This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the term ‘interdependence’ - students are given the defintion for this term. They are also asked to think of ways in which animals and plants depend on each other within an ecosystem, students can brain storm their ideas in their books. The answers will then be revealed using the PowerPoint presentation, students should check and correct their work. The next part of the lesson focuses on how changes in an ecosystem can affect animal populations, students will be asked four questions which they should discuss with their partner before writing their ideas down on a piece of A3 paper. The answers to these questions will then be revealed using the PowerPoint, so students can self-assess their work. Next, students will be shown a food web from a marine ecosystem and students will need to answer a set of questions using this food web. The questions focus on what will happen to certain animal populations if others increase/decrease/are wiped out. Students can answer these questions in their books, they can then self-assess their work using the answers provided. Students will now be given a set of information on stable communities. Students should read the piece of information and using this will need to answer a set of questions. The answers can be self-assessed using the mark scheme provided in the PowerPoint. Lastly, students will read an article (link included) on bioaccumulation in killer whales. Students should read the article and try to come up with a definition for the term ‘bioaccumulation’, once students have had a go at this task, the correct definition for this term will be revealed so students can self-assess their work. The plenary activity requires students to write three quiz questions based upon 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 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 images of people who are obese, underweight or have a vitamin deficiency (e.g. rickets). Students are asked to ‘Think > Pair > Share’ their ideas about whether these people are malnourished or not? Students should have a few minutes to discuss their ideas, before sharing the class. The PowerPoint then moves on to identify that each of the individuals are malnourished, as they are either taking on too much/too little nutrients. Students are now asked to consider how people might lose weight, students can create a mind map in their books. Once students have had a chance to discuss their ideas with the class, some ideas can be revealed so students can mark and correct their own work. This then follows into a ‘copy and complete’ task, where students should complete a set of sentences to summarise what they learned so far this lesson. This work can also be self-assessed using the mark scheme available. Students should now complete the mid-lesson progress check, which is a ‘true or false’ activity. Students are given a set of statements, they should indicate using mini whiteboards/write down their answers in their books, the answers can then be revealed for students to check their answers. Next, students are given a task which allows them to work out how much fat they are eating each week. Students can consider a list of statements, identify how many apply to them and add them up to give a rating out of 5, the higher the rating the more unhealthy their diet is. Lastly, students are asked to write a letter to a person who is overweight/obese to give them some information about the health problems which are associated with being overweight and explain some methods which they could employ to help them to lose weight. The plenary task is an anagram challenge, students are given a set of anagrams which are words associated with 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 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 some facts and figures about the rates of smoking around the world, how many cigarettes are smoked daily and the different chemicals found in cigarette smoke and which of these are linked with disease. Students will now watch a video on the chemicals found in cigarette smoke and the damage these chemicals can do to the body, whilst watching the video students will need to answer a couple of questions. The answers to these questions are then revealed using the PowerPoint, students can self-assess their work. Students will now watch another video on smoking and the effect on your health, students will be given a set of questions that they will need to answer using the video. Once this task is complete, students will self-assess their work using the mark scheme provided. The latter part of the lesson involves an activity whereby students will be given a worksheet of questions, there will be information posters placed around the room which students will need to use to answer questions on their worksheet. The mark scheme for this task is included in the PowerPoint presentation for students to peer-assess their work with their partners. Students will then need to complete a ‘feedback quadrant’ of their partners work, this includes a positive comment, something they missed out which should have included and a question to test their understanding of the lesson content. The very last task requires students to read a graph of information on the death rates due to different smoking-related illnesses. Students should answer the set of questions using the data, this task can then be self-assessed using the mark scheme provided. The plenary requires students to write three sentences to summarise 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 AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a starter discussion to review materials from the ‘biological molecules’ module. Students are then asked to begin thinking about types of cell by having a ‘think > pair > share’ discussion to define eukaryotic cells and their features. They can compare their answers to the diagram on the next slide which outlines of the main features of eukaryotic cells. The first task of this lesson is for students to fill in their worksheet using information cards about each organelle. Students should synthesise the information, not just copy it into their worksheet. The worksheet and information cards are available at the end of the slideshow. Using their mini whiteboards students are then guided to identify some photomicrographs from scanning and transmission electron microscopes. They should identify if the photomicrograph was taken by a scanning or transmission electron microscope, and bonus points if they can name the organelle! Students are then given another worksheet task to fill in the blanks and can self-assess using the following slide. The plenary task is to write a tweet about what they’ve learned! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! To begin this lesson on the methods of studying cells, students will review previous lessons by discussing the nature of water and the reasons water is important to living organisms. Students should also discuss the properties of ATP and the importance of those properties. Students will then learn some of the basics of different microscopes. The slides then explain magnification and resolving power. To prepare students to calculate total magnification, the students will work through a review slide on units of measurement then practise some unit conversions on their mini whiteboards! The next few slides define total magnification and explain how to make sense of the actual size of a specimen. The previous exercise on unit conversion will be helpful here! A final example is shown before students are given a task with two magnification questions to complete in their books. They can self-access to the following slide. Students can then complete an included worksheet on magnification calculation, answers are available on the next slide for self or partner-assessment. The attached Magnification Questions sheet also includes worked answers. To explain cell fractionation students will watch a quick video then answer a few questions. The stages of cell fractionation are then set out in detail on the following slides, extra thoughts can be found in the notes below the slides. Students can then complete a grid activity to demonstrate each stage in their books. The plenary task is to create quiz questions to test their peers on the methods of studying cells. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the human immunodeficiency virus begins with a starter discussion on immunity and vaccination. Students should discuss the features of a successful vaccination program, and why vaccination cannot often eliminate a disease. Students are then introduced to the structure of HIV and its function as a retrovirus. To explain the infection process students will watch a short video while answering questions in their books. Answers are available on the following slide for self-assessment. The next task is a worksheet for students to label and correctly describe each stage of HIV infection and replication. They can self-asses to the next slide. Students will then discuss the process by which HIV causes the symptoms of AIDS. The following slides explain the function of antibiotics and explain why these are not suitable for treating viruses. In order to introduce the ELISA test, students will watch two short animations and answer questions in their books. Answers are on the following slide for self-assessment. They should take thorough notes in their book, on two diagrams of indirect and direct ELISA. The plenary is to write a tweet demonstrating their learning, including #keywords! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the human gas exchange system begins with a review of gas exchange in plant leaves and insects, and the adaptations each have made in order to reduce water loss. The first task is to fill in the blanks in a paragraph describing gas exchange in mammals, particularly humans. Answers are on the following slide for self-assessment. Students are then introduced, slide by slide, to the features of human’s gas exchange system including the nasal cavity, trachea, bronchus, bronchioles and alveoli. Each slide has a diagram, description of the feature, and explanation of its role in gas exchange. The next task is to list the features of the efficient gas-exchange system in humans, at the epithelium of the alveoli. The adaptations of the alveoli are then expanded upon over the next few slides. Students will use the included worksheet to describe the on the ways which surface area, a permeable barrier, a thin barrier and maintenance of diffusion gradient make for efficient gas exchange. The plenary for this lesson is an anagram challenge! Students can uptake an extra challenge and define each unscrambled word as well. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a 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 lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Scaling up’ 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.

This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work. 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 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 ‘Organisation’ 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 homework activity is designed for the KS3 Science Course, specifically Year 8 B2.1 Module on ‘Health & Lifestyle’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, 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/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, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)

This homework activity is designed for the KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This activity contains a set of differentiated questions, 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/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, a full explanation of how I do this is included. Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com 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 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 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 First of all students are asked to consider why not all of the light that falls onto a plant will be used in photosynthesis. Students can think > pair > share their ideas in their books. Once complete the following slide goes through the possible ways in which light energy can be lost before it used to make new plant biomass. Students will listen and then need to fill in the blanks on a paragraph detailing these processes. Once this task is complete students can self-assess their work. Students are then shown a simple food chain and asked to think about how biomass could be lost at each stage in the food chain. Pupils can discuss their ideas and create a mind map in their books, why isn’t all of the biomass from trophic level passed on to the next trophic level? The next slide reveals some of these reasons, pupils can check their work against the answers. Pupils will then be given a worksheet detailing energy loss and energy transfer criteria, students need to use this information to annotate a food chain to show how energy is lost and how much is transferred to the next trophic level. There are a number of ways in which they may do this but there is a sample answer provided to demonstrate how the student could have completed their work. The last part of the lesson looks at efficiency of energy transfer, pupils will be shown the efficiency calculation and a worked example. Pupils can write the calculation into their books and then use this to answer a set of questions. Once complete pupils can self-assess their work. The plenary task is for pupils to turn to the back of their books and write three summary sentences on 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 :)