Students read through the accounts of two cartoon characters to introduce the idea regarding the difference between science and opinion. Students are then introduced to a scenario involving the head teacher receiving the disturbing news that one of the teachers at school are in fact an alien! Students read through the letter he received and decide on whether this accusation is based on science or opinion. Students learn about chromatography as separation test. Students use a simple modification of the experiment to separate "blood samples" of each of the suspected teachers. The Alien teacher's blood sample will also contain green and blue food colouring. Students complete a wanted poster explaining their findings. This resource pack includes EAL differentiated worksheets, detailed lesson plans, and worksheets.

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.

One of my favourite units from the GCSE course! In this lesson students are introduced to the difference between sensation and perception through the use of optical illusions and video clips. Students complete the lesson with a range of exam style questions.

A topic students love- optical illusions will create a lot of discussion! Students are introduced to a range of visual illusions covered in the AQA specification. Students are shown descriptions, examples and videos highlihgting Muller lyer illusion, Kaniza triangle, and the Necker cube. Students fill in a summary table they can stick in their books. Although this lesson can work without any other resources, lower ability students may wish to supplement this resource with the AQA Psychology textbook (Red spikey haired chap).

KS3 introduction to changes of state. Through a range of kinaesthetic activities (such as describe-draw-show tasks and role plays) students are helped through an explanation of each process which leads to one state of matter changing to another.

Students complete an end of topic solids, liquids and gases spelling test. Using some simple equipment students plan a simple thermometer that could test different temperatures. Students finish the topic by answering levelled questions related to the expansion and contraction of liquids.

Students are introduced to the problem of determining which substances are acidic or alkaline in nature. Students complete simple litmus tests on a variety of household substances to determine the strengths and limitations of litmus paper as an indicator.

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 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.

Russell the Wilderness Explorer wants to earn his expansion and contraction badge, can you help? Students become adventure explorers and earn badges by defining key terms from earlier on in the unit. Students watch classic demonstrations (could be completed as class experiments) and video clips from the movie to help them explain why particles expand when heated and contract during cooling. Higher students are introduced to the idea of density before answering and evaluating an assessed question. I used this lesson very successfully in an Ofsted observation. Students find this lesson incredibly engaging- I thought I'd share this resource for free due to the Disney copy right issues etc.

This lesson is a free resource from my quantitative chemistry SOW avalaible from my shop. All resources include a blast from the past recall starter, PowerPoints, resources, Higher tier and Foundation learning outcomes, practical experiment instructions and technician notes and exam practice with model answers.

Students investigate the Hidenberg disaster and become experts in specific group 0 elements to see which gas would be more suitable than Hydrogen to prevent a repeat of the well known disaster.