You will learn
- Describe breathing in and out.
- Count breaths per minute.
- Compare rest and exercise.
- Link breathing to oxygen needs.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- We inhale oxygen and exhale carbon dioxide.
- The diaphragm and ribs move.
- Exercise increases breathing rate.
- We can count breaths.
Words to know
taking air in and out
a muscle under the lungs
breaths in one minute
to breathe out
1. Discover: The hand on the chest
Esi places her hand on her chest and counts her breaths. After jogging in place she counts again. “I breathe faster when I exercise,” she says. “My body needs more oxygen.”
Think: Why does the breathing rate rise?
2. Understand: Breathing
Idea 1: How we breathe
When we inhale, the diaphragm moves down and ribs move out, so air flows in. When we exhale, they move back and air flows out.
Idea 2: Breathing rate
Your breathing rate is the number of breaths in one minute. At rest it is slower; during exercise it rises.
Idea 3: Why
Muscles need more oxygen when they work hard, so we breathe faster and deeper.
3. Worked examples
Example 1 (I show you): In
Chest rises.
- Diaphragm down.
- Ribs out.
- Air in.
Answer: Inhaling brings air in.
Example 2 (We do it together): Rate
Count.
- Breaths in a minute.
- At rest.
- Record.
Answer: Count breaths per minute.
Example 3 (You try): Exercise
After jogging.
Show the steps and answer
- Faster.
- More oxygen.
- Rate rises.
Answer: Exercise raises breathing rate.
Did you know?
We take about 20,000 breaths each day.
Why this matters
Breathing brings oxygen to the body and removes carbon dioxide.
4. Explore: Breathing count
Count breaths at rest and after light marching.
- Count breaths in one minute at rest.
- March gently for one minute.
- Count again.
- Compare.
Think about it: what did you notice?
What did you notice? Breathing was faster after marching.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- We ___ to breathe in.
- We ___ to breathe out.
- The ___ moves down.
- Rate rises with ___.
Guided practice
Question 1. What is breathing?
Air in and out.
Question 2. What is the diaphragm?
A muscle.
Question 3. What is breathing rate?
Breaths per minute.
Independent practice
Level 1: Start
- What is breathing?
- What is the diaphragm?
- What is breathing rate?
- What does exercise do?
- What do we inhale?
Level 2: Grow
- Why faster?
- Why count?
- Why rest?
Level 3: Stretch
- Count breaths.
- Draw the diaphragm.
- Explain results.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
When do you breathe fast?
Show a sample answer
Running.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Nose or mouth.
Fix: It continues.
8. Lesson summary and revision card
- I can describe breathing in and out.
- I can count breaths per minute.
- I can compare rest and exercise.
- I can link breathing to oxygen needs.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- We inhale oxygen and exhale carbon dioxide.
- The diaphragm and ribs move.
- Exercise increases breathing rate.
- We can count breaths.
11. Next lesson
Next lesson: Nutrition. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Describe inhaling. [2 marks]
- What is breathing rate? [1 mark]
- Explain the effect of exercise. [3 marks]
- What do we exhale? [2 marks]
- Safety rule? [2 marks]
Total: 10 marks.
Marking guide and model answers
- Diaphragm down [1]; air in [1]
- Breaths per minute [1]
- More oxygen needed [1]; faster [1]; deeper [1]
- Carbon dioxide [1]; waste [1]
- Any safe action [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is breathing?
- What is the diaphragm?
- What is breathing rate?
- What does exercise do?
- What do we inhale?
- Why faster?
- Why count?
- Why rest?
- Count breaths.
- Draw the diaphragm.
Homework
Count your breaths at rest and after light marching.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is breathing? | Air in and out. | 1 |
| 2. What is the diaphragm? | A muscle. | 1 |
| 3. What is breathing rate? | Breaths per minute. | 1 |
| 4. What does exercise do? | Raises it. | 1 |
| 5. What do we inhale? | Oxygen. | 1 |
| 6. Why faster? | More oxygen. | 1 |
| 7. Why count? | Compare. | 1 |
| 8. Why rest? | Recover. | 1 |
| 9. Count breaths. | Table. | 1 |
| 10. Draw the diaphragm. | Diagram. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Air in and out.; 2 A muscle.; 3 Breaths per minute.; 4 Raises it.; 5 Oxygen.. Level 2: 1 More oxygen.; 2 Compare.; 3 Recover.. Level 3: 1 Table.; 2 Diagram.; 3 Paragraph..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Describe breathing in and out | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Count breaths per minute | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Compare rest and exercise | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Link breathing to oxygen needs | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “We only breathe through the nose.” Nose or mouth.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain breathing and rate.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child counts breaths and learns how breathing works. You do not need to be an expert to help.
- Count breaths together.
- Ask, “What changed?”
- Stop if dizzy.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: describe breathing in and out; count breaths per minute; compare rest and exercise; link breathing to oxygen needs.
Prerequisite knowledge. Grade 2 body ideas: the five senses, parts of the body, healthy food, exercise and washing hands.
Materials. Timer, notebooks, pencils. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Clear marching space.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask, “How do we breathe?”
Explanation (10 min). Teach breathing.
Guided activity (10 min). Learners count breaths.
Independent activity (10 min). Learners compare.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What happened to your breathing rate? Why?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “We only breathe through the nose.” Nose or mouth.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Explain breathing and rate. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 3 Unit 4, topic 8; Next Generation Science Standards, structure and function in living things; Cambridge Primary Science Stage 3, plants and humans; IB Primary Years Programme, who we are and how the world works. These sources informed the lesson.