cards, model x-rays.

• Point out ankle, heel, and toes and ask the children to count their toes, heel and ankle.
• · Talk about the importance of the ankle. It is a joint; it helps us in stability and in walking.
• Girls wear anklets on their ankles as decoration.

● Heel and toes are very important, the whole body weight is balanced on our feet i.e. heel and toes. We must keep our heels and toes clean and healthy.

• Protect them by wearing shoes or slippers when we walk.
• · Ask the children to walk on either their toes or heels for a distance. Can they walk for a long time?
• If we can't reach an object which is placed high up, we raise our heel standing on our tiptoes to give us height.
• Talk about nails and clipping the nails once in a week.
• Show the pictures and point out the knees, hips and thighs. Now ask the thighs, make circles on knee using palm, and move the hip.

· Talk about the importance of knee, it's a joint, It bends to and fro, Movement of legs is due to knee joints, We kick walk etc due to the knee.

• · Thigh talk about the importance of the thighs, ask them to tap it, press the thigh and feel it.
• · People wear knee caps in some sports so that it will protect them from getting hurt.
• · Discuss the coordination of knee, hip and thighs helps us in movement.

• Can we see our ankle?
• · How many heels do you have?
• · Can you walk on your toes?
• · Can you pick up objects with toes?
• What do girls/ ladies wear on their ankles?
• · Can you walk if we tie your ankles together?
• · Can you see your knee?
• · Why do people wear knee cap during sports?
• · Can we walk without our knees?
• · Which area in your body has the longest bones?
• · What are some examples of good and healthy foods?
• · What happens when we always eat high calorie fat food?
• What happens when we do not eat food?
• · How do we get energy for the body?

Closing: Review the importance of heel, toe, ankle and locomotion.

Evaluation: Expressive and receptive language skills. Cognitive skills. Gross motor skills.

Extension: Heel to toe race. Ask the children to walk on the foot prints to look like those of various animals. Body bingo cards. Three legged relay race – it is played as a relay game with two partners, and with many players. Each pair gets their two middle feet tied together with a rope or cloth. They can practice walking together and appear to be three legged. When they are all ready, they have to race, working together to walk to the finish line.

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

Materials required: - Glue, uncolored art sheet, bits of paper.

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 bits of paper and stick with the glue inside the picture.

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

Material required: Crayons of various colors, uncolored picture.

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

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

Goals: To identify the objects with the sounds they make. To make them aware of auditory discrimination.

Vocabulary: Hearing, loud, soft, noise, auditory, ear, eardrums

Material required: Different sound producing items kept in non transparent boxes. Items - Stone, pebbles, water, pins. sand, Rava, empty box, small bells. Same objects can be in two boxes so that they can match the sounds.

Presentation: Ask them to shake each sound box and hear the sound; let them match two sound boxes having the same objects inside by hearing the sound produced. You can introduce some more new sound producing items. (noise makers, party blowers, whistles)

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

Evaluation: Note down what all sounds each child matched and identified. Keep a record for knowing further progress when the activity is repeated.

Skills developed: Auditory discrimination Coqnitive skills of observing, matching and identifying the sounds

Conclusion: With this activity they will be more aware of their auditory skills and analyze how many sounds they can match and identify.

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

Vocabulary: Grains, leaves, flowers, beans, shapes, colors, sizes. Material required: Color papers, grains, leaves, flowers, beans, etc. of different types of colors, sizes and shapes.

Presentation: Have all the materials ready for the activity. Give each child the materials in a plate. Give each child different color paper/grains/grams/flowers/leaves etc and show them how to sort and group the objects according to their shapes/size/colors. Ask them to feel the different textures.

• Ask them whether we can count the grains and grams when it is large quantity.
• Ask them to name the colors and size of given objects.
• 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 stimulate their balance and to increase their spatial awareness.

Presentation: Ask the children to close their eyes and walk for a distance.

Observe how well they are able to walk with balance and whether they are able to walk straight.

Skills developed: To 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 improve their balance

Presentation: Give the child a cone and ask the child to keep the cone on the head.

Ask the child not to hold the cone with their hands ask the child to hold their hands behind and walk a distance.

Observe how well they can balance the cone on the head.

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

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

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

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.

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

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

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

Vocabulary: Blowing, whistles, beads, feathers, balloons.

Material required: Whistles, paper bits, beads, feathers, balloons, bubble blower.

Presentation: Demonstrate to the children how to blow balloons, bubbles, etc. Encourage them to blow paper bits ,beads, feathers, balloons individually.

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

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

Goals: To enhance and improve their oral motor muscle power

Vocabulary: Blowing, funny face, mirror, eyes, eyebrows, mouth, cheek.

Presentation: Explain and show them how to make funny faces by Jooking at the mirror.

Tell them to hold air in mouth. expand their mouth widely to laugh, showing teeth and tonque and they can move their eye brows up and down. They can do all these together to show funny face.

• · Can you show the action of blowing?
• Can you move one eyebrow up and one eyebrow down simultaneously?
• · How many teeth do you have?
• · Can you move your ears without touching or without moving your head?

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

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

Presentation: The children have to hold the spoon in the mouth with the lemon placed on the spoon and walk. They have to walk carefully without the lemon falling down. When they drop the lemon they have to wait for the next turn to ioin the game. Whoever holds the spoon with the lemon correctly and reaches the target will get applause. Ensure that the lemon is not too small and be cautious.

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

Skills developed: It helps to develop their co-ordination, balance, ability to sustain attention, oral-motor skill, eye-coordination.

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

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

Skills developed: Oral motor skills Eye and hand rdination while catching the bubble .

Material required: Color paper (oil) wool, cello tape, glue, scissors

Preparation:

Procedure:

Step: 1: Take the color paper and make three folds, and draw a heart shape and cut it out,

Step: 2: Take the cut out heart shapes and stick together with glue, in the way as it shown below

Step: 3: Now take wool and stick it on each ends so that we can tie and wear it on our wrist ( you can plait the wool and stick it)

Variations: Not only heart shape, you can draw any designs and make a bracelet, instead of oil paper you can also make with a chart paper, so that it will be firm and stiff and last longer. You can make anklet using the same method. Another method measure the length of the with wool and you can stick the heart shape on the wool also.

Material required: Uncolored art sheet, poster colours of various colors.

Procedure: The children are asked to dip their thumb in to the poster colours 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 pinting as a variation.

Goals: 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. Now ask the children to press the safety torch and observe the light.

• 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 coqnitive 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

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

Vocabulary: Mashing, hard, soft, sticky, potatoes, boiled, raw.

Material required: Boiled potato, raw potato and plate.

Presentation: Explain how they can mash and feel the texture of boiled potato. Explain to them why raw potato cannot be mashed like boiled potato. Explain why you cannot mash hard items with hand. Give them boiled potato and raw potato in a plate and encourage them to mash it.

• Can we mash raw potato?
• Can we mash boiled potato?
• Name the items that we can mash easily.
• · What happens when we mash boiled potato?
• What is the texture of potato?

Variations: They can mash the tomato, play dough, cooked rice, cooked pulses, jelly, fruits, boiled vegetables, cooked noodles.

Evaluation: Some children with sensory motor problems may not touch or mash the sticky items, they can be persuaded slowly to get involved in the activity. Record the inference for future verification.

Conclusion: By this activity the development of the children's sensory awareness improves, as well as their tactile skills.

Goal: To stimulate their gross motor skills.

Presentation: Children are asked to lie down on their tummy. Ask the children to move their hands and legs faster simultaneously and ask them to pretend like swimming.

Skills Developed: This activity develops their gross motor skills.

Goal: To develop their fine motor skills and gross motor skills.

Presentation: Ask the children to keep their index finger on the wall and move the fingers forward simultaneously on the wall in the upward direction as much as they can reach.

Skills developed: Fine motor skills. Gross motor skills.

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

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

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

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

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

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

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, 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, 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 them how 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?
• · 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, eve 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, buttoning board, laces.

Goals: Familiarize them with different texture identification by tactile discrimination,

Vocabulary -Rough, smooth, hard, soft, blunt, sharp, funny, scaly, pokey, regular, non sticky, elastic, non elastic

Material Required: Texture books, texture brushes, some blunt objects, cooked and uncooked noodles, jelly, texture cards, pokey textured objects, play dough, rice flour and corn flour.

Presentation: Let them to touch each texture and learn about each texture, ask them to match objects of the same texture. Children are asked to touch the texture using their toes blind folded and name the texture with their toes blindfolded.

• · Which is the opposite texture for rough?
• · Which is the opposite texture for hard?
• · What is tactile discrimination?
• · Which texture we have to be careful?
• Name some materials which have silky texture?
• Which animal has very furry texture?
• · Which animal has pokey texture?
• · How do we feel when we touch a rough texture?

Evaluation: First evaluate with their eves open and then let them identify the texture with their eves closed. Some children may be hesitant to touch few textures, talk to them slowly involve in due course of time. Record the observations. Reinforce the different textures when they eat lunch, snacks and when they play.

Conclusion: Analyze how many textures they are able to identify and name.

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 their tummy. Sing a rhyme and roll the ball forward, backward, left 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 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 r skills; this is also a nice relaxation exercise.

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

Presentation: A hopscotch box has to be drawn on the floor it can be simplex. Ask the children to hop on one foot and to jump, hop, jump, turn and do the same and go back to position. Observe them how well they are able to do it.

Skills developed: It develops their balance, spatial awareness when 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.

MAKE A MINI BOOK

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 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, and fine motor skills.

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

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

Presentation: Give each child paper and carbon sheet.

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

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

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

Activity: Sorting and putting socks correctly in the appropriate feet.

Goals: To develop their cognitive skills of comparing, sorting, fine motor skills, eye hand coordination, self help skills.

Vocabulary: Socks, wear, pair, one, feet, foot.

Material required: Different colored and size socks.

Introduction and Presentation: Ask the children to first sort the socks according to the colors and size. They have to take same size, same color matching socks. Let each child hold the socks correctly and put it in their friend's feet.

What materials are socks made up of? Can a big sock fit your foot? What kind of socks do you need for your foot? How many socks we need to put in each foot? Can we wear different color socks on both the foot?

Evaluation: Evaluate their cognitive skills of understanding one to one correspondence, fine motor skills.

Skills developed: Cognitive skills of comparing one to one correspondence, Sorting, Fine motor skills, Eye hand coordination, self help skills.

Variation: We can ask the child to sort and wear the mittens also. Turning the socks inside out.

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

Material required: Toy Shoes with lace

Vocabulary: Lace, shoe, thread, hole.

Presentation: Place the required material on the table and show them how to lace the shoes by putting the shoe lace through the holes of the shoe. Ask the children to hold the thread using thumb and index finger and ask them to insert the thread through the shoe hole. They can also follow a particular pattern.

What is the use of shoe? If there is no hole will the thread go inside? What is the color of shoe?

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 fine motor skills ,their balancing skills, eye and foot coordination.

Presentation: Place some small objects like beads, feathers, leaves according to the ground.

Ask the children to pick the small objects using their toes.

Skills developed: Fine motor. Eye and foot coordination. Balancing.

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

Ask the children to raise their heel and stand on their toes.

They are directed to move on their toes for a given distance.

They can catch their friend by walking on the toes.

Ask the children to raise their toes and stand on their heel and tell them to walk on their heel for given distance.

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

• 1. How many sense organs do we have?
• 2. Name the sense organs.
• 3. In how many parts our body is divided?
• 4. Name the three parts.
• 5. Which is the most important part of the body?
• 6. What should we do to keep our teeth clean?
• 7. Which part works like video camera in our body?
• 8. What is the eyes transparent layer called?
• 9. How our eyes perceive any object?

10. What do we call the person who has not got the sense of vision?

• 11. What is the hardest substance in your body?
• 12. How many teeth are there in milk teeth?

13. Which part of the body can be moved in circular direction?

• 14. Which organ helps in smelling?
• 15. What helps the tongue to detect different tastes?
• 16. Where are the teeth located?
• 17. Which part of the body has no sweat glands?
• 18. What prevents the air from dust when you breathe?
• 19. Which organs help in hearing?
• 20. The hairs at the rim of the eyelids are called as?
• 21. How many nostrils do we have?
• 22. Name the 3 types of teeth.
• 23. Do our nails grow when we cut them?
• 24. While sneezing whv should we cover our nose?
• 25. What is produced when we rub our palms?

26. Which part of the body helps to count the months having 30 and 31 days?

27. What part of your body is almost as big as if you are an adult?

28. What detects the four main tastes sweet, salt, sour and bitter in your tongue?

• 29. Which parts of the body are more sensitive to heat?
• 30. Which organ helps in feeling things?
• 31. What is the purpose of the ear wax?
• 32. Why is our tongue flexible?
• 33. How is the eye protected?
• 34. Why do we have skin?
• 35. Why do our fingers go wrinkly in the bath?
• 36. Why do we need hair cut?
• 37. What are teeth for?
• 38. Do teeth fall out?
• 39. Carrots helps us see better why?
• 40. What is our nose for?
• 41. What is our belly button or navel?
• 42. Why do we have ears?
• 43. From where do we get tears?
• 44. From where do we get saliva?
• 45. Which grows again when cut other than hair?
• 46. Which part of our body can be folded?
• 47. Which sense organ doesn't have any bone?
• 48. Which is the largest organ of our body?
• 49. What are the 5 senses of our body?