• Quick retrieval from earlier learning (Cells, tissues, organs and organ systems). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which organ system includes this part: heart? (circulatory system / respiratory system / digestive system / skeletal system) → circulatory systemPrompt: What job does this part do?
2. The stomach contains muscle tissue, glandular tissue and lining tissue. So the stomach is… (an organ / a cell / an organism / a tissue) → an organPrompt: Several tissues working together make one of these.
3. Which organ system includes this part: stomach? (digestive system / circulatory system / respiratory system / skeletal system) → digestive systemPrompt: What job does this part do?

• Ask everyone to find their pulse, then jump for 30 seconds and find it again.
• Share the objective: Nervous system, reflexes and hormones. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Why are reflexes useful?
• Step 1: Reflexes skip conscious thought, so we react quickly to danger.
• Step 2: So the answer is: They are fast and automatic, protecting the body from harm
• Answer: They are fast and automatic, protecting the body from harm
• 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. Why are reflexes useful? (They only happen when we sleep / They are slow and careful / They let us think carefully first / They are fast and automatic, protecting the body from harm) → They are fast and automatic, protecting the body from harmPrompt: The message does not have to go to the conscious brain.
2. Coordination and control: which statement is true? (Reflex actions are controlled by conscious thought. / Hormones travel along nerves. / Insulin raises blood glucose. / Type 1 diabetes happens when the pancreas makes too little insulin.) → Type 1 diabetes happens when the pancreas makes too little insulin.Prompt: Nerves carry electrical impulses; hormones are chemicals.

• 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 5 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. Coordination and control: which statement is true? (Hormones travel along nerves. / Reflex actions are controlled by conscious thought. / Adrenaline (epinephrine) prepares the body for "fight or flight". / Insulin raises blood glucose.) → Adrenaline (epinephrine) prepares the body for "fight or flight".Prompt: Nerves carry electrical impulses; hormones are chemicals.
2. How do hormones travel around the body? (in the blood / through the bones / through the air / along nerves as electrical impulses) → in the bloodPrompt: Hormones are chemical messengers.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.