Worksheet which gives 'mild', 'medium' and 'spicy' choices for calculations on working out power using the triangle formula, then follow on questions relating to efficiency calculations and the drawing of Sankey diagrams using either squared or graph paper which are differentiated.

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.

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 :)

PowerPoint along with a label handout and sentence sort activity.

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.

A practical lesson which allows pupils to follow step-by-step instructions in order to complete an investigation into the difference in voltage between parallel and series circuits. All instructions are on the PowerPoint as well as a mini-starter, a 'set your own homework' plenary and questions relating to the lesson. Apparatus (Per Group) - Power Pack, Wires, Croc Clips, 3 Bulbs, Voltmeter.

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.

Step-by-Step low down on the Hardy-Weinberg principle.

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.

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 :)

Starter - Students fill in blank eatwell plate. Different people with different energy needs are displayed on board. Students have to distinguish why they think these people might have different energy needs. Main - Comprehension exercise. Students have to use the information given to answer the questions at the bottom of their sheet.

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.

Homework/research task on puberty. Pupils have to fill in the venn diagram for both male and female changes before writing an agony aunt letter to a concerned reader detailing the changes they might go through during puberty.

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 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

Powerpoint presentation with starter. Pupils then receive the weekly diet and lifestyles of two people, person A and person B. The pupils have to evaluate each persons diet and lifestyle, suggesting possible problems and improvements to both.

Activity into the different uses for silicon. Pupils will use information sheets to create a leaflet on different uses for silicon. Can then use as a peer review task marking other people's work etc . . .

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 looking at Pathogens and Disease building on ideas of communicable and non communicable diseases, whereby students need to use textbooks (I have used the OUP textbooks Pages 76-77) or the internet on how diseases spread/prevented from spreading. Could alternatively use the self assessment slide as source of information. Instructions are also available in the notes section of each slide. Starter - Data task ranking the most common types of communicable diseases in the UK, with students justifying reasons why they ordered the diseases. Feedback compares 1950 with 2010, again for students to suggest reasons why the rate has fallen over time. Main - Introduce Bacteria and Viruses as pathogens before students undertake independent tasks to illustrate how each causes disease in the human body along with how they are spread and prevention measures. Feedback is given as self assessment slide. Plenary - Classifying names as Bacteria, Virus, Fungi and protists. Youtube link to video detailing malaria to further stretch /enthuse students relating to disease. Objectives: GOOD – DESCRIBE ways that pathogens can be spread GREAT – DESCRIBE how bacteria and viruses cause disease EPIC – EXPLAIN how pathogens are passed from one organism to another and SUGGEST ways of presenting the spread As always, feedback is most welcome:)

Lesson plan looking at Human Defence Responses. All instructions for the lesson are in the notes section of each slide. Starter - 3 pictures of blood, skin and the stomach for students to link and identify. Students then use discussion to identify how each organ helps defend against disease. Main 1 - Students watch video on Phagocytosis and use key terms as help to describe the process before self/peer assessing their response against a model answer. Main 2 - Group work where students explore the defence systems in more detail through drawing human body outline and annotating using available resources such as textbooks or internet access. Question prompt sheet is then used by students to explore White Blood Cells and their defence mechanisms in more detail. Can then use as a peer assessment tool or presentation. Plenary - Students use analogies to cement their understanding by comparing human defence systems to a Castle. Objectives: GOOD – DESCRIBE some of the ways which the body defends itself GREAT – DESCRIBE how human body defence mechanisms stop the entry of pathogens EPIC – EXPLAIN in detail how antibody production fights pathogens As always any feedback is appreciated :)