BLISS CURRICULUM🔗

October: Week – 1 Alphabets of the Month: Q, R, S, T

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

CIRCLE TIME | Talk about neighborhood. | Talk about different age group people in our neighborhood. | Park, dairy shop, roads | Bank, air port, post office, hospital. | Place of worship, school, theaters, malls. | |

ART | Crayon, coloring, mirror image. | Collage with color paper bits, mini book. | Vegetable printing, magic coloring. | Brush painting, shape sticking. | Wet chalk coloring, finger painting. | |

ACTIVITY | Identifying more or less using plastic coins, setting clock. | Filling bottles using funnel, making kolam dots. | Folding the paper and guess the number of boxes, hit the stick. | Make the largest number, memory game. | Cut pictures using safety scissors, observation bottles | |

GYM | Simon says, hitting the target. | Walking eyes closed, opposite actions. | General exercise, skipping. | Animal, babies and homes, clap dance. | Basket ball, catch the feathers. | |

A-Z OF NEIGHBORHOOD |

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Topic: Neighborhood

Vocabulary: Neighborhood, grocery shop, park, dairy, bus stand, bus depot, airport, railway, pharmacy, station, hospital, school etc.

Material required: Pictures, photos and book.

Presentation: • Explain to the class that neighborhoods are made up of houses, apartments, parks, grocery stores, post offices, schools and streets. • Different families that live in the same neighborhood are called neighbors. • It is important to be kind to our neighbors and be friendly them as they live close to us, and can help each other in different ways. • There are several important places in our neighborhood and they all serve us in one way or the other. • In our day to day life we use the grocery store to buy food and household items, hospital for emergencies or if someone in our family is sick, post office to send and receive mail, bus stand for transportation, pharmacy or medical shop to buy medicine, school where we study, tailor to stitch and mend our clothes, cobbler to make and mend our shoes etc. • Ask the children while you were on the way to school what shops or store did you see in your neighborhood. • Discuss the importance of these services.

Assessment: • What do you mean by neighborhood? • Whom do we call a neighbor? • What are some things you see in your neighborhood? • How are they useful? • What is the role of a pharmacy and a hospital? • Have you ever sent mail through the post office? • Name some of your friends in your neighborhood

Closing: To make them understand and know about neighborhood. Encourage them to recall the places in their vicinity (surrounding area).

Evaluation: Expressive and receptive language –answering, discussion Memory skills- remembering the different shops. Cognitive skills-about the roads, streets etc. Spatial awareness.

Extension: Pretend play and create a neighborhood from blocks or just let the children use their imagination and act out a pretend neighborhood using various materials such as doll houses, or blocks.

Topic: Grocery store, Different age groups of people in our neighborhood

Vocabulary: Baby, infant, man, woman, teenage, girl, boy, grandma, grandpa, adult, aunt, club

Material required: Pictures of different age groups.

Presentation: • Explain to the class that in our neighborhoods, we find people of all ages. • In a family, there will be people of different ages- grandparents will be elderly adults, parents are adults, teenagers are between 13 and 19, and the children are below 12 and under, and babies are the youngest age group. • Since a neighborhood is made up of lots of families, you will see groups of people that get together to enjoy activities in clubs or groups. • Different activities are formed around people who enjoy doing them such as elderly people do when they want to relax, some have board games or card game clubs, and take walks as exercise. Teenagers and adults enjoy sports, playing cricket, badminton etc. and at the park we see young children playing on the slides, seesaws, swings and sometimes there will be a walking area that all ages can enjoy. • There will be a difference in what people wear in different age groups; as elderly people want clothing that is practical and comfortable, and younger people enjoy wearing clothing that is fashionable or suited to their activities or lifestyle. • The grocery store is an important part of the neighborhood and because it is close by, most people will go there for buying food and household items. Most grocery stores have a good stock of fruits, vegetables and dairy products and some stores will even deliver the groceries to your home if you call them and give your address for home delivery.

Assessment: • Who can we see in the parks? • Ask them about their neighbors. • What is the youngest age group? • What do teenagers do for recreation? • What are some games you enjoy playing with your friends in the park? • What stores and shops do you see in your neighborhood? • Are you a part of any club or group? • Whom do you live with? • Do you have any brothers or sisters? How old are they? • What is home delivery? • Does your grocery store or supermarket bring you the fruits and vegetables?

Closing: To make understand different age group people, how they look, what are the differences between them. Evaluation: Pre math skills- different age group by sorting pictures. Social/emotional skills- recognizing others feeling.

Extension: The class can have a fun supermarket day where they can create a store with fruits and vegetables and other items and pretend to buy and sell and learning a lot while having fun together.

Topic: Park, dairy shop, roads, airport, railway station

Vocabulary: Park, gardens, fountains, milk factory, boundary, freezer, cold storage, roads, map, see-saw, street, pin code, train, reservation counter, ticket counter, ticket collector, platform, path, beach, milk, cheese, butter, yogurt, curd

Material required: pictures, books, photos, videos.

Presentation: ● Show them pictures and ask them about their experiences in their neighborhood and park. ● Discuss the importance of dairy shop and how sometimes a dairy shop will be separate from the grocery store and we will be able to get all sorts of dairy products from there such as milk, cheese, butter and yogurt or curd. Explain that these dairy products come from dairy cows which are female cows that give us milk. ● At the park we have lots of things that we can play with and enjoy, for example, jungle gym, obstacle course, sidewalks that are used for riding bicycles, walking and running, or even roller skates, fountains, slides, swings, or a sand box etc. ● Discuss the necessity of having a park in our area. Talk about the benefits of park, for walk, exercise, yoga and to breathe fresh air. ● Discuss about airport, and the uses of it. We go to the airport when we need to take a flight to another area or country. We can also go there when we need to pick up a friend or family member who has come to visit us from another area. ● Explain about maps, how they help us find our way to different places, and about streets and roads which help us get from place to place either by walking, cars, or even using a bicycle. These are different methods of travel. ● Ask them in which area, and street, their house is located. ● Talk about railway station, parking, booking and their services.

Assessment: ● Which is the place we visit everyday in our neighborhood? ● What is the importance of parks in our neighborhood? ● What is your favorite thing to do in your park? ● Name some modes of travel? ● Can you tell where your house is located? ● What is a map and how do they help us? ● What is a dairy shop? ● Does your grocery store or supermarket stock dairy products? ● Do you enjoy eating cheese, butter, milk and curd? What animal helps produce these items?

Closing: To make them understand the important services in our neighborhood.

Evaluation: Language skills- conversation. Cognitive skills- listening.

Extension: Visit a park or a milk factory if possible as a group, or have fun pretending their play area or gym is located in a neighborhood and they are all friends and neighbors playing together.

Topic: Bank, post office, hospital, veterinarian, tailors

Vocabulary: ATM Machine, postmaster, postbox, stamp, postcards, money order, ambulance service, medicine, doctors, patient, debit cards, equipped, emergency, Vet Hospital, pet store.

Material required: pictures, books, stamps, envelope etc.

Presentation: ● Discuss how post offices play vital role in our neighborhood. ● Discuss how mail gets from one place to another. ● Show the pictures of a postman. Talk about his clothing or uniform. ● Talk about how we send letters, or parcels to our distant friends and relatives through the post office. ● Encourage the children to dictate letters to friends. ● Invite the children to design greeting cards. ● Explain to them bank is a place where we can deposit our savings, we can withdraw money from the bank or the ATM machine whenever we need to, using our debit cards. ATM centers can be used 24 hours. ● Display a few of the medical tools and supplies and discuss their uses. ● Explain that we use a hospital for emergencies or when we are not well. Encourage the children to discuss their visit to hospital, dispensary or pharmacy. ● Doctors and nurses work in hospitals, and most hospitals have ambulances that are special vehicles equipped for attending to emergencies and are on call 24 hours a day and are an important service. Show the pictures of hospital; provide a stethoscope for the children to listen to each other's heart beat. ● A veterinarian is an animal doctor who takes care of animals when they are sick or cares for them on a regular basis. There will be a special Vet Hospital for animals and even a pet store to buy pets and animal food and supplies. ● A tailor is someone who stitches clothing and mends our clothing when something needs to be repaired.

Assessment: ● Where we will go to buy postcard, stamps etc? ● What is the role of post office in our neighborhood? ● What all we will buy in a post office? ● How are parcels and mail delivered? ● Who delivers mail to your house and what does he wear? ● What are ATM's and who provide this service? ● Have you met a tailor or had an outfit stitched at the tailor? ● What do we need to withdraw money in the ATM? ● What will you do if your mother is not well? ● What is an ambulance? ● Who is a nurse, and where do they work? ● What is the role of ambulance, pharmacy in our vicinity? ● How is the hospital and pharmacy an important service?

Closing: Through pretend play, pictures, tell them the importance of banks, post office, vet, in our neighborhood.

Evaluation: Pre math skills- envelope sorting Writing skills- writing a letter. Cognitive skills- through applying knowledge to make greeting cards. Social/ emotional skills- understanding the responsibility, role of service provided in our neighbor hood. Symbolic thinking- pretend play of post office, bank, and hospital.

Extension: Pretend plays or a visit to post office, bank etc.

Topic: Places of worship, school, theatre, mall, restaurants.

Vocabulary: Escalator, popcorn, movie tickets, shopping, school bus, temple, church etc.

Material required: pictures, books, or photos

Presentation: ● Schools are important as this is where we go to get an education and learn so many things. Teachers work in the schools and help us learn and get a well rounded education. Some children wear uniforms to school, while other children dress according to the rules of the school. The school will have different age groups of children in grades according to their age and intelligence. Some schools even start teaching babies and toddlers as they are able to learn quickly and have fun too. Most schools have a playground or gym and all children love to run and play. ● There are different places in our neighborhoods that we use for enjoyment; these are called recreation or entertainment. Such as the mall which is a large shopping center that will have a variety of stores, as well as a food court with various places to eat and restaurants, and sometimes even an arcade or playing area for children. Because a mall is so large they have huge staircases, escalators, and elevators to go from one level of the building to another. ● An escalator is a moving staircase that moves up and down from other levels, and elevators are mechanical machines that transport people up and down floor levels that have doors that open and close. ● Some malls have movie theaters or cinemas inside them while other cinema theaters are in separate buildings. Movie theaters are fun places to go as the movies will be shown on large screens and some movies and 3D cinemas make you feel like you are experiencing the movie from inside. Cinemas will have a snack bar where you can enjoy a snack while watching such as popcorn, chips, sweets, ice cream and drinks. ● People from different religions have places of worship; it is very interesting to see these buildings as we should respect everyone and their backgrounds. ● Restaurants are places we go to eat and enjoy ourselves. Some restaurants will have different types of food that we are not able to make at home from different countries, for example Chinese restaurants, Mexican food, American, etc. ● People also go to restaurants for special occasions like birthdays and anniversaries or even as a family get-together.

Assessment: ● What do you do during the weekend? ● How can we entertain ourselves? ● What are some places we visit for recreation? ● Where we go to learn and have fun? ● Where does we go for shopping of clothes, toys etc? ● What is your favorite restaurant? ● Can you name some malls or movie theatre you've been to? ● What do you do during weekends or vacation season for fun? ● Do we go to a restaurant to watch a movie? ● What is a place of worship? ● What is an escalator? ● What is your favorite type of food? ● What movie have you seen in the cinema?

Closing: To make them understand about sources for entertainment and recreation in our neighborhood. Revise all the places and services in our neighborhood like grocery shop, parks, banks, post office, malls, theatre schools, play vital role in our lives.

Evaluation: Cognitive skills-listening. Receptive and expressive language skills- conversation. Social/ emotional skills- discussing about what they did. Pre reading skills- reading the sign boards.

Extension: Ask the children to try to draw a map from home to school.

Material required: Crayons of various colors, uncolored picture.

Procedure: Children can select the crayon of their choice related to the picture and color the picture. Encourage the children to color mostly inside the picture holding the crayon firmly.

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

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

Procedure: Ask the children to first fold the art sheet and unfold it again, now paint one half of the picture or put few droplets of paint on one half of the picture and fold the paper again and 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 improve their pre math skills, Analytical skills, eye hand coordination.

Content:

Vocabulary: Predicting, estimating, more, less, long, short

Material required: Different color plastic coins

Introduction and Presentation: Place the plastic coins on the table. Children can randomly collect the different color plastic coins with both their hands and they can estimate which color plastic coin is more and which color plastic coin is less. They can also arrange plastic coins according to their color.

Assessment: ● Ask them in what order they have arranged? ● Which is more and which is less? ● Which set has less number of plastic coins? ● Which set has more number of plastic coins?

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

Skills developed: Pre math skills, Analytical skills, Eye hand coordination.

Goals: To make them understand time concept, to improve their logical thinking, fine motor, eye hand coordination and visual and tracking skills.

Vocabulary: Set, clock, small hand, big hand, rotate.

Material required: Toy clock with moving hands.

Introduction and Presentation: Ask the children to settle before starting the activity. Present the children the concept of understanding time. Place the hour hand (big hand) in 12 and move the small hand to 3 and tell them it is 3 o'clock. Give the clock to the children one by one to set the given time.

Evaluation: Evaluate them by observing how well they are about to understand and set time (hour hands).

Skills developed: Cognitive skills of understanding time concept, Logical thinking, Eye hand coordination, Fine motor skills, and Visual tracking skills.

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

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

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

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

Presentation: Ask the children to hold the ball firmly with one or both hands and toss the ball on the target. Encourage them to toss it correctly on the target.

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

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

Material needed: - Glue, uncolored art sheet, color paper bits.

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 color paper bits and stick on the glue inside the picture.

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

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

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, fine motor skills, logical thinking skills.

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

Vocabulary: Funnel, empty, full, half, water, bottle.

Material required: Bottle, funnel, water

Presentation: Invite the children to the activity. Present them how to keep the funnel on the bottle and pour the water through the funnel. Encourage and help them to do the activity. Assessment: What all the liquids we can pour? What is the color of water? What is the opposite of full?

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

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

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

Vocabulary: Kolam, designs, patterns

Material required: Kolam powder, samples of some designs, pictures.

Presentation: Present the activity by putting dots with kolam powder using thumb, index finger and middle finger. Show them how to make designs and strokes by putting dots with kolam powder. Encourage and help the children to put dots with kolam powder and make designs and strokes with it according to their choice. Assessment: What are the body parts we use for writing? What are the materials we use for writing? Which is your favorite writing tool? Can they write without using their thumb?

Variations: They can write with other kinds of flour, sand. Give them a pattern and then ask them to follow, make maze paths to follow. Add some small stones so they can make a pattern of dots and stones. Add food color to get color patterns.

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

Conclusion: Talk about the designs, patterns that the kids draw/write.

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

Presentation: Ask the children to close their eyes and walk a distance. Observe how well they are able to walk with balance and whether they are able to walk straight.

Skills developed: They develop their balance. Co-ordination and spatial awareness skills.

Extension: Backward walking closing eyes. They can walk a distance forward drop an object and get back to position and they can find out the object. They can do walking in a zig-zag pattern.

Goal: To develop their cognitive skills of understanding knowledge of opposites, gross motor skills, coordination.

Presentation: Children are asked to do various opposite actions like sit-stand, forward walking- backward walking, forward jumping, backward jumping, heel walking- toe walking, forward crawling- backward crawling, etc doing actions slowly and faster.

Skills developed: Cognitive skills of understanding knowledge of opposites. Gross motor skills. Coordination of muscles in moving from one position to another.

Variation: We can play this game with instructions like step-go, in-out etc.

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

Material required: Any vegetable which can be cut in to shapes (e.g. carrot, potatoes, onion, ladys' finger, radish etc), poster colors, paint brushes, uncolored art sheet.

Introduction and presentation: Motivate children to sit and present them the ways they can do vegetable printing.

Give them the vegetable which is cut in to different shapes or patterns ask them use paint brush to apply paint on vegetable or dip it in the paint. Ask the children to make impressions or print on the art sheet.

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

Material required: Paper, water, different color poster color.

Procedure: Children are asked to wet the paper and paint the paper with different poster colors with brush. Children can observe the paint spreading because of the water in the paper.

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

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

Vocabulary: Paper, chart paper, box.

Material required: Paper.

Introduction and Presentation: Ask them to fold the paper first one fold and then repeat it multiple times using their fingers. Children can now unfold the paper and predict the number of boxes. They can also fold the paper to make multiple designs and models by seeing a model. They can fold even chart paper.

Assessment: ● Is paper hard or soft? ● Where do we get paper from? ● What are the uses of paper? ● How many boxes have you made by folding the paper?

Evaluation: Evaluate the fine motor skills, eye hand coordination.

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

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

Material required: one ice cream stick.

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

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

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

Goals: To improve their gross motor skills and balancing skills.

Presentation: Encourage the children to hold the skipping rope in the hand and ask them to skip over the rope. Encourage them to move forward and backward skipping.

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

Material required: Uncolored art sheets, different poster colors, paint pallets, paint brush.

Procedure: Children can dip the paint brush in the paint (different colors) and paint the picture given holding the brush firmly. Children are encouraged to paint inside the picture.

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

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

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

Procedure: Motivate children before starting the activity, keep required materials ready before starting an activity. Give each child an uncolored art sheet, or outline of few shapes drawn on the plain sheet, cut out of shapes and describe the picture and present them the way to stick the shapes inside the given space. Apply glue on the picture wherever required. Ask them to pick one shape cut out using the thumb finger and pointer finger and to stick inside the picture wherever required.

Skills developed: Develops their fine motor, pincer grasp, eye- hand coordination, cognitive skills of understanding shapes and their creativity, spatial awareness skills, sensory skills.

Variation: They can also create their imaginary pictures using shapes. For example fish with one oval and three triangles.

Activity: Making largest number using the given numbers.

Goals: To develops their pre math skills of knowledge of numbers – large numbers.

Vocabulary: Number, large, create.

Material required: Number puzzle pieces, numbers written on chart paper, plastic numbers.

Introduction and Presentation: Ask the children to sit around a table and arrange different number cards in the table with various values. Ask each child to make largest number with the number pieces available.

Evaluation: Evaluate their pre math skills of value of numbers.

Skills developed: Develops their cognitive skills of using numbers appropriately. Knowledge of greater and lesser numbers.

Variation: They can also make the smallest numbers with the numbers available. They can also make odd and even numbers as a variation.

Activity: Memory game using different objects.

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

Vocabulary: Visualize, recall.

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

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

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

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

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

Presentation: Children can be grouped as 2 babies and mother animals. Allot places naming at den, hole, shed, cave, kennel etc. Name the one group of children as cub, pup, Joey, calf, foal etc. Name the other group of children who has been grouped as mother animals as tiger, dog, cow, kangaroo, horse etc. Ask the babies group children to hide. The mother animals will find their babies and take them to their respective homes to the allotted place.

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

Goals: To develop their patterning, memory skills, gross motor skills, emotional skills of enjoying and social skills.

Introduction and Presentation: Children can follow a particular rhythm in clapping pattern and dance with their friends. They can sing some rhymes or they can dance to music.

Skills developed: Develops their patterning, memory skills, Gross motor skills, Social and Emotional skills of enjoying

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

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

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

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

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

CUT PICTURES USING SAFETY SCISSORS Goals: To improve their writing skills, pincer grasp, fine motor skill.

Presentation: Demonstrate to them how to hold the safety scissors and how to cut the pictures through the outline of the picture. Make the children to hold the safety scissors and at first give the rough paper to snip and cut randomly. Then tell them to cut the pictures through the outline of the picture. Vocabulary: Picture.

Material required: Safety scissors, paper, picture paper.

Assessment: Can we cut something which is hard with scissors? Name the picture which you have snipped? Which fingers do you use for holding scissors?

Closing: By snipping the pictures they will strengthen their fine-motor movements.

Evaluation: Record the observation for further investigations to find out the further improvement.

Variation: Kids can be given thick paper – chart paper to cut. Use other language letters traces on the paper for cutting.

OBSERVATION BOTTLES

Activity: To show them what things are there in the bottle and when we shake what happens.

Goals: To improve their visual discrimination, cause and effect, their attention.

Vocabulary: Bottles, tornado, shells, pebbles, sand, leaves, marbles.

Material required: Transparent bottles, water, color, shells, leaves.

Presentation: Take a transparent bottle and fill it with water and color. Add shells, sand, small pebbles etc. We can put any objects inside the bottle and observe what happens when we shake the bottle in circular motion. When we shake the bottle, all the objects inside the bottle start moving around in the water because of the force. Showing this activity we can talk about tornado. What happens when tornado comes? We can illustrate this by shaking the bottle and just telling them that it is a wind which comes with a huge force and carries with it everything like animals, vehicles, trees etc in the air and throws it out and damages homes etc.

Assessment: ● Can you observe the objects inside the bottle? ● What happens when we shake the bottle? ● What happens when we don't shake the bottle? ● What is a tornado? ● What happens when tornado comes?

Evaluation: Evaluate each child's ability whether they have understood about the force of the wind, the visual discrimination, language skills and cause and effect.

Conclusion: Talk about the force of the wind. What all can we observe inside the bottle. Tell them about the damages that happen when a tornado or hurricane comes.

BASKET BALL Goal: To develop their eye hand coordination, whole hand grasp, gross motor skills, social skill of sharing, emotional skills of waiting and turn taking.

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

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

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

Presentation: Children are asked to blow feathers. They can be asked to catch the feather which flies higher. We can discuss about how it flies higher.

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