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Lesson 4 - States of Matter Movement

Cross-Curricular Narrative Dance

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Year 4

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Dance

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1h 19min

Big Question

How can we use our bodies to show the scientific properties of solids, liquids and gases through movement and timing?

Learning Objectives

To use canon to represent liquid flow and movement sequences
To use contrasting dynamics to clearly represent different states of matter
To combine formation, timing and relationships to create structured dance phrases

Key Outcomes

Students will create and perform three distinct phrases representing solids, liquids and gases
Students will demonstrate understanding of canon and unison in group performances
Students will use appropriate dynamics and timing to show scientific concepts through movement

Equipment & Resources Required

Track

Sound system tested and ready to play

Alternative: Classical music with varying tempos

Beats Audio

Separate track for warm-up activities

Alternative: Upbeat pop music for aerobic warm-up

Science Videos

Screen/projector if using video stimulus

Alternative: Visual prompt cards showing gas movement

Cones

8-12

To mark performance areas and group spaces

Alternative: Spots or PE equipment

Key Vocabulary

Canon

When performers move one after another in sequence, like a round in music

Unison

When all performers move together at exactly the same time

Dynamics

The quality of movement - how much force, speed and energy is used

Phrase

A sequence of movements that creates a complete idea, like a sentence

Motif

A short movement pattern that can be repeated or developed

Formation

How dancers are arranged in space - lines, circles, scattered

Skill Progression Pathway

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

Prior Learning

Basic understanding of unison movement from previous lessons
Knowledge of solid state movements from Lesson 3
Ability to create simple 8-count movement phrases
Understanding of basic dance dynamics

Current Skills

Canon timing and sequencing
Contrasting dynamics for different states of matter
Creating structured 16-24 count phrases
Group choreography and relationships

Next Steps

Combining all three states in complex sequences
Advanced canon with multiple layers
Creating smooth transitions between states
Performance skills and audience engagement

Milestone Indicators

Clear distinction between movement qualities for each state

Accurate timing in canon sequences

Effective use of space and group formations

Appropriate dynamics matching scientific concepts

Key Teaching Points

Canon creates flowing effects perfect for representing liquid movement
Each state of matter requires distinctly different movement dynamics
Group coordination improves when students count timing rather than watching each other
Scientific accuracy enhances dance performance and understanding
Clear contrasts between states make performances more effective
Feedback using dance vocabulary helps students understand both subjects
Physical exploration deepens scientific understanding of particle behaviour

Common Misconceptions

Canon and unison are the same thing - clarify that canon is sequential, unison is simultaneous
All liquid movements must be slow - explain that liquids can move at different speeds but maintain flowing quality
Gas movements should be completely random - guide that gases have lightness and floating quality while maintaining some structure
Dynamics only refer to loud and quiet - explain that dynamics in dance include force, weight, and energy qualities
All group members must do identical movements - show that gas states can include variety while maintaining theme

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear movement boundaries, use energetic warm-up to focus attention, offer specific roles within groups

dyspraxia

Allow extra practice time for sequences, break movements into smaller components, provide clear verbal and visual cues, focus on effort over perfection

autism spectrum

Provide clear structure and routine, use visual schedule of lesson sections, allow practice time for transitions, offer quiet space if overstimulated

visual impairment

Use clear verbal descriptions of movements, provide tactile guidance for canon timing, ensure audio cues are prominent, pair with sighted partner for visual elements

hearing impairment

Use visual demonstrations extensively, provide written instruction cards, use hand signals for timing, ensure student can see teacher and peers clearly

physical disability

Adapt movements for seated or supported positions, focus on upper body or achievable movements, modify canon to use available movements, ensure inclusive group roles

Cross-Curricular Links

English

Vocabulary development with dance terminology, speaking and listening through feedback sessions, descriptive language for movement qualities

Maths

Counting in sequences, timing and pattern recognition, spatial awareness and formation work

Science

States of matter - solid, liquid, gas properties and particle behaviour, understanding how matter changes state

PSHE

Teamwork and collaboration, giving and receiving feedback constructively, building confidence through performance

Teacher Guidance

Positioning

Central position during demonstrations, circulate between groups during practice, side position during performances for optimal viewing

Observation Focus

Watch for accurate representation of scientific concepts, effective group coordination, safe execution of movements, engagement and understanding

Intervention Points

Step in if groups struggling with canon timing, redirect if movements become unsafe, provide additional support for scientific understanding

Demonstration Notes

Use clear, exaggerated movements to show contrasts, involve students in demonstrations, connect every movement to scientific concept, model good feedback language

Verbal Cues

•'Show me solid!' for rigid movements
•'Flow like water!' for liquid dynamics
•'Light and floating!' for gas movements
•'Count the canon - 1-2-start, 3-4-start' for timing

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum hall space 15m x 20m with clear sight lines, adequate for groups of 4 to move freely

Surface Check

Clean, dry, non-slip surface suitable for floor work, jumping, and flowing movements

Equipment Safety

Safety Checks

•Sound system tested and at appropriate volume
•Video equipment securely positioned if being used
•Markers/cones placed away from movement areas

Risk Management

Key Risks

•Collisions between groups during energetic gas movements
•Slips during flowing liquid movements
•Over-exertion during canon practice
•Injury during jumping or elevation work

Risk Mitigation

•Clear boundaries between group areas established and maintained
•Progressive building of intensity from warm-up through activities
•Teacher demonstration of safe execution for all movements
•Regular checks on student spacing during activities

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight of all groups during independent work
•Move between groups during practice to monitor technique and safety
•Pay particular attention during jumping and floor work phases

Emergency Procedures

Stop activity immediately if injury occurs, assess situation, apply first aid knowledge, seek additional help if needed