Really Simple A5 Worksheet, Pupils assess their own and others' contribution to the group work. Useful for a number of situations where teamwork is important for your learning objectives.
A collection of resources to help with teaching AQA C2.4 Rates of reaction.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes keyword glossary sheet - this can be given to pupils at the start of a topic or made available during revision as atopic specific resource.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes:
AQA C2.4.1 Rates of reaction
Learning Objectives
Learn who Alfred Wegener was and state the theory of continental drift.
Describe the crust as broken into pieces called tectonic plates.
Explain that convection currents within the Earth’s mantle driven by heat released by natural radioactive processes because the plates to move at relative speeds of a few centimeters per year.
Evaluate the evidence for continental drift and explain why it was not accepted at the time.
Settler:
Think pair share – Were all scientists successful?
Introduce students to the storys of Mendeleevs early life, Alfred Wegeners life and/or Nikolai Tesla.
Starter:
Demonstration:
Plate tectonic demonstration with biscuits and syrup – see video
Practical:
Main 1:
Alfred Wegener Song
https://www.youtube.com/watch?v=T1-cES1Ekto
Explain tectonic plates and continental drift
Alfred Wegener SciShow Video
https://www.youtube.com/watch?v=nbU809Cyrao
Main 2:
Pupils answer
What is the Alfred Wegener’s theory of continental drift. And what evidence did he have for it? (4)
Alfred Wegener’s theory of continental drift was not accepted by the scientists at the time. Why? (2)
AFL:
Homework
Produce a fake social media page for Alfred Wegener, what sort of things would he be posting about? Some people have already had a go, what would you post about if you were him?
Covers every topic in C1.
These google forms are designed to allow you to either print or mail direct to you students and they can self assess what they know against the required specification.
When completed either within the email or in an internet browser (works perfectly on mobile devices) the evaluation from the class is sent directly back to you where a breakdown of the responses is built into the form. (responses - summary of responses).
**UPDATE**
Google form versions can be accessed through the word document.
Each form only takes pupils a few minutes to fill out and are much quicker than traditional Red/amber/green self assessments.
Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.
A collection of resources to help with teaching AQA C2.5 Exothermic and endothermic reactions.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes keyword glossary sheet - this can be given to pupils at the start of a topic or made available during revision as atopic specific resource.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes:
AQA C2.5.1 Energy transfer in chemical reactions
C2 Keyword glossaries, useful for revision or as part of a homework.
Great laminated as a set in the classroom for revision as it means that textbooks aren't needed and pupils can be more independent.
C2.1 - Structure and Bonding
C2.2 - How the structure influences the properties and uses of substances
2.2.1 – Molecules, 2.2.2 - Ionic compounds, 2.2.3 - Covalent structures, 2.2.4 – Metals, 2.2.5 – Polymers, 2.2.6 - Nanoscience
C2.3 - Atomic structure, analysis and quantitative chemistry
2.3.1 - Atomic Structure, 2.3.2 - Analysing Substances, 2.3.3 - Quantitative Chemistry
C2.4 - Rates of reaction
C2.5 - Exothermic and endothermic chemical reactions
C2.6 - Acids, bases and salts
2.6.1 - Making salts, 2.6.2 - Acids and bases
C2.7 - Electrolysis
Learning Objectives
Be able to name some igneous rocks
Be able to describe how igneous rocks are formed?
Explain the difference between intrusive and extrusive igneous rocks.
Settler:
Starter:
Show pupils some igneous rocks, stress which ones they should be able to name later as examples. From the pictures pupils should identify some trends eg crystals and colour.
The images can be printed and laminated to do this exercise independently.
Demonstration:
Practical/ Main 1:
Pupils carry out analysis of the igneous rock samples, using naked eye, magnifying glasses/camera phones, porosity test and acid test.
Main 2:
Pupils to learn the difference between intrusive and extrusive igneous rocks using ppt.
AFL:
Questions from page 91
SPLAT
Homework
Read the geology.com article about igneous rocks and how they are formed.
Learning Objectives
✤ State the adverse effect of Carbon Monoxide on health and discuss why this pollutant is of global concern.
✤ Explain why carbon monoxide detectors are used.
Settler:
Starter:
Demonstration:
https://www.youtube.com/watch?v=lMnaLKlVXxo
Practical:
Main 1:
See worksheet.
Main 2:
Balancing equations activity in ppt.
AFL:
Homework
Produce a warning poster on the dangers of improper use of gas fires in the home.
A good poster will meet the learning objectives above and include explanation of any keywords used.. - examples on website
Learning Objectives
✤ To plan an investigation into the effect of volume of air on the time it takes for a candle to go out.
✤ To carry out an investigation
Settler:
https://www.youtube.com/watch?v=hwU3YL_SD70
Starter:
Use common mistakes ppt.
Demonstration:
Practical:
Main 1:
This is the levelled task for this topic. We will be used to level along UK national curriculum levels you ability to carry out an investigation. The assessment is looking mostly for your ability to make links between the topics and explain both verbally and using diagrams. The levels available will range from a 3c (lowest) to a 7a (highest).
If pupils have already achieved a 7c or above in the previous levelled practical they will be given the opportunity to use the GCSE criteria, these have much more criteria to be completed but will allow pupils to achieve grades rating from a FAIL to an A*.
Large card sorts -ideal for starter, plenary, main or revision activity.
Suitable for a wide range of abilities.
Great for working in mixed ability pairs.
These are large (10 cards per page) recommended size for revision as part of a circus of activities, for multiple sets it is recommended that you use the smaller version (20 cards per page).
AQA C1.1.1 Atoms
AQA C1.1.2 The periodic table
AQA C1.1.3 Chemical reactions
AQA C1.2.1 Calcium carbonate
AQA C1.3.1 Extracting metals
AQA C1.3.2 Alloys
AQA C1.3.3 Properties and uses of metals
AQA C1.4.1 Crude oil
AQA C1.4.2 Hydrocarbons
AQA C1.4.3 Hydrocarbon fuels
AQA C1.5.1 Obtaining useful substances from crude oil
AQA C1.5.2 Polymers
AQA C1.5.3 Ethanol
AQA C1.6.1 Vegetable oils
AQA C1.6.2 Emulsions
AQA C1.6.3 Saturated and unsaturated oils
AQA C1.7.1 The Earth''s crust
AQA C1.7.2 The Earth's Atmosphere
Learning Objectives
✤ State the adverse effect of Global Dimming and discuss why these pollutants are of global concern
✤ Relate this to particle theory and light diffraction/reflection.
Settler:
Starter:
https://quizlet.com/57699307/aqa-c143-hydrocarbon-fuels-flash-cards/
Demonstration:
Practical:
Main 1:
See ppt.
Main 2:
AFL:
Homework
Exploratorium activity on website.
https://www.youtube.com/watch?v=2JmrmwIyhAE
Learning Objectives
✤ Describe briefly the uses if limestone and how it is quarried.
✤ Consider and evaluate the environmental, social and economic effects of exploiting limestone and producing building materials from it.
✤ Evaluate the developments in using limestone, cement and concrete as building materials, and their advantages and disadvantages over other materials.
Settler:
Starter:
Demonstration:
Practical:
Main 1:
Limestone cycle folder
Main 2:
https://www.youtube.com/watch?v=ehBKETtRImk
How does cement work?
AFL:
Homework
Take a look at this article: Worlds largest Open pit Mines (Quarrys)
To add extra wow factor I found them on google maps for you:
• The biggest iron mine
• The deepest mine
• The deadliest mine
Your task after this lesson will be to prepare yourself for a debate on Quarrying - Is it good or bad? The best pupils will research both sides, and this article will give you great perspective. For example Hibbing Minnesota would not exist at all without the local mine as it provides all the jobs and income for the area. There are lots of positive and negative arguments in the text of the article. You may also want to research easier to read websites such as BBC Bitesize.
A collection of resources to help with teaching AQA C2.1 Structure and bonding.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes keyword glossary sheet - this can be given to pupils at the start of a topic or made available during revision as atopic specific resource.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
More to be added.
Learning Objectives
State that earthquakes are most frequent at tectonic plate boundaries.
Explain what causes earthquakes suddenly.
Explain why people might not evacuate overtime there is an earthquake warning.
Settler:
Think pair share
Are all earthquakes the same?
Which Earthquakes are more dangerous?
https://www.youtube.com/watch?v=6pwlMHpeOto
Do they occur everywhere?
Starter:
Demonstration:
https://www.youtube.com/watch?v=gFB-qpiKccs
https://www.youtube.com/watch?v=XOCxNVDiOnE
Practical:
Main 1:
Why might Earthquakes be difficult to predict?
Why are the effects of the Earthquake on people who live there?
If earthquakes are so destructive why don’t people evacuate everyone there is a mild tremor?
Main 2:
AFL:
Homework
What is your own experience with earthquakes? Has someone in your family experienced a earthquake?
Write a diary entry for the day when the earthquake happened (fact or fiction), include any warning you had about the earthquake if you had them and what your response was, wether you thought the earthquake was dangerous and what happened afterwards.
Ever wondered why some old buildings survive earthquakes and some don't - turns out the secret is retrofitting.
Learning Objectives
✤ Name the common pollutants in the air
✤ State the source of each of these pollutants.
✤ Describe and explain the presence of oxides of nitrogen in car engines and their catalytic removal.
Settler:
Some great combustion videos:
The essential element
Starter:
Demonstration:
https://www.youtube.com/watch?v=Ubop-51dJjg
Practical:
Main 1:
Main 2:
AFL:
Have pupils take poll on the website and discuss
Homework
Read "A students guide to Global Climate Change"
Think about this question..
Is carbon dioxide always a bad thing?
For every topic in 2 there is a small (under 5 mins) starter or plenary quiz, includes multiple choice answers to enable all pupils to access the content. Great assessment at the start of a revision lesson or ideal for tuition.
Includes:
A collection of resources to help with teaching AQA C2.3 Atomic structure, analysis and quantitative chemistry.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes keyword glossary sheet - this can be given to pupils at the start of a topic or made available during revision as atopic specific resource.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes:
AQA C2.3.1 Atomic structure
AQA C2.3.2 Analysing substances
AQA C2.3.3 Quantitive chemistry
A collection of resources to help with teaching AQA C1.7 Changes in the Earth and its atmosphere.
Includes card sorts ready made in small and large - print these on coloured card and laminate for the best effect.
Includes mini test for a starter to judge prior knowledge, or used as a summative activity at the end of the lesson.
Includes
C1.7.1 The Earth's crust
C1.7.2 The Earth's Atmosphere