States of matter in motion

  • STEAM Event Summary

    Students combine science into art to explore how water freezes, melts, and evaporates in creative ways. The project develops creativity by challenging children to find expressive movements that represent tiny particles in different states of matter. Children improve their critical thinking as they analyze real-life photos and decide how to accurately translate scientific concepts into physical actions. Teamwork and problem-solving grow as small groups collaborate to choreograph and perform their own unique “movement stories” about phase transitions. This movement-based approach sparks a curiosity and sense of wonder, helping students understand and remember complex natural phenomena through active, hands-on play.

    SPIRIT Skill Focus

    • problem-solving; 
    • curiosity,  sense of wonder and openness;
    • critical thinking;
    • creativity

    Basic Information Sheet

    Age groupStudent numberDurationNumber of stagesSubjects connection and relevance
    3th grade studentsWhole class
    (max. 30 students)    		240 minutes3 stagesNatural Sciences, Expressive Arts: Movement

    This is a four-hour activity for children aged 9–10 that combines knowledge about the aggregation states and phase transitions with movement. In the first part, the students explore various movements: Freezing / becoming stiff, shrinking, elongating etc. Next, they learn about the aggregation states and phase transition. In the final part of the lesson, the students have to express these concepts through movement. loud and soft sounds.

    National curriculum Link and Objectives

    • Art Objective: 
    • When moving, consciously make use of the space they or others occupy.
    • Recognize, imitate, and describe the energy in a movement: explosive or controlled. For example: moving like a raindrop on a window as it makes its way down (controlled)
    • Science Objective: To describe some natural phenomena related to temperature: expansion and contraction, melting and solidification, evaporation and condensation.
    • Cross-disciplinary Objective: The students can transform a certain concept of phase transitions into a movement story

  • Real-world STEAM Connection and Problem definition

    In everyday life, students experience various changes in the states of matter. Ice cream that melts on a warm day, water that turns into ice cubes in the freezer, or steam that fogs up the bathroom mirror after a hot shower are situations children encounter regularly. Yet, they often do not consciously connect these experiences to the scientific concept of phase transitions. In this activity, students first learn to recognize the different types of phase transitions they can observe in everyday life. The ultimate goal is for them to explain these transitions through movement. This creative approach gives their learning deeper meaning: they are challenged to think more critically, which helps them remember the scientific concepts more effectively. By combining science with everyday experiences and movement, this activity makes natural phenomena both tangible and engaging.

  • Materials at a Glance

    For the Art Phase: 

    • Own body

    For the Science Phase:

    • PowerPoint with current images of everyday phenomena linked to these phase transitions.
    • Ice cubes, mirror

    For the Application Phase:

    • Cards with descriptions of phase scenario


  • Indoor/Outdoor and Classroom layout

    Indoor — in the classroom, with the possibility of extra space in the corridors or an additional room where students can experiment with/practice the different movements.

  • Notes on Research-based approach and integration

    During the arts-based segment, students engage in open-ended research that stimulates their creativity. They are given the freedom to experiment independently, which sharpens their creative thinking skills. The science segment focuses on scientific concepts, established terminology, and factual knowledge that are systematically taught. This provides a solid knowledge base that students can later draw upon. 

    The combination of these two approaches – open, creative inquiry and structured scientific knowledge – creates a rich learning process. It culminates in a creative final project where students integrate and apply their knowledge and skills in an original way.

  • Lesson Flow Overview

    • STAGE 1 – Exploring movements (Expressive Arts)

      Duration: 90 minutes

      SPIRIT Skills:

      • Critical thinking
      • Creativity

      Brief Description:

      The lesson begins with an “artistic part: movement.” 

      Using four pictures of familiar objects or states (melting ice cream, solidified candles, drawing a heart on a “wet” window, and boiling water with steam), the students come up with various movement-related words. 

      We go through the images one by one:

      • What do you see?
      • What is happening in the photo? Where?
      • How does the event in the photo move or unfold?

      Together, we come up with definitions for each photo:

      We create a mind map with movement-related words for each image.

      Photo 1 (Evaporation – floating high in the air, lightly jumping, fluttering, little weight, moving very lightly):

      FLOATING, RISING, BLOWING, SPREADING OUT, HOPPING

      Photo 2 (Condensation – small, light, suddenly rolls downward with a lot of energy):

      FALLING, DESCENDING, SLOWLY SINKING

      Photo 3 (Freezing – also involves FORCE, requires a lot of muscle tension, going from something liquid to something very hard, moves slowly):

      TENSE, STIFFENING, FREEZING, STANDING RIGID, SHRINKING

      Photo 4 (Melting – the opposite of freezing):

      RELAXED OR FLOWING, SOFTENING, SPREADING, LENGTHENING, SINKING

      Next, the students physically act out all these words with their bodies. The teacher or a student demonstrates a specific movement, and the other students imitate it.

      How does this develop particular SPIRIT skills

      Critical thinking and creativity.

      What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

      Critical Thinking (e.g., “What is happening in the photo? How does it move or unfold?”)

      Children engage in critical thinking by analysing the images and identifying movement patterns related to each scenario. They focus on interpreting the relationship between the object or state and its associated movement, while formulating definitions for each picture. Behaviour:

      • Discussing and comparing with peers to identify key details in the images (e.g., “What does melting ice cream look like when it moves?”).
      • Listening attentively to the teacher’s questions and actively participating in defining the movement words (e.g., “It’s floating, but how do we describe it?”).
      • Thinking critically about the movements and contributing their own ideas to the group’s mind map.

      Creativity (e.g., “How can we move our bodies to represent this?”)

      Children use their creativity to translate abstract movement words into physical actions. They experiment with their bodies to find ways to express these movements, showing flexibility in adapting to different concepts. Behaviour:

      • Acting out the words in creative and varied ways (e.g., “How does floating feel? Let’s hop lightly!”).
      • Imitating movements demonstrated by peers or the teacher, then modifying them to add their own personal twist.
      • Collaborating in pairs or small groups, exploring different ways to embody each movement, showing excitement and energy.

      Academic/Curriculum Objective connection

      When moving, consciously make use of the space they or others occupy.

      Recognize, imitate, and describe the energy in a movement.

      Materials and tools needed for implementation 

      4 pictures (melting ice cream, solidified candles, drawing a heart on a “wet” window, and boiling water with steam. Own body.

      Preparation notes

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      Guided Questions

      • In what way do you see movement in the photo?
      • For example, in a photo of a melting ice cube: where is the meltwater going?
      • In a photo showing boiling water with steam: where is the ‘steam’ going?

      Stage Debriefing Questions (Optional)

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      Tips and Tricks for dealing with stage challenges

      • Challenge: the students to perform larger movements, to carry out the movements more slowly, and to make the movements more clearly (e.g., when rising, they should really make themselves big).
    • STAGE 2 – Science –state of matter, phase transitions and particle model

      Duration: 90 minutes

      SPIRIT Skills:

      • Critical thinking
      • Curiosity sense of wonder

      Brief Description:

      In the science part, students learn about the three states of matter and the names of the different phase transitions through concrete situations and experiences. (see PowerPoint for the different situations and experiences)

      Each state of matter is visually represented using the particle model.

      The learned content is synthesized through a board diagram that the students copy.

      How does this develop particular SPIRIT skills:

      Wondering (This taps into their sense of wonder; students are amazed that water is not lost, but transformed into another state of matter.)

      What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

      Wondering (e.g., “How do these particles move in different states of matter?”)

      Children engage in wondering by becoming curious about how particles behave in different states of matter. The concrete experiences and visual representations spark questions about the world around them, which leads them to explore and seek answers. Behaviour:

      • Asking questions about the particles, such as “Why do particles move differently in solid, liquid, and gas?” or “What happens to the particles when something melts?”
      • Showing curiosity by pointing out examples of different states of matter in their everyday lives (e.g., ice melting into water or water vapor rising from a kettle).
      • Expressing surprise or excitement when they see the particle model and realize how it represents real-world phenomena.

      Academic/Curriculum Objective connection

      To describe some natural phenomena related to temperature: expansion and contraction, melting and solidification, evaporation and condensation. To describe gas, liquid, solid.

      Materials and tools needed for implementation 

      PowerPoint with photos of the different phenomena’s ice cubes, mirror, electric kettle, etc.

      Preparation notes

      PowerPoint and worksheet.

      Guided Questions

      Wondering: Can you make water disappear? What happens to the water when it evaporates?

      Stage Debriefing Questions (Optional)

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      Tips and Tricks for dealing with stage challenges

      • Consider the students’ prior knowledge and personal experiences. It is essential to build on these.
      • Use concrete materials (e.g., a solidified candle, water vapor and condensation from a kettle) or highly visual materials that clearly show the different states and transitions. You can also use “moving materials” to illustrate the processes, such as a time-lapse of a candle melting and then solidifying.

    • STAGE 3 – Creative application phase: Science and art

      Duration: 60 minutes

      SPIRIT Skills:

      • Problem-solving
      • Critical thinking
      • Creativity

      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

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      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?
      • Empathy / Reflection: Which movements did you find most effective or expressive? Consider the perspectives of others in the group.

      Stage Debriefing Questions (Optional)

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      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.

  • Tips and Tricks for dealing with challenges (for the whole STEAM program)

    • This is very grade-dependent. In a 4th-grade class, the starting point may be that students have already learned about the water cycle in 3rd grade and have already encountered evaporation and condensation (with or without these specific terms). They may also have already done the experiment with the kettle and the mirror. In a 3rd-grade class, this will likely not be the case. They may already have some prior knowledge about the melting point of ice (0°C) and the boiling point of water (100°C).
    • In this lesson, we build heavily on what children already know from their everyday life (a melting ice cream, boiling water, condensation on a window/shower/mirror, etc.).

  • Difficulty level tailoring notes

    • All the concepts are quite abstract and must be well understood before they can be translated into movement.
    • Not all concepts need to be covered in a single lesson (for example, sublimation can be omitted).

  • STEAM Program Debriefing and Reflection Questions

    • Creativity: In what ways did you manage to produce more movements than you initially thought possible?
    • Critical thinking: Which movement best or least effectively represented the phase transition, and why?
    • Problem-solving: What challenges did you encounter, and how did you deal with them?
    • Wondering: At what moment during the lesson were you most surprised?