This resource begins by introducing stem cells and their uses, before inviting students to write a clearly balanced account of the arguments surrounding the use of stem cells in research. It then moves on to introduce designer babies and encourages students to write a clearly balanced account of the arguments surrounding designer babies. This lesson provides excellent opportunities for class discussions on ethically challenging topics and an opportunity for students to complete extended pieces of writing. The resource includes links to useful videos on the topic.

This resource provides useful images and links to videos to help stimulate discussion on genetic modification and CRISPR. It also includes a list of questions for students to answer on the topic of genetic engineering and biotechnology.

This resources is best used after a lesson, or series of lessons, on fossils and how they provide evidence for evolution. This resource provides a visual aid for introducing some of the other forms of evidence for evolution and invites students to create a presentation to deliver to the class on one piece of evidence. The resource concludes with a big question that can be answered in class or as a longer homework assignment.

This PowerPoint resource helps students label and use the light microscope. I usually print off the second slide in advance of the lesson to use as a worksheet for students to complete. The worksheet instructs students to label a light microscope using the information available. The PowerPoint resource includes a quick quiz to test student knowledge and instructions on how to use a light microscope.

This PowerPoint provides a creative and easy to use resource for introducing atoms, elements, and the differences between them. It includes a few shorter activities that engage students as well as a longer writing task.

This resources includes the key terms for the rock cycle topic. I encourage students to cut out the key terms and stick them onto their rock cycle posters, as a revision activity at the end of the module. I also use this resource to play games, such as “this is the answer, what is the question?” It is a simple and easy to use resource.

This graph drawing resource functions as both a checklist and marking framework for students. At the start of my graph drawing activity, I hand students a copy of the marking framework and remind the students how to draw a scientific graph. Students then use the checklist as they draw their graphs to ensure they have included everything they need for full marks. Students then either hand in their graphs or swap graphs with their peers and the marking framework is used to give students a grade for their graphs.

This easy to use, simple resources provides a useful visual for introducing the law of conservation of energy and energy stores. I use it to initiate discussion on the topic and to test initial understanding of the different types of energy stores.

This simple and easy to use PowerPoint resource provides a useful visual stimulus for discussions on energy efficiency and how the loss of energy can be detrimental to the environment. After discussing dissipation of heat energy, I then introduce the practical investigation. Students are provided with two different light bulbs, a ruler, white piece of paper and a thermometer. Students test to see who of the light bulbs causes the greatest increase in temperature in the thermometer. This light bulb gives out the most heat energy and is therefore the least efficient. This result guides students through planning, recording, analysing and evaluating their experiments.

This resource provides a useful visual aid set of activities for the ‘energy in food’ or ‘fuel is fuel’ topic. It initiates important discussions about healthy diets, challenges students to use their mathematical skills and enables students to make links between their learning in maths, biology and physics. Students carry out a series of caluclations, including a calculation to see how much of different food types they need to consume to gain their daily recommended amounts of energy.

This resource provides a visual stimulus to initiate discussions on energy efficiency and how to reduce our heating bills. Students are invited to produce a leaflet for house-holders who want to know what they can do to reduce their heating bills, and to design a house that has minimum energy standards. The resources also includes a few big questions relating to the topic.

This two slide PowerPoint resource provides a simple and easy to use stimulus for a lesson on reducing our carbon footprints. It includes a couple of useful web links and encourages students to complete their own carbon footprint reduction plan.

The key objective behind this scheme of work is to enable students to draw, interpret and use graphs of motion to analyse the motion of objects. The learning outcomes include: Speed, distance and time Distinguish between (i) distance and displacement and (ii) speed and velocity 2, Give the SI units for distance, displacement, speed and velocity. Define (average) speed as: speed = distance travelled / time taken Solve problems using this equation using correct units. Recognise that (instantaneous) velocity of an object is its (instantaneous) speed in a stated direction. Draw and interpret distance vs time graphs: relating the speed of an object to the gradient of the line (for objects moving quickly, slowly, speeding up, slowing down or stationary) find the speed by calculating the gradient of the graph recognise a negative gradient as motion backwards Acceleration Define acceleration Solve problems for accelerating objects speeding up or slowing down using the equation for acceleration and correct units. Draw and interpret velocity vs time graphs: Relating the gradient of the line to the acceleration of the object Calculating the acceleration from the gradient Relate the acceleration of an object to the application of a (net) force

The key objective behind this scheme of work is to enable students to describe, in words and using mathematics, the essential features of sound and light waves and their propagation. The learning outcomes are detailed below: Features of Waves Describe a progressive wave. Distinguish between transverse and longitudinal waves (with reference to the direction of oscillation of the particles). Give examples of transverse and longitudinal waves. Define the following terms and identify them on diagrams (for transverse waves only): wavelength, amplitude, particle displacement Define the period and frequency of a wave, finding one given the other. Use the wave equation to explore the relationship between the speed of a wave, frequency and wavelength: v=fλ Sound waves Interpret traces of sound waves (made by a CRO, for example) Relate the properties of a sound wave to the pitch, volume and timbre of a sound. Outline and evaluate an experiment to measure the speed of sound in air. Electromagnetic Waves Distinguish between mechanical waves and electromagnetic waves. Outline differences and similarities between sound and light waves. List the components of the electromagnetic spectrum in order of frequency and wavelength. Identify the components of the electromagnetic spectrum that are ionising and discuss their dangers. Give uses for each component of the electromagnetic spectrum (including the use of electromagnetic waves for communication and for medical imaging). Identify that when a wave strikes a surface or change in medium, there will be reflection, transmission and absorption.

This creative, fun and easy-to-use resource introduces the process of diffusion. It includes a fun starter and plenary, useful video link and framework for a simple diffusion experiment.

This fun, creative and easy-to-use resource introduces the equation for density and includes practice questions for students to answer. It also includes a useful visual to help students understand why some objects float whilst others sink and invites students to carry out their own research on Archimedes.

This creative, fun and easy-to-use resource introduces risks and hazards in the science laboratory. It introduces ten of the most common hazard symbols and their meanings and encourages students to test their knowledge using a fun ‘pictionary’ plenary activity, where students take it in turn to draw a hazard symbol whilst their peers have to race to correctly name the symbol being drawn.

This creative and easy-to-use resource introduces mechanical waves, the key features of waves, and the main differences between longitudinal and transverse waves. It includes links to useful videos on the topic, short activities, and a plenary. Slide 10 of the PowerPoint is the worksheet I hand out to my students, either to fill in as we go through the material or as a revision activity afterwards.

This resource introduces the electromagnetic spectrum, electromagnetic waves and the equation for wave speed. It includes a series of practice questions as well as a fun ‘unscrabble the words’ plenary activity.

This resource introduces the structure of the heart and double circulatory system. The second slide can be used both to introduce the different parts of the heart or as an assessment-for-learning activity at the end of the lesson. The third slide includes a worksheet that can be printed off and handed out to the students, for them to complete before the heart dissection. I usually project the fourth slide during the heart dissection to help students identify the different parts of the heart as they carry out their dissections. If there is time at the end of the lesson, I introduce the double circulatory system via an active learning activity, where students circulate around the classroom, holding either blue or red counters to represent deoxygenated and oxygenated red blood cells.