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. Objectives: 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 :)

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. Objectives: 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 :)

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 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. Objectives: 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 :)

KS3 simple practical lesson involving separating mixtures, with possibility to expand to a more in depth practical activity. Also recaps definitions of Element, Compounds and Mixtures. Equipment Needed – Flour, Sugar, Beakers, Water, Filter Paper, stirring rod or spoon and evaporating dish (Bunsen burner if evaporating in lesson and not left overnight). Additional Information is in the notes section on each slide. Starter - Picture task for students to identify substances/objects as mixtures or not. Main 1 - Recap of Element, Compound and Mixture through 5 picture puzzles for students to identify. This is followed by students writing definitions for each, before self assessing against a model answer. Main 2 - Practical activity. Students use a hint sheet to solve a problem of sugar mixed in with flour. You can substitute a colleagues name into the slide to make it more engaging. Plenary - Students are given 4 mixture examples (Iron Filings and Flour, Sugar and Water, Rice and Kidney Beans, Sand and Water) along with an equipment list, some needed and some not. They have to identify how they would separate each mixture using only the equipment provided. You could also complete this as a practical activity carousel using the 4 mixtures. Objectives are below: GOOD – SEPARATE different substances using different techniques. GREAT – DESCRIBE particle arrangements in mixtures. EPIC – EXPLAIN why and how to separate different mixtures using different techniques. As always any feedback is welcome :)

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. Objectives: 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 :)

Double lesson and resources looking at teaching the stages and procedures for how drugs are developed along with investigating placebo effect. Includes a simple caffeine experiment at the end of the lesson putting in to practice the learning from the lesson. Additional resources needed include 2 types of soft drink (I used normal and decaff cola) and plastic cups for each student along with 30cm rulers. Additional guidance included in the notes section of each slide. The lesson is designed to span over a double lesson, but can be delivered in 1 if edited or if pace is quick. Starter - Question asking students if they would volunteer for a clinical trial. Moves on to asking students to estimate the overall cost for developing a new drug before briefly investigating the costs involved within this. Main - Students read information sheet and answer questions relating to the stages involved in drug development, placebo effect and drug safety. Plenary - Experiment putting into practice their learning by completing a simple experiment into effects of caffeine on reaction time (ruler drop test). Collate class data and discuss. Extend - Link to video on placebo effect from BBC Horizon documentary GOOD – STATE the procedures used to trial a new drug in the correct order GREAT – DESCRIBE how a double-blind trial is carried out EPIC – EXPLAIN why each procedure in drug testing and trialling is used As always any feedback is greatly appreciated :)

Antibiotic Resistance and Painkiller lesson for new 2016 GCSE specification. No extra resources needed - This lesson has opportunities for student discussion and also effective questioning. The lesson breaks down as follows: Starter - Students suggest definitions and examples of key terms (Antibiotic - Antiseptic - Antibodies - Analgesics - Disinfectant) before being given meanings. Main 1 - Students explore the difference between painkillers and antibiotics before recapping how bacteria make us ill - plenty of discussion and questioning opportunity before quick 3 question "show you know" whiteboard plenary and thought cartoon linking on to antibiotic resistance. Main 2 - Students are taken step by step through the process of antibiotic resistance with animated slides of 3 coloured dots representing weak to resistant bacteria (Green - weak. Orange - Middling resistance. Red - Resistant). After this students attempt the GREAT objective in their books as a written task. Again, encouragement of discussion and reading out of answers is a feature of this part of the lesson, and students will look to refine their answer through this process. Plenary - Newspaper/Internet headlines relating to development of resistant bacteria and lack of new discoveries coupled with now increased funding for research in to new antibiotics. These help inform the plenary discussing potential problems for human and livestock moving forward. Objectives are below. As always, any constructive feedback is welcomed :) GOOD – DESCRIBE the difference between antibiotics and painkillers. GREAT – DESCRIBE what is meant by antibiotic resistance. EPIC – EXPLAIN why scientists are working hard to develop new classes of antibiotics.

Lesson plan looking at Human Defence Responses. All instructions for the lesson are in the notes section of each slide. Starter - 3 pictures of blood, skin and the stomach for students to link and identify. Students then use discussion to identify how each organ helps defend against disease. Main 1 - Students watch video on Phagocytosis and use key terms as help to describe the process before self/peer assessing their response against a model answer. Main 2 - Group work where students explore the defence systems in more detail through drawing human body outline and annotating using available resources such as textbooks or internet access. Question prompt sheet is then used by students to explore White Blood Cells and their defence mechanisms in more detail. Can then use as a peer assessment tool or presentation. Plenary - Students use analogies to cement their understanding by comparing human defence systems to a Castle. Objectives: GOOD – DESCRIBE some of the ways which the body defends itself GREAT – DESCRIBE how human body defence mechanisms stop the entry of pathogens EPIC – EXPLAIN in detail how antibody production fights pathogens As always any feedback is appreciated :)

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. Lesson Objectives: 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. OBJECTIVES: 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 :)

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. OBJECTIVES: 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 :)

Lesson looking at Pathogens and Disease building on ideas of communicable and non communicable diseases, whereby students need to use textbooks (I have used the OUP textbooks Pages 76-77) or the internet on how diseases spread/prevented from spreading. Could alternatively use the self assessment slide as source of information. Instructions are also available in the notes section of each slide. Starter - Data task ranking the most common types of communicable diseases in the UK, with students justifying reasons why they ordered the diseases. Feedback compares 1950 with 2010, again for students to suggest reasons why the rate has fallen over time. Main - Introduce Bacteria and Viruses as pathogens before students undertake independent tasks to illustrate how each causes disease in the human body along with how they are spread and prevention measures. Feedback is given as self assessment slide. Plenary - Classifying names as Bacteria, Virus, Fungi and protists. Youtube link to video detailing malaria to further stretch /enthuse students relating to disease. Objectives: GOOD – DESCRIBE ways that pathogens can be spread GREAT – DESCRIBE how bacteria and viruses cause disease EPIC – EXPLAIN how pathogens are passed from one organism to another and SUGGEST ways of presenting the spread As always, feedback is most welcome:)

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 :)

3 Lessons looking at transpiration all on 1 PPT with 2 easy practical opportunities. Instructions in the notes section of each slide - Each lesson builds on exam technique with higher ability students, but can be differentiated if necessary. Equipment needed - Food Dyes - Celery - Beakers - Straws - Cups - Drinking water. 1 - Plant Transport Systems - Lesson looking at the adaptations of the xylem and phloem, discussing the ideas of transpiration and translocation. Practical task involving celery and food colouring to calculate transpiration rate. Starter and plenary looks at improving question on rainbow flowers as a hook. 2 - Transpiration - Starter recapping previous lesson, before introducing ideas of stomata and guard cells in leaves, linking to osmosis. Transpiration introduced through the straw model (4 different straws needed - big, small, normal, 5 taped together) and evaluated throughout. Students use their knowledge and key ideas from the slides to develop their own exam question. Plenary applying knowledge. 3 - Factors affecting transpiration - Last lesson looking at the factors affecting transpiration. Students define the 4 key term factors as a starter before looking at 4 problems through the use of personalised problems for a farmer (I used a fellow staff member and students throughout the slides to engage students. Data task at the end again to build on exam structure. Any feedback is always welcome :)

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.

3 sections with questions on identifying independent and dependent variables, exam style questions on graph skills before building up to students plotting data onto their own graphs.

Three different level laddered assessments (levels 3-8 and SEN/Low Ability) covering the cell topic (Animal/Plant Cells, Specialised Cells, Stem Cells and Prokaryotic/Eukaryotic Cells)

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.

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.