Last week, my tutor class (Grade 6D) had #assembly in the MPH. | Sabina MammadovaLast week, my tutor class (Grade 6D) had #assembly in the MPH. Like every week, one of the lower secondary #classes organizes assembly for the rest of the lower secondary (Grades 6, 7, and 8) during 50 minutes. Another thing was—it was the last assembly of the year, so we wanted to make it special 🥳 We decided with the #students to involve:
🎭 Time Travelling Skit
🎥 A video interviewing people about #memorable times from this academic year
👯 Just #Dance (to engage some students through dancing)
🎬 #Movie Time (a video about memorable moments from all lower secondary classes)
🎶 #Music Band – boys' band from our class (one student played the piano, another the violin, and two of them sang).
For the #time-travelling skit, they built a time #machine ⏳#Students designed the script and included a character who was a #teacher. They asked to use my name for the character—I said, no problem 😅 But my students from other classes thought it was my story 😂
I have to say, I was proud of my students—they really made my day. I was smiling the whole day 😃 Even during a lesson (after assembly), when I got angry for a moment due to a misbehaviour issue, one of my tutor class students said, “I saw your #smile, don’t pretend you’re angry.” Then I smiled unintentionally again 😊
I’m #proud because all these #efforts belonged to my #students. It was a good example of student agency. I supported them only in #coordinating, and #organizing. We made decisions together, and the #content was created by students 🧒
In the backstage, we laughed A LOT 😬 It was so fun—sometimes they didn’t follow the plan (also there were technical problems during the assembly), but I observed that how confidently they managed the situation.
I was feeling like a parent watching a child start riding a bicycle—you support at first and stay close just in case they fall, but then you let them ride independently. My role was like that. I tried to let them know, “I’m always here to support you, but you need to take responsibility, be confident, and shine. This is your time, your stage.” ✨🌟
It didn’t have to be perfect. When you give #space to a child for #learning, mistakes can happen. But if you just tell them what the mistake was, it doesn’t mean much. When they realize it themselves, they understand better.
The most important thing for me was that my students enjoyed it 🥳—they had a memorable #time. I don’t believe they will forget this #moment. I received positive feedback from students in other classes and from teachers.
We also remembered students who left the school. As a result, it was a #memorable time we had.
By the way, the name of the assembly was “TikTok: We Broke the Clock.” ⏰ 🤩
We chose the name together—it meant that the students nailed it this year, and we wanted to highlight how fast time flew and the memorable #moments we #shared 🕰️
#Teacher #Education #ScienceTeacher #BiologyTeacher #StudentAgency #StudentLed #SchoolAssembly #StudentPerformance
#create #questions #curiosity #ai #fictional #students #collaborative #poster #engaging #thinking #creativity #connect #imagination #activity #explore #grade6science #science #owis… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Solids, liquids and gases
👩🔬 Activity: Creative Questions - Ask, Explore, and Present
🤝 Work Style: Individual/Group Work
I used the Creative Questions routine from the Project Zero at the Harvard Graduate School of Education Zero Thinking Routine Toolbox with my Grade 6 students.
🔗 The link to PZ Harvard Creative Questions: https://lnkd.in/gq36Fd54
Their task was to #create four #questions on the topic of solids, liquids, and gases. I also encouraged them to extend their #curiosity by forming questions about plasma, dark matter, or other states of matter 🌃
The rule was simple: they could not use devices to create their questions, but they were allowed to use devices — even #AI (for research)— when answering them, since the questions could be both #fictional and non-fictional. After generating their questions ❓ and writing answers on A3 paper, #students combined all their sheets to make one large #collaborative poster. If someone in a group finished early, they supported their classmates by helping to create more questions, provide answers, or decorate the #poster.
The activity turned out to be #engaging and thought-provoking. We often assume that creating questions is easy, but in reality, it requires deep #thinking 🤔 To push their #creativity further, I asked them to #connect states of matter with a topic they were personally interested in. This way, they could blend curiosity with #imagination.
I really enjoyed this #activity because it gave students a chance to #explore states of matter from different angles, while also strengthening their ability to ask meaningful, creative questions 💡
One World International School Singapore
#Grade6Science #Science #OWIS #OneWorldInternationalSchool #Singapore #CambridgeCurriculum #BiologyTeacher #ScienceTeacher #Education #Educator #InquiryBasedLearning #CreativeQuestions #ProjectZero #ThinkingRoutines #HarvardPZ #VisibleThinking #InquiryBasedLearning #StudentEngagement #CriticalThinking #CreativeThinking #CollaborativeLearning #StatesOfMatter
#experiment #metals #conductors #insulators #table #electricity #classroom #students #materials #grade6 #science #cambridgecurriculum #biologyteacher #scienceteacher #education #educator… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Comparing Metals and Non-metals
👩🔬 Experiment: Testing materials in an electric circuit (using a safe 2V power source) to determine whether they are conductors or insulators
🤝 Work Style: Group Work
Grade 6 students conducted an #experiment to identify #metals and non-metals, as well as #conductors and #insulators. They created a #table to record each item, whether it conducted #electricity, and whether it was metal or non-metal 🧱
A 2V power supply completely safe for #classroom use was provided. #Students were instructed to switch off the power supply while setting up, and switch it on only when ready to test. They were given various items, including aluminium, steel, copper, iron, brass, a pencil, ruler, magnet, and pen. Students also explored #materials from their surroundings.
Some students even asked to test a gold earring, while others connected multiple items to see whether electricity could still flow. It was wonderful to see them calling out, “Teacher, look what I set up!” Their curiosity, excitement, and sense of discovery truly made the activity rewarding 👩🔬
#Grade6 #Science #CambridgeCurriculum #BiologyTeacher #ScienceTeacher #Education #Educator #InquiryBasedLearning #StudentEngagement #ScientificInquiry #StudentCenteredLearning #CollaborativeLearning #OWIS #OneWorldInternationalSchool #Singapore #InstructionalCoach #EdTechSpecialist #InteractiveLearning #HandsOnLearning #STEMEducation #STEMLearning #ScienceExperiment #21stCenturySkills #CriticalThinking #YoungScientists #LearningByDoing #ClassroomActivities
#ph #discussion #experiment #students #acids #alkalis #observation #data #collaboration #communication #grade6 #science #cambridgecurriculum #scienceteacher #biologyteacher #instructionalcoach… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Acids and alkalis
👩🔬 Experiment: Measuring pH levels of samples from different fruits and vegetables
🤝 Work Style: Group work
Grade 6 students worked collaboratively in groups to measure the pH levels of various fruit and vegetable samples. Students brought different fruits and vegetables to school for the experiment, including green grapes 🍇, black grapes, dragon fruit , tomato 🍅, cucumber 🥒, lemon 🍋, apple 🍎, and orange 🍊
The samples were crushed using a mortar and pestle to extract juice. The extracted juices were then transferred into test tubes and Petri dishes. Students measured the pH levels using red and blue litmus paper as well as #pH paper 🥼
Students recorded their experimental results and shared their findings with classmates during a class #discussion at the end of the lesson. This #experiment provided an engaging real-life application of the topic, helping #students connect #acids and #alkalis to everyday foods while developing skills in #observation, measurement, #data recording, #collaboration, and scientific #communication 👩🔬🧪
#Grade6 #Science #CambridgeCurriculum #ScienceTeacher #BiologyTeacher #InstructionalCoach #EdTechSpecialist #InquiryBasedLearning #StudentEngagement #ScientificInquiry #StudentCenteredLearning #CollaborativeLearning #HandsOnLearning #ProjectBasedLearning #ExperientialLearning #ActiveLearning #STEM #STEMEducation #TeachingAndLearning #OWIS #OneWorldInternationalSchool #Singapore
#science #simulations #checklist #students #learning #groups #simulations #research #discussion #presentation #checklist #information #data #teamwork #practice #exploration #space #assessment… | Sabina MammadovaThis was one of the best presentations I have ever seen my Grade 6 students create in my #Science class✨
The use of #simulations together with a clear #checklist made a significant difference. #Students followed the given instructions confidently, which supported their #learning and independence throughout the process 🤓
🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Movement in Space
👩🔬 Activity: Group presentation based on a structured checklist
🤝 Work Style: Group work
Students worked in #groups and explored 11 simulations (5 core simulations and 6 optional extension #simulations). Each group received a printed checklist, which guided their #research, #discussion, and #presentation design.
⚜️ #Checklist: 3.3 Movement in Space
🟡 Content
• Included #information about nebulae (what they contain, how stars and planets form, and orbits)
• Added new details from Solar System simulations (core and optional)
• Explained ideas clearly and accurately
🟡 Structure & Clarity
• Clear beginning, middle, and end
• Slides/posters were easy to read and well organised
• Effective use of images and diagrams
• Clear roles for each group member
🟡 #Data Interpretation
• Collected numerical data (mass, distance, density, orbits)
• Compared values and identified patterns
• Checked accuracy and relevance of data
🟡 #Teamwork
• Active contribution from all members
• Respectful listening and collaboration
• Equal opportunities to speak during the presentation
🟡 #Practice & Readiness
• Tested the presentation using technology
• Practised explanations together
• Prepared to answer questions confidently
The checklist proved extremely effective, and the simulations encouraged deeper #exploration. Many students went beyond the required content and investigated additional topics based on their interests. Movement in #Space is clearly one of their favourite topics! 🪐🌍☀️🚀
Through this lesson, students strengthened their collaboration, research, communication, critical and creative thinking, and social skills. The activity was completed over two periods—one for preparation and one for presentations 🔭🛸
After each group presented, members of another group assessed their work. In this way, I also implemented peer #assessment. This approach helped students develop a sense of #responsibility and fairness while evaluating the work of their peers, and encouraged them to think more critically about quality, criteria, and constructive #feedback 🤔
I truly enjoyed watching their #presentations. Some groups even created interactive #Kahoot quizzes and visual hooks to engage their audience 🚀🌌
#Grade6 #Science #CambridgeCurriculum #ScienceTeacher #InstructionalCoach #EdTechSpecialist
#InquiryBasedLearning #StudentEngagement #StudentCenteredLearning #CollaborativeLearning
#ProjectBasedLearning #ExperientialLearning #ActiveLearning #STEM #STEMEducation
#TeachingAndLearning #OWIS #OneWorldInternationalSchool #Singapore
#individually #pairs #groups #students #microorganisms #scientific #research #understanding #thinking #creativity #research #inquiry #ownership #engagement #challenging #learning #grade6 #science… | Sabina Mammadova🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Microorganisms in the Environment
👩🔬 Activity: Creating a 5-circle Venn Diagram on Microorganisms (Bacteria, Fungi, Algae, Archaea, Viruses)
🤝 Work Style: Individual / Pair / Small Group Work
In this lesson, Grade 6 students were given the opportunity to choose their preferred working style: #individually, in #pairs, or in small #groups.
Their task was to create a five-circle Venn diagram (similar to Olympic rings 😃) to compare different types of microorganisms: bacteria, fungi, algae, archaea, and viruses 🦠
This was quite a challenging task, requiring students to apply research, critical thinking, and creative thinking skills. #Students explored the similarities and differences among these five #microorganisms and discussed an interesting #scientific question:
🟡 Should viruses be considered microorganisms? Why or why not?
I intentionally designed this as a paper-based task, allowing students to #research, write, draw, and discuss their ideas, which supports deeper #understanding and better retention of knowledge.
It was great to see students actively developing critical #thinking, #creativity, #research skills, and collaboration through this #inquiry-based activity. Providing students with the choice of working style also encouraged #ownership of their learning and greater #engagement.
Some examples of students’ work are shared below. It is always rewarding to see how students grow through #challenging and meaningful #learning experiences 🔬🥼👩🔬
#Grade6 #Science #CambridgeCurriculum #BiologyTeacher #ScienceTeacher #Education #Educator #InquiryBasedLearning #StudentEngagement #StudentCenteredLearning #OneWorldInternationalSchool #Singapore #InstructionalCoach #EdTechSpecialist #21stCenturySkills #VennDiagram
Grade 6 Students Explore Microorganisms in Food with Interdisciplinary Project | Sabina Mammadova posted on the topic | LinkedIn🔬 Subject: Science (Modified Cambridge Curriculum)
🏫 Class: Grade 6
📚 Topic: Microorganisms in the Environment
👩🔬 Activity: Interdisciplinary project between Science and Global Perspectives
🤝 Work Style: Group Work
Grade 6 students worked in groups on an #interdisciplinary unit combining #Science and Global Perspectives (#GP).
For the project, #students selected a food item (such as a fruit, vegetable, or other food product) and created a digital #poster exploring it from both #global and #scientific perspectives 🌎👩🔬
🌎 Global Perspectives component:
Students investigated the global journey of their chosen food:
• Where does it come from?
• Which countries are involved in producing, processing, and transporting it?
• What are the positive and negative impacts of food globalisation?
👩🔬 Science component:
Students explored the role of #microorganisms in food spoilage and preservation:
• Which microorganisms can spoil the chosen food?
• What growth conditions allow these microorganisms to thrive?
• Which preservation methods help keep food safe during transportation and storage?
• What conditions speed up or slow down decay?
After identifying the relevant microorganisms, students provided information about their growth conditions and preservation methods. They also created a decay rate #graph (which could be generated with #AI), but students were required to #interpret and explain the #graph independently. In addition, they #researched chemical indicators affecting spoilage and illustrated the food web relationships connected to their chosen food by drawing or generating a visual representation 🍊🍍🍒
#AI tools were used selectively for #visualisation and graph generation, but the #ideas, #analysis, and #explanations had to be developed by the #students themselves.
Students were assessed using a rubric (shared previously) with 50% individual #assessment and 50% group assessment. Each student received #feedback showing their results for every #criterion, helping them clearly understand how their #performance was evaluated.
One moment that stood out to me was when I asked students which skill they felt they had improved during the project. A student responded that he had improved his ethical use of AI. I was very pleased to see students reflecting on the skills they develop through projects and activities, although I must admit I did not expect to hear that specific answer 😅
I am grateful to my colleagues in the Science and Global Perspectives departments, especially Aditi Ganguly , for collaborating to design this project. I believe it was a valuable learning experience for our students 😊
You can see some of the students’ work below ⬇️
#Grade6 #Science #CambridgeCurriculum #BiologyTeacher #InstructionalCoach #EdTechSpecialist #StudentEngagement #StudentCenteredLearning #CollaborativeLearning #TeachingAndLearning #OWIS #OneWorldInternationalSchool #Singapore #ProjectBasedLearning #InterdisciplinaryLearning #Linkedin
Grade 6 Students Measure Electric Current in Circuits | Sabina Mammadova posted on the topic | LinkedInMy Grade 6 students previously explored how to build simple electric circuits and used the PhET Interactive Simulations, University of Colorado Boulder Circuit Construction Kit. In this lesson, they extended their understanding by #measuring electric #current within a #circuit ⚡️
#Students were provided with a structured #lab report to guide their #investigation. Using either physical equipment (an ammeter, power supply, connecting wires, and lamps) or the PhET simulation, they constructed a complete circuit as instructed. The ammeter was placed at different positions within the circuit to measure the current 👩🔬
Through their #observations, students recorded current readings, repeated #measurements, and #calculated average values to improve reliability. They also formulated a #research question, developed a #hypothesis, and identified independent, dependent, and controlled #variables.
Finally, students #analysed their #data and responded to questions in the discussion and conclusion sections. This activity helped them understand that electric current remains consistent at different points in a simple series circuit, reinforcing key #concepts in circuit behaviour through both practical and virtual #experimentation.
One World International School Singapore
(Nanyang Campus)
Global Schools Group
#Grade6Science #ElectricCircuits #HandsOnLearning #PhETSimulations #CircuitConstruction #ElectricCurrent #ScienceExperiment #InquiryBasedLearning #LabSkills #ScienceEducation #MiddleSchoolScience #LearningByDoing #StudentInvestigation #DataAnalysis #CriticalThinking #Teacher #ScienceTeacher #BiologyTeacher #Education #EdTechSpecialist #InstructionalCoach #Linkedin #OWIS #GSP #OneWorldInternationalSchool #Singapore
#coursework #germination #plant #experiment #students #environmental #growth #observation #data #research #collaboration #critical #analysis #graph #responsibility #consistency #collaboratively… | Sabina MammadovaGrade 6 students recently worked on a Science #Coursework project investigating seed #germination and how different amounts of water affect #plant growth and development ☘️Through this #experiment, #students explored the characteristics of living organisms, #environmental factors affecting #growth, and the importance of careful #observation and #data collection.
What made this experience especially valuable was seeing students develop:
• Scientific inquiry and #research skills
• #Collaboration and teamwork
• #Critical thinking and problem-solving
• Data #analysis and #graph interpretation
• #Responsibility and #consistency through daily observations.
They also worked #collaboratively on a #research paper, which was required to include specific sections such as the Title, #Research Question, Background Information, Hypothesis, #Methodology, Data, Conclusion (including #Errors and Improvements), and References. There were also specific formatting and citation requirements that students needed to follow. The #coursework was completed over a period of two weeks.
Students #recorded observations, #measured seedling growth, compared results with #hypotheses, and reflected on how environmental conditions influence living organisms. It was wonderful to see their curiosity grow alongside their plants 🫛
Experiential #learning like this helps students connect #Science concepts to the real world while building confidence as young researchers and thinkers 👩🔬
Proud of the effort, teamwork, and engagement shown by our Grade 6 students throughout this Coursework journey 🌿
One World International School Singapore
Global Schools Group
#Experiment #ScienceEducation #Biology #StudentEngagement #InquiryBasedLearning #STEMEducation #HandsOnLearning #MiddleSchoolScience #Education #CriticalThinking #Collaboration #OWIS #LearningByDoing #Teacher #BiologyTeacher #ScienceTeacher #EdTechSpecialist #Education #InstructionalCoach #OWIS #OneWorldInternationalSchool #GlobalSchoolsGroup #GSP
Grade 6 Students Conduct Acid and Alkali Experiment | Sabina Mammadova posted on the topic | LinkedInGrade 6 students carried out an #experiment while learning about #acids and #alkalis. The investigation involved collecting two different soil samples from areas around the school yard 🏫 #Students mixed the soil samples with distilled water, filtered the mixtures, added universal indicator, measured the pH levels, and compared the results.
Information about the required amounts of soil, water, and universal indicator was provided to the students beforehand. They carefully recorded and analysed their results throughout the experiment 🧫
It was a very engaging practical activity, and students were able to develop and improve a range of #laboratory skills in #Science. The collected results were also interesting for them to observe and compare.
During the experiment, we also had guests, students from Indonesia, who joined and participated in certain parts of the experiment, making the experience even more interactive and collaborative 🧪🧑🔬
One World International School Singapore
Global Schools Group
#Grade6 #AcidsAndAlkalis #STEMEducation #HandsOnLearning #ScienceExperiment #LaboratorySkills #InquiryBasedLearning #StudentEngagement #MiddleSchoolScience #LearningByDoing #CollaborativeLearning #ScienceClass #ScienceTeacher #Teacher #Education #Singapore #BiologyTeacher #InstructionalCoach #EdTechSpecialist #OWIS #OneWorldInternationalSchool
#students #electric #electricity #table #grade6 #science #electricity #conductorsandinsulators #stemeducation #handsonlearning #scienceinvestigation #scientificinquiry #learningbydoing… | Sabina MammadovaGrade 6 #students explored conductors and insulators by investigating everyday objects found in their environment. Using a simple #electric circuit, they tested various materials to determine whether they would allow #electricity to flow and light up a lamp.
Students examined a range of objects, including graphite, the Apple logo on a MacBook, scissors, rulers, paper clips, and many others. For each item, they observed the results and classified it as either a conductor or an insulator 🔌
As part of the investigation, students designed and completed a results #table, recording the name of each object tested and whether it acted as a conductor or an insulator. This hands-on activity helped students develop their scientific inquiry skills while deepening their understanding of how different materials interact with electricity ⚡️💡
One World International School Singapore
Global Schools Group
#Grade6 #Science #Electricity #ConductorsAndInsulators #STEMEducation #HandsOnLearning #ScienceInvestigation #ScientificInquiry #LearningByDoing #CriticalThinking #ScienceClassroom #ElectricalCircuits #MiddleSchoolScience #CollaborativeLearning #ScienceClass #ScienceTeacher #Teacher #Education #Singapore #BiologyTeacher #InstructionalCoach #EdTechSpecialist #OWIS #OneWorldInternationalSchool
