An engaging, practical-based lesson presentation (34 slides), accompanied by a practical worksheet and differentiated questions worksheet, which together guide students through the different calculation questions which involve the half-life. The lesson begins by introducing the students to the definition of a half-life and then showing them an example with I-131 so they can visualise how the half-life doesn’t change (and that radioactivity is measured in Bq). Moving forwards, the students will follow the given instructions to create the results to plot a decay curve and will be shown how to use this curve to determine the half-life of an isotope. The remainder of the lesson focuses on the different calculation questions that can be found on exam papers and uses a step by step guide to help them to handle the increasing difficulty. Students will be challenged to apply their new found knowledge to a set of 5 questions and this worksheet has been differentiated two ways so that those who need extra assistance, can still access the learning. Progress checks have been written into the lesson at regular intervals so that students can constantly assess their understanding. This lesson has been designed for GCSE students (14 - 16 years old in the UK)

An informative and student-led lesson presentation (32 slides), accompanied by a reaction diagram and task worksheet, which together look at the key details of nuclear fission reactions. The lesson begins by introducing the students to the name of this reaction and to that of a neutron before they are challenged to recall the properties of this sub-atomic particle as this knowledge plays an important role in their understanding. Moving forwards, students will learn that two isotopes of uranium are involved and will discover and work out how one isotope is changed into the other. Diagrams accompany the theory throughout so that students can visualise how the reaction progresses. They are shown how to work out the two daughter nuclei that are produced in the reaction and how an equation can be written to represent nuclear fission. Progress checks have been written into the lesson at regular intervals so that students can constantly assess their understanding and any misconceptions can be immediately addressed. This lesson has been designed for GCSE students (14 - 16 year olds in the UK)

An informative lesson presentation (24 slides), accompanied by a set of differentiated question worksheets, which together guide students through calculating energy changes in reactions and then challenges them to apply their new-found knowledge. The lesson begins by asking the students to complete a sentence which details how energy is taken in to break bonds in the reactants and given out when bonds are formed in the products. The bond energy table is then introduced so that students understand how it will be used in questions. Moving forwards, a step by step guide is used to calculate the energy change value for two reactions and students are shown how to interpret the positive or negative result as endothermic or exothermic respectively. The remainder of the lesson asks the students to apply what they have learnt to calculate the energy change for two more reactions. This question worksheet is differentiated two ways so that students who need extra assistance can still access the work. This lesson has been designed for GCSE students

A lesson presentation (44 slides), accompanied by a question worksheet, which together looks at the reactants and products of a neutralisation reaction and challenges students to represent these reactions with equations. The lesson begins with a bit of fun as students are asked to read through a scene from the US comedy show and spot that a neutralisation reaction is hidden under the jokes. Students will use their KS3 knowledge to recall that these reactions involve acids and alkalis and moving forwards they will be introduced to a new term, base. The rest of the lesson focuses on writing word and balanced symbol equations for different neutralisation reactions. A step by step guide is used to demonstrate how to work out the name of the salt as well as writing accurate chemical formulae. Finally, students are challenged to apply their new-found knowledge and complete equations for 4 neutralisation reactions and they can assess against the displayed mark schemes. Progress checks have been written into the lesson at regular intervals so that this self-assessment is constant and any misconceptions are quickly addressed. This lesson has been written for GCSE students but could be used with younger students who are looking to extend their knowledge

An engaging and detailed lesson presentation (53 slides) and associated worksheets that looks at the properties and functions of enzymes and explores how the rate of enzyme-controlled reactions changes with changes in conditions. The lesson begins by using a quick quiz competition to introduce the key terms of active site and substrate. Diagrams accompany the important descriptions so that students can visualise how enzymes are specific to a single substrate and will form enzyme-substrate complexes with only them. Emil Fischer’s lock and key hypothesis is briefly discussed so that the correlation between the hypothesis and key terms can be made. Students are shown how most enzymes or groups of enzymes can be named by remembering two rules and they will be tested on this through a second competition. At this point, a progress check is used to allow the students to assess their understanding and ability to bring the information together for enzyme function. The rest of the lesson looks at how changing the temperature and pH will affect the rate of an enzyme controlled reaction. Students will meet the graph shapes that accompany both of these factors and then are helped with the explanation of the trend which is normally poorly done in exam questions. This lesson has been designed for GCSE students.

A practical based lesson presentation (26 slides) that investigates how increasing the temperature affects the rate of reaction and helps students to explain the trend in the results. Students can either carry out the reaction between sodium thiosulphate and hydrochloric acid or use the results which are provided. The equation to work out the rate of reaction is introduced to the students and they are challenged to plot the results on a line graph. A key term to be used in the explanation is introduced through a quick competition and then students are challenged to explain the trend

An engaging, practical-based lesson presentation (34 slides), accompanied by an assistance sheet, which together look at how the results of displacement reactions can be used to order the metals into the reactivity series. The lesson begins by introducing a displacement reaction and ensuring that students understand the meaning of this term and how it relates to the topic of the lesson. Students will carry out a series of 12 displacement reactions, involving 4 different metals and will then be challenged to interpret the results to place the metals into their allocated positions in the series. Moving forwards, the students are given the results of more reactions, some which occurred and others which didn’t so they can place the remaining metals into the reactivity series. Time is also taken to understand how the position of hydrogen in the series can be used to predict the results of reactions between metals and acids. This lesson has been written for GCSE students but could be used with higher ability KS3 students

A concise lesson presentation (27 slides) that looks at the key details of the sub-atomic particles and briefly explores how the atomic and mass numbers of the Periodic Table can be used to calculate the numbers of these particles in different atoms. The lesson begins with a Mathematical link as students are challenged to convert the size of an atom from standard form into a real number. Moving forwards, students will meet the three sub-atomic particles and be asked to predict which one is positive, neutral and negative in charge. The relative mass of a proton is shown and then students are asked to work out the mass of a neutron and an electron by observing some experimental results with a scales. Finally, the students are shown how to use the atomic number to work out the number of protons (and electrons) in an atom and how to work out the number of neutrons. This lesson has been designed to act as a knowledge recall and top-up as this should have already been learnt at KS3.

A quick, concise lesson presentation (15 slides) which together with a question worksheet focuses on ensuring that students can define an isotope and pick these substances out from a selection of substances. The lesson begins by looking at the number of sub-atomic particles in an aluminium atom so that students can recall what is shown by the atomic and mass numbers. This will enable students to calculate the number of protons, neutrons and electrons in three given isotopes and as a result, complete a definition of these substances. The remainder of this short lesson involves 4 application questions where students either have to recognise isotopes from a table or from a diagram and also are asked to write out the formula of an isotope. Ideally this lesson will be taught in conjunction with a lesson on atomic structure.

This lesson has been written for GCSE students with a focus on the key processes and reactions involved in the carbon cycle as well as discussions centering around how the levels of carbon dioxide alter during the day and over longer periods of time. A number of quick competitions have been written into the lesson to introduce key terms or to challenge students to recognise key reactions that they will have already met in their Biology lessons. As each stage of the cycle is encountered, time is taken to discuss the potential impacts and the organisms involved. The remainder of the lesson looks at carbon dioxide levels. Initially, students are challenged to explain why the levels would change during the course of a day. Students are already likely to be aware that carbon dioxide levels have increased over the last 100/200 years but not necessarily how much. Time is taken to focus on the mathematical skills which could be challenged on this topic and the percentage change equation is shown to the students so they can quantify their answers. As a class, deforestation and its effect on the carbon cycle and atmospheric levels are discussed so that students can mirror this in a homework task about combustion of fossil fuels. Progress checks are written into the lesson at regular intervals so that students are constantly assessing their understanding.

A fully-resourced lesson which explores the photosynthesis reaction, focusing on where it takes place and the reactants and products of this chemical reaction. This lesson includes an engaging and detailed lesson presentation (45 slides), a summary task and a crossword which is used throughout the lesson. Students will already have a fair knowledge of this topic from KS3 so this lesson has been written to take that knowledge and push it forward. Key details are added throughout the lesson such as how the reactants enter the plant by osmosis and diffusion and also how water travels from the roots to the leaves in the xylem vessel. An engaging competition runs during the lesson called “LIGHT up the crossword” and this enables the key terms of the topic to be stored in one place. There are two main written tasks during the lesson which challenge the students to summarise the reaction using all that they have learnt and also to state the different uses of glucose. The lesson has been linked to related topics with understanding checks written in at regular intervals so this knowledge can be assessed. This lesson has been written for GCSE students but could be used with higher ability KS3 students who want to learn more than they currently know

This lesson has been written for GCSE students and aims to ensure that they can explain in detail why light changes direction due to refraction. The key to the explanation is the use of the correct terms in context so the start of the lesson challenges the students to come up with the key words of light, bend, normal, density and speed when given a range of clues. The next part of the lesson works with the students to bring these key terms together to form a definition of refraction. Moving forwards, the relationship between density of a medium and the speed of light through that medium is discussed so that there is a clear understanding of why light bends one way or the other. The next task uses the definition to apply to a practical situation to draw a diagram of light moving from air to glass. The final part of the lesson involves a range of practicals so this topic can be explored further.

A fully-resourced lesson, designed for GCSE students which includes an engaging and informative lesson presentation (49 slides) and an image, actual and magnification question worksheet. This lesson looks at the key features of light and electron microscopes and guides students through calculating size and magnification. The lesson begins by challenging students to pick out two key terms about microscopes, magnification and resolution, from a group of Scientific words. The understanding of these two terms is critical if students will be able to compare the two types of microscopes so time is taken to go through the definitions and give examples. A number of quick quiz competitions have been written into the lesson to aid the engagement on a topic that some students may not initially consider to be that motivating. These competitions allow key terms such as micrometer and the two types of electron microscope to be introduced in an engaging way. As a result, students will know the numbers that explain why electron microscopes are more advanced than their light counterparts. The remainder of the lesson looks at the units of size which are used in calculation questions and a step by step guide is used to show the students to calculate the actual size of an object or the magnification. Progress checks have been written into this lesson at regular intervals so that students are constantly assessing their understanding.

An engaging lesson which focuses on the key terms which are involved in the ecology topic of food chains and food webs. Although this lesson is primarily designed for GCSE students, the content is suitable with KS3 students who are looking at the ecological relationships between organisms. The lesson begins by ensuring that students are confident in the construction of a food chain and that any common mistakes such as the arrows pointing in the wrong direction are eliminated. As with the other ecology lessons that I have designed, “ecology bingo” runs throughout the lesson to engage the students but also to challenge their recognition of key terms from definitions. Key terms such as producers and consumers are revisited in this lesson. The students will recall the names for the three types of consumers, based on their diets, and will make the link between the positions of producers, herbivores and carnivores in food chains. The remainder of the lesson focuses on the construction of a food web and describing changes in the numbers of organisms when there is a change to one of the other populations. Progress checks have been written into the lesson at regular intervals so students can constantly assess their understanding.

A fast-paced lesson which includes an informative lesson presentation (20 slides) and a question worksheet. Together these resources guide GCSE students through the calculation questions that they can encounter on the topic of the conservation of momentum. The lesson begins by introducing the law of the conservation of momentum and reminding students of the equation which links momentum, mass and velocity that they are expected to recall for the GCSE exam. Time is taken to inform them of the two types of question which tend to arise on this topic - those where the masses lock together during the event and those where they remain as separate masses. Students are guided through both of these types of questions with worked examples to enable them to visualise how to begin and set out their workings. Key mathematical skills are involved such as rearranging the formula so this is also shown. Students are given the opportunity to apply these skills to a series of questions on the worksheet and the mark schemes are displayed so they can assess once completed.

A thought-provoking and discussion-based lesson which looks at the different ways that biodiversity is being lost across the World. This lesson has been designed for GCSE students and includes a detailed lesson presentation (31 slides) and accompanying worksheet. The lesson begins by challenging the students to use their Biological knowledge to get to a quantitative answer, which is 80%, and then getting them to consider where this much biodiversity would be found around the World. The rainforest plays a key role in the lesson as important discussion topics such as deforestation can easily be related to this area. A range of tasks and discussion points are used to look at the different ways that humans are causing a loss in biodiversity. As well as deforestation, agriculture and eutrophication are explored and related back to the Science. This can be a word heavy topic and therefore a number of quick quiz competitions have been written into the lesson to maintain engagement and energy levels. In addition, progress checks are involved at regular points, including those which challenge mathematical skills in manipulating data. This allows students to constantly assess their understanding.

A fully-resourced lesson, which has been designed for GCSE students, and includes an engaging and informative lesson presentation (37 slides) and differentiated worksheets. This lesson explores the type of cell division known as meiosis and focuses on the use of key terminology so that students can apply their knowledge to any organism that carries out this division, and not just humans. For this reason, time is taken at the start of the lesson to go over the meaning of the terms, diploid and haploid. Students are also taught how to think about the quantity of DNA inside a cell in terms of n, so that they can see and understand how this quantity changes through the cell cycle. They are encouraged to fill in a table at each stage of the cycle to show the quantity of DNA. In this way, students will understand how a diploid parent cell goes through interphase and as a result of DNA replication, the quantity of DNA is 4n as the first meiosis division is about to start. Although this could be viewed as high end knowledge, the format of this lesson should allow all abilities to understand and therefore have more chance of being successful with meiosis questions. Students are encouraged to think for themselves to work out how many daughter cells will result at the end of two divisions and to consider the quantity of DNA found inside those cells. At this stage of the lesson, students have to summarise all they have learnt into two key points (as shown on the cover image). The remainder of the lesson gives them the opportunity to apply their knowledge with a range of questions and it is not until right at the end that they are allowed to finally relate this cell division to humans. Although this lesson has been primarily designed for GCSE students (14 - 16 year olds in the UK), it is highly suitable for A-level lessons, especially if a teacher wants to recap on this cell division before extending knowledge.

A detailed lesson which looks at the type of cell division known as mitosis and aims to ensure that students understand that it leads to the production of genetically identical daughter cells. In order to understand this type of cell division and any related topic such as meiosis, students have to be confident with the use of terms like diploid. In addition to this, time is taken to introduce them to a way of considering the quantity of DNA within a cell in terms of n. If they are able to use this correctly, then no matter the organism which is involved in a mitosis exam question, they will be able to answer successfully. Discussion points and progress checks are written into the lesson at regular intervals so their understanding can be assessed. The last part of the lesson provides the students with an opportunity to apply their knowledge of mitosis to a range of exam questions and they can assess against the displayed mark schemes. This lesson has been designed for GCSE students (14 - 16 year olds in the UK) but is also appropriate for older students who want to recap on the key details of the division before extended knowledge is added.

This lesson presentation looks at the carboxylic acids and focuses on the names, displayed formula, chemical formulae and reactions of this homologous series. The lesson begins with a bit of fun which gets enables the students to recognise that the functional group is COOH. A step by step guide is used to show the students how to draw the displayed formula for ethanoic acid, using the functional group before they apply their knowledge to draw the remaining acids in the first four. This series are connected by a general formula and students are shown how it is worked out for the alkanes and the alkenes so that students can work it out for the acids. Moving forwards, the reactions of these acids is shown and related to the reactions of acids that was previously learnt. Students will recall how to write the name of the salt and the balanced symbol equation. This lesson has been written for GCSE students