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Lesson 2 - Small Animal Movements and Control

Zoo Animal Adventures Through Creative Movement

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Year 1

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Dance

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45 min

Big Question

How can we move like champion dancers to show the actions of small zoo animals?

Learning Objectives

To respond to the stimulus of small animals using controlled movements
To develop coordination and control when adding movements together
To create expressive movements that represent small animal characteristics

Key Outcomes

Students will be able to move with control making their bodies small and low
Students will create movements representing small zoo animals
Students will add two movements together with expression and flow

Equipment & Resources Required

Music Player

Position centrally for clear sound throughout space

Alternative: Tablet with speaker, CD player

Pictures

6.5

Display around the room for visual reference

Alternative: Toy animals, animal books

Dish Cones

8-10

Scattered around space to represent enclosure objects

Alternative: Bean bags, hoops

Age-appropriate music

3-4 tracks

Varied tempos for different movement qualities

Alternative: Nature sounds, quiet instrumental music

Key Vocabulary

Champion dancer

A dancer who moves with excellent control, expression and response to music

Small movements

Movements that make the body low, narrow and curled like small animals

Control

Moving your body exactly how you want it to move

Expression

Using your face and body to show feelings and character

Flow

Moving smoothly from one movement to another

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Understanding of high and low movements
Experience moving to music

Current Skills

Creating small, controlled movements
Moving like different small animals
Adding movements together with flow

Next Steps

Creating longer sequences of animal movements
Working with partners to create animal stories
Performing with confidence to an audience

Milestone Indicators

Shows clear difference between big and small movements

Maintains character throughout movement exploration

Demonstrates understanding of animal characteristics through movement

Key Teaching Points

Emphasise control and precision over speed
Use descriptive adjectives to guide movement quality
Connect facial expression to character throughout
Build understanding of 'champion' movement qualities
Celebrate creativity while maintaining focus on small animals
Use student demonstrations to reinforce learning
Maintain positive, encouraging atmosphere throughout

Common Misconceptions

Thinking bigger movements are better - emphasise quality and appropriateness
Believing only certain students can be 'champions' - reinforce that everyone can show champion qualities
Assuming animals only move one way - encourage exploration of different behaviours
Forgetting that expression is part of movement - regularly remind about face and character

SEN Adaptations

ADHD

Regular movement breaks, clear short instructions, positive reinforcement for sustained focus

dyspraxia

Break movements into smaller parts, extra practice time, simplified versions of movements

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet space available if needed

visual impairment

Use tactile markers for obstacles, verbal descriptions of movements, buddy system for spatial awareness

hearing impairment

Visual demonstration emphasis, hand signals for freeze/go, visual cards showing animal characteristics

physical disability

Adapted movements for seated or supported positions, focus on upper body or achievable movements, modified obstacles

Cross-Curricular Links

English

Descriptive vocabulary, adjectives for movement, storytelling through movement

Maths

Counting movements, patterns in sequences, spatial awareness

Science

Animal characteristics, habitats, movement patterns in nature

Geography

Where animals live, zoo environments around the world

Teacher Guidance

Positioning

Move around the outside of the space to observe all students, central position for demonstrations

Observation Focus

Look for control, character, expression, and safe movement choices

Intervention Points

Step in when movements become too large, unsafe, or off-task

Demonstration Notes

Always demonstrate movements clearly, exaggerate facial expressions for visibility, use students as positive examples

Verbal Cues

•'Small and controlled!'
•'Show me with your face!'
•'Champion dancers move with control!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 6m x 8m clear space, suitable for floor work

Surface Check

Clean, non-slip surface suitable for movement and floor contact

Equipment Safety

Safety Checks

•Check markers/cones have no sharp edges
•Ensure equipment is stable when used as obstacles
•Keep pathways clear between objects

Risk Management

Key Risks

•Collisions during free movement
•Falls when moving at low levels
•Overexcitement leading to loss of control

Risk Mitigation

•Clear boundaries and personal space rules
•Emphasis on controlled movement throughout
•Regular freeze commands to check understanding
•Teacher positioning for maximum visibility

Supervision & Emergency Procedures

Supervision Points

•Position to see all students during free exploration
•Move around space during independent work
•Monitor energy levels and adjust accordingly

Emergency Procedures

Stop signal established, first aid kit accessible, clear route to help