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Candles Essay

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Item: Research 5
Learning Objectives for the Lesson 5
Homework: 6
URLs for clips: 7 Pupil P 7 Key words: 7
Item: Hypothesis 9
Learning Objectives for the Lesson 9
Key words: 12
Item: Planning 14
Learning Objectives for the Lesson 14
Recap of Previous Experience and Prior Knowledge 14
Homework: 16
URLs/References: 16
Key words: 16
Item: Managing risk 17
Learning Objectives for the Lesson 17
Recap of Previous Experience and Prior Knowledge 17
Homework: 19
URLs/References: 19
Key words: 19
Item: Collecting data 20
Learning Objectives for the Lesson 20
Recap of Previous Experience and Prior Knowledge 20
Homework: 22
URLs/References: 22
Key words: 22
Item: Processing data 1 23
Learning Objectives for the Lesson 23
Recap of Previous Experience and Prior Knowledge 23
URLs/References: 25
Key words: 25
Item: Processing data 2 30
Learning Objectives for the Lesson 30
URLs/References: 32
Key words: 32
Item: Analysing data 39
Learning Objectives for the Lesson 39
Homework: 41
Key words: 41
Item: Evaluating 45
Learning Objectives for the Lesson 45
Recap of Previous Experience and Prior Knowledge 45
Homework: 47
URLs/References: 47
Key words: 47
Item: Conclusions 50
Learning Objectives for the Lesson 50
Recap of Previous Experience and Prior Knowledge 50
Homework: 51
Key words: 51

OCR wishes to support teachers in the delivery of the skills required for Controlled Assessment. This set of ten sample Lesson Plans is provided in Word format – so that you can use it as a foundation to build upon and amend to suit your teaching style and pupils’ needs. The sample Lesson Plans provide an example of how to teach each Quality and the teaching time is a suggestion only. Some or all of these lessons may be applicable to your teaching. They are designed to be used either as stand alone one off lessons delivered during the course or as a block of lessons concentrating on skills. Best practice is for skills to be developed within a teaching context and it is hoped that teachers will amend the experiments and activities accordingly. The Specification is the document on which assessment is based and specifies what content and skills need to be covered. The Guidance to Controlled Assessment booklet should be read in conjunction with the Specification. In Appendix C of this booklet, there is further guidance on the science skills required and suggestions of the Specification items where particular skills could be developed. An introduction is provided for each Lesson Plan illustrating the link to the Controlled Assessment.

Sample Lesson Plan
GCSE Gateway Science J261-J265
Item: Research
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher. Lesson length is assumed to be one hour.

Candidates are required to carry out research for Part 1 of the Controlled Assessment. They are required to access a range of resources and select those appropriate for the task. The information/data obtained should be fully referenced. Learning Objectives for the Lesson

Objective 1
To recognise the most appropriate way to collect information for a particular purpose Objective 2
To be able to use search engines effectively to collect secondary data Objective 3
To be able to select appropriate information from web pages or literature Objective 4
To be able to write a full bibliography of sources used

Time in mins
Learning activities



Introduce activity. How can you find out information about what are healthy foods. Summarise on white board. How do we know which method would give information which could be trusted? Buzz groups: list as may ways as possible for finding out the information. For each method give another example of when you could use it. Note paper


Introduce research activity for the lesson: Should junk foods be banned? Need to produce a balanced argument. Any suitable topic could be used for the pupils to research but it should not be too emotive otherwise they tend not to be open to the research. E.g. Should drugs be tested on animals? Pair work: plan where they could source information. Carry out research using IT/texts/literature sources. Print out items/photocopy from books etc. Access to IT. Library box of materials.

Hand out sheet – research tips.

How do we know which is the best source to use?
Where and why would it be used. Discuss with class ideas such as bias. Some sources may be placed in a different order depending on the research topic. Hang up on a washing line all the types of sources. Arrange into an order of most appropriate/useful – least. Be able to give reasons for placements. Washing line.

Print outs from research.

Recording information – introduce need to prepare a short summary of findings. Only use 3 sources. Individual work but sharing research items. Prepare short summary of findings to address the question. Write out a bibliography of sources. Research items. A4 paper.

Peer assessment

Quick questions.
Answer questions individually.

Collect one short article from a newspaper/magazine. Highlight the key points. Write a reference for the article. URLs for clips: Pupil P Key words:

Top Tips for carrying out Research

1. Make sure before you start that you really know what you are trying to find out.

2. Think about the best way to collect information.

3. You will need to keep a bibliography or list of sources from which you found out information. Books: give author, title, date of publication
Newspapers/magazines: title of article, title of publication, date of publication Website: full URL

4. You have decided to use the Internet: where do you start? a) Use a search engine like Google.
b) Identify the key words in your question or title.
For example: You want to find out about Nokia mobile phones - there are three key words: Nokia
If you type just one of them then the search will give millions of hits. Even if you type in all three – Nokia mobile phones - there will still be too many hits to sort out because the search engine will look for each word separately. You need to type them in like this: “Nokia mobile phones” - the search engine now looks for these three words linked together. c) Check the first few sites listed. Ignore the advertisements at the sides of the page. d) Open a site and quickly scan the contents. Look for the key words in your research topic. Can you understand the first two or three sentences? If you can’t understand them – then it isn’t a good site for you to use. Check it is what you really are looking for. If it is then carry on. If not close and open another site. e) Highlight the web address bar, copy and paste into a Word document – your source list. Number the source. Quickly add a note about that site – e.g. is it for or against the topic. If you are unable to copy and paste the web address then you will need to write out the full URL. f) Print out the web page if it is really one you are going to use. Make sure you number this page with the same number you used in your source list. g) Now repeat for more sources.

5. You have decided to use a book or newspaper/magazine: where do you start? a) Use the index to look for the topic.
b) Quickly scan the page(s). Do they provide the information you are looking for? c) Write down in your source list the full details of the book/article. Number the source list.

6. Now select information from your source. With web pages it is a good idea to use a highlighter pen to mark the bits you need.

7. For sources you have found you need to decide:
do they provide an answer to the research topic
are all sources just giving you one side of the argument or one view where has the source obtained the information from, is there any bias e.g. if you were looking for information on whaling then Greenpeace would be biased. have you collected balanced points of view e.g. a comment for and against the argument

8. You should now write down on file paper a summary of the information you have found out. Don’t copy it word for word.

9. If you want to use a quote, copy it exactly using “……..” to show it is a quote. Make sure you have a reference for the quote. Sample Lesson Plan
GCSE Gateway Science J261-J265
Item: Hypothesis
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher. Lesson length is assumed to be one hour.

Producing a hypothesis is only required in Part 2 of Controlled Assessment tasks for Additional Science and the separate sciences. Candidates need to understand what a hypothesis is, how it is based on observations and that it should be able to be tested. In Part 3 of the Controlled Assessment task they will be expected to review the hypothesis they have written in Part 2 in light of their experimental data. Learning Objectives for the Lesson

Objective 1
To understand that a hypothesis gives an explanation for an observation Objective 2
To be able to write a hypothesis
Objective 3
To be able to review a hypothesis in relation to experimental outcomes

Time in mins
Learning activities



Have 2 plants of the same species. One much better in growth than the other. Pupils told they are the same age. An alternative would be to provide two samples of pineapple jelly made up. One made from fresh pineapple (will not set) and one made from tinned pineapple (will set). This will generate lots of ideas. Explain that they have made observations by looking at the two plants. From their observations they have now made a simple predication/hypothesis which is testable.. Buzz groups to describe the differences and suggest why these differences have occurred. Suggestions written up on whiteboard.

One suggestion chosen.


Activity 1. At least 5 different sets of observation are given to the class. These could be visual or written format. At the end of this session the class needs to agree on one hypothesis which could be tested for each observation.( Outline examples below). At this stage they do...

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