Dance - Activities Learning Learning Questions EYLF Assessment Resources

Objectives Areas
1. The teacher will create a dance with the 1. Explores Dance How does a bear Outcome Observations- Song:
children using the Brown Bear, Brown Bear dance and move? 1.4: children as the children https://www.yo
song. To begin, the teacher will read the movement Music How does a bird have a are performing utube.com/wat
children the book a number of times. As they concepts move? strong their dance ch?v=TA6wi32
read the book, the teacher will ask the English How does a yellow sense of YpEU
children how the animals walk, fly or swim. 2.Participates duck move? identity Video the Animal
Teacher will then play the song so that the cooperatively Maths What costume Outcome dance to costumes
children can hear it. Children will then dance with peers would you wear if 3.2: children understand Book: Martin,
through the movements of the animals. For you wanted to be a have a each child’s B. & Carle, E.
example, the children will stomp like a bear 3. Use the bird? strong developmental (1992). Brown
for 8 times as the song says ‘Brown Bear, body to move How many times sense of level and bear, brown
Brown Bear, what do you see? When it says I to music and should we stomp wellbeing abilities. bear, what do
see a red bird looking at me. The children will express like a bear? you see?. New
flap their arms like a bird would. oneself York: H. Holt.

2. The teacher will establish an area called 1. Explores Dance How would you Outcome Anecdotal Animal
the dance studio. Children will have an dance and like to dance to 3.2: children notes – As thecostumes
opportunity to wear costumes and dance to a movement Music this song? have a children are Book: Martin,
soundtrack that is based around the text. concepts What costume strong communicating B. & Carle, E.
Children can establish roles such as the English would you like to sense of , rehearsing (1992). Brown
dance teacher, costume maker and dancer. 2. Use the wear? wellbeing and working bear, brown
The children can create dances and dance to body to move Maths What character 1.4: children together to bear, what do
the music. Children will also be given to music and would you like to have a you see?. New
establish roles.
prompts and cues whilst being in this area express be? strong York: H. Holt.
with an educator. oneself How many times sense of Song:
are you going to identity https://www.yo
stomp like bear? utube.com/wat
ch?v=TA6wi32
3. The children will be read the story over a 1. Explores Dance How does this Outcome Observations- Animal
period of time. A group of children at a time dance and animal move? 3.2: children As the children costumes
will then be taught a dance to the song movement Music How many times have a are rehearsing Book: Martin,
Brown Bear, Brown Bear, What Do You See? concepts should we stomp strong and performing B. & Carle, E.
Children will stomp to the music, fly like a bird English like a bear? sense of to see if they (1992). Brown
and will even add in some of their own funky 2. Use the wellbeing are exploring bear, brown
dance moves. This dance will then be body to move Maths different bear, what do
presented in front of the other children at to music and movements. you see?. New
random times with assistance from an express 1.4: children York: H. Holt.
educator. The other children will stop what oneself have a Song:
they are doing and watch the other children strong https://www.yo
as they randomly dance. This is also known 3.Participates sense of utube.com/wat
as a flash mob. cooperatively identity ch?v=TA6wi32
with peers YpEU
 Drama- Activities Learning Learning Questions EYLF Assessment Resources
Objectives Areas
1. The teacher will read the children the story
1. Explore Drama What character do Outcome Observations –Wood
numerous times. Children will then create drama you want to be? 1.4: children written down Pop sticks
puppets based on the book. With guidance through Art Why did you have a after the Paint
and prompts, children will then participate in
actions and choose to be this strong children have Markers
the creation of a puppet show stage. They language English animal? sense of performed Pens
will then act out the characters and events What will happen identity Glue
from the book with lots of practice over time. 2. Describe next in your puppet Outcome Photos- Paper
The children will also have an opportunity to events, show? 3.2: children Photos will Animal
create their own version of the book using the characters, or How will you end have a allow me to costumes
same characters. A performance in front of stories the story? strong see if the Book: Martin,
the other children and classes will occur at through How would a bird sense of children are B. & Carle, E.
the end of the semester using these puppets acting and fly? wellbeing exploring and (1992). Brown
and story. These performances will be guided using props How many animals Outcome describing bear, brown
and modelled to begin with by a teacher. and should there be? 2.1: different ways bear, what do
language. What sound does to act out you see?. New
this animal make? characters. York: H. Holt.
2. Children will be read the story a number of 1. Explore English What animals are Outcome Observations – Animal
times. They will be asked how each animals drama in the story? 3.2: children Children will costumes
moves and will then be explicitly taught how through Drama What colour are have a observe the Book: Martin,
each animal in the book moves. They will actions and they? strong children to see B. & Carle, E.
then be given specific animals to act out. language Art What animal would sense of if they are (1992). Brown
Four children will be the bear, four children you like to be? wellbeing acting out a bear, brown
the red bird and so on. Children who have an 2. Describe Dance How does an 1.4: children particular bear, what do
animal will be asked to act out specific parts events, animal walk, talk, have a animal to the you see?. New
of the book. For example, when the text says characters, or fly or swim? strong best of their York: H. Holt.
“Brown bear, brown bear, what do you see?” stories What does the red sense of ability. Their
with prompts, a group of four children will ask through bird do in the identity abilities and
that to four of the bears. These four bears will acting and story? movement
then stomp across the stage looking at the using props How will you walk skills and if
red birds on the other side of the stage. The and across the stage? they are the
bears will then walk off and the red bird will language. What way will you right
be looking at the next animal. At the end all be facing when on developmental
of the animal will be on stage. Children will stage? level
also be given prompts and cues whilst
performing by an educator.
3. After reading the book, children will choose 1. Explore Drama What animals are Outcome Observations – Animal
an animal. As a class, discuss what each drama in the book? 3.2: children Children will costumes
character looks like. They will then create the through Art What colour are have a observe the Book: Martin,
costume out of fabric or paper for that animal actions and they? strong children to see B. & Carle, E.
with assistance from an educator. Children language English How do these sense of if they are (1992). Brown
will then decide on how they want their animals move? wellbeing acting out a bear, brown
animal to walk, swim or fly down a fashion 2. Describe How do you want 1.4: children particular bear, what do
show catwalk. They will walk down a path in events, your costume to have a animal to the you see?. New
the middle of the classroom with chairs for characters, or look? strong best of their York: H. Holt.
the other animals along the sides. One by stories How does a model sense of ability. Song:
one the children will walk, swim or fly down through walk down a identity https://www.yo
the catwalk to the song, Brown Bear, Brown acting and catwalk? utube.com/wat
Bear, What Do You See? using props ch?v=TA6wi32
and YpEU
language.
4. The educator will develop a home corner 1. Explore Drama What animal would Outcome Observation Felt board
that is based around the book that has been drama you like to be? 3.2: children notes – Notes Characters
read a number of times. Situated in the through English How do they act? have a on the children Puppets
corner of the classroom, there will be a actions and What is your strong interacting and Grass, rugs
mountain and tree backdrop that has vines language favourite animal sense of pretending to Felt board cut
crossing from one wall to the other. Around from the book? wellbeing be animals. outs and
the area will be a white picket fence to create 2. Describe Where does this 1.4: children How they use background:
a barrier for the children. Inside there will be events, animal live? have a and explore http://www.dltk
animal costumes, props, grass and more. characters, or What happened in strong the materials -
Children can pretend and act out different stories the story? sense of in the area. teach.com/boo
parts of the book. There will also be a felt through What was your identity ks/brownbear/i
board and animals so that the children can acting and favourite part? ndex.htm
recreate the story on the wall. Inside the area using props Can you please Animal
will also be an investigation table where the and act out your costumes
children can explore the different materials language. favourite part for Book: Martin,
that might be found in the animal’s habitats. me? B. & Carle, E.
The children will have an opportunity to (1992). Brown
explore the area before they will be modelled bear, brown
and prompted by an educator as to how to bear, what do
use the area. you see?. New
York: H. Holt.
5. On the back white wall of the classroom, 1. Explore Drama What animals are Outcome Photos - Puppets
the teacher will set up a light projector. drama in the story? 3.2: children Teacher will Projector
Children will be able to the create animals through Art What did these have a take photos for White wall
movements and figures with their hands and actions and animals do? strong later referral. Light
body parts. They will also have an language English Which animal sense of Will tell the Book
opportunity to retell a section from the story could fly? wellbeing teacher if the Animal
with guidance and prompts by an educator. 2. Describe How does this 1.4: children children are costumes
Children can also use puppets that were events, animal fly? have a exploring Book: Martin,
previously made and materials. characters, or Can you show me strong drama through B. & Carle, E.
stories with your hands or sense of different (1992). Brown
through body in front of the identity movements bear, brown
acting and projector? and the props bear, what do
using props Can you think of provided. you see?. New
and any other animals York: H. Holt.
language. that were in the
book and could
fly?
 Music - Activities Learning Learning Questions EYLF Assessment Resources
Objectives Areas
1. Teacher will read the story to the children. 1. Explores Music Can you please Outcome Video – Costumes
They will then sing the song to the children. musical repeat after me? 3.2: children Teacher will Book: Brown
Children will then be asked to join in and concepts and Dance How do you think have a record the bear, brown
sing. To prompt the children, the teacher will expression we sing this part? strong children as bear, what do
point to the pictures of the animals in the English Do you like this sense of they sing to you see?.
book and will sing with the children. After 2. Uses voice song? wellbeing see if they are Song:
singing the song a few times, the children will and What is your able to create https://www.yo
stand in a circle and dance to the song. instruments favourite part sounds with utube.com/wat
to create about this song? their voice. ch?v=TA6wi32
sounds. YpEU
2. The children will be read the story. The 1. Explores Music How do these Outcome Video - The Costumes
teacher and children will then sing the song musical animals walk? 3.2: children teacher will Book: Martin,
that has previously been learnt. The teacher concepts and English What sounds do have a record the B. & Carle, E.
will ask the children what sound each animal expression these animals strong children (1992). Brown
makes when they walk, talk and fly. After make when they sense of playing with bear, brown
doing so, they will explore a range of musical 2. Uses voice walk, talk, fly or wellbeing the bear, what do
instruments. Children will use the instruments and swim? 1.4: children instruments to you see?. New
to create the sounds that the animals make instruments Can you please have a see if the York: H. Holt.
with assistance. They will also use natural to create show me? strong children are Song:
materials outside to do so. sounds. What instrument sense of able to create https://www.yo
makes this noise? identity sounds. utube.com/wat
3.Participates What does it ch?v=TA6wi32
cooperatively sound like? Loud YpEU
with peers or soft? Instruments
3. Children will be read the story and will sing 1. Explores Music What noise does Outcome Video - The Costumes
the story with the teacher. Children will then musical an animal make? 3.2: children teacher will Book: Martin,
be asked what sound each animal makes. concepts and Dance Can you make that have a record the B. & Carle, E.
For example, bears ‘roar’. The children will expression noise with your strong children to see (1992). Brown
then make a roar sound with their voices. English mouth? sense of if the children bear, brown
This will be repeated until they make all of 2. Uses voice Do they make a wellbeing are able to bear, what do
the noises of the animals in the story. and loud or soft noise? create sounds you see?. New
instruments Do you like that with their York: H. Holt.
to create noise? voices.
sounds.
4. The teacher will read and sing the story of 1. Explores Music Does this sound Outcome Video – Animal
Brown Bear, Brown Bear. They will then rap musical different to the 3.2: children Teacher will costumes
the song to the children whilst clapping to the concepts and Dance other song we have a record the Book: Martin,
beat. The children will be asked to join in expression have listened to? strong children as B. & Carle, E.
once they have heard the rap a number of English Do you think this sense of they sing to (1992). Brown
times. If they do not want to rap, they can join 2. Uses voice one is a bit faster wellbeing see if they are bear, brown
in by clapping to the beat. Children will be and or slower? 1.4: children able to create bear, what do
guided and explicitly taught the song during instruments Can you please have a sounds with you see?. New
this activity. to create clap along with strong their voice as York: H. Holt.
sounds. me? sense of well as Rap:
What is your identity clapping along https://www.yo
favourite bit? with the utube.com/wat
teacher. ch?v=c091xxY
1xZE
Costumes
Puppets
Fashion Show

Home Corner
 Song Lyrics and Rap

Brown Bear, Brown Bear, What do you see? I see a red bird looking at me.

Red Bird, Red Bird, What do you see? I see a yellow duck looking at me.

Yellow Duck, Yellow Duck, What do you see? I see a blue horse looking at me.

Blue Horse, Blue Horse, What do you see? I see a green frog looking at me.

Green Frog, Green Frog, What do you see? I see a purple cat looking at me.

Purple Cat, Purple Cat, What do you see? I see a white dog looking at me.

White Dog, White Dog, What do you see? I see a black sheep looking at me.

Black Sheep, Black Sheep, What do you see? I see a goldfish looking at me.

Goldfish, Goldfish, What do you see? I see a mother looking at me.

Mother, Mother, What do you see? I see beautiful children looking at me."

Children, Children, What do you see?

We see a Brown Bear, a Red Bird, a Yellow Duck, a Blue Horse, a Green Frog, a purple cat, a White dog, a Black
Sheep, a Goldfish,

and a Mother looking at us

That's what we see.
 Dance Steps
Brown Bear, Brown Bear, What do you see?: 8 x foot stomps like a bear

I see a red bird looking at me. 8 x flying movements like a bird

Red Bird, Red Bird, What do you see?: 8 x looking around the room, acting confused and pointing

I see a yellow duck looking at me. 8 x quacks like a duck

Yellow Duck, Yellow Duck, What do you see? 8 x looking around the room, acting confused and pointing

I see a blue horse looking at me. 8 x galloping like a horse

Blue Horse, Blue Horse, What do you see? 8 x looking around the room, acting confused and pointing

I see a green frog looking at me. 8 x jumping like a frog

Green Frog, Green Frog, What do you see? 8 x looking around the room, acting confused and pointing

I see a purple cat looking at me. 8 x purring and crawling like a cat

Purple Cat, Purple Cat, What do you see? 8 x looking around the room, acting confused and pointing

I see a white dog looking at me. 8 x barking and wagging tales like a dog

White Dog, White Dog, What do you see? 8 x looking around the room, acting confused and pointing

I see a black sheep looking at me. 8 x baaing and wandering around like a sheep

Black Sheep, Black Sheep, What do you see? 8 x looking around the room, acting confused and pointing
I see a goldfish looking at me. 8 x swimming like a fish

Goldfish, Goldfish, What do you see? 8 x looking around the room, acting confused and pointing

I see a mother looking at me. 8 x acting like a mother

Mother, Mother, What do you see? 8 x looking around the room, acting confused and pointing

I see beautiful children looking at me." 8 x looking around the room smiling

Children, Children, What do you see? 8 x looking around the room, acting confused and pointing

We see a Brown Bear. 2 x stomping like a bear

A Red Bird. 2 x flying like a bird

A Yellow Duck. 2 x quacking like a duck

A Blue Horse. 2 x galloping like a horse

a Green Frog. 2 x jumping like a frog

A purple cat. 2 x purring like a cat

A White dog. 2 x barking and wagging tales like a dog

A Black Sheep. 2 x baaing like a sheep

A Goldfish. 2 x swimming like a fish

And a Mother looking at us …… That's what we see!

 Light Movements

Musical Instruments
Dance
Drama
Music