Independent worksheet task created for students in Yr10 and Yr11 in an SEN school. Included: Paragraph of information on human impacts on environment Students highlight key information 15 Questions based on paragraph Answers to tasks included Worksheet unblurred when bought.

This is a 50 minute lesson created for Yr11 pupils in an SEN school. Included: where blood cells are made Components of blood colouring in activity of blood in a vessel function of the blood parts matching structure to function 2 x worksheets - print slides 1 and 2 single sided

Created for students in Yr8, 9 and 10 in an SEN school Included: Starter Neutralisation equation Neutralisation in everyday life [bees, wasps, heartburn, tooth decay] The metal salts formed from using hydrochloric, sulphuric and nitric acids Activities - Complete everyday neutralisation tables Whole class check for understanding - what is the salt formed Complete salt names from word equations [gapfill] Complete a mind map for neutralisation All answers included Worksheets - print slide 1 to 2 double sided, slide 3 separate

Created for students in an SEN school - LAP What wastewater is What a sewage treatment facility looks like Steps outlined: Screening, Sedimentation, Aerobic Digestion, Anaerobic Digestion ACTIVITY - Identify the process from the picture Further water treatment - e.g. chemicals, membrane - to make potable ACTIVITY - Cut and stick treatmment steps and put in the correct order PLENARY - label the sewage treatment facility with keywords You can add a video to extend the lesson, Worksheets on slide 1 and 2 - printing single sided

This lesson is 50 minutes long, created for SEN/LAP pupils. Created for Year 10 – KS4 – AQA/Edexcel This is a part two lesson so does not cover the definitions. Please see my other upload. Included: Starter Content and presentation – digestive system, active transport to blood via the small intestine cells, Task 1 – active transport in humans [labelling, tick correct, add arrows to show glucose movement, select correct word] Content and presentation – parts of a plant, importance of roots, links to photosynthesis and the root hair cell picture with minerals Task 2 – active transport in plants [plant labelling, photosynthesis equation, select correct word, gapfill] Plenary – sort statements [osmosis, diffusion, active transport] 1 x worksheets –unblurred when bought [print 2 pages per sheet, single sided to be folded and stuck into books]

Created for students in a SEN (Autism) school. Included: 2 x worksheets - unblurred when bought Starter activity - why is pollution in a river concerning Career link - Ecologist - Hook Intro - what ecologists use to measure organism numbers Relevance - why do we need to record organism numbers Calculating the area of a field using a measuring wheel What a quadrat is and how we use this ACTIVTY - An example of how to calculate estimated population size from a mean, using a 0.25m2 quadrat. 3 steps. ACTIVITY - Students collect data of daisies and buttercups in a field using a quadrat Plenary - Students see that this works by working out the estimated number of daisies from a picture on the board using 5 random numbers that correspond to the quadrat number Everything unblurred when bought

Created for students in an SEN (Autism) School. You will need a light metre, Lux app will do on your phone, quadrats and transects Included: 2 x worksheets unblurred when bought - slide 1 and 2 Starter - why do mature trees need to die before new trees can grow in forests Career link - Ecotoxicologist What animals and plants compete for Abiotic and biotic factors Photosynthesis recap What a transect is and why we use this ACTIVITY - Students collect data on how daisy growth is affected by light. You need to pick an area that goes from shade to light. This could be a building or tree. ACTIVITY - Graph creation and conclusion Answers included Plenary - graph analysis, students select the correct answer that correctly describes the graph trend. Everything unblurred when bought

TRADITIONAL FOOD AND SCIENCE This lesson is a key stage 3 or 4 lesson that is 60 minutes long. This was developed as part of a culture day lesson linking science with culture. Included: Starter – what are some traditional foods in your culture. Career link - Food Anthropologist 7 x A3 printout information hunt detailing traditional food, origins and science link of the following: British - stilton cheese African - Plantain Italian - Prosciutto German - Sauerkraut Polish - Kielbasa Chinese - Century Egg Japanese - Natto Content & Presentation slides: What is traditional food Chemistry - atoms making up molecules inside of food Molecules in food Food chemistry - chemical reactions rearranging atoms pH - acidity and alkaline FOOD LINK Enzymes as workers of cells FOOD LINK Osmosis definition and FOOD LINK Fermentation definition and FOOD LINK Anaerobic respiration definition and FOOD LINK Worksheet on slide 2 and 3 - student exploration Scientific keyword definitions Tick box table of food in different cultures When did these traditional foods originate in history Table completion of the scientific process (e.g. fermentation, osmosis etc) and space to write down what it does. Answers included - Opportunity for Self/Peer Assessment **PRINT SLIDE 2 TO 3 FOR WORKSHEET **

Created for students in an SEN (Autism) school. Works for LAP Three equations: Stopping Distance = Thinking Distance + Braking Distance - 7 questions Thinking Distance = Speed x Reaction Time - 7 questions Braking Distance = (Speed2) ÷ (2 x Deceleration) - 6 questions Questions are linked to Top Gear. Randomly ordered. Three example questions included at the beginning: Example 1 - Jeremy Clarkson drove a McLaren P1 at 90 mph. What is the stopping distance if the thinking distance is 25 m and the braking distance is 140m? Stopping distance = 25 + 140 = 165 m Example 2 – Richard Hammond drove a Mercedes-Benz S-Class at 27 m/s. If his reaction time is 1.5 seconds, what is the thinking distance? Thinking distance = 27 x 1.5 = 40.5 m Example 3 - James May tested a Lexus LC 500 at a speed of 22 m/s. If the deceleration rate is 8 m/s², what is the braking distance? Braking distance = (22^2) ÷ (2 x 8) = 484 ÷ 16 = 30.25 m Print pages 1 to 4 for students, answers are on page 5 to display. Everything unblurred when bought

Students investigate an element of their choice and complete the table using a laptop. Independent task. Unblurred when bought. Extension - in their book, draw a picture of where you would find this in real life.