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I would first teach the theory lesson on nutrients and then teach the practical on foods. This is because I would first want the students to know the basics on nutrients and then will need a whole lesson for the practical and would need to keep time into consideration as planning and explaining practicals can take up some time. I would first teach the basics about nutrients and use formative assessment- CCQ to check for understanding and see what they have understood and any misconceptions etc. when doing the practical I would question students to why I am doing it what we need etc so would have touched on this in the prior lesson and ask questioning throughout why we need certain equipments, why we are doing this practical. So the aims, hypotheses etc. when doing the practical lesson I would question them on the prior lesson what we have learnt about nutrients etc.

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I would teach the theory lesson first and the practical lesson second. This would mean that during the practical, which I would carry out as a slow practical, I could keep bringing the students back to the key learning objectives for the lesson. I believe this is line with some of the 10 benchmarks, that ~50% of lessons should have a practical aspect, that the practicals should be planned and purposeful.
In a well planned and purposeful practical lesson students would understand why they are doing the practical. Stopping before the 'reveal' portion of the practical and asking students to predict what might happen now and asking them why they think that will happen would be very beneficial for the students to ensure the link is made between the previously learned theory and what they are seeing.
This would help them to commit to the new learning from the working memory to the long term memory through the manipulation of information from one form (usually verbal, written and visual theory) and translation to the physical world. Asking themselves do I now know how I made that happen. Stopping at that point to talk about the theory also enables a break for their working memory, we can bring them back to the theory once they have set up all of the equipment, that doesn't need to be considered now, back to the theory while we see the scientific process happening.

In the first lesson I might get the pupils to think about how we might design the experiment and lead them gently to the way we are going to do it the next lesson. Justifying why we use each piece of equipment and how we make sure we have a reliable scientific result.

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To ensure pupils understand the purpose of the practical, I would teach the lesson on nutrients first. This is likely to help students understand what they are testing for. Ofsted have suggested that a clear purpose for practicals makes the learning more effective. In this case, anchoring the knowledge from the first lesson to the practical in the second lesson would improve understanding.
The practical involves colour changes that are important for students to remember; students are more likely to have this information in their long term memory if they have a clear understanding of what these colour changes actually represent.
The practical is an important element as it develops scientific skills through a concept that students will be familiar with, as they all consume food groups.

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Teach the theory first about nutritions, their function in the body and engage with students prior learning from previous key stages. This will gather what they know and select how you would move forward with your lesson. Doing the theory first will improve the understanding and create a purpose to the practical experiment of food tests. Towards the end of the theory lesson introduce the practical to develop scientific reasoning and have examples of what the results of the experiments will entail. This would reinforce idea's at the end of the practical in the next lesson. In the practical lesson, students would have the opportunity to create a hypothesis with the food sources and equipment given to them. With the method, you could demonstrate the practical to the class as this is important pedagogical role in helping to teach scientific knowledge. At the end of the practical, ask the students to evaluate and write a conclusion with their hypothesis.

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"The next two lessons are going to be on Hooke's Law (practical) and elastic potential energy (theory). Which would you do first?"

It would depend on the temperament of the class, but on balance I would cover elastic potential energy first. It's not a difficult concept to grasp and it can be touched on again in the practical lesson (energy transfers are very important and need to be recapped as often as possible), and with the extra lesson of preparation time we should get through the practical faster.

One of the main purposes of practical work is to link theory with observation, and if the pupils have no understanding of why they're doing the practical, it won't be a lesson in which they learn effectively.

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Lesson 1: Hooke's law practical. Prior to the practical, students can discuss what they expect to happen. I would get students to work in pairs and record a set of results for mass and extension. Using prior knowledge, we would be able to calculate a value for force for each mass.

Lesson 2: Elastic potential energy. I would introduce the theory behind elastic potential energy, with the equation F=kΔx. Using our results from last lesson, students will be able to plot a graph of F against Δx and appreciate that the relationship they observed was directly proportional. This may be a contrast to what much of the literature suggests, giving the theory afterwards, but given the simple nature of the practical I believe that KS3 students would be capable of conducting the practical accurately.

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Following the national curriculum, I would introduce the theory and include a practical in each lesson as there are two practicals that need to be completed. These are burning foods for energy and testing for food groups. It’s crucial that students understand the concept as this links to one of the big ideas of science however, engagement and developing lab skills are equally as important. The level of understanding is dependant on the key stage. Most exam boards have required practicals for students to complete and these are linked to their GCSE examination questions. Therefore I would set aside the first part of the lesson for theory and the rest would be practical work. Practicals encourage independent work where students discover the concept through their findings.

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Sequencing Practical Science Stella-Biology 

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Sequencing Practical Science Stella-Biology 

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Lesson 1: Theory lesson about nutrients in food. Would cover the key groups e.g. starch, lipids, glucose, protein and discuss balanced diets. This will provide the students with an understanding of what role these nutrients play.
To avoid cognitive overload, I would leave the theory behind the food tests until the second lesson.
Lesson 2: A recap on this theory as a starter and then explaining how we test for nutrients in food. It is important to do it in this order because a key issue raised in the most recent research review of secondary science was that practical work was not considered useful to students as they could not understand how it linked to theory. By building the practical on the theory behind WHY the testing is happening, students get more out of the lesson rather than just doing a practical for the sake of it.

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- The sequence of lessons leading up will have been centred around nutrients, understanding the molecules, their subsequent monomers and also their effect within the body and why they are important.
- Part of the lesson before would be used to recap the knew knowledge they've been learning, then the other part would be used to introduce the food test practical to link the two concepts together.
- This part would be used to teach them the theory of this practical so that students understand what to expect during the practical and the reasons behind the results.
- The follow up lesson would be used for the practical so that the whole duration of the class if focused on the practical, with time to discuss findings at the end. Here the students would apply the practical knowledge they have learned in the previous lesson and be able to recall what the different colour changes signify.
- It's important that students have a strong level of knowledge and understanding before going into to practical work so they're able to tie theory with practice.

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In my opinion I would teach the theory first as students need to know what food groups are involved with the food tests such as
starch as a carbohydrate and a sugar which involves the iodine and benedict's solution test. They also need to know different examples of protein as the biurets test is involved with this test and iodine is involved with the test with fats.
The theory should be taught first as students must know examples of each food group and why different foods in the presence of the test change colour, what does the food being tested contain from this student must make a conclusion.
The theory would benefit being taught first as students will understand the outline of the experiment in this situation and the different types of nutrients in each food group. The practical work will benefit the development of scientific reasoning skills and impact on pupil attainment and their knowledge on the food groups.

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Sequencing Practical Science

I would teach the theory behind the practical first, after introducing food groups and uses. Student will create a hypothesis on which foods they determine will contain Starch/Glucose (simple and complex carbohydrates) and Fats/Protein, based on their knowledge of food groups and nutrients.

-          Sequencing the lessons this way ensures pupils have a clear understanding of what they are investigating in the food practical. Without prior knowledge of nutrients and food groups the practical would have less meaning to the pupils and less enthusiasm to finding out which foods contain which nutrients.

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The practical on making salt should be performed after the lesson on neutralisation. During the making salt practical, students will only observe the mixture of two likely colourless liquids with no immediate results other than potentially slight warm. The research by Millar et al. summarised in the Ofsted research review states that a purpose of practical work can be to allow students to identifying phenomena or processes occurring. The lack of visible observations in the practical will prevent the students from identifying anything especially without any prior knowledge of neutralisation.
In practice, I have observed the reverse lesson sequence to be used in my school placement as it allowed for the salt to be formed overnight before the next lesson.

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Starting with practical lessons in this case is better as you need to teach students a theory about the affect of force on springs, thus doing the practical pave the way to high understanding the theory lesson on elastic potential energy. When students are involved in a practical, they will understand the main idea from the lesson. later while teaching the theory they would have a good idea about the main objectives.

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The theory lesson on neutralisation is the lesson I would teach first, recalling that acids react with alkalis and this is called neutralisation. I would state what a neutralisation reaction is and identify products and reactants in a word equation and so on. Then for the second lesson I would teach the practical lesson on neutralisation reactions, this way I believe after doing the theory the students have a better understanding and substantive knowledge. If the students do the practical first they have a higher chance of not knowing why or how certain aspects are happening and could possibly lose interest because they do not know what they are looking for.

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- I would teach the theory lesson on nutrients first and then follow this up in the next lesson with a practical on food tests.
- Teach theory first so students have an understanding of the nutrients and the function they have in the body.
- This means when doing the practical, students will have a better understanding of the purpose of the practical which is to identify the nutrients present in a food sample. The EEF report on improving secondary sciences discusses the importance of knowing the purpose of a practical and what students should gain from carrying it out. In this case, the purpose is improving theory understanding through practical experience but also teaching the principles of scientific enquiry through the observation of colour changes and what this indicates.
- Some students may not be aware of the all the nutrients prior to the practical and so doing the theory first means you can ensure all students have an understanding of nutrients and why we need to test for them which would then keep the students 'minds on' when carrying out the practical.
- Teaching the theory first also means that questions can be directed at students during the practical to assess their understanding of the theory whilst also providing an opportunity to get students thinking deeper about the purpose of the practical work.

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I would teach the neutralisation theory lesson first because the students need to know and understand the theory in order for the practical making salts lesson to be worthwhile. Students will need to understand how acids and alkalis react with each other in order to understand how salts can be made from these reactions.

Practicals need to be beneficial to learning and without students knowing the theory before doing the practical, the practical will have little to no value for their learning.

Students can use the knowledge from the theory learned in the lesson prior to predict the outcome of the practical for making salts. This will be an informed prediction based on the learning in the lesson prior and so has more value to the students' learning.

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I would teach the theory behind food tests first, and build on the theory through the practical, applying the content to a practical environment.

Students will need to be able to recall colour changes that occur during these tests and what each test indicates the presence of. Teaching the theory and indicating what students should be seeing before continuing with the practical in which they can see those colour changes for themselves.

The practical needs to benefit the content being taught and students learning. Leading straight in with a practical would not allow students to fully understand what they are doing and why, and what the colour changes show. Covering the theory first should hopefully outline this before moving on, so they can interpret their own results.