EXPLICIT/INTENTIONAL
TEACHING
Mat Session: Introduction
Begin with children on the mat and
bring in a fish tank with tadpoles in.
Explain to students that these will
be the new class pets until they are
big enough to release back into the
pond. Children can move to the
centres.
Conclusion: Roll a ball to each
student, one at a time. Student
with the ball has to say an animal
they found in the garden before
passing it on to next person.
Students can pass if they can’t
think of another one.
Objective/s:
 Take pictures of at least two
animals found in the garden
 Children can identify 3
animals found in the garden
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
CENTRE CENTRE
Worm Farm: Have on display a worm Living Things Pictures: Using what they have
farm in a glass box so children can watch, learnt from books and other activities,
observe and use magnifying glasses to see children can use iPads to go around
the worms move in their habitat. Have classroom and outside to take pictures of
books about worms there as living animals. (Students may find ants,
encouragement to investigate and learn. birds, worms, beetles etc that are all related
to the topic).
CENTRE CENTRE
Bug/Animal Drawing: Outdoor Sensory Tub: Children can collect
Explore the outdoor gardens in the
natural materials (sand, sticks, leaves) for
childcare/school and get them to draw 3
their sensory tub. Give students some
animals they find in the garden (educator
can help them label these). Can colour in or pebbles and toy animal figurines (outdoor
paint pictures after for visual representation animals) to add to the tub to explore and
and develop further understanding. engage in dramatic/imaginary play with.
ASSESSMENT + RECORDING
 Documentation of drawings (Summative) – kept for record of learning and to show as
completed student work (useful for reports, parent-teacher conferences etc)
 Ball activity in concluding mat session – tell me what animal you found (testing which
students can recall animal names and identification)
 Observing if students can 1) find 2 animals in the garden and 2) successfully take a
picture of it (can they do alone, with a friend, with assistance of teacher)
OUTCOME 2: Children are connected with and OUTCOME 3: Children have a strong sense OUTCOME 4: Children are confident and involved learners OUTCOME 5: Children are effective communicators
contribute to their world of well being
Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with others for a
Children develop a sense of belonging to groups and Children become strong in their social and cooperation, confidence, creativity, commitment, enthusiasm, range of purposes
communities and an understanding of the emotional wellbeing persistence, imagination and reflexivity
Children engage with a range of texts and gain meaning from
reciprocal rights and responsibilities necessary for
Children take increasing responsibility for Children develop a range of skills and processes such as problem these texts
active community participation
their own health and physical wellbeing solving, enquiry, experimentation, hypothesising, researching and
Children express ideas and make meaning using a range of media
Children respond to diversity with respect investigating
Children begin to understand how symbols and pattern systems
Children become aware of fairness Children transfer and adapt what they have learned from one
work.
context to another
Children become socially responsible and show
Children use information and communication technologies to access
respect for the environment Children resource their own learning through connecting with
information, investigate ideas and represent their thinking
people, place, technologies and natural and processed materials