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1. Refraction and how the bending of light as it passes through from one transparent medium to another can be observed in the experiment.

2. We discussed about things that are transparent and things that are not. With that, we talked about refraction and how there’s the bending on light that can affect our vision. We did an experiment on glass and water and how it changed the writing on the board. I took the opportunity to talk about the use of eyewear such as glasses and contact lenses and how with the lens, it changes how the person views things.

3. Observation and prediction.

4. Hong Zer: after pouring water into the glass, the words became bigger!

5. A challenge faced is when not everyone can see the change immediately. It has to be faced directly or else the words can be seen from children who are seated at the side.

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1. The children were tasked with building a structure using blocks. Each pair was given 3 minutes to discuss and construct their design. Once completed, they had the opportunity to experiment with how the distance of a light source affects the size of the shadow cast on the wall.

2.During a hands-on activity, children built structures and experimented with how the distance of a light source affected the size and shape of shadows. This led to discussions about how shadows change during the day, relating it to the position of the sun. We explored how sunlight is essential for life and the importance of balancing exposure to light and shade for plants, animals, and humans.

3. The scientific process skill used was Observation. Children observed the changes in shadow size and shape when the distance between the light source and the object was altered. They noticed how the position of the light affected the direction of the shadow.

4. Liron: Wow! hwen we move the light, the shadow gets bigger and almost cannot be seen.

5. One challenge I faced during the light and shadow activity was ensuring that all children had enough time and opportunity to fully experiment with the light source and shadows. Some children became more engaged in building their structures and had less time to explore the effects of the light, while others struggled with understanding how to adjust the light source effectively. How I will do thsi activity differently is by having 'guided exploration stations. I will set up multiple light and shadow stations with varying light sources (e.g., flashlight, lamp) and provide guiding questions or prompts at each station to encourage exploration and discussion.

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1. Mud Kitchen

In this lesson, children visited the Mud kitchen and engage in activities to explore the uses of the plants in school. They pounded the herbs and leaves that was found in our school garden and pretended to make it into different dishes in the 'kitchen'.

2. Before visiting the mud kitchen, children went to the garden to look at the plants that are edible and non edible. We discuss if we have seen the plant in any other places or if they have seen it in the food that they have eaten before. They observed these leaves using their their senses to touch and smell these herbs and share their opinions about it.

3. Sofiyyah: I pound the lime leaf and it smell like the lime juice.

Jeremiah: I can use this pandan leaf to make a pandan juice.

Ayaan: Last time i eat the pandan cake and it small like this leaf.

4. The children was excited to be in the mud kitchen and some of them forgot the rules and mix the wet items and the dry items together. I can revise the rules again when they are in the mud kitchen and constantly remind them about the rules.

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1. Topic and activity: In addition to the title “The Vegetables We Eat” that talked about plants that we can eat, I shared with children on non-edible plants and parts of the plants. They were then introduced to the learning centre activity where they could use the stamp to create parts of the plant and to label them accordingly. Identifying if they grow above or below ground.

2. Opportunities: During the outdoor walk, I reminded them of the inquiry project we did in Term 3 about "Why do we need to use less paper?". Having children to share their appreciation of the plants and trees they observed during the outdoor walk and the importance of taking care of them. They were also able to identify how the plants beautify our environment.

3. Scientific process skills:

To communicate their understanding, predictions and findings through different forms. (e.g. talking, writing, drawing, taking photos)

To observe plants in our school’s outdoor garden and record how each plant looks through drawings.

To compare different plants in terms of size, shape and colour.

4. Voices of children:

Qisyaa: I want to stamp the Sunflower plant, it is so pretty.

Shareef: I have seen rose before, it is red and it has leaf and roots. I know it has thorns too.

5. Challenge: The children were still unable to identify the vegetables as different parts of a plant. With the help of Uncle Lim, I can showcase to children different parts of the plants that we can harvest from the garden. I can also extend learning to planting the vegetables with children.

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Waterfalls Play at the Mud Kitchen

1. Opportunities to Discuss Issues About the World Around Them

While playing with the waterfalls in the mud kitchen, the children explored how water flows and what it can carry. They experimented with light and heavy objects, and Nathan observed, "It looks like trash moves in rivers or oceans." This helped them think about why keeping water clean is important for nature and animals. They even suggested ideas like recycling water to wash their utensils after use, while some suggested using it to water plants.

2. Scientific Process Skills Used

Observation: Watching how water moves over surfaces and how it interacts with objects.

Prediction: Guessing if the water could move various items (leaves, stones).

Experimentation: Testing different objects to see if they could float or be pushed by the water.

3. Voices of children:

Jaylen: "The water can move the leaf, but not the stone."

Aretha: "I think the big leaf will go fast."

Rifqa: "The leaf is going down!"

4. Challenges:

The play area became very wet, and some children’s shoes got very dirty.

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Lights & Shadows - What are lights and shadows?

1. Share the topic and activity description

The class was tasked to collect some items such as a book, clear folder, toy blocks, a clear water bottle and toys (engineering set). They were then tasked to shine the light onto the different items with the torchlight provided, and learn about the terms transparent, opaque and translucent.

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

I took this opportunity to talk to them about how some people face difficulty spotting transparent objects such as glass. So, to the rest of us who can spot transparent objects easily, we should help to warn people about glass panels. They also shared that stickers could be pasted on glass panels so that people will be able to see them.

3. What Scientific Process Skills were used?

A sense of wonder and curiosity, engagement and reflectiveness.

4. Share the voices of children.

George: Oh! The container is translucent because only a little bit of light can go through. Means can see the light in between the shadow.

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

I found it difficult finding different objects which were translucent as some items I thought would be translucent, were not when we tested them out. I would like to have tested the various items out before the lesson was conducted.

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1. Outdoor Walk

This lesson was an introduction to the Plants topic of Term 4. The lesson's objective was for children to observe plants in our school’s outdoor garden and record how each plant looks through drawings.

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

While reading the story “The vegetables we eat” by Gail Gibbons to the children, I spoke about the different types of vegetables available in different countries e.g. Brussel sprouts and beetroot that are more popular in Australia. We also discussed about countries that experience drought such as in some regions in South Africa.

2. What Scientific Process Skills were used?

Prediction, observation, communicating.

3. Share the voices of children.

Arielle: "Eewww, I don't like the smell of this curry leaf."

Kaius: "Mmmm, I like the smell of this mint leaf."

Yu Ze: "The pandan leave smells nice."

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

We could not stay out for long because those children who are prone to mosquito bites shared that they were bitten. In future, it might be good to observe the weather before going out because after the rain, children are prone to get the bites and some parents are particular about this matter. I could have a video of the garden prepared for children in case of inclement weather.

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1. Discussions about the issues concerning the world around them.

Before bringing the children to the mud kitchen, they were engaged in a picture talk of the etiquettes such as walking feet, gentle hands, keeping the items back to its places, no plucking of flowers, recycling the water they use to water the plants.

The children were asked "How else do you think we can reuse the water from our mud kitchen play in the garden?" Lauren replied "We can use it to water the plants!" Pei Jun added "So the plants won't die."

Teacher also asked "Why we should not pluck the flowers in the mud kitchen area?" Le Ying replied "Because the plants and flowers might die." Zhi Xi also added "Our garden might not be pretty anymore if we pluck out the flowers."

The teacher also introduced to the children what are the different weeds that can be found from the space and can be used for their pretend play at the kitchen station through pictures.

2) Scientific Process Skills

Observing

Communicating

Experimenting

3) Voices of children

Le Ying replied "Because the plants and flowers might die." Zhi Xi also added "Our garden might not be pretty anymore if we pluck out the flowers."

Lauren replied "We can use it to water the plants!" Pei Jun added "So the plants won't die."

While playing Alfie and Lurvelle shared "Look, we are making a grass with stone soup!"

4) Challenges faced/carry out differently:

Mosquito bites after visiting the area. Even after spraying repellents to the children

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Painting at the Mud Kitchen

1)Opportunities provided to discuss issues concerning the world:

Teacher asked questions such as "What kind of tools found at the Mud Kitchen can be used to paint?", "Why are we painting at the Mud Kitchen?", "How do you feel when painting outdoors?"

2)Scientific process skills:

Observing

Communicating

3)Voices of children:

Alicia: "I want to try using the stones to stamp the paint on the board."

Audelia: "The Mud Kitchen is so peaceful. I like to paint here."

Yu Hng: "It's so fun to paint here because I can see the sky."

4)Challenges faced/carry out differently:

I will incorporate more natural tools as the children commented on how they would like to use twigs, leaves and stones to paint.

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Light & Shadows - Refraction

1. The children are suppose to observe the bending of light as it passes one medium to another. They are suppose to explore using different items to observe how Refraction works.

2. I got the chance to talk to children about refractive errors and how it has been affecting millions of people worldwide. Refractive errors can lead to visual impairment and disabilities. I was also able to branch out to how refractive errors can implicate daily lives like working, studying and even playing games.

3. Jia Ze: Wow, the pipe looks like it has been cut!

4. The challenges I faced was that I did not experiment the activity before conducting it with the children, there were some angles where the children were able to look at the objects without distortion and when the children asked me the question, I was not able to answer. I would like to have done better research before conducting this experiment with the children.

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Light & Shadows

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Questions for Reflection

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)