Keep this light, just a curiosity hook. Ask "What did you feel? What do you think is doing that?" and take a few guesses. Don't name organs yet, that comes next. No props needed beyond their own hands.

Walk the class through this table one organ at a time, do not let pupils read all five rows in a block. Treat the on-screen table as your reference, not a reading exercise for the class. For each organ: read just that one row aloud yourself, point to it, then have every pupil point to roughly where it sits on their own body before you move to the next. A simple way to control the pace is to cover the lower rows with a sheet of paper on the IWB, or to point along the table with a finger or pointer so the class follows only the organ you are on.

Where each one sits: head for brain, middle-left of chest for heart, both sides of chest for lungs, upper tummy for stomach, lower tummy for intestines. This keeps pupils doing a little action between each organ rather than reading five rows at once.

Common misconception: many children think the heart is on the far left edge of the chest, it is actually near the middle, tilted slightly left. Many also draw the stomach far too low, point out it sits high up, just under the ribs.

Focus of this step: location. Keep the talk on where each organ sits, not what it does (the naming and function comes back in the next step). Set-up: ask a willing volunteer to lie on a length of lining paper on the floor and draw round them with a marker, in front of the class, so everyone sees the outline being made (this is the only set-up, no labelling or organ-drawing needed). If you are short on time you may draw the outline before the lesson to protect the placement minutes. Lay the organ cut-outs face up beside the outline.

Take each organ in turn. One pupil places it; the rest of the class are the judges. Ask "Who can place the lungs? Why there?" then turn to the watchers "Are they right? Where would you have put it?" Let pupils self-correct by feeling on their own bodies first.

The modelled cycle: think aloud as you place the first one yourself, "I think the brain goes in the head, because that is where I do my thinking. I'll place it here. Yes, that looks right." Then hand the rest to the children.

Support: before a less confident pupil takes a turn, let them turn to a partner and agree together where the organ should go (a paired prediction), then place it. Challenge: ask pupils to say which organs sit beside each other.

Focus of this step: naming and function (the floor activity covered location). Drive this on the IWB, this is a together-at-the-front activity. The diagram shows the internal organs of a child's body including the head; the five draggable labels are brain, lungs, heart, stomach, intestines. Call on pupils to name where each label goes, and as each label is placed ask "and what does that one do?" so the activity adds the function recall on top of placement.

Use this to reinforce the two misconceptions from earlier: the heart's central position and the stomach sitting high. Ask the class "Are they right?" before confirming each one.

This is the Nature of STEM thread: people had to work out the body's insides over a very long time, and clever inventions changed everything. After two active steps this one is talk-based, so anchor it to the X-ray image on screen so pupils have something concrete to look at and react to. Make it clear all guesses are welcome, you want hands up, not silence. Keep the discussion to two or three minutes.

Prompts: "What can you see in this X-ray?" (the bones of an arm), "What might a doctor look for in it?" (a broken bone), "How would it feel to have a scan instead of an operation?" Draw out that inventions like the X-ray let us learn and help people without harm. Display-only, nothing is written here.

Focus of this step: independent consolidation. The floor activity was about location and the IWB activity about naming; here each pupil pulls both together on their own. Hand out the Investigation Journal drawing page. Pupils work individually, drawing and naming the five organs in place. Circulate and check the heart sits near the middle and the stomach sits above the intestines, the two misconceptions from earlier. This is the recording you will check; allow about 12 minutes for it.

Support: for pupils who find the blank shape hard, offer a body outline with the organ positions lightly marked for them to colour and name. Challenge: ask early finishers to add a note saying which organs sit beside each other (the heart between the lungs, the stomach above the intestines).

Quick think-pair-share to close, spoken only. Revoice a few answers and remind the class that we will look at one organ much more closely soon.

Homework idea: ask an adult at home to point to where their heart is, then check if they got it right (middle of the chest, not the far left).