This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. This lesson begins with a recap on the structures and function of the endocrine system, it then moves on to look at the positions of the different glands involved in the endocrine system. Pupils are shown an image of a human body (also can be given as a worksheet) and should discuss in pairs which glands fall into which position on the diagram. After the answers have been revealed, and are then assessed, pupils will now need to discuss the function of each of the glands. From a list of descriptions, pupils should try and match the name of the gland to the hormone it produces, this work can then be self-assessed. In the next activity pupils are required to draw a table and then in groups/per table they are given a set of cards which they then need to sort into the correct spaces on their table to summarise the main role of the hormones secreted by 5 glands - the pituitary, the thyroid, the pancreas, the ovaries and the testes. This work can then be assessed using the answers provided. Pupils can then complete a ‘silent 5’ set of questions on the topic they have covered so far, they should try and complete the questions on their own but for lower ability groups they may want to try discuss in pairs before answering. The final activity is an exam paper question on hormone levels, once completed pupils can use the mark scheme to mark their own work. 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 Trilogy Biology GCSE, particularly the ‘Organisation’ 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 ‘Infection & Response’ 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 homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘Ecosystem Processes’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘Health & Lifestyle’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 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 activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This 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 for the NEW OCR GCSE (Gateway) Biology ‘Cell-level systems’ SoW. For more lessons designed to meet specification points for the NEW GCSE specifications for Biology, Chemistry and Physics please see my shop: 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 are then introduced to the idea that aerobic respiration is exothermic and 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. A mid-plenary is a true or false task and the final activity is a levelled worksheet pupils will complete using information cards on how animal and plant organisms use the energy released by respiration. Once finished they can self-assess using the mark scheme on the PowerPoint slides. Pupils have a choice of two activities to complete for their plenary - either an anagram challenge or a summary sentence using a list of key words. 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 Biology GCSE, particularly the ‘Bioenergetics’ 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 learn about the products made during photosynthesis and how these are used plants. In particular the uses of protein, cellulose, starch and fats & oils. At a higher level pupils will consider the advantages and disadvantages of energy storage molecules such as fats, oils & starch. Pupils will have an opportunity to use information points around the room to complete a levelled worksheet on this topic which will be peer assessed at the end of the lesson. Extension opportunities are available if finished. Once this first activity has been self or peer assessed pupils will then have the opportunity to conduct an experiment to investigate the presence of starch in normal and variegated leaves. The last activity pupils will complete are two exam-style questions on the topic of the lesson, this can then be self-assessed. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The first task is for pupils to consider the ways in which scientists can measure water pollution. Pupils will need to match the piece of equipment to the description of how it is used. Pupils can then assess their work using the answers provided. The next task is for pupils to think about living indicators of pollution, they can think > pair > share their ideas about what living organisms might give us an idea of the pollution levels in the local environment. After a class discussion the information on the PowerPoint slide will outline some of these examples of bio-indicators. The next task focuses on water bio-indicators, pupils will be in groups and one at a time get a chance to look at a poster of organisms which live in polluted to unpolluted water. Pupils will view the poster and then have to go back to their desks to try and recreate as much of it as they can. After a set period of time (as it could go on forever!) pupils can then assess their work against the poster and see how well they did. The next part of the lesson focuses on bioaccumulation of chemicals in marine organisms, pupils will have the chance to read through an article and will need to use the information in the article to come up with their own definition of ‘bioaccumulation’. Once pupils have completed this task you can reveal the definition for bioaccumulation and a diagram to simply depict how this process occurs in marine environments. The last part of the lesson looks at eutrophication, pupils will firstly watch a video about this process and will need to answer questions whilst watching. Once this is complete they can mark their work using the answers provided. Finally pupils will be given a blank cartoon strip, for which they will need to select the correct captions to go with the correct stage in the process of eutrophication as well as draw a diagram to depict this stage. The plenary task for pupils is for them to pretend they work for an environmental charity, they need to tweet a message to raise awareness abut the effect water pollutants can have on local biodiversity. 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 an introduction to adolescence and puberty, students will be given a card of information which will read as a class before students answer a set of questions. Once this task is complete, students can self-assess their work using the answers provided. Next, students should discuss with their partner the physical changes that could occur to a boy and girl during puberty, their ideas should be noted down as a mind map in their books. Their work can then be checked and corrected using the mark scheme provided. Students will now be given a set of cards describing physical changes which occur in either boys or girls or both, students will need to cut the cards out and stick them into a table in their books. The mark scheme for this task is included for students to self-assess their work. Lastly, students are introduced to the idea of sex hormones which are what cause the changes that occur in boys and girls during puberty. After this, students will be given a set of levelled questions which they should either complete at the back of their books (higher ability) or use their notes from the lesson (lower/middle ability). The plenary task requires students to summarise what they have learned this lesson in three sentences, using as many key words as possible. 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 aimed at the new AQA GCSE Biology (2016) - ‘Cells’ SoW. The lesson begins by identifying examples of prokaryotic and eukaryotic cells, pupils can begin to think about the structural differences between these two types of cells. Next, pupils are given a worksheet plus an additional card of information on either the structure or function of a bacteria cell. Pupils will need to walk around the room and trade the information on their card with others to fully complete a labelled diagram of a bacteria cell and descriptions of the functions for each structure. Once completed pupils can peer or self-assess their work using the information within the PowerPoint slide. The next activity requires pupils to apply their knowledge of the structure of bacteria (prokaryotic) cells and compare this to the structure of eukaryotic cells, pupils need to construct a list/table in their books to identify the similarities and differences between these two cells. Pupils can then self-assess their work against the list provided in the PowerPoint slide. The next activity is an assessment activity, pupils will need to complete the past-paper question in their books and again self/peer-assess their work using red pens. The final activity involves a list of ‘True/False’ statements, to gauge the progress of the class this could be completed by students holding up red/amber/green cards to identify whether they think the statement is true or false. All resources are included in the PowerPoint presentation, please review to provide me with feedback :). Thank you.

This resource meets specification points for the new AQA Trilogy GCSE Biology ‘Cells’ SoW. For other resources designed for the NEW AQA Trilogy GCSE Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by getting pupils to think about what diffusion is and then giving them the scientific definition for the process. Pupils will then need to read statements about the stages of diffusion, look at diagrams demonstrating these stages and match them together in their books. This activity will be self-assessed using the answers in the PowerPoint presentation. Pupils will then need to think > pair > share about the factors they think will affect the rate of diffusion. Once they have come up with their own ideas and shared them as a class you can show them the animation provided to demonstrate how concentration of particles and size affects the rate of diffusion. Pupils are then asked to consider how temperature might affect the rate, you can demonstrate this affect using the link to another animation which demonstrates this effect. Pupils will then complete a fill-in-the-blank task to demonstrate their knowledge of how these different factors affect the rate of diffusion, which can be self-assessed using the answers provided. Pupils will then look at the importance of diffusion in living organisms and specifically the types of adaptation organism might have to speed up the rate of diffusion. The final activity is a past-paper questions, when completed pupils will self-asses using the mark scheme. The plenary activity is quick past-paper question to complete and mark.

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a video on extinction, including an extra challenge task for pupils to come up with a definition of extinction. Whilst students are watching the video they will have a set of questions to answer, once this task has been completed students will self-assess their work using the mark scheme provided. Students will now be asked to ‘Think > Pair > Share’ their ideas about what causes extinction to occur within a species. Students will be given a few minutes to talk about this amongst themselves, before feeding back to the class. The answers will then be revealed using the PowerPoint presentation, students can mark and check their work against this mark scheme. Students will now be given cards of information on the 5 main causes of extinction: habitat destruction, introduction of new species, hunting & fishing, environmental changes & new diseases. Students should summarise this information in their books, writing a few sentences for each cause. In groups, students will be given cards of information on different organisms and the reasons why they are being pushed to extinction. Using this information students will need to complete a table of information to include 5 different organisms which are now extinct. Lastly, students will consider ways in which scientists are trying to prevent extinction. Each student will be given some information about the role of a gene bank, examples include: pollen banks, seed banks, cryobank & a tissue bank. They will then need to move around the classroom, sharing information with each to complete a summary table. This task can the be self-assessed using the mark scheme provided in the PowerPoint. The plenary task requires students to pretend you are a conservationist working for a charity that is trying to stop the extinction of one of the organisms you studied earlier in the lesson. Write a twitter message to your followers to raise awareness of the issues that are critically affecting this organism. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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. This lesson begins with images of people who are obese, underweight or have a vitamin deficiency (e.g. rickets). Students are asked to ‘Think > Pair > Share’ their ideas about whether these people are malnourished or not? Students should have a few minutes to discuss their ideas, before sharing the class. The PowerPoint then moves on to identify that each of the individuals are malnourished, as they are either taking on too much/too little nutrients. Students are now asked to consider how people might lose weight, students can create a mind map in their books. Once students have had a chance to discuss their ideas with the class, some ideas can be revealed so students can mark and correct their own work. This then follows into a ‘copy and complete’ task, where students should complete a set of sentences to summarise what they learned so far this lesson. This work can also be self-assessed using the mark scheme available. Students should now complete the mid-lesson progress check, which is a ‘true or false’ activity. Students are given a set of statements, they should indicate using mini whiteboards/write down their answers in their books, the answers can then be revealed for students to check their answers. Next, students are given a task which allows them to work out how much fat they are eating each week. Students can consider a list of statements, identify how many apply to them and add them up to give a rating out of 5, the higher the rating the more unhealthy their diet is. Lastly, students are asked to write a letter to a person who is overweight/obese to give them some information about the health problems which are associated with being overweight and explain some methods which they could employ to help them to lose weight. The plenary task is an anagram challenge, students are given a set of anagrams which are words associated with 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. This lesson begins with an introduction to two unicellular organisms - euglena and amoeba. Students can also watch a video to demontrate the motion of an amoeba cell. The main task involves students completing a set of tasks using information sheets on amoeba and euglena cell structure, function and reproduction. Students should work their way through the tasks, once this is complete they can self-assess their work using the mark scheme provided. Next, students should summarise what they have learned during the lesson by completing the fill-in-the-blank task, the answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Lastly, students will need complete a ‘Key Word Bingo’ activity, they will need to choose 6 words from the list provided. The teacher then reads out a definition, if this definition matches one of the words written down then it can be crossed out. First student to cross all 6 words from their books/grids shouts bingo! The plenary task is a 3-3-1 reduction - students will write down 3 facts, 3 key words and reduce this to 1 key word from the lesson today. 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 :)