A unit organiser for AQA B7 Ecology Unit Organiser - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

A unit organiser for AQA B2 Organisation - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

A unit organiser for AQA B3 Infection and Response - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

A unit organiser for AQA B1 Cell Biology - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

Depending on your structure, this could be a practical lesson or A theory one. The practical lesson involves students prepare Onion and Cheek cells to study through a microscope. Alternatively, you could skip that part and have the students work on the magnification calculation sheet. Or you could do both! Additional notes giving ideas and hints for activities within the lesson are in the notes sections of the slides. Equipment needed - Onion – Knife – Cutting Tile – Staining liquid (Iodine) – Microscopes – Microscope slides – Cover Slips – Tweezers – Cotton Swabs Starter - Students identify objects zoomed in through a microscope. Main 1 - Students discuss the parts of a microscope before preparing onion and cheek cells to study under a microscope. Main 2 - Students then move on to calculate magnification from the differentiated worksheet (Answers provided) Plenary - Students then discuss the difference between magnification and resolution with the help of a picture as a prompt. Objectives: GOOD – USE a light microscope GREAT – USE the formula Magnification = Size of Image/Size of real object OUTSTANDING – DESCRIBE the difference between magnification and resolution Hope you enjoy :)

Double lesson with easy practical investigation of friction of different shoes/trainers(Need ruler, ramps and different shoes). Lessons follow a thematic approach with students learning about the Nike research facility and the scientists that work there, relating forces and friction to their work. In the second lesson, students will learn about drag force and apply their understanding of both lessons to use success criteria to produce a scientific report for Nike on the two subject areas. Students then have to present their data and answer questions on the experiment. Contains differentiated investigation worksheets for higher/lower attaining students. Notes are on each slide detailing additional activities and ideas for teaching. Objectives: GOOD – PRESENT and COLLECT data accurately GREAT – USE experimental data/knowledge to inform your answers OUTSTANDING – APPLY your own knowledge to solve a problem/answer a question

Structured lesson looking at Animal/Plant cells and their organelles. Needs some prior prep with printing and sticking up organelle information around the classroom before the lesson. Opportunity to differentiate and allow students to build on knowledge bit by bit throughout the lesson. All additional instructions are in the notes section of each slide. Starter - Give me 10. Students write 10 words relating to cells. This acts to gauge prior knowledge. Main 1 - Paired drawing task where Student A (facing the board) has to describe to Student B (who is facing away from the board) what to draw. After you have used questioning to get the names of the organelles, students can be given the picture of the cell to stick in. Main 2 - Information Hunt. Give students the organelle table to fill in – cut out the organelle information and stick/hide them around the classroom so students have to go and find the information to complete their table. You can either cut the name with the definition or stick the definition and the name separate. Main 3 - Analogies. Students are given 2 examples of analogies before being tasked to come up with their own for each organelle. Can extend to 2 or 3 different examples for each organelle if necessary. Plenary - Make a prediction questions... What would happen to a plant cell if we removed the chloroplasts? What would happen to animals if their cells had a cell wall? What do you think we will study next lesson? Objectives: GOOD – NAME the ORGANELLES found in animal and plant cells GREAT – DESCRIBE the functions of each main ORGANELLE OUTSTANDING – EXPLAIN organelle functions using analogies Thank you

Simple "all in one lesson" on one PPT with a practical task of preparing a microscope slide using an onion. Equipment needed: Onion – Knife – Cutting Tile – Staining liquid (Iodine) – Microscopes – Microscope slides – Cover Slips – Tweezers. Instructions of activities in the notes section of each slide. Starter - 2 questions. Why is it useful to use a microscope to view an object? Why can’t we just use a magnifying glass? Main 1 - Light microscope. Slide 3 can be printed out for students to label the parts of a microscope or you can complete a back to board drawing with 2 students. Students discuss in pairs what they think each microscope part does. Main 2 - Practical demo. I have not included a method sheet here as I like to complete the practical as a demonstration for the students to watch as they write their own method to the practical. There is an equipment list and very simple method on the last slide. Extension - Students calculate total magnification from 3 given problems. Plenary - Students look at 4 objects which have been magnified and guess what they are. Objectives: GOOD – USE a light microscope to observe a prepared slide GREAT – EXPLAIN how to use a microscope to observe a cell OUTSTANDING – CALCULATE magnification of a cell

Lesson on Plant Tissues and Organs for new GCSE 2016 spec. Aimed at low ability Y10 class and can be completed with/without microscope access. Additional information on notes section of each slide. Starter - Students label the parts of a flower and possibly describe what each part does. Main - Feedback and building on knowledge to describe the function of plant organs before either drawing leaf and xylem/phloem structure through a microscope or from pictures using drawing memory games. Finished off with a quick information hunt to develop knowledge of plant tissues. Plenary - Pop quiz on knowledge gained throughout the lesson. Lesson Objectives: GOOD – RECOGNISE examples of plant organs and state their functions GREAT – STATE the functions of different plant tissues EPIC – DESCRIBE how plant organs are involved in the transport system As always, feedback is welcome :)

Lesson plan looking at Human Defence Responses. All instructions for the lesson are in the notes section of each slide. Starter - 3 pictures of blood, skin and the stomach for students to link and identify. Students then use discussion to identify how each organ helps defend against disease. Main 1 - Students watch video on Phagocytosis and use key terms as help to describe the process before self/peer assessing their response against a model answer. Main 2 - Group work where students explore the defence systems in more detail through drawing human body outline and annotating using available resources such as textbooks or internet access. Question prompt sheet is then used by students to explore White Blood Cells and their defence mechanisms in more detail. Can then use as a peer assessment tool or presentation. Plenary - Students use analogies to cement their understanding by comparing human defence systems to a Castle. Objectives: GOOD – DESCRIBE some of the ways which the body defends itself GREAT – DESCRIBE how human body defence mechanisms stop the entry of pathogens EPIC – EXPLAIN in detail how antibody production fights pathogens As always any feedback is appreciated :)

Antibiotic Resistance and Painkiller lesson for new 2016 GCSE specification. No extra resources needed - This lesson has opportunities for student discussion and also effective questioning. The lesson breaks down as follows: Starter - Students suggest definitions and examples of key terms (Antibiotic - Antiseptic - Antibodies - Analgesics - Disinfectant) before being given meanings. Main 1 - Students explore the difference between painkillers and antibiotics before recapping how bacteria make us ill - plenty of discussion and questioning opportunity before quick 3 question "show you know" whiteboard plenary and thought cartoon linking on to antibiotic resistance. Main 2 - Students are taken step by step through the process of antibiotic resistance with animated slides of 3 coloured dots representing weak to resistant bacteria (Green - weak. Orange - Middling resistance. Red - Resistant). After this students attempt the GREAT objective in their books as a written task. Again, encouragement of discussion and reading out of answers is a feature of this part of the lesson, and students will look to refine their answer through this process. Plenary - Newspaper/Internet headlines relating to development of resistant bacteria and lack of new discoveries coupled with now increased funding for research in to new antibiotics. These help inform the plenary discussing potential problems for human and livestock moving forward. Objectives are below. As always, any constructive feedback is welcomed :) GOOD – DESCRIBE the difference between antibiotics and painkillers. GREAT – DESCRIBE what is meant by antibiotic resistance. EPIC – EXPLAIN why scientists are working hard to develop new classes of antibiotics.

Double lesson and resources looking at teaching the stages and procedures for how drugs are developed along with investigating placebo effect. Includes a simple caffeine experiment at the end of the lesson putting in to practice the learning from the lesson. Additional resources needed include 2 types of soft drink (I used normal and decaff cola) and plastic cups for each student along with 30cm rulers. Additional guidance included in the notes section of each slide. The lesson is designed to span over a double lesson, but can be delivered in 1 if edited or if pace is quick. Starter - Question asking students if they would volunteer for a clinical trial. Moves on to asking students to estimate the overall cost for developing a new drug before briefly investigating the costs involved within this. Main - Students read information sheet and answer questions relating to the stages involved in drug development, placebo effect and drug safety. Plenary - Experiment putting into practice their learning by completing a simple experiment into effects of caffeine on reaction time (ruler drop test). Collate class data and discuss. Extend - Link to video on placebo effect from BBC Horizon documentary GOOD – STATE the procedures used to trial a new drug in the correct order GREAT – DESCRIBE how a double-blind trial is carried out EPIC – EXPLAIN why each procedure in drug testing and trialling is used As always any feedback is greatly appreciated :)

Practical/Demonstration lesson looking at the reaction between a metal and acid. I have used zinc/magnesium and sulphuric/hydrochloric acid, but has been planned as such, that you can easily substitute your own into the lesson. Equipment list is on the PPT and method in the notes section of the teacher slide. Starter - Students to identify why the words in different equations are coloured red/green/blue (to signify pH) before recapping the definition of a salt. Main - Using the worksheet, students write an equipment list and method for the practical whilst the teacher demonstrates. Can also be used to have students complete practical themselves as method is on the PPT notes section. Questions on the worksheet are there for students to complete during this activity. EXT of students identifying their own examples of metal/acid reactions Plenary - 5 true or false questions to consolidate the learning of the lesson. Objectives: GOOD – RECALL the definition of a salt and equation for a metal reacting with an acid GREAT – DESCRIBE how to make a salt by reacting a metal with an acid EPIC – WRITE balanced symbol equations for a reaction of a metal and acid Information for the lesson is written in the notes section of each slide. As always, any feedback is welcome :)

Lesson looking at energy demands are met (focussing on USA and China) through the use of fossil fuels (coal) and nuclear power, detailing how each method generates electricity in power plants. This is taught through 3 youtube video links and accompanied worksheet. Last slide looks at Biofuel as an alternative energy source, discussing the idea of this fuel being carbon neutral. Instruction ideas for the lesson are in the notes section of each slide. Starter - Question with pictures asking how Coal, Oil and Gas are formed. Main 1 - 3 information slides to promote discussion, looking at energy demand in various countries before focussing on how energy demands are met in the US and China and why their energy usage is so high. Main 2 - Worksheet activity whereby students watch youtube clips to identify the process of making energy through Coal and Nuclear power. Plenary - Students to evaluate the use of biofuel as a carbon neutral energy source. Objectives: GOOD – IDENTIFY where countries get their energy from and what they use it on. GREAT – OUTLINE the operations of nuclear and coal power stations. EPIC – EXPLAIN why biofuels can be considered Carbon Neutral. As always, any feedback is welcome :)

Reactivity series lesson with practical/demo opportunity involving metals and their reaction with water/hydrochloric acid. It is aimed at middle ability learners, but can be differentiated through challenge involving the worksheet and written word/symbol/ionic equations. Practical task can be flexible with the metals used, as their reactions are grouped for ease. Starter – Students to list the reactivity of the given metals based on their previous knowledge. Correct order then given for the reactivity series from the starter for pupils to self assess. Questioning opportunity to get students as to the importance of the reactivity series in their everyday life. Main - Demonstration/Practical Opportunity of metal reactions with hydrochloric acid. You don’t need all of the metals in the reactivity series to carry this out, as reaction descriptions can be grouped. Students then write down the observations in a table worksheet. Can also demonstrate the production of Hydrogen gas using a lit splint. Plenary - Students answer questions relating to uses of metals based on their reactivity. Can be done using whiteboards, as a discussion, think-pair-share, any plenary activity that consolidates their learning. GOOD – WRITE word equations for metals in the reactivity series and their reactions with Oxygen, Water and Acid GREAT – As above but also balancing symbol equations EPIC – JUSTIFY the uses of metals in the reactivity series based on their reactivity As always, any feedback is welcome :)

Lesson looking at the process of vaccination and herd immunity. Starter - Picture on the board of child being vaccinated. Students answer 3 questions relating to the picture as a means to open discussion around the topic. Main 1 - 3 teacher led slides designed to first define, explain, then apply the concepts of Antibody's, Antigens and Pathogens and their role in immunity. Students then use this as a springboard to complete the pictures of a storyboard in relation to how vaccines work. Main 2 - Students are introduced to Herd Immunity very simply then watch a 2 minute video (Link in notes section) before answering 3 questions on Herd Immunity with 1 challenge question added in. Plenary - Summarising today's learning in the form of a 140 character "tweet" Objectives: 4 – DESCRIBE why people are vaccinated. 5 – EXPLAIN how vaccination works 7 – EXPLAIN how vaccinating a large number of a population reduces the spread of a pathogen Additional guidance in the notes section of the slides. As always, and feedback in appreciated :)

Carousel activity looking at different animals and how they reproduce. Pupils have to use the different resources at the different stations to fill in their info sheet. Each station will have a particular rule to obey. E.G. Only 1 person can talk. Nice 'what are the odds' poster at the end detailing the chances of us being here, from Ali Binazar.

Lesson plan including powerpoint and resources. There will be information on four alkali metals which shall be distributed evenly between the pupils. In pairs, they have to use the information provided to come up with a clear and concise scientific poster. They will have 2 minutes to then present or teach three other pairs about their element. All four pairs will complete this task before evaluating the other groups work. Task is differentiated between sets by giving higher level learners extra information to include, found on the second sheets.

A practical lesson which allows pupils to follow step-by-step instructions in order to complete an investigation into the difference in voltage between parallel and series circuits. All instructions are on the PowerPoint as well as a mini-starter, a 'set your own homework' plenary and questions relating to the lesson. Apparatus (Per Group) - Power Pack, Wires, Croc Clips, 3 Bulbs, Voltmeter.