This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a starter discussion to review materials from the ‘biological molecules’ module. Students are then asked to begin thinking about types of cell by having a ‘think > pair > share’ discussion to define eukaryotic cells and their features. They can compare their answers to the diagram on the next slide which outlines of the main features of eukaryotic cells. The first task of this lesson is for students to fill in their worksheet using information cards about each organelle. Students should synthesise the information, not just copy it into their worksheet. The worksheet and information cards are available at the end of the slideshow. Using their mini whiteboards students are then guided to identify some photomicrographs from scanning and transmission electron microscopes. They should identify if the photomicrograph was taken by a scanning or transmission electron microscope, and bonus points if they can name the organelle! Students are then given another worksheet task to fill in the blanks and can self-assess using the following slide. The plenary task is to write a tweet about what they’ve learned! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. This lesson begins by pupils being introduced to the idea of stem cells, what they are and why they are important. Pupils will then watch a video about stem cells, the difference between adult and embryonic stem cells and their importance in medical research and treatments. Pupils will answer questions whilst watching the video and can self-assess their work using the answers provided once it has finished. Pupils will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, this can be copied off the board or summarised in their book. The next activity is on stem cells in plants, pupils will be given some information on the board and will then need to answer questions about this information. The next activity will focus on the social, moral and ethical implications of using stem cells for medical research purposes. Pupils will need to read opinion/fact cards about the use of stem cells and firstly will need to discuss the pros and cons of using stem cells for medical research. The second task is for pupils to sort the information cards into ‘fact’ or ‘opinion’ columns - this can be self-assessed using the answers provided. The final plenary task is an exam-style question about use of stem cells, pupils can then self-assess their work.

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. The lesson begins with children being asked to discuss their ideas about the environmental factors which would affect the rate of transpiration. After a short class discussion, children will be given a slip of information about one of the four factors affecting the rate of transpiration - light intensity, humidity, temperature and wind. Children will need to walk around the room and share information with each other, to complete their table of information in their books. This task can be self-assessed once complete. Next, children will watch a video on the use of a potometer, during which they will need to answer a set of questions. After this, they can self-assess their work using the answers provided. Children will now be shown how to calculate the rate of transpiration, using a worked example. Children will then test their understanding of this by completing a ‘quick check’ task, the answers for this are provided in the PowerPoint. The plenary task required pupils to compile a list of key words related to the B2 ‘Scaling up’ module of learning.

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. The lesson begins by pupils observing a diagram of a phloem and a xylem vessel and discussing what the similarities and differences are between the two tissues. This can lead into a class discussion about the two structures. Next is a quick recap task, pupils should have already looked at the overall function of both of these vessels so pupils now need to complete sentences to describe the role of the xylem an phloem vessel in plants. The next activity is a video, pupils will given a set of questions and they will need to answer these questions using the video. Once finished they can self-assess their work using the answers provided on the PowerPoint. Next, pupils will need to draw two columns in their book entitled Xylem and Phloem and sort statements into these two columns, after this is completed they can assess their work. The last thing students will need to consider is why is transport so important in plants, pupils will discuss/brainstorm in their books why sugars, mineral ions and water are important to the plant. The answers can then be revealed to them. The final activity is a past-paper 6 mark question, pupils will need to attempt to answer this on their own, at the back of their books for an extra challenge! Plenary activity is to complete a summary of what the students have learnt that lesson, a list of key words will be provided to help them complete this task. All resources are included in the PowerPoint, any questions please ask me via the comments section. Any feedback of this lesson would be much appreciated :) thank you!

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Bioenergetics’ SoW. For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, 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 or 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 against their target grades, a full explanation of how I do this is 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 Trilogy Biology GCSE, particularly the 'Inheritance, variation & evolution’ SoW. For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, 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 or 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 against their target grades, a full explanation of how I do this is 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 OCR GCSE (Gateway) Biology 'Cell-level systems’ SoW. For more lessons designed to meet specification points for the NEW Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils being introduced to what an enzyme is, what it looks like and it’s role in the body. Pupils will then watch a video and will need to answer questions (provided) whilst watching the video, they can self-assess their work using the answers provided. Next pupils are shown a diagram of an enzyme’s lock & key mechanism in action, they will need to draw their own diagram of this process and include labels to show what is happening. Next, pupils are introduced to the factors that can affect the rate of enzyme action. They are given a set of data on how temperature affects the rate of reaction. Pupils will need to plot this data onto a graph, they are then given a set of labels which they will need to match to certain points on their graph to describe what is happening. In the next task pupils will need to complete sentences to explain the data that the graph is displaying, pupils can self-assess their work using the answers provided. The very last task requires pupils to look at the effect of pH on the rate of enzyme action, pupils will need to think about the pH needed for enzymes in the stomach to work. They can discuss this question or come up with an answer themselves. The plenary task is a fill-in-the-blank task for pupils to complete in their books, this can be self-assessed using the answers provided. Any questions please let me know by leaving a comment, and any feedback is much appreciated :)!

A PowerPoint and worksheet aimed at the NEW AQA Trilogy GCSE specification, designed for the 'Organisation' SoW. This is a lesson I used in an Ofsted inspection which received an 'Outstanding' grading. For more lessons designed for the NEW AQA TRilogy Biology, Chemistry and Physics specification please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will recap on the digestive system from previous lessons on tissues and organs and then go on to look at the role of digestive enzymes within the digestive system. Pupils will use posters to answer levelled questions on a worksheet, there is a mini-plenary in the middle of the lesson to regroup and show progress then a final self or peer-assessment of the work completed throughout the lesson. The worksheet resource has three versions, each version contains information on a different digestive enzyme. Students can therefore use each other to compete the table on the first page of the worksheet. The extension sheet and the mini-plenary resources are found at the end of the PowerPoint.

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 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 This lesson begins with a think > pair > share task where pupils will need to discuss the definition of ‘competition’. After revealing the definition for competition within the ecology context, pupils will then need to think about the types of resources that plants and animals compete for. They will be given a set of resources, they will need to sort these resources into two columns – those that animals compete for and those that plants compete for. Once this task is complete pupils can self-assess their work using the answers provided on the PowerPoint slide. In the next activity pupils will need to draw a table in their books and they will watch a video on competition in a variety of organisms. Pupils will fill in their table by identifying the organism and then describing how it competes for the resource/s that it needs. Pupils will then be asked to think about why animals and plants may want to avoid competition, pupils can discuss with their partner and write their answers in their books. The answers can be revealed using the PowerPoint slide. Pupils can mark and check their work. The focus of the next part of the lesson is for pupils to consider how plants might avoid competition with other plants, pupils are asked to look at some pictures showing how plants avoid competition and students can discuss in pairs what they think the pictures are demonstrating. The answers to this task can then be revealed and pupils can check their answers, making any corrections where necessary. The final task is an exam-style question on competition, pupils will answer the question in their books and can then self-assess their work using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt in three sentences, trying to use as many key words from the key word 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 for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by students discussing what they think the waste products of the body are, they can write down their ideas into their books as a mind map. As an extension pupils can consider which processes within the body actually release these waste products. The lesson then moves on to identify carbon dioxide and urea as the two major waste products of the body, pupils will then be given a levelled worksheet which they can complete by using information posters either placed around the room or placed on their desks. After pupils have completed this worksheet, they can self or peer assess their work using the mark scheme provided. The next task is an exam-style question on the work the pupils have just completed, higher ability pupils can challenge themselves by completing these questions in the back of their books and not looking at their notes. Once finished pupils can mark their work using the mark scheme provided in the PowerPoint slide. The plenary task is an anagram challenge, pupils will need to unscramble 6 words to reveal 6 key words used within 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 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 an introduction to variation and what it means to belong to a species. Students will then be shown images of four different people and will be asked to note down the ways in which the people are different from one another and why. This will lead into the next PowerPoint slide which shows images of characteristics which are inherited - lobed/lobeless ears, eye colour, natural hair colour. Students can make a note of these in their books as examples. Next, students will be shown images of characteristics which could be due to the environment - weight, tattoos/scars, piercings, strength. Students will now focus on inherited variation, they will be asked to think about their own characteristics and then compare this to a family member - parents/grandparent. Students should then complete a mind map of the characteristics they have inherited from different people, e.g. I have inherited my eye colour from my Dad. If complete, there is an ‘extra challenge’ question for students to consider why they are not identical to either one of their parents. Next, students will be shown examples of environmental factors which lead to certain types of environmental variation. For example, where you grow up and the football team you support. Students will then need to complete a task which requires students to match the correct environmental factor with the correct type of environmental variation. This task can then be marked and assessed using the mark scheme provided once complete. The last task requires students to consider a world in which there is no variation, where everyone looked the same as one another. Students will then need to describe the advantages and disadvantages of this world and explain whether it would be a world they would like to live in. The plenary task requires students to spend a minute talking 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 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 of the process of aerobic respiration including the word equations that pupils will need to learn. Next is a video, pupils will need to answer questions whilst watching the video, once it is finished they can self-assess their work using the mark scheme provided. Pupils will now have a recap of the different structures of an animal and plant cells, they will be required to label a diagram of an animal and plant cells. Once this task is complete, students can self-assess their work using the mark scheme provided. Students will look specifically at the ultra-structure of the cell and which parts are important for respiration, this activity is a match up activity that pupils can complete and then mark. Students will then be given a piece of information on how oxygen and glucose gets into cells, using this information students will need to answer a set of questions. This work can then be self-assessed using the mark scheme provided in the PowerPoint presentation. The plenary task requires students to spend a few minutes talking to each other 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a question for students to ‘Think, Pair & Share’ with the class - ‘What do you think the most used drug in the world it?’ After a short class discussion, the answer will then be revealed as coffee! Students are now introduced to definition for drug, as well as explaining the difference between medicinal and recreational drugs. This then follows into a task whereby students should complete a mind map of reasons why people might want to take drugs. Their answers can be checked against the mark scheme which is provided on the PowerPoint. On the next slide students are provided with a more comprehensive explanation of the differences between medicinal and recreational drugs. The next task will then require students to sort a list of drugs into two columns - medicinal vs. recreational. This task can then be self-assessed using the mark scheme provided on the PowerPoint. Next, students are provided with some information about the differences between addiction and dependency. Students should answer a set of questions using this information, once complete this task can then be self-assessed using the mark scheme provided. Lastly, students will look into the use of performance-enhancing drugs in sport. Students will each be given a statement which is a viewpoint on the use of such drugs in sporting events. A class debate could the be organised for people to relay their viewpoints, whilst this is occurring students can write down arguments for and against drugs in sport within a summary table. The plenary task requires students to complete an exit card which included three things 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 B1.1 Module on ‘Cells’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with an introduction to the definition of ‘specialised’, which follows on to define a ‘specialised cell’ as a cell that has special structures/features to help it carry out its job. Students are then shown some diagrams of specialised cells and are shown a video, whilst watching the video they are asked to note down as many specalised cells as they can. This work can then be checked and corrected using the answers provided on the PowerPoint. Students will now each be given a card of information about a the structural features and functions of certain specialised cells. Students will need to walk around the room, sharing information in order to complete a summary table. Finally, students are asked to complete an ‘Assessment Task’, which is a set of exam-style questions based upon what they have learned the last two lessons. Students can write their answers in their books, the mark scheme for these questions is included so students can assess their work. Lastly, students are asked to complete a ‘Job Advert’ for one of the specialised cells they have learned about this lesson, the advert should include a description of the job itself and the sort of traits required to perform the job. The plenary task requires students to copy and complete a set of 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 Activate KS3 Science Course, specifically Year 7 B1.1 Module on ‘Cells’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with a ‘Cells Rap’ - students will be shown a video, during which they need to write down as many cell organelles as they can. Once they have finished watching their work can be self-assessed using the answers provided. Next, students will be shown a diagram of an animal and plant cell with the organelles labelled. Students are asked to note down the similarities and differences between these two cells, the answers to this task can then be revealed using the PowerPoint presentation. This is followed by a comprehension task whereby students will need to read an information sheet on ‘Animal & Plant Cells’, using this information they will need to answer a set of questions. The mark scheme for this task is included so students can self or peer assess their work once it’s complete. Next, students will learn about the functions of each of the organelles. Students will be given a card of information about the function of one of the organelles. They will need to walk around the room, sharing information in order to complete the summary table. Again, this work can be self-assessed once complete. Lastly students will complete a ‘Team Challenge’ in groups, each group will stand behind a poster and every person has one go to fill in part of the poster (either name/function of organelles), the fastest group to complete the poster correctly wins! The plenary requires students to summarise what they have learned in the lesson by completing the sentence starters 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 is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.1 Cells’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains nine pages of information, to meet all learning objectives within the GCSE Biology ‘Cells’ unit of work. This is followed by five pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Animal & Plant Cells Eukaryotic & Prokaryotic Cells Specialised Cells Chromosomes & Mitosis Diffusion Osmosis Active Transport Exchanging Materials Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

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 cell specialisation and organisation begins with a discussion to review specialised cell examples. Students should also describe the difference between smooth and rough endoplasmic reticulum, as well as the role of chloroplasts. To review organelles, students are then given a matching worksheet with descriptions of nine organelles. They can check the names of each with the answers on the slide. This task leads them to a series of organelle images to label and check as well. Students are then tasked with past-paper questions to check their understanding of cell structure. A mark scheme is on the next slide. To begin the discussion of cell specialisation students are tased with a worksheet to try with a partner. The worksheet asks students to consider what information each organelle can tell us. Suggested answers are on the following slides. The lesson should then spark some conversation about the organisation of certain cells, before students work through a few slides of questions about cell organisation in general. After learning the levels of cell organisation students are led through a few examples to decide for themselves which level each example fits in. To synthesise their learning, students will work through a ‘cut & stick’ task to create a table of each cell type and its characteristics. A completed table is on the following slide so students may self-asses. The plenary for this lesson is to write three sentences in their book summarising what they’ve learned! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a review of total magnification and cell fractionation before defining the two main advantages of the electron microscope. The following slides offer detailed notes on the parts of the electron microscope and their functions. Students will then fill in a table in their books using information notes which have been posted around the room. A self-assessment slide follows! Students are then introduced to SEM and TEM and encouraged to compare the two before practising through a mini-whiteboard activity! To consolidate the lesson, students will complete an exam-style question and self-assess to the following slide. The plenary task is a series of answers for students to write the questions for. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)