Psychology AQA A -Students are introduced to the levelled mark scheme. -discuss command words to questions and sort an essay card sort into points, evidence and evaluation. Students reassemble the cards into an essay (Outline and evaluate the role of learning for food preference). Higher students will realise the flexibility they have in forming paragraphs. -Students are given an example section from "Discuss the evolutionary theory to food preference" and are then asked to finish the evaluative points. -Students peer mark using levelled mark scheme. Homework: Students use all the rules to write "Outline and evaluate the role of neural and hormonal mechanisms in eating behaviour.

Two PowerPoints that run through the AO1 and AO3 aspects of the biological explanation of Anorexia. Students use the information and Cat textbook edition 4 to complete an evaluative table for the first lesson and follow the PowerPoint and complete the essay sheet for the second lesson.

Students consider the factors which can increase the unpleasant experience of flatulence... Using the starter and a demonstration of perfume students learn the idea that the random movement of particles can lead to the spreading of substances. Students move into small groups and decide on how they can role play the scientific concept to the class. After students watch each other's sixty second role plays they evaluate them and complete a levelled worksheet. Students are

Students are introduced to the shocking symptoms of AIDs and are briefly introduced to the HIV virus. Students are introduced to the concept of a market place activity in which students will design resources, promote and explain what they have done and learn from each other to allow them to complete a set of questions. Students focus on: -Symptoms -Transmission -Managment I designed this lesson to accompany my micro-organism unit and dispel the use of my students using the word "AIDs" lightly. They had a lot of questions after the lesson and seemed to enjoy it.

Lesson 3 of the edexcel new spec for chemistry Students are introduced to an usual hook into the lesson whereas the remains of Ramasis II stomach was found to contain trace compounds of Cannabis. was this because ancient Egyptians smoke cannabis or was it contamination? Students draw the structure of a carbon atom before discussing the definition of isotope and C-14. discussing carbon dating is optional to answer the starter whereby the cannabis and remains both contain the same amount of C-14. Students complete questions related to relativity and isotopes using the Edexcel Chemistry textbook

students are reminded of the evolutionary approach and are asked to explain three odd behaviours or biological phenotypes e.g. why do peacocks have large tails? Why do we sneeze? Why do hostages develop strong positive feelings for their capturer? Students then take part in a class blind folded taste test: Sugar, honey, chilli, salt, PTC, crisps ensuring there are no allergies. this should provoke discussion. Students use their text book, carousel work sheets and the PowerPoint to fill in their evaluation sheet. The end of the lesson should be used to discuss what they have found out.

PowerPoint runs through the definition of obesity, evidence supporting each theory and evaluative points. Students become experts on one theory and share their knowledge to the class.

Students are introduced to a few panels related to Superman to get them talking whether Superman can change charcoal into diamond after which they watch a small clip from the movie exerting pressure. Students are introduced to the idea of alltropes before looking at a range of moli-models (diamond, graphite, amorphous carbon and buckminsterfullerene) and information sheets to fill in a summary table. Students complete a range of questions to demonstrate their knowledge.

Students watch the teacher demonstrate lead nitrate reacting with Potassium Iodide, Copper reacting with oxygen and Magnesium reacting with hydrochloric acid to demonstrate conservation of mass in a closed and enclosed system. Students learn how to calculate reacting masses using a worked demo Students practice their knowledge by answering a series of questions Based upon page 74-75 of the Edexcel new specification

-Students watch a clip from the Big bang Theory where Sheldon dresses as the "Doppler effect". -Students are introduced to the concept through the PowerPoint and demonstrate the effect outside through a "controlled scream drive-by". -Students complete a series of questions related to the concept to demonstrate understanding. The lesson finishes through applying their new knowledge to Sonic-booms.

Some resources for three lessons designed to introduce Edexcel C3 topic 2. Lesson 1 Students describe a graph regarding the amount of soap that is used across the country and interpret what it could mean. -Students are introduced to water hardness, both permanent and temporary. -concentration with practice questions -Ion exchange by using the textbook lesson 2 Students are reminded of concentration and are introduced to the mole! -what is a mole -concentration in terms of mol/volume -practice questions -students are introduced to the procedure of producing a soluble salt and are asked to read the textbook for homework Lesson 3 Students prepare copper sulphate crystals from an acid base reaction.

Students are given a picture of biological systems and asked to consider the range of factors the body regulates e.g. pH of blood, sugar levels, temperature etc Students are re-introduced to homoeostasis and negative feedback before completing a diagram related to the negative feedback loop of hunger and satiation. Students use the cat book edition 4 to consider evaluative points and complete A3 summary sheet

Students are introduced to diets by watching the history of diets. After running through the three AO1 theories students research one evaluative point each to share to the class. Students use their understanding to complete the essay sheet.

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.

Students recap key definitions from last lesson before attempting two short exam questions. Students look through model answers to make improvements and discuss possible marks. Teacher runs through evaluative points for determinism based on page 47. Students complete a summary evaluation table Students demonstrate their knowledge by completing the structured essay sheet.

Students are introduced to the acid bath murderer of Crawley. After watching a quick clip students see the reaction between concentrated sulfuric acid (20ml) and sugar (50ml). Students use the PowerPoint slides to gain an understanding of concentration and practice a few calculations. Students follow a series of instructions to make a standard solution of calcium sulfate.

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.

Students start the lesson with a mini leaf recognition quiz before running through a few slides linked to how the structure of the leaf is vital to its function. Students take off into the school grounds in search of six leaves to bring back to the class (safari...). On their return students glue them to a sheet and use recognition sheet to identify them. After a few slides related to leaf adaptation students complete a series of questions in their book.

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.