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Photosynthesis consolidation or revision activity  - Foundation

Photosynthesis consolidation or revision activity - Foundation

A very good revision or consolidation activity, suitable for level 1 - 5 students. This can be used as a pair or an independent activity. This is a very engaging activity, usually lasting up to 30 minutes. Ideally the end product should be peer assessed. Highly suited to SOLO taxonomy. Some ideas on how to use the resource: 1. Students work in groups of 2 and make as many sentences as they can using the words in the grid. The scores are then totalled for each sentence. For example: “ Photosynthesis produces oxygen and glucose” each of these words carries a 5 point score, totalling 15 points for that sentence. 2. Students are given a set of dice, student A roles and for example, should they role a 6 and 3 those are the co-ordinates for word 1. Student B then roles a set of co-ordinates and together they need to formulate a sentence to show how these words are linked. 3. Students are placed in groups of 2. Student A makes a simple sentence using only 2 of the grid words, for example: photosynthesis produces oxygen. Student B then has to add a third word to the sentence: photosynthesis produces oxygen and glucose. Student A then tries to add another word and so on until one is unable to complete the sentence, the total point score for that sentence will then go to the last student to add a word.
heelis
AQA new specification-How plants use glucose-B8.3

AQA new specification-How plants use glucose-B8.3

How plants use glucose lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video's, practice questions, peer assessment worksheet and mini review. *Top paper friendly tip: the information in the 'How to use glucose' worksheet can also be found in the textbook therefore isn't required to be printed.* NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.1.3 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 128-129 Students are required to know the following; The glucose produced in photosynthesis may be: •• used for respiration •• converted into insoluble starch for storage •• used to produce fat or oil for storage •• used to produce cellulose, which strengthens the cell wall •• used to produce amino acids for protein synthesis. To produce proteins, plants also use nitrate ions that are absorbed from the soil. AT 8-Tests to identify starch, glucose and proteins using simple qualitative reagents
Paperfriendlyresources
GCSE Biology Xmas QUIZ

GCSE Biology Xmas QUIZ

This lesson presentation (34 slides) and associated worksheets consists of a series of 6 fun quiz rounds which will engage your students at the end of this long term whilst subtly testing their GCSE Biology knowledge. A range of knowledge from across the GCSE specification is tested in rounds such as "The 12 days of Biology Xmas", "Crack the Advent Calendar Code" and "Which Scientist is Santa".
GJHeducation
New AQA 2016 Biology Chapter 8-10 Recall Quick quizzes

New AQA 2016 Biology Chapter 8-10 Recall Quick quizzes

New AQA 2016 Biology quick recall quizzes for chapters 8-10 of biology. I create these to use with my foundation year 11 group to ensure they have all the keywords required whilst revising the key points from the topic and as a quick assessment at the end of a topic. These are foundation only but can easily be adapted to higher/more able pupils.
danniw12345
9 Christmas songs for starter activities for physics, biology and Chemistry

9 Christmas songs for starter activities for physics, biology and Chemistry

3 for each science. Songs that I have used for starter activities so the students to then either write their own Christmas song (KS3) or to write quiz questions on the topic (with a Christmas theme) to test their fellow students at the end of the lesson. Each song has 2 activities where the students have to sing the missing words (if they don't want to sing the whole thing) and each song has some check questions. objective: subject knowledge differentiation: all songs differentiated to at least 2 levels of difficulty; physics calculation questions come with 2 levels of hint there is a recording of each song embedded in the slides - please excuse my singing and feel free to delete this part
LawrenceL
NEW AQA GCSE Trilogy (2016) Biology – The importance of communities

NEW AQA GCSE Trilogy (2016) Biology – The importance of communities

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Ecology' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first task involves pupils discussing the definitions for a set of ecological terms, pupils can write their ideas down in their books and then watching a video to fill in any blanks they were unsure of. Once this has been completed pupils can self-assess their answers using the mark scheme provided. The next task is for pupils to think > pair> share about how animals are interdependent upon each other, they can write down their ideas as a brain storm in their books. Once this has been completed, pupils can self-assess their work using the answers provided. Pupils will then be given some information on stable communities, they will need to read this information in pairs and then try and answer a set of questions. They can then self-assess their work, correcting anything they didn’t get correct using the answers provided. Pupils will now be introduced to the difference between abiotic and biotic factors, the first task is for pupils to watch a video and sort the factors demonstrated in the video into two columns – abiotic vs. biotic. They will then be given a set of descriptions, pupils will firstly need to identify which factor is for a list provided and the second task is for pupils to identify whether this factor is biotic or abiotic. Pupils can complete this on the worksheet provided, once completed students can either self-assess or peer-assess their work, making any corrections if necessary. The plenary task is for pupils to choose two organisms from the pictures on the PowerPoint slide, they will need to describe the difference in habitats between the organisms and compare the abiotic and biotic factors which affect their survival. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
SWiftScience
NEW AQA GCSE Trilogy (2016) Biology – New systems of classification

NEW AQA GCSE Trilogy (2016) Biology – New systems of classification

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Ecology' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to evolutionary trees, pupils will be shown how to interpret evolutionary trees and understand the common ancestry between species of organisms. Pupils will then be shown the difference between convergent and divergent evolution. The next part of the lesson will focus on the work of Woese et al, pupils will watch a video and try to answer questions about Woese and his work, this can be assessed using the answers which can be revealed once the video has been watched. Pupils can then watch a second video, using this video they will then try to complete profile cards for three domains as proposed by Woese – archaea, bacteria and eukaryotes. Pupils can again check their work against the answers provided in the PowerPoint slide. Pupils will then be given some information on Woese and his work, students will need to use this information along with what they have learnt so far in the lesson to complete a newspaper article on his work and infamous discovery. The next part of the lesson looks again at evolutionary trees, pupils are shown how to use an evolutionary tree to compare the relationships between organisms. Pupils will then need to complete an exam-style question on evolutionary trees, which can be self-assessed using the mark scheme provided. The plenary task is for pupils to come up with questions for a set of answers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
SWiftScience
Cells and Living Things Assessments

Cells and Living Things Assessments

Here is a cosmetic exam and 2 quizzes that addresses major objectives and concepts of cells. This 21 page summative assessment puts everything together for students who have just finished a unit on cells. I have also included a graphic organizer to compare prokaryotic and eukarotic cells as well. The test addresses the following areas: - difference between living and nonliving things - semipermeable membrane - the sequence of increasing or decreasing levels of organization of the human body - the cell theory - Hooke and Leeuwenhoek - four common structures found in all cells - prokaryotic vs. eukaryotic cells - functions and structure of microscopes - cell organelles - difference between plant and animal cells - procedure for making a wet-mounted slide
Taylaj42
Cells and Cell Functions Unit of work

Cells and Cell Functions Unit of work

21 files for the teaching of Cells and Cell Functions. Suitable for upper key stage 2 / key stage 3 although all files are readily adaptable to suit different ability groupings. Files include: 1. A 47 slide powerpoint including animal and plant cell structure and function of the organelles, tissues and organ systems and specialised animal and plant cells. Arranged in sections for easy planning of lessons. 2. Differentiated worksheets on the structure and functions of generic animal and plant cells. Includes adaptable homework / assessment task. 3. Human fertilisation and gamete comparison worksheets. 4. Organ system research project outline 5. Specialist animal and plant cells, relating structure to function. Various tasks available, differentiated to suit the ability of the class. 6. Looking at animal and plant cells under the microscope.
dmcockerill