Outcomes: recall the definition of specific heat capacity calculate the specific heat capacity perform and rearrange equations (using a triangle) Included: editable power point with model answer Differentiated question sheet Answer Sheet Exam Technique sheet (could be used for homework) Suitable for GCSE

Resources contain a foldable activity, bingo cards, assessment and a card sort Suited for the disengaged lower achieving classes. Get them hooked - stealth learning!

3 Pieces of fractional distillation clip art showing the use of glass beads. It is designed to a high quality and includes: a diagram with no labels, a diagram with labels and a diagram with space for students to label their diagram. If you would like to use it for commercial purposes then please be aware that you may only use them as part of a work created by yourself.

All answers included This resource contains editable documents that include: a simply worded 2 page text with all relevant information included and analysis activity in the form of a card sort/Venn diagram spot the mistake with correction activity differentiated comprehension activity based on the text provided Objective: To gain a deeper understanding of how the periodic table developed, why Newlands’ law of octaves was rejected and Mendeleev’s idea of periodic law accepted by the scientific community. Previous knowledge: Limited knowledge of the periodic table and and chemical symbols

This bundle is suitable for all achievement groups at KS4. It focuses primarily on the key terminology and helps aid rapid recall as the same terms and definitions are used throughout. I use these throughout the teaching of the scheme as students are presented with the same information, but in different contexts. Included are: Terminology card sort 30 x Different Bingo sheets and teacher calling sheet Information Gap Activity - Students work in pairs, each are given either Worksheet A or Worksheet B. They then peer asses - answers given. Metacognative activity on Crude Oil Crossword and Support Crossword for struggling scientists Spelling Test Sentence Scramble to check understanding

This resource is based on a deep-thinking question matrix and is suitable for all achievement groups. I use it as an introduction to the KS4 Electromagnets topic, but can equally be used at the end of the KS3 topic. Ways to use this resource include: Ask students to complete any number of questions or activities of their choosing, with or without text books. Allocated a set of questions to individual students based on their achievement levels. In a mixed achievement group, and with access to text books, ask students to have as many of the questions completed by the end of the lesson as possible. I usually put a point value each question.

This resource contains a wide variety of worksheets and activities for the Blood topic. Resources include: A simple SEN organiser Word link to consolidate and deepen learning Venn Diagram to compare and contrast concepts Picture It task for the more visual learner 2 x mind mapping tasks 2 x worksheets Card Sort and categorising activity Spot the mistake literacy and factual recall activity There really is something for everyone!

A KS3 cells wordsearch, with a Christmas theme. Three word searches, easy, standard and hard with answers.

Objectives: To understand the conservation of energy To understand the meaning of endothermic and exothermic To give examples of endothermic and exothermic reactions To distinguish between exothermic and endothermic reactions. A range of activities are included in this resource. The information Gap activity is probably my favorite as it engages students and provides them with instant feedback. The resource includes: Information Gap, Questions and Answers, Matching Pairs, Cloze x2, Spelling x2 . Visit me here https://www.tes.com/teaching-resources/shop/heelis

Suitable for KS4 and higher KS3 This resource uses the same objectives and similar questions throughout so you can choose which students do which activity. Choice is yours! The questions center around the standard tests for oxygen, hydrogen, chlorine and carbon dioxide. Resource 1 is a matching activity Resource 2 is a card sort Resource 3 is more challenging and asks students to describe the tests, draw a diagram and complete equations. Resource 4 is the feedback activity - there are 2 sheets (worksheet A and B) and students are put in pairs and given either. After completing their questions they then check their answers - their partner’s worksheet will have the answers. A very engaging resource - 4 for the price for 1.

A clear and logical support sheet designed to help struggling scientists and those on the autistic spectrum to secure their understanding on how to carry out reflection investigation. I usually just have a set laminated and ready for my students to use. When students have access to the support sheet they feel more confident in being able to complete the work and can work at their own pace. It also promotes their independence as they can achieve more having clear, concise access to the instructions. Numbered statements and diagrams help students to follow the sequence without having to rely on short term memory. Diagram 1 shows where to position the normal line and mirror. Diagram 2 shows how to position the ray-box or light source and to mark the incident and reflect beams with crosses. Diagram 3 shows how to draw the rays, including direction of arrows and having rays touching both the eye and the light source.

6 Problems with answers. Students need to show the relevant calculations. This is an excellent activity for students who struggle with the kinetic energy equation and gives them the opportunity to figure out for themselves where they went wrong. Remember that you make a difference every day

The resource focuses on understanding how to calculate energy transferred/work done. (I have included an example completed by one of my students for ease of reference). Included are 2 versions, one where students are given the answers and have to show their calculations, the other where they have to work out the answers for themselves. Personally I find that giving them the answers helps them to unpick their own mistakes rather than being told where they went wrong. The resource is designed to develop these problem solving skills through math. Differentiated questions - Q1 - 4 and Q9-12 are suitable for middle/low attainers. The activity is best done after a teacher explanation, or with suitable textbooks. Running time is approximately 40mins to an hour.

Suitable for KS3 or Low Achieving KS4. The resource focuses on understanding the differences between atoms, elements, compounds, mixtures, molecules. The task includes a definition (either in students’ own words or from suitable text), explain using a diagram, apply by linking terms. The activity is best done after a teacher explains the concepts, or with suitable textbooks. Running time is approximately 30 -40 minutes.

This is a cut and paste activity (a paper investigation). Students cut out the parts and then glue them in to make a diagram. This is particularly suitable for lower to middle attaining students who need to do more recall on investigations. A worksheet is provided that focuses on observations, risks and comparing the paper model to the real investigation. The cover image is courtesy of one of my SEN year 11 students

A jigsaw diagram of the eye, unlabeled.

Students build the model in groups of two or three. It helps to show how the moon orbits the EArth and the Sun and that the Earth orbits the Sun. It can also be used to show eclipses and the different phases of the moon. There are host of differentiated set of resources for you choose from. Including peer assessment activity, cloze task, key term match, help sheet and a spot the spelling mistake activity.

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?

A short card matching activity for the parts of the eye and their functions. Answers included

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.