Lesson plan investigating non-communicable diseases and correlation v causation. Instructions and ideas for delivery are included in the notes section. I used post-it notes within the lesson for a group task, but the lesson can be delivered without.
Starter - Students rank diseases in order from most to least deaths caused as of 2012 before identifying risk factors relating to these.
Main 1 - Continuum of risk factors for students to rank from least impact on health to most impact. Post it notes were used for groups of students to rank their own ideas before feeding back as a class. This then leads into a table activity whereby students identify diseases as communicable or non communicable.
Main 2 - Worked class example of correlation vs causation using pollen, ice cream and hay fever as a way of introducing the idea. Students grasp that evidence is needed to imply causation through correlation, and some ridiculous examples are used to highlight this idea before students explain evidence for 3 non communicable diseases. Feeds into a data worksheet task on link between liver disease and alcohol consumption.
Plenary - Students come up with 5 ideas on how to minimise the risk of developing one of the non communicable diseases covered in the lesson.
GOOD – LIST some risk factors that are linked to an increased rate of a disease.
GREAT – DECIDE whether a link is causal or not.
EPIC – DRAW conclusions on disease from given data
As always any feedback is appreciated :)
A practical lesson looking at making salts from an insoluble base. I used Copper Oxide and Sulphuric Acid for the lesson, where the students fill in the equipment list and follow a method to make Copper Sulphate. Aimed at middle ability learners, but can be differentiated up/down if needed through the use of method/questions on worksheet. Method is on the worksheet and additional information is in the notes section of the PPT.
Starter - Students write down their own examples of salt making reactions involving metals, metal oxides, metal carbonates and acids. Can add in symbol equations as a challenge task for student challenge.
Main - Introduction to the experiment by describing the reaction of insoluble salts with acid. Students copy down the equipment list onto their worksheet before following the method on the worksheet to react Copper Oxide with Sulphuric Acid. During the practical, there are 6 questions to answer relating to the experiment to complete.
Plenary - Naming salts task on the worksheet using the key from the starter as help. Symbol equations are written underneath as a student challenge task.
GOOD – NAME salts formed between a metal oxide/hydroxide and an acid
GREAT – DESCRIBE a method to prepare a dry soluble salt from and insoluble substance and an acid
EPIC – EXPLAIN why the reaction between a base and dilute acid is a neutralisation reaction
As always, any feedback is welcome :)
Growing Bacteria in the lab for the New GCSE spec. Simple lesson looking at students growing bacterial cultures. Agar plates are needed and there is a teachers slide in the PPT detailing the preparation for the lesson if needed.
Starter - Students to draw the first 4 generations of bacteria as an introduction to BINARY FISSION before using this as a tool to describe exponential growth after 10, 20, 30 and 50 divisions.
Main - Practical activity whereby students grow cultures using swabs from areas of interest to them. All information is on the practical sheet and students are required to work independently although this can be tweaked to suit your class. After the practical students answer questions on the worksheet relating to the lesson.
Plenary - Class feedback/discussion of answers to practical questions followed by a 3,2,1 plenary to ensure students are reflecting on their work.
GOOD – FOLLOW rules needed to prepare an uncontaminated culture
GREAT – EXPLAIN why it is important to use an uncontaminated culture to investigate bacterial growth
EPIC – SUGGEST how to measure the growth of bacteria and discuss uncertainty
As always, any feedback is welcome :)
A worksheet depicting the circulatory system. Students have to start at the top left of the worksheet, describing the process at each stage of the circulatory system using the key words at the bottom of the sheet
Complete tutorial/lesson looking at the particle model involving solids, liquids and gasses with supplementary key learning points detailed under relevant slides. PowerPoint looks at the characteristics of each state and also what happens to the particles when they change state. Has a starter and plenary on the PowerPoint.
Lesson plan and simple worksheet for Breathing and Gas Exchange for the new GCSE spec. Aimed at my low ability year 10 class. The lesson features a high amount of discussion with the class as I was interested in developing this aspect of their learning both with myself and each other. Instructions are in the notes section of each slide.
Starter - Label the parts of the gas exchange system as a KS3 recap.
Main - Using words to describe alveoli structure as a building block to develop ideas around why it is sack shaped. Students then complete short gap fill exercise and do a simple data task looking at % of gas present during inhalation and expiration. Picture task for students to draw the alveoli either as a memory game or describing game in pairs as a way to introduce adaptations and build on description/discussion skills.
Plenary - Students use the different word banks to answer the WALT question "How does oxygen get into the body?" They can then feedback to the class.
GOOD – LIST the main parts of the gas exchange system
GREAT – STATE what happens at the alveoli relating to gas percentages
EPIC – DESCRIBE how alveoli are adapted for gas exchange
As always feedback is appreciated :)
Originally for medium/low ability students, but can be differentiated. Revision booklet for the topics mentioned. Booklet has heart to label, flow diagram gaps to detail movement of blood through the heart, Blood vessel structure, function, features table to fill in, CHD DART activity, blood components table task and application questions at the end of the booklet.
Lesson looking at energy demands are met (focussing on USA and China) through the use of fossil fuels (coal) and nuclear power, detailing how each method generates electricity in power plants. This is taught through 3 youtube video links and accompanied worksheet. Last slide looks at Biofuel as an alternative energy source, discussing the idea of this fuel being carbon neutral. Instruction ideas for the lesson are in the notes section of each slide.
Starter - Question with pictures asking how Coal, Oil and Gas are formed.
Main 1 - 3 information slides to promote discussion, looking at energy demand in various countries before focussing on how energy demands are met in the US and China and why their energy usage is so high.
Main 2 - Worksheet activity whereby students watch youtube clips to identify the process of making energy through Coal and Nuclear power.
Plenary - Students to evaluate the use of biofuel as a carbon neutral energy source.
GOOD – IDENTIFY where countries get their energy from and what they use it on.
GREAT – OUTLINE the operations of nuclear and coal power stations.
EPIC – EXPLAIN why biofuels can be considered Carbon Neutral.
As always, any feedback is welcome :)
Structured lesson looking at Animal/Plant cells and their organelles. Needs some prior prep with printing and sticking up organelle information around the classroom before the lesson. Opportunity to differentiate and allow students to build on knowledge bit by bit throughout the lesson. All additional instructions are in the notes section of each slide.
Starter - Give me 10. Students write 10 words relating to cells. This acts to gauge prior knowledge.
Main 1 - Paired drawing task where Student A (facing the board) has to describe to Student B (who is facing away from the board) what to draw. After you have used questioning to get the names of the organelles, students can be given the picture of the cell to stick in.
Main 2 - Information Hunt. Give students the organelle table to fill in – cut out the organelle information and stick/hide them around the classroom so students have to go and find the information to complete their table. You can either cut the name with the definition or stick the definition and the name separate.
Main 3 - Analogies. Students are given 2 examples of analogies before being tasked to come up with their own for each organelle. Can extend to 2 or 3 different examples for each organelle if necessary.
Plenary - Make a prediction questions...
What would happen to a plant cell if we removed the chloroplasts?
What would happen to animals if their cells had a cell wall?
What do you think we will study next lesson?
GOOD – NAME the ORGANELLES found in animal and plant cells
GREAT – DESCRIBE the functions of each main ORGANELLE
OUTSTANDING – EXPLAIN organelle functions using analogies
PPT lesson and data task worksheet looking at communicable and non communicable diseases.
Starter - Students investigate definition of health as defined by the WHO. Moves on to look at two different models/graphic stimuli detailing the causes of ill health to promote discussion.
Main 1 - Students use the discussion as a point of reference for defining communicable and non communicable diseases. Students gather examples and look at ways diseases are transmitted.
Main 2 - Data task interpreting deaths from CHD. Students answer questions using worksheet before opportunity for self/peer or teacher assessment using the mark scheme provided.
Plenary - Discussion task building on data gathering skills by investigating the link between income and health.
Objectives are below.
GOOD – STATE some causes of ill health
GREAT – DESCRIBE the difference between COMMUNICABLE and NON-COMMUNICABLE diseases and suggest how COMMUNICABLE diseases are spread
EPIC – DESCRIBE and INTERPRET data relating to health
Aimed at top set students, but can be differentiated through changing the questions on the worksheet.
As always any feedback is welcome :)
Worksheet for students to complete for a quick check of their knowledge of Series and Parallel Circuits, the bakery circuit model, voltage across series and parallel circuits, Ohms Law and Power ratings.
Lesson looking at different uses of nanotechnology. Lesson activity depicted on the PowerPoint. The sunscreen article is higher level, providing differentiation. Nanoscale and web link help pupils understand the relative size of nanotechnology.
Depending on your structure, this could be a practical lesson or A theory one. The practical lesson involves students prepare Onion and Cheek cells to study through a microscope. Alternatively, you could skip that part and have the students work on the magnification calculation sheet. Or you could do both! Additional notes giving ideas and hints for activities within the lesson are in the notes sections of the slides. Equipment needed - Onion – Knife – Cutting Tile – Staining liquid (Iodine) – Microscopes – Microscope slides – Cover Slips – Tweezers – Cotton Swabs
Starter - Students identify objects zoomed in through a microscope.
Main 1 - Students discuss the parts of a microscope before preparing onion and cheek cells to study under a microscope.
Main 2 - Students then move on to calculate magnification from the differentiated worksheet (Answers provided)
Plenary - Students then discuss the difference between magnification and resolution with the help of a picture as a prompt.
GOOD – USE a light microscope
GREAT – USE the formula Magnification = Size of Image/Size of real object
OUTSTANDING – DESCRIBE the difference between magnification and resolution
Hope you enjoy :)
Practical/Demonstration lesson looking at the reaction between a metal and acid. I have used zinc/magnesium and sulphuric/hydrochloric acid, but has been planned as such, that you can easily substitute your own into the lesson. Equipment list is on the PPT and method in the notes section of the teacher slide.
Starter - Students to identify why the words in different equations are coloured red/green/blue (to signify pH) before recapping the definition of a salt.
Main - Using the worksheet, students write an equipment list and method for the practical whilst the teacher demonstrates. Can also be used to have students complete practical themselves as method is on the PPT notes section. Questions on the worksheet are there for students to complete during this activity. EXT of students identifying their own examples of metal/acid reactions
Plenary - 5 true or false questions to consolidate the learning of the lesson.
GOOD – RECALL the definition of a salt and equation for a metal reacting with an acid
GREAT – DESCRIBE how to make a salt by reacting a metal with an acid
EPIC – WRITE balanced symbol equations for a reaction of a metal and acid
Information for the lesson is written in the notes section of each slide.
As always, any feedback is welcome :)
Simple "all in one lesson" on one PPT with a practical task of preparing a microscope slide using an onion. Equipment needed: Onion – Knife – Cutting Tile – Staining liquid (Iodine) – Microscopes – Microscope slides – Cover Slips – Tweezers. Instructions of activities in the notes section of each slide.
Starter - 2 questions. Why is it useful to use a microscope to view an object?
Why can’t we just use a magnifying glass?
Main 1 - Light microscope. Slide 3 can be printed out for students to label the parts of a microscope or you can complete a back to board drawing with 2 students. Students discuss in pairs what they think each microscope part does.
Main 2 - Practical demo. I have not included a method sheet here as I like to complete the practical as a demonstration for the students to watch as they write their own method to the practical. There is an equipment list and very simple method on the last slide.
Extension - Students calculate total magnification from 3 given problems.
Plenary - Students look at 4 objects which have been magnified and guess what they are.
GOOD – USE a light microscope to observe a prepared slide
GREAT – EXPLAIN how to use a microscope to observe a cell
OUTSTANDING – CALCULATE magnification of a cell
Characterised pirate worksheet (Pirate Pete) whereby students have to work out the direction Pete travels around his Treasure Island. Worksheet is designed to teach students how to calculate displacement vectors with two separate methods:
1: By measuring the line of the missing triangle side
2: Using Pythagoras Theory
Made for my middle/low ability Y9 groups as a cross curricular with Maths for the new spec Physics 2016 GCSE (scalars + vectors) Teacher answers are on the last page.