Was just about to set about making something exactly like this, this morning! Thought i would check before i started glad i did! Great resource thank you for sharing saved me a lot of time. I can now start on my Science planning and Notebooks instead! :-)
picture vocabulary cards
supporting year 6 keeping healthy science language. Part of a large scheme - see the read me file for more details.
Picture of the stimulus display included. Science display with vocab and title, ready to print. The figure in the middle was found on google and then made bigger on photocopier.
This display was made with a lot of help from communication4all.co.uk
Hope it's useful xx :)
A set of colourful posters with the different types of punctuation. You could arrange as the VCOP pyramid, have them as flashcards or just as a permanent fixture to remind children what punctuation is needed where! You can edit the text to suit the needs of your learners, add examples to it as well perhaps. Hope it’s useful :) xx
I made these for my class to practice their tables. They really work and they children had fun matching the question to the answer. You can type over the boxes with other questions (division maybe) Hope they're useful. xx :)
Lots of colourful posters to inspire and motivate children. I have them all over my class and they’re popular with everyone. Amongst these are a birthday chart, motivational messages and class rules that I’ve made up. I hope you like them & find a use for them!
**UPDATED August 2016** Thank you for all the positive comments and ratings.
This resource includes a 53 slide PowerPoint presentation, three activity worksheets, a mind map, and a quiz . I used them to teach the unit on sound with my Year 7 and Year 8 classes. Appropriate in KS3 or KS4.
By the end of these lessons, pupils will know:
1. that sound is made by objects that vibrate
2. that the frequency of vibration of the source is measured in Hertz (Hz)
3. how sound is made in different musical instruments
4. that a vibrating source causes the layers of air around it to move
5. that sound travels by compressing and expanding the surroundings
6. that sound travels as a longitudinal wave
7. that sound travels best through solids and worst through gases because of the arrangement of the particles
8. the relative speed of sound in different mediums
9. that sound waves cannot travel through a vacuum because there are no molecules
10. that sound waves detected by the ear cause the ear drum to vibrate
11. the structure of the ear
12. how sound is transmitted through the ear to the brain
13. that different people have different ranges of hearing
14. that the average human range of hearing is 20 to 20,000 Hz
15. that loudness is measured in decibels (dB's)
16. that 0 dB is the threshold of hearing and 130 dB's is the threshold of pain whilst 140 dB's causes damage
17. that loud sounds can have permanent and temporary effect on the ear
18. that some common causes of ear damage
19. that noise is unwanted sound
20. that a loud sound is produced by a large vibration and vice versa
21. that a high pitched sound is produced by a very frequent (quick) vibration and vice versa
22. that an microphone can change sound to electricity and that this can then be displayed on an oscilloscope
23. that the wave displayed on an oscilloscope is a transverse wave
24. how to identify the amplitude, the wavelength and the frequency of a wave
25. recognise the link between the loudness of the sound and the amplitude of the wave
26. recognise the link between the pitch of the sound and the frequency/wavelength of the wave
Hope you find these resources helpful. Please rate and comment.
In this Science lesson, children consider which foods are best for growth and muscle reparation (proteins) and which foods are best for giving us energy (carbohydrates). One of the activities asks children to sort different foods into a table, deciding whether they are best for growth or activity. They then create a diet for an athlete and a diet for a child using what they have learnt. They should be able to explain why they have chosen the foods they have as well as explaining the differences between the two diets.
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