The children started the lesson with a question posed to them “Can we see sound?”

In this activity, children will: 

1) Make predictions of the outcome of the respective experiments conducted. 

2) Compare their predictions and findings of the experiments.

3) Recognise that sound can be seen through vibrations. 

Scientific Process Skills Observing, Communicating, Classifying, Experimenting, Predicting and Recording

Most replied “Yes!”, “noisy”, “noise everywhere”

We differentiated sounds and noise. Sounds can be used to communicate, warn, navigate and as a form of entertainment. Whereas noise is an unwanted or unpleasant sound. Not all noises are sounds and not all sounds are noises. People may perceive sounds and noise differently.

During the experiment, the children were excited to see the materials bouncing on top of the  cling wrap. They shouted out loud that the specimens were dancing.  The children added more scoops of sand/salt/rice and observed the difference. Some of the grains fell off the tub and the children managed to catch it.   

1. What do you think will happen to the rice/sand/salt when the sound is louder/softer? 

Ans:   “Nothing, it will stay still” / “When it is very loud, the sand will jump a lot until it falls off”
2.Why do you think so?

Ans:   “No one is cooking it” / “The music makes it move
3. What do you think will happen if we change the sand to flour/salt (vice versa)?

Ans:   “All will be the same” / “Salt will jump more, rice will jump the least”

Children develop reflectiveness by sharing how sound vibrations can be seen.

Initially, I used a container with a wider circumference and the children were not able to see the results clearly. I switched the container to one that was almost the same size as my speaker and the results were more obvious. I was glad that the children were amazed and full of excitement to see vibrations in this experiment. They wanted to go home to share with their family that we were able to see sounds. 

Learning dispositions:
Develop a sense of wonder and curiosity by finding out how two ingredients (baking soda & vinegar) reacts when mixed together.

Teacher's reflection:
Since I'm taking half of the class (10 children) I grouped them into smaller group (5 each), 5 of them doing the steam activity, while the other 5 doing LC/drawing activity at the mud kitchen. However, I observed that the children doing the LC/drawing would look at what the other groups are doing. 

I thought by providing them with LC would help them to be in one area but after realising that they could also be an audience to provide words of encouragement and appreciation to their friends, I just let them watch and observe the other group. However, prior to that rules were given like “not disturbing others’ ‘waiting for their turns, etc.,”

Johannes: "We shouldn't pick them. We can just look and smell the plants."
Zhe Hao: "Give them (plants) nice soil."
Arielle: "We should give it more love and water it."

Ernest: "We need to water the plants so they can grow taller!"
Sharlette: "They need the sun, too!"

Learning Disposition:
Develop a sense of wonder and curiosity by finding out more about plants that are edible.

Teacher's Reflection:
I am satisfied with the children's interaction during the activity. Each child were able to get a hands-on experience in exploring edibles found in the garden. Some of them were able to relate their daily experience of seeing and eating particular edibles like mint which one child shared, "I like the taste of that plant (mint) because it is so nice." It was also way for me to identify and assess the children who shows the value of care and love for the plants or living things as they shared what they know about its needs.