In this lesson, learners discover how Rutherford and his students deduced the nuclear model from the alpha scattering experiement.

Learners will discover how JJ Thomson came up with his Plum Pudding Model and will also see how Millikan discovered the charge of the electron.

In this lesson, learners will learn about the billiard ball model, plum pudding model, nuclear model and Bohr model of the atom. They will also learn the contribution of James Chadwick and how to distinguish the different sub-atomic particles.

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. This pack is for Biology 2 and included 4 question sheet for these units: B10 The Human nervous system B11 Hormonal coordination B13 Reproduction B14 Variation and evolution B15 Genetics and evolution B16 Adaptations, interdependence and competition B17 Organising an ecosystem B18 Biodiversity and ecosystems

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. This pack is for Biology 1 and included 4 question sheet for these units: B1 Cell structure B2 Cell division B3 Digestion B4 Organising plants and animals B5 Communicable diseases B6 Preventing and treating diseases B7 Non-communicable diseases B8 Photosynthesis B9 Respiration

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. P8 Forces in balance P9 Motion P10 Force and motion P12 Wave properties P13 Electromagnetic waves P15 Electromagnetism

A 10 paged document that covers the two learning aims of Component 1: Learning aim, A: Understand human growth and development across life stages and the factors that affect it. Learning aim, B: Investigate how individuals deal with life events. The learning aims are structured into three parts: Information gathering task: A series of small tasks that once completed provide a frame work of information for the main task. Each of these tasks has a modelled answer and hints when needed. Main task: A task with a series of reminders that if answered with the aid of the assessment criteria should aim pupils towards a Distinction. Assessment criteria: The assessment criteria and code for each learning aim presented in a student friendly format so that they can track their target grade and ensure that they are meeting the necessary criteria.

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. This pack is for Physics 1 and included 4 question sheet for these units: P1 Conservation and dissipation of energy P2 Energy transfer by heating P3 Energy resources P4 Electric circuits P5 Electricity in the home P6 Molecules and matter P7 Radioactivity

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. This pack is for Chemistry 1 and included 4 question sheet for these units: C1 Atomic structure C2 The periodic table C3 Structure and bonding C4 Chemical calculations C5 Chemical changes C6 Electrolysis C7 Energy changes

Content Lesson objective Skills objective Learning outcomes Keywords Numeracy Practical Homework Misconceptions Key questions to ask Lesson plans: The particle model (Practical) States of matter (Practical) Melting and freezing Observing the cooling of stearic acid (Practical) Boiling More changes of state (Practical) Making copper sulphate crystals (Practical) Diffusion (Practical) Gas pressure (Practical) Chapter summary

Content Lesson objective Skills objective Learning outcomes Keywords Numeracy Practical Homework Misconceptions Key questions to ask Lesson plans: Levels of organisation Gas exchange (Practical) Breathing Measuring lung volume (Practical) Skeleton (Practical) Movement: joints (Practical) Movement: muscles Investigating muscle fatigue (Practical) Chapter Summary

Content Lesson objective Skills objective Learning outcomes Keywords Numeracy Practical Homework Misconceptions Key questions to ask Lesson plans: Observing cells Animal Cells (Practical) Plant cells Making an onion slide (Practical) Specialised cells (Practical) Movement of substances Measuring diffusion (Practical) Unicellular organisms Observing Unicellular Organisms (Practical) Chapter Summary

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Unicellular, Amoeba, Euglena, Flagellum

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Unicellular, Amoeba, Euglena, Flagellum

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Diffusion, Agar, Osmosis

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Diffusion, Concentration, Osmosis

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct.

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Chloroplast, Cell wall, Chloroplasts, Photosynthesis

Kerboodle Activate (1) Chapter 1: Cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Nucleus, Cell membrane, Cytoplasm, Mitochondria, Organelle

Kerboodle Activate (1) Chapter 1: Cells Lesson 1: B1.1 Observing cells The Kerboodle worksheet are not included so as to be acting within the TES code of conduct. Keywords: Organisms, Cells, Microscope, Observation, Slide, Magnification, Objective lens, Eye-piece lens