Lesson 2 - Small Animal Movements and Control
Zoo Animal Adventures Through Creative Movement
•Year 1
•Dance
•Start Planning Better PE Lessons
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.
What's included
- Complete activity instructions & timing
- Teaching tips & differentiation strategies
- Assessment guidance & success criteria
- Downloadable lessons & units
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
Position centrally for clear sound throughout space
Alternative: Tablet with speaker, CD player
Display around the room for visual reference
Alternative: Toy animals, animal books
Scattered around space to represent enclosure objects
Alternative: Bean bags, hoops
Varied tempos for different movement qualities
Alternative: Nature sounds, quiet instrumental music
Key Vocabulary
A dancer who moves with excellent control, expression and response to music
Movements that make the body low, narrow and curled like small animals
Moving your body exactly how you want it to move
Using your face and body to show feelings and character
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
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