Tuesday, 11 September 2012

Sample Lesson: Using the WebBox

In last week’s post, Why Good Content is Important, we discussed the need for strong content, and also discussed what the WebBox has to offer. Our program’s primary focus is on the V-Class module of the WebBox – which is the teacher support tool. It is for this module that we have created curriculum aligned content.

In this post we will take you through a lesson, as it can be taught using the Learning with Vodafone application.  We have designed this lesson to take up an entire class (of 35-45 minutes).  In reality, we do not expect teachers to use the WebBox for the entire class period.  We hope they use various elements from the WebBox to infuse into their regular style of teaching.

Lesson Being Taught: “Separation of Substances – Separation of Solids”

Lesson Planning

Prior to teaching any lesson, a teacher will have to go through all the resources available on the WebBox to decide which elements they would like to use to teach.

The WebBox contains pre-prepared lesson planning ideas and includes the objectives mentioned below:
“At the end of the lesson students should be able to:
•    Name some of the methods of separation of solids components from their mixtures
•    Explain, with examples, winnowing, threshing and sieving
•    Compare and contrast various methods of separation of solids
•   Suggest the appropriate method of separation of solids, given the nature of the solid component and the mixture

Scheduling: 2 Class Periods”

It also mentions what can be used from the WebBox to teach this particular part of the lesson.

In addition to the pre-loaded resources available, teachers can also use the in-built browser and internet access to find additional information on specific parts of the lessons.

 Teaching - The following section will outline a Mock Class on Separation of Substances using the WebBox

Teacher: Okay students.  Let me ask you a question: At home or around you, have you ever noticed two different solids mixed together? 

[Students respond with different suggestion]

Teacher: Yes, exactly, those are great examples!  Let’s take the example of potato and cauliflower vegetables (aloo gobi sabzi) that Meera mentioned. Now, if you wanted to separate the two after they are mixed, how would you do so? 

[Students respond]

Teacher: Yes very good – we can use a spoon to separate the two! So the chapter we are studying is Separation of Substances and, in today’s lesson, we will discuss separation of solids - like the couple of examples we spoke about. Let’s see a short video about the topic.

[Teacher plays the Video “Separation- 1(Solids)”]

Teacher: Are there any questions about the video? Ok.  So now Rahul, please explain what sieving means?

[Teacher continues to asks students to explain each method in their own words]

Teacher: Now that we have understood the concepts, let’s all have a group discussion. [Teacher opens “Separation of Substances – Group Discussion”]. We saw, in the video, that winnowing was used to separate husk from grain right? Why can’t we use the same method to separate grains from stones?

[Students discuss the question, and the teacher steers discussion]
Teacher: Very good! Now should we play a role playing game? I need five students to help me [Teacher opens “Methods of Separation” role play]

[Five students are chosen or come forward and they are assigned the various roles in the family]

Teacher: Take 2-3 minutes to think about different situations in day to day life where we see separation. of solids. We can then act it out for the class [Teacher helps students with ideas for example, separating wet and dry garbage using hand picking or using a large sieve in construction to separate big stones from the finer sand]

[Students act out a short role play based on what they have discussed]

Teacher: Excellent students, let’s give them a round of applause. So does anyone have any questions?

[Students ask any questions they have]

 Teacher: So finally let’s go over the terms once last time. [Teacher displays glossary and goes through it.]

Teacher: So this is separation of solids. I want to give you some homework - but don’t worry, it won’t be boring! Go home and talk to everyone in your family – ask your mother and father, and your grandparents too – if they know any traditional ways of separating solids, either at home, or at work, which have been used for many years. Then make a chart of the ways you learn about and use pictures or make drawings of that method. This has to be submitted in two days, is that ok? Has everyone understood?

[Students reply affirmatively.]
Teacher: Great! See you all tomorrow. Bye!