This lesson is designed for the KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 the three main acids and their chemical formulae - nitric acid, hydrochloric acid and sulphuric acid - students are asked to identify what the three compounds have in common. Students should hopefully identify that they are contain hydrogen atoms. This then leads onto the next slide where students are introduced to the idea of a salt - the compound which forms when an acid and a metal react together. Students are given some information about this reaction and about salts, using this information students will need to answer some questions. Once this task has been completed, students can self-assess their work using the mark scheme provided. Students will then watch a video of a metal reacting with an acid, whilst students watch this video they are asked to write down any observations they make about the reaction, as well as think about what is happening that we can’t see/hear/feel. Students are now shown the word equation for magnesium metal reacting with hydrochloric acid and zinc metal reacting with hydrochloric acid, students are asked to think about the pattern with the products formed from these reactions. Hopefully, students can identify that a salt + hydrogen is formed in each one. Students are now asked to copy and complete a set of word equations for several more metal + acid reactions. This work can be self-assessed once complete. Next, students will conduct an investigation into how different metals react differently with acids. Students will test five metals - copper, iron, zinc, lead and magnesium - with hydrochloric acid. Hopefully, by completing this investigation they will be able to successfully place the metals in order of reactivity, this can be checked using the answers provided on the PowerPoint. Lastly, students need to be able to describe the test for hydrogen gas. Students will firstly be asked to ‘Think > Pair >Share’ their ideas about how this may be carried out, before watching a video to check whether their ideas were correct. Students can then make a note of this test in their books. The plenary task requires students to write a list of key words which were learned 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 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 three categories of rocks - sedimentary, igneous and metamorphic rock. This then follows into an introduction into weathering, students will learn about the the three types of weathering - physical, chemical and biological, students need to be able to name examples for each type of weathering. This can then be assessed in the next task, students are given a group of key words and will need to use these words to write their own description of physical, chemical and biological weathering. This work can then be self-assessed using the mark scheme provided in the PowePoint. The next part of the lesson now focuses on sedimentary rocks, students are firstly introduced to some of the common properties of sedimentary rocks. Students will then watch a video on the formation of sedimentary rocks, whilst watching this video students will answer a set of questions. This work can then be self-assessed using the mark scheme once complete. Lastly, students are provided with a set of statements, on the board or printed out as a card sort, they will need to arrange these cards in order so that they correctly describe the stages involved in the formation of sedimentary rocks. This work can be self-assessed or peer-assessed using the mark scheme provided. The plenary task requires students to write a set of 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 :)

his 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 igneous rocks, firstly looking at the way in which these types of rocks form and then looking at some of the physical properties. Students will now complete an each one teach one task, students will need be given some information about how rocks cool to form different types of rocks. Students will need to learn the information, teach each other and then complete the summary table. This task can then be self-assessed using the mark scheme provided. Students will now watch a video on metamorphic rocks, students will need to answer the questions and when complete can self-assess the work using the mark scheme provided. Lastly, students will complete a ‘copy and correct’ task, students will need to copy out the paragraph on the formation of igneous and metamorphic rocks and will need to correct any incorrect information. This work can also be self or peer assessed using the mark scheme provided. The plenary task requires students to write a list of key words that they have learned 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 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 0 of the Periodic Table - The Noble Gases. Students will learn about some of the chemical properties of these gases within the introduction. Next, students will be given data on some of the physical properties of the Noble Gases. Students will be shown their melting points and boiling points and will need to answer some questions based on this data. Once this task has been completed, students will then self-assess their work using the mark scheme provided. Students will now learn about the uses of different gases of the Group 0 elements, students will each be given a piece of information on a particular gas. Students will now need to share information with each other in order to complete a summary table. This work can the be marked and corrected using the mark scheme that is provided in the PowerPoint. Students will now complete a ‘copy and correct’ task, students will need to copy the paragraph of information and correct any mistakes. The answers to this task can the be used by students to mark and correct their work. The students will now complete a ‘Who am I?’ task, students will be given a description of an element which will either be from Group 1, Group 0 or Group 7, students will need to decide which element it is describing. Once this task has been completed, students should then self or peer assess their work using the mark scheme provided. The plenary lesson requires students to summarise what they have learned in three sentences, using the key words 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 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 definition for a fuel and then students need to ‘Think > Pair > Share’ their ideas of examples of fuels they already know. The answers can then be revealed on the PowerPoint for students to self-assess their work. Students are then asked to think about the conditions required for things to burn, students can discuss their ideas with each other before feeding back to the class. The answers can then be revealed using the PowerPoint presentation. Students can now summarise what they have learned by completing a ‘fill-in-the-blank’ task, this task can be self-assessed once it has been completed, using the mark scheme provided. Next, students are asked - ‘What would happen if a glass was placed over a candle? And why?’ - students can discuss their ideas in pairs/groups before feeding back to the class. The answer can then be revealed using the answer provided on the PowerPoint presentation. Next, students are introduced to the idea of renewable v.s non-renewable fuels, students are given examples of non-renewable fuels and are then shown a video on hydrogen as a renewable fuel. During the video, students will need to answer a set of questions, this can then be marked and assessed using the mark scheme provided. Students will now conduct an investigation into the energy released by different types of fuel - candle vs. ethanol. Students will heat a boiling tube of water using both of these fuels for a set period of time, using a thermometer to check the temperature every minute they will determine which released the most amount of energy. Lastly, students are introduced to the idea of an ‘oxidation’ reaction - they can take notes in their books of examples of oxidation reactions. The plenary task requires 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 Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. For more lessons designed for KS3 and KS4 please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. Students will firstly compare some examples of acids to alkalis, including a description of the feel and taste of some acidic and alkaline substances. Next, students will read some information about acids and alkalis on an information sheet. Using this information they will answer a set of questions in their books, this work can then be self-assessed using the mark scheme provided on the PowerPoint. Next, students are introduced to Hazard symbols - these will be important within the topics of acids and alkalis for students to determine how hazardous different chemicals might be. Students will play a game of ‘Haz-Splat’ whereby they will be given a choice of two different Hazard Symbols. They will need to come up to the board in pairs, the name of the hazard symbol is read out and students will try to ‘splat’ the correct hazard symbol before their opponent! This activity will familiarise students with the following hazards - irritant, corrosive, flammable & toxic. Next, students will be introduced to the idea of a concentrated or dilute acid, as well as the definition for concentration. Students will then work their way through a set of activities to assess their knowledge of concentration, this work can be self-assessed using the mark schemes provided. Lastly, students are shown how to calculate the concentration of a solution given the mass of solute and the volume of the solution. Students will need to use this calculation to work through a set of problems, this task can also be marked and corrected using the answers provided on the PowerPoint. The plenary task requires students to spend a minute or two talking about what they have learned during 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 Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. 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 pH scale, students are given some information about the pH scale and will need to answer a set of questions using this information. Next, students will be given a table of information about the pH of different substances, using this they will need to sort the substances into two groups in their books - acids or alkalis. This task can be self-assessed using the mark scheme once completed. Students will now conduct an investigation to determine what happens when an acid is mixed with an alkali. Students will follow the method provided on the PowerPoint, using this they should observe the universal indicator changing from red to green as a neutralisation reaction occurs. Students can then use the information provided on the PowerPoint to take notes on this topic. Next, students will watch a video on pH, they will need to answer a set of questions whilst watching the video. This activity can be self-assessed once complete, using the mark scheme provided. Lastly, students are provided with a set of information on the uses of neutralisation reactions. Students should read the information and then summarise what they have learned in three sentences. The plenary task requires students to write a twitter message to tell other people what they have learned this lesson, including #keywords! 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 C4 ’Acids & Alkalis’. 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 the chemical formulae of the three main acids, students are asked to consider what they have in common - hopefully they should all identify that the chemical formulae of each acid contains hydrogen atoms. Students are now given some information about salts, which are made as a result of an acid and a base reacting together. Students will need to read the information and answer a set of questions, this work can then be self-assessed using the mark scheme provided. Students will be introduced to the different types of reactions which make salts, e.g. metals reacting with acids and acids reacting with bases. Students will then watch a video observing a metal reacting with an acid, they will need to note down the observations they make during the reaction. Students will then be shown some examples of word equations for metals reacting with acids and a pattern will be pointed out to students, to help them write word equations for other metals with acid combinations. Students will then need to finish off the word equations for a set of metal and acid reactants, this task can be self-assessed using the mark scheme once it is complete. Next, students are introduced to the basic word equation for a base and an acid -> salt plus water. Students can then practice finishing the word equations for a set of base and acid reactants, this task can also be marked and corrected using the answers provided on the PowerPoint. Students can now summarise what they have learned so far by completing a ‘fill-in-the-blank’ task, this work can be self-assessed using the mark scheme provided. Lastly, students will complete a practical investigation to make their own salt crystals. The practical worksheet is provided, students can follow the method in pairs or small groups. The plenary task requires students to write a list of key words that they have learned over the course of the ‘Acid & Alkali’ topic. 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 C1.1 ’Particles & their Behaviour’ 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 video on the process of ‘boiling’, students will need to answer a set of questions whilst watching the video. Once complete students can self-assess their work using the mark scheme provided. Students are then shown a method they could use to measure the boiling point of a liquid, they are given tips for what to look out for - e.g. bubbles of gas forming in the liquid and also an increase in temperature which then plateaus at a certain point without increasing further. Next activity is a ‘progress check’, students are asked to copy and complete a set of sentences to outline the process of boiling. This task can then be marked using the mark scheme provided on the PowerPoint. The next part of the lesson focuses on an investigation, students are asked to firstly think about why salt might be added to a pan of boiling water when cooking pasta. After a short class discussion, students will need to come up with a prediction of how adding salt to water will affect the boiling point of water - will it make it higher or lower? After making the prediction, students will now conduct the experiment to investigate the effect of salt on the boiling point of water. Results should be written into a results table, followed by plotting a graph of their results and writing a conclusion. The last section of the lesson focuses on the usefulness of boiling points and melting points of substances for predicting the state they are in. Students are provided with the melting point and boiling point of magnesium and are asked to predict the state of the metal at certain temperatures. This work can be marked and corrected using the mark scheme provided. Lastly, students are given a set of questions based upon what they have learned so far this lesson, they should indicate the correct answers with either thumbs up, thumbs down or thumb in the middle. The plenary task requires students 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 Activate KS3 Science Course, specifically Year 7 C4 ’Acids & Alkalis’. 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 question for students to consider, two ideas are presented to them - one student suggests that we could taste the unknown contents of two beakers to determine if it’s an acid/alkali whereas the other students suggests this is dangerous and we should use a chemical indicator instead. Students should discuss their ideas about who is right and feedback to a class discussion. This leads into an introduction to chemical indicators such as litmus paper and universal indicator. Students will now watch a video on the use of litmus paper, whilst watching the video students will need to fill in the blanks on the table provided. This work can then be self-assessed using the mark scheme provided. Next, students will summarise what they have learned so far by completing a fill-in-the-blank task, this also can be marked and corrected using the answers provided on the PowerPoint. The next activity requires students to read a piece of information on indicators & pH, using this information students will need to answer a set of questions. This task can be marked using the mark scheme provided on the PowerPoint. Students can now complete an investigation, using universal indicator to determine the pH and acidity/alkalinity of different substances. Students can use the practical sheet to conduct this practical, recording their results in an appropriate table. The final task is a literacy check, students will need to link groups of words together in a sentence to summarise what they have learned this lesson. The plenary task requires students to write a Whatsapp message telling them what they have learned in the lesson. All resources are included at the end of the presentation. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the 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 students being asked to ‘Think > Pair > Share’ their ideas about the factors which may be contributing to an increase of carbon dioxide in our atmosphere. Once students have had a chance to discuss their ideas about this, they can feed their ideas back to the class, their answers can then be self-assessed using the answers provided. Students will now watch a video about the greenhouse effect, whilst watching this video they will answer a set of questions. Once this task has been completed, they can self-assess their work using the mark scheme provided. Students will now copy and complete the diagram depicting the greenhouse effect by choosing the correct statements to fill in the boxes. Students are then able to peer-assess their work once complete, using the mark scheme provided. Students will now each be given a card of information which describes one of the effects of global warming on the environment, they will need to walk around the room to share information with each other in order to complete the summary table. Lastly, students will be given a set of key word groups and will need to link all three words to form a summary sentence 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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 demonstration of magnesium being burned in air. Students should write down their observations and try to write the complete word equation for magnesium + oxygen, the answer can then be revealed to the class using the PowerPoint. Students will now complete an investigation into how different metals react when burned with oxygen in air. Students should follow the practical worksheet, filling in the table provided with their observations, using their observations they will be asked to place the metals in order of reactivity. This task can be checked against the answers provided on the PowerPoint presentation when completed. Students will now compete a task whereby they will write a set of word equations into their books, making sure they fill in the blanks as they go. The mark scheme for this task is included in the PowerPoint so students can assess their work once it is complete. Students will then be shown how to include state symbols for balanced chemical equations, using this knowledge students will now need to write out the balanced symbol equations (including state symbols) for a set of metal + oxygen reactions. Students can self-assess their work once this is complete. The last task is a role-play, students will each be given either an element or a compound card. Music will be played and students can move/dance around the room, when the music stops they need to get together and line up to form a ‘metal + oxygen -> metal oxide’ word equation. The teacher can check that students have got together and lined up in the correct order! The plenary task requires students to write a twitter message about what they have learned this lesson, they should include #keywords. 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 1.2 unit on ‘Metals & Other Materials’. 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 recap on the reactivity series, students will be asked a seris a questions about certain metals found within the series. Students should be able to identify the metals based upon knowledge learned in previous lessons, once complete this task can be self-assessed using the mark scheme provided. Students will now be introduced to the idea of a ‘displacement reaction’ as a reaction where a more reactive metal found in the reactivity series will displace a less reactive metal. An example is shown - aluminium oxide + iron -> aluminium oxide + iron. Students will then be give a set of reactions, without the products written in, they will need to decide whether a displacement reaction will take place or not. This work can then be marked and corrected using the mark scheme provided. Students will now complete an investigation ‘Competition in Metals’. Students will follow the steps provided on the investigation worksheet to identify whether a displacement reaction has occurred between a number of metals + metal solutions. Students will fill in a results table as they go, noting down any observations as well as identifying if a reaction took place or not. Students can check their answers against the example results table found in the PowerPoint presentation. Lastly, students will complete a ‘True or False’ task, they will be given a set of statements and will need to identify whether they are true or false. This work can be peer or self assessed using the mark scheme provided. The plenary task requires students to complete a sentence starter, from the choice provided, in order 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 KS3 Year 8 Science course, specifically the C2 1.2 unit on ‘Metals & Other Materials’. 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 composite materials, students will be told the definition of a composite material and will be given two examples - MDF & reinforced concrete - including details on the physical properties of these materials. Students will now carry out an investigation into the properties of reinforced concrete vs. concrete. Students should follow the instructions on the sheet to complete the investigation, once complete students can test the concrete by performing some tests on the blocks. Students will now be introduced to other composite materials, firstly carbon-fibre, students will listen to an audio piece of a cyclist explaining the usefulness of carbon-fibre for bikes and bike accessories. This task can be self-assessed using the mark scheme provided, once complete. Next, students will complete an ‘Each one, teach one’ task. For this, students will be in pairs and will need to learn a piece of information about a composite materials - either nylon or glass-fibre-reinforced aluminium. Once learned, students will then teach their partners about the substances used to make the material, the properties of the materials and some examples of uses. Students will use the information to complete a summary table, this work can then be marked and corrected using the mark scheme provided. The plenary task requires students to come up with a question for five answers which are provided, this will assess students knowledge of what they have learned through this module. 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 1.2 unit on ‘Metals & Other Materials’. 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 demonstration, students will be shown a demo whereby alkali metals are dropped in water one at a time, students need to note down their observations in a table. Once this is complete, students will be asked to predict what happens when francium and caesium are dropped in water, students will then watch a video to check whether their answer is correct. Students will now be shown the general word equation for a metal + water, students will now be asked to copy and complete a set of further metal + water word equations. This task can then be assessed using the mark scheme provided. Next, students will be given a set of statements and a number of grouped metals, knowing what they do about the reactivity of these metals with oxygen and with acid (from previous lessons) students will be asked to match the groups of metals to the correct statements - describing their relative reactivity. Once this task has been completed, students can self-assess their work using the mark scheme provided. Following this, students will need to use the statements provided to describe the way in which these metals react with dilute acid, once this task is complete students can self-assess their work. Students will now be shown the word equation for the reaction of metal with steam, including the balanced symbol equation, with state symbols. Students will be asked to then write out the balanced symbol equation for zinc + steam, the answer to this will be provided so students can mark their work. Lastly, students are given a set of sentence starters (metals) and they will need to match these to the correct sentence enders (description of the metal). This work can be marked and corrected using the mark scheme provided. The plenary task requires students to write down three facts, three key words and one question to test their peers knowledge of what was 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 C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to chromatogrpahy, students are shown a diagram to demonstrate this process, they can also take additional notes in their books. Students will now watch a video on chromatography, whilst watching this video they will need to arrange a set of statements in order to correctly describe the process of chromatography. Students can then self-assess their work once it is complete, using the mark scheme provided on the PowerPoint presentation. Next, students will follow the method the have just arranged in their books to carry out their own chromatography practical. This can be completed in groups of 2 or 3, their chromatogram can then be stuck in their books once complete with their conclusion and evaluation completed underneath. Students will now complete a ‘Quick Check’ task, this is a couple of questions to assess students knowledge of what they have learned so far this lesson, the answers to which are included so students can self-assess their work. The last part of the lesson focuses on why chromatography is useful, each students will be given an information card which has a description of one use of chromatography. Students will need to walk around the room, sharing information with each other to complete the summary table. Once this task is complete, students can self-assess their work using the mark scheme provided in the PowerPoint. The plenary task requires students to write a list of key words that they have learned from 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 C2 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a description of a solution, students can make a note of this in their books and then ‘Think > Pair > Share’ their ideas about examples of solutions they know. After a short discussion in pairs and as a class, some example answers are revealed to students. Next, students are introduced to the key terms - solute, solvent and solution - given the example of salt being dissolved in water to produce a saltwater solution. The process of dissolving is explained using particle theory, using a particle diagram to help demonstrate the concept. Students will then be asked to come up with a role-play to demonstrate the process of dissolving, some groups can show this to the rest of the class. Students will now complete a fill-in-the-blank worksheet to assess their knowledge of what they have learned so far this lesson, this can be marked and corrected using the mark scheme provided. Lastly, students will be shown how to work out the total mass/volume of a solution given the mass/volume of the solute and solvent. Students will then work through a set of problems, the answers to which are included in the PowerPoint so students can self-assess their work using the mark scheme provided. The plenary task requires students to write a twitter message to summarise what they have learned this lesson, including #keywords. 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 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with an introduction to the process of filtration, students are shown a diagram and are provided with an description of a method for filtering a mixture. After this, students are provided with a jumble of statements, they will need to order these statements to correctly describe the method of filtration, this task can then be self-assessed using the answers provided. Students will now watch a video on evaporation, students will need to answer a set of questions whilst watching this video. Once students have completed this task, they can mark their work using the answers provided on the PowerPoint presentation. Following this, students will complete a practical to make copper sulphate crystals. The next part of the lesson is on distillation, students will be shown the apparatus used to carry out distillation and will need to copy and complete a paragraph of information to summarise this process. This task can then be marked using the mark scheme provided. Following this, students will be provided with another set of jumbled statements which they will need to order to correctly describe the method of distillation. The answers to this task are included so students can self-assess their work using the mark scheme provided. The plenary task requires students to summarise what they have learned this lesson in three sentences. 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 1.3 unit on ‘Separation Techniques. More Biology, Chemistry and Physics resources can be found in my TES Shop: https://www.tes.com/teaching-resources/shop/SWiftScience The lesson begins with a ‘Think > Pair > Share’ task, students are asked to describe what happens when salt is mixed with water, using the particle model to help them with their explanation. After a short discussion, a diagram is revealed to show students what happens when more and more salt is added to water, eventually reaching a saturated solution. Students will now be provided with a definition for ‘solubility’, following this students will complete a task whereby they will match the key word to the correct definition. Students can self-assess their work once this is complete. Next, students will complete an investigation to work out how much sugar can be dissolved in 100g of water - an equipment list and method is provided for students to follow. Students will now be given some data on the solubility of two salt compounds - potassium chloride and sodium chloride - as temperature increases from 0-100 degrees celsius. They will be required to draw a graph to display this data and describe the relationship between temperature and solubility. This work can be self-assessed once it is complete, using the mark scheme provided. Lastly, students will complete a ‘copy and correct’ task where they will need to copy a paragraph into their books and make amendments so that it correctly summarises what students have learned this lesson. The plenary task is a 3-3-1 reduction, students will need to write down three facts, three key words and 1 question to test their peers knowledge of what was 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 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 a recap on what students should have learned in the last three lessons, students will watch a video and will need to answer a set of questions whilst watching. This task can then be self-assessed using the mark scheme provided once it is complete. Students will then be provided with a poster depicting the rock cycle and a set of statements, they will need to match the numbered stages on the poster to the correct statements. The mark scheme for this task is included in the PowerPoint so students can self-assess or peer-assess their work once it is complete. The next activity requires students to copy and complete a paragraph of information, using the key words which are provided. Once students have finished this task they can mark and correct it, using the mark scheme provided. Lastly, a true or false activity - students will stand up if they believe the statement is true and stay sat down if they believe it to be false. The answers to this task are revealed as you work your way through the activity. The plenary activity requires students to write a tweet demonstrating what they have learned 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 :)