Set of four differentiated worksheets for use in an introductory lesson on the process of diffusion. Great to use after pupils have observed the diffusion of a potassium permanganate crystal in water in a petri dish for themselves.
Lower level Blooms questioning is included.
Keywords: Diffusion
Enable your students to calculate Standard Deviation with this scaffolded worksheet and associated graph activity plus brief PowerPoint explaining how to calculate this descriptive statistic.
This is a Brainstorm detailing the key points of the AQA Biology 8461 syllabus. I have used it as part of a group brainstorming activity, as follows:
Group pupils into teams with 4/5 members and ask them to work together to create a brainstorm on metabolism. To support them give them a copy of the ‘cue sheet’.
To ensure that all members have a role to play and take responsibility for it, also give the groups a ‘group task sheet’. They have to sign their name against the role that they are going to take responsibility for. This ensures that everyone is taking part.
Give them a set time to work on the task and then swap the brainstorms between groups and ask them to peer assess them eg write targets for improvement on post-it notes.
Give them a set period of time to meet the targets.
Then give them a printed copy of the already completed metabolism brainstorm. Ask them to make additions to their own and to highlight anything that they have got which is not on the prepared brainstorm
Keywords: metabolism, enzyme, metabolic pathways, anabolic, catabolic, respiration, mitochondria
A cell biology word search which is great way to introduce key words for the topic. Can be used as a starter, plenary, or extension task.
Keywords: Eukaryotic cell, prokaryotic cell, animal cell, plant cell, chloroplast, nucleus, vacuole, cell wall, mitochondria, ribosome
Created for the Forest School’s Leadership Qualification (Level 3). Specifically for Unit 5:
2 – Be able to assess the impact of Forest School on participants.
2.1 – Observe 3 individuals and assess the impact of Forest School on their behaviour and learning
References
British Association of Early Childhood Education (BAECE) (2012) Early Years Foundation Stage. Development Matters. London: Early Education.
Goleman, D. (1995). Emotional intelligence. Bantam Books, Inc.
Laevers, F. (1994) The Leuven Involvement Scale for Young Children. Experiential Education Series, No 1. Leuven: Centre for Experiential Education.
Laevers, F. (Ed.) (2008). Well-being and Involvement in Care Settings. A Process-oriented Self-evaluation Instrument (SiCs). Brussel: Kind & Gezin.
VanDellen, M. R. (2008). Social, personal and environmental influences on self-control. [Online] Available at: https://dukespace.lib.duke.edu/dspace/bitstream/handle/10161/612/D_VanDellen_Michelle_a_200805.pdf?sequence=1&isAllowed=y (last accessed 05.01.2020).
I designed this crossword as a settler/starter task for a KS3 class (year 8 ) who were doing their third lesson on magnetism.
Keywords: poles, induced, fieldlines, plotting compass, alloy
Differentiated cell transport revision wordsearch. Students need to solve crossword clues to identify the words.
Words: Active transport, diffusion, osmosis, exchange surface, concentration gradient, surface area, respiration, water, transport, passive
Suitable for AQA GCSE Biology
This differentiated homework task sheet enables students to take ownership for their own learning. The resource has been created using PowerPoint, this means that text boxes can be inserted onto the challenge levels to describe the tasks. I suggest two or three choices of task per challenge level.
The challenge levels are indicated by spiciness, the spicier the task, the more challenging it is.
Keywords: whole school, homework, task sheet, worksheet, class template, chili, differentiated
A worksheet which explains how Fick's Law is calculated and uses alveoli as an example, illustrating how rate of diffusion would change if surface area and/or exchange surface thickness is changed.
Includes extension question with answer
A simple Venn diagram template to print out and give to pupils for use as a starter, plenary or even extension task.
Keywords: Cell Biology, Venn diagram, Eukaryotic, Prokaryotic
Designed for a KS3 class investigating enzymes and their role in the human digestive system. Enzymes include amylase, lipase and protease (example pepsin)
Resource includes a sheet of blank tables for pupils to complete as well as a competed table
Perfect as a settler task and a great way to learn key words, this wordsearch introduces or helps to consolidate key terms from bioenergetics (AQA 4.2.1, 4.2.2, 4.2.3).
Keywords: Mitochondria, heart rate, breathing rate, anaerobic, oxygen debt, lactic acid, glucose, respiration, cells
Whilst I do not claim that these are of the quality you would purchase from a science shop, they are certainly good enough for use in class. Obviously quality is also dependent upon your printer and please only print on printable OHP acetate film . If you use the incorrect type it can melt inside your printer and wreck it.
Method
Print out on printable transparency acetate film
24 micrometers per A4 sheet
Cut out and use directly (no need to put on a slide)
Each interval is 500um
A Guess Who game designed for pupils revising Organic Chemistry functional groups. Inspired by the childhood game 'Guess Who?' and played in a similar way.
Print out pages two copies of page 1 and print on the reverse page 2 so that when folded in half (as in the picture) the title page obscures the view of the functional groups.
Print out two copies of page 3 and cut out the rectangles.
Players face each other.
Each player chooses a functional group and keeps it a secret.
Players take it in turns to guess the identity of the other player's chosen group using clues associated with the different groups.
Players use the white rectangles to cover the functional groups eliminated from the game.
First player to guess the other player's functional group wins!
Keywords: organic chemistry, functional groups, alkanes, alkenes, alcohols, aldehydes, ketones, carboxylic acids, esters, halogenalkanes, game. Guess Who?
The theorist Piaget was the first person to define the term subitising
as the ability to instantly recognise the number of objects in a small
group without needing to count them. This simple game helps children
to learn this key skill. Take the pattern for the number three on a dice,
children can recognise that this represents the value of three even if
they can’t read the number ‘3’. Children can also see numbers within
numbers using dot patters. For example, they can see the numbers
two and one within three.
When we played this game, children took turns to choose a counter
and match it to the number pattern. It proved to be very popular!
“The Assault Cycle” by Breakwell is a model of aggression that was introduced in Breakwell, G. (1997) Coping with Aggressive Behaviour. Leicester, British Psychological Society
According to the model, aggressive behaviour is a cyclical process that progresses through a series of phases. The five phases of the assault cycle, as described by Breakwell, are:
Trigger: The first phase involves the trigger event, which sets the aggressive behavior in motion. The trigger can be internal (such as frustration or anger) or external (such as a perceived threat).
Escalation: The second phase is characterized by an increase in the intensity of the aggressor’s behaviour. The aggressor may become more verbal or physical, and may experience a loss of control.
Crisis: The third phase is a critical point in the cycle, where the aggressor may lose all self-control and act out in a violent manner.
Plateau or Recovery: The fourth phase involves a decrease in the aggressor’s behaviour, as they begin to regain control over their actions.
Post-Crisis Depression: The final phase involves a return to normal behaviour, although the aftermath of the assault may continue to have an impact on both the aggressor and the victim.
The Assault Cycle model can be useful in understanding and managing aggressive behaviour, as it emphasises the importance of identifying triggers and intervening early in the cycle to prevent escalation. By recognizing the warning signs of aggression and taking proactive steps to address the situation, individuals can help to defuse potentially violent situations before they escalate.
We use this PowerPoint to capture and record triggers, signs and strategies for each phase. The first slide shows an entire cycle, this is followed by a slide for each phase with an image of that point on the graph on the left, and titled text boxes to complete on the right.
They are individual to the child and they are stored in an easily accessible shared folder on our SharePoint; this means that it can be completed collaboratively and dynamically. We have found it to be a very useful tool for supporting children who are regularly acting aggressively or who go into crisis, perhaps from overstimulation or in response to a headache. The behaviour may be a trait of a particular neurodivergence such as ASD or pathological demand avoidance.
We use this tool within an early years setting, but it could be applied at any level within education. We have found it to be very useful for identifying triggers so that that strategies can be put in place immediately which are specific to that individual child, so that they do not get to crisis point; or if they do, to ensure that their support is individual and appropriate for them.
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