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)

2.The children observed the growth of the plants and predicted what would happen to the plants (e.g., whether the plants could continue to grow or wither).

3. Audelia: "The leaves look tired. I think they need more water, if not they might not grow."

Yu Hng: "I like how the leaves are long and soft.

Rachel: "I think the plant can grow tall just like the aloe vera plant."

4. Not a challenge - but instead they could've planted other types of plants too so that they could compare the different types of plants as well.

1. During STEAM lesson on growing plants, the children planted coriander seeds using soil, water and sunlight at the school garden outdoors.

2.The children were given opportunities to make connections to their environment such as showing care and concern and to be responsible in caring for their plants such as watering their plants everyday.

3. The scientific process skills used are observing, predicting and communicating.

4. Some of the voices of the children:

Valdez: "I spray water, the seed will grow tomorrow!"

Emma: "The seed will grow roots and leaves!"

Hannah: "Must put more soil then the seed grow faster!"

5. I faced challenges as the seeds did not grow taller in the next few days. I can conduct the activity differently by using varying amounts of soil, water and sunlight to test which of the seeds can grow better under different conditions and get the children to record their observations in their STEAM books.

2. At the start of the lesson, the children got the share about where they have seen ramps. The children got the share different locations such as a playground, in our school and on a bus. The children then has a brainstorming session where they discussed on the purpose of a ramp and if they think a ramp is important in the different places they are placed at.

Ernest shared: "The ramp on the bus helps people on the wheel chair go up the bus."

Hannah shared: "If there is no ramp, it will be hard for the wheelchair to go up the bus."

3. Predicitng, Observing and Communicating

4. Zander: The higher the ramp, the further the car go.

   Yu Nuo: The car can travel so far on the ramp with 3 blocks.

   Johannes: The shorter ramp's car did not travel as far as the ramp with 3 blocks.

5. The different vehicles had different effect on the different ramps. Some far was able to travel further than other cars on the ramp with 1 block. In future, I will experiment with the car first before getting the children to conduct their experiment.

1. The children used toy cars to paint lines and patterns on paper inclined down a ramp. The different grooves on the wheels of different toy cars create unique lines and tracks, and children were tasked to predict the lines and patterns that each toy car would create based on their prior observation of the wheels of the toy car. Children would then test their hypotheses by running an experiment on each toy car by releasing them down the ramp with paint-dipped tyres. Upon finishing their experiment, the children would review their prediction of the lines and patterns made by each toy car, and reflect on their initial thoughts and ideas.

2.The children were provided oportunities to make connections to the activity by relating it to mark making of their footwear on sheltered or dried surfaces after stepping on a puddle on a rainy day. The children also related it to the marks outlining their bare feet after stepping in on wet sand. Concrete reference to marks, lines and patterns made on playdough using various tools were used as a way to allow children to make connections.

2. Observing, Predicting, Comparing, Communicating.

3. Shareef: Eh, look! The lines are thin.

Louis: I think this car will make zig zag pattern.

4. A challenge faced was that the children needed concrete and visual aids to facilitate them in their recording and communication of their experiments. I would carry out this activity differently by using recording sheets that would be purposeful for the children to reflect on their predictions better, and to hone in and foster on their process skills further.

-Identify the different lines on the wheels of the car.

-Make predictions as to which car will be the fastest/slowest when going down the ramp.

-Identify the factors that might have caused the car to go fast/slow (e.g. weight, size, texture of wheels).

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

At the start of the lesson, we had brainstorming sessions to share the purpose of ramps built around us. After questions posed to facilitate their thinking, the children realized that ramps are meant to ease the lives of certain users such as wheelchair bound people, delivery people who use trolleys, parents with baby strollers etc. We discussed how such users will have difficulties in carrying out their daily tasks without such ramps.

2. What Scientific Process Skills were used?

Comparing and observing.

3. Share the voices of children.

Ayden: It's for baby prams.

Kaius: The delivery uncle needs to push the trolley down the ramp to send it to the delivery place.

Kai Vern: The car in ramp A will be fastest because the ramp is smooth.

Arielle: This ramp is bumpy. So the car will be slower.

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

We used the same cars for this race and despite that, there was room for error because the children did not 'release' the car at the same time in order to yield a more accurate result to see which ramp would allow the car to go down the fastest. Perhaps getting a prior video recording of the race carried out by teachers would be tuning-in activity for children to be aware what is expected of them.

After we were done with the hunt around the school, the children noticed that the door did not have a stopper and when the teacher asked what can be done, they said that they need a stopper. Since there was no stopper in sight and they have learned the feature of a Wedge, they used what's available to made a wedge. And to their surprise, it worked and they all cheered!

The children experimented and inferred from their learning. There were multiple attempts of trial and errors and finally it succeeded.

Teacher: how can we make a door stopper?

Evan: we can make a wedge

Hong Zer: We can use books to make triangle

Jae: Ok let's try

Juliet: I want to try too

Evan: You need to slant it

Hong Zer: Ya they you put the books here.

After many tries, they did it and other children were given a chance to attempt.

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

Before starting the activity, the children were encouraged to discuss and share why a wedge is useful in our daily lives. Some children shared that a wedge could help people make holes easily, and a golf tee is useful as it can pierce through the ground and keep the golf ball in place, else it might continue rolling around.

3. What Scientific Process Skills were used?

Observation, Communication, Experimentation

4. Share the voices of children.

Iva: I think I need to hit harder so that the golf tee can go in faster.

Caleb: The golf tee is so cool because I can make holes in my cardboard, then I can use it to connect my robot parts together also.

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

Some children had a challenging time trying to hold the golf tee up with a clothes peg while attempting to hammer it in, causing them to accidentally hammer their fingers, lightly, as well. This caused them to think about giving up, up till they saw the golf tee pierce through the cardboard.

2. The children were given the chance to use water through a tap created by our Centre Attendant, I took the opportunity to talk about the importance of Water Conservation and what are some ways we can recycle the water so we do not waste water while engaging in the mud kitchen.

3. Experimentation, Observation & Communication

4. Laura - Welcome to Laura's kitchen, what would you like to eat?

Jia Ze - When I mix mud with water, i can create flower soup! Like the recipe!

5. There were children that were not open to the idea of getting themselves dirty. They would stand at the side and choose not to participate.

2) Before the start of their experiment, the children were encouraged to talk and discussed about the importance and benefits of having simple machines. During their discussion, some of them raise concerns about health conditions. They shared that with the existence of simple machines, it help workers like construction workers and delivery men to lift heavy load.

3) Observation, Communication, Experiment

4) Matthias: Wow! When I put the weight in one at a time, I can see the load move!

Elijah: The load move up when I put more and more weights in it.

5) Some of the children were unable to see the mechanism of the lever and had difficulty understanding. Thus they took longer time to internalise the mechanism of the simple machine.