A set of twelve cards with things not to do in the lab. A bit of fun and good discussion point for what to do and what not to do in the Sci lab. It really gets the students thinking and gets them motivated. Taboo. At the top of the card is the thing that must not be done in the lab. The student has to describe to another student what that thing is, whilst not using the words on the card. As a bit of a challenge - students should not be allowed to make actions. Enjoy!!

This lesson is targeted at GCSE students grades 4 - 9. It is a whole lesson (i hour approx) with a full set of resources. It is a fast paced lesson with many opportunities to correct work. It is focused on the AQA specification but will work with most specifications. Objectives: I can show where the main sections of the brain are. I can describe what the main sections of the brain do and describe some ways scientists may use to find out about the brain. I can explain and discuss how scientists use different methods to work out the structure and function of the brain. starter - jigsaw puzzle with challenge task afterwards. On ppt. Video links with information to deliver. Quick worksheet looking at parts of Brain and what they do, with model answers Research on Scientific Methods research the Brain. Research template differentiated with model answers to follow. Research info also provided. Questions to consolidate, differentiated by outcome. With model answers afterwards. Plenary. My students loved this.

This is a full lesson aimed at GCSE grades 4 - 9 and focus. Its objectives are: I can simply describe how your body monitors its temperature I can describe in detail linking ideas to a negative feedback loop how core temperature is maintained. I can explain the negative feedback loop and adaptations the body has to maintain core temperature. This lesson has starter/plenary. Information delivery (including an information hunt with resources), frequent assessment opportunities, worksheets (differentiated by outcome and targeted), model answers. Information for the hunt is at the end of the PPT and the model answers are placed directly after the WS in green to encourage green penning. This would also be a good lesson for a weaker year 12 or a level group.

The lesson has full written resources with: differentiated resources; points for assessment; links to video; fun task to test understanding of knowledge; a classroom assessment point to help differentiate for the last main task. The lesson is aimed at higher triple GCSE students (grades 5 to 9) but will also be effective for struggling a level students. Lesson aims: I can describe how monoclonal antibodies are made. I can explain how monoclonal antibodies are produced from mouse lymphocytes to produce monoclonal antibodies on mass. I can apply ideas and explain how monoclonal antibodies can be used in other applications. The lesson follows this route: quick starter. introduction of new material Using new material and describe the process of monoclonal antibody production from mice. peer to peer assessment and pairedwork on task. model answer and correction with green pen. Assessment true and false quiz. Differentiated questions. Plenary.

This is a complete lesson with differentiation through the lesson with regular opportunities for assessment to help and direct students. There is also a section to model and discuss what limiting factors are and the what the graphs mean. Also there is a card sort to help develop student understanding further. Starter Objectives Information delivered, broken down and modelled (specifically the graphs and what each section of the graphs) Card sort to assess and reinforce understanding. quick quiz and assessment checkpoint - which will direct question routes Bronze Silver Gold. Model answers for the questions (can be shown on board) - green pen opportunities Plenary. This is aimed at students aged 12 - 16 and can be used as a basic PPt for A level.

This lesson is designed for year 9 - year 11 students. Can be used for year 8 and 7, if you are selective with which group. It includes the lesson ppt and contraceptive fact sheets. Main Lesson: research and information collection task. Peer assessment and chance to improve there work. Differentiated question sheet (by outcome) which can be orchestrated by getting students to start at different points in the main question sheet - Based on Blooms. It has many opportunities for class discussion throughout the lesson.

This is a revision lesson on cell transport (osmosis, diffusion and active transport). It has a lot of active modeling within the first part of the lesson, which can then be used to answers questions and see model answers. Starter - Choice of two (Questioning or mini quiz). Differentiated. Objectives. Active modeling one. Students model particles. White board modeling. Quiz to determine task sheet starting point. Worksheet (differentiated) Model answers Plenary.

These quizzes are on the topic cells. They are designed to retrieve and reinforce key concepts and knowledge. Each quiz should take 45 mins and then the model answers can then be used for the students to correct there work. Quiz 1 = Cells - Microscopes to Mitosis Quiz 2 = Cells - Microbiology to Transport They can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge. Besides Knowledge the resource focuses on Scientific Literacy, maths skills and required practical’s (from AQA). They can be used for most exam boards. The resource/s gets more challenging as the quiz progresses. The resource should be printed in either A4 or A3. This can be used as a major consolidation point, confidence builder, assessment point, revision lesson. These type of quizzes have been very useful when building subject knowledge with my classes and have produced excellent results.

This is a simple checklist that covers two pages and can easily be glued in students books, accessed by students, parents and placed on areas such as show my homework. Each topic is broken down into lessons. One page covers B1 and another B2. This has been developed in response to the needs and wants of my students. They love this. It has required practicals which is useful for the students to know as well as the content.

This lesson is is designed to last for an hour and cover: I can give examples and describe how humans selective breed animals and plants I can describe the risks and benefits of selective breeding. I can explain how selective breeding will affect the variation in a gene pool in a species. The lesson structure looks like this: Choice of starter: a) keyword puzzle b) questioning and cold calling think pair share starter - differentiated. Main note taking white board task. Quiz to see how well the students have done with note taking. Assessment. Quiz score dictates starting point on the worksheet (differentiated) Model answers and feedback green pen session Plenary.

Full Set of Biology (trilogy) AQA low stakes formative assessments. 16. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Microscopy, Transport, Enzymes, circulatory system and organs, plant organs and tissues, pathogens and diseases, drugs, vaccinations, photosynthesis and rate, respiration and metabolism, nerves and hormones, genetic material and meiosis, genetic inheritance, natural selection and selective breeding, nutrient cycle, communities and food webs. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Biology B1 (trilogy) AQA low stakes formative assessments. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: Microscopy, Transport, Enzymes, circulatory system and organs, plant organs and tissues, pathogens and diseases, drugs, vaccinations, photosynthesis and rate, respiration and metabolism. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

Biology B2 (trilogy) AQA low stakes formative assessments. 16. Designed so they can be placed every 6/7 lessons in Biology GCSE topic Units. This fits most school marking policies that place an emphasis on formative assessment. These assessments have been designed for Low stakes - High Impact. There is an emphasis on thinking and planning which is great for metacognition. These are designed to allow students to give quality answers but also be relatively quick to mark. These are also designed to be used for home work as well. In fact that is where they developed from. Each task has related pictures/tasks on the left and three differentiated (by outcome) tasks. This has been based on blooms/IDEALS using command words like define, describe, explain, compare, evaluate etc. They have also been designed to with word limits to make them more challenging and focus on concise quality. Plus, this means less to mark. A class set takes me 30 mins - 1 hour to mark depending on ability. Usually 40 mins. I tended to use colour coded highlighters on task sheet and in the WWW and EBI, with a statement or two. Each assessment has a task slide and a statement box slide. Photocopy both to go on one sheet and it becomes an A4 sheet that can easily be transported, written on and glued in student excercise books. This is useful if your school likes coloured paper to highlight marked work in books. Names of assessments: nerves and hormones, genetic material and meiosis, genetic inheritance, natural selection and selective breeding, nutrient cycle, communities and food webs. Once my students got in the pattern of completing these, they loved them because it took them less time to complete.

This is a whole lesson focusing on calculating magnification in Biology - from a do it now style starter, all the way through to a plenary. The lesson is fully differentiated with model answers. It has assessment built in assessment checkpoints. This lesson not only focuses on knowledge and execution of the calculation, but applies the ideas and gets the students to link it to real life. This lesson is also good for weaker AS level students before they complete harder magnification questions. Objectives: I can describe what is meant by magnification and resolution. I can carry out calculations involving magnification, real size and image size. I can also describe the differences between mm, um, nm. I can work out questions related to magnification by rearranging the formula. I can recognise when/how to change units in questions and how to use standard form. The lesson will: Introduce definitions and basic material. Get students to think and look at conversions of units. Students will then practice calculating magnification and teacher will model how to complete questions. Mini assessment. Quiz Assessment and reinforcement of key ideas Differentiated questions Bronze Silver Gold Model answers Plenary.