Centre: Winter Small World Explicit / Intentional Teaching: Teacher Directed Centre: Shaving

Children will have the Mat session/ Introduction Foam Cloud

opportunity to explore a 1. Ask students to make a circle on the mat.
Winter Small World. A With support from the educator,
2. Introduce the topic of winter to students –
large clear tray with a children will construct shaving
begin with a discussion about what
blue base will be foam clouds. The shaving foam
happens in winter, the kinds of things you
provided with a small clouds allow children to explore
would see and how it can make you feel.
amount of water to show the concept of clouds, rain and
3. Inform students that inside the bag the
the rain, small ice balls the appearance of the sky
educator is holding is a special item that
to show hail, during rain. To construct the
https://www.pinteres reflects something you might see during
gemstones, small shaving foam clouds students https://thestemla
t.com.au/pin/192599 the winter time.
people, foam, fish, other 321542670938/ will need to fill a clear jar with boratory.com/rai
- In the bag will be an ice block in a n-cloud-jar/
animals and plasticine to cold water. The jar will need to
silicone mould.
allow the children to manipulate the scene. be approximately ¾ full. Next, students will place the
4. The educator will allow each student to
shaving foam on top of the water. Using pipettes
place their hand inside the magic bag,
students will drop small amounts of blue dye onto
without looking and feel the object.
the shaving foam. The dye will eventually move
Students will be prompted to guess what it
through the shaving foam and into the water to
is and explain what they feel.
create the effect that it is raining.
5. Once all students have had their turn the
educator will take the object out of the bag
Prior to the activity the educator will begin by asking
and explain to students the correlation with
students to predict what may happen when they drop
winter.
the dye onto the foam. Throughout the activity the
6. The educator will then inform students of
educator will use questioning to gage students
each of the activities available to them. understanding of the concept and activity. The
educator will use ‘mop buckets’ to record anecdotal
notes and observations regarding student’s
engagement and understanding.

1
Centre: Winter dramatic play
Children will have the opportunity to engage in
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
use these items to recreate being in the rain.
https://www.123rf.com/photo_81735568_two-pairs-of-
color-children-s-gumboots-standing-children-walk-in-
color-rubber-children-s-boots.html
Conclusion:
1. Give the children an opportunity to do a
‘think pair share’ with a partner about
the activities they completed during the
session.
2. Once students have shared with their
partner ask 2-3 students to share with
the class.
Centre: Book corner
In the theme decorated book corner children will be
provided with a 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 literature will include
minimal writing and a greater focus
on excellent illustrations. Some of
the books included in the book
corner include: https://www.wea
reteachers.com/r
- Little cloud by Eric Clarke
eading-nooks/
- 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: Rain collage Objective/s: Centre: Light table

Children will have access to a variety of authentic 1. Students ability to experiment with
sensory materials which they will use to construct dropping blue dye into the shaving foam
a collage reflecting their knowledge of winter clouds and observing the outcome
weather. An example will be provided at this
2. Students ability to engage actively in the
activity
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 https://www.pinterest.com.a
u/pin/179088522663231474/

2
learning centre to prompt and assist students. material in the light tray will reflect the colours seen
Some of the materials children will have access to during winter.
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
https://www.pinteres
to explore the colours t.com.au/pin/192599
that reflect a winter 321542670938/
scene. Students will
create their collage on A3 paper.

3
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

Tom H Annie O Lauren S Matthew D

Courtney L Olivia B Grace A Heidi D

4
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,
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
OUTCOME 2: Children are
connected with and contribute to
their world
Children develop a sense of
belonging to groups and
communities and an understanding
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
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
and physical wellbeing
OUTCOME 4: Children are
confident and involved learners
Children develop dispositions for
learning such as curiosity,
cooperation, confidence,
creativity, commitment,
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
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
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
5
References

Campbell, C., Jobling, W. M., Howitt, C., & Finkel, A. (2018). Science in early childhood (3rd ed.). Cambridge University Press.

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