By the end of the lesson learners should be able to: Identify specialised cells. Describe the function of some specialised cells. Explain why some specialised cells contain particular features.

By the end of the lesson learners should be able to: Identify the contents of animal and plant cells. Describe the function of organelles. Explain why animal cells need to consume food while plant cells do not.

By the end of the lesson learners should be able to: Identify the 7 life processes. Describe how to use a microscope. Explain why microscopes are sometimes needed to confirm if a substance is alive or not.

By the end of the lesson learners should be able to: Identify 2 methods of pest control. Describe how the 2 methods work in reducing the amount of crop loss. Explain why people choose one method of control over the other.

By the end of the lesson learners should be able to: Identify the contents of a food chain / food web. Describe what a biomass pyramid shows. Explain why numbers pyramids do not appear as pyramids.

By the end of the lesson learners should be able to: Identify the reactants and products of anaerobic respiration. Describe the process of anaerobic respiration. Explain why the body uses anaerobic respiration.

By the end of the lesson learners should be able to: Recall the minerals a plant needs Describe the effect of a lack of these on a plant Explain why plants require some nutrients.

By the end of the lesson learners should be able to: Recall the meaning of the term chemosynthesis. Describe the process of chemosynthesis. Explain why chemosynthesis is necessary for some organisms.

By the end of the lesson learners should be able to: Identify the reactants and products of respiration. Describe the process of aerobic respiration. Explain why the body uses aerobic respiration.

A series of 3 lessons targeted towards students who start their secondary education. Learners by the end of the lessons should be able to: Identify the lab safety rules and explain why these are important. Describe the hazard symbols and explain why they are important. Create diagrams to represent experiments.

By the end of the lesson learners should be able to: Identify 3 different indicators. Describe the pH scale and what is measures. Justify which is the best indicator for identifying acids and alkalis.

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 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: Identify fullerenes, monomers and polymers. Describe the structure of fullerenes and polymers. Explain the properties of fullerenes and why polymers can have different properties.

By the end of the lessons learners should be able to: Identify the subsections of metallic structures. Describe how metallic structures are held together. Explain the properties of metallic structures.

By the end of the lessons learners should be able to: Identify the 3 allotropes of carbon. Describe how the atoms of carbon are arranged in the allotropes of carbon. Explain the properties of the allotropes of Carbon.

By the end of the lesson learners should be able to: Identify covalent bonds within diagrams. Describe what happens during a covalent bond. Explain why covalent compounds do not have a charge.

A simple to follow KS4 (Yrs 14-16) lesson describing the properties of Ionic compounds. **By the end of the lesson learners should be able to: ** Recall ionic compounds. Describe the properties of Ionic compounds. Explain why Ionic compounds have these properties.

A simple to use resource targeted towards KS4 students (yrs 14-16). By the end of the lesson learners should be able to: State what happens to an electron during an ionic bond. Describe how ionic bonds form cations and anions. Explain why ionic structures form.

A simple to follow resource aimed toward KS5 / A-level students (yrs 17-18) regarding s, p, d and f orbitals, the order in which they filled mentioning their spin and how electrons respond to quanta of energy. By the end of the lesson learners should be able to: Identify the different types of orbitals. Describe the order in which orbitals are filled. Explain why electrons promote to other orbitals.