Small card sorts -ideal for starter, plenary, main or revision activity.
Suitable for a wide range of abilities.
Great for working in mixed ability pairs.
These are small (20 cards per page) recommended size for revision as with multiple sets. If only one or two sets are needed it is recommended you use the larger versions.
C2.1 - Structure and Bonding
C2.2 - How the structure influences the properties and uses of substances
2.2.1 – Molecules, 2.2.2 - Ionic compounds, 2.2.3 - Covalent structures, 2.2.4 – Metals,
2.2.5 – Polymers, 2.2.6 - Nanoscience
C2.3 - Atomic structure, analysis and quantitative chemistry
2.3.1 - Atomic Structure, 2.3.2 - Analysing Substances, 2.3.3 - Quantitative Chemistry
C2.4 - Rates of reaction
C2.5 - Exothermic and endothermic chemical reactions
C2.6 - Acids, bases and salts
2.6.1 - Making salts, 2.6.2 - Acids and bases
C2.7 - Electrolysis
A collection of resources to help with teaching AQA C1.3 Metals and their uses.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes:
AQA C1.3.1 Extracting metals
AQA C1.3.2 Alloys
AQA C1.3.3 Properties and uses of metals
Learning Objectives
State that earthquakes are most frequent at tectonic plate boundaries.
Explain what causes earthquakes suddenly.
Explain why people might not evacuate overtime there is an earthquake warning.
Settler:
Think pair share
Are all earthquakes the same?
Which Earthquakes are more dangerous?
https://www.youtube.com/watch?v=6pwlMHpeOto
Do they occur everywhere?
Starter:
Demonstration:
https://www.youtube.com/watch?v=gFB-qpiKccs
https://www.youtube.com/watch?v=XOCxNVDiOnE
Practical:
Main 1:
Why might Earthquakes be difficult to predict?
Why are the effects of the Earthquake on people who live there?
If earthquakes are so destructive why don’t people evacuate everyone there is a mild tremor?
Main 2:
AFL:
Homework
What is your own experience with earthquakes? Has someone in your family experienced a earthquake?
Write a diary entry for the day when the earthquake happened (fact or fiction), include any warning you had about the earthquake if you had them and what your response was, wether you thought the earthquake was dangerous and what happened afterwards.
Ever wondered why some old buildings survive earthquakes and some don't - turns out the secret is retrofitting.
Learning Objectives
✤ Name the common pollutants in the air
✤ State the source of each of these pollutants.
✤ Describe and explain the presence of oxides of nitrogen in car engines and their catalytic removal.
Settler:
Some great combustion videos:
The essential element
Starter:
Demonstration:
https://www.youtube.com/watch?v=Ubop-51dJjg
Practical:
Main 1:
Main 2:
AFL:
Have pupils take poll on the website and discuss
Homework
Read "A students guide to Global Climate Change"
Think about this question..
Is carbon dioxide always a bad thing?
A collection of resources to help with teaching AQA C1.5 Other useful substances from crude oil.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes
AQA C1.5.1 Obtaining useful substances from crude oil
AQA C1.5.2 Polymers
AQA C1.5.3 Ethanol
Learning Objectives
✤ State the composition of clean, dry air
✤ Explain the changes in the Earth that led to oceans forming.
✤ Relate the Earths early atmosphere with that of Mars or Venus today.
✤ Explain the changes in the Earths atmosphere today.
A collection of resources to help with teaching AQA C1.6 Plant oils and their uses.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes:
AQA C1.6.1 Vegatable oils
AQA C1.6.2 Emulsions
AQA C1.6.3 Saturated and unsaturated oils
Learning Objectives
To describe the three types of weathering, Biological, physical and chemical.
To be able to give examples of all three types of weathering.
To link the weathering process to the landscape.
Use particle diagrams to explain weathering
Settler:
Starter:
Demonstration/Main 1:
Draw diagrams to represent the three types of weathering on the board if you are not confident use the textbook. Pupils need to be able to use particle diagrams - in this case particle means rock pieces of any size.
Practical:
Show the frozen rock breaking demo as an example of freeze thaw.
Main 2:
Link to the landscapes of Qatar, erratics etc.
AFL:
Show photos of different types of weathering and ask pupils to identify them
Learning Objectives
Be able to describe the rock cycle as continuous process that takes place over millions of years.
Relate the rock cycle as a type of recycling
Revise the whole rock cycle
A collection of resources to help with teaching AQA C2.2 How structure influences the properties and uses of substances
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes keyword glossary sheet - this can be given to pupils at the start of a topic or made available during revision as atopic specific resource.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes:
AQA C2.2.1 Molecules
AQA C2.2.2 Ionic compounds
AQA C2.2.3 Covalent structures
AQA C2.2.4 Metals
AQA C2.2.5 Polymers
AQA C2.2.6 Nanoscience
Learning Objectives
Be able to name some metamorphic rocks
Be able to describe how metamorphic rocks are formed
Settler:
Starter:
Test knowledge from previous lesson.
Demonstration:
Practical:
Main 1:
See lesson sheet
Main 2:
AFL:
Splat in lesson sheet
Homework
Designed for AQA C2.2.4
Lesson placed within a SOW.
Several starters and plenary included.
Full presentation included.
ICT/BYOD activity included.
Includes card sort activity.
Includes ideas for practical.
A collection of resources to help with teaching AQA C1.1 The fundamental ideas in chemistry..
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes:
AQA C1.1.1 Atoms
AQA C1.1.2 The periodic table
AQA C1.1.3 Chemical reactions
A collection of resources to help with teaching AQA C1.2 Limestone and building materials.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes Limestone cycle fold activity and instructions.
Includes:
AQA C1.2.1 Calcium carbonate
A collection of resources to help with teaching AQA C1.4 Crude oil and fuels
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes
AQA C1.4.1 Crude oil
AQA C1.4.2 Hydrocarbons
AQA C1.4.3 Hydrocarbon fuels
Covers all of Chem1
These forms are designed to allow you to print for your students so they can self assess what they know against the required specification.
**UPDATE** interactive form versions included in the link so you can edit and send the forms to your pupils digitally.
Each form only takes pupils a few minutes to fill out and are much quicker than traditional Red/amber/green self assessments.
Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.assessments.
Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.
Covers all of Chem4
These google forms are designed to allow you to either print or mail direct to you students and they can self assess what they know against the required specification.
When completed either within the email or in an internet browser (works perfectly on mobile devices) the evaluation from the class is sent directly back to you where a breakdown of the responses is built into the form. (responses - summary of responses).
**UPDATE** Digital gforms are linked to in the word document only
Each form only takes pupils a few minutes to fill out and are much quicker than traditional Red/amber/green self assessments.
Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.
A learning opportunity and satire based on the hugely popular social networking phenomenon, this is atom book, a resource to allow elements of various masses and numbers to communicate.
You can either;
use the resource yourself to generate staters, plenary or interesting discussion points around the content of your lesson.
use the included atom pages to generate discussion
or - give the template to the pupils and have them create their own discussions between the elements or molecules you have learned about in the lesson.
Learning Objectives
✤ Understand that liquids can be separated by distillation according to their boiling points.
✤ Describe the separation of oxygen and nitrogen from liquid air by fractional distillation
Settler:
Starter:
Demonstration:
Can show the oxygen in the jar demo with the water rising then ask the kids to explain why this demo does not show that the air is 20% oxygen as they are often taught but is due to pressure differences instead.
Practical:
Main 1:
Use ppt.
Main 2:
AFL:
Most pupils will struggle with the concept but can be used as an introduction to year 10 - use questions from year 10 textbook to assess.
Homework
Covers all of Chem2
These forms are designed to allow you to print for your students so they can self assess what they know against the required specification.
**UPDATE** interactive form versions included in the link so you can edit and send the forms to your pupils digitally.
Each form only takes pupils a few minutes to fill out and are much quicker than traditional Red/amber/green self assessments.
Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.assessments.
Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.