Y7 Genes Revision activities 2018 - Based on AQA KS3 Science Programme of Study

Y7 Genes Revision activities 2018 - Based on AQA KS3 Science Programme of Study

Set of four linked resources (all based on the AQA KS3 Science specification) for an engaging revision lesson including: • Loop game activity – Distribute card to the class. One person reads the questions on their card, the pair with the answer read the answer followed by their question and so on until you get back to the starting pair for the final answer (16 cards in the pack). Class can be timed for improvement between start and end of lesson. Sets could be laminated for individual use or could be used as a cut and stick activity. • Broadsheet revision activity – Fill in boxes answering key questions on the topic (mostly similar to questions from loop game) • Crossword – Based on the key terms introduced in previous activities (answers provided) • Wordsearch – Based on the key terms introduced in previous activities (answers provided)
rbusby123
Y7 Ecosystems revision activities 2018 - Based on AQA KS3 Science Programme of Study

Y7 Ecosystems revision activities 2018 - Based on AQA KS3 Science Programme of Study

Set of four linked resources (all based on the AQA KS3 Science specification) for an engaging revision lesson including: • Loop game activity – Distribute card to the class. One person reads the questions on their card, the pair with the answer read the answer followed by their question and so on until you get back to the starting pair for the final answer (16 cards in the pack). Class can be timed for improvement between start and end of lesson. Sets could be laminated for individual use or could be used as a cut and stick activity. • Broadsheet revision activity – Fill in boxes answering key questions on the topic (mostly similar to questions from loop game) • Crossword – Based on the key terms introduced in previous activities (answers provided) • Wordsearch – Based on the key terms introduced in previous activities (answers provided)
rbusby123
Scientific Method Worksheets

Scientific Method Worksheets

You will receive a pdf of the following worksheets: Scientific method matching, designing an experiment, identifying a hypothesis, identifying Independent and dependent variables, identifying the control and experimental groups, and listing the steps of the scientific method (full and half-page). Applicable worksheets have versions with and without word banks **Answer keys included ** I included 6 and 7 step scientific method worksheets to accommodate the two most common versions of the scientific method. Some ways to use these pages: Warm up for your lesson Exit tickets Reinforcement worksheet Quiz Homework pages Interactive notebook Substitute pages
BiologyDomain
Y7 Organisms - Cells Revision activities 2018 - Based on AQA KS3 Science Programme of Study

Y7 Organisms - Cells Revision activities 2018 - Based on AQA KS3 Science Programme of Study

Set of four linked resources (all based on the AQA KS3 Science specification) for an engaging revision lesson including: • Loop game activity – Distribute card to the class. One person reads the questions on their card, the pair with the answer read the answer followed by their question and so on until you get back to the starting pair for the final answer (16 cards in the pack). Class can be timed for improvement between start and end of lesson. Sets could be laminated for individual use or could be used as a cut and stick activity. • Broadsheet revision activity – Fill in boxes answering key questions on the topic (mostly similar to questions from loop game) • Crossword – Based on the key terms introduced in previous activities (answers provided) • Wordsearch – Based on the key terms introduced in previous activities (answers provided)
rbusby123
Y7 Organisms (movement & systems) Revision activities 2018 - Based on AQA KS3 SOW

Y7 Organisms (movement & systems) Revision activities 2018 - Based on AQA KS3 SOW

Set of four linked resources (all based on the AQA KS3 Science specification) for an engaging revision lesson including: • Loop game activity – Distribute card to the class. One person reads the questions on their card, the pair with the answer read the answer followed by their question and so on until you get back to the starting pair for the final answer (16 cards in the pack). Class can be timed for improvement between start and end of lesson. Sets could be laminated for individual use or could be used as a cut and stick activity. • Broadsheet revision activity – Fill in boxes answering key questions on the topic (mostly similar to questions from loop game) • Crossword – Based on the key terms introduced in previous activities (answers provided) • Wordsearch – Based on the key terms introduced in previous activities (answers provided)
rbusby123
NATIVE AUSTRALIAN WILDLIFE ADAPT TO THE ENVIRONMENT OF THE SOUTHERN LOST CITY

NATIVE AUSTRALIAN WILDLIFE ADAPT TO THE ENVIRONMENT OF THE SOUTHERN LOST CITY

The dissected sandstone plateau of the Southern Lost City of Limmen National Park provide a distinctive habitat for a range of native wildlife. This unit has a focus on survival and adaptation to this area. The Limmen National Park was proclaimed in 2012 and research is in its early years. Those with an interest in the natural environment who ventured into the area when it was used as for cattle raising (pastoral leases) made lists of wildlife observed. In the environment within and around the Southern Lost City they began to record that certain native species were increasingly difficult to sight. Coinciding with these observations were the increasing sightings of intruding feral animals such as cane toads, feral cats and feral pigs. Their conclusion was that the feral intruders were having an affect on the survival rates of native wildlife by habitat modification and food resource reduction. Future research into this situation will shed further light on these impacts. Of particular concern were the reductions of 3 species covered in this unit. They have reached the "endangered" list and were heading for extinction within this area. Of particular concern were sightings of feral cats. Though not yet numerous in this park their numbers were likely to increase and their efficient hunting and killing skills would place native bird and small mammal species under threat. The feral cat situation is covered in another unit entitled "The feral cat menace - impact on Australian native wildlife". This unit can stand alone as an introduction to the impact of feral animals on native wildlife. It cat be used to introduce the topic of tha considerable problem caused by the increasing population and spread of feral cats which are regarded as the top predator affecting native Australian wildlife. That unit will also consider programmes carried out by the AWC (Australian Wildlife Conservancy) to conserve and protect native wildlife of Australia and avoid (if possible)adding names to the list of species that have become extinct. The worksheets (colour and black and white) are included so that hard copies can be distributed.
KPolkinghorne
B13.4 DNA and the Genome NEW AQA 1-9 GCSE

B13.4 DNA and the Genome NEW AQA 1-9 GCSE

A ppt that covers the new AQA specification for the topic DNA and the Genome. This includes objectives, choice of starters, video links, diagrams, research task, choice of plenaries, a marking grid, a method to extract kiwi DNA and questions.
sbhatti82
Stand-alone lesson on Scientific Discoveries

Stand-alone lesson on Scientific Discoveries

This is a stand-alone lesson on recent scientific discoveries and research. The lesson is mostly student-led and requires IT access. The task can be adjusted and adapted to fit your needs. I have used this lesson a number of times as a filler lesson or as a cover lesson task for planned absences. For the latter, I introduced the task at the end of the lesson prior to my absence, and then gave students another session after the cover lesson to present their findings. My students have enjoyed the more open inquiry nature of this task. I have included : The power-point presentation setting the task A worksheet that scaffolds the students’ research (word document and pdf) and contains qr codes and links to websites that will act as a starting point for their research. Enjoy :)
LCass
Light Year 8 Topic - 5 full lessons (KS3 8J)

Light Year 8 Topic - 5 full lessons (KS3 8J)

This bundle is sufficient to teach Year 8 students the Key Stage 3 National Curriculum required learning on Light. The bundle includes five full lesson PowerPoints (containing equipment lists for suggested practicals) plus associated resources. Suggested teaching order: Reflection & Light on the Move, Refraction (practical), Uses & Effects of Refraction, Cameras, Eyes & the Spectrum of Light, Colour & Filters.
OnSpecScience
Neuron to a Winner!

Neuron to a Winner!

An A-level Psychology + Biology revision game. This slide show contains instructions for putting together and setting up this end-of-topic revision game for Psychology and Biology courses teaching about neuronal and synaptic transmission. This can be played with as few as 2 students or as many as 20 in one game (10 per team). The materials (listed in detail but not possible to contain in this electronic resource) can be put together for around £20-25 from high street stores or online purchases. After initial preparation time of approximately 30 minutes, the resources can be set up in about 5 minutes for recurring use. All instructions are included in the slides, only the first 2 slides should be displayed to students.
rokwilsontes
Bioenergetics Bundle

Bioenergetics Bundle

A sequence of lessons on bioenergetics (made for the AQA GCSE scheme of work). This includes a sheet with all requisitions for all of the lessons any my own risk assessment.
PrideScience
IGCSE Biology 9-1 - 2j Coordination and Response - Humans

IGCSE Biology 9-1 - 2j Coordination and Response - Humans

New Edexcel IGCSE 9-1 4BI1 syllabus for 2017 first examined in 2019 This is a PowerPoint presentation for the topic - Section 2j Coordination and Response - Humans 2.80 understand how organisms are able to respond to changes in their environment 2.81 understand that homeostasis is the maintenance of a constant internal environment, and that body water content and body temperature are both examples of homeostasis 2.82 understand that a co-ordinated response requires a stimulus, a receptor and an effector 2.86 describe how nervous and hormonal communication control responses and understand the differences between the two systems 2.87 understand that the central nervous system consists of the brain and spinal cord and is linked to sense organs by nerves 2.88 understand that stimulation of receptors in the sense organs sends electrical impulses along nerves into and out of the central nervous system, resulting in rapid responses 2.89 understand the role of neurotransmitters at synapses 2.90 describe the structure and functioning of a simple reflex arc illustrated by the withdrawal of a finger from a hot object 2.91 describe the structure and function of the eye as a receptor 2.92 understand the function of the eye in focusing on near and distant objects, and in responding to changes in light intensity 2.93 describe the role of the skin in temperature regulation, with reference to sweating, vasoconstriction and vasodilation 2.94 understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen 2.95B understand the sources, roles and effects of the following hormones: ADH, FSH and LH The file is fully editable, has plenty of original diagrams and animations along with true false concept check questions at the end of the presentation and an exam style question. More resources available from www.mrexham.com
mrexham
IGCSE Biology 9-1 - 2j Coordination and Response - Flowering Plants

IGCSE Biology 9-1 - 2j Coordination and Response - Flowering Plants

New Edexcel IGCSE 9-1 4BI1 syllabus for 2017 first examined in 2019 This is a PowerPoint presentation for the topic - Section 2j Flowering Plants 2.83 understand that plants respond to stimuli 2.84 describe the geotropic and phototropic responses of roots and stems 2.85 understand the role of auxin in the phototropic response of stems The file is fully editable, has plenty of original diagrams and animations along with true false concept check questions at the end of the presentation and an exam style question. More resources available from www.mrexham.com
mrexham
IGCSE Biology 9-1 - 2i Excretion - Humans

IGCSE Biology 9-1 - 2i Excretion - Humans

New Edexcel IGCSE 9-1 4BI1 syllabus for 2017 first examined in 2019 This is a PowerPoint presentation for the topic - Section 2i Excretion - Humans 2.71 Know the excretory products of the lungs, kidneys and skin (organs of excretion). 2.72B Understand how the kidney carries out its roles of excretion and osmoregulation. 2.73B Describe the structure of the urinary system, including the kidneys, ureters, bladder and urethra. 2.74B Describe the structure of a nephron, including the Bowman’s capsule and glomerulus, convoluted tubules, loop of Henle and collecting duct. 2.75B Describe ultrafiltration in the Bowman’s capsule and the composition of the glomerular filtrate. 2.76B Understand how water is reabsorbed into the blood from the collecting duct. 2.77B Understand why selective reabsorption of glucose occurs at the proximal convoluted tubule. 2.78B Describe the role of ADH in regulating the water content of the blood. 2.79B Understand that urine contains water, urea and ions. The file is fully editable, has plenty of original diagrams and animations along with true false concept check questions at the end of the presentation and an exam style question. More resources available from www.mrexham.com
mrexham
IGCSE Biology 9-1 - 2i Excretion - Flowering Plants

IGCSE Biology 9-1 - 2i Excretion - Flowering Plants

New Edexcel IGCSE 9-1 4BI1 syllabus for 2017 first examined in 2019 This is a PowerPoint presentation for the topic - Section 2i Excretion - Flowering Plants 2.70 Understand the origin of carbon dioxide and oxygen as waste products of metabolism and their loss from the stomata of a leaf. The file is fully editable, has plenty of original diagrams and animations along with true false concept check questions at the end of the presentation and an exam style question. More resources available from www.mrexham.com
mrexham
IGCSE Biology 9-1 - 2h Transport - Flowering Plants

IGCSE Biology 9-1 - 2h Transport - Flowering Plants

New Edexcel IGCSE 9-1 4BI1 syllabus for 2017 first examined in 2019 This is a PowerPoint presentation for the topic - Section 2h Transport - Flowering Plants 2.51 Understand why simple, unicellular organisms can rely on diffusion for movement of substances in and out of the cell. 2.52 Understand the need for a transport system in multicellular organisms. 2.53 Describe the role of phloem in transporting sucrose and amino acids between the leaves and other parts of the plant. 2.54 Describe the role of xylem in transporting water and mineral ions from the roots to other parts of the plant. 2.55B Understand how water is absorbed by root hair cells. 2.56B Understand that transpiration is the evaporation of water from the surface of a plant. 2.57B Understand how the rate of transpiration is affected by changes in humidity, wind speed, temperature and light intensity. 2.58B Practical: investigate the role of environmental factors in determining the rate of transpiration from a leafy shoot. The file is fully editable, has plenty of original diagrams and animations along with true false concept check questions at the end of the presentation and an exam style question. More resources available from www.mrexham.com
mrexham
IGCSE Biology 9-1 - 2h Transport - Humans

IGCSE Biology 9-1 - 2h Transport - Humans

New Edexcel IGCSE 9-1 4BI1 syllabus for 2017 first examined in 2019 This is a PowerPoint presentation for the topic - 2h Transport - Humans 2.59 Describe the composition of the blood: red blood cells, white blood cells, platelets and plasma. 2.60 Understand the role of plasma in the transport of carbon dioxide, digested food, urea, hormones and heat energy. 2.61 Understand how adaptations of red blood cells make them suitable for the transport of oxygen, including shape, the absence of a nucleus and the presence of haemoglobin. 2.62 Understand how the immune system responds to disease using white blood cells, illustrated by phagocytes ingesting pathogens and lymphocytes releasing antibodies specific to the pathogen. 2.63B Understand how vaccination results in the manufacture of memory cells, which enable future antibody production to the pathogen to occur sooner, faster and in greater quantity. 2.64B Understand how platelets are involved in blood clotting, which prevents blood loss and the entry of micro-organisms. 2.65 Describe the structure of the heart and how it functions. 2.66 Explain how the heart rate changes during exercise and under the influence of adrenaline. 2.67 Understand how factors may increase the risk of developing coronary heart disease. 2.68 Understand how the structure of arteries, veins and capillaries relate to their function. 2.69 Understand the general structure of the circulation system, including the blood vessels to and from the heart and lungs, liver and kidneys. The file is fully editable, has plenty of original diagrams and animations along with true false concept check questions at the end of the presentation and an exam style question. More resources available from www.mrexham.com
mrexham
How does electricity flow through small objects: KS3 - What is nano?

How does electricity flow through small objects: KS3 - What is nano?

Scientists at the University of Oxford are trying to understand how electricity behaves when it travels inside tiny, molecular sized components. Students explore some of the reasons why scientists use SI units and become more familiar with the SI units for very small objects, particularly nanometres. Learning outcomes: Students will be able to give reasons why it is useful for scientists to use standard SI/Metric units. Students will recognise that different units are appropriate for different sized objects. Students will be able to perform simple conversions between nm and metres. See more at: www.oxfordsparks.ox.ac.uk/content/how-does-electricity-flow-through-small-objects
OxfordUniversity
Medical Ethics Card Sorts

Medical Ethics Card Sorts

These outstanding resources on medical ethic issues linked to the science curriculum have been bundled together to give to you exceptional value. These card sorts are great for the full range of ability and are designed to help promote debate and discussion of these difficult topics. You can cut them out and put them into an envelope for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the information into their books. Whenever possible, I have linked in videos that are suitable for classroom use that cover both sides of the debate and can be previewed alongside our resources. Everything is supplied in Microsoft Word and can be easily customized to suit your students . For more information, please click on each resource.
Roy_Huggins
Science SMSC Card Sorts

Science SMSC Card Sorts

These outstanding resources on controversial issues linked to the science curriculum have been bundled together to give to you exceptional value. These card sorts are great for the full range of ability and are designed to help promote debate and discussion of these difficult topics. You can cut them out and put them into an envelope for students to sort or you can get them to cut, sort and stick them into their books. Failing that they can create a key or use highlighters and stick the information into their books. Whenever possible, I have linked in videos that are suitable for classroom use that cover both sides of the debate and can be previewed alongside our resources. Everything is supplied in Microsoft Word and can be easily customized to suit your students . For more information, please click on each resource.
Roy_Huggins
How to Read DNA: KS4 - Testing Your DNA

How to Read DNA: KS4 - Testing Your DNA

Since the Human Genome Project was completed in 2003, the technology used for genetic sequencing has progressed rapidly. Researchers at the Oxford Genomics Centre have used it to investigate how cancer appears in our bodies, how malaria is carried by mosquitoes and how diabetes works. Private companies are also using new technology to test individual’s genomes for ‘variants’, specific changes in some bases of the DNA that are associated with different traits such as an increased risk of developing heart disease. In this activity students think about what genetic tests can show, and if they would consider having one. They create media to help people make an informed decision on whether to have a genetic test. Learning Outcomes: Students learn what genetic testing is Students write media that contains a balanced, unbiased view of genetic testing See more at: www.oxfordsparks.ox.ac.uk/content/how-read-dna
OxfordUniversity
How to Read DNA: KS4 - Genetic Counselling

How to Read DNA: KS4 - Genetic Counselling

Some people have inherited faulty genes that increase their risk of developing particular types of cancer. The link between the BRCA1 gene and breast cancer was discovered in the 1990s using early genome sequencing techniques. Fast-forward to the present day and researchers at the Oxford Genomics Centre are working at the cutting edge of disease prevention and treatment using new faster and more efficient methods of sequencing. This activity is suitable for extending the more able and asks students to take the role of a genetic counsellor advising someone who has the faulty BRAC1 gene and therefore an increased risk of developing breast and ovarian cancer. Learning Outcomes: Students learn how a mutation can increase the risk of developing cancer Students interpret information in order to advise a person in the role of a genetic counsellor See more at: www.oxfordsparks.ox.ac.uk/content/how-read-dna
OxfordUniversity
How to Read DNA: KS3 - DNA Discoveries

How to Read DNA: KS3 - DNA Discoveries

Researchers at the Oxford Genomics Centre are able to read DNA and have used this technology to investigate areas such as how cancer appears in our bodies, how malaria is carried by mosquitoes and how diabetes works. Their work would not be possible without that of the many scientists who went before them. In this activity students work in groups to build a timeline of DNA discoveries and find out how our understanding of DNA has progressed from the 1800s to the present day. Learning outcomes: Students learn the function of DNA Students research the work of scientists throughout history Students learn how scientists build on each other’s work See more at: www.oxfordsparks.ox.ac.uk/content/how-read-dna
OxfordUniversity