Exercise and Energy Balance

Year Group: 6

Duration: 60 minutes
Class Size: 25 students
Subject: Science
National Curriculum Reference:

• Biology: Describe the ways in which nutrients and water are transported within animals, including humans (Y6 – Animals, including humans, National Curriculum for England).
• Science Working Scientifically: Taking measurements, using a range of scientific equipment, with increasing accuracy and precision (Y6).
• PSHE (Health Education - 2020 Framework aligned): Physical health and wellbeing - the importance of regular physical activity, healthy eating, and understanding energy in and out.

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Learning Objectives (WALT)

• WALT: Recall how exercise affects the heart, blood vessels, and components of the blood.
• WALT: Identify and classify different types of exercise as aerobic or anaerobic.
• WALT: Explain the benefits of regular exercise and distinguish between healthy and unhealthy lifestyle choices.
• WALT: Understand calories as a measure of energy, their importance, and how energy intake and output affect body health.
• WALT: Apply understanding by analysing case studies to calculate calorie intake and suggest lifestyle improvements.

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Success Criteria

• I can explain how exercise affects the heart, veins, arteries and blood components.
• I can list and define aerobic and anaerobic exercises.
• I can describe benefits of exercise and identify healthy vs unhealthy lifestyle choices.
• I can calculate calorie intake from food and explain individual differences in calorie needs.
• I can analyse case studies and suggest appropriate changes to maintain a healthy body.

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Resources Needed

• Whiteboard and markers
• Sticky notes / mini whiteboards for jotting exercise ideas
• Table template: Healthy vs Unhealthy lifestyle choices (printed or projected)
• Calorie case study sheets (3 differentiated levels) placed around the room
• Calculators or paper for calorie addition
• Worksheets for recording answers and reflections
• Timer for rotation activity

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Lesson Outline

1. Recap & Brainstorm (10 minutes)

• Activity: Class discussion to recap last lesson: How exercise affects the heart, veins, arteries, and blood components (oxygen, red blood cells, platelets, plasma).
• Prompt: “What do you remember about how exercise changes our circulatory system?”
• Use mini whiteboards/sticky notes: In 2 minutes, each student writes one effect of exercise on these systems. Share a few aloud.
• Transition: “Now, let’s think about all the kinds of exercise you know. Jot down any you can think of.”

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2. Aerobic and Anaerobic Exercise (8 minutes)

• On the board, create two columns labelled “Aerobic” and “Anaerobic.”
• Children share exercises from brainstorm; teacher guides classification (e.g., running - aerobic, sprinting - anaerobic).
• Discuss key differences: aerobic uses oxygen, longer duration; anaerobic is intense, shorter bursts.
• Check for understanding: Quick quiz – “Is walking aerobic or anaerobic?”

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3. Benefits & Lifestyle Choices (10 minutes)

• Teacher-led discussion: What are some benefits of exercise? (mental health, stronger muscles and heart, improved circulation).
• Show table of Healthy vs Unhealthy lifestyle choices, discuss examples (e.g., balanced diet, smoking, screen time).
• Children copy or annotate table in their books.

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4. Understanding Calories (10 minutes)

• Explain calories as units of energy from food; typical adult needs (men ~2500, women ~2000).
• Highlight: individual needs vary due to factors like age, activity level, metabolism.
• Use illustrated food examples to discuss calorie content.
• Demonstrate the energy balance concept: “Energy in” (food) vs “Energy out” (exercise, bodily functions).
• Visual aid: simple energy scale or balance illustration.

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5. Case Study Calories Activity (15 minutes)

• Setup: Place 3 case study sheets around classroom describing fictional people’s daily food intake along with activity levels.
• Pupils rotate in small groups (5 per group) every 5 minutes.
• Task: Calculate total calories consumed for each case.
• Discuss: What should each person do to maintain or improve their health? (More exercise, balanced diet etc.)
• Record findings on worksheet.

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6. Extension for Higher Attaining Pupils (if time permits, 7 minutes)

• Encourage higher ability learners to compare and contrast the three case studies:
  • Identify differences in lifestyle choices.
  • Suggest which case study represents the healthiest lifestyle.
  • Justify answers with reference to calories and exercise types.
  • Present their findings briefly to the class or write a paragraph.

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Differentiation Strategies

Learner Type	Support Strategies	Extension Opportunities
SEN / EAL learners	Provide vocabulary mats (e.g., aerobic, anaerobic, calorie). Use visuals and modelling explanations. Use paired discussion to scaffold ideas.	Use simple calorie charts. Guided calculator use.
Average learners	Scaffolded worksheets with sentence starters. Collaborative group work for peer learning.	Challenge with case study analysis and personal goal setting.
Higher attainers	Provide in-depth case studies. Challenge with additional questions about metabolism and energy balance.	Design their own case study including calories and activity plan.

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Assessment & Feedback

• Formative: Monitor group discussions during brainstorm and aerobic/anaerobic classification for understanding.
• Mark case study worksheets to check accurate calorie calculations and logical recommendations.
• Verbal feedback: Praise effort and clarify misconceptions during activities.
• Ask reflective questions: “Why is it important to balance calories in and out?”
• Use exit ticket: One sentence each – “Something I learnt today,” and “One thing I want to know more about.”

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Cross-Curricular Links

• Maths: Adding calories, understanding ranges and averages.
• PSHE: Healthy living, decision making about lifestyle choices.
• English: Using scientific vocabulary and writing reflections.

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Teacher Notes

• Use real-life examples or local sports/events where possible to engage interest.
• Emphasise relevance: how students can use this knowledge in daily life for wellbeing.
• Remind students of the importance of balanced diets as well as exercise.
• Plan for movement in the classroom during case study rotation to energise learners.

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This lesson plan ensures adherence to the National Curriculum for England by covering physical health and the biology of the circulatory system, combined with PSHE elements about lifestyle and wellbeing. It promotes scientific understanding, practical skills, and decision-making relevant to 10-11 year olds.