Internship Science Activities
Kagan Co-operative strategy
1. THINK-PAIR-SHARE:
Think-pair-share is a collaborative learning strategy where students work together to answer a question or solve a problem. The students need to discuss with each other and come to a common conclusion. This strategy also helps the students to learn to be co-operative with each other.
On 27th November in class Vth, I took Think, Pair and Share Kagan Co-operative learning strategy. In this strategy, two students had to pair and share their ideas on the given topic. The topic was Surrounding around us.
Steps:
1. In this strategy I asked the students to think about different flowers, fruits, vegetables, rivers, birds, plants, fishes and places. For this I gave them 5 minutes.
2. Then I asked them to pair with their partners and one of them had to note down the names of each it on a paper in proper order within 10 minutes.
3. After that I called each of the pairs in front of the class to share their ideas with the entire class.
This strategy made them think about the various things surrounded around us and also to be able to share their ideas with the entire class. The students were able to give answers by mutual understanding and being understandable with each other.
2. INSIDE-OUTSIDE CIRCLE:
Inside-Outside circle is the strategy is best used to evaluate the understanding of students on a particular concept. The best thing is that in it the students are made to evaluate each other’s understanding over the topic. It is a very effective teaching learning strategy.
The Cooperative learning is the best way to revise the understanding of students about a particular topic. Inside outside circle was one such Kagan Co-operative learning strategy that I used in class VII on 28th August. Inside outside circle was used to revise the content of physical and chemical changes
Steps:
1. Two groups of students, in one four boys and in other four girls were made. The boys were made to stand in a circular form facing outside the circle and the girls were made to form second facing towards the boys.
2. In first round, I gave one boy to pick up the chit containing a question which he had to ask the girl in front of him. The girl had to answer the question. This way all the boys asked the questions.
3. Further the boys were brought outside the circle and the girls were brought inside the circle to ask questions to boys. This way there was co-operating learning taking place.
The strategy helped the students to revise and evaluate on the lesson physical and chemical changes.
Inside-Outside circle is the strategy is best used to evaluate the understanding of students on a particular concept. The best thing is that in it the students are made to evaluate each other’s understanding over the topic. It is a very effective teaching learning strategy.
The Cooperative learning is the best way to revise the understanding of students about a particular topic. Inside outside circle was one such Kagan Co-operative learning strategy that I used in class VII on 28th August. Inside outside circle was used to revise the content of physical and chemical changes
Steps:
1. Two groups of students, in one four boys and in other four girls were made. The boys were made to stand in a circular form facing outside the circle and the girls were made to form second facing towards the boys.
2. In first round, I gave one boy to pick up the chit containing a question which he had to ask the girl in front of him. The girl had to answer the question. This way all the boys asked the questions.
3. Further the boys were brought outside the circle and the girls were brought inside the circle to ask questions to boys. This way there was co-operating learning taking place.
Brain Based Co-operative strategy
1. WORD PUZZLE:
Word puzzle is the best way of getting the students to recognise the concepts they know already. It is wonderful activity to keep to keep the thinking skills in students increasing. It keeps the brain active while extending learning. It uses letters and words in a fun context and it is great for developing content as well as language skills.
On 20th August in class Vth B, I took word puzzle as a brain based learning strategy to discuss about plants and its different parts. Word puzzle is an innovative and interesting way of making the students to make more interactive during the class.
Steps:
1. The word puzzle on plant was shown on Chalkboard and the diagram of plant was also drawn on chalkboard.
2. Students had to individually perform the activity and raise their hand to encircle the word which they guessed.
3.Students had to encircle the words on chalkboard and simultaneously label the parts of plants.
4.The parts of plants which students identified was seeds, roots, stem, leaves, flowers and fruit.
5.They labelled the same on the diagram of plants on chalkboard. Students had also drawn the diagram of a fruit (mango) and seeds.
The strategy made the student to learn about plants in an interesting manner and they were very enthusiastic to learn more about it.
2. VENN DIAGRAM:
Venn diagram is a graphic organizer consisting of two or more overlapping circles used to compare and contrast information. Venn diagram encourages higher order thinking by enabling students to go beyond simply identifying similarities and differences to see the relationships between and among the information.
It encourages the students to think deeply about the connection between two or more complex concepts. On 24th August in class VIIth C, I used Venn diagram as a brain based learning strategy to evaluate the understanding of students on physical and chemical changes.
Steps:
1. In this the students had to write the different and similar points between physical and chemical changes.
2. Showed them how to do it and asked them to write on their notebooks.
3. Then I asked the students to write the points on chalkboard. This way I evaluated their content using Venn diagram.
The strategy made the student to differentiate between physical and chemical changes and this helped them to remember it in more better way.
Demonstrating Experiments
Physics- candle seesaw
Aim: To make the students to understand about the Newton’s Third law of Motion with candle seesaw experiment.
Observation:
The candle from a balanced position starts to move slowly up and down from the sides. The speed of the movement of candle goes on increasing.
Explaination:
This experiment shows the Newton’s Third law of Motion which states that “For every action there is equal and opposite reaction”. As the wax from one side of the candle falls down, that side moves up and when the other side wax falls down, it comes down. Thus there was up and down movement of the candle from both the sides. Also the potential energy of the candle was changed to kinetic energy, thus the candle started moving fast.
The experiment showed the application of Newton’s Third law which states that for every action there is equal and opposite reaction.
Students response:
It was a great experience to show the students this experiment as they were so eager to go and try the same at their home. They were asking various questions on the same
Chemistry-Magic fire
Aim: To make the students learn that carbon dioxide gas is a fire extinguisher and oxygen gas is a fire ignitor.
Observation:
In the first test tube the fire on the broomstick goes off whereas in the second test tube the fire on the broomstick got ignited back. When the broomstick was put back into the first test tube the fire on the stick went off again and then when placed into placed into second test tube fire the stick got fire again.
Reactions:
NaHCO3+CH3COOH-->CH3COONa+H2O+ (Vinegar) (Sodium acetate) CO2
(Baking soda)
KI (Potassium iodide)
H2O2 -----------> H2O + O2
(Hydrogen peroxide)
Explanation:
In the first test tube carbon dioxide gas was released by reaction between baking soda and vinegar. Carbon dioxide gas acts as a fire extinguisher. In the second test tube oxygen gas was released when hydrogen peroxide is being oxidised in presence of an oxidising agent, i.e. Potassium iodide. Potassium iodide acts as catalyst in the second reaction. The oxygen gas released in second test tube ignites the stick.
Student response:
Students were amazed to see this experiment as it was actually like a magic to them. Then after showing them the experiment, I explained them the theory behind this experiment. It was amazing feeling to make them feel excited and think over it again and again.
Biology-Phyllotaxy
Aim: To make the students to study about the different ways of leaf arrangements in plants i.e. Phyllotaxy.
Observation:
The students carefully observed the different ways in which leafs are in plants. They observed that in in some leafs are above each other, while in some leafs are just opposite to each other and in some the leafs come from a common node.
Explanation:
Phyllotaxy is the arrangement of leaves on plant stem. The plants arrange their leaves in such a way that they receive maximum sunlight for photosynthesis.
The types of phyllotaxy are alternate, opposite and whorled. In Alternate phyllotaxy, a single leaf arises at each node in alternate manner, for e.g. hibiscus. In Opposite phyllotaxy, a pair of leaves arise at each node and lie opposite to each other, for e.g. guava plant. In whorled phyllotaxy, two leaves arise at a node and from a whorl, for e.g, alstonia, aloevera, mango. I also showed them the curry leaves which has all of this types of arrangements of leaves.
Conclusion:
Phyllotaxy is the arrangement of leaves on plant stem. Leaves arrangement may be alternate, opposite or whorled. Leaves in alternate arrangement arise from different nodes. Leaves in opposite arrangement arise from same node on the opposite sides. Leaves in whorled arrangement arise from the same node.
Comments