Lesson 1 - Jungle Animal Movements and Creative Expression
Jungle Adventures Through Creative Movement
•Nursery
•Dance
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How can we use our bodies to tell the story of jungle animals through movement?
Learning Objectives
- To move safely in space taking care of ourselves and others (heads up, eyes forward, control speed)
- To use imagination to create simple jungle animal movements showing different types of travel, timing and use of levels
- To develop the first 12 counts of our 'Jungle' movement sequence
Key Outcomes
- Students will create and perform simple jungle animal movements
- Students will demonstrate safe movement in shared space
- Students will contribute ideas to a jungle animal mind map
- Students will perform a simple 12-count jungle animal sequence
Equipment & Resources Required
Position where all children can hear clearly
Alternative: Laptop with speakers
Pre-loaded and tested
Alternative: 'Down in the Jungle', 'Lion Sleeps Tonight', 'Captain Hathi's March'
Positioned for all children to see clearly
Alternative: Large paper sheets
Easy grip pens suitable for young children to see
Alternative: Different coloured pens for mind map
Enhance movement expression - stored safely when not in use
Alternative: Pom-poms, streamers
Key Vocabulary
How high or low we move our bodies - high like a giraffe, medium like a monkey, low like a snake
Moving with the beat of the music - fast or slow
Movements that follow each other in order
Staying steady when we move
How we move - smooth like a snake or bouncy like a monkey
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotive movements (walking, running, jumping)
- Following simple instructions
- Moving to music
Current Skills
- Creating themed movements
- Understanding levels in movement
- Simple sequence work
Next Steps
- Extended sequence development
- Partner work and mirroring
- Story-telling through dance
Milestone Indicators
Key Teaching Points
- Always demonstrate movements clearly before asking children to copy
- Use counting and rhythm to help children remember sequences
- Encourage creative interpretation while maintaining safety
- Build confidence through positive feedback and encouragement
- Connect animal movements to real animal characteristics for understanding
- Maintain clear structure while allowing for individual expression
- Use descriptive language to enhance movement quality
Common Misconceptions
- All animal movements should be wild and energetic - teach controlled, characteristic movements
- Children must perform movements exactly the same way - encourage individual interpretation within safety
- Sequence work is too difficult for Nursery - break into small, manageable chunks
- Shy children can't participate - provide alternative ways to contribute and build confidence gradually
- Free movement means no structure - maintain clear expectations and safety boundaries
SEN Adaptations
ADHD
- Frequent movement breaks built in, clear boundaries, positive reinforcement, opportunity for energy release
dyspraxia
- Extra demonstration time, break movements into smaller steps, physical guidance if appropriate, celebrate effort
autism spectrum
- Clear routine structure, visual schedule if helpful, quiet space available, consistent adult support
visual impairment
- Clear verbal descriptions of movements, tactile guidance, buddy system for safety, high contrast props if used
hearing impairment
- Visual demonstrations emphasised, hand signals for start/stop, vibrations felt through floor during music
physical disability
- Adapted movements using available mobility, seated versions of movements, focus on what child can do
Cross-Curricular Links
Teacher Guidance
Positioning
Move around perimeter during activities, central for demonstrations, ensure visibility of all children
Observation Focus
Watch for understanding of animal characteristics, quality of movement, social interaction and safety
Intervention Points
Step in if movements become unsafe, provide support for shy children, guide feedback to be positive
Demonstration Notes
Always demonstrate movements clearly and slowly, exaggerate key features, perform alongside children for confidence
Verbal Cues
- •'Remember your animal's special way of moving!'
- •'Keep your movements controlled and safe!'
- •'Watch how smoothly you can move!'
- •'Show me your animal's personality!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 6m x 8m clear space for movement, additional quiet area for discussions
Surface Check
Non-slip surface suitable for floor work and jumping movements
Equipment Safety
Safety Checks
- •Music equipment positioned safely away from movement area
- •Whiteboard secured and markers capped when not in use
- •Any props checked for safety and appropriate size
Risk Management
Key Risks
- •Collisions during free movement
- •Falls during jumping or hopping
- •Over-excitement leading to unsafe movement
Risk Mitigation
- •Clear boundaries established for movement area
- •Teaching safe falling and recovery
- •Regular reminders about personal space
- •Adult supervision positioned for optimal visibility
Supervision & Emergency Procedures
Supervision Points
- •Position where all children visible during movement
- •Move around during activities to monitor closely
- •Particular attention during floor work and jumping
Emergency Procedures
Stop music immediately if incident occurs, assess injury, apply first aid knowledge, contact support if needed