Science is a creative subject and like science, science teaching is all the better for a creative approach. With this, lessons become meaningful, engaging, active and memorable. We spoke to authors Jon Board and Dr Alan Cross about one of their favourite primary science activities.
Teachers know the value of practical demonstrations and hands on, minds on activities in all lessons. Indeed, many teachers will have used learner movement and action in science lessons and will have experienced how role-play, dance and drama can make science more accessible to learners.
Particle dance
One activity that is very popular with learners and teachers is the particles role-play or dance. Primary learners may have heard of the small particles that make up the materials around them. In primary, we refer to tiny particles rather than terms like ‘atom’, which can lead to confusion.
With primary and lower secondary learners, we can show that the properties of solids, liquids and gases can be explained.
Share with learners the learning objective for this activity:
- Stage 4-6: Know that a model can represent something / know that models are not always perfect
- Stage 5: Know the main properties of water (this would be an extension activity)
- Stage 6: Know that the temperature at which a substance changes state is a property of the substance.
Just before you start, remind your learners that water can exist in three states – solid, liquid and gas and that we call these ice, liquid water and water vapour (pictures or physical examples are a great help). Write these terms in the chat box (if online) or on a poster.
Explain that together, we are going to make a simple model. It is a role-play, but it is also a model that will help us learn. In this dance, learners move their bodies to replicate how particles move in solids, liquids and gases.
Below we have a face-to-face version for the classroom or school hall, as well as an online version.
In class
A group of 6-10 learners begin with arms interlocked, close together, standing still but with slightly vibrating bodies. You might then use gentle beats on a tambourine to signal that you are adding heat energy.
Next, tell the learners, “you are now modelling solid water (ice) a fixed shape with no ability to move around. Listen to the beat (harder, a little quicker), I am warming you up, you are gaining heat energy, you can move a little more.” The learners then vibrate a little more with interlocked arms preparing to release their arms to simulate melting.
With more ‘heat’ (beats on the tambourine) and your signal to “melt!”, the children release arms and, still close together, move slowly in relation to one another. They now simulate liquid water able to move and change shape. At this point, ask the learners “are you modelling ice or liquid water?”
With more heat applied, they can move more vigorously, but still close together. As you add heat, learners increase their movement and children simulate boiling.
The signal “evaporate!” means that learners move a little more quickly, yet safely, away from the group. Here, they represent water vapour, the gaseous form of water.
Online
Check that learners can stand safely and move about a little without bumping into things and ask them to keep movements small.
If possible, ask them all to have cameras on and to switch to the gallery view so that they can see one another.
Explain that they should stand and vibrate a little (mention that if we were in class they would lock arms with friends so they would form a vibrating block). Here they are a solid particle, which cannot move.
Next, ask them to repeat back to you, “I am a tiny, vibrating water particle. I am locked with other water particles and we call this solid water or ice.”
Let them rest, explaining that ice has properties; it is cold, hard and will not change shape easily. You cannot pour it like liquid water.
Explain that you will bang a drum (or whatever is at hand) to represent warming. Ask them to return to the solid state – standing still, with a slight vibration. Gently bang the drum and say, “I am giving you a little heat energy, you are a little warmer so vibrate a little more.” Repeat this and explain that they are warmer now and therefore a liquid able to move a little.
Tilt your camera to the left, telling your students, “you are liquid so all move to the left.” Wait a second and repeat to the right. Ask them to repeat after you “I am warmer now, I am a water particle with more heat energy, I can flow one way and then another.” Repeat each way and ask them to rest.
Ask the learners to stand and move a little to one side and the other. Beat on the drum and say, “now you have a little more energy, you can become water vapour, and float in the air.”
Explain that as a gas, they might blow around a lot but they should stay in front of the screen. Ask them to wave their arms gently to represent floating. Finally, organise learners into a break-out room to talk about, and even repeat, the activity (one learner may have to clap, as they may not have a drum).
Plenary
Conclude the face-to-face or online version by explaining that together we made a live model to help us understand water particles.
Check the learning objectives to see if every learner has achieved them.
Explain that together we acted out the properties of water as a solid, liquid and gas. Ask students to list good features of the model, e.g. three stages, changes, easy to understand, fun, possible to reverse (liquid to solid, solid to liquid).
They can also suggest ways in which it was not perfect, e.g. water particles are much smaller; in water there are millions of particles; particles of water vapour can fly around the room and very high in the sky!
Misconceptions
Ice is a different material to water. This is not true, as depending on temperature, water can be a solid, a liquid or a gas.
You can pour sand, so it is a liquid. Grainy solids like sand can be poured, but a single grain cannot. Liquids always form a smooth surface when they settle; this is not true for grainy solids.
Follow up
You might video record the dance, face-to-face or online, and ask learners to describe what the science shows, e.g. in the solid state, particles form a block and have a fixed shape. Learners could write a script or storyboard for the video or write a narrative for the recording.
Learners could also draw the three stages of the dance, adding speech bubbles so that the particles can explain their properties.
Lessons like this, with a strong movement element, encourage learners to participate. This can be ideal for those who have difficulty with language, as they can express ideas with their bodies. Opportunities to talk about the dance or drama can provide excellent scaffolding for learning.
You will get the most out of dance and drama in science if you provide discussion about the movement and the science. Can learners say what they are representing at this point in the role-play? Can they say what is happening? Why this is important? What will happen next?
Share
Audio and video records can add considerable value to these activities. Lessons with these elements are often very memorable and aide learning. And remember, if you do video the particle dance with your students, share it with us on Twitter, we’d love to see it!
So get creative, try this in classes and adapt it. Ask your learners to be creative, put them in charge and ask them to develop it.
If you have enjoyed becoming a water particle, you will find more activities like this in our primary and lower secondary science learner’s books and workbooks. Check out our full range on our primary and lower secondary hub.
About the authors
Jon Board leads the PGCE Primary Science course at the University of Manchester, leads Science CPD, author and consultant to Cambridge University Press and a range of UK and overseas organisations.
Twitter: @jonboarduk
Dr. Alan Cross is a consultant, author and trainer in Primary and Lower Secondary STEM subjects to Cambridge University Press and organisations around the world.
Twitter: @AlanBryceCross
