Students are introduced to a fictional granny who's washing machine has broken down. Through the discussion of simple evidence students are made aware of hard water and the development of lime-scale. Students design an experiment that demonstrates how acid can be used to breakdown and remove lime-scale from washing machine parts and reveals to them the products of such acid-carbonate reactions. Students complete a range of levelled questions to consolidate their knowledge.

KS3 problem solving lesson to discover what caused a train to crash. Students develop an understanding of whether or not solids, liquids and gases can be compressed using a simple experiment. Students use the results from their experiment to explain whether air leaking into the brakes may have caused the crash.

Students are introduced to the environmental effects of acid rain within a community. Teacher burns sulphur in a gas jar of water and universal indicator to demonstrate acid rain in a jar. Students use a series of disguised buffer solutions and pH probes to collect enough data to discover which areas produce the lowest pH water samples. After the teacher demonstrates the production of carbonic acid and sulphuric acid students use pH probes to investigate different samples of water collected in the local environment (buffer solutions). Students use their results to identify which area has the lowest pH and begin to consider explanations for these findings.

Students are introduced to the idea of classification through organising various television programmes into their own chosen groups. Students in groups formulate their own tests they could carry out using a series of simple equipment to determine similarities and differences between rock samples. Eventually using their results to form rules that distinguish igneous, sedimentary and metamorphic rock types.

Students use a short clip from the Disney movie Frozen to apply their understanding of changes of state to a simple experiment which they cooperatively plan and complete.

Students are introduced to the gruesome effects of long term indigestion. Students use their previously learnt knowledge of pH indicators to design and carry out an experiment to test which indigestion tablet is most effective in reducing the acidity of stomach acid. Higher level students can begin to evaluate the method used to carry out the experiment as well as their conclusion in terms of validity.

Students investigate the differences in properties of iron and sulphur before completing a simple practical experiment to produce their own sample of iron sulphide.

Students are introduced to some evidence related to a winged dinosaur. Using this evidence to provoke questions students are introduced to the formation of sedimentary rocks and how this type of rock can occasionally lead to the formation of fossils. Students produce their own fossils using Plaster of Paris and evaluate their model.

Students are asked to think about all of the chemicals and substances inside the oceans of the Earth. After probably getting a few answers like "fish" students should move onto ideas such as salt, sand, and pollutants. Students recap the idea of filtration to remove insoluble "garbage islands" from the sea and are then introduced to the idea of evaporation to remove the salt. The use of producing fresh water from brine as well as salt is discussed. After completing a class risk assessment, students complete a practical experiment. Evaporating salt from "seawater" in an evaporating dish. Students write their conclusion and then improve using expert language.

Students have the opportunity to explore six unusual materials that will stretch and question their prior understanding in relation to solids, liquids and gases. 1) Borax slime 2) Water in a vacuum 3) Is toothpaste a solid? 4) Syphoning water 5) Is Ooblek a liquid? 6) Changing states of cream Students use the lesson to answer an extended question

Students are introduced to Robert Boyle's observations of Roses changing colour in different chemicals. Students test the idea of preparing a natural substance to test acids and alkalis by planning an experiment that prepares red cabbage as an indicator. Student complete a risk assessment and design a procedure for their experiment. Higher level students have the chance to evaluate their indicator in terms of effectiveness.

Students are introduced to a fictional scenario where fireman make a factory fire worse by adding water. Students produce their own theories from their own knowledge to suggest what could have caused the accident. Through teacher demonstration students are introduced to the alkali metals and complete a summary table that contrasts physical appearances and reactivity. Students write a report to the fire brigade suggesting how alkali metals in the factory could have made the fire worse.

Students are introduced to the pain reliever 'Entonox' a gas made from molecules comprised of nitrogen and oxygen. Students have ten minutes to build a moli-model and read an information sheet related to a compound of nitrogen and oxygen to see if it would be suitable for pain relief. Once students have completed three models they come to a conclusion of which gas would be most suitable: nitrogen monoxide, dinitrogen monoxide or nitrogen dioxide. Higher level students can be introduced to coefficients and subscripted numbers in relation to symbol formulae.

After a brief introduction to the Gold rush of 1849 students are introduced to the new topic of separating techniques. One solubility and insolubility are introduced students sieve for gold using a mixture of coffee granules and gold glitter. After completing the filtration experiments students draw a cartoon strip of their method and findings.

Students assist Doctor Gregory House M.D in diagnosing a patient of an unknown illness. Students use the diagnosis cards to discuss which disease or disorder the patient is suffering from. Students discover that the patient must be poisoned with arsenic, Oooo-eeer! Students learn about Simple Distillation equipment through a poster relay task. After the teacher discusses the explanation of removing soluble solutes the students complete a worksheet demonstrating their understanding.

After a devastating (fictional) acid spill students are introduced to the clean-up crew. Students use their knowledge of acids and alkalis to explain what method of clean-up would be most appropriate and investigate why a white solid seems to appear after the clean-up. Students use a simple experiment to prove the products of an acid-base reaction.

Well the answer is no... Students watch a small clip from the 2008 movie Journey to the Centre of the Earth. Students discuss what parts of the clip they believe to be true and false. Students are introduced to the structure of the Earth as we know it to be today and are asked to write a creative story describing a scientifically correct journey to the centre of the Earth using the level ladder.

Student creatively theorise possible reasons to explain the Sphinix's damaged nose. After which students are introduced to weathering and erosion. Using this knowledge, as well as content from the rock types lessons, students can model James Hutton's rock cycle using a simple class practical experiment. Students observe, crush, heat and melt sugar cubes to represent different parts of the rock cycle.

Students are introduced to the difference between atoms and compounds through a comparison of a range of substances that include high levels of potassium. Student use this comparison to develop a definition for compounds. Students use their new knowledge to complete four mini- practical investigations to consolidate their learning.

Using fictional facebook profiles of Mendeleev and Laviousier to complete a literacy task introducing the periodic table