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 for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The task begins with pupils being asked to think > pair > share the specific characteristics that farmers might find favourable in cows, crops, chicken and sheep. The next activity involves pupils watching a video on selective breeding and how this process works, pupils will need to answer questions as they watch the video. The work can be assessed when they finish using the mark scheme provided. Pupils will now understand the process of selective breeding, the next task requires pupils to choose two dogs from a selection of dog breeds (pictures provided) to breed together in order to produce offspring with the traits the student would like. They can sketch a flow diagram to demonstrate how thus process occurs. The next activity is a worksheet on chicken breeds, once students have completed they can use the mark scheme to self or peer assess their work. The final activity focuses on the problems with selective breeding, pupils are provided with some information which could be tag-read as a class. This can then be used to answer some quick-check questions. Once the questions are complete this work can be self-assessed using the answers provided. The plenary task is for pupils to use a list of key words to write a summary sentence about what they have learnt 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 resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts by recapping on the role of negative feedback systems in homoeostasis, pupils will need to complete a flow diagram to demonstrate how a negative feedback system works. This can be completed in their books and marked using the answers provided. The next part of the lesson focuses on thyroxine and adrenaline, pupils are reminded of the roles of each of these hormones and they will then be given some extra information (provided) using which they will need to answers some questions on the topic. Detailed answers are provided for these questions so that pupils can check their work by either peer or self-assessment. The next activity is a ‘who am I?’ task, pupils will have covered a range of hormones by this point and will now be given a set of descriptions about different hormones, they can discuss with their partners and try to identify the names of each of them. Once completed this work can be assessed. The final task is an exam question about hormones, with the mark scheme provided. The plenary task is for pupils to write a text message to a friend describing what they have learnt in the lesson today!

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW for the higher tier, biology only specification. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly be given, in pairs, information about Lamarck’s and Darwin’s theories of evolution. In pairs students will need to explain each theory to each other and discuss the merits and downfalls of each. The next task required pupils to summarise the main points of each of the scientists theories in a table, this work can be self-assessed against the answers provided. Pupils will then be asked to consider the flaws in Lamarck’s theory, pupils will be asked to come up with a question to ask Lamarck about his theory and to discuss in pairs what they think the potential flaws of this theory could be. Once you have gone through pupils’ ideas as a class you can reveal some of the problems with this theory of evolution. The next part of the lesson focuses on Darwin, firstly pupils will be asked to copy and complete sentences to summarise the main ideas from Darwin’s theory of evolution. Once this task is completed and marked, pupils will go on to look at why Darwin’s ideas were not published or accepted straight away. Pupils will be provided with some information but they will also need to use their own knowledge to answer a set of questions provided on a worksheet. Once this task is complete, a detailed mark scheme has been provided for pupils to either self or peer assess their work. The very last task is an exam-style question, pupils will need to complete this in their books (at the back of books without notes for a stretch and challenge) and self or peer-assess using the mark scheme once they have finished. The plenary task is for pupils to summarise what they have learnt in the lesson using the key words 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 Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with an introduction to accommodation, in pairs pupils will be given either information on how the eye focuses on distant objects or on nearby objects. Pupils will have to teach each other about the information they have and complete the questions listed on the PowerPoint slide. Once this task is completed it can be assessed using the mark scheme provided. The next part of the lesson focuses on common defects of the eye, specifically myopia and hyperopia. Pupils will need to use posters of information placed around the room/on their table to complete a fact file on both of these conditions which includes a description of the disease and of the treatments available. Pupils will now consider some of the ways in which these common eye defects can be overcome, pupils will be given a card sort in pairs describing different technologies in treating these conditions. Pupils will need to read these cards and produce a table which sums up the advantages and disadvantages of these treatments. The last activity is an exam-style question which pupils can complete in silence, once finished they can use the mark scheme to self-assess their work. The plenary task is an anagram challenge, pupils should unscramble the words to identify key words they have learnt on the topic of the eye. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW and for higher tier pupils. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an outline of the sorts of stimuli that plants response to - light, moisture & gravity - pupils are asked to think > pair > share why they think that it is important that plants respond to these stimuli. Pupils are then introduced to the term ‘tropism’ and are shown the sort of tropisms plants undergo due to light and gravity. Pupils will then watch a video on this topic and will need to answer questions whilst watching, this work can then be self-assessed once they have finished the video. Pupils will then be provided with posters of information which outlines the role of auxins during phototropism and gravitropism, using this information pupils will need to complete tasks on their worksheet. Once this task has been completed pupils can either self or peer-assess their work using the mark scheme provided. The final activity is an exam-style question which pupils should complete in silence and as an extra challenge they could try and complete it in the back of their books, not using any notes from the lesson. The work can then be self-assessed using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt in three sentences, using the list of key words 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 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 prokaryotic cells and viruses begins with a starter discussion regarding the tissue of the stomach, and the difference between prokaryotic and eukaryotic cells. Students should then work to fill in a table to recap the organelles of eukaryotic cells and their functions, in their notes. The following slides introduce students to the features and content of prokaryotic cells, with a little memory test to help them label cell contents. Students can then self-assess against the slide before they move on to the next task where they will match cell structures to their role in the cell. The next task is a ‘think>pair>share’ to compare and contrast prokaryotic and eukaryotic cells. Student partners can then work together to compare and contrast on a worksheet table and self-access. Moving on to viruses! Students are asked to think and discuss the structure and function of viruses. They will also be asked to determine their confidence level for each of the outcome of the lesson by highlighting, in order to check their understanding. In order to learn about cell division in prokaryotic cells students are then asked to use an animation to help them draw a simple diagram of binary fission in their books. They are then asked to watch a short video explaining the rate of division and then calculate the rate of division for each hour for eight hours. Another video is included to help students complete a ‘fill in the blank’ passage about the replication of viruses, they can self-assess their passage on the following slide. A past-paper question is also included for students to check their understanding of the lesson, they can then self or partner-assess their work. As a plenary task, students should complete three sentences in their books describing what they have learned, what they already knew, and what they might like to learn more about. 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 'Scaling up’ scheme of work. This lesson begins by pupils being introduced to the idea of stem cells, what they are and why they are important. Pupils will then watch a video about stem cells, the difference between adult and embryonic stem cells and their importance in medical research and treatments. Pupils will answer questions whilst watching the video and can self-assess their work using the answers provided once it has finished. Pupils will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, this can be copied off the board or summarised in their book. The next activity is on stem cells in plants, pupils will be given some information on the board and will then need to answer questions about this information. The next activity will focus on the social, moral and ethical implications of using stem cells for medical research purposes. Pupils will need to read opinion/fact cards about the use of stem cells and firstly will need to discuss the pros and cons of using stem cells for medical research. The second task is for pupils to sort the information cards into ‘fact’ or ‘opinion’ columns - this can be self-assessed using the answers provided. The final plenary task is an exam-style question about use of stem cells, pupils can then self-assess their work.

This is a resource for the new GCSE AQA Specification, it meets specification points from the ‘Infection & Response’ unit. This resource contains two shorter lessons or one full lesson on bacterial & viral diseases. Bacterial disease: This lesson begins with pupils considering why death rates due to infectious diseases are now 30% lower than they were in the early 20th century. You will then introduce the three bacterial diseases the students will need to learn about - salmonella, gonorrhoea and bacterial diseases in plants - and ask students to discuss what they already know about these diseases. Pupils will then copy the table from the PowerPoint into their books and they can either read information in pairs or use the information placed around the room to complete the table. You could check the students have recorded all relevant information by self-assessing the work using red pens. For the mid-lesson plenary some statements about bacterial diseases will be read out and pupils can use thumbs up/thumbs down or RAG cards to show whether they think the statement is true or false. This will give you a chance to address any misconceptions. The next activity can be a silent task, pupils complete questions in their books and when finished they should peer-assess using their red pen. The plenary is an exit card (piece of paper) where pupils should write down a topic they feel secure with and an area which they do not feel as secure with. This can be addressed at the beginning of the next lesson. Viral diseases: The lessons starts with a recap on the viral diseases the students would have learnt about a beginning of the unit when covering communicable and non-communicable diseases (see my Health & Wellness lesson). Students can discuss and then a mind map can be brought together on the white board. Pupils then draw a table into their books and use the information around the room to complete the table. This is then followed by a mid-lesson progress check, pupils will answer questions in silence in their books which are then self-assessed using red pen. You can then conduct a game of key word bingo with your students. This works by pupils choosing 6 of the key words from the board and you can randomly read definitions of these key words, if pupils have they key word they should cross the word out. Once all 6 of their key words are crossed out they can call bingo! The plenary is a 3-2-1 recap of the lesson, pupils should write three facts they have learnt, two key words and a question to test their peers knowledge of viral diseases. If there is time at the end of the lesson All of the resources are found within the PowerPoint :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils are firstly given some information, in pairs, on how temperature can affect the rate of decay. They are asked to read through the information and complete a set of questions. Once this task is complete pupils can self-assess their work using the answers provided. The next task is for pupils to think > pair > share ideas about how you could stop or delay the decay process with food. Some images are provided on the PowerPoint slide as a prompt to help students, they can also use the information from the first task to help them come up with ideas. Once pupils have been given time to write their ideas down you can discuss as a group and then reveal the 5 main ways in which foods can be preserved. Pupils will then be given a set of information about each of these preservation methods, they need to use this information plus the information from the first task they completed to explain how each of the methods helps to prevent or delay the decay process. Pupils can then self or peer assess their work once complete. For the next task pupils are asked to use information posters places around the room or on their tables to answer a set of questions about decay & recycling. Once pupils have completed these questions they will need to assess their work using the answers provided. The very last task is an exam question that pupils can either complete in silence at the back of their books - higher ability - or perhaps use the work they have completed this lesson if they are lower ability. The plenary task is for students to write three sentences to summarise what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW, for the higher tier, biology only specification. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson with a think > share > pair task on the definition of a species, pupils ca try and come up with their own definitions before you reveal the true answer. The next part of the lesson focuses on Alfred Russel Wallace and his work on the theory of speciation. Pupils will need to watch the video on Wallace and using the video come up with a timeline or notes on the life events and work produced by Wallace in his lifetime. Once this task is complete pupils can compare what they have written against success criteria provided, pupils can mark, correct and add any important notes using the criteria. The next part of the lesson focuses on the process of speciation, firstly pupils will need to watch a video about organisms which are separated and the develop certain characteristics depending on the environment they are living in. The second video provides a more detailed description of how speciation occurs, pupils will need to answer questions whilst watching this video. Pupils can mark their work using the mark scheme provided once they have completed this task. The next task is a card/statement sort, pupils will need to place the statements provided (can cut out as a card sort) into the correct order to describe the process of speciation, once pupils have completed this task they can mark their work. The final activity is an exam-style question on speciation, pupils will need to complete the exam question in their books (at the back without notes as an extra challenge). Once pupils have completed the exam question they can self or peer assess their work using the mark scheme provided. The plenary task is for pupils to write a twitter message by Alfred Wallace about his work on the theory of speciation. 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 NEW AQA AS-level Biology course, particularly the ‘Biological Molecules’ 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 review discussion of ATP as an energy source and its role in plant cells. The next few slides are lecture-style and designed to teach students the properties of water as a biological molecule. The notes underneath the slides also offer some answers to the discussion questions on the slides. Students are then given a four question ‘quick check’ to demonstrate their understanding so far. They should answer in their books and self-assess or check a partner’s work with the answers on the following slide. Then students will each be given a reason why water is important; the two reasons can be found as descriptions at the end of the slideshow. Students should teach a partner with the opposite reason, then make notes in table form in their books before moving to the next slide which is a quick explanation of inorganic ions. As a summary test, students are given two questions, the first of which includes a few sub-questions. Students should answer independently in their books then self-assess with the answers on the following slide. This is a good opportunity to answer any other questions! The plenary task is to explain what they have learned through three facts, three key words, and a question to test their peers on. 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 Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW, it contains some higher-tier only content. 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 firstly begins with a description and definition for gene expression in a cell, this leads onto introduce the idea of a mutation. Pupils are given a definition of a mutation and are asked to consider whether mutations are always negative effects. This leads onto show the ways in which a mutation can affect a protein/enzyme in the body and the effect that could have on the function of body processes. Next is a quick check-silent 5 activity to assess students knowledge of gene expression and mutation, pupils can answer the questions in their book and mark their work using the answers provided. There is on further activity on mutations, pupils will watch a video on sickle cell anaemia and answer questions in their books. The next section of the lesson is on inheritance, firstly pupils are introduced to the idea of alleles and are shown the genotypes of three rabbits with either black or white fur colour to show that it is the combination of alleles that determines this characteristic. Pupils are asked to complete some questions based on what they have learnt so far, which can be assessed using the answers provided. Next pupils are introduced to the difference between genotype and phenotype, homozygous and heterozygous genotypes. Pupils will then be given a set of images and are asked to identify whether these images are representing a genotype or phenotype, if it is a genotype they are asked to determine if it is homozygous or heterozygous. This work can then be assessed. Pupils are now shown how to construct a genetic diagram using a worked example, they are then given another genetic cross for which they need to construct their own genetic diagram and work out the percentage of each offspring that would be present, this work can be self-assessed. The final task is on sex determination, pupils are introduced to the idea of X & Y chromosomes and are shown the combinations needed to produce a male or a female. Pupils will need to construct their own genetic diagram to show the percentage chance of a baby being male or female. This topic can also be assessed using an exam-style questions for higher ability pupils. The plenary activity is for pupils to write a glossary in the back of their books for any new key words they have learnt this lesson All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This a resource aimed at the new AQA GCSE Biology specification as part of the 'infection & response' unit. This lesson is part of a 12 lesson bundle for the NEW 'Infection & Response' Unit, found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a recap of what makes a good medicine. Pupils are then given a scenario where they have to read some information cards on different medicines and using the information they need to decide which medicine would be the best to treat a bacterial infection. The next PowerPoint slide will go through the difference between antibiotics and painkillers and hopefully students should have chosen the antibiotic as the drug to treat bacterial infections in the previous activity. Next is an introduction to Alexander Fleming, the scientist who first discovered penicillin. Pupils can watch a video on his work and answer questions on a worksheet. Pupils can then peer-assess their work. The next few slides focus on how the growth of bacteria are affected by antibiotics, pupils can then use some data on the growth of bacteria to answer some questions. For the plenary pupils need to choose the correct word to complete the sentences. Other lessons for the NEW AQA 'Infection & Response' unit can be found in my TES shop. Thanks :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. The first part of this lesson will focus on a recap of some of the details learnt during the decay lesson, pupils are given a set of four multiple choice questions which they should answer in their books and then self-assess. The first task introduces recycling of materials in the ecosystem, pupils will need to read through a paragraph of information as a class. The slide will then be changed and pupils will need to try to recreate the paragraph as best as they can using the key words provided. Once completed the slide can be changed back to the initial paragraph for pupils to check and correct their work. The next part of the lesson is for pupils to look at the difference between a decomposers and detritivores, students will be given information in pairs and will need to teach each other about the organism card they have in their hands. Students will then try to write a description of each of the organisms in their books. The next part of the lesson focuses on the water cycle, firstly students will need to come up with as many processes as they can think of that contribute to the water cycle. Once this task has been assessed pupils will then be given a set of questions which they will need to answer whilst watching a video, once complete their answers can be assessed using the mark scheme provided. Using their answers from their previous tasks pupils will now need to match up the key words to the definition and the final task is for pupils to complete a diagram of the water cycle using the key words and definitions provided in the last task. The plenary task pupils will be given a set of 5 answers, it is up to the pupils to come up with 5 questions which may correspond to these 5 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 1.3 unit on Adaptation & Inheritance. 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 video on inheritance, students should watch the video and whilst watching this they will answer a set of questions about chromosomes and where these structures are found within a cell. Once this task is complete, students can self-assess their work using the mark scheme provided. Next, students are introduced to the idea of a gene. Students will be given the definition of a gene and will then need to complete a ‘Memory Test’ task which helps students to identify the locations of genes, chromosomes, the nucleus and cell membrane. Students will get a few minutes to study this image, they will then need to recreate it in their books. This task can then be self-assessed using the mark scheme provided. Next, students are shown another image, they will need to use what they have learned so far this lesson to identify the different structures. They can discuss their ideas in pairs before the answers are revealed using the PowerPoint. Students will then need to complete a ‘Who Am I?’ task, - matching the names of structures to the correct description. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Students will now be shown a diagram to depict how fertilisation takes place, a sperm and egg cell meeting, nuclei fuse and genetic material joins together to form an embryo where each body cell (except sex cells) contains 46 chromosomes. Students could sketch a diagram of this in their books. Lastly, students will watch a video on the discovery of DNA by Watson & Crick. Whilst watching the video they will need to answer a set of questions, once this task has been completed students should self-assess their answers using the mark scheme provided. The plenary task is an ‘Anagram Challenge’ - students would need to unscramble a set of words to reveal 6 key words from this lesson. There is an ‘Extra Challenge’ task for students to come up with a definition for each of these key words, the answers to the anagrams are included. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Organisation’ 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 by identifying what metabolic rate is and then asking pupils to think about what important metabolic reactions take place within organisms. Pupils can discuss and try and come up with a brain storm in their books. Pupils then learn about the role of the liver by watching a video and answering questions at the same time, once pupils have finished completing this task they can assess their work using the answers provided on the PowerPoint slide. Next, pupils need to specifically learn about the role of the liver in clearing lactic acid from the body. They will be given an information card and will need to answer some questions using this information, once finished they can mark or peer assess their work. The final activity is an exam-style question about glycogen in the liver, pupils can answer this question in silence at the back of their books (for higher abilities this would be most suitable) or for lower abilities you may allow them to discuss and answer in pairs. Once completed they can mark their worn work. The plenary activity is a list of answers, pupils need to come up with the questions to which these words are the answers. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a video and a set of questions which pupils will need to answer about extinction and try and come up with a definition for this term. Once completed pupils can check their work against the answers provided on the PowerPoint. The next activity is for pupils to think > pair > share ideas about the sorts of changes that might occur within an organisms environment to bring about extinction. Pupils can discuss with their partner and create a mind map of their ideas in their books. Once pupils have completed this you can reveal some of the reasons for environmental change on the PowerPoint slide and pupils can check what they have got against the answers, adding in any they didn’t manage to get. The next activity is for pupils to read some cards of information about the causes of extinction, pupils can work in pairs or groups to read through these causes and summarise each one in their books. To put thees causes into context, the next activity is for pupils to look at examples of organisms which are at the brink of extinction and the reasons why. Pupils will be given a set of cards with information about a range of animal and plant organisms which are at different stages on the IUCN red list. Pupils will need to complete a table of information to describe the habitat and reasons why four of these organisms are endangered. The last part of the lesson will focus on mass extinctions, pupils will watch a video and answer questions about the causes and repercussion of mass extinction events. Once completed pupils can mark their work against the assessment criteria. The plenary activity is for pupils to pretend they are a conservationist campaigning to protect an organism of their choice, they need to write a twitter message to their followers to raise awareness of the factors which may be critically affecting the organism. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first part of the lesson asks students to think > pair > share some of their answers to questions about pollution - where does it come from? How may we monitor it? Once pupils have gathered together their ideas as groups, a class discussion can highlight some of the important ideas & the next slide details the answers. The next task focuses on sulfur dioxide pollution and it’s contribution to the formation of acid rain. Pupils will be given some information in pairs about this pollutant and will be required to answer questions about this information in their books. Once completed pupils are able to self-assess their work using the answers provided in the PowerPoint. The next part of the lesson is on catalytic converters, pupils will be given some information about a catalytic converter and a human bingo grid. Pupils will wander around the room and others will ask them questions in order to fill in their bing grid. Once a student has completed their grid they can shout bingo! When everyone has had enough time to complete the grid they will need to self-assess their work using the answers provided. The next task is for pupils to consider alternative fuels as a way of reducing air pollution. Pupils are given sets of information about three alternative fuels, they will then need to fill in a table of the advantages and disadvantages of these fuels. Once completed pupils can check their work against the answers provided, marking and correcting their answers. A mid-lesson progress check requires pupils to identify whether a set of statements are true or false, this can be completed with a mini whiteboard or in their books. The next part of the lesson focuses on how scientists can monitor pollution, pupils are given a set of results from particle collector pads which have been left in certain locations around the UK. Pupils need to record their results in a table, draw a graph to represent the results and write a conclusion about their results. The plenary task is for pupils to complete a fill-in-the-blanks task on air pollution, pupils can also self-assess their work using the answers provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)