This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This booklet was made for a KS3 trip to the Natural History Museum, London. The front of the booklet has a table indicating what the pupils are to take away from the trip (green = lower ability to blue = higher ability). The higher ability tasks include the entire booklet and blue boxes. I hope this helps anyone who is planning a trip but needs some resources to go with it. The answers can also be assessed (WWW/EBI) when you're back in school.

This is aimed at a low ability KS3 class, with a Zombie theme Get a lot of glitter on your hands. As pupils walk in greet them with a hand shake or pat on the shoulder. Pupils begin with a word search of some key terms. Pupils then do a "Think, Pair, Share" on how they could catch Zombie-ism. Then get pupils to check their hands a shoulders, discuss what this represents. Go through the possible routes of transmission. Use mini white board to do some Q&A to check understanding. Put the different hospitals around the room. Pupils decide on how each patient became infected with Zombie-ism. There is then a Maths focus, where pupils draw tally charts, calculate percentages and draw graphs. Finally, pupils do an exit ticket which involves them describe ways disease can spread over different distances.

This lesson introduces coral reefs and how humans are affecting them by using a comprehension starter. It then has a collective memory tasks where pupils learn about the environment in which coral reefs are found. It contains a link for a podcast with a few questions to ensure that pupils have listened and taken away the key points. The lesson then progresses into food chains, webs and energy transfer on coral reefs using Finding Nemo as an example. It contains a feed web game, which requires some printing, but little preparation. They then look at a Finding Nemo food web and discuss what would happen if characters were removed as well as energy transfer. For the homework pupils must use the simulation on explorelearning.com (the simulation is called the same as the worksheet title)

This is aimed at a low ability KS3 class. It has the theme of Star Wars. I would like to say that the Star Wars examples are from RichardBonser (https://www.tes.com/teaching-resource/moments-levers-and-pivots-introduction-with-star-wars-11204405) Pupil begin by doing a wordsearch. They then go over the equation for a moment. The using examples they calculate moments. Pupils then discuss how changing the distance an affect the moment. Pupils complete some calculations and then do an experiment using meter rulers and wooden triangles. Finally they do a challenge question.

This is a Jurassic Park themed lesson aimed at KS3 pupils. Pupils begin by thinking about the types of energy that enter and leave an object, they complete a worksheet for this. Pupils then are reminded about kinetic and potential energy, with examples. Leading on from this, pupils then complete a description of energy transfer on a rollercoaster, and describe the energy types and particular points. Useful and wasted energy is explained to the pupils, with a simplified diagram. Pupils then create similar diagrams for different things seen at a theme park. Finally pupils are then given one Olympic scenario each and have to draw an energy transfer diagram as an exit ticket. There is a homework where pupils use the Jurassic World website to create energy transfer diagrams of activities in different sections. There is also an online homework used as an extension of the rollercoaster task (https://phet.colorado.edu/en/simulation/energy-skate-park-basics).

This is a Jurassic park themed lesson aimed at KS3. Pupils begin by identifying energy types and wasted or useful for given objects. Pupils then go onto the learn about the law of conservation and how to draw Sankey diagrams, they also assess a poorly drawn one. Pupils draw a few Sankey diagrams. Pupils then calculate efficiency. Million Pound Drop is then played by the pupils. This is from natashafox85 where you can get it for free (https://www.tes.com/teaching-resource/energy-efficiency-million-pound-drop-6142890) Finally pupils do a QWC question on the efficiency of light bulbs. This is from my QWC resources which can be found here https://www.tes.com/teaching-resource/qwc-writing-frame-with-picture-prompt-comparing-lightbulbs-11178129

The lesson is for a low ability class with a Pokemon theme throughout. The starter involves designing a cell with a function. The pupils can be as imaginative as they like. You can get them to judge each other's cells. Pupils then get given a poster (to be printed in A3) to complete by circulating the room and collecting information. There is a lower ability poster which tells them where to write all the information and links it to animal and plant Pokemon. There is also a higher ability poster which they decide which Pokemon would have those cells, there is a male and female version of the same Pokemon (this may need explaining if your pupils aren't familiar with Pokemon - the top right is female and the one directly below is male - they look slightly different). Then show pictures of different cells and pupils can use mini white boards to name them - I use this as an opportunity to get verbal confirmation that pupils can give a structure and function of each. Finally there is a choice of two exit tickets, a true and false or a match exercise.

This is very similar layout to the QWC writings frames (https://www.tes.com/teaching-resource/aqa-core-science-b1-c1-p1-qwc-writing-frame-bundle-11163851) This can be used as a stand alone lessons. Pupils are given different animals to research (Camel - easiest; Star-nosed mole - hardest, Desert vs Artic Fox extension comparison). There is a Symbaloo link (https://goo.gl/Cju34F) which has all the websites needed for each animal, organised in groups by colour, so you can give the pupils the QR code and let them research their relevant animal. After the pupils have researched their given animal, they can then be asked to write an essay on how that particular animal is adapted, maybe comparing it to a friend's.

This is a lesson with a Disney Frozen theme. The lesson is an introduction to the three states of matter. The lesson begins with pupils labeling what they think are solids, liquids and gases on a Frozen scene. They then listen to a song and are asked some questions based on it (the hyperlink for the song is in Elsa's speech bubble). Pupils then use a table to sort some objects, statements and diagrams into solids, liquids and gases. Pupils then do a series of experiments on custard (you want to make this with the consistency to be a non-Newtonian fluid). Finally, pupils write a conclusion about whether custard is a solid, liquid or gas based on their observations and what they have learned.

This is a Frozen themed lesson. It is for a low ability KS3 class. Pupils listen to Olaf's song from the film and you start a discussion on what Cristoff meant at the end of the song. As the song is on pupils can complete a match exercise. You then discuss the heating up on matter and what happens to Olaf. They can then complete the diagram. Pupils then watch the video and pupils complete the cooling down part of the diagram. There is a demo using a cloth and Malteasers to show how changes in energy changes they way the particles move. Pupils then complete a Olaf poster explaining what they have learned with diagrams. The exit ticket is then examples of each phase change.

This is a Pokemon themed lesson for a low ability class. The lesson begins with a colouring exercise, where pupils put animals into groups, they should know this from primary. Pupils then watch a video in vertebrates and complete a worksheet as they watch the video. This is followed by an online quiz and then a quick quiz. Pupils then use information around the room to learn about invertebrate groups. Pupils finally play "Slap the Pokeball" or slap the board. Here the teacher can call out examples or features and two pupils at the front race to slap the correct Pokeball. The exit ticket involves pupils classifying Pokemon and explaining their decision.