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Centre: (with educator) Matter (solid, liquid and gas) Centre: (with educator)

Oobleck: Children will make oobleck with the Making cake batter: Children will make a simple
assistance of an educator by using a bowl,
Explicit / Intentional Teaching: cake batter with assistance from an educator.
cornflour, water and food colouring. Allow children Mat session: Introduction Children will help pour and mix the ingredients.
to use their hands to play with the oobleck. Educator will introduce the 3 states of matter by The ingredients include butter, eggs, sugar, flour,
reading the story ‘Change It!’ by Adrienne Mason. milk, vanilla extract and baking soda.
After the story, the educator will show children the
3 states of matter by using balloons. 1 will be filled
with frozen water (solid), 1 will be filled with water
(liquid) and one with air (gas). Educator will
discuss the difference between the balloons while
making reference to the story. The children will go
to the centres.

Oobleck (Amungus,
2020). Cake (Cooking with our kids, 2013).

Centre: Conclusion: Centre: (with educator)


Sand and water play: Children will play with water Educator will gather children onto the mat. Silly putty: Children will make silly putty with the
and sand in the sandpit. There will be a variety of Educator will explain that matter can change assistance of an educator by using a bowl, white
sand toys such as spoons, shovels and buckets. states. Educator will use the same balloons from school glue, water, borax and food colouring. Allow
the introduction to ask children to point to the children to use their hands to play with the putty.
balloon which is a solid, liquid and gas. Note: Borax is a chemical that is not safe to
consume.

Sandplay (Sandplay Training Worldwide, 2013).


Silly Putty (Childhood 101, 2014).
Centre: (with educator) Centre: (with educator)
Jelly: There will be 2 bowls, 1 with prepared jelly Objective/s:
that has been set and the other bowl with jelly that Play dough: Children will make play dough with
 Discover the 3 states of matter
has not been set. Educator will discuss with an educator. The materials needed to make play
 Understand that substances can change
children the difference between the two jellies. dough include flour, salt, water, vegetable oil and
from one state of matter to another food colouring. Children will play with the
Children will play with the jelly by using their  Participate in guided learning experiences playdough.
hands.

Sensory play with jelly (Davis, 2011). No cook play dough (Mama Papa Bubba, 2012).
Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
 Educator will observe children’s engagement
 Educator will assess children’s engagement in the centres and their behaviour
 Educator will assess children’s ability to point to the correct balloon during the conclusion
 A checklist will be used as the recording strategy that includes a comments column

OUTCOME 1: Children have a OUTCOME 2: Children are OUTCOME 3: Children have a OUTCOME 4: Children are OUTCOME 5: Children are
strong sense of identity connected with and contribute to strong sense of well being confident and involved learners effective communicators
Children feel safe, secure, and their world Children become strong in their Children develop dispositions for Children interact verbally and non-
supported Children develop a sense of social and emotional wellbeing learning such as curiosity, verbally with others for a range of
Children develop their emerging belonging to groups and Children take increasing cooperation, confidence, creativity, purposes
autonomy, inter-dependence, communities and an understanding responsibility for their own health commitment, enthusiasm, Children engage with a range of
resilience and sense of agency of the and physical wellbeing persistence, imagination and texts and gain meaning from these
reciprocal rights and responsibilities reflexivity texts
Children develop knowledgeable necessary for active community
and confident self identities Children develop a range of skills Children express ideas and make
participation and processes such as problem
Children learn to interact in relation meaning using a range of media
Children respond to diversity with solving, enquiry, experimentation,
to others with care, empathy and respect hypothesising, researching and Children begin to understand how
respect investigating symbols and pattern systems work.
Children become aware of fairness
Children transfer and adapt what Children use information and
Children become socially communication technologies to
responsible and show respect for they have learned from one context
to another access information, investigate ideas
the environment and represent their thinking
Children resource their own learning
through connecting with people,
place, technologies and natural and
processed materials