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 identifying what metabolic rate is and then asking pupils to think about what important metabolic reactions take place within organisms. Pupils can discuss and try and come up with a brain storm in their books. Pupils then learn about the role of the liver by watching a video and answering questions at the same time, once pupils have finished completing this task they can assess their work using the answers provided on the PowerPoint slide. Next, pupils need to specifically learn about the role of the liver in clearing lactic acid from the body. They will be given an information card and will need to answer some questions using this information, once finished they can mark or peer assess their work. The final activity is an exam-style question about glycogen in the liver, pupils can answer this question in silence at the back of their books (for higher abilities this would be most suitable) or for lower abilities you may allow them to discuss and answer in pairs. Once completed they can mark their worn work. The plenary activity is a list of answers, pupils need to come up with the questions to which these words are the 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 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 This lesson begins with a video and a set of questions which pupils will need to answer about extinction and try and come up with a definition for this term. Once completed pupils can check their work against the answers provided on the PowerPoint. The next activity is for pupils to think > pair > share ideas about the sorts of changes that might occur within an organisms environment to bring about extinction. Pupils can discuss with their partner and create a mind map of their ideas in their books. Once pupils have completed this you can reveal some of the reasons for environmental change on the PowerPoint slide and pupils can check what they have got against the answers, adding in any they didn’t manage to get. The next activity is for pupils to read some cards of information about the causes of extinction, pupils can work in pairs or groups to read through these causes and summarise each one in their books. To put thees causes into context, the next activity is for pupils to look at examples of organisms which are at the brink of extinction and the reasons why. Pupils will be given a set of cards with information about a range of animal and plant organisms which are at different stages on the IUCN red list. Pupils will need to complete a table of information to describe the habitat and reasons why four of these organisms are endangered. The last part of the lesson will focus on mass extinctions, pupils will watch a video and answer questions about the causes and repercussion of mass extinction events. Once completed pupils can mark their work against the assessment criteria. The plenary activity is for pupils to pretend they are a conservationist campaigning to protect an organism of their choice, they need to write a twitter message to their followers to raise awareness of the factors which may be critically affecting the organism. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. The first part of this lesson will focus on a recap of some of the details learnt during the decay lesson, pupils are given a set of four multiple choice questions which they should answer in their books and then self-assess. The first task introduces recycling of materials in the ecosystem, pupils will need to read through a paragraph of information as a class. The slide will then be changed and pupils will need to try to recreate the paragraph as best as they can using the key words provided. Once completed the slide can be changed back to the initial paragraph for pupils to check and correct their work. The next part of the lesson is for pupils to look at the difference between a decomposers and detritivores, students will be given information in pairs and will need to teach each other about the organism card they have in their hands. Students will then try to write a description of each of the organisms in their books. The next part of the lesson focuses on the water cycle, firstly students will need to come up with as many processes as they can think of that contribute to the water cycle. Once this task has been assessed pupils will then be given a set of questions which they will need to answer whilst watching a video, once complete their answers can be assessed using the mark scheme provided. Using their answers from their previous tasks pupils will now need to match up the key words to the definition and the final task is for pupils to complete a diagram of the water cycle using the key words and definitions provided in the last task. The plenary task pupils will be given a set of 5 answers, it is up to the pupils to come up with 5 questions which may correspond to these 5 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 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 is a resource for the NEW AQA GCSE Biology specification, covering specification points within the ‘Infection and Response’ module. For more resources aimed at the NEW AQA GCSE specifications please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This resource contains the PowerPoint for the lesson, the resources are found at the end of the PowerPoint. The lesson begins with considering what is important in a new medicine and what scientists need to think about when developing new medicines. This goes on to define some of the key factors such as safety, efficacy & stability. Next, is an introduction of how a vaccination works, pupils will watch a video and answer questions on a worksheet. Pupils will self-asses their work. Pupils will then complete a cartoon strip of how a vaccination works, trying to use as many key words as possible. Pupils should self-assess their work against correct use of key terminology. The plenary will test the pupils knowledge of their ability to describe how a vaccine works. They will need to turn to the back of their books and describe how a vaccine works, using as many of the key terms as possible. Resources are all found at the end of the PowerPoint. Enjoy :)

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 Osmosis begins with a discussion to review diffusion and osmosis, students should think about what they remember from GCSE. After defining osmosis and water potential, students will watch a short video and answer worksheet questions. Answers are available on the next slide for self-assessment. To test the students’ knowledge, they will then practice identifying direction of movement from water potential of two plant cells. They can use mini whiteboards to pick a movement direction, or lack thereof! To further the lesson on water potential, students will consider isotonic, hypertonic, and hypotonic solutions. They will then practice matching these terms to their definitions before completing a worksheet to demonstrate how these conditions affect red blood cells. Answers for self-assessment are on the next slide. This information is synthesised by a quick discussion of osmosis in onion cells. Then, using their whiteboards to test their understanding of water potential, students will identify what is happening to cells in a series of pictures. Students will then practise by working through a few exam-style questions and self-assessing to the answers provided in the slides. As a plenary the students should write three sentences summarising what they have learned in 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 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 the lesson asks students to think > pair > share some of their answers to questions about pollution - where does it come from? How may we monitor it? Once pupils have gathered together their ideas as groups, a class discussion can highlight some of the important ideas & the next slide details the answers. The next task focuses on sulfur dioxide pollution and it’s contribution to the formation of acid rain. Pupils will be given some information in pairs about this pollutant and will be required to answer questions about this information in their books. Once completed pupils are able to self-assess their work using the answers provided in the PowerPoint. The next part of the lesson is on catalytic converters, pupils will be given some information about a catalytic converter and a human bingo grid. Pupils will wander around the room and others will ask them questions in order to fill in their bing grid. Once a student has completed their grid they can shout bingo! When everyone has had enough time to complete the grid they will need to self-assess their work using the answers provided. The next task is for pupils to consider alternative fuels as a way of reducing air pollution. Pupils are given sets of information about three alternative fuels, they will then need to fill in a table of the advantages and disadvantages of these fuels. Once completed pupils can check their work against the answers provided, marking and correcting their answers. A mid-lesson progress check requires pupils to identify whether a set of statements are true or false, this can be completed with a mini whiteboard or in their books. The next part of the lesson focuses on how scientists can monitor pollution, pupils are given a set of results from particle collector pads which have been left in certain locations around the UK. Pupils need to record their results in a table, draw a graph to represent the results and write a conclusion about their results. The plenary task is for pupils to complete a fill-in-the-blanks task on air pollution, pupils can also self-assess their work using the answers 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 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 begins with pupils being given a card sort of organisms, they will need to look at the pictures and try and decide how they would sort these organisms into groups, in other words how would they classify the organisms. Pupils will then be introduced to Linnaeus’ classification system and how this now influences the way we classify organisms, as well as explaining how modern technology can help us to group organisms. Pupils will then watch a video on classification, they will asked to think about, and write notes, on why classification is such an important process that scientists use. Now pupils are being introduced to the order of the classification system, pupils will be shown the order and then pupils will need to come up with their own mnemonic to help them remember this order. Pupils will then be introduced to the binomial naming system and the importance of this system, which they should be able to recount. The next activity involves pupils walking around the room, reading posters and they will need to use this information to complete a worksheet answering questions about the different kingdoms of the classification system. Once this is complete pupils can self or peer assess their work using the answers provided within the PowerPoint presentation Pupils will then complete an exam-style question on the topic of classification. This can then be self-assessed using the mark scheme provided. The plenary is for pupils to complete an exit card to demonstrate what they have learnt during the lesson, this can be handed in at the end of the lesson to the teacher to check student understanding. 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 :)

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 This lesson begins with a recap on genes and inheritance with a fill in the blank task, pupils can then mark their work using the mark scheme provided. The first task is on sexual reproduction , pupils will watch a video and will need to note down any facts about sexual reproduction that they can remember from the video. They can then assess their work given the list provided. Pupils will then be given a list of questions and will watch a second video on asexual reproduction, pupils will then need to answer questions about asexual reproduction using the video. The answers to these questions can be assessed using the mark scheme provided. The next activity requires pupils to copy down a flow diagram, filling in the blanks, to show how male and female gametes fuse together during fertilisation and develop into an embryo. This task focuses on chromosome numbers during this process. Pupils will now be provided with a set of jumbled statements, pupils will need to sort the statements into correct columns - they are either describing asexual or sexual reproduction. Pupils can mark their work using the answers provided. The final activity is for pupils to answer an exam-style question on this topic, they can complete this in silence and at the back of their books to challenge them further. This work can then be assessed using the mark scheme. The plenary activity is for pupils to unscramble the anagrams to reveal 6 key words taken from the lesson. The plenary activity is for pupils to summarise the 5 main key words they have learnt that 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 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 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 Combined Science:Trilogy Biology GCSE, particularly the ‘Bioenergetics’ 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 how farmers and commercial plant growers maximise their yield and therefore their profit. The main activity of the lesson involved pupils answering a variety of questions using information posters which can be positioned around the room or on desks, if you do not want pupils to move around. This activity is likely to take 25 minutes at least, once finished pupils can sit back in their seats and self or peer assess their work using the mark scheme provided. The next activity should take around 15 minutes, it is an exam-style question involving plotting data and then analysis of this data. Pupils can complete and again self or peer assess their work. The plenary activity is a 3-2-1 task, 3 facts, 2 key words and 1 question about the lesson today to test your peers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know via 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 task involves pupils discussing the definitions for a set of ecological terms, pupils can write their ideas down in their books and then watching a video to fill in any blanks they were unsure of. Once this has been completed pupils can self-assess their answers using the mark scheme provided. The next task is for pupils to think > pair> share about how animals are interdependent upon each other, they can write down their ideas as a brain storm in their books. Once this has been completed, pupils can self-assess their work using the answers provided. Pupils will then be given some information on stable communities, they will need to read this information in pairs and then try and answer a set of questions. They can then self-assess their work, correcting anything they didn’t get correct using the answers provided. Pupils will now be introduced to the difference between abiotic and biotic factors, the first task is for pupils to watch a video and sort the factors demonstrated in the video into two columns – abiotic vs. biotic. They will then be given a set of descriptions, pupils will firstly need to identify which factor is for a list provided and the second task is for pupils to identify whether this factor is biotic or abiotic. Pupils can complete this on the worksheet provided, once completed students can either self-assess or peer-assess their work, making any corrections if necessary. The plenary task is for pupils to choose two organisms from the pictures on the PowerPoint slide, they will need to describe the difference in habitats between the organisms and compare the abiotic and biotic factors which affect their survival. 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 which meets specification points in the NEW AQA GCSE (2016) 'Cells' SoW. Other lessons from this SoW and other AQA GCSE Trilogy Sow for the new specification can be found in my TES shop. This lesson begins by watching a video about the structure of cells and where to find the genetic information, pupils will watch the video and answer questions (provided in the PowerPoint presentation.) Pupils will then be presented with a labelled diagram of a cell, nucleus, chromosome and gene. Pupils will be required to analyse the diagram for a few minutes (you can include a stop clock on the board). The screen will then be changed and pupils will be given a blank copy of the diagram which they will need to complete from memory - pupils can then peer-assess their work. In the next activity, pupils are shown diagrams of a cell with a nucleus visible, DNA, a gene and a chromosome. Pupils can either create a flow chart by cutting and sticking the diagrams in order from largest to smallest and then labelling them. Alternatively, they could draw their own diagrams and label them. Pupils can then self-assess their work using red pens. The next activity, pupils are given a series of words and definitions, they will need to match the key words up to the correct definition. Pupils then self-assess their work. Their are two option for the plenary activity, for lower ability classes pupils will be required to fill in the blanks in a paragraph describing the structure and function of genetic information and where it is found within the cell. The second plenary is a past-paper question, pupils can answer this in their books and then peer-assess using red pens. All resources are included, please leave a review with feedback :). Thanks!

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 ‘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 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 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 B1.1 Module on ‘Cells’ 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 definition of ‘specialised’, which follows on to define a ‘specialised cell’ as a cell that has special structures/features to help it carry out its job. Students are then shown some diagrams of specialised cells and are shown a video, whilst watching the video they are asked to note down as many specalised cells as they can. This work can then be checked and corrected using the answers provided on the PowerPoint. Students will now each be given a card of information about a the structural features and functions of certain specialised cells. Students will need to walk around the room, sharing information in order to complete a summary table. Finally, students are asked to complete an ‘Assessment Task’, which is a set of exam-style questions based upon what they have learned the last two lessons. Students can write their answers in their books, the mark scheme for these questions is included so students can assess their work. Lastly, students are asked to complete a ‘Job Advert’ for one of the specialised cells they have learned about this lesson, the advert should include a description of the job itself and the sort of traits required to perform the job. The plenary task requires students to copy and complete a set of 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 :)