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Lesson 7 - Puddles Dance

Musical Movement Storytelling

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Year 1

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Dance

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1h 8min

Big Question

How can we use our bodies to tell the story of rain and puddles through movement?

Learning Objectives

To show changes in shape and level through dance movements
To explore simple movements and actions and perform them with control
To create and remember a simple dance sequence about puddles

Key Outcomes

Students will be able to move confidently and safely in their own space
Students will perform basic body actions using counts and rhythm
Students will remember and repeat short dance phrases
Students will show expressive qualities in their dance movements

Equipment & Resources Required

Hoops

30 (1 per student)

Scattered around space with safe distance between each hoop

Alternative: Chalk circles on playground, rope circles, masking tape circles

Tunnel Systems

Test volume levels before lesson begins

Alternative: Phone/tablet with speaker, keyboard for rhythm

Track

Cued up and ready to play

Alternative: Rain sounds, water music, gentle instrumental music

Key Vocabulary

Level

How high or low your body is - high level is standing tall, low level is crouching down

Shape

The outline your body makes - round, straight, twisted, curved

Control

Moving your body exactly how you want it to move, not wobbly or rushed

Counts

Numbers we count to help us move together in time - 1, 2, 3, 4

Motif

A short pattern of movements that we repeat

Expression

Using your face and body to show feelings and emotions

Skill Progression Pathway

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

Prior Learning

Basic locomotive movements (walking, running, jumping)
Understanding of personal space
Simple body part identification

Current Skills

Changing levels and shapes in dance
Moving to counts and rhythm
Creating and remembering simple sequences
Expressing emotions through movement

Next Steps

Longer dance sequences with more complex patterns
Partner and group work in dance
Introduction to different dance styles

Milestone Indicators

Maintains personal space while moving

Responds to musical cues and counts

Shows variation in movement quality

Demonstrates memory of sequence

Key Teaching Points

Use exaggerated movements and clear demonstrations for all activities
Emphasise safety through controlled movements and spatial awareness
Build expression through facial expressions and movement quality
Develop sequence memory through repetition and clear structure
Encourage creativity within the framework of the dance structure
Foster performance confidence through supportive audience behaviour
Use counting and rhythm to develop musical awareness

Common Misconceptions

Dancing is only for girls - emphasise that all students can be excellent dancers
Dance movements must be perfect - focus on effort and expression over perfection
Loud music means better dancing - explain that control and expression are more important
You need special skills to dance - show that everyone can move and express themselves
Dance is just moving around - help students understand structure and meaning in movement

SEN Adaptations

ADHD

Movement breaks between sections, clear boundaries with hoops, shorter instruction segments

dyspraxia

Simplified movement patterns, extra practice time, verbal cues for coordination

autism spectrum

Clear routine structure, visual sequence cards, quiet space available if needed

visual impairment

Use bright coloured hoops, clear verbal descriptions of movements, buddy system for spatial awareness

hearing impairment

Strong visual demonstrations, use vibration for musical timing, visual counting cues

physical disability

Adapted movements for seated or limited mobility, upper body focus for wheelchair users

Cross-Curricular Links

English

Vocabulary development with dance terms, storytelling through movement, descriptive language

Maths

Counting in sequence 1-8, understanding patterns and repetition, spatial awareness

Science

Understanding weather patterns, water cycle, cause and effect of rain and puddles

Art

Creative expression, composition and performance, visual interpretation of concepts

Geography

Weather and seasons, understanding natural phenomena

PSHE

Confidence building, working with others, performance skills, emotional expression

Teacher Guidance

Positioning

Position where all students can see demonstrations clearly, move around space during activities

Observation Focus

Watch for safe movement, understanding of concepts, and quality of expression

Intervention Points

Step in if students struggling with sequence memory or showing unsafe movement

Demonstration Notes

Use exaggerated movements for clarity, demonstrate alongside students when helpful

Verbal Cues

•'Show me your high shape!'
•'Make it slower like thick water!'
•'Happy faces for splashing!'
•'Soft knees for landing!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 10m x 8m or outdoor area with suitable surface

Surface Check

Dry, non-slip surface free from hazards, suitable for jumping and movement

Equipment Safety

Safety Checks

•Hoops checked for cracks or rough edges
•Audio equipment safely positioned away from movement area
•No tangled wires in movement space

Risk Management

Key Risks

•Collisions between students during movement
•Falls during jumping activities
•Tripping over hoops or equipment

Risk Mitigation

•Clear personal space boundaries established
•Adequate spacing between hoops (minimum 2 metres)
•Controlled movement instructions with emphasis on safety
•Progressive skill building from simple to complex movements

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all students during movement
•Extra attention during jumping and travelling activities
•Monitor fatigue levels and provide rest as needed

Emergency Procedures

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