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 Pupils will firstly come up with a mind map of ideas about why water is such an important resource, they can discuss with their partner and write their ideas in their books. Some of the reasons can then be revealed via the PowerPoint presentation and pupils can assess their work - making corrections where necessary. Pupils are then shown a quick recap of the stages involved in the water cycle, before beginning to look at the treatment of fresh water and purification of salt water. Students will be given a worksheet of questions, around the room will be information sheet on how fresh water is turned into potable, drinking water and how sea water is purified. Pupils will need to read the information posters to answer their questions, this work can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on waste water treatment, pupils will watch a video on the steps involved with sewage treatment. Pupils will answer a set of questions whilst watching the video, this work can then be self-assessed using the answers provided. The final task is for pupils to complete an exam-style question on this topic, they can answer in their books and either self or peer assess using the mark scheme provided. Finally, pupils will be given a set of answers, they will need to come up with questions which match 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 Combined Science:Trilogy Biology GCSE, particularly the 'Bioenergetics' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by students thinking about the raw materials needed for plants to photosynthesise and which factors might limit the rate. The three factors which students will need to learn about are then revealed - carbon dioxide, light intensity and temperature. Three limiting factor graphs are then shown for each of these factors and students need to have a go at explaining what the graphs are showing, as a class discussion. Pupils will then need to complete a fill-in-the-blank task and self- their assess their work using the answers provided. Next pupils are shown a green leaf and a variegated leaf and are asked to think>pair>share which leaf they believe will have a higher rate of photosynthesis, and why. This then leads to pupils learning that less chlorophyll means less photosynthesis will take place, which could lead to stunted growth. The next part of the lesson focuses on pupils being able to use practical equipment to set up an investigation which measure the effect of light intensity on rate of photosynthesis. Pupils will firstly be given some images of equipment they could use and are asked to come up with a potential method for this investigation. After this pupils are then shown a video where they have to answers questions about the variables in this investigation and finally they are given a set of results to plot data and analyse it. The plenary is a silent 5 task where pupils need to answer questions about what they learnt this lesson on their own in their books. All resources are included either at the end of the presentation or as a separate file. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed to meet specification points for the new AQA GCSE Trilogy Biology ‘Cells’ SoW. For more resources designed to meet specification points for the new AQA GCSE Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils being introduced to the idea of stem cells, what they are and why they are important. Pupils will then watch a video about stem cells, the difference between adult and embryonic stem cells and their importance in medical research and treatments. Pupils will answer questions whilst watching the video and can self-assess their work using the answers provided once it has finished. Pupils will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, this can be copied off the board or summarised in their book. The next activity is on stem cells in plants, pupils will be given some information on the board and will then need to answer questions about this information. The next activity will focus on the social, moral and ethical implications of using stem cells for medical research purposes. Pupils will need to read opinion/fact cards about the use of stem cells and firstly will need to discuss the pros and cons of using stem cells for medical research. The second task is for pupils to sort the information cards into ‘fact’ or ‘opinion’ columns - this can be self-assessed using the answers provided. The final plenary task is an exam-style question about use of stem cells, pupils can then self-assess their work.

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with an introduction to accommodation, in pairs pupils will be given either information on how the eye focuses on distant objects or on nearby objects. Pupils will have to teach each other about the information they have and complete the questions listed on the PowerPoint slide. Once this task is completed it can be assessed using the mark scheme provided. The next part of the lesson focuses on common defects of the eye, specifically myopia and hyperopia. Pupils will need to use posters of information placed around the room/on their table to complete a fact file on both of these conditions which includes a description of the disease and of the treatments available. Pupils will now consider some of the ways in which these common eye defects can be overcome, pupils will be given a card sort in pairs describing different technologies in treating these conditions. Pupils will need to read these cards and produce a table which sums up the advantages and disadvantages of these treatments. The last activity is an exam-style question which pupils can complete in silence, once finished they can use the mark scheme to self-assess their work. The plenary task is an anagram challenge, pupils should unscramble the words to identify key words they have learnt on the topic of the eye. 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 '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 Firstly, students are shown how to ammonia produced in the Haber process is reacted with different acids to form different ammonium compounds before being used in fertilisers. Firstly, students will investigate how to produce ammonium sulphate in the lab - they will be provided with a practical worksheet which they will need to work their way through in pairs. This involves a titration, which they should have carried out before, their results can be recorded in the table provided on the worksheet. Next, pupils will watch a video on the production and use of fertilisers - using the information provided int he video a set of questions needs to be answered. This work can then be self-assessed using the mark scheme provided. Lastly, pupils will be given a set of information about how fertilisers are made in the lab compared to being made by chemical industry. Using this information students will need to complete a comparison table which focuses on starting materials, equipment, safety, yield and running costs. This work can be self-assessed using the mark scheme provided. The plenary task requires pupils to write three quiz questions to test their peers knowledge on 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 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 reminder of what a mixture is and a list of key words related to this topics, pupils are asked to think > pair > share ideas about the definition of these key words. After a class discussion pupils are asked to link these terms, with examples, to the correct definition. Once finished they can self-assess this work. Pupils will then watch a video about different separation techniques and will be required to answer questions whilst watching, after this work is self-assess pupils will explore these methods further by completing a table of information using posters around the room. The final activity is a practical to show how chromatography works, pupils will complete this practical (should only take 10-15 minutes) and then will be introduced to Rf values, they can use this calculation to work out the Rf values of the dyes they have separated during the practical. The plenary task is for pupils to summarise what they have learnt during the lesson by using as many key words from the key word list 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 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 a recap of the three main types of radiation: alpha, beta and gamma radiation. Students will firstly be asked to draw and label a diagram to show how each of these types of radiation can be stopped. Students will then be given some information about the penetrating power of these three types of radiation, using the information and their own knowledge students will need to complete a summary worksheet. Once this has been completed students can self-assess their work using the mark scheme provided. The next part of the lesson will focus on the dangers of radiation, firstly students will be shown a teacher/technician demonstration of the different types of radiation, outlining some of the dangers and precautions taken when handling radioactive sources. Students can complete a table of information on the relative dangers of these radioactive sources whilst watching the demo. This work can self-assessed against the mark scheme provided once it is complete. Next, pupils are asked to ‘Think > Pair > Share’ ideas about how scientists/workers can protect themselves against the hazards of ionising radiation. After a short class discussion the answers can be revealed for students to check their work and take extra notes if necessary. Lastly, students are asked to think about the uses of radiation, they will be given a list and they will need to determine which are real uses of radiation. The real uses of alpha, beta and gamma radiation can then be revealed on the PowerPoint presentation - students can check their answers and take notes on extra uses. The plenary task is for students to talk to the person next to them for one minute 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 and specifically designed for the higher tier GCSE chemistry 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 students learning how to calculate the number of moles of a gas when you know the molar gas volume. Students will then work their way through a set of questions using this calculation, for latter questions students will need to rearrange the equation. This work can then be assessed using the answers provided in the PowerPoint presentation. The next part of the lesson focuses on calculating the masses of gaseous reactants and products, firstly students are shown a worked example. The next task is for pupils to watch a video, using which they should answer a set of questions. Once this task has been completed students shoudl mark their work using the answers provided. Using the formula they have learnt whilst watching the video, they should now complete a set of questions on a specific chemical reaction - this required students to calculate the volume of gases produced or the mass of a reactant needed to produce a certain amount of a gas product. This work can be self-assessed using the answers provided in the PowerPoint presentation. The next task is a further set of problems requiring students to calculate the volume of gaseous reactants or products given a balanced symbol equation for a chemical reaction. The last task requires pupils to come up with 4 exam questions on the topic of gas volumes, they should also include a mark scheme for each of the questions. Once they have competed their questions they should swap with the person next to them and complete their partners questions, these can be self or peer-assessed using the mark schemes they have written. The plenary task is for pupils to write a WhatsApp message to their friends to tell them what they have learnt about 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 'Homeostasis' SoW and for higher tier pupils. 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 introduced to two further hormones in addition to auxin: gibberellins and ethene. The first task is for pupils to watch a video on the role of auxins and gibberellins in plant growth and development. Pupils will answer questions whilst watching the video and then self-assess their work using the mark scheme provided. Once pupils understand how gibberellins and auxins work they are asked to think > pair > share how these two hormones might be utilised by farmers/gardeners to help increase yield. Pupils can come up with a mind map in their books of their ideas. The next activity is another video, this one is on the uses of hormones in horticulture and agriculture. Pupils are asked to answer questions whilst watching the video, this work can again be self-assessed using the mark scheme provided. Pupils will then be given an information sheet on plant hormones, outlining further roles of auxin and gibberellins and also the role of ethene. Pupils will need to answer questions using this information. The final activity is a true/false task on the topics of plant hormones. The plenary task is for pupils to write a text message to their friends outlining 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 '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 The first part of the lesson focuses on the problems of metal extraction, particularly to the environment. Students will firstly brainstorm their ideas of how metal extraction can cause problems, then some examples are revealed using the PowerPoint presentation and the need for recycling is also explained. Students will then need to complete a progress check, a set of questions to assess their knowledge of what they have learned this lesson. The answers to which are included in the PowerPoint presentations so students can self-assess or peer-assess work. Pupils will now focus on the extraction and recycling of three metals: aluminium, copper and iron. They will firstly be given some information sheets on these three metals and using these they will need to answer a 6-mark exam question which requires pupils to give a use for each metal and outline reasons why they should be recycled by listing both economic and environmental reasons. This task can then be peer or self-assessed using the comprehensive mark scheme provided. Pupils will now watch a video which outlines limits to recycling, pupils will need to answer a set of questions whilst watching the video. This work can then be self-assessed using the mark scheme provided. The last task is a word search, pupils need to find a list of key words in the word search and for each word they find they need to write a sentence which links that word to the extraction of metal from it’s ore. The plenary activity is for pupil to spend five minutes thinking about what they have learned in the lesson - what they have understood and what they would like to spend more time on. 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 is a lesson aimed at meeting specification points within the new AQA GCSE (2016) Biology 'Cells' SoW. For more resources aimed for the new AQA GCSE specification please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will start by looking at the differences between unicellular and multicellular oganisms and what it means for a cell to be 'specialised'. Pupils will then focus on the difference between stem cells in animal and plant cells, they will read a bit of information on this topic and answer questions in their books. Pupils can then peer-assess their work using the answers in the PowerPoint. In the next task Pupils can either use posters places around the room or they each get given a different card with a different specialised cell and they need to complete a table of information on the structure and function of various specialised cells. These include: palisade cell, white blood cell, nerve cell, red blood cell, ciliated epithelial cell, sperm and egg cell. The last activity pupils will need to complete a past-paper question to assess their knowledge. Pupils can then self-assess their work using the mark scheme provided. All resources are included, please review with any feedback :)

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 begins with a diagram to show how chemical cells/batteries work by relying upon the differing reactivity of metals. Students will then watch a video and will need to answer a set of questions using the information provided in the video, students can then self-assess their work using the mark scheme provided in the PowerPoint. Students will now need to complete an investigation into the potential difference produced by different chemical cells by following the instructions on the practical sheet provided. Pupils will need to record the results of their investigation and write a conclusion on the practical worksheet. The next task is a ‘Quick Check’ to assess students understanding of what they have learnt so far this lesson, pupils will need to complete a set of questions and they can then self-assess their work using the answers provided in the PowerPoint. The last part of the lesson will focus on fuel cells, students will watch a video and using the information provided they will need to ask a set of questions. The answers to these questions are included in the PowerPoint, so students can check their work once this task is complete. Finally, students will be given a set of information on hydrogen fuel cells which they can read in pairs. Using this information pupils will need to produce a table to sum the advantages and disadvantages of using hydrogen fuel cells as an energy source. Students can then check their work against answers provided in the PowerPoint. The plenary task is for pupils to summarise what they have learnt this lesson in three sentences, using key words from the list 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, 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 description of an exothermic reaction, including examples such as the thermite reaction and the screaming jelly baby reaction. This includes link to videos to demonstrate the energy transfers which are taking place during these exothermic reactions. Pupils are then asked to think>pair>share ideas about what an endothermic reaction might be and to come up with any examples if they can. Once students have had chance to discuss in groups, they can feedback to the class for a brief class discussion before the answer and examples are revealed using the PowerPoint presentation. The next part of the lesson requires pupils to undertake an investigation into different reactions, they will identify whether three different chemical reactions are either endothermic or exothermic bu measuring the temperature change for each of them. Students should follow the instructions included and record their results in the table provided. Students are now introduced to energy level diagrams to explain what is happening during an endothermic and exothermic reaction, they can sketch an example of each in their books for future lessons on energy profiles. The next part of the lesson will be a progress check, students should answer in their books and the work can be self-assessed using the answers provided. The last part of the lesson is on uses of endothermic and exothermic reactions in products, students will each be given a card of information. They will need to share their information with others to complete a table in their books to describe each of the products, identify if it is an endothermic or exothermic reaction and evaluate the advantages and disadvantages. The plenary task is for pupils to come up with their own product which uses either an endothermic or exothermic reaction. Thank you, leave any questions in the comment section :)

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 ‘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 description of the new field of nanoscience and the types of industries where this may be important. Pupils are then given a set of questions which they must complete using a video, once the students have answered the questions they can assess their work using the mark scheme provided. Pupils will now focus on the importance of surface are to volume ratio when considering nanoparticles, students will calculate the surface area to volume ratio of a cube that is 100cm x 100cm, 10cm x 10cm and 1cm x 1cm. By doing this they can see that the smaller the particle the higher the surface area to volume ratio, this is an important property in nanoparticles - particularly for their use as catalysts. Students are then asked to prove that the same applies for a cube that is 10m x 10m and 0.1cm x 0.1cm. All work from these tasks can be self or peer assessed using the answers provided in the PowerPoint presentation. The next part of the lesson is a task for pupils to consider the application of nanotechnology, pupils will each be given a card of information describing one application of nanoparticles. They will need to walk around the room and discuss the applications with each other to complete a table in their books. The last task is for pupils to consider the potential risks involved with the uses of nanoparticles in everyday products, students should think > pair > share their ideas about how the industries using nanoparticles might be posing risks to people and the environment. Once the class has discussed these potential risks you can outline some examples using the PowerPoint presentation. The plenary is for pupils to pick a task, either write a twitter message or summarise what they learnt in the lesson in three sentences. 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. Students are firstly introduced to the idea of a ‘homologous series’ and look at how this applies to the pattern of formulae for the alkene series. Students are then asked to think about the differences between complete and incomplete combustion from what they have learned in previous lessons, before being shown the differences between complete/incomplete combustion of alkenes and how this explain why alkenes are rarely used as fuels. Next, students will watch a video on the reactions of alkenes with water and with halogens, using the information in the video they will need to answer a set of questions. The answers to this task are provided in the PowerPoint so that students can self-assess their work. Pupils will now be given a set of symbol equations between different alkenes and halogens, pupils will need to complete these calculations in their books, ensuring that they are balanced. Once complete, pupils can self-assess their work. The last part of the lesson focuses on the reaction of alkenes with hydrogen, students will be shown a simple hydrogenation reaction and will also be given some information about hydrogenation and whether it is a good or bad process in the production of margarine spreads from vegetable oils. Students will need to read this information and then answer a set of questions, this work can be self-assessed using the answers provided in the PowerPoint presentation. The plenary task is for pupils to write a Whatsapp message about what they have learned in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Pupils are firstly required to ‘THink > Pair > Share’ their ideas on the definition of a set of key words, once they have shared with each other and the class the definitions can be revealed, pupils can check whether their answers were correct. Pupils can now watch a video on fractional distillation, they will need to answer a set of questions whilst they are watching the video, their answers to this can be assessed using the mark scheme provided. Students will now be given a worksheet of levelled questions, placed around the room are information sheets which students will need to read and use to answer the questions on their worksheet. Once this task is complete students can peer/self assess their work using the answers provided on the worksheet. The final task, students will watch a video and will need to note down a use for each of the crude oil fractions listed, again this work can be checked and marked against the answers provided in the PowerPoint. The plenary task requires pupils to complete an ‘Exit Card’ - stating 3 facts, 2 key words and 1 question to test their peers knowledge of what they have learnt today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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 :)