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This lesson is designed for the NEW AQA Biology GCSE, particularly the 'Infection & Response' SoW for the higher tier. 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 this lesson is a recap on the plant diseases students should have already covered within the 'infection & response' unit - rose black stop and tobacco mosaic virus. Plants will then be asked to come up with a brainstorm of the symptoms plants may exhibit when they are diseased. Once pupils have discussed this and tried to come up with some ideas you can reveal some of the common symptoms on the PowerPoint slide, along with images and examples. The next slide looks at the ways in which plant diseases can be diagnosed, from gardening manuals to monoclonal antibody testing kits. The next activity focuses on the role of certain minerals in the growth and development of plants, firstly students will draw a table in their book and then they will given a slip of information about one of the mineral ions - nitrates, magnesium or potassium. Pupils will need to walk around the room or swap these slips of paper with people on the same table as them to complete the table, they can then assess their work. The final part of the lesson focuses on plant defence responses, firstly pupils will be shown some diagrams of plants and their defence methods and will be asked to think > pair > share the potential ways plants can defend against disease. Pupils will then be given a card sort with different plant defence mechanisms, students need to sort these into three different categories - physical barrier, chemical barrier, defence against herbivore. Once completed pupils can then assess their work using the answers provided. The final task is an exam-style question on what they have learnt that lesson, pupils of higher ability may want to complete these questions in silence at the backs of their book. Pupils can then self or peer-assess their work. Plenary activity is to write 3 key words, 2 facts and 1 question about what pupils have learnt that 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 changes, electrolysis and energy changes’ 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 a recap on the differences between endothermic and exothermic reactions, students will need to complete a fill-in-the blank task which can then be self-assessed using the answers provided. Next, students are introduced to reaction profiles with a diagram to demonstrate what is happening during an exothermic chemical reaction. Students will then be asked to use mini-whiteboards to draw a reaction profile for an endothermic reaction, they can check their ideas using the answer provided in the PowerPoint. The next slide shows the reaction profiles for both an endothermic and exothermic reaction, as well as an explanation of the energy changes which take place during these types of reaction. Pupils can take notes from this slide, including sketching a diagram of the two reaction profiles. The next task is for pupils to complete is a progress check to assess their understanding of what they have learned so far, once complete pupils can self-assess or peer-assess their work using the answers provided. Next, pupils will watch a video on activation energy, they will need to answer a set of questions using the information provided in the video. Pupils can self-assess their work using the mark scheme provided in the PowerPoint. The next part of the lesson focuses on bond breaking/making and bond energies. Firstly, students are shown (using a diagram to demonstrate) what happens, in terms of energy changes, when bonds are broken or when bonds form during a chemical reaction. Students can then summarise what they have learnt so far by completing a fill-in-the-blank task, this task can be self-assessed using the mark scheme provided. Lastly, students are introduced to bond energies and are shown how to calculate the energy change for a chemical reaction using a worked example. Students will then need to complete a worksheet on bond energy calculations. The mark scheme for the worksheet is included in the PowerPoint for pupils to self-assess or peer-assess their work. The plenary task requires pupils to identify a WWW and EBI from the lesson, listing what went well/what they have fully understood and what they could do better next time. 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 This lesson begins with an introduction to evolutionary trees, pupils will be shown how to interpret evolutionary trees and understand the common ancestry between species of organisms. Pupils will then be shown the difference between convergent and divergent evolution. The next part of the lesson will focus on the work of Woese et al, pupils will watch a video and try to answer questions about Woese and his work, this can be assessed using the answers which can be revealed once the video has been watched. Pupils can then watch a second video, using this video they will then try to complete profile cards for three domains as proposed by Woese – archaea, bacteria and eukaryotes. Pupils can again check their work against the answers provided in the PowerPoint slide. Pupils will then be given some information on Woese and his work, students will need to use this information along with what they have learnt so far in the lesson to complete a newspaper article on his work and infamous discovery. The next part of the lesson looks again at evolutionary trees, pupils are shown how to use an evolutionary tree to compare the relationships between organisms. Pupils will then need to complete an exam-style question on evolutionary trees, which can be self-assessed using the mark scheme provided. The plenary task is for pupils to come up with questions for a set of 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 ‘Organic Chemistry’ SoW. Firstly, pupils will need to complete a ‘True or False’ activity on carbohydrates, they will then be shown how polysaccharides are made from monosaccharides via a condensation reaction, as an example of a natural polymer. Pupils will also be provided with information on the structure of starch and glycogen ad how this relates to the function of these two polymers. Another example of a natural polymer are polypeptides/proteins which are made up of the monomers - amino acids. Again, pupils will be shown how a condensation reaction occurs to link together many amino acids molecules in a long polypeptide chain. Pupils will now complete a ‘Quick Check’ task to test their knowledge of what they learned so far this lesson, the answers to the questions will be provided in the PowerPoint for students to assess their own work. The next part of the lesson will focus on DNA as a natural polymer. Firstly, pupils will need to order the structures given in order of size - DNA, gene, chromosome, nucleus, cell. Next, pupils will watch a video on the structure and function of DNA and will need to answer a set of questions. This work can then be self-assessed using the answers provided in the PowerPoint. A diagram is then shown highlighting some of the key structural features of a double-helix DNA molecule, which pupils need to know and remember. The final task is a ‘Quick Check’ activity on the structure & function of DNA, students will need to answer the questions in their books and then peer or self-assess their work using the mark scheme provided. The plenary task is for pupils to write three quiz questions for pupils to test their peers knowledge of the topic learned in the lesson today. 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 a focus on mutations and how they contribute towards genetic variation within a population. Pupils can tag read some information provided in the board and then answer questions in their books, this work can be self-assessed against the mark scheme provided. The next activity involves pupils watching a video about natural selection, using the video they will need to answer questions which again can be self-assessed using the success criteria provided. Pupils will then be shown a slide which demonstrates, with the example of giraffes, how natural selection can ensue within a population of organisms over time. Pupils will then be given a cartoon strip to show how natural selection occurs, they can draw diagrams of any organism they wish to choose and will need to fill in the blanks for the captions below each stage in the process. This work can be self-assessed one complete. The next task pupils need to complete is a card sort describing the steps involved with how head lice become resistant to head lice shampoos, pupils can discuss in pairs to complete this task. Once complete the answers will be revealed, for higher ability pupils they can draw this as a flow diagram in their books as an extension. The final activity is a past-paper question, pupils can complete this in their books. For higher ability pupils you could demand silence and ask for it to be completed at the back of their books as a revision activity, for lower ability pupils you may allow discussion with a partner. The plenary activity involves pupils being provided with the answers to 5 questions, pupils need to think of 5 questions which may link to 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 KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the structure of the Earth and a description of each of the layers found within the centre of the Earth. Students will now complete a ‘Memory Test’, students will need to memorise the information shown about the structure of the Earth. They will then be given a blank worksheet to copy down as much information as they can remember, this will the be self-assessed using the mark scheme provided. The next part of the lesson focuses on the composition of elements found in the Earth’s crust, students will firstly be shown a table which shows % composition of different elements found in the Earth’s crust. Students will then watch a video demonstrating the steps involved with drawing a pie chart. Students will then need to use the skills acquired to carry out the necessary calculations and draw a pie chart, using the data provided. Once complete, students can then self-assess their work using the mark scheme provided. Lastly, students will learn about the gases which are found within the Earth’s atmosphere and how these have changed over time. Students will compare the composition of the Earth’s atmosphere today to the Earth’s atmosphere 3 billion years ago. Firstly, they are asked to describe the changes which have occurred over the 3 billion years and secondly they will need to draw a pie chart to represent the composition of the Earth’s atmosphere today. The plenary task is an anagram challenge, students are given five anagrams of key words learned this lesson. They will need to unscramble them to figure them out, the answers to this task is included in the PowerPoint. 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 lesson begins with a definition on biodiversity, pupils are shown a pie chart of the numbers of different groups of organisms that have been identified to date. The first task is for pupils to consider which numbers correspond to which groups of organisms. Once pupils have discussed in pairs or groups the answers will be revealed, pupils can check their work against the answers provided. The next part of the lesson focuses on how and why scientists quantify biodiversity, pupils are firstly asked why it might be important to map out biodiversity - they can discuss in groups before the answer is revealed on the PowerPoint presentation. A map of the world depicting certain biodiversity hotspots is then shown to students and they are asked a couple of question about this map, pupils will be required to answer these questions in their books and then self-assess their work using the answers provided. Pupils are then asked to think > pair > share their ideas on why it is important to maintain biodiversity, in groups pupils may be given an A3 sheet for them to mind map their ideas onto. Once finished each group can feedback their ideas to the class and a larger mind map could be completed on the white board. Some of the key reasons for maintaining biodiversity cant then be detailed on the PowerPoint presentation for students to assess their work. The last task is for pupils to use information posters placed around the room to answer a set of questions, all on the topic of maintaining biodiversity. Once pupils have spent a good amount of time writing their answers down they should sit in their seats and use the mark scheme provided on the PowerPoint presentation to peer-assess their work. The plenary activity is for pupils to draw a feedback grid in their partners books and write down one positive comment, one negative comment and a question to test their knowledge. 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 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 ‘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 with a recap on the difference between a stimulus and a receptor and asks students to think>pair>share what the function of photoreceptors might be and where they are found. Pupils are then shown a diagram of an eye, pupils are asked to consider (from a list of structures provided) which labels might go where, they can discuss in pairs and annotate their own diagram if they know for sure. Pupils can then assess their own work when the answers are revealed on the next slide. Pupils must now learn the functions of each of these structures, they will each be given a slip of information about the function of one part of the eye and they should walk around the room and share their information to complete the table in their books. This task can be self-assessed using the answers provided. The next part of the lesson focuses on the pupil reflex, firstly a practical is undertaken whereby pupils block out light from the room and then observe what happens to their partners pupils when they bring a torch to the side of their partners eye. This leads into a description of the pupils reflex, including the role of the circular and radial muscles. Pupils will need to summarise this information by copying and completing the sentences into their book, which can be self-assessed once completed. The last activity is looking at how light is focused on the retina by the lens, pupils are shown a diagram of how this works. After being given a verbal description they are asked to firstly copy the diagram complete with labels and explain how light is focused on the retina using a list of key words that are provided. The plenary task is an exam question on what the students have learnt this lesson, pupils should complete this in silence in their books and then red-pen their work using the mark scheme provided once they have finished. 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 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 ‘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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 three main acids and their chemical formulae - nitric acid, hydrochloric acid and sulphuric acid - students are asked to identify what the three compounds have in common. Students should hopefully identify that they are contain hydrogen atoms. This then leads onto the next slide where students are introduced to the idea of a salt - the compound which forms when an acid and a metal react together. Students are given some information about this reaction and about salts, using this information students will need to answer some questions. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students will then watch a video of a metal reacting with an acid, whilst students watch this video they are asked to write down any observations they make about the reaction, as well as think about what is happening that we can’t see/hear/feel. Students are now shown the word equation for magnesium metal reacting with hydrochloric acid and zinc metal reacting with hydrochloric acid, students are asked to think about the pattern with the products formed from these reactions. Hopefully, students can identify that a salt + hydrogen is formed in each one. Students are now asked to copy and complete a set of word equations for several more metal + acid reactions. This work can be self-assessed once complete. Next, students will conduct an investigation into how different metals react differently with acids. Students will test five metals - copper, iron, zinc, lead and magnesium - with hydrochloric acid. Hopefully, by completing this investigation they will be able to successfully place the metals in order of reactivity, this can be checked using the answers provided on the PowerPoint. Lastly, students need to be able to describe the test for hydrogen gas. Students will firstly be asked to ‘Think > Pair >Share’ their ideas about how this may be carried out, before watching a video to check whether their ideas were correct. Students can then make a note of this test in their books. The plenary task requires students to write a list of key words which were learned in the lesson today. 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 task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW. For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Infection & Response’ SoW. For more resources 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 activity is a revision activity for the ‘Infection & Response’ SoW, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)