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Centre: Explicit / Intentional Teaching: Centre:

Mat session:
Sand Slime: Introduction: Sand Play Dough

Children can create slime using sand. Teacher Teacher pulls out a bag of sand and holds Children can play with a sand playdough
can ask questions to extend their learning, some in front of the children. (playdough made with sand) and explore the
such as: - Who can tell me what this is? different texture, colour and smell of this
- What does the sand feel like before - Where do I find sand? different type of playdough. There will be other
adding in the slime? - Do you like to play with the sand materials that the children can use with their
- What does the sand feel like when it is when you go to the beach? playdough, such as dry sand, seaweed,
a part of the slime? seashells, for them to use when decorating their
- What colour does the sand make the The teacher will read the book ‘Sea, Sand, playdough creations.
slime? Me!’ by Patricia Hubbell aloud to the
students.

After the story ends, questions will be asked:


- Where was the book set?
- What were the children doing with
the sand?
- What did they find while playing in
the sand?
- What do you like to make when you
play with the sand at the beach?

Explain that sand is not only on the beach


where we sit outside of the water, however it
is also all over the ocean floor.

Send the children to explore the other


learning centres.
Centre: Conclusion: Centre:
Sand and Sea Bottle: Call the students back to the mat using a
Sand Pit
song.
Using the outdoor sand pit, the children are able
Using a bottle, children can use the sand to to use this area to play with the sand just like
place it inside, however full they would like it When the children are sitting down, ask them
was shown in the book read. The children can
to be. They can also add other materials they questions about the activity:
collect water from the tap next to the sandpit,
would find under the sea, such as seaweed, - What did we play with today?
where they can experiment mixing the sand and
seashells, and toy sea creatures. When - Where do we find sand?
water and notice how that changes the feel and
children add water to the bottle, the educator - What does sand look like?
the dynamics of the sand.
will ask questions such as: - What kinds of things can we make
- What happened when you added water with sand at the beach?
to the sand?
- How does it look different?

Centre: Objective/s: Centre:


Sand Discovery Centre: As a result of this lesson, the children will be Salt Water/ Fresh Water Sink or Float Test
able to:
With a big box of sand, children can take - Describe what they see when they With two different tubs of sea water and salt
some out to observe and look at it. Using look at sand. water, children can experiment placing objects
magnifying glasses, the children can look - Make connections to sand and the in each tub to see if they will float or not. They
close up at the sand, while the educator beach/ ocean. can have discussions, work together with their
questions them on what they see when they peers and use problem solving skills to
look closely at the sand. This is where the determine what objects sink and which do not
educator will focus on the assessment aspect in each type of water.
of the lesson.

Questions:
- What does the sand look like?
- What do you see when you look at the
sand?
- Can you find anything else in the sand?

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

What are we assessing:


- Children exploring aspects of sand.
- Children being able to describe what they think sand feels like and looks like.

How are we assessing?


- Through teacher observation and questioning.

How are we recording?


- Through anecdotal notes, recording and writing down what the children say when they answer the questions.

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


OUTCOME 1: CHILDREN HAVE A OUTCOME 2: CHILDREN ARE OUTCOME 3: CHILDREN HAVE A OUTCOME 4: CHILDREN ARE CONFIDENT AND OUTCOME 5: CHILDREN ARE EFFECTIVE
STRONG SENSE OF IDENTITY CONNECTED WITH AND CONTRIBUTE STRONG SENSE OF WELLBEING INVOLVED LEARNERS COMMUNICATORS
1.1 Children feel safe, secure, TO THEIR WORLD 3.1 Children become strong in their 4.1 Children develop dispositions for learning such as 5.1 Children interact verbally and non-
and supported. 2.1 Children develop a sense of social and emotional wellbeing. curiosity, cooperation, confidence, creativity, verbally with others for a range of
1.2 Children develop their belonging to groups and communities 3.2 Children take increasing commitment, enthusiasm, persistence, imagination and purposes.
emerging autonomy, inter- and an understanding of the responsibility for their own health and reflexivity. 5.2 Children engage with a range of texts
dependence, resilience and reciprocal rights and responsibilities physical wellbeing. 4.2 Children develop a range of skills and processes such and gain meaning from these texts.
sense of agency. necessary for active community as problem solving, enquiry, experimentation, 5.3 Children express ideas and make
1.3 Children develop participation. hypothesising, researching and investigating. meaning using a range of media.
knowledgeable and confident 2.2 Children respond to diversity with 4.3 Children transfer and adapt what they have learned 5.4 Children begin to understand how
self-identities. respect. from one context to another. symbols and pattern systems work.
1.4 Children learn to interact in 2.3 Children become aware of 4.4 Children resource their own learning through 5.5 Children use information and
relation to others with care, fairness. connecting with people, place, technologies and natural communication technologies to access
empathy and respect. 2.4 Children become socially and processed materials. information, investigate ideas and
responsible and show respect for the represent their thinking.
environment.