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 to meet specification points for the NEW AQA Trilogy Biology specification, particularly the ‘Organisation’ SoW. For more resources designed 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 with a video on breathing and the organs of the respiratory system, pupils are provided with a list of questions which they will need to answer using the information in the video. Once the video is finished they can then self-assess their work using the answers provided. Pupils are then provided with an information on breathing and gas exchange, they are also given a worksheet that they will to complete using the information. For lower ability classes it would be best to read through the information as a class, tag-reading, so that they are more familiar with certain words before starting the worksheet. Once completed the answers provided on the PowerPoint slide mean pupils can either self-assess or peer-assess their work. The next task is a mid-plenary, pupils will need to copy and complete the sentences and then mark their work. The next part of the lesson is on adaptations of alveoli, pupils will copy a table off the board and will each be given a card of information. Either discussing on tables or walking around the room pupils will need to complete their table on the four main features of alveoli which make them efficient gas exchange surfaces. The final activity is an exam-style question worth 6 marks, pupils can close their books and sit in silence to complete this task. Once finished they should mark their work. Plenary task is to write a twitter message about what they have learnt this lesson, including #keywords. All resources are included in the lesson, some are found at the end of the PowerPoint. Please leave a comment if you have any questions, any feedback would be appreciated :)! Thanks!

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 The lesson starts with a set of questions on ionic compounds, pupils will watch a video and answer these questions. Then pupils will be shown a diagram to demonstrate the structure of a giant ionic compound and will be given a set of melting points for a range of ionic compounds, pupils will need to think > pair > share why they think the melting points of ionic compounds are so high. Once students have considered this, a class discussion can reveal some of the students ideas before the presentation moves on and explains why ionic compounds have high melting and boiling points. Students are now given a place-mat of questions, using information from the lesson so far they will need to complete part of it, for lower-ability students they may need extra support such as a text book to help them answer the questions. Once complete pupils can assess their work using the answers provided. The next part of the lesson focuses on electrolysis using ionic compounds, students are shown that only ionic compounds that are molten or dissolved in water are able to conduct electricity. The process of electrolysis is demonstrated to students using an animation . Pupils are then asked to thin > pair > share their ideas on why ionic compounds that are solid cannot conduct electricity. Once some ideas have been discuss as a class, the answer can be revealed on the PowerPoint presentation. Pupils will now complete the remainder of their questions on their place-mat and mark them using the answers provided. Pupils will now be given a set of ions and will need to decide whether they will be found at the positive or negative electrode, this activity can be done as a whole class by pupils holding up answers using whiteboards or in their books. Once completed students can assess their work using the answers provided. The last activity is for pupils to complete a cartoon strip to demonstrate what happens to molten potassium fluoride when it is used to conduct electricity. Part of the cartoon strip is filled in already, pupils just need to add in either diagrams or descriptions, this can also be assessed once complete. The plenary task is a set of answers, pupils need to come up with a set of questions for these answers. 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 This lesson begins with a recap on genes and inheritance with a fill in the blank task, pupils can then mark their work using the mark scheme provided. The first task is on sexual reproduction , pupils will watch a video and will need to note down any facts about sexual reproduction that they can remember from the video. They can then assess their work given the list provided. Pupils will then be given a list of questions and will watch a second video on asexual reproduction, pupils will then need to answer questions about asexual reproduction using the video. The answers to these questions can be assessed using the mark scheme provided. The next activity requires pupils to copy down a flow diagram, filling in the blanks, to show how male and female gametes fuse together during fertilisation and develop into an embryo. This task focuses on chromosome numbers during this process. Pupils will now be provided with a set of jumbled statements, pupils will need to sort the statements into correct columns - they are either describing asexual or sexual reproduction. Pupils can mark their work using the answers provided. The final activity is for pupils to answer an exam-style question on this topic, they can complete this in silence and at the back of their books to challenge them further. This work can then be assessed using the mark scheme. The plenary activity is for pupils to unscramble the anagrams to reveal 6 key words taken from the lesson. The plenary activity is for pupils to summarise the 5 main key words they have learnt that 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 '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 This lesson begins by pupils being provided with the aim of the investigation plus an equipment list, pupils will need to use this to decide what the independent, dependent and control variables of the practical may be. The next slide runs through some of the important details of the practical, using this pupils will then need to write a step-by-step method summarising how they are planning to conduct their investigation, they can work in groups to plan this but must complete their own worksheet. Next, pupil will conduct the experiment to measure the effect of a distraction on student volunteers reaction time. Results should be collected using the worksheet provided, once they have collected their raw data they can use this (as well as the calculation provided) to work out the reaction time for each volunteer in each trial, and a mean can be calculated. Once the second table of results on the calculated reaction times have been filled in pupils can complete their graph of results, this can then be used to write a conclusion using prompt questions provided on the plenary slide of the PowerPoint presentation. 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 aimed at the new GCSE specification, on the topic of ‘Energy’. More lessons from this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils begin by considering what types of objects have a store of kinetic energy and then they can ‘Think, Pair, Share’ - what factors might affect how much kinetic energy an object actually has? The lesson then moves on to show pupils the calculation to work out kinetic energy, you can work through two model questions with pupils on the board. Pupils are then given a table where the calculation is broken down into sections. They are given the mass and the speed of an object, they will need to calculate 0.5 x mass in one column and the speed squared in another - from this they can calculate the kinetic energy. Once complete pupils can assess their work using a red pen. The next part of the lesson introduces how to rearrange the equation and then an activity follows with slightly harder calculations on kinetic energy, where they may be required to use the rearranged equation. Self-assessment of work when complete. **Higher ability students should now have a go at the past-paper question from the NEW AQA GCSE specimen material, they can complete the question and mark their work using the mark scheme provided** The plenary is game of ‘equation bingo’ - the students write 6 equations/words/phrases into their books, you describe their meaning and if students have the correct equation/word/phrase they can cross them out of their book. The first person to cross all of them out correctly can shout bingo! All resources are included in the PowerPoint - enjoy :)

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 This lesson starts by pupils watching a video about the organs and hormones involved in the menstrual cycle, during which time they will need to answer questions on their worksheet. This work can then be red-pen assessed once they have finished. Pupils are then shown a set of diagrams which goes through the steps involved in the menstrual cycle, using the diagrams pupils are asked to discuss in pairs what they think is happening. After a short class discussion pupils will be given the series of diagrams and a set of jumbled statements, they will need to match the statements to the correct diagram to accurately describe what is happening in the menstrual cycle. **For higher ability pupils you may want to just give them a set of key words for them to write their own statements below the diagrams**. To summarise the role of each of the hormones in the menstrual cycle the next activity is a table and a set of key words, pupils need to fill in the blanks using the key words to correctly describe the role of each hormone. This can be assessed using the answers provided in the PowerPoint presentation. The next activity is a true or false activity on what pupils have learnt about this lesson, the plenary activity is a past-paper question on the hormone levels during pregnancy. The mark scheme for both these activities is provided for pupils to red-pen their work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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 a introduction to the development of antibiotic resistant bacteria, this is looked at more closely with a video. Whilst watching the video pupils will need to answer questions, this work can be self-assessed using the marking criteria once complete. Using the knowledge of how bacterial populations develop resistance to antibiotics pupils can complete a cartoon strip to demonstrate how this process occurs. Pictures for each stage will be provided, pupils will be required to complete the captions boxes for each depiction choosing from a list of key words to include. The next part of the lesson focuses on preventing antibiotic resistance, pupils can draw a table in their books and in pairs or in groups will be given some cards of information on the different ways to prevent the development of antibiotic resistant strains of bacteria. Pupils will need to use this information to complete their table. The last focus of the lesson is on the spread of MRSA within a hospital setting and how hospitals have responded to the crisis. Pupils will be given a set of newspaper reports, they should read them through in pairs or in groups and use them to answer a set of questions. Pupils can self-assess their work against the marking criteria once they have completed this task. The final task is a set of exam-style questions on this topic, pupils of a higher ability should complete this task at the back of their book and try not use their notes to help them. Those students of lower ability can discuss the answers with their partner if necessary. Once completed students can use the mark scheme to assess their work. The plenary task is for pupils to come up with three quiz questions to test their classmates knowledge of what they have learnt this lesson. If there is time you could ask some pupils to read out their questions for a mini-quiz at the end of 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 '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 This lesson begins with a recap on the structures and function of the endocrine system, it then moves on to look at the positions of the different glands involved in the endocrine system. Pupils are shown an image of a human body (also can be given as a worksheet) and should discuss in pairs which glands fall into which position on the diagram. After the answers have been revealed, and are then assessed, pupils will now need to discuss the function of each of the glands. From a list of descriptions, pupils should try and match the name of the gland to the hormone it produces, this work can then be self-assessed. In the next activity pupils are required to draw a table and then in groups/per table they are given a set of cards which they then need to sort into the correct spaces on their table to summarise the main role of the hormones secreted by 5 glands - the pituitary, the thyroid, the pancreas, the ovaries and the testes. This work can then be assessed using the answers provided. Pupils can then complete a 'silent 5' set of questions on the topic they have covered so far, they should try and complete the questions on their own but for lower ability groups they may want to try discuss in pairs before answering. The final activity is an exam paper question on hormone levels, once completed pupils can use the mark scheme to mark their own work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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 Pupils will start the lessons by considering why a reflex action is important to living organisms and asking pupils to consider any examples they can think of. After revealing the importance of reflex actions and come examples, the slides then move on to look at the pathway an electrical impulse takes along a reflex arc. Pupils will delve a little deeper into this by watching a video, during which they can answer questions. Once this has been completed they can self-assess their work using the answers provided. This process can also be summarised using a copy and complete exercise. Next, the lesson focuses on synapse, a diagram of a synapse is shown with key details labelled, there is also a link to an animation that can be shown to demonstrate what occurs at the gap between neurons. After this has been demonstrated pupils are then asked to complete some tasks to show their understanding of what occurs at a synapse. The next activity involved a set of statements which are muddled up, pupils need to put them into the correct order to correctly describe the steps involved with a reflex arc. Once this has been completed pupils can assess their work using the model answer provided. The final activity is a past-paper question which can be printed for pupils or they can complete in their own books, this needs to be self or peer assessed once complete. The plenary task is for pupils to pick a task - either to summarise the work from the lesson using a list of key words or for pupils to come up with questions for the list of answers 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 task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW. For more resources designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class. I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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 begins by introducing the effects that too high or too low blood glucose levels can have on a person. This then follows into a couple of slides which outlines how the body is able to keep the blood glucose levels at a constant, firstly students will learn about the role of insulin and then glucagon in controlling blood glucose. Pupils will then watch a video which summarises what they have just learnt, this can then be used to complete a worksheet which runs through the steps involved with either lowering or increasing blood glucose levels. This work can be self-assessed using the answers provided. The next task is a summary table of the key words pupils will have learnt about within this topic, they will need to either identify the key word or a definition. This work can be assessed once they have finished using the answers provided. The next activity is a set of questions on the topic of controlling blood glucose, students should write their answers in full sentences and as an extra challenge could answer this in the back of their books and try not to look at their notes from the lesson so far. The next part of the lesson focuses on diabetes, pupils will firstly watch a video and answer questions about the causes an treatments for diabetes, this can be self-assessed once finished. The second activity is a past-paper question, pupils can answer this in their books and then mark their work using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt today 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 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 begins with an introduction into the sub-atomic particles that make up an atom, pupils will need to fill in a diagram and statements to describe the position of each of these particles. Pupils will then be shown the charges and relative mass of each of these particles for a couple of minutes during a 'memory test' activity, they will then try and copy the information down into their books from memory. Next is a mid-lesson progress check where pupils will need to answer questions off the board in pairs. In the next half of the lesson pupils are introduced to the idea of atomic and mass numbers, they are firstly asked to use their periodic table to identify the atomic and mass numbers of certain elements. This work is self-assessed and then pupils are asked to think about how the number of neutrons could be calculated, once revealed pupils are then given a large table to complete to identify the atomic number mass number, plus the number of protons, neutrons & electrons for the first 20 elements. The plenary task is an exit card where pupils can identify the areas in which they feel confident with this topic and those areas they feel they need more practise with. 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 ‘Rates of Reaction’ 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 to get students thinking about what the rate of a reaction tells us about that chemical reaction. After a short partner and class discussion, the answer can be revealed to the class via the PowerPoint slide. This is followed by a task whereby students need to place a mixture of chemical reactions in order of their speed, getting students to think about which of these reactions might have the fastest rate of reaction. Students are then introduced to the two ways in which scientists can measure the rate of reaction - how much product formed/how much reactant is used up over a given time. Students will be asked to read some information about this topic and then answer questions on it, this work can be self-assessed using the answers provided in the PowerPoint. Students will then watch a video on how to calculate the rate of a reaction using a graph, students can self-assess their answers using those provided in the PowerPoint presentation. Students will then practice these skills by plotting a graph using a set of data, which they will then need to use to answer a set of questions, this can be self-assessed using the mark scheme provided. The next video outlines how students can use a graph to a work out the rate of a reaction at a fixed point, students will answer questions whilst watching the video and then self-assess their work using the answers provided. Lastly, students will again practice this skill by plotting a graph using data provided and then will need to use the graph to work out the rate of reaction at different fixed points. This work can be self-assessed using the answers provided. The plenary task is is for pupils to complete one of a choice of sentences starters, which would summarize 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 ‘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 This lesson begins with a definition of homeostasis and pupils will then need to discuss in pairs the conditions that they think need to be controlled by the body. This leads on to revealing these factors and looking specifically at the way in which water can be lost and gained by the body. Pupils the complete a couple of questions on the topic. Next is a focus on temperature control in the body, pupils need to consider what might happen if the temperature rises too high or falls too low and come up with ideas about how this might affect the body. Having already covered enzymes hopefully they might have some clue about what might happen. You can reveal the answer and pupils then need to complete a small worksheet to summarise these ideas. Next pupils are challenged to think about what parts of our body control our reactions, pupils are asked to complete a challenge which gets them thinking about coordination and they will then write down any organs they think were involved with this process. The nervous and endocrine system are then introduced, pupils will need to copy and complete summary sentences to describe the main structures and functions of these two systems in controlling the body. Pupils will then complete an exam question on the differences between nervous and endocrine control, the mark scheme is provided for pupils to mark their work. Finally pupils look at the role of negative feedback in the body and how this works with the example of temperature control. Pupils will need to sketch a simple graph into their books and use labels provided to demonstrate how this process occurs. Again, the finished diagram is included so pupils can assess their own work. A plenary activity is to complete an exit card listing key words, facts and to pose a question about the work covered 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 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 Pupils will firstly be introduced to guard cells and stomata and how they are able t control the loss of water from the plant, diagrams of guard cells turgid and flaccid will help with this description. Pupils will then be given a set of questions which they will complete using a video, once completed pupils can then assess their work using the answers provided. The next slide shows the process of transpiration, pupils are shown a diagram and then descriptions of each stage in the transpiration process are shown stage by stage. You may need lower ability pupils to copy the stages up off the board in note form first. For higher ability pupils after you have gone through it a couple of times you can move the slide forward and pupils will need to write a description of the process of transpiration using the list of key words and diagram as a cue. After this has been completed pupils will then focus on the factors affecting the rate of transpiration, pupils will each be given a slip of information about a factor and how it affects the loss of water from the plant. Pupils will need to swap information with those around them to complete their table. If pupils do not quite finish this task they can assess their work using the completed table provided in the PowerPoint. The last activity is for pupils to complete exam questions on the topic of the lesson. Pupils will be given 6 minutes as it is worth 6 marks, they should try and complete the question in silence at the back of their books if possible. The plenary task is for pupils to write down 6 key words from the lesson. All resources are included in the PowerPoint slides, please let me know if you have any questions in the comments section and leave feedback if you download and use :) 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 starts with pupils think > pair > sharing some of the advantages and disadvantages of genetic technologies that they have learnt about so far. Following this pupils will watch a selection of videos about genetic modification, pupils will need to listen and write down any advantages or disadvantages they pick up from the videos. For higher ability pupils you could extend this task by asking them to consider the organisations behind the videos and why they may have certain viewpoints. Pupils will then be given a card sort in groups, the cards demonstrate concerns and benefits of gene technologies. Pupils can discuss the information and use it to finish off the table of advantages and disadvantages they started with the previous task. This task can be self-assessed using the mark scheme provided. The next activity requires pupils to complete a newspaper articles on the pro’s and con’s of gene technologies, within the articles pupils must represent the viewpoints of an organic farmer, a charity campaigner, a doctor, an ecologist, a scientist working on a new gene technology. The final activity is an exam-style question. Pupils can complete this in their books and self-assess their work once they are finished. The plenary activity is for pupils to pick a task, either unscramble 5 anagrams to reveal key words or write a summary sentence including a number of key words 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 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 lesson is designed to meet specification points for the NEW AQA Trilogy Specification, particularly for the 'Cells' SoW. For more lessons designed for the new AQA Trilogy GCSE Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a definition for osmosis and defining the difference between solvent and solutes. Pupils are then asked to think > pair > share about what they think a partially permeable membrane might be. In the next activity, pupils are given a definition for concentrated and dilute solutions and are shown three different diagrams, they need to decide whether they are showing pure water, a concentrated or a dilute solution. Now pupils are introduced to isotonic, hypertonic and hypotonic solutions. They are firstly shown what happens to animals cells in each of these solutions using an animation. Pupils will then need to match the type of solution to it's description and also complete a cartoon strip to explain what happens to animal cells in each of these solutions, a list of key words is provided. Students will then think about the importance of osmosis to plants and will need to match diagrams of plant cells in isotonic/hypertonic/hypotonic solutions to the correct description. The last activity is an exam-style question on osmosis, pupils can self-assess their work using the mark scheme provided. The plenary task is for pupils to write 5 summary sentences about what they have learnt so far using the list of key words provided. Thanks for looking :) please leave any feedback if you purchase!