Centre 1: Sensory sink and float Explicit / Intentional Teaching: Centre 4: Making nature

Materials Mat session: boats

o Tub Introduction: Materials
o Water o To begin the lesson the teacher will show children a o Natural materials such as leaves,
o Natural materials – sticks, leaves, video on sinking and floating - sticks, flowers, stones, grass,
stones, flowers, shells etc https://www.youtube.com/watch?v=KmoFS2WYIzA bark, gumnuts
o Glass stones (will watch until 5:30) o Scissors
o Dried oranges or lemons o After this the teacher can ask children questions o Glue
o Herbs and scented flowers such as o Tape
o Essential oils  Can you think of any other items that might o String
o Food colouring sink? o Tub
 Can you think of any other items that might o Water
float?
Explanation
 How do we know if something will sink or Explanation
(The teacher can put food colouring or essential oils
into the water to make it more of a sensory float? Children can collect natural materials
experience) from outside and then make their own
Children can drop boat using these natural materials. Once
different items into finished they can place their boat in the
the water and tub of water to see if it floats or sinks.
experiment with what
sinks and what floats

https://stayathom http://www.landar
eeducator.com/sin tforkids.com/secti
k-or-float-water- on346097.html
sensory-bin/
Centre 2: Marshmallow sink and Conclusion: Centre 5: ‘Quicksand’ sink
o Children will return to the mat and the teacher
float or float
can ask questions such as
Martials Materials
 What items did you find that floated or
o Jar o Oobleck – made from water and
sank?
o Marshmallows corn-starch
o Water  Did your boats float or sink and why do o Jar
Explanation you think that is? o Objects such as marble, coin,
Children will drop in a marshmallow and it will  How did you make the marshmallow milk cap etc
float but then can they try squishing it, rolling it sink? o Yellow food colouring to make it
into a ball, flattening it or making it smaller to o The class could also watch more of the video appear more like sand
see if they can make it sink from the introduction Explanation
Children can drop objects into the
‘quicksand’ (oobleck) and watch to
see if they disappear and sink or float
on top
https://lalymom.c
om/science-
projects-for-kids-
easy-quicksand-
density-
experiments/?
https://www.stevespanglerscience.com/2013/01/11/densit utm_medium=soci
y-in-action-can-you-sink-a-marshmallow/ al&utm_source=pi
nterest&utm_cam
paign=tailwind_tri
bes&utm_content
=tribes&utm_term
=760196226_3117
6798_569
Centre 3: Dancing Grapes Objective/s: Centre 6: Lava lamps
Materials 1. Children will find a way to make the Materials
o Jar o Vegetable oil
Grapes
marshmallow sink
o o Water
o Seltzer water 2. Children will explain what made they o Jar
Explanation think made their boat sink or float o Food colouring
Pour the seltzer water into the jar and then
drop the grapes in and the grapes will begin to
3. Children will predict what the grapes o Seltzer tablets
will do when dropped into the bubbly Explanation
bob up and down as if sinking to the bottom
The teacher can mix water with
and floating back up to the top. seltzer water
different food colourings to make the
coloured water. They can then fill a
separate jar about ¾ full of vegetable
oil. Pour in the coloured water and
children can drop in the seltzer
tablets which will create the lava
lamp effect

https://www.raisingdragons.com/dancing-grapes-age-3-99/

https://funlearningforkids.com/super-cool-lava-
lamp-experiment/
 Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
1. Assessing children ability to problem solve and find a way to make the marshmallow sink – teacher will take anecdotal notes and
photos
2. Assessing children ability to describe / explain what made they boat sink or float – teacher will take anecdotal notes
3. Assessing children’s ability to predict what the grapes will do – teacher will take anecdotal notes
Highlight one or two outcomes specifically connected to your objective/s.
Children have a strong sense of Children care connected with and Children have strong sense of wellbeing Children confident and involved learners Children are effective
identity contribute to their world 3.1 children become strong in their social, 4.1 Children develop dispositions for communicators
1.1 children feel safe, secure and 2.1 Children develop a sense if emotional and spiritual wellbeing learning such as curiosity, cooperation, 5.1 Children interact verbally and
supported. belonging to groups and 3.2 children take increasing responsibility confidence, creativity, commitment, non-verbally with others for a
1.2 children develop their emerging communities and an for their own health and physical enthusiasm, persistence, imagination range of purposes
autonomy, inter-dependence, understanding of reciprocal rights wellbeing and reflexivity 5.2 Children engage with a range of
resilience and sense of agency. and responsibilities necessary for 4.2 Children develop a range of skills and texts and gain meaning from
1.3 Children develop knowledgeable active civil participation processes such as problem solving, these texts
and confident self-identities 2.2 children respond to diversity with enquiry, experimentation, 5.3 Children express ideas and make
1.4 Children learn to interact in respect hypothesising, researching and meaning using a range of media
relations to others with care, 2.3 children become aware of fairness investigating 5.4 Children begin to understand
empathy and respect 2.4 children become socially 4.3 Children transfer and adapt what they how symbols and pattern
responsible and show respect for have learned from one context to systems work
their environment another 5.5 Children use information and
4.4 Children resource their own learning communication technologies to
through connecting with people, place, access information, investigate
technologies and natural and ideas and represent their
processed materials thinking