Experienced science teacher - 15 years of teaching. Commissioned resource author. Copy editor.
Prefer active student-led activities and so tend to design accordingly.
Save yourself heaps of planning time, for as little as £1.00. Funds generated from the sales of resource helps pay for the software and apps used to create my resources.
Experienced science teacher - 15 years of teaching. Commissioned resource author. Copy editor.
Prefer active student-led activities and so tend to design accordingly.
Save yourself heaps of planning time, for as little as £1.00. Funds generated from the sales of resource helps pay for the software and apps used to create my resources.
Suitable for foundation students, or those who need extra support with key words and definitions.
The resources consists of a 2 page keywords list (shown in image), a crossword with answers, and a support crossword with some of the letters filled in.
I've tried to keep the descriptions of the words as simple as possible without loosing their precise meaning and have included images to help students remember.
Suitable for foundation students.
Objectives: To revisit/revise/summarise the reproduction and inheritance topic.
Running Time: 30 minutes
What do you get:
- A double sided A4 Knowledge Organiser, with keyword definitions, key point summaries, diagrams.
- A worksheet with 15 questions that vary in difficulty from grade 3 - grade 5 (see image)
- A help sheet for those who are really struggling.
- An answer sheet for peer assessment.
A basic lesson guide:
Do it now/starter: - Read Knowledge Organiser to remind students of key points
Main: - Students complete the worksheet - differentiate by giving the knowledge organisers to some and knowledge organisers and help sheets to others - higher achievers in the class shouldn't need either.
Peer Assess using the mark scheme.
Plenary: - multiple choice assessment (this will inform future planning) I would suggest using Quick Key App to scan the answer sheets and get instant feedback (https://get.quickkeyapp.com). Its free, quick and saves time marking (I've included the link above).
Objective: To recall and understand key terms
Running Time: 30 minutes
The activity consists of 2 sheets one for standard/higher demand and the other for lower demand.
Students match key words with definitions or for higher tier, students write their own definitions.
This can be stretched by asking students to link the concepts.
Learning Intention: To understand how light travels through the eye, the form and function of parts of the eye.
This is a highly effective way of engaging students and ensuring deep learning.
After teacher instruction or after given text on the topic students cut out the cards and then paste them into the correct place on the organizer template.
I normally run the activity as follows:
Put the answer slide up on the board for 30 seconds for students to read - no pens - just reading!
Students have 10 minutes to place their cards
Put the answer slide up on the board for 15 seconds, but students may not touch their work.
students are given a final 5 minutes to correct or continue with their organizer
Organizer is checked against the answers.
Students can then be given a meta-cognitive extension where they think about where they got stuck and why, I usually just ask them to discuss it in pairs.
The resource is differentiated so you have one for your struggling scientists to use.
Learning Intentions
1 - Recall the factors affecting rate of chemical reaction
2 - Understand the difference between collision theory and activation energy
3 - Understand how to calculate the mean rate of a reaction and surface area:volume ratio.
Suitable for Black and White Printing
Additional Resources: None
Running Time: 30 minutes
The students enjoy this activity as I allow them to work in pairs and decide on which 4 out of the 8 tasks they would like to do.
This gives students sense of ownership of the task and encourages engagement.
The activity is based on the Randy Bamboo’s “Big Eye” foldable with the large oval sections each containing a piece of text or instructions on calculations. The paper is then folded in half long-ways as shown above. There is a task or question corresponding to each number. (Commercial License has been purchased from Randy Bamboo).
I usually run this activity in pairs after a short introduction of the topic. AQA users, I usually use this before doing the required practical to give them a broad understanding of some of ideas behind the RP.
Most of the tasks are evidence based and have been adapted from the Edutopia article entitled “Dipsticks: Efficient ways to check for understanding”.
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Remember that you make a difference every day
Objective: to understand the process of and equation for photosynthesis, know that photosynthesis is endothermic
Suitable for all - questions and tasks are differentiated.
The resource is designed to be used in conjunction with textbook or notes. It includes, an activity selection sheet and a correct the mistakes worksheet. Please see the photographs attached for more information.
Black and white activity sheet is included.
Designed to put the ideas in a clear and concise manner for those who struggle with literacy or science.
The reading age of this text is around 11 years.
This is a very effective activity for higher achievers that need to stretch their thinking.
The questions develop higher order thinking skills and has a metacognitive facet that works best when, while walking the floor, you ask students to identify the skill that they are using.
The resource is made up of a key word and definition match, deep thinking questions, labeling activity and prioritising (diamond 9 style) activity.
How to run the activity:
After teacher input, either reading text or teacher explaining. Students complete question 1.
It is very important that, at this point, the work is corrected so that any misconceptions can be cleared up
Using only information in question 1 and their recall skills they attempt to complete the rests of the worksheet – this is best done in pairs.
The plenary should consist of questions such as:
What part of the activity did you find the hardest?
why was it difficult?
how did you overcome the difficulty?
Simplified text for your SEN, EAL, or reluctant readers.
Topics include: Sexual and Asexual Reproduction, DNA and Genome, Inheritance in Action
Images for all of the pages you are purchasing are available in the preview.
They print well in colour or black and white.
It allows struggling scientists to access text with all the key information, but with a lower overall reading age. On average the text is suitable for those with a reading age of 11 years or greater (using Flesch-Kinkade).
The diagrams are clear and uncluttered.
Content is focused on key points.
Each resource is approx 2 A4 pages.
Suitable for KS3 or Low Achieving KS4.
The resource focuses on understanding the differences between atoms, elements, compounds, mixtures, molecules.
The task includes a definition (either in students’ own words or from suitable text), explain using a diagram, apply by linking terms.
The activity is best done after a teacher explains the concepts, or with suitable textbooks.
Running time is approximately 30 -40 minutes.
This is a cut and paste activity (a paper investigation).
Students cut out the parts and then glue them in to make a diagram. This is particularly suitable for lower to middle attaining students who need to do more recall on investigations.
A worksheet is provided that focuses on observations, risks and comparing the paper model to the real investigation.
The cover image is courtesy of one of my SEN year 11 students
6 Problems with answers. Students need to show the relevant calculations.
This is an excellent activity for students who struggle with the kinetic energy equation and gives them the opportunity to figure out for themselves where they went wrong.
Remember that you make a difference every day
The resource focuses on understanding how to calculate energy transferred/work done. (I have included an example completed by one of my students for ease of reference). Included are 2 versions, one where students are given the answers and have to show their calculations, the other where they have to work out the answers for themselves. Personally I find that giving them the answers helps them to unpick their own mistakes rather than being told where they went wrong. The resource is designed to develop these problem solving skills through math.
Differentiated questions - Q1 - 4 and Q9-12 are suitable for middle/low attainers.
The activity is best done after a teacher explanation, or with suitable textbooks.
Running time is approximately 40mins to an hour.
This bundle is suitable for all achievement groups at KS4. It focuses primarily on the key terminology and helps aid rapid recall as the same terms and definitions are used throughout. I use these throughout the teaching of the scheme as students are presented with the same information, but in different contexts.
Included are:
Terminology card sort
30 x Different Bingo sheets and teacher calling sheet
Information Gap Activity - Students work in pairs, each are given either Worksheet A or Worksheet B. They then peer asses - answers given.
Metacognative activity on Crude Oil
Crossword and Support Crossword for struggling scientists
Spelling Test
Sentence Scramble to check understanding