Sungei Buloh Wetland Reserve A Teaching and Learning Resource Package for Teachers

Cheng Su Yi (11) . Jill See (27). Nurul Amalina (39) . Pamela Tan (41).

Wendy Yee (61)

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Introduction

(Image credit: CPG Architecture Studios, 2011)

Known as ‘Bamboo River’ in Malay, Sungei Buloh consists of inland and coastal

mangroves habitats. Mangroves are typically trees or shrubs that grow along tropical shores,

and they act as a buffer between land and sea. While mangroves in effect help to slow down

coastal erosion, they also become a nursery for many small fishes and crustaceans. Sungei

Buloh contains 27 mangrove species out of the 70 in the world within its wetlands, thus making

the site essential for preservation (National Parks Board, 2016).

Sungei Buloh Wetland Reserve (SBWR) supports the life of a multitude of flora and

fauna. Migratory birds such as the sandpipers and plovers join ever so often, resulting SBWR to

be included as part of the East Asian Australasian Shorebird Site Network for its global

importance as a stopover for migratory birds in 2002. The reserve is also a good place for

visitors to see monitor lizards, mudskippers, herons and even estuarine crocodiles. Today,

SBWR has expanded to a 202-hectare site of mangroves, mudflats, ponds and forests. It is also

one of the few remaining mangrove areas in Singapore equipped with a visitor centre, walking

trails, exhibition galleries and guided tours.

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What is this environmental science unit about?

In this unit, children will be introduced to mangrove biodiversity. The chosen site for

study is Sungei Buloh Wetland Reserve, which contains ample opportunities for children to

explore, study and engage their interests. Mangroves are also far and few in Singapore; they

play a crucial role in the survival of the whole ecosystem of Singapore. Through this study, we

hope children will be able to a) gain a conceptual understanding of mangroves and its native

flora and fauna, and b) be aware of the importance of mangroves.

Prior to this unit, children should have some basic knowledge on the various forms of

wildlife, habitats and their various survival needs. In addition, children should also be familiar

with simple methods of data collection such as photography and drawing observation(s). This

would help to establish a more independent learning process, with minimal guidance from the

teachers.

Who is this environmental science unit designed for?

This environmental science unit is designed for Kindergarten 2 (K2) children aged five to

six years old. According to the Kindergarten Curriculum Framework [KCF] (Ministry of

Education, 2013), children in K2 should have opportunities to observe, participate, practice and

perform as they work together with one another during activities planned in the curriculum

unit. This science unit is designed in line with the KCF’s goals for the K2s. These skills are

essential in not only their future education, but also in contributing to their preparedness to

face the challenges and seize opportunities in our modern world.

As the unit requires children to conduct their own investigation process, it supports

developing the K2’s cognitive skillsets through the inquiry process. At this period, they have

better control over their cognitive skills such as memory, logic and problem solving. The unit

reinforces these skills by exposing them to the different types of inquiry-learning processes

such as: observing, comparing, classifying, predicting, experimenting, recording and

communicating. These skills and the experiences the unit provides, create an authentic

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learning experience through meaningful discussions, self directed and peer learning -- all of

which also meets the iTeach principles (Ministry of Education, 2013).

What are the learning goals of this environmental science unit?

The design of this environmental science unit covers the six learning areas of children

(Ministry of Education, 2013). Based on children’s abilities, interests, prior knowledge and

experience, the following learning goals have been selected as focus for the purpose of this

unit:

Learning Area Learning Goals

Aesthetics and Creative Expression

(A&C)

1. Enjoy art and music and movement activities

Discovery of the World (DOW)

1. Show an interest in the world they live in

2. Find out why things happen and how things work through

simple investigations

3. Develop a positive attitude towards the world around them

Language and Literacy (L&L)

1. Listen for information and enjoyment

2. Speak to convey meaning and communicate with others

Motor Skills Development (MSD)

1. Demonstrate control and coordination in fine motor tasks

Numeracy (NUM)

1. Recognise and use simple relationships and patterns

2. Recognise and use basic shapes and simple spatial concepts

in daily experiences

Social and Emotional Development

(SED)

1. Develop an awareness of personal identity

2. Show respect for diversity

3. Communicate, interact and build relationships with others

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In this environmental science unit, the key knowledge, skills and dispositions that will

help children meet the selected learning goals have been identified below:

Learning Area Key Knowledge, Skills and Dispositions

Aesthetics and Creative Expression

(A&C)

● Use elements of art to represent ideas and feelings in their

artworks

● Recognise sounds from a variety of sources (in the

environment)

Discovery of the World (DOW)

● Use the five senses, simple tools/technology to explore the

world they live in

● Observe and be aware of the world they live in

● Carry out simple investigations to find out why things

happen and how things work

● Gather information from a variety of sources to find out

why things happen and how things work

● Make simple recordings of their observations and findings

● Talk about their observations and findings

● Importance of responsibility, care and respect for living

things and the environment

Language and Literacy (L&L)

● Understand and follow one- to two-step verbal instructions

● Ask simple questions

● Respond appropriately to ‘who’, ‘what’ and ‘where’

questions

Motor Skills Development (MSD)

● Use eye-hand coordination to perform fine motor tasks

Numeracy (NUM)

● Match, sort and compare things by one attribute

● Recognise the four basic shapes

● Use the basic shapes to form other figures

Social and Emotional Development

(SED)

● Identify own likes and dislikes

● Show respect to the people that they interact with

● Work and play cooperatively in a group

● Communicate thoughts and ideas effectively with others

through words, gestures and actions

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PRAISE Perseverance Reflectiveness Appreciation Inventiveness

Sense of wonder & curiosity Engagement

P: Persevere in their investigations

R: Reflect about their visit to Sungei Buloh Wetland Reserve

A: Appreciate different ideas contributed by their peers

I: Show inventiveness in creating their 3D models of mangroves

S: Ask questions about SBWR and mangroves

E: Engage in the collection of data and creation of 3D

mangrove models

What is the concept introduced through this environmental science unit?

The concept that will be introduced to children through this environmental science unit

is the ecological biodiversity of tropical mangroves. The below table illustrates an overview of

learning goals for content in this environmental science unit:

Overarching goals Desired learning outcomes

● Have a conceptual

understanding in both

distinct definitions of

the word “Mangrove”:

A. A tidal swamp

ecosystem typically

found in tropical

islands and,

B. The characteristic

tree species that

populate the

ecosystem

● Have a conceptual

understanding in the

importance of

Mangroves.

● Able to understand and identify the characteristics of

mangrove trees:

- Children should be able to identify the special

characteristics and functions of the mangrove trees.

● Have a conceptual understanding of the different native

animals that live within the mangrove habitat:

- Children should be able to identify and describe at least 3

characteristics of 3 native fauna.

● Able to describe and identify various characteristics of native

plants in Sungei Buloh:

- Children should be able to identify and describe at least 3

characteristics of 3 native plant species.

● Able to identify and articulate 2 benefits of mangroves.

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How can this environmental science unit be used effectively by teachers?

Schedule of activities

The total duration of this science unit will be a duration of 8 weeks, where both teachers

and children will gain a deeper insight into Sungei Buloh Wetland Reserve. The following

illustrates several recommendations and plausible activities that teachers can consider using, or

modify at their discretion, to optimize the effectiveness of this environmental science unit:

Activity Suggested Duration

Researching what makes a healthy ecosystem 1 day

Mangroves - 1 week

Read the story ‘The Mangrove Tree’ by Susan Roth & Cindy Trumbore

15 minutes

Pre-trip activity: Introduction of Mangroves 1 day

Identifying the different types of roots 1 day

Researching the importance of roots 1 day

Researching the importance of mangroves to raise awareness of mangrove preservation

1 day

Creating songs & poems about the importance of mangroves 1 day

Stem/ Leaves/Flowers - 1 week

Functions of a stem: Cutting the stem of a plant to allow water of different colours to be absorbed, letting children observe how the colour of the plant changes

2 days

Poster making: Naming different parts of a plant stem 2 days

Graphing: Which flowers do you like most? 1 day

Flower Art: Flower printing/ Microwaving flowers/ Making flowers from shapes/Laminating flowers

4 days (1 activity a week)

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Conducting experiments to learn more about what plants need to survive (water & sunlight)

2 weeks

Sungei Buloh (Total: 6 weeks)

During- trip activity: What can I learn about Mangroves? 1 day

Identifying the various plants/animals/insects living in Sungei Buloh 1 day

Animals of Sungei Buloh Wetland Reserve - 2 weeks

Investigating the similarities and differences between amphibians and other animals

1 day

Classifying the similarities and/or differences between amphibians and other animals

1 day

Composing songs about amphibians (with the use of instruments) 1 day

Gathering information on the similarities and differences between reptiles and amphibians, discuss findings with peers

1 day

Investigating if there are any invasive species in the environment of the Reserve through the internet

1 day

Gathering information from various sources (e.g. internet/informative books, etc.) on a lifecycle of a mammal

2 days Creating a lifecycle chart of a mammal and discuss about what it

might need to survive in the Reserve

Using tools (e.g. magnifying glass, tweezers, etc.) to conduct an experiment on fish dissection

2 days Creating an informative poster on the parts of a fish

Investigating the importance of invertebrates to the ecosystem of Sungei Buloh Wetland Reserve through various sources

1 day

Classifying the invertebrates based on varied categories

Plants of Sungei Buloh Wetland Reserve - 1 week

Leaf Art: Leaf Rubbing/ leaf collage 2 days (1 activity a week)

Classifying of leaves: Different sizes/shapes/colours 1 day

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Growing a plant in class 2 weeks

Using technology such as stop motion to document the lifecycle of their plant

1 day

Making an informative chart (life-cycle of a plant) 1 day

Asking questions and reflect on how plants survives 1 day

Categorising flowering and non-flowering plants 1 day

Birds of Sungei Buloh Wetland Reserve - 1 week

Identifying some commonly seen birds at Sungei Buloh through the SBWR website and guidebook

1 day

Classifying birds based on varied similarities & differences 1 day

Creating a 3D nest with paper plates, fallen twigs and leaves 3 days

Composing songs about birds (with the use of instruments) 1 day

Architecture of Sungei Buloh Wetland Reserve - 1 week

Post- trip activity: I can make my own Reserve! 1 day

Identifying the various man-made architectures present in Sungei Buloh Wetland Reserve (e.g. trails, pods, boardwalks)

2 days

Gathering information from various sources (e.g. internet/informative books, etc.) on the implications of manmade features in Sungei Buloh Wetland Reserve

2 days

Environmental Awareness - 1 week

Designing posters on how to preserve the nature in Sungei Buloh Wetland Reserve (Do not litter posters/ No plucking of flowers poster, etc.)

1 day

Gaining awareness of their roles and responsibilities in keeping the environment clean (e.g. picking up litter from the ground, recycling, etc)

1 day

Creating recycling bins and practice how to sort and recycle their items according to - paper, plastic and metal, respectively

3 days

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Material And Resources Required For Resource Package

Within this resource package, teachers may find the following materials and resources

to be useful when working with a group of children. These materials may be used at any point

in time of the study, keeping the needs and abilities of children in mind.

Resources for teachers:

● ‘Guide to Sungei Buloh Wetland Reserve’ brochure

● ‘Guide to Sungei Buloh Wetland Reserve’ guidebook

● Map of Sungei Buloh Wetland Reserve

Resources for children:

● Activity sheets (refer to ‘Other resources/materials for teachers’ )

Technological devices:

● Audio recorder

● Video recorder

● Tablet/iPad

Materials:

● Clipboard

● Magnifying glass

● Ziplock bags

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Teaching Plan: A Guide for Teachers Mangrove Biodiversity

Pre-Trip Activity: Introduction to Mangroves

Age group: Kindergarten 2 (5-6 years old)

Learning Objectives: Children will be able to:

1. Identify at least 3 different plants and 3 different animal

species found in Sungei Buloh Wetland Reserve (SBWR)

2. Articulate their thoughts and findings about the SBWR

3. Make recordings of their observations in the field guide

manual

Key Knowledge/Skills:

DOW

Gather information from a variety of sources to find out why things happen and how things work

Make simple recordings of their observations and findings

Talk about their observations and findings

L&L

Understand and follow one- to two-step verbal instructions

Ask simple questions

Respond appropriately to ‘who’, ‘what’ and ‘where’ questions

SED

Work and play cooperatively in a group

Communicate thoughts and ideas effectively with others

through words, gestures and actions

Learning Dispositions: R: Reflect about the various information gathered

I: Show inventiveness in coming up with their hypotheses about the

importance of the mangroves

S: Ask questions about SBWR and the mangroves

iTeach Principles:

Integrated approach to learning

Children interact with peers and share their knowledge and opinions

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with one another, whilst building on their communication and

language skills.

Children as constructors of knowledge

Throughout the activities in this lesson, children construct their own

knowledge as they develop their own field guide and walk through

the exhibits in class.

Teachers as facilitators of learning

Teachers facilitate children’s learning by providing different learning

resources and opportunities for inquiry-learning.

Materials/Resources

Required:

1. Video: ‘Documentary on Sungei Buloh Wetland Reserve’

a. https://www.youtube.com/watch?v=f8NVSHNQHGo

2. Video: ‘Animal Cam’

a. https://www.nparks.gov.sg/learning/teaching-and-learnin

g-resources/animal-cam

3. Set of photos of Sungei Buloh Flora

4. Set of photos of Sungei Buloh Fauna

5. Guide to Sungei Buloh Wetland Reserve

6. Field guide manuals (Activity booklet)

7. Animal figurines

Lesson

To prepare beforehand

- Set up the classroom into a mini exhibition with animal figurines and photos of

mangrove flora and fauna that can be found at Sungei Buloh.

Main Activity

Teacher:

1. Show children the video: ‘Documentary on Sungei Buloh Wetland Reserve’. Have a

short discussion on what they know about SBWR.

2. Show children the video: ‘Animal Cam’. Discuss about the animal species that can be

found near the mangroves in SBWR.

3. Record any questions that children may raise during the discussions.

4. Introduce the activity booklet – The Field Guide Manual – to children and explain the

use of it during the exhibition walk around the classroom.

5. Explain to children that they are to use the booklet throughout the exhibition and to

fill it with the information they observe.

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6. Once the exhibition walk is completed, gather children together to share about what

they have learnt through the exhibition and their activity booklets.

7. Get children to come up with a prediction about the importance of the mangroves.

Questions asked:

1. What do you think Mangroves are?

2. What do Mangroves need to survive at the Reserve?

3. Why do Mangroves play an important role in Sungei Buloh’s ecosystem?

4. How can we help conserve the environment in Sungei Buloh to encourage more

growth of Mangroves?

Children:

1. Children will be grouped in fours or fives depending on the group size of the class.

2. Each group will be given a booklet to work on together.

3. Children will explore the different exhibits with their group before coming back

together as a class to share the information they have gathered.

4. Each group will discuss and come up with a prediction on why they think mangroves

are important - to jot down in their booklet.

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During-Trip Activity: What can I learn about Mangroves?

Age group: Kindergarten 2 (5-6 years old)

Learning Objectives: Children will be able to:

1. Make recordings of their observations at the site that they

are assigned to, using the different tools and technology

provided (e.g. field guide, audio recorder, camera, etc.).

2. Articulate their findings after making comparisons with

hypotheses and data collected

Key Knowledge/Skills:

DOW

Use the five senses, simple tools/technology to explore the world they live in

Observe and be aware of the world they live in

Carry out simple investigations to find out why things happen and how things work

Talk about their observations and findings

A&C Recognise and identify sounds in the environment

L&L

Understand and follow one- to two-step verbal instructions

Ask simple questions

Respond appropriately to ‘who’, ‘what’ and ‘where’ questions

SED

Identify own likes and dislikes

Show respect to the people that they interact with

Learning Dispositions: P: Persevere in their investigations about the mangroves and

collecting information to answer their questions

R: Reflect about their findings and hypotheses

S: Ask questions about the different mangrove sites and the

environment around them

E: Engage in finding and collecting data about the mangrove sites

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iTeach Principles: Integrated approach to learning

Using arts and language, children will collect the various data

needed on-site and explore the various elements of the mangroves.

Children as constructors of knowledge

Children will be independent, curious learners as they explore and

construct new hypotheses about the mangroves.

Authentic learning through quality interactions

Children will use the different resources and tools provided to

gather data - observations, videos, pictures, audio recordings.

Materials/Resources

Required:

1. Field guide manuals (Activity booklet)

2. Audiorecorder

3. Camera

4. Clipboard

5. Butcher paper

6. Writing Materials

Lesson

To prepare beforehand

Reece sites:

- Coastal mangrove: Coastal Trail (Eagle Point)

- Non-coastal mangrove: Mid Canopy Walk

Main Activity

Teacher:

1. Divide class into two different groups based on their interests - coastal mangrove

(Group A) or non-coastal mangrove (Group B).

2. Instruct children that in their groups, they will be going out to collect as much data as

they can to learn more about the respective mangrove sites.

3. Facilitate each group in constructing their hypothesis on the site that they will be

visiting. Record on Butcher paper.

4. Remind each group that they will have to present their findings to the class when they

return.

5. (After children have returned from collecting data) Facilitate children in deciphering

their collected data, and compare it with their hypothesis.

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Questions asked:

1. What plants do you see?

2. What sounds can you hear?

3. What animals can you see?

4. Where do you think we can find mangroves?

5. What type of mangroves do you think we can find?

Children:

1. Each pair will receive at least one gadget to collect data;

a. Audio recorder – The pair will record the different sounds they hear around/at

the mangrove site, and also verbally record their observations.

b. Video recorder – The pair will record the different sightings and observations

they make around/at the mangrove site, and anything else that interests

them.

c. Camera – The pair will take various photographs as a form of documentation

of different sightings and observations they make around/at the mangrove

site, and anything else that interests them.

d. Field guide manual (Booklet) – The pair with the field guide will lead the team

to gather data. They will also take down notes and drawings to add onto their

data collection.

2. Gather back together to collate their findings with their teacher on Butcher paper.

3. Questions about their findings can be raised and discussed as a group/class.

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Post-Trip Activity: I can make my own Reserve!

Age group: Kindergarten 2 (5-6 years old)

Learning Objectives: Children will be able to:

1. Construct a 3D model on the two different mangrove sites -

coastal and non-coastal

2. Identify elements that represent their findings of SBWR

within their 3D model

Key Knowledge/Skills:

DOW

Use the five senses, simple tools/technology to explore the world they live in

Observe and be aware of the world they live in

Talk about their observations and findings

Importance of responsibility, care and respect for living things and the environment

A&C

Explore elements of art using different shapes, textures and materials to create their 3D models

MSD Use eye-hand coordination to perform fine motor tasks

L&L

Understand and follow one- to two-step verbal

instructions

Ask simple questions

SED

Identify own likes and dislikes

Work and play cooperatively in a group

Learning Dispositions: P: Persevere in completing their task

R: Reflect about their visit to Sungei Buloh Wetland Reserve

A: Appreciate different ideas contributed by their peers in working

together as a team to complete the 3D models

I: Show inventiveness in constructing their 3D mangrove models

E: Engage in constructing the 3D models

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iTeach Principles: Authentic learning through quality interactions

Creating 3D models of the mangroves with recycled materials to

represent their observations and findings at SBWR

Children as constructors of knowledge

Children will work collaboratively with their peer and share about

their observations and findings on what a mangrove is

Materials/Resources

Required:

1. Clay

2. Plasticine

3. Toothpicks

4. Earbuds

5. Paints

6. Crepe paper

7. Recycled materials - Boxes, Bottles, Newspapers

Lesson

To prepare beforehand

- Ensure that both groups A and B have their data collection and resources from the

visit they had to Sungei Buloh Wetland Reserve.

- With the data children have collected, guide and facilitate both groups into making a

3D model of their chosen site, incorporating all the different elements they observed.

- Each team should be given adequate time and resources to work with.

Main Activity

Teacher:

1. Children will be divided into their respective groups - coastal mangrove (Group A) and

non-coastal mangrove (Group B).

2. Ensure that each team has their collected data ready - field guide manuals and audio

recordings, video recordings or photo documentations.

3. Distribute the Butcher papers that contain children’s findings of SBW, which they

previously worked on during the trip.

Questions asked:

1. How will you design your model?

2. What items can be used to make the mangrove plants?

3. What colour(s) do you think the mangroves would be?

4. Where would you place the trails for people to walk?

5. What animals will be present in your model?

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Children:

1. Children will get into their respective groups.

2. Children will look through all of their data together and come up with a plan of how

their 3D models will look, feel, and sound like.

3. Children will construct their 3D models according to the site that they went to; coastal

mangrove or non-coastal mangrove.

4. As a team, children will use all of the different resources provided to build their own

interpretation of the mangrove site.

Other resources/materials for teachers

Books

Roots

by Vijaya Khisty Bodach

T he Mangrove Tree:

Planting Trees to Feed Families

by Susan L. Roth & Cindy Trumbore

National Geographic Book of Mammals

About Birds: A Guide for Children

by Cathryn Sill

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Ladybug Life Cycle

by SCHOLASTIC

Butterfly Life Cycle

by SCHOLASTIC

Frog Life Cycle

by SCHOLASTIC

Wetlands In A City:

The Sungei Buloh Wetland Reserve

by Chua Ee Kiam

What’s Alive?

by Kathleen Weidner Zoehfeld

Are You Living?

by Laura Purdie Salas

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Websites

Activity sheets

https://www.nparks.gov.sg/learning/teaching-and-learning-resources/worksheets#Age%20Group:%204%20years%20to%206%20years%20old%20(Pre-School%20Level)

https://www.nparks.gov.sg/gardens-parks-and-nature/parks-and-nature-reserves/sungei-buloh-wetland-reserve/worksheets

Classroom activities

Birds - http://www.preschool-plan-it.com/birds.html

Fishes - http://aquariumofthebay.org/assets/files/Fish%20Tales,%20Activity% 20Guide.pdf

Amphibians and Reptiles - http://www.childfun.com/themes/animals/reptiles/

Ecology fun - http://www.ecologyfund.com/ecology/res_kid_care.html

Conserving the environment of SBWR - https://www.nparks.gov.sg/gardens-parks-and-nature/dos-and-donts

Facts and Information

Stems and parts of a plant - http://www.rabbitsabc.com/stem.html

Mangroves - http://encyclopedia.kids.net.au/page/ma/Mangrove - http://www.myinterestingfacts.com/mangrove-facts/

Flowering plants - http://www.ducksters.com/science/biology/flowering_plants.php

Non-flowering plants - http://www.ducksters.com/science/biology/non-flowering_plants.php

Basic animal groups - http://animals.about.com/od/animal-facts/ss/The-6-Basic-Animal-Groups.htm#step2

Amphibians - http://www.ducksters.com/animals/amphibians.php

Invertebrates - http://www.ducksters.com/animals/invertebrates.php

Videos Reptiles - https://www.youtube.com/watch?v=DefLKnKyQfA

Reptiles & Amphibians - http://easyscienceforkids.com/all-about-reptiles-and-amphibians/

Invertebrate animals - https://www.pinterest.com/pin/515028907368423026/

Articles Man made architechture at SBWR - http://www.straitstimes.com/lifestyle/winners-of-the-10th-singapore-landscape-architecture-awards

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Additional Information

SBWR website - https://www.nparks.gov.sg/gardens-parks-and-nature/parks-and-nature-reserves/sungei-buloh-wetland-reserve

Activities to do at SBWR - http://www.yoursingapore.com/see-do-singapore/nature-wildlife/reserves/sungei-buloh-wetland-reserve.html

Guided tours for schools at SBWR - https://www.nparks.gov.sg/learning/learning-journeys-for-schools/diy-walks

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Article: The Importance of Mangroves Written by: Cheng Su Yi, Jill See, Nurul Amalina, Pamela Tan & Wendy Yee

Mangrove habitats are important for the survival of many different plant and animal

species, as they are dependable on one another to provide them with the necessities needed

for continual living. For instance, plants and trees that grow within the mangroves “provide

shelter for many oceanic and freshwater species” (Ecologic Development Fund, 2016). Fishes

use the mangroves as a nursing ground before they venture out into the sea. The forest is

also a food source for many types of organisms. In addition, mangroves play a vital role in the

transfer of organic matter and energy from the land to marine ecosystem (LeGuen, 2016),

where the byproduct of dead matter breakdown is a fundamental food source for all native

plant and animal life.

Aside from being a safe haven for many wild lives and plantations, mangroves are

beneficial to the human population. Due to the unique characteristic of mangrove woods,

that make them resilient to rot and insects, they become valuable and beneficial for

commercial use (Rath, 2016). Certain species of plants have also been found to be useful for

medicinal purposes. In protecting human life, mangroves help stabilize the coastline and

prevent erosion from waves and storms, as the roots enable them to prevent sediments from

flowing off land surfaces to the river (Rath, 2016).

Children are part of the society that coincides with the biodiversity all around us. With

human impact being the largest cause of harm to the different ecology and environmental

changes that are taking place, it is critical to instil children with the knowledge on the cause

and effect of nature on our environment. In order to help children construct their own

understanding and knowledge on the different components of what makes the Mangroves an

important aspect of the ecological system, it is essential to expose children to

environmental-inquiry first hand. In which, children will be facilitated into various activities

which encourages them to discover “why things happen and how things work through simple

investigations” (Ministry of Education, 2013).

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References

Ecologic Development Fund. (2016). What Is a Mangrove . Retrieved from Ecologic

Development Fund:

http://www.ecologic.org/actions-issues/about-the-region/what-is-a-mangrove/

LeGuen, R. (2016). Mangrove Forests: Ecosystems . Retrieved from World Wide Fund For

Nature:

http://wwf.panda.org/about_our_earth/blue_planet/coasts/mangroves/mangrove_eco

systems/

Ministry of Education. (2013). Educator's Guide: Overview. Nurturing Early Learners A

Curriculum for Kindergartens in Singapore . Singapore: LOUD! Productions Pte Ltd.

National Parks. (2014). A Guide to Sungei Buloh Wetland Reserve. Retrieved from Going on a

DIY Walk:

https://www.nparks.gov.sg/~/media/nparks-real-content/gardens-parks-and-nature/diy

-walk/diy-walk-pdf-files/sungeibulohwetlandreserve_guide2014.pdf?la=en

Rath, A. B. (2016). Mangrove Importance . Retrieved from World Wide Fund For Nature :

http://wwf.panda.org/about_our_earth/blue_planet/coasts/mangroves/mangrove_imp

ortance/

Sungei Buloh Wetland Reserve . (2016). Retrieved from National Parks Board:

https://www.nparks.gov.sg/gardens-parks-and-nature/parks-and-nature-reserves/sung

ei-buloh-wetland-reserve

Touching the Earth Lightly: Sungei Buloh Visitor Centre . (2011, September 6). Retrieved from

CPG Architecture Studios: http://blog.cpgcorp.com.sg/?p=60

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