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<p><strong>During this fully resourced lesson on genetic engineering GCSE students work through a variety of tasks to develop their understanding of how organisms can be genetically engineered to obtain a desired characteristic</strong>.</p> <p><strong>This is the 4th lesson in a series of 7 and covers the content of</strong> -<br /> -AQA Spec Ref 4.6.2.4 Genetic engineering from B6 Inheritance, variation, and evolution unit.<br /> -AQA GCSE Biology OUP Scheme B14.4 Genetic engineering from B14 Variation and evolution chapter.</p> <p><strong>Aimed at a mixed ability class covering content 1-8</strong>.<br /> -Level 1: Low demand<br /> -Level 2: Standard demand<br /> -Level 3: High demand</p> <p><strong>Presentation contains (41 slides)</strong>-<br /> -Teacher and technician notes<br /> -Bell work activity<br /> -Clear lesson aims, objectives &amp; success criteria.<br /> -Information slides with differentiated content<br /> -Differentiated activities (group work)<br /> -Differentiated questions with answers for self-assessment<br /> -Student worksheets / handouts</p> <p>This lesson is also available as a digital worksheet, which is ideal for absent students to catch-up missed work, distance learning, home schooling, or independent study.<br /> <a href="/teaching-resource/-12852366">Genetic engineering Distance learning</a></p> <p>If you require more assistance, please contact me at-<br /> <a href="mailto:cmgeducationresources@gmail.com" target="_blank" rel="nofollow">cmgeducationresources@gmail.com</a></p>

<p>AQA GCSE Geography lesson for the 2016 specification Unit 1C: In this lesson we look at soft engineering methods of flood management.</p> <p>We start with a retrieval practice grid game based around the work we have undertaken in the rivers unit of work so far. The students then complete a cloze exercise to create a definition of what soft engineering is. The students then investigate flood warnings as issued by the Environment Agency and preparations by completing a guided reading exercise. We then look at three soft engineering strategies in turn: River restoration, flood plain zoning and afforestation. For each method, the students write a description, sort out the advantages and disadvantages and complete a task involving a diagram. There is a short video task on rover restoration. We finish with a 6-mark GCSE style question and there is some guidance for students who need it on how to answer it.</p> <p>Hope this saves you some valuable planning time.</p> <p><a href="/teaching-resources/shop/markthegeographer">/teaching-resources/shop/markthegeographer</a></p>

<p>AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at hard engineering methods of flood management.</p> <p>We start with a retrieval practice grid game based around the processes and landforms of erosion. The students then complete a cloze exercise to create a definition of what hard engineering is. We briefly introduce soft engineering, then the students have a blank diagram of a drainage basin which has undergone both hard and soft engineering strategies to reduce flooding. The students have to annotate the diagram and work out which is hard and soft engineering. The students are then given some information cards and have to record details on four methods of hard engineering:- dams and reservoirs, flood relief channels, embankments and channel straightening. The students record the advantages and disadvantages and complete a rating exercise for various factors. We finish with a 9-mark GCSE style question and there is some guidance for students who need it on how to answer it.</p> <p>Hope this saves you some valuable planning time.</p> <p><a href="/teaching-resources/shop/markthegeographer">/teaching-resources/shop/markthegeographer</a></p>

<p>AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at types of soft engineering and look at an example where they have been applied. We also use the lesson as an opportunity to practice some map skills.</p> <p>The starter is a simple retrieval practice grid based on the coasts unit of work. We begin by locating Crow Point which is an area in North Devon at risk from coastal erosion where soft engineering strategies have been used to prevent further erosion to the fragile dune system. The pupils will be given a large A3 sheet of paper with an outline map of the area including the dune system. The pupils then use grid references to add labels and features onto their map. Once they have completed this we look at the different types of soft engineering strategies and the advantages and disadvantages. The pupils are given grid references to the location these strategies have been applied. They locate them on their map and write the details in the appropriate box. We do this four all four strategies. This could be done as an info gather, round the room, carousel etc.</p> <p>We finish with a 4 mark question comparing hard and soft engineering with some guidance on how they can answer this.</p> <p>In a nutshell lesson includes:</p> <p>Retrieval practice starter<br /> Map skills practice<br /> Soft engineering information gather task<br /> 4-mark GCSE-style question with guidance should the pupils need it.</p> <p>Hope this saves you some valuable planning time.</p> <p><a href="/teaching-resources/shop/markthegeographer">/teaching-resources/shop/markthegeographer</a></p>

<p>AQA GCSE Geography lesson for the new specification Unit 1C: In this lesson we look at types of hard engineering and where they are best applied.</p> <p>The starter is a quiz where the pupils need to select the squares that have a depositional landform. There are sound effects too so it’s all very exciting.<br /> We begin by looking at why certain areas of the coast need protecting and what factors go into consideration when planners are deciding whether or not to protect the coastline. The pupils are then given some information cards and a worksheet to fill in on the different types of hard engineering, they also have a visual scale to shade in for each one according to it’s effectiveness and durability, cost and sustainability. This can be done in a number of ways (group work, round the room, carousel etc). We then seek to apply this knowledge though the pupils completing a decision making exercise. This is based on a fictional town (Sandytown). The town has been divided into zones, the pupils read the information on each zone and decide what type fo hard engineering that zone needs and justify this.</p> <p>We finish with a 6 mark question on hard engineering with some guidance on how they can answer this.</p> <p>In a nutshell lesson includes:</p> <p>Interactive starter quiz on depositional landforms.<br /> Video clip.<br /> Hard engineering worksheet with visual scale.<br /> Decision making exercise activity.<br /> 6-mark GCSE-style question with guidance should the pupils need it.</p> <p>Hope this saves you some valuable planning time.</p> <p><a href="/teaching-resources/shop/markthegeographer">/teaching-resources/shop/markthegeographer</a></p>

<p>Develop a classroom ensemble piece based on the song ‘Engine engine’ by adding a bass part, melody and two ostinato patterns. This music sheet is to support performing and improvising as shown on my YouTube channel.</p>

<p>A bundle of 15 homework sheets designed to engaged KS4 engineering students with homework. Aimed at the new spec for Cambridge National Engineering manufacture students. Covering a range of topics including manufacturing processes, wasting processes, shaping processes, forming processes, engineering drawing, additive manufacture, risk assessments, CNC vs manual production, SOPs, engineering careers, tools, material categories.</p>

<p>Complete PowerPoints for Unit 1 (Design) Unit 2 (Manufacture) and Unit 3 (Exam solving problems) for WJEC Level 1/2 Award in Engineering. Each area of the specification criteria is broken down into a short description, lesson tasks, success criteria, background information and student worksheet. Videos could be used to add interest for students however these are not included due to copyright. Stretch and challenge activities also shown on majority of lessons and clear development of knowledge throughout.</p>

<p>Are you looking to teach your pupils how to search the internet effectively and how they can use search engines to gather information?</p> <p>This pre-prepared lesson is dyslexia friendly and offers differentiated outcomes and opportunities for paired or small group discussions throughout. This lesson aims to develop pupils’ computational language by providing them with key vocabulary and understanding in line with the national curriculum standards for computing. Children will also have the opportunity to link their learning to their own real-life experiences and reflect on the importance that the internet plays in their daily lives.</p> <p>This 1-hour lesson is designed to save teachers time and energy. Why waste time reinventing the wheel when it’s already planned for you?</p> <p>This download includes:</p> <ul> <li>A dyslexia-friendly PowerPoint and worksheet</li> <li>Differentiated activities and a challenge question for those early finishers</li> <li>Tasks can be completed individually, in pairs, or small groups</li> <li>Opportunities for discussions throughout</li> <li>Plenary/Lesson recap</li> </ul> <p>Take the stress out of teaching with this ready-made lesson - all you need to do is print your sheets!</p>

<p>A booklet which covers all of the theory topics for best peparing students for unit 3 success on the WJEC level 2 Engineering course.</p> <p>The booklet breaksdown into the following topics:</p> <p>Effects of Engineering Achievements</p> <ul> <li>Introduction to Engineering Industry</li> <li>Environmental Issues</li> </ul> <p>Properties of Engineering Materials</p> <ul> <li>Industrial Material Testing</li> <li>Metals</li> <li>Polymers</li> <li>Composites</li> <li>Smart Materials</li> <li>Electronic Components</li> </ul> <p>Engineering Processes</p> <ul> <li>Measuring &amp; Marking</li> <li>Joining Metals</li> <li>Cutting Metals</li> <li>Surface Finishes</li> <li>Coatings</li> <li>Industrial Processes</li> <li>CAD/CAM</li> </ul> <p>Solve Engineering Problems</p> <ul> <li>Use of Formulae</li> <li>Areas &amp; Volumes</li> </ul>

<p>A booklet containing nine orthographic projection tasks. Working from isometric drawings pupils complete the missing views. Answers included on the back page! Great preparation the drawing tasks in the WJEC and AQA examinations.</p> <p>PDF and Publisher formats included.</p>

<p>Knowledge Organisers for Engineering - student friendly!</p>

<p>I found that the workbooks provided by the exam board are overwelming for the students as they contain so many pages, therefore, I have created 4 workbooks that cover the contents for the new specification, these include scaffolding which works well for 9 mark questions. I have also uploaded the teacher copies with answers so that students can self mark if required.</p>

<p>This pack has 5 lessons - step by step word planning, SMART Notebook Slides and two worksheets. This is suitable for Year 2 pupils.</p> <p>Learning Intentions:</p> <p>I am learning to use expanded noun phrases.<br /> I am learning to use an apostrophe for singular possession and for simple contractions.<br /> I am learning to writing sentences with a command and statement.<br /> I am learning to write a diary entry.<br /> I can learning to write words with suffixes.</p>

<p>Resources to teach the AQA Engineering Option.</p> <p>Contains 9 full lessons. Student note booklet and more.</p>

Starters for engineering drawings to BS8888 These have helped my Year 10's in preparation and completion of engineering drawings to BS8888

If you use this resource please let me know what you think! Print these slides off in colour and spread them around the room, students can then collect information from the sheet about the different genetically engineered organisms. I think this is a good activity to illustrate the wide variety of ways that organisms can be genetically engineered.

Discussion of the main points of genetic engineering and some of it's uses with brief activity for students to state their view on the ethics of its use.

Students following the OCR level 2 Principles in Engineering