This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics SoW please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to the types of problems which may arise with the heart, for example leaky valves or problems with the natural pacemaker cells. Pupils are then given a grid with problems of the heart, causes and how to fix the problem all jumbled up. Students will need to shade the boxes that all go together the same colour. For lower ability students they will probably need to discuss this with others around them and they want to to check with you before they start to colour. Once completed the students can self-assess their work. The next activity should take up a large part of the lesson, around the room place a couple of copies of the posters found at the end of the PowerPoint slide. Pupils will need to walk around the room and use this information to complete the tasks displayed on the board. (If a class is quite disruptive you may want to place this information on desks and not allow students out of their seat!). Once completed pupils can sit back down, swap their work with the person next to them and mark their work using the answers provided. The last activity is a past-paper question which involves comprehension and evaluation skills to be implemented. Once again the mark scheme is provided so pupils can assess their own work. The plenary activity is for pupils to 3 facts, 2 key words and 1 question about what they have learnt this lesson. All resources are included within the PowerPoint presentation. Any questions please leave a comment, if you downloaded and used this resource please leave feedback for me :) thanks!

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with students completing a ‘Think > Pair > Share’ activity whereby they need to consider some of the useful properties of metals Some example answers can be revealed using the PowerPoint presentation, some key word definitions are included for properties such as ‘malleable’ and ‘ductile’. The next task for pupils to complete is to decide which properties would be most suitable for a range of metal items - e.g. necklace, copper pipes. Pupils will now either observe alkali metals being dropped into water as a demo or watch a video demonstrating this practical. During which students should record their observations in a table. Students are now asked to predict what will happen if rubidium and caesium are dropped into water. A video can be played to reveal what happens when these two alkali metals react with water so that students can check their answers. Next, students are shown the general word equation for a reaction between a metal and water and will need to copy and complete for the reaction between potassium & water and lithium & water. Students can mark their work using the answers provided on the PowerPoint presentation. Pupils will now be shown four groups of metals and will need to match each group to the statement correctly describing the reactivity of those metals with water, their answers can be checked against the answers provided. The next activity is for pupils to carry out a practical to observe the reactions between different types of metal and dilute hydrochloric acid. Students can draw their results table in their books and then follow the procedure to carry out the investigation, using the results they can decide upon an order of reactivity of the metals they have observed. They can also carry out an evaluation for the practical procedure that they followed. The last part of the lesson focuses on the general word equation for when a metal reacts with an acid, students can use the example to complete the word equations for 5 more reactions between metals and dilute hydrochloric acid. Students can check their work against the answers provided on the PowerPoint presentation. The last task is a past-paper exam question, pupils can assess their work using the mark scheme provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly be given some data on the rise in global temperature over the last 150 years, they will firstly need to plot this data on a graph and then will need to answer a set of questions. Pupils will then focus on the different ways in which global climate change will affect the environment, each pupils will be given a different card of information and they will need to walk around the room and share with each other to complete the table of effects. The next part of the lesson will look at reducing greenhouse gas emissions, firstly students will watch a video which focuses on carbon dioxide emission reduction. Pupils will need to answer some questions whilst watching the video which can then be self-assessed using the mark scheme provided. After this, pupils will told ways in which methane emissions can be reduced. Pupils will now complete a ‘Think > Pair > Share’ task whereby they discuss what ‘Carbon footprint’ might mean and will try to come up with a definition, the actual definition is then revealed and pupils can mark their work, making corrections where needed. Pupils are now asked to come up with a mind map listing all the ways in which their actions contribute to their annual carbon footprint, once they have created a list they need to come up with an action plan of how to tackle this and reduce their overall carbon footprint. This task can be self or peer assessed using the mark scheme provided. The final part of the lesson is an outline of problems faced when trying to reduce your carbon footprint, pupils need to understand these issues. The plenary task gives pupils a list of answers, for each answer pupils need to come up with the question that would lead to that answer. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

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

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on Osmosis begins with a discussion to review diffusion and osmosis, students should think about what they remember from GCSE. After defining osmosis and water potential, students will watch a short video and answer worksheet questions. Answers are available on the next slide for self-assessment. To test the students’ knowledge, they will then practice identifying direction of movement from water potential of two plant cells. They can use mini whiteboards to pick a movement direction, or lack thereof! To further the lesson on water potential, students will consider isotonic, hypertonic, and hypotonic solutions. They will then practice matching these terms to their definitions before completing a worksheet to demonstrate how these conditions affect red blood cells. Answers for self-assessment are on the next slide. This information is synthesised by a quick discussion of osmosis in onion cells. Then, using their whiteboards to test their understanding of water potential, students will identify what is happening to cells in a series of pictures. Students will then practise by working through a few exam-style questions and self-assessing to the answers provided in the slides. As a plenary the students should write three sentences summarising what they have learned in this lesson. All resources are included. 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on Monoclonal Antibodies and their uses begins with a review of antibodies, plasma b-cells and memory b-cells. Students should also describe the humoral immune response to a pathogen. Students are then introduced to monoclonal antibodies through description on the slides and a short video. They should take notes and be prepared to fill in a diagram using the statements on the slide. A complete diagram is on the following slide for self-assessment. The next slides introduce the use of monoclonal antibodies, and then explain how they may be used to target cancer cells, test for pregnancy, and create medical diagnoses. Students will then watch another video which explains pregnancy tests. They will answer a few questions while watching and may self-assess to the answers on the next slide. Another included task asks students to complete a table explaining how monoclonal antibodies are used in various methods, by using information cards posted throughout the room. Using this information students will think > pair > share to discuss ethical issues regarding the production of monoclonal antibodies. They will watch three short vidoes to inform their discussion and should include risks, benefits, and impacts on both the individual and society in their answers. Some sample discussion points are available in the notes below the slide. To consolidate, students will be given a mixture of information cards to sort into a table of advantages and disadvantages of monoclonal antibodies. The plenary task is to create a three-question quiz to test their peers on today’s lesson. All resources are included. 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 which meets specification points within the OCR Gateway Science - B1 -Cell-Level Systems SoW. This lesson starts with a description, and diagram, of how DNA is copied via the process of transcription. Students will watch a short animation on the PowerPoint which further outlines this process, they will then need to complete a fill-in-the-blank task. This can be self-assessed using the mark scheme provided. Next, children will look at the structure of DNA and mRNA and compare the two, they will complete a table which outlines the similarities and differences between these two molecules. This can be self-assessed using the answers provided. The latter part of the lesson is on translation, children will be given a description and shown a short animation of the process of translation. After this, a video will be shown and students will need to answer a set of questions whilst watching. The answers to this task are included in the PowerPoint, and children will need to self-assess their work once it is complete. The final activity is an exam-style question on DNA. All resources are included, please review with any feedback :)

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 lesson begins with an introduction of food chains, pupils are asked to watch a video and answer a set of questions. Once complete pupils can self-assess their work. The next part of the lesson teaches students about trophic levels, firstly there is a diagram demonstrating the meaning of terms such as ‘producer’ and ‘primary consumer’ and how these correspond to trophic levels. Pupils can then have a go at matching the correct trophic level to the correct title, definition and example. Once complete pupils will self-assess their work using the mark scheme provided. Students can now have a go at constructing their own food chain or food web using a set of animals cards, once arranged they should write the order in their books and correctly level the trophic levels and whether the organism is a producer, a primary, secondary or tertiary consumer. The next part of the lesson focuses on biomass, firstly a definition is given to students and then they will need to watch a video on biomass and answer a set of questions. Once this task is complete they will be able to mark their work against the answers provided. The last task is for pupils to complete a worksheet on biomass, the answers can be written into their books and either peer r self-assessed once complete. The plenary task is for pupils to turn to the back of their books and write a detailed description of the flow of energy & changing biomass through a food chain using a selection of key words as prompts. 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 Biology GCSE, particularly for the higher tier for the 'Infection & Response ’ 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 starter discussion to remind students about communicable disease, and which bacteria are harmful. The next slides introduce and define pathogens, and some harmful and non-harmful bacteria. They will then watch a short video which explains the differences between viruses and bacteria then complete a Venn diagram task. The next task is a true/false activity to complete as a class and asses their understanding thus far. Students are then directed to work in pairs to make a mind map in their books describing how pathogens are spread. Students will then be instructed to work on their own to answer three questions about pathogens spreading. Answers are on the following slide for self-assessment. The plenary task is an exam style question, students can self-assess to the mark scheme on the last slide. 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 some facts and figures about the rates of smoking around the world, how many cigarettes are smoked daily and the different chemicals found in cigarette smoke and which of these are linked with disease. Students will now watch a video on the chemicals found in cigarette smoke and the damage these chemicals can do to the body, whilst watching the video students will need to answer a couple of questions. The answers to these questions are then revealed using the PowerPoint, students can self-assess their work. Students will now watch another video on smoking and the effect on your health, students will be given a set of questions that they will need to answer using the video. Once this task is complete, students will self-assess their work using the mark scheme provided. The latter part of the lesson involves an activity whereby students will be given a worksheet of questions, there will be information posters placed around the room which students will need to use to answer questions on their worksheet. The mark scheme for this task is included in the PowerPoint presentation for students to peer-assess their work with their partners. The last task is for partners to complete a ‘feedback quadrant’ of their partners work, this includes a positive comment, something they missed out which should have included and a question to test their understanding of the lesson content. The plenary activity requires students to complete a 3-3-1 reduction - 3 facts, 3 key words and then reduce this to 1 key word 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 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 with a ‘Think > Pair > Share’ task where students will consider what they think may be happening during a ‘Nuclear Fusion’ or ‘Nuclear Fission’ reaction. Once students have fed back as a class discussion, the definitions for each process can be revealed using the PowerPoint. Students will now watch a video outlining the basic principles of these two processes, whilst watching the video they will answer a set of questions. Once this work has been completed they can self-assess using the mark scheme provided. Next, students are shown a diagram of a chain reaction, students will need to sketch a cope of this into their books alongside an explanation of this process in context of nuclear fission. The next activity requires students, in pairs, to teach each other about the principles of a nuclear reactor vs. fusion reactor, after being given a set of information on the topic. Students will then need to answer a set of questions into their books about these two types of reactors, the work can be self-assessed using the mark scheme provided. Lastly, students will complete a radioactivity crossword based upon knowledge they have learned throughout the radioactivity topic, the answers to this task is also included so pupils can mark their own work. The plenary requires students to complete a set of sentence starters to summarise what they have learned this lesson, what they already knew about this topic before the lesson and what they would like to learn more about. 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 differences between alternating and direct current, demonstrate with a diagram and a video. Students will then watch another video, using which they will answer a set of questions about alternating current, direct current and the use of oscilloscopes. Once this task has been completed students can self-assess their work using the mark scheme provided in the power point presentation. The next task will require pupils to read a set of information about wiring within three-pin plugs before sketching a diagram of the plug and completing a table to summarise the colour and roles of the live, neutral and earth wires. Again, this work can be self-assessed using the mark scheme provided. Students will then need to sketch a diagram of an oscilloscope trace from an a.c. and d.c. supply and provide some notes about what these two traces are showing us. The next part of the lesson will focus on the National Grid, firstly students will observe a simplified diagram of the route taken by an electric current from the power station to people’s homes, this route involves the electric current passing through a step-up and step-down transformer. Students will need to watch a video and then summarise the role of these two types of transformers. This task can be self-assessed against the answer provided in the PowerPoint presentation. Next, the PowerPoint presentation explains why it is important to keep the voltage in the overhead cables very high and the current very low - to reduce resistance. Students will then need to complete a fill-in-the-blank task to sum up the main points about the National Grid. The last part of the lesson will require pupils to observe oscilloscope traces for different a.c. supplies, firstly they will be shown how to work out the period, they will need to apply this to each oscilloscope trace. Then using the period, they will need to calculate the frequency for each trace - making sure they show all their working! Once this task is complete pupils can self or peer assess their work using the mark scheme provided. The plenary task is an exit card, students are asked to write down three facts they have learned during the lesson, five key words and one question to test their peers knowledge. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. This lesson begins by getting pupils to think about what diffusion is and then giving them the scientific definition for the process. Pupils will then need to read statements about the stages of diffusion, look at diagrams demonstrating these stages and match them together in their books. This activity will be self-assessed using the answers in the PowerPoint presentation. Pupils will then need to think > pair > share about the factors they think will affect the rate of diffusion. Once they have come up with their own ideas and shared them as a class you can show them the animation provided to demonstrate how concentration of particles and size affects the rate of diffusion. Pupils are then asked to consider how temperature might affect the rate, you can demonstrate this affect using the link to another animation which demonstrates this effect. Pupils will then complete a fill-in-the-blank task to demonstrate their knowledge of how these different factors affect the rate of diffusion, which can be self-assessed using the answers provided. Pupils will then look at the importance of diffusion in living organisms and specifically the types of adaptation organism might have to speed up the rate of diffusion. The final activity is a past-paper questions, when completed pupils will self-asses using the mark scheme. All resources are included in the PowerPoint presentation, thank you for purchasing :)

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 The lesson begins with a video displaying the short-term and long-term effects of alcohol on the body. Students can watch the video and whilst watching create a mind map of the different effects, this work can then be self-assessed using the mark scheme provided. Next, the effect of alcohol on the liver and brain are specifically highlighted using the PowerPoint presentation, students will then need to compete a fill-in-the-blank task to highlight these specific risks. Again, the answers to this task are included in the PowerPoint presentation for students to self-assess and correct their work. Students are now shown some data and will need to answer a set of questions based on this data, the mark scheme for this task is included in the PowerPoint for students to mark and correct their work. The last part of the lesson focuses on the effect of alcohol on pregnant women and their unborn child. Students will watch a video, during which they will need to answer a set of questions. This work can then be self-assessed using the mark scheme provided. The plenary task requires students to write a twitter message about what they have learned this lesson, students should include #keywords 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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Cell-level lsystems’ scheme of work. 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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. The lesson begins by completing an activity which recaps the role of each of the components of blood. Pupils are then introduced to the three types of blood vessels - artery, vein and capillary. Looking at a diagram provided pupils will need to consider the differences between the three in terms of structure an function. Pupils will then watch a video and answer questions about arteries and capillaries, the answers to the video are provided so that pupils can then self-assess their work. The next slide will show how veins are structured and how they work to move blood back to heart from the rest of the body. Pupils could draw a diagram to represent this if there was time. The next part of the lesson is the longest activity, pupils will need to either copy the blank table into their books or be given a printout of the table. Using cards of information pupils will need to complete the table, which shows the structural features of each of the blood vessels. The answers to this activity are provided so that pupils can either peer or self-assess their work. The next activity is a quick fill-in-the-blank task to demonstrate the role of the capillaries within the body. Students are now introduced to the idea of a double-circulatory system, using a diagram and a description of the system pupils will need to answer questions about the role of this system, which can then be self-assessed. The plenary task is for pupils to pick one question to answer from a list of traffic-light questions, green for most difficult and red for easiest.

This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. This lesson begins with a recap on the structures and function of the endocrine system, it then moves on to look at the positions of the different glands involved in the endocrine system. Pupils are shown an image of a human body (also can be given as a worksheet) and should discuss in pairs which glands fall into which position on the diagram. After the answers have been revealed, and are then assessed, pupils will now need to discuss the function of each of the glands. From a list of descriptions, pupils should try and match the name of the gland to the hormone it produces, this work can then be self-assessed. In the next activity pupils are required to draw a table and then in groups/per table they are given a set of cards which they then need to sort into the correct spaces on their table to summarise the main role of the hormones secreted by 5 glands - the pituitary, the thyroid, the pancreas, the ovaries and the testes. This work can then be assessed using the answers provided. Pupils can then complete a ‘silent 5’ set of questions on the topic they have covered so far, they should try and complete the questions on their own but for lower ability groups they may want to try discuss in pairs before answering. The final activity is an exam paper question on hormone levels, once completed pupils can use the mark scheme to mark their own 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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology ‘Scaling up’ scheme of work. The lesson begins by introducing the heart as an organ and it’s function in the body, pupils will have a few minutes to read through the information on the slide as a ‘memory test’. Then move the slide forward where pupils have to copy and complete the information about the heart, using key words to help them. Pupils can then self-assess their work. For the next activity pupils are given an information sheet providing information about the structure of the heart and the job of the blood vessels supplying/taking blood away from the hear. Pupils will also be given a worksheet which they will need to complete using this information. Pupils will then be introduced to the idea of valves, they can watch a short video an have a look at the position of the valves within the heart. They will need to Think > Pair > Share ideas about the function of the valves in the heart. After a short class discussion the answer can be provided for them. The next activity will require pupils to sort information into a flow diagram to demonstrate the route the blood flows through from the right atrium onwards. The words they need to fill in the boxes will be provided, they can self-assess their work once it has been completed. Next, pupils will be given a place mat worksheet which has questions about each of the four components of the blood. Each student will then be given a slip of information about these four components, the students will need to share information to complete their place mat. Once complete, the answers which will be provided on the PowerPoint slide can be used for pupils to either self-assess or peer-assess their work. Pupils will now look at how red blood cells transport of oxygen around the body, once this has been explained using diagrams on the PowerPoint slide pupils will then need to arrange sentences into an order to show how this process occurs. Once completed pupils will self-assess their work using the answers provided. The next activity is a True or False activity about what the students have learnt so far, this could be extended by asking students to re-writing the incorrect sentences so that they make sense. The final activity is a past-paper question on the components of blood, which pupils can then peer or self-assess.

This is a lesson aimed at the NEW AQA Trilogy 'Particle models of matter' SoW for the new Physics specification. The lesson begins by recapping on the definitions of melting point, boiling point and freezing point. Pupils will also be asked to consider why salt is added to a pan of water or to roads which may become icy to get them thinking about how impurities can affect the melting/boiling point of a substance. This then leads on to the introduction of a temperature-time graph demonstrating changes in state, pupils will need to sketch the graph and then match statements to the correct numbered step on the graph. The next slide introduces the idea of latent heat, this will be explored in more detail in a separate lesson. In the next activity pupils will use data to produce a graph and then answer questions on the data they have produced. The plenary activity is a past-paper question, mark scheme provided for pupils to peer-assess their work.