LIGHT SOURCES

Outcome 1: Children have a strong sense of identity Outcome 2: Children are connected with and contribute to Outcome 3: Children have a strong sense of wellbeing Outcome 4: Children are confident and involved learners Outcome 5: Children are effective communicators
their world

1.1. Children feel safe, secure and supported
1.2. Children develop their emerging autonomy, inter-
dependence, resilience and sense of agency
1.3. Children develop knowledgeable and confident self-
identities
1.4. Children learn to interact in relation to others with
care, empathy and respect
2.1. Children develop a sense of belonging to groups and
communities and an understanding of the reciprocal rights
and responsibilities necessary for active civil participation
2.2. Children respond to diversity with respect
2.3. Children become aware of fairness
2.4. Children become socially responsible and show respect
for their environment
3.1. Children become strong in their social, emotional and
spiritual wellbeing
3.2. Children take increasing responsibility for their own
health and physical wellbeing
4.1. Children develop dispositions for learning such as 5.1. Children interact verbally and non-verbally with others
curiosity, cooperation, confidence, creativity, commitment, for a range of purposes
enthusiasm, persistence, imagination and reflexivity 5.2. Children engage with a range of texts and get meaning
4.2. Children develop a range of skills and processes such as from these texts
problem solving, inquiry, experimentation, hypothesising, 5.3. Children express ideas and make meaning using a range
researching and investigating of media
4.3. Children transfer and adapt what they have learnt from 5.4. Children begin to understand how symbols and pattern
one context to another systems work
4.4. Children resource their own learning through 5.5. Children use information and communication
connecting with people, place, technologies and natural and technologies to access information, investigate ideas and
processed materials represent thinking

Centre: Teacher-Directed Explicit / Intentional Teaching Centre: Independent

Mat Session
Light Sources Sort Light Box Play
Objective:
Educator brainstorms the concept of light sources At the end of this lesson, children will be able to: Children experiment with an artificial light source (i.e.
with children by encouraging them to list the light box) to create ‘light paths’ in a shallow plastic tube
various light sources they already know about (e.g. set atop a light box table. The inside of the tub is
o Identify natural and artificial light sources covered with a manipulative material of choice such as
sun, fire, torches, lamps, lasers, matches, o Experiment with different light sources
fireworks, fireflies etc.). Educator provides children rice/lentils, sand, slime, cotton wool balls etc. Children
with 6 objects, some of which are light sources and experiment with light source by making patterns in the
Motivation manipulative material using their fingers and observe
others which are not (e.g. an image of the sun, a
small torch, a match, a teddy-bear, a ball, a the light as it shines from beneath. Transparent geo-
wooden block). Educator asks children to sort Educator dims lights and removes torch with a lens covered in colourful blocks can be added to promote children’s construction
objects into light sources and non-light sources by cellophane from mystery bag. Educator shines torch spotlight onto the play.
placing them into labelled tubs. Educator assesses laps of select children.
children’s ability to identify and sort light sources Materials:
(both natural and artificial) and notes additional Educator asks children if they can guess what they are using to create
understandings using the Assessment Checklist. light (i.e. a torch): ‘Can you see the spotlight? What am I using to make • Light box
this colourful light?’ • Plastic tub
Question Prompts: • Various manipulative materials of choice (e.g.
Introduction rice/lentils, sand, slime, cotton wool balls)
v Do you know where light comes from? • Transparent geo-blocks

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 v Do you know what makes light in nature? Educator introduces learning intention. That is – to identify light sources.
v Do you know what objects make light in
the classroom? Educator explains the scientific concept of light sources.
v Can the sun/torch/match/teddy- Key Teaching Points (KTP’s):
bear/ball/wooden block make light? • Light is a form of energy
• Light can come from natural sources (such as the sun)
Differentiation: • Light can come from artificial sources (such as a torch)
• Some objects block light and are called ‘opaque’
o Enabling – Educator to limit number of • Some objects let light through and are called
objects requiring sorting to 3 objects. ‘transparent’
o Extending – Educator asks children to
further sort light-sources into natural and Educator introduces text: Light: Shadows, Mirrors and Rainbows (Natalie
artificial categories. Rosinsky) and elicits children’s prior knowledge by asking: ‘Who knows
where light comes from? What objects make light inside? What makes
Materials: light in nature? Can we see without light? What happens if there is no
light?’
• Image of the sun
• Small torch Educator reads text aloud to children, pausing to note the different light
• Empty matchbox sources mentioned in the text.
• Teddy-bear
• Ball Educator then places text upon a literacy provocation table which
• Wooden block includes various fiction/non-fiction texts about light and light sources.
Children can access this provocation as part of activity rotations if
• Sorting tables
desired.
• Labels – ‘light source’ & ‘non-light source’
• Assessment checklist
Transition to Activity Centres

Educator instructs children to move freely to various activity centres set-

up around the classroom.

Teacher-directed activity to be supervised and assessed by educator (all

children to be rotated through this activity centre). Guided activities to be
supervised by Education Assistant. Outdoor activities to take place during
supervised play-time. Independent activities designed to be accessed

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 without adult intervention.

Conclusion

Children return to mat for concluding mat session.

Educator recaps the Key Teaching Points (KTP’s) about light sources by
completing the ‘Light Source Sort’ activity. Educator asks children to
assist where appropriate.

To conclude the lesson, educator guides children to participate in a

Cosmic Yoga ‘Hello Sun Fun’ brain-break:
https://www.youtube.com/watch?v=trJ0JlBN8c4

Children are thanked for their participation then transitioned to next

lesson.
Centre: Guided Assessment & Recording: Centre: Independent

An Assessment Checklist is used to assess children’s ability to accurately Stained-glass Window

Fire Painting
identify and sort light sources when prompted. Anecdotal notes are also
used to record children’s engagement in experimenting with various light Children experiment with a natural light source (i.e.
Educator places fake tealight candle securely into
sources. sunlit window) to construct stained-glass window.
lantern. Educator explains that fire is another
source of natural light but is VERY dangerous to Educator provides children with pictures of church
An example of this assessment checklist is provided below: cathedral windows as a creative provocation. Educator
both children and adults. Educator explains that
only adults should be around fire and have to then provides children with various craft materials –
exercise caution and fire-safety procedures. Science in Early Childhood some opaque (e.g. coloured card, alfoil etc.) and others
Educator invites children to observe the light and Light Sources transparent (e.g. cellophane, baking paper etc.).
colours cast by the flame of the tealight candle. Date of Assessment: _________________________ Children create the stained-glass effect by placing
Educator provides children with A4 paper, pipettes Educator: _________________________ different transparent materials onto sticky clear contact
and red/yellow/orange Edicol dye to create an affixed to window pane. Educator scaffolds conversation
observational painting of the fire. Children with children around the notions of opacity and
manipulate pipettes to create their drawing. Once transparency with an emphasis on scientific terminology

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
finished, children can sprinkle salt on their artwork such as: ‘opaque’, ‘transparent’, ‘clear’ and ‘see-
Name Able to IDENTIFY & Comments:
for a speckling effect. through’.
SORT light source when
prompted
Materials: (Ö / X) Materials:

• Fake tealight candle • Window

• Lantern Alice X Alice placed the wooden block • Opaque craft materials (e.g. coloured card,
• A4 paper into the light source tub. alfoil)
• Pipettes • Transparent craft materials (e.g. cellophane,
• Red/yellow/orange Edicol dye baking paper)
• Salt Ben Ö Ben was able to tell which light • Clear contact
source is found outside and
which light source is found
outside.

Catherine Ö Catherine needed prompting to

sort the matchbox into the light
source tub.

Daniel X Daniel did not participate in this

activity.

Centre: Independent Centre: Guided

Peepbox Provocation Spotlight

Educator constructs a peepbox provocation using a cardboard box with
an opening flap cut into the top and a viewing hole cut into one side.
Educator assembles a small-world scene insides peepbox that is only
visib le when light is let in by lifting the opening flap. Educator scaffolds
conversation with children around the importance of light as it allows
Children play a movement game involving an artificial light source (i.e. torch). Children disperse
around the room and are instructed to move to music. However, they must freeze when the
torch is shone on them. If they do not freeze when the ‘spotlight’ is on them, they must copy a
motor movement determined by the educator until the next round is up.

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
us to see in the dark. Educators asks students what will happen when
the flap is open/closed.

Materials:

• Cardboard box
• Small-world resources
• Scissors

Light Source Provocation

Educator places various light-sources on table to be accessed by
children during activity rotations. These objects include small torches,
fake tea-light candles, mirrors and a light table.

Materials:

• Small torches
• Fake tea-light candles
• Mirrors
• Light table

Children’s Literature Provocation

Brinckloe, J. (1986). Fireflies. New York, USA: Aladdin Books.

Carle, E. (2015). Firefly, light up the sky: the world of Eric Carle. USA: Phoenix International Inc.

Long, G. (2013). Yeti, turn out the light!. San Francisco, USA: Chronicle Books.

Rosinsky, N. M. (2004). Light: shadows, mirrors and rainbows. USA: Picture Window Books.

Swift H. H. ( 2002). Little red lighthouse and the Great Gray Bridge. San Diego, USA: Harcourt Brace & Co.

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 GROUP PRESENTATION LESSON
LIGHT & SHADOW
Outcome 1: Children have a strong sense of identity Outcome 2: Children are connected with and contribute to Outcome 3: Children have a strong sense of wellbeing Outcome 4: Children are confident and involved learners Outcome 5: Children are effective communicators
their world

11.1. Children feel safe, secure and supported
1.2. Children develop their emerging autonomy, inter-
dependence, resilience and sense of agency
1.3. Children develop knowledgeable and confident self-
identities
1.4. Children learn to interact in relation to others with
care, empathy and respect
2.1. Children develop a sense of belonging to groups and
communities and an understanding of the reciprocal rights
and responsibilities necessary for active civil participation
2.2. Children respond to diversity with respect
2.3. Children become aware of fairness
2.4. Children become socially responsible and show respect
for their environment
3.1. Children become strong in their social, emotional and
spiritual wellbeing
3.2. Children take increasing responsibility for their own
health and physical wellbeing
4.1. Children develop dispositions for learning such as 5.1. Children interact verbally and non-verbally with others
curiosity, cooperation, confidence, creativity, commitment, for a range of purposes
enthusiasm, persistence, imagination and reflexivity 5.2. Children engage with a range of texts and get meaning
4.2. Children develop a range of skills and processes such as from these texts
problem solving, inquiry, experimentation, hypothesising, 5.3. Children express ideas and make meaning using a range
researching and investigating of media
4.3. Children transfer and adapt what they have learnt from 5.4. Children begin to understand how symbols and pattern
one context to another systems work
4.4. Children resource their own learning through 5.5. Children use information and communication
connecting with people, place, technologies and natural and technologies to access information, investigate ideas and
processed materials represent thinking

Centre: Teacher-Directed Explicit / Intentional Teaching Centre: Independent

Mat Session
STEM Shadow Tower Shadow Trace
Objective:
Educator to place line of coloured masking tape At the end of this lesson, children will be able to: Outdoors or underneath a well-lit window, educator sets
roughly 1-2 metres high on wall. Next place line of up various plastic animals on blank paper so that a
tape on the floor roughly 1 metre away from wall. o Identify a shadow when prompted shadow is cast onto the paper. Children use markers to
Place torch behind the line facing the wall. o Experiment with different light sources to create shadows trace the shadow of the animal of their choosing. After
Children are given the task to build a tower, with shadow has been traced children can paint it with a solid
unifix cubes. The shadow cast by the unifix cube colour and displayed.
Motivation
tower must reach the line on wall. Begin with
children building tower on floor at the masking Materials:
tape line. Then experiment moving the torch Educator projects various hand-made shadows onto blank wall using
• Light source: Window/sunlight
closer and farther from the tower until the shadow overhead projector.
cast by the tower reaches the line marked on the • Paper
wall. Educator assesses children’s ability to Educator asks students if they can guess what animal is being made by • Various toy animals
identify a shadow correctly using the Assessment the educator’s hand: ‘I am making shadows with my hands. Can you • Markers
Checklist and records anecdotal notes about their guess what animal this is? It goes quack!’(etc) • Paint
engagement in experimenting to create shadows.
Introduction
Question Prompts:

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 v Can you point to the shadow?
v What happens to the shadow on the wall experiment with shadows.
if you move the torch closer to the tower?
v What happens to the shadow on the wall Educator explains the scientific concept of shadows.
if you move the torch away from the
tower?
Differentiation:
o Enabling – Educator assists children to
manipulate cubes and moves the torch.
Children simply observe.
o Extending – Children apply the same
principle to other objects (e.g. plastic
animals, peers etc.). Children ‘measure’
the shadow using non-standard
measurements such as hands.
Materials:
• Light source: Torch
• Unifix cubes
• Coloured masking tape
• Blank wall
• Assessment Checklist
EDUC3025: Science in Early Childhood
Educator introduces learning intention. That is – to identify and
Key Teaching Points (KTP’s):
• A shadow is made when an object blocks light.
• You can change the way a shadow looks by moving the
object or the light source.
Educator introduces text: My Shadow (Robert Louis Stevenson) and elicits
children’s prior knowledge by asking: ‘Who knows what a shadow is? Do
you have a shadow? When do you see your shadow?’
Educator reads text aloud to children, pausing to note the different light
sources mentioned in the text as explored in previous sessions (e.g. the
sun, a lamp, a torch).
Educator then places text upon a literacy provocation table which
includes various fiction/non-fiction texts about light and shadow. Children
can access this provocation as part of activity rotations if desired.
Transition to Activity Centres
Educator instructs children to move freely to various activity centres set-
up around the classroom.
Teacher-directed activity to be supervised and assessed by educator (all
children to be rotated through this activity centre). Guided activities to be
supervised by Education Assistant. Outdoor activities to take place during
supervised play-time. Independent activities designed to be accessed
without adult intervention.
Conclusion
Assessment 2: Activity Planner Neo Tandy (20160902)
 Children return to mat for concluding mat session.

Educator recaps the Key Teaching Points (KTP’s) about shadows using a
torch and a plastic animal. Educator moves the torch (light source) and
the animal (object) to change the size and shape of the shadow.

To conclude the lesson, educator guides children in singing an action

song about their shadow: ‘Hi Shadow!’ (Patty
Shukla)https://www.youtube.com/watch?v=ZLph3HVJVFA. As children
move, educator draws their attention to their own shadow.

Children are thanked for their participation then transitioned to next

lesson.
Centre: Independent Assessment & Recording: Centre: Independent

Projector Play An Assessment Checklist is used to assess children’s ability to accurately Shadow Portraits
identify a shadow when prompted. Anecdotal notes are also used to
record children’s engagement in experimenting to create shadows.
Children explore shadows by placing various loose Children to stand so shadow falls on butchers paper
parts onto overhead projector. Children can also whilst educator traces shadow outline with marker.
An example of this assessment checklist is provided below:
use hats and umbrellas to change the appearance Children can then colour in their shadow using grey or
of their own shadow. black crayons. Educator to cut out at later time to put as
Science in Early Childhood display around classroom.
Materials: Light & Shadow
Date of Assessment: _________________________
Materials:
• Light source: Overhead projector Educator: _________________________
• Umbrella
Name Able to IDENTIFY Comments: • Light source: Sun
• Hats
shadow when • Butchers paper roll
• Clear coloured counters
prompted (Ö / X) • Markers
• Clear coloured daisy chains
• Grey & black crayons
• Paper doilies
• Floor
• Feathers
• Dried leaves
• Blank wall

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 Alice X Alice pointed to the light emitted
from torch when prompted to
identify a shadow.

Ben Ö Ben appeared to enjoy the shadow

identification activity. He especially
changing the shape of the shadow by
moving the torch closer and farther
away to the wall.

Catherine Ö Catherine appeared to enjoy the

shadow identification activity. She
mimicked the educators early
example of hand-puppet shadows
using the torch provided.

Daniel X Daniel did not participate in this

activity despite repeated attempts to
engage him.

Centre: Independent Centre: Guided

Shadow Puppet Play Superhero Symbol

Children create their own show to a peer-audience using puppets positioned behind
a sheet with a lamp. Children explore what happens to shadows when they move
puppets closer to lamp and further away. Educator to facilitate conversation focusing
on vocabulary such as light, dark, shadow, near and far.
Materials:
• Light source: Lamp
• White sheet hung from ceiling/table
• Puppets
Educator assistance required. Children trace cookie cutter symbol of their choosing onto
cardboard and cut out. Educator prompts children to consider which symbol they will use and
what it represents. Children decorate cardboard roll using collage materials. Next glue symbol
onto cling wrap and place over opening of cardboard roll. Pull cling wrap tight and secure with
elastic band. Sticky tape cling wrap for extra hold. Insert small torch into other end of cardboard
roll and allow children to project symbol onto various surfaces. Educator to facilitate
conversation focusing on vocabulary such as light, dark, shadow, near and far.
Materials:

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 • Light source: Torch
• Paper rolls
• Thin Cardboard
• Cookie cutters
• Cling wrap
• Scissors
• Cellotape
• Elastic bands
Children’s Literature Provocation

Bulla, C. R. (1994). What makes a shadow? New York, USA: HarperCollins Publishers.

Sayre, A. P. (2002). Shadows. New York, USA: Henry Holt & Co.

Stevenson, R. L. (2016). My shadow. New York, USA: Sky Pony Press.

Tompert, A. (1988). Nothing sticks like a shadow. New York, USA: Houghton Mifflin Harcourt.

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)

Outcome 1: Children have a strong sense of identity
1.1. Children feel safe, secure and supported
1.2. Children develop their emerging autonomy, inter-
dependence, resilience and sense of agency
1.3. Children develop knowledgeable and confident self-
identities
1.4. Children learn to interact in relation to others with
care, empathy and respect
Centre: Teacher-Directed
Reflection Collage
Educator provides children with a variety
of reflective and non-reflective materials
(e.g. alfoil, mirror tiles, sequins, CD’s, felt, coloured
card, cotton ball) and blank A3 paper.
Educator asks children to place reflective
materials onto paper to paper to create a
collage. Educator assess children’s ability Motivation
to identify materials which reflect light
and notes additional understandings using Educator removes various reflective objects from mystery bag and
the Assessment Checklist. Note: ‘Reflection distributes to select children. Children take turns handing objects to one
Collage’ work sample is to be retained for future another. Educator gathers objects back and places on provocation table.
assessment reference.
Question Prompts:
v Can you point to a reflective material?
v Which of these materials is reflective?
EDUC3025: Science in Early Childhood
LIGHT & REFLECTION
Outcome 2: Children are connected with and contribute to Outcome 3: Children have a strong sense of wellbeing Outcome 4: Children are confident and involved learners Outcome 5: Children are effective communicators
their world
2.1. Children develop a sense of belonging to groups and 3.1. Children become strong in their social, emotional and 4.1. Children develop dispositions for learning such as 5.1. Children interact verbally and non-verbally with others
communities and an understanding of the reciprocal rights spiritual wellbeing curiosity, cooperation, confidence, creativity, commitment, for a range of purposes
and responsibilities necessary for active civil participation 3.2. Children take increasing responsibility for their own enthusiasm, persistence, imagination and reflexivity 5.2. Children engage with a range of texts and get meaning
2.2. Children respond to diversity with respect health and physical wellbeing 4.2. Children develop a range of skills and processes such as from these texts
2.3. Children become aware of fairness problem solving, inquiry, experimentation, hypothesising, 5.3. Children express ideas and make meaning using a range
2.4. Children become socially responsible and show respect researching and investigating of media
for their environment 4.3. Children transfer and adapt what they have learnt from 5.4. Children begin to understand how symbols and pattern
one context to another systems work
4.4. Children resource their own learning through 5.5. Children use information and communication
connecting with people, place, technologies and natural and technologies to access information, investigate ideas and
processed materials represent thinking
Explicit / Intentional Teaching Centre: Independent
Mat Session
Foam Cloud Painting
Objective:
Educator places large mirror atop grassed area
At the end of this lesson, children will be able to: outdoors. Educator provides children with large
paintbrushes and paint pots filled with plain shaving
o Identify reflective materials foam. Educator encourages children observe the
o Experiment with different reflective materials reflection of the clouds as they pass overhead and paint
them using shaving foam.
Materials:
• Large mirror
• Large paintbrushes
• Paint pots
Educator asks students if they have ever seen their own reflection. • Shaving foam
Educator holds up hand-held mirror and looks at their own reflection. • Grassed area outdoors
Educator then invites select children to look at their own reflection in the
mirror.
Assessment 2: Activity Planner Neo Tandy (20160902)
 v Which of these materials is not reflective? Introduction
v Can you see your reflection in this
material? Educator introduces learning intention. That is – to identify and
experiment with reflective materials.
Differentiation:
Educator explains the scientific concept of reflection.
o Enabling – Educator to simplify the Key Teaching Points (KTP’s):
number of materials provided and make • Reflections occur when light bounces off an object
the difference between reflective/non- • Reflective objects are often shiny
reflective materials more obvious (e.g. • You can see your reflection in reflective objects
alfoil v. felt). l
o Extending – Educator asks children to Educator introduces text: My Mirror & Me (Bonita Andrea Shelby) and
classify 3 sample materials from most to elicits children’s prior knowledge by asking: Educator elicits children’s
least reflective. prior knowledge by asking: ‘Have you ever seen your reflection in a
mirror? What did it look like? Have you seen your reflection in anything
Materials: else? Can you see your reflection in a window? Does your reflection ever
disappear?’
• Reflective materials (e.g. alfoil, mirror
tiles, sequins, CD’s) Educator reads text aloud to children, pausing to characters responses to
• Non-reflective materials (e.g. felt, their reflection. This text promotes confidence, positive self-image and
coloured card, cotton ball) empowers children to know they are never alone.
• A3 paper
• Assessment checklist Educator then places text upon a literacy provocation table which
includes various fiction/non-fiction texts about light and shadow. Children
can access this provocation as part of activity rotations if desired.

Transition to Activity Centres

Educator instructs children to move freely to various activity centres set-

up around the classroom.

Teacher-directed activity to be supervised and assessed by educator (all

children to be rotated through this activity centre). Guided activities to be
supervised by Education Assistant. Outdoor activities to take place during

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 supervised play-time. Independent activities designed to be accessed
without adult intervention.

Conclusion

Children return to mat for concluding mat session.

Educator recaps the Key Teaching Points (KTP’s) about reflections by

sharing sample ‘Reflection Collage’ made by select children.

To conclude the lesson, educator shows children a video about their

reflection in the mirror: ‘The Reflection in Me’:
https://www.youtube.com/watch?v=D9OOXCu5XMg

Children are thanked for their participation then transitioned to next

lesson.
Centre: Guided Assessment & Recording: Centre: Independent

An Assessment Checklist is used to assess children’s ability to accurately Mirror Table Play
Reflective Suncatcher
identify reflective materials when prompted. Anecdotal notes are also
used to record children’s engagement in experimenting to create Educator places wooden blocks and various small world
Educator provides children with various reflective
reflections. ‘Reflection Collage’ work sample is to be retained for future items for children to play with (e.g. people, cars etc)
craft materials (e.g. alfoil, mirror tiles, sequins,
assessment reference. atop a mirror table. Educator encourages children to
CD’s) with which to construct a reflective
suncatcher using glue and string When complete, observe the reflections of these objects as they
An example of this assessment checklist is provided below: manipulate them. Educators promotes children’s inquiry
suncatchers are to be suspended in the designated
Nature Play area. Educator invites children to by asking: ‘I wonder what the will reflection will look like
observe the colours and prisms reflected by the when…’.
mobile. Science in Early Childhood
Light & Reflections Materials:
Materials: Date of Assessment: _________________________
Educator: _________________________ • Mirror table
• Reflective materials (e.g. alfoil, mirror • Assorted wooden blocks
tiles, sequins, CD’s) • Assorted small-world play resources

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 • Glue
Name Able to IDENTIFY Comments:
• String
reflective material
when prompted
(Ö / X)

Alice Ö Alice commented that the

materials were ‘shiny’.

Ben Ö Ben pointed to other reflective

materials in the room such as
glass, metal chair legs and coins.

Catherine Ö Catherine appeared to be

immersed and thoroughly
engaged in the foam cloud
painting activity.

Daniel X Daniel did not participate in this

activity, however, he appeared to
enjoy creating the ‘Reflective
Suncatcher’.

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
Centre: Independent Centre: Guided

Reflection Provocation Reflection Hunt

Educator places various reflective objects on table to be accessed by
children during activity rotations. These objects include alfoil, mirror
tiles, sequins, CD’s, glitter balls and shiny material.
Materials:
Educator guides children in a walk around centre to look for reflective materials. Children
determine whether or not an object is reflective by seeing if their reflection is reflected in the
object. For example, children observe their reflections in windows, in highly polished playground
plastics etc. but not when looking into a brick wall and through a fence.

• Alfoil
• Mirror tiles
• Sequins
• CD’s
• Glitter balls
• Shiny material

Children’s Literature Provocation

Rosinsky, N. M. (2004). Light: shadows, mirrors and rainbows. USA: Picture Window Books.

Shelby, B. A. (2019). My mirror & me. Salem, USA: Xulon Press.

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 LIGHT & COLOUR

Outcome 1: Children have a Outcome 2: Children are connected with and contribute to their Outcome 3: Children have a strong sense of wellbeing Outcome 4: Children are confident and involved learners Outcome 5: Children are
strong sense of identity world effective communicators

11.1. Children feel safe, secure
and supported
1.2. Children develop their
emerging autonomy, inter-
dependence, resilience and
sense of agency
1.3. Children develop
knowledgeable and confident
self-identities
1.4. Children learn to interact in
relation to others with care,
empathy and respect
2.1. Children develop a sense of belonging to groups and 3.1. Children become strong in their social, emotional and spiritual wellbeing 4..1. Children develop dispositions for learning such as curiosity, 5.1. Children interact verbally
communities and an understanding of the reciprocal rights and 3.2. Children take increasing responsibility for their own health and physical wellbeing cooperation, confidence, creativity, commitment, enthusiasm, and non-verbally with others for
responsibilities necessary for active civil participation persistence, imagination and reflexivity a range of purposes
2.2. Children respond to diversity with respect 4.2. Children develop a range of skills and processes such as 5.2. Children engage with a
2.3. Children become aware of fairness problem solving, inquiry, experimentation, hypothesising, range of texts and get meaning
2.4. Children become socially responsible and show respect for researching and investigating from these texts
their environment 4.3. Children transfer and adapt what they have learnt from one 5.3. Children express ideas and
context to another make meaning using a range of
4.4. Children resource their own learning through connecting media
with people, place, technologies and natural and processed 5.4. Children begin to
materials understand how symbols and
pattern systems work
5.5. Children use information
and communication
technologies to access
information, investigate ideas
and represent thinking

Centre: Teacher-Directed Explicit / Intentional Teaching Centre: Independent

Ice Cube Colour Mixing
Educator provides children with ice cubes
that have previously been coloured using
primary coloured food colouring. Educators
asks children to select two different primary
coloured ice-cubes, name the primary
colours of the ice-cubes and them into a
mason jar. Educator invites children to
predict what secondary colour will be made
my combining the two primary coloured ice-
cubes. Children then observe the secondary-
coloured liquid formed as the ice-cubes
melt. Educator facilitates discussion with
children around the scientific concept of
freezing, melting, solids and liquids, as well
as the notion of primary and secondary
colours. Educator assess children’s
Mat Session
Rainbow Milk
Objective:
Educator provides children with large
At the end of this lesson, children will be able to: container filled with milk, pipettes and
various food colourings. Children experiment
Identify primary colour by name in mixing colours by dropping food colouring
Experiment mixing colours into milk using pipette. Children observe the
colours as they disperse throughout mixture
Motivation and can swirl colours to create artistic
effects. If milk allergies are present, consider
Educator projects real-life image of a rainbow onto blank wall using overhead projector. using a plant-based milk or small amounts of
cornflour dissolved into water. Ensure that
Educator points to and names each colour in the rainbow and invites children to do milk is discarded after use.
likewise. Educator asks children to share their favourite colour and explain why: ‘Can you
name all the colours in the rainbow? What’s your favourite colour?’ Materials:
Introduction Large container
Milk (or alternative, if allergies are present)

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
ability to identify primary colour by Educator introduces learning intention. That is – to identify colours by name and Pipettes
name and predict secondary colour experiment mixing colours. Food colouring
formed and notes additional
understandings using the Assessment Educator explains the scientific concept of colour.
Checklist. Key Teaching Points (KTP’s):
Colour is the reflection of light
Question Prompts: Primary colours are red, blue and yellow
Secondary colours are a mixture of primary colours and are purple, green and orange
v Can you name these colours?
v What colour do you think will be Educator introduces text: What Makes a Rainbow? (Betty Ann Schwartz) and elicits
made when we mix these two children’s prior knowledge by asking: ‘Have you ever seen a rainbow? Have you ever
colours? touched a rainbow? When do we see a rainbow in the sky?’
v What is happening to the ice-
cubes? Educator reads text aloud to children, pausing at the various pop-up sections to note the
v What is being collected in the different rainbow colours.
bottom of the jar?
v What do you think will happen if we Educator then places text upon a literacy provocation table which includes various
put the jar back into the freezer? fiction/non-fiction texts about light and shadow. Children can access this provocation as
part of activity rotations if desired.
Differentiation:
Transition to Activity Centres
o Enabling – Educator provides
children with significant prompting Educator instructs children to move freely to various activity centres set-up around the
and hints to identify secondary classroom.
colour formed.
o Extending – Educator asks children Teacher-directed activity to be supervised and assessed by educator (all children to be
what would happen to the colour of rotated through this activity centre). Guided activities to be supervised by Education
the liquid if more water is added. Assistant. Outdoor activities to take place during supervised play-time. Independent
activities designed to be accessed without adult intervention.
Materials:
• Primary coloured ice-cube Conclusion
• Mason jar
• Assessment checklist Children return to mat for concluding mat session.

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 Educator recaps the Key Teaching Points (KTP’s) about colour by assembling a rainbow
using the mason jars of primary and secondary colours created in the ‘Ice Cube Colour
Mixing’ activity.

To conclude the lesson, educator guides children in singing ‘I Can Sing a Rainbow’ song:
https://www.youtube.com/watch?v=nRTdq0VsLGQan

Children are thanked for their participation then transitioned to next lesson.
Centre: Guided Assessment & Recording: Centre: Independent

Rainbow Collage An Assessment Checklist is used to assess children’s ability to accurately identify a primary Pipe-cleaner & Pasta Rainbows
colour by name and predict what secondary colour will be formed when primary colours
Educator provides children with a coloured are mixed together. Educator provides children with coloured
A3 template of a rainbow. Educator provides playdough, pipe cleaners and coloured dried
children with a variety of colourful loose An example of this assessment checklist is provided below: penne pasta. Children thread pasta onto
parts and craft materials. Children match correspondingly coloured pipe cleaner.
loose parts/craft materials to corresponding Science in Early Childhood Children ben pipe cleaners to create a
colours onto the rainbow template. Children Light & Colour rainbow arch and insert ends into playdough
create rainbow collage by affixing loose Date of Assessment: _________________________ to secure.
parts/craft materials to rainbow template Educator: _________________________
using glue. Cotton wool balls can be added Materials:
to the template to create cloud-like effects
Name Able to Able to Comments:
at the base of the rainbow. Children’s • Coloured playdough
name name
rainbow collages to be displayed. PRIMARY SECONDARY • Coloured pipe-cleaners
COLOUR COLOUR • Coloured dried penne pasta
Materials: (Ö / X) (Ö / X)

• Coloured A3 rainbow template Alice Ö Ö Alice stated that the secondary colour she mixed
• Assorted colourful loose parts (e.g. was ‘dark purple’.
buttons, feathers etc.)
• Assorted colourful craft materials
(e.g. patty pans, paper strips etc.)
• Cotton wool balls
• Glue

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
 Ben Ö Ö Ben could name all the colours of the rainbow in
order.

Catherine Ö Ö Catherine added more water to her mixture to

make a lighter orange colour.

Daniel Ö Ö Daniel could name almost all of the colours in the

rainbow, except for green.

Centre: Independent Centre: Guided

Healthy Rainbow Pitta Pizza Rainbow Flower Hop

Educator guides children to construct a healthy pizza using assorted colourful vegetables
and pitta bread. Educator facilitates a discussion about healthy eating and the importance
of eating a ‘rainbow’ of fruit and vegetables. Children consume rainbow pitta pizzas as part
of their morning/afternoon snack once cooked. Educator to carefully select fruits and
vegetables with allergies present in mind.
Educator draws large colourful flowers on outdoor paved area using coloured chalk.
Children perform various locomotor movements to different colours when colour name is
called aloud by educator.
Materials:

Materials: • Chalk
• Outdoor paved area
• Assorted colourful vegetables
• Pitta bread
• Access to oven
• Plates

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
Children’s Literature Provocation

Freeman, D. (1999). A rainbow of my own. New York, USA: Turtleback Books.

Ohrt, K. (2011). The rainbow book. Camp Hill, PA: Accord Publishing Ltd.

Pfister, M. (2003). The rainbow fish. Zurich, Switzerland: North-South Books.

Schwartz, B.A. (2003). What makes a rainbow?. Edinburgh, UK: Piggy Toe Printers.

EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)
EDUC3025: Science in Early Childhood Assessment 2: Activity Planner Neo Tandy (20160902)