A presentation suitable for KS4 looking at scientific theories. Presentation includes multi-choice questions to engage students and get them thinking about the subject throughout the presentation. Learning Objective(s): Explore the difference between hypotheses and theories. Main Skills: Interpret written text and diagrams. Duration: Approximately 30 mins 23 slides covering: • From Hypothesis to Theory • Development of Scientific Theories • Example 1: Cold Fusion • Example 2: The Expanding Universe

This resource can be use in conjunction with the scientific methods booklet or as a stand alone lesson. In this lesson students look at method writing and ultimately have the chance to produce a method for their investigation.

A presentation suitable for KS4 looking at evaluation of scientific explanations. Presentation includes multi-choice questions to engage students and get them thinking about the subject throughout the presentation. Learning Objective(s): Explore how to evaluate scientific explanations. Main Skills: Interpret written text, diagrams, charts and graphs, make decisions and predict outcomes. Duration: Approximately 45 mins 40 slides covering: • Evaluation Methods • Using Empirical Evidence • Using Logical Reasoning • Using Experimental Testing • Observational Testing • Examining All Sides of Evidence

A presentation suitable for KS4 looking at the analysis of scientific explanations. Presentation includes multi-choice questions to engage students and get them thinking about the subject throughout the presentation. Learning Objective(s): Explore how to analyse scientific explanations to identify the key factors. Main Skills: Interpret written text, make decisions and predict outcomes. Duration: Approximately 45 mins 41 slides covering: • Scientific Explanations • Analysis • Analytical Methods • Empirical Evidence • Logical Reasoning • Experimental Testing • Observational Testing • Examining All Sides of Evidence

A presentation suitable for KS4 looking at planning investigations. Presentation includes multi-choice questions to engage students and get them thinking about the subject throughout the presentation. Learning Objective(s): Explore investigative procedures to enable you to plan your own investigations. Main Skills: Interpret written text, make decisions and predict outcomes. Duration: Approximately 45 mins 34 slides covering: • Asking Questions • Preparing for Investigations • Variables • Preparing Equipment • Equipment - Scientific Glassware • Equipment - Electronic Balances • Equipment - Consumable Chemicals • Equipment - Technological (Calculators, Probes and Computers)

A presentation suitable for KS4 looking at planning descriptive investigations. Presentation includes multi-choice questions to engage students and get them thinking about the subject throughout the presentation. Learning Objective(s): Find out how to plan descriptive investigations. Main Skills: Interpret written text, make decisions and predict outcomes. Duration: Approximately 45 mins 30 slides covering: • Investigations • Descriptive Investigations • Planning • Habitat Investigation • Equipment • Using a Journal • Collecting Data • Writing a Report

Set of 88 flashcards covering scientific methodology/general practical skills. Suitable for all exam boards. Covers topics such as: Different types of variable Accuracy / precision / repeatability etc Uncertainty Range / standard deviation Choice of statistical test Choice of graph Basic practical skills such as scientific drawing rules, eye piece graticule calibration etc There is some ambiguity when it comes to mark schemes on questions such as accuracy/precision - with different exam boards sometimes having slightly different answers. I have tried to include the most appropriate answer on the flashcards. This download is the same as the Module 1 OCR A-level Biology flashcards.

This lesson is lesson 6 in the Year 8 “Working as a Scientist 2” topic. This lesson focuses on how we communicate science to different audiences, and how we can tailor our writing and presentation of information to suit them. This lesson is designed to be a “click and teach” lesson with minimal planning needed from the teacher, which is great for non-specialist teachers. Lesson resources contain: Lesson powerpoint containing class activities and instructions, teacher delivery notes in “notes” section, discussion slides and full answers. PDF copies of different types of scientific communication (A childrens science book, newspaper article and scientific journal article) all about melting ice caps. PDF copy of a simple scientific journal article for students to adapt about the effects of temperature on seed germination (Students should have already looked at germination in Year 7) NOTE: All example pieces of scientific writing are all tailor made for this lesson and are of the correct reading age for Year 8 students. Lesson Outcomes: Describe the key features of effective scientific communication Describe how to adapt communication for different audiences

Mid year exam (13-14) for photosynthesis, cells, interpreting graphs, analysing data, identifying variables drawing a graph. Multiple choice included

This document is a complete year 1- 6 guide to scientific inquiry and the lessons that can be taught in line with each national curriculum topic. This is a useful tool to help teachers to understand scientific inquiry and plan accordingly. The investigation ideas are all set out in the document with a variety of ways to record their findings…

A MASSIVE and immersive quiz with 6 classic game show rounds with 60+ questions on How Science Works, The Scientific Method and Mathematical Skill! Set it as homework before the exams, as an independent task or play with your learners! Great for an end of year quiz! This project has been an incredibly labour of love which has taken many, many hours to complete. I know you and your learners will enjoy the challenges! Rounds include: • Pointless. The aim of the game is to score the lowest number of points, so learners should try to answer for the most obscure question. • Jeopardy. The aim of the game is to score the highest number of points, so learners should try to answer for the questions worth more points. If a team gives a wrong answer, award them 0 points for this game. • Family fortunes. The aim of the game is to score the highest number of points, so learners should try to give the most obvious answer. If a team gives a wrong answer, a life is lost. The game keeps going until either all answers are given or all 3 lives are lost. • Catchphrase. Say what you see! . The aim of the game is to be the fastest team to correctly identify the catch phrases. • Countdown. The aim of the game is to be the fastest team to correctly identify the countdown conundrums. • Blockbusters. The aim of the game is to answer questions correctly to change a hexagon to their team colour (red or blue). Teams must connect the hexagons from the left-hand side of the grid to the right-hand side of the grid. Teams can only choose a hexagon which is touching a coloured hexagon. It’s a game of strategy as team can cut through each other’s paths and stop the other team from being able to make it to the other side. • Tie Breaker Question. If you have teams with the same number of points, there are a selection of tie breaker questions to use to determine the final positions of the teams. Only works in PowerPoint This resource includes: • PowerPoints with questions and answers • Team answer sheet • Instructions on how to play each game and how to work each PowerPoint slide • Theme music and special effects Any issues or errors please let me know and I’ll rectify ASAP. I don’t own any images or audio in this quiz. Thank you to those who provided templates for the games.

In this document, you will find potential questions and answers for the Scientific Article for question 8 for Biology IAL (International Advanced Level) WBI15/01. This document consists of o Article Summary (237 words) and a more concise version of 54 words. Summary for each of the 3 subsections o Five (5) Key Takeaways for the entire article (these are the things you should know and understand from this article before the exam). o Key Take aways for each of the 3 subsections and for each paragraph o Vocabulary and Definitions of unknown words for each paragraph o Mind Map for the article o Paragraph Topics and IAL A Level Chapter Mapping o Full exam-style test paper based on the entire article o 409 potential questions each with its answer ➢ The questions are based on the scientific article ➢ 80% of them are linked to the syllabus, thus this document can be used for revision as well ➢ Includes definitions The article is available at the end of this booklet.

A3 or A4 Printable Knowledge Organiser To Help High School Students (Year 7, 8, 9, 10, 11) With Thier Working Scientifically Keywords And Descriptions. This Resourse Is Based On AQA Science Definitions And UK Science Specifications. Print This Knowledge Organiser Double Sized - Preferable On A3 And Allow Your Students/ Pupils/ Tutees To Use This As A Self Study Tool And As A Quick Quiz. (I Have Also Used This In My Classes By Allowing Weaker Students To Keep This On Their Desks As A Prompt For Their Work And Targetted Questions).

2 worksheet versions, one includes drawing the scientific diagrams for each piece of equipment while the other is just naming and describing functions. Answers included.

This five part resource explores social science methodologies and their application in social science research: 1. What is social science research? 2. What makes good research? 3. Case study. The family: Continuity and change 4. Doing research ethically 5. Questions, references and further reading

Presentation covering most of the main ideas behind planning and analysing practical science. Includes some activities to help students understand why we use control variables to ensure valid results. I'd suggest this is either broken up to cover multiple lessons, or just segments used as and when they are needed to suplemment the lesson.

In order to promote pedagogically informed use of technology, educators need to develop an active, inquisitive, design-oriented mindset. Design Patterns have been demonstrated as powerful mediators of theory-praxis conversations yet widespread adoption by the practitioner community remains a challenge. Over several years, the authors and their colleagues have facilitated many workshops in which participants shared experiences, captured these as design narratives, extracting design patterns, and applied them to novel teaching challenges represented as design scenarios.