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Make bacteria yeast and viruses bacteria are streamers and long balloons with details drawn on yeast are round balloons with tissue stuck on (protective layer) viruses are plastic cups, straws (for 'legs'!) (I know they aren't legs but it's the best descriptive word I can come up with) and a streamer in the middle for DNA coil They loved it and now the difference in structures
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- Written by: Mike
- Category: Biology
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Kidney and homeostasis... Dissection went down very well with year 11, I got 8 lanbs kidneys at a time in boxed from Tescos for about £2 each - the class had one between 2 for about 6 quid. To do the 'Gaining and losing water', and ADH bit, we made a game. A4 piece of card, box drawn in the middle, saying 'water balance'four smaller boxes going up from the central box saying 'dead' in the top one. Draw an arrow from the water balance box saying 'too much water - brain swelling!' Going down from the middle box, draw about 6 boxes, bottom one says 'dead' arrow going down saying - dehydrated.
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- Category: Biology
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did nerve models with bright coloured modelling clay with year 10 recently, they loved it.
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- Written by: Mike
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One thing I have done, to demonstrate what a deficiency of one nutrient can have on plant growth, is to make 2ft high paper flowers with wilted leaves or weedy roots etc (with accompanying smiley/sad faces of course!)that the pupils can match up with lack of N P or K etc. as I didn't start the barley seeds on time for them to be ready. Cheers again for the help!
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- Written by: Mike
- Category: Biology
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One of the teachers in our department does a Y9 Plants for Food lesson assembling lunch in front of the class :-) In the past we've seen bread, sunflower margerine, hummous, lettuce, cucumber, celery, tomato, potato salad, banana, apple, grapes and possibly flapjack! (I'm sure you can think of more suitable things). You can talk about what bit of the plant is eaten (i.e. fruit, seed, stem, tuber etc). Gets them to realise that lots of food is plant based.