differentiated for low ability and middle ability with a hihger ability challenge thrown in. Answers on bottom slide

thanks, Jane for the comment, Hopefully the worksheet is now improved I reckon that the worksheet would take about 20-25 minutes or even longer

this could also be called verbal tennis/ hockey or whatever, depending on the sex distribution of your class. I have graded the teacher questions so that you have the option to choose which member of the team answers. as always, any comments or suggested improvements are greatly appreciated

I've left the page reference blank so you can put in your own (depending on the text you use)

I would be grateful for feedback on any mistakes and for the differentiation, in particular. Any other feedback also very welcome.

I'm hoping this is adequately differentiated with opportunity for progress. Any suggested improvements very welcome

again, this covers a variety of functional groups. ideas for use are included in the word document

any improvements to this or other ideas welcome!

obviously, any feedback most welcome, especially with regard to the differentiation

this is good for a revision session at the end of the alcohols topic or pre-exam/test. Comments welcome as always

this is about general AS organic chemistry (not just alkanes and alkenes)

Starter based on real exam question and real responses as an Afl style activity. I have attempted to highlight the misconceptions and mixed concepts the students exhibit when answering exam questions. Based on AQA, but would work for other boards suggested uses: Use as a starter: students to select which they think is the best answer (quick starter), for a longer task, they are then to decide why the other answers are less than perfect This could be extended to be the focus of a whole lesson, if you use the question as a starter, go through the concepts and re-visit at the end of the lesson to see if the students have changed their minds. Commentary on student answers are included.

for GCSE chemistry, sung to ‘let it snow’

topics include: refraction (yr 8), the eye (year 8), cells, acids and alkalis (yr 7) and forces and motion (year 7) useful for revision or as a plenary desired otucome is consolidation of previously learnt material

use for a triple group for revision. enjoy (as they did - I actually got them singing it!) - the 'rap' part starts as 'Fritz haber he made the invention' - I hope that makes sense

an adaptation of a resource (to the same tune) that I downloaded many years ago - I’m sorry I can no longer find it to credit the author. It has been modified and I know hope that it contains most of the information needed for the new course about alkenes and their reactions for a good way to end a lesson on alkenes or for part of a revision lesson. enjoy

worksheet comparing ionic and covalent bonding and includes the misconception of covalent bonding being a weak bond. differentiated, with a super-simple version for less able students. Answers included. good for: extension activity, starter, plenary or homework timing: 5 - 10 minutes

worksheet comparing alkanes and alkenes bonding and includes all important key terms. differentiated, with a super-simple version for less able students. Answers included. good for: extension activity, starter, plenary or homework timing: 5 - 10 minutes

all tests present, except flame spectroscopy, requiring that students spot the mistakes in each test, their results or their ions (all of them have at least one) and/or correct them. The resource also helps with exam technique, since the new style exam question requires that they state errors in practical investigations. differentiation: foundation or low ability could just circle the mistakes; higher ability also to correct them good for: homework, starter or plenary, part of a cover lesson/catch up sheet or if a student is out of class

suitable for all boards and planned for a GCSE lesson, but could also be used for KS3. provides a comparison and summary of elements, mixtures and compounds and requires students to sort substances into the correct category. Objective: review of concepts that students often get confused differentiation: differentiated on 3 levels, all 3 are easily accessible timng: about 10 - 15 minutes, depending on student ability could be used for: starter, plenary, homework, part of a group circus activity for a whole lesson task, research activity for absent students or cover This resource is included in the elements, mixtures and compounds carousel/circus resource that is for sale