Keep this light and playful. Lead the class in the four actions, doing each one yourself first so they copy you. After each action ask "which body part did that job?" and let them call out.

This is just the curiosity hook. The picture cards and sorting come out in the next steps.

Run this as short bursts, not one long sitting. Call out one job at a time and let the class mime it together. After each mime, ask "which body part did the job?" and point to that part on your own body.

Pass the small mirror around as you go so a few children can watch their own eyes blink or their nose wrinkle, spotting the body part doing the work in their own reflection.

Watch for children who say the wrong part (e.g. "we walk with our hands"). Gently guide: "let's try walking with our hands... no! It is our legs that do walking."

This step models the noticing the children will need for the sorting that follows.

This table is teacher-facing. Read each row aloud to the class and point to the matching part on your own body as you go. Use the Example cell as your script.

Misconception to head off: some children mix up the part and the job. Keep linking them: "the job is hearing, the part is ears."

Set up the groups first: split the class into groups of 4–5 children seated around their tables (so roughly 5–6 groups for a typical class). Give each group a set of body-part cards and a shuffled stack of job cards before you begin, so no child is left waiting with nothing to touch.

Model one first: hold up the walking card, think aloud "I see a child walking. Which part does walking? Legs! So this card goes with the legs card, because legs do walking."

Then let groups sort the rest, taking turns. Insist on the reason out loud each time — that is the new skill this year. Move between groups and ask "why does it go there?"

• Support: for children who find it tricky, narrow the choice to two body-part cards at a time.
• Extend: ask if any body part does more than one job (hands can hold AND wave; legs can walk AND jump).

Record the sort (last 3–4 minutes of this step): hand each child their Investigation Journal SortingGrid page. This is the class's own science scrapbook — the page shows the five body parts down the side with a space beside each one. Guide the whole class together: "draw or place a small mark for the listening job beside the ears... now the walking job beside the legs." Children draw a simple line or tick to show which job goes with which part. Walk them through one row aloud, then let them finish their own page while you check.

This is a display-only, oral show-and-tell. Children pick any one card from their group's set and share what they sorted. Revoice the key idea: "every body part has an important job, and we can say why."

For the "who helps us?" thread, talk briefly about a sportsperson and a dancer training their body parts. Keep it short and joyful. Do not ask children to write anything.

Quick oral close. Ask one or two children to name a body part and its job. Praise the children for saying their reasons out loud during the sort.

Tidy: gather the cards safely into their sets for next time, and collect the Investigation Journal pages.