Activities - teaching materials for the 5-year big ideas curriculum

{"id":1682454577223,"title":"Eat chocolate, stay healthy","handle":"healthy-chocolate","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eIt's Easter and that means chocolate! Students' challenge is to help Kate stick to her balanced diet and keep her daily chocolate habit. They analyse the nutrients in two different chocolate bars - her favourite and a new 'healthy' version. Then they recommend how much of each chocolate she can eat while keeping within recommended intake limits. The activity can be used as a practice for writing extended answers. It comes with a level of response style mark scheme that is now used in GCSE science.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eUse your understanding of the digestive system to judge if a diet is suitable for a person, based on their nutritional requirements.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs\u003c\/li\u003e\n\u003cli\u003eConcept: The digestive system: \u003cspan\u003eA balanced diet supplies cells with nutrients, which are broken down by organs into molecules that can travel in the blood\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003e\u003c\/h4\u003e","published_at":"2018-05-27T14:01:29+01:00","created_at":"2019-03-26T22:15:23+00:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Organisms","Blueprint unit_Y8 Tissues \u0026 organs","Learning stage_Analyse","Year 8 Tissues \u0026 organs","Year_Year 8"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":16660576075847,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Eat chocolate, stay healthy","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-181,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/choc.png?v=1553673790"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/choc.png?v=1553673790","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eIt's Easter and that means chocolate! Students' challenge is to help Kate stick to her balanced diet and keep her daily chocolate habit. They analyse the nutrients in two different chocolate bars - her favourite and a new 'healthy' version. Then they recommend how much of each chocolate she can eat while keeping within recommended intake limits. The activity can be used as a practice for writing extended answers. It comes with a level of response style mark scheme that is now used in GCSE science.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eUse your understanding of the digestive system to judge if a diet is suitable for a person, based on their nutritional requirements.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs\u003c\/li\u003e\n\u003cli\u003eConcept: The digestive system: \u003cspan\u003eA balanced diet supplies cells with nutrients, which are broken down by organs into molecules that can travel in the blood\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003e\u003c\/h4\u003e"}

Eat chocolate, stay healthy

£0.00

Short description It's Easter and that means chocolate! Students' challenge is to help Kate stick to her balanced diet and...

{"id":1300401881159,"title":"Ban cola","handle":"ban-cola","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eNow that scientists have discovered that sugar is like an addictive drug, pressure is building for action to reduce the amount of sugar that children and young people consume in sugary drinks. In this activity, students consider the evidence for causal links between sugar consumption, obesity and disease. They then weigh up arguments for and against banning sugary drink sales to under-18s.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/rVun3Z1lGdbYOu\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eWorking Scientifically: Analysis and evaluation – interpret observations and data, including identifying patterns and using observations to draw conclusions.\u003c\/li\u003e\n\u003cli\u003eBiology: Nutrition and Digestion - the consequences of imbalances in the diet, including obesity.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs\u003c\/li\u003e\n\u003cli\u003eConcept: Digestion: Organs of the digestive system are adapted to break large food molecules into small nutrients which can travel in the blood. \u003c\/li\u003e\n\u003cli\u003eSkills: Conclusions: Judge how well the evidence fits your conclusion\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/DcwanZxEAm\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eTrailer to Fed Up movie\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA trailer to the sensationalist film about the ubiquity of sugar in processed foods, and the impact of its excessive consumption on health.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-25132851\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eHow much sugar in coca-cola?\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eBBC’s Newsnight gives the European president of Coca-cola a hard time.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.actiononsugar.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eAction on sugar\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eComprehensive list of links to current news items about sugar consumption from this group of UK-based academics.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/society\/2014\/jun\/26\/limit-sugar-intake-one-can-soft-drink-advisers\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eLimit sugar intake\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA news story about the latest advice to the government from scientific advisers. They suggest that the guideline level of dietary sugar should be slashed by half to the equivalent of one can of fizzy drink a day.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2019-03-27T13:39:49+00:00","created_at":"2018-05-27T22:15:08+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Organisms","Blueprint unit_Y8 Tissues \u0026 organs","Learning stage_Analyse","Project: Engage","Science skill_Conclusions","Skills: Conclusions","Y8 Tissues \u0026 organs","Year_Year 8"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12181170520135,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Ban cola","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-23,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/ban_cola_image.jpg?v=1527659808","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_82eed8c3-cd32-4fb5-bf68-a5eda875fd7a.jpg?v=1527659808"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/ban_cola_image.jpg?v=1527659808","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eNow that scientists have discovered that sugar is like an addictive drug, pressure is building for action to reduce the amount of sugar that children and young people consume in sugary drinks. In this activity, students consider the evidence for causal links between sugar consumption, obesity and disease. They then weigh up arguments for and against banning sugary drink sales to under-18s.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/rVun3Z1lGdbYOu\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eWorking Scientifically: Analysis and evaluation – interpret observations and data, including identifying patterns and using observations to draw conclusions.\u003c\/li\u003e\n\u003cli\u003eBiology: Nutrition and Digestion - the consequences of imbalances in the diet, including obesity.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs\u003c\/li\u003e\n\u003cli\u003eConcept: Digestion: Organs of the digestive system are adapted to break large food molecules into small nutrients which can travel in the blood. \u003c\/li\u003e\n\u003cli\u003eSkills: Conclusions: Judge how well the evidence fits your conclusion\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/DcwanZxEAm\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eTrailer to Fed Up movie\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA trailer to the sensationalist film about the ubiquity of sugar in processed foods, and the impact of its excessive consumption on health.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-25132851\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eHow much sugar in coca-cola?\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eBBC’s Newsnight gives the European president of Coca-cola a hard time.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.actiononsugar.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eAction on sugar\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eComprehensive list of links to current news items about sugar consumption from this group of UK-based academics.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/society\/2014\/jun\/26\/limit-sugar-intake-one-can-soft-drink-advisers\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eLimit sugar intake\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA news story about the latest advice to the government from scientific advisers. They suggest that the guideline level of dietary sugar should be slashed by half to the equivalent of one can of fizzy drink a day.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Ban cola

£0.00

Short description Now that scientists have discovered that sugar is like an addictive drug, pressure is building for action to...

$To frack or not$

{"id":1300401324103,"title":"To frack or not","handle":"to-frack-or-not","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThe extraction of gas from shale rock – hydraulic fracturing, or fracking – is widespread in the USA. Whilst some countries in Europe have banned fracking following concerns that substances used in the process pollute water, others want to exploit shale gas reserves to provide new – and cheap – sources of natural gas. In this activity, students decide whether they support a ban on fracking. They apply their knowledge of the properties of rocks to decide whether substances from fracking can get into water, and learn how to justify opinions.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/4yYvTgmUkJGt2M\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" allowfullscreen=\"\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan\u003eExplain why a rock has a particular property based on how it was formed\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eGive opinions, present evidence to support their opinions, and explain their reasoning\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003eLesson 1\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Earth systems\u003c\/li\u003e\n\u003cli\u003eConcept: Rock cycle: The three type of rock that make up the Earth's crust were formed by processes that link together in a never ending cycle\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eLesson 2\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSkills: Explanations: Argue for a claim with data and reasons\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003eTwo powerpoint presentations (lesson 1 and 2)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThese lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=Uti2niW2BRA\"\u003eFracking video 1\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA neutral view of fracking, explained in 5 minutes\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=VY34PQUiwOQ\"\u003eFracking video 2\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eExplanation of fracking from a fracking company\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/frack-off.org.uk\/fracking-hell\/watch-the-film\/\"\u003eFracking video 3\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eSeveral videos against fracking from a campaigning organisation\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.dw.com\/en\/what-ever-happened-with-europes-fracking-boom\/a-18589660\"\u003eFracking in Europe\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article from Deutsche Welle summarises the current state of play for fracking in European countries, and includes a useful map.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.independent.co.uk\/environment\/fracking-poses-significant-risk-to-humans-and-should-be-temporarily-banned-across-eu-says-new-report-10334080.html\"\u003eNewspaper article about EU fracking report\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article reports on a recent EU report on fracking.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/commentisfree\/2015\/aug\/19\/why-is-fracking-bad-google-answer\"\u003eNewspaper report in answer to the question ‘why is fracking bad?’\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA clear and relatively balanced report on fracking\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/insideclimatenews.org\/news\/05062015\/fracking-has-contaminated-drinking-water-epa-now-concludes\"\u003eFracking and drinking water in the USA\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA report about contaminated drinking water in the USA\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.chemtrust.org.uk\/wp-content\/uploads\/chemtrust-chemical-pollution-from-fracking-june2015.pdf\"\u003ePollutants from fracking\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis long and detailed article describes pollutants from substances used in fracking, written from a particular perspective.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2019-03-27T13:42:44+00:00","created_at":"2018-05-27T22:01:27+01:00","vendor":"Mastery Science","type":"Activity","tags":["Learning stage_Analyse","Learning stage_Apply","Project: Engage","Science skill_Explanations","Skills: Explanations","Y8 Earth systems","Year_Year 8"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12181146370119,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"To frack or not","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-25,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/fracking_image.jpg?v=1527746433"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/fracking_image.jpg?v=1527746433","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThe extraction of gas from shale rock – hydraulic fracturing, or fracking – is widespread in the USA. Whilst some countries in Europe have banned fracking following concerns that substances used in the process pollute water, others want to exploit shale gas reserves to provide new – and cheap – sources of natural gas. In this activity, students decide whether they support a ban on fracking. They apply their knowledge of the properties of rocks to decide whether substances from fracking can get into water, and learn how to justify opinions.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/4yYvTgmUkJGt2M\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" allowfullscreen=\"\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan\u003eExplain why a rock has a particular property based on how it was formed\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eGive opinions, present evidence to support their opinions, and explain their reasoning\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003eLesson 1\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Earth systems\u003c\/li\u003e\n\u003cli\u003eConcept: Rock cycle: The three type of rock that make up the Earth's crust were formed by processes that link together in a never ending cycle\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eLesson 2\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSkills: Explanations: Argue for a claim with data and reasons\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003eTwo powerpoint presentations (lesson 1 and 2)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThese lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=Uti2niW2BRA\"\u003eFracking video 1\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA neutral view of fracking, explained in 5 minutes\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=VY34PQUiwOQ\"\u003eFracking video 2\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eExplanation of fracking from a fracking company\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/frack-off.org.uk\/fracking-hell\/watch-the-film\/\"\u003eFracking video 3\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eSeveral videos against fracking from a campaigning organisation\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.dw.com\/en\/what-ever-happened-with-europes-fracking-boom\/a-18589660\"\u003eFracking in Europe\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article from Deutsche Welle summarises the current state of play for fracking in European countries, and includes a useful map.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.independent.co.uk\/environment\/fracking-poses-significant-risk-to-humans-and-should-be-temporarily-banned-across-eu-says-new-report-10334080.html\"\u003eNewspaper article about EU fracking report\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article reports on a recent EU report on fracking.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/commentisfree\/2015\/aug\/19\/why-is-fracking-bad-google-answer\"\u003eNewspaper report in answer to the question ‘why is fracking bad?’\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA clear and relatively balanced report on fracking\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/insideclimatenews.org\/news\/05062015\/fracking-has-contaminated-drinking-water-epa-now-concludes\"\u003eFracking and drinking water in the USA\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA report about contaminated drinking water in the USA\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.chemtrust.org.uk\/wp-content\/uploads\/chemtrust-chemical-pollution-from-fracking-june2015.pdf\"\u003ePollutants from fracking\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis long and detailed article describes pollutants from substances used in fracking, written from a particular perspective.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

To frack or not

£0.00

Short description The extraction of gas from shale rock – hydraulic fracturing, or fracking – is widespread in the USA....

{"id":1300456996935,"title":"Animal testing","handle":"animal-testing","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003e1.2 million EU citizens have signed a petition for the complete ban of animal testing. Their argument being it is both unethical and not useful. In this activity students are asked to decide whether they agree. They apply their knowledge about how asthma affects the gas exchange system to examine evidence and decide if animal testing is essential to developing new asthma drugs. They also learn about how to use ethical thinking to make difficult decisions and study different ethical viewpoints.?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/hG4oDtD4xKcxhW\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cem\u003eBreathing:\u003c\/em\u003e\u003cspan\u003e show how asthma affects the structure of the gas exchange system \u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eExamine consequences: \u003c\/em\u003e\u003cspan\u003e Select the choice which maximises the benefits and minimises the harm. List relevant ‘we should, or should not’ rules that everyone should follow\u003c\/span\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003eLesson 1\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs\u003c\/li\u003e\n\u003cli\u003eConcept: Gas exchange: In gas exchange, oxygen and carbon dioxide move between alveoli in the lungs and the blood\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eLesson 2\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSkills: Decisions: Consider ethical implications and social, environmental and financial consequences\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003eTwo powerpoint presentations (lesson 1 and 2)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThese lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/europa.eu\/rapid\/press-release_IP-15-5094_en.htm\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eThe European's commission's response\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eTheir response to the petition (the 'Stop Vivisection' European Citizens' Initiative)\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.stopvivisection.eu\/en\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eStop Vivisection\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArguments against the use of animal testing\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.understandinganimalresearch.org.uk\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eUnderstanding animal research\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArguments for the use of animal testing\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nhs.uk\/news\/2015\/04April\/Pages\/Asthma-cure-within-five-years-researchers-hope.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eAnimal testing in asthma research\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article outlines research that may lead to a new asthma drug which was developed using animal testing\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.understandinganimalresearch.org.uk\/resources\/video-library\/understanding-asthma\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eUnderstanding asthma\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA short video clip about the experience of having asthma and how animal research has contributed to treating asthma.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2019-03-27T13:42:45+00:00","created_at":"2018-05-28T06:51:24+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Organisms","Blueprint unit_Y8 Tissues \u0026 organs","Learning stage_Analyse","Learning stage_Apply","Project: Engage","Science skill:Decisions","Science skill_Decisions","Y8 Tissues \u0026 organs","Year_Year 8"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182115024967,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Animal testing","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-18,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/animal_testing_image.jpg?v=1527746032"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/animal_testing_image.jpg?v=1527746032","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003e1.2 million EU citizens have signed a petition for the complete ban of animal testing. Their argument being it is both unethical and not useful. In this activity students are asked to decide whether they agree. They apply their knowledge about how asthma affects the gas exchange system to examine evidence and decide if animal testing is essential to developing new asthma drugs. They also learn about how to use ethical thinking to make difficult decisions and study different ethical viewpoints.?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/hG4oDtD4xKcxhW\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cem\u003eBreathing:\u003c\/em\u003e\u003cspan\u003e show how asthma affects the structure of the gas exchange system \u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eExamine consequences: \u003c\/em\u003e\u003cspan\u003e Select the choice which maximises the benefits and minimises the harm. List relevant ‘we should, or should not’ rules that everyone should follow\u003c\/span\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003eLesson 1\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs\u003c\/li\u003e\n\u003cli\u003eConcept: Gas exchange: In gas exchange, oxygen and carbon dioxide move between alveoli in the lungs and the blood\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eLesson 2\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSkills: Decisions: Consider ethical implications and social, environmental and financial consequences\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003eTwo powerpoint presentations (lesson 1 and 2)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThese lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/europa.eu\/rapid\/press-release_IP-15-5094_en.htm\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eThe European's commission's response\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eTheir response to the petition (the 'Stop Vivisection' European Citizens' Initiative)\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.stopvivisection.eu\/en\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eStop Vivisection\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArguments against the use of animal testing\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.understandinganimalresearch.org.uk\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eUnderstanding animal research\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArguments for the use of animal testing\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nhs.uk\/news\/2015\/04April\/Pages\/Asthma-cure-within-five-years-researchers-hope.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eAnimal testing in asthma research\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article outlines research that may lead to a new asthma drug which was developed using animal testing\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.understandinganimalresearch.org.uk\/resources\/video-library\/understanding-asthma\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eUnderstanding asthma\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA short video clip about the experience of having asthma and how animal research has contributed to treating asthma.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Animal testing

£0.00

Short description 1.2 million EU citizens have signed a petition for the complete ban of animal testing. Their argument being...

{"id":1300456702023,"title":"Electronic cigarettes","handle":"electronic-cigarettes","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eTurkey, Wales, Normandy and parts of Canada have recently banned the use of electronic cigarettes indoors, and the EU is considering following their example. Campaigners in support of an EU-wide ban point out that nicotine from e-cigarettes may contribute to heart disease and cancers, as well as damaging the brains of developing foetuses. In this activity students decide whether they support a ban. They apply their knowledge of particle theory to decide whether exhaled nicotine can reach non-vapers nearby, and then learn to judge risks to decide whether the benefits of a ban on indoor vaping outweigh the risks.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/JjbcibCLTiTgfe\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cem\u003eParticles:\u003c\/em\u003e\u003cspan\u003e draw before and after diagrams of particles to explain observations \u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eEstimate risks:\u003c\/em\u003e\u003cspan\u003e weigh up the benefits and risks of an application of science to make a decision\u003c\/span\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003eLesson 1\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Substances \u0026amp; particles\u003c\/li\u003e\n\u003cli\u003eConcept: Particle model: Substances can be modelled as small particles in motion. Their energy and arrangement differs between states of matter\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eLesson 2\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSkills: Decisions: Estimate the seriousness of the hazards of an experiment or technology\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003eTwo powerpoint presentations (lesson 1 and 2)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThese lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/programmes\/articles\/h48GpcKL8BqrNsx8WjQTJf\/are-e-cigarettes-safe\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eArticle about e-cigarettes\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article from the BBC contains links to many other relevant web pages\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.ash.org.uk\/files\/documents\/ASH_715.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eArticle on the health impacts of e-cigarettes\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eFrom Action on Smoking and Health, suitable for higher attaining students\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/tobaccocontrol.bmj.com\/content\/23\/suppl_2\/ii11.full#sec-12\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eDetailed report on the safety of e-cigarettes\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eFrom the British Medical Journal, suitable for teacher background\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2019-03-27T13:42:45+00:00","created_at":"2018-05-28T06:47:03+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Matter","Blueprint unit_Y7 Substances \u0026 particles","Learning stage_Analyse","Learning stage_Apply","Project: Engage","Science skill:Decisions","Science skill_Decisions","Skills: Decisions","Y7 Substances \u0026 particles","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182109945927,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Electronic cigarettes","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-18,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/ecigs_image.jpg?v=1527746235"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/ecigs_image.jpg?v=1527746235","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eTurkey, Wales, Normandy and parts of Canada have recently banned the use of electronic cigarettes indoors, and the EU is considering following their example. Campaigners in support of an EU-wide ban point out that nicotine from e-cigarettes may contribute to heart disease and cancers, as well as damaging the brains of developing foetuses. In this activity students decide whether they support a ban. They apply their knowledge of particle theory to decide whether exhaled nicotine can reach non-vapers nearby, and then learn to judge risks to decide whether the benefits of a ban on indoor vaping outweigh the risks.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/JjbcibCLTiTgfe\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cem\u003eParticles:\u003c\/em\u003e\u003cspan\u003e draw before and after diagrams of particles to explain observations \u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eEstimate risks:\u003c\/em\u003e\u003cspan\u003e weigh up the benefits and risks of an application of science to make a decision\u003c\/span\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003eLesson 1\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Substances \u0026amp; particles\u003c\/li\u003e\n\u003cli\u003eConcept: Particle model: Substances can be modelled as small particles in motion. Their energy and arrangement differs between states of matter\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eLesson 2\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSkills: Decisions: Estimate the seriousness of the hazards of an experiment or technology\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003eTwo powerpoint presentations (lesson 1 and 2)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThese lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/programmes\/articles\/h48GpcKL8BqrNsx8WjQTJf\/are-e-cigarettes-safe\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eArticle about e-cigarettes\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article from the BBC contains links to many other relevant web pages\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.ash.org.uk\/files\/documents\/ASH_715.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eArticle on the health impacts of e-cigarettes\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eFrom Action on Smoking and Health, suitable for higher attaining students\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/tobaccocontrol.bmj.com\/content\/23\/suppl_2\/ii11.full#sec-12\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eDetailed report on the safety of e-cigarettes\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eFrom the British Medical Journal, suitable for teacher background\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Electronic cigarettes

£0.00

Short description Turkey, Wales, Normandy and parts of Canada have recently banned the use of electronic cigarettes indoors, and the...

{"id":1300456112199,"title":"Ebola","handle":"ebola","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eWill the next outbreak be a global pandemic? The 2014 Ebola outbreak in West Africa was the largest in history, and killed more than 11,000 people. Even survivors are suffering long term health problems. Scientists have responded quickly with a number of possible vaccines. In this activity students are asked if they would volunteer to be part of the safety trial. They gather information from different sources, weigh up risks and benefits and apply what they know about genes to decide if it is a risk worth taking\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/yE5ASTdR4eAVlf\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eWeigh up risks and benefits and make a decision, using scientific knowledge of the function of genes.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Genetics\u003c\/li\u003e\n\u003cli\u003eConcept: Genes: Inherited characteristics are the result of genetic information, in the form of sections of DNA called genes, being transferred from parents to offspring during reproduction\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Estimate the seriousness of the hazards of an experiment or technology\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nhs.uk\/news\/2014\/09September\/Pages\/Ebola-vaccine-hope-after-successful-animal-study.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEbola teacher information\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation about the Ebola vaccine and the trials.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-29623127\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eProgress towards the Ebola vaccine in 80 seconds\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eShort video clip which can be used at the start of the lesson.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-29242234\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEbola vaccine volunteer video\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe first woman to receive the trial Ebola vaccine talks about why she volunteered and what the trial involves.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/world\/video\/2014\/oct\/22\/ebola-virus-how-it-spreads-video\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEbola virus: how it spreads and what it does to you\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVideo with further information about Ebola\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nationalstemcentre.org.uk\/elibrary\/resource\/3394\/key-stage-three-anthrax-lessons\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eOutbreak game\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA strategy-based computer game where students investigate infectious diseases in an attempt to stop them spreading.\u003c\/p\u003e","published_at":"2019-03-27T13:42:45+00:00","created_at":"2018-05-28T06:37:32+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Genes","Blueprint unit_Y9 Genetics","Learning stage_Analyse","Learning stage_Apply","Project: Engage","Science skill:Decisions","Science skill_Decisions","Skills: Decisions","Y9 Genetics","Year_Year 9"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182092611655,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Ebola","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-23,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/ebola_image.jpg?v=1527660109","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_eb368c5e-ea24-4c5a-a2e4-dbc22ae7dbb9.jpg?v=1527660109"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/ebola_image.jpg?v=1527660109","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eWill the next outbreak be a global pandemic? The 2014 Ebola outbreak in West Africa was the largest in history, and killed more than 11,000 people. Even survivors are suffering long term health problems. Scientists have responded quickly with a number of possible vaccines. In this activity students are asked if they would volunteer to be part of the safety trial. They gather information from different sources, weigh up risks and benefits and apply what they know about genes to decide if it is a risk worth taking\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/yE5ASTdR4eAVlf\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eWeigh up risks and benefits and make a decision, using scientific knowledge of the function of genes.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Genetics\u003c\/li\u003e\n\u003cli\u003eConcept: Genes: Inherited characteristics are the result of genetic information, in the form of sections of DNA called genes, being transferred from parents to offspring during reproduction\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Estimate the seriousness of the hazards of an experiment or technology\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nhs.uk\/news\/2014\/09September\/Pages\/Ebola-vaccine-hope-after-successful-animal-study.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEbola teacher information\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation about the Ebola vaccine and the trials.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-29623127\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eProgress towards the Ebola vaccine in 80 seconds\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eShort video clip which can be used at the start of the lesson.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-29242234\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEbola vaccine volunteer video\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe first woman to receive the trial Ebola vaccine talks about why she volunteered and what the trial involves.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/world\/video\/2014\/oct\/22\/ebola-virus-how-it-spreads-video\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEbola virus: how it spreads and what it does to you\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVideo with further information about Ebola\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nationalstemcentre.org.uk\/elibrary\/resource\/3394\/key-stage-three-anthrax-lessons\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eOutbreak game\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA strategy-based computer game where students investigate infectious diseases in an attempt to stop them spreading.\u003c\/p\u003e"}

Ebola

£0.00

Short description Will the next outbreak be a global pandemic? The 2014 Ebola outbreak in West Africa was the largest...

{"id":1300405223495,"title":"Sinking island","handle":"sinking-island","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThe Pacific island nation of Kiribati recently announced its purchase of land in mountainous Fiji for its population to move to when sea level rises make life on its own low-lying islands impossible. In this activity students use data to predict sea level rises, including uncertainties, and decide whether humans are to blame for climate change. If humans are to blame, then should the biggest polluters pay for land for vulnerable islanders to escape to?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/fsa9vHcJcQVlQI\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge about climate change to explain rising sea levels\u003c\/li\u003e\n\u003cli\u003eMake a prediction about rising sea levels and estimate the uncertainty in their prediction\u003c\/li\u003e\n\u003cli\u003eEvaluate evidence to decide whether humans are to blame for climate change\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Atmosphere\u003c\/li\u003e\n\u003cli\u003eConcept: Climate change: An increase in carbon dioxide in the atmosphere has contributed to the greenhouse effect. The data show evidence of climate change and scientists use models to predict the likely impacts\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique the arguments and evidence for a claim\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePdf file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/ssuexZCDhg\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eKiribati video\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVideo outlining the challenges faced by Kiribati as a result of rising sea levels.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/environment\/2014\/jul\/01\/kiribati-climate-change-fiji-vanua-levu\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eNewspaper article\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eRecent article about Kiribati’s purchase of land in mountainous Fiji for vulnerable islanders to escape to when the time comes.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/environment\/gallery\/2014\/may\/30\/kiribati-line-in-sand-pictures\" target=\"_blank\" rel=\"noopener noreferrer\"\u003ePictures of life on Kiribati\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003ePictures about life on the islands.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.ipcc.ch\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eIntergovernmental panel on climate change (IPCC)\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eUseful teacher background and student extension materials. See, for example, the summaries for policy makers.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2019-03-27T13:42:44+00:00","created_at":"2018-05-27T23:01:34+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Matter","Blueprint unit_Y10 atmosphere","Learning stage_Analyse","Learning stage_Apply","Project: Engage","Science skill_Explanations","Science skill_Models","Skills: Explanations","Y10 Atmosphere","Year_Year 10"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12181241462855,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Sinking island","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-20,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/sinking_island_image.jpg?v=1527660358"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/sinking_island_image.jpg?v=1527660358","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThe Pacific island nation of Kiribati recently announced its purchase of land in mountainous Fiji for its population to move to when sea level rises make life on its own low-lying islands impossible. In this activity students use data to predict sea level rises, including uncertainties, and decide whether humans are to blame for climate change. If humans are to blame, then should the biggest polluters pay for land for vulnerable islanders to escape to?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/fsa9vHcJcQVlQI\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge about climate change to explain rising sea levels\u003c\/li\u003e\n\u003cli\u003eMake a prediction about rising sea levels and estimate the uncertainty in their prediction\u003c\/li\u003e\n\u003cli\u003eEvaluate evidence to decide whether humans are to blame for climate change\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Atmosphere\u003c\/li\u003e\n\u003cli\u003eConcept: Climate change: An increase in carbon dioxide in the atmosphere has contributed to the greenhouse effect. The data show evidence of climate change and scientists use models to predict the likely impacts\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique the arguments and evidence for a claim\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePdf file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/ssuexZCDhg\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eKiribati video\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVideo outlining the challenges faced by Kiribati as a result of rising sea levels.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/environment\/2014\/jul\/01\/kiribati-climate-change-fiji-vanua-levu\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eNewspaper article\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eRecent article about Kiribati’s purchase of land in mountainous Fiji for vulnerable islanders to escape to when the time comes.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/environment\/gallery\/2014\/may\/30\/kiribati-line-in-sand-pictures\" target=\"_blank\" rel=\"noopener noreferrer\"\u003ePictures of life on Kiribati\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003ePictures about life on the islands.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.ipcc.ch\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eIntergovernmental panel on climate change (IPCC)\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eUseful teacher background and student extension materials. See, for example, the summaries for policy makers.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Sinking island

£0.00

Short description The Pacific island nation of Kiribati recently announced its purchase of land in mountainous Fiji for its population...

{"id":1300381302855,"title":"What does the fox say?","handle":"engage-template","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eWe use the viral video to raise a serious question: can we understand animal talk? ‘Bowlingual’ detects a dog’s emotions by analysing a bark’s sound waves. Students look at emerging research to decide what else the technology can do. Can we translate the sound waves into human speech?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/4Ww4AW5xslWBEv\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge about sound waves\u003c\/li\u003e\n\u003cli\u003eConstruct an argument supported by evidence and reasoning to support the claim that a device can interpret dog barks\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Sound \u0026amp; waves\u003c\/li\u003e\n\u003cli\u003eConcept: Longitudinal \u0026amp; transverse: Some waves travel with particles vibrating perpendicular to the wave direction, others where particles move parallel to it \u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Argue for a claim with data and reasons\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003epdf file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks \u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca title=\"Viral video - What does the fox say?\" href=\"http:\/\/safeshare.tv\/w\/xMNsLJvCCv\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eViral video What does the fox say?\u003c\/a\u003e\u003cbr\u003eA humorous video from Ylvis of Norway.\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Bow-lingual\" href=\"http:\/\/safeshare.tv\/w\/LlTZXzKCgD\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eVideo Bow-lingual\u003c\/a\u003e\u003cbr\u003eNews report showing the Bow-lingual device in action.\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Bow-lingual inventor\" href=\"http:\/\/www.speechtechmag.com\/Articles\/Column\/Forward-Thinking\/Going-to-the-Dogs-30035.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBow-lingual inventor\u003c\/a\u003e\u003cbr\u003eAn interview with Bow-lingual’s inventor\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Amazon reviews\" href=\"http:\/\/www.amazon.com\/Takara-Tomy-Lingual-Bark-Translator\/dp\/B000V0CVGU\/ref=cm_cr_pr_product_top\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eAmazon reviews\u003c\/a\u003e\u003cbr\u003eHumorous reviews of Bow-lingual\u003c\/p\u003e","published_at":"2019-03-27T13:42:44+00:00","created_at":"2018-05-27T13:57:40+01:00","vendor":"Mastery Science","type":"Activity","tags":["Blueprint unit_Y9 Sound \u0026 waves","Learning stage_Analyse","Learning stage_Apply","Project: Engage","Science skill_Explanations","Skills: Explanations","Y9 Sound \u0026 waves","Year_Year 9"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12180402503751,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"What does the fox say?","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-16,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/fox_image.jpg?v=1527692004"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/fox_image.jpg?v=1527692004","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eWe use the viral video to raise a serious question: can we understand animal talk? ‘Bowlingual’ detects a dog’s emotions by analysing a bark’s sound waves. Students look at emerging research to decide what else the technology can do. Can we translate the sound waves into human speech?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/4Ww4AW5xslWBEv\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge about sound waves\u003c\/li\u003e\n\u003cli\u003eConstruct an argument supported by evidence and reasoning to support the claim that a device can interpret dog barks\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Sound \u0026amp; waves\u003c\/li\u003e\n\u003cli\u003eConcept: Longitudinal \u0026amp; transverse: Some waves travel with particles vibrating perpendicular to the wave direction, others where particles move parallel to it \u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Argue for a claim with data and reasons\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003epdf file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks \u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca title=\"Viral video - What does the fox say?\" href=\"http:\/\/safeshare.tv\/w\/xMNsLJvCCv\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eViral video What does the fox say?\u003c\/a\u003e\u003cbr\u003eA humorous video from Ylvis of Norway.\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Bow-lingual\" href=\"http:\/\/safeshare.tv\/w\/LlTZXzKCgD\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eVideo Bow-lingual\u003c\/a\u003e\u003cbr\u003eNews report showing the Bow-lingual device in action.\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Bow-lingual inventor\" href=\"http:\/\/www.speechtechmag.com\/Articles\/Column\/Forward-Thinking\/Going-to-the-Dogs-30035.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBow-lingual inventor\u003c\/a\u003e\u003cbr\u003eAn interview with Bow-lingual’s inventor\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Amazon reviews\" href=\"http:\/\/www.amazon.com\/Takara-Tomy-Lingual-Bark-Translator\/dp\/B000V0CVGU\/ref=cm_cr_pr_product_top\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eAmazon reviews\u003c\/a\u003e\u003cbr\u003eHumorous reviews of Bow-lingual\u003c\/p\u003e"}

What does the fox say?

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Short description We use the viral video to raise a serious question: can we understand animal talk? ‘Bowlingual’ detects a...

{"id":1299557875783,"title":"Man or machine","handle":"man-or-machine","description":"\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003eShort description\u003c\/h5\u003e\n\u003cp\u003eSports records are continually being broken - balls hit harder, javelins thrown further and bicycles travelling faster - but are these improvements down to the athlete or the engineering? In this activity students apply their knowledge of frictional forces to design a racing bicycle to help team GB smash more records on the cycling track. After a ruling body claims their design gives an unfair advantage they will learn how to critique evidence in order to decide if they agree with the decision.\u003c\/p\u003e\n\u003ciframe src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/2IldqCY0nPpMoz\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" allowfullscreen=\"\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e\u003cem\u003eLearning objectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cem\u003eContact forces:\u003c\/em\u003e describe factors which affect the size of frictional and drag forces\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eCritique claims:\u003c\/em\u003e evaluate a claim about how bike design can give cyclists an unfair advantage\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003eLesson 1\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Contact forces\u003c\/li\u003e\n\u003cli\u003eConcept: Friction: Friction is caused by the interaction of surfaces moving over one another, and acts to resist this\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eLesson 2\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSkills: Explanations: Critique a claim for whether there is evidence\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003eTwo powerpoint presentations (lesson 1 and 2)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThese lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eWeblinks\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/engineeringsport.co.uk\/2013\/07\/11\/cyclings-a-drag-but-it-doesnt-have-to-be\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eCycling's a drag, but it doesn't have to be\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArticle, suitable for teachers, on the different ways engineering is used to reduce drag in cycling. The data mentioned in the article was used in the activity.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/sciencelearn.org.nz\/Science-Stories\/Cycling-Aerodynamics\/Forces-and-speed\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eForces and speed\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eMore information on the forces involved in cycling.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=-aUOzYAuL48\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eWind tunnel testing\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eShort video clip that shows how a wind tunnel is used to test how aerodynamic a cyclist is.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/education\/clips\/zm9n34j\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eAir resistance\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVideo clip from BBC Bitesize that explains the science behind reducing air resistance using cycling as a context. Accessible information, suitable for students of all ages.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=CwckQUPt0GE\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eThe physics of cycling\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eIn this video a sports scientist discusses the ways that engineering can be used to make bicycles faster. Good background information suitable for teachers and older students.\u003c\/p\u003e","published_at":"2019-03-27T13:42:43+00:00","created_at":"2018-05-25T12:25:36+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Forces","Blueprint unit_Y7 Contact forces","Learning stage_Analyse","Learning stage_Apply","Project: Engage","Science skill_Explanations","Skills: Explanations","Y7 Contact forces","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12157101473863,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":true,"taxable":true,"featured_image":null,"available":true,"name":"Man or machine","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-11,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/man_or_machine_image.jpg?v=1527746386"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/man_or_machine_image.jpg?v=1527746386","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003eShort description\u003c\/h5\u003e\n\u003cp\u003eSports records are continually being broken - balls hit harder, javelins thrown further and bicycles travelling faster - but are these improvements down to the athlete or the engineering? In this activity students apply their knowledge of frictional forces to design a racing bicycle to help team GB smash more records on the cycling track. After a ruling body claims their design gives an unfair advantage they will learn how to critique evidence in order to decide if they agree with the decision.\u003c\/p\u003e\n\u003ciframe src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/2IldqCY0nPpMoz\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" allowfullscreen=\"\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e\u003cem\u003eLearning objectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cem\u003eContact forces:\u003c\/em\u003e describe factors which affect the size of frictional and drag forces\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eCritique claims:\u003c\/em\u003e evaluate a claim about how bike design can give cyclists an unfair advantage\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003eLesson 1\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Contact forces\u003c\/li\u003e\n\u003cli\u003eConcept: Friction: Friction is caused by the interaction of surfaces moving over one another, and acts to resist this\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eLesson 2\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eSkills: Explanations: Critique a claim for whether there is evidence\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003eTwo powerpoint presentations (lesson 1 and 2)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThese lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eWeblinks\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/engineeringsport.co.uk\/2013\/07\/11\/cyclings-a-drag-but-it-doesnt-have-to-be\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eCycling's a drag, but it doesn't have to be\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArticle, suitable for teachers, on the different ways engineering is used to reduce drag in cycling. The data mentioned in the article was used in the activity.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/sciencelearn.org.nz\/Science-Stories\/Cycling-Aerodynamics\/Forces-and-speed\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eForces and speed\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eMore information on the forces involved in cycling.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=-aUOzYAuL48\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eWind tunnel testing\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eShort video clip that shows how a wind tunnel is used to test how aerodynamic a cyclist is.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/education\/clips\/zm9n34j\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eAir resistance\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVideo clip from BBC Bitesize that explains the science behind reducing air resistance using cycling as a context. Accessible information, suitable for students of all ages.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=CwckQUPt0GE\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eThe physics of cycling\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eIn this video a sports scientist discusses the ways that engineering can be used to make bicycles faster. Good background information suitable for teachers and older students.\u003c\/p\u003e"}

Man or machine

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Short description Sports records are continually being broken - balls hit harder, javelins thrown further and bicycles travelling faster -...

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{"id":1298755944519,"title":"Circuits problem","handle":"watcher-problems-1","description":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eStudents practice applying knowledge of the model of electric current and resistance to a new context: the job of designing circuits for toys.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Electric circuits\u003c\/li\u003e\n\u003cli\u003eConcept: Electric current: Electric current is the movement of electrons from a source through a conductor and back, around a complete circuit\u003c\/li\u003e\n\u003cli\u003eConcept: Resistance: Resistance Is a property of materials that reduces current flow and transfers energy to the surroundings\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eAfter you checkout, you will be sent an email with the link to download the activity.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e","published_at":"2019-03-27T13:42:43+00:00","created_at":"2018-05-18T16:34:35+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Energy","Blueprint unit_Y7 Electric circuits","Blueprint unit_Y7 Energy transfers","Learning stage_Analyse","Learning stage_Apply","Project: WIKID","Y7 Electric circuits","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":149,"compare_at_price_min":149,"compare_at_price_max":149,"compare_at_price_varies":false,"variants":[{"id":12144433397831,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":true,"featured_image":null,"available":true,"name":"Circuits problem","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":149,"inventory_quantity":-183,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/current_image.jpg?v=1527692079"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/current_image.jpg?v=1527692079","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eStudents practice applying knowledge of the model of electric current and resistance to a new context: the job of designing circuits for toys.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Electric circuits\u003c\/li\u003e\n\u003cli\u003eConcept: Electric current: Electric current is the movement of electrons from a source through a conductor and back, around a complete circuit\u003c\/li\u003e\n\u003cli\u003eConcept: Resistance: Resistance Is a property of materials that reduces current flow and transfers energy to the surroundings\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eAfter you checkout, you will be sent an email with the link to download the activity.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e"}

Circuits problem

£1.49 £0.00

Short description Students practice applying knowledge of the model of electric current and resistance to a new context: the job...

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{"id":1298755649607,"title":"Gravity problems","handle":"gravity-problems","description":"\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003eShort description\u003c\/h5\u003e\n\u003cp\u003eNew contexts to give students practice in applying knowledge of the model of the solar system and gravitational force.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Gravity\u003c\/li\u003e\n\u003cli\u003eConcept: Solar system: The solar system is modelled as planets rotating on tilted axes, orbiting the Sun. This explains day and year length, seasons and how planets and moons appear\u003c\/li\u003e\n\u003cli\u003eConcept: Gravitational force: Every object exerts a gravitational force. Gravity holds planets and moons in orbit around larger bodies but depends on distance\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eAfter you checkout, you will be sent an email with the link to download the activity.\u003c\/p\u003e","published_at":"2019-03-27T13:42:43+00:00","created_at":"2018-05-18T16:26:53+01:00","vendor":"Mastery Science","type":"Activity","tags":["Blueprint unit_Y7 Gravity","Learning stage_Analyse","Learning stage_Apply","Project: WIKID","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":299,"compare_at_price_min":299,"compare_at_price_max":299,"compare_at_price_varies":false,"variants":[{"id":12144426123335,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Gravity problems","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":299,"inventory_quantity":-162,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/solar_system_image.jpg?v=1527692197"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/solar_system_image.jpg?v=1527692197","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003eShort description\u003c\/h5\u003e\n\u003cp\u003eNew contexts to give students practice in applying knowledge of the model of the solar system and gravitational force.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Gravity\u003c\/li\u003e\n\u003cli\u003eConcept: Solar system: The solar system is modelled as planets rotating on tilted axes, orbiting the Sun. This explains day and year length, seasons and how planets and moons appear\u003c\/li\u003e\n\u003cli\u003eConcept: Gravitational force: Every object exerts a gravitational force. Gravity holds planets and moons in orbit around larger bodies but depends on distance\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eAfter you checkout, you will be sent an email with the link to download the activity.\u003c\/p\u003e"}

Gravity problems

£2.99 £0.00

Short description New contexts to give students practice in applying knowledge of the model of the solar system and gravitational force....

{"id":1300527808583,"title":"Chi wheel","handle":"chi-wheel","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eCan people really move objects through the power of chi energy? In this lesson students test hypotheses and apply knowledge of the particle model and density to work out how the mysterious chi wheel actually works.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eTest hypotheses: Create and test hypotheses (ideas) to work out how the Chi Wheel works.\u003c\/li\u003e\n\u003cli\u003eParticle model: Use the particle model to describe how the Chi wheel works.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Heating \u0026amp; cooling\u003c\/li\u003e\n\u003cli\u003eConcept: Heat transfer: Energy can cause warming either by particles moving, by particles transferring their movement to others, or by radiation\u003c\/li\u003e\n\u003cli\u003eSkills: Hypotheses: Devise a hypothesis using a scientific theory\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T17:25:48+01:00","vendor":"Mastery Science","type":"Activity","tags":["Blueprint_Y9_Heating \u0026 cooling","Learning stage_Acquire","Project: TEMI","Science skill_Hypotheses"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12183775608903,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Chi wheel","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-141,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/chi_wheel_image.jpg?v=1527746132"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/chi_wheel_image.jpg?v=1527746132","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eCan people really move objects through the power of chi energy? In this lesson students test hypotheses and apply knowledge of the particle model and density to work out how the mysterious chi wheel actually works.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eTest hypotheses: Create and test hypotheses (ideas) to work out how the Chi Wheel works.\u003c\/li\u003e\n\u003cli\u003eParticle model: Use the particle model to describe how the Chi wheel works.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Heating \u0026amp; cooling\u003c\/li\u003e\n\u003cli\u003eConcept: Heat transfer: Energy can cause warming either by particles moving, by particles transferring their movement to others, or by radiation\u003c\/li\u003e\n\u003cli\u003eSkills: Hypotheses: Devise a hypothesis using a scientific theory\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Chi wheel

£0.00

Short description Can people really move objects through the power of chi energy? In this lesson students test hypotheses and...

{"id":1300527513671,"title":"Frozen","handle":"frozen","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eA beaker is placed on a wooden block and two powders are added together and stirred. After a while the powders transform into a liquid and the beaker is mysteriously stuck to the block!\u003c\/p\u003e\n\u003cp\u003eIn this activity students find out that this is an example of an endothermic reaction. They control variables to investigate what reactants would make the best cold pack and then explain how the mystery works using ideas about chemical energy.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003ePlan variables: Plan a simple investigation using control variables\u003c\/li\u003e\n\u003cli\u003eChemical energy: Determine whether a reaction is endothermic or exothermic\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Matter \u0026amp; energy\u003c\/li\u003e\n\u003cli\u003eConcept: Exothermic \u0026amp; endothermic: During an exothermic reaction energy is transferred to the surroundings and in an endothermic reaction energy is transferred from the surroundings\u003c\/li\u003e\n\u003cli\u003eSkills: Variables: Choose how to vary the independent variable and measure the dependent variable; Control variables and explain which ones cannot be controlled\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T17:24:16+01:00","vendor":"Mastery Science","type":"Activity","tags":["Blueprint unit_Y9 Matter \u0026 energy","Learning stage_Acquire","Project: TEMI","Science skill_Variables"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12183768596551,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Frozen","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-154,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/frozen_image.jpg?v=1527746288"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/frozen_image.jpg?v=1527746288","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eA beaker is placed on a wooden block and two powders are added together and stirred. After a while the powders transform into a liquid and the beaker is mysteriously stuck to the block!\u003c\/p\u003e\n\u003cp\u003eIn this activity students find out that this is an example of an endothermic reaction. They control variables to investigate what reactants would make the best cold pack and then explain how the mystery works using ideas about chemical energy.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003ePlan variables: Plan a simple investigation using control variables\u003c\/li\u003e\n\u003cli\u003eChemical energy: Determine whether a reaction is endothermic or exothermic\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Matter \u0026amp; energy\u003c\/li\u003e\n\u003cli\u003eConcept: Exothermic \u0026amp; endothermic: During an exothermic reaction energy is transferred to the surroundings and in an endothermic reaction energy is transferred from the surroundings\u003c\/li\u003e\n\u003cli\u003eSkills: Variables: Choose how to vary the independent variable and measure the dependent variable; Control variables and explain which ones cannot be controlled\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e"}

Frozen

£0.00

Short description A beaker is placed on a wooden block and two powders are added together and stirred. After a...

{"id":1300527382599,"title":"Don't open the bottle","handle":"dont-open-the-bottle","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eA hole is placed in the side of a full bottle of water but mysteriously no water escapes - until the lid is opened. In this lessons students use ideas about atmospheric pressure and the skill of constructing explanations to figure out how the trick works.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eCommunicate ideas: Use force diagrams to show how the mystery works.\u003c\/li\u003e\n\u003cli\u003ePressure: Explain how the mystery works in terms of the effects of unequal force.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Heating \u0026amp; cooling\u003c\/li\u003e\n\u003cli\u003eConcept: Pressure: Particle motion causes gases to produce pressure on the containers, which depends on their temperature\u003c\/li\u003e\n\u003cli\u003eSkills: Write: Use diagrams to communicate\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T17:23:41+01:00","vendor":"Mastery Science","type":"Activity","tags":["Blueprint_Y9_Heating \u0026 cooling","Learning stage_Acquire","Literacy skill_Write","Project: TEMI"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12183765155911,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Don't open the bottle","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-166,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/dont_open_bottle_image.jpg?v=1527746182"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/dont_open_bottle_image.jpg?v=1527746182","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eA hole is placed in the side of a full bottle of water but mysteriously no water escapes - until the lid is opened. In this lessons students use ideas about atmospheric pressure and the skill of constructing explanations to figure out how the trick works.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eCommunicate ideas: Use force diagrams to show how the mystery works.\u003c\/li\u003e\n\u003cli\u003ePressure: Explain how the mystery works in terms of the effects of unequal force.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Heating \u0026amp; cooling\u003c\/li\u003e\n\u003cli\u003eConcept: Pressure: Particle motion causes gases to produce pressure on the containers, which depends on their temperature\u003c\/li\u003e\n\u003cli\u003eSkills: Write: Use diagrams to communicate\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Don't open the bottle

£0.00

Short description A hole is placed in the side of a full bottle of water but mysteriously no water escapes...

{"id":1300527153223,"title":"Chemical see saw","handle":"chemical-see-saw","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eA balance is set up with two pieces of iron wool. One piece is set alight - it looks to be getting smaller but mysteriously the balance tips the other way. In this lesson the students use ideas about chemical reactions and constructing explanations to explain why iron gets heavier when it burns.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eConstruct explanations: Write a scientific explanation to explain why mass changes\u003c\/li\u003e\n\u003cli\u003eTypes of reaction: Use particle diagrams to show what happens during a reaction\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Matter \u0026amp; energy\u003c\/li\u003e\n\u003cli\u003eConcept: Atom conservation: During a chemical reaction, the atoms are rearranged. A chemical equation must be balanced with the same number of atoms on each side\u003c\/li\u003e\n\u003cli\u003eSkills: Write: Use diagrams to communicate\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003e\u003c\/h4\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T17:22:32+01:00","vendor":"Mastery Science","type":"Activity","tags":["Blueprint unit_Y9 Matter \u0026 energy","Learning stage_Acquire","Literacy skill_Write","Project: TEMI"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12183759323207,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Chemical see saw","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-175,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/chemical_seesaw_image.jpg?v=1527746087"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/chemical_seesaw_image.jpg?v=1527746087","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eA balance is set up with two pieces of iron wool. One piece is set alight - it looks to be getting smaller but mysteriously the balance tips the other way. In this lesson the students use ideas about chemical reactions and constructing explanations to explain why iron gets heavier when it burns.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eConstruct explanations: Write a scientific explanation to explain why mass changes\u003c\/li\u003e\n\u003cli\u003eTypes of reaction: Use particle diagrams to show what happens during a reaction\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Matter \u0026amp; energy\u003c\/li\u003e\n\u003cli\u003eConcept: Atom conservation: During a chemical reaction, the atoms are rearranged. A chemical equation must be balanced with the same number of atoms on each side\u003c\/li\u003e\n\u003cli\u003eSkills: Write: Use diagrams to communicate\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003e\u003c\/h4\u003e"}

Chemical see saw

£0.00

Short description A balance is set up with two pieces of iron wool. One piece is set alight - it...

{"id":1300473086023,"title":"Mammoths extinct","handle":"mammoths-extinct","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eScientists have presented two claims: climate change or human hunters. In this lesson students apply their knowledge of evolution and study evidence to decide which claim is best supported.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan\u003eEvolution: Explain how a change in the environment can leave a species less well adapted which may lead to extinction.\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003eCritique claims: Use evidence to support or refute claims for why mammoths became extinct.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Interdependence\u003c\/li\u003e\n\u003cli\u003eConcept: Abiotic \u0026amp; biotic: Abiotic and biotic factors affect the population of an organism\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique a claim for whether there is evidence\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T09:27:00+01:00","vendor":"Mastery Science","type":"Activity","tags":["Abiotic \u0026 biotic","Blueprint unit_Y7 Interdependence","Learning stage_Apply","Project: TEMI","Science skill_Explanations"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182353772615,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Mammoths extinct","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-147,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/mammoth_image.jpg?v=1527746332"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/mammoth_image.jpg?v=1527746332","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eScientists have presented two claims: climate change or human hunters. In this lesson students apply their knowledge of evolution and study evidence to decide which claim is best supported.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan\u003eEvolution: Explain how a change in the environment can leave a species less well adapted which may lead to extinction.\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003eCritique claims: Use evidence to support or refute claims for why mammoths became extinct.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Interdependence\u003c\/li\u003e\n\u003cli\u003eConcept: Abiotic \u0026amp; biotic: Abiotic and biotic factors affect the population of an organism\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique a claim for whether there is evidence\u003c\/li\u003e\n\u003cli\u003eLearning stage: Apply\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e"}

Mammoths extinct

£0.00

Short description Scientists have presented two claims: climate change or human hunters. In this lesson students apply their knowledge of...

{"id":1300466270279,"title":"Appliance science","handle":"appliance-science","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThe EU has imposed limits on the power ratings of vacuum cleaners, and further limits on other appliances could soon be in place. In this activity students consider a further (fictional) future restriction, on home electricity use. Students calculate the energy transferred daily by the appliances they use. They are then set the challenge of deciding how to cut their personal electricity consumption - do they go for a shorter shower or banish blow-dries?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/2MKQMWrrD9OZ86\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eSolve a problem using scientific knowledge of the power ratings of electrical appliances and the energy they transfer.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Home electricity\u003c\/li\u003e\n\u003cli\u003eConcept: Power: Power is a quantity that measures how quickly energy is transferred. The power of an electrical device depends on the potential difference across it and the current through it.\u003c\/li\u003e\n\u003cli\u003eSkills: Algebra: Substitute numerical values into algebraic equations using appropriate units for physical quantities\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/environment\/live\/2014\/sep\/04\/will-banning-high-powered-kettles-and-hairdryers-help-climate-change-efforts\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eNews story\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe news story that the activity was based on.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.ecodesign-wp3.eu\/sites\/default\/files\/Ecodesign%20WP3_Draft_Task_3_report_11072014.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEU report\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eDraft proposal which outlines possibilities for future restrictions on electrical appliances.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T07:47:22+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Energy","Blueprint unit_Y10 Home electricity","Learning stage_Analyse","Maths skill_Algebra","Project: Engage","Skills: Algebra","Y10 Home electricity","Year_Year 10"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182208348231,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Appliance science","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-146,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/appliance_science_image.jpg?v=1527659707","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_525e2922-f847-4dae-863c-c7672565c6e1.jpg?v=1527659707"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/appliance_science_image.jpg?v=1527659707","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThe EU has imposed limits on the power ratings of vacuum cleaners, and further limits on other appliances could soon be in place. In this activity students consider a further (fictional) future restriction, on home electricity use. Students calculate the energy transferred daily by the appliances they use. They are then set the challenge of deciding how to cut their personal electricity consumption - do they go for a shorter shower or banish blow-dries?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/2MKQMWrrD9OZ86\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eSolve a problem using scientific knowledge of the power ratings of electrical appliances and the energy they transfer.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Home electricity\u003c\/li\u003e\n\u003cli\u003eConcept: Power: Power is a quantity that measures how quickly energy is transferred. The power of an electrical device depends on the potential difference across it and the current through it.\u003c\/li\u003e\n\u003cli\u003eSkills: Algebra: Substitute numerical values into algebraic equations using appropriate units for physical quantities\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/environment\/live\/2014\/sep\/04\/will-banning-high-powered-kettles-and-hairdryers-help-climate-change-efforts\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eNews story\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe news story that the activity was based on.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.ecodesign-wp3.eu\/sites\/default\/files\/Ecodesign%20WP3_Draft_Task_3_report_11072014.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEU report\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eDraft proposal which outlines possibilities for future restrictions on electrical appliances.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Appliance science

£0.00

Short description The EU has imposed limits on the power ratings of vacuum cleaners, and further limits on other appliances...

{"id":1300466204743,"title":"Chocolate money","handle":"chocolate-moneyt","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eEuropeans love chocolate - we eat over half the world's supply! The bad news is that we are eating more cocoa than can be produced and soon chocolate may become a rare and precious commodity as farmers struggle to meet demand. In this activity students apply their knowledge of pollination to discuss why cocoa yields on a plantation are decreasing. They then find out who funds scientific research by taking roles in a funding meeting - can they work out a deal where all parties will benefit?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/iWLkj2r7Z5iAY7\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eEcosystem: why insect pollination is important in producing our food\u003c\/li\u003e\n\u003cli\u003eScience in society: understand who funds scientific research\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Interdependence\u003c\/li\u003e\n\u003cli\u003eConcept: Abiotic \u0026amp; biotic: Abiotic and biotic factors affect the population of an organism\u003c\/li\u003e\n\u003cli\u003eSkills: Speak: Present\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/lifeandstyle\/2014\/nov\/21\/cocoa-crisis-world-chocolate-stash-melting-away\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eThe cocoa crisis\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eNews story on why chocolate supplies are running low.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/acp-st.eu\/content\/optimisation-cocoa-pollination-increased-cocoa-yields-and-income-generation\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eCocoa pollination research project\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eBackground reading for teachers. The real research project that the one in the activity was based on.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/QANVMVIGJA\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eChocolate in the Ivory Coast\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eYou can use this video to show the students how cocoa is harvested. The section 3:02-3:44 is suitable. If you have time, your students may enjoy watching the rest of the video which shows cocoa farmers tasting chocolate for the first time.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T07:45:54+01:00","vendor":"Mastery Science","type":"Activity","tags":["Abiotic \u0026 biotic","Blueprint unit_Y7 Interdependence","Learning stage_Analyse","Learning stage_Apply","Literacy skill_Read","Literacy skill_Speak","Project: Engage","Skills: Speak","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182206349383,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Chocolate money","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-150,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/choc_money_image.jpg?v=1527660008","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_001db82a-d556-4a94-9b16-49db99c5a2c0.jpg?v=1527660008"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/choc_money_image.jpg?v=1527660008","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eEuropeans love chocolate - we eat over half the world's supply! The bad news is that we are eating more cocoa than can be produced and soon chocolate may become a rare and precious commodity as farmers struggle to meet demand. In this activity students apply their knowledge of pollination to discuss why cocoa yields on a plantation are decreasing. They then find out who funds scientific research by taking roles in a funding meeting - can they work out a deal where all parties will benefit?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/iWLkj2r7Z5iAY7\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eEcosystem: why insect pollination is important in producing our food\u003c\/li\u003e\n\u003cli\u003eScience in society: understand who funds scientific research\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Interdependence\u003c\/li\u003e\n\u003cli\u003eConcept: Abiotic \u0026amp; biotic: Abiotic and biotic factors affect the population of an organism\u003c\/li\u003e\n\u003cli\u003eSkills: Speak: Present\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/lifeandstyle\/2014\/nov\/21\/cocoa-crisis-world-chocolate-stash-melting-away\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eThe cocoa crisis\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eNews story on why chocolate supplies are running low.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/acp-st.eu\/content\/optimisation-cocoa-pollination-increased-cocoa-yields-and-income-generation\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eCocoa pollination research project\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eBackground reading for teachers. The real research project that the one in the activity was based on.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/QANVMVIGJA\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eChocolate in the Ivory Coast\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eYou can use this video to show the students how cocoa is harvested. The section 3:02-3:44 is suitable. If you have time, your students may enjoy watching the rest of the video which shows cocoa farmers tasting chocolate for the first time.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Chocolate money

£0.00

Short description Europeans love chocolate - we eat over half the world's supply! The bad news is that we are...

{"id":1300466139207,"title":"Big bag ban","handle":"big-bag-ban","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThe EU has recently approved tough new measures to slash the use of plastic bags. New targets will force each country to reduce plastic bag use by 80% before 2019.\u003c\/span\u003e\u003cbr\u003e\u003cspan\u003eIn this activity students examine degradable plastic bags as a possible alternative to ordinary plastic bags. They choose questions to ask experts, and come to a reasoned decision in answer to the dilemma question: will degradable plastic bags solve the problems caused by ordinary plastic bags?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/nHkAXnxyjuMnCZ\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eMaterials: properties of polymers\u003c\/li\u003e\n\u003cli\u003eScience in society: evaluate the merits of a solution to a real-world problem\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Structure \u0026amp; bonding\u003c\/li\u003e\n\u003cli\u003eConcept: Structure \u0026amp; properties: Physical properties depend upon the structure of a substance, the energy to overcome forces between particles and the ability of charged particles to flow\u003c\/li\u003e\n\u003cli\u003eSkills: Read: Make inferences\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.dailymail.co.uk\/news\/article-2606167\/EU-demands-80-reduction-use-plastic-bags-2019-New-targets-mean-countries-forced-bring-charges-bans.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eNews story\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe EU demands for a reduction in plastic bag use.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.futurenergia.org\/ww\/en\/pub\/futurenergia\/chats\/bio_plastics.htm\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eArticle about biodegradable plastics\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAre they better for the environment? This article is accessible to students.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.telegraph.co.uk\/news\/earth\/earthnews\/7422006\/Biodegradable-plastic-bags-may-not-be-as-eco-friendly-as-thought.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eNewspaper article \u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article is about research on biodegradable plastic bags.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/ows.be\/wp-content\/uploads\/2013\/10\/Final-Report-DSL-1_Rev02.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBackground reading on degradable plastics\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVery long and detailed report of research literature on degradable bags, for teacher reference.\u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T07:44:25+01:00","vendor":"Mastery Science","type":"Activity","tags":["Learning stage_Analyse","Literacy skill_Read","Project: Engage","Read: Make inferences","Y10 Structure \u0026 bonding","Year_Year 10"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182203072583,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Big bag ban","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-161,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/big_bag_ban_image.jpg?v=1527659908","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_201a23a1-11bb-4088-8d52-97f7ff0e9c48.jpg?v=1527659908"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/big_bag_ban_image.jpg?v=1527659908","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThe EU has recently approved tough new measures to slash the use of plastic bags. New targets will force each country to reduce plastic bag use by 80% before 2019.\u003c\/span\u003e\u003cbr\u003e\u003cspan\u003eIn this activity students examine degradable plastic bags as a possible alternative to ordinary plastic bags. They choose questions to ask experts, and come to a reasoned decision in answer to the dilemma question: will degradable plastic bags solve the problems caused by ordinary plastic bags?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/nHkAXnxyjuMnCZ\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eMaterials: properties of polymers\u003c\/li\u003e\n\u003cli\u003eScience in society: evaluate the merits of a solution to a real-world problem\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Structure \u0026amp; bonding\u003c\/li\u003e\n\u003cli\u003eConcept: Structure \u0026amp; properties: Physical properties depend upon the structure of a substance, the energy to overcome forces between particles and the ability of charged particles to flow\u003c\/li\u003e\n\u003cli\u003eSkills: Read: Make inferences\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.dailymail.co.uk\/news\/article-2606167\/EU-demands-80-reduction-use-plastic-bags-2019-New-targets-mean-countries-forced-bring-charges-bans.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eNews story\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe EU demands for a reduction in plastic bag use.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.futurenergia.org\/ww\/en\/pub\/futurenergia\/chats\/bio_plastics.htm\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eArticle about biodegradable plastics\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAre they better for the environment? This article is accessible to students.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.telegraph.co.uk\/news\/earth\/earthnews\/7422006\/Biodegradable-plastic-bags-may-not-be-as-eco-friendly-as-thought.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eNewspaper article \u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article is about research on biodegradable plastic bags.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/ows.be\/wp-content\/uploads\/2013\/10\/Final-Report-DSL-1_Rev02.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBackground reading on degradable plastics\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVery long and detailed report of research literature on degradable bags, for teacher reference.\u003c\/p\u003e"}

Big bag ban

£0.00

Short description The EU has recently approved tough new measures to slash the use of plastic bags. New targets will...

{"id":1300465451079,"title":"GM decision","handle":"gm-decision","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eFollowing a EU rule change, the growing of GM crops across Europe will increase in many countries. It looks likely that GM foods such as breakfast cereals may be on our supermarket shelves within a year - but will many people choose them over GM-free alternatives?\u003c\/p\u003e\n\u003cp\u003eIn this activity students apply their knowledge about genes to learn why crops are genetically modified before evaluating health risks to decide which cereal they would buy.\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/omTHTd977KHhDu\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cem\u003eInheritance:\u003c\/em\u003e\u003cspan\u003e Suggest arguments for and against genetic modification\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eEstimate risk:\u003c\/em\u003e\u003cspan\u003e Weigh up the benefits and risks of an application of science to make a decision\u003c\/span\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Controlling reproduction\u003c\/li\u003e\n\u003cli\u003eConcept: Genetic engineering: Genes are taken from one species and introduced into the genome of another by a process called genetic engineering\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Consider the consequences of technology for people and the environment\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/world-europe-30794256\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEU changes rules on GM crop cultivation\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe news story the activity is based on\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/cls.casa.colostate.edu\/TransgenicCrops\/flash\/Overview.swf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eOverview of crop genetic engineering\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAn interactive animation which outlines the process used to genetically modify a crop. Suitable for GCSE students and extending the more able at KS3.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T07:34:04+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Genes","Blueprint unit_Y10 controlling reproduction","Learning stage_Analyse","Learning stage_Apply","Project: Engage","Science skill_Decisions","Y10 Controlling reproduction","Year_Year 10"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182182756423,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"GM decision","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-145,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/GM_decision_image.jpg?v=1527660157","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_8573b335-9831-4305-b6e5-6b3a6de79d05.jpg?v=1527660157"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/GM_decision_image.jpg?v=1527660157","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eFollowing a EU rule change, the growing of GM crops across Europe will increase in many countries. It looks likely that GM foods such as breakfast cereals may be on our supermarket shelves within a year - but will many people choose them over GM-free alternatives?\u003c\/p\u003e\n\u003cp\u003eIn this activity students apply their knowledge about genes to learn why crops are genetically modified before evaluating health risks to decide which cereal they would buy.\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/omTHTd977KHhDu\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cem\u003eInheritance:\u003c\/em\u003e\u003cspan\u003e Suggest arguments for and against genetic modification\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003e\n\u003cem\u003eEstimate risk:\u003c\/em\u003e\u003cspan\u003e Weigh up the benefits and risks of an application of science to make a decision\u003c\/span\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Controlling reproduction\u003c\/li\u003e\n\u003cli\u003eConcept: Genetic engineering: Genes are taken from one species and introduced into the genome of another by a process called genetic engineering\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Consider the consequences of technology for people and the environment\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/world-europe-30794256\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEU changes rules on GM crop cultivation\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe news story the activity is based on\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/cls.casa.colostate.edu\/TransgenicCrops\/flash\/Overview.swf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eOverview of crop genetic engineering\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAn interactive animation which outlines the process used to genetically modify a crop. Suitable for GCSE students and extending the more able at KS3.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

GM decision

£0.00

Short description Following a EU rule change, the growing of GM crops across Europe will increase in many countries. It...

{"id":1300464959559,"title":"Text neck","handle":"text-neck","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eNew research suggests that smart phone use is seriously damaging our necks. Looking down at an angle places great strain on the spine, and can result in serious harm. In this activity students learn about the forces acting on the spine. They then devise a plan to investigate the causes of text neck, before solving a dilemma: will they use their phone less to prevent neck damage?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/aWCjOPbWCQwSfy\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eForces: identify forces on objects\u003c\/li\u003e\n\u003cli\u003eHypothesise: define a problem and devise a plan to investigate it\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Moving \u0026amp; turning\u003c\/li\u003e\n\u003cli\u003eConcept: Moments: The turning effect of a force varies with force and distance. Objects are in equilibrium if the moments are equal and opposite\u003c\/li\u003e\n\u003cli\u003eSkills: Variables: Choose variables to answer a scientific question\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/lifeandstyle\/shortcuts\/2014\/nov\/24\/text-neck-how-smartphones-damaging-our-spines\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eText neck - how smartphones are damaging our spines\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA newspaper article describing the research\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.dailymail.co.uk\/health\/article-2839455\/Why-hunching-phone-gives-pain-Image-shows-tilting-head-puts-four-STONE-extra-pressure-neck.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eHave YOU got text neck?\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA second newspaper article describing the research\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/cbsminnesota.files.wordpress.com\/2014\/11\/spine-study.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eScientific research\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe scientific paper in Surgical Technology International\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/cnx.org\/contents\/d703853c-6382-4035-8d6a-dcbca00a15ca@5\/Forces_and_Torques_in_Muscles_\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eForces in muscles and joints\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eForces acting on the neck (see figure 8)\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T07:29:03+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Forces","Blueprint unit_Y8 Moving \u0026 turning","Learning stage_Analyse","Project: Engage","Science skill_Variables","Skills: Variables","Y8 Moving \u0026 turning","Year_Year 8"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182172794951,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Text neck","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-161,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/tex_neck_image.jpg?v=1527660458"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/tex_neck_image.jpg?v=1527660458","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eNew research suggests that smart phone use is seriously damaging our necks. Looking down at an angle places great strain on the spine, and can result in serious harm. In this activity students learn about the forces acting on the spine. They then devise a plan to investigate the causes of text neck, before solving a dilemma: will they use their phone less to prevent neck damage?\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/aWCjOPbWCQwSfy\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eForces: identify forces on objects\u003c\/li\u003e\n\u003cli\u003eHypothesise: define a problem and devise a plan to investigate it\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Moving \u0026amp; turning\u003c\/li\u003e\n\u003cli\u003eConcept: Moments: The turning effect of a force varies with force and distance. Objects are in equilibrium if the moments are equal and opposite\u003c\/li\u003e\n\u003cli\u003eSkills: Variables: Choose variables to answer a scientific question\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/lifeandstyle\/shortcuts\/2014\/nov\/24\/text-neck-how-smartphones-damaging-our-spines\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eText neck - how smartphones are damaging our spines\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA newspaper article describing the research\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.dailymail.co.uk\/health\/article-2839455\/Why-hunching-phone-gives-pain-Image-shows-tilting-head-puts-four-STONE-extra-pressure-neck.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eHave YOU got text neck?\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA second newspaper article describing the research\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/cbsminnesota.files.wordpress.com\/2014\/11\/spine-study.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eScientific research\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe scientific paper in Surgical Technology International\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/cnx.org\/contents\/d703853c-6382-4035-8d6a-dcbca00a15ca@5\/Forces_and_Torques_in_Muscles_\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eForces in muscles and joints\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eForces acting on the neck (see figure 8)\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Text neck

£0.00

Short description New research suggests that smart phone use is seriously damaging our necks. Looking down at an angle places...

{"id":1300464697415,"title":"Invasion!","handle":"invasion","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eCommon ragweed, \u003c\/span\u003e\u003cem\u003eAmbrosia artemisiifolia\u003c\/em\u003e\u003cspan\u003e, is an invasive plant which is spreading across Europe. Because of illness caused by its allergenic pollen and competition with crops, it's costing Europe an estimated €4.5 billion a year. The solution may lie with releasing non-native beetles. In this activity students evaluate the advantages and disadvantages of using biological control to halt the invasion of this alien plant.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/hf0fOTYVLgDYUz\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eEcosystems: Suggest what might happen when an unfamiliar species is introduced into a food web\u003c\/li\u003e\n\u003cli\u003eExamine consequences: Identify possible consequences to particular habitats and animals\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Interdependence\u003c\/li\u003e\n\u003cli\u003eConcept: Feeding relationships: Food webs link together several food chains and show how energy is transferred between organisms\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Consider the consequences of technology for people and the environment\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.independent.co.uk\/life-style\/health-and-families\/health-news\/autumn-hay-fever-rare-ragweed-pollen-set-to-extend-misery-for-sufferers-9758152.html\"\u003eIndependent news article\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/wales\/nature\/sites\/climate_change\/pages\/climate_dr_tim_rich.shtml\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eInformation from the BBC\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eBecause ragweed needs a warm climate it is not considered a major problem in the UK - yet. It has been predicted that due to climate change ragweed populations could soon spread in northern Europe.\u003c\/p\u003e\n\u003cp\u003eThere are isolated populations in the UK but they are under control. However, the pollen can travel hundreds of kilometres so people are already suffering from the allergenic affects caused by ragweed growing on mainland Europe.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=Q96VjOjevgU\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eVideo introduction about Ragweed\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eYou may wish to play a short section (4:42-6:43) when showing slide 4. In French with English subtitles.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/ragweed.eu\/ambrosia\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eFurther information about Ragweed\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eIncluding downloadable information in different languages.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.environmentmagazine.co.uk\/?p=3899\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBackground reading\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArticle about biological control of ragweed for teachers.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T07:27:31+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Ecosystems","Blueprint unit_Y7 Interdependence","Feeding relationships","Learning stage_Analyse","Literacy skill_Read","Project: Engage","Science skill_Decisions","Y7 Interdependence","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182171287623,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Invasion!","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-153,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/invasion_image.jpg?v=1527684884"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/invasion_image.jpg?v=1527684884","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eCommon ragweed, \u003c\/span\u003e\u003cem\u003eAmbrosia artemisiifolia\u003c\/em\u003e\u003cspan\u003e, is an invasive plant which is spreading across Europe. Because of illness caused by its allergenic pollen and competition with crops, it's costing Europe an estimated €4.5 billion a year. The solution may lie with releasing non-native beetles. In this activity students evaluate the advantages and disadvantages of using biological control to halt the invasion of this alien plant.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/hf0fOTYVLgDYUz\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eEcosystems: Suggest what might happen when an unfamiliar species is introduced into a food web\u003c\/li\u003e\n\u003cli\u003eExamine consequences: Identify possible consequences to particular habitats and animals\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Interdependence\u003c\/li\u003e\n\u003cli\u003eConcept: Feeding relationships: Food webs link together several food chains and show how energy is transferred between organisms\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Consider the consequences of technology for people and the environment\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.independent.co.uk\/life-style\/health-and-families\/health-news\/autumn-hay-fever-rare-ragweed-pollen-set-to-extend-misery-for-sufferers-9758152.html\"\u003eIndependent news article\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/wales\/nature\/sites\/climate_change\/pages\/climate_dr_tim_rich.shtml\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eInformation from the BBC\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eBecause ragweed needs a warm climate it is not considered a major problem in the UK - yet. It has been predicted that due to climate change ragweed populations could soon spread in northern Europe.\u003c\/p\u003e\n\u003cp\u003eThere are isolated populations in the UK but they are under control. However, the pollen can travel hundreds of kilometres so people are already suffering from the allergenic affects caused by ragweed growing on mainland Europe.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.youtube.com\/watch?v=Q96VjOjevgU\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eVideo introduction about Ragweed\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eYou may wish to play a short section (4:42-6:43) when showing slide 4. In French with English subtitles.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/ragweed.eu\/ambrosia\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eFurther information about Ragweed\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eIncluding downloadable information in different languages.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.environmentmagazine.co.uk\/?p=3899\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBackground reading\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArticle about biological control of ragweed for teachers.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Invasion!

£0.00

Short description Common ragweed, Ambrosia artemisiifolia, is an invasive plant which is spreading across Europe. Because of illness caused by its...

{"id":1300464631879,"title":"Life on Enceladus?","handle":"life-on-enceladus","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eEvidence from Cassini, a robot spacecraft, suggests that there are oceans of hot water on Saturn’s icy moon, Enceladus. Might the oceans be home to alien life? In this activity students use their knowledge of the behaviour of water in its liquid and solid states to weigh up the evidence for and against the presence of liquid water on Enceladus. They then decide if it is worth sending a second spacecraft to look for alien life on this icy moon.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/13n1AKsT75tkL5\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eParticle model: Explain the properties of solids, liquids and gases based on the arrangement and movement of their particles \u003c\/li\u003e\n\u003cli\u003eDraw conclusions:\u003cspan\u003e Judge whether the conclusion is supported by the data \u003c\/span\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Substances \u0026amp; particles\u003c\/li\u003e\n\u003cli\u003eConcept: Particle model: Substances can be modelled as small particles in motion. Their energy and arrangement differs between states of matter\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique a claim for whether there is evidence\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/science\/space\/solarsystem\/moons\/enceladus_%28moon%29#p006x4rq\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEnceladus video clips\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVideo clips with Brian Cox about what the Cassini spacecraft discovered about Enceladus. Suitable for use in class to introduce the activity.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/solarsystem.nasa.gov\/planets\/profile.cfm?Object=Enceladus\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSolar system exploration\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation about Enceladus from NASA, including links to resources news releases about the findings of Cassini.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/saturn.jpl.nasa.gov\/science\/moons\/enceladus\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSaturn and its moons\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation about Enceladus from NASA, including links to a virtual tour, information about its atmosphere and news releases about the findings of Cassini.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/science\/2015\/mar\/11\/hopes-warm-for-alien-life-nasa-probe-finds-hot-springs-on-saturns-moon\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eHot springs on Enceladus\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eUseful teacher background about recent findings.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T07:26:05+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Matter","Blueprint unit_Y7 Substances \u0026 particles","Learning stage_Analyse","Project: Engage","Science skill_Explanations","Skills: Explanations","Y7 Substances \u0026 particles","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182169911367,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Life on Enceladus?","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-146,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/enceladus_image_b.jpg?v=1527685421"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/enceladus_image_b.jpg?v=1527685421","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eEvidence from Cassini, a robot spacecraft, suggests that there are oceans of hot water on Saturn’s icy moon, Enceladus. Might the oceans be home to alien life? In this activity students use their knowledge of the behaviour of water in its liquid and solid states to weigh up the evidence for and against the presence of liquid water on Enceladus. They then decide if it is worth sending a second spacecraft to look for alien life on this icy moon.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/13n1AKsT75tkL5\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eParticle model: Explain the properties of solids, liquids and gases based on the arrangement and movement of their particles \u003c\/li\u003e\n\u003cli\u003eDraw conclusions:\u003cspan\u003e Judge whether the conclusion is supported by the data \u003c\/span\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Substances \u0026amp; particles\u003c\/li\u003e\n\u003cli\u003eConcept: Particle model: Substances can be modelled as small particles in motion. Their energy and arrangement differs between states of matter\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique a claim for whether there is evidence\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/science\/space\/solarsystem\/moons\/enceladus_%28moon%29#p006x4rq\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEnceladus video clips\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eVideo clips with Brian Cox about what the Cassini spacecraft discovered about Enceladus. Suitable for use in class to introduce the activity.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/solarsystem.nasa.gov\/planets\/profile.cfm?Object=Enceladus\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSolar system exploration\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation about Enceladus from NASA, including links to resources news releases about the findings of Cassini.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/saturn.jpl.nasa.gov\/science\/moons\/enceladus\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSaturn and its moons\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation about Enceladus from NASA, including links to a virtual tour, information about its atmosphere and news releases about the findings of Cassini.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/science\/2015\/mar\/11\/hopes-warm-for-alien-life-nasa-probe-finds-hot-springs-on-saturns-moon\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eHot springs on Enceladus\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eUseful teacher background about recent findings.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Life on Enceladus?

£0.00

Short description Evidence from Cassini, a robot spacecraft, suggests that there are oceans of hot water on Saturn’s icy moon,...

{"id":1300456243271,"title":"Death to diesel","handle":"death-to-diesel","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eMajor car manufacturers have fitted software to diesel cars to cheat exhaust emissions tests. In this activity students use their knowledge of chemical reactions to predict the products of combustion in a diesel engine. They then develop their communication skills by drafting a video (using supplied character cut-outs on lolly sticks) to persuade car buyers not to buy diesel cars.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/JCzlbW555UhxpM\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eTypes of Reaction:\u003cspan\u003e Predict the products of the combustion of a given reactant and show the reaction as a word equation\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eCommunicate ideas: Know how to make it clear, concrete, correct and coherent\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Matter \u0026amp; energy\u003c\/li\u003e\n\u003cli\u003eConcept: Combustion: Fuels burn when heated in a type of reaction called combustion. It is highly exothermic and produces carbon dioxide and water\u003c\/li\u003e\n\u003cli\u003eSkills: Speak: Speak effectively\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/business-34705604\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eUpdate Nov 2015: More cars with cheat tests\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation on the effect of air pollution on life expectancy.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.london.gov.uk\/sites\/default\/files\/Driving%20Away%20from%20Diesel%20final%20report.pdf\"\u003eDriving away from Diesel\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eTeacher background knowledge; Government report with recommendations to reduce nitrogen dioxide pollution from diesel.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.livescience.com\/52284-volkswagen-scandal-clean-diesel-challenges.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eLive Science article\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article poses the question: why is it so hard to make clean diesel cars?\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www3.epa.gov\/airquality\/nitrogenoxides\/health.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEPA information\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArticle describing some health impacts of exposure to diesel engine emissions.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/cleanair.london\/health\/official-air-pollution-killed-9400-londoners-in-2010\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eClean air in London\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA report on efforts to quantify the health effects of nitrogen dioxide on Londoners.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/environment\/2011\/mar\/08\/air-pollution-life-expectancy-dupont\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eGuardian newspaper report\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation on the effect of air pollution on life expectancy.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T06:39:21+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Matter","Blueprint unit_Y9 Matter \u0026 energy","Learning stage_Acquire","Literacy skill_Speak","Project: Engage","Skills: Speak","Y9 Matter \u0026 energy","Year_Year 9"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182097264711,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Death to diesel","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-146,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/death_to_diesel_image.jpg?v=1527682929"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/death_to_diesel_image.jpg?v=1527682929","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eMajor car manufacturers have fitted software to diesel cars to cheat exhaust emissions tests. In this activity students use their knowledge of chemical reactions to predict the products of combustion in a diesel engine. They then develop their communication skills by drafting a video (using supplied character cut-outs on lolly sticks) to persuade car buyers not to buy diesel cars.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/JCzlbW555UhxpM\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eTypes of Reaction:\u003cspan\u003e Predict the products of the combustion of a given reactant and show the reaction as a word equation\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eCommunicate ideas: Know how to make it clear, concrete, correct and coherent\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Matter \u0026amp; energy\u003c\/li\u003e\n\u003cli\u003eConcept: Combustion: Fuels burn when heated in a type of reaction called combustion. It is highly exothermic and produces carbon dioxide and water\u003c\/li\u003e\n\u003cli\u003eSkills: Speak: Speak effectively\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/business-34705604\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eUpdate Nov 2015: More cars with cheat tests\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation on the effect of air pollution on life expectancy.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"https:\/\/www.london.gov.uk\/sites\/default\/files\/Driving%20Away%20from%20Diesel%20final%20report.pdf\"\u003eDriving away from Diesel\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eTeacher background knowledge; Government report with recommendations to reduce nitrogen dioxide pollution from diesel.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.livescience.com\/52284-volkswagen-scandal-clean-diesel-challenges.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eLive Science article\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThis article poses the question: why is it so hard to make clean diesel cars?\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www3.epa.gov\/airquality\/nitrogenoxides\/health.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEPA information\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eArticle describing some health impacts of exposure to diesel engine emissions.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/cleanair.london\/health\/official-air-pollution-killed-9400-londoners-in-2010\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eClean air in London\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA report on efforts to quantify the health effects of nitrogen dioxide on Londoners.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.theguardian.com\/environment\/2011\/mar\/08\/air-pollution-life-expectancy-dupont\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eGuardian newspaper report\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eInformation on the effect of air pollution on life expectancy.\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Death to diesel

£0.00

Short description Major car manufacturers have fitted software to diesel cars to cheat exhaust emissions tests. In this activity students...

{"id":1300456046663,"title":"Grow","handle":"grow","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eAs people live longer the demand for new organs to replace failed ones increases. One possible solution is to build new organs in a dish from cells taken from the patient’s own body. Students use evidence from case studies to work out if this is possible and then to decide whether this new technology offers a good alternative to transplants.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge about cells, tissues and organs in a new context.\u003c\/li\u003e\n\u003cli\u003eAccess, evaluate and synthesise relevant information to decide if a new technology will be possible in the next ten years.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs\u003c\/li\u003e\n\u003cli\u003eConcept: Cell organisation: Multicellular organisms are composed of cells which are organised into tissues, organs and systems to carry out life processes\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Argue for a claim with data and reasons\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca title=\"Doctors are growing human ears from fat to reconstruct people’s faces\" href=\"http:\/\/www.bbc.co.uk\/news\/health-26369420\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEars from stem cells\u003c\/a\u003e\u003cbr\u003e\u003cspan\u003eDoctors are growing human ears from fat to reconstruct people’s faces\u003c\/span\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-28T06:35:58+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Organisms","Blueprint unit_Y8 Tissues \u0026 organs","Learning stage_Analyse","Project: Engage","Science skill_Explanations","Skills: Explanations","Y8 Tissues \u0026 organs","Year_Year 8"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12182088351815,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Grow","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-144,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/grow_image.jpg?v=1527684801"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/grow_image.jpg?v=1527684801","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eAs people live longer the demand for new organs to replace failed ones increases. One possible solution is to build new organs in a dish from cells taken from the patient’s own body. Students use evidence from case studies to work out if this is possible and then to decide whether this new technology offers a good alternative to transplants.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge about cells, tissues and organs in a new context.\u003c\/li\u003e\n\u003cli\u003eAccess, evaluate and synthesise relevant information to decide if a new technology will be possible in the next ten years.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs\u003c\/li\u003e\n\u003cli\u003eConcept: Cell organisation: Multicellular organisms are composed of cells which are organised into tissues, organs and systems to carry out life processes\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Argue for a claim with data and reasons\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca title=\"Doctors are growing human ears from fat to reconstruct people’s faces\" href=\"http:\/\/www.bbc.co.uk\/news\/health-26369420\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEars from stem cells\u003c\/a\u003e\u003cbr\u003e\u003cspan\u003eDoctors are growing human ears from fat to reconstruct people’s faces\u003c\/span\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Grow

£0.00

Short description As people live longer the demand for new organs to replace failed ones increases. One possible solution is...

{"id":1300405551175,"title":"Solar roadways","handle":"solar-roadways","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eRevolutionary roads which stay snow-free, claim developers. A click of a switch they can transform the road into a car park or even sports pitches. In this activity students consider whether solar roadways are worth funding. They critique claims using reasoning and evidence, and apply what they know about generating electricity in solar cells, to make a decision.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/BKBt1t47ov04FK\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eCritique claims, using reasoning, evidence and scientific knowledge of how light waves generate electricity in solar cells.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Energy transfers\u003c\/li\u003e\n\u003cli\u003eConcept: Energy model: When there is a change, energy is transferred from one store at the start to another at the end\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique a claim for whether there is evidence\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/ztwVvKKzOx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSolar Freakin' Roadways\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAnother website where you can view the fundraising video for the crowd funding web site.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/gSnhFhgWvV\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eFurther information\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA longer video suitable for teachers only. It outlines the arguments against the claims.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/technology-30024881\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSolar cycle path\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eNews report about a solar cycle path that has recently opened in the Netherlands.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-27T23:05:34+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Energy","Big Idea_Organisms","Blueprint unit_Y7 Cells","Blueprint unit_Y7 Energy transfers","Learning stage_Analyse","Project: Engage","Science skill_Explanations","Skills: Explanations","Y7 Energy transfers","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12181250605127,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Solar roadways","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-150,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/solar_roadway_image.jpg?v=1527660410"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/solar_roadway_image.jpg?v=1527660410","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eRevolutionary roads which stay snow-free, claim developers. A click of a switch they can transform the road into a car park or even sports pitches. In this activity students consider whether solar roadways are worth funding. They critique claims using reasoning and evidence, and apply what they know about generating electricity in solar cells, to make a decision.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/BKBt1t47ov04FK\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eCritique claims, using reasoning, evidence and scientific knowledge of how light waves generate electricity in solar cells.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Energy transfers\u003c\/li\u003e\n\u003cli\u003eConcept: Energy model: When there is a change, energy is transferred from one store at the start to another at the end\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique a claim for whether there is evidence\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/ztwVvKKzOx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSolar Freakin' Roadways\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAnother website where you can view the fundraising video for the crowd funding web site.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/gSnhFhgWvV\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eFurther information\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eA longer video suitable for teachers only. It outlines the arguments against the claims.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/technology-30024881\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSolar cycle path\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eNews report about a solar cycle path that has recently opened in the Netherlands.\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Solar roadways

£0.00

Short description Revolutionary roads which stay snow-free, claim developers. A click of a switch they can transform the road into...

{"id":1300404731975,"title":"Ban the beds","handle":"ban-the-beds","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eIn preparation for a summer holiday many people turn to sunbeds to top up their tan but could this habit be endangering their life? In this activity students are working as researchers on a TV show planning a report about the claim that sunbeds cause skin cancer. Students will use knowledge about UV light to explain the link between sunbeds and skin cancer, and understand how scientific evidence can support a claim.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/2qheKMeY56oSHF\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eAnalysis and evaluation: interpret observations and data\u003c\/li\u003e\n\u003cli\u003eWaves: uses of electromagnetic waves\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: EM radiation\u003c\/li\u003e\n\u003cli\u003eConcept: Wave energy: The uses and dangers of e.m. waves depends on their frequency, as higher frequency waves carry more energy\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique the arguments and evidence for a claim\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.dailymail.co.uk\/health\/article-2653915\/I-started-using-sunbeds-I-13-six-years-later-I-skin-cancer-Tanning-addict-warns-dangers-diagnosed-aggressive-melanoma.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eTanning addict warns of dangers\u003c\/a\u003e Online newspaper article about a young woman who was diagnosed with skin cancer aged 19. This is the story the activity starter is based on. Show the students the short interview.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.sunsmart.org.uk\/UV-the-sun-and-skin-cancer\/sunbeds\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSunSmart\u003c\/a\u003e Website from Cancer Research UK about sunbeds.\u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-27T22:58:38+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Energy","Blueprint unit_Y10 EM radiation","Learning stage_Analyse","Project: Engage","Science skill_Explanations","Skills: Explanations","Y10 EM radiation","Year_Year 10"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12181235531847,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Ban the beds","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-136,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/ban_the_beds_image.jpg?v=1527659857","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_723dc47b-b150-4991-9eb9-5477767ea8c1.jpg?v=1527659857"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/ban_the_beds_image.jpg?v=1527659857","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eIn preparation for a summer holiday many people turn to sunbeds to top up their tan but could this habit be endangering their life? In this activity students are working as researchers on a TV show planning a report about the claim that sunbeds cause skin cancer. Students will use knowledge about UV light to explain the link between sunbeds and skin cancer, and understand how scientific evidence can support a claim.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/2qheKMeY56oSHF\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eAnalysis and evaluation: interpret observations and data\u003c\/li\u003e\n\u003cli\u003eWaves: uses of electromagnetic waves\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: EM radiation\u003c\/li\u003e\n\u003cli\u003eConcept: Wave energy: The uses and dangers of e.m. waves depends on their frequency, as higher frequency waves carry more energy\u003c\/li\u003e\n\u003cli\u003eSkills: Explanations: Critique the arguments and evidence for a claim\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.dailymail.co.uk\/health\/article-2653915\/I-started-using-sunbeds-I-13-six-years-later-I-skin-cancer-Tanning-addict-warns-dangers-diagnosed-aggressive-melanoma.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eTanning addict warns of dangers\u003c\/a\u003e Online newspaper article about a young woman who was diagnosed with skin cancer aged 19. This is the story the activity starter is based on. Show the students the short interview.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.sunsmart.org.uk\/UV-the-sun-and-skin-cancer\/sunbeds\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eSunSmart\u003c\/a\u003e Website from Cancer Research UK about sunbeds.\u003c\/p\u003e"}

Ban the beds

£0.00

Short description In preparation for a summer holiday many people turn to sunbeds to top up their tan but could...

{"id":1300404338759,"title":"Attack of the giant viruses","handle":"attack-of-the-giant-viruses","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eScientists have discovered a giant 30 000 year old virus still alive under the permafrost. As the world warms, others will be uncovered. Could such an ancient virus wipe out the human race? In this activity, learn how to interrogate sources to separate science fact from fiction.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/5VqqNo9id8DuFG\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" allowfullscreen=\"\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge of microorganisms to check the facts in a newspaper report.\u003c\/li\u003e\n\u003cli\u003eEvaluate how trustworthy scientific reports are in the media.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Cells\u003c\/li\u003e\n\u003cli\u003eConcept: Cell structure: Cells are the smallest elements of life that are alive. They have parts that play different roles in life functions\u003c\/li\u003e\n\u003cli\u003eSkills: Read: Identify bias\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca title=\"Computer virus spreads to humans\" href=\"http:\/\/www.consciousape.com\/tag\/implants\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eComputer virus spreads to humans\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe news story from the starter.\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"First human infected with computer virus\" href=\"http:\/\/www.bbc.co.uk\/news\/10158517\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eFirst human 'infected with computer virus'\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAnother version of the news story from the starter which gives a more realistic viewpoint of what happened.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/science-environment-26387276\"\u003e30,000-year-old giant virus 'comes back to life'\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eBBC news story about the giant virus\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-27T22:54:10+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Organisms","Blueprint unit_Y7 Cells","Learning stage_Analyse","Literacy skill_Read","Project: Engage","Skills: Read","Y7 Cells","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12181231042631,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Attack of the giant viruses","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-162,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/virus_image.jpg?v=1527677525"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/virus_image.jpg?v=1527677525","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eScientists have discovered a giant 30 000 year old virus still alive under the permafrost. As the world warms, others will be uncovered. Could such an ancient virus wipe out the human race? In this activity, learn how to interrogate sources to separate science fact from fiction.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe class=\"alignright\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/5VqqNo9id8DuFG\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" allowfullscreen=\"\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge of microorganisms to check the facts in a newspaper report.\u003c\/li\u003e\n\u003cli\u003eEvaluate how trustworthy scientific reports are in the media.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Cells\u003c\/li\u003e\n\u003cli\u003eConcept: Cell structure: Cells are the smallest elements of life that are alive. They have parts that play different roles in life functions\u003c\/li\u003e\n\u003cli\u003eSkills: Read: Identify bias\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca title=\"Computer virus spreads to humans\" href=\"http:\/\/www.consciousape.com\/tag\/implants\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eComputer virus spreads to humans\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eThe news story from the starter.\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"First human infected with computer virus\" href=\"http:\/\/www.bbc.co.uk\/news\/10158517\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eFirst human 'infected with computer virus'\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAnother version of the news story from the starter which gives a more realistic viewpoint of what happened.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/science-environment-26387276\"\u003e30,000-year-old giant virus 'comes back to life'\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eBBC news story about the giant virus\u003c\/p\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Attack of the giant viruses

£0.00

Short description Scientists have discovered a giant 30 000 year old virus still alive under the permafrost. As the world...

{"id":1300404109383,"title":"Car wars","handle":"car-wars","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eImagine it is 2020 and students are about to get their first car. Increased carbon dioxide emissions have led to huge financial incentives to buy alternatives to petrol engines - but which car is best? In this activity students examine evidence and come to a decision on who wins the Car Wars.\u003c\/span\u003e \u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/kxZjIyqEZlDYDv\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\u003cem\u003eLearning objectives\u003c\/em\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cbr\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge about atmospheric carbon dioxide\u003c\/li\u003e\n\u003cli\u003eEvaluate solutions to the problem of increasing carbon dioxide emissions from cars and justify opinions\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Atmosphere\u003c\/li\u003e\n\u003cli\u003eConcept: Air pollutants: Processes such as burning fuels, and natural events like volcanic eruptions, add new substances to the atmosphere. They cause pollution in the local area and spread outwards and upwards into the atmosphere\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Consider ethical implications and social, environmental and financial consequences\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cp\u003e\u003ca title=\"BMW Advert\" href=\"http:\/\/safeshare.tv\/w\/kHdekHrgSG\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBMW advert\u003c\/a\u003e\u003cbr\u003eVideo outlining innovations in car energy sources\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Hydrogen Fuel Cells\" href=\"http:\/\/h2101.harc.edu\/Hydrogen101Curriculum\/H101FuelCells\/tabid\/516\/Default.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eHydrogen fuel cells\u003c\/a\u003e\u003cbr\u003eUseful teacher information explaining how hydrogen fuel cells work\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Biodiesel Cars\" href=\"http:\/\/www.nextgreencar.com\/biofuels.php\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBiodiesel cars\u003c\/a\u003e\u003cbr\u003eComprehensive information about biofuel cars, accessible to confident readers\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Electric Cars\" href=\"http:\/\/www.nextgreencar.com\/electric-cars\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eElectric cars\u003c\/a\u003e\u003cbr\u003eComprehensive information about electric cars, accessible to confident readers\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e","published_at":"2018-05-27T22:14:40+01:00","created_at":"2018-05-27T22:51:37+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Matter","Blueprint unit_Y10 atmosphere","Learning stage_Analyse","Learning stage_Apply","Literacy skill_Read","Project: Engage","Science skill_Decisions","Y10 Atmosphere","Year_Year 10"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12181228781639,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Car wars","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-145,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/car_wars_image.jpg?v=1527659957","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_7c97feed-9040-4ffa-90ca-a85e43affc27.jpg?v=1527659957"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/car_wars_image.jpg?v=1527659957","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eImagine it is 2020 and students are about to get their first car. Increased carbon dioxide emissions have led to huge financial incentives to buy alternatives to petrol engines - but which car is best? In this activity students examine evidence and come to a decision on who wins the Car Wars.\u003c\/span\u003e \u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/kxZjIyqEZlDYDv\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\u003cem\u003eLearning objectives\u003c\/em\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\u003cbr\u003e\n\u003cul\u003e\n\u003cli\u003eApply knowledge about atmospheric carbon dioxide\u003c\/li\u003e\n\u003cli\u003eEvaluate solutions to the problem of increasing carbon dioxide emissions from cars and justify opinions\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Atmosphere\u003c\/li\u003e\n\u003cli\u003eConcept: Air pollutants: Processes such as burning fuels, and natural events like volcanic eruptions, add new substances to the atmosphere. They cause pollution in the local area and spread outwards and upwards into the atmosphere\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Consider ethical implications and social, environmental and financial consequences\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cp\u003e\u003ca title=\"BMW Advert\" href=\"http:\/\/safeshare.tv\/w\/kHdekHrgSG\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBMW advert\u003c\/a\u003e\u003cbr\u003eVideo outlining innovations in car energy sources\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Hydrogen Fuel Cells\" href=\"http:\/\/h2101.harc.edu\/Hydrogen101Curriculum\/H101FuelCells\/tabid\/516\/Default.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eHydrogen fuel cells\u003c\/a\u003e\u003cbr\u003eUseful teacher information explaining how hydrogen fuel cells work\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Biodiesel Cars\" href=\"http:\/\/www.nextgreencar.com\/biofuels.php\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBiodiesel cars\u003c\/a\u003e\u003cbr\u003eComprehensive information about biofuel cars, accessible to confident readers\u003c\/p\u003e\n\u003cp\u003e\u003ca title=\"Electric Cars\" href=\"http:\/\/www.nextgreencar.com\/electric-cars\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eElectric cars\u003c\/a\u003e\u003cbr\u003eComprehensive information about electric cars, accessible to confident readers\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003c\/p\u003e"}

Car wars

£0.00

Short description Imagine it is 2020 and students are about to get their first car. Increased carbon dioxide emissions have...

{"id":1300381368391,"title":"3 Parents","handle":"3-parents","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eThe first baby with DNA from three parents has just been born in Mexico. The mother carries the genes for a deadly syndrome that had already caused four miscarriages and her first two children to die. Scientists spliced the egg of a third donor parent together with the mother's mitochondria and fertilised it with the father's sperm.\u003c\/p\u003e\n\u003cp\u003eThe UK Government has agreed to the principle, but only if the specific procedure is safe. In this activity, students learn how it can help women with a serious inherited condition to have a healthy baby and why it is deemed so controversial. They use ethical arguments to decide whether they would recommend it to help a couple in need.\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/CjG3mNcNcgmsso\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eDescribe how to create an embryo with three parents, and explain how this technique could be used.\u003c\/li\u003e\n\u003cli\u003eMake a decision about a new technology using ethical thinking.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Genetics\u003c\/li\u003e\n\u003cli\u003eConcept: Genes: Inherited characteristics are the result of genetic information, in the form of sections of DNA called genes, being transferred from parents to offspring during reproduction.\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Consider ethical implications and social, environmental and financial consequences\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/www.economist.com\/news\/leaders\/21642167-britains-approval-babies-three-genetic-parents-offers-lessons-other-countries-oh?frsc=dg%7Ca\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBackground information\u003c\/a\u003e\u003c\/span\u003e\u003cbr\u003eThis article outlines the procedure and the ethics. Good background reading for teachers.\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-31069173\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eUK MPs say yes\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eUpdate: news article from the BBC with video. UK MPs voted in favour of the procedure.\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca title=\"Three Parents News Story\" href=\"http:\/\/www.telegraph.co.uk\/science\/science-news\/10665553\/Three-parent-babies-could-be-born-in-Britain-next-year.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003e3 parents news story\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eBritain is set to become the first country in the world to create babies with the DNA of three people after the government set out new draft regulations\u003c\/p\u003e","published_at":"2018-05-27T14:01:29+01:00","created_at":"2018-05-27T13:59:10+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Genes","Blueprint unit_Y9 Genetics","Learning stage_Analyse","Literacy skill_Read","Project: Engage","Science skill_Decisions","Y9 Genetics","Year_Year 9"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12180403650631,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"3 Parents","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-136,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/3_parents_image.jpg?v=1527659659","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_3ca283b5-aee4-4780-9feb-f0940ec8977e.jpg?v=1527659659"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/3_parents_image.jpg?v=1527659659","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003eThe first baby with DNA from three parents has just been born in Mexico. The mother carries the genes for a deadly syndrome that had already caused four miscarriages and her first two children to die. Scientists spliced the egg of a third donor parent together with the mother's mitochondria and fertilised it with the father's sperm.\u003c\/p\u003e\n\u003cp\u003eThe UK Government has agreed to the principle, but only if the specific procedure is safe. In this activity, students learn how it can help women with a serious inherited condition to have a healthy baby and why it is deemed so controversial. They use ethical arguments to decide whether they would recommend it to help a couple in need.\u003c\/p\u003e\n\u003ciframe class=\"alignright\" style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/CjG3mNcNcgmsso\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eDescribe how to create an embryo with three parents, and explain how this technique could be used.\u003c\/li\u003e\n\u003cli\u003eMake a decision about a new technology using ethical thinking.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Genetics\u003c\/li\u003e\n\u003cli\u003eConcept: Genes: Inherited characteristics are the result of genetic information, in the form of sections of DNA called genes, being transferred from parents to offspring during reproduction.\u003c\/li\u003e\n\u003cli\u003eSkills: Decisions: Consider ethical implications and social, environmental and financial consequences\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/www.economist.com\/news\/leaders\/21642167-britains-approval-babies-three-genetic-parents-offers-lessons-other-countries-oh?frsc=dg%7Ca\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eBackground information\u003c\/a\u003e\u003c\/span\u003e\u003cbr\u003eThis article outlines the procedure and the ethics. Good background reading for teachers.\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-31069173\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eUK MPs say yes\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eUpdate: news article from the BBC with video. UK MPs voted in favour of the procedure.\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca title=\"Three Parents News Story\" href=\"http:\/\/www.telegraph.co.uk\/science\/science-news\/10665553\/Three-parent-babies-could-be-born-in-Britain-next-year.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003e3 parents news story\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eBritain is set to become the first country in the world to create babies with the DNA of three people after the government set out new draft regulations\u003c\/p\u003e"}

3 Parents

£0.00

Short description The first baby with DNA from three parents has just been born in Mexico. The mother carries the...

{"id":1300380123207,"title":"Vitamin D","handle":"vitamin-d","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThis activity is designed to engage a wider range of students. Using the principles of 'science capital', it makes the issue of Vitamin D deficiency highly accessible and relevant to students' everyday experience. Rickets and other bone diseases in young people have risen 400%, Some scientists are recommending teenagers take vitamin D supplements, particularly in autumn and winter. The activity teaches students how to analyse patterns in data, so they can calculate their vitamin D intake from food and the sun and come to an informed decision.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/692gYuPtmDe0yL\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eDigestion: describe health effects of vitamin D deficiency. \u003c\/li\u003e\n\u003cli\u003eAnalyse patterns: interpret a line graph to suggest relationships between variables, and read values from the graph. (KS3 Science Syllabus)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs \u003c\/li\u003e\n\u003cli\u003eConcept: Digestive system: Organs of the digestive system are adapted to break large food molecules into small nutrients which can travel in the blood\u003c\/li\u003e\n\u003cli\u003eSkills: Conclusions: Deduce relationships in data, using patterns, interpolation and extrapolation\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-36846894\"\u003eBBC - Vitamin D\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eEveryone should consider taking vitamin D supplements in autumn and winter, public health advice for the UK recommends.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.kcl.ac.uk\/sspp\/departments\/education\/research\/Research-Centres\/cppr\/Research\/currentpro\/Enterprising-Science\/Science-Capital-Made-Clear.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eScience Capital made clear\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAn accessible summary of the concept of science capital and how it influences students' attitudes towards science and scientific careers.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-36854950\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eQ\u0026amp;A: Vitamin D\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAn overview of the new UK guidance on vitamin D supplements in question and answer form, accessible to fluent readers.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.independent.co.uk\/life-style\/health-and-families\/health-news\/chief-medical-officer-ashamed-as-rickets-makes-a-comeback-8899853.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eRickets makes a comeback\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eNews article about the return of rickets.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nhs.uk\/Conditions\/vitamins-minerals\/Pages\/Vitamin-D.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eVitamins and minerals - Vitamin D\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAdvice on vitamin D from the NHS, accessible to fluent readers.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nhs.uk\/news\/2016\/11November\/Pages\/Review-questions-recent-official-vitamin-D-guidance.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eRecent official vitamin D guidance\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eReport from the NHS about a recent article questioning government advice on vitamin D supplements.\u003c\/p\u003e","published_at":"2018-05-27T22:14:09+01:00","created_at":"2018-05-27T13:42:35+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Organisms","Blueprint unit_Y8 Tissues \u0026 organs","Learning stage_Analyse","Project: Engage","Science skill_Conclusions","Skills: Conclusions","Y8 Tissues \u0026 organs","Year_Year 8"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12180387004487,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":true,"featured_image":null,"available":true,"name":"Vitamin D","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-155,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/vitamin_d_image.jpg?v=1527687327"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/vitamin_d_image.jpg?v=1527687327","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003cspan\u003eThis activity is designed to engage a wider range of students. Using the principles of 'science capital', it makes the issue of Vitamin D deficiency highly accessible and relevant to students' everyday experience. Rickets and other bone diseases in young people have risen 400%, Some scientists are recommending teenagers take vitamin D supplements, particularly in autumn and winter. The activity teaches students how to analyse patterns in data, so they can calculate their vitamin D intake from food and the sun and come to an informed decision.\u003c\/span\u003e\u003c\/p\u003e\n\u003ciframe style=\"border: 1px solid #CCC; border-width: 1px; margin-bottom: 5px; max-width: 100%;\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/692gYuPtmDe0yL\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e \u003c\/iframe\u003e\n\u003cp\u003e \u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eDigestion: describe health effects of vitamin D deficiency. \u003c\/li\u003e\n\u003cli\u003eAnalyse patterns: interpret a line graph to suggest relationships between variables, and read values from the graph. (KS3 Science Syllabus)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Tissues \u0026amp; organs \u003c\/li\u003e\n\u003cli\u003eConcept: Digestive system: Organs of the digestive system are adapted to break large food molecules into small nutrients which can travel in the blood\u003c\/li\u003e\n\u003cli\u003eSkills: Conclusions: Deduce relationships in data, using patterns, interpolation and extrapolation\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-36846894\"\u003eBBC - Vitamin D\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eEveryone should consider taking vitamin D supplements in autumn and winter, public health advice for the UK recommends.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.kcl.ac.uk\/sspp\/departments\/education\/research\/Research-Centres\/cppr\/Research\/currentpro\/Enterprising-Science\/Science-Capital-Made-Clear.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eScience Capital made clear\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAn accessible summary of the concept of science capital and how it influences students' attitudes towards science and scientific careers.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.bbc.co.uk\/news\/health-36854950\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eQ\u0026amp;A: Vitamin D\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAn overview of the new UK guidance on vitamin D supplements in question and answer form, accessible to fluent readers.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.independent.co.uk\/life-style\/health-and-families\/health-news\/chief-medical-officer-ashamed-as-rickets-makes-a-comeback-8899853.html\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eRickets makes a comeback\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eNews article about the return of rickets.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nhs.uk\/Conditions\/vitamins-minerals\/Pages\/Vitamin-D.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eVitamins and minerals - Vitamin D\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eAdvice on vitamin D from the NHS, accessible to fluent readers.\u003c\/p\u003e\n\u003cp\u003e\u003ca href=\"http:\/\/www.nhs.uk\/news\/2016\/11November\/Pages\/Review-questions-recent-official-vitamin-D-guidance.aspx\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eRecent official vitamin D guidance\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003eReport from the NHS about a recent article questioning government advice on vitamin D supplements.\u003c\/p\u003e"}

Vitamin D

£0.00

Short description This activity is designed to engage a wider range of students. Using the principles of 'science capital', it makes...

{"id":1299587498055,"title":"Eat Insects","handle":"eat-insects","description":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cp\u003eAs human population increases, our appetite for meat grows but very soon demand will outstrip supply. Farming large animals\u003cspan\u003e \u003c\/span\u003eputs\u003cspan\u003e \u003c\/span\u003ea strain on our natural resources and\u003cspan\u003e \u003c\/span\u003ecreates\u003cspan\u003e \u003c\/span\u003epolluting waste. Scientists are proposing eating insects to help solve this problem. In this\u003cspan\u003e \u003c\/span\u003eactivity\u003cspan\u003e \u003c\/span\u003estudents are asked to plan a menu for the school canteen which contains tasty insect dishes alongside more familiar ones. Can they use persuasive communication, and their knowledge of natural resources, to get students to opt for the insect alternatives?\u003c\/p\u003e\n\u003cp\u003e\u003ciframe class=\"alignright\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/MsCNKbr7O9dgoI\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e\u003c\/iframe\u003e\u003cbr\u003e\u003cem\u003e\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eCommunicate an opinion using evidence, persuasive writing and scientific knowledge of Earth’s natural resources.\n\u003cul\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Using resources\u003c\/li\u003e\n\u003cli\u003eConcept: Product life-cycle: A product has an environmental impact during manufacture, use and disposal. Assessment of this impact allows changes to be made to reduce the impact\u003c\/li\u003e\n\u003cli\u003eSkills: Write: Choose appropriate style\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/mosaicscience.com\/story\/eating-insects\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eLovely grub: are insects the future of food?\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eA comprehensive article on eating insects for teacher background reading\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/www.fao.org\/docrep\/018\/i3253e\/i3253e00.htm\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eThe FAO report on eating insects\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eMost of the data in this activity came from this FAO report on edible insects\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/NVEvfzKgQG\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eWhy not eat insects? TEDx talk\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eProfessor Marcel Dicke from Wageningen UR makes an appetizing case for adding insects to everyone's diet.\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/www.eatgrub.co.uk\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEat Grub\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eWhy not offer your students some insects to try? Enter the code ENGAGEwithGRUB at the checkout for a 10% discount.\u003c\/p\u003e","published_at":"2018-05-27T22:14:09+01:00","created_at":"2018-05-25T17:16:57+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Matter","Blueprint unit_Y9 Using resources","Learning stage_Analyse","Literacy skill_Read","Literacy skill_Write","Project: Engage","Skills: Write","Y9 Using resources","Year_Year 9"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12157585817671,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Eat Insects","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-161,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/eat_insects_image.jpg?v=1527604402","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_95bed2d6-0278-494a-a21b-e02c02f6bec0.jpg?v=1527604402"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/eat_insects_image.jpg?v=1527604402","options":["Title"],"content":"\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cp\u003eAs human population increases, our appetite for meat grows but very soon demand will outstrip supply. Farming large animals\u003cspan\u003e \u003c\/span\u003eputs\u003cspan\u003e \u003c\/span\u003ea strain on our natural resources and\u003cspan\u003e \u003c\/span\u003ecreates\u003cspan\u003e \u003c\/span\u003epolluting waste. Scientists are proposing eating insects to help solve this problem. In this\u003cspan\u003e \u003c\/span\u003eactivity\u003cspan\u003e \u003c\/span\u003estudents are asked to plan a menu for the school canteen which contains tasty insect dishes alongside more familiar ones. Can they use persuasive communication, and their knowledge of natural resources, to get students to opt for the insect alternatives?\u003c\/p\u003e\n\u003cp\u003e\u003ciframe class=\"alignright\" src=\"\/\/www.slideshare.net\/slideshow\/embed_code\/key\/MsCNKbr7O9dgoI\" width=\"595\" height=\"485\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"\u003e\u003c\/iframe\u003e\u003cbr\u003e\u003cem\u003e\u003c\/em\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning\u003cspan\u003e \u003c\/span\u003eobjective\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eCommunicate an opinion using evidence, persuasive writing and scientific knowledge of Earth’s natural resources.\n\u003cul\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Using resources\u003c\/li\u003e\n\u003cli\u003eConcept: Product life-cycle: A product has an environmental impact during manufacture, use and disposal. Assessment of this impact allows changes to be made to reduce the impact\u003c\/li\u003e\n\u003cli\u003eSkills: Write: Choose appropriate style\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerPoint file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003eWeblinks\u003c\/h4\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/mosaicscience.com\/story\/eating-insects\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eLovely grub: are insects the future of food?\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eA comprehensive article on eating insects for teacher background reading\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/www.fao.org\/docrep\/018\/i3253e\/i3253e00.htm\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eThe FAO report on eating insects\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eMost of the data in this activity came from this FAO report on edible insects\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/safeshare.tv\/w\/NVEvfzKgQG\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eWhy not eat insects? TEDx talk\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eProfessor Marcel Dicke from Wageningen UR makes an appetizing case for adding insects to everyone's diet.\u003c\/p\u003e\n\u003cp\u003e\u003cspan style=\"text-decoration: underline;\"\u003e\u003ca href=\"http:\/\/www.eatgrub.co.uk\/\" target=\"_blank\" rel=\"noopener noreferrer\"\u003eEat Grub\u003c\/a\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003eWhy not offer your students some insects to try? Enter the code ENGAGEwithGRUB at the checkout for a 10% discount.\u003c\/p\u003e"}

Eat Insects

£0.00

Short description As human population increases, our appetite for meat grows but very soon demand will outstrip supply. Farming large...

{"id":1298755977287,"title":"Pancake: In the Pan","handle":"pancake-in-the-pan","description":"\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eThe head chef, who has a striking resemblance to Gordon Ramsey, wants to put ‘perfect pancakes’ onto his menu for a famous guest. Students are put in charge of investigating how to make them. They experiment with the ingredients and set about testing ideas to make a ‘perfect pancake’ that will please the head chef.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDuring a chemical reaction a new substance is made, and it is difficult to reverse the reaction\u003c\/li\u003e\n\u003cli\u003eDuring a physical change no new substance is made, and it is easy to reverse the change.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Changing substances\u003c\/li\u003e\n\u003cli\u003eConcept: Chemical \u0026amp; physical: A chemical change makes a new substance. It is identified by changes in appearance, energy, mass, or chemical tests\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e","published_at":"2018-05-17T17:10:51+01:00","created_at":"2018-05-18T16:36:12+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Matter","Blueprint unit_Y7 Changing substances","Blueprint unit_Y7 Substances \u0026 particles","Learning stage_Acquire","Project: WIKID","Y7 Changing substances","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12144435462215,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Pancake: In the Pan","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-327,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/pancake_image.jpg?v=1526968794","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_0d126f4f-eb28-4013-8321-0403b1f29942.jpg?v=1526968794"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/pancake_image.jpg?v=1526968794","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eThe head chef, who has a striking resemblance to Gordon Ramsey, wants to put ‘perfect pancakes’ onto his menu for a famous guest. Students are put in charge of investigating how to make them. They experiment with the ingredients and set about testing ideas to make a ‘perfect pancake’ that will please the head chef.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eDuring a chemical reaction a new substance is made, and it is difficult to reverse the reaction\u003c\/li\u003e\n\u003cli\u003eDuring a physical change no new substance is made, and it is easy to reverse the change.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Changing substances\u003c\/li\u003e\n\u003cli\u003eConcept: Chemical \u0026amp; physical: A chemical change makes a new substance. It is identified by changes in appearance, energy, mass, or chemical tests\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e"}

Pancake: In the Pan

£0.00

Short description The head chef, who has a striking resemblance to Gordon Ramsey, wants to put ‘perfect pancakes’ onto his...

{"id":1298755682375,"title":"Sankey diagrams","handle":"sankey-diagrams","description":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eTo meet its energy-saving targets, the government needs millions of drivers to switch from petrol to electric cars.\u003c\/p\u003e\n\u003cp\u003eIn this activity, students are challenged to interpret energy data presented as Sankey diagrams and produce an advert to persuade drivers to switch to electric vehicles.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUse the idea that energy is conserved to describe what a Sankey diagram shows.\u003c\/li\u003e\n\u003cli\u003eUse a Sankey diagram to calculate the efficiency of an energy transfer.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Energy transfers\u003c\/li\u003e\n\u003cli\u003eConcept: Wasted energy: Energy can change from one form to another, although in the process some energy is always converted into heat.\u003cbr\u003eSome systems transform energy with less loss of heat than others\u003c\/li\u003e\n\u003cli\u003eSkills: Numbers: Use ratios, fractions and percentages\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e","published_at":"2018-05-17T17:10:51+01:00","created_at":"2018-05-18T16:27:31+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Energy","Blueprint unit_Y7 Energy transfers","Learning stage_Analyse","Maths skill_Numbers","Project: WIKID","Skills: Numbers","Y7 Energy transfers","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12144426156103,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Sankey diagrams","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-327,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/sankey_image.jpg?v=1526968842","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_0b678ce1-2fee-45ab-8125-40eba208ca25.jpg?v=1526968842"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/sankey_image.jpg?v=1526968842","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eTo meet its energy-saving targets, the government needs millions of drivers to switch from petrol to electric cars.\u003c\/p\u003e\n\u003cp\u003eIn this activity, students are challenged to interpret energy data presented as Sankey diagrams and produce an advert to persuade drivers to switch to electric vehicles.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUse the idea that energy is conserved to describe what a Sankey diagram shows.\u003c\/li\u003e\n\u003cli\u003eUse a Sankey diagram to calculate the efficiency of an energy transfer.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Energy transfers\u003c\/li\u003e\n\u003cli\u003eConcept: Wasted energy: Energy can change from one form to another, although in the process some energy is always converted into heat.\u003cbr\u003eSome systems transform energy with less loss of heat than others\u003c\/li\u003e\n\u003cli\u003eSkills: Numbers: Use ratios, fractions and percentages\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e"}

Sankey diagrams

£0.00

Short description To meet its energy-saving targets, the government needs millions of drivers to switch from petrol to electric cars....

{"id":1298755551303,"title":"Blood: Damage","handle":"blood-damage","description":"\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eStudents are in role as a trainee nurse, treating A\u0026amp;E patients. They have to make models of different types of cells to explain the conditions of the patients to the Health Minister.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eIf we think of living things in terms of organs, tissues and cells we can explain how our bodies work and what goes wrong when we are injured or unwell\u003c\/li\u003e\n\u003cli\u003eIndividual cells are alive and they work together to keep our whole body alive\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Cells\u003c\/li\u003e\n\u003cli\u003eConcept: Specialised cells: \u003cspan\u003eMulticellular organisms have specialised cells with adaptations to allow them to carry out specific functions\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eSkills: Models: Show the relationships between variables visually\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e","published_at":"2018-05-17T17:10:51+01:00","created_at":"2018-05-18T16:26:14+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Organisms","Blueprint unit_Y7 Cells","Learning stage_Acquire","Project: WIKID","Science skill_Models","Science skill_Variables","Y7 Cells","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12144425893959,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Blood: Damage","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-352,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/cell_image.jpg?v=1527692064"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/cell_image.jpg?v=1527692064","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eStudents are in role as a trainee nurse, treating A\u0026amp;E patients. They have to make models of different types of cells to explain the conditions of the patients to the Health Minister.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eIf we think of living things in terms of organs, tissues and cells we can explain how our bodies work and what goes wrong when we are injured or unwell\u003c\/li\u003e\n\u003cli\u003eIndividual cells are alive and they work together to keep our whole body alive\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cul\u003e\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Cells\u003c\/li\u003e\n\u003cli\u003eConcept: Specialised cells: \u003cspan\u003eMulticellular organisms have specialised cells with adaptations to allow them to carry out specific functions\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003e\u003cspan\u003eSkills: Models: Show the relationships between variables visually\u003c\/span\u003e\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e"}

Blood: Damage

£0.00

Short description Students are in role as a trainee nurse, treating A&E patients. They have to make models of different types of...

{"id":1298755485767,"title":"Speedy sperm","handle":"speedy-sperm","description":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eBrazilian scientists discovered that coffee makes sperm swim faster, and speculated that caffeine could be used in new infertility treatments. Other research showed that the sperm of cannabis smokers and overweight men is often of poor quality.\u003c\/p\u003e\n\u003cp\u003eIn this activity pupils draw cartoons to show the results of this research. They also plan an experiment to confirm that caffeine does make sperm swim faster.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnderstand the process of fertilisation in human reproduction\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cspan\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Reproduction\u003c\/li\u003e\n\u003cli\u003eConcept: Sexual \u0026amp; asexual: \u003cspan\u003eReproduction involves mixing genetic material from two parents, or copying cells from one parent\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eSkill: Variables: \u003cspan\u003eChoose variables to answer a scientific question\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePDF file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e","published_at":"2018-05-17T17:10:51+01:00","created_at":"2018-05-18T16:25:41+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Genes","Big Idea_Organisms","Blueprint unit_Y7 Cells","Blueprint unit_Y7 Reproduction","Learning stage_Analyse","Project: Upd8","Science skill_Variables","Skills: Variables","Y7 Reproduction","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12144425697351,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Speedy sperm","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-283,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/running_image.jpg?v=1526968943","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_3e2ec516-d932-4fa2-aabc-3e9e350e2ac5.jpg?v=1526968943"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/running_image.jpg?v=1526968943","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eBrazilian scientists discovered that coffee makes sperm swim faster, and speculated that caffeine could be used in new infertility treatments. Other research showed that the sperm of cannabis smokers and overweight men is often of poor quality.\u003c\/p\u003e\n\u003cp\u003eIn this activity pupils draw cartoons to show the results of this research. They also plan an experiment to confirm that caffeine does make sperm swim faster.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnderstand the process of fertilisation in human reproduction\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cspan\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/span\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Reproduction\u003c\/li\u003e\n\u003cli\u003eConcept: Sexual \u0026amp; asexual: \u003cspan\u003eReproduction involves mixing genetic material from two parents, or copying cells from one parent\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eSkill: Variables: \u003cspan\u003eChoose variables to answer a scientific question\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePDF file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e"}

Speedy sperm

£0.00

Short description Brazilian scientists discovered that coffee makes sperm swim faster, and speculated that caffeine could be used in new...

{"id":1298654167111,"title":"Far side Mission","handle":"far-side-mission","description":"\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003e\u003cspan style=\"color: #666666;\"\u003e\u003cstrong\u003e\u003c\/strong\u003e\u003c\/span\u003eStudents are in role of a new employee at SETI, the organisation leading the search for extraterrestrial intelligence. They perform a series of practical tasks to help them plan a mission to the Moon.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eIdentify forces and represent their size and direction with arrows.\u003c\/li\u003e\n\u003cli\u003eCombine forces to decide if the result is a balanced or unbalanced force.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Contact forces\u003c\/li\u003e\n\u003cli\u003eConcept: Balanced \u0026amp; unbalanced: When the net force on an object is zero, it is in equilibrium and its motion is constant\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e","published_at":"2018-05-17T17:10:51+01:00","created_at":"2018-05-17T17:20:12+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Forces","Blueprint unit_Y7 Contact forces","Blueprint unit_Y7 Gravity","Learning stage_Acquire","Project: WIKID","Y7 Contact forces","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12143285567559,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Far side Mission","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-282,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/far_side_image.jpg?v=1527692090"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/far_side_image.jpg?v=1527692090","options":["Title"],"content":"\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003e\u003cspan style=\"color: #666666;\"\u003e\u003cstrong\u003e\u003c\/strong\u003e\u003c\/span\u003eStudents are in role of a new employee at SETI, the organisation leading the search for extraterrestrial intelligence. They perform a series of practical tasks to help them plan a mission to the Moon.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objectives\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eIdentify forces and represent their size and direction with arrows.\u003c\/li\u003e\n\u003cli\u003eCombine forces to decide if the result is a balanced or unbalanced force.\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Contact forces\u003c\/li\u003e\n\u003cli\u003eConcept: Balanced \u0026amp; unbalanced: When the net force on an object is zero, it is in equilibrium and its motion is constant\u003c\/li\u003e\n\u003cli\u003eLearning stage: Acquire\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePowerpoint presentation\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e"}

Far side Mission

£0.00

Short description Students are in role of a new employee at SETI, the organisation leading the search for extraterrestrial intelligence....

{"id":1298654101575,"title":"To catch a bomber","handle":"to-catch-a-bomber","description":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eScience has a big role to play in helping to investigate terrorist attacks. This activity introduces a forensic technique to expose bombers - using chromatography to detect traces of explosives in body hair. Students use diagrams and sequence cards to explain the technique in a magazine.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan\u003eStudents will learn how to use chromatography to detect explosives in body hair\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Substances \u0026amp; particles\u003c\/li\u003e\n\u003cli\u003eConcept: Mixtures: Mixtures can be separated due to differences in the physical properties of the individual substances\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePDF file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e","published_at":"2018-05-17T17:10:51+01:00","created_at":"2018-05-17T17:19:45+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Matter","Blueprint unit_Y7 Substances \u0026 particles","Learning stage_Analyse","Project: Upd8","Y7 Substances \u0026 particles","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12143285076039,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"To catch a bomber","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-293,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/bomber_image.jpg?v=1526968994","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_79128b33-f7ad-42bc-b8e2-17c7ad0216e0.jpg?v=1526968994"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/bomber_image.jpg?v=1526968994","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/h5\u003e\n\u003cp\u003eScience has a big role to play in helping to investigate terrorist attacks. This activity introduces a forensic technique to expose bombers - using chromatography to detect traces of explosives in body hair. Students use diagrams and sequence cards to explain the technique in a magazine.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003e\u003cspan\u003eStudents will learn how to use chromatography to detect explosives in body hair\u003c\/span\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Substances \u0026amp; particles\u003c\/li\u003e\n\u003cli\u003eConcept: Mixtures: Mixtures can be separated due to differences in the physical properties of the individual substances\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePDF file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e\n\u003cul\u003e\u003c\/ul\u003e"}

To catch a bomber

£0.00

Short description Science has a big role to play in helping to investigate terrorist attacks. This activity introduces a forensic...

{"id":1298653380679,"title":"Monster crabs","handle":"monster-crabs","description":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cp\u003e\u003cspan\u003eRed king crabs arrived in Europe. Huge, and with no natural predators, they competed with cod for food and had a massive impact on ocean food webs. \u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eIn this activity students build up ocean food webs before and after the monster crab invasion. If you wish, they then take the role of a fish company manager who must decide how to react to the invasion.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eStudents will build up an ocean food web and look at the impact of invading red king crabs on this.\n\u003cul\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Interdependence\u003c\/li\u003e\n\u003cli\u003eConcept: Feeding relationships: \u003cspan\u003eFood webs link together several food chains and show how energy is transferred between organisms\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eSkill: Models: \u003cspan\u003eUse a model to make predictions\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePDF file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e","published_at":"2018-05-17T17:10:51+01:00","created_at":"2018-05-17T17:12:26+01:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Ecosystems","Blueprint unit_Y7 Interdependence","Feeding relationships","Learning stage_Analyse","Project: Upd8","Science skill_Models","Y7 Interdependence","Year_Year 7"],"price":0,"price_min":0,"price_max":0,"available":true,"price_varies":false,"compare_at_price":null,"compare_at_price_min":0,"compare_at_price_max":0,"compare_at_price_varies":false,"variants":[{"id":12143276130375,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Monster crabs","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-314,"inventory_management":null,"inventory_policy":"deny","barcode":""}],"images":["\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/king_crabs_image.jpg?v=1526968743","\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/Coming_soon_fc7baebb-aab2-4cf6-a5ed-8888c775e74f.jpg?v=1526968743"],"featured_image":"\/\/cdn.shopify.com\/s\/files\/1\/2211\/3953\/products\/king_crabs_image.jpg?v=1526968743","options":["Title"],"content":"\u003cmeta charset=\"utf-8\"\u003e\u003cmeta charset=\"utf-8\"\u003e\n\u003ch5\u003e\u003cspan\u003e\u003cstrong\u003eShort description\u003c\/strong\u003e\u003c\/span\u003e\u003c\/h5\u003e\n\u003cp\u003e\u003cspan\u003eRed king crabs arrived in Europe. Huge, and with no natural predators, they competed with cod for food and had a massive impact on ocean food webs. \u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cspan\u003eIn this activity students build up ocean food webs before and after the monster crab invasion. If you wish, they then take the role of a fish company manager who must decide how to react to the invasion.\u003c\/span\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eLearning objective\u003c\/em\u003e\u003c\/p\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cul\u003e\n\u003cli\u003eStudents will build up an ocean food web and look at the impact of invading red king crabs on this.\n\u003cul\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003e\u003cem\u003eBlueprint curriculum link\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eUnit: Interdependence\u003c\/li\u003e\n\u003cli\u003eConcept: Feeding relationships: \u003cspan\u003eFood webs link together several food chains and show how energy is transferred between organisms\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eSkill: Models: \u003cspan\u003eUse a model to make predictions\u003c\/span\u003e\n\u003c\/li\u003e\n\u003cli\u003eLearning stage: Analyse\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cmeta charset=\"utf-8\"\u003e\n\u003cp\u003e \u003cem\u003eActivity contents\u003c\/em\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003eTeachers guide\u003c\/li\u003e\n\u003cli\u003ePDF file\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eThe activity is delivered as a zip file. After you checkout, you will be sent an email with the link to download it.\u003c\/p\u003e"}

Monster crabs

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Short description Red king crabs arrived in Europe. Huge, and with no natural predators, they competed with cod for food...

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