Energy in Motion

Overview

In this fourth lesson of the 10-part unit “Hip Hop Dance Adventure”, students learn popping fundamentals with a focus on arm and chest pops. They practise safe body control, match movements to a beat, and combine short sequences while listening for cues in an upbeat song.

Learning intentions

• WALT use the beat to time simple popping movements.
• WALT perform arm pops and chest pops with clear, “stop-start” body control.
• WALT work safely in a space and follow movement instructions.
• WALT share and respond to feedback kindly to improve our dance.

Success criteria

• I can make an arm pop where my arm “snaps” and then freezes.
• I can make a chest pop that looks like my chest tenses and holds still.
• I can follow a short sequence (arm pop, chest pop, freeze) with the music beat.
• I can keep my body safe by staying aware of space and moving without bumping others.

Curriculum links

• Dance — demonstrate movement skills and use rhythm to create simple movement patterns.
• Dance — apply safe practices in movement (awareness of others, personal space, and body control).
• English (oral language) — listen and respond to instructions, and use simple descriptive feedback.
• Key competencies — managing self (focus and persistence), participating and contributing (co-operating in group practice), and relating to others (respectful feedback).

Lesson structure (30 minutes)

1. 0–4 min · Welcome and warm-up beat. Teacher plays a steady beat and demonstrates “ready, set, pop, freeze” with big arm gestures; students copy and freeze on cue.

2. 4–10 min · Teach arm pops (modelling + practice). Teacher models one clear arm pop at a time (arm straight or bent, then freeze) and uses simple counts (e.g., “1 pop—2 freeze”); students practise in place, then repeat with a partner calling “pop” and “freeze” softly.

3. 10–14 min · Teach chest pops (technique for Year 1). Teacher shows chest pop as a small forward tension of the chest (no jumping), then a held freeze; students practise “tension and hold” using hands on chest to feel the stop.

4. 14–20 min · Combine sequence: arm + chest. Teacher teaches a short sequence: Arm pop → Freeze → Chest pop → Freeze, first without music, then with the song at half speed; students perform in small groups, standing in a clear personal space.

5. 20–26 min · Movement game: “See my freeze!” Teacher starts the music and calls out swaps (e.g., “Change your arm!” “More freeze!” “Show me a strong chest pop!”); students practise staying still at the freeze while the teacher checks control and safety.

6. 26–30 min · Cool down and quick reflection. Students do slow shoulder rolls and breathing; teacher asks two quick questions (“Which cue helped you most?” “What one thing will you try next time?”) and records common feedback on the board.

Resources

• Upbeat song with a steady beat (same track used across the unit if possible)
• Speaker and device (ensure volume supports learning)
• Clear floor markers/tape for personal space
• Teacher visuals: “Pop” and “Freeze” cue cards (simple icons)
• Optional: mirror posters or reflective surface to help students see freezes
• A short “sequence card” showing Arm pop → Chest pop → Freeze (simple picture format)

Assessment

• Teacher observation checklist during practice: clear freeze, correct timing to beat, safe space awareness.
• Quick oral check: in pairs, students describe their own pop using one sentence starter (e.g., “My arm pop is when…”).
• Exit reflection (last minute): students point to a class poster showing either “Arm pop” or “Chest pop” to indicate which they can do well today.

Differentiation

• Support: provide sentence starters for feedback (“I noticed…”, “Try…”, “Next time…”); use smaller movements first, then gradually increase size.
• Support: group students by confidence; give clear roles (caller, performer, space-checker) to reduce reliance on complex instructions.
• Extension: challenge students to add a second arm direction (left arm pop then right arm pop) while maintaining the freeze.
• EAL/SEN: use visual cue cards and consistent counts; allow non-verbal responses (pointing to cues) during reflection; keep instructions short and repeated.