Centre: Fine Motor – Clay Pressing
What do you need:
• Clay
• Shells, sea weeds etc.
Aim: Children press an item of their choice (e.g. a sea
shell) on the clay. Once the clay is dry, children can
choose to paint over the pattern created.
Educators can ask questions such as:
• What sea material are you pressing?
• What pattern is it making?
https://www.pinterest.com.au/pin/533887730807183294/
Centre: Personal/Social/Emotional – Ocean Puppet Play
What you need:
• Cut and laminated sea creatures.
• Shoe box (painted blue)
• Sea shells
• Sea weeds
• Sand
Aim: Children can use the materials provided for them
to create their own puppet show. They have the
freedom of choosing whichever materials they prefer.
Explicit / Intentional Teaching:
Mat session: Read Under the Sea by Anna Milbourne
Introduction:
There will be a box with sea creatures, things you bring
to the beach and sea shells. Get a few children to come
to the front, grab an item and show it to the group. The
group will need to guess what the theme for that day is
by using the clues given to them. When they have
guessed, ask a few children what their favourite sea
creature is. After the discussion, read Under the Sea by
Anna Milbourne to the children.
Questions to ask after reading:
• Can anyone remember what happened in the
book?
• What were some sea animals you saw?
• Where did the story happen?
After reading, tell the children about the activities they
will have the chance to explore during the session.
Conclusion:
What do you need:
• Speakers
• Song: Under the Sea
https://www.youtube.com/watch?v=itLxYZvFJdw
Aim: Children can choose however they want to engage
with this song. They can sing, dance or even just listen
to it.
Centre: Creative/Aesthetic – Rainbow fish – foil painting
What you need:
• Paint (yellow, blue, red, black and white)
• Foil
• Cotton tips
Aim: Children are to paint the rainbow fish from the
book. They have a choice whether they would like to
use their fingers to cotton tips. If they require help, the
educator can draw an outline of the fish.
https://www.iheartartsncrafts.com/fine-motor-rainbow-fish-foil-
painting-activity/
Centre: Cognitive/Language – Star fish cookies
What you need:
• Ingredients for the cookies (flour, egg, butter,
milk, bi-carb soda, sugar)
• Cookie cutters (stars)
• Yellow icing
• Yellow sprinkles
Aim: Children participate in this activity through helping
the educator measure the ingredients, cut the cookies
Questions to ask children: and time them. They are allowed to consume the
• Which sea creature is your favourite? cookies during morning tea or afternoon tea.
• Which sea creature do you dislike?
Questions to ask the children:
• What would happen to the cookie batter once
it is put in the oven?

Centre: Spiritual/Moral – Shell Jewellery Objective/s: Centre: Gross Motor – Fish out of the water
What you need: • Recognise features of the sea such as sand, sea What you need:
• Shells shells, sea weeds and star fishes. • Fishes with paper clips
• Strings • Magnets attached to fishing rods
• Beads • Empty bucket
• Fishing rod
Aim: Children can make any jewellery as they wish,
necklace or a bracelet. Aim: The aim of this activity is for children to ‘catch’ the
fishes. When its caught, they can place it on the empty
This activity helps strengthen children’s fine motor skills bucket. At the end, children can count how many fishes
as well as learning how to make something valuable they caught.
from natural materials.
Fish out of the water teaches children about fishing. A
topic that can be talked about in this centre is fishing
etiquette. This activity also helps children to count
(count how many fishes they have caught).

https://funlearningforkids
.com/pretend-play-
fishing-alphabet-activity/
 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.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
What are we assessing?
• Children recognise features of the sea such as sand, sea shells, sea weeds fishes and star fishes.

How are we assessing?

• Observation
• Questioning

How are we recording?

• Checklist + anecdotal notes
• Photographic evidence