Hello World ! PG NAME:

Sand Pit CrayonTable Tambourine Toy car Flashcard Tissue BoxSlide DoorHello wonderful meWelcome to School!Choose the sticker and say1.What do we use to draw? 2.Can you find something round? 3.What can we say to a sad friend? 4.Can you see the children reading? 5.What do we use to wash our hands? 6.What do we say when we come to school? 7.Where do we put our rubbish? 8.Can you find a happy face?LET'S TALK: Fan WhiteboardTapDustbinBall 1Level 1: Wonderful Super Senses PencilLEVEL 1

Help children notice simple differences between people in a positive and natural way. Use familiar words for features such as hair, glasses, clothes and smiles while reinforcing that everyone is special. For Practitioners Stacking ringsEraserBookId-card Soap DispenserSharpener HopscotchPencil Pouch Clock Lunchbox Hearing aid Building bricks Window Teacher Shelf Wheelchair Teddy Blocks BagBottle 1

Sand Pit Crayon Table Tambourine Toy car Flashcard Tissue BoxSlide DoorHello wonderful meWelcome to School!Choose the sticker and say 1.What do we use to draw? 2.Can you find something round? 3.What can we say to a sad friend? 4.Can you see the children reading? 5.What do we use to wash our hands? 6.What do we say when we come to school? 7.Where do we put our rubbish? 8.Can you find a happy face? 9.What do we say when someone helps us? 10.Can you find something inside the school bag?LET'S TALK: Fan WhiteboardTapDustbinBall 1Level 1: Wonderful Super Senses PencilLEVEL 1 Crayon

Help children notice simple differences between people in a positive and natural way. Use familiar words for features such as hair, glasses, clothes and smiles while reinforcing that everyone is special. For Practitioners Stacking ringsEraserBookId-card Soap DispenserSharpener HopscotchPencil Pouch Clock Lunchbox Hearing aid Building bricks Window Teacher Shelf Wheelchair Teddy Blocks BagBottle 1

Toy car Door Fan BallHello wonderful meWelcome to School!Choose the sticker and say 1.What can you see in the picture? 2.Who is standing near the board? 3.What are the children playing with? 4.What can you see on the table? 5.Which classroom object would you like to use? 6.What do you like doing with your friends? 7.How can we help a friend who needs support? 8.What do you like most about your school?LET'S TALK: 1Level 1: Wonderful Super Senses Table Flashcard Tissue Box Crayon Sand PitTambourineSlideTapDustbin Pencil

Stacking ringsEraserBookId-card Soap DispenserSharpener HopscotchPencil Pouch Encourage children to explore the classroom picture, name familiar objects, and talk about their favourite school activities. Help them notice that every child is unique and that everyone can learn and play together. Use simple, respectful language to discuss the child using a wheelchair and the child wearing a hearing aid. Encourage kindness, friendship, and inclusive play. For Practitioners Shelf Window Clock Building bricks Wheelchair Teddy BlocksLEVEL 1 Lunchbox Hearing aid Bag Teacher

I am year old. My birthday is on: This is a picture of me My Favourite Color is: My Favourite toy is:My name is: My Favourite Food is:This is me !My little profile Can you tell me your friend's name? 3Level 1: Wonderful Super Senses

“What do you notice about our friends?” Encourage children to notice hair, clothes, shoes, and smiles. Celebrate both similarities and differences, reminding children that everyone is special and belongs. Practitioners ask "I found lots of different smiles! Can you?"We are all speacial ! 4

Can you... 1.Point to your hands? 2.Touch your feet? 3.Wiggle your fingers? 4.Wiggle your fingers?Little ExplorersTouch your... 1.Head 2.Shoulders 3.Knees 4.ToesLet's PlayCan you wave your hands just like me? My amazing bodyMy Body Helps Me Every Day 5Level 1: Wonderful Super Senses Knees Feet Legs Shoulder Mouth eyes Hand Nose Ears Head

Teacher says: "This is a mirror. It helps us see our faces. Let's look and make a smile!" 1. Notice Look at the mirror. I can see my face. Here is my nose!Who can you see? Where is your nose? 2. AskPoint to your eyes, nose or mouth. Smile or open and close your mouth while watching. 3. Explore Technology activity 1 : Mirror, mirror, look at me! Materials: A child-safe, unbreakable mirror. Teacher says: "Choose a ball you like! Can we build a track that brings it to your hands? Let's try!" Engineering activity 1 : Roll to me! - Build a ball track Materials: Large, lightweight balls, wide cardboard channels with smooth edges, low foam blocks and masking tape. 1. Observe Where should the ball roll?Place one end of the track on a block. 2. PredictRoll the ball. Does it reach you? 3. CompareAdjust the track and try again! 4. Record Teacher says: "Our ears help us hear. Let's shake, listen and guess what's inside!" Science activity 1 : Sound shakers : What’s inside? Materials: 4-5 small opaque containers with lids, rice, beans, sand, a marble, paper clips and tape. 1. Observe Look at the sealed shakers.What do you think is inside?Shake one. Is it loud or soft? Heavy or light? 2. PredictShake two shakers. Which one is louder? 3. CompareUse smiley faces or stickers on a chart for "Loud" vs "Soft". 4. Record 6

I'm hiding! Can you find me? Search • look • discover Can You Find...? 7Level 1: Wonderful Super Senses 1.What did you find first? 2.What was easy to find? 3.What was hiding? Little explorer, Let's talk!

Introduce the senses through familiar experiences such as seeing, hearing, smelling, touching and tasting. Use simple sensory words and encourage children to point, name and describe what they notice. For Practitioners 8 Look carefully and point to each object!BirdBallLadybugTeddyDuckAppleButterflyFlower

Hear 1.Who is reading a book? 2.Who is playing the drum? 3.Who is smelling the flowers? 4.Who is touching the grass? 5.Who is eating ice cream? 6.Can you find the bird? 7.How many ice creams can you see? See Touch Little explorer, Let's talk! Meet my super senses 7Level 1: Wonderful Super Senses

"What would you like to touch?" 8 SmellTaste

Then she saw a child rolling a red ball. “Roll, roll, roll!” went the ball.Another child was building a tall block tower. “Up, up, up!” went the blocks. Mina watched.Mina held Mama’s hand at the school door. The room had bright blocks, a big soft mat, and shiny balls. “Hello, Mina!” said Teacher, with a warm smile. Mina gave a little wave.9Level 1: Wonderful Super Senses Encourage children to pretend to hold a grown-up’s hand, wave and say “Hello!”, roll a ball, stack blocks, wobble their bodies saying “Wibble, wobble!”, make a “Crash!” sound, and smile at a friend. Join-in actions Mina’s first happy day

Then Teacher gave Mina a blue block. Mina put it on the tower. Up! The tower wobbled. Wibble, wobble, Crash!Mina rolled the red ball to her new friend. Her new friend rolled it back. Roll, roll! Mina smiled.“Hello, Teacher,” she said. “Hello, friends!” And Mina played happily at school. “Mina met her teacher and new friends. They played together and had a happy time at school.”10 Tell the story warmly and slowly. Pause for children to copy the waving, rolling, building, and laughing; children may join by watching, moving, or using words. Practitioner’s Note

My happy familyMotherBrotherSisterBabyAuntFatherLets talk: 1.What can you see? 2.Can you find someone Brushing? 3.Who looks happy? 4.Can you find the baby? Can you find the grandmother? Can you find the brother?" Children point to the family members in the picture. 9Level 1: Wonderful Super Senses

My mother helps my sister get ready for school. My father cooks yummy food. Grandma and Grandpa eat together. My brother brushes his teeth. Auntie plays with the baby. My uncle loves his little cat.UncleGrandfatherGrandmotherPet Help children identify family members and their activities. Encourage them to talk about their own families and the things they do together. For PractitionersLEVEL 2 8

My homeMy name is: My favourite person to hugMy Family photo My favourite family activity to doThis is my family ! What do you like doing most with your family? 3Level 1: Wonderful Super Senses

We eat happily together. We have fun playing together. We make yummy food together.We enjoy stories together. We enjoy our walks together. We celebrate happy moments together. Can you find the family playing together? Look and point! We love being together Happy Moments with My Family 8

Living room Rooms in my homeLets talk: 1.Can You Find? 2.Find the bed. 3.Find the dining table. Bedroom What do you like doing most with your family? 3Level 1: Wonderful Super Senses

Bathroom Dining Room Balcony Kitchen 8 Encourage children to point to each room in the house illustration and name it aloud. For Practitioners

What do you like doing most with your family? 3Level 1: Wonderful Super Senses Rooms in my homeLets talk: 1.Can You Find? 2.Find the bed. 3.Find the dining table. Delivery vanPhotoframeFloor matStairs Door clock Sofa Table Lamp Drawing room car parking Television PillowBalconySolar pannelPlant

Dinning roomStrollerBabyKitchenBed roomCupboardTerraceBedBathroomMirrorTapChimneyDinning tablechairsinkovenfrying panStoveSinkstoragewindowToiletShowerwashing machineBucket8 Encourage children to point to each room in the house illustration and name it aloud. For Practitioners

Mother wakes me up every morning. Father helps me get dressed for school. I go to school and play with my friends. I brush my teeth and take a bath. I eat my breakfast and drink milk. I eat dinner and go to sleep at night. My daily routine Do you know what I do every day? Can you show me what you do before you go to bed? 3Level 1: Wonderful Super Senses

Teacher says: "Look! Paper pieces are on the table. Our brush helps us sweep them up. Let's clean together!" 1. Notice Look at the brush. It helps us sweep.What can we use to sweep the pieces? 2. AskUse the brush. Sweep the pieces into the dustpan! 3. Explore Technology activity 2 : Little Brush, Big Helper! Materials: Child-sized soft brush, dustpan and large paper pieces. Science activity 2 : Teacher says: "Let's be home scientists! Which tool helps us sweep? Which one helps us wipe? Let's find out!" Tool Sort: What Helps Us Clean? Materials: Broom, sponge, cloth, brush, a little water, paper pieces and two sorting trays. 1. Observe Look at the toolsWhat can each one do?Which tool will wipe the water best? 2. PredictTry the tools. Which one works best? 3. TestSort the tools. Which cleaned better? 4. Sort 6 Teacher says: "Our shoes need a place! Can we build a parking spot where both shoes fit? Let's try!" Engineering activity 2: My Shoe Parking Spot Materials: Large foam blocks, floor mat and a pair of shoes. 1. Ask Where can we park our shoes?Place both shoes on the mat. 2. PlanBuild around the shoes. Do both shoes fit? 3. Build & TestMake more space. Try again! 4. Improve

Who is in the little house? 3Level 1: Wonderful Super Senses In a little house with a little door, someone was inside.Knock, knock, knock! “Who is in the little house?”Peek! It was Mama. “Mama is in the little house!” Mama waved. Then the door closed.Peek! It was Papa. “Papa is in the little house!” Papa opened his arms wide. Then the door closed.Knock, knock, knock! “Who is in the little house?” Guide children to act along: Tap knees for “Knock, knock, knock!”, open hands for “Peek!”, wave like Mama, stretch arms wide like Papa, point to themselves for “Me!”, and finish with a big self-hug. Join-in actions

Read with a gentle, repeating rhythm. Replace family names with words familiar to each child’s home.The story supports belonging and recognition without defining one “right” kind of family; every child can join by naming who is in their home. Family relationships and home experiences are strongest when they feel familiar, responsive, and connected to the child’s real life. For PractitionersKnock, knock, knock! “Who is in the little house?”Peek! It was Me! “I am in the little house!” Then the door opened wide.Mama, Papa, and Me were together in the little house. They smiled. They talked. They hugged. The little house felt happy. 6 “People at home can smile, talk, play, and share hugs together.”

Friends Do: My feelings and friends Play and Share We play together and have fun. Help We help friends when they fall. Care We care when our friends feel sad. Be gentle We are gentle and kind to our friends. Celebrate We celebrate happy moments together. 3Level 1: Wonderful Super Senses

LEVEL 3Friends Don’t : Push We do not push our friends. Hit We do not hit our friends. Shout We do not shout at our friends. Snatch We do not snatch toys from our friends. Pull Hair We do not pull our friends' hair. Break We do not knock down our friends' blocks. 6 Ouch! Pushing, hitting, and snatching can hurt our friends. Let's be gentle and kind!

My feelings and friends Sad Bench Tree bird table 3Level 1: Wonderful Super Senses What can you do when you feel angry or sad? 1. How do you think the girl on the bench is feeling? How can her friend help her? 2. What are the two friends doing with the sand? How do you think they feel? 3. Why do you think the boy near the toy truck looks angry? Think and Share 4. What makes you feel happy when you play with your friends? • Happy • Sad • Angry • Surprised • Scared • Calm • Friend • Help Look at the Picture Words to Discover Friend Happy Sand

Talk about the children playing in the park. Can you find a happy face? How can we help a friend who feels sad? Encourage children to name feelings, share, and play together. Practitioner’s Note 6 Surprised Bucket Spade Sandpit Dog Fence Cloud Sky Slide crying Angry Scared Butterfly HelpBall calm

House of feelings 3Level 1: Wonderful Super Senses Help children identify different feelings and stick the matching expression stickers in the house. This activity builds emotional awareness, expression recognition, and fine motor skills. For Practitioners

Science activity 3: 1. Notice Look! A tray helps us carry cups.Can we take the cups to our friend? 2. AskCarry the tray. Share a cup with a friend! 3. Explore Look at the glitter inside the bottle. 1. ObserveWhat will happen when we shake it? 2. PredictShake the bottle. Watch the glitter move! 3. TestShake gently, then strongly.What changes? 4. Compare 1. Ask Can the ball fit between the blocks?Where will the ball go in and come out? 2. PlanMake the tunnel wider.Try again! 4. ImproveBuild a tunnel. Roll the ball through!3. Build & Test Teacher says: "Let's bring cups to our friend! A tray helps us carry things together. Can you help?" Technology activity 3 : Carry and Share! Materials: Small easy-grip tray and two lightweight, unbreakable cups. Teacher says: "Let's be calm-down scientists! What happens when we shake our bottle? Watch the glitter swirl and settle!" Feelings Bottles - Calm Down Science Materials: Sealed clear plastic bottle, water, glitter and food colouring. 6 Teacher says: "Your friend is rolling a ball! Can we build a tunnel for it? Let's try!" Engineering activity 3 : A Tunnel for My Friend Materials: Large foam blocks, smooth cardboard sheet and a large soft ball.

Pretend to roll a ball: “Roll, roll, roll!”, Hold an imaginary ball close, Make a cross face, Practise waiting with hands in your lap, Roll an imaginary ball to a friend Join-in actions The ball between usMilo was rolling his red ball on the mat. “Roll, roll, roll,” he said happily.Then Zara came near. “Can I have a turn?” she asked.Milo held the ball close. “No,” he said. Milo felt cross because he still wanted to play. 3Level 1: Wonderful Super Senses

Use a soft ball and pause when Zara asks for a turn. Name what each child is doing and feeling gently, then model short phrases such as “my turn,” “your turn,” and “wait.” For PractitionersZara smiled and rolled it back. “Your turn!” she said. Soon, the red ball rolled between them. Roll to Milo. Roll to Zara. Roll, roll, roll. Milo and Zara smiled as they played together. “Milo and Zara both wanted the ball. They waited, took turns, and then enjoyed playing together.”Teacher sat beside them. “Milo, you are still playing with the ball,” said Teacher gently. “Zara is waiting for her turn.” Zara waited quietly.Milo looked at Zara. Then he looked at his ball. After a little moment, Milo rolled it to Zara. “Your turn,” he said. 6

Practise putting classroom toys away together. Teacher Action: Let's Help Together Paste toy stickers inside the basket. 3Level 1: Wonderful Super Senses

Turn-taking means waiting for our chance and giving others a chance to play. Roll a real ball back and forth with the children. Say “My turn!” when receiving the ball and “Your turn!” when passing it. Encourage children to wait patiently, take turns and enjoy playing together. Practitioner’s Note My turnyour turn A Turn for You Move your finger along the ball’s path. 6

3Level 1: Wonderful Super Senses What can you do when you feel angry or sad? Wonders of water, land and sky Observing sky Sun Mountain TreeHot-air balloon Cloud

Talk about the different feelings shown in the house. Help children name each feeling and understand that all feelings are okay. Encourage them to share how they feel and ask a trusted adult for help when they are sad, angry or upset. Practitioner’s NoteLEVEL 4 Rain Rainbow River House Bird Aeroplane

Talk about the different feelings shown in the house. Help children name each feeling and understand that all feelings are okay. Encourage them to share how they feel and ask a trusted adult for help when they are sad, angry or upset. Practitioner’s Note Day Bird cloud Sun Aeroplane 3Level 1: Wonderful Super Senses

Talk about the different feelings shown in the house. Help children name each feeling and understand that all feelings are okay. Encourage them to share how they feel and ask a trusted adult for help when they are sad, angry or upset. Practitioner’s Note Night cloud Stars Moon

Sand I build a sandcastle with sand. Grass I walk on green grass. Play I play football with my friend. Mud I play with soft, wet mud. Soil I dig the soil with a spade. Ride I ride my bicycle on the road. Land around us Look at the pictures. Find the matching stickers and stick them in the right places. 3Level 1: Wonderful Super Senses

Cleaning I use water to mop the floor. Watering I water the plants to help them grow. Drinking I drink water when I am thirsty. Bathing I use water to take a bath. Cooking We use water to cook food. Farming I use water to grow vegetables. Water around us Look at the pictures. How do we use water? Find and stick the matching stickers. 6

FishSunElephandZebraAeroplaneSafari BusKiteSearch • look • discover Can You Find...? Look carefully! Can you find these in the picture? 3Level 1: Wonderful Super Senses

Science activity 4: 1. Notice Look! A scoop moves sand. A cup pours water.Can you scoop the sand? Can you pour the water? 2. AskScoop the sand. Pour the water. Try both tools! 3. Explore Shine a torch inside the box. Look at the toy! 1. ObserveWhat happens when the light goes off? 2. PredictTurn off the torch. Can you see the toy? 3. TestTurn the light on and off. What changes? 4. Compare 1. Ask How can we keep our toy above the water?Choose a wide base and a sponge seat. 2. PlanMake the base wider. Try again! 4. ImproveBuild a boat. Put the toy on top. Does it float?3. Build & Test Teacher says: "Let's move sand and water! A scoop helps us move sand. A cup helps us pour water. Can you try?" Technology activity 4 : Scoop and Pour! Materials: Damp sand, water, scoop, cups and shallow trays. Teacher says: "Let's be light scientists! Can we see our toy when the light is on? What happens when the light goes off?" Light & Dark Box Materials: Cardboard box, small toy and torch. 6 Teacher says: "Our toy needs a boat! Can we build one to keep it above the water? Let's try!" Engineering activity 4 : A Boat That Holds My Toy Materials: Wide foam pieces, sponge, large lightweight toy and shallow water tray.

One morning, Tara looked up at the big blue sky. “Good morning, Sun,” she said. Then Tara saw a little white cloud. But the cloud looked sad. “I cannot find my rain,” sighed the cloud. “Let’s look,” said Tara. Join-in Actions: Look up and wave to the sun • Puff your cheeks like a cloud • Flap your arms like a bird • Tiptoe like an ant • Tap your fingers for “Plip, plip!” • Draw circles in the air • Gently shake your hands like falling rain. Join-in actions I cannot find my rain, Not here! They looked near the tree. A bird flew up. “Not here!” chirped the bird. They looked down at the green grass. A little ant hurried by. “No rain here,” said Tara. The cloud that lost its rain 3Level 1: Wonderful Super Senses

Use a sad voice for the cloud and pause after the first “Plip!” Let children join the rain sounds with their fingers. For Practitioners Pitter- patter! Then the cloud floated over a pond. Plip! One tiny raindrop fell. Tara looked up. Plip, plip! Two more drops fell into the pond. Little circles danced on the water. Soon the rain grew soft. The sun peeped out again. High in the sky, a rainbow appeared. “Goodbye, rain. Goodbye, cloud,” said Tara. “Tara saw the sun, cloud, bird, rain, pond, and rainbow. When we look up and around, we can see wonders in the sky, on the land, and in the water.” “There is my rain!” said the cloud. The cloud gave a happy shake. Pitter-patter! Pitter-patter! Rain fell on the pond. Rain fell on the grass. Rain tapped Tara’s umbrella. Plip, plip! Plip, plip! 6

Fern Nature is my friendPlants and trees Banyan tree ShrubsHedge ShearsSickle planting a sapling Mango tree Coconut tree Neem tree BenchLets talk: 1.Can You Find? 2.Find the bed. 3.Find the dining table.

Aloe veraSnake plant Ashoka tree Bamboo tree Cactus Tulsi Pumkin plant (creeper) croton Banana tree Money plant Garden hose Watering can Spade Garden rake Soil bag Wheelbarrow Talk about the children playing in the park. Can you find a happy face? How can we help a friend who feels sad? Encourage children to name feelings, share, and play together. Practitioner’s NoteLEVEL 4

Snake PlantWatering canCactusSmall spadeLawn MowerCrotonI care for plants Search • look • discover Look carefully! Can you find these in the picture? 3Level 1: Wonderful Super Senses

Do Touch plants gently. Do Keep plants clean. Do Water the plants. Don’t pluck leaves. Don’t step on plants. Don’t throw rubbish near plants. Plant Care Chart Do’s and Don’ts 3Level 1: Wonderful Super Senses

A Flower-Filled Day! Let’s explore the flower shop and farm. What can you see? Flower shop

Sunflower Bird Bird shelter Butterfly Caterpillar Lotus porcupine Frog

Science activity 5: 1. Observe Look at the leaves. See their different shapes, sizes and colours. 2. PredictCan you find two leaves that look the same? 3. TestFind and pick the matching leaves.Place the matching leaves side by side. What looks the same or different? 4. Compare 1. Notice Look at the leaf with a magnifying glass. I can see the lines more closelyCan you see the leaf? Can you find any lines? 2. AskLook at the leaf. Now use a magnifying glass. What do you see? 3. Explore 1. Ask How can we keep the plant safe and still water it?Place the blocks around the plant. Leave space for water. 2. PlanCan we still water the plant? Try again! 4. ImproveBuild a fence. Roll the toy car. Does it stop?3. Build & Test Teacher says: "Let's move sand and water! A scoop helps us move sand. A cup helps us pour water. Can you try?" Technology activity 5 : A Closer Look at Leaves! Materials: Large leaves and magnifying glass. Teacher says: Let's be leaf scientists! Look closely at the leaves. Can you find two leaves that look the same?" Leaf Hunt & Match - Same or Different? Materials: 6-8 leaves of different shapes, sizes and colours(collected from the school garden). 6 Teacher says: "Our little plant needs a safe space. Can we build a fence so our toy car does not bump into its pot? Let's try!" Engineering activity 5 : A Fence to Keep My Plant Safe Materials: A small potted plant, large foam blocks, a toy car and a small watering jug.

Join-in Actions: Crouch low like a plant, stretch tall like a tree, wiggle fingers like leaves, crawl fingers like a ladybird, say “Tweet, tweet!”, blow like the wind, whisper “Rustle, rustle!”, and gently catch a falling leaf. Join-in actions One morning, Ria went into the garden. She saw a tiny green plant. “Hello, little plant,” said Ria. The plant had small green leaves. A little ladybird crawled over one leaf. “Hello, ladybird!” said Ria. Near the plant stood a big tree. “Hello, big tree,” said Ria. The tree had a brown trunk and many leaves. Up in the tree, a bird sang Tweet, tweet! The little green garden

Ria looked down at the little plant. Then she looked up at the tall tree. “Little plant, big tree,” she said The wind blew. Whoooosh! The plant wiggled. The tree leaves danced. Rustle, rustle!. A soft yellow leaf floated down. Ria caught it gently in her hand. “Plants and trees are green friends,” she said. “Ria found a little plant and a big tree in the garden. Plants and trees have leaves, and trees have strong trunks. Birds and tiny insects can visit them too.” Ria crouched down like a little plant. Then she stretched up high like a big tree. Use a real plant, leaf, or tree if possible. Invite children to notice the small plant, the tall tree, and the living creatures nearby, while using gentle hands. For Practitioners

Science activity 6:Hold the brush. Gently brush the toy animal’s back to show care. 3. Explore1. Notice Look at the toy dog and the brush. The brush helps us tidy its fur.Can you find the dog's back? Can you brush gently? 2. Ask 1. Observe Look at the toy’s feet. Press them into the dough. 2. GuessWill walking and hopping make different trails? 3. TestMake small walking steps. Now try bigger hops.Which prints are close? Which have bigger gaps? 4. Compare 1. Ask What happens when the bowl is wobbly?Choose blocks to make a flat, steady stand. 2. PlanMove the blocks and test again. Is it steady now? 4. ImproveFix the stand. Place the bowl. Does it stay steady?3. Build & Test Teacher says: ""Let us pretend to care for our toy dog. This brush helps us tidy its fur. We will brush slowly and gently." Technology activity 6 : Gentle Brush for Our Animal Friend! Materials: A furry toy animal and a soft-bristled grooming brush. Teacher says: "Let's be animal scientists! What marks will appear when it walks? What if it hops?" Walk or Hop - What Trail Appears? Materials: One large toy animal, play dough and a tray. 6 Teacher says: "Our toy animal's water bowl is wobbling! Can we fix its stand so the bowl stays steady?" Engineering activity 6 : Fix the Animal's Water Bowl Materials: A large toy animal, a shallow bowl and large foam blocks.

The Little Bird Who Could Not Find Her Song One morning, Neel heard a tiny sound outside his window. “Cheep… cheep…” He looked up at the neem tree. A little yellow bird sat on a branch. But the bird looked sad. “I cannot find my song,” she said. “Let us look,” said Neel. Join-in Actions: Crouch low like a plant, stretch tall like a tree, wiggle fingers like leaves, crawl fingers like a ladybird, say “Tweet, tweet!”, blow like the wind, whisper “Rustle, rustle!”, and gently catch a falling leaf. Join-in actions 3Level 1: Wonderful Super Senses

Near the wall, a cat stretched in the sun. “Meow!” said the cat. The little bird listened. “That is Cat's sound,” she said. 6 Near the muddy patch, a dog wagged his tail. “Woof, woof!” said the dog. The little bird listened. “That is Dog's sound,” she said. Meow! woof woof!

3Level 1: Wonderful Super Senses Near the pond, a duck paddled her feet. “Quack, quack!” said the duck. The little bird flapped her wings. “That is Duck's sound,” she said. Then the little bird hopped onto a branch. Hop, hop, hop! She opened her tiny beak. “Cheep, cheep, cheep!” Quack, quack! Cheep, cheep!

Neel clapped softly. “There is your song!” he said. The cat stretched. The dog wagged. The duck paddled. And the little bird sang again. “Cheep, cheep, cheep!” “Neel listened carefully and heard that animals and birds make different sounds. The cat meows, the dog barks, the duck quacks, and the bird chirps. When we watch and listen kindly, we can learn about animals and birds around us.” 6 Use distinct voices and actions for each animal, then pause for children to copy one sound or movement. Keep the focus on noticing, listening, and enjoying animal differences rather than asking children to recall every animal sound For Practitioners

Join-in actions: Pretend to open a food box, point to red and green food, show one finger, hold a round tomato, pretend to eat (“Pop!”), shake your head (“No, thank you”), close the box (“Click!”), and wave (“Bye-bye, tomatoes!”). Join-in actions The Tiny Tomato Picnic Maya had a tiny picnic with Mama. First, Mama opened a little box. Inside were red tomatoes and green cucumber pieces. “Look!” said Maya. “Red and green!” Maya held it in her little hand. It was round and shiny. Then she ate it. Pop! “Mmm,” said Maya. “Juicy tomato!” Then Mama asked, “Would you like one tomato?” Maya pointed. “One red tomato, please!” Mama gave Maya one tomato. 3Level 1: Wonderful Super Senses

Keep the focus on choice, not finishing food. Use real or pretend food and repeat “one,” “more,” and “no, thank you” so children can practise taking a small amount and expressing what they want For Practitioners After a little while, Mama asked, “Would you like another?” Maya shook her head. “No, thank you.” Mama smiled. Maya waved to the box. “Bye-bye, tomatoes. See you tomorrow!” “Maya took one tomato and ate it. The other tomatoes stayed clean and safe in the box for another day. Taking a little at a time helps us care for food.” “That is okay. The other tomatoes can stay in the box.” Mama closed the box with a little click. “Tomorrow, we can have them again,” she said. 6

Spread a picnic mat, pretend to eat juicy watermelon — “Slurp!”, taste soft mango, hold up a pear, wiggle fingers like leaves — “Rustle, rustle!”, stretch arms up high, and run three steps on the spot. Join-in actions Rohan’s Rainbow Fruit Picnic Rohan spread a little mat under a tree. “It is picnic time!” he said. Mama opened a small box. Inside were red watermelon, yellow mango, green pear, and purple grapes. “Such bright colours!” said Rohan. First, he picked up the watermelon. It was cool and juicy. Slurp! Then he tried a mango piece. “Mmm,” said Rohan. “Soft mango!” A little breeze shook the tree leaves. Rustle, rustle. Rohan held up one green pear. “Hello, Pear!” he said.

Tell this as a happy picnic adventure rather than a lesson about eating. Welcome children’s preferences and invite them to join by pointing, moving, naming colours, or pretending to taste For Practitioners Mama smiled. “Fruits help your body grow and play.” Rohan stood up tall. He stretched his arms wide. Rohan sat down again and shared a grape with Mama. “Fruit picnic is fun”, he said “Rohan enjoyed colourful fruits at his picnic. Fruits help children grow, play, and have energy for busy days.”. Then he ran three little steps. “Look!” he laughed. “My body is ready to play!”