Here is a Chritsmas Quiz to do with your class. Get them to do it solo or in teams. Each round is a different type of round and each round has music attached to each slide. The Rounds: *Emoji Christmas song round Guess the reverse Christmas song round Slow Reveal Christmas round Which song has made the most money? Who was number one? Etc The PPT also includes all of the songs ready for you to play (I do not own any of the musical content). I would play it in full screen. Answers are at the bottom of each slide in the notes section- worth hiding this during the quiz. This is also a good quiz to do with your friends and families at home- all ages will enjoy. Hope this resource helps.

Looking for Evolution and Inheritance Science planning that focuses around a ‘Big Question’ for the whole unit? More and more schools are expecting all planning to have an overarching question that works across the whole planning. The purpose is to provide a hook for the children and to make every lesson relevant to the final learning outcome. This is the Seventh lesson of a sequence of planning that focuses around the big question 'How have living things changed to survive? Each lesson in the unit will provide children more and more answers to this question by focusing on a range studied areas. Lesson Seven focuses on how bacteria adapts to survive. The children will participate in a role play activity that helps to demonstrate how quickly bacteria adapts. Lesson outcomes: *Understand that bacteria are able to adapt just like any other organism (plant or animal). *Use a simple doctor/patient scenario to demonstrate how adaptation causes problems when treating a bacterial infection.

Looking for Evolution and Inheritance Science planning that focuses around a ‘Big Question’ for the whole unit? More and more schools are expecting all planning to have an overarching question that works across the whole planning. The purpose is to provide a hook for the children and to make every lesson relevant to the final learning outcome. This is the Sixth lesson of a sequence of planning that focuses around the big question 'How have living things changed to survive? Each lesson in the unit will provide children more and more answers to this question by focusing on a range of studied areas. Lesson Six explores how fossils suggest evolution and children will explore if these changes have aided survival. Encourage children to bring in any fossils they have at home. Success Criteria *Identify what fossils are *Analyse transitional fossils and mention evolutionary changes over time *Suggest reasons for change

Looking for Evolution and Inheritance Science planning that focuses around a ‘Big Question’ for the whole unit? More and more schools are expecting all planning to have an overarching question that works across the whole planning. The purpose is to provide a hook for the children and to make every lesson relevant to the final learning outcome. This is the Fifth lesson of a sequence of planning that focuses around the big question 'How have living things changed to survive? Each lesson in the unit will provide children more and more answers to this question by focusing on a range of studied areas. Lesson Five focuses on adaptation. The children study how the Fox has adapted to a range of environments to survive. Lesson outcomes: *Understand the term adaptation. *Understand why changes occur due to habitat or environment *Give reasons for changes that aid survival.

Looking for Evolution and Inheritance Science planning that focuses around a ‘Big Question’ for the whole unit? More and more schools are expecting all planning to have an overarching question that works across the whole planning. The purpose is to provide a hook for the children and to make every lesson relevant to the final learning outcome. This is the Fourth lesson of a sequence of planning that focuses around the big question 'How have living things changed to survive? Each lesson in the unit will provide children more and more answers to this question by focusing on a range of studied areas. Lesson Four is part two of two lessons about ‘How animals have evolved to survive’. Both lessons focus on birds. Lesson four reflects on lesson three and takes a closer look at owls and how they have evolved to survive. Children will also make observations on what changes have helped owls to become such successful hunters. Lesson outcomes: *Understand the term Evolution *Mention changes in birds how this aids survivals *Comment on disadvantages of evolutionary changes- suggest changes.

Looking for Evolution and Inheritance Science planning that focuses around a ‘Big Question’ for the whole unit? More and more schools are expecting all planning to have an overarching question that works across the whole planning. The purpose is to provide a hook for the children and to make every lesson relevant to the final learning outcome. This is the Third lesson of a sequence of planning that focuses around the big question 'How have living things changed to survive? Each lesson in the unit will provide children more and more answers to this question by focusing on a range of studied areas. Lesson Three is part one of two lessons about ‘How animals have evolved to survive’ Lesson four is part two. Both lessons focus on birds. Lesson three is an exciting practical investigation about how beaks have evolved over the years for survival. They will all attempt to be birds and pick up different types of food with different beaks- reviewing which beak would help them to thrive the most. Children will write predictions, make conclusions and put their results into tables. Lesson outcomes: *Understand the term Evolution *Mention changes in birds how this aids survivals *Comment on disadvantages of evolutionary changes- suggest changes.

Looking for Evolution and Inheritance Science planning that focuses around a ‘Big Question’ for the whole unit? More and more schools are expecting all planning to have an overarching question that works across the whole planning. The purpose is to provide a hook for the children and to make every lesson relevant to the final learning outcome. This is the Second lesson from a sequence of planning that focuses around the big question/unit question 'How have living organisms changed to survive? This lesson looks at what is inherited in species to help them survive. The purpose of this second lesson: Understand how characteristics are passed on from parents to their offspring. *Identify what species have inherited to help them to survive. *Explain how potential survival is threatened if certain features are not inherited. Name a feature that could be improved/ evolved to help increase a creatures chance of survival. This session also includes an activity, a presentation to guide the lesson, differentiation and links to good quality learning videos.

Looking for Evolution and Inheritance Science planning that focuses around a ‘Big Question’ for the whole unit? More and more schools are expecting all planning to have an overarching question that works across the whole planning. The purpose is to provide a hook for the children and to make every lesson relevant to the final learning outcome. If you are looking for just the planning, and not the resources, you can buy that here. If you would like to purchase the resources for the lessons on the plan as well, please visit my main page ‘Cutting Corner’. If you purchase all the resources and the plan, you will get it at a ‘cut-price’. This planning focuses around the big question 'How have living organisms changed to survive? Each lesson will provide children more and more answers to this question by focusing on a range of studied areas. It will last approximately 8+ weeks. This planning includes curriculum links, a range of research, activities, differentiation, links to engaging learning videos and clear learning outcomes. Lessons are also explained succinctly and not too ‘wordy’. This is to help teachers grasp lessons easily.

Looking for Evolution and Inheritance Science planning that focuses around a ‘Big Question’ for the whole unit? More and more schools are expecting all planning to have an overarching question that works across the whole planning. The purpose is to provide a hook for the children and to make every lesson relevant to the final learning outcome. This is the first lesson of a sequence of planning that focuses around the big question 'How have living things changed to survive? Each lesson will provide children more and more answers to this question by focusing on a range studied areas. The purpose of this first lesson is to provide children with the relevant research/studies that underpin our knowledge of evolution and inheritance. This includes learning about Charles Darwin. Children will jot down facts they learn about Charles Darwin and his studies around his name in the center of a page in their books- they will use this information as a reference point throughout the Science unit. This session also includes links to good quality learning videos.

Get your class in order with these class room expectations from the very get-go. The presentation helps covers some of the key areas you may want to discuss with your class at the start of each year or at any point you feel it needs revisiting. The aim is tackle to low level behaviour before it even begins The presentation contains images to trigger conversations with your class about key expectations in your class room. You could get the children to partner talk first and then share what they think. Then set the class expectation. Then at the end, set up 5 key classroom expectations/targets that they feel as a class they need to work on. You could take suggestions and then get the children to vote.

Train your children to be ‘Ninja’ quick in this animated Times Table game. In full screen, simply click on each slide to reveal a times table question. Children will need to write down the answer to the question before the number banishes. Play this game with music from the movie ‘Crouching Tiger Hidden Dragon’ in the background. The children love the music and it creates tension. Note: click the slides to set speed of the game. Leave numbers running for normal speed or click to move it quicker. I usually move it quicker when the music gets tense. If children can’t get the answer- they should skip/leave a space in their workings. Also, this resource is editable so you can adapt it to your class. Ideas for playing the game: Children write down each answer (list format) as they view it. If they miss one- skip a line/space. Then at the end, go through all the answers verbally with children (not in full screen). All children to have a Whiteboard. When they have the answer, they need to write it down and hold it up in the air to show the teacher. Confirm answer with them. Reward quick children over the game.