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 is a revision activity for the ‘Organisation’ SoW, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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 is a revision activity for the ‘Infection & Response’ SoW, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology. Included in this resource is a ‘revision placemat’ for Inheritance, Variation and Evolution. Concepts covered include: inherited and environmental characteristics, reproduction, meiosis, and the structure of DNA. Pupils will also discuss selective breeding, genetic engineering, mutation and genetic tables. The final topics covered are fossilisation, natural selection and extinction. There are 15 revision questions in total. Pupils may use their books if necessary but should test their knowledge by attempting to answer all questions from memory first. The solution for this activity is also included so you can check their answers, or they may self-assess. Thanks for looking, if you have any questions, please let me know in the comments section and any feedback would be appreciated :) For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

This resource contains 10 homework activities, and detailed mark schemes, which meet all learning outcomes within the Year 8 Biology, Chemistry and Physics Units: Biology: B2.1 Health & Lifestyle B2.2 Ecosystem Processes B2.3 Adaptation & Inheritance Chemistry C2.1 Metals & Acids C2.2 Separation Techniques C2.3 The Earth C2.4 The Periodic Table Physics P2.1 Electricity & Magnetism P2.2 Energy P2.3 Motion & Pressure The resources were designed with the Year 8 Activate course in mind, it contains up to 24 weeks worth of homework content!! You can find more lesson bundles aimed for the KS3 and KS4 science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience

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 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 SoW please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to the types of problems which may arise with the heart, for example leaky valves or problems with the natural pacemaker cells. Pupils are then given a grid with problems of the heart, causes and how to fix the problem all jumbled up. Students will need to shade the boxes that all go together the same colour. For lower ability students they will probably need to discuss this with others around them and they want to to check with you before they start to colour. Once completed the students can self-assess their work. The next activity should take up a large part of the lesson, around the room place a couple of copies of the posters found at the end of the PowerPoint slide. Pupils will need to walk around the room and use this information to complete the tasks displayed on the board. (If a class is quite disruptive you may want to place this information on desks and not allow students out of their seat!). Once completed pupils can sit back down, swap their work with the person next to them and mark their work using the answers provided. The last activity is a past-paper question which involves comprehension and evaluation skills to be implemented. Once again the mark scheme is provided so pupils can assess their own work. The plenary activity is for pupils to 3 facts, 2 key words and 1 question about what they have learnt this lesson. All resources are included within the PowerPoint presentation. Any questions please leave a comment, if you downloaded and used this resource please leave feedback for me :) thanks!

This is a lesson aimed at the new OCR GCSE Gateway Science B1 - ‘Cell-level systems’ 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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway Science) Biology B1 - ‘Cell-level systems’ SoW. For more resources please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by pupils completing a comprehension task, they will need to read details on the history of the microscope and answer questions into their books. Once finished pupils will need to then self-assess their work using the answers provided in the PowerPoint presentation. The next part of the lesson focuses on the structure of a light microscope, and how to use it to view a specimen, including different ways in which stains can be used in light microscopy. Students will watch a video, and will need to answer questions in their books, before self-assessing their work. Pupils are then introduced to the idea of ‘resolution’ - the definition for which they need to know so pupils could write this down in their books. The next part of the lesson will focus more on maths skills related to microscopy, pupils will firstly need to calculate the overall magnification of a microscope using the objective lens and eyepiece lens magnifications. The next skill pupils will learn is to change units of measurement from cm > mm > um > nm. The next calculation pupils will need to know is how to calculate the actual size of a specimen being observed down a microscope. Pupils will be introduced to the calculation and then given a couple of example questions, pupils can attempt to have a go at these themselves. The following slide goes through step-by-step how you would calculate the answers to these questions. The plenary is a ‘Silent 5’ task where pupils will need to answer questions based upon what they have learnt during the lesson.

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students are firstly given the definition of a joint and are then asked to move around a bit, either in their seats or around the room, and whilst moving they should think about their joints - whether they are all the same, if they move in the same way or not. This leads into an introduction to three types of joint that they need to learn about - ball-and-socket joint, hinge joint and fixed joint. The next part of the lesson will focus on the tissues which comprise a joint - namely tendons, ligaments and cartilage. Students will be given information sheets, either on their table or placed around the room. Using this information they will need to complete a summary table of the three tissues - the location of the tissue (what it is connected to), a description of the tissue and it’s role in the joint. Once students have completed this task they can self-assess their work using the mark scheme provided. Next, students will conduct an investigation into muscle strength. Students will work in pairs, following the method provided on the PowerPoint to measure the strength of their triceps, biceps and forearm using a Newton Scale. Their results should be recorded in a suitable table. Lastly, students are given a worksheet to summarise what they have learned on this topic so far. They will need to complete the sentences with the correct key word, this word can then be found within the word search. The mark scheme for this task is also included so students can mark and correct their work. The plenary provides two choices for students, either unscramble the anagrams of key words from the lesson or using the key word selection provided, write a summary 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 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 designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Cell-level lsystems’ scheme of work. The lesson begins by pupils being introduced to the term ‘photosynthesis’ and then being asked to consider the raw materials that plants need in order for photosynthesis to occur. Pupils are then given three minutes to write down everything they have learnt about photosynthesis so far, with an extension task to write the word equation for the reaction. In the next part of the lesson pupils are introduced to the word equations and are challenged to write a balanced symbol equation for this reaction. Mid-lesson plenary involves a set of exam-questions (total marks = 9 marks) which they can complete in silence and then peer or self-assess using the mark scheme provided. Pupils are then introduced to the concept of endothermic and exothermic reactions, they are given the definition for an endothermic reaction and are then asked to ‘think, pair, share’ with a partner about what an exothermic reaction might be and whether photosynthesis is endothermic or exothermic. After 5 minutes, pupils are given the answers and they can mark their work. The final activity is for pupils to think about the structure of the leaf, and how it is adapted for its function of photosynthesis. Students will watch a video about these various adaptations, and will need to answer a set of questions whilst watching. This task can then be self-assessed using the answers provided in the PowerPoint presentation. Pupils can choose their plenary activity - either writing quiz questions on the topic of the lesson or summarising what they learnt by writing a twitter message along with #keywords. All resources are included in the PowerPoint presentation, thank you for purchasing :)

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 Firstly pupils are asked to consider why organisms may not be able to continuously carry out aerobic respiration. They can discuss in pairs and then as a class and be introduced to the idea of anaerobic respiration. They will fill then complete a fill-in-the-blank task to sum up this process. Pupils will then watch a video where they will answer questions about anaerobic respiration, their answers can be checked against the mark scheme provided. Now pupils are introduced to the idea of oxygen debt, they are given an information card in pairs (for lower ability classes you may want to tag read this as a class) and then pupils will need to answer questions about this information. They can talk about in partners, once finished they can self or peer assess their work. Finally the different products of anaerobic respiration that are made in different organisms are highlighted, it is touched upon in the video but this is clear slide to show anaerobic respiration in plants, bacteria and yeast. Pupils will complete some exam-style questions to assess their knowledge of this topic, can be answered in the back of their books to fully test them! Pupils can then mark their own work using the mark scheme 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 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 a task whereby students will walk around the room looking at different objects, as a circus activity. Students need to use the key words included on the board to describe these objects, there work can be marked and assessed once it is complete. Now, students are introduced to ‘ceramics’ as a material, they are given examples of objects which are made out of ceramic material and are asked to ‘Think > Pair > Share’ their ideas over what physical properties they may have. Once this task is complete, the physical properties and chemical properties of ceramics will be given to students to make a note of. Students now each be given a piece of information on a ceramic material and its uses, they will need to walk around the room and share information with each other to complete a summary table of information. This can then be marked and assessed using the mark scheme provided. Students will now be shown a diagram which demonstrates the structural qualities of ceramic materials, this explains why they have such high melting points. Students can sketch the diagram into their books and make a note of the details provided. Lastly, students will be need to complete a ‘copy and correct’ task. This requires students to copy out a piece of text, making any amendments they deem necessary so that the paragraph makes sense. This work can the be self-assessed using the mark scheme provided. The plenary task is for students to spend a minute 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 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 is a lesson aimed at the NEW AQA Trilogy 'Particle models of matter' SoW for the new Physics specification. The lesson begins by recapping on the definitions of melting point, boiling point and freezing point. Pupils will also be asked to consider why salt is added to a pan of water or to roads which may become icy to get them thinking about how impurities can affect the melting/boiling point of a substance. This then leads on to the introduction of a temperature-time graph demonstrating changes in state, pupils will need to sketch the graph and then match statements to the correct numbered step on the graph. The next slide introduces the idea of latent heat, this will be explored in more detail in a separate lesson. In the next activity pupils will use data to produce a graph and then answer questions on the data they have produced. The plenary activity is a past-paper question, mark scheme provided for pupils to peer-assess their work.

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ 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 recap on ‘Latent Heat’, including a definition and task which requires students to sketch a temperature-time graph of ice which has been taken out of the freezer and heated at a constant rate for a period of time. They will then need to match a set of statements to stages shown on the graph, this task will then be self-assessed using the mark scheme provided. Students are then introduced to the idea of ‘Specific Latent Heat of Fusion’ - firstly students are given a description of what this tells us about a substance and then also the calculation. Students can take notes on this in their books, the next task then requires students to rearrange the equation they have been given to work out either energy (J) or mass (kg). Once students have discussed their ideas, the answers can be revealed and then pupils can work their way through a set of problems. This work can then be self-assessed using the mark scheme included in the PowerPoint. The next part of the lesson now focuses on ‘Specific Latent Heat of Vaporisation’ - students are again given a description of what this tells us about a substance and also the calculation is provided. Students can take notes and also try to rearrange the equation in order to make energy or mass the subject. Students can discuss their ideas, the answers are revealed and they will then use these calculations to work their way through a set of problems. Lastly, students will watch a video and will need to answer a set of questions whilst watching, this work can be checked against the answers provided. Then the very last task is a past-paper question on the topic, students can self-assess or peer-assess their work on this topic. The plenary requires pupils to write a WhatsApp message to a friend, explaining 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 P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a discussion on what power is a measurements of, there are hints that can be put on the board for lower ability students. You can then provide students with a definition of power which they can write down in their books. Pupils then consider the units of power, they can copy and complete sentences on the board which compare watts to joules/second and the difference between watts and kilowatts, joules and kilo joules. Next is the completion of a formula triangle in their books, higher ability students can figure out how to write this on their own but for lower ability students you may want to guide them through it. The concept of power is then put into context using Mo Farah/Usain Bolt as examples (videos provided). The next task is a table that students will need to copy off the board, it outlines different appliances and pupils will have to perform calculations to fill in the blanks. Pupils can self-assess their work using red pens, answers are provided on the PowerPoint slide. Next, students will complete a ‘copy and complete’ task, students will need to fill in the blanks to complete a paragraph which summarises everything that they have learned throughout the course of this lesson. The answers to this task can be self-assessed using the mark scheme provided. The last part of the lesson focuses on electricity bill calculations, using the units kWh. Students will be shown a worked example of a calculation to demonstrate how much energy (in kWh and Joules) is used by a laptop over the course of one hour. Students will then compete a set of problems similar to this, they can self-assess their work using the mark scheme once this task is complete. The plenary task requires students to write a Whatsapp message to a friend 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 :)