This task is designed for the NEW AQA A-Level Biology, particularly the ‘Biological Molecules’ 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 ‘Biological Molecules’ 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 ‘Biological Molecules’ 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 ‘Biological Molecules’ 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 NEW AQA Biology GCSE, particularly for the higher tier for 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: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by students being introduced to how bacteria are grown and then students will watch a video on the growth of bacteria, they will need to answer questions and then will assess their work using the answers provided. Using the information learnt from the video pupils will then need to fill out a method sheet to describe how you safely grow microorganisms on agar plates. Pupils will then complete an exam-style question on what they have learnt so far as a mid-plenary and check their work. (Optional practical activity: Instructions are given for pupils to now complete the practical to start growing cultures of bacteria on agar plates.) The last half of the lesson will focus on mathematical skills related to working out the number of bacteria in a population. Pupils will watch a video to help them answer questions and then will need to complete questions by themselves, all answers are provided. The plenary task is for pupils to summarise what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource for the NEW AQA GCSE Biology 'Infection & Response' unit. Please find further resources designed to meet specification points for the NEW AQA Biology, Chemistry and Physics specifications at: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly consider some traditional medicines such as digitalis for dropsy, willow trees for aspirin and penicillin mould. Pupils then consider the time and money taken to conduct a drug trial, as well as the stages that are involved. Pupils will watch a video to determine the definition of a placebo and a double-blind trial, pupils should also use the video to identify how clinical scientists maintain a fair test during a clinical trial. The next part of the lesson pupils will be introduced to what happens during the pre-clinical trial phase and the three stages of the clinical trial phase. Once students have learnt this they will need to match the key words to the definitions. They will also be given a set of 6 statements which they need to write in order, as a flow diagram, in their books to represent the stages of the drug trialling process. Pupils can then self-assess their work. There is a 6-mark question on what they have learnt this lesson. To really test pupils' knowledge they should try and complete this in the back of their books, perhaps giving them a set of key words as prompts. For a less able class, they should be able to use their notes from the lesson. Pupils can peer-assess their work using the marking criteria on the PowerPoint slide. All of the resources can be found on the PowerPoint slide, there is also extra resources at the end which could be used in an extra lesson or as a homework activity. Other lessons from the 'Infection and Response' unit can be found in my TES shop :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Organisms & their Environment’ 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 in the gas exchange in the leaf of a plant and limiting water loss begins with a starter discussion to remind students of the tissues found in leaves and the tracheal system in insects. Students will then be asked to think about the relationship between plant an animal cells and respiration of the two respectively. They should also consider when photosynthesis is taking place, and when it is not. The first task of this lesson is a diagram worksheet to label the structures of a leaf cell. Answers are on the following slide for self-assessment, followed by a light micrograph of leaf structure. The next task is to consider leaf adaptations for photosynthesis and identify the purpose of the adaptation (to absorb light, for gas exchange, reduce water loss, or transport). Answers follow for self-assessment. Students are then introduced to the stomata. They should make notes on the structure when the guard cells are swollen or shrunken. The next task is to answer three summary questions, sample answers are available on the following slide for self-assessment. The problem for all terrestrial organisms is water evaporation from the surface of their bodies. Students are asked to remember the various ways in which insects limit water loss before they are introduced to plant adaptations. Xerophytes are introduced as an example, including cacti and marram grass. Students will then complete a table using information cards about xerophytic adaptation, and four summary questions. Answers for both follow, for self-assessment. The final task is to complete an exam style question to consolidate their learning and self-assess to the sample mark scheme. The plenary is to write three sentences to summarise what they have learnt this lesson! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA 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 Monoclonal Antibodies and their uses begins with a review of antibodies, plasma b-cells and memory b-cells. Students should also describe the humoral immune response to a pathogen. Students are then introduced to monoclonal antibodies through description on the slides and a short video. They should take notes and be prepared to fill in a diagram using the statements on the slide. A complete diagram is on the following slide for self-assessment. The next slides introduce the use of monoclonal antibodies, and then explain how they may be used to target cancer cells, test for pregnancy, and create medical diagnoses. Students will then watch another video which explains pregnancy tests. They will answer a few questions while watching and may self-assess to the answers on the next slide. Another included task asks students to complete a table explaining how monoclonal antibodies are used in various methods, by using information cards posted throughout the room. Using this information students will think > pair > share to discuss ethical issues regarding the production of monoclonal antibodies. They will watch three short vidoes to inform their discussion and should include risks, benefits, and impacts on both the individual and society in their answers. Some sample discussion points are available in the notes below the slide. To consolidate, students will be given a mixture of information cards to sort into a table of advantages and disadvantages of monoclonal antibodies. The plenary task is to create a three-question quiz to test their peers on today’s lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Biology GCSE, particularly the ‘Homeostasis’ SoW and specifically 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: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an overview of the function of the four main lobes of the brain, pupils will be given cards of information which they need to use to complete a table on these functions. Pupils will then be introduced to further structures which they are required to know the functions of: medulla, cerebellum, hypothalamus and cerebral cortex. Pupils will need to use posters to complete a worksheet where they label a diagram of the brain and outline the roles of each of these structures. Following this is a card sort where pupils can assess their understanding of what they have just learnt. The next part of the lesson focuses on how scientists and doctors have gained evidence for the structure and function of the brain. Firstly students will watch a video and answers questions on Phineas Gage, which can be self-assessed once complete. This will then go on to describe the role of electrical brain stimulation and MRI scans in providing knowledge about the brain. This is assessed with a copy and complete summary sentence task and finally the plenary is a 6-mark exam question. 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, it contains some higher-tier only content. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson firstly begins with a description and definition for gene expression in a cell, this leads onto introduce the idea of a mutation. Pupils are given a definition of a mutation and are asked to consider whether mutations are always negative effects. This leads onto show the ways in which a mutation can affect a protein/enzyme in the body and the effect that could have on the function of body processes. Next is a quick check-silent 5 activity to assess students knowledge of gene expression and mutation, pupils can answer the questions in their book and mark their work using the answers provided. There is on further activity on mutations, pupils will watch a video on sickle cell anaemia and answer questions in their books. The next section of the lesson is on inheritance, firstly pupils are introduced to the idea of alleles and are shown the genotypes of three rabbits with either black or white fur colour to show that it is the combination of alleles that determines this characteristic. Pupils are asked to complete some questions based on what they have learnt so far, which can be assessed using the answers provided. Next pupils are introduced to the difference between genotype and phenotype, homozygous and heterozygous genotypes. Pupils will then be given a set of images and are asked to identify whether these images are representing a genotype or phenotype, if it is a genotype they are asked to determine if it is homozygous or heterozygous. This work can then be assessed. Pupils are now shown how to construct a genetic diagram using a worked example, they are then given another genetic cross for which they need to construct their own genetic diagram and work out the percentage of each offspring that would be present, this work can be self-assessed. The final task is on sex determination, pupils are introduced to the idea of X & Y chromosomes and are shown the combinations needed to produce a male or a female. Pupils will need to construct their own genetic diagram to show the percentage chance of a baby being male or female. This topic can also be assessed using an exam-style questions for higher ability pupils. The plenary activity is for pupils to write a glossary in the back of their books for any new key words they have learnt this lesson All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy 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: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of this lesson focuses on biodiversity, pupils will watch a video and have to answer questions whilst watching the video. Once complete pupils can self-assess their work using the answers provided in the PowerPoint. The next slide shows a graph depicting the human population growth in the last 8000 years and information describing the effect this is having on our planet. The next part of the lesson focuses on human impacts on biodiversity. Firstly pupils will need to come up with a mind map of all the ways in which humans use the land. As an extension task pupils can also discuss what impact this may be having on our environment. Some key ideas will then be gone through using information provided on the PowerPoint. Pupils will then watch a video on human impacts on biodiversity, using the information in the video they will need to answer a set of questions. Once this task is complete pupils can self-assess their work using the answers provided. The next task focuses on waste produced from human activities, each pupil will be given a card of information on a specific pollutant and the effect it has on the environment. Pupils will need to walk around the room trading information in order to complete a table of information on these pollutants. The very last task is an exam-style question, higher tier pupils can complete this question in the back of their books without looking at their notes from the lesson. Once completed pupils can assess their work using the mark scheme provided. The plenary task is for pupils to write 3 facts, 2 key words and 1 question 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 is a lesson designed to meet specification points for the new AQA Trilogy GCSE Biology ‘Bioenergetics’ scheme of work. The lesson begins by pupils being introduced to the term ‘photosynthesis’ and then being asked to consider the raw materials that plants need in order for photosynthesis to occur. Pupils are then given three minutes to write down everything they have learnt about photosynthesis so far, with an extension task to write the word equation for the reaction. In the next part of the lesson pupils are introduced to the word equations and are challenged to write a balanced symbol equation for this reaction. Mid-lesson plenary involves a set of exam-questions (total marks = 9 marks) which they can complete in silence and then peer or self-assess using the mark scheme provided. Pupils are then introduced to the concept of endothermic and exothermic reactions, they are given the definition for an endothermic reaction and are then asked to ‘think, pair, share’ with a partner about what an exothermic reaction might be and whether photosynthesis is endothermic or exothermic. After 5 minutes, pupils are given the answers and they can mark their work. The final activity is for pupils to watch a video on the scientific investigation conducted by Van Helmont, pupils watch the video and answer questions on a worksheet which can then be self or peer-assessed using red pens. Pupils can choose their plenary activity - either writing quiz questions on the topic of the lesson or summarising what they learnt by writing a twitter message along with #keywords. All resources are included in the PowerPoint presentation, thank you for purchasing :)

This is a lesson designed to meet specification points for the new AQA GCSE Trilogy Biology 'Cells' SoW. For more resources designed for the new AQA GCSE Trilogy Biology, Chemistry an Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils completing a comprehension task, they will need to read details on the history of the microscope and answer questions into their books. Once finished pupils will need to then self-assess their work using the answers provided in the PowerPoint presentation. Pupils are then introduced to the idea of 'resolution' - the definition for which they need to know so pupils could write this down in their books. The next part of the lesson will focus more on maths skills related to microscopy, pupils will firstly need to calculate the overall magnification of a microscope using the objective lens and eyepiece lens magnifications. The next skill pupils will learn is to change units of measurement from cm > mm > um > nm. The next calculation pupils will need to know is how to calculate the actual size of a specimen being observed down a microscope. Pupils will be introduced to the calculation and then given a couple of example questions, pupils can attempt to have a go at these themselves. The following slide goes through step-by-step how you would calculate the answers to these questions. The plenary is a 'Silent 5' task where pupils will need to answer questions based upon what they have learnt during the lesson.

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: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to fossils, a definition of a fossil and a task for pupils to think > pair > share how the remains of dead organisms could be preserved for millions of years. After a short classroom discussion about the ideas pupils have come up with, pupils can move on to the next task. Pupils will each be given a different piece of information on the ways in which fossil remains can be preserved. Pupils can move around the room and discuss their cards of information and use each others to take notes on these processes. Pupils will then watch a video on how fossils are formed, using this video pupils will need to answer questions in their books. This work can be self-assessed using the marking criteria provided. The next part of the lesson focuses on why fossils do not provide a complete record of evolution. After this has been explained, using the information and images provided on the PowerPoint slide, pupils can complete some quick check questions on what they have learnt this lesson. Once complete pupils can mark their work using the answers provided. The final task is for pupils to complete a table to demonstrate the evolution of the horse, they will each be given a card of information on a particular stage of evolution. They can use each other to complete the full picture of how the horse evolved, completing their own table in chronological order. The last task is a set of exam-style questions on what pupils have learnt this lesson, they can answer these at the back of their books for an extra challenge. A mark scheme is provided for pupils to assess and correct their work once it is complete. The plenary task is for pupils to summarise what they have learnt this lesson as three facts, three key words and a question to test their peers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson from the NEW AQA specification on defence mechanisms of the body, from the ‘Infection and Response’ module. This lesson is part of a 12 lesson bundle for the NEW ‘Infection & Response’ Unit, found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by recapping on what a communicable disease is and what risk factors can increase the likelihood of a communicable disease spreading from person to person. Students are then given an outline of a human body, they will need to label it with the various different ways pathogens can enter the body. Pupils can then mark and check their work against the examples on the PowerPoint slide. Students then discuss how your body may stop pathogens entering via these various different entry routes and you can use the information on the PowerPoint slide to highlight these various defence mechanisms. Pupils can spend time annotating their diagram to display these defences and peer-assess their work - R/A/G. Next, is the introduction of white blood cells, you can explain their different roles using the diagrams on the PowerPoint slide and by use of the video/animation links. Pupils should then fill in a table of information using as many key words as possible, pupils should self-assess their work to check for the correct use of the key terms. Plenary - past-paper question which I get pupils to complete in silence and hand to me as they leave (exit card). I will then mark and grade it for the next lesson, but equally they could complete and mark within the lesson. All resources are included within the PowerPoint presentation. Enjoy :)

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 an introduction to variation and what it means to belong to a species. Students will then be shown images of four different people and will be asked to note down the ways in which the people are different from one another and why. This will lead into the next PowerPoint slide which shows images of characteristics which are inherited - lobed/lobeless ears, eye colour, natural hair colour. Students can make a note of these in their books as examples. Next, students will be shown images of characteristics which could be due to the environment - weight, tattoos/scars, piercings, strength. Students will now focus on inherited variation, they will be asked to think about their own characteristics and then compare this to a family member - parents/grandparent. Students should then complete a mind map of the characteristics they have inherited from different people, e.g. I have inherited my eye colour from my Dad. If complete, there is an ‘extra challenge’ question for students to consider why they are not identical to either one of their parents. Next, students will be shown examples of environmental factors which lead to certain types of environmental variation. For example, where you grow up and the football team you support. Students will then need to complete a task which requires students to match the correct environmental factor with the correct type of environmental variation. This task can then be marked and assessed using the mark scheme provided once complete. The last task requires students to consider a world in which there is no variation, where everyone looked the same as one another. Students will then need to describe the advantages and disadvantages of this world and explain whether it would be a world they would like to live in. The plenary task requires students to spend a minute talking 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 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’ activity which requires students to consider the definition for the term ‘evolution’. After students have had some time to talk about this, their ideas can be shared with the class and the answer can be revealed for students to check and correct their work. This leads into an introduction to the fossil record as means of evidence for evolution, students will then need watch a video on the formation of fossils - during which they will answer a set of questions. Students can now mark and assess their work using the mark scheme provided. Students will now be introduced to the idea of ‘Natural Selection’, they will be told the mechanism by which this works by using the example of girraffes with longer and shorter necks. Students will now be asked to complete a cartoon strip to summarise this process, once this task has been completed students will be able to mark and assess their work using the answers provided in the PowerPoint presentation. The last part of the lesson students will be shown a video on examples of natural selection in action. Whilst watching this video, students will need to answer a set of questions, once this has been completed students can self-assess their work using the answers 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 is a lesson for the new AQA GCSE Biology Specification, it particularly meets specification points from the 'Infection & Response' unit. This lesson is part of a 12 lesson bundle for the NEW 'Infection & Response' Unit, found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by pupils thinking about the type of risk-factors that increases someone's chances of developing cancer. The lesson then goes on to introduce the definition of cancer and identifies some of the parts of the body that cancer can most commonly affect. Pupils are then given, in pairs, the definition of malignant and benign tumours, they will need to teach their peer the definition of this word for their peer to write down - not just read it and copy it from the piece of paper! The slide will outline what happens if the cancer metastasises, there is a video demonstrating how cancer can spread from one part of the body to another. The next activity pupils are given a grid with symbols/diagrams on, pupils will need to identify the risk-factors of cancer that these diagrams represent. Some are a little more difficult than others, I have included the names of the more difficult ones on the board but you can it more/less challenging to suit the ability of your class. Once finished pupils can self-assess their work using red pens. For the plenary pupils will answer a past-paper question and then peer-assess their work.

This is a lesson aimed at the new AQA GCSE Biology (2016) - ‘Cells’ SoW. The lesson begins by identifying examples of prokaryotic and eukaryotic cells, pupils can begin to think about the structural differences between these two types of cells. Next, pupils are given a worksheet plus an additional card of information on either the structure or function of a bacteria cell. Pupils will need to walk around the room and trade the information on their card with others to fully complete a labelled diagram of a bacteria cell and descriptions of the functions for each structure. Once completed pupils can peer or self-assess their work using the information within the PowerPoint slide. The next activity requires pupils to apply their knowledge of the structure of bacteria (prokaryotic) cells and compare this to the structure of eukaryotic cells, pupils need to construct a list/table in their books to identify the similarities and differences between these two cells. Pupils can then self-assess their work against the list provided in the PowerPoint slide. The next activity is an assessment activity, pupils will need to complete the past-paper question in their books and again self/peer-assess their work using red pens. The final activity involves a list of ‘True/False’ statements, to gauge the progress of the class this could be completed by students holding up red/amber/green cards to identify whether they think the statement is true or false. All resources are included in the PowerPoint presentation, please review to provide me with feedback :). Thank you.

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Homeostasis’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/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 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: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction of food chains, pupils are asked to watch a video and answer a set of questions. Once complete pupils can self-assess their work. The next part of the lesson teaches students about trophic levels, firstly there is a diagram demonstrating the meaning of terms such as ‘producer’ and ‘primary consumer’ and how these correspond to trophic levels. Pupils can then have a go at matching the correct trophic level to the correct title, definition and example. Once complete pupils will self-assess their work using the mark scheme provided. Students can now have a go at constructing their own food chain or food web using a set of animals cards, once arranged they should write the order in their books and correctly level the trophic levels and whether the organism is a producer, a primary, secondary or tertiary consumer. The next part of the lesson focuses on biomass, firstly a definition is given to students and then they will need to watch a video on biomass and answer a set of questions. Once this task is complete they will be able to mark their work against the answers provided. The last task is for pupils to complete a worksheet on biomass, the answers can be written into their books and either peer r self-assessed once complete. The plenary task is for pupils to turn to the back of their books and write a detailed description of the flow of energy & changing biomass through a food chain using a selection of key words as prompts. 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: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils are firstly given some information, in pairs, on how temperature can affect the rate of decay. They are asked to read through the information and complete a set of questions. Once this task is complete pupils can self-assess their work using the answers provided. The next task is for pupils to think > pair > share ideas about how you could stop or delay the decay process with food. Some images are provided on the PowerPoint slide as a prompt to help students, they can also use the information from the first task to help them come up with ideas. Once pupils have been given time to write their ideas down you can discuss as a group and then reveal the 5 main ways in which foods can be preserved. Pupils will then be given a set of information about each of these preservation methods, they need to use this information plus the information from the first task they completed to explain how each of the methods helps to prevent or delay the decay process. Pupils can then self or peer assess their work once complete. For the next task pupils are asked to use information posters places around the room or on their tables to answer a set of questions about decay & recycling. Once pupils have completed these questions they will need to assess their work using the answers provided. The very last task is an exam question that pupils can either complete in silence at the back of their books - higher ability - or perhaps use the work they have completed this lesson if they are lower ability. The plenary task is for students to write three sentences to summarise what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)