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= An example from Unit 5 = | |||
== Idea D: Planning for a trip to the game reserves and {{capital}} == | == Idea D: Planning for a trip to the game reserves and {{capital}} == | ||
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Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops? | Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops? | ||
= An example from ICT practice = | |||
{{: OER4Schools/ICT/Robots and spreadsheets part 2}} | |||
Revision as of 21:29, 7 January 2015
OER4Schools is available in a number of different versions: Zambia, Kenya, Rwanda, Sierra Leone, Uganda, Ghana . Below is a sample for what the localised text looks like.
You can view the current page in the following versions: Zambia, Kenya, Rwanda, Sierra Leone, Uganda, Ghana
default version[-]Zambian version[Z]Kenyan version[K]Rwandan version[R]Sierra Leonean version[S]Ugandan version[U]...[G]
An example from Unit 5
Idea D: Planning for a trip to the game reserves and the capital[-]Lusaka[Z]Nairobi[K]Kigali[R]Freetown[S]Kampala[U]Accra[G]
[-][Z]...[K]...[R]...[S]...[U]...[G]
Imagine you have two overseas visitors who have just arrived in the capital[-]Lusaka[Z]Nairobi[K]Kigali[R]Freetown[S]Kampala[U]Accra[G] and would like to visit a game reserve near the capital[-]Lusaka[Z]Nairobi[K]Kigali[R]Freetown[S]Kampala[U]Accra[G], plus the a national park[-]Victoria Falls[Z]Masaai Mara[K]Akagera National Park[R]Outamba-Kilimi National Park[S]Bwindi Impenetrable National Park[U]Mole National Park[G] and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from the capital[-]Lusaka[Z]Nairobi[K]Kigali[R]Freetown[S]Kampala[U]Accra[G] city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at the capital[-]Lusaka[Z]Nairobi[K]Kigali[R]Freetown[S]Kampala[U]Accra[G] city centre? Please state the distance of travelling to each place and the approximate time required to travel.
Can you think of a website for visiting the country?[-]Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.[Z]Example of website on visiting Kenya: http://www.touropia.com.[K]...[R]...[S]...[U]...[G]
Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops?
An example from ICT practice
Facilitator distributes "traffic lights". In some parts of Africa these are also known as "robots".[-]In Zambia, and parts of southern Africa, these are known as "robots".[Z]In some parts of Africa these are also known as "robots", but this is not the case in Kenya.[K]In Rwanda these are also known as "robots".[R]...[S]...[U]...[G] This is the first time we mention traffic lights and it would be a good idea to know what they mean in this context. This information can be found on the two pages: Traffic lights, How to make traffic lights. Make sure that before you get to this session you familiarise yourself with traffic lights and that you have some traffic lights ready with you.
Introduction (5 min) to Traffic lights(a). (Or, "robots", if you prefer.)[Z](Or, "robots", if you prefer.)[R]
Traffic lights (robots)[Z] have three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means STOP; Orange means GET READY TO GO and Green means GO. Their meanings for classroom application are as follows:
- RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
- ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
- GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”
While you do practical work in groups, make a stack of your three cards near your groups. Place the colour on top which shows how you are progressing as a group. The facilitator will see the colour and help you appropriately.
Different-tasks group work (15 min) with ICT on various topics. You now have 15 minutes to do ICT practice, and we return to working with spreadsheets. Below are the two sets of exercises with spreadsheets: one you have already encountered in a previous session, and the other is new. Revisit what you have done, and then work on some new things. Remember, that many of the applications you are using are pretty open ended, so explore additional things that interest you.
1. Basic Calculations
You can print this content on a separate sheet here: OER4Schools/Spreadsheet exercises/1.
2. Formatting Worksheets
You can print this content on a separate sheet here: OER4Schools/Spreadsheet exercises/2.
