Lesson 5 - Fast and Slow Animal Movements
Foundational Movement Skills
•Reception
•Fundamental Movement Skills
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How do different animals use speed to survive and move in their environments?
Learning Objectives
- Recognise and demonstrate the difference between fast and slow movements
- Perform movements at different speeds whilst maintaining control and safety
- Identify and mimic how different animals move at various speeds
Key Outcomes
- Students will show clear differences between fast and slow animal movements
- Students will move safely around the space while changing speeds
- Students will describe whether an animal movement is fast or slow
Equipment & Resources Required
Spread around room with clear pathways between them
Alternative: PE hoops, carpet squares, or marked floor areas
Used to mark boundaries and safe areas if outdoors
Alternative: Bean bags, markers, or tape lines
Visual aids showing different animals for movement inspiration
Alternative: Printed images or verbal descriptions
Key Vocabulary
Moving quickly with speed and energy
Moving gradually and carefully with control
How fast or slow something moves
Having command over your body movements
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic locomotor movements like walking and running
- Following simple instructions
- Understanding of 'fast' and 'slow' concepts
Current Skills
- Controlling speed of movement
- Animal movement patterns
- Spatial awareness during speed changes
Next Steps
- Combining speed changes with direction changes
- Using speed strategically in games
- Understanding acceleration and deceleration
Milestone Indicators
Key Teaching Points
- Emphasise clear differences between fast and slow movements throughout
- Connect animal characteristics to their movement speeds for deeper understanding
- Maintain safety focus during speed changes and transitions
- Encourage creativity while maintaining movement control
- Use animal theme consistently to engage and motivate students
Common Misconceptions
- All big animals move slowly (elephants can run fast) - show examples of fast large animals
- Fast always means running - demonstrate fast non-locomotor movements
- Slow movements are easier - explain that control makes slow movements challenging
- All animals of same type move same speed - discuss individual differences
SEN Adaptations
ADHD
- Clear boundaries, regular movement breaks already built in, fidget tools available during sitting time
dyspraxia
- Simplified animal movements, extra practice time, large clear space for movement
autism spectrum
- Clear structure with visual timetable, consistent animal examples, quiet space available if needed
visual impairment
- Use bright coloured mats, clear verbal descriptions of animal movements, partner support for navigation
hearing impairment
- Visual demonstrations of all movements, hand signals for fast/slow, written animal cards with pictures
physical disability
- Seated animal movements, adapted stretches, upper body animal movements only
Cross-Curricular Links
Maths
Counting students on mats (up to 3), comparing speeds using faster/slower language
Science
Animal habitats and characteristics, understanding why animals move differently
Geography
Where different animals live around the world, environments that suit fast/slow animals
PSHE
Working cooperatively with partners, taking turns, encouraging others
Teacher Guidance
Positioning
Move around outside edge of space for maximum visibility, closer during partner work
Observation Focus
Speed differentiation, safety awareness, creative interpretation of animals
Intervention Points
Step in if movements become unsafe, provide support for movement ideas, manage group dynamics
Demonstration Notes
Use exaggerated movements to show clear differences, demonstrate at student level, use animal sounds to enhance engagement
Verbal Cues
- •'Show me the difference!'
- •'Can you make it even slower?'
- •'Keep your eyes looking where you're going'
- •'Think about how that animal really moves'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large indoor hall or outdoor space minimum 15m x 10m
Surface Check
Smooth, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Mats checked for tears and placed flat
- •Cones positioned away from movement areas
- •Visual aids secured and not creating trip hazards
Risk Management
Key Risks
- •Collisions during fast animal movements
- •Slips when changing from fast to slow movements
- •Overcrowding on mats during Mouse Trap game
Risk Mitigation
- •Clear boundaries established and reinforced
- •Emphasis on spatial awareness throughout
- •Controlled numbers on mats with counting system
- •Regular reminders about gentle movement around others
Supervision & Emergency Procedures
Supervision Points
- •Position to observe whole space during fast movements
- •Move closer during floor-based animal movements
- •Monitor mat areas during Mouse Trap for safe sharing
Emergency Procedures
Standard PE emergency procedures, clear stop signal established