Centre: Fishing- fine motor
On the back of felt fish there will be
paper clips. These fish will be placed
in a container of water and the
educator would have made fishing
rods with magnets on them. The
children will need to use their fine
motor skills to manoeuvre the fishing
rod to catch the fish.
http://fromunderapalmtree.com/diy-felt-magnetic-fishing- of the learning centres and the
game/
Centre: Fish stamping-
creative
On the arts and crafts table there will during the lesson the educator will
be a variety of different coloured
paints. The children will have the
opportunity to make their own sea
animal collage by stamping a sea
animal of their choice into paint then children’s answers on a checklist and
over their paper to reveal different
shapes and patterns.
Explicit / Intentional Centre: Sea animal small
Teaching: world- sensory
The educator would have set up in a
Topic: Sea Animals
container some sand, water,
Mat session:
seaweed, shells and sea animals.
Introduction:
The children will then have the
To introduce the topic of sea animals
opportunity to use their senses to
we will have a group discussion of
explore the small world of the sea
any sea animals they know of and if
animals.
they have a favourite sea animal.
The educator will then read the book
“Commotion in the ocean” by Giles
Andreae. While reading the book the
educator will point to each of the sea
animals and ask the children if they
know what the animal is.
The educator will then explain each
http://helloplaytime.com
children will then go off and explore
one of their choice.
Conclusion: Centre: Sea animal sort-
To wrap up what the children learnt cognitive
On this table there will be a variety
ask the children: of different sea animals. There will
“What are some sea animals that be coloured containers and the
can be found in the ocean?” children will need to sort the sea
The educator will fill out some of the animals based on their colour. This
game can also be done by sorting
anecdotal notes. size, shape etc.
The children will then finish off with a
fun game of sea animal charades
which summarises all the sea
animals learnt during the lesson.

https://www.pinterest.com.au/pin/155303887188492764/
Centre: Fish, Fish, Shark! –
social
This game is a social game and is
the same as “duck, duck, goose!”
except children will say “fish, fish,
shark!” The children will sit in a
circle and take it in turns to say
these words by tapping their peers
head and walking clockwise. If they
say shark to a child that child needs
to stand up and chase them around
the circle and tag them. The child
getting chased will need to sit on the
other child’s spot then the game
repeats. This game is good as it
teaches children turn taking as they
will need to wait their turn.
One child will choose a card which
has a sea animal on it, and they will
need to act out that animal. The
other children will need to guess
what sea animal they are.
Objective/s:
1. Name at least two sea animals
found in the ocean.
https://www.ssww.com/item/color-splash-sea-life-bead-
assortment-BE861/
Centre: Sea animal yoga-
spiritual
In the meditation area there will be a
basket of yoga mats rolled up. The
children would have been taught
that when they want to do yoga that
they can go to this area and unroll a
mat. As the focus is on sea animals
there will be some sea animal yoga
cards for the children to look at and
copy. In this area there will also be
beach music. This area also supports
children’s gross motor development.
Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
 Assessment 1: Name at least two sea animals found in the ocean.
 The assessment will take place in the conclusion of the lesson.
 This will be assessed through observation, questioning and it will be recorded through a checklist and
anecdotal notes

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

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

Assessment:
Objective: Name at least two sea animals found in the ocean
Childs Checklist Anecdotal notes
name
Mia (example) *** Mia was able to name two sea animals such as a fish and a shark.
Tom
Bill
Zoe
Bob
Lola

Checklist key:

* Could not
name any sea
animals
** Could name
one sea
animal
*** Could name
two or more
sea animals
References:

Department of Education and Training. (2009). Belonging, being and becoming - The early years learning

framework for Australia. Retrieved from https://docs.education.gov.au/node/2632