A highly engaging lesson that looks at the structures that are found in the 1st line of defence and explores the methods of action use by phagocytes and lymphocytes. This lesson has been designed for GCSE students but could be used as an initial recap with A-level students before they go on to learn this topic in greater detail The lesson begins by introducing the meaning of the 1st line of defence. A quick competition is used to challenge the students to recognise the names of some of these structures when their names have some letters missing. Time is taken to discuss the action of the cilia and skin and then students are challenged to make links to the related topics of enzymes and pH as they complete a passage about the role of hydrochloric acid in the stomach. Moving forwards, students will learn that there are two types of white blood cells, phagocytes and lymphocytes, and the details of their actions is explored. Key points such as the specificity of antibodies and the involvement of enzymes are discussed in detail so that this topic can be understood to the depth needed at this level. In addition to a number of games to maintain engagement, progress checks are written into this at regular intervals to allow the students to assess their understanding.

This is a fully-resourced REVISION lesson that challenges the students on their knowledge of the content found in TOPIC 4 (Biodiversity and Natural resources) of the Edexcel A-level Biology (Salters Nuffield) specification. The lesson contains an engaging PowerPoint (104 slides) and accompanying worksheets that use a range of exam questions, differentiated tasks and quiz competitions to motivate the students whilst they evaluate their knowledge of the different sub-topics. The lesson has been designed to cover as much of the topic 4 specification as possible, but the following sub-topics have been given particular attention: Three-domain classification The features of the kingdoms Evolutionary relationships Behavioural, anatomical and physiological adaptations Glycosidic bonds The structure and function of cellulose The ultrastructure of plant cells Calculating the index of diversity and the heterozygosity index Applying the Hardy-Weinberg principle to calculate allele frequencies This lesson is suitable for revision at the end of the topic, in the lead up to the mocks or in the lead up to the actual A-level exams as topic 4 is assessed on both Paper 1 and Paper 2.

This lesson has been written with the aim of engaging students in the topic of simple and giant covalent molecules, as this is a topic which is often considered to be boring or is brushed over. A variety of tasks have been used to maintain the interest whilst ensuring that they key details and Science are known and understood. The lesson begins with a quick recap task where students have to recognise a covalent bond from a description and fill the missing part. Moving forwards, they are introduced to the fact that covalent molecules can be simple or giant. They are then presented with a table showing some properties of covalent molecules and having to group them as simple or giant in the short space of time that the table remains displayed on the board. This task challenges their observational skills, something which will again be tested later in the lesson as they study the structure of graphite and diamond. Time is taken to ensure that key details such as the strong covalent bonds in both sets of molecules is understood and that it is the weak intermolecular forces which are actually responsible for the low melting and boiling points. The last part of the lesson introduces diamond and graphite as allotropes of carbon and students will briefly learn why one of these conducts electricity whilst the other doesn’t. If you want a lesson about these allotropes in more detail, then please look for “Diamond and Graphite”. Progress checks have been written into the lesson at regular intervals so that students are constantly assessing their understanding and so misconceptions are quickly identified. This lesson has been written for GCSE students (14 - 16 years of age in the UK)

A resourced lesson which guides students through the method of writing word equations for a range of different chemical reactions. The lesson includes an engaging and informative lesson presentation (33 slides) and an associated worksheet containing questions. The lesson begins by reminding students of the form which word equations take, with the reactants chemically changing into the products. Moving forwards, time is taken to show students how to work out the name of a compound that contains either 2 or 3 elements. This moves nicely into the reaction of acids and how to name the salt that is produced. Students are shown the general formula for the reactions of acids with a metal, a metal carbonate and a metal oxide or hydroxide so that they can form word equations for each of these reactions in the progress check task. The final section of the lesson introduces reversible reactions to the students and shows them the symbol that is used in these word equations to replace the arrow. There are regular progress checks throughout the lesson to allow the students to check on their understanding and thorough explanations of the required answers. This lesson has been written for GCSE students but is perfectly suitable for KS3 students too.

This fully-resourced REVISION lesson is detailed and engaging and uses a range of exam questions, understanding checks, quick tasks and quiz competitions to allow students to assess their understanding of the content within topic 7 (Radioactivity and particles) of the Pearson Edexcel IGCSE Physics 9-1 specification (4PH1) for first assessment in June 2019. The specification points that are covered in this revision lesson include: Describe energy transfers involving energy stores Use the principle of conservation of energy Know and use the relationship between efficiency, useful energy output and total energy output Describe how thermal energy transfer may take place by conduction, convection and radiation Explain ways of reducing unwanted energy transfer, such as insulation Know and use the relationship between work done, force and distance moved in the direction of the force Know and use the relationship between gravitational potential energy, mass, gravitational field strength and height Know and use the relationship between kinetic energy, mass and speed Understand how conservation of energy produces a link between gravitational potential energy, kinetic energy and work Use the relationship between power, work done (energy transferred) and time taken Describe the energy transfers involved in generating electricity using water, wind, geothermal resources, solar, fossil fuels and nuclear power The students will thoroughly enjoy the range of activities, which include quiz competitions such as “The TRANSFER MARKET” where they have to compete to be the 1st to identify the type of energy transfer shown whilst all the time evaluating and assessing which areas of this topic will need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual International GCSE exams

An engaging lesson presentation (37 slides) which gets students to test their practical skills by carrying out the four identification tests for oxygen, hydrogen, carbon dioxide and chlorine. The lesson begins by using a competition called “Guess the gas” where students have to used clues to identify the four colourless gases which will be used in the lesson. Moving forwards, students will meet the pieces of equipment that will be used in these tests. Practical instructions for each of the tests are included in the lesson so that students can produce the gas and then carry out the test. There are regular progress checks throughout the lesson so that students can assess their understanding. This lesson is suitable for both KS3 and GCSE students

An engaging lesson presentation (31 slides) and associated worksheet that looks at animal and plant cells as eukaryotic cells. The lesson focuses on the organelles which are found inside these two cells and ensures that students understand the difference between the cells as well as briefly looking at the difference to prokaryotic cells at the end of the lesson. There is a lot of key terminology involved in this topic, so a range of tasks including fun quiz competitions are used to introduce these terms in an engaging manner. The lesson is student based, with the emphasis on them to identify the functions of the different organelles as well as recognising which ones are found in both cells or just plant cells. Discussions are encouraged during the lesson with leading questions, such as questioning whether a red blood cell isn’t actually an eukaryotic cell because of the lack of nucleus. Progress checks have been written into the lesson at regular intervals during the lesson so that students can assess their understanding. This lesson has been written for GCSE students but could be used with KS3 students who are looking to extend their knowledge beyond the basics that they will be taught at this level.

This fully-resourced lesson describes the structure, different roles and modes of action of the B and T lymphocytes in the specific immune response. The detailed PowerPoint and accompanying resources have been designed to cover point 4.1.1 (f) as detailed in the OCR A-level Biology A specification and the structure of antibodies and the roles of memory cells is also briefly introduced so that students are prepared for an upcoming lesson on the secondary immune response (4.1.1 g) Antigen presentation was introduced at the end of the previous lesson so the task at the start of this lesson challenges students to recognise the name of this process and then they have to spot the errors in the passage that describes the details of this event. This reminds them that contact between the APC and T lymphocytes is necessary to elicit a response which they will come to recognise as the cellular response. A series of quick quiz rounds reveals key terms in a memorable way and one that is introduced is helper T cells. Time is then taken to describe the importance of cell signalling for an effective response and students will learn how the release of chemicals by these cells activates other aspects of the response. The role of the killer T cells and their production of cytotoxins is also described before an exam-style question is used to check on their understanding at this point of the lesson. This leads into the section of the lesson that deals with the humoral response and students will understand how this involves the antibodies that are produced by the plasma cells that are the result of clonal selection and expansion. The T and B memory cells are also introduced so that students can understand how they are retained in the body even after the pathogen has been overcome and will play a critical role in the development of immunity. The remainder of the lesson focuses on the role of the antibodies and the attachment of phagocytes to opsonins

A highly engaging lesson presentation (60 slides) and accompanying worksheets that uses exam questions (with explained answers), quick tasks and competitions to allow students to assess their understanding of the topic of Genes and Health (Topic 2). Students will have fun whilst recognising those areas of the specification which need further attention. Competitions include "Blockbusters" Hotseat" and "james BOND" so that literacy and numeracy skills are tested along with the content knowledge.

An engaging lesson presentation (48 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit P4 (Atomic structure) of the AQA GCSE Combined Science specification (specification point P6.4). The topics that are tested within the lesson include: The structure of an atom Isotopes Radioactive decay and nuclear radiation Nuclear equations Half-lives Students will be engaged through the numerous activities including quiz rounds like “It’s as easy as ABG” and “ALPHA or BETA” whilst crucially being able to recognise those areas which need further attention

An engaging lesson presentation (58 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit B1 of the AQA GCSE Biology specification. The topics that are tested within the lesson include: Eukaryotes and prokaryotes Animal and plant cells Microscopy Chromosomes Diffusion Osmosis Active transport Students will be engaged through the numerous activities including quiz rounds like "A QUESTION of CELLS" and "Take the Hotseat" whilst crucially being able to recognise those areas which need further attention

This revision resource has been designed with the simple aim of motivating the students whilst they assess their understanding of the content found in module 4.2.2 (Classification and evolution) of the OCR A-level Biology A specification. This module is often brushed over by students which leads to misconceptions and therefore time has been taken to explain the important concepts so that key points are recalled and retained. The resource includes a detailed and engaging Powerpoint (85 slides) and associated worksheets, some of which are differentiated to allow students of differing abilities to access the work. The range of activities have been designed to cover as much of the content as possible but the following sub-topics have been given particular attention: The biological classification of a species Classification hierarchy The three-domain and five-kingdom classification The features of the five kingdoms Phylogenetic trees Anatomical, physiological and behavioural adaptations Calculating the standard deviation Continuous and discontinuous variation In addition to these topics, some topics from other modules such as cell division and prokaryotic cells are tested in order to challenge the students on their ability to make links between the modules. The range of activities include exam questions and understanding checks as well as quiz competitions to maintain student engagement.

This lesson describes how to use the Spearman’s rank correlation coefficient to consider the relationship between two sets of data. The PowerPoint and accompanying exam-style question are part of the final lesson in a series of 3 which have been designed to cover point 4.2.2 (f) of the OCR A-level Biology A specification. The previous two lessons described the different types of variation and explained how to calculate the standard deviation and how to use the Student’s t-test to compare two means. As with the previous lesson, a step by step guide is used to walk the students through the use of the formula to generate the rank coefficient and to determine whether there is a positive correlation, no correlation or a negative correlation. The students are also reminded of the null hypothesis and will be shown how to accept or reject this hypothesis and to determine significance. The students will work through an example with the class and then are given the opportunity to apply their newly-acquired knowledge to an exam-style question. The mark scheme is displayed on the PowerPoint so they can assess their understanding

A fully-resourced lesson which guides students through the method involved in calculating the empirical formula and includes a concise, clear lesson presentation (21 slides) and practice questions. Students are given a template to use as they are introduced to the questions and then encouraged to work without it as the lesson progresses. The students are shown how empirical formula questions can be made more difficult and hints are given so that students are able to tackle them and access all of the marks available. This lesson has been designed for GCSE students (14 - 16 year olds in the UK)

A resourced lesson which looks at a range of methods that are used to increase biodiversity. The lesson includes an engaging lesson presentation (31 slides) and an associated worksheet The lesson begins by getting students to recall the term biodiversity and time is taken to ensure that the meaning of this word is fully understood. The lesson takes the form of a bus ride around London, looking at some of the attractions which act to increase or maintain biodiversity. Students will “virtually” visit both London Zoo and Kew Gardens and will learn how methods such as the captive breeding programme and the Millenium Seed Bank are used to influence biodiversity. Along with the bus ride, students will compete in a number of quiz competitions which act to maintain engagement whilst introducing key terms or facts. There are regular progress checks throughout the lesson to allow the students to check their understanding. This lesson has been designed for GCSE students.

An engaging lesson presentation (33 slides) which walks students through the main steps in the extraction of iron from its ore. The lesson begins by challenging the students to recall the reactivity series of metals and specifically the position of iron in relation to carbon so they recognise that it can be extracted by reduction with carbon. Key skills from other Chemistry topics are tested during the lesson such as writing chemical formulae and redox reactions. The rest of the lesson involves a step-by-step guide where students are given a passage and a symbol equation with something missing which they have to complete. This task ensures that students recognise the products, formulae and state symbols at each stage. A number of quiz competitions are used during the lesson to maintain engagement and progress checks have been written into the lesson at regular intervals so that students can assess their understanding. This lesson has been written for GCSE students and fits in nicely with other resources that are uploaded (extracting metals and extracting aluminium).

A fully-resourced lesson, which has been designed for GCSE students, and includes an engaging and informative lesson presentation (37 slides) and differentiated worksheets. This lesson explores the type of cell division known as meiosis and focuses on the use of key terminology so that students can apply their knowledge to any organism that carries out this division, and not just humans. For this reason, time is taken at the start of the lesson to go over the meaning of the terms, diploid and haploid. Students are also taught how to think about the quantity of DNA inside a cell in terms of n, so that they can see and understand how this quantity changes through the cell cycle. They are encouraged to fill in a table at each stage of the cycle to show the quantity of DNA. In this way, students will understand how a diploid parent cell goes through interphase and as a result of DNA replication, the quantity of DNA is 4n as the first meiosis division is about to start. Although this could be viewed as high end knowledge, the format of this lesson should allow all abilities to understand and therefore have more chance of being successful with meiosis questions. Students are encouraged to think for themselves to work out how many daughter cells will result at the end of two divisions and to consider the quantity of DNA found inside those cells. At this stage of the lesson, students have to summarise all they have learnt into two key points (as shown on the cover image). The remainder of the lesson gives them the opportunity to apply their knowledge with a range of questions and it is not until right at the end that they are allowed to finally relate this cell division to humans. Although this lesson has been primarily designed for GCSE students (14 - 16 year olds in the UK), it is highly suitable for A-level lessons, especially if a teacher wants to recap on this cell division before extending knowledge.

A fully-resourced lesson which has been designed for GCSE students and includes an engaging lesson presentation and associated worksheets. This lesson looks at the three limiting factors of photosynthesis, focusing on the graphs that they produce and ensures that students can explain why temperature is a factor. This lesson begins by introducing the students to the definition of a limiting factor. They are challenged to recognise that it would be photosynthesis which is limited by carbon dioxide concentration and light intensity. The third factor, temperature, is not introduced until later in the lesson so that students are given thinking time to consider what it might be. Having been presented with two sets of data, students are asked to draw sketch graphs to represent the trend. The limiting factors on the light intensity graph are taught to the students so they can use this when working out the limiting factors on the carbon dioxide graph. The remainder of the lesson focuses on temperature and more specifically why a change in this factor would cause a change in the rate of photosynthesis because of enzymes. The student’s knowledge of that topic is tested alongside. Progress checks have been written into the lesson at regular intervals so that students can constantly assess their understanding.

A fully-resourced lesson that uses a range of tasks, understanding checks and quick competitions to guide students through calculating the relative formula mass for substances with a range of chemical formulae. The relative formula mass is required in a lot of calculations, such as those that involve moles, so it is an important skill to get right. Worked examples are used throughout the lesson to visualise the metho for the students. Initially, students will learn how to calculate the mass from simple formulae before helpful hints are provided for harder formulae such as those that contain a bracket. Students are given the chance to apply their knowledge by proving that mass is conserved in a reaction. This lesson has been written for GCSE students but could be used with higher ability KS3 students in lessons that are looking to push knowledge forward

This is an engaging revision lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 8 (Fuels and Earth Science) of the Edexcel GCSE Chemistry specification. The specification points that are covered in this revision lesson include: Recall that hydrocarbons are compounds that contain carbon and hydrogen only Describe and explain the separation of crude oil into simpler, more useful mixtures by the process of fractional distillation Recall the names and uses of the fractions Explain how hydrocarbons in different fractions differ from each other Describe the complete combustion of hydrocarbon fuels as a reaction Explain why the incomplete combustion of hydrocarbons can produce carbon and carbon monoxide Explain how carbon monoxide behaves as a toxic gas Explain how impurities in some hydrocarbon fuels result in the production of sulfur dioxide Explain some problems associated with acid rain caused when sulfur dioxide dissolves in rain water Explain why, when fuels are burned in engines, oxygen and nitrogen can react together at high temperatures to produce oxides of nitrogen, which are pollutants Evaluate the advantages and disadvantages of using hydrogen, rather than petrol, as a fuel in cars Explain how cracking involves the breaking down of larger, saturated hydrocarbon molecules (alkanes) into smaller, more useful ones, some of which are unsaturated (alkenes) The students will thoroughly enjoy the range of activities, which includes a quiz competition called “POLLUTE THE AIR…WITH THE ANSWER” where they have to compete to be the 1st to recognise a pollutant gas from a series of clues whilst crucially being able to recognise the areas of this topic which need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams