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Lesson 1 - Under The Sea Movement and Actions

Storytelling Through Movement: An Underwater Dance Journey

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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 stories about life under the sea?

Learning Objectives

To move safely and creatively in space
To use theme-related words to create different movements showing good timing and levels
To develop fundamental movement patterns through sea creature actions

Key Outcomes

Students will create and perform simple movement patterns inspired by sea creatures
Students will contribute to a mind map and translate ideas into physical actions
Students will demonstrate the first 16 counts of our Under the Sea dance motif

Equipment & Resources Required

Music Player

Position for clear audio throughout hall

Alternative: Phone with portable speaker, tablet with external speaker

Whiteboards

Positioned where all students can see from sitting area

Alternative: Large paper sheets, interactive whiteboard

Sun Markers

2-3 different colours

Blue for headings, other colours for sea creature words

Alternative: Chalk for blackboard, dry erase markers

Music Tracks

3 tracks minimum

Pre-loaded and tested, volume levels checked

Alternative: 'A Sailor went to Sea', 'Under the Sea' by Samuel E Wright, 'Pirates of the Caribbean' theme

Key Vocabulary

Dynamics

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

Levels

How high or low we move our bodies - high, medium, low

Timing

Moving in time with the music or counting

Mind map

A drawing that shows all our ideas about one topic

Choreography

Planning and arranging dance movements in order

Skill Progression Pathway

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

Prior Learning

Basic body awareness and personal space
Following simple movement instructions
Listening and responding to music

Current Skills

Creating theme-related movements
Using different levels and timing
Working as part of a group performance

Next Steps

Developing longer dance sequences
Adding emotional expression to movements
Creating partner and small group routines

Milestone Indicators

Students can clearly represent different sea creatures through movement

Movements show good timing and control

Students can remember and repeat a 16-count sequence

Key Teaching Points

Always demonstrate movements clearly before asking students to copy
Use specific vocabulary (dynamics, levels, timing) consistently throughout lesson
Emphasise safety through appropriate spacing and controlled movements
Build confidence through positive feedback and multiple practice opportunities
Connect movement quality to sea creature characteristics for meaningful learning
Use music strategically to enhance timing and create atmosphere
Encourage creativity while maintaining structure for successful learning

Common Misconceptions

That dance is only about copying exact movements - encourage personal interpretation within guidelines
That faster movements are always better - emphasise appropriate dynamics for each creature
That performing means being perfect - focus on effort and improvement rather than perfection
That feedback should focus on what's wrong - teach positive, specific feedback using lesson vocabulary

SEN Adaptations

ADHD

Build in frequent movement breaks, use high-energy activities therapeutically, provide clear short instructions

dyspraxia

Break movements into smaller steps, allow extra practice time, provide verbal cues during sequence

autism spectrum

Provide visual schedule of lesson sections, allow quiet space if overwhelmed, use consistent routine language

visual impairment

Use tactile guidance for movements, describe actions verbally in detail, pair with sighted buddy for demonstrations

hearing impairment

Use visual demonstrations extensively, hand signals for stop/start, written instructions on board

physical disability

Adapt movements for seated position, use upper body only versions, modify jumping to gentle bouncing

Cross-Curricular Links

English

Vocabulary development through sea creature words, speaking and listening through talking partners and feedback

Science

Learning about sea creatures and their characteristics, understanding how animals move in different environments

Art

Creating visual mind maps, expressing ideas through movement as a form of artistic expression

Geography

Exploring ocean environments and underwater habitats, understanding different levels under the sea

PSHE

Building confidence through performance, giving and receiving feedback, working cooperatively with partners

Teacher Guidance

Positioning

Stand at front corner of movement area for visibility, move around during practice to observe individuals

Observation Focus

Watch for safe movement, good use of space, improvement in timing and dynamics

Intervention Points

Step in if students colliding, movements becoming unsafe, or anyone struggling with sequence

Demonstration Notes

Always demonstrate movements clearly before asking students to copy, exaggerate key features, use whole body expressively

Verbal Cues

•'Gentle like jellyfish floating'
•'Sharp like fish darting'
•'Tall and swaying like seaweed'
•'Flowing like ocean waves'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 10m x 8m clear space, suitable for 30 students moving simultaneously

Surface Check

Clean, dry, non-slip surface free from obstacles. Check for any spills or hazards

Equipment Safety

Safety Checks

•Music equipment positioned safely away from movement area
•Whiteboard secure and markers capped when not in use
•No loose equipment in movement space

Risk Management

Key Risks

•Collisions during Musical Sea Creatures activity
•Falls during whale jumping movements
•Overexertion from continuous activity
•Students becoming over-excited during music activities

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing maintained throughout activities
•Controlled jumping technique taught and monitored
•Regular rest periods built into lesson structure
•Teacher positioned for maximum visibility of all students

Supervision & Emergency Procedures

Supervision Points

•Position near music controls for quick stops if needed
•Move around during activities to monitor all students
•Watch for signs of fatigue or overexcitement
•Ensure clear sightlines to all students during movement

Emergency Procedures

Stop activity immediately if injury occurs, assess student safety, provide appropriate first aid, contact school office if needed