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.

Students challenge preconceptions by investigating the unusual question. Students develop a definition of an echo and use this knowledge to test how fast sound travels outside in the courtyard. Along with a series of sound clips, students use the evidence they have gathered to write a levelled question.

If you were wondering they are: Solute, solvent, solution, saturation and Solubility... Students start the lesson by thinking of as many scientific questions they ask about the picture that is on the board (a cup of tea). Students should be prompted to think of as many aspects of science they can apply to this quite simple picture... teacher could write answers on the board and praise legitimate ideas. Use the starter to discuss the idea of the five S's. Student complete a table during a treasure hunt that includes definitions and examples. Students discuss answers and watch video clip to reinforce their understanding. The teacher demonstrates saturation and conservation of mass by adding a spatula of sugar into a beaker of warm water on a weighing scales. Students complete the worksheet in any order they like to demonstrate their ability.

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 Alexander Litvenenko and his "alleged" murder. Students are introduced to the idea of a half-life and how that rate can be used to calculate how long material has been decaying and analyzing material composition. Practical experiment: students use M&M sweets to draw a half life curve. by dropping M&M's and eating the sweets that land 'M' up (following lab safety of course) and plotting their findings. Repeating until they have none left. Students complete a worksheet to workout which material killed Alexander Litvenenko.

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.

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 use their understanding of mass and weight to test how high they can jump on different planets. Using metre rulers, calculators and some enthusiasm students can multiply their average jump by the relative mass of each of the planets in the solar system. This lesson was pitched to a low ability class that needed an active way to practice their mathematics skills.

Can your students become element inspectors? After recapping the definition of an element from last lesson and independently completing the "spot the link" starter activity, students are introduced to the uniqueness and quirkiness of some of the elements from the periodic table. Students become elements inspectors by reading through the information packs in groups of four to become experts in one element: Nitrogen, chlorine, copper, arsenic, mercury and carbon. Students use their new found expertise to complete a row in a table. Students are reorganised into new groups containing an expert for each element. Students share their information to allow each students to complete their table. Students are introduced to proton number and atomic mass before completing a differentiated graph regarding the trends across a group. Students can evaluate or complete for homework.

Three lessons are included which run through: Lesson 1 water testing: A reminder of Flame tests, and the introduction of cation precipitate tests. -Students complete a six mark question and summary table to remind themselves of C2 ion tests. -Students complete simple qualitative sodium hydroxide precipitate test with a number of metal cations in solution. Lesson 2 Qalitative test revision book: A reminder of anions. -Teacher could demo experiments from lesson 3 or explain using the PowerPoint slide -Students complete a booklet to summarise all tests learnt. Lesson 3: Students complete a circus of all experiments -test for halogens -test for sulfates -test for carbonate -flame test for cations -precipitate test for cations -Using these tests students solve a fictional (a ridiculous) murder.

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.

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 Democritus and his ideas of divisibility. Building on KS2 knowledge, students use plasticine to build models of solids, liquids and gases in groups. Using the idea that syringes of water and sand cannot be compressed, students rework their models to demonstrate the density of liquids. Teacher uses a simple demonstration of: floating and sinking, compression and shape to reinforce the idea of the "particle model". Students complete their findings independently.

Students are introduced to metal ores and a brief explanation of how their extraction differs due to reactivity. Students watch a teacher demonstration of each of the metals in reactivity with water, hydrochloric acid or heated hydrochloric acid. As a class students rank their reactivity and note any observations. Students continue the lesson by testing the gases produced when a metal is added to a acid. Students complete they squeaky pop test to discover it is hydrogen.

These activities should last for three weeks and is designed for Year 7 and 8. sessions 1 introduces the very spectacular Methane oxygen rocker. Risk assessment and instructions are given. Session 2: Acid base rockets using vinegar and baking powder Session 3: Students use their acid base rockets to investigate how the amount of fuel, type of acid and concentration effect rocket height. After each session I make a video on the free replay app and add it to our school twitter page. they should give you a good idea of the activities. https://quik.gopro.com/v/oxR1vLo0Dz/ https://quik.gopro.com/v/om1c0F5cxN/ I use these sessions at the beginning of the year as students enjoy them a lot. I'll continue adding resources for the rest of the activities present on the SOW.

Psychology AQA A -Students are introduced to the levelled mark scheme. -discuss command words to questions and sort an essay card sort into points, evidence and evaluation. Students reassemble the cards into an essay (Outline and evaluate the role of learning for food preference). Higher students will realise the flexibility they have in forming paragraphs. -Students are given an example section from "Discuss the evolutionary theory to food preference" and are then asked to finish the evaluative points. -Students peer mark using levelled mark scheme. Homework: Students use all the rules to write "Outline and evaluate the role of neural and hormonal mechanisms in eating behaviour.