Multiple choice mini assessment consisting of 18 questions. The answers have been designed to cover any misconceptions. Can be used as is, or used in conjunction with the free "quick key" app, which allow instant feedback and data analysis.

Ideal activity for all abilities as feedback tasks, revision or homework. Students are given a category (route) that the teacher feels they need the most work on. Students use the tube map and the station brochure, to guide them through the stations and present them with the relevant questions. Differentiate by giving lower achievers a set of cue cards (included) or allow some revision using the revision cards (included) beforehand. Higher achievers can follow the challenge route. This resource includes: - Tube map - Revision Cards - Cue cards - Brochure of stations with questions - Answers

Save on this resource by buying it as part of a bundle for £2.50 https://www.tes.com/teaching-resource/new-2018-biology-cells-and-introduction-bundle-11359079 Objectives: To know the main parts of a plant and animal cell Describe the function of these Compare and Contrast plant and animal cells Suitable for GCSE or high achieving KS3. Activity is designed to encourage discussion and pair work. Task Instructions 1) Draw and label a diagram of a plant cell in the middle of the quilt pattern. 2) Choose two colours to complete the pattern, one colour for correct statements and another for incorrect statements. 3) In your book copy out all of the correct statements and correct the incorrect ones. 4) Using these facts, write a paragraph that clearly shows the differences between a plant and animal cell.

Save on this resource by buying at as part of a bundle for £2.50 https://www.tes.com/teaching-resource/new-2018-biology-cells-and-introduction-bundle-11359079 Objectives: Understand how prokaryotic cells are similar and different to eukaryotic Draw and label a prokaryotic cell Apply knowledge Students start from the inside of the log pattern and choose 5 key words that best answer the questions posed. The next section up, they write short paragraphs to answer the question and using the keywords they have suggested.

A very good revision or consolidation activity, suitable for level 1 - 5 students. This can be used as a pair or an independent activity. This is a very engaging activity, usually lasting up to 30 minutes. Ideally the end product should be peer assessed. Highly suited to SOLO taxonomy. Some ideas on how to use the resource: 1. Students work in groups of 2 and make as many sentences as they can using the words in the grid. The scores are then totalled for each sentence. For example: “ Photosynthesis produces oxygen and glucose” each of these words carries a 5 point score, totalling 15 points for that sentence. 2. Students are given a set of dice, student A roles and for example, should they role a 6 and 3 those are the co-ordinates for word 1. Student B then roles a set of co-ordinates and together they need to formulate a sentence to show how these words are linked. 3. Students are placed in groups of 2. Student A makes a simple sentence using only 2 of the grid words, for example: photosynthesis produces oxygen. Student B then has to add a third word to the sentence: photosynthesis produces oxygen and glucose. Student A then tries to add another word and so on until one is unable to complete the sentence, the total point score for that sentence will then go to the last student to add a word.

DESIGNED FOR NEW SPECIFICATION FOR FIRST EXAMINATION IN 2018 Suitable for lower foundation students and those with literacy issues. Lesson Objectives: To understand the differences between sexual and asexual reproduction and the advantages and disadvantages of both types of reproduction. The lesson consists of: - Textbook pages x 2 - designed for reading age of 12 upwards (using Flesch-Kincade reading scale) - Pick and Mix activity - students choose the questions they want to answer, all differentiated by point value. (I usually give different bands of students different point values to work to depending on previous achievement. - Independent "test-style" worksheet - Powerpoint presentation with a starter and metacognition plenary. Lesson Outline: - Starter, draw an label an animal cell - Main 1, Teacher Input through presentation and students complete the pick and mix task using the text to help them. -Main 2 - Assess via independent work sheet - Plenary - Metacognition activity

A range of resource to use with foundation groups. Focused on the photosynthesis aspect of Bioenergetics, it is particularly useful to go over the key concepts of the topic. This works well in groups for the card sort activity, or as an independent learning task when using the question activity. It is also a good revision resource with over 20 flash cards. Answers are provided.

This resource is most suited to KS3 biologist or as a KS4 lesson for struggling scientists. The presentation has all of the information necessary for students, however a 2 page student text is available with all of the information on (and some extra for those you want to stretch) There are a range of activities to choose from depending on your groups. These include: - A set of notes in dyslexic font and comic sans. - A ready-to-complete graphic organiser to help students describe and give examples of levels of organisations (text books or the notes above are suitable aids). - A multiple choice question bank (11 questions) and answer sheet. - A cloze word search for your struggling scientists with an answer sheet. I have included a photograph of some of the resources.

Objective: to understand the process of and equation for photosynthesis, know that photosynthesis is endothermic Suitable for all - questions and tasks are differentiated. The resource is designed to be used in conjunction with textbook or notes. It includes, an activity selection sheet and a correct the mistakes worksheet. Please see the photographs attached for more information. Black and white activity sheet is included.

Designed to put the ideas in a clear and concise manner for those who struggle with literacy or science. The reading age of this text is around 11 years.

Objective: To be able to name some plant and animal viruses. To describe the spread and symptoms of some plant and animal viruses. To compare and contrast plant animal viruses. Suitable for all KS4 biology students (fully differentiated) Included: This resource comprises an infographic (text) and 9 differentiated activities, from a level 1 to 9. Included are the photo files, pdf and word documents . You may also be interested in this free resource on dna and the genome https://www.tes.com/teaching-resource/b13-4-dna-and-the-genome-foldable-11706112 Please visit me at my shop https://www.tes.com/teaching-resources/shop/heelis

SUITABLE FOR LOWER FOUNDATION STUDENTS AND THOSE WITH POOR LITERACY SKILLS. This activity is designed to gauge level of understanding. It has 7 questions that tests student's ability to recall the function of parts of a cell. There is an associated piece of text (suitable reading age 12+) and feedback activities for them to undertake. As a rule I use this before starting the GCSE cells topic or the GCSE Inheritance topic. Please see my other resources at: www.tes.com/teaching-resources/shop/heelis

Suitable for foundation students. Objectives: To revisit/revise/summarise the reproduction and inheritance topic. Running Time: 30 minutes What do you get: - A double sided A4 Knowledge Organiser, with keyword definitions, key point summaries, diagrams. - A worksheet with 15 questions that vary in difficulty from grade 3 - grade 5 (see image) - A help sheet for those who are really struggling. - An answer sheet for peer assessment. A basic lesson guide: Do it now/starter: - Read Knowledge Organiser to remind students of key points Main: - Students complete the worksheet - differentiate by giving the knowledge organisers to some and knowledge organisers and help sheets to others - higher achievers in the class shouldn't need either. Peer Assess using the mark scheme. Plenary: - multiple choice assessment (this will inform future planning) I would suggest using Quick Key App to scan the answer sheets and get instant feedback (https://get.quickkeyapp.com). Its free, quick and saves time marking (I've included the link above).

Simplified text for your SEN, EAL, or reluctant readers. Topics include: Sexual and Asexual Reproduction, DNA and Genome, Inheritance in Action Images for all of the pages you are purchasing are available in the preview. They print well in colour or black and white. It allows struggling scientists to access text with all the key information, but with a lower overall reading age. On average the text is suitable for those with a reading age of 11 years or greater (using Flesch-Kinkade). The diagrams are clear and uncluttered. Content is focused on key points. Each resource is approx 2 A4 pages.

Learning Intention: To understand how light travels through the eye, the form and function of parts of the eye. This is a highly effective way of engaging students and ensuring deep learning. After teacher instruction or after given text on the topic students cut out the cards and then paste them into the correct place on the organizer template. I normally run the activity as follows: Put the answer slide up on the board for 30 seconds for students to read - no pens - just reading! Students have 10 minutes to place their cards Put the answer slide up on the board for 15 seconds, but students may not touch their work. students are given a final 5 minutes to correct or continue with their organizer Organizer is checked against the answers. Students can then be given a meta-cognitive extension where they think about where they got stuck and why, I usually just ask them to discuss it in pairs. The resource is differentiated so you have one for your struggling scientists to use.

This is a very effective activity for higher achievers that need to stretch their thinking. The questions develop higher order thinking skills and has a metacognitive facet that works best when, while walking the floor, you ask students to identify the skill that they are using. The resource is made up of a key word and definition match, deep thinking questions, labeling activity and prioritising (diamond 9 style) activity. How to run the activity: After teacher input, either reading text or teacher explaining. Students complete question 1. It is very important that, at this point, the work is corrected so that any misconceptions can be cleared up Using only information in question 1 and their recall skills they attempt to complete the rests of the worksheet – this is best done in pairs. The plenary should consist of questions such as: What part of the activity did you find the hardest? why was it difficult? how did you overcome the difficulty?

This resource contains a wide variety of worksheets and activities for the Blood topic. Resources include: A simple SEN organiser Word link to consolidate and deepen learning Venn Diagram to compare and contrast concepts Picture It task for the more visual learner 2 x mind mapping tasks 2 x worksheets Card Sort and categorising activity Spot the mistake literacy and factual recall activity There really is something for everyone!

Take your students on a virtual tour of London. Students are issued with a London Underground Map and they follow the tube routes. As they do this they will collect money for each station that they visit providing they answer the question correctly or complete the task! Routes are differentiated so perfectly suited to mixed achievement groups.