By the end of the lesson learners should be able to: Identify the: Dalton, Thomson and Rutherford models of atoms. Describe how each of the models came about. Explain why Rutherford’s experiment proved that atoms are made mostly of empty space.

By the end of the lesson learners should be able to: •Identify the equipment needed to perform chromatography. •Describe how substances react to chromatography. •Explain why chromatography is used by the police.

By the end of the lesson learners should be able to: Identify the equipment needed for Crystallization and filtration. Describe the process of filtration and Crystallization. Justify the correct method to use given the situation.

By the end of the lesson learners should be able to: Recall how many electrons each shell can hold. Describe the link between the electronic configuration diagram and written version. Explain the link between the outer electrons and the group the atom is in.

By the end of the lesson learners should be able to: Identify the 2 intermolecular bonds. Describe how London / Van-Der-Waals forces are formed. Describe how permanent dipole / Hydrogen bonds are formed. Compare the strength of Van-Der-Waals and Hydrogen bonds. This lesson is aimed toward KS5 students (Yrs 16-18)

A comprehensive lesson which teaches students about charges and how these charges contribute towards static electricity. Students will then progress to find how these charges interact with another and generate current. Progress checks are available following each success criteria Tasks are differentiated to suit the needs of each learner. Learning objective: Justify how charges behave and how this contributes to electricity. By the end of the lesson learners should be able to: Success criteria: Identify the 2 charges. Describe how materials can become charged. Explain why static shocks occur. Powerpoint contains 20 slides. A worksheet is also included to complement the Van Der Graaf.

By the end of this lesson learners should be able to: Identify substances that can diffuse. Describe how particles move during diffusion. Explain why temperature affects the rate of diffusion.

By the end of the lesson learners should be able to: Identify 2 musculoskeletal disorders. Describe the role of the joint. Explain why decreased collagen content can lead to hypermobility. Explain why rheumatoid arthritis leads to pain in the joints.

A series of 3 lessons if needed summarising the reactions of metals with: Water, Oxygen and acids. Suitable for KS5 students (yrs 17-18)

By the end of the lesson learners should be able to: Identify what is meant by oxidation and reduction. Describe how halogens and metals react during displacement reactions. Explain why transitions metals can bond to many different atoms.

By the end of the lesson learners should be able to: •Identify the elements within periods 2 and 3. •Describe how periods 2 and 3 will react with Oxygen. •Explain the formula, state and structure of each element in period 2 and 3.

By the end of the lesson learners should be able to: •Identify the S, P and D blocks. •Describe what is meant by an ionisation energy. •Explain why the ionisation energy changes through groups and periods.

By the end of the lesson learners should be able to: Identify metals and non-metals. Describe 2 properties of metals and non-metals. Explain why non-metals can harm the environment

By the end of the lesson learners should be able to: Identify different types of waves. Describe how to measure properties of waves. Compare constructive and destructive interference.

By the end of this lesson, I will be able to: state what an element is recall the chemical symbols of six elements. I will be working scientifically to: present data using tables and graphs.

By the end of the lesson learners should be able to: Recall what’s meant by a synapse. Describe how to measure reaction times. Explain why reaction tests need to be made fair.

By the end of the lesson learners should be able to: Identify key parts of the nervous system. Describe the path of a reflex arc. Explain why impulses need to be automatic and quick.

By the end of the lesson learners should be able to: Identify an enzyme-substrate complex. Describe how temperature and pH affect enzyme activity. Explain why enzyme activity changes with pH and temperature.

By the end of the lesson learners should be able to: Identify different parts of the digestive system Describe how food changes as it travels through the digestive system. Explain why each step of the digestion process is important.

By the end of the lessons learners should be able to: Identify the subsections of metallic structures. Describe how metallic structures are held together. Explain the properties of metallic structures.