An introduction to balanced and unbalanced forces

Give the cards to the students and ask them to find similarities and differences between the 2 types of cell. Used pre-teaching this unit.

Designed for KS4 AQA Biology.

Students match keywords and definitions as a consolidation activity. Designed for OCR AS Biology.

This is a group activity in which students need to design the practical based on the equipment they are given and complete a group write up in the form of a poster. Students can be given different colours so that you can see each student contribution if necessary.

Lesson or homework activity for students to research the properties of metals.

Students to decide whether sentences are true or false. If false, students should rewrite sentence correctly.

A revision sheet for the end-of-topic. Designed for AS OCR Biology.

This is for students to build up a glossary of keywords as you progress through the unit of health and disease. Matches the OCR AS Biology course.

This is designed as a hook activity in which students have to match the keywords and the definitions.

Students sort picture cards into the different methods of disease transmission (e.g. direct contact/airbourne/contaminated food and drink).

Students sort the different drugs in as many different ways as they can (e.g. class A/B/C, legal/illegal, medical/recreational). I use it as a starter to assess students prior knowledge.

Students use knowledge of BMI to work out celebrities BMI's, put them into the correct weight category and comment on their health (ie might have reduced resistance to infection).

Give students the cards and ask them to think of as many similarities and differences between animal cells and bacteria. This reviews cell structure as well as introducing them to the structure of bacteria.

Students to match the keywords to the correct definitions.

Students sort out adaptations into 2 categories (predator & prey).

Students cut out the statements and put them in the right order and then draw pictures for each step.

Students each have a grid and must find someone else in the classroom who can answer one of the questions on their grid. This continues until students have full grids.

Students use the evolution cartoon strip to draw out and explain Darwin and Lamark's theories of evolution.

Students to cover any squares that match teachers definition. E.g. if the teacher says 'this is an organ', the students will cover the heart, lungs etc but leave any squares which are not an organ blank.