Pedal Power
Significant content
Core subjects: Mathematics, Biology, Civics, Languages
Statistics- Graphs, Data analysis Ratios
Ecosystems, Climate change, carbon footprint, cause and effect
Citizenship
Functions of Rajya Sabha and Loksabha
Importance of studying and learning from history
Literacies: information, media, Ecology
Skills: collaboration, critical thinking, problem solving, visualization, Data Analysis, Research, creativity
Need to Know
The Documentary 'Inconvenient Truth' was used as an entry event to the project Pedal Power. It not only engaged the students but also forced them to think of questions related to the topic discussed in the documentary. The questions that the students across during the post discussion session helped teachers to generate the Need to Know list and to introduce the project Pedal Power.
The teachers lead them into a detailed discussion wherein they were asked to visit the places in Rajkot :
1) 150 Ring Road
2) Kalawad Road
3) University Road
4) Astron Chowk
Students were asked to take notes of what they saw and then share their observations. All of them came up with similar observations:
1) Traffic issues
2) Too many vehicles on the road
3) Pollution caused by fueled vehicles.
The students were taken on a nature trail on bicycles to expose them to the other pollutants of nature and to arouse the need of doing something about it.
Driving Question
After the discussion on the events mentioned in the documentary the teachers led them to the problems faced by us in the local scenario and the possible solutions that can be proposed by us as students to the community at large.
Students created a driving question to focus their efforts in a specific area:
How can we create awareness for the use of public transport in Rajkot and bicycles in Rajkot? or
Can an individual have an effect on environmental issues?
Students Voice and Choice
Students got hooked into the project, the teachers then informed them that they were expected to come up with some working solutions for the given problem faced and decide on how to create awareness amongst the community.
The students were asked to refer to their need to know list wherein they had mentioned their willingness to study the cause and effects of climate change. They were divided into groups and given the instructions of what they needed to present. They were also given a rubric and explained the importance of using a rubric to rate the presentation skills of the members in the groups. Due amendments were made in consultation with the group members wherein the groups felt content and presentation skills are the two parameters on which they wanted the groups to be assessesed.
Some students also wanted to another alternative method which they chose to be optional to present their skills in the form of a drama, song or a dance which would be connected to the theme of their project. Indeed an out of the box, innovative choice!!
They were also informed by their teacher that they had to prepare a script, learn the technology tool, record their script, take photos/ footages of their process and prepare a documentary of the project. The decision of documentary was really exciting for the students. They all were eager to use their camera at the same time knew the gravity of the situation. The teacher clarified that this was a group work.
Inquiry and Innovation
The teachers asked students to make a detailed list of the questions they wanted to study during the project. They discussed with their teachers and generated a detailed list of questions about a bicycle and the related history that they wanted to study. A detailed brainstorming session as to how they would approach the task of finding the required information was very fruitful. They decided to go to library and conduct search using different search engines. Some of them approached to teacher to learn from them effective searching strategies rather than relying on one particular source. There is an efficient and effective way to search for information was established. A KWL chart rendered effective in finding out what to search and the key vocabulary needed to get the right kind of information. The teacher gave them a handout which had the different clues which they discussed and then made sense as a group of 8-10 students. They then used these strategies to conduct different searches for finding articles for different topics.
Presentation on History of Bicycles
Once they were confident they began their list of questions related to history of bicycles.
Students divided the tasks and used edmodo to post different articles on the history of bicycles. They were given a week's time to search and collate information about bicycles how they evolved and other details. While searching the students felt like investigating new questions which were not a part of their original bank of questions.
Once the information was gathered, students brainstormed in groups as to how they would present their tasks. Each group prepared different artifacts to be used during the presentation.
The different aspects chosen for presentation were the evolution of bicycles, impact of bicycles on the life of people, economy, transportation, sport, industry etc.
The best part of these presentations was students worked collaboratively, looked at strengths and weaknesses of group members while deciding to make presentations.
Some groups however required teacher intervention to learn how to deal with emotions in a group set up and how to lead and follow instructions which are agreed by group members.
Teachers realized that individual task bifurcation agreement between the group members is essential to all to be on task.
However one good thing observed was learners learnt to synthesize information that they gathered and transfer the learning to making models, presentations, quizzes etc.
However each group learnt about a different aspect about the history of the bicycles and this topic was rightly summarized by the teachers and students used this summary in their final script of documentary.
Data collection and Analysis
This was followed by visits to different schools to collect data about the use of bicycles, mass transportation and other means.
This gave students a chance to interact with the real world. They developed people skills. It was the first time they had to approach different schools. They decided to sit in groups of 4-5 and brainstorm as to how they would approach this task.
They decided to make a list of schools they wanted to visit. They also inquired with their teachers as to what all resources would they get to accomplish their task. Teachers extended their support by making transport available. Then a mutual agreement on the process to be followed to seek permission from the school authorities was set up. The student learnt the usage of formal language while writing official letters and also while interacting with school authorities and students. On the pre-arranged day different groups went to different schools to seek permission followed by the day when they conducted the survey along with the questionnaire that they had prepared.
Once the data was collected the students were puzzled as to how to study the huge date and make inference. Mathematics teacher felt the need to introduce the concept of data handling and data analysis using different types of graphs. They learnt about pi chart, line graph, bubble diagram, doughnut chart and bar chart. All students learnt the use of excel to prepare these graphs using authentic information. They were then ready to present their analysis as a contribution for the final documentary.
Their conviction and choice of vehicle as a symbol for their project was reiterated through this inquiry and investigation. Yes bicycle did bring about a change in so many areas.
This lead to the inquiry again. Is it possible for us to revive the use of bicycles?
They now decided to study different articles on bicycle culture in the world. Besides proposing this solution they also investigated other reasons to reduce carbon foot prints. They were given some handouts and were asked to make presentations by working in groups of 3-4 students about the effects of climate change. The idea was to use a jigsaw strategy to ensure students learn the required concepts. The students made presentations on different topics. This lead them to learn the different parts of a bicycle, how they function.
Real Life connections through investigations.
The topic on circles and ratios was take up as an authentic learning unit.
Students investigated the relationship between circumference and diameter and found out the approximate value of pi using a string and wheels of different bicycles. The concept of gear ratio and its need versus speed was also discussed by the teacher.
The science and the mathematics teachers co-taught the concept where the concept of friction and force was taken up by the science teacher and that of gear ratios and circles by the Mathematics teachers. Students got the connections right which was evident from their score on the final assessment question on gear ratios and circles!!
Rally
Once again the groups joined hands to decide on conducting a rally in Rajkot city to spread awareness for the use of Mass transport and bicycles. Seeking permission from government officials was a key authentic learning for students. They questioned the need of seeking permission and the consequence of not seeking permission. Students understood it was not an easy task for the officials from the municipal commissioner and the police commissioner. BRTS is the only mass transportation in Rajkot and was relatively new so students felt they could rally to promote the use of BRTS. Again seeking permission and making others understand what students wanted to do and the need of doing so was a real life experience for the students where there was both the context and content to deliver. Students understood the need of keeping time and yet having to wait if they wanted their task to get done. Letters were delivered and students were waiting for the positive response from the officials. Meanwhile there was a lot of work to be done. Students committee sat together and decided to make posters and all of them contributed whole heartedly. Since this rally was for conservation of resources students made use of broken cartons and decided to hunt for handles needed for carry a placard while rallying. They chose the legs of broken chairs to make the handles. On each occasion from different groups, their were photographers and videographers who kept a track of events. Though they needed reminders from their group members and teachers!
A session to learn the importance of captions, slogans and appropriateness was arranged with one of the faculty members and then students selected their choice of visual and script on the slogans.
The most innovative one was the use of bicycle in the bulb filament with some catchy slogans.
To conduct a rally is not easy. Teachers and students once again decided to study the traffic rules and also confirmed with the traffic policemen about stopping the traffic and assisting students during the rally. Student leaders collected information about who will rally on a cycle and on foot. Once the data was confirmed a mock rally was conducted with the placards to understand how it would go, within the school.
Students decided to approach the municipal commissioner to inaugurate the rally. One of the students volunteered to get this done through his father.
Finally the permission letter was received and students and teachers gathered on pre-arranged day to shout our slogans for about 6km approximately. Some students who were on foot had volunteered to take pictures and video footage for the final documentary.
The municipal commissioner made it a point to encourage young nature enthusiasts, though he was extremely busy on the day, to inaugurate the rally.
This was a major learning for the students. Students who considered themselves fit thought they would go on bicycles and the rest on foot, but the contrary happened, the one's on foot got tired more than the one's on bicycles!
105+ students, 10-12 teachers and support staff joined in the rally to capture attention of all on the streets. A huge banner was designed by the students and prepared by the printers was held by the foot rallyists and strings were used to tie banners to the cyclists with some posters pinned to their shirts just below the shoulders. Pedestrians inquired from students the purpose of their rally and cheered the cyclist and foot rallyists on the streets. This gave a lot of confidence to all of them and for an hour they felt as though their act was one of a hero!
21 century skills
Digital documentary.
Then came the real challenge, preparation of documentary. Groups had to decide on their script and prepare their documentary. They needed to learn the technology tools from their mentor and present their expertise in from of them. Sony Vegas 7.0, Widows movie maker and photo-story were the technology tools taught to them and once again the students were divided into groups of 4-5 to accomplish this task. They had to adapt to the situation and encourage situational leadership for the given task. They understood all within their group were uniquely abled and each had a talent which could be used to accomplish the task. They understood the need to be open and accept others' perspective about the task on hand. Students who were good at scripting helped to cater to that task by taking inputs from others, those good with technology tools did so with the inputs from all. The script was approved by the mentor and fine tuned before recording it for a voice over. The groups sat together to decide the visuals to be used from the bank of photographs and video footage Sony vegas 7.0 was used to render the cuts along with the voice over and music.
All these involved a lot of decision making while analyzing the data and deciding how to sequence the thoughts which enhanced their critical thinking skills.
Model Making
Model making enhanced the skill to visualize object differently. Drawing a bicycle was different then making 3D model with different resources like wires, PVC pipes etc. Thinking of harmful and useful activities in nature and to transfer all that knowledge to a snakes and ladder game was an innovative idea of one of the groups.
Cultural assembly
A team of learners scripted their drama during the cultural assembly on rights and responsibilities with expert help and received an applause for the same. Other learners exhibited their learning by choosing appropriate song or a dance and performing it during the student lead assembly.
Marine Nature Adventure at Beyt Dwarka
During the trip students were exposed to life skills and they understood the need of managing themselves amidst nature at the same time learning more about nature and the consequences of human activity on nature.
Feedback and Revision
During the presentations and online assessments as well as product assessment several drafts were made before approving the final version which were rated by their peers and due feedback was given to each group. There was question and answer session with each group and the students rated their peers on the readiness of taking on the spot questions and rated individuals accordingly. Several revisions were made after critiquing each others draft versus just handing over assignments which were of inferior quality. The need to teach students for how to critique arose during the feedback giving session and the teacher had to on the spot model it.
Following a protocol was an eye opener when we attended the BIE sessions.
Assessments
Collaborative assessment strategy was used to rate the groups for the information about the history of bicycles. Teachers and other group members rated the students on a scale of 1-10 and gave effective feedback to their peers.
Some groups got a feedback about reading from the slides which is a no-no and others about the lack of information in certain areas.
Online assessment was planned for the content taught followed by reflection sessions to fine tune the products like the script, cropping of photographs, choice of music, models on display where the mapping of evolution of bicycles to the lifecycle of butterflies was done. Ongoing assessments helped the learners to prepare themselves for the final product.
Though the rigor of assessment was missing there was a lot to learn in this whole process of project based learning both for the learners and the team of teachers. Final documentary was prepared by specialists and presented before their parents along with a set of exhibits to demonstrate their journey through the project.
Success/failure
Success was that we were able to provide different learning experience to our learners. We saw some situational leaders and were able to tap into their hidden talents by giving voice and choice in the way students communicated their learning.
We failed to create and follow a time frame which took care of rigor in assessment. Due to lack of time we were not able to assess all individual documentaries and give technological feedback to all. We could not create a compelling scorecard and score board for following timeline and deadline set by us.
Key learning while preparing a technology based product for public display, a back up plan needs to be ready. In case of power failure alternative plans. Also technology tool can fail to work so a back up of the whole thing needs to be ready.
Planning for all detailed reflection sessions used for assessment should have been planned instead of only few. Collaboration within the team and participation from team members in planning, executing and reviewing of plan, defining products, planning ongoing and summative assessments would be a key requirement for anyone embarking on a similar journey.
Additional planning which did not materialize :(
Model making of different cycles by each student.
Street smart event to exhibit innovation in model making.
Wall paintings, murals etc.
Visit Randarda lake and present the issue in front of the commissioner along with environment expert to work on saving the lake for resident birds.
Detailed session wise planning.
Core subjects: Mathematics, Biology, Civics, Languages
Statistics- Graphs, Data analysis Ratios
Ecosystems, Climate change, carbon footprint, cause and effect
Citizenship
Functions of Rajya Sabha and Loksabha
Importance of studying and learning from history
Literacies: information, media, Ecology
Skills: collaboration, critical thinking, problem solving, visualization, Data Analysis, Research, creativity
Need to Know
The Documentary 'Inconvenient Truth' was used as an entry event to the project Pedal Power. It not only engaged the students but also forced them to think of questions related to the topic discussed in the documentary. The questions that the students across during the post discussion session helped teachers to generate the Need to Know list and to introduce the project Pedal Power.
The teachers lead them into a detailed discussion wherein they were asked to visit the places in Rajkot :
1) 150 Ring Road
2) Kalawad Road
3) University Road
4) Astron Chowk
Students were asked to take notes of what they saw and then share their observations. All of them came up with similar observations:
1) Traffic issues
2) Too many vehicles on the road
3) Pollution caused by fueled vehicles.
The students were taken on a nature trail on bicycles to expose them to the other pollutants of nature and to arouse the need of doing something about it.
Driving Question
After the discussion on the events mentioned in the documentary the teachers led them to the problems faced by us in the local scenario and the possible solutions that can be proposed by us as students to the community at large.
Students created a driving question to focus their efforts in a specific area:
How can we create awareness for the use of public transport in Rajkot and bicycles in Rajkot? or
Can an individual have an effect on environmental issues?
Students Voice and Choice
Students got hooked into the project, the teachers then informed them that they were expected to come up with some working solutions for the given problem faced and decide on how to create awareness amongst the community.
The students were asked to refer to their need to know list wherein they had mentioned their willingness to study the cause and effects of climate change. They were divided into groups and given the instructions of what they needed to present. They were also given a rubric and explained the importance of using a rubric to rate the presentation skills of the members in the groups. Due amendments were made in consultation with the group members wherein the groups felt content and presentation skills are the two parameters on which they wanted the groups to be assessesed.
Some students also wanted to another alternative method which they chose to be optional to present their skills in the form of a drama, song or a dance which would be connected to the theme of their project. Indeed an out of the box, innovative choice!!
They were also informed by their teacher that they had to prepare a script, learn the technology tool, record their script, take photos/ footages of their process and prepare a documentary of the project. The decision of documentary was really exciting for the students. They all were eager to use their camera at the same time knew the gravity of the situation. The teacher clarified that this was a group work.
Inquiry and Innovation
The teachers asked students to make a detailed list of the questions they wanted to study during the project. They discussed with their teachers and generated a detailed list of questions about a bicycle and the related history that they wanted to study. A detailed brainstorming session as to how they would approach the task of finding the required information was very fruitful. They decided to go to library and conduct search using different search engines. Some of them approached to teacher to learn from them effective searching strategies rather than relying on one particular source. There is an efficient and effective way to search for information was established. A KWL chart rendered effective in finding out what to search and the key vocabulary needed to get the right kind of information. The teacher gave them a handout which had the different clues which they discussed and then made sense as a group of 8-10 students. They then used these strategies to conduct different searches for finding articles for different topics.
Presentation on History of Bicycles
Once they were confident they began their list of questions related to history of bicycles.
Students divided the tasks and used edmodo to post different articles on the history of bicycles. They were given a week's time to search and collate information about bicycles how they evolved and other details. While searching the students felt like investigating new questions which were not a part of their original bank of questions.
Once the information was gathered, students brainstormed in groups as to how they would present their tasks. Each group prepared different artifacts to be used during the presentation.
The different aspects chosen for presentation were the evolution of bicycles, impact of bicycles on the life of people, economy, transportation, sport, industry etc.
The best part of these presentations was students worked collaboratively, looked at strengths and weaknesses of group members while deciding to make presentations.
Some groups however required teacher intervention to learn how to deal with emotions in a group set up and how to lead and follow instructions which are agreed by group members.
Teachers realized that individual task bifurcation agreement between the group members is essential to all to be on task.
However one good thing observed was learners learnt to synthesize information that they gathered and transfer the learning to making models, presentations, quizzes etc.
However each group learnt about a different aspect about the history of the bicycles and this topic was rightly summarized by the teachers and students used this summary in their final script of documentary.
Data collection and Analysis
This was followed by visits to different schools to collect data about the use of bicycles, mass transportation and other means.
This gave students a chance to interact with the real world. They developed people skills. It was the first time they had to approach different schools. They decided to sit in groups of 4-5 and brainstorm as to how they would approach this task.
They decided to make a list of schools they wanted to visit. They also inquired with their teachers as to what all resources would they get to accomplish their task. Teachers extended their support by making transport available. Then a mutual agreement on the process to be followed to seek permission from the school authorities was set up. The student learnt the usage of formal language while writing official letters and also while interacting with school authorities and students. On the pre-arranged day different groups went to different schools to seek permission followed by the day when they conducted the survey along with the questionnaire that they had prepared.
Once the data was collected the students were puzzled as to how to study the huge date and make inference. Mathematics teacher felt the need to introduce the concept of data handling and data analysis using different types of graphs. They learnt about pi chart, line graph, bubble diagram, doughnut chart and bar chart. All students learnt the use of excel to prepare these graphs using authentic information. They were then ready to present their analysis as a contribution for the final documentary.
Their conviction and choice of vehicle as a symbol for their project was reiterated through this inquiry and investigation. Yes bicycle did bring about a change in so many areas.
This lead to the inquiry again. Is it possible for us to revive the use of bicycles?
They now decided to study different articles on bicycle culture in the world. Besides proposing this solution they also investigated other reasons to reduce carbon foot prints. They were given some handouts and were asked to make presentations by working in groups of 3-4 students about the effects of climate change. The idea was to use a jigsaw strategy to ensure students learn the required concepts. The students made presentations on different topics. This lead them to learn the different parts of a bicycle, how they function.
Real Life connections through investigations.
The topic on circles and ratios was take up as an authentic learning unit.
Students investigated the relationship between circumference and diameter and found out the approximate value of pi using a string and wheels of different bicycles. The concept of gear ratio and its need versus speed was also discussed by the teacher.
The science and the mathematics teachers co-taught the concept where the concept of friction and force was taken up by the science teacher and that of gear ratios and circles by the Mathematics teachers. Students got the connections right which was evident from their score on the final assessment question on gear ratios and circles!!
Rally
Once again the groups joined hands to decide on conducting a rally in Rajkot city to spread awareness for the use of Mass transport and bicycles. Seeking permission from government officials was a key authentic learning for students. They questioned the need of seeking permission and the consequence of not seeking permission. Students understood it was not an easy task for the officials from the municipal commissioner and the police commissioner. BRTS is the only mass transportation in Rajkot and was relatively new so students felt they could rally to promote the use of BRTS. Again seeking permission and making others understand what students wanted to do and the need of doing so was a real life experience for the students where there was both the context and content to deliver. Students understood the need of keeping time and yet having to wait if they wanted their task to get done. Letters were delivered and students were waiting for the positive response from the officials. Meanwhile there was a lot of work to be done. Students committee sat together and decided to make posters and all of them contributed whole heartedly. Since this rally was for conservation of resources students made use of broken cartons and decided to hunt for handles needed for carry a placard while rallying. They chose the legs of broken chairs to make the handles. On each occasion from different groups, their were photographers and videographers who kept a track of events. Though they needed reminders from their group members and teachers!
A session to learn the importance of captions, slogans and appropriateness was arranged with one of the faculty members and then students selected their choice of visual and script on the slogans.
The most innovative one was the use of bicycle in the bulb filament with some catchy slogans.
To conduct a rally is not easy. Teachers and students once again decided to study the traffic rules and also confirmed with the traffic policemen about stopping the traffic and assisting students during the rally. Student leaders collected information about who will rally on a cycle and on foot. Once the data was confirmed a mock rally was conducted with the placards to understand how it would go, within the school.
Students decided to approach the municipal commissioner to inaugurate the rally. One of the students volunteered to get this done through his father.
Finally the permission letter was received and students and teachers gathered on pre-arranged day to shout our slogans for about 6km approximately. Some students who were on foot had volunteered to take pictures and video footage for the final documentary.
The municipal commissioner made it a point to encourage young nature enthusiasts, though he was extremely busy on the day, to inaugurate the rally.
This was a major learning for the students. Students who considered themselves fit thought they would go on bicycles and the rest on foot, but the contrary happened, the one's on foot got tired more than the one's on bicycles!
105+ students, 10-12 teachers and support staff joined in the rally to capture attention of all on the streets. A huge banner was designed by the students and prepared by the printers was held by the foot rallyists and strings were used to tie banners to the cyclists with some posters pinned to their shirts just below the shoulders. Pedestrians inquired from students the purpose of their rally and cheered the cyclist and foot rallyists on the streets. This gave a lot of confidence to all of them and for an hour they felt as though their act was one of a hero!
21 century skills
Digital documentary.
Then came the real challenge, preparation of documentary. Groups had to decide on their script and prepare their documentary. They needed to learn the technology tools from their mentor and present their expertise in from of them. Sony Vegas 7.0, Widows movie maker and photo-story were the technology tools taught to them and once again the students were divided into groups of 4-5 to accomplish this task. They had to adapt to the situation and encourage situational leadership for the given task. They understood all within their group were uniquely abled and each had a talent which could be used to accomplish the task. They understood the need to be open and accept others' perspective about the task on hand. Students who were good at scripting helped to cater to that task by taking inputs from others, those good with technology tools did so with the inputs from all. The script was approved by the mentor and fine tuned before recording it for a voice over. The groups sat together to decide the visuals to be used from the bank of photographs and video footage Sony vegas 7.0 was used to render the cuts along with the voice over and music.
All these involved a lot of decision making while analyzing the data and deciding how to sequence the thoughts which enhanced their critical thinking skills.
Model Making
Model making enhanced the skill to visualize object differently. Drawing a bicycle was different then making 3D model with different resources like wires, PVC pipes etc. Thinking of harmful and useful activities in nature and to transfer all that knowledge to a snakes and ladder game was an innovative idea of one of the groups.
Cultural assembly
A team of learners scripted their drama during the cultural assembly on rights and responsibilities with expert help and received an applause for the same. Other learners exhibited their learning by choosing appropriate song or a dance and performing it during the student lead assembly.
Marine Nature Adventure at Beyt Dwarka
During the trip students were exposed to life skills and they understood the need of managing themselves amidst nature at the same time learning more about nature and the consequences of human activity on nature.
Feedback and Revision
During the presentations and online assessments as well as product assessment several drafts were made before approving the final version which were rated by their peers and due feedback was given to each group. There was question and answer session with each group and the students rated their peers on the readiness of taking on the spot questions and rated individuals accordingly. Several revisions were made after critiquing each others draft versus just handing over assignments which were of inferior quality. The need to teach students for how to critique arose during the feedback giving session and the teacher had to on the spot model it.
Following a protocol was an eye opener when we attended the BIE sessions.
Assessments
Collaborative assessment strategy was used to rate the groups for the information about the history of bicycles. Teachers and other group members rated the students on a scale of 1-10 and gave effective feedback to their peers.
Some groups got a feedback about reading from the slides which is a no-no and others about the lack of information in certain areas.
Online assessment was planned for the content taught followed by reflection sessions to fine tune the products like the script, cropping of photographs, choice of music, models on display where the mapping of evolution of bicycles to the lifecycle of butterflies was done. Ongoing assessments helped the learners to prepare themselves for the final product.
Though the rigor of assessment was missing there was a lot to learn in this whole process of project based learning both for the learners and the team of teachers. Final documentary was prepared by specialists and presented before their parents along with a set of exhibits to demonstrate their journey through the project.
Success/failure
Success was that we were able to provide different learning experience to our learners. We saw some situational leaders and were able to tap into their hidden talents by giving voice and choice in the way students communicated their learning.
We failed to create and follow a time frame which took care of rigor in assessment. Due to lack of time we were not able to assess all individual documentaries and give technological feedback to all. We could not create a compelling scorecard and score board for following timeline and deadline set by us.
Key learning while preparing a technology based product for public display, a back up plan needs to be ready. In case of power failure alternative plans. Also technology tool can fail to work so a back up of the whole thing needs to be ready.
Planning for all detailed reflection sessions used for assessment should have been planned instead of only few. Collaboration within the team and participation from team members in planning, executing and reviewing of plan, defining products, planning ongoing and summative assessments would be a key requirement for anyone embarking on a similar journey.
Additional planning which did not materialize :(
Model making of different cycles by each student.
Street smart event to exhibit innovation in model making.
Wall paintings, murals etc.
Visit Randarda lake and present the issue in front of the commissioner along with environment expert to work on saving the lake for resident birds.
Detailed session wise planning.
questionnaire_pedal_power.pdf | |
File Size: | 442 kb |
File Type: |
survey_data_sheet.xlsx | |
File Size: | 11 kb |
File Type: | xlsx |
an_inconvenient_truth_question_sheet.doc | |
File Size: | 79 kb |
File Type: | doc |
documentary_steps_for_mathematics.docx | |
File Size: | 12 kb |
File Type: | docx |
data_sheet_analysis_pedal_power.xlsx | |
File Size: | 24 kb |
File Type: | xlsx |
qf.xls | |
File Size: | 230 kb |
File Type: | xls |