This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ 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 introduction of concentration, students learn the definitions of key words such as solute, concentration, solvent and dilute and look at the difference between concentrated and dilute solutions. Students will then be shown a selection of diagrams and students will need to which shows the most concentrated and the most dilute solutions. Pupils will now be introduced to the calculation for concentration, students will need to use this calculation to work out a set of problems. Students can self-assess their work using the answers provided. The next set of problems will require pupils to rearrange the equation and also convert units of measurements, again pupils should show all of their working for each of these problems. The answers for these problems are included in the PowerPoint presentation, students can now use this to self-assess their work. The next part of the lesson focuses on titration, firstly students will answer a set of questions whilst watching a video. This work can be assessed using the mark scheme provided. Students will then be given a card sort, they will need to rearrange the cards into the correct order to describe the steps taken during a titration, which can then be assessed using the answers provided. The plenary task is for 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 ‘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 This lesson begins with a description of the new field of nanoscience and the types of industries where this may be important. Pupils are then given a set of questions which they must complete using a video, once the students have answered the questions they can assess their work using the mark scheme provided. Pupils will now focus on the importance of surface are to volume ratio when considering nanoparticles, students will calculate the surface area to volume ratio of a cube that is 100cm x 100cm, 10cm x 10cm and 1cm x 1cm. By doing this they can see that the smaller the particle the higher the surface area to volume ratio, this is an important property in nanoparticles - particularly for their use as catalysts. Students are then asked to prove that the same applies for a cube that is 10m x 10m and 0.1cm x 0.1cm. All work from these tasks can be self or peer assessed using the answers provided in the PowerPoint presentation. The next part of the lesson is a task for pupils to consider the application of nanotechnology, pupils will each be given a card of information describing one application of nanoparticles. They will need to walk around the room and discuss the applications with each other to complete a table in their books. The last task is for pupils to consider the potential risks involved with the uses of nanoparticles in everyday products, students should think > pair > share their ideas about how the industries using nanoparticles might be posing risks to people and the environment. Once the class has discussed these potential risks you can outline some examples using the PowerPoint presentation. The plenary is for pupils to pick a task, either write a twitter message or summarise what they learnt in the lesson in three sentences. 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 Atmosphere’ 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 looking at the percentage of different gases in our atmosphere today compared to 3 billions years ago, this then follows into a task whereby pupils will need to walk around the room to read information posters on the evolution of our atmosphere. Using the information they will need to complete a set of questions, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on theories of how life evolved on Earth, to begin with students need to ‘Think > Pair > Share’ their ideas about the conditions needed for life on Earth. Once this has been discussed as a class, some of the factors can be revealed on the PowerPoint presentation and one of the theories of how life evolved is outlined, using an animation. Pupils will now complete a mid-lesson progress check, this task can be self-assessed once complete. The next task requires pupils to construct a time-line of events outlining the history of the evolution of the Earth’s atmosphere and life on on Earth given the information they have learned so far this lesson. Pupils can self/peer assess their work using the mark scheme provided in the PowerPoint. The final task is for pupils to discuss their ideas about how carbon dioxide levels decreased so dramatically from being the majority of the Earth’s atmosphere to now only 0.04%. Pupils can mind map their ideas, before the answers are revealed using the PowerPoint. The plenary task is for pupils to complete a 3-2-1 of what they have learned during the lesson - 3 facts, 2 key words and 1 question. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.2 ’Elements, Atoms & Compounds’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students are firstly asked to complete a worksheet which is a recap on what they have learned prior to this lesson on the differences between elements, compounds and mixtures. Once this task is complete students can self-assess their work using the mark scheme provided. Next, students are introduced to some of the basic concepts of naming compounds. Students are shown a particle diagram of a carbon monoxide molecule and a carbon dioxide molecule and are asked to ‘Think > Pair > Share’ their ideas about which is which. The answer is then revealed and students are shown that molecules with an atom of one element alongside an oxygen atom are called ‘oxides’, those with one oxygen atom are called monoxides and those with two oxygen atoms are dioxides. Students are now given a table with some information missing out of it, students will need to identify either the name of a compound or the elements that are found within a named compound. Once complete, the task can self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson focuses on chemical formulae, students are shown what the chemical formula of a substance tells us about that compound, in terms of the relative number of atoms of each element found in that compound. Students will then need to complete a worksheet to assess their knowledge of what they have learned so far this lesson, first part requires students to name the elements found in a set of compounds given the name or the chemical formula. Second task requires students to identify the number of atoms of each elements in a set of compounds. Once this task has been completed, students can self-assess their work using the mark scheme provided. The plenary requires students to write a five minute account of what they have learned this lesson, including what they know now 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 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 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a video animation on melting and freezing, along with written definitions that students could use to take notes down in their books. This leads into a task whereby students need to explain what is happening to the particle arrangement of a solid as it melts in a liquid, and of a liquid as it turns back into a solid during freezing. Students will watch a video first, then will have a go at coming up with their written explanations. Their answers can then be checked against the ones included in the PowerPoint presentation, students can mark and correct their work. Next, students are introduced to the idea of pure and impure substances are an explanation of how this affects the melting point of a substance is included. Students can investigate the melting point of stearic acid by carrying out a practical investigation, the equipment list and method for this investigation is included on the PowerPoint for students to follow. Their results should be recorded in a suitable table and can be plotted onto graph paper as an extension task. Next, students are given a diagram of the changes of state and are asked to draw a particle diagram for each of the states of matter, to show the transition between the states. This work can be self-assessed using the answers provided. Lastly, students will be asked to complete a ‘Progress Check’ task to assess what they have learned so far this lesson. The mark scheme for this task is included on the PowerPoint. The plenary is a ‘pick a plenary’ task, students can either summarise what they have learned so far this lesson in three sentences or write definitions for a set of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly watch a video on the changes of state, this outlines processes students have covered in previous lessons as well as new processes such as evaporation, condensation and sublimation. Whilst watching the video, students will need to answer a set of questions, this work can then be self-assessed using the mark scheme provided. Students will now need to copy and complete a diagram to demonstrate the changes of state which occur between solids, liquids and gases. This work can be assessed using the mark scheme provided once it is complete. Students are now given an explanation of evaporation using the particle model, students can take notes on this process - including a particle diagram to depict the process. After this students are given a set of statements which either describe the process of boiling or the process of evaporation, students should sort these statements into the correct columns. The answers for this task are included on the PowerPoint for students to assess their work. Students will now be asked to ‘Think > Pair > Share’ their ideas on the factors which could affect the rate of evaporation. Once students have had a chance to discuss their thoughts, they should feed back to the class before the answers are revealed. Lastly is a ‘true or false’ assessment task, students need to read the statements and decide whether they are true or false. This work can be assessed using the mark scheme provided. The plenary requires 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 Activate KS3 Science Course, specifically Year 7 C1.1 ’Particles & their Behaviour’ 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 process of diffusion, spraying perfume particles in the air is used as an example. Students are shown, by way of a particle diagram, how particles spread from an area of higher concentration to a lower concentration. Students are now asked to ‘copy and complete’ a paragraph to define the process of diffusion, this task can be assessed using the answers provided. Next, students will need to sketch diagrams demonstrating the various stages of diffusion, and will need to match the correct statements to the correct diagrams. This work can be then be self or peer assessed using the mark scheme provided. The next part of the lesson looks at factors that affect diffusion, students are firstly asked to ‘Think > Pair > Share’ their ideas on the factors which might affect the rate of diffusion. After students have fed back into class discussion, the answers are revealed for students to note down in their books. They will then look more closely at the effect of temperature on the rate of diffusion by watching a video and then summarising what they have learned by completing a fill-in-the-blank task. Two other factors which affect the rate of diffusion are particle size and state of matter. Students are shown a diagram and given an explanation for how particle size affects the rate of diffusion - the heavier the particle the slower it is to diffuse. Students are then asked to consider whether particles will diffuse more quickly in the gaseous state, compared to liquid or solid state. Their answers can be discussed in pairs before feeding back to the class, the answers can then be revealed using the mark scheme provided. Lastly, students will need to explain, in terms of particles, why a solid is unable to undergo diffusion whereas a gas and a liquid are able to. The plenary activity requires students to write down 3 facts and 3 key words from the lesson and pose 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 :)

his lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.1 ’Particles & their Behaviour’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with the collapsing can demonstration, students are asked to watch the demonstration (either completed by the class teacher or use the video included) and come with with an explanation of what is happening. This activity leads onto a definition for gas pressure, students are given the definition which is explained using the diagram included. Students can take notes of this process in their books, drawing the diagram would also be helpful. Students are now asked to consider whether the factors which may lead to an increase in pressure, students will need to discuss with their partner and come up with some ideas. This leads onto the next PowerPoint slide which outlines three factors - an increase in the number of particles, an increase in temperature or a decrease in the size of the container. All would lead to an increase in the frequency of collisions the particles have with the sides of the container. Students will now complete a worksheet to assess their knowledge of what they have learned so far this lesson. This work can be self-assessed using the mark scheme provided. Next, students are asked to ‘Think > Pair > Share’ their ideas of why an increase in temperature leads to an increase in pressure. Students should try to explain their answer using the particle. model, students can discuss in pairs before writing their thoughts down and then feeding back to the class as group discussion. The answer to this task can then be revealed, students can check and correct their work. Lastly, students will complete a ‘Teach me, tell me’ task - students will be given a Q&A card, as well as a worksheet of questions. They will need to share the answer to their question with other students in the classroom in order to complete the worksheet of questions on gases & pressure. The plenary task requires students to write a Whatsapp message 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 Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’ module. 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 chemical reactions, students will read a paragraph of information on chemical reactions. Using the information students will answer a set of questions, this task can then be self-assessed using the mark scheme provided once complete. Students will now watch a video about chemical reactions, they will need to write down as many things you might see/hear/feel during a chemical reaction. This work can the be self-assessed using the mark scheme provided on the PowerPoint presentation. Students will now summarise what they have learned so far by completing a ‘fill-in-the-blank’ task, this work can also be marked and corrected using the anwers provided Students will now consider whether chemical reactions are useful or now, they will be given a list of different chemical reactions and they will need to sort these into two columns - useful or not useful. Students can then self-assess this task when it is complete. Next, students will watch a video on the differences between chemical and physical changes. Whilst watching the video students will need to answer a set of questions, this work can self-assessed using the mark scheme provided. The last task requires students to determine whether a set of examples are demonstrating a chemical or a physical change. They could complete this task as a class, using mini whiteboards. The plenary task 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 Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. 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 differences between elements, compounds and mixtures. Students will be given a set of diagrams and will need to decide which is which, they could write their answers down in their books or use mini white boards and complete as a class. The answers can then be revealed using the mark scheme provided and students can check their answers. Students are then given an explanation of what happens to substances during a chemical reaction, atoms rearrange and new bonds form new substances with different properties. The example of iron sulphide is used, a demonstration could also be carried out to show that iron (in a mixture of iron and sulphur) is magnetic before it is heated. Once iron and sulphur are heated to form iron sulphide, the magnetic properties are now lost. Students are now shown the basis of a word equation and the difference between reactants and products. They will then be given two word equations and will need to determine which are the reactants and which are the products, the answers will then be revealed. They will then be given four more reactions, students will need to identify the reactants and products of these reactions. Students can then self-assess their work using the mark scheme provided. Students will now try writing their own word equations using a description provided, students will need to complete a worksheet of these tasks. The answers to these questions are included in the PowerPoint for students to self-assess their work. Lastly, students will complete an investigation to observe what happens during three chemical reactions. Students will be given the practical worksheet, they can complete the investigation as a group and note down their observations from the reactions. Once the investigation is complete, students will then need to match the reactants from the reactions they carried out with the correct products. This work can then be marked and corrected using the answers provided. The plenary task requires students to write a twitter message summarising what they have learned today, students should #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 Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a definition for a fuel and then students need to ‘Think > Pair > Share’ their ideas of examples of fuels they already know. The answers can then be revealed on the PowerPoint for students to self-assess their work. Students are then asked to think about the conditions required for things to burn, students can discuss their ideas with each other before feeding back to the class. The answers can then be revealed using the PowerPoint presentation. Students can now summarise what they have learned by completing a ‘fill-in-the-blank’ task, this task can be self-assessed once it has been completed, using the mark scheme provided. Next, students are asked - ‘What would happen if a glass was placed over a candle? And why?’ - students can discuss their ideas in pairs/groups before feeding back to the class. The answer can then be revealed using the answer provided on the PowerPoint presentation. Next, students are introduced to the idea of renewable v.s non-renewable fuels, students are given examples of non-renewable fuels and are then shown a video on hydrogen as a renewable fuel. During the video, students will need to answer a set of questions, this can then be marked and assessed using the mark scheme provided. Students will now conduct an investigation into the energy released by different types of fuel - candle vs. ethanol. Students will heat a boiling tube of water using both of these fuels for a set period of time, using a thermometer to check the temperature every minute they will determine which released the most amount of energy. Lastly, students are introduced to the idea of an ‘oxidation’ reaction - they can take notes in their books of examples of oxidation reactions. The plenary task requires 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 Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a video on decomposition reactions, students will be given a set of questions which they will need to answer whilst watching the video. The mark scheme to this task is included in the PowerPoint, so students can self-assess their work once it is complete. Students now know what a decomposition reaction is, they are now asked to consider what they think a thermal decomposition reaction might be. Students ‘Think > Pair > Share’ their ideas, eventually feeding their ideas back to a class discussion and the answer can be revealed using the PowerPoint so students can check their answers. Next, students will complete an investigation to determine which metal carbonate will decompose the quickest. Students will be given a practical worksheet, they can work their way through the steps and write their results in the results table provided. Once students have collected their results, they are asked which type of graph would be most suitable to present their results. Students can discuss their ideas before feeding back into a class discussion, the answer is then revealed as a bar chart as we are dealing with discrete data. Students can then plot their results onto a graph. The plenary task is a ‘pick a plenary’ activity - students will either summarise what they have learned in three sentences or they can write a definition for a list of key words from the last few lessons. 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 C3 ’Reactions’. 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 different examples of exothermic reactions, this includes video links to more exciting exothermic reactions like the thermite reaction and the screaming jelly baby. Students are also told the definition for an exothermic reaction. Students are now asked to consider what an endothermic reaction is, now that they know the definition for an exothermic reaction. Students are asked to ‘think > pair > share’ their ideas, eventually feeding back into a class discussion and the definition can then be revealed, as well as two two examples. Students will now watch a video on exothermic and endothermic reactions, whilst watching the video they will answer a set of questions. Once this task has been completed, students can self-assess their work against the mark scheme provided on the PowerPoint. Students will now complete an investigation to identify whether a set of three chemical reactions are exothermic or endothermic. They will start the reaction and then measure the temperature over a set period of time, finally working out the change in temperature to determine which type of reaction has occurred. Students can follow instructions on the practical worksheet and record their results in a table drawn into their books. Finally, students will complete a ‘quick check’ task - whereby they will need to answer a question on the topic of the lesson, this can then be checked against the answer provided on the PowerPoint. The plenary task is an anagram challenge, students need to unscramble a set of anagrams which then spell out a set of key words from the last few lessons on reactions. 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. Students will firstly compare some examples of acids to alkalis, including a description of the feel and taste of some acidic and alkaline substances. Next, students will read some information about acids and alkalis on an information sheet. Using this information they will answer a set of questions in their books, this work can then be self-assessed using the mark scheme provided on the PowerPoint. Next, students are introduced to Hazard symbols - these will be important within the topics of acids and alkalis for students to determine how hazardous different chemicals might be. Students will play a game of ‘Haz-Splat’ whereby they will be given a choice of two different Hazard Symbols. They will need to come up to the board in pairs, the name of the hazard symbol is read out and students will try to ‘splat’ the correct hazard symbol before their opponent! This activity will familiarise students with the following hazards - irritant, corrosive, flammable & toxic. Next, students will be introduced to the idea of a concentrated or dilute acid, as well as the definition for concentration. Students will then work their way through a set of activities to assess their knowledge of concentration, this work can be self-assessed using the mark schemes provided. Lastly, students are shown how to calculate the concentration of a solution given the mass of solute and the volume of the solution. Students will need to use this calculation to work through a set of problems, this task can also be marked and corrected using the answers provided on the PowerPoint. The plenary task requires students to spend a minute or two talking 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 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 starts with a question for students to consider, two ideas are presented to them - one student suggests that we could taste the unknown contents of two beakers to determine if it’s an acid/alkali whereas the other students suggests this is dangerous and we should use a chemical indicator instead. Students should discuss their ideas about who is right and feedback to a class discussion. This leads into an introduction to chemical indicators such as litmus paper and universal indicator. Students will now watch a video on the use of litmus paper, whilst watching the video students will need to fill in the blanks on the table provided. This work can then be self-assessed using the mark scheme provided. Next, students will summarise what they have learned so far by completing a fill-in-the-blank task, this also can be marked and corrected using the answers provided on the PowerPoint. The next activity requires students to read a piece of information on indicators & pH, using this information students will need to answer a set of questions. This task can be marked using the mark scheme provided on the PowerPoint. Students can now complete an investigation, using universal indicator to determine the pH and acidity/alkalinity of different substances. Students can use the practical sheet to conduct this practical, recording their results in an appropriate table. The final task is a literacy check, students will need to link groups of words together in a sentence to summarise what they have learned this lesson. The plenary task requires students to write a Whatsapp message telling them what they have learned in 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 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 a recap on the pH scale, students are given some information about the pH scale and will need to answer a set of questions using this information. Next, students will be given a table of information about the pH of different substances, using this they will need to sort the substances into two groups in their books - acids or alkalis. This task can be self-assessed using the mark scheme once completed. Students will now conduct an investigation to determine what happens when an acid is mixed with an alkali. Students will follow the method provided on the PowerPoint, using this they should observe the universal indicator changing from red to green as a neutralisation reaction occurs. Students can then use the information provided on the PowerPoint to take notes on this topic. Next, students will watch a video on pH, they will need to answer a set of questions whilst watching the video. This activity can be self-assessed once complete, using the mark scheme provided. Lastly, students are provided with a set of information on the uses of neutralisation reactions. Students should read the information and then summarise what they have learned in three sentences. The plenary task requires students to write a twitter message to tell other people what they have learned this lesson, 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 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 Activate KS3 Science Course, specifically Year 7 C1.2 ’Elements, Atoms & Compounds’. 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 on elements & compounds, students will answer a set of questions whilst watching the video. This work can then be self-assessed using the mark scheme provided. Next, students are given a set of diagrams which depict either elements or compounds. Students need to identify whether the picture is of an element or compound, then write an explanation for their choice. This task can then be self-assessed using the mark scheme provided. Next, students are given a set of two diagrams - one is of a mixture and the other is of a compound. Students are asked to ‘Think > Pair > Share’ their ideas on which is a mixture and which is a compound, giving an explanation for their answer. Students can feed their ideas back to a class discussion, before the definition for a mixture vs. a compound is revealed using the PowerPoint presentation. Students are then asked to copy and complete a set of sentences to summarise the differences between elements, mixtures and compounds. This work can be marked and corrected using the answers provided on the PowerPoint. Next, students are asked to complete an investigation looking at the properties of a mixture of iron and sulphur before and after it is heated. Before it is hated, students should identify that iron and sulphur is a mixture, with iron showing magnetic properties. Then, the mixture is heated and students are asked to decide whether it is now a mixture or a compound, they will also need to test the magnetic properties of this substance to see whether it has changed. The plenary task is an exit card, students are asked to write down three things they have 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 :)

This task is designed for the NEW AQA GSCE Chemistry. Included in this resource is a ‘revision placemat’ for Atomic Structure and the Periodic Table, including defining an element, drawing electronic structures, organising the periodic table and the structure of the atom. Pupils will also revise the mass and atomic number as well as properties of alkali metals, noble gasses, and word/balanced equations including a word equation for displacement in halogens. There are 12 revision questions in total. Pupils may use their books if necessary but should test their knowledge by attempting to answer all questions from memory first. The solution for this activity is also included so you can check their answers, or they may self-assess. Thanks for looking, if you have any questions, please let me know in the comments section and any feedback would be appreciated :) For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience

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 lesson begins with a ‘Think > Pair > Share’ task, pupils will need to consider the definitions of the terms ‘Finite’ and ‘Renewable’. After a discussion in pairs and as a class, the definitions for these words can be revealed which pupils can write in their books. Next, pupils will watch a video on the availability and sustainable use of Earth’s resources, pupils will need to answer a set of questions whilst watching these videos and can self-assess their work once finished. Pupils are now introduced to a variety of natural resources which are getting used up by the chemical industry, students are given a list of these raw materials and are then asked to consider what factors might determine how quickly they may run out and the uncertainties surrounding estimates of how long they will last. After a discussion pupils can mind map their ideas, before the answers revealed and students can self-assess their work. Next, pupils are shown how to calculate orders of magnitude - the skill is demonstrated and then pupils need to have a go at tackling a problem. The next part of the lesson focuses on renewable resources, some examples of renewable energy sources are introduced and then students need to complete a task whereby they read information about different renewable fuel sources and have to sum up the advantages and disadvantages for each. Students can complete a table of their ideas in their books, this task can be self-assessed using the mark scheme. Finally, pupils complete an exam-style question on this topic and self-assess their work. The plenary task requires pupils to summarise what they have learned in the lesson using one of the sentence starters. 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 :)