This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the structure of the Earth and a description of each of the layers found within the centre of the Earth. Students will now complete a ‘Memory Test’, students will need to memorise the information shown about the structure of the Earth. They will then be given a blank worksheet to copy down as much information as they can remember, this will the be self-assessed using the mark scheme provided. The next part of the lesson focuses on the composition of elements found in the Earth’s crust, students will firstly be shown a table which shows % composition of different elements found in the Earth’s crust. Students will then watch a video demonstrating the steps involved with drawing a pie chart. Students will then need to use the skills acquired to carry out the necessary calculations and draw a pie chart, using the data provided. Once complete, students can then self-assess their work using the mark scheme provided. Lastly, students will learn about the gases which are found within the Earth’s atmosphere and how these have changed over time. Students will compare the composition of the Earth’s atmosphere today to the Earth’s atmosphere 3 billion years ago. Firstly, they are asked to describe the changes which have occurred over the 3 billion years and secondly they will need to draw a pie chart to represent the composition of the Earth’s atmosphere today. The plenary task is an anagram challenge, students are given five anagrams of key words learned this lesson. They will need to unscramble them to figure them out, the answers to this task is included in 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 KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the three categories of rocks - sedimentary, igneous and metamorphic rock. This then follows into an introduction into weathering, students will learn about the the three types of weathering - physical, chemical and biological, students need to be able to name examples for each type of weathering. This can then be assessed in the next task, students are given a group of key words and will need to use these words to write their own description of physical, chemical and biological weathering. This work can then be self-assessed using the mark scheme provided in the PowePoint. The next part of the lesson now focuses on sedimentary rocks, students are firstly introduced to some of the common properties of sedimentary rocks. Students will then watch a video on the formation of sedimentary rocks, whilst watching this video students will answer a set of questions. This work can then be self-assessed using the mark scheme once complete. Lastly, students are provided with a set of statements, on the board or printed out as a card sort, they will need to arrange these cards in order so that they correctly describe the stages involved in the formation of sedimentary rocks. This work can be self-assessed or peer-assessed using the mark scheme provided. The plenary task requires students to write a set of quiz questions to test their peers on what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

his lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to igneous rocks, firstly looking at the way in which these types of rocks form and then looking at some of the physical properties. Students will now complete an each one teach one task, students will need be given some information about how rocks cool to form different types of rocks. Students will need to learn the information, teach each other and then complete the summary table. This task can then be self-assessed using the mark scheme provided. Students will now watch a video on metamorphic rocks, students will need to answer the questions and when complete can self-assess the work using the mark scheme provided. Lastly, students will complete a ‘copy and correct’ task, students will need to copy out the paragraph on the formation of igneous and metamorphic rocks and will need to correct any incorrect information. This work can also be self or peer assessed using the mark scheme provided. The plenary task requires students to write a list of key words that they have learned from 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 KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a recap on what students should have learned in the last three lessons, students will watch a video and will need to answer a set of questions whilst watching. This task can then be self-assessed using the mark scheme provided once it is complete. Students will then be provided with a poster depicting the rock cycle and a set of statements, they will need to match the numbered stages on the poster to the correct statements. The mark scheme for this task is included in the PowerPoint so students can self-assess or peer-assess their work once it is complete. The next activity requires students to copy and complete a paragraph of information, using the key words which are provided. Once students have finished this task they can mark and correct it, using the mark scheme provided. Lastly, a true or false activity - students will stand up if they believe the statement is true and stay sat down if they believe it to be false. The answers to this task are revealed as you work your way through the activity. The plenary activity requires students to write a tweet demonstrating what they have learned 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 KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a mind map task, students are given a definition for recycling and are asked to come up with a mind map of different materials which are able to be recycled. Students can discuss this in pairs and complete the mind map in their books, this work can then be self-assessed using the mark scheme provided. The next part of the lesson focuses on how aluminum is recycled, students will watch a video on the steps involved in the recycling of aluminum. They will then be given a set of jumbled statements, students will need to place the statements in the correct order to describe the method of aluminum recycling. This task can then be marked and corrected using the mark scheme provided. The next learning objective students will achieve is the ability to discuss the advantages and disadvantages of recycling. Students will need be given a card sort of statements, students will be requires to sort these statements into the correct columns - advantages/disadvantages. This task can the be self or peer assessed. Lastly, students will consider the limits to recycling, they will be shown a short video and will be required to answer a set of questions whilst watching. The mark scheme for this task is included in the PowerPoint so students can self-assess their work using the mark scheme provided. The plenary task requires students to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the idea of a ‘food pyramid’, students will be given a selection of different foods and will need to consider how often they should be eaten, and so where on the food pyramid they should be placed. Once students have had chance to discuss and arrange their foods on the food pyramid, the answers can be revealed so students can check their work. Next, students are introduced to the idea of different food/drink groups: carbohydrates, protein, fats, vitamins, minerals, water and fibre. Students will each be given a card of information about one of these groups, they will need to walk around the room to share information with their peers in order to complete the summary table in their books. This task can be self-assessed using the mark scheme provided once it is complete. Next, students will consider how much energy different people require. Firstly, some examples will be talked through as a class - e.g. males generally need more energy than women, older people need less energy than younger people etc. Students will then complete a task to assess their knowledge on this topic, which can be marked and corrected using the answers provided once complete. Lastly, students will be introduced to the idea of a food test, they will be asked to consider which types of nutrients are present in a set of food which include: lemonade, crisps, margarine, bread & meat. After students have made predictions, they can then complete the food test investigation (equipment list and method is included). The plenary task requires students to spend a minute or two talking 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with images of people who are obese, underweight or have a vitamin deficiency (e.g. rickets). Students are asked to ‘Think > Pair > Share’ their ideas about whether these people are malnourished or not? Students should have a few minutes to discuss their ideas, before sharing the class. The PowerPoint then moves on to identify that each of the individuals are malnourished, as they are either taking on too much/too little nutrients. Students are now asked to consider how people might lose weight, students can create a mind map in their books. Once students have had a chance to discuss their ideas with the class, some ideas can be revealed so students can mark and correct their own work. This then follows into a ‘copy and complete’ task, where students should complete a set of sentences to summarise what they learned so far this lesson. This work can also be self-assessed using the mark scheme available. Students should now complete the mid-lesson progress check, which is a ‘true or false’ activity. Students are given a set of statements, they should indicate using mini whiteboards/write down their answers in their books, the answers can then be revealed for students to check their answers. Next, students are given a task which allows them to work out how much fat they are eating each week. Students can consider a list of statements, identify how many apply to them and add them up to give a rating out of 5, the higher the rating the more unhealthy their diet is. Lastly, students are asked to write a letter to a person who is overweight/obese to give them some information about the health problems which are associated with being overweight and explain some methods which they could employ to help them to lose weight. The plenary task is an anagram challenge, students are given a set of anagrams which are words associated with 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction into what happens to your food during the process of digestion, students are shown a diagram which demonstrates how large, insoluble food molecules are broken down into small, soluble ones. This follows into the definition and role of the human digestive system, students now need to discuss their ideas of the names of organs present in the digestive system. After a short class discussion, students will now complete a ‘Memory Test’ task. Students will need be shown a diagram of the human digestive system with organs labelled. They will have a few minutes to memorise the names of the organs of the digestive system, the labels will be taken away and then students need to try to remember as many of them as possible, by labelling their own digestive system worksheet. This task can be self-assessed once it is competed. Next, students will be given an information sheet in pairs. Students will need to read the information sheet and using this write a description of the roles of a set of organs present in the digestive system. Once complete, students can mark and correct their work using the answers provided in the PowerPoint. Lastly, students are shown a diagram of the villi which are present in the small intestine. Students will need to describe the adaptations of the villi which aid the role of absorption of small molecules into the bloodstream. The final activity requires students to find ten word, all related to the digestive system, in a word search. The plenary activity is a set of answers, students will need to write the questions which match up 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction into the role of bacteria in digestion. This then follows into a video on digestion, students should watch the video and whilst watching they will answer a set of questions. Once this task has been completed students can self-assess their work using the mark scheme provided. Students will now be introduced to the idea of ‘enzymes’ - molecular scissors which break down larger molecules into smaller, soluble molecules which can then be absorbed by the small intestine. This idea is demonstrated with a diagram, students can take notes on this in their books - including a sketch of the enzymes at work. For the next activity, students will each be given a different bit of information on a specific type of enzyme - lipase, carbohydrase and protease. Students will then need to share information, as they walk around the classroom, in order to complete questions and a summary table on their own worksheet. Once this task has been completed, students will then use the mark scheme provided on the PowerPoint to peer-assess their work. The final activity is an exam-style question, to assess students knowledge of what they have learned so far this lesson. Students can mark their work using the mark scheme provided. The plenary task requires students to write a twitter message about what they have learned this lesson, including #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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with 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. Students will then need 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 very last task requires students to read a graph of information on the death rates due to different smoking-related illnesses. Students should answer the set of questions using the data, this task can then be self-assessed using the mark scheme provided. The plenary requires students to write three sentences 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a question for students to ‘Think, Pair & Share’ with the class - ‘What do you think the most used drug in the world it?’ After a short class discussion, the answer will then be revealed as coffee! Students are now introduced to definition for drug, as well as explaining the difference between medicinal and recreational drugs. This then follows into a task whereby students should complete a mind map of reasons why people might want to take drugs. Their answers can be checked against the mark scheme which is provided on the PowerPoint. On the next slide students are provided with a more comprehensive explanation of the differences between medicinal and recreational drugs. The next task will then require students to sort a list of drugs into two columns - medicinal vs. recreational. This task can then be self-assessed using the mark scheme provided on the PowerPoint. Next, students are provided with some information about the differences between addiction and dependency. Students should answer a set of questions using this information, once complete this task can then be self-assessed using the mark scheme provided. Lastly, students will look into the use of performance-enhancing drugs in sport. Students will each be given a statement which is a viewpoint on the use of such drugs in sporting events. A class debate could the be organised for people to relay their viewpoints, whilst this is occurring students can write down arguments for and against drugs in sport within a summary table. The plenary task requires students to complete an exit card which included three things learned this lesson, five key words and one question to test their peers on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a recap on pollination, students are asked to complete a ‘fill-in-the-blank’ task which outlines the roles of the male and female reproductive parts of the flower. This work can be self-assessed using the mark scheme provided. Next, students will need to watch a video on fertilisation, during which they will answer a set of questions. Once this task has been completed, students should self-assess their work using the mark scheme provided. Students will now study the structure and function of a seed, the first task is a memory test. Students will have a few minutes to study a diagram of a seed with the labels included, the labels will then be taken away and students will have a few minutes to recreate the diagram - including the correct labels. Students can check their work against the answers provided once this is complete. Next, students will be asked to ‘Think > Pair > Share’ their ideas on the conditions required for a seed to germinate. Students can firstly discuss their ideas in pairs, then they will need to note their ideas down on a mind map. The answers will then be revealed on the PowerPoint for students to check their work and make corrections. Lastly, students are given a set of sentences which contain true and false statements about what they have learned so far on pollination and fertilisation. Students will need to mark and correct the work, this task can also be self-assessed using the mark scheme provided. The plenary requires students to write a twitter message demonstrating what they have learned this lesson, making sure to #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 KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. This lesson begins with an introduction to current & charge, students are provided with the definition for current and told that an ammeter is the component used to measure current, in amps. Students will then watch a short video on current, during which they will need to answer a couple of questions. Students can mark their work once this is complete. Students are then told the role of the battery in the circuit, as the store of energy which provides the push which gets the current flowing, pushing the charge around the circuit. Next, students are introduced to electrical circuit diagrams, they are firstly shown a simple circuit diagram and are asked to label the components indicated from a list of key words: switch, battery and bulb. After students have drawn the circuit and had a go at labelling it, the answers can be revealed so they can mark and assess their work. Students are now given a set of instructions to draw 4 different circuit diagrams, the answers to this task are included in the PowerPoint so students can self-assess their work using the mark scheme provided. Lastly, students will complete a task which requires them to match sentences starters to the correct sentence enders, to assess their knowledge of what they have learned this lessons. This task can then be either self-assessed or peer-assessed 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 KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. This lesson begins with an introduction to both series and parallel circuits, students can make a note of the definition for each and also draw the example circuit diagram into their books. Next, students will be shown four circuit diagrams and will need to determine whether the circuit is a parallel or a series circuit. The answers to this task can then be revealed using the PowerPoint, so students can assess their work. Students will now watch a video on series and parallel circuits, they will need to answer a set of questions whilst watching this video. The mark scheme for this task is included in the PowerPoint presentation, so students can self-assess their work using the mark scheme provided. The latter part of the lesson focuses on current and potential different in series and parallel circuits. Firstly, students will be shown a diagram which shows that current anywhere in a series circuit will be the same and shows current in the main part of the parallel circuit will get divided up between each branch. Students will then use this information to complete a worksheet, this work can then be self-assessed using the mark scheme provided. Next, students will look at how potential difference across components in a series circuit is different to that of a parallel circuit. Students will then work out the potential difference of voltmeters found in four different circuit diagrams, this task can then be marked and corrected using the answers provided. The plenary is a ‘pick a plenary’ task, students need to choose to either summarise what they have learned in three sentences or write a definition for a set of key words related to the topic of electricity. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. The lesson begins with an introduction to resistance, students are provided with a definition which they can write down in their books, as well as a diagram to depict what happens to electrons as they flow around the metal wires within a circuit. Students will then complete a ‘copy-and-complete’ task, this can be marked using the mark scheme provided. Students are now asked to ‘Think > Pair > Share’ their ideas about whether the thickness of the wire would affect the resistance of the wire. Students will discuss their ideas with their peers, share their ideas with the class and then watch a video to find out the answer. Students can then summarise their findings in their books by completing a fill-in-the-blank task, this can then be self-assessed once complete. Students will now be introduced to Ohm’s law, which links the resistance of a component to the current running through it and potential difference across it. Students will be given an equation triangle, they can copy this down into their books and use this to complete the set of problems on the next slide. This work can be marked and corrected once complete. Lastly, students are asked to ‘Think > Pair > Share’ their ideas about which materials are good conductors and insulators. Students can discuss their ideas and write them down into their books, answers are then revealed for students to check their work against. The last assessment task is a ‘Copy and correct’ task, students are given a paragraph of information which they will need to copy and correct the mistakes as they go. Once complete, this can be marked using the mark scheme provided. The plenary task is a choice of two tasks - to summarise what students have learned in three sentences or to write a definition for a set of key words. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. The lesson begins with an introduction to electromagnets, students are shown a diagram of an electromagnet and told how an electromagnet is made; students can make a note of these details in their books. This follows into a video, students will watch the video and whilst watching will be given a series of questions to answer. Once this task is complete, students can then self-assess their work against the mark scheme that is provided. Students will now be asked to consider what might affect the strength of an electromagnet, students can be given a few minutes to come up with their ideas in pairs before feeding back into a class discussion. Students will now complete an investigation into whether the following two factors - number of coils of wire & voltage - will affect the strength of an electromagnet. Students should follow the instructions provided on the PowerPoint presentation and complete the table of results in their books. Once the investigation has been completed, students will complete a ‘Quick Check’ task in their books to assess their knowledge of what they have learned this lesson. The mark scheme for this is included for students to self-assess their work once it is complete. Lastly, students will complete a ‘Copy and Correct’ task whereby students will need to copy a paragraph of information into their books, correcting any of the information that they seem to be erroneous. This task can also be checked against the answers provided on the PowerPoint presentation. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a question for students to consider - ‘How does alcohol affect your body?’ Students will watch a video which runs through some of the affects of alcohol on the body, whilst watching students should complete a mind map of their ideas. This task can then be self-assessed using the mark scheme provided. Students will now be provided with some information on alcohol and how this affects your body, particularly focusing on the brain and liver. Students will then complete a fill-in-the-blank task to summarise what they have learned so far, this task can then be self-assessed using the mark scheme provided. Next, the lesson will focus on the affect of pregnant women drinking whilst they are pregnant. Students will watch a video on this topic, whilst watching the video they should answer a set of questions. The answers to this task are provided on the PowerPoint, students can use this to self-assess their work once it is complete. Laslty, students are provided with some data on death rates due to alcohol-related diseases. Using this data students will be required to answer a set of questions, this work can then be marked and corrected using the mark scheme provided. The plenary task requires students to write a list of key words that students 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 Analysis’ SoW. Students are introduced to the idea that scientists are able to conduct quick and simple tests to identify a number of gases - oxygen, carbon dioxide, hydrogen, chlorine. Pupils will now complete a circus of activities, moving around the room to conduct tests for the presence of oxygen, hydrogen and carbon dioxide, recording their results in a table in their books. Pupils will need to watch a teacher demonstration for the test for chlorine, they can also record their observations of this demo in their table of results. Pupils will then be shown a video outlining each of the gas tests, they can watch this to self-assess their answers from the investigations they carried out. Students will now be given a card sort, for each gas - oxygen, carbon dioxide, hydrogen and chlorine - they will need to identify the correct method and correct positive results. They should do this with their books closed so they don’t rely upon the results collected from the last task! Their work can then be self-assessed using the mark scheme provided. The next task is a ‘Quick Check’ activity whereby pupils need to answer a set of questions based upon what they have learned this lesson, the answers to this task is provided in the PowerPoint so students can either self-assess or peer-assess their work. The plenary task is ‘Take a minute’ where students need to spend a minute talking to the person next to them about what they have learned 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 KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the Periodic Table, students will be shown a diagram of the Periodic Table and will be asked to identify whether they think certain elements are metals or non-metals, or even semi-metals (metalloids). This task can the be checked and assessed against the answers provided on the PowerPoint. Next, students will be given part of a table of information on the properties of metals compared to non-metals. They will need to walk around the room and trade information with others in order to successfully complete their own table. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students are now shown a diagram of an iron roof and a copper roof and how this can change over time, students are asked to think about what is happening in these picture & try to identify the chemical reaction. After a short class discussion, the answers to the questions will then be revealed. Students will then be told that non-metals react in a similar way with oxygen, they will then be shown 4 incomplete word equations for the reaction of different non-metals with oxygen. Students will need to complete this equation, this task can the self-assessed using the mark scheme provided. The last activity is a true or false activity, students will need to identify whether the statements about metals/non-metals are true or false. This task can the be marked using the mark scheme provided. The plenary task is an exit card, students will need to write down three key words, one fact and a question to test their peers on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts off with an introduction to the Periodic Table and Dmitri Mendeleev, this then follows into a video which students will watch and will also answer questions on a worksheet. Once this task has been completed, students can self-assess their answers using the mark scheme provided. Next, students are introduced to the idea of groups and periods of the Periodic Table. Students can take notes on the definition of these two terms, before leading into a task whereby students will be given some data on the melting points and boiling points of Group 1 metals. Using this data students will be asked to answer a set of questions, this work can then be marked and assessed using the mark scheme provided. The next task focuses on periods of the Periodic Table, students will need to use the data provided in the PowerPoint presentation to answer a set of questions on the pattern of melting points across Period 2 and Period 3. This task can then be self-assessed using the mark scheme provided. The last task is a copy and correct task, students will need to copy the paragraph out into their books, correcting any mistakes. This work can the be marked and assessed using the mark scheme provided in the PowerPoint. The plenary task requires students to write down 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 let me know in the comments section and any feedback would be appreciated :)