This is a lesson with a Disney Frozen theme. The lesson is an introduction to the three states of matter. The lesson begins with pupils labeling what they think are solids, liquids and gases on a Frozen scene. They then listen to a song and are asked some questions based on it (the hyperlink for the song is in Elsa's speech bubble). Pupils then use a table to sort some objects, statements and diagrams into solids, liquids and gases. Pupils then do a series of experiments on custard (you want to make this with the consistency to be a non-Newtonian fluid). Finally, pupils write a conclusion about whether custard is a solid, liquid or gas based on their observations and what they have learned.

This is a Frozen themed lesson. It is for a low ability KS3 class. Pupils listen to Olaf's song from the film and you start a discussion on what Cristoff meant at the end of the song. As the song is on pupils can complete a match exercise. You then discuss the heating up on matter and what happens to Olaf. They can then complete the diagram. Pupils then watch the video and pupils complete the cooling down part of the diagram. There is a demo using a cloth and Malteasers to show how changes in energy changes they way the particles move. Pupils then complete a Olaf poster explaining what they have learned with diagrams. The exit ticket is then examples of each phase change.

This is a Pokemon themed lesson for a low ability class. The lesson begins with a colouring exercise, where pupils put animals into groups, they should know this from primary. Pupils then watch a video in vertebrates and complete a worksheet as they watch the video. This is followed by an online quiz and then a quick quiz. Pupils then use information around the room to learn about invertebrate groups. Pupils finally play "Slap the Pokeball" or slap the board. Here the teacher can call out examples or features and two pupils at the front race to slap the correct Pokeball. The exit ticket involves pupils classifying Pokemon and explaining their decision.

This is a Pokemon themed resource about classifying plants. Pupils enter and are asked to complete a classification task of animals as a refresher from the previous lesson. Pupils then collect information about the different plant groups, a science dictionary will be needed at one of the stations for one of the tasks on the filler sheet. There is then a quiz to see if pupils can identify plants from images Pupils then are given a Pokemon and its leaf (notes on which Pokemon goes with what kind of leaf you need to provided is on the notes section of the relevant slide) and they complete the poster template. Pupils then play a quick game of taboo using the taboo cards. Finally pupils classify some plant images as an exit card.

This lesson is based around Pokemon. Using Pokemon such as Bulbsaur and Oddish as these would have both animal and plant cells. Pupils first are given a number of Pokemon and decide which doesn't belong. They then do a literal word search for the names of the organelles in cells. Back-to-back: pupils then play back-to-back. This involves one pupils facing the board, while the other faces the other way with a mini whiteboard. The pupil facing the board describes the image that they see and the one not facing the board draws it. Give a time limit for each. Pupils then do a simple table exercise based on what they've learned from drawing the cells. Pupils then read through a song, or sing it to the Pokemon theme tune, and do the instructions on the sheet. They also label images of cells. Pupils then read through statements to decide if Euglena is an animal or plant cell. Finally, pupils complete a poster task comparing both types of cells (this can be done as a homework)

This is a Pokemon themed lesson for a low ability class. Pupils start with refreshing the knowledge of plant and animal cells. This is followed by a video, which pupils then do a task on. Pupils then collect information about 4 different unicellular organisms, from posters and QR codes on PokemonGo backgrounds (links are included if your school doesn't allow portable devices), and create Pokemon cards for each one. The comprehension booklet can then be used as a plenary, exit ticket or homework.

This is a lesson for a low ability KS3 class, with the theme of Disney's Frozen. Pupils begin with brainstorming how Elza and Anna can smell the hot chocolate. Diffusion is then explained to the pupils. Pupils then do an experiment to see how the temperature affects the rate of diffusion. Completing a sheet as they do so. Finally pupils put diagrams in order to show how diffusion happens in particles.

This is a low ability KS3 lesson, with a theme of Gnomeo and Juliet. Pupils begin by reading a textbook spread and completing a mind map. Pupils then watch a video and add more to their mind map. During their mind map they should have come up with wasp and bee stings. Pupils plan and undertake an investigation on what substances can neutralise these stings. Pupils then complete an exit ticket on examples of neutralisation.

This is a low ability KS3 lesson, with a Gnomeo and Juliet theme. Pupils start by doing a downword to refresh keywords from the topic. The teacher will then demonstrate the test for hydrogen, explaining that hydrogen is made instead of water during this reaction. Pupils do an experiment to see which metal produces the most hydrogen in 20 seconds. There is then an AfL task to see if pupils can remember how to name salts, using mini white boards. Pupils then do some word equations. The exit ticket involves pupils self assessing their word equations and attempting symbol equations.

This is for a low ability KS3 class, with a Star Wars theme. The pupils begin by discussing how they would show movement on a picture. They then try drawing some arrows on some scenarios. This is then extended by pupils calculating resultant forces of each scenario. Pupils then do the Forces Dance Mat, the Star Wars music for this is in the notes section of the dancing Darth Vadar. Finally, pupils tweet the Stormtroopers on how force diagrams work

This is designed for a KS3 class, with a zombie theme. Pupils begin with trying to solve an anagram. They can also see how many words they can make out of the letters used to spell 'Phagocytosis'. Pupils are then put into groups to research about one of the three lines of defence. A website with links is available in the notes section of the PowerPoint, this is to direct their research. Pupils then put their posters around the room. They do an activity called "Viewing Gallery". This is used to promote discussion and talking properly. Encourage pupils to be silly with it, they will put on posh accents and because they are pretending to be posh they will speak better. Finally get pupils to create a news bulletin to bring together all the information they have learned.

This is a KS3 lesson, with a Zombie theme. Pupils start by completing a basic comprehension task. There are two available for different abilities. Pupils then are given a scenario and are asked to "Think, Pair, Share". After the discussion, a video (link in the notes section of the slide) is shown and pupils can then build on their ideas from the initial discussion. Pupils then do a Silent Sort to find out how vaccines work. The instructions are on the PowerPoint slide. Using what they have just leaned pupils use the guidance given to write a letter. Finally pupils complete a comic stripe to show how vaccines work.

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!

This writing frame is used to help pupils practice with their extended writing questions in Science. It uses smaller steps and leading questions for pupils to be able to answer the large question that they would see in the exam. The frame include keywords that the pupils should use in their answer, a success criteria (directly from the mark scheme) and a picture in the center, either from the question itself or as a visual prompt. This is really useful for all pupils and ticks that literacy box!