BUBBLES DRAMA
WHATEVER THE WEATHER
WEARING WEATHER
LEARNING OBJECTIVES
1. Differentiated Skills
Foundation Skills (Lower Ability)
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CD33 Use their imagination in art and design, music, dance, imaginative and roleplay and stories
Year 1 Level Skills
U
Dr1 Use role play to explore and engage with characters, situations and events from
known stories
Year 2 Level Skills
E
Dr4 Watch a performance and say why they like/dislike it
PL
Dr10 Explore problems in an imagined world and make up plays from stories or
other stimuli
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Dr11 Identify and discuss why they like a performance and suggest improvements
to their own and others’ work
Dr13 Use simple theatre devices/techniques e.g. narration and still image
SA
Dr15 Add simple effects such as a sound or prop to enhance their performance
Year 3 Level Skills (Higher Ability)
Dr19 Devise plays from a range of stimuli and act out existing scripts
Dr22 Learn lines, collaborate with others and organise simple presentations
Dr23 Create and perform in order to make and convey meaning
2. Drama Elements and Conventions
Mime
Use of props
Audience awareness
3. Cross-Curricular Concepts
Science
 Explore and recognise the similarities and differences between materials
 Sort objects into groups on the basis of simple material properties
 Recognise and name common types of materials and recognise that some of
them are found naturally
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OVERVIEW OF UNIT
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The children select different props and act out how they would use/wear them under
normal circumstances. They then mime the use of these props in different weather
situations, after sorting the props in different ways. Finally, children work with a
partner to mime a sudden change in the weather.
E
Each session should begin with a warm-up activity selected from the Warm-Up
section.
Weather Mimes
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PHASE 1
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Show children the selection of props. Ask children to select a prop and act out how it
would be used/worn in a typical weather scenario or how they would react to that
type of weather e.g. child might choose an umbrella and mime holding out their
hand to feel the rain and then shake their head in disappointment. If they choose a
winter hat, they can mime being cold by shivering etc.
PHASE 2
What to Wear? (CD Tracks 11-15)
Children choose a prop each. Ask them to sort themselves in different ways e.g. by
materials (plastic, wool, fabric etc.), by properties (shiny, dull, waterproof, light,
heavy etc.) or by whether or not the prop is made from a natural or man-made
material. Select a weather type e.g. hot and sunny, cold and rainy, windy etc. and
children then work in their sorted group to mime a weather scene. Children need to
mime accordingly - if their chosen prop is a woollen pullover and the chosen weather
is hot and sunny, then they need to mime being hot and take the pullover off! CD
Tracks 11-15 can be used to provide background music.
CD Track 11 – Windy day
CD Track 12 – Rainy day
CD Track 13 – Stormy day
CD Track 14 – Sunny day
CD Track 15 – Snowy day
PHASE 3
What is the Weather?
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Children will work in pairs and mime (without props) a weather scene. They will
incorporate into their scene a change in the weather e.g. hot and sunny - relaxing in
a garden to a sudden rain shower, running for shelter. Pairs will perform for the
class, who will guess what weather types are being mimed. They can then talk about
what they liked before suggesting what props would be needed for the weather
types mimed, explaining why (e.g. you need the raincoat to keep you dry because it
is waterproof).
EXTENSION ACTIVITY
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PERFORMANCE TIME!
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Children could select appropriate props and put together a short mime for a nursery
rhyme or song e.g. “Incy, Wincy Spider”, “I Hear Thunder”, “Rain, Rain, Go Away”,
“It’s Raining, It’s Pouring”.
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RESOURCE LIST
SA
Bubbles Drama Audio CD
A selection of small items of clothing to use as props e.g. different types of shoe
(plastic Wellington boots, leather shoes, canvas pumps, sandals etc.), different hats
(cotton sun hats, winter hats, rain hoods etc.), umbrellas, coats etc.
BUBBLES DRAMA
THREE GIANT STEPS
A Question of Location
LEARNING OBJECTIVES
1. Differentiated Skills
Year Two Level Skills (Lower Ability)
Dr9 Use role play to explore, engage and empathise with characters, situations and
events from known stories and stories they create together
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Dr11 Identify and discuss why they like a performance and suggest improvements
to their own and others’ work
Year Three Level Skills
U
Dr13 Use simple theatre devices/techniques e.g. narration and still image
E
Dr18 Recognise how improvements can be made to their own and others’
performances
PL
Dr20 Respond to the use of drama techniques to deepen the role or understanding
of the situation e.g. hot seating
M
Dr21 Use their voices and bodies to create characters and atmospheres, employing
language appropriate to the role or character through improvised dramas
Year Four Level Skills
SA
Dr24 Explore vocabulary and movement and then select appropriately to match the
person, place and time required by a story or situation
Dr25 Observe and suggest improvements to their own and others’ work
Dr26 Perform sustained improvisations for a given purpose, experimenting with
voice, gesture, costumes and staging
Dr29 Adopt, sustain and develop a range of roles for different purposes using a
range of dramatic conventions
Year Five Level Skills (Higher Ability)
Dr31 Reflect on how working in role helps to explore complex issues
Dr32 Comment on observed performances constructively, using appropriate
language, both in and out of role
Dr34 Use the rehearsal process to improve and refine their work
2. Drama Elements
Tableau/still image
Telephone call
Role play
Mime
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3. Cross-Curricular Concepts
Geography
• Know where significant places are located in the UK, Europe and the wider world
• Identify similarities and differences between places and environments and
understand how they are linked
OVERVIEW OF UNIT
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PHASE 1
Where are We?
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Children produce still images (tableaux) of different locations, attempting to portray
the location well enough for it to be identified by others. Paired work allows for
vocabulary practice where children describe the location they are “lost” in and their
partner tries to identify the location through careful questioning. Finally, children
present a TV travel programme, describing in detail a particular holiday destination.
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Children will look at a selection of different location images found on the CD-ROM:beach, seafront, snowy mountains, rainy hills, dense urban area, meadow, forest,
high street, campsite. Working in small groups, allocate them a location and ask
them to produce a tableau to represent activities that may happen in their location.
For example, applying lotion/sunbathing on a beach, skiing in the snowy mountains,
walking in the hills with hoods up etc. Other children try to guess which location is
being portrayed.
PHASE 2
Where am I?
Working in pairs, children improvise a telephone call to the “Location Helpline”. One
child pretends to be lost in a specific location (choose a photograph), and answers
questions presented by the helpline operator. For example, “How did you get
there?”, “Can you describe the terrain?” “What features can you see on the
landscape?” etc. Eventually the helpline operator should be able to pinpoint the lost
person’s location. Reverse roles.
PHASE 3
Wish You Were Here! (CD Track 10)
As part of a small group, each child will take on the role of a television travel
presenter. After selecting a location to “broadcast” from, they will firstly improvise
their broadcast, including information about their chosen location e.g. describing the
weather and terrain, activities to take part in, landscape, nearest towns, how they
travelled there etc. Others in the group will improvise and mime suitable activities in
the background. After taking turns to improvise presenting, children can now
determine definite roles within their group, rehearsing their TV travel show ready for
live broadcast! Choose a name for the TV show and use Track 10 on the audio CD as
theme music.
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PERFORMANCE TIME!
EXTENSION ACTIVITY
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RESOURCE LIST
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Children could rehearse and develop further speaking parts within their TV travel
show, such as being interviewed as a local person or as a holidaymaker.
The “broadcast” could be recorded using Digiblue cameras or by using the video
facility on a digital camera and played back for groups to analyse and self-assess
their performances.
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Bubbles Drama LKS2 CD-ROM - Pictures of different locations
Bubbles Drama LKS2 Audio CD
Digiblue cameras/digital camera with video facility
Telephone