KS3 introduction to changes of state. Through a range of kinaesthetic activities (such as describe-draw-show tasks and role plays) students are helped through an explanation of each process which leads to one state of matter changing to another.

Students complete an end of topic solids, liquids and gases spelling test. Using some simple equipment students plan a simple thermometer that could test different temperatures. Students finish the topic by answering levelled questions related to the expansion and contraction of liquids.

Students use their results from a previous experiment of melting an ice cube to plot an annotated line graph. Documents are pitched towards a first term Year 7 class. Scaffolded work can be removed and higher differentiated sheet can be used for higher ability KS3 classes who can already plot line graphs independently. Students consolidate their understanding of melting points by applying it to unusual examples such as gallium metal.

Students are introduced to the problem of determining which substances are acidic or alkaline in nature. Students complete simple litmus tests on a variety of household substances to determine the strengths and limitations of litmus paper as an indicator.

Students are introduced to a fictional granny who's washing machine has broken down. Through the discussion of simple evidence students are made aware of hard water and the development of lime-scale. Students design an experiment that demonstrates how acid can be used to breakdown and remove lime-scale from washing machine parts and reveals to them the products of such acid-carbonate reactions. Students complete a range of levelled questions to consolidate their knowledge.

KS3 problem solving lesson to discover what caused a train to crash. Students develop an understanding of whether or not solids, liquids and gases can be compressed using a simple experiment. Students use the results from their experiment to explain whether air leaking into the brakes may have caused the crash.

Students are introduced to the environmental effects of acid rain within a community. Teacher burns sulphur in a gas jar of water and universal indicator to demonstrate acid rain in a jar. Students use a series of disguised buffer solutions and pH probes to collect enough data to discover which areas produce the lowest pH water samples. After the teacher demonstrates the production of carbonic acid and sulphuric acid students use pH probes to investigate different samples of water collected in the local environment (buffer solutions). Students use their results to identify which area has the lowest pH and begin to consider explanations for these findings.

Students are introduced to the idea of classification through organising various television programmes into their own chosen groups. Students in groups formulate their own tests they could carry out using a series of simple equipment to determine similarities and differences between rock samples. Eventually using their results to form rules that distinguish igneous, sedimentary and metamorphic rock types.

Students use a short clip from the Disney movie Frozen to apply their understanding of changes of state to a simple experiment which they cooperatively plan and complete.

Students are introduced to some evidence related to a winged dinosaur. Using this evidence to provoke questions students are introduced to the formation of sedimentary rocks and how this type of rock can occasionally lead to the formation of fossils. Students produce their own fossils using Plaster of Paris and evaluate their model.

Students are asked to think about all of the chemicals and substances inside the oceans of the Earth. After probably getting a few answers like "fish" students should move onto ideas such as salt, sand, and pollutants. Students recap the idea of filtration to remove insoluble "garbage islands" from the sea and are then introduced to the idea of evaporation to remove the salt. The use of producing fresh water from brine as well as salt is discussed. After completing a class risk assessment, students complete a practical experiment. Evaporating salt from "seawater" in an evaporating dish. Students write their conclusion and then improve using expert language.

Students have the opportunity to explore six unusual materials that will stretch and question their prior understanding in relation to solids, liquids and gases. 1) Borax slime 2) Water in a vacuum 3) Is toothpaste a solid? 4) Syphoning water 5) Is Ooblek a liquid? 6) Changing states of cream Students use the lesson to answer an extended question

Students are introduced to Robert Boyle's observations of Roses changing colour in different chemicals. Students test the idea of preparing a natural substance to test acids and alkalis by planning an experiment that prepares red cabbage as an indicator. Student complete a risk assessment and design a procedure for their experiment. Higher level students have the chance to evaluate their indicator in terms of effectiveness.

Students are introduced to a fictional scenario where fireman make a factory fire worse by adding water. Students produce their own theories from their own knowledge to suggest what could have caused the accident. Through teacher demonstration students are introduced to the alkali metals and complete a summary table that contrasts physical appearances and reactivity. Students write a report to the fire brigade suggesting how alkali metals in the factory could have made the fire worse.

Students are introduced to the pain reliever 'Entonox' a gas made from molecules comprised of nitrogen and oxygen. Students have ten minutes to build a moli-model and read an information sheet related to a compound of nitrogen and oxygen to see if it would be suitable for pain relief. Once students have completed three models they come to a conclusion of which gas would be most suitable: nitrogen monoxide, dinitrogen monoxide or nitrogen dioxide. Higher level students can be introduced to coefficients and subscripted numbers in relation to symbol formulae.

After a brief introduction to the Gold rush of 1849 students are introduced to the new topic of separating techniques. One solubility and insolubility are introduced students sieve for gold using a mixture of coffee granules and gold glitter. After completing the filtration experiments students draw a cartoon strip of their method and findings.

Students assist Doctor Gregory House M.D in diagnosing a patient of an unknown illness. Students use the diagnosis cards to discuss which disease or disorder the patient is suffering from. Students discover that the patient must be poisoned with arsenic, Oooo-eeer! Students learn about Simple Distillation equipment through a poster relay task. After the teacher discusses the explanation of removing soluble solutes the students complete a worksheet demonstrating their understanding.

Russell the Wilderness Explorer wants to earn his expansion and contraction badge, can you help? Students become adventure explorers and earn badges by defining key terms from earlier on in the unit. Students watch classic demonstrations (could be completed as class experiments) and video clips from the movie to help them explain why particles expand when heated and contract during cooling. Higher students are introduced to the idea of density before answering and evaluating an assessed question. I used this lesson very successfully in an Ofsted observation. Students find this lesson incredibly engaging- I thought I'd share this resource for free due to the Disney copy right issues etc.

This lesson is a free resource from my quantitative chemistry SOW avalaible from my shop. All resources include a blast from the past recall starter, PowerPoints, resources, Higher tier and Foundation learning outcomes, practical experiment instructions and technician notes and exam practice with model answers.

Students investigate the Hidenberg disaster and become experts in specific group 0 elements to see which gas would be more suitable than Hydrogen to prevent a repeat of the well known disaster.