This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ 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 students introduced to the idea of concentration in terms of no. of particles per cm3. Students will then need to ‘Think > Pair > Share’ their ideas of how an increase in concentration may affect the rate of a reaction. Students can use their ideas from this first task to make a prediction for the investigation into the rate of reaction between sodium thiosulphate and different concentrations of HCl. Students will need to conduct this investigation using the practical sheet provided, record their results, plot a graph of their results and complete a conclusion. Students can assess their explanation of the results they collected using the answer provided in the PowerPoint presentation. The next part of the lesson will focus on the effect of pressure on the rate of a reaction. Students will firstly be introduced to the idea of an increasing pressure leading to an increase in the number of particles per cm3, using this information and the diagrams provided pupils can ‘Think > Pair > Share’ their ideas about how an increase in pressure would affect the rate of a reaction. Their answer to this question can self-assessed using the answers provided. Next, students need to work through a set of levelled questions on the effect of pressure on the rate of a reaction. This work can be self-assessed using the answers provided on the PowerPoint. The last task is for pupils to plot a set of results onto graph paper, using these data they can calculate the initial rate of reactions for two concentrations of HCl. Students can assess their work using the mark scheme provided on the PowerPoint. The plenary task is for pupils to write down three quiz questions (and the answers!) to test their peers knowledge of 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to reversible reactions, including the example of thermal decomposition of ammonium chloride. Pupils will then conduct an investigation into the energy changes which occur during a reversible reaction, using the practical sheet provided students will carry out the experiment and record their results in the table provided. The reversible reaction from this investigation is then shown on the board, with an explanation of the energy changes that are taking place as the reaction moves in either the forward or reverse direction. Pupils will now watch a video on energy changes which take place during a reversible reaction, using this they will need to answer a set of questions. This work can be self-assessed using the answers provided on the PowerPoint presentation. Pupils will now need to complete a ‘Quick Check’ task which includes questions within the module of ‘Rates of Reaction’, students can then self-assess or peer-assess their work using the mark scheme provided. Finally, pupils can complete a crossword which summarizes definitions used within the ‘Rates of Reaction’ module, the answers for this are provided for self/peer assessment. The plenary task required pupils to complete an exit card listing 3 things they have learnt today, 5 key words and 1 question to test their peers knowledge of a subject. 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 recap on genes and inheritance with a fill in the blank task, pupils can then mark their work using the mark scheme provided. The first task is on sexual reproduction , pupils will watch a video and will need to note down any facts about sexual reproduction that they can remember from the video. They can then assess their work given the list provided. Pupils will then be given a list of questions and will watch a second video on asexual reproduction, pupils will then need to answer questions about asexual reproduction using the video. The answers to these questions can be assessed using the mark scheme provided. The next activity requires pupils to copy down a flow diagram, filling in the blanks, to show how male and female gametes fuse together during fertilisation and develop into an embryo. This task focuses on chromosome numbers during this process. Pupils will now be provided with a set of jumbled statements, pupils will need to sort the statements into correct columns - they are either describing asexual or sexual reproduction. Pupils can mark their work using the answers provided. The final activity is for pupils to answer an exam-style question on this topic, they can complete this in silence and at the back of their books to challenge them further. This work can then be assessed using the mark scheme. The plenary activity is for pupils to unscramble the anagrams to reveal 6 key words taken from the lesson. The plenary activity is for pupils to summarise the 5 main key words they have learnt that 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 Biology GCSE, particularly the ‘Homeostasis’ SoW and specifically for the higher tier. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an overview of the function of the four main lobes of the brain, pupils will be given cards of information which they need to use to complete a table on these functions. Pupils will then be introduced to further structures which they are required to know the functions of: medulla, cerebellum, hypothalamus and cerebral cortex. Pupils will need to use posters to complete a worksheet where they label a diagram of the brain and outline the roles of each of these structures. Following this is a card sort where pupils can assess their understanding of what they have just learnt. The next part of the lesson focuses on how scientists and doctors have gained evidence for the structure and function of the brain. Firstly students will watch a video and answers questions on Phineas Gage, which can be self-assessed once complete. This will then go on to describe the role of electrical brain stimulation and MRI scans in providing knowledge about the brain. This is assessed with a copy and complete summary sentence task and finally the plenary is a 6-mark exam question. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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 ‘Think > Pair > Share’ task, students are asked to consider how to define ‘competition’. After a short discussion, the correct definition will then be revealed so students can take notes of this in their books. Next, students will be given a set of resources which animals/plants compete for, students will be asked to sort these resources into columns, either those that animals compete for, those that plants compete for or those that both animals and plants compete for. Once this task has been compelted, students can self-assess their work using the mark scheme provided. Next, students will watch a set of videos on competition between animals and plants, whilst watching the video they will need to complete a table for information to include - a resource - how organisms are competing for this resource - an explanation of how it is competing for the resource successfully. The work students have completed at the beginning of the lesson can then be summarised by a fill-in-the-blank activity, students should complete this in their books and it can then be marked and assessed using the answers provided. The second part of the lesson will focus on adaptations, students will firstly watch a video on adaptations, whilst watching the video they can answer a set of questions. The answers to these questions are included so students can assess their work once it is complete. Lastly, students will read through information stations around the room, which list adaptations of organisms which live in colder climates, warmer climates and dry climates. Students will need to complete a worksheet using these information sheets. The plenary activity requires students to come up with a set of three quiz questions to assess students 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 :)

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 ‘Think > Pair > Share’ activity which requires students to consider the definition for the term ‘evolution’. After students have had some time to talk about this, their ideas can be shared with the class and the answer can be revealed for students to check and correct their work. This leads into an introduction to the fossil record as means of evidence for evolution, students will then need watch a video on the formation of fossils - during which they will answer a set of questions. Students can now mark and assess their work using the mark scheme provided. Students will now be introduced to the idea of ‘Natural Selection’, they will be told the mechanism by which this works by using the example of girraffes with longer and shorter necks. Students will now be asked to complete a cartoon strip to summarise this process, once this task has been completed students will be able to mark and assess their work using the answers provided in the PowerPoint presentation. The last part of the lesson students will be shown a video on examples of natural selection in action. Whilst watching this video, students will need to answer a set of questions, once this has been completed students can self-assess their work using the answers provided. The plenary task requires students to write three 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 :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. 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 food chains, students will need to know the definition of the a producer and consumer. They are firstly asked to ‘Think > Pair > Share’ their ideas of a definition, before the answers are revealed. Next, students are introduced to the process of photosynthesis, a description of the process is included, as well as a list of the raw materials needed for photosynthesis to occur. Students will now watch a video on photosynthesis, during which students will need to answer a set of questions. This task can be self-assessed using the mark scheme provided. Next, pupils will complete a progress check on what they have learned so far this lesson. Students will need to complete a set of questions in their books, these are exam-style questions which can be marked and corrected using the mark scheme provided. Lastly, students will now watch another video on photosynthesis, with a set of questions that pupils need to answer about the theories surrounding photosynthesis over time. The very last activity require students to complete a sentences link-up task, to summarise what students have learned this lesson. This work can be self-assessed using the mark scheme provided. The plenary requires students requires students to either write a twitter message to summarise what they have learned or complete a set of five quiz questions. 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. Firstly, students will conduct an investigation which carries out flame tests to check for the presence of different positive ions. Pupils will need to follow the method provided and record their results in a table in their books, once this task is complete they can self-assess their work using the mark scheme provided. Pupils will then watch a video on the use of sodium hydroxide solution in the test for positive ions, they will need to answer a set of questions using the information provided in the PowerPoint presentation. The answers to this task are provided in the PowerPoint so students can self-assess their work. Next, pupils will need to complete a flow diagram to demonstrate the steps involved in identifying a range of positive ions by using sodium hydroxide solution, this task can be self-assessed using the mark scheme provided. To assess their knowledge of flame tests and use of sodium hydroxide solution in identifying positive ions, pupils will need to fill in the blanks in a summary table. This work can be self-assessed using the answers provided. The next part of the lesson will focus on negative ions, firstly students will watch a video and will need to answer a set of questions using the information provided in the video. This work can self-assessed using the answers provided. Lastly, students will practice writing ionic equations for reactions which lead to the identification of either positive or negative ions before a final set of summary questions. Answers to these tasks are provided for self or peer assessment. The plenary task is for pupils to write a set of quiz questions to test their peers knowledge of what they have learned during the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Pupils will firstly be introduced to the idea of polymers and will provided with a definition, they will then be given a set of information in pairs - one will be provided with polyethene and the other will be provided with polypropene. Pupils will then need to complete an ‘Each one, teach one’ task where they teach other other about the polymers - the monomers they are made up of, their properties and also products in which they are used. This task can be self-assessed using the mark scheme provided. Pupils will now watch a video on polymerisation, using the video they will need to answer a set of questions which can then be self-assessed using the mark scheme provided. The lesson will now focus on condensation polymerisation, pupils will firstly be given a worksheet with a set of questions which will need to be answered using a set of information posters that will be placed around the room. This work can be either peer assessed or self assessed using the answers provided in the PowerPoint presentation. The last task requires pupils to complete an ‘Exam-style question’ on the topic of what they have learned this lesson, once this is complete students can assess their work using the answers provided. The plenary task is an anagram challenge, pupils will need to unscramble the anagrams to reveal key words from today’s lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will firstly be introduced to the concept of a limiting reactant, using the example of hydrochloric acid and magnesium. Pupils will then be shown the steps to take to work out the limiting reactant of a reaction, using a worked example. Using this example students can then complete a set of questions on limiting reactants, the answers these questions are provided in the PowerPoint presentation. Next pupils will watch a video on percentage yield, they will need to answer a set of questions using the video. Once complete pupils can self-assess their answers against the answers provided. Pupils will then be provided with a set of steps to help them work out the percentage yield of a chemical reaction, pupils can check they have completed this task correctly using the answers on the PowerPoint. The last task is a worksheet of percentage yield problems, pupils will need to show their working for each question. The answers are again provided on the PowerPoint presentation for pupils to self-assess their work. The plenary task is for pupils is a key word and Ar bingo task, pupils should choose 6 keys words/relative atomic masses from th board. The teacher will then read out clues, if students think that they have the word/Ar they can cross it out, first to cross all 6 our shouts bingo! 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 homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module 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 activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 P1.1 Module on ‘Forces’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, 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 lesson begins with students recapping on the factors which may affect the distribution of organisms within an environment. Once pupils have discussed their ideas of abiotic and biotic factors which may affect organisms within their habitat they will need to assess their work using the answers provided. The lesson will then focus on sampling techniques, firstly outlining what a quadrat is and how it is used when sampling an environment. The importance of random sampling is stressed & pupils will need to come up with some ideas as to how random samples could be obtained. Once their ideas have been assessed pupils can then move onto a worksheet which demonstrates how random sampling is conducted and explains how to work out the range, mean, median & mode of a data set. Transect sampling is now introduced, pupils will watch a video and answer a set of questions watching the video. Once this task is complete pupils can answer the question using the answers provided on the PowerPoint presentation. The final task is for pupils to perform their own sampling investigation, a worksheet is provided detailing the equipment needed, a method, a species identification key & a results table. Pupils can work in groups of 3 - 5 and use an area close to school such as the sports field / any large grassy area to complete their investigation. Once this is complete pupils can use their data set to find the range, mean, median & mode for each species. The plenary task is for pupils to write down three facts, three key words and a question based 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 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 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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 composite materials, students will be told the definition of a composite material and will be given two examples - MDF & reinforced concrete - including details on the physical properties of these materials. Students will now carry out an investigation into the properties of reinforced concrete vs. concrete. Students should follow the instructions on the sheet to complete the investigation, once complete students can test the concrete by performing some tests on the blocks. Students will now be introduced to other composite materials, firstly carbon-fibre, students will listen to an audio piece of a cyclist explaining the usefulness of carbon-fibre for bikes and bike accessories. This task can be self-assessed using the mark scheme provided, once complete. Next, students will complete an ‘Each one, teach one’ task. For this, students will be in pairs and will need to learn a piece of information about a composite materials - either nylon or glass-fibre-reinforced aluminium. Once learned, students will then teach their partners about the substances used to make the material, the properties of the materials and some examples of uses. Students will use the information to complete a summary table, this work can then be marked and corrected using the mark scheme provided. The plenary task requires students to come up with a question for five answers which are provided, this will assess students knowledge of what they have learned through this module. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on Osmosis begins with a discussion to review diffusion and osmosis, students should think about what they remember from GCSE. After defining osmosis and water potential, students will watch a short video and answer worksheet questions. Answers are available on the next slide for self-assessment. To test the students’ knowledge, they will then practice identifying direction of movement from water potential of two plant cells. They can use mini whiteboards to pick a movement direction, or lack thereof! To further the lesson on water potential, students will consider isotonic, hypertonic, and hypotonic solutions. They will then practice matching these terms to their definitions before completing a worksheet to demonstrate how these conditions affect red blood cells. Answers for self-assessment are on the next slide. This information is synthesised by a quick discussion of osmosis in onion cells. Then, using their whiteboards to test their understanding of water potential, students will identify what is happening to cells in a series of pictures. Students will then practise by working through a few exam-style questions and self-assessing to the answers provided in the slides. As a plenary the students should write three sentences summarising what they have learned in this lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology 'Organisation' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics 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. All resources are included in the PowerPoint slides, please let me know if you have any questions in the comments section and leave feedback if you download and use :) thanks!