Electrolysis lesson looking at introducing students to the set up of electrolysis and the underlying ideas involved, including a quick recap of ionic compounds, metallic, non-metallic charges and word/symbol equations. From here, students develop an understanding of the origin of the word "electrolysis" and label the parts involved before describing the movement of ions and finally writing half equations: Starter - Students are reminded of the formula of ionic substances through the use of the starter questions. From here, it is important that they understand the charges of metal and non metal ions as a basic principle to apply later in the lesson Intro/Recap -Building on from the starter, students familiarise themselves with word and symbol equations from previous topics. Main 1 - Youtube link in the notes section used to introduce electrolysis whilst introducing the origin of the word from ancient greek. Students then attempt tasks 1 + 2 on the worksheet before self-assessing their work. Main 2 -Introduces half equations to the students in the form of a worked example. The example can then be used to help students complete task 3, which is writing half equations for the electrolysis of 3 basic ionic compounds and 1 challenge compound. Plenary - Quick true of false activity summarising some learning points from the lesson. Objectives:4 – WRITE a word equation to describe electrolysis 5 – DESCRIBE electrolysis in terms of movement of ions 6 – PREDICT the products at each electrode from electrolysis of a molten ionic compound (and complete a balanced half symbol equation) Additional information is written in the notes section of each slide. As always, and feedback is appreciated :)

A practical lesson looking at making salts from an insoluble base. I used Copper Oxide and Sulphuric Acid for the lesson, where the students fill in the equipment list and follow a method to make Copper Sulphate. Aimed at middle ability learners, but can be differentiated up/down if needed through the use of method/questions on worksheet. Method is on the worksheet and additional information is in the notes section of the PPT. Starter - Students write down their own examples of salt making reactions involving metals, metal oxides, metal carbonates and acids. Can add in symbol equations as a challenge task for student challenge. Main - Introduction to the experiment by describing the reaction of insoluble salts with acid. Students copy down the equipment list onto their worksheet before following the method on the worksheet to react Copper Oxide with Sulphuric Acid. During the practical, there are 6 questions to answer relating to the experiment to complete. Plenary - Naming salts task on the worksheet using the key from the starter as help. Symbol equations are written underneath as a student challenge task. Objectives: GOOD – NAME salts formed between a metal oxide/hydroxide and an acid GREAT – DESCRIBE a method to prepare a dry soluble salt from and insoluble substance and an acid EPIC – EXPLAIN why the reaction between a base and dilute acid is a neutralisation reaction As always, any feedback is welcome :)

3 sections with questions on identifying independent and dependent variables, exam style questions on graph skills before building up to students plotting data onto their own graphs.

KS3 simple practical lesson involving separating mixtures, with possibility to expand to a more in depth practical activity. Also recaps definitions of Element, Compounds and Mixtures. Equipment Needed – Flour, Sugar, Beakers, Water, Filter Paper, stirring rod or spoon and evaporating dish (Bunsen burner if evaporating in lesson and not left overnight). Additional Information is in the notes section on each slide. Starter - Picture task for students to identify substances/objects as mixtures or not. Main 1 - Recap of Element, Compound and Mixture through 5 picture puzzles for students to identify. This is followed by students writing definitions for each, before self assessing against a model answer. Main 2 - Practical activity. Students use a hint sheet to solve a problem of sugar mixed in with flour. You can substitute a colleagues name into the slide to make it more engaging. Plenary - Students are given 4 mixture examples (Iron Filings and Flour, Sugar and Water, Rice and Kidney Beans, Sand and Water) along with an equipment list, some needed and some not. They have to identify how they would separate each mixture using only the equipment provided. You could also complete this as a practical activity carousel using the 4 mixtures. Objectives are below: GOOD – SEPARATE different substances using different techniques. GREAT – DESCRIBE particle arrangements in mixtures. EPIC – EXPLAIN why and how to separate different mixtures using different techniques. As always any feedback is welcome :)

Lesson looking at different uses of nanotechnology. Lesson activity depicted on the PowerPoint. The sunscreen article is higher level, providing differentiation. Nanoscale and web link help pupils understand the relative size of nanotechnology.

Practical/Demonstration lesson looking at the reaction between a metal and acid. I have used zinc/magnesium and sulphuric/hydrochloric acid, but has been planned as such, that you can easily substitute your own into the lesson. Equipment list is on the PPT and method in the notes section of the teacher slide. Starter - Students to identify why the words in different equations are coloured red/green/blue (to signify pH) before recapping the definition of a salt. Main - Using the worksheet, students write an equipment list and method for the practical whilst the teacher demonstrates. Can also be used to have students complete practical themselves as method is on the PPT notes section. Questions on the worksheet are there for students to complete during this activity. EXT of students identifying their own examples of metal/acid reactions Plenary - 5 true or false questions to consolidate the learning of the lesson. Objectives: GOOD – RECALL the definition of a salt and equation for a metal reacting with an acid GREAT – DESCRIBE how to make a salt by reacting a metal with an acid EPIC – WRITE balanced symbol equations for a reaction of a metal and acid Information for the lesson is written in the notes section of each slide. As always, any feedback is welcome :)

Reactivity series lesson with practical/demo opportunity involving metals and their reaction with water/hydrochloric acid. It is aimed at middle ability learners, but can be differentiated through challenge involving the worksheet and written word/symbol/ionic equations. Practical task can be flexible with the metals used, as their reactions are grouped for ease. Starter – Students to list the reactivity of the given metals based on their previous knowledge. Correct order then given for the reactivity series from the starter for pupils to self assess. Questioning opportunity to get students as to the importance of the reactivity series in their everyday life. Main - Demonstration/Practical Opportunity of metal reactions with hydrochloric acid. You don’t need all of the metals in the reactivity series to carry this out, as reaction descriptions can be grouped. Students then write down the observations in a table worksheet. Can also demonstrate the production of Hydrogen gas using a lit splint. Plenary - Students answer questions relating to uses of metals based on their reactivity. Can be done using whiteboards, as a discussion, think-pair-share, any plenary activity that consolidates their learning. GOOD – WRITE word equations for metals in the reactivity series and their reactions with Oxygen, Water and Acid GREAT – As above but also balancing symbol equations EPIC – JUSTIFY the uses of metals in the reactivity series based on their reactivity As always, any feedback is welcome :)

A unit organiser for AQA C5 Energy Changes - both Combined Trilogy and Chemistry Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary. The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course.

A unit organiser for AQA C4 Chemical Changes - both Combined Trilogy and Chemistry Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary. The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course.

A unit organiser for AQA C3 Quantitative Chemistry - both Combined Trilogy and Chemistry Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary. The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course.

A unit organiser for AQA C2 Bonding, Structure and Properties of Matter - both Combined Trilogy and Chemistry Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary. The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course.

A unit organiser for AQA C1 Atomic Structure and the Periodic Table - both Combined Trilogy and Chemistry Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary. The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course.

Lesson plan including powerpoint and resources. There will be information on four alkali metals which shall be distributed evenly between the pupils. In pairs, they have to use the information provided to come up with a clear and concise scientific poster. They will have 2 minutes to then present or teach three other pairs about their element. All four pairs will complete this task before evaluating the other groups work. Task is differentiated between sets by giving higher level learners extra information to include, found on the second sheets.

Lesson plan detailing the halogens. Pupils watch video's on each halogen element, using that to fill in their table. They then have to write a letter to a fellow scientist detailing their findings. Cross-Curricular links with English.

Activity into the different uses for silicon. Pupils will use information sheets to create a leaflet on different uses for silicon. Can then use as a peer review task marking other people's work etc . . .

A loop quiz on the periodic table.

Group work lesson. 1. Memory game. in groups, pupils recieve blank periodic table. They will have 15 seconds each to look at the filled table before going back to their groups. They will then mark another groups work against set criteria. One mark for the element being in the correct position, One mark for writing the correct symbol and two marks for completing a whole group of the periodic table. 2. Pupils recieve info on Mendeleev. They have to condense the information into a 'tweet' of 140 characters. Pupils vote for the best tweet.