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Tiba and Caroline, the two girls were sitting on the steps of the alley. The girl named Tina said, "We're going to get the hose to make a stream."

The two girls stood together on the sidewalk of the alley. Tiba said, "We are going to try running water down the sidewalk in the alley to see what happens."

There is a long curly water pipe beside the wall of the alley, and one end of the water pipe is connected to the faucet on the wall. Caroline stayed by the tap. Tiba grabbed one end of the water pipe with her two hands and dragged the water pipe down two stone steps. She looked down at the ground and said to Caroline: "Okay Caroline, turn the water on."

Caroline held the faucet in her right hand and turned it on. Water flows from one end of the water pipe. Tiba bent down and put the water pipe on the ground (on the side of the sidewalk). The water flowed out of the pipe and flowed down the steps of the alley.

Tiba stood by the water pipe, looked at the flowing water and said, "The water is moving and... turning a little and getting bumpy."

Caroline sat on a stone step by the water pipe, looked at the flowing water and said, "It's going down."

Tiba said, "Water can't climb if it doesn't have any hands."

Caroline grabbed a brick by the wall with both hands.

They began to place the bricks one by one on the road, Tiba said, "We're setting up bridge to try to change where the water goes."

They placed the bricks neatly in a row on the pavement where the water passed, cutting off the road.

Caroline leaned against the wall and said, "We're trying to stop the water from going down"

Caroline turned on the faucet. Tiba held the pipe with her left hand and looked down at the water flowing from the pipe.

The water flow was blocked by bricks. Tiba stretched her left hand into the water and said, "The water going up higher and higher and higher" but it's still going through."

They sat on the stone steps and looked at the flowing water. Tiba held the water pipe in his left hand and said, "but it's still going through."

Caroline bent over and looked at the ground and said, "The water is going through because of a crack"

Water flows from the gap between the bricks. They pointed their fingers at the gap in the water and said, "Some places right here and here."

Then Tiba said, "We need to block this crack."

Caroline ran over with a small yellow bucket in her left hand. The bucket was full of sand. She placed the bucket next to the brick and said, "That's some sand we are using to block the crack in our dam."

They smeared sand in the gaps between the bricks with their hands.

Caroline stood up, looked down at the stagnant water and said, "We did it. The sand blocked the water from going in the crack."

Diba plunged the thumb of her right hand into the water, as if testing the depth of the water.

Then she lifted a brick by hand from the row of bricks, and they saw water rushing through the gap. Diba said, "Wow. See what happens when you try to block the flow of water."

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It appears that Tiba and Caroline are developing their reasoning logically causality through to inquire the flow of water and how to block its flow.

In the anecdotal, it can be seen that Tiba and Caroline are interested in the flow of water.

Because they want to explore "running water down the sidewalk in the alley to see what happens." When they observe "The water is turning a little and getting bumpy." Tiba thinks "Water can't climb". They seem to want to verify the view because they put the bricks in close rows and Caroline said "We're trying to stop the water from going down." When they found "The water going up higher and higher and higher" but it's still going through. "They found the problem both "The water is going through because of a crack", and they knew "We need to block this crack.” Caroline took the sand and painted the gap between the bricks "to block the crack in our dam." When the water level keeps rising, Tiba seems to want to know the depth of the water because she puts her left thumb into the water to measure the depth of the water. When the water level is about to submerge the bricks,

Tiba lifted a brick by hand from the row of bricks because they want to watch water rushing through the gap. Diba said, "Wow. See what happens when you try to block the flow of water."

According to the Guidance Documents ELECT, preschool children can be " identifying problems, collecting and organize information, taking action to solve problems and evaluating the outcomes of their problem solving” (4.2).

According to Piaget’s cognitive developmental theory, he believe that children “are naturally motivated to make sense of the physical and social world”, and “Piaget argued that children act like scientists in creating theories about the physical and social world they are trying to understand” (Robert V. Kail, Page9).

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During the common experience, the children shared their experiences about the flow of water. In order to provoke the children's interest in exploring, I set up the room using the principle of emerging. Use hanging glass shade chandeliers and green plants to decorate the classroom, make the room bright and beautiful, make the children happy, and help them get involved in exploration. All kinds of water-related books with artistic covers are neatly placed on the bookshelf. A water table is placed in the center of the room, and it is equipped with some animal toys and water-playing tools to increase the fun of the children's experimentation process. On the long white table are all kinds of materials needed for children's experiments, such as math tools for measurement: tape measure, measuring cup and measuring cylinder. The branches, wood, sand, rocks, pine cones and wild vegetables collected from nature were used to build the dam. Plastic bottles of different shapes are used for water measurement experiments, brightly colored tools. A model of a small dam was placed in the classroom to help children understand the structure of the dam intuitively. The beautiful and clean environment, all kinds of rich and open learning materials make children erupt their inspiration and creativity, and inspire them to explore the world with their senses. Using open-ended questions to provoke the children to express their thoughts and interests, let me understand their background knowledge, and based on the children's interests, I co-created a drive question with them to meet the children's exploration needs.

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How to build a water dam?

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Learning Opportunity #1:  How to build a water dam

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Learning Opportunity #1:  How to build a water dam

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Learning Opportunity #2:  Explore Water Volume

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Learning Opportunity #2:  Explore Water Volume

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Learning Opportunity #3: Dramatic activity---Water Cycle

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Learning Opportunity #3: Dramatic activity---Water Cycle

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Learning Opportunity #4:     Exploring which containers in life can store water

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Learning Opportunity #4:     Exploring which containers in life can store water

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Learning Opportunity #5:  Field trip to a Waterworks 

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Learning Opportunity #5:  Field trip to a Waterworks 

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In the project of building dams, children experienced these learning opportunities of Building a Water Dam, Explore Water Volume, Exploring Water Containers, Dramatic Activity-Water Cycle and Field Trip to Waterworks. These learning opportunities cover the fields of mathematics, science, engineering, technology, art, literature, and music. Children express their abilities in a variety of ways and have been developed in the five domains of physical, language, social, emotional and intellectual. Families and communities are involved in the project, which expands children’s learning horizons and connects learning with the world around them. Schools, families and communities work together to create an inclusive learning environment for children and support their development.

After the children completed the entire project, we decided to celebrate the children's learning process. Through lively discussions, the children decided to hold an exhibition of their works and invited parents, volunteers and water plant experts to participate in the celebration.

Children design invitations and decorate the classroom. They divided the work into five modules according to the learning opportunities. They designed the display wall and decorated each display module with lace. Use green plants and lights to decorate the classrooms, decorate the tables with white tablecloths, and place snacks, candies and drinks on them to entertain guests, thereby creating a beautiful and warm environment. Each child will introduce his work to the audience, answer their questions, and finally will show pictures of the children's entire learning process in the form of a slideshow. The children, teachers, parents, volunteers and experts will celebrate the children's gains.