geographical activity

This activity comes in the second chapter of the Geography (Std.7-Unit15) but the teacher felt that students were not ready for it at that time.

Geography is a wonderful blend of Arithmetic, Geometry and Science. The basic concepts require regular repetition with different techniques.

We explored the units in a regular method, definitions, drawings, question-answers. It was useful so far as information and examination is concerned. But, every now and then, some day due to NEWS or incidents in our routine or some other reasons, we kept on exploring the primary concepts of Geography.

Like, few days back, cloud of dust started growing from the ground and we discussed how and why of it. Also, there was dust-cover in Gujarat due to the change in air pressure in the desert of Rajasthan, and we discussed the topic. We also saw some videos and animations in between.

Today, we did an activity about how seasons change.

We used a globe, a cylinder vessel (cz we could not manage a round object) and a string.

We identified the North direction in the classroom using the position of the Sun. Most of the students can identify this. Then we put the cylinder vessel in the center, assuming it as the sun. We put the globe at the North of the Sun also tilted towards North. Then we measured that which pole is nearer to the sun; first by observation and then my measuring with the string.

Then we moved the globe 90 degree and put it to the West of the Sun. Again we measured the distance of both the poles using same methods as above.

We changed the position of the globe again, 90 degrees, and placed it at the South of the Sun, keeping it tilted towards North. We measured the distance of poles from the Sun.

Repeating the same, we placed the globe to the East of the globe.

Now, teacher asked the students to compare the experiment with the figure given in chapter 15 and answer the questions: What would be the date when the earth is in the first/second/third/forth position of our activity? We have our answers, correctly.

It is not those correct answers that show the result of the activity.  Students have already answered those questions previously in unit tests and in assignments. It is the questions from them that show why to do such activities. Here are those questions: What if the Earth is not tilted? We saw the video and the Earth doesn’t seem tilted in it, then how can we say that the Earth is tilted so exactly? Why don’t we feel the movement of the Earth? Where is the Earth located? Why don’t we fall if the Earth is round? Our land seems flat, then how come we say that the Earth is round? Where do we live, inside of the Earth or on the Earth?

Some of the questions are repeated a many times.  Repetition in the question means the concept requires more clarity and a different method to explain. So they are welcome every time.