I found this flash animation free on the internet and it was one of the best finds I've ever had. You can use it in any lesson when giving pupils 30s thinking time during quizzes. I hope you get as much enjoyment as I have with my classes.

Use the Powerpoint to teach students how forces affect speed. If you have an interactive whiteboard, pupils can add the forces and arrows onto the images on the Powerpoint. The video clips are from animation factory. The worksheet assesses pupils understanding.

A worksheet for pupils to demonstrate their understanding of how to calculate percentage mass of an element.

Use the powerpoint to describe the task to your class. Students complete the corresponding worksheet. Then display the mark scheme on the powerpoint and students either self assess or peer asses their work using the markscheme. They can then use another coloured pen to show their improvements/ what they missed out. I have included two types of co-operative learning quizzes for your to use as revision prior to the activity. Rally quiz. Give each pair a card. They ask a question each - like a rally. Answers are included on the card. For fan and pick, students work in groups of 4. Student 1 fans the set of cards, student 2 selects a card and passes it to number 3 who reads the question. Student 4 answers. If it is wrong, 3 coaches. The students rotate responsibilities clockwise until all questions have been answered.

Questions on one side of the table and answers on the next so students can fold the paper in half and test themselves. Covers foundation level C2 additional science for AQA.

This activity was designed to teach and then thoroughly assess students understanding to identify elements in compounds, count the number of different elements and atoms and name the compounds. There are 3 powerpoints to use along with information cards and a detailed worksheet activity. This is excellent for KS3 and as revision in KS4.

This resource is to assess GCSE Biology students on converting mm to um to nm. It also asks students to convert numbers into standard form.

An engaging way for students to work in pairs to learn how enzymes work. I have included the rally quiz set of questions I use in class to assess learning following the activity, plus a summary sheet which can be set as homework at the end of the lesson.

This resources consists of 2 lessons worth of learning. It enables students to ‘see’ what is happening in enzyme reactions where substrate concentration is increased and then temperature is increased. Students will relate the graphs to what is happening at the enzyme level. There are lots of resources and activities in this pair of lessons. Enjoy!

Assess pupil’s ability to represent metal and non metal ions by drawing the electron arrangement and charge.

This resource is to be used over two lessons. Pupils will learn how to draw metal and non metal ions in a carefully structured way, using co-operative learning techniques. All pupils will be engaged. I have included all of the worksheets I use including mark schemes. Homework task plus mark scheme is also included.

This is two lessons worth of resources, enabling you to teach covalent bonding in a methodical manner which your pupils will enjoy. The lessons have been designed to engage pupils, based on co-operative learning strategies. I have included ALL of the resources you need from worksheets to diagrams and markschemes on the powerpoint itself. Enjoy!

A level lesson introducing the need for a circulatory system. This is something students find difficult to explain in words so I have linked it all to aerobic respiration and demand for oxygen and glucose and the removal of carbon dioxide. After the teacher explanation, students link key terms to explain the need for a transport system. They then self assess against a markscheme (provided in the presentation). The next activity asks students to apply their understanding to a question asking why spiders require a transport system. Again students self assess their answers against a model answer. Finally students revist surface area to volume ratio from GCSE. Activity and answers

This is an A level lesson. Students learn about open and closed circulatory systems and then practice comparing the circulatory systems of mammals to fish and also amphibians. The focus is on presenting students with diagrams and teaching them how to analyse the different systems and explain why each is effective for that particular organism. Students complete a worksheet to show their understanding and self assess via a mark scheme (included in the presentation). Finally students compare the effectiveness of a frog’s circulatory system to a mammal. Again students self asses their answers against a mark scheme (provided)

Single sided sheet of key biological terms from the course and their definitions which relate to the article. I have predicted questions and written a markscheme for each question. I have identified the sentence in the article and the paragraph this content relates to. There are 9 pages of possible questions and detailed answers. There are 3 sets of exam questions and markschemes along with examiners comments relating to Classification and phylogeny, natural selection and Hardy Weinberg. Students can mark responses in the examiners comments paper and develop their exam technique by comparing their marking to the examiners.

Three invaluable resources. Double sided sheet of key biological terms from the course and their definitions which relate to the article. I have predicted questions and written a markscheme for each question. I have identified the sentence in the article and the paragraph this content relates to. A set of past exam questions and markschemes covering the topics which are covered in the article.

There are 2 PowerPoints. First Ppt, students are asked to identify which organisms they believe have a transport system, from a slide containing images of organisms. The answers appear and then students are asked to consider what factors contribute to organisms needing a transport system. Students are asked to recall what substances are carried in the blood. Answers are revealed as images on the following slide. Students are directed to the need for glucose and oxygen (and removal of carbon dioxide). They are asked to recall the word equation for aerobic respiration (on whiteboards). Three images appear as clues as to why some organisms require a transport system. The following slides are used to explain the reasons why. Students then link key terms to explain why organisms need a transport system - larger organisms, more metabolically active organisms and those with a small surface area to volume ratio. Slides are used to teach students how to calculate surface area to volume ratio. Students then complete a set of questions and use the markscheme to self assess answers. All answer included. Know it, Show it included. Principles of practice used when planning the

The first slide asks students to recall why larger, more metabolically active organisms need a transport system (answers included). Students are then shown the circulatory system of a fish, a frog, a spider and a cricket and are introduced to open and closed circulatory systems. Students then compare the circulatory systems of the different mammal groups. There is a worksheet included and answer are all on the PowerPoint. Students then compare and contrast a frog’s circulatory system to that of a mammal. This is in the form of a Venn Diagram. Worksheet included and answers appear in the presentation.