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Lesson 2 - Creating Mini Beast Movements

Mini Beast Adventures Through Creative Movement

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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 tell the story of mini beasts through dance?

Learning Objectives

To choreograph and perform the second half of our mini beast motif
To use body movements to express characteristics of different mini beasts
To give and receive constructive feedback about dance performances

Key Outcomes

Students will combine movements to create a 32-count mini beast dance
Students will demonstrate characteristics of beetles, caterpillars and other mini beasts through movement
Students will provide feedback using dance vocabulary about timing, levels and dynamics

Equipment & Resources Required

Music Player

Position where all students can hear clearly

Alternative: Tablet with portable speaker

Cards

4 sets

Laminated cards placed in four corners of space

Alternative: Paper with drawings, plastic mini beast toys

Sun Markers

1 set

Positioned where all students can see from sitting position

Alternative: Large paper and thick pens

Music Tracks

3 tracks

Cued and ready to play: 'Ugly Bug Ball', 'Circus Bugs', 'The Time of Your Life'

Alternative: Any suitable mini beast themed music

Key Vocabulary

Motif

A short dance sequence that can be repeated and developed

Choreograph

To make up or create dance movements

Dynamics

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

Levels

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

Feedback

Helpful comments about someone's performance to help them improve

Skill Progression Pathway

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

Prior Learning

Students have created the first 16 counts of their mini beast motif
Students understand basic mini beast characteristics
Students can move safely in a space

Current Skills

Creating movements to represent specific mini beasts
Combining movement phrases into longer sequences
Using dance vocabulary to give feedback

Next Steps

Performing complete motifs with confidence
Creating own mini beast dances independently
Understanding how dance can tell stories

Milestone Indicators

Student can demonstrate clear difference between beetle and caterpillar movements

Student can perform 32-count sequence with minimal teacher support

Student uses specific dance vocabulary when giving feedback

Key Teaching Points

Emphasise creative interpretation over perfect technique in movement exploration
Build confidence through positive feedback and celebrating individual ideas
Use clear counting and rhythm to support sequence memory
Connect movements to real mini beast characteristics to aid understanding
Maintain safe space awareness throughout all movement activities
Develop dance vocabulary through guided feedback sessions
Balance individual creativity with group cohesion in performances

Common Misconceptions

That there's only one 'correct' way to represent each mini beast - encourage personal interpretation
That faster movements are better - emphasise control and expression over speed
That dance is only about big movements - show how subtle actions can be equally effective
That feedback should focus on what's wrong - model positive, constructive observation
That boys might not enjoy dance - ensure inclusive language and diverse movement examples

SEN Adaptations

ADHD

Break sequences into very small chunks, provide fidget toy during sitting discussions, allow movement during explanations

dyspraxia

Use larger, simpler movements, provide extra practice time, pair with supportive buddy, focus on effort over perfection

autism spectrum

Provide visual schedule of lesson activities, allow movement breaks if needed, offer quiet observation role if performing feels overwhelming

visual impairment

Use large, clear corner cards with high contrast, provide verbal descriptions of all movements, allow tactile exploration of mini beast toys

hearing impairment

Use visual cues and demonstrations, provide written sequence cards, use vibrant gestures for communication

physical disability

Adapt movements for seated or supported positions, focus on arm and upper body movements, provide alternative ways to show mini beast characteristics

Cross-Curricular Links

English

Vocabulary development through mind mapping, descriptive language for movement feedback

Maths

Counting sequences (16 counts, 32 counts), understanding patterns and repetition

Science

Studying mini beast characteristics, habitats and life cycles - links to movement exploration

Art

Visual representation of mini beasts, understanding different levels and dynamics in creative expression

Teacher Guidance

Positioning

Front centre for demonstrations, moving around space during practice, corner position for full space observation

Observation Focus

Look for creative interpretation, safe movement execution, engagement with mini beast characteristics, sequence memory

Intervention Points

Step in if students struggling with sequence memory, unsafe movements observed, or feedback becoming negative

Demonstration Notes

Demonstrate: Use exaggerated movements for clarity, break complex sequences into smaller parts, show both correct technique and common mistakes for comparison

Verbal Cues

•'Show me your beetle crawl with strong hands and feet!'
•'Caterpillars move smoothly like water flowing'
•'Bees spin with control, keeping their balance'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, soft flooring preferred

Surface Check

Non-slip surface, free from obstacles, adequate lighting

Equipment Safety

Safety Checks

•Check corner cards are securely attached
•Ensure music volume is appropriate for instruction
•Verify whiteboard markers are capped when not in use

Risk Management

Key Risks

•Collisions during free movement
•Falls during crawling or spinning movements
•Dizziness from spinning bee movements

Risk Mitigation

•Clear personal space boundaries established
•Controlled spinning technique taught
•Safe floor movement positioning demonstrated
•Progressive build-up of movement complexity

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during movement
•Move around space during practice to assist individuals
•Maintain close supervision during floor-based movements

Emergency Procedures

Stop activity immediately, assess any injury, provide appropriate first aid, complete accident report if required