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1. Share the topic and activity description (Include pictures)

2.What opportunities did you provide for the children to discuss issues concerning the world around them?

2. What Scientific Process Skills were used?

3. Share the voices of children.

4. What was a challenge you faced and how will you carry out this activity differently?

(One class to document outdoor learning)

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1. Exploring water and pipes: Prior to this activity, the children listened to a book titled "Water" This story introduces where they can see water, different forms of water and it's usage.

2. After reading the children were brought to walk in the level and were invited to look for water.

Hong Ye shared "I have water in my water bottle. It is clean!"

Alexis shared "Toilet bowl also have water but it is dirty."

Zhi Xi shared "There is also a water coming out from the tap."

After our walk, the children brainstormed on how they can reuse the water from rain or after playing at the mud kitchen.

Yu Qing shared "We can use it to water the plants!"

Then the children were introduced to pipes and were invited to connect it together before exploring water. I also participated in the activity and gave children ideas on how to connect pipes together as it might be new to them. I demonstrated how to connect the pipes together.

3. Scientific process skills - Observing, classifying, experimenting

4. What I modify in this activity is that instead of just using plain clear water, I added a food colour to the water for the children to see how water flows into the pipe clearly.

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1. Children discussing issues:

They were introduced to 'water' through a book - where can we find water, how does the water change form and what we can do with water.

2. Activity synopsis:

The children added food colouring into the water. They placed the paper towels into the water and observed the paper towels changing colours.

3. Scientific process skills: observing, predicting, recording

4. Voices of children:

Jia Chen: "The water became darker with the colours."

Falisha: "The paper towel became very soft because it was wet."

Heidi: "I like the blue water because I can see the colour go up the paper towel quickly."

Audelia: "I think that we should take out the paper towel soon because it will get very wet then it will drop into the water."

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1. The students engaged in an activity to explore the concepts of "sink" and "float." Before beginning the experiment, we discussed what sink and float means.

2. Evan explaining, "Sink means fall down like the Titanic, float means stay up in the water." During the experiment, the children tested various materials to determine if they would sink or float.

3. Children made predictions by placing materials in two separate container. After conducting the experiment, the children recorded their findings in their STEAM books.

4. Children voices:

Mirza predict a ping pong ball will "float" and a bowl will "sink". After that I asked him why do you think ping pong ball will float and why bowl will sink. He responded, "Because it is small and the bowl is heavy".

Jarryl explained the basket will sink because, "It has holes," and added, "water goes inside." Regarding the balloon will float, "because it is light."

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1. Share the topic and activity

description (Include pictures)

In this lesson, the children were introduced the topic of global warming. They were presented with ice, container, penguins and hair dryer. They were involved in assembling the set up and engage in observing and experimenting.

2.What opportunities did you

provide for the children to discuss

issues concerning the world

around them?

After the children watch a video of how global warming affects the world, the children were intrigued by how human actions cause global warming. The children shared about the current weather and how it has been very hot lately. They were able to make reference to the number of vehicles on the road and the exhaust fumes that were emitted to the environment.

3. What Scientific Process Skills

were used?

Experiment and observations.

4. Share the voices of children.

Wen Yang: The weather is hot so the ice will melt and the penguins will drown.

Liron: Teacher Liza! My group's ice melt faster. The hair dryer is hotter just like the global warming.

Yusra: When we use the hair dryer, the air is hot just like the weather.

5. What was a challenge you faced

and how will you carry out this

activity differently?

The challenges that I faced was to explain the idea of global warming as well as the causes of human actions. The children were unable to relate to it thus I showed them a real life video of the effect of global warming. The experiment an effective alternative as they were able to use the hair dryer and observed of heat cause ice to melt at a faster rate.

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1. Share the topic and activity description

The class will explore the differences between upcycling and recycling and explore different ways to upcycle recycled and/or old materials to create something new.

2. What opportunities did you provide for the children to discuss issues concerning the world around them?

I provided them recycled / old materials such as toilet rolls, boxes, bottle caps, water bottles, pool noodles. I first asked them if all these items could be recycled and encouraged them to recall our lesson on the 3Rs. I then explained that pool noodles are made out of foam and that it cannot be recycled. They then watched a video about creating toys from trash and shared that sometimes, it is better to create something new from our trash, so that we can use fewer natural resources such as trees.

3. What Scientific Process Skills were used?

Experiment and observation

4. Share the voices of children.

Kayden: I can make our stamps and the different prints from cardboard. Then I can use the rubber band to make a circle shape also.

Iva: I can make a coin box from a water bottle. This is so fun!

Thiri: My mummy uses the water bottles and puts plants inside. Then she will hang on our window.

5. What was a challenge you faced and how will you carry out this activity differently?

The children had the knowledge of items which could be recycled but needed more explanations to understand the difference between upcycling and recycling. The activity helped them to understand that if the item we wanted to discard could be combined with another item to create something new, then that is upcycling.

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1. The children were brought to the Mud Kitchen to explore play with loose parts, mud and water.

2.Through the exploratory play, Teacher Renee was able to talk to children about the importance of water conservation as the children were using too much water for their play. Teacher Renee was able to discuss with children the consequences of using too much watch and what happens to all the water that we waste.

2. Experimentation

3. Jia Ze: I like to make mud cake, I need mud, water and rocks!

Chloe: I want to make a chocolate milkshake!! I need to use water but not too much!

4. The challenges I met with the children were that they were not able to visually see how much water was wasted so if I could do the activity again, I would add the bucket at the bottom and get the children to observe how much water was used and wasted at the end of the play.

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The children discussed about the food waste and how food waste contributes to a large part of the trash in Singapore. With that, we decided to do a check on the amount of food waste that we produce and they are heartened to realise that the children in our school do not waste much food.

The science process skills that were evident was observation and inferencing.

Adnan: look, not a look of rubbish!

Kieran: ya I only see a spoon with food and then a corn inside.

Zi Yue: ya so good right? We don’t waste food!

One of the challenges I faced was to show that the degree of food waste that is produced as a nation. The children seem to only see the “good side” of it as they don’t see much waste but that’s not usually the case outside of school.

Perhaps we can do a comparison of school and outside of school such as at the coffeeshop or hawker. This will help them see that collectively we do produce a large amount of food waste if we do not finish our food.

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1. In this introduction lesson to Beebot, the children learnt to observe and find out how a Bee Bot moves by using the various functions of its command functions.

2.The tuning activity was discussing about learning how to differentiate the directions I.e left,right, forward, backwards. I shared with children the reason of learning directions as it would help them in future to read maps or navigate themselves or their vehicle in future.

3. Predicting, observing, comparing.

4.
“Wow! The Beebot can move.”
"I want the Beebot to go to the grocery store.....I have to press forward, forward, turn left, forward, forward, turn right, turn left, forward."
"No, you have to press this one, not that one."

5.
The children were excited to see the Beebot move. They tend to crowd closer to have a better look at the map. I would have 2 to 3 more Maps of The Neighbourhood so that children would be able to experiment with the Beebot in smaller groups.

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1. In this activity, the children conducted an experiment to investigate why tote bags should be used instead of paper and plastic bags.

2. I shared the newspaper article about Singapore’s Masterplan in regards to Semakau Island to children and got them to discuss how land are filling up and what they could do to reduce these wastage.

3. Predicting what might happen if materials are wasted and comparing what happens when less waste versus more waste is disposed of.

3. Jie Rui: "There are holes on my plastic bag, it is not very strong.", Ariel, "Ya I think we can only use it one time." Hailey, "My mummy always bring bag when we go supermarket."

4. The challenge would be that the bags provided are of different sizes, hence, some children commented that they would use plastic bag because it can carry so many things. I could have used bags of similar sizes and to have children place item of same size in the bag to ensure there are constants in the experiment. The comparing part was not as evident, except that they were able to identify that plastic bag tears easily.

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Navigating Bee Bot (Where our trash go to?) 

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Navigating Bee Bot (Where our trash go to?) 

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1) In this lesson, children were learning about where the rubbish in Singapore go to. The bee bot was use to spark children interest in this topic as they navigate the bee bot to the different location, following the route of the rubbish.

2) Children learn that the rubbish go through many process before it turn into ashes and buried in the Semakau island. However, the island also has a limit in space and one day, we are not able to dispose any more rubbish in the island.

3) Yong Xin: If we don't have place to throw the rubbish, Singapore will become very dirty and smelly.

Sofiyyah: The rubbish will go to the incineration plant after the rubbish truck collect from the green dustbin.

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1. In this lesson, the children shared and discuss about food wastage. The children started off by looking at a picture of food being thrown away in the dust bin. During the lesson, the children learned about the impact of food wastage on our environment as well as all the different resources that went into growing our food.

2. After watching a view on food wastage, the children had the opportunity to share about how food wastage would impact our environment. The children were able to relate back to the amount of resources and energy has been used to grow our food and that throwing food away is equavilent to wasting all the energy and resources used.

3. Predicitng, Observing and Communicating discoveries

3. Caleb: In order to grow our vegetables, we need to water it everyday. If we throw our vegetables away, the water we used to grow the vegetables is wasted.

Lisa: I will reduce food wastage by reminding my friends not to throw away their food.

4. The children had some trouble understanding how wasting food affected our environment as they did not realise how our food came about. After the children watched a video explaining the amount of resources used, they had a better understanding.