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This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Motion & Pressure’. More Biology, Chemistry and Physics resources can be found in my TES Shop: /teaching-resources/shop/SWiftScience. 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 KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy. More Biology, Chemistry and Physics resources can be found in my TES Shop: /teaching-resources/shop/SWiftScience This lesson begins with a video about the formation of fossil fuels and the impact of these energy resources on our environment. Students will watch the video and will need to answer a set of questions, once this task has been completed students will self-assess their work using the mark scheme provided. Next, students considering which of the energy resources are renewable or non-renewable. Students will then use the posters, which can be placed around the room or on pupils desks, to complete a table which identifies how the energy resource generates electricity and the advantages and disadvantages of each energy resource. Students are then given a list of statements about all power stations which they need to cut and stick (or write) into two columns - advantages or disadvantages. To challenge higher ability pupils this could be completed at the back of students books, so they cannot use information from the previous task. Pupils can then peer-assess their work. The plenary activity is for students to summarise what they have learned this lesson three sentences. All resources are included. Please review, I would appreciate any feedback :). Thanks! 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 Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. The lesson starts with a ‘Memory’ Test, students will be shown a diagram of the ear with labels identifying the key parts that they need to know. Students can spend a few minutes looking at the diagram, the labels will then be taken away and they will need to try to annotate a copy of the diagram as best as possible. The labels will then be added to the diagram so students can mark and correct their work. Next, students will watch a video on how the ear, and the brain, is able to detect sound. Students will be given a set of questions to answer whilst they watch the video, once this task is complete students can self-assess their work against the mark scheme provided. The next part of the lesson focuses on the ways in which the ear can be damaged, students should firstly ‘Think > Pair > Share’ their ideas about how the ears/hearing can be damaged. The answers will then be revealed so students can assess their work and note down any they didn’t get. Students will then carry out a ‘Doctor’ role-play, where each group will have somebody with a particular problem. The students need to work out what the problem is, explain what the problem is and work out the best way to treat it. This can be acted out as a doctot-patient scene. Lastly, students will complete a progress check to assess their understanding of what they have learned so far this lesson. This task can be completed in their books and can be self-assessed or peer-assessed using the mark scheme provided. The plenary activity requires students to write a question about the component of the ear to test their peers understanding of what they have learned 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 is a resource which meets specification points for the NEW AQA GCSE Physics 'Energy' module. The lesson begins by introducing the concept of gravitational potential energy stores, pupils will have learnt about this in the first lessons from this module on 'Energy stores' (found in my TES shop - /teaching-resources/shop/SWiftScience). Pupils are then given the first calculation needed to calculate the change in gravitational potential energy of an object (weight x height). Pupils can then practise using this calculation by copying and completing the task on the next slide. Pupils will self-assess their work, answers provided on a PowerPoint slide. Pupils are then introduced to the second calculation they can use to calculate the change in gravitational potential energy of an object (mass x gravitational field strength x height). Pupils can then complete questions 1-5 on the worksheet provided and once finished they can self-assess their work. The final activity is for pupils to look at a past-paper question, with their partners they can discuss how to go about answering the question. Following a class discussion pupils can attempt to answer the question and then self-assess their work. **For higher ability pupils they can complete the question without the class discussion**. The plenary is a '30 second conversation', pupils turn to their partners and talk about what they have learnt this lesson for 30 seconds. All resources are included at the end of the PowerPoint.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with a short video about light-years, students will watch the video and will need to answer to two questions whilst watching. This task can then be self-assessed using the mark scheme provided. Next, students will now each be given a piece of information about an object which is visible in the night sky - comets, meteors, planets (some!) and satellites. Students will need to swap information with people around the room in order to complete a summary table. Once complete students can use the mark scheme provided to self-assess their work. Next, students are introduced to the definitions for the terms ‘galaxy’ and ‘Universe’, which students could take notes on. Now students will complete a progress check, which is a set of questions aimed to assess students knowledge of what they have learned so far this lesson. This task can be either peer-assessed or self-assessed using the mark scheme provided. Lastly, students will be asked to create three quiz questions (which they should know the answers too!) to test their peers knowledge of what they have learned this lesson. If there is time, students can then read some of their questions out and ask particular students in the class. The plenary activity is an anagram challenge, students are given a set of anagrams of key words learned this lesson. The answers are provided to check they are correct! 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 Activate KS3 Science Course, specifically Year 7 P1 ’Forces’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with ‘Think > Pair > Share’ activity which asks students to look at a photo of a tug-of-war and asks students to decide which side would win and why. After a short discussion, students will be introduced to the idea of ‘balanced’ and ‘unbalanced’ forces, including examples. Students will now complete an investigation on ‘Forces’, this is a circus activity which requires students to decide which two forces are acting on each of the objects. Students will also need to decide if the forces are balanced or unbalanced, their results can be recorded in the table provided. Students will be asked a series of questions on the effects of balanced and unbalanced forces acting upon an object, the first questions is on a cyclist. This work can then be self-assessed using the mark scheme provided. The next questions are on the forces acting upon a car, this can be competed in their books and the work can be marked and corrected using the mark scheme provided. The last part of the lesson focuses on how forces can change the direction of an object, students are shown the example of the Moon orbiting the Earth due to the pull of gravitational force acting upon the Moon. The plenary task requires students to write down three facts, three key words and pose one question to test their peers knowledge of what they have learned 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 KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. This lesson begins with an introduction to both series and parallel circuits, students can make a note of the definition for each and also draw the example circuit diagram into their books. Next, students will be shown four circuit diagrams and will need to determine whether the circuit is a parallel or a series circuit. The answers to this task can then be revealed using the PowerPoint, so students can assess their work. Students will now watch a video on series and parallel circuits, they will need to answer a set of questions whilst watching this video. The mark scheme for this task is included in the PowerPoint presentation, so students can self-assess their work using the mark scheme provided. The latter part of the lesson focuses on current and potential different in series and parallel circuits. Firstly, students will be shown a diagram which shows that current anywhere in a series circuit will be the same and shows current in the main part of the parallel circuit will get divided up between each branch. Students will then use this information to complete a worksheet, this work can then be self-assessed using the mark scheme provided. Next, students will look at how potential difference across components in a series circuit is different to that of a parallel circuit. Students will then work out the potential difference of voltmeters found in four different circuit diagrams, this task can then be marked and corrected using the answers provided. The plenary is a ‘pick a plenary’ task, students need to choose to either summarise what they have learned in three sentences or write a definition for a set of key words related to the topic of electricity. 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 Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. Students will firstly recap on the differences between a solid, liquid and gas. Students will need to identify the correct particle diagram from a selection. This then leads into a description of how a sound wave is made, students are asked to ‘Think > Pair > Share’ their ideas about what is meant by terms ‘vacuum’ and ‘medium’ - the answers can then be revealed on the PowerPoint for students to mark their work. Students will now watch a video of the ‘Bell Jar’ experiment, students will need to consider what is happening as they watch the video, they could try to write their ideas down in their books. An explanation of what they have observed can then be revealed using the PowerPoint. Students will now watch a video on the movement of sound waves through solids, liquids and gases. Whilst watching the video they will need to answer a set of questions, the mark scheme for this task is included in the PowerPoint for students to assess their work once it is complete. This is followed by a worksheet of questions, the answers to this is also included in the PowerPoint for students to self-assess their work. Students will then complete a progress check task, this is a copy-and-complete task which summarises what they have learned this lesson. This task can then be marked and corrected using the answers provided. Lastly, students will be asked to consider which travels faster - light or sound. They will need to think about evidence to support their ideas. The answers can then be revealed - light is faster than sound, with evidence such as you see lightening before you hear thunder, also when a starting pistol is used you see the smoke before you hear the bang. The plenary activity requires students to write down three facts, three key words and one question to test their peers knowledge of what they have learned 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 Physics GCSE, particularly the ‘Radioactivity’ 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 with a ‘Think > Pair > Share’ task where students will consider what they think may be happening during a ‘Nuclear Fusion’ or ‘Nuclear Fission’ reaction. Once students have fed back as a class discussion, the definitions for each process can be revealed using the PowerPoint. Students will now watch a video outlining the basic principles of these two processes, whilst watching the video they will answer a set of questions. Once this work has been completed they can self-assess using the mark scheme provided. Next, students are shown a diagram of a chain reaction, students will need to sketch a cope of this into their books alongside an explanation of this process in context of nuclear fission. The next activity requires students, in pairs, to teach each other about the principles of a nuclear reactor vs. fusion reactor, after being given a set of information on the topic. Students will then need to answer a set of questions into their books about these two types of reactors, the work can be self-assessed using the mark scheme provided. Lastly, students will complete a radioactivity crossword based upon knowledge they have learned throughout the radioactivity topic, the answers to this task is also included so pupils can mark their own work. The plenary requires students to complete a set of sentence starters to summarise what they have learned this lesson, what they already knew about this topic before the lesson and what they would like to learn more about. 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 KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy. The lesson starts with students asked to ‘Think > Pair > Share’ their ideas about what the difference between heat and temperature is. Students can discuss and then feed their ideas back to the class, the answers can then be revealed using the PowerPoint presentation. Students will now watch a video, recapping on particle theory, whilst watching students will need to answer a set of questions, this task can be marked and assessed using the mark scheme included in the PowerPoint presentation. Next, students are asked to consider what affects the amount of energy stored in something. Students will be given an example of a glass of water and a swimming pool full of water, both at 28 degrees celsius. Once students have had a chance to discuss, the answers will be revealed and students will then need to complete a set of questions on this topic. The answers for this task are included so students can self-assess their work using the mark scheme provided. Lastly, students are asked to sort a a set of diagrams out from those that will store the most amount of heat energy to those that will store the least amount of energy, given the description. The plenary task requires students to pick a plenary - either summarise what they have learned in three sentences or write a list of definitions for a set of key words included. 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 Activate KS3 Science Course, specifically Year 7 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with an introduction into how sound can be ‘seen’ by using an oscilloscope. The PowerPoint then moves on to look at the differences between the ‘intensity’ of a sound and the ‘pitch’ of the sound. Students can copy and complete a set of sentences to summarise what they have learned so far as part of a ‘progress check’ - this work can then be marked using the mark scheme included. Students will then be given two different sound waves, they will need to use what they have learned so far to write a description/comparison of each of the waves, a list of key words will be provided to hep students. A model answer to this question is included in the PowerPoint so students can self-assess their work once it is complete. Students will now be given a worksheet of sound waves, along with a worksheet describing the sounds collected by the ‘Most Haunted’ team of a range of ghost sounds. Students will need to compare the description of the ghosts to the sound waves collected and match them correctly. This work can then be marked and corrected using the answers provided on the PowerPoint. Students will now think about the frequencies that humans can hear compared to other animals. The first activity requires students to watch a video which plays a set of sounds starting with a frequency of 500 Hz to 20,000 Hz. Students can put their hands up in the air until they can no longer hear the sound, you will need to turn the volume right up! Students are then told the audible range of humans compared to other animals like dolphins, hedgehogs and bats. The plenary activity requires students to complete a set of sentences, including outlining what they have learned today, what they already knew and what they would like to know more about. 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 is a lesson aimed at the new AQA Physics GCSE module on 'Energy'. For more lessons within this series please visit my shop: /teaching-resources/shop/SWiftScience The lesson begins by introducing the concept of 'work done', by using the example of a person pedalling a bike. The first task the pupils will need to complete is to produce a mind map on activities which require work to be done in order something to happen. Pupils are then shown the equation to calculate work done and they can work through a model question. You can work through this question with pupils on the board or ask them to try and complete it in their books, then self-assess the work. The main activity for this lesson is a practical activity, the method for this practical is included in the PowerPoint presentation. Pupils will drag a wooden block across the desk a measured distance, the wooden block will be dragged initially with no elastic bands around it and then with one elastic band and finally with two elastic bands. Pupils will measure the force applied to drag the block using a Newton meter and record their results in a table (table included at the end of the PowerPoint). Using the measured distance and the force applied pupils can then work out the work done to drag each type of wooden block. The plenary activity is for pupils to complete a couple more work done calculations. All resources are included in the PowerPoint presentation.

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: /teaching-resources/shop/SWiftScience The lesson begins with students being introduced to a distance-time graph, an example is given along with a description of what a distance-time graphs shows. Students are asked to ‘Think > Pair > Share’ their ideas about what a horizontal line on the graph shows. Students will be given a hand-out of the distance-time graph showing Phil’s route around a race track. Students will be asked to complete a set of questions about using information from this graph, this task can be self-assessed using the mark scheme provided. Students will now be asked to produce their own distance-time graphs by getting into groups of three and measuring the distance one student walks and the time it takes. Students will need to use the graph to work out when his/her partner was walking the fastest, and will need to calculate his/her average speed at this point. Next, students will watch a video on acceleration, whilst watching the video students will complete a set of questions. This work can be self-assessed using the mark scheme provided once it is complete. Lastly, students will use a distance-time graph to complete an exam-style question. This task can be self or peer assessed using the mark scheme provided once students have completed it. The plenary task requires students to write three quiz questions to test peers knowledge of what they have learned 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 KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: /teaching-resources/shop/SWiftScience The lesson starts with students identifying the speeds of different animals, from a list provided. Students are then asked to think about the measurements needed to calculate speed, they will be then be shown a worked example of how to calculate speed; students can take notes on this in their books. Students will now be shown how to use a formula triangle to calculate either speed, distance or time and will be given the definition for ‘mean/average speed’ - they can also make a note of this in their books. Students will now complete a ‘quick check’ task, a set of questions based upon what the students have learned to far this lesson. This task can then be self-assessed using the mark scheme provided. Next, students will complete an investigation to calculate the walking speed of two students in their group. One student will walk a slow speed and one students will walk a fast speed, over a set distance, whilst the third member of the group records the time. Results can be recorded in table in their books, students can then complete a distance-time graph of their results. Lastly, students are introduced to the idea of relative motion through a ‘Think>Pair>Share’ task. The plenary task requires students to complete a 3-3-1 reduction of what they have learned this lesson, this includes 3 facts, 3 key words reduced to 1 key words. 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 Activate KS3 Science Course, specifically Year 7 P4 ’Space’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the idea of the Earth spinning on it’s axis, which gives us day and night. This is demonstrated to students using a diagram, they can take notes on this and also draw a sketch of the Earth spinning on it’s axis. Students will then watch a video on Earth and the way that it moves to give day/night and the different seasons. Students will answer a set of questions whilst they are watching the video, once complete the task can then self-assessed using the mark scheme provided. Next, students are shown a diagram which demonstrates the reason why in the summer the UK is hotter and longer days, whereas in the winter the UK is older and has shorter days. Again, students could take notes on this and sketch a diagram in their books to demonstrate this process. The next activity requires students to use an array of resources - beach ball, balloon, torch, marker pen - to demonstrate the orbit of the Earth around the Sun to explain why we have seasons. Students will now complete a worksheet which will assess their knowledge of what they have learned so far this lesson. The mark scheme for this task is included in the PowerPoint so students cans self-assess their work once it is complete. The last activity is a summary task, students should copy and complete the sentences to summarise what they have learned so far this lesson. The work can be self or peer assessed using the mark scheme provided once this students have completed it. The plenary activity requires students to write a Whatsapp message to a friend about what they have learned 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 Activate KS3 Science Course, specifically Year 7 P4 ’Space’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the phases of the Moon, students are shown a diagram which show the changing appearance of the Moon as seen by Earth as the Moon orbits the Earth. The next task is a memory test, students will be shown images of the different phases of the Moon along with the names of these specific phases. Students will need to memorise the as many names as possible, before the names are taken away. Students will now have a few minutes to fill in their worksheet with the correct names, this task can then be self-assessed using the mark scheme provided. Next, students will complete a worksheet which requires them to shade in circles to show the phases of the Moon at particular positions. There is an extra challenge task to add labels to show the names for each phase. The mark scheme for this task is included in the PowerPoint so students can mark and correct their work. Next, students will watch a video on eclipses. Whilst watching the video they will answer a set of questions, once complete students can self-assess their work using the mark scheme provided. Laslty, students will complete a ‘copy-and-complete’ task to summarise what they have learned this lesson. This work can also be marked using the answers provided on the PowerPoint. The plenary task is a ‘pick a plenary’ - either unscramble a set of anagrams to spell five key words taken from the lesson today or use a set of key words (provided) to summarise what students have learned 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 Activate KS3 Science Course, specifically Year 7 P3 ’Light’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This lesson begins with a recap on what was learned last lesson - students will be given a set of three descriptions and will need to decide which group of materials it is describing. This task can then be checked using the answers provided. Next, students are shown (with a diagram) what happens when light hits a reflective materials such as a mirror. The incident ray, reflected ray, normal line and angles of both incidence and reflection are labelled - students can sketch a diagram of this into their books. They then need to complete the ‘fill-in-the-gap’ task which outlines the law of reflection - the angle of incidence is equal to the angle of reflection. Students are then shown the different reflections which can be produced by different surfaces - diffuse or specular. Students can consider why a clear image is produced by a smooth surface and why a blurry image is produced by a rough surface. After a short class discussion, students can take notes of this in their books, along with sketches of the two types of reflection. Next, students will get to investigate the law of reflection. They will be given a practical worksheet which outlines a method by which students will direct a beam of light from a ray-box to a mirror, they should measure the angle of incidence and angle of reflection. This should be repeated with various angles of incidence, their results can be recorded in the table provided. Next, students are asked a set of progress check questions to test their knowledge of what they have learned so far on reflection. This task can be self-assessed once it is complete, using the mark scheme provided on the PowerPoint. The plenary task requires students to complete one of the following ‘sentence starters’ that are provided to provide a summary of what they have learned 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 :)