Experienced science teacher - 15 years of teaching. Commissioned resource author. Copy editor.
Prefer active student-led activities and so tend to design accordingly.
Save yourself heaps of planning time, for as little as £1.00. Funds generated from the sales of resource helps pay for the software and apps used to create my resources.
Experienced science teacher - 15 years of teaching. Commissioned resource author. Copy editor.
Prefer active student-led activities and so tend to design accordingly.
Save yourself heaps of planning time, for as little as £1.00. Funds generated from the sales of resource helps pay for the software and apps used to create my resources.
DESIGNED FOR NEW SPECIFICATION FOR FIRST EXAMINATION IN 2018
Suitable for lower foundation students and those with literacy issues.
Lesson Objectives: To understand the differences between sexual and asexual reproduction and the advantages and disadvantages of both types of reproduction.
The lesson consists of:
- Textbook pages x 2 - designed for reading age of 12 upwards (using Flesch-Kincade reading scale)
- Pick and Mix activity - students choose the questions they want to answer, all differentiated by point value. (I usually give different bands of students different point values to work to depending on previous achievement.
- Independent "test-style" worksheet
- Powerpoint presentation with a starter and metacognition plenary.
Lesson Outline:
- Starter, draw an label an animal cell
- Main 1, Teacher Input through presentation and students complete the pick and mix task using the text to help them.
-Main 2 - Assess via independent work sheet
- Plenary - Metacognition activity
Based on the AQA key words produced by them, this is designed to get students to interact with the words and definitions. Suitable for C grade and above or in mixed ability groups. Activity should take about 20 minutes.
Designed to support students with evaluating, concluding and risk assessments.
They can be used as:
- bookmarks,
- support sheets,
- laminated self-help cards
- marking aids
This resource is made up of "luggage tag" reminders for students on how to write conclusions, evaluations and risk assessments. A separate file is included for teachers to use as marking hacks during feedback.
Great time saver. Can also be used to support those struggling with literacy.
A crossword that focuses on some of the biology terms encountered at KS3. Answers included.
To save on this resource buy it as part of a bundle for £2.50
https://www.tes.com/teaching-resource/new-2018-biology-cells-and-introduction-bundle-11359079
Save on this resource by buying it as part of a bundle for £2.50
https://www.tes.com/teaching-resource/new-2018-biology-cells-and-introduction-bundle-11359079
Objectives:
To know the main parts of a plant and animal cell
Describe the function of these
Compare and Contrast plant and animal cells
Suitable for GCSE or high achieving KS3.
Activity is designed to encourage discussion and pair work.
Task Instructions
1) Draw and label a diagram of a plant cell in the middle of the quilt pattern.
2) Choose two colours to complete the pattern, one colour for correct statements and another for incorrect statements.
3) In your book copy out all of the correct statements and correct the incorrect ones.
4) Using these facts, write a paragraph that clearly shows the differences between a plant and animal cell.
Save on this resource by buying at as part of a bundle for £2.50
https://www.tes.com/teaching-resource/new-2018-biology-cells-and-introduction-bundle-11359079
Objectives:
Understand how prokaryotic cells are similar and different to eukaryotic
Draw and label a prokaryotic cell
Apply knowledge
Students start from the inside of the log pattern and choose 5 key words that best answer the questions posed. The next section up, they write short paragraphs to answer the question and using the keywords they have suggested.
Bundle of 8 resources covering Eukaryotic and Prokaryotic Cells, Plant and Animal Cells, Osmosis, Diffusion, Active Transport, large literacy activity and an introductory starter activity that focuses on KS3 prior learning. Included is also a multiple choice assessment resources.
A set of 17 Multiple Choice questions and answers for SEN students or those who are struggling with literacy.
Mark Scheme included.
This can be used with or without the Quick Key Grading App (Free of Charge).
For more information please see https://get.quickkeyapp.com/teachers/
or watch the video below.
SUITABLE FOR LOWER FOUNDATION STUDENTS AND THOSE WITH POOR LITERACY SKILLS.
This activity is designed to gauge level of understanding. It has 7 questions that tests student's ability to recall the function of parts of a cell. There is an associated piece of text (suitable reading age 12+) and feedback activities for them to undertake.
As a rule I use this before starting the GCSE cells topic or the GCSE Inheritance topic.
Please see my other resources at: www.tes.com/teaching-resources/shop/heelis
A range of resource to use with foundation groups.
Focused on the photosynthesis aspect of Bioenergetics, it is particularly useful to go over the key concepts of the topic.
This works well in groups for the card sort activity, or as an independent learning task when using the question activity. It is also a good revision resource with over 20 flash cards. Answers are provided.
This resource is most suited to KS3 biologist or as a KS4 lesson for struggling scientists.
The presentation has all of the information necessary for students, however a 2 page student text is available with all of the information on (and some extra for those you want to stretch)
There are a range of activities to choose from depending on your groups. These include:
- A set of notes in dyslexic font and comic sans.
- A ready-to-complete graphic organiser to help students describe and give examples of levels of organisations (text books or the notes above are suitable aids).
- A multiple choice question bank (11 questions) and answer sheet.
- A cloze word search for your struggling scientists with an answer sheet.
I have included a photograph of some of the resources.
Suitable for foundation students.
Objectives: To revisit/revise/summarise the reproduction and inheritance topic.
Running Time: 30 minutes
What do you get:
- A double sided A4 Knowledge Organiser, with keyword definitions, key point summaries, diagrams.
- A worksheet with 15 questions that vary in difficulty from grade 3 - grade 5 (see image)
- A help sheet for those who are really struggling.
- An answer sheet for peer assessment.
A basic lesson guide:
Do it now/starter: - Read Knowledge Organiser to remind students of key points
Main: - Students complete the worksheet - differentiate by giving the knowledge organisers to some and knowledge organisers and help sheets to others - higher achievers in the class shouldn't need either.
Peer Assess using the mark scheme.
Plenary: - multiple choice assessment (this will inform future planning) I would suggest using Quick Key App to scan the answer sheets and get instant feedback (https://get.quickkeyapp.com). Its free, quick and saves time marking (I've included the link above).
Learning Intention: To understand how light travels through the eye, the form and function of parts of the eye.
This is a highly effective way of engaging students and ensuring deep learning.
After teacher instruction or after given text on the topic students cut out the cards and then paste them into the correct place on the organizer template.
I normally run the activity as follows:
Put the answer slide up on the board for 30 seconds for students to read - no pens - just reading!
Students have 10 minutes to place their cards
Put the answer slide up on the board for 15 seconds, but students may not touch their work.
students are given a final 5 minutes to correct or continue with their organizer
Organizer is checked against the answers.
Students can then be given a meta-cognitive extension where they think about where they got stuck and why, I usually just ask them to discuss it in pairs.
The resource is differentiated so you have one for your struggling scientists to use.
Objective: to understand the process of and equation for photosynthesis, know that photosynthesis is endothermic
Suitable for all - questions and tasks are differentiated.
The resource is designed to be used in conjunction with textbook or notes. It includes, an activity selection sheet and a correct the mistakes worksheet. Please see the photographs attached for more information.
Black and white activity sheet is included.
Designed to put the ideas in a clear and concise manner for those who struggle with literacy or science.
The reading age of this text is around 11 years.
This is a very effective activity for higher achievers that need to stretch their thinking.
The questions develop higher order thinking skills and has a metacognitive facet that works best when, while walking the floor, you ask students to identify the skill that they are using.
The resource is made up of a key word and definition match, deep thinking questions, labeling activity and prioritising (diamond 9 style) activity.
How to run the activity:
After teacher input, either reading text or teacher explaining. Students complete question 1.
It is very important that, at this point, the work is corrected so that any misconceptions can be cleared up
Using only information in question 1 and their recall skills they attempt to complete the rests of the worksheet – this is best done in pairs.
The plenary should consist of questions such as:
What part of the activity did you find the hardest?
why was it difficult?
how did you overcome the difficulty?
