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Activity Description (Include pictures)

Scientific Process Skills

Children's Voices

Learning Disposition

Teacher's Reflection

Include Photos

One class to document outdoor learning

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The children explored about different materials and whether light passes through it. We used the light table and place the chosen materials on the light table to see if light passes through. We then sorted them into transparent, translucent and opaque.

Scientific process skills: observing, comparing, communicating

Children's voices
"Actually, the felt is translucent because I can see some light that passes through." - Aaira

"The black and dark blue felt is opaque because no light passed through but the red and yellow is translucent because some light passes through." - Aidrian

Learning disposition
Children will develop a sense of wonder and curiosity where they explore the different materials to find out if the materials are transparent, translucent or opaque.

Teachers reflection
We made new discoveries about this activity from the previous week. The children were able to explain why they had classified the materials in this way. This also showed me the importance of teachers providing the necessary vocabulary to help support children in explaining their decisions.

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In this activity, the children learned about how distance can affect the size of a shadow. The children first started off by predicting how the distance would affect the size of the shadow. A lot of the children were able to share that the closer the object is to the light, the bigger the shadow. The children then tested out the prediction by standing in front of a torch light and slowly walking closer and further away from the light.

Predicting, Observing, Communicating, and Recording discoveries

Learning disposition: Children developed a sense of wonder and curiosity as they explore the different types of shadows they can create.

Dylan: My shadow got bigger when I walk closer to the light.
Raif: My shadow looks just like the tower I built but bigger.
Caitlyn: My shadow changes when I tilt my block.

Teacher's Reflection:
The children really enjoyed the topic of "Lights and Shadows". This topic provided a lot of hands on opportunities where the children also got the take charge of their own learning and lead their investigation. This topic has taught me the importance of providing not only ample tools for the children to explore but also the right type of tools as not all flashlights may be bright enough for children to see shadows.

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In this activity, the children chose a classroom object and observed the different types of shadows that it forms. The children chose objects such as logs, blocks, sharpeners and drew out their predictions of the shadows that can be formed. They then shone the light from different angles and drew out their observations of the different shadows they saw.

Scientific Process Skills:
Predicting, Observing, Recording

Learning Disposition:
Children developed a sense of wonder and curiosity as they explored the different types of shadows one object can create.

Children's voices:
Chen Ning: The shadows of the log looks like a rectangle and a circle
Charlene: I saw a star and the side of the star looks like a rectangle with a stem.

Teacher's Reflection:
One observation I had while facilitating the experiment was that many of the children's predictions of the shadows were based on the immediate shape they see from the object. Thus, when they tried shining the light from different angles, it was intriguing for them to see the different shapes that can be formed. This made me realise how important it is for learning to be relevant to children's prior experiences. Getting children to record their predictions and observations also allow children to be involved in documenting their own learning.

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The children conducted an experiment about different height of shadow and made predictions on how the distance of the light source would affect their prediction.

Through this experiment, the children realised the importance of working as a team as they would need help from each other, with one holding the measuring tape and the other indicating the height of the shadow.

Dayven shared, "teacher jodi, when the light is at "B" the shadow looks bigger and longer! I think it will be 14cm"

Some children were unable to make accurate measurement as it was quite hard to manipulate the measuring tape, hence, I could get them to first use non standard unit item like yarn or unific cubes to measure first before using standard unit item like the measuring tape or ruler to get an accurate answer.