This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Resources’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a task whereby pupils need to use their phones/laptops to research the dates in which different metals were discovered. They should complete the table in their books and then write a sentence to summarise the relationship between the date in which the metal was discovered and it’s reactivity. The first part of the lesson now focuses on extraction of copper from copper-rich ores, two methods are firstly introduced - smelting and extraction using sulfuric acid. Pupils will then be given a set of information on these processes and will need to answer a set of questions, once complete pupils can self-assess their work using the answers provided. The next part of the lesson will require pupils to undertake a practical investigation whereby they will extract copper from an ore called malachite, an ore which contains copper carbonate. Students will need to follow the instructions provided and will then need to note down their observations of the electrode at which the copper will collect. A summary and explanation of the results will then be provided via the PowerPoint presentation for pupils to check their work. Lastly, pupils will watch a video about low-grade copper ores and the processes of phytomining and bioleaching for the extraction of copper from such ores. Pupils will need to answer a set of questions whilst watching this video, this work can be self-assessed using the mark scheme provided. The plenary task is for pupils to write a list of key words from what they have learned in the lesson today. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please email me at swift.education.uk and any feedback would be appreciated :)

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C3 ’Reactions’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This lesson starts with a video on decomposition reactions, students will be given a set of questions which they will need to answer whilst watching the video. The mark scheme to this task is included in the PowerPoint, so students can self-assess their work once it is complete. Students now know what a decomposition reaction is, they are now asked to consider what they think a thermal decomposition reaction might be. Students ‘Think > Pair > Share’ their ideas, eventually feeding their ideas back to a class discussion and the answer can be revealed using the PowerPoint so students can check their answers. Next, students will complete an investigation to determine which metal carbonate will decompose the quickest. Students will be given a practical worksheet, they can work their way through the steps and write their results in the results table provided. Once students have collected their results, they are asked which type of graph would be most suitable to present their results. Students can discuss their ideas before feeding back into a class discussion, the answer is then revealed as a bar chart as we are dealing with discrete data. Students can then plot their results onto a graph. The plenary task is a ‘pick a plenary’ activity - students will either summarise what they have learned in three sentences or they can write a definition for a list of key words from the last few lessons. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes, electrolysis and energy changes’ 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 will firstly need to brainstorm ideas about the uses of aluminium, they can discuss their ideas with their partners and complete a mind map in their books. Some examples can then be revealed using the PowerPoint slide and pupils can check how many they got right, filling in any they may have missed. Pupils will then watch a video on the extraction of aluminium, students will need to answer a set of questions using the information provided in the video. Their work can be self-assessed using the answers provided. Students will then need to summarise what they have learnt so far by completing a fill-in-the-blank task, students can check their work agaisnt the mark scheme provided. Next, students will be given a diagram of the electrolysis of aluminium oxide, pupils will need to complete this diagram by selecting the correct captions from a list provided on the board. Students can then check their work against the answers provided in the PowerPoint. The next task is a progress check, students will need to answer questions to assess their knowledge of what they have learnt so far this lesson. Pupils can then self or peer-assess their work using the answers provided. The plenary task is a 3-2-1 task, pupils will need to write 3 facts, 2 key words and one question to assess their peers knowledge of the topics covered this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ 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 outline of why nitrogen so important to plants and how farming can disrupt the balance of nitrate ions in the soil, hence the need for efficient fertilisers. Firstly, pupils will watch a video on the Haber process - a way of turning nitrogen in the air into ammonia, the ammonia can then be used to produce fertilisers. Whilst students are watching the video they should be answering a set of questions which will be provided to them, this work can then be self-assessed using the mark scheme provided. Next, pupils are given a diagram of the Haber process as well as some jumbled up statements describing each step - they will need to arrange the statements in the correct order - assigned to the correct part of the diagram. This work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on the reaction that takes place and the controlled conditions of the reaction vessel which ensures that the optimum temperature and pressure are maintained for the optimum yield of ammonia - without expending more energy than needed! The last part of the lesson is a set of exam-style questions, pupils will need to answer these in their books and they can then either peer or self-assess their work using the answers provided. The plenary task is for pupils to write a list 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 for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical calculations’ 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 relative atomic mass, including an explanation of how we can use the periodic table to find the atomic masses of different elements. In order to assess their understanding of this topic pupils will then complete a table identifying the atomic number, mass number and the number of electrons/protons/neutrons found within atoms of specific elements. This task can then be assessed using the answers provided in the PowerPoint presentation. Pupils will now think about what the formula of a chemical compound tells us about the elements found in that compound. Using examples pupils will be taught about formulae, they will then be given a list of formulae for various different chemical compounds and will need to list the different elements found in that compound as well as the number of atoms of each of the elements. This task can then be assessed using the answers provided. The next part of the lesson will focus on relative formula mass, pupils will be taught, using a worked example, how to calculate the relative formula mass for a chemical compound. They will then need to complete tasks involving the calculations of relative formula mass, once complete pupils can self-assess their work using the answers provided. The last part of the lesson focuses on moles, the definition is first introduced to pupils which can be explained further using the link the video included in the PowerPoint. Pupils are then shown how to calculate the number of moles of a substance using the relative formula mass and actual mass of a substance. Pupils will be then need to complete a set of calculations to work out the moles of different substances, this task can be assessed using the answers provided. Pupils are lastly shown how to rearrange this calculation where needed, they can then apply this skill to a new set of problems. The answers to which are included in the PowerPoint presentation, pupils can use this to assess their work. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the 'Earth’s Atmosphere’ SoW. For more lessons designed to meet specification points for the NEW AQA Trilogy specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience Students will firstly be given a recap on the definition of a polymer and an explanation of the factors which can affect the properties of a polymer. Pupils are then given some information about high-density polyethene and low-density polyethene, they will need to use this information to complete a worksheet of questions. This work can then be self-assessed using the mark scheme provided. Pupils will now complete an investigation into the modification of polymers by finding how the quantity of borax solution can affect the properties of slime, they can record their observations in a table in their books. Next, students are introduced to the processes of thermosetting and thermosoftening polymers with a video - using the information in the video they will need to answer a set of questions. This work can be self-assessed using the mark scheme provided. The last task is a ‘Quick Check’ task - pupils will need to answer a set of questions about what they have learned this lesson. Their work can then be self-assessed using the mark scheme provided in the PowerPoint. The plenary is a ‘Pick a plenary’ activity which requires pupils to either unscramble a set of anagrams or write a summary sentence for the lesson using a list 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Rates of Reaction’ 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 video on catalyts, pupils will need to watch this and use the information provided to answer a set of questions. This work can then be self-assessed using the answers provided on the PowerPoint. This is followed by students sketching a reaction profile diagram into their books to show the effect of a catalyst on the activation energy of a reaction. In the next task pupils will be given some information on catalysts, they will need to read through this and use this to complete a place-mat of questions. Once completed, students can either self-assess or peer-assess their work using the mark scheme provided. Pupils will now work through a set of levelled questions on catalysts using data which is provided, pupils can then self-assess their work using the answers provided on the PowerPoint. The final task is a true or false activity, pupils are given a set of statements which they need to decide are true or false. They can write their answers down on mini white boards so it is easier to assess the whole class. The plenary activity requires pupils to talk to their partner, for a few minutes, about what they have learnt in 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 Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. The lesson begins with pupils watching a video on the differences between complete and incomplete combustion, whilst watching the video students will need to answer a set of questions. This work can be self-assessed using the mark scheme provided. The next task requires pupils to complete an investigation which demonstrates the products of complete combustion, following the steps provided pupils should identify that limewater turns cloudy due to carbon dioxide and anhydrous copper sulphate turns blue in the presence of water. Next, students will focus on writing word and balanced symbol equations for the complete combustion of a set alkanes. Students can self-assess their work using the mark scheme provided. Students will then be a shown a worked example of a calculation used to work out the maximum amount of carbon dioxide released when a known mass of an alkane is burnt in a plentiful supply of air. Pupils will then need to complete a set of questions to practice this maths skill, the answers to these questions are provided in the PowerPoint so students can self-assess their work once it is complete. The final activity is a ‘Quick Check’ task for pupils to answer a set of questions which summarises what they have learnt this lesson, again the answers are provided in the PowerPoint. The plenary task will require pupils to write three sentences to sum up 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 NEW AQA Trilogy Chemistry GCSE, particularly the ‘Structure & Bonding’ 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 lessons starts with looking at the way in which we use models to represent the structure of different compounds, models include the 3D ball and stick model, 2D ball and stick model, dot and cross diagrams and displayed formula showing bonds. Pupils are reminded of the limitations of some of these models, this is something they should be able to recount. Pupils are now shown a diagram to show how intermolecular forces act between simple covalent molecules, pupils should be able to explain the difference between the strong covalent bonds between atoms but the weak intermolecular forces between molecules and how this relates to the the low melting and boiling points of simple covalent molecules. The next part of the lesson is going to focus on giant covalent structures, firstly pupils will watch a video and answer a set of questions. Their work can be self-assess using the answers provided on the PowerPoint presentation. Students are then introduced to the three main covalent structures - diamond, graphite and silicon dioxide. Students will be given a set of information on these structures which they will need to use to complete their worksheet on giant covalent structures. To assess their knowledge of this topic there is a set of ‘quick check’ questions, pupils of a higher ability may want to complete these questions in the back of their books without discussing with others. The work can be assessed using the mark scheme provided. The last part of the lesson focuses on fullerenes and graphene - two other giant covalent structures with unique properties. Students are firstly introduced to the structure and uses of these compounds before watching a video and answering questions about them. The work from this task can be self or peer assessed using the answers provided. The plenary task is for pupils to pretend they are a scientist researching the use of nanotubes, fullerenes and grapehene, they need to come up two ideas of how these materials can be used in future technologies. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ 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 video on the greenhouse effect, pupils will be supplied with some questions to answer whilst watching the video. Once complete this task can then be self-assessed using the answers provided. Pupils will then need to be required to complete a diagram of the greenhouse effect by adding in statements to the correct boxes, this work can also be self-assessed using the mark scheme. Pupils will now think about the factors which have contributed to the rise in carbon dioxide in our atmosphere. Firstly they will need to ‘Think > Pair > Share’ their ideas of why there has been a sharp increase in CO2 over the last 100 years or so, pupils will then share their ideas with the class and some of the factors can be revaled via the PowerPoint presentation. Pupils will now be given some information on models of global warming, using this information they will need to complete a worksheet. This task can be self/peer assessed using the answers provided on the PowerPoint. The last task is an exam-style question on the topic of the greenhouse effect, again students can self assess their work using the mark scheme. The plenary task requires pupils to summarise what they have learned this lesson in three sentences. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This lesson is designed for the NEW AQA Chemistry GCSE, particularly the 'Atomic Structure & Periodic Table' 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 reminder of what a mixture is and a list of key words related to this topics, pupils are asked to think > pair > share ideas about the definition of these key words. After a class discussion pupils are asked to link these terms, with examples, to the correct definition. Once finished they can self-assess this work. Pupils will then watch a video about different separation techniques and will be required to answer questions whilst watching, after this work is self-assess pupils will explore these methods further by completing a table of information using posters around the room. The final activity is a practical to show how chromatography works, pupils will complete this practical (should only take 10-15 minutes) and then will be introduced to Rf values, they can use this calculation to work out the Rf values of the dyes they have separated during the practical. The plenary task is for pupils to summarise what they have learnt during the lesson by using as many key words from the key word list as possible. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ 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 a salt and an introduction into chemical reactions between acids and metals to make a salt. Students are shown which salts form from using certain acids and will then need to complete a set of word equations, this work can be self-assessed using the mark scheme included in the PowerPoint. Students will then need to complete a set word equations for a set of reactions between metals and acid, including the balanced symbol equations with state symbols. Students can either peer or self-assess their work using the mark scheme provided. The next part of the lesson focuses on ionic equations, students are asked to write the ionic half equations for the reaction between magnesium and hydrochloric acid. Once students have completed this task, the answer as well as an explanation is included in the PowerPoint so pupils can check their own work. Now students are given a set of chemical reactions, for each one they will need to write the ionic half-equations. This work can also be self-assessed using the mark scheme included. To summarise this section of the lesson students will need to complete a fill-in-the-blank task. The second half of the lesson, pupils will look at the reactions between an acid and a base and be shown how to generate the formulae of salts given the names of the metal or base and the acid. To check their understanding, pupils are now asked to complete a ‘quick check’ task, a set of questions on what they have learnt so far. This work can be self-assessed using the answers provided. Finally, pupils are shown examples of chemical reactions between an acid and a alkali and acid and carbonates. Pupils will need to answer questions about these two types of reactions, work which can be self-assessed using the mark schemes included. The plenary task is a ‘Silent 5’ task, pupils will need to write an account of what they have learned in the lesson today, including details of what they have understood well and what they would like to spend more time on. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Earth’s Atmosphere’ 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 looking at the percentage of different gases in our atmosphere today compared to 3 billions years ago, this then follows into a task whereby pupils will need to walk around the room to read information posters on the evolution of our atmosphere. Using the information they will need to complete a set of questions, this work can be self-assessed using the mark scheme provided. The next part of the lesson focuses on theories of how life evolved on Earth, to begin with students need to ‘Think > Pair > Share’ their ideas about the conditions needed for life on Earth. Once this has been discussed as a class, some of the factors can be revealed on the PowerPoint presentation and one of the theories of how life evolved is outlined, using an animation. Pupils will now complete a mid-lesson progress check, this task can be self-assessed once complete. The next task requires pupils to construct a time-line of events outlining the history of the evolution of the Earth’s atmosphere and life on on Earth given the information they have learned so far this lesson. Pupils can self/peer assess their work using the mark scheme provided in the PowerPoint. The final task is for pupils to discuss their ideas about how carbon dioxide levels decreased so dramatically from being the majority of the Earth’s atmosphere to now only 0.04%. Pupils can mind map their ideas, before the answers are revealed using the PowerPoint. The plenary task is for pupils to complete a 3-2-1 of what they have learned during the lesson - 3 facts, 2 key words and 1 question. All resources are included within the PowerPoint presentation, if you have any questions please email me at swift.education.uk@gmail.com. Any feedback would be greatly appreciated :) Thanks!

This lesson is designed for the Activate KS3 Science Course, specifically Year 7 C1.2 ’Elements, Atoms & Compounds’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students are firstly asked to complete a worksheet which is a recap on what they have learned prior to this lesson on the differences between elements, compounds and mixtures. Once this task is complete students can self-assess their work using the mark scheme provided. Next, students are introduced to some of the basic concepts of naming compounds. Students are shown a particle diagram of a carbon monoxide molecule and a carbon dioxide molecule and are asked to ‘Think > Pair > Share’ their ideas about which is which. The answer is then revealed and students are shown that molecules with an atom of one element alongside an oxygen atom are called ‘oxides’, those with one oxygen atom are called monoxides and those with two oxygen atoms are dioxides. Students are now given a table with some information missing out of it, students will need to identify either the name of a compound or the elements that are found within a named compound. Once complete, the task can self-assessed using the mark scheme provided in the PowerPoint presentation. The next part of the lesson focuses on chemical formulae, students are shown what the chemical formula of a substance tells us about that compound, in terms of the relative number of atoms of each element found in that compound. Students will then need to complete a worksheet to assess their knowledge of what they have learned so far this lesson, first part requires students to name the elements found in a set of compounds given the name or the chemical formula. Second task requires students to identify the number of atoms of each elements in a set of compounds. Once this task has been completed, students can self-assess their work using the mark scheme provided. The plenary requires students to write a five minute account of what they have learned this lesson, including what they know now and what they would like to spend more time on. 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 C2 1.4 unit on ‘The Earth’. 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 structure of the Earth and a description of each of the layers found within the centre of the Earth. Students will now complete a ‘Memory Test’, students will need to memorise the information shown about the structure of the Earth. They will then be given a blank worksheet to copy down as much information as they can remember, this will the be self-assessed using the mark scheme provided. The next part of the lesson focuses on the composition of elements found in the Earth’s crust, students will firstly be shown a table which shows % composition of different elements found in the Earth’s crust. Students will then watch a video demonstrating the steps involved with drawing a pie chart. Students will then need to use the skills acquired to carry out the necessary calculations and draw a pie chart, using the data provided. Once complete, students can then self-assess their work using the mark scheme provided. Lastly, students will learn about the gases which are found within the Earth’s atmosphere and how these have changed over time. Students will compare the composition of the Earth’s atmosphere today to the Earth’s atmosphere 3 billion years ago. Firstly, they are asked to describe the changes which have occurred over the 3 billion years and secondly they will need to draw a pie chart to represent the composition of the Earth’s atmosphere today. The plenary task is an anagram challenge, students are given five anagrams of key words learned this lesson. They will need to unscramble them to figure them out, the answers to this task is included in the PowerPoint. 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 C2 1.1 unit on ‘The Periodic Table’. 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 elements found within Group 7 of the Periodic Table - the Halogens. Students will learn about some of the properties of these elements before each being given some information on the physical properties of one particular halogen. Students will then need to walk around the room and share information with each other in order to complete a summary table. This work can be self-assessed using the mark scheme provided. Students will now need to focus on identifying trends with the halogen group, students will be given the melting points and boiling points of the halogen elements. Using this data they will need to answer a set of questions, this task can then be self-assessed using the mark scheme provided. The next part of the lesson will focus on displacement reactions which occur amongst halogens, students will be shown a diagram which demonstrates how a more reactive halogen will displace a less reactive halogen. Students will now assess their knowledge of this topic by completing a set of word equations, this work can the be self-assessed using the mark scheme provided. The plenary activity requires students to ‘Pick a Plenary’ - either summarise what they have learned in three sentences or write a definition for a set of key words which were learned this lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA Trilogy Chemistry GCSE, particularly the ‘Chemical changes and electrolysis’ 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 students completing a ‘Think > Pair > Share’ activity whereby they need to consider some of the useful properties of metals Some example answers can be revealed using the PowerPoint presentation, some key word definitions are included for properties such as ‘malleable’ and ‘ductile’. The next task for pupils to complete is to decide which properties would be most suitable for a range of metal items - e.g. necklace, copper pipes. Pupils will now either observe alkali metals being dropped into water as a demo or watch a video demonstrating this practical. During which students should record their observations in a table. Students are now asked to predict what will happen if rubidium and caesium are dropped into water. A video can be played to reveal what happens when these two alkali metals react with water so that students can check their answers. Next, students are shown the general word equation for a reaction between a metal and water and will need to copy and complete for the reaction between potassium & water and lithium & water. Students can mark their work using the answers provided on the PowerPoint presentation. Pupils will now be shown four groups of metals and will need to match each group to the statement correctly describing the reactivity of those metals with water, their answers can be checked against the answers provided. The next activity is for pupils to carry out a practical to observe the reactions between different types of metal and dilute hydrochloric acid. Students can draw their results table in their books and then follow the procedure to carry out the investigation, using the results they can decide upon an order of reactivity of the metals they have observed. They can also carry out an evaluation for the practical procedure that they followed. The last part of the lesson focuses on the general word equation for when a metal reacts with an acid, students can use the example to complete the word equations for 5 more reactions between metals and dilute hydrochloric acid. Students can check their work against the answers provided on the PowerPoint presentation. The last task is a past-paper exam question, pupils can assess their 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 Chemistry GCSE, particularly the ‘Organic Chemistry’ SoW. Pupils are firstly required to ‘THink > Pair > Share’ their ideas on the definition of a set of key words, once they have shared with each other and the class the definitions can be revealed, pupils can check whether their answers were correct. Pupils can now watch a video on fractional distillation, they will need to answer a set of questions whilst they are watching the video, their answers to this can be assessed using the mark scheme provided. Students will now be given a worksheet of levelled questions, placed around the room are information sheets which students will need to read and use to answer the questions on their worksheet. Once this task is complete students can peer/self assess their work using the answers provided on the worksheet. The final task, students will watch a video and will need to note down a use for each of the crude oil fractions listed, again this work can be checked and marked against the answers provided in the PowerPoint. The plenary task requires pupils to complete an ‘Exit Card’ - stating 3 facts, 2 key words and 1 question to test their peers knowledge of what they have learnt 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 :)