Best used just before or after finishing a topic - an ideal activity for deep marking. Each slide contains a set of connective and also prompt ideas. Topics included: * Adaptation, Neutralisation, Particle theory, Detecting sound, Puberty, Drugs and health, Fossil fuels. * Respiration, Rock cycle, Payback-time, Digestion, Diffusion, Acidification of forests, Pollination, Earth and space

Designed to be the fourth lessons for Year 7s (4/4). Learning outcomes: (*) Describe the three different types of data. (*) Calculate means. (*) Draw a suitable graph for given measurements. Students recap the three types of variables and then learn the three types of data (Continuous, Discrete and Categoric). They are then shown how to fill in a results table (where the dependent and independent variables go). They learn how to calculate means and how to plot this data onto a graph. The steps in drawing a graph are laid out in a step by step method (designed to be down together with the whole class). They are also informed on when to use line or bar charts.

This is probably most appropriate for A-Level and GCSE students but I have been pushing my top KS3 students to get used to this way of writing. Shows how to reference: books, videos, websites etc..

Designed to be the first lessons for Year 7s (1/4). Learning outcomes: (*) State what an observation is. (*) Describe the difference between observation and inference. (*) Use data to formulate an inference about fossil distribution. Also included are sentence types (Simple, Compound, Complex) with scientific examples to build literacy skills in later lessons.

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. This pack is for Biology 1 and included 4 question sheet for these units: B1 Cell structure B2 Cell division B3 Digestion B4 Organising plants and animals B5 Communicable diseases B6 Preventing and treating diseases B7 Non-communicable diseases B8 Photosynthesis B9 Respiration

I’ve uploaded an image of the finished product. This should be used ideally as a formative assessment before the summative assessment. The teacher (using your school’s designated colour) writes a WWW and relates the EBI to one of the tasks. The student completes the task using their designated feedback pen. The teacher follows up and marks the work with comments on how to improve. Since each unit has four different questions of various abilities, you can also differentiate. This pack is for Biology 2 and included 4 question sheet for these units: B10 The Human nervous system B11 Hormonal coordination B13 Reproduction B14 Variation and evolution B15 Genetics and evolution B16 Adaptations, interdependence and competition B17 Organising an ecosystem B18 Biodiversity and ecosystems

Models how students should write out a scientific report: *) Abstract *) Introduction *) Method *) Results *) Discussion

Designed to be the third lessons for Year 7s (3/4). Learning outcomes: (*) Describe the use of different lab equipment. (*) Identify the appropriate lab equipment for an investigation. (*) Identify safety issues in an unsafe environment. Students will learn the common equipment they will encounter in the lab and their function. They will also learn how to measure liquids using equipment that form a meniscus. There are also safety rules and also how to light a Bunsen Burner

Designed to be the second lessons for Year 7s (2/4). Learning outcomes: (*) List the scientific method into the correct order. (*) Identify questions that can be answered using science. (*) Identify the different variables in Brainiac experiments. Students will learn the difference scientific variables (Control, Independent, Dependent) and how to spot them in written situations and videos. Students also learn what makes a question scientific using Wolfgang Pauli's "not even wrong" quote.

This booklet was created to ensure consistency, and to develop scientific thinking skills. We have so much content to cover in lessons so this is a home resource which is designed to override homework. These activities include stop-motion activities, building 3D models and also scientific methods. Students should spend 6-8 hours in total on this booklet - a timetable is also incorporated in the booklet so that students can plan out which activities to attempt throughout the weeks before the due date. As mentioned in the title, the two content units are Particles and Cells but at the end, there is also a scientific skills section which walks students through the scientific method. They will end up creating their own scientific questions, plan an investigation and write it out. This booklet is 26 pages long but saves a lot of space by linking youtube videos where students will gain the necessary knowledge needed to complete the various sections (we all know students don't like reading a lot of information). Also incorporated are GCSE questions that link to the KS3 content. I hope you find this resource useful - Lagoondry