Animals include fish, starfish, amphibians, mussels:
Centre:
Spaghetti Small ocean world
A sensory tray containing blue spaghetti and
different sea animals hidden within the
spaghetti will be placed on the table for
children to explore the different animals
found in the ocean. To extend, sorting trays
can be placed at the centre for children to
put the sea animals in one and (non-living)
ocean items in another.
Centre:
Ocean play dough
Have blue play-dough set out in tray for the
children to explore. Add shells and play-
dough mats to prompt children to make
animals and animal parts with the play-
dough.
Explicit / Intentional Teaching:
Mat session:
Read ‘book ‘Commotion in the Ocean’
Introduction:
After reading ‘Commotion in the Ocean’ ask
the children questions about what animals
they think live in the water and which ones
also can come on land. Have flashcards of
some sea and land animals and see if children
can name them or remember them from the
book.
Children go off to explore learning centres and
different animals.
Conclusion:
Ask children to name as many sea animals as
they can and discuss which are their favourites
and which ones they like and why.
Discuss activities and see which activity
students like the most and why.
Centre:
Sea animal handprint
Trays with multiple coloured paint and A4
sheets of paper will be laid out. There will also
be many different craft materials such as eyes
laid out too. Children will then have the
chance to create sea animals out of the
handprints that they have made.
Centre:
Salt dough starfish
Children will create their own starfish using
salt dough. They will form and mold their salt
dough into the shape of a starfish and create
patterns/ decorate starfish that will then be
baked to create ornaments.
 Centre:
Starfish painting
Children will paint and decorate their
starfish with the various colours of paint
provided. Children can add glitter once
painted.
Objective/s:
1.) Identify that starfish and fish are
animals.
2.) Explore, create and discover the
animals of the sea, by creating,
decorating and playing with them.
Centre:
Fish bowl ocean
Children will create their own ocean and
explore what animals belong in the ocean.
They will fill up the fish bowl with water
and add blue water beads. Once the fish
bowl is set up children will go through all
the animals provided and discuss as a group
what animals they think belong in the sea.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
 Students ability to identify starfish and fish as an animal.
 Students can name multiple sea animals (animals that live in water).
 Observation of actions and conversations at learning centres - Use anecdotal notes to record if objectives are met.

Presentation (Rubric Criteria):

Theoretical Framework including EYLF and theories of learning evident in planner –

EYLF:
1. Children have a strong sense of identity- children are working collaboratively with others, getting involved in new challenges
and making new discoveries.
 2. Children are connected with and contribute to their world- cooperating with others, negotiating turns, listening to other
students ideas and are using play to investigate, explore and solve problems.

4. Children are confident and involved learners- children are expressing curiosity and interest in the activities, manipulating
objects, problem solving, exploring ideas, repeating actions and mirroring others actions, making connections within the experiences
and using their imagination when exploring the activities.

5. Children are effective communicators- communicating and sharing new ideas and listening to other children’s ideas and
thoughts.

Theory:
Play theory:
These six centres promote play based learning. children will be making meaning from exploring with their group in a hands on
manner. They will be using problem solving, abstract thinking, creative skills, exploration skills and language skills (Campbell, Jobling
& Howitt, 2018).

Constructivist theory:
In these activities children are constructing meaning from the learning experiences and building on their existing knowledge because
all the activities are building on children understanding that animals include fish, starfish, amphibians and mussels (Campbell, Jobling
& Howitt, 2018).

Scientific Knowledge:
Teaching point is Animals include fish, star fish, amphibians, mussels
Explain centres and scientific thinking behind each -
Spaghetti sensory tray: Children can explore the sensory aspect of the tray while discovering hidden animals and distinguishing
(sorting) between sea animals and ocean items such as shells, seaweed, etc.
Ocean play-dough: Allow children to make animals from the ocean using play-dough and ocean materials (shells).
Starfish painting: Allow children to explore what starfish look like by using paint.
Fish bowl ocean: Children explore the animals that live in the ocean by creating their own ocean and discussing as a group which
animals they believe live in the ocean.