Exercise Corner | The Grand Patch-Up



Have you ever built a bridge?

In this exercise, we aim to teach children how bridges originated and how even the simplest of bridges function. Read through the exercise with the students and get them to understand how the oldest bridges function. Further, ask them to think about where we would be if not for the inventions mentioned in the exercise and appreciate them for their usefulness. Talk to them about how several things have been invented by accident and some with a lot of effort, and that the base for all inventions is to keep exploring!

Then, ask them to answer the given questions according to their views. In their responses, check if they have properly understood what bridges are for. If time permits, you can even ask them to take a few words in front of the class about the invention they feel is most useful. Then, for the final question, check their creativity and also see if their response tries to solve an issue that persists in the real world.

You can also take this chance to team students the differences between inventions and discoveries.
Discovery – A discovery is recognizing something that already exists for the first time, that nobody has found before. For example, Christopher Columbus discovered America.
Invention – An invention is creating something totally new with one’s own ideas and development. For example, Thomas Edison invented the light bulb.

Who can make the strongest paper bridge?

Getting children interested in ‘making’ things is vital. It builds several important 21st-century skills and shapes them better to face the world. In this activity, we aim to get students to make the strongest bridge with the simplest available resources. Inform students to get some craft supplies that will be required for the activity. You can give them one period or about 40-45 minutes for this activity.

Divide students into groups of 4 or 5. Divide the groups in such a way that it’s a mix of diverse character types. Ask students to ideate their bridge design and first draw it on paper. Then, ask them to gather the required materials for the bridge (mostly simple materials such as paper, glue, two balances for each end, etc.) will only be required. Once they have ideated the design, ask them to start the construction of their paper bridge. Monitor the groups to check if all the students are equally participating in the making process and nobody is left out without doing anything in the groups. If students are stuck in the ideation or construction phase, you can look through few example videos online to help them out.

Once the students have finished constructing ask them to display their bridges. First, test out the weight balance on their bridges using a small marble or stone for a basic balance check. If all the bridges withstand this weight, you can further keep increasing the weight of the stone or marble to check which bridge holds the maximum weight! You can even choose to use coins and keep adding more coins to test the strength. As an extension, you can even ask students to think of ways in which their bridges can be made stronger to withstand more weights too!

Grammar Good

1. Complete the below sentences with suitable determiners. (Note: There could be multiple correct answers.)

2. Complete the following sentences using either ‘much’ or ‘many’:

3. Complete the following sentences using either ‘a few’ or ‘a little’:

Think & Write

Futuristic Classroom

In this activity, we nudge students to think of the requirements in a classroom and further creatively design objects to solve these requirements. Divide students into groups of 4 or 5 and ask them to think of what simple objects in their classroom could also function as. For example, a chalk piece can also function as a laser pointer. Instruct students to be creative in their approach and also let them know that these ideas do not need to be implementable. This is just to check the creativity, critical thinking, and problem-solving skills of the students. Similarly, ask them to think of what other special functions each object could perform and draw the design of the object and explain how it would work in their notebook. Finally, ask each student group to come in front of the class to present their ideas!

Activity Corner

Showing our appreciation and gratefulness for the people around us is very important in building and nurturing a strong relationship. And one way to show our love for someone is by making gifts instead of buying them. In this activity, we aim to help children feel the joy of giving handmade presents to their parents. Instruct students to spend time making handmade gifts and handmade greeting cards for their parents, without taking any help from their parents. They can choose to make separate presents or just one present for both of them. Tell them that it would be even more exciting if they make something they know is of interest to their parents. Ask them to search for ideas on the internet if they’re not sure how to proceed. Also, tell them to try and reuse existing materials instead of buying new ones for this activity.

Once they have finished making it, ask them to bring it to the school, display it to the class and then present it to their parents. You can also have a follow-up on this by asking students how they felt when they made a present and gave it to their parents. You could ask students how their parents reacted to their handmade gift!

GK Challenge

With the help of the pictures given below, write the name of the bridge type in the blanks provided:

Reading Comprehension

1. What did Mary want to do when they were all bored?

Mary wanted to visit the abandoned house when they were all bored.

2. Choose the meaning of the word ‘abandoned’ from the below options:

b) Empty

3. Who went to the abandoned house?

Samuel, Joshua, and Mary went to the abandoned house. 

4. Choose the meaning of the word ‘ominous’ from the below options:

a) The feeling that something bad might happen

5. Why did the three of them laugh after they reached home?

The three of them laughed after reaching home because of their silly fear in the abandoned house.