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?

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)

1. The children are suppose to observe the bending of light as it passes one medium to another. They are suppose to explore using different items to observe how Refraction works.

2. I got the chance to talk to children about refractive errors and how it has been affecting millions of people worldwide. Refractive errors can lead to visual impairment and disabilities. I was also able to branch out to how refractive errors can implicate daily lives like working, studying and even playing games.

3. Jia Ze: Wow, the pipe looks like it has been cut!

4. The challenges I faced was that I did not experiment the activity before conducting it with the children, there were some angles where the children were able to look at the objects without distortion and when the children asked me the question, I was not able to answer. I would like to have done better research before conducting this experiment with the children.

1)Opportunities provided to discuss issues concerning the world:

• Teacher asked questions such as "What kind of tools found at the Mud Kitchen can be used to paint?", "Why are we painting at the Mud Kitchen?", "How do you feel when painting outdoors?"

2)Scientific process skills:

• Observing

• Communicating

3)Voices of children:

• Alicia: "I want to try using the stones to stamp the paint on the board."

• Audelia: "The Mud Kitchen is so peaceful. I like to paint here."

• Yu Hng: "It's so fun to paint here because I can see the sky."

4)Challenges faced/carry out differently:

• I will incorporate more natural tools as the children commented on how they would like to use twigs, leaves and stones to paint.

1. Outdoor Walk

This lesson was an introduction to the Plants topic of Term 4. The lesson's objective was for children to observe plants in our school’s outdoor garden and record how each plant looks through drawings. 

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

While reading the story “The vegetables we eat” by Gail Gibbons to the children, I spoke about the different types of vegetables available in different countries e.g. Brussel sprouts and beetroot that are more popular in Australia. We also discussed about countries that experience drought such as in some regions in South Africa.

2. What Scientific Process Skills were used?

Prediction, observation, communicating.

3. Share the voices of children.

Arielle: "Eewww, I don't like the smell of this curry leaf."

Kaius: "Mmmm, I like the smell of this mint leaf."

Yu Ze: "The pandan leave smells nice."

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

We could not stay out for long because those children who are prone to mosquito bites shared that they were bitten. In future, it might be good to observe the weather before going out because after the rain, children are prone to get the bites and some parents are particular about this matter. I could have a video of the garden prepared for children in case of inclement weather.

1. Share the topic and activity description

   The class was tasked to collect some items such as a book, clear folder, toy blocks, a clear water bottle and toys (engineering set). They were then tasked to shine the light onto the different items with the torchlight provided, and learn about the terms transparent, opaque and translucent.

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

   I took this opportunity to talk to them about how some people face difficulty spotting transparent objects such as glass. So, to the rest of us who can spot transparent objects easily, we should help to warn people about glass panels. They also shared that stickers could be pasted on glass panels so that people will be able to see them.

3. What Scientific Process Skills were used?

   A sense of wonder and curiosity, engagement and reflectiveness.

4. Share the voices of children.

   George: Oh! The container is translucent because only a little bit of light can go through. Means can see the light in between the shadow.

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

   I found it difficult finding different objects which were translucent as some items I thought would be translucent, were not when we tested them out. I would like to have tested the various items out before the lesson was conducted.

1. Opportunities to Discuss Issues About the World Around Them

   While playing with the waterfalls in the mud kitchen, the children explored how water flows and what it can carry. They experimented with light and heavy objects, and Nathan observed, "It looks like trash moves in rivers or oceans." This helped them think about why keeping water clean is important for nature and animals. They even suggested ideas like recycling water to wash their utensils after use, while some suggested using it to water plants.

2. Scientific Process Skills Used

   • Observation: Watching how water moves over surfaces and how it interacts with objects.

   • Prediction: Guessing if the water could move various items (leaves, stones).

   • Experimentation: Testing different objects to see if they could float or be pushed by the water.

3. Voices of children:

   • Jaylen: "The water can move the leaf, but not the stone."

   • Aretha: "I think the big leaf will go fast."

   • Rifqa: "The leaf is going down!"

4. Challenges:

   • The play area became very wet, and some children’s shoes got very dirty.

2.During a hands-on activity, children built structures and experimented with how the distance of a light source affected the size and shape of shadows. This led to discussions about how shadows change during the day, relating it to the position of the sun. We explored how sunlight is essential for life and the importance of balancing exposure to light and shade for plants, animals, and humans.

3. The scientific process skill used was Observation. Children observed the changes in shadow size and shape when the distance between the light source and the object was altered. They noticed how the position of the light affected the direction of the shadow.

4. Liron: Wow! hwen we move the light, the shadow gets bigger and almost cannot be seen.

5. One challenge I faced during the light and shadow activity was ensuring that all children had enough time and opportunity to fully experiment with the light source and shadows. Some children became more engaged in building their structures and had less time to explore the effects of the light, while others struggled with understanding how to adjust the light source effectively. How I will do thsi activity differently is by having 'guided exploration stations. I will set up multiple light and shadow stations with varying light sources (e.g., flashlight, lamp) and provide guiding questions or prompts at each station to encourage exploration and discussion.