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Kelsey MacLeod
Heather Scott
EDUC 5473 C
Wednesday October 15, 2014

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Science: Lesson Plan How Does Rest Affect Tired Muscles?

Curriculum Outcomes

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302-6 demonstrate how the skeletal, muscular, and nervous systems work together to produce
movement

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205-7 record observations using a single word, notes in point form, sentences, simple diagrams
and charts

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Identify what students will learn (Overview)

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Students will experience the impact that rest has on physical activity and skeletal muscles

Students will be introduced to the function of skeletal muscles

Students will gather data about the number of exercises they can do within a certain period of
time

(Extension: students will be introduced to the differences between the 3 types of muscles:
smooth, cardiac, and skeletal muscles)

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Science Process Used

Observing and gathering data

Inferring

Using Mathematics

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Time: 20-30 minutes

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Materials Needed

paper

pencil

chart with 10 columns

watch or clock with a second hand

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Identify Misconceptions

Students may not be aware of the functions of the different muscles in the human body

Students may not have made the link between rest and recovery has on the quality and quantity
on performance capacity

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Performance Objectives

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Condition

Students will use supplies listed above and work in pairs

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Performance

Students will take turns performing exercises and recording data in a chart

They will explore how rest influences the number of repetitions they can perform

They will participate in reflective discussions and write their response in their science journal

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Criteria

Students will discover that they are able to perform more repetitions of the exercise when they
rest between each interval

Students will learn that these exercises required the use of skeletal muscles which are
voluntary

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Teachers Actions

Students Actions

ENGAGEMENT (activating prior knowledge

and igniting motivation)

ENGAGEMENT

Pose Questions for discussion:

Do you remember when your parents/teachers/

caregiver/babysitter made you take afternoon
naps or rest when you were little?

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Why did they want you to rest?

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Follow-up Points/Explanation:

Young children are very active and tire
quickly

Rest gives muscles a chance to regain some
strength

The following activity will show you how
rest affects your muscles.

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Listen to teachers questions

Answer questions

Participate in discussion

Listen to group members

Contribute their thoughts to the discussion

Listen to teacher explanation after

discussion

EXPLORATION (perform experiment/

activity)

EXPLORTATION

Divide students into pairs

Label one as A and the other as B

Choose a partner

Remember who is student A and student
B

Listen carefully to teachers instructions

Perform the following activities

Ask questions if unsure about procedure

Stay on task

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Provide Instructions:

One of you will perform the exercise of
clenching your fist and then extending your
fingers (student A). This will be considered
as one repetition.

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The other person (student B) will observe

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Student A performs exercise (clench fist and

extend fingers = 1 rep)

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your partner (student B) and record the

following information:

Student B: counts number of reps
- keep time of the 15 second trials

performed by student A in 15 seconds and
- count the number of repetitions completed
records data in the first column of the chart

in 15 seconds

- record number of reps in the first column on Perform a total of 5 trials with no rest

the chart

Switch roles (allowing Student A to rest for
10-15 minutes)

You
will
do
this
for
a
total
of
5
trials
with
no

rest

Repeat activity (5 trials of 15 seconds) but
this time with 1 minute rest between trials

Then switch roles

Continue to record data

After both members have completed this
first part of this experiment you will proceed
to the second part

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You will now repeat what you did in the first

part except this time you will take a 1
minute rest between each 15 second trial.
Perform a total of 5 trials each.

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Assist students

provide further explanations for those who
need it

circulate through the class to see students
progress and participation in the activity

Answer students questions

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EXPLANATION (reflect on experiment/

activity)

EXPLANATION

Initiate Discussion by posing the following

questions:

How did resting for a minute between
trials affect the results?

How can you use what you learned from
this activity?

Are the muscles you used during this
activity different than other muscles in
your body?

What muscles did you use in this activity?

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Listen to teachers questions

Think of a response

Listen to classmates when they are talking

Participate in discussion

Record a response to each question in their

science journal

Put chart from experiment/explore in
science journal

Hand in journal

Ask students to

Write a 1-2 sentence response to each
question in their science journal

Put chart in the science journal

Hand in science journal

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Collect science journals and mark them

according to prescribed rubric
ELABORATION/EXPANSION

ELABORATION

1)MATH* (see accommodation section)

MATH (example 24 students)

Now, using the information from this activity,

you will in groups create a classroom graph
showing the average number of exercises
performed during each trial for both parts of
this activity (trials without rest and trials with
rest)

form groups of 4 students (1 graph per

group)

share their recorded data

merge into a group of 8 (use both graphs)

share data

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rotate data charts with the other groups of 8

2)Further questions for discussion**

to complete information (each group has
Why/what
causes
your
muscles
to
get
tired?

two charts, one to rotate, and one to copy

Are the muscles you used during this

data from)

activity different than other muscles in
your body?

This could also be done using technology
What are the differences between these
such as:

muscles and the muscles like your heart
graphs in google documents

or those in your digestive system?

smartboard graphs

making a graph in pages

3) Notes to class:

etc

Skeletal muscles are voluntary muscles (we
tell them to contract) ex: learning how to
throw a ball, play the piano- your brain and 2) Further questions for discussion

muscles had to learn how to perform the
Listen to teachers questions

task in a certain way

Listen to classmates responses

Your
legs
dont
walk
if
you
do
not
want

Participate in discussion

them to, you have control over the
movements of your skeletal muscles-it has
Notes to class:

just become natural so you do not
Listen to teachers explanation/mini lesson

consciously think about it

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Cardiac muscle and smooth muscles

(digestive muscles) are involuntary, they do
their job without our brain sending a signal
ex: you never had to learn how to tell your
heart to beat or tell your stomach to digest
food

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Muscles use energy from digested food. As

they produce energy waste builds up and
makes our muscles tired, resulting in
difficulty performing the exercise.

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When we let our muscles rest, the

bloodstream has a chance to clean up the
waste from the muscle tissue.

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EVALUATION

EVALUATION

Formatively assess students:

participation in activities

recording information on chart

contribution to discussion

journal response

Students will:

participate in activities

record information on their chart

participate in discussions

write a response based on the discussion
questions in their journal

ACCOMODATIONS

ACCOMODATIONS

Teachers should be aware of any students that

have asthma or injuries and have options for
which exercises the students do.

Have a choice between different exercises: ex:

fist clenching, arm motions, or leg exercises

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Allow students to choose partners OR

Assign strong students to work with those
who need more assistance

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*The teacher may or may not choose to

integrate this activity into math class

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Choose their partner OR

Work with assigned partner

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Have gifted learners could experiment with

different exercises and compare the difficulty
(using two arms, or the entire body like
jumping jacks)

**depending on factors such as time and

students knowledge of science, the teacher
may pick and choose or modify questions in
the elaboration section to cater to his/her class
NOTES/ IDEAS

NOTES/ IDEAS

This lesson could be used as an integration of

physical education and science by using
exercises such as running, lifting light
weights,and jumping jacks for example.

Students perform exercises at different

stations, choosing between exercises like:
running, lifting light weights, and jumping
jacks.

Students could take their pulse for cardio

activities and then count their reps for lifting
light weights (ex, bicep curls)

Students take their pulse for cardio activities,

count their reps for lifting light weights (ex,
bicep curls)

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They could also do activities that combine

cardio and strength such as push-ups, taking
pulse and counting reps

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Record both pulse and number of reps for

exercises like push-ups

References

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NB Science Curriculum for Grade 5

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DeRosa, D., & Abruscato, J. (2014). The Human Body. In Teaching Children



Science: A Discovery Approach (8th ed., pp. 259-269, 309). Pearson Education.

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