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. The lesson begins with an introduction into what happens to your food during the process of digestion, students are shown a diagram which demonstrates how large, insoluble food molecules are broken down into small, soluble ones. This follows into the definition and role of the human digestive system, students now need to discuss their ideas of the names of organs present in the digestive system. After a short class discussion, students will now complete a ‘Memory Test’ task. Students will need be shown a diagram of the human digestive system with organs labelled. They will have a few minutes to memorise the names of the organs of the digestive system, the labels will be taken away and then students need to try to remember as many of them as possible, by labelling their own digestive system worksheet. This task can be self-assessed once it is competed. Next, students will be given an information sheet in pairs. Students will need to read the information sheet and using this write a description of the roles of a set of organs present in the digestive system. Once complete, students can mark and correct their work using the answers provided in the PowerPoint. Lastly, students are shown a diagram of the villi which are present in the small intestine. Students will need to describe the adaptations of the villi which aid the role of absorption of small molecules into the bloodstream. The final activity requires students to find ten word, all related to the digestive system, in a word search. The plenary activity is a set of answers, students will need to write the questions which match up 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 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 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! To begin this lesson on cancer, students will review their knowledge of cell processes. They should be able to describe mitosis, the prophase, and cytokinesis in detail. For a quick recap on mitosis students will watch a short video, then use their mini whiteboards to name cell cycles and their roles based the images on the following slides! Students will then learn to calculate miotic index (MI). The following slide features an exam-style chart for them to practice calculating MI values. They will then learn to calculate the time a cell spends in each stage and complete example calculations by showing all of their working on their mini whiteboards. Answers for self-assessment are on the following slide. Using their knowledge on MI and cell stage time students will begin to think about cancer. They should make note of the definitions of key words before moving on. Students will then watch a short video on the cancer genome project and answer four questions in their books while watching. Answers are provided for self-assessment. The cell cycle is controlled at three checkpoints, at which the cell can continue or stop production. Students should make clear note in their books before moving on to discuss how these checkpoints are relevant to cancer. The following slides define proto-oncogenes, oncogenes, and mutated tumour suppressor genes, so students should be able to explain how mutations cause cancer. Students are then taught how cancer treatment works in the cell cycle. The following slide considers the cellular side-effects of treating cancer. To consolidate students will practise an exam-style fill in the blank task. Answers are on the following slide for self-assessment. The plenary task is for students to draft a WhatsApp message to a friend explaining what they have learned about cancer in 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 is a lesson from the NEW AQA specification on defence mechanisms of the body, from the ‘Infection and Response’ module. This lesson is part of a 12 lesson bundle for the NEW ‘Infection & Response’ Unit, found in my TES shop - https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins by recapping on what a communicable disease is and what risk factors can increase the likelihood of a communicable disease spreading from person to person. Students are then given an outline of a human body, they will need to label it with the various different ways pathogens can enter the body. Pupils can then mark and check their work against the examples on the PowerPoint slide. Students then discuss how your body may stop pathogens entering via these various different entry routes and you can use the information on the PowerPoint slide to highlight these various defence mechanisms. Pupils can spend time annotating their diagram to display these defences and peer-assess their work - R/A/G. Next, is the introduction of white blood cells, you can explain their different roles using the diagrams on the PowerPoint slide and by use of the video/animation links. Pupils should then fill in a table of information using as many key words as possible, pupils should self-assess their work to check for the correct use of the key terms. Plenary - past-paper question which I get pupils to complete in silence and hand to me as they leave (exit card). I will then mark and grade it for the next lesson, but equally they could complete and mark within the lesson. All resources are included within the PowerPoint presentation. Enjoy :)

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 completing an activity which recaps the role of each of the components of blood. Pupils are then introduced to the three types of blood vessels - artery, vein and capillary. Looking at a diagram provided pupils will need to consider the differences between the three in terms of structure an function. Pupils will then watch a video and answer questions about arteries and capillaries, the answers to the video are provided so that pupils can then self-assess their work. The next slide will show how veins are structured and how they work to move blood back to heart from the rest of the body. Pupils could draw a diagram to represent this if there was time. The next part of the lesson is the longest activity, pupils will need to either copy the blank table into their books or be given a printout of the table. Using cards of information pupils will need to complete the table, which shows the structural features of each of the blood vessels. The answers to this activity are provided so that pupils can either peer or self-assess their work. The next activity is a quick fill-in-the-blank task to demonstrate the role of the capillaries within the body. Students are now introduced to the idea of a double-circulatory system, using a diagram and a description of the system pupils will need to answer questions about the role of this system, which can then be self-assessed. The plenary task is for pupils to pick one question to answer from a list of traffic-light questions, green for most difficult and red for easiest.

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 :)

his task is designed for the NEW AQA Trilogy Biology GCSE, particularly the 'Inheritance, variation & evolution’ 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 is a revision activity for the ‘Infection & Response’ 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 is a lesson designed to meet specification points for the new OCR GCSE (Gateway) Biology 'Cell-level lsystems’ scheme of work. The lesson begins by students thinking about the raw materials needed for plants to photosynthesise and which factors might limit the rate. The three factors which students will need to learn about are then revealed - carbon dioxide, light intensity and temperature. Three limiting factor graphs are then shown for each of these factors and students need to have a go at explaining what the graphs are showing, as a class discussion. Pupils will then need to complete a fill-in-the-blank task and self- their assess their work using the answers provided. Next pupils are shown a green leaf and a variegated leaf and are asked to think>pair>share which leaf they believe will have a higher rate of photosynthesis, and why. This then leads to pupils learning that less chlorophyll means less photosynthesis will take place, which could lead to stunted growth. The next part of the lesson focuses on pupils being able to use practical equipment to set up an investigation which measure the effect of light intensity on rate of photosynthesis. Pupils will firstly be given some images of equipment they could use and are asked to come up with a potential method for this investigation. After this pupils are then shown a video where they have to answers questions about the variables in this investigation. The plenary is a silent 5 task where pupils need to answer questions about what they learnt this lesson on their own in their books. All resources are included in the PowerPoint presentation, thank you for purchasing :)

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 a diagram of a food chain, showing how energy is transferred from organism to organism and a definition for the term ‘food-chain’. This is then followed by a question, asking students to identify which of the organisms is a producer, a consumer, a herbivore and a carnivore. Students can discuss with their partner before feeding back to the class, the answers are then revealed and students can self-assess their work. Next, students are given a match-up activity whereby they need to correctly match the type of organism (producer, primary/secondary/tertiary consumer) with the correct description and example. This task can be self-assessed using the mark scheme included once it is complete. Students will now be given a selection of organisms - plant, aphid, hawk, vole, ferret, moth larva - using these organisms they will need to construct their own food chain, including labels and arrows. An example answer is provided for pupils to check their work, other examples could be made using the animal selection provided. Next, students will focus on energy losses through a food chain. Firstly, students will be told that energy can be lost from animal to animal along a food chain, students should then ‘Think > Pair > Share’ their ideas about why this happens. The answers can then be revealed using the PowerPoint presentation, students can check their answers and correct their work if necessary. Lastly, students are introduced to the idea of a food web - giving an example of a marine food web. Students are then asked a set of questions about this food web, students can answer these questions in their books before self-assessing them using the mark scheme available. The plenary task will then require students to spend a minute talking to the person next to them about what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW OCR GCSE (Gateway) Biology, ‘Cell-level systems’ SoW. For more lessons designed to meet specification points for the NEW GCSE specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Firstly pupils are asked to consider why organisms may not be able to continuously carry out aerobic respiration. They can discuss in pairs and then as a class and be introduced to the idea of anaerobic respiration. They will fill then complete a fill-in-the-blank task to sum up this process. Pupils will then watch a video where they will answer questions about anaerobic respiration, their answers can be checked against the mark scheme provided. Now pupils are introduced to the idea of oxygen debt, they are given an information card in pairs (for lower ability classes you may want to tag read this as a class) and then pupils will need to answer questions about this information. They can talk about in partners, once finished they can self or peer assess their work. Finally the different products of anaerobic respiration that are made in different organisms are highlighted, it is touched upon in the video but this is clear slide to show anaerobic respiration in plants, bacteria and yeast. Pupils will complete some exam-style questions to assess their knowledge of this topic, can be answered in the back of their books to fully test them! Pupils can then mark their own work using the 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 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 introduction to the development of antibiotic resistant bacteria, this is looked at more closely with a video. Whilst watching the video pupils will need to answer questions, this work can be self-assessed using the marking criteria once complete. Using the knowledge of how bacterial populations develop resistance to antibiotics pupils can complete a cartoon strip to demonstrate how this process occurs. Pictures for each stage will be provided, pupils will be required to complete the captions boxes for each depiction choosing from a list of key words to include. The next part of the lesson focuses on preventing antibiotic resistance, pupils can draw a table in their books and in pairs or in groups will be given some cards of information on the different ways to prevent the development of antibiotic resistant strains of bacteria. Pupils will need to use this information to complete their table. The last focus of the lesson is on the spread of MRSA within a hospital setting and how hospitals have responded to the crisis. Pupils will be given a set of newspaper reports, they should read them through in pairs or in groups and use them to answer a set of questions. Pupils can self-assess their work against the marking criteria once they have completed this task. The final task is a set of exam-style questions on this topic, pupils of a higher ability should complete this task at the back of their book and try not use their notes to help them. Those students of lower ability can discuss the answers with their partner if necessary. Once completed students can use the mark scheme to assess their work. The plenary task is for pupils to come up with three quiz questions to test their classmates knowledge of what they have learnt this lesson. If there is time you could ask some pupils to read out their questions for a mini-quiz at the end 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 Physics GCSE, particularly the ‘Radioactivity’ 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 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. The last task is for partners 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 plenary activity requires students to complete a 3-3-1 reduction - 3 facts, 3 key words and then reduce this to 1 key word 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 is lesson is designed to meet specification points for the new AQA Trilogy Biology specification, specifically the 'Cells' SoW. Please find more resources for the NEW Trilogy GCSE Biology, Physics and Chemistry specifications in my shop: https://www.tes.com/teaching-resources/shop/SWiftScience 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.

This lesson is designed to meet specification points for the NEW AQA Trilogy Specification, particularly for the 'Cells' SoW. For more lessons designed for the new AQA Trilogy GCSE Biology, Chemistry and Physics specifications please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins with a definition for osmosis and defining the difference between solvent and solutes. Pupils are then asked to think > pair > share about what they think a partially permeable membrane might be. In the next activity, pupils are given a definition for concentrated and dilute solutions and are shown three different diagrams, they need to decide whether they are showing pure water, a concentrated or a dilute solution. Now pupils are introduced to isotonic, hypertonic and hypotonic solutions. They are firstly shown what happens to animals cells in each of these solutions using an animation. Pupils will then need to match the type of solution to it's description and also complete a cartoon strip to explain what happens to animal cells in each of these solutions, a list of key words is provided. Students will then think about the importance of osmosis to plants and will need to match diagrams of plant cells in isotonic/hypertonic/hypotonic solutions to the correct description. The last activity is an exam-style question on osmosis, pupils can self-assess their work using the mark scheme provided. The plenary task is for pupils to write 5 summary sentences about what they have learnt so far using the list of key words provided. Thanks for looking :) please leave any feedback if you purchase!

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.2 Module on ‘Structure & Function of Body Systems’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson begins with a video of a song about bones, students can watch the video a couple of times whilst trying to fill in a worksheet to label the main bones of the body. Once students have tried to do this, they can check their work against the answers included in the PowerPoint. Next, students are introduced to the structure of a bone - living tissue which is comprised of hard and spongy parts, along with bone marrow. Students can take some time to sketch a cross-section of the bone into their books, adding labels of these three main parts. The next part of the lesson focuses on the function of the skeleton, firstly students are asked to ‘Think > Pair > Share’ their ideas about the function of a skeleton. After a short class discussion students can feed their ideas back to class and the answers are revealed for students to mark and correct their work. To summarise the main functions, students should complete the ‘copy and complete’ task, this can be marked using the mark scheme included. Lastly, in pairs students will read some information about vertebrates and how to protect the skeleton. Students will need to answer a set of questions using this information, they can complete the task in their books and talk to their partner for help. The mark scheme for the task is included in the PowerPoint presentation so students can mark their work once it is 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 1.3 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 list of minerals that plants need to survive - magnesium, phosphates, nitrates and potassium. Students will need to ‘Think > Pair > Share��� their ideas about how plants receive their minerals. After a short class discussion, students will be shown a diagram which demonstrates how mineral ions are taken up by the plant. Students will now watch a video, this video will go through some of the symptoms of different mineral deficiencies. Whilst watching the video, students will need to note down these symptoms. This task can be marked and corrected against the mark scheme provided once complete. The next part of the lesson will focus on farming methods, students will each be given a different bit of information on a method employed by farmers to increase crop yield. Students will need to walk around the room to share information on these methods in order to complete a summary table. This can then be self-assessed using the mark scheme provided on the PowerPoint. Lastly, students will now design and complete a pamphlet of information for farmers to help them decide which type of minerals their plants may be deficient in, this should include images of a healthy plant as well as unhealthy plants depicting various mineral deficiencies. The plenary task requires students to write a Whatsapp message to a friend, explaining what they have learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 B1.1 Module on ‘Cells’ For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. The lesson 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 Biology GCSE, particularly for the higher tier for the 'Infection & Response ' SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This lesson begins by students being introduced to how bacteria are grown and then students will watch a video on the growth of bacteria, they will need to answer questions and then will assess their work using the answers provided. Using the information learnt from the video pupils will then need to fill out a method sheet to describe how you safely grow microorganisms on agar plates. Pupils will then complete an exam-style question on what they have learnt so far as a mid-plenary and check their work. (Optional practical activity: Instructions are given for pupils to now complete the practical to start growing cultures of bacteria on agar plates.) The last half of the lesson will focus on mathematical skills related to working out the number of bacteria in a population. Pupils will watch a video to help them answer questions and then will need to complete questions by themselves, all answers are provided. The plenary task is for pupils 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 :)