Centre: Explicit / Intentional Teaching: Centre:

Mat session:
Water Beads
Children can feel and touch the water beads
while dipping their hands to the bottom of the
tub to find the sea animals (toys) that are placed
at the bottom. Teacher can initiate conversation
about the names of the toy animals (used for
assessment) and if the children recognise them
from the book.
Introduction:
Teacher asks the children what they think they
would find under the sea, and what animals
would live there. Teacher mentions that they will
be reading a book about sea animals, and to pay
attention to when they see a new animal.
Class will read ‘Tickly Octopus’ by Ruth
Galloway.
Paper Plate Fish
With an assortment of different materials
such as glue, scissors, sequences, tissue
paper, paint, pencils, confetti, the children
can decorate a paper plate and make their
own fish.

When the story has finished, the teacher will ask

the children questions:
- What was the story about?
- What animal was the main character?
- What other animals did you see in the
book?

Teacher will flip through the book again with the

children to look at the pictures of the different
animals, asking the children if they know the
animal and if not naming it for them.

Introduce the different learning stations by telling

the children that they will be doing lots of fun
activities that include the sea animals that we saw
in the book.

Children will go to the different learning stations.

Centre: Conclusion: Centre:
Call the students back to the mat.
Cooking – Baking Fish Cookies Hop-Scotch: Under the Sea Themed
- What activities did you do this lesson?
- What animals did you see while you were
Another educator/extra adult will help with the Outside, there will be a cut out of sea
at the different centres?
facilitation of this activity. Educator holds up a animals. The children can play hop-scotch
cookie cutter in the shape of a fish, and asks the by jumping to each different animal and
children what they think this animal is. trying to name each one. For extension
Children will participate in mixing, pouring into science, an educator/extra adult help
ingredients, and rolling dough to make fish- can ask the students to jump to certain
shaped cookies. parts of the animal’s body, for example
“can you jump to one of the octopus’
legs?”.
Centre: Objective/s: Centre:
Whale Dance As a result of this lesson, the children will be able My Mini Sea World
to:
On the interactive whiteboard, the YouTube On a table full of materials, the children
video ‘Pre School Learn to Dance; Big, Blue - Engage and participate in activities to will take a glass jar and create their own
Whale’ by DanceandBeatsLab will be playing explore different sea animals. mini sea world. Blue water will be added
for children to come and go, where they can - Identify and name at least two sea after the children select their items, so
watch and join in to dance like a whale. animals. then it turns into water in a jar with
https://www.youtube.com/watch?v=Parej8Fi0es objects. Educator or extra adult help will
ask the children “what would you want
the sea to look like?”. Educator will then
write down and take a photograph of the
child and the jar to use as assessment and
in a portfolio.
Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)

We are assessing if the children are actively participating in the activities, and if they are able to name at least two sea animals.

I will assess the children by asking questions relating to what station they are on. I will refer to an animal on their table and ask if they can tell me the name of it.
I will also ask questions relating to this in the conclusion of my lesson, and record what the children say.

I will assess using anecdotal notes, to be able to note what the children say. I will also take photographs during the activity to use as evidence.

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 WELLBEING
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.