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 This lesson starts with a think > pair > share task for pupils to discuss some questions about muscle, after a short class discussion you can the answers to these questions and talk them through with the students (all on the PowerPoint). Next pupils can sum up what they have learnt so far by completing a fill in the blank task, which then can be self-assessed. Now pupils will be given cards of information about how heart rate, breathing rate and concentrations of glycogen change during exercise and most importantly, why these response occur. Pupils can read their information card in pairs and using this they can fill in the table in their books. This activity is likely to take 15-20 minutes, once finished they can self-assess their work using the answers provided. A mid-plenary task will quickly assess students knowledge of what they have learnt so far, then the final activity is a 10 mark exam-style question. You could allow pupils more time to answer these questions or for higher ability set a 10 minute timer and request that they complete in silent, exam conditions. The mark scheme is provided for pupils to mark their own work. The plenary task is a 4-mark exam question with mark scheme provided. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a resource which contains all of the learning outcomes for the new AQA GCSE Biology 'Organisation' 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 on 'organisation' 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 task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Cells’ 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 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 Combined Science: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 The lesson begins by students thinking about the raw materials needed for plants to photosynthesise and which factors might limit the rate. The three factors which students will need to learn about are then revealed - carbon dioxide, light intensity and temperature. Three limiting factor graphs are then shown for each of these factors and students need to have a go at explaining what the graphs are showing, as a class discussion. Pupils will then need to complete a fill-in-the-blank task and self- their assess their work using the answers provided. Next pupils are shown a green leaf and a variegated leaf and are asked to think>pair>share which leaf they believe will have a higher rate of photosynthesis, and why. This then leads to pupils learning that less chlorophyll means less photosynthesis will take place, which could lead to stunted growth. The next part of the lesson focuses on pupils being able to use practical equipment to set up an investigation which measure the effect of light intensity on rate of photosynthesis. Pupils will firstly be given some images of equipment they could use and are asked to come up with a potential method for this investigation. After this pupils are then shown a video where they have to answers questions about the variables in this investigation and finally they are given a set of results to plot data and analyse it. The plenary is a silent 5 task where pupils need to answer questions about what they learnt this lesson on their own in their books. All resources are included either at the end of the presentation or as a separate file. 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 meets specification points within the NEW AQA GCSE Trilogy 'Cells' Sow. Other lessons designed for the new 'Cells' SoW and other new Trilogy Biology and Physics SoW can be found in my TES shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by identifying the purpose of mitosis - growth and repair. Pupils will then be given a double-sided worksheet, the first side corresponds to the first 5 mins 51 seconds of the video included in the PowerPoint slide. Pupils will need to watch the video and answer the questions on the sheet, they are in order but for lower ability classes you may want to stop the video and guide pupils through the work. Self-assess this work using the answers provided in the PowerPoint before moving on with the video. The next part of the video guides pupils through what happens during Mitosis - Prophase, Metaphase, Anaphase, Telophase. Pupils have diagrams of the the processes on the back of their worksheet, they will need to use the video to name the stages and describe what is happening. Self-assess work using the answers that are provided in the PowerPoint. The next activity, pupils are given real images of a cell going through mitosis and descriptions of the stages, they need to cut and stick the stages and the pictures in the correct order to complete a flow diagram. Pupils peer or self-assess their work using red/green pens. **Past-paper question provided as an extra activity for higher-ability pupils - pupils answer the question in their books and peer-assess using the mark scheme** Plenary - pupils write a text message or a tweet to their friend to tell them what they have learnt about this lesson. All resources are included, as well as mark schemes for when pupils self/peer-assess their work. Please leave a review with feedback :) thanks!

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 are firstly asked to come up with a food chain for humans eating rice, then humans eating chickens and to consider the differences in energy efficiency between the two. This then leads onto the second slide which explains how shorter food chains mean more efficient food production. The second task is for pupils to think > pair > share ideas about methods farmers could employ to ensure animals gain new biomass at an efficient rate. Once pupils have written their ideas down in their books the answers can be revealed on the PowerPoint, students can check their work against the answers and correct anything they need to. The methods listed on the PowerPoint have disadvantages, pupils should then have a short discussion in pairs of what these negatives are before they are revealed. The next part of the lesson focuses on fish stocks, students are given some information and are asked to consider how we might sustainably manage fish stocks. Once students have some to discuss as groups and then as a class, pupils are given a set of questions they will need to answer whilst watching a video. Once this is complete students can self-assess their work. The last part of the lesson focuses on biotechnology in food production. Students will be given some information sheet in their groups and should use this information to answer a set of questions, once pupils have completed these questions they can self or peer-assess their work using the mark scheme provided. The very last task may be more suited to higher-ability classes. Pupils will be given a set of jumbled up sentences, students need to place the sentences in the correct order to describe the process of making mycoprotein, students can assess their work once complete. 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 students considering in pairs/groups the names of different methods of contraception they have already heard of, they can create a mind map in their book which can then be checked against the list provided. Pupils will then watch a video which runs through some of the types of contraception out there and their pro’s and con’s, pupils will need to watch the video and note down as many advantages and disadvantages of these methods of contraception as they can. This task can be self-assessed using the answers provided. In the next activity pupils will be given a card sort in pairs or in groups, they will need to read through the information on methods of contraception and complete a table to summarise how these methods work or prevent pregnancy as well as their advantages and disadvantages. The next part of the lesson looks at the history of contraception, pupils will watch a video about Margaret Sanger - a progressive nurse in New York during the early 20th century. They will need to answer questions whilst watching the video, once finished their answers can be checked against the mark scheme provided. The final task is a ‘quick check -silent 5’ task, pupils will need to answer the summary questions about what they have learnt this lesson into their books. The plenary activity is for pupils to summarise what they have learnt this lesson in three sentences, using the list of key words that have been 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 ‘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 by introducing pupils to the definition of a clone and outlining the different cloning techniques they will learn about in this lesson. Pupils will firstly learn about two techniques used to clone plants - cuttings and tissue culture. Pupils will learn about these two techniques and will need to complete the correct descriptions on a diagram demonstrating the steps involved with taking plant cuttings. Once this is complete the work can be self-assessed. The second part of the lesson focuses on adult cloning. Firstly pupils are talked through the process of embryo transplants using a diagram. Pupils will be provided with a worksheet with a flow diagram of the embryo transplant process but missing statements to describe the process. Pupils will need to choose the correct statements to go in these boxes, this work can be assessed using the answers provided once complete. Adult cell cloning is the other example of an animal cloning technique pupils will need to describe. Firstly, pupils will watch a video about Dolly the sheep and the adult cell cloning process, using this video they will need to answer some questions. This can be checked against the answers which will be provided. For the next activity pupils will be provided with the diagram of the sequence of events involved in the adult cell cloning process, pupils will be required to fill in the blanks to complete the descriptions of the steps involved. Once completed pupils can use the mark scheme to assess their work. The final activity focuses on the risks and benefits of adult cell cloning, pupils will be given a list of opinions about this cloning technique and they will need sort them into advantages/disadvantages in their books. The plenary activity is for pupils to pick a task: either write a twitter message about what they have learnt this lesson or unscramble anagrams to spell out 5 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 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 starts with a recap from the previous lesson showing gametes fusing during fertilisation and the changes in chromosome numbers. The first task is for pupils to watch a video and answer a set of questions whilst they are watching, once the video is complete they can assess their work using the mark scheme provided. Pupils will then be given a worksheet with a diagram of meiosis occurring and statements where pupils will need to fill in blanks to complete the correct steps in the process. Pupils can assess their work using the answers provided. Pupils will then be shown the different between diploid and haploid cells and how this can be depicted in a diagram, they will be shown the changes that occur going from two haploid gametes to a diploid zygote. The next activity is for pupils to sort statements into two columns - mitosis or meiosis. Once this activity has been completed pupils can mark their work using the answers available. Pupils will now complete a quick check, pupils will answer questions about the topic of meiosis into their books. For higher tier pupils they can be challenged by completing the questions at the back of their books without using their notes. Once completed the work can either be self-assessed or peer-assessed. The final activity is an exam-style question which higher ability pupils can complete at the back of their books, this can then be assessed usng the mark scheme provided. The plenary activity is for pupils to pick a plenary between summarising the work from the lesson in three sentences or writing a definition for a set of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This 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 think > pair > share task asking pupils to consider the different ways in which males, females or both could potentially find difficulty in conceiving a baby. Images are shown in order to prompt students to think about the anatomy of the male and female reproductive system. Answers will then be provided, pupils can check their ideas against those shown on the PowerPoint slide and red-pen their work. The next task is a fill-in-the-blank task on the role of FSH and LH during fertility treatments, pupils will need to consider the job of these two hormones in a healthy woman (covered during the menstrual cycle lesson) and then summarise how these hormones are used in fertility drugs. This work can be assessed using the answers provided once complete. The next part of the lesson focuses on how in vitro fertilisation works, pupils will be shown diagrams and descriptions of the stages involved with this process. Extra challenge questions are provided at the bottom of the worksheet should some students complete their work quickly. Pupils will then need to complete a worksheet o summarise these steps, once completed this work can be assessed using the mark schemes provided. Finally, students will need to consider the advantages and disadvantages of IVF. They will be given some information, one between two, they will need to use this information to summarise the pro's and con's of IVF. For the last task pupils will be given opinion cards in groups, they should read out the opinion cards and discuss which one's they agree with and why. They should then write a conclusion of their own opinions on IVF in their books, using as many valid scientific points as possible. The plenary task is for pupils to write a twitter message about what 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 :)

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.

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 ‘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 looking an organism - a cat- and asking pupils to think about the types of stimulus the cat might respond to in it’s environment, plus which organs it needs to sense these stimuli. Pupils will brainstorm their ideas and then self-assess their work once the answers are revealed, additionally they will answer an exam question on this topic. Next, pupils focus on the effectors and their role in the nervous system. Pupils will be provided with a description of the role of muscles and glands as effectors and will then need to complete an exam question to assess their knowledge, mark scheme provided for either peer or self-assessment. The next part of the lesson will focus on neurons, firstly a diagram of a neuron cell is shown and pupils need to think about how this cell is similar and different to a normal animal cell. Pupils may discuss this in pairs and try and come up with an answer before the mark scheme is revealed. Sensory and motor neurons are now introduced via an animation, pupils can look at the pathway the electrical impulse travels as it moved around the nervous system. Pupils will use this to then copy and complete a summary to describe this process, when completed this can be self-assessed. The final activity is for pupils to copy and complete a table to sum up the main functions of each part the human nervous system either by using a card sort or by putting the statements on the board. This can then be peer or self-assessed when complete 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 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 ‘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 lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ 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 where pupils will need to discuss the definition of ‘competition’. After revealing the definition for competition within the ecology context, pupils will then need to think about the types of resources that plants and animals compete for. They will be given a set of resources, they will need to sort these resources into two columns – those that animals compete for and those that plants compete for. Once this task is complete pupils can self-assess their work using the answers provided on the PowerPoint slide. In the next activity pupils will need to draw a table in their books and they will watch a video on competition in a variety of organisms. Pupils will fill in their table by identifying the organism and then describing how it competes for the resource/s that it needs. Pupils will then be asked to think about why animals and plants may want to avoid competition, pupils can discuss with their partner and write their answers in their books. The answers can be revealed using the PowerPoint slide. Pupils can mark and check their work. The focus of the next part of the lesson is for pupils to consider how plants might avoid competition with other plants, pupils are asked to look at some pictures showing how plants avoid competition and students can discuss in pairs what they think the pictures are demonstrating. The answers to this task can then be revealed and pupils can check their answers, making any corrections where necessary. The final task is an exam-style question on competition, pupils will answer the question in their books and can then self-assess their work using the mark scheme provided. The plenary task is for pupils to summarise what they have learnt in three sentences, trying to use as many key words from the key word list 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 This lesson starts by pupils discussing what they think might be some differences between primary and secondary sexual characteristics in males and females. Once they have brainstormed their ideas and you have carried out a short classroom discussion you can identify the differences between these two sets of characteristics. The next slide provides students with a long list of statements describing secondary sexual characteristics of both males and females, pupils will need to sort the statements into two columns - male female - some will go into both. Once finished pupils can assess their work using the answers. Now pupils will look at the structures found in both male and female reproductive systems and the roles they play. Pupils will be shown a diagram to demonstrate these parts and then pupils will be given a blank worksheet and a set of jumbled statements, they will need to match the structures to the correct part on their diagram. This work can then be assessed to check they have correctly matched the organs and functions. Pupils will now watch a video introducing the menstrual cycle, using the video pupils will need to try and write a describe the roles each of the female hormones - oestrogen, progesterone, FSH, LH - plays in the menstrual cycle. If pupils weren’t able to get down a detailed answer they can mark and correct their work using answers provided. The final activity is an exam-style question, along with the mark scheme to check 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 :)