Centre: dancing rice
Students will be investigating the reactions of the combination of water,
rice and bi-carb soda when mixed together. The teacher is to place rice on
a paper plate and put the plate on top of speaker. The children are able to
adjust the speaker volume and watch the changes in speed the rice
“dances” when the volume is turned up and down.
The students will be engaging in the conduction of an experiment to see
the reaction of water, rice and bi-carded soda when mixed together. The
teacher is to conduct the experiment, and whilst they are conducting the
experiment they are to ask the students to hypothesis and predict what
will happen next in the experiment.
Centre: water xylophones
Glasses are filled with different levels of water. Children are to run their
fingers around the rim of each glass. Due to the glasses being filled with
different levels of water the sound and the vibration made from each of
the glasses will vary. The students can also use a spoon instead of fingers
to create the different vibrations on the glass. The students will be
investigating how different levels of water can contribute to the different
level and pitch sounds that water can create, by running their fingers
around the rim of each of the glasses .
Centre: make your own musical instrument
The children will have the opportunity to use open-ended materials
to be able to create their own musical instruments. The educator is
to provide a table with different open-ended materials that the
children will use in order to create their own musical instrument.
Once all of the children have created their musical instrument, the
educator will provide the children with the opportunity to play their
musical instruments in the class band.
Explicit / Intentional Teaching:
Mat session:
Introduction: The teacher is to place different materials such as
rice, rocks, sticks and shells into covered containers. The children will
be sitting in a circle for the mat session. The children are to pass each
of the containers around the circle, when it is their turn to hold the
container, they are to guess what material is inside of the container.
The teacher is to go around the circle until each of the children have
had their turn. Once the each of the students have had a turn of
guessing the different materials, the teacher is to explain each of the
learning centres that the children will be engaging in.
Conclusion:
The educator is to introduce the children to come back to the
mat in order to conclude the lesson. The educator is to ask
different students about the different learning centres, and
the different activities they did in the learning centres. The
educator is to ask the children what they learnt that was new
in each of the different learning centres.
Objective/s:
Children will engage in the learning centres that the
educator has set up in order to provide the children to
develop a greater understanding of the way in which
different materials can make different sounds when
joined together.
Centre: Paper cup and string phone
The students will be producing their own string phones made out of
paper cups. The students are to work in pairs in order to produce
their own string phones. The students are to work together as a team
in order to create their paper cup and string phones, communicating
and working as a team. The students will then test out their phone
by going to different places within the indoor and outdoor learning
environment and see if they are able to hear the sounds they make
on each end of the phones.
Centre: Constant positive playdough
The educator is to set up a constant positive playdough
station which the students will be able to engage in. The type
of playdough provided for the children with be sensory
enhancing, with different scents which will provide students
with the opportunity to develop their sense of smell. The
sensory enhancing playdough will also provide the children
with the opportunity to develop their fine motor skills.
Centre: sound discovery centre
The educator is to place different musical instruments out
onto a table. The educator is to provide the children will the
opportunity to engage in the different musical instruments
freely, investigating the different sounds that each of the
instruments make, as well as the sounds the instruments
make when they are joined together.
 As a result of engaging in the learning centres, the
children will be able:
- Make their own musical instrument
- Engage in the sound discovery centre
- Engage in the water xylophone experiment
- Create their own paper cup and string phone
- Engage in the dancing rice experiment
- Engage and play with playdough

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
Whilst the children are engaging in each of the learning centres, the educator is to walk around and take photos of the children engaging in the learning
centres. The educator may use the photos of the students engaging in each of the learning centres, as part of the children learning journal, where the
educator records the different learning the students engage in over the year. The educator may also make anecdotal notes of the children’s engagement
when they are immersed in each of the learning centre activities , taking note of the learning that took place, as well as how well the children were able to
complete the activities. The educator will also be completing a checklist with the following requirements:
- Were the children able to make their own musical instrument?
- Were the children able to engage in the water xylophone experiment?
- Were the children able to create and play their own balloon popping art?
- Were the children able to engage in the sensory sound tray?

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

OUTCOME 1: 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 2: Children are connected with 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 3: Children have a strong sense of well
being
Children become strong in their social and emotional
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective communicators
learners
Children interact verbally and non-verbally with others
Children develop dispositions for learning such as for a range of purposes
curiosity, cooperation, confidence, creativity,
Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and
meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as
of media
problem solving, enquiry, experimentation,
hypothesising, researching and investigating Children begin to understand how symbols and pattern
systems work.
Children transfer and adapt what they have learned
from one context to another Children use information and communication
technologies to access information, investigate ideas
Children resource their own learning through
and represent their thinking
connecting with people, place, technologies and natural
and processed materials