IDEA 9# - Factory inputs, processes and outputs
This worksheet turns the Village Hub into a simple flow diagram and a table to fill in. Thanks to Sean
Thank you to Sean Healey for producing it.
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IDEA 10# - VIllage hub card sort
Print out the cards in the document below. After the students have watched the film ask them to arrange the cards into a flow diagram.
They can arrange them over sheets of paper and draw on the arrows - or print out some arrows of your own!
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IDEA 11# - Village hub dominoes
Students could make their own cards with questions and answers - perhaps from the high five game below. |
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IDEA 12# - human village hub
This can be a follow up activity after the card sort in idea #. Divide the class up into the following eight groups:
Push the tables to the side and clear a big open space.
The students have to recreate the factory flow diagram on the floor. The groups will need to speak to each other to decide how to spread themselves out. Each group will need to explain the input to them, the process that takes place where they are and their own output. When they are prepared the teacher becomes the palm juice and the groups direct where he/she goes. The whole class listen to the the groups as the sugar juice (teacher) moves around the factory - the groups have to explain to the teacher and the class what they do. My class are very usually very quiet but this exercise led to lots of debate about where they should all stand and what they were going to say. |
TOP TIP: you can cut giant arrows out of old newspaper to lay on the floor between the groups.
You could have the roles already decided and stuck on post it notes under the students chairs before they come in. |
IDEA 13# - VILLAGE HUB HIGH FIVE GAME
While student watch the Village Hub film they can write down questions on to post it notes.
Then push the tables out of the way and put the students in to pairs. The partners stand on opposite sides of the room. Read out the questions. Students shout out the answers if they know it. Every time they get a question they take a step towards the middle. The winning pair are the first to give each other a high five! You could also have asked them to watch the film at home and come prepared to class with the questions. You might also add a couple of your own. Thanks to James Burford for this idea. |
TOP TIP: Make sure the questions have very short answers.
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Idea 16# - have a cooking competition!
Go cross curricular! One of the outputs of the Village Hub is sugar. The sugar has a different taste to regular sugar. When we sold it at our school we noticed that parents were unsure how to use it so the humanities department had a cooking competition.
You can make your own rules. Our rules were that each teacher made a course which had to use Masarang sugar in some way. As we're an MYP school we made a rubric and marked each others cooking. You can adapt the one here... |
Thanks to Laura Fairbairn for making the rubric.
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IDEA 18# MASARANG DRAGON's DEN
At our school we teach MYP humanities as an integrated subject. This was a unit developed by the Business Studies teachers but you could easily give it a stronger geography feel.
Put your students into groups. Each group is going to be a business that is going to produce a product using Masarang sugar and market and sell it. We had all of Year 9 take part in this. The best teams from each class came head to had at the Dragon's Den in front of the entire year group in the school auditorium. The documents you need including rubrics and examples of some of our students work are on the right. |
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idea 19# - Predicting the future
Once you feel your students have a good understanding of how Willie Smitt is working in Indonesia. You could ask your class to:
Predict the future for the Village Hub in 10 or 20 years time. To predict any problems/obstacles that will need to be overcome. To suggest solutions to these problems. This ties in with the ideas of sustainability. |
You could classify the predictions under the following categories.
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