This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a video about the developments in the atomic model starting from Greek philosophers to 20th Century scientists. Pupils are given a set of questions to answer whilst watching the video, this work can be self-assess using answers provided. Next, pupils are given a set of cards with bits of information about different scientists involved in the development of the model of the atom. Pupils should put these cards in order and then use the information on the cards to formulate a timeline in their books, they should use the information on the cards to add labels describing the work of each of the scientists. Once this work has been marked, pupils are then introduced to the idea of isotopes and ions. Pupils will then watch a video and will need to answer questions whilst watching and also complete a fill-in-the-blank summary sentence about what they have learnt. This work can be assessed 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 KS3 Year 8 Science course, specifically the C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a description of a solution, students can make a note of this in their books and then ‘Think > Pair > Share’ their ideas about examples of solutions they know. After a short discussion in pairs and as a class, some example answers are revealed to students. Next, students are introduced to the key terms - solute, solvent and solution - given the example of salt being dissolved in water to produce a saltwater solution. The process of dissolving is explained using particle theory, using a particle diagram to help demonstrate the concept. Students will then be asked to come up with a role-play to demonstrate the process of dissolving, some groups can show this to the rest of the class. Students will now complete a fill-in-the-blank worksheet to assess their knowledge of what they have learned so far this lesson, this can be marked and corrected using the mark scheme provided. Lastly, students will be shown how to work out the total mass/volume of a solution given the mass/volume of the solute and solvent. Students will then work through a set of problems, the answers to which are included in the PowerPoint so students can self-assess their work using the mark scheme provided. The plenary task requires students to write a twitter message to summarise what they have learned this lesson, including #keywords. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’ module. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to chemical reactions, students will read a paragraph of information on chemical reactions. Using the information students will answer a set of questions, this task can then be self-assessed using the mark scheme provided once complete. Students will now watch a video about chemical reactions, they will need to write down as many things you might see/hear/feel during a chemical reaction. This work can the be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now summarise what they have learned so far by completing a ‘fill-in-the-blank’ task, this work can also be marked and corrected using the anwers provided Students will now consider whether chemical reactions are useful or now, they will be given a list of different chemical reactions and they will need to sort these into two columns - useful or not useful. Students can then self-assess this task when it is complete. Next, students will watch a video on the differences between chemical and physical changes. Whilst watching the video students will need to answer a set of questions, this work can self-assessed using the mark scheme provided. The last task requires students to determine whether a set of examples are demonstrating a chemical or a physical change. They could complete this task as a class, using mini whiteboards. The plenary task 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 Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with students introduced to the idea of concentration in terms of no. of particles per cm3. Students will then need to ‘Think > Pair > Share’ their ideas of how an increase in concentration may affect the rate of a reaction. Students can use their ideas from this first task to make a prediction for the investigation into the rate of reaction between sodium thiosulphate and different concentrations of HCl. Students will need to conduct this investigation using the practical sheet provided, record their results, plot a graph of their results and complete a conclusion. Students can assess their explanation of the results they collected using the answer provided in the PowerPoint presentation. The next part of the lesson will focus on the effect of pressure on the rate of a reaction. Students will firstly be introduced to the idea of an increasing pressure leading to an increase in the number of particles per cm3, using this information and the diagrams provided pupils can ‘Think > Pair > Share’ their ideas about how an increase in pressure would affect the rate of a reaction. Their answer to this question can self-assessed using the answers provided. Next, students need to work through a set of levelled questions on the effect of pressure on the rate of a reaction. This work can be self-assessed using the answers provided on the PowerPoint. The last task is for pupils to plot a set of results onto graph paper, using these data they can calculate the initial rate of reactions for two concentrations of HCl. Students can assess their work using the mark scheme provided on the PowerPoint. The plenary task is for pupils to write down three quiz questions (and the answers!) to test their peers knowledge of what they have learned in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. 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 mind map task, students are given a definition for recycling and are asked to come up with a mind map of different materials which are able to be recycled. Students can discuss this in pairs and complete the mind map in their books, this work can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on how aluminum is recycled, students will watch a video on the steps involved in the recycling of aluminum. They will then be given a set of jumbled statements, students will need to place the statements in the correct order to describe the method of aluminum recycling. This task can then be marked and corrected using the mark scheme provided. The next learning objective students will achieve is the ability to discuss the advantages and disadvantages of recycling. Students will need be given a card sort of statements, students will be requires to sort these statements into the correct columns - advantages/disadvantages. This task can the be self or peer assessed. Lastly, students will consider the limits to recycling, they will be shown a short video and will be required to answer a set of questions whilst watching. The mark scheme for this task is included in the PowerPoint so students can self-assess their work using the mark scheme provided. The plenary task requires students to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. The lesson begins with pupils watching a video on the differences between complete and incomplete combustion, whilst watching the video students will need to answer a set of questions. This work can be self-assessed using the mark scheme provided. The next task requires pupils to complete an investigation which demonstrates the products of complete combustion, following the steps provided pupils should identify that limewater turns cloudy due to carbon dioxide and anhydrous copper sulphate turns blue in the presence of water. Next, students will focus on writing word and balanced symbol equations for the complete combustion of a set alkanes. Students can self-assess their work using the mark scheme provided. Students will then be a shown a worked example of a calculation used to work out the maximum amount of carbon dioxide released when a known mass of an alkane is burnt in a plentiful supply of air. Pupils will then need to complete a set of questions to practice this maths skill, the answers to these questions are provided in the PowerPoint so students can self-assess their work once it is complete. The final activity is a ‘Quick Check’ task for pupils to answer a set of questions which summarises what they have learnt this lesson, again the answers are provided in the PowerPoint. The plenary task will require pupils to write three sentences to sum up 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap on the differences between solids, liquids and gases in terms of the arrangement and movement of particles in each of these states of matter. Pupils complete a card sort activity to assess their knowledge on this topic and they can then self-assess their work using the answers provided. The next part of the lesson focuses on the transitions between states of matter, pupils are firstly reminding of the definitions of melting point, boiling point and freezing point. They will then watch a video on the the transition between states of matter, they will need to answer a set of questions whilst watching the video. This work can be assessed using the answers provided in the PowerPoint presentation. Using the knowledge from this task pupils can then consider why different substances have different melting/boiling points and why adding impurities to a substance may affect the melting/boiling point of a substance. The next part of the lesson focuses on energy transfers transfers between states of matter, pupils will firstly label a graph with statements to demonstrate what is happening to a substance as it is heated up over time. Pupils then consider, in depth, what is happening to the particles over this period of time, they can think > pair > share their ideas before the answers are revealed within the PowerPoint presentation using diagrams to illustrate the point. Pupils will then complete a set of questions on energy transfers between states of matter to assess their knowledge on the subject. This work can then be either self or peer assessed using the answers provided. The last part of the lesson is a task where pupils need to consider the limitations of the particle model of matter, again pupils can discuss in their groups what ideas they have on limitations of the model before some examples are revealed at the end of the presentation. The plenary task is for pupils to write a twitter message about what they have learnt today, including as many keywords as possible. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with students completing a ‘Think > Pair > Share’ activity whereby they need to consider some of the useful properties of metals Some example answers can be revealed using the PowerPoint presentation, some key word definitions are included for properties such as ‘malleable’ and ‘ductile’. The next task for pupils to complete is to decide which properties would be most suitable for a range of metal items - e.g. necklace, copper pipes. Pupils will now either observe alkali metals being dropped into water as a demo or watch a video demonstrating this practical. During which students should record their observations in a table. Students are now asked to predict what will happen if rubidium and caesium are dropped into water. A video can be played to reveal what happens when these two alkali metals react with water so that students can check their answers. Next, students are shown the general word equation for a reaction between a metal and water and will need to copy and complete for the reaction between potassium & water and lithium & water. Students can mark their work using the answers provided on the PowerPoint presentation. Pupils will now be shown four groups of metals and will need to match each group to the statement correctly describing the reactivity of those metals with water, their answers can be checked against the answers provided. The next activity is for pupils to carry out a practical to observe the reactions between different types of metal and dilute hydrochloric acid. Students can draw their results table in their books and then follow the procedure to carry out the investigation, using the results they can decide upon an order of reactivity of the metals they have observed. They can also carry out an evaluation for the practical procedure that they followed. The last part of the lesson focuses on the general word equation for when a metal reacts with an acid, students can use the example to complete the word equations for 5 more reactions between metals and dilute hydrochloric acid. Students can check their work against the answers provided on the PowerPoint presentation. The last task is a past-paper exam question, pupils can assess their work using the mark scheme 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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 demonstration of magnesium being burned in air. Students should write down their observations and try to write the complete word equation for magnesium + oxygen, the answer can then be revealed to the class using the PowerPoint. Students will now complete an investigation into how different metals react when burned with oxygen in air. Students should follow the practical worksheet, filling in the table provided with their observations, using their observations they will be asked to place the metals in order of reactivity. This task can be checked against the answers provided on the PowerPoint presentation when completed. Students will now compete a task whereby they will write a set of word equations into their books, making sure they fill in the blanks as they go. The mark scheme for this task is included in the PowerPoint so students can assess their work once it is complete. Students will then be shown how to include state symbols for balanced chemical equations, using this knowledge students will now need to write out the balanced symbol equations (including state symbols) for a set of metal + oxygen reactions. Students can self-assess their work once this is complete. The last task is a role-play, students will each be given either an element or a compound card. Music will be played and students can move/dance around the room, when the music stops they need to get together and line up to form a ‘metal + oxygen -> metal oxide’ word equation. The teacher can check that students have got together and lined up in the correct order! The plenary task requires students to write a twitter message about what they have learned this lesson, they should include #keywords. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 recap on the reactivity series, students will be asked a seris a questions about certain metals found within the series. Students should be able to identify the metals based upon knowledge learned in previous lessons, once complete this task can be self-assessed using the mark scheme provided. Students will now be introduced to the idea of a ‘displacement reaction’ as a reaction where a more reactive metal found in the reactivity series will displace a less reactive metal. An example is shown - aluminium oxide + iron -> aluminium oxide + iron. Students will then be give a set of reactions, without the products written in, they will need to decide whether a displacement reaction will take place or not. This work can then be marked and corrected using the mark scheme provided. Students will now complete an investigation ‘Competition in Metals’. Students will follow the steps provided on the investigation worksheet to identify whether a displacement reaction has occurred between a number of metals + metal solutions. Students will fill in a results table as they go, noting down any observations as well as identifying if a reaction took place or not. Students can check their answers against the example results table found in the PowerPoint presentation. Lastly, students will complete a ‘True or False’ task, they will be given a set of statements and will need to identify whether they are true or false. This work can be peer or self assessed using the mark scheme provided. The plenary task requires students to complete a sentence starter, from the choice provided, in order 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 KS3 Year 8 Science course, specifically the C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a recap of particle arrangements in an element, compound and a mixture. Students will be asked to ‘Think > Pair > Share’ their ideas, drawing a diagram of the particle arrangement in each as an extra challenge. After a short discussion, the answers will be revealed so students can check their work. The next task requires students to organise a set of statements into two columns - those statements describing a mixture or describing a compound. This task can then be self-assessed using the mark scheme provided once complete. Students are now asked to ‘Think > Pair > Share’ their ideas about what the term ‘pure’ means. After a short class discussion, the definitions (along with examples) for pure and impure substances are provided. Students will now complete an investigation to test three different water samples for purity. Using a pH test and an evaporation test students need to decide which of the samples are pure and which are impure. Students will have the chance to report their findings to the rest of the classroom, explaining their thoughts on which samples were pure/impure. Lastly, students will watch a video on chemical tests used to check the purity of a substance. Students will need to answer a set of questions whilst watching this video, the answers to which are included in the PowerPoint so students can self-assess their work once it is complete. The plenary task requires students to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction of concentration, students learn the definitions of key words such as solute, concentration, solvent and dilute and look at the difference between concentrated and dilute solutions. Students will then be shown a selection of diagrams and students will need to which shows the most concentrated and the most dilute solutions. Pupils will now be introduced to the calculation for concentration, students will need to use this calculation to work out a set of problems. Students can self-assess their work using the answers provided. The next set of problems will require pupils to rearrange the equation and also convert units of measurements, again pupils should show all of their working for each of these problems. The answers for these problems are included in the PowerPoint presentation, students can now use this to self-assess their work. The next part of the lesson focuses on titration, firstly students will answer a set of questions whilst watching a video. This work can be assessed using the mark scheme provided. Students will then be given a card sort, they will need to rearrange the cards into the correct order to describe the steps taken during a titration, which can then be assessed using the answers provided. The plenary task is for pupils to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with a set of questions on ionic compounds, pupils will watch a video and answer these questions. Then pupils will be shown a diagram to demonstrate the structure of a giant ionic compound and will be given a set of melting points for a range of ionic compounds, pupils will need to think > pair > share why they think the melting points of ionic compounds are so high. Once students have considered this, a class discussion can reveal some of the students ideas before the presentation moves on and explains why ionic compounds have high melting and boiling points. Students are now given a place-mat of questions, using information from the lesson so far they will need to complete part of it, for lower-ability students they may need extra support such as a text book to help them answer the questions. Once complete pupils can assess their work using the answers provided. The next part of the lesson focuses on electrolysis using ionic compounds, students are shown that only ionic compounds that are molten or dissolved in water are able to conduct electricity. The process of electrolysis is demonstrated to students using an animation . Pupils are then asked to thin > pair > share their ideas on why ionic compounds that are solid cannot conduct electricity. Once some ideas have been discuss as a class, the answer can be revealed on the PowerPoint presentation. Pupils will now complete the remainder of their questions on their place-mat and mark them using the answers provided. Pupils will now be given a set of ions and will need to decide whether they will be found at the positive or negative electrode, this activity can be done as a whole class by pupils holding up answers using whiteboards or in their books. Once completed students can assess their work using the answers provided. The last activity is for pupils to complete a cartoon strip to demonstrate what happens to molten potassium fluoride when it is used to conduct electricity. Part of the cartoon strip is filled in already, pupils just need to add in either diagrams or descriptions, this can also be assessed once complete. The plenary task is a set of answers, pupils need to come up with a set of questions for these answers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with a video on ionic bonding, students need to watch the video and answer a set of questions, once complete pupils can self-assess their work. Pupils are then asked to think > pair > share how the group number relates to the charge on the ions formed from that group. Using the PowerPoint presentation you can then demonstrate the link between group number and number of electrons lost/gained by a specific atom, students can use these rules to help work out the charges on ions formed. To assess their knowledge of this, pupils will be asked to copy and complete a table to identify the number of protons, electron, the electronic configuration of an atom and of the ion of that atom, as well as the ion’s charge. Pupils can self or peer assess their work using the answers provided in the PowerPoint presentation. The next part of the lesson is for pupils to consider the ionic bond formed in calcium chloride, students will first need to draw the electronic configuration of a calcium and chlorine atom and then looking at the structure try and work out how an ionic bond might form between them. Once pupils have had a go you can reveal the answers using the diagrams and descriptions provided in the PowerPoint presentation, for those pupils who were unable to work it out it may be best for them to copy down the diagram in their books. Pupils will now be asked to draw diagrams to demonstrate the ionic bonds formed between a set of elements - calcium and oxygen, potassium and chlorine, sodium and oxygen, magnesium and chlorine. Once complete they can assess and correct their work using the answers provided in the PowerPoint presentation. The last activity is an exam-style question which pupils can complete in silence, and at the back of their books if it is a higher ability class. When complete the work can be red-pen assessed using the mark scheme provided. The plenary activity is for pupils to summarise what they have learnt in the lesson in three sentences, using as many of the key words provided as possible. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Using Our Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students are firstly given a set of different objects on their desks and they are also provided with a list of properties, for each object students need to use the words from the list provided to identify the object’s properties. This work can be self-assessed using the mark scheme provided. The next task for pupils to complete is an ‘Each one, teach one’ task - in pairs, pupils are either given information about glass or ceramics, they need to learn the information and teach each other so they are able to complete a table of information on both. This work can then be peer or self-assessed using the mark scheme provided. Next, pupils will watch a video about different composite materials - they will need to answer a set of questions whilst watching the video and this can be marked using the mark scheme provided. The next activity is for pupils to investigate the differences between reinforced concrete vs. normal concrete. Finally, students will complete a ‘Quick Check’ activity - pupils will need to answer a set of questions to summarise what they have learned this lesson. This work can be self-assessed using the mark scheme provided. The plenary activity requires pupils to write a Whatsapp message to their friends outlining what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a video animation on melting and freezing, along with written definitions that students could use to take notes down in their books. This leads into a task whereby students need to explain what is happening to the particle arrangement of a solid as it melts in a liquid, and of a liquid as it turns back into a solid during freezing. Students will watch a video first, then will have a go at coming up with their written explanations. Their answers can then be checked against the ones included in the PowerPoint presentation, students can mark and correct their work. Next, students are introduced to the idea of pure and impure substances are an explanation of how this affects the melting point of a substance is included. Students can investigate the melting point of stearic acid by carrying out a practical investigation, the equipment list and method for this investigation is included on the PowerPoint for students to follow. Their results should be recorded in a suitable table and can be plotted onto graph paper as an extension task. Next, students are given a diagram of the changes of state and are asked to draw a particle diagram for each of the states of matter, to show the transition between the states. This work can be self-assessed using the answers provided. Lastly, students will be asked to complete a ‘Progress Check’ task to assess what they have learned so far this lesson. The mark scheme for this task is included on the PowerPoint. The plenary is a ‘pick a plenary’ task, students can either summarise what they have learned so far this lesson in three sentences or write definitions for a set of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to different examples of exothermic reactions, this includes video links to more exciting exothermic reactions like the thermite reaction and the screaming jelly baby. Students are also told the definition for an exothermic reaction. Students are now asked to consider what an endothermic reaction is, now that they know the definition for an exothermic reaction. Students are asked to ‘think > pair > share’ their ideas, eventually feeding back into a class discussion and the definition can then be revealed, as well as two two examples. Students will now watch a video on exothermic and endothermic reactions, whilst watching the video they will answer a set of questions. Once this task has been completed, students can self-assess their work against the mark scheme provided on the PowerPoint. Students will now complete an investigation to identify whether a set of three chemical reactions are exothermic or endothermic. They will start the reaction and then measure the temperature over a set period of time, finally working out the change in temperature to determine which type of reaction has occurred. Students can follow instructions on the practical worksheet and record their results in a table drawn into their books. Finally, students will complete a ‘quick check’ task - whereby they will need to answer a question on the topic of the lesson, this can then be checked against the answer provided on the PowerPoint. The plenary task is an anagram challenge, students need to unscramble a set of anagrams which then spell out a set of key words from the last few lessons on reactions. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly be shown a demonstration of magnesium being burnt in air, students are asked to predict whether they think the mass of the product will increase, decrease or stay the same. Students are asked to explain their prediction. The demonstration is then carried out, students should record in their books the mass of the magnesium before burning and then the mass of the magnesium oxide after burning, from this they can deduce the mass of the oxygen needed to burn the magnesium. Students can then check their predictions to see if they were correct or not. Now, students can summarise what they have learned by completing a ‘fill-in-the-blank’ task which is a definition for the ‘conservation of mass’ in chemical reactions. This task can be self-assessed against the mark scheme provided. Students will now also complete a ‘Quick Check’ task where they are asked come questions to test their knowledge of what they have learned so far, this work can also be marked against the mark scheme provided. Students will not complete a match-up task, students are asked to complete the sentences by matching the correct phrases together. This helps students to explore the idea of the law of the conservation of mass, considering how this applies to reactions involving solids, liquids and gases. Again, the mark scheme for this task is included for students to check and correct their work. The latter part of the lesson is on balancing equations, students are firstly introduced to the process by which students should balance an equation, demonstrated by the example of magnesium + oxygen -> magnesium oxide. A few more examples are used to talk students through the process, then students will complete a step-by-step worksheet which introduces them to balancing equations at a basic level. The mark scheme for this task is included in the PowerPoint for students to self-assess their work. The plenary task requires students to complete a 3-2-1 reduction of the lesson, to include 3 facts 2 key words and 1 question to test their peers knowledge of what was learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the elements found within Group 1 of the Periodic Table - The Alkali Metals. Students will also learn some of the properties of the Alkali Metals which make them similar to other metals. Students will now focus on the reaction of alkali metals with water, students will learn what happens with lithium is placed in water - including the word equation for this reactions. After learning this, students will then need to copy and complete the word equations of other alkali metal reactions with water. This task can then self-assessed using the mark scheme provided. Students will now draw a table in their books before watching a video on the different reactions of Group 1 metals with water. Students will need to note down observations whilst watching the video. After completing this task, students are asked to ‘Think > Pair > Share’ their ideas about how they think rubidium and caesium will react with water. After this task, students can assess their work and also watch a another video to find out if their predictions about rubidium and caesium were correct. The next activity requires students to read a paragraph of information about the alkali metals, students will then need to answer a set of questions using this information. Once complete students can self-assess their work using the answers provided on the PowerPoint. The last activity is a ‘True or False’ activity, students will need to decide whether the statements are correct or not. The answers are provided for this task so students can check their work. The plenary activity requires students to write down three facts, three key words and one question to test their peers on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)