This a resource aimed at the new AQA GCSE Biology specification as part of the 'infection & response' unit. This lesson is part of a 12 lesson bundle for the NEW 'Infection & Response' Unit, found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a recap of what makes a good medicine. Pupils are then given a scenario where they have to read some information cards on different medicines and using the information they need to decide which medicine would be the best to treat a bacterial infection. The next PowerPoint slide will go through the difference between antibiotics and painkillers and hopefully students should have chosen the antibiotic as the drug to treat bacterial infections in the previous activity. Next is an introduction to Alexander Fleming, the scientist who first discovered penicillin. Pupils can watch a video on his work and answer questions on a worksheet. Pupils can then peer-assess their work. The next few slides focus on how the growth of bacteria are affected by antibiotics, pupils can then use some data on the growth of bacteria to answer some questions. For the plenary pupils need to choose the correct word to complete the sentences. Other lessons for the NEW AQA 'Infection & Response' unit can be found in my TES shop. Thanks :)

This is a resource for the new GCSE AQA Specification, it meets specification points from the ‘Infection & Response’ unit. This resource contains two shorter lessons or one full lesson on bacterial & viral diseases. Bacterial disease: This lesson begins with pupils considering why death rates due to infectious diseases are now 30% lower than they were in the early 20th century. You will then introduce the three bacterial diseases the students will need to learn about - salmonella, gonorrhoea and bacterial diseases in plants - and ask students to discuss what they already know about these diseases. Pupils will then copy the table from the PowerPoint into their books and they can either read information in pairs or use the information placed around the room to complete the table. You could check the students have recorded all relevant information by self-assessing the work using red pens. For the mid-lesson plenary some statements about bacterial diseases will be read out and pupils can use thumbs up/thumbs down or RAG cards to show whether they think the statement is true or false. This will give you a chance to address any misconceptions. The next activity can be a silent task, pupils complete questions in their books and when finished they should peer-assess using their red pen. The plenary is an exit card (piece of paper) where pupils should write down a topic they feel secure with and an area which they do not feel as secure with. This can be addressed at the beginning of the next lesson. Viral diseases: The lessons starts with a recap on the viral diseases the students would have learnt about a beginning of the unit when covering communicable and non-communicable diseases (see my Health & Wellness lesson). Students can discuss and then a mind map can be brought together on the white board. Pupils then draw a table into their books and use the information around the room to complete the table. This is then followed by a mid-lesson progress check, pupils will answer questions in silence in their books which are then self-assessed using red pen. You can then conduct a game of key word bingo with your students. This works by pupils choosing 6 of the key words from the board and you can randomly read definitions of these key words, if pupils have they key word they should cross the word out. Once all 6 of their key words are crossed out they can call bingo! The plenary is a 3-2-1 recap of the lesson, pupils should write three facts they have learnt, two key words and a question to test their peers knowledge of viral diseases. If there is time at the end of the lesson All of the resources are found within the PowerPoint :)

This is a resource for the NEW AQA GCSE Biology specification, covering specification points within the ‘Infection and Response’ module. For more resources aimed at the NEW AQA GCSE specifications please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This resource contains the PowerPoint for the lesson, the resources are found at the end of the PowerPoint. The lesson begins with considering what is important in a new medicine and what scientists need to think about when developing new medicines. This goes on to define some of the key factors such as safety, efficacy & stability. Next, is an introduction of how a vaccination works, pupils will watch a video and answer questions on a worksheet. Pupils will self-asses their work. Pupils will then complete a cartoon strip of how a vaccination works, trying to use as many key words as possible. Pupils should self-assess their work against correct use of key terminology. The plenary will test the pupils knowledge of their ability to describe how a vaccine works. They will need to turn to the back of their books and describe how a vaccine works, using as many of the key terms as possible. Resources are all found at the end of the PowerPoint. Enjoy :)

This resource is for the NEW AQA GCSE specification on preventing infections, it meets specification points within the 'Infection & Response' module. This resource includes a PowerPoint presentation and all the resources needed for the lesson. This lesson is part of a 12 lesson bundle for the NEW 'Infection & Response' Unit, found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by pupils considering what a communicable disease is, the differences between bacteria and viruses and the mechanisms by which these pathogens spread disease. The next part will be a brief introduction to the work of Ignaz Semmelweis, Joseph Lister and Louis Pasteur and how they have improved our knowledge of pathogens and contributed to the development of methods to stop the spread of infection. Pupils will then focus on the work of Ignaz Semmelweis by writing out some sentence starters, watching a video on his work in hospitals in order to finish the sentences off. Pupils can then assess their work using red pens. The next activity pupils will need to read some information on different disease prevention methods and will need to copy and complete the table shown on the PowerPoint slide. This could be achieved using a circus activity, whereby poster so the information are made and placed around the room for pupils to access. Finally, pupils will then consider some data on the board and use this to explain the difference between a pandemic and an epidemic. All of the resources you need for this lesson are included on the PowerPoint slide, there is also an additional resource of a newspaper article activity on Semmelweis which could be used as a homework activity.

This is a lesson from the NEW AQA specification on defence mechanisms of the body, from the ‘Infection and Response’ module. This lesson is part of a 12 lesson bundle for the NEW ‘Infection & Response’ Unit, found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by recapping on what a communicable disease is and what risk factors can increase the likelihood of a communicable disease spreading from person to person. Students are then given an outline of a human body, they will need to label it with the various different ways pathogens can enter the body. Pupils can then mark and check their work against the examples on the PowerPoint slide. Students then discuss how your body may stop pathogens entering via these various different entry routes and you can use the information on the PowerPoint slide to highlight these various defence mechanisms. Pupils can spend time annotating their diagram to display these defences and peer-assess their work - R/A/G. Next, is the introduction of white blood cells, you can explain their different roles using the diagrams on the PowerPoint slide and by use of the video/animation links. Pupils should then fill in a table of information using as many key words as possible, pupils should self-assess their work to check for the correct use of the key terms. Plenary - past-paper question which I get pupils to complete in silence and hand to me as they leave (exit card). I will then mark and grade it for the next lesson, but equally they could complete and mark within the lesson. All resources are included within the PowerPoint presentation. Enjoy :)

This resource includes PowerPoint presentations for two lessons and it covers all of the specification points for the NEW AQA Infection and Response unit. The first lesson identifies the difference between health and wellness. Pupils will then be introduced to the idea of communicable and non-communicable diseases, they will then determine whether different diseases are either communicable or non-communicable and consider the similarities/differences of the disease within each category. The last activity of the lesson is to produce a mind map of risk factors which could increase the chance of a non-communicable disease. The second lesson will start with recapping on the risk factors which can increase the likelihood of non-communicable diseases and students will need to think about whether specific risk-factors relate to specific diseases. We will also analyse the most preventable threats to health globally. Pupils then answer then ‘Think, Pair’ Share’ on why governments might run ‘keep healthy’ campaigns, what benefit might that be to the government and to it’s citizens. Pupils discuss and then answer questions on this topic. Plenary - recapping on the key words related to these two lessons.

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Bioenergetics’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Pupils will learn about the products made during photosynthesis and how these are used plants. In particular the uses of protein, cellulose, starch and fats & oils. At a higher level pupils will consider the advantages and disadvantages of energy storage molecules such as fats, oils & starch. Pupils will have an opportunity to use information points around the room to complete a levelled worksheet on this topic which will be peer assessed at the end of the lesson. Extension opportunities are available if finished. Once this first activity has been self or peer assessed pupils will then have the opportunity to conduct an experiment to investigate the presence of starch in normal and variegated leaves. The last activity pupils will complete are two exam-style questions on the topic of the lesson, this can then be self-assessed. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This a revision lesson aimed at AQA B1 Core Science topics on nervous and hormonal control. Pupils begin the lesson looking at the differences between nervous and hormonal control and assessing their current knowledge on the topics by looking at a set of learning objectives and marking them green, amber or red. Students then go on to complete a revision worksheet on the topic areas and will then re-assess their ability to meet the learning objectives, hopefully showing progress! The page numbers to help the students complete the work are on the sheet, these page numbers are specific to the green Science A text books for the AQA course. Pupils will finish the lesson by completing a past-paper question and peer-assessing their work.

A PowerPoint and worksheet aimed at the NEW AQA Trilogy GCSE specification, designed for the 'Organisation' SoW. This is a lesson I used in an Ofsted inspection which received an 'Outstanding' grading. For more lessons designed for the NEW AQA TRilogy Biology, Chemistry and Physics specification please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will recap on the digestive system from previous lessons on tissues and organs and then go on to look at the role of digestive enzymes within the digestive system. Pupils will use posters to answer levelled questions on a worksheet, there is a mini-plenary in the middle of the lesson to regroup and show progress then a final self or peer-assessment of the work completed throughout the lesson. The worksheet resource has three versions, each version contains information on a different digestive enzyme. Students can therefore use each other to compete the table on the first page of the worksheet. The extension sheet and the mini-plenary resources are found at the end of the PowerPoint.

A PowerPoint presentation and resources tailored for the AQA B2 specification whereby students firstly need to analyse their daily energy intake and expenditure and then complete a levelled worksheet by looking at information cards on the ways in which animals and plants can use energy. Students then complete a past-paper question and peer-asses their work. The worksheet for the lesson is attached and the other resources are at the end of the PowerPoint. I laminated these resources to re-use.

This resource was produced for the AQA B2 Cells topic. It highlights the different organelles found in animal, plant, yeast and bacteria cells and the functions of each them. Students will observe posters of information, which I placed around the room, that they can then use to complete a levelled worksheet. Students then peer-assess their work and then complete a past-paper question on the subject.

PowerPoint and task cards aimed at a KS3 class (initially planned for Year 9) to complete a poster, written assignment and a model for a specific area of Science to present in a Science Fair. For each of the task cards a detailed list of requirements for each part of the project is included, with ideas for extension work to earn more points and homework ideas as well. I used this resource straight after my students had completed their end of year test as a fun and engaging activity, when complete pupils presented their projects to the class and I awarded certificates for best written assignment, best poster, best model and best overall project.