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探究课程-香蕉

香蕉叶带回课室，探索香蕉叶到底有多长。首先，我们请来班上最高的俊哲和香蕉叶站在一起，孩子们发现香蕉叶比俊哲还要高。然后他们将香蕉叶横放，五个人站成一排与香蕉叶一样高。接着，孩子们利用课室里唾手可得的物品进行测量，最开始，有一些孩子不能正确的测量，老师做示范后，孩子们基本能够正确的进行测量，最后将测量的结果记录下来。整个过程中，孩子们对香蕉叶的探究充满兴趣，大部分幼儿都能积极的参与，并寻找工具进行测量，令我惊喜的是，记录完以后，俐乐马上发现尺子和铅笔是一样长的，因为都是九。通过这个活动，孩子们不仅对香蕉叶有了认识，而且让孩子们学习了用生活用品进行测量，增强了对学的概念。
提问：1、你觉得香蕉叶有多长？
2、如果让你选择一种工具进行测量，你会选哪一个？

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Questions:

1. What recording activities did you conduct? Elaborate. 你进行了哪些记录

活动？分享活动！

2. What were some of the questions asked?

What were the children's responses? 你问了哪些问题？孩子们的反应是什么？

3. What went well? What were some challenges faced? 什么进展顺利？
面临哪些挑战？

4. What would you have done differently? Why? 你会有什么不同的做法？为什么？

Please insert some photos of children engaging in the recording activities.
请上传参与活动的孩子们的照片。

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通过乌鸦喝水的故事，让幼儿知道水位的变化

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通过乌鸦喝水的故事，让幼儿知道水位的变化，通过小实验，自己往小瓶子里丢小石头，看着水平线的上升，让幼儿直观的看到水位的上升过程。
先让孩子预测，如果投大的石头，需要多少块石头，水位会升到10CM？如果投小块的石头，需要多少块石头，水位会升到10CM?
孩子们在计算丢小石头进水瓶的实验中，孩子们可以轮流的等待，可以帮同伴一起数丢进去的石头的数量。有的孩子可以准确的数10 ，有几个幼儿在数10的过程中，比较犹豫，数到9就以为自己已经数到10 了。
最后实验的结果是，6CM的水位线上升到10CM的水位线，用大石头只使用了十九块。而用小的五彩石头的时候，一共使用了700粒。
班里一共10个小朋友，一个孩子数10粒石头，每个孩子数了七次，才把水位线上升到10cm的位置。孩子们从一开始的可以耐心等待到后面有些坐不住了。然后我就给每个小孩发小石头，让孩子们一起数10粒，一来可以加快速度，二来每个孩子手上都有事情做，可以增加幼儿的耐心。

提问：
从6CM 上升到10CM.水位上升了多少呢？
请预测一下，我们用大的石头，需要多少块石头？
请预测一下，我们用小的彩色石头，需要用多少块石头呢？
为什么小石头的数量比大石头要多呢？

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张老师 — 探究课程：光影游戏

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张老师 — 探究课程：光影游戏

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这周的探究课，我们一起探索了怎么样让影子更大一些？
教师在试验前，我们一起制作了光影杯子，幼儿在纸杯上自由作画，并在老师贴好的胶布上进行绘画，之后让幼儿将实验前的猜想用绘画的方式记录到实验表格中，鼓励幼儿设计大胆猜测用不同的颜色来表达自己猜想的实验结果。让幼儿两两一组合作完成实验，并且互相说出实验的感受。幼儿在交流试验过程和结果后，教师请幼儿对比自己的实验猜想和结果一致吗？如果不一样为什么？最后进行活动总结，光物体远，影子小；光离物体近，影子大。

提问：
1.你们觉得手电筒照在纸杯里会发生什么？
2.那如果老师把手电筒拿的离纸杯远一些，会发生什么？近一些会发生什么？
3.实验结束了，你的想法和结果一样吗？为什么呢？

面临的挑战：
幼儿在做实验的时候会不小心将手电筒的光照到别的小朋友脸上，其他小朋友会感觉非常刺眼，所以需要及时纠正和课前辅导。
小朋友们在做这个课程的时候非常开心，在实验结束后也能快速的画出实验结果。在做实验的时候他们也能与同伴交流感受。整个房间都是光和影子的氛围，特别好看。

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Recording Sheet for the Lower Ability and Average Ability

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For our Inquiry Project, the children explored on Water. They learnt about the water cycle, states of matter, types of water bodies and did experiments such as Float or Sink.

For the experiments, children were asked to predict the outcome before they proceeded with finding out the results. For the states of matter experiment, children were excited as they had to guess by touching 3 identical balloons, each filled with air (gas), ice (solid) and water (liquid). For the Float or Sink experiment, the children were equally excited as they made their predictions of which would float or sink.

The hands on experiments went  on quite well. The recording for the first experiment was straightforward therefore was only one   type of recording sheet. The next experiment had three recording sheets meant for the differentiated learners.

It would have been nice to allow children to experiment with a larger variety of objects however the recording process would be more challenging for them.

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Differentiated learners doing their recording alongside each other

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Guessing which balloons contained gas, solid or liquid

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1.在这次的探究课程活动中，我让幼儿在多种蘑菇中选择2种蘑菇并说出其相同和不同之处。之后让幼儿利用ipad中的keynote功能，在录音、拍照、绘画中选择其中一种方式进行记录。

2.首先大部分幼儿都能够说出蘑菇的相同及不同之处，例如伊聆发现香菇及杏鲍菇颜色相同但是长短不同、文萱发现白玉菇的外形相同但颜色不同、嘉泽发现蚝菇背面有条纹但金针菇没有等。之后幼儿也能够按照自己的喜欢/能力进行记录。

3.幼儿在观察蘑菇相同及不同之处十分的顺利，但在面对不同的记录方式时，部分幼儿不知道如果进行选择，因此老师也要根据幼儿能力给予记录方式。例如口语表达较强的幼儿能够用录音的方式进行记录、华文能力较弱的幼儿能够利用拍照的方式进行记录。

4.若下次有机会进行相同课程，我会让幼儿在记录时同时进行绘画及录音或者拍照及绘画，让幼儿更加明确的记录下蘑菇相同及不同之处。

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1. After experimenting on Sink and Float, the children used their STEAM book to record their observations. The children first draw the bottle and then the objects inside the bottle.
2. The questions asked were: "What happened to the popsicle sticks?", "What are the object floating?, "What are the objects sank?".
Childrens responses were "The popsicle stick will sink", "The pompom ball is floating".
3. The children enjoyed the recording activity as it is like doing an art and craft. They draw and used colours. Most of them started drawing bottles then followed by the objects inside. They were also able to share and describe about their observations, "This is the popsicle stick floating" as Aydan said.
4. I think we can use photo taking (time lapse) to record the changes in the position of the objects.

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1. This is a drawing activity where the children are provided with a variety of concrete real mushrooms to choose from. After choosing they will record down what they can see from the mushroom they have chosen.
2. Why are there so many lines in the mushroom? How come some mushrooms so long and some so short? Does all mushroom have a head like this? Where can we find this mushroom?
3. The children were able to take reference to the mushroom right in front of them and were able to draw according to what they see. Some of my children whom previously were not able to draw were able to follow what they could see and record their findings.
The challenges I faced would be that there were a few children who were still not able to follow through and draw what they saw on the plate.
4. I could introduce book creator to the children and for children who were not able to draw through first hand drawing, they could trace the mushroom of their choice.

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1. The recording activities were drawing what they have observed about the banana tree and its parts during their outdoor visit to the school garden. This was our first outdoor drawing experience and the children loved it! During this activity, different parts of the banana tree were also introduced to the children which helped them in their next task where they had to label the banana plant parts. (see next picture).
2. During the outdoor activity-
Why is the banana green, not yellow? Not ready to be eaten. Yellow bananas can be eaten. -Gideon
Why are there so many bananas in our schools? Maybe Uncle Lim planted them?- Timothy
What do you notice about this banana tree and the other? The leaves are bigger that me. The other tree is shorter than me. -Chloe
3. Children enjoyed the drawing part of the activity while some loved taking photos of the tree with the Ipad. Thankfully the weather was great but we forgot our hats! Children complained that it was hot. Next time, we will bring their art journals for other drawing opportunities.

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1. For inquiry project on light and shadow, the children record the results of their light mixing results on activity sheet.

2. What did you notice when the two colours overlap? "I see the purple colour." - Dylan (when red and blue light colour overlap)
Did you notice the change in colour when the lights overlap? "Yes, different from the two colours." - Jayden

3. The recording sheet helped children to record what they saw. For those low readiness children, they were asked to colour the colours they say while high readiness children were encouraged to write the name of the light colours.

4. Expose children to the names of the colour prior few days before the activity and display the word cards of the light colour.

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Matthias anticipating that the paper with holes may sink. 

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This was a sink and float experiment with a variety of paper. Children were given the choice to select two types of materials they wished to explore and recorded their predictions and findings on e-paper (ipad).

Before paper was placed into the tank, Matthias was asked about his choices. 1) Why did you choose these materials? The dim sum paper have holes and the cardboard is heavy. 2) What do you think will happen when the paper were placed into the tank? “They will get wet and get stuck together.” 3)Were your predictions the same as the outcome? “One of the answers is correct.”

I would have the children with lower abilities to do their recording on paper before transferring the information onto e-paper.

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Child types in own name and drags the pictures on the recording sheet. 

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Questions:

1. What recording activities did you conduct? Elaborate.
- I did the experiment of putting egg in water (control) and egg in vinegar. After a day, it is supposed to become bigger, bouncy and the shell would be dissolved due to the acid and calcium carbonate reaction.

2. What were some of the questions asked?
- what do you think will happen to the egg in the vinegar tomorrow?
- what happened to the egg in the water/vinegar?
- why do you think it became that way?

What were the children's responses?
Ethan: it will float
Jenn: it will sink
Elena: it will become a circle
Asha: it will become pink/purple

3. What went well? What were some challenges faced?
This time round the children had a lot of interesting and logical prediction of what might happen instead of saying I don't know. It was only challenging for the children who were not as vocal. I gave them time to think and everyone got a chance to share and write their prediction and conclusion in their exercise book on both days. For children who needed more guidance, I drew the container for them and for those who didn't need any help, I let them draw it however they wanted. I also asked guiding questions like what shape was the egg and how it looked like to help them formulate their answers and to draw it out.

4. What would you have done differently? Why?
I would have printed out the photo of the end result, the one before i broke the egg yolk so that children can visualise it better.

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活动：这是什么种子？
1、把活动材料展示在幼儿们的面前，出示“预测”表格，让幼儿观察这些种子，然后在表格上找出这些种子是属于什么蔬菜或水果的种子？并把预测的结果进行连线后，就把表格收了起来，然后再出示“验证结果“的表格。接着，老师和幼儿一起把准备好的水果和蔬菜一一的切开，让幼儿们认真观察果实里的种子，再比对表格里的种子，找出正确的蔬菜或水果，进行连线。
2、在活动中，跟随幼儿的意愿，按照他们的选择顺序切开各种水果和蔬菜，并提问：这个种子是什么形状？什么颜色？它是属于大的种子还是小的种子?它摸起来的感觉如何？你可以说出它是什么种子吗？
—幼儿们都很积极地回答问题，他们可以说出龙眼的种子是黑黑的、圆圆的/苦瓜的种子是小小的/南瓜的种子是白色/鳄梨的种子是大大的等等。
3、这个活动是把幼儿们分成三人一组进行活动，并把能力较强和较弱的幼儿进行搭配，每个幼儿都很积极地进行活动，只是在”预测“的部分，发现幼儿们对记录还是有一定的困难，虽然只是连线，但发现表格上都是线条，有的小组甚至把一种种子连线了两种蔬菜，于是，把表格粘在白板上，进行了详细的解说，在接下来的活动中顺利了很多，而且每个幼儿在切开水果与蔬菜，挖出里面的种子时，都露出了”哇......“的表情。

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In the beginning of our inquiry project, we went to the garden to record down different kinds of leaves we could see using an Ipad. During the recording session, the children were all eager to use the Ipad to take picture of the leaves. "Teacher Jodi, I want to record this interesting leaf here, the bottom of the leaf is purple"- Wylen.

This form of recording encourages children to be more aware of the leaves and to stay engaged through the garden walk.
Some questions asked were, "What are some of the leaves you can see?" "Why should we record the leaves using the Ipad?" "What can we do with the pictures?"

This also encourages children to work together, one can be holding the ipad while the other help to 'capture'.

In future, I could bring more Ipads so that more children can record at the same time.

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1.我们请幼儿们观察叶子的形状和颜色，用平板电脑拍照进行了记录。幼儿们通过观察香蕉叶子，我们学习了叶子的结构，接着请幼儿们观察叶子在空气中的变化，并记录下来。
2.第一天看到香蕉叶子的时候，问幼儿们观察香蕉叶子的形状？叶子的线条是什么样子的？叶脉，叶柄，叶基，叶尖，叶缘都分别在哪里呢？如果叶子放到教室，慢慢得会有什么变化呢？一周后，两周后？叶子为什么会从绿色变成棕色呢？绿色的叶子摸起来是什么感觉？棕色的叶子又有什么感觉呢？
孩子们都会积极的回答问题，基本从预测到观察两周后的变化，基本是一样的。他们知道叶子里面的水分没有了，所以最后叶子变成了棕色，干干的，大部分都可以用画和语言记录香蕉叶子的变化。有一些幼儿们观察的不是很仔细，会第一次看到绿色的叶子画的小小的，枯干的叶子画成大大的，而且大部分幼儿们可以观察一周后，香蕉叶子变成了黄色，两周后变成了棕色。
3.幼儿们在整个活动中都会积极的回答问题，并画出叶子在三个阶段不同的样子，挑战是，因为有的幼儿们画画不是太好，叶子画变形了，老师当时提醒他们叶子上面的线条-叶脉，他们没有观察仔细，他们画出自己想象的线条，告诉幼儿们这是记录不是创意作画，有的幼儿画的叶子很美，但不是香蕉叶子的样子。

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1。幼儿记录自己三种牙齿的数量，分享自己切牙、尖牙和磨牙的数量，幼儿分享自己门牙、切牙和磨牙的特征和数量的不同，通过亲子活动，幼儿分享家人的牙齿数量。
2. 提问：
牙齿有什么不同的名称？它们分别有什么不同的特征和作用？为什么大家牙齿的数量会不同？大人和小孩之间的牙齿数量有什么不同？
幼儿的反应：
一开始只有周俊霖能说出三种牙齿的名称：门牙、尖牙、磨牙。幼儿说切牙就是一口把食物咬开，像刀一样切食物。佳希说：“嘴巴里面的大牙齿像搅果汁机一样，把嘴巴的食物嚼碎。”美萱说：”哥哥的牙齿比我多，因为他的磨牙比我多，他有掉牙，我没有掉牙。“
3、部分幼儿通过镜子直观地数出自己的牙齿，部分幼儿用老师拍摄的照片来数出自己的牙齿，幼儿对于自己掉牙和长牙的过程很感兴趣，所以切牙的数量各不相同，班里几个较大的孩子长出了新的磨牙，绝大部分还是8颗磨牙。从统计蛀牙的数量引发如何保护牙齿的话题。
4、记录形式可以直接让幼儿画出来。

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建筑物
让小朋友观察新加坡著名的建筑物，请幼儿思考哪个建筑物是新加坡最高的建筑物，并给予原因。过后，幼儿将尝试用不同形状的积木来搭建‘自己的建筑物’。接着，幼儿将记录自己用了几块积木及搭建基础的积木形状。
提问
1.这建筑物的名字是什么？

2.你会用什么来为你的建筑物做一个稳定的底层？为什么？

3.为什么建筑物的底层很重要？你会怎么做一个又高又稳定的建
筑物？
4.你的建筑物都采用了什么形状？请你把它记录下来。
5.你会怎样建造一座又高又稳定的建筑物？
小朋友们都能明白建筑物的地基很重要，因为他们在玩建构的时候，一不小心，他们的建筑物就倒下，他们就要重来。英文老师在课堂上有引导他们什么形状是最稳和牢固的，所以他们都知道要怎样开始建底层。

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1. What recording activities did you conduct? After experimenting on water pollution, children made a recording on their steam notebook of the polluted water in a tub. They drew a tub with water and add up details like objects and things they found floating and sinking in water.

2. What were some of the questions asked? What were the children's response? What happens to the water when we drop leaves, paper, twigs and sand on water?
-" the water becomes dark"
-"water becomes dirty and black"
-"leaves float in water"
-"sand sinks at the bottom"

3. What went well? What were some challenges faced? Most of the children were able to illustrate and record their observation but some children only did scribbles on their steam notebook. They should practise making straight and curve lines in order to draw and illustrate an image properly.

4. What would you have done differently?
I should've let them do the task by small group so I could guide and assist them with their recording process closely. I should use different recording strategy like taking photographs/ video of water pollution process that they have done so children can compare that from a clear and clean water, now it became dirty and polluted water.

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The children recorded how many blocks each shapes could hold and which or the shapes they think is the strongest.

Which shape do you think is the strongest?
Why?
Which of these shape do you see most often in houses?

A lot of the children predicted square as the one that they think is the strongest. However, when the children tested it out, it was actually circles. The result shocked me a little as triangle is the shape most often used in building bridges and houses as it has a strong structure. Thus, this was a learn experience for both me and the children as we looked into the reason why triangles are used and not circles.

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The children observed how the different types of teeth look like and the number of teeth they have. The children were shown teeth models and took turns to look in the mirror to observe their teeth. They then drew out the types of teeth they saw and wrote sentences describing their teeth, such as "I have four canines".

Some of the questions asked were "What are the different shapes of teeth you see?", "How many sharp teeth (canines) can you find?"

Some children had teeth with very similar shapes, so it was hard to differentiate the different types of teeth in their mouth. The teeth models provided were also of adult teeth, so it was not an accurate representation of the children's teeth. Pictures could have been taken of each child's teeth so that they can have a more concrete point of reference to observe and record.

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本次课程活动，我们主要学习了纸，那么我们的表格课程记录呢，就是让小朋友们通过选择不同的纸，在感受不同的触感和质感的同时，来研究纸的承重，我们会准备两个纸杯然后让小朋友选择自己想要的纸放在两个纸杯上，一个加一个的叠加纸杯在纸上，直到纸被压塌。然后让幼儿数出自己加了多少个杯子。并记录下来。