Keep this light: it is just the curiosity beat. Ask What could you feel? and let a few pupils answer (a heartbeat, breathing, warmth). Do not name systems yet, that comes next.

This is the teaching beat. Display the table on the IWB and walk the class through it one row at a time, reading each row aloud rather than asking pupils to read the whole table at once. Point to roughly where each team works on your own body as you go.

The plain-language hints in brackets (windpipe, blood vessels, small intestine) are now on the pupils' screen, but still say them aloud as you reach each row so the meaning lands for everyone.

Then hold up the printed organ cut-out cards and the five team-mat header cards so pupils see what they will sort next. The same eleven organs appear on the cards, on this table and on the board check later, so a pupil can always find a home for every card they sort.

Finish the beat by saying the key rule aloud (it is not on the pupils' screen, so say it clearly): We sort each organ by the JOB its team does, not by where it sits in the body.

Head off the common mistake: pupils often want to group organs by where they are (everything in the chest together). Say We are grouping by the job, not the place. The heart and the lungs are neighbours, but they are on different teams because they do different jobs.

• Breathing team = getting oxygen IN.
• Circulation team = DELIVERING that oxygen everywhere.

Groups of three or four. Hand each group a full set of organ cards (the same eleven organs as the table and the board check) and the five team-mat header cards. Circulate and listen for reasoning, not just right answers. Treat your circulation as the formative check for learning outcome 1: note which groups place every card correctly and which organs cause disagreement.

Gathering the hard cards for the board check: ask each group to set aside the single card they found hardest. In the last minute, do a quick round-the-room ask: Hold up the one organ your group found trickiest. Jot the two or three organs that come up most often, those are the ones you will lead with at the board. This way you do not depend on every group reliably setting a card aside.

Watch for: pupils placing the heart on the breathing mat because it is near the lungs. Prompt with What is the heart's job, pumping or breathing?

Differentiation: give a struggling group the organs three at a time; challenge a fast group to add an organ of their own (skin? kidneys?) and argue which team it joins.

Drive the sorting-tree on the IWB in explore mode. The eleven items on screen are exactly the eleven organs from the table and the cards: lungs, windpipe, heart, blood vessels, stomach, small intestine, liver, brain, nerves, bones, muscles. The five groups are Breathing, Circulation, Digestion, Movement and Control, so every card a group sorted in step 3 has a home here.

Begin with the two or three organs you gathered in the round-the-room ask at the end of step 3 (the ones groups found trickiest). As each item comes up, ask a different group to place it and say the job, then fold in the rest of the class with Are they right? Where would you put it? Thumbs up if your group agreed. The whole class is judging along, not just the group at the board.

Lay the five team-mats in a row on the floor or a long table. Walk the oxygen from Breathing → Circulation → Movement, touching each mat as you say its part. This is a whole-class group-discussion beat, not a written task.

Give pupils a few seconds to turn and tell a neighbour before you take answers, so everyone has a thought ready and no one is put on the spot cold. Draw out the key idea: No team can do its job alone. If the breathing team stopped, the circulation team would have no oxygen to carry, and the movement team could not run. This is exactly the second learning objective, so spend a moment here.

Hand out the Investigation Journal page, which has five labelled team boxes printed on it (Breathing, Circulation, Digestion, Movement, Control) and space between them for a dependency arrow. Pupils write the organs into the correct box, then draw and label one arrow between two boxes.

This recording deliberately matches the step 3 team-mats: organs are grouped by the JOB their team does, not by where they sit in the body. That keeps the recorded artefact aligned with the objective and avoids the location misconception. Check against learning outcome 4: all five team boxes filled with the right organs, plus at least one labelled dependency arrow.

If time is short, the organs-in-boxes and the arrow are the priority. Differentiation: a struggling group may write organs three at a time and copy from their team-mats; a fast group may add a second dependency arrow.

Read the recap with the class. Finish with a quick check: Name one team and one organ on it. Why can't that team work alone?

Homework idea (hands-on, recorded in the journal): ask pupils to feel their pulse at the wrist tonight and ask an adult what job they think the heart does. Bring the answer to the next lesson.