Bones and Muscles Together

Overview

In this fifth lesson of the Support and Movement unit, students investigate how bones and muscles work together to create movement. They observe a partner completing simple actions and use a movement analysis to describe what changes at a joint.

Learning intentions

• WALT identify how bones and muscles work together.
• WALT observe and record changes in a joint during movement.
• WALT use evidence from an investigation to explain movement.
• WALT describe how body structures support movement in everyday activities.

Success criteria

• I can locate a joint involved in an action.
• I can describe how the joint changes position.
• I can explain that muscles pull on bones to create movement.
• I can record observations clearly using words and drawings.

Curriculum links

• Biological Science — Body Systems: internal skeletons and muscles provide support and movement, and work together.
• Biological Science — Support and movement practices: observing and recording movement to understand how muscles create motion.
• Biological Science — Support and movement practices: investigating how muscles and bones interact during physical activities.
• Science capability: gather and interpret evidence by observing, recording, and explaining.

Lesson structure (30 minutes)

1. 0–4 min · Hook and activate prior learning. Open with the movement hook and question and ask students to silently bend and straighten one elbow, then share what they think is happening inside their arm. Students turn and talk using the prompt, “I notice… I wonder…”.

2. 4–9 min · Direct teach and model. Use the bones, muscles, and joints diagrams to explain that bones provide support, joints are places where bones meet, and muscles pull on bones to make movement. Demonstrate a slow biceps curl, emphasising that muscles can pull but do not push, and model the words “bends”, “straightens”, “contracts” and “relaxes” in age-appropriate language.

3. 9–12 min · Movement analysis model. Demonstrate a partner observation using a water bottle or empty cup: lift it, pause, and lower it. Think aloud while completing the first example on the movement analysis worksheet: identify the action, circle the joint, draw the starting and finishing positions, and describe what changed. Students help suggest an observation that is based on what they can see rather than a guess.

4. 12–22 min · Partner investigation. Pair students, with one student as the mover and one as the observer; swap roles after each action. Students use the investigation instructions and safety reminders and the movement analysis worksheet to investigate two actions: bending and straightening an elbow while lifting a light object, and bending and straightening a knee while sitting and standing. The observer records the joint, movement, and visible change; the mover explains what they can feel. Remind students to move slowly, keep objects light, and choose a comfortable alternative if needed.

5. 22–27 min · Compare and explain. Display the comparison prompts and gather pairs together. Students compare their observations with another pair, then complete the explanation: “When the muscle pulls on the bone, the joint…”. Invite several students to share evidence from their worksheet, clarifying that muscles and bones work together, while joints allow bones to move.

6. 27–30 min · Plenary and exit check. Return to the final recap and exit question. Students answer orally or on the bottom of their worksheet: “What happens at a joint when you bend your arm, and how do muscles help?” Collect worksheets and listen for an explanation connecting muscle action, bones, joints, and movement.

Resources

• the Bones and Muscles Together slide deck
• the movement analysis worksheet
• Empty plastic cups or other very light objects
• Pencils and coloured pencils
• Board or display screen
• Open floor or table space for safe movement

Assessment

• During modelling, ask: “What can you see changing?” and “What is the muscle doing to the bone?” Use responses to identify misconceptions about muscles pushing bones.
• During partner work, check whether students correctly identify an elbow or knee joint and record a visible change between the starting and finishing positions.
• Use the final response to assess whether students can explain that muscles pull on bones around a joint to create movement. Note students who describe only the action without explaining the interaction.

Differentiation

• Provide a word bank on the worksheet: bone, muscle, joint, bend, straighten, pull, movement, contract, relax. Offer sentence starters such as “The joint changes by…” and “The muscle helps because…”.
• Model each action slowly and allow students to use drawing, labelled arrows, or oral recording instead of lengthy writing. Pair students thoughtfully and provide an adult scribe where required.
• For students needing a physical adjustment, use only arm movements, observe a teacher demonstration, or complete the investigation seated. Do not require any student to lift an object or perform a movement that causes discomfort.
• Extend confident students by asking them to compare the elbow and knee: “What is similar about the movements, and what evidence shows that muscles and bones are working together?” Support English language learners with gestures, repeated demonstrations, visual diagrams, and partner rehearsal before sharing.