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Lesson 2 - Growing Plant Dance Development

From Seed to Flower: Creative Movement Through Natural Growth

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Year 1

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Dance

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45 min

Big Question

How can we move like champion dancers to tell the story of a growing plant?

Learning Objectives

To develop control and coordination in movement responses to rhythm and patterns
To explore creative movements that represent the stages of plant growth
To understand what makes a 'champion dancer' through quality movement

Key Outcomes

Students will demonstrate controlled movements that respond to drumbeat rhythms
Students will create and perform a sequence showing plant growth from seed to flower
Students will show appreciation for others' creative movement ideas

Equipment & Resources Required

Drum

Teacher holds drum for mobility around the space

Alternative: Tambourine, wooden blocks, or recorded drumbeat

Cards

1 set per pair/individual (30 cards total)

Cards show: seed, roots, stem, leaves, bud, flower in sequence

Alternative: Hand-drawn images, digital images on tablet

Background Music

1 playlist

Music player positioned where all students can hear clearly

Alternative: Nature sounds, gentle instrumental music

Growing Poem Text

1 large copy for teacher

Large print visible to all students if showing

Alternative: Memorised poem, simple plant growth story

Key Vocabulary

Champion dancer

A dancer who moves with control, listens to the music, and creates clear, expressive movements

Rhythm

The beat or pattern in music that we can move to

Sequence

A series of movements put together in order to tell a story

Control

Moving your body exactly how you want it to move

Freeze

Stop moving completely and hold your position like a statue

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Understanding of fast and slow movement
Simple listening and response skills

Current Skills

Responding to rhythm and beat patterns
Creating movements that represent natural processes
Working cooperatively to develop dance sequences

Next Steps

Developing more complex rhythmic responses
Creating longer dance sequences with clear structure
Understanding dance as a form of storytelling

Milestone Indicators

Clear differentiation between seed and flower movements

Consistent response to drumbeat changes

Ability to create original movement ideas

Key Teaching Points

Champion dancers combine control, creativity, and careful listening
Plant growth happens gradually and smoothly, not in sudden jumps
Different body parts can represent different parts of plants
Rhythm response requires active listening and body coordination
Creative interpretation means there are many correct ways to show plant growth
Cooperation means sharing ideas and helping others succeed
Performance is about sharing creativity, not competing with others

Common Misconceptions

Misconception: All movements must look exactly the same. Correction: 'Champion dancers each have their own special way of moving!'
Misconception: Faster movement is always better. Correction: 'Champion dancers control their speed to match the music.'
Misconception: Only arms can represent plant parts. Correction: 'Your whole body can tell the plant story!'
Misconception: Performance means being perfect. Correction: 'Performance means sharing your creative ideas with others.'
Misconception: Plants grow instantly. Correction: 'Real plants grow slowly and smoothly, just like our dance movements.'

SEN Adaptations

ADHD

Use clear boundaries for movement space, provide frequent praise and feedback, break sequences into smaller chunks

dyspraxia

Simplify movement sequences, provide extra practice time, use visual and verbal cues together

autism spectrum

Provide visual schedule of lesson activities, allow sensory breaks if needed, offer choice between individual or pair work

visual impairment

Use tactile cues for growth stages, provide clear verbal descriptions of movements, use buddy system for spatial awareness

hearing impairment

Use visual drum beating signals, provide written sequence cards, demonstrate all movements clearly

physical disability

Adapt movements to seated or supported positions, use upper body for plant growth, provide alternative ways to show growth

Cross-Curricular Links

English

Listening skills, following sequential instructions, vocabulary development, creative interpretation of poetry

Maths

Counting drum beats, understanding patterns and sequences, concepts of slow/fast and big/small

Science

Life processes and living things - plant growth stages, understanding life cycles, observing changes over time

Art

Creative expression, interpretation of visual images, understanding of natural forms and shapes

PSHE

Cooperation skills, respecting others' ideas, building confidence through performance, celebrating individual creativity

Teacher Guidance

Positioning

Move around the space's perimeter to observe all students, positioned for quick access to drum and music controls

Observation Focus

Watch for rhythm response, creative interpretation, cooperation skills, and safe movement choices

Intervention Points

Step in if students struggling with growth sequence logic, provide support for rhythm challenges, mediate partner work difficulties

Demonstration Notes

Always demonstrate movements with exaggerated clarity, use children's names when praising good examples, show multiple interpretations rather than single 'correct' version

Verbal Cues

•'Champion dancer control!'
•'Listen to the drum rhythm!'
•'Smooth growing movements!'
•'Freeze like a statue!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for 30 students moving simultaneously

Surface Check

Non-slip surface essential for floor work, check for obstacles or hazards

Equipment Safety

Safety Checks

•Picture cards laminated to prevent tearing
•Drum checked for secure attachment of drumhead
•Music equipment positioned safely away from movement area

Risk Management

Key Risks

•Collisions during travelling movements
•Falls during rising/lowering movements
•Overexertion during enthusiastic movement

Risk Mitigation

•Clear personal space boundaries established
•Slow, controlled movements emphasised throughout
•Immediate freeze signal established for emergency stops
•Regular reminders about spatial awareness

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility during free movement
•Monitor students during floor work for safe rising
•Watch for fatigue during extended movement sequences

Emergency Procedures

Clear freeze signal established, first aid kit accessible, students know to sit down if feeling unwell