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Lesson 2 - Responding to Weather Extremes

Weather Stories Through Creative Movement

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Year 3

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Dance

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45 min

Big Question

How can we use our bodies to express the power and drama of extreme weather?

Learning Objectives

Continue to respond to different stimuli with appropriate dance movements
Add drama and emotion to dance performances representing extreme weather
Develop creativity and expression through choreographed movement sequences

Key Outcomes

Students will create and perform movements representing earthquakes and volcanic eruptions
Students will demonstrate expression and creativity in their dance performances
Students will work collaboratively to develop and refine movement sequences

Equipment & Resources Required

Drum

Teacher to have ready for beat keeping and earthquake simulation

Alternative: Tambourine, music app with drum sounds

Tunnel Systems

Pre-loaded with dramatic earthquake and volcanic music

Alternative: Bluetooth speaker, tablet with speakers

Suggested Music

Playlist

Prepare tracks with building tension and dramatic climaxes

Alternative: Classical pieces with strong dynamics, film soundtrack excerpts

Visual Aids

1 set

Available for inspiration during creative development

Alternative: Pictures of volcanoes/earthquakes, video clips

Key Vocabulary

Expression

Using face, body and movement to show feelings and emotions

Creativity

Using imagination to create original and interesting movements

Volcanic eruption

When lava, ash and gas escape from inside the Earth

Earthquake

When the ground shakes due to movement deep inside the Earth

Choreography

Planning and arranging dance movements in a sequence

Musicality

Moving in time with the music and responding to its mood

Skill Progression Pathway

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

Prior Learning

Basic body awareness and control
Simple response to rhythm and beat
Understanding of different weather types

Current Skills

Responding to stimuli through movement
Adding drama and emotion to dance
Creating movement sequences

Next Steps

Developing more complex choreographic patterns
Working with partners to create duet sequences
Performing with sustained character throughout

Milestone Indicators

Movements clearly represent chosen weather extreme

Expression is evident in face and body language

Sequences have clear structure and flow

Key Teaching Points

Expression and creativity are as important as technical movement accuracy
Extreme weather movements should be controlled and safe while still being dramatic
Clear contrast between earthquake (unsteady, sudden) and volcano (slow building, explosive, flowing) movements
Performance quality improves when students commit fully to their character
Sequencing skills develop through practice of beginning, middle, and end structure
Positive feedback focuses on specific movement qualities and expression
Music and rhythm support and enhance movement interpretation

Common Misconceptions

That louder/more violent movement is automatically better - emphasise control and expression over force
That there is only one correct way to move like weather - encourage creative interpretation
That dance is only about precise steps - focus on expression and storytelling through movement
That mistakes in sequences mean failure - teach that adaptation and creativity are valuable skills
That only 'good dancers' can be expressive - emphasise that everyone can show character through movement

SEN Adaptations

ADHD

Use shorter activity segments with clear transitions, provide additional kinesthetic input through movement, offer leadership roles for focus

dyspraxia

Break down sequences into smaller steps, provide additional practice time, use visual and verbal cues together, offer simpler movement alternatives

autism spectrum

Provide clear structure for each activity, use visual schedule showing lesson progression, offer quiet corner for sensory breaks if needed

visual impairment

Use clear verbal descriptions of movements, allow students to feel earthquake shaking through floor vibrations, provide close partner for spatial guidance

hearing impairment

Use visual demonstrations for all instructions, employ hand signals for start/stop, provide written sequence cards with simple pictures

physical disability

Adapt movements for seated position, use upper body for earthquake shaking, allow wheelchair users to create volcano 'eruptions' with arm movements

Cross-Curricular Links

English

Descriptive vocabulary, expressing ideas about movement and weather, speaking and listening skills

Science

Earth processes, natural disasters, forces in nature, understanding how earthquakes and volcanoes occur

Geography

Physical geography, extreme weather around the world, natural disasters and their effects

Music

Responding to rhythm and tempo, interpreting musical dynamics and mood

Teacher Guidance

Positioning

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

Observation Focus

Watch for expression in faces and bodies, note creative movement interpretations, check for safe movement practices

Intervention Points

Step in if movements become unsafe, provide encouragement for shy students, redirect over-excited students

Demonstration Notes

Use exaggerated facial expressions and movements to model expression and creativity clearly

Verbal Cues

•'Show me earthquake shaking in your whole body!'
•'Make your face match your volcano movements!'
•'Remember to control your explosion!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear space, suitable for 30 students moving simultaneously

Surface Check

Non-slip floor surface, clear of obstacles and hazards

Equipment Safety

Safety Checks

•Audio system positioned safely away from movement area
•Hand drum checked for secure rim and skin
•Music volume appropriate for instruction giving

Risk Management

Key Risks

•Collisions during free movement
•Over-vigourous movement causing injury
•Students becoming over-excited and losing control

Risk Mitigation

•Clear personal space boundaries established
•Emphasis on controlled, safe movement throughout
•Regular reminders about spatial awareness
•Teacher positioned for maximum visibility of all students

Supervision & Emergency Procedures

Supervision Points

•Monitor earthquake movements for safety
•Watch for students losing control during explosive volcano movements
•Ensure performance areas remain clear of obstacles

Emergency Procedures

Stop music immediately, check injured student, provide appropriate first aid, continue with calmer activities if needed