Centre: Ocean Playdoh
The children will each be given equal shares of playdoh.
They will first add a few drops of blue dye to represent
the ocean. The children will blend the dye into the play
doh by squeeze, folding, and pressing. A range of sea
materials and ocean shape moulds will be provided to
manipulate the play doh, such as; sea glass, seaweed,
sea shells, fish shaped moulds, sand, salt / sea crystals,
rocks, and small sea animals. During this activity
students will engage with their sensors by exploring
different textures and responding to the chemical and
physical changes that occur in their play.
https://funlearningforkids.com/ocean-play-dough-invitation/
Explicit / Intentional Teaching: Centre: Under the Sea Discovery Table
Mat session: The children will be provided with a variety of sea
Introduction: materials such as shells, sand, rocks, seaweed, drift
The children will be read ‘The Rainbow Fish’ book by wood etc, within a small world and will have the
Marcus Pfister. freedom to explore these materials using the
magnifying glasses. During the exploration the educator
Questions to ask the children during the reading: will ask the children what sea materials they are looking
- Where is the place this book is set? at, what colour they are, what is their texture
- Where do fish live? (soft/hard/bumpy/smooth), where have they seen
- Have you been to a beach before? What was it them before etc.
like? What did you see? Did you go swimming?
What did it feel like?
- What sea animals have you seen before?
- What sea animals can you spot on this page?
- What are the fish swimming in?
- How many shells can you see?
- What is this? (point to seaweed, shells, sand,
starfish etc)
After Reading:
The educator will have a secret box filled with under the
sea materials. The educator will ask some children to https://www.pinterest.com.au/pin/202310208234935477/
pick one at a time something out of the secret under
the sea box (there will be shells, seaweed, plastic
animals etc.). The children will then be asked to say
what it is that they picked. The educator will ask the
children questions such as if they have seen that object
before and where it could be found.
The children will then move to the learning centres
where they will be able to explore the activities.
Centre: Soapy Sea Foam
Soapy Sea Foam allows children to revisit and extend
their knowledge about the non-living things in the sea
(such as sea shells) and sea creatures. Children are to
engaged to the activity by placing their hands in the
bucket and collecting a shell or a sea creature. If they
collect a sea creature, they need to guess what it is. If
sea shells are collected, children are given the
opportunity to investigate it and compare it with other
shells. Educators can ask the children questions such as
‘What sea creature do you think is that?’ or ‘What is the
difference between shell A and shell B?’ Soapy Sea
Foam allows children to experience a sensory play
whilst learning about what is under the sea.
Conclusion:
The children will sing and dance along to the song ‘Baby
Shark’. After the song, the children will be asked what
things they can find under the sea (E.g. sea animals,
shells, sand, seaweed etc.) . The children will be asked
what their favourite sea animal is and if they can act it
out.
Within a small world, sea materials such as, shells,
seaweed and sand will be constructed. Additionally,
plastic caps, straws and bags will be placed in the
small world filled with water. Students will have a
bucket where they will place the harmful objects in
learn about protecting the environment. The educator
will discuss with the students which items belong and
don’t belong in the ocean as well as noticing the living
and non-living elements within the small world.

https://www.pinterest.com.au/pin/346143921338635945/

https://www.pinterest.com.au/pin/AZ-
NLTPinGFerMW35kTMAB8v9lFeU3IWUbzaeaH8HPyGIsRtxS5mNNc/
Centre: Under the Sea Role Play
This activity is designed for the home corners setting,
where the children will be provided with beach clothes
and utilities to use as dress-up, such as swimsuits,
beach towels, hats and sunscreen. There will also be
provided cardboard boxes for the children to use
and/or create their own ‘water vehicle’, eg. a boat,
submarine, or whatever they imagine would be used
under the sea.
Objective/s:
As a result of this lesson, students will be able to:
- Children will explore aspects of the sea in the
learning centres.
- Children will respond to living and nonliving
elements under the sea.
Centre: What’s Under the Sea?
Using alfoil wrapped around a board, the children can
paint with their fingers what they think being under the
sea would look like to them. Small laminated images of
‘under the sea’ themed objects and animals will be
provided for the children to add during/after to their
painting to create their picture.

https://www.pinterest.com.au/pin/387520742931915823/

https://www.pinterest.com.au/pin/492933121709941939/

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
What are we assessing:
- The child’s ability to explore aspects of the sea within the learning centres.
- The child’s ability to respond to living and nonliving elements under the sea.

How are we assessing:

- Teacher observation.
 How are we recording:
- Anecdotal notes – comment on the lesson objectives above.

- Take photos of children assigned for that week - annotate photos once taken

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.