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Jermaine - Colourful Cabbage Experiment 

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Prior to the experiment, the children took turns to make observations on the Napa cabbage. When asked, "What colours and lines do you see on the Napa cabbage?" Yong Xuan took the Napa cabbage and said, "I see green and white, straight lines on (the) cabbage." Next, the children made predictions on what will happen to the Napa cabbage after placing it in food colouring. For example, Rivaansh said, "(The) cabbage (will) change colour", and added food colouring, followed by placing Napa cabbage in the solution. After putting the Napa cabbage in food colouring and lifted it up, the children took turns to share their observations. For example, Amelia spoke enthusiastically, "(The) cabbage change colour! I see red and pink on the leaf".

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Week 7&8 Reducing Waste and Reusing Waste by Upcycling

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1. The children discussed the topic on recycling. They were asked to think about objects that they could reuse and repurpose.

2. The children had prior knowledge on where the trash in Singapore goes. They were surprised by the amount of rubbish collected daily.

3. The children were able to practice the skill of observation where they tried to point out objects that I reused in class. They were also able to communicate the data they gathered to make suggestions.

Genevie: We can use boxes to store things that we don't use everyday at home.

Chase: Sometimes the delivery needs boxes so the object inside won't be spoiled.

Audelia: We can go inside the box and colour it inside.

Nathan Gunawan: Teacher Jed uses cardboard boxes to write words and displays in class.

Zhi Xi: We can decorate boxes and use them for artworks.

Fangming: We can stack up the boxes and make a castle.

4. Since cardboard boxes are the most commonly recycled items in school, the children's participation were centred around on it and I decided to apply their learning by making use of their ideas such as stacking cardboard boxes and especially decorating and writing on them. Given the chance, I could have discussed several items we could reuse and repurpose first before focusing on how to recycle cardboard boxes.

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1. The children explored more on Simple Machines while focusing on Levers as they tried making their own catapults or tongs.

2. We discussed on how catapults were used in the past and focused on the good things it helps with. The children mentioned that the catapults can be used to throw food over a tall wall. They also mentioned that tongs are used so that the food we eat are clean.

3. Develop a sense of wonder and curiosity by exploring and finding out more about lever.

4. Leia: Wahhh! The eraser can shoot very far if I press harder on the lever.

Claris: I created a very colourful tongs with popsicle sticks and bottle caps.

5. I realised that we had many bottle caps in school, however, some were of thinner quality and broke quite easily when the children's catapults were being used. I would like to ask the children to bring in bigger and sturdier bottle caps (such as milk bottle caps) to be used in the future.

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1. The children explored on the topic of simple machines, specifically Wedge, and the use of hammer and tee while creating their name board.

2. We discussed on the safety aspect of using the tools and how we should protect ourselves/others when we/others are using it.

3. Inferencing: the children had to observe and infer from the experience, such as the strength needed to knock on the tee to create a dent and if the tee is too blunt, how did it affect the effect of the dent.

4. Jun song: I need to hold the tee properly if not the hammer might hit my finger. Teacher Yuling, move your phone away in case I hit your phone.

5. I will choose a more appropriate cardboard as some of the cardboard is too thin and may not be able to create a hole. Alternatively, we may get new tees as most of them are already blunt.

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1. The children were learning about simple machines and they went around the school to look for simple machines. Across the street from our school, the children spotted the crane and said that it’s a simple machine because it helped to lift the load up and down, while constructing buildings.

2. We discussed about how these machines ease the workload of the workers and how without these machines, the workers would be in a dangerous working environment. As such, it allowed the children to have a sense of appreciation for these workers.

3. Communicating and inferencing. The children had to infer and communicate why they think the items spotted are simple machines.

4. Lucas: look there! It’s a simple machine!

Olivia: ya the crane is using pulley to lift the heavy things up and down.

5. A challenge I faced was to have enough examples for Wedge. The rest of the simple machines were easier to find. I wanted to show the use of spade/shovel but I couldn’t find it in the garden/outdoor walk. Which I could have asked from uncle Lim prior to the outdoor walk.

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Week 5-6: Slime Making

1. Children explored sensory play by making their own slime using baking soda, saline solution, glue, and food colouring. They mixed the ingredients, observed texture changes, and used their hands to squish, stretch, and stir the slime. This hands-on activity encouraged curiosity, fine motor development, and expressive language as they described how the slime felt using words like “sticky,” “stretchy,” and “long.”

2. The children became more aware of the everyday uses of ingredients such as glue (used for sticking things) and baking soda (used in baking and cleaning). Some shared that they have these items at home, connecting the activity to their personal experiences.

3. Predicting and Experimenting: Before starting, the class discussed what they thought would happen when different ingredients—like glue, baking soda, and saline solution—were mixed. They made predictions about the slime’s texture, colour, and consistency. As they followed the steps, they carefully observed each change and compared the results to their initial ideas, especially after adding baking soda and blue food colouring. The children also experimented by adjusting the amounts of ingredients to create the slime consistency they wanted.

4. Children’s comments during the activity included:

Aariz: “It’s very long!”

Elizabeth: “The glue is so sticky and the smell is not nice.”

Kimberlyn: “I added more blue food colour to make it look like ice.”

Darwish: “My slime is so stretchy.”

5. On their first attempts, some slime mixtures were too sticky, too runny, or didn’t come together quickly. The children kept stirring and adjusting the ingredients, learning that measuring accurately is important to get the right texture. This challenge helped them practice patience, persistence, and reinforced their numeracy skills such as measuring and estimating.

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1. Beebot - On week 1 of our STEAM lesson, the children were introduced to Beebot and its functionality (directions).

2. The children were given opportunities to work in groups and discuss among their peers on the shortest route it requires for their beebot to reach the destination (i.e. the calm corner) given by the teacher.

3. The children developed key scientific process skills such as observing how the Beebot responded to directional commands, and predicting which route would help it reach the destination efficiently. They engaged in planning and investigating by working collaboratively to map out and test different paths.

4. During the activity, some children occasionally forgot to reset the Beebot before starting a new route. As a result, the Beebot sometimes followed a path different from what the group had planned. Next time, I may consider using visual aids as reminders.

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Week 7&8 Reducing Waste and Reusing Waste by Upcycling

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1. For this lesson, we are discussing on the topic of recycling. Children observe the difference s between the recycling big and the normal rubbish bins. Children also identified what are some rubbish that they can throw in the recycling big and what are some that should not be thrown inside.

2. Prior to the recycling lesson, children learnt about how rubbish are treated in Singapore and the limited space that Singapore can dispose our rubbish at. When the recycling topic where introduce, children get know that recycling is one way that Singapore can reduce the disposal of rubbish to the Semakau Landfield.

3. Observing and communicating.

Joanna: We should recycling so that land field will not get full so fast.

Emma: recycling can make new things from the old things.

4. When i mention the types of rubbish that they can recycle, some of the children children not understand and relate. I can prepare these concrete rubbish so children can on serve and feel how these different material s feel like.

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Week 3 & 4:  Beebot’s Mission + Bee-Bots collect honey pots! 

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1. The children were introduced to what is a Beebot in Week 1&2 and in Week 3, the children were introduced to directional cards, they had to set the order through the directional cards before trying it on the beebot.

2. When introducing the beebot, I had the opportunity to share with children that the beebot ran on charged battery, to charge the beebot requires electricity that comes from burning gas. The more energy we use, the more gas we would have to burn and through burning, it causes heat to be emitted into our environment that causes our temperature to rise.

3. Evan: We need to try it on the beebot then we know if it can work! If we anyhow put, the bee will move anyhow.

4. The challenge I faced during the activity was that the children were newly introduced to the beebot and were not able to understand how the beebot moved after introduction. The children required many practice and hands-on experiences to master the technique.

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Week 1-2: Making slime to bring to Mud Kitchen

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1. Initially, we were going to make slime at the Mud Kitchen. However, it was raining and we could not conduct it outdoors. Hence, the children made the slime in the MPR. They mixed cornstarch and water and observed what happened. They shared their observations with each other.

2. We talked about how these ingredients could be found in the kitchen, where adults use these for cooking or cleaning purposes.

3. Scientific process skills: Observing, communicating, predicting

4. - Hawraa: "It's sticky! I think it looks like glue."

- Ollie: "It smells a little weird."

- Bellina: "It looks like goop. If I add more water, it's going to look even more goopy."

5. Challenge: The ratio of cornstarch and water is tricky for me to remember. However, I take it as experimenting with the children. So we added more water, then more cornstarch. And I also asked questions like "What do you think will happen if we put less cornstarch now? Shall we find out together?"

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1. At the Mud Kitchen, children used natural materials such as soil, water, leaves, flowers and rocks to "cook" soup. They engaged in pretend play, imagining they were camping in the wild, making food, and telling stories.

2. We discussed the importance of not wasting water—using only what they need and turning off taps when not in use. Additionally, children were reminded to wash the utensils after use to keep the mud kitchen clean and ready for others.

3. Experimenting: They tested different natural materials and combinations to see what worked best for mixing, pounding and stirring.

4. Here are some conversations they had while cooking in the mud kitchen: “I’m making soup with leaves and water for my friends!”

“This mud looks like chocolate!”

“You can use the spoon next. I’ll use a stick now!”

5. Some children crowded around the mud kitchen station for longer, leaving less time for others to explore. I will create smaller group rotations with set time limits to ensure equal time at each station.

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Krizelle [Week 7-8: M&M Colour Bleeding Experiment]

The teacher demonstrated to the children on how to place M&Ms onto the dish and how they can add water. The children poured the water onto the dish and observed the cause and effect.

The children recorded their observations in their STEAM books through representation drawing.

Prior to this activity, the children were given the opportunity to predict what will happen to the M&Ms and water when it is mixed. Alpha shared "The water will turn black." Sahana shared "The water will turn rainbow." While Jiheng shared "The M&Ms will break."

After predicting what will happen next, the children observed and recorded through drawing. We also compared our predictions to the outcome of the experiment. Kristelle shared "Sahana is right ! The water turned rainbow!" Aiden also added "Jiheng is also correct, some M&Ms broke into half because of the water."

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1. Share the topic and activity description

Topic: What is simple machine

Teacher will bring children out for a walk around the school. Encourage children to keep a lookout for examples of simple machines during their walk. Have children draw identified simple machines on paper using clipboard with their partner.

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

How simple machines are used to lessen our load and how simple machines help us in our daily lives.

2. What Scientific Process Skills were used?

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

3. Share the voices of children.

Maxime: At our classroom already have! The curtain is a pulley simple machine

Allie: at the window have lever

Cayen: the fan is wheel and axel.

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

One challenge I faced is helping children stay focused on the task during the walk. I had to frequently redirect attention, provide reminders about the purpose of the walk, and ensure students stay with their partners and the group for safety.

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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?

3. 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)