This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. This lesson begins by pupils being introduced to the idea of stem cells, what they are and why they are important. Pupils will then watch a video about stem cells, the difference between adult and embryonic stem cells and their importance in medical research and treatments. Pupils will answer questions whilst watching the video and can self-assess their work using the answers provided once it has finished. Pupils will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, this can be copied off the board or summarised in their book. The next activity is on stem cells in plants, pupils will be given some information on the board and will then need to answer questions about this information. The next activity will focus on the social, moral and ethical implications of using stem cells for medical research purposes. Pupils will need to read opinion/fact cards about the use of stem cells and firstly will need to discuss the pros and cons of using stem cells for medical research. The second task is for pupils to sort the information cards into ‘fact’ or ‘opinion’ columns - this can be self-assessed using the answers provided. The final plenary task is an exam-style question about use of stem cells, pupils can then self-assess their work.

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. The lesson begins with children being asked to discuss their ideas about the environmental factors which would affect the rate of transpiration. After a short class discussion, children will be given a slip of information about one of the four factors affecting the rate of transpiration - light intensity, humidity, temperature and wind. Children will need to walk around the room and share information with each other, to complete their table of information in their books. This task can be self-assessed once complete. Next, children will watch a video on the use of a potometer, during which they will need to answer a set of questions. After this, they can self-assess their work using the answers provided. Children will now be shown how to calculate the rate of transpiration, using a worked example. Children will then test their understanding of this by completing a ‘quick check’ task, the answers for this are provided in the PowerPoint. The plenary task required pupils to compile a list of key words related to the B2 ‘Scaling up’ module of learning.

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. The lesson begins by pupils observing a diagram of a phloem and a xylem vessel and discussing what the similarities and differences are between the two tissues. This can lead into a class discussion about the two structures. Next is a quick recap task, pupils should have already looked at the overall function of both of these vessels so pupils now need to complete sentences to describe the role of the xylem an phloem vessel in plants. The next activity is a video, pupils will given a set of questions and they will need to answer these questions using the video. Once finished they can self-assess their work using the answers provided on the PowerPoint. Next, pupils will need to draw two columns in their book entitled Xylem and Phloem and sort statements into these two columns, after this is completed they can assess their work. The last thing students will need to consider is why is transport so important in plants, pupils will discuss/brainstorm in their books why sugars, mineral ions and water are important to the plant. The answers can then be revealed to them. The final activity is a past-paper 6 mark question, pupils will need to attempt to answer this on their own, at the back of their books for an extra challenge! Plenary activity is to complete a summary of what the students have learnt that lesson, a list of key words will be provided to help them complete this task. All resources are included in the PowerPoint, any questions please ask me via the comments section. Any feedback of this lesson would be much appreciated :) thank you!

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Bioenergetics’ 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 task is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Chemical Calculations’ 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 task is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Organic Chemistry’ 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 homework activity is designed for the KS3 Science Course, specifically Year 7 P1.2 Module on ‘Sound’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.3 Module on ‘Light’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation & evolution’ 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 to meet specification points for the NEW OCR GCSE (Gateway) Biology 'Cell-level systems’ SoW. For more lessons designed to meet specification points for the NEW Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils being introduced to what an enzyme is, what it looks like and it’s role in the body. Pupils will then watch a video and will need to answer questions (provided) whilst watching the video, they can self-assess their work using the answers provided. Next pupils are shown a diagram of an enzyme’s lock & key mechanism in action, they will need to draw their own diagram of this process and include labels to show what is happening. Next, pupils are introduced to the factors that can affect the rate of enzyme action. They are given a set of data on how temperature affects the rate of reaction. Pupils will need to plot this data onto a graph, they are then given a set of labels which they will need to match to certain points on their graph to describe what is happening. In the next task pupils will need to complete sentences to explain the data that the graph is displaying, pupils can self-assess their work using the answers provided. The very last task requires pupils to look at the effect of pH on the rate of enzyme action, pupils will need to think about the pH needed for enzymes in the stomach to work. They can discuss this question or come up with an answer themselves. The plenary task is a fill-in-the-blank task for pupils to complete in their books, this can be self-assessed using the answers provided. Any questions please let me know by leaving a comment, and any feedback is much appreciated :)!

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. The lesson begins with a question for pupils to ‘Think > Pair > Share’ their ideas about what they already know about magnets. This can be discussed in a group, before feeding back to the classroom. Students will now complete a practical investigation: testing magnetic materials, in groups they will be given a selection of materials and a bar magnet, they will need to determine which materials are magnetic. Once complete, students can check their work against the answers provided. Next, students will investigate what happens when the poles of two bar magnets are brought together. Students will be given a set of combinations to try: N + N, S + N, S + S - attract or repel? Their results can be recorded in a table in their books and then be assessed using the mark scheme once complete. The next part of the lesson focuses on magnetic fields; firstly, students are shown the magnetic field of a bar magnet. They will have a go at drawing their own - they will have a worksheet, on it is lots of of circles surrounding a bar magnet, on each of the circles they will place a compass and then draw the direction the arrow is facing. Once complete, students should link up the arrows to show the direction of the magnetic field, they can stick this worksheet into their books. The last part of the lesson focuses on the magnetic field surrounding Earth, students are shown diagrams to demonstrate this idea and then will assess their knowledge of the subject by getting students to complete a fill-in-the-blanks task. This task can be self-assessed using the mark scheme provided in the PowerPoint presentation. The plenary task requires students to summarise what they have learned this lesson in three sentences. 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 begins with an introduction into the sub-atomic particles that make up an atom, pupils will need to fill in a diagram and statements to describe the position of each of these particles. Pupils will then be shown the charges and relative mass of each of these particles for a couple of minutes during a 'memory test' activity, they will then try and copy the information down into their books from memory. Next is a mid-lesson progress check where pupils will need to answer questions off the board in pairs. In the next half of the lesson pupils are introduced to the idea of atomic and mass numbers, they are firstly asked to use their periodic table to identify the atomic and mass numbers of certain elements. This work is self-assessed and then pupils are asked to think about how the number of neutrons could be calculated, once revealed pupils are then given a large table to complete to identify the atomic number mass number, plus the number of protons, neutrons & electrons for the first 20 elements. The plenary task is an exit card where pupils can identify the areas in which they feel confident with this topic and those areas they feel they need more practise with. 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 :)

A PowerPoint and worksheet aimed at the NEW AQA Trilogy GCSE specification, designed for the 'Organisation' SoW. This is a lesson I used in an Ofsted inspection which received an 'Outstanding' grading. For more lessons designed for the NEW AQA TRilogy Biology, Chemistry and Physics specification please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will recap on the digestive system from previous lessons on tissues and organs and then go on to look at the role of digestive enzymes within the digestive system. Pupils will use posters to answer levelled questions on a worksheet, there is a mini-plenary in the middle of the lesson to regroup and show progress then a final self or peer-assessment of the work completed throughout the lesson. The worksheet resource has three versions, each version contains information on a different digestive enzyme. Students can therefore use each other to compete the table on the first page of the worksheet. The extension sheet and the mini-plenary resources are found at the end of the PowerPoint.

This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by completing an activity which recaps the role of each of the components of blood. Pupils are then introduced to the three types of blood vessels - artery, vein and capillary. Looking at a diagram provided pupils will need to consider the differences between the three in terms of structure an function. Pupils will then watch a video and answer questions about arteries and capillaries, the answers to the video are provided so that pupils can then self-assess their work. The next slide will show how veins are structured and how they work to move blood back to heart from the rest of the body. Pupils could draw a diagram to represent this if there was time. The next part of the lesson is the longest activity, pupils will need to either copy the blank table into their books or be given a printout of the table. Using cards of information pupils will need to complete the table, which shows the structural features of each of the blood vessels. The answers to this activity are provided so that pupils can either peer or self-assess their work. The next activity is a quick fill-in-the-blank task to demonstrate the role of the capillaries within the body. Students are now introduced to the idea of a double-circulatory system, using a diagram and a description of the system pupils will need to answer questions about the role of this system, which can then be self-assessed. The plenary task is for pupils to pick one question to answer from a list of traffic-light questions, green for most difficult and red for easiest. All resources are included in the lesson, any questions please leave a comment for me to get back to you and any feedback would be much appreciated :) thanks!

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter ’ 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 definition of density as well as the calculation (and units) for density. Students can take notes using the PowerPoint presentation and then work through the worked example on the board, before the answer to this question is revealed. Students will now need to rearrange the equation in order to calculate either the mass of the object or the the volume of the object. Students will now copy and complete a table on the different densities of materials, using the equations written in their books they will need to calculate the mass/volume/density of these materials. The mark scheme for this work is included in the PowerPoint presentation so students can self-assess their work once it is complete. Students will now focus on the ‘Maths Skill’ of converting units into standard form, an example if first given to students before they work through a set of numbers - converting to standard form. Students can self-assess their work using the answers provided once this is complete. Students will now work their way through a set of questions, some ‘exam-style questions’ on density. Students must show all their working, the mark scheme for these questions is included in the PowerPoint so students can self-assess their work once it is complete. The next part of the lesson demonstrates to pupils how they can work out the density of a solid object with an irregular shape, as well as the density of an unknown liquid. Students are shown the steps needed to calculate the density of these substances, they will then be given a set of problems to work through. Once complete students can self-assess their work using the mark scheme provided. The final two tasks are firstly a past-paper exam question and then a ‘True or False’ activity - both to assess students knowledge of what they have learned this lesson. The plenary task requires pupils to write down three sentences to summarise 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 Physics GCSE, particularly the 'Molecules & Matter’ 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 recap on the definition for different changes of state - melting, freezing & boiling. Students are then introduced to the idea of ‘impurities’ which can affect the melting/boiling point of a pure substance, i.e. addition of salt to a pan of water you want to boil. Next, students are shown a graph which shows how the temperature of a substance changes over time, as it is heated. Students will need to sketch the graph into their books, then using the labels provided they can annotate the graph to describe what is happening to the particles of the substance as it changes from a solid -> liquid -> gas. This task, once complete, can then be self-assessed using the mark scheme provided. Next, students are shown a diagram and given some information which helps to explain the energy changes which are occurring as a substance goes through changes of state from a solid to a gas. Students are then given the opportunity of conducting their own investigation to find the melting point of a solid substance, the results they collect from this investigation can be plotted onto a graph. The last two tasks are aimed at assessing students knowledge of what they have learned so far this lesson, firstly pupils will be given some date - from which they will need to plot a graph and answer some questions. This work can then be self-assessed using the mark scheme provided. Lastly, students are asked to complete an ‘Exam-style’ question which students can then either peer or self assess using the mark scheme provided. The plenary activity is a ‘Pick a Plenary’ - students will either summarise what they have learned during the lesson in 3 sentences or they will need to write definitions for a list 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 is a bundle of whole lessons and resources which meets all specification points for the NEW AQA GCSE Chemistry Combined Science Trilogy course for the ‘Organic Chemistry���, ‘Chemical Analysis’, ‘The Earth’s Atmosphere’, ‘The Earth’s Resources’, ‘Using our Resources’ SoW. This bundle includes 28 lessons, which is around 10 weeks worth of work, with all additional resources included. The lessons contain a mix of differentiated activities, progress checks, extra challenge tasks, exam-style questions and more than one opportunity, per lesson, for self/peer red-pen assessment of tasks as answers/mark schemes have been provided within the PowerPoint slides. I have published a similar ‘Big Bundle’ of lessons for the AQA GCSE Biology Combined Science Trilogy course. I have had many purchases of this big bundle along with 6 detailed 4-5* reviews, see link for further details:https://www.tes.com/teaching-resource/new-aqa-gcse-biology-big-bundle-cells-organisation-infection-and-response-bioenergetics-lessons-11701963. This bundle is of a similar standard! I have also published a bundle of lessons for the first half of the AQA GCSE Chemistry Combined Science Trilogy course: https://www.tes.com/teaching-resource/new-aqa-gcse-chemisty-big-bundle-atoms-bonding-quantitative-chem-electrolysis-rates-of-reaction-12170683 Thank you for looking, please ask any questions via the comments section if you need to :)