They suggested, “Water is from the store” and “from clouds.” We asked, “Where does store water come from?” This sparked child-led reasoning: from trucks, to water plants, rivers, and finally rain—building a basic water cycle understanding.

When someone said, “River water is dirty,” they asked, “How can we get it clean?” They visited a pool filter system and tried making their own filters, testing different materials.

Most first used only one material, with poor results. After recalling the pool’s layered filter, they adjusted the order but faced charcoal leakage. One child placed paper over the bottle opening—the water cleared instantly. This self-discovered solution brought the joy of problem-solving.

Throughout, children’s real questions drove the inquiry—from source to purification. Through trying, observing, and adjusting, they built their own understanding. Teachers supported and followed, truly letting learning emerge from the children.