Students use murder mystery sorting cards to piece together the events that lead to Robbie Malone's death. Once students are introduced to carbon monoxide students use a series of videos and questions to discover it's effects.

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.

Edexcel Core Chemistry Chemistry in our Modern World Topic 1 Lesson 3 and 4 Students use their scientific skills to plan, implement and evaluate a simple experiment that proves the composition of oxygen in the modern day atmosphere. The first hour is spent planning a procedure, discussing methods to control certain variables and to design a table to collect data that is in concordance to the edexcel controlled assessment. The second hour is used to collect the data and to form a conclusion. This conclusion is then compared to a pie chart to see how accurate the experiment was.

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 reminded of the features of igneous rock from last lesson. Students develop theories to explain why some igneous rock have larger crystals then other samples. Students test this theory with a simple experiment using Salol as a model for igneous rock cooling. Students complete a GCSE style mark question related to the formation of igneous rocks.

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.

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.

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.

Student are introduced with a series of keywords that describe general properties of metals and non-metals which they organise into a Venn diagram to demonstrate their understanding. Students challenge these general properties by completing a table that highlights the unique properties of six different metals. Students use extracted information from the swapping posters to complete their table.

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 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.

A KS3 introduction to the structure of the atom designed to challenge higher level students (However this lesson could be transferable to lower KS4 classes). Students are introduced to the large hadron collider and compare it to the particle accelerator Tony Stark creates in Iron man 2. Students use a range of materials to create their own atomic model of an atom using the rules learnt from the previous lesson. Students evaluate their own model in reference to its strengths and limitations. This introduction will allow students to further discuss ideas of compounds, bonding and reactivity in a far higher level in future lessons.

Students are introduced to the gruesome actions of John Haigh the 'Acid Bath Murder of Crawley' through video clips and photographs. Students use their previous knowledge to discuss the dangers of certain types of acid. Students challenge their misconceptions of strength and concentration by completing a series of simple experiments dissolving magnesium in different concentrations of the same acid. Students consolidate their understanding through a series of levelled questions. Although designed as a final lesson to a higher level KS3 class, this could also be used as a stand alone Gifted and Talented lesson at any point in the year.

Students are introduced to a fictional scenario applied to their school where a criminal has broken into the school allotment and stolen vegetables (outrageous!). After a quick crash course into the types of evidence a forensic scientist could collect from the scene, students carry out an analysis on soil samples from a range of suspects to determine the identity of the vegetable thief. Students write a letter/report to their headmaster explaining their findings.

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.

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 use their knowledge from the unit to compare a range of pH indicators in terms of effectiveness in identifying a range of pH in everyday household products. Students compare red cabbage indicator (prepared in a previous lesson), litmus paper, universal indicator solution and pH probes to decide which one is the most accurate and easy to use. Students have an opportunity to write an evaluation that can be levelled as part of an assessment.

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.

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.

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.