This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at Stem cells in animals. This lesson looks at what they are, where they come from and evaluating their use in medicine. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at Stem cells in plants. This lesson looks at what they are, where they come from and evaluating their use. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at the Cell Cycle and its different stages. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at Mitosis and its different stages. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Chemistry and AQA Combined Science: Trilogy course introducing students to what we mean by Relative Atomic Mass (RAM) and how to calculate the RAM for different elements. This lesson also includes practice questions which challenge students to calculate the RAM for different elements, as well as interleaving other core topic areas that will have been covered. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Chemistry and AQA Combined Science: Trilogy course. This lesson focuses on demonstrating and guiding students through the separation techniques of filtering and distillation and explaining how they work. *This specific lesson, is designed with the idea that each of these techniques will take time to demonstrate and explain to the class as the teacher demonstrates each practically. * When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. The questions will appear one-by-one when presenting to allow for use with MWBs. The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Chemistry and AQA Combined Science: Trilogy course guiding students through the story of how the development of the model of the atom changed over time and advanced with better scientific knolwedge. *This lesson also includes a completed example of a story board for teachers to use with their class (ignore the terrible drawings). It can be differentiated / scaffolded for students by pre-populating the text in the boxes if needed… hence including the completed example. * When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Chemistry and AQA Combined Science: Trilogy course introducing students the definition of an Isotope and their difference to elements on periodic table. As a result, this lesson also aims to demonstrate and provide students with further practice of calculating the number of protons, neutrons and electrons for both elements and isotopes. this lesson additionally includes a worksheet to give students the opportunity to draw the electron configurations for the first 20 elements (as per the spec point) When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Chemistry and AQA Combined Science: Trilogy course introducing students the the size and structure of an atom; including what they are made of and how to calculate the number of protons, neutrons and electrons in an atom. A periodic table has been included for students to use in the lesson. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Chemistry and AQA Combined Science: Trilogy course (as well as the AQA GCSE Physics) as it is a lesson to recall and recap the different states of matter from KS3 science; as well as reinforce students understanding of their movement, energy and properties. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Chemistry and AQA Combined Science: Trilogy course walking students through what we mean by compounds, mixtures and formulations and their different properties. *This lesson also includes a career focused element to get students thinking about different industries; for this lesson being a chemical engineer. * When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Chemistry and AQA Combined Science: Trilogy course (as well as the AQA GCSE Physics). This lesson recalls and reinforces the changes of state from KS3 science; as well as introducing students to evaluating models for the states of matter. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Physics and AQA Combined Science: Trilogy course looking at the topic of potential difference, and how to calculate the potential difference within a circuit. Calculation questions are modelled using an “I Do, We Do and You Do” approach, with further practice for students on a separate worksheet (answers also provided). This lesson also suggests a basic practical at the end where students quite simply practice putting a voltmeter and ammeter in the correct places within a circuit. This is also an opportunity to show students how to use multimeters correctly and which dial settings to use etc. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Physics and AQA Combined Science: Trilogy course looking at the topic of current and charge within circuits, and how to calculate the current and charge. This lesson also suggests the practical elements of using a Van Der Graaf generator and electrostatic rods and/or balloons for students to attempt bending water or sticking the balloon to the wall. Calculation questions are modelled using an “I Do, We Do and You Do” approach, with further practice for students on a separate worksheet (answers also provided). When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at surface area to volume ratio (SA:V) using examples in a I Do, We Do and You Do modelling approach. This lesson walks through students on how to calculate the area and volume of an object first; before going onto look at the surface area to volume ratio (including an exam question example for students to attempt). *Some students may need to use calculators. * When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at magnification and how to calculate the magnification and/or length of a cell. It also aims to cover an introduction to Prefixes and Standard Form, as these are also asked of students in both Higher Tier and Foundation Tier exams (as show in the Independent Practice question section of this lesson). The “More Magnification Calculations” are for students to have more practice in using the magnification calculation. I would recommend printing the first page out to be used as a handout to students. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at the function and adaptations of specialised cells in animals (sperm cell, muscle cell and nerve cell) and plants (root hair cell, xylem and phloem). When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at microscopes required practical. This lesson is a practical lesson which needs: microscopes, glass slides, cover slips, transparent rulers, onion cells (and lamps depending on your school microscopes). This lesson includes a video of how to complete the practical in full and an example exam question directly relating to this practical. It also breaks the practical down into its main two sections - the focusing and biological drawings first, before then moving on to calculating the mean length of an onion cell. When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.

This lesson is suitable for the AQA GCSE Biology and AQA Combined Science: Trilogy course looking at diffusion and factors that affect the rate of diffusion of substances in and out of cells. *This lesson also includes a practical idea to show the rate of diffusion with different tea bags (Tetley, Yorkshire Tea and PG Tips) - which can be used to demonstrate temperature or surface area. * When using this resource, I would suggest that: Students answer the ‘Knowledge Checks’ questions on Mini White Boards and without their notes – this is to act as a retrieval practice task and assess whether students are ready to move onto and learn the content of the lesson. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The re-teach slide is positioned within each lesson to allow the teacher to immediately re-address any misconceptions or re-teach any sections that students are not able to recall from the ‘Knowledge Check’ questions. Students answer the ‘Check for Understanding’ questions on Mini White Boards and without any notes or their exercise books open. *The questions will appear one-by-one when presenting to allow for use with MWBs. * The ‘Independent Practice’ questions are completed in student exercise books - with the students working silently and independently. Answers to practice questions are included within the presentation and are revealed one at a time to help students self/peer mark their answers.