My GCSE classes always like this. If you use good quality free range eggs they will last longer. The shells take longer to dissolve than cheap ones but the membranes are stronger so less likely to break. The syrup can be reused as often as needed for one set of eggs. It will get thinner but it still works. When the eggs are past their best dispose of them and the syrup as well. Each year when you teach this you will need a new set of eggs and a new jar of golden syrup.

Useful for keeping track of which chemicals you have put in a dimple tray. Have a supply to hand. Also good for drawing what was seen down a microscope for a series of slides.

Consolidation activity / plenary / revision / science literacy / compiled with GCSE AQA Trilogy in mind. Made to fit on one page A4 exercise book. Cut into 12 squares and resort to match words to meanings. Correct version supplied.

Watch video (find on YouTube) whilst answering questions. Approx. 20 mins video. Can be answered on the sheet with (mostly) single word answers.

Watch video (find on YouTube) whilst answering questions. Approx. 20 mins video. Can be answered on the sheet with (mostly) single word answers.

Watch video (find on YouTube) whilst answering questions. Approx. 20 mins video. Can be answered on the sheet with (mostly) single word answers.

Watch video (find on YouTube) whilst answering questions. Approx. 20 mins video. Can be answered on the sheet with (mostly) single word answers.

Watch video (find on YouTube) whilst answering questions. Approx. 20 mins video. Can be answered on the sheet with (mostly) single word answers. Answer sheet also included.

Watch video (find on YouTube) whilst answering questions. Approx. 20 mins video, so 20 questions roughly one a minute. Can be answered on the sheet with (mostly) single word answers. Aimed at KS3. Answer sheet included.

Consolidation of scientific vocabulary. GCSE written for AQA Trilogy. Will fit onto a single page in an A4 exercise book. Answer sheet also included.

These are the 6 specialised cells identified in the AQA Trilogy specification. Work sheet contains pictures and names just add functions. Differentiate by asking some students to identify the adaptations that help the cells carry out those functions.

This uses an AQA exam question. I broke this question down to explain how I would go about answering it. I always say how important it is to study the information at the beginning of a question before you read any part of the question itself. I show slide 1 then I get students to divide a page in their exercise book into 4 quarters and draw a quick sketch diagram of each cell with room below to write. Then I get them to identify the parts of each cell and also what each cell is missing. Then we discuss what each cell is and identify the reasons for each answer. Working through the next 5 slides adding to their notes if they miss any important points. Lastly I go through the questions themselves on the last slide. Parts 1.1 and 1.2 will already have been identified but there may still be discussion around the reasons used. Part 1.3 may need revision of the terms eukaryote and prokaryote before the answer can be found. Part 1.4 uses the equation for magnification. Encourage students to use calculators to check their answers. (Calculators are allowed in science exams so why not use them as it is so easy to make silly mistakes under the pressure of exams.) May need to revise relative sizes of millimetres and micrometres.

Written for GCSE AQA Trilogy Biology paper 1 Higher. Useful in a mixed ability class for the students who will be doing higher paper. All information is on the work sheet so higher students should be able to work through this on their own or with little teacher input. Need to have completed work on photosynthesis and limiting factors. Mark scheme included.

This is a graph drawing task with irregular time intervals. I find it best to do this at the start of a lesson on Human population growth. This leads on to discussions about waste management and pollution. If you ‘google’ world population you get a counter showing changing population in ‘real’ time. I have this running on my screen throughout the lesson. Note down number at the start and end of lesson to get a feel for the scale of this.

I always found that students struggle to draw predator/prey sketch graphs. So this is a half done graph for them to complete. The worksheet has 2 identical pages so that you can print 2 pages on one to give A5 worksheets if you need to. The powerpoint also includes a pyramid of biomass. I haven’t included this on the worksheet because it is good practise to be able to draw the levels correctly using a sharp pencil and ruler!

This is a worksheet (slide 1) and a series of stimulus pictures. Make up a story to suit your class. They need to know that the species is peafowl; males are peacocks; females are peahens; offspring are peachicks. The peacocks ‘strut their stuff’ in order to gain the attention of the peahens. Then the peahen is soley responsible for bringing up the chicks. Students then write their own version on the storyboard ws. Credit should be given for correct use of scientific key words.

Written for AQA Trilogy but would suit any GCSE or KS3. Slide 1 - Learning framework Slide 2 - starter sentences Slide 3 - Key words for this lesson. Can be printed off for those that need the spellings. More able students can use it as the basis for a mind map. Slide 4 - looks at a food chain Slide 5 - series of food chains forming a web, can print this slide off so that students can add arrows and labels Slides 6 - builds up the web Slide 7 - contains a link to short video identifying predators and prey Slide 8 - link to BBC animation showing ladybirds and aphids Slide 9 - shows a typical predator/prey graph to use as a visual aid for teaching.

Print as 2 to 1 page to get 2xA5 copies or print as is which will give you 2xA4 copies. You can change the heading to suit any purpose. With this heading I get students to draw onto the body all the ways they can think off for pathogens to enter the body. Inevitably some will draw penises (of varying sizes) onto their body. Rather than making a big deal of it, embrace it! Responses like, “Excellent I can see that your body is male. How do pathogens enter a penis?” This usually stumps those trying to shock their female teachers. It can also be a lead into a useful conversation about sexually transmitted infections STI’s.

Written for AQA Trilogy but would suit any GCSE. Slide 1 - Learning framework Slide 2 - Key words for this lesson. Can be printed off for those that need the spellings. More able students can use it as the basis for a mind map. Slide 3 - details of decay Slides 4-6 - stimulus photos for discussion Slide 7 - conditions needed for decay Slide 8 - carbon cycle diagram Slide 9 - link to activity Slides 10-11 - four multiple choice questions Slides 12-22 - True or false questions Slide 23 - two 1mark questions. Worksheet with a 6mark question can be printed A4 or A5 by printing 2 to a page.

This is a useful standby for when you plan to go outside to do quadrats, then you can’t because it is raining! Or the daisies you were planning to count have just been mowed half an hour before you planned to go outside. Both these scenarios have happened to me. Having said that it is a useful way of teaching how to carry out random sampling even on a nice day! I’m always amazed how near to the real answer the sampling gets. The answer is 250 worms.