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Lesson 5 - Jungle Animal Movements

Imaginative Movement & Storytelling

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Reception

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Dance

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40 min

Big Question

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

Tunnel Systems

Position centrally for clear audio throughout space

Alternative: Tablet/phone with external speaker

Track

Test volume levels before lesson begins

Alternative: Any rhythmic jungle/animal themed music

Poems

Have readily accessible for introduction

Alternative: Teacher can recite from memory or improvise

Dish Cones

4-6

Mark safe performance area boundaries

Alternative: Visual boundaries using existing hall markings

Key Vocabulary

Sequence

A series of movements performed one after another in order

Levels

How high or low your body is - high (standing tall), middle (normal), low (crouching)

Expression

Using your face and body to show the character and feelings of the animal

Coordination

Making different parts of your body work together smoothly

Pathway

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

Smooth transitions between different animal movements

Consistent timing with musical beats and phrases

Clear characterization through movement quality and expression

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