Rock on
Prachi Ranadive
At Shishuvan, integrated learning forms a vital part of the school’s pedagogy. Around nine years ago I joined Shishuvan. Even then, encouraging hands-on activities and project-based learning was a part of Shishuvan’s methodology. On a sunny afternoon as we sat in the staff room, a meeting was called by the leadership team and we were oriented towards the concept of integrated learning. Frankly, I was absolutely confused and wondered if I would ever be able to think in that direction. Today, it’s so ingrained that some of us at Shishuvan have been able to break the barriers of subjects and are able to look at any concept/event/phenomenon from a multi-disciplinary approach.
As a teacher, I strongly recommend this approach. It offers a multi-faceted learning of concepts to the students. It challenges teachers to go beyond their scope of knowledge about the topic. Whenever I create links and explore any topic, I feel that I have learned much more than what I knew before. Over a period, teaching the same topic may become monotonous but this approach gets us to work with a team and new ideas keep coming which once again excites the teacher to take on the activities.
Sitting together and brainstorming on how to link concepts is a pre-requisite to make this approach effective. Looking into the curriculum of the class, previous knowledge of the students and an awareness of contemporary issues/developments is definitely the key to planning the topics to be covered.
Geography is not a subject that can be effectively taught in the classroom. From a subject known for rote memorization, it is becoming a subject which is now being explored in many ways. Adding a multi-disciplinary approach will further ensure that students have a deep understanding of geographical concepts and also find the learning meaningful and interesting. One such topic is ‘Rocks’. Let us see how to make this topic really interesting and comprehensive.
Typically, the learning objectives in the topic of rocks in geography include the following: students should know what rocks are, understand their uses and how different types of rocks are formed. Understanding about rocks also provides a base to study the topic of formation of soil and the concept of weathering.
Before beginning, the teacher can give an assignment to the students as homework. Students can be asked to list the objects in their house/neighbourhood/on their way to school/in school where stones or rocks have been used. The students can then be divided into groups and each member of the group shares the information. They then generate a common list. Each group is given a chance to read out five objects at a time and all those who have listed the same can put a cross mark against that so that they do not repeat the same. The list can be then displayed. The teacher can also add some important uses if they have been missed out.
Apart from showing videos on the formation of each type of rock, you can make models showing the formation of igneous and sedimentary rocks. Demonstrate the eruption of volcano and how lava flows. There are many websites which give information about the material and procedure for demonstrating this. Some of the sites that can be visited are:
http://www.volcanolive.com/model.html
https://sciencebob.com/make-your-own-volcano/
The discussion about how igneous rocks are formed by cooling of lava released during an eruption of a volcano can be done after the demonstration.
A model of landforms made using clay soil can be made to show how surface runoff always carries sediments along with it. A beaker with water can be taken and every day for a week, the students can put a handful of soil collected randomly from their surroundings. This beaker should be placed in a sunny spot. They can analyse how the particles settle. Over a week, once water starts evaporating, they will be able to see how the sediments start forming layers. This can continue till the water evaporates leaving just the sediments in the beaker. This will give a thorough understanding of the concept of sedimentary rocks.
To understand how metamorphic rocks are created due to heat and pressure, the following website can be referred to.
http://www.lpi.usra.edu/education/workshops/plateTectonics/ModelingMetamorphicRocks.pdf
Science
Rocks expand on heating and contract with cooled. A detailed study of thermal expansion in solids can be done in science. Applications of thermal expansion like gaps left between sections of a bridge, railway tracks can be done. Before giving the conclusions about thermal expansion, students can be divided in groups and then given an apparatus for a guided demonstration. Gravesande’s ball and ring apparatus is one of the most commonly used demonstrations. Visit the website: https://sites.google.com/site/sed695b/projects/demonstration-equipment/expanding-ball–ring–thermal-expansion for the details of the demonstration.
Common observations can be discussed and conclusions drawn.
EVS
Many rock structures are under threat and an urgent intervention is necessary to ensure that our future generations get to see these marvels. Students can initiate a ‘Save the Rocks’ campaign for some of these structures. The objective of the activity is – students understand the threats to the rock structures and their impact on the structure. Students can be asked to get a list of structures which are under threat. A common list can be generated and the students assigned one structure each to campaign for. The students will first have to find the threats to the structure and how they will impact the structure. They can then create posters to campaign for saving the structures. Not only the posters but the information gathered during the process also can be put up on display. This will help to analyze some of the common threats to the structures.
Hindi
Usually, when we ask students where they have been while on a vacation, the common answers are – Dubai, Indonesia, US …. There is no problem in taking international tours, but giving an exposure to the rich culture and architecture of India is extremely important. If we go by the daily news reports, our country is usually painted as polluted, corrupt, dirty, and violent. But that’s not all about our country! A variety of geographical biomes and innumerable historical structures also place India on the wish list of many tourists.
An activity ‘Bharat Ek Khoj’ can be done in Hindi. The objectives of the activity would be – an exposure to the rock architecture in India and working on usage of appropriate Hindi vocabulary and narration skill. Students can be divided in groups and each group can be assigned a particular zone – example – North East, West, East, South, North, and Central. Our 29 states can be divided into these zones. Each group can then research on the famous rock structures in the particular zone allotted to them. The information of at least two structures can be summarized. To improve their skills in narration, they can be asked to write a script imagining themselves as tourist guides who would need to impart information in extremely interesting ways to the visitors. The teacher should check the script and give feedback before the students get into practicing the actual narration. This will ensure that appropriate vocabulary and syntax is used. The students can also highlight the words that they are using for the first time. Ensuring that every member of the group also does an oral presentation will help in giving feedback about their speaking skills in Hindi.
English
Use of idioms enhances the quality of writing which will definitely reflect in the way the student writes an essay or story which is a component in their English Language paper. Let us explore a fun and easy way to learn the use of idioms using the word ‘rock’ or ‘stone’.
Activity – Don’t take it literally!
The objectives of the activity are: creating ‘literal’ cartoons out of the idioms and exploring the actual meaning of the idioms and writing a paragraph using them.
Distribute a handout which contains idioms related to the word ‘rock’ or ‘stone’. Example – leave no stone unturned, have rocks in one’. A pair of students is assigned one idiom and asked to
• write the idiom’s actual meaning
• write a short descriptive paragraph using the idiom
• Sketch a colourful cartoon of the idiom’s literal meaning.
A pre-printed format can be given to pen this down. At the end of the activity, everyone can display their work and students can see and appreciate the humour of idioms.
History
A glimpse into the rulers and society during various eras can be dealt in history. While studying different periods in history, often we deal with different dynasties that were powerful and shaped the history of a nation. Policies and contributions of rulers are therefore a part of the history curriculum. It would be interesting to look into the architectural contributions of different dynasties/rulers. A study of these historical places shows the technological advancement, religious beliefs, social structure and other cultural aspects during the era. A visit to the a few of these places can be organized. Specific outcomes during the visit can be planned. Some of the information collected can include:
• Built by
• Year
• Designed by
• Material used (from where was it brought)
• Labour for the work (time taken, no of labourers, skills required, compensation)
• Purpose of the monument / structure
• Resemblance to
• Layout
• Important events associated with it
• Present condition
• Miscellaneous
Art
As human beings we have a basic instinct to capture images that we find are beautiful, shocking, or unique. Today we use the camera or those who are good in art often sketch such images. Stoneage man did not have the luxury of such means. Rocks were in abundance around them. Vegetable juice, minerals, charcoal, burned bones were used to prepare paints. Animal fats and other binding agents were used. Twigs, moss, horsehair brushes, hollow bones were used to dab paint on cave walls. Their life revolved around animals and hence they used to be common figures in the paintings.
The stone painting activity often excites the students. The procedure for the activity is:
• Choose stones suitable for the activity. Rounded flattened stones with smooth texture are ideal.
• Wash the stones in soap water and let them dry.
• Give a background paint as this will help to enhance the design that is to be painted. Use only acrylic paints.
• Practice the design first on a paper and then draw it on the stone using a pencil. Then colour it using appropriate brush size.
These attractive stones can then be used as a paper weight. A section of the wall in the pre-school can have paintings of different animal or cartoon clipart.
Sports and Games
Childhood in earlier generations was about playing kho kho, lagori, marbles, snakes and ladders, cards …. Cycling on the lesser congested roads was much safer than it is today. After sunset, we were expected to return home for studies. There were games meant for boys, for girls, and some which both could play. Today, the scene is different. Television, playstation, and mobiles are so addictive that parents have to push their children to go out and play. Skills of leadership, team spirit, motor, spatial, and visual … were naturally developed through these games. Our traditional games were a comprehensive fitness and value building curriculum in themselves.
Many traditional games used the most commonly and freely available material – stones. School can be the best place to create awareness and a liking for these games. To integrate the games curriculum with the theme of rocks, traditional Indian games like lagori (seven stones), kuzhangal (five stones), guttee, nondi which make use of stones/rocks can be promoted.
Personal Development
Shishuvan has Personal Development (PD) class in the timetable from Std V to X. The teacher can first elicit the traits that we usually associate with rocks – example – strong, not flexible, hard… A discussion on how these traits are also possessed by human beings can be discussed. Students can be divided in groups and each group can come up with examples of how each of these traits can be associated in a positive or negative way. For instance, being strong enough to fight against the enemy is a good trait but taking advantage of the weaker person and indulging in physical bullying is a negative trait. Each student can then also talk about some experience that they have encountered with any event/person and what have they learned from it. Students can come up with a list of positive traits that they will demonstrate as a class.
A closure to this concept can be given by putting up an exhibition of all the outcomes of the various activities. Inviting parents will also give a moral boost to the students and the way the students explain each activity will also give the teachers an idea of how the students have understood and interpreted the topic.
I dedicate a poem to ‘rocks’ who are unsung heroes who inspire us by showing that one can survive despite innumerable challenges.
I lay bare by the creek
Staring at the sky to see the sun and moon play hide
and seek
Watching the sea waves roll and disappear
And experiencing the slimy touch of the snakes
without fear
Bathing in the showers of the monsoon rain
And seeing couples holding their hands in happiness
and pain
Not a word do I ever utter
But hear the children chatter
Have you ever noticed me?
For I am awaiting someone to ask me – do you ever
get tired?
The author teaches Geography at Shishuvan High school, Mumbai. She can be reached at prachirandr@gmail.com.
