A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of topics C6 - C10, that will assessed on PAPER 4. It has been specifically designed for students on the AQA GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood.
The lesson has been written to cover as many specification points as possible but the following sub-topics have been given particular attention:
Hydrocarbons
The first four members of the alkanes
Fractional distillation of crude oil
The properties of the different fractions
The complete combustion of a hydrocarbon
Detecting carbon dioxide, oxygen, hydrogen and chlorine gas
Changes in the carbon dioxide levels in the atmosphere
Deforestation
Polluting gases
The formation of acid rain
The treatment of water
The collision theory
In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as the changes in the Earth’s atmosphere.
Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 2/3 teaching hours to complete the tasks and therefore this can be used at different points throughout the course as well as acting as a final revision before the PAPER 4 exam.
This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of the content in topics C1 - C4, that will assessed on PAPER 3. It has been specifically designed for students on the Edexcel GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood.
The lesson has been written to cover as many sub-topics as possible, but the following have been given particular attention:
The relative mass and charge of protons, electrons and neutrons
Using the Periodic table to calculate numbers of the sub-atomic particles
Writing elements and compounds in chemical symbol equations
Simple and giant covalent structures
Explaining the difference in conductivity of graphite and diamond
Drawing dot and cross diagrams for ionic compounds
The transfer of electrons during the formation of an ionic bond
Writing chemical formulae for ionic compounds
Conservation of mass and balancing symbol equations
Calculating the relative formula mass
Electrolysis of molten salts and aqueous solutions
Extraction of metals
In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as drawing dot and cross diagrams, diamond and graphite and writing chemical formulae.
Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3/4 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 3 exam.
This fully-resourced lesson looks at the detailed structure of a muscle fibre, and focuses on the proteins, bands and zones that are found in the myofibril. The engaging PowerPoint and acccompanying resource have been designed to cover the third part of point E2 in UNIT 2 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification.
The lesson begins with an imaginary question from the quiz show POINTLESS, where students have to recognise a range of fields of study. This will reveal myology as the study of muscles so that key terms like myofibril and myosin can be introduced. Moving forwards, students will be shown the striated appearance of this muscle so they can recognise that some areas appear dark where both myofilaments are found and others as light as they only contain actin or myosin. A quiz competition is used to introduce the A band, I band and H zone and students then have to use the information given to label a diagram of the myofibril. The final task challenges the students to use their knowledge of the sliding filament theory to recognise which of these bands or zones narrow or stay the same length when muscle is contracted.
This is a fully-resourced lesson which describes the relationship between cardiac output, stroke volume and heart rate and explains how they differ between rest and during exercise. The PowerPoint and accompanying resources have been designed to cover the 5th point in SECTION 9 of the CIE International A-level PE specification.
The lesson begins by challenging the students to recognise that the left ventricle has the most muscular wall of all of the heart chambers. This allows the stroke volume to be introduced as the volume of blood ejected from the left ventricle each heart beat and then a quiz competition is used to introduce normative values for the stroke volume and the heart rate. Moving forwards, students will learn that the cardiac output is the product of the stroke volume and the heart rate. The main part of the lesson looks at the adaptation of the heart to aerobic training in the form of cardiac hypertrophy and then the students are challenged to work out how this would affect the stroke volume, the cardiac output and the resting heart rate. A number of tasks are used to get the students to explain why the resting heart rate decreases and to calculate the changes in cardiac output. One of the two tasks has been differentiated and this allows students of differing abilities to access the work.
This detailed lesson introduces ATP as the body’s energy store and energy currency and introduces PC, glycogen and fat are sources for energy transfer to re-synthesise ATP during exercise. The engaging PowerPoint has been designed to cover the “Energy transfer in the body” section of topic 1.1.6 as detailed in the AQA A-level PE specification.
The lesson begins by challenging the students to recognise that the link between muscle contraction, active transport and the conduction of electrical impulses is the need for energy. A number of quick quiz competitions are used throughout the lesson to maintain engagement and to introduce key terms and values and the first quiz round will result in the students meeting adenosine tri-phosphate (ATP). Time is taken to describe the structure of this energy store and to explain how it will be broken down into ADP and a phosphate and that this mechanism results in the release of energy for muscle contraction. Importantly, students will learn that the ATP stored in muscles will only allow for the first few seconds of contraction and therefore if exercise and contraction are to continue, the ATP will need to be re-synthesised. The main part of the lesson explores how phosphocreatine and glycogen are sources of energy transfer in the anaerobic systems and glucose and fats are sources for the aerobic system. Key details about each of these sources are provided and explained and links are made to upcoming lessons on the energy systems. The final round of the quiz, which is called “What’s your SOURCE?” acts a final understanding check as the teams of students have to recognise one of the 4 energy sources based on a description.
This lesson has been specifically written to tie in with the next lessons on the anaerobic and aerobic energy systems.
This lesson describes the active loading of sucrose at the source and movement by mass flow to the sink down the hydrostatic pressure gradient. Both the detailed PowerPoint and accompanying resources have been designed to cover points 7.2 (g, h & i) as detailed in the CIE International A-level Biology specification.
The lesson begins by challenging the students to recognise the key term translocation when it is partially revealed and then the rest of the lesson focuses on getting them to understand how this process involves the mass flow of assimilates down the hydrostatic pressure gradient from the source to the sink. It has been written to tie in with 7.1 (d) where the structure of the phloem tissue was initially introduced and the students are continually challenged on their prior knowledge. A step-by-step guide is used to describe how sucrose is loaded into the phloem at the source by the companion cells. Time is taken to discuss key details such as the proton pumping to create the proton gradient and the subsequent movement back into the cells by facilitated diffusion using co-transporter proteins. Students will learn that the hydrostatic pressure at the source is high, due to the presence of the water and sucrose as cell sap, and that this difference when compared to the lower pressure at the sink leads to the movement along the phloem.
A number of quick quiz rounds are included in the lesson to maintain engagement and to introduce key terms and the lesson concludes with a game of SOURCE or SINK as students have to identify whether a plant structure is one or the other (or both)
This fully-resourced lesson describes the process of DNA replication and explains how this ensures genetic continuity between generations. Both the detailed PowerPoint and accompanying resources have been designed to cover point 1.5.2 of the AQA A-level Biology specification and also explains why it is known as semi-conservative.
The main focus of this lesson is the roles of DNA helicase in the breaking the hydrogen bonds between nucleotide bases and DNA polymerase in forming the growing nucleotide strands. Students are also introduced to DNA ligase to enable them to understand how this enzyme functions to join the nucleic acid fragments. Time is taken to explain key details, such as the assembly of strands in the 5’-to-3’ direction, so that the continuous manner in which the leading strand is synthesised can be compared against that of the lagging strand. The students are constantly challenged to make links to previous topics such as DNA structure and hydrolysis reactions through a range of exam questions and answers are displayed so that any misconceptions are quickly addressed. The main task of the lesson asks the students to use the information provided in the lesson to order the sequence of events in DNA replication before discussing how the presence of a conserved strand and a newly built strand in each new DNA molecule shows that it is semi-conservative.
A highly engaging and information lesson presentation (46 slides) which guides students through the steps needed to construct an accurate distance-time graph and then teaches them how to interpret the motions that are shown by the different lines. The lesson challenges the students to work out the type of graph that should be used to present the data and to suggest which factor from the blank table should go on the x-axis. Using the results that they obtain, a step-by-step guide is used to walk students through constructing the graph. This includes deciding on scales to ensure they are even and make the most of the available paper. Student will see the four key terms of motion associated with these graphs (acceleration, deceleration, constant speed and stationary) and will be able to use their graph to work out which lines go with which motion. Moving forwards, students will be shown how to calculate speed from the graph. There are progress checks throughout the lesson so that students can assess their understanding of the topic.
This lesson has been designed for GCSE students but is perfectly suitable for KS3 students too.
An engaging lesson presentation (36 slides) that looks at the three types of muscle that are found in the body and then focusses on the structure and features of the involuntary muscles, cardiac and smooth. The lesson begins by challenging the students to recall the names of the different types and then gets them to recognise that cardiac and smooth are able to contract without conscious thought. Moving forwards, time is taken to look at the details of these muscles and key terminology such as intercalated discs and gap junctions are introduced so that students can understand how they perform their different functions. There are regular progress checks throughout the lesson so that students can assess their understanding.
This lesson has been designed for A-level Biology lessons.
An engaging lesson presentation (81 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within Topic 7 (Animal coordination and homeostasis) of the EDEXCEL GCSE Biology specification
The topics that are tested within the lesson include:
The endocrine system
Thyroxine
The menstrual cycle
Hormonal and barrier methods of contraception
Homeostasis
Thermoregulation
Osmoregulation
Control of blood glucose concentration
DIabetes
Students will be engaged through the numerous activities including quiz rounds like “Have they got the right BALANCE?" and the “B7 ABBREVIATIONS” whilst crucially being able to recognise those areas which need further attention
An engaging lesson presentation (57 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within Topic 9 (Ecosystems and material cycles) of the EDEXCEL GCSE Combined Science specification
The topics that are tested within the lesson include:
Levels of organisation
Communities
Interdependence in a community
Determining the number of organisms in a given area
Recycling materials
Deforestation
Global warming
Students will be engaged through the numerous activities including quiz rounds like “Number CRAZY" whilst crucially being able to recognise those areas which need further attention
This bundle of 17 lessons covers the majority of the content in Topic B6 (Global challenges) of the OCR Gateway A GCSE Combined Science specification. The topics covered within these lessons include:
Investigating distribution by sampling
Increasing biodiversity
Loss of biodiversity
Selective breeding
Genetic engineering
Producing a GMO
Health and disease
Communicable diseases
Stopping the spread of diseases
Plant diseases
The Human Body Defences
Blood clotting
Using vaccines In the prevention of disease
Antibiotics
Developing drugs
Non-communicable diseases
Treating cardiovascular diseases
Organ transplants
Stem cells in medicine
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 10 lessons covers the majority of the content in Topic C5 (Monitoring and controlling chemical reactions) of the OCR Gateway A GCSE Combined Science specification. The topics covered within these lessons include:
Rates of reaction
The Collision theory
Temperature and the rate of reaction
Concentration and the rate of reaction
Particle size and the rate of reaction
Catalysts and the rate of reaction
Reversible reactions
Temperature and pressure and equilibrium
Choosing reaction conditions
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 5 lessons covers the majority of the content in Topic C3 (Quantitative Chemistry) of the AQA Trilogy GCSE Combined Science specification. The topics covered within these lessons include:
Relative formula mass
The mole
Conservation of mass
The mole and equations
Limiting reactants
Concentration of solutions
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 7 lessons covers a lot of the content in Topic B5 (Health, disease and development of medicines) of the Edexcel GCSE Combined Science specification. The topics covered within these lessons include:
Health
The difference between communicable and non-communicable diseases
Pathogens
Common infections
The spread of diseases and the prevention
The spread of STIs
The physical and chemical defences of the human body
The use of antibiotics
Developing new medicines
Non-communicable diseases
Treating cardiovascular disease
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 5 lessons covers all of the content in the sub-topic C4.1 (Predicting chemical reactions) of the OCR Gateway A GCSE Chemistry specification. The topics covered within these lessons include:
The alkali metals
The halogens
Displacement reactions of the halogens
The noble gases
The transition metals
Reactivity of elements
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding
This is a fully-resourced lesson which looks at how IVF is used a treatment for infertility and considers the arguments for and against this process. The lesson includes an engaging, informative and discussion provoking lesson presentation and a pair of differentiated worksheets which challenge the mathematical skills of the students when looking at the % chance of multiple births from IVF.
The lesson begins by getting the students to recognise the phrase “test tube baby” and then to link this to IVF. Extra pieces of interesting information are given throughout the lesson, such as the introduction of Louise Brown at this point. A step by step guide is used to go through the key steps in the process. Questions are continually posed to the students which get them to think and attempt to verbalise their answers such as when they are questioned whether men are needed for this process. There is a focus on key terminology throughout, such as haploid and zygote and genetic screening. Students will learn that multiple births are much more common in IVF births than from natural conception and then they will be asked to manipulate data in a mathematical task with some figures from a maternity ward. As these questions are quite difficult, this worksheet has been differentiated so that all students can access the learning.
Although this has been written for GCSE students, it is suitable for use with older students.
This is an engaging and discussion filled lesson which looks at the menstrual cycle and specifically focuses on the interaction of the four hormones in the cycle. This lesson has been designed for GCSE students (ages 14 - 16 in the UK) but is suitable for older students who want a recap on this topic before going into more depth.
In order to understand the cycle, it is critical that students know the roles that each of the hormones perform and also can describe how one hormone affects another. The main task of the lesson goes through the steps in the cycle, but challenges the students to use their prior knowledge of the endocrine system to add in the name of the correct hormone. At appropriate points of the lesson, time is taken to relate this topic to others in Biology, such as the use of oestrogen in the contraceptive pill and also hCG as the hormone which is detected by pregnancy tests. Students will know key landmarks in the 28 day cycle and be able to relate this back to the hormones. There are progress checks throughout the lesson but the final part of the lesson involves three understanding checks where students are challenged to apply their knowledge.
This bundle of 15 lessons covers the majority of the content in Topic B3 (Organism level systems) of the OCR Gateway A GCSE Biology specification. The topics covered within these lessons include:
The nervous system
The eye
Hormones and the endocrine system
Adrenaline
Negative feedback loops
Thyroid gland and thyroxine
The menstrual cycle
Contraception
Using hormones to treat infertility
Plant hormones
Homeostasis
Controlling body temperature
Controlling blood glucose
Diabetes
Inside the kidney
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This lesson has been written for GCSE students, with the main focus being to introduce reversible reactions, show them how to represent them in both word and symbol equations, and to look at some well-known examples. Related topics such as the position of the equilibrium and endothermic and exothermic reactions are briefly mentioned so that students can recognise the potential crossover between topics. Some time is taken during the lesson to challenge the students to write a balanced symbol equation having been given a description of a reversible reaction. This task is differentiated with an assistance sheet so that all are able to access the learning. There are a number of these progress checks in this short lesson so that students can assess their understanding on a regular basis. Students will learn that the reaction in one direction will be exothermic and why this matters in terms of temperature and the equilibrium position. Increasing pressure and the number of moles is also discussed and an answer explained.