Opening

GROW · SCIENCE · Lesson 4 of 11

A delivery puzzle

Learning intention

Describe digestion and circulation, then explain how they work together.

How does something from lunch reach a muscle?

Today: identify the two systems doing different jobs.

Success looks like

Match organs to the digestive or circulatory system.
Explain that digestion breaks food down and circulation transports substances.
Repair a model that sends whole food into blood vessels.

Retrieval

GROW · SCIENCE · Lesson 4 of 11

Name it, then say its job

R1. Name an organ in the chest.

R2. Name an organ that handles food.

R3. Does naming an organ explain its job?

I do

GROW · SCIENCE · Lesson 4 of 11

I follow the food route

I find the organ. I read its job.

Chewing is one part of digestion.

The stomach does not finish every task.

Digestive system: a processing route

Diagram description

A simplified scientific sequence: Mouth
chews food; Stomach
mixes food; Small intestine
digests; absorbs. Also included: oesophagus, large intestine,
rectum and anus. This map shows selected jobs.

I do

GROW · SCIENCE · Lesson 4 of 11

I follow the transport route

The heart pumps blood.

Blood vessels form routes around the body.

Blood carries useful substances and some wastes.

Circulation: transport around a network

Diagram description

Clockwise sequence: Heart
pumps blood; Blood vessels
carry blood; Body tissues
receive substances; Blood vessels
return blood. Simplified job map: the lung route is omitted here.

Continue within this stage’s shared time.

I do

GROW · SCIENCE · Lesson 4 of 11

I connect the two systems

Digestion supplies small absorbable substances.

Circulation transports absorbed nutrients.

I must change “food” to “small nutrients”.

Where the systems connect

Diagram description

A simplified scientific sequence: Food in
small intestine; Small absorbed
nutrients; Blood carries
to body tissues. The gut wall is crossed by small substances.
A whole sandwich does not enter a blood vessel.

Continue within this stage’s shared time.

We do

GROW · SCIENCE · Lesson 4 of 11

Organ-and-job dispatch

Go to interactive investigation

Use evidence cards A–F.

Sort A–E into digestive or circulatory.

W1. Explain one placement using the job.

Card	Job clue
A: Mouth	Chews; saliva begins digestion
B: Stomach	Mixes food and juices
C: Small intestine	Digests and absorbs
D: Heart	Pumps blood
E: Vessels	Carry blood

My response — say it, sketch on paper or type

Body dispatch: decide the next job

Predict first, test the model, then explain using the evidence. Move at your own pace; paper W1–W3 tasks assess the same reasoning.

Decision 1 of 3

Which system includes the stomach?

Choose, test, then explain together. Evidence diagrams appear only after your test. Diagram transitions explain the model; they do not represent real elapsed time. Use Pause model to stop transitions and model controls, or your device’s reduced-motion setting. The printed We do activity provides the paper route.

We do

GROW · SCIENCE · Lesson 4 of 11

The mixed-up display

Display: “Stomach pumps blood. Heart breaks food down.”

W2. Replace both job labels.

Use a card as your reason.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

We do

GROW · SCIENCE · Lesson 4 of 11

Check the delivery claim

Display: “Bread crumbs travel inside blood vessels.”

W3. Keep, reject or repair this claim.

Show the link between two systems.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

Hinge

GROW · SCIENCE · Lesson 4 of 11

Which explanation links the systems?

Choose, then explain one word.

You do

GROW · SCIENCE · Lesson 4 of 11

Build the museum panel

Choose supported, standard or stretch.

Use page 1 as your evidence.

Your panel must explain both systems.

My response — say it, sketch on paper or type

You do

GROW · SCIENCE · Lesson 4 of 11

A useful sentence frame

“The ____ belongs to the ____ system.”

“Its job is ____.”

“The two systems connect because ____.”

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

You do

GROW · SCIENCE · Lesson 4 of 11

Proofread for science

Have I mixed up digestion and pumping?

Have I explained the link?

Does my arrow carry a small substance?

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

Review

GROW · SCIENCE · Lesson 4 of 11

Museum quality check

Read or show one repaired statement.

Does it name a job and a system?

Improve one label after feedback.

My response — say it, sketch on paper or type

Review

GROW · SCIENCE · Lesson 4 of 11

Choose the next question

Which organ would help explain transport next?

Suggest one question about its job.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

Exit

GROW · SCIENCE · Lesson 4 of 11

Leave a clear explanation

E1. Give the heart’s job.

E2. Give one digestive organ and its job.

E3. Explain how the two systems connect.

My response — say it, sketch on paper or type

My science task sheets

Choose one route with your teacher. Shared evidence and the exit sheet appear in every route. Your work stays here while the page is open; save it before closing.

1 • Shared evidence: body dispatch

These are scientific job cards for a simplified model, not personal medical records.

A • Mouth

Chews food into smaller pieces; saliva begins digestion.

B • Stomach

Mixes food with digestive juices.

C • Small intestine

Continues digestion and absorbs most nutrients.

D • Heart

Muscle contractions pump blood.

E • Blood vessels

Carry blood between the heart and body tissues.

F • Delivery clue

Absorbed small nutrients can enter blood and reach tissues. Food pieces do not enter blood vessels.

W1. Sort cards A–E into digestive or circulatory. Explain one placement.W2. Repair: “Stomach pumps blood. Heart breaks food down.”W3. Repair: “Bread crumbs travel inside blood vessels.”

2 • Supported route: label the jobs

Use page 1. Point, circle, draw or dictate.

S1. Which system includes the stomach? Digestive Circulatory

S2. What does the heart do? Pumps blood Chews food

S3. Put A, B and C in food-route order. Name one job.S4. Complete: Digestion makes some nutrients small enough to be ____ . Blood then ____ them to tissues. Word bank: transports / absorbed.S5. Draw a two-system panel: one digestive organ, the heart and labelled job arrows.

3 • Standard route: museum panel

Use page 1. Make the body-system connection clear to a visitor.

Organ	System	Job
Mouth
Small intestine
Heart
Blood vessels

N1. Complete the table. Use verbs that explain jobs.N2. Describe a simplified food route through three organs.N3. Explain how a nutrient can reach muscle tissue. Include digestion, absorption and blood.N4. Repair the bread-crumb claim and explain why it was misleading.

4 • Stretch route: repair the exhibit

A visitor should leave with a useful model, not an incorrect shortcut.

T1. Write a 3-sentence panel linking digestion and circulation. Include named organs and the substance transported.T2. A model has one box called “stomach” doing all digestion and pumping. Explain two changes it needs.T3. Why is your panel still a simplified model? Name an omitted organ or process and explain the omission.T4. Design one question to check whether a visitor understands the connection. Write your expected answer.

5 • Exit and reflection

Work independently; a labelled drawing or scribed explanation is welcome.

E1. What is the heart’s job?E2. Name one digestive organ and explain its job.E3. Explain how digestion and circulation work together.E4. Suggest a question about the heart for the next lesson.Reflection. Which misleading label did you improve?