21^{st} Century Science. C2 Material Choices
revision lesson. By Sarah Baines and Lesley Johnston, 

Learning objectives (WALT): J
What you understand about air quality J
What you need to revise for the exam 
Learning outcomes (WILF): ·
Understand something you didn’t
understand before the lesson ·
Know what you need to do before the exam ·
Enjoy the lesson 
Print these 4 to a side
of A4. 
Resources: Lesson plan WORD doc ·
Year 10 text books ·
Laptop and projector ·
C2 Resources CD ·
Post its ·
Blu
tack ·
Dice ·
Revision cards – printed 4 to a side and
double sided ·
Elastic bands for students to use at home
to hold cards together ·
Odd one out sheets ·
Starter cards ·
Summary sheets A3 size ·
Specimen exam question ·
Higher Lower cards – two sets ·
Life cycle analysis board game  and
cards already cut up ·
Properties card sort already cut up ·
Higher questions and answers ·
Foundation questions and answers ·
Plenary cards 
n.b. We think that there are
enough materials here to fill at least two lessons. Pick and choose the activities to suit the
needs of your group/the time you have.


Starter suggestion A: Odd one out Have the Odd one out on desks for
students to try. Go over, taking suggestions. Any suggestion is fine as long
as the reason is valid. 5 minutes. V and A. Starter suggestion B Starter cards Have some starter cards on desks for
students coming in. I would leave them on an A3 sheet rather than cutting
them up so students have more choice. Perhaps a side per pair. Ask students
to think about how they could complete the sentences and then ask for some
responses. 5 minutes. V and A. Starter suggestion C Loopy PowerPoint Students write the numbers 112 on a
piece of paper. Run the PowerPoint and
the slides will automatically change after 20seconds. The answers are given
at the end, you may wish to go through them immediately; or review at the end
of the lesson so that students have a chance to correct their answers. This is a super activity for settling down
a lively group. 10 minutes maximum V 
Laptop Data Projector 

Choose from the following activities to
suit your group. 


Topic summary sheet: Higher groups should be able to do this
without a textbook. Foundation groups will need the additional support of a
textbook, or may find it more beneficial to do this activity as a
plenary. Give each student a copy of
the map, preferably A3, and allow them two minutes to fill in as much as they
can. Pair students up and give them
three minutes, repeat twice with two other partners. Students could finish this sheet at home if
necessary, or at the end of the lesson.
By the end of the allowed time you and the students will have an idea
of which ideas they are most struggling with.
You could get students to write a question on a post it note, then
play oral tennis (student asks a question of another student who answers and
then asks their question), or discuss later as you circulate. 15 minutes V and A. 
Y10 textbook/ Post it notes (optional) 

Concept cartoon. Perhaps more suitable for a Higher group?
Put the PowerPoint slide up on the wall. Students first of all have a couple
of minutes in silence to think about who they agree with. Then combine in
pairs, threes or fours to discuss who they agree with and why – this should
generate some discussion. Ask some groups what they think. Can the groups
come up with an explanation which is more detailed than that given by any one
of the celebrities? 10 minutes. V and A.


Storytelling. You might want to start by using the
introductory slides of the PowerPoint. Students work on their own to record
the story using pictures and symbols. Words, letters and numbers are not
allowed. The speed at which you read the story depends on the ability of the
group, with some cases, you will need to read each sentence two or three
times. Then one of the pair recounts the story in detail using their symbols
to help. Can be extended by students holding up their best symbol or picture
on a whiteboard and others guessing what it represented. Small groups can
freeze frame a part of the story for others to guess. Do follow through to
the last slide of the PowerPoint if you use it. 15 minutes. V and A and K. 


Specimen exam question. Peer Assessment. Students work in pairs
to mark the three answers. Go over. What were the marks for? What targets
were set. 15 minutes. V and A. 


Who wants to be a C2 millionaire? Students write the order for fastest
finger on whiteboards and hold them up. Record the first few students to
raise the board on a piece of paper since the fastest isn’t always correct.
The fastest correct student comes down to sit with you at the front. Clicking
on 50:50 will take away two incorrect answers. For ask the audience just have
a show of hands from the class. They choose their own friend to phone. If
there is an incorrect response then the student with the second fastest
correct response to fastest finger takes over. 10 minutes. V and A. 


Higher Lower. Perhaps for a higher group? Print off two sets of the document on
card – perhaps a blue set for the boys and a pink set for the girls. Blu tack the cards to the wall in two horizontal lines.
Turn the first card for the boys over and put back on the wall. Boys decide
if they think the next polymer picture will have a higher, lower or the same
melting point. Turn the second card over. If the students were correct then
they have another go. Continue. Winners are the ones to have got to the end
of the cards. 10 minutes. V and A.



Bingo. Give each student a card with the twelve
word/phrases on. Each student should shade in four. This means that they each
have eight to cross out. Most of the cards will now be different. Read out
the definitions to go with the words. Winner is the first to shade in all
squares. 10 minutes. V and A. 


Four by four reporting. Students work in small groups of three or
four. Each group should have a different A3 sheet. Choose the sheets to use
depending on your group. Give the group 3 minutes to write down anything
relating to their topic in one of the quarters. Pass the A3 sheet on to the
next group. They write anything extra on this topic – some things might be
added to the first quarter but others may need to go in a new quarter. This
happens four times, perhaps give 2 minutes to each turn after the first one.
Ask some groups who have ended up with a sheet to quickly report back on
their A3 sheet. 15 minutes. V and A. 


The life cycle challenge. A good activity for all levels, students
play in groups of three or four. Through
repetition they should become familiar with what is included in a LCA. The aim is to get from square 1 to square
100, the eldest student starts. When the counter is placed on a cradle/grave
image the player should be read one of the true/false statements from the
pack of cards. If answered correctly
the player moves forward four spaces; if answered incorrectly the player
moves backward four spaces. The card
should be replaced at the bottom of the pile.
After 10 minutes the nearest player to square 100 wins. 10 minutes. A and K. 
Dice 

Properties card sort. Use to review the meanings of the
“property words”. Students should work in groups of two/three and match the
word to its definition. 5 minutes. V, A, K 

Past paper questions higher Students could be given these papers to
work through at home (time limits: higher à 38 minutes) Alternatively, print
four questions onto four individual pieces of paper. Students work in teams of four, they
complete one question and pass it on, they then collect a completed question
fill any gaps/make corrections, this continues until each student gets their
first question back. Each student
could then be asked for a top tip for revision of core content, or exam
technique, or to make a statement about common errors. Briefly discuss as a class. V and A 10
minutes 


Past paper questions foundation Students could be given these papers to
work through at home (time limit: foundation à28 minutes) Alternatively, put
students into pairs and then split the class into equal sized groups of
pairs. Print a set of questions for
each group, so that each pair has their own question to start. Each pair is given a couple of minutes to
answer a question before passing it on to another pair in their group. They should then collect a completed
question and fill any gaps/make corrections, this continues until each pair
gets their first question back. Each pair
could then be asked for a top tip for revision of core content, or exam
technique, or to make a statement about common errors. Briefly discuss as a class. V and A 10
minutes 


Plenary: You may wish to select one of the
activities from above which provide a more general review of the topic. A few ideas include à past
paper circus (see above two rows for explanation of circus) à who wants to be a C2 millionaire? à topic summary sheet You could then finish by placing a
selection of plenary cards on each desk.
Give students two minutes to look through and think of possible ways
of answering the statements. Invite
feedback from the group. 5 minutes. A 
