DEVELOPMENTAL DOMAIN CONCEPT MAP
PHYSICAL: Fine Motor
• Sensory Box: Box filled with found ocean
materials eg. plastic bottle, rope, cuttlefish for
children to explore.
• Sea shell hunt: Children search for sea shells in a
tub of beach sand.
• Hook a fish: Children use pretend fishing rods to
hook sea creatures.
• Weaving fish nets: Children use string/rope and
weave fish nets, pretend items can also be ‘caught
in it’.
• Sea weed sensory tub: Bucket filled with sea
weed for sensory play
• Finger Drawing: Children use fingers to draw in
beach sand.
PERSONAL / SOCIAL / EMOTIONAL
• Salt water fish tank: Classroom fish tank for
children to view/interact with.
• Ocean tubs: Children can use materials too create
their own ocean themed sensory tubs.
• Excursion: Children go to the beach.
• Dramatic play centre: Centre with sunglasses,
thongs, beach ball, sunscreen, hat etc. for play.
• Clean up the oil spill: ‘http://
stemactivitiesforkids.com/2016/04/22/earth-day-
stem-challenge/'
• Sculptures by the beach: Children visit local art
event ‘sculptures by the beach.’
CREATIVE / AESTHETIC
• Painting: Children use ocean colours to paint.
• Collage: Children make a collage using found beach objects.
• Beach-sand sculpting: Children create sand sculptures/castles.
• Water colour and sea-salt: Children use water colour paint and
sea salt to create an ocean mural.
• Ocean Zones: http://adayinfirstgrade.com/2014/05/3-easy-and-
cheap-ocean-activities.html
• Fossil Making: Children use sea shells, starfish and coral to
make clay fossils.
Concept: Under the sea Term: 1 Weeks: 2-3
COGNITIVE / LANGUAGE
• Book corner: Rainbow fish, Under the Sea, Clumsy Crab,
What a waste, Out of the Ocean, Octopus escapes again.
• Animal match: Children listen to animal noises and match the
noise to a picture card of the animal.
• Ocean songs: Children listen to songs such as ‘Under the Sea,’
• Shell sorting: Children sort shells from big to small, in
patterns, colours or shape etc.
• Animal sort: Children sort pretend land animals from ocean
animals.
• Salt water float: Children investigate the difference of salt
water and tap water and which objects float in which type of
water.
PHYSICAL: Gross Motor
• Crab crawl and starfish jumps: Children
• Class Game: Children play a class game of
‘Octopus'
• Beach balls: Children use beach balls to play
different games.
• Sand man: Children make their own sand
mans.
• Target practice: Children draw a target in the
sand and have a go at throwing different
objects into the target.
SPIRITUAL / MORAL
• Meditation: Children relax and listening to
whale songs
• Ocean Yoga: ‘https://parentingchaos.com/
ocean-themed-kids-yoga/'
• Audio books: Commotion in the ocean, Over
in the Ocean, Way down deep in the blue sea.
• Beach walk: Children go on a walk to the
local beach.
Centre:
Marine animals Noises: Cognitive
Designate a quite space for children where they
will listen to different ocean animal sounds eg.
dolphin, seagull and match the sound to a
picture card of the animal.
Resources: Headphones or other listening
devices, animal picture cards, animal sounds
https://unsplash.com/s/photos/child-headphones
Centre:
Clay fossils: Creative
Provide children with pictures or videos of real
ocean fossils for them to view and learn about.
Then give children different beach items such as
shells, coral, or hardened starfish as well as clay
for them to make their own fossils. Allow for the
children to compare their own fossils to the
pictures of the real ones and see how they are
different and similar.
https://theimaginationtree.com/shell-imprints-in-
salt-dough/
Explicit / Intentional Teaching:
Mat session:
Introduction:
Introduce the topic of ‘under the sea animals’ by
playing for children the song and video clip of
‘Under the Sea’ from the Little Mermaid. Discuss
with the children some of the animals they saw in the
video and explain that they are going to be
investigating some of these different ocean animals
today.
The children will then go to the centres and
investigate different marine animals.
Questions: What was one animal you saw in the
video? What’s your favourite ocean animal? Does
anyone know anything about sea creatures?
https://pixabay.com
Conclusion:
Read to children the book ‘Under the Sea’ by Anna
Milbourne and ask children if any of the animals in
the story where ones they investigated today and if
they learnt anything interesting about them.
Centre:
Sorting animals: Cognitive
Provide children with either pictures or toy
animals of both sea and land. Give children a
green bowl and a blue bowl and see if they are
able to sort the animals into which live on land and
which live in the sea. Discuss with them if there
are any animals that live on both land and water.
Resources: Toy animals, coloured buckets
Centre:
Meditation: Spiritual/Emotional
Provide students with a quiet area where they can
relax and listen to a whale meditation. This can be
done individually with headphones or as a group.
(To further this activity the educator could ask
students how they feel before listening to the
meditation and after.)
https://www.youtube.com/watch?
v=V73HSUTkl9g
https://pixabay.com
 Objective/s:
• Investigate different animals found in the ocean
through exploration.
• Name at least two marine animals investigated and
discuss at least one thing about them.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
• Children’s ability to identify at least two marine animals.
• Children’s ability to explain or discuss something about at least one marine animal.
• The teacher will record children’s learning through taking photos of their exploration and then record students answers on a device (iPad) at the end
of the lesson.

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
relations to others with care and
empathy and respect.
Children are connected with
and contribute to their world.
2.2 Children develop a sense of
belonging to groups and
communist and an understanding
of the reciprocal rights and
responsibilities necessary for active
civil 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
their environment.
Children have a strong sense
of wellbeing.
3.1 Children become strong in their
social, emotional and spiritual
wellbeing.
3.2 Children take increasing
responsibility for their own health
and physical wellbeing.
Children are confident and
involved learners
4.1 Children develop dispositions
for learning such as curiosity,
confidence, creativity,
commitment, enthusiasm,
persistence, imagination and
reflexivity.
4.2 Children develop a range of
skills and processes such as
problem solving, inquiry,
experimentation, researching and
investigating.
4.3 Children transfer and adapt
what they have learnt from one
context to another.
4.4 Children resource their own
learning through connecting with
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 get 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 thinking.
Centre:
Pollution in the Water: Social
Provide children with a clear tub of fresh water
filled with different objects such as: shells,
feathers, toy boats and marine animals and
explain to them that this is now there ‘ocean’.
Get children to watch as you pour into the tub
vegetable oil, coffee grounds and plastic rubbish
and explain that the ‘ocean’ is now polluted.
Prompt children to use the provided tools to try
and clean the ocean and animals of all the
pollution.
https://musthavemom.com/teaching-activity-
ocean-pollution-sensory-bin/
Centre:
Making your own sensory beach: Physical
Show children a QR code that links to images/
videos of a polluted and unhealthy ocean.
Discuss with them what was unhealthy about the
ocean and why. Then provide children with the
materials needed to make their own smaller
ocean (as well as rubbish) to see if they can
make their own healthy ocean.
https://funlearningforkids.com/sand-water-
ocean-sensory-bin/
Explicit / Intentional Teaching:
Mat session:
Introduction:
Introduce the topic of ‘protecting the ocean’ by
playing for children a clip of the movie Happy Feet
when one of the penguins is caught in plastic.
Discuss with the children what they think was
happening to the penguin and what could be done to
help him and stop it from happening again. After
discussing this explain to children that they will be
exploring ways to help protect the ocean and its sea
creatures in todays activities.
Questions: What was happening to the penguin in the
video? How could we stop it from happening to
another penguin? Have you ever seen rubbish along
the beach or in the ocean?
Video: https://www.youtube.com/watch?
v=ZBSFHzf7KcU
Conclusion:
The teacher will have a picture of a polluted ocean
on the board and ask children to point out ways they
can help clean it up.
(This will be used as part of the assessing progress as
the teacher can ask particular focus students to do
this activity to observe and note down their
understanding of the objective.)
Centre:
Beach Rubbish Collage: Creative
Provide children with different assortments of
found beach objects and rubbish. Get children to
use the objects to make into an art collage inspired
by the ocean, eg. of a marine animal or beach
scene. Discuss with children how we can help the
environment by doing recycling activities such as
these.
Resources: Beach rubbish, glue, paper, pencils
https://pixabay.com
Centre:
Beach Sorting: Physical and Cognitive
Prior to the lesson the teacher will set up a small
bun and ocean (tub of sand and water). Children
will then be provided with an assortment of beach
rubbish and toy marine animals Children will then
sort the objects into what belongs in the ocean and
what doesn’t.
Resources: Beach rubbish, miniature bins/buckets,
toy sea animals.
https://pixabay.com
 Objective/s:
• State or identify at least one way you can help to
clean up the ocean.

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

• Students ability to identify or state at least one way to help clean up the ocean.
• The teacher will assess through the use of anecdotal notes and observations throughout the activities as well as in the conclusion.

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
relations to others with care and
empathy and respect.
Children are connected with
and contribute to their world.
2.2 Children develop a sense of
belonging to groups and
communist and an understanding
of the reciprocal rights and
responsibilities necessary for active
civil 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
their environment.
Children have a strong sense
of wellbeing.
3.1 Children become strong in their
social, emotional and spiritual
wellbeing.
3.2 Children take increasing
responsibility for their own health
and physical wellbeing.
Children are confident and
involved learners
4.1 Children develop dispositions
for learning such as curiosity,
confidence, creativity,
commitment, enthusiasm,
persistence, imagination and
reflexivity.
4.2 Children develop a range of
skills and processes such as
problem solving, inquiry,
experimentation, researching and
investigating.
4.3 Children transfer and adapt
what they have learnt from one
context to another.
4.4 Children resource their own
learning through connecting with
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 get 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 thinking.
Centre:
Water colour Mural: Creative
Children will use water colour paints to create an
ocean mural. Once they have finished painting
they will then explore the affect that sea salt has
on their creations by sprinkling it on their mural.
https://buggyandbuddy.com/ocean-art-project-
for-kids-using-watercolor-and-salt/
Centre:
Painting: Creative
Children will be provided with different ocean
coloured paints to create different artwork. This
can be of what they choose but within the them
of ‘under the sea.’ To further this activity
different materials/tools can be given to children
for them to experiment with such as sand, paint
rollers, sponges, droppers etc.)
Resources: Paint, paper/canvas, sand, brushes,
sponges
http://www.paper-and-glue.com/2017/08/ocean-foil-
painting-preschool-process-art.html
Explicit / Intentional Teaching:
Mat session:
Introduction:
Introduce the topic of ‘what the ocean looks like’ by
asking children questions about what does the ocean
look like and drawing what they say. After doing this
show children some videos or images of the real
ocean.
The children will then go to the centres and explore
different parts of the ocean.
Questions: What lives in the ocean? Does the ocean
have fresh water or salt water? How deep do you
think the ocean is?
Conclusion:
The teacher will invite children to have a show case
walk around of all the art pieces created today
prompting students to explain what they created and
why.
https://www.pinterest.com/pin/26880929000793513/
Centre:
Salt Water Float: Cognitive
Children will be provided with two tubs one filled
with fresh tap water and the other with beach
water. Children will then investigate the difference
between ocean water from normal water by
dropping provided items into the tubs to
investigate which sink and float and try to figure
out why.
Resources: Water tubs, salt water, fresh water,
objects to float (balls, feathers, corks, jars etc.)
https://happyhooligans.ca/sink-or-
float-experiment-preschoolers/
Centre:
Ocean Zones: Creative
Children will be provided with clear plastic water
bottles or glass jars half filled with water. They
will then add in blue food colouring and mix it into
the water. After mixing in the colour they will then
add in vegetable oil filling up the rest of the bottle.
Once the oil and water has separated the children
will be able to visually see what the ocean layers
look like starting with the sunlight
zone where it is lightest in colour
all the way down to the midnight
zone where it is darkest.
Resources: Clear plastic water
bottles, water, oil, food die
 Objective/s:
• Identify at least one aspect of the beach/ocean’s
appearance.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
• Children’s ability to produce a piece of work that reflects their understanding of the oceans appearance.
• The teacher will record children’s learning through their work productions against a checklist or through their explanation of what they designed.

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
relations to others with care and
empathy and respect.
Children are connected with
and contribute to their world.
2.2 Children develop a sense of
belonging to groups and
communist and an understanding
of the reciprocal rights and
responsibilities necessary for active
civil 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
their environment.
Children have a strong sense
of wellbeing.
3.1 Children become strong in their
social, emotional and spiritual
wellbeing.
3.2 Children take increasing
responsibility for their own health
and physical wellbeing.
Children are confident and
involved learners
4.1 Children develop dispositions
for learning such as curiosity,
confidence, creativity,
commitment, enthusiasm,
persistence, imagination and
reflexivity.
4.2 Children develop a range of
skills and processes such as
problem solving, inquiry,
experimentation, researching and
investigating.
4.3 Children transfer and adapt
what they have learnt from one
context to another.
4.4 Children resource their own
learning through connecting with
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 get 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 thinking.
 Centre:
Target Practice: Physical Gross Motor
Draw three different circles in the sand the first
with the number 1 in it, the second with the
number 2 and the third with the number 3.
Children will then practice throwing different
objects into the circles to see how many points
they can get.
Resources: Sand pit/ tub, balls or other
throwing items
https://www.whatsupfagans.com/beach-games-for-kids/
Centre:
Beach Sand Play/Sculpting: Creative
Children will be set up outside in the sand pit (or
if it is unavailable with a large tub of sand).
Children will then spend time using different
tools to draw in the sand, make sand castles/
sculptures or even sand men.
(To further this activity the educator can provide
children with shells, seaweed, utensils for drain
like sticks etc.)
Resources: Sand pit/tub, sticks, shells, rocks
https://leesbird.com/2017/08/01/shelly-and-the-sand-castle/
Explicit / Intentional Teaching:
Introduction:
Introduce the topic of ‘activities you can do at the
beach’ by reading to children the picture book Magic
Beach by Alison Lester.
After reading the book ask children the questions
below, prompting them to think about what they do
when they go to the beach.
The children will then go to the centres and engage in
different activities that you can do at the beach.
Questions: What’s you’re favourite thing to do at the
beach? Is there something you can do at home as well
as the beach?
Conclusion:
Give children a large six sided dice to roll. Each
number will correspond to a question that the teacher
will ask students.
1. What was your favourite activity you did today?
2. Was there any activity you’re going to try next
time you go to the beach?
3. What other activities could we do at the beach
that we didn’t do today?
4. Is there any activity you didn’t enjoy doing?
5. Did you learn something new today?
6. How could we make one of the activities better?
Centre:
Ocean Yoga: Spiritual/Moral
Provide children with an open area either indoors
or outdoors. Children will then either watch a
video of Ocean Yoga poses, following along or
look at different picture cards with the poses on
them to copy.
https://parentingchaos.com/ocean-themed-kids-
yoga/
Centre:
Sea shell Hunt: Physical Fine Motor
Children will be provided with either a large sand
tub or a section of the sand pit. Inside the sand will
be a number of buried sea shells. The children will
hunt for the sea shells and see how many the can
find.
(To further this activity the teacher can provide
children with grasping/hunting tools such as tongs
for children to use to search for the shells.)
Resources: Sand pit/tub, seashells
http://thechocolatemuffintree.blogspot.com/2012/08/sorting-
sea-shells.html
 Objective/s:
• Apply fine and gross motor skills to a multitude of
different activities that can be completed at the
beach.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
• Children’s capabilities to use fine and gross motor movement skills.
• The teacher will assess through observations, recordings such as on an iPad and anecdotal notes of children’s abilities.

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
relations to others with care and
empathy and respect.
Children are connected with
and contribute to their world.
2.2 Children develop a sense of
belonging to groups and
communist and an understanding
of the reciprocal rights and
responsibilities necessary for active
civil 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
their environment.
Children have a strong sense
of wellbeing.
3.1 Children become strong in their
social, emotional and spiritual
wellbeing.
3.2 Children take increasing
responsibility for their own health
and physical wellbeing.
Children are confident and
involved learners
4.1 Children develop dispositions
for learning such as curiosity,
confidence, creativity,
commitment, enthusiasm,
persistence, imagination and
reflexivity.
4.2 Children develop a range of
skills and processes such as
problem solving, inquiry,
experimentation, researching and
investigating.
4.3 Children transfer and adapt
what they have learnt from one
context to another.
4.4 Children resource their own
learning through connecting with
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 get 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 thinking.