All resources were used for a 2hr GCSE taster session. Taster 1: Students are introduced to psychology through the discussion of gifs to form a definition. Students are introduced to the course and complete a diamond 9 activity designed to get students discussing their justification for their thought processes. Taster 2: students focus on how psychologists investigate topics using different theories. students investigate the research question “What causes evil behaviour?” After discussing how ‘evil’ could be operationalised (e.g. aggression, selfish acts that lead to harm, lack of empathy), students complete a rotation task in which they are introduced to a number of theories (including milgram, conditioning, social learning, and brain scanning). The off specification topics can be used to enthuse students regarding the new subject.

Students recap key definitions from last lesson before attempting two short exam questions. Students look through model answers to make improvements and discuss possible marks. Teacher runs through evaluative points for determinism based on page 47. Students complete a summary evaluation table Students demonstrate their knowledge by completing the structured essay sheet.

Students are introduced to the "horrific", yet incredibly improbable event of three lorries each containing sand, iron fillings and salt colliding. Their loads have been perfectly mixed and need separating... Students will work in groups to decide on how they might use their allocated equipment to separate these substances. Using content from the "ocean-clean up lesson", and "sieving for gold" lesson students will extract the iron fillings with magnets, use filtration to remove the sand filtrate and evaporation to remove the salt from the water.

Using fictional facebook profiles of Mendeleev and Laviousier to complete a literacy task introducing the periodic table

Students investigate the Hidenberg disaster and become experts in specific group 0 elements to see which gas would be more suitable than Hydrogen to prevent a repeat of the well known disaster.

Students are introduced to the gruesome actions of John Haigh the 'Acid Bath Murder of Crawley' through video clips and photographs. Students use their previous knowledge to discuss the dangers of certain types of acid. Students challenge their misconceptions of strength and concentration by completing a series of simple experiments dissolving magnesium in different concentrations of the same acid. Students consolidate their understanding through a series of levelled questions. Although designed as a final lesson to a higher level KS3 class, this could also be used as a stand alone Gifted and Talented lesson at any point in the year.

Students are introduced to Alexander Litvenenko and his "alleged" murder. Students are introduced to the idea of a half-life and how that rate can be used to calculate how long material has been decaying and analyzing material composition. Practical experiment: students use M&M sweets to draw a half life curve. by dropping M&M's and eating the sweets that land 'M' up (following lab safety of course) and plotting their findings. Repeating until they have none left. Students complete a worksheet to workout which material killed Alexander Litvenenko.

This is a GCSE introduction (AQA) to Psyhcology. However, the tasks could be adapted to A-level depending on ability. The lesson is centred around introducing skills linked to the A01 skills from the specification. The lesson is centred around the GCSE framework attached. -Students are introduced to an image in which they nave to annotate with questions. -Students complete a reading/comprehension task to extract and synthesis the most important aspects regarding the procedure and results. -Students watch a video clip to aid with a discussion regarding the results of the study. -students construct a conclusion and discuss how the findings relate to real life.

A complete research methods unit based around the new AQA A AS level syllabus. Fifteen lessons including PowerPoints (with lesson instructions), class activities, worksheets, articles and homeworks. (based around the AS complete companion AS/1 Fourth edition Cardwell & Flanagan) 1) Forming a Hypothesis (using a simple reaction time experiment) 2) Control Vs realism (introduction to the scientific method and vocabulary) 3) Experimental problems (introduction to demand characteristics and investigator effects) 4)Experimental Design (card sort of the designs and evaluations) 5) Sampling methods (class 'sampling pizza rotation task) 6) Types of experiment (Natural Vs Quasi) 7) Observation studies- Students design an observational experiment 8 + 9 ) Ethical issues (Students discuss the most unethical psychological experiments in history using a card sort) 10) Self reports (introduction to questionnaires and interviews) 11) Constructing a questionnaire 12) Central tendency (more lecture style) 13) Correlation studies (students collect data regarding themselves and spot trends) 14)Inferential testing (students practice the S-test) 15) Peer review

Students are asked a quick quiz in relation to andro-centrism, alpha and beta bias, and examples to support those ideas. Students attempt two exam questions related to gender bias focusing on the different expectation within a 2 mark explanation and a 3 mark explanation Students are introduced to the evaluative points related to gender bias. Students complete the A3 essay sheet which has a basic structure (AO1 points already written) students evaluate to demonstrate their understanding.

Students are introduced to a Chief fireman who is struggling to put out a burning building. Students discuss their ideas while they watch the video and share their ideas to the class. Students are introduced to the fire triangle and the word equation for combustion. Students complete a practical in which they build three types of fire extinguishers (sand, water and carbon dioxide foam) to put out a controlled fire made from splints. Students decide on which extinguisher is the most effective and how it relates to the fire triangle. Students finish the lesson through the introduction of a chip pan fire to demonstrate how certain fires have specific requirements to extinguish them safely.

The naughty elves have stolen the Christmas decorations from the "chemistree" in the classroom (oh no!) Students follow the PowerPoint steps to copper plate a piece of aluminium to make a Christmas decoration they can take home (or decorate your chemistree). -Students identify equipment and risks -Remove the aluminium oxide layer using acid -Use a simple electrolysis to plate the aluminium in copper. This makes a great science club activity (focussing on the procedure and practical element) as well as a relevant end of term treat for KS4. Merry Christmas!

Each lesson includes a ‘blast from the past quiz’, a range of activities and an AFL task that relates to their progress. This lesson is part of the Environmental Chemistry unit targeted at Year 8s. Students are introduced to hydrocarbon fuels by planning and completing an experiment to test two hypotheses: H1) Longer chain hydrocarbons release more energy and H2) Shorter chain molecules burn cleaner. Students decide what application the fuels have in an AFl task. Bonus: A version of the lesson with a christmas theme is included "which fuels could power Santa’s Sleigh’.

Students use their results from a previous experiment of melting an ice cube to plot an annotated line graph. Documents are pitched towards a first term Year 7 class. Scaffolded work can be removed and higher differentiated sheet can be used for higher ability KS3 classes who can already plot line graphs independently. Students consolidate their understanding of melting points by applying it to unusual examples such as gallium metal.

Students are introduced to a fictional scenario applied to their school where a criminal has broken into the school allotment and stolen vegetables (outrageous!). After a quick crash course into the types of evidence a forensic scientist could collect from the scene, students carry out an analysis on soil samples from a range of suspects to determine the identity of the vegetable thief. Students write a letter/report to their headmaster explaining their findings.

Student's use simple pieces of equipment to choose a suitable material to pad the inside of Iron man&'s armor. Students then evaluate their choice. This can be completed over two lessons to allow adequate planning time.

Students investigate the differences in properties of iron and sulphur before completing a simple practical experiment to produce their own sample of iron sulphide.

The remaining teeth of Granny W are pretty darn sweet! Can students help her decide on how to make the sweest tea possible using their understanding of solubility from the Five S's treasure hunt lesson? (I hope they can). After using a model of rice and peas to demonstrate solvents, solutes, solution and saturation students are introduced to the scenario. Students are split into six groups and given information packs related to one of three experiments (two groups for each experiment). Students will have an A3 poster style planning sheet to plan and complete an experiment to test whether: -Water has a saturation point? -Temperature of the solvent affects solubility of the solute? -Surface area of the sugar affects solubility? Students complete their posters and share their findings to the class.

KS3 introduction to changes of state. Through a range of kinaesthetic activities (such as describe-draw-show tasks and role plays) students are helped through an explanation of each process which leads to one state of matter changing to another.