This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on mitosis begins with a review of cells, viruses, and a discussion about the differences between mitosis and meiosis. To begin discussing mitosis, students will watch a short video describing the cell cycle and make notes on a worksheet. They can self-assess with the following slide and discuss any missing information. The next few slides are lecture style, they teach chromosome structure and define mitosis. Students should answer the discussion question “why is mitosis such an important process in organisms?” To check their discussion, points to note can be found in the ‘notes’ section under the slide. The lesson then defines each phase of mitosis before asking students to complete a jumbled sentence activity to synthesise their notes on the phases. The worksheet features jumbled sentences, and diagrams of the phases of mitosis for matching. The un-jumbled sentences are in the following slide so students may self-assess their worksheets. The next section defines cytokinesis in plant and animal cells then asks students to identify the stages of mitosis by microscopic images. They should give reasons for their choices and the answers can be found in the ‘notes’ part of the slideshow. This activity is built on through a mini-whiteboard activity in which students should identify the stages of the cell cycle and explain what is happening during this stage. The lesson ends with an exam style question which asks students to explain how mitosis leads to two identical cells. A mark scheme for this question is on the following slide. The plenary task is to complete a sentence in their book reflecting on their learning throughout the lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, 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 :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the levels of organisation found within multicellular organisms. Students are then asked to sort the following into the correct order, according to size: cell, organ system, tissue and organ. Students are then shown the definitions for each of the following: cells, tissues and organs before being asked to complete a mind map of organ systems they alread know of. After spending a few minutes on this task, some of the example answers can be revealed for pupils to mark their work. Students are now given a list of organs and are asked to pick the organs which belong to the digestive system, respiratory system and water transport system of plants. Once this task has been completed, students can self-assess their work using the mark scheme provided. The next activity requires students to match the correct organ system name to the correct role of that organ system and then pupils need to complete a fill-in-the-blank task, the answers to both these tasks are included in the PowerPoint for students to self-assess their work. Lastly, students are given a card sort containing organs/cells/tissues - students will need to match the correct cell to the correct tissue and then organ, this can be stuck into a table in their books. This work can then be self-assessed using the mark scheme provided. Students will finally complete a ‘Team Poster Challenge’ to end the lesson. The plenary requires to spend one minute talking to the person next to them 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 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an activity whereby students are asked to sit quietly for a few minutes and think about what is happening to their bodies when they breathe in and out. Hopefully students recognise that their chest rises up as muscles contract and relax. This then leads to a video, students should watch the video and whilst watching they will need to complete a fill-in-the-blank task which summarises what is happening inside the lungs during inhalation and exahalation. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Next, students will be given a cartoon strip demonstrating the stages of both inhalation and exhalation, with some information missing. Higher ability students will be given a cartoon strip where they need to create captions for each diagram, lower/middle ability students will be required to fill in the blanks for each caption. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Next, the bell jar model is introduced which demonstrates what happens to the lungs during inhalation and exhalation. The teacher can conduct a demonstration using the bell jar model, students will need to come up with an explanation for what is happening when the teacher either pulls down on the rubber sheet or pushed upwards on the rubber sheet. Students can check their responses to this task using the answers included in the PowerPoint presentation. The last slide shows students the practical apparatus that can be used to measure total lung volume in the lab, students can have a go at using this apparatus if there is time at the end of the lesson. The plenary is a word search activity, students will need to find a list of words which are related to the breathing and gas exchange lessons. 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 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a video of a song about bones, students can watch the video a couple of times whilst trying to fill in a worksheet to label the main bones of the body. Once students have tried to do this, they can check their work against the answers included in the PowerPoint. Next, students are introduced to the structure of a bone - living tissue which is comprised of hard and spongy parts, along with bone marrow. Students can take some time to sketch a cross-section of the bone into their books, adding labels of these three main parts. The next part of the lesson focuses on the function of the skeleton, firstly students are asked to ‘Think > Pair > Share’ their ideas about the function of a skeleton. After a short class discussion students can feed their ideas back to class and the answers are revealed for students to mark and correct their work. To summarise the main functions, students should complete the ‘copy and complete’ task, this can be marked using the mark scheme included. Lastly, in pairs students will read some information about vertebrates and how to protect the skeleton. Students will need to answer a set of questions using this information, they can complete the task in their books and talk to their partner for help. The mark scheme for the task is included in the PowerPoint presentation so students can mark their work once it is complete. 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 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a recap of the key terms learned over the last few lessons on the topics of the skeleton and joints, students need to match the structure to the correct function. This work can then be self-assessed using the answers provided. Next, students will need to discuss the body muscle groups they already know of with their partner and then create a mind map of their ideas in their books. Students can then check their work against the answers revealed on the PowerPoint. The next activity requires students to correctly label the diagram of the human body with the muscle groups and then identify the function of each muscle group from a list provided. The mark scheme for this task is included for students to mark and correct their work. The next part of the lesson focuses on the antagonistic pairs of muscle. Students are shown a diagram of how biceps and triceps work together to either move the forearm upwards to downwards. After viewing the diagram and the explanation, students are asked to complete a fill-in-the-blank task to summarise this process. Their answers can be self-assessed using the PowerPoint presentation. Lastly, students will complete a progress check in their books - this is a set of questions based upon what they have learned this lesson. This task can be self or peer assessed using the mark scheme provided. The plenary task requires students to write three quiz questions to test their peers 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 lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the gases that we breathe in and out of our bodies, via the respiratory system. Students will then be shown a diagram of the main components of the respiratory system, they will have 3 minutes to try to remember the locations of as many structures as possible. The image will then be taken away and they will be give a blank worksheet, without the labels, now they will need to correctly identify as many structures as they can remember. This work is then self-assessed using the mark scheme provided. The next activity requires students to watch a video, whilst watching they will need to answer a set of questions about the structure and function of the respiratory system. Once complete students can self-assess their work using the mark scheme provided. The next part of the lesson focuses on composition of gases in inhaled air vs. exhaled air. Students will be given a worksheet which provides some data on the percentage composition of gases in inhaled vs. exhaled air, students will need to answer questions using this information. The mark scheme for this task is included in the PowerPoint for students to assess their work once it is complete. The plenary task requires students to complete an exit card which will include 3 things learned this lesson, 5 key words and 1 question to test your peers knowledge of what was 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 B1.3 Module on ‘Reproduction’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the menstrual cycle and the definition of a period. This leads into a video on the menstrual cycle, students will be given a worksheet of questions which they will need to answer whilst watching the video. This work can be self-assessed using the answers provided on the PowerPoint. Next, students need to understand what is happening on different days of the menstrual cycle. They will watch another video, using this they need to outline the events which occur on Day 1, Day 14, Days 7-28 of the menstrual cycle. Once complete, students can mark and correct their work using the mark scheme provided. The next part of the lesson focuses on contraception, firstly students will be given a card of information about contraception - condoms and the contraceptive pill. Students will need to read the information and answer a set of questions, this work can be assessed using the mark scheme provided once complete. The last task is an assessment task, to check students understanding of key terms learned over the last few lessons on reproduction. Students will need to match the correct term to the correct definition, this work can assessed using the answers provided. The plenary task requires students to write a Whatsapp message to their friend, explaining 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 task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, 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 :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, 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 :)

This resource contains 19 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 Biology Units: B1.1 Cells B1.2 Structure & Function of the Body Systems B1.3 Reproduction The resources were designed with the Year 7 Activate course in mind, it contains 6-8 weeks worth of lesson content!! You can find more lesson bundles aimed at the KS3 and KS4 Science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience The lessons contain a mix of differentiated activities, videos & animations, progress checks and more than two opportunities, per lesson, for self/peer red-pen assessment of tasks.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the definition for ‘gametes’, students will learn the role of the gametes in fertilisation and the specific structural features that sperm and egg cells possess which help them to carry out their function. Once students have learned about this, they will then complete on gametes structure to function. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students are now introduced to the idea of fertilisation, a description of the process is provided, which students could take notes on in their book. This is followed by a task whereby students are given three terms - fertilisation, sperm cell and egg cell - using a bank of key words they will be required to write a definition for each. Next, students are shown a labelled diagram depicting sexual intercourse as well as an explanation of the process. The explanation should be read through as a class, answering any questions where necessary, before students are asked to complete a ‘progress check’ of questions on sexual intercourse. This work can then be self-assessed using the mark scheme provided. Lastly, students are shown a video of the journey a sperm cell has to make to reach an egg cell. Whilst watching the video, students will need to fill in the blanks on a cartoon strip depicting these events. Again, the mark scheme for this task is included in the PowerPoint for students to either self-assess or peer-assess their work. The plenary task is a 3-3-1 reduction, students need to write down 3 facts and 3 key words from the lesson today, as well as 1 question to test their peers knowledge of what was learned. 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 A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, 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 :)

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: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a ‘Think > Pair > Share’ task, students are asked to consider how to define ‘competition’. After a short discussion, the correct definition will then be revealed so students can take notes of this in their books. Next, students will be given a set of resources which animals/plants compete for, students will be asked to sort these resources into columns, either those that animals compete for, those that plants compete for or those that both animals and plants compete for. Once this task has been compelted, students can self-assess their work using the mark scheme provided. Next, students will watch a set of videos on competition between animals and plants, whilst watching the video they will need to complete a table for information to include - a resource - how organisms are competing for this resource - an explanation of how it is competing for the resource successfully. The work students have completed at the beginning of the lesson can then be summarised by a fill-in-the-blank activity, students should complete this in their books and it can then be marked and assessed using the answers provided. The second part of the lesson will focus on adaptations, students will firstly watch a video on adaptations, whilst watching the video they can answer a set of questions. The answers to these questions are included so students can assess their work once it is complete. Lastly, students will read through information stations around the room, which list adaptations of organisms which live in colder climates, warmer climates and dry climates. Students will need to complete a worksheet using these information sheets. The plenary activity requires students to come up with a set of three quiz questions to assess students 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 B2 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a video, students will watch the video and they will need to note down the ways in which animals cope with changes in seasons. After students have watched this video, they can then mark and assess their work using the mark scheme provided. Students will now be shown a photo of a snowshoe hare in the winter and in the summer, students should ‘Think>Pair>Share’ their ideas about why the hare changes its coat between the summer and winter, what advantage is this to the hare? After students have had chance to discuss their ideas, the answer can then be revealed so students can check their work. Next, students will be given some information and data about Jack Rabbits and Coyotes. Students will need to use the image of these organisms (on the board) and the data to answer a set of questions. Once students have completed this task, the work can be self-assessed using the mark scheme provided. This leads into the next part of the lesson on predator-prey relationships, students will need to fill in the blanks on a worksheet which describes the changes which occur to predator and prey populations as one increases/decreases. The paragraph summarises the interdependence between predator and prey populations. Lastly, students will watch a video on the types of threats organisms may face in their natural environment and how organisms cope with these. Students will be asked to summarise the ways in which organisms cope with a changing environment whilst they watch the video. Their work can then be marked and corrected using the mark scheme provided on the PowerPoint presentation. The plenary task requires students to write a twitter message about what they have learned today, including #keywords. 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: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a whole-class task for students to carry out, firstly they are asked to organise themselves according eye colour, then gender and then lastly height. After they have completed this task, students will be asked to ‘Think > Pair > Share’ their ideas about the way in which they organised themselves for these different categories. How did they differ from on another? This leads into an introduction to continuous and discontinuous variation. Firstly, students are introduced to the idea of discontinuous variation as being a type of variation which can be categorised into distinct groups - e.g. eye colour/gender. Secondly, students are introduced to the idea of continuous variation as being a characteristic which can take any value within a range, e.g. height. Students will now be organised into groups and each group will be assigned a characteristic - e.g. handedness, arm length etc. In their groups students will need to complete a survey of the class to collect data from at least 20 people. Once this is complete, students are asked to consider which of the characteristics they have surveyed are examples of continuous variation and which are discontinuous variation. The answers to this task will then be revealed using the answers provided on the PowerPoint presentation. The next part of the lesson focuses on how students should plot graph displaying either continuous or discontinuous variation - histogram and bar chart, respectively. Now students will need to go back to their groups, using the data collected on their characteristic they surveyed they will now need to produce their own graph. Lastly, students will need to complete a worksheet which will assess their knowledge of what they have learned this lesson. This work can the be self-assessed using the mark scheme provided once the task is complete. 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: https://www.tes.com/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 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: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a video on extinction, including an extra challenge task for pupils to come up with a definition of extinction. Whilst students are watching the video they will have a set of questions to answer, once this task has been completed students will self-assess their work using the mark scheme provided. Students will now be asked to ‘Think > Pair > Share’ their ideas about what causes extinction to occur within a species. Students will be given a few minutes to talk about this amongst themselves, before feeding back to the class. The answers will then be revealed using the PowerPoint presentation, students can mark and check their work against this mark scheme. Students will now be given cards of information on the 5 main causes of extinction: habitat destruction, introduction of new species, hunting & fishing, environmental changes & new diseases. Students should summarise this information in their books, writing a few sentences for each cause. In groups, students will be given cards of information on different organisms and the reasons why they are being pushed to extinction. Using this information students will need to complete a table of information to include 5 different organisms which are now extinct. Lastly, students will consider ways in which scientists are trying to prevent extinction. Each student will be given some information about the role of a gene bank, examples include: pollen banks, seed banks, cryobank & a tissue bank. They will then need to move around the classroom, sharing information with each to complete a summary table. This task can the be self-assessed using the mark scheme provided in the PowerPoint. The plenary task requires students to pretend you are a conservationist working for a charity that is trying to stop the extinction of one of the organisms you studied earlier in the lesson. Write a twitter message to your followers to raise awareness of the issues that are critically affecting this organism. 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 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a recap on the different organs of a plant – students should be able to name and correctly label the stem, leaves, flower and roots. Students will also need to correctly identify the function of each of these organs, this task can be self-assessed using the mark scheme provided. Students will then watch a video on leaves and the structure of leaves, students will need to answer a set of questions whilst watching this video. This work can then be self-assessed using the answers provided on the PowerPoint. The next task requires students to complete a worksheet which focuses on the adaptations of the leaves, this work can be self-assessed using the mark scheme provided once complete. The last activity then requires students to complete a worksheet which focuses on labelling structures and functions of a leave, this involves filling in boxes which surround a diagram of a cross-section of a leaf. The plenary task then requires students to ‘pick a plenary’ – students can either summarise what they have learned in three sentences or write a definition of a set of 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 KS3 Year 8 Science course, specifically the B2 1.3 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a list of minerals that plants need to survive - magnesium, phosphates, nitrates and potassium. Students will need to ‘Think > Pair > Share’ their ideas about how plants receive their minerals. After a short class discussion, students will be shown a diagram which demonstrates how mineral ions are taken up by the plant. Students will now watch a video, this video will go through some of the symptoms of different mineral deficiencies. Whilst watching the video, students will need to note down these symptoms. This task can be marked and corrected against the mark scheme provided once complete. The next part of the lesson will focus on farming methods, students will each be given a different bit of information on a method employed by farmers to increase crop yield. Students will need to walk around the room to share information on these methods in order to complete a summary table. This can then be self-assessed using the mark scheme provided on the PowerPoint. Lastly, students will now design and complete a pamphlet of information for farmers to help them decide which type of minerals their plants may be deficient in, this should include images of a healthy plant as well as unhealthy plants depicting various mineral deficiencies. The plenary task requires students to write a Whatsapp message to a friend, explaining 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 :)