RIC-20935 Early years Fairytales - Billy goats

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Cross-curricular activities Health and physical education • Explain that goats, like cows, are sometimes kept for the milk they produce and for meat. Discuss the different products that can be made from goat’s milk and make a list. Consider how healthy for people each product is and why some could use goat’s milk products instead of cow’s milk. • Talk about what trolls might also like to eat other than goats. List and draw, or cut out pictures of types of food trolls might like to eat to make them healthier and ‘nicer’ creatures. • Play ‘Who’s on my bridge?’. Using chalk, draw a bridge on the ground or mark it out using building blocks or rope. The children line up and walk over the bridge and back. Play music and when it stops the child(ren) standing on the bridge, or the last one to cross it, is out of the game. The last child left is the winner. • Set up an obstacle course representing a trail the goats have to follow to get to greener grass. Include a large climbing frame with a bridge, witch’s hats (representing grass) to weave in and out of, balancing boards (representing slippery rocks in the stream), tunnels to crawl though, a number of hoops to jump into, tyres to step into etc. • On a warm day, take the children to a sunny, grassy area to roll around in, walk barefoot in, and to feel the grass. • Talk to the children about how the different goats would move. Encourage them to take quick, short, light steps like Little Billy Goat as he went ‘trip, trap, trip, trap’ over the bridge. They could then take slower, longer, heavier steps like Big Billy Goat, and, finally, really slow, heavy, longer steps to move like Great Big Billy Goat Gruff. They could also try to work out how the troll might move. • Set up a plank of wood for the children to take turns walking along, trying not to overbalance and fall into the ‘river’. Increase the difficulty of the activity by making the plank longer, narrower or by asking the children to ‘trip, trap’ along it like one of the three goats. • Play ‘Goat, goat, troll’ instead of ‘Duck, duck, goose’. Children sit in a circle and one (the troll) child walks around the outside of the circle, touching each child on one shoulder saying ‘Goat’, ‘goat’, ‘goat’ … When the child says ‘troll’ instead of ‘goat’, that child, the troll, must jump up and chase the child until he or she gets safely back to the spot where the troll had been sitting. The troll then walks around the circle, repeating the process of touching shoulders. But if the troll catches the first child before he or she has reached the spot, that child has to sit in the middle of the circle until the next person is caught by a troll. • Collect and heap a number of large cushions and/or pillows. Cover with a large piece of hessian to create a ‘soft’ bridge. Encourage the children to find different ways to move across the bridge—rolling, crawling, using large walking steps etc.—while barefoot or wearing socks only. • Play ‘bridges and trolls’. The children work with a partner to form a circle. One child is the bridge and stands with his or her legs apart, forming a bridge, and the other is the troll who sits behind the bridge (trying to look mean). The teacher calls out either ‘trolls’ or ‘bridges’. If ‘bridges’ is called, all the children who are bridges must run around the outside of the circle and back to their spot and stand there as a bridge. If ‘trolls’ is called, all the trolls must crawl through their partner’s legs, run around the circle, crawl back through their partner’s legs and into their sitting position. The idea is to be the first back in position. The way children move around the circle can be changed. They could, for example, ‘trip, trap’ like a little billy goat or a great big billy goat. 6 Early years themes—Fairytales—The three billy goats Gruff www.ricpublications.com.au – R.I.C. Publications ®
The three billy goats Gruff – 3 Drama • Children experiment using different voices for the three different-sized goats and the troll as they join in and say the repetitive parts of the story as it is read to them. • Dramatise each of the three goats crossing the bridge and his encounter with the troll. The ‘bridge’ can be made by using a plank of wood or a line of chairs for each ‘goat’ to climb up and walk across. Remind the children that goats are very good climbers, so they will need to be careful not to fall off the bridge. • Form groups of four children, each with one of the four finger puppets from page 12. The children can perform a puppet play about the story. • Children take turns to mime different farm animals such as goats, cows, sheep, horses, ducks and chickens. The others have to work out which creatures they are representing by watching how they move and what they do. If guessing is difficult, the children can give audio clues of the sounds the animals make to assist. • Children can work in small groups with a storyteller. Together they can retell the story while wearing the character headbands adapted from the finger puppets. (See page 5.) An additional storyteller headband can be made by attaching a picture of a book. After some practise, each group can perform its play for the class. • Give each child a card with a farm animal picture and/ or word on it. Their task is to find other children with the same card as theirs and to form a group without showing anyone their card or telling what picture or word is on it. They can only make the noise of their particular animal and listen for others making the same noise. The first complete group wins the game. • In the play corner, encourage the children to make a strong bridge using large wooden blocks. Provide two plastic or material tablecloths (one a bright green and the other brown or dull green) for the grass. Add plastic or soft goats and a plastic ‘troll doll’. Technology (and design) • Discuss bridge designs with the children. Encourage them to consider where they have seen bridges, how big they were and what materials were used in their construction. Talk about why they were built and what can go over or under them. • Provide small groups of children with a variety of different materials, including blocks, craft sticks, modelling clay, newspaper, adhesive tape and glue, and set them the task of designing and building a small bridge for their finger puppets to use. (Refer to page 12.) • Design a way of transporting goats from one farm to another. Consider, for example, the size of the vehicle, how to get them in and out of it, their comfort and safety, how it will move from one place to the other, and its speed. • Some goats live in very cold places and need thick, warm coats. Design a coat to keep a hairless goat warm. What material could you use, what shape would it be and how would you keep it on the goat? • Visit to complete an online jigsaw puzzle of the story. Music • Play claves (clapping sticks) at different tones and speeds to indicate the trip-trapping of the three different sized goats as they crossed the bridge. • Play marching music, then skipping music and running music for children to move to as they pretend to be goats marching across the bridge or slowly climbing a steep hill; skipping happily around in their new home; or running freely down the hills from one paddock to another. • Use voices and different instruments to produce troll sounds, such as growling in a fearsome way, snarling angrily, shouting loudly and squealing helplessly as he falls into the river. • Have the children practise walking, skipping, galloping, hopping etc. in big steps like Great Big Billy Goat Gruff, middle-sized steps like Big Billy Goat Gruff and small steps like Little Billy Goat Gruff. • Listen and clap to the song ‘The lonely goat herder’ from The sound of music. Play other yodelling music and encourage the children to try to yodel themselves. Learn the words and actions for ‘Once an Austrian went yodelling’. Refer to . R.I.C. Publications ® – www.ricpublications.com.au Early years themes—Fairytales—The three billy goats Gruff 7
Page 1 and 2: EARLY YEARS THEMES Fairytales The t
Page 3 and 4: Teachers notes The format of this s
Page 5 and 6: Teachers notes An explanation of th
Page 7 and 8: Teachers notes Curriculum links All
Page 9 and 10: Teachers notes Sample language skil
Page 11 and 12: Teachers notes Sample fundamental m
Page 13 and 14: xiv Early years themes—Fairytales
Page 15 and 16: The three billy goats Gruff - 1 Mat
Page 17: The three billy goats Gruff - 2 Vis
Page 21 and 22: What happens next? - 1 Instructions
Page 23 and 24: Cross the bridge Instructions: Enla
Page 25 and 26: Three billy goats Instructions: Enl
Page 27 and 28: Instructions: This game can be play
Page 29 and 30: Ingredients • ¾ cup flour • 18
Page 31 and 32: Literature resources - 1 Stories

RIC-20935 Early years Fairytales - Billy goats

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