In science education research, there is a growing body of studies focusing on the role of embodied experiences and multiple representations in pupils’ learning. In this study, we present findings from a re-analysis of data using different theoretical and methodological approaches drawn from embodied cognition and social semiotics. Specifically, we have re-analysed video data that involves one teacher’s work with Newtons third law (force and reaction force) in grade five (11 – 12 years) with 27 students (Danielsson, Jeppsson. Nestlog & Tang, 2023). The analysis is carried out at a clause level as the minimal unit of analysis, with embodied gestural and material manipulation accompanying the verbal transcription. To further broaden our scope, we incorporated various analytical strategies from embodied cognition (e.g., Kersting, Haglund & Steier, 2021), the social semiotic theory of multimodality (e.g., Kress, 2011), and force dynamics in language and cognition (Talmy, 1998) to explore students’ embodied engagement with the studied phenomenon from different lenses. Based on our analysis we problematize and discuss consequences for science education research and practice when video data from a science classroom is processed from different theoretical and methodological perspectives.