Find video on YouTube. Answer 20 Questions whilst watching a 20 minute video. Aimed at KS4.

Find video on YouTube. Science in Focus - DAY OF THE RHODODENDRON. Answer 20 Questions whilst watching a 20 minute video. Aimed at KS4.

Find video on YouTube. Science in Focus - ECOSYSTEMS - Down on the farm. Answer first 10 Questions then you need the second sheet to complete the ECO-AUDIT , lastly answer questions 11-20. All whilst watching a 20 minute video. You may want to pause the video at several points during the ECO-AUDIT to check everyone has recorded the data accurately and ask a few questions particularly at the summary section at end of section. Aimed at KS4.

Find video on YouTube. Seeing through Science - THE PROBLEM WITH PESTS. Answer 20 Questions whilst watching a 20 minute video. Answer sheet supplied. Aimed at KS4.

O.K. this shows my age but don’t knock it. Watch the video clip and see how not to do an investigation. Poor Tom does so much wrong but this is a good stimulus for discussion. I use this lesson every year with my new classes. I have had other staff thinking that the clip is too old and will not appeal to today’s students. But when they have seen it used in a lesson they admit that it is effective. If you introduce it as ‘retro’ and explain the use of ‘canned’ laughter in 1970’s comedy most students just accept it. They (and some of you) may need a bit of background to the TV series. Basically Tom and Barbara Good have given up modern technology and are trying to live off the land by growing their own food in their garden. Predictably this regularly fails and they have to be helped by their next door neighbours.

Written for AQA Trilogy GCSE. Focuses on the transmission of malaria. Slide 2 has a video link that makes a good starter for class discussion about malaria and death in the under 5’s. Slide 3 is a learning framework for the lesson. Slide 4 could be printed out for each student so that they have the necessary vocabulary and spellings needed for this lesson. Can then be used as the basis of a mind map during the lesson making links between the words. Slide 5 shows a simplified life cycle of the disease and has a video link to an animation to show this . The animation contains the names of the life cycle stages of the protist which are not needed at GCSE any more. If you think this may confuse your class, do not use the link. However I have found that most students are quite happy to know that there are words they don’t need to remember. Slides 6-7 are questions about malaria. Slides 8-9 are general questions about the diseases covered in this and previous lessons.

Written for AQA Trilogy GCSE. Focuses on salmonella - causing food poisoning and gonorrhoea - a sexually transmitted disease. Slide 2 is a learning framework for the lesson. Slide 3 focuses on how bacteria replicate by binary fission. Slide 4 provides visual aid whilst you explain about the variety of bacterial structures. You then need an up to date text book which will provide the information needed to answer questions on slide 5. Answer all questions for both diseases. (Red questions aimed at LAPS, green questions aimed at MAPS and purple at HAPS.) Extra task could be set as a homework - Slide 6 sets a task to design an on-line leaflet giving advice on one of the diseases. Slides 7 & 8 show examples of what is currently available on-line, not very inspiring. Work sheet 2xA5 on one A4 sheet. Use two colours of highlighter pen, one for each disease. Use as a plenary or as a starter for the next lesson to assess understanding.

Aimed at AQA Trilogy GCSE. Slide 1 in a learning framework for the lesson. Slide 2 is a literacy slide which begins to make links between key words. Slide 3 gives possible treatments available. Slides 4-6 give visual aids to 3 of the treatments . Slide 7 has differentiated questions. (Red LAPS, green MAPS, purple HAPS) Word doc also has slides 4-6 for students. 2 copies of each on an A4 sheet.

Aimed at AQA Trilogy GCSE. This is a first lesson to introduce the concept of homeostasis. Slide 1 is a learning framework for the lesson. Slide 2 asks 'What if?' Slide 3 introduces some vocabulary linkd to water and temperature Slides 4-6 introduction to endocrine system and control of behaviour Slides 7-8 Task looking at balance of water in the body. Slides 9-10 Plenary fill in the gaps with answers. Word doc is 2xA5 ws on an A4 sheet of slides 7-8.

Cut, sort and stick activity aimed at lower ability GCSE students. Each sheet has information for 2 students. This way if you want to print the pictures in colour you will have half the colour printing.

8 topic consolidation activity sheets. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement.

Topic consolidation activity sheet. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. I did this originally for an AQA GCSE spec. now removed but may be useful to someone on a different specification.

Topic consolidation activity sheet. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. Written with AQA Trilogy Biology paper 1 in mind.

Topic consolidation activity sheet. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. I did this originally for an AQA GCSE spec. now removed but may be useful to someone on a different specification.

Topic consolidation activity sheet. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. Written with AQA Trilogy Biology paper 1 in mind.

Useful for less able students who struggle to draw axes and identify where to put the numbers. Don’t be put off by the formatting on the preview, it downloads and prints off fine.

This is my mindmap of the AQA 8461 GCSE specification. Use it as you will. I did it for myself when the new spec. 9-1 levels came out. It was my way of identifying how this spec. was structured. It can also be used for the Biology section of Trilogy although the numbers may not match the headings will. If a section is in higher tier only it is labelled with (H) and if it is only on the Biology and not the Trilogy it is labelled with (B). I keep one for each class I teach and just tick them off as I finish. I’ve found it extremely useful for keeping track of my overall progress through the spec. Also useful for certain students who wanted to see what was going to be on each paper. Sections 1-4 provide the content for paper 1, sections 5-7 paper 2. I then took each section and did a separate mindmap for each. Although I did this primarily for myself, some of my colleagues are also using them and when I left my folder open on the desk I found students asking me for copies. I do not claim that they would suit everyone but if you have that sort of need for a complete overview in a non-linear format it might suit you. If you would like to see the more detailed versions of each section they can be found in my TES Biolojolly’s shop. These also contain the keywords and their definitions that now need to be learned in the relevant sections.