What Helps Us Move?

Overview

In this first lesson of the Support and Movement unit, students observe how people and animals move and identify the body parts involved. They begin using simple movement-analysis skills by watching, describing and recording movements, preparing them to investigate how muscles and bones work together.

Learning intentions

• We are learning to observe and describe different movements.
• We are learning to identify body parts involved in movement.
• We are learning to record observations clearly.
• We are learning to ask questions about how our bodies move.

Success criteria

• I can name and describe a movement, such as bending, stretching, walking or jumping.
• I can identify body parts involved in a movement.
• I can record what I observe using words or drawings.
• I can suggest a question about muscles, bones or movement.

Curriculum links

• Biological Science — humans have internal skeletons and muscles for support and movement.
• Biological Science — investigating how muscles and bones interact during physical activities.
• Biological Science — observing and recording movements to understand how muscles create motion.
• Science capabilities — observing, describing, recording and communicating evidence.

Lesson structure (30 minutes)

1. 0–4 min · Hook and wonder. Teacher opens with the movement mystery introduction and asks, “Could you move without bones or muscles?” Students silently demonstrate one movement, then share what their body had to do.

2. 4–9 min · Notice and name. Teacher shows photographs or simple illustrations of a person and an animal moving in the people-and-animals movement slides, modelling precise language such as bend, stretch, twist, walk, run and jump. Students identify the movement and point to body parts that may be involved, including legs, arms, knees, elbows, feet and spine.

3. 9–15 min · Paired movement observation. Teacher places students in pairs and explains that one partner performs three safe, low-impact movements while the other observes; students then swap roles. Students choose from bending, stretching, walking on the spot and jumping gently, and describe what moved and which body parts were involved. Remind students that they may observe rather than perform if a movement is uncomfortable or unsafe.

4. 15–23 min · Record observations. Teacher distributes the movement observation worksheet and models completing one example, including a drawing, movement word and body parts noticed. Students record at least three movements, using words, labelled drawings or a combination. Teacher circulates, prompts with “What changed position?” and “Which joints moved?”, and records useful student language.

5. 23–27 min · Share and compare. Teacher uses the observation discussion slides to display prompts: “What movements did you notice?” “Did different people use the same body parts?” and “What did you notice about animals?” Students share one observation with a partner, then contribute examples to a class chart headed Movement, Body parts noticed and Questions.

6. 27–30 min · Plenary and exit response. Teacher revisits the opening question through the final reflection slide and asks students to complete the sentence, “When I ______, I use my ______.” Students share responses with a partner and add one question they would like to investigate during the unit to the bottom of their worksheet.

Resources

• the movement observation slide deck
• the movement observation worksheet
• Class chart or whiteboard
• Drawing pencils and writing pencils
• Open, clear space for safe movement
• Timer
• Optional photographs or illustrations of moving people and animals

Assessment

• Listen for students using accurate movement vocabulary and identifying relevant body parts during paired observation.
• Check worksheets for three recorded movements, a clear observation and body-part labels; accept labelled drawings or oral responses scribed by an adult.
• Use the final sentence and student question to identify prior knowledge and misconceptions, such as thinking bones move by themselves or that only arms and legs are involved.

Differentiation

• Provide a word bank and picture cues for bend, stretch, twist, walk and jump. Offer sentence starters: “I noticed…” and “The ______ moved when…”.
• Pair students thoughtfully, allowing an observer, seated movement or adult-supported role where physical movement is difficult, tiring or uncomfortable.
• For EAL learners, model each movement, use gestures and invite home-language discussion before sharing in English.
• Support students who need it with a pre-drawn body outline or scribing. Challenge confident students to compare a human and an animal movement and explain how the movement is similar or different.