A full lesson based on the Activate 1 (WS 1.2) SOW but can be used for others. The lesson teaches experimental planning, accuracy and precision, uncertainty, repeatability and reproducibility. A range of activities are included, all the required answers are incorporated into the slides. If you like this lesson visit my shop for superior teaching resources: https://www.tes.com/teaching-resources/shop/matt_nick1in

A full lesson based on the activate 1 (P2.5) SOW but can be used for others. The lesson covers echoes, distance and choes, reducing echoes, ultrasound and its uses. A simple DART activity is used for early AFL. Students then take part in a literacy exercise to consolidate and expand on the content of the lesson. The plenary is based on students reflecting upon their progress against the learning objectives.

A full lesson based on the new AQA (B3.7) SOW. This lesson covers the importance of temperature and pH on enzyme activity with given examples. Student understanding is checked with past paper exam questions. The lesson then outlines how the body regulates pH within digestion, and students are again directed to past paper questions. This is repeated for the regulation of surface area (emulsification). All answers are incorporated into the slides allowing for peer assessment. The plenary is based on students reflecting upon their progress against the learning objectives.

A full lesson based on the OCR-A SOW. The lesson introduces the carbon cycle and students apply their learning to a past paper question. After this students are handed a table to fill in as you work through slides detailing the nitrogen cycle. This is then peer assessed prior to students attempting 2 more past paper questions based on the nitrogen cycle. All answers incorporated into the slides, timers used to promote pace.

This lesson is based on the new AQA SOW (B3.6) but can be used for others. This lesson includes the required practical. The lesson outlines key information relating to the digestive system and enzymes, students fill in a table handout during the presentation of these slides. The table is then self/peer marked to ensure key information is present. The practical is then introduced (a brief demonstration may be beneficial here) to and conducted by the students. Those who finish in good time are prompted to draw a graph and identify the variables within the experiment. An extra stretch is based on students suggesting improvements to the techniques used during the experiment. This is followed by a discussion of results and ‘what should of been seen’. The plenary is based on students reflecting on their progress against the learning objectives, and sharing this with the class.

This lesson is based on the Activate 1 (P2.4) SOW but can be used for others. The lesson begins with the structure of the ear, and how we hear. Students complete their handout of the ear as you progress through the first few slides prior to a summary and correction of answers. There is then a 'gap fill' DART activity to check for understanding. The lesson then progresses to damage of hearing and how we measure sound (dB). The microphone is then compared to the ear, students must then answer a 'focus writing' task where they use their knowledge from the lesson to compare and contrast the ear and the microphone. The plenary is based on students reflecting upon their progress against the learning objectives, and sharing their answers with peers - throwing round a soft toy is a fun way of doing this. All answers/animations/timers included within the slides.

This lesson is based on the Activate 2 (P1.7) SOW but can be used for others. The lesson includes the making of electromagnets, increasing the strength of electromagnets and differentiates between permanent and electromagnets. A practical demonstration and a fun think pair and share session are included to maintain student focus. Students attempt a focus mark question based on the content of the lesson and peer assess - this can be used for focus marking. The plenary involves students reflecting upon their progress against the learning objectives, and how they can improve. No additional worksheets required, answers incorporated into the slides for written activities.

A full lesson based on the Activate 2 (P1.6) SOW but can be used for others. The lesson covers poles, attraction and repulsion and magnetic fields. A practical activity is included where students draw magnetic field lines making use of a bar magnet and a compass. The students then study the earths magnetic field prior to attempting summary questions based on the content of the lesson (answers incorporated). Video and think pair share sessions are included to maintain student focus. The plenary is consists of students writing a reflective paragraph based on their progress against the learning objectives - prompts included on slides.

A full lesson on the topic of energy transfer in ecosystems. The lesson is based on the OCR-A SOW but can be used for others. The lesson recaps on trophic levels and moves onto energy transfer in ecosystems, biomass pyramids, calculating energy transfer and biomass transfer and discusses the impact of human activities on energy transfer. Past paper questions are used for AFL. The plenary is based on reflective writing, students gauge their progress towards the lessons learning objectives, and how they can improve. Additional 'back up' questions are included for more able students.

A full lesson introducing the topic of ecosystems. The lesson is based on the OCR-A SOW but can be used for others. The lesson introduces key words relating to ecosystems through video, and has a simple match up activity to allow for AFL. Students then learn about biotic and abiotic factors making use of examples. They then participate in an activity where they must correctly categorise factors as biotic and abiotic from the board. A past exam question is included as a 'stretch question' to reinforce learning at this point. Students are then introduced to food chains, webs and trophic levels prior to a final 'question grid challenge' with differentiated questions based on the learning objective of the lesson. The plenary is based on reflective writing, where students gauge their progress towards the lessons learning objectives, and how they can improve.

This lesson is tailored to the new AQA (B3.5) SOW but can be used for others. The lesson includes the effect of pH and temperature upon enzymes and uses video to relate extremophiles to the topic. Students must then plot a graph of data relating to pepsin activity and temperature and are scaffolded up to calculating the rate of reaction. Students can then explain their findings with the knowledge they have obtained within the lesson relating to denaturation etc. The plenary is based upon students reflecting upon their progress against the learning objectives.

This lesson is based on the new AQA (B3.4) SOW but could be used for others. The lesson teaches the principles of catalysts and enzymes, and the role of enzymes in metabolism through lecture and video. Students then apply their learning to differentiated questions based on the content of the lesson. A practical is then included where students investigate the effect of different catalysts (potato puree and manganese (IV) oxide) on the decomposition of hydrogen peroxide. Stretch questions are included for those who finish early. The plenary is based on the students reflecting on their progress against the learning objectives. All answers to written work are incorporated into the slides via animation.

This lesson is based on the new AQA (B3.3) SOW and includes the required practical. Students first complete a table on proteins, carbohydrates and lipids as you work through the slides. There is then a review of this information through Q/A (answers incorporated into the slides). Students then move onto the practical, with stretch questions included for those who finish early. The plenary is based on students reflecting on their progress towards the learning objectives.

This lesson is based on the new AQA SOW (B3.1) but can be used for others. The levels of organisation are introduced during the starter and then expanded upon prior to a learning checkpoint (key word match up) for AFL. The tissues of the stomach and their functions are then discussed. Students then undertake independent research on several organs within a table - ipads or textbooks are required. Students then complete a ‘match up’ activity involving the adaptations of the stomach and how they aid its function. This scaffolds them to attempt a 6 mark exam style question. The plenary is based o students reflecting upon their progress against the learning objectives. Students can be asked to read out their answers during the plenary.

A full lesson covering the topic of the digestive system. The lesson is tailored to the new AQA SOW (B3.2) but can be used for others. The lesson includes an information hunt (posters taken from TES), video, and a differentiated, competitive question grid challenge. The plenary is based around student reflection upon their progress towards the learning objectives. Students can be instructed to read out their answers during the plenary, and can elect peers through throwing around a soft toy. If you like this lesson please visit my shop for more: https://www.tes.com/teaching-resources/shop/matt_nick1in

A complete lesson based on the Activate 2 (P1.5) SOW but can be used for others. The lesson includes an introduction on how to calculate it making use of the equation triangle. Students then attempt calculations and can 'stretch' to rearrange the equation to calculate p.d and current. Conductors and insulators are then introduced ahead of a practical exercise where students calculate resistance from a series of p.d. and current measurements. Power packs, variable resistors, ammeters and voltmeters. The plenary is based on students reflecting on their progress against the learning objectives.

A lesson based on the Activate 2 (P1.4) SOW but can be used for others. The lesson includes an introduction to series and parallel circuits, and explains their differences in terms of current and potential difference. A whiteboard quiz then follows (AFL) prior to a practical exercise. For the practical exercise simple circuit components are required; battery packs, voltmeters, ammeters, connection wires, bulbs and switches. Additional 'stretch' questions are included in the instance that the students progress speedily through the practical, with the answers incorporated into the slides. The plenary is based around student reflection on their progress against the learning objectives. Students can be elected to read out answers and this can be 'pop corned' on between peers.

A differentiated lesson based on the Activate 2 (P1.3) SOW but can be used for others. The lesson covers the meaning of potential difference and how to measure it, a brief mention of the key words 'series' and 'parallel' and their meaning, and a brief introduction to p.d. ratings on batteries. There is then class wide AFL with the use of planner (red, green and yellow) cards covering the information above. Students then progress to a simple practical activity where they measure p.d. across different components; battery packs, connection leads, voltmeters, bulbs and switches are required. A 'stretch' question sheet is included if students progress ahead of time, the answers for this are incorporated into the slides. The plenary is based on student reflection against the learning objectives, answers can be read out and 'pop corned' between peers.

A lesson based on the Activate 2 (P1.2) SOW but can be used for others. The lesson involves an introduction to circuit symbols, current, measuring current and cells/batteries. Students then model current in a circuit using rope. There is then a simple practical where students measure current within simple circuits; battery packs, connection leads, ammeters, bulbs, motors, buzzers and switches are required. This is followed by a differentiated question grid challenge where students answer as many questions as they can within 10 minutes. The plenary is based on student reflection against the learning objectives. Students can be asked to read out their answers during the plenary, and this can be 'pop corned' on by throwing around a soft toy.

A complete, differentiated lesson on static, with content based on the Activate 2 (P1.1) SOW. The lesson involves an introduction to charge, atoms and subatomic particles. Students are then demonstrated static electricity using balloons and a Van de Graff generator. The students can be included into to this demonstration to make things fun, if it is not possible to use this equipment then a video is included within the slides. Class wide AFL is conducted through the use of planner (red, green and yellow) cards. Students are then taught the concepts of lightening and electric fields prior to a differentiated 'beat the grid challenge', where students answer as many ranked questions as they can in 10 minutes. The plenary is based upon self refection against the learning objectives. Students can be elected to read out answers through throwing a soft toy between peers. No additional worksheets or resources required.