By the end of the lesson learners should be able to: Identify substances that are transported in the xylem and phloem. Describe how a plant transports sucrose and water. Explain why the phloem and xylem are good at their roles of transport.

Suited towards KS3 students (yrs 11-14) By the end of the lesson learners should be able to: Identify types of variation Compare continuous and discontinuous variation. Create graphs to show continuous and discontinuous variation.

By the end of the lesson learners should be able to: Identify 4 possible pathogens. Describe the effects of these pathogens on the body. Compare and give examples of each pathogen.

By the end of the lesson learners should be able to: Identify the cardiovascular system. Describe how to cholesterol can affect the cardiovascular system. Explain why different treatments are used to treat cardiovascular disease.

By the end of the lesson learners should be able to: Identify the 3 famous fossils of human ancestors. Describe how the features of these fossils represented their lifestyles. Explain why tools are useful indicators of organism intelligence.

By the end of the lesson learners will be able to: State what is meant by a drug. Compare medicinal and recreational drugs. Explain why some drugs are made illegal.

By the end of the lesson learners will be able to: Identify what food contains. Describe how to measure the energy content of food. Explain how to make this a fair test.

By the end of the lesson learners should be able to: Identify variation. Describe the process of survival of the fittest. Explain why natural selection requires reproduction.

By the end of the lesson learners will be able to: State what is meant by a fossil. Describe how fossils are formed. Explain why the fossil record is evidence for evolution.

By the end of the lesson learners will be able to: Identify changes that occur during puberty. Describe how testosterone and oestrogen affect the body. Compare the changes that occur in girls to boys.

By the end of the lesson learners should be able to: Identify the parts that make up the ear. Describe how the ear manipulates sound. Explain why people can experience hearing loss / damage.

By the end of the lesson learners should be able to: Identify an enzyme-substrate complex. Describe how temperature and pH affect enzyme activity. Explain why enzyme activity changes with pH and temperature.

By the end of the lesson learners should be able to: Identify different parts of the digestive system Describe how food changes as it travels through the digestive system. Explain why each step of the digestion process is important.

By the end of the lesson learners should be able to: Identify where Nitrogen can be stored. Describe how Nitrogen is used in the body. Explain why farmers encourage the amount of nitrates in their soil.

By the end of the lesson learners should be able to: Identify the key phases of the water cycle. Describe how water is important for our bodies. Explain why water can be dangerous to drink. Analyse whether water is safe to drink or not.

By the end of the lesson learners should be able to: State what’s meant by biodiversity. Describe how biodiversity can be increased / decreased. Describe what non-indigenous / alien species can do to biodiversity. Explain why there is a limit on how much fertiliser a person can buy.

By the end of the lesson learners should be able to: Identify biotic factors within an ecosystem. Describe how biotic factors can affect an ecosystem. Describe what will happen if the number of prey increases. Explain why it is important for the population of predators to remain below a certain threshold.

By the end of the lesson learners should be able to: Identify the main components of the heart. Describe the journey of blood through the heart. Describe how to calculate cardiac output. Explain the importance of valves in the heart.

By the end of the lesson learners should be able to: STATE what stem cells are and where they are found. Describe some potential uses of stem cells in medicine. Discuss the ethical considerations of using stem cells considering the benefits and risks. Suitable for KS4.

A simple and fun competitive snap game using scientific terminology matched with pictures. PPT can be presented to the entire class for a whole class session, or can be printed and cut for team games - there will always be a snap between 2 cards but the students need to find and identify the correct scientific key word. The students who calls out the key word first wins the round. Key words included are: Units, DNA, Bunsen burner, Tripod, Beaker, Gauze, Heat mat, Measuring cylinder, Safety glasses, Repeatability, Dissolving, Melt, Solidify, Evaporate, forceps, solid, Liquid, gas, reaction, reproductive system, microscope, pH, Periodic table, pipette, carbohydrate, fat, protein, test tube, lab coat, kinetic energy, sound energy, gravitational potential energy, atom, thermometer, cell, digestive, system, Electrical energy, circulatory system, electron, respiratory system, nervous system, litmus paper, skeleton, photosynthesis, light energy. Excellent as a settling activity or starter / interim activity.