This resource was created for Yr11 students in an SEN school, 50 minutes. Included: 2 x worksheets - slide 1 and 2 unblurred when bought Cells as the smallest units of life - linked to bricks Animal cell structure ACTIVITY - labelling an animal cell Plant cells structure ACTIVITY - Use the previous slide to label a different picture of a plant cell Video on plant and animal cell structure function ACTIVITY - table completion of organelle functions Independent task - label the cell structures of picture, then apply this to labelling an animal and plant cell slides, tick where the organelles are found Plenary Everything unblurred when bought

This lesson is 50 minutes long, created for SEN/LAP pupils as part of calculator use practice Created for Year 10 – KS4 – AQA/Edexcel Included: Starter Content and presentation – what active transport is (linked to carrying something heavy and going up a slide), animations to show movement of glucose, the cell membrane and carrier proteins, quick check tasks and links to osmosis and diffusion using water and oxygen Independent learning activity – gapfill, tick correct, add an arrow, select the correct answer Plenary – circle correct for active transport 1 x worksheets –unblurred when bought

This lesson is 50 minutes long, created for SEN/LAP pupils as part of calculator use practice Created for Year 10 – KS4 – AQA/Edexcel for students doing GCSE. Included: Starter Content and presentation – percentage change in mass calculation, how to break this down and put this in a calculator teacher modelling, you try calculation, link to osmosis and what positive and negative answers mean Independent learning activity – easy calculations with percentage change in mass (again to practice using calculators) Plenary – identify the correct calculation Editted on 13/11/20 to include activity on whether water moves into or out of cells, and gapfil on whether cells swell, burst, shrink or wilt. Percentage change in mass calculation editted throughout to say starting mass, rather than initial. 1 x worksheets –unblurred when bought,** print two pages per sheet**

This lesson is 2 x 50 minute lessons, for SEN/LAP pupils. Split into two lessons. Created for Year 10 – KS4. First Lesson - Starter Recap – plant cells Risk assessment Practical explanation Equipment labelling activity Independent, dependent and control variables Second lesson - Percentage change in mass Experiment conclusions (after 24 hours) Worksheets – print slide 1 to 2 for first lesson - print slide 3 for the second lesson

Created for students in a SEN (Autism) school. Included: 2 x worksheets - unblurred when bought Starter activity - why is pollution in a river concerning Career link - Ecologist - Hook Intro - what ecologists use to measure organism numbers Relevance - why do we need to record organism numbers Calculating the area of a field using a measuring wheel What a quadrat is and how we use this ACTIVTY - An example of how to calculate estimated population size from a mean, using a 0.25m2 quadrat. 3 steps. ACTIVITY - Students collect data of daisies and buttercups in a field using a quadrat Plenary - Students see that this works by working out the estimated number of daisies from a picture on the board using 5 random numbers that correspond to the quadrat number Everything unblurred when bought

Created for students in an SEN (Autism) School. You will need a light metre, Lux app will do on your phone, quadrats and transects Included: 2 x worksheets unblurred when bought - slide 1 and 2 Starter - why do mature trees need to die before new trees can grow in forests Career link - Ecotoxicologist What animals and plants compete for Abiotic and biotic factors Photosynthesis recap What a transect is and why we use this ACTIVITY - Students collect data on how daisy growth is affected by light. You need to pick an area that goes from shade to light. This could be a building or tree. ACTIVITY - Graph creation and conclusion Answers included Plenary - graph analysis, students select the correct answer that correctly describes the graph trend. Everything unblurred when bought

SCIENCE AND HUMAN MIGRATION This lesson is a key stage 3 or 4 lesson (Year 7 to Year 10) that is 60 minutes long. This was developed as part of a culture day lesson linking science with culture. Included: Starter – what is culture 6 x A3 printout information hunt detailing Pakistani, Bengali, British, Eastern European (with Poland), Nigerian and Indian cultures. This links culture to astronomy, traditional medicine, blood types and Japanese personality types and human migration. Content & Presentation – Astronomy, human migration, blood types Independent Practice: Questions include: Timeline of human migration from East Africa Keyword table from different cultures How astronomy links to agriculture Tickbox exercise for blood types what traditional medicines are used to treat illness. Markscheme included Opportunities for Self/Peer Assessment Worksheet printed double sided in landscape - unblurred when bought

TRADITIONAL FOOD AND SCIENCE This lesson is a key stage 3 or 4 lesson that is 60 minutes long. This was developed as part of a culture day lesson linking science with culture. Included: Starter – what are some traditional foods in your culture. Career link - Food Anthropologist 7 x A3 printout information hunt detailing traditional food, origins and science link of the following: British - stilton cheese African - Plantain Italian - Prosciutto German - Sauerkraut Polish - Kielbasa Chinese - Century Egg Japanese - Natto Content & Presentation slides: What is traditional food Chemistry - atoms making up molecules inside of food Molecules in food Food chemistry - chemical reactions rearranging atoms pH - acidity and alkaline FOOD LINK Enzymes as workers of cells FOOD LINK Osmosis definition and FOOD LINK Fermentation definition and FOOD LINK Anaerobic respiration definition and FOOD LINK Worksheet on slide 2 and 3 - student exploration Scientific keyword definitions Tick box table of food in different cultures When did these traditional foods originate in history Table completion of the scientific process (e.g. fermentation, osmosis etc) and space to write down what it does. Answers included - Opportunity for Self/Peer Assessment **PRINT SLIDE 2 TO 3 FOR WORKSHEET **

Created for students in an SEN (Autism) school. Works for LAP Three equations: Stopping Distance = Thinking Distance + Braking Distance - 7 questions Thinking Distance = Speed x Reaction Time - 7 questions Braking Distance = (Speed2) ÷ (2 x Deceleration) - 6 questions Questions are linked to Top Gear. Randomly ordered. Three example questions included at the beginning: Example 1 - Jeremy Clarkson drove a McLaren P1 at 90 mph. What is the stopping distance if the thinking distance is 25 m and the braking distance is 140m? Stopping distance = 25 + 140 = 165 m Example 2 – Richard Hammond drove a Mercedes-Benz S-Class at 27 m/s. If his reaction time is 1.5 seconds, what is the thinking distance? Thinking distance = 27 x 1.5 = 40.5 m Example 3 - James May tested a Lexus LC 500 at a speed of 22 m/s. If the deceleration rate is 8 m/s², what is the braking distance? Braking distance = (22^2) ÷ (2 x 8) = 484 ÷ 16 = 30.25 m Print pages 1 to 4 for students, answers are on page 5 to display. Everything unblurred when bought

Students investigate an element of their choice and complete the table using a laptop. Independent task. Unblurred when bought. Extension - in their book, draw a picture of where you would find this in real life.