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Centre: Teacher Explicit / Intentional Centre: Guided

Directed. Teaching: Investigation


Cleanliness of water through soil. Mat session: You wouldn’t want to What do people use soil for?
Description – live without soil by Alvin Silverstein. Description –
Experiment of good quality soil, soil Introduction: Students brainstorm with the
collected from the outdoor garden, Explain objectives i.e. “We really educator how soil is used in “real
good quality soil with sprouts need to think about why we need life”. Clip art can be used to sort a
growing in it. Students can pour dirty rocks and soil today!” classify uses on to a poster.
water through the soil and see which Key Questions – What would our Science learning –
soil cleans the water. gardens be like without rocks and The skill of sorting and classifying,
Science learning – soil? If we don’t have gardens what making group decisions, objects
Chemical and physical changes, else might we not have? have differing uses.
sustainability, objects have (Play around with the ideas Resources –
observable properties, living things surrounding sustainability – if we Clip art of different rocks and where
have needs. don’t have worms the birds won’t different types of soil are used (i.e.
Resources – have anything to eat etc.). gardens, worm farms, etc.), poster
Milk bottles with the centre cut out paper.
(filled with various soils & organic
material), run off catchers (clear, to
show the difference in water quality),
sprouts, soils.
Centre: Investigation. Conclusion: Centre: Outdoor.
Sorting and classifying different rock Images of all the flora and fauna that Soil scavenger hunt.
types. is reliant on clean and healthy soil. Description –
Description – Ask children to take away the images This is an assistant guided activity.
Students are provided with rocks of that need lots of healthy soil. (Show After the past emphasis on
assorted size, shape, and colour. The that none of these things exist descriptive, senses, and textural
children may be invited to sort and without healthy soil). Briefly discuss language, this activity is aimed to
classify the rocks in any way they how we can look after our soil target responses to descriptive
please. (putting our rubbish in the right bins, language (the students can use it,
Science learning – etc.). but do they understand it?). The
Sorting and classifying skills, educator will describe a certain type
Resources – of soil and students will collect it.
Assorted rocks, small bowls for Science learning –
classification, paper and coloured Responsiveness to textural, senses,
pencils. and descriptive language,
recognition of soil in its natural
“home”, observable features of soil.
Resources –
Outdoor gardens.
Centre: Sensory/fine Objective/s:
motor. Students can articulate why soil and
Soil Sensory investigation. rocks are needed in daily life.
Description –
Children are able to dig through the
worm farm (with the option of
garden gloves and tweezers) to
explore who lives in the soil and the
soil components to a healthy worm
farm.
Science learning –
Living things have needs,
sustainability, observable properties
in nature, questioning and
observation skills.
Resources –
Worm farm, gardening gloves, kid’s
plastic tweezers.
Assessment and recording – The educator is to take anecdotal notes regarding students responses to sustainability and why rocks and soil are needed in
daily life. In particular, focus on the level of their response, any questioning that occurs, and whether children engage in peer discussions.

Highlight one or two outcomes specifically connected to your objective/s.


Outcome One: Children have Outcome Two: Outcome Three: Children have Outcome Four: Children are Outcome Five: Children are
a strong sense of identity. Children are connected to and a strong sense of wellbeing. confident and involved learners. effective communicators.
contribute to their world.
Children feel safe, secure and Children develop a sense of belonging to Children become strong in their Children develop dispositions for Children interact verbally and
supported. groups and communities and an social and emotional wellbeing. learning such as curiosity, non-verbally with others for a
understanding of the reciprocal rights cooperation, confidence, range of purposes.
and responsibilities necessary for active creativity, commitment,
community participation. enthusiasm, persistence,
imagination and reflexivity.
Children develop their Children respond to diversity with Children take an increasing Children develop a range of skills Children engage with a range of
emerging autonomy, inter- respect. responsibility for their own and processes such as problem texts and gain meaning from
dependence, resilience and health and physical wellbeing. solving, inquiry, experimentation, these texts.
sense of agency. hypothesising, researching and
investigating.
Children develop Children become aware of fairness. Children transfer and adapt what Children express ideas and make
knowledgeable and confident they have learned from one meaning using a range of media.
self-identities. context to another.
Children learn to interact in Children become socially responsible and Children resource their own Children being to understand how
relation to others with care, show respect for the environment. learning through connection with symbols and pattern systems
empathy and respect. people, place, technologies, and work.
natural and processed materials.
Children use information and
communication technologies to
access information, investigate
ideas and represent their thinking.