I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course.
All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.
I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course.
All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.
This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work.
This lesson begins with a definition for osmosis and defining the difference between solvent and solutes. Pupils are then asked to think > pair > share about what they think a partially permeable membrane might be.
In the next activity, pupils are given a definition for concentrated and dilute solutions and are shown three different diagrams, they need to decide whether they are showing pure water, a concentrated or a dilute solution.
Now pupils are introduced to isotonic, hypertonic and hypotonic solutions. They are firstly shown what happens to animals cells in each of these solutions using an animation. Pupils will then need to match the type of solution to it’s description and also complete a cartoon strip to explain what happens to animal cells in each of these solutions, a list of key words is provided.
Students will then think about the importance of osmosis to plants and will need to match diagrams of plant cells in isotonic/hypertonic/hypotonic solutions to the correct description.
The last activity is an exam-style question on osmosis, pupils can self-assess their work using the mark scheme provided.
The plenary task is for pupils to write 5 summary sentences about what they have learnt so far using the list of key words provided.
All resources are included in the PowerPoint presentation, thank you for purchasing :)
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 identifying the differences between osmosis, diffusion and active transport. Pupils will then watch a video and answer questions about the process of active transport whilst watching. Once finished pupils can self-assess their work using the answers provided.
Pupils will then sort statements about the three types of movement - diffusion, osmosis, active transport - into three columns, pupils will then self-assess their work.
The next part of the lesson focuses on the importance of active transport to living organisms, pupils will be introduced to two examples - mineral ion uptake in plants and absorption of glucose in humans. Pupils will then need to answer questions on this topic.
The plenary is a exam-style question on active transport, pupils can again self-assess their work using the mark scheme provided.
All resources are included in the PowerPoint :)
This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Scaling up’ SoW.
For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
Pupils will firstly be introduced to guard cells and stomata and how they are able t control the loss of water from the plant, diagrams of guard cells turgid and flaccid will help with this description.
Pupils will then be given a set of questions which they will complete using a video, once completed pupils can then assess their work using the answers provided.
The next slide shows the process of transpiration, pupils are shown a diagram and then descriptions of each stage in the transpiration process are shown stage by stage. You may need lower ability pupils to copy the stages up off the board in note form first. For higher ability pupils after you have gone through it a couple of times you can move the slide forward and pupils will need to write a description of the process of transpiration using the list of key words and diagram as a cue.
After this has been completed pupils will then focus on the factors affecting the rate of transpiration, pupils will each be given a slip of information about a factor and how it affects the loss of water from the plant. Pupils will need to swap information with those around them to complete their table. If pupils do not quite finish this task they can assess their work using the completed table provided in the PowerPoint.
The last activity is for pupils to complete exam questions on the topic of the lesson. Pupils will be given 6 minutes as it is worth 6 marks, they should try and complete the question in silence at the back of their books if possible.
The plenary task is for pupils to write down 6 key words from the lesson.
This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Cell-level lsystems’ scheme of work.
The lesson begins by students thinking about the raw materials needed for plants to photosynthesise and which factors might limit the rate. The three factors which students will need to learn about are then revealed - carbon dioxide, light intensity and temperature. Three limiting factor graphs are then shown for each of these factors and students need to have a go at explaining what the graphs are showing, as a class discussion. Pupils will then need to complete a fill-in-the-blank task and self- their assess their work using the answers provided.
Next pupils are shown a green leaf and a variegated leaf and are asked to think>pair>share which leaf they believe will have a higher rate of photosynthesis, and why. This then leads to pupils learning that less chlorophyll means less photosynthesis will take place, which could lead to stunted growth.
The next part of the lesson focuses on pupils being able to use practical equipment to set up an investigation which measure the effect of light intensity on rate of photosynthesis. Pupils will firstly be given some images of equipment they could use and are asked to come up with a potential method for this investigation. After this pupils are then shown a video where they have to answers questions about the variables in this investigation.
The plenary is a silent 5 task where pupils need to answer questions about what they learnt this lesson on their own in their books.
All resources are included in the PowerPoint presentation, thank you for purchasing :)
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 begins with a starter review to remind students of the role of diffusion in glucose absorption, the process of co-transport, and the role of microvilli.
Students are then guided through a summary of defence mechanisms, subdividing them as non-specific (physical barriers and phagocytosis) and specific (cell-mediated and humoral responses). Students should keep this in mind before trying to name some of the physical barriers to infection in the human body. Sample answers are on the next slide for self-assessment, and students should consider which of the answers were physical or chemical barriers.
The next task is to consider three questions about the human body’s defence mechanisms in the stomach, skin, and trachea. After seven minutes students should self-assess to the answers on the following slide.
To defend the body, lymphocytes must be able to distinguish the body’s own cells, students are asked to decide which biological molecules would most likely be used for this and where they are found. The next slide explains the immune system’s identification ability and asks students to consider the medical implications of self-defence responses. The example of organ and tissue donation is explained on the following slide, there are plenty of notes below the slide as well.
If physical barriers fail, white blood cells are next, so students are then introduced to phagocytes and lymphocytes over the next few slides.
Students will then watch a short video and follow along with their worksheet to fill in boxes and summarise phagocytosis. Answers are on the next slide for self-assessment.
The next task is interactive! Students will use information stations around the classroom to complete their table on non-specific immune response.
The plenary task is to draft a 140-character tweet demonstrating what they have learned today including #keywords.
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 designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Cell-level lsystems’ scheme of work.
Pupils will learn about the products made during photosynthesis and how these are used plants. In particular the uses of protein, cellulose, starch and fats & oils. At a higher level pupils will consider the advantages and disadvantages of energy storage molecules such as fats, oils & starch.
Pupils will have an opportunity to use information points around the room to complete a levelled worksheet on this topic which will be peer assessed at the end of the lesson. Extension opportunities are available if finished.
Once this first activity has been self or peer assessed pupils will then have the opportunity to conduct an experiment to investigate the presence of starch in normal and variegated leaves. Students will also learn about investigations that can be carried out to prove that chlorophyll, carbon dioxide and light are needed for photosynthesis to take place.
The last activity pupils will complete are two exam-style questions on the topic of the lesson, this can then be self-assessed.
All resources are included in the PowerPoint presentation, thank you for purchasing :)
This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Cell-level lsystems’ scheme of work.
The lesson begins with a recap from the last lesson, children are shown images of pieces of equipment which could be used to measure the rate of photosynthesis. Students can discuss, and write down in their books, a simple method using the equipment pictured. They can then self-assess their answers using the answer provided on the PowerPoint.
Children will now be given a worksheet which describes an experiment carried out to test the effect of carbon dioxide concentrations on the rate of photosynthesis. Students will need to plot a graph to represent the results, and then answer questions about this data.
Lastly, students will be introduced to the idea of the inverse square law - when you double the distance from a light source, the light intensity falls by a factor of four. Students will then need to use this to answer some questions in their books.
All resources are included in the PowerPoint presentation, thank you for purchasing :)
This lesson is designed to meet specification points for the NEW OCR GCSE (Gateway) Biology 'Cell-level systems’ SoW.
For more lessons designed to meet specification points for the NEW Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This lesson begins by pupils being introduced to what an enzyme is, what it looks like and it’s role in the body.
Pupils will then watch a video and will need to answer questions (provided) whilst watching the video, they can self-assess their work using the answers provided.
Next pupils are shown a diagram of an enzyme’s lock & key mechanism in action, they will need to draw their own diagram of this process and include labels to show what is happening.
Next, pupils are introduced to the factors that can affect the rate of enzyme action. They are given a set of data on how temperature affects the rate of reaction. Pupils will need to plot this data onto a graph, they are then given a set of labels which they will need to match to certain points on their graph to describe what is happening.
In the next task pupils will need to complete sentences to explain the data that the graph is displaying, pupils can self-assess their work using the answers provided.
The very last task requires pupils to look at the effect of pH on the rate of enzyme action, pupils will need to think about the pH needed for enzymes in the stomach to work. They can discuss this question or come up with an answer themselves.
The plenary task is a fill-in-the-blank task for pupils to complete in their books, this can be self-assessed using the answers provided.
Any questions please let me know by leaving a comment, and any feedback is much appreciated :)!
This lesson is designed for the NEW OCR GCSE (Gateway) Biology, ‘Cell-level systems’ SoW.
For more lessons designed to meet specification points for the NEW GCSE specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
Firstly pupils are asked to consider why organisms may not be able to continuously carry out aerobic respiration. They can discuss in pairs and then as a class and be introduced to the idea of anaerobic respiration. They will fill then complete a fill-in-the-blank task to sum up this process.
Pupils will then watch a video where they will answer questions about anaerobic respiration, their answers can be checked against the mark scheme provided.
Now pupils are introduced to the idea of oxygen debt, they are given an information card in pairs (for lower ability classes you may want to tag read this as a class) and then pupils will need to answer questions about this information. They can talk about in partners, once finished they can self or peer assess their work.
Finally the different products of anaerobic respiration that are made in different organisms are highlighted, it is touched upon in the video but this is clear slide to show anaerobic respiration in plants, bacteria and yeast.
Pupils will complete some exam-style questions to assess their knowledge of this topic, can be answered in the back of their books to fully test them! Pupils can then mark their own 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 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 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 begins with a little challenge for students to calculate the actual size of a specimen and complete three measurement conversions.
The first outcome is for students to begin to understand graticules and their use. The following slides define eyepiece graticules and explain how to calibrate the eyepiece properly. Students will also watch a short video before working though example (b).
Students will then practice calculating magnification to understand the relationship between the eyepiece graticule scale and the stage micrometer scale. To practise their learning students will complete the Calibrating an Eyepiece Graticule worksheet.
The next task is to practise calibrating the eyepiece and measure three onion cells. Students will also be asked to complete a biological drawing of their onion cells, and examples of poor and quality drawings are provided in the slides with more detailed expectations.
Students will then consolidate their learning by completing an exam-style question, answers are provided on the following slide for self-assessment.
The plenary task is a quick exit card, students should write thee things they’ve learnt, five key words, and on question for their peers about 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 is a lesson which meets specification points within the OCR Gateway Science - B1 -Cell-Level Systems SoW.
The lesson begins by pupils using posters around the room to complete a levelled worksheet on the structure and function of animal and plant cells. Pupils will then peer-assess their work, providing feedback of the grade each pupil achieved and ways to improve their work.
Pupils will then complete a ‘revision’ task in the back of their books, they will need to stick in a sheet and match the structure to the function. Pupils can self-assess their work.
The final task, an assessment task, involves pupils answering a past-paper questions. They should try and do this with their book closed to test their knowledge of what they have learnt this lesson.
Pupil can then either peer-assess or self-assess their work.
All resources are included, please review with any feedback :)
This lesson is designed for the NEW OCR GCSE (Gateway) Biology ‘Cell-level systems’ SoW.
For more lessons designed to meet specification points for the NEW GCSE specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This lesson begins with an introduction of the process of aerobic respiration including the word equations that pupils will need to learn. Next is a video, pupils will need to answer questions whilst watching the video, once it is finished they can self-assess their work using the mark scheme provided.
Pupils are then introduced to the idea that aerobic respiration is exothermic and look specifically at the ultra-structure of the cell and which parts are important for respiration, this activity is a match up activity that pupils can complete and then mark.
A mid-plenary is a true or false task and the final activity is a levelled worksheet pupils will complete using information cards on how animal and plant organisms use the energy released by respiration. Once finished they can self-assess using the mark scheme on the PowerPoint slides.
Pupils have a choice of two activities to complete for their plenary - either an anagram challenge or a summary sentence using a list of key words.
All resources are included at the end of the presentation.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This is a lesson aimed at the new OCR GCSE Gateway Science B1 - ‘Cell-level systems’ 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 OCR GCSE (Gateway Science) Biology B1 ‘Cell-level systems’ SoW.
This lesson begins with a review of magnification and resolving power, as well as defining the two main advantages of the electron microscope.
The following slides offer detailed notes on the parts of the electron microscope and their functions. Students will then fill in a table in their books using information notes which have been posted around the room. A self-assessment slide follows!
To consolidate the lesson, students will complete an exam-style question and self-assess to the following slide.
The plenary task is a series of answers for students to write the questions for.
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 designed to meet specification points for the new OCR GCSE (Gateway Science) Biology B1 - ‘Cell-level systems’ SoW.
For more resources please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience
This lesson begins by pupils completing a comprehension task, they will need to read details on the history of the microscope and answer questions into their books. Once finished pupils will need to then self-assess their work using the answers provided in the PowerPoint presentation.
The next part of the lesson focuses on the structure of a light microscope, and how to use it to view a specimen, including different ways in which stains can be used in light microscopy. Students will watch a video, and will need to answer questions in their books, before self-assessing their work.
Pupils are then introduced to the idea of ‘resolution’ - the definition for which they need to know so pupils could write this down in their books.
The next part of the lesson will focus more on maths skills related to microscopy, pupils will firstly need to calculate the overall magnification of a microscope using the objective lens and eyepiece lens magnifications. The next skill pupils will learn is to change units of measurement from cm > mm > um > nm.
The next calculation pupils will need to know is how to calculate the actual size of a specimen being observed down a microscope. Pupils will be introduced to the calculation and then given a couple of example questions, pupils can attempt to have a go at these themselves. The following slide goes through step-by-step how you would calculate the answers to these questions.
The plenary is a ‘Silent 5’ task where pupils will need to answer questions based upon what they have learnt during the lesson.
This lesson is designed for the NEW AQA 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 mitosis begins with a review of cells, viruses, and a discussion about the differences between mitosis and meiosis.
To begin discussing mitosis, students will watch a short video describing the cell cycle and make notes on a worksheet. They can self-assess with the following slide and discuss any missing information.
The next few slides are lecture style, they teach chromosome structure and define mitosis. Students should answer the discussion question “why is mitosis such an important process in organisms?” To check their discussion, points to note can be found in the ‘notes’ section under the slide.
The lesson then defines each phase of mitosis before asking students to complete a jumbled sentence activity to synthesise their notes on the phases. The worksheet features jumbled sentences, and diagrams of the phases of mitosis for matching. The un-jumbled sentences are in the following slide so students may self-assess their worksheets.
The next section defines cytokinesis in plant and animal cells then asks students to identify the stages of mitosis by microscopic images. They should give reasons for their choices and the answers can be found in the ‘notes’ part of the slideshow. This activity is built on through a mini-whiteboard activity in which students should identify the stages of the cell cycle and explain what is happening during this stage.
The lesson ends with an exam style question which asks students to explain how mitosis leads to two identical cells. A mark scheme for this question is on the following slide.
The plenary task is to complete a sentence in their book reflecting on their learning throughout the 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 co-transport and absorption of glucose in the ileum begins with a starter discussion which asks students to compare and contrast transport and diffusion. They are also asked to discuss the importance of transport rather than diffusion in regard to reabsorption in the kidneys.
The first task is a microscope activity for students to work in partner pairs and investigate adaptations of the epithelial cells of the ileum. Students will set up their light microscope to examine prepared slides and answer some questions. Answer samples are in the notes below the slides.
The following slides define villi and microvilli for students to note in their books. There is a brief explanation of the relationship between increased surface area and space for carrier proteins.
Students are then introduced to the role of diffusion in absorption and should take clear notes regarding facilitated diffusion. They should use the diagram on the slide to discuss why glucose concentration differs between epithelial and ileum cells. Relying on diffusion will only result in the concentrations either side of the intestinal epithelium becoming equal. Students should discuss why this is a problem, and how it might be overcome.
The next slide is a complete diagram explaining co-transport of amino acids or glucose molecules. Students should take notes in their books because the next task is to complete a cartoon of this process and summarise the main steps.
Students are then asked to ‘think > pair > share’ about the co-transport process and decide whether it is a direct or indirect form of active transport. They should use the details on the slide to inform their discussion.
The final task is an exam-style question, with a mark scheme on the following slide for students to self-assess and consolidate their learning from this lesson.
The plenary task is to either; summarise the lesson in three sentences, or complete definitions for five key-terms from the 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.
The lesson begins with a recap on the genetic structures found within an organism, students will need to order the organisms in terms of size. Students can then self-assess their work, using the answers provided.
Next, students are taught about the structure of DNA, using detailed diagrams. Children will have a few minutes to study the structure of a DNA nucleotide, it will then be covered up and they will need to try and recreate the diagram, including key words. This task can then be self-assessed.
Students will now be shown a video, which outlines the way in which nucleotides are bound together by complimentary base-pairing. Whilst watching the video, students will need to answer a set of questions. The answers to this video are on the next slide, so students can either self-assess or peer-assess their work.
The last task is a ‘quick check’ activity, which includes some summary questions on the topic of this lesson.
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 'Cell-level lsystems’ scheme of work.
The lesson begins by pupils being introduced to the term ‘photosynthesis’ and then being asked to consider the raw materials that plants need in order for photosynthesis to occur. Pupils are then given three minutes to write down everything they have learnt about photosynthesis so far, with an extension task to write the word equation for the reaction.
In the next part of the lesson pupils are introduced to the word equations and are challenged to write a balanced symbol equation for this reaction.
Mid-lesson plenary involves a set of exam-questions (total marks = 9 marks) which they can complete in silence and then peer or self-assess using the mark scheme provided.
Pupils are then introduced to the concept of endothermic and exothermic reactions, they are given the definition for an endothermic reaction and are then asked to ‘think, pair, share’ with a partner about what an exothermic reaction might be and whether photosynthesis is endothermic or exothermic. After 5 minutes, pupils are given the answers and they can mark their work.
The final activity is for pupils to think about the structure of the leaf, and how it is adapted for its function of photosynthesis. Students will watch a video about these various adaptations, and will need to answer a set of questions whilst watching. This task can then be self-assessed using the answers provided in the PowerPoint presentation.
Pupils can choose their plenary activity - either writing quiz questions on the topic of the lesson or summarising what they learnt by writing a twitter message along with #keywords.
All resources are included in the PowerPoint presentation, thank you for purchasing :)