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Con

cept

Aim: In this lesson, you will learn to: Brainstorm for generation of ideas. Analyze the listed ideas or gathered information. Use graphic organizers to represent the information.

2. Synthesis of Information

Tejas, Jyoti and friends are discussing about computers with Moz.Tejas: We have to prepare a presentation about computers for the inter school competitions. Five of us have formed a group to gather content about various aspects of computers. Moz: How do you plan to prepare this presentation?Jyoti: First we want to decide on the various aspects of computers to talk about in our presentation. Each one of us has some idea or the other. We want to discuss them.Moz: Good. Let us do a brainstorming session.Ali: What is brainstorming?Moz: In a brainstorming session everyone in the group speaks out their ideas and they are all written down. Do not hesitate to give your idea, whatever it may be. Describe the idea or topic briefly without analysing it. The ideas are discussed and analyzed later.Arush: This is fun. Let us start brainstorming.Ideas flow in from the students and two of them note down the ideas on the board.

AAA AAaAAAAAaAbAA AAAAAAAAAAdAAAAAAAA Aa1AA AA

AaAAa AAAAAAAa3AA AA aaAAAaAaAAAAAAAA aaAAAAAAAAAAaAAbAb

AaaAAAA Ab1AAa AAAAAAaa AAAaAAbbAAAAAb1b1AaAAaAAbAbAbAbAAA AAAA1AAAAaaaaaaAAAAa11AAA

AbaAaAaaa Aaa1a1a11a1aaaAaAAaAAAAAAAAAAAAAAAAAaAAAAAAAAAAb1AA AbAbAAAAa3Aa3AA AAAAAbAAAAAAAAA

Main Topic

Brainstorming:

Generating or creating many ideas about a given topic by a •group of people sitting together is called brainstorming. Each individual participating in the brainstroming session may •have many ideas or prior knowledge, or questions about a given topic. During brainstorming session the ideas, knowledge, questions •provided by each and every individual are noted without discussions. Later on the ideas are analyzed, categorized and selected for •the purpose for which the brainstorming was done.

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Con

cept

Moz: Draw a picture for grouping these ideas. A graphic representation will help you to visualize the topics and the sub topics in a glance. You can put the main topic in the centre and have one branch to represent each category. Each of the categories can further be extended with branches for their details or sub-categories.

Moz (See the ideas noted on the board above): Good. Many aspects of computer are covered in these ideas. Now let us start discussing the topics by grouping (categorizing) and analyzing them. Jyoti: There are many ideas in the ‘Uses of computers’ category. Let us start with word processing.Tejas: Word processing is a very useful application. We can prepare many documents containing text, images, and tables. Moz: Now pick up other ideas that are in the same category - ‘Uses of computers’.Jyoti: Internet is also one of the uses of computers. We can search for information, communicate, buy books and play games.Tejas: Games is a sub-category of ‘Uses of computer’. There are games for education and also for entertainment.Moz: Good. After brainstorming, identify the ideas that are related. Group them together under a category. Give the category an appropriate title.

Categorization:

Categorizing is organizing information or items based on common features, into various groups or categories.

You need: A topic.•A person who conducts the brainstorming sesion called facilitator.•Some space where brainstorming can be conducted.•A piece of paper or something on which the ideas can be written •down.Have a relaxed atmosphere. Each individual should express their ideas •without fear.Any group member can starts giving ideas at the start of the session. •Any participant who has an idea has the freedom to give the idea. One person speaks at a time.As ideas are being given out by members these are noted. No discussion, •no criticism.When the facilitator thinks that enough ideas have been generated the •session ends.

Find out the common features in information or items. For example: colour, 1. size, function, location etc.Group the items with the same feature or related ideas into a category. 2.

Brainstorming:

Categorization:

Gui

delin

es G

uide

lines

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Tejas and Jyoti both start noting the categories and their branches graphically as the discussions proceed. These are shown below. It is interesting to see that each one is creating a different graphical representation.

Tejas’s representation Jyoti’s representation

Computers

Uses for various purposes(Word processing, internet, games)

Computers

Uses

For various purposes(Word processing, internet)

Games

Con

cept

Graphical representation:

It is a visual representation of the information available. •In a graphical representation words, tasks, ideas, information •belonging to a topic are arranged and linked together in a structured format.A graphical represention is useful to,•

Createastructureof the identifiedcategoriesandsub•categories.Organize related information under a category,•Visualize and understand the available information at a •glance.Recall additional information•Identify missing categories and information.•

Use any format that you feel will be appropriate to represent the information 1. available and categorized. (Tree structure, organizational chart, etc.)Start with the main topic. 2. Forexample:takeclassificationofplants.Arrangethemaincatagoriesidentifiedunderthemaintopic.3. For example: plantscanbeclassifiedintoherbs,shrubsandtrees.Link each category to the main topic using connectors. 4. Labeltheconnectorstoexplainthelogicofhowagrouporclassificationis5. done. For example:

Further information about a sub topic can be provided as branches to the 6. sub category.

Graphical representation:

Gui

delin

es

Plants

Herbs Shrubs Trees

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Jyoti: I agree. Let us drop these topics.Moz: A brain storming session may generate lots of ideas. After the categorization, ideas that are not relevant for your goal need not be explored further. Graphical representation with all the topics and their sub-topics, are shown below.

Tejas: ‘Files’ and ‘organizing desktop’ do not come under any of these categories. These have to do with how data is stored. As our topic is on Computers, and we already have many categories let us not go into storage details.

Computers

Uses for various purposes(Word processing, internet, games)

Inside the computer(Hardware, Software)

Buying Computers(Cost)

History(Eniac, abacus,microprocessor,super computer)

Usage in other device(Washing machine,robot)

Places where used(Home, Library,Hospital)

Computers

Uses

For various purposes(Word processing, internet, games)

Inside the computer(Hardware, Software)

Buying Computers(Cost)

History(Eniac, abacus,microprocessor,super computer)

In other device(Washing machine,robot)

In different places (Home, Library,Hospital)

Tejas’s representation

Jyoti’s representation

Tejas: ‘Home’, ‘library’ and ‘hospital’ are places where computers are used. We can call this category “Places where computers are used”.Jyoti: Computers are used in many devices. So ‘robot’ and ‘washing machine’ can be grouped under the title “Computers usage in other devices”.Tejas: ‘Eniac’, ‘abacus’, ‘microprocessor’, ‘super computer’ are all related to the history of computer. So the category can be “History of computers”.Jyoti: ‘Hardware’ and ‘software’ can be grouped as “Inside a computer”.Tejas: Cost of computers, buying computers are related. Let us put them under “Buyingcomputers”.`

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Moz: What is the next step in your plan? Jyoti: We need to see if these categories are final. We have to also find out if we are missing out on some important aspect.Moz: This is called examining and analyzing, to find if the information that you have is enough for the goal. Tejas: Since we have to give a presentation which has a time limit, we have to limit the categories to the most important topics. At the same time the categories should be enough to cover the main aspects of computer.Moz: Yes. Based on your goal finalize the topics by analyzing each topic and the sub topics. Then decide on the final categories of computers on which you want to prepare the presentation.

Jyoti: The categories “Uses of computers for various purposes” and “Uses of computers in various places” can be combined together. We can talk about all these under “Uses of computers”.Moz: Yes. Good point. These two aspects are related.Tejas: I will take up “Uses of computers” and “Uses of computer in other devices”.Moz: So you are following the steps of gathering information. It is a good idea to divide the task among a team. Jyoti: I will start with “History of computers”. I think it would be interesting if we also include the history of some of the applications, a brief history of their usage and purpose.Moz: Agreed. One interesting fact is that computers were first used for military purposes.Jyoti: Really? I did not know that. Thanks. One point is already gathered for this sub topic!Tejas: The topic that is left is “Inside of computer”.Moz: What is inside a computer?Jyoti: CPU, and other components of a computer.Tejas: Different types of software.

Jyoti: Let us also find out, how a computer works. It will be interesting information to the audience during presentation.Tejas: Cost of computers and what are the factors on which the cost of computers depends on is also important. I myself would like to know why some desktops cost more and some less.Moz: Good idea, because the cost of computers depends on hardware configuration and the software that is installed on the computer.Jyoti: I will gather information on the topic “Inside the computer”.Tejas: I will find out about the costs of computers.

Moz: Good. Now that you have decided on the final topics, what is your next step?Jyoti: We have a few details about some of the categories. But we do not know many details. We need to learn more about computers to complete preparing this presentation.

Con

cept

Analyze and Decide:

Examine each category and its subcategories.•Analyzeandfindwhichofthecategoriesaremostimportant•for the goal.Evaluatethesub-categoriestofind if theyarerelevant for•the goal.Decideandfinalizethecategoriesandsubcategories.•

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Tejas: First we will find out what we know and what we do not know.Jyoti: Next divide the tasks among the two members.Tejas: Next we will gather information from various sources like library, Internet, parents, teachers or other people who are conversant with the topic and can give us information.

Moz: Good to see that you are thinking step-wise to achieve the goal and applying the concepts of gathering information. You are also acquiring more knowledge about computers on your own!Moz: Tomorrow we will start with discussion of information gathered on uses of computers.Chin Chinaki...

At the end of the lesson, you will be able to:

List ideas resulting from a • brainstorming session.Categorize the ideas and identify • if the necessary and sufficient conditions are met.Select appropriate labels for the • categories.Draw graphic organizers to represent • the categorized information.

Lesson Outcome

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WORKSHEETSLevel VI Lesson

Do a brainstorming (by yourself) and find alternative uses for some of the common objects 1. given below. Find as many uses as you can (atleast five). One example of alternative uses of a bottle is partially answered you to follow.

An empty bottle: Use as a pen holder, Use as a funnel, Use as a flower pot,

A house brick:

Bicycle wheel:

Tooth paste:

The wheel tube of a big truck:

Pen:

2

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WORKSHEETSLevel VI Lesson 2

Pictures are a great way to remember things. 2. a) A passage about the various components of food is given below. You need to represent it as a picture. Our body gets energy from the food we eat. Food can be classified according to their functions namely; energy giving, body building and body protecting. For doing various physical activities and physiological functions (sleep, respiration, thirst, speech, perspiration, etc.) our body needs energy. This energy is got from carbohydrates and fats. Some sources of carbohydrates are wheat, potato and rice. Some fat sources are ghee and oil. Due to constant wear and tear in the body, new cells are built in our body to repair the damaged parts. Proteins like milk, eggs, meat, cheese and dal help in building of our body. The third are vitamins and minerals, whose absence can cause deficiency diseases like rickets, beriberi etc. Vegetables like carrot, spinach and fruits like papaya, lemon and guava are rich in vitamins and minerals. Two partial pictures are given below. Complete any one.

Components of food

Energy giving

Carbohydrates Fats

Wheat, Potato, Rice

Components of food

Energy giving

Carbohydrates Fats

Wheat

Potato

Rice

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WORKSHEETSLevel VI Lesson

c) For a change, you have been asked to plan the breakfast, lunch, evening snacks and dinner for a day. Keep in mind that you should have a balanced meal to stay healthy. Fill in the names of the items in the table given.

b) To be healthy, we should have a balanced diet which supplies all the 5 components of food, namely carbohydrates, fats, proteins, vitamins and minerals. In the figure the breakfast, lunch and evening snacks taken in a day are shown. Plan the items for dinner and draw the items in the empty plate.

Breakfast

Breakfast Lunch Evening snacks Dinner

Breakfast Lunch Evening snacks Dinner

2

Lunch

Evening snacks

DinnerThe above information can also be represented in a table. Write the names of the food items in the table given below.

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WORKSHEETSLevel VI Lesson 2

A list of some countries is given below.3. India Australia Chile Zimbabwe Angola ArgentinaUruguay Swaziland Madagascar Singapore New Zealand BurundiMalawi Seychelles Samoa Bolivia Somalia Zambia RwandaTanzania Botswana Thailand Mauritius Mozambique Egypta. Select the countries from the list based on the following criteria

Starts with the letter B, M, R, or S.1. Has at least 7 letters in its name.2. Is entirely in the southern hemisphere.3.

b. If a fourth criterion is added as follows, find out the countries that meet all the four criteria: The country does not have a coast on any of its borders.4.

Answer for 1:

Answer for 1 and 2:

Answer for 1, 2 and 3:

Answer for all four criteria:

The Earth has a variety of landforms. 4. Some are given in the figure. Give a suitable title for the picture.

Title:

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WORKSHEETSLevel VI Lesson

A figure is given below. Look at it and answer the questions that follow. 5.

1. Name three galaxies.

2. How many planets does the Sun have (exclude dwarf planets)?

3. Name a dwarf planet of the Sun.

4. Name two satellites of Uranus.

Universe

contains

Galaxies

consists of

clouds ofgascs and dust

Stars

Andromeda

Tadpole

Milky way

some names of

some names of

hashave

some have

Sun Rigel Sirius

Neptune

Satellites

Some namesUranus

SaturnJupiterMarsEarth

MoonPhotos Deimos

Europa,Ganymede

Titan, Rhea

Titania Oheron Trion

Venus

Mercury

Pluto

Eris

Dwarf planet

Planets

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WORKSHEETSLevel VI Lesson

The following list gives some of the options available under the Insert option on the menubar, 4. in OpenOffice.org Writer application.

Draw a graphic representation to show the same.

InsertManual Break•

Fields• Date• Time• Page Number• Page Count•

Picture• From File• Scan•

Select Source• Request•

Movie and Sound• Object•

Sound• Video• Formula• Chart•

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Level VI LessonACTIVITYa. Use the following graphic organizer to represent information about your family. Share it with one 1. person in your class whom you do not know well enough and get to know each other better.

b. Use the following graphic organiser to synthesize information about youself.

Group activityYou have to make a project on how to conserve energy. 2.

Brainstorm on what are the different ideas that can be included. a. Identify the related ideas, categorise these appropriately and label these categories. b. Use a graphic organizer to represent this information. c. Search for graphic organizers on the following Urls. d.

www.teach-nology.com http://www.thinkport.org/technology/template.tp

Identify which one you can use for this project. e. Justify your choice by giving reasons for selecting a particular graphic organizer. f.

Dada

PapaBuvaMasi

MomMama

Didi Me

NanaDadi

Nani

Expl reExpl re

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Level VI LessonACTIVITY 2

Expl reExpl re Find out for what purposes brain storming is 1. used at various workplaces.List places where graphic representation is used 2. to help find a particular place/item. Eg: store locations in Malls, drinking water at station

ProjectA cell phone for my grandma and grandpa4. Ask elderly people above the age of 60 the problems that they have while using the ordinary cell phones. Ask them what they want to do with a cell/mobile. How should the number keys and displays be and what are the functions that they would like to use mostly. Collect this information. Then considering these wishes of elders, brainstorm to get ideas for the design of a cell/mobile for the elders. The following is a simple example.

You have to memorize a list of words. Four groups are formed and different groups use different 3. strategy.

First group designs an acronym using starting letter of each word. • Second group is asked to imagine that each of this word is sitting on a different part of your body. • Third group learns these words by associating it with a mental picture. • Fourth group draws a flowchart and writes these words into it. •

Each group learns the list and teacher gives a quiz to each group to assess the number of items correctly recalled. For example, students have to learn the names of following figures of speech:

Metaphori. Alliterationii. Personificationiii. Simileiv.

Climaxv. Antithesisvi. Synecdochevii. Hyperboleviii.

Group 1- Make the following acronym: MAPS CASHGroup 3- Associate each word with a mental picture.

Group 2- Imagine each word sitting on different body parts.

Simile

Climax

Alliteration

Synecdoch

e

Metaphor

Hyperbole

Antithesis

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Teacher’sCorner

Book V

Lesson 6Level VI

Lesson

The purpose of this lesson is to teach students the different steps to work on a project. In addition, this lesson introduces the topics to be covered in the following chapters, namely uses of the computer, place of use, computer configuration and history of computers (we can replace this with exact chapter titles).

Students are placed in a situation where they are to work in teams to make a project. The teacher may use the situation proposed in the lesson (or select an alternative situation such as prepare a project in science or geography) and ask the students to mention what are the different words that come to their mind. You can say, “Imagine that the situation around which they are thinking (in this case, about computers) is creating a storm of ideas in their brain (head). Now tell me what different ideas come to you”. Allow multiple students to talk and call out the words spontaneously. You can write these on the board.

Now review the listed ideas to identify which of these are related to each other. Ask students to label these appropriately. If you find that students are not able to name the categories appropriately, ask appropriate questions, but let them discover these on their own. If they are stuck, give the names of the category and ask them to identify which of the listed ideas belong to this category.

Organise the above categories, listed items graphically using the diagrams included in the lesson. Mention that the same ideas can be represented differently depending upon how you categorize the listed ideas. Tell the students about the benefits of using graphic organizers of information. Emphasize that they need to review the graphic representation to ensure if all the required information is included and categorized appropriately. Mention that these are called examining if the necessary and sufficient conditions are met. Ask them to recall the steps of step-wise thinking and logical reasoning. Highlight the importance of applying these while synthesizing information.

As an exercise, make a graphic representation of the information in one of the chapters from another subject textbook (select a topic that is not yet taught in the class). Now ask questions to check if they are able to read the information represented in the figure.

If required, use multiple examples so that students have several brainstorming opportunities and use more than one graphic organizer. Summarise the lesson and towards the end highlight the importance of team work. You can tell them a story to bring out this point.

Further Reading:http://www.eduplace.com/kids/hme/k_5/graphorg/http://www.graphic.org/goindex.htmlhttp://scifiles.larc.nasa.gov/text/kids/Research_Rack/tools/brainstorm_rules.htmlhttp://www.ehow.com/list_6905041_brainstorming-tools-kids.html

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