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)

description (Include pictures)

In this lesson, the children were introduced the topic of global warming. They were presented with ice, container, penguins and hair dryer. They were involved in assembling the set up and engage in observing and experimenting.

2.What opportunities did you

provide for the children to discuss

issues concerning the world

around them?

After the children watch a video of how global warming affects the world, the children were intrigued by how human actions cause global warming. The children shared about the current weather and how it has been very hot lately. They were able to make reference to the number of vehicles on the road and the exhaust fumes that were emitted to the environment.

3. What Scientific Process Skills

were used?

Experiment and observations.

4. Share the voices of children.

Wen Yang: The weather is hot so the ice will melt and the penguins will drown.

Liron: Teacher Liza! My group's ice melt faster. The hair dryer is hotter just like the global warming.

Yusra: When we use the hair dryer, the air is hot just like the weather.

5. What was a challenge you faced

and how will you carry out this

activity differently?

The challenges that I faced was to explain the idea of global warming as well as the causes of human actions. The children were unable to relate to it thus I showed them a real life video of the effect of global warming. The experiment an effective alternative as they were able to use the hair dryer and observed of heat cause ice to melt at a faster rate.

The class will explore the differences between upcycling and recycling and explore different ways to upcycle recycled and/or old materials to create something new.

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

I provided them recycled / old materials such as toilet rolls, boxes, bottle caps, water bottles, pool noodles. I first asked them if all these items could be recycled and encouraged them to recall our lesson on the 3Rs. I then explained that pool noodles are made out of foam and that it cannot be recycled. They then watched a video about creating toys from trash and shared that sometimes, it is better to create something new from our trash, so that we can use fewer natural resources such as trees.

3. What Scientific Process Skills were used?

Experiment and observation

4. Share the voices of children.

Kayden: I can make our stamps and the different prints from cardboard. Then I can use the rubber band to make a circle shape also.

Iva: I can make a coin box from a water bottle. This is so fun!

Thiri: My mummy uses the water bottles and puts plants inside. Then she will hang on our window.

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

The children had the knowledge of items which could be recycled but needed more explanations to understand the difference between upcycling and recycling. The activity helped them to understand that if the item we wanted to discard could be combined with another item to create something new, then that is upcycling.

2.Through the exploratory play, Teacher Renee was able to talk to children about the importance of water conservation as the children were using too much water for their play. Teacher Renee was able to discuss with children the consequences of using too much watch and what happens to all the water that we waste.

2. Experimentation

3. Jia Ze: I like to make mud cake, I need mud, water and rocks!

Chloe: I want to make a chocolate milkshake!! I need to use water but not too much!

4. The challenges I met with the children were that they were not able to visually see how much water was wasted so if I could do the activity again, I would add the bucket at the bottom and get the children to observe how much water was used and wasted at the end of the play.

The science process skills that were evident was observation and inferencing.

Adnan: look, not a look of rubbish!

Kieran: ya I only see a spoon with food and then a corn inside.

Zi Yue: ya so good right? We don’t waste food!

One of the challenges I faced was to show that the degree of food waste that is produced as a nation. The children seem to only see the “good side” of it as they don’t see much waste but that’s not usually the case outside of school.

Perhaps we can do a comparison of school and outside of school such as at the coffeeshop or hawker. This will help them see that collectively we do produce a large amount of food waste if we do not finish our food.

2. I shared the newspaper article about Singapore’s Masterplan in regards to Semakau Island to children and got them to discuss how land are filling up and what they could do to reduce these wastage.

3. Predicting what might happen if materials are wasted and comparing what happens when less waste versus more waste is disposed of. 

3. Jie Rui: "There are holes on my plastic bag, it is not very strong.", Ariel, "Ya I think we can only use it one time." Hailey, "My mummy always bring bag when we go supermarket."

4. The challenge would be that the bags provided are of different sizes, hence, some children commented that they would use plastic bag because it can carry so many things. I could have used bags of similar sizes and to have children place item of same size in the bag to ensure there are constants in the experiment. The comparing part was not as evident, except that they were able to identify that plastic bag tears easily.

2) Children learn that the rubbish go through many process before it turn into ashes and buried in the Semakau island. However, the island also has a limit in space and one day, we are not able to dispose any more rubbish in the island.

3) Yong Xin: If we don't have place to throw the rubbish, Singapore will become very dirty and smelly.

Sofiyyah: The rubbish will go to the incineration plant after the rubbish truck collect from the green dustbin.

2. After watching a view on food wastage, the children had the opportunity to share about how food wastage would impact our environment. The children were able to relate back to the amount of resources and energy has been used to grow our food and that throwing food away is equavilent to wasting all the energy and resources used.

3. Predicitng, Observing and Communicating discoveries

3. Caleb: In order to grow our vegetables, we need to water it everyday. If we throw our vegetables away, the water we used to grow the vegetables is wasted.

   Lisa: I will reduce food wastage by reminding my friends not to throw away their food.

4. The children had some trouble understanding how wasting food affected our environment as they did not realise how our food came about. After the children watched a video explaining the amount of resources used, they had a better understanding.