P13.1 accordin to AQA Kerboodle Aimed at a low ability foundation class (targets level 4) Stater: pictures to guess the title Main: practical element to find out what poles of magnets do. Then to use iron fillins/compasses to show field lines. can be demoed Work sheet to consolidate knowledge with an extension on induced/permanent magnets Plenary: true/false questions based on content from the lesson

Starter: Simple recall questions based on prior knowledge, easily changed to suit your class Main: Information about the respiratory system, then a labelling task, a putting in order task and questions to consolidate learning. All answers on the powerpoint. Gas exchange information on the ppt also a drawing of how it can be taught under the visulisar, followed by questions to check understaning. Plenary True or false

Aimed at foundation students, targets of level 4 Starter: differentiated bronze/silver/gold starter questions with answers Main: Draw the greenhouse effect using info from powerpoint. extension question to challenge students Fact hunt: questions to answer using textbook Video on deforestation, questions to answer from video Plenary: animated true/false statements

aimed at foundation level 4 targets Differentiated bronze/silver/gold starter Main: recap complete and incomplete combustion, put piece of pot over blue/yellow flame on bunsen burner Students fill in worksheet, to say what they saw and the difference between incomplete and complete combustion Students fill in information grid using textbooks, to find the causes of the atmospheric pollutants and the problems with them Answers for students to check their answers with

Aimed at low ability students, targets of level 4s Starter: recap on stages of LCA Main: link up key words to defintions for three R’s Pictures on board of different items, what are they made of ? can they be recycled? Discuss three R’s with students using textbooks students then make an information sheet using the success criteria on the powerpoint Plenary: 6 mark question about the the three r’s

aimed at a mixed ability class Starter: differentiated starter questions, with answers on following slide Main: mini debate to start, 6 statemenets rate from 1-5 on 1 being comfortable 5 being completely against. Students watch video to hear some viewpoints about the use of stem cells. students then are given one statement so they either need to argue for or against stem cell research using their knowledge from the video and from the information sheets Whole class debate Finally summarise the points on the board into two columns, one for stem cell research one against stem cell research Plenary: exam question

Aimed at low ability students. Targets of level 4. Starter task, green pen. Revision from previous topics Main – Recap types of waves, and key points from last topic, students fill in the gaps. Explain journey of the wave focusing on the wave is coming from a source and being absorbed Students stick in EM spectrum, label their spectrum as you go through and label key properties. Extension question for students if other students are slow to label Chart with uses of EM waves, to engage and show students we use these all the time, they will study these in future lessons. Discuss visible light and explain this is the only wavelength that can be seen, mention wavelengths of visible light A very annoying, yet catchy video, to try and reinforce the order of the waves. Worksheet from kerboodle physics foundation workbook P.77. Recap learning for the day and summaries the lesson. Extension: wavelength question practice (answers for worksheet and extension are available on the slides) Green pen answers, Plenary Verbal plenary questions: try and list the EM waves in order from longest to shortest without books.

Aimed at higher ability students Starter: retrieval questions based on P1 Main: Mini review of parts of the wave. Both wave period and wave speed equations shown with examples in the powerpoint. Differentiated worksheet to consolidate wave equation, starting with faded practice, followed by lots of SLOP, and finally exam questions on the wave equation. All answers are on the powerpoint Plenary: Mini white board plenary

Aimed at foundation students Starter: Retrieval questions based on P1 Main: Videos of the required practicals, followed by a write up. Structure strips to guide write up. Mark scheme on powerpoint. Exam question plenary

For KS3 rocks topic

P13.2 Following the AQA kerboodle scheme of work Aimed at a low ability class with targets of level 4 Starter: differentiated bronze/silver/gold starter questions, with answers to green pen Main: diagram of right hand rule to explain and label. Then a think pair share about different scenarios that could happen. Sentence starters to help put their think pair share ideas together Work on a solenoid - reduce task to reduce the information into one sentence Plenary - differentiated pick the task

Aimed at a mixed ability year 8 class Starter: summaries what separation techniques students have learnt about so far Main: Define and explain chromatography Show students a chromatogram and discuss what we can learn from it Practical: carry out an investigation to see who wrote the note, work sheet to complete whilst chromatogram is developing Extension: What effect does each mistake make Plenary: Exam question

Aimed at mixed ability year 7 class, some resources from other areas of tes Starter: Put key words in size order and discuss Main: discuss what cells tissues, organs are and examples Organ systems worksheet to fill in using information around the room LA version of cut and stick match up the organ, system and function Extension: research extension questions about the organ systems (sheet provided) Plenary: tweet something you have learnt today

Aimed at a mixed ability year 9 class Starter: identify differences between plant/animal/bacterial cells from images given Main: Watch video, answer questions, green pen (answers provided on ppt) Fill out comparison table and draw own bacterial cell stretch questions to reach highest levels Discussion are all bacteria bad? images to support 6 mark question to compare cells Plenary: order of magnitude, in pairs select an image then put themselves in order

Revision powerpoint with booklet for foundation students Booklet contains activities and information for students to complete

Simple worksheet to show energy transfers and diagrams. Aimed at year 7 students, could be used for lower ability older students. A Higher and lower ability version.

aimed at a mixed ability year 9 class Starter Activity Put atom structures in the correct order thinking back to last lesson Main – Work through work sheet in steps. To ensure maximum understanding Chase the element – race task to find out what each element around the room is, identifying proton neutron and electron number and matching it with an element on the periodic table Make a model of an atom using string, and card (cut card into circles use string to attach them together) Plenary Tweet what you’ve learnt tday

Aimed at a foundation class Starter Activity Draw what they can remember about the states of matter, go through what the particle pictures should look like Main – Complete worksheet on properties of solids, liquids and gases -  differentiated versions Stick in particle diagrams – students add labels and arrows to show what the state changes are. Then use textbooks and what we have discussed to describe what happens to the particles during changes of state. Explain cooling curves, students fill in the blanks on their cooling curve Extension for students looking at cooling and heating curves and melting and boiling points Plenary Little quiz to finish with

aimed at a lower ability class Starter Activity Mark homework Main – Think pair share – spot the difference between ionic and covalent bonding. Then write down definition of covalent bonding Watch video, only watch until 2 minutes. Answer questions whilst video is going. Goo through and green pen answers after Go through the two examples on the board and show what happens Students then have a go at completing their worksheet to show covalent bonds Extension: decide if the compounds are ionic or covalent and explain how they know Plenary Plenary, fill in the gaps and go over answers