ANIMALS

BY A D E L E , S O P H I E A N D G R A C E
 Animals of all sizes and conditions are a
wonder for children as they have so many

HOW OUR different features. The activities that we've

chosen will hopefully be used to broaden
CONCEPT children's knowledge and understanding about
RELATES TO animals and their various features. This
concept allows educators to teach children how
SCIENCE to care for the animals in their environment.
Students will be able to investigate and classify
the different animals in their activities. 
APPROACH

P L AY B A S E D P E D A G O GY I N Q U I RY BA S E D P E D A G O GY
• Play is an important developmental tool • This learning approach is based around children
• It provides opportunities for children too actively learning a concept by explore resources, asking
questions and sharing ideas
and imaginatively engage with people, objects
and the environment • Children have a natural curiosity and
• Our activities are open-ended and provide a wonderment about their world
variety of materials for children to engage in all • This approach links strongly to the five
different types of experiences   outcomes of the EYLF 
• Implementing a play-based pedagogy can help – Inquiry-based learning provides an
children to develop the four’s C's (Critical opportunity for early learners to develop
thinking, Creativity, Communication & student voice and agency, as their ideas
Collaboration)  and interests spark and extend learning
possibilities (Outcome 1)
– Children are encouraged to collaborate,
sharing their ideas, and listening to the
ideas of others, as they build meaning and
• Learning through play
– This concept within science allows educators to teach children about different science processes, such as
investigating and hypothesising, through play.

• Assessment for learning

– Science also allows educators to gather information about what the children know about animals and the
specific characteristics that animals have. 

• Outcome 2: Children are connected with and contribute to their world

– It is the educator's responsibility to create environments where children can thrive and connect with the
people and their world around them. This includes the animals within in their environment around the
world.
– Educators can promote this learning 
• Provide opportunities for children to investigate ideas, complex concepts and ethical issues that are relevant to
their lives and their local communities

– Children will be able to 

• Demonstrate a sense of belonging and comfort in their environments

• Become socially responsible and show respect for the environment - which includes the animals and living
creatures in the environment

• Use play to investigate, project and explore new ideas. 

• Able to explore, infer, predict and hypothesis in order to develop an increased understanding of the
interdependence between land, people, plants and animals 

• Show growing appreciation and care for natural and constructed environments 

HOW IT CONNECTS TO EYLF

• Read Children's book "Whose Nose and Toes?"
• Introduce the concept of animals by asking questions
– Do you have pets? 
• Run children through the objectives for the session
– Identify two animals using their footprint
– Classify one characteristic of an animal 

INTRODUCTION/MAT LESSON 
CENTER S
THREADING
ACTIVITY Students are given a piece of sting with a large
bead on the end decorated to look like a snake’s
head.  Students then thread smaller beads to
create the body of the snake

Outcome 4 – Children resource their own

learning through connecting with people, place,
technologies and natural and processed
materials.
Outcome 5 - Children interact verbally and non-
verbally with others for a range of purposes. 
CONSTRUCTING
ANIMALS
Students use natural materials collected from
the outdoor environment to construct animals. 

Outcome 4 – Children resource their own

learning through connecting with people, place,
technologies and natural and processed
materials
Outcome 5 - Children express ideas and make
meaning using a range of media 
SHADOW TRACING
A large piece of paper is rolled out on the floor in
a place with lots of sunlight. Students then
select a toy animal that they would like to trace
the shadow of. 

Outcome 4 - Children develop a range of skills

and processes such problem solving, inquiry,
experimentation, hypothesising, researching and
investigating.
CHILDREN’S
LITERATURE

Providing books that explain and describe

different animals (Dear Zoo, Giraffe’s Don’t
Dance, Diary of a Wombat, etc.) 

Outcomes 5 – Children engage with a range of

texts and gain meaning from these texts.
 Educator hides toy animals in the outside play
environment. Students then are asked to collect
all the toys and sort them into specific
characteristics

ANIMAL HUNT Outcome 4 – Children develop a range of skills

and processes such problem solving, inquiry,
experimentation, hypothesising, researching and
investigating.
Outcome 5 – Children interact verbally and
non-verbally with others for a range of
purposes. 
 ANIMAL
FOOTPRINT
INVESTIGATION Different animal footprints are printed on
different pieces of paper. Students then need to
work out and discuss which footprint belongs to
which animal. Then they will able to create the
footprint in a tray of sand.

Outcome  4 – Children transfer and adapt what

they have learned from one context to another.
Outcome 5 – Children express ideas and make
meaning using a range of media
CONCLUSION

• Summaries the learning objectives with the children 

– Ask the children to name an animal
• Think Pair Share 
– Positives
– Negatives