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 begins with an introduction to the substances that move in and out of cells via a process called diffusion. Students are then asked to summarise this information by sketching and labelling a diagram of a cell. The idea of diffusion is further explained using an image of a deodrant bottle spraying smelly particles into the air and showing how they spread from an area of high concentration to an area of low concentration. A definition of this process is shown to students, before they are asked to complete a fill-in-the-blank task to summarise the process, this work can be self-assessed using the mark scheme provided. Next, students will need to sketch diagrams demonstrating the various stages of diffusion, and will need to match the correct statements to the correct diagrams. This work can be then be self or peer assessed using the mark scheme provided. The next part of the lesson looks at factors that affect diffusion, students are firstly asked to ‘Think > Pair > Share’ their ideas on the factors which might affect the rate of diffusion. After students have fed back into class discussion, the answers are revealed for students to note down in their books. They will then look more closely at the effect of temperature on the rate of diffusion by watching a video and then summarising what they have learned by completing a fill-in-the-blank task. Lastly, students are shown diagrams of plant cells of healthy plants vs. wilted planted to demonstrate the effect of having too much/too little water in the vacuole of plant cells. 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 lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Firstly, students asked to think about a question that oil companies face - what to do with longer chain hydrocarbons which are in less demand than smaller chain hydrcarbons? Pupils can share their ideas in pairs, then as a class, before being introduced to the process of cracking. Next, as a recap of the structure of alkanes pupils will need to use ‘Molymod’ kits to make the first four alkanes in the homologous series, they will also need to complete a table to identify the structural & displayed formulae for each. This work can be self-assessed using the mark scheme provided. Now pupils are introduced to the process and products of cracking, students will then be given a set of hydrocarbons which are being ‘cracked’ with one of the products identified, they will need to identify the other product and also determine if it would be an alkane or an alkene. Once complete, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the structure and properties of alkenes, students will firstly be given a set of facts about alkenes which they can take notes from. Next, students will watch a video about alkenes, they will be provided with a set of questions that they need to answer using this video. This work can be self-assessed using the answers provided. Using what they have learned in this video, the teacher will conduct a demonstration which tests four unknown substances with bromine water - pupils will need to record their results in a table and determine whether the unknown substances are alkenes or alkanes. Pupils will lastly complete a ‘Quick Check’ task, this is a set of questions which will summarise what pupils have learned during the lesson. They will be able to peer or self-assess their work using the answers provided. The plenary task is for pupils to sum up what they have learned this lesson in three sentences, using the list of key words 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 lesson aimed at the new Physics specification, it meets specification points within the 'Energy' module. Other lessons from the 'Energy' module can be found in my TES shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a word search that pupils can complete to identify key words related to this lesson. Pupils will then watch a video on specific heat capacity where they will need to identify the factors which may affect a materials SHC. Pupils are then introduced to the concept of specific heat capacity and you can work through model questions with students to demonstrate how to approach and answer questions (model questions included on the PowerPoint slides). Pupils then have a go at completing SHC capacity questions on their own, pupils can then self-assess their work. Next activity is a 'Cloze' activity where pupils need to copy and complete sentences, words are provided. Plenary - pupils are provided with a range of answers, they need to write questions which correspond to these answers. All resources are included in the PowerPoint presentation. Enjoy and if you have any feedback please leave a review :)!

This is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘B1.3 Reproduction’ 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 eight pages of information, to meet learning objectives within the Year 7 ‘Reproduction’ 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: Adolescence Reproductive Systems Fertilisation and Implantation Development of a Fetus The Menstrual Cycle Flower & Pollination Fertilisation & Germination Seed Dispersal 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 ‘Biological Molecules’ 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 brief introduction to the three main polysaccharides that students need to know about at A-level Biology level - starch, glycogen and cellulose. Students will then complete a ‘Prior Knowledge’ quiz so you can gain an understanding of their depth of knowledge around this topic area, this task can be self-assessed using the mark scheme once complete. I would also probably collect in the quizzes, so I can ascertain the level different students are working at. Students will now divide into 6 groups, each group will study either starch, glycogen or cellulose. Students will be given an information poster on either of these polysaccharides, and will need to answer a set of questions (provided on the PowerPoint slide). Once complete, students will then share their answers with a group which studied a different polysaccharide, and will need to complete a summary table to assess the similarities and differences between all three. This task can be self-assessed using the mark scheme provided. Lastly, students will need to learn the test for starch - the steps as well as the colours shown for a negative/positive result. They can take notes on this test in their books. The plenary task requires students to write a twitter message to demonstrate what they have learned today, including #keywords. 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 homeschool pack designed for the KS3 Year 8 Science course, specifically the ‘P2.3 Motion & Pressure’ 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 ‘Motion & Pressure’ 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: Motion Graphs Speed Pressure in Gases Pressure in Liquids Pressure in Solids Levers Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the KS3 Year 7 Science course, specifically the ‘C1.1 Atoms, Elements and Compounds’ 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 three pages of information, to meet learning objectives within the Year 7 ‘Atoms, Elements & Compounds’ unit of work. This is followed by two 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: Atoms & Elements Compounds Chemical Formulae Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This resource contains 19 whole lessons, along with all additional resources, which meet all learning outcomes within the Year 7 Chemistry Units: C.1 Particles & Their Behaviour C.2 Elements, Atoms & Compounds C1.3 Chemical Reactions C1.4 Acids & Alkalis The resources were designed with the Year 7 Activate course in mind, it contains 6-8 weeks worth of lesson content!! You can find more lesson bundles aimed for the KS3 and KS4 science curriculum at: https://www.tes.com/teaching-resources/shop/SWiftScience All lessons contain a mix of differentiated activities, videos & animations, progress checks and more than two opportunities, per lesson, for self/peer red-pen assessment of tasks.

This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work. The lesson begins by identifying the differences between osmosis, diffusion and active transport. Pupils will then watch a video and answer questions about the process of active transport whilst watching. Once finished pupils can self-assess their work using the answers provided. Pupils will then sort statements about the three types of movement - diffusion, osmosis, active transport - into three columns, pupils will then self-assess their work. The next part of the lesson focuses on the importance of active transport to living organisms, pupils will be introduced to two examples - mineral ion uptake in plants and absorption of glucose in humans. Pupils will then need to answer questions on this topic. The plenary is a exam-style question on active transport, pupils can again self-assess their work using the mark scheme provided. All resources are included in the PowerPoint :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 P3 ’Light’. 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 refraction, students are provided with a description of this process along with a digram to help demonstrate the idea. Next, students will investigate the process of refraction. Students will be provided with a worksheet, they will need to fill in the blanks on the worksheet to provide a full method for the practical investigation, this can be checked against the answers provided on the PowerPoint before students begin. Once students have completed the practical investigation they will then need to complete a fill-in-the-blank task to conclude what they have found during the investigation. A diagram of the process of refraction is then shown to students, with detailed labels explaining what is happening as light travels from air, into glass and back out the other side again. Students could sketch a copy of this into their books for notes, they will then summarise what they have learned so far with a cloze activity. This can be self-assessed using the mark scheme provided. Lastly, students will complete a ‘Progress Check’ task - this is a set of questions for students to complete in their books which will assess what they have learned this lesson. The answers for this task are also included in the PowerPoint presentation so students can mark and correct their work once this task is complete. The plenary task is for students to wrist a list of key words from the lessons they have covered on light. 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 resource which contains all of the learning outcomes for the new AQA Biology 'Cells' SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.

This is a resource which contains all of the learning outcomes for the new AQA Biology 'Bioenergetics' SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.

This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Infection & Response’ SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test on ‘Infection & Response’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.

This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Homeostasis’ SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test on ‘Homeostasis’ for pupils to reflect on areas of revision which are most important. It can also be used again after the test to see whether students have progressed in their understanding of the topic

This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Inheritance, variation & evolution’ SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test on ‘Inheritance, variation & evolution’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic

This is a resource which contains all of the learning outcomes for the new AQA Biology ‘Ecology’ SoW. Pupils should mark whether they feel they very confident (green), a little confident (amber) or not at all confident (red) for their ability to achieve each learning outcome. This can be used before an end-of-topic test on ‘Ecology’ for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic

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 task is designed for the NEW AQA A-Level Biology, particularly the ‘Organisms and their Environment’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Organisms and their Environment’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Organisms and their Environment’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Organisms and their Environment’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)