This is a resource for the new AQA GCSE Biology ‘Infection and Response’ module. The lesson begins with an introduction to the structure of fungi and protists and some of the diseases they can cause in plants and animals. Pupils can then stick a piece of information in their books which outlines the rose black spot fungal disease of plants and the protist disease of malaria in humans. Pupils should use this information to work their way through the levelled tasks on the board. You can then go through the answers to these questions and pupils can self-assess or peer-asses their work. The mid-lesson progress check is an activity where pupils match definitions to the correct key words, pupils can self-assess their work. In the next activity pupils can create a pamphlet/poster aimed at patients going abroad to a country where they could be at risk of contracting malaria. Pupils can work through the tasks for each of the parts of the ABCD approach in order to complete this poster. Pupils can then peer-assess their work. Plenary is a quick quiz pupils can complete at the back of their books. Other lessons from the ‘Infection and Response’ unit can be found in my TES shop. Thanks :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ 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 begins with an introduction to fossils, a definition of a fossil and a task for pupils to think > pair > share how the remains of dead organisms could be preserved for millions of years. After a short classroom discussion about the ideas pupils have come up with, pupils can move on to the next task. Pupils will each be given a different piece of information on the ways in which fossil remains can be preserved. Pupils can move around the room and discuss their cards of information and use each others to take notes on these processes. Pupils will then watch a video on how fossils are formed, using this video pupils will need to answer questions in their books. This work can be self-assessed using the marking criteria provided. The next part of the lesson focuses on why fossils do not provide a complete record of evolution. After this has been explained, using the information and images provided on the PowerPoint slide, pupils can complete some quick check questions on what they have learnt this lesson. Once complete pupils can mark their work using the answers provided. The final task is for pupils to complete a table to demonstrate the evolution of the horse, they will each be given a card of information on a particular stage of evolution. They can use each other to complete the full picture of how the horse evolved, completing their own table in chronological order. The last task is a set of exam-style questions on what pupils have learnt this lesson, they can answer these at the back of their books for an extra challenge. A mark scheme is provided for pupils to assess and correct their work once it is complete. The plenary task is for pupils to summarise what they have learnt this lesson as three facts, three key words and a question to test their peers. 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. The lesson starts with an introduction to the main functions of the female and male reproductive systems. This then leads into a task whereby students will firstly watch a video on the structure of the female reproductive system, during which they will need to label a diagram. After this, students will watch a video on the structure of the male reproductive system, again students will need to label a diagram whilst watching this video. Students can then mark their work using the mark scheme provided. Next, students will each be given a card of information which describes the function of one part of either the male/female reproductive system. Students will need to walk around the room and share information with each other to complete their own table to summarise each of these functions. The mark scheme for this task is also included so students can either self assess or peer assess their work. The next activity is a progress check task, students will answer a set of levelled questions based upon what they have learned so far this topic. Once this task has been completed, students can mark and correct their own work. Lastly, students will complete an activity whereby they will be required to match the correct reproductive structure with it’s function, students can self-assess their work once complete, using the answers provided. The plenary task is an anagram challenge - students should try to unscramble the words to reveal 6 key words learned over the last two lessons on adolescence and reproductive systems. 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 an introduction to the idea of a ‘food pyramid’, students will be given a selection of different foods and will need to consider how often they should be eaten, and so where on the food pyramid they should be placed. Once students have had chance to discuss and arrange their foods on the food pyramid, the answers can be revealed so students can check their work. Next, students are introduced to the idea of different food/drink groups: carbohydrates, protein, fats, vitamins, minerals, water and fibre. Students will each be given a card of information about one of these groups, they will need to walk around the room to share information with their peers in order to complete the summary table in their books. This task can be self-assessed using the mark scheme provided once it is complete. Next, students will consider how much energy different people require. Firstly, some examples will be talked through as a class - e.g. males generally need more energy than women, older people need less energy than younger people etc. Students will then complete a task to assess their knowledge on this topic, which can be marked and corrected using the answers provided once complete. Lastly, students will be introduced to the idea of a food test, they will be asked to consider which types of nutrients are present in a set of food which include: lemonade, crisps, margarine, bread & meat. After students have made predictions, they can then complete the food test investigation (equipment list and method is included). The plenary task requires students to spend a minute or two talking 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 Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. Students are introduced to the idea that scientists are able to conduct quick and simple tests to identify a number of gases - oxygen, carbon dioxide, hydrogen, chlorine. Pupils will now complete a circus of activities, moving around the room to conduct tests for the presence of oxygen, hydrogen and carbon dioxide, recording their results in a table in their books. Pupils will need to watch a teacher demonstration for the test for chlorine, they can also record their observations of this demo in their table of results. Pupils will then be shown a video outlining each of the gas tests, they can watch this to self-assess their answers from the investigations they carried out. Students will now be given a card sort, for each gas - oxygen, carbon dioxide, hydrogen and chlorine - they will need to identify the correct method and correct positive results. They should do this with their books closed so they don’t rely upon the results collected from the last task! Their work can then be self-assessed using the mark scheme provided. The next task is a ‘Quick Check’ activity whereby pupils need to answer a set of questions based upon what they have learned this lesson, the answers to this task is provided in the PowerPoint so students can either self-assess or peer-assess their work. The plenary task is ‘Take a minute’ where students need to spend a minute talking to the person next to them about what they have learned in 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 NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation and evolution' 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 task begins with pupils being asked to think > pair > share the specific characteristics that farmers might find favourable in cows, crops, chicken and sheep. The next activity involves pupils watching a video on selective breeding and how this process works, pupils will need to answer questions as they watch the video. The work can be assessed when they finish using the mark scheme provided. Pupils will now understand the process of selective breeding, the next task requires pupils to choose two dogs from a selection of dog breeds (pictures provided) to breed together in order to produce offspring with the traits the student would like. They can sketch a flow diagram to demonstrate how thus process occurs. The next activity is a worksheet on chicken breeds, once students have completed they can use the mark scheme to self or peer assess their work. The final activity focuses on the problems with selective breeding, pupils are provided with some information which could be tag-read as a class. This can then be used to answer some quick-check questions. Once the questions are complete this work can be self-assessed using the answers provided. The plenary task is for pupils to use a list of key words to write a summary sentence about what they have learnt from 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 to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by introducing the composition of the blood - platelets, white blood cells, red blood cells and plasma. Pupils will jump straight into the first activity, they will be given a place mat worksheet which has questions about each of the four components of the blood. Each student will then be given a slip of information about these four components, the students will need to share information to complete their place mat. Once complete, the answers which will be provided on the PowerPoint slide can be used for pupils to either self-assess or peer-assess their work. Pupils will now look at how red blood cells transport of oxygen around the body, once this has been explained using diagrams on the PowerPoint slide pupils will then need to arrange sentences into an order to show how this process occurs. Once completed pupils will self-assess their work using the answers provided. The next activity is a True or False activity about what the students have learnt so far, this could be extended by asking students to re-writing the incorrect sentences so that they make sense. The final activity is a past-paper question on the components of blood, which pupils can then peer or self-assess. The plenary is for pupils to brainstorm key words they have learnt from the topic of the heart and blood so far. All resources are provided in the PowerPoint. Any questions please let me know via the comments section, if you have feedback please do leave a comment :) thanks!

This lesson is designed for the NEW AQA Physics GCSE, particularly the ‘Forces in Action’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a ‘Think > Pair > Share’ task, students are asked to consider the question ‘What is a force?’. Students will be given a few minutes to discuss in pairs, before feeding back to the class before the answer is revealed. Forces can be described as ‘contact’ or ‘non-contact’, students are asked to discuss what they think the differences between these types of forces are. After a short class discussion, the definition for each is revealed to students, they can make a note of this in their books. Next, students will be provided with a list (and diagrams) of different forces , they will need to sort into either contact or non-contact forces. This task can be self-assessed once it is complete. Next, students are introduced to Newton’s Third Law of Motion, when two objects interact with each other, they exert equal and opposite forces on each other. Students will then watch a video to demonstrate the principles of this law, students will answer a set of questions whilst doing so. Once complete, students can self-assess their work using the mark scheme provided. Next, students are provided with a further example of this law which they can take notes on their books. After this, students will complete a ‘quick check’ task to assess their knowledge of what they have learned so far this lesson. This work can then be marked and corrected using the answers provided on the PowerPoint presentation. Lastly, students complete a ‘fill-in-the-blank’ task to summarise what they have learned this lesson, this can be self-assessed using the mark scheme provided. The plenary task requires students to write down three facts, three key words and one question to test their peers on what they have learned so far 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 ‘Chemical changes and electrolysis’ 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 Firstly, students are introduced to the term ‘Electrolysis’ including a description of the process, a list of key words associated with the process and a diagram. Students will now watch a video about the process, using which students will need to answer a set of questions. After they have completed this task they will be able to self-assess their work using the mark scheme provided. Students will now complete a fill-in-the-blank task to summarise what they have learnt so far, this can be assessed using the answers provided. Pupils are now shown a diagram to demonstrate what is happening at the anode and cathode during the electrolysis of lead bromide, pupils will need to use the list of key words provided to complete captions to describe what is happening at each electrode. Students can check their work against the example answers provided in the PowerPoint. Next, pupils are shown the ionic half-equations for the reactions occurring at the anode and cathode during the electrolysis of lead bromide. Pupils will then need to identify the products at each electrode, as well as complete the ionic half-equations, for the electrolysis of a set of ionic compounds: lihtium oxide, sodium chloride and magnesium chloride. Once complete, pupils can self-assess their work using the answers provided. The next part of the lesson focuses on the products formed at each electrode when the ionic compound is within an aqueous solution. Students will be shown what will happen at the anode and at the cathode, using this information they will need to predict the products formed at the anode/cathode during the electroysis of set of solutions. Students can self-assess their using using the answers provided. The final task focuses on the electrolysis of brine, students will watch a video and will need to answer a set of questions using the information provided in the video. After completing this task, pupils will need to self-assess their work using the answers provided. The plenary task requires pupils to write a ‘Whatsapp’ message to a friend to explain what they have learnt 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. The lesson begins with a ‘Think > Pair > Share’ task whereby students are asked to think about why explorers need some large quantities of energy? What foods would provide them with such daily energy requirements? Students should have the covered the ‘Diet & Nutrients’ topic in Biology by this point, so after a short discussion in pairs they can feed their ideas back to the class and the answer can be revealed. Students will now be provided with a set of food labels, if possible they should also be allowed access to the Internet via phones/laptops, using these tools students should estimate their daily energy intake, compare this with others and then make a list of all the ways their body might use this energy. This follows into a task whereby students will look at activities, students will need to place these activities in order from most energy intensive to least energy intensive. Once complete, students can assess their work against the answers provided in the PowerPoint presentation. Students are now provided with a set of data on the energy required to perform a range of activities for one hour. They will firstly need to plot this data onto a bar graph, they will also need to answer a set of questions. The mark scheme for this task is included in the PowerPoint presentation so students can self-assess their work once it is complete. Lastly, students will complete an investigation into the energy content within food. The practical worksheet is included, students can collect the equipment listed and follow the steps in the method to fill in the results table in their books. Once complete, students should answer the summary questions. The plenary task requires students to write a twitter message to their friends, including #keywords. 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 an introduction to conductors and the process of conduction. Students will be given a definition for each of these terms, they will then be asked to consider what some examples of good conductors and insulators are. The answer to these questions are then revealed, students can take notes in their books. Next, students are shown a diagram which demonstrates what happens to the particles within a solid when conduction occurs. Students are then asked to discuss ‘Why does conduction occur best in solid materials?’ - after a short discussion students will be shown the answer to this question so they can self-assess their work. Students will now complete an investigation to test different types of materials - copper, wood, iron, plastic & zinc - to see how well they conduct heat. Students should follow the method provided on the practical worksheet, they can record their results in a table in their books. The next part of the lesson focuses on convection, students will watch a video, during which they will need to answer a set of questions. This task can then be self-assessed using the mark scheme provided. Lastly, students are asked to draw a cross-section of a room in a house with a radiator on and show how a convection current might occur with the air particles in this room. This task can be assessed against the diagram provided in the PowerPoint presentation, once complete. The plenary task requires students to write down three facts, three key words and 1 question 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 Physics GCSE, particularly the 'Electricity’ 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 begins with a recap on the calculations that students have learned so far in this topic, students are asked to ‘Think > Pair > Share’ their ideas about the calculation needed to work out the energy transferred to an appliance and the power supplied to an appliance. The answers can then be revealed and students will need to complete a set of questions on a worksheet, this task can be self-assessed using the mark scheme provided. Next, students will watch a video on ‘efficiency’ and whilst watching they will need to answer a set of questions, this work can then be self-assessed using the answers provided. Next, pupils will need to rearrange the equation for efficiency in order to work out the output power of an appliance and using this they will answer a set of questions. The mark scheme for the first part of the questions are included in the PowerPoint so students can assess their own work. Pupils will now be given a set of problems to work through, using the efficiency calculations they have just learned, if they finish the questions on the PowerPoint slide there is a separate worksheet of problems that pupils can work their way through. The mark scheme for the first set of questions is included in the PowerPoint for pupils to self-assess their work. Next, students will be shown how electrical appliances lose waste energy, from this information students will need to summarise using a fill-in-the-blank task. Again, the answers for this task is included in the PowerPoint for students to either peer or self-asses their work. The plenary task is an anagram challenge, pupils will have to unscramble a 6 words which all relate to the ‘Electricity’ 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 Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ SoW and specifically designed for the higher tier GCSE chemistry students. 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 begins with students learning how to calculate the number of moles of a gas when you know the molar gas volume. Students will then work their way through a set of questions using this calculation, for latter questions students will need to rearrange the equation. This work can then be assessed using the answers provided in the PowerPoint presentation. The next part of the lesson focuses on calculating the masses of gaseous reactants and products, firstly students are shown a worked example. The next task is for pupils to watch a video, using which they should answer a set of questions. Once this task has been completed students shoudl mark their work using the answers provided. Using the formula they have learnt whilst watching the video, they should now complete a set of questions on a specific chemical reaction - this required students to calculate the volume of gases produced or the mass of a reactant needed to produce a certain amount of a gas product. This work can be self-assessed using the answers provided in the PowerPoint presentation. The next task is a further set of problems requiring students to calculate the volume of gaseous reactants or products given a balanced symbol equation for a chemical reaction. The last task requires pupils to come up with 4 exam questions on the topic of gas volumes, they should also include a mark scheme for each of the questions. Once they have competed their questions they should swap with the person next to them and complete their partners questions, these can be self or peer-assessed using the mark schemes they have written. The plenary task is for pupils to write a WhatsApp message to their friends to tell them what they have learnt about 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 P1 ’Forces’. 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 which introduces students to forces, students will watch a video and will need to answer a set of questions whilst watching. This task can then be self-assessed using the mark scheme provided. Students will then be asked to ‘Think > Pair > Share’ their ideas about the differences between a contact and a non-contact force. Once they have had chance to discuss their ideas and feed back to the class, the definition for both contact and non-contact forces can be revealed for students to check their answers. Students will then be shown a set of diagrams of either contact or non-contact forces, students will need to sort these into the correct columns. This work can be marked and corrected once this task is complete. Students will now be shown how force diagrams can be drawn, to indicate the size and direction of a force acting upon an object. Students will then need to draw force diagrams for a set of objects, a worksheet for this task in provided. This work can then be self-assessed using the mark scheme provided on the PowerPoint. Lastly, students will be given the definition for an ‘interaction pair’, as well as an example to help contextualise this meaning. Students will then need to complete a progress check (‘copy-and-complete’ task) to assess their knowledge of what they have learned this lesson. This work can be self or peer assessed using the answers provided on the PowerPoint. The plenary task is for 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 NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW for the higher tier, biology only specification. 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 firstly be given, in pairs, information about Lamarck’s and Darwin’s theories of evolution. In pairs students will need to explain each theory to each other and discuss the merits and downfalls of each. The next task required pupils to summarise the main points of each of the scientists theories in a table, this work can be self-assessed against the answers provided. Pupils will then be asked to consider the flaws in Lamarck’s theory, pupils will be asked to come up with a question to ask Lamarck about his theory and to discuss in pairs what they think the potential flaws of this theory could be. Once you have gone through pupils’ ideas as a class you can reveal some of the problems with this theory of evolution. The next part of the lesson focuses on Darwin, firstly pupils will be asked to copy and complete sentences to summarise the main ideas from Darwin’s theory of evolution. Once this task is completed and marked, pupils will go on to look at why Darwin’s ideas were not published or accepted straight away. Pupils will be provided with some information but they will also need to use their own knowledge to answer a set of questions provided on a worksheet. Once this task is complete, a detailed mark scheme has been provided for pupils to either self or peer assess their work. The very last task is an exam-style question, pupils will need to complete this in their books (at the back of books without notes for a stretch and challenge) and self or peer-assess using the mark scheme once they have finished. The plenary task is for pupils to summarise what they have learnt in the lesson using the 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 lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with an introduction to accommodation, in pairs pupils will be given either information on how the eye focuses on distant objects or on nearby objects. Pupils will have to teach each other about the information they have and complete the questions listed on the PowerPoint slide. Once this task is completed it can be assessed using the mark scheme provided. The next part of the lesson focuses on common defects of the eye, specifically myopia and hyperopia. Pupils will need to use posters of information placed around the room/on their table to complete a fact file on both of these conditions which includes a description of the disease and of the treatments available. Pupils will now consider some of the ways in which these common eye defects can be overcome, pupils will be given a card sort in pairs describing different technologies in treating these conditions. Pupils will need to read these cards and produce a table which sums up the advantages and disadvantages of these treatments. The last activity is an exam-style question which pupils can complete in silence, once finished they can use the mark scheme to self-assess their work. The plenary task is an anagram challenge, pupils should unscramble the words to identify key words they have learnt on the topic of the eye. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ SoW and for higher tier pupils. 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 an outline of the sorts of stimuli that plants response to - light, moisture & gravity - pupils are asked to think > pair > share why they think that it is important that plants respond to these stimuli. Pupils are then introduced to the term ‘tropism’ and are shown the sort of tropisms plants undergo due to light and gravity. Pupils will then watch a video on this topic and will need to answer questions whilst watching, this work can then be self-assessed once they have finished the video. Pupils will then be provided with posters of information which outlines the role of auxins during phototropism and gravitropism, using this information pupils will need to complete tasks on their worksheet. Once this task has been completed pupils can either self or peer-assess their work using the mark scheme provided. The final activity is an exam-style question which pupils should complete in silence and as an extra challenge they could try and complete it in the back of their books, not using any notes from the lesson. The work can then be self-assessed using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt 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 :)