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1. Scientific Process Skills: Observation and Prediction

2. Children' Voices:

Amsyar: If there is no filtration we don't have water to drink.

Rayhan: Filtration has 4 steps. To clean dirty water.

Xin Wei: The big stones and sand is to stop and take out the rubbish inside the dirty water.

Matthias: The water less dirty after come out from the bottom.

3. Learning Disposition practiced:

Reflectiveness - towards the filtration process that underwent different steps to result in clean water. They also reflected on  saving water and their daily life practices that contribute to their overall environment such as ensuring water is used responsibly so that lesser effort is used towards cleaning up rubbish.

4. Challenges faced:

The lower ability children did not demonstrate the full understanding and appreciation of the whole filtration process, where they were not able to record what they observed as a whole from beginning to end. Rather, they viewed it as a one-step process that the dirty water magically came out as cleaner at the end. They were not able to make the connection that the various materials used in each step had a part to play to clean the water and strain the dirt. Therefore, to overcome this, they were facilitated step-by-step to talk about and draw the set-up from top to bottom, according to the flow of the process.

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1. What scientific process skills were used?
Observation and Prediction

2. Share some children's voices:
Thiri: This water is clear and clean so the fish can swim properly in the sea.
Rae Joon: The fish won't be able to see the water because it is so dark and black. The fish will die.
Ting Kang: This water is blue but I feel my hands are sticky. The fish will feel sticky too.

3. What learning dispositions did the children practice?
The children developed a sense of wonder and curiosity about ocean pollution. They also learnt to reflect on man's actions and what how they can do their small part to make a difference.

4. What was a challenge faced and how will you carry out this activity differently?
I felt that some children lacked the proper vocabulary to describe how the water looked or felt. It seemed that they were cautious about answering therefore moving forward, I will introduce certain vocabulary such as 'oily', 'murky', 'slimy', 'clear' so that children are given a better opportunity to describe what they see, feel and think.

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1. Share the activity description and topic (Include pictures)
In this activity, the children were learning about how the melted ice at the poles affect the sea level.

2. What Scientific Process Skills were used?
They observed how the ice melts affect the water level but before the experiment, they predicted what might happen to the water level and ice.

3. Share some children voice.
Chloe: But North Pole is so far away. How will the water level rise up near Singapore?
Lucas: We need to stop the ice from melting. The animals at the North Pole will not have any house!

4. What Learning Disposition did the children practice?
The children display sense of wonder and curiosity as they ponder and ask questions about how the melting of ice in the North Pole affects us.

5. What was a challenge you faced and how will you carry out this activity differently?
I would show pictures of other countries that have to go through floods often throughout the year and share with them how the melted ice affects the other part of the world.

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Honesty 3 exploring the water through the use of simple tools such as tub, water dropper,  scoop, and bucket. 

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The children took part in discussing the materials they wanted tousr in exploringwater.

The children observed how the water changed colours using the dropper and food colouring. The children communicated with their peers and adults about their observations.

Mayvis: "It takes so long to transfer water using this (dropper)"
Caius: "the water turns blue!"
Arielle: "The water is so cold teacher Joy!"

The children learnt about curiosity and wonder as they explor water.

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1. The children made predictions and observations about which of the provided objects would float or sink.

2. The children predicted the outcome, observed the results by placing the items in the water then finally recorded the observations in their journals.

3. Children's voices:
Ayden: I think the apple will sink because it is heavy.
Liyana: The cloth sink to the bottom.
Alessia: The bottle is floating.

4. The children practiced sense of wonder and curiosity by exploring sink and float.

5. A challenge I faced was sink and float was a wet activity and it was better to be conducted outdoors in case of spillage or splashes. However, due to wet weather scenario, extra cloth needed to be on standby to wipe away any water immediately.

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Honesty 3 exploring bubbles using their wands.

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The children created their desired shape of the wands using the pipe cleaners. The children also take part in the making of their mixture of soap and water. The children used their space at the veranda to explore on blowing bubbles.

The children observed on how does the blowing of the air affects the production of the bubbles, and they compared the sizes of their bubbles.

Yu Xuan: "If you blow air harder it will pop! So must blow gently, okay?"
Shyler: "Teacher Joy! I made a big bubbles!"
Claris: "Teacher Joy! I can't make bubbles!"
Lisa: "Yes, me too! It's so difficult!"
Zander: "You can do it! Just try!"

The children learnt about perseverance in performing the task so they will be able to create their own bubbles

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Prior to this activity the children were introduced to chime bars and explored how different sizes and colours of the bars produced different sounds. Then, the coloured bottles with water were shown to the children were invited to make predictions through drawing which colour they think makes high and low pitch sounds. Zyler draw and shared "I think the yellow bottle with half the water makes a high sound and the blue bottle with most water makes a low sound" Zyler took the mallet and tapped each bottle a couple of times and shared "Oh, I'm right! The blue bottle with water makes a low sound and the yellow bottle with half water makes higher a sound!"

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In this activity, the children had to sort trash into the waste bin or recycling bin.
Scientific process skills used are observing and communicating.
Children's voices:
Ke Xuan- If I can wash this paper cup, I can put into Bloobin but now I cannot so I must throw it away.
Hailey-Clean plastic bag can put into Bloobin but if dirty, I must put into rubbish bin.
Matthias-Clean plastic bottles can put into Bloobin but if never wash, must throw away.

Children developed reflectiveness as they explained why certain objects can be placed into Bloobin or general waste bins and this showed their understanding of the topic.

Challenge was to collect the objects so that we can use real and concrete materials which we collected prior to the lesson. We also had to ensure that the objects collected were safe eg glass jar.

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Honesty 1 using their bubble wands and enjoying bubbles

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The children made their own bubble wands using the pipe cleaners and made bubbles using soap and corn syrup.
Before this activity, I asked the children "What materials you think is needed to make bubbles?" The children responded:
Damien: "Water"
Xining: "We need lots of soap"
I used questioning and facilitating techniques and demonstration when we did the bubbles wands.
I think the hot weather at veranda was thw challenging part. It was hot and even the children were trying to go inside because sun was blinding and they cannot see plus all were sweating.

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1. What scientific process skills were used?
- observation
- prediction

2. Share some children’s voices:
- Sofia: I can see that this water is cleaner because the holes are very small
- Miller: this is more dirty because the holes are so big so all the dirty things go in with the water

3. What learning disposition did the children practice?
- reflectiveness. Children discussed and reflected on the different purity of the water in relation to the size of the holes of the filter

4. What was a challenge faced and how will you carry out this activity differently:
- one of the nets brought by a child is very small so it was tough for another child to pour the dirty water through and because of that, some of the dirty water was spilled into the container without going through the filter. Thus, I’ll ensure that the material is appropriate for the children before conducting it.

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1.Water pipes. Children were given pipes to connect to make their own water pipe system and to think how to make water flow from 1 end to another.

2. What Scientific Process Skills were used?
- observation
- prediction

3. Share some children voice.
- rhodey: the water will come out here because got hole
- yongxin: we need to cover the hole

4. What Learning Disposition did the children practice?
Perseverance in making water flow from 1 end to another.

5. What was a challenge you faced and how will you carry out this activity differently?
- children got carried away after sometime. Lots of faciltiation needed.
- I would ask the children to make prediction and water pipes before bringing them to the water

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The children were introduced to the 3Rs, then we zoomed into recycling and what does it mean to recycle. The children were then introduced to the learning centre where they get to recycle different items into different bins.

2. What Scientific Process Skills were used?
The children used observation and communication of findings.

3. Share some children voice.
Timothy: Why do we need to recycle food? What can it become?
Adele: I recycle batteries too in the recycling bin for electronics.

4. What Learning Disposition did the children practice?
Develop Reflection as they recall about their experiences with recycling.

5. What was a challenge you faced and how will you carry out this activity differently?
The challenge I faced were that the pictures on the learning centre were just pictures, the children were not able to touch and feel the object before deciding which bin the item belongs into. If I were to conduct this activity again, I would like to use real-life materials that the children can touch for sorting.

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

2. What Scientific Process Skills were used?

3. Share the voices of children.

4. What Learning Disposition did the children practice?

5. 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. Share the activity description and topic (Include pictures)
- The children were introduced to the effect of global warming and they watched a video of the causes and impact of global warming has on their environment. They were paired up and dramatised the effects and ways to protect the Earth.

2. What Scientific Process Skills were used?
- Communication

3. Share some children voice.
- During their discussion, the children were surprised by the barren piece of land after humans cut down and burn trees to produce furniture etc.
- Rais: "Why do people have to burn trees? They can just cut trees so that the trees can grow again."
- Zayden: "We need to turn off the lights and also fan before we leave our room. We need to save the electricity."
- Hanan: "How do the iceberg melt when the weather is always cold?"

4. What Learning Disposition did the children practice?
Engagement and Sense of wonder and curiousity

5. What was a challenge you faced and how will you carry out this activity differently?
- A challenge that I faced was to introduce the topic 'global warming' to the children. They could not relate to the topic as they were only given pictures and video to watch. Therefore, I will engage the children in an experiment to raise awareness of the increase of temperature in the environment contributes to the melting of iceberg in North Pole.