This is just four slides so not a whole lesson but hopefully you will be able to copy them into your own lessons and I have done the fiddly work for you. This could be used as a plenary to apply learning to a new situation i.e. labelling a real micrograph of a plant cell. The first two slides show the cell labelled and unlabelled. You need to show this in slideshow in order to label the cell one sub-cellular structure at a time. The second two slides are a cloze activity. Again answers will fill in one at a time in slideshow. I print off the cells onto label sheets, 4 to a page. I’ve supplied these. Stick into centre of the page so that you can add labels around it. Some of my students need missing words on the table in front of them, so I have supplied these. Some also need to fill in gaps on a sheet due to time constraints or poor/slow handwriting, so I’ve supplied these as well.

This is preparation for the Reaction time required practical in AQA GCSE Trilogy. Slide 1 is a learning framework for the lesson. Slide 2 provides the key words for the lesson. Can simply be a visual aid to introduce the vocabulary. I tend to print this slide off for individuals in the class who would benefit from their own copy and for TAs. More able students use this as a basis for a mind map to make links between key words. Slide 3-5 are pictures of root hairs Slide 6-7 describe transpiration Slide 8-10 show how stomata work Slide 11 has a link to a YouTube video on 'sticky water’ Slide 12 explains transpiration in more detail Slide 13 Questions Slide 14 diagram of a potometer -need to explain how it works Slide 15 gives a method for setting up a practical on surface area of leaves and rate of transpiration. Two sheets supplied one has diagrams of transpiration to go with slide 12 and the other has diagrams of open and closed stomata to go with slides 9-10. I include these simply because I find them useful for particular students with my mixed ability classes. If I know a particular student makes a meal of using glue, I will print directly onto labels for them. I keep a supply of 4 labels to a page for this purpose.

This is preparation for the Reaction time required practical in AQA GCSE Trilogy. Slide 2 is a learning framework for the lesson. Slide 3 provides the key words for the lesson. Can simply be a visual aid to introduce the vocabulary. I tend to print this slide off for individuals in the class who would benefit from their own copy and for TAs. More able students use this as a basis for a mind map to make links between key words. Slide 4 is a picture diagram of a reflex arc. Slide 5 shows a simplified version of previous slide with questions to answer. Differentiate by number of examples given in Q4. Slide 6 is a fill in the gaps cloze. Slide 7 inserts the answers to slide 6. Slide 8 shows a synapse. Slide 9 gives details of each neurone. Slide 10 is a literacy activity. Slide 11 - instructions for a simple ruler drop test. This is a short practical so that students understand what to do for the Required practical next lesson. Slide 12 - Plenary Two sheets supplied one has the diagrams and the other has the questions and cloze. I include these simply because I find them useful for particular students with my mixed ability classes. If I know a particular student makes a meal of using glue, I will print directly onto labels for them. I keep a supply of 4 labels to a page for this purpose.

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.

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.

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 athletes foot and rose black spot. Although the AQA specification only mentions rose black spot. ( I felt that it was important to know that fungal diseases occurred in humans as well as plants.) Slide 2 is a learning framework for the lesson. Slides 3-6 provide visual aid whilst you explain about the variety of fungal structures. Slide 7 gives extra information about rose black spot as I didn’t feel that the text book we use gave enough detail. Slide 8 answer all questions for each disease. (Red questions aimed at LAPS, green questions aimed at MAPS and purple at HAPS.) Slide 9 is an extra task that could be done as a homework.

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.

Written for AQA Trilogy GCSE. Focuses on Measles, HIV and Tobacco Mosaic Virus. Slide 2 is a learning framework for the lesson. Slide 3 focuses on how viruses enter cells in order to replicate. Slides 4 & 5 provide visual aid whilst you explain about the variety of viral structures. You then need an up to date text book which will provide the information needed to answer questions on slide 6. Answer all questions for each disease. (Red questions aimed at LAPS, green questions aimed at MAPS and purple at HAPS.) Work sheet 2xA5 on one A4 sheet. Use three colours of highlighter pen, one for each virus. Use as a plenary or as a starter for the next lesson to assess understanding.

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.

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!

Four different organisms and some of their various adaptations. Cut out, match up and stick in exercise book. Could also be done as a card sort (starter or plenary) Easy to differentiate LAPS - cut off bottom 4 boxes. Aimed at KS3 and GCSE.

Aimed at GCSE Trilogy AQA.

Powerpoint presentation with lesson on microscopes and a video link to clip explaining light, scanning and transmission electron microscopes. Then activity to sort sizes and link to type of microscopes needed to see things. Answers are on the presentation. There is a worksheet for students to fill in as they go around the room to look at the lists of mis-ordered words. This always takes longer than I expect. It is worth putting a time limit on time spent at each list. Leave plenty of time to go through answer slides so that you can discuss any disagreements. It is worth having some electron microscope images for students to guess at as a plenary. The one I use was not done by me so I haven’t included it but I am fairly sure I downloaded it from TES resources. It is called ‘Amazing images through the eyes of the electron microscope’ and the author is Craig Prestidge.

Numeracy lesson to support the maths needed for science, particularly cell biology. A5 ws are the same as slide 10 in the presentation. Answer sheet also supplied. I have done a slide on ‘Orders of Magnitude’ separately so that it can easily be slipped in as an extra linked activity or it could be done as a starter for another lesson. Do with AQA Trilogy in mind.

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.

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.

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.

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