Dear Zoo
Year Level Duration
Foundation 45mins
Rationale
Integrating different curriculum areas is something that is strongly valued in my arts philsophy. This activity incorporates music, drama, literacy and leads to a visual art task. It is strongly advocated that intergrating different subject areas into the curriculum allows for learning to be more purposeful for students (Burnaford, Aprill & Weiss, 2001).
In this lesson, students are encouraged to develop an understanding of rhythm and children will have enjoyment from singing along to the story.
In this lesson, students are encouraged to develop an understanding of rhythm and children will have enjoyment from singing along to the story.
Links to AusVELS
At Foundation Level, students “make performing and visual arts works that express and communicate experiences, observations, ideas and feelings about
themselves and their world”(VCAA, 2013). They respond to stimuli from sources such as play, problem solving, imagination and observation, and with guidance they make arts works.
themselves and their world”(VCAA, 2013). They respond to stimuli from sources such as play, problem solving, imagination and observation, and with guidance they make arts works.
Prior Knowledge Required
Knowledge of the different animals in the book and thier characteristics (visit to the zoo would be very beneficial).
Resources Required
Dear Zoo video and song (YouTube clip)
Equipment Required
Book 'Dear Zoo' by Rod Campbell
Interactive Whiteboard
Interactive Whiteboard
Introduction to Lesson
Students sitting on the mat.
Read the book ‘Dear Zoo’ by Rod Campbell
Read the book ‘Dear Zoo’ by Rod Campbell
Main Component of Lesson
Using the below template, get the class to brainstorm a list of the animals in the story and discuss their different characteristics and the sounds they make.
Lion - scary, fierce, hunts, hairy mane (sound= roar)
Tiger - scary, fast, stalks, stripes, fur (sound= grrr)
Snake - long, slithers, scary, scales, dangerous (sound= hiss)
Monkey - jumps, climbs, hangs, naughty, funny, furry (sound= ooh ahh)
Elephant - big, strong, slow (sound= brrr)
Giraffe - tall, long legs, long neck (sound= nay like a horse)
Camel - spits, chews, grumpy, brown fur (sound= spitting)
Watch and listen to the video and song ‘Dear Zoo’ on the IWB.
Clap along to the rhythm of the song and get students to follow your clapping to the beat.
Students sing along when they catch on, encourage them to join in, “So I sent him back!”
Get students to sit in a circle, ready for the second playing of the song.
This time get the class to stand up and after each animal is introduced, “so they sent me a…,” ask students to act out that animal based on the different characteristics that were brainstormed. For example, “so they sent me a lion” and students would act like lions to be scary and fierce . Encourage students to sing along in between them doing the animal actions.
Lion - scary, fierce, hunts, hairy mane (sound= roar)
Tiger - scary, fast, stalks, stripes, fur (sound= grrr)
Snake - long, slithers, scary, scales, dangerous (sound= hiss)
Monkey - jumps, climbs, hangs, naughty, funny, furry (sound= ooh ahh)
Elephant - big, strong, slow (sound= brrr)
Giraffe - tall, long legs, long neck (sound= nay like a horse)
Camel - spits, chews, grumpy, brown fur (sound= spitting)
Watch and listen to the video and song ‘Dear Zoo’ on the IWB.
Clap along to the rhythm of the song and get students to follow your clapping to the beat.
Students sing along when they catch on, encourage them to join in, “So I sent him back!”
Get students to sit in a circle, ready for the second playing of the song.
This time get the class to stand up and after each animal is introduced, “so they sent me a…,” ask students to act out that animal based on the different characteristics that were brainstormed. For example, “so they sent me a lion” and students would act like lions to be scary and fierce . Encourage students to sing along in between them doing the animal actions.
Conclusion of Lesson
Assessment of Learning
- Observation of student engagement and ability to participate in singing of the song
- Ability to clap along to rhythm of the song during the chorus