Duration: 60 minutes
SPIRIT Skills:
- Problem-solving
- Curiosity, sense of wonder and openness
- Critical thinking
- Creativity
- Empathy
- Resilience
- Flexibility
Brief Description:
Linking the concepts of states of matter to our movement mind map:
- Under which category of movements do condensation, evaporation, freezing, and melting belong?
- Why?
- Are the movement qualities complete? Do we need to remove anything? What fits, and what doesn’t?
- Can we now move as if we are “freezing”?
Returning to the particle model in a circle formation: How should we position ourselves for:
- Solid? (in a line, next to each other)
- Liquid? (mixed together, close)
- Gas? (loose, spread out, apart)
Now we will practice forming a single solid mass together. We “puzzle” ourselves next to and over each other.
Students walk around the classroom; one student stops and forms the solid shape. The others sense that someone has stopped and adjust themselves around that person—without falling, leaning, or supporting each other.
Final Phase: The students are divided into groups of four. Each group receives a card showing one of the phase transitions. At first, they are given only the name of the phase transition. (A differentiation option is that they can refer to their own notes, or that the teacher visually presents the corresponding particle models.) The card also includes the substances involved, a depiction of specific states using the particle model, and some movement qualities. The group’s task is to turn this card into a movement score, story, or short choreography.
The students “read” the information and translate it into movements. They are given 7 minutes to prepare, paying attention to the movement qualities of the state of matter and the particle model.
Afterwards, there is a performance moment. Each group presents their movement piece/choreography. The rest of the class tries to guess which substance is being represented and which movement qualities linked to a state of matter they observe.
How does this develop particular SPIRIT skills
- Problem-solving: How to represent the concept with your body while considering the other three group members.
- Critical thinking: Does what they show in their movement accurately reflect the correct scientific understanding?
- Creativity: How can you clearly represent the phase transition through body movement.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
Problem-Solving:
When children have achieved problem-solving skills, you’ll observe them:
- Collaborating effectively in groups, discussing ideas on how to represent the concept using their bodies.
- Coordinating movements with their peers, ensuring everyone is in sync and contributing to the overall representation.
- Adapting their movements when things don’t work, making quick decisions to adjust and improve.
Critical Thinking:
When children have reached critical thinking skills, you’ll notice them:
- Evaluating whether their movements match the scientific concept (e.g., “Is this how gas particles behave?”).
- Revising their actions if they feel something isn’t quite right, showing they are considering accuracy.
- Giving thoughtful feedback to their peers, analysing whether their classmates’ movements align with the scientific principles.
Creativity
When children have developed creativity, you’ll see them:
- Experimenting with different movements to represent the phase transitions, showing enthusiasm for trying out new ideas.
- Expressing themselves imaginatively, using body language to creatively convey scientific concepts (e.g., fluid movements for melting, stiff gestures for freezing).
- Adding flair to their movements, often incorporating dramatic or playful elements into their performance.
Academic/Curriculum Objective connection
Practice of scientific concepts and movement objectives.
Materials and tools needed for implementation
Cards with terms for phase transitions.
Preparation notes
No special preparation is required for this phase
Guided Questions
Critical Thinking: Does the movement you see accurately represent the given phase transition? Could it be improved to show the transition more clearly?
- Transfering it a supporting question – If I were to watch your movement right now, what do you think – would I really feel as if I were seeing water freeze into a hard ice cube, or does it remind me of something else? How about we try to figure this out together: just one of you performs the movement, while the rest of us describe what we see. Then, based on what’s been said, we could make a few adjustments to make the transition even clearer!
Empath: Which movements did you find most effective or expressive? Consider the perspectives of others in the group.
- Transfering it a supporting question – Which movement felt the best in your body and muscles when you performed it? Ask each other in your group: did the others feel the same way, or was a completely different movement—like relaxed, gentle flowing or stiff freezing—the most pleasant for them? What do you think—by understanding how each of us feels during the movement, can we choose the best group choreography more effectively?
Stage Debriefing Questions (Optional)
- How did you use your imagination when you had to recreate the change of states (like turning into gentle steam or freezing into hard ice) using your bodies as if you were tiny, invisible particles? What was the biggest challenge you faced while coming up with these movements, and how did you work together to solve it?
- How did you manage to completely forget how you normally move as humans and think outside the box to move like bouncing or tightly packed, vibrating particles instead?
- How did you feel, and what did you do when the others didn’t immediately guess which phase transition (like melting or condensation) you were acting out during your presentation?
- How did you manage to quickly adapt and come up with something new without losing your enthusiasm for the game?
- How helpful was it in preparing and ensuring the success of your presentation to try to see yourselves through the eyes of your classmates, who had to guess the riddle just by watching your movements? How were you able to tune in to what they would see and feel?
- How did you feel when your classmates figured out your the transition story you performed them? How would you describe the feeling of success?
Tips and Tricks for dealing with stage challenges
Have them use the worksheet as well as the corresponding board diagram/notes sheet.
Practice the different phases with the whole class.
Practicing melting (solid → liquid):
- We return to a solid form, standing still and firm, everyone holding hands.
- We are slowly and gently “flow” open, as far as we can, without letting go.
Practicing evaporation:
- We move further apart, becoming more expansive, adding jumps, floating through the classroom, moving from high to low.
- We feel light, moving slowly and smoothly through the space.