Presentation covering most of the main ideas behind planning and analysing practical science. Includes some activities to help students understand why we use control variables to ensure valid results.<br /> <br /> I'd suggest this is either broken up to cover multiple lessons, or just segments used as and when they are needed to suplemment the lesson.

Lesson for the new GCSE Combined science spec, covering the reactions in metabolism<br /> <br /> Complete unit of work can be found here - https://www.tes.com/teaching-resource/new-gcse-aqa-2016-combined-science-triology-4-4-bioenergetics-11535570

Differentiated lesson on fertilisation and germination, delivered to a nurture year 7 group (although it would be very easy to tweak this for higher abilities.

A lesson on conduction I delivered to a top set year 8 class. Lots of discussion and opportunity for higher order questioning.

Lesson for the new GCSE Combined science spec, covering aerobic and anaerobic respiration<br /> <br /> The scheme suggests a version of the limewater experiment using a live mammal such as a mouse. It's much easier to use a student or yourself in this demo. <br /> <br /> Complete unit of work can be found here - https://www.tes.com/teaching-resource/new-gcse-aqa-2016-combined-science-triology-4-4-bioenergetics-11535570

The complete SOW for the new AQA GCSE Combined Trilogy for Homeostasis.<br /> <br /> Any questions/comments/concerns please let me know.

The complete SOW for the new AQA GCSE Combined Trilogy for Bioenergetics.<br /> <br /> A few bits pinched here and there, but it's primarily my own stuff.<br /> <br /> The glucose showcase in lesson 4 essentially just needs a range of items containing glucose. Foods, papers etc.<br /> <br /> Any comments/corrections/telling's off, let me know and I'll try my best to sort them ASAP. <br /> <br /> The other Biology schemes are also up on my profile, as well as a splattering of other bits.

A lesson on convection I delivered to a top set year 8 class. <br /> <br /> A convection tube is required for the practical demonstration. Although a large beaker could do. <br /> <br /> The 0-3, 4-5 refers to the quick fire 5 at the start. This could be tailored into confidence or just based around their ability

<p>The complete SOW for the new AQA GCSE Combined Trilogy for Inheritance, Variation and Evolution<br /> Any questions/comments/concerns please let me know.</p>

Thought it might be an idea to upload lessons individually, as people are more likely to search for the lesson titles.<br /> <br /> This is technically 3 separate lessons on the AQA SOW, however I decided to bundle it into a large info hunt/presentation for my classes.<br /> <br /> Complete unit of work can be found here - https://www.tes.com/teaching-resource/new-gcse-aqa-2016-combined-science-triology-4-3-infection-and-response-11507185

Lesson for the new GCSE Combined science spec, covering response to exercise <br /> <br /> I'd suggest trying to veer your students into using items such as stopwatches and simple testing pulse rate for the main activity, unless your school has access to high tech sport science labs. <br /> <br /> Complete unit of work can be found here - https://www.tes.com/teaching-resource/new-gcse-aqa-2016-combined-science-triology-4-4-bioenergetics-11535570

Group work based lesson covering The Eye and the Camera in Activate 1. You'll need to print off A3 copies of the Diagrams for the students to use. <br /> <br /> As always, any comments/questions/tellings off are appreciate even if the new author dashboard makes seeing reviews tricky.

The complete SOW for the new AQA GCSE Combined Trilogy for Homeostasis.<br /> <br /> A few bits pinched here and there (mostly the diabetes learning mats), but it's primarily my own stuff.

Part 2 of all the resources I've put together for the new AQA trilogy 4.2 Biology organisation<br /> <br /> A lot of these have been (lovingly) pinched from a range of sources, so I decided it wouldn't be fair for me to profit from them, so take them for free.<br /> <br /> Any questions/comments/corrections/tellings off please let me know and I'll respond ASAP.<br /> <br /> The BL2.8 activity uses 4 boxes full of various coloured beads to represent red and white blood cells, as well as platelets. <br /> <br /> Part 1 is 4.2.1 to 4.2.6<br /> <br /> Part 2 is 4.3.7 to 4.2.12 including active transport

Lesson on Flowers and pollination delivered to a year 7 class.

KS3 on food testing. Simple practical's, covering testing for protein, starch, fat and carbohydrates

Part 1 of all the resources I've put together for the new AQA trilogy 4.2 Biology organisation<br /> <br /> A lot of these have been (lovingly) pinched from a range of sources, so I decided it wouldn't be fair for me to profit from them, so take them for free.<br /> <br /> Any questions/comments/corrections/tellings off please let me know and I'll respond ASAP.<br /> <br /> Part 1 is 4.2.1 to 4.2.6<br /> <br /> Part 2 is 4.3.7 to 4.2.12 including active transport

KS3 lesson looking into the types of competition in species, as well as how and why animals are adapted

Lesson for the new GCSE Combined science spec, covering the uses of glucose.<br /> <br /> For the &quot;Wonderful world of glucose&quot; activity I would suggest using a variety of foods, as well as items such as envelopes (the glue), fake blood and paper (cellulose)<br /> <br /> Complete unit of work can be found here - https://www.tes.com/teaching-resource/new-gcse-aqa-2016-combined-science-triology-4-4-bioenergetics-11535570

<p>Essentially this is a powerpoint with a macro in. If you click the flame (make sure you enable macros) it will take you to a random other slide in the presentation with an AQA Science key word (166 in total, plus a blank template). It’s really useful for hot seat style activities, or anything else where you’re needing a bank of key words.</p> <p>You could adapt this by putting e.g. equations, or pictures to help as prompts</p> <p>Remember - Enable macros, and save as a macro enabled powerpoint. Click in the flame.</p>

Maths and graph-heavy lesson looking at continuous and discontinuous variation