Term 2 2023 STEAM Documentation (SKR) by My First Skool @ 51 Fernvale Link https://padlet.com/mfsswc2/t4mermdxgj05d4qu en-us 2023-05-25 05:26:07 UTC 2023-07-18 23:35:56 UTC hello@padlet.com Questions for reflection mfsswc2 https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2604319804 1. Share the activity description and topic (Include pictures)

2. What Scientific Process Skills were used?

3. Share some children voice.

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]]> 2023-05-25 05:28:32 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2604319804 Finding edibles in the garden! https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2604901451 Yes. The children were able to repeat and understand the meaning of edible and non-edible by sharing to them that edibles are the plants/fruits that can be eaten while non-edibles are the plants/fruits that cannot be eaten. 

The children were invited to predict the edibles they could find from our school’s garden and I wrote their responses on the whiteboard. 

Then, as we went outdoors, the children used the iPad camera to document their findings and as they found an edible, they were encouraged to say the sentence structure “Banana is edible” “This papaya is edible”

Back in the class, the children were invited to draw the edibles they had found from the garden. For some children who are still learning how to use shapes and lines to make representations, I let them look at the picture they took from the iPad and asked “What line do you think we can use to draw the trunk of the papaya?” “How about the fruits of the banana, what shape do you think we can use?” 

]]> 2023-05-25 13:54:27 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2604901451 Renee kitkeerenee https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606651183 1. The children were introduced to Wheel and Axle where they would pour different coloured paints onto the paper and they close the lid and mix. The children would then open and observe what happened to the paint.

2. Observation, Prediction & Experiment

3. Shane: I think the paint will become striped.
Keith: The paint will mix and become colourful.
Charles: Woah! The colours make it look like a lava explosion.

4. Develop Engagement through spinning and observing what happened to the paint.

5. The paint was too thick when I first started, when the children placed the paint in the spinner. I had to add water and water down the paint so that it will spin easily on the paper.

]]> 2023-05-27 03:49:28 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606651183 kitkeerenee https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606651576 2023-05-27 03:49:47 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606651576 kitkeerenee https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606651646 2023-05-27 03:50:09 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606651646 kitkeerenee https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606651689 2023-05-27 03:50:21 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606651689 https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606664977 2023-05-27 04:46:17 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606664977 https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606665112 2023-05-27 04:47:03 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606665112 https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606665289
  • The children were introduced to inclined plane thus this activity reinforce the topic. The children were grouped into small groups whereby they set up ramps of different heights. They were then tasked to measure and record the distance of the car travelled on each ramp. 
  • Prediction, Experiment, Recording 
  • Zayden: Look Teacher Liza! The car travelled very far when I put it on the Ramp 3.
     Hanan: Ramp 1 has only one block and it is the shortest ramp so that’s why the car did not travel far.
  • Engagement: The children practiced engagement as they were able to stay engaged in the activity and were excited to play the activity. 
  • The children had a challenging time measuring the distance as they still require some practice to read the measurement on a measuring tape. I would have prepare blocks for the children to use to measure the distance. 

    • ]]>     2023-05-27 04:47:46 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2606665289     gasplove https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2613911887 1. Share the activity description and topic (Include pictures)
    The children used a golf tee to poke holes around a shape they drew as they were learning about wedges. They learned that wedges cut through objects. 

    2. What Scientific Process Skills were used?
    They predicted whether it was easier to poke a hole with the golf tee using just their hands or knock it down with a block.

    3. Share some children voice.
    "I think that if I knock it with the block, it will be easier." - Raoul
    "I think just poking will be easier. I just need to push hard." Aaiz

    4. What Learning Disposition did the children practice?
    They practiced perseverance as they poked holes around the shape that they drew. 

    5. What was a challenge you faced and how will you carry out this activity differently?
    One challenge I faced was that they did not know how to provide ample of space between each hole as they had to thread afterwards. I should have provided a gauge (ice-cream stick, finger etc) when planning for the space. ]]>     2023-06-04 13:10:39 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2613911887     Parts of a plant - Ivfy kayeeivfy https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2616697309 1. Share the activity description and topic (Include pictures)
    Children learnt abt the different parts of the plant and we went outdoors to different plants and point out the different parts of it. Children could tell me very confidently using the vocabulary and terms taught! 

    2. What Scientific Process Skills were used?
    Observation and Comparing between plants. 

    3. Share some children voice.
    Ivfy: If the cucumber is the fruit of this plant, what is the fruit of this plant? 
    Oeuf: Bitter gourd! 
    Joshua: There's also the stem here. 

    4. What Learning Disposition did the children practice?
    Sense of wonder and curiosity as they find the different fruits/parts of the plant. 

    5. What was a challenge you faced and how will you carry out this activity differently?
    Finding roots as they are buried underground but we managed to see the roots of the bigger trees which the children were not very familiar with. I would show children photos or videos of roots or grow a plant and shake the soil off to show them the roots]]>     2023-06-07 05:29:00 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2616697309     Honesty 1 https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2618166769 1. Honest 1 learnt about food colourings and its effects on food. We explore on different colours of food colouring and introduced celery as part of this experiment.
    2. We used Observing and Predicting as they observed and predicted what will happen to the celery if will put in a jar with colours.
    3. "I think the celery will die because the water has too much colour" said Damian
    "The celery will turn blue" said Ziheng referring to the celery in jar with yellow colour.
    4. Learning Disposition: senses of curiousity as they explore more about food colourings.
    5. We need more materials for each individual. I had 12 children that day and the celery was not enough for each of them so had then by threes which work but had to take turns.


    ]]>     2023-06-08 10:21:42 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2618166769     Car Wheel Painting quebiingd https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2620163612
    2. Predicting, Communicating and Observing  

    3. Children's Voices
      Tyler: The yellow car went down so fast.
      Rae Joon: The tyre of my car is the widest so I can see more green paint from the wheels.
     George: The orange line is not so wide because the tyre from the red car is thinner.

    4.  The children developed a sense of wonder and curiousity as they explored different cars and the types of lines produced as they experimented with car wheel painting.

    5. When some children pushed their cars down the ramp, the paint imprinted on the drawing paper was not strong enough. In future, it would be good to have children do two versions. One drawing paper on the ramp and one drawing paper placed flat on the floor. The children will then get to compare how the weight of the car differs between the two.]]>     2023-06-11 11:18:30 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2620163612     Let's make our own ramps! https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2624158604 Children were invited to make their own ramps and they recorded a drawing of it in their exercise book. We continued to observe, experiment and made comparisons.
    It was exciting to watch the children fully engaged in this activity. Some examples of their interactions were: "We need more sticky tape and cardboard to make a long ramp", "a long ramp makes the car for longer", "a high ramp makes a car zoom faster", "the car is too slow!"
    In this activity, children develop reflectiveness by sharing their knowledge, predictions and findings. 
    One of the challenges faced was sustaining the children's interest. Most boys were able to continue building on their initial ramps and further improve it whereas the girls moved on quickly to try other activities. ]]>     2023-06-15 05:04:46 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2624158604     Making ramps with loose parts https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2624424591 Children created ramps with loose parts and test if it works or not.

    Scientific process skills were experimenting, observing and recording.

    Children's voices
    1. Child A: The log must stand. 
    Child B: No, it can lie down also. 
    Child A: It will roll! You try! 
    Child B: (set up the ramp) look the ramp never move.
    When children create , children will make their own discoveries.
    2. My ramp can make things move.
    3. Sometimes the shell stop when its shell get stuck so it rolls then stops. 

    Children developed perseverance as they tried and changed their designs a few times before building successful ramp.

    The challenge I faced was not having a visual for the children to reflect what makes a ramp eg height, slope. Children built and created their own designs at first. 


    ]]>     2023-06-15 10:07:48 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2624424591     3D shapes: Roll, slide or stay put? https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2625576742 1. Share the activity description and topic (Include pictures)
    Children were asked to predict whether the different 3D shapes (cube, prism, sphere, cone) will roll, slide or stay put when they are being placed on the ramp.

    2. What Scientific Process Skills were used?
    Observing, predicting, recording

    3. Share some children voice.
    Here's a picture of Elliot blowing the cube
    T: When you put the cube on the ramp, does it stay put, slide or roll? 
    C: stay put!
    Elliot starting blowing the cube
    T: Why are you blowing at the cube?
    E: I want to see if the cube will slide down.

    4. What Learning Disposition did the children practice?
    A sense of wonder - by wondering how the different 3D shapes move down the ramp

    5. What was a challenge you faced and how will you carry out this activity differently?
    Some of the 3D shapes can have 2 different ways of moving down the ramps depending on how they are placed on the ramps. For example, when the cone is placed on the longer side, it can roll down the ramp. But when it is placed on the flat side of the cone, it slides. As such, before the start of the experiment, I should have indicated to the children how the 3D shape will be placed on the ramp and based on it, they can predict accordingly. ]]>     2023-06-16 14:02:04 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2625576742     Wedges https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2625593724 1. In this lesson, the children recapped on the simple machine "wedge". The children listed different properties and example of what a wedge is. They identify that a wedge is an upside down triangle and is able to cut through things. Then, the children used a block and golf tee to create a string artwork.

    2. The children compared the difference between using a toy hammer (which was lighter) and a wooden block (which was heavier) to hit on the golf tee. As the children conduct the experiment, they observe that the wooden block was much easier to create a hold when hit onto the gold tee.

    3. "The toy hammer is too light. I need to use more energy to make a hole." "The wooden block is able to create a hole with just one hit." "The gold tee is pointy at the end, that why it can make a hole."

    4. The children practise perseverance by not giving up when the golf tee got blunt. They continued to to try their best before changing to a new gold tee.

    5. The golf tee became blunt rather quickly. Thus, if I were to do this activity again, I would change the gold tee into something more durable so that the children would not have to keep changing to a new gold tee after just creating a few holes. ]]>     2023-06-16 14:27:51 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2625593724     Sink and Float Honesty 3 https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2647206731 1. Honesty 3 children learnt about the concept of sink and float  using a variety of materials, such as rocks, tissue roll, shells, toy gems, cloth, and plastic bottle. First the children went through the items that will be used and predicted which will sink and float in the water. Next, the children observed each objects as they placed it in the tank with water whether they will sink on the bottom or float on the water. Then, the children shared their current observations through interacting with peers near them. Lastly, the children completed the chart based on their observation. 

    2. The scientific process skills used were observation and prediction. 

    3. What happened to the apple?
    Sharlette: "It floats!"
    Why did the apple float on the water?
    Sharlette: "Maybe because it is not so heavy."

    4. The learning disposition the children practiced is sense of curiosity and wonder by exploring the concept of sink and float using a variety of objects.

    5. The challenge I faced was when it was raining. We can't perform the experiment at the veranda as it can be messy becaue of the water spillage as they place or drop the items in the tank. ]]>     2023-07-18 13:24:33 UTC https://padlet.com/mfsswc2/t4mermdxgj05d4qu/wish/2647206731