Covers every topic in P1. These google forms are designed to allow you to either print or mail direct to you students and they can self assess what they know against the required specification. When completed either within the email or in an internet browser (works perfectly on mobile devices) the evaluation from the class is sent directly back to you where a breakdown of the responses is built into the form. (responses - summary of responses). **UPDATE** Google form versions can be accessed through the word document. Each form only takes pupils a few minutes to fill out and are much quicker than traditional Red/amber/green self assessments. Ideally complete after the lesson is taught, at the beginning of any revision period and at the end of a revision session.

Explain how heat is lost from the home or how heat enters the home when we don’t want it to. State ways we can reduce heat transfer in the home. Explain how cavity walls and double glazing reduce heat transfer

Telescopes, orbital telescopes, naked eye, radio telescopes card sort made to give pupils advantages and disadvantages for the Btec assignment criteria.

A few simple questions to test wether your pupils can apply what they have learned about moments.

Be able to describe what happens to particles at a melting point for a substance Be able to draw particle diagrams for boiling and melting Be able to draw number lines for states of a substance.

Be able to use the celsius scale to describe temperatures. (including relating to the MP and BP of water) Be able to convert to the Kelvin scale and define the meaning of Absolute zero. Be able to convert to Fahrenheit and visa versa

To understand that the rate of heat transfer rely on several things;, temperature difference, area of surface and surface type To be able to define U value as the property of a surface to transfer heat. Calculate energy used using U values

To explain radiation using the particle model. To explain in detail how energy is transferred by radiation linking ideas from particle model and energy i.e. kinetic energy of particles. To relate the radiation properties of shiny, matt, dark light surfaces.

To describe materials as insulators or conductors and give examples. To make a prediction with reasons with respect to best insulating material. To describe heating and cooling in terms of heat energy being transferred to or from surroundings.

To describe hot objects getting colder in terms of heat going out of the object To describe hot objects getting colder in terms of heat energy being transferred to surroundings To describe the relationship between energy transferred and increase in temperature

The popular word game: now as a starter in your classroom. Use this as a starter on the whiteboard or as a competition between your classes through the half term. This is my bell task for all sets with a prize at the end of term for the set with the highest total score. Interactive, all pupils want to take part, good as a literacy and numeracy (calculating the scores) starter. Applicable to all subjects not just science. Includes printable tiles (I laminate mine and have sticky magnets on the back so they can work on my magnetic whiteboard). Powerpoint and PDF version included, keynote version on the jump link for OS X users - this works especially well. mrmortonscience

Year 8 physics lesson on the conduction of heat. 2/11 lessons of a complete year 8 heat SOW.

Year 8 physics lesson introduction to temperature. Starter, main & Plenary. 1/11 lessons of a complete year 8 heat SOW.

Year 8 physics lesson on the radiation of heat. Starter, main & Plenary. 4/11 lessons of a complete year 8 heat SOW.

Year 8 physics lesson on the convection of heat. Starter, main & Plenary. 3/11 lessons of a complete year 8 heat SOW.

Pupils are given this guide to writing up practical investigations. They can tick off each section after they think they have answered it, identifying what they need to do for each mark. Includes all common sections of a write up including hypothesis, method, diagram, graph, results table, context, analysis and evaluation. The resultant marks are added up to give a pupil a sub level based upon the number of marks they have achieved. This works very well for independent working as well as peer and self assessment after they have finished. I also find it very useful myself when marking.

Pupils have an investigation written for them and will follow the instructions to produce their version of the experiment. This can be used as an introduction to the practical or after they have carried out the practical themselves. Depending on how you use this it can take from 15 minutes to 45. Also suitable for homework as everything is included. literacy, method, practical, experiment, reflection, graph, conclusion

A card sort activity designed to allow pupils to decide which are advantages and negatives of the different methods of observing space. Used as a started before pupils evidence this themselves in a poster. Starter, challenge, engagement

This worksheet challenges pupils to think about the risks involved with their investigations and to prioritise them as if they were producing a risk assessment. I will be updating this later as I have some ideas for a more engaging challenge for the pupils to complete. Controlled Assessment, CA, risks, variables, hazards, risk assessment

In this activity plan you will find the SOC codes to import my quiz to your Socrative room. This is a great revision activity that you can use with the whole class as starters, plenaries, or to consolidate learning on 'making cars&'! If you are not familiar with Socrative, I explain the key steps of this great interactive teaching tool. Includes Misconceptions and literacy questions.