This lesson is designed for the KS3 Year 8 Science course, specifically the P2 1.2 unit on ‘Energy. The lesson begins with a ‘Think > Pair > Share’ task whereby students are asked to think about why explorers need some large quantities of energy? What foods would provide them with such daily energy requirements? Students should have the covered the ‘Diet & Nutrients’ topic in Biology by this point, so after a short discussion in pairs they can feed their ideas back to the class and the answer can be revealed. Students will now be provided with a set of food labels, if possible they should also be allowed access to the Internet via phones/laptops, using these tools students should estimate their daily energy intake, compare this with others and then make a list of all the ways their body might use this energy. This follows into a task whereby students will look at activities, students will need to place these activities in order from most energy intensive to least energy intensive. Once complete, students can assess their work against the answers provided in the PowerPoint presentation. Students are now provided with a set of data on the energy required to perform a range of activities for one hour. They will firstly need to plot this data onto a bar graph, they will also need to answer a set of questions. The mark scheme for this task is included in the PowerPoint presentation so students can self-assess their work once it is complete. Lastly, students will complete an investigation into the energy content within food. The practical worksheet is included, students can collect the equipment listed and follow the steps in the method to fill in the results table in their books. Once complete, students should answer the summary questions. The plenary task requires students to write a twitter message to their friends, 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 NEW AQA Trilogy Physics GCSE, particularly the 'Electricity’ 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 to the differences between alternating and direct current, demonstrate with a diagram and a video. Students will then watch another video, using which they will answer a set of questions about alternating current, direct current and the use of oscilloscopes. Once this task has been completed students can self-assess their work using the mark scheme provided in the power point presentation. The next task will require pupils to read a set of information about wiring within three-pin plugs before sketching a diagram of the plug and completing a table to summarise the colour and roles of the live, neutral and earth wires. Again, this work can be self-assessed using the mark scheme provided. Students will then need to sketch a diagram of an oscilloscope trace from an a.c. and d.c. supply and provide some notes about what these two traces are showing us. The next part of the lesson will focus on the National Grid, firstly students will observe a simplified diagram of the route taken by an electric current from the power station to people’s homes, this route involves the electric current passing through a step-up and step-down transformer. Students will need to watch a video and then summarise the role of these two types of transformers. This task can be self-assessed against the answer provided in the PowerPoint presentation. Next, the PowerPoint presentation explains why it is important to keep the voltage in the overhead cables very high and the current very low - to reduce resistance. Students will then need to complete a fill-in-the-blank task to sum up the main points about the National Grid. The last part of the lesson will require pupils to observe oscilloscope traces for different a.c. supplies, firstly they will be shown how to work out the period, they will need to apply this to each oscilloscope trace. Then using the period, they will need to calculate the frequency for each trace - making sure they show all their working! Once this task is complete pupils can self or peer assess their work using the mark scheme provided. The plenary task is an exit card, students are asked to write down three facts they have learned during the lesson, five key words and one question to test their peers knowledge. 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 Students are firstly given a set of different objects on their desks and they are also provided with a list of properties, for each object students need to use the words from the list provided to identify the object’s properties. This work can be self-assessed using the mark scheme provided. The next task for pupils to complete is an ‘Each one, teach one’ task - in pairs, pupils are either given information about glass or ceramics, they need to learn the information and teach each other so they are able to complete a table of information on both. This work can then be peer or self-assessed using the mark scheme provided. Next, pupils will watch a video about different composite materials - they will need to answer a set of questions whilst watching the video and this can be marked using the mark scheme provided. The next activity is for pupils to investigate the differences between reinforced concrete vs. normal concrete. Finally, students will complete a ‘Quick Check’ activity - pupils will need to answer a set of questions to summarise what they have learned this lesson. This work can be self-assessed using the mark scheme provided. The plenary activity requires pupils to write a Whatsapp message to their friends outlining 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 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 NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ 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 by students considering in pairs/groups the names of different methods of contraception they have already heard of, they can create a mind map in their book which can then be checked against the list provided. Pupils will then watch a video which runs through some of the types of contraception out there and their pro’s and con’s, pupils will need to watch the video and note down as many advantages and disadvantages of these methods of contraception as they can. This task can be self-assessed using the answers provided. In the next activity pupils will be given a card sort in pairs or in groups, they will need to read through the information on methods of contraception and complete a table to summarise how these methods work or prevent pregnancy as well as their advantages and disadvantages. The next part of the lesson looks at the history of contraception, pupils will watch a video about Margaret Sanger - a progressive nurse in New York during the early 20th century. They will need to answer questions whilst watching the video, once finished their answers can be checked against the mark scheme provided. The final task is a ‘quick check -silent 5’ task, pupils will need to answer the summary questions about what they have learnt this lesson into their books. The plenary activity is for pupils to summarise what they have learnt this lesson in three sentences, using the list of key words that have been 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 Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an activity whereby students are asked to sit quietly for a few minutes and think about what is happening to their bodies when they breathe in and out. Hopefully students recognise that their chest rises up as muscles contract and relax. This then leads to a video, students should watch the video and whilst watching they will need to complete a fill-in-the-blank task which summarises what is happening inside the lungs during inhalation and exahalation. The answers to this task are included in the PowerPoint so students can self-assess their work once it is complete. Next, students will be given a cartoon strip demonstrating the stages of both inhalation and exhalation, with some information missing. Higher ability students will be given a cartoon strip where they need to create captions for each diagram, lower/middle ability students will be required to fill in the blanks for each caption. The mark scheme for this task is included in the PowerPoint so students can self-assess their work once it is complete. Next, the bell jar model is introduced which demonstrates what happens to the lungs during inhalation and exhalation. The teacher can conduct a demonstration using the bell jar model, students will need to come up with an explanation for what is happening when the teacher either pulls down on the rubber sheet or pushed upwards on the rubber sheet. Students can check their responses to this task using the answers included in the PowerPoint presentation. The last slide shows students the practical apparatus that can be used to measure total lung volume in the lab, students can have a go at using this apparatus if there is time at the end of the lesson. The plenary is a word search activity, students will need to find a list of words which are related to the breathing and gas exchange 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 KS3 Year 8 Science course, specifically the B2 1.1 Health & Lifestyle. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with some facts and figures about the rates of smoking around the world, how many cigarettes are smoked daily and the different chemicals found in cigarette smoke and which of these are linked with disease. Students will now watch a video on the chemicals found in cigarette smoke and the damage these chemicals can do to the body, whilst watching the video students will need to answer a couple of questions. The answers to these questions are then revealed using the PowerPoint, students can self-assess their work. Students will now watch another video on smoking and the effect on your health, students will be given a set of questions that they will need to answer using the video. Once this task is complete, students will self-assess their work using the mark scheme provided. The latter part of the lesson involves an activity whereby students will be given a worksheet of questions, there will be information posters placed around the room which students will need to use to answer questions on their worksheet. The mark scheme for this task is included in the PowerPoint presentation for students to peer-assess their work with their partners. Students will then need to complete a ‘feedback quadrant’ of their partners work, this includes a positive comment, something they missed out which should have included and a question to test their understanding of the lesson content. The very last task requires students to read a graph of information on the death rates due to different smoking-related illnesses. Students should answer the set of questions using the data, this task can then be self-assessed using the mark scheme provided. The plenary requires students to write three sentences to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Pure substances and mixtures’ SoW. This lesson starts with a ‘Think > Pair > Share’ task on the differences between an element, compound and a mixture. Pupils will share their ideas as a class before definitions and a diagram for each is revealed on the PowerPoint presentation. The next task requires pupils to ‘Think > Pair > Share’ their ideas about what it means for a substance to be ‘pure’. Again, their ideas can be shared with the class before a definition of purity is revealed. Next, pupils will complete an investigation into the purity of water - they will be provided with three unknown liquids and conducting a range of tests they will need to determine which one is pure water, which is sea water and which is mineral water. They will record their results in a table and then present their findings to the class. Next, students are shown how chemists are able to analyse substances and determine whether they are pure or whether they are a mixture by determining their melting/boiling points, to see if it is at a fixed point or not. Pupils will then watch a video on this topic and will need to answer a set of questions, they can mark this work using the answers provided. Pupils will then be shown two examples of common formulations - paint and cleaning product. Lastly, pupils will then complete a ‘Quick Check’ task - answering a set of questions on what they have learned this lesson. They will then mark their work using the answers provided. The plenary task is for pupils to complete one of the sentence starters provided to summarise what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the plasma membrane begins with a quick discussion about the function of the cell surface membrane and the phospholipid bilayer. It also asks student to apply their knowledge to skin cells and solar radiation. This discussion continues by asking students about the cell surface membrane and directs them to a worksheet task to identify cell membrane molecules. Students should watch a short video and make notes on this same worksheet as they listen. To follow up on this introduction there are a few lecture slides to explain phospholipids, proteins, cholesterol, glycolipids and glycoproteins. Extra notes on each can be found below the slides. Students will then view an animation of the fluid mosaic model as whole and label a diagram accordingly. They can self-asses to the following slide. Another video is attached to help explain why the model is called a “fluid mosaic” model which students should also summarise on their worksheet. To synthesise their learning the students will work on a group task to build a 3D model using the “build a membrane” worksheet. When they have finished, they can practise once more through a true/false activity! The next task is to answer the questions on the cell membrane worksheet, they may self-assess to the mark scheme on the following slide. Not all cell membranes have the same composition, students should think>pair>share to discuss why this might be. Suggested answers are on the following slide. The plenary task is a fun anagram challenge to reveal key terms from the lesson, as an extra challenge they can define each term as well! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Physics GCSE, particularly the 'Molecules & Matter’ 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 to radiation, firstly looking at background radiation. Students are given some time to discuss on their tables, the sources of background radiation. After students have fed into a class discussion the answers can be revealed on the PowerPoint. Next, students are shown some data on the sources of background radiation. Students will be required to answer a set of questions about this data, they can complete the work in their books and the mark scheme is provided on the PowerPoint. Next, students are introduced to Marie Curie and her work towards radioactivity. The students will be given a list of questions and they will need to answer these using the video, the answers to which are then included so students can self-assess their work. Students will then be asked to consider the safety rules when dealing with an radioactive substances before a teacher demonstration is carried out using a Geiger-Muller counter. Student are asked to observe the demo and also record their observations and answer a set of questions. This can then be marked using the mark scheme provided. The last task requires pupils to complete a summary worksheet on radiation, this work can be self-assessed using the mark scheme provided. The plenary activity is an exit card, students will need to write down three things they learned during the lesson, five key words and one questions to test their peers knowledge of the lesson content. 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 Biology GCSE, particularly the ‘Organisation’ 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 by pupils given a bit of information about the tissues which make up the lining of the stomach. They will need to read this information in pairs and then answer questions in their book, once completed the pupils can self or peer-assess their work using the answers provided on the next slide. Pupils will then be introduced to the digestive system, it’s role and the organs involved with this system. They should be able to remember some information from previous lessons on organ systems (see ‘Principles of organisation’ in my shop!). Now, pupils must read through another card of information in pairs and complete tasks on the board, these tasks will require pupils to label a diagram of a human body to show the locations of the major organ systems and also describe the function of these organs. The next task is a video which pupils will watch and answer questions, list of questions is provided as a worksheet. Pupils will then self-assess their work using the answers provided after the video has finished. The final activity is an exam-style question, pupils will answer this on the sheet and then mark their work using the mark scheme. The plenary task is a word search challenge, there are 10 words associated with digestion in the word search. Pupils will race to complete against each other to complete the word search. You can award a prize if you have any :) 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 to meet specification points from the NEW AQA GCSE 'Energy' module. For more lessons within this series please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with pictures demonstrating the 5 energy stores, pupils will need to discuss and decide on what these energy stores might be using the pictures. Once pupils have identified the energy stores (these can be written down on the whiteboard) pupils will then need to complete sentences which describe each of the energy stores, sentence starters are provided. Pupils are then given a slide with pictures which demonstrate examples of energy transfers, pupils again will need to identify the different ways in which energy can be transferred using the pictures. The next part of the lesson will focus on energy transfer flow diagrams, pupils will need to describe the energy transfers taking place in different systems, including a torch, candle & TV. There is a worksheet at the end of the PowerPoint which pupils can use to complete these tasks. When finished, pupils can self-assess their work. Pupils will then answer some progress check questions in their books, I usually ask pupils to complete in silence to reflect on what they have learnt this lesson. Pupils will then self-assess their work. The final task is a past-paper question, pupils can complete on the sheet and peer-assess their work using the mark scheme provided.

This is a resource designed to meet specification points for the NEW AQA GCSE Physics module on ‘Energy’. Other lessons of this series can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience It begins 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. The final activity is a worksheet pupils can complete on power, again the answers to this worksheet is provided within the PowerPoint slide for pupils to self-assess the work. Plenary activity requires pupils to state three key facts from the lesson, 2 key words and pose a question to their peers on the topic of power. All resources are included in the PowerPoint slide. Thanks & enjoy :)

This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Ecology’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience First of all students are asked to consider why not all of the light that falls onto a plant will be used in photosynthesis. Students can think > pair > share their ideas in their books. Once complete the following slide goes through the possible ways in which light energy can be lost before it used to make new plant biomass. Students will listen and then need to fill in the blanks on a paragraph detailing these processes. Once this task is complete students can self-assess their work. Students are then shown a simple food chain and asked to think about how biomass could be lost at each stage in the food chain. Pupils can discuss their ideas and create a mind map in their books, why isn’t all of the biomass from trophic level passed on to the next trophic level? The next slide reveals some of these reasons, pupils can check their work against the answers. Pupils will then be given a worksheet detailing energy loss and energy transfer criteria, students need to use this information to annotate a food chain to show how energy is lost and how much is transferred to the next trophic level. There are a number of ways in which they may do this but there is a sample answer provided to demonstrate how the student could have completed their work. The last part of the lesson looks at efficiency of energy transfer, pupils will be shown the efficiency calculation and a worked example. Pupils can write the calculation into their books and then use this to answer a set of questions. Once complete pupils can self-assess their work. The plenary task is for pupils to turn to the back of their books and write three summary sentences on what they have learnt this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

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. The lesson starts with an introduction to the main functions of the female and male reproductive systems. This then leads into a task whereby students will firstly watch a video on the structure of the female reproductive system, during which they will need to label a diagram. After this, students will watch a video on the structure of the male reproductive system, again students will need to label a diagram whilst watching this video. Students can then mark their work using the mark scheme provided. Next, students will each be given a card of information which describes the function of one part of either the male/female reproductive system. Students will need to walk around the room and share information with each other to complete their own table to summarise each of these functions. The mark scheme for this task is also included so students can either self assess or peer assess their work. The next activity is a progress check task, students will answer a set of levelled questions based upon what they have learned so far this topic. Once this task has been completed, students can mark and correct their own work. Lastly, students will complete an activity whereby they will be required to match the correct reproductive structure with it’s function, students can self-assess their work once complete, using the answers provided. The plenary task is an anagram challenge - students should try to unscramble the words to reveal 6 key words learned over the last two lessons on adolescence and reproductive systems. 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 Biology GCSE, particularly for the higher tier for the 'Infection & Response ’ 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 starter discussion to remind students about communicable disease, and which bacteria are harmful. The next slides introduce and define pathogens, and some harmful and non-harmful bacteria. They will then watch a short video which explains the differences between viruses and bacteria then complete a Venn diagram task. The next task is a true/false activity to complete as a class and asses their understanding thus far. Students are then directed to work in pairs to make a mind map in their books describing how pathogens are spread. Students will then be instructed to work on their own to answer three questions about pathogens spreading. Answers are on the following slide for self-assessment. The plenary task is an exam style question, students can self-assess to the mark scheme on the last slide. 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 P1 ’Forces’. 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 which introduces students to forces, students will watch a video and will need to answer a set of questions whilst watching. This task can then be self-assessed using the mark scheme provided. Students will then be asked to ‘Think > Pair > Share’ their ideas about the differences between a contact and a non-contact force. Once they have had chance to discuss their ideas and feed back to the class, the definition for both contact and non-contact forces can be revealed for students to check their answers. Students will then be shown a set of diagrams of either contact or non-contact forces, students will need to sort these into the correct columns. This work can be marked and corrected once this task is complete. Students will now be shown how force diagrams can be drawn, to indicate the size and direction of a force acting upon an object. Students will then need to draw force diagrams for a set of objects, a worksheet for this task in provided. This work can then be self-assessed using the mark scheme provided on the PowerPoint. Lastly, students will be given the definition for an ‘interaction pair’, as well as an example to help contextualise this meaning. Students will then need to complete a progress check (‘copy-and-complete’ task) to assess their knowledge of what they have learned this lesson. This work can be self or peer assessed using the answers provided on the PowerPoint. The plenary task is for 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 C1.2 ’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 lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Homeostasis’ 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 starts by pupils discussing what they think might be some differences between primary and secondary sexual characteristics in males and females. Once they have brainstormed their ideas and you have carried out a short classroom discussion you can identify the differences between these two sets of characteristics. The next slide provides students with a long list of statements describing secondary sexual characteristics of both males and females, pupils will need to sort the statements into two columns - male female - some will go into both. Once finished pupils can assess their work using the answers. Now pupils will look at the structures found in both male and female reproductive systems and the roles they play. Pupils will be shown a diagram to demonstrate these parts and then pupils will be given a blank worksheet and a set of jumbled statements, they will need to match the structures to the correct part on their diagram. This work can then be assessed to check they have correctly matched the organs and functions. Pupils will now watch a video introducing the menstrual cycle, using the video pupils will need to try and write a describe the roles each of the female hormones - oestrogen, progesterone, FSH, LH - plays in the menstrual cycle. If pupils weren’t able to get down a detailed answer they can mark and correct their work using answers provided. The final activity is an exam-style question, along with the mark scheme to check their work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)