Centre:

Three Little Pigs Exploration Explicit / Intentional Teaching: Chemical science- Centre: Bend it, Stretch it
• At this centre there will be, the three little pig Materials • At this centre there will be pipe cleaners and
book, toy pigs, straw, miniature bricks and Mat session: Read to the Students the Three Little Pigs stretch lizard toys.
sticks Introduction: • Children explore how objects can be bent, and
• Children are encouraged to explore with each • Have an open discussion with the children about stretched, exploring the physical properties of
of the materials, either by building a house what the three different houses were made out each material.
made from the materials and testing its of. • Encourage students to explore how the materials
structural properties, or just feeling each • On the board write all the adjectives to describe can be bent and stretched hypothesizing reasons
material looking at the weight, strength, each of the houses. Asking the children to and other materials they could bend or stretch.
texture and flexibility. describe what it feels like and looks like.
• Introduce briefly each of the centres for the
children to explore.
Centre: Sensory Playdough Conclusion: Centre: Sensory Walk
• Students will explore the texture of • Read to the students the Three Little Pigs book • Children walk with bare feet over mats that are
playdough. again. made of different materials, noticing how each
• There will also be containers of different • Have three miniature houses made from straw, material feels different
materials such as rice, sequins, shaving stick and Lego. Get a hand held fan and try and on their feet.
cream, food dye, spices and lentils. ‘blow’ down the houses. • Asking the children to
• Focus is to • Using the children’s new knowledge from their describe the feeling and
explore how exploration at the centres guess what material properties of each mat
adding will stay standing and which ones will blow down, • Mats are able to be
different providing reasoning describing the materials. moved, therefore an
materials extension activity would
changes the be ordering the mats, for
property of example order the mats
the from hardest to softest.
playdough


Centre: The addition of water- Ice cube tray Objectives:
experiment • Explore the structural properties of a variety of
• At the centre there will be an ice cube tray materials.
filled with different materials, such as; cotton • Understand that materials have different
wool ball, dye, rock, flower, shell or other properties, such as colour, strength, texture,
small materials. smell, hardness and flexibility.
• Children will use a
water droplet to add
water into each cube
to explore how
materials change with
the addition of water.
• This also links to the
upcoming lesson
activities exploring
liquids.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
Three little Pig centre and Sensory Walk
• Children explore the properties of different materials through their feet, making connections to previous experiences on the walk. Recording by taking
pictures of the children on the sensory walk, writing down words they used to describe some of the materials.
• Understand that materials have different properties, such as colour, strength, texture, smell, hardness and flexibility, through exploration at the three little
pig centre. Assessing by recording observations and assumptions the children have when exploring the three materials. They can detail the strongest material
and the weakest with reason.
Centre Observation Adjectives Used Image

Sensory Walk


Three Little Pig



 OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective
strong sense of identity with and contribute to their world have a strong sense learners communicators
Children feel safe, secure, and Children develop a sense of belonging to of well being Children develop dispositions for learning such as Children interact verbally and non-verbally
supported groups and communities and an Children become curiosity, cooperation, confidence, creativity, with others for a range of purposes
Children develop their emerging understanding of the strong in their social commitment, enthusiasm, persistence, imagination and Children engage with a range of texts and gain
autonomy, inter-dependence, reciprocal rights and responsibilities and emotional reflexivity meaning from these texts
resilience and sense of agency necessary for active community wellbeing Children develop a range of skills and processes such as
participation problem solving, enquiry, experimentation,

Children become aware of fairness 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

Centre: Chocolate fountain Explicit / Intentional Teaching: Matter- Solid and Centre: Melting Ice
liquids
• This station will be very • At this station there will be varying ice sizes and
exciting for children it will Mat session: Watch the opening credits for The movie shapes, salt and colour water with droplets.
require having an adult at the Charlie and the Chocolate Factory. • Children will be able to experiment with
station with a limit on how https://www.youtube.com/watch?v=FX0acTVqgvE sprinkling ice over an area and adding the
many children can be there coloured liquid.
• At the station children will be Introduction: • The focus on this station is that children can
exposed to looking at solid understand the states of matter of solid and
• Whilst the video is playing allow for the children to
chocolate talking about how liquid and how they
get excited and talk about their ideas stemming
it feels and looks like. Talk to the children react together. The Salt
from the following questions;
about how it is hard, keeps it shape and is at a lowers the melting
o Do you know what that is? (cocoa beans and
cool temperature. point, creating textures
cocoa powder) its chocolate.
• Then ask the children to put a piece of and channels and the
o What is happening to the chocolate now
chocolate into the already going fountain colour makes the
(the chocolate is runny, its melted, its
talking about how the properties have change more visible for
covering the biscuits).
changed to a liquid, doesn’t hold a particular the children and more
o What will happen now to the chocolate once
shape, warm and soft. appealing.
its melted over the biscuits? (It will get hard,
• Then ask to dip a cold strawberry in the
firm, cold) give examples like Tim Tams etc.
fountain and watch it as it cools can put in
• Explain to the children the centres for them to
freezer to help, talk about the properties
explore.
again.
Centre: Making Jelly Conclusion: Centre: Oobleck
play
• Children will participate in making jelly, talking • Bring the children back to the mat.
to the children about how the jelly looks • Have a discussion about the differences between • At this centre,
before its chilled as being a liquid. Then the solid and liquid objects, writing the finding on children are
comparing to how it looks when it is set. the board. able to explore
• Key ideas is how the jelly as a liquid will fill up and play with
a shape/ container whilst a set solid jelly will
oobleck.
hold the shape outside of the container.
• Oobleck is made with water and corn flour,
it holds the shape of a liquid but when
played with it will hold the shape of a solid.
• The focus is to show the differences in
structural properties of solids and liquids.
Centre: Water play- floating and sinking Objective/s:

• Children will be able to experience the Children are able to detail the difference between a
properties of a solid and liquids. They can see solid and a liquid, providing examples of both a solid
how they work together. and a liquid
• Having cups and funnels will show how a liquid
holds it shape.
• Having solid toys will
help children to learn
through their senses.

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

Children are able to detail the difference between a solid and a liquid, providing examples of both a solid and a liquid
Name Able to state what a solid and a liquid is Able to provide an example of a solid and
liquid




OUTCOME 1: Children have a strong OUTCOME 2: Children are OUTCOME 3: Children OUTCOME 4: Children are confident and involved learners OUTCOME 5: Children are effective
sense of identity connected with and have a strong sense of communicators
contribute to their world well being Children develop dispositions for learning such as curiosity,
Children feel safe, secure, and cooperation, confidence, creativity, commitment, enthusiasm, Children interact verbally and non-
supported Children become aware of Children become strong persistence, imagination and reflexivity verbally with others for a range of
fairness in their social and purposes
Children learn to interact in relation to emotional wellbeing Children develop a range of skills and processes such as problem
others with care, empathy and respect solving, enquiry, experimentation, hypothesising, researching and
investigating

Children resource their own learning through connecting with
people, place, technologies and natural and processed materials

Centre: Bubble Explicit / Intentional Teaching: Matter- Liquid and Centre: Lava Lamps
snake gasses
• At this centre, children will engage in making a
• At this centre, Mat session: Read to the students the book Bubble chemical reaction they explore the properties of
children will Trouble by Margaret Mahy gasses and how they move around freely
make their own Introduction: • In a bottle add oil, water and a few drops of
bubble snake. coloured dye. Then put a Alka seltzer tablet into
• What they will • Discuss with the students what they know about the water to make bubbles. The bubbles stick to
need is a plastic container each that has the bubbles or any features of bubbles, such as the coloured water to help them float.
bottom cut off, then provide students with a cloth o They start from a liquid solution • The focus is to show how gasses move around
and elastic bands. o They float. freely, spreading easily
o Can’t see the air inside them. •
• Help the students to attach the cloth and elastic During this activity student can hypothesize
band to the bottom of the bottle. • The talk to the students about the bubbles starting what will happen before adding in a tablet,
as a liquid from what they know from the previous adding in more tablets or more colouring.
• Then have soapy liquid for making bubbles, get
activities. • They can also
the children to dip the bottom of their bottle in
the liquid and then blow to create a bubble snake. • Then explain the idea of gasses; being air-like discuss what
substances that can move around, flow to fit a they see and
• Talking points include talking about how it starts
container, don't have a shape, if they get out a notice.
as a liquid and then adding air/gasses from their
container they spread very easily. Gases are all
mouths creates bubbles that are filled with
around us in the air that we breathe.
air/gasses that feel light.
• Explain the activity centres briefly.
Centre: Volcano Conclusion: Centre: Rainbow walking
water
• At this centre, children • The educator will re- read the Bubble Trouble book.
will make a volcano using • At this centre the
a bottle or a container, • Then will have a brief discussion on what they
focus is on liquids, and
red dye, bi-carb soda, learnt about bubble and where they saw bubbles at
how they fill up space
vinegar, water and dish the centres, describing the features. As well as in a container.
soap. discussing if there is anything else the children • Have 2 cups filled with 2 different primary
• Adding in all the ingredients with the bi- carb soda would like to know or learn about gasses for future colours, place a paper towel in each cup folding
being the last to add. experimentation. over into an empty cup in the middle.
• Once added discuss with the students what • Over time the water from each cup will move to
chemical reaction took place and what substance the centre cup, changing the colour as the 2
did the liquids turn into. Identifying its features. primary colours mix.

Centre: Bubble station Objective/s:

• At the station there will be tubs filled with soapy Children understand the structure of a gas to move
water, bubble making wands and pipe cleaners for around freely, they don’t have a shape and can spread
children to construct their own wands. easily.
• The focus on the station is to show the structure
of a gas, how it moves freely, floats around and
spreads easily.
• They will also be able to explore the structure of a
liquid with the soapy water.
• Whilst exploring and playing at this centre the
educator will ask the children some questions for
recording (further explained in the assessment
and recording section).

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

Assessment and recording will be done at the bubble snake and bubble station centres, through observations and asking questions informally. Tick for yes, Dot for no
adding written observations.

Name Understands a gas moves freely Understands a gas doesn’t have a shape Understands a gas is an air like substance that
spreads easily (Extended)




OUTCOME 1: Children have a OUTCOME 2: Children are OUTCOME 3: Children OUTCOME 4: Children are confident and involved learners OUTCOME 5: Children are effective
strong sense of identity connected with and contribute have a strong sense of communicators
to their world well being Children develop dispositions for learning such as curiosity, cooperation,
Children feel safe, secure, confidence, creativity, commitment, enthusiasm, persistence, imagination and Children interact verbally and non-verbally with
and supported Children become aware of Children become reflexivity others for a range of purposes
fairness strong in their social
and emotional Children develop a range of skills and processes such as problem solving, enquiry, Children engage with a range of texts and gain
wellbeing experimentation, hypothesising, researching and investigating meaning from these texts

Children transfer and adapt what they have learned from one context to another


Centre: Exploring Explicit / Intentional Teaching: Matter- solid, liquid Centre: Rainbow lemon eruption
balloons and gas.
• At this centre there will be a tray lined with bi-
• At this station there Mat session: Watch the balloon scene from Up carb soda, colour water droplets and lemon
will be balloons, https://www.youtube.com/watch?v=LBqE6KdqJ20 juice.
some filled with Introduction: • Children will add
water, frozen liquid, colour droplets on
air and helium. • Whilst watching the YouTube clip let the children top of the bi- carb
discuss what they see asking questions during it so soda first noticing
• Children are encourage to explore all the
guide their learning and thinking such as the liquid.
properties of matter in an hands on way
o How is the house floating? • Then they drop
experiencing and noticing the differences each
o What is filled in the balloons that we know lemon juice on top noticing the chemical
state of matter has.
from the last activities (Gas) reaction of the lemon juice on the bi- carb how

o Do you know what that gas is called? it forms bubbles and the colour mixes, making
Helium, can you try saying Helium? the reaction more visible and engaging for the
o What do you know about gases? (moves children.
freely, doesn’t have a particular shape, fills
an area).
• Explain the children the different activities.
Centre: Dancing raisins Conclusion: Centre: Exploding baggies

• At this centre there • To conclude the lesson, the children will be drawn • At this centre, students explore the chemical
will be bottles filled back to the exploring balloons centre after they reaction of bi- carb soda and vinegar and how
with tap water, have had time to explore each balloon. the gas that it creates fills up the area and
soda water and • As a group discuss each of the findings the children explodes the bag.
lemonade. As well learnt about each state of matter. • They will first pour some vinegar into a bad
as some raisins. • Then safely and if all children are comfortable to adding food dye, then
• Children will put in a few raisins in each and do this pop each of the balloons to see what using a peg to clip the
watch as they move up and down from the exactly was inside. Reassuring their findings or middle of the bag, then
bubbles (gas). helping understand more about it. add bi carb soda to the
• Children can engage in hypothesising what they top half of the bag and
think may happen to each liquid, mixing liquids, seal it shut.
 adding lots of raisins. Giving them the sense of • Remove the peg and watch the bi-carb soda mix
agency to create their own learning. with the vinegar as it explodes.

Centre: Melting ice (from activity planner 2) Objective/s:

• At this station there will be varying ice sizes and Children will have established that there are three
shapes, salt and colour water with droplets. different states of matter and understand some key
• Children will be able to experiment with features or examples of each.
sprinkling ice over an area and adding the
coloured liquid.
• The focus on this station is that children can
understand the states of matter of solid and
liquid and how the react together. The Salt
lowers the melting point, creating textures and
channels and the colour makes the change more
visible for the children and more appealing.

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

Provide an example or explanation or both for each state of matter, writing down the responses or indicating with a tick for achieved or a dot more working towards.

Name Solid Liquid Gas Comments

OUTCOME 1: Children OUTCOME 2: Children are connected with OUTCOME 3: Children OUTCOME 4: Children are confident and involved learners OUTCOME 5: Children are effective
have a strong sense of and contribute to their world have a strong sense of communicators
identity well being Children develop dispositions for learning such as curiosity,
Children develop a sense of belonging to cooperation, confidence, creativity, commitment, enthusiasm, Children interact verbally and non-
Children feel safe, groups and communities and an Children become persistence, imagination and reflexivity verbally with others for a range of
secure, and supported understanding of the strong in their social purposes
reciprocal rights and responsibilities necessary and emotional Children develop a range of skills and processes such as problem
Children learn to for active community participation wellbeing solving, enquiry, experimentation, hypothesising, researching and Children engage with a range of texts
interact in relation to investigating and gain meaning from these texts
others with care, Children become aware of fairness
empathy and respect Children transfer and adapt what they have learned from one
context to