This resources goes step-by-step through the stages of the cells cycle. It provides useful visual aids for explanations as well as short descriptions about what happens at each stage.

This resource begins by introducing stem cells and their uses, before inviting students to write a clearly balanced account of the arguments surrounding the use of stem cells in research. It then moves on to introduce designer babies and encourages students to write a clearly balanced account of the arguments surrounding designer babies. This lesson provides excellent opportunities for class discussions on ethically challenging topics and an opportunity for students to complete extended pieces of writing. The resource includes links to useful videos on the topic.

This resource provides useful images and links to videos to help stimulate discussion on genetic modification and CRISPR. It also includes a list of questions for students to answer on the topic of genetic engineering and biotechnology.

This resource begins with a useful visual to introduce the topic of mutations and initiate discussion on point mutations. Students are then invited to watch two videos (links provided) before researching and answering a series of questions about mutations. I usually allow 20 minutes for the students to answer the questions on the worksheet, before going through the answers as a class (using the PowerPoint slides). If there is time, I then explain how mutations in bacteria enable them to become resistant to antibiotics.

This resource introduces the Darwin and Wallace, their research and the theory of evolution. Included within the resource are a few links to videos that I find useful for introducing the theory and also opens discussion on the relationship between the two scientists. It invites students to consider whether Darwin cheated Wallace out of his rightful place in history, a question that often leads to great class discussions.

This resources is best used after a lesson, or series of lessons, on fossils and how they provide evidence for evolution. This resource provides a visual aid for introducing some of the other forms of evidence for evolution and invites students to create a presentation to deliver to the class on one piece of evidence. The resource concludes with a big question that can be answered in class or as a longer homework assignment.

This PowerPoint resource helps students label and use the light microscope. I usually print off the second slide in advance of the lesson to use as a worksheet for students to complete. The worksheet instructs students to label a light microscope using the information available. The PowerPoint resource includes a quick quiz to test student knowledge and instructions on how to use a light microscope.

This resource provides an easy-to-use visual aid and activities on the structure of the eye and structure of the camera. It explains how the eye works and how the pinhole camera works, before challenging students to answer the 6 mark question “Compare the eye and the camera”. The resource includes a mark scheme for this question as well as additional questions that could be answered through investigations with a pinhole camera.

This PowerPoint provides a creative and easy to use resource for introducing atoms, elements, and the differences between them. It includes a few shorter activities that engage students as well as a longer writing task.

This PowerPoint provides a useful and easy-to-use visual aid for discussing the similarities and differences between molecules and compounds. It follows on from my ‘Atoms and Elements’ lesson (available on TES) and introduces the idea that compounds have different properties to the elements that make them up.

This PowerPoint provides a fun and easy-to-use introduction to forces, interactional pairs, contact and non-contact forces, and how forces are measured and represented.

This resources includes the key terms for the rock cycle topic. I encourage students to cut out the key terms and stick them onto their rock cycle posters, as a revision activity at the end of the module. I also use this resource to play games, such as “this is the answer, what is the question?” It is a simple and easy to use resource.

This graph drawing resource functions as both a checklist and marking framework for students. At the start of my graph drawing activity, I hand students a copy of the marking framework and remind the students how to draw a scientific graph. Students then use the checklist as they draw their graphs to ensure they have included everything they need for full marks. Students then either hand in their graphs or swap graphs with their peers and the marking framework is used to give students a grade for their graphs.

This lesson begins with a ‘graph description’ activity and opportunity for students to make scientific predictions. Included in the first couple of slides are links to useful video resources for the topic. There is then an option of two different practical investigations. The first invites students to design an experiment testing how the gradient of a ramp effects the speed of the car, whilst the second asks how the height you drop the ball from effect the height of the bounce.

This resource provides an easy to use, simple and useful introduction to the differences between physical and chemical changes. The first slide can be used as a starter, to initiate discussion and inspire students to offer up ideas about the differences between physical and chemical changes. The second and third slides provide a useful visual that can be used to help explain the differences between physical and chemical changes. The resource also includes some fun, quick quizzes to help assess the class’s understanding of the differences between physical and chemical changes.

This easy to use, simple resources provides a useful visual for introducing the law of conservation of energy and energy stores. I use it to initiate discussion on the topic and to test initial understanding of the different types of energy stores.

This simple and easy to use PowerPoint resource provides a useful visual stimulus for discussions on energy efficiency and how the loss of energy can be detrimental to the environment. After discussing dissipation of heat energy, I then introduce the practical investigation. Students are provided with two different light bulbs, a ruler, white piece of paper and a thermometer. Students test to see who of the light bulbs causes the greatest increase in temperature in the thermometer. This light bulb gives out the most heat energy and is therefore the least efficient. This result guides students through planning, recording, analysing and evaluating their experiments.

This resource provides a useful visual aid set of activities for the ‘energy in food’ or ‘fuel is fuel’ topic. It initiates important discussions about healthy diets, challenges students to use their mathematical skills and enables students to make links between their learning in maths, biology and physics. Students carry out a series of caluclations, including a calculation to see how much of different food types they need to consume to gain their daily recommended amounts of energy.

This resource provides a visual stimulus to initiate discussions on energy efficiency and how to reduce our heating bills. Students are invited to produce a leaflet for house-holders who want to know what they can do to reduce their heating bills, and to design a house that has minimum energy standards. The resources also includes a few big questions relating to the topic.

This resource introduces natural selection and three key examples of rapid changes in species brought about by evolution: bacterial resistance to antibiotics, pesticide resistance in insects, and the peppered moth before, during and after the industrial revolution. I use the first slide to introduce the process of natural selection. I then use an incredibly useful resource, available for download from TES on “sticky dogs”, which I get the class to evaluate. I then introduce the peppered moth example, before getting the students to complete the 6 mark past paper question to time. We go through the mark scheme to this question together before I introduce bacterial resistance and pesticide resistance. The students then complete the tasks set on the final slide.