Activity Planners

&
Developmental domain-based Concept Map

EDUC3025

Science in Early Childhood

(Assessment three)

Cassie Gibson- 32003689

(
Presentation Date: 16th of March, 2021

Activity Planner Due Date: 23rd of March, 2021

Science content: light, colour and sight.

 DEVELOPMENTAL DOMAIN CONCEPT MAP

PHYSICAL: Fine Motor CREATIVE / AESTHETIC PHYSICAL: Gross Motor

• Finger painting • Large sheets of coloured fabrics to create cubby houses. Children use torches • Paper plates (coloured) stepping stones
• Sorting colour pom poms into colour groups with tongs to see inside • Flash light scavenger hunt
• Hole punch colour card and stick onto paper to make a picture • Pot and pan music • Throwing colour bean bags into the same colour buckets
• Using pipettes to mix coloured water • Light room • Nature walk- see the colours in the natural world
• Coloured play dough • Planetarium • Moving through a string maze (with eyes closed and then
• Tracing different lines with colour counters • Painting with colour ice eyes open)
• Q-tip painting • Coloured toast • Hide and seek
• Threading colour beads onto pipe cleaners
• Colour dress up day • Balance on colour lines
• Threading pipe cleaner into a colander
• Race with straws and pom poms: children blow through
• Coloured pasta necklaces
straws to move their pom poms.
• Posting coloured plastic lids into a box with the corresponding
• Ten pin bowling with bottles filled with coloured water
colour
• Whisking coloured soap together
• Painting with trucks on the outside pavement - (paint is on
• Building with colour cups
the truck’s wheels)
• Playing with colour water balloons
•
•
Tape resist paintings
Tearing and sticking collage
Concept: Light, colour and sight • Parachute play
• Stained glass art Term: 2 Weeks: 1-4 (one planner per week) • Balloon tennis
• Shadow and torches • Yoga
• Salt trays PERSONAL / SOCIAL / EMOTIONAL • Ribbon dancing
• Mystery objects • Soccer with coloured pool noodles as obstacle course
• Being indulged with children’s literature
• Oobleck • Shadow drawing
• • Songs- ‘Colours Everywhere - Kids Song’ by Bounce Patrol on YouTube
Squishy bag experiment • Foot painting
• Light table play • Shadow puppet shows
• Gardening: colours in the garden and how plants need light to grow SPIRITUAL / MORAL
• Drawing with colours • Yoga
COGNITIVE / LANGUAGE • Mediation
• Colour matching game
• Objects used to see - matching game • Hand painting
• Create a verbal story about a coloured pom pom
• Rainbow kindness craft • Colour slime
• Baking coloured savoury muffins
• Class pet • Loose parts collage
• Constructing with coloured blocks
• Sensory bottles • Gardening
• Dressing up with large sheets of coloured fabrics
• Colour light shows • Colouring in sheets
• Being indulged with children’s literature
• CD mobiles • Nature walk
• Coloured rice play
• Colours around us • Being indulged with children’s literature
• Using our sight
• Family days in the centre
Centre: Fine Motor skills
Stained glass art: Children will cut colour
cellophane into smaller pieces. The children
will stick the colour cellophane onto contact
with a paper frame. (The educator will then
seal the cellophane with another sheet of
contact on top). The artwork will be displayed
on the glass windows (children height) for the
light and colours to shine on the walls. Here
the children can explore different colours and
use the sun as a source of light.
https://www.pinterest.com.au/
pin/46936021106218552/
Explicit / Intentional Teaching: Centre: Creative
Lightroom: The children will enter a dark
Mat session/introduction: space within the centre, e.g., a storeroom. In
The educator will read "The Black Rabbit" by the darkroom, there will be a range of different
Philippa Leathers. light sources. Here the children will be able to
explore the shadows and various light sources.
Explicit/ Intentional Teaching: Example:
Briefly explain: Light is a type of energy, and
without the energy from the sun, there would • Torches
be no plants or animals on Earth's surface. • Lamp
The educator holds up everyday objects, then • Light table
models and uses think-aloud moments to • Transparent blocks
assess which objects are a light source and • Head torches
which are not. Then ask the children to share • Glow sticks
their input. Children are invited to come up to
the forward to explore an object to see if they
produce light. Examples of objects:
• Torch
• Lamp
• Hat
• Magnifying glass
• An image of a sun
• Pencil
Key questions throughout the activities:
• Where does light come from?
• Why do we need light?
Explain that all the activities from the learning
centres use some form of a light source. The
children go to the learning centres to explore
light.
Centre: Gross Motor skills
Shadow drawing: The children will create a
shadow on the pavement using the sun in the
outdoor area. The educator will draw around
the child's shadow with chalk. The child can
then paint with water or use chalk to colour in
their shadow. Here the children are exposed to
the sun being a light source, and it creates
shadows.
https://www.pinterest.com.
au/pin/3870349668079792/
https://www.pinterest.com.a
u/pin/147563325273030653/
Conclusion:
Ask children to orally define one form of a
light source. Then ask which light source they
enjoyed experimenting with.
As a class, the children suggest ideas of
objects that produce light. The educator will
scribe and create a class brainstorm.
Objective/s:
Children will:
1. Explore different light sources and
identify one form of a light source
verbally. (EYLF- 4.1)
2. Create one or more shadows using
light sources. (EYLF- 4.3)
Centre: Fine Motor skills
Shadows and Torches: Children will be
provided with pre-made torch extenders (DIY
by the educator). The educator will draw
different characters and shapes on the glad
wrap, then place the glad wrap over a
cardboard roll. The children will place torches
at the open end of the cardboard roll, and the
shapes drawn on the glad wrap will be
displayed on surfaces where the torch is
pointing. Here the children can play and
explore the different shadows made by the
cardboard rolls.
https://www.pinterest.com.au/
pin/379920918571335745/
 Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

- Photos will be taken during the activities to display the children's learning of light and different light sources. The photos and a
description of the learning taking place will be displayed in the class on a pin-up board for the parents/caregivers to view (objective 1 and
2).
- Anecdotal notes will be taken on sticky notes during the activities of the children's learning and in the developmental domains. The sticky
notes will then be placed on a development chart after the lesson has been completed. The notes will be used for planning future lessons
to extend and enable learning (objectives 1 and 2).

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

OUTCOME 1: Children have a strong
sense of identity
1.1 Children feel safe, secure, and
supported.
1.2 Children develop their emerging
autonomy, inter-dependence, resilience,
and sense of agency.
1.3 Children develop knowledgeable
and confident self-identities.
1.4 Children learn to interact in relation
to others with care, empathy, and
respect.
OUTCOME 2: Children are connected
with and contribute to their world
2.1 Children develop a sense of
belonging to groups and communities
and an understanding of the reciprocal
rights and responsibilities necessary for
active community participation.
2.2 Children respond to diversity with
respect.
2.3 Children become aware of fairness.
2.4 Children become socially
responsible and show respect for the
environment.
OUTCOME 3: Children have a strong
sense of well being
3.1 Children become strong in their
social and emotional wellbeing.
3.2 Children take increasing
responsibility for their own health and
physical wellbeing.
OUTCOME 4: Children are confident
and involved learners
4.1 Children develop dispositions for
learning such as curiosity, cooperation,
confidence, creativity, commitment,
enthusiasm, persistence, imagination,
and reflexivity.
4.2 Children develop a range of skills
and processes such as problem solving,
enquiry, experimentation,
hypothesising, researching, and
investigating.
4.3 Children transfer and adapt what
they have learned from one context to
another.
4.4 Children resource their own learning
through connecting with people, place,
technologies, and natural and
processed materials.
OUTCOME 5: Children are effective
communicators
5.1 Children interact verbally and non-
verbally with others for a range of
purposes.
5.2 Children engage with a range of
texts and gain meaning from these
texts.
5.3 Children express ideas and make
meaning using a range of media.
5.4 Children begin to understand how
symbols and pattern systems work.
5.5 Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking.
Centre: Cognitive
Using our sight: This centre will be set up
for children to explore objects related to sight.
Children can explore objects we use to see
with such as glasses, telescope, binoculars,
magnifying glass etc.
Explicit / Intentional Teaching: Centre: Fine Motor skills
Salt Trays: On the bottom of a tray are strips
Mat session/introduction: of coloured paper. The tray is full of white
The educator will have a variety of close-up salt. The children use their fingers to move/
images of different species eyes displayed on a draw in the salt to reveal each colour.
projector. The children will try and guess https://www.pinterest.
whose eyes they are. The educator will com.au/pin/91480054
scaffold and assist the children. 91453125/
Intentional Teaching:
The educators introduce sight, asking the
children what can we see when our eyes are
open. Then ask children to close their eyes and
ask what can we see now. Then the educator
blows bubbles in the outdoor environment.
The children have to sight the bubbles to pop
them. The children can then take turns to
blow bubbles for their peers. The bubbles will
show different colours in the sunlight. The
children can compare how they see bubbles
with their eyes open and with their eyes
closed.
Key questions throughout the activities:
• What colours do you see?
• How are you seeing them?
• Why do we need the sense of sight?
• How do you know what this object is
without seeing it?

Centre: Fine Motor skills
Mystery objects: In a box will be a collection
of mystery objects. Without looking, children
put their hands in the box to feel each object.
The children try to guess what the objects are.
Here, the children are using their senses apart
from sight, showing them how important the
role of sight plays in their lives.
https://www.pinterest.c
om.au/pin/1175862402
60210846/
• How can you see when your eyes are
closed?
Conclusion: Centre: Creative/ aesthetic
Children go on a nature walk in the natural Planetarium: Children will explore a DIY
environment with all the tools and accessories planetarium. In a large cardboard box, a sky
from the cognitive sight centre. Children can night light will shine on the roof to resemble
explore using glasses, telescope, binoculars, stars. The children can make star
magnifying glass etc. constellations on a nearby light table with
Here the children can experiment and explore straws and play dough. Here the children are
how the tools assist with seeing in the real exposed to the lights in the night sky.
world. The children can also close their eyes
and feel materials in the natural world, relying https://nineplanets.org
on the other sensors to guess what the object /guide/best-star-
is. projectors/
Objective/s:
Children will be able to: https://mumsgrapevine.co
m.au/2016/07/17-crafty-
1. Experiment with tools and accessories cubbies/
related to the human sense of sight
(EYLF- 2.2).
2. Explain the importance of sight
(EYLF- 4.4)
https://happilyevermo
m.com/preschool-
math/
 Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

- A checklist will be used to assess the children by observing their experimenting with sight tools and accessories and discussing what they
are doing. The educator will tick a box according to each child's achievement level, demonstrating the correct use of each sight tool and
accessories (objective 1).
- The checklist will be completed by the educator after the lesson has been completed. The educator will tick a box according to each
child's ability to verbally state the importance of sight (objective 2).

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

OUTCOME 1: Children have a strong
sense of identity
1.1 Children feel safe, secure, and
supported.
1.2 Children develop their emerging
autonomy, inter-dependence, resilience,
and sense of agency.
1.3 Children develop knowledgeable
and confident self-identities.
1.4 Children learn to interact in relation
to others with care, empathy, and
respect.
OUTCOME 2: Children are connected
with and contribute to their world
2.1 Children develop a sense of
belonging to groups and communities
and an understanding of the reciprocal
rights and responsibilities necessary for
active community participation.
2.2 Children respond to diversity with
respect.
2.3 Children become aware of fairness.
2.4 Children become socially
responsible and show respect for the
environment.
OUTCOME 3: Children have a strong
sense of well being
3.1 Children become strong in their
social and emotional wellbeing.
3.2 Children take increasing
responsibility for their own health and
physical wellbeing.
OUTCOME 4: Children are confident
and involved learners
4.1 Children develop dispositions for
learning such as curiosity, cooperation,
confidence, creativity, commitment,
enthusiasm, persistence, imagination,
and reflexivity.
4.2 Children develop a range of skills
and processes such as problem solving,
enquiry, experimentation,
hypothesising, researching, and
investigating.
4.3 Children transfer and adapt what
they have learned from one context to
another.
4.4 Children resource their own learning
through connecting with people, place,
technologies, and natural and
processed materials.
OUTCOME 5: Children are effective
communicators
5.1 Children interact verbally and non-
verbally with others for a range of
purposes.
5.2 Children engage with a range of
texts and gain meaning from these
texts.
5.3 Children express ideas and make
meaning using a range of media.
5.4 Children begin to understand how
symbols and pattern systems work.
5.5 Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking.
Centre: Emotional
Sensory bottles: Children will make
sensory bottles. Children can add colourful
materials such as superglue, glitter, food
colouring and oil into a bottle. The children
can then shake and play with the bottles.
https://www.pinterest.c
om.au/pin/3068084120
2377118/
Explicit / Intentional Teaching: Centre: Fine Motor skills
Mat session/introduction: Oobleck: Children will play with coloured
The children will watch the video 'Colours Oobleck. The children will be able to use
Everywhere - Kids Song' by Bounce Patrol on their senses to be exposed to colours.
YouTube. -
https://www.youtube.com/watch?v=TDZspzOniIU. https://www.pinterest.com.au
/pin/1618549856888523/
Intentional Teaching:
The educator will introduce colours to the children
by playing a class game of colour dominoes. The
educator will model the first few cards and then
encourage children to collaborate to match all the
colours together on the mat.

https://munsell.com/co
lor-blog/teaching-
colors-to-children/

Key questions throughout the activities:

• What colour are you using?
• How did you make that colour?
• What colours did you put together to make
that colour?

Centre: Creative Conclusion: Centre: Creative

Coloured ice painting: Children will paint
with coloured ice blocks on white paper.
The children can experiment with mixing
colours.
The children will re-watch the video' Colours
Everywhere - Kids Song' by Bounce Patrol on
YouTube.-
https://www.youtube.com/watch?v=TDZspzOniIU.
The children can get up and dance/sing along.
Coloured toast: Children will use different
coloured food colouring to paint on bread.
The educator will then bake the bread bake
the toast. The children will then be able to

https://www.pinterest.co
m.au/pin/1914030529027
07074/
Centre: Gross Motor skills
Foot painting: Children will dip their feet Children will be able to:
in paint trays and walk with the paint on
large sheets of paper. Here the children can
experiment with mixing colours in a sensory
way.
https://www.pinterest.co
m.au/pin/115475177921
053249/
Objective/s:
1. Create one or more new colours by mixing
solid colours together and explain their
process (EYLF- 4.2).
2. Orally state a name of two or more colours
(EYLF- 4.3).
eat their toast as a snack. Here the children
will experiment with different colours.
https://www.pinterest.com.a
u/pin/182606959878635955/
04/
Centre: Fine Motor skills
Squishy bag experiment: Two different
colours of paint will be placed in a zip lock
bag. Children will squish the paint to mix
the colours together. Here the children are
experimenting with mixing colours. The
book Mix It Up!: By Hervé Tullet will be
placed at this centre for inspiration.
https://www.pinterest.c
om.au/pin/1327155202
56969204/
https://www.booktopia.c
om.au/mix-it-up--herve-
tullet/book/97817601109
56.html 56969204/
 Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

- The educator will collect children's work samples. They will demonstrate their ability to mix colours. The educator will display their work
sample in individual portfolios. A checklist will then be completed by the educator. A box will be ticked according to each child's ability
to mix the colours and verbally explain their process (objective 1).
- The class will create a floor book that will include work samples, photos, annotations, drawings and everything related to the activities.
The floor book will document children's knowledge and understanding of the topic of colour. The educator will then tick a box according
to each child's understanding of colour and their contribution to the floor book (objective 2).

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

OUTCOME 1: Children have a strong
sense of identity
1.1 Children feel safe, secure, and
supported.
1.2 Children develop their emerging
autonomy, inter-dependence, resilience,
and sense of agency.
1.3 Children develop knowledgeable
and confident self-identities.
1.4 Children learn to interact in relation
to others with care, empathy, and
respect.
OUTCOME 2: Children are connected
with and contribute to their world
2.1 Children develop a sense of
belonging to groups and communities
and an understanding of the reciprocal
rights and responsibilities necessary for
active community participation.
2.2 Children respond to diversity with
respect.
2.3 Children become aware of fairness.
2.4 Children become socially
responsible and show respect for the
environment.
OUTCOME 3: Children have a strong
sense of well being
3.1 Children become strong in their
social and emotional wellbeing.
3.2 Children take increasing
responsibility for their own health and
physical wellbeing.
OUTCOME 4: Children are confident
and involved learners
4.1 Children develop dispositions for
learning such as curiosity, cooperation,
confidence, creativity, commitment,
enthusiasm, persistence, imagination,
and reflexivity.
4.2 Children develop a range of skills
and processes such as problem solving,
enquiry, experimentation,
hypothesising, researching, and
investigating.
4.3 Children transfer and adapt what
they have learned from one context to
another.
4.4 Children resource their own learning
through connecting with people, place,
technologies, and natural and
processed materials.
OUTCOME 5: Children are effective
communicators
5.1 Children interact verbally and non-
verbally with others for a range of
purposes.
5.2 Children engage with a range of
texts and gain meaning from these
texts.
5.3 Children express ideas and make
meaning using a range of media.
5.4 Children begin to understand how
symbols and pattern systems work.
5.5 Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking.
Centre: Fine Motor skills
Light table play: Children will be provided
with a range of materials such as coloured
paper, counters and magnetic shapes to
explore on a light table.
https://www.pinterest.com.
au/pin/1062568724493404
25/
Centre: Emotional/ Social
Coloured Light Shadows: Children will
experiment with the torches to see what
colours they can get by mixing light. Children
will use torches and place cellophane over the
top. Children can explore Duplo, puppets and
the shadows they can create with their hands.
The educator can set up the iPad to record any
plays the children choose to make.
Explicit / Intentional Teaching:
Mat session/introduction:
The educator will read 'Colours of Australia'
by Bronwyn Bancroft.
Intentional Teaching:
As a class, play eye spy. Use the colour of
objects as the hint for children to guess the
object. The educator begins, and as children
become familiar with the game, the educator
can share the 'leader' role with the children.
Objective/s:
Children will be able to:
1. Experiment with light through creating
CD mobiles and playing with a light
table (EYLF- 4.2).
2. Explore the concept of colour by
creating shadows using coloured lights
and examining the colours in the
natural world using a mini microscope
(EYLF- 1.2).
Centre: Emotional/ Social
CD mobiles: The children will make a CD
mobile and place it in their outdoor
environment. When the sun catches the CD
surface, rainbows will reflect onto near
surfaces.
https://www.pinterest.com.
au/pin/7248049389729593/
Centre: Emotional/ Social
Colour around us: In pairs, children will
examine the colours of natural materials
within the outdoor environment with a
microscope converter on an iPad. Then the
children will apply coloured cellophane under
the microscope and compare the colours of the
natural materials.
https://www.pinterest.com.
au/pin/1421449319657935
48/

Centre: Language
Literacy Corner: In this space, there will be a
range of books about colour for children to
read and look at. Here they will be exposed to
a variety of colours in a fun way.
• What Makes a Rainbow?: By Betty
Schwartz
• The World Made a Rainbow: By
Michelle Robinson
• The Red Wheelbarrow: By Briony
Stewart
• Colours: By Roald Dahl
• Where is the Green Sheep?: By Mem
Fox
• Mix It Up!: By Hervé Tullet
• Brown Bear, Brown Bear, What Do
You See?: By Bill Martin, jr.
• A Colour of His Own: By Leo Lionni
• Colours of us: By Karen Katz
Conclusion:
The educator will display on a big screen
(interactive whiteboard) any videos filmed on
the iPad during the coloured light shadows
centre. Here the children will be able to
visually see different forms of shadows
created by their peers in a fun and interactive
way. Children can orally explain their shows if
they wish.
https://www.kmart.com.au/
product/smartphone-
microscope-
converter/1002307
Key question though out the activity:
• Where are the rainbows coming from?
• What would happen if we changed the
colour of the CD?
• What would happen if we put our CD
mobiles in a dark room?
• What colours can you see?
• What happens when you add lots of
paper together?
• What happens when you put two
different coloured pieces of paper
together?
• What happens to the colours of the
fruits and vegetables when they are put
on the light table?
• How are you making a shadow? Can
you show me how you make it?
• What colours can you see?
• Can you mix colours together? What
colour does this make?
• What happens when you shine the
torch in a light room? What about in a
dark room?
• How big can you make your shadow?
• How does the natural material look
different when you use the
microscopes with colour cellophane
 over the top compared to with no
colour cellophane?
• What colour do you see?
• What colour was the natural material
before you put coloured cellophane
over the microscope?

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

Anecdotal Notes:

- Photos will be taken during the activity showing how the children understand light when making CD mobiles and playing with a light
table. The educator will print a photo of every child and scribe for the child as they explain their photo (objective 1).
- The educator will take anecdotal notes as the children engage in the activities. Observations will be made to assess the behaviours shown
in the activities (objective 2)

OUTCOME 1: Children have a strong
sense of identity
1.1 Children feel safe, secure, and
supported.
1.2 Children develop their emerging
autonomy, inter-dependence, resilience,
and sense of agency.
1.3 Children develop knowledgeable
and confident self-identities.
1.4 Children learn to interact in relation
to others with care, empathy, and
respect.
Highlight one or two outcomes specifically connected to your objective/s.
OUTCOME 2: Children are connected
with and contribute to their world
2.1 Children develop a sense of
belonging to groups and communities
and an understanding of the reciprocal
rights and responsibilities necessary for
active community participation.
2.2 Children respond to diversity with
respect.
2.3 Children become aware of fairness.
2.4 Children become socially
responsible and show respect for the
environment.
OUTCOME 3: Children have a strong
sense of well being
3.1 Children become strong in their
social and emotional wellbeing.
3.2 Children take increasing
responsibility for their own health and
physical wellbeing.
OUTCOME 4: Children are confident
and involved learners
4.1 Children develop dispositions for
learning such as curiosity, cooperation,
confidence, creativity, commitment,
enthusiasm, persistence, imagination,
and reflexivity.
4.2 Children develop a range of skills
and processes such as problem solving,
enquiry, experimentation,
hypothesising, researching, and
investigating.
4.3 Children transfer and adapt what
they have learned from one context to
another.
4.4 Children resource their own learning
through connecting with people, place,
technologies, and natural and
processed materials.
OUTCOME 5: Children are effective
communicators
5.1 Children interact verbally and non-
verbally with others for a range of
purposes.
5.2 Children engage with a range of
texts and gain meaning from these
texts.
5.3 Children express ideas and make
meaning using a range of media.
5.4 Children begin to understand how
symbols and pattern systems work.
5.5 Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking.
References:

Campbell, C., Jobling, W., & Howitt, C. (2021). Science In Early Childhood. (4th ed.). Cambridge University Press.

Department of Education and Training. (2009, 16 July). Belonging, Being & Becoming - The Early Years Learning Framework for Australia.
https://www.dese.gov.au/national-quality-framework-early-childhood-education- and-care/resources/belonging-being-becoming-early-
years-learning-framework- australia