Centre: Teacher Directed. Explicit / Centre: Guided investigation.

Guided soil exploration (part one of two). Intentional Geode Growing.

Description – Description –
Lay out in a line – the fresh leaf, the decaying leaf and the soil. Direct
Teaching: Students are to grow geodes and compare this
attention to the fresh and the rotten leaf, using a magnifying glass. Are Mat session: Exploring process to how rocks are formed?
they the same? How are they different? Compare the decaying leaf to Soils by Samantha Science learning –
the soil in the same manner. Grover. Chemical and irreversible changes.
What happened to the fresh leaf to make it brown and broken? Introduction: Comparisons and the vocabulary surrounding.
Do you see other things in the soil too? Explain objectives i.e. Resources –
Science learning – “We need to work Hot water, alum, food colouring, egg shell, plastic
Objects have observable properties. together with our cups (or the equivalent), wooden kebab sticks.
Vocabulary (i.e. decay, breaking down, fresh, etc.). friends”.
Resources - Key questions – What is
Small amount of soil, decaying leaf, fresh leaf, and a magnifying glass. soil? What does it feel
like? What about rocks,
how do they feel?
Centre: Investigation Table. Conclusion: Centre: Sandpit.
What’s lighter/heavier than a rock? Magic bags – one with Rock construction zone.
Description – soil and one with rocks. Description –
Independent and peer collaborative exploration of different materials Choose a child to Sensory tray filled with assorted pebbles, small
and rocks. describe what they feel rocks and construction vehicles.
Science learning – (i.e. It’s really bumpy), Science learning –
Physical differences in objects, objects have observable properties, and after a few students have Objects have observable properties – size, shape,
vocabulary. had some turns reveal weight.
Resources – the contents in the Resources –
Attribute blocks, counters, sticks, assorted rocks, bolts and other loose bags. Small construction vehicles, small pebbles and
parts, and balance scales. stones, sensory tray.
Centre: Non-permanent art. Objective/s: Centre: Outdoor area.
What can you make with soil and rocks? Students use vocabulary Rock Scavenger Hunt
Description – such as fresh and Description –
Children are invited to make mandalas and other works of art. This will breaking down. Children will have the option to participate in an
encourage them to take closer looks at the materials (rocks and soil). unstructured rock scavenger hunt, when they
Children will be encouraged to use vocabulary surrounding the texture Students work return to the meeting space with their rocks, they
of the items used and may use the iPad to document their work. independently of will be guided to use descriptive language when
Science learning – educator and discuss where they found their items and the
Materials have observable properties. collaboratively with properties of such items.
Resources – peers. Science learning –
Different coloured A3 paper, rocks of assorted shapes, sizes and colour, Objects have observable properties.
different types of soil, and an iPad. Descriptive language surrounding the location
where items were found.
Resources –
Outdoor environment with natural resources.
Assessment and Recording – There should be a roaming educator with a checklist of children’s names. Simply tick against students’ names whom are
collaborating with peers. Write any concerns down as noticed.

The early childhood teacher should be writing anecdotal notes regard student’s vocabulary, any concerns, and any interesting points to convey to parents
at the end of the day.

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

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