This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Inheritance, variation and evolution’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a focus on mutations and how they contribute towards genetic variation within a population. Pupils can tag read some information provided in the board and then answer questions in their books, this work can be self-assessed against the mark scheme provided. The next activity involves pupils watching a video about natural selection, using the video they will need to answer questions which again can be self-assessed using the success criteria provided. Pupils will then be shown a slide which demonstrates, with the example of giraffes, how natural selection can ensue within a population of organisms over time. Pupils will then be given a cartoon strip to show how natural selection occurs, they can draw diagrams of any organism they wish to choose and will need to fill in the blanks for the captions below each stage in the process. This work can be self-assessed one complete. The next task pupils need to complete is a card sort describing the steps involved with how head lice become resistant to head lice shampoos, pupils can discuss in pairs to complete this task. Once complete the answers will be revealed, for higher ability pupils they can draw this as a flow diagram in their books as an extension. The final activity is a past-paper question, pupils can complete this in their books. For higher ability pupils you could demand silence and ask for it to be completed at the back of their books as a revision activity, for lower ability pupils you may allow discussion with a partner. The plenary activity involves pupils being provided with the answers to 5 questions, pupils need to think of 5 questions which may link to these answers. 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 ‘Organisms & their Environment’ 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 in the gas exchange in the leaf of a plant and limiting water loss begins with a starter discussion to remind students of the tissues found in leaves and the tracheal system in insects. Students will then be asked to think about the relationship between plant an animal cells and respiration of the two respectively. They should also consider when photosynthesis is taking place, and when it is not. The first task of this lesson is a diagram worksheet to label the structures of a leaf cell. Answers are on the following slide for self-assessment, followed by a light micrograph of leaf structure. The next task is to consider leaf adaptations for photosynthesis and identify the purpose of the adaptation (to absorb light, for gas exchange, reduce water loss, or transport). Answers follow for self-assessment. Students are then introduced to the stomata. They should make notes on the structure when the guard cells are swollen or shrunken. The next task is to answer three summary questions, sample answers are available on the following slide for self-assessment. The problem for all terrestrial organisms is water evaporation from the surface of their bodies. Students are asked to remember the various ways in which insects limit water loss before they are introduced to plant adaptations. Xerophytes are introduced as an example, including cacti and marram grass. Students will then complete a table using information cards about xerophytic adaptation, and four summary questions. Answers for both follow, for self-assessment. The final task is to complete an exam style question to consolidate their learning and self-assess to the sample mark scheme. The plenary is to write three sentences to summarise what they have learnt this lesson! 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 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 This lesson starts with a PowerPoint slide which demonstrates how sunlight falling on plants is the initial source of energy for all living organisms. This moves on to a video which outlines the key terms related to food chains, pupils will be provided with a set of questions which they will need to answer using the video. Once pupils has completed this task pupils they can self-assess their work using the mark scheme provided. Pupils will then be shown an example of a food chain and the PowerPoint slide will reiterate what the video outlined, about what a food chain and the arrow in the food chains demonstrates. Pupils will then need to complete a task where they match key terms to their definitions and examples. This work can assessed once the task is complete. The next part of the lesson will focus on animal populations and dynamics. The first task pupils will be given a set of questions about the impact of various changes on animal populations (i.e. predator numbers, disease). In groups/pairs they will be given a piece of A3 paper and they will need to answer the questions as best they can. Pupils can then check their answers against the answers provided in the PowerPoint presentation. Pupils will then be given a food web and asked a set of questions about how various changes in the numbers of organisms within the food web would impact others, again this work can be self-assessed. The final activity is for pupils to draw a graph to represent data on the numbers of coyote and jack rabbits over the course of twenty years, pupils will then need to answer questions about this data. The plenary task is for pupils to complete a food chain choosing from a set of organisms provided on the PowerPoint slide, as an extra challenge pupils could try and complete their own food webs. 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 with a definition of homeostasis and pupils will then need to discuss in pairs the conditions that they think need to be controlled by the body. This leads on to revealing these factors and looking specifically at the way in which water can be lost and gained by the body. Pupils the complete a couple of questions on the topic. Next is a focus on temperature control in the body, pupils need to consider what might happen if the temperature rises too high or falls too low and come up with ideas about how this might affect the body. Having already covered enzymes hopefully they might have some clue about what might happen. You can reveal the answer and pupils then need to complete a small worksheet to summarise these ideas. Next pupils are challenged to think about what parts of our body control our reactions, pupils are asked to complete a challenge which gets them thinking about coordination and they will then write down any organs they think were involved with this process. The nervous and endocrine system are then introduced, pupils will need to copy and complete summary sentences to describe the main structures and functions of these two systems in controlling the body. Pupils will then complete an exam question on the differences between nervous and endocrine control, the mark scheme is provided for pupils to mark their work. Finally pupils look at the role of negative feedback in the body and how this works with the example of temperature control. Pupils will need to sketch a simple graph into their books and use labels provided to demonstrate how this process occurs. Again, the finished diagram is included so pupils can assess their own work. A plenary activity is to complete an exit card listing key words, facts and to pose a question about the work covered 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 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 This lesson begins with pupils being given a card sort of organisms, they will need to look at the pictures and try and decide how they would sort these organisms into groups, in other words how would they classify the organisms. Pupils will then be introduced to Linnaeus’ classification system and how this now influences the way we classify organisms, as well as explaining how modern technology can help us to group organisms. Pupils will then watch a video on classification, they will asked to think about, and write notes, on why classification is such an important process that scientists use. Now pupils are being introduced to the order of the classification system, pupils will be shown the order and then pupils will need to come up with their own mnemonic to help them remember this order. Pupils will then be introduced to the binomial naming system and the importance of this system, which they should be able to recount. The next activity involves pupils walking around the room, reading posters and they will need to use this information to complete a worksheet answering questions about the different kingdoms of the classification system. Once this is complete pupils can self or peer assess their work using the answers provided within the PowerPoint presentation Pupils will then complete an exam-style question on the topic of classification. This can then be self-assessed using the mark scheme provided. The plenary is for pupils to complete an exit card to demonstrate what they have learnt during the lesson, this can be handed in at the end of the lesson to the teacher to check student understanding. 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 ‘Inheritance, variation and evolution’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by introducing pupils to the definition of a clone and outlining the different cloning techniques they will learn about in this lesson. Pupils will firstly learn about two techniques used to clone plants - cuttings and tissue culture. Pupils will learn about these two techniques and will need to complete the correct descriptions on a diagram demonstrating the steps involved with taking plant cuttings. Once this is complete the work can be self-assessed. The second part of the lesson focuses on adult cloning. Firstly pupils are talked through the process of embryo transplants using a diagram. Pupils will be provided with a worksheet with a flow diagram of the embryo transplant process but missing statements to describe the process. Pupils will need to choose the correct statements to go in these boxes, this work can be assessed using the answers provided once complete. Adult cell cloning is the other example of an animal cloning technique pupils will need to describe. Firstly, pupils will watch a video about Dolly the sheep and the adult cell cloning process, using this video they will need to answer some questions. This can be checked against the answers which will be provided. For the next activity pupils will be provided with the diagram of the sequence of events involved in the adult cell cloning process, pupils will be required to fill in the blanks to complete the descriptions of the steps involved. Once completed pupils can use the mark scheme to assess their work. The final activity focuses on the risks and benefits of adult cell cloning, pupils will be given a list of opinions about this cloning technique and they will need sort them into advantages/disadvantages in their books. The plenary activity is for pupils to pick a task: either write a twitter message about what they have learnt this lesson or unscramble anagrams to spell out 5 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 NEW AQA Biology GCSE, particularly the 'Homeostasis' SoW and for higher tier pupils. 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 reasons why a patient might be suffering with kidney damage and introduced to the treatments pupils will be learning about this lesson: dialysis and kidney transplants. For the next part of the lesson pupils will then need to get into four groups, two groups will read information on the treatment of dialysis and two will read information on kidney transplants. Using this information pupils will answer questions in their book and once a group has finished with one of the treatments, they should swap with another groups and answer questions about the other treatment. This task should take 40 minutes in total, once finished pupils should self-assess their work using the answers provided on the PowerPoint presentation. The last activity is for pupils to answer an exam-style question on the function of the kidneys and treatment for patients with kidney disease, once completed pupils can mark their work using the mark scheme provided. The plenary task is a 3-2-1 task, pupils write down 3 facts, 2 key words and 1 question to test peers knowledge of the topic of the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy 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 The first task involves pupils discussing the definitions for a set of ecological terms, pupils can write their ideas down in their books and then watching a video to fill in any blanks they were unsure of. Once this has been completed pupils can self-assess their answers using the mark scheme provided. The next task is for pupils to think > pair> share about how animals are interdependent upon each other, they can write down their ideas as a brain storm in their books. Once this has been completed, pupils can self-assess their work using the answers provided. Pupils will then be given some information on stable communities, they will need to read this information in pairs and then try and answer a set of questions. They can then self-assess their work, correcting anything they didn’t get correct using the answers provided. Pupils will now be introduced to the difference between abiotic and biotic factors, the first task is for pupils to watch a video and sort the factors demonstrated in the video into two columns – abiotic vs. biotic. They will then be given a set of descriptions, pupils will firstly need to identify which factor is for a list provided and the second task is for pupils to identify whether this factor is biotic or abiotic. Pupils can complete this on the worksheet provided, once completed students can either self-assess or peer-assess their work, making any corrections if necessary. The plenary task is for pupils to choose two organisms from the pictures on the PowerPoint slide, they will need to describe the difference in habitats between the organisms and compare the abiotic and biotic factors which affect their survival. 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 with a think > pair > share task asking pupils to consider the different ways in which males, females or both could potentially find difficulty in conceiving a baby. Images are shown in order to prompt students to think about the anatomy of the male and female reproductive system. Answers will then be provided, pupils can check their ideas against those shown on the PowerPoint slide and red-pen their work. The next task is a fill-in-the-blank task on the role of FSH and LH during fertility treatments, pupils will need to consider the job of these two hormones in a healthy woman (covered during the menstrual cycle lesson) and then summarise how these hormones are used in fertility drugs. This work can be assessed using the answers provided once complete. The next part of the lesson focuses on how in vitro fertilisation works, pupils will be shown diagrams and descriptions of the stages involved with this process. Extra challenge questions are provided at the bottom of the worksheet should some students complete their work quickly. Pupils will then need to complete a worksheet o summarise these steps, once completed this work can be assessed using the mark schemes provided. Finally, students will need to consider the advantages and disadvantages of IVF. They will be given some information, one between two, they will need to use this information to summarise the pro's and con's of IVF. For the last task pupils will be given opinion cards in groups, they should read out the opinion cards and discuss which one's they agree with and why. They should then write a conclusion of their own opinions on IVF in their books, using as many valid scientific points as possible. The plenary task is for pupils to write a twitter message about what they have learnt that 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 Monoclonal Antibodies and their uses begins with a review of antibodies, plasma b-cells and memory b-cells. Students should also describe the humoral immune response to a pathogen. Students are then introduced to monoclonal antibodies through description on the slides and a short video. They should take notes and be prepared to fill in a diagram using the statements on the slide. A complete diagram is on the following slide for self-assessment. The next slides introduce the use of monoclonal antibodies, and then explain how they may be used to target cancer cells, test for pregnancy, and create medical diagnoses. Students will then watch another video which explains pregnancy tests. They will answer a few questions while watching and may self-assess to the answers on the next slide. Another included task asks students to complete a table explaining how monoclonal antibodies are used in various methods, by using information cards posted throughout the room. Using this information students will think > pair > share to discuss ethical issues regarding the production of monoclonal antibodies. They will watch three short vidoes to inform their discussion and should include risks, benefits, and impacts on both the individual and society in their answers. Some sample discussion points are available in the notes below the slide. To consolidate, students will be given a mixture of information cards to sort into a table of advantages and disadvantages of monoclonal antibodies. The plenary task is to create a three-question quiz to test their peers on today’s lesson. 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 Biology GCSE, particularly the ‘Inheritance, variation and evolution’ 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 fossils, a definition of a fossil and a task for pupils to think > pair > share how the remains of dead organisms could be preserved for millions of years. After a short classroom discussion about the ideas pupils have come up with, pupils can move on to the next task. Pupils will each be given a different piece of information on the ways in which fossil remains can be preserved. Pupils can move around the room and discuss their cards of information and use each others to take notes on these processes. Pupils will then watch a video on how fossils are formed, using this video pupils will need to answer questions in their books. This work can be self-assessed using the marking criteria provided. The next part of the lesson focuses on why fossils do not provide a complete record of evolution. After this has been explained, using the information and images provided on the PowerPoint slide, pupils can complete some quick check questions on what they have learnt this lesson. Once complete pupils can mark their work using the answers provided. The final task is for pupils to complete a table to demonstrate the evolution of the horse, they will each be given a card of information on a particular stage of evolution. They can use each other to complete the full picture of how the horse evolved, completing their own table in chronological order. The last task is a set of exam-style questions on what pupils have learnt this lesson, they can answer these at the back of their books for an extra challenge. A mark scheme is provided for pupils to assess and correct their work once it is complete. The plenary task is for pupils to summarise what they have learnt this lesson as three facts, three key words and a question to test their peers. 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 ‘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 The first part of the lesson outlines the definition of deforestation and some key facts and figures about the destruction of forests around the world. The next task is for pupils to discuss why they think rainforests may be being cut down & the consequences this might have on a local & global scale. The next two slides outlines the four main reasons why rainforests are being destroyed and some of the consequences of their destruction, pupils can check their work against the answers provided. The next task requires pupils to watch a video and answers questions using the information provided in the video, once they have completed the question they can asses their work using the answers provided. Pupils will now be required to complete a recap task on the carbon cycle, they will be given a worksheet which they will be asked to fill in using the captions provided on the PowerPoints slide. Once this has been completed pupils can assess their work using the answers on the PowerPoint slide. The next part of the lesson focuses on the importance of peat, firstly pupils will be given a set of information about peat bogs and they will be required to answer questions using this information. This work can be self or peer assessed once it has been completed. The final task is for pupils to answer an exam-style question on the carbon cycle and deforestation. Pupils can assess their work using the mark scheme provided. The plenary task is for pupils to choose words from a list of key words to formulate three summary sentences 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 ‘Ecology’ SoW. The first part of this lesson will focus on a recap of some of the details learnt during the decay lesson, pupils are given a set of four multiple choice questions which they should answer in their books and then self-assess. The first task introduces recycling of materials in the ecosystem, pupils will need to read through a paragraph of information as a class. The slide will then be changed and pupils will need to try to recreate the paragraph as best as they can using the key words provided. Once completed the slide can be changed back to the initial paragraph for pupils to check and correct their work. The next part of the lesson is for pupils to look at the difference between a decomposers and detritivores, students will be given information in pairs and will need to teach each other about the organism card they have in their hands. Students will then try to write a description of each of the organisms in their books. The next part of the lesson focuses on the water cycle, firstly students will need to come up with as many processes as they can think of that contribute to the water cycle. Once this task has been assessed pupils will then be given a set of questions which they will need to answer whilst watching a video, once complete their answers can be assessed using the mark scheme provided. Using their answers from their previous tasks pupils will now need to match up the key words to the definition and the final task is for pupils to complete a diagram of the water cycle using the key words and definitions provided in the last task. The plenary task pupils will be given a set of 5 answers, it is up to the pupils to come up with 5 questions which may correspond to these 5 answers. 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 ‘Inheritance, variation and evolution’ SoW, specifically for the higher-tier, biology only specification. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with an introduction to the work of Gregor Mendel, students will firstly watch a video and answer questions using the information provided. Once finished with this introductory task pupils can self-assess their work against the marking criteria. The next task focuses on genetic diagrams drawn to represent the crosses Gregor Mendel carried out during his investigations. Pupils will be prompted to draw the genetic diagrams themselves to show the genotypes of offspring of the F1 and F2 generation of pea plants in the example given. There is a prompt which you can reveal for those students of a lower ability. Once this task is complete pupils can check their work against the answers which are provided. Now there is a quick check mid-plenary for pupils to consolidate knowledge of what they have learnt so far, a set of questions is provided and the mark scheme for pupils to check their work against. The next part of the lesson focuses on why Mendel’s important work was not wholly recognised within his lifetime, pupils can read an extract of information and use this to answer questions. Once complete pupils can self-assess their work using the answers provided. The final part of the lesson is looking at how Mendel’s work was imperative to the development of the double-helix model of DNA and subsequent genetic research and discoveries. Pupils will need to read a page of information, in pairs, and answer questions provided on the PowerPoint slide. For those pupils of a lower ability it may be easier to tag read the information and answer questions in groups. Once completed pupils can check their work against the success criteria provided. The final task is for pupils to answer an exam question on this topic, pupils can complete in their books (at the back of their books for an extra challenge) and assess their work using the mark scheme once complete. The plenary task is for pupils to come up with a questions that they would like to ask Mendel about his 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 :)

This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology ‘Organisation’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience 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 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 Pupils are firstly given some information, in pairs, on how temperature can affect the rate of decay. They are asked to read through the information and complete a set of questions. Once this task is complete pupils can self-assess their work using the answers provided. The next task is for pupils to think > pair > share ideas about how you could stop or delay the decay process with food. Some images are provided on the PowerPoint slide as a prompt to help students, they can also use the information from the first task to help them come up with ideas. Once pupils have been given time to write their ideas down you can discuss as a group and then reveal the 5 main ways in which foods can be preserved. Pupils will then be given a set of information about each of these preservation methods, they need to use this information plus the information from the first task they completed to explain how each of the methods helps to prevent or delay the decay process. Pupils can then self or peer assess their work once complete. For the next task pupils are asked to use information posters places around the room or on their tables to answer a set of questions about decay & recycling. Once pupils have completed these questions they will need to assess their work using the answers provided. The very last task is an exam question that pupils can either complete in silence at the back of their books - higher ability - or perhaps use the work they have completed this lesson if they are lower ability. The plenary task is for students to write three sentences to summarise 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 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 ‘Think > Pair > Share’ task, students are asked to consider how to define ‘competition’. After a short discussion, the correct definition will then be revealed so students can take notes of this in their books. Next, students will be given a set of resources which animals/plants compete for, students will be asked to sort these resources into columns, either those that animals compete for, those that plants compete for or those that both animals and plants compete for. Once this task has been compelted, students can self-assess their work using the mark scheme provided. Next, students will watch a set of videos on competition between animals and plants, whilst watching the video they will need to complete a table for information to include - a resource - how organisms are competing for this resource - an explanation of how it is competing for the resource successfully. The work students have completed at the beginning of the lesson can then be summarised by a fill-in-the-blank activity, students should complete this in their books and it can then be marked and assessed using the answers provided. The second part of the lesson will focus on adaptations, students will firstly watch a video on adaptations, whilst watching the video they can answer a set of questions. The answers to these questions are included so students can assess their work once it is complete. Lastly, students will read through information stations around the room, which list adaptations of organisms which live in colder climates, warmer climates and dry climates. Students will need to complete a worksheet using these information sheets. The plenary activity requires students to come up with a set of three quiz questions to assess students knowledge 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 :)