Full student led, engaging and differentiated covering the changes of state spec from the physics unit, particle model of matter.<br /> <br /> Worksheets are at the end of the PowerPoint.

Engaging, student led lesson with videos and information sheets.<br /> <br /> Students work through questions on task sheet to explain how bacteria become resistant to antibiotics. They do this using information sheet. Task sheets are differentiated for a range of GCSE grades. <br /> <br /> There is also challenge sheets available for higher ability.

A lesson for particle model of matter SOL from AQA Trilogy.<br /> <br /> Lesson includes a PowerPoint and worksheets that are differentiated.

Students use electrolysis examples on differentiated worksheet to explain what is happening - higher tier need to write half equations.

After recapping reactivity of metals students are introduced to the term ore and identify why some metals are not found as pure.<br /> Then students practically extract copper from copper oxide using carbon. To do this they follow the instructions on the slide. Whilst they do this students must work out what is going on by using clue sheet. They must meet the number of points needed for their target grade by answering the appropriate questions.<br /> Plenary assesses their ability to apply.

Full lesson with a short practical for students to understand density.<br /> <br /> This lesson is student led and engaging.

Student led lesson where students use what they have previously learnt about the different communicable diseases from Trilogy AQA spec to diagnose the patients' diseases by reading their symptoms.<br /> <br /> Fun embarrassing bodies style lesson.

Start<br /> • Students discuss what electrolysis of hair is – introducing what the word electrolysis means.<br /> Diagnose<br /> • Activity on slide 2: reinforcing structure of ionic compounds<br /> Main:<br /> • Students carry out practical to separate copper sulphate solution using electrolysis. <br /> • They measure mass of cathode before and after 5 minutes.<br /> • During this students draw and label an electrolysis diagram using help sheet.<br /> • They then choose which activity to do to explain what is happening, depending on their ability/confidence.

Start: Discuss what has happened to the women, and explain that they have been victims of acid attacks for not wanting to marry their suiters. Link this to article 21 and the global goals.<br /> Diagnose: Discuss what the pH scale tells you. 10 minute activity where students identify 5 unnamed test tubes using universal indicator.<br /> Main: Students read information sheet about acids, alkalis and bases. Students pick out key information to write fact file for each substance. In order to complete fact file students will need to test litmus paper.<br /> Once complete they then turn over worksheet 5a where there is a list of unidentified substances. Students must name whether the substance is an acid, base or alkali and suggest the name of the substance for the difficult substances.

Student led lesson on respiration and a lesson on exercise and anaerobic respiration.<br /> <br /> Includes information sheet, exam practice for AFL and practical activities.

Literacy based lesson on types of medicines. Students begin by looking at the types of medicines, then they use a news paper article to discuss whether Cannabis should be made legal.<br /> <br /> The outcome is for students to write an evaluation using criteria on PowerPoint which they will then peer mark.

Students carry out practical before and after caffeine (glass of cola for example). Designed for low ability year 7.

students watch a demo if digestion and then complete diagram using help sheets.<br /> There are challenges included for those who require it.

KS3 lesson designed for low ability year 7. Students follow instructions to find out what foods have most energy.

Start: Students discuss how they could reduce heart burn.<br /> Diagnose: Without showing students any equipment get them to discuss how you might neutralize an acid. Hopefully they will all describe adding an alkali and using universal indicator to test when it has neutralized. Guide them to this conclusion.<br /> Main: Now reveal the trolley containing titration items including phenolphthalein indicator. Giving students a clue sheet (WS6a) they work out how to neutralize the acid using this new indicator and burette instead of their original idea. Then students answer the questions on the back based on their ability. There is a help sheet for anyone struggling.<br /> End: Students decide if toothpaste is acidic or alkali and explain why using the lessons learning.

Got through slide to explain what is meant by oxidation and reduction. Students carry out a practical where methylene blue is oxidised and reduced. They use the task sheet to identify what is being oxidised and/or reduced. They then answer questions on each reaction. For higher tier there is a selection of equations on the back of the sheet which students need to identify what is being oxidised and reduced. <br /> Students then go back the start question and explain in terms of oxidation and reduction.

Lesson begins with a &quot;diagnostic quiz&quot; which assesses what students know about bonding.<br /> Students then carry out a reactivity of metals practical activity.<br /> Using the results from the diagnostic quiz, students chose which set of questions to answer on the task sheet about the results of the practical.

Demo a reaction between an acid and a metal, getting students to discuss what bubbles mean in a reaction.<br /> Explain to students that acid breaks down metal by making a salt and a gas. Students then need to go off and carry out a practical to react different metals with different acids and work out what the name of the salt and the gas is. Higher tier students are to answer the questions asking what is being oxidised and reduced and how they know.