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Lesson 6 - Rainforest Creature Movements

Space to Synchronisation

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Year 2

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Dance

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Big Question

How can we use our bodies to show the different ways rainforest animals move and behave?

Learning Objectives

To explore balances, pathways and shapes representing rainforest creatures
To demonstrate clear changes of speed in movement
To work in unison with a partner to create rainforest-themed dance sequences

Key Outcomes

Students will perform body actions with control and coordination representing different rainforest animals
Students will remember and repeat dance phrases showing clear speed variations
Students will work collaboratively to create partner dances in time with music

Equipment & Resources Required

Track

1 audio system

Pre-load rainforest ambient sounds and rhythmic music

Alternative: Tablet/phone with speaker, nature sounds app

Cards

1 set (8 animal cards)

Display where all students can see clearly

Alternative: Printed pictures of rainforest animals, animal picture book

Warm-Up Music

1 track

Queue up before lesson begins

Alternative: Gentle instrumental music, nature sounds

Markers Cones

8-12

Mark clear performance area and audience seating

Alternative: Bean bags, chalk marks, masking tape

Key Vocabulary

Pathway

The route or track an animal follows when moving through space

Balance

Holding a steady position that represents an animal shape

Speed

How fast or slow an animal moves

Unison

Moving at exactly the same time as your partner

Sequence

A series of movements performed in a specific order

Level

How high or low an animal moves (ground level, middle level, high level)

Skill Progression Pathway

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

Prior Learning

Basic animal movements and sounds
Simple travelling actions (walking, jumping, crawling)
Understanding of slow and fast movements

Current Skills

Creating animal-inspired shapes and balances
Controlling speed changes in movement
Partner work and taking turns
Following simple dance sequences

Next Steps

Creating longer dance sequences
Working in larger groups
Adding levels and directions to movement
Interpreting music rhythm and tempo

Milestone Indicators

Can hold animal shapes for 8 counts

Shows clear distinction between slow and fast movements

Coordinates simple movements with partner

Remembers and repeats movement sequences

Key Teaching Points

Use exaggerated movements to help students understand speed differences clearly
Provide consistent counting and timing support throughout all sequences
Encourage creative interpretation while maintaining animal characteristics
Build partner cooperation gradually from simple turn-taking to unison work
Connect movement to real animal behaviour for authentic characterization
Use positive reinforcement to build confidence in performance skills
Create supportive audience culture for peer appreciation

Common Misconceptions

Students may think all animals move at the same speed - address by discussing real animal behaviour
May confuse pathway types - use clear visual and kinesthetic demonstrations
Might rush through sequences - emphasise control and timing over speed
Could think louder means better in performance - teach about commitment and clarity instead
May not understand turn-taking in partner work - model and practice extensively
Might copy others instead of creating own interpretations - celebrate individuality

SEN Adaptations

ADHD

Break activities into shorter segments, provide additional movement breaks, use clear visual and verbal cues, assign supportive partners

dyspraxia

Simplify sequence structure, provide additional demonstration and practice time, focus on effort rather than precision, offer alternative balance options

autism spectrum

Provide visual sequence cards, maintain consistent routine structure, offer quiet observation space, prepare students for performance elements

visual impairment

Use verbal descriptions of animal cards, provide tactile animal models, ensure clear verbal instructions for all movements and pathways

hearing impairment

Use visual signals for timing and transitions, provide written sequence cards, use exaggerated gestures for animal demonstrations

physical disability

Adapt animal movements for seated or supported positions, modify balance requirements, allow upper body focus for animal characterization

Cross-Curricular Links

English

Descriptive vocabulary for animal movements, sequencing language (first, then, next, finally)

Maths

Counting to 8, understanding timing and rhythm, recognising patterns in sequences

Science

Animal habitats and characteristics, understanding how animals move and behave in the rainforest environment

Art

Observing animal shapes and forms, creating visual representations of movement pathways

Geography

Rainforest locations around the world, understanding different climates and environments

Teacher Guidance

Positioning

Move around perimeter for clear observation of all students, central position for demonstrations and instructions

Observation Focus

Watch for creative animal interpretation, clear speed changes, partner cooperation, and safe movement choices

Intervention Points

Step in if partnerships struggling to cooperate, if movements becoming unsafe, or if students losing focus during sequence work

Demonstration Notes

Demonstrate: Use exaggerated movements for clarity, involve students in demonstrations, show clear contrasts between slow and fast, maintain enthusiasm throughout

Verbal Cues

•'Super slow like honey!'
•'Quick like lightning!'
•'Hold that shape like a statue!'
•'Listen for the swap!'
•'Show me your pathway!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 12m with clear performance area and audience seating

Surface Check

Clean, non-slip floor suitable for floor work and energetic movement

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Visual cards secured and visible to all students
•Space markers placed to avoid tripping hazards

Risk Management

Key Risks

•Collisions during quick animal movements
•Falls when creating balance shapes
•Over-excitement during partner work
•Slips during fast travelling movements

Risk Mitigation

•Clear boundaries established for movement area
•Adequate spacing between partnerships maintained
•Progression from slow to quick movements
•Teacher demonstration of safe balance positions
•Continuous monitoring during energetic sections

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight lines to all students during movement
•Move around partnerships during practice time
•Monitor quick movements for safety and control
•Watch for students attempting unsafe balance shapes

Emergency Procedures

Stop signal (whistle/raised hand) for immediate cessation of movement, first aid kit accessible, clear evacuation route maintained