ISA Dossier Project Report 2019-20 (Hollotoli School)_final

Score sheets























Special Assembly Activity-2 With the aim to show case and celebrate the vibrant culture and heritage of India, our school observed the annual ‘Heritage Week’ from 3rd Sept to 16th Sept 2019. The Heritage club conducted special assembly on the topic, ‘Preservation and Conservation of Cultural Heritage.’



India is a diverse country with 9 Union Territories and 28 different states each having their own set of cultures and traditions, clothing, language and many minute details. The special assembly featured a ramp walk showcasing the different attires of the nation which were geared towards showing the diversity and splendour of the nation. The stage was radiated with a spirit of unity and diversity, beautifully exhibiting the uniqueness of different cultures and traditions.



The ramp walk was followed by a folk dance by the senior boys which represented a display of the rich culture of Nagaland. Nagaland is exotic in all forms, rich in primeval beauty and most importantly the traditional dance. Music and dance play a huge part in Naga culture and any event won’t conclude without a folk dance. The aim and objective was to enable children to create a sense of pride and honour in wearing their traditional and culture and to instill in the minds of students the importance of cultural diversity and to let students learn the traditional folklore, folk songs and dances. The dance also denoted strength and unity of communities. The people of Nagaland believe in togetherness hence you will notice all their dances are presented in groups.



When reciting poetry students are given the freedom to express feelings to their audience. It is a form of self-expression with the creativity of words and emotion to convey a message to the audience. In doing so, the poem is brought to life with the passion and vocal expression of the presenter. A beautiful poem- ‘Bhartiya Sanskriti’ was recited by Paridhi Jain of class X about the natural beauty and heritage of our country. In the course of history, music is the greatest creation of mankind. Creativity in the pure and undiluted form is the true definition of music. It is an important part of our life as it is a way of expressing our feelings as well as emotions. The special assembly concluded with the school choir presenting to the audience with a beautiful song titled “When you believe.”



INTER HOUSE HERITAGE DISPLAY BOARD COMPETITION Activity-3 Theme: Embracing Cultural Heritage An Inter-house Heritage display board competition was organized by the Social Science Department Hollotoli School on 16th Sept, 2019 as a part of the ISA project. The topic for this competition was ‘Embracing Cultural Heritage’ wherein the four houses – Uranus, Venus, Jupiter and Mars had to depict the cultural heritage of Japan, China, South Korea and India respectively as part of the competition. The objective of the event was to inculcate the values of embracing and appreciating the varied cultural heritage among the students, and to develop a comprehensive understanding of the essential cultural heritage with special reference to the countries of Japan, China, South Korea and India. The pride of belonging in an inter connected world can come from within only when students learn about the richness of the varied cultures, traditions and history of these countries. Each house worked beyond the boundaries to do justice to the topic as well as to the competition. Students after gathering information prepared beautiful and creative display boards under the careful guidance of the teacher in charges.

Jupiter House eagerly working on the board

Venus House giving their best to win the competition

Uranus house symphonizing beautifully to wear the winner crown of the competition

Mars House in progress

Group photo after the board completion





URANUS HOUSE: JAPANESE CULTURE Japan has a fascinating and multifaceted culture; on one hand it is steeped in the deepest of traditions dating back thousands of years; on the other it is a society in a continual state of rapid flux, with continually shifting fads and fashions and technological development that constantly pushes back the boundaries of the possible. Some of the areas where the students engaged in projecting the Japanese Culture were: FOOD: When it comes to food, the Japanese are among the most enthusiastic and passionate of any race. For this reason many towns and cities in Japan are known first and foremost for their local speciality, whether it be a type of sweet, fish, noodle, seaweed or tofu etc. GEISHA: The distinctive white face, red lips and elaborately decorated hairstyle of the Geisha is an enduring image portrayed throughout the globe as the entrance to a world to which most of us mere mortals are not invited. From somewhat seedy beginnings, the current world of the geisha remains a mystery to most foreigners and Japanese alike. SAMURAI: For those interested in Japanese history, samurai culture and the role this military class played in shaping Japan is a fascinating one. Although samurai no longer exist, the influence of these great warriors still manifests itself deeply in Japanese culture and samurai heritage can be seen all over Japan.

CHERRY BLOSSOM: Spring in Japan can only mean one thing: cherry blossom. The cherry blossom (or sakura) \"front\" sweeps along the length of the country each year, beginning with Okinawa in the far south in February and working its way along Japan to northern Hokkaido in May. VENUS HOUSE: CHINESE CULTURE China’s national heritage is both tangible and intangible, with natural wonders and historic sites, as well as ethnic songs and festivals included. Some of the key aspects of Chinese culture that were displayed by this house included: CHINESE DRAGON: Chinese dragons are powerful and benevolent symbols in Chinese culture. Dragons are everywhere in China — in legends, festivals, astrology, art, names, and idioms. Dragons are seen as lucky and good — quite different to the evil, dangerous, fire-breathing dragons of most Western stories. CHINESE CALLIGRAPGHY: Chinese Calligraphy is a traditional form of writing characters from the Chinese language through the use of ink and a brush. It is a tradition that is rooted in China through centuries of practice.

GIANT PANDAS: Increasingly used as the emblem of China, the cuddly and lovable giant panda lives nowhere else in the world outside captivity. The giant panda is on the WWF logo and is known as a 'national treasure' in China. CHINESE NEW YEAR: Chinese New Year, also known as Lunar New Year or Spring Festival, is China's most important festival. It is also the most important celebration for families and a week of an official public holiday. Every street, building, and house where Spring Festival is celebrated is decorated with red. Red Chinese lantern hang in streets; red couplets are pasted on doors; banks and official buildings are decorated with red New Year pictures depicting images of prosperity. MARS HOUSE: KOREAN CULTURE Korean culture is very interesting and full of wonderful traditions. The following are some key areas that students of this house highlighted upon: HANBOK: Hanbok was the everyday dress of Koreans for thousands of years before the opening of the country to the West. Western dress has supplanted the hanbok almost everywhere, but even urban dwellers

commonly still wear it on special occasions such as important family meetings, holidays, weddings, and funerals. KOREAN ART CULTURE: Traveling troupes that performed shadow or puppet plays, did acrobatics and juggling, danced and sang, and performed versions of court or popular entertainments were long a feature of Korean village and provincial town life. CELEBRATIONS AND FESTIVALS: Festivals have great importance in Korean life. Korean festivals are full of life, light, joy and laughter and they are celebrated all throughout the year. Most celebrations are related to family and harvest. JUPITER HOUSE: INDIAN CULTURE The culture of India is one of the oldest and unique. In India, there is amazing cultural diversity throughout the country. The Indian culture varies like its vast geography. People speak in different languages, dress differently, follow different religions, eat different food but are of the same temperament. Some of the key highlights of the board were:

TAJ MAHAL: The Taj Mahal is the only one of its kind across the world. The monumental labour of love of a great ruler for his beloved queen. The ultimate realization of Emperor Shahjahan's dream. One of the wonders of the world. PERFORMING ARTS: Dance in India has an unbroken tradition of over 2,000 years. Its themes are derived from mythology, legends and classical literature, two main divisions being classical and folk. Classical dance forms are based on ancient dance discipline and have rigid rules of presentation. Important among them are Bharata Natyam, Kathakali, Kathak, Manipuri, Kuchipudi and Odissi. NATIONAL FLAG: The National Flag is a horizontal tricolour of deep saffron (kesaria) at the top, white in the middle and dark green at the bottom in equal proportion. NATIONAL ANIMAL: The magnificent tiger, Panthera tigris is a striped animal. It has a thick yellow coat of fur with dark stripes. The combination of grace, strength, agility and enormous power has earned the tiger its pride of place as the national animal of India. NATIONAL BIRD: The Indian peacock, Pavo cristatus, the national bird of India, is a colourful, swan-sized bird, with a fan-shaped crest of feathers, a white patch under the eye and a long, slender neck. NATIONAL FLOWER: Lotus is the National Flower of India. It is a sacred flower and occupies a unique position in the art and mythology of ancient India and has been an auspicious symbol of Indian culture since time immemorial.

RESULTS FROM THE JUDGES: The display boards were judged based on the parameters of creativity, control, accuracy and relevance to the topic, visual impact, art skill, quality and overall presentation. Respected Principal Ma’am Suparna Roy Choudary, Ma’am Rharhȕ and Sir Molendro did the honour of doing the final judgment which was truly a challenging task. Each house participated with great zeal and enthusiasm and put in their best efforts by giving a strong fight to the competition. The first position was bagged by Uranus House and Venus House secured the second position.

WINNER HOUSE: URANUS HOUSE

RUNNERS UP HOUSE: VENUS HOUSE

JUDGE’S SCORESHEET:





https://www.youtube.com/watch?v=YjEsrnN6neA

Student report



2 ACTIVITY COVER SHEET Activity number HOLLOTOLI SCHOOL School Name Title of activity Seeds and shoots Teacher responsible Ms. Rharhü Mocha, Mrs. Sievino Other staff involved Mrs. Lucia, Mrs. Cynthia, Mr. Abenthang, Mr. Samuel Subjects involved English, Maths, EVS, art, craft, motor skills Brief details of the aim, content Aim: and outcomes of the activity 1. To make the students aware that plants are one of the most essential of food. 2. To make the students aware that plants work as medicines. 3. To make the students understand that people across the countries depend on plants as food for survival. Content: 1. Briefing about the activities: The students were highlighted about the garden week and the various activities that involved a hands-on experience. 2. Activities: a) Planting and watering: The students of classes Nursery & Preparatory were involved in ploughing and planting seeds like spinach, bok choy, coriander, beans, pumpkin, also chilli, onion and potato (as they eagerly brought other saplings and seeds). They planted the seeds in the vegetable plot. b) Seed book: As part of the activity, the students were asked to bring seeds of five different kinds. They were asked to write the names of the seeds on the book and paste the seeds accordingly. In doing this activity, the students could actually seed the size, colour and shape of the different kinds of seeds. c) Board display (seeds and shoots): After the students were given the knowledge about germination (seeds and shoots), the students were asked to draw the steps of germination and colour it. The students could understand and learn how the plants grow out of seeds and provide us food. d) Food making using play dough: Students were given play dough to make foods for birds, animals and human beings. The main motive was to make them learn that all living beings need food for survival. Their motor skills were also strengthened in doing this activity.

e) Singing songs/reciting poems: Along with the rest of the activities the students were taught songs and poems related to gardening. They performed with action with great joy. Countries explored 3. Outcome: Link school(s)  Have an understanding of the people of the Other sources of information countries- India, Korea and Japan, as how they Time period of activity depend on plants for survival Number of students involved in  Develop a sense to care for the nature. the activity  Know the importance of each plant and leaves. Age range of students involved  Learn the art of planting (gardening). Type of evidence included  Have a different outlook towards plants around the world as medicine and also consider plants as healthy food. India, Korea and Japan Videos, pictures, internet, you tube 1 week (November) 67 students 4-6 years Circular sent to parents, photographs, video clippings, teacher’s report

TEACHER’S REPORT

REPORT The earth has always provided the people with food and shelter which is the primary need for survival. More food was grown and shelter was made for the sustenance of life. To make the students aware of the life on land, the environment, and the basic necessities, ‘Garden week’ was organized for classes Nursery and Preparatory. The motive behind the activity was to inculcate the students to learn and understand the art of working for living- planting vegetables and fruits, getting to know the benefits of plants (of each leaves and roots), and also know that plants are used as medicines, and how all these relate to people across the world. The project also focussed in engaging the students in various activities like planting, watering, singing and reading poems about gardening, making seed books, making food for birds, animals and human beings using play dough, painting bugs on stones, board displays and also introducing countries like India, Japan and Korea about their dependent on plants for food and medicine. The students while doing the activities acquired knowledge and skills pertaining to subjects like English, Maths, EVS, Art, Craft and motor skills. They also learned about healthy food and how the plants are grown and prepared in various ways for eating. The students also learned about the types of seeds, shapes and colours of vegetables and fruits, and also how to care for nature. The students had a good hands-on experience in doing all these activities and has benefited in their learning. Miss RharhÜ Mocha Mrs Sievino Kiso

Notice sent to parents regarding the Garden week for Nursery and Preparatory students asking to them to send variety of seeds

Activity Garden week: Seeds and shoots With a vision to make the students have a better outlook towards the environment and the plants, the school organized a garden week for classes Nursery and Preparatory (Prep) from to 11th to 13th November , 2019. The aim was to make the students see and learn how people around the world depend on plants for survival and how plants are also taken as medicines, and also, have a thought to care for nature. Aim: To make the students aware of the environment and of plants as how people from all over the world depend on plants for food and medicine. The aim of the project is also to inculcate the students to work and grow plants (vegetables and fruits) for food and also learn the art of gardening and watering. Motor skill development is also improvised as the students involve in the activity. Garden week activities: 1. Planting and watering. 2. Make a seed book of five different kinds of seeds. 3. Board display. 4. Make food for birds, animals and human beings using play dough. 5. Read poems or sing songs about gardening . Steps followed for the activities: 1. Parents were notified about the programme. 2. The students were asked to bring various kinds of seeds and also spades for planting seeds of vegetables and fruits in the school garden. 3. Garden plot was cleaned. 4. Students were introduced to three countries- India, Korea and Japan, who depends on plants for food and medicine. 5. Students were involved in all the activities.

The activities: Planting and watering The students were introduced about the countries – India, Korea and Japan. There was a class discussion about the food that all these countries take in general, and how people of these countries depend on plants for food and medicine. The class also talked about how to grow food of various kinds for survival. The students were also highlighted about the various kinds of seeds that grows and how people eat both the roots and leaves and fruits and vegetables. The students were able to understand that there are varieties of colours in fruits and vegetables and how all these plants are healthy and provide supplements to our body. For gardening, the students lined up according to their class and section and planted the seeds with the guidance of the teachers. They used small spades for ploughing the soft mud and some planted seeds in line according to the plots that were allotted for various vegetables. After the plantation, they watered the seeds. Watering was continued for few weeks, each class taking turns every alternative day. The students also cleaned the garden after plantation.