Centre: Seaweed Art (Creative/ Aesthetic)
(Physical – Fine Motor and Language)
Explained: Before commencing the seaweed art
activity, show the children the book that they were
reading during their mat session and ask if they
know what the ‘green stuff’ is called on the front
of the book and then flip through the pages and
see if the children can spot any more seaweed in
the book.
Present the seaweed to the children, discuss what
it looks like, feels like and smells like. Where is
seaweed found? Have they found any seaweed at
the beach before? How long is the seaweed? Help
the children create a picture frame out of sticks
and shells, have the children create a picture with
the seaweed within the frame. Educator will ask
the children to describe their seaweed art.
What you'll need: Range of seaweed of
different sizes, shapes and colours, enough sticks
for each child to make a picture frame, paper and
shells (frame decoration).
Science Learning: The children will be
discovering the different types of seaweed that
the educator brought to them, the texture, size
and smell.
EYLF Links: 4.1, 5.1
Mat Session:
Read the text ‘Commotion in the Ocean’ by
Giles Andreae and David Wojtowycz to the
children. Discuss the animals in the book
and what the sea creatures were doing in
the book.
Conclusion:
During the next mat session, the educator
will discuss what happened during the
baking soda and vinegar experiment – the
fizzing and bubbling.
Objective:
Children are to identify what is happening
when the bi-carbonate soda and the
vinegar mix together.
Centre: Baking Soda and Vinegar Experiment
Explained: Place Sea animals in a tuff tray and
cover them with bi-carbonate soda, pour vinegar
into the cups and add food colouring to the vinegar
and place droppers into the cups.
Children can sit around the tuff tray and use the
droppers to add vinegar onto the tuff tray to find the
animals hidden underneath.
What you'll need: Bi-carbonate soda, vinegar, sea
creatures, tuff tray, droppers, food colouring and
cups.
Science Learning: The children will be watching a
chemical reaction happen right before their eyes,
they will see what happens when the coloured
vinegar and the bi-carbonate soda do when they
mix.
EYLF Links: 4.1, 4.2, 5.1
(Little Bins for Little Hands,
2014).
Centre: A Sailor Went to Sea songs (Personal/
Social/ Emotional)
Explained: The children and the educators
will sing the song ‘A sailor went to sea’
together and then once the song is over, they
can discuss what other animals they believe
belong in the ocean and add that to the next
part of the song.
What you'll need: iPad, laptop, and
speaker.
https://www.youtube.com/watch?v=nFxAiWkS
ePk
Science Learning: The children are learning
what animals live under the sea with the
singing of the song.
EYLF Links: 3.1
Centre: Sea Animal Dance (Physical: Gross
Motor)
Explained: The children will find a space in
the room where they are not going to be
bumping into one another and are still able to
see the screen so they can follow the dance
actions. After this, the educator and the
children can discuss other sea animals and the
way that they move and then perform the
action of that sea animal.
What you'll need: iPad, laptop, and speaker.
https://www.youtube.com/watch?v=t95UKJitjsI
Science Learning: The children will be
moving their bodies whilst learning how sea
creatures move their bodies in a fun and
interactive way.
EYLF Links: 3.2
Assessment & Recording: (What are we
assessing? How are we assessing? How are we
recording?)
The children will be assessed during baking
soda and vinegar experiment – can they
identify what is happening when the bi-
carbonate soda and the vinegar mix (fizz and
make bubbles).
We will be assessing in two ways:
Anecdotal notes: Record what the child has
said and done, their body language, direct
quotes, tone of voice and their facial
expressions. Anecdotal records is a useful
method for recording significant events or
actions that’s tells us something about the
child’s development, interests, skills, abilities
and needs.
Checklist: A tool that states specific criteria
and allow educators to gather information
about what the children know and can do in
relation to the outcomes the educator wants
them to achieve and should have a space for
notes such as “learning can be extended for
this child”.
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 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,
enquiry, 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