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.

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

Russell the Wilderness Explorer wants to earn his expansion and contraction badge, can you help? Students become adventure explorers and earn badges by defining key terms from earlier on in the unit. Students watch classic demonstrations (could be completed as class experiments) and video clips from the movie to help them explain why particles expand when heated and contract during cooling. Higher students are introduced to the idea of density before answering and evaluating an assessed question. I used this lesson very successfully in an Ofsted observation. Students find this lesson incredibly engaging- I thought I'd share this resource for free due to the Disney copy right issues etc.

This lesson is a free resource from my quantitative chemistry SOW avalaible from my shop. All resources include a blast from the past recall starter, PowerPoints, resources, Higher tier and Foundation learning outcomes, practical experiment instructions and technician notes and exam practice with model answers.

Students are introduced to the pain reliever 'Entonox' a gas made from molecules comprised of nitrogen and oxygen. Students have ten minutes to build a moli-model and read an information sheet related to a compound of nitrogen and oxygen to see if it would be suitable for pain relief. Once students have completed three models they come to a conclusion of which gas would be most suitable: nitrogen monoxide, dinitrogen monoxide or nitrogen dioxide. Higher level students can be introduced to coefficients and subscripted numbers in relation to symbol formulae.

Students use murder mystery sorting cards to piece together the events that lead to Robbie Malone's death. Once students are introduced to carbon monoxide students use a series of videos and questions to discover it's effects.

Students are introduced to the environmental effects of acid rain within a community. Teacher burns sulphur in a gas jar of water and universal indicator to demonstrate acid rain in a jar. Students use a series of disguised buffer solutions and pH probes to collect enough data to discover which areas produce the lowest pH water samples. After the teacher demonstrates the production of carbonic acid and sulphuric acid students use pH probes to investigate different samples of water collected in the local environment (buffer solutions). Students use their results to identify which area has the lowest pH and begin to consider explanations for these findings.

Students are asked to think about all of the chemicals and substances inside the oceans of the Earth. After probably getting a few answers like "fish" students should move onto ideas such as salt, sand, and pollutants. Students recap the idea of filtration to remove insoluble "garbage islands" from the sea and are then introduced to the idea of evaporation to remove the salt. The use of producing fresh water from brine as well as salt is discussed. After completing a class risk assessment, students complete a practical experiment. Evaporating salt from "seawater" in an evaporating dish. Students write their conclusion and then improve using expert language.

After the results that 'sharks can smell blood from further distances in warmer oceans' tourist numbers to Australia's famous landmark 'Surfer's Paradise' has been low. Students evaluate their conclusion from last lessons experiment to ensure their findings reflect the truth. Students consider strengths and limitations of their method and begin to discuss ways to modify the method to further improve the strength of their results.

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.

If you were wondering they are: Solute, solvent, solution, saturation and Solubility... Students start the lesson by thinking of as many scientific questions they ask about the picture that is on the board (a cup of tea). Students should be prompted to think of as many aspects of science they can apply to this quite simple picture... teacher could write answers on the board and praise legitimate ideas. Use the starter to discuss the idea of the five S's. Student complete a table during a treasure hunt that includes definitions and examples. Students discuss answers and watch video clip to reinforce their understanding. The teacher demonstrates saturation and conservation of mass by adding a spatula of sugar into a beaker of warm water on a weighing scales. Students complete the worksheet in any order they like to demonstrate their ability.

Edexcel Core Chemistry Chemistry in our Modern World Topic 1 Lesson 3 and 4 Students use their scientific skills to plan, implement and evaluate a simple experiment that proves the composition of oxygen in the modern day atmosphere. The first hour is spent planning a procedure, discussing methods to control certain variables and to design a table to collect data that is in concordance to the edexcel controlled assessment. The second hour is used to collect the data and to form a conclusion. This conclusion is then compared to a pie chart to see how accurate the experiment was.

Students complete an end of topic solids, liquids and gases spelling test. Using some simple equipment students plan a simple thermometer that could test different temperatures. Students finish the topic by answering levelled questions related to the expansion and contraction of liquids.

Can your students become element inspectors? After recapping the definition of an element from last lesson and independently completing the "spot the link" starter activity, students are introduced to the uniqueness and quirkiness of some of the elements from the periodic table. Students become elements inspectors by reading through the information packs in groups of four to become experts in one element: Nitrogen, chlorine, copper, arsenic, mercury and carbon. Students use their new found expertise to complete a row in a table. Students are reorganised into new groups containing an expert for each element. Students share their information to allow each students to complete their table. Students are introduced to proton number and atomic mass before completing a differentiated graph regarding the trends across a group. Students can evaluate or complete for homework.

The slides contain a series of thought processes and frameworks so teachers can model out load their approach for students to use during comprehension and reading of scientific ideas. The lesson could be adapted for other topics. This lesson focuses on an end of Year test including: Acids and alkalis, homeostasis, energy stores and transfers, the particle model and reflection/refraction. Lesson content -Students complete a recap quiz. -Students complete a reading task in which they synthesis the data to title paragraphs and write one question. -Students get into groups and circulate around the room reading an exam question, completing an answer, and folding it over so the next group cannot see their answer. Once back at their stations they draft a final answer to share to the class based on the class responses. -Meta cognition slides and exam style practice.

Students are introduced to a fictional granny who's washing machine has broken down. Through the discussion of simple evidence students are made aware of hard water and the development of lime-scale. Students design an experiment that demonstrates how acid can be used to breakdown and remove lime-scale from washing machine parts and reveals to them the products of such acid-carbonate reactions. Students complete a range of levelled questions to consolidate their knowledge.

Students are introduced to the idea of classification through organising various television programmes into their own chosen groups. Students in groups formulate their own tests they could carry out using a series of simple equipment to determine similarities and differences between rock samples. Eventually using their results to form rules that distinguish igneous, sedimentary and metamorphic rock types.

Students complete reminder questions related to KS3 Acids and Alkali unit. students are introduced to acids as substances that donate hydrogen ions in solution (as per the new spec). This is demonstrated with some PowerPoint animations. Students complete a range of questions to demonstrate their understanding.

Students are introduced to the process of diffusion using the unusual example of flatulence! Students develop their understanding by performing a role play of how the atoms move before demonstrating their understanding with levelled questions.

Can be glued in the back of students books to help them construct the formulae of different acids and bases using the ion charges.