A topic. A question.
A world to explore.
Immersive learning for STEM + STEAM: science, technology, engineering, arts, and mathematics. Find a topic, open an available experience, and invite your class to investigate.
Start with your class.
The learning roadmap.
Swipe across the table for classroom questions and launch controls.
| Class / area | Topic | Simulation & classroom question | Readiness |
|---|---|---|---|
| Class 1Science | Our senses | Sense detective Which sense helps you describe each object? | PlannedTo be built |
| Class 1Science | Living and non-living things | Living world sorter What clues suggest that something is alive? | PlannedTo be built |
| Class 1Science | Parts of a plant | My first plant How do roots, stems, and leaves differ? | PlannedTo be built |
| Class 1Science | Animals around us | Animal habitat cards Where could each animal find food and shelter? | PlannedTo be built |
| Class 1Science | Water in everyday life | Water journey Where do we use water during a day? | PlannedTo be built |
| Class 1Science | Weather and clothing | Weather window What would you wear in different weather? | PlannedTo be built |
| Class 1Mathematics | Counting and comparison | Counting garden Which group has more, and how do you know? | PlannedTo be built |
| Class 1Mathematics | Addition and subtraction | Number playground What changes when objects join or leave a group? | PlannedTo be built |
| Class 1Mathematics | Shapes and positions | Shape town Can you describe where each shape is? | PlannedTo be built |
| Class 1Mathematics | Length and weight | Compare and measure How can you compare without a ruler? | PlannedTo be built |
| Class 1Mathematics | Time and daily routines | My day clock What happens before and after lunch? | PlannedTo be built |
| Class 1Mathematics | Sorting and patterns | Pattern train What should come next in your pattern? | PlannedTo be built |
| Class 1Technology | Devices and their uses | Device explorer What job does each device help us do? | PlannedTo be built |
| Class 1Engineering | Building stable structures | Block balance How can you make a tower stand up? | PlannedTo be built |
| Class 1Arts | Colours and textures | Colour discovery How can you show the same object in different colours? | PlannedTo be built |
| Class 1Arts | Rhythm and movement | Clap and repeat Can you repeat and change a sound pattern? | PlannedTo be built |
| Class 2Science | Growth and needs of plants | Seed to plant What does a seed need to grow? | PlannedTo be built |
| Class 2Science | Animal homes and young | Homes in nature How does a home protect an animal? | PlannedTo be built |
| Class 2Science | Food and healthy habits | Food explorer How can different foods help us stay healthy? | PlannedTo be built |
| Class 2Science | Materials around us | Material detective Why might we choose one material over another? | PlannedTo be built |
| Class 2Science | Light and shadows | Shadow friends What makes a shadow longer or shorter? | PlannedTo be built |
| Class 2Science | Keeping water clean | Clean water story How can we keep a shared water source clean? | PlannedTo be built |
| Class 2Mathematics | Place value | Tens and ones studio How many ways can you build the same number? | PlannedTo be built |
| Class 2Mathematics | Addition and subtraction strategies | Number bridge How can tens help you calculate? | PlannedTo be built |
| Class 2Mathematics | Equal groups | Grouping garden What happens when every group has the same size? | PlannedTo be built |
Showing 1–25 of 278
Predict. Explore. Explain.
- Start with a question.Ask learners to make a prediction before opening a model.
- Look closer together.Use 3D on a classroom screen, or print a card for camera exploration. Rotate, pause, and select a part.
- Make understanding visible.Invite a sketch, an explanation, or a comparison with the prediction. Use the model’s investigation steps to guide discussion.
How to read this curriculum map
This is Project Badi’s draft STEAM topic roadmap for Classes 1–12. Class levels are teaching suggestions, not a complete or certified syllabus for CBSE, ICSE, or every state board. Science in the early years includes exploration of the world around us; technology, engineering, and arts entries include cross-curricular enrichment. Senior-secondary topics depend on the learner’s subject choices.
Available models support selected ideas within a topic. All remaining simulation briefs are placeholders for future development. Grade placement, coverage, scientific accuracy, accessibility, and board-specific outcomes need editorial review as lessons are built.
Teachers can compare their current syllabus with the NCERT curriculum frameworks and CBSE’s 2026–27 curriculum. These references inform the roadmap; Project Badi is an independent project.
What should we explore next?
Tell us your class, topic, and the idea learners find difficult to picture. That question can help shape the next experience.