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The majority of these lesson were thought and conveyed to us as if we were the students and Robert was actually giving us the lesson rather than us simply getting given the theory behind the lessons and never getting the chance to see how these lessons would play out to a real class of pupils. I found this very beneficial as it allowed us not only to see the lesson from the point of view of the student but also to pick up on any lulls which may be in the lesson and also to identify any points which may be confusing or contain instructions which could be clearer.

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This lesson was initially introduced to us through a hand out and oral instruction given to us by Robert. The learning outcome focus in the lesson was EaS 7"Students should be able to illustrate how earth processes and human factors influence the Earth's climate, evaluate effects of climate change and initiatives that attempt to address those effects." In order to get a better understanding of this learning outcome we were told to get into groups of 4/5 students and then each group was given out a series of sheets and hand-outs which contained a island and description of that island, its population, resources and needs, which were all unique to that specific group of students so that no two groups had the same island to write about. Several different energy resources were also given out to each group, which also contained to amount of energy which could be produced by each sources, in the form of no. of people it could create energy for and any environmental issues which may arise as a result of the source. These resources ranges from solar panels to .

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This lesson focused mainly on the question, "why do plants grow best in summer?". We were told to stay in the groups which we were sitting in and also given facts of which we were to base our arguments and logistics on. These included facts such as the earth is closer to the sun in winter and further away from the sun in summer, and that there are more hours of sunshine in summer and less hours in winter.  While some of these facts were common knowledge, others were more unusual and thought me a bit of time to get my head around as they went against what one would think, such as that earth is further away from the sun in summer.  Initially we were simply trying to explain and give evidence which would support all of the facts given, which was aided by some small plastic models of earth, a ping pong ball as the moon and a flash light which was to be interpreted as the sun. These cheap small pieces of equipment really helped when explaining the phenomena that light hitting something at an angle, such as the suns light has a greater surface areas and has a greater affect than light closer which has a small surface area. Once we had gotten out head around this we then looked at it regarding the growth of plants and how they would be effected.

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This lesson strongly and focused on Inquiry Based Learning, as students were given little support and strongly encouraged to investigate and come up with their on investigations and come to their own conclusions. This lesson was introduced to us as again being in groups and each group was instructed to take a sample of various fruit including strawberries, blueberries and other natural food sources such as seaweed and beetroot. Each group was also given a sample of Hydrochloric acid and Sodium Hydroxide, What students do with them was given up to them, within reason. What the majority of groups did was placed a constant number of drops of both the acid and the base onto samples of each food supplied and observed and noted the colour change. Students were then instructed to present their findings in what ever format they chose to the rest of the class.

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this weeks lesson was opened with students being placed in groups and handed out a random box with unknown object(s) in it and an accompanying blank piece of paper which were to use to write down any facts which we could deduct from the box. This teachers and pushes students to use their investigation skills to gather as much information from a source as they can and also showed them that a certain answer may not always be achievable, which is okay. The second aspect of this lesson focused on animal rights and animal testing, however under the surface once again many skills necessary to carry out experimental investigations such as giving the right amounts and mixtures of both facts and opinions, and also understanding the difference between the two. This also included role playing regarding whether or not animal testing should occur, which I found to be a brilliant way of not only introducing the topic but also helps students to look at things from different perspectives and from other peoples points of view and also prepares them for future debates.

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The main concept behind this lesson is about the absorption of light by different colours. we were given beads which were initially transparent but when a UV was shone onto the beads the majority of them changed to different colours, ranging from just a slight hint of pink or blue to dark purple and violet shades of colours. These were then categorised into their respective colours. After this we were then given the task of using the different colours of  plastic to find out which blocked the most of the uv light out and therefore which stopped the beads changing colour the most. To finish of this lesson we presented our findings on a sheet of A3 paper to the rest of our class.

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For this lesson we looked at density and the different densities of liquids. I would advise this lesson for a class who have some prior knowledge on density, however it would not need to be extensive knowledge even good understanding of what mass, volume and weight are could be sufficient. We conducted testes looking at two liquids at a time and seeing which one floated on top, indicating that it is less heavy than the other and therefore less dense. A number of different liquids were used for this experiment however they were all cheaply gotten in any supermarket, they consisted of 'freshly' squeezed orange juice, orange juice form concentrate, cranberry juice, prune juice, a mixture of fruits juices, and guava juice. The lesson then moved towards density cubes which can be made of either different materials such as wood and an assortments of metals or out of fruits and vegetables if stuck, once they are of equal shape and volume. This part again looks at floating and not floating of each cube, an in my opinion is more limited in expansion compared to other section of this lesson.

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I found this lesson to be one of the most helpful pedagogy lessons we've covered this semester. the idea to teach inherited traits and the carrying on of these traits using coloured lollipop sticks is a brilliant way of teaching this often tricky and difficult topic which i know i have struggled to  grasp in the past. The kinesthetic element of this lesson by allowing students to physically see the fish as being made up of the dominant and recessive traits and being able to move them to show the different possibilities really helped me to get my head straight and therefore I'm sure that the students would find this lesson beneficial. After this we looked at evaluation and different statements which were for, against and unsure about the existence of the concept evolution.