• Quick retrieval from earlier learning (Skeleton and muscles). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. How do muscles move bones? (by pushing them / by melting / by contracting (getting shorter) and pulling on them / by growing longer) → by contracting (getting shorter) and pulling on themPrompt: Muscles can only pull, never push.
2. Skeleton and muscles: which statement is true? (Babies and adults have exactly the same number of bones. / Bones are dead, like rocks. / The spine (backbone) protects the spinal cord. / Muscles can push bones as well as pull them.) → The spine (backbone) protects the spinal cord.Prompt: Think about what happens when you break a bone.
3. To bend your arm at the elbow, which muscle contracts? (the stomach / the heart / the biceps / the triceps) → the bicepsPrompt: It is on the front of your upper arm.

• Ask everyone to find their pulse, then jump for 30 seconds and find it again.
• Share the objective: Major organs and their jobs. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which organ receives messages from the senses?
• Step 1: The brain controls the body, thinking and memory.
• Step 2: So the answer is: brain
• Answer: brain
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which organ receives messages from the senses? (heart / brain / kidneys / lungs) → brainPrompt: Is the job about blood, air, thinking, waste or food?
2. Organs: which statement is true? (The liver helps remove harmful substances from the blood. / Food goes into the lungs to be digested. / The lungs pump blood. / The heart is in the stomach.) → The liver helps remove harmful substances from the blood.Prompt: Picture where each organ sits in the body.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which organ take in oxygen from the air? (kidneys / heart / lungs / brain) → lungsPrompt: Is the job about blood, air, thinking, waste or food?
2. Organs: which statement is true? (Food goes into the lungs to be digested. / The heart is in the stomach. / The lungs pump blood. / The heart is a muscle.) → The heart is a muscle.Prompt: Picture where each organ sits in the body.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.