This lesson is is designed to last for an hour and cover: I can give examples and describe how humans selective breed animals and plants I can describe the risks and benefits of selective breeding. I can explain how selective breeding will affect the variation in a gene pool in a species. The lesson structure looks like this: Choice of starter: a) keyword puzzle b) questioning and cold calling think pair share starter - differentiated. Main note taking white board task. Quiz to see how well the students have done with note taking. Assessment. Quiz score dictates starting point on the worksheet (differentiated) Model answers and feedback green pen session Plenary.

This is part of a set of quizzes (or alternative formative assessment tasks that is designed to build and get students retrieving key ideas on the hormones. The resource focuses on: literacy and definitions; diagrams; graph and 6 mark questions and other key ideas that link biology to hormones. Its perfect for students 1 - 6, and also as part of a lesson to build students 6 -9 to more complex tasks. The quiz is designed to last a whole lesson. 40 mins approx to answer questions depending on the ability of the set. Then the 20 mins to write in the feedback from the answers and cover key material. 1 hour lesson. The quiz worksheet is designed to be printed on A4 for the students to glue in flat. This could be printed on alternative colour paper in order to fit marking policies.

This is part of a set of quizzes (or alternative formative assessment tasks) that is designed to build and get students retrieving key ideas on nerves. The quiz focuses on: literacy and definitions; how science works; diagrams; and other key ideas that link biology to nerves. Its perfect for students 1 - 6, and also as part of a lesson to build students 6 -9 to more complex tasks. The quiz is designed to last a whole lesson. 35 mins - 45 mins to answer questions depending on the ability of the set. Then the 15 mins - 20 mins to write in the feedback from the answers and cover key material. The quiz worksheet is designed to be printed on A4 for the students to glue in flat. This could be printed on alternative colour paper in order to fit marking policies.

This lesson is all about how scale, units and standard form is used in Science. It uses ideas from microscopy, atoms and space and gets students to think about how scale, units and standard form can be used in science. The lesson is primarily used to prepare year 9’s for GCSE just before they start GCSE content. However it can be used for years 8 - year 11. Grades 2 - 8. Includes handouts, worksheets, differentiation, model answers, starter and plenary. The lesson is a two parter if the task on the solar system is completed. The lesson is designed to be engaging and interesting, incorporating many key ideas in science: the atom, solar system, microscopy, ways to go to calculate one unit to another. I can recognise what some science and mathematical prefixes are and appreciate scale I can describe how convert one unit into another for example metres to nanometres. I can explain how to convert numbers up (including in unfamiliar situations) and use standard form. Starter Discussion on measuring and scale Group and building solar system task based on measurements and scale. worksheet. Model answers and feedback plenary

This lesson is targeted are GCSE students Grades 2 - 9. This looks at Enzyme activity and specifically looks at graph interpretation. My students have found the focus of this lesson particularly useful. I can describe how the rate of enzyme activity can be limited I can explain enzyme activity may vary in different conditions and refer to the structure of the enzyme. I can use evidence and data to support my understanding of the effect of temperature and pH on the rate of enzyme activity. This lesson comes with all the trimmings: Starter (choice of two), Plenary, Content to deliver, Assessment and consolidation task, differentiated sheets, written model answers. Starter (one to recap the structure of an enzyme and th other to encourage thinking skills) Video link and task. Content delivery - with hand out out to avoid writing. Student Oracy, assessment and thinking skill task. Differentiated sheets. Model answers. Plenary task.

These/this quiz on infection response and immunity is designed to retrieve and reinforce key concepts and knowledge. This quiz should take 45 mins and then the model answers can then be used for the students to correct there work. This can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge. Besides Knowledge the resource focuses on Scientific Literacy, maths skills and required practical’s (from AQA). They can be used for most exam boards. The resource/s gets more challenging as the quiz progresses. The resource should be printed in either A4 or A3. This can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge with my classes and have produced excellent results.

These quizzes are on the topic cells. They are designed to retrieve and reinforce key concepts and knowledge. Each quiz should take 45 mins and then the model answers can then be used for the students to correct there work. Quiz 1 = Cells - Microscopes to Mitosis Quiz 2 = Cells - Microbiology to Transport They can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge. Besides Knowledge the resource focuses on Scientific Literacy, maths skills and required practical’s (from AQA). They can be used for most exam boards. The resource/s gets more challenging as the quiz progresses. The resource should be printed in either A4 or A3. This can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge with my classes and have produced excellent results.

These quizzes are designed to retrieve and reinforce key concepts and knowledge. Each quiz should take 45 mins and then the model answers can then be used for the students to correct there work. The first slide for all quizzes will be the student worksheet. This set includes quizzes on paper Biology 1: Cells (microscopes to Mitosis) Cells (Microbiology to transport) Organisation (Digestion and Enzymes) Organisation (heart lungs and circulation) Infection and Response Bioenergetics (plant tissues and photosynthesis) Bioenergetics (Respiration, Anaerobic Exercise and Exercise) Besides Knowledge the resource focuses on Scientific Literacy, maths skills and required practical’s (from AQA). They can be used for most exam boards. The resource/s gets more challenging as the quiz progresses. The resource should be printed in either A4 or A3. The date is automatically set for you. This can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge with my classes and have produced excellent results. They can easily sit well with most marking policies as well. B2 Coming Soon!

This lesson is designed to get the students really thinking about Science Investigation variables and what these look like in other investigations they never have seen before. This is also designed to get students thinking about alternative equipment for practicals. This lesson comes with worksheets and fully differentiated with model answers. This lesson is aimed to be about 50 mins but can be made longer when modelling physical equipment. Aims: I can define and write what the independent, dependent and control variables are in a scientific investigation. I can find and say where the variables are in many different experiments and identify examples of equipment used. I can write a scientific investigation title using my knowledge of variables and identify how I might use different types of equipment. Starter. Do it now style activity 10 mins. Objectives Modelling of what independent, dependent and control variables are and what it may look like from a classic experiment. Plus linking to a investigation title. Student work on A3 student Worksheet. Sheets with practical pictures are around the room. student circulate to identify variables and equipment from the pictures. Differentiated Bronze to Diamond. Work though model answers. Students correct with green pen. Quiz to assess understanding.

This is a revision lesson on cell transport (osmosis, diffusion and active transport). It has a lot of active modeling within the first part of the lesson, which can then be used to answers questions and see model answers. Starter - Choice of two (Questioning or mini quiz). Differentiated. Objectives. Active modeling one. Students model particles. White board modeling. Quiz to determine task sheet starting point. Worksheet (differentiated) Model answers Plenary.

This is a whole lesson focusing on calculating magnification in Biology - from a do it now style starter, all the way through to a plenary. The lesson is fully differentiated with model answers. It has assessment built in assessment checkpoints. This lesson not only focuses on knowledge and execution of the calculation, but applies the ideas and gets the students to link it to real life. This lesson is also good for weaker AS level students before they complete harder magnification questions. Objectives: I can describe what is meant by magnification and resolution. I can carry out calculations involving magnification, real size and image size. I can also describe the differences between mm, um, nm. I can work out questions related to magnification by rearranging the formula. I can recognise when/how to change units in questions and how to use standard form. The lesson will: Introduce definitions and basic material. Get students to think and look at conversions of units. Students will then practice calculating magnification and teacher will model how to complete questions. Mini assessment. Quiz Assessment and reinforcement of key ideas Differentiated questions Bronze Silver Gold Model answers Plenary.

This is a complete lesson with differentiation through the lesson with regular opportunities for assessment to help and direct students. There is also a section to model and discuss what limiting factors are and the what the graphs mean. Also there is a card sort to help develop student understanding further. Starter Objectives Information delivered, broken down and modelled (specifically the graphs and what each section of the graphs) Card sort to assess and reinforce understanding. quick quiz and assessment checkpoint - which will direct question routes Bronze Silver Gold. Model answers for the questions (can be shown on board) - green pen opportunities Plenary. This is aimed at students aged 12 - 16 and can be used as a basic PPt for A level.

These cards are designed to be specifically used in Science but can quickly and easily be adapted for any subject. One set is for Low ability and another set for high ability. This task is designed to reinforce, consolidate, challenge and get students to think more deeply about ideas. These question cards are based on blooms. The resource is colourful and engaging (small) pack of cards with question prompts (sentence starters) that will prompt another students to ask another student insightful questions based on information that the teacher has given them. Each card has 5 question starters approx. Each card has a point score so students can get competitive and score themselves. There is a task slide to slide for lessons or that can be easily slotted into ppt. Each slide is one set of cards with the exception of the LA cards, one slide is two sets. One pack is for low to mid ability and one pack is for Mid to High ability. This is a great way to get students to look back at work to develop, think and extend there understanding. My students really enjoyed this resource and progressed as a result. These cards are good at developing critical thinking and when used over a period of time, great confidence and oral skills within the subject. Top tip! I would ask students to read key parts of lesson material or paragraphs first so students can easily locate the information they need to ask other student questions.

These resources are designed to help students develop knowledge of what the keywords in Biology means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Homeostasis and Response, Inheritance and Evolution, Ecology. These topics and word sheets are specifically aimed at the AQA GCSE course B2, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Biology.

These resources are designed to help students develop knowledge of what the keywords in Biology means and get them to practice independence (research) skills to find out what they mean. These resources are designed to act as homework sheets, which can easily be printed off on A4 and then easily marked in class. They can also be used as research formative assessment sheets in class. These sheets are designed in a format which can quickly and easily be further differentiated depending on group and needs of the group. Each sheet has model answers which can be shown in class and students can write in instant feedback. Topics included are: Cells, Organisation (digestion and enzymes), Organisation (Heart, Blood and Lungs), infection and response, Bioenergetics 1 (photosynthesis and plant structure), Bioenergetics (aerobic and anaerobic respiration. These topics and (Six) word sheets are specifically aimed at the AQA GCSE course B1, however they cross over easily into other specifications. My classes have really appreciated them, especially those classes who find it hard managing the amount of jargon needed to be understood in Biology.

Students find writing and expressing Science ideas hard. This an easy to refer to (tried and tested) guide for students. This is a resource that shows students how to write and break down a sentence when expressing a science idea at different levels and grades. This resource uses models of science sentences to do that, and its presented in a way that can be stuck in a glued in student books at the start of the year and then referred to. My student have found this invaluable and I also got in the habit of referring to it to help students. On this is also a guide to the written skills and the grades that the written grade for science might gain. This makes it a valuable reference sheet for KS3 and KS4.

This is a full lesson aimed at GCSE grades 4 - 9 and focus. Its objectives are: I can simply describe how your body monitors its temperature I can describe in detail linking ideas to a negative feedback loop how core temperature is maintained. I can explain the negative feedback loop and adaptations the body has to maintain core temperature. This lesson has starter/plenary. Information delivery (including an information hunt with resources), frequent assessment opportunities, worksheets (differentiated by outcome and targeted), model answers. Information for the hunt is at the end of the PPT and the model answers are placed directly after the WS in green to encourage green penning. This would also be a good lesson for a weaker year 12 or a level group.

This lesson is about the structure and function of the kidneys. Its is aimed for GCSE students grades 4 - 9 but will also work for low ability A-level. It is aimed for AQA triple students specifically but will work for most specs. The lesson has information: that can be used to present, instructions for tasks on slides, differentiated tasks at most points, assessment opportunities, differentiated worksheets (that can be used for outcome and targeted) and model answers; starter and plenary Objectives: I can say where the Kidneys are and what they do I can label the main structures of the kidney and describe what it does. I can explain the importance of Kidneys and the role they take when controlling an internal environment.

This lesson is targeted at GCSE students grades 4 - 9. It is a whole lesson (i hour approx) with a full set of resources. It is a fast paced lesson with many opportunities to correct work. It is focused on the AQA specification but will work with most specifications. Objectives: I can show where the main sections of the brain are. I can describe what the main sections of the brain do and describe some ways scientists may use to find out about the brain. I can explain and discuss how scientists use different methods to work out the structure and function of the brain. starter - jigsaw puzzle with challenge task afterwards. On ppt. Video links with information to deliver. Quick worksheet looking at parts of Brain and what they do, with model answers Research on Scientific Methods research the Brain. Research template differentiated with model answers to follow. Research info also provided. Questions to consolidate, differentiated by outcome. With model answers afterwards. Plenary. My students loved this.

This lesson is aimed at GCSE grades 2 onwards with some challenging application resources for the Higher ability (grades 7 - 9). This lesson is mainly aimed at students grades 2 -7. This can also be used for low ability A/AS level groups who need to develop their understanding of the importance of Active Transport in Biological organisms. The lesson comes with frequent assessment opportunities, clear opportunities for modeling by the teacher, differentiated tasks and worksheets at all points in the lesson. The lesson also comes with model answers when reinforcing and extending student understanding. All slides have instructions attached for student and teacher. The lesson comes with starter and plenary as well. Objectives: I can able to define diffusion, osmosis and active transport and simply describe how active transport works. I can accurately describe how active transport works and suggest some examples of where it occurs. I can explain why active transport is important and why it is useful in different scenarios.