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 This lesson starts with a PowerPoint slide which demonstrates how sunlight falling on plants is the initial source of energy for all living organisms. This moves on to a video which outlines the key terms related to food chains, pupils will be provided with a set of questions which they will need to answer using the video. Once pupils has completed this task pupils they can self-assess their work using the mark scheme provided. Pupils will then be shown an example of a food chain and the PowerPoint slide will reiterate what the video outlined, about what a food chain and the arrow in the food chains demonstrates. Pupils will then need to complete a task where they match key terms to their definitions and examples. This work can assessed once the task is complete. The next part of the lesson will focus on animal populations and dynamics. The first task pupils will be given a set of questions about the impact of various changes on animal populations (i.e. predator numbers, disease). In groups/pairs they will be given a piece of A3 paper and they will need to answer the questions as best they can. Pupils can then check their answers against the answers provided in the PowerPoint presentation. Pupils will then be given a food web and asked a set of questions about how various changes in the numbers of organisms within the food web would impact others, again this work can be self-assessed. The final activity is for pupils to draw a graph to represent data on the numbers of coyote and jack rabbits over the course of twenty years, pupils will then need to answer questions about this data. The plenary task is for pupils to complete a food chain choosing from a set of organisms provided on the PowerPoint slide, as an extra challenge pupils could try and complete their own food webs. 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 a ‘Think > Pair > Share’ task, asking students to consider why flowers are so important, they can discuss their ideas in pairs before feeding back to the class. The next activity involves students learning about the anatomy of a flower. Information sheets are firstly placed around the room, using these studenst will need to complete a worksheet which included labelling a cross-sectional diagram of a flower and completing a table to outline the functions of each of the structural features. The mark scheme for this task is included in the PowerPoint so students can assess their own work once they have completed the task. The latter part of the lesson focuses on pollination, students will firsty watch a video and during this they should come up with a definition of ‘pollination’. Their answers can be checked against the definition provided on the PowerPoint, any corrections can be made. Students are introduced to the idea of cross-pollination and self-pollination, as well as the idea that plants can either be cross-pollinated by wind or by insects. Students are then shown two plants - Himalayan Balsam and a Dandelion - and are asked to consider which may be pollinated by wind and which by insects, try to encourage them to use a description of the flowers structure in their answers. Lastly, students will need to use a set of statements to complete a table outlining the structural features of insect-pollinated plants vs. wind-pollinated plants. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. The plenary requires students to finish off one of the sentence starters provided, summarising 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 1.2 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 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 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 ‘Think, Pair, Share’ task for students to discuss amongst themselves - ‘Why can’t muscles continiously carry out aerobic respiration?’ After a short class discussion, the answer to this questions can be revealed to the class. Students will then complete a fill-in-the-blank task to summarise what they have learned about anaerobic respiration so far, this work can be self-assessed using the mark scheme provided. Students will now watch a video on anaerobic respiration, whilst students are watching this video they will need to answer a set of questions. This task can then be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now look at how anaerobic respiration is carried in different organisms, particularly plants and yeast, focusing on the importance of anaerobic respiration in yeast for food production. Next, students knowledge of aerobic and anaerobic respiration is assessed using a true or false activity, this task can be marked and corrected using the answers provided on the PowerPoint. The last activity is a set of exam-style questions, students can use their knowledge from this lesson to answer this set of questions in their books. This work can then be self-assessed using the mark scheme provided. The plenary activity requires students to come up with a list of questions for a list of answers which are provided for them in the plenary. 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 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 co-transport and absorption of glucose in the ileum begins with a starter discussion which asks students to compare and contrast transport and diffusion. They are also asked to discuss the importance of transport rather than diffusion in regard to reabsorption in the kidneys. The first task is a microscope activity for students to work in partner pairs and investigate adaptations of the epithelial cells of the ileum. Students will set up their light microscope to examine prepared slides and answer some questions. Answer samples are in the notes below the slides. The following slides define villi and microvilli for students to note in their books. There is a brief explanation of the relationship between increased surface area and space for carrier proteins. Students are then introduced to the role of diffusion in absorption and should take clear notes regarding facilitated diffusion. They should use the diagram on the slide to discuss why glucose concentration differs between epithelial and ileum cells. Relying on diffusion will only result in the concentrations either side of the intestinal epithelium becoming equal. Students should discuss why this is a problem, and how it might be overcome. The next slide is a complete diagram explaining co-transport of amino acids or glucose molecules. Students should take notes in their books because the next task is to complete a cartoon of this process and summarise the main steps. Students are then asked to ‘think > pair > share’ about the co-transport process and decide whether it is a direct or indirect form of active transport. They should use the details on the slide to inform their discussion. The final task is an exam-style question, with a mark scheme on the following slide for students to self-assess and consolidate their learning from this lesson. The plenary task is to either; summarise the lesson in three sentences, or complete definitions for five key-terms from 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 lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology specification, particularly the ‘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 introducing the heart as an organ and it’s function in the body, pupils will have a few minutes to read through the information on the slide as a ‘memory test’. Then move the slide forward where pupils have to copy and complete the information about the heart, using key words to help them. Pupils can then self-assess their work. For the next activity pupils are given an information sheet providing information about the structure of the heart and the job of the blood vessels supplying/taking blood away from the hear. Pupils will also be given a worksheet which they will need to complete using this information. Pupils will then be introduced to the idea of valves, they can watch a short video an have a look at the position of the valves within the heart. They will need to Think > Pair > Share ideas about the function of the valves in the heart. After a short class discussion the answer can be provided for them. The next activity will require pupils to sort information into a flow diagram to demonstrate the route the blood flows through from the right atrium onwards. The words they need to fill in the boxes will be provided, they can self-assess their work once it has been completed. The next part of the lesson focuses on problems with blood flow through the heart, firstly pupils are introduced to the idea of coronary arteries being blocked due to cholesterol/fatty deposits. They will provided with some information on the board and will need to answer questions on this information, which can then be assessed once the answers are revealed. Then they will shown the differences between different types of treatment - surgery, stents or statins - and will be asked some questions about the uses, advantages and disadvantages of these examples of treatment for people with cardiovascular disease. Again, all answers are provided for pupils to check their work throughout the lesson. Plenary is to write a twitter message about what the students have learnt this lesson, make sure to #keywords! Any questions please comment on the resource to ask me, any feedback if you have purchased this resource would be much appreciated :) thanks!

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 a recap on the relative sizes of structures found within the cell, starting with nucleotides & building up to nucleus and then cell. The next task requires pupils to answer questions about the human genome whilst watching a video. This work can then be self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson shows students the structure of a DNA nucleotides and of the overall double-helix structure of DNA. Pupils will then watch a video on the process of protein synthesis, pupils will need to answer questions whilst watching this video. Pupils can then self-assess their work using the mark scheme provided. The final activity is for pupils to complete an exam-style question, pupils then either self-assess or peer-assess their work using the mark scheme provided. The plenary task is for pupils to write a list of key words from the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson designed to meet specification points for the new Biology Trilogy 'Bioenergetics' scheme of work. The lesson begins by focusing on the location of the main organs in the plant, students are then asked to match the name of the organs to their function. Once this work is self-assessed pupils will watch a video which will outline some of the adaptations a plant has that enables it to carry out photosynthesis. Pupils are then introduced to the major tissues in the leaf of a plant and are given some information on the location, structure and function of these tissues. Using this information pupils are required to complete a worksheet labelling a cross-section of a leaf. Once finished, pupils can use the mark scheme within the PowerPoint presentation to check their work. Students are then asked to consider why plants and the process of photosynthesis is so important. They are reminded of the fact that plants are needed to harness sunlight energy and synthesise organic molecules like glucose which not provides energy to the plant but to all organisms further up the food chain. The final activity is a past-paper question worksheet that pupils should complete in silence, once finished they can either self-assess or peer-assess using the mark scheme provided. The plenary is for students to summarise what they have learnt in the lesson by writing 3 facts, 2 key words and posing 1 question to their peers. All resources are found at the end of the PowerPoint presentation. Thank you for purchasing :)

This lesson is designed to meet specification points for the NEW AQA Trilogy ‘Organisation’ SoW within the Biology specification. The lesson starts by a recap on knowledge covered in KS3, pupils are asked to put tissues, cells and organs in order according to size and complexity. Once the answer is revealed pupils are then given definitions of cells, tissues and organs and are will need to answer some questions about the differences between the three structures. Pupils are then given the definition of an organs system and will then need to complete a brainstorm of the different types of organ systems they can think of. On the next slide pupils can self-asses their work using the list of organ system examples. In the next activity, pupils will be given a list and diagrams of different organs, they need to write down which organs they think are present in the digestive system, respiratory system and the water transport system in plants. Once completed pupils can self-assess their work using the answers provided. The next activity is for pupils to match the correct name of an organ system to the description of its function. Following self-assessment of this task pupils will need to complete a quick recap fill-in-the-blank task. For the last activity pupils are given a card sort of names and diagrams for cells, tissues and organs. They will need to sort these into three columns and they can then self-assess their work. The plenary task is a poster challenge - pupils get into groups and complete a poster of information on the topic of organisation as quickly as possible. Thank you for looking :) any questions please leave a comment and I will get back to you! And any feedback would be appreciated.

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by students considering in pairs/groups the names of different methods of contraception they have already heard of, they can create a mind map in their book which can then be checked against the list provided. Pupils will then watch a video which runs through some of the types of contraception out there and their pro’s and con’s, pupils will need to watch the video and note down as many advantages and disadvantages of these methods of contraception as they can. This task can be self-assessed using the answers provided. In the next activity pupils will be given a card sort in pairs or in groups, they will need to read through the information on methods of contraception and complete a table to summarise how these methods work or prevent pregnancy as well as their advantages and disadvantages. The next part of the lesson looks at the history of contraception, pupils will watch a video about Margaret Sanger - a progressive nurse in New York during the early 20th century. They will need to answer questions whilst watching the video, once finished their answers can be checked against the mark scheme provided. The final task is a ‘quick check -silent 5’ task, pupils will need to answer the summary questions about what they have learnt this lesson into their books. The plenary activity is for pupils to summarise what they have learnt this lesson in three sentences, using the list of key words that have been provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :

This lesson is designed for the 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. 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 some facts and figures about the rates of smoking around the world, how many cigarettes are smoked daily and the different chemicals found in cigarette smoke and which of these are linked with disease. Students will now watch a video on the chemicals found in cigarette smoke and the damage these chemicals can do to the body, whilst watching the video students will need to answer a couple of questions. The answers to these questions are then revealed using the PowerPoint, students can self-assess their work. Students will now watch another video on smoking and the effect on your health, students will be given a set of questions that they will need to answer using the video. Once this task is complete, students will self-assess their work using the mark scheme provided. The latter part of the lesson involves an activity whereby students will be given a worksheet of questions, there will be information posters placed around the room which students will need to use to answer questions on their worksheet. The mark scheme for this task is included in the PowerPoint presentation for students to peer-assess their work with their partners. Students will then need to complete a ‘feedback quadrant’ of their partners work, this includes a positive comment, something they missed out which should have included and a question to test their understanding of the lesson content. The very last task requires students to read a graph of information on the death rates due to different smoking-related illnesses. Students should answer the set of questions using the data, this task can then be self-assessed using the mark scheme provided. The plenary requires students to write 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 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 the plasma membrane begins with a quick discussion about the function of the cell surface membrane and the phospholipid bilayer. It also asks student to apply their knowledge to skin cells and solar radiation. This discussion continues by asking students about the cell surface membrane and directs them to a worksheet task to identify cell membrane molecules. Students should watch a short video and make notes on this same worksheet as they listen. To follow up on this introduction there are a few lecture slides to explain phospholipids, proteins, cholesterol, glycolipids and glycoproteins. Extra notes on each can be found below the slides. Students will then view an animation of the fluid mosaic model as whole and label a diagram accordingly. They can self-asses to the following slide. Another video is attached to help explain why the model is called a “fluid mosaic” model which students should also summarise on their worksheet. To synthesise their learning the students will work on a group task to build a 3D model using the “build a membrane” worksheet. When they have finished, they can practise once more through a true/false activity! The next task is to answer the questions on the cell membrane worksheet, they may self-assess to the mark scheme on the following slide. Not all cell membranes have the same composition, students should think>pair>share to discuss why this might be. Suggested answers are on the following slide. The plenary task is a fun anagram challenge to reveal key terms from the lesson, as an extra challenge they can define each term as well! 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 Trilogy Biology GCSE, particularly the ‘Organisation’ 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 pupils given a bit of information about the tissues which make up the lining of the stomach. They will need to read this information in pairs and then answer questions in their book, once completed the pupils can self or peer-assess their work using the answers provided on the next slide. Pupils will then be introduced to the digestive system, it’s role and the organs involved with this system. They should be able to remember some information from previous lessons on organ systems (see ‘Principles of organisation’ in my shop!). Now, pupils must read through another card of information in pairs and complete tasks on the board, these tasks will require pupils to label a diagram of a human body to show the locations of the major organ systems and also describe the function of these organs. The next task is a video which pupils will watch and answer questions, list of questions is provided as a worksheet. Pupils will then self-assess their work using the answers provided after the video has finished. The final activity is an exam-style question, pupils will answer this on the sheet and then mark their work using the mark scheme. The plenary task is a word search challenge, there are 10 words associated with digestion in the word search. Pupils will race to complete against each other to complete the word search. You can award a prize if you have any :) 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 First of all students are asked to consider why not all of the light that falls onto a plant will be used in photosynthesis. Students can think > pair > share their ideas in their books. Once complete the following slide goes through the possible ways in which light energy can be lost before it used to make new plant biomass. Students will listen and then need to fill in the blanks on a paragraph detailing these processes. Once this task is complete students can self-assess their work. Students are then shown a simple food chain and asked to think about how biomass could be lost at each stage in the food chain. Pupils can discuss their ideas and create a mind map in their books, why isn’t all of the biomass from trophic level passed on to the next trophic level? The next slide reveals some of these reasons, pupils can check their work against the answers. Pupils will then be given a worksheet detailing energy loss and energy transfer criteria, students need to use this information to annotate a food chain to show how energy is lost and how much is transferred to the next trophic level. There are a number of ways in which they may do this but there is a sample answer provided to demonstrate how the student could have completed their work. The last part of the lesson looks at efficiency of energy transfer, pupils will be shown the efficiency calculation and a worked example. Pupils can write the calculation into their books and then use this to answer a set of questions. Once complete pupils can self-assess their work. The plenary task is for pupils to turn to the back of their books and write three summary sentences on 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 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 starts with an introduction to the main functions of the female and male reproductive systems. This then leads into a task whereby students will firstly watch a video on the structure of the female reproductive system, during which they will need to label a diagram. After this, students will watch a video on the structure of the male reproductive system, again students will need to label a diagram whilst watching this video. Students can then mark their work using the mark scheme provided. Next, students will each be given a card of information which describes the function of one part of either the male/female reproductive system. Students will need to walk around the room and share information with each other to complete their own table to summarise each of these functions. The mark scheme for this task is also included so students can either self assess or peer assess their work. The next activity is a progress check task, students will answer a set of levelled questions based upon what they have learned so far this topic. Once this task has been completed, students can mark and correct their own work. Lastly, students will complete an activity whereby they will be required to match the correct reproductive structure with it’s function, students can self-assess their work once complete, using the answers provided. The plenary task is an anagram challenge - students should try to unscramble the words to reveal 6 key words learned over the last two lessons on adolescence and reproductive systems. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Biology GCSE, particularly 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 The lesson begins with a starter discussion to remind students about communicable disease, and which bacteria are harmful. The next slides introduce and define pathogens, and some harmful and non-harmful bacteria. They will then watch a short video which explains the differences between viruses and bacteria then complete a Venn diagram task. The next task is a true/false activity to complete as a class and asses their understanding thus far. Students are then directed to work in pairs to make a mind map in their books describing how pathogens are spread. Students will then be instructed to work on their own to answer three questions about pathogens spreading. Answers are on the following slide for self-assessment. The plenary task is an exam style question, students can self-assess to the mark scheme on the last slide. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts by pupils discussing what they think might be some differences between primary and secondary sexual characteristics in males and females. Once they have brainstormed their ideas and you have carried out a short classroom discussion you can identify the differences between these two sets of characteristics. The next slide provides students with a long list of statements describing secondary sexual characteristics of both males and females, pupils will need to sort the statements into two columns - male female - some will go into both. Once finished pupils can assess their work using the answers. Now pupils will look at the structures found in both male and female reproductive systems and the roles they play. Pupils will be shown a diagram to demonstrate these parts and then pupils will be given a blank worksheet and a set of jumbled statements, they will need to match the structures to the correct part on their diagram. This work can then be assessed to check they have correctly matched the organs and functions. Pupils will now watch a video introducing the menstrual cycle, using the video pupils will need to try and write a describe the roles each of the female hormones - oestrogen, progesterone, FSH, LH - plays in the menstrual cycle. If pupils weren’t able to get down a detailed answer they can mark and correct their work using answers provided. The final activity is an exam-style question, along with the mark scheme to check their work. 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 :)