Centre: Sight tray Explicit / Centre: Cellophane

   Intentional windows
Children will use binoculars, eye patches and magnifying
glasses to change their vision and explore their sense of Teaching: Children will each have a piece of clear contact and a
container full of different coloured cellophane. Children can
Mat session:
sight. They are to look at visual factors of objects such create their own cellophane windows by sticking the
Introduction
as colour, texture and shape. Children will become aware of Question children- “What
different colours onto the contact and experiment with
how their sight can be changed using different materials.   is your favourite colour?
mixing colours. When the sun hits their completed
  cellophane windows, children will be able to notice how the
“What colours do you light reflects colour onto different surfaces. 
 
know?”   
                 
Show children orange, red,  
blue and green crayons
and explain how they are
all colours. One colour at a
https://stayathomeeducator.com/three-activities-to-learn-about- time, shade the crayon
the-sense-of-sight/  onto a piece of paper on
the board. Ask children http://www.pinkstripeysocks.com/2013/07/contact-paper-
questions relating to and-cellophane-stained.html 
the colour: “What is the
name for this colour?”,
“Where have you seen
this colour?”. Explain how
we need light and our
sense of sight to view
the colour. The teacher
will introduce the term
primary colour to the
children and tell the
children that red, blue and
yellow are
primary colours. 
  
 The teacher will then
explain all
of the centres available for
the children to move into
to experiment with colour,
light and sight. 

Centre: Edicol dye mixing Conclusion:

Centre: Coloured rice
station Children will return to the sensory tub
mat and the teacher will  
Teacher will have prepared paper towel on table.  There will read the children the story Prepare dyed rice using food colouring to make red,
be a range of colours, (red, yellow, orange, green, blue, called The Day the blue, green, yellow rice. Place in deep see-through
purple) of edicol dye and pipette dropper inside containers. Crayons Quit by Drew container with rice side by side. Children will then
Children will then use the droppers to help Daywalt. The teacher can begin to use their hands and other objects available
distribute colours onto paper towel as they begin to then ask the children a to help with discovery through sensory play.  
witness colours combining together.  series of questions:   
     
 “What colours can
you remember from
the book?” 
 “Can anyone see
something in the room https://gembelina.wordpress.com/2013/03/12/simpl
that is red?”  e-coloured-rice-for-sensory-play/ 
  
 “What colour is the
https://www.pinterest.com.au/pin/87609155226737385/visua sky outside?” 
l-search/?cropSource=1&h=521&w=402&x=0&y=1    “What is
your favourite colour?” 
 “Can anyone tell
me a
primary colour that
was in the story?” 
 
 Children will then move
into the next part of their
day. 

Objective/s:
1. Use different materials
to explore the science
concept of colour, light
and sight. 
2. Identify a
primary colour by its name
(blue, red and yellow). 

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

-What we are assessing: The teacher will be assessing whether or not children can identify the three primary colours which are blue, red and yellow. The
teacher will be assessing the achieve of this by making observations during the activities. 
-Recording: The teacher will record her assessment using a checklist and within the checklist the teacher will have some of her anecdotal notes recorded
during the centre time activities. This checklist will record whether or not the children have identified the primary colours by their correct name. 

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 OUTCOME 5: Children are effective communicators
learners
Children interact verbally and non-verbally with others
Children develop dispositions for learning such as for a range of purposes
curiosity, cooperation, confidence, creativity,
Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and
meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as
of media
problem solving, enquiry, experimentation,
hypothesising, researching and investigating Children begin to understand how symbols and pattern
systems work.
Children transfer and adapt what they have learned
from one context to another Children use information and communication
technologies to access information, investigate ideas
Children resource their own learning through
connecting with people, place, technologies and natural and represent their thinking
and processed materials
Centre: Paint Explicit / Intentional Centre:
in bags Teaching: Rice and
Mat session:
Two colours are kept at
Introduction
Ice
opposite ends in one zip Food coloured ice
lock bag. Children use Ask children questions: What colours do
you see in our classroom? What colours cubes are placed at
their fingers to gently the bottom of a tub
push the colours to the centre. As they push, they do you see outside? Do you have a colour
that makes you feel happy? and rice is sprinkled over the ice cubes. As the
mix the colours together. ice cubes melt, the rice is slowly dyed the
Read the book “My Blue is happy” by colour of the melted cube. Children use their
https://www.learning4kids.net/2015/08/25/prim hands to mix the colours together and change
Jessica Young. Explain that colours make
ary-colours-squishy-bag-experiment/ the colour of the rice.
us feel emotions. Tell children they will
be looking, touching and mixing colours
at the centre activities. https://www.learning4kids.net/2015/07/19/ri
ce-and-ice-sensory-activity/
Show children red and blue paint
individually, then then mix them together.
Explain how they make purple when
mixed together.

Children move to centre activities to

experiment mixing colours.

Centre: Light table bubble Conclusion: Centre: Colour

droplets balance pods
Add drops of food Children take a primary Balancing pods are placed
colouring to baking soda coloured soft tulle scarf separately around the
and mix until blended. out of a sensory ball. outdoor environment. Each
Add vinegar to the pod is a different colour.
mixture and use a pipette ‘The Wiggles: So many The educator instructs the
to drop the mixture onto colours to see’ is played as children to “Jump on the
a clear tray that is on top children dance with their red pod”. The children find the pod and stand
of a light box. Children can keep the colours on it according to the colour instructed.
separate then mix them together. scarf.
http://www.stillplayingschool.com/2015/01/co
https://whereimaginationgrows.com/bubbling- When the song is finished, children place lor-gross-motor-games-for-kids.html
color-mixing-on-the-light-table/ their scarf on the floor with a partner’s
scarf on top to explore what colour is
made.

http://www.stillplayingschool.com/2
015/01/color-gross-motor-games-
for-kids.html

Objective/s:
1. Name all primary colours.
2. Select two primary colours and
experiment mixing to make the
secondary colour.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
What is assessed:
1. Child’s ability to identify each primary colour by name.
2. Child’s ability to mix two primary colours and name the secondary colour.
How is it assessed:
 Teacher’s observation of child at the centre.
How is it recorded:
 Objectives are marked against the child’s name.

OUTCOME 1: Children have a strong sense of identity OUTCOME 2: Children are connected with and OUTCOME 3: Children have a strong sense of well OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective communicators
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
Centre: Body
colour mixing
White vinyl is laid on the
floor outdoors. Primary water
contribute to their world being
Children develop a sense of belonging to groups and Children become strong in their social and emotional
communities and an understanding of the wellbeing
reciprocal rights and responsibilities necessary for
Children take increasing responsibility for their own
active community participation
health and physical wellbeing
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect
for the environment
Explicit / Intentional
Teaching:
Mat session:
Introduction
Question children: What is your
learners Children interact verbally and non-verbally with others
for a range of purposes
Children develop dispositions for learning such as
curiosity, cooperation, confidence, creativity, Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as of media
problem solving, enquiry, experimentation,
Children begin to understand how symbols and pattern
hypothesising, researching and investigating
systems work.
Children transfer and adapt what they have learned
Children use information and communication
from one context to another
technologies to access information, investigate ideas
Children resource their own learning through and represent their thinking
connecting with people, place, technologies and natural
and processed materials
Centre: Painting
coloured paints are kept in jars for children to pour
onto the vinyl. Once the liquid is poured, children
can use their hands, arms or legs to mix the colours
together.
http://www.stillplayingschool.com/2014/07/rainbow
-water-play-kids.html?m=1
favourite colour? Why is it your Primary
favourite? Do you know how that colour colours are in
was created? cups with a
popsicle.
Tell children your favourite colour is Children
green. Read ‘Green eggs and ham’ by scoop out the
Dr. Seuss. Explain you are unsure how primary colours and mix them in their paint
the eggs turned green when they are tray to create a secondary colour. Children
naturally yellow, and ham is naturally use paint brushes to paint their own painting.
pink.
https://picklebums.com/colour-mixing/
Show them one ball of blue playdough
and one ball of yellow playdough.
Demonstrate how you mix the two
primary colours together. Tell the
children it created the secondary colour,
green.

Pass the green playdough around for

children to touch and see.

Children move to centre activities to

experiment creating secondary colours.

Conclusion:
Centre: Shaving cream Centre: Shredded paper
Play the song ‘Sing a rainbow’ and give
painting children a coloured hat to wear while colour mix
In a bowl, shaving they sing and dance. Primary
cream and primary coloured paint
coloured food dye When the song is finished, ask the and water is
is placed together. children to say what colour hat they are poured into a
Children use their wearing and what primary colours create squirt bottle.
fingers to blend the it. Shredded
mixture together. Children then combine different paper is placed in a large tub for children to
coloured mixtures together to make a secondary squirt their colour onto the paper. As the
colour on a painting easel. primary colours overlap, secondary colours
will be created.
https://www.kidspot.com.au/things-to-do/activity-
articles/messy-play-mixing-colours-with-shaving- https://www.dayswithgrey.com/blog/color-
cream/news- mixing-activity-for-preschoolers
story/abc523498af23a1105390b1082689ae3

Objective/s:
1. Name three secondary colours.
2. Mix two primary colours and
name the secondary colour
created.

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

What is assessed:
1. Child’s ability to recall the name of secondary colours.
2. Child’s ability to mix primary colours and name the secondary colour created.

How is it assessed:
 Teacher observation at centre activities.
How are we assessing?
 Recorded on an iPad video and marked against the objectives on a checklist.
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 OUTCOME 5: Children are effective communicators
learners
Children interact verbally and non-verbally with others
Children develop dispositions for learning such as for a range of purposes
curiosity, cooperation, confidence, creativity,
Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and
meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as
of media
problem solving, enquiry, experimentation,
hypothesising, researching and investigating Children begin to understand how symbols and pattern
systems work.
Children transfer and adapt what they have learned
from one context to another Children use information and communication
technologies to access information, investigate ideas
Children resource their own learning through
and represent their thinking
connecting with people, place, technologies and natural
and processed materials
Centre: Colour Explicit / Intentional Centre: Sorting
collage Teaching: colours
A2 coloured sheets of paper are Mat session: Coloured pom
placed on a table. Children stand Introduction poms are placed
around the table and stick materials Ask children questions: What objects in a small tub.
on the correct colour group to make can you see that are yellow? What Green, purple
a collage. Materials include paint, objects can you see that are blue? and orange patty
beads, buttons, feathers, cellophane What objects can you see that are pans are placed
and wool. green? around the tub
for children to place the matching coloured
https://www.pinterest.com.au/pin/547328160935719473 Introduce the book ‘Brown Bear, pom poms into. Children use a small tong to
/ Brown Bear, What Do You See?’ by pick up the pom poms and release it into the
Bill Martin Jr and Eric Carle. patty pan.
Show children images from the book https://laughingkidslearn.com/sorting-
and brainstorm what other objects, colours/
animals or plants are the same colour.
 Conclusion:
Centre: Spice jar threading
Children thread pipe Coloured pieces of paper are placed
cleaners into the holes of evenly on the classroom mat. One
a spice jar. Each jar has a coloured paper is held up by the
specific colour for teacher and the name is called out.
children to match the pipe When the children see and hear the
cleaner to. colour, they run onto a paper that is
the correct colour.
https://www.learning4kids.net/2015/04/06/fine-motor-
skills-sorting-colour/
Objective/s:
1. Sort colours to their colour
group.
Centre: Colour sorting
train
A train template is
printed and laid out on
the floor. Each carriage is a
different colour. Children
are to place objects on
top of the carriage that is
the same colour.
https://funlearningforkids.com/train-color-
sorting-activity/

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

What is assessed:
1. If the child is able to sort colours into groups of the same colour.

How is it assessed:
 Teacher observation

How is it recorded:
 Photos of children’s work on an iPad.
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 OUTCOME 5: Children are effective communicators
learners
Children interact verbally and non-verbally with others
Children develop dispositions for learning such as for a range of purposes
curiosity, cooperation, confidence, creativity,
Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and
meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as
of media
problem solving, enquiry, experimentation,
hypothesising, researching and investigating Children begin to understand how symbols and pattern
systems work.
Children transfer and adapt what they have learned
from one context to another Children use information and communication
technologies to access information, investigate ideas
Children resource their own learning through
and represent their thinking
connecting with people, place, technologies and natural
and processed materials

PHYSICAL: Fine Motor
 Light table bubble
droplets.
 Sensory ball scarves.
 Sorting colours.
 Spice jar threading.
PERSONAL / SOCIAL /
EMOTIONAL
 Shaving cream painting.
 Song ‘Sing a rainbow’
https://www.youtube.com/watch?
v=g5m3TLBmeuc
 Sight tray.
 Coloured rice sensory tub.
DEVELOPMENTAL DOMAIN CONCEPT MAP
CREATIVE / AESTHETIC PHYSICAL: Gross Motor
 Painting.  Colour balance pods.
 Colour collage.  Body colour mixing.
 Cellophane windows.  Shredded paper colour mix.
 Edicol dye mixing station.  Colour hunt.
Concept: Colour Term: 1 Weeks: 1-2
COGNITIVE / LANGUAGE SPIRITUAL / MORAL
 Rice and ice.
 Book ‘My Blue is happy’ by Jessica
Young.
 Paint in bags.
 Dancing to ‘The Wiggles: So many
 Book ‘Green eggs and ham’ by Dr Seuss.
colours to see’
 Playdough mixing.
https://www.youtube.com/watch?
 Book ‘Brown Bear, Brown Bear, What Do You
v=tGKUAiTUGLs
See?’ by Bill Martin Jr and Eric Carle.
 Book ‘The Day the Crayons Quit’ by
 Colour sorting train.
Drew Daywalt.