Dancing Your Way Through Properties

Lee Pruette, Karen Downey, Jennifer Klyne, Sarah Chew

Students will use movement to demonstrate properties and matter.
How can we demonstrate properties of different objects, using movement?
How can we create a dance to help us understand these descriptive words?
How can we demonstrate different forces effects on an object’s movement?
How can we create a movement that demonstrates vibrations in relation to pitch and volume?


A variety of objects that differ in shapes, size, texture and mass
Space large enough for the class to move.


In Science lab time:
1. Children sit in circle and close their eyes. The teacher drops the five objects onto the hard floor.
2. Students have a brief verbal conversation about each object and their properties.
3. Then as a group we make several whole body interpretations of each object
4. Then on different chart paper write the properties of each object with symbol or pictorial representation.

In Kindergarten classroom:
1. Review list created in the science lab.
2. Divide into five groups.
3. Assign each group an object and give them the chart paper that has the properties listed.
4. Assign each group to construct a simple movement study that shows 3 of the different properties that relate to their object.
5. Each group of students will perform their movements for the rest of the class.
6. After each performance, ask for volunteers from the audience to identify the properties represented by each movement.

Differentiation Approaches

English Language Learners – we will use vocabulary with actual objects and provide a symbol or picture to represent each new term. We are using non-verbal representations of vocabulary words.Students with ADD – each part of the lesson is presented in short segments of time.Students with autism or Asperger’s Syndrome – we would have sound-reducing headphones available for students who struggle with noise issues.Students who are differently abled – students are allowed to perform movements within their own level of ability and comfort.Students who complete the work quickly and carelessly – we would encourage students to practice their dance to get ready for their performance.


While the students are preparing their movement performances, the teacher will walk around and listen to see if students are using the appropriate vocabulary for the different properties, and encourage quieter children to engage in the conversation. During the performances, determine whether each student can accurately demonstrate the properties through movement.

Follow Up and Extension Ideas

This lesson could be extended to concepts in math, for example, demonstrating positional words and shapes.

In science, students could extend this lesson in the first grade to incorporate forces of motion with objects.

Additional Details

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