Bone Basics

Overview

Today’s PE learning focuses on how bones and muscles work together to support movement and protect the body. Students will connect bone function to sport participation by completing a short biomechanics warm-up, recording heart rate and breathing changes, and using data to set a simple training goal.

Learning intentions

• WALT explain how bones support movement and protect body organs during physical activity.

• WALT describe how activity intensity affects physiological changes such as heart rate and breathing rate.

• WALT use quantitative data (heart rate and breathing rate) to self-assess effort and set a goal for the next activity.

• WALT apply basic movement and sports skills safely while monitoring how their body responds.

Success criteria

• I can identify key bones (e.g., skull, ribs, spine, pelvis, femur, tibia) and explain their role in movement or protection.

• I can explain how higher intensity activity increases heart rate and changes breathing rate during preparation, activity, and recovery.

• I can record heart rate and breathing rate accurately and use the results to describe a strength and one next step.

• I can choose an appropriate intensity during drills and demonstrate safe technique.

Curriculum links

• Movement skills (Sport): Physical activity/sport — participation and specific training develop bones, muscles, and fitness components.

• Analysing and responding to physiological changes during activity using data for self-assessment and goal setting.

• Personal exercise plan: monitoring heart rate and breathing rate before, during, and after exercise to collect quantitative data.

• Te Tiriti-informed learning opportunity: connect body care to taha tinana (physical wellbeing) and respect for personal limits.

Lesson structure (50 minutes)

• 0–5 min · Settle and hook (Bone protect + support). Teacher shows quick prompts on the board: “Where does the body get support?” and “What needs protecting during sport?” Students do a quick think-pair-share, then share one idea.

• 5–12 min · Direct teach (Bones for movement). Teacher uses a simple body outline to introduce bone functions: support (framework), protection (e.g., ribs), movement levers (e.g., femur/tibia), and spine stability. Students take 3–4 notes and label a mini diagram with teacher support.

• 12–18 min · Safety + technique mini-brief (prepare to move). Teacher demonstrates low-risk ways to perform the upcoming drills (landing softly, safe spacing, controlled range of motion). Students practice the movement basics with teacher feedback.

• 18–27 min · Activity 1 (Skill + intensity baseline). Teacher sets up a short circuit (e.g., agility/footwork + controlled jumps or fast step-ups) with clear boundaries. Students rotate through stations at a “moderate” pace, while one partner records baseline heart rate and breathing rate (pre-activity), then repeats at the end of the rotation (recovery).

• 27–33 min · Quick check (Heart rate + breathing meaning). Teacher asks: “What did you notice about heart rate and breathing after the circuit?” Students compare partner data using a simple sentence frame: “When intensity increased, my heart rate/breathing ____ because ____.”

• 33–43 min · Activity 2 (Intensity adjustment + targeted practice). Teacher explains the goal for the second round: students choose either (A) slightly faster pace or (B) longer effort time while maintaining safe technique. Students complete another circuit; partners record heart rate and breathing rate at start, during the final station (brief check), and after recovery.

• 43–50 min · Data-to-goal exit (Personal exercise plan snapshot). Teacher collects an exit ticket: Strength + limitation + one realistic goal. Students write:

• Strength: “My heart rate/breathing showed ____ when I worked ____.”

• Limitation: “I need to improve ____ (e.g., pacing, control).”

• Goal: “Next time I will ____ for ____ minutes while keeping safe form.” Teacher circulates for brief confirmation of understanding.

Resources

• Printed mini body diagram (bones to label) for each students

• Marker/pens, clipboard or paper for recording heart rate and breathing rate

• Stopwatch/timers for each group station

• Simple heart rate support card (e.g., “count for 10 seconds and multiply by 6” or teacher-approved method)

• Breathing rate recording sheet (count breaths for a set time)

• Cones/markers for boundaries and station setup

• First-aid/health-and-safety reminder signs (quiet space for recovery if needed)

Assessment

• Formative: teacher observation of safe technique during drills (spacing, landings, controlled movement).

• Formative: partner data checks for accuracy and consistency of heart rate/breathing rate recording.

• Summative (quick exit ticket): strength/limitation/goal statement showing understanding of bone function and how physiological changes relate to intensity.

Differentiation

• Support: provide sentence starters for data explanations (e.g., “My heart rate increased because…” “I chose a pace that was…”).

• Support: offer a simplified bone list (6 key bones) for students who need a smaller focus.

• Extension: challenge students to justify an intensity choice using their own data (e.g., “My breathing recovered faster, so I’ll keep that pacing.”).

• SEN/EAL: allow oral responses for the explanation component; provide visuals for bone functions and a reduced-writing option for the exit ticket.

• Injury/health considerations: students who cannot participate fully complete recording roles (coach/spotter/data monitor) and still submit an exit ticket based on observation and partner data.

Extension (optional)

Skip—unless your school wants a follow-up task to build a short personal exercise plan for the week.