This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ 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 with a ‘Think, Pair, Share’ task to get students thinking about what the rate of a reaction tells us about that chemical reaction. After a short partner and class discussion, the answer can be revealed to the class via the PowerPoint slide. This is followed by a task whereby students need to place a mixture of chemical reactions in order of their speed, getting students to think about which of these reactions might have the fastest rate of reaction. Students are then introduced to the two ways in which scientists can measure the rate of reaction - how much product formed/how much reactant is used up over a given time. Students will be asked to read some information about this topic and then answer questions on it, this work can be self-assessed using the answers provided in the PowerPoint. Students will then watch a video on how to calculate the rate of a reaction using a graph, students can self-assess their answers using those provided in the PowerPoint presentation. Students will then practice these skills by plotting a graph using a set of data, which they will then need to use to answer a set of questions, this can be self-assessed using the mark scheme provided. The next video outlines how students can use a graph to a work out the rate of a reaction at a fixed point, students will answer questions whilst watching the video and then self-assess their work using the answers provided. Lastly, students will again practice this skill by plotting a graph using data provided and then will need to use the graph to work out the rate of reaction at different fixed points. This work can be self-assessed using the answers provided. The plenary task is is for pupils to complete one of a choice of sentences starters, which would summarize 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 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly watch a video on the changes of state, this outlines processes students have covered in previous lessons as well as new processes such as evaporation, condensation and sublimation. Whilst watching the video, students will need to answer a set of questions, this work can then be self-assessed using the mark scheme provided. Students will now need to copy and complete a diagram to demonstrate the changes of state which occur between solids, liquids and gases. This work can be assessed using the mark scheme provided once it is complete. Students are now given an explanation of evaporation using the particle model, students can take notes on this process - including a particle diagram to depict the process. After this students are given a set of statements which either describe the process of boiling or the process of evaporation, students should sort these statements into the correct columns. The answers for this task are included on the PowerPoint for students to assess their work. Students will now be asked to ‘Think > Pair > Share’ their ideas on the factors which could affect the rate of evaporation. Once students have had a chance to discuss their thoughts, they should feed back to the class before the answers are revealed. Lastly is a ‘true or false’ assessment task, students need to read the statements and decide whether they are true or false. This work can be assessed using the mark scheme provided. The plenary requires students to spend a 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ 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 starts with a video on ionic bonding, students need to watch the video and answer a set of questions, once complete pupils can self-assess their work. Pupils are then asked to think > pair > share how the group number relates to the charge on the ions formed from that group. Using the PowerPoint presentation you can then demonstrate the link between group number and number of electrons lost/gained by a specific atom, students can use these rules to help work out the charges on ions formed. To assess their knowledge of this, pupils will be asked to copy and complete a table to identify the number of protons, electron, the electronic configuration of an atom and of the ion of that atom, as well as the ion’s charge. Pupils can self or peer assess their work using the answers provided in the PowerPoint presentation. The next part of the lesson is for pupils to consider the ionic bond formed in calcium chloride, students will first need to draw the electronic configuration of a calcium and chlorine atom and then looking at the structure try and work out how an ionic bond might form between them. Once pupils have had a go you can reveal the answers using the diagrams and descriptions provided in the PowerPoint presentation, for those pupils who were unable to work it out it may be best for them to copy down the diagram in their books. Pupils will now be asked to draw diagrams to demonstrate the ionic bonds formed between a set of elements - calcium and oxygen, potassium and chlorine, sodium and oxygen, magnesium and chlorine. Once complete they can assess and correct their work using the answers provided in the PowerPoint presentation. The last activity is an exam-style question which pupils can complete in silence, and at the back of their books if it is a higher ability class. When complete the work can be red-pen assessed using the mark scheme provided. The plenary activity is for pupils to summarise what they have learnt in the lesson in three sentences, using as many of the key words provided 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 'Using Our Resources’ 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 Students are firstly given a set of different objects on their desks and they are also provided with a list of properties, for each object students need to use the words from the list provided to identify the object’s properties. This work can be self-assessed using the mark scheme provided. The next task for pupils to complete is an ‘Each one, teach one’ task - in pairs, pupils are either given information about glass or ceramics, they need to learn the information and teach each other so they are able to complete a table of information on both. This work can then be peer or self-assessed using the mark scheme provided. Next, pupils will watch a video about different composite materials - they will need to answer a set of questions whilst watching the video and this can be marked using the mark scheme provided. The next activity is for pupils to investigate the differences between reinforced concrete vs. normal concrete. Finally, students will complete a ‘Quick Check’ activity - pupils will need to answer a set of questions to summarise what they have learned this lesson. This work can be self-assessed using the mark scheme provided. The plenary activity requires pupils to write a Whatsapp message to their friends outlining what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a video animation on melting and freezing, along with written definitions that students could use to take notes down in their books. This leads into a task whereby students need to explain what is happening to the particle arrangement of a solid as it melts in a liquid, and of a liquid as it turns back into a solid during freezing. Students will watch a video first, then will have a go at coming up with their written explanations. Their answers can then be checked against the ones included in the PowerPoint presentation, students can mark and correct their work. Next, students are introduced to the idea of pure and impure substances are an explanation of how this affects the melting point of a substance is included. Students can investigate the melting point of stearic acid by carrying out a practical investigation, the equipment list and method for this investigation is included on the PowerPoint for students to follow. Their results should be recorded in a suitable table and can be plotted onto graph paper as an extension task. Next, students are given a diagram of the changes of state and are asked to draw a particle diagram for each of the states of matter, to show the transition between the states. This work can be self-assessed using the answers provided. Lastly, students will be asked to complete a ‘Progress Check’ task to assess what they have learned so far this lesson. The mark scheme for this task is included on the PowerPoint. The plenary is a ‘pick a plenary’ task, students can either summarise what they have learned so far this lesson in three sentences or write definitions for 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 Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. 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 an introduction to different examples of exothermic reactions, this includes video links to more exciting exothermic reactions like the thermite reaction and the screaming jelly baby. Students are also told the definition for an exothermic reaction. Students are now asked to consider what an endothermic reaction is, now that they know the definition for an exothermic reaction. Students are asked to ‘think > pair > share’ their ideas, eventually feeding back into a class discussion and the definition can then be revealed, as well as two two examples. Students will now watch a video on exothermic and endothermic reactions, whilst watching the video they will answer a set of questions. Once this task has been completed, students can self-assess their work against the mark scheme provided on the PowerPoint. Students will now complete an investigation to identify whether a set of three chemical reactions are exothermic or endothermic. They will start the reaction and then measure the temperature over a set period of time, finally working out the change in temperature to determine which type of reaction has occurred. Students can follow instructions on the practical worksheet and record their results in a table drawn into their books. Finally, students will complete a ‘quick check’ task - whereby they will need to answer a question on the topic of the lesson, this can then be checked against the answer provided on the PowerPoint. The plenary task is an anagram challenge, students need to unscramble a set of anagrams which then spell out a set of key words from the last few lessons on reactions. 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 C3 ’Reactions’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly be shown a demonstration of magnesium being burnt in air, students are asked to predict whether they think the mass of the product will increase, decrease or stay the same. Students are asked to explain their prediction. The demonstration is then carried out, students should record in their books the mass of the magnesium before burning and then the mass of the magnesium oxide after burning, from this they can deduce the mass of the oxygen needed to burn the magnesium. Students can then check their predictions to see if they were correct or not. Now, students can summarise what they have learned by completing a ‘fill-in-the-blank’ task which is a definition for the ‘conservation of mass’ in chemical reactions. This task can be self-assessed against the mark scheme provided. Students will now also complete a ‘Quick Check’ task where they are asked come questions to test their knowledge of what they have learned so far, this work can also be marked against the mark scheme provided. Students will not complete a match-up task, students are asked to complete the sentences by matching the correct phrases together. This helps students to explore the idea of the law of the conservation of mass, considering how this applies to reactions involving solids, liquids and gases. Again, the mark scheme for this task is included for students to check and correct their work. The latter part of the lesson is on balancing equations, students are firstly introduced to the process by which students should balance an equation, demonstrated by the example of magnesium + oxygen -> magnesium oxide. A few more examples are used to talk students through the process, then students will complete a step-by-step worksheet which introduces them to balancing equations at a basic level. The mark scheme for this task is included in the PowerPoint for students to self-assess their work. The plenary task requires students to complete a 3-2-1 reduction of the lesson, to include 3 facts 2 key words and 1 question to test their 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 KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’. 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 an introduction to the elements found within Group 1 of the Periodic Table - The Alkali Metals. Students will also learn some of the properties of the Alkali Metals which make them similar to other metals. Students will now focus on the reaction of alkali metals with water, students will learn what happens with lithium is placed in water - including the word equation for this reactions. After learning this, students will then need to copy and complete the word equations of other alkali metal reactions with water. This task can then self-assessed using the mark scheme provided. Students will now draw a table in their books before watching a video on the different reactions of Group 1 metals with water. Students will need to note down observations whilst watching the video. After completing this task, students are asked to ‘Think > Pair > Share’ their ideas about how they think rubidium and caesium will react with water. After this task, students can assess their work and also watch a another video to find out if their predictions about rubidium and caesium were correct. The next activity requires students to read a paragraph of information about the alkali metals, students will then need to answer a set of questions using this information. Once complete students can self-assess their work using the answers provided on the PowerPoint. The last activity is a ‘True or False’ activity, students will need to decide whether the statements are correct or not. The answers are provided for this task so students can check their work. The plenary activity requires students to write down three facts, three key words and one question 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 C1.1 ’Particles & their Behaviour’ 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 on the process of ‘boiling’, students will need to answer a set of questions whilst watching the video. Once complete students can self-assess their work using the mark scheme provided. Students are then shown a method they could use to measure the boiling point of a liquid, they are given tips for what to look out for - e.g. bubbles of gas forming in the liquid and also an increase in temperature which then plateaus at a certain point without increasing further. Next activity is a ‘progress check’, students are asked to copy and complete a set of sentences to outline the process of boiling. This task can then be marked using the mark scheme provided on the PowerPoint. The next part of the lesson focuses on an investigation, students are asked to firstly think about why salt might be added to a pan of boiling water when cooking pasta. After a short class discussion, students will need to come up with a prediction of how adding salt to water will affect the boiling point of water - will it make it higher or lower? After making the prediction, students will now conduct the experiment to investigate the effect of salt on the boiling point of water. Results should be written into a results table, followed by plotting a graph of their results and writing a conclusion. The last section of the lesson focuses on the usefulness of boiling points and melting points of substances for predicting the state they are in. Students are provided with the melting point and boiling point of magnesium and are asked to predict the state of the metal at certain temperatures. This work can be marked and corrected using the mark scheme provided. Lastly, students are given a set of questions based upon what they have learned so far this lesson, they should indicate the correct answers with either thumbs up, thumbs down or thumb in the middle. The plenary task requires students to write a list of key words from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculation’ 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 Students will firstly be introduced to the concept of a limiting reactant, using the example of hydrochloric acid and magnesium. Pupils will then be shown the steps to take to work out the limiting reactant of a reaction, using a worked example. Using this example students can then complete a set of questions on limiting reactants, the answers these questions are provided in the PowerPoint presentation. Next pupils will watch a video on percentage yield, they will need to answer a set of questions using the video. Once complete pupils can self-assess their answers against the answers provided. Pupils will then be provided with a set of steps to help them work out the percentage yield of a chemical reaction, pupils can check they have completed this task correctly using the answers on the PowerPoint. The last task is a worksheet of percentage yield problems, pupils will need to show their working for each question. The answers are again provided on the PowerPoint presentation for pupils to self-assess their work. The plenary task is for pupils is a key word and Ar bingo task, pupils should choose 6 keys words/relative atomic masses from th board. The teacher will then read out clues, if students think that they have the word/Ar they can cross it out, first to cross all 6 our shouts bingo! 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 'Earth’s Atmosphere’ 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 will firstly come up with a mind map of ideas about why water is such an important resource, they can discuss with their partner and write their ideas in their books. Some of the reasons can then be revealed via the PowerPoint presentation and pupils can assess their work - making corrections where necessary. Pupils are then shown a quick recap of the stages involved in the water cycle, before beginning to look at the treatment of fresh water and purification of salt water. Students will be given a worksheet of questions, around the room will be information sheet on how fresh water is turned into potable, drinking water and how sea water is purified. Pupils will need to read the information posters to answer their questions, this work can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on waste water treatment, pupils will watch a video on the steps involved with sewage treatment. Pupils will answer a set of questions whilst watching the video, this work can then be self-assessed using the answers provided. The final task is for pupils to complete an exam-style question on this topic, they can answer in their books and either self or peer assess using the mark scheme provided. Finally, pupils will be given a set of answers, they will need to come up with questions which match 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 Chemistry GCSE, particularly the ‘Atomic Structure & Periodic Table’ 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 starts with an introduction to the group that alkali metals are found in, this then is followed by a video about the metals where pupils will be required to answer questions, these can then be self-assessed. Next, the PowerPoint slides explain why, in terms of electronic configuration, the alkali metals increase in reactivity as you go down the group. Pupils can summarise this information using a fill-in-the-blank task, which can then be self-assessed. The reaction with alkali metals can then be modelled (practically you can show a demo of this) and pupils will need to be able to complete the word equation for this reaction, using a worked example of lithium and water pupils will need to fill int he word equations for other alkali metals. This work can be self-assessed. Pupils will then be given a set of information about the properties of alkali metals and about their reaction with oxygen and chlorine. Using this information pupils will need to complete questions, as well as compete work equations showing the reaction of various alkali metals with either oxygen or chlorine. Again, all answers to this work is provided so pupils can self or peer assess their work… The plenary task is a true or false task, which pupils could complete on their own at the back of their books. 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 ‘Structure & Bonding’ 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 starts with a video on covalent bonding, pupils will need to watch the video and answer a set of questions. When pupils are finished their work can be marked using the answers provided. The next activity is a crossword on covalent bonding, this too can be self-assessed using the answers provided on the PowerPoint. The next part of the lesson focuses on simple covalent molecules, firstly pupils are introduced to the idea that covalent structures are either simple molecules or giant structures. Pupils will be shown dot and cross diagram of a hydrogen molecule and asked to have a go at drawing a dot and cross diagram of a chlorine molecule. Once this work has been checked, pupils are then shown how to draw a dot and cross diagram of a double bond and triple bond (oxygen molecule and nitrogen molecule), it may be beneficial for pupils to draw these diagrams in their books for future reference. The lesson now focuses on some of the properties of simple covalent molecules, then pupils will be asked to draw a dot and cross diagram to show the structure of water, methane and ammonia. Once this task is complete, students can assess their work using the answers provided on the PowerPoint presentation. The final task is a true or false task, pupils are given a set of statements about covalent bonding. They will need to identify if true or false, this can be done as a whole class using white-boards or in their books. The plenary task is for pupils to unscramble anagrams of words relating to the bonding topic. 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 :)