We're Going on a Bear Hunt
Year Level Duration
Foundation 45mins
Rationale
As part of my philosophy of arts education, Gardner’s theory of multiple intelligences plays a major role. Catering to learners who are kinaesthetically and musically oriented is important and this activity is designed to be fun and hands-on for children who enjoy actively participating.
Students are encouraged to explore rhythm to music with a story that is loved by children.
Students are encouraged to explore rhythm to music with a story that is loved by children.
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.
Prior Knowledge Required
Have read the book We’re Going on a Bear Hunt by Michael Rosen and Helen Oxenbury prior to lesson with the whole class
Resources Required
Video and song ‘Were Going on a Bear Hunt’
were_going_on_a_bear_hunt_lyrics.pdf | |
File Size: | 493 kb |
File Type: |
Equipment Required
- Interactive Whiteboard (IWB)
- Cellophane
- Instruments- triangle, drum, tambourine, glockenspiel, guiro (enough so that each student has one)
- Obstacle flash cards
Introduction to Lesson
- Have class sitting on mat- hold up the book We’re Going on a Bear Hunt (to remind class of the book)
- Ask what they can remember happened in this story- brief discussion
- Watch and sing along with the video of the story on IWB *(5.45mins)
Main Component of Lesson
Move students so they are sitting in a circle. Explain that we are going to be singing our own song to the story and going on our own bear hunt!
First, practice the chorus of the song. The teacher will first model and the students will echo.
We're going on a bear hunt. (Echo) We're going on a bear hunt.
Gonna catch a big one. (Echo) Gonna catch a big one.
We're not scared. (Echo) We're not scared.
It's a beautiful day. (Echo) It's a beautiful day.
Introduce clapping on the top of our thighs as we are singing the chorus, one hand on one thigh at a time.
Sing through twice until the class have caught on and can follow the rhythm.
Hand out different instruments so that each student has one (in a normal class there will be approx.3 of each instrument).
Explain the 6 different sounds of the obstacles that we will come across on the bear hunt.
Go through each of these one at a time and introduce the different instrument to match the sound. Use the obstacle cards which will have pictures of each obstacle they come across and discuss which sounds match the different obstacles. As the children with that instrument play it, the rest of the class can sing the sound. Eg. Students will scrunch the cellophane and the class will all sing together “swish swish, swish swish.”
Grass (swish swish) - Cellophane
River (splish splash) - Triangle
Mud (ploo ploo) - Guiro
Forest (stumble trip) - Glockenspiel
Snow storm (brrr) - Tambourine
Cave (tip-toe) - Drum
After practicing each of the different sounds, we are ready to go through the whole song!
Follow ‘We’re Going on a Bear Hunt’ Lyrics sheet. The parts in blue are for the teacher to read and the rest will be sung together by the class. Flash the obstacle card after each chorus to prepare students if it is their instrument and sound they need to play when an obstacle comes along.
First, practice the chorus of the song. The teacher will first model and the students will echo.
We're going on a bear hunt. (Echo) We're going on a bear hunt.
Gonna catch a big one. (Echo) Gonna catch a big one.
We're not scared. (Echo) We're not scared.
It's a beautiful day. (Echo) It's a beautiful day.
Introduce clapping on the top of our thighs as we are singing the chorus, one hand on one thigh at a time.
Sing through twice until the class have caught on and can follow the rhythm.
Hand out different instruments so that each student has one (in a normal class there will be approx.3 of each instrument).
Explain the 6 different sounds of the obstacles that we will come across on the bear hunt.
Go through each of these one at a time and introduce the different instrument to match the sound. Use the obstacle cards which will have pictures of each obstacle they come across and discuss which sounds match the different obstacles. As the children with that instrument play it, the rest of the class can sing the sound. Eg. Students will scrunch the cellophane and the class will all sing together “swish swish, swish swish.”
Grass (swish swish) - Cellophane
River (splish splash) - Triangle
Mud (ploo ploo) - Guiro
Forest (stumble trip) - Glockenspiel
Snow storm (brrr) - Tambourine
Cave (tip-toe) - Drum
After practicing each of the different sounds, we are ready to go through the whole song!
Follow ‘We’re Going on a Bear Hunt’ Lyrics sheet. The parts in blue are for the teacher to read and the rest will be sung together by the class. Flash the obstacle card after each chorus to prepare students if it is their instrument and sound they need to play when an obstacle comes along.
Lesson Conclusion
- Students sitting back on the mat (Put instruments away)
- Discuss what other obstacles we might come across on a bear hunt and create a new verse.
- What sounds might we hear if we came across that obstacle?
- What instrument or materials can we make that sound out of?
Assessment of Student Learning
- Observation of student engagement and ability to follow the story with their instruments
- Ability to clap along to rhythm of the song during the chorus
Extension
As we don’t have bears in the wild in Australia, what could we go on a hunt for instead?
Create an Australian version of the story and discuss what landscapes and obstacles we are likely to come across in Australia.
Create an Australian version of the story and discuss what landscapes and obstacles we are likely to come across in Australia.