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Lesson 1 - Creating Big Animal Movements

Zoo Animal Adventures Through Creative Movement

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Year 1

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Dance

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30 min

Big Question

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

Music Player

Position for clear sound across hall

Alternative: Tablet with Bluetooth speaker

Animal Music

Various tracks

Pre-select appropriate tempo music

Alternative: Nature documentary soundtracks, circus music

Cards

10-15 large cards

Large, clear images of zoo animals

Alternative: Tablet/screen with animal images

Markers Cones

8-10

Mark safe movement boundaries

Alternative: Spots, hoops for boundaries

Key Vocabulary

Expression

Using your face and body to show feelings and emotions

Control

Moving your body exactly how you want it to move

Big movements

Using as much space as possible with your whole body

Character

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

Sustained control during movement sequences

Clear differentiation between different animal characters

Confident expression of emotions through movement

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