Stories in Motion: Dance and Movement · Term 2

Locomotor and Non-Locomotor Movements

Differentiating between movements that travel through space and those that stay in one place.

About This Topic

Physical changes involve the transformation of matter from one state to another without changing its fundamental identity. In Grade 3, students explore processes like melting, freezing, evaporation, and condensation. They learn that many of these changes are reversible, such as water turning to ice and back again. This topic is a key part of the Ontario curriculum's focus on 'Properties of and Changes in Matter.'

Understanding physical changes helps students make sense of natural cycles, like the water cycle, and everyday activities like cooking or the changing seasons in Canada. This topic comes alive when students can physically model the changes, observing how heat energy affects the behavior of substances in real-time.

Active Learning Ideas

Inquiry Circle: The Great Ice Melt

Groups are given an ice cube and must find the fastest way to melt it using only natural methods (no microwaves!). they record their methods and the time taken, then discuss how heat moved from the environment to the ice.

⏱ 30 min·Small Groups

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Stations Rotation: Reversible or Not?

Students rotate through stations where they perform changes: dissolving salt in water, folding paper, breaking a pencil, and melting chocolate. They must decide if the change can be undone and explain why.

⏱ 45 min·Small Groups

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Think-Pair-Share: Where Did the Puddle Go?

Show a photo of a puddle in the morning and the same spot dry in the afternoon. Partners discuss where the water went and what 'state' it is in now, then share their ideas about evaporation with the class.

⏱ 15 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

When water evaporates, it disappears or turns into air.

What to Teach Instead

Students often think the water is 'gone.' A simple experiment with a lid on a jar of warm water shows condensation, proving the water is still there, just in a different form (gas), which peer discussion can then reinforce.

Common Misconception

Melting and dissolving are the same thing.

What to Teach Instead

Many students use these words interchangeably. A side-by-side active investigation, melting an ice cube vs. dissolving sugar in water, helps them see that melting requires heat, while dissolving requires a liquid to mix with.

Frequently Asked Questions

What is a 'reversible change'?

A reversible change is a change that can be undone. For example, if you freeze water into ice, you can melt it back into water. It's still the same substance, just in a different state. This is a key concept in the Grade 3 curriculum.

How does the Canadian climate help teach physical changes?

Ontario's winters are a giant science lab! You can observe water freezing into icicles (liquid to solid) and then melting in the spring (solid to liquid). Even 'sublimation' can be seen when snow banks shrink on a cold, sunny day without melting.

How can active learning help students understand physical changes?

Physical changes are processes, not just facts. Active learning allows students to witness the transition as it happens. By manipulating variables like temperature, they see the 'cause and effect' of physical changes, making the science behind it much more tangible.

Is dissolving a physical or chemical change?

In Grade 3, we treat dissolving as a physical change because it is often reversible (e.g., you can evaporate the water to get the salt back). The focus is on the idea that the substance is still there, just mixed in.

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