This is the second lesson in a unit of work on motion and pressure. The lesson is aimed towards KS3 but could be adapted to other levels. The main focus of the lesson is to introduce pupils to distance-time graphs, how to interpret them to describe motion and how to use them to calculate speed. During this lesson, pupils will: Use previous knowledge to estimate the speed of light using the speed equation. Estimate the speed of a person traveling in different ways and use this to calculate how long it would take to move 20m using the speed equation. Identify the key features of a distance-time graph. Use a distance-time graph to compare and calculate the speed of three different objects. Complete a matching activity to describe the motion of a person walking to catch a train from a distance-time graph. Use a distance time graph to calculate the speed of this person and analyze their motion. Sketch a distance-time graph from a set of descriptions of someones motion. Describe what a curved line on a distance-time graph shows. Complete some short consolidation activities. Please visit my shop for more lessons in this unit and other science, history and geography resources.

This is the third lesson in a unit of work on motion and pressure. The lesson is aimed towards KS3 but could be adapted for other levels. The aim of the lesson is to introduce pupils to the concept of gas pressure using a can crushing practical and a though experiment about blowing up a balloon until it pops. This lesson includes the can crush/imploding practical which could also be done as a demonstration to save time and resources. During this lesson pupils will: Recap the particle model of a gas and explain how the particles move in relation to each other and their container. Conduct/observe can imploding due to air pressure. Complete a card sort activity to explain why the can imploded. Generally define pressure. Use their own knowledge to answer questions about blowing up a balloon until it bursts to infer gas pressure and what causes it. Define the idea of gas pressure and its causes. Complete/watch a simulation to identify factors which can increase gas pressure. Complete some short consolidation tasks. Go to my shop for more lessons in this unit and other science, history and geography resources.

This is the first lesson of a unit of work on sound. It is aimed towards KS3 but could be adapted for other levels. The main aim of the lesson is to introduce pupils to transverse and longitudinal waves and their main features and properties. For a bundle of all five lessons in this unit, click here. During this lesson pupils will: Complete an ISM activity discussing the speed of light vs the speed of sound. Suggest how sound and light travel from one place to another to test pupil prior knowledge. Introduce and define the concept of wave in terms of energy. Investigate the difference between transverse and longitudinal wave. Draw and label a transverse wave, defining the key features, Wavelength, amplitude, peak, trough and frequency. Draw and label a longitudinal wave defining the key features, rarefaction and compression. Model transverse and longitudinal waves using a slinky. Briefly investigate absorption, transmission and reflection of waves. Draw a ray diagram showing incident and reflected waves. Briefly investigate superposition of waves. Complete a short knowledge consolidation task. Please go to my shop for other lessons in this unit of work and other science, history and geography resources.

This is the fifth lesson in a unit of work on sound. The lesson was aimed at KS3 but could be adapted for other levels. The main focus of the lesson is to investigate why sounds echo, sound reflections and their practical uses. For a bundle of all five lessons in this unit, click here. During this lesson pupils will: Complete questions to recap knowledge from previous lessons in unit. Watch and analyze a talk by Daniel Kish who uses echolocation to “see” the world. Discuss own knowledge about echoes. Recap what happens to waves when they collide with a barrier. Learn what causes an echo and complete a fill in the gap activity to describe it . Investigate the problems for reverberation in cinemas and suggest solutions. Recap the speed equation and how to rearrange it. Investigate SONAR and complete practice calculation questions to work out distance and time. Investigate ultrasound scanning. Complete true or false consolidation task. Please visit my shop for other lessons in this unit and more science, history and geography resources.

This is the third lesson in a unit of work on sound. The lesson is aimed towards KS3 but could be adapted to other levels. The main focus of the lesson is to get pupils to interpret oscilloscope traces and identify the difference between high pitch and low pitch, loud and soft sounds. For a bundle of all five lessons in this unit, click here. During this lesson pupils will: Recap general knowledge about waves from prior lessons. Recap the features of transverse waves: Wavelength, amplitude and frequency. Identify high and low frequency sounds from a trace. Use a virtual (or real) oscilloscope to see how a trace changes with different types of sounds. Identify the difference between loud and soft sounds. Identify the difference between high pitch and low pitch sounds. Complete consolidation activities including drawing traces of different sounds. Investigate the audible frequency range of different animals and graph them. Suggest why different animals have different ranges based on activity and environment. Identify animals that can hear infrasound and ultrasound. Please visit my shop for more lessons in this unit and other science, history and geography resources.

This is the first lesson in a unit of work on motion and pressure. The lesson is aimed towards KS3 but could be adapted for other levels. The main focus of the lesson is to introduce pupils to the concept of speed, the speed equation and to conduct some short practicals on measuring speed. During this lesson pupils will: Discuss who is faster, Usain Bolt or a cheetah. Complete questions to assess their own knowledge about speed. Consider the speed equation and use a formula triangle to rearranging it to find distance and time. Complete calculation questions using the speed equation to find speed, distance and time. Use a video to measure Usain Bolts speed during his world record race and compare it to a cheetah to answer question from start of lesson. Complete a short practical to measure the speed of a rolling ball including calculating mean speed, measuring distance and measuring time. Complete a short practical to measure the speed of a person walking. Please visit my shop for more lessons in this unit and other science, history and geography resources.

This is the second lesson in a unit of work about atoms, elements and compounds. It is aimed towards KS3 but could be adapted for other levels. This lesson focuses on the difference between molecules of elements and compounds and compounds and their constituent elements. *The practical in this lesson requires pupils to use bunsen burners. During this lesson pupils will: Recap the structure of an atom from last lesson Define what a molecules is. Define what a compound is. Identify atoms, molecules of elements and molecules of compounds from particle diagrams. Copy and label. Use the periodic table to identify if a substance is an element or compound. Investigate the difference between water, hydrogen and water and chlorine, sodium and salt. Identify that the properties of compounds are different than the elements that make them up. Conduct practicals to create iron oxide and copper sulfide. Watch teacher demonstration of making magnesium oxide. Complete short knowledge consolidation activity. Please visit my shop for other lessons in this unit and other science, history and geography lessons.

This is the first lesson in a unit of work on atoms, elements and compounds. It is aimed towards KS3 but could be adapted for other levels. This lesson focuses on introducing pupils to the concepts of atoms, elements and the periodic table. Part of this lesson requires samples of different elements which will need to be organized before the lesson.* During this lesson, Pupils will: Think about and discuss what objects in the classroom are made of. Use ISM images to discuss the size of an atom. ] Discuss things that are very big and small and watch an animation showing the scale of objects and the universe. Complete a series of activities to estimate the number of atoms in different things. Draw a diagram of the atomic structure of an atom introducing pupils to elections, protons, neutrons, shells and the nucleus. Watch a video and answer questions about the size of an atom. Define an element. Investigate the periodic table. Examine and describe different samples of elements (These will need to be ordered before the lesson) Complete a series of activities to find elements on the periodic table. Complete short consolidation tasks. Please visit my shop for other lessons in this unit and other science, history and geography lessons.

This is the eighth lesson in a unit of work on forces which could be adapted for use at KS3 or GCSE. The lesson investigates what balanced and unbalanced forces are and how they effect object motion and acceleration. During this lessons pupils will: Recap weight calculations from previous lesson. Recap free body diagrams from previous lessons to prepare for using them in this lesson. Recap Newtons three laws of motion highlighting the second law. Consider and discuss the forces acting on a stationary object. Consider and discuss forces acting on an object at constant speed. Define balanced forces. Consider and discuss forces acting on an object that is accelerating. Define unbalanced forces. Learn how to calculate resultant forces Calculate resultant force for two different situations. Complete a fill in the gaps consolidation task. A bundle of all 8 lessons in this unit can be found here. Please visit my shop for the other lessons in this unit and other science, history and geography resources.

This is the seventh lesson in a unit of work on forces which could be adapted for use at KS3 or GCSE. This lesson teaches the concept of weight and mass with a focus on the weight equation and math skills used to calculate weight. During this lesson pupils will: Discuss the difference between mass and weight. Define mass and weight. Use the masses and weights of different objects to try and determine the relationship between mass and weight on Earth. Learn and rearrange the weight equation. Complete a series of maths exercises to calculate weight in different situations. A bundle of all 8 lessons in this unit can be found here. Visit my shop for other lessons from this unit and other science, history and geography resources.

This is the sixth lesson in a unit of work on forces which could be adapted for use at KS3 or GCSE. The lesson introduces pupils to non-contact forces and using two short practicals to explore different aspects of magnetic fields. During this lesson pupils will: Discuss how magnets attract and repel and the Earth attracts things. Identify non-contact forces and attempt to explain how they work. Write a definition of non-contact forces. Complete a matching activity about force fields. Use iron filings and a bar magnet to observe a magnetic field. Use a plotting compass and bar magnet to draw field lines around the magnet. Complete some short consolidation tasks to review learning. A bundle of all 8 lessons can be found here. Visit my shop for other lessons in this unit and other science, history and geography resources.

This is the fifth lesson in a unit of work on Forces which could be adapted for use at KS3 or GCSE. The lesson focus on the nature of friction and its effects along with other drag forces. This is quite a long lesson and includes a practical so it might be a good idea to break it into two shorter lessons. During this lesson, pupils will: Recap knowledge about contact and non-contact forces Think about why people slip on ice. Learn about friction and its effect on opposing motion. Consider situations of low friction such as ice from previous activity. Conduct a practical about friction, including identifying variables, writing a hypothesis, graphing results and answering evaluation questions. Using pictures to identify different sources of friction in different situations. Investigating other drag forces such as air and water resistance. A bundle of all 8 lessons in this unit can be found here. Please visit my shop for more science, history and geography resources.

This is the third lesson in a unit of work on forces which could be adapted for use at KS3 or GCSE. The lesson focuses on understanding why objects deform when a force is applied. There is a short activity on particles and bonds but knowledge of this would be useful in fully understanding the lesson. During this lesson, pupils will: Complete a true or false activity based on the content of lesson two of this unit. Watch a video to recap prior knowledge and quiz other pupils on it. Recap particles and bonding. Recognize that when a force is applied the bone between atoms can extend of compress. Apply knowledge to a golf ball being hit and compressing and a bungee jump extending the bungee rope. Write a description of someone jumping on a trampoline including the forces acting and effect on the bonds at different points of the jump. Consolidation activity. A bundle of all 8 lessons in this unit can be found here. Go to my shop for other lessons in this unit and other science, history and geography resources.

This is the second lesson in a unit of work on sound. This lesson is aimed towards KS3 classes but could easily be adapted for other levels. The main aim of the lesson is to introduce pupils to the speed of sound and explain why the speed of sound is different in solids, liquids and gases. For a bundle of all five lessons in this unit, click here. Part of this lesson requires a vacuum chamber with a sound maker in it to demonstrate sound’s inability to travel through a vacuum. A video has been included as an alternative task to this. During this lesson pupils will: Estimate the speed of sound in air. Share their own knowledge of sound during discussion. Recap transverse and longitudinal waves and suggest the types of media they can move through. Watch vacuum chamber demo to show sound cannot travel through a vacuum. Use the particle model of states of matter to explain why sound travels fastest through solids and slowest through gas. Make a string telephone and complete analysis of the activity. Complete consolidation questions. Use the speed equation to calculate the speed of sound in different situations (higher ability.) Visit my shop for more lessons in this unit and other science, history and geography resources.

This is the Fourth lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook "Britain: Losing and gaining and Empire, 1763 - 1914" (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Complete a starter focusing on world capitals and linking Freetown, Sierra Leone with the suppression of the Slave trade from the previous lesson. * Investigate a letter of Marque (issued by the US congress in 1776) to identify the creation of privateers and discuss what it suggests about the nature of Navies in the 18th and 19th centuries. * Discuss how the expansion of the British Empire and the Royal Navy may have contributed to the rise of the "Golden age" of Piracy. * Investigate some prominent pirates and the Pirate laws created by Captain Bart Roberts to identify and infer features of piracy during this period. * What two videos covering pirate tactics and the development of Piracy. * Use the text to investigate methods used by the English and Dutch to suppress the piracy and why this was a priority for them. * Complete an investigation of the Barbary Pirates looking at depictions of them in Europe, their raids on European towns (such as the Sack of Baltimore) their growing power and subsequent suppression by the Royal Navy and others. * Discuss the statement - The suppression of Piracy and the attack on Algiers in 1816 proves that the Royal Navy’s role had developed to a force for global peace. Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit

This is the Fifth lesson in a series covering the new Edexcel A-Level History unit: Britain losing and gaining an Empire 1763 - 1914. This series of lessons covers the second breadth study: The Changing Nature of the Royal Navy The lesson is ready to teach and includes all resources in the power point. The lessons refer to the textbook “Britain: Losing and gaining and Empire, 1763 - 1914” (Christie, 2016 Pearson) although other textbooks could be used with the lessons. During the lesson pupils will: * Examine a map of Cook’s voyages. Pupils to try and identify the purpose of the voyages and make inferences about the nature of exploration. * Use images to make inferences about the Cook’s character. * Reevaluate the map of Cook’s voyages - identify the benefits of exploration and the problems that would need to be overcome. * Quick introduction to the longitudinal problem and how it was solved. * Use source from the text to further identify reasons for Cook’s voyages and his attitudes towards new lands and native peoples. * Complete a card sort to identify the achievements of Cook and what it meant for the Royal Navy and future exploration. * Discuss the statement - "How far did the Royal Navy evolve as a result of exploration between the years 1763-1914? " * Optional Flip Learning H/W: Pupils to prepare presentations on strategic ports established and maintained by the Royal Navy to be delivered next lesson. Check out my shop (Click on my username above) for more free and premium resources including more lessons from this unit

This is the second lesson in a scheme of work about the Atlantic Slave Trade. In this lesson, pupils attempt to prove that "civilisation" existed in Africa before the start of the slave trade. In particular, pupils use evidence and sources to respond to a quote from David Hume. This lesson includes - *Attitudes of Europeans towards Africa during the slave trade. * Examples of civilisation and technology in Africa before the slave trade. * Investigation of the Mali Empire as an example of civilisation in Africa before the slave trade * Homework task to get students to respond to European attitudes towards Africa based on the evidence they have considered during the lesson. The whole scheme of work (7 lessons) is available to buy for £5. If you buy this lesson, please leave a review. Click on my username to see the rest of my resources.

This is a full lesson introducing pupils to the periodic table and investigating the properties of metals and non-metals. It was originally delivered to a year 8 class but could easily be adapted for other key stages and year levels. This is designed for a 100 minute lesson but could be broken up into smaller parts. This lesson could also be combined with a practical activity looking at the properties of metals and non-metals. During this lesson, pupils will: Use ISM pictures of metals to begin to infer their properties. Briefly recap the structure of an atom. Look at the periodic table and get a brief overview of its History by watching a video. Identify the information we can get from a periodic table and complete activities to find the different features of some elements. Identify where metals and non-metals are on the periodic table. Use pictures and watch a video to identify and explain some of the properties of metals and non-metals. Use their understanding of the properties of metals and non-metals to decide what some different objects should be made of and why - discussion task. complete a quick knowledge check about the properties of metals.

This lesson in from a series of lessonscovering the new Edexcel A-Level History unit: Mao's China 1949 - 1976. This lesson investigates the Great Leap Forward as part of Key Topic 2: Agriculture and Industry. The lesson is ready to teach and includes all worksheets and sources. The lessons refer to the textbook Communist States in the Twentieth Century " (Bunce, 2015 - Hodder) although other textbooks could be used with the lessons. During the lesson pupils will: * Identify the advantages and disadvantages of the backyard steel furnaces * Investigate and analyse posters from the CCP promoting the Great Leap Forward. * Evaluate Mao's reasons for launching the Great Leap Forward * Investigate the successes and failures of the Great Leap Forward and their causes. * Begin to look at the initial opposition from figures such as Peng Dehuai and Mao's response. Check out my shop for more Mao's China and other History resources. (Click on my username above) If you buy this resource, please leave a review. Thanks

This is the second lesson of a scheme of work investigating Life in Medieval Times, the Medieval Church and the Black Death. This lesson is ready to teach and includes all worksheets and resources needed. During the lesson pupils will: - A starter activity investigating why people prayed during the middle ages. - Analysis task looking at the architecture of Bath Abby and how it demonstrates people's beliefs. - Decision making activity looking at the power of Church - Investigation and analysis of the purpose and message of doom paintings. - Homework task to produce and example of a doom painting. This lesson is aimed towards year seven but could be easily adapted for key stage 1 or 2. This lesson is ready to teach and includes all the resources needed. If you buy this lesson, please leave a review to tell me what you think.