As we continue to work with this virus and what it means for us and our learning, we’ve been able to be outside a little more often. While we still can’t leave the campus there are some opportunities for us to be learning with and for our environment.
We’ve started to explore our school’s person constructed ecosystems. We’ve been measuring the soil ph, moisture and the light that hits the soil. We’ve used these measurements along with data from species collection to start trying to understand the interconnections between living and non-living things.
So far, it’s been a bit of a stretch for the kids, but I think they are starting to understand ecosystem interconnection and how diversity is important. When we look at our field that barely has grass in some areas, look at the soil and the species diversity we can see that some “ecosystems” are badly damaged and we have to work in that system to make it better.
There hasn’t been a whole lot happening other than that, we’ve been working hard at making sure students have an opportunity to be outside and learn, we’re planning things in class for them to do to connect to their own research projects, it’s just a slow process, or so it feels, but hey, slow learning is good too.
Our grade 3 students are looking at how migration happens as a result of challenges, risks and opportunities. one of their activities we were working on was interviewing people in Chinatown.
At first the students were hesitant, they were a little shy and they didn’t know what to expect, but it worked out much better than I had anticipated. The adults around Chinatown were really curious about what the kids were up to and many waited in line to be interviewed. We wanted students to feel confident talking to others, but also learn how to collect data with purpose. Their biggest take away was people come from everywhere.
Sometimes when ex-pat students are living in a new country we have a tendency to think everyone is either from the places we are from or a local, this showed us how blurred those lines really were and the students loved it. After we worked on the interviews we explored some reasons why people may have moved and how things have changed in Singapore over the past 700 years, but the reasons for migration are pretty much the same. It helps tie our present situations to other’s feeling throughout history and now.
For our fifth grade Open Minds we are looking at how artefacts help us understand civilisations. So we go out on a dig. I have to get up early (almost too early) to go and dig a huge trench, then I place artefacts in the trench and then the kids come and dig them up.
It’s a pretty great process for them, when they find things they absolutely love it. We work the rest of the afternoon on looking at the form and possible function of the artefacts and start seeing how we can place them in a story. It’s all pretty interesting and the kids learn a lot.
For me one of the take aways is how we can socially construct our understanding of the world around us. When encountering new artefacts people draw on previous experiences and we’re not always sure how they get to certain conclusions. It’s always interesting to see what they think and why they think the way they do.
My new job involves me working outside and looking more out our community. This week we are in Telok Ayer. A friend set up the program and he has made it very easy to build upon. When we spend time looking at Telok Ayer, I am trying to starting developing a sense of place.
One important aspect of developing a sense of place according to Raffan (1993) is getting to know the names of places (although I’m not an elder, I do know some of the stories). We talked about how based on the names of places we can see how Singapore has changed. Although our physical geography can change based on our interactions with our place, our place names often stay the same. By knowing our places and their names we can start building deeper connections to our community.
After discovering more about place names, we looked into the places around our community and the people who lived there. It’s been two days, and four classes, but a very interesting experience so far.
Raffan, J. (1993). The Experience of Place: Exploring Land as Teacher. ERIC Online, 16(1), 39-45