A cut and stick activity to cover long- and short-sightedness
A diagram of the eye to label
A presentation that covers the pupil reflex and includes a useful flash interactive animation that can be used to illustrate the changes in the lens that occur during accommodation.
A crossword that covers the roles of all parts of the eye.
There is a question for EVERY learning outcome on the specification. It is broken down into C4a, C4b, C4c etc.
They are particularly good for those students that struggle with revision.
I also use these following end of topic tests to fill gaps in knowledge before a resit.
Part 1:
Put 'parts of a leaf follow me cards' around the room and students complete the answer sheet (just putting the number of the cards they visit in order). The good thing is they can start at any number card. They will need access to information (e.g. text books to help them complete this unless you explain the science prior to the activity). The powerpoint has a leaf diagram animation to aid AFL after this activity.
Part 2: Produce a foldable (shown on PPT) to help students to do these LOs:
Define ‘transpiration’ and ‘translocation’.
Describe how the roots, stems and leaves are adapted for transpiration and translocation.
State the factors that affect transpiration and explain the effect they have.
The page numbers given refer to the CGP revision guide but any text book should be sufficient.
A set of questions covering all of the content in the Cell Biology unit.
Also included is a link and password for a Quizlet quiz where all of these questions have been uploaded. This could be used in lessons for more interactive activities.
There is a question for every learning outcome in this unit of the specification. I provide students with these so that they can print them off and write the answers on the back and use for revision.
It took my pretty motivated higher ability students about 3 hours to complete.
A crypotogram to solve then information to put around the room and worksheets to complete. This activity has been written to perfectly match the new specification.
There is a question for EVERY learning outcome on the specification. It is broken down into C1a, C1b, C1c etc.
They are particularly good for those students that struggle with revision.
I also use these following end of topic tests to fill gaps in knowledge before a resit.