Investigating Body Systems

Overview

In this final lesson of the unit, students carry out a simple, safe investigation to compare heart rate before and after exercise. They will record measurements, look for patterns, and explain how the circulatory system helps the body function during activity.

Learning intentions

• Students will identify and name the main parts of the human circulatory system.
• Students will describe the functions of the heart, blood vessels and blood.
• Students will investigate how exercise affects heart rate by making fair comparisons.
• Students will record findings in clear tables/charts and present observations using drawings and discussions.

Success criteria

• I can explain what happens to my heart rate after exercise.
• I can record results accurately and consistently (same method each time).
• I can describe the heart, blood vessels and blood and their roles during exercise.
• I can use evidence from my investigation to make a simple conclusion.

Curriculum links

• Animals including humans — identify main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood.
• Scientific enquiry — talk about what happens and make predictions; use results to draw conclusions.
• Health and lifestyle — consider how diet, exercise, lifestyle and health are connected (linked to how the body responds to exercise).
• Investigating and communicating — record findings and discuss observations using scientific language (appropriate to Year 6).

Lesson structure (45 minutes)

1. 0–5 min · Starter (Activate prior learning). Teacher displays a simple circulatory system diagram and asks: “What changes when we exercise?” Students quick-write 2 ideas and share with a partner.

2. 5–12 min · Set up investigation (Direct teach). Teacher demonstrates how to measure pulse at the wrist for 15 seconds and multiply to get beats per minute (BPM), then shows how to record in a class table. Students repeat the technique in pairs using “practice” taps (not exercise yet), while teacher checks accuracy.

3. 12–25 min · Investigation round 1 (Before/After). Teacher assigns partners/groups, sets safety rules (stop if dizzy, no pushing, moderate exercise only), and times the sequence: sit quietly, measure “before” pulse; then exercise (e.g., 30–60 seconds of marching on the spot or step-ups), then measure “after” pulse after 30 seconds of rest. Students record before and after BPM for themselves and one partner in their worksheets.

4. 25–35 min · Investigation round 2 (Repeat + improve fairness). Teacher prompts fairness: same exercise type, similar effort, same measurement method, and quick consistent timing. Students repeat the investigation and add a second pair of results, focusing on improving reliability (they can note if they were more/less out of breath).

5. 35–42 min · Analyse and interpret. Teacher guides whole-class discussion: “What pattern do we see? Did heart rate usually increase?” Students complete a simple comparison statement (e.g., “My BPM increased from ___ to ___”) and colour/mark the difference on their table.

6. 42–45 min · Communicate findings (Draw + discuss). Teacher models a short spoken summary and asks students to add a quick drawing showing heart + blood flow “before” and “after” exercise (simple arrows are enough), then discuss their key finding with a partner.

Resources

• Student investigation recording sheets (table with before BPM, after BPM, difference, notes)
• Timer (teacher phone/clock) and optional stopwatch cards
• Diagrams of heart/circulatory system (for reference)
• Paper for quick scientific drawing and arrows
• Class circulatory word bank (heart, blood vessels, blood, pulse/BPM)
• Safety reminder cards (stop if dizzy, work in pairs, no running)
• Rulers or pens (for clear recording)

Assessment

• Teacher observation checklist during pulse measurement: correct location, correct timing, consistent method.
• Marking/reading of recorded results: completeness, accuracy, and whether students state “before” and “after” clearly.
• End discussion: teacher listens for use of evidence (“My BPM increased…”) and correct roles of the heart/blood vessels/blood.

Differentiation

• Support: Provide sentence starters for conclusions (e.g., “Before exercise my pulse was… After exercise it was… This shows…”). Offer a model completed table for reference.
• Support: For students who struggle with counting, allow them to use a finger-tapping counting method with teacher approval or use a partner verification method.
• Extension: Ask higher-attaining students to compare across two rounds and explain why results might differ (effort, recovery time, anxiety).
• EAL/SEN: Use visual word bank and allow verbal responses to be transcribed by the student with prompts; keep timings explicit using the same routine each round.