These are a sequence of powerpoint shows designed as an instant engagement task (rolling on screen as learners enter the room for immediate engagement with learning). Learners write down the prefix that represents the power of ten multiplier. They are essentially the same task (with rearranged slides) but get progressively more demanding (as the changeover of slide gets faster) as the numbers in brackets increase. Start the students with (1) and then as they get faster, use the more demanding versions.

These are a sequence of powerpoint shows designed as an instant engagement task (rolling on screen as learners enter the room for immediate engagement with learning). Learners write down the the SI units for the named quantity. More able learners could provide SI units in terms of fundamental base units. They are essentially the same task (with rearranged slides) but get progressively more demanding (as the changeover of slide gets faster) as the numbers in brackets increase. Start the students with (1) and then as they get faster, use the more demanding versions

These are a sequence of powerpoint shows designed as an instant engagement task (rolling on screen as learners enter the room for immediate engagement with learning). Learners write down the missing number to say what power of ten would represent the prefix. They are essentially the same task (with rearranged slides) but get progressively more demanding (as the changeover of slide gets faster) as the numbers in brackets increase. Start the students with (1) and then as they get faster, use the more demanding versions.

These sort cards can be used as a starter or starting point for the topic of the EM spectrum and again as a review/ plenary. They can also be used to help revise the sequence of the EM spectrum. This activity goes well with the EM grid activity. This resource is part of a sequence with the following three other resources: This resource EM spectrum sort cards https://www.tes.com/teaching-resource/resource-6341302 IR remote control https://www.tes.com/teaching-resource/resource-12952897 UV Washing powder https://www.tes.com/teaching-resource/resource-12952892

This worksheet is useful for student to summarise information about the EM Spectrum, It can be used as an information gathering tool or to sum up key points about the spectrum. It could also be used for independent learning in school. It goes well with the activity EM Spectrum sort cards. There are three slightly different sheets that increase in demand from (1) to (3). This resource is part of a sequence with the following three other resources: This resource EM spectrum sort cards https://www.tes.com/teaching-resource/resource-6341302 IR remote control https://www.tes.com/teaching-resource/resource-12952897 UV Washing powder https://www.tes.com/teaching-resource/resource-12952892

These flashcards, when printed out back-to-back and then cut out will produce a series of double sided flashcards showing the composition of particles in the standard model. They are good as an independent learning tool or revision activity. They could be used in preparation for the 'Identify the particle rolling slideshow Instant Engagement / Retrieval - available on TES Resources at: https://www.tes.com/teaching-resource/resource-6341196

These are a sequence of PowerPoint slideshows designed to support the retrieval of the composition of particles in the standard model. They can be used as an instant engagement task (rolling on screen as students enter the room for immediate engagement with learning). They can also be used as a retrieval quiz. The slideshows are essentially the same task (with rearranged slides) but get progressively more demanding as the changeover of slide gets faster (as the numbers on the titles of the slideshows in brackets increase). Start the students with (1) and then as they get faster, use the more demanding versions. This resource goes well with the particle flashcards also available on TES Resources at https://www.tes.com/teaching-resource/-6341199

This activity allows students to indicate their perceptions on a particular question. The question might be a debate e.g. ‘Should we build more nuclear power stations?’, ‘Is cloning a good idea?’ or ‘Should social media be banned?’. To use the cards, print and laminate the cards. Lay the cards out along a line and ask the students to stand near the card that represents how strongly they agree (not on the card due to risk of slipping). Then ask them to justify their reasoning. This works really well when carried out before and after a debate. Designed for use in science, these also have use in other subjects such as Citizenship, PSHE and RE. Inspired by an activity at the NCT.

The key words primary and secondary pollutants with meanings for display purposes. Please remember if laminating to use matt finish laminates to avoid reflection that renders the display unreadable.

This activity involves looking at reliability of information found on the internet and encourages students to evaluate this critically in light of the discovery of new information. Students really do engage with the activity and find it a useful learning experience. An activity sheet and guidance sheet are included. Please note that the resource points to two external websites which I acknowledge as external sources of information and as such cannot be held responsible for the content of these websites. It is recommended that these are checked fully before use.

This resource is an was originally designed for instant engagement, to be on display on entry to the room. The students are given a period of time (say 3 minutes) to rank order the sources of information. This works well in groups with mini-whiteboards. The teacher then asks students to indicate whether each source was in the top 3, middle 3 or bottom 3 – e.g. by show of hands. This supports a discussion on reliability and disagreement between groups provides chance for cognitive conflict and students explaining their reasoning. It was originally designed as a starter to LSS activity 3.1

This resource is a short powerpoint show and a pdf of the first slide. The idea is that learners read the URLs for a series of websites and decide whether they are trustworthy. They could put them into one of say three categories (e.g. High, Medium. Low).This is great for stimulating debate amongst learners, especially if the task is completed as a group. It is very effective when learners are asked to explain their reasoning. The powerpoint show can then be used to develop understanding further.

This is a small collection of key words related to data handling. They are designed as a display tool. Remember if laminating to use matt laminates for wall displays to avoid reflection problems. Key words: range, mean, true value, average, real difference.

This resource is a collection of 6 slightly different see-saw balances that can be used with learners to help them develop the skills to weigh up an argument. The idea is that students will list reasons on both side of an argument (e.g. Should we have Nuclear Power?). They then use this to help make a decision. The scoring column on some sheets allows learners to score each argument out of a maximum of say 3. Add the scores on each side to see which has the stronger argument. This also includes phrases to support a more detailed conclusion. This was inspired by 21st Century Science.

This activity follows on well from the Greenhouse effect starter. Based on interpreting data about planets in the solar system, it leads learners to the conclusion that Venus is hotter than it should be due to CO2. There are two levels of activity, the more demanding one explores the role of photons/light/radiation in heating planets. This activity was originally designed for 21st Century Science unit P2. Please note that this is a non-editable resource. A premium editable version is also available at: https://www.tes.com/teaching-resource/resource-11858634 Key words: greenhouse effect, atmosphere, CO2, carbon dioxide, global warming

A simple but effective activity to establish prior knowledge at the start looking at the topic of the Greenhouse effect. Learners can be encouraged to use scientific vocabulary and ideas. It is a great way of finding out how they think a greenhouse works before looking at the atmospheric effect. Works well when working in small groups (e.g. 3) on a large piece of paper. Really helps them to think when they are asked to justify their reasoning. Right-click then 'save as&' the web link to download the PowerPoint show.

This is a pdf showing some key words for polymerisation, including the meaning of the words. They are suitable for printing onto A4 (or scaling up to A3) for display purposes. Remember if laminating them for wall display to ensure that non-reflective laminates are used where possible to ensure maximum readability. Keywords: monomer, polymer, polymerisation

Keywords: Efficiency, calculation, graph, skill, explain, justify, MAT. This activity is designed to stretch the most able learners with some questions and tasks related to calculating efficiency. There are some demanding questions involving handling data and using graphs to make predictions. This was designed as a home learning task to consolidate learning about efficiency. It would also make a suitable starter for AS/A level. An answer sheet is included with suggested marks for each question.

This is a worksheet based activity that includes some higher order thinking to explore the ideas around energy transfer in simple food chains. Two versions are included, one with legacy GCSE grades, the other without. (please note that grade indications are only approximate). Why not try getting learners to choose a selection of questions to answer (e.g. do Q1-4 or Q3-8) An answer sheet is included. This resource was originally designed for OCR 21st Century Science unit B3. A premium editable version of this is available at: https://www.tes.com/teaching-resource/-11858631 Keywords: energy, transfer, food chain, efficiency

This is a short standalone activity, good for developing higher order thinking skills and providing an opportunity for cognitive conflict and discussion. Firstly either allow the students to work through the first two set of tasks sequentially. Alternatively, one half of class can be given first sheet,marked with a triangle, the other half being given the ones marked with a square to be worked on independently. After a few mins pair up with third sheet. Students respond well to even quite tricky questions.