Centre: (with educator)
Erupting volcano: Educator will prepare a
volcano. Children will predict and make
observations about the erupting volcano. The
materials needed are vinegar, baking soda, water,
dish soap and red food colouring.
Centre: (with educator)
Lava lamps: Children will participate in the guided
experiment of making lava lamps. The materials
needed are a bottle, vegetable oil, water, food
colouring and alka-seltzer tablets.
Note: Children cannot be left alone with the
alka-seltzer tablets.
Groovy diy lava lamp (Brisbane Kids, n.d.).
Matter (solid, liquid and gas) Centre:
Explicit / Intentional Teaching:
Mat session: Introduction
The educator will gather children onto the mat. To
introduce the concept of chemical science, the
educator will read the story ‘Whopper Cake’ by
Karma Wilson. As the story is being read, the
educator will talk about the ingredient going into
the cake and how when they get mixed together
they change. Children will then engage in the
centres.
Conclusion:
Educator will gather children onto the mat.
Educator will ask children what they did at the
centres and what they learnt. Educator will explain
again how materials can change when they are
mixed with other materials.
Does it dissolve in water?: Children will explore
different materials such as sugar, salt, flour and
rice. Children will explore the materials and test if
they dissolve in water.
Which solids dissolve in water? (Vanstone, 2011).
Centre:
Making potions: Children will make potions in a
large container using shaving cream, vinegar, food
colouring, dish soap and baking soda. There will
be materials in the container such as muffin tins,
ice cube trays and squeeze bottles.
Making potions (Busy Toddler, 2020).
Centre:
Invisible ink: Educator will set up an invisible ink
centre where there will be paper, torches, and
nontoxic invisible ink. The educator will prepare
the invisible ink by using water, baking soda and
purple grape juice.
Objective/s:
 Participate in guided and independent
learning experiences
 Use science process skills such as
predicting, communicating and observing
 Understand that materials have properties
that cause them to react differently
Centre: (with educator)
Dancing sultanas: Children will observe what
happens when sultanas are added to lemonade or
sparkling water. Educator will explain why it is
happening.

Dancing Sultanas (Science at Home, 2018).

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
 Educator will assess children’s engagement
 Educator will assess children’s ability to use science process skills (predicting, communicating and observing)
 Educator observation
 A checklist will be used as the recording strategy that includes a comments column
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