🎵

Lesson 3 - Matter Movement

Cross-Curricular Narrative Dance

•

Year 4

•

Dance

•

1h 15min

Big Question

How can we use our bodies to show the invisible world of states of matter through dance?

Learning Objectives

To consider formation and timing to represent the stimulus
To understand the impact of dynamics on an action and use them when creating a phrase
To develop understanding of how movement qualities can represent scientific concepts

Key Outcomes

Students will create and perform a dance phrase representing solids using appropriate dynamics
Students will demonstrate understanding of formation, canon and unison in performance
Students will provide constructive feedback using dance terminology

Equipment & Resources Required

Music Player

Position centrally for clear audio throughout space

Alternative: Bluetooth speaker, tablet with built-in speakers

Science Videos

Cued ready for introduction section

Alternative: Science textbook images, printed diagrams

Warm-Up Music

Volume appropriate for movement and instruction

Alternative: Any upbeat instrumental music

Cones

8-12

Available to mark formations if needed

Alternative: Spots, bean bags, any floor markers

Key Vocabulary

Dynamics

How an action is performed - the energy, force and flow of movement

Formation

The arrangement and positioning of dancers in the performance space

Canon

When dancers perform the same movement but at different times, one after another

Unison

When all dancers perform the same movement at exactly the same time

Phrase

A sequence of movements that forms a complete unit, like a sentence in dance

Stimulus

The inspiration or starting point for creating a dance

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements (walking, jogging, skipping)
Understanding of following instructions in sequence
Basic group work and cooperation skills

Current Skills

Exploring dynamics in movement
Understanding formation and spacing
Creating and performing dance phrases
Using scientific concepts to inspire movement

Next Steps

Creating longer, more complex dance sequences
Representing liquids and gases through movement
Advanced use of levels and pathways in dance

Milestone Indicators

Consistent use of strong, controlled dynamics for solid representation

Clear understanding of unison timing in group work

Ability to refine movement based on feedback

Key Teaching Points

Always connect movement choices back to scientific understanding of solids
Emphasise quality of dynamics over complexity of movement
Build confidence through positive feedback and recognition
Use correct dance terminology consistently throughout
Encourage experimentation and creativity within scientific framework
Support all students to contribute meaningfully to group work
Model respectful observation and feedback skills

Common Misconceptions

That more complex movements automatically represent concepts better - focus on clear, simple dynamics
That all students must move identically - encourage individual interpretation within group framework
That performance is about perfection - emphasise communication of ideas and effort
That feedback should focus on what went wrong - structure feedback positively with specific improvements
That dance is only about entertainment - connect firmly to educational learning objectives

SEN Adaptations

ADHD

Break activities into shorter segments, provide movement breaks, use hands-on exploration, clear boundaries for group work

dyspraxia

Simplify movement sequences, provide extra practice time, use partner support, focus on effort over precision

autism spectrum

Provide clear structure and routine, use visual schedules, offer quiet space for overwhelm, prepare for performance expectations

visual impairment

Use verbal descriptions of all visual demonstrations, provide tactile cues for spacing and formation, ensure audio cues are clear and consistent

hearing impairment

Use visual signals for timing, provide written instructions, ensure clear sightlines for demonstrations and lip-reading

physical disability

Adapt movements to seated or supported positions, focus on upper body dynamics, provide alternative ways to show solid characteristics

Cross-Curricular Links

English

Vocabulary development with dance terminology, descriptive language for movement qualities, structured feedback and discussion

Maths

Counting beats and phrases, spatial awareness and formation geometry, timing and pattern recognition

Science

States of matter, particle behaviour, properties of solids, liquids and gases

PSHE

Cooperation and teamwork, giving and receiving feedback respectfully, building confidence through performance

Teacher Guidance

Positioning

Central position during whole-class instruction, circulating during group work to provide support and monitor progress

Observation Focus

Watch for understanding of dynamics, cooperation in groups, appropriate challenge level, and emotional engagement

Intervention Points

Step in if groups struggle with concept understanding, safety becomes a concern, or individuals need additional support

Demonstration Notes

Use exaggerated movements to show dynamics clearly, involve students in demonstrations when appropriate, connect all movement to scientific understanding

Verbal Cues

•'Strong and controlled like solid particles!'
•'Remember your science - how do solid particles behave?'
•'Show me those dynamics clearly!'
•'Work together like particles in a solid!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space minimum 10m x 12m for groups of 30, clear of obstacles

Surface Check

Non-slip surface essential for dance activities, check for wet patches or debris

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement areas
•Cables secured or wireless equipment used
•Volume levels appropriate for instruction and safety

Risk Management

Key Risks

•Collisions between groups during creative work
•Falls during dynamic movements
•Overexertion during enthusiastic participation
•Emotional distress from performance anxiety or feedback

Risk Mitigation

•Clear boundaries established between group work areas
•Adequate warm-up before dynamic activities
•Progressive building of complexity
•Supportive, positive feedback culture established
•Alternative participation for those feeling overwhelmed

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during creation time
•Circulate to support groups and monitor safety
•Monitor emotional well-being during feedback and performance

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate first aid or support, contact emergency services if required