Centre: Fine Motor – Ocean Slime
What you need:
• Slime
• Shells, seaweed, sea glass, sponges
• Sea animals (mini plastic toys)
Aim: Children are to explore the different sea creatures
and the non-living things that belong in the sea. By
using slime, they are able to manipulate and choose
which animals go into their slime.
Questions to ask:
• What is your favourite sea creature?
• Why did you add ___ but not ___ in your
slime?
• Does a giraffe (or any land animal) live in the
water?
https://www.schoolingamonkey.com/ocean-slime-recipe/
Explicit / Intentional Teaching: Centre: Creative/Aesthetic – Create your own small
Mat session: Commotion in the Ocean by Giles Andrea world
Introduction: What you need:
Once the children are seated by for the mat session, • Toy sea animals
start by asking if they could name as many sea animals • Shells, sea weed, sea glass, sponges
as they can. When all resources are exhausted, tell • Sand
children they will be reading a book called Commotion • Empty rectangular container
in the Ocean by Giles Andrea. • Water
• Pebbles
After reading, ask children these questions:
• What sea animals did you see in the book? Aim: Throughout the day, children are encouraged to
• Have you seen any of them in person? create and add to the small world. It will start off with
• Show me what movements the animals did? nothing and children begin to add to it. The aim of this
E.g. The jellyfish jiggled. activity is for children to recognise non-living and living
things in the sea.
Explain to the children the different centres they will be
exploring for the session. Encourage them to try all of it.
https://i.pinimg.com/originals/5a/0f/aa/5a0faae18fad36b8ff
a56630b4f03732.jpg
Centre: Personal/Social/Emotional – Sea Story Stones
What you need:
• Stones
• Paint
• Paint brushes
Aim: Sea Story Stones is about children telling a story
that has Under the Sea theme. Instead of writing,
children are to paint each event that happens. Children
choose how many stones they want to paint. To give
them some ideas, characters can be a pirate, a sponge,
a whale, shark etc.
https://www.craftsonsea.co.uk/sea-story-stones-diy/
Centre: Cognitive/Language – Land Animal or Sea
Animal?
What you need:
• Toy land animals
• Toy sea animals
• 2 buckets
Aim: All the animals will be in the middle (mixed). The
children need to sort out which animals are from land
or from sea.
Questions to ask the children:
• How can you tell that this is a land animal?
Conclusion:
At the end of the session, children are to share the
stories they have done from Sea Story Stones. Also,
children will be asked what their favourite activity was
and what they have learnt.
The educator will end the session by doing some sea
creatures inspired – yoga poses with the children.
There will be a calming music in the background.
Objective/s:
• Children recall some sea animals.
• Children recognise that land and sea animals
are different.
Centre: Gross Motor – Crab Walking
What you need:
• DIY Dice
• Open space
Aim: Children roll the dice and must follow what it says.
For example, it can say ‘Crab walk sideways – fast’.
There will be an educator facilitating the activity and to
help children read. Crab walking helps children
understand movements of a crab.
http://www.3dinosaurs.com/wordpress/index.php/a-fun-crab-
walking-gross-motor-dice/
Centre: Spiritual/Moral – Shell Cleaning
What you need:
• Shells
• Water
• Brushes
Aim: There will be a bucket full of shells that need to be
cleaned. Children are to clean as many as they want.
Educators can start a discussion about other ways to
keep the environment clean – especially the sea.
Children also learn the proper way of cleaning shells.
 • How can you tell that this is a sea animal?
• What is the difference between the two?

Educators can start a discussion about different body

parts of sea animals – fins, gills etc.
https://www.pinterest.com.au
/search/pins/?q=shell%20clean
ing&rs=typed&term_meta[]=sh
ell%7Ctyped&term_meta[]=cle
aning%7Ctyped

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
What are we assessing:
• Children are able to recall some sea animals.
• Children recognise the difference between land and sea animals.

How are we assessing?

• Discussions

How are we recording?

• Anecdotal notes
• Learning story – take pictures, date them and write a summary of the activity and children’s response
 Highlight one or two outcomes specifically connected to your objective/s.

OUTCOME 1: CHILDREN HAVE A STRONG OUTCOME 2: CHILDREN ARE OUTCOME 3: CHILDREN HAVE A STRONG OUTCOME 4: CHILDREN ARE CONFIDENT AND OUTCOME 5: CHILDREN ARE EFFECTIVE
SENSE OF IDENTITY CONNECTED WITH AND CONTRIBUTE TO THEIR SENSE OF WELLBEING INVOLVED LEARNERS COMMUNICATORS

1.1 Children feel safe, secure, and supported. WORLD 3.1 Children become strong in their social 4.1 Children develop dispositions for learning 5.1 Children interact verbally and non-
1.2 Children develop their emerging 2.1 Children develop a sense of belonging to and emotional wellbeing. such as curiosity, cooperation, confidence,
verbally with others for a range of purposes.
autonomy, inter-dependence, resilience and groups and communities and an understanding of 3.2 Children take increasing responsibility creativity, commitment, enthusiasm, 5.2 Children engage with a range of texts
sense of agency. the reciprocal rights and responsibilities necessary for their own health and physical persistence, imagination and reflexivity. and gain meaning from these texts.
1.3 Children develop knowledgeable and for active community participation. wellbeing. 4.2 Children develop a range of skills and 5.3 Children express ideas and make

confident self-identities. 2.2 Children respond to diversity with respect. processes such as problem solving, enquiry, meaning using a range of media.
1.4 Children learn to interact in relation to 2.3 Children become aware of fairness. experimentation, 5.4 Children begin to understand how
others with care, empathy and respect. 2.4 Children become socially responsible and
hypothesising, researching and investigating. symbols and pattern systems work.
show respect for the environment. 4.3 Children transfer and adapt what they have 5.5 Children use information and
learned from one context to another. communication technologies to access
4.4 Children resource their own learning information, investigate ideas and represent
through connecting with people, place,
their thinking.
technologies and natural
and processed materials.