Lesson 7 - Puddles Dance
Musical Movement Storytelling
•Year 1
•Dance
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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
Scattered around space with safe distance between each hoop
Alternative: Chalk circles on playground, rope circles, masking tape circles
Test volume levels before lesson begins
Alternative: Phone/tablet with speaker, keyboard for rhythm
Cued up and ready to play
Alternative: Rain sounds, water music, gentle instrumental music
Key Vocabulary
How high or low your body is - high level is standing tall, low level is crouching down
The outline your body makes - round, straight, twisted, curved
Moving your body exactly how you want it to move, not wobbly or rushed
Numbers we count to help us move together in time - 1, 2, 3, 4
A short pattern of movements that we repeat
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
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