Part 1: Plan and Safely Collect Data

Purpose: The respiratory system brings oxygen into the body and removes carbon dioxide. The circulatory system moves blood, oxygen, nutrients, and carbon dioxide. The digestive system provides nutrients. Together, these systems support body cells during rest and activity.

Safety first: Stop if you feel dizzy, have pain, or feel unwell. Choose seated movement, walking, or an observation role if needed. You may use teacher-provided sample data. Keep results private. This investigation does not diagnose health conditions.

Testable question: How does two minutes of safe movement affect pulse and breathing rate?

Hypothesis: If I complete two minutes of safe movement, then my pulse will _________ and my breathing rate will _________ because __________________________________________.

Choose a movement: marching, step-touches, brisk walking, chair movement, or another teacher-approved activity: __________________________

Roles: Participant—does the activity or rests. Timer—keeps time. Recorder—writes the data. Observer—watches for safe movement and counts breaths.

Procedure:

1. Sit quietly for one minute. Find a pulse at the wrist or neck without pressing hard.

2. Count pulse beats for 30 seconds. Multiply by 2 to find pulse in beats per minute.

3. Count breaths by watching chest movement for 30 seconds. Multiply by 2 to find breaths per minute.

4. Complete the approved movement for two minutes. Stop immediately if you feel unwell.

5. Measure pulse and breathing immediately after movement. Record the results.

6. Sit safely for two minutes. Measure pulse and breathing again. Record the recovery results.

7. Repeat the investigation for Trial 2, using the same method and movement when possible.

Data Table

Record pulse in beats per minute (bpm) and breathing in breaths per minute. For each 30-second count, multiply by 2.

Columns: Resting pulse (bpm) | Active pulse (bpm) | Recovery pulse (bpm) | Resting breaths/min | Active breaths/min | Recovery breaths/min

Trial 1: ______________ | ______________ | ______________ | ______________ | ______________ | ______________

Trial 2: ______________ | ______________ | ______________ | ______________ | ______________ | ______________

Part 2: Analyze the Data

Trial 1 pulse: active ________ − resting ________ = ________ bpm

Trial 1 breathing: active ________ − resting ________ = ________ breaths/min

Trial 2 pulse change: ________ bpm    Trial 2 breathing change: ________ breaths/min

Make a Graph

Make one line graph for pulse and one line graph for breathing, or make one graph with two clearly labeled lines. Put time on the x-axis: resting, active, and recovery. Put rate on the y-axis: bpm or breaths/min. Add a title, labels, units, and a key.

Part 3: Explain and Reflect

Claim-Evidence-Reasoning

Claim: Two minutes of movement ______________________________ pulse and breathing.

Evidence: My data show that pulse changed from ________ to ________ bpm, and breathing changed from ________ to ________ breaths/min.

Reasoning: During activity, muscles need more oxygen and produce more carbon dioxide. The respiratory system __________ oxygen and __________ carbon dioxide, while the circulatory system ______________________________.

Success Criteria

I followed the procedure and used safe, respectful roles.

I recorded measurements with correct units.

I represented data in a table and graph.

I identified a pattern and supported it with evidence.

I explained how at least three body systems support cells.

I suggested an inclusive health action without blaming or judging people.

Support and Challenge

Support: Use this word bank: oxygen, carbon dioxide, nutrients, blood, muscles, pulse, breathing, recovery, evidence, pattern. You may draw a labeled diagram, give an oral response, use sentence frames, work with a partner, or use sample data.

Challenge: Compare your results with teacher-provided sample data. Explain how sleep, nutrition, environment, or activity could affect more than one body system. Evaluate two health claims using evidence.

Sample-data pathway: If you cannot participate physically, use the teacher’s sample data, complete the same graph and analysis, and serve as timer, recorder, or observer.

Teacher Note

Expected pattern: Pulse and breathing usually increase during activity and move toward resting levels during recovery. Individual results vary. One investigation is not a medical assessment.

Literacy connections: Follow a multistep procedure and represent quantitative information in tables and graphs (CCSS.ELA-LITERACY.RST.6-8.3 and RST.6-8.7).