A simple version of 'burning food' practical with the instructions, table of results, scaffold for the conclusions and suggested points of improvement. This can be used with KS3 or low level KS4 groups of students.

Describe how the eye works.<br /> Describe how a simple camera forms an image.<br /> <br /> Practical – observing the focal point of the convex lens.<br /> Includes a demo of an eyeball dissection.

An introduction to combustion for KS3. The lesson requires a setup for the detection of the products of combustion - with CoCl2 paper and lime water, and a practical investigating the amount of oxygen used up in combustion (measured as the volume of water sucked up inside the beaker when put at the top of the burning tea candle - placed in the trough filled with water). This follows by the data analysis and the task comparing the incomplete and complete combustion. The plenary is based on the dangers of carbon monoxide poisoning. Please leave me with a star rating or write a comment if you find this useful.

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A power point made for my middle ability year 10 for the new AQA C2.2.3 Please like or leave me a comment if you find this resource useful.

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A simplified set of instructions for KS3 core practical. The tests are carried out by groups of students at 4 stations (Biuret's - proteins, Benedict's - reducing sugars, Iodine - starch, Ethanol - lipids). Please rate a leave me a comment of your find it useful. This can be also used with a low ability group of KS4.

It took me a long night to plan and prepare. A comment or a rating would be much appreciated. Slide 13 can be printed out and used as a worksheet for the students.

A lesson explaining the phases of the Moon. Requires students to perform simulation using a Styrofoam ball, pencil and a source of light. Slide 24 can be printed as a worksheet. Please rate, like and drop me a comment if you find this useful.

A lesson prepared for my middle-ability year 7. Slide 10 can be printed out and used as a worksheet. Please like if you find this useful. All your comments would be much appreciated.

A lesson prepared for my top set of year 10 on Thompson's 'plum pudding model' vs. Rutherford's nuclear model, explaining the principles of the alpha scattering experiment. Slide 5 can be printed out and used as a worksheet. It contains a blend of my own and other resources found on Tes. Please like and comment if you find it useful.

<p>A complete, tested resource for the entire AQA A-level Biology lesson with printable worksheet, worked-out calculations, exam questions on slides.</p>

Adaptation and inheritance for KS3 Activate – Bundle<br /> This is a product of 4 years of sharing ideas, students’ feedback and teaching this topic to KS3 students - with a selection of my most successful tasks. The total of 134 slides contains a set of tasks – plenty to choose from, suited for different levels of ability.<br /> Lesson contents:<br /> Topic: Variation<br /> - Starter – Mr Men activity (parents and children)<br /> - A class-survey task on discontinuous characteristics<br /> - Inherited and environmental characteristics (examples)<br /> - Plenary – draw an alien with different characteristics (tip: display student’s work using the visualizer and ask students to describe and explain their work)<br /> - Exit activity – ‘If this is the answer, what is the question?’<br /> Topic: Continuous and discontinuous variation<br /> - The tallest and the shortest man in the world – YouTube video and discussion<br /> - Sorting activity – types of characteristics<br /> - Whole-class activity – the measurement of height (requires a measuring tape) of the students with instructions, results’ table and editable Excel histogram to display the class results<br /> - Homework – the measurements of the hand survey and drawing of a histogram<br /> - Exit activity- ‘If this is the answer, what is the question?’<br /> Topic: Inheritance and chromosomes<br /> - Pre-assessment – mini-quiz from previous lesson<br /> - Starter – baby gorilla vs. human baby – similarities and differences<br /> - Nucleus, gene, chromosomes, DNA – printable worksheet with answers (matching the key-words with their definitions)<br /> - High ability extension task – dominant and recessive characteristics, including a visual animation for the tongue-roller inheritance and the Punnett square<br /> - Super-heroes match-making activity with a class-set of printable cards (two for each student), example and instructions for the task<br /> - Plenary – the Jeremy Kyle Show – the case of a disputed parenthood – an expert’s explanation<br /> Topic: Natural selection<br /> - Pre-assessment – mini-quiz from the previous lesson<br /> - Starter – the evolution of humans in the future (video and discussion)<br /> - Fill-in the gaps activity<br /> - The steps of the natural selection flow-chart<br /> - The evolution of a blob – the whole-class body science activity to visualize the process of natural selection<br /> - Group activity (requires black and white confetti disks, black sheet of paper, a pair of tweezers and a stopwatch), including the instructions, a model table for the results<br /> - An animated gif showing the example of natural selection, with a follow-up questions for the students<br /> <br /> <br /> Continuation on the attached Word Document.

A short introduction to metal oxides involving an experiment - burning samples of three metals (Cu, Mg and Fe). The students note their observations before, during and after burning the metal samples. They should indicate the difference in reactivity and use the reactivity series to explain their experimental observations. The plenary is to devise a method of preserving a Viking sword and preventing the iron metal from rusting. Please leave me a star rating or write a comment if you find this useful.

Explain how images are formed in a plane mirror.<br /> Describe and investigate the Law of Reflection.<br /> Describe the difference between specular reflection and diffuse scattering.<br /> <br /> Practical – measuring the angles of incidence and reflection

A fun and engaging role-play prepared for KS3 and KS4 students, summarising the topic on immunity and immune response. The play can be staged in the classroom without the need for rehearsal. The instructions are straightforward and clear - so that the students should perform the whole activity with only little supervision of the teacher. The cards contain the roles to accommodate for the class of 30 students. The cards must be printed back to back (and preferably laminated).<br /> <br /> The number on the card shows the order of appearance in the play. The front of the card shows the name of each character (the student should hold the card, showing this side to the audience). The back of each card includes the stage directions and the script (in bold) for each students’ role. The play includes rhymes, funny phrases and many revision questions, that the students will ask the audience.<br /> <br /> The setting of the scene involves putting four chairs at the front of the classroom (or in the place where the play will be shown).<br /> <br /> The play tells the story of Mike who became infected by bacteria, as a result of skin injury. The four types of pathogens (viruses, bacteria, fungi, protozoa) are introduced at the beginning of the play. Each pathogen introduces itself by explaining its own invading mechanism, giving some examples of diseases and asking questions to the audience.<br /> <br /> The non-specific immune response is introduced with the example of skin as a barrier, and skin secretions. The imaginary scissors perform a cut in the skin, compromising the physical barrier to infection – visualised by two ‘skin-cells’ students moving from their seats in the middle, and by the two chairs in the middle being removed.<br /> <br /> The bad-bacteria gain entry to Mike’s body. The Staphylococcus aureus reproduces and excretes toxins. The Mike’s immune system responds by producing the antitoxins. The bacteria continue to divide exponentially. The immune system releases antibodies which identify and produce aggregations of pathogens. The story follows by the appearance of phagocytes, who engulf and destroy the invading pathogen.<br /> <br /> 'We are the phagocytes with a bottomless tummy<br /> We like our food to be a little bit gummy<br /> We can easily crunch on bacteria in brine<br /> When they’re clumped together that’s perfect and fine.'<br /> <br /> The closing scene shows Mike who has recovered from the bacterial infection. He re-captures the whole story - with some recall questions for the audience: listing the types of pathogens, forms of defence systems, the role of antibodies, antitoxins and phagocytes.<br /> <br /> Hope your class will enjoy this out of ordinary revision task as much as my students did.<br /> <br /> P.Klimczak©

<p>A complete, tested visually appealing resource for the AQA A-level Biology lesson with animations, labelling task [slide 10], an overview of all relevant organelles, summary questions [slide 12], a set of exam questions with MS [separate file].</p>

<p>A complete, tested resource for the AQA A-level Biology lesson with printable worksheet, worked-out calculations, summary questions on slides.</p>

<p>A complete, tested visually appealing resource for the entire AQA A-level Biology lesson with animations, summary questions, exam questions on slides.</p>

This lesson includes an experiment in which students measure the length of time needed to extinguish a simulated fire, using three different methods. Please leave me with a start rating or a comment if you find this resource useful.

Visual examples &amp; recall of the food chains, pyramids of numbers with illustrated examples and two exercise tasks for the students; pyramids of biomass explained with examples, followed by two tasks for the students. It worked quite well with my year 8 students having to draw the pyramids in front of the visualizer. Please like and comment if you find this useful.