Greenwood Primary School

ACM Enchanting Learning Experience – Tang Shipwreck Gallery

ONG JUN XIAN, ZACK (5 CARE)TAN YAN JUN KENJI (5 CARE)

MIRAA (5 INTEGRITY)NUR INSYIRAH BINTE MOHAMMAD RAFFI (5 INTEGRITY)

TOH QIAN LING (5 INTEGRITY)

Contents

1. Introduction – About Us

2. Project Introduction

3. Background

4. Our Project

5. Solution & Innovation

6. Project Results

7. Our Challenges and solutions

8. Our Reflections

9. Moving Forward

About Us

• Group Formation

– Selected by our respective Form Teacher

– Tang Shipwreck gallery is interesting

–Wanted to learn more about the its history

–Assigned to different roles according to our strength

About Us

• General introduction

–Visited ACM in P3 & P4

–GWPS partnered ACM

–Pupils and parents bonding time

– Sharing of Tang Shipwreck’s history

–Creating meaningful activities that incorporate Science

– Interesting activity for parent and child

Project Objectives

• To contribute to society by giving theopportunity for parent-child bonding throughengaging and innovative activities while theyknow more about the history of TangShipwreck.

Our Stakeholders

Stakeholders Potential Impact

P3 pupils To make connection between pupils’ prior knowledge to ACM activity

Parents Bonding time between parent and childBe involved in child’s learning

ACM/ ACM personnel Parent and pupils to visit ACM and other museums in the future

Background• Tang ship supposed to travel to Middle East to

trade

• Ship sank in Java Sea

• 1998 shipwreck was found

• Close to 60000 ceramic bowls found

• Showcased in the Tang Shipwreck Gallery of the ACM

• Tang ship sank because heavily loaded

• Wood material of ship might also be one of the reasons that the ship sank

Our Project

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The Design Thinking Process

Empathise – Understand the audiences through survey Findings

• From the survey, 70% of the students have never been to the ACM

• 77% of P3 pupils would like to know the history of Tang Shipwreck gallery at the ACM.

• 67.5% of the pupils would like to make a waterproof paper boat that is able to keep a float and carry some weight

Define- Identify the root of the problem

• Used Socratic Questioning to identify the root of the problem

Why is this becoming a problem?

What assumption did we make?

What are the consequences of those assumptions?

What would be another alternative?

Ideate- Brainstorming

How to integrate science in the

Tang shipwreck activities

Use melted wax in

making paper boat

Make a 2 fold water

resistant paper boat

using candle

Make water resistant

paper boat using candle

Make a broad base water

resistant paper boat

using candle

Criteria Setting

Rating

Criteria

1 2 3 4

Criteria not metCriteria met to

some extent

Criteria met to

most extentCriteria met

C1: Engaging and

fun

Not engaging

and fun

Engaging and fun

for some pupils

Engaging and fun

for most pupils

Engaging and fun

for all pupils

C2: Able to floatThe paper boat

unable to float

The paper boat

is able to float

for less than 3

sec

The paper boat

can float without

weight

The paper boat

can float with

some weight

C3: Safe to be

conducted in the

museum

Not safe to be

conducted in the

museum

Need a lot of

parental

supervision

Need some

advise on safety

precaution

Very safe

C4: Easy to learnVery difficult to

learn

Difficult to learn

by most pupils

Difficult to learn

by some pupilsEasy to learn

Solution Selection

Solution Selection – Criteria SettingCriteria

Solution C1 C2 C3 C4 Total

1) Use melted wax in making paper boat

4 4 1 1 10

2) Make water resistant paper boat using candle

4 4 4 4 16

3) Make a 2 fold water resistant paper boat using candle

4 2 4 4 14

4) Make a broad base

water resistant paper

boat using candle

4 4 4 3 15

Prototype– Experiment & Test

•

•

•

Our TargetsNo. ACM Learning Journey Objectives

Strong Agree/ Agree

(SA/ A) %

(at least)

1 I’ve enjoyed myself in the learning journey. 80

2 The Learning Journey has met the objective of 80

Engaging our pupils as well as the parents of to appreciate

historical bearing on character development.80

Providing an opportunity for parents to bond with their children

and to be involved in their learning.80

Fostering a stronger relationship between parents and their

children.80

Reinforcing of school values: Wise, Enterprise, Gracious,

Responsible, Resilience, Open (WEGR2Ow)80

No. PW Assessment RubricsGrp Avg score %

(at least)

3 (A) Planning and Thinking Process 75

4 (A) Teamwork 75

5 (A) Product 75

6 (A) Oral Presentation 75

7 (C1) Curiosity 75

8 (C2) Confidence 75

9 (C3) Cooperation 75

Our Targets –Linkage of targets to school’s VMV

No.

Project Work

Assessment

components

Grp Avg score

%

(at least)

School’s Vision School’s Mission School’s Values

APlanning and Thinking

Process75 Critical Thinkers Lifelong learners

Wise

Gracious

B Teamwork 75Leaders of

Character

Lifelong learners

Responsible

citizens

Gracious

Responsible

C Product 75Motivated

LearnersLifelong learners

Enterprising

Resilient

D Oral Presentation 75Leaders of

Character

Responsible

Citizens

Resilient

Open

C1 Curiosity 75

Critical Thinkers

Motivated

Learners

Lifelong learnersWise

Enterprising

C2 Confidence 75

Motivated

Learners

Leaders of

Character

Lifelong learnersResilient

Open

C3 Cooperation 75

Leaders of

Character

Motivated

Learners

Lifelong learners

Responsible

Citizens

Gracious

Responsible

Resilient

Our Project – At Our Gallery Duration Activity

2 mins Welcome note (Mdm Junainah)

15 mins

Gallery tour with audience:

Tang ship background (Kenji)

Tang ship cargoes (Qian Ling)

Poetry on ceramic bowls (Insyirah)

Gold and silver artefacts (Zack)

Reasons that caused Tang Ship to sink (Miraa)

3 mins

Activity briefing

Activity briefing (Insyirah)

Issuing ipad (Miraa)

Issuing activity materials (Qian Ling)

Prepare testing area (Kenji & Zack)

Our Project – At Our Gallery Duration Activity

18 mins

Activity and testing (pupils and parents)

fold paper boat

Choose 2 materials of their choice from the 5 materials

given to them to make their paper boat waterproof

Test their paper boat

Add weight (marbles) to see how many marbles can their

paper boat carry as it stayed afloat

Facilitate and assist any pairs that needed assistance. (all

facilitators)

Folding of paper boat video

Choosing materials

Testing of paper boat

2 mins Activity closure (all facilitator)

Our Project – At Our Gallery

Our Project – At Our Gallery

Solution Innovation

• Solution is innovative as no other ACM team incorporated Science into History

• Pupils experimented and came up with their own answer

• Used materials which are easy to get

Our Achievements

Final design of paper boat.

Our Achievements –demonstration video

Our Achievements

Our Project – At Our Gallery

Our Project – At Our Gallery

Our AchievementsTarget Results

No.

Strong Agree/ Agree

(SA/ A) %

(at least)

Strong Agree/

Agree

(SA/ A) %

1 I’ve enjoyed myself in the learning journey. 80 100

2 The Learning Journey has met the objective of 80 100

Engaging our pupils as well as the parents of to appreciate

historical bearing on character development.80 100

Providing an opportunity for parents to bond with their

children and to be involved in their learning.80 100

Fostering a stronger relationship between parents and their

children.80 100

Reinforcing of school values: Wise, Enterprise, Gracious,

Responsible, Resilience, Open (WEGR2Ow)80 100

Grp Avg score %

(at least)Grp Avg score %

3 (A) Planning and Thinking Process 75 88

4 (A) Teamwork 75 95

5 (A) Product 75 95

6 (A) Oral Presentation 75 97.5

7 (C1) Curiosity 75 93

8 (C2) Confidence 75 94

9 (C3) Cooperation 75 95

Impact on Stakeholders

Pupils

• Applied their P3 Science knowledge in our activity

Parents

• Very hands-on and always seen to be assisting their children.

ACM

• the members of public both inside and outside ACM were able to see ACM’s partnering schools

Impact To SchoolMotivated Learners

• different groups working on various galleries in ACM

• pupils and parents took part actively in our activity

Critical Thinkers

• Think on our feet

• Think of the suitable materials to make their paper boat waterproof

Leaders of Character

• showed leadership when we had to guide and assist the pupils

Impact To School• pupils will share the knowledge

• Science teachers could make use of ouractivity

• the parents saw the school’s effort toencourage family bonding

Challenges and solutions

• Gallery tour took a long time

let the pupils pen their thoughts at home

• To have a longer gallery tour

provide the pupils with 2 paper boats instead

• Practise thinking on their feet

crucial when it comes to solving sudden problems that surfaced.

Our Reflections Kenji

• To be a more responsible person.

• Always work together with his team.

• think that the Primary 3 pupils are veryattentive during the gallery tour and activitybriefing.

• believe that the pupils enjoyed our projectbecause of the feedback from the parents

Our Reflections -Zack

• learnt to use Design Thinking

• to cooperate with our team members

• believe that the Primary 3 pupils have learntabout the history of Tang Shipwreck from oursharing during the gallery tour.

• Very happy when the parents said theyenjoyed making the paper boat with theirchildren.

Our Reflections -Qian Ling

• Teamwork is very important

• Disagreements will delay project completion

• find that it is best to not quarrel and continue working on the project together

• Pupils enjoyed our activities as there smiles on their faces the whole time.

Our Reflections -Nur Insyirah

• Design Thinking helped to keep us be organised

• Important to cooperate with the team members so that we will not quarrel

• Believe that the pupils enjoyed the activities at our gallery as she saw their smiles and heard their laughter when they did our activities.

Our Reflections -Miraa

• To cooperate with each other when doing thisproject

• To speak confidently when she present• Happy because she made new friends• think the pupils had fun at our gallery as she saw

their big smiles on their faces• Glad that pupils were also able to answer the

questions that we asked them• fun to see the pupils really energetic and have fun

while doing the activities

Moving Forward

• Explore other subjects that could beincorporated into History.

• Carry out thorough interview questions toknow the interest of the pupils.

• Use criteria setting matrix to choose anactivity that pupils can apply in the real world

Moving Forward

• use our idea of incorporating other subjectsthan art into their activity

• learning of those subjects can take placeanywhere