By the end of the lesson learners should be able to: Identify halogens. Describe the trend in reactivity in group 7. Explain why halogens can be displaced. Suitable for KS3 (yrs 11-14) and KS4 (yrs 15-16) slides are labelled.

By the end of the lesson learners should be able to: Identify the main components of the early and late atmosphere. Describe how the atmosphere changed over the years. Explain why scientists believe the atmosphere changed in this way.

By the end of the lesson learners should be able to: State what’s meant by an exothermic reaction. State what’s meant by an endothermic reaction. Describe what happens to the energy during an exothermic and endothermic reaction. Explain why exothermic and endothermic reactions are used

By the end of the lesson learners should be able to: Identify what is meant by the rate of a reaction. Describe how to measure the rate of reaction. Explain why the method of using a mark at the bottom of a beaker is not a perfect way of measuring reaction rate.

By the end of the lesson learners should be able to: State the 3 states of matter. Describe the changes in state. Explain why a flat line on a cooling-curve shows a change in state.

By the end of the lesson learners should be able to: Identify long and short chain hydrocarbons. Describe the process of cracking. Explain why companies would use cracking.

By the end of the lesson learners should be able to: Identify 2 kinds of fuels which cause pollution. Describe the effect of pollution. Explain why scientists are developing Hydrogen cars.

By the end of the lesson learners should be able to: State what’s meant by combustion. Describe complete and incomplete combustion. Explain why materials can combust completely and incompletely.

By the end of the lesson learners should be able to: State the names of the first 5 alkanes. Describe the general structure of alkanes. Compare alkanes and alkenes.

By the end of the lesson learners should be able to: State what is meant by a Hydrocarbon. Describe the process of fractional distillation. Explain why fractional distillation is used.

By the end of the lesson learners should be able to: Identify substances that are soluble. Describe characteristics that make substances more likely to be soluble. Explain why some substances are soluble. Explain why filtering separates insoluble and soluble substances.

By the end of the lesson learners should be able to: State what’s meant by oxidation. State what’s meant by reduction. Describe REDOX reactions by referencing ions and electrons. Justify if a reaction has caused reduction or oxidation of a specific element.

By the end of the lesson learners should be able to: Identify some chemicals used to EXTRACT metals from ores. Describe the process of extraction of Iron-Oxide. Explain why Sodium requires a different extraction process when compared to Iron-Oxide. Explain why biological methods of extraction are being used more often at the current date.

A self-explanatory resource to show the formation of sedimentary rocks. The questions are scaffolded and differentiated - use the version of the questions required for your class. This resource also includes some filler tasks to use when needed.

A simple fun science remembering panel which can be used as an easy starter for any year group. Give the students 5 minutes to remember as many of the pairs as possible. Change to slide 3. Clicking the number tile will reveal what is underneath - to reset this if they incorrectly answer go back to slide 2.

By the end of the lesson learners should be able to: Identify metals and acids. Describe what’s produced when metals and acids react. Explain how to test for Hydrogen. Suitable for KS3 - used personally for year 8.

By the end of the lesson learners should be able to: Identify metals and Oxygen. Describe how metal reacts with Oxygen. Explain how to increase the speed of combustion. Suitable for KS3.

A simple and fun competitive snap game using scientific terminology matched with pictures. PPT can be presented to the entire class for a whole class session, or can be printed and cut for team games - there will always be a snap between 2 cards but the students need to find and identify the correct scientific key word. The students who calls out the key word first wins the round. Key words included are: Units, DNA, Bunsen burner, Tripod, Beaker, Gauze, Heat mat, Measuring cylinder, Safety glasses, Repeatability, Dissolving, Melt, Solidify, Evaporate, forceps, solid, Liquid, gas, reaction, reproductive system, microscope, pH, Periodic table, pipette, carbohydrate, fat, protein, test tube, lab coat, kinetic energy, sound energy, gravitational potential energy, atom, thermometer, cell, digestive, system, Electrical energy, circulatory system, electron, respiratory system, nervous system, litmus paper, skeleton, photosynthesis, light energy. Excellent as a settling activity or starter / interim activity.

By the end of the lesson learners should be able to: Recall the definition of an acid and alkali. Identify the end point of a titration Describe how a titration is completed. Explain the products of a titration.