Centre: Winter Small Explicit / Intentional
World Teaching:
Children will have the Mat session/ Introduction
opportunity to explore a 1. Ask students to make a circle on the mat.
Winter Small World. A 2. Introduce the topic of winter to students –
https://www.pinterest
large clear tray with a begin with a discussion about what
.com.au/pin/192599
blue base will be 321542670938/ happens in winter, the kinds of things you
provided with a small would see and how it can make you feel.
amount of water to show 3. Inform students that inside the bag the
the rain, small ice balls to show hail, gemstones, educator is holding is a special item that
small people, foam, fish, other animals and reflects something you might see during
plasticine to allow the children to manipulate the the winter time.
scene. - In the bag will be an ice block in a
silicone mould.
4. The educator will allow each student to
place their hand inside the magic bag,
without looking and feel the object.
Students will be prompted to guess what it
is and explain what they feel.
5. Once all students have had their turn the
educator will take the object out of the bag
and explain to students the correlation with
winter.
6. The educator will then inform students of
each of the activities available to them.
Centre: Winter dramatic Conclusion:
play 1. Give the children an opportunity to do a
‘think pair share’ with a partner about
Children will have the opportunity to engage in
1
Teacher Directed Centre:
Shaving Foam
Cloud
With support from the educator,
children will construct shaving
https://thestemla
foam clouds. The shaving foam
boratory.com/rai
https://www.wea
clouds allow children to explore n-cloud-jar/
reteachers.com/re
the concept of clouds, rain and ading-nooks/
the appearance of the sky
during rain. To construct the shaving foam clouds
students will need to fill a clear jar with cold water.
The jar will need to be approximately ¾ full. Next,
students will place the shaving foam on top of the
water. Using pipettes students will drop small
amounts of blue dye onto the shaving foam. The dye
will eventually move through the shaving foam and
into the water to create the effect that it is raining.
Prior to the activity the educator will begin by asking
students to predict what may happen when they drop
the dye onto the foam. Throughout the activity the
educator will use questioning to gage students
understanding of the concept and activity. The
educator will use ‘mop buckets’ to record anecdotal
notes and observations regarding student’s
engagement and understanding.
Centre: Book corner
In the theme decorated book corner
children will be provided with a
free play as they explore the dramatic play area.
Children will be able to experiment with different
materials and wet weather gear. Examples of
materials that will be provided in this learning
centre include; gumboots, rain coats, umbrellas,
buckets, hats, blue fabric/material. Students can
https://www.pinterest
use these items to recreate being in the rain.
.com.au/pin/192599
321542670938/
Centre: Rain collage
https://www.123rf.com/photo_81735568_two-pairs-of-
color-children-s-gumboots-standing-children-walk-in-
Children will have access to a variety of authentic
color-rubber-children-s-boots.html
sensory materials which they will use to construct
a collage reflecting their knowledge of winter
weather. An example
will be provided at this
learning centre to
prompt and assist
students. Some of the
materials children will
have access to include
leaves, buttons, glitter, ribbon, material and fabric,
cotton balls, pipe cleaners, gems, paint, pop
sticks, etc. Each of the materials provided will be
shades of blue, grey, black and white allowing
children to explore the colours that reflect a winter
scene. Students will create their collage on A3
2
the activities they completed during the
session.
2. Once students have shared with their
partner ask 2-3 students to share with
the class.
Objective/s:
1. Students ability to experiment with
dropping blue dye into the shaving foam
clouds and observing the outcome
2. Students ability to engage actively in the
activity
variety of weather-related literature. Children can
choose to explore the books individually or
collaboratively with their peers. To ensure students
understand the concept focused on in the book the
https://www.pinterest.com.a
literature will include minimalu/pin/179088522663231474/
writing and a greater
focus on excellent illustrations. Some of the books
included in the book corner include:
- Little cloud by Eric Clarke
- Flora’s Very Windy Day by Jeanne Birdsall;
- Red Sled by Lita Judge
- Winter is Coming by Tony Johnston
- Goodbye Autumn, Hello Winter by Kenaard
Pak
Centre: Light table
This learning centre will
allow children to explore
winter using light. Within
the light table there will be
different shades of blue
cellophane, buttons, pop
sticks, fabrics, etc. Each
material in the light tray will reflect the colours seen
during winter.
 paper.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

The educator will use the mop buckets (see below) to record anecdotal notes and observations obtained during the teacher directed activity.
The educator will record notes based on the student’s ability to;
- Predict/estimate what will happen when the dye is placed on the shaving foam
- Experiment with dropping blue dye into the shaving foam clouds and observing the outcome
- Engage actively in the activity

Shaving Foam Cloud – Anecdotal notes and observations

3
Tom H
Courtney L
Highlight one or two outcomes specifically connected to your objective/s.
OUTCOME 1: Children have a
strong sense of identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
4
Annie O
Olivia B
OUTCOME 2: Children are
connected with and contribute to
their world
Children develop a sense of
belonging to groups and
communities and an understanding
Lauren S
Grace A
OUTCOME 3: Children have a
strong sense of well being
Children become strong in their
social and emotional wellbeing
Children take increasing
responsibility for their own health
Matthew D
Heidi D
OUTCOME 4: Children are
confident and involved learners
Children develop dispositions for
learning such as curiosity,
cooperation, confidence,
creativity, commitment,
OUTCOME 5: Children are
effective communicators
Children interact verbally and
non-verbally with others for a
range of purposes
Children engage with a range of
resilience and sense of agency
Children develop knowledgeable
and confident self identities
Children learn to interact in
relation to others with care,
empathy and respect
References
Campbell, C., Jobling, W. M., Howitt, C., & Finkel, A. (2018). Science in early childhood (3rd ed.). Cambridge University Press.
5
of the
reciprocal rights and
responsibilities necessary for
active community participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially
responsible and show respect for
the environment
and physical wellbeing enthusiasm, persistence,
imagination and reflexivity
Children develop a range of skills
and processes such as problem
solving, enquiry, experimentation,
hypothesising, researching and
investigating
Children transfer and adapt what
they have learned from one
context to another
Children resource their own
learning through connecting with
people, place, technologies and
natural and processed materials
texts and gain meaning from
these texts
Children express ideas and make
meaning using a range of media
Children begin to understand how
symbols and pattern systems
work.
Children use information and
communication technologies to
access information, investigate
ideas and represent their thinking
Department of Education, Employment and Workplace Relations [DEEWR] (2009), Belonging, being and becoming: The early years
learning framework for Australia. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-
learning-framework-australia

Robinson, C. E., Treasure, T., O'Connor, D., Neylon, G., Harrison, C., & Wynne, S. (2018). Learning through play: Creating a play-based
approach within early childhood contexts. Oxford University Press.

School Curriculum and Standards Authority. (2014). Kindergarten Curriculum Guidelines [KCG]. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/kindergarten-curriculum -guidelines