Lesson 2 - Creating Mini Beast Movements
Mini Beast Adventures Through Creative Movement
•Year 1
•Dance
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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
Position where all students can hear clearly
Alternative: Tablet with portable speaker
Laminated cards placed in four corners of space
Alternative: Paper with drawings, plastic mini beast toys
Positioned where all students can see from sitting position
Alternative: Large paper and thick pens
Cued and ready to play: 'Ugly Bug Ball', 'Circus Bugs', 'The Time of Your Life'
Alternative: Any suitable mini beast themed music
Key Vocabulary
A short dance sequence that can be repeated and developed
To make up or create dance movements
How we perform movements - fast/slow, strong/gentle, smooth/sharp
The height at which we move - high (standing), medium (crouching), low (on floor)
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
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