This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly compare some examples of acids to alkalis, including a description of the feel and taste of some acidic and alkaline substances. Next, students will read some information about acids and alkalis on an information sheet. Using this information they will answer a set of questions in their books, this work can then be self-assessed using the mark scheme provided on the PowerPoint. Next, students are introduced to Hazard symbols - these will be important within the topics of acids and alkalis for students to determine how hazardous different chemicals might be. Students will play a game of ‘Haz-Splat’ whereby they will be given a choice of two different Hazard Symbols. They will need to come up to the board in pairs, the name of the hazard symbol is read out and students will try to ‘splat’ the correct hazard symbol before their opponent! This activity will familiarise students with the following hazards - irritant, corrosive, flammable & toxic. Next, students will be introduced to the idea of a concentrated or dilute acid, as well as the definition for concentration. Students will then work their way through a set of activities to assess their knowledge of concentration, this work can be self-assessed using the mark schemes provided. Lastly, students are shown how to calculate the concentration of a solution given the mass of solute and the volume of the solution. Students will need to use this calculation to work through a set of problems, this task can also be marked and corrected using the answers provided on the PowerPoint. The plenary task requires students to spend a minute or two talking about 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 C4 ’Acids & Alkalis’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a question for students to consider, two ideas are presented to them - one student suggests that we could taste the unknown contents of two beakers to determine if it’s an acid/alkali whereas the other students suggests this is dangerous and we should use a chemical indicator instead. Students should discuss their ideas about who is right and feedback to a class discussion. This leads into an introduction to chemical indicators such as litmus paper and universal indicator. Students will now watch a video on the use of litmus paper, whilst watching the video students will need to fill in the blanks on the table provided. This work can then be self-assessed using the mark scheme provided. Next, students will summarise what they have learned so far by completing a fill-in-the-blank task, this also can be marked and corrected using the answers provided on the PowerPoint. The next activity requires students to read a piece of information on indicators & pH, using this information students will need to answer a set of questions. This task can be marked using the mark scheme provided on the PowerPoint. Students can now complete an investigation, using universal indicator to determine the pH and acidity/alkalinity of different substances. Students can use the practical sheet to conduct this practical, recording their results in an appropriate table. The final task is a literacy check, students will need to link groups of words together in a sentence to summarise what they have learned this lesson. The plenary task requires students to write a Whatsapp message telling them 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 Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a recap on the pH scale, students are given some information about the pH scale and will need to answer a set of questions using this information. Next, students will be given a table of information about the pH of different substances, using this they will need to sort the substances into two groups in their books - acids or alkalis. This task can be self-assessed using the mark scheme once completed. Students will now conduct an investigation to determine what happens when an acid is mixed with an alkali. Students will follow the method provided on the PowerPoint, using this they should observe the universal indicator changing from red to green as a neutralisation reaction occurs. Students can then use the information provided on the PowerPoint to take notes on this topic. Next, students will watch a video on pH, they will need to answer a set of questions whilst watching the video. This activity can be self-assessed once complete, using the mark scheme provided. Lastly, students are provided with a set of information on the uses of neutralisation reactions. Students should read the information and then summarise what they have learned in three sentences. The plenary task requires students to write a twitter message to tell other people what they have learned this lesson, including #keywords! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to the chemical formulae of the three main acids, students are asked to consider what they have in common - hopefully they should all identify that the chemical formulae of each acid contains hydrogen atoms. Students are now given some information about salts, which are made as a result of an acid and a base reacting together. Students will need to read the information and answer a set of questions, this work can then be self-assessed using the mark scheme provided. Students will be introduced to the different types of reactions which make salts, e.g. metals reacting with acids and acids reacting with bases. Students will then watch a video observing a metal reacting with an acid, they will need to note down the observations they make during the reaction. Students will then be shown some examples of word equations for metals reacting with acids and a pattern will be pointed out to students, to help them write word equations for other metals with acid combinations. Students will then need to finish off the word equations for a set of metal and acid reactants, this task can be self-assessed using the mark scheme once it is complete. Next, students are introduced to the basic word equation for a base and an acid -> salt plus water. Students can then practice finishing the word equations for a set of base and acid reactants, this task can also be marked and corrected using the answers provided on the PowerPoint. Students can now summarise what they have learned so far by completing a ‘fill-in-the-blank’ task, this work can be self-assessed using the mark scheme provided. Lastly, students will complete a practical investigation to make their own salt crystals. The practical worksheet is provided, students can follow the method in pairs or small groups. The plenary task requires students to write a list of key words that they have learned over the course of the ‘Acid & Alkali’ topic. 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. This lesson begins with a video on elements & compounds, students will answer a set of questions whilst watching the video. This work can then be self-assessed using the mark scheme provided. Next, students are given a set of diagrams which depict either elements or compounds. Students need to identify whether the picture is of an element or compound, then write an explanation for their choice. This task can then be self-assessed using the mark scheme provided. Next, students are given a set of two diagrams - one is of a mixture and the other is of a compound. Students are asked to ‘Think > Pair > Share’ their ideas on which is a mixture and which is a compound, giving an explanation for their answer. Students can feed their ideas back to a class discussion, before the definition for a mixture vs. a compound is revealed using the PowerPoint presentation. Students are then asked to copy and complete a set of sentences to summarise the differences between elements, mixtures and compounds. This work can be marked and corrected using the answers provided on the PowerPoint. Next, students are asked to complete an investigation looking at the properties of a mixture of iron and sulphur before and after it is heated. Before it is hated, students should identify that iron and sulphur is a mixture, with iron showing magnetic properties. Then, the mixture is heated and students are asked to decide whether it is now a mixture or a compound, they will also need to test the magnetic properties of this substance to see whether it has changed. The plenary task is an exit card, students are asked to write down three things they have learned this lesson, five key words and one question to test their peers on what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a recap on the stages involved in fertilisation, students will be asked to rearrange a set of sentences into the correct order to correctly describe the process of fertilisation. Seed dispersal is now introduced, firstly students are asked to consider two questions - why the parent plant wants to disperse seeds away from itself and what are the main methods of seed dispersal that we already know of. Students can discuss the answers to these questions in pairs before feeding back into a class discussion, the answers to these questions can then be revealed. Next, students will be given a worksheet of questions and will then watch a video on various methods of seed dispersal. Students will need to answer the questions whilst watching the video, the mark scheme for this task is included in the PowerPoint for students to self-assess their work once it is complete. The last task is a progress check, whereby students will need to copy and complete a paragraph which describes the importance of seed dispersal. Students can either peer-assess or self-assess their work using the answers provided once this is complete. The plenary requires students to create three quiz questions to test their peers knowledge of what they have learned so far 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 task is designed for the NEW AQA GSCE Chemistry. Included in this resource is a ‘revision placemat’ for Atomic Structure and the Periodic Table, including defining an element, drawing electronic structures, organising the periodic table and the structure of the atom. Pupils will also revise the mass and atomic number as well as properties of alkali metals, noble gasses, and word/balanced equations including a word equation for displacement in halogens. There are 12 revision questions in total. Pupils may use their books if necessary but should test their knowledge by attempting to answer all questions from memory first. The solution for this activity is also included so you can check their answers, or they may self-assess. Thanks for looking, if you have any questions, please let me know in the comments section and any feedback would be appreciated :) For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

This task is designed for the NEW AQA A-Level Biology. Included in this resource is a ‘revision placemat’ for Homeostasis. Concepts covered include: stimuli & synapses, puberty, contraception and pregnancy. Pupils will also discuss diabetes and glucose regulation. There are 13 revision questions in total. Pupils may use their books if necessary but should test their knowledge by attempting to answer all questions from memory first. The solution for this activity is also included so you can check their answers, or they may self-assess. Thanks for looking, if you have any questions, please let me know in the comments section and any feedback would be appreciated :) For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

This task is designed for the NEW AQA A-Level Biology. Included in this resource is a ‘revision placemat’ for Bioenergetics, including aerobic respiration, anaerobic respiration, photosynthesis, and exercise. There are 12 revision questions in total. Pupils may use their books if necessary but should test their knowledge by attempting to answer all questions from memory first. The solution for this activity is also included so you can check their answers, or they may self-assess. Thanks for looking, if you have any questions, please let me know in the comments section and any feedback would be appreciated :) For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

This task is designed for the NEW AQA A-Level Biology. Included in this resource is a ‘revision placemat’ for Organisation, including cells, tissues, organs, and organ systems. Pupils will also revise gas exchange in humans and plants, as well as the human digestive system. There are 11 revision questions in total. Pupils may use their books if necessary but should test their knowledge by attempting to answer all questions from memory first. The solution for this activity is also included so you can check their answers, or they may self-assess. Thanks for looking, if you have any questions, please let me know in the comments section and any feedback would be appreciated :) For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

This resource contains 19 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 Physics Units: P1.1 Forces P1.2 Sound P1.3 Light P1.4 Space 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 lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on mitosis begins with a review of cells, viruses, and a discussion about the differences between mitosis and meiosis. To begin discussing mitosis, students will watch a short video describing the cell cycle and make notes on a worksheet. They can self-assess with the following slide and discuss any missing information. The next few slides are lecture style, they teach chromosome structure and define mitosis. Students should answer the discussion question “why is mitosis such an important process in organisms?” To check their discussion, points to note can be found in the ‘notes’ section under the slide. The lesson then defines each phase of mitosis before asking students to complete a jumbled sentence activity to synthesise their notes on the phases. The worksheet features jumbled sentences, and diagrams of the phases of mitosis for matching. The un-jumbled sentences are in the following slide so students may self-assess their worksheets. The next section defines cytokinesis in plant and animal cells then asks students to identify the stages of mitosis by microscopic images. They should give reasons for their choices and the answers can be found in the ‘notes’ part of the slideshow. This activity is built on through a mini-whiteboard activity in which students should identify the stages of the cell cycle and explain what is happening during this stage. The lesson ends with an exam style question which asks students to explain how mitosis leads to two identical cells. A mark scheme for this question is on the following slide. The plenary task is to complete a sentence in their book reflecting on their learning throughout the lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. 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 'Earth’s 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 The lesson begins with a ‘Think > Pair > Share’ task, pupils will need to consider the definitions of the terms ‘Finite’ and ‘Renewable’. After a discussion in pairs and as a class, the definitions for these words can be revealed which pupils can write in their books. Next, pupils will watch a video on the availability and sustainable use of Earth’s resources, pupils will need to answer a set of questions whilst watching these videos and can self-assess their work once finished. Pupils are now introduced to a variety of natural resources which are getting used up by the chemical industry, students are given a list of these raw materials and are then asked to consider what factors might determine how quickly they may run out and the uncertainties surrounding estimates of how long they will last. After a discussion pupils can mind map their ideas, before the answers revealed and students can self-assess their work. Next, pupils are shown how to calculate orders of magnitude - the skill is demonstrated and then pupils need to have a go at tackling a problem. The next part of the lesson focuses on renewable resources, some examples of renewable energy sources are introduced and then students need to complete a task whereby they read information about different renewable fuel sources and have to sum up the advantages and disadvantages for each. Students can complete a table of their ideas in their books, this task can be self-assessed using the mark scheme. Finally, pupils complete an exam-style question on this topic and self-assess their work. The plenary task requires pupils to summarise what they have learned in the lesson using one of the sentence starters. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s 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 This lesson starts with an introduction to a Life Cycle Assessment, what it is, how it is carried out and the reasons behind conducting them. Next, pupils will watch a video on the process and importance of carrying out an LCA - pupils can answer a set of questions whilst watching this and when finished they can self-assess their work using the mark scheme provided. Pupils are then shown a diagram which outlines the input and output of an LCA, including all of the processes which occur in between. Pupils will now consider the overall environmental impact of the production of a paper bag compared to the production of a carrier bag. Pupils can discuss their ideas of which may make the larger impact on the environment. Next, pupils will be given a set of information about the extraction of raw materials, manufacture, use and reuse and disposal of these two bags - using this information they will need to conduct an LCA for each bag. To do this they have been provided with a table to fill in, for each factor they will need to score the environmental impact from 1-10. At the end they will have a score out of 40, the higher the score the larger the environmental impact. The last part of the lesson requires pupils to consider the problems of conducting a life cycle assessment, they can mind map their ideas as a pair and then share as part of a class discussion. The teacher can then reveal some of the issues with LCA’s, pupils can check their work against these answers. The plenary task is for pupils to write three quiz questions to test their peers knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the levels of organisation found within multicellular organisms. Students are then asked to sort the following into the correct order, according to size: cell, organ system, tissue and organ. Students are then shown the definitions for each of the following: cells, tissues and organs before being asked to complete a mind map of organ systems they alread know of. After spending a few minutes on this task, some of the example answers can be revealed for pupils to mark their work. Students are now given a list of organs and are asked to pick the organs which belong to the digestive system, respiratory system and water transport system of plants. Once this task has been completed, students can self-assess their work using the mark scheme provided. The next activity requires students to match the correct organ system name to the correct role of that organ system and then pupils need to complete a fill-in-the-blank task, the answers to both these tasks are included in the PowerPoint for students to self-assess their work. Lastly, students are given a card sort containing organs/cells/tissues - students will need to match the correct cell to the correct tissue and then organ, this can be stuck into a table in their books. This work can then be self-assessed using the mark scheme provided. Students will finally complete a ‘Team Poster Challenge’ to end the lesson. The plenary requires to spend one minute talking to the person next to them about what they have learned this lesson! All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ 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 activity whereby students are asked to sit quietly for a few minutes and think about what is happening to their bodies when they breathe in and out. Hopefully students recognise that their chest rises up as muscles contract and relax. This then leads to a video, students should watch the video and whilst watching they will need to complete a fill-in-the-blank task which summarises what is happening inside the lungs during inhalation and exahalation. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Next, students will be given a cartoon strip demonstrating the stages of both inhalation and exhalation, with some information missing. Higher ability students will be given a cartoon strip where they need to create captions for each diagram, lower/middle ability students will be required to fill in the blanks for each caption. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Next, the bell jar model is introduced which demonstrates what happens to the lungs during inhalation and exhalation. The teacher can conduct a demonstration using the bell jar model, students will need to come up with an explanation for what is happening when the teacher either pulls down on the rubber sheet or pushed upwards on the rubber sheet. Students can check their responses to this task using the answers included in the PowerPoint presentation. The last slide shows students the practical apparatus that can be used to measure total lung volume in the lab, students can have a go at using this apparatus if there is time at the end of the lesson. The plenary is a word search activity, students will need to find a list of words which are related to the breathing and gas exchange lessons. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ 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 of a song about bones, students can watch the video a couple of times whilst trying to fill in a worksheet to label the main bones of the body. Once students have tried to do this, they can check their work against the answers included in the PowerPoint. Next, students are introduced to the structure of a bone - living tissue which is comprised of hard and spongy parts, along with bone marrow. Students can take some time to sketch a cross-section of the bone into their books, adding labels of these three main parts. The next part of the lesson focuses on the function of the skeleton, firstly students are asked to ‘Think > Pair > Share’ their ideas about the function of a skeleton. After a short class discussion students can feed their ideas back to class and the answers are revealed for students to mark and correct their work. To summarise the main functions, students should complete the ‘copy and complete’ task, this can be marked using the mark scheme included. Lastly, in pairs students will read some information about vertebrates and how to protect the skeleton. Students will need to answer a set of questions using this information, they can complete the task in their books and talk to their partner for help. The mark scheme for the task is included in the PowerPoint presentation so students can mark their work once it is complete. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a recap of the key terms learned over the last few lessons on the topics of the skeleton and joints, students need to match the structure to the correct function. This work can then be self-assessed using the answers provided. Next, students will need to discuss the body muscle groups they already know of with their partner and then create a mind map of their ideas in their books. Students can then check their work against the answers revealed on the PowerPoint. The next activity requires students to correctly label the diagram of the human body with the muscle groups and then identify the function of each muscle group from a list provided. The mark scheme for this task is included for students to mark and correct their work. The next part of the lesson focuses on the antagonistic pairs of muscle. Students are shown a diagram of how biceps and triceps work together to either move the forearm upwards to downwards. After viewing the diagram and the explanation, students are asked to complete a fill-in-the-blank task to summarise this process. Their answers can be self-assessed using the PowerPoint presentation. Lastly, students will complete a progress check in their books - this is a set of questions based upon what they have learned this lesson. This task can be self or peer assessed using the mark scheme 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 Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the gases that we breathe in and out of our bodies, via the respiratory system. Students will then be shown a diagram of the main components of the respiratory system, they will have 3 minutes to try to remember the locations of as many structures as possible. The image will then be taken away and they will be give a blank worksheet, without the labels, now they will need to correctly identify as many structures as they can remember. This work is then self-assessed using the mark scheme provided. The next activity requires students to watch a video, whilst watching they will need to answer a set of questions about the structure and function of the respiratory system. Once complete students can self-assess their work using the mark scheme provided. The next part of the lesson focuses on composition of gases in inhaled air vs. exhaled air. Students will be given a worksheet which provides some data on the percentage composition of gases in inhaled vs. exhaled air, students will need to answer questions using this information. The mark scheme for this task is included in the PowerPoint for students to assess their work once it is complete. The plenary task requires students to complete an exit card which will include 3 things learned this lesson, 5 key words and 1 question to test your peers knowledge of what was 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 :)