AV Marathon ’19

The Auroville marathon ’19 took place on Feb 10 it had started early in the morning ~ 5AM for the full marathoners, and by 7 AM the 10 km was about to start and the STEMLand team had gathered near the start line.

From left to right (Arun, Saranya, Sundar, Poovizhi, Ranjith, Sanjeev, Abilash, Pratap, Sandhiya, Logeshwari, Murali)

During the run;

Mission Accomplished;

Some Reflections;

“It was my first AV marathon. 10 km seemed to be a long distance and i thought i won’t make it.But with a couple of days practice in the morning(3.5 km) helped me to complete the whole 10 km. We started at 7.15 AM, The first 2 km I didn’t stop anywhere but later took few breaks as my legs started to cramp. Arun and I ran the whole 10 km together talking to each other and motivating each other that we can make it to the finish line. We both completed the run in 1hr 20mins which was quite impressive as we didn’t practice much and was my first marathon.Finally it was a great experience and i felt really happy that my entire team completed the marathon successfully.”~Murali

(There was a open event organized for all age participants it was a 5 km run/walk, a lot of children had participated in this event)

“Last time I thought that I will complete 10 Km without practicing but I got some allergy so I couldn’t complete. So this time I decided to run 5 km and to complete it. There were lot of small children who were running the 5 km. Before starting I was little hesitate and was afraid to run with the small children. Then I felt I should not compare my self with anyone. Since I have committed to my team that I will run 5 Km and I started my running. I remembered what Sanjeev told about how to run. I kept that in my mind and slowly started running. I didn’t want to stop any where and I was continuously running and I was able to complete in 17 minutes and came 3rd”. ~ Pratap

 

 

 

 

 

 

 

Some reflections from the team;

 

 

 

 

 

 

 

 

 

Learning scratch

The 7th graders (2018-2019 batch) had stepped in for their Mathematics class for the first time in STEMland this year.  They took their own time and became familiar with filling their weekly plan and updates on the laptops. They saw their seniors work on projects and were eager to learn, some of them took the courage to approach and did learn a few blocks in scratch and got the feel of it, but had a little hard time on expanding their code. They often started to play around with the back ground painting and changing colors of sprites, but the coding part was still a little confusing.

The previous batches had a guidance course into scratch and that had kicked started their projects.  I had thought to do something of this type and get the current batch flexible with programming too. Then as a team we decided to create diversity in the class and put up an announcement for all those who were interested in attending the course to sign up. 5th graders from Isaimambalam had shown interest and 8th graders from Udavi along with the interns in STEMLand the course began.

All the participants were eager to code and make the computer do what they want rather the vice versa. Pairs were made on a mix up of boys and girls, young ones and elders, interns and students. Each day started with a focused goal and how to broaden it when attained and make the program more flexible. Girls were eager in writing their scripts and explaining their program at the end of day or beginning of the next session on the main screen. Some children did not want to move on to the next task unless they had completed the current one to their satisfaction, and took extra time and involved in making their program more stable.

Through the course the children had learnt to use the pen function and through this draw regular shapes. Once they knew the basics they made the same program dynamic and used ‘for loops’ to show all the shapes starting from an equilateral triangle to square, pentagon, hexagon, heptagon, octagon, nonagon, and decagon.

The children had learnt importing and exporting of sprites (arc function to draw arcs in practical geometry, writing sprites to print on the screen)

Then they were divided into teams and created a game based on sensing objects or colors (similar to a maze game but when sprite touches a wall or unwanted object the game resets)

The children were given feedback forms, and the reflections were showing that they all are more confident now than before in doing projects with scratch. They also mentioned as teams they were able to learn and help each other more.

Towards the end all children had made a number of projects to show what they had learned through the course. This was a stepping stone for them to continue and make projects based on their curriculum to project their mastery over a concept.

At present the children have come up with new projects, e.g. Abinash, Shakthikannan have created projects in measurements. While Murali took it to the next level and is doing a project from out of his syllabus (a+b+c)^2. This has inspired others and Guna sundari, Yuvan, Jeeva, Jannani, Anisha have started to expand from (a+b)^2

Fraction; Proper and Improper

Proper Fraction:

The fraction is always less than 1 whole

e.g.For the fraction (1/6); I have one cake and I want to give it equally to six people, How much will each get?

I.e) The Numerator will always be less than the denominator

link to scratch code: https://scratch.mit.edu/projects/237539463/

This program can be altered to show equivalent fractions as well.

Improper Fractions

The fraction is always greater than 1 whole

I have 11 cake I want to give to 8 people equally, what should I do?

I.e) The Numerator will always be greater than the denominator

link to scratch code: https://scratch.mit.edu/projects/237539515/

This program takes two inputs numerator and denominator and draws that as a fraction.

Fraction with discrete form and scratch program

Fractions:

  1. Grouping
  2. Sharing
  3. Discrete

In grouping method the number of objects are grouped into different containers in equal portions

Example: I have 15 cakes and want to give it to 5 people equally.

In sharing method I know the number of people I want to give I need to find out how many to give to each person.

Example: I have 15 cakes if a person gets 3 cakes, to how many people can I give?

In Discrete method, the user has a specified quantity of chips only.

As seen here, the arrangement of chips are in a 8 cross 5 with a total of 40 chips.

Let us consider 4/5 + 5/8

Then he would flip the appropriate chips like the following:

Here the child sees that there are out of 5 chips in one row four are blue and there are eight rows which sums up to 32. On the other hand there are five blue chips for one row and there are five rows which gives 25 now if we add all the blue we get 57.

link to project: https://scratch.mit.edu/projects/236316674/

 

Multiplication and Division stories

The 6th graders at Isaiambalam school were working on converting a multiplication story to two relevant division stories. They had initially done it with random objects. Then 7th graders stepped in and took it a little further involving physics with speed distance and time. They followed the following model to tell the stories:

link:  Multiplication_2 Division

Algebra with pen

With the beginning of the term it was the first few classes for the 7th graders who came in fresh to the STEMLand at Udavi. Children worked on various topics, some chose algebra and to start they began with the ‘Algebra with pen’.

This module works as the following:

 Children weigh different number of objects of the same kind ( here Monisha has kept 5 pieces of erasers that weighed to 12 grams).

Thus creating a story for the others, saying ‘If 5 erasers weighs 12 grams how much would one weigh?’

And the others would do the calculation and respond to here.

initially the girls were interested in doing this, they had weighed different objects and found out the expressions and then determined how much each object weighed, and then generalized it to other real life objects.

As a few boys had this in their weekly plan they were eager to learn, but did not know how to use the materials, Monisha and Pavitha were excited in demonstrating this and so began the experiments to determine the unknown.

The children used the dienes blocks to evaluate 1 gram of the object and other weighing stones of standard weights.

 

Work shop on Siddha Medicine

Along with the interest of the teachers a Siddha practitioner was invited to Isaiambalam School, and shared his knowledge on the history and current status of how medicine is being utilized (Allopathic and its harmful effects without the knowledge of the people using them) He restated the benefits of which can be derived from natural source such as herbs and trees. The workshop was conducted through a day on the summer break. He had given natural remedies for the daily use of modern materials such as shampoo, tooth paste.

He provided the reasons for the body system on how it works and how organs are interrelated. The benefits of mucus production on how it brings out the unwanted content from the body through various methods.

One of the important thing he specified is that people now a days tend to take symptoms suppressant such as paracetamol, and neglect the real reason why the body is getting sick and whats the solution towards healing the body.

Preparation workshop with Isaiambalam teachers

A stewardship workshop was arranged in the morning hours with all the teachers and volunteers at Isaiabalam School. The focus was on to find what one wants to accomplish on the up coming year and determine ones roles and accountabilities.

It was organized over three days, the table pc’s were members of STEMland. The workshop was delivered by Arun and me. This was my first experience delivering to teachers other than the interns and team members of STEMland. While delivering the tools, I was able to notice the reflections and connect with what the participants insights even though this was the hardest I had missed out on some and got assistance from Arun.

This workshop also gave me the opportunity to learn on what really happens in the organization as a whole. What were my assumptions and what was expected. I have found gaps which need to be filled for by myself.

Reflection (2017-2018)

The Year 2017-2018, Progress occurred in various aspects. I am able to notice a vast change in my inner being, and abilities as well.I have realized that happiness is something special that I create within me, and this emanates in all things that I do, and participate small or large. Supporting children in their growth and seeing them accomplish their goals gives a huge sense of awe, and responsibility. As a learner and technologist I have gained the confidence to support my fellow colleagues and learned from the team as a whole, this has made my knowledge rich and diversified. Each member of the team has a unique set of universal values, skills and accountability, and seeing them engaged with commitment gives me an adrenaline drive to progress towards perfection along by their sides. I have shared many moments of inspiration and clarity that remain special to me. There has been a lot of new experiences in courses that were conducted and seeing new people join the team, and fellow ones progress and search towards their new goals, attachment has become something I have realized that needs to be let go, in order togo with the present flow of things being put forward for a higher purpose.

I am privileged to be at the place of most potential were I own the opportunity to learn, grow, work and support others in their learning’s.

Research has given me the curiosity to think beyond what I could have imagined it would be, to get down to details and provide clarity on what is that has made me all this change in me and bring it out to others to experience.

 

Open House at the 6th grade

The Udavi school children had their Open house before the summer break. They put together what they found interesting that they had built in the term.

The view consisted of electronic circuits that they had built.

The children built a table top lamp and connected a switch with a 9V battery in series. Decorated the exterior with foam and color .

 

 

 

 

 

Leds that connect states and their important capitals, that turn on when the connection is given with the use of a wire.

 

 

Buzzer that was connected to a battery with the use of switch.

 

 

 

 

An infinity cube that was constructed using 8th smaller cubes and taped together.

Link:

http://www.auraauro.com/school/building-an-infinity-cube-with-the-6th-graders/