This lesson is designed for the NEW AQA Biology GCSE, particularly the ‘Homeostasis’ SoW and specifically for the higher tier. 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 overview of the function of the four main lobes of the brain, pupils will be given cards of information which they need to use to complete a table on these functions. Pupils will then be introduced to further structures which they are required to know the functions of: medulla, cerebellum, hypothalamus and cerebral cortex. Pupils will need to use posters to complete a worksheet where they label a diagram of the brain and outline the roles of each of these structures. Following this is a card sort where pupils can assess their understanding of what they have just learnt. The next part of the lesson focuses on how scientists and doctors have gained evidence for the structure and function of the brain. Firstly students will watch a video and answers questions on Phineas Gage, which can be self-assessed once complete. This will then go on to describe the role of electrical brain stimulation and MRI scans in providing knowledge about the brain. This is assessed with a copy and complete summary sentence task and finally the plenary is a 6-mark exam 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 is a lesson aimed at the new Physics specification, it meets specification points within the 'Energy' module. Other lessons from the 'Energy' module can be found in my TES shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a word search that pupils can complete to identify key words related to this lesson. Pupils will then watch a video on specific heat capacity where they will need to identify the factors which may affect a materials SHC. Pupils are then introduced to the concept of specific heat capacity and you can work through model questions with students to demonstrate how to approach and answer questions (model questions included on the PowerPoint slides). Pupils then have a go at completing SHC capacity questions on their own, pupils can then self-assess their work. Next activity is a 'Cloze' activity where pupils need to copy and complete sentences, words are provided. Plenary - pupils are provided with a range of answers, they need to write questions which correspond to these answers. All resources are included in the PowerPoint presentation. Enjoy and if you have any feedback please leave a review :)!

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 Module on ‘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 begins with an introduction to particles, describing the differences between materials which are made up of just one type of particle - a substance - and those that are made up of different particles - a mixture. Students are also introduced to the idea of properties of a substance as a description of the way in which a substance looks like and behaves. Students will then carry out a ‘Copy and Complete’ task where they will fill in the blanks to outline what they have learned about particles so far this lesson. This task can be self-assessed using the mark scheme provided on the PowerPoint presentation. Students are now introduced to the three states of matter - solid, liquid and gas. Students will firstly watch a video, using which they will need answer a set of questions about the arrangement of particles in a solid, liquid and a gas. The answers to this task are included in the PowerPoint for students to self-assess their work once it is complete. Next, students will draw a summary table into their books and will be given a card sort, students will need to sort the statements into the correct part of their table to describe the properties of solids/liquids/gases. The mark scheme for this task is included on the PowerPoint presentation, it can be used for pupils to self-assess their work. Lastly, students are given another set of statements describing the properties of solids/liquids/gases. Students need to draw a Venn diagram into their books and will need to sort the statements into the Venn diagram, this task can be marked and corrected once complete. The plenary task requires students to unscramble a set of anagrams, each anagram is a key word learned from 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 Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a recap on what was learnt last lesson, pupils will answer questions whilst watching a video about atoms, elements and chemical symbols. Next, pupils will be introduced to compound naming rules based upon the elements within that compound, pupils will then use these rules to complete a worksheet. Once finished the worksheet can be self-assessed using the answers provided. The next part of the lesson focuses on equations, pupils are firstly introduced to the idea of reactants and products of a chemical reaction. Given a worked example students look at how to write a word equation, once they have practise this they can complete their own word equations. This work can be self-assessed using the answers provided in the PowerPoint presentation. The final activity is an exam-style question, pupils should complete this on their own in silence and be given 7 minutes as it is 7 marks. Once finished they can self or peer-assess their work. The plenary activity is for students to write a twitter message about what they have learnt that lesson. The plenary task is a set of questions about what students 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 Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with student discussing the differences between atoms, compounds & mixtures and writing their ideas down, this is knowledge they should be able to recall from KS3. This is then explored further using an animation with questions that pupils are required to answer. After self-assessment of this task pupils are introduced to the definitions of each: atoms, elements, compounds and mixtures and will need to complete a fill-in-the-blank task to summarise. Pupils will then be given a selection of diagrams on the board, they will need to determine whether these diagrams are representing elements, compounds or mixtures. Once complete they can self-asses their work using the answers provided. The next part of the lesson introduces students to the idea of the periodic table, pupils will need to stick in a copy of it and then will be given a task sheet which can be completed using the names and symbols of the elements. The plenary task is a set of questions about what students 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 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 The lesson begins with an outline of why nitrogen so important to plants and how farming can disrupt the balance of nitrate ions in the soil, hence the need for efficient fertilisers. Firstly, pupils will watch a video on the Haber process - a way of turning nitrogen in the air into ammonia, the ammonia can then be used to produce fertilisers. Whilst students are watching the video they should be answering a set of questions which will be provided to them, this work can then be self-assessed using the mark scheme provided. Next, pupils are given a diagram of the Haber process as well as some jumbled up statements describing each step - they will need to arrange the statements in the correct order - assigned to the correct part of the diagram. This work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the reaction that takes place and the controlled conditions of the reaction vessel which ensures that the optimum temperature and pressure are maintained for the optimum yield of ammonia - without expending more energy than needed! The last part of the lesson is a set of exam-style questions, pupils will need to answer these in their books and they can then either peer or self-assess their work using the answers provided. The plenary task is for pupils to write a list of key words from 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 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 to relative atomic mass, including an explanation of how we can use the periodic table to find the atomic masses of different elements. In order to assess their understanding of this topic pupils will then complete a table identifying the atomic number, mass number and the number of electrons/protons/neutrons found within atoms of specific elements. This task can then be assessed using the answers provided in the PowerPoint presentation. Pupils will now think about what the formula of a chemical compound tells us about the elements found in that compound. Using examples pupils will be taught about formulae, they will then be given a list of formulae for various different chemical compounds and will need to list the different elements found in that compound as well as the number of atoms of each of the elements. This task can then be assessed using the answers provided. The next part of the lesson will focus on relative formula mass, pupils will be taught, using a worked example, how to calculate the relative formula mass for a chemical compound. They will then need to complete tasks involving the calculations of relative formula mass, once complete pupils can self-assess their work using the answers provided. The last part of the lesson focuses on moles, the definition is first introduced to pupils which can be explained further using the link the video included in the PowerPoint. Pupils are then shown how to calculate the number of moles of a substance using the relative formula mass and actual mass of a substance. Pupils will be then need to complete a set of calculations to work out the moles of different substances, this task can be assessed using the answers provided. Pupils are lastly shown how to rearrange this calculation where needed, they can then apply this skill to a new set of problems. The answers to which are included in the PowerPoint presentation, pupils can use this to assess 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 Physics GCSE, particularly the ‘Radioactivity’ 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 which includes a brief outline of the various uses of radiation in medicine. Students will then watch a video on the uses of radiation in medicine, during the video they will need to answer a set of questions. This work can be self-assessed using the mark scheme provided once students have completed the task. During the next activity, students will each be given a card of information describing a use of radiation in medicine - radioactive tracers, gamma imaging, radiotherapy and radioactive rods. Students will need to share information with each other by walking around the room in order to complete a summary table for all the different uses. The mark scheme for this task in included in the PowerPoint so students can self-assess their work once it is complete. The next activity requires students to consider the benefits, risks and precautions of using nuclear radiation for medical purposes. Students will be given a card sort and they will need to determine if statements are referring to a benefit, risk or precaution. The answers to this task in included for students to self-assess or peer-assess their work. The last task is a ‘Quick Check’ activity, students will need to answer a set of questions using what they have learned this lesson. Once this task is complete students can self-assess their work using the mark scheme provided. The plenary task requires students to complete sentence starter, from the selection given, 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 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 to power and what the power rating of an electrical appliance tells us about that appliance. Students are then asked to recap on their knowledge of power by trying to link together power, energy transferred and time in an equation (also in the ‘Energy’ topic). Once pupils have had a go at writing the correct equation, the answer is revealed in the PowerPoint presentation and students can then use this formula triangle to answer a set of questions. Once this task is complete students can then self-assess their working using the mark scheme provided. Students are now introduced to the calculation which works out the power supplied to an electrical appliance when given the current and potential difference. Students can make a note of this calculation in their books, complete the worked examples in their books and assess their answers. Next, pupils will be shown how you are able to decide which sort of fuse (3A, 5A, 13A) will be suitable for an appliance. Students are shown a worked example first, then they will be required to complete a ‘Quick Check’ task whereby students will answer questions based upon what they have learned so far this lesson. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. The last part of the lesson focuses on the relationship between current and resistance heating, pupils are shown another calculation which they are able to use to work out the power supplied to a resistor. Students will then be given a set of problems to work through, again assessing their knowledge of all they have learned this lesson. Students can then self-assess or peer-assess their work using the answers provided. The plenary task requires pupils to spend a minute talking to the person next to them about what they have learned. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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 Students will firstly be given a recap on the definition of a polymer and an explanation of the factors which can affect the properties of a polymer. Pupils are then given some information about high-density polyethene and low-density polyethene, they will need to use this information to complete a worksheet of questions. This work can then be self-assessed using the mark scheme provided. Pupils will now complete an investigation into the modification of polymers by finding how the quantity of borax solution can affect the properties of slime, they can record their observations in a table in their books. Next, students are introduced to the processes of thermosetting and thermosoftening polymers with a video - using the information in the video they will need to answer a set of questions. This work can be self-assessed using the mark scheme provided. The last task is a ‘Quick Check’ task - pupils will need to answer a set of questions about what they have learned this lesson. Their work can then be self-assessed using the mark scheme provided in the PowerPoint. The plenary is a ‘Pick a plenary’ activity which requires pupils to either unscramble a set of anagrams or write a summary sentence for the lesson using a list of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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. Students will firstly be introduced to carbon as being one of the main constituents of life, as it is present within many molecules inside the human body - DNA, carbohydrates, fats & proteins. Students will also be introduced to the idea of ‘carbon sinks’. Students will now watch a video on the carbon cycle, students will need to answer a set of questions whilst watching this video. This task can then be self-assessed using the mark scheme provided. Next, students will be given a ‘fill-in-the-blank’ task to complete using the key words provided on the PowerPoint presenation. Students can self-assess their work using the mark scheme provided once this task is complete. Next, students will watch another video on the processes involved in the Carbon Cycle. Whilst watching this video they will be given a number of captions, which they will need to use in oder to fill in blanks on a worksheet. This task can be self-assessed using the mark scheme provided, once it is complete. Lastly, students will be given a series of pictures and words/descriptions which they need to use in order to construct their own poster of the carbon cycle, they will need to add arrows to demonstrate where the carbon is moving from and to. This task can be self-assessed using the mark scheme provided on the PowerPoint presentation. The final task requires students to read of piece of information, using this they should discuss and write down some changes that we could implement at home, and on a national scale, to help reduce our carbon emissions. The plenary is a ‘pick a plenary’ task, students will either choose to write down a summary of what they have learned this lesson in three sentences, or they may choose to write definitions for a set of key words that are 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 ‘Inheritance, variation and evolution’ SoW, it contains some higher-tier only content. 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 firstly begins with a description and definition for gene expression in a cell, this leads onto introduce the idea of a mutation. Pupils are given a definition of a mutation and are asked to consider whether mutations are always negative effects. This leads onto show the ways in which a mutation can affect a protein/enzyme in the body and the effect that could have on the function of body processes. Next is a quick check-silent 5 activity to assess students knowledge of gene expression and mutation, pupils can answer the questions in their book and mark their work using the answers provided. There is on further activity on mutations, pupils will watch a video on sickle cell anaemia and answer questions in their books. The next section of the lesson is on inheritance, firstly pupils are introduced to the idea of alleles and are shown the genotypes of three rabbits with either black or white fur colour to show that it is the combination of alleles that determines this characteristic. Pupils are asked to complete some questions based on what they have learnt so far, which can be assessed using the answers provided. Next pupils are introduced to the difference between genotype and phenotype, homozygous and heterozygous genotypes. Pupils will then be given a set of images and are asked to identify whether these images are representing a genotype or phenotype, if it is a genotype they are asked to determine if it is homozygous or heterozygous. This work can then be assessed. Pupils are now shown how to construct a genetic diagram using a worked example, they are then given another genetic cross for which they need to construct their own genetic diagram and work out the percentage of each offspring that would be present, this work can be self-assessed. The final task is on sex determination, pupils are introduced to the idea of X & Y chromosomes and are shown the combinations needed to produce a male or a female. Pupils will need to construct their own genetic diagram to show the percentage chance of a baby being male or female. This topic can also be assessed using an exam-style questions for higher ability pupils. The plenary activity is for pupils to write a glossary in the back of their books for any new key words 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 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 is a lesson designed to meet specification points for the new AQA Trilogy GCSE Biology ‘Bioenergetics’ scheme of work. The lesson begins by pupils being introduced to the term ‘photosynthesis’ and then being asked to consider the raw materials that plants need in order for photosynthesis to occur. Pupils are then given three minutes to write down everything they have learnt about photosynthesis so far, with an extension task to write the word equation for the reaction. In the next part of the lesson pupils are introduced to the word equations and are challenged to write a balanced symbol equation for this reaction. Mid-lesson plenary involves a set of exam-questions (total marks = 9 marks) which they can complete in silence and then peer or self-assess using the mark scheme provided. Pupils are then introduced to the concept of endothermic and exothermic reactions, they are given the definition for an endothermic reaction and are then asked to ‘think, pair, share’ with a partner about what an exothermic reaction might be and whether photosynthesis is endothermic or exothermic. After 5 minutes, pupils are given the answers and they can mark their work. The final activity is for pupils to watch a video on the scientific investigation conducted by Van Helmont, pupils watch the video and answer questions on a worksheet which can then be self or peer-assessed using red pens. Pupils can choose their plenary activity - either writing quiz questions on the topic of the lesson or summarising what they learnt by writing a twitter message along with #keywords. All resources are included in the PowerPoint presentation, thank you for purchasing :)

This is a lesson designed to meet specification points for the new AQA GCSE Trilogy Biology 'Cells' SoW. For more resources designed for the new AQA GCSE Trilogy Biology, Chemistry an Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils completing a comprehension task, they will need to read details on the history of the microscope and answer questions into their books. Once finished pupils will need to then self-assess their work using the answers provided in the PowerPoint presentation. Pupils are then introduced to the idea of 'resolution' - the definition for which they need to know so pupils could write this down in their books. The next part of the lesson will focus more on maths skills related to microscopy, pupils will firstly need to calculate the overall magnification of a microscope using the objective lens and eyepiece lens magnifications. The next skill pupils will learn is to change units of measurement from cm > mm > um > nm. The next calculation pupils will need to know is how to calculate the actual size of a specimen being observed down a microscope. Pupils will be introduced to the calculation and then given a couple of example questions, pupils can attempt to have a go at these themselves. The following slide goes through step-by-step how you would calculate the answers to these questions. The plenary is a 'Silent 5' task where pupils will need to answer questions based upon what they have learnt during the lesson.

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to fossils, a definition of a fossil and a task for pupils to think > pair > share how the remains of dead organisms could be preserved for millions of years. After a short classroom discussion about the ideas pupils have come up with, pupils can move on to the next task. Pupils will each be given a different piece of information on the ways in which fossil remains can be preserved. Pupils can move around the room and discuss their cards of information and use each others to take notes on these processes. Pupils will then watch a video on how fossils are formed, using this video pupils will need to answer questions in their books. This work can be self-assessed using the marking criteria provided. The next part of the lesson focuses on why fossils do not provide a complete record of evolution. After this has been explained, using the information and images provided on the PowerPoint slide, pupils can complete some quick check questions on what they have learnt this lesson. Once complete pupils can mark their work using the answers provided. The final task is for pupils to complete a table to demonstrate the evolution of the horse, they will each be given a card of information on a particular stage of evolution. They can use each other to complete the full picture of how the horse evolved, completing their own table in chronological order. The last task is a set of exam-style questions on what pupils have learnt this lesson, they can answer these at the back of their books for an extra challenge. A mark scheme is provided for pupils to assess and correct their work once it is complete. The plenary task is for pupils to summarise what they have learnt this lesson as three facts, three key words and a question to test their peers. 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 from the NEW AQA specification on defence mechanisms of the body, from the ‘Infection and Response’ module. This lesson is part of a 12 lesson bundle for the NEW ‘Infection & Response’ Unit, found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by recapping on what a communicable disease is and what risk factors can increase the likelihood of a communicable disease spreading from person to person. Students are then given an outline of a human body, they will need to label it with the various different ways pathogens can enter the body. Pupils can then mark and check their work against the examples on the PowerPoint slide. Students then discuss how your body may stop pathogens entering via these various different entry routes and you can use the information on the PowerPoint slide to highlight these various defence mechanisms. Pupils can spend time annotating their diagram to display these defences and peer-assess their work - R/A/G. Next, is the introduction of white blood cells, you can explain their different roles using the diagrams on the PowerPoint slide and by use of the video/animation links. Pupils should then fill in a table of information using as many key words as possible, pupils should self-assess their work to check for the correct use of the key terms. Plenary - past-paper question which I get pupils to complete in silence and hand to me as they leave (exit card). I will then mark and grade it for the next lesson, but equally they could complete and mark within the lesson. All resources are included within the PowerPoint presentation. Enjoy :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to variation and what it means to belong to a species. Students will then be shown images of four different people and will be asked to note down the ways in which the people are different from one another and why. This will lead into the next PowerPoint slide which shows images of characteristics which are inherited - lobed/lobeless ears, eye colour, natural hair colour. Students can make a note of these in their books as examples. Next, students will be shown images of characteristics which could be due to the environment - weight, tattoos/scars, piercings, strength. Students will now focus on inherited variation, they will be asked to think about their own characteristics and then compare this to a family member - parents/grandparent. Students should then complete a mind map of the characteristics they have inherited from different people, e.g. I have inherited my eye colour from my Dad. If complete, there is an ‘extra challenge’ question for students to consider why they are not identical to either one of their parents. Next, students will be shown examples of environmental factors which lead to certain types of environmental variation. For example, where you grow up and the football team you support. Students will then need to complete a task which requires students to match the correct environmental factor with the correct type of environmental variation. This task can then be marked and assessed using the mark scheme provided once complete. The last task requires students to consider a world in which there is no variation, where everyone looked the same as one another. Students will then need to describe the advantages and disadvantages of this world and explain whether it would be a world they would like to live in. The plenary task requires students to spend a minute talking 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 :)