Certainly one of my favourite units from the GCSE course! In this lesson students are introduced to the concept of moncular (linear perspective, occlusion, relative size, and height in plane) and binocular cues (retinal disparity and convergence. These are covered in two lessons (I taught it as a double). Students are introduced to the concepts via gifs, diagrams and tasks. Students watch a range of videos and complete exam style questions. Although the lessons work well without the AQA Psychology textbook (Spikey red haired chap), its addition supplements the lesson well.

Students are introduced to the odd thought of experiment of whether a baby would walk off a cliff or would be able to perceive a large fall. Students then asked how they would investigate… quickly you will introduce Gibson & Gibson’s Cliff edge experiment! This resource includes two lessons The first lesson introduces students to the main concepts of the theory. In the second lesson students are given a summary of the theoy and asked to write questions that would allow other students to find the answers from the sheet (Found at the end of the PowerPoint). Students are then introduced to three evaluation PEC points and asked to complete a table. An extension is included involving a series of exam quesitons.

A topic students love- optical illusions will create a lot of discussion! Students are introduced to a range of visual illusions covered in the AQA specification. Students are shown descriptions, examples and videos highlihgting Muller lyer illusion, Kaniza triangle, and the Necker cube. Students fill in a summary table they can stick in their books. Although this lesson can work without any other resources, lower ability students may wish to supplement this resource with the AQA Psychology textbook (Red spikey haired chap).

Using a range of simple equipment to plan a simple but precise thermometer based on Galileo's ideas. The final pieces of equipment can then be used in a competition to find a mystery temperature and then evaluated.

KS3 introduction to changes of state. Through a range of kinaesthetic activities (such as describe-draw-show tasks and role plays) students are helped through an explanation of each process which leads to one state of matter changing to another.

Students complete an end of topic solids, liquids and gases spelling test. Using some simple equipment students plan a simple thermometer that could test different temperatures. Students finish the topic by answering levelled questions related to the expansion and contraction of liquids.

Students are introduced to the problem of determining which substances are acidic or alkaline in nature. Students complete simple litmus tests on a variety of household substances to determine the strengths and limitations of litmus paper as an indicator.

Students are introduced to a fictional granny who's washing machine has broken down. Through the discussion of simple evidence students are made aware of hard water and the development of lime-scale. Students design an experiment that demonstrates how acid can be used to breakdown and remove lime-scale from washing machine parts and reveals to them the products of such acid-carbonate reactions. Students complete a range of levelled questions to consolidate their knowledge.

After the results that 'sharks can smell blood from further distances in warmer oceans' tourist numbers to Australia's famous landmark 'Surfer's Paradise' has been low. Students evaluate their conclusion from last lessons experiment to ensure their findings reflect the truth. Students consider strengths and limitations of their method and begin to discuss ways to modify the method to further improve the strength of their results.

Students are introduced to the environmental effects of acid rain within a community. Teacher burns sulphur in a gas jar of water and universal indicator to demonstrate acid rain in a jar. Students use a series of disguised buffer solutions and pH probes to collect enough data to discover which areas produce the lowest pH water samples. After the teacher demonstrates the production of carbonic acid and sulphuric acid students use pH probes to investigate different samples of water collected in the local environment (buffer solutions). Students use their results to identify which area has the lowest pH and begin to consider explanations for these findings.

Students are introduced to the idea of classification through organising various television programmes into their own chosen groups. Students in groups formulate their own tests they could carry out using a series of simple equipment to determine similarities and differences between rock samples. Eventually using their results to form rules that distinguish igneous, sedimentary and metamorphic rock types.

The remaining teeth of Granny W are pretty darn sweet! Can students help her decide on how to make the sweest tea possible using their understanding of solubility from the Five S's treasure hunt lesson? (I hope they can). After using a model of rice and peas to demonstrate solvents, solutes, solution and saturation students are introduced to the scenario. Students are split into six groups and given information packs related to one of three experiments (two groups for each experiment). Students will have an A3 poster style planning sheet to plan and complete an experiment to test whether: -Water has a saturation point? -Temperature of the solvent affects solubility of the solute? -Surface area of the sugar affects solubility? Students complete their posters and share their findings to the class.

Students use a short clip from the Disney movie Frozen to apply their understanding of changes of state to a simple experiment which they cooperatively plan and complete.

Students are introduced to the gruesome effects of long term indigestion. Students use their previously learnt knowledge of pH indicators to design and carry out an experiment to test which indigestion tablet is most effective in reducing the acidity of stomach acid. Higher level students can begin to evaluate the method used to carry out the experiment as well as their conclusion in terms of validity.

Students investigate the differences in properties of iron and sulphur before completing a simple practical experiment to produce their own sample of iron sulphide.

Students are introduced to some evidence related to a winged dinosaur. Using this evidence to provoke questions students are introduced to the formation of sedimentary rocks and how this type of rock can occasionally lead to the formation of fossils. Students produce their own fossils using Plaster of Paris and evaluate their model.

A full KS3 scheme of work that contains six fully resourced lessons to allow your department to complete a Science Fair project. As a school we conducted this period for a two week cycle after half term to allow students to; produce an idea, write a hypothesis, plan a method, conduct an experiment of their choice and make their project. Class winners were chosen and then allowed to present their work in the hall for the rest of the school to see. This is the third year we have completed our science fair at my school. This year we had four entries that won prizes at the big bang fair regional competition. One of which was chosen as the Young scientist of the year regional winner and will be presenting their project nationally later next year. This pack contains: Assembly PowerPoint: To present to the whole school introducing the fair. Lesson 1: Producing an idea Lesson 2: Forming a Method Lesson 3: Pilot experiment Lesson 4: Experimental time Lesson 5: Conclusion and evaluation (making project) Lesson 6: Choosing a winner Lesson plans, resources and example project winners also included. I hope, if you are willing for a bit of chaos, that you see the same enthusiasm and creativity in your students as I have. good luck!

Students are asked to think about all of the chemicals and substances inside the oceans of the Earth. After probably getting a few answers like "fish" students should move onto ideas such as salt, sand, and pollutants. Students recap the idea of filtration to remove insoluble "garbage islands" from the sea and are then introduced to the idea of evaporation to remove the salt. The use of producing fresh water from brine as well as salt is discussed. After completing a class risk assessment, students complete a practical experiment. Evaporating salt from "seawater" in an evaporating dish. Students write their conclusion and then improve using expert language.

Students have the opportunity to explore six unusual materials that will stretch and question their prior understanding in relation to solids, liquids and gases. 1) Borax slime 2) Water in a vacuum 3) Is toothpaste a solid? 4) Syphoning water 5) Is Ooblek a liquid? 6) Changing states of cream Students use the lesson to answer an extended question

Students are introduced to Robert Boyle's observations of Roses changing colour in different chemicals. Students test the idea of preparing a natural substance to test acids and alkalis by planning an experiment that prepares red cabbage as an indicator. Student complete a risk assessment and design a procedure for their experiment. Higher level students have the chance to evaluate their indicator in terms of effectiveness.