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Millington's Lessons

Hello all! Do you want to enjoy your half term by planning less? Well come take a peak at my resources like vaccinations, antibiotics and painkillers, specific heat capacity, transport of substances in living cells (e.g. osmosis). Mark schemes are ready to print as are worksheets and exam questions! So don't waste another minute pop in, click and pick... a resource and enjoy the rest of your half term doing the things you deserve!

Hello all! Do you want to enjoy your half term by planning less? Well come take a peak at my resources like vaccinations, antibiotics and painkillers, specific heat capacity, transport of substances in living cells (e.g. osmosis). Mark schemes are ready to print as are worksheets and exam questions! So don't waste another minute pop in, click and pick... a resource and enjoy the rest of your half term doing the things you deserve!
Inverse square law- BTEC Applied Science
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Inverse square law- BTEC Applied Science

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This lesson is based on the inverse square law for Applied Science (Extended Certificate). It introduces the idea of attentuation which forms some of the basis for understanding the mathematics behind the equation for the inverse square law. It also includes main activities such as a demonstration in case practical equipment is not available to explore this concept, presenting results in a graph and calculations using the two equations required in for this lesson. Mark schemes for each activity as well as hints for calculations are also provided.
B10.6 Common problems of the eye
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B10.6 Common problems of the eye

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This final lesson in the AQA B10 series lesson. The first of two starters to choose from is ‘Near and far’ where students complete an accommodation activity involving the muscles and ligaments in their eyes followed by discussion. The main part of the lesson introduces the concept of accommodation before students annotate diagrams of the eyes to show changes in the eye for near and distant objects. This is followed by students measuring their range of accommodation. Two common eye defects (myopia and hyperopia) are then introduced and further explained in terms of how distant and near objects appear and the focus of images on the retina. Further, students explore the treatment for eye defects. The Plenary includes a gap fill about how the eye focuses on near and distant objects. Homework and exam questions based on this lesson are also included as well as mark schemes.
C6.1 Intro to Electrolysis
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C6.1 Intro to Electrolysis

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This resource is an introduction to electrolysis for a lower ability group. It firstly introduces students to some key terms in electrolysis and then what this process entails.
B10.4 The Brain
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B10.4 The Brain

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Students have an option to choose from two starters which involves either discussing the function of the brain and make a list of your thoughts OR discuss why we use brain scans having watched a video. The main part of the lesson gives students and opportunity to describe the structure and function of the brain. This is followed by the completion of a practical co-ordination task several times to see if they improve by learning. Results are then analysed by drawing a suitable graph or chart. Higher-tier students then complete an additional worksheet to investigate studies of the brain and new techniques for imaging the brain. Student can also complete a variety of plenaries to consolidate their learning. Mark schemes for all activities are also included with this resources.
B10.2 The Human Nervous System
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B10.2 The Human Nervous System

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This lesson could be easily used for a two hour lesson in which the general structure of the nervous system is introduced as well as how the nervous system works. Students then complete a practical on investigating reaction time and consolidate their learning analyzing the data collected from the practical as well as completing exam questions based on these two lessons.
Year 7- Gas Pressure worksheet
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Year 7- Gas Pressure worksheet

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For this worksheet, students complete particle diagrams as a liquid is heated then cooled. Students also include a description of each diagram. There are two versions of this worksheet based on the ability of students. The mark scheme is also included.
P2.4 Specific heat capacity
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P2.4 Specific heat capacity

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The resource contains a simple introduction into factors which affect the amount energy transferred when the temperature of an object changes and then gets students to consider numeracy skills in completing calculations of specific heat capacity. It then concludes with students getting an opportunity to complete calculations (of specific heat capacity, temperature change, and so on).
The National Grid
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The National Grid

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Student are firstly introduced to how electricity is generated followed by their completing of a research task on the national grid. There is also a quick true false plenary which students assesses students' learning. Video links are also available for further reading and consolidation of how the National Grid works.
B10.5 The Eyes
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B10.5 The Eyes

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This lessons opens with the polarizing question, ‘what color do you see?’ to engage students. The bundle consists of the main PowerPoint with a wide choice of videos (including an eye dissection) to explore the structure and function of the main parts of the eye and further exploring the eye’s structure through exploration of the eye’s blind spot.
B11.6 Hormones and the menstrual cycle
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B11.6 Hormones and the menstrual cycle

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These lesson(s) boasts a rich variety of activities including discussions, videos, research on the role of hormones as well as the kinaesthetic activity ‘menstrual bracelet,’ Kahoot (Which hormone?) and graph interpretation based on changing levels of hormones and their effect on the menstrual cycle.
B3.3_The Chemistry of Food
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B3.3_The Chemistry of Food

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This lesson firstly introduces students to the various types of nutrients in food and then students are able to complete a research task on the molecules and atoms of nutrients, their monomers and functions. Students then move on to understanding in a little more detail the intricacies of food labels in order to explore how scientists are able to determine the information on these labels. The lessons finally ends with exploring the food tests for starch, simple sugars, lipids and proteins. As an assessment of progress in the lesson, students get to use results collected to determine the nutrient in the food sample.
P12.6 Uses of Ultra sound
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P12.6 Uses of Ultra sound

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This resource may be used for a low to mid ability. It firstly gains their interest using a 2d image to begin a discussion and explores how ultrasound (echos) are ultimately used to produce prenatal scans
B1.5 Specialisation in plant cells
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B1.5 Specialisation in plant cells

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Elements of this lesson include: Do now task to revise specialised cells in animals An overview of variety of cells in the leaf An introduction to the four specialised cells in plant A simple research activity for students (high and low ability) to identify the adaptations and explain the adaptations in 4 specilised cells. The plenary includes a choice of a kahoot quiz or exam questions based on this lesson (and previous lessons in this scheme of work)
P12.7 Seismic waves
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P12.7 Seismic waves

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This lesson may be taught over two hours and include the following: a starter which allows students to discuss their existing knowledge about earthquakes and seismic waves. the operation of a seismometer a research task which further analyses the types of seismic waves followed by a Venn diagram task to compare seismic waves. a video further summarising what seismic waves teach us about the structure of layers of earth students then summarise their learning in the form of a mock BBC Science report. Homework further consolidates their understanding of the operation of a seismometer, interpreting seismographs and what seismic waves teach us about the structure of layers of earth
B9.3 Anaerobic Respiration
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B9.3 Anaerobic Respiration

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This lesson is the third lesson series of Unit 9 of the AQA specification. It introduces the topic by thinking about why why a marathon runner has to run a lot slower, and what would happen if they tried to run a marathon at sprint pace. Alternatively, students can complete a starter ‘Muscle contraction’ where they talk about why they are unable to stand on tiptoes for an extended period of time. This is followed by a recap of aerobic respiration. Students then support their understanding of anaerobic respiration by completing a written exercise, supported by textbook work and a video and a short practical. The idea of lactic acid and oxygen debt are then explored before describing using of anaerobic respiration in industry (e.g. food and beverage manufacturing). Lastly students have the option of completing as may of the three plenary activities. Exam questions are also available for extensions/ or homework. All mark schemes are also provided.
B9.2 The response to exercise
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B9.2 The response to exercise

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The lesson contains many resources to choose from. Changes during exercise or Why exercise are two of the starters teachers could choose from to engage students in this lesson. This is then followed by students gaining an understanding of keywords such as breathing rate, heart rate and breath volume which are later used in describing the observable changes during increased exercise. This is followed by students carrying out an investigation into pulse rate before, during, and after exercise. This investigation is then consolidated by calculating percentage change between resting and exercising pulse rate readings, explaining results recorded and a multiple choice plenary and exam questions that may be set for homework or extension questions. Mark schemes are also available for all activities in the lesson.
Required Practical B10.2.3
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Required Practical B10.2.3

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This is a two hour lesson. In lesson one, students will firstly recall what reaction time is before selecting a factor which may affect the reaction time of individuals. They will then plan an investigation using a suitable method of measuring reaction times. This is concluded with gaining an understanding of key ideas of reliability and repeats in scientific experiments. In the second lesson students get an opportunity to carry out their plan before carrying out analysis and conclusion of results and an evaluation of their method.
B9.4 Metabolism and the liver
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B9.4 Metabolism and the liver

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As a starter, students complete group work to share ideas about the reactions that occur inside living organisms or they may discuss why alcohol consumption could lead to liver diseases. Following this, students gain an understanding of metabolism is and learn about the main reactions in the human body. This is further extended by group reactions as catabolic and anabolic. The main part of the lesson then allows for some creativity where in groups, students find out more details about the reactants and products of one assigned reaction either as an animation, storyboard and script or cartoon strip showing the reaction assigned to your group (pair). There is also two plenaries from which to choose. For homework, students firstly explore the roles of the liver in terms of , for example, eliminating the oxygen debt AND complete further reading and summarisation the link between the the popularised high protein diet and urea concentration in urine.
Discovery of the nucleus
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Discovery of the nucleus

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This lesson draws on the familiar concept of how pole in magnets behave when their magnetic fields interact before relating this to the charges of subatomic particles and their behavior when in contact. Students then compare the Plum pudding model and nuclear model of the atom before getting an overview of the alpha particle scattering experiment. The lesson then closes with students understanding what the evidence from this experiment reveals about the structure of the atom and nucleus.
Activate 2- Using Electromagnets worksheet for Year 8
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Activate 2- Using Electromagnets worksheet for Year 8

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Year 8 students can watch a series of videos to support their completion of the worksheet. As the teacher, you can give students the option to complete the gapfill or complete their own explanation of the use of electromagnets in the three devices once they have watched the video; (alternatively, students can use the AQA Activate 2 textbook to complete this task). An answer sheet is also provided.