Matter 2

Centre: (with educator) Matter (solid, liquid and gas) Centre:
Erupting volcano: Educator will prepare a Does it dissolve in water?: Children will explore
volcano. Children will predict and make
Explicit / Intentional Teaching: different materials such as sugar, salt, flour and
observations about the erupting volcano. The Mat session: Introduction rice. Children will explore the materials and test if
materials needed are vinegar, baking soda, water, The educator will gather children onto the mat. To they dissolve in water.
dish soap and red food colouring. introduce the concept of chemical science, the
educator will read the story ‘Whopper Cake’ by
Karma Wilson. As the story is being read, the
educator will talk about the ingredient going into
the cake and how when they get mixed together
they change. Children will then engage in the
centres.
Which solids dissolve in water? (Vanstone, 2011).
Centre: (with educator) Conclusion: Centre:

Lava lamps: Children will participate in the guided Educator will gather children onto the mat. Making potions: Children will make potions in a
experiment of making lava lamps. The materials Educator will ask children what they did at the large container using shaving cream, vinegar, food
needed are a bottle, vegetable oil, water, food centres and what they learnt. Educator will explain colouring, dish soap and baking soda. There will
colouring and alka-seltzer tablets. again how materials can change when they are be materials in the container such as muffin tins,
Note: Children cannot be left alone with the mixed with other materials. ice cube trays and squeeze bottles.
alka-seltzer tablets.
Making potions (Busy Toddler, 2020).
Groovy diy lava lamp (Brisbane Kids, n.d.).

Centre: Objective/s: Centre: (with educator)
Invisible ink: Educator will set up an invisible ink  Participate in guided and independent Dancing sultanas: Children will observe what
centre where there will be paper, torches, and learning experiences happens when sultanas are added to lemonade or
nontoxic invisible ink. The educator will prepare  Use science process skills such as sparkling water. Educator will explain why it is
the invisible ink by using water, baking soda and predicting, communicating and observing happening.
purple grape juice.  Understand that materials have properties
that cause them to react differently
Dancing Sultanas (Science at Home, 2018).
Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
 Educator will assess children’s engagement
 Educator will assess children’s ability to use science process skills (predicting, communicating and observing)
 Educator observation
 A checklist will be used as the recording strategy that includes a comments column
OUTCOME 1: Children have a OUTCOME 2: Children are OUTCOME 3: Children have a OUTCOME 4: Children are OUTCOME 5: Children are
strong sense of identity connected with and contribute to strong sense of well being confident and involved learners effective communicators
Children feel safe, secure, and their world Children become strong in their Children develop dispositions for Children interact verbally and non-
supported Children develop a sense of social and emotional wellbeing learning such as curiosity, verbally with others for a range of
Children develop their emerging belonging to groups and Children take increasing cooperation, confidence, creativity, purposes
autonomy, inter-dependence, communities and an understanding responsibility for their own health commitment, enthusiasm, Children engage with a range of
resilience and sense of agency of the and physical wellbeing persistence, imagination and texts and gain meaning from these
reciprocal rights and responsibilities reflexivity texts
Children develop knowledgeable necessary for active community
and confident self identities Children develop a range of skills Children express ideas and make
participation and processes such as problem
Children learn to interact in relation meaning using a range of media
Children respond to diversity with solving, enquiry, experimentation,
to others with care, empathy and respect hypothesising, researching and Children begin to understand how
respect investigating symbols and pattern systems work.
Children become aware of fairness
Children transfer and adapt what Children use information and
Children become socially communication technologies to
responsible and show respect for they have learned from one context
to another access information, investigate ideas
the environment and represent their thinking
Children resource their own learning
through connecting with people,
place, technologies and natural and
processed materials

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Centre: (with educator) Matter (solid, liquid and gas) Centre:

Which solids dissolve in water? (Vanstone, 2011).

Centre: (with educator) Conclusion: Centre:

Making potions (Busy Toddler, 2020).

Groovy diy lava lamp (Brisbane Kids, n.d.).

Dancing Sultanas (Science at Home, 2018).

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