1. Activity: Old MacDonald had a Farm... Subject: Music
2. Rationale: The class has recently discussed a broad amount of different types of animals such as bears, dogs, cows, elephants etc. To expand on the topic, I will be introducing animal themes. we will read a story based on the theme of farm animals called “Slide and Find on the Farm” by Kathie Smith. This will be followed up by sing the song Old MacDonald had a Farm, while the students are given a chance to act out the sounds and motions of the various animals (ducks, pig, horse, chicks etc.)
3. Concept:
• Animals live in different type of environments, for example the jungle, forest, and farms.
• Farmers are people who manage the animals and feed them.
• Farm animals make verbal
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NYS Common Core Standards: Domain 2: 1A-Identifies sights, smells, sounds, tastes and textures. Domain 4: 1A- Participates in small or large group activities for storytelling, singing or finger plays 5A- Understands and follows spoken directions, 5B- Identifies pictures related to word. Domain 5: 5A- Observes and discusses similarities, differences, and categories of plants and animals. 5J- Observes, describes, and compares the habitats of plants and animals, Music: 3A- Participates with increasing interest and enjoyment in a variety of music activities including listening to music, singing songs, performing finger plays, and experimenting with various musical instruments, 3B- Enjoys singing, making up silly and rhyming verses, imitating rhythmic patterns, and using music to tell stories and express …show more content…
Procedure:
a. Motivation: Have a variety of toy animals out for display
b. Introduction: Have each child grab a toy animal of their choice and go back to their seats until called upon. “Everyone look at your animal you picked out. Do you think that animal would live in a zoo/jungle or on a farm?” Taking turns, have ask each child to identify the animal they picked out and where do they think that animal would live?
c. Activity:
• Have all students seat on the rug in a big circle
• Give all 16 students a brown paper bag that has a red barn on it
• Inside each brown bag place a 1 animal card
• Tell the children to do not remove the animal cards from the bags until they are advised
• Explain to the students we are going to sing the song Old MacDonald had a farm together as a class
• During the singing the song each student will have the chance to take their animal card out of the bag and identify the farm animal and it sound it makes.
• Have the whole now sing Old Macdonald using that animal card that was pulled from the bag.
d. Closure: Review what farms animals are and see if the children know what type of products we receive from the animals. Example- cows and goats make milk, Chickens lay eggs and pigs give us
1. Music is a strictly local expression, rich in variety since each culture expresses affective differences through art, 2. Music is a poetic process--complex, vague, and irrational--based upon borrowed traditional musical materials (melodies, rhythms, forms, etc.), 3. Music is for a religious, elitist-class performer who can understand and appreciate its mysterious nature and power, 4. Music is played softly in intimate gatherings, 5. Music making is the activity of Everyman, exacting the talents of variously trained amateurs who, with industry and practice, decorate their recreation and leisure in moments of social intercourse.
The students think about the person whose name they drew and write one positive comment, a sentence or two, on the heart. As an example, I created Grinch Grams for my homeroom students and put them on my hallway bulletin board for the
Singer, Peter. "Animal Interests." The New York Review of Books, March 28, 1985, Vol. 32, No. 5.
We are all familiar with the way children interact and play together. Through these interactions, it is clear to see their curiosity, energetic attitude, and friendliness. However there is one important part of their interactions that is overlooked. We often do not think much of kids humming a tune or combining small syllables into a little song, but if we paid close attention, we could see how music is so thoroughly integrated into a child’s life. After reading “Songs in Their Heads: Music and its Meaning in Children’s Lives” by Patricia Shehan Campbell, it became clear to me how children have a concept of music from such a young age, and in a lot of cases, their knowledge of music is not taught to them through school.
“Animal Farm.” Novels for Students. Ed. Diane Telgen and Kevin Hile. Vol. 3. Detroit: Gale, 1998. 1-23. Gale Virtual Reference Library. Web. 10 Feb. 2014.
Caduto, M. J., and J. Bruchac. Keepers of the animals, Native American stories and wildlife activities for children. Fulcrum Publishing, 1998. Print.
The Pre-K and Kindergarten class studied habitats of various animals and insects. They were given examples and tough how the animals made their homes. The students built a bird house as their project and as something to take home to remind them of what they learned. Finally they went on a field trip to Legoland where they explored and built “habitats” for their families and the Lego people. The first and second grade class learned about marine life and the ocean. They built shoe box dioramas of coral reefs and created art projects depicting sea life as well as learning new facts about the ocean. The students got to go to the Aquarium for their field trip. Finally the third and fourth graders studied the rain forests and their ecosystems. The students built rainforest models and terrariums along with small group discussions on different ideas human intervention and conservation. They finished their week at the zoo where they studied different rainforest inhabitants in
The student’s comprehension of the characters will rely on the compare and contrast worksheet. If students correctly identify which traits belong to the jaguars in the zoo, the jaguars from the wild, and both jaguars in the story, at least 75% of the time then students receive an “S” for satisfactory. If students score does not identify the correct grouping of characteristic traits 75% of the time, then the students will receive an “U” for unsatisfactory and will need to receive additional help from the teacher.
After the teacher is sure the students understand that books have themes that are far beyond the eye can see. The teacher will have the students split into groups of three. The teacher will hand out to the students a sheet with these words and phrases listed: corruption, power, human rights, racism, tolerance, environmental stewardship, greed, pollution, war, anti-Semitism, Hitler, Holocaust, Cold War. The teacher will ask the students if they are familiar with all of these terms, and if not, the teacher will define any of the words they don 't know. Each group will have to decipher the theme of one of the given Dr. Seuss books. The books are Horton Hears a Who, Yertle the Turtle, The Sneetches, The Lorax, and The Butter Battle Book. Utilizing words or phrases from the sheet, the groups will identify depending on the book they get from the teacher with words relate to the theme of the Dr. Seuss
There isn’t a better way to teach a child an extremely valuable life lesson than through a small sweet story of literature. And there isn’t a better example than “The Three Little Pigs” by Joseph Jacobs. As everyone knows, the premise of the story is about three little pigs trying to survive from a wolf who is trying to eat them. As Carol, from Carol’s Notebook states,
... create their own wish list to Santa Claus. They begin to see the value of how what I set up for them to learn will be beneficial for them.
As a child, playing “school” occupied most of my time. My younger sister and I taught a bedroom full of stuffed animals and filled in imaginary names in our old school books. From the bad bears and loud bunnies to the good puppies and smart kittens, each stuffed animal possessed his or her own personality.
[The central focus of this learning segment is retelling by using key details and evidence. I chose The Dinosaur Chase based on my students personal interests to demonstrate this skill. My instruction engaged students in developing an essential literacy strategy and related skills. I began my instruction by motivating the students by personalizing the information. I began with an example of retelling my weekend, at 39 seconds into clip 1. I retold my weekend to the students using sequencing vocabulary and details. This grabbed their attention and they were able to connect the importance of sequencing with retelling. This demonstrated
However, educational benefits zoos provide are minimal because animals are in their unnatural environment and behave differently. In his book Wild Animals in Captivity, Rob Laidlaw describes how animal behavior at zoos is completely different from behavior in natural environments. Small spaces and boredom leads to frustration and repetitive actions, such as a monkey rocking back and forth continuously. Laidlaw writes, “At many of the zoos I visit, I see animals doing things their species never do in the wild” (Laidlaw 9). Therefore, what an individual observes at the zoo is untrue to the animal’s natural behavior and the educational experience is false. Moreover, there would be more of an educational benefit from watching documentaries about animals in the wild or reading books on how certain species behave and interact. Even though zoos provide up close interaction with animals, they lack the ability to educate visitors on how animals truly behave. Additionally in a study that further undermines the educational value of zoos, Eric Jenson’s “Evaluating Children 's Conservation Biology Learning at the Zoo” examines the before and after effects surrounding children’s (ages 7-15) knowledge of animals and conservation. He found that the standard unguided zoo experience resulted in negative understanding of animals and their habitats. Only when children were lead by a guide where they more likely to
Music is the art of arranging sounds in time so as to produce a continuous melody, harmony, rhythm and timbre (American Heritage). Music is important for children due to it helps develop a child’s language skills, self-esteem, listening skills, math skills and brain connections. By using different instruments we as teachers and parents are helping our children to grow and become more active, also helps them with rhythm and develop motor coordination. Early childhood is also the time when children learn about their world, primarily through the magical process of play. The substance of play in young children is usually comprised of the environmental objects and experiences to which they have been exposed (Importance of Music).