BYU-Idaho Preschool Lesson Plan

Lesson 28
Lab 2
Farm Animals
Date:
Supervisor:
Lead Teacher:

Friday, July 8th, 2016

Callie Su
Mallory Hulbert

Children and Learning/Development Goals:

1. Elyse: Social Emotional: To be more comfortable with others and listening/doing things right when she is
asked to do something. At creative art, Elyse will play side-by-side with her peers and teachers. She will
observe the exploration of her teachers and peers and may copy their behavior. Elyse will talk with her
peers and teachers about the art activity.
2. Lee: Social/Emotional: Social with other peers. Lee will socialize with his peers in the block area where he
and his peers will play with the farm animals and the barns. Lee will make eye contact with peers, talk to
them using full sentences, and will engage with them by sharing materials.
3. Adalynne: Cognitive & Fine Motor: Write letters. Adalynne will work on writing letters by strengthening her
fine motor skills at the math area. She will use her pincer grasp and fine motor muscles to measure the
animal feet with the ruler. This will help strengthen her fine motor muscles, which will aid in her ability to
write.
4. Kallie: Social/Emotional: Social skills/to be herself. Kallie will strengthen her social skills as she plays by and
with her peers in the blocks and dramatic play area. She will use full sentences to communicate with her
peers and teachers and will share or take turns with the given materials.
5. Aiva: Fine motor skills. Aiva will strengthen fine motor skills as she picks up and feels the furs in the sensory
table. She will grab them with a pincer or palmar grasp and will feel them using her fingers. This will help
strengthen her fine motor skills in writing.
6. Tanner P: Cognitive & Fine Motor: Write his name. Tanner P. will strengthen fine motor skills as he picks up
the farm animals and plays with them in the blocks area. This practice in fine motor skills will help him
have greater ability to use his hands to write.
Preassessment and Findings:
I asked Annie: What kind of animals live on a farm? She said: I dont know. I asked Price what kind of
animals live on a farm and he said a moose. I asked Price: What do the animals do? He said: Make noises. I
asked Adalynne and Emma what kinds of animals live on a farm, and they said: Cow, a horse, reindeer, and
they also showed me a plastic bear. I asked Adalynne: What do the animals do, Adalynne? She said: Eat
grass, run, and play. When Simon was playing in the block area with the plastic animals, I asked him: Is your
raccoon on a farm? He said yes. I asked Aiva what kinds of animals live on a farm and she said: pig. Tanner P.
then oinked. At dramatic play, Adalynne was riding a toy horse on a stick. I asked her: Whatre you riding? And
she said a horse. I asked her where a horse lives and she said: on a farm. I also saw Aiva on the playground
riding a rocking horse. She told me its name and confirmed that it lived at her house. She also told me the name
of the other rocking horse outside.
Recently, Aiva was at dramatic play and wearing a cat mask. When I came over, I meowed and
pretended to lick my paws. She meowed back and later was pretending to lick her paws. Pennie was also at
dramatic play that today and she pretended to be a tiger/cat in the loft behind the bars. She was growling and
making a mean face.
I asked Aiva what a goat does on a farm. She said it gives milk and eats grass. I asked Annie where a
horse lives and she said to the farm. I showed Ryan an animal and asked him what it was. He said it was a
sheep and then said it was a goat. I asked him where it lives and he said California. I asked him what it does and
he said: I dont know. I also showed Price an animal and asked him what it was. He said it was a cow. I asked
him where it lived and he said the zoo. I asked him what the cow does at the zoo and he said: Milk. Gives it to
store. I showed Lee the same toy animal and asked him what it was. He said it was a cow. I asked him where it
lived and he said: A farm. Cow farm. I asked him what it does and he said it eats hay. I showed Simon the same
toy animal and asked him what it was. He said it was a cow. I asked him where it lives and he said in the desert. I
asked him what it does and he said that it poops and moves its tail. I showed Elyse an animal and asked her what
it was. She said it was a cow. I asked her where it lived and she said a barn. I asked her what the cow does and
she said it eats hay. I asked her if it does anything else and she said: I dont know. I showed Kallie a toy animal
and asked her what it was. She said it was a cow. I asked her where the cow lives and she said the zoo. I asked
her what it does and she said it eats hay and gives milk. I showed Pennie a toy animal and asked her what it was.
She said it was a cow. I asked her where it lived and she said a barn. I asked her what the cow does and she said
it eats, sleep, walks, and goes moo. She did actions for walking, eating, and going moo. Simon said at this time
that the cow lives in the desert and barn. I went to Knox and showed him a toy cow. I asked him what it was two

times and he did not respond. I showed Adalynne a toy cow and asked her what it was. She said it was a cow. I
asked her where it lives and she said a farm. I asked her what it does on the farm and she said it eats and walks.
From this preassessment, Ive learned that most of the children know that a cow and goat live on a farm.
They do not know what kind of farm, though. The children also know that the cow eats hay and walks on the
farm. Only a couple of the children are aware that cows provide us with milk. The children enjoyed learning
about animals on Stephanies pet care day. They played with the stuffed animals at dramatic play and
pretended they were their pets. The children like animals and have basic knowledge of what happens on a farm.
Id like to help the children learn that farm animals do much for us-more than just milk and walking around. They
provide us with milk, yogurt, ice cream, eggs, and meat. Id also like to help them learn that farmers jobs are to
care for the animals so that we are provided with food and other things.
Ideas to be Emphasized:
1. Many animals live on a farm with a farmer who takes care of them.
2. Animals give us different kinds of food.
Preschool Concepts or Skills:
1.
Biology
2. Classifying
3. Comparing/Contrasting

BYU-Idaho Preschool Lesson Plan

Lab 2
Lesson #28
Farm Animals
Date:
Supervisor:
Lead Teacher:

Friday, July 8th, 2016

Callie Su
Mallory Hulbert

Ideas to be Emphasized:
3. Many animals live on a farm with a farmer who takes care of them.
4. Animals give us different kinds of food.
Preschool Concepts or Skills:
1. Biology
2. Classifying
3. Comparing/Contrasting
Assignments:
Self-Selected: Everyone
Gathering Time & Small Focus: Katie
Wash Toys: Katie
Hand-Washing: Brittany
Snack: Alice
Runner: Callie
Booth/Photographer: Stephanie
Check-In/Check-Out: Stephanie
Greeter: Mallory
Data Collector: Everyone
Special instructions for the day: I will need the wooden cow during the gathering time. Tape will line the floor in
the gathering area so the children know to sit on the line. I have perishable items for gathering time and will need
them put back in the fridge proceeding gathering time and at the beginning of small focus.
SELF-SELECTED ACTIVITIES 8:20 - 9:45 a.m.
Literacy Books: Big Red Barn by Margaret Wise Brown pictures by Felicia Bond (B35), Animals should definitely not act
like people. Written by Judi Barrett and drawn by Ron Barrett (P B2), On the Farm by Alastair Smith (P S9), Over on the
Farm by Christopher Gunson (G18), Old Manhatten Has Some Farms by Susan Lendroth and illustrated by Kate Endle
(L29), Farm Animals by Katie Daynes (Z27), The Sheep by Angela Royston (R22), The Three Billy Goats Gruff by Paul
Galdone (G30), Chickens Arent the Only Ones by Ruth Heller (H10), Bruno Munaris Zoo (M18), Cock-A-Doodle-Moo
by Bernard Most (M14), Sheep in a Jeep by Nancy Shaw (S14), Cock-a-Doodle-Doo! A Day on the Farm by Venice
Shone (S19), An Alphabet of Animal Signs by S. Harold Collins (P C11), Animal Action by Nancy Sheehan (P P4), Kiss
the Cow! By Phyllis Root illustrated by Will Hillenbrand (R16), Animal Dads by Sneed B. Collard III illustrated by Steve
Jenkins (C14), Usborne World of Animals by Susanna Davidson & Mike Unwin (Z26)
Literacy Activity: Literacy will be embedded into this activity as teachers read books with the students and point to
the words as they read them.
Activity Description: Books will be set up in the reading area. Chairs and pillows will be set up in a comfortable and
inviting way.
Child Objective: The children will listen and engage with the text as teachers read the stories to them.
Intentional Teaching: The teacher will prompt children to engage in the text by modeling as they use their pointer
finger to follow their reading. Teachers may ask the children: Where do you think I read next in this book? to help
the children understand print awareness and directionality of text.
Materials: Books above, pillows, chairs
Activity Name

Description/Activity Objective

Materials, Special Set-up

*Creative Art:

Activity Description: Plastic animals will be set on the table

Tempera Paint mixed with

Animal Tracks (5)

Manipulatives:
Linking Letter
Monkeys (3)

*Math: Feed the

Animals (4)@

*Math: How big are

their feet? (3)@

*Science: Food from

Animals (3)@

*Sensory Table:
Animal Fur Peek-ABoo(4)

covered with white butcher paper. The paints will be set in the
pallets for the children to dip the animal feet in and make
prints on the paper.
Child Objective: The children will make the connection that
the marks on the paper made from the animal feet are the
shapes of the animal feet and are connected to what kind of
animals they are.
Intentional Teaching: The teacher will prompt the children to
engage in this activity by asking them: What animal made
these footprints? and How can we make marks on the paper
with the animals feet?
Activity Description: The linking letter monkeys will be set on
the table with the childrens laminated names.
Child Objective: The children will use the Linking Letter
Monkeys to connect letters and form a word or name.
Intentional Teaching: The teacher will help the children be
successful at this activity by inviting children to make their own
name with the monkeys. The teacher may help the child pick
out the letters of their name.
Activity Description: The Feed the Animals activity will be
placed on the table.
Child Objective: Children will feed the animals using the given
plastic pieces of food and will count the number of food items
given to the animals. Children will also sort the food items.
Intentional Teaching: Teachers will help children be successful
at this activity by prompting them to count the food that they
feed to the animal. Teachers may say: How many pieces of
food does the horse get today? or Is all the food at this table
the same? to promote math skills including counting and
sorting.
Activity Description: Pictures of life-size farm animal feet prints
will be taped on the table. Several rulers will be set out. The
whiteboard will say: How many inches are the animals feet?
Markers will be available for the children to write how many
inches the animals feet are.
Child Objective: The children will use the ruler to measure the
foot. Children will associate the number in measurement with
the size of the feet.
Intentional Teaching: Teachers will help children be successful
at this activity by inviting them to come measure how big the
animal feet are. Teachers may model how to use the ruler to
measure the size of the feet.
Activity Description: Pictures of animals and of food will be set
on the table.
Child Objective: At this activity, children will sort and organize
the pictures according to the animal characteristics and the
food they provide. Children will make the connection that
certain farm animals provide us with certain foods. D1G13: The
children will combine past information with new information to
hypothesize about animals and the food they give us. They will
organize and sort the pictures according to their combined
knowledge.
Intentional Teaching: Teachers will help children be successful
at this activity by using verbal prompts, such as: Where do
eggs come from? and What goes with the cow?
Activity Description: Animal furs and feathers will be placed in
the sensory table. A large piece of cardboard will be taped to
the top of the sensory table. Several holes will be cut into the
cardboard for the children to stick their hands into to feel the
furs. The holes should be taped so that children do not scratch
themselves on the cardboard.

Dish Soap (Pink, Brown,

Black, and Green) (RR1)
2 Paint Pallets (RR1)
Plastic Farm Animals (RR2
B167)

Linking Letter Monkeys

(RR1)

Feed the Animals (RR2 R149

Dog, Horse, Bunny, Pig, and
Cow)

Pictures of life-size farm

animal feet prints (IWP)
Rulers
Markers
Whiteboard (Classroom)

Pictures of cow, pig, goat,

and chicken (IWP)
Pictures of eggs, milk,
cheese, yogurt, ice cream
(IWP)

Animal Furs (RR2)

Cardboard with holes (IWP)
Tape (RR1)

*Blocks: Animals on
the Farm (5)

*Dramatic Play: Life

on the Farm (6)

Child Objective: Children will use their senses to explore the

furs.
Intentional Teaching: Teachers will help children be successful
at this activity by modeling how to explore the furs by touching
them, smelling them, and observing their characteristics using
descriptive language. Teachers may also prompt using
questions, such as: What animal do you think this fur is from?
Activity Description: Farm animals and barns will be set up on
the ground. Small wagons will also be placed in the area.
Child Objective: At this activity, children will build with the
Lincoln logs and play pretend with the plastic farm animals.
Children will engage in play with each other as they make eye
contact with and speak with each other.
Intentional Teaching: Teachers will help the children be
successful at this activity by modeling how to interact with
others. The teacher may say: Ill be the cow! Mooooo. The
teacher may invite children to come pretend to be an animal.
Activity Description: Materials will be laid in the area for
children to explore and play with. Stuffed animals will be
spread throughout the area. The wanted signs of the children
will be taped throughout this area. The clothing will be hung
on the stands. The wooden cow will be placed in an open
space with the tumbling mats next to it.
Child Objective: Children will engage in make believe play
with each other as they pretend they live on a farm.
Intentional Teaching: Teachers will help children engage with
this activity by modeling how to dress up with the clothing and
use the toys in the area. Teachers may also ask the children:
Where do you think we live? and What should we do on this
farm?

Wooden Farm (RR2 B182)

Plastic Farm Animals (RR2
B167)
Red Wagons (RR2 B179)
Lincoln Logs (RR2 B173)

Red Plaid Tablecloths (RR2

Y220)
Cowboy Hats (RR2 Y227)
Brooms and Dust Pans (RR2
Y228)
Animal Costumes (RR2
Y249)
Cowboy (RR2 Y250)
Plastic Silverware (RR2
Y233)
Plastic Foods (RR2 Y234)
Plastic plates and cups
(RR2 Y232)
Stuffed Farm Animals (WR)
Wanted Signs of children
(Closet)
Wooden Cow (GG)

Alternatives:
Creative Art: Stamps
(4)

Description: Children will make marks

on the paper by stamping with ink.

2 Stamp Pads and variety of stampers (rolling,

foam, large letters) (RR1 O23)

2nd: Snap Blocks (4)

Description: Children will use their fine

motor muscles to snap the blocks
together and make structures.

Snap Blocks (RR1 W39)

ROTATING SNACK 9:00-9:45 a.m.

Crackers and Juice

OUTDOOR PLAY
Gross Motor:
Parachute (10)@

*2nd: Farm
Scavenger Hunt
(4)@

9:10-9:45 a.m.

Location: South Playground

Description: A parachute will be laid out on the ground in a large

space on the playground.
Objective: Children will use their gross motor and balancing skills as they
hold onto the parachute and move it up and down.
Intentional Teaching: Teachers will prompt the children to engage in
this activity by inviting them to come shake the parachute and by using
verbal cues, such as: UP and DOWN! and Lets shake it really fast!
Description: A clipboard with a list of things to find will be set in the
dramatic play area. Pictures of items that are on a farm will be taped
up inside and outside for the children to find and check off on their list.

Medium
Parachute (GG)

Clipboards (WR)
Checklists (IWP)
Pencils (Art Shelf in

3rd: Bean Bag Toss

(2)@

Objective: Children will start and complete an activity as they find items
from the checklist and mark them found. D1G3: Children will start this
activity and sustain their attention on this activity as they complete this
activity with peers. They will make decisions about what items to look
for and what items to check off. They will ask peers to help find items
and will work to complete the activity.
Intentional Teaching: Teachers will help children be successful in this
activity by inviting them to come on a scavenger hunt. Teachers may
need to explain to children how to use the list to find items and then
cross them off once theyve found them.
Description: The beanbag boards and beanbags will be set up in a
stable location on the playground.
Objective: Children will use hand-eye coordination to throw the
beanbags into the holes of the beanbag board.
Intentional Teaching: Teachers will help children be successful at this
activity by inviting them to come closer to the board to throw the bean
bags in or to swing their arm before they throw the bean bags in.

classroom)
Pictures of: cow,
cat, shovel, pig,
chicken, rooster,
goat, horse, hay,
tractor, barn, dog,
eggs, milk, cheese,
truck, 4 wheeler,
sheep, duck,
geese,
Beanbag Board
(GG)
Beanbags (GG)

CLEAN UP 9:45-9:55 a.m.

We will sing the Preschool Clean-up song: Its Clean-up Time at Preschool
GATHERING TIME
9:55-10:10 a.m.
Transition
Description: I will play the song: Baa, Baa, Black Sheep by Raffi and will move along to the song with the children.
When the song is finished, I will say: Okay, lets sit on our bags of wool so they dont blow away.
Objective: The children will participate in this activity by listening to the song and singing the words of the song.
D4G46: The children will participate in a group music experience and will express themselves by singing along.
Intentional Teaching: The teacher will help the students in this transition by singing themselves. The teachers will sing
aloud clearly and invite the children to sing along.
Description
Materials
Activity Name
1.

Old
McDonald
Had a Farm
ITBE #1: Many
animals live on
a farm with a
farmer who
takes care of
them.

2.

Animals
Give Us
Food
ITBE #2: Animals
give us different
kinds of food.

Say: Boys and girls, there are a lot of animals in our classroom today! I
have right here a cow. Its not a real cow, but it looks kind of like a cow
you might see on a farm! Where have you seen cows before? Who has
seen cows or horses on the side of the road? Those cows and horses
live on farms. There are farms all around us in Idaho! Whats been your
favorite activity with animals? There are lots of animals that live on a
farm. Im going to make a noise and then you tell me what animal it is.
Oink-oink! Pig! Yes, a pig goes oink-oink and lives on a farm. What do
pigs do on a farm? They roll around in the mud! Lets make pig sounds
and roll around in the mud just like pigs! Moo! Cow! Yes, a cow also
lives on a farm and goes moo. What does the cow do on a farm? It
eats hay, swings its tail, and chews. Lets act like cows and go moo. I
have some pictures of animals that live on a farm. Here is a goat, a cat,
a dog, a pig, chicken, cow, rooster, goat, horse, sheep, duck and a
goose. All of these animals live on a farm. But who takes care of them?
Do they all live on their own without caretakers? No! These farm animals
have a farmer who takes care of them. The farmer watches over them,
keeps them safe, and feeds them so that they are taken care of. We
are going to sing a song about animals that live on a farm and a
farmer whose name is MacDonald. (Play music and sing song with
children.)
Say: Boys and girls, what do you think that animals on a farm do? Yes,
they play, eat food, and make noises. They also give us food! Did you
know that? Lets take a look at our cow right here (point to wooden
cow). What foods do you think a cow gives us? A cow gives us meat,
ice cream and milk. (Show meat, ice cream, and milk.) What do you
think a chicken gives us? Yes, eggs! A chicken lays eggs in her nest.
Here are some eggs in a carton that I bought from a store. (Show eggs
in carton.) These eggs came from a chicken. Heres a goat. (Show
picture of goat.) What do you think the goat gives us? A goat gives us

Wooden Cow
(from dramatic
play area)
Pictures of goat,
cat, dog, pig,
chicken, cow,
rooster, goat,
horse, sheep,
duck, and goose
(IWP)
Picture of farmer
(IWP)
Speakers (Brother
Allen)
Old MacDonald
Had a Farm
(https://www.yout
ube.com/watch?v
=rWj-BAf_lYo
Phone)
Meat, eggs,
butter, milk, ice
cream, cheese,
and yogurt (IWP)
Pictures of goat,
chicken, and cow
(IWP)

butter, milk, yogurt, and cheese. (Show all products one at a time.) We
get all dairy products from animal milk! So, not only do animals eat on a
farm with a farmer who takes care of them, they also provide US with
food!
SMALL FOCUS GROUP
10:10-10:25 a.m.
Chickens:
Cows:
Pigs:
Elyse, Price, Gunner, and Knox, Lee,
Adalynne, Ryan, Pennie, Annie,
Allie, Tanner P., Keelie, Kallie, Aiva,
and Olive
Simon, and Tanner C.
and Emma
Your Activity
Description & Objective
Materials
Transition to Small
Say: Bock-bock-bock! If you have a chicken on the back of your
Nametag pictures
Focus Groups
nametag, go with the teacher who also has a chicken! Moo! If you
of chickens, cows,
have a cow on the back of your nametag, go with the teacher who
and pigs (IWP)
also has a cow. Oink! Oink! If you have a pig on the back of your
nametag, go with the teacher who also has a pig.
Location: Classroom Activity Description: At this activity, children will engage in read aloud
Books from
Activity: Animals on
stories about farm animals. Each child will be given a popsicle stick with bookshelf in
the Farm Storytime
a picture of a farm animal on it. Children will be formed into three
reading area
groups where they will read the books and hold their animals.
Child Objective: The children will make connections between their prior
knowledge and the things they learn about farm animals. They will
engage with the text to confirm their understandings about the animals
that live on a farm and what they do on a farm. D1G13: The children
combine past knowledge and new information to accommodate
unfamiliar ideas or situations. The children will conclude that certain
animals give us certain foods and that lots of different animals live on a
farm. Their conclusions will be a result of their previous knowledge
combined with the new knowledge theyve gained.
Intentional Teaching: The teacher will prompt the children to engage
with the texts by saying: What does this animal do on the farm? The
teacher may also ask: Where does this animal live?

CLOSING CIRCLE

10:25-10:40 a.m.

Transition: I will play the song: Baa, Baa, Black Sheep by Raffi and will move along to the song with the children.
When the song is finished, I will say: Okay, lets sit on our bags of wool so they dont blow away.
Description
Materials
Activity Name
Review: Walk
Around the Farm

Show the pictures to the students and review with them

the animals that live on a farm, the farmer who takes
care of the animals, and the foods that animals
provide for us. Sing the song Walk Around the Farm
with the children, naming animals and making their
sounds.

Phonemic
Awareness: Old
MacDonald

Say: Old MacDonald is here to visit us. He needs to

feed his cow, but his cow is a special cow and only
eats things that being with a /b/. We are going to help
him out and find things that start with the /b/ sound.
(Show the students one item at a time and say the
onset and rime of the word. Have the students say the
word aloud and confirm that it begins with the /b/
sound.
Sing and move to song with the children.

Song:
Rollercoaster
Book: Cock-ADoodle-Moo

Teacher will read book with the children.

Pictures of goat, cat, dog, pig,

chicken, cow, rooster, goat, horse,
sheep, duck, and goose (IWP)
Picture of farmer (IWP)
Speakers (Brother Allen)
Song:
(https://www.youtube.com/watch
?v=EwIOkOibTgM phone)
5 items that begin with the /b/
sound (RR1 and RR2)
Boy puppet (RR2)

Speakers (Brother Allen)

Rollercoaster by Hap Palmer (RR2
Y24)
Cock-A-Doodle-Moo by Bernard
Most (M14)

Dance: Stand Up,

Sit Down

Play the song, move, and sing along to the song with
the children.

Song: The Bear

Hunt

Play song and do the actions with the children. Sing

along with the children. March to the music.

Game: Animal
Action Dice

Children will roll the dice one at a time and all the
children will do the action of the animal rolled.

WORDS TO SONGS & FINGERPLAYS:

Rollercoaster by Hap Palmer
Roller coaster climbing high
Inching upward to the sky
Creeping crawling higher still
Then swiftly plunging down the hill
Cars careening, cars careening
Riders screaming, riders screaming
"Can't we make this thing go slower?"
Frenzied voices, frenzied voices
Shouting shrieking, shouting shrieking
"Get me off this roller coaster!"
Popping down and up the people
Look like muffins in a toaster
Tummies jiggle just like jelly
Riding in the roller coaster.
Slowly snaking up the track
Breathless bodies tilting back
Creeping crawling higher still
Then swiftly plunging down the hill
Leaning lurching, leaning lurching
Tightly clutching, tightly clutching
To the safety bar with tension
Frozen faces, frozen faces
Filled with panic, filled with panic
Knuckles white with apprehension
Snapping in the summer sun
Like popcorn packed inside a roaster
Bouncing, banging, jolting, jerking
Bumping down the roller coaster
The track is straight and level now
The ride is coming to an end
Rolling slowly to a stop
Roller coaster's home again
Old MacDonald Had a Farm
Old MacDonald Had a Farm EIEIO
And on that farm he had some pigs EIEIO
With an oink-oink here and an oink-oink there
EIEIO!
*Repeat with other animals and animal sounds
Stand Up, Sit Down by Patty Shukla
There once was a troll
Who guarded a bridge
wouldnt let you pass
Until you did what he said
And His special request
went something like this

Speakers (Brother Allen)

Stand Up, Sit Down (phone
https://www.youtube.com/watch?
v=t9WAGkQUUL0)
Speakers (Brother Allen)
Im Going on a Bear Hunt
(https://www.youtube.com/watch
?v=WzIcu6tbEko phone)
Animal Action Dice (Callie)

Stand up, Turn around and sit down

Stand up
Sit Down
Stand up
Turn around
And now
Sit down
Stand up
Turn around
Sit Down
Repeats and gets faster
Goin on a Bear Hunt by Greg and Steve
Hey everybody! We're going on a bear hunt! Are you afraid?
I'm not afraid!
We're going on a bear hunt!
Take pictures with my camera!
Open up the door, squeak!
Walk down the road
Coming to a wheatfield!
Can't go under it.
Can't go over it.
Have to go through it!
Got through the wheatfield.
Coming to a bridge.
Can't go under it.
Have to walk over it!
Got over the bridge.
Coming to a tree.
Can't go under it.
Guess we'll have to climb it!
Climb to the top!
Do you see a bear?
No.
Let's climb down.
Coming to a river.
Can't go under it.
Can't fly over it.
Let's get in the boat!
Got across the river.
Coming to a cave.
Can't go under it.
Can't go over it.
It's dark in here.
Is anyone around?
I see two eyes!
And a big furry body...
Let's take a puh-puh-picture!
RUN! IT'S A BEAR!
Back to the river!
Row your boat across!
Run to the tree!
Climb up!
Climb down!
Run to the bridge!
Cross it!
Run through the wheatfield!
Run down the road!
Open up the door, quick!
Close it!
Whew...
We made it...

...Hey everybody, let's go on a bear hunt! Are you afraid?

Walk Around the Farm
Let's take a walk around the farm,
around the farm,
around the farm.
Let's take a walk around the farm,
What do you SEE?
A cow! A cow!
A dog! A dog!
A duck! A duck!
A horse! A horse!
A pig! A pig!
A sheep! A sheep!
That's what you SEE!
Let's take a walk around the farm,
around the farm,
around the farm.
Let's take a walk around the farm,
What do you HEAR?
Moo! (A cow!)
Ruff, ruff, ruff! (a dog!)
Quack, quack, quack (a duck!)
Neigh! (a horse!)
Oink, oink, oink (a pig!)
Baa! (a sheep!)
That's what you HEAR!
Let's take a walk around the farm,
around the farm,
around the farm.
Let's take a walk around the farm,
What do you SEE?
Let's take a walk (x 8)
Moo! (Good-bye Cow!)
Ruff, ruff, ruff! (Good-bye, Dog!)
Quack, quack, quack (Good-bye, Duck!)
Neigh! (Good-bye, Horse!)
Oink, oink, oink (Good-bye, Pig!)
Baa! (Good-bye, Sheep!)
(Elephant Sound) Good-bye, Elephant.
Elephant?
On the Farm?
No!!!!!
RESOURCES:
Callie Su
YouTube
Pinterest
Sister Olsen