This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ SoW and specifically designed for the higher tier GCSE chemistry students. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with students learning how to calculate the number of moles of a gas when you know the molar gas volume. Students will then work their way through a set of questions using this calculation, for latter questions students will need to rearrange the equation. This work can then be assessed using the answers provided in the PowerPoint presentation. The next part of the lesson focuses on calculating the masses of gaseous reactants and products, firstly students are shown a worked example. The next task is for pupils to watch a video, using which they should answer a set of questions. Once this task has been completed students shoudl mark their work using the answers provided. Using the formula they have learnt whilst watching the video, they should now complete a set of questions on a specific chemical reaction - this required students to calculate the volume of gases produced or the mass of a reactant needed to produce a certain amount of a gas product. This work can be self-assessed using the answers provided in the PowerPoint presentation. The next task is a further set of problems requiring students to calculate the volume of gaseous reactants or products given a balanced symbol equation for a chemical reaction. The last task requires pupils to come up with 4 exam questions on the topic of gas volumes, they should also include a mark scheme for each of the questions. Once they have competed their questions they should swap with the person next to them and complete their partners questions, these can be self or peer-assessed using the mark schemes they have written. The plenary task is for pupils to write a WhatsApp message to their friends to tell them what they have learnt about this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. The lesson begins with a ‘Think > Pair > Share’ task where students are required to discuss sectors which must reply upon efficient and effective instrumental methods of chemical analysis. After a short class discussion, the teacher can discuss the importance of instrumental analysis for environmental and health care sectors. Students will now be shown the difference between qualitative and quantitative methods of chemical analysis. They will then be given a set of statements, students will need to sort these statements into either advantages of disadvantages of instrumental methods of chemical analysis vs. traditional methods. Pupils will need to self-assess their work using the answers provided in the PowerPoint. Next, students will watch a video on flame emission spectroscopy and will need to use information provided in the PowerPoint to answer a set of questions. This work can be self-assessed using the answers provided. Following this, students will be provided with a set of information about this process, they will need to use this information to answer a set of questions. Their answers to these questions can be self-assessed using the mark scheme provided. Lastly, pupils will be shown a diagram showing the results of flame emission spectroscopy tests for different metals. The plenary task requires pupils to write a Whatsapp message about what they have learned during 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 Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson on noble gases starts with identification of the position of these gases with the periodic table and a video to highlight some of the examples and properties of these gases. Once pupils have assessed their work from the questions asked during the video pupils will each be given a card with the name of a noble gas and a description of the everyday uses of this gas. Pupils will be given 15 minutes to complete a table to identify the name and uses of each of the noble gases by walking around the room/talking to each other in groups. Pupils will then complete an assessment task where they will need to identify the name of the alkali metal, halogen or noble gas based on the description. This work can be self-assessed once complete. The final activity is for pupils to follow success criteria to produce a poster which outlines the information they learnt about Group 1, Group 7 and Group 0 elements. To extend this task, you could ask pupils to present their posters or have pupils walk around the room and give WWW and EBI's for each poster. The plenary task is for pupils to summarise their work by writing down 3 facts, 2 key words and 1 question. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a diagram to show how chemical cells/batteries work by relying upon the differing reactivity of metals. Students will then watch a video and will need to answer a set of questions using the information provided in the video, students can then self-assess their work using the mark scheme provided in the PowerPoint. Students will now need to complete an investigation into the potential difference produced by different chemical cells by following the instructions on the practical sheet provided. Pupils will need to record the results of their investigation and write a conclusion on the practical worksheet. The next task is a ‘Quick Check’ to assess students understanding of what they have learnt so far this lesson, pupils will need to complete a set of questions and they can then self-assess their work using the answers provided in the PowerPoint. The last part of the lesson will focus on fuel cells, students will watch a video and using the information provided they will need to ask a set of questions. The answers to these questions are included in the PowerPoint, so students can check their work once this task is complete. Finally, students will be given a set of information on hydrogen fuel cells which they can read in pairs. Using this information pupils will need to produce a table to sum the advantages and disadvantages of using hydrogen fuel cells as an energy source. Students can then check their work against answers provided in the PowerPoint. The plenary task is for pupils to summarise what they have learnt this lesson in three sentences, using key words from the 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 Chemistry GCSE, particularly the ‘Rates of Reaction’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a ‘Think, Pair, Share’ task to get students thinking about what the rate of a reaction tells us about that chemical reaction. After a short partner and class discussion, the answer can be revealed to the class via the PowerPoint slide. This is followed by a task whereby students need to place a mixture of chemical reactions in order of their speed, getting students to think about which of these reactions might have the fastest rate of reaction. Students are then introduced to the two ways in which scientists can measure the rate of reaction - how much product formed/how much reactant is used up over a given time. Students will be asked to read some information about this topic and then answer questions on it, this work can be self-assessed using the answers provided in the PowerPoint. Students will then watch a video on how to calculate the rate of a reaction using a graph, students can self-assess their answers using those provided in the PowerPoint presentation. Students will then practice these skills by plotting a graph using a set of data, which they will then need to use to answer a set of questions, this can be self-assessed using the mark scheme provided. The next video outlines how students can use a graph to a work out the rate of a reaction at a fixed point, students will answer questions whilst watching the video and then self-assess their work using the answers provided. Lastly, students will again practice this skill by plotting a graph using data provided and then will need to use the graph to work out the rate of reaction at different fixed points. This work can be self-assessed using the answers provided. The plenary task is is for pupils to complete one of a choice of sentences starters, which would summarize what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 the three main acids and their chemical formulae - nitric acid, hydrochloric acid and sulphuric acid - students are asked to identify what the three compounds have in common. Students should hopefully identify that they are contain hydrogen atoms. This then leads onto the next slide where students are introduced to the idea of a salt - the compound which forms when an acid and a metal react together. Students are given some information about this reaction and about salts, using this information students will need to answer some questions. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students will then watch a video of a metal reacting with an acid, whilst students watch this video they are asked to write down any observations they make about the reaction, as well as think about what is happening that we can’t see/hear/feel. Students are now shown the word equation for magnesium metal reacting with hydrochloric acid and zinc metal reacting with hydrochloric acid, students are asked to think about the pattern with the products formed from these reactions. Hopefully, students can identify that a salt + hydrogen is formed in each one. Students are now asked to copy and complete a set of word equations for several more metal + acid reactions. This work can be self-assessed once complete. Next, students will conduct an investigation into how different metals react differently with acids. Students will test five metals - copper, iron, zinc, lead and magnesium - with hydrochloric acid. Hopefully, by completing this investigation they will be able to successfully place the metals in order of reactivity, this can be checked using the answers provided on the PowerPoint. Lastly, students need to be able to describe the test for hydrogen gas. Students will firstly be asked to ‘Think > Pair >Share’ their ideas about how this may be carried out, before watching a video to check whether their ideas were correct. Students can then make a note of this test in their books. The plenary task requires students to write a list of key words which were learned in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ 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 Students are firstly introduced to the idea of a displacement reaction using an example of aluminium and iron oxide, pupils will then be given a list of chemical reactions and for each one students will need to decide whether a displacement reaction will occur. Students will now conduct an investigation whereby they will place a metal - copper, magnesium, iron and zinc - into copper sulphate solution and observe what happens. Using the results from this investigation, students should decide on the order of reactivity of these metals. Students are now given another list of reactions, for each one students need to now decide if a displacement reaction will take place and if so write out the word equation for each. Students can mark their work using the answers provided. The next part of the lesson focuses on oxidation and reduction, firstly students are provided with a definition of these two processes. They are then shown how to write an ionic half equation to demonstrate what is happening what is happening during a displacement reaction, which metal has been oxidised and which has been reduced. Pupils need to complete the ionic half equations for a list of reactions, pupils can assess their work against the answers provided on the PowerPoint presentation. The last task is a progress check, students need to work their way through a set of questions to assess what they have learnt this lesson. The answers to which are included on the PowerPoint slides forstudents to self-assess or peer-assess their work. The plenary task is for pupils to write a twitter message about what they learnt this lesson, no more than 140 characters and #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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lessons starts with looking at the way in which we use models to represent the structure of different compounds, models include the 3D ball and stick model, 2D ball and stick model, dot and cross diagrams and displayed formula showing bonds. Pupils are reminded of the limitations of some of these models, this is something they should be able to recount. Pupils are now shown a diagram to show how intermolecular forces act between simple covalent molecules, pupils should be able to explain the difference between the strong covalent bonds between atoms but the weak intermolecular forces between molecules and how this relates to the the low melting and boiling points of simple covalent molecules. The next part of the lesson is going to focus on giant covalent structures, firstly pupils will watch a video and answer a set of questions. Their work can be self-assess using the answers provided on the PowerPoint presentation. Students are then introduced to the three main covalent structures - diamond, graphite and silicon dioxide. Students will be given a set of information on these structures which they will need to use to complete their worksheet on giant covalent structures. To assess their knowledge of this topic there is a set of ‘quick check’ questions, pupils of a higher ability may want to complete these questions in the back of their books without discussing with others. The work can be assessed using the mark scheme provided. The last part of the lesson focuses on fullerenes and graphene - two other giant covalent structures with unique properties. Students are firstly introduced to the structure and uses of these compounds before watching a video and answering questions about them. The work from this task can be self or peer assessed using the answers provided. The plenary task is for pupils to pretend they are a scientist researching the use of nanotubes, fullerenes and grapehene, they need to come up two ideas of how these materials can be used in future technologies. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical Analysis’ SoW. Firstly, students will conduct an investigation which carries out flame tests to check for the presence of different positive ions. Pupils will need to follow the method provided and record their results in a table in their books, once this task is complete they can self-assess their work using the mark scheme provided. Pupils will then watch a video on the use of sodium hydroxide solution in the test for positive ions, they will need to answer a set of questions using the information provided in the PowerPoint presentation. The answers to this task are provided in the PowerPoint so students can self-assess their work. Next, pupils will need to complete a flow diagram to demonstrate the steps involved in identifying a range of positive ions by using sodium hydroxide solution, this task can be self-assessed using the mark scheme provided. To assess their knowledge of flame tests and use of sodium hydroxide solution in identifying positive ions, pupils will need to fill in the blanks in a summary table. This work can be self-assessed using the answers provided. The next part of the lesson will focus on negative ions, firstly students will watch a video and will need to answer a set of questions using the information provided in the video. This work can self-assessed using the answers provided. Lastly, students will practice writing ionic equations for reactions which lead to the identification of either positive or negative ions before a final set of summary questions. Answers to these tasks are provided for self or peer assessment. The plenary task is for pupils to write a set of quiz questions to test their peers knowledge of what they have learned during 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 Chemistry GCSE, particularly the ‘Chemical changes’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an worked example of how to balance equations, after this pupils are asked to complete a fill-in-the-blank task to summarize the importance of balancing equations. This work can be assessed using the answers provided on the PowerPoint presentation. There are two further worked examples for the teacher to go through using the PowerPoint presentation, pupils will specifically look at the number of atoms of each element on each side of the equation to decide whether it is balanced or not. If it is not balanced then the class can discuss how to go about balancing it and pupils can attempt to answer the problems. The next worksheet is a set of equations, for each one the student must add up the number of atoms of each element on each side of the equation to decide if the equation is balanced or not. If it is not balanced students can have a go at balancing it, pupils can self-assess their work using the answers provided on the PowerPoint presentation. Finally pupils can have a go at balancing a list of equations, again the answers will be provided for pupils to assess their work. The next part of the lesson pupils will look at reacting masses, pupils will be shown how they can use a balanced symbol equation to work out the reacting masses Pupils will be shown a worked example first, then be given the steps that they need to carry out the calculations themselves. Pupils will then be given a worksheet of problems to work their way through, this work can be self-assessed using the answers in the PowerPoint presentation. Pupils will then be given a set of slightly harder problems to work through, these can be skipped for lower ability classes but would be useful to higher ability classes. The last part of the lesson focuses on teaching students to use the masses of reactants to work out the balanced symbol equation for a reaction. Again, pupils are shown a worked example and given a set of steps to help them to complete the problems themselves. They will then be given a worksheet to complete a set of problems. The plenary task requires students to write a twitter message on what they have learned about quantitative chemistry. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Using Our Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with a Think > Pair > Share task for pupils to consider the properties of gold, pupils can list them down and then share their ideas with the class. The property of gold being very soft is not always useful, especially when it is being used to make jewelery and so it is often mixed with another metal (e.g. platinum) to make it stronger. The concept of an ‘alloy’ is then introduced, as well as a definition and an explanation as to why alloys are useful. Some useful properties of alloys are listed - malleable, durable, strong, flexible - pupils need to come up with a a definition for each of these properties. Once this task is complete students can self-assess their work using the mark scheme provided. The next task for pupils to complete is ‘Who’s right for the job?’ - students will be given information on the properties of different metals, as well as a list of alloys needed for different jobs - used in jewelery/used to make airplane bodies. Students need to select the correct metals to make the alloys required, their work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on iron alloys specifically, firstly students will watch a video on iron alloys and will need to answer a set of questions - this work can then be self-assessed using the answers provided. The last task for pupils to complete is a table whereby students need summarise how carbon content affects steel and it’s properties, this work can also be self-assessed using the mark scheme provided. The plenary task requires pupils 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a video on catalyts, pupils will need to watch this and use the information provided to answer a set of questions. This work can then be self-assessed using the answers provided on the PowerPoint. This is followed by students sketching a reaction profile diagram into their books to show the effect of a catalyst on the activation energy of a reaction. In the next task pupils will be given some information on catalysts, they will need to read through this and use this to complete a place-mat of questions. Once completed, students can either self-assess or peer-assess their work using the mark scheme provided. Pupils will now work through a set of levelled questions on catalysts using data which is provided, pupils can then self-assess their work using the answers provided on the PowerPoint. The final task is a true or false activity, pupils are given a set of statements which they need to decide are true or false. They can write their answers down on mini white boards so it is easier to assess the whole class. The plenary activity requires pupils to talk to their partner, for a few minutes, about what they have learnt in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ 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 first part of the lesson focuses on the problems of metal extraction, particularly to the environment. Students will firstly brainstorm their ideas of how metal extraction can cause problems, then some examples are revealed using the PowerPoint presentation and the need for recycling is also explained. Students will then need to complete a progress check, a set of questions to assess their knowledge of what they have learned this lesson. The answers to which are included in the PowerPoint presentations so students can self-assess or peer-assess work. Pupils will now focus on the extraction and recycling of three metals: aluminium, copper and iron. They will firstly be given some information sheets on these three metals and using these they will need to answer a 6-mark exam question which requires pupils to give a use for each metal and outline reasons why they should be recycled by listing both economic and environmental reasons. This task can then be peer or self-assessed using the comprehensive mark scheme provided. Pupils will now watch a video which outlines limits to recycling, pupils will need to answer a set of questions whilst watching the video. This work can then be self-assessed using the mark scheme provided. The last task is a word search, pupils need to find a list of key words in the word search and for each word they find they need to write a sentence which links that word to the extraction of metal from it’s ore. The plenary activity is for pupil to spend five minutes thinking about what they have learned in the lesson - what they have understood and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk@gmail.com and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Students are firstly introduced to the idea of a ‘homologous series’ and look at how this applies to the pattern of formulae for the alkene series. Students are then asked to think about the differences between complete and incomplete combustion from what they have learned in previous lessons, before being shown the differences between complete/incomplete combustion of alkenes and how this explain why alkenes are rarely used as fuels. Next, students will watch a video on the reactions of alkenes with water and with halogens, using the information in the video they will need to answer a set of questions. The answers to this task are provided in the PowerPoint so that students can self-assess their work. Pupils will now be given a set of symbol equations between different alkenes and halogens, pupils will need to complete these calculations in their books, ensuring that they are balanced. Once complete, pupils can self-assess their work. The last part of the lesson focuses on the reaction of alkenes with hydrogen, students will be shown a simple hydrogenation reaction and will also be given some information about hydrogenation and whether it is a good or bad process in the production of margarine spreads from vegetable oils. Students will need to read this information and then answer a set of questions, this work can be self-assessed using the answers provided in the PowerPoint presentation. The plenary task is for pupils to write a Whatsapp message about what they have learned in the lesson today. 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 GCSE Trilogy Chemistry GCSE, particularly the ‘Using our Resources’ scheme of work.

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction into the sub-atomic particles that make up an atom, pupils will need to fill in a diagram and statements to describe the position of each of these particles. Pupils will then be shown the charges and relative mass of each of these particles for a couple of minutes during a 'memory test' activity, they will then try and copy the information down into their books from memory. Next is a mid-lesson progress check where pupils will need to answer questions off the board in pairs. In the next half of the lesson pupils are introduced to the idea of atomic and mass numbers, they are firstly asked to use their periodic table to identify the atomic and mass numbers of certain elements. This work is self-assessed and then pupils are asked to think about how the number of neutrons could be calculated, once revealed pupils are then given a large table to complete to identify the atomic number mass number, plus the number of protons, neutrons & electrons for the first 20 elements. The plenary task is an exit card where pupils can identify the areas in which they feel confident with this topic and those areas they feel they need more practise with. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. 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 the chemical formulae of the three main acids, students are asked to consider what they have in common - hopefully they should all identify that the chemical formulae of each acid contains hydrogen atoms. Students are now given some information about salts, which are made as a result of an acid and a base reacting together. Students will need to read the information and answer a set of questions, this work can then be self-assessed using the mark scheme provided. Students will be introduced to the different types of reactions which make salts, e.g. metals reacting with acids and acids reacting with bases. Students will then watch a video observing a metal reacting with an acid, they will need to note down the observations they make during the reaction. Students will then be shown some examples of word equations for metals reacting with acids and a pattern will be pointed out to students, to help them write word equations for other metals with acid combinations. Students will then need to finish off the word equations for a set of metal and acid reactants, this task can be self-assessed using the mark scheme once it is complete. Next, students are introduced to the basic word equation for a base and an acid -> salt plus water. Students can then practice finishing the word equations for a set of base and acid reactants, this task can also be marked and corrected using the answers provided on the PowerPoint. Students can now summarise what they have learned so far by completing a ‘fill-in-the-blank’ task, this work can be self-assessed using the mark scheme provided. Lastly, students will complete a practical investigation to make their own salt crystals. The practical worksheet is provided, students can follow the method in pairs or small groups. The plenary task requires students to write a list of key words that they have learned over the course of the ‘Acid & Alkali’ topic. 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 C2 1.4 unit on ‘The Earth’. 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 structure of the Earth and a description of each of the layers found within the centre of the Earth. Students will now complete a ‘Memory Test’, students will need to memorise the information shown about the structure of the Earth. They will then be given a blank worksheet to copy down as much information as they can remember, this will the be self-assessed using the mark scheme provided. The next part of the lesson focuses on the composition of elements found in the Earth’s crust, students will firstly be shown a table which shows % composition of different elements found in the Earth’s crust. Students will then watch a video demonstrating the steps involved with drawing a pie chart. Students will then need to use the skills acquired to carry out the necessary calculations and draw a pie chart, using the data provided. Once complete, students can then self-assess their work using the mark scheme provided. Lastly, students will learn about the gases which are found within the Earth’s atmosphere and how these have changed over time. Students will compare the composition of the Earth’s atmosphere today to the Earth’s atmosphere 3 billion years ago. Firstly, they are asked to describe the changes which have occurred over the 3 billion years and secondly they will need to draw a pie chart to represent the composition of the Earth’s atmosphere today. The plenary task is an anagram challenge, students are given five anagrams of key words learned this lesson. They will need to unscramble them to figure them out, the answers to this task is included in the PowerPoint. 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 :)