Centre: Water Beads
Explicit / Intentional Teaching:
- Multiple coloured water beads will be
placed in multiple clear containers.
- Multi-coloured lights will be placed into
each container.
- Scooping equipment will be provided.
- Children are exploring different colours
and what they observe when the light
changes colours, etc.
https://www.pinterest.com.au/pin/409757266077
378485/
Centre Plan One Centre: Cosy Corner
- This centre is to help children calm,
Leanring Outcomes: 2 & 4 refocus, relax and is aimed to meet
Mat session: children’s emotional needs.
The educator will grasp the children’s - Tent/ Tepee set up.
attention by singing a colour song. “If
you’re wearing red today, red today, red - Calming colours, sounds, furniture and
today, if you’re wearing red today, sensory toys and comforters will be
stand up and shout “Hooray!”. (Vary provided.
the colours).
- Children’s literature will be based on
The educator will then read the children’s colour, light and sight.
literature ‘Mix it up’ By Hérve Tullet - The child can remain in the tent until
ready to re-join the class and activities.
Introduction:
Discussion on colours favourite colour. https://www.pinterest.com.au/pin/5714646402
(Children would wear their favourite colour. 09124896/
This would have been communicated with
parents prior to lesson/day)
What colours they know?
Introduce centres and model to children
how to complete each centre.
Centre: Rainbow Soap Slime (Teacher
directed).
- Ingredients and equipment will be
gathered before. Materials consist of
soap flakes, warm water, food colouring, Re-read children literature.
a tub and whisks for the children to be
involved.
- The water will be boiled and then placed
into smaller jugs for cooling before
commencement of activity. This is to
minimise children getting burnt from hot
boiling water.
- Children will assist the teacher in step
by step processes of making the
rainbow soap slime.
- Children will be able to play with the
soap slime and experiment with
changing colours (by adding a different
colour to it and mixing it) and observing
the changes that occur throughout the
process.
https://www.learnwithplayathome.com/201
4/06/how-to-make-rainbow-soap-
slime.html
Conclusion:
Bring children back to the mat.
Go through what they did, what they
enjoyed and learnt.
Discuss what colours were found/made.
Centre: Window Sticking
- Clear contact will be stuck to a window,
accessible for each child.
- Children will have the opportunity with
various materials to stick to the window
and begin to understand the concepts of
light, colour and sight.
- Allow for free play and set questions for
investigating.
Questions:
- What materials does the light go
through, which don’t?
- Can you mix objects to create new
colours?
https://www.pinterest.com.au/pin/2531164
41529771339/
Centre: Nature Collage
- The educator would get children to
participate in a nature hunt by collection
natural materials. Purposefully trying to
find the different colours found in our
natural environment.
- Colourful flowers, leaves of different
shapes and colours, bark, sticks, grass
etc. will be collected.
- Children will then create nature collages.
https://www.pinterest.com.au/pin/3011789
1239298090/
Objective/s: Centre: Mix it up
- Able to mix two colours to create a new - Relating to the main literature
colour. children will be provided multiple
- Observe and describe the changes that primary colours.
occur when mixing two colours.
- Different paintbrushes and materials
- Able to find different colours within the will be provided for children to mix
natural environment. and create new colours.
https://www.pinterest.com.au/pin/AcKb4BiAV
Sl0d6Hda1UVhdXmbpS4mUeoNRhkDe2UC5fL
KKsgH22ajX4/
 Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

What we are assessing:

Child’s ability to select 2 primary colours
Child’s ability to name the secondary colour they made
Child can mix two or more colours together.
Child able to effectively participate and contribute in centres.

How:
Anecdotal Checklist
Observations
Photos
Work samples

Highlight one or two outcomes specifically connected to your objective/s.

Centre: Rainbow Glow Moon Dough Centre Plan Two Centre: Projector (collage/ creating
Explicit / Intentional Teaching: shapes and images)
TEACHER DIRECTED
Learning Outcomes: 4 & 5 - This centre will have an old projector
- Teacher will gather supplies and Mat session: set up on the floor aimed at a projector
equipment before.
Gather children to the mat with song. sheet/ white sheet.
Read children's literature “Yeti turn out the light”
By Greg Long or one similar about shadows and
- Various shapes, objects, materials will
- Children will assist the teacher in step lights. be provided for children to freely use to
by step processes of making the moon Play a video about shadows create a collage, image or story.
dough. https://www.youtube.com/watch?v=2zfrbCdV - They are exploring how light can
8sI
- Children will be able to play with the project images.
moon dough and observe the changes Introduction:
that occur when the dough is in the Have a simple discussion about what
light and dark. shadows are, how could we make a https://www.pinterest.com.au/pin/4689373799
- Discuss how might it glow shadow, the role light has in creating 53336593/
- What happens to it in the light and the shadows, etc.
dark. Introduce the centre activities and model
https://www.steampoweredfamily.com/activitie to children how to complete each centre.
s/glow-moon- Let the children to explore the centres.
dough/?utm_medium=social&utm_source=pinte
The centres all in some way incorporate
light.
rest&utm_campaign=tailwind_tribes&utm_cont
ent=tribes&utm_term=766527518_31530994_1
67774

Centre: Lightbox painting
- Light box will be covered with glad
wrap, for easy clean and to prevent the investigated.
damage of the light box.
- The light box will be set to change
colours.
- Paint and paintbrushes will be
provided.
- Children will be able to freely paint on
the light box.
https://www.pinterest.com.au/pin/4689373799
53327685/
Conclusion:
Gather children back on the mat.
Discuss what they enjoyed, learnt and
Discuss what shadows they made.
Re-iterate how shadows are made and
the role light has.
Centre: Cutting and squishing water
beads
- Water beads will be placed in a flat
tray, on top of a light table.
- Children safe cutting and squishing
equipment will be provided.
- This provides the children to practice
fine motor skills whilst playing.
https://www.pinterest.com.au/pin/4274198208
66883453/
Centre: Projector shadows
- A modern projector will be set up on a
table and aimed at a large wall, sheet
or projector sheet. (or even torches
could be an option)
- The children will use their body to
explore shadows and how our bodies
can create shadows.
- Costume props like coloured ribbons
could also be used.
- A sheet on how to create basic
shadows like a bird, etc. will be
provided.
https://www.pinterest.com.au/pin/4689373799
53336365/
Objective/s:
- Learn what a shadow is.
- How light is important when creating
shadows and projected images.
- Show a basic conception of how the
moon dough may glow.
Centre: Cosy Corner
- This centre is to help children calm,
refocus, relax and is aimed to meet
children’s emotional needs.
- Tent/ Tepee set up.
- Calming colours, sounds, furniture and
sensory toys and comforters will be
provided.
- Children’s literature will be based on
colour, light and sight.
- The child can remain in the tent until
ready to re-join the class and activities.
https://www.pinterest.com.au/pin/571464640
209124896/
 Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

What:
- Child able to effectively participate and contribute in centres.
- Grasp an understanding of how light helps create shadows.
- Able to cut and squish water beads.
- State what new colour they made.

How:

- Anecdotal Checklist
- Observations
- Photos

Highlight one or two outcomes specifically connected to your objective/s.

Centre: Rainbow Walking (teacher Centre Plan Three Centre: Play dough mixing
directed) Explicit / Intentional Teaching: - Play dough primary colours will be
Learning Outcomes: 4 & 5 provided.
- Supplies: Butcher paper rolled and stuck Mat session:
to the floor, paint, the children's bare - Play dough play equipment will be
Gather children on the map.
feet and bubble wrap. Read children's literature “Press here” By provided (rolling pin, cutter, etc.)

- Hérve Tullet - Children will be encouraged to create

Children feet will be covered by bubble
wrap. new colours.
Introduction:
- They will then step into a tray of rainbow Discuss what happened in the book. https://www.pinterest.com.au/pin/3233444
laid out paint and walk over the paper. What two colours made a new colour.
Introduce centres and model to children 48240629211/
- Teacher is there to supervise, assist how to complete each centre.
with putting on and taking off the bubble Have children explore each centre freely.
wrap.
https://www.pinterest.com.au/pin/468937379953336614/
Centre: Car ramp painting
- Materials: Cardboard ramp, paint, cars.
- Set up the ram and put paint at the top
of the ramp.
- Children will dip the cars into the paint
and then push them down the ramp.
https://www.pinterest.com.au/pin/4689373
79953336603/
Conclusion:
Gather children on the map.
Discuss what new colours they made and
how they made it.
If anyone guess what colour was under the
paint splat art before they hit it with a
hammer.
Discuss what they enjoyed and learnt.
Centre: Paint Splat Art
- Materials: Cotton face pads, paint and
children safe hammers.
- Little blobs of paint will be placed under
each of the cotton face pads.
- Children will use hammers and other
smashing tools to splat the paint and
discover what paint colour is under each
pad.
- Encouraging children to guess what
colour is underneath each one.
https://www.pinterest.com.au/pin/468937379953207
612/
Centre: Coloured Shaving Foam Objective/s: Centre: Cosy corner
- Sensory bin will be filled with shaving Able to state a new colour they made. - This centre is to help children calm,
foam. Able to mix two colours together to refocus, relax and is aimed to meet
create a new colour.
- Pipets and diluted food colouring will chidlren’s emotional needs.
Able to use hammer (smashing
be on the side. equipment) and pipets properly. - Tent/ Tepee set up.
- Children will use pipets to collect - Calming colours, sounds, furniture and
colours and place them onto the
sensory toys and comforters will be
foam.
provided.
- Using different mixing equipment the
children will mix the colour through.
- Children’s literature will be based on
- colour, light and sight.
This is also an activity where children
can practice drawing shapes and - The child can remain in the tent until
letters. ready to re-join the class and activities.
https://www.pinterest.com.au/pin/6338113475 https://www.pinterest.com.au/pin/5714646402
32303954/
09124896/
 Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

What:
- Child able to effectively participate and contribute in centres.
- State what new colour they made and how
How:

- Anecdotal Checklist
- Observations
- Photos
- Work samples

Highlight one or two outcomes specifically connected to your objective/s.

Centre: Painting Our Emotions
(Teacher directed)
- Educator will help children trace their
body outline on butchers paper.
- Children will then paint their body
depending on the feelings and emotions
they are feeling at that moment in time
or how they would like to feel.
- Supplies: Paint (red, yellow, pink, green, discussed in the book.
blue and black), paint brushes, butchers
paper, permanent marker (for outlining). Red= Anger
https://www.pinterest.com.au/pin/46893 Green= Calm
7379953363188/
Centre Plan Four Centre: Hidden Colours
Explicit / Intentional Teaching: Materials: food coloring, baking soda,
Learning Outcomes: 1 & 3 vinegar, squirt bottle or pipets, cupcake tin
and storage tub.
Mat session:
Gather children to the mat.
- Put a drop of food dye in each cup of the
Read children's literature “The Colour muffin tin and then a teaspoon of baking
soda over it to hide the colouring.
Monster” By Anna Llenas
- Children then use the squirt bottles or
Introduction: pipets to put vinegar on to the baking
soda to reveal the colour.
Discuss what colours and emotions were
Yellow= Happiness https://www.pinterest.com.au/pin/415527503110
349189/
Blue= Sadness
Black= Fear
Pink= Love
Discuss the importance of knowing how
we feel and expressing how we feel.
Introduce activities and how they are all
about expressing how we feel through
colour. Children are able to freely pick the
colours they want to use in painting
activities and to discuss with others what
each of the colours represent.

Centre: Rainbow Collage
- As a whole class children will have the saw in the activities.
opportunity to help decorate the rainbow Yellow= Happiness
collage.
- Specific materials will be chosen
depending on colours needed.
- Paint, paper, pompoms, etc.
- Colours needed are red, yellow, pink,
green, blue and black.
- This is to go on with the theme of
recognising our emotions.
https://www.pinterest.com.au/pin/5873679
76386388817/
Conclusion:
Discuss what colours and emotions they
Blue= Sadness
Red= Anger
Green= Calm
Black= Fear
Pink= Love
Discuss the importance of knowing how
we feel and expressing how we feel.
Discuss how they knew what colours they
wanted to use in painting activities and
what each of the colours represent.
Centre: Name the feeling sensory
table
- This sensory table would be filled with
the colours from the literature.
- There will also be little monsters that are
the colour of each emotion (red, yellow,
pink, green, blue and black).
- Children will sort each emotion into the
jars (like in the book) and explore the
different colour emotions.
(The link and picture is an example of how you
would set it out)
https://www.pinterest.com.au/pin/438467713722
208745/
Centre: Marble Painting
- Supplies- boxes, paper, paint(red,
yellow, pink, green, blue and black)
spoons and marbles.
- Children will place a piece of paper into
the box.
- They will scoop paint with a spoon and
place blobs of paint on the page.
- Then they will add the marbles and
move the box from side to side, to move
the marbles around and spread colour.
https://www.pinterest.com.au/pin/314548973724
56980/
Objective/s:
- Able to recognise how they feel.
- Able to represent their emotions in
colour representatives.
Centre: Cosy Corner
- This centre is to help children calm,
refocus, relax and is aimed to meet
children’s emotional needs.
- Tent/ Tepee set up.
- Calming colours, sounds, furniture and
sensory toys and comforters will be
provided.
- Children’s literature will be based on
colour, light and sight.
- The child can remain in the tent until
ready to re-join the class and activities.
https://www.pinterest.com.au/pin/5714646402
09124896/
 Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

What:

- Ability to participate in activities and contribute to conversations about our emotions.

- Able to choose a colour to represent how they are feeling.
How:

- Anecdotal Checklist
- Observations
- Photos
- Work samples

Highlight one or two outcomes specifically connected to your objective/s.