Part 1: The Task

WALT: We Are Learning To research a body system, explain how its parts work together, and communicate our science understanding clearly.

Your task: Choose ONE body system: digestive, respiratory or circulatory. Create a research poster and give a short oral presentation to explain how the system works.

Your poster must include:

The name and purpose of your chosen body system.

Accurate, clearly labelled facts about at least four components or organs.

For EACH component or organ: what it is, what it does, and why it is important to the system or body.

A clear diagram, labelled illustrations or images.

A list of sources used.

Success criteria

I can accurately name and label at least four components of my chosen system.

I can explain what each component is, what it does and why it is important.

I can organise information using headings, diagrams and clear scientific vocabulary.

I can speak clearly, stay on topic and answer questions about my research.

I can record reliable sources and use my own words.

Presentation expectations

Speak for approximately 2–3 minutes. Face the audience, use your poster as a visual aid, speak loudly and clearly, and explain ideas rather than simply reading every word. Be prepared to answer one or two questions.

Part 2: Research and Planning

Suggested research questions

What is the main job of this body system?

Which organs or components make up the system?

How does each component help the system work?

How do the components work together?

What could happen if one component did not work properly?

How can people help keep this body system healthy?

Component planning

What is it? ____________________________________________________________

What does it do? _______________________________________________________

Why is it important? ____________________________________________________

What is it? ____________________________________________________________

What does it do? _______________________________________________________

Why is it important? ____________________________________________________

What is it? ____________________________________________________________

What does it do? _______________________________________________________

Why is it important? ____________________________________________________

What is it? ____________________________________________________________

What does it do? _______________________________________________________

Why is it important? ____________________________________________________

Planning checklist

I have chosen one body system.

I have researched four or more components or organs.

I have checked that my facts are accurate.

I have used headings, labels and a clear diagram.

I have written information in my own words.

I have recorded the title or link of every source.

I have practised my 2–3 minute presentation.

Sources and references

Use reliable books, websites, videos or interviews. Record the author or organisation, title and website link or publication details. Do not copy large sections of text. Write notes in your own words.

Part 3: Assessment and Support

Teacher assessment summary

The detailed five-scale rubric will be supplied separately. Each criterion is scored from 1 to 5. Add the scores for a total out of 25.

Achievement levels: 5 Outstanding   4 High   3 Sound   2 Developing   1 Beginning

Scientific accuracy and understanding: ______ / 5

Explanation of four or more components: ______ / 5

Poster organisation, labels and visual communication: ______ / 5

Oral presentation and responses: ______ / 5

Research, sources and use of own words: ______ / 5

Total score: ______ / 25

Teacher comment:

Differentiation supports

Students may use a planning template, word bank, labelled diagram, approved websites, audio or video sources, speech-to-text tools, a partner for research, or teacher-provided notes. Students may present with cue cards, rehearse with an adult, or record their presentation if arranged with the teacher.

Extension activities

Advanced learners may compare their system with another body system, explain how the systems depend on each other, investigate a related disease or health issue, include a feedback or flow diagram, or add evidence from a primary or expert source.