Activities
New activities and starters and a selection from our archive of 1000+ activities, from the projects: upd8, WIKID, Engage, and the newest one: Connect.
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{"id":6804852113479,"title":"Sugar Crisis","handle":"sugar-crisis","description":"\u003ch5\u003eDescription\u003c\/h5\u003e\n\u003cp\u003e\u003cmeta charset=\"utf-8\"\u003eObesity is still on the rise, and so are health problems like diabetes and heart disease. There's a tax on soft drinks to reduce sugar consumption. But did it work? And should the government go further and include all sugary foods and drinks? \u003c\/p\u003e\n\u003cp\u003eThis topical activity will help you teach about diet and the impact of lifestyle on disease. It's ideal GCSE preparation - students lose marks on AO2 and AO3 questions because they can't put together evidence-based answers. The activity use the EDGE method to teach the underlying skill of linking evidence to a claim, so they can write better long answers. \u003c\/p\u003e\n\u003ch4\u003e\u003cstrong\u003eCurriculum links\u003c\/strong\u003e\u003c\/h4\u003e\n\u003cul\u003e\n\u003cli\u003eBlueprint: Digestive system\u003c\/li\u003e\n\u003cli\u003eKS3 NC: The consequences of imbalances in the diet, including obesity\u003c\/li\u003e\n\u003cli\u003eKS4 NC: The impact of lifestyle factors on the incidence of non-communicable diseases\u003c\/li\u003e\n\u003cli\u003eSkill:s Support claims with evidence (learn), Identify relationships \u0026amp; patterns (practice)\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.\u003cstrong\u003e\u003cspan style=\"color: #ff2a00;\"\u003e \u003c\/span\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003ch4\u003e\n\u003cstrong\u003e\u003c\/strong\u003e\u003cbr\u003e\n\u003c\/h4\u003e\n\u003ch4\u003e\u003cstrong\u003eWeblinks\u003c\/strong\u003e\u003c\/h4\u003e\n\u003cbr\u003e\u003ciframe src=\"https:\/\/raindrop.io\/MasteryScience\/sugar-crisis-34587314\/embed\" style=\"border: 0; width: 100%; height: 450px;\" frameborder=\"0\" allowfullscreen=\"\"\u003e\u003c\/iframe\u003e","published_at":"2023-05-25T15:08:11+01:00","created_at":"2023-05-24T16:24:13+01:00","vendor":"Mastery Science","type":"Activity","tags":["Learning stage_Analyse","Learning stage_Apply","New","Topicals","Year 8 Tissues \u0026 organs","Year_Year 10","Year_Year 8","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":40045133529159,"title":"Default Title","option1":"Default Title","option2":null,"option3":null,"sku":"","requires_shipping":false,"taxable":false,"featured_image":null,"available":true,"name":"Sugar Crisis","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-24,"inventory_management":null,"inventory_policy":"deny","barcode":"","requires_selling_plan":false,"selling_plan_allocations":[]}],"images":["\/\/shop.masteryscience.com\/cdn\/shop\/files\/sugar.png?v=1684943326","\/\/shop.masteryscience.com\/cdn\/shop\/files\/Screenshot2023-05-25124650.png?v=1685015238","\/\/shop.masteryscience.com\/cdn\/shop\/files\/Screenshot2023-05-25124610.png?v=1685015238"],"featured_image":"\/\/shop.masteryscience.com\/cdn\/shop\/files\/sugar.png?v=1684943326","options":["Title"],"media":[{"alt":null,"id":21676811812935,"position":1,"preview_image":{"aspect_ratio":0.71,"height":1020,"width":724,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/files\/sugar.png?v=1684943326"},"aspect_ratio":0.71,"height":1020,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/files\/sugar.png?v=1684943326","width":724},{"alt":null,"id":21677346914375,"position":2,"preview_image":{"aspect_ratio":1.446,"height":632,"width":914,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/files\/Screenshot2023-05-25124650.png?v=1685015238"},"aspect_ratio":1.446,"height":632,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/files\/Screenshot2023-05-25124650.png?v=1685015238","width":914},{"alt":null,"id":21677346947143,"position":3,"preview_image":{"aspect_ratio":1.447,"height":633,"width":916,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/files\/Screenshot2023-05-25124610.png?v=1685015238"},"aspect_ratio":1.447,"height":633,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/files\/Screenshot2023-05-25124610.png?v=1685015238","width":916}],"requires_selling_plan":false,"selling_plan_groups":[],"content":"\u003ch5\u003eDescription\u003c\/h5\u003e\n\u003cp\u003e\u003cmeta charset=\"utf-8\"\u003eObesity is still on the rise, and so are health problems like diabetes and heart disease. There's a tax on soft drinks to reduce sugar consumption. But did it work? And should the government go further and include all sugary foods and drinks? \u003c\/p\u003e\n\u003cp\u003eThis topical activity will help you teach about diet and the impact of lifestyle on disease. It's ideal GCSE preparation - students lose marks on AO2 and AO3 questions because they can't put together evidence-based answers. The activity use the EDGE method to teach the underlying skill of linking evidence to a claim, so they can write better long answers. \u003c\/p\u003e\n\u003ch4\u003e\u003cstrong\u003eCurriculum links\u003c\/strong\u003e\u003c\/h4\u003e\n\u003cul\u003e\n\u003cli\u003eBlueprint: Digestive system\u003c\/li\u003e\n\u003cli\u003eKS3 NC: The consequences of imbalances in the diet, including obesity\u003c\/li\u003e\n\u003cli\u003eKS4 NC: The impact of lifestyle factors on the incidence of non-communicable diseases\u003c\/li\u003e\n\u003cli\u003eSkill:s Support claims with evidence (learn), Identify relationships \u0026amp; patterns (practice)\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.\u003cstrong\u003e\u003cspan style=\"color: #ff2a00;\"\u003e \u003c\/span\u003e\u003c\/strong\u003e\u003c\/p\u003e\n\u003ch4\u003e\n\u003cstrong\u003e\u003c\/strong\u003e\u003cbr\u003e\n\u003c\/h4\u003e\n\u003ch4\u003e\u003cstrong\u003eWeblinks\u003c\/strong\u003e\u003c\/h4\u003e\n\u003cbr\u003e\u003ciframe src=\"https:\/\/raindrop.io\/MasteryScience\/sugar-crisis-34587314\/embed\" style=\"border: 0; width: 100%; height: 450px;\" frameborder=\"0\" allowfullscreen=\"\"\u003e\u003c\/iframe\u003e"}
You may also like:
Sugar Crisis
No reviews
£0.00
Description Obesity is still on the rise, and so are health problems like diabetes and heart disease. There's a tax...
{"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":-143,"inventory_management":null,"inventory_policy":"deny","barcode":"","requires_selling_plan":false,"selling_plan_allocations":[]}],"images":["\/\/shop.masteryscience.com\/cdn\/shop\/products\/fracking_image.jpg?v=1527746433"],"featured_image":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/fracking_image.jpg?v=1527746433","options":["Title"],"media":[{"alt":null,"id":626434834503,"position":1,"preview_image":{"aspect_ratio":0.71,"height":1020,"width":724,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/fracking_image.jpg?v=1527746433"},"aspect_ratio":0.71,"height":1020,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/fracking_image.jpg?v=1527746433","width":724}],"requires_selling_plan":false,"selling_plan_groups":[],"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"}
You may also like:
To frack or not
No reviews
£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":-125,"inventory_management":null,"inventory_policy":"deny","barcode":"","requires_selling_plan":false,"selling_plan_allocations":[]}],"images":["\/\/shop.masteryscience.com\/cdn\/shop\/products\/animal_testing_image.jpg?v=1527746032"],"featured_image":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/animal_testing_image.jpg?v=1527746032","options":["Title"],"media":[{"alt":null,"id":626413404231,"position":1,"preview_image":{"aspect_ratio":0.71,"height":1020,"width":724,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/animal_testing_image.jpg?v=1527746032"},"aspect_ratio":0.71,"height":1020,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/animal_testing_image.jpg?v=1527746032","width":724}],"requires_selling_plan":false,"selling_plan_groups":[],"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"}
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Animal testing
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Short description 1.2 million EU citizens have signed a petition for the complete ban of animal testing. Their argument being...
{"id":6738839273543,"title":"Eat chocolate, stay healthy","handle":"copy-of-eat-chocolate-stay-healthy-easter","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\u003eWho doesn't love chocolate? In this activity, students are set the challenge 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\u003cmeta charset=\"utf-8\"\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\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003e\u003c\/h4\u003e","published_at":"2022-12-13T12:15:28+00:00","created_at":"2022-12-13T11:51:01+00:00","vendor":"Mastery Science","type":"Activity","tags":["Big Idea_Organisms","Blueprint unit_Y8 Tissues \u0026 organs","Christmas","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":39919974514759,"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":-85,"inventory_management":null,"inventory_policy":"deny","barcode":"","requires_selling_plan":false,"selling_plan_allocations":[]}],"images":["\/\/shop.masteryscience.com\/cdn\/shop\/products\/chocolate.png?v=1670933695"],"featured_image":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/chocolate.png?v=1670933695","options":["Title"],"media":[{"alt":null,"id":21481261137991,"position":1,"preview_image":{"aspect_ratio":0.707,"height":1024,"width":724,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/chocolate.png?v=1670933695"},"aspect_ratio":0.707,"height":1024,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/chocolate.png?v=1670933695","width":724}],"requires_selling_plan":false,"selling_plan_groups":[],"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\u003eWho doesn't love chocolate? In this activity, students are set the challenge 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\u003cmeta charset=\"utf-8\"\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\u003ch3\u003e\u003c\/h3\u003e\n\u003ch4\u003e\u003c\/h4\u003e"}
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Eat chocolate, stay healthy
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Short description Who doesn't love chocolate? In this activity, students are set the challenge to help Kate stick to her balanced...
{"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":-257,"inventory_management":null,"inventory_policy":"deny","barcode":"","requires_selling_plan":false,"selling_plan_allocations":[]}],"images":["\/\/shop.masteryscience.com\/cdn\/shop\/products\/tex_neck_image.jpg?v=1527660458"],"featured_image":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/tex_neck_image.jpg?v=1527660458","options":["Title"],"media":[{"alt":null,"id":625688313927,"position":1,"preview_image":{"aspect_ratio":0.71,"height":1020,"width":724,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/tex_neck_image.jpg?v=1527660458"},"aspect_ratio":0.71,"height":1020,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/tex_neck_image.jpg?v=1527660458","width":724}],"requires_selling_plan":false,"selling_plan_groups":[],"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"}
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Text neck
2 reviews
£0.00
Short description New research suggests that smart phone use is seriously damaging our necks. Looking down at an angle places...
{"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":-251,"inventory_management":null,"inventory_policy":"deny","barcode":"","requires_selling_plan":false,"selling_plan_allocations":[]}],"images":["\/\/shop.masteryscience.com\/cdn\/shop\/products\/grow_image.jpg?v=1527684801"],"featured_image":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/grow_image.jpg?v=1527684801","options":["Title"],"media":[{"alt":null,"id":625660362823,"position":1,"preview_image":{"aspect_ratio":0.71,"height":1020,"width":724,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/grow_image.jpg?v=1527684801"},"aspect_ratio":0.71,"height":1020,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/grow_image.jpg?v=1527684801","width":724}],"requires_selling_plan":false,"selling_plan_groups":[],"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"}
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Grow
2 reviews
£0.00
Short description As people live longer the demand for new organs to replace failed ones increases. One possible solution is...
{"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":false,"featured_image":null,"available":true,"name":"Vitamin D","public_title":null,"options":["Default Title"],"price":0,"weight":0,"compare_at_price":null,"inventory_quantity":-246,"inventory_management":null,"inventory_policy":"deny","barcode":"","requires_selling_plan":false,"selling_plan_allocations":[]}],"images":["\/\/shop.masteryscience.com\/cdn\/shop\/products\/vitamin_d_image.jpg?v=1527687327"],"featured_image":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/vitamin_d_image.jpg?v=1527687327","options":["Title"],"media":[{"alt":null,"id":625275928647,"position":1,"preview_image":{"aspect_ratio":0.71,"height":1020,"width":724,"src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/vitamin_d_image.jpg?v=1527687327"},"aspect_ratio":0.71,"height":1020,"media_type":"image","src":"\/\/shop.masteryscience.com\/cdn\/shop\/products\/vitamin_d_image.jpg?v=1527687327","width":724}],"requires_selling_plan":false,"selling_plan_groups":[],"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"}
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Vitamin D
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Short description This activity is designed to engage a wider range of students. Using the principles of 'science capital', it makes...