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 an introduction to the group that alkali metals are found in, this then is followed by a video about the metals where pupils will be required to answer questions, these can then be self-assessed. Next, the PowerPoint slides explain why, in terms of electronic configuration, the alkali metals increase in reactivity as you go down the group. Pupils can summarise this information using a fill-in-the-blank task, which can then be self-assessed. The reaction with alkali metals can then be modelled (practically you can show a demo of this) and pupils will need to be able to complete the word equation for this reaction, using a worked example of lithium and water pupils will need to fill int he word equations for other alkali metals. This work can be self-assessed. Pupils will then be given a set of information about the properties of alkali metals and about their reaction with oxygen and chlorine. Using this information pupils will need to complete questions, as well as compete work equations showing the reaction of various alkali metals with either oxygen or chlorine. Again, all answers to this work is provided so pupils can self or peer assess their work… The plenary task is a true or false task, which pupils could complete on their own at the back of their books. 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 ‘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 This lesson starts with a video on covalent bonding, pupils will need to watch the video and answer a set of questions. When pupils are finished their work can be marked using the answers provided. The next activity is a crossword on covalent bonding, this too can be self-assessed using the answers provided on the PowerPoint. The next part of the lesson focuses on simple covalent molecules, firstly pupils are introduced to the idea that covalent structures are either simple molecules or giant structures. Pupils will be shown dot and cross diagram of a hydrogen molecule and asked to have a go at drawing a dot and cross diagram of a chlorine molecule. Once this work has been checked, pupils are then shown how to draw a dot and cross diagram of a double bond and triple bond (oxygen molecule and nitrogen molecule), it may be beneficial for pupils to draw these diagrams in their books for future reference. The lesson now focuses on some of the properties of simple covalent molecules, then pupils will be asked to draw a dot and cross diagram to show the structure of water, methane and ammonia. Once this task is complete, students can assess their work using the answers provided on the PowerPoint presentation. The final task is a true or false task, pupils are given a set of statements about covalent bonding. They will need to identify if true or false, this can be done as a whole class using white-boards or in their books. The plenary task is for pupils to unscramble anagrams of words relating to the bonding 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 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 First task is a true or false task about the structure of an atom just to remind pupils about what they already know about these sub-atomic particles. Then pupils are played a video about the rules regarding electronic configuration, with which they should fill in a worksheet, either completing sentences or answering questions. Once this is finished pupils will self-assess their work. Next, the rules of how many electrons each shell can hold is demonstrate using diagrams, pupils are given examples to further consolidate this information. Next, pupils are given a table with different elements listed, they will need to identify the mass number, atomic number, draw and write out the electronic configuration for each element. This can be assessed once it has been completed. The next task is an extension of what has just been completed, pupils are given a worksheet where they need to fill in the electron shells for the first 20 elements as well as write out the electronic configuration. Again, pupils will be provided with the answers to mark this work. The final two activities focuses on the importance of how many electrons are in the outer shell of an atom of an element and what this means for the reactivity of this element. Pupils will watch a further video and also complete fill-in-the-blank sentences to summarise what they have learnt. The plenary task is a set of graded questions about atomic structure. 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 '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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to composite materials, students will be told the definition of a composite material and will be given two examples - MDF & reinforced concrete - including details on the physical properties of these materials. Students will now carry out an investigation into the properties of reinforced concrete vs. concrete. Students should follow the instructions on the sheet to complete the investigation, once complete students can test the concrete by performing some tests on the blocks. Students will now be introduced to other composite materials, firstly carbon-fibre, students will listen to an audio piece of a cyclist explaining the usefulness of carbon-fibre for bikes and bike accessories. This task can be self-assessed using the mark scheme provided, once complete. Next, students will complete an ‘Each one, teach one’ task. For this, students will be in pairs and will need to learn a piece of information about a composite materials - either nylon or glass-fibre-reinforced aluminium. Once learned, students will then teach their partners about the substances used to make the material, the properties of the materials and some examples of uses. Students will use the information to complete a summary table, this work can then be marked and corrected using the mark scheme provided. The plenary task requires students to come up with a question for five answers which are provided, this will assess students knowledge of what they have learned through this module. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to chromatogrpahy, students are shown a diagram to demonstrate this process, they can also take additional notes in their books. Students will now watch a video on chromatography, whilst watching this video they will need to arrange a set of statements in order to correctly describe the process of chromatography. Students can then self-assess their work once it is complete, using the mark scheme provided on the PowerPoint presentation. Next, students will follow the method the have just arranged in their books to carry out their own chromatography practical. This can be completed in groups of 2 or 3, their chromatogram can then be stuck in their books once complete with their conclusion and evaluation completed underneath. Students will now complete a ‘Quick Check’ task, this is a couple of questions to assess students knowledge of what they have learned so far this lesson, the answers to which are included so students can self-assess their work. The last part of the lesson focuses on why chromatography is useful, each students will be given an information card which has a description of one use of chromatography. Students will need to walk around the room, sharing information with each other to complete the summary table. Once this task is complete, students can self-assess their work using the mark scheme provided in the PowerPoint. The plenary task requires students to write a list of key words that they have learned from 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 C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a ‘Think > Pair > Share’ task, students are asked to describe what happens when salt is mixed with water, using the particle model to help them with their explanation. After a short discussion, a diagram is revealed to show students what happens when more and more salt is added to water, eventually reaching a saturated solution. Students will now be provided with a definition for ‘solubility’, following this students will complete a task whereby they will match the key word to the correct definition. Students can self-assess their work once this is complete. Next, students will complete an investigation to work out how much sugar can be dissolved in 100g of water - an equipment list and method is provided for students to follow. Students will now be given some data on the solubility of two salt compounds - potassium chloride and sodium chloride - as temperature increases from 0-100 degrees celsius. They will be required to draw a graph to display this data and describe the relationship between temperature and solubility. This work can be self-assessed once it is complete, using the mark scheme provided. Lastly, students will complete a ‘copy and correct’ task where they will need to copy a paragraph into their books and make amendments so that it correctly summarises what students have learned this lesson. The plenary task is a 3-3-1 reduction, students will need to write down three facts, three key words and 1 question to test their 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

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to the process of filtration, students are shown a diagram and are provided with an description of a method for filtering a mixture. After this, students are provided with a jumble of statements, they will need to order these statements to correctly describe the method of filtration, this task can then be self-assessed using the answers provided. Students will now watch a video on evaporation, students will need to answer a set of questions whilst watching this video. Once students have completed this task, they can mark their work using the answers provided on the PowerPoint presentation. Following this, students will complete a practical to make copper sulphate crystals. The next part of the lesson is on distillation, students will be shown the apparatus used to carry out distillation and will need to copy and complete a paragraph of information to summarise this process. This task can then be marked using the mark scheme provided. Following this, students will be provided with another set of jumbled statements which they will need to order to correctly describe the method of distillation. The answers to this task are included so students can self-assess their work using the mark scheme provided. The plenary task requires students to summarise what they have learned this lesson in three sentences. 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. Students are firstly asked to complete a worksheet which is a recap on what they have learned prior to this lesson on the differences between elements, compounds and mixtures. Once this task is complete students can self-assess their work using the mark scheme provided. Next, students are introduced to some of the basic concepts of naming compounds. Students are shown a particle diagram of a carbon monoxide molecule and a carbon dioxide molecule and are asked to ‘Think > Pair > Share’ their ideas about which is which. The answer is then revealed and students are shown that molecules with an atom of one element alongside an oxygen atom are called ‘oxides’, those with one oxygen atom are called monoxides and those with two oxygen atoms are dioxides. Students are now given a table with some information missing out of it, students will need to identify either the name of a compound or the elements that are found within a named compound. Once complete, the task can self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson focuses on chemical formulae, students are shown what the chemical formula of a substance tells us about that compound, in terms of the relative number of atoms of each element found in that compound. Students will then need to complete a worksheet to assess their knowledge of what they have learned so far this lesson, first part requires students to name the elements found in a set of compounds given the name or the chemical formula. Second task requires students to identify the number of atoms of each elements in a set of compounds. Once this task has been completed, students can self-assess their work using the mark scheme provided. The plenary requires students to write a five minute account of what they have learned this lesson, including what they know now and what they would like to spend more time on. 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 C3 ’Reactions’. 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 definition for a fuel and then students need to ‘Think > Pair > Share’ their ideas of examples of fuels they already know. The answers can then be revealed on the PowerPoint for students to self-assess their work. Students are then asked to think about the conditions required for things to burn, students can discuss their ideas with each other before feeding back to the class. The answers can then be revealed using the PowerPoint presentation. Students can now summarise what they have learned by completing a ‘fill-in-the-blank’ task, this task can be self-assessed once it has been completed, using the mark scheme provided. Next, students are asked - ‘What would happen if a glass was placed over a candle? And why?’ - students can discuss their ideas in pairs/groups before feeding back to the class. The answer can then be revealed using the answer provided on the PowerPoint presentation. Next, students are introduced to the idea of renewable v.s non-renewable fuels, students are given examples of non-renewable fuels and are then shown a video on hydrogen as a renewable fuel. During the video, students will need to answer a set of questions, this can then be marked and assessed using the mark scheme provided. Students will now conduct an investigation into the energy released by different types of fuel - candle vs. ethanol. Students will heat a boiling tube of water using both of these fuels for a set period of time, using a thermometer to check the temperature every minute they will determine which released the most amount of energy. Lastly, students are introduced to the idea of an ‘oxidation’ reaction - they can take notes in their books of examples of oxidation reactions. The plenary task requires students to spend a 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 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 KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. 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 three categories of rocks - sedimentary, igneous and metamorphic rock. This then follows into an introduction into weathering, students will learn about the the three types of weathering - physical, chemical and biological, students need to be able to name examples for each type of weathering. This can then be assessed in the next task, students are given a group of key words and will need to use these words to write their own description of physical, chemical and biological weathering. This work can then be self-assessed using the mark scheme provided in the PowePoint. The next part of the lesson now focuses on sedimentary rocks, students are firstly introduced to some of the common properties of sedimentary rocks. Students will then watch a video on the formation of sedimentary rocks, whilst watching this video students will answer a set of questions. This work can then be self-assessed using the mark scheme once complete. Lastly, students are provided with a set of statements, on the board or printed out as a card sort, they will need to arrange these cards in order so that they correctly describe the stages involved in the formation of sedimentary rocks. This work can be self-assessed or peer-assessed using the mark scheme provided. The plenary task requires students to write a set of quiz questions to test their peers on what they have learned this lesson. All resources are included at the end of the presentation, thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.1 unit on ‘The Periodic Table’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts off with an introduction to the Periodic Table and Dmitri Mendeleev, this then follows into a video which students will watch and will also answer questions on a worksheet. Once this task has been completed, students can self-assess their answers using the mark scheme provided. Next, students are introduced to the idea of groups and periods of the Periodic Table. Students can take notes on the definition of these two terms, before leading into a task whereby students will be given some data on the melting points and boiling points of Group 1 metals. Using this data students will be asked to answer a set of questions, this work can then be marked and assessed using the mark scheme provided. The next task focuses on periods of the Periodic Table, students will need to use the data provided in the PowerPoint presentation to answer a set of questions on the pattern of melting points across Period 2 and Period 3. This task can then be self-assessed using the mark scheme provided. The last task is a copy and correct task, students will need to copy the paragraph out into their books, correcting any mistakes. This work can the be marked and assessed using the mark scheme provided in the PowerPoint. The plenary task requires students to write down 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 let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. The lesson begins on a description of hydrocarbons and why crude oil is so useful, this is followed by a video on crude oil. Whilst watching the video students will be required to answer a set of questions, this work can then be self-assessed using the mark scheme provided. The next part of the lesson requires students to watch a teacher demonstration of the distillation of crude oil, students will watch the teacher distill crude oil, removing at least four fractions. The fractions can be passed around the classroom and students will need to complete a results table to assess the smell, viscosity, colour and flammability of each fraction. Pupils will now focus on the structure of different alkanes, they will be introduced to the first four alkanes and be asked to think about why there is a pattern in the formulae of alkanes. Next, students will complete a summary table of the structural formulae, displayed formulae, 3D structure and boiling point of the first four alkanes in the homologous series. Students can self/peer assess their work using the answers provided. Finally, pupils will complete a ‘Quick Check’ task, which involves answering a set of questions about what they have learned this lesson. Those higher ability students may want to turn to the back of their books to avoid looking at notes, lower ability will need extra support. Again, the mark scheme for these questions is included in the PowerPoint. The plenary task requires pupils to write 3 facts, 3 key words and one questions to test their peers knowledge of what they have studied in class 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 :)

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

This is a homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘C2.3 Reactions with Metals’ 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 four pages of information, to meet learning objectives within the Year 8 'Reactions with Metals’ unit of work. This is followed by three 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: Acids & Metals Metals & Oxygen Metals & Water Metal Displacement Reactions Extracting Metals Ceramics Polymers Composites Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.4 unit on ‘The Earth’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly be introduced to carbon as being one of the main constituents of life, as it is present within many molecules inside the human body - DNA, carbohydrates, fats & proteins. Students will also be introduced to the idea of ‘carbon sinks’. Students will now watch a video on the carbon cycle, students will need to answer a set of questions whilst watching this video. This task can then be self-assessed using the mark scheme provided. Next, students will be given a ‘fill-in-the-blank’ task to complete using the key words provided on the PowerPoint presenation. Students can self-assess their work using the mark scheme provided once this task is complete. Next, students will watch another video on the processes involved in the Carbon Cycle. Whilst watching this video they will be given a number of captions, which they will need to use in oder to fill in blanks on a worksheet. This task can be self-assessed using the mark scheme provided, once it is complete. Lastly, students will be given a series of pictures and words/descriptions which they need to use in order to construct their own poster of the carbon cycle, they will need to add arrows to demonstrate where the carbon is moving from and to. This task can be self-assessed using the mark scheme provided on the PowerPoint presentation. The final task requires students to read of piece of information, using this they should discuss and write down some changes that we could implement at home, and on a national scale, to help reduce our carbon emissions. The plenary is a ‘pick a plenary’ task, students will either choose to write down a summary of what they have learned this lesson in three sentences, or they may choose to write definitions for a set of key words that are 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 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 The lesson starts with a video about Mendeleev and the development of the periodic table, pupisl should answer questions alongside watching this video. After this work has been self-assessed pupils will be given an information sheet in pairs, this can be tag read as a class for lower ability pupils. Using this information pupils will need to answer a set of questions, they can complete these tasks in their book and once finished this work can be self-assessed using the answers provided. The next part of the lesson focuses on metals vs. non-metals, pupils will be introduced to the idea that the periodic table is split into two groups and will then need to use a poster activity to summarise the differences in properties between these two groups. Once this work has been self-assessed, pupils will then be given another set of information about different types of metals and pupils will use this information to complete a worksheet. The plenary activity is a an exit card where pupils will need to summarise what they have learnt by writing down three key words, one fact and one question on a piece of paper which can be handed to the teacher as they leave. 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 C2 1.4 unit on ‘The Earth’. 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 students being asked to ‘Think > Pair > Share’ their ideas about the factors which may be contributing to an increase of carbon dioxide in our atmosphere. Once students have had a chance to discuss their ideas about this, they can feed their ideas back to the class, their answers can then be self-assessed using the answers provided. Students will now watch a video about the greenhouse effect, whilst watching this video they will answer a set of questions. Once this task has been completed, they can self-assess their work using the mark scheme provided. Students will now copy and complete the diagram depicting the greenhouse effect by choosing the correct statements to fill in the boxes. Students are then able to peer-assess their work once complete, using the mark scheme provided. Students will now each be given a card of information which describes one of the effects of global warming on the environment, they will need to walk around the room to share information with each other in order to complete the summary table. Lastly, students will be given a set of key word groups and will need to link all three words to form a summary sentence 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 :)