Students are introduced to the course content. Students complete a quiz in which they complete a likert scale as a class based upon pictures of food. This often provokes discussion around high fat content, cultural, learnt and possibly evolutionary explanations to their personal preferences. Teacher runs through the AO1 points related towards Neophobia before students complete an exam question.

Students use their results from a previous experiment of melting an ice cube to plot an annotated line graph. Documents are pitched towards a first term Year 7 class. Scaffolded work can be removed and higher differentiated sheet can be used for higher ability KS3 classes who can already plot line graphs independently. Students consolidate their understanding of melting points by applying it to unusual examples such as gallium metal.

Students are introduced to a fictional acid ban carried out by the Head teacher of the school. Students are then introduced to uses and dangers of acids to formulate a letter to the head teacher in support or against his decision for a total acid ban.

KS3 problem solving lesson to discover what caused a train to crash. Students develop an understanding of whether or not solids, liquids and gases can be compressed using a simple experiment. Students use the results from their experiment to explain whether air leaking into the brakes may have caused the crash.

Students are introduced to the gruesome actions of John Haigh the 'Acid Bath Murder of Crawley' through video clips and photographs. Students use their previous knowledge to discuss the dangers of certain types of acid. Students challenge their misconceptions of strength and concentration by completing a series of simple experiments dissolving magnesium in different concentrations of the same acid. Students consolidate their understanding through a series of levelled questions. Although designed as a final lesson to a higher level KS3 class, this could also be used as a stand alone Gifted and Talented lesson at any point in the year.

After a devastating (fictional) acid spill students are introduced to the clean-up crew. Students use their knowledge of acids and alkalis to explain what method of clean-up would be most appropriate and investigate why a white solid seems to appear after the clean-up. Students use a simple experiment to prove the products of an acid-base reaction.

Students are introduced to a fictional scenario applied to their school where a criminal has broken into the school allotment and stolen vegetables (outrageous!). After a quick crash course into the types of evidence a forensic scientist could collect from the scene, students carry out an analysis on soil samples from a range of suspects to determine the identity of the vegetable thief. Students write a letter/report to their headmaster explaining their findings.

Students complete a Venn diagram using key terminology that describes physical properties of metals and non-metals. Students are introduced to the way metal atoms bond Students complete a poster swap task related to variations in different metals. Students complete a 6 mark question related to metallic bonds.

Students investigate the differences in properties of iron and sulphur before completing a simple practical experiment to produce their own sample of iron sulphide.

This lessons is designed to run through extension additional content quickly to a high achieving group. Students are re-introduced to electrolysis. Students fill in the A3 sheet throughout the class discussion. Lesson 1 -electrolysis as decomposition. -Cathode attracts positive cations because they are negatively charged. -anode attracts negative anions because they are positively charged. -OILRIG -oxidation is loss (and) reduction is gain (of electrons) Lesson 2 -Students are introduced to the differences of electrolysing molten materials and solutions containing different solutes. -Students complete a practical experiment: Electroplating a iron nail with copper. -Students complete exam questions.

Well the answer is no... Students watch a small clip from the 2008 movie Journey to the Centre of the Earth. Students discuss what parts of the clip they believe to be true and false. Students are introduced to the structure of the Earth as we know it to be today and are asked to write a creative story describing a scientifically correct journey to the centre of the Earth using the level ladder.

Students are introduced to a Chief fireman who is struggling to put out a burning building. Students discuss their ideas while they watch the video and share their ideas to the class. Students are introduced to the fire triangle and the word equation for combustion. Students complete a practical in which they build three types of fire extinguishers (sand, water and carbon dioxide foam) to put out a controlled fire made from splints. Students decide on which extinguisher is the most effective and how it relates to the fire triangle. Students finish the lesson through the introduction of a chip pan fire to demonstrate how certain fires have specific requirements to extinguish them safely.

Students are introduced to the problem of determining which substances are acidic or alkaline in nature. Students complete simple litmus tests on a variety of household substances to determine the strengths and limitations of litmus paper as an indicator.

Students are introduced to a fictional scenario where fireman make a factory fire worse by adding water. Students produce their own theories from their own knowledge to suggest what could have caused the accident. Through teacher demonstration students are introduced to the alkali metals and complete a summary table that contrasts physical appearances and reactivity. Students write a report to the fire brigade suggesting how alkali metals in the factory could have made the fire worse.

As part of the last week of term I let my Year 8 and 9's choose what they learn about. This one came up... It was very successful! -Students list as many types of surgery they know from their own knowledge before being introduced to a range of surgical techniques. -Students complete a diamond nine activity to introduce the idea that often patients undergo surgery for a range of different reasons and can often be very beneficial to their well being and quality of life. -Students discuss odd examples of cosmetic surgery that seem "abnormal" to us -Poster swap activity discussing techniques, cost, and risks -Student choose from a range of animated videos to finish of the lesson related to the techniques above.

Students are introduced to metal ores and a brief explanation of how their extraction differs due to reactivity. Students watch a teacher demonstration of each of the metals in reactivity with water, hydrochloric acid or heated hydrochloric acid. As a class students rank their reactivity and note any observations. Students continue the lesson by testing the gases produced when a metal is added to a acid. Students complete they squeaky pop test to discover it is hydrogen.

Two lessons designed to introduce students to the idea of non-metal atoms sharing outer electrons to bond. Students are first introduce to the common simple covalent molecules before learning how to draw dot and cross diagrams. In the second lesson students define molecules and investigate the valency by making simple covalent structures from moli-mods.

Lesson 1 to the new spec Edexcel chemistry Students sort a set of cards into true or false to demonstrate their knowledge of atoms so far. Teacher runs through their ideas using interactive slide that changes green and red for true and false statements. After watching the "scale of the universe" link to demonstrate how small atoms are, the teacher discusses atoms in terms of nuclei and orbitals. Introducing the idea of empty space. Students complete worksheet and watch TedEd talk. Word mat: Students can use table runner word mat to help with the questions on the worksheet. This should be printed out so the questions are at the front and the information is under the flaps.

Students write a six mark question to recap their knowledge regarding metallic bonding. Students are re-introduced to ionic, simple covalent, giant covalent and metallic bonding before using the pg80 of the textbook to fill in a Venn diagram. Students use their Venn diagram to help complete a series of exam questions.

After a brief introduction to the Gold rush of 1849 students are introduced to the new topic of separating techniques. One solubility and insolubility are introduced students sieve for gold using a mixture of coffee granules and gold glitter. After completing the filtration experiments students draw a cartoon strip of their method and findings.