Written for Go Science but can be used with any scheme to improve vocabulary.

This encourages deeper thinking and can be used with all ability levels. Students cut out the hexagons and put two or three together that they can match eg: REFRACTED and SPEED can be placed together. Students will then need to write how they are linked together ie: When light enters a medium its speed is changed and it is refracted. Encourage students to make as many links as they can. Higher tier students should then identify the concepts that the clusters make. If you need any help with this contact me at @heelismichelle

Objectives Guidance and worksheets 2003

Based on presentation by Joe Ryan which I found on TES. Students view the slide and choose a strand of reflective questions answer.

For those struggling with assignment 6.3 here is a worksheet on mirrors to help them achieve the merit. I have done a similar one for lenses http://www.tes.co.uk/teaching-resource/Concave-and-amp-Convex-Lenses-BTEC-6-3-low-ability-6427448/

A few wordsearches for this topic. Although based on the Go Science Scheme it is pretty generic.

This was originally written as a cover lesson but it works equally well as a literacy activity. YOU WILL NEED ACCESS TO OXBOX CHEMISTRY TEXT BOOKS.

Use as a starter/through the door activity. Helps students to track progress during the lesson. Please let me know if you find these useful and I will upload more.

Learning Mat to be used for OCR 21C B4 topic.

Use as a starter/through the door activity. Helps students to track progress during the lesson.

Use as a settler/starter activity. Students can also refer to the outcomes and track progress.

Translucent, Transparent, Opaque etc. Use as a starter/through the door activity. Helps students to track progress during the lesson.

Puzzle I created to help students get to grips with the HSW terminology. Tarsia software can be downloaded free of charge from Hermitech Laboratories. I would suggest that the attached glossary be given to lower ability to students. This activity should take about 20 minutes. The print maybe a bit small on one or two of the triangles so you may want to enlarge to to A3.

Use as a starter/through the door activity. Helps students to track progress during the lesson.

Use as a starter/through the door activity. Helps students to track progress during the lesson.

Attached is a presentation and worksheet for students to complete. Activity 1 requires AQA Applied Science books but is not entirely necessary. You will require a class set of 2p pieces and some pipettes if you wish to carry out the investigation.

A complete set of level descriptors from Level 3 up to and including Level 8. Useful for setting objectives and AfL. Great to use with SOLO taxonomy work stations or individual work activities.

Ready to go lesson. Practical investigation on calculating volume, density and drawing conclusions. Worksheet based on an old exploring science investigation. Follow weblink for Lesson 4. L3 – I can say whether upthrust is a push or pull force L4 I can say what density is L5 - I can describe upthrust L6 – I can explain why some objects float and others sink using the concept of density.

Use as settlers/starters and students can track their progress during the lesson. Please leave a comment if you find the resource helpful and I will upload more.

Use as a starter/through the door activity. Helps students to track progress during the lesson. Please let me know if these are useful and I will upload more.