KS3 simple practical lesson involving separating mixtures, with possibility to expand to a more in depth practical activity. Also recaps definitions of Element, Compounds and Mixtures. Equipment Needed – Flour, Sugar, Beakers, Water, Filter Paper, stirring rod or spoon and evaporating dish (Bunsen burner if evaporating in lesson and not left overnight). Additional Information is in the notes section on each slide. Starter - Picture task for students to identify substances/objects as mixtures or not. Main 1 - Recap of Element, Compound and Mixture through 5 picture puzzles for students to identify. This is followed by students writing definitions for each, before self assessing against a model answer. Main 2 - Practical activity. Students use a hint sheet to solve a problem of sugar mixed in with flour. You can substitute a colleagues name into the slide to make it more engaging. Plenary - Students are given 4 mixture examples (Iron Filings and Flour, Sugar and Water, Rice and Kidney Beans, Sand and Water) along with an equipment list, some needed and some not. They have to identify how they would separate each mixture using only the equipment provided. You could also complete this as a practical activity carousel using the 4 mixtures. Objectives are below: GOOD – SEPARATE different substances using different techniques. GREAT – DESCRIBE particle arrangements in mixtures. EPIC – EXPLAIN why and how to separate different mixtures using different techniques. As always any feedback is welcome :)

Information sheets describing Newton's 3 Laws of Motion with examples. I have also uploaded a simple worksheet for students to use when interpreting the sheets, although this was used as a quick fix for a lesson. The sheets can be used as a revision aid or as placemats for students to use when investigating the 3 Laws.

Lesson plan investigating non-communicable diseases and correlation v causation. Instructions and ideas for delivery are included in the notes section. I used post-it notes within the lesson for a group task, but the lesson can be delivered without. Starter - Students rank diseases in order from most to least deaths caused as of 2012 before identifying risk factors relating to these. Main 1 - Continuum of risk factors for students to rank from least impact on health to most impact. Post it notes were used for groups of students to rank their own ideas before feeding back as a class. This then leads into a table activity whereby students identify diseases as communicable or non communicable. Main 2 - Worked class example of correlation vs causation using pollen, ice cream and hay fever as a way of introducing the idea. Students grasp that evidence is needed to imply causation through correlation, and some ridiculous examples are used to highlight this idea before students explain evidence for 3 non communicable diseases. Feeds into a data worksheet task on link between liver disease and alcohol consumption. Plenary - Students come up with 5 ideas on how to minimise the risk of developing one of the non communicable diseases covered in the lesson. Objectives: GOOD – LIST some risk factors that are linked to an increased rate of a disease. GREAT – DECIDE whether a link is causal or not. EPIC – DRAW conclusions on disease from given data As always any feedback is appreciated :)

A worksheet depicting the circulatory system. Students have to start at the top left of the worksheet, describing the process at each stage of the circulatory system using the key words at the bottom of the sheet

A practical lesson looking at making salts from an insoluble base. I used Copper Oxide and Sulphuric Acid for the lesson, where the students fill in the equipment list and follow a method to make Copper Sulphate. Aimed at middle ability learners, but can be differentiated up/down if needed through the use of method/questions on worksheet. Method is on the worksheet and additional information is in the notes section of the PPT. Starter - Students write down their own examples of salt making reactions involving metals, metal oxides, metal carbonates and acids. Can add in symbol equations as a challenge task for student challenge. Main - Introduction to the experiment by describing the reaction of insoluble salts with acid. Students copy down the equipment list onto their worksheet before following the method on the worksheet to react Copper Oxide with Sulphuric Acid. During the practical, there are 6 questions to answer relating to the experiment to complete. Plenary - Naming salts task on the worksheet using the key from the starter as help. Symbol equations are written underneath as a student challenge task. Objectives: GOOD – NAME salts formed between a metal oxide/hydroxide and an acid GREAT – DESCRIBE a method to prepare a dry soluble salt from and insoluble substance and an acid EPIC – EXPLAIN why the reaction between a base and dilute acid is a neutralisation reaction As always, any feedback is welcome :)

Originally for medium/low ability students, but can be differentiated. Revision booklet for the topics mentioned. Booklet has heart to label, flow diagram gaps to detail movement of blood through the heart, Blood vessel structure, function, features table to fill in, CHD DART activity, blood components table task and application questions at the end of the booklet.

Growing Bacteria in the lab for the New GCSE spec. Simple lesson looking at students growing bacterial cultures. Agar plates are needed and there is a teachers slide in the PPT detailing the preparation for the lesson if needed. Starter - Students to draw the first 4 generations of bacteria as an introduction to BINARY FISSION before using this as a tool to describe exponential growth after 10, 20, 30 and 50 divisions. Main - Practical activity whereby students grow cultures using swabs from areas of interest to them. All information is on the practical sheet and students are required to work independently although this can be tweaked to suit your class. After the practical students answer questions on the worksheet relating to the lesson. Plenary - Class feedback/discussion of answers to practical questions followed by a 3,2,1 plenary to ensure students are reflecting on their work. OBJECTIVES: GOOD – FOLLOW rules needed to prepare an uncontaminated culture GREAT – EXPLAIN why it is important to use an uncontaminated culture to investigate bacterial growth EPIC – SUGGEST how to measure the growth of bacteria and discuss uncertainty As always, any feedback is welcome :)

3 sections with questions on identifying independent and dependent variables, exam style questions on graph skills before building up to students plotting data onto their own graphs.

3 Lessons looking at transpiration all on 1 PPT with 2 easy practical opportunities. Instructions in the notes section of each slide - Each lesson builds on exam technique with higher ability students, but can be differentiated if necessary. Equipment needed - Food Dyes - Celery - Beakers - Straws - Cups - Drinking water. 1 - Plant Transport Systems - Lesson looking at the adaptations of the xylem and phloem, discussing the ideas of transpiration and translocation. Practical task involving celery and food colouring to calculate transpiration rate. Starter and plenary looks at improving question on rainbow flowers as a hook. 2 - Transpiration - Starter recapping previous lesson, before introducing ideas of stomata and guard cells in leaves, linking to osmosis. Transpiration introduced through the straw model (4 different straws needed - big, small, normal, 5 taped together) and evaluated throughout. Students use their knowledge and key ideas from the slides to develop their own exam question. Plenary applying knowledge. 3 - Factors affecting transpiration - Last lesson looking at the factors affecting transpiration. Students define the 4 key term factors as a starter before looking at 4 problems through the use of personalised problems for a farmer (I used a fellow staff member and students throughout the slides to engage students. Data task at the end again to build on exam structure. Any feedback is always welcome :)

Lesson plan and simple worksheet for Breathing and Gas Exchange for the new GCSE spec. Aimed at my low ability year 10 class. The lesson features a high amount of discussion with the class as I was interested in developing this aspect of their learning both with myself and each other. Instructions are in the notes section of each slide. Starter - Label the parts of the gas exchange system as a KS3 recap. Main - Using words to describe alveoli structure as a building block to develop ideas around why it is sack shaped. Students then complete short gap fill exercise and do a simple data task looking at % of gas present during inhalation and expiration. Picture task for students to draw the alveoli either as a memory game or describing game in pairs as a way to introduce adaptations and build on description/discussion skills. Plenary - Students use the different word banks to answer the WALT question "How does oxygen get into the body?" They can then feedback to the class. OBJECTIVES: GOOD – LIST the main parts of the gas exchange system GREAT – STATE what happens at the alveoli relating to gas percentages EPIC – DESCRIBE how alveoli are adapted for gas exchange As always feedback is appreciated :)

Structured lesson looking at Animal/Plant cells and their organelles. Needs some prior prep with printing and sticking up organelle information around the classroom before the lesson. Opportunity to differentiate and allow students to build on knowledge bit by bit throughout the lesson. All additional instructions are in the notes section of each slide. Starter - Give me 10. Students write 10 words relating to cells. This acts to gauge prior knowledge. Main 1 - Paired drawing task where Student A (facing the board) has to describe to Student B (who is facing away from the board) what to draw. After you have used questioning to get the names of the organelles, students can be given the picture of the cell to stick in. Main 2 - Information Hunt. Give students the organelle table to fill in – cut out the organelle information and stick/hide them around the classroom so students have to go and find the information to complete their table. You can either cut the name with the definition or stick the definition and the name separate. Main 3 - Analogies. Students are given 2 examples of analogies before being tasked to come up with their own for each organelle. Can extend to 2 or 3 different examples for each organelle if necessary. Plenary - Make a prediction questions... What would happen to a plant cell if we removed the chloroplasts? What would happen to animals if their cells had a cell wall? What do you think we will study next lesson? Objectives: GOOD – NAME the ORGANELLES found in animal and plant cells GREAT – DESCRIBE the functions of each main ORGANELLE OUTSTANDING – EXPLAIN organelle functions using analogies Thank you

A unit organiser for AQA C4 Chemical Changes - both Combined Trilogy and Chemistry Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary. The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course.

A unit organiser for AQA C2 Bonding, Structure and Properties of Matter - both Combined Trilogy and Chemistry Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary. The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course.

Lesson looking at different uses of nanotechnology. Lesson activity depicted on the PowerPoint. The sunscreen article is higher level, providing differentiation. Nanoscale and web link help pupils understand the relative size of nanotechnology.

Three different level laddered assessments (levels 3-8 and SEN/Low Ability) covering the cell topic (Animal/Plant Cells, Specialised Cells, Stem Cells and Prokaryotic/Eukaryotic Cells)

Worksheet for students to complete for a quick check of their knowledge of Series and Parallel Circuits, the bakery circuit model, voltage across series and parallel circuits, Ohms Law and Power ratings.

Characterised pirate worksheet (Pirate Pete) whereby students have to work out the direction Pete travels around his Treasure Island. Worksheet is designed to teach students how to calculate displacement vectors with two separate methods: 1: By measuring the line of the missing triangle side 2: Using Pythagoras Theory Made for my middle/low ability Y9 groups as a cross curricular with Maths for the new spec Physics 2016 GCSE (scalars + vectors) Teacher answers are on the last page.

Carousel activity looking at different animals and how they reproduce. Pupils have to use the different resources at the different stations to fill in their info sheet. Each station will have a particular rule to obey. E.G. Only 1 person can talk. Nice 'what are the odds' poster at the end detailing the chances of us being here, from Ali Binazar.

Lesson plan including powerpoint and resources. There will be information on four alkali metals which shall be distributed evenly between the pupils. In pairs, they have to use the information provided to come up with a clear and concise scientific poster. They will have 2 minutes to then present or teach three other pairs about their element. All four pairs will complete this task before evaluating the other groups work. Task is differentiated between sets by giving higher level learners extra information to include, found on the second sheets.