By the end of the lesson learners should be able to: State the names of the first 5 alkanes. Describe the general structure of alkanes. Compare alkanes and alkenes.

By the end of the lesson learners should be able to: State the 3 states of matter. Describe the changes in state. Explain why a flat line on a cooling-curve shows a change in state.

By the end of the lesson learners should be able to: Identify 3 factors that increase the rate of reaction. Describe how these factors increase the rate of reaction. Explain why chemicals are best kept in a dark room at cold temperature and not moved often.

By the end of the lesson learners should be able to: State what is meant by a Hydrocarbon. Describe the process of fractional distillation. Explain why fractional distillation is used.

By the end of the lesson learners should be able to: Identify 2 kinds of fuels which cause pollution. Describe the effect of pollution. Explain why scientists are developing Hydrogen cars.

By the end of the lesson learners should be able to: Identify the main components of the early and late atmosphere. Describe how the atmosphere changed over the years. Explain why scientists believe the atmosphere changed in this way.

By the end of the lessons learners should be able to: Identify the 4 bonding models. Describe the properties of each bonding model. Compare the features of each bonding model.

By the end of the lesson learners should be able to: State what is meant by an acidic and alkaline solution. Describe how pH and concentration affects the acid / alkali. Explain why a low concentration of a strong acid can be as dangerous as a high concentration of a weaker acid.

By the end of this lesson I will be able to: state what atoms are compare the properties of one atom of an element to the properties of many atoms.

By the end of the lesson learners should be able to: Identify the: Dalton, Thomson and Rutherford models of atoms. Describe how each of the models came about. Explain why Rutherford’s experiment proved that atoms are made mostly of empty space.

By the end of the lesson learners should be able to: Identify the equipment needed for Crystallization and filtration. Describe the process of filtration and Crystallization. Justify the correct method to use given the situation.

By the end of the lesson learners should be able to: Identify the methods used to treat water. Describe the process of treating water. Explain why it is important to treat water.

A self-explanatory lesson explaining the process of recycling materials and why people are choosing to recycle. Scaffolded questions are used to ensure all learners can access the material.

A simple and fun competitive snap game using scientific terminology matched with pictures. PPT can be presented to the entire class for a whole class session, or can be printed and cut for team games - there will always be a snap between 2 cards but the students need to find and identify the correct scientific key word. The students who calls out the key word first wins the round. Key words included are: Units, DNA, Bunsen burner, Tripod, Beaker, Gauze, Heat mat, Measuring cylinder, Safety glasses, Repeatability, Dissolving, Melt, Solidify, Evaporate, forceps, solid, Liquid, gas, reaction, reproductive system, microscope, pH, Periodic table, pipette, carbohydrate, fat, protein, test tube, lab coat, kinetic energy, sound energy, gravitational potential energy, atom, thermometer, cell, digestive, system, Electrical energy, circulatory system, electron, respiratory system, nervous system, litmus paper, skeleton, photosynthesis, light energy. Excellent as a settling activity or starter / interim activity.

A self-explanatory resource to show the formation of sedimentary rocks. The questions are scaffolded and differentiated - use the version of the questions required for your class. This resource also includes some filler tasks to use when needed.

A self-explanatory resource that explains how igneous and metamorphic rocks are formed. Questions are scaffolded to ensure access to all pupils. Filler tasks are available at the end of the PPT.

By the end of the lesson learners should be able to: Identify chemical and physical reactions. Describe how physical and chemical reactions are different. Explain why catalysts are needed by businesses.

By the end of the lesson learners should be able to: Identify the products and reactants of combustion. Describe how to affect the rate of combustion. Explain why combustion must be controlled.

By the end of the lesson learners should be able to: Identify word and chemical equations. Describe how to write a chemical and word equation. Compare word and chemical equations.

By the end of the lesson learners should be able to: State what is meant by decomposition. Describe the decomposition of metal carbonates. Explain why products should be kept in cold dark rooms.