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Centre: Fine Motor – Rainbow Fish Playdough Explicit / Intentional Teaching: Centre: Creativity/Aesthetic – Egg Carton Sea Life –

What you need: Mat session: Read Mr McGee goes to the sea by Recycled Art
• Playdough (different colours) Pamela Allen. What you need:
• Playdough tools • Egg cartons
• Mat Introduction: • Googly eyes
• Sea shells, gems, sea glass, sea weed Play a quick game of Simon Says. • Pipe cleaners
• Simon says touch your nose. • Shells
Aim: Children are to recreate the rainbow fish from the • Simon says touch your eyelids. • Pompoms
book that was previously read to them. • Simon says touch your mouth.
• Simon says touch ears. Aim: This activity requires children to recreate a sea
Questions to ask children: The reason for this activity is to get children thinking animal using egg cartons. They will need to add the
• What are the body parts of a fish? about their body parts. basic body parts such as eyes, mouth, nose (may look
• Do fishes have legs? different to theirs), legs, gills and fins.
• What helps them breathe under water? Read Mr McGee goes to the sea by Pamela Allen. Ask
questions about body parts of sea animals such as: Questions to ask children:
• Where did Mr McGee went? (In a huge fish’s • What body parts do fishes have?
tummy). • What body parts to turtles have?
• Where did Mr McGee come out? (From the
fish’s mouth).

After reading, get children to sing ‘Head, Shoulders

Knees and Toes’. Then, explain the learning centres that
they can explore for that session.
Centre: Personal/Social/Emotional – Fish Patterning Conclusion: Centre: Gross Motor – Walk the Plank
• Paper copies of different types of fishes To conclude, children are given opportunities to share What you need:
• Playdough what they have learnt in that session. They will be asked • Plank of wood
what body parts the sea animals have, that humans • Blue tarpaulin
Aim: Children are given playdough to create a pattern don’t. • Pictures of sea animals
for the fish. Children need to highlight body parts of the • Blue tack
fish such as their fins, gills, eyes and mouth. After discussion and sharing, children will participate in
singing and dancing to this song: Aim: The aim of this activity is for children to walk over
Questions to ask the children: the plank without getting caught by the sea animals.
• Do you have any body parts that the fish have A hole in the bottom of the sea:
too? What are they? Questions to ask the children?
• What body parts do fishes have and you don’t? • What sea animal is chasing you right now?
• What body parts do you have that fishes • Which sea animal looks the scariest? Can you
don’t? describe it?
• Do you think you can still breathe underwater
without the gills?

Centre: Cognitive/Language – Tide Pool Experiment Objective/s: Centre: Spiritual/Moral – Frozen World – Animal Rescue
What you need: At the end of this session, children are able to: What you need:
• Sand • Name body parts of a sea animal. • Water
• Rectangular container • Name more sea animals (adding to their • Toy sea animals
• Toy sea animals knowledge). • Coloured water in a bottle
• Sea weeds, shells etc. • Discuss the importance of gills to fishes.
Aim: Children are to continuously work on helping the
Aim: Tide Pool Experiment allows children to see what animals escape the frozen world by using squirting
happens during low tide and high tide by putting water water into the ice. Educators need to make sure that
in the container. Firstly, children need to create their the ‘world’ is properly frozen the night before.
own small world and then add the water.
Questions to ask the children:
Questions to ask the children: • What sea animals have you saved?
• What happens when it is low tide? • How many sea animals have you saved?
• What happens when it is high tide? • Is there any other way to save them quicker?
• Where do the sea weeds end up during low

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording
What are we assessing?
• Children are able to name some body parts of sea animals.
• Name more sea animals (adding to their knowledge).
• Discuss the importance of gills to fishes.
How are we assessing?
• Discussions
• Observation
How are we recording?
• Checklist + anecdotal notes
• Photographic evidence
Highlight one or two outcomes specifically connected to your objective/s.


1.1 Children feel safe, secure, and supported. WORLD 3.1 Children become strong in their social 4.1 Children develop dispositions for learning 5.1 Children interact verbally and non-
1.2 Children develop their emerging 2.1 Children develop a sense of belonging to and emotional wellbeing. such as curiosity, cooperation, confidence,
verbally with others for a range of purposes.
autonomy, inter-dependence, resilience and groups and communities and an understanding of 3.2 Children take increasing responsibility creativity, commitment, enthusiasm, 5.2 Children engage with a range of texts
sense of agency. the reciprocal rights and responsibilities necessary for their own health and physical persistence, imagination and reflexivity. and gain meaning from these texts.
1.3 Children develop knowledgeable and for active community participation. wellbeing. 4.2 Children develop a range of skills and 5.3 Children express ideas and make

confident self-identities. 2.2 Children respond to diversity with respect. processes such as problem solving, enquiry, meaning using a range of media.
1.4 Children learn to interact in relation to 2.3 Children become aware of fairness. experimentation, 5.4 Children begin to understand how
others with care, empathy and respect. 2.4 Children become socially responsible and
hypothesising, researching and investigating. symbols and pattern systems work.
show respect for the environment. 4.3 Children transfer and adapt what they have 5.5 Children use information and
learned from one context to another. communication technologies to access
4.4 Children resource their own learning information, investigate ideas and represent
through connecting with people, place,
their thinking.
technologies and natural
and processed materials.