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Secondary Schools

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- Key stage 3

- Year 7

- Unit 7A. Cells

Lessons

  • 1. What are living organisms made from?
  • 2. a. How can using a microscope give us information about structure?
  • 3. b. How can using a microscope give us information about structure?
  • 4. What are cells like?
  • 5. Checking progress
  • 6. a. What do cells do?
  • 7. b. What do cells do?
  • 8. a. How are new cells made?
  • 9. b. How are new cells made?
  • 10. What causes pollen tubes to grow?
  • 11. Reviewing work
- Unit 7B. Reproduction

Lessons

  • 1. a. How does a new life start?
  • 2. b. How does a new life start?
  • 3. c. How does a new life start?
  • 4. d. How does a new life start?
  • 5. e. How does a new life start?
  • 6. When can human fertilisation take place?
  • 7. a. How is the human foetus supported as it develops?
  • 8. b. How is the human foetus supported as it develops?
  • 9. What do newborn babies need?
  • 10. Checking progress
  • 11. a. How do humans change as they grow?
  • 12. b. How do humans change as they grow?
  • 13. c. How do humans change as they grow?
  • 14. Reviewing work
- Unit 7C. Environment and feeding relationships
- Unit 7D. Variation and classification

Lessons

- Unit 7E. Acids and alkalis

Lessons

  • 1. a. What are acids and alkalis like and where do we use them?
  • 2. b. What are acids and alkalis like and where do we use them?
  • 3. How can acids and alkalis be identified and distinguished from each other?
  • 4. Is there a range of acidity and alkalinity?
  • 5. a. What happens when an acid is added to an alkali?
  • 6. b. What happens when an acid is added to an alkali?
  • 7. Checking progress
  • 8. Where is neutralisation important?
  • 9. Reviewing work
- Unit 7F. Simple chemical reactions

Lessons

  • 1. What is a chemical reaction?
  • 2. a. How do acids react with metals?
  • 3. b. How do acids react with metals?
  • 4. How do acids react with carbonates?
  • 5. What new substances are made when materials burn in air or oxygen?
  • 6. Checking progress
  • 7. What is produced when fuels burn?
  • 8. What is needed for things to burn?
  • 9. Reviewing work
- Unit 7G. Particle model of solids, liquids and gases

Lessons

  • 1. How can we explain evidence from experiments?
  • 2. How are theories created?
  • 3. What are the differences between solids, liquids and gases?
  • 4. How can the particle model explain the differences between solids, liquids and gases?
  • 5. a. How can the particle model explain other phenomena?
  • 6. b. How can the particle model explain other phenomena?
  • 7. Reviewing work
- Unit 7H. Solutions

Lessons

  • 1. How can we tell whether a liquid is a mixture?
  • 2. How much salt can we get from rock salt?
  • 3. What happens to the solute when a solution is made?
  • 4. How can we separate solvents from solutes?
  • 5. a. How can chromatography separate and identify substances in mixtures?
  • 6. b. How can chromatography separate and identify substances in mixtures?
  • 7. Checking progress
  • 8. Is there a limit to the amount of solid that will dissolve in a liquid?
  • 9. What else affects solubility?
  • 10. Reviewing work
- Unit 7I. Energy resources

Lessons

  • 1. a. Why are fuels useful?
  • 2. b. Why are fuels useful?
  • 3. c. Why are fuels useful?
  • 4. What are fossil fuels?
  • 5. a. What are renewable energy resources?
  • 6. b. What are renewable energy resources?
  • 7. c. What are renewable energy resources?
  • 8. Checking progress
  • 9. a. How do living things use energy?
  • 10. b. How do living things use energy?
  • 11. c. How do living things use energy?
  • 12. Reviewing work
- Unit 7J. Electrical circuits

Lessons

  • 1. a. How do electrical circuits work?
  • 2. b. How do electrical circuits work?
  • 3. a. What happens in a circuit?
  • 4. b. What happens in a circuit?
  • 5. a. How can we explain what happens in electrical circuits?
  • 6. b. How can we explain what happens in electrical circuits?
  • 7. a. What kinds of circuits are useful and what are the hazards?
  • 8. b. What kinds of circuits are useful and what are the hazards?
  • 9. c. What kinds of circuits are useful and what are the hazards?
  • 10. Reviewing work
- Unit 7K. Forces and their effects

Lessons

  • Where do we come across forces?
  • 2. a. Why do things float?
  • 3. b. Why do things float?
  • 4. c. Why do things float?
  • 5. How do different materials stretch?
  • 6. Checking progress
  • 7. What is weight?
  • 8. a. What does friction do?
  • 9. b. What does friction do?
  • 10. c. What does friction do?
  • 11. What affects how quickly a car stops?
  • 12. Reviewing work
- Unit 7L. The solar system and beyond

Lessons

  • 1. What is the cause of a year, a month, a day?
  • 2. a. How do we see the Sun and Moon?
  • 3. b. How do we see the Sun and Moon?
  • 4. c. How do we see the Sun and Moon?
  • 5. d. How do we see the Sun and Moon?
  • 6. a. What causes the seasons on Earth?
  • 7. b. What causes the seasons on Earth?
  • 8. Checking progress
  • 9. a. What does the solar system consist of?
  • 10. b. What does the solar system consist of?
  • 11. c. What does the solar system consist of?
  • 12. What is beyond the solar system?
  • 13. Reviewing work

- Year 8

- Unit 8A. Food and digestion

Lessons

  • 1. a. What's in food and why is it important?
  • 2. b. What's in food and why is it important?
  • 3. c. What's in food and why is it important?
  • 4. a. Which foods provide a balanced diet?
  • 5. b. Which foods provide a balanced diet?
  • 6. c. Which foods provide a balanced diet?
  • 7. Checking progress
  • 8. a. What happens to food inside the digestive system?
  • 9. b. What happens to food inside the digestive system?
  • 10. a. What do digestive enzymes do?
  • 11. b. What do digestive enzymes do?
  • 12. Where are the products of digestion used?
  • 13. Reviewing work
- Unit 8B. Respiration

Lessons

  • 1. a. How do cells use the food molecules absorbed after digestion?
  • 2. b. How do cells use the food molecules absorbed after digestion?
  • 3. c. How do cells use the food molecules absorbed after digestion?
  • 4. d. How do cells use the food molecules absorbed after digestion?
  • 5. a. How does the oxygen needed for respiration reach the tissues of the body?
  • 6. b. How does the oxygen needed for respiration reach the tissues of the body?
  • 7. What happens to the oxygen when it reaches the cells?
  • 8. Checking progress
  • 9. What is the role of the lungs?
  • 10. How are inhaled and exhaled air different?
  • 11. a. Do other organisms respire in a similar manner?
  • 12. b. Do other organisms respire in a similar manner?
  • 13. Reviewing work
- Unit 8C. Microbes and disease

Lessons

  • 1. a. What are micro-organisms and how do we grow them?
  • 2. b. What are micro-organisms and how do we grow them?
  • 3. c. What are micro-organisms and how do we grow them?
  • 4. a. Can micro-organisms be harmful?
  • 5. b. Can micro-organisms be harmful?
  • 6. Checking progress
  • 7. a. How can we protect ourselves against infectious diseases?
  • 8. b. How can we protect ourselves against infectious diseases?
  • 9. c. How can we protect ourselves against infectious diseases?
  • 10. d. How can we protect ourselves against infectious diseases?
  • 11. Reviewing work
- Unit 8D. Ecological relationships
- Unit 8E. Atoms and elements

Lessons

  • 1. How many different materials are there?
  • 2. What are elements made from?
  • 3. What are elements like?
  • 4. Checking progress
  • 5. How do we get all the other materials?
  • 6. a. How can we represent the changes when new materials are made?
  • 7. b. How can we represent the changes when new materials are made?
  • 8. Reviewing work
- Unit 8F. Compounds and mixtures

Lessons

  • 1. How are elements and compounds different?
  • 2. How do compounds differ from the elements from which they are made?
  • 3. Do compounds react chemically?
  • 4. Checking progress
  • 5. a. Are there other sorts of material besides elements and compounds?
  • 6. b. Are there other sorts of material besides elements and compounds?
  • 7. c. Are there other sorts of material besides elements and compounds?
  • 8. d. Are there other sorts of material besides elements and compounds?
  • 9. Reviewing work
- Unit 8G. Rocks and weathering

Lessons

  • 1. What are rocks made of?
  • 2. How does rain cause rocks to weather?
  • 3. How do changes in temperature cause rocks to weather?
  • 4. Checking progress
  • 5. a. What happens to weathered pieces of rock?
  • 6. b. What happens to weathered pieces of rock?
  • 7. c. What happens to weathered pieces of rock?
  • 8. Checking progress
  • 9. a. Why do sediments form layers?
  • 10. b. Why do sediments form layers?
  • 11. Reviewing work
- Unit 8H. The rock cycle

Lessons

  • 1. How is sedimentary rock formed?
  • 2. Are all limestones different?
  • 3. What is different about metamorphic rocks?
  • 4. a. Where do igneous rocks come from?
  • 5. b. Where do igneous rocks come from?
  • 6. What is the rock cycle?
  • 7. Reviewing work
- Unit 8I. Heating and cooling

Lessons

  • 1. a. What's the temperature?
  • 2. b. What's the temperature?
  • 3. a. How do things get hotter or colder?
  • 4. b. How do things get hotter or colder?
  • 5. c. How do things get hotter or colder?
  • 6. d. How do things get hotter or colder?
  • 7. e. How do things get hotter or colder?
  • 8. a. How do materials change when they are heated and cooled?
  • 9. b. How do materials change when they are heated and cooled?
  • 10. c. How do materials change when they are heated and cooled?
  • 11. d. How do materials change when they are heated and cooled?
  • 12. e. How do materials change when they are heated and cooled?
  • 13. a. How can we reduce energy waste?
  • 14. b. How can we reduce energy waste?
  • 15. Checking progress
  • 16. How can we explain change of state?
  • 17. Reviewing work
- Unit 8J. Magnets and electromagnets

Lessons

  • 1. a. What can a magnet do?
  • 2. b. What can a magnet do?
  • 3. a. Can magnetism be stopped? Can magnets be made?
  • 4. b. Can magnetism be stopped? Can magnets be made?
  • 5. a. What is a magnetic field?
  • 6. b. What is a magnetic field?
  • 7. c. What is a magnetic field?
  • 8. d. What is a magnetic field?
  • 9. Checking progress
  • 10. a. How can electricity make a magnet?
  • 11. b. How can electricity make a magnet?
  • 12. How can we explain how electromagnets work?
  • 13. Reviewing work
- Unit 8K. Light

Lessons

  • 1. a. How does light travel?
  • 2. b. How does light travel?
  • 3. What happens when light meets an object?
  • 4. How do we see things?
  • 5. How do mirrors reflect light?
  • 6. How are images formed?
  • 7. Checking progress
  • 8. Can light be bent?
  • 9. What is a spectrum?
  • 10. a. How can we change colour?
  • 11. b. How can we change colour?
  • 12. Reviewing work
- Unit 8L. Sound and hearing

Lessons

  • 1. a. How are different sounds made?
  • 2. b. How are different sounds made?
  • 3. c. How are different sounds made?
  • 4. How does sound travel through solids, liquids and gases?
  • 5. Checking progress
  • 6. a. How do we hear sounds?
  • 7. b. How do we hear sounds?
  • 8. c. How do we hear sounds?
  • 9. a. Can sound be dangerous?
  • 10. b. Can sound be dangerous?
  • 11. c. Can sound be dangerous?
  • 12. Reviewing work

- Year 9

- Unit 9A. Inheritance and selection

Lessons

  • 1. What characteristics can be inherited?
  • 2. Why are offspring of the same parents similar but not identical?
  • 3. a. How do differences between offspring with the same parents compare with differences between offspring of different parents?
  • 4. b. How do differences between offspring with the same parents compare with differences between offspring of different parents?
  • 5. How are new breeds of animal produced?
  • 6. Checking progress
  • 7. Why do farmers produce new breeds of animals?
  • 8. a. How are new varieties of plant produced?
  • 9. b. How are new varieties of plant produced?
  • 10. Are varieties produced by selective breeding different from each other?
  • 11. What is a clone?
  • 12. Reviewing work
- Unit 9B. Fit and healthy

Lessons

  • 1. a. What do we mean by fit?
  • 2. b. What do we mean by fit?
  • 3. What helps the respiratory system to function?
  • 4. What is the effect of smoking on the lungs and other body systems?
  • 5. a. Why is diet important?
  • 6. b. Why is diet important?
  • 7. How does alcohol affect the body?
  • 8. a. What else can we do to maintain fitness?
  • 9. b. What else can we do to maintain fitness?
  • 10. a. What effects do drugs have?
  • 11. b. What effects do drugs have?
  • 12. Are we healthier than our great-grandparents were?
  • 13. Reviewing work
- Unit 9C. Plants and photosynthesis

Lessons

  • 1. a. How do plants grow?
  • 2. b. How do plants grow?
  • 3. a. What is the role of the leaf in photosynthesis?
  • 4. b. What is the role of the leaf in photosynthesis?
  • 5. c. What is the role of the leaf in photosynthesis?
  • 6. Checking progress
  • 7. What happens to the glucose produced in leaves?
  • 8. What is the role of the root in photosynthesis?
  • 9. Why are green plants important in the environment?
  • 10. Reviewing work
- Unit 9D. Plants for food

Lessons

  • 1. a. Where does our food come from?
  • 2. b. Where does our food come from?
  • 3. Checking progress
  • 4. a. How do fertilisers affect plant growth?
  • 5. b. How do fertilisers affect plant growth?
  • 6. a. How does competition with other plants affect plant growth?
  • 7. b. How does competition with other plants affect plant growth?
  • 8. a. How do pests affect plant growth?
  • 9. b. How do pests affect plant growth?
  • 10. c. How do pests affect plant growth?
  • 11. a. What is the perfect environment for growing plants?
  • 12. b. What is the perfect environment for growing plants?
  • 13. Reviewing work
- Unit 9E. Reactions of metals and metal compounds

Lessons

  • 1. Why are metals useful?
  • 2. What happens when metals react with acids?
  • 3. How do acids react with metal carbonates?
  • 4. What evidence is there of a chemical reaction between acids and metal oxides?
  • 5. Checking progress
  • 6. a. What is a salt?
  • 7. b. What is a salt?
  • 8. c. What is a salt?
  • 9. Reviewing work
- Unit 9F. Patterns of reactivity

Lessons

  • 1. Why do metals tarnish?
  • 2. How do metals react with water?
  • 3. Is the order of reactivity of metals with water the same as that with acids?
  • 4. Can we make predictions about the reactions of metals with oxygen?
  • 5. a. Can metals displace each other?
  • 6. b. Can metals displace each other?
  • 7. Checking progress
  • 8. How does the activity series relate to uses and sources of metals?
  • 9. How can we find out more about the reaction of metals with acids?
  • 10. Reviewing work
- Unit 9G. Environmental chemistry

Lessons

  • 1. How are soils different from each other?
  • 2. What happens to rocks and building materials over time?
  • 3. What causes acid rain?
  • 4. a. What are the effects of acid rain and how can they be reduced?
  • 5. b. What are the effects of acid rain and how can they be reduced?
  • 6. a. Is pollution worse now?
  • 7. b. Is pollution worse now?
  • 8. Is global warming happening?
  • 9. Reviewing work
- Unit 9H. Using chemistry

Lessons

  • 1. a. What chemical reactions take place when fuels burn?
  • 2. b. What chemical reactions take place when fuels burn?
  • 3. b. How else are chemical reactions used as energy resources?
  • 4. How else are chemical reactions used as energy resources?
  • 5. What types of new material are made through chemical reactions?
  • 6. Checking progress
  • 7. a. What happens to atoms and molecules when new materials are made?
  • 8. b. What happens to atoms and molecules when new materials are made?
  • 9. c. What happens to atoms and molecules when new materials are made?
  • 10. d. What happens to atoms and molecules when new materials are made?
  • 11. Reviewing work
- Unit 9I. Energy and electricity

Lessons

  • 1. a. How is energy involved in doing useful things?
  • 2. b. How is energy involved in doing useful things?
  • 3. a. How does electricity transfer energy?
  • 4. b. How does electricity transfer energy?
  • 5. c. How does electricity transfer energy?
  • 6. d. How does electricity transfer energy?
  • 7. e. How does electricity transfer energy?
  • 8. What are we paying for when we use electricity?
  • 9. Checking progress
  • 10. a. Where do we get electricity from?
  • 11. b. Where do we get electricity from?
  • 12. a. How can we reduce the waste of energy?
  • 13. b. How can we reduce the waste of energy?
  • 14. Reviewing work
- Unit 9J. Gravity and space

Lessons

  • 1. What is gravity?
  • 2. a. How does gravity change?
  • 3. b. How does gravity change?
  • 4. Checking progress
  • 5. How have our ideas about the solar system changed?
  • 6. a. What keeps the planets and satellites in orbit?
  • 7. b. What keeps the planets and satellites in orbit?
  • 8. c. What keeps the planets and satellites in orbit?
  • 9. Reviewing work
- Unit 9K. Speeding up

Lessons

  • 1. a. How fast is it moving?
  • 2. b. How fast is it moving?
  • 3. c. How fast is it moving?
  • 4. How do forces affect speed?
  • 5. Checking progress
  • 6. a. How can we increase speed?
  • 7. b. How can we increase speed?
  • 8. c. How can we increase speed?
  • 9. How do parachutes work?
  • 10. Reviewing work
- Unit 9L. Pressure and moments

Lessons

  • 1. a. What is pressure?
  • 2. b. What is pressure?
  • 3. a. What are pneumatics and hydraulics?
  • 4. b. What are pneumatics and hydraulics?
  • 5. c. What are pneumatics and hydraulics?
  • 6. Checking progress
  • 7. a. How do levers work?
  • 8. b. How do levers work?
  • 9. a. How do things balance?
  • 10. b. How do things balance?
  • 11. c. How do things balance?
  • 12. Reviewing work
- Unit 9M. Investigating scientific questions

Lessons

  • 1. What sort of questions can be investigated scientifically?
  • 2. Using and evaluating a way of finding out how much of an apple is water
  • 3. Using a model and data from a fair test to find out why elephants throw water over themselves
  • 4. Carrying out a survey, using a suitable sample size, to find out how the moisture level in the soil affects the variety and abundance of plants on the school field
  • 5. Developing a classification system for a variety of plants that grow in and around water
  • 6. Using secondary sources to develop and test hypotheses about factors that might affect the pH of rainwater
  • 7. Concluding the unit on investigating scientific questions

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