Lesson 2 - Responding to Weather Extremes
Weather Stories Through Creative Movement
•Year 3
•Dance
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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
Teacher to have ready for beat keeping and earthquake simulation
Alternative: Tambourine, music app with drum sounds
Pre-loaded with dramatic earthquake and volcanic music
Alternative: Bluetooth speaker, tablet with speakers
Prepare tracks with building tension and dramatic climaxes
Alternative: Classical pieces with strong dynamics, film soundtrack excerpts
Available for inspiration during creative development
Alternative: Pictures of volcanoes/earthquakes, video clips
Key Vocabulary
Using face, body and movement to show feelings and emotions
Using imagination to create original and interesting movements
When lava, ash and gas escape from inside the Earth
When the ground shakes due to movement deep inside the Earth
Planning and arranging dance movements in a sequence
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
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