This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a video on extinction, including an extra challenge task for pupils to come up with a definition of extinction. Whilst students are watching the video they will have a set of questions to answer, once this task has been completed students will self-assess their work using the mark scheme provided. Students will now be asked to ‘Think > Pair > Share’ their ideas about what causes extinction to occur within a species. Students will be given a few minutes to talk about this amongst themselves, before feeding back to the class. The answers will then be revealed using the PowerPoint presentation, students can mark and check their work against this mark scheme. Students will now be given cards of information on the 5 main causes of extinction: habitat destruction, introduction of new species, hunting & fishing, environmental changes & new diseases. Students should summarise this information in their books, writing a few sentences for each cause. In groups, students will be given cards of information on different organisms and the reasons why they are being pushed to extinction. Using this information students will need to complete a table of information to include 5 different organisms which are now extinct. Lastly, students will consider ways in which scientists are trying to prevent extinction. Each student will be given some information about the role of a gene bank, examples include: pollen banks, seed banks, cryobank & a tissue bank. They will then need to move around the classroom, sharing information with each to complete a summary table. This task can the be self-assessed using the mark scheme provided in the PowerPoint. The plenary task requires students to pretend you are a conservationist working for a charity that is trying to stop the extinction of one of the organisms you studied earlier in the lesson. Write a twitter message to your followers to raise awareness of the issues that are critically affecting this organism. 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 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a ‘Think > Pair > Share’ activity which requires students to consider the definition for the term ‘evolution’. After students have had some time to talk about this, their ideas can be shared with the class and the answer can be revealed for students to check and correct their work. This leads into an introduction to the fossil record as means of evidence for evolution, students will then need watch a video on the formation of fossils - during which they will answer a set of questions. Students can now mark and assess their work using the mark scheme provided. Students will now be introduced to the idea of ‘Natural Selection’, they will be told the mechanism by which this works by using the example of girraffes with longer and shorter necks. Students will now be asked to complete a cartoon strip to summarise this process, once this task has been completed students will be able to mark and assess their work using the answers provided in the PowerPoint presentation. The last part of the lesson students will be shown a video on examples of natural selection in action. Whilst watching this video, students will need to answer a set of questions, once this has been completed students can self-assess their work using the answers provided. The plenary task requires students to write three quiz questions to test their peers on 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 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a video on inheritance, students should watch the video and whilst watching this they will answer a set of questions about chromosomes and where these structures are found within a cell. Once this task is complete, students can self-assess their work using the mark scheme provided. Next, students are introduced to the idea of a gene. Students will be given the definition of a gene and will then need to complete a ‘Memory Test’ task which helps students to identify the locations of genes, chromosomes, the nucleus and cell membrane. Students will get a few minutes to study this image, they will then need to recreate it in their books. This task can then be self-assessed using the mark scheme provided. Next, students are shown another image, they will need to use what they have learned so far this lesson to identify the different structures. They can discuss their ideas in pairs before the answers are revealed using the PowerPoint. Students will then need to complete a ‘Who Am I?’ task, - matching the names of structures to the correct description. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Students will now be shown a diagram to depict how fertilisation takes place, a sperm and egg cell meeting, nuclei fuse and genetic material joins together to form an embryo where each body cell (except sex cells) contains 46 chromosomes. Students could sketch a diagram of this in their books. Lastly, students will watch a video on the discovery of DNA by Watson & Crick. Whilst watching the video they will need to answer a set of questions, once this task has been completed students should self-assess their answers using the mark scheme provided. The plenary task is an ‘Anagram Challenge’ - students would need to unscramble a set of words to reveal 6 key words from this lesson. There is an ‘Extra Challenge’ task for students to come up with a definition for each of these key words, the answers to the anagrams are included. 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 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a whole-class task for students to carry out, firstly they are asked to organise themselves according eye colour, then gender and then lastly height. After they have completed this task, students will be asked to ‘Think > Pair > Share’ their ideas about the way in which they organised themselves for these different categories. How did they differ from on another? This leads into an introduction to continuous and discontinuous variation. Firstly, students are introduced to the idea of discontinuous variation as being a type of variation which can be categorised into distinct groups - e.g. eye colour/gender. Secondly, students are introduced to the idea of continuous variation as being a characteristic which can take any value within a range, e.g. height. Students will now be organised into groups and each group will be assigned a characteristic - e.g. handedness, arm length etc. In their groups students will need to complete a survey of the class to collect data from at least 20 people. Once this is complete, students are asked to consider which of the characteristics they have surveyed are examples of continuous variation and which are discontinuous variation. The answers to this task will then be revealed using the answers provided on the PowerPoint presentation. The next part of the lesson focuses on how students should plot graph displaying either continuous or discontinuous variation - histogram and bar chart, respectively. Now students will need to go back to their groups, using the data collected on their characteristic they surveyed they will now need to produce their own graph. Lastly, students will need to complete a worksheet which will assess their knowledge of what they have learned this lesson. This work can the be self-assessed using the mark scheme provided once the task is 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 KS3 Year 8 Science course, specifically the B2 1.3 unit on Adaptation & Inheritance. 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 variation and what it means to belong to a species. Students will then be shown images of four different people and will be asked to note down the ways in which the people are different from one another and why. This will lead into the next PowerPoint slide which shows images of characteristics which are inherited - lobed/lobeless ears, eye colour, natural hair colour. Students can make a note of these in their books as examples. Next, students will be shown images of characteristics which could be due to the environment - weight, tattoos/scars, piercings, strength. Students will now focus on inherited variation, they will be asked to think about their own characteristics and then compare this to a family member - parents/grandparent. Students should then complete a mind map of the characteristics they have inherited from different people, e.g. I have inherited my eye colour from my Dad. If complete, there is an ‘extra challenge’ question for students to consider why they are not identical to either one of their parents. Next, students will be shown examples of environmental factors which lead to certain types of environmental variation. For example, where you grow up and the football team you support. Students will then need to complete a task which requires students to match the correct environmental factor with the correct type of environmental variation. This task can then be marked and assessed using the mark scheme provided once complete. The last task requires students to consider a world in which there is no variation, where everyone looked the same as one another. Students will then need to describe the advantages and disadvantages of this world and explain whether it would be a world they would like to live in. The plenary task requires students to spend a minute talking the person next to them about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 unit on Adaptation & Inheritance. 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 a video, students will watch the video and they will need to note down the ways in which animals cope with changes in seasons. After students have watched this video, they can then mark and assess their work using the mark scheme provided. Students will now be shown a photo of a snowshoe hare in the winter and in the summer, students should ‘Think>Pair>Share’ their ideas about why the hare changes its coat between the summer and winter, what advantage is this to the hare? After students have had chance to discuss their ideas, the answer can then be revealed so students can check their work. Next, students will be given some information and data about Jack Rabbits and Coyotes. Students will need to use the image of these organisms (on the board) and the data to answer a set of questions. Once students have completed this task, the work can be self-assessed using the mark scheme provided. This leads into the next part of the lesson on predator-prey relationships, students will need to fill in the blanks on a worksheet which describes the changes which occur to predator and prey populations as one increases/decreases. The paragraph summarises the interdependence between predator and prey populations. Lastly, students will watch a video on the types of threats organisms may face in their natural environment and how organisms cope with these. Students will be asked to summarise the ways in which organisms cope with a changing environment whilst they watch the video. Their work can then be marked and corrected using the mark scheme provided on the PowerPoint presentation. The plenary task requires students to write a twitter message about what they have learned today, including #keywords. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 unit on Adaptation & Inheritance. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a ‘Think > Pair > Share’ task, students are asked to consider how to define ‘competition’. After a short discussion, the correct definition will then be revealed so students can take notes of this in their books. Next, students will be given a set of resources which animals/plants compete for, students will be asked to sort these resources into columns, either those that animals compete for, those that plants compete for or those that both animals and plants compete for. Once this task has been compelted, students can self-assess their work using the mark scheme provided. Next, students will watch a set of videos on competition between animals and plants, whilst watching the video they will need to complete a table for information to include - a resource - how organisms are competing for this resource - an explanation of how it is competing for the resource successfully. The work students have completed at the beginning of the lesson can then be summarised by a fill-in-the-blank activity, students should complete this in their books and it can then be marked and assessed using the answers provided. The second part of the lesson will focus on adaptations, students will firstly watch a video on adaptations, whilst watching the video they can answer a set of questions. The answers to these questions are included so students can assess their work once it is complete. Lastly, students will read through information stations around the room, which list adaptations of organisms which live in colder climates, warmer climates and dry climates. Students will need to complete a worksheet using these information sheets. The plenary activity requires students to come up with a set of three quiz questions to assess students knowledge of what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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 1.2 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 two images, both of ecosystems, students are then asked to discuss their ideas of what the definition of an ecosystem could be. The answer is then revealed so students can check their answers and correct if necessary. Students are now given a list of key words, whilst watching a video on ecology students should try to write a definition for each of these key words. This task can be self-assessed using the mark scheme provided once complete. Next, students are shown images of three different species of woodpecker - Green Woodpecker, Greater Spotted Woodpecker and the Lesser Spotted Woodpecker. Students can each be given a woodpecker name, they then need to come up with a survival strategy - how will they survive in the same habitat as each other? The ideas from the classroom can be noted down on the board for everyone to see. The PowerPoint can then reveal that each of the woodpeckers feeds in a different part of the woodland ecosystem. This leads into the definition of an ecological niche - as a particular place or role that an organism has within the ecosystem. The next activity requires students to watch a video on ecological niches of organisms living in a watering hole ecosystem, students will need to note down the niches they observe whilst watching the video. This task can then be marked and corrected using the answers provided on the PowerPoint once it is complete. The final activity requires students to complete a paragraph by filling in the blanks, in order to summarise what was learned this lesson. The mark scheme for this task is included so students can self-assess their work. The plenary activity requires students to complete one of the sentence starters included 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 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 a diagram of a food chain, showing how energy is transferred from organism to organism and a definition for the term ‘food-chain’. This is then followed by a question, asking students to identify which of the organisms is a producer, a consumer, a herbivore and a carnivore. Students can discuss with their partner before feeding back to the class, the answers are then revealed and students can self-assess their work. Next, students are given a match-up activity whereby they need to correctly match the type of organism (producer, primary/secondary/tertiary consumer) with the correct description and example. This task can be self-assessed using the mark scheme included once it is complete. Students will now be given a selection of organisms - plant, aphid, hawk, vole, ferret, moth larva - using these organisms they will need to construct their own food chain, including labels and arrows. An example answer is provided for pupils to check their work, other examples could be made using the animal selection provided. Next, students will focus on energy losses through a food chain. Firstly, students will be told that energy can be lost from animal to animal along a food chain, students should then ‘Think > Pair > Share’ their ideas about why this happens. The answers can then be revealed using the PowerPoint presentation, students can check their answers and correct their work if necessary. Lastly, students are introduced to the idea of a food web - giving an example of a marine food web. Students are then asked a set of questions about this food web, students can answer these questions in their books before self-assessing them using the mark scheme available. The plenary task will then require students to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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. This lesson begins with a ‘Think, Pair, Share’ task for students to discuss amongst themselves - ‘Why can’t muscles continiously carry out aerobic respiration?’ After a short class discussion, the answer to this questions can be revealed to the class. Students will then complete a fill-in-the-blank task to summarise what they have learned about anaerobic respiration so far, this work can be self-assessed using the mark scheme provided. Students will now watch a video on anaerobic respiration, whilst students are watching this video they will need to answer a set of questions. This task can then be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now look at how anaerobic respiration is carried in different organisms, particularly plants and yeast, focusing on the importance of anaerobic respiration in yeast for food production. Next, students knowledge of aerobic and anaerobic respiration is assessed using a true or false activity, this task can be marked and corrected using the answers provided on the PowerPoint. The last activity is a set of exam-style questions, students can use their knowledge from this lesson to answer this set of questions in their books. This work can then be self-assessed using the mark scheme provided. The plenary activity requires students to come up with a list of questions for a list of answers which are provided for them in the plenary. 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 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction of the process of aerobic respiration including the word equations that pupils will need to learn. Next is a video, pupils will need to answer questions whilst watching the video, once it is finished they can self-assess their work using the mark scheme provided. Pupils will now have a recap of the different structures of an animal and plant cells, they will be required to label a diagram of an animal and plant cells. Once this task is complete, students can self-assess their work using the mark scheme provided. Students will look specifically at the ultra-structure of the cell and which parts are important for respiration, this activity is a match up activity that pupils can complete and then mark. Students will then be given a piece of information on how oxygen and glucose gets into cells, using this information students will need to answer a set of questions. This work can then be self-assessed using the mark scheme provided in the PowerPoint presentation. The plenary task requires students to spend a few minutes talking to each other about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.3 Ecosystem Processes. 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 a list of minerals that plants need to survive - magnesium, phosphates, nitrates and potassium. Students will need to ‘Think > Pair > Share’ their ideas about how plants receive their minerals. After a short class discussion, students will be shown a diagram which demonstrates how mineral ions are taken up by the plant. Students will now watch a video, this video will go through some of the symptoms of different mineral deficiencies. Whilst watching the video, students will need to note down these symptoms. This task can be marked and corrected against the mark scheme provided once complete. The next part of the lesson will focus on farming methods, students will each be given a different bit of information on a method employed by farmers to increase crop yield. Students will need to walk around the room to share information on these methods in order to complete a summary table. This can then be self-assessed using the mark scheme provided on the PowerPoint. Lastly, students will now design and complete a pamphlet of information for farmers to help them decide which type of minerals their plants may be deficient in, this should include images of a healthy plant as well as unhealthy plants depicting various mineral deficiencies. The plenary task requires students to write a Whatsapp message to a friend, explaining 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 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with an introduction to food chains, students will need to know the definition of the a producer and consumer. They are firstly asked to ‘Think > Pair > Share’ their ideas of a definition, before the answers are revealed. Next, students are introduced to the process of photosynthesis, a description of the process is included, as well as a list of the raw materials needed for photosynthesis to occur. Students will now watch a video on photosynthesis, during which students will need to answer a set of questions. This task can be self-assessed using the mark scheme provided. Next, pupils will complete a progress check on what they have learned so far this lesson. Students will need to complete a set of questions in their books, these are exam-style questions which can be marked and corrected using the mark scheme provided. Lastly, students will now watch another video on photosynthesis, with a set of questions that pupils need to answer about the theories surrounding photosynthesis over time. The very last activity require students to complete a sentences link-up task, to summarise what students have learned this lesson. This work can be self-assessed using the mark scheme provided. The plenary requires students requires students to either write a twitter message to summarise what they have learned or complete a set of five quiz questions. 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 1.2 Ecosystem Processes. 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 a recap on the different organs of a plant – students should be able to name and correctly label the stem, leaves, flower and roots. Students will also need to correctly identify the function of each of these organs, this task can be self-assessed using the mark scheme provided. Students will then watch a video on leaves and the structure of leaves, students will need to answer a set of questions whilst watching this video. This work can then be self-assessed using the answers provided on the PowerPoint. The next task requires students to complete a worksheet which focuses on the adaptations of the leaves, this work can be self-assessed using the mark scheme provided once complete. The last activity then requires students to complete a worksheet which focuses on labelling structures and functions of a leave, this involves filling in boxes which surround a diagram of a cross-section of a leaf. The plenary task then requires students to ‘pick a plenary’ – students can either summarise what they have learned in three sentences or write a definition of 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 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 a question for students to consider - ‘How does alcohol affect your body?’ Students will watch a video which runs through some of the affects of alcohol on the body, whilst watching students should complete a mind map of their ideas. This task can then be self-assessed using the mark scheme provided. Students will now be provided with some information on alcohol and how this affects your body, particularly focusing on the brain and liver. Students will then complete a fill-in-the-blank task to summarise what they have learned so far, this task can then be self-assessed using the mark scheme provided. Next, the lesson will focus on the affect of pregnant women drinking whilst they are pregnant. Students will watch a video on this topic, whilst watching the video they should answer a set of questions. The answers to this task are provided on the PowerPoint, students can use this to self-assess their work once it is complete. Laslty, students are provided with some data on death rates due to alcohol-related diseases. Using this data students will be required to answer a set of questions, this work can then be marked and corrected using the mark scheme provided. The plenary task requires students to write a list of key words that students 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. The lesson begins with a question for students to ‘Think, Pair & Share’ with the class - ‘What do you think the most used drug in the world it?’ After a short class discussion, the answer will then be revealed as coffee! Students are now introduced to definition for drug, as well as explaining the difference between medicinal and recreational drugs. This then follows into a task whereby students should complete a mind map of reasons why people might want to take drugs. Their answers can be checked against the mark scheme which is provided on the PowerPoint. On the next slide students are provided with a more comprehensive explanation of the differences between medicinal and recreational drugs. The next task will then require students to sort a list of drugs into two columns - medicinal vs. recreational. This task can then be self-assessed using the mark scheme provided on the PowerPoint. Next, students are provided with some information about the differences between addiction and dependency. Students should answer a set of questions using this information, once complete this task can then be self-assessed using the mark scheme provided. Lastly, students will look into the use of performance-enhancing drugs in sport. Students will each be given a statement which is a viewpoint on the use of such drugs in sporting events. A class debate could the be organised for people to relay their viewpoints, whilst this is occurring students can write down arguments for and against drugs in sport within a summary table. The plenary task requires students to complete an exit card which included three things learned this lesson, five key words and one question to test their peers on 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 :)