Lesson 8 - Forces and Magnets Dance
Machines & Forces Dance
•Year 3
•Dance
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How can we use our bodies to show the invisible forces of magnetism through dance?
Learning Objectives
- To include dynamics in performance to represent magnetic forces
- To use a range of travelling movements to show attraction and repulsion
- To work with a partner to choose actions that relate to magnetic forces
Key Outcomes
- Students will create partner movements showing magnetic attraction and repulsion
- Students will perform with clear dynamics that represent different magnetic forces
- Students will demonstrate travelling movements with appropriate timing to music
Equipment & Resources Required
Test audio system before lesson, have volume at appropriate level for movement
Alternative: Any instrumental music with clear 8-count phrases
Queue track ready for immediate play during warm-up
Alternative: Upbeat pop music suitable for warm-up activities
Use for demonstration of attraction and repulsion if available
Alternative: Visual aids showing magnetic attraction/repulsion
For displaying key vocabulary and success criteria
Alternative: Large paper or flip chart
Key Vocabulary
When magnets pull towards each other, shown through movements that bring partners together
When magnets push away from each other, shown through explosive movements apart
The use of force, energy and flow in movement to create expression
A short sequence of movements that can be repeated and developed
When partners perform exactly the same movements at the same time
When partners perform the same movements but at different times, like a round
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic travelling movements (walk, run, skip)
- Simple partner work and following instructions
- Basic understanding of counting to 8 in dance
Current Skills
- Creating movements to represent scientific concepts
- Partner work with attraction and repulsion movements
- Using dynamics to enhance performance quality
Next Steps
- Creating more complex dance narratives
- Working in larger groups with coordinated movements
- Incorporating multiple dynamics and levels in choreography
Milestone Indicators
Key Teaching Points
- Magnetic forces are invisible but can be shown through dynamics and movement quality
- Attraction movements should show acceleration and resistance, repulsion should be explosive
- 8-count timing provides structure but movement quality is more important than perfect counting
- Partner work requires communication, compromise and mutual support
- Science concepts can be understood kinesthetically through dance and movement
- Performance confidence grows through supportive audience behaviour and constructive feedback
- Dynamics and energy are what make magnetic movements believable and engaging
Common Misconceptions
- That all magnetic movements must be fast - attraction can start slowly and build speed
- That repelling means pushing away violently - it should be controlled explosive energy
- That perfect synchronisation is more important than showing magnetic concepts clearly
- That only hands can be used for magnetic movements - any body part can represent magnetic force
- That the science is separate from the dance - they should be integrated throughout
SEN Adaptations
ADHD
- Short activity bursts with movement breaks, clear boundaries for workspace, regular position changes
dyspraxia
- Simplified movement patterns, extra practice time, visual guides for timing and sequencing
autism spectrum
- Clear structure with visual schedule, quiet zones available, consistent partner throughout lesson
visual impairment
- Use tactile props for magnetic demonstration, clear verbal descriptions of all movements, partner support for spatial awareness
hearing impairment
- Visual demonstrations of magnetic concepts, hand signals for timing, written instructions or picture cards available
physical disability
- Seated versions of magnetic movements, use of hands/arms only for repelling, adapted travelling movements
Cross-Curricular Links
English
Vocabulary development - dynamics, motif, unison, canon, expressing ideas through movement
Maths
Counting in 8s, timing and rhythm, spatial awareness and positioning
Science
Forces and magnets - attraction, repulsion, magnetic fields, understanding invisible forces
Drama
Performance skills, audience awareness, using body language to communicate ideas
Teacher Guidance
Positioning
Central position for demonstrations, circulate for individual support, corner position for performance viewing
Observation Focus
Partner cooperation, magnetic concept understanding, movement quality and safety
Intervention Points
Step in if partner work becomes unsafe, support students struggling with concepts, guide feedback sessions
Demonstration Notes
Use exaggerated movements to show magnetic concepts clearly, involve confident students in demonstrations, maintain energy and enthusiasm throughout
Verbal Cues
- •'Show me the magnetic tension!'
- •'Explosive repelling energy!'
- •'Feel the magnetic pull!'
- •'Count with the music - 5, 6, 7, 8!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Minimum 8m x 8m clear space, larger for class of 30+ students
Surface Check
Clean, dry, non-slip surface free from obstacles and hazards
Equipment Safety
Safety Checks
- •Audio equipment positioned safely out of movement area
- •Cables secured and not creating trip hazards
- •Optional magnet handled carefully and kept away from electronic devices
Risk Management
Key Risks
- •Collisions during explosive repelling movements
- •Overexertion during dynamic partner work
- •Falls during level changes and travelling movements
Risk Mitigation
- •Clear boundaries established for each pair's working space
- •Emphasis on controlled explosive movements rather than wild actions
- •Progressive building of dynamic intensity throughout lesson
- •Constant monitoring of partner interactions for safety
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all pairs during partner work
- •Circulate actively during creation phases to support and guide
- •Monitor audience behaviour during performances for safety
Emergency Procedures
Stop signal established, first aid available, clear evacuation routes maintained