This lesson is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Bioenergetics’ 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 think > pair > share task for pupils to discuss some questions about muscle, after a short class discussion you can the answers to these questions and talk them through with the students (all on the PowerPoint). Next pupils can sum up what they have learnt so far by completing a fill in the blank task, which then can be self-assessed. Now pupils will be given cards of information about how heart rate, breathing rate and concentrations of glycogen change during exercise and most importantly, why these response occur. Pupils can read their information card in pairs and using this they can fill in the table in their books. This activity is likely to take 15-20 minutes, once finished they can self-assess their work using the answers provided. A mid-plenary task will quickly assess students knowledge of what they have learnt so far, then the final activity is a 10 mark exam-style question. You could allow pupils more time to answer these questions or for higher ability set a 10 minute timer and request that they complete in silent, exam conditions. The mark scheme is provided for pupils to mark their own work. The plenary task is a 4-mark exam question with mark scheme 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 is a lesson designed to meet specification points for the new Biology Trilogy 'Bioenergetics' scheme of work. The lesson begins by focusing on the location of the main organs in the plant, students are then asked to match the name of the organs to their function. Once this work is self-assessed pupils will watch a video which will outline some of the adaptations a plant has that enables it to carry out photosynthesis. Pupils are then introduced to the major tissues in the leaf of a plant and are given some information on the location, structure and function of these tissues. Using this information pupils are required to complete a worksheet labelling a cross-section of a leaf. Once finished, pupils can use the mark scheme within the PowerPoint presentation to check their work. Students are then asked to consider why plants and the process of photosynthesis is so important. They are reminded of the fact that plants are needed to harness sunlight energy and synthesise organic molecules like glucose which not provides energy to the plant but to all organisms further up the food chain. The final activity is a past-paper question worksheet that pupils should complete in silence, once finished they can either self-assess or peer-assess using the mark scheme provided. The plenary is for students to summarise what they have learnt in the lesson by writing 3 facts, 2 key words and posing 1 question to their peers. All resources are found at the end of the PowerPoint presentation. Thank you for purchasing :)

This is a lesson designed to meet specification points for the new AQA Trilogy GCSE Biology ‘Bioenergetics’ scheme of work. The lesson begins by pupils being introduced to the term ‘photosynthesis’ and then being asked to consider the raw materials that plants need in order for photosynthesis to occur. Pupils are then given three minutes to write down everything they have learnt about photosynthesis so far, with an extension task to write the word equation for the reaction. In the next part of the lesson pupils are introduced to the word equations and are challenged to write a balanced symbol equation for this reaction. Mid-lesson plenary involves a set of exam-questions (total marks = 9 marks) which they can complete in silence and then peer or self-assess using the mark scheme provided. Pupils are then introduced to the concept of endothermic and exothermic reactions, they are given the definition for an endothermic reaction and are then asked to ‘think, pair, share’ with a partner about what an exothermic reaction might be and whether photosynthesis is endothermic or exothermic. After 5 minutes, pupils are given the answers and they can mark their work. The final activity is for pupils to watch a video on the scientific investigation conducted by Van Helmont, pupils watch the video and answer questions on a worksheet which can then be self or peer-assessed using red pens. Pupils can choose their plenary activity - either writing quiz questions on the topic of the lesson or summarising what they learnt by writing a twitter message along with #keywords. All resources are included in the PowerPoint presentation, thank you for purchasing :)

This lesson is designed for the NEW AQA Biology GCSE, particularly the ‘Homeostasis’ SoW and specifically for the higher tier. 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 overview of the function of the four main lobes of the brain, pupils will be given cards of information which they need to use to complete a table on these functions. Pupils will then be introduced to further structures which they are required to know the functions of: medulla, cerebellum, hypothalamus and cerebral cortex. Pupils will need to use posters to complete a worksheet where they label a diagram of the brain and outline the roles of each of these structures. Following this is a card sort where pupils can assess their understanding of what they have just learnt. The next part of the lesson focuses on how scientists and doctors have gained evidence for the structure and function of the brain. Firstly students will watch a video and answers questions on Phineas Gage, which can be self-assessed once complete. This will then go on to describe the role of electrical brain stimulation and MRI scans in providing knowledge about the brain. This is assessed with a copy and complete summary sentence task and finally the plenary is a 6-mark exam question. 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’ activity which requires students to consider the definition for the term ‘evolution’. After students have had some time to talk about this, their ideas can be shared with the class and the answer can be revealed for students to check and correct their work. This leads into an introduction to the fossil record as means of evidence for evolution, students will then need watch a video on the formation of fossils - during which they will answer a set of questions. Students can now mark and assess their work using the mark scheme provided. Students will now be introduced to the idea of ‘Natural Selection’, they will be told the mechanism by which this works by using the example of girraffes with longer and shorter necks. Students will now be asked to complete a cartoon strip to summarise this process, once this task has been completed students will be able to mark and assess their work using the answers provided in the PowerPoint presentation. The last part of the lesson students will be shown a video on examples of natural selection in action. Whilst watching this video, students will need to answer a set of questions, once this has been completed students can self-assess their work using the answers provided. The plenary task requires students to write three quiz questions 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 KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson begins with a recap on the different organs of a plant – students should be able to name and correctly label the stem, leaves, flower and roots. Students will also need to correctly identify the function of each of these organs, this task can be self-assessed using the mark scheme provided. Students will then watch a video on leaves and the structure of leaves, students will need to answer a set of questions whilst watching this video. This work can then be self-assessed using the answers provided on the PowerPoint. The next task requires students to complete a worksheet which focuses on the adaptations of the leaves, this work can be self-assessed using the mark scheme provided once complete. The last activity then requires students to complete a worksheet which focuses on labelling structures and functions of a leave, this involves filling in boxes which surround a diagram of a cross-section of a leaf. The plenary task then requires students to ‘pick a plenary’ – students can either summarise what they have learned in three sentences or write a definition of a set of key words. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the B2 1.2 Ecosystem Processes. 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 food chains, students will need to know the definition of the a producer and consumer. They are firstly asked to ‘Think > Pair > Share’ their ideas of a definition, before the answers are revealed. Next, students are introduced to the process of photosynthesis, a description of the process is included, as well as a list of the raw materials needed for photosynthesis to occur. Students will now watch a video on photosynthesis, during which students will need to answer a set of questions. This task can be self-assessed using the mark scheme provided. Next, pupils will complete a progress check on what they have learned so far this lesson. Students will need to complete a set of questions in their books, these are exam-style questions which can be marked and corrected using the mark scheme provided. Lastly, students will now watch another video on photosynthesis, with a set of questions that pupils need to answer about the theories surrounding photosynthesis over time. The very last activity require students to complete a sentences link-up task, to summarise what students have learned this lesson. This work can be self-assessed using the mark scheme provided. The plenary requires students requires students to either write a twitter message to summarise what they have learned or complete a set of five quiz questions. 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 ‘Biological Molecules’ 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 an introduction to enzymes and a starter discussion to review the structure of amino acids and the quaternary structure of proteins. Students will then watch a short video and work independently to answer review questions from the video. The following slide offers brief answers to these questions so that students may self-assess. The lesson then progresses through a series of lecture style slides explaining enzyme involvement in chemical reactions, the structure of enzymes, and the two models of enzyme action. Following these slides, students have an opportunity to work in pairs to teach each other the two enzyme action models. The information for each student in their pairs is provided as the last slide in the lesson. Students should take notes on both models in their books and are encouraged to sketch a ‘cartoon strip’ style diagram as an extra challenge. Students are then asked to practise two exam style questions, worth 7 marks and 2 marks respectively. The slide following these questions offers a marking scheme so students may self-assess. After a short discussion on these two questions, students are tasked with a third exam question on enzyme action. This exam style question is attached as an additional resource for students to fill in the blank spaces as a worksheet which requires students to define important terms related to enzyme action. As a plenary task to complete the lesson and check understanding, students are asked to complete one of four sentences in their books. 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 ‘Biological Molecules’ 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 to encourage discussion about the differences between the induced fit and lock and key models of enzyme action. Students are also asked to explain how temperature and pH balance affect enzyme action. The following slide briefly reviews enzyme-controlled reactions then asks students to use their mini whiteboards to write down four factors that might affect successful collision. Students can self-assess with the answers on the slide. Students are then taught to measure enzyme-catalysed reactions; in the notes I encourage you to ask students for examples and what the measurable changes are. Students can then use the slide to work through the ‘fill in the blank style’ paragraph using a graph as a guide to understand enzyme-catalysed reaction. On the board where everyone can see you should write - substrate - product (H202 -> h2 + 02). The following slide includes answers so students may self-assess or check their answers with a partner. The slides then work through a few more graphs to explain the effects of temperature and pH on enzyme action. The slides are lecture style, but you can see in my mores a few suggestions for discussion questions and further lecture material. Following these slides students are encouraged to graph on their own or perhaps as a large group. Students are then given the opportunity to answer two graph style questions in their books and then self-assess. Next the class will watch a video about measuring the rate of reaction at fixed points of time. After the video, students should answer four questions in their books and discuss the answers as a class. The next few slides build upon these questions and students are asked to practise calculating reaction rates on their own before self-assessing. The plenary requires students to solve seven anagrams in their books, then write an original sentence with each word. Each task or graph from the full lesson can be found on slides 22-27. 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 resource is designed to meet specification points in the new AQA Trilogy Biology ‘Cells’ SoW. For more resources 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 This lesson begins with pupils shown a picture of an amoeba and one of a polar bear, they will need to discuss the difference between the organisms in terms of how they take in oxygen from their environment. Once you have shared a few ideas from the pupils with the class you can show the pupils the difference between the two organisms - amoeba can rely on simple diffusion whereas larger multicellular organisms need specialised exchange surfaces. Pupils are then shown three examples of exchange surfaces - alveoli, small intestine and leaves of plants - they will need to think about how these structures might be adapted to exchange materials efficiently. You could have a short class discussion to develop these ideas. Once you have again discussed these factors with the class you can reveal the next slide which outlines the 4 main features of an efficient gas exchange surface. Pupils will then be given a worksheet and they will need to move around the room reading posters of information about villi and alveoli to complete the worksheet. This should take approximately 20 minutes, once finished pupils can peer-assess their work using the answers provided with the PowerPoint presentation. The plenary is an Exit Card pupils will complete and pass to you on the way out of the door, this requires pupils to write down 3 key words, one fact and a question to test their peers knowledge of what they have learnt about in the lesson today.

This task is designed for the NEW AQA Trilogy Biology GCSE, particularly the ‘Cells’ 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 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 starts with pupils think > pair > sharing some of the advantages and disadvantages of genetic technologies that they have learnt about so far. Following this pupils will watch a selection of videos about genetic modification, pupils will need to listen and write down any advantages or disadvantages they pick up from the videos. For higher ability pupils you could extend this task by asking them to consider the organisations behind the videos and why they may have certain viewpoints. Pupils will then be given a card sort in groups, the cards demonstrate concerns and benefits of gene technologies. Pupils can discuss the information and use it to finish off the table of advantages and disadvantages they started with the previous task. This task can be self-assessed using the mark scheme provided. The next activity requires pupils to complete a newspaper articles on the pro’s and con’s of gene technologies, within the articles pupils must represent the viewpoints of an organic farmer, a charity campaigner, a doctor, an ecologist, a scientist working on a new gene technology. The final activity is an exam-style question. Pupils can complete this in their books and self-assess their work once they are finished. The plenary activity is for pupils to pick a task, either unscramble 5 anagrams to reveal key words or write a summary sentence including a number of key words from the lesson All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed to meet specification points for the NEW AQA Trilogy GCSE Biology specification, particularly the ‘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 introducing the heart as an organ and it’s function in the body, pupils will have a few minutes to read through the information on the slide as a ‘memory test’. Then move the slide forward where pupils have to copy and complete the information about the heart, using key words to help them. Pupils can then self-assess their work. For the next activity pupils are given an information sheet providing information about the structure of the heart and the job of the blood vessels supplying/taking blood away from the hear. Pupils will also be given a worksheet which they will need to complete using this information. Pupils will then be introduced to the idea of valves, they can watch a short video an have a look at the position of the valves within the heart. They will need to Think > Pair > Share ideas about the function of the valves in the heart. After a short class discussion the answer can be provided for them. The next activity will require pupils to sort information into a flow diagram to demonstrate the route the blood flows through from the right atrium onwards. The words they need to fill in the boxes will be provided, they can self-assess their work once it has been completed. The next part of the lesson focuses on problems with blood flow through the heart, firstly pupils are introduced to the idea of coronary arteries being blocked due to cholesterol/fatty deposits. They will provided with some information on the board and will need to answer questions on this information, which can then be assessed once the answers are revealed. Then they will shown the differences between different types of treatment - surgery, stents or statins - and will be asked some questions about the uses, advantages and disadvantages of these examples of treatment for people with cardiovascular disease. Again, all answers are provided for pupils to check their work throughout the lesson. Plenary is to write a twitter message about what the students have learnt this lesson, make sure to #keywords! Any questions please comment on the resource to ask me, any feedback if you have purchased this resource would be much appreciated :) thanks!

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 a recap on the relative sizes of structures found within the cell, starting with nucleotides & building up to nucleus and then cell. The next task requires pupils to answer questions about the human genome whilst watching a video. This work can then be self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson shows students the structure of a DNA nucleotides and of the overall double-helix structure of DNA. Pupils will then watch a video on the process of protein synthesis, pupils will need to answer questions whilst watching this video. Pupils can then self-assess their work using the mark scheme provided. The final activity is for pupils to complete an exam-style question, pupils then either self-assess or peer-assess their work using the mark scheme provided. The plenary task is for pupils to write a list of key words from the lesson today. 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 Pupils are firstly asked to come up with a food chain for humans eating rice, then humans eating chickens and to consider the differences in energy efficiency between the two. This then leads onto the second slide which explains how shorter food chains mean more efficient food production. The second task is for pupils to think > pair > share ideas about methods farmers could employ to ensure animals gain new biomass at an efficient rate. Once pupils have written their ideas down in their books the answers can be revealed on the PowerPoint, students can check their work against the answers and correct anything they need to. The methods listed on the PowerPoint have disadvantages, pupils should then have a short discussion in pairs of what these negatives are before they are revealed. The next part of the lesson focuses on fish stocks, students are given some information and are asked to consider how we might sustainably manage fish stocks. Once students have some to discuss as groups and then as a class, pupils are given a set of questions they will need to answer whilst watching a video. Once this is complete students can self-assess their work. The last part of the lesson focuses on biotechnology in food production. Students will be given some information sheet in their groups and should use this information to answer a set of questions, once pupils have completed these questions they can self or peer-assess their work using the mark scheme provided. The very last task may be more suited to higher-ability classes. Pupils will be given a set of jumbled up sentences, students need to place the sentences in the correct order to describe the process of making mycoprotein, students can assess their work once complete. 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 1.2 Ecosystem Processes. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to the term ‘interdependence’ - students are given the defintion for this term. They are also asked to think of ways in which animals and plants depend on each other within an ecosystem, students can brain storm their ideas in their books. The answers will then be revealed using the PowerPoint presentation, students should check and correct their work. The next part of the lesson focuses on how changes in an ecosystem can affect animal populations, students will be asked four questions which they should discuss with their partner before writing their ideas down on a piece of A3 paper. The answers to these questions will then be revealed using the PowerPoint, so students can self-assess their work. Next, students will be shown a food web from a marine ecosystem and students will need to answer a set of questions using this food web. The questions focus on what will happen to certain animal populations if others increase/decrease/are wiped out. Students can answer these questions in their books, they can then self-assess their work using the answers provided. Students will now be given a set of information on stable communities. Students should read the piece of information and using this will need to answer a set of questions. The answers can be self-assessed using the mark scheme provided in the PowerPoint. Lastly, students will read an article (link included) on bioaccumulation in killer whales. Students should read the article and try to come up with a definition for the term ‘bioaccumulation’, once students have had a go at this task, the correct definition for this term will be revealed so students can self-assess their work. The plenary activity requires students to write three quiz questions based upon what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the KS3 Year 8 Science course, specifically the 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 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 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 lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.1 Module on ‘Cells’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with an introduction to cells as the building blocks of life and the smallest units found in living organisms, this is demonstrated with diagrams of animal and plant cells. The scientist Robert Hooke is then introduced as someone who firstly coined the phrase ‘cell’ after observing plant tissue down a microscope, this leads into the main part of the lesson which is on microscopes. Students will be shown a diagram of a microscope and are told some details of factors which should be considered when observing a specimen using a microscope. A video is then played which students need to watch in order to complete a ‘fill-in-the-blank’ task which summarises how to use a microscope and the main parts of the structure of a microscope. This task can be self-assessed using the mark scheme provided. Once this task has been completed it can be self-assessed using the mark scheme provided. Next, students are shown how to calculate the total magnification of a microscope using the magnification of the objective lens and the eyepiece lens. Students will then need to work their way through a set of problems using this calculation. The answers to this task is included in the PowerPoint so students can mark and correct their work. The last part of the lesson requires pupils to follow the instructions included in the PowerPoint to prepare an onion slide to then observe plant cells under the microscope. Once students have carefully prepared their slide they should observe the plant cells at a range of magnifications, sketching a diagram of their observations onto the worksheet provided The plenary requires pupils to copy and complete sentences which 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 begins with a starter discussion to review materials from the ‘biological molecules’ module. Students are then asked to begin thinking about types of cell by having a ‘think > pair > share’ discussion to define eukaryotic cells and their features. They can compare their answers to the diagram on the next slide which outlines of the main features of eukaryotic cells. The first task of this lesson is for students to fill in their worksheet using information cards about each organelle. Students should synthesise the information, not just copy it into their worksheet. The worksheet and information cards are available at the end of the slideshow. Using their mini whiteboards students are then guided to identify some photomicrographs from scanning and transmission electron microscopes. They should identify if the photomicrograph was taken by a scanning or transmission electron microscope, and bonus points if they can name the organelle! Students are then given another worksheet task to fill in the blanks and can self-assess using the following slide. The plenary task is to write a tweet about what they’ve learned! 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 :)