Morimoto and Isobe (2011) had their students complete various activities through playing. In doing so, the students made considerable contribution in understanding the environment for children education. Their pupils experienced many things, expressing what they felt, making sense (aware) of various things, and brought a new way to think about science. This awareness and sprout of scientific thinking became the basis of understanding matter and phenomena, when they began to study Living environment and Science. Thus, practicing the practical lessons which involve the understanding of Living environment and Nature, and connecting it with the teaching method and understanding the context of “Environment”, sets the stage of learning Living environment studies and Elementary science, as a result of this, student awareness and from various questionnaire, makes us realize the understanding of Living environment and Nature corresponds with the lesson on the subject “Living Environmental
studies.” Moreover it forces the students to become aware of the connections between these two sciences. (Living environmental studies and elementary science.) In conclusion, students can use this
connection to understand in context what they learned and apply it to their own real life situations.