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 :)
Information sheets describing Newton's 3 Laws of Motion with examples. I have also uploaded a simple worksheet for students to use when interpreting the sheets, although this was used as a quick fix for a lesson. The sheets can be used as a revision aid or as placemats for students to use when investigating the 3 Laws.
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
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 plan detailing the halogens. Pupils watch video's on each halogen element, using that to fill in their table. They then have to write a letter to a fellow scientist detailing their findings. Cross-Curricular links with English.
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 :)
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
Lesson on Plant Tissues and Organs for new GCSE 2016 spec. Aimed at low ability Y10 class and can be completed with/without microscope access. Additional information on notes section of each slide.
Starter - Students label the parts of a flower and possibly describe what each part does.
Main - Feedback and building on knowledge to describe the function of plant organs before either drawing leaf and xylem/phloem structure through a microscope or from pictures using drawing memory games. Finished off with a quick information hunt to develop knowledge of plant tissues.
Plenary - Pop quiz on knowledge gained throughout the lesson.
GOOD – RECOGNISE examples of plant organs and state their functions
GREAT – STATE the functions of different plant tissues
EPIC – DESCRIBE how plant organs are involved in the transport system
As always, 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 :)
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 :)
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 :)
Reactivity series lesson with practical/demo opportunity involving metals and their reaction with water/hydrochloric acid. It is aimed at middle ability learners, but can be differentiated through challenge involving the worksheet and written word/symbol/ionic equations. Practical task can be flexible with the metals used, as their reactions are grouped for ease.
Starter – Students to list the reactivity of the given metals based on their previous knowledge.
Correct order then given for the reactivity series from the starter for pupils to self assess. Questioning opportunity to get students as to the importance of the reactivity series in their everyday life.
Main - Demonstration/Practical Opportunity of metal reactions with hydrochloric acid. You don’t need all of the metals in the reactivity series to carry this out, as reaction descriptions can be grouped. Students then write down the observations in a table worksheet. Can also demonstrate the production of Hydrogen gas using a lit splint.
Plenary - Students answer questions relating to uses of metals based on their reactivity. Can be done using whiteboards, as a discussion, think-pair-share, any plenary activity that consolidates their learning.
GOOD – WRITE word equations for metals in the reactivity series and their reactions with Oxygen, Water and Acid
GREAT – As above but also balancing symbol equations
EPIC – JUSTIFY the uses of metals in the reactivity series based on their reactivity
As always, any feedback is welcome :)
Lesson looking at the process of vaccination and herd immunity.
Starter - Picture on the board of child being vaccinated. Students answer 3 questions relating to the picture as a means to open discussion around the topic.
Main 1 - 3 teacher led slides designed to first define, explain, then apply the concepts of Antibody's, Antigens and Pathogens and their role in immunity. Students then use this as a springboard to complete the pictures of a storyboard in relation to how vaccines work.
Main 2 - Students are introduced to Herd Immunity very simply then watch a 2 minute video (Link in notes section) before answering 3 questions on Herd Immunity with 1 challenge question added in.
Plenary - Summarising today's learning in the form of a 140 character "tweet"
4 – DESCRIBE why people are vaccinated.
5 – EXPLAIN how vaccination works
7 – EXPLAIN how vaccinating a large number of a population reduces the spread of a pathogen
Additional guidance in the notes section of the slides. As always, and feedback in appreciated :)
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 :)
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.
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.