Discrete Modelling (DM)

Click on any of these Discrete Modelling (dm) tabs to learn how it is played (Play Plan) and its key learning areas

CONNECT FOUR:

Play Plan

Key Learning Areas

GENERAL INFORMATION	Prerequisites: Counting Play arena: Tactile Connect Four Board consisting of coins of 2 types with 2 different textures. Alternatively, a regular Connect Four Board with one set of coloured coins are marked with a tactile sticker at the centre. Number of players: 2 to 5
GAME OVERVIEW & BASIC RULES FOR PLAY	The objective of this game is to make a straight line of four with the coins of the same texture. The line can be vertical, horizontal or diagonal. This game is played on a vertical board which has 7 hollow columns and 6 rows. Each column has a hole in the upper part of the board, where the coins are introduced. There is a window for every square, so that the coins can be seen or felt from both sides. In short, it is a vertical board with 42 windows distributed in 6 rows and 7 columns. Both players have a set of 21 thin pieces (like coins); each of them uses a set with different texture. The board is empty at the start of the game.
PLAY SESSION PLANS:	SESSION 1: BEGINNERS SESSION – COUNTING Introduce the board and the coins to children. Allow them to explore the board. Explain that there are 6 rows and 7 columns. Coins are dropped from the upper holes. They slide downward and settle down on the last row or pile up on the last coin if introduced in the same column earlier. Take one coin from each set and ask them to understand the difference. They would be able to feel different textures on both coins. Inform that there are a total of 42 coins, 21 coins have the same texture. Explain the seating position to them. This game is played between 2 players, they would sit opposite each other. The board is kept perpendicular between them. There are few variations in this session. First variation is for those children who have difficulty in counting numbers. The first player would think about any random number between 1 to 21 and drop coins in the board while counting loud. The second player would follow and drop the same number of coins in the board. The next variation can be played in the form of skip counting. The players are expected to be proficient in basic counting. Here, the first player would drop coins by counting in 2s (2, 4, 6 and so on). They can continue playing in the same manner by doing skip counting of 3, 4 and 5. It would be helpful if they also count how many coins are remaining with them as and when they are dropping coins on the board. This would help them to practice backward counting simultaneously. SESSION 2: CONNECTING THE DOTS Once children have played the beginners level a sufficient number of times, explain the rules of playing the actual game. Before starting, players decide among themselves as who will be the first player. Each player drops a coin in the board alternately. The winner is the first player who gets a straight line made with four coins of the same type or texture with no gaps between them. The four coins can be vertical, horizontal or diagonal. Start playing a few practice games to understand the game better. Observe whether children have understood the rules thoroughly and are playing correctly. SESSION 3: SYMMETRY Introduce this session when children are thorough with the game and have played enough number of times. This session is about creating symmetry. A player uses only the first 3 columns from his side of the board. Distribute coins equally with a mix of both textures. The first player drops a coin, then the other player follows the same pattern of dropping coins on his side of the board. The idea is to create symmetrical designs on both sides of the board. To make this game a little more interesting, a player can make a design of his choice on his side of the board using 10 to 15 coins at one go. The other player tries to make the same design on the other side of the board. Both of them would check if the designs are similar. Whichever player matches the design maximum number of times successfully, wins the game series. SESSION 4: PATTERN One player starts by making any pattern by completely filling the first row with a mix of both types of coins. The next player would form the same pattern on top of the first row. This game can continue with 4 more players making the same pattern in their respective rows. Observe how creative they can get in making patterns of their own. Note that this game of pattern formation can be played between 2 to 5 players either in horizontal or vertical way on the board.

GENERAL INFORMATION

Prerequisites: Counting
Play arena: Tactile Connect Four Board consisting of coins of 2 types with 2 different textures.
Alternatively, a regular Connect Four Board with one set of coloured coins are marked with a tactile sticker at the centre.
Number of players: 2 to 5

GAME OVERVIEW & BASIC RULES FOR PLAY

The objective of this game is to make a straight line of four with the coins of the same texture. The line can be vertical, horizontal or diagonal.
This game is played on a vertical board which has 7 hollow columns and 6 rows. Each column has a hole in the upper part of the board, where the coins are introduced. There is a window for every square, so that the coins can be seen or felt from both sides.
In short, it is a vertical board with 42 windows distributed in 6 rows and 7 columns.
Both players have a set of 21 thin pieces (like coins); each of them uses a set with different texture. The board is empty at the start of the game.

PLAY SESSION PLANS:

SESSION 1: BEGINNERS SESSION – COUNTING

Introduce the board and the coins to children. Allow them to explore the board. Explain that there are 6 rows and 7 columns. Coins are dropped from the upper holes. They slide downward and settle down on the last row or pile up on the last coin if introduced in the same column earlier.
Take one coin from each set and ask them to understand the difference. They would be able to feel different textures on both coins. Inform that there are a total of 42 coins, 21 coins have the same texture.
Explain the seating position to them. This game is played between 2 players, they would sit opposite each other. The board is kept perpendicular between them.
There are few variations in this session.
First variation is for those children who have difficulty in counting numbers. The first player would think about any random number between 1 to 21 and drop coins in the board while counting loud. The second player would follow and drop the same number of coins in the board.
The next variation can be played in the form of skip counting. The players are expected to be proficient in basic counting. Here, the first player would drop coins by counting in 2s (2, 4, 6 and so on). They can continue playing in the same manner by doing skip counting of 3, 4 and 5.
It would be helpful if they also count how many coins are remaining with them as and when they are dropping coins on the board. This would help them to practice backward counting simultaneously.

SESSION 2: CONNECTING THE DOTS

Once children have played the beginners level a sufficient number of times, explain the rules of playing the actual game. Before starting, players decide among themselves as who will be the first player. Each player drops a coin in the board alternately.
The winner is the first player who gets a straight line made with four coins of the same type or texture with no gaps between them. The four coins can be vertical, horizontal or diagonal.
Start playing a few practice games to understand the game better.
Observe whether children have understood the rules thoroughly and are playing correctly.

SESSION 3: SYMMETRY

Introduce this session when children are thorough with the game and have played enough number of times.
This session is about creating symmetry. A player uses only the first 3 columns from his side of the board.
Distribute coins equally with a mix of both textures.
The first player drops a coin, then the other player follows the same pattern of dropping coins on his side of the board. The idea is to create symmetrical designs on both sides of the board.
To make this game a little more interesting, a player can make a design of his choice on his side of the board using 10 to 15 coins at one go. The other player tries to make the same design on the other side of the board.
Both of them would check if the designs are similar. Whichever player matches the design maximum number of times successfully, wins the game series.

SESSION 4: PATTERN

One player starts by making any pattern by completely filling the first row with a mix of both types of coins. The next player would form the same pattern on top of the first row.
This game can continue with 4 more players making the same pattern in their respective rows.
Observe how creative they can get in making patterns of their own.
Note that this game of pattern formation can be played between 2 to 5 players either in horizontal or vertical way on the board.

Market:

Play Plan

Key Learning Areas

GENERAL INFORMATION	Prerequisites: Number Identification Number of players: 2 groups of up to 6 children in each
GAME OVERVIEW AND BASIC RULES FOR PLAY	During the different sessions of this market game, children will have fun shopping and selling, while at the same time learning valuable money skills. It is essential to have braille play money before beginning the sessions. To make play money, cut up braille paper into small rectangles. Then write down the values in Braille: 10, 20, 50, 100, 200, 500 and 2000. Then make some small round coins to represent 1, 2, and 5 rupees. The coins can be represented as small rough circles of braille paper.
PLAY SESSION PLANS:	SESSION 1: Ask the children what they know about money. Why do people need money? What do people use it for? Have they ever handled money? Introduce the play money to them. Distribute randomly among the class. Explain that real money is somewhat similar, but in print. Ask each child what all denominations they got. Explain that these are the denominations available in real life as well. Also talk to the children about their experiences around going shopping. Who did they go with, what did they buy, etc. Now that the children are used to the currency they will be using for play, introduce them to their play area. The play area can be a classroom, a Hall, or and outdoor space, as long as it is set up with stalls that the children can navigate around. Each stall, which could perhaps consist of a desk, could carry a certain type of play merchandise. For example, one desk could be the bookshop, another could be a grocery store, and yet another could be a toy shop. Make sure that there are 4-5 stalls for the children to navigate. Now show the children around the area and make sure that they understand where each stall is located. Gently quiz them about how to get from one stall to another. For example, how might a child go from the grocery shop, from where he has finished buying groceries, to the bookshop to buy books? SESSION 2: Set up the play area as before. Make sure that all the stalls, furniture, etc are placed exactly as in the previous session. Now, divide the children into 2 equal (or close to equal) groups. Tell them that they are going to play a shopping game. One group will act as the shopkeepers and the other will act as the customers. Distribute equal amounts of money to the children who are the customers. Each shopkeeper can sell a different item, such as books, toys, food items, etc. Have some real items ready at hand that they can pretend to sell. As a class, discuss and decide what each item will cost. The children can now go around and buy whatever they are interested in, and pay for them using the play money. Dealing in money, calculating change, etc are all the children can enjoy. This time, help the children with calculations if they need help. Switch the groups after a while so the the customers become the shopkeepers and vice versa. SESSION 3: In this session, experiment with price tags for each item. The children can help make the tags as a part of the session itself. To make the tags, cut up braille paper into small, rectangular shaped pieces. Discuss with the children about what could be possible prices of the items. It is essential to use realistic prices for the items, as the children may otherwise perhaps misunderstand the real price of items. Now, tape / staple the tags onto the items. Now, play as before, with one group of children pretending to be the shopkeepers and one pretending to be the customers. Let each person figure out the prices from the tags and calculate their budget to see what items they can buy within their budget. Switch the groups after a while so the the customers become the shopkeepers and vice versa. SESSION 4: This time, play the game as before, but have the shopkeepers write up bills for their customers. Have a billing counter, where the shopkeeper examines the price of each item, does the calculations, and writes up the total and gives it to customers as a bill. The customer should look at the bill, double-check the items, and pay the total. Conclude with a discussion of shopping at home, and how children can help in shopping. Some other points of discussion can be the identification of currency by people who are blind and visually impaired, lack of labels in braille, etc.

GENERAL INFORMATION

Prerequisites: Number Identification
Number of players: 2 groups of up to 6 children in each

GAME OVERVIEW AND BASIC RULES FOR PLAY

During the different sessions of this market game, children will have fun shopping and selling, while at the same time learning valuable money skills.

It is essential to have braille play money before beginning the sessions. To make play money, cut up braille paper into small rectangles. Then write down the values in Braille: 10, 20, 50, 100, 200, 500 and 2000. Then make some small round coins to represent 1, 2, and 5 rupees. The coins can be represented as small rough circles of braille paper.

PLAY SESSION PLANS:

SESSION 1:

Ask the children what they know about money. Why do people need money? What do people use it for? Have they ever handled money?
Introduce the play money to them. Distribute randomly among the class. Explain that real money is somewhat similar, but in print.
Ask each child what all denominations they got. Explain that these are the denominations available in real life as well.
Also talk to the children about their experiences around going shopping. Who did they go with, what did they buy, etc.
Now that the children are used to the currency they will be using for play, introduce them to their play area.
The play area can be a classroom, a Hall, or and outdoor space, as long as it is set up with stalls that the children can navigate around. Each stall, which could perhaps consist of a desk, could carry a certain type of play merchandise. For example, one desk could be the bookshop, another could be a grocery store, and yet another could be a toy shop. Make sure that there are 4-5 stalls for the children to navigate.
Now show the children around the area and make sure that they understand where each stall is located.
Gently quiz them about how to get from one stall to another. For example, how might a child go from the grocery shop, from where he has finished buying groceries, to the bookshop to buy books?

SESSION 2:

Set up the play area as before. Make sure that all the stalls, furniture, etc are placed exactly as in the previous session.
Now, divide the children into 2 equal (or close to equal) groups. Tell them that they are going to play a shopping game. One group will act as the shopkeepers and the other will act as the customers.
Distribute equal amounts of money to the children who are the customers.
Each shopkeeper can sell a different item, such as books, toys, food items, etc. Have some real items ready at hand that they can pretend to sell.
As a class, discuss and decide what each item will cost.
The children can now go around and buy whatever they are interested in, and pay for them using the play money. Dealing in money, calculating change, etc are all the children can enjoy.
This time, help the children with calculations if they need help.
Switch the groups after a while so the the customers become the shopkeepers and vice versa.

SESSION 3:

In this session, experiment with price tags for each item.
The children can help make the tags as a part of the session itself.
To make the tags, cut up braille paper into small, rectangular shaped pieces.
Discuss with the children about what could be possible prices of the items. It is essential to use realistic prices for the items, as the children may otherwise perhaps misunderstand the real price of items.
Now, tape / staple the tags onto the items.
Now, play as before, with one group of children pretending to be the shopkeepers and one pretending to be the customers.
Let each person figure out the prices from the tags and calculate their budget to see what items they can buy within their budget.
Switch the groups after a while so the the customers become the shopkeepers and vice versa.

SESSION 4:

This time, play the game as before, but have the shopkeepers write up bills for their customers.
Have a billing counter, where the shopkeeper examines the price of each item, does the calculations, and writes up the total and gives it to customers as a bill.
The customer should look at the bill, double-check the items, and pay the total.
Conclude with a discussion of shopping at home, and how children can help in shopping.
Some other points of discussion can be the identification of currency by people who are blind and visually impaired, lack of labels in braille, etc.

Treasure Hunt:

Play Plan

Key Learning Areas

GENERAL INFORMATION	Prerequisites: Reading comprehension, basic operations of mathematics. Play arena: A familiar place with less obstructions. Number of players: 6-8
GAME OVERVIEW AND BASIC RULES FOR PLAY	The objective of the game is to solve all the clues/questions and be the first to solve the last clue to get the treasure. The game starts by giving them their first clue/question, after solving each clue they would get their next clue. Whoever solves the last clue first would get the treasure and is the winner of the game.
PLAY SESSION PLANS:	SESSION 1: Form 3 or 4 groups, 2 students in each group. Explain to them that they have to read and solve each clue/question and after solving that clue they will get their next clue which would take them close to the treasure. After solving their final clue they would get the treasure. Make sure the clues are simple and include calculations/concepts with which the children are familiar. Also after each clue, mention the navigation part and description of where the next clue is. For example: enter the main door, turn to your left and walk 5-6 steps and you will find a table, you next clue will be inside the box which is on the table. Some children might be comfortable in moving around or in solving the clues, while some others may need some help to move or to comprehend the clues. Help those who are not being able to do so. The game ends when the last clue is being solved, whoever solves the last clue first, would get the treasure and is the winner of the game. SESSION 2: Ask the children if they remember the game. If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about. When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own. Make sure the children are solving the clues correctly. You can change the clues for each game and include questions related to concepts which are already being introduced to the children.

GENERAL INFORMATION

Prerequisites: Reading comprehension, basic operations of mathematics.
Play arena: A familiar place with less obstructions.
Number of players: 6-8

GAME OVERVIEW AND BASIC RULES FOR PLAY

The objective of the game is to solve all the clues/questions and be the first to solve the last clue to get the treasure. The game starts by giving them their first clue/question, after solving each clue they would get their next clue. Whoever solves the last clue first would get the treasure and is the winner of the game.

PLAY SESSION PLANS:

SESSION 1:

Form 3 or 4 groups, 2 students in each group.
Explain to them that they have to read and solve each clue/question and after solving that clue they will get their next clue which would take them close to the treasure.
After solving their final clue they would get the treasure.
Make sure the clues are simple and include calculations/concepts with which the children are familiar.
Also after each clue, mention the navigation part and description of where the next clue is. For example: enter the main door, turn to your left and walk 5-6 steps and you will find a table, you next clue will be inside the box which is on the table.
Some children might be comfortable in moving around or in solving the clues, while some others may need some help to move or to comprehend the clues. Help those who are not being able to do so.
The game ends when the last clue is being solved, whoever solves the last clue first, would get the treasure and is the winner of the game.

SESSION 2:

Ask the children if they remember the game.
If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about.
When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own.
Make sure the children are solving the clues correctly. You can change the clues for each game and include questions related to concepts which are already being introduced to the children.

Steps to Treasure:

Play Plan

Key Learning Areas

GENERAL INFORMATION	Prerequisites: Counting and sorting Play arena: A familiar place with less obstruction 3 chairs/stools 3 plastic boxes/jars with lid cotton/tissue paper, pulses, chocolates/toffees (3 or 4 in number), empty bag/trouser with 3-4 pockets Big bowl, some pebbles/beads. Number of players: 4-5
GAME OVERVIEW AND BASIC RULES FOR PLAY	The objective of the game is to follow the clues/instructions and move around in their room to find the treasure. The game starts by giving them their first clue/instructions, after solving each clue they would get their next clue. Whoever solves all three clues first, would be the winner of the game. NOTE: All the below mentioned instructions and clues will be given by the parents; they can modify the instructions as per the availability and space. Materials and instructions for the parents: Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit. And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is. On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar. On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket. One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets. Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place. Materials and instructions for the parents: Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit. And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is. On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar. On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket. One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets. Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place.
PLAY SESSION PLANS:	SESSION 1: Tell children that today’s game is all about movements, moving their bodies. In the first session, they will have to do small exercises with their right and left hands and legs. Ask each child to lift up their right hand first then the left hand. Instruct them to shake their hands. After that they will put their hands down and they would touch and identify their left and right legs simultaneously. Ask them to stand up in their place. Tell them that when you say “turn right”, they should turn their whole body towards their right just once and stop. Similarly, do it for their left side. Inform them that they are going to sing the Boogie and Woogie song with actions. The actions would be, for the phrase “right hand in”, they would stretch their right hand to the front and for the phrase “right hand out”, and they would take their right hand to their back. For the legs, they would stretch to the front and back while making sure that their foot is touching the ground. Now, sing the following song, “Put your right hand in, Put your right hand out Put your right hand in And shake it all about. Do the boogie woogie (children would put their hands on their waist and slightly move their whole body side to side) Do the boogie woogie That’s what it’s all about. Put your left hand in, Put your left hand out Put your left hand in And shake it all about. Do the boogie woogie Do the boogie woogie That’s what it’s all about. Put your right foot in, Put your right foot out Put your right foot in And shake it all about. Do the boogie woogie Do the boogie woogie That’s what it’s all about. Put your left foot in, Put your left foot out Put your left foot in And shake it all about. Do the boogie woogie Do the boogie woogie That’s what it’s all about. Put your whole self in, (children would put their hands on their waist and jump) Put your whole self out Put your whole self in And shake it all about. Do the boogie woogie Do the boogie woogie That’s what it’s all about.” PLAY SESSION 2: Now the children are familiar with some movements, tell them that in this session they have to move around and find a treasure. First the child has to reach near the chair, following the instructions given by their parents and once they reach, a question/clue related to the treasure would be read out to them and they have to find the answer. The child has to search for the treasure on the chair by taking help from the clue and after finding the treasure, follow the instructions and come back to their place. Instructions: Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are. After taking these steps the child would reach near to the chair. Tell the child to explore what is there in front of them (chair) and then read their first clue For the chair with jars: Find a jar with a sweet/chocolate, identifying it with a different sound the jar makes when we shake. When the child identifies the jar, he should open it and take out the chocolate/sweets from the jar. Instruct the child to turn to their _________ (right/left), take< _________ (3/5/8 steps) forward to the reach their place from where they started. SESSION 2: As the child gets familiar with this game of moving around and taking steps, this time keep two chairs 1or 2 meter apart from each other and keep the instruction ready as per the space and distance. In this session, child has to first reach the first chair, find the treasure and then move to the second chair and solve the clue to get the final treasure. Instructions: Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are. After taking these steps the child would reach near to the first chair. Tell the child to explore what is there in front of them (chair) and then read the clue Chair with a bag/trouser: Find a sack (pocket) with a sweet? When the child finds it, he would take the chocolate out from that pocket. Instruct the child to turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the second chair. Read out the clue to the child once they reach the second chair. Chair with a big bowl: find the odd one out from the bowl? And it should be the same what you got in the first chair. When the child finds the chocolate, he can take it out. Read the next instruction of reaching to the place from where the child started. Turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the place from where they started. Now the child has to count how many chocolate he got at the end. They can eat and enjoy after finding all the treasures.

GENERAL INFORMATION

Prerequisites: Counting and sorting
Play arena: A familiar place with less obstruction

3 chairs/stools
3 plastic boxes/jars with lid
cotton/tissue paper, pulses, chocolates/toffees (3 or 4 in number),
empty bag/trouser with 3-4 pockets
Big bowl, some pebbles/beads.

Number of players: 4-5

GAME OVERVIEW AND BASIC RULES FOR PLAY

The objective of the game is to follow the clues/instructions and move around in their room to find the treasure. The game starts by giving them their first clue/instructions, after solving each clue they would get their next clue. Whoever solves all three clues first, would be the winner of the game.

NOTE: All the below mentioned instructions and clues will be given by the parents; they can modify the instructions as per the availability and space.

Materials and instructions for the parents:

Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit.
And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is.
On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar.
On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket.
One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets.

Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place.

Materials and instructions for the parents:

Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit.
And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is.
On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar.
On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket.
One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets.

Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place.

PLAY SESSION PLANS:

SESSION 1:

Tell children that today’s game is all about movements, moving their bodies.
In the first session, they will have to do small exercises with their right and left hands and legs.
Ask each child to lift up their right hand first then the left hand. Instruct them to shake their hands. After that they will put their hands down and they would touch and identify their left and right legs simultaneously.
Ask them to stand up in their place. Tell them that when you say “turn right”, they should turn their whole body towards their right just once and stop. Similarly, do it for their left side.
Inform them that they are going to sing the Boogie and Woogie song with actions.
The actions would be, for the phrase “right hand in”, they would stretch their right hand to the front and for the phrase “right hand out”, and they would take their right hand to their back.
For the legs, they would stretch to the front and back while making sure that their foot is touching the ground.
Now, sing the following song,

“Put your right hand in,
Put your right hand out
Put your right hand in
And shake it all about.

Do the boogie woogie (children would put their hands on their waist and slightly move their whole body side to side)
Do the boogie woogie
That’s what it’s all about.

Put your left hand in,
Put your left hand out
Put your left hand in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your right foot in,
Put your right foot out
Put your right foot in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your left foot in,
Put your left foot out
Put your left foot in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your whole self in, (children would put their hands on their waist and jump)
Put your whole self out
Put your whole self in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.”

PLAY SESSION 2:

Now the children are familiar with some movements, tell them that in this session they have to move around and find a treasure.
First the child has to reach near the chair, following the instructions given by their parents and once they reach, a question/clue related to the treasure would be read out to them and they have to find the answer.
The child has to search for the treasure on the chair by taking help from the clue and after finding the treasure, follow the instructions and come back to their place.

Instructions:

Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are.
After taking these steps the child would reach near to the chair.
Tell the child to explore what is there in front of them (chair) and then read their first clue
- For the chair with jars:
  Find a jar with a sweet/chocolate, identifying it with a different sound the jar makes when we shake. When the child identifies the jar, he should open it and take out the chocolate/sweets from the jar.
Instruct the child to turn to their _________ (right/left), take< _________ (3/5/8 steps) forward to the reach their place from where they started.

SESSION 2:

As the child gets familiar with this game of moving around and taking steps, this time keep two chairs 1or 2 meter apart from each other and keep the instruction ready as per the space and distance.
In this session, child has to first reach the first chair, find the treasure and then move to the second chair and solve the clue to get the final treasure.

Instructions:

Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are.
After taking these steps the child would reach near to the first chair.
Tell the child to explore what is there in front of them (chair) and then read the clue
- Chair with a bag/trouser:
  Find a sack (pocket) with a sweet? When the child finds it, he would take the chocolate out from that pocket.
Instruct the child to turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the second chair.
Read out the clue to the child once they reach the second chair.
- Chair with a big bowl: find the odd one out from the bowl? And it should be the same what you got in the first chair. When the child finds the chocolate, he can take it out.
Read the next instruction of reaching to the place from where the child started.
Turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the place from where they started.
Now the child has to count how many chocolate he got at the end.
They can eat and enjoy after finding all the treasures.

VICT

Discrete Modelling (DM)

CONNECT FOUR:

Play Plan

Market:

Play Plan

Treasure Hunt:

Play Plan

Steps to Treasure:

Play Plan

PLAY SESSION 2:

VE COMPUTATIONAL THINKING GAMES