Centre: (Teacher Directed)
Face similarities and differences
Students are given photos of a variety of
different animals faces (Koala, Kangaroo,
Emu, Wombat). They are also given a photo
of a human face. They need to compare their
faces to the animals faces.
Example questions may include:
• Do you have a beak like the emu?
• Do you have eyes like the wombat?
Materials:
• Animal faces (cut out on card)
• Human face (cut out on card)
Explicit / Intentional Teaching: Centre:
Mat session: Animal construction
Read the book – Aussie Animals by Rod Prints of Australian animals will be laid out
Campbells across the activity table. These prints will be
templates for loose parts construction.
Ask prompting questions about different
Children will have access to a large variety
animals body parts: of loose parts which can be used to
• “Wow that possum has a really long manipulate and lay over the print, creating
tail do we have a tail? Well can you tell the animals with the loose parts. Extension
me what other animals have really of this activity will be an empty frame where
long tails?” they can construct the animals without the
• “Do we have beaks like the Emu? image as a template.
what other animals might have
beaks?” Materials:
• Image print out of an emu, dingo and
Introduction:
Body part question cards: crocodile
• “Does anyone know whose legs these
• Natural loose materials
belong too”
• “How many legs does a kangaroo
have?”
• “Who has a nose like this?”
Take students to each activity and explain
what they have to do at each.
Centre:
Paw print painting with sponges
Sponges are cut into a variety of different
paw print shapes. Children are given the
sponges and trays of paint. On the table are
photos of different animal paw prints as well
as the different animal statues. Children need
to try and create the animal paw prints using
the sponges by dipping them into paint.
Materials:
• Paint tray
• Paint
• Sponges (cut into different paw print shapes)
• A4 white paper
Conclusion:
Stick the body parts together:
• Each child is given a different body
part of a specific animal (head, body,
neck etc)
• Teacher asks which students have the
first body part and they have to come
up and stick it on the velcro wall.
• This is the exit slip to leave the
classroom.
Centre:
Who’s been walking through my mud?
Students will have access to both play
dough and clay to use as their ‘mud’. Using
the Australian animal figurines, students
can explore the foot prints left behind from
each of the animals in their playdough/clay.
Materials:
• Playdough
• Clay
• Austrian animal figurines
Centre:
Animal Small world
• Identify that all animals have a head,
Students are given a container filled with a
variety of different animals that they are able
to explore in a small world play tub. They may •
see how the different animals feel and what is
different about their bodies, as well as being
able to free play with the different animals.
Materials:
• Plastic animals
• Natural materials
• Storage container or tray
Objective/s: Centre:
Sensory Bin
A tub of sand or water beads will be used to
body and limbs. create a hunt for the puzzles pieces. These
puzzle pieces are clay molds of an emu,
Effectively engage and communicate
koala and possum. Each animal is broken
with other students during small group up into the separate body part and the
children need to feel through the sand/
activities.
beads to find all of the pieces and put the
animals together.
Materials:
• Bucket
• Sand/ Water beads
• Clay puzzles of Aussie animals

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
• Assessment will be completed through anecdotal notes.
• Educators are assessing the learning objectives.
• Educators can record the assessment through photos and anecdotal notes.
• Educators could also set up video recordings at the sensory bin and small world activities.
Highlight one or two outcomes specifically connected to your objective/s.

EYLF Links to Activities:

• 1.4 Children learn to interact in relations to others with care empathy and respect
• 2.3 Children become aware of fairness
• 4.2 Children develop a range of skills and processes such as problems solving, inquiry, experimentation, hypothesising,
researching, and investigating
• 4.3 Children transfer and adapt what they have learnt from one context to another