Lesson 5 - Jungle Animal Movements
Imaginative Movement & Storytelling
•Reception
•Dance
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How can we use our bodies to tell the story of different jungle animals?
Learning Objectives
- To move with control and coordination whilst representing jungle animals
- To explore and communicate movement ideas through dance
- To copy and repeat actions, linking them together in sequence
Key Outcomes
- Students will perform animal movements with increasing control and coordination
- Students will create and share their own movement interpretations
- Students will remember and perform a sequence of movements to music
Equipment & Resources Required
Position centrally for clear audio throughout space
Alternative: Tablet/phone with external speaker
Test volume levels before lesson begins
Alternative: Any rhythmic jungle/animal themed music
Have readily accessible for introduction
Alternative: Teacher can recite from memory or improvise
Mark safe performance area boundaries
Alternative: Visual boundaries using existing hall markings
Key Vocabulary
A series of movements performed one after another in order
How high or low your body is - high (standing tall), middle (normal), low (crouching)
Using your face and body to show the character and feelings of the animal
Making different parts of your body work together smoothly
The direction and shape you travel in - straight, curved, or zigzag
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic spatial awareness and finding personal space
- Simple copying of movements and actions
- Understanding of high, middle, and low levels
Current Skills
- Controlled animal movements using different body parts
- Sequential movement patterns with musical timing
- Creative interpretation and expression through dance
Next Steps
- Creating longer dance sequences with clear structure
- Partner and group choreography work
- Using props and costumes to enhance performance
Milestone Indicators
Key Teaching Points
- Establish clear personal space and safety awareness from the beginning
- Break down complex sequence into manageable parts before combining
- Emphasise expression and character to bring animal movements to life
- Use music timing to develop rhythm and coordination skills
- Build confidence through positive reinforcement and celebration of effort
- Connect movements to animal characteristics for better understanding
- Provide opportunities for both performance and audience appreciation
Common Misconceptions
- That all movements should be performed at the same energy level - correct by emphasising heavy elephant vs light butterfly
- That sequence memory is less important than movement quality - emphasise both are valuable skills
- That copying exactly is more important than creative expression - encourage personal interpretation within structure
- That only 'good' dancers can perform well - emphasise effort and character over technical perfection
- That audience skills are less important than performing - teach active, appreciative watching
SEN Adaptations
ADHD
- Break sequence into smaller chunks, provide frequent positive reinforcement, allow movement breaks between teaching
dyspraxia
- Slow down teaching pace, provide additional practice time, focus on gross motor movements before fine details
autism spectrum
- Provide visual sequence cards, allow sensory breaks if needed, maintain predictable routine structure
visual impairment
- Use verbal descriptions of animal movements, provide physical guidance for spatial awareness, use strong audio cues
hearing impairment
- Use visual demonstrations, hand signals for timing, vibration cues if available, clear visual sequence cards
physical disability
- Adapt movements to individual capabilities, seated versions of animal movements, focus on upper body expression
Cross-Curricular Links
Science
Animal characteristics and habitats, body systems and exercise effects
Geography
Jungle habitats and environments, spatial awareness and direction
PSHE
Cooperation in group activities, confidence building through performance, appreciation of others' efforts
Teacher Guidance
Positioning
Move around space to observe all students, position near audio controls for easy access
Observation Focus
Watch for spatial awareness, movement quality, sequence memory, and expression
Intervention Points
Step in to support students struggling with sequence memory or movement coordination
Demonstration Notes
Demonstrate: Use full-body, exaggerated movements that students can clearly see and copy, maintain enthusiasm throughout
Verbal Cues
- •'Find your space!'
- •'Show me those animal characters!'
- •'Listen to the music!'
- •'Big movements for elephant, light movements for butterfly!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor space (school hall) or outdoor area minimum 15m x 10m
Surface Check
Non-slip surface, clear of obstacles, appropriate for dynamic movement
Equipment Safety
Safety Checks
- •Audio system positioned safely away from movement area
- •Cables/leads secured to avoid tripping hazards
- •Volume level appropriate to prevent hearing damage
Risk Management
Key Risks
- •Collisions during travelling movements
- •Overexertion during energetic sequences
- •Falls during level changes and balance challenges
Risk Mitigation
- •Clear personal space established before movement begins
- •Progressive build-up from simple to complex movements
- •Regular reminders about spatial awareness
- •Controlled group management during transitions
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students during travelling movements
- •Monitor energy levels and provide rest breaks as needed
- •Watch for signs of overheating or fatigue
Emergency Procedures
Stop music immediately if incident occurs, assess injury, provide first aid if qualified, seek additional help if required