Our 5/6 class was captivated by the videos shared from the Indonesian school’s Science Fair—especially the solar-powered clothesline that automatically moved under shelter when it rained! It was a clever, purposeful example of sustainable design that sparked curiosity in our own classroom.

Around the same time, we came across a potato-powered clock tucked away in our storeroom. It was a simple device with two receiver cords—each inserted into a different potato—which somehow generated enough energy to power a small digital clock. The students were absolutely fascinated. They asked questions, made predictions, and were eager to figure out how and why it worked. The spontaneous excitement and sense of wonder it generated showed just how naturally this type of learning can engage them.

Since then, I’ve connected with the Year 5 and 6 teachers at our sister school, and we’ve agreed to share student projects with one another. Our class will be drafting their own sustainable project plans and documenting their learning journey to send across.

We’re aiming to create working models of sustainable cities, towns, or farms—drawing on real-world technologies such as:

• Solar-powered irrigation systems using tank water

• Solar-powered homes and streetlights

• Wind turbines and rainwater harvesting systems

We're exploring the idea of purchasing small solar panels (via Temu) to power our prototypes—see attached for model inspiration.

This project not only builds cross-cultural connections but also opens a shared pathway for our students to collaborate on future-focused, sustainable solutions.