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 designed to be a guided intro (metacognition and modeling) to electricity so that students gain confidence on the practical skills before going into detail on electricity as a whole. This is aimed at KS4 but can be used at KS3. This lesson will cover: circuit symbols; drawing circuits properly; and building circuits from diagrams and text. This can be done as one fast paced lesson or a two parter. For students grade 1-5. This lesson is a two parter and anything higher one lesson. I have always found, of this lesson is completed well, teaching electricity is always slightly easier and student confidence with circuits is better. The lesson comes with differentiated resources, card sorts and enough material for an information hunt (as an alternative to the card sort or as supporting material) Objectives: I can state what some of the keywords are for the unit electricity. I can identify circuit symbols of components, describe what many do and draw simple circuit diagrams I can draw series and parallel circuits and build these circuits from circuit diagrams Lesson structure. Starter. Do it now style task. Lesson intro. Card sort or information hunt. (differentiated) Modeling circuit diagrams. (metacogntion: Me (teacher), Us, you) Building circuits (differentiated task) 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.

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 are designed to be used for when students come into class, similar to ‘do it now’ tasks. The starters can be photocopied and handed to students, or can be just completed in books. Once students have had 10 minutes, you can show them the model answers which are also part of the resource. Date on the slides automatically change. Each sheet focuses on two equations (six questions in total): 1) What is the equation triangle 2) What are the units 3) Example question to complete. Its perfect to build students memory, confidence and recognising what equation is needed to be used in what situation. Each sheet has model answers so that students can correct there work there and then! My students have really enjoyed and appreciated them This set covers all Trilogy equations in P2 (AQA), which is virtually every Triple (Single) Physics equation in P2. The resources comes with two resource sheets to help students when completing the task. Each starter quiz has the date automatically changed on the day of use. At the end the student will have a full P2 resource of equations, units and model answers. This resource is also great if you are making a department or Science group push on equations. P1 and P2 as a bundle for cheaper overall. 15 starters (lessons) approx.

These are designed to be used for when students come into class, similar to ‘do it now’ tasks. The starters can be photocopied and handed to students, or can be just completed in books. Once students have had 10 minutes, you can show them the model answers which are also part of the resource. Date on the slides automatically change. Each sheet focuses on two equations (six questions in total): 1) What is the equation triangle 2) What are the units 3) Example question to complete. Its perfect to build students memory, confidence and recognising what equation is needed to be used in what situation. Each sheet has model answers so that students can correct there work there and then! My students have really enjoyed and appreciated them This set covers all Trilogy equations in P1 (AQA), which is virtually every Triple (Single) Physics equation in P1. The resources comes with two resource sheets to help students when completing the task. Each starter quiz has the date automatically changed on the day of use. At the end the student will have a full P1 resource of equations, units and model answers. This resource is also great if you are making a department or Science group push on equations. P2 and P1 now available as a bundle!!

These resources are designed to help students develop knowledge of what the keywords in Physics 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: Energy, Particle model matter, Atomic Structure and Radiation, Electricity. These topics and word sheets are specifically aimed at the AQA GCSE course P1, 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 Physics. These students also found it reassuring partcularly when physics got too mathsy or abstract for them.

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.

These resources sheets (A5) are designed to cover the objectives of a lesson. They are designed to make students focus on specific reliable supported resources that will help them develop there understanding whilst they are preparing for future tasks. They are aimed specifically at all KS3 students but can very much be used for low to middle ability kS4 students. They can be used to prepare students prior to a lesson which can then allow you to go deeper into a subject. They help support students if they are completing presentations, good home based distance learning resources. Each resource has links to written and youtube sources. Each resource has differentiated objectives (by outcome), each resource has suggestions on how they could be used to present, mentor and deliver the content they have learned. These resources are covered: current and charge; endo and exothermic reactions; exam question technique; forces; photosynthesis; interdependence; graph skills; reactivity series and displacement; respiration; voltage and resistance. The ppt slides will need to be scaled to fit.

This a complete GCSE Specific Heat Capacity (SHC) lesson. It has key opportunities for assessment, metacognition when going through the calculation. All examples of calculations have model answers for green pen corrections. The practical is the standard SHC practical with a block and an immersion heater, then using the results to calculate SHC. The main worksheet is differentiated by the points that students start at, which is assessed by a true and false quiz based on objectives. The worksheet has model answers for green pen corrections. This is either a slow paced two part lesson (1 - six) or a high paced lesson (for a students grades 5 - 9). My students loved it

The resource is based around a differentiated card sort: 1. circuit diagram 2. label 3. what it does 4. how it works. Card sort can be used for students in KS3 to higher KS4. The card sort is focused on the following components: switch, lamp, cell, battery, voltmeter, ammeter, fuse, fixed resistor, series circuit, parallel circuit, thermistor, variable resistor, LDR, LED, Motor and Diode. In that order. This can be used for Science as well as electronics. The card sort card is designed to so when printed the KS4 or components not needed for younger students can be easily left off. To support the card sort, attached is an information hunt research pack. All include colourful images and links to real life. So with students who need extra support they can find the information located around the room and make changes to the card sort. A easier to read version has been included to for students who may struggle to place information in categories. Instruction slide included.

This lesson is aimed at GCSE students graded 2 to 7. It is has a focus on collaboration/discussion with practical work. The practical is based on the card, glass and penny trick. Objectives. I can define newtons first law and calculate resultant force. I can describe newton’s first law of motion in objects and link ideas of resultant force. I can explain how inertia law applies to non familiar contexts and answer exam style questions on this. Quick quiz starter Definition and task encouraging students to think about it. Practical and paired/group task. Differentiated sheets on the PPT to print out. Model answers for task. Assessment. True or False with answers. Assessment will then dictate the questions students complete consequently differentiated. Questions with model answers. Plenary.

A set of twelve cards with things not to do in the lab. A bit of fun and good discussion point for what to do and what not to do in the Sci lab. It really gets the students thinking and gets them motivated. Taboo. At the top of the card is the thing that must not be done in the lab. The student has to describe to another student what that thing is, whilst not using the words on the card. As a bit of a challenge - students should not be allowed to make actions. Enjoy!!

This is to go with my KE lesson and there is a heavy focus on the maths and the workings out of GPE. Starter slides 2 and 3. Jigsaw or (settler) do it now task. The settler task is used as a plenary to be adjusted at the end of the lesson. aims and intro. introducing the information - links to videos to stimulate discussion if needed. Modelling how to work out GPE. Whiteboard activity where students get to try - next slide with answers. Questions get harder as they go on. see white boards assess individuals as well as group and feedback areas to improve. True or false - score will dictate worksheet starting points. Differentiation for the individual. Answer to the worksheets - students correct in green. Plenary - go back over the starting task and improve. This allows you to measure progress and help students as individuals with any possible feedback. My students found this useful and gave them more focus and confidence when looking at the calculations.

This is a fast paced broken down lesson that is aimed at students for grades 3 - 9. This lesson covers the objectives: I can describe what is meant by kinetic energy and how to calculate it. I can calculate kinetic energy in exam style questions and in a practical situation. I can re-arrange equations and apply ideas about kinetic energy to objects that move. The lesson has a jigsaw to start the lesson off to help students absorb key ideas. This gets copied in books after students have completed and lesson Objectives have been introduced. Has information to introduce students to what kinetic energy is. Modelling how to answer a question. (metacognition aspect). White board activity to assess students (individual and group). Practical. Students apply and use ideas learnt. true or false to score them and assess. Score is then directing students to different parts of a differentiated resource. Has a support sheet. Answer sheet - students to correct in green. Plenary.

P1 Physics (trilogy) AQA low stakes formative assessments. 11 tasks. Designed so they can be placed every 6/7 lessons in Physics GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Energy transfers and pathways, KE GPE and EPE, Renewable and Non renewable, static electricity and charge, components current and circuit rules, electrical resistance and IV graphs, Plugs alternating and direct current, states of matter and internal energy, particles and pressure, the atom and evidence for it, radiation types and decay. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

This is a resource that covers all of P1 and P2 Trilogy. Each slide covers the whole of one topic and has 12 sections with revision tasks. Topics include: Energy, Particle model of matter, Electricity, Atomic structure (radiation), forces, forces and motion, waves and electromagnetism. Each slide and topic is differentiated and is broken down into bite size but significant tasks. Green tasks low able; orange mid; more challenging. Each topic includes activities on required practicals, equations and general subject knowledge. One slide is designed for one hourly lesson. The task type is also varied to make the resources more interesting. The students can choose the task they do and this can also be made to be competitive. The last slide has a grid (that gets frozen on the IWB), which students with small post it notes (names on) place it in the star score box that they have gained as they have been completing tasks. This also allows for visual assessment (individual and group). The score is gained by the number of stars they have achieved from the sheet. These are designed to allow the student to develop subject knowledge first and foremost, which can then be used to answer exam style questions. They will need there exercise books and possibly text books to support them. I have tried this with my students and they all love the format and has proved effective when helping them to revise. The competitive element (which can be used or not) has also been enjoyed and has made revision more enjoyable. Year 11’s really like this. Biology to come soon!

This lesson is on Density. It its aimed at KS4 students but can be used for high able KS3 students. It has worksheets and assessment opportunities at the start, middles and during the lesson. The worksheets have model answers. It is has many metacogntive parts to this lesson.

This is designed for students completing GCSE and specifically aim at students who need extra support. So from the low ability groups to mid ability groups. Grades 1 - 6. These work well along side my less structured 6 mark templates for the higher ability groups which focus on what they know and how they are going to use that information. This resource is a designed to be quick to set up (with exam pro or existing 6 mark questions - paste them into the template), aid the student on how to structure there answer, write in feedback, from which they can then write an excellent response to the question. They also work along side a metacognitive approach. Students do not answer the questions yet! Students will need there ppt printed out but both slides on one sheet. This makes it easier to trim down and glue in books as a piece of formative assessment and also as a task on one side. My students love these. Instructions are on the ppt. 1.When showing this on the board, go through the tasks that need to be completed once they have read the question. 2. Students will need to then go through the tasks on their sheet and tick when completed. This will mimic how students should break down a long style (6 mark) answer. 3. Discuss what the students have come up with – if possible write down there ideas on the board on the ppt. 3. Then show ideas once they have completed the table on their sheet.