I have been teaching science for over 30 years. although Biology is my specialism I have lots of experience of teaching Physics and Chemistry to GCSE. I am particularly interested in practical work and believe that all science teachers should be able to teach good practicals and give practical demos.
I have been teaching science for over 30 years. although Biology is my specialism I have lots of experience of teaching Physics and Chemistry to GCSE. I am particularly interested in practical work and believe that all science teachers should be able to teach good practicals and give practical demos.
This is a short power point with some 'real-life' data about temperature differences of some unusual objects. Also some images to stimulate discussion about infra-red radiation. It can be adapted to suit.
Worksheet with information and questions about the pH scale. Has extension question. Requires some prior knowledge as well as comprehension of the worksheet. Ideal as a homework. Just modified it to make it more accessible after my Year 7s completed it for homework. Good to see if they are reading the information properly!
Bioaccumulation
This power point gives an increasing number of clues to help students work out why people died in the disaster at Minamata. (Bioacccumulation of mercury in the food chain.)
My top set Yr 8s enjoyed the challenge.
This is for a homework and/or an assessment of the student's understanding of the diffusion topic.
There is a link to 'Practical Science teaching' Blog that has other activities/information about teaching science.
This is a worksheet that assesses a student's understanding of what a "good" hypothesis is and their ability to analyse results. It could be used as a homework after a lesson or series of lessons on enzymes.
Measuring the population size of a common species in a habitat is a required practical for GCSE. Personally i love fieldwork, but we will all be in a situation when we have planned to teach this, but it is raining outside! Also there is always that one class that you really do not trust. This activity will help you still do that lesson, but indoors. It is not a computer simulation but involves real ecological techniques.
This was made for my Year 7 to help them review the new KS3 section on atoms, elements and compounds, prior to a test. Could be used as a homework activity.
This resource is for KS3 Science (Biology). It is intended to ask students to summarise the digestion and absorption of food. The power point pictures are given letters and students must number them in order to sequence the processes. They can also briefly describe each process. Alternatively you can make cards from the word document and ask the students to place the cards in sequence.
This resource contains instructions on how to set up this tropism demo and a bit of background on how the plant makes it work. Suitable for GCSE Biology. The students were intrigued and it works extremely well.
This is a spotter sheet with pictures and descriptions to help children identify wildflowers. Suitable for primary age from 7 to early secondary 12-13 years. KS2 science curriculum requires children to identify some common plants. Mostly this is an activity children can do with parents and carers to increase their knowledge of the natural world.
Good for a primary school outdoor activity. KS2 Science Year 3 requires children to be able to name some common plants. Primary teachers, please help our children gain a better knowledge of their environment, by spotting what is outdoors.
Trialled with Year 3 students and they loved it! Fulfills Science National Curriculum - identifying common plants. Also could be used as part of an “outdoors” day activities. Part of the Wild Flower Society’s campaign to get children looking at at learning more about flowers.
This is a compendium of practical work that works to show all aspects of photosynthesis. It includes some results data that students can analyse. There is nothing startlingly new, ( although there is one practical - fluorescence that I used for the first time this year!), but it is useful as it brings ideas together. It is ideal for non-specialists and teachers new to teaching biology and maybe even for some more experienced teachers looking for different angles. There are a few pages here, as it is a distilled version of over 30 years experience so there is a useful page index. I would appreciate some feedback please.
