For this worksheet, students complete particle diagrams as a liquid is heated then cooled. Students also include a description of each diagram. There are two versions of this worksheet based on the ability of students. The mark scheme is also included.

Year 8 students can watch a series of videos to support their completion of the worksheet. As the teacher, you can give students the option to complete the gapfill or complete their own explanation of the use of electromagnets in the three devices once they have watched the video; (alternatively, students can use the AQA Activate 2 textbook to complete this task). An answer sheet is also provided.

This worksheet may be used as a prerequisite to completing a practical investigating the effect of light intensity on the rate of photosynthesis. Students order the steps in investigating how light intensity affects the rate of photosynthesis and also complete an extension by highlighting the three types of variables. A mark scheme is also available.

Students observe simple experiments to separate different mixtures, where the best/ most appropriate technique(s) is chosen using the apparatus provided. A mark scheme is also included and along with referenced video links of experiments.

This is a worksheet which may be set as homework before students complete a practical on how light intensity affects the rate of photosynthesis. Alternatively students may use this resource as a prerequisite to a 6 mark question on this concept. Students are given a set of bullet points and are required to complete a table by the placing the bullet points in the correct part of the table (e.g. name of variable, Specific example of variable in rate of photosynthesis experiment and apparatus used to measure the variable). The answer sheet is also included.

This resource is a gap fill of an explanation of the adaptations in plants important to photosynthesis. This is especially important in year KS3 students practicing answering 6 mark questions.

This resource is an introduction to electrolysis for a lower ability group. It firstly introduces students to some key terms in electrolysis and then what this process entails.

This resource may be used for a low to mid ability. It firstly gains their interest using a 2d image to begin a discussion and explores how ultrasound (echos) are ultimately used to produce prenatal scans

Students are firstly introduced to this lesson by putting themselves in an extreme environment and consider their bodily responses. This is then followed by the introduction of the various conditions which need to maintained and the key components which maintain homeostasis. Students then get to consolidate this learning by exploring specific examples of how each condition is maintained in homeostasis. Exam questions further stretches the learners to solidify their understanding of the this subject further.

This final lesson in the AQA B10 series lesson. The first of two starters to choose from is ‘Near and far’ where students complete an accommodation activity involving the muscles and ligaments in their eyes followed by discussion. The main part of the lesson introduces the concept of accommodation before students annotate diagrams of the eyes to show changes in the eye for near and distant objects. This is followed by students measuring their range of accommodation. Two common eye defects (myopia and hyperopia) are then introduced and further explained in terms of how distant and near objects appear and the focus of images on the retina. Further, students explore the treatment for eye defects. The Plenary includes a gap fill about how the eye focuses on near and distant objects. Homework and exam questions based on this lesson are also included as well as mark schemes.

The lesson contains many resources to choose from. Changes during exercise or Why exercise are two of the starters teachers could choose from to engage students in this lesson. This is then followed by students gaining an understanding of keywords such as breathing rate, heart rate and breath volume which are later used in describing the observable changes during increased exercise. This is followed by students carrying out an investigation into pulse rate before, during, and after exercise. This investigation is then consolidated by calculating percentage change between resting and exercising pulse rate readings, explaining results recorded and a multiple choice plenary and exam questions that may be set for homework or extension questions. Mark schemes are also available for all activities in the lesson.

This lesson may be used over the course of two lessons. Students are firstly introduced to the concept of aerobic respiration by exploring why athletes consume specially designed products during competitions. This is then followed by students completing a fact finding activity to establish key rudimentary ideas about aerobic respiration. Lastly, students get an opportunity to develop their skills in the scientific method by planning an experiment to prove that living organisms carry out respiration as a prerequisite to a practical lesson (the second lesson). students also explore the uses of the energy generated in (aerobic) as part of the requirement for this scheme of work. All mark schemes are available for the activities included in this series of lessons.

Students have an option to choose from two starters which involves either discussing the function of the brain and make a list of your thoughts OR discuss why we use brain scans having watched a video. The main part of the lesson gives students and opportunity to describe the structure and function of the brain. This is followed by the completion of a practical co-ordination task several times to see if they improve by learning. Results are then analysed by drawing a suitable graph or chart. Higher-tier students then complete an additional worksheet to investigate studies of the brain and new techniques for imaging the brain. Student can also complete a variety of plenaries to consolidate their learning. Mark schemes for all activities are also included with this resources.

This third lesson in the B10 series begins with describing voluntary or involuntary actions OR the ‘Importance of reflex actions.’ The main part of the lesson allows students to carry out tests to record the causes and effects of the reflexes in the table, and suggest why they are important to the body. They then explore the reflex arc using a video introduction, label a diagram of the reflex arc and include descriptions/ annotations. The plenary ‘reflex key words’ gets students to match each part of the reflex arc with its definition. and then arrange the parts of the reflex arc so they are in the correct order. Homework for this lesson is of exam questions on the reflex arc and mark schemes for activities are included.

The resources contains activities such as card sorts, animation videos and questions based on videos to get students to understand how immunity through vaccines work to provide immunity for individuals as well as a population at large. Furthermore, the resources also provide support for students to complete one of the main types of exam questions which is likely to come up in assessments in which graph interpretation is firstly required before answering the question.

The resource is an excellent lesson firstly introducing keywords critical to this lesson and how antibiotics work and lastly covers the benefits and challenges around the use of antibiotics in today’s setting. An exam question also accompanies this lesson as homework for exam practice.

Students explore the discovering of the atom by completing a literacy activity and extend themselves further by making comparisons of the Plum Pudding Models and the Atomic Model of the atom.

This lesson firstly introduces students to the various types of nutrients in food and then students are able to complete a research task on the molecules and atoms of nutrients, their monomers and functions. Students then move on to understanding in a little more detail the intricacies of food labels in order to explore how scientists are able to determine the information on these labels. The lessons finally ends with exploring the food tests for starch, simple sugars, lipids and proteins. As an assessment of progress in the lesson, students get to use results collected to determine the nutrient in the food sample.

This lesson may be taught over two hours and include the following: a starter which allows students to discuss their existing knowledge about earthquakes and seismic waves. the operation of a seismometer a research task which further analyses the types of seismic waves followed by a Venn diagram task to compare seismic waves. a video further summarising what seismic waves teach us about the structure of layers of earth students then summarise their learning in the form of a mock BBC Science report. Homework further consolidates their understanding of the operation of a seismometer, interpreting seismographs and what seismic waves teach us about the structure of layers of earth

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.