Revision session for the nitrogen cycle.

Just thought I'd share this. Ppt intro to the lesson. 2 worksheets with instructions and questions differentiated to target grade. I took the image from someone else&'s TES lesson, many thanks to them.

I thought that I’d share this Powerpoint. It’s not all my work as I’ve added some slides from other resources that I’ve come across. The build your own skeleton activity comes from the activate resource on Kerboodle so I’ve not included the worksheet for this. The timers are from a free powerpoint by a company called A6 training and consultancy ltd.

A colourful powerpoint with hyperlinks to excellent BBC animal clips. I hope people find it useful.

Summary on a single slide with parts appearing/disappearing to keep it simple to look at. A few question on a further slide.

This lesson has been written for the OCR 9-1 chemistry specification. The starter asks students to complete a naming changes of state activity (there are 4 slides to choose from for this activity and a pdf handout. Or you could put the slide on the ppt and students can copy the simple triangle illustration and complete it). This requires recalling information from KS3. The lesson then defines melting and boiling points. This is followed by an activity that requires students to identify what state of matter calcium will be at given temperatures. The lesson then poses the question of ‘why is a solid…solid?’ This requires a knowledge of the properties of the three states of matter and students recall this information from KS3. Students then identify the state of matter from information they are given about 4 substances. The teacher then presents information to promote understanding of different m.p. are due to structure and type of bonding. Change of state is then identified as a physical change and compared to chemical change. Students are introduced to the concept that physical change is still important to chemical reactions and introduced to state symbols. The penultimate activity asks students discuss the limitations of particle theory. The plenary is a literacy task asking for a paragraph explaining the difference in m.p. of 2 given substances. This is differentiated by the addition of key terms and a starter sentence. I have included an activity I designed for the AQA version of this lesson. It is differentiated to a choice of 2 levels of difficulty. It challenges students to identify the contents of jars based on their state of matter. They are given the m.p. and b.p.as clues.

I created this quiz for my year 7’s who had completed the Elements, Atoms, Molecules, compounds KS3 unit. It has 15 multiple choice questions on a powerpoint presentation. It includes questions about the meaning of key words and identifying atoms, elements and compounds from particle diagrams. There is 1 question per page and the students have 20 seconds to read the question and choose from 3 answers before the page automatically turns. There is a countdown to every page turn. I created these quizzes as a fun way to reinforce main points covered in the topic so far. I had a particularly lively group and wanted to settle them down quickly at the start of the lesson and found that this worked really well. They sit in silence for the 300 seconds of the 15 question run. I usually then choose names randomly to answer each question. It provides a good opportunity to discuss main points and clarify any misunderstandings. All my groups have embraced the quizzes really well and appear to enjoy them. The questions may be a little too simple for top set groups, but it could confirm their understanding; which is always useful; and of course – boost their confidence!

A revision summary with a few practice questions.

Use the quiz to check knowledge and understanding, reinforce key points and definitions, identify and tackle misconception and as a discussion prompt. This is a multiple-choice quiz on powerpoint. There are 15 questions and the students have 20 seconds to write down the question number and A,B or C before the page turns to the next question. The answers are at the end. This quiz was written for activate Forces 1. The questions are about forces, speed and include some simple calculations with an emphasis on the correct units. I developed these quizzes for a year 7 group I taught after lunch on a Friday. They were a lively group and the quizzes worked really well to settle them down. I wanted to introduce them to multiple choice questions as this is now a component of the GCSE. I didn’t want to hand out a sheet with a list of questions because some students will just tick a box without considering their answer. I always tried to make it a bit fun and chose names at random (lolly pop sticks) to answer the questions at the end. It often lead to a good debate about the correct answer. The quizzes could also be used as a plenary.

This is a multiple-choice quiz on powerpoint. There are 15 questions and the students have 20 seconds to write down the question number and A,B or C before the page turns to the next question. The answers are at the end. This quiz was written for activate Ecosystems 1. The questions are about food chains, plant structure and ecosystems. I developed these quizzes for a year 7 group I taught after lunch on a Friday. They were a lively group and the quizzes worked really well to settle them down. I wanted to introduce them to multiple choice questions as this is now a component of the GCSE. I didn’t want to hand out a sheet with a list of questions because some students will just tick a box without considering their answer. I always tried to make it a bit fun and chose names at random (lolly pop sticks) to answer the questions at the end. It often lead to a good debate about the correct answer. The quizzes could also be used as a plenary.

This lesson consists of a PowerPoint presentation, facts sheets, a code breaker and a printable table. It has been written for Edexcel: 5.12 Describe how the physical barriers and chemical defences of the human body provide protection from pathogens, including: a physical barriers, including mucus, cilia and skin b chemical defence, including lysozymes and hydrochloric acid. With one final slide to briefly cover: Explain how sexually transmitted infections (STIs) are spread and how this spread can be reduced or prevented, including: a Chlamydia (bacteria) b HIV (virus) The lesson consists of a code breaker starter followed by a definition of key terms activity. Delete as many of the clues on the codebreaker as you want to, you can therefore choose how difficult it is. A slide that introduces the idea that everyone is at risk of infection by pathogens and asks how the body defends against such an attack. Students are then given a table to complete with information on fact cards. There are questions to complete the lesson.

This lesson has been written for the AQA 9-1 Trilogy specificiation. Specifically for 4.1.1 Metal Oxides. It provides an introduction to REDOX and is suitable for both foundation and higher tier students. REDOX is introduced as the loss or gain of oxygen only as the idea of OILRIG is introduced at a latter stage in the specification. The lesson requires either a class practical, demonstration or video (lots are available on you tube) of burning magnesium to engage your students and intorduce the idea of oxidation. There are equations to complete and REDOX to identify. It is a simple lesson, but a very important start to a challenging concept.

Mass and Empirical formula for edexcel combined science. A powerpoint for edexcel 9-1 combined science masses and empirical formulae. The ppt begins with bell work questions. It then: • Recaps writing formula (what multipliers and subscripts mean). • Clarifies the meaning of empirical and molecular formulae. • Deducing the numbers of each element in a formula. • Calculating relative formula mass. • Calculating empirical formula from molecular formula. • Molecular formula from empirical formula and mass. There are plenty of examples on the powerpoint rather than separate worksheets, including more challenging questions for differentiation. There are 26 slides.

This is a quiz on ions and ionic and has 15 multiple choice questions. It was written for year 9 double science GCSE students. There is 1 question per page and the students have 20 seconds to read the question and choose from 3 answers before the page automatically turns. There is a countdown to every page turn. I created these quizzes as a fun way to reinforce main points covered in the topic so far. I had a particularly lively group and wanted to settle them down quickly at the start of the lesson and found that this worked really well. They sit in silence for the 300 seconds of the 15 question run. I usually then choose names randomly to answer each question. It provides a good opportunity to discuss main points and clarify any misunderstandings. The questions may be a little too simple for top set groups, but it could confirm their understanding; which is always useful.

This lesson is written for AQA 5.5.1.2 Reaction profiles. It discusses simple reaction profiles, collision theory and activation energy. It is a complete lesson on an animated powerpoint presentation. There are lots of tasks included in the powerpoint and details of 2 quick but excellent demonstrations. There are links to youtube videos if you prefer this to the demonstrations.

These lessons discuss endothermic and exothermic reactions. The first lesson covers AQA trilogy 5.5.1.1 and discusses definitions relating to change in temperature, breaking and making bonds and some examples. There is a practical (based on RSC classic chemical experiments) that asks students to deduce if the reactions are endo or exo to reinforce this concept. I have included a worksheet for this. The second lesson is the AQA required practical. I have included information taken directly from the AQA guidelines from their required practical. But have written a powerpoint to accompany it that includes an animation to assist with the graph task.

I created this quiz for my year 9’s who had completed the first unit of their GCSE. It has 15 multiple choice questions on a powerpoint presentation. This is a quiz on basic atomic structure. There is 1 question per page and the students have 20 seconds to read the question and choose from 3 answers before the page automatically turns. There is a countdown to every page turn. I created these quizzes as a fun way to reinforce main points covered in the topic so far. I had a particularly lively group and wanted to settle them down quickly at the start of the lesson and found that this worked really well. They sit in silence for the 300 seconds of the 15 question run. I usually then choose names randomly to answer each question. It provides a good opportunity to discuss main points and clarify any misunderstandings. The questions may be a little too simple for top set groups, but it could confirm their understanding; which is always useful.

I created this quiz for my year 7’s who had completed the acids, alkali and neutralization unit. It has 15 multiple choice questions on a powerpoint presentation. It includes questions linking pH to weak/strong acids and alkali. There is 1 question per page and the students have 20 seconds to read the question and choose from 3 answers before the page automatically turns. There is a countdown to every page turn. I created these quizzes as a fun way to reinforce main points covered in the topic so far. I had a particularly lively group and wanted to settle them down quickly at the start of the lesson and found that this worked really well. They sit in silence for the 300 seconds of the 15 question run. I usually then choose names randomly to answer each question. It provides a good opportunity to discuss main points and clarify any misunderstandings. All my groups have embraced the quizzes really well and appear to enjoy them. The questions may be a little too simple for top set groups, but it could confirm their understanding; which is always useful; and of course – boost their confidence!

This is a quiz on bonding for year 9s, double science. It has 15 multiple choice questions. There is 1 question per page and the students have 20 seconds to read the question and choose from 3 answers before the page automatically turns. There is a countdown to every page turn. I created these quizzes as a fun way to reinforce main points covered in the topic so far. I had a particularly lively group after lunch and wanted to settle them down quickly at the start of the lesson; and I found that this worked really well. They sit in silence for the 300 seconds of the 15 question run. I usually then choose names randomly to answer each question. It provides a good opportunity to discuss main points and clarify any misunderstandings. The questions may be a little too simple for top set groups, but it could confirm their understanding; which is always useful.

This lesson has been written for AQA 9-1 Trilogy 4.1.2 The reactivity Series. It explains the reactivity series and challenges students to use observation to place given metals into the series. I have included the displacement reaction as a class practical as it is quicker and more interesting than metals and water or dilute acid. Of course, the alkali metals are an amazing demonstration, but I am sure they would have seen this already, if not there are loads of videos available on YouTube. There is a lot in this lesson and you may not complete all the questions, but the last slide can be set as homework. I have included a choice of 2 starters to choose from. I have also included cards with reactivity information on. This enables students to cut them out and arrange them in series for homework or as an alternative activity. It’s not referred to on the PowerPoint, but I thought the option of this activity was important for reinforcing ideas if not understood by observation.

This lesson has been written for the AQA 9-1 specification, both the Trilogy and chemistry specs. The starter asks students to complete a naming changes of state activity (there are 4 slides to choose from for this activity and a pdf handout. Or you could put the slide on the ppt and students can copy the simple triangle illustration and complete it). This requires recalling information from KS3. The lesson then defines melting and boiling points. This is followed by an activity that requires students to identify what state of matter calcium will be at given temperatures. The next activity is differentiated with a choice of 2 levels of difficulty. It challenges students to identify the contents of jars based on their state of matter. They are given the m.p. and b.p. Students are then asked to recall details about the movement, strength of forces of attraction and energy of the three states of matter (from KS3) but this leads onto the idea that energy needs to be transferred for changes of state. The teacher then presents information to promote understanding of different m.p. are due to structure and type of bonding. The penultimate activity is for higher level only and asks students discuss the limitations of particle theory. The plenary is a literacy task asking for a paragraph explaining the difference in m.p. of 2 given substances. This is differentiated by the addition of key terms and a starter sentence.