This lesson is based around Pokemon. Using Pokemon such as Bulbsaur and Oddish as these would have both animal and plant cells. Pupils first are given a number of Pokemon and decide which doesn't belong. They then do a literal word search for the names of the organelles in cells. Back-to-back: pupils then play back-to-back. This involves one pupils facing the board, while the other faces the other way with a mini whiteboard. The pupil facing the board describes the image that they see and the one not facing the board draws it. Give a time limit for each. Pupils then do a simple table exercise based on what they've learned from drawing the cells. Pupils then read through a song, or sing it to the Pokemon theme tune, and do the instructions on the sheet. They also label images of cells. Pupils then read through statements to decide if Euglena is an animal or plant cell. Finally, pupils complete a poster task comparing both types of cells (this can be done as a homework)

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 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 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 is aimed at a low ability KS3 class, with a Scooby Doo theme. Pupils begin by sorting some of the thing Scooby and Shaggy eat into healthy and unhealthy foods. They then watch a video on balanced diets. They then match the food group with what it provides the body with. This is an interactive slide, so can be printed as a worksheet or done on the board together. Pupils then sort foods into the food group they think it belongs in. Lastly pupils are given a worksheet and told that Scooby and Shaggy are going to order the meal on the sheet. They are to answer the questions about the meal.

This is aimed at a lower ability KS3 class, with a Scooby Do theme. Pupils begin by recalling the 7 food groups. They then watch Mambo No5 Food Tests song and complete a table to show what the test is for each food group. Pupils then investigate different foods using the tests. Finally there is a food tests multiple choice quiz.

Pupils begin by using the magazine article (page 5) and highlighting all the words they think are parts of the digestive system. Pupils then RAG the lesson objective on the worksheet Pupils are then shown the Gums to Bums demonstration. Each step being spoke about to a suitable level. Pupils then use the Why Do We Digest worksheet to show what they have learnt. This is then peer marked and for each task (which links to an objective) pupils RAG again depending on how many they got correct. The homework is based on the final RAG. The pupils choses what section to do based on how well they have done in the lesson

A lesson about extremophiles. It starts with a video of hydrothermal vents with some music to play as they enter. There is then a challenge question as a starter. Pupils then listen to a podcast and watch a small video about how deep the ocean is and what hydrothermal vents are. There are questions with both to ensure that pupils take from the media what is needed. Pupils then go over the different types of extremophiles and decide which one's would be around hydrothermal vents. Pupils then have to write a script for James Cameron's documentary for a narrator. I used the beginning video as the scene they were to write a script for. They have to decide hydrothermal vents and extremophiles to the audience. With quick workers you can then ask them to present it over the video. This is a nice end.

This is part of a Pokemon Cells unit for KS3. The pretense is that Team Rocket are trying to find out about the hierarchy of organisation in Pokemon. It starts with pupils matching words to definitions. Pupils then watch a video (which is hyperlinked to Jessie's speech bubble) about cells, tissues and organs. Pupils then complete a pyramid of hierarchy using the keywords (Team Rocket's Pokemon, Meowth, is Egyptian so the kids may enjoy this). Pupils then use some questions to write a letter to Team Rocket's boss and then peer assess. There is then a short quiz, followed by an exit ticket that requires pupils to extract information from text and complete a flowchart.

This lesson is done with a Pokemon theme to gets pupils interested. The first slide is to draw them in, the "Bellsprout" slide is just a leaf cell, and the "Rhyhorn" slide is a rhino's horn under the microscope. Pupils start with labeling a microscope, it is assumed they have don this before and are revisiting. The same with the table in which they put into order how to use the microscope. Pupils then do a card sort on how to prepare an onion skin slide. They then prepare the slide and draw the cells using the checklist as a success criteria. Higher pupils can then calculate magnification. As a plenary this can be peer assessed.

This lesson is about the 7 life processes for a low ability class. It is based around the theme of Pokemon. It begins with a simple "Is it Alive?" quiz, using Pokemon characters and accessories. It then goes onto a think pair share and then a word-search with a bookmark they can make. There is then a match exercise and the lesson ends with a quiz. There is also an exit ticket for pupils to complete before they leave the room.

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 lesson is about the effects on carbon dioxide on our environment. The lesson starts with a literacy starter, pupils use a word cloud to determine the title of the lesson, and can list any words that they are unsure of. Pupils then listen to a podcast about ocean acidification, there are questions so that pupils are focussed during the task. There are then some slides about how ocean acidification happens, looking at combustion (equations) and the formation of carbonic acid (equations). The lesson then focusses on the formation of salts - how carbon dioxide reacts with carbonates in the ocean (equations). Finally, pupils use all the information they have learned to write a response to Nemo's letter about why his home is being destroyed.

This booklet contains all the required practicals for Combined Biology (AQA). It begins with a contents page, which has the list of practicals and the skills the pupils will learn during the practical. The skills have a RAG box so pupils can self assess how well they think they can do the skill. The contents also has a space for the date when the practical was done and a column for exam question feedback. Each required practical has a sheet for pupils to fill in. Each sheet follows the same format. Pupils fill in the risk assessment, results, conclusion and evaluation for each practical. Graph paper is included where needed. Finally, each practical has questions relating to the practical and practice exam questions that are either about the practical or similar practical or ask the pupils to apply what they have learnt from the practical.