This resource contains 19 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 Chemistry Units: C.1 Particles & Their Behaviour C.2 Elements, Atoms & Compounds C1.3 Chemical Reactions C1.4 Acids & Alkalis The resources were designed with the Year 7 Activate course in mind, it contains 6-8 weeks worth of lesson content!! You can find more lesson bundles aimed for the KS3 and KS4 science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience All lessons contain a mix of differentiated activities, videos & animations, progress checks and more than two opportunities, per lesson, for self/peer red-pen assessment of tasks.

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 resource is for the NEW AQA GCSE specification on preventing infections, it meets specification points within the 'Infection & Response' module. This resource includes a PowerPoint presentation and all the resources needed for the lesson. 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 by pupils considering what a communicable disease is, the differences between bacteria and viruses and the mechanisms by which these pathogens spread disease. The next part will be a brief introduction to the work of Ignaz Semmelweis, Joseph Lister and Louis Pasteur and how they have improved our knowledge of pathogens and contributed to the development of methods to stop the spread of infection. Pupils will then focus on the work of Ignaz Semmelweis by writing out some sentence starters, watching a video on his work in hospitals in order to finish the sentences off. Pupils can then assess their work using red pens. The next activity pupils will need to read some information on different disease prevention methods and will need to copy and complete the table shown on the PowerPoint slide. This could be achieved using a circus activity, whereby poster so the information are made and placed around the room for pupils to access. Finally, pupils will then consider some data on the board and use this to explain the difference between a pandemic and an epidemic. All of the resources you need for this lesson are included on the PowerPoint slide, there is also an additional resource of a newspaper article activity on Semmelweis which could be used as a homework activity.

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a diagram to show how chemical cells/batteries work by relying upon the differing reactivity of metals. Students will then watch a video and will need to answer a set of questions using the information provided in the video, students can then self-assess their work using the mark scheme provided in the PowerPoint. Students will now need to complete an investigation into the potential difference produced by different chemical cells by following the instructions on the practical sheet provided. Pupils will need to record the results of their investigation and write a conclusion on the practical worksheet. The next task is a ‘Quick Check’ to assess students understanding of what they have learnt so far this lesson, pupils will need to complete a set of questions and they can then self-assess their work using the answers provided in the PowerPoint. The last part of the lesson will focus on fuel cells, students will watch a video and using the information provided they will need to ask a set of questions. The answers to these questions are included in the PowerPoint, so students can check their work once this task is complete. Finally, students will be given a set of information on hydrogen fuel cells which they can read in pairs. Using this information pupils will need to produce a table to sum the advantages and disadvantages of using hydrogen fuel cells as an energy source. Students can then check their work against answers provided in the PowerPoint. The plenary task is for pupils to summarise what they have learnt this lesson in three sentences, using key words from the list 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 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 The lesson begins by completing an activity which recaps the role of each of the components of blood. Pupils are then introduced to the three types of blood vessels - artery, vein and capillary. Looking at a diagram provided pupils will need to consider the differences between the three in terms of structure an function. Pupils will then watch a video and answer questions about arteries and capillaries, the answers to the video are provided so that pupils can then self-assess their work. The next slide will show how veins are structured and how they work to move blood back to heart from the rest of the body. Pupils could draw a diagram to represent this if there was time. The next part of the lesson is the longest activity, pupils will need to either copy the blank table into their books or be given a printout of the table. Using cards of information pupils will need to complete the table, which shows the structural features of each of the blood vessels. The answers to this activity are provided so that pupils can either peer or self-assess their work. The next activity is a quick fill-in-the-blank task to demonstrate the role of the capillaries within the body. Students are now introduced to the idea of a double-circulatory system, using a diagram and a description of the system pupils will need to answer questions about the role of this system, which can then be self-assessed. The plenary task is for pupils to pick one question to answer from a list of traffic-light questions, green for most difficult and red for easiest. All resources are included in the lesson, any questions please leave a comment for me to get back to you and any feedback would be much appreciated :) thanks!

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to the term ‘Ohmic conductor’, students are also shown a current-potential difference graph for a wire to demonstrate that in an Ohmic conductor the current is directly proportional to the potential difference. Students will then conduct an investigation into whether the length of a wire will effect the resistance within the wire, students will complete the investigation using the method and once finished should draw a graph of their results and write a conclusion to summarise their findings. This work can be checked against answers provided within the PowerPoint presentation. Next, students are shown a current-potential difference graph for a filament lamp and a diode. Students will be given a graph along with a set of questions to answer about these two graphs, once this task is complete students can self-assess their work using the mark scheme provided. Students are then shown a diagram of a thermistor and light-dependent resistor and provided with an explanation of what happens to the resistance of these two components when the temperature and light are increased, respectively. The last task is a past-paper exam question, those higher-ability students should try and complete these questions without looking at their notes. Once complete, the work can be either self or peer assessed using the mark scheme provided. The plenary task requires pupils to complete one of the sentence starters to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Radioactivity’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson with a ‘Think > Pair > Share’ task where students will consider what they think may be happening during a ‘Nuclear Fusion’ or ‘Nuclear Fission’ reaction. Once students have fed back as a class discussion, the definitions for each process can be revealed using the PowerPoint. Students will now watch a video outlining the basic principles of these two processes, whilst watching the video they will answer a set of questions. Once this work has been completed they can self-assess using the mark scheme provided. Next, students are shown a diagram of a chain reaction, students will need to sketch a cope of this into their books alongside an explanation of this process in context of nuclear fission. The next activity requires students, in pairs, to teach each other about the principles of a nuclear reactor vs. fusion reactor, after being given a set of information on the topic. Students will then need to answer a set of questions into their books about these two types of reactors, the work can be self-assessed using the mark scheme provided. Lastly, students will complete a radioactivity crossword based upon knowledge they have learned throughout the radioactivity topic, the answers to this task is also included so pupils can mark their own work. The plenary requires students to complete a set of sentence starters to summarise what they have learned this lesson, what they already knew about this topic before the lesson and what they would like to learn more about. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson which meets specification points in the NEW AQA GCSE (2016) 'Cells' SoW. Other lessons from this SoW and other AQA GCSE Trilogy Sow for the new specification can be found in my TES shop. This lesson begins by watching a video about the structure of cells and where to find the genetic information, pupils will watch the video and answer questions (provided in the PowerPoint presentation.) Pupils will then be presented with a labelled diagram of a cell, nucleus, chromosome and gene. Pupils will be required to analyse the diagram for a few minutes (you can include a stop clock on the board). The screen will then be changed and pupils will be given a blank copy of the diagram which they will need to complete from memory - pupils can then peer-assess their work. In the next activity, pupils are shown diagrams of a cell with a nucleus visible, DNA, a gene and a chromosome. Pupils can either create a flow chart by cutting and sticking the diagrams in order from largest to smallest and then labelling them. Alternatively, they could draw their own diagrams and label them. Pupils can then self-assess their work using red pens. The next activity, pupils are given a series of words and definitions, they will need to match the key words up to the correct definition. Pupils then self-assess their work. Their are two option for the plenary activity, for lower ability classes pupils will be required to fill in the blanks in a paragraph describing the structure and function of genetic information and where it is found within the cell. The second plenary is a past-paper question, pupils can answer this in their books and then peer-assess using red pens. All resources are included, please leave a review with feedback :). Thanks!

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will firstly need to brainstorm ideas about the uses of aluminium, they can discuss their ideas with their partners and complete a mind map in their books. Some examples can then be revealed using the PowerPoint slide and pupils can check how many they got right, filling in any they may have missed. Pupils will then watch a video on the extraction of aluminium, students will need to answer a set of questions using the information provided in the video. Their work can be self-assessed using the answers provided. Students will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, students can check their work agaisnt the mark scheme provided. Next, students will be given a diagram of the electrolysis of aluminium oxide, pupils will need to complete this diagram by selecting the correct captions from a list provided on the board. Students can then check their work against the answers provided in the PowerPoint. The next task is a progress check, students will need to answer questions to assess their knowledge of what they have learnt so far this lesson. Pupils can then self or peer-assess their work using the answers provided. The plenary task is a 3-2-1 task, pupils will need to write 3 facts, 2 key words and one question to assess their peers knowledge of the topics covered 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 Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with students being introduced to the regular, crystal structure of a metal. To demonstrate the formation of metal crystals pupils can complete a simple practical activity whereby they place a piece of copper wire in silver nitrate solution, a displacement reaction occurs and silver metal crystals begin to form on the surface of the copper. Pupils can complete this task using the set of instructions included on the PowerPoint slide and write down their observations in their books. The next part of the lesson focuses on linking the structure of a metal to it’s properties, once this has been demonstrated to students using the information and diagrams included in the PowerPoint presentation they can copy and complete a worksheet to assess what they have learned. Once this task is complete students can assess their work using the mark scheme provided. Now pupils will look at metal alloys, firstly pupils will watch a video and answer a set of questions. Pupils can then self-assess their work using the answers provided. The last part of the lesson is on the properties of metals and how their properties relates to their uses, each student will be given a card of information describing a property of a metal. Pupils will walk around the room discussing the information they have on their card with others and using each other they should be able to complete a table of properties in their books. The plenary task requires pupils to come up with three facts, two key words and a question to test their peers on the topic of metallic bonding. 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 AQA GCSE Biology specification, covering specification points within the ‘Infection and Response’ module. For more resources aimed at the NEW AQA GCSE specifications please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This resource contains the PowerPoint for the lesson, the resources are found at the end of the PowerPoint. The lesson begins with considering what is important in a new medicine and what scientists need to think about when developing new medicines. This goes on to define some of the key factors such as safety, efficacy & stability. Next, is an introduction of how a vaccination works, pupils will watch a video and answer questions on a worksheet. Pupils will self-asses their work. Pupils will then complete a cartoon strip of how a vaccination works, trying to use as many key words as possible. Pupils should self-assess their work against correct use of key terminology. The plenary will test the pupils knowledge of their ability to describe how a vaccine works. They will need to turn to the back of their books and describe how a vaccine works, using as many of the key terms as possible. Resources are all found at the end of the PowerPoint. Enjoy :)

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a diagram of the electronic configuration of fluorine, chlorine and bromine and pupils need to think > pair > share their ideas about any trends/patterns they can see as they go down the group. The trend in the electronic configuration and what this means in terms of reactivity is then outline on the next slide, pupils are then asked to answer questions about this. The answers to which will be revealed so pupils can check their answers. To summarise what they have learnt so far pupils can complete a fill-in-the-blank task, then they will watch a video which will identify some of the properties of the different elements found in the halogen group. Once this work has been self-assessed pupils will then be shown what a displacement reaction is and will be given a worked example to demonstrate how it works. Once you feel confident that pupils have understood when a displacement reaction will take place they can complete some word equations to show the products of such reactions. This can then be marked and any misconceptions addressed. The plenary task is a true or false task which you could conduct as a class or ask pupils to complete in their books and then mark. 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 calculations’ SoW, specifically designed for higher tier ‘chemistry only’ students. 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 on atom economy, pupils will answer a set of questions whilst watching the video which can be assessed using the answers provided. Pupils will then be taken through a worked example, step-by-step, to show how you are able to calculate atom economy once you know the desired product of a given reaction. Pupils will then need to use this worked example to come up with their own step-by-step checklist of tasks which need to be completed to work out the atom economy of a reaction. This can be checked against a list provided on the following PowerPoint slide. Pupils will then be given a list of questions on atom economy, they will need to show their working for each of the problems. Once the task has been completed pupils can check their work against the answers provided on the PowerPoint presentation. The next task is an exam-style question on atom economy, pupils should complete this in their books (and on their own, in silence for those higher ability classes), once complete this can be assessed against the mark scheme. The last task is for pupils to come up with five exam questions on atom economy, including a mark scheme for each question. The plenary task is for pupils to complete one of the example sentences, e.g. ‘I have understood this…’, ‘I still don’t understand…’. 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 'Using Our Resources’ 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 are firstly given a set of different objects on their desks and they are also provided with a list of properties, for each object students need to use the words from the list provided to identify the object’s properties. This work can be self-assessed using the mark scheme provided. The next task for pupils to complete is an ‘Each one, teach one’ task - in pairs, pupils are either given information about glass or ceramics, they need to learn the information and teach each other so they are able to complete a table of information on both. This work can then be peer or self-assessed using the mark scheme provided. Next, pupils will watch a video about different composite materials - they will need to answer a set of questions whilst watching the video and this can be marked using the mark scheme provided. The next activity is for pupils to investigate the differences between reinforced concrete vs. normal concrete. Finally, students will complete a ‘Quick Check’ activity - pupils will need to answer a set of questions to summarise what they have learned this lesson. This work can be self-assessed using the mark scheme provided. The plenary activity requires pupils to write a Whatsapp message to their friends outlining 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 Activate KS3 Science Course, specifically Year 7 C1.2 ’Elements, Atoms & Compounds’. 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 definition of the term ‘element’, giving gold as an example. Students are then asked to name as many elements as they can in pairs, and then feed back to the class. This work can be marked using the answers, and other examples, provided on the PowerPoint. Students will now watch a video on atoms and elements, whilst watching the video students will answer a set of questions. Once this task has been completed, students can self-assess their work using the mark scheme provided. Next, students are introduced to the definition of an ‘atom’, students are provided with a particle diagram to help depict the definition. Next, students are introduced to the Periodic Table, students can stick their own Periodic Table into their books Next, they will use the Periodic Table to complete a worksheet, once this task has been completed the work can be self-assessed using the mark scheme provided. The last task is a ‘progress’ check, students will copy and complete a set of questions in their books, this work can be marked and corrected using the mark scheme provided. The plenary activity requires students to write three sentences to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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 :)