This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.1 unit on ‘Electricity & Magnetism’. 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 students being asked to ‘Think > Pair > Share’ their ideas about whether like and unlike charges attract or repel each other. After a short class discussion, students will feed their ideas back to the class and the answers can be revealed - like charges repel each other and unlike charges repel each other. Students are now introduced to the sub-atomic particles which make up an atom - protons, neutrons and electrons. From the description provided students will need to have a go at filling in the blanks on the diagram of the atom, once completed students can self-assess their work using the mark scheme provided. Next, students will complete a ‘Memory Test’ activity whereby a table of information is provided to students on the relative mass and charges of a proton, neutron and an electron. Students will be given a few minutes to observe and remember the information, then the table is taken away and students will need to recreate the table. The complete table is then shown to students so they can show mark and correct their work. Students will now complete a mid-lesson progress check to assess their knowledge of what they have learned so far this lesson, the mark scheme for this progress check is included in the PowerPoint so students can self-assess the work once complete. The next part of the lesson will focus on static charge, students will watch a video about this phenomenon and will need to answer a set of questions whilst watching. Once complete students can either self-assess or peer-assess their work using the answers provided. The last task students will need to complete is a fill-in-the-blank task, students can mark this task using the mark scheme provided. The plenary requires students to write a WhatsApp message to a friend, summarising 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 P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson starts with a discussion on what power is a measurements of, there are hints that can be put on the board for lower ability students. You can then provide students with a definition of power which they can write down in their books. Pupils then consider the units of power, they can copy and complete sentences on the board which compare watts to joules/second and the difference between watts and kilowatts, joules and kilo joules. Next is the completion of a formula triangle in their books, higher ability students can figure out how to write this on their own but for lower ability students you may want to guide them through it. The concept of power is then put into context using Mo Farah/Usain Bolt as examples (videos provided). The next task is a table that students will need to copy off the board, it outlines different appliances and pupils will have to perform calculations to fill in the blanks. Pupils can self-assess their work using red pens, answers are provided on the PowerPoint slide. Next, students will complete a ‘copy and complete’ task, students will need to fill in the blanks to complete a paragraph which summarises everything that they have learned throughout the course of this lesson. The answers to this task can be self-assessed using the mark scheme provided. The last part of the lesson focuses on electricity bill calculations, using the units kWh. Students will be shown a worked example of a calculation to demonstrate how much energy (in kWh and Joules) is used by a laptop over the course of one hour. Students will then compete a set of problems similar to this, they can self-assess their work using the mark scheme once this task is complete. The plenary task requires students to write a Whatsapp message to a friend 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 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 B1.1 Module on ‘Cells’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with an introduction to the definition of ‘specialised’, which follows on to define a ‘specialised cell’ as a cell that has special structures/features to help it carry out its job. Students are then shown some diagrams of specialised cells and are shown a video, whilst watching the video they are asked to note down as many specalised cells as they can. This work can then be checked and corrected using the answers provided on the PowerPoint. Students will now each be given a card of information about a the structural features and functions of certain specialised cells. Students will need to walk around the room, sharing information in order to complete a summary table. Finally, students are asked to complete an ‘Assessment Task’, which is a set of exam-style questions based upon what they have learned the last two lessons. Students can write their answers in their books, the mark scheme for these questions is included so students can assess their work. Lastly, students are asked to complete a ‘Job Advert’ for one of the specialised cells they have learned about this lesson, the advert should include a description of the job itself and the sort of traits required to perform the job. The plenary task requires students to copy and complete a set of 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 B1.1 Module on ‘Cells’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with a ‘Cells Rap’ - students will be shown a video, during which they need to write down as many cell organelles as they can. Once they have finished watching their work can be self-assessed using the answers provided. Next, students will be shown a diagram of an animal and plant cell with the organelles labelled. Students are asked to note down the similarities and differences between these two cells, the answers to this task can then be revealed using the PowerPoint presentation. This is followed by a comprehension task whereby students will need to read an information sheet on ‘Animal & Plant Cells’, using this information they will need to answer a set of questions. The mark scheme for this task is included so students can self or peer assess their work once it’s complete. Next, students will learn about the functions of each of the organelles. Students will be given a card of information about the function of one of the organelles. They will need to walk around the room, sharing information in order to complete the summary table. Again, this work can be self-assessed once complete. Lastly students will complete a ‘Team Challenge’ in groups, each group will stand behind a poster and every person has one go to fill in part of the poster (either name/function of organelles), the fastest group to complete the poster correctly wins! The plenary requires students to summarise what they have learned in the lesson by completing the sentence starters 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 KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a video about the formation of fossil fuels and the impact of these energy resources on our environment. Students will watch the video and will need to answer a set of questions, once this task has been completed students will self-assess their work using the mark scheme provided. Next, students considering which of the energy resources are renewable or non-renewable. Students will then use the posters, which can be placed around the room or on pupils desks, to complete a table which identifies how the energy resource generates electricity and the advantages and disadvantages of each energy resource. Students are then given a list of statements about all power stations which they need to cut and stick (or write) into two columns - advantages or disadvantages. To challenge higher ability pupils this could be completed at the back of students books, so they cannot use information from the previous task. Pupils can then peer-assess their work. The plenary activity is for students to summarise what they have learned this lesson three sentences. All resources are included. Please review, I would appreciate any feedback :). Thanks! 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 P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by introducing the concept of ‘work done’, by using the example of a cyclist on a bike. The first task the pupils will need to complete is to produce a mind map of activities which require work to be done in order for something to happen. Students can discuss their ideas with their partners, they can write their ideas down into their books and then check their work against the answers provided in the PowerPoint. Pupils are then shown the equation to calculate work done and they can work through a model question. You can work through this question with pupils on the board or ask them to try and complete it in their books, students can then self-assess their work. The main activity for this lesson is a practical activity, the method for this practical is included in the PowerPoint presentation. Pupils will drag a wooden block across the desk a measured distance, the wooden block will be dragged initially with no elastic bands around it and then with one elastic band and finally with two elastic bands. Pupils will measure the force applied to drag the block using a Newton meter and record their results in a table (table included at the end of the PowerPoint). Using the measured distance and the force applied pupils can then work out the work done to drag each type of wooden block. Students will now complete a ‘quick check’ task whereby students will need to complete a set of problems on ‘work done’ calculations. Once complete, students can self-assess their work against the answers provided. Finally, students are given a worksheet of problems which have been completed by another pupil. Students will need to mark and correct the work, making corrections where necessary. This task can then be marked and assessed using the mark scheme provided. The plenary task requires students to write a twitter message to explain 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 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 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 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 a video on the process of ‘boiling’, students will need to answer a set of questions whilst watching the video. Once complete students can self-assess their work using the mark scheme provided. Students are then shown a method they could use to measure the boiling point of a liquid, they are given tips for what to look out for - e.g. bubbles of gas forming in the liquid and also an increase in temperature which then plateaus at a certain point without increasing further. Next activity is a ‘progress check’, students are asked to copy and complete a set of sentences to outline the process of boiling. This task can then be marked using the mark scheme provided on the PowerPoint. The next part of the lesson focuses on an investigation, students are asked to firstly think about why salt might be added to a pan of boiling water when cooking pasta. After a short class discussion, students will need to come up with a prediction of how adding salt to water will affect the boiling point of water - will it make it higher or lower? After making the prediction, students will now conduct the experiment to investigate the effect of salt on the boiling point of water. Results should be written into a results table, followed by plotting a graph of their results and writing a conclusion. The last section of the lesson focuses on the usefulness of boiling points and melting points of substances for predicting the state they are in. Students are provided with the melting point and boiling point of magnesium and are asked to predict the state of the metal at certain temperatures. This work can be marked and corrected using the mark scheme provided. Lastly, students are given a set of questions based upon what they have learned so far this lesson, they should indicate the correct answers with either thumbs up, thumbs down or thumb in the middle. The plenary task requires students to write a list of key words from the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy. The lesson starts with students asked to ‘Think > Pair > Share’ their ideas about what the difference between heat and temperature is. Students can discuss and then feed their ideas back to the class, the answers can then be revealed using the PowerPoint presentation. Students will now watch a video, recapping on particle theory, whilst watching students will need to answer a set of questions, this task can be marked and assessed using the mark scheme included in the PowerPoint presentation. Next, students are asked to consider what affects the amount of energy stored in something. Students will be given an example of a glass of water and a swimming pool full of water, both at 28 degrees celsius. Once students have had a chance to discuss, the answers will be revealed and students will then need to complete a set of questions on this topic. The answers for this task are included so students can self-assess their work using the mark scheme provided. Lastly, students are asked to sort a a set of diagrams out from those that will store the most amount of heat energy to those that will store the least amount of energy, given the description. The plenary task requires students to pick a plenary - either summarise what they have learned in three sentences or write a list of definitions for a set of key words 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 P2 1.2 unit on ‘Energy’. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson starts with students identifying the speeds of different animals, from a list provided. Students are then asked to think about the measurements needed to calculate speed, they will be then be shown a worked example of how to calculate speed; students can take notes on this in their books. Students will now be shown how to use a formula triangle to calculate either speed, distance or time and will be given the definition for ‘mean/average speed’ - they can also make a note of this in their books. Students will now complete a ‘quick check’ task, a set of questions based upon what the students have learned to far this lesson. This task can then be self-assessed using the mark scheme provided. Next, students will complete an investigation to calculate the walking speed of two students in their group. One student will walk a slow speed and one students will walk a fast speed, over a set distance, whilst the third member of the group records the time. Results can be recorded in table in their books, students can then complete a distance-time graph of their results. Lastly, students are introduced to the idea of relative motion through a ‘Think>Pair>Share’ task. The plenary task requires students to complete a 3-3-1 reduction of what they have learned this lesson, this includes 3 facts, 3 key words reduced to 1 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 1.3 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 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 students being asked to ‘Think > Pair > Share’ their ideas about the factors which may be contributing to an increase of carbon dioxide in our atmosphere. Once students have had a chance to discuss their ideas about this, they can feed their ideas back to the class, their answers can then be self-assessed using the answers provided. Students will now watch a video about the greenhouse effect, whilst watching this video they will answer a set of questions. Once this task has been completed, they can self-assess their work using the mark scheme provided. Students will now copy and complete the diagram depicting the greenhouse effect by choosing the correct statements to fill in the boxes. Students are then able to peer-assess their work once complete, using the mark scheme provided. Students will now each be given a card of information which describes one of the effects of global warming on the environment, they will need to walk around the room to share information with each other in order to complete the summary table. Lastly, students will be given a set of key word groups and will need to link all three words to form a summary sentence 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 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. The lesson begins with a demonstration of magnesium being burned in air. Students should write down their observations and try to write the complete word equation for magnesium + oxygen, the answer can then be revealed to the class using the PowerPoint. Students will now complete an investigation into how different metals react when burned with oxygen in air. Students should follow the practical worksheet, filling in the table provided with their observations, using their observations they will be asked to place the metals in order of reactivity. This task can be checked against the answers provided on the PowerPoint presentation when completed. Students will now compete a task whereby they will write a set of word equations into their books, making sure they fill in the blanks as they go. The mark scheme for this task is included in the PowerPoint so students can assess their work once it is complete. Students will then be shown how to include state symbols for balanced chemical equations, using this knowledge students will now need to write out the balanced symbol equations (including state symbols) for a set of metal + oxygen reactions. Students can self-assess their work once this is complete. The last task is a role-play, students will each be given either an element or a compound card. Music will be played and students can move/dance around the room, when the music stops they need to get together and line up to form a ‘metal + oxygen -> metal oxide’ word equation. The teacher can check that students have got together and lined up in the correct order! The plenary task requires students to write a twitter message about what they have learned this lesson, they should include #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 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with a definition of an ‘echo’ and how echoes can be produced by ship via sonar and by baby scanners via ultrasound. Students will then consider the ways in which echoes can be reduced and why this might be important in places such as theaters, concert walls & recording studios. The first activity involves students using a range of materials (tissue paper, cardboard, cotton wool, bubble wrap, paper, plastic) to soundproof a margarine tub, which will hold a buzzer and a decibel meter. Each group can test how well they have soundproofed their margarine tub, perhaps a prize for the best one! Once this has been complete students can write an evaluation for their practical, they will need to consider which part of their practical were carried out well , how the findings could be improved and what they would do differently if it was done again. Next, students will be given a piece of information on ‘Ultrasound’ - using this they will need to answer a set of questions in their books. This task can be self-assessed using the mark scheme provided in the books. The last task is a crossword on ‘Sound’, students should use knowledge of that they have learned over the course of the topic on sound to answer the clues and complete the crossword. The task can be assessed using the mark scheme provided. The plenary requires students to complete one of the selection of sentence starters to summarise what they have learned so far 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. The lesson begins with a recap on the reactivity series, students will be asked a seris a questions about certain metals found within the series. Students should be able to identify the metals based upon knowledge learned in previous lessons, once complete this task can be self-assessed using the mark scheme provided. Students will now be introduced to the idea of a ‘displacement reaction’ as a reaction where a more reactive metal found in the reactivity series will displace a less reactive metal. An example is shown - aluminium oxide + iron -> aluminium oxide + iron. Students will then be give a set of reactions, without the products written in, they will need to decide whether a displacement reaction will take place or not. This work can then be marked and corrected using the mark scheme provided. Students will now complete an investigation ‘Competition in Metals’. Students will follow the steps provided on the investigation worksheet to identify whether a displacement reaction has occurred between a number of metals + metal solutions. Students will fill in a results table as they go, noting down any observations as well as identifying if a reaction took place or not. Students can check their answers against the example results table found in the PowerPoint presentation. Lastly, students will complete a ‘True or False’ task, they will be given a set of statements and will need to identify whether they are true or false. This work can be peer or self assessed using the mark scheme provided. The plenary task requires students to complete a sentence starter, from the choice provided, in order 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 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. The lesson begins with an introduction to composite materials, students will be told the definition of a composite material and will be given two examples - MDF & reinforced concrete - including details on the physical properties of these materials. Students will now carry out an investigation into the properties of reinforced concrete vs. concrete. Students should follow the instructions on the sheet to complete the investigation, once complete students can test the concrete by performing some tests on the blocks. Students will now be introduced to other composite materials, firstly carbon-fibre, students will listen to an audio piece of a cyclist explaining the usefulness of carbon-fibre for bikes and bike accessories. This task can be self-assessed using the mark scheme provided, once complete. Next, students will complete an ‘Each one, teach one’ task. For this, students will be in pairs and will need to learn a piece of information about a composite materials - either nylon or glass-fibre-reinforced aluminium. Once learned, students will then teach their partners about the substances used to make the material, the properties of the materials and some examples of uses. Students will use the information to complete a summary table, this work can then be marked and corrected using the mark scheme provided. The plenary task requires students to come up with a question for five answers which are provided, this will assess students knowledge of what they have learned through this module. 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 P2 ’Sound’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson starts with a ‘Memory’ Test, students will be shown a diagram of the ear with labels identifying the key parts that they need to know. Students can spend a few minutes looking at the diagram, the labels will then be taken away and they will need to try to annotate a copy of the diagram as best as possible. The labels will then be added to the diagram so students can mark and correct their work. Next, students will watch a video on how the ear, and the brain, is able to detect sound. Students will be given a set of questions to answer whilst they watch the video, once this task is complete students can self-assess their work against the mark scheme provided. The next part of the lesson focuses on the ways in which the ear can be damaged, students should firstly ‘Think > Pair > Share’ their ideas about how the ears/hearing can be damaged. The answers will then be revealed so students can assess their work and note down any they didn’t get. Students will then carry out a ‘Doctor’ role-play, where each group will have somebody with a particular problem. The students need to work out what the problem is, explain what the problem is and work out the best way to treat it. This can be acted out as a doctot-patient scene. Lastly, students will complete a progress check to assess their understanding of what they have learned so far this lesson. This task can be completed in their books and can be self-assessed or peer-assessed using the mark scheme provided. The plenary activity requires students to write a question about the component of the ear to test their peers understanding 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 Activate KS3 Science Course, specifically Year 7 B1.3 Module on ‘Reproduction’. 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 adolescence and puberty, students will be given a card of information which will read as a class before students answer a set of questions. Once this task is complete, students can self-assess their work using the answers provided. Next, students should discuss with their partner the physical changes that could occur to a boy and girl during puberty, their ideas should be noted down as a mind map in their books. Their work can then be checked and corrected using the mark scheme provided. Students will now be given a set of cards describing physical changes which occur in either boys or girls or both, students will need to cut the cards out and stick them into a table in their books. The mark scheme for this task is included for students to self-assess their work. Lastly, students are introduced to the idea of sex hormones which are what cause the changes that occur in boys and girls during puberty. After this, students will be given a set of levelled questions which they should either complete at the back of their books (higher ability) or use their notes from the lesson (lower/middle ability). The plenary task requires students to summarise what they have learned this lesson in three sentences, using as many key words as possible. 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 :)