View source for TIEE Summer camp 2023 - 24

=== Objectives: ===

* Fostering joyful learning environment for children to engage themselves.
* To strengthen the children's understandings in specific topics
* Getting experience and familiarity with children to work with them.
* Providing opportunities for collaboration and development of social skills

=== Session plan: ===
Class : 3 to 5
{| class="wikitable"
|'''Day'''
|'''Duration'''
|'''Activity'''
|'''Objectives'''
|'''Description/ Process'''
|'''Resources'''
|'''Comments'''
|-
|1
|10 to 10.30
|Introduction
|
|1. Introduction -  who we are,  setting the objectives and the ground rules.
2. Ice-breaking activity
|
| - Passing the ball game 
-Observation of children's participation in ice-breaking activities.
-For the ice-breaker we can have an activity that can serve as a baseline to divide groups so that they are mixed-ability (whole class activity)
|-
|1
|10.30 to 11.15
|Spectrum game
|1. Promoting open and respectful discussion among students by providing a space for expressing diverse opinions.
2. Encouraging self-awareness, self-reflection and critical thinking.
3. Encouraging students to consider different perspectives and understand others' viewpoints, promoting respect, empathy and tolerance.
|1. Establish an imaginary line which extends between two ends of a spectrum, eg: Yes/ No or Strongly agree/ Agree/ Don't know or Neutral/ Disagree/ Strongly disagree.
2. Pose a series of questions or scenarios inviting each child to consider their preferred response.
3. Invite everyone to stand at a point along the line, between the two ends of the spectrum, which most-closely reflects their preference.
4. Once positioned, ask a few children to explain their stance. 
5. Repeat the process for each question.
'''Possible Questions:'''
- Do you think Biryani should be the official dish for Bengaluru?
- Do you think RCB is the best cricket team in IPL?
- Do you think plants feel pain?
- Do you think Aliens exist?
- Do you think school is a fun space?
- Do you think using bad words is okay?
- Do you think group activities better than solo activities in the classroom?
- Do you like it when teacher uses TV, videos, speakers in the classroom?
- Do you think children should be allowed to have cell-phones?
- Do you feel shy asking for help in the classroom?
- Do you think adults are always right?
- Do you think making friends is hard?
- Do you think you get enough time to play in school?
- Do you think girls and boys can play on the same team?
- Do you think there are some sports girls can't play or boys should not play?
- Do you think you give your 100% best in school?
|
|
|-
|1
|11.15 to 12.30
|Paper craft
|To encourage students to use their Fine-motor skills


To encourage students to follow instruction To encourage and develop students imaginative skills
|<nowiki>https://www.thejoysharing.com/2018/05/handprint-keepsake-craft-for-kids.html</nowiki>
|Cardstock Paper, Straw, Glue, Scissor, Pen, Ruler, Stapler
|<nowiki>https://www.youtube.com/watch?v=vSTO91IpszA</nowiki> 
|-
|1
|12.30 to 1.30
|Lunch
|
|
|
|
|-
|1
|1.30  to 2
|Rhythm game
|Build focus and sense of rhythm
|
|
|Co-ordination, Listening, Concentration.
<nowiki>https://www.youtube.com/watch?v=2RhmXOrjDDs</nowiki>
|-
|1
|2 to 2. 45
|Singing
|To introduce students to unique poems by famous poets 
To nudge students creativity and imagination
|Nodamma mugila tumba
|
|
|-
|1
|2.45 to 3.30
|Indoor games - One minute game
|
|<nowiki>https://www.youtube.com/watch?v=c5NGTj5mczg</nowiki>
|
|
|-
|2
|10 to 10.30
|Don't laugh or Smile
|
|A simple, easy game. Everyone goes and stands somewhere in the room; they can’t close their eyes or plug their ears. One person is “it” and starts trying to make people smile or laugh. As soon as someone does, they are also “it” and must make others laugh or smile until only one person is left.
|
|
|-
|2
|10.30 to 11.30
|STEM story
|To learn about plants growing in various geographies and weather conditions.
To draw a plant as per the description detials
|Read aloud following with discussion
|Projector, A4 Sheets, Crayons Story- Palnts are everywhere.
|<nowiki>https://storyweaver.org.in/en/stem-literacy-programme/science/lesson-plan/9?language=en</nowiki> 
|-
|2
|1.30 to 2.15
|Singing
|To introduce students to unique poems by famous poets


To help students experience music that can be fun to learn
|<nowiki>https://www.youtube.com/watch?v=liFHg7VpVd0</nowiki>
|
|
|-
|2
|2.15 to 3.30
|Toy making - Match box train
|
|<nowiki>http://www.arvindguptatoys.com/arvindgupta/toys/pdf/matchboxtraindoit.pdf</nowiki>  
| - Match box, thread, Needle,  glue, a4 sheets
|<nowiki>https://www.youtube.com/watch?v=g7Rcf9Soqfg</nowiki> 
|-
|3
|10 to 10.30
|Welcome and Ice-breaking activities
|1. Establishing a positive and engaging atmosphere for the day's activities; 
2. Encouraging students to actively listen to their peers.
3. Getting familiarised with participants and the languages they are comfortable in.
|Ice-breaking activities (Name game and Salma Says)
|
|Can get a sense of energy and enthusiasm levels of students, plus what activities they prefer; Can also help build focus
|-
|3
|10.30 to 11.30
|Sounds around Us
|1. Building students listening skills and focus.
2. Helping students identify/ connect sounds effects with different locations/ settings.
|1. What’s that Sound?: Children listen to different sound effects and identify the setting/ situation;
2. Welcome to…: Children are given a setting/ situation and the facilitator steps out for 1 minute. When they come back, children are supposed to create the ambient sounds for the specific situation. Facilitators provide feedback with each round.
| - audio clips (Reusing KLEAP sounds)
- Speaker,
- List of settings
|Students can be made to understand and listen for sound effects and ambient sounds – progressively working on building listening skills. Multiple languages can be used.
|-
|3
|11.30 to 12.30
|Storytelling Session - Introduction to storytelling and exploring emotions through stories
|1. Introducing children to the art of storytelling and its role in expressing emotions and ideas.
2. Explore various emotions and how we express them.
|1. Story Circle: Children sit in a circle as the facilitator tells a story with vivid expressions and emotions, encouraging children to imagine and feel along with the characters.
2. Video - inside out
3. Emotion Charades: Children take turns acting out different emotions while others guess the emotion being portrayed.
|Chits for different situations/ emotions in Charades
- Bilingual story playing
| - Students can be divided into groups based on their comfort, shyness, age group so that all groups are a diverse mix,
- Observation of children's engagement during storytelling.
|-
|3
|12.30 to 1.30
|Lunch
|
|
|
|
|-
|3
|1.30 to 2:45
|Greeting cards making
|
|<nowiki>https://www.youtube.com/watch?v=KmpxtfRLryU</nowiki> 
|
|<nowiki>https://www.youtube.com/watch?v=4EDiw41TdII</nowiki>
|-
|3
|2:45 to 3.30
|Wind up
|
|Consolidate all that we have done in the two days. Get their opinions, what they liked and why, their favourite part, next time what changes can we bring in, what other activities would you like, etc
|
|
|}
'''Class : 6 to 7'''
{| class="wikitable"
|'''Day'''
|'''Duration'''
|'''Activity'''
|'''Objectives'''
|'''Description/ Process'''
|'''Resources'''
|'''Comments'''
|-
|1
|10 to 10.30
|Introduction
|
|Introduction -  who we are,  setting the objectives and the ground rules.
|
|
|-
|1
|10.30 to 11.15
|Spectrum game
|1. Promoting open and respectful discussion among students by providing a space for expressing diverse opinions.
2. Encouraging self-awareness, self-reflection and critical thinking.
3. Encouraging students to consider different perspectives and understand others' viewpoints, promoting respect, empathy and tolerance.
|1. Establish an imaginary line which extends between two ends of a spectrum, eg: Yes/ No or Strongly agree/ Agree/ Don't know or Neutral/ Disagree/ Strongly disagree.
2. Pose a series of questions or scenarios inviting each child to consider their preferred response.
3. Invite everyone to stand at a point along the line, between the two ends of the spectrum, which most-closely reflects their preference.
4. Once positioned, ask a few children to explain their stance. 
5. Repeat the process for each question.
'''Possible Questions:'''
- Do you think Biryani should be the official dish for Bengaluru?
- Do you think RCB is the best cricket team in IPL?
- Do you think plants feel pain?
- Do you think Aliens exist?
- Do you think school is a fun space?
- Do you think using bad words is okay?
- Do you think group activities better than solo activities in the classroom?
- Do you like it when teacher uses TV, videos, speakers in the classroom?
- Do you think children should be allowed to have cell-phones?
- Do you feel shy asking for help in the classroom?
- Do you think adults are always right?
- Do you think making friends is hard?
- Do you think you get enough time to play in school?
- Do you think girls and boys can play on the same team?
- Do you think there are some sports girls can't play or boys should not play?
- Do you think you give your 100% best in school?
| -
|
|-
|1
|11.15  to 11.45
|Rhythm game
|Build focus and sense of rhythm
|
|
|<nowiki>https://www.youtube.com/watch?v=2RhmXOrjDDs</nowiki>
|-
|1
|11.45 to 12.30
|Singing
|To introduce students to unique poems by famous poets 
To help students experience music that can be fun to learn
|<nowiki>https://www.youtube.com/watch?v=LegaRnskHSA</nowiki>
|
|
|-
|1
|12.30 to 1.30
|Lunch
|
|
|
|
|-
|1
|1.30 to 2.30
|Paper cutting
|To encourage students to use their Fine-motor skills
To encourage students to follow instruction 
To encourage and develop students imaginative skills
|<nowiki>https://www.thejoysharing.com/2020/02/paper-crafts-for-kids.html</nowiki> 
|Colour papers, Ice cream sticks(if available), Fevistick,Beads or stones(if available), Scissors
|
|-
|1
|2.30 to 3.30
|Indoor games-One minute game
|
|<nowiki>https://www.youtube.com/watch?v=ndHOQXkxhj8</nowiki>
|
|
|-
|2
|10 to 10.30
|Pair Picture Drawing
|
|Step 1- Each group will be divided into pairs that will sit with their backs turned from one another. One person will be the one that explains the object or picture that is shown to them ( member A ) and the other will be the one that will draw it, according to the description ( member B ).
Step 2 - The members of each pair will be given the instruments for completing their assigned task. Member A will be instructed not to show the image they received to their partner. Member B will be instructed not to peek at their partner’s image. If one of the two rules mentioned above is broken, the team is instantly disqualified. 
Step 3 - After the timer is set, member A will begin to describe the object they’re seeing without revealing its actual name. Member B will attempt to understand what they’re being told, guess the object, and draw it on a piece of paper.
Step 4 - When the time is up, the pair will showcase their results and see how the information has traveled from one player to the other. If member B has successfully drawn the right object, the team to which the pair belongs gains one point.
|Few pictures for children to draw(depends on wheteher we give same image for all or different image for different pair)
|
|-
|2
|10.30 to 11.45
|Treasure hunt
|
|Briefly explain all the activities in the mini-games.
▪ Step 1 : pick a cool team name 
▪ Step 2: Arrange flashcards for months in a year in correct sequence
▪ Step 3: 2 children to recite the given tongue twister correctly 5 times 
▪ Step 4: Bring/ show items corresponding to any 6 colours
▪ Step 5: Identify the different emotions shown in the flashcards
▪ Step 6: Make a puppy face using origami
▪ Step 7: List 5 objects based on each shape circle, square, rectangle.
▪ Step 8: Tangram Activity - Arrange the cards into the shapes provided.
▪Step 9:  Select one ‘model’ from the team, put the correct labels for “Body parts” on the model using tape
▪ Step 10: Write your team name on a sheet, ask the facilitator to click a group picture with the sheet (final activity)
|
|◦ Flashcards – months of the year
◦ Flashcards depicting different emotions 
◦ Origami paper and instructions for making puppy face
◦ Sketch pens
◦ Flashcards – Body Parts 
◦ Masking Tape
◦ Tangram activity cutouts and sheet with shapes
◦ stickers
◦ progress/ tracker sheet for each team (facilitator to add a smiley for each of the tasks completed) – can mark if help card was used/ can be attached to the progress sheet.
|-
|2
|11.45 to 12.30
|Singing
|
|<nowiki>https://www.youtube.com/watch?v=LegaRnskHSA</nowiki>
|
|
|-
|2
|12.30 to 1.30
|Lunch
|
|
|
|
|-
|2
|1.30 to 2.30
|Web of life
|Provide opportunities and materials for learners to: See how one organism is connected to other organisms in an ecosystem.
Use a model to understand the interdependence of organisms in an ecosystem.
|1. Make groups of 6 children& make them sit in a circle.
2. Keep index cards in the middle and ask each child to take an index card from a pile and hold it up so that everyone can see the name of the organism on the card.
3. Give a ball of twine to the child with the tree card and ask him/her to start off the game by tossing the ball of twine to someone else in the circle.
4. The child who catches the ball tries to explain how the organism on his or her card interacts with the tree. Allow anyone in the group,
5. Next, the child who caught the ball holds onto the string and tosses the ball to a third child.
6. The third child explains how the organism on his or her card interacts with the second child's organism. If the child gets stuck, anyone in the game can make a guess.
7. The game continues until everyone has had a turn at catching the twine
The twine is now complex and tangled - everyone in the group is connected to everyone else.
Players can also talk about how their organisms are connected to others that came up earlier in the game.
|Index cards, Marker or Pen, Ball of twine
|Choose one of the organisms in the game. Can anyone predict what would happen if it was removed from the web? Which other organisms would be affected?
What would happen if you cut the twine with scissors? What effect would this have on the ecosystem?
|-
|2
|2.30 to 3.30
|Leaf shading and Bark shading
|
|Provide different types of leaves. Make leaf rubbings by putting the leaf on a piece of cardboard or a clipboard, covering it with the paper, and rubbing the crayon over it. Ask each student to put the leaves under a sheet and rub it on the paper with the help of pencil to get the impression of leaf.
|Different set of leaves
|
|-
|3
|10 to 10.30
|Welcome and Ice-breaking activities
|1.Establishing a positive and engaging atmosphere for the day's activities; 
2.Encouraging students to actively listen to their peers.
3.Getting familiarised with participants and the languages they are comfortable in.
|Ice-breaking activities (Name game and Salma Says)
|
|Can get a sense of energy and enthusiasm levels of students, plus what activities they prefer; Can also help build focus
|-
|3
|10.30 to 11.30
|Sounds around Us
|1. Building students listening skills and focus.
2. Helping students identify/ connect sounds effects with different locations/ settings.
|1. What’s that Sound?: Children listen to different sound effects and identify the setting/ situation;
2. Welcome to…: Children are given a setting/ situation and the facilitator steps out for 1 minute. When they come back, children are supposed to create the ambient sounds for the specific situation. Facilitators provide feedback with each round.
|
|Students can be made to understand and listen for sound effects and ambient sounds – progressively working on building listening skills. Multiple languages can be used.
|-
|3
|11.30 to 12.30
|Storytelling Session - Introduction to storytelling and exploring emotions through stories
|1. Introducing children to the art of storytelling and its role in expressing emotions and ideas.
2. Explore various emotions and how we express them.
|1. Story Circle: Children sit in a circle as the facilitator tells a story with vivid expressions and emotions, encouraging children to imagine and feel along with the characters.
2. Video - inside out
3. Emotion Charades: Children take turns acting out different emotions while others guess the emotion being portrayed.
|Chits for different situations/ emotions in Charades
- Bilingual story playing
|Students can be divided into groups based on their comfort, shyness, age group so that all groups are a diverse mix
|-
|
|12:30 to 1:30
|Lunch
|
|
|
|
|-
|3
|1.30 to 2:45
|Story-read alouds/ Drama
|1. Promote linguistic diversity and appreciation through collaborative story creation and acting.
2. Enhance children's language skills and creativity.
|In groups, students will be given a prompt for they have to create a story and then enact it with sound effects and (multilingual) dialogues. Students will be given time to prepare, peers will vote for the best performance.
|
| - Shyness may be less now as compared to back to school time. 
They know us better and know each other as well. We can give them an incentive to do well. The team that performs well will get something.
- 1. Is the child participating/ contributing? 2. Is the child able to form sentences? In what language?,
3. Confidence/fear and expression?
|-
|3
|2:45 to 3.30
|Wind up
|
|Consolidate all that we have done in the two days. Get their opinions, what they liked and why, their favourite part, next time what changes can we bring in, what other activities would you like, What they didn't like, etc
|
|
|}

===Resources:===

# Spectrum game - reference link : <nowiki>https://www.youtube.com/watch?v=GX0SFxiFBoM&list=PLBVNJo7nhINSaQvW3YclzZ6465EnL34CD&index=20</nowiki> 

[[Category:TIEE]]