This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s 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 This lesson starts with an introduction to a Life Cycle Assessment, what it is, how it is carried out and the reasons behind conducting them. Next, pupils will watch a video on the process and importance of carrying out an LCA - pupils can answer a set of questions whilst watching this and when finished they can self-assess their work using the mark scheme provided. Pupils are then shown a diagram which outlines the input and output of an LCA, including all of the processes which occur in between. Pupils will now consider the overall environmental impact of the production of a paper bag compared to the production of a carrier bag. Pupils can discuss their ideas of which may make the larger impact on the environment. Next, pupils will be given a set of information about the extraction of raw materials, manufacture, use and reuse and disposal of these two bags - using this information they will need to conduct an LCA for each bag. To do this they have been provided with a table to fill in, for each factor they will need to score the environmental impact from 1-10. At the end they will have a score out of 40, the higher the score the larger the environmental impact. The last part of the lesson requires pupils to consider the problems of conducting a life cycle assessment, they can mind map their ideas as a pair and then share as part of a class discussion. The teacher can then reveal some of the issues with LCA’s, pupils can check their work against these answers. The plenary task is for pupils to write three quiz questions to test their peers knowledge of 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 email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ 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 into how to draw electrical circuit diagrams, a diagram is shown and students need to identify the correct components using the labels provided. The next part of the lesson focuses on the roles of different electrical components, students will each be given a different piece of information about a component. They can then walk around the room, sharing information with each other in order to complete a table on the components and their roles. This work can then be self-assessed once students have completed it. The next task will assess students understanding of these components in a ‘Quick Check - Who am I ?’ task. Pupils will need to identify the component from the description given, they can write their answers in their books and then check their work against the answers when they are revealed. Pupils will the be reminded of the rules on how to draw a circuit diagram, before being given a list of descriptions of different circuits. Students need to draw the circuits that are being described, the answers to this task can then be revealed using the mark scheme in the PowerPoint presentation. The last part of the lesson will require pupils to construct electrical circuits using electrical equipment, three diagrams of electrical circuits are provided to students, they need to use these to construct their own circuits. The plenary task requires pupils to complete a word search, once the words have been found they should write a definition of each of them 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, electrolysis and energy changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will firstly be shown a set of images, students will have to decide which are examples of an alkali/base and which are examples of acids. Next, students will watch a video on acids/alkalis and will need to answer a set of questions, after which they can self-assess their work using the mark scheme provided. The next part of the lesson focuses on pH, students are firstly reminded of the importance of the pH scale and will then need to complete an investigation to identify the pH of different substances. Students can use the practical sheet provided to complete this task, including the results table to record their results. The next part of the lesson looks at the difference between concentrated and dilute solutions, in terms of particles and in terms of risk/hazards when handling concentrated acids. Students will then need to summarise what they have learned with a fill-in-the-blank task, this work can be self-assessed using the mark scheme provided. The final part of the lesson pupils will focus on the difference between strong and weak acids in terms of ionisation. Students will also look at how pH values are related to the concentration of H+ ions, students will need to copy and complete a table to show the concentration of H+ ions per mol dm3 for each pH value, this work can then be self-assessed using the mark scheme provided. The plenary task is a ‘Pick a plenary’ task - pupils will need to either write a twitter message to summarise what they have learnt or write 5 quiz questions on the topics studied 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 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 ‘Organic Chemistry’ SoW. Pupils will firstly be introduced to the idea of polymers and will provided with a definition, they will then be given a set of information in pairs - one will be provided with polyethene and the other will be provided with polypropene. Pupils will then need to complete an ‘Each one, teach one’ task where they teach other other about the polymers - the monomers they are made up of, their properties and also products in which they are used. This task can be self-assessed using the mark scheme provided. Pupils will now watch a video on polymerisation, using the video they will need to answer a set of questions which can then be self-assessed using the mark scheme provided. The lesson will now focus on condensation polymerisation, pupils will firstly be given a worksheet with a set of questions which will need to be answered using a set of information posters that will be placed around the room. This work can be either peer assessed or self assessed using the answers provided in the PowerPoint presentation. The last task requires pupils to complete an ‘Exam-style question’ on the topic of what they have learned this lesson, once this is complete students can assess their work using the answers provided. The plenary task is an anagram challenge, pupils will need to unscramble the anagrams to reveal key words from today’s 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 changes’ 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 worked example of how to balance equations, after this pupils are asked to complete a fill-in-the-blank task to summarize the importance of balancing equations. This work can be assessed using the answers provided on the PowerPoint presentation. There are two further worked examples for the teacher to go through using the PowerPoint presentation, pupils will specifically look at the number of atoms of each element on each side of the equation to decide whether it is balanced or not. If it is not balanced then the class can discuss how to go about balancing it and pupils can attempt to answer the problems. The next worksheet is a set of equations, for each one the student must add up the number of atoms of each element on each side of the equation to decide if the equation is balanced or not. If it is not balanced students can have a go at balancing it, pupils can self-assess their work using the answers provided on the PowerPoint presentation. Finally pupils can have a go at balancing a list of equations, again the answers will be provided for pupils to assess their work. The next part of the lesson pupils will look at reacting masses, pupils will be shown how they can use a balanced symbol equation to work out the reacting masses Pupils will be shown a worked example first, then be given the steps that they need to carry out the calculations themselves. Pupils will then be given a worksheet of problems to work their way through, this work can be self-assessed using the answers in the PowerPoint presentation. Pupils will then be given a set of slightly harder problems to work through, these can be skipped for lower ability classes but would be useful to higher ability classes. The last part of the lesson focuses on teaching students to use the masses of reactants to work out the balanced symbol equation for a reaction. Again, pupils are shown a worked example and given a set of steps to help them to complete the problems themselves. They will then be given a worksheet to complete a set of problems. The plenary task requires students to write a twitter message on what they have learned about quantitative chemistry. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson on noble gases starts with identification of the position of these gases with the periodic table and a video to highlight some of the examples and properties of these gases. Once pupils have assessed their work from the questions asked during the video pupils will each be given a card with the name of a noble gas and a description of the everyday uses of this gas. Pupils will be given 15 minutes to complete a table to identify the name and uses of each of the noble gases by walking around the room/talking to each other in groups. Pupils will then complete an assessment task where they will need to identify the name of the alkali metal, halogen or noble gas based on the description. This work can be self-assessed once complete. The final activity is for pupils to follow success criteria to produce a poster which outlines the information they learnt about Group 1, Group 7 and Group 0 elements. To extend this task, you could ask pupils to present their posters or have pupils walk around the room and give WWW and EBI's for each poster. The plenary task is for pupils to summarise their work by writing down 3 facts, 2 key words and 1 question. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with 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 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly need to brainstorm ideas about the uses of aluminium, they can discuss their ideas with their partners and complete a mind map in their books. Some examples can then be revealed using the PowerPoint slide and pupils can check how many they got right, filling in any they may have missed. Pupils will then watch a video on the extraction of aluminium, students will need to answer a set of questions using the information provided in the video. Their work can be self-assessed using the answers provided. Students will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, students can check their work agaisnt the mark scheme provided. Next, students will be given a diagram of the electrolysis of aluminium oxide, pupils will need to complete this diagram by selecting the correct captions from a list provided on the board. Students can then check their work against the answers provided in the PowerPoint. The next task is a progress check, students will need to answer questions to assess their knowledge of what they have learnt so far this lesson. Pupils can then self or peer-assess their work using the answers provided. The plenary task is a 3-2-1 task, pupils will need to write 3 facts, 2 key words and one question to assess their peers knowledge of the topics covered 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. Firstly, students asked to think about a question that oil companies face - what to do with longer chain hydrocarbons which are in less demand than smaller chain hydrcarbons? Pupils can share their ideas in pairs, then as a class, before being introduced to the process of cracking. Next, as a recap of the structure of alkanes pupils will need to use ‘Molymod’ kits to make the first four alkanes in the homologous series, they will also need to complete a table to identify the structural & displayed formulae for each. This work can be self-assessed using the mark scheme provided. Now pupils are introduced to the process and products of cracking, students will then be given a set of hydrocarbons which are being ‘cracked’ with one of the products identified, they will need to identify the other product and also determine if it would be an alkane or an alkene. Once complete, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the structure and properties of alkenes, students will firstly be given a set of facts about alkenes which they can take notes from. Next, students will watch a video about alkenes, they will be provided with a set of questions that they need to answer using this video. This work can be self-assessed using the answers provided. Using what they have learned in this video, the teacher will conduct a demonstration which tests four unknown substances with bromine water - pupils will need to record their results in a table and determine whether the unknown substances are alkenes or alkanes. Pupils will lastly complete a ‘Quick Check’ task, this is a set of questions which will summarise what pupils have learned during the lesson. They will be able to peer or self-assess their work using the answers provided. The plenary task is for pupils to sum up what they have learned this lesson in three sentences, using the list of key words 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 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 students being introduced to the regular, crystal structure of a metal. To demonstrate the formation of metal crystals pupils can complete a simple practical activity whereby they place a piece of copper wire in silver nitrate solution, a displacement reaction occurs and silver metal crystals begin to form on the surface of the copper. Pupils can complete this task using the set of instructions included on the PowerPoint slide and write down their observations in their books. The next part of the lesson focuses on linking the structure of a metal to it’s properties, once this has been demonstrated to students using the information and diagrams included in the PowerPoint presentation they can copy and complete a worksheet to assess what they have learned. Once this task is complete students can assess their work using the mark scheme provided. Now pupils will look at metal alloys, firstly pupils will watch a video and answer a set of questions. Pupils can then self-assess their work using the answers provided. The last part of the lesson is on the properties of metals and how their properties relates to their uses, each student will be given a card of information describing a property of a metal. Pupils will walk around the room discussing the information they have on their card with others and using each other they should be able to complete a table of properties in their books. The plenary task requires pupils to come up with three facts, two key words and a question to test their peers on the topic of metallic bonding. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the ‘Atomic Structure & Periodic Table’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with a video about Mendeleev and the development of the periodic table, pupisl should answer questions alongside watching this video. After this work has been self-assessed pupils will be given an information sheet in pairs, this can be tag read as a class for lower ability pupils. Using this information pupils will need to answer a set of questions, they can complete these tasks in their book and once finished this work can be self-assessed using the answers provided. The next part of the lesson focuses on metals vs. non-metals, pupils will be introduced to the idea that the periodic table is split into two groups and will then need to use a poster activity to summarise the differences in properties between these two groups. Once this work has been self-assessed, pupils will then be given another set of information about different types of metals and pupils will use this information to complete a worksheet. The plenary activity is a an exit card where pupils will need to summarise what they have learnt by writing down three key words, one fact and one question on a piece of paper which can be handed to the teacher as they leave. 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 Analysis’ SoW. The lesson starts with an introduction to chromatography, pupils are told the importance of the process along with an example of a chromatogram. Pupils will then watch a video on the steps involved with a chromatography experiment and they will need to arrange a set of statements in the correct order to put together a suitable method. This task can be self-assessed using the mark scheme provided on the PowerPoint. Pupils will now use these steps to conduct their own chromatography experiment, once they have completed this task they can stick their chromatogram in their books and complete a conclusion and evaluation. Next, pupils will watch another video which goes into more detail of the chromatography method, pupils will be provided with a set of questions which they will need to answer using the information provided in the video. The answers to these questions can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on how to identify unknown substances using chromatography, pupils will firstly be shown a worked example of how to calculate Rf values. They will then be given a worksheet of chromatograms, for each one they will need to calculate the Rf value of each of the substances and will need to answer a set of questions also. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three facts, three key words and question on what they have learned during 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, specifically designed for higher tier ‘chemistry only’ students. 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 video on atom economy, pupils will answer a set of questions whilst watching the video which can be assessed using the answers provided. Pupils will then be taken through a worked example, step-by-step, to show how you are able to calculate atom economy once you know the desired product of a given reaction. Pupils will then need to use this worked example to come up with their own step-by-step checklist of tasks which need to be completed to work out the atom economy of a reaction. This can be checked against a list provided on the following PowerPoint slide. Pupils will then be given a list of questions on atom economy, they will need to show their working for each of the problems. Once the task has been completed pupils can check their work against the answers provided on the PowerPoint presentation. The next task is an exam-style question on atom economy, pupils should complete this in their books (and on their own, in silence for those higher ability classes), once complete this can be assessed against the mark scheme. The last task is for pupils to come up with five exam questions on atom economy, including a mark scheme for each question. The plenary task is for pupils to complete one of the example sentences, e.g. ‘I have understood this…’, ‘I still don’t understand…’. 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly be given some data on the rise in global temperature over the last 150 years, they will firstly need to plot this data on a graph and then will need to answer a set of questions. Pupils will then focus on the different ways in which global climate change will affect the environment, each pupils will be given a different card of information and they will need to walk around the room and share with each other to complete the table of effects. The next part of the lesson will look at reducing greenhouse gas emissions, firstly students will watch a video which focuses on carbon dioxide emission reduction. Pupils will need to answer some questions whilst watching the video which can then be self-assessed using the mark scheme provided. After this, pupils will told ways in which methane emissions can be reduced. Pupils will now complete a ‘Think > Pair > Share’ task whereby they discuss what ‘Carbon footprint’ might mean and will try to come up with a definition, the actual definition is then revealed and pupils can mark their work, making corrections where needed. Pupils are now asked to come up with a mind map listing all the ways in which their actions contribute to their annual carbon footprint, once they have created a list they need to come up with an action plan of how to tackle this and reduce their overall carbon footprint. This task can be self or peer assessed using the mark scheme provided. The final part of the lesson is an outline of problems faced when trying to reduce your carbon footprint, pupils need to understand these issues. The plenary task gives pupils a list of answers, for each answer pupils need to come up with the question that would lead to that answer. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the ‘Atomic Structure & Periodic Table’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with an introduction to the group that alkali metals are found in, this then is followed by a video about the metals where pupils will be required to answer questions, these can then be self-assessed. Next, the PowerPoint slides explain why, in terms of electronic configuration, the alkali metals increase in reactivity as you go down the group. Pupils can summarise this information using a fill-in-the-blank task, which can then be self-assessed. The reaction with alkali metals can then be modelled (practically you can show a demo of this) and pupils will need to be able to complete the word equation for this reaction, using a worked example of lithium and water pupils will need to fill int he word equations for other alkali metals. This work can be self-assessed. Pupils will then be given a set of information about the properties of alkali metals and about their reaction with oxygen and chlorine. Using this information pupils will need to complete questions, as well as compete work equations showing the reaction of various alkali metals with either oxygen or chlorine. Again, all answers to this work is provided so pupils can self or peer assess their work… The plenary task is a true or false task, which pupils could complete on their own at the back of their books. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the ‘Organic Chemistry’ 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 is designed for the NEW AQA GCSE Trilogy Chemistry GCSE, particularly the ‘Using our Resources’ scheme of work.