Centre: Shaving Cream Painting Explicit / Intentional Teaching: Centre: Bubbles Painting

Materials: Materials:
• Shaving foam (white) Mat session: • Detergent
• Paint (yellow, blue, red, green etc) • Food colouring
• Paintbrushes
Introduction: • Water
• A4 or A3 paper • Containers
Will signal children to come and sit on the mat to watch
• Trays • Straws
Applying primary colours of non-toxic paint into a short YouTube clip on the IWB. I will introduce an • Plain paper (A4 or A3)

separate bowls of shaving cream so children can see the
colours. Children will use their fingers or a paint brush to
mix the colours however they like and when they are
finished, will apply a blank paper on top to get their
prints.
https://www.pinterest.com.au/pin/863143084818072760/
experiment called ‘magic milk’. When watching the video Children will have their own straws to blow into the
there will be a pause on each step so children can be container where edicol or food dye, water and detergent
familiar or try to understand what is happening. will be prepared for children. Children will them blow
Throughout the pause there will be questions asked to into container using their own straws to make coloured
children. bubbles.
- Who can tell me what is going to happen to the
milk?
- What colours are in the milk>
- Are they going to do the magic trick now?
- What is going to happen to the colours?
https://www.youtube.com/watch?v=Bq1_fVcji4g
https://www.pinterest.com.au/pin/513762269986029774/visual-
When children have watched the video. Show finished search/?cropSource=6&h=564&w=445&x=15&y=18

product of each different stations that they will be part

taking in, so children are able to see what the activity
consist of.
Children will be dismissed from the mat by instructing
them to go to an activity.
Conclusion: How would you wrap up session?
When lesson is done, will get children to help pack away
and then sit on mat to get ready for a story. Will read the
book ‘The Colour of his own’ by Leo Lionni.
Ask children:
Centre: Edicol dye Blowing - What type of colours did the Lizard have on it’s Centre: Magic Milk
Materials: Materials:
• Edicol dye/water
body? • Milk
• Containers Children will be dismissed to next part of their day. • Food colouring
• Straws • Detergent
 • Paper (A4 or A3) Objective/s: • Cotton buds
• Plastic tub (or on table) • Paper or plastic bowls
This can be set as an individual or group activity. Children - Children will be able to experiment colour This can be individual or partnered guided by a teacher or
will be able to use dropper to distribute coloured edicol through different mediums. EA. The educator will place a layer of milk in the bowl
dye onto paper. They will then use their own individual - Children will work on naming the colours that and have children add drops of food colouring onto
straws and blow the colours around onto the paper. they encounter and unknown to them. milk. With cotton bud tips dipped in detergent, place
Children will begin to see the colours make their own detergent end into milk bowl and colours will spread.
shapes and or pictures when they blow. Children will be able to use their fingers as well.

https://www.pinterest.com.au/pin/122512052350309722/visual-search/

https://funlearningforkids.com/magic-milk-science-experiment-
kids/?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_smartloop&utm_content=smartloop&utm_term=510976

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
Observation- see if children are able to name colours during their activity. This will tell if students know their primary colours and to see if any students know any
secondary colours.
Checklist- Check if children are able to use describing words to help doing the activity.

Outcome 1: Children have a strong sense Outcome 2: Children are connected
of identity with and contribute to their world
Children feel safe, secure, and supported Children develop a sense of belonging to groups and
Children develop their emerging autonomy, inter-dependence, communities and an understanding of the reciprocal rights
resilience and sense of agency and responsibilities necessary
Children develop knowledgeable and confident self-identities. for active community participation
Children, learn to interact in relation to others with care, empathy and Children respond to diversity with respect
respect Children become aware of fairness
Children become socially responsible and show respect
for the environment
Outcome 3: Children have a strong
sense of wellbeing
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, inquiry, 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
Centre: Sensory Balloon balls Explicit / Intentional Teaching: Centre: Flat marbles on light box
Materials: Materials:
• Coloured balloons Mat session: • Light box
• Marbles, pasta, sand, slime, rice, playdough and flour. • Flat coloured marbles (gemstones)
Using different sensory opportunities will help children Introduction: Using a range of coloured flat marbles on light box
explore what objects may be in the balloons. This will Will get students to make a circle singing the song “make children can see the colour come through from the light.
help with their fine motor skills, hand eye co-ordination a circle”. When children have made their circle, they will This gives children a different view of seeing colour and
and creative thinking. be asked to sit down. Once they are seated, the story how colour can be transparent when using light coming
‘Brown Bear, Brown bear what do you see? As it’s a book from beneath. They will be able to move marble around
that shows different coloured animal in different texture. to make pictures, shapes and letters.
This will show in the activities that it will relate to sensory
play with multiple materials both man made and natural.
Once book is finished, teacher will allocate students to
https://littlebinsforlittlehands.com/simple-make-texture-balloons-tactile- different activities, so they have a starting point. They
sensory-play/ will then be able to freely explore and investigate the
activities.
Conclusion: How would you wrap up session?
Teacher will ring chime bell to get children’s attention.
Children will then help educators pack away. When https://www.pinterest.com.au/pin/31454897382070241/
packing away is complete, children will be asked to sit
back on the mat. Teacher will show photos of what
children did during activities so they are able to have
discussions on what happened during their discovery.
Centre: Ice Play Centre: Marble painting
Materials: Material:
• Animal figurines • Marbles (range of sizes)
• Water, plastic bowel, metal bowel • Paint (range of colours)
 • Salt Objective/s: • Paper (A4 or A3)
• Tweezers, In a container there will be a plain paper at the base.
Prepared ice blocks will be placed in water tubs. The ice - Children will be able to discover multiple skills Using a spoon, spots of colours will be placed onto paper.
will contain different coloured animals so children can when using different sensory elements. Colours can be chosen by the children. The assistant will
see what’s inside. Multiple objects will accompany - Children will be able to identify their play add marbles into the container and the child will have to
children to help melt, break scrape the ice to get to through hands on materials. direct the marbles and create an art piece.
objects.

https://www.pinterest.com.au/pin/430656783122012314/visual-
search/?cropSource=6&h=509&w=402&x=16&y=273

https://www.pinterest.com.au/pin/546202261039761625/

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
Assessment- Have one on one discussions with each child during the process of their activities. This will tell us what children can tell us verbally and
non-verbally.
Recording- Checklist with children’s explanation on their activity. This can be transformed into their portfolio’s accompanied by pictures.

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
wellbeing
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, inquiry, 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
Centre: Sight tray Explicit / Intentional Teaching: Centre: Coloured Rice Sensory Tub
Materials: Materials:
• Binoculars Mat session/Introduction: • Rice
• Magnifying glass • Food Colouring
Question children- “What is your favourite colour?
• Eye patch
• Tray “What colours do you know?” • Container (deep)
• Leaves • Tongs, spoons, forks
Show children orange, red, blue and green crayons and explain
• Feathers Prepare dyed rice using food colouring to make red,
• Pom poms how they are all colours. One colour at a time, shade the
crayon onto a piece of paper on the board. Ask children
blue, green, yellow rice. Place in deep see-through
• Sticks
• Flowers questions relating to the colour: “What is the name for container with rice side by side. Children will then begin
Children will use binoculars, eye patches and magnifying this colour?”, “Where have you seen this colour?”. Explain how to use their hands and other objects available to help with
glasses to change their vision and explore their sense of we need light and our sense of sight to view the colour. The discovery through sensory play.
sight. They are to look at visual factors of objects such teacher will introduce the term primary colour to the children
as colour, texture and shape. Children will become aware and tell the children that red, blue and yellow are
of how their sight can be changed using different primary colours.
materials. The teacher will then explain all of the centres available for the
children to move into to experiment with colour, light and
sight.
https://gembelina.wordpress.com/2013/03/12/simple-coloured-rice-for-sensory-play/

Conclusion: How would you wrap up session?

Children will return to the mat and the teacher will read the children
the story called The Day the Crayons Quit by Drew Daywalt. The teacher
https://stayathomeeducator.com/three-activities-to-learn-about-the-sense-of-sight/ can then ask the children a series of questions:

• “What colours can you remember from the book?”

• “Can anyone see something in the room that is red?”
• “What colour is the sky outside?”
Centre: Edicol Dye Mixing Station • “What is your favourite colour?” Centre: Cellophane Windows:
Materials: • “Can anyone tell me a primary colour that was in the story?” Materials:
• Absorbent paper towels Children will then move into the next part of their day. • Different colours of cellophane cut into small pieces.
• Edicol dye • Clear contact.
• Blue tack
 • Newspaper Objective/s:
• Pipette Droppers Children will each have a piece of clear contact and a
-Use different materials to explore the science concept
• Containers (with water) container full of different coloured cellophane. Children
of colour, light and sight.
Teacher will have prepared paper towel on table. There can create their own cellophane windows by sticking the
will be a range of colours, (red, yellow, orange, green, -Identify a primary colour by its name (blue, red and different colours onto the contact and experiment with
blue, purple) of edicol dye and pipette dropper inside yellow). mixing colours. When the sun hits their completed
containers. Children will then use the droppers to help cellophane windows, children will be able to notice how
distribute colours onto paper towel as they begin to the light reflects colour onto different surfaces.
witness colours combining together.

http://www.pinkstripeysocks.com/2013/07/contact-paper-and-cellophane-stained.html
https://www.pinterest.com.au/pin/87609155226737385/visual-search/?cropSource=1&h=521&w=402&x=0&y=1

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; blue, red and yellow. The teacher will be assessing the achievements 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 for a
Children develop dispositions for learning such as curiosity, range of purposes
cooperation, confidence, creativity, commitment, enthusiasm,
Children engage with a range of texts and gain meaning from
persistence, imagination and reflexivity
these texts
Children develop a range of skills and processes such as
Children express ideas and make meaning using a range of
problem solving, enquiry, experimentation, hypothesising,
media
researching and investigating
Children begin to understand how symbols and pattern systems
Children transfer and adapt what they have learned from one
work.
context to another
Children use information and communication technologies to
Children resource their own learning through connecting with
access information, investigate ideas and represent their
people, place, technologies and natural and processed materials
thinking
Centre: Popsicle Frames
Materials:
• Popsicle sticks (plain)
• Cellophane paper.
• Clear pouches (laminate sheets)
• Natural resources
• Glue
This activity will be assisted by the EA. Children will be
able to make their own popsicle frames using natural
and processed materials. They will be able to see the
reflection and the insides of the object they choose to
place inside.
https://www.pinterest.com.au/pin/311100286759553107/
Explicit / Intentional Teaching: Centre: Investigation Table
Materials:
Mat session: • Natural resources
• Tuff tray
Introduction: • Magnifying glasses (big and small)
There will be a story ‘Brown bear brown bear what do you This investigation table will be designed by the
children. With all the natural materials they have
see?’ read to the students while they are sitting on the mat.
collected, they will be able to use the magnifying
This story will show the different textures on the animals as
glasses and light box to see the materials in a
the activities will focus on sensory play, natural resources and
different perspective.
hand on materials.
When finished reading the book to the students, they will be
asked to go outside to collect different natural resources and
place them in a deep long container. Before they go out, they
get their hats and magnifying glass from the EA who will be
waiting at the door. This will help children engage and
become active in this part of the lesson. The magnifying
glasses will help children find, discover and collect the natural
materials that could be related to the book.
(These activities will be set up for children outside)
https://www.pinterest.com.au/pin/115615915411715739/visual-
Conclusion: How would you wrap up session? search/
Teacher will ring the bell to get children’s attention. Children
will help educators pack away, wash their hands and sit back
on the mat.
Teacher will ask questions:
Centre: DIY Kaleidoscope
Materials:
• Pringles can or cardboard tubes.
• Mirror paper, glue.
• See through beads, glitter, stones etc.
• Transparent paper (clear)
This activity will allow children to discover light and
reflection using multiple materials that they choose.
Children will get to see things through their own
kaleidoscope that they make and see their creation
using different shades of light in and around their
classroom.
- What did you find interesting today?
- Did you get to play with everything?
- What was your favourite activity?
- What did you see?
Wait for children to answer.
Dismiss students to next part of their day.
Objective/s:
- Children will be able to investigate and explore
different natural materials and make meaning with
them.
Centre: Small World Play
Materials:
• Animal figurines
• Natural resources; rocks, beads, nuts, shells\ etc.
• Playdough, sand
This small world play will influence children to be
creative and engage in social interaction with their
peers. Children will be able to make their own small
world as they begin to place different objects onto
the sand or playdough base.

https://www.pinterest.com.au/pin/399201954464933066/visual-
https://www.pinterest.com.au/pin/308355905737480883/ search/?cropSource=6&h=459&w=530&x=16&y=16

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
Assessment: Observe how children are able to make connections with the materials and to see if they are able to identify and make connections with them.
Recording: Taking photos of children while they are exploring and writing what they say about it. This will be placed on the notice boards and into their portfolio.
Outcome 1: Children have a strong sense Outcome 2: Children are
of identity connected with and contribute to
Children feel safe, secure, and supported their world
Children develop their emerging autonomy, inter-dependence,
Children develop a sense of belonging to groups and
resilience and sense of agency
communities and an understanding of the reciprocal rights
Children develop knowledgeable and confident self-identities.
and responsibilities necessary
Children, learn to interact in relation to others with care, empathy and
for active community participation
respect
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 Outcome 4: Children are confident and Outcome 5: Children are effective
strong sense of wellbeing involved learners communicators
Children develop dispositions for learning such as
Children become strong in their social and emotional
curiosity, cooperation, confidence, creativity,
Children interact verbally and non-verbally with others for a range
wellbeing of purposes
commitment, enthusiasm, persistence, imagination
Children take increasing responsibility for their own Children engage with a range of texts and gain meaning from these
and reflexivity
health and physical wellbeing texts
Children develop a range of skills and processes such as
Children express ideas and make meaning using a range of media
problem solving, inquiry, experimentation, hypothesising,
Children begin to understand how symbols and pattern systems
researching and investigating
work
Children transfer and adapt what they have learned from
Children use information and communication technologies to access
one context to another
information, investigate ideas and represent their thinking
Children resource their own learning through connecting
with people, place, technologies and natural and
processed materials.