Lesson 1 - Creating Big Animal Movements
Zoo Animal Adventures Through Creative Movement
•Year 1
•Dance
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How can we use our whole body to move like the biggest animals in the zoo?
Learning Objectives
- To respond to the stimulus of big animals using a range of controlled movements
- To control and coordinate bodies to perform movements that represent big animals
- To show character expression through facial expressions and body language
Key Outcomes
- Students will create big, clear movements representing zoo animals
- Students will demonstrate control and coordination in their movements
- Students will use facial expressions to show how their animal is feeling
Equipment & Resources Required
Position for clear sound across hall
Alternative: Tablet with Bluetooth speaker
Pre-select appropriate tempo music
Alternative: Nature documentary soundtracks, circus music
Large, clear images of zoo animals
Alternative: Tablet/screen with animal images
Mark safe movement boundaries
Alternative: Spots, hoops for boundaries
Key Vocabulary
Using your face and body to show feelings and emotions
Moving your body exactly how you want it to move
Using as much space as possible with your whole body
The personality of the animal you are pretending to be
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic body awareness and control
- Simple movements like walking, jumping, stretching
- Following simple instructions and copying movements
Current Skills
- Creating big, expressive movements
- Moving with control and coordination
- Using facial expressions to show emotion
Next Steps
- Combining movements into longer sequences
- Moving in time with music rhythm
- Working with partners to create animal interactions
Milestone Indicators
Key Teaching Points
- Emphasise control over speed in all movements
- Use facial expressions as much as body movements for character
- Connect animal movements to real animal behaviours
- Encourage creativity while maintaining safety
- Build confidence through positive reinforcement
- Model appropriate audience behaviour during performances
- Use animal themes to maintain engagement throughout
Common Misconceptions
- Bigger movements mean faster movements - emphasise controlled, deliberate actions
- Only arms and legs make animal shapes - include whole body and facial expressions
- All animals of same type move identically - encourage individual interpretation
- Louder means better performance - focus on clear, controlled expression
- Dancing means following set steps - emphasise creative interpretation and character development
SEN Adaptations
ADHD
- Shorter activity bursts with movement breaks, clear physical boundaries, immediate positive feedback
dyspraxia
- Break movements into smaller steps, provide additional practice time, use wall support for balance if needed
autism spectrum
- Provide visual schedule of lesson structure, offer quiet observation time, use consistent animal examples
visual impairment
- Use audio descriptions of animal movements, provide tactile animal models, partner support for spatial awareness
hearing impairment
- Visual demonstrations with clear gestures, use vibration for music cues, written instruction cards
physical disability
- Adapted animal movements for seated or supported positions, modified big shapes within ability range
Cross-Curricular Links
English
Descriptive vocabulary for animal characteristics, storytelling through movement
Maths
Concepts of size (big, tall, wide, long), spatial awareness, following sequences
Science
Animal classification, animal habitats, how animals move and adapt to environments
Geography
Where zoo animals come from around the world, different habitats and climates
PSHE
Confidence building, expressing emotions, working cooperatively with others
Teacher Guidance
Positioning
Move around the outside of the activity space for optimal visibility of all students
Observation Focus
Watch for control in movements, appropriate expression, and safe spatial awareness
Intervention Points
Step in when students seem unsafe, stuck for ideas, or need confidence building
Demonstration Notes
Use exaggerated, clear movements that students can easily copy. Emphasise facial expressions and controlled movement quality.
Verbal Cues
- •'Show me BIG movements!'
- •'Let your face show how your animal feels!'
- •'Control your animal body!'
- •'What would your animal do here?'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, soft flooring preferred for floor work
Surface Check
Clean, dry, non-slip surface suitable for movement and floor exercises
Equipment Safety
Safety Checks
- •Music at appropriate volume for hearing
- •Picture cards with no sharp edges
- •Boundary markers stable and visible
Risk Management
Key Risks
- •Collisions during excited movement
- •Falls during big movements or position changes
- •Overexertion during energetic activities
Risk Mitigation
- •Clear personal space boundaries established
- •Progressive movement from simple to complex
- •Constant supervision during partner activities
- •Emphasis on controlled rather than fast movements
Supervision & Emergency Procedures
Supervision Points
- •Position for clear view of all students
- •Move around space during activities
- •Monitor individual students who may need extra support
Emergency Procedures
Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students are safely managed