Laws of Movement

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WE USE THE DANCE MOVEMENT ACTIVITY “bridge” to frontload science concepts. Students experiment with weight displacement concepts that express counterbalance and energy transfer.

STUDENTS REPLICATE THE BRIDGE, practicing the activity in pairs and sharing their work, while eliciting feedback from their peers. They experiment with using muscle groups to transfer energy and balance. We see evidence of growing trust
with each other and comfort with movement. This helps them to activate physics concepts kinesthetically.


THIS IS THE SECOND DAY OF LEARNING to use new muscle groups and warm up. We use simple yoga stretches to get energy fl owing through the body, as well as to introduce concentration and flexibility. The students use us as a model to
replicate the stretching and movement. We sense their hesitation. They wonder if they can trust their bodies to deliver their intentions.


IT HELPS TO VISUALIZE objects by preparing the body to be expressive in dance. Students learn to contract and release back muscle groups by imagining that they are carrying a huge beach ball to create tension in the muscles.

THEY QUICKLY RELEASE the ball and the tension. Rafael stretches high into the air to warm up his muscles, and is showing more confi dence in his body.


AS STUDENTS MOVE through the space, they are aware of personal and shared space and concentrate on how their bodies feel.

WE ARE EXPERIMENTING with the notion of weight displacement. “What happens if I push my body in this direction? ” They imagine they are traveling through different substances: sand, mud, and water, paying close attention to the weight needed to move through each of these textures.

WE OBSERVE that by the third day of warm-ups, students need much less modeling of exercises and are able to contract and release back muscles without the use of the visualization.

OLGA IS SETTLING into her body and trusts her physical capabilities.


STUDENTS PERFORM a simple dance sequence created from an imaginary game of tug of war. They understand that their movement is stationary and they are beginning to integrate concepts of weight, balance, and counterbalance in movement and science.


WE TAKE TIME TO REFLECT on how the students are learning and where we need to go with the unit. Each student completes a Know, Wonder and Learned (KWL) chart to clarify which concepts they are grasping in both dance and science. Many concepts are clearly understood. Now they are ready to take their foundational knowledge of movement and translate this into more sophisticated scientifi c concepts.

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