I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course.
All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.
I am a secondary school & A-level Science teacher, specialising in Biology. I am also an experienced AQA GCSE Biology Examiner. My resources contain a mix of Biology, Chemistry and Physics lessons aimed at meeting specification points for the new AQA Trilogy GCSE course and KS3 Activate course.
All of my lessons include at least one opportunity for self-assessment, a range of activities to suit students of all abilities, a set of differentiated starter questions and a plenary.
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 begins with a review of total magnification and cell fractionation before defining the two main advantages of the electron microscope.
The following slides offer detailed notes on the parts of the electron microscope and their functions. Students will then fill in a table in their books using information notes which have been posted around the room. A self-assessment slide follows!
Students are then introduced to SEM and TEM and encouraged to compare the two before practising through a mini-whiteboard activity!
To consolidate the lesson, students will complete an exam-style question and self-assess to the following slide.
The plenary task is a series of answers for students to write the questions for.
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 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 begins with a starter review to remind students of the role of diffusion in glucose absorption, the process of co-transport, and the role of microvilli.
Students are then guided through a summary of defence mechanisms, subdividing them as non-specific (physical barriers and phagocytosis) and specific (cell-mediated and humoral responses). Students should keep this in mind before trying to name some of the physical barriers to infection in the human body. Sample answers are on the next slide for self-assessment, and students should consider which of the answers were physical or chemical barriers.
The next task is to consider three questions about the human body’s defence mechanisms in the stomach, skin, and trachea. After seven minutes students should self-assess to the answers on the following slide.
To defend the body, lymphocytes must be able to distinguish the body’s own cells, students are asked to decide which biological molecules would most likely be used for this and where they are found. The next slide explains the immune system’s identification ability and asks students to consider the medical implications of self-defence responses. The example of organ and tissue donation is explained on the following slide, there are plenty of notes below the slide as well.
If physical barriers fail, white blood cells are next, so students are then introduced to phagocytes and lymphocytes over the next few slides.
Students will then watch a short video and follow along with their worksheet to fill in boxes and summarise phagocytosis. Answers are on the next slide for self-assessment.
The next task is interactive! Students will use information stations around the classroom to complete their table on non-specific immune response.
The plenary task is to draft a 140-character tweet demonstrating what they have learned today including #keywords.
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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work.
This lesson begins by pupils being introduced to the idea of stem cells, what they are and why they are important. Pupils will then watch a video about stem cells, the difference between adult and embryonic stem cells and their importance in medical research and treatments. Pupils will answer questions whilst watching the video and can self-assess their work using the answers provided once it has finished.
Pupils will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, this can be copied off the board or summarised in their book.
The next activity is on stem cells in plants, pupils will be given some information on the board and will then need to answer questions about this information.
The next activity will focus on the social, moral and ethical implications of using stem cells for medical research purposes. Pupils will need to read opinion/fact cards about the use of stem cells and firstly will need to discuss the pros and cons of using stem cells for medical research. The second task is for pupils to sort the information cards into ‘fact’ or ‘opinion’ columns - this can be self-assessed using the answers provided.
The final plenary task is an exam-style question about use of stem cells, pupils can then self-assess their work.
This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work.
The lesson begins by identifying the differences between osmosis, diffusion and active transport. Pupils will then watch a video and answer questions about the process of active transport whilst watching. Once finished pupils can self-assess their work using the answers provided.
Pupils will then sort statements about the three types of movement - diffusion, osmosis, active transport - into three columns, pupils will then self-assess their work.
The next part of the lesson focuses on the importance of active transport to living organisms, pupils will be introduced to two examples - mineral ion uptake in plants and absorption of glucose in humans. Pupils will then need to answer questions on this topic.
The plenary is a exam-style question on active transport, pupils can again self-assess their work using the mark scheme provided.
All resources are included in the PowerPoint :)
This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work.
The lesson begins with children being asked to discuss their ideas about the environmental factors which would affect the rate of transpiration.
After a short class discussion, children will be given a slip of information about one of the four factors affecting the rate of transpiration - light intensity, humidity, temperature and wind. Children will need to walk around the room and share information with each other, to complete their table of information in their books. This task can be self-assessed once complete.
Next, children will watch a video on the use of a potometer, during which they will need to answer a set of questions. After this, they can self-assess their work using the answers provided.
Children will now be shown how to calculate the rate of transpiration, using a worked example. Children will then test their understanding of this by completing a ‘quick check’ task, the answers for this are provided in the PowerPoint.
The plenary task required pupils to compile a list of key words related to the B2 ‘Scaling up’ module of learning.
This is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Scaling up’ scheme of work.
The lesson begins by pupils observing a diagram of a phloem and a xylem vessel and discussing what the similarities and differences are between the two tissues. This can lead into a class discussion about the two structures.
Next is a quick recap task, pupils should have already looked at the overall function of both of these vessels so pupils now need to complete sentences to describe the role of the xylem an phloem vessel in plants.
The next activity is a video, pupils will given a set of questions and they will need to answer these questions using the video. Once finished they can self-assess their work using the answers provided on the PowerPoint.
Next, pupils will need to draw two columns in their book entitled Xylem and Phloem and sort statements into these two columns, after this is completed they can assess their work.
The last thing students will need to consider is why is transport so important in plants, pupils will discuss/brainstorm in their books why sugars, mineral ions and water are important to the plant. The answers can then be revealed to them.
The final activity is a past-paper 6 mark question, pupils will need to attempt to answer this on their own, at the back of their books for an extra challenge!
Plenary activity is to complete a summary of what the students have learnt that lesson, a list of key words will be provided to help them complete this task.
All resources are included in the PowerPoint, any questions please ask me via the comments section. Any feedback of this lesson would be much appreciated :) thank you!
This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work.
This lesson begins by pupils being provided with the aim of the investigation plus an equipment list, pupils will need to use this to decide what the independent, dependent and control variables of the practical may be. The next slide runs through some of the important details of the practical, using this pupils will then need to write a step-by-step method summarising how they are planning to conduct their investigation, they can work in groups to plan this but must complete their own worksheet.
Next, pupil will conduct the experiment to measure the effect of a distraction on student volunteers reaction time. Results should be collected using the worksheet provided, once they have collected their raw data they can use this (as well as the calculation provided) to work out the reaction time for each volunteer in each trial, and a mean can be calculated.
Once the second table of results on the calculated reaction times have been filled in pupils can complete their graph of results, this can then be used to write a conclusion using prompt questions provided on the plenary slide of the PowerPoint presentation.
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 resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work.
The lesson begins with a recap on the difference between a stimulus and a receptor and asks students to think>pair>share what the function of photoreceptors might be and where they are found.
Pupils are then shown a diagram of an eye, pupils are asked to consider (from a list of structures provided) which labels might go where, they can discuss in pairs and annotate their own diagram if they know for sure. Pupils can then assess their own work when the answers are revealed on the next slide. Pupils must now learn the functions of each of these structures, they will each be given a slip of information about the function of one part of the eye and they should walk around the room and share their information to complete the table in their books. This task can be self-assessed using the answers provided.
The next part of the lesson focuses on the pupil reflex, firstly a practical is undertaken whereby pupils block out light from the room and then observe what happens to their partners pupils when they bring a torch to the side of their partners eye. This leads into a description of the pupils reflex, including the role of the circular and radial muscles. Pupils will need to summarise this information by copying and completing the sentences into their book, which can be self-assessed once completed.
The last activity is looking at how light is focused on the retina by the lens, pupils are shown a diagram of how this works. After being given a verbal description they are asked to firstly copy the diagram complete with labels and explain how light is focused on the retina using a list of key words that are provided.
The plenary task is an exam question on what the students have learnt this lesson, pupils should complete this in silence in their books and then red-pen their work using the mark scheme provided once they have finished.
All resources are included at the end of the presentation. Thanks for looking :)
This resources is designed for the OCR Biology GCSE, particularly the ‘B3 - Organism-Level Systems’ scheme of work.
This lesson begins by looking an organism - a cat- and asking pupils to think about the types of stimulus the cat might respond to in it’s environment, plus which organs it needs to sense these stimuli. Pupils will brainstorm their ideas and then self-assess their work once the answers are revealed, additionally they will answer an exam question on this topic.
Next, pupils focus on the effectors and their role in the nervous system. Pupils will be provided with a description of the role of muscles and glands as effectors and will then need to complete an exam question to assess their knowledge, mark scheme provided for either peer or self-assessment.
The next part of the lesson will focus on neurons, firstly a diagram of a neuron cell is shown and pupils need to think about how this cell is similar and different to a normal animal cell. Pupils may discuss this in pairs and try and come up with an answer before the mark scheme is revealed. Sensory and motor neurons are now introduced via an animation, pupils can look at the pathway the electrical impulse travels as it moved around the nervous system. Pupils will use this to then copy and complete a summary to describe this process, when completed this can be self-assessed.
The final activity is for pupils to copy and complete a table to sum up the main functions of each part the human nervous system either by using a card sort or by putting the statements on the board. This can then be peer or self-assessed when complete
The plenary activity is for pupils to summarise the 5 main key words they have learnt that lesson.
All resources are included at the end of the presentation. Thank you!
This is a resource which contains all of the learning outcomes for the new AQA GCSE Biology 'Organisation' SoW.
Pupils should mark whether they feel they very confident (green), a little confident (amber) or not confident at all (red) for their ability to achieve each learning outcome.
This can be used before an end-of-topic test on 'organisation' for pupils to reflect on areas of revision which are most important. It can also be used again after to see whether students have progressed in their understanding of the topic.
This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW.
For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
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 Trilogy Biology GCSE, particularly the ‘Organisation’ SoW.
For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
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 Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW.
For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
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 Trilogy Biology GCSE, particularly the ‘Bioenergetics’ SoW.
For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
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 Trilogy Biology GCSE, particularly the ‘Infection & Response’ SoW.
For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
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 Trilogy Biology GCSE, particularly the 'Homeostasis’ SoW.
For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
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 Trilogy Biology GCSE, particularly the 'Homeostasis’ SoW.
For more resources 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 activity contains a set of differentiated questions worth 20 marks in total, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension or revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work against their target grades, a full explanation of how I do this is included.
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 A-Level Biology, particularly the ‘Organisms and their Environment’ unit.
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 activity is a revision activity for the ‘Organisms and their Environment’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class.
Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time!
The solution for this activity is included so you can check their answers.
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 Trilogy Biology GCSE, particularly the 'Bioenergetics’ SoW.
For more resources 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 activity is a revision activity for the ‘Bioenergetics’ SoW, students can either have a card each and the task can be completed as a card loop activity with the whole class.
Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity I often have a prize for the students who complete the task in the fastest time!
The solution for this activity is included so you can check their answers.
Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)
This homework activity is designed for the 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.
This activity contains a set of differentiated questions, it also includes additional extra challenge tasks for higher ability students to complete. This worksheet could be used as a homework or as an extension/revision activity in class.
I have included a comprehensive mark scheme for teacher or self-assessment of the work, there are also details of grade boundaries which I use to RAG pupils work, a full explanation of how I do this is included.
Thanks for looking, if you have any questions please let me know @swift_science_education or swift.education.uk@gmail.com, any feedback would be appreciated :)