What is it :

Turning scientific concepts into movement involves children experiencing abstract principles (such as states of matter) through movement. Children depict physically these concepts with their bodies, exploring how a concept works, how to represent it, and how to improve it.How does it work:

Step 1: Exploration through Movement

• Pupils practice the different movement criteria with their bodies, for example moving smoothly or following a specific pattern.
• Encourage open exploration and trying out ideas.

Step 2: Applying the Concept

• Pupils work in groups to present the concept through movement with their bodies.
• They experiment, exchange ideas, and try out solutions.

Step 3: Presentation

• Present this to the class: one group performs while the other observes, focusing on how the concept and movement criteria are applied.

Step 4: Reflection

Reflect together: discuss what was discovered, which movement criteria and concepts were visible, and what could be done differently or improved.

It can be done indoors or outdoors. 

If you do it indoors, make sure the (classroom) is spacious and allows the class and individual student to move freely. But also, that you can make it quiet enough for them to concentrate on your explanations and instruction.

If you do it outside, choose a quiet but spacious place on the playground where pupils can stay focused and not be disturbed by other activities.

This learning activity focuses on problem-solving. Pupils are given a scientific concept, such as states of matter, and the challenge is to represent it through movement. They test different ways to express it.

Working individually or in small groups, pupils generate ideas, try out solutions, and refine their approach until they find an effective way to depict the concept through movement. Finally, they reflect on their choices and how their representation could be improved.

Problem-solving thinking 

– Students devise their own solutions to transform abstract concepts into movement.

– They experiment, evaluate and improve their ideas.

– They learn that multiple solutions are possible for one problem. 

– They learn to critically reflect on their own learning: What worked? Why did I choose this solution? What would I do differently?

A clear example is that pupils represent the states of matter and their transitions through movement. For instance, a block of chocolate that smelts: they first move as a solid object and gradually “melt” into a liquid phase. They use the particle model to guide their movement:

initially, the pupils stand close together in a structured way (solid) and then gradually spread out (melting).

Here is an overview of possible tools and materials depending on your concept:

• Instruction cards  
• Photo camera or tablet to record things
• Post-its for initial ideas or comments
• Large sheets of paper or whiteboards
• inspiration photos

These are example questions applied to states of matter.

Observing the Concept

• How does a solid object actually move?
• What changes when something starts to melt?
• Can you feel how the particles behave differently?

Experimenting with Movement

• What happens if you move faster or slower?
• Can you show the difference between a solid, liquid, and gas?
• How can you show that the particles gradually move further apart?

Problem-Solving Thinking

• Which movement best shows the melting process?
• Can you think of another way to represent the same concept?
• Does your strategy work for the whole group? If not, what can you change?

1. If pupils are unsure how to start
   • Suggest they focus on the basic characteristics first (e.g., “Are the particles close together or far apart?”).
   • Encourage small experiments: try one simple movement and adjust.
2. If pupils move too quickly or chaotically
   • Ask them to slow down and exaggerate the differences between states.
   • Use counts or beats to coordinate group movement.
3. If the concept seems abstract
   • Give a concrete example, like melting chocolate or ice.
   • Ask them to think about the particle model: how would the particles move?
4. If the group has difficulty coordinating
   • Break the movement into stages: first show the solid, then the liquid, then the gas.
   • Use visual cues (markers or zones) to guide spacing and formation.

When exploring scientific concepts through movement, you can differentiate on three levels:

Beginner: Children perform simple, guided movements and discover mainly through imitation and feeling. They receive visual support and clear instructions. Think of jumping, falling or balancing with help.

Advanced: Children combine movements and think about cause and effect. They work in groups on short movement sequences and reflect on their choices. They are already able to experiment and vary within an assignment.

Expert: Children design creative movement solutions, plan independently and reflect deeply on their process. They can physically represent abstract concepts such as stability or state of aggregation and evaluate their approach.

At each level, problem-solving thinking is stimulated by open assignments, targeted questions and room for experimentation. This allows you to connect with each child’s development and make science tangible and active.

1. Understanding the concept

• What did you discover about [gravity/force/balance]?
• Why do you think this happened when you [jumped/pushed/rolled]?
• Can you explain what would happen if we changed something?

2. Problem-solving process

• What ideas did you try first?
• What worked well? What didn’t work? Why do you think that is?
• How did you decide which solution to use?

3. Collaboration and communication

• How did you work together to solve the problem?
• What did someone in your group do that helped you?
• How did you listen to each other’s ideas?

4. Reflection on learning

• What did you learn today that you didn’t know before?
• How did it feel to try something new?
• How did the way you moved help to clearly show the concept