Author Archives: Bala Anand

Animals with 3rd Grade

Naveen and I showed a video on vertebrate and invertebrate animals to the 3rd and 4th graders. The differentiated birds, fish, amphibians, reptiles and mammals. The children were able to give examples for each of the categories. After watching the video, I asked the 3rd graders to draw something they learned or understood from it. Below are some of the pictures they drew.

Navin

Dhivya

Nitish

Two HTTP Request Methods: GET and POST

GET – Requests data from a specified resource
POST – Submits data to be processed to a specified resource
In computing, POST is a request method supported by the HTTP protocol used by the World Wide Web. By design, the POST request method requests that a web server accept the data enclosed in the body of the request message, most likely for storing it. It is often used when uploading a file or when submitting a completed web form.

Note that the query string (name/value pairs) is sent in the HTTP message body of a POST request:
POST /test/demo_form.php HTTP/1.1
Host: w3schools.com
name1=value1&name2=value2
POST requests are never cached
POST requests do not remain in the browser history
POST requests cannot be bookmarked
POST requests have no restrictions on data length

jQuery Syntax

The jQuery syntax is tailor-made for selecting HTML elements and performing some action on the element(s).
Basic syntax is: $(selector).action()
1) A $ sign to define/access jQuery
2) A (selector) to “query (or find)” HTML elements
3) A jQuery action() to be performed on the element(s)

$(this).hide() – hides the current element.
$(“p”).hide() – hides all <p> elements.
$(“.test”).hide() – hides all elements with class=”test”.
$(“#test”).hide() – hides the element with id=”test”.

$ is just a shortcut for jQuery. The idea is that everything is done with the one global symbol (since the global namespaces is ridiculously crowded), jQuery, but you can use $ (because it’s shorter) if you like.

// These are the same barring your using noConflict (more below)
var divs = $(“div”); // Find all divs
var divs = jQuery(“div”); // Also find all divs, because
console.log($ === jQuery); // “true”

Javascript # and . Symbols – CSS selectors

Code 1:
$(‘#row DIV’).mouseover(function(){
$(‘#row DIV’).addClass(‘testing’);
});
Code 2:
$(‘.row div’).mouseover(function(){
$(this).addClass(‘testing’);
});

The hash (#) specifies to select elements by their ID’s
The dot (.) specifies to select elements by their classname
$(‘.row’) will select any element with class=”row”
$(‘#row’) will select the element with id=row

Stewardship Workshop for Environmentalists from Andhra

We did a Stewardship workshop on 19/05/17 @ STEMLAND, Udavi School for the people who had come from Andhra. The tools we covered are Stand, fear, 4 profiles and deep listening. The participants were open to learn and I had a feeling that the session went well and everyone learned something new and were reflective. As a PC, I would like to improve my interaction with participants who speak other language than Tamil/English

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Saturday School @ Isai Ambalam

The 5th and 6th grade children at Isai Ambalam were preparing for the presentation on the last day for their parents. We decided that they can perform2 presentations(Water EBD and Skeleton) and a demo on Measurements. The 12 children were equally split into groups of 4 and each group chose which topic they wanted to present to the audience. I worked with Water EBD group and Naveen worked with the Skeleton group to prepare for the presentation. The water EBD group spoke very confidently in Tamil when they were presenting it to me in Tamil. But they found difficult to replicate the same in English.

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Learning Outcomes 9th grade 2016/17

Pravin:

  • He is able to solve the rubiks cube in about a minute
  • He is capable of designing models in Blender and printing them out in the 3D printer.
  • He can solder components.
  • He is comfortable in solving visual questions from the book like mensuration, geometry.
  • He is able to fill his plan

Kabilan:

  • He is able to solve the rubiks cube in about a minute
  • He is capable of designing models in Blender.
  • He can solder components.
  • He completes chapters on his own and is independent
  • He is fairly good in most of the strategy games in solving puzzles and
  • He helps other children when they need help.
  • He is competent in programming using Scratch and also helps others in Scratch
  • He is able to fill his plan

Ajai:

  • He is able to solve the rubiks cube in about a minute
  • He can solder components.
  • He is fairly good in most of the strategy games.
  • He helps other children when they need help.
  • He is competent in programming using Scratch and also helps others in Scratch
  • He can work independently
  • He is able to fill his plan

Sangeetha:

  • She has become more independent in the 3rd term
  • She is able to plan better
  • She is able to complete chapters in time.
  • She helps others if she knows
  • She is able to fill her plan

Anishvathi:

  • She understands every question and solves it
  • She helps others if she knows
  • She can solder components
  • She is able to work on projects in Scratch
  • She is able to complete more chapters than before
  • She is able to fill her plan

Preethi:

  • She is independent.
  • She works with her peers
  • She is able to fill her plan

Rathi:

  • He is able to solve the rubiks cube in about a minute
  • He is capable of designing models in Blender and printing them out in the 3D printer.
  • He can solder components.
  • He can program in Alice
  • He is fairly competent in Scratch programming
  • He helps others when they ask him
  • He is independent
  • He completes chapters on his own
  • He is good in solving puzzles and strategy games
  • He is able to fill his plan

Sharmila:

  • She is able to complete chapters
  • She is able to do projects using Scratch
  • She helps others when they ask
  • She can be independent
  • She is able to fill her plan

Yuvaraj:

  • He is able to solve the rubiks cube in about a minute
  • He can solder components.
  • He completes chapters on his own and is independent
  • He is able to work on electronic projects
  • He is able to help others when they ask him
  • He is competent in Scratch programming
  • He is good in solving puzzles and strategy games

Swetha:

  • She is able to work with her peers
  • She is able to make projects with her peers
  • She is able to program in Scratch
  • She is able to fill her plan
  • She is able to complete more chapters than before

Dakshini:

  • She is able to complete the chapters independently
  • She helps others when they ask her
  • She is able program in scratch
  • She can solve the rubiks cube
  • She is good in strategy games and in solving puzzles

Sanjeevika:

  • She is able to complete more chapters than before
  • She is able to help others in comprehension problems
  • She is able to fill her plan

Preethika:

  • She is fairly competent in making projects in Scratch
  • She is able to fill her plan
  • She is able to work independently
  • She is able to work with her peers
  • She is good at strategy games
  • She is able to solder components and work on electronics

Fevina:

  • She is able to work independently
  • She is able to complete the chapters on her own
  • She helps others when they ask her
  • She is able to work with her peers
  • She is able to solve puzzles

Muthazhagi:

  • She is able to complete chapters
  • She is able to work with her peers
  • She is able to fill her plan

What the 9th graders were proud of 2016/17

Pravin:

  • I was proud when I printed the 3D models, ie,House, Caterpillar
  • When I did the Stemland display board with Naveen
  • I feel proud to have nice buddy(Deivakaran)
  • When I did arduino project that alarms for 1 min

Kabilan:

  • When I did (a+b+c)^3 in blender.
  • I feel proud when see my improvements in everything(eg, scratch, studies, strategy games etc..)
  • When I did disco light with Pravin

Ajai:

  • The project I did for surds using Scratch. I feel very proud.

Sangeetha:

  • I was proud of the marks I got in 2nd term
  • I am able to exercise faster and on my own

Anishvathi:

  • I am proud of the project I did in Practical Geometry.
  • Soldering Vega Kit

Preethi:

  • I felt proud when I did project with Sanjeev on graphs.

Rathi:

  • The 3D model I am doing now in Blender(full human)
  • All the scratch projects
  • Soldering light sensor
  • Won Sorry game in 5 moves
  • I felt proud when I completed the ‘Desparado’ puzzle

Sharmila:

  • The graph project on scratch
  • I completed 4 chapters this term very quickly
  • I am able to do project on my own
  • I am proud I am not wasting time
  • I am independent
  • I feel proud to be a buddy.
  • Iam concentrating well
  • I have improved in playing games

Yuvaraj:

  • Electronic project – vega kit(eg, sensor)
  • When working arduino

Swetha:

  • I improved a lot in Scratch. I am proud about it.
  • When I am working on my own.
  • When I learnt new things in the workshop.
  • When I do Stemland responsibilities.

Dakshini:

  • I am proud of my 1st term mark
  • When I did a project to find square root in Scratch.
  • When I complete chapters quickly

Sanjeevika:

  • I completed two projects in Scratch in the second term. I am proud about it.

Preethika:

  • When I do Scratch project eg, graph(many people saw it and said it was nice)
  • When I showed and played games to other people.
  • When I practice triads.

Isai walk to the lake

Saturday school has started in Isai Ambalam. Naveen and I took the 7th grade and some children from the younger grade to the nearby lake to explore it. Obviously the lake was very dry with very little rain last year. We had different conversations about how the lake was formed, fishes, insects, why the lake is very dry and about a well that was close by etc.. It was quite fun except for the sapping heat.

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Areas with Isai Ambalam Children

The 5th and 6th graders had made a metre square using chart papers to measure its area. They measured and cut a wooden rod and used it as a scale of 1 metre. Everyone were involved and I felt they were responsible for the work they were doing. A girl(Keerthana of 6th grade) used a hack saw for the first time to cut the wooden rod. Children used Dienes blocks to calculate areas of their notebook. Then they tried guessing the area of the 1 meter chart paper by placing their note books on the chart. They came up different numbers.

The next class we had 3rd, 4th, 5th and 6th grade combined class for demonstrating area of a square/rectangle. The 3rd and 4th grade did the activity the older children did the previous class. ie, calculating areas of their notebook using Dienes blocks.

The 5th and sixth grade children measured the area of the chart paper that Arham had put together for the children to measure. The chart paper was 1.6m by 1.4m. They had difficulty in multiplying decimals. They kept on placing the decimal point in the incorrect position. We demonstrated decimal multiplication using graph sheets. They they were able to understand decimal multiplication.

VID_20170317_094604

Combined class. The metre square chart paper can be seen in the middle

IMG_20170317_095650

5th and 6th graders measuring the 1.6m by 1.4m chart paper

IMG_20170317_095638

The chart paper that Arham made

IMG_20170317_102038

Children using graph sheets to multiple decimal numbers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

— Arun and Bala —