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Lesson 1 - Animal Movements and Shapes

Creative Animal Expression Through Movement and Partnership

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Year 1

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Dance

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45 min

Big Question

How can we use our bodies to show how different animals move and look?

Learning Objectives

To move safely and creatively in space exploring animal movements
To use theme-related words to inspire different types of movement showing good timing and use of levels
To create and perform simple movement patterns inspired by animals

Key Outcomes

Students will create theme-related shapes, movements and actions using their bodies
Students will contribute to a mind map and translate ideas into movement
Students will perform the first 16 counts of a 32-count animal motif sequence

Equipment & Resources Required

Whiteboards

Position where all children can see clearly from sitting area

Alternative: Large sheets of paper, interactive whiteboard

Dish Cones

2-3

Different colours available for mind map creation

Alternative: Chalk if using blackboard, digital pen for interactive board

Tunnel Systems

Test volume levels before lesson, ensure all children can hear clearly

Alternative: Portable speaker, tablet with speaker, CD player

Animal Action Music Track

Cued ready to play for warm-up

Alternative: Tumble Tots Action Rhymes or similar upbeat children's music

Matilda Soundtrack

Ready for animal statues game

Alternative: 'I Just Can't Wait to be King' or similar animal-themed music

Jungle Book Music

Clear track for teaching and performing sequences

Alternative: 'I'm the King of the Swingers' or similar rhythmic music for sequences

Key Vocabulary

Mind map

A visual way of organising ideas and words around a central theme

Levels

The height at which we move - high (standing tall), medium (normal height), low (crouching or on floor)

Dynamics

How we perform movements - fast/slow, strong/gentle, smooth/sharp

Sequence

A series of movements performed one after another in a set order

Freeze

To stop moving completely and hold a still position like a statue

Improvise

To make up movements on the spot without planning them first

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic body awareness and spatial understanding
Following simple movement instructions
Understanding of high, medium and low levels

Current Skills

Creating theme-related movements and shapes
Working collaboratively to build movement sequences
Observing and giving feedback on movement quality

Next Steps

Developing longer dance sequences with clear structure
Adding more complex dynamics and timing patterns
Creating original choreography with partners

Milestone Indicators

Child shows clear animal characteristics in movement

Child can maintain rhythm and timing with music

Child demonstrates improved balance and coordination

Child contributes ideas confidently to group work

Key Teaching Points

Establish clear spatial boundaries and expectations for safe movement from the start
Use the mind map as a constant reference point throughout the lesson to reinforce learning
Count sequences aloud consistently to help children internalise timing patterns
Emphasise animal characteristics over perfect technique to encourage creativity and confidence
Create a supportive performance atmosphere where all efforts are celebrated
Link movements to animal science knowledge to deepen understanding
Use positive, specific feedback language to help children improve and build confidence

Common Misconceptions

That dance movements must be perfect rather than expressive and creative
That louder or bigger movements are always better than controlled, characteristic ones
That there is only one correct way to represent each animal through movement
That making mistakes during performance is negative rather than part of learning
That boys cannot enjoy or excel at dance activities
That sequence memory is more important than understanding movement quality

SEN Adaptations

ADHD

Use shorter activity bursts, provide regular movement breaks, clear visual and physical boundaries

dyspraxia

Break down movements into smaller steps, provide extra practice time, allow larger movement patterns

autism spectrum

Provide visual sequence cards, establish clear routines, allow observation time before participation

visual impairment

Use clear verbal descriptions of movements, provide physical guidance, ensure music volume is appropriate

hearing impairment

Use clear visual demonstrations, tap rhythms on shoulder, provide written sequence cards with pictures

physical disability

Adapt movements for seated position, use upper body only versions, modified sequences maintaining animal character

Cross-Curricular Links

English

Vocabulary development through animal words, speaking and listening during discussions, following instructions

Maths

Counting sequences, pattern recognition in movements, timing and rhythm patterns

Science

Animal habitats and characteristics, how animals move and adapt to environments

Art

Visual representation of animals, observational drawing of animal shapes and forms

Geography

Animals from different continents and climate zones, world animal habitats

PSHE

Confidence building through performance, cooperation in group work, giving and receiving feedback

Teacher Guidance

Positioning

Move around perimeter during movement sections for maximum visibility, centre front for demonstrations

Observation Focus

Watch for spatial awareness, sequence retention, musical timing, and creative expression

Intervention Points

Step in if unsafe movement, children struggling with sequence, or negative peer interactions

Demonstration Notes

Demonstrate: Use exaggerated, clear movements for visibility. Count aloud consistently. Show animal characteristics obviously for younger children.

Verbal Cues

•'Show me your animal character!'
•'Remember to use your whole body!'
•'Keep the counts steady - 1, 2, 3, 4!'
•'Watch the space around you!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall size 8m x 12m, clear of obstacles and furniture

Surface Check

Non-slip floor surface, dry and clean, suitable for floor work and movement

Equipment Safety

Safety Checks

•Music system positioned safely away from movement area
•Whiteboard/flipchart stable and secure
•Markers have lids on when not in use

Risk Management

Key Risks

•Collisions during free movement and animal statues
•Falls during pouncing and low-level snake movements
•Overexertion during energetic sequences

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing between children during individual work
•Progressive warm-up before vigourous movement
•Controlled transitions between activities
•Teacher positioned for maximum supervision

Supervision & Emergency Procedures

Supervision Points

•Position to observe all children during movement phases
•Monitor pouncing movements for control and safety
•Watch for signs of fatigue or overexertion
•Ensure inclusive participation for all ability levels

Emergency Procedures

Stop activity immediately, assess injury/situation, provide appropriate first aid, contact office if needed