Muscles Make Movement

Overview

This is lesson 4 of 10 in the Support and Movement unit. Students build on earlier learning about the skeleton by observing how muscles and bones work together during familiar actions. They discover that muscles pull on bones to create movement and record evidence from their observations.

Learning intentions

• We are learning to observe muscles working during movement.
• We are learning to describe how muscles and bones work together.
• We are learning to record observations using drawings, words or a movement table.
• We are learning to use evidence from our observations to explain movement.

Success criteria

• I can identify a body movement and describe what I observed.
• I can show or explain that muscles pull on bones.
• I can record an observation with a drawing, words or a movement table.
• I can use the words muscle, bone, pull and movement accurately.

Curriculum links

• Biological Science — humans have internal skeletons and muscles for support, protection and movement.
• Biological Science — investigating how muscles and bones interact during specific physical activities.
• Biological Science — applying simple movement analysis by observing and recording movements.
• Science capability — gathering, recording and communicating observations.

Lesson structure (30 minutes)

1. 0–4 min · Hook and revisit. Open the hook and prior-learning slides and ask: “What would happen if our bodies had bones but no muscles?” Students silently try to bend, straighten and lift one arm, then share what they already know about bones and muscles. Emphasise that bones provide support, while muscles help move the bones.

2. 4–9 min · Direct teach and model. Use the muscles-and-bones teaching slides to introduce the idea that a muscle can pull on a bone when it tightens. Slowly bend and straighten one elbow, placing the other hand gently on the upper arm to notice the muscle changing shape. Students copy the movement safely and identify when the muscle feels tighter or softer. Explain that muscles pull; they do not push bones. Movement happens because muscles and bones work together at joints.

3. 9–12 min · Observation instructions. Display the investigation instructions and model one example using a slow arm curl. Show students how to record the action, what moved, what they noticed and which muscles felt tight. Introduce the Science Observation Reference Poster as a reminder to look, think and record. Students choose a partner and decide who will move first and who will observe, with the option to work independently if preferred.

4. 12–22 min · Partner investigation. Distribute the muscles and movement observation sheet to pairs. Students investigate two or three safe actions, such as bending an elbow, lifting an arm, standing from a chair, reaching for an object or walking slowly. The observer watches the movement and gently checks their own muscle only where appropriate; students do not push or pull one another. Students record observations by drawing, labelling, writing short sentences or completing the movement table. Prompt with: “Which bone or body part moved?”, “Where did you feel a muscle tighten?” and “What did the muscle pull on?”

5. 22–27 min · Share and explain. Return to the discussion and explanation slides. Invite pairs to share one action and one piece of evidence. Build a class explanation together: “When the muscle tightens, it pulls on a bone. The bone moves at a joint.” Students compare actions and notice that different muscles are involved in different movements. Correct the misconception that muscles push bones by asking students to demonstrate a pull with one finger.

6. 27–30 min · Plenary and exit response. Show the final review slide and ask students to complete the final prompt on the explanation and exit response section: “Muscles help us move because…” Students may answer with words or a labelled drawing. Collect responses as students leave or discuss two examples aloud.

Resources

• the complete Muscles Make Movement slide deck
• the muscles and movement observation sheet
• the Science Observation Reference Poster
• Whiteboard and markers
• Pencils and coloured pencils
• Chairs or clear floor space
• Optional timer
• Teacher copy of a simple arm or skeleton diagram

Assessment

• During the hook and modelling, listen for students who can distinguish the roles of bones and muscles and identify a joint.
• During the investigation, check whether students record an observable change and connect a tightening muscle with pulling on a bone.
• Use the final explanation to identify whether each student understands the basic cause-and-effect relationship. Note students who describe muscles as pushing or who record only the action without an observation.

Differentiation

• Support students with a word bank: muscle, bone, joint, tighten, pull and move. Accept labelled drawings, oral explanations recorded by an adult, or sentence starters such as “I noticed…” and “The muscle pulled on…”.
• Pair students thoughtfully and provide a pre-selected action for anyone who finds choosing difficult. Model each movement slowly and allow students to observe rather than perform if movement, pain or physical access is a concern.
• For EAL learners, use gestures, a body diagram and repeated oral rehearsal of the sentence frame. Invite students to discuss observations in their strongest language before recording in English.
• Extend confident students by asking them to compare two actions and explain why the muscles may feel different, or to identify the joint involved and describe the movement more precisely.