21st Century Science. C2 Material Choices revision lesson.

By Sarah Baines and Lesley Johnston, Tadcaster Grammar School.                               April 2007.


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

Card front

Card backs

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 1-12 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


Odd one out.doc






Starter Cards.doc












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.


A3 summary sheet.doc


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.

Concept cartoon.ppt


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.




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.

LCA snakes board.doc

LCA snakes statements.doc


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


Properties card sort.doc

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

Higher questions.doc

Higher paper answers.doc





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

Foundation questions.doc

Foundation paper answers.doc



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










Plenary cards.doc