| Preface |
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Providing a stimulating environment |
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2 | (1) |
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3 | (1) |
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4 | (1) |
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Producing card sort activities |
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5 | (2) |
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7 | (1) |
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8 | (1) |
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9 | (1) |
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10 | (2) |
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SECTION 2 Starter activities |
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12 | (1) |
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13 | (1) |
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14 | (1) |
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15 | (1) |
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16 | (1) |
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Keyword/glossary production |
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17 | (1) |
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18 | (1) |
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Using laminated worksheets |
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19 | (1) |
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20 | (1) |
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21 | (3) |
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SECTION 3 Effective discussions |
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24 | (1) |
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25 | (3) |
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SECTION 4 Dealing with a practical |
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28 | (1) |
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29 | (1) |
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Collecting equipment en masse |
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30 | (1) |
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Equipment spread around the room |
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31 | (1) |
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Teacher directed collection |
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32 | (1) |
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33 | (1) |
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34 | (1) |
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35 | (1) |
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36 | (1) |
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37 | (1) |
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Letting them just get on with it |
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38 | (2) |
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SECTION 5 Fun class activities |
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40 | (1) |
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Solid or liquid - custard |
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41 | (1) |
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42 | (2) |
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Teaching adaptation - making a `survival' game |
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44 | (1) |
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Discovering human organs - positioning `body parts' |
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45 | (1) |
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Teaching sexual reproduction - dealing with pupils' questions |
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46 | (1) |
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Teaching sexual reproduction - avoiding those `slang' words |
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47 | (3) |
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50 | (1) |
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Dealing with all those `S' words |
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51 | (1) |
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Rates of reaction comic strips |
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52 | (2) |
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Teaching molecular shapes |
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54 | (1) |
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Teaching the Haber process |
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55 | (3) |
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58 | (1) |
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Series and parallel circuits |
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59 | (1) |
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Teaching the solar system |
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60 | (1) |
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61 | (3) |
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SECTION 9 Scientific investigations |
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Continuous skill building |
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64 | (1) |
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65 | (1) |
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66 | (1) |
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Fill in the gaps exercises |
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67 | (3) |
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SECTION 10 Plenary activities |
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70 | (1) |
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Crosswords and wordsearches |
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71 | (1) |
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72 | (1) |
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73 | (1) |
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74 | (1) |
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75 | (1) |
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What have you learnt in today's lesson? |
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76 | (2) |
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SECTION 11 Some fun homework activities |
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78 | (1) |
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79 | (1) |
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80 | (1) |
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Pupil produced worksheets |
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81 | (1) |
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A pH scale with a difference |
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82 | (2) |
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SECTION 12 Revision techniques |
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Keyword game 1 (similar to `taboo') |
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84 | (2) |
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Keyword game 2 (similar to `pictionary') |
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86 | (1) |
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87 | (1) |
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88 | (1) |
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89 | (1) |
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Summarizing units of work |
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90 | (1) |
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91 | (1) |
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Use of examination board syllabus statements |
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92 | (1) |
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Use of last year's paper(s) |
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93 | (1) |
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94 | (1) |
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Use of old examination questions |
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95 | (1) |
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Use of examination questions 2 |
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96 | (1) |
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Use of the Internet/CD ROMs |
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97 | (3) |
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100 | (1) |
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101 | (1) |
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Plotting graphs using Excel |
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102 | (1) |
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103 | (1) |
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104 | (1) |
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Use of Powerpoint and interactive whiteboards |
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105 | (3) |
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SECTION 14 Reducing the marking load |
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Some `quick' marking techniques |
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108 | (1) |
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Choosing specific pieces of work |
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109 | (1) |
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110 | (1) |
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Dealing with common errors - verbal feedback |
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111 | (1) |
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Dealing with common errors - stickers |
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112 | (1) |
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Dealing with common errors - tables |
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113 | (1) |
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Making use of mark schemes |
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114 | (1) |
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115 | (1) |
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Marking essays - peer marking |
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116 | (2) |
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SECTION 15 Science in the outside world |
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118 | (1) |
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119 | (3) |
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SECTION 16 Maintaining the WOW factor |
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122 | (1) |
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123 | (1) |
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124 | (2) |
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126 | (1) |
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127 | (1) |
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128 | (2) |
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130 | |
