Educator: Ummulbaneen

Students: Pareesa, Hamdan, Dua, Zainab, Yusra, Amal, Zunaira

During outdoor play, our curious children discovered caterpillars!

Zainab: "I found a caterpillar!"

Hamdan: "I was following the caterpillar and touched it! It was moving fast!"

Zunaira: "Caterpillars turn into butterflies!"

When talking about caterpillars she also said 'if they don't sleep they cant fly and also if they don't go home.

Dua: They are yellow and black

With newfound interest, we provided magnifying glasses for a closer look and paper to draw their observations. After a while, they returned to share their drawings.

Pareesa drew a caterpillar house and a caterpillar with spiky legs, saying, They dance when they move.

Zainab created a caterpillar house she said there is water in caterpillar house. I put it in water. They can also live in water.

Hamdan drew round-shaped caterpillars.

Dua added lady bugs and a house for caterpillar.

Yusra draw a caterpillar and said I say them on the stairs.

Amal draw a caterpillar and said only eat leaves.

Educator: Ummulbaneen

Students: Pareesa, Zainab, Yusra, Amal, Dua and Zuniara

Our young explorers' curiosity about caterpillar habitats led to an exciting project!

When provided with natural materials like twigs, leaves, pebbles, and a container, Pareesa said, "We want to bring more materials!" The children excitedly collected sand, rocks, and additional leaves. Pareesa prioritized leaves for the caterpillar house, saying, "I need leaves for the house!" Zunaira added, "I want to bring more caterpillars!" Yusra helped collect caterpillars for the new house. Amal observed, "They eat sand and leaves." Pareesa cautioned, "They cannot live with too many rocks.They get killed, only little rocks." Dua noticed a caterpillar climbing a leaf and said, "It's hungry, put leaves!" Zainab suggested covering the house with a lid, ensuring their safety. Dua added, "They love their house!" Zainab invited everyone to add leaves for the caterpillars to eat.

Through our caterpillar exploration, the children demonstrated exceptional teamwork and curiosity, delving into the fascinating world of these tiny creatures. As they learned about caterpillars' needs and habitats, they developed a sense of care and responsibility for living creatures

Children: Hania, Subhan, Aahil, Irtaza

Area: Piazza

Hania told the children about her trip to Dubai and how she saw a big shark in the aquarium. Subhan said animals are in the jungle. Aahil chimed in "I saw a Zoo they were giving animals some food".

They brought an animals book from the rack. It was about monster animals living among us. They asked questions like 'oh what animal is this?' or hania said 'This has three heads' and were really interested in the book.

Reflection: The children demonstrated curiosity and enthusiasm for learning about animals through storytelling and interactive discussion.

Children: Hania, Subhan,Aahil, Irtaza

Area: Piazza

After the discussion on animals and where they live, they wanted to build their own versions of the house the animals can be living.

Hania built a zoo. Pines were their food. There was a log brought from the ground above she used it as a volcano. She brought pebbles which was gonna be the animals food. She put a bell with it so when it rings the animals will come out to have their food.

Aahil's zoo worked on magic. The gates would open with a magic spell.

Irtaza and Ali teamed up to build a cage zoo. The animals were enclosed inside it but for the Tigers there were special cars on which they could move around.

Children: Haina, Aahil, Subhan, Irtaza, Hamdan

Area: Piazza

The educator told them a story with puppets lion and koala. They loved in the jungle. One day they came up with the problem and together they joined and solved it by building something of their own.

The children loved the story and wanted to build something for themselves. The educator provided them with different materials. They had a discussion together and pretended they are facing a water problem so they had to build a bridge for it.

Subhan's bridge had a waterfall and fireworks. The waterfall was suppose to close afterwards and became a dam for the water to be controlled and there was a carrot plant on the top of it.

Through the story they learned about teamwork too so Irtaza was joined by Rafael. They wanted to build the bridge on the table but it kept falling so they came up with the idea of building it with the stairs so that it can have a Sahara.

Rafael: Bridge k neechay Pani bhi hota hai aur road bhi.

Irtaza: Han is walay k neechay dono hongai. Bech mai pani, sides par road aur isk upar bhi garian chalay ge.

Hania's bridge was in the shape of a triangle. She used three longer blocks but she could not make it stand and it kept falling. She tried alot but it wasn't working. Atlast she put a square block in the adjoining of the triangle and it stood up straight did not fall again. She put magnetic connectors underneath which were supposed to be making it stand.

Aahil and Hamdan teamed up and also built a triangle. They had the same problem as Hania did. They put a row of square blocks under it.

Stage 1: Initiating the Conversation

The kids began by discussing their imaginative ideas about zombies.

Stage 2: Drawing Zombies in 2D

The kids drew their zombies using crayons.

Rafael drew a cave-dwelling zombie.

Mehraal created a unicorn-zombie.

Haadi drew an Indian-themed zombie.

Haider designed a chargeable zombie.

Stage 3: Crafting Zombies with Playdough and Other Materials

Using playdough, twigs, and googly eyes, the kids turned their 2D drawings into 3D models.

Stage 4: Building Homes for the Zombies

The kids created homes for their zombies using wooden blocks, rocks, leaves, and twigs.

They discussed how to protect the homes from rain and how their zombies would travel.

Yunus built a house with pillars for his zombie.

Stage 5: Creating Zombie Kingdoms

The kids built entire kingdoms for their zombies, considering elements like hospitals, schools, grocery stores, maps, recharging ports, and bunkers.

Step 1: They first drew a map of their kingdom with black crayon.

Step 2: They then turned their map into a 3D project using materials like blocks, twigs, leaves, and rocks.

Stage 6: Adding a Zoo and Creating New Creatures

The kids added a zoo to their kingdoms, using animal figurines, playdough, googly eyes, and colored pebbles to create new creatures.

They covered the figurines with playdough, added googly eyes, and decorated them with pebbles, making unique creatures for the zoo.

Stage 7: Imagining What Zombies Eat

The kids started discussing what their zombies eat and asked the educator for materials to make food for their zombies.

Haider's zombie likes to eat hamburgers.

Irbaaz's zombie eats pizza.

Haadi's zombie has a diverse diet of flowers, bananas, apples, and fish.

Mehraal's zombie loves cake.

They used various materials like playdough and pebbles to represent the food their zombies would enjoy.

Stage 8: Drawing and Designing Zombie Cars

The conversation then shifted to modes of transportation. The kids drew cars for their zombies using black crayons, with Mehraal using pink for her car.

Their cars were as imaginative as their zombies:

Mehraal's zombie car had a fridge inside.

Haadi's car had two floors and could turn into a house automatically, without needing anyone to drive it.

Yunus' zombie is a policeman, and his car runs on water.

Irbaaz's car runs on petrol.

Yunus also created multiple cars, placing containers in between them, as part of a fleet.

The kids shared their cars and discussed how their zombies would get around in their kingdoms. Their transportation ideas were as creative as the rest of their zombie worlds, blending functionality with fantastical elements. This step expanded the story of their zombie kingdoms, incorporating food, cars, and daily life essentials into their imaginative world.

Educator: Ummulbaneen

Students: Amal, Pareesa, Yusra, Zunaira, and Zainab

During our outdoor exploration, we set up a caterpillar habitat using loose parts materials like shells, pebbles, and twigs. The girls enthusiastically talked about caterpillars.

Zainab: "My caterpillar was climbing leaves!"

Zunaira: "Caterpillars only eat leaves, and sand is their home."

Pareesa: "They move in sand, climb sticks, and have many legs."

Pareesa also recalled: "Last time, some caterpillars got squished between rocks. And when they die, they turn green, not red!"

The girls discussed caterpillar diets: "They eat apples or leaves."

Then, Zainab excitedly shared: "I saw a caterpillar almost turn into a butterfly!"

Zainab: "Caterpillars know magic to become butterflies!"

Zunaira: "No, they make an egg, the egg cracks, and it turns into a butterfly. It lives on trees!"

Zunaira's reasoning: "I saw it in cartoons!"

Educator: Ummulbaneen

Students: Zainab, Yusra, Amal, Dua, Pareesa

We sparked the children's curiosity with a video prompt on butterfly transformation.

Observing the Caterpillar

Dua: "I see they have 13 legs!

Zainab: How are they moving Dua?

Dua: "Their stomach is going wiggle, wiggle! It wiggles because its eating a plant.

Discovering Transformation

As they watched the transformation unfold:

Pareesa: "It became red after shedding!

Also it turned light green.

Dua: Its making its home with grass.

Paressa: Body change kar li hai!

Zunaira: "It's turning into an egg!"

Pareesa: "No, it's a butterfly!"

Zunaira: "They can change color when dirt comes on it."

Pareesa: "It's cracking to turn into a butterfly. And then... they can fly!"

One of them said its a moth?!

Zainab: They can be both, sometimes a moth, sometimes a butterfly.

Dua said moths are brown and butterfly can be of any colour.

After the discussion Amal said

"I can fly too, but like an eagle! Let me show you how!"

She flapped her arms, stood on the steps, and jumped!

The girls were delighted and intrigued:

Yusra: "Can we try?"

Dua chimed in:

"Ducks can fly too!"

The other day the children ventured outside to observe and read a book they picked about butterfly and caterpillars.

Pareesa said

"They don't have feet, but they can fly!"

"You know, birds can fly and monkeys only climb!"

Zainab: Caterpillars don't have wings- butterfly do..

Pareesa: "I saw a moth outside class! It was trying to fly away."

The children flapped their hands, imagining flight!

Educator: Zainab, Yusra, Amal, Dua, Pareesa

Our young explorers were given chart paper and colors to illustrate their understanding of caterpillar habitats.

- Dua: Drew a caterpillar, its home, and food, emphasizing that they live together.

- Amal: Scribbled caterpillars and homes, highlighting that they live in trees.

- Zunaira: Created a pink cocoon and shared that caterpillars transform into butterflies.

- Pareesa: Stated that butterflies live near trees.

- Yusra: Revealed that caterpillars enter tree holes and emerge as butterflies.

The students work sparked curiosity about caterpillar life cycles and transformation.

Educator: Ummulbaneen

Students: Zainab, Yusra, Amal, Dua, Pareesa

After discussing flying and how things can fly, we set up a prompt with Play-Doh, leaves, and toothpicks/twigs, inviting students to create their own flying/wing designs.

Student Creations:

Zainab Ahmar made rainbow wings.

Pareesa made an eagle that can fly with the help of wings, using leaves as wings.

I will make a mosquito that can fly.

Zunaira said that butterflies eat flowers and can fly. She also mentioned fireflies can fly because they have yellow light. She got busy making balloons, a mosquito, and sun.

Yusra added four wings to her butterfly, made a bird with Play-Doh and wings with leaves, a flying sun in the sky, and said, "I am also making clouds."

Amal said to Yusra, "Clouds can't fly; they don't have wings. Only move and stay in the sky."

Amal then said, "I am making a flying snowman." When he has wings, he can fly, but later made a kid that can fly.

Zunaira said, "Balloons can fly. I saw them in the sky."

Discussion:

Following their Play-Doh creations, we delved into the intentions behind their designs and the role of wings in flight.

Conversation Highlights:

Zainab: "I can fly like a bird by flapping my arms."

Pareesa: "Caterpillars can fly because they turn into moths."

Both Zainab and Pareesa: "We need wings to fly."

Amal: (flapping arms) "I can fly!"

Dua: "Ducks have wings.

Amal: "Do chickens have wings?"

Dua: "No, they don't have wings! They can't fly."

Pareesa: "Yes, they can! I've seen a flying chicken!"

Zainab: "Humans can't fly because we don't have wings; we only have hands."

Pareesa: "No, we can fly with helicopters/airplanes."

Yusra: "Clouds fly because they're in the sky."

Zunaira: "My balloons fly in the sky."

Reflection:

The conversation revealed our students' creative thinking and budding understanding of flight. They explored the connection between wings and flight, while also acknowledging exceptions and alternatives.

PICTURES LINK

https://drive.google.com/drive/folders/1maXRXDUJVzGL-OR7ssyDx4aUeboA6_Yq?usp=drive_link

Educator: Ummulbaneen

Students: Zainab, Yusra, Pareesa and Zunaira

After exploring the flight, our young inventors wanted to design their own flying creations using cardboard, glue, colored paper, and popsicle sticks.

Pareesa: "I'm making eagle wings with cardboard to help me fly!"

Others created various birds and wings, showcasing their unique interpretations of flight.

Zainab said birds fly by flapping wings and also made food.

Pareesa said if we put a square cardboard on ourhand with rubber we can fly.

REFLECTION:

Over the past few weeks, our students embarked on an extraordinary journey, exploring the fascinating world of caterpillars, butterflies, and flight. Through creative expressions, critical thinking, and scientific inquiry, they developed a deeper understanding of transformation, growth, and innovation. This exploration not only fostered curiosity and creativity but also instilled a sense of wonder, awe, and confidence in their abilities.

Initiate:

Rayyan was spotted carefully plucking plants, and when asked about it, he explained with enthusiasm, "I'm plucking them, but I'll plant them back in the mudpit." Not only was he nurturing the plants, but he was also seen watering them with a bottle, confidently saying, "I'm watering the plants." His thoughtful actions reflected a deep sense of care and responsibility towards the garden, showing a natural instinct to nurture life.

what are the other ways of planting?

Rayyan: we take a seed dig it water it and it became plant

zayan: oske lie hamay bohat si cheezei chaie hoti hai gloves chaie hoty hai ,shovel mud chaie hoti hai

mikaeel: we dig seeds and it grows

Educator: Annam Rijja

Area : mudpit

matetrials: paper cups,chickpeaseeds,coriander seeds,shovels,water ,mud

Students who were intrested decorated their cups and asked for seeds,put seeds in cups ,and took it to the mudpit to put fill it with mud and dig it

Manha: Mey ne seeds phaink diye

Areeba: teacher ap kardy gi ,me ny dal diye

Mikaeel: mikeel did it with educator's help

Rayyan: He was digging the mudpit and filling up his cup " teacher can you dig this for me?"

Mahad: I need you to do it with me

teacher I want you to get me water

Educator: Annam Rijja

Area: Construction

Materials : blocks/animals/figurines

yusuf and dawood were observed making towers and house and share it with the educator

dawood: dekho me ny tower banaya

yusuf: what is this yusuf? "house" ye kis ka house hai ? animals ka

Firstly they were making it with blocks . Later they were given some animals/figurines and they started making it more and more intresting for us .

Dawood added the figurines in the house and was making an animal house

yusuf also added dinosaurs and other animals and said

"ye house hai dinosaur ka or animals ka"

Educator: Annam Rijja

Area: Construction

Materials : blocks,blue n maroon carpet pieces,coloured icecream sticks,animals/figurines

yashal came to the station and started making something from the carpet and blocks upon asking she said its jungle. she made it with blue carpet piece i asked is jungle blue? then she started making sea with blue carpet added maroon carpet and then categorizing the animals

sea had turtle and fish

lion,dinosaur,zebra ,bugs and other animals in jungle

mikaeel: iwant to make a dinosaur house.he put blocks and sticks but didnot keep dinosaur in it.

hanniya: asked mikaeel "put this dinosaue inside"

mikaeel kept the dinosaur inside the house and said "a dino valley"

yusuf: started making "RACING" for animals .upon asking " ye jungle hai,ismy fish hai,or ye Racing hai .Yaha kon race kare ga???

yusuf kept big bug inside and said"animals"

azqa: upon asking "house"

zahra: "tower"

Alaya : cake

Educator: Annam Rijja

set up the prompts: Big blocks from the green area

Azhan took tiger and dinosaur ,took different shapes of small blocks and icecream sticks

upon asking he said" a bad dinosaur house" why is it a bad dinosaur? "he is fighting"

Mahad tool a piece of carpet ,fishes n said " iwant to make a fishi house"

"a small fishi house" A mama fishi house ,tortoise and mama fishi house. He added icecream sticks,and said "its food" .He further added cylinders "its umbrella"then added triangles on cylinders and said " its saydees" what are sydees?that keeps safe.

Students: Rayyan

construction station

educator :Annam rijja

big blocks from green area,animals,different sizes small blocks

set up prompts for the students on cinstruction station.

Rayyan started making something feom the big blocks.U itpon asking he said

"its a curve tower"

Me:What are animals doing here?

"because its an animal tower"

He further added some small blocks at the top and said

Rayyan: it has a sensor

Me : what does it do

Rayyan :it tracks bad people

ANNAM RIJJA

students: dawood,rayyan,yusuf ,mikaeel,azqa,hanniya

dawood started making tower

"Me nu itna lamba tower banaya hai jesay giraffe hota haina itna lamba .itna lamba mun hota hai jis se khana khata hai"

he was putting animals in the tower and added " ye 200 tower hai"

animals tower me so rahy hai jab rat hoti hai na isliye wo so jaty hai

"dinosaur,zebra,cheetah,girrafe

lion oper hai kioki wo jump marta hai Hanniya added: "ni ni ye seerhyon se oper gaye hai"

Azqa bakhtawar: fish ko bahar nikal dety hai tower sy kioky fish to pani me rehti hai or idhar pani nai hai

Me: lion kiya khata hai

dawood: zebra grass khata hai

lion ghosht khata hai

dawood started putting food in the form of coloured shape blocks

Me: what are you putting for food?

dawood:Meat

dawood also painted his zoo tower with chalks

Rayyan: lion is hungry

me : then give something to eat

rayyan picked up a shape and pretended it as a piece of meat and served it to the lion and tiger

"all the animals are eating now"

Rayyan: Iam gonna make sea with this blue colour chalk for fish because fish lives in water or yaha pani nai hai

Yusuf: made a wall with water in its boundaries because there was no water in dawood's zoo tower so yusuf made a seperate pool for fish and rayyan put fish in it

educator: annam

construction/ exploration

set prompts added figurines

yusuf started making a tower then he put animals in it and said " Animal tower" then he made other tower with big blocks and said" high tower"

yousaf made a train track later and added "train track to the tower"

mikaeel: no this is a drive way

yusuf put the block along the road " "ye house hai" "ye mera dosra ghar hai"

yusuf have put some different coloured sticks on the block and said " ye swords hai"

students:

construction station/ exploration

educator : annam

students : hanniya ,nooreh,azqa qazi,azqa bakhtawar,zareera ,manha,aysel,alaya,yashal,mikaeel,hamza,rayyan,

mahad,rayyan,fateh,mikaeel were asked about the seeds

fateh: wo grow hogaye

mikaeel : i dug them here cant find it

rayyan: i dint see my seeds

mahad: it was here but it dint grow

i asked the studens do they want to do it again? mikaeel and rayyan along with the mentioned students showed intrest

so we took paper cups mud water and seeds

the students put the seeds and mud in cups then asked aya baji to put water

hamza: asked for help putting mud

zareers:asked for help too

mikaeel: kept in sunlight said"keeping it here to get sunlight"

interest: making animal house / figurines

educator : Annam

students: Azqa qazi,rayyan,dawood

Azqa qazi made a jungle using blocks.she couldn't find animals to put in the jungle. so she grabbed yarns and tried to make a dino with it but she couldn't make a dino with it so she came up with alternate way.

"oh what about playdough"

"we can make animals and there are so many ways"

she started making dino with play dough .I helped her a lilttle but she did the rest all her self

"me isky hands bana rahi hun"

"oh now I'm gonna make legs"

"look its too easy"

"hum jungle ko yaha leky askty hai lekin ye toot jayega" so she made a jungle around the dinosaur

Rayyan made a lion with playdough give me some more playdough so i can make its head"Body" head,eyes long tail ( eyes from bottle crown caps) (tail from long nut)

he put a triangle and said " this is for the monster to go away from the lion"

then he made a "tiger with one eye"

Dawood "mujhy snake banana hai "

yashal " ye kiya hai"

dawood "balls"

yashal: ye balls se kiya kare ga

dawood: "mary ga daz daz kare ga apni ponch se mary ga

ye snake ki zuban hai jis se wo ssss karta hai"then he put the snake in the house ( inside the block)

"me snake ko pkrny kelie kanta bana raha hun"

annam: kanty se snake ko to nai pkrty

Dawood : snake ko b pkrty hain

After an engaging dialogic session, it was decided to captivate the students’ imagination by reading the story "Once There Was a House." This story sparked a lively discussion, leading the students to think about what they would need to build their own house. Enthusiastically, they suggested materials like cardboard, scotch tape, colors, scissors, flowers, scales, glue, cups, and bottles.

During lunchtime, Rayyan’s curiosity overflowed as he eagerly asked, “What about the house you were talking about?” When I responded that we would first collect items and then start building, he confidently said, “Okay, you collect things, and we will make a big house!” His excitement set the stage for the collaborative activity.

With determination, Nooreh,AzqaB,Manha, and Yashal headed to the inventory to gather the needed materials. Their efforts bore fruit as they found everything required, and soon the house-building project was underway.

Rayyan, ever the problem-solver, remarked, “It’s too hot, let’s make a shed here.” Meanwhile, Hanniya joined enthusiastically, saying, “I want to make window help me!” Azqa suggested, “Flowers laga"Inspired by the idea, Nooreh exclaimed, “I need big, big, big cardboard. I want to colour!” and began decorating the cardboard with chalks.

Azqa and Manha adorned the house with flowers, while Hanniya focused on crafting doors and windows. Zayan requested blue chalk and eagerly coloured the house, immersing himself in the creative process. Fateh also asking for chalks and colouring so started colouring it too

Rayyan, not stopping at ideas, took another piece of cardboard and sought my assistance to create a window. He also asked for a blue chart to add a shed to his creation" please help me in making window"i asked how to make window he said "cut this and make window here" and we will make front door and back door "

Diving into his imaginative world, Rayyan crawled inside the shed he built and declared, “We need flowers!” When told he needed to step out to collect them, he promptly delegated the task, saying, “Nooreh will collect it. Nooreh, get me some flowers!”

This collaborative and imaginative activity was a beautiful blend of teamwork, creativity, and problem-solving, leaving the students with not just a handcrafted house but also a shared sense of achievement and joy.

Rest of the students like hamza was colouring with chalks

alaya was engaged in cutting the cardboard pieces

educator : annam rijja

students: Rayyan,yusuf,azqa B

station:construction exploration

Rayyan:teacher " i want to make my house" he took scissors and with my assistance he made a window" so thay u can look outside"

"teacher can we fix it like this" (upright)

how to fix it?

rayyan:with glue

we tried with glue i asked what else can we use to fix it

"a scotchtape"

"i wll sit inside and you fix the roof"

how to make roof rayyan?

he took some barks that were kept at station and said"from this"

so rayyan what to do now? what if we join two and make roof? "yes good idea"he put glue then asked me to put scotch tape on it to fix two piecesof barks

he asked azqa " can you please help me fixing this house"

azqa started putting glue too .

yusuf took a piece of cardboard and pasted it and pasted it on a house with glue

from all sides

students: azqa bakhtawar ,yusuf,azqa qazi,mustafa,zareera,,manha,azqa qazi

station : construction/ exploration

educator : annam / bushra

azqa bakhtawar : kiya bana rahi hai "tv"

once she was done making it " ab sofa bana rahi hun"

yusuf : lounch

rayyan: swimming pool

azqa qazi : swimming pool

Mustafa: "toy" what toy is it?

"a car"

yusuf left

azqa bakhtawar : " gari bana rahi hun"

zareera: "home ka darwaza bana rahi hun"

manha: " ball" choti c

azqa qazi: ye spider web hai,ye spider web hai

itny sary spider webs? "yes because its a poor house"

is this tv ? tv hai ? " no becuase its a poor house"

"ye fruits hai apple hai"

Exploration

Animal house/towers

Educator : annam/bushra

"It's intriguing to note that the children's creative spark seems to be flickering out, as they're not injecting any fresh details or enthusiasm into the conversation. As a result, our exploration has reached a temporary standstill. However, I remain optimistic that their curiosity will be rekindled, and they'll soon begin to pose more questions or share innovative ideas, allowing us to reignite our discovery journey and venture even deeper into the unknown!"

Educator:Annam

Exploration

Area: Mudpit

students were asked about our previous exploration that what do you think what are the reasons our seeds dint grow???

azqa qazi: because we didnot give them bohat sara pani

hanniya: han sunlight to mil rahi thi

azqa bakhtawar: hum ny pani nai diya

Me : what if i give you plant what would you do to grow it

mikaeel: we will give it water and sunlight

azqa bakhtawar: hum waha leky jayengy(mudpit) or grow kare gy

so students started planting

some of them started digging and uaing shovels while others like zahran and mikaeel asked for help

mikaeel " i cant grow"

i nees shovel

i need water

me : what if you get it yourself

he spent some time in the mudpit and left

ayzel: dekhy me grow kar rahi hun

azqa qazi: i dont need shovel kioki mery pas ye hai ( icecream sticks)

azqa qazi: i think my plants are hungry,they want to eat mud

me: do they eat mud?

azqa qazi: yes

what else they eat?

azqa qazi: i dont know

azqa bakhtwar : me ny pani dal diya or mud b

fatima also joined and zareera helped her in planting ,added water

they also mold the mud with a pot and got excited "yes" ye dekho

rayyan started digging and plant put water and mahad also helped him

zahran: ap meri help kare gi

i started telling him to dig ,he got water and dug his plant

azqa qazi: you know my plant is safe and me ny bohat acha grow kiya

fatima : mera bi

zareer: i asked do you need help

"nahi ke khud karongi"

ayzel : dekho mera wala grow kar raha hai

hanniya : do u want to water your plant?

i will give tomorrow not now

will show them a video according to the dialogics a general in which they can see how plants grow and what do they eat

and will also see whether they are intrested in taking care of it or no

This sparked a discussion during our dialogic session, where we decided to explore the concept further by asking the following questions:

"What do you mean by 'growing'?"

"What are other things that grow?"

This approach allowed us to delve deeper into Ahmed's perspective and expand our understanding of the topic.

I then asked him, "How does gravity make things grow?" His response was both imaginative and interesting: "You can put water, dig into the mud, and go underground. You can also build houses."

Curious about his thoughts on other planets, I asked, "Can we grow things on other planets?" Ahmed confidently replied, "No, it's not possible because there is no gravity."

His answers reflected a mix of creative thinking and developing understanding, which opened up more opportunities for further exploration and learning about gravity and its effects.

WATCHING VIDEO...WHAT IS SEED GEINATION

students: azqa qazi,yusuf,mikaeel,yusha,dawood,rayyan,yusha,zahran,hamza,aysel,ibrahim

teacher: Annam

after ahowing them video i asked how plants grow?

Azqa qazi: Dig karna hota hai seeds dalny hoty hai pir chupana hota hai seeds k andar baby plant hota haty hai pir onko roshni milti hai wo jha lety hai roshni unki khurak hoti hai

wo pody mar gaye isliye hum ny oska khayal nai rakha

tusuf: jab mud neechy jaty hai pir grow hota hai ,jab sunlight aye gi

i asked kiya jata hai mud ky andar

yusuf: seeds

yusha: plants grow aise (showing with fingers)

students: yusuf,azqa qazi,hanniya

i set a prompt by drawing the planting process we performef at mudpit...then i asked them to draw plants kiya khaty hai??

yusuf answered: seeds khata hai

me: kaise

yusuf: dhondy ga

me: kaise? kiya wo move kar sakhty hai?

yusuf: no answer

me:sun kiya karta hai?

yusuf: no answer

me: rooots kiya karty hai

yusuf: mud me jayengy

me: kiya kare gy

yusuf: mujhy nai pata

me and hanniya

hanniya didnot watch

i asked hanniya we planted seeds but it didnot grow what do you think?

hanniya : because they didnot have enough water seeds and sunshine milti rahi hai

what is sunshine used for?

hanniya: it eats sunshine,water drinks

you planted seeds and small plants in mud what if you grow it in tiles? will it grow?

hanniya : no

me : so what are roots used for ?

hanniya: roots are in mud it didnot fall

me: roots se kiya milta hai inko

hanniya: mud

me: what do they eat

hanniya: sunshine and mud

me: do they have mouth

hanniya: no ,they eat with their roots

azqa qazi drew what plants eat

azqa qazi: jab barish hoti hai to poday ko pani milta hai

me: tell me azqa plants kiya khaty hai?

azqa: ye mud b khaty hai

me: roots kia kam karty hai

azqa: baby plants ko grown up karty hai

me:kaise?

azqa: panis se,apko ek funny bat batawo ,pani baby plant ka dodo hota hai

me: kaise khaty hai mouth nai hota

azqa: mouth hota hai bandy ko nazar nai ata per onky pas mouth hota hai

me: agar hamare pas plant ho laiken osky roots na ho to wo grow kare gy?

azqa: nai,kioky baby plants grow nai karty

me: what about big plants do they have roots?

me : ap grown uo ho rahay ho kaise?

azqa: khana kha kay energy milti hai

me: to sun me kiya hai k plants grow karty hai?or mud se wo kiya khaty hai?

azqa: hard answer hoagya

baqi answer kal poochy

after sometime she came and asked me teacher apko pata hai kay sunlight me kiya hai kay plant grow karty hai

me : i want you to answer

students: hanniya,azqa qazi

educator: annam

for recall and retention we have showed them video " how plants grow"

then during morning meeting we have started asking questions

most of the students did not show interest so i started asking questions from the trageted students

what is in sunlight and soil that helps plants grow

Azqa qazi: sun sy osko pani mil raha hai

me: what is in sun?

hanniya: warm

azqa qazi: aye me apko bara darakht dikawo

azqa qazi:

me : hum khana khaty hai to get energy to plants kelie kiya hai in sunlight and mud?

me: it does not grow on tiles do you know why?

hanniya: yes they get energy fron mud and sun

azqa qazi: energy hoti hai pani nai hota

the students got the answers to their questions and we decided to put a full stop to the exploration till they do not show intrest and ask questions.

Students: Zainab, Yusra, Pareesa, Zunaira, Amal and Dua

Our curious child embarked on an exciting exploration of caterpillars during outdoor play, wondering about their habitat and food. They built a cozy home for the caterpillars using pebbles, logs, and leaves, and even interacted with them by holding them gently. As they collaborated with their peers, they learned the value of teamwork and respecting each other's opinions. Their creativity shone through in their 2D artwork of caterpillar homes, where they imagined families living together. As they discovered the magical transformation of caterpillars into beautiful butterflies and moths, they began to imagine flying with wings, just like the butterflies, and even designed objects they thought could soar through the air.

Educator: Zainab

There is a book on shopping which has different food items on it. Pareesa took the book and kept on the kitchen shelf. They asked their educator what she'll like to have from the book and whatever she will choose they'll try to reciprocate the recipe.

She choose cookies so pareesa took a lemon squeezer put mud in it giving it a cookie shape. Zainab wanted to serve coffee with it so she took some pebbles putting them in a big cup.

'I am gonna put them in the feezer'. She took them out after a while crushing them with a wooden stick and served it. They took a strainer put mud on it straining it. Rocks were thrown out and clean mud was used to make a cake.

Zainab put two tiles underneath the counter. "This is the oven under the stove. These tiles are the trays on which the food goes in and the other side are the lights".

There were some tyres lying above each other. "This is the well". She went on putting a pipe and a bucket inside them through which they'll take out the water.

They asked the educator to help them in creating a menu and a name for their restaurant. They also made some money which were in dollars.

Then they proceeded to cook. Pareesa made coffee by straining the mud in a pot. "You can serve it by yourself too".

There was a colourful ball lying in the ground. Zainab picked it up and decided to make a rainbow cake. She took some crayons of the same colours the ball had. She scratched the crayons in the pan. Mixing it. Putting the ball inside. "My rainbow cake is ready".

She also made cookies and pancakes. She took a star shaped stencil and some sand. She tried to make a cookie on the sand but it kept on breaking. "It's hard. I need water". She brought a little bit water mixing with the sand making it a bit wet but firm. She pressed the stencil it worked. The remaining water she put in another pan and added more mud. "This is gonna be the

pancake batter".

The next day two more girls Arya and Mehral joined them. They decided to designate stations. Zainab and Pareesa were the main cooking chefs and Arya and Mehral were the dessert makers.

Mehral and Arya made a magic glitter shake. Mehral: "it has alot of different kinds of cookies that's why it becomes magical".

Pareesa made a pizza. Pareesa: "it's ready".

Zainab: "no it's not. You didn't put it in the oven".

Pareesa: "Oh yeah sorry". Putting it in the oven. After a while took it out. It's ready now.

Zainab brought empty egg cartons from the recycle room. "I will make different type of eggs in each section". She put different sized pebbles inside the carton and filled them.

Pareesa took the money that was made for the restaurant. "I will buy food now". She became the customer for the restaurant.

Arya made an apple pie. She said "it's very easy to make you just have to put apples in a pan". Mehral on the other hand made a pepperoni pizza and coffee served with it.

Educator: Ummulbaneen

Students: Haadi and Haider

On a sunny day, Haadi constructed a car outside using wooden blocks. He carefully balanced six tires next to the blocks he had aligned on the ground. For petrol, he placed a pipe inside a tire and said, "It's a petrol station." He then tied the pipe to the petrol station, explaining, "Abhi petrol ja raha hai, the other pipe is for the oil."

Haadi placed rocks at the back of the tire, and Haider remarked, "Yeh is liye hai kah agar tyre phat jaye to use karain gay." Haadi also put some rocks on the tires, saying, "Yeh fingerprint ke liye hai, jab koi stranger aye ga tab nahi khulay ga." He then pointed at the pipes and explained, "Is mein say air aati hai aur is mein say tyre ko hawa jati hai."

Students: Haider and Haadi

On recalling the discussion, we wanted to further explore their ideas of balance and structure while encouraging storytelling about their project. We provided them with the same materials along with some additional blocks. As soon as they saw the materials, they eagerly decided to recreate their previous project exactly as it was.

Haadi carefully placed the blocks and said, "Yeh ek limousine hai. Hum tyre ke andar hawa bhi hoti hai." Haider added, "Rocks is liye add karte hain kyunki tyre phat na jayein aur koi thief na ajaye, fingerprint nahi lagega."

As they continued, Haadi explained, "Agar hum zor lagayein to balance ho jata hai tyre." Haider observed, "Humne zyada rocks dal diye thay."

They collected six tires, explaining that their car needed six tires to start. While going through the materials, they spotted a gear-like object and said, "Yeh gear ke liye use ho sakta hai."

Haider looked around and wondered, "Itni choti jagah par gari ban jaye gi?" Haadi confidently replied, "We need more space for 10 tyres."

When asked how the tires balanced, Haadi thought for a moment and said, "Mujhe lagta hai magnet laga hua hai."

As they built a petrol pump, they noticed one of the tires moving. Haadi quickly reacted, "Main rocks la raha hoon!"

Students: Haider, Haadi, Subhan and Irteza

We included Subhan and Irteza in the discussion about Haadi and Haider’s project. As they talked about the car, Subhan remarked, "Agar wo khud chalte hain to auto pilot hai." Irteza added, "Nahi, wo smart car hai, wo khud hi chalti hai. Smart cars are very cool!"

Irteza also shared his understanding of magnets, saying, "Magnets sticky hote hain, wo straight jate hain."

Excited by their ideas, they all began constructing their projects. Irteza introduced a new concept, saying, "Yeh ek flying car hai. It will fly when the wings get up."

Subhan and Haadi decided to work on a separate project, collecting more blocks for their idea. Meanwhile, Irteza constructed a seaplane and explained, "Lift neechay ho ga to yeh paani main jaye ga… Look, yeh neechay ho gaya hai!"

Irteza’s friend was driving the car/plane when Irteza instructed, "Abhi nahi chalana, abhi petrol dalna."

On the other hand, Subhan and Haadi built a flying car together. "Yeh urne wali car hai," Subhan declared. He added a booster, saying, "Yeh dragon booster hai, the plane will go very fast." He placed a wooden log inside the car as an engine and covered it with a block, explaining, "Yeh ek super flying car hai, flying aur racing car dono hai."

Haadi added, "Sab se zyada petrol ka use hota hai."

Finally, the four of them enthusiastically pretended to drive and fly their cars.

Students: Haadi, Irteza and Subhan

At this stage, we provided them with smaller indoor blocks.

Irteza said, "It's a smart car, it has an engine. We press a button, and it opens itself. Also, it's a sea car."

Subhan added, "My car is super fast, and it's a controlling car." He also included a dragon booster and explained, "Engine ki wajah se tez chalti hai car."

Irteza continued, "It's a very important car. It has glow blocks to go super fast and engines on it." He further explained, "Petrol is needed to go fast. If we don’t get petrol, they won’t start."

Students: Irteza, Haadi and Subhan

We discussed their car models in detail.

Irteza said, "My car was bigger and has a lot of engines, a charging port, and a support engine. It also has a trunk."

Haadi added, "My car has a house also kyunke agar bore ho jate hain to upar chalay jatay."

Irteza continued explaining his smart car, saying, "Smart car has an engine and a lot of power. Turn the steering wheel. Petrol is for normal cars."

Haadi added, "Meri gari main oil dalta hai, petrol say oil bahir nikal aata hai. Petrol paani say banta hai, garion main paani dalta hai."

Irteza added, "Magnet say chalti hai gari."

Subhan excitedly contributed, "5 million engine say chalti hai!"

Irteza described his car further, saying, "Kind of sport car jaisay, where we put engine lock rakhtay hain gari."

They then started constructing their models using smaller blocks in the piazza. Haadi placed round wooden blocks and added logs inside, saying, "Yeh dekhain, chal rahi hai gari!" Then, he arranged engine blocks in ascending order, explaining, "Engine ban gaya hai."

Irteza wanted to add a button alarm to his car model and said, "This car has a bed." He placed a magnet, observing, "That's why it's moving. New train par magnets hoti hain. Ab turn kaise karun? Magnet say turn hota hai. This is a kind of magnet bus." He then placed barriers so the car could turn.

Irteza also added a cylinder block, saying, "Antenna have a lot of power, so they can chal."

Meanwhile, Subhan didn't want to construct a car, so he made a jungle for the animals.

Haadi and Irteza got busy in their pretend play. They drove the cars and pretended to honk.

Irteza said, "Main airport ja raha hoon."

Subhan added, "Yahan meray jungle ke saath hai airport."

Irteza and Haadi said, "Airport tak jana hai!"

Irteza gave Haadi instructions on how to turn and drive. He then covered his engine. Later, Irteza constructed an airport for his cars—two different airports. They helped each other park the cars.

Then, Haadi declared, "Now it's a plane!"

He added, "Yeh fighter jet hai!"

They became more interested in pretend play, fully immersing themselves in their imaginative world.

We asked them to draw their car models on a piece of paper.

Irteza drew a car that had an emergency alarm, seats to sit in, an exhaust, and small wheels because "It's automatic."

Haadi drew a car with a man driving it, including wheels and an engine.

Haider drew a monster truck. He explained, "Everything is black because the monster is black. Monster wali cheezain hain sab—monster wali light and engine bhi."

We asked them again to draw their car models.

Subhan said, "An automatic car has an autopilot button, and my car has seven wheels."

Irteza asked, "Seven wheels say kaise chalta hai?"

Subhan replied, "Super fast chalta hai!"

Subhan’s car had an engine, lights, a torch, and a driving seat.

Haider’s car had two rockets and a camera, explaining, "Jab koi monster aata, to camera main dekhte hain."

Haadi said, "My car is driving without the driver. It's an automatic car."

Irteza said, "I drew a fighter jet. Fire also comes out of the pipes. Also, wings and an engine. Also, time to check speed."

On the side, he drew a petrol station for the fighter jet and also a bomb.

However, after some time, we noticed that they were repeating the same ideas and were not as interested as before. Since they were no longer adding new things.

student: Azqa qazi

at the art station azqa qazi started grabbed a page and colours and started drawing.

After she has completed the drawing she showed it to me and said

" ye mam kashaf ka crown ,fowers,azqa ka crown,honeybee,door,rain,sun

i asked: honey bees kaha rehti hai?

azqa: honey bees apny cave me hoti hai,pir wo apna khana banaty hai or kha lety hai

me: cave kaha hota hai?

azqa : bohat door america me

me:to pir honey bees flowers me kia karty hai?

azqa: wo apna juice khaty hai

me: juice ko kiya kehty hai?

azqa : shehad

me: honey bees shehad khaty hai to banata kon hai?

azqa : honeybees

me: how?

azqa : i dont know

me: do you want to know?

azqa: yes lets just find out

educator: kashaf

child: dawood

Dawood wanted to build a tall tower. He started stacking blocks while standing on the ground. As the tower grew higher, he realized he couldn’t reach the top anymore. To solve this problem, he found a stool and stood on it. Now, he could build higher but soon even the stool wasn’t enough. He needed something taller. So, he brought a wooden bench and carefully climbed onto it. Now, he could reach even higher and continued building his tower as tall as possible.

I asked Dawood, "ap kiya bna rahe hain?

He said,” lamba sa tower bana raha hun.

Than I asked, “ per itna tall kun bna rahe hain?"

He excitedly replied, “Ye animal ka house hai aur mai unke liye lamba tower bana raha hoon."

I said, “ iss tarha tou animals thak jaen ge uper charte charte?"

Dawood didn’t answer. Instead, he got busy again, carefully placing more blocks, focused on making his tower as tall as he could.

I8 campus

Educator : Annam

Students: Azqa Qazi, Hanniya ,Zahran

After dialogic session we decided to ask questions from Azqa about the texture ,taste and color of honey.

Hanniya : I want to be a part of this discussion

Me: How do honey bees make honey?

Hanniya: they collect honey in nose and take it into mouth and collect it in bowl.

Me: What is the color of honey?

Azqa : yellow

Hanniya : orange and yellow mix

Me: how it tastes?

Azqa : Idon't know

Hanniya : It's sweet

Azqa : I also think sweet

Me: what is its texture? kaisa hota hai ?

Hanniya : Sticky

Azqa: Soft

Hanniya: Muje ek idea aya juice or honey mix hota hai ,nose sy khaty hai or mouth sy nikalty hai

Azqa: ky white petals hoty hai osky,andhar choti choti cheezei hoti hai ,os sy juice peeta hai

Me: choti cheezo ko kiya kehty hai

Azqa: Per mujhhy chooti cheezon ka nam nai pata

Hanniya : jab juice or honey mix hogaya us ny mouth se nikala pir kha gaya

Azqa: Bandy ko dy diya

Hanniya : Pir unho ny apny ghar me sara collect kiya ek uncle aye onhu ny onsy honey ley li

honey bee ka costume pehna hota hai uncle ny ta ky wo onko ouchi na kare

Azqa: dhondthy hai flowers me pir mun me dalty hai pir mun sy nikalty hai pir jar me dalty hai

Me: jar ka dakkan kaise khuly ga?

Azqa : mery pas inka answer nai hai

Hanniya: Lets make honey bee house

Prompts were already there at station i.e

egg cartons, crepe papers, thermopile sheet ,blocks

She made a house from purple stuff crepe paper and wooden blocks " Look its honey bees house"

I asked what if we put honey bees in it

she took egg cartons " yes lets make it from this

Me: does it look like honey bee house?

Hanniya : Idea ; we dont have to cut it

Zahran: he took a big block and house puzzle "Honey bees is ky andar rehta hai

Hanniya : she started making holes in egg cartons "holes kay andar honey hai or yaha honey bees rehty hai

ME: what will you make with this (Yellow) crepe paper?

she took thermopile sheet" i want to use this to make honey bee

she couldnt cut the sheet with scissors " wait iwill cut it with my hands"

"White kay sath honey bee ka bed banawogi or yellow ky sath honey

Azqa: mey honey bee ka play ground banawo gi

zahran : took pink crepe paper " ye iska bed hai honey bee ka

Hanniya: holes kay andar honey bee banay ga

Me: Kon banaye ga?

Hanniya: Honey bees

Educator : Noor us Sabah

Students : Dua , Essa, Aizen , Ahmad,Yalena .

Area : classroom.

One day, while in class, Dua observed a picture on the wall, which was being projected from a projector. Out of curiosity, she asked me, "Teacher, yeh computer ki video wall par kaise aati hai?"

I took it further and asked, "What do you think?"

After thinking for a while, she said, "Aik bara sa paper hota hai. Jab usay wall par lagatay hain aur utartay hain, tou reflection aa jata hai."

Essa and Ahmad, who were listening to the conversation, joined in. Essa added, "Yeh computer us se jura hota hai. Jab light is par jati hai, tou wall par shadow banta hai."

Ahmad added " is wall k peechay tv hai or tv computer say jura lakin tv Nazar nahi ata ku k wo wall say chupaya hua hai "

Since their intrest was more into the picture projection and the reflection , We decided to put some material like mirrors ,papers etc along with the projector for the next day .

Child: Dawood

The next day, Dawood came back and started building again. This time, instead of making a very tall tower, he built a smaller one. He also made a boundary wall around it. After finishing, he placed some toy animals inside the boundary.

I asked him, “ what are you making dawood?”

He replied " ye animal ka ghar hai aur yahan janwar ghomte hain.

I asked him, “ye kiya bnaya hai ( boundary wall).”

He said “ye dewar hai, ye is lie banai hai taky koi banda andar na ja sake, andar khatarnak wale janwar hain.

I looked at the small space and asked him, “ye tou itne sare janwar hain aur jaga chuti si hai wo tou apas mai hi larne lag jae ge.”

He said, “phir mai isse bara kr deta hun wo phir nahi lare ge. “

Later, I encouraged him to draw a picture of his project. He carefully made a drawing so that he could rebuild it again the next day.

Educator: Kashaf

Child: Dawood and Zayan

This time Zayan was also get engaged with dawood in imaginative play at construction area.

I asked Dawood,"Aap kya bana rahe hain?"

He replied,"Main bohot bara wala animal house bana raha hoon. Is mein rasta bhi banana hai abhi."

Dawood built a huge boundary wall using cuboid blocks and placed many animals inside. He thoughtfully designed the space, adding various elements like he constructed a huge bed for the animals to sleep, a dining table for their meals, and even a shelter. Explaining the purpose of the shelter,

he said,"Jab barish hogi tou sare animals yahan aa jayenge."

Zayan actively participated in the play by giving directions like he said,

”Ab animals ke sone ka time ho gaya hai." Then they placed the animals on the bed they had built.

A little later, Zayan said,"Ab animals uth gaye hain, unhein nashta karna hai." They then placed the animals around the dining table to eat their breakfast. After breakfast,

he said, "Ab story time ho gaya hai.” They brought a few storybooks and placed them in front of the animals.

After story time, Dawood and Zayan decided it was time to clean up. They carefully placed the animals back and stacked the blocks neatly.

Students: Essa , Aizen,Dua ,Ahmad ,Yalena .

The next day I decided to set a prompt for them in order to understand the light and shadow that's causing the picture on the wall I put my notebook Infront of the projector and the picture started coming on my notebook instead of the wall , kids got curious about it and started making assumptions

Ahmad: " main iskay agay ao tou Mera shadow ban raha hai .

Yalena :" it's magic "

Aizen : " the tv is reflecting light on the notebook, through tube light"

Dua noticed : " apkay scarf pay bhi picture aa rahe hai "

Aizen : " the internet is causing shadow on your scarf " .

We decided to put some torches and create a shadow play also putting their picture on the projector so that they could recall the last day as well.

Students: Aizen ,Dua , Essa, Ahmad

We set up prompts using cellophane sheets, torches, and a light table to encourage children to explore the concepts of light and shadow related to the projector.

While playing with the torches and cellophine sheets they discovered that the light is making different shadows on the wall .

E

Essa:"that light is coming on that thing and it's making shadow on the wall "

Aizen recalling last day that the picture was coming on my head said : "teacher the picture is going through your body and coming on your head ".

Dua : " light is just a circle and board is making shapes " exploring that a simple light when pased through different shapes and colors transforms into different shapes and colors.

Since they got the concept that light is making the picture on the wall so they started to find where the light is coming from ,first they pointed at the tube light but then they figured out that the black box above their head is causing the picture on the wall .

Essa said : " this box is connected through the internet and the internet is bringing picture in the box".

For the next day we decided to give them tracing sheets and markes and make their own story through projector.

Students: Dua ,Essa , Ahmad, Aizen.

At this stage since the kids explored the idea of picture projection they were excited to make their own story and display it on the wall through projector,they started making their stories on the tracing paper with markers

Essa : Me and my friend are playing football

Ahmad: " ye car road pay ja rahe hai "

Dua : " butterfly hai "

They all displayed their stories on the projector,but soon their intrest shifted on drawing on the tracing paper as their drawings were visible through the paper .

Dua " this is a see through paper "

Ahmad: " ye peechay ki taraf bhi aa raha hai "

Essa : " teacher ye dekhain dono taraf say Nazar aa raha hai "

They become more interested in exploring the tracing paper then .

Through this exploration, the children not only discovered how a projector works but also deepened their understanding of light, shadow, and transparency. Their journey began with curiosity about how pictures appeared on the wall, leading them to make assumptions, test their ideas, and ultimately form new understandings.

By using torches, mirrors, and cellophane sheets, they explored how light behaves when it interacts with different materials. They learned that light travels in straight lines, can pass through some objects while being blocked by others, and that different surfaces affect how images are projected.

Their curiosity took an unexpected turn when they shifted focus to tracing paper, realizing its unique property of being "see-through." This discovery sparked excitement as they observed how their drawings were visible from both sides, leading to discussions about transparency and reflection,however the interest was diminishing and was shifted into drawing so we decided to end our exploration here .