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Lesson 8 - Forces and Magnets Dance

Machines & Forces Dance

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Year 3

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Dance

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1h 17min

Big Question

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

Track

Test audio system before lesson, have volume at appropriate level for movement

Alternative: Any instrumental music with clear 8-count phrases

Beats Audio

Queue track ready for immediate play during warm-up

Alternative: Upbeat pop music suitable for warm-up activities

Real Magnet (optional)

1-2

Use for demonstration of attraction and repulsion if available

Alternative: Visual aids showing magnetic attraction/repulsion

Whiteboards

For displaying key vocabulary and success criteria

Alternative: Large paper or flip chart

Key Vocabulary

Attraction

When magnets pull towards each other, shown through movements that bring partners together

Repulsion

When magnets push away from each other, shown through explosive movements apart

Dynamics

The use of force, energy and flow in movement to create expression

Motif

A short sequence of movements that can be repeated and developed

Unison

When partners perform exactly the same movements at the same time

Canon

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

Clear differentiation between attraction and repulsion movements

Consistent timing with 8-count phrases

Effective partner coordination and communication

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