This is a lesson aimed at the new AQA GCSE Biology (2016) - ‘Cells’ SoW. The lesson begins by identifying examples of prokaryotic and eukaryotic cells, pupils can begin to think about the structural differences between these two types of cells. Next, pupils are given a worksheet plus an additional card of information on either the structure or function of a bacteria cell. Pupils will need to walk around the room and trade the information on their card with others to fully complete a labelled diagram of a bacteria cell and descriptions of the functions for each structure. Once completed pupils can peer or self-assess their work using the information within the PowerPoint slide. The next activity requires pupils to apply their knowledge of the structure of bacteria (prokaryotic) cells and compare this to the structure of eukaryotic cells, pupils need to construct a list/table in their books to identify the similarities and differences between these two cells. Pupils can then self-assess their work against the list provided in the PowerPoint slide. The next activity is an assessment activity, pupils will need to complete the past-paper question in their books and again self/peer-assess their work using red pens. The final activity involves a list of ‘True/False’ statements, to gauge the progress of the class this could be completed by students holding up red/amber/green cards to identify whether they think the statement is true or false. All resources are included in the PowerPoint presentation, please review to provide me with feedback :). Thank you.

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 diagram of the electronic configuration of fluorine, chlorine and bromine and pupils need to think > pair > share their ideas about any trends/patterns they can see as they go down the group. The trend in the electronic configuration and what this means in terms of reactivity is then outline on the next slide, pupils are then asked to answer questions about this. The answers to which will be revealed so pupils can check their answers. To summarise what they have learnt so far pupils can complete a fill-in-the-blank task, then they will watch a video which will identify some of the properties of the different elements found in the halogen group. Once this work has been self-assessed pupils will then be shown what a displacement reaction is and will be given a worked example to demonstrate how it works. Once you feel confident that pupils have understood when a displacement reaction will take place they can complete some word equations to show the products of such reactions. This can then be marked and any misconceptions addressed. The plenary task is a true or false task which you could conduct as a class or ask pupils to complete in their books and then mark. 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 image of two atoms - one with less neutrons in the nucleus and one with more. Students are asked to ‘Think > Pair > Share’ their ideas about what make the atoms different from one another. Next, students will be given a set of questions which they will need to answer whilst watching a video. The students will complete this task and once finished they will be able to mark their work using a the mark scheme that is provided on the PowerPoint presentation. Students are now introduced to the idea of radioactive decay, students will be shown another video about ionising radiation. They will need to answer a set of questions whilst watching the video, the work can be self-assessed using the mark scheme available. The latter part of the lesson focuses on the properties of alpha, beta and gamma radiation. Posters of information will be posted around the room, students will need to read this information and use this to answer a set of questions. The mark scheme is included so students can mark and correct their work. The last task requires students to determine the number of protons and neutrons found within radioactive sources which have undergone alpha/beta decay. Students can then mark their work once it is complete. The plenary task is for students to write a twitter message to demonstrate what they have learned today, making sure they #keywords. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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 starts with an introduction into the differences between series and parallel circuits, students can take notes and draw a diagram of each type of circuit in their books. Students will then watch a video on series and parallel circuits, they will need to answer a set of questions in their books which focuses on how current and potential difference across components changes in a series vs. parallel circuit. Once this task is complete, students can then self-assess their work using the mark scheme provided. Next, pupils have to identify whether a circuit is a series circuit or a parallel circuit from a set of diagrams. Then, students are given a worksheet of parallel and series circuits, given the current of the ammeter shown in the diagram they will need to work out the current of the ammeters placed elsewhere in the circuit. Students can then self or peer assess their work using the mark scheme provided. The next part of the lesson focuses on the resistance of components found in series and parallel circuits. Firstly, students will be given the ‘Resistance Rule’ for components in a series circuit, as well as the calculation to work out total resistance in a series circuit. Using this, students can then answer some questions which can be self-assessed using the mark scheme provided. Next, pupils are introduced to the ‘Resistance Rule’ for components placed in a parallel circuit. Once they have learned the rules, pupils can answer a set of questions which can then be either peer-assessed or self-assessed using the mark scheme provided. The plenary task is a ‘Pick a plenary’ task - students can either summarise what they have learned this lesson in three sentences or they can write a definition for a set of key words from the ‘Electricity’ topic. 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 begins with a ‘Think > Pair > Share’ task where students are required to discuss sectors which must reply upon efficient and effective instrumental methods of chemical analysis. After a short class discussion, the teacher can discuss the importance of instrumental analysis for environmental and health care sectors. Students will now be shown the difference between qualitative and quantitative methods of chemical analysis. They will then be given a set of statements, students will need to sort these statements into either advantages of disadvantages of instrumental methods of chemical analysis vs. traditional methods. Pupils will need to self-assess their work using the answers provided in the PowerPoint. Next, students will watch a video on flame emission spectroscopy and will need to use information provided in the PowerPoint to answer a set of questions. This work can be self-assessed using the answers provided. Following this, students will be provided with a set of information about this process, they will need to use this information to answer a set of questions. Their answers to these questions can be self-assessed using the mark scheme provided. Lastly, pupils will be shown a diagram showing the results of flame emission spectroscopy tests for different metals. The plenary task requires pupils to write a Whatsapp message about 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 Physics GCSE, particularly the ‘Forces in Action’ 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 to force diagrams, students are given some information about how arrows can show the direction and size of forces acting upon an object. Students will then need to add force arrows to a diagram of a brick falling, this task can then be checked against the answer provided. Students are now shown a ‘Tug of war’ diagram, students are asked to ‘Think > Pair > Share’ their ideas about which side would win and why. After a short class discussion, students are now introduced to the idea of balanced and unbalanced forces, using ‘tug of war’ images as examples. Students are then given some information outlining how the motion of an object is affected by balanced/unbalanced forces acting upon it. Students will now complete a forces circuit to consider the type and size of forces acting upon different objects in the circus, students will need to identify the type/size of the forces and decide whether they are balanced or unbalanced. This task can be self-assessed once it is complete. Students will now be introduced to the definition of resultant forces, and will be shown some examples of how to calculate resultant force using ‘tug of war’ examples again. Students will now complete a couple of tasks to assess their knowledge of what they have learned so far on resultant forces, both tasks can be self-assessed using the mark scheme provided in the PowerPoint presentation. Lastly, students are shown how to draw ‘Free-body Force Diagrams’, an example is given before students are asked to draw their own onces using the two scenarios provided. The work can be marked and corrected using the mark scheme provided. The plenary task requires students to write a Whatsapp message 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 the term ‘Ohmic conductor’, students are also shown a current-potential difference graph for a wire to demonstrate that in an Ohmic conductor the current is directly proportional to the potential difference. Students will then conduct an investigation into whether the length of a wire will effect the resistance within the wire, students will complete the investigation using the method and once finished should draw a graph of their results and write a conclusion to summarise their findings. This work can be checked against answers provided within the PowerPoint presentation. Next, students are shown a current-potential difference graph for a filament lamp and a diode. Students will be given a graph along with a set of questions to answer about these two graphs, once this task is complete students can self-assess their work using the mark scheme provided. Students are then shown a diagram of a thermistor and light-dependent resistor and provided with an explanation of what happens to the resistance of these two components when the temperature and light are increased, respectively. The last task is a past-paper exam question, those higher-ability students should try and complete these questions without looking at their notes. Once complete, the work can be either self or peer assessed using the mark scheme provided. The plenary task requires pupils to complete one of the sentence starters 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 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 on background radiation, students need to create a mind map in their books of the different source of background radiation. Once this task is complete students can mark their work against the answers provided. This is followed by a task whereby students will complete a worksheet about background radiation, the mark scheme for this task is included so students can self-assess their own work. Next, pupils will need to recap their knowledge of the dangers of alpha, beta and gamma radiation. Students will need to copy and complete a table which summarises the dangers of these three types of radiation, inside and outside the body. Students can self-assess this task once it has been completed, using the mark scheme provided. The next part of the lesson focuses on radioactive waste, firstly students are given some information about the type of waste that is produced by a nuclear power plant. Students will then watch a video on the topic, during which they will need to answer a set of questions. This work can be marked and corrected using the answers provided. Students are now shown information about Chernobyl and Fukishima, two videos on the topics help to demonstrate the ideas written on the PowerPoint presentation. This is followed by some details of designs for new nuclear reactors which will be built in the next 20 years, students need to understand the advances made in safety and design for third-generation nuclear reactors. Lastly, pupils will complete a set of exam-style questions on radioactivity. This work can be self-assessed using the mark scheme provided. The plenary requires pupils to come up with questions for a set of answers that are provided on the PowerPoint. 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 electric current, students can take notes in their books before watching a video about current. Whilst watching the video they should answer a set of questions in their books, the answers to which will then be revealed so students can assess their own work. Students are now introduced to the charge flow calculation, whereby flow charge (measured in Coulombs) is calculated using the current (A) and time taken (seconds). Once pupils have made a note of this calculation they will then answer a set of questions in their books. The mark scheme for these questions is included in the PowerPoint for students to self-assess their work. Students will now consider the effect of changing the resistance of a variable resistor on the brightness of a bulb in a series circuit. Once students have had a chance to consider this question, the answers will be revealed including an explanation. The final part of the lesson requires pupils to complete a worksheet of questions which tests them on their knowledge of what they have learned this lesson. The plenary task requires pupils to summarise what they have learned this lesson using 3 facts, 3 key words and 1 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 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 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, 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 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 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 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. Students will now be shown a video on ‘Scattering Experiments & the Development of the Nuclear Model’ - students will need to answer a set of questions whilst watching the video. The answers to the video are included in the PowerPoint so students can self-assess their work once it is complete. A diagram of the ‘Gold Foil Experiment’ is then shown to pupils, along with a summary of conclusions drawn from this investigation. Students will then be given a worksheet to complete, summarising the findings of this investigation and how it contributed to the development of the Nuclear Model of the atom. The mark scheme to this task is also included in the PowerPoint for pupils to assess their work. The plenary task is a word search, students will need to find a list of key words on the topic of ‘radioactivity’. 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 Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW, specifically for the higher-tier, biology only specification. 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 to the work of Gregor Mendel, students will firstly watch a video and answer questions using the information provided. Once finished with this introductory task pupils can self-assess their work against the marking criteria. The next task focuses on genetic diagrams drawn to represent the crosses Gregor Mendel carried out during his investigations. Pupils will be prompted to draw the genetic diagrams themselves to show the genotypes of offspring of the F1 and F2 generation of pea plants in the example given. There is a prompt which you can reveal for those students of a lower ability. Once this task is complete pupils can check their work against the answers which are provided. Now there is a quick check mid-plenary for pupils to consolidate knowledge of what they have learnt so far, a set of questions is provided and the mark scheme for pupils to check their work against. The next part of the lesson focuses on why Mendel’s important work was not wholly recognised within his lifetime, pupils can read an extract of information and use this to answer questions. Once complete pupils can self-assess their work using the answers provided. The final part of the lesson is looking at how Mendel’s work was imperative to the development of the double-helix model of DNA and subsequent genetic research and discoveries. Pupils will need to read a page of information, in pairs, and answer questions provided on the PowerPoint slide. For those pupils of a lower ability it may be easier to tag read the information and answer questions in groups. Once completed pupils can check their work against the success criteria provided. The final task is for pupils to answer an exam question on this topic, pupils can complete in their books (at the back of their books for an extra challenge) and assess their work using the mark scheme once complete. The plenary task is for pupils to come up with a questions that they would like to ask Mendel about his 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 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 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 Pupils are firstly asked to come up with a food chain for humans eating rice, then humans eating chickens and to consider the differences in energy efficiency between the two. This then leads onto the second slide which explains how shorter food chains mean more efficient food production. The second task is for pupils to think > pair > share ideas about methods farmers could employ to ensure animals gain new biomass at an efficient rate. Once pupils have written their ideas down in their books the answers can be revealed on the PowerPoint, students can check their work against the answers and correct anything they need to. The methods listed on the PowerPoint have disadvantages, pupils should then have a short discussion in pairs of what these negatives are before they are revealed. The next part of the lesson focuses on fish stocks, students are given some information and are asked to consider how we might sustainably manage fish stocks. Once students have some to discuss as groups and then as a class, pupils are given a set of questions they will need to answer whilst watching a video. Once this is complete students can self-assess their work. The last part of the lesson focuses on biotechnology in food production. Students will be given some information sheet in their groups and should use this information to answer a set of questions, once pupils have completed these questions they can self or peer-assess their work using the mark scheme provided. The very last task may be more suited to higher-ability classes. Pupils will be given a set of jumbled up sentences, students need to place the sentences in the correct order to describe the process of making mycoprotein, students can assess their work once complete. 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 :)