Slides teach students step by step how to write units in standard form linking to cells. This lesson would be used after students have been taught and practiced IAM calculations. All answers are included. There is a co operative learning activity called ‘Sage and Scribe’ . Instruction slide is included plus all worksheets and answers for self

Students learn how to prepare a slide to view onion cells. Key terms are displayed and students write their own method and self assess. Answers included. Students use key terms to verbally recall how to use a microscope. Clear instructions with images are included to show how to prepare a slide and use a

Students learn about mitosis in context of how a single fertilised egg becomes a newborn baby. I created animated slides which teach students the stages of mitosis and the key events occurring at each stage. Students are give a diagram and key terms to use to describe each stage. They then self assess their answers. After years of improving my lesson on mitosis - this is the most effective lesson I have created. The animations make mitosis easy and the context in which the lesson is set allows students to understand the importance of the process in

Lesson introduces how children look like their biological parents. Slides recall cheek cells and focuses on the nucleus. Recall of chromosomes and genes and alleles. Mendel is introduced and to help students understand his experiments with pea plants, plant reproduction is re-visited. Students describe the steps in plant reproduction. The lesson focuses on the genes and alleles inside the pollen and ovule. Lesson 2 then looks at genetic crosses involving pea plants. Punnett squares are used in addition to other diagrams. Students complete worksheets of genetic crosses and all answers are included in the PowerPoint for self assessment.

The lesson has a recall starter of stages of mitosis. It then shows an images of a newborn going back to an early embryo and fertilised egg. Students are then given a diagram (which is also on the slide) and asked to identify cells undergoing mitosis, cells which are all the same and cells which can become any cell in the human body. Answers are provided. IVF is then taught to explain how scientists can obtain embryonic stem cells for research. Students are taught how the properties of embryonic stem cells make these cells special. Students complete a worksheet where they use key terms to describe the stages in IVF

This lesson starts with recall of cells needed to make a baby then revisits the number of chromosomes in these cells. We question ‘how’ do these cells get made with a haploid number of chromosomes. We teach meiosis with a focus on the number of chromosomes. I have created animated slides with step by step questions that are posed which we answer as we teach the lesson. Students complete a set of recall questions and self assess their answers. All answers are included. They then complete a table comparing mitosis and meiosis. Students also self assess their answers. All worksheets and answers included.

The lesson begins with recall of the function of haemoglobin and introduces sickle cell red blood cells and their effect on the delivery of oxygen to body cells. The link is made between a mutation in a gene created the sickle cell allele using clear images. The following slides teach the inheritance of sickle cell disease. Students then complete a co operative learning activity called Sage and Scribe - instructions included on a slide. All worksheets and answers included for self assessment. At the end, students introduce key terms and their meanings. There is an activity assessing students recall of these key terms

The lesson begins with a recall activity of the key terms used in genetics. Answers are included. Images of Polydactyl are shown. the lesson recalls cells, chromosomes, genes and alleles and then genetic diagrams are used to show inheritance of the condition. Students complete genetic crosses independently and self assess against answers displayed. Students complete a co operative learning activity called Sage and Scribe - instructions and sheets included. Students self assess their responses. The lesson then moves on to why it is a 50% chance of having a boy or a girl and uses genetic diagram to explain inheritance. Students then complete a worksheet and self assess their

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!

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 complete lesson. The Powerpoint inlcudes an animation to teach the role of the cell/battery, bulb and electrons. There is a literacy activity which focuses on the use of key terms and students self assess against a model answer. Students also recall circuit componenents from KS2. All worksheets are

A Powerpoint containing teaching slides, questions, activities and markschemes for self assessment. Any worksheets are also included. There is a know it - show it slide for objectives and outcomes. The lesson is planned based on Rosenshines Principles of Practice and is lesson 1 of my Electricity and Magnetism scheme of work. The other lessons are available to download :)

Planned using the Principles of Practice to ensure good implementation. Begins with a recall quiz (to promote pupil discussion). Quiz questions included. The following slides are animations to recall what happens in an electrical circuit (flow of electrons and energy). Lesson introduces the use of an ammeter to measure current and series and parallel circuits. Students are then asked to create specific circuits, some of which are series and some are parallel. Students record the ammeter reading and make a conclusion about current in series and

This resources was created using the Principles of Practice to ensure good implementation of the lesson. There is recall of series and parallel circuits and recall of the use of an ammeter. This lesson assumes current has been taught in th previous lesson. The starter is a worksheet where students calculate current. Answers are in the Ppt for self assessment. The voltmeter is introduced and its use explained by a model. Students then are asked to create specific circuits in series and parallel in order to investigate voltage. Clear instructions and worksheets are provided.

This is a complete lesson. The PowerPoint contains teaching slides, question slides, activities and markschemes for self assessment. There is a ‘Know it Show it’ slide to introduce objectives and outcomes. The lesson is planned around Rosenshine’s Principles of Practice. The lesson includes recall activities and focuses on the use of key scientific terms to promote literacy. The activities use co-operative learning strategies to engage all students in your lesson. Any worksheets

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.

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.