Albuquerque Turkey

Song:  Albuquerque Turkey 

Source:  Carriage House

Origin: Unknown

Grade level: PreK+

Rhythmic elements: rhyme patterns

Movement: walking like a turkey in general space

Connection to curriculum:  Different thanksgiving traditions, what different people eat around the world.  Each child can fill in what they want for the last line "Because for my thanksgiving dinner I'll have ________ instead."

Words:
Albuquerque is a turkey
And he's feathered and he's fine
And he wobbles, and he gobbles
And he's absolutely mine

He's the best pet
That you can get
Better than a dog or cat
He's my Albuquerque turkey
And I'm awfully proud of that

He once told me,
Very frankly, he preferred to be a pet
Not the main course of my dinner
And I told him not to fret

And my Albuquerque turkey
Is so happy in his bed
Because for our Thanksgiving dinner
We'll have chow lo mein instead

Heads, Shoulders, Knees, and Toes

Song:  Head, Shoulders, Knees and Toes

Source:  Childhood 

Origin: Traditional Child Song

Grade level: PreK+

Rhythmic elements: rhythmic pattern

Movement:  point to each body part mentioned

Connection to curriculum:  Learning different body parts, different languages (could substitute any language for this song)

Words:

Head, shoulders, knees and toes, knees and toes

Head, shoulders, knees and toes, knees and toes

Eyes and ears and mouth and nose

Head, shoulders, knees and toes, knees and toes.

in spanish

Cabeza, hombros, rodillas y dos pies

Cabeza, hombros, rodillas y dos pies

Ojos, oídos, boca y una nariz 

Cabeza, hombros, rodillas y dos pies

A Turkey Sat on a Backyard Fence

Song:  A Turkey Sat on a Backyard Fence

Source:  Music class

Origin: unkown

Grade level: K+

Rhythmic elements: rhyming patterns

Movement:  make turkey with hands, sad face, gobbling hands

Connection to curriculum:  Thanksgiving traditions, rhyming, 

Words:

A turkey sat on a backyard fence

and he sang this sad sad tune:

"Thanksgiving day is is coming

gobble gobble gobble gobble

and I know I'll be eaten soon"

Gobble gobble gobble gobble

Gobble gobble gobble gobble

I would like to run away -

Gobble gobble gobble gobble

Gobble gobble gobble gobble

I don't like Thanksgiving day!

(alternative version: "I am going to run away)

Singing in the Rain

Song:  Singing in the Rain

Source: Camp

Origin: Singing in the Rain (musical)

Grade level: K+

Rhythmic elements: echo

Movement:  matches the words

Connection to curriculum:  Things to do in bad weather, body parts

Words:

I'm singing in the rain

Just singing in the rain

What a glorious feeling

I'm (clap) happy again 

Leader calls, one thing at a time, adding something with each verse, and crowd repeats and mimics with each verse

Thumbs up! 

Thumbs up, arms out!

Thumbs up, arms out, elbows in!

Thumbs up, arms out, elbows in, feet apart!

Thumbs up, arms out, elbows in, feet apart, knees together!

Thumbs up, arms out, elbows in, feet apart, knees together, bottoms out!

Thumbs up, arms out, elbows in, feet apart, knees together, bottoms out, head up!

Thumbs up, arms out, elbows in, feet apart, knees together, bottoms out, head up, tongue out!

Thumbs up, arms out, elbows in, feet apart, knees together, bottoms out, head up, tongue out, turn around!

Skidamarink

Song:  Skidamarink

Source:  childhood

Origin: The Echo (broadway show)

Grade level: preK+

Rhythmic elements: rhythmic patterns

Movement:  skipping sideways back and forth for skidamarinks and I love you with arms hugging chest or I love you sign.  Signs for morning, afternoon, evening and moon.

Connection to curriculum:  ASL signs - language, rhyming - literacy. 

Words:

Skidamarink a-dink a-dink

Skidamarink a-doo

I love you

Skidamarink a-dink a-dink

Skidamarink a-doo

I love you

I love you in the morning

and in the afternoon

I love you in the evening

and underneath the moon 

Oh skidamarink a-dink a-dink

skidamarink a-doo

I love you

It's a Beautiful Day

Song:  It's a Beautiful Day

Source:  Music Class

Origin: Kathy Reid-Naiman

Grade level: preK+

Rhythmic elements: steady beat

Movement:  to match the words

Connection to curriculum:  Can change the "beautiful day" to match the weather out, motor skills to match the lyrics.

Words:

It's a beautiful day, it's a beautiful day

*It's a beautiful day for singing

It's a beautiful day, it's a beautiful day

It's a beautiful day for singing

Singing, singing, it's a beautiful day for singing

Singing, singing, it's a beautiful day for singing.

*it's a beautiful day for tapping

*it's a beautiful day for clapping

*it's a beautiful day for jumping

*it's a beautiful day for twisting

*it's a beautiful day for dancing

*it's a beautiful day for doing your own thing

A ram sam sam

Song:  A ram sam sam

Source:  Camp

Origin: Moroccan Children's Song

Grade level: K+

Rhythmic elements: rhythmic patterns

Movement: pound fists together and then switch which hand is on top for "a ram sam sam", spread fingers and wave one hand over the other and then switch for "guli guli guli", hands miming pulling apart something gooey for "a rafiq" 

Connection to curriculum: Cultures from around the world, can replace the motions with different fine or large motor skills, can replace words

Words:

A ram sam sam

A ram sam sam

Guli guli guli guli

Guli ram sam sam

A rafiq, a rafiq

Guli guli guli guli

Guli ram sam sam

Clap your Hands

Song:  Clap your Hands

Source:  Music Class

Origin:  Unknown

Grade level: K+

Rhythmic elements: Steady beat, rhythmic patterns

Movement:  Clapping hands, whatever other motions you add - you can make up any verses you want to add

Connection to curriculum: Motor skills with different motions, repetition, 

Words:

Clap clap clap your hands

Clap your hands together

Clap clap clap your hands

Clap your hands together

LA  LA  LA  LA  LA  LA  LA

LA  LA  LA  LA  LA

LA  LA  LA  LA  LA  LA  LA

LA  LA  LA  LA  LA  LA 

Make New Friends

Song:  Make New Friends

Source:  Music Class

Origin:  Girl Scouts

Grade level: K+ 

Rhythmic elements: rhyming pattern

Movement:  Hold hands and walk in circle

Connection to curriculum: Social skills - friendship.  Rhyming - literacy.  

Words:
Make new friends
But keep the old
One is silver
And the other's gold

A circle is round
It has no end
That's how long
I'll be your friend

Chairs to Mend

Song:  Chairs to Mend

Source:  Music Class

Origin: Old English Tune

Grade level: 1+

Rhythmic elements: sung in rounds

Movement:  

Connection to curriculum:  Peddlers selling goods - economics, streets of old compared to modern streets - history

Words:

Chairs to mend, old chairs to mend

Mackerel, fresh mackerel 

Old rags! Any old rags?

Who will buy my roses?

Hey Dum Diddly

Song:  Hey Dum Diddly

Source:  Music Class

Origin: Unknown

Grade level: K+

Rhythmic elements: steady beat and rhythmic pattern

Movement: To match the words

Connection to curriculum:  rhyming, word meanings when you match them to your actions.

Words:
chorus

Hey dum diddly dum

Hey dum diddly dum 

Hey dum diddly

Hey dum diddly

Hey dum diddly dum

Everybody clap your hands

With a hey dum diddly dum

The sound we make is really grand

It's a hey dum diddly dum

chorus

Everybody tap your knees

With a hey dum diddly dum

Tap your knees and feel the breeze

It's a hey dum diddly dum

chorus

Everybody get real small

With a hey dum diddly dum

Get real small then grow real tall

It's a hey dum diddly dum

chorus

Make up as many verses as you please :)

What I Can Do

Song:  What I Can Do

Source:  Music Class

Origin: unknown

Grade level: PreK+

Rhythmic elements: steady beat

Movement:  Whatever movement the children choose

Connection to curriculum:  Turn taking, motor skills depending what motions the children choose, imitation 

This song can be sung in a circle with each child picking a motion to go with it, and I can be replaced with that child's name.

Words:

This is what I can do

Everybody do it to

This is what I can do

Now I pass it on to you

Steady Beat

Song:  Steady Beat

Source:   Music Class

Origin: unkown

Grade level: preK+

Rhythmic elements: steady beat

Movement: make a steady beat wherever the words say

Connection to curriculum: heartbeat - science, music - what a steady beat is

Words:

Steady beat in my heart, 

Steady beat in my heart,

Steady beat in my heart,

Steady beat in my heart.

other verses

Steady beat in my hands

Steady beat in my knees

Steady beat in my feet

Monkey's Swinging from a Tree

Song:  Monkeys Swinging from a Tree

Source:  Curriculum Design

Origin: Unknown 

Grade level: PreK+

Rhythmic elements: rhyming pattern, steady beat

Movement:  Fingers for the # of monkeys swinging, teasing fingers by face, shaking finger "Can't catch me!"  

Connection to curriculum:  Habits and habitats of crocodiles and monkeys,  manners,

Words:

5 little monkeys, swinging in a tree

Teasing mister crocodile "Can't catch me!"

Along comes mister crocodile, quiet as can be

And he snapped a monkey right out of that tree

4 little monkeys, swinging in a tree

Teasing mister crocodile "Can't catch me!"

Along comes mister crocodile, quiet as can be

And he snapped a monkey right out of that tree

3 little monkeys, swinging in a tree

Teasing mister crocodile "Can't catch me!"

Along comes mister crocodile, quiet as can be

And he snapped a monkey right out of that tree

2 little monkeys, swinging in a tree

Teasing mister crocodile "Can't catch me!"

Along comes mister crocodile, quiet as can be

And he snapped a monkey right out of that tree

1 little monkey, swinging in a tree

Teasing mister crocdile "Can't catch me!"

Along comes mister crocodile, quiet as can be

And he snapped that monkey right out of that tree. 

Shark Attack

Song:  Shark Attack 

Source:  Camp 

Origin: Unknown

Grade level: 1+

Rhythmic elements: Steady beat, rhythmic pattens

Movement:  baby shark - open and close fingers like a mouth.  Mama shark - open and close hands together like a mouth.  Daddy Shark - open and arms from the elbow like a jaw.  Grandma shark - like daddy but with fingers curled in.  Grandpa shark - open and close whole arms like a jaw.  Going swimming - swimming motions with arms.  Saw a shark - shark fin with hands above head.  Swimming faster - more frantic swimming motions.  Sharks a'coming - more frantic shark fins above head.  Shark attack - waving arms frantically above head.  Where's my arm? - tuck arm into shirt or behind back and shrug with other arm.  CPR - pounding chest motions (with one hand).  It's not working - more frantic one-handed CPR motions.  Happy shark- smile and rub belly. 

Connection to curriculum:  Science - what do sharks really eat, and do grandma sharks have no teeth.  Also sharks the endangered species.  Practical safety, how to protect yourself at the ocean.  

Words:

Baby shark, do do do do do do

Baby shark, do do do do do do

Baby shark, do do do do do do

Baby shark.

Mama shark, do do do do do do

Mama shark, do do do do do do

Mama shark, do do do do do do

Mama shark.

Daddy shark, do do do do do do

Daddy shark, do do do do do do

Daddy shark, do do do do do do

Daddy shark.

Grandma shark, do do do do do do

Grandma shark, do do do do do do

Grandma shark, do do do do do do

Grandma shark. 

Grandpa shark, do do do do do do

Grandpa shark, do do do do do do

Grandpa shark, do do do do do do

Grandpa shark.

Going swimming, do do do do do do

Going swimming, do do do do do do

Going swimming, do do do do do do

Going swimming.

Saw a shark, do do do do do do

Saw a shark, do do do do do do

Saw a shark, do do do do do do

Saw a shark.

Swimming faster, do do do do do do

Swimming faster, do do do do do do

Swimming faster, do do do do do do

Swimming faster.

Sharks a'coming, do do do do do do

Sharks a'coming, do do do do do do

Sharks a'coming, do do do do do do

Sharks a'coming.

Shark attack, do do do do do do

Shark attack, do do do do do do

Shark attack, do do do do do do

SHARK ATTACK

Where's my arm? do do do do do do

Where's my arm? do do do do do do

Where's my arm? do do do do do do

Where's my arm?

CPR do do do do do do

CPR do do do do do do

CPR do do do do do do

CPR.

It's not working, do do do do do do

It's not working, do do do do do do

It's not working, do do do do do do

It's not working.

Happy shark, do do do do do do

Happy shark, do do do do do do

Happy shark, do do do do do do

Happy shark.  

Pete the Cat: I Love My White Shoes

Song:  Pete the Cat: I Love My White Shoes

Source:  Literacy Block

Origin: Eric Litwin

Grade level: PreK+

Rhythmic elements: Steady beat, 

Movement:  any dance 

Connection to curriculum:  Literacy connection to the book, cause and effect (math/science), color changing (art).  

Words:

I love my white shoes

I love my white shoes

I love my white shoes

I love my white shoes

*Steps in Strawberries

I love my red shoes

I love my red shoes

I love my red shoes

I love my red shoes

I love my red ... Oh No!

*steps in blueberries

I love my blue shoes

I love my blue shoes

I love my blue shoes

I love my blue shoes

I love my .... Oh No!

*steps in mud

I love my brown shoes

I love my brown shoes

I love my brown shoes

I love my brown shoes

I love my brown .... Oh No!

*steps in water

I love my wet shoes

I love my wet shoes 

I love my wet shoes

I love my wet shoes

I love my wet shoes

I love my wet shoes

I love my wet shoes

I love my wet shoes

Pete the Cat and His 4 Groovy Buttons

Song:  Pete the Cat and His Four Groovy Buttons 

Source:  Literacy Block

Origin: Eric Litwin

Grade level: PreK+

Rhythmic elements: Steady beat, quick tempo,

Movement:  #of fingers held up for buttons, dance along as you see fit.

Connection to curriculum:  Literacy connection to the book (Pete the Cat and His Four Groovy Buttons) and connection to the socioemotional skill of dealing with problems 

Words:

My Buttons, My Buttons, My 4 Groovy Buttons

My Buttons, My Buttons, My 4 Groovy Buttons

My Buttons, My Buttons, My 3 Groovy Buttons

My Buttons, My Buttons, My 3 Groovy Buttons

My Buttons, My Buttons, My 2 Groovy Buttons

My Buttons, My Buttons, My 2 Groovy Buttons

My Button, My Button, My 1 Groovy Button

My Button, My Button, My 1 Groovy Button

My Button, My Button, My 1 Groovy Button

My Button, My Button, My 1 Groovy Button

My Button, My Button, Still have my Button

My Button, My Button, Still have my Button

Listen to the Water

Song:  Listen to the Water

Source:  Music Class

Origin: Bob Schneider 

Grade level: K+

Rhythmic elements: chorus and verses, 

Movement:  hand to each ear for "listen to the water" waves for "rolling down the river" and then whatever movements go with the various animals.

Connection to curriculum:  What motions realistically would an animal make, what animals live by the river, 

Words:
chorus
Listen to the water, listen to the water
rolling down the river
Listen to the water, listen to the water, 
Rolling down the river

I saw a turtle by the water, gliding in the water
I saw a turtle in the water, down by the river

chorus

I saw a pelican by the water, flying over the water
I saw a pelican by the water, down by the river

Add as many animals as you want!  if possible give children puppets and let them pick the movements their animal will make

I saw some children in the water, splashing around in the water
I saw some children in the water, down by the river.

Down by the Ocean

Song:  Down by the Ocean

Source:  Music Class

Origin: Peter and Ellen Allard

Grade level: preK+

Rhythmic elements: Echo, chorus and verses

Movement:  Arms making waves for "down by the ocean" and whatever each puppeteer chooses for their animal to do

Connection to curriculum:  Ocean life - what animals are in the ocean and what animals aren't, exploration, making the puppets movements match how the animal would move

Words:
(chorus)
Oh how I love to go down by the ocean
Down by the ocean
Down by the ocean
Oh how I love to go down by the ocean
Down by the ocean.


Dolphin (dolphin) Diving (diving)
Diving (diving) Dolphin (dolphin)

chorus

Seal (seal) Barking (barking)
Barking (barking) Seal (seal)

chorus

Seagull (seagull) Swooping (swooping)
Swooping (swooping) Seagull (seagull)

Chorus

Children (children) Swimming (swimming)
Swimming (swimming) Children (Children)

If all the raindrops

Song:  if all the raindrops

Source:  Barney

Origin: Unknown

Grade level: PreK+

Rhythmic elements: 

Movement: rain hands, opening mouth and holding head up

Connection to curriculum:  environment - what would happen if it rained candy, health - what would happen if you ate all that candy?

Words:

If all the raindrops were lemon drops and gumdrops?
Oh what a rain that would be.
Standing outside with my mouth open wide.
Ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh.
If all the raindrops were lemon drops and gumdrops?
Oh what a rain that would be.

If all the snowflakes were candy bars and milkshakes?
Oh what a snow that would be.
Standing outside with my mouth open wide.
Ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh.
If all the snowflakes were candy bars and milkshakes?
Oh what a snow that would be.

If all the sun beams were bubble gum and ice cream?
Oh what a sun that would be.
Standing outside with my mouth open wide.
Ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh-ahh.
If all the sun beams were bubble gum and ice cream?
Oh what a sun that would be.

Apples and Bananas

Song:  Apples and Bananas

Source:  Barney

Origin:  unknown

Grade level: PreK+

Rhythmic elements: steady beat

Movement:  eating motions and silly faces

Connection to curriculum: vowel sounds, phonetics

Words:

I like to ate ate ate apples and bananas
I like eat eat eat epples and benenes
I like to ite ite ite ipples and bininis
I like to ote ote ote oplles and bononos
I like to ute ute ute upples and bununus

Shake your Sillies Off

Song:  Shake your Sillies Off

Source:  Colfax

Origin:  Rafi

Grade level: preK+

Rhythmic elements: staccato, matching tempo to words

Movement: to match the words

Connection to curriculum:  matching words to movement, vocabulary

Words:

I've gotta shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
And wiggle my waggles away!

I've gotta clap, clap, clap my crazies out,
Clap, clap, clap my crazies out,
Clap, clap, clap my crazies out,
And wiggle my waggles away!

I've gotta jump, jump, jump my jiggles out,
Jump, jump, jump my jiggles out,
Jump, jump, jump my jiggles out,
And wiggle my waggles away!

I've gotta yawn, yawn, yawn my sleepies out,
Yawn, yawn, yawn my sleepies out,
Yawn, yawn, yawn my sleepies out,
And wiggle my waggles away!

I've gotta shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
Shake, shake, shake my sillies out,
And wiggle my waggles away,
And wiggle my waggles away!

Going Down to Town

Song:  Going Down to Town

Source:  Music Class

Origin: Unknown

Grade level: preK+

Rhythmic elements: steady beat

Movement:  walking in a circle, one kids takes anothers hand and walks in the middle when name's are called

Connection to curriculum:  change based on local area, change when students come from somewhere different, are going to move, or have gone on vacation.

Words:

we're going down to town

we're going down to town

we're going down to pittsburgh town

I take my friends along

we're going down to town

we're going down to town

we're going down to pittsburgh town

_____ takes _____ along

Leaves are Falling Down

Song:  The Leaves are Falling Down

Source:  Carriage house

Origin:  to the tune of "london bridge"

Grade level:  PreK+

Rhythmic elements:  major key, steady tempo

Movement:  throwing leaves, or miming leaves falling down

Connection to curriculum:  seasons changing (science)

Words:

All the leaves are falling down

falling down

falling down

All the leaves are falling down

it's October

On Top My Spaghetti

Song:  On Top My Spaghetti

Source:  Camp Christian

Origin: tune is from a traditional hymn

Grade level: preK+

Rhythmic elements: major key

Movement:  miming sneezing and rolling

Connection to curriculum: Cause and effect, sequencing

Words:

On Top My Spaghetti 

All covered in Cheese

I lost my poor meatball

When somebody sneezed

ACHOO!

It rolled off the table

And on to the floor

And then my poor meatball

Rolled right out the door

It rolled in the garden,
And under a bush,
And then my poor meatball,
Was nothing but mush.

The mush was as tasty
As tasty could be,
And then the next summer,
It grew into a tree.

The tree was all covered,
All covered with moss,
And on it grew meatballs,
And tomato sauce.

So if you eat spaghetti,
All covered with cheese,
Hold on to your meatball,
Whenever you sneeze.
 

Down by the Banks

Song:  Down by the Banks

Source:  Camp Christian

Origin: traditional clapping game

Grade level: 2+

Rhythmic elements: steady beat or increasing speed

Movement:  claping in a circle

Connection to curriculum:  where animals live, onomatopoeia 

Words:
Down by the banks of the hanky pank
where the bullfrogs jump from bank to bank
say eeps 
ieps
oeps
umps
down where one fell in and went Kerplumps 

Join the Cirlce

Song: Come join the circle

Source:  music class

Origin: unknown

Grade level: K+

Rhythmic elements: 

Movement: shakers and drums

Connection to curriculum: minor vs major (discussion of moods), substitution to personalize, inclusion

Words:

Come join the circle

come join the circle children (can replace with a child's name)

come join the cirlce

everybody come and join the circle

Miss Mary Mack

Song:  Miss Mary Mack

Source:  Childhood

Origin: unknown

Grade level: preK+

Rhythmic elements: major or minor key

Movement: clapping game (can be as complicated or not depending on grade/ability levels)

Connection to curriculum:  money/economics, patterns, "Miss Mary Mack" sing along story book

Words:

Miss Mary Mack (mack mack)

All dressed in black (black black)

With silver buttons (buttons buttons)

All down her back (back back)

She asked her mother (mother mother)

For 50 cents (cents cents)

To see the elephant (elephant elephant)

Jump the fence (fence fence)

They jumped so high (high high)

They touched the sky (sky sky)

And didn't come back (back back)

'Till the 4th of July (July July)

3 Little Witches

Song:  3 little witches

Source:  Music class

Origin: unknown

Grade level: preK+

Rhythmic elements:verses, rhymes

Movement: counting fingers, make fingers move to follow the words

Connection to curriculum: counting, vocabulary, holidays

Words:
1 little, 2 little,3 little witches
flying over haystacks, soaring of ditches
flying round the moon without any hitches

Happy Halloween

1 little, 2 little,3 little witches
flew o'er the fence and tore up their britches
sewed them all up with 60 stitches
Happy Halloween

BINGO

Song:  BINGO

Source:  Barney

Origin: Traditional

Grade level: preK+

Rhythmic elements: steady beat and then rhythmic beat,

Movement:  clapping or snapping, signing the letters

Connection to curriculum:  sign language, spelling, substitution (clap to represent a letter)

Words:

There was a farmer had a dog
and Bingo was his name-O
"B" "I" "N" "G" "O"
"B" "I" "N" "G" "O"
"B" "I" "N" "G" "O"
and Bingo was his name-O

HEART

Song: HEART

Source:  Carriage House

Origin: BINGO variation

Grade level: preK+

Rhythmic elements: steady beat, switches to rhythmic

Movement:  clapping, heart hands

Connection to curriculum:  substitution when you clap in place of letters, shapes, and spelling

Words:

There is a shape and it means love

and heart is its name-O

"H" "E" "A" "R" "T"

"H" "E" "A" "R" "T"

"H" "E" "A" "R" "T"

and heart is its name-O

Days of the Week

Song:  Days of the Week

Source:  Colfax elementary

Origin: Addams family TV show (variation)

Grade level: preK+

Rhythmic elements: rests (for snapping)

Movement:  snapping or clapping depending on grade level/preference

Connection to curriculum: learning the days of the weeks

Words:
(to the tune of "The Addams Family)

Days of the week [clap clap]

Days of the week [clap clap] 

Days of the week [clap clap]  days of the week [clap clap] 

Days of the week [clap clap] 

There's Sunday and there's Monday, 

there's Tuesday and their Wednesday, 

there's Thursday and there's Friday, 

and then there's Saturday

Going to Kentucky

Song:  Going to Kentucky

Source:  Carriage House

Origin: unknown

Grade level: preK+ (for circle game 2+)

Rhythmic elements: rhymes, verses

Movement:  preK version - clapping for first verse, twisting for second, rolling hands down to floor and back up and then spinning until stop hands for third

circle game version: everyone holds hands in a circle with one person in the middle.  For first verse everyone walks around the person in the middle, for second verse person in the middle chooses a body part to shake, for third verse the people in the circle roll their hands down and then up and then the person in the middle closes their eyes and spins and then when the stop they point to the person in front of them and they are next in the middle.

Connection to curriculum:  Geography of where Kentucky is, traditions and how the differ in different areas

Words:

We're going to Kentucky

We're going to the fair

To see the senoritá 

with flowers in her hair

so shake it baby shake it

shake it if you can

shake it like a milkshake

and do the best you can

now rumble to the bottom

and rumble to the top

and turn around and turn around

until you have to stop!

moose alpaca

Song:  Moose Alpaca

Source:  Duquesne Orientation

Origin: unknown

Grade level:K+

Rhythmic elements: loud and soft, steady beat

Movement:  hands make moose antlers, then alpaca ears, then fists for bison and a horn for unicorn, and finally flapping arms for bird

Connection to curriculum: different characteristics of animals, bigger animal = deeper voice because more volume - like a drum.

Words:

MOOSE, ALPACA

MOOSE, MOOSE, ALPACE

BISON!

MOOSE, ALPACA

MOOSE, MOOSE, ALPACE

UNICORN!

MOOSE, ALPACA

MOOSE, MOOSE, ALPACE

And Bird

Bringing Home a Baby BumbleBee

Song:  Bringing Home a Baby BumbleBee

Source:  Carriage house

Origin: traditional

Grade level:preK+

Rhythmic elements:repetition

Movement:  motions to match words

Connection to curriculum:  Cause and effect,

Words:

I'm bringing home my baby bumble bee
Won't my Mommy be so proud of me
I'm bringing home my baby bumble bee -
OUCH!! It stung me!!

I'm squishin' up my baby bumble bee
Won't my Mommy be so proud of me
I'm squishin' up my baby bumble bee -
EW!! What a mess!!

I'm lickin' up my baby bumble bee
Won't my Mommy be so proud of me
I'm lickin' up my baby bumble bee -
ICK!! I feel sick!!

I'm throwin' up my baby bumble bee
Won't my Mommy be so proud of me
I'm throwin' up my baby bumble bee -
OH!! What a mess!!

I'm wipin' up my baby bumble bee
Won't my Mommy be so proud of me
I'm wipin' up my baby bumble bee -
OOPS!! Mommy's new towel!!

I'm wringin' out my baby bumble bee
Won't my Mommy be so proud of me
I'm wringing out my baby bumble bee -
Bye-Bye baby bumble bee!!

Apple Tree

Song: Apple Tree

Source:  King County Library

Origin: unknown

Grade level: K+

Rhythmic elements: rhythm,

Movement:  (see parenthesis below)

Connection to curriculum: seasons changing, harvesting and eating food

Words:

Here is the apple tree with leaves so green. (forearms together, elbows to wrists, fingers spread)
Here are the apples that hang in between. (make hands into fists for apples)
When the wind blows, (”wave arms in the wind and let apples fall suddenly)
the apples will fall.  
Let’s use a basket and gather them all. (make a basket with both hands, fingers interlocked)

Toast in the Toaster

Song:  Toast in the Toaster

Source:  King's County Library

Origin:  unknown

Grade level: preK+

Rhythmic elements: 

Movement: squat down low, jump up high

Connection to curriculum:  cooking food - science, changes with time - social studies

Words:
I'm toast in the toaster and I'm getting very hot
tick tock tick tock 
up I pop!