The issue of whether scientists should be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility is a hotly debated topic. This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this lesson, you will be able to download a single page Word document which contains, a learning objective, instructions two heading cards and sixteen information cards that can be sorted under them. You will also be able to download a twelve slide PowerPoint which has been designed to facilitate the main activity and provide an optional follow up persuasive speech writing task. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and activities. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information. The aims of this lesson / activity are: Theme: Value of life Know: What is cloning? Understand: What are the arguments for and against the use of cloning by scientists? Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning? WILF - What am I Looking For? Can You Identify & describe - What is cloning and why are some people opposed to it? Can You Explain - the arguments for and against using cloning? Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your tutor time, RE , Science or philosophy and ethics course off with some great engaging discussions. When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should receive the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision. The final slides include a plenary which includes information and video links explaining why organ donation is important in the UK. If you plan to use this elsewhere you might be able to find some similar adverts relevant to your country. I’ve also included a selection of possible homeworks. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is morality? Understand: What do we take into consideration before we make moral choices? Evaluate: Who should receive the life saving Kidney Transplant? WILF - What am I Looking For? Identify & describe: What is morality? Explain: What do we take into consideration before we make moral choices? Analyze: Who should receive the life saving Kidney Transplant? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

What is morally? What sort of factors do we take into consideration when faced with difficult moral choices? How has our ethical or moral code been influenced? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical challenges faced by doctors when deciding who should be given a kidney transplant. This is a lesson designed to be done in groups or pairs before feeding back to a class discussion on the issue. This is a great lesson with which to kick start your philosophy and ethics course off with some great engaging debates. When you purchase this resource you will be able to download a fully editable PowerPoint presentation which includes information slides, aims, objectives, differentiated outcomes, starters, plenaries, links to relevant video clips, activities and resources to be photocopied and given out to students. The lesson begins by looking at what is morality and how how ethical codes are formed. You have a choice of starters or activities. The scene is then set for the medical ethical debate on who should recieve the kidney transplant. Each group or pair of students should be given a copy of the first table which includes the background information about each patient. They are expected to review this patient information and decide upon their rank order of priority. Their results can then be fed back to the class for discussion. The teacher then has the option of either giving out the second patient update information or displaying it upon the board. Students should then be given another opportunity to review their choices before feeding back to a class discussion and producing an extended piece of writing explaining their final decision. The final slides include a plenary which includes information and video links explaining why organ donation is so important in the USA. I’ve also included a selection of possible homeworks. The aims of this lesson / activity are: Theme: Moral Ethics and Philosophy Know: What is morality? Understand: What do we take into consideration before we make moral choices? Evaluate: Who should receive the life saving Kidney Transplant? WILF - What am I Looking For? Identify & describe: What is morality? Explain: What do we take into consideration before we make moral choices? Analyze: Who should receive the life saving Kidney Transplant? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

These outstanding resources have been designed to help students studying how significant was Edward Jenner’s contribution to medical knowledge for the GCSE History course Medicine Through Time. This resource is suitable for the full ability range and contains 8/9 activities that are designed to be interactive and help students build up to answering a GCSE question on Edward Jenner. When you purchase this resource you will be able to download a worksheet, PowerPoint and a chronology card sort. The PowerPoint includes the aims, objectives, differentiated outcomes, starters, plenaries, consolidation exercises, information slides and links to video clips. The PowerPoint also includes information on inoculation and why some people initially opposed Jenner’s ideas on vaccination. The word document includes the chronology card sort , which will help students to describe and make notes on how Jenner developed his smallpox vaccine. Everything has been carefully differentiated and can be easily adapted for the full range of ability. This is one of my favourite lessons and there is enough to last a class 2 lessons can be used to make you sparkle and shine for Ofsted or an observation lesson. The aims and objectives of this lesson are: Theme: The fight against infectious diseases in the 19th Century Know: How did people try to fight Smallpox before Edward Jenner? Understand: How did Edward Jenner discover how to vaccinate? Evaluate: What impact did vaccination have in the short and long term? Skills: Source Analysis, Cause, Consequence WILF – What Am I Looking For? Identify & describe: How did people try to fight Smallpox before Jenner? Explain: How did Edward Jenner discover how to vaccinate? Analyse: What impact did vaccination have in the short and long term? If you like this resource then why not check out my other resources on this topic in my TES shop, where many have been bundled together to provide you with further savings. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Is IVF a miracle of science or simply man interfering in the laws of nature and natural conception? If a couple are infertile is it the will of God or an illness which can be treated like any other infection or disease? Should women past their natural child bearing age or same sex couples be allowed to have children through IVF? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against IVF. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as eighteen fully editable statements that can sorted under them. I’ve also linked in three video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is IVF? Understand: What are the arguments for and against the use of IVF? Evaluate: Should scientist interfere with the laws of nature and natural conception through IVF? WILF - What am I Looking For? Identify and describe - What is IVF and why are some people opposed to it? Explain - the arguments for and against using IVF to help people become parents? Analyze - Should scientist interfere with the laws of nature and natural conception through IVF? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great little resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on the role played by Edward Jenner in the fight against smallpox. If you like this resource then for a little extra you can purchase the PowerPoint that accompanies this resource with extra information and activities. Students can sort through the cards and organise the events into their correct chronological order. This could be used as a starter exercise to see if they can work out before hand what happened and then used as a mini plenary to check their answers once they have watched a video or read a text book or resource on Edward Jenner. I have linked in a an appropriate clip to this resource in the preview. This resource will appeal to both visual and kinesthetic learners. Aims and Objectives: Theme: The fight against infectious diseases in the 19th Century Know: How did people try to fight Smallpox before Edward Jenner? Understand: How did Edward Jenner discover how to vaccinate? Skills: Source Analysis, Cause, Consequence WILF – What Am I Looking For? Identify & describe: How did people try to fight Smallpox before Jenner? Explain: How did Edward Jenner discover how to vaccinate? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?

The great resource deals with the tricky topic change and continuity in Medieval Medicine in Britain. The resource includes a PowerPoint with all the resources and worksheets that are required for the lesson as well as a recent lesson plan I wrote to help teach this topic with this resource. The PowerPoint includes: Aims & Objectives A starter + a differentiated version Information Slides Source analysis activity A card sort / activity on change and continuity An extended question which has been differentiated to include a slide to help structure responses Peer and self analysis feedback sheets. Blank templates for the activities. The aims and activities are: • Theme: Medicine in Britain, 1250 – present • Know: What were the key features medieval medicine? • Understand: Which key features of ancient medicine were still being used in medieval times? • Evaluate: How far did ancient ideas about medicine continued to be used in the medieval period? • Skills: Change and Continuity Learning Outcomes • Levels 1 – 4 = Identify & describe: What changed and what stayed the same? • Levels 5 – 7 = Explain: What had changed and what had stayed the same? • Levels 7 – 8 = Analyse: How far did medical ideas changed during the medieval period?

Should scientist be allowed to swap genes from one species to another? Should they be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This great interactive activity has been designed as a consolidation or revision activity with GCSE or A Level Students studying the digestive system. It is aimed at middle to higher ability students, although with support it could be used with KS3 or lower ability students. The card sort can be used in a number of different ways, but I generally get my students to at first cut out or colour code the heading cards and then sort the matching information cards on the digestive system. They then share their answers and we briefly review their answers at this stage. In the next stage of the lesson, I then ask them then organise the information into the correct columns in their books to show how the digestive system works. If necessary we might again review their answers before we stick the cards down. Finally, I then ask them to create and produce their own revision flash cards using the information from the card sort and the main class text book. When you purchase this resource you will be able to download a two page Word Document which can be edited and customised for your students. It contains instructions, a learning objective, 6 heading cards and 31 information which can be sorted to decribe how the digestion system works. I have also uploaded a two page Word Document - Card Sort Digestion Answers for you to display the answers on the board. The aims and objectives of this lesson are: Theme: Human Digestive System Can You Describe: How the human digestion system works? Can you Explain: How the digestive system breaks down large molecules of food so it can be absorbed into the bloodstream? Can You Create: A set of GCSE revision flash cards on the digestive system. If you like this resource then please check out our SMSC Science card sorts on a range of ethical to topics. Our aim is to produce high quality resources for no more than the price of a good cup of coffee, whilst still rewarding our contributors with the living wage. We are therefore not the cheapest, but all our resources have been quality assured and field tested in the classroom. Ifyou would like to be become a contributor to the History Academy brand or what like some help and advice on creating your own, then please get in touch via our Fcebook page. KInd Regards Roy

Should scientist be allowed to cone animals to help solve a variety of problems from food shortages, organ failure and infertility? This is a hotly debated topics which overlaps into several areas of the curriculum . Should scientists be allowed to play God? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against cloning. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also included a PowerPoint to help introduce and facilitate the card sort. It contains aims, objectives, differentiated outcomes, starters, plenaries, information slides, templates, links to video clips, tasks and possible follow up activities. Both resources have also been uploaded in PDF format, just in case you do not have access to Mircosoft Office. Please see the preview for more information. The aims of this lesson / activity are: Theme: Value of life Know: What is cloning? Understand: What are the arguments for and against the use of cloning by scientists? Evaluate: Should scientist interfere with the laws of nature and natural conception through cloning? WILF - What am I Looking For? Can You Identify & describe - What is cloning and why are some people opposed to it? Can You Explain - the arguments for and against using cloning? Can You Analyze - Should scientist interfere with the laws of nature and natural conception through cloning? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for the price of a good cup of coffee so that you can spend more time doing the things that you want. All our authors are paid the living wage so when you purchase our resources you are buying into our shared values of fair play and decency. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This resource is suitable for a wide range of abilities and can easily be adapted to suit any text book or resource on this topic as it is supplied in word. The main activity focuses on how our understanding of the causes of infection and diseases has changed from Prehistoric or Modern Times. It can be used as a starter, plenary, homework or revision exercise for students studying GCSE Medicine Through Time. When you purchase this resource, you will be able to download a single page word document with a learning objective, instruction and sixteen key turning points in our understanding of the causes of infection and disease. Once complete the timeline makes a great revision aid and allows students to see how some ideas have changed over time, whilst others have stayed the same. You can easily add in an additional challenge task by getting your students to add in additional key events or to create a key to show which changes were influenced by religion, , war or technology. This resource will especially appeal to both visual and kinesthetic learners. Aims and Objectives: Theme: Medicine Through Time Know: How has our understanding of the causes of infection and disease changed over time? Understand: What different factors led to these changes taking place? Analyse: What has changed and what has stayed the same over time? WILF - What Am I Looking For? Identify and Describe: How has our understanding of the causes of infection and disease changed over time? Explain: What different factors led to these changes taking place? Evaluate: What has changed and what has stayed the same over time? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Should scientist be allowed to play God with nature in order to solve the problems caused by climate change, disease and defective genes? What are the dangers and benefits of swapping genes from one species to another? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the ethical and religious arguments for and against Genetic Modification or GM. . It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen fully editable statements that can sorted under them. I’ve also linked in two video clips to this page which are worthwhile watching with your students depending on their ability. The aims of this lesson / activity are: Theme: The Value of LIfe Know: What is Genetic Modification? Understand: What are the arguments for and against scientists being allowed to modify genes? Evaluate: Should scientist interfere with the laws of nature through genetic modification? WILF - What am I Looking For? Identify and describe - What is genetic modification and why are some people opposed to it? Explain - the arguments for and against using genetic modification? Analyze - Should scientist be allowed to use GM technologies to save or improve life? If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

Seating plans are great tool to help you learn the names of your students and sit them according to the data you’ve been given for your students. This great resource is designed to be used as a seating planner for a typical science classroom. Simply pick the layout which best matches your room and then customise the slide. You can then then copy and paste the slide to create a set for your timetable. When you purchase this resource you will be able to download a Mircosoft PowerPoint which includes eight slides and a title page. Each slide has a standard science classroom layout. On each table there are two name boxes. Simply delete the text and add your pupils names. Please see previews for more information. The last two slides offer advice on where to sit students based upon research on ‘attention zones’ and the amount of information students retain. When moving the tables around your template, it sometimes easier to group them together. Once complete, you can beam your new seating plan on your IWB to help you learn their names and so that everyone knows where they are sitting. Kind Regards Roy

This activity is designed to get students to compare and contrast the contributions of Louis Pasteur and Robert Koch to medical knowledge as part of the Medicine Through Time course. It would make a great starter, plenary , revision activity or mini plenary that could be used with any text book on this topic. If you would like something that goes into a little more depth then check out my card sort on this topic. When you purchase this resource you will be able to download a single page Word Document which includes a learning objective, instructions, a predrawn Venn diagram and a information box at the bottom from which students can select key facts about the two men to help them complete the diagram. Once completed the activity, students could add additional information that they have researched from the class text book or the linked video clip. The aims and objectives of this lesson are: Theme: Germ Theory Know: What contributions did both Louis Pasteur and Robert Koch make to medical knowledge? Understand: What were their methods and ideas? Evaluate: How important were their contributions to Germ Theory? WILF: What Am I Looking for? Identify & describe: Who were Louis Pasteur and Robert Koch? Explain: What were their methods and ideas? Evaluate: How important were their contributions to Germ Theory? If you like this resource may want to consider also buying the PP that I have created to go with this lesson as it includes this and another activity at a bargain price. At the same time you may want to check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

This outstanding card sort is designed to help students understand the what factors help Pasteur and Koch in their research to prove germ theory and vacination. This resource is suitable for the full range of learners and be used as a starter, plenary, homework or main activity depending upon the ability of your class. I've linked in the classic video on for this topic on You Tube in the preview for this resource. When you purchase this lesson you will receive a card sort with six headings labelled communication, luck, national rivalry and war, personal qualities, research techniques,science and technology as well as twelve accompanying statements which need to be matched up or sorted. Once complete, I have included an optional extension exercise were students can explain which factors were the most important. The aims and objectives for this lesson are: Theme: Germ Theory Know: What factors helped Pasteur and Koch to prove germ theory? Understand: Which factors were linked to communication, luck, national rivalry and war, personal qualities, research techniques, science and technology? Evaluate: Which factors were the most important? WILF – What Am I Looking For? Identify & describe: The different factors which helped Pasteur and Koch to prove germ theory? Explain: Which factors were linked to communication, luck, national rivalry and war, personal qualities, research techniques, science and technology? Analyse: Which factors were the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow 'The History Academy' on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy