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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 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 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 Pupils will firstly need to brainstorm ideas about the uses of aluminium, they can discuss their ideas with their partners and complete a mind map in their books. Some examples can then be revealed using the PowerPoint slide and pupils can check how many they got right, filling in any they may have missed. Pupils will then watch a video on the extraction of aluminium, students will need to answer a set of questions using the information provided in the video. Their work can be self-assessed using the answers provided. Students will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, students can check their work agaisnt the mark scheme provided. Next, students will be given a diagram of the electrolysis of aluminium oxide, pupils will need to complete this diagram by selecting the correct captions from a list provided on the board. Students can then check their work against the answers provided in the PowerPoint. The next task is a progress check, students will need to answer questions to assess their knowledge of what they have learnt so far this lesson. Pupils can then self or peer-assess their work using the answers provided. The plenary task is a 3-2-1 task, pupils will need to write 3 facts, 2 key words and one question to assess their peers knowledge of the topics covered 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 :)

PowerPoint and task cards aimed at a KS3 class (initially planned for Year 9) to complete a poster, written assignment and a model for a specific area of Science to present in a Science Fair. For each of the task cards a detailed list of requirements for each part of the project is included, with ideas for extension work to earn more points and homework ideas as well. I used this resource straight after my students had completed their end of year test as a fun and engaging activity, when complete pupils presented their projects to the class and I awarded certificates for best written assignment, best poster, best model and best overall project.

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 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 ‘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 starts by recapping on the role of negative feedback systems in homoeostasis, pupils will need to complete a flow diagram to demonstrate how a negative feedback system works. This can be completed in their books and marked using the answers provided. The next part of the lesson focuses on thyroxine and adrenaline, pupils are reminded of the roles of each of these hormones and they will then be given some extra information (provided) using which they will need to answers some questions on the topic. Detailed answers are provided for these questions so that pupils can check their work by either peer or self-assessment. The next activity is a ‘who am I?’ task, pupils will have covered a range of hormones by this point and will now be given a set of descriptions about different hormones, they can discuss with their partners and try to identify the names of each of them. Once completed this work can be assessed. The final task is an exam question about hormones, with the mark scheme provided. The plenary task is for pupils to write a text message to a friend describing what they have learnt 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 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 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 think > share > pair task for pupils to consider the definition of genetic engineering, once pupils have had a discussion about this the answer can be revealed. Pupils will then be shown a video about the steps involved with genetic engineering, pupils will need to answer questions whilst watching the video. Pupils can then check their work against the answers provided and correct anything they perhaps didn't get during the video. Pupils will then be given a diagram of the genetic engineering process, specifically using the example of the human gene for insulin being inserted into a bacterium. Pupils will need to copy the diagram into their books and choose the correct statements, from a jumbled list, to go with the correct steps. Pupils can self or peer-assess their work once this task is complete. The next part of the lesson is on the genetic modification of crops, pupils will firstly watch some videos which outlines various viewpoints of the growth and consumption of GM crops. Pupils should watch the videos and note down any benefits or problems they identify, a class discussion can follow this to ensure all students got the important points. The benefits of GM crops will then be highlighted to students with the aim to be used to feed the world's starving nations. After pupils have read through this they will be asked to come up statements that a collection of people might make about GM crops - an organic farmer, a charity worker for a world hunger organisation, a GCSE student and a GM scientist. The final activity is for pupils to complete the exam-style question on genetic engineering, once completed pupils can assess their work using the mark scheme provided. The plenary is for pupils to pick a task - either write a summary sentences including a list of key words or identify the questions for a list 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 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 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 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 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 :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. The lesson begins with a video on inheritance, students should watch the video and whilst watching this they will answer a set of questions about chromosomes and where these structures are found within a cell. Once this task is complete, students can self-assess their work using the mark scheme provided. Next, students are introduced to the idea of a gene. Students will be given the definition of a gene and will then need to complete a ‘Memory Test’ task which helps students to identify the locations of genes, chromosomes, the nucleus and cell membrane. Students will get a few minutes to study this image, they will then need to recreate it in their books. This task can then be self-assessed using the mark scheme provided. Next, students are shown another image, they will need to use what they have learned so far this lesson to identify the different structures. They can discuss their ideas in pairs before the answers are revealed using the PowerPoint. Students will then need to complete a ‘Who Am I?’ task, - matching the names of structures to the correct description. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Students will now be shown a diagram to depict how fertilisation takes place, a sperm and egg cell meeting, nuclei fuse and genetic material joins together to form an embryo where each body cell (except sex cells) contains 46 chromosomes. Students could sketch a diagram of this in their books. Lastly, students will watch a video on the discovery of DNA by Watson & Crick. Whilst watching the video they will need to answer a set of questions, once this task has been completed students should self-assess their answers using the mark scheme provided. The plenary task is an ‘Anagram Challenge’ - students would need to unscramble a set of words to reveal 6 key words from this lesson. There is an ‘Extra Challenge’ task for students to come up with a definition for each of these key words, the answers to the anagrams are 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 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 outlines the definition of deforestation and some key facts and figures about the destruction of forests around the world. The next task is for pupils to discuss why they think rainforests may be being cut down & the consequences this might have on a local & global scale. The next two slides outlines the four main reasons why rainforests are being destroyed and some of the consequences of their destruction, pupils can check their work against the answers provided. The next task requires pupils to watch a video and answers questions using the information provided in the video, once they have completed the question they can asses their work using the answers provided. Pupils will now be required to complete a recap task on the carbon cycle, they will be given a worksheet which they will be asked to fill in using the captions provided on the PowerPoints slide. Once this has been completed pupils can assess their work using the answers on the PowerPoint slide. The next part of the lesson focuses on the importance of peat, firstly pupils will be given a set of information about peat bogs and they will be required to answer questions using this information. This work can be self or peer assessed once it has been completed. The final task is for pupils to answer an exam-style question on the carbon cycle and deforestation. Pupils can assess their work using the mark scheme provided. The plenary task is for pupils to choose words from a list of key words to formulate three summary sentences on 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 homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘The Periodic Table’ For more lessons designed for KS3 and KS4 please visit my shop at: /teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, 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/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, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)