Centre: Small World Explicit / Intentional Teaching: Teacher Directed Centre: Sorting

Children Mat session/ Introduction Parts of a Flower

will have 1. Ask students to make a circle on the mat.
the With support
2. Introduce the topic of winter to students – begin with a
opportunity from the
discussion about what happens in spring, the kinds of
to explore a educator,
things you would see and how it can make you feel.
Spring children will
3. Ask the students to stand up and watch, sing and dance
Small sort the
to the song ‘Spring is Here’!
World. A different
https://busylittlebunnies.com/2015/10/17/spring- a. https://www.youtube.com/watch?v=DobrRgD5aOU https://playteachrepeat.com/sorting-parts-of-a-flower/
large clear sensory-bin/ parts of
4. The educator will sing and dance with the children
tray filled flowers into
5. The educator will then sit the children back on the mat
with natural materials including flowers, different jars.
and talk about what they loved most about that song.
sticks, honky nuts, butterfly’s and rice for 6. The educator will then inform students of each of the
grass as well as other bugs and plasticine To start with, a few ‘examples’ of the different
activities available to them.
to allow the children to manipulate the parts of the flower will already be sorted to
scene. help prompt the children. Furthermore,
handwritten labels will be displayed on the
jars as print-rich activity is a great way to
expose children to more language and each
word will be spoken to them whilst being
pointed at in the jar.

The children will be asked to sort the parts of

the flowers while we talk and look at them.
Together, the children will look at the
different types of leaves (little holes, big,
small etc) and smell the different petals
before sorting. To start with the children will
sort these together or in partners then to

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 assess them each child will do it individually.
A checklist and anecdotal notes will be used
for the assessment.
Centre: Look and Draw Conclusion: Centre: Manipulative Weather
Children will have the opportunity to find a 1. Give the children an opportunity to do share with the Scene
flower from the table or find one outside class what they learned from that days activities.
and have a look with a magnify glass 2. Once students have shared, the children will have the Children will
and/or a bug viewer. opportunity to sing and dance again to the song have the
The children are “Spring is Here”. opportunity to
then to draw what https://www.youtube.com/watch?v=DobrRgD5aOU manipulate a https://www.aliexpress.com/i/32923367814.html

they can see with as weather

much detail as they scene which has been made and velcroid to
can. Children will https://www.pinterest.com.au/pin/4055
the wall. Pieces of the scene will include sun,
be provided with
35141428626199/?lp=true trees, birds, grass, butterflies, people, etc.
fine liners and
thick A4 paper to do this.
Centre: Book Corner Objective/s: Centre: Role Play
In the theme decorated book corner 1. Students ability to sort a flower into three different parts; Children will have the
children will be provided with a variety of steam, petal and leaves. opportunity to
weather-related literature. Children can engage in free play
choose to explore the books 2. Students ability to engage actively in the activity. as they explore the
individually or collaboratively dramatic play area.
with their peers. To ensure Children will be able
students understand the to explore a picnic
concept focused on in the setting which
https://www.pinterest.com.au/pin/529876712399
book the literature will include will include 091959/?lp=true

minimal writing and a fake food,

greater focus on excellent
illustrations. Some of the
https://www.wea picnic rug, cutlury, bowls, plates and mugs
reteachers.com/r
etc. Teddy bears will also be in the role play
eading-nooks/
corner for them to play with.

2
books included in the book corner include:
- A Perfect Day for Digging by Cari
Best;
- Lola Plants a Garden by Anna
McQuinn;
- Rose’s Garden by Peter H.
Reynolds;
- Little Seeds by Charles Ghigna
- In the Garden by Green Start

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

The educator will use a detailed checklist with a key and observation notes to assess both objectives:
1. Students ability to sort a flower into three different parts; steam, petal and leaves.
2. Students ability to engage actively in the activity.

Sorting Parts of the Flower – Checklist and Observational notes

Name Students ability to sort a flower into Students ability to engage actively in Notes
three different parts; steam, petal the activity.
and leaves.

Courtney Large

Olivia Beaton

Grace Briffa

Key: « = No problems with the task ü= Got the answer eventually TA= Teacher Assistance required
l = Didn’t grasp the concept

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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