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Activity Description:
After learning about what baking soda is for (making things rise), children were introduced other ingredients to make slime such as saline solution, shaving cream. They then added the various items and mixed it for a long time to get the texture that they wanted. A lot of teachers help was needed to mix the slime mixture.

Scientific Process Skills
Observation, Communication of Findings

Children's Voices
Jeremiah: Is very slimely and sticky
Sofiyyah: like a ball, jump! Very bouncy.

Learning Disposition
Develop a sense of wonder and curiosity as they mix the ingredients together to create slime.

Teacher's Reflection
I really enjoyed making slime with the children- both normal and fluffy slime. They were able to remember and note the main difference between the 2 slimes which was the texture. 1 was soft and the other wS much more fluffy. Through this expeiriment, children were greatly engaged during the activity and could put their prior knowledge of baking soda (and flour though we didn't use flour) to this experiment.

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Activity description:
The children learnt about heat and ice and how heat effect the state of liquid. In this activity, the children were tasked to observe the changes of state when water is boiled using the induction cooker. As the water start to come to a boil, they observed that steam is produced and bubbles appear as indication that the water is heating up. They recorded their observations - both before and after.

Scientific process skills:
Recoding, observation, communicating

Children’s voices:
Rais: When it starts to boil, the bubbles are small. When it begins to get hotter, the bubbles get bigger too.
Miranda: When you open the lid, I saw steam coming out and it is quite hot. That’s why we must be away from the pot.
Yu En: I can see bubbles. The bubbles are dancing when the water gets hotter and hotter.

Learning disposition:
Sense of wonder and curiosity

Teacher’s reflection:
I enjoyed the experiment as the children are well-aware about induction cooker. They shared how their parents used induction cooker at home to cook soup during Chinese New Year dinner and celebration. As the experiment involves concrete items, they were able to experience and feel the heat that was produced during the boiling experiment. They are also aware on the importance to keep themselves safe when an adult is handling heated or hot items.

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Effects of Milo in Hot and Cold Water (Renee)

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Effects of Milo in Hot and Cold Water (Renee)

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Activity Description: The children were exploring the effects of milo powder being added into hot and ice water. The children got to predict what will happen to the milo and then experiment and observe what happened to the milo powder in both.

Scientific Process Skills: Predicting, Experimenting and Observing.

Children's voice:
Keith: Look at the milo! It melt so fast in the hot water.
Alynna: The cold water did nothing to the milo. The powder just gets stuck at the top of the water.

Learning Disposition:
Develop a Sense of Wonder and Curiosity for the world through hands-on experiments to test what happens to milo in different temperature water.

Teacher's Reflection:
I personally feel that this activity was so fun and engaging as the children already had prior knowledge of the characteristics of each type of water. The children were able to provide sound hypothesis before experimenting with the milo. As this was a hands-on activity, the children were able to see up close what happens to the milo and are able to describe what is happening to their peers.

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Comparing Types of Lines Of String Telephone (Ricky)

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Comparing Types of Lines Of String Telephone (Ricky)

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Activity Description
The children were invited to predict which types of lines were best to hear and speak for the string telephone. They were provided three types of lines: Yarn, fishing line and twine. They recorded their prediction on the activity sheet and tested the three types of lines and did a sharing before recording their observation.

Scientific Process Skills
Comparing, Observing and Communicating

Children's Voices
"The twine as the colour is my favourite colour." - Rian
"The fishing line as it is very thin." - Elliot
"The fishing line as it is thin and allow sound to travel." - Kieran

Learning Disposition
Develop a sense of wonder and curiosity on the effect of material on sound.

Teacher's Reflection
The children enjoyed the experiment as they got to talk to each other exploring the strange looking device dubbed the string telephone. Some groups required reminders as the string was not taut and affected the sound transmission. They were able to explore the lines by touching and observing them and doing a sharing of what they notice about the lines.

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Observing vibrations on sand, salt and rice

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Can We See Sounds (rice/sand/salt experiment)

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Can We See Sounds (rice/sand/salt experiment)

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Activity Description

The children started the lesson with a question posed to them “Can we see sound?”

In this activity, children will:

1) Make predictions of the outcome of the respective experiments conducted.

2) Compare their predictions and findings of the experiments.

3) Recognise that sound can be seen through vibrations.

Scientific Process Skills Observing, Communicating, Classifying, Experimenting, Predicting and Recording

Children's Voices

Most replied “Yes!”, “noisy”, “noise everywhere”

We differentiated sounds and noise. Sounds can be used to communicate, warn, navigate and as a form of entertainment. Whereas noise is an unwanted or unpleasant sound. Not all noises are sounds and not all sounds are noises. People may perceive sounds and noise differently.

During the experiment, the children were excited to see the materials bouncing on top of the  cling wrap. They shouted out loud that the specimens were dancing.  The children added more scoops of sand/salt/rice and observed the difference. Some of the grains fell off the tub and the children managed to catch it.

Questions asked (before the experiment and after the experiment)

1. What do you think will happen to the rice/sand/salt when the sound is louder/softer?

Ans:   “Nothing, it will stay still” / “When it is very loud, the sand will jump a lot until it falls off”
2.Why do you think so?

Ans:   “No one is cooking it” / “The music makes it move
3. What do you think will happen if we change the sand to flour/salt (vice versa)?

Ans:   “All will be the same” / “Salt will jump more, rice will jump the least”

Learning Disposition

Children develop reflectiveness by sharing how sound vibrations can be seen.

Teacher's Reflection

Initially, I used a container with a wider circumference and the children were not able to see the results clearly. I switched the container to one that was almost the same size as my speaker and the results were more obvious. I was glad that the children were amazed and full of excitement to see vibrations in this experiment. They wanted to go home to share with their family that we were able to see sounds.

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Rayden adding more salt to compare the difference

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Activity description:
The children were introduced to the materials such as vinegar and baking soda. Most of the children were able to identify that these items can be found in the kitchen. This activity encourages the children to observe and share their observations on how two ingredients reacts when mixed together.

Scientific process skills: Observing, predicting, experimenting and communicating

Children's voices:
The children were able to follow the step by step procedures and I observed that all of them would always ask me to repeat this activity again for them to try. It was also observed that the children are engaged in the activity as they were able to demonstrate a sense of curiosity. For instance, Norah asked “What is the sound I hear?” (after mixing the vinegar and baking soda) She moved closer to her friends’ mixture and said “Oh the sound is coming from here!” Zayne also shared “It looks like a Coca-cola!” (After hearing the hissing sound and looking at the bubbles)

Learning dispositions:
Develop a sense of wonder and curiosity by finding out how two ingredients (baking soda & vinegar) reacts when mixed together.

Teacher's reflection:
Since I'm taking half of the class (10 children) I grouped them into smaller group (5 each), 5 of them doing the steam activity, while the other 5 doing LC/drawing activity at the mud kitchen. However, I observed that the children doing the LC/drawing would look at what the other groups are doing.

I thought by providing them with LC would help them to be in one area but after realising that they could also be an audience to provide words of encouragement and appreciation to their friends, I just let them watch and observe the other group. However, prior to that rules were given like “not disturbing others’ ‘waiting for their turns, etc.,”

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[N2 Honesty 5] Vinegar & Baking Soda Experiment

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Loose Parts Play (How many marbles will make the water overflow?) Rashidah

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Loose Parts Play (How many marbles will make the water overflow?) Rashidah

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In this activity, in continuation of the 'Crow and the Pitcher' story, the children used marbles to make the water overflow. At first, I filled the cup to almost the brim (just below the masking tape line). Before filling the cup up, I get children to predict how many marbles will make the water overflow. They wrote their prediction in their STEAM book. They carried out their experiment, placing one marble at a time and counted. They counted that it took 50 marbles to make the water overflow.

Scientific Process Skills:
Predicting, Experimenting

Children's Voice:
Cara: I think 5 marbles will make it overflow.
Serrah: I think I need 100 marbles!

Learning Disposition:
Develop engagement by staying focused during hands-on experiments to find out how many marbles it takes to get the water to overflow.

Teacher's Reflection:
This activity requires a lot of patience as the children had to slowly count and place the marbles into the cup. It was nice to see the children being engaged in the activity, counting the number of marbles. It was also interesting to see how the children were predicting the number of marbles that could fit into the cup. After carrying out the experiment, some of them realised that their prediction was too big or too small.

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Activity Description
The children were required to predict the contents in eggs A, B and C. Thereafter, they had the opportunity to shake the eggs and record their observations based on the different types of sounds produced.

Scientific Process Skills
Comparing, Observing, Predicting, Communicating

Children's Voices
"This one has no sound. It is the poms poms." - Sherena
"I think the paper clips are in Egg A." - Caleb
"I think this one has the beans inside." Iva

Learning Disposition
Develop a sense of wonder and curiosity as they learn more about sounds.

Teacher's Reflection
I observed that children instinctively try touch the eggs as soon as they have access to it. The majority of them hesitate to make predictions and many would try and look at the answers of their peers. I had to keep reassuring them that predicting is akin to a guessing game and therefore they should not be worried about the accuracy of their predictions.
There are a handful who are bolder in making predictions as they did not hesitate to record their predictions on paper. I feel that at this age, the children should be exposed to as many STEAM activities so that they are able to boost up their confidence in making predictions. This process is more pertinent than having 'correct' answers.

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The children made an experiment on food colorings. We used cabbage for experimentation and we put them in a jar with water mixed with food colorings. The children used their STEAM book to record their observations.

Scientific Process Skills: Observation and Communication

Children's Voices:
Dhea- "The cabbage has some blue colours already"
Damian- " The other cabbage didn't drink the red colour"
Learning Disposition:
Develop a sense of wonder and curiosity as they compare how cabbage and M&M makes a natural colouring when mxed with water.

Teacher's Reflection:
I am satisfied with the result of the experiment. Some cabbage changed the colour and some did not. I like that the children wondered and asked "Why this cabbage didnt drink the red water" and some made an assumption "Maybe we did not put more colourings with this jar". I am happy that the children was active in the process and asking nd giving answers to questions.

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Document your chosen STEAM activity using the following headers 

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Document your chosen STEAM activity using the following headers 

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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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How different length of strings change the way sound is produced

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How different length of strings change the way sound is produced

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Activity Description
Children predicted and learned how different length of strings will change the way sound is produced.

In this activity, children predicted which string telephone will produce a clearer and louder sound. There were 2 string telephones of different lengths for them to experiment with.

Scientific Process Skills
Observing, communicating, classifying, experimenting, predicting and recording

Children's voices
String Telephone A( short)
Shahrayyan- I can hear you so loud!
Shuyue- I also can hear what you said to me.

String Telephone B (long)
Shahrayyan- I can hear you also but your voice is abit far.
Shuyue- The first one is louder. This is so soft for me to hear.

Learning Disposition
Develop a sense of wonder and curiosity on the effect of length of material on sound.

Teacher's Reflection
The children enjoyed this experiment and shared that they loved talking to their friends using the string telephone. This activity also enhanced their listening skills and reinforced to them the importance of communication. They also explored the way of holding the strings in different ways eg loosely, tightly, straight lines. They also applied what they learned about the materials in the previous lesson. One of the challenges was how only children wearing masks were allowed to speak into the string telephones in view of hygiene.

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The children were engaged in a walk to the school garden to learn about different herbs, flowering edibles and fruit edibles in the garden like banana, mulberry, papaya (fruits) mints basils (herbs) kangkong, lady finger, chili, cucumber (vegetables). The children used their five senses to collect information about edible plants.

Scientific Process:
Observation and Communication

Children's Voices:

“How do you care for the edibles?”

Johannes: "We shouldn't pick them. We can just look and smell the plants."
Zhe Hao: "Give them (plants) nice soil."
Arielle: "We should give it more love and water it."

“What does a plant or edible need?”

Ernest: "We need to water the plants so they can grow taller!"
Sharlette: "They need the sun, too!"

Learning Disposition:
Develop a sense of wonder and curiosity by finding out more about plants that are edible.

Teacher's Reflection:
I am satisfied with the children's interaction during the activity. Each child were able to get a hands-on experience in exploring edibles found in the garden. Some of them were able to relate their daily experience of seeing and eating particular edibles like mint which one child shared, "I like the taste of that plant (mint) because it is so nice." It was also way for me to identify and assess the children who shows the value of care and love for the plants or living things as they shared what they know about its needs.

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Activity Description: The children were invited to pick 3 M&M chocolates. They placed the chocolates in a bowl. They were
invited to predict what would happen if water was added to the chocolates. Then, the children would test their predictions by adding water to the chocolates.

Scientific process skills: Observing, Predicting

Children’s voices:
Kai Vern: The colour from the M&M is changing the colour of the water.
Arielle: I have 3 colours. The water changed into 3 colours.

Learning disposition: Develop engagement by staying focused during hands-on experiments.

Teacher’s reflection:
The children were engaged as they were eager to add water to the M&M. The children gave different predictions of the reaction like "The chocolate will become bigger", "The chocolate will change colour" etc. As this was not their first STEAM activity, the children were getting the hang of making predictions of reactions. They were making predictions based on their prior knowledge. In this activity, some children predicted that the chocolate would change colour because the children observed the process of soaking cabbage in coloured water in the previous week. This activity was also straightforward that the children could conduct the experiment by themselves after listening to the instructions once.

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Activity Description: In this activity, the children got to predict how heat and ice would affect wax beads. After making their prediction, the children got to experiment on the wax to see what would happen when they heat it up on a fire and cool it down with a stamp.

Scientific Process Skills: Predicting, Observing and Experimenting

Children’s Voices:
Hailey: I can see the wax melting and boiling.
Affif: When I use the cold stamp to put onto the melted wax, the wax hardens.
Gerrard: The wax melts when it gets hot on the fire.

Learning Desposition:
Develop a sense of wonder and curiosity as they experiment with wax beads under heat and ice.

Teacher’s Reflection:
This activity was very fun for the children. The children had alot of fun experimenting with the wax beads as they see how it melts under fire and hardens as it cool down. As this was a hands on activity, the children got to see in real time how the wax beads goes from a hard bead into a liquid before pouring it to use a stamp. This was definitely an engaging lesson for the children.