Review the definition of the term move explored in the previous lesson: a change of position from one place to another.

In a circle, students reenact the movements that were performed when passing objects around the circle in the previous lesson. For example, students role-play the movements they would make to roll, bounce or spin something.

List the body parts that were used to perform these movements, and discuss the similarities and differences between the way the body moves during them. For example, to roll something we might hold it in our hands and drop/push it outwards, away from the body. Whereas to bounce something, we might hold it in our hands and push it towards the ground.

Optional: Discuss how the movements might change if you wanted to change the speed or strength of the movement. For example, a slow gentle roll compared to a hard, fast roll.

Discuss the parts of their bodies that students moved the most when they were passing objects around the circle, and why that was. Answers will depend on how the circle was organised. For example, if students were sitting in a circle, they will observe that mostly their arms/hands were moving. If they were standing in the circle, they might include that their legs and feet were moving too. Students might not nominate the ‘less obvious’ parts of their bodies as moving too, such as fingers, toes, elbows, knees, eyes.

Pose the questions: What parts of our bodies move? Can they all move the same way? Do different things happen when different parts move?

Combining the Investigate and Integrate steps allows students to experience short investigations about the ways their bodies move, interspersed with discussion to make sense of these investigations. The discussion after each short investigation should link what students have experienced with the relevant science content. Each small investigation supports students to understand that: people are always moving, even when they are staying still. These movements are ones we can't control, but help us stay alive and healthy, like breathing. people can choose to move parts of their body from one place to another, or their whole body from one place to another. people can move their bodies in many ways, including walking, running, spinning, jumping, hopping etc.

Play a game of musical statues, in which students move freely to music and attempt to stand still when the music stops. Modify the rules of musical statues as necessary for students who have different movement capabilities. If students have played the game before, get them to describe what it means to be ‘still’ when the music stops. Add additional discussion prompts to suit the needs of your students.

After a few rounds, ask students to watch a partner during the ‘still’ time to see if their partner is being completely still. Allow enough observation time so students have the opportunity to observe and experience some of the movements that are not consciously controlled, such as breathing and blinking.

Discuss how easy or hard it is to be completely still, and if students are sometimes moving even if they are trying not to.

Optional: Make a distinction for students about voluntary and involuntary body movements—that is, body movements that happen without us thinking about them (such as breathing, blinking, swallowing, coughing, and sneezing), and body movements we make purposefully (like walking, running, and dancing). Record this in the class science journal for the word wall.

As the game of musical statues progresses, encourage students to move only specific parts of their bodies. For example, they might only move parts of their bodies above their belly button, or ‘dance’ only with their head or face. After these rounds of the game, discuss how easy or difficult they found it to only use that part of their bodies.

Finally, complete the game by asking students to make sure that as they dance, they move from where they started, to a different part of the classroom to the other. Repeat this a few times, asking students to move in a different way each time. Give some examples if required, such as walking, jumping, hopping, skipping.

Discuss the different types of movements and the body parts/movements involved.

Refer back to the definition of move as previously discussed, and consider it in terms of the types of movement students have experienced in this lesson (both in terms of body parts moving from place to place and their entire body moving from place to place). Jointly compose sentences to explain these movements and record them in the class science journal. For example, I moved my hands from one side of my head to the other, or I opened and closed my mouth, or I was standing near the sink, and now I am near the door.

 

Reflect on the lesson

You might:

• review the class science journal.
• add any relevant vocabulary to the class word wall.
• review the movements that people make without trying and ones they make on purpose. Consider if sometimes you can make some of these movements on purpose when you think about them. For example, we blink naturally, but you can also make yourself blink.