Energy Makes Us Move

Overview

Students investigate how physical activity affects the human body. Building on previous learning about heat transfer and changes of state, they collect before-and-after observations of breathing, heart rate and body warmth, then use patterns in their data to explain how energy enables the body to move and function.

Learning intentions

Students will:

• predict how their bodies will respond to physical activity
• participate safely in a movement investigation
• measure and record changes in breathing rate, heart rate and body warmth
• identify patterns in observations and data
• explain how energy helps the body move and function using evidence

Success criteria

I can:

• make a sensible prediction about what will change during exercise
• follow safety instructions and participate responsibly
• measure and record observations before and after movement
• describe a pattern in my results
• use scientific vocabulary and evidence to explain how energy helps my body move

Curriculum links

• ST2-SCI-01 — effects of energy on living systems
• ST2-PQU-01 — posing questions and creating fair tests about energy and living things
• ST2-DAT-01 — using data to describe patterns and relationships
• EN2-OLC-01, EN2-CWT-01, PH2-MO-01 and MA2-DATA-01 — collaborative communication, written explanations, physical activity and data interpretation

Lesson structure (60 minutes)

1. 0–5 min · Engage and connect. Open with the hook and learning intention slides and ask, “Where does the energy for your movement come from, and what evidence could show that your body is using energy?” Students think-pair-share, then revisit the previous lessons by explaining one way energy can cause change.

2. 5–15 min · Predict and prepare. Display the investigation question, “How does energy enable our bodies to move and function?” using the investigation question and prediction slides. Model how to count breaths and heartbeats safely: count breaths for 30 seconds and multiply by two; count pulse beats at the wrist or neck for 15 seconds and multiply by four. Students complete the prediction section of the body response investigation sheet, predicting which measurements will increase after movement and why. Explain that body temperature will be observed as feeling cooler, warmer or unchanged; students must not use or share thermometers.

3. 15–20 min · Baseline measurements. Review safety expectations with the safety and measurement instruction slides: move in personal space, walk rather than run indoors, stop if dizzy or uncomfortable, and tell an adult if unwell. In pairs, students record resting breathing rate, heart rate and body warmth on the worksheet while seated quietly. One student measures and the other records, then they swap roles if appropriate.

4. 20–35 min · Explore through movement. Play the teacher-selected movement sequence from the movement investigation slides: one minute of marching, one minute of star steps or low-impact jogging, followed by one minute of slower movement. Students work safely in four or five groups, with staggered starts to provide space. Immediately after movement, pairs measure breathing rate and heart rate again and record body warmth, then repeat observations after two minutes of rest. Students may choose walking or seated arm movements as an accessible alternative.

5. 35–45 min · Explain the evidence. Use the body systems explanation slides to introduce age-appropriate language: muscles need energy to contract and create movement; breathing brings oxygen into the body; the heart pumps blood around the body; blood carries oxygen and nutrients to working muscles; body warmth can increase as energy is used. Students compare their before-and-after results and highlight one change on their worksheet. Clarify that the body does not “make” energy; it obtains energy from food and uses it to move and function.

6. 45–55 min · Elaborate with data. Model a simple class data display using selected anonymous results on the class data and discussion slides. Students discuss: “What changed for most people?”, “Which measurement showed the clearest pattern?”, and “Did everyone have exactly the same result?” Students write a short evidence-based explanation using the frame: “After movement, ___ increased/decreased because ___, as shown by ___.” Invite pairs to share and respond respectfully to classmates.

7. 55–60 min · Evaluate and reflect. Display the exit prompts on the plenary and exit question slides. Students complete the final worksheet questions: one pattern from their data, one safety decision they made, and an explanation of how energy enabled movement. Collect worksheets and ask several students to share one piece of evidence, addressing misconceptions before dismissal.

Resources

• the complete investigation slide deck
• the body response investigation sheet
• Stopwatch or classroom timer
• Pencils and clipboards or firm writing boards
• Open floor space
• Teacher first-aid supplies and class medical information
• Whiteboard or display screen
• Optional visual timer for movement intervals

Assessment

• Observe whether students make predictions, follow safety instructions, measure consistently and record data accurately.
• During discussion, assess whether students identify a before-and-after pattern and distinguish observations from explanations.
• Use the worksheet explanation and exit response to check that students connect energy, muscles, breathing, heart rate and movement using evidence.

Differentiation

• Provide picture-supported instructions, pre-drawn recording tables, the vocabulary bank “energy, muscles, movement, breathing, heart, oxygen, warmth” and sentence starters for students requiring support or learning English.
• Pair students strategically and allow a partner to count or record while the student participates; accept drawing, labelled diagrams or oral responses before scribing.
• Offer low-impact movement, seated arm movements or observation-only participation for students with injury, disability, sensory needs or medical restrictions. Follow individual health plans and consult relevant staff.
• Extend capable students by asking them to compare the recovery result with the resting result, identify variables that could affect fairness and suggest how to improve the investigation.