INTRODUCTION OF THE DISTRIBUTION CONCEPT

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sc-oct-1Introduction

PYP 2 students  just finished learning about how processes work in creating products, under a unit of HOW WE ORGANIZE OURSELVES.  Students had shown prior knowledge of some concepts, such as function,  change. process and product.  I sent the students a link of a movie that I made at the beginning of the unit. They have to discuss the movie with their parents at home. When they came back to school the next day, they came with some ideas to share, and were ready to classify some products that I brought from home.  I usually call this teaching strategy a Flipped Classroom approach.

Students were learning by  visiting a cow farm to feed the cows and goats, milk cows, and they went to  hydroponic garden to see the  examples of  the cultivation process.  They experienced processing the raw materials such as milk into pudding, or other materials such as paper into a story book or crafts that they made  in the classroom.

Distribution Concept

In the 4th week, students started to learn how products are distributed. It  still needed one more process to reach consumers.  I asked them to have a short chat with their neighbour about any products that they have used.  Then they explored some products made in other countries that my partner and I provided.  The students came up with the ideas of brand, package, location and destination of the products, and also the ideas of export and import.

Students have had enough experience to start to interview their parents and did some research to find more products which were exported or imported.  They watched movie to find out more information about it, too.

Showing a world google map is one of the strategies that  provoked the students to think about how products are distributed around the world. They were challenged to imagine how long  products to arrive in a destination by looking at the map.  They also thought about the transportation needed to distribute large amounts of products.  The students constructed their own conceptual understanding about distribution by finally making a flowchart of how they produced their own product at the end of the unit.

 

YULITA KURNIA-PYP 2 CLASS TEACHER AND TEAM LEADER

Sekolah Ciputra-Surabaya

Indonesia

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