Reuse Bottles for Windspinner

Recently, I was very interested in making windspinner using mineral water bottles and medicine bottles. I learnt a lot and got wonderful ideas from youtube, from different countries such as Japan, Taiwan and U.S.. Youtube is a good resource for any thing.

Front view of the big rainbow windspinner

 The wire is too long. So I decided to create a small one to attach to the other side. The design turned out well and it spins!

Side view of the windspinner

My first made windspinner!

The improved ones!

Hope to have more unique designs soon!

My Latest Additions

I am very happy to add 2 more new members in my toy collection.

Spinning tin top

I am supposed to hear a whistling sound but did not manage to produce that. Let me practise more.

Spinning Sparkler Thumb Wheel Plastic

I can use it for conversion of energy and also the concept, friction produced heat and light energy. Enjoy the 2 clips that I took.

A Great Article on Feedback

I like this article and we could use this for peer coaching with teachers too besides giving feedback to our pupils.

http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx

Science Beyond The Classroom Boundaries For 7-11 years old

This book is written by Lynne Bianchi and Rosemary Feasey. Again, there is always something new I learnt.

I gt to know about these 2 scientists, Charles Darwin and Beatrix Potter. What I shared below is adapted from the book mentioned.

Charles Darwin
Darwin created a path which traced the outskirts of the grounds of Down House in Kent, passing by hedgerows, a field and through woodland. He called this his ' Thinking Path' which was also known as the ' Sand Path'. His life was dominated by routine: he walked the path every day for an hour from midday, enjoying the physical exercise and solitude which allowed him space to think. His use of the path tells us a lot about how Darwin as a scientist worked: each day he would take time out to think, undisturbed, as he walked round his thinking Path.




Darwin's Thinking Path

 As he paced he mulled over his ideas, observations and results of his experiments, trying to make sense of them and making connections between ideas and types of knowledge. The fresh air, gentle exercise and rhythm of walking helped his thinking processes and it was during these walks that Darwin began to make sense of his personal theories that became the basics of his writing. He wrote his most famous books The Orgin of Species and The Descent of Man.

Today neuro-linguistic programming ( NLP) recognises that there is a link between mental processes and physical movement. Repetitive physical movements and activities involving major muscle groups such as walking, swimming, biking etc influence our overall state of mind and thus provide a more general context for our thinking processes.

Beatrix Potter

We can explore how knowing about Beatrix Potter can help us to introduce children in observing, collecting and recording plants and animals in the environment.



Beatrix Potter

She is famous for her children’s book. She spent her early years holidaying in Scotland and the Lake District, where she developed her love of plants, animals and landscapes. Most importantly she was some one who carefully observing her surroundings and was able to translate her observations into detailed and accurate drawings and watercolours.

Beatrix Potter also became a well-respected expert mycologist ( someone who studies fungi); indeed she created several hundred watercolours of fungi and wrote papers on germination of fungi. Later in life she became a farmer and avid conservationist, helping to form the landscape of the lake District that we are familiar with today ( Potter, 2006).

After reading more about Beatrix Potter, I immediately thought of using her as a role model for the pupils: someone who enjoyed the outdoors, was curious and carefully observed animals and plants, then used those observations to create detailed sketches, stories and also to write scientific articles. I came out a simple Power Point which I would like to show to my pupils how Beatrix used her observation skills to produce detailed drawings. Hopefully, pupils will get inspired by her and put more effort in their observational drawing and sketching in their activity books.

Sitooteries - Beatrix Potter Observation Points
I just discovered this lovely word which means somewhere to sit outside to relax, think about Science, observe the environment and sketch.

Classification Of leaves

I always think it is a very easy topic till I collect their work. After all , it is not easy for them. I just discovered from the 2 educators, Nancy Frey & Douglas Fisher ,that there is a difference between error and mistake , and of course they emphasize the importance of giving feedback.

I have used all the pictures below to give feedback on their mistakes and errors in class.


The pupils went to the school garden to draw the leaves I chose. This is one that is well -drawn with all the details.



Pupil 1

 I guess the one of the left is a mistake. Pupil did not realise that he/ she overlooked C. As for the error on the right,  the pupil does not know what is parallel vein.

The next 2 pictures from pupil 2 & pupil 3 are full of errors. I actually re taught the whole class how to go about doing the classification wth a lot more scaffolding. I actually reflected why they made so many errors. As I said, I thought it is rather easy but it is not for them. They needed much more scaffolding and the original task is very open and allows divergent  thinking. Pupils could classify the leaves according to colours, leaf edge, leaf shape, leaf vein and size. So I modified the task and it became closed and allows convergent thinking. I got them to copy the classifiaction table and the heading of the classification and got them to classify the leaves. I was too ambitious. Pupils should master the basic before attempting the open task.




Pupil 2



Pupil 3

This is the only one with perfect work.

Using POE & Think pair share For Hydroponics Lesson

I really like POE ( Predict Observe Explain) strategy. I asked pupils to predict what would happen if we removed the roots of the vegetables. I also asked them to predict what would happen if we remove all the leaves. I , as well as the pupils, predicted the vegetables would die.

To my surprise, it turned out otherwise.



Roots removed a week before

 The vegetables did not die. So the pupils wrote the observation that the outer 3 leaves are drying and the inner 2 leaves are still surviving. One leaf was turning yellow. And we explained that the vegetables were not able to absorb water, thus they were drying up. The leaf turned yellow because it was not able to make food due to lack of water.

Earlier on, I got the pupils to do think pair share why the vegetables dried up. I heard the conversation of 2 boys. Lin Wei said, " No water". I asked, " There is water in the hydroponics system." Irrfan shared, " The plant has no roots." I asked the two of them to synthesize their 2 partial answers. They quickly answered that the vegetables did not have roots to take in water. I could see that both were happy to get their final answer. I am pleased with think pair share strategy.



All the leaves were removed a week before

 The leaf stalk with the leaves removed did not grow back the leaves. Instead new leaves grew from the stem. We explained that the new leaves grew because they used the food stored in the stem.

It is a great learning experience for both the kids and myself.

Activity For Kinesthetic Learners

I have to get pupils to trace the flow of blood and the path that substances as they are transported by the human circulatory system. It is not easy for pupils to remember the concepts. I tried using this activity as shown below.




Our circulatory system!



I got the pupils to be the blood moving through the arteries and veins. When they were moving from the heart to the different parts of the body, they used handsigns like " O" and palm facing upwards to show that they were carrying oxygen and digested food. When they were moving through the veins, similarly, they used hand symbol " C" and palm facing down to represent carbon dioxide and waster.

Pupils enjoyed the activity and more importantly, they were able to remember the substances that are tranported in the different blood vessels through movements.



Gardens by the Bay

Recently, S4 Mathematics and Science cluster  organised a visit to Gardens by the Bay. I like the trip very much. There are so many amazing plants that we have not seen in our lives. I would want to visit the garden again on my own for a whole day to take pictures and hopefully develop lesson plan.

I realise photographs can be great classroom resources.




Are these plant dead?


Here is the answer.

The label explains adaptation using Science concepts. Here it is.

This African succulent plant has an interesting adaptation to defend itself against predators. Its copper coloured leaves look as if there were deceased or even dead , thus aviding attackd from herbivores.

Hypocrisy In The Profession Of Education

I like this blog post very much.
http://edge.ascd.org/_Hypocrisy-in-the-Profession-of-Education/blog/6165393/127586.html?as=127586&fwcc=1&fwcl=1&fwl

I sent this link to the exco members in my school and some of my close friends who are educators. It is a great article for us to reflect as an educator and a learner.  Enjoy!

Plant Transport System

I cut the celery stem into half to the middle of the stem and left it each overnight in 2 beakers of blue-coloured and red-coloured water. The food colouring must be really dark to get the tubes stained.

The next day, I showed the pupils the cross section of the stem. I wanted them to see the water-carrying tubes are stained with red and blue.

My pupils are good at their hands . They pulled out the tubes for me.

Food carrying and water carrying tubes

Blue stained tubes

Red stained tubes

These pictures can be good resources for questioning.

I took a beautiful picture of  celery at one of the Science workshop I facilitated. So I thought I should add in here instead of starting another post.

Look at the beautiful xylem tubes!

Rubbish Science

My husband always reminds me not to throw rubbish in the bin this way.

We can ask the pupils why it is better to fold the empty box and throw it into the bin.



Fruits, fruits everywhere!

I went for a walk at my neighbourhood. Great discovery!

I picked up 3 types of fruits and sorted them accordingly.



How are they dispersed?

 I realised that there are not many specimens in my school and decided my homework  for these holidays is to build up the collection in my school. When term 3 starts, I am giving my P5 pupils each of them the fruit with winglike structure. When I taught the topic in March, I could not pick up any. And I promised them I would give each of them one. They were very excited because I told them it was amazing to see the fruits spin. They are waiting to observe how the fruits can spin beautifully!

I dont know the name of the fruits below but obviously they are dispersed by explosive action of the fruits. I always tell pupils to observe the characteristics of the fruits and infer how they are dispersed.

I am a little surprised that the fruits below are also likely to be dispersed by splitting too.

These fruits are brightly coloured and they split open. Normally fruits that are dispersed by splitting are dry and brown. Anyway, it is a pleasant surprise.

I do hope to pick up som shorea fruits and have told Shirley to help me look out.



Hiking At Bukit Timah Hill

I went with my family last week, hoping to collect some specimens of seeds dispersed by different dispersal methods for school use during Science lessons. I think it was not the season for the plants to disperse the fruits and seeds. I could not find any instead I found some other organisms.

Bracket Fungus

Love grass with needle like structure- Dispersed by animal

Essentials Of Science Classroom Assessment

Another good book I borrowed from Read@Academy.

Using Journalling to Monitor Conceptual Change

There are 3 forms of journalling.

Open ended journalling

Pupils can decide on a specfic focus, format and length to write about a given concept. Basic rules are given by teacher.

Responsive journalling

Pupils answer questions posed by the teacher. KLW structure can be used. I like the recommendation by the author that one additional question  for L, " How is it useful?" will help to avoid rote memorization  and direct pupils to write more on their ideas , to apply what they have learnt to other situations - an important type  understanding that is application. I would want to try with my P4 classes.

Dialogic Journalling

It involves 2 persons. Teacher or pupil can pose the question. It can be conducted with a few representative pupils whose learning abilities represent the whole class. We can use ICT tools such as chat and forum, I have tried with my P4 pupils before using forum. It is a powerful assessment tool.

Here is the example I did.

Question posed by teacher: The more paper clips the magnet attract, the stronger the magnet is. Can you think of other ways to find out how strong a magnet is?

From the pupils' responses, I realised pupils have some misconceptions as shown above.

SpicyNodes: Sample nodemap

The next thing I would like to try out is using portfolios to document pupils' learning progression.


Characteristics of Portfolio Assessment

Portfolio assessment is based on a purposefully organized multisource collection of pupils' work. We need to ask 3 important questions.

1. What outcomes do we want to assess?
2. What assessment methods are best to assess them?
3. How do portfolio assessments supplement other methods of assessment?

It requires commitment from teachers and pupils and one such commitment is to accept multiple sources of pupils' work as evidence fro demonstrating ongoing learning outcomes.

Portfolio assessment involves pupils in selection of sample work. Portfolio assessment requires a shift in philosophy of assessment from teacher control to pupil control in content.We must be willing to give pupils freedom in deciding pieces of evidence to demonstrate their progress in the mastery of learning objectives. Teachers' role becomes mainly consulting and facilitating. Pupils differ in their abilities to make good judgements on most appropriate pieces of work and it is our responsibility to provide necessary help and bring pupils to an equal playing field.

Portfolio assessment involves pupils self-refelction and self evaluation. Pupils must justify their decision on portfolio entries. Inorder to do this, they must be self reflective and able to analyze their strengths and weakness in their own learning.

Portfolio assessment documents both mastery of learning outcomes and ongoing progress along with instruction. No matter what a pupil's initial achievement level is, every pupil has to demonstrate that progress has been made and new learning outcomes have been achieved.

Portfolio assessment is a tool for communication.  Portfolio only provides snapshots of a pupil's learning; it is through dialogue that we, the pupils and the parents can develop a more complete and common understanding about the pupil as a learner.The communication can serve as a platform for planningfurther  learning as well.

Even More Everyday Science Mysteries: Stories for Inquiry-based Science Teaching

I have just borrowed another good book on Science from Read@Academy. Here is the one.

I will just write about the theories in the book as I mentioned in my earlier post, I want to document my learning process so that I can always refer to it in my later years of my profession. We too can come out with stories or mystery tales, focused on a particular conceptual area. It can be our day to day activities or phenomena.  This book inspires me to  write my own stories one of these days!

Development of Mental Models
Research has shown that in almost every circumstance, learners have developed models in their mind to explain many of the everyday experiences that they have encountered ( Bransford, Brown, and Cocking 1999; Watson and Konicek 1990; Osborne and Fryberg 1985). According to the learning theory , constructivism, all of life's experiences are integrated into the person's mind; they are accepted or rejected or even modified to fit existing models residing in that person's mind.Then, these models are used and tested for their usefulness in predicting outcomes experienced in the environment. If a model works, it is accepted as a plausible explanation; if not, it is modified until it does fit the situations one experiences. Regardless, these models are present in everyone's mind and brought to consciousness when new ideas are encountered. Rarely, they may be in tune with current scientific thinking, but more often they are "common sense science" and not clearly consistent with current scientific beliefs. One of the reasons for this is that scientific ideas are often counterintuitive to everyday thinking. These ideas can be referred to as prior conceptions, children's thinking or common sense ideas. They are usually firmly embedded in the mind and they are highly resistant to change. If these ideas are allowed to remain unchallenged, they will dominate pupils' thinking to the point that the scientific explanation will be rejected completely regardless of the method by which it is presented. These misconceptions are useful since they are the precursors of new thoughts and should be modified slowly toward the accepted scientific thinking. New ideas will replace old ideas only when the learner becomes dissatisfied with the old ideas and realises that a new idea works better than the old. It is our role to challenge these preconceptions and move learners to consider new ways of looking at their explanations.

 &

In pedagogical terms, there are differences between scientific literacy and the curricular combination of science and literacy.

Scientific literacy is the ability to understand scientific concepts so that they have a personal meaning in everyday life. In other words, a scientifically literate population can use its knowledge of scientific principles in situations other than those in which it learned them. For example, the author considers people scientifically literate if they were able to use their understanding of ecosystems and ecology to make informed decision about saving wetlands in their community. I have learnt something about " Scientific Literacy".

Currently, there is  strong effort to combine Science and literacy. One reason is that there is a growing body of research that stresses the importance of language in learning Science. Hands-on science is nothing without its mind-on counterpart. The understanding of scientific principles is not embedded in the materials themselves or in the manipulation of these materials. Discussion, argumentation, discourse of all kinds and social interaction - all forms of commuunication are necessary for pupils to make meaning out of the activities in which they have engaged. And these require language in the form of writng, reading and particularly speaking. They require pupils to think about their own thinking, hear their own and others' thoughts and ideas spoken out loud, and that they eventually see these ideas in writing to make sense of what they have been doing and the results they have been getting in their activities. This is the often forgotten" minds-on" part of the " hands-on, minds-on" couplet.

As teachers, we need to help pupils to be aware of their thinking or practise metacognition as they read and investigate . We need to model for our pupils by thinking out loud as we view a phenomenon. Help them understand why I spoke as I did and why it is important to think about my process of thinking. We  may say the following:

"I should design an experiment to see if I am right."
" Did you notice how I make a prediction that I could test in an experiment?"

Modeling your thinking can help our pupils see how and why the talk of science is used in certain situations.

Scientists use their vocavulary and organisation when they talk about their work and it is called " discourse"( Gee 2004). Pupils need to learn this discourse when they present their evidence, argue the fine points of their work, evaluate their own and other work and refine their ideas for further study.

The Language Of Science
Science includes things other than just verbal language. It includes tactile, graphic and visual means of designing studies, carrying them out and communicating the results to others. Also, many common words such as work done,  food have different meanings in the real world of pupils but have precise meanings in Science. We need to teach pupils their way of communicating when they study Science. They must learn new terminology and clarify old terms in scientific ways. When we talk of scientific things, we talk about them in the way the discipline works. We should not avoid scientific terminology but try to connect it whenever possible to common metaphors and language. We should use pictures and stories. Words such as compare, evaluate, infer and observe are words that ask for thought and action on the part of pupils. We should role model and often ask questions using these words to get pupil to solve problems.


The role of the teacher is to help the pupils to identify the problem or problems and then design ways to find out answers to the questions they have raised. In the stories, we can include "distractors" also known as common misconceptions or alternative conceptions.

One of the stories is about a girl, Vashti noticed that sometimes the big puddles dry up faster than the little ones and wondered why that would happen. One day, she was at a baskeball court after the rain. She observed 2 puddles of water of different sizes.  She smiled and challenged Juana, " I 'll bet you this big puddle will be gone when we come home this afternoon, and this little one over here won't.

We can use the stories to start exploring, extending the story and engaging in inquiry.

Using Authentic Examples For Higher Order Thinking Skills

There are many authentic examples in Newspaper that we can use it to engage our pupils with higher order thinking skills when teaching Science. Science is really every where!

Last year, I found this picture in Straits Time, June 8, 2011 which is so relevant to the topic on Heat. This year, I showed the pupils the 2 pictures.

I asked the pupils why  the open air sculptures are covered with tarpaulin on a hot day. Pupils were able to tell me that metals are good conductors of heat and thus may scald the children if they sit on it.

More details on this piece of news can be found http://www.publicart.sg/?q=node/375 .

I also showed my pupils this picture.

You can get the picture and more information from http://www.telegraph.co.uk/news/picturegalleries/worldnews/4360255/Heatwave-in-Melbourne-plays-havoc-with-the-Australian-Open.html .

Similarly, I asked the reasoning question " Why do you think the tracks still buckle when there are gaps between the tracks?".

Last year, I went to San Francisco. I managed to get a picture like this.

It was raining very heavily and it was really cold outside. The warm water vapour in my hotel room lost  heat on the cold window and condensed. My colleague, Kha Ghee wrote this.

A few years ago, I was on holidays with my sister in Japan. When  I came out from my shower, this is exactly what I saw on the mirror in the hotel. I did not think of taking picture at that time but luckily I can find it from the internet.

When I looked at the mirror, I saw myself clearly framed up in a picture. It was really beautiful! I was so amazed and impressed. I immediately touched the dry part of the mirror. Yes, it was warm which is why water droplets could not be formed on that part of the mirror. Whenever I teach condensation, I will share with my pupils the story of this magical mirror  and they are always very captivated!

Foldables - 3 D Interactive graphic organizers

I realise my pupils taking Foundation Science and my weak P4 pupils has short term memory and they cannot retain facts. Don't mention about getting them to solve application questions.

In my first remedial for both classes, I tried summarising what they have learnt. After that, I asked them to recite what I just taught. I was very surprised they could not recall the facts that solid has definite shape, liquid has no definite volume etc and the P5 confused with all the four processes such as evaporation, condensation, freezing and melting. The lessons were a flop.

In my second lesson, I introduced foldables, the use of 3 D graphic organizers, to get them to cut, paste draw and write to synthesize what they have learnt. I went to buy some coloured construction paper, glue and markers. I understand we have to provide all the resources.

They love this novelty and told me to extend my remedial. When I asked them to pass me the foldables to show to my colleagues, they were not willing and told me it is very precious and they would like to keep it since they have spent so much time doing it. I was pleasantly surprised when a P5 parent came to tell that the use of foldables has helped her girl to remember the facts better.

I must say it is really time consuming but it is worth the time spent because when I assessed them at the end of the lesson, they were able to recall the facts which is much better than the first lesson of teacher talk. One foldable takes about 45 mins to construct which means they learn only 1 concept. I need to highlight that this strategy is suitable for low ability pupils and you can only use it when the class size is small like 10- 12 pupils so that you can give them the attention they need.

This strategy works well for our pupils as most of them are kinesthetic, visual and tactile learners. And our brains can remember the facts when the brains are used to synthesize and organize the information.

Here are some samples from the kids.

Properties of solid, liquid and gases - Done by P4 pupils

4 Processes o water - Done by P5 pupils

3 states of water - Done by P5 pupils

If you are interested, do visit http://www.dinah.com/.

I got the idea from this book, Big Book of Science written by Dinah Zike.

Science Worksheets Dont Grow Dendrites

I borrowed some books from Read@Academy. The books are new and very up to date. The best part is they deliver to school and pick them up when we return. No 1 service!

I just started to read this book and will update what I learn as I read along.

The author recommends the recipe of 20 brain- compatible strategies for effective teaching.

1. Brainstorming & discussion
2. Drawing & artwork
3. Field trips
4. Games
5. Graphic organizers, semantic maps & word webs
6. Humour
7. Manipulatives, experiments, labs & models
8. Metaphors, analogies & similies
9. Mnemonic devices
10. Movement
11. Music, rhythm, rhyme & rap
12. Project-based & problem-based instruction
13. Reciprocal teaching and cooperative learning
14. Role plays, drama, pantomimes  charades
15. Storytelling
16. Visuals
17. Work study & apprenticeships
18. Writing & Journals

Brainstorming & Discussion

We need to ask good questions in order to make this session effective. Refer to Bloom's Taxonomy Revised: Key words, Model questions, and instructional strategies to ensure pupils have opportunities to answer questions at all levels of the revised taxonomy, particularly those above the knowledge level.

Here is the link http://cte.uwaterloo.ca/KSU/Bloom's_Taxonomy_Cognitive_Domain.pdf .

Recently I took a look at some lesson plans belong to some experienced teachers. Their objectives are not specific and they like to use the verb " learn" . So the link is definitely useful to them.

Reciprocal Teaching & Cooperative learning

Brain research has shown that the one doing the most talking in class is actually growing the most dentrites( brain cells). In many classrooms I observe, that person is the teacher. We have a large number of teachers who are so smart since they are growing dendtrites on a daily basis. Pupils have to be part of the converation. In fact pupils learn at least 90% of what they teach to others( Society for Developmental Education, 1995; Sousa, 2006).  Jigsaw strategy fits well in this category. I like the idea about pupils making visuals, doing role play, writing a song or rap when they return to their original group to teach the content.

Just a week ago, I observe a lesson on the negative impacts on the environment. The teacher presented a long lecture on the impacts of air pollution, deforestation etc. After that, the teacher got pupils to copy his notes. I gave the feedback that he could use jigsaw strategy and get  pupils to summarise what they have learnt in their expert group using cause and effect graphic organizers. I am sure pupils would grow a lot of dendrites!

Movement

Movement helps to place information in one of the strongest memory systems in the brain, proedural or muscle memory and it makes teaching and learning so much fun! Anything that you learned while you were actively engaged, you stand a better chance of recalling. This is the reason that people seldom forget how to drive a car, how to play the piano or how to recall a science concept when actively engaged in learning it. I like what the author said that many educators have it all backward. They are going home every day exhausted, since in many classrooms teachers are doing all the work, while pupils going home relaxed, since they have been the ones sitting all day. We must remember that the person doing the most work is actually growing the most dendrites.

Drawing & Artwork

This is something I have been trying and it is much easier to draw concepts than writing out the concepts. This book recommends http://www.makingbooks.com/ if we are interested in getting pupils to draw and turn their drawings into books.

I like the idea of having pupils to stand if they agree and remain seated if they disagree with the answer. Standing provides more blood and oxygen throughout the body and keeps your pupils more alert. I am going to try this out!

If we incorporate these strategies into our lessons, we have adressed all of Howard Gardner's ( 1983) multiple intelligience as well as all four of the major modalitles: visual, auditory, kinesthetic and tactile.

I believe that the most important consideration when we teach Science is to take the advantage of the natural inclination of human beings wanting to solve problems and find answers to questions that present themselves in the real world and have fun while doing it!

Drawing as a Tool for Assessment for Learning

I have finished teaching the P4 classes on the topic of heat. I gave pupils a task and they have to use drawing to explain the concepts of how heat transfer from hotter to colder places.

After looking at their drawing, I realised some of them are still not able to grasp the concepts.

Task 1 : Why does a glass turn cold when cold water is poured into the glass? Draw to show how heat transfers.



I extracted the work of 3 pupils. Which one explains correctly how heat transfers?

(1)



(2)



(3)

I dont understand why picture (3) is upside down. I have been trying to rectify but could not.

Pupil (1) is confused that heat transfers from surrounding air to the glass in picture (1). Pupil (2)  has this misconception that heat flows in circular motion in the cold water. Pupil (3) got it right that heat flows from the glass to the cold water to make the glass cold.

I used showme to explain the correct concept. The link is  http://www.showme.com/sh/?h=KGNaw2C


Task 2: Why does a glass of hot milo turn cold after a while?

Will update another time. The pictures are badly uploaded.

(1)

(2)

(3)

(4)

Picture (1) is incorrect as it shows the milo gains heat instead of losing heat. Picture (2) is also incorrect. It shows the coldness transfers. Picture (3) can be improved if the arrows can be drawn from the water to show that the water is losing heat. Picture (4) can be improved too if the pupil can draw that heat can be lost from the sides  besides from the exposed surface area of the milo.

Solution from  http://www.showme.com/sh/?h=VRbdhvE