Hero image

Millington's Lessons

Hello all! Do you want to enjoy your half term by planning less? Well come take a peak at my resources like vaccinations, antibiotics and painkillers, specific heat capacity, transport of substances in living cells (e.g. osmosis). Mark schemes are ready to print as are worksheets and exam questions! So don't waste another minute pop in, click and pick... a resource and enjoy the rest of your half term doing the things you deserve!

44Uploads

10k+Views

1k+Downloads

Hello all! Do you want to enjoy your half term by planning less? Well come take a peak at my resources like vaccinations, antibiotics and painkillers, specific heat capacity, transport of substances in living cells (e.g. osmosis). Mark schemes are ready to print as are worksheets and exam questions! So don't waste another minute pop in, click and pick... a resource and enjoy the rest of your half term doing the things you deserve!
B9.3 Anaerobic Respiration
sporobolo19sporobolo19

B9.3 Anaerobic Respiration

(0)
This lesson is the third lesson series of Unit 9 of the AQA specification. It introduces the topic by thinking about why why a marathon runner has to run a lot slower, and what would happen if they tried to run a marathon at sprint pace. Alternatively, students can complete a starter ‘Muscle contraction’ where they talk about why they are unable to stand on tiptoes for an extended period of time. This is followed by a recap of aerobic respiration. Students then support their understanding of anaerobic respiration by completing a written exercise, supported by textbook work and a video and a short practical. The idea of lactic acid and oxygen debt are then explored before describing using of anaerobic respiration in industry (e.g. food and beverage manufacturing). Lastly students have the option of completing as may of the three plenary activities. Exam questions are also available for extensions/ or homework. All mark schemes are also provided.
B9.4 Metabolism and the liver
sporobolo19sporobolo19

B9.4 Metabolism and the liver

(0)
As a starter, students complete group work to share ideas about the reactions that occur inside living organisms or they may discuss why alcohol consumption could lead to liver diseases. Following this, students gain an understanding of metabolism is and learn about the main reactions in the human body. This is further extended by group reactions as catabolic and anabolic. The main part of the lesson then allows for some creativity where in groups, students find out more details about the reactants and products of one assigned reaction either as an animation, storyboard and script or cartoon strip showing the reaction assigned to your group (pair). There is also two plenaries from which to choose. For homework, students firstly explore the roles of the liver in terms of , for example, eliminating the oxygen debt AND complete further reading and summarisation the link between the the popularised high protein diet and urea concentration in urine.
Discovery of the nucleus
sporobolo19sporobolo19

Discovery of the nucleus

(0)
This lesson draws on the familiar concept of how pole in magnets behave when their magnetic fields interact before relating this to the charges of subatomic particles and their behavior when in contact. Students then compare the Plum pudding model and nuclear model of the atom before getting an overview of the alpha particle scattering experiment. The lesson then closes with students understanding what the evidence from this experiment reveals about the structure of the atom and nucleus.
P2.4 Specific heat capacity
sporobolo19sporobolo19

P2.4 Specific heat capacity

(0)
The resource contains a simple introduction into factors which affect the amount energy transferred when the temperature of an object changes and then gets students to consider numeracy skills in completing calculations of specific heat capacity. It then concludes with students getting an opportunity to complete calculations (of specific heat capacity, temperature change, and so on).
The National Grid
sporobolo19sporobolo19

The National Grid

(0)
Student are firstly introduced to how electricity is generated followed by their completing of a research task on the national grid. There is also a quick true false plenary which students assesses students' learning. Video links are also available for further reading and consolidation of how the National Grid works.
B1.5 Specialisation in plant cells
sporobolo19sporobolo19

B1.5 Specialisation in plant cells

(0)
Elements of this lesson include: Do now task to revise specialised cells in animals An overview of variety of cells in the leaf An introduction to the four specialised cells in plant A simple research activity for students (high and low ability) to identify the adaptations and explain the adaptations in 4 specilised cells. The plenary includes a choice of a kahoot quiz or exam questions based on this lesson (and previous lessons in this scheme of work)
B5.3 Growing bacteria in a lab
sporobolo19sporobolo19

B5.3 Growing bacteria in a lab

(0)
Students get an introduction into culturing bacteria in the lab before their first required practical. However this could also be used if lab facilities are unavailable.
3.1.4 Pressure
sporobolo19sporobolo19

3.1.4 Pressure

(0)
The resource explores the how a knowledge of pressure may be used do things such as breaking and scratching objects. It also explores why objects are able to float, or sink on state of matter such as liquids.
P2.2 Radiation
sporobolo19sporobolo19

P2.2 Radiation

(0)
For the Do Now task students distinguish the hotter parts of the objects from the colder ones using infrared images (thermograms). This is then followed by a discussion on the nature of infrared radiation where links are made to the electromagnetic spectrum, and showing how IR is detected. Students then explore the nature of ‘black body radiation’ by observing changes in the radiation given out by a filament lamp as it heats up. This concept is further explored by studying changes in the black-body emission graphs. Exam questions for this lesson are also included and mark schemes for all tasks are provided in the powerpoint lesson.
B1.4 Cell specialization in animals
sporobolo19sporobolo19

B1.4 Cell specialization in animals

(0)
This lesson introduces the importance for cell specialization then compares the undifferentiated and specialized cell before students get an opportunity to study 4 types of specialized cells in humans. An exam question is also included.
B10.2 The Human Nervous System
sporobolo19sporobolo19

B10.2 The Human Nervous System

(0)
This lesson could be easily used for a two hour lesson in which the general structure of the nervous system is introduced as well as how the nervous system works. Students then complete a practical on investigating reaction time and consolidate their learning analyzing the data collected from the practical as well as completing exam questions based on these two lessons.
P8.1 Vectors and scalars
sporobolo19sporobolo19

P8.1 Vectors and scalars

(0)
This lesson is the first in the series of AQAs P8 unit Forces. Students are introduced to measuring instruments before being introduced to the scalar and vector quantities as well as their differences. This is followed by students linking the instruments from the starter to the type of quantities they could be used to measure (scalar and/ or vector), with distance and displacement used to exemplify these ideas. The second chunck of the main lesson cover scale diagrams (and written descriptions) to represent vector quantities. The plenary consolidates vectors and scalars quantities where students choose the correct words to complete a summary of the key points from the lesson.
Inverse square law- BTEC Applied Science
sporobolo19sporobolo19

Inverse square law- BTEC Applied Science

(0)
This lesson is based on the inverse square law for Applied Science (Extended Certificate). It introduces the idea of attentuation which forms some of the basis for understanding the mathematics behind the equation for the inverse square law. It also includes main activities such as a demonstration in case practical equipment is not available to explore this concept, presenting results in a graph and calculations using the two equations required in for this lesson. Mark schemes for each activity as well as hints for calculations are also provided.
Required Practical B10.2.3
sporobolo19sporobolo19

Required Practical B10.2.3

(0)
This is a two hour lesson. In lesson one, students will firstly recall what reaction time is before selecting a factor which may affect the reaction time of individuals. They will then plan an investigation using a suitable method of measuring reaction times. This is concluded with gaining an understanding of key ideas of reliability and repeats in scientific experiments. In the second lesson students get an opportunity to carry out their plan before carrying out analysis and conclusion of results and an evaluation of their method.
P8.2- Forces Between Object
sporobolo19sporobolo19

P8.2- Forces Between Object

(0)
The lesson has an option of 2 starters to introduce students to the concept of the effect of interaction of forces on objects. This is then followed by the two types of forces, examples and when these forces occur. The main lesson is also divided into two sections. Firstly, students are introduced to the nature of forces (through Newton’s 3rd Law of Motion) using some examples of force pairs; thereby establishing that forces are vector quantities. This is then followed by students completing of an activity to consolidate these ideas (types of forces, nature of forces and force diagrams). There is also an option of two plenaries where students have an opportunity to demonstrate key concepts covered in this lesson.
P8.3 Resultant forces
sporobolo19sporobolo19

P8.3 Resultant forces

(0)
This lesson introduces students to resultant forces by getting students to develop students’ mathematical skills using addition sums including negative numbers to check their understanding. This is then followed by the main part of the lesson ‘Resultant forces and their effects’ (balanced and unbalanced forces) supported by Newton’s First law of Motion. Studnets then move on to free- body force diagrams before consolidating main conepts of the lesson.
P12.2 The properties of waves
sporobolo19sporobolo19

P12.2 The properties of waves

(0)
This resource could be used for the second or third lesson in P12.2. The first activity focuses on the simple mechanics of the wave equation and then gives students an opportunity to complete relatively simple worded problems to build confidence. A quick multiple choice plenary is also provided for quick assessment of student’s progress at the end of the lesson. There is also a focus numeracy skills such as conversions and formula rearrangement to further support students.
The function of the digestive system
sporobolo19sporobolo19

The function of the digestive system

(0)
These resources use a model of the digestive system to engage students in understanding the function of the various organs in the digestive system and further extends them to recall how the various tissue types (muscular glandular and epithelial) covered from the previous lesson in this unit are involved in digestion.
P2.3 More About Radiation- Global warming
sporobolo19sporobolo19

P2.3 More About Radiation- Global warming

(0)
This lesson introduces the idea of how the temperature of systems (e.g. the earth and its atmosphere) could be controlled. It then focuses on skills such as graph interpretation to understand how factors such as green house gas emissions from human activity can enhance the green house effect and therefore cause global warming. Lastly, students get to use their creative skills, all their knowledge and understanding covered in the lesson to create a poster to describe and explain the process of global warming.
BTEC Applied Science C1_Lesson 1_Introduction to show different types of waves
sporobolo19sporobolo19

BTEC Applied Science C1_Lesson 1_Introduction to show different types of waves

(0)
Students are introduced to the lesson by collating their knowledge of waves from Key Stage 4 and how waves can be produced. A wave machine is then used to show how a wave machine can be simply built. This is then followed by a practical activity where learners, in groups, build a wave machine as shown in the video or of their own design and make predictions about how wave speed may be increased/ decreased. In the practical, students test their prediction by collecting relevant data to calculate the wave speed. Results are then discussed as groups give their results and explain how their results/ calculations agree or disagree with prediction. Key terms required to describe waves are then introduced and consolidated by completion of calculation using the equation f=1/T when either f or T is given. A quick quiz is also included and may be completed at the end of calculation questions a=or at the start of the next lesson in the series.