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This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW for the higher tier, biology only specification. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience Pupils will firstly be given, in pairs, information about Lamarck’s and Darwin’s theories of evolution. In pairs students will need to explain each theory to each other and discuss the merits and downfalls of each. The next task required pupils to summarise the main points of each of the scientists theories in a table, this work can be self-assessed against the answers provided. Pupils will then be asked to consider the flaws in Lamarck’s theory, pupils will be asked to come up with a question to ask Lamarck about his theory and to discuss in pairs what they think the potential flaws of this theory could be. Once you have gone through pupils’ ideas as a class you can reveal some of the problems with this theory of evolution. The next part of the lesson focuses on Darwin, firstly pupils will be asked to copy and complete sentences to summarise the main ideas from Darwin’s theory of evolution. Once this task is completed and marked, pupils will go on to look at why Darwin’s ideas were not published or accepted straight away. Pupils will be provided with some information but they will also need to use their own knowledge to answer a set of questions provided on a worksheet. Once this task is complete, a detailed mark scheme has been provided for pupils to either self or peer assess their work. The very last task is an exam-style question, pupils will need to complete this in their books (at the back of books without notes for a stretch and challenge) and self or peer-assess using the mark scheme once they have finished. The plenary task is for pupils to summarise what they have learnt in the lesson using the key words provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with a ‘Think > Pair > Share’ task whereby students need to consider what it means for a reaction to be in ‘equilibrium’ . After a class discussion, the definition of a reversible reaction (in a closed system) to be at equilibrium is revealed to the class, which they can note down in their books. This is further explained using a set of diagrams to depict what happens to the concentration of reactants and products during the course of a reversible reaction. Students can sketch a graph into their book to show how the equilibrium of a reversible reaction is reached. The next task focuses on ‘Le Chatelier’s Principle’, students are firstly introduced to the idea that the equilibrium of a reversible reaction can be altered by changing the conditions of that reaction, i.e. an increase in temperature. Students will then be shown a set of demonstrations (video links included) for each they will need to note down their observations, identify the conditions which are changing and match the correct reaction to the correct word equation. Pupils will complete a worksheet for this task, which will be assessed using the mark scheme provided. For the next part of the lesson, students will watch a video on the effect of pressure on equilibrium and answer a set of questions. These questions can be self-assessed using the answers provided on the PowerPoint. Students will now ‘Think > Pair > Share’ the effect of an increase in temperature on the equilibrium of a reversible reaction, the answer is then revealed to pupils using an example. Pupils will now complete a ‘Quick Check’ task where they will be required to answer a set of questions about the reversible reactions and the effect of altering conditions on dynamic equilibrium. Pupils can self-assess their work using the answers provided on the PowerPoint. Finally, students will need to complete a summary sheet on the effect of pressure and temperature on the equilibrium of a reversible reactions, students can self assess their work using the answers provided. The plenary task requires pupils to write down three sentences to summarise what they have learnt in today’s lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins by identifying what metabolic rate is and then asking pupils to think about what important metabolic reactions take place within organisms. Pupils can discuss and try and come up with a brain storm in their books. Pupils then learn about the role of the liver by watching a video and answering questions at the same time, once pupils have finished completing this task they can assess their work using the answers provided on the PowerPoint slide. Next, pupils need to specifically learn about the role of the liver in clearing lactic acid from the body. They will be given an information card and will need to answer some questions using this information, once finished they can mark or peer assess their work. The final activity is an exam-style question about glycogen in the liver, pupils can answer this question in silence at the back of their books (for higher abilities this would be most suitable) or for lower abilities you may allow them to discuss and answer in pairs. Once completed they can mark their worn work. The plenary activity is a list of answers, pupils need to come up with the questions to which these words are the answers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson starts by pupils watching a video about the organs and hormones involved in the menstrual cycle, during which time they will need to answer questions on their worksheet. This work can then be red-pen assessed once they have finished. Pupils are then shown a set of diagrams which goes through the steps involved in the menstrual cycle, using the diagrams pupils are asked to discuss in pairs what they think is happening. After a short class discussion pupils will be given the series of diagrams and a set of jumbled statements, they will need to match the statements to the correct diagram to accurately describe what is happening in the menstrual cycle. **For higher ability pupils you may want to just give them a set of key words for them to write their own statements below the diagrams**. To summarise the role of each of the hormones in the menstrual cycle the next activity is a table and a set of key words, pupils need to fill in the blanks using the key words to correctly describe the role of each hormone. This can be assessed using the answers provided in the PowerPoint presentation. The next activity is a true or false activity on what pupils have learnt about this lesson, the plenary activity is a past-paper question on the hormone levels during pregnancy. The mark scheme for both these activities is provided for pupils to red-pen their work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience Firstly, students are introduced to the term ‘Electrolysis’ including a description of the process, a list of key words associated with the process and a diagram. Students will now watch a video about the process, using which students will need to answer a set of questions. After they have completed this task they will be able to self-assess their work using the mark scheme provided. Students will now complete a fill-in-the-blank task to summarise what they have learnt so far, this can be assessed using the answers provided. Pupils are now shown a diagram to demonstrate what is happening at the anode and cathode during the electrolysis of lead bromide, pupils will need to use the list of key words provided to complete captions to describe what is happening at each electrode. Students can check their work against the example answers provided in the PowerPoint. Next, pupils are shown the ionic half-equations for the reactions occurring at the anode and cathode during the electrolysis of lead bromide. Pupils will then need to identify the products at each electrode, as well as complete the ionic half-equations, for the electrolysis of a set of ionic compounds: lihtium oxide, sodium chloride and magnesium chloride. Once complete, pupils can self-assess their work using the answers provided. The next part of the lesson focuses on the products formed at each electrode when the ionic compound is within an aqueous solution. Students will be shown what will happen at the anode and at the cathode, using this information they will need to predict the products formed at the anode/cathode during the electroysis of set of solutions. Students can self-assess their using using the answers provided. The final task focuses on the electrolysis of brine, students will watch a video and will need to answer a set of questions using the information provided in the video. After completing this task, pupils will need to self-assess their work using the answers provided. The plenary task requires pupils to write a ‘Whatsapp’ message to a friend to explain what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. Firstly, students will conduct an investigation which carries out flame tests to check for the presence of different positive ions. Pupils will need to follow the method provided and record their results in a table in their books, once this task is complete they can self-assess their work using the mark scheme provided. Pupils will then watch a video on the use of sodium hydroxide solution in the test for positive ions, they will need to answer a set of questions using the information provided in the PowerPoint presentation. The answers to this task are provided in the PowerPoint so students can self-assess their work. Next, pupils will need to complete a flow diagram to demonstrate the steps involved in identifying a range of positive ions by using sodium hydroxide solution, this task can be self-assessed using the mark scheme provided. To assess their knowledge of flame tests and use of sodium hydroxide solution in identifying positive ions, pupils will need to fill in the blanks in a summary table. This work can be self-assessed using the answers provided. The next part of the lesson will focus on negative ions, firstly students will watch a video and will need to answer a set of questions using the information provided in the video. This work can self-assessed using the answers provided. Lastly, students will practice writing ionic equations for reactions which lead to the identification of either positive or negative ions before a final set of summary questions. Answers to these tasks are provided for self or peer assessment. The plenary task is for pupils to write a set of quiz questions to test their peers knowledge of what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience Pupils will firstly come up with a mind map of ideas about why water is such an important resource, they can discuss with their partner and write their ideas in their books. Some of the reasons can then be revealed via the PowerPoint presentation and pupils can assess their work - making corrections where necessary. Pupils are then shown a quick recap of the stages involved in the water cycle, before beginning to look at the treatment of fresh water and purification of salt water. Students will be given a worksheet of questions, around the room will be information sheet on how fresh water is turned into potable, drinking water and how sea water is purified. Pupils will need to read the information posters to answer their questions, this work can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on waste water treatment, pupils will watch a video on the steps involved with sewage treatment. Pupils will answer a set of questions whilst watching the video, this work can then be self-assessed using the answers provided. The final task is for pupils to complete an exam-style question on this topic, they can answer in their books and either self or peer assess using the mark scheme provided. Finally, pupils will be given a set of answers, they will need to come up with questions which match these answers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with a description of the new field of nanoscience and the types of industries where this may be important. Pupils are then given a set of questions which they must complete using a video, once the students have answered the questions they can assess their work using the mark scheme provided. Pupils will now focus on the importance of surface are to volume ratio when considering nanoparticles, students will calculate the surface area to volume ratio of a cube that is 100cm x 100cm, 10cm x 10cm and 1cm x 1cm. By doing this they can see that the smaller the particle the higher the surface area to volume ratio, this is an important property in nanoparticles - particularly for their use as catalysts. Students are then asked to prove that the same applies for a cube that is 10m x 10m and 0.1cm x 0.1cm. All work from these tasks can be self or peer assessed using the answers provided in the PowerPoint presentation. The next part of the lesson is a task for pupils to consider the application of nanotechnology, pupils will each be given a card of information describing one application of nanoparticles. They will need to walk around the room and discuss the applications with each other to complete a table in their books. The last task is for pupils to consider the potential risks involved with the uses of nanoparticles in everyday products, students should think > pair > share their ideas about how the industries using nanoparticles might be posing risks to people and the environment. Once the class has discussed these potential risks you can outline some examples using the PowerPoint presentation. The plenary is for pupils to pick a task, either write a twitter message or summarise what they learnt in the lesson in three sentences. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The task begins with pupils being asked to think > pair > share the specific characteristics that farmers might find favourable in cows, crops, chicken and sheep. The next activity involves pupils watching a video on selective breeding and how this process works, pupils will need to answer questions as they watch the video. The work can be assessed when they finish using the mark scheme provided. Pupils will now understand the process of selective breeding, the next task requires pupils to choose two dogs from a selection of dog breeds (pictures provided) to breed together in order to produce offspring with the traits the student would like. They can sketch a flow diagram to demonstrate how thus process occurs. The next activity is a worksheet on chicken breeds, once students have completed they can use the mark scheme to self or peer assess their work. The final activity focuses on the problems with selective breeding, pupils are provided with some information which could be tag-read as a class. This can then be used to answer some quick-check questions. Once the questions are complete this work can be self-assessed using the answers provided. The plenary task is for pupils to use a list of key words to write a summary sentence about what they have learnt from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins by introducing the effects that too high or too low blood glucose levels can have on a person. This then follows into a couple of slides which outlines how the body is able to keep the blood glucose levels at a constant, firstly students will learn about the role of insulin and then glucagon in controlling blood glucose. Pupils will then watch a video which summarises what they have just learnt, this can then be used to complete a worksheet which runs through the steps involved with either lowering or increasing blood glucose levels. This work can be self-assessed using the answers provided. The next task is a summary table of the key words pupils will have learnt about within this topic, they will need to either identify the key word or a definition. This work can be assessed once they have finished using the answers provided. The next activity is a set of questions on the topic of controlling blood glucose, students should write their answers in full sentences and as an extra challenge could answer this in the back of their books and try not to look at their notes from the lesson so far. The next part of the lesson focuses on diabetes, pupils will firstly watch a video and answer questions about the causes an treatments for diabetes, this can be self-assessed once finished. The second activity is a past-paper question, pupils can answer this in their books and then mark their work using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt today in three sentences. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson firstly begins by looking at what monoclonal antibodies are and how they are produced, using a flow diagram the first slide goes through these details. The next slide is the images from the flow diagram but no description of what is happening, pupils need to match the statements to the correct part of the process. This can then be assessed. The next part of the lesson focuses on the uses of monoclonal antibodies, firstly pupils are given a set of questions about pregnancy tests which they will need to answer using a video. This can then be assessed using the answers provided. Pupils are then given a table/asked to draw a table in their book for the different uses of monoclonal antibodies. Pupils will then need to use posters which can be positioned around the room or on desks to fill this table in. The final activity is a card sort - pupils are given statements about the uses of monoclonal antibodies which are either advantages or disadvantages, pupils will need to write these statements into the correct column in their books. Once finished they can self-assess their work using the answers provided. The plenary activity is for pupils to choose two questions to answer from a list about the topic of the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with an introduction to radiation, firstly looking at background radiation. Students are given some time to discuss on their tables, the sources of background radiation. After students have fed into a class discussion the answers can be revealed on the PowerPoint. Next, students are shown some data on the sources of background radiation. Students will be required to answer a set of questions about this data, they can complete the work in their books and the mark scheme is provided on the PowerPoint. Next, students are introduced to Marie Curie and her work towards radioactivity. The students will be given a list of questions and they will need to answer these using the video, the answers to which are then included so students can self-assess their work. Students will then be asked to consider the safety rules when dealing with an radioactive substances before a teacher demonstration is carried out using a Geiger-Muller counter. Student are asked to observe the demo and also record their observations and answer a set of questions. This can then be marked using the mark scheme provided. The last task requires pupils to complete a summary worksheet on radiation, this work can be self-assessed using the mark scheme provided. The plenary activity is an exit card, students will need to write down three things they learned during the lesson, five key words and one questions to test their peers knowledge of the lesson content. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience Firstly, students are shown how to ammonia produced in the Haber process is reacted with different acids to form different ammonium compounds before being used in fertilisers. Firstly, students will investigate how to produce ammonium sulphate in the lab - they will be provided with a practical worksheet which they will need to work their way through in pairs. This involves a titration, which they should have carried out before, their results can be recorded in the table provided on the worksheet. Next, pupils will watch a video on the production and use of fertilisers - using the information provided int he video a set of questions needs to be answered. This work can then be self-assessed using the mark scheme provided. Lastly, pupils will be given a set of information about how fertilisers are made in the lab compared to being made by chemical industry. Using this information students will need to complete a comparison table which focuses on starting materials, equipment, safety, yield and running costs. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three quiz questions to test their peers knowledge on what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier pupils. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The lesson begins with an introduction to the reasons why a patient might be suffering with kidney damage and introduced to the treatments pupils will be learning about this lesson: dialysis and kidney transplants. For the next part of the lesson pupils will then need to get into four groups, two groups will read information on the treatment of dialysis and two will read information on kidney transplants. Using this information pupils will answer questions in their book and once a group has finished with one of the treatments, they should swap with another groups and answer questions about the other treatment. This task should take 40 minutes in total, once finished pupils should self-assess their work using the answers provided on the PowerPoint presentation. The last activity is for pupils to answer an exam-style question on the function of the kidneys and treatment for patients with kidney disease, once completed pupils can mark their work using the mark scheme provided. The plenary task is a 3-2-1 task, pupils write down 3 facts, 2 key words and 1 question to test peers knowledge of the topic of the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: /teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on co-transport and absorption of glucose in the ileum begins with a starter discussion which asks students to compare and contrast transport and diffusion. They are also asked to discuss the importance of transport rather than diffusion in regard to reabsorption in the kidneys. The first task is a microscope activity for students to work in partner pairs and investigate adaptations of the epithelial cells of the ileum. Students will set up their light microscope to examine prepared slides and answer some questions. Answer samples are in the notes below the slides. The following slides define villi and microvilli for students to note in their books. There is a brief explanation of the relationship between increased surface area and space for carrier proteins. Students are then introduced to the role of diffusion in absorption and should take clear notes regarding facilitated diffusion. They should use the diagram on the slide to discuss why glucose concentration differs between epithelial and ileum cells. Relying on diffusion will only result in the concentrations either side of the intestinal epithelium becoming equal. Students should discuss why this is a problem, and how it might be overcome. The next slide is a complete diagram explaining co-transport of amino acids or glucose molecules. Students should take notes in their books because the next task is to complete a cartoon of this process and summarise the main steps. Students are then asked to ‘think > pair > share’ about the co-transport process and decide whether it is a direct or indirect form of active transport. They should use the details on the slide to inform their discussion. The final task is an exam-style question, with a mark scheme on the following slide for students to self-assess and consolidate their learning from this lesson. The plenary task is to either; summarise the lesson in three sentences, or complete definitions for five key-terms from the lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The first part of the lesson focuses on outlining the importance of carbon within the living world, where we might find it in our bodies and the world around us. The first task pupils will be asked to complete is a mind map of the processes they think will add or remove carbon dioxide from our atmosphere. Pupils can discuss in pairs and once complete the answers can be revealed for pupils to assess their work. The next task is for pupils to watch a video about greenhouse gases, there are a set of questions pupils will be given which they need to answer whilst watching the video. Once this task is complete pupils can assess their work using the answers provided. The next task is a fill-in-the-blanks task, pupils are given a paragraph about the role of carbohydrates in animals and plants, they need to complete this using the key words provided. Once completed pupils can assess their work using the answers provided. Pupils will then watch a video about the carbon cycle which details the process involved, once the students have watched the video they will be given a worksheet which they need to complete using the captions provided on the PowerPoint slide. Lower ability students may want to complete this as a group & could perhaps complete whilst the video is playing to assist them. Once they have completed the task pupils can self-assess their work using the answers provided. The next task may be better suited to higher ability pupils, a set of cards images and captions are provided per pupil and they need to use this to construct their own carbon cycle in their books. Higher ability pupils may want to test their knowledge and turn to their back page to complete this without looking at their previous work The last task is for pupils to consider the future and how we may be able to implement strategies to help reduce our carbon emissions in order to combat global warming. Pupils are to discuss possible methods/strategies we could use and mind map their ideas in their books. The plenary task is for pupils to turn to the back of their books and write down a description of as many processes which contribute to the carbon cycle as possible. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience The first task is for pupils to think > pair > share the factors which may cause a contribution of carbon dioxide into our atmosphere. Pupils can create a mind map in their books and then discuss their ideas as a table and then as a class. The next PowerPoint slide reveals some of the main factors which contribute to an increase in carbon dioxide levels in our atmosphere, pupils can check their work against these answers. For the next task pupils will be required to watch a video about the greenhouse effect and answer questions in their books, this task can be self-assessed using the answers provided once complete. Using this information pupils will then be asked to fill in the blanks on a diagram depicting the greenhouse effect, pupils will be given captions to write into the correct boxes on their worksheet. This can be self-assessed once it has been completed. Next pupils will be given a set of data on the mean world temperature change from 1960 to present day, students will be required to plot the data on a graph, describe the pattern of the graph and explain why the graph may be showing this pattern. The next part of the lesson focuses on global warming, students will firstly be given a set of questions which they will need to answer whilst watching a video. This work can then be self-assessed using the answers provided. For the very last task pupils will be given a card of information each detailing an environmental factor and it’s impact on living organisms. Pupils will need to wander around the room and share information with each other to complete their table of environmental factors. The plenary task is for pupils to identify what the questions might be for a set of answers provided on the PowerPoint presentation. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with a definition of homeostasis and pupils will then need to discuss in pairs the conditions that they think need to be controlled by the body. This leads on to revealing these factors and looking specifically at the way in which water can be lost and gained by the body. Pupils the complete a couple of questions on the topic. Next is a focus on temperature control in the body, pupils need to consider what might happen if the temperature rises too high or falls too low and come up with ideas about how this might affect the body. Having already covered enzymes hopefully they might have some clue about what might happen. You can reveal the answer and pupils then need to complete a small worksheet to summarise these ideas. Next pupils are challenged to think about what parts of our body control our reactions, pupils are asked to complete a challenge which gets them thinking about coordination and they will then write down any organs they think were involved with this process. The nervous and endocrine system are then introduced, pupils will need to copy and complete summary sentences to describe the main structures and functions of these two systems in controlling the body. Pupils will then complete an exam question on the differences between nervous and endocrine control, the mark scheme is provided for pupils to mark their work. Finally pupils look at the role of negative feedback in the body and how this works with the example of temperature control. Pupils will need to sketch a simple graph into their books and use labels provided to demonstrate how this process occurs. Again, the finished diagram is included so pupils can assess their own work. A plenary activity is to complete an exit card listing key words, facts and to pose a question about the work covered in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution ’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: /teaching-resources/shop/SWiftScience This lesson begins with an introduction to inherited disorders, particularly the two examples students will need to learn about - polydactyly and cystic fibrosis. Pupils will then be given information on either of these two disorders and will be asked to complete a fact file on the one they have been given using a set of criteria provided. Once they have completed one of the fact files they will need to pair up with someone who did the other fact file to share information. Pupils will then be given further information about the inheritance of these disorders and whether it is controlled by a dominant or recessive allele. Pupils will need to draw genetic diagrams for each of the disorders given a set of example parent genotypes, and work out the probability of the offspring inheriting the condition. The next part of the lesson focuses on embryo screening, firstly pupils are introduced to the two ways in which embryos can be screened for genetic conditions - amniocentesis & chorionic villus sampling. The next task pupils will need to think > pair > share ways in which these two methods which be controversial, identifying the positive and negative effects on the baby and family. For the final activity pupils will be given a set of opinion cards in groups, they will need to read the viewpoints, discuss as a group and write a short summary paragraph on their opinion of genetic screening in embryos. The plenary task is for pupils to write three summary sentences of what they have learnt this lesson using as many key words from the list provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)