Systems Working Together

Overview

In this first lesson of the six-part unit, students develop an overview of five major human body systems and begin using scientific language to explain how body parts work together. They connect observable changes during movement with specialised structures, functions and interactions within the body.

Learning intentions

• WALT identify the skeletal, muscular, digestive, respiratory and circulatory systems.
• WALT explain that systems contain specialised structures with particular functions.
• WALT use scientific vocabulary accurately when speaking and writing.
• WALT communicate ideas using labelled diagrams and precise sentences.

Success criteria

• I can locate and name five major body systems.
• I can match structures to their functions.
• I can define and use system, organ, tissue, function, interact and nutrient.
• I can create a clear labelled diagram and write three precise sentences using because and enables.

Curriculum links

• Biological Science — the respiratory system takes in oxygen and exchanges it for carbon dioxide through breathing.
• Biological Science — the circulatory system transports nutrients and gases throughout the body.
• Biological Science — diagrams can explain how respiratory and circulatory systems interact.
• Te Mātaiaho capabilities: asking questions, using evidence, communicating scientific ideas and applying knowledge to explain familiar phenomena.

Lesson structure (60 minutes)

1. 0–8 min · Movement-and-breathing mystery. Open with the hook and movement question and ask, “What happens inside when we move?” Students observe their resting breathing, then stand, stretch and take ten steps before noticing changes in breathing, heartbeat, warmth and muscle movement. Invite pairs to suggest which systems might be involved. Emphasise safe, light movement and allow students to observe rather than participate if needed.

2. 8–18 min · Model a systems map. Use the overview diagram and vocabulary slides to model a simple body-outline map. Add the skeletal, muscular, digestive, respiratory and circulatory systems in different colours, explaining that a body system is a group of organs and tissues working together. Clarify that an organ is a specialised body structure, tissue is a group of similar cells, and function means the job something does. Students help place labels and rehearse definitions with a partner.

3. 18–32 min · Investigate five systems. Organise five mixed-ability groups and provide each group with one station containing organ cards, images and short information cards. Display the station instructions and group roles. Groups match structures, functions and evidence, then rotate every two to three minutes so all students visit each system. Suggested examples include bones and support, muscles and movement, stomach and digestion, lungs and gas exchange, and heart and blood transport. Prompt: “What evidence shows that this is a system?” and “How is an organ different from a body part?” Students record one structure and function for each system on the Human Systems Mapper.

4. 32–43 min · Build an interaction model. Give groups coloured wool, card labels and arrows. Students create a shared body-systems model, showing where the five systems are located and adding arrows to represent movement of oxygen, nutrients, waste or support. Use the model-building example to demonstrate that arrows need a clear meaning. Ask, “What does the arrow communicate?” and “Which systems might be working during movement?” Students explain one arrow to another group.

5. 43–55 min · Write from diagrams. Students complete the body outline on the diagram and writing section, labelling the five systems and adding selected structures. Model turning a label into a precise sentence: “The lungs exchange oxygen and carbon dioxide.” Students write three sentences, using frames such as “The ___ enables ___ because ___” and “The ___ and ___ interact so that ___.” Encourage accurate use of oxygen, nutrient, waste, structure, function and interact. Invite students to combine or improve one sentence with because, so or enables. Use the sentence frames and self-check for shared editing.

6. 55–60 min · Exit ticket and share. Display the exit-ticket prompt. Students complete the exit section of the confidence rating and exit ticket: name one system, name two organs, describe one interaction, and rate confidence from 1–4. Collect worksheets and invite two students to share an interaction they can now explain.

Resources

• Human Body Systems Together slide deck
• Human Systems Mapper worksheet
• Five sets of organ, structure, function and evidence cards
• Images or diagrams of the five body systems
• Body-outline display or large paper
• Coloured wool, card labels, arrows, tape and markers
• Vocabulary-check grid and timer
• Optional access to a visualiser or interactive whiteboard

Assessment

• Listen during station matching for accurate links between structures and functions; note misconceptions on a vocabulary-check grid.
• Check group models for correctly placed labels, purposeful arrows and explanations of at least one interaction.
• Review labelled diagrams, three precise sentences and exit tickets. Use responses to identify students needing support with vocabulary, diagram conventions or system interactions in Lesson 2.

Differentiation

• Provide picture-and-word banks, colour-coded cards, partially labelled diagrams and sentence frames. Pre-teach vocabulary with gesture, visuals and oral repetition.
• Use mixed-ability pairs and assign supportive roles such as reader, matcher, illustrator, materials manager and explainer. Allow oral rehearsal or speech-to-text before writing.
• For EAL learners and students needing additional support, use dual-coded instructions, model each task, reduce the number of required labels initially and accept labelled drawings plus oral explanation.
• Extend students by adding the nervous or excretory system and explaining a possible interaction, or by writing a sentence that explains how three systems work together.