This lesson comes from a unit of year 8 lessons based around the concept of designing a flying car. This lesson focuses on Resultant Forces and how to calculate them and represent them using force arrows on diagrams.<br /> Lesson can include a practical element using surfaces with different levels of friction, toy cars or trolleys and Newton Meters that will need to be set up separately.

<p>Lesson looking at what makes a substance pure and what is a formulation. Lesson includes practical on testing the purity of Aspirin tablets as a planning / method writing exercise.</p>

<p>A selection of Cryptograms that I made to use as lesson starter activities / settlers at the beginning of lessons. They are all science based although they can be used in any subject to begin the lesson.</p>

Lesson introducing and explaining a few simple revision techniques that was designed for my year 11 science class but could be used with any age group or subject.

This was made for my new year 7 science class as an introduction to the similarities and differences between atoms, molecules, elements and compounds. Should be used with molymod kits or, if not available, coloured drawings or diagrams.

<p>Lesson includes a PowerPoint presentation on the theory of photosynthesis and the photosynthesis equation as well as links to video clips on Van Helmont’s experiments on plant growth and how leaves are adapted for photosynthesis. Lesson also includes a practical element on testing for the presence of starch in leaves.<br /> This lesson is primarily for my Yr 10 GCSE class but is also suitable for higher ability yr 8 and 9 groups or as revision for yr 11.</p>

Lesson for my middle ability yr 9 Chemistry class on Covalent Bonding. Lesson includes descriptions of covalent compounds and bonds as well as instructions on drawing dot and cross diagrams.<br /> Lesson includes use of Molymod kits to model covalent molecules.

A lesson on the Human Reproductive Systems designed for my year 7 science class.

Practical lesson on distillation and separation techniques. Requires the use of Simple distillation as a demo or practical and contains a task that involves planning and carrying out an experiment to separate salt and sand from Rocksalt.

Lesson made for my year 7 science class designed to teach them about the organisation of complex multi-cellular bodies.

Lesson looking at heating curves and analysing data about different substances boiling and melting points.

PowerPoint presentation and practical activity designed to introduce the Carbon Cycle to my year 8 science class. Lesson includes a practical activity that involves making a 3D carbon cycle model. Equipment will need to be prepared in advance.

<p>This lesson was designed to look at the following learning objectives:</p> <p>• Recall in which circumstances ionic compounds can conduct electricity<br /> • Describe why ionic compounds can conduct electricity<br /> • Explain why ionic compounds have high melting points</p> <p>by looking at how their crystalline structure affects their properties. Lesson was written for a middle/higher ability year 9 class or a lower/ middle ability year 10 class. The lesson includes a PowerPoint presentation with accompanying notes, a practical activity and an exam style question to assess understanding.</p>

<p>I have created this to assist my students with graph drawing. I have found that incorrect graphs are one of the major areas of lost marks in tests and exams ranging from yr7 - yr11, from top set triple scientists to my foundation classes. This PowerPoint presentation contains easy to follow instructions on how to set out and draw bar charts and line graphs correctly. It is designed to be useful from year 9 to year 11 but could be used by higher ability year 7’s and8’s also. I have included a word doc that can be easily printed so that they have their own copy of the instructions to go with the PowerPoint.<br /> I would recommend using this in conjunction with lots of examples of data that they can turn into graphs for practice.</p>

<p>The format of this lesson was designed for pupils who struggle with too much writing. This lesson was written for my lower ability yr10 GCSE class. It requires no access to IT or a lab although it may need a specialist science teacher to deliver. The lesson was designed to last 90 minutes although can be adapted for shorter or longer lesson times.<br /> The lesson begins with a Do Now or Settler task that will require some prior knowledge of nuclear radiation.<br /> There is then information about Half-Life followed by some comprehension questions.<br /> There is a detailed description of how to read Half-Life graphs followed by some practice numeracy questions based on some of the graphs.<br /> The next section is a “game” for calculating the half-life of dice. I have used 6 sided dice where 5 of the sides are black and the other side is yellow - you can substitute in “normal” dice or even sweets like Skittles or M&amp;M’s that are marked on one side if dice are not available.<br /> The lesson ends with a series of exam style questions about Half-life.</p>

<p>The format of this lesson was designed for pupils who struggle with too much writing. This lesson was written as an introduction to cloning for my yr8 KS3 class. The lesson is doesn’t require IT or a lab, however a specialist Biology Teacher would be preferable. The lesson begins with a few questions recapping genetics and inheritance that should be used as a Settler Task and a recap of how Identical Twins are born.<br /> The next part of the lesson provides information about methods of cloning in plants and the method for cloning in animals followed by some comprehension questions and an extended writing literacy task asking pupils to think about why farmers might want to do cloning on certain animals.<br /> There then follows some work on the ethics of cloning. Pupils are provided with newspaper stories about cloning and are asked to decide if they are positive or negative and to explain why.<br /> The lesson ends with some more thought provoking questions about reasons for cloning and asks students to decide if they agree or disagree.</p>

<p>The format of this lesson was designed for pupils who struggle with too much writing, it can be printed if necessary so that they can work at their own pace. This lesson was written for my yr10 GCSE class. They are in set 4 and are fairly low ability. The lesson can be adapted for different ages and abilities. This lesson is designed to take approximately 60 minutes and will require access to IT.<br /> Lesson begins with a Do Now or Settler task that requires some basic knowledge of atomic structure.<br /> The lesson then goes on to discuss how our current model of the atom was developed over time from the Ancient Greeks to the current Nuclear Model. It includes sections of information with accompanying comprehension questions.<br /> Students should gain knowledge of how scientific theories are developed and how science is a collaborative discipline.<br /> The final task asks students to complete a time line using their own research and will require access to The Internet.</p>

<p>A stand alone lesson packet designed to be taught to my middle ability yr8 KS3 science class. Packet consists of a series of tasks that don’t require IT access but does need a qualified science teacher to demonstrate reactivity of Alkali Metals with water. The lesson format was designed for pupils who struggle with too much writing and can be printed individually so they can work at their own pace if necessary.<br /> Lesson should take around 60 minutes to teach and begins with a Do Now or Settler task that requires basic knowledge of using the Periodic Table, a comprehension or literacy task, then a practical demonstration followed by a series of exam style questions and a plenary.</p>

<p>This lesson was written for my lower ability yr9 science class and was designed for a 60 minute lesson for students who struggle with writing. The lesson can be printed out so that they can work at their own pace if necessary. There is no requirement for IT and the lesson could be used as cover if a specialist science teacher isn’t available.<br /> The lesson begins with a Do Now or a Settler Activity which is a cryptogram about microscopes. There is then a comprehension / literacy exercise that involves reading text about microscopes and then arranging facts about light and electron microscopes.<br /> There is some numeracy work where pupils learn to calculate magnification and practice calculating the size of images seen using microscopes and the lesson ends with a plenary task where pupils write about what they’ve learned in the lesson.</p>

<p>The format of this lesson was designed for pupils who struggle with too much writing. This lesson was written for my yr7 KS3 class. It is designed to last approximately 60 minutes. The lesson does not require any IT and can by taught by a non-specialist as a cover lesson if required.<br /> The lesson begins with a Do Now or Settler activity designed to remind students of the main organelles in an animal cell. This is followed by a short section asking students to think about why cells need to divide.<br /> The main part of the lesson is a poster activity about Mitosis. Information is provided which the pupils need to turn into an informative and visually interesting poster.<br /> The lesson ends with a Plenary asking students to think about what they have learned during the lesson.</p>

<p>The format of this lesson was designed for pupils who struggle with too much writing. This lesson was written for a lower ability year 9 GCSE class and was designed to last for 60 minutes. There is no requirement for IT access, but you will need access to lab equipment and a specialist Biology Teacher.<br /> The lesson begins with a Do Now or Settler task which is five questions about bacteria and other cells.<br /> The main part of the lesson is a practical investigation into how to safely cultivate bacteria in the lab. There are step by step instructions and the pupils are asked to think about, and explain why each stage is necessary.<br /> The lesson ends with some questions and a plenary activity that gives the pupils the opportunity to think about what they learned in the lesson.</p>